FORM 3 ENGLISH MARKING SCHEME

DIRECTORATE FOR QUALITY AND STANDARDS IN EDUCATION Department of Curriculum Management Educational Assessment Unit

Track 3

Annual Examinations for Secondary Schools 2015

FORM 3

ENGLISH

MARKING SCHEME

Half marks are to be rounded up only after the global mark has been arrived at (e.g. 55? =56)

Section A ? LANGUAGE

15 MARKS

A. Fill in with the correct preposition.

? mark x 10 = 5 marks

1. of 2. on 3. in 4. for 5. on

6. to 7. with 8. in 9. at 10. during

B. Read the following paragraph and put the verbs in brackets in the correct form. ? mark x 10 = 5 marks

1. making 2. suffered 3. is breathing 4. to survive 5. was running

6. watched/was watching 7. had fallen 8. is 9. will suffer/is going to suffer 10. will be/is going to be

C. Read the following paragraph and then fill in the gaps with a suitable word. ACCEPT any other logical and grammatically correct answer. ? mark x 10 = 5 marks

1. masks/costumes/clothes 2. gun/weapon 3. money/cash 4. fled/escaped 5. fire

6. urging/encouraging/asking 7. information 8. anonymous 9. unknown/undisclosed 10. investigating

English ? Marking Scheme ? Form 3 Secondary ? Track 3 ? 2015

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Section B ? READING COMPREHENSION

20 MARKS

Note:

Markers are reminded not to penalise language errors unless what is written is

unintelligible.

Answers do not have to be in full sentences.

Unless otherwise instructed, award marks for answers which include the

following content which may also be rephrased.

1. This extract is taken from a: b) travel journal.

2. Explain these words or phrases as used in the passage.

1 mark 1 mark x 5 = 5 marks

a) acquaintance (line 1) b) beamed (line 17) c) stuffed her face (line 17) d) highlight (line 38) e) defunct (line 39)

somebody that the writer knew smiled she ate a lot the most important/interesting experience/place no longer used

3. a) Mention TWO problems the writer had at the beginning of their journey.

ACCEPT any two of: they argued about the food, about the writer's

parenting, Emily was frightened of flying insects.

1 mark

b) How were these problems solved? They bumped into friends who asked them to join their boat.

1 mark

4. Why did Roy and Emily get on well according to the writer? His boat was full of sweets and snacks.

1 mark

5. Name TWO things the writer and her friends did at Cartagena.

ACCEPT any two of: they went to a restaurant, swimming, tours to see how

coffee and sugar are made.

1 mark x 2 = 2 marks

6. According to the writer, what was ONE advantage of travelling with children?

They were invited to people's homes rather than spending time with other

travellers.

2 marks

English ? Marking Scheme ? Form 3 Secondary ? Track 3 ? 2015

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7. Why were the writer and her friends desperate to get off the boat when they got to

Cura?ao?

Everybody was seasick and the wind was horrific.

2 marks

8. Underline TRUE or FALSE and give a reason. Marks are forfeited if true/false and

reason are not both correct.

1? marks x 2 = 3 marks

a. The writer was very happy to go back home after her travels with Emily. FALSE because she was not ready to do so but Emily was due to start school.

b. Emily was better off at the end of the trip. TRUE because she became more confident.

9. From lines 43 ? 55, list FOUR positive things that came out of this experience. ? mark x 4 = 2 marks

ACCEPT any suitable answer like: a. They met some wonderful people. b. Emily became more confident. c. She had beautiful memories/remembered rescuing turtles. d. Emily celebrated birthdays on palm-fringed islands. e. Emily was eager to go on her next trip/adventure.

Section C ? LITERATURE UNPREPARED TEXT - POETRY

20 MARKS 10 marks

1. What is the gist of the poem?

1 mark

The gist of the poem is about a group of boys who are on their skateboards

and are moving very fast.

DO NOT ACCEPT if students just repeat the title of the poem only.

2. What figure of speech is the phrase "like fireworks or tracers in water"? 1 mark Simile.

3. Explain: "their ankles are as strong / As horses".

1? marks

Horses have strong ankles, so the boys twisting their skateboards also have strong ankles like those of horses.

4. Explain "With spines like soft dolls". They are so flexible that they bend as if they were dolls.

1? marks

English ? Marking Scheme ? Form 3 Secondary ? Track 3 ? 2015

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5. Find an example of onomatopoeia and explain its effect. ACCEPT any one of: crackling/zizz/choc/bang/slap ACCEPT any suitable answer as explanation for its effect.

2 marks

6. Comment on the rhyming pattern and its effect.

1 mark

There is no rhyming pattern and it is effective as it matches the irregular

movements made by the boys on their skateboards.

7. What figure of speech is found in the phrase "silent heat"? Personification.

1 mark

8. Why is the word "choc" repeated?

1 mark

To bring out the repeated sound of the skateboard OR to show the sound the

skateboard is making.

UNPREPARED TEXT - PROSE

10 marks

1. What figure of speech is "sleeping soundly" an example of? Alliteration.

? mark

2. What is the effect of "She shot up in bed"?

1 mark

ACCEPT any answer which says that this shows fear and waking up suddenly.

3. Find TWO contrasting words in paragraph 2. Hot and midwinter.

1 mark

4. The words "clawed", "scrambled" and "heaved" show a sense of panic/fear. ? mark

5. a) What figure of speech is "The snow glinted mockingly an example of"?

Personification

? mark

b) Explain this phrase: It is as if the snow is making fun of her because the snow is

far from the fire.

1 mark

6. Find an example of onomatopoeia in the last paragraph. roaring

1 mark

7. a) What figure of speech is "It was as wet as lettuce" an example of? Simile

? mark

b) Find another example of this figure of speech. ACCEPT: like a factory furnace DO NOT ACCEPT: as if her pyjamas were melting off her back.

1 mark

8. Why are the first and last sentences of this extract effective?

2 marks

They create suspense/fear. The reader wants to know what has happened and

what will happen.

English ? Marking Scheme ? Form 3 Secondary ? Track 3 ? 2015

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9. Comment on the effectiveness of ending the paragraph with two questions: "What was

she supposed to do? Jump?"

1 mark

The questions show feelings of panic/uncertainty/hopelessness/her train of

thought. Prepares the reader for `paralysed with terror', creates a cliffhanger.

ACCEPT any other suitable answer.

Section D ? COMPOSITION

25 MARKS

Candidates should be rewarded for relevance and range of ideas. If a composition is deemed to be irrelevant, initially it is to be marked according to the Marking Scheme and then up to 6 marks are to be deducted.

Marking Grid

Candidate performance demonstrates:

20 - 25 marks

hardly any language problems.

Excellent

a very wide range and precision of vocabulary.

idiomatic expressions and shows an ability to communicate subtleties of language.

appropriate style.

15 - 19 marks Very Good

a good choice and range of vocabulary. reasonably appropriate style. correct sentence structures. fluency and coherence. few spelling errors.

10 - 14 marks Pass

adequate vocabulary. a fair accuracy in structures and spelling. competence in communication. limited in style. coherence.

5 - 9 marks Weak

limited vocabulary. lack of communication except in the simplest of terms. poor spelling. confused and incoherent structures.

1 - 4 marks Very Poor

very limited vocabulary. sentences that are almost meaningless with no structure and very

poor spelling. very little communication.

English ? Marking Scheme ? Form 3 Secondary ? Track 3 ? 2015

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