CAMBRIDGE LOWER SECONDARY ENGLISH 9: END-OF-YEAR TEST ANSWERS

End-of-year test answers

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

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

1 ‘lured’ 1
Give 1 mark (0 if more than one word is given).

 by hunting for food

2  by finding ways of making money 2
 by wanting to see more of our surroundings / go beyond our horizons
Give 1 mark for each of these ideas, up to a maximum of 2 marks.

 (Literal) – seeing the world from above in an aeroplane

3  (Metaphorical) – making amazing progress / developments in exploration 2
Give 1 mark for each of these ideas to a maximum of 2 marks.

Laika was used to check that space travel would not be fatal / lead to death
4 for humans. 1
Give 1 mark. Do not accept more general responses, such as ‘To see if it was
safe / too dangerous’.

to outline the progress made in space travel

5 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.

 Using ‘light-years’ is effective as it is language related to space.

6  It sums up or stresses the speed of the achievements outlined in the 1
paragraph.
Give 1 mark for either of these ideas.

 It involves a lot of working out / theory / complex equations / planning.

7  It is life-threatening / can lead to death. 2
Give 1 mark for each of the above, up to a maximum of 2 marks.

8 ‘rare’ 1
Give 1 mark. Do not allow excess words.

9 Language:
 blast off: linked to rockets, so an effective way of describing
people’s interest
 use of examples: Planetary Resources / SpaceX – gives it credibility and
shows progress is still ongoing
 direct address to reader (e.g. maybe you’ll be) makes the tone friendly and

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 CAMBRIDGE LOWER SECONDARY ENGLISH 9: END-OF-YEAR TEST ANSWERS

Question Answer Marks

warm
 Don’t forget to do your maths homework!: adds humour and makes
it less formal.
Structure:
 exclamatory sentence But . . . blast off! adds anticipation / excitement
about the future developments of space travel
 rhetorical question maybe you’ll be one of them? makes it clear that anyone 4
can be involved / opens it out
 Don’t forget to do your maths homework! links back to paragraph 3 – the
equations and rocket science.
Give 1 mark for each example and 1 mark for a credible explanation for each,
up to a maximum of 4 marks.

 Metaphor: (for a moment) the Earth stood still

 Effect: shows how amazing, unbelievable or moving it was / the dramatic
10 impact of the achievement on people / that is was a momentous moment 2
for humankind.
Give 1 mark for the correct example and 1 mark for a credible explanation that
focuses on the human reaction.

11 Because they couldn’t believe it was true / because it was unbelievable. 1

Give 1 mark. Do not allow direct lifts from the text.

Because they are not based on real life / they are made up / they
12 are unrealistic. 1
Give 1 mark for any credible explanation.

that landing on Mars will make anything possible in space exploration

13 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.

 establish a settlement
 make the atmosphere richer in oxygen / reduce carbon dioxide in the
atmosphere
 raise the temperature
 fill streams and lakes with water
 plant foliage
 human race may not survive on Earth
14  Earth could be destroyed ecologically 3
 danger of asteroid colliding with earth
 sun growing larger
 survival of the human race
Give 3 marks for 8–9 points.
Give 2 marks for 6–7 points.
Give 1 mark for 3–5 points.
Give 0 marks for 0–2 points.

15 The summary should include five points from question 14, written in the 2
learner’s own words (as far as possible) and be coherent. Words and phrases
taken from the text are acceptable where they contribute to
a cohesive summary.
Give 2 marks for a summary that combines five or more points from question 14

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Question Answer Marks

into a coherent summary. If the summary exceeds 55 words, give

1 mark only.
Give 1 mark for a summary that includes fewer than five points from
question 14.
Give 0 marks for a summary that is not written in (attempted) sentences
/ prose, or that includes none of the points from question 14.

Section B: Writing
Creation of texts / Vocabulary and language (maximum of 8 marks)

Descriptors Marks

 Content is consistently relevant and developed in detail.

 Text type is clearly established with an appropriate tone throughout.
 Uses a wide range of well-chosen vocabulary precisely. 7–8
 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. 5–6
 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. 3–4
 A simple range of vocabulary is relevant to the purpose.
 Some awareness of the reader may be shown.

 The response has little relevance to the task.

 Some elements of the text type are seen but the tone may be inconsistent. 1–2
 Vocabulary is simple.

Structure of texts (maximum of 7 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. 6–7
 Cohesion is achieved using devices such as connectives accurately and consistently.

 Paragraphs are used to help structure the text.

 The response is generally coherent and in a logical order. 4–5
 Some use is made of organisational devices.

 Paragraphs are used, but not consistently.

 The response is clear but not sequenced logically to help the development of ideas. 2–3
 Movement between paragraphs may be disjointed.

 Some basic sequencing of material is evident, grouped by content. 1

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 CAMBRIDGE LOWER SECONDARY ENGLISH 9: END-OF-YEAR TEST ANSWERS

Descriptors Marks

Grammar and punctuation (maximum of 7 marks)

Descriptors Marks

 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 clauses, varying word order, expanding phrases). 6–7
 Grammar and punctuation, including tenses and speech punctuation, are almost always
accurate.
(Serious errors may occur where structures are very ambitious.)

 Appropriate use of sentence structures is evident.

 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 4–5
(e.g. if, so, because, then).
 Grammar and punctuation are mostly accurate.

 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. 2–3
 Past and present tense of verbs are generally consistent, and punctuation is generally
correct throughout the text.

 Mainly simple sentences, with some variation in sentence openings. 1

 Generally correct grammar, with sentences usually demarcated accurately.
Descriptors Marks
Spelling (maximum of 3 marks)

Descriptors Marks

 Spelling of a wide range of words is almost completely accurate. 3

 Spelling of a reasonable range of words is generally accurate. 2

 Spelling of simple words is usually accurate. 1

Part 2: Fiction

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Section A: Reading
Question Answer Marks

1 ‘confinement’ 1
Give 1 mark.

to keep out the sun / to stop the sun coming into the house / to keep the
house cool 1
2
Give 1 mark for a credible explanation. Do not reward lifting.

 their faces were red and bloated: unpleasant image showing the children
are hot and swollen
 stifled the children: gives the impression that they are being suffocated
 made them feel that their lungs were stuffed with cotton wool and their
3 a and b noses with dust: unpleasant image showing they cannot breathe fully 2
 they would choke: exaggerated language to show how desperate they are
for outside air
Give 1 mark for any of the above examples and 1 mark for a credible
explanation, up to a maximum of 2 marks.

4 Because they are wailing loudly. / Because she can’t stand the noise they are making. 1
Give 1 mark for any clear expression of the above idea.

simile
It tells you:
 they are full of life / energy / excitement
5 a and b  they all exited quickly together as group 2
 they were desperate to get out through the door.
Give 1 mark for naming simile and 1 mark for any credible explanation such as
the examples above.

Language:
 they faced the afternoon: the word ‘faced’ makes the afternoon sound
like an enemy
 too hot. Too bright: use of the word ‘too’ emphasises how excessive the
light and heat were
 white walls of the veranda glared: makes the walls sound angry / hostile
 like a tray made of beaten brass: a harsh and unpleasant metallic image –
not usually associated with gardens
 red gravel and the stony soil: harsh and dry image of the garden
6  in all shades of metal – etc.: metallic image makes the garden sound 4
unbearably hot and uncomfortable.
Structure:
 Short sentences at the beginning sound abrupt, as though the outside was
a shock.
 Repetition of ‘too’ emphasises the heat and light being unpleasant.
 Listing of metals shows the whole garden was dry and boiling / unpleasant
to touch.
Give 1 mark for each selected example to a maximum of 2.
Give 1 mark for each credible explanation to a maximum of 2.

7 a and b metaphor 2
It makes the trees sound very dry / parched / in need of water.

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Question Answer Marks

Give 1 mark for naming metaphor and 1 mark for any credible explanation.

 The birds are described as dead fruit.

8a  The squirrels are lying limp under the tap. 2
 The dog is lying on the veranda mat and can’t wag its tail.
Give 1 mark for any of the above, up to a maximum of 2 marks.

8b The parrots move / fly suddenly and quickly, despite the heat. 1
Give 1 mark. Do not reward lifts direct from the text.

The writer suggests that children take games seriously / that children’s games
9 are ruthless like the world of business. 1
Give 1 mark for any credible explanation in learner’s own words.

10 They are argumentative / squabble a lot / not very nice to one another. 1
Give 1 mark.

 She is more mature / older: motherly Mira intervened.

 She is tough / strict: She pulled the boys roughly apart / firmly pulling
11 and pushing. 4
 She is domineering / a leader: ‘Now clap!,’ she roared / ‘she shouted’
Give 1 mark for each point, up to a maximum of 2 marks.
Give 1 mark for each supporting quotation, up to a maximum of 2 marks.

12 Their movement was fast / quick / speedy. 1

Give 1 mark.

 Short sentences in Raghu was it. He started to protest, to cry. add

dramatic tension as he will not accept being ‘It’.
 Repetition of cheated builds his hysteria and anger.
13  Use of dashes in his direct speech shows his desperation to stop 2
the game.
 Use of list / complex sentence describes the children disappearing.
 Use of ellipsis leaves the reader to wonder what he will do next.
Give 1 mark for each explained example, up to a maximum of 2 marks.

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Section B: Writing
Creation of texts / Vocabulary and language (8 marks)

Descriptors Marks

 Content is relevant and developed with imaginative detail, using a variety of techniques
(e.g. imagery and figurative language).
 Uses a range of precise and well-chosen vocabulary. 7–8
 Characterisation is shown through actions and reactions during the story.
 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.
 Vocabulary choices are appropriate and sometimes well chosen.
 Characters are described and developed with actions linked to key events. 5–6
 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. 3–4
 Some events / feelings are described (e.g. something has happened that the character
needs to explain / reflect on).
 Some attempt is made to engage the reader.

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

 Vocabulary is simple. 1–2
 The reader is given basic information that is relevant to the narrative.
 There is a little awareness of the reader.

Structure of texts (maximum of 7 marks)

Descriptors Marks

 Clear, well-organised paragraphs structure the narrative.

 Chronological or logical links help the development of ideas, with appropriate openings 6–7
and closings.
 Cohesion is achieved using devices such as connectives accurately and consistently.

 Paragraphs are used to help structure the text,

 A logical sequence is evident, with attempts to link ideas and some fitting openings 4–5
and closings.
 Some use of organisational devices.

 Paragraphs are used, but not consistently.

 Some attempt is made to sequence ideas logically. Some opening and closing of ideas may 2–3
be evident.
 Movement between paragraphs may be disjointed.

 Some basic sequencing, with story ideas evident. 1

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 CAMBRIDGE LOWER SECONDARY ENGLISH 9: END-OF-YEAR TEST ANSWERS

Grammar and punctuation (maximum of 7 marks)

Descriptors Marks

 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
positioning of clauses, varying word order, expanding phrases). 6–7
 Grammar and punctuation, including tenses and speech punctuation are almost
always accurate.
(Serious errors may occur where structures are very ambitious.)

 Appropriate use is made of sentence structures.

 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 4–5
connectives (e.g. if, so, because, then).
 Grammar and punctuation are mostly accurate.

 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. 2–3
 Past and present tense of verbs are generally consistent, and punctuation is generally
correct throughout the text.

 Mainly simple sentences, with some variation in sentence openings. 1

 Generally correct grammar, with sentences usually demarcated accurately.

Spelling (maximum of 3 marks)

Descriptors Marks

 Spelling of a wide range of words is almost completely accurate. 3

 Spelling of a reasonable range of words is generally accurate. 2

 Spelling of simple words is usually accurate. 1

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