Professional Documents
Culture Documents
Part 1: Non-fiction
Section A: Reading
Question Answer Marks
3 there are 12 million old people / there are a lot of elderly people / 5% of the
population is over 85 1
Give 1 mark for any of these ideas.
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Section B: Writing
Creation of texts / Vocabulary and language (maximum of 4 marks)
Descriptors Marks
• Content is relevant, and ideas are developed using some appropriate techniques.
• Main features of the text type are evident and tone is mostly appropriate. 3
• Vocabulary choices are relevant for the purpose.
• Some awareness of the reader is shown.
Descriptors Marks
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Descriptors Marks
Descriptors Marks
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Part 2: Fiction
Section A: Reading
Question Answer Marks
She seems naïve / childish / innocent / she doesn’t know the ways of the world.
2 Give 1 mark for any credible idea that moves beyond the idea that she is young / 1
10 years old.
3a metaphor
Give 1 mark. 1
It is a balanced sentence, and the words owned and ruled show that her
4a grandparents had power / authority. 1
Give 1 mark for any credible explanation that focuses on these ideas.
It suggests that they live like royalty / have high status / rule the house.
4b Give 1 mark for any credible explanation that focuses on these ideas. 1
personification
6 Give 1 mark. 1
The writer repeats the phrase my world, which links back to the start and/or the
7 third paragraph. 1
Give 1 mark.
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.
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Descriptors Marks
• 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.
Descriptors Marks
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Descriptors Marks
Descriptors Marks
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Part 1: Non-fiction
Section A: Reading
Question Answer Marks
‘tempestuous’
2 Give 1 mark. Give 0 marks if more than one word is offered unless 1
‘tempestuous’ is clearly indicated as the selected answer.
personification
4a 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.
‘riddle’
4b Give 1 mark. 1
Because the ship did not show any physical signs of an explosion / the ship was
5a still in one piece / undamaged. 1
Give 1 mark for any clear expression of this idea.
Because it is a pun / plays on the word ‘water’ as ships sail on water or can
take on water.
5b Give 1 mark for any credible explanation showing understanding of the 1
double meaning.
The writer means that there are some unanswered questions / mysteries
6 about past events / bad things happened in the past. 1
Give 1 mark.
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Section B: Writing
Creation of texts / Vocabulary and language (maximum of 4 marks)
Descriptors Marks
Content is relevant, and ideas are developed using some appropriate techniques.
Main features of the text type are evident and tone is mostly appropriate. 3
Vocabulary choices are relevant for the purpose.
Some awareness of the reader is shown.
Descriptors Marks
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Descriptors Marks
Descriptors Marks
Part 2: Fiction
Section A: Reading
Question Answer Marks
green hills were left far behind as the land turned to brown: shows that
the land is less fertile / beautiful.
the road like a grey rope stretching endlessly ahead of them: the
1 simile shows the road as colourless and gloomy and never-ending /
2
not welcoming.
Give 1 mark for an appropriate example and 1 mark for a credible explanation.
Language:
the city had looked magical: denotes wonder
thousands and thousands of stars: shows the size of the city and
night / exaggeration
were spread out in front of them: makes it sound as though the city is a
feast promising them riches.
2 Structure:
2
dashes used to list the main features of the city
repetition in thousands and thousands creates a sense of awe
and wonder.
Give 1 mark for each example with a credible explanation, up to a maximum of
2 marks.
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He is very tall: gigantic figure whose head almost touched the roof.
He is cold / uncaring / disinterested in Sipho: So this is the one you have
been crying about.
4 He is angry / aggressive / frightening: Roughly throwing open the door / 2
stormed out.
Give 1 mark for an appropriate impression and 1 mark for a selective quotation
to support it.
backstory
6 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.
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.
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Descriptors Marks
Descriptors Marks
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Descriptors Marks
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Part 1: Non-fiction
Section A: Reading
Question Answer Marks
1 ‘lured’ 1
Give 1 mark (0 if more than one word is given).
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’.
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
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• 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.
Because they are not based on real life / they are made up / they
12 are unrealistic. 1
Give 1 mark for any credible explanation.
• 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.
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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 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.
Descriptors Marks
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Descriptors 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.)
• 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.
Descriptors Marks
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Part 2: Fiction
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
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.
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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.
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.
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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.
Descriptors Marks
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Descriptors Marks
• 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.
Descriptors Marks
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Section A: Reading
Question Answer 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.
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.
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Section B: Writing
Creation of texts / vocabulary and language (maximum of 4 marks)
Descriptors Marks
• Content is relevant, and ideas are developed using some appropriate techniques.
• The main features of the text type are evident and tone is mostly appropriate. 3
• Vocabulary choices are relevant for the purpose.
• Some awareness of the reader.
Descriptors Marks
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Descriptors Marks
Descriptors Marks
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Section A: Reading
Question Answer Marks
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.
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Section B: Writing
Creation of texts / vocabulary and language (maximum of 4 marks)
Descriptors Marks
• Content is relevant, and ideas are developed using some appropriate techniques.
• The main features of the text type are evident and tone is mostly appropriate. 3
• Vocabulary choices are relevant for the purpose.
• Some awareness of the reader.
Descriptors Marks
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Descriptors Marks
• 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.
• Past and present tenses of verbs are generally consistent, and punctuation is generally correct
throughout the text.
Descriptors Marks
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Section A: Reading
Question Answer Marks
1 ‘conducted’ 1
Give 1 mark.
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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.
Descriptors Marks
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Descriptors Marks
Descriptors Marks
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Section A: Reading
Question Answer Marks
‘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.
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.
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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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.
Descriptors Marks
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Descriptors Marks
Descriptors Marks
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Section A: Reading
Question Answer Marks
• confident / proud: The machine was ready / the work was finally complete / It
1 appeared exactly as I had seen it in my dreams. 2
• excited / inspired: I’d never felt so awake.
Give 1 mark for each feeling with a relevant quote up to a maximum of 2.
• it was like an engine / it had moving parts / it was powerful (the motor and blades
were bolted and secured) 1
2 • it was covered in oil / it was shiny / it was dirty (the chain was taut and heavy
with grease) 1
• it was tall / huge / high up (the tower stood steady in its legs).
Give 1 mark for any own words example and 1 mark for a relevant quote.
a personification
1
4 b The paragraph shows that William feels powerful as the creator of the machine.
Give 1 mark for each of these ideas. 1
• (the colon introducing) a list of what it is made of: shows how a range of recycled
junk has been put together / how resourceful William is
• short sentence Each one told its own story of discovery: stresses the time and
patience it took to gather the materials / gives a romantic view of accumulating
the scrap metal to build the machine
5 • opposites lost and found used deliberately: this shows how determined William 1
was and how constructive / positive the machine is / stresses not giving up as
everything has its use
• final sentence Together now, we were all being reborn: short but balanced
sentence adds a feeling of solemnity / a profound moment / unity between man
and machine.
Give 1 mark for any one of these examples with a credible explanation.
• the speed building as the machine starts: Slowly at first, then faster and faster...
• William’s nervousness: My knees turned to jelly
6 • the light appearing gradually: A tiny flicker in my palm and then a 2
magnificent glow.
Give 1 mark each for any of the above, up to a maximum of 2.
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Section B: Writing
Creation of texts / vocabulary and language (maximum of 4 marks)
Descriptors Marks
• Content is relevant, and ideas are developed using some appropriate techniques.
• The main features of the text type are evident and tone is mostly appropriate. 3
• Vocabulary choices are relevant for the purpose.
• Some awareness of the reader.
Descriptors Marks
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Descriptors Marks
• 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.
• Past and present tenses of verbs are generally consistent, and punctuation is generally correct
throughout the text.
Descriptors Marks
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Section A: Reading
Question Answer Marks
2 extended metaphor 1
Give 1 mark.
The line suggests that we need to listen carefully / that the best sound is created when
3 we listen closely (to identify the individual sounds). 1
Give 1 mark for any credible explanation given in the learner’s own words.
• Gentle / pleasant sounds: The low soothing hum of air-conditioners (sounds soft
and comforting); a lullaby hum for tired streets (as though the city at night is half
asleep).
4 • Harsh / unpleasant sounds: constant crush of sound (as though you can’t escape it 2
/ it’s suffocating); engines rumbling (deeper, more obtrusive, mechanical); loose
drains clack-clicking like castanets (irritating, sharp sounds).
Give 1 mark for any explanation of these ideas given in the learner’s own words.
To get both marks contrasting images must be chosen.
onomatopoeia
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.
• Language: calling for help makes them sound desperate / wailing / incessant;
each every way you turn (can’t escape or get away from them); crying their needs
to the night like babies waawaa-ing (simile used to show how demanding and
inescapable they are / how futile as they get ignored).
6 • Structure: long sentence – drawn out like the alarm sounds – never ending; 2
repetition of going off, coming on, going off, coming on mirrors the sounds and
shows how relentless and annoying it is.
Give 1 mark for any explanation of these ideas given in the learner’s own words. To get
both marks, both language and structural examples must be discussed.
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The last two sentences link back to the opening (directly addressing the reader / telling
8 the reader to listen). 1
Give 1 mark.
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.
Descriptors Marks
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Descriptors Marks
Descriptors Marks
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Section A: Reading
Question Answer Marks
• use of ellipsis: reflects the unknown distance that she still has to travel
• use of questions: shows lack of confidence and uncertainty / worry
1 • flashback: remembering Celegorn’s words but questioning them now 2
Give 1 mark each for any two of the above, up to a maximum of 2.
Examples must be explained.
• stunned
4 • marvelled 1
• struck
Give 1 mark for any two of the above. Give 0 marks if only one correct word is offered.
The description suggests that she is cold-hearted / expressionless / not really human /
6 soulless / unemotional. 1
Give 1 mark for any explanation of these ideas given in the learner’s own words.
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CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 7 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.
Descriptors Marks
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Descriptors Marks
Descriptors Marks
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CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 8 TEST ANSWERS
Section A: Reading
Question Answer Marks
It does not mention being disabled. / It lists all the positive things she is proud of.
2 1
Give 1 mark for either of these ideas.
Give 2 marks for a response with at least five points and clear understanding.
Give 1 mark for a response with three points and some clarity.
6 Give 0 marks for a summary made up of points that are not synthesised or that includes 2
one or two of the listed points.
Do not award more than 1 mark if the summary is over 40 words.
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021 1
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 8 TEST ANSWERS
Section B: Writing
Creation of texts / vocabulary and language (maximum of 4 marks)
Descriptors Marks
• Content is relevant, and ideas are developed using some appropriate techniques.
• The main features of the text type are evident and tone is mostly appropriate. 3
• Vocabulary choices are relevant for the purpose.
• Some awareness of the reader.
Descriptors Marks
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CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 8 TEST ANSWERS
Descriptors Marks
Descriptors Marks
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CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 9 TEST ANSWERS
Section A: Reading
Question Answer Marks
to entertain / to inform
Give 1 mark if both are correctly ticked.
1 Give 0 marks if more than two lines are ticked. 1
Accept alternatives to a tick, such as a cross or a circle. Give 0 marks if more than one
answer is ticked.
3 ‘lodged’ 1
Give 1 mark.
4 The exclamation marks give the paragraph a light-hearted / jokey / funny tone. 1
Give 1 mark for any explanation of this idea.
Give 2 marks for a response with at least five points and clear understanding.
Give 1 mark for a response with three points and some clarity.
6 Give 0 marks for a summary made up of points that are not synthesised or includes one 2
or two of the listed points.
Do not award more than 1 mark if the summary is over 40 words.
Cambridge Lower Secondary English 9 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021 1
CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 9 TEST ANSWERS
Section B: Writing
Creation of texts / vocabulary and language (maximum of 4 marks)
Descriptors Marks
• Content is relevant, and ideas are developed using some appropriate techniques.
• The main features of the text type are evident and tone is mostly appropriate.
• Vocabulary choices are relevant for the purpose.
3
• Some awareness of the reader.
Descriptors Marks
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CAMBRIDGE LOWER SECONDARY ENGLISH 9: END OF UNIT 9 TEST ANSWERS
Descriptors Marks
• 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.
• Past and present tenses of verbs are generally consistent, and punctuation is generally correct
throughout the text.
Descriptors Marks
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