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
1
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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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CAMBRIDGE LOWER SECONDARY ENGLISH 9: END-OF-YEAR TEST ANSWERS
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
3
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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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CAMBRIDGE LOWER SECONDARY ENGLISH 9: END-OF-YEAR TEST ANSWERS
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.
5
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CAMBRIDGE LOWER SECONDARY ENGLISH 9: END-OF-YEAR TEST ANSWERS
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.
6
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CAMBRIDGE LOWER SECONDARY ENGLISH 9: END-OF-YEAR TEST ANSWERS
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
7
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
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
8
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