عديل الروح 1
09-06-2011, 02:58 PM
Sample English Exam Grade 10
TEXT A: THE ISLAND OF INVENTIONS
Adapted from Pedro Pablo Sacristan
The first time Luca heard talk of the Island Of Inventions, he was still very young, but the wonders he heard about, sounded so incredible to him that they were forever engraved in his memory. Ever since he was a little boy, he never stopped searching for clues to investigate, clues which might lead him to that place of wonder. He read hundreds of adventure books, histories, volumes of physics and chemistry; even music.
Taking a little from here, a little from there, he arrived at quite a clear idea of what the Island Of Inventions was really like. He envisaged a secret place. In this place, all the great wise men of the world would meet to learn and invent together. Access to the island was totally restricted. Luca thought that you had to have created some great inventions for humanity by yourself as a condition to join the island. Only then could you receive the unique and special invitation - which came with instructions on how to get to the island.
To be in with a chance, Luca spent the years of his youth studying and inventing. Every new idea he got, he made it into an invention, and if there were ever anything he didn't understand, he would seek out someone who could help him. Soon he met other young people, brilliant inventors too, and he told them of the secrets and marvels of the Island Of Inventions. These fellow young inventors would likewise dream of being sent 'the letter', which is how the invitation was referred to.
As time passed, the disappointment of not being sent the letter gave rise to even greater collaboration and mutual help between the young inventors. They met in Luca's house, which ended up looking like a huge warehouse for machines and spare parts. Their inventions became known throughout the world, and managed to improve every aspect of life.
But even after all that, no invitation arrived.
They did not lose heart. They continued learning and inventing every day, trying to come up with creative and improved ideas. Fresh young talent was added to their group, as more and more inventors dreamed of getting to the island. Sometime later, Luca, already very old, was speaking with a brilliant young man who had written to him to try to join the group. Luca told the young man the great secret of the Island Of Inventions, and of how he was sure that some day they would receive an invitation. Surprised, the young inventor interrupted Luca:
"What? You mean this isn't really the Island of Inventions? Isn't the letter you sent me the real invitation?"
And, as old as he was, Luca looked around him, and realized that his dream had become true in his very own house. He realised that no island could exist which would be better than where he was now. No place of invention would be better than what he and his friends had created. Luca felt happy to know that he had always been on the island, and that his life of invention and study had been a truly happy one.
A1. What did Luca think was the only way to get into the Island of Inventions? [1 mark]
A. By fixing broken inventions for humanity
B. By discovering inventions for humanity
C. By creating great inventions for humanity
D. By developing ready-made inventions for humanity
A2. How did Luca meet other brilliant inventors? [1 mark]
A. He met them on the island of inventions
B. He met them while seeking help for problems
C. He met them in an invention club
D. He met them in adventure books
A3. What did Luca and the other inventors name the invitation to the island? [1 mark]
A. The letter
B. The wonder
C. The dream
D. The secret
A4. What did Luca and his group do when the time passed without receiving the invitation to the Island of Inventions? [1 mark]
A. They started to lose heart
B. They kept collaborating with each other
C. They were disappointed and stopped
D. They stopped meeting new inventors
A5. Give an example of an adjective used in this sentence.
“Soon he met other young people, brilliant inventors too, and he told them of the secrets and marvels of the Island of Inventions.” [1 mark] 2 double-spaced lines below
A6. What is meant by the sentence “They did not lose heart”? [1 mark]
2 double-spaced lines below
A7. What did Luca realize the Island of Inventions was, at the end of the text? [1 mark]
2 double-spaced lines below
A8. Why did Luca “realize that his dream had become true” after talking to the fresh young inventor who had recently joined the group? [3 marks]
5 double-spaced lines below
TEXT B Where the Pavement Ends by XXXX Silverstein
There is a place where the pavement ends
And before the road begins,
And there the grass grows soft and white,
And there the sun burns crimson bright,
And there the moon-bird rests from his flight
To cool in the peppermint wind.
This place where the smoke blows black
And the dark road winds and bends.
Past the pits where the asphalt flowers grow
We shall walk with a walk that is measured and slow,
And watch where the chalk-white arrows go
To the place where the road ends.
Yes we'll walk with a walk that is measured and slow,
And we'll go where the chalk-white arrows go,
For the children, they mark, and the children, they know
The place where the pavement ends.
B1. What does the word “white” in the first stanza rhyme with? [1 mark]
A. Black
B. Flight
C. Ends
D. Pavement
B2. Which of these is an example of alliteration? [1 mark]
A. Blows black
B. Winds and bends
C. Measured and slow
D. Chalk-white arrows
B3. Compare the poet’s descriptions in the first stanza with the descriptions in the second stanza of the poem. [2 marks] 5 double-spaced lines below
TEXT C Children want books that talk to them
from The National newspaper, UAE
Local authors should be encouraged to write fiction that reflects UAE culture, because children need to read books that reinforce their values, novelists said this week.
"A child must feel like he or she owns the story," said Qais Sedki, an Emirati author. "Although they did not write it themselves, they should relate to the characters, the principles and values. The stories should reflect his or her culture."
The topic was addressed at the Abu Dhabi International Book Fair. A panel explored the creative processes involved in producing children's literature.
Panellists pointed out that the majority of books available in local libraries are translated from other languages and cultures. In addition, the writers said authors should interact more often with children in order to know how to write for them.
Maitha al Khayat, an Emirati author, said her stories came to her when she communicated and played with her children.
She said that her story I Like My Father's Long Beard, which was published in English in 2009 and in Arabic last year, was inspired by a conversation with her children. They told her they missed their father while he was travelling because "his beard was long and beautiful" and because it "smells good".
Mr Sedki read stories to children at the Sharjah Book Fair. “I would do anything to make a child laugh. They did laugh."
"The main challenge is financial," he said. "Producing such books is very expensive. I would consider it a wonderful achievement if an author could publish a book with 5,000 copies. In the West, people line up in queues when a certain book is published. People buy books there."
Ute Krause, a German author, was on the panel with the Emirati writers. She ran a workshop at the book fair. She said part of the reason why children refrained from reading books was because the titles often focused on teaching lessons, rather than on entertainment.
She noticed the trend as she listened to the experiences of the workshop's participants, which included 10 Emirati writers.
The panellists said children should be encouraged to read by example.
Nora Khouri, an Emirati mother, said she tried to encourage her children to read, but there was a "shortage of libraries and factors that attract children to reading".
C1 What is the main argument of the writers in this text? Do you agree with them? Explain your response with supporting evidence [3 marks]
10 double-spaced lines below
TEXT D
D1. What is the main message in this visual text? [2 marks] 2 double-spaced lines
D2. Identify one visual feature used in the text and show how it makes the message clear. [2 marks] 2 double-spaced lines
Intertextual
E1. Text B and Text D XXXX contain ideas about protecting the environment. Using your own words, explain the importance of the ideas with reference to XXXX texts and your own understanding. [4 marks] 10 double-spaced lines
English Writing Exam 10
Educating our community is a key factor in promoting change.
Write an exposition that agrees or disagrees with this statement. Give reasons and examples to support your opinion.
Insert 3 pages of double spaced lines.
Sample English Mark Scheme Grade 10
Text A – The Island of Inventions
A1 A2 A3 A4
C B A B
A5– A8 Irrelevant response 0 mark; if relevant award marks as follows:
Q# Level of response Example Mark
A5 Identify language
Identifies adjective – young or brilliant 1
A6 Identify /describe
Describes idiom
Eg - They did not give up or they did not get discouraged 1
A7 Identify
eg - his own home
1
A8 attempts Eg because inventions were in his own house
Or other relevant response 1
Gives a reason Eg he realized because the young people thought his house was the island so it was real
in own words
Or other relevant response 2
Identifies the effect Eg when he realized that the young people thought his house was the Island he saw that although there was no real Island of Inventions it existed in all their minds
in own words
Or other relevant response 3
Text B – Where the Pavement Ends
B1 B2
B A
B3 Irrelevant response 0 mark; if relevant award marks as follows:
Q#
Level of response Example Mark
B3 Compares/Contrasts
Identifies things to compare/contrast Identifies similarities and or differences only
Eg One is good / one is bad 1
Describes the comparison elements Provides the characteristics and features of the things contrasted
Eg first stanza white and bright sun, second stanza dark and black
--One is good is natural and beautiful points of nature
--Two is about bad aspects of life eg pollution
Or any other relevant example 2
Text C - Children want books that talk to them
C1 Irrelevant response 0 mark; if relevant award marks as follows:
Q# Level of response Example Mark
C1 Critical Response
• Interprets
• Makes a connection to self
• Makes a link between the text and own perspective
Attempts Identifies an idea
Eg write books about UAE culture 1
Identifies a perspective and summarizes or paraphrases the idea
Or
does not use own words but response is relevant
eg I agree children will read more if there are books are about UAE culture.
or other relevant response 2
supports a personal perspective In own words
eg children will read more books if there were more books about UAE culture instead of books translated from other countries. I agree with this because I want to read a story about my country that reflects our own culture. Qais Sedki says we should identify with characters.
or other relevant response 3
Visual Text D
D1 – D2 Irrelevant response 0 mark; if relevant award marks as follows:
Q# Level of response Example Mark
D1 Attempts Identifies only one part of the idea
Eg. Drive too fast kill girl
1
Explains
Shows the relationship between the elements and the ideas or the cause and effect
Makes a link between the visual elements and the idea
Eg. Safe driving is about not going too fast and avoiding accidents
Or other relevant examples 2
D2 Identifies Any one of the following features
• Text eg asks question to make person think
• Symbolism eg tyre marks for braking/speed
• Size eg big size draws attention to the message
• Placement eg girl in middle top distance make her important in picture
• Colour eg white text stands out from dark road, like the paintwork on roads
1
Explains Gives the example as explanation 2
Intertextual
E1 Irrelevant response 0 mark; if relevant award marks as follows
Q# Level of response Example Mark
E1 Critical Response
attempts
Identifies an idea with reference to only one text
Eg Text D is a picture of a road OR Text B is a poem about a road 1
Identifies an idea from XXXX texts
Or does not use own words but response is relevant
Eg. Is about the danger of the road
Or other relevant response 2
Provides some details of the identified idea/s from XXXX texts and gives examples from XXXX texts in own words
Eg the road is dangerous in the picture because the girl might get run over.
Eg In the poem the children should stay out of the road.
Eg Drivers should always be alert to what can happen / dangers of the road
Or other relevant response 3
discuss /explain the relationship between the texts and how they XXXX support a particular idea in own words
eg
It’s about knowing the boundaries and understanding the limits of the world around us.
Eg the poem and picture XXXX have dark road, grass growing, white arrows and child/girl. The difference is that the picture shows the danger of the road while the poem does not.
Or other relevant response 4
TEXT A: THE ISLAND OF INVENTIONS
Adapted from Pedro Pablo Sacristan
The first time Luca heard talk of the Island Of Inventions, he was still very young, but the wonders he heard about, sounded so incredible to him that they were forever engraved in his memory. Ever since he was a little boy, he never stopped searching for clues to investigate, clues which might lead him to that place of wonder. He read hundreds of adventure books, histories, volumes of physics and chemistry; even music.
Taking a little from here, a little from there, he arrived at quite a clear idea of what the Island Of Inventions was really like. He envisaged a secret place. In this place, all the great wise men of the world would meet to learn and invent together. Access to the island was totally restricted. Luca thought that you had to have created some great inventions for humanity by yourself as a condition to join the island. Only then could you receive the unique and special invitation - which came with instructions on how to get to the island.
To be in with a chance, Luca spent the years of his youth studying and inventing. Every new idea he got, he made it into an invention, and if there were ever anything he didn't understand, he would seek out someone who could help him. Soon he met other young people, brilliant inventors too, and he told them of the secrets and marvels of the Island Of Inventions. These fellow young inventors would likewise dream of being sent 'the letter', which is how the invitation was referred to.
As time passed, the disappointment of not being sent the letter gave rise to even greater collaboration and mutual help between the young inventors. They met in Luca's house, which ended up looking like a huge warehouse for machines and spare parts. Their inventions became known throughout the world, and managed to improve every aspect of life.
But even after all that, no invitation arrived.
They did not lose heart. They continued learning and inventing every day, trying to come up with creative and improved ideas. Fresh young talent was added to their group, as more and more inventors dreamed of getting to the island. Sometime later, Luca, already very old, was speaking with a brilliant young man who had written to him to try to join the group. Luca told the young man the great secret of the Island Of Inventions, and of how he was sure that some day they would receive an invitation. Surprised, the young inventor interrupted Luca:
"What? You mean this isn't really the Island of Inventions? Isn't the letter you sent me the real invitation?"
And, as old as he was, Luca looked around him, and realized that his dream had become true in his very own house. He realised that no island could exist which would be better than where he was now. No place of invention would be better than what he and his friends had created. Luca felt happy to know that he had always been on the island, and that his life of invention and study had been a truly happy one.
A1. What did Luca think was the only way to get into the Island of Inventions? [1 mark]
A. By fixing broken inventions for humanity
B. By discovering inventions for humanity
C. By creating great inventions for humanity
D. By developing ready-made inventions for humanity
A2. How did Luca meet other brilliant inventors? [1 mark]
A. He met them on the island of inventions
B. He met them while seeking help for problems
C. He met them in an invention club
D. He met them in adventure books
A3. What did Luca and the other inventors name the invitation to the island? [1 mark]
A. The letter
B. The wonder
C. The dream
D. The secret
A4. What did Luca and his group do when the time passed without receiving the invitation to the Island of Inventions? [1 mark]
A. They started to lose heart
B. They kept collaborating with each other
C. They were disappointed and stopped
D. They stopped meeting new inventors
A5. Give an example of an adjective used in this sentence.
“Soon he met other young people, brilliant inventors too, and he told them of the secrets and marvels of the Island of Inventions.” [1 mark] 2 double-spaced lines below
A6. What is meant by the sentence “They did not lose heart”? [1 mark]
2 double-spaced lines below
A7. What did Luca realize the Island of Inventions was, at the end of the text? [1 mark]
2 double-spaced lines below
A8. Why did Luca “realize that his dream had become true” after talking to the fresh young inventor who had recently joined the group? [3 marks]
5 double-spaced lines below
TEXT B Where the Pavement Ends by XXXX Silverstein
There is a place where the pavement ends
And before the road begins,
And there the grass grows soft and white,
And there the sun burns crimson bright,
And there the moon-bird rests from his flight
To cool in the peppermint wind.
This place where the smoke blows black
And the dark road winds and bends.
Past the pits where the asphalt flowers grow
We shall walk with a walk that is measured and slow,
And watch where the chalk-white arrows go
To the place where the road ends.
Yes we'll walk with a walk that is measured and slow,
And we'll go where the chalk-white arrows go,
For the children, they mark, and the children, they know
The place where the pavement ends.
B1. What does the word “white” in the first stanza rhyme with? [1 mark]
A. Black
B. Flight
C. Ends
D. Pavement
B2. Which of these is an example of alliteration? [1 mark]
A. Blows black
B. Winds and bends
C. Measured and slow
D. Chalk-white arrows
B3. Compare the poet’s descriptions in the first stanza with the descriptions in the second stanza of the poem. [2 marks] 5 double-spaced lines below
TEXT C Children want books that talk to them
from The National newspaper, UAE
Local authors should be encouraged to write fiction that reflects UAE culture, because children need to read books that reinforce their values, novelists said this week.
"A child must feel like he or she owns the story," said Qais Sedki, an Emirati author. "Although they did not write it themselves, they should relate to the characters, the principles and values. The stories should reflect his or her culture."
The topic was addressed at the Abu Dhabi International Book Fair. A panel explored the creative processes involved in producing children's literature.
Panellists pointed out that the majority of books available in local libraries are translated from other languages and cultures. In addition, the writers said authors should interact more often with children in order to know how to write for them.
Maitha al Khayat, an Emirati author, said her stories came to her when she communicated and played with her children.
She said that her story I Like My Father's Long Beard, which was published in English in 2009 and in Arabic last year, was inspired by a conversation with her children. They told her they missed their father while he was travelling because "his beard was long and beautiful" and because it "smells good".
Mr Sedki read stories to children at the Sharjah Book Fair. “I would do anything to make a child laugh. They did laugh."
"The main challenge is financial," he said. "Producing such books is very expensive. I would consider it a wonderful achievement if an author could publish a book with 5,000 copies. In the West, people line up in queues when a certain book is published. People buy books there."
Ute Krause, a German author, was on the panel with the Emirati writers. She ran a workshop at the book fair. She said part of the reason why children refrained from reading books was because the titles often focused on teaching lessons, rather than on entertainment.
She noticed the trend as she listened to the experiences of the workshop's participants, which included 10 Emirati writers.
The panellists said children should be encouraged to read by example.
Nora Khouri, an Emirati mother, said she tried to encourage her children to read, but there was a "shortage of libraries and factors that attract children to reading".
C1 What is the main argument of the writers in this text? Do you agree with them? Explain your response with supporting evidence [3 marks]
10 double-spaced lines below
TEXT D
D1. What is the main message in this visual text? [2 marks] 2 double-spaced lines
D2. Identify one visual feature used in the text and show how it makes the message clear. [2 marks] 2 double-spaced lines
Intertextual
E1. Text B and Text D XXXX contain ideas about protecting the environment. Using your own words, explain the importance of the ideas with reference to XXXX texts and your own understanding. [4 marks] 10 double-spaced lines
English Writing Exam 10
Educating our community is a key factor in promoting change.
Write an exposition that agrees or disagrees with this statement. Give reasons and examples to support your opinion.
Insert 3 pages of double spaced lines.
Sample English Mark Scheme Grade 10
Text A – The Island of Inventions
A1 A2 A3 A4
C B A B
A5– A8 Irrelevant response 0 mark; if relevant award marks as follows:
Q# Level of response Example Mark
A5 Identify language
Identifies adjective – young or brilliant 1
A6 Identify /describe
Describes idiom
Eg - They did not give up or they did not get discouraged 1
A7 Identify
eg - his own home
1
A8 attempts Eg because inventions were in his own house
Or other relevant response 1
Gives a reason Eg he realized because the young people thought his house was the island so it was real
in own words
Or other relevant response 2
Identifies the effect Eg when he realized that the young people thought his house was the Island he saw that although there was no real Island of Inventions it existed in all their minds
in own words
Or other relevant response 3
Text B – Where the Pavement Ends
B1 B2
B A
B3 Irrelevant response 0 mark; if relevant award marks as follows:
Q#
Level of response Example Mark
B3 Compares/Contrasts
Identifies things to compare/contrast Identifies similarities and or differences only
Eg One is good / one is bad 1
Describes the comparison elements Provides the characteristics and features of the things contrasted
Eg first stanza white and bright sun, second stanza dark and black
--One is good is natural and beautiful points of nature
--Two is about bad aspects of life eg pollution
Or any other relevant example 2
Text C - Children want books that talk to them
C1 Irrelevant response 0 mark; if relevant award marks as follows:
Q# Level of response Example Mark
C1 Critical Response
• Interprets
• Makes a connection to self
• Makes a link between the text and own perspective
Attempts Identifies an idea
Eg write books about UAE culture 1
Identifies a perspective and summarizes or paraphrases the idea
Or
does not use own words but response is relevant
eg I agree children will read more if there are books are about UAE culture.
or other relevant response 2
supports a personal perspective In own words
eg children will read more books if there were more books about UAE culture instead of books translated from other countries. I agree with this because I want to read a story about my country that reflects our own culture. Qais Sedki says we should identify with characters.
or other relevant response 3
Visual Text D
D1 – D2 Irrelevant response 0 mark; if relevant award marks as follows:
Q# Level of response Example Mark
D1 Attempts Identifies only one part of the idea
Eg. Drive too fast kill girl
1
Explains
Shows the relationship between the elements and the ideas or the cause and effect
Makes a link between the visual elements and the idea
Eg. Safe driving is about not going too fast and avoiding accidents
Or other relevant examples 2
D2 Identifies Any one of the following features
• Text eg asks question to make person think
• Symbolism eg tyre marks for braking/speed
• Size eg big size draws attention to the message
• Placement eg girl in middle top distance make her important in picture
• Colour eg white text stands out from dark road, like the paintwork on roads
1
Explains Gives the example as explanation 2
Intertextual
E1 Irrelevant response 0 mark; if relevant award marks as follows
Q# Level of response Example Mark
E1 Critical Response
attempts
Identifies an idea with reference to only one text
Eg Text D is a picture of a road OR Text B is a poem about a road 1
Identifies an idea from XXXX texts
Or does not use own words but response is relevant
Eg. Is about the danger of the road
Or other relevant response 2
Provides some details of the identified idea/s from XXXX texts and gives examples from XXXX texts in own words
Eg the road is dangerous in the picture because the girl might get run over.
Eg In the poem the children should stay out of the road.
Eg Drivers should always be alert to what can happen / dangers of the road
Or other relevant response 3
discuss /explain the relationship between the texts and how they XXXX support a particular idea in own words
eg
It’s about knowing the boundaries and understanding the limits of the world around us.
Eg the poem and picture XXXX have dark road, grass growing, white arrows and child/girl. The difference is that the picture shows the danger of the road while the poem does not.
Or other relevant response 4