End-Of-Year Test Answers: Non-Fiction

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.
Language:
• blast off: linked to rockets, so an effective way of describing
9 people’s interest
• use of examples: Planetary Resources / SpaceX – gives it credibility and
shows progress is still ongoing
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021 1
• direct address to reader (e.g. maybe you’ll be) makes the tone friendly and
warm
• Don’t forget to do your maths homework!: adds humour and makes 4
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
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

• 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 1 mark for 3–5 points.
The summary should include five points from question 14, written in the
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
15 into a coherent summary. If the summary exceeds 55 words, give 2
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.
Descriptors Marks
• 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
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
Section A: Reading
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
6 • red gravel and the stony soil: harsh and dry image of the garden 4
• in all shades of metal – etc.: metallic image makes the garden sound
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.
metaphor
7 a and b It makes the trees sound very dry / parched / in need of water. 2
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.
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.
• 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.
• 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.

• 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 (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.
• 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).
• 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 of simple words is usually accurate. 1
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 1 TEST ANSWERS
End of unit 1 test answers

The tests and answers have been written by the authors. These may not fully reflect the approach of
Section A: Reading
to show the challenges of being a travel writer

Use of list/rule of three in sentence 2: builds the complaints up in one sentence /

stresses how awful it is.
2 Ellipsis in final sentence: trails off as the paragraph ends to stress the disappointment 2
/ prepares the reader for the full story.
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.
Example: ‘this place looks like something from science fiction’.

Effect: Coober Pedy sounds like a place from a film set, which stresses how unusual it
3 was / how alienating she found it / how uncomfortable she feels there. 2
learner’s own words, up to a maximum of 2 marks.
Because the days are very hot and the nights are very cold / temperatures there are
4 at both ends of the spectrum. 1
Give 1 mark for any explanation of these ideas given in the learner’s own words.
‘(in a) desperate attempt (to get rich quick)’

5 1
Give 1 mark. Give 0 marks if more text than above is offered.
because she does not want to be there

6 1
Give 1 mark for any explanation of this idea given in the learner’s own words.
because a negative article ends on a more positive note / it is more light-hearted

7 1
Give 1 mark for any explanation of this idea given in the learner’s own words.
It means getting to know the area better, but also refers to the fact that people sleep
8 in holes in the ground. 1
Give 1 mark for any credible explanation of both meanings.
Section B: Writing
Creation of texts / vocabulary and language (maximum of 4 marks)
Descriptors Marks

• The text type is clearly established, with an appropriate tone throughout. 4
• Uses a wide range of well-chosen vocabulary.
• A clear, consistent relationship between the writer and the reader is established and controlled.
• The main features of the text type are evident and tone is mostly appropriate. 3
• Some awareness of the reader.
• Content is straightforward with basic relevant information.

• General aspects of the text type are evident and a tone is established. 2
• The response has limited relevance to the task.

• Some elements of the text type are seen but the tone may be inconsistent. 1
Structure of texts / grammar and punctuation (maximum of 4 marks)
Descriptors Marks

• The response is presented coherently and logically to aid development of ideas.
• Effective use is made 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.

• The response is generally coherent and in a logical order.
• Appropriate use is made of sentence structures. 3
• 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).

• The response is clear but not sequenced logically to help the development of ideas.
• Sentence structures are usually simple, but reasonably accurate. Errors arise where complex 2
sentences are attempted.
• Simple connectives are used to join clauses in compound sentences.
• Past and present tenses of verbs are generally consistent, and punctuation is generally correct
throughout the text.
Descriptors Marks
• There is some basic sequencing of material, grouped by content.

• Mainly simple sentences are used, with some variation in sentence openings. 1
• Generally correct grammar is evident, with sentences usually demarcated accurately.
Descriptors Marks
• Spelling of a reasonable range of words is generally accurate 1

Section A: Reading
to persuade more people to join the police

• They ask a series of questions people may have.

2 • They organise the material clearly. 2
Give 1 mark for either of these ideas up to a maximum of 2 marks.
• Repetition to reinforce points: power / you (will) / communities.

• Use of colon: you are given power: the power to help people reinforces sense of
3 helping others / using power for good. 1
• Use of semi-colon in you will learn new skills; skills that will stay with you for life
reinforces the benefits.
Give 1 mark for any of these ideas.
• It is physically / mentally / emotionally challenging.

4 • Dealing with difficult situations. 1
• Dealing with criminals.
Give 1 mark for any of these ideas.
The following points may be included:

• job satisfaction / fulfilment
• unpredictable / interesting / no two days the same
• competitive salary
• private health care
• discounts from retailers
5 • good training 3
• develop skills (handling dangerous situations / investigating crime)
• develop knowledge (of law / technology)
Give 1 mark for 2–3 points.
Give 0 marks for 0–1 point.
Give 2 marks for a response with at least five points and which demonstrates clear
understanding.
6 Give 1 mark for a response with three points and some clarity. 2
Give 0 marks for a summary made up of points that are not synthesised or includes
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

• The text type is clearly established, with an appropriate tone throughout. 4
• Uses a wide range of well-chosen vocabulary.
• The main features of the text type are evident and tone is mostly appropriate. 3
• Some awareness of the reader.
• Content is straightforward with basic relevant information.

• General aspects of the text type are evident and a tone is established. 2
• The response has limited relevance to the task.

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

• The response is presented coherently and logically to aid development of ideas.
• Effective use is made of a variety of sentence structures, including some complex forms. 4
• Grammar and punctuation, including tenses and speech punctuation, are almost always accurate.

• The response is generally coherent and in a logical order.
• Appropriate use is made of sentence structures. 3
ideas (e.g. noun, adverbial, adjectival and verb phrases), or a range of connectives (e.g. if, so,
because, then).

• The response is clear but not sequenced logically to help the development of ideas. 2
Descriptors Marks
• Sentence structures are usually simple, but reasonably accurate. Errors arise where complex
• Simple connectives are used to join clauses in compound sentences.
• There is some basic sequencing of material, grouped by content.

• Generally correct grammar is evident, with sentences usually demarcated accurately.
Descriptors Marks

Section A: Reading
‘precisely’
1 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.
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.
that it is not straight / that it is overgrown

4 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.
Section B: Writing
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.
• 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.
Descriptors Marks
• Clear, well-organised paragraphs structure the narrative.

• Chronological or logical links help the development of ideas, with appropriate openings and
closings.
• There is effective use of a variety of sentence structures, including some complex forms. 4
• Grammar and punctuation, including tenses and speech punctuation are almost always accurate.

• A logical sequence is evident, with some attempt to link ideas, including some fitting openings and
closings.
• There is appropriate use of sentence structures.
ideas (e.g. noun, adverbial, adjectival and verb phrases) or a range of connectives (e.g. if, so, 3
because, then).
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.
• Sentence structures are usually simple but reasonably accurate. Errors arise where complex 2
• Simple connectives are used to join compound sentences.
• There is some basic sequencing, with story ideas evident.

• Grammar is generally correct, with sentences usually demarcated accurately.
Descriptors Marks
• Spelling of a reasonable range of words is generally accurate 1

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

End-of-year test answers

• by hunting for food

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

to outline the progress made in space travel

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

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

Question Answer Marks

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

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

that landing on Mars will make anything possible in space exploration

Question Answer Marks

• Content is consistently relevant and developed in detail.

• Content is straightforward, with basic relevant information.

• The response has little relevance to the task.

Structure of texts (maximum of 7 marks)

• Well-crafted paragraphs enhance 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. 1

Grammar and punctuation (maximum of 7 marks)

• Appropriate use of sentence structures is evident.

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

• 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

Question Answer Marks

Give 1 mark for each selected example to a maximum of 2.

• The birds are described as dead fruit.

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

12 Their movement was fast / quick / speedy. 1

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

• Content is straightforward with an appropriate balance (e.g. speech, action

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

Structure of texts (maximum of 7 marks)

• Clear, well-organised paragraphs structure the narrative.

• Paragraphs are used to help structure the text,

• Paragraphs are used, but not consistently.

• Some basic sequencing, with story ideas evident. 1

Grammar and punctuation (maximum of 7 marks)

• Effective use of a variety of sentence structures, including some complex forms.

• Appropriate use is made of sentence structures.

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

Spelling (maximum of 3 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

End of unit 1 test answers

to show the challenges of being a travel writer

Use of list/rule of three in sentence 2: builds the complaints up in one sentence /

Example: ‘this place looks like something from science fiction’.

‘(in a) desperate attempt (to get rich quick)’

because she does not want to be there

because a negative article ends on a more positive note / it is more light-hearted

• Content is consistently relevant and developed in detail.

• Content is straightforward with basic relevant information.

• The response has limited relevance to the task.

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

• Well-crafted paragraphs enhance the structure of the text.

• Paragraphs are used to help structure the text.

• Paragraphs are used, but not consistently.

• There is some basic sequencing of material, grouped by content.

Spelling (maximum of 2 marks)