LS English 9 Unit 8 Test Answers Editable

CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 8 TEST ANSWERS
End of unit 8 test answers

The tests and answers have been written by the authors. These may not fully reflect
the approach of Cambridge Assessment International Education.
Section A: Reading
Question Answer Marks
to show that disabled people can live normal lives

1 Give 1 mark. Accept alternatives to a tick, such as a cross or a circle. 1
Give 0 marks if more than one answer is ticked.
2 It does not mention being disabled. / It lists all the positive things she is proud of. 1
Give 1 mark for either of these ideas.
 The family faced challenges together.

3  She went wherever her family went. 2
Give 1 mark for each of the above, up to a maximum of 2 marks.
4 It follows a chronological order through the writer’s life. 1

Give 1 mark for any explanation of this idea.
The following points may be included:

 She went to college.
 She graduated with a business qualification.
 She got a job.
 She got engaged to Stephen in 1987.
 She got married in 1988.
5  She got pregnant. 3
 She had a baby boy on 10 August.
 Her little boy started nursery school at 15 months.
Give 3 marks for 7–8 points.
Give 2 marks for 4–6 points.
Give 1 mark for 2–3 points.
Give 0 marks for 0–1 point.
Give 2 marks for a response with at least five points and clear understanding.
Give 1 mark for a response with three points and some clarity.
6 Give 0 marks for a summary made up of points that are not synthesised or that includes 2
one or two of the listed points.
Do not award more than 1 mark if the summary is over 40 words.
1
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
Section B: Writing
Creation of texts / vocabulary and language (maximum of 4 marks)
Descriptors Marks
 Content is consistently relevant and developed in detail.

 The text type is clearly established, with an appropriate tone throughout. 4
 Uses a wide range of well-chosen vocabulary.
 A clear, consistent relationship between the writer and the reader is established and controlled.
 Content is relevant, and ideas are developed using some appropriate techniques.
 The main features of the text type are evident and tone is mostly appropriate. 3
 Vocabulary choices are relevant for the purpose.
 Some awareness of the reader.
 Content is straightforward with basic relevant information.

 General aspects of the text type are evident and a tone is established. 2
 A simple range of vocabulary is relevant to the purpose.
 Some awareness of the reader may be shown.
 The response has limited relevance to the task.

 Some elements of the text type are seen but the tone may be inconsistent. 1
 Vocabulary is simple.
Structure of texts / grammar and punctuation (maximum of 4 marks)
Descriptors Marks
 Well-crafted paragraphs enhance the structure of the text.

 The response is presented coherently and logically to aid development of ideas.
 Cohesion is achieved using devices such as connectives accurately and consistently.
 Effective use is made of a variety of sentence structures, including some complex forms. 4
 Structure may be developed to convey shades of meaning and emphasis (e.g. by positioning of
clauses, varying word order, expanding phrases).
 Grammar and punctuation, including tenses and speech punctuation, are almost always accurate.
(Serious errors may occur where structures are very ambitious.)
 Paragraphs are used to help structure the text.

 The response is generally coherent and in a logical order.
 Some use is made of organisational devices.
 Appropriate use is made of sentence structures. 3
 Some complex sentences are used to create effect, such as using expanded phrases to develop
ideas (e.g. noun, adverbial, adjectival and verb phrases), or a range of connectives (e.g. if, so,
because, then).
 Grammar and punctuation are mostly accurate.
 Paragraphs are used, but not consistently. 2

 The response is clear but not sequenced logically to help the development of ideas.
 Movement between paragraphs may be disjointed.
 Sentence structures are usually simple, but reasonably accurate. Errors arise where complex
sentences are attempted.
2
Descriptors Marks
 Simple connectives are used to join clauses in compound sentences.

 Past and present tenses of verbs are generally consistent, and punctuation is generally correct
throughout the text.
 There is some basic sequencing of material, grouped by content.

 Mainly simple sentences are used, with some variation in sentence openings. 1
 Generally correct grammar is evident, with sentences usually demarcated accurately.
Spelling (maximum of 2 marks)
Descriptors Marks
 Spelling of a wide range of words is almost completely accurate. 2

 Spelling of a reasonable range of words is generally accurate. 1
3

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CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 8 TEST ANSWERS

End of unit 8 test answers

to show that disabled people can live normal lives

 The family faced challenges together.

4 It follows a chronological order through the writer’s life. 1

The following points may be included:

 Content is consistently relevant and developed in detail.

 Content is straightforward with basic relevant information.

 The response has limited relevance to the task.

Structure of texts / grammar and punctuation (maximum of 4 marks)

 Well-crafted paragraphs enhance the structure of the text.

 Paragraphs are used to help structure the text.

 Paragraphs are used, but not consistently. 2

 Simple connectives are used to join clauses in compound sentences.

 There is some basic sequencing of material, grouped by content.

Spelling (maximum of 2 marks)

 Spelling of a wide range of words is almost completely accurate. 2

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