CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 4 TEST ANSWERS

End of unit 4 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 ‘precisely’ 1
Give 1 mark. Give 0 marks if more than one word is offered.

 The sentence is balanced in structure either side of the semi-colon: reflects the
obsession with time / punctuality / the exacting or precise nature of the central
character.
 Use of dashes to give repeated information: stresses his need to be in control so
2 adds depth to his character. 2
 Repetition of never and unless he: both phrases show his controlling and precise
attitude to life.
Give 1 mark for the example and 1 mark for any credible explanation given in the
learner’s own words, up to a maximum of 2 marks. Allow repetition in the explanations.

The name implies he has hidden depths or secrets / that there is more to him than we
3 see / it makes him a mysterious character. 1
Give 1 mark for any credible explanation given in the learner’s own words.

4 that it is not straight / that it is overgrown 1

Give 1 mark for any explanation of one of these ideas given in the learner’s own words.

that he is able to travel through time

5 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.

When (the) present was (the) past and (the) past was (the) present.
6 Give 1 mark for just the words ‘past’ and ‘present’ or if one of the words is correctly 2
rewritten in the sentence.
Give 2 marks if the learner has fully rewritten the sentence.

 withholding information from the reader – we do not know what his business
is / who he is meeting / who the face at the window is
7  the setting – an old, isolated house
 mention of technical gadgets that we do not understand fully 2
 use of time as a theme with the suggestion that the central character can move
through time.
Give 1 mark for any two of these features with a clear example given.

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Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 4 TEST ANSWERS

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.

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Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 4 TEST ANSWERS

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

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