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LS English 8 Unit 8 Test Answers

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3K views3 pages

LS English 8 Unit 8 Test Answers

Uploaded by

Sumaiya Resources
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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CAMBRIDGE LOWER SECONDARY ENGLISH 8: END OF UNIT 8 TEST ANSWERS

End of unit 8 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

 The experience lasted 2.5 hours.


 He was holding on to the outside of a train.
1 2
 The train was going at 70 mph.
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 2
 use of a headline
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


6 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.

1
Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY ENGLISH 8: 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 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. 3
 Vocabulary choices are relevant for the purpose.
 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. 2
 A simple range of vocabulary is relevant to the purpose.
 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. 1
 Vocabulary is simple.
 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. 2


 The response is clear, but not sequenced logically to help the development of ideas.
 Movement between paragraphs may be disjointed.
 Sentence structures are usually simple, but reasonably accurate. Errors arise where complex
sentences are attempted.
 Past and present verb tenses are generally consistent, and punctuation is generally correct

2
Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY ENGLISH 8: END OF UNIT 8 TEST ANSWERS

Descriptors Marks

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

3
Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021

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