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LS English 9 Unit 2 Test Answers Editable

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506 views

LS English 9 Unit 2 Test Answers Editable

Uploaded by

Sumaiya Patwari
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 2 TEST ANSWERS

End of unit 2 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 persuade more people to join the police


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.

 They ask a series of questions people may have.


2  They organise the material clearly. 2
Give 1 mark for either of these ideas up to a maximum of 2 marks.

 Repetition to reinforce points: power / you (will) / communities.


 Use of colon: you are given power: the power to help people reinforces sense of
3 helping others / using power for good. 1
 Use of semi-colon in you will learn new skills; skills that will stay with you for life
reinforces the benefits.
Give 1 mark for any of these ideas.

 It is physically / mentally / emotionally challenging.


4  Dealing with difficult situations. 1
 Dealing with criminals.
Give 1 mark for any of these ideas.

The following points may be included:


 job satisfaction / fulfilment
 unpredictable / interesting / no two days the same
 competitive salary
 private health care
 discounts from retailers
5  good training 3
 develop skills (handling dangerous situations / investigating crime)
 develop knowledge (of law / technology)
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 which demonstrates clear
understanding.
6 Give 1 mark for a response with three points and some clarity. 2
Give 0 marks for a summary made up of points that are not synthesised or includes
one / two of the listed points.
Do not award more than 1 mark if the summary is over 50 words.

1
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 2 TEST ANSWERS

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
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 2 TEST ANSWERS

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
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021

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