CAMBRIDGE LOWER SECONDARY ENGLISH 9: DIAGNOSTIC CHECK ANSWERS

Diagnostic check answers

The tests and answers have been written by the authors. These may not fully reflect
the approach of Cambridge Assessment International Education.

Part 1: Non-fiction
Section A: Reading
Question Answer Marks

a family made up of more than one generation

1 Give 1 mark. Do not reward direct quotations from the text. 1

In the UK different generations live apart.

2 Give 1 mark. 1

3 there are 12 million old people / there are a lot of elderly people / 5% of the
population is over 85 1
Give 1 mark for any of these ideas.

 It was set up in 2019.

 It is a non-profit organisation.
4  It has an online system. 2
Give 1 mark for each of these ideas, to a maximum of 2 marks.

Because ‘chatter’ is a nickname / is being used as an informal name

5 for the volunteers. 1
Give 1 mark for any credible explanation of these ideas.

the elderly people themselves

6 Give 1 mark. 1

 anecdotal evidence: Amit remembers . . .

 use of statistics: Approximately 50 per cent . . .
7  reference to an official report: a 2019 report . . . / in a national study. 2
Give 1 mark each for any of these ideas, up to a maximum of 2 marks.

addresses young people. / It invites young people to volunteer.

8 Give 1 mark. 1

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 CAMBRIDGE LOWER SECONDARY ENGLISH 9: DIAGNOSTIC CHECK 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 range of well-chosen vocabulary precisely. 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.
 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 is shown.

 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 the development of the text.
 Cohesion is achieved using devices such as connectives accurately and consistently.
 Makes effective use of a variety of sentence structures, including some complex forms.
 Structure may be developed to convey shades of meaning and emphasis (e.g. by 4
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 of sentence structures. 3
 Some complex sentences are used for 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.

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 CAMBRIDGE LOWER SECONDARY ENGLISH 9: DIAGNOSTIC CHECK ANSWERS

Descriptors Marks

 Sentence structures are usually simple, but reasonably accurate. Errors arise where
complex sentences are attempted.
 Simple connectives are used to join clauses in compound sentences.
 Past and present verb tenses are generally consistent, and punctuation is generally
correct throughout.

 Some basic sequencing of material is evident, grouped by content.

 Mainly simple sentences are used, with some variation in sentence openings. 1
 Generally correct grammar is used, 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

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 CAMBRIDGE LOWER SECONDARY ENGLISH 9: DIAGNOSTIC CHECK ANSWERS

Part 2: Fiction
Section A: Reading
Question Answer Marks

It warns us that something awful is going to happen / foreshadows

1 / adds mystery. 1
Give 1 mark. Do not reward generic comments such as ‘it draws the reader in’.

She seems naïve / childish / innocent / she doesn’t know the ways of the world.
2 Give 1 mark for any credible idea that moves beyond the idea that she is young / 1
10 years old.

3a metaphor
Give 1 mark. 1

It makes us understand that she is sheltered / her experience is very limited /

3b she feels secure in her garden. 1
Give 1 mark for any credible explanation.

It is a balanced sentence, and the words owned and ruled show that her
4a grandparents had power / authority. 1
Give 1 mark for any credible explanation that focuses on these ideas.

It suggests that they live like royalty / have high status / rule the house.
4b Give 1 mark for any credible explanation that focuses on these ideas. 1

 There were lots of people / relatives there.

 They all moved freely in each other’s living spaces.
5 Give 1 mark for each of these ideas, up to a maximum of 2 marks. Do not reward 2
points that fail to focus on the fact that she is an only child.

personification
6 Give 1 mark. 1

The writer repeats the phrase my world, which links back to the start and/or the
7 third paragraph. 1
Give 1 mark.

Section B: Writing
Creation of texts / Vocabulary and language (maximum of 4 marks)

Descriptors Marks

 Content is relevant and developed with imaginative detail using a variety of techniques 4
(e.g. imagery and figurative language).
 Uses a range of precise and well-chosen vocabulary.
 Characterisation is shown through actions and reactions during the story.
 A clear, consistent relationship between the writer and the reader is established and

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 CAMBRIDGE LOWER SECONDARY ENGLISH 9: DIAGNOSTIC CHECK ANSWERS

Descriptors Marks

controlled.

 Content is relevant, and ideas are developed using some appropriate techniques.
 Vocabulary choices are appropriate and sometimes well chosen.
 Characters are described and developed with actions linked to key events. 3
 A clear relationship between the writer and the reader is established in parts of the story,
which engages the reader.

 Content is straightforward with an appropriate balance (e.g. speech,

action and description).
 Vocabulary is sometimes simple, but with some choices to create interest. 2
 Some events / feelings are described (e.g. something has happened that the character
needs to explain / reflect on).
 Some attempt made to engage the reader.

 Ideas are mostly relevant to the task (e.g. a simple plot).

 Vocabulary is simple. 1
 The reader is given basic information relevant to the narrative.
 There is a little awareness of the reader.

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

Descriptors Marks

 Clear, well-organised paragraphs structure the narrative.

 Chronological or logical links help the development of ideas, with appropriate openings
and closings.
 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.

 A logical sequence is evident, with some attempt to link ideas, including some fitting
openings and closings.
 Some use is made of organisational devices.
 Sentence structures are usually used appropriately. 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

 Some attempt is made to sequence ideas logically, with some opening and closing
of ideas evident.
 Movement between paragraphs may be disjointed.
 Sentence structures are usually simple, but reasonably accurate. Errors arise where
complex sentences are attempted.
 Simple connectives are used to join clauses in compound sentences.

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 CAMBRIDGE LOWER SECONDARY ENGLISH 9: DIAGNOSTIC CHECK ANSWERS

Descriptors Marks

 Past and present tense of verbs are generally consistent, and punctuation is generally
correct throughout the text.

 Some basic sequencing is present, with story ideas evident.

 Mainly simple sentences are used, with some variation in sentence openings. 1
 Generally correct grammar, with sentences usually punctuated accurately.

Spelling (maximum of 2 marks)

Descriptors Marks

 Spelling of a wide range of words is generally correct. 2

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

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