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LS English 9 Unit 5 Test Answers Editable

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2K views

LS English 9 Unit 5 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 5 TEST ANSWERS

End of unit 5 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

 confident / proud: The machine was ready / the work was finally complete / It
1 appeared exactly as I had seen it in my dreams. 2
 excited / inspired: I’d never felt so awake.
Give 1 mark for each feeling with a relevant quote up to a maximum of 2.

 it was like an engine / it had moving parts / it was powerful (the motor and blades
were bolted and secured) 1
2  it was covered in oil / it was shiny / it was dirty (the chain was taut and heavy
with grease) 1
 it was tall / huge / high up (the tower stood steady in its legs).
Give 1 mark for any own words example and 1 mark for a relevant quote.

that they think the machine will not work


3 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.

a personification 1
4 b The paragraph shows that William feels powerful as the creator of the machine.
Give 1 mark for each of these ideas. 1

 (the colon introducing) a list of what it is made of: shows how a range of recycled
junk has been put together / how resourceful William is
 short sentence Each one told its own story of discovery: stresses the time and
patience it took to gather the materials / gives a romantic view of accumulating
the scrap metal to build the machine
5  opposites lost and found used deliberately: this shows how determined William 1
was and how constructive / positive the machine is / stresses not giving up as
everything has its use
 final sentence Together now, we were all being reborn: short but balanced
sentence adds a feeling of solemnity / a profound moment / unity between man
and machine.
Give 1 mark for any one of these examples with a credible explanation.

 the speed building as the machine starts: Slowly at first, then faster and faster...
 William’s nervousness: My knees turned to jelly
6  the light appearing gradually: A tiny flicker in my palm and then a 2
magnificent glow.
Give 1 mark each for any of the above, up to a maximum of 2.

1
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 5 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

2
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 5 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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