LS English 9 Unit 3 Test Answers Editable

CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 3 TEST ANSWERS
End of unit 3 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
1 ‘conducted’ 1
Give 1 mark.
 Going into the unknown: a dark passage.

2  Use of a cellar / underground: a huge cellar. 2
 Use of dim or flickering light: a lantern (do not allow darkness alone).
Give 1 mark for any of these ideas, to a maximum of 2 marks.
to catch the criminals in the act

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 pitch and absolute 1

Give 1 mark for both of the above. Give 0 marks if only one correct word is offered.
4
b it makes the cellar seem damp / musty (needs sense of dampness not just cold)
Give 1 mark for any credible explanation. 1
 Use of typical equipment: a magnifying lens.

 Issuing the instructions / carefully thought-out plan (accept any example of an
instruction).
5  Taking charge: when I flash a light. 2
 Back-up plan: I hope … you have done what I asked you / two officers waiting at
the front door.
 Bravery: examples are use of darkness and waiting/danger.
Give 1 mark for any of these ideas. Credit any credible explanation of the example.
 Discomfort: my limbs were weary and stiff.

6  Fear: highest pitch of tension. 2
Give 1 mark for either of these ideas, up to a maximum of 2 marks.
1
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
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,
e.g. imagery and figurative language.
 Uses a range of precise and well-chosen vocabulary 4
 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. 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 made to create interest.
 Some events / feelings are described (e.g. something has happened that the character needs to 2
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
 The reader is given basic information that is 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.
 There is effective use 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.
 There is appropriate use 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 connectives (e.g. if, so, because,
then). 3
 Grammar and punctuation are mostly accurate.
2
Descriptors Marks
 Paragraphs will be used but not consistently.

 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 2
sentences are attempted.
 Simple connectives are used to join compound sentences.
 Past and present tenses of verbs are generally consistent, and punctuation is generally correct
throughout the text.
 There is some basic sequencing, with story ideas evident.

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

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CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 3 TEST ANSWERS

End of unit 3 test answers

 Going into the unknown: a dark passage.

to catch the criminals in the act

a pitch and absolute 1

 Use of typical equipment: a magnifying lens.

 Discomfort: my limbs were weary and stiff.

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

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

 Clear, well-organised paragraphs structure the narrative.

 Paragraphs are used to help structure the text.

 Paragraphs will be used but not consistently.

 There is some basic sequencing, with story ideas evident.

Spelling (maximum of 2 marks)

 Spelling of a wide range of words is almost completely accurate. 2

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