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LS English 9 Unit 1 Test Answers Editable

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634 views

LS English 9 Unit 1 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 1 TEST ANSWERS

End of unit 1 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 the challenges of being a travel writer


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.

Use of list/rule of three in sentence 2: builds the complaints up in one sentence /


stresses how awful it is.
2 Ellipsis in final sentence: trails off as the paragraph ends to stress the 2
disappointment / prepares the reader for the full story.
Give 1 mark for the example and 1 mark for any credible explanation given in the
learner’s own words, up to a maximum of 2 marks.

Example: ‘this place looks like something from science fiction’.


Effect: Coober Pedy sounds like a place from a film set, which stresses how unusual it
3 was / how alienating she found it / how uncomfortable she feels there. 2
Give 1 mark for the example and 1 mark for any credible explanation given in the
learner’s own words, up to a maximum of 2 marks.

Because the days are very hot and the nights are very cold / temperatures there are
4 at both ends of the spectrum. 1
Give 1 mark for any explanation of these ideas given in the learner’s own words.

5 ‘(in a) desperate attempt (to get rich quick)’ 1


Give 1 mark. Give 0 marks if more text than above is offered.

6 because she does not want to be there 1


Give 1 mark for any explanation of this idea given in the learner’s own words.

7 because a negative article ends on a more positive note / it is more light-hearted 1


Give 1 mark for any explanation of this idea given in the learner’s own words.

It means getting to know the area better, but also refers to the fact that people sleep
8 in holes in the ground. 1
Give 1 mark for any credible explanation of both meanings.

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


 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 2
sentences are attempted.
 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.

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

Descriptors Marks

 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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