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CAMBRIDGE LOWER SECONDARY ENGLISH 8: 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
‘approximately’
1 Give 1 mark. Do not reward answers of more than one word unless ‘approximately’ 1
has been ringed, underlined or clearly indicated.
‘principal’
2 Give 1 mark. Do not reward answers of more than one word unless ‘principal’ has 1
been ringed, underlined or clearly indicated.
3 ‘(mode of transportation for) short-to-moderate distances (in most countries)’ 1

Do not accept more text than in brackets or less than the text in bold.
People can travel from greater distances to bus stops or train stations / to get their
4 train or bus. 1
Give 1 mark (allow different wording).
• reduces risk of illnesses / heart disease or diabetes

5 • helps maintain a healthy weight 2
Give 1 mark for each of the above.
• an exclamatory sentence
6 • direct address to the reader 1
Give 1 mark for either of the above.
Difference: It directly addresses the reader (use of ‘you’) / tells the reader to take
action or buy a bike / gives practical advice to the reader.
7 Effect: It directly persuades the reader / adds enthusiasm / removes excuses. 2
Give 1 mark for any convincing difference and 1 mark for any explanation of the
effect.
8 to persuade people to start cycling regularly 1

Give 1 mark.
Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021 1
Section B: Writing
Creation of texts / vocabulary and language (maximum of 4 marks)
Descriptors Marks
• Content is relevant and developed in detail.

• Text type is clearly established with an appropriate tone.
• Makes effective use of relevant features for a chosen purpose.
4
• Uses a range of well-chosen vocabulary precisely.
• 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 appropriate.
• Vocabulary choices are relevant for the purpose.
3
• Some awareness of the reader is shown.
• Content is straightforward, with basic 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.
• Vocabulary is simple.
1
• There is little awareness of the reader.
Structure of texts / grammar and punctuation (maximum of 4 marks)

Descriptors Marks
• Well-crafted paragraphs contribute to the structure of the text.

• The response is presented coherently and logically to help the development of the text.
• Cohesion is achieved using devices such as connectives accurately and consistently.
4
• Makes effective use of a variety of sentence structures, including some complex forms.
• 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. 3
• Appropriate use of sentence structures is evident, with some variety.
• 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.
• Movement between paragraphs may be disjointed. 2
• Sentence structures are usually simple, but reasonably accurate. Errors arise where complex
sentences are attempted.
Descriptors Marks
• Past and present verb tenses are generally consistent, and punctuation is generally correct
throughout the text.
• 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 some use of accurate punctuation.
Spelling (maximum of 2 marks)

Descriptors Marks
Spelling is generally accurate; any errors are in ambitious words. 2
Spelling of commonly used words is generally correct. 1
Part 2: Fiction
Section A: Reading
1 ‘the hours stretched endlessly ahead’ 1

Give 1 mark. Do not accept more text than above.
• her headache
2 • her fever 2
Give 1 mark for each of the above to a maximum of 2 marks. Do not allow ‘lack of
concentration’.
3 personification
Give 1 mark. Accept alternatives to a tick such as a cross or a circle. Give 0 marks if 1
more than one answer is ticked.
• short sentence: ‘Carol raised her head’

• use of ellipses: ‘unusual . . . just a shimmer’
• listing: ‘But the sounds went on, movements and footsteps, soft and
4 disturbing’ 2
• question: ‘And did she imagine the room growing dark?’
Give 1 mark for any for the above, up to 1 mark. Give 1 mark for any acceptable
explanation of the effect.
• unexplained noises
5 • the use of bad weather 2
Give 1 mark for each of the above. Accept alternatives to a tick such as a cross or a
circle. Give 0 marks if more than two boxes have been ticked.
• Short sentence (‘Even the cat could hear it.’) raises the tension.
• Use of description (‘green eyes blazing’) makes the cat’s fear evident.
6 • Use of movement / rule of three (‘arched and spat and bolted’) stresses the 2
speed and suddenness.
• Description of tail (‘bushed as a fox’s brush’) shows his tension.
Give 1 mark for any convincing example.
Section B: Writing
Descriptors Marks
• Content is relevant and developed with imaginative detail.

• Uses a range of well-chosen vocabulary.
• Characterisation is shown through actions and reactions during the story. 4
• A clear, consistent relationship between the writer and the reader is established
and controlled.
• 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.

• Vocabulary is sometimes simple, but with some choices to create interest. 2
• Some events/feelings are described.
• Some attempt made to engage the reader.
• Ideas are mostly relevant to the task – for example, 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.

Descriptors Marks
• Clear, well-organised paragraphs structure the narrative with logical links.

• Cohesion is achieved using devices, such as connectives, accurately and consistently.
• Effective use of a variety of sentence structures, including some complex forms. 4
• Structure may be developed to convey shades of meaning and emphasis.
• Grammar and punctuation, including tenses and speech punctuation, are almost
always accurate. (Serious errors may occur where structures are very ambitious.)
Descriptors Marks
• Paragraphs will be used, but not consistently, with some attempt to sequence ideas logically.
• Movement between paragraphs may be disjointed.
• Sentence structures are usually simple but reasonably accurate. Errors arise where complex 3
• Past and present tense of verbs are generally consistent, and punctuation is generally correct
• Paragraphs will be used, but not consistently.

• Some attempt is made to sequence ideas logically. Some opening and closing of ideas 2
may be evident.
• Some basic sequencing is present, with story ideas evident.

• Generally correct grammar, with sentences usually punctuated accurately.

Descriptors Marks
CAMBRIDGE LOWER SECONDARY ENGLISH 8: MID-POINT TEST ANSWERS
Mid-point test answers

Part 1: Non-fiction
Section A: Reading
1 parents 1
Give 1 mark.
Structural technique: (Opening the article with) a question.

Effect: It engages the reader by immediately introducing cooking and the idea of children
2 cooking / challenges the reader to think about whether they encourage their children to 2
cook.
Give 1 mark for identifying the question and 1 mark for an appropriate explanation.
3 they were always welcome / allowed in the kitchen

Give 1 mark for either of the ideas above. Credit any other clear way of expressing the 1
same idea.
4 to suggest that cooking together improves family life

Give 1 mark. Accept alternatives to a tick such as a cross or a circle. Give 0 marks if more 1
than one answer is ticked.
5 that cooking is vital for us to stay alive / is an important skill for people to know in life 1
Give 1 mark. Credit any clear way of expressing the same point.
The following points may be included:

• they can fend for themselves / survive
• encourages children to work as a team
• better organisation / following directions
• encourages curiosity
6a • creativity / fun 2
• they will be healthier in the future
• sense of accomplishment
• boosts self-esteem
Give 2 marks for 5–8 points.
Give 1 mark for 2–4 points.
Give 0 marks for 0–1 point.
The summary should include five points from part a, written in the learner’s own words
(as far as possible) and be coherent. Words and phrases from the text are acceptable
where they contribute to a cohesive summary.
6b Give 2 marks for a response with at least five points and clear understanding. 2
Give 1 mark for a response with up to four points.
Give 0 marks for a summary made up of points that are not synthesised or that only
includes one of the listed points.
Do not award more than 1 mark if the summary is over 50 words.
Section B: Writing
Descriptors Marks

• Makes effective use of relevant features for a chosen purpose. 4
• A clear, consistent relationship between the writer and the reader is established and controlled.
• Main features of the text type are evident and tone is appropriate. 3

• General aspects of the text type are evident and a tone is established. 2

• Some elements of the text type are seen but the tone may be inconsistent. 1
Descriptors Marks

• Cohesion is achieved using devices, such as connectives, accurately and consistently. 4
• Grammar and punctuation, including tenses and speech punctuation, are almost always accurate.
Descriptors Marks


• Sentence structures are usually simple, but reasonably accurate. Errors arise where complex 2

Descriptors Marks
• Spelling is generally accurate; any errors are in ambitious words. 2
• Spelling of commonly used words is generally correct. 1
Part 2: Fiction
Section A: Reading
it was jolting / bumpy / noisy

1 1
Give 1 mark. Allow own-words equivalents.
They wanted the bus to go more quickly so that their prank would work better / so that
2 the bus would be more damaged when it went into the trap. 1
Give 1 mark for either of the above. Allow other credible explanations.
3 metaphor
it was out of control / moving in an uncontrolled way

4 Give 1 mark for either of the ideas above. Do not reward literal explanations of 1
‘drunkenly’.
5 it is humorous / makes the bus look silly or helpless 1

Give 1 mark for either of the ideas above. Allow other credible responses.
6 that it is painful (when it hits him) 1

Give 1 mark. Allow other credible explanations focused on the physical effect of the rain.
Example: short sentences / repetition of ‘He looked . . . ’

7 Effect: shows the driver’s disbelief / helplessness / cluelessness about what has 2
happened OR makes the driver look silly / pokes fun at him
Give 1 mark for the example and 1 mark for explaining the effect.
Possible examples include:

• the image of ‘a large freckle-faced boy’ looking out of a cracked window
• the young boy underestimating the damage done to the bus / his naivety
8 • the driver’s frustration shown by repeating what the boy said 2
• the driver ranting at the children on the bus and telling them to walk home / use of
direct speech to show his ranting.
Give up to 2 marks for two convincing examples.
Section B: Writing
Descriptors Marks

• Uses a range of well-chosen vocabulary. 4
• Characterisation is shown through actions and reactions during the story.
• A clear relationship between the writer and the reader is established in parts of the story, which
engages the reader.

• Some events / feelings are described.
Descriptors Marks

(Serious errors may occur where structures are very ambitious.)

• Some attempt is made to sequence ideas logically. Some opening and closing of ideas may 2
be evident.

Descriptors Marks
CAMBRIDGE LOWER SECONDARY ENGLISH 8: END-OF-YEAR TEST ANSWERS
End-of-year test: Answers

Part 1: Non-fiction
Section A: Reading
because pasta comes in a twisted shape

OR
1 because the history of pasta is not very clear
1
Give 1 mark for any explanation of the above idea.
pasta shapes
2 1
Give 1 mark.
there is an enormous / unbelievable range

3a 1
Give 1 mark for an explanation of ‘dizzyingly’. Allow use of variation.
‘huge array’
3b 1
Give 1 mark.
that nobody knows where pasta originated

4 Give 1 mark. Accept alternatives to a tick such as a cross or a circle. Give 0 marks if
1
a dominant part of most people’s diet / something people eat a lot / one of the basic
5 foods people eat 1
Give 1 mark for any version of this idea. Do not reward direct lifts from the text.
• people could not afford meat

• wheat was cheap
6 • people could not eat meat for religious reasons 3
• pasta could be produced by machines
Give 1 mark each for any of the above up to a maximum of 3 marks.
‘drastically’
7 1
Give 1 mark for the above.
• The headline explains what the article is about, with some intrigue due to the
word ‘twisted’.
8 • Sub-headings help organise the information / explain what each section covers. 4
Give 1 mark for identifying each feature to a maximum of 2 marks. Give 1 mark for any
explanation of these features to a maximum of 2 marks.
to celebrate the history of Patsy’s Italian since 1944

1
Example: ‘go the extra mile’

Effect: shows that they make a huge effort / do more than others / go beyond
10 their duty 2
Give 1 mark for correct identification of the metaphor. Give 1 mark for an
accompanying explanation demonstrating understanding.
because they only see him when his career is going well
1
Feature: it is written as an interview transcript / dialogue / conversation

Effect: this makes it truthful / allows the reader to hear directly from Sal / makes it
12 more personal 2
Give 1 mark for correctly identifying the feature. Give 1 mark for an accompanying
explanation demonstrating understanding.
Answers may include:

• started by grandfather who came to America
• the Neapolitan southern Italian cuisine
• has kept the same sauces since 1944
• not pretentious / they keep it simple
• care that their customers are happy
13 a • has a history / Frank Sinatra loved it 3
• same chef for 27 years
• humble / always new things to learn
Give 3 marks for 6–8 ideas from the text.
Give 1 mark for 2–3 ideas from the text.
The summary should include five points from question 13 a, written in the learner’s
own words (as far as possible) and coherent. Words and phrases taken from the text
are acceptable where they contribute to a cohesive summary.
13 b Give 2 marks for a summary that combines five or more points from question 13 a into a 2
coherent summary. If the summary exceeds 45 words, give 1 mark only.
Give 1 mark for a summary that includes fewer than five points from question 13 a.
Give 0 marks for a summary that is not written in (attempted) sentences/prose, or that
includes none of the points from question 13 a.
Section B: Writing
Creation of texts / vocabulary and language (8 marks)
Descriptors Marks

• Makes effective use of relevant features for a chosen purpose. 7–8
• Main features of the text type are evident and tone is appropriate. 5–6

• General aspects of the text type are evident and a tone is established. 3–4

• Some elements of the text type are seen, but the tone may be inconsistent. 1–2
Structure of texts (maximum of 7 marks)
Descriptors Marks

• The response is presented coherently and logically to help the development of the text. 6–7

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

• The response is clear, but not sequenced logically to help the development of ideas. 2–3
• Some basic sequencing of material is evident, grouped by content. 1
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 – for example, by
positioning of clauses, varying word order, expanding phrases, etc. 6–7
• Appropriate use of sentence structures is evident.

• Some complex sentences are used to create effect, such as using expanded phrases to develop
ideas (for example, noun, adverbial, adjectival and verb phrases) or a range of connectives (for 4–5
example, if, so, because, then).
• Compound sentences use simple connectives to join clauses. 2–3
• Mainly simple sentences, with some variation in sentence openings. 1

• Generally correct grammar, with sentences usually demarcated accurately.
Descriptors Marks
Correct spelling of polysyllabic words that conform to a regular pattern – for example: making, 3
probably, clapped, possible, possibly.
Spelling of common words with more than one syllable, including compound words, is generally 2
accurate – for example anything, something.
Spelling of high-frequency words is generally correct – for example: because, their/there. 1
Part 2: Fiction
Section A: Reading
‘overcast’
1 Give 1 mark. Do not accept ‘grey’. If more than one word is offered, give 0 marks unless
1
the correct word is clearly indicated.
‘deserted’
2 Give 1 mark. If more than one word is offered, give 0 marks unless the correct word is
1
clearly indicated.
• They wait until the beach is deserted.

• They slide the boat gently into the water.
3 2
• They wait until they are out of sight to set sail.
Give 1 mark each for any of the above, up to a maximum of 2 marks.
Because they do not want their mother to find out that they took the boat out.
4 1
Give 1 mark. Allow any own words explanation of the same idea.
• They were completely focused on fishing.

• They had their backs to the open sea.
5 2
Give 1 mark each for the above, up to a maximum of 2 marks. Do not reward direct
copying from the passage, but allow remodelling of the words.
alliteration
6a 1
Give 1 mark.
It makes the boat seem helpless / undirected / just left bobbing on the sea.
6b 1
Give 1 mark for any credible explanation.
Language features may include:

• Metaphor: ‘grey wall of fog’ (emphasises how heavy it is / threatening)
• Alliteration: ‘silent sea’ (the s sound shows how noiseless the sea is / creates an
eerie feeling).
Structural features may include:
• Repetition of ‘do’ in ‘nothing we could do . . . already too late to do anything’
7 (makes them seem helpless / unable to take any action) 4
• Repetition of ‘over us and all around us’ (makes it clear they are completely
enveloped / makes the fog seem very invasive or threatening).
Give 1 mark for each example up to a maximum of 2 marks.
Give 1 mark for a credible explanation of a relevant example up to 2 marks.
Do not reward ‘building tension’ as the only explanation.
Allow flexibility in terms of language/structural features where there may be overlap.
‘not at first’ / ‘seemed to hold no threat for us’ / ‘(both of us) thought we knew
the waters’
8 1
Give 1 mark for any of the above. Do not reward copying more than a phrase from
the passage.
that it is threatening / dangerous / rough

9 Give 1 mark for any idea similar to the above. Do not accept ‘angry’ or other
1
literal meanings.
that they use the noise of the sea to direct them home
10 Give 1 mark. Accept alternatives to a tick such as a cross or a circle. Give 0 marks if more
1
• They hadn’t reached / couldn’t see Gweal.

11 • They had been rowing for a long time. 2
Give 1 mark for the above to a maximum of 2.
• The word ‘dragged’ shows the sea was in charge / in control.

• ‘We pulled until . . . no longer’ emphasises their exhaustion and a sense that they
are giving up.
• The word ‘drifted’ shows they are directionless and at the mercy of the sea.
12 2
• ‘straining our ears . . . some idea of where we were’ shows their efforts are in vain
and they are lost.
Give 1 mark for each credible explanation of a relevant quotation, up to a maximum of
2 marks.
The fog is presented as powerful or very heavy.

Possible quotation: ‘seemed to obscure and shroud the sounds of the sea’.
OR
13 The fog is presented a mischievous / playing games or tricks. 2
Possible quotation: ‘just as it was hiding the islands’.
Give 1 mark for any credible explanation idea. Give 1 mark for a supporting quotation.
Responses may include:

• He is daring: ‘we said nothing . . . for we knew they would forbid it’.
• He knows about / is confident about fishing: ‘Best place for pilchards’.
• He thinks ahead: ‘you can always tell her . . . ’.
14 • He is brave / calm: ‘. . . we can pull home easily enough’ / ‘we’ll be able to feel our 3
way home’.
• He is practical/resourceful: ‘All we have to do is . . . ’.
Give 1 mark for any credible idea that is supported by the text, up to a maximum of
3 marks.
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 – for
example, imagery and figurative language.
• Uses a range of precise and well-chosen vocabulary. 7–8
• Characters are described and developed with actions linked to key events. 5–6
engages the reader.
• Content is straightforward with an appropriate balance – for example, speech, action and
description.
• Vocabulary is sometimes simple, but with some choices to create interest. 3–4
• Some events/feelings are described – for example, something has happened that the character
needs to explain/reflect on.
• Some attempt is made to engage the reader.
• Vocabulary is simple. 1–2
• The reader is given basic information, which is relevant to the narrative.
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.
• Paragraphs are used to help structure the text,

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

• Some attempt is made to sequence ideas logically. Some opening and closing of ideas may 2–3
be evident.
• Some basic sequencing, with story ideas evident. 1
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 – for example, by
positioning of clauses, varying word order, expanding phrases, etc. 6–7
• Appropriate use of sentence structures.

• Some complex sentences are used to create effect, such as using expanded phrases to develop
ideas (for example, noun, adverbial, adjectival, and verb phrases) or a range of connectives (for 4–5
example: if, so, because, then).
• Compound sentences use simple connectives to join clauses. 2–3
• Mainly simple sentences, with some variation in sentence openings. 1

• Generally correct grammar, with sentences usually demarcated accurately.
Descriptors Marks
Correct spelling of polysyllabic words that conform to a regular pattern – for example: making, 3
probably, clapped, possible, possibly.
Spelling of common words with more than one syllable, including compound words, is generally 2
accurate – for example: anything, something.
Spelling of high-frequency words is generally correct – for example: because, their/there. 1
CAMBRIDGE LOWER SECONDARY ENGLISH 8: END OF UNIT 1 TEST ANSWERS
End of unit 1 test answers

Section A: Reading
Note: The extract used in this section contains some violence and relates to the topic of poaching
which some learners may find distressing. Please review the content to check it is appropriate for
your learners before sharing it with your class.
1 ‘cornered’ 1
Give 1 mark. Give 0 marks if more than one word has been offered.
It tells you she is feeling excited / happy / a sudden positive emotion.

2 Give 1 mark for any of the above. Give 0 marks for any explanation that indicates fear 1
or negativity.
‘Click’ then ‘crack’ indicate there were two stages that followed quickly on from one
another / the word ‘crack’ shows the suddenness/loudness/shocking nature of the
3 1
noise.
Give 1 mark for any explanation of these ideas given in the learner’s own words.
Example: ‘the mountain roars with me’

Effect: Her anger or unhappiness is magnified/exaggerated / it shows the
unnaturalness of the leopard’s death or that shooting it was a crime against nature /
4 it shows that the mountain is angry too. 2
Give 1 mark for the example and 1 mark for any explanation of these ideas given in
the learner’s own words, up to a maximum of 2 marks.
The contrast between ‘velvet sheen’ and ‘the bullet wound in its side’ makes the
5 injury/death shocking. 1
Give 1 mark for any expression of the idea above in the learner’s own words.
It makes the men seem powerful/dominant, or makes the leopard seem

6 powerless/weak. 1
The leopard’s death must not be for nothing / must lead to justice / some good must
7 come from it. 1
Give 1 mark for any explanation of this idea given in the learner’s own words.
• One-word sentence ‘Click.’: builds tension / creates a sound.

• Short sentence ‘I forgot about the flash.’: explains what has come before and
ends on a cliff-hanger.
8 • The structure of the short sentences in the last four lines of the extract builds 2
the tension (by using aural and visual effects).
Give up to a maximum of 2 marks for any of the ideas above given in the learner’s
own words.
Section B: Writing
Descriptors Marks

engages the reader.

• Ideas are mostly relevant to the task–for example, a simple plot.

Descriptors Marks

Descriptors Marks

be evident.

Descriptors Marks

Section A: Reading
that he is old
1 Give 1 mark. Accept alternatives to a tick such as a cross or a circle. Give 0 marks if more 1
2 It says that 75 years ago he was a young man. 1

• The Russians invaded / were in control of his part of Poland.

3 • It was dangerous / it was not safe to stay. 1
Give 1 mark for either of the reasons above. Give 0 marks if the learner has not used their
own words.
• Poland
• army captain
4 • married 3
Give 1 mark each for the above. Give 0 marks if more than this information has been
given.
Because the paragraph shows what a difficult journey he had / because it took him a
month to reach England. 1
5
Give 1 mark for explanations of either of the above given in the learner’s own words.
Do not reward ‘because it was a long journey’ but allow other lifted words.
Structural technique: Rule of three / list

6 Effect: It shows how difficult his journey was / that it was not a straightforward journey / 2
that he had to use lots of different transport.
Give 1 mark for the technique and 1 mark for any of the explanations above.
a biography
Section B: Writing
Descriptors Marks



• Some elements of the text type are seen, but the tone may be inconsistent. 1
Descriptors Marks



Descriptors Marks

Descriptors Marks

Section A: Reading
because it is very dark (and a breeze blows over them)

1 1
Give 1 mark. Give 0 marks if learners copy directly from the text or only mention the breeze.
an adverb
2a Give 1 mark. Accept alternatives to a tick such as a cross or a circle. Give 0 marks if more 1
It reveals that he feels sad / unhappy / wistful.

2b Give 1 mark for any of the above or a credible own-words alternative. This mark can be 1
awarded even if 2 a was answered incorrectly.
Simile: ‘like thousands of delicate crystal chimes’.

3 Effect: It emphasises the beauty / intricacy / gentleness / musicality of the noise. 2
Give 1 mark for the simile and 1 further mark for any of the above explanations, or any
alternative answer that captures the same idea.
• ‘Heavy-eyed’: shows he can barely keep his eyes open / can’t stop his eyes from
shutting.
4 2
• ‘Yawned’: an involuntary action that shows he is sleepy.
Give 1 mark for each explained example, up to a maximum of 2 marks.
• ‘The muggy breath of the jungle’: makes the air seem very hot and steamy / makes it
sound unpleasantly humid or hot.
5 • ‘The sand lay silent’: shows how still and empty the beach is / adds a sense of 2
mystery.
Give 1 mark for either example and 1 further mark for a credible explanation.
The information after the dash explains the first part of the sentence / he shows he
6 understands why Maya would not want to go too far / it is less formal as it is direct speech. 1
Give 1 mark for any convincing explanation.
Section B: Writing
Descriptors Marks

engages the reader.

• Ideas are mostly relevant to the task–for example, a simple plot.

Descriptors Marks

• Paragraphs will be used but not consistently, with some attempt to sequence ideas logically.

be evident.
Descriptors Marks

Descriptors Marks

Section A: Reading
‘dramatically’
1 Give 1 mark. Give 0 marks if more than one word is offered, unless ‘dramatically’ is clearly 1
indicated as the selected answer.
• By asking a question / a series of questions.

• They link firmly to the main topic of the article / get the reader thinking about the
2 main topic / they are entertaining / humorous. 2
Give 1 mark for identifying the use of question/s. Give 1 mark for an appropriate
explanation such as the examples above.
3 • Exclamation of ‘Sounds good to me!’ is very personal and informal.

• Use of ‘(which let’s face it, we all do)’ in brackets uses a contraction and also links the
writer very informally to the reader. 2
• ‘Imagine the fun you could have . . . ’ is informal, as the sentence is unfinished
• Use of dashes to insert ‘– and to be honest, it sounds awful –’ gives a personal

commentary/opinion.
4 • Use of the dash in ‘ – no need to eat’ is humorous. 2
• Use of a rhetorical question, ‘How boring would that be?’, is very chatty and creates
strong links between the writer and the reader.
• references to dates
5 • referring to writers / books / articles 2
• ending each section with an accuracy rating
Give 1 mark for each example, up to a maximum of 2 marks.
to entertain the reader

Section B: Writing
Descriptors Marks



Descriptors Marks



Descriptors Marks

Descriptors Marks

Section A: Reading
It tells you that it is a dark shadow.

He is afraid that it is a trap.

2 1
Give 1 mark for the above, or any credible explanation, given in the learner’s own words.
3a a metaphor 1
Give 1 mark.
It shows that it is unlikely to work / it is a bad idea.

3b 1
Give 1 mark for any explanation of the above in the learner’s own words,
It reveals that he still does not feel completely safe or secure / that he still feels in danger
4 or uncomfortable. 1
Give 1 mark for any of the ideas above.
• Builds tension: He uses language associated with panic – he is about to start

running/yelling, OR in a long sentence, the first half describes his panic.
• Releases tension: (in the second part of a long sentence) he describes the man with a
5 lot of detail ‘with his back to the alley, not looking down it at all, he was also much 2
nearer to the street’ / he realises he is ‘quite an old guy’ and that does not sound
threatening.
Give 1 mark each for any valid explanation, up to a maximum of 2 marks.
left / waned / ebbed / stopped

6 1
Give 1 mark for any of the above or any other valid word.
• Long, complex sentence shows his rapidly changing feelings from panic to
embarrassment to feeling stupid.
• Use of a question shows how absurd his behaviour is / emphasises how stupid he
7 feels through his disbelief.
• Short/minor sentence ‘Total dimwit stupid’ shows how hard he is on himself and the 2
depth of his feelings.
• The final sentence is a paragraph that shows how it all amounted to nothing.
Give 1 mark for an example and 1 further mark for any credible explanation, up to a
maximum of 2 marks.
Section B: Writing
Descriptors Marks

engages the reader.

• Ideas are mostly relevant to the task – for example, simple plot.
Descriptors Marks

• Paragraphs will be used but not consistently, with some attempt to sequence ideas logically.

be evident.
Descriptors Marks

Descriptors Marks

Section A: Reading
Because it is being used figuratively / it is not really a monster.

1 1
Give 1 mark.
It shows that the fatberg will be very challenging to deal with / it makes it sound like
2 tackling the fatberg will be like a war or battle. 1
3 One fatberg weighed 63 tonnes.

One clump of fat was 70 metres. 2
Give 1 mark for each fact to a maximum of 2 marks.
It shows there was a huge volume of wastewater / that the wastewater would move very
4 quickly / that a flood would happen because there was so much water. 1
Problems:
• could flood homes
• could flood landmarks / important buildings
• block drains
• spew wastewater into properties
• cause unpleasant smells
• they harm the environment
5a How they are destroyed: 3
• using power tools
• they are broken up into lumps
• they are removed by hand
Give 1 mark for 2–3 points.
Give 0 marks for 0–1 point.
Give 2 marks for a summary that includes at least five points and clear understanding.
Give 1 mark for a response with three points and some clarity.
5b Give 0 marks for a summary made up of points that are not synthesised or includes 2
one/two of the listed points.
Do not award more than 1 mark if the summary is over 50 words.
Section B: Writing
Descriptors Marks



Descriptors Marks



Descriptors Marks

Descriptors Marks

Section A: Reading
‘cluster’
1 Give 1 mark. Give 0 marks if more than one word is offered, unless ‘cluster’ is clearly 1
indicated as the chosen answer.
• thatched roofs
2 • small clay huts 2
• not much space between the huts / small piece of land
Give 1 mark for any of these examples, up to a maximum of 2 marks.
3a metaphor 1
Give 1 mark.
• the ground is red / orange in colour

3b • it suggests that the ground is dusty / the ground is rough 1
Give 1 mark for either of the above.
• ‘Small breathless voice’ makes him sound as though he has been running.
• The metaphor ‘rang out’ suggests his voice is high and that he is excited his
father is home.
4 • The metaphor ‘bouncing towards him’ makes him sound enthusiastic and 2
excitable / full of energy.
Give 1 mark for any of the examples and explanations above, up to a maximum
of 2 marks.
He feels guilty / unworthy / incapable / a bad father.

5 Give 1 mark for any of the above or another credible explanation. Do not reward 1
answers that lift directly from the text.
6 • ‘a thin, shrivelled woman’ / her skin drawn ‘taut over her cheekbones’
• ‘a hardened look about her’ / ‘Years and years of toiling in the sun’ / ‘suffering 2
seemed etched on her features’
Give 1 mark for each of the above, up to a maximum of 2 marks.
Section B: Writing
Descriptors Marks

• Uses a range of well-chosen vocabulary.
4
engages the reader.

Descriptors Marks


be evident.
Descriptors Marks

Descriptors Marks

Section A: Reading
• The experience lasted 2.5 hours.

• He was holding on to the outside of a train.
1 • The train was going at 70 mph. 2
Give 1 mark for any of the above, up to a maximum of 2 marks.
He got off the train to walk around.

2 1
Give 1 mark. Give 0 marks for literal explanations of ‘stretch’.
3a ‘clung’
Give 1 mark. Give 0 marks if more than one word is offered unless ‘clung’ is clearly 1
indicated as the chosen answer.
• The contractions ‘wasn’t’ / I’d / don’t make the direct speech more realistic.
• ‘Lucky guy’ is a direct quote from Marty Wells so uses his informal words, which
3b makes it more relatable and true. 2
Give 1 mark for either of the examples above. Give 1 mark for any credible comment on
effect.
Because he knew it would stop for an exchange of drivers.

4 1
Give 1 mark.
• use of facts and figures – date / age / speed / times, etc.

• use of direct speech / quotes from victim / witnesses
5 • use of a headline 2
Give 1 mark for any of the features above, up to a maximum of 2 marks.
to report a story of survival against the odds

Section B: Writing
Descriptors Marks



Descriptors Marks



Descriptors Marks

Descriptors Marks

Section A: Reading
that she was very close to her children / that her life revolved around them / that they
1 were at the centre of her life 1
Give 1 mark for any explanation of the idea above given in the learner’s own words.
• short sentences at the start / long sentence describing the children leaving one by
one / use of a list
• short sentences are abrupt and show she is upset
2 2
• long sentence / list shows how them leaving was drawn out but regular
Give 1 marks for any of the examples above. Give 1 mark for a credible explanation of
its effect.
3 to show it was always busy in the house

that their visits were short / quick / they did not stay long
4 1
extended metaphor
5a Give 1 mark. Accept alternatives to a tick such as a cross or a circle. Give 0 marks if more 1
It shows that she fears her house being empty / being left with no children / that they can’t
5b be replaced. 1
• Emotive language: ‘death’ / ‘tragedy’ / ‘worst’

6 • Contrast: ‘worst’ / ‘better’ OR ‘home alone’ / ‘fill the house’ OR ‘without them’ / 2
‘come home, bring their friends’
Give 1 mark for any valid example, up to a maximum of 2 marks.
• The long sentence looking back makes it wistful.

7 • The use of listing shows all the things she misses / that she remembers all the details. 1
• The single words ‘safe, home, mine’ end the extract sadly.
Give 1 mark for any credible example.
Section B: Writing
Descriptors Marks

engages the reader.

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

• Sentence structures are usually simple but reasonably accurate. Errors arise where complex sentences 3
are attempted.

• Some attempt is made to sequence ideas logically. Some opening and closing of ideas may be evident. 2

Descriptors Marks

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CAMBRIDGE LOWER SECONDARY ENGLISH 8: DIAGNOSTIC CHECK ANSWERS

Diagnostic check answers

3 ‘(mode of transportation for) short-to-moderate distances (in most countries)’ 1

• reduces risk of illnesses / heart disease or diabetes

8 to persuade people to start cycling regularly 1

• Content is relevant and developed in detail.

• Content is straightforward, with basic information.

• The response has limited relevance to the task.

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

• Well-crafted paragraphs contribute to the structure of the text.

• Paragraphs are used to help structure the text.

• Paragraphs are used, but not consistently.

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

Spelling (maximum of 2 marks)

Spelling is generally accurate; any errors are in ambitious words. 2

Spelling of commonly used words is generally correct. 1

1 ‘the hours stretched endlessly ahead’ 1

• short sentence: ‘Carol raised her head’

Question Answer Marks

• Content is relevant and developed with imaginative detail.

• Content is straightforward with an appropriate balance.

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

• Clear, well-organised paragraphs structure the narrative with logical links.

• Paragraphs will be used, but not consistently.

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

Spelling (maximum of 2 marks)

Spelling is generally accurate; any errors are in ambitious words. 2

Spelling of commonly used words is generally correct. 1

Mid-point test answers

Structural technique: (Opening the article with) a question.

3 they were always welcome / allowed in the kitchen

4 to suggest that cooking together improves family life

The following points may be included:

Question Answer Marks

• Content is relevant and developed in detail.

• Content is straightforward, with basic information.

• The response has limited relevance to the task.

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

• Well-crafted paragraphs contribute to the structure of the text.

• Paragraphs are used to help structure the text.

• Paragraphs are used, but not consistently.

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

Spelling (maximum of 2 marks)

• Spelling is generally accurate; any errors are in ambitious words. 2

• Spelling of commonly used words is generally correct. 1

it was jolting / bumpy / noisy

Question Answer Marks

it was out of control / moving in an uncontrolled way

5 it is humorous / makes the bus look silly or helpless 1

6 that it is painful (when it hits him) 1

Example: short sentences / repetition of ‘He looked . . . ’

Possible examples include:

• Content is relevant and developed with imaginative detail.

• Content is straightforward with an appropriate balance.

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

• Clear, well-organised paragraphs structure the narrative with logical links.

• Paragraphs will be used, but not consistently.

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