CAMBRIDGE LOWER SECONDARY ENGLISH 8: MID-POINT TEST ANSWERS
Mid-point test 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
1
Answer
Marks
1
parents
Give 1 mark.
1
2
Structural technique: (Opening the article with) a question.
Effect: It engages the reader by immediately introducing cooking and the idea of children
cooking / challenges the reader to think about whether they encourage their children to
cook.
Give 1 mark for identifying the question and 1 mark for an appropriate explanation.
2
3
they were always welcome / allowed in the kitchen
Give 1 mark for either of the ideas above. Credit any other clear way of expressing the
same idea.
1
4
to suggest that cooking together improves family life
Give 1 mark. Accept alternatives to a tick such as a cross or a circle. Give 0 marks if more
than one answer is ticked.
1
5
that cooking is vital for us to stay alive / is an important skill for people to know in life
Give 1 mark. Credit any clear way of expressing the same point.
1
6a
The following points may be included:

they can fend for themselves / survive

encourages children to work as a team

better organisation / following directions

encourages curiosity

creativity / fun

they will be healthier in the future

sense of accomplishment

boosts self-esteem
Give 2 marks for 5–8 points.
Give 1 mark for 2–4 points.
Give 0 marks for 0–1 point.
2
6b
The summary should include five points from part a, written in the learner’s own words
2
Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY ENGLISH 8: MID-POINT TEST ANSWERS
Question
Answer
Marks
(as far as possible) and be coherent. Words and phrases from the text are acceptable
where they contribute to a cohesive summary.
Give 2 marks for a response with at least five points and clear understanding.
Give 1 mark for a response with up to four points.
Give 0 marks for a summary made up of points that are not synthesised or that only
includes one of the listed points.
Do not award more than 1 mark if the summary is over 50 words.
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.
A clear, consistent relationship between the writer and the reader is established and controlled.
4




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.
Some awareness of the reader is shown.
3




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.
Some awareness of the reader may be shown.
2



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
Structure of texts / grammar and punctuation (maximum of 4 marks)
Descriptors
2





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.
Grammar and punctuation, including tenses and speech punctuation, are almost always accurate.



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.
Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
Marks
4
3
CAMBRIDGE LOWER SECONDARY ENGLISH 8: MID-POINT TEST ANSWERS
Descriptors
Marks


Appropriate use of sentence structures is evident, with some variety.
Grammar and punctuation are mostly accurate.




Paragraphs are used, but not consistently.
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
throughout the text.
2
Some basic sequencing of material is evident, grouped by content.
Mainly simple sentences are used, with some variation in sentence openings.
Generally correct grammar is used, with some use of accurate punctuation.
1




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
Marks
1
it was jolting / bumpy / noisy
Give 1 mark. Allow own-words equivalents.
1
2
They wanted the bus to go more quickly so that their prank would work better / so that
the bus would be more damaged when it went into the trap.
Give 1 mark for either of the above. Allow other credible explanations.
1
metaphor
Give 1 mark. Accept alternatives to a tick such as a cross or a circle. Give 0 marks if more
than one answer is ticked.
1
4
it was out of control / moving in an uncontrolled way
Give 1 mark for either of the ideas above. Do not reward literal explanations of
‘drunkenly’.
1
5
it is humorous / makes the bus look silly or helpless
Give 1 mark for either of the ideas above. Allow other credible responses.
1
3
3
Answer
Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY ENGLISH 8: MID-POINT TEST ANSWERS
Question
Answer
Marks
6
that it is painful (when it hits him)
Give 1 mark. Allow other credible explanations focused on the physical effect of the rain.
1
7
Example: short sentences / repetition of ‘He looked . . . ’
Effect: shows the driver’s disbelief / helplessness / cluelessness about what has
happened OR makes the driver look silly / pokes fun at him
Give 1 mark for the example and 1 mark for explaining the effect.
2
8
Possible examples include:

the image of ‘a large freckle-faced boy’ looking out of a cracked window

the young boy underestimating the damage done to the bus / his naivety

the driver’s frustration shown by repeating what the boy said

the driver ranting at the children on the bus and telling them to walk home / use of
direct speech to show his ranting.
Give up to 2 marks for two convincing examples.
2
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.
A clear, consistent relationship between the writer and the reader is established and controlled.
4




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.
A clear relationship between the writer and the reader is established in parts of the story, which
engages the reader.
3




Content is straightforward with an appropriate balance.
Vocabulary is sometimes simple, but with some choices to create interest.
Some events / feelings are described.
Some attempt made to engage the reader.
2




Ideas are mostly relevant to the task – for example, a simple plot.
Vocabulary is simple.
The reader is given basic information relevant to the narrative.
There is a little awareness of the reader.
1
Structure of texts / grammar and punctuation (maximum of 4 marks)
Descriptors


4
Clear, well-organised paragraphs structure the narrative with logical links.
Cohesion is achieved using devices, such as connectives, accurately and consistently.
Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021
Marks
4
CAMBRIDGE LOWER SECONDARY ENGLISH 8: MID-POINT TEST ANSWERS
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.
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.
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.
3
2

Paragraphs will be used, but not consistently.
Some attempt is made to sequence ideas logically. Some opening and closing of ideas 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.
Generally correct grammar, with sentences usually punctuated accurately.
1



Spelling (maximum of 2 marks)
Descriptors
5
Marks
Spelling is generally accurate; any errors are in ambitious words.
2
Spelling of commonly used words is generally correct.
1
Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021