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LS English 9 Unit 9 Test Answers Editable

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1K views

LS English 9 Unit 9 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 9 TEST ANSWERS

End of unit 9 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 entertain / to inform
Give 1 mark if both are correctly ticked.
1 Give 0 marks if more than two lines are ticked. 1
Accept alternatives to a tick, such as a cross or a circle. Give 0 marks if more than one
answer is ticked.

 It stops any bias from the writer / the writer’s opinion.


2  You hear her own words as she says them / it is personal. 2
 It helps organise the material (so readers can dip in and out).
Give 1 mark for any of these ideas, up to a maximum of 2 marks.

3 ‘lodged’ 1
Give 1 mark.

4 The exclamation marks give the paragraph a light-hearted / jokey / funny tone. 1
Give 1 mark for any explanation of this idea.

The following points may be included:


 leadership skills (aircraft commander training)
 physical fitness / being in shape (spacewalk training)
 grit / determination
 dedication / commitment
5  adaptability / flexibility 3
 interest in travel (the Antarctic) / working in remote places
 being good at science / engineering / tutoring.
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 includes one 2
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
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 9 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.
 Uses a wide range of well-chosen vocabulary.
4
 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.
 Vocabulary choices are relevant for the purpose.
3
 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.
 A simple range of vocabulary is relevant to the purpose.
2
 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.
 Structure may be developed to convey shades of meaning and emphasis (e.g. by positioning of 4
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. 2
 Movement between paragraphs may be disjointed.
 Sentence structures are usually simple, but reasonably accurate. Errors arise where complex

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

Descriptors Marks

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.

 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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