CAMBRIDGE LOWER SECONDARY ENGLISH 7: 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.

Sec on A: Reading
Ques on Answer Marks

They are being treated like heroes.

1 Give 0 marks if the learner has cked more than one box. Give 1 mark if an alterna ve to a 1
ck has been used in the correct box, for example, X.

That they were frightening / hopeless / unpleasant days.

2 Give 1 mark for any explana on of this idea given in the learner’s own words. 1
• ‘global celebrity’
• ‘thrust into the limelight’
• ‘adula on’
3 • ‘frenzy surrounding them’ 3
Give 1 mark each for any of the above, to a maximum of 3 marks. Do not reward copying
large chunks from the passage.

‘subsided’
4 Give 0 marks if more than one word is o ered, unless ‘subsided’ is underlined or ringed.
1

• They had shown great bravery.

• They are from poor families and their lives have changed.
5 Give 1 mark for any explana on of these ideas given in the learner’s own words. Do not 1
reward copying from the passage.

To show Zlatan Ibrahimovic’s admira on for the boys

6 Give 0 marks if the learner has cked more than one box. Give 1 mark if an alterna ve to a 1
ck has been used in the correct box, for example, X.
• headline
• subheading
7 • byline 2
• direct quotes
Give 1 mark each for any of the above, to a maximum of 2 marks.

1
Cambridge Lower Secondary English 7 – Creamer, Williams, Rees-Bidder & Elsdon © Cambridge University Press 2021
ti

ti
ti
ti
ti
ti
ti
ti
ti
ti
ff
ti
ti
 CAMBRIDGE LOWER SECONDARY ENGLISH 7: END OF UNIT 3 TEST ANSWERS

Sec on B: Wri ng
Crea on of texts / Vocabulary and language (maximum of 4 marks)

Descriptors Marks
• Content is relevant and developed in detail.
• The text-type is clearly established with an appropriate tone.
• Uses a range of well-chosen vocabulary. 4
• A clear, consistent rela onship between the writer and the reader is established and controlled.
• Content is relevant, and ideas are developed using some appropriate techniques.
• The main features of the text-type are evident and tone is appropriate.
• Vocabulary choices are relevant for the purpose. 3
• Some awareness of the reader.
• Content is straigh orward with basic informa on.
• General aspects of the text-type are evident and a tone is established.
• A simple range of vocabulary is relevant to the purpose. 2
• 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.

Structure of texts / Grammar and punctua on (maximum of 4 marks)

Descriptors Marks
• Clear, well-organised paragraphs structure the narra ve with logical links.
• Cohesion is achieved using devices, such as connec ves, accurately and consistently.
• E ec ve use of a variety of sentence structures, including some complex forms.
• Structure may be developed to convey shades of meaning and emphasis. 4
• Grammar and punctua on, including tenses and speech punctua on, are almost always accurate.
(Serious errors may occur where structures are very ambi ous.)
• Paragraphs are used, but not consistently, with some a empt to sequence ideas logically.
• Movement between paragraphs may be disjointed.
• Sentence structures are usually simple, but reasonably accurate. Errors arise where complex
sentences are a empted. 3
• Past and present tenses of verbs are generally consistent, and punctua on is generally correct
throughout the text.
• Paragraphs are used but not consistently.
• Some a empt to sequence ideas logically. Some opening and closing of ideas may be evident. 2
• Movement between paragraphs may be disjointed.
• Some basic sequencing, with story ideas evident.
• Mainly simple sentences, with some varia on in sentence openings. 1
• Generally correct grammar, with sentences usually demarcated accurately.

Spelling (maximum of 2 marks)

2
Cambridge Lower Secondary English 7 – Creamer, Williams, Rees-Bidder & Elsdon © Cambridge University Press 2021

ff
ti
ti
tt
ti
tt
tf
ti
ti
ti
ti
ti
ti
ti
ti
tt
ti
ti
ti
 CAMBRIDGE LOWER SECONDARY ENGLISH 7: END OF UNIT 3 TEST ANSWERS

Descriptors Marks
• Spelling is generally accurate; any errors are in ambi ous words. 2
• Spelling of commonly used words is generally correct. 1

3
Cambridge Lower Secondary English 7 – Creamer, Williams, Rees-Bidder & Elsdon © Cambridge University Press 2021

ti