课件文稿教案

1123ENGLISHLANGUAGE

1123/01

Paper1(Composition)

umrawmark60

UNIVERSITYOFCAMBRIDGEINTERNATIONALEXAMINATIONS

GCEOLevel

MARKSCHEMEfortheMay/June2006questionpaper

Thismarkschemeispublishedasanaidtoteachersandstudents,toindicatetherequirementsoftheexamination.ItshowsthebasisonwhichExaminerswereinitiallyinstructedtoawardmarks.ItdoesnotindicatethedetailsofthediscussionsthattookceatanExaminers’meetingbeforemarkingbegan.AnysubstantialchangestothemarkschemethatarosefromthesediscussionswillberecordedinthepublishedReportontheExamination.

AllExaminersareinstructedthatalternativecorrectanswersandunexpectedapproachesincandidates’scriptsmustbegivenmarksthatfairlyreflecttherelevantknowledgeandskillsdemonstrated.

MarkschemesmustbereadinconjunctionwiththequestionpapersandtheReportontheExamination.

CIEwillnotenterintodiscussionorcorrespondenceinconnectionwiththesemarkschemes.

CIEispublishingthemarkschemesfortheMay/June2006questionpapersformostIGCSEandGCEAdvancedLevelandAdvancedSubsidiaryLevelsyllabusesandsomeOrdinaryLevelsyllabuses.

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MarkScheme

Syllabus

Paper

GCEOLEVEL–May/June2006

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©UniversityofCambridgeInternationalExaminations2006

MARKINGPARTONE

AssessmentObjectives

Totestthecandidate’sabilityto:

produceapieceofcontinuousproseinaccurateStandardEnglish.

respondrelevantlytoataskchosenfromanumberofalternatives.

Particularemphasisisceduponthecandidate’sabilityto:

writesentencesofvariouslengthsandtypes,usingavarietyofsentencestructuresasanaidtomeaning;

useawidevocabularyandsuitablerangeofidiomwithprecision;

punctuateaccurayandhelpfully;

writeinparagraphswhichdemonstrateinternalunityandareappropriaylinked;

spellaccurayoverthefullrangeofvocabularyused;

respondwithrelevanceandprecisiontothechosentopic;

engageandsustaintheinterestofthereader.

Theaboveobjectivesareassessedbyimpression,usingasguidesthegradedescriptionsinthisMarkScheme,thephotostatsandtheexemrmarkedscriptsattachedtothisMarkScheme,showingperformanceacrosstheexpectedrangeofachievement.

MarkingMethod

Thewholeofeachcompositionshouldbereadslowlyandcarefully,indicatingallerrorsbyunderliningthewordorphrasewherethemistakeoccursandcingticksinthebodyofthescripttoindicategooduseoflanguageorsubjectmatter.

Whenthescripthasbeenread,itshouldbeassignedtooneofthelevelsofperformancedescribedbelow.Noscriptwillfitexactlyintooneofthedescriptionsbutexaminersmustjudgewhichgrademostnearly‘fits’thecharacteristicsofthescript.

Whereall,ornearlyall,ofthecriteriaofaparticulargradehavebeenmet,thescriptshouldbecedtowardsthetopofthemarkrangeavailableforthatgrade.Ascriptthatfitsthedescriptionbutislesscompleteinitscoverageofthecriteriashouldbecedtowardsthebottomoftheavailablerange.

N.B.Whenassessingpiecesofcontinuouswriting,itisimportanttorememberthatthecandidateisworkingwithinastricttimelimitandmay,therefore,makeoccasional‘firstdraft’errorswhiaynotbetypicalofthecandidate’sbestwork.

GradeDescriptionsfortheAssessmentofContinuousWriting

A1/A2(40-36)Apartfromveryoccasionalslips,thelanguageishighlyaccurate.Sentencestructureisvariedanddemonstratesthecandidate’sskilltousedifferentlengthsandtypesofsentencesforparticulareffects.Verbformswillbelargelycorrectandappropriatetensesconsistentlyusedtosustainalogicalprogressionofeventsorideas.Vocabularyiswideandprecise.Punctuationisaccurateandhelpfultothereader.Apartfromveryoccasionalslips,spellingisaccurateacrossthefullrangeofvocabularyused.Paragraphshaveunity,arelinked,andshowevidenceofnning.Thetopicisaddressedwithconsistentrelevance;theinterestofthereaderisarousedandsustained.Thetoneandregisreentirelyappropriatetothetopic.

B3/B4(35-31)Thelanguageisaccurate;occasionalerrorsareeitherslipsorarisefromattemptstouseambitiousstructuresorvocabularythatmaybeimperfectlyunderstood.Vocabularyiswideenoughtoconveyintendedshadesofmeaningwithsomeprecision.Sentencesshowsomevariationoflengthandtype,includingtheconfidentuseofcomplexsentencestocreatesomenaturalfluency.Theremaybeoccasionalslipsinverbformsortenseformationbutsequencewillbeconsistentandclearthroughoutthepiece.Punctuationisaccurateandgenerallyhelpful.Spellingisnearlyalwaysaccurate.Paragraphsshowsomeevidenceofnning,haveunityandareusuallyappropriaylinked.Theresponseisrelevant,andtheinterestofthereaderisarousedandsustainedthroughmostofthecomposition.Thereisevidenceofagenuineefforttoachieveanappropriatetoneandregisterforthetopic.

C5/C6(30-26)Thelanguageismostlyaccurate;errorsthatoccurwillnotmarclarityofcommunication.Vocabularyandstructuresaremainlycorrectwhentheyaresimple;mistakesmayoccurwhenmoresophisticationisattempted.Sentencesmayshowsomevarietyofstructureandlength,althoughtheremaybeatendencytorepeatencetypesand‘shapes’,producingamonotonouseffect.Theremaybeerrorsinirregularverbformsbutcontroloftensesequencewillbesufficienttosustainaclearprogressionofeventsorideas.Spellingofsimplevocabularyisaccurate;errorsmayoccurwhenmoreambitiousvocabularyisused.Punctuationisgenerallyaccurate,althougherrorsmayoccurwhenmoredifficulttasksareattemptede.g.thepunctuationofdirectspeech.Sentenceseparationiscorrectlymarkedbypunctuation.Thecompositioniswritteninparagraphswhiayshowsomeunity,althoughlinksmaybeabsentorinappropriate.Thecompositionisrelevantandwillarousesomeinterestinthereader.Theremaybeanimpressionoflackoforiginalityand/orsomeevidenceoflackofnning.Thetoneisusuallyappropriatetothetopic,althoughtheremaybeslipsofregisterwithsomeunsuitablevocabularyoridiom.

D7(25-21)Thelanguageissufficientlyaccuratetocommunicatemeaning.Therewillbepatchesofclear,accuraanguage,particularlywhensimplevocabularyandstructuresareused.Theremaybesomevarietyofsentencelengthandstructurebutthereadermaynotbeconvincedthatthisvarietyisforaparticularpurpose.Theremaybeerrorsinverbformsandtenseconsistencywhichcausesomeuncertaintyinthesequenceofeventsordisturbtheeaseofcommunication.Vocabularyisusuallyadequatetoconveyintendedmeaning,althoughitmaybeinsufficientlydevelopedtoachieveprecision.Idiommaybeuncertainattimes.Punctuationwillbeusedbutmaynotenhance/clarifymeaning.Somesentenceseparationerrorsmayoccuroccasionally.Simplewordswillbespeltaccuray,butmorecomplexvocabularymayshowsomespellingweaknesses.Paragraphswillbeusedbutmaylackunityorcoherence.Agenuineattempthasbeenmadetoaddressthetopicbuttheremaybedigressionsorfailuresoflogic.Compositionsmaylacklivelinessandinterestvalue.Thetonemaybeuneven.Theremaybesomeirrelevance.

E8(20-16)Theoverallmeaningisneverindoubtbuttheerrorsaresufficientlyfrequentandserioustohamperprecisionandmayslowdownspeedofreading.Somesimplestructureswillbeaccuratebutthescriptisunlikelytosustainaccuracyforlong.Errorsinverbformsandtenseswillsometimesconfusethesequenceofevents.Vocabularymaybelimited,eithertoosimpletoconveyprecisemeaningormoreambitiousbutimperfectlyunderstood.Someidiomaticerrorsarelikely.Simplepunctuationwillusuallybeaccuratebuttheremaybefrequentenceseparationerrors.Simplewordswillusuallybespeltcorrectlybuttheremaybeinconsistencyandfrequentmistakesinthespellingofmoredifficultwords.Paragraphsmaylackunityorbeusedhaphazardly.Thesubjectmatterwillshowsomerelevance.Thetonemaysometimesindicatethatthecandidaterecognisesthenatureofthetopicbutonlyinconsistently.Theincidenceoflinguisticerrorislikelytodistractthereaderfrommeritsofcontent.

U9(i)(15-11)Therewillbemanyseriouserrorsofvariouskindsthroughoutthescriptbuttheywillbeofthe‘single-word’typei.e.theycouldbecorrectedwithoutre-writingthesentence.Frequenterrorsinverbformsandhaphazardchangesoftensewillconfusethemeaning.Communicationisestablished,althoughtheweightoferrormaycause‘blurring’fromtimetotime.Sentenceswillprobablybesimpleandrepetitiveinstructure.Vocabularywillconveymeaningbutislikelytobesimpleandimprecise.Errorsinidiomaticusagewillbeasignificantfeature.Spellingmaybeinconsistent.Paragraphingmaybehaphazardornon-existent.Theremaybeevidenceofinterestingandrelevantsubjectmatndsomerecognitionofappropriatetoneforthegenrebuttheweightoflinguisticerrorwilltendtoobscureorneutraliseitseffect.

U9(ii)(10-6)Sensewillusuallybedecipherablebutsomeoftheerrorwillbemultiplei.e.requiringthereadertore-readandre-organisebeforemeaning esclear.Thereareunlikelytobemorethanafewaccuratesentences,howeversimple,inthewholecomposition.Thecontentislikelytobecomprehensiblebutmaybepartlyhiddenbythedensityofthelinguisticerror.

U9(iii)(5-0)ScriptsarealmostentirelyorentirelyimpossibletorecogniseaspiecesofEnglishwriting.Wholesectionswillmakenosenseatall.Whereoccasionalpatchesofrelativeclarityareevidentsomemarkswillbegiven.Themarkof0isforscriptsthatmakenosenseatallfrombeginningtoend.

MARKINGPARTTWO

AssessmentObjectives

Totestthecandidate’sabilityto:

writealetterwhichcommunicatesinformationclearly,accurayandeconomically;

carryouttheinstructionsasdetailedonthequestionpaperregardingtheparticularinformationrequired;

writeinaccuratestandardEnglish,usingastyleandtoneappropriatetothetask.

DetailedMarkingInstructions

InPart2,thecandidateistoberewardedasfollows:

a) Content-5marks;b)Language-15marks.

Content

Therearefivespecificpiecesofinformationrequiredintheletter.The5Contentmarkswillbeawardedonthebasisofonemarkperpieceofinformation,giventhattheinformationisreasonable.Itisobviouslyimpossibletoattempttopredictwhatcandidatesmightsay.Examinersmustusetheirjudgementandbepreparedtobelenientwhenindoubt.Onlyrejectinformationwhenitisillogical,irrelevant,orifitdemonstratesthatthecandidatehasnotunderstoodthesituationorthetaskatall.

Candidatesshouldcoverallfivepointsgivenonthequestionpaperbutnotnecessarilywithequalemphasis.

IndicateContentmarksawardedbyticksineithermargin,usingthefollowingletterstoindicateaspectsrewarded:

W -whenandwhere(bothrequiredforthemark)

D -howthecewillbedecorated

R -howrefreshmentswillbeprovided

E -detailsofenter