CAMBRIDGE LOWER SECONDARY ENGLISH 8: DIAGNOSTIC CHECK ANSWERS

Diagnostic check answers

The tests and answers have been written by the authors. These may not fully reflect the approach of
Cambridge Assessment International Education.

Part 1: Non-fiction
Section A: Reading
Question Answer Marks

‘approximately’
1 Give 1 mark. Do not reward answers of more than one word unless ‘approximately’ 1
has been ringed, underlined or clearly indicated.

‘principal’
2 Give 1 mark. Do not reward answers of more than one word unless ‘principal’ has 1
been ringed, underlined or clearly indicated.

3 ‘(mode of transportation for) short-to-moderate distances (in most countries)’ 1

Do not accept more text than in brackets or less than the text in bold.

People can travel from greater distances to bus stops or train stations / to get their
4 train or bus. 1
Give 1 mark (allow different wording).

 reduces risk of illnesses / heart disease or diabetes

5  helps maintain a healthy weight 2
Give 1 mark for each of the above.

 an exclamatory sentence
6  direct address to the reader 1
Give 1 mark for either of the above.

Difference: It directly addresses the reader (use of ‘you’) / tells the reader to take
action or buy a bike / gives practical advice to the reader.
7 Effect: It directly persuades the reader / adds enthusiasm / removes excuses. 2
Give 1 mark for any convincing difference and 1 mark for any explanation of the
effect.

8 to persuade people to start cycling regularly 1

Give 1 mark.

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 CAMBRIDGE LOWER SECONDARY ENGLISH 8: DIAGNOSTIC CHECK 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.
 Uses a range of well-chosen vocabulary precisely.
4
 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.
 Vocabulary choices are relevant for the purpose.
3
 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.
 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.
 Vocabulary is simple.
1
 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.
 Makes 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. (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.

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 CAMBRIDGE LOWER SECONDARY ENGLISH 8: DIAGNOSTIC CHECK ANSWERS

Descriptors Marks

 Past and present verb tenses are generally consistent, and punctuation is generally correct
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

Part 2: Fiction
Section A: Reading
Question Answer Marks

1 ‘the hours stretched endlessly ahead’ 1

Give 1 mark. Do not accept more text than above.

 her headache
2  her fever 2
Give 1 mark for each of the above to a maximum of 2 marks. Do not allow ‘lack of
concentration’.

3 personification
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.

 short sentence: ‘Carol raised her head’

 use of ellipses: ‘unusual . . . just a shimmer’
 listing: ‘But the sounds went on, movements and footsteps, soft and
4 disturbing’ 2
 question: ‘And did she imagine the room growing dark?’
Give 1 mark for any for the above, up to 1 mark. Give 1 mark for any acceptable
explanation of the effect.

 unexplained noises
5  the use of bad weather 2
Give 1 mark for each of the above. Accept alternatives to a tick such as a cross or a
circle. Give 0 marks if more than two boxes have been ticked.

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Question Answer Marks

 Short sentence (‘Even the cat could hear it.’) raises the tension.
 Use of description (‘green eyes blazing’) makes the cat’s fear evident.
6  Use of movement / rule of three (‘arched and spat and bolted’) stresses the 2
speed and suddenness.
 Description of tail (‘bushed as a fox’s brush’) shows his tension.
Give 1 mark for any convincing example.

Section B: Writing
Creation of texts / vocabulary and language (maximum of 4 marks)
Descriptors Marks

 Content is relevant and developed with imaginative detail.

 Uses a range of well-chosen vocabulary.
 Characterisation is shown through actions and reactions during the story. 4
 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.

 Vocabulary is sometimes simple, but with some choices to create interest. 2
 Some events/feelings are described.
 Some attempt made to engage the reader.

 Ideas are mostly relevant to the task – for example, a simple plot.
 Vocabulary is simple. 1
 The reader is given basic information 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 with logical links.

 Cohesion is achieved using devices, such as connectives, accurately and consistently.
 Effective use of a variety of sentence structures, including some complex forms. 4
 Structure may be developed to convey shades of meaning and emphasis.
 Grammar and punctuation, including tenses and speech punctuation, are almost
always accurate. (Serious errors may occur where structures are very ambitious.)

 Paragraphs will be used, but not consistently, with some attempt to sequence ideas logically. 3

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 CAMBRIDGE LOWER SECONDARY ENGLISH 8: DIAGNOSTIC CHECK ANSWERS

Descriptors Marks

 Movement between paragraphs may be disjointed.

 Sentence structures are usually simple but reasonably accurate. Errors arise where complex
sentences are attempted.
 Past and present tense of verbs are generally consistent, and punctuation is generally correct
throughout the text.

 Paragraphs will be used, but not consistently.

 Some attempt is made to sequence ideas logically. Some opening and closing of ideas 2
may be evident.
 Movement between paragraphs may be disjointed.

 Some basic sequencing is present, with story ideas evident.

 Mainly simple sentences are used, with some variation in sentence openings. 1
 Generally correct grammar, with sentences usually punctuated accurately.

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

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