CAMBRIDGE LOWER SECONDARY ENGLISH 7: 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
to persuade people to help conserve tigers
1 Give 0 marks if the learner has ticked more than one box. Give 1 mark if an alternative to 1
a tick has been used in the correct box, for example, X.

Tiger numbers have increased.

2 1
Give 1 mark for any explanation of this idea in the learner’s own words.

2022 is the Chinese Year of the Tiger.

3 1
Give 1 mark for any explanation of this idea in the learner’s own words.

 conservation work
4  the commitment of various governments 2
Give 1 mark for each of the above. Do not reward copying of whole sentences from the text.

‘halted’
5 1
Give 0 marks if more than one word is offered, unless ‘halted’ is underlined or ringed.

It is a direct quote / written by Becci May, the Tigers and Asian species regional
manager, which appeals to the reader / adds excitement and shows enthusiasm.
6 2
Give 1 mark for correct identification of either of the above differences. Give 1 mark for a
relevant explanation of the effect of the difference.

 headline
 sub-headings
7 2
 short paragraphs
Give 1 mark for each of the above, to a maximum of 2 marks.

1
Cambridge Lower Secondary English 7 – Creamer, Williams, Rees-Bidder & Elsdon © Cambridge University Press 2021
 CAMBRIDGE LOWER SECONDARY ENGLISH 7: 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.

 The text-type is clearly established with an appropriate tone. 4
 Uses a range of well-chosen vocabulary.
 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.
 The 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.

 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.

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 are 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 3
are attempted.
 Past and present tenses of verbs are generally consistent, and punctuation is generally correct
throughout the text.

 Paragraphs are used but not consistently.

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

 Some basic sequencing, with ideas for the article evident. 1

 Mainly simple sentences, with some variation in sentence openings.

Spelling (maximum of 2 marks)

2
Cambridge Lower Secondary English 7 – Creamer, Williams, Rees-Bidder & Elsdon © Cambridge University Press 2021
 CAMBRIDGE LOWER SECONDARY ENGLISH 7: DIAGNOSTIC CHECK ANSWERS

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

‘working hard and fast and expertly.’

1 1
Give 1 mark for the above. Do not reward copying more text.

 ‘Fortunately, the collapsed roof […] was all loose soil and turf.’
 ‘There were no heavy stones among the debris.’
2 2
Give 1 mark for each of the above, to a maximum of 2 marks. Do not reward copying
more text.

They are afraid / scared / terrified / felt threatened.

3 1
Give 1 mark for any explanation of this idea in the learner’s own words.

‘The sudden sunlight blinded them.’

4 1
Give 1 mark for the above. Do not reward copying more text.

 The male cub is defensive / aggressive.

 The female cub is hungry and mews for food / wants attention / not aggressive.
5 2
Give 1 mark for each of the above to a maximum of 2 marks. Single words and very short
phrases from the text are acceptable where they support the learner’s own words.

 Short sentences to build tension / mirror the movement of the cubs.

 Words associated with wary reactions / tentative movement – for example,
6 ‘suddenly,’ ‘ceased,’ ‘drawn,’ ‘slowly ’. 3
 Last sentence shows the male cub acting bravely.
Give 1 mark for each of the above, to a maximum of 3 marks.

3
Cambridge Lower Secondary English 7 – Creamer, Williams, Rees-Bidder & Elsdon © Cambridge University Press 2021
 CAMBRIDGE LOWER SECONDARY ENGLISH 7: DIAGNOSTIC CHECK ANSWERS

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. 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.

 Vocabulary is sometimes simple, but with some choices to create interest. 2
 Some events/feelings are described.
 Some attempt 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 that is 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 are 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 3
are attempted.
 Past and present tenses of verbs are generally consistent, and punctuation is generally correct
throughout the text.

 Paragraphs are used, but not consistently.

 Some attempt 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. 1

 Mainly simple sentences, with some variation in sentence openings.

4
Cambridge Lower Secondary English 7 – Creamer, Williams, Rees-Bidder & Elsdon © Cambridge University Press 2021
 CAMBRIDGE LOWER SECONDARY ENGLISH 7: DIAGNOSTIC CHECK ANSWERS

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

5
Cambridge Lower Secondary English 7 – Creamer, Williams, Rees-Bidder & Elsdon © Cambridge University Press 2021