te} Te including CEM, GL and ISEB AYfeaele eM TL GALORE PAR cePractice Papers GALOREContents and progress record How to use this book 6 Practice Papers 1 contains papers 1-6 and should be attempted first Ce ola General training for all 11+ and pre-tests, good for familiarisation of test cond Length (no. Qs) Timing (mins) Short-style tests, designed to increase speed and concentration in comprehension tests and as preparation for a variety of writing tasks. Good practice for pre-test, CEM, and shorter independent 11+ exams. ea , Practice Papers 2 contains papers 7-12 and |_| — Long-style tests of comprehension and varied writing tasks. Good practice for GL exams. ] should be attempted afte: Varied length comprehension tests building in difficulty and varied writing tasks. Good practice for pre-test, ISEB, CEM, GL or any independent school exam. Answers. 51Question type Multiple choice/standard aC aro ny Standard Standard Multiple choice/standard Standard Multiple choice Multiple choice Standard Multiple choice Standard Standard StandardHow to use this book Introduction These practice papers have been written to provide final preparation for your 11+ English test. Practice Papers 1 includes six model papers, each containing a comprehension and a writing paper that include a total of 67 comprehension questions and 12 writing tasks. There are... @ three general training tests in which the comprehension questions are styled to represent short format CEM (Centre for Evaluation and Monitoring)/ISEB tests ‘© three tests in which the comprehension questions are styled to represent short format CEM/ bespoke tests in terms of difficulty, speed and question variation. These can be used to increase speed and concentration levels in comprehension for longer-format tests. Practice Papers 2 includes six model papers, each containing a comprehension and a writing paper that include a total of 104 comprehension questions, 31 spelling, grammar and punctuation questions and 15 writing tasks. These papers include... @ two tests representing the longer-format GL (Granada Learning)/bespoke comprehension tests and spelling, punctuation and grammar tests in different formats. These tests are of a higher level of difficulty than the tests in Practice Papers 1. four further comprehension tests of varying length with content and timings which represent the most challenging tests set by independent schools. Practice Papers 1 will help you ... © become familiar with the way short-format 11+ tests are presented @ practise writing tasks in typical formats on a variety of themes @ build your familiarity with the types of questions set © work with increasingly difficult questions © develop skills in answering within the time expected in the 11+ tests. Pre-Test and the 11+ entrance exams The Galore Park 11+ series is designed for Pre-Tests and 11+ entrance exams for admission into independent schools. These exarns are often the same as those set by local grammar schools, too. 11+ English tests appear in a variety of formats and lengths and itis likely that if you are applying for more than one school, you will encounter more than one of style of test. These include: @ 11+ entrance exams in different formats from GL, CEM and ISEB @ 11+ entrance exams created specifically for particular independent schools. Tests are designed to vary from year to year within and between tests. This means it is very difficult to predict the questions that will come up, making them harder to revise for. To give you the best chance of success, Galore Park has worked with 11+ tutors, independent school teachers, test writers and specialist authors to create these practice papers. These books cover the styles and range of comprehension questions that typically occur in a wide range of tests. Each paper also contains a separate writing paper (expected by all independent schools) and some papers in Practice Papers 2 include additional questions to test spelling, punctuation and grammar (an increasingly common feature in the assessments mentioned above). Because 11+ tests now aim to include variations in the content and presentation of questions, making them increasingly difficult to revise for, both books should be completed as essential preparation for all 11+ English tests. ©G=D These practice papers have been written to help you and your child prepare for both Pre-Test and 11+ entrance exams. For your child to get the maximum benefit from these tests, they should complete them in conditions as close as possible to those they will face in the exams, as described in the ‘Working through the book’ section. Some timings get shorter and the balance of difficulty in comprehension questions increases as you progress through the book. Writing exercises provide a variety of challenges and vary in length to provide a full experience of the possible tasks they may encounter. ATMEL RTS EDD - 0 ce cece ccc sccccnccncccencosecs This book has been written for teachers and tutors working with children preparing for both Pre-Test and 11+ entrance exams. The variations in length and format of the questions are intended to prepare them for a range of tests they may encounter, with many questions anticipating full and considered answers, typical of the most challenging assessments. Working through the book The Contents and progress record helps you to understand the purpose of each test and track your progress. Always read the notes in this planner before beginning a test as this will give you an idea of how challenging the test will be! You may find some of the questions hard, but don't worry ~ these tests are designed to make you think. Agree with your parents an a good time to take the test and set a timer going. Below is a checklist that will help you prepare for each test as if you are actually going to sit your 11+ entrance exam. ‘© Complete the test with a timer, in a quiet room, noting down how long it takes you, completing the answers as instructed and the writing tasks to the length you have been advised. © Aim to complete the comprehension and writing task in one session. Even though timings are given, you should complete ALL the questions you are instructed to do, including your writing task. © Mark the test using the answers and grids at the back of the book. © Go through the test again with a friend or parent and talk about the difficult questions. © Discuss how successful you felt you were in the writing task and go through your marks together to find out whether your discussion partner agrees with your assessment, based on the guidance in the grids. The Answers are designed to be cut out so that you can mark your papers easily. Do not look at the answers until you have attempted a whole paper. Each answer has a full explanation so you can understand how to award the marks and why you may have answered incorrectly. @When you have finished a test (both comprehension and writing), turn back to the Contents and progress record and fillin the boxes. Make sure to write your total number of marks in the ‘Total score’ boxes and note the time you took to complete ALL the questions and the writing task in the “Total time’ boxes. After completing both books you may want to go back to the earlier papers and complete some of the writing tasks that you didn't choose for additional practice. are yourself on the day before you go for the test. Remember to take sharpened pencils, an eraser and a watch to time yourself (IF you are allowed ~ there MT eed eae aa ees ae eee teed Renee eee Oi aed eee en er een ee Trae lela ao PIC ibaa aa aac ace NT Cod Continue your learning journey When you have completed these practice papers you can carry on your learning right up until exam day with the following resources. on yt ae me | | Ges The Revision Guide reviews basic skills in spelling, grammar and punctuation before explaining how to tackle comprehension and writing tasks in 11+ entrance exams. Tips and guidance are provided on how to prepare thoroughly for your exam. The Workbooks will Further develop your skills with 25 activities to work through in each book. To prepare you for the 11+ and Pre-Test exams, these books include more exarnples of the question variations covered in the practice papers ~ the more times you practice the questions, the better equipped for the exams you will be! © Grammar and Punctuation: Increase your understanding of grammatical terminology and improve your communication skills. © Reading and Comprehension: Work through comprehension passages and analyse the effective use of language. © Spelling and Vocabulary: Understand the structure and meaning of words and build your vocabulary. © Writing: Experiment with different forms of writing and learn to express your ideas effectively, Practice Papers 2 contains a further six model papers and answers to test you further with more challenging comprehension questions, a differant selection of commonly-occurring writing tasks and a range of spelling, punctuation and grammar questions that will ensure you are fully prepared for your exams. ©Q Paper 1 Paper time: 35:00 There are two parts to this paper: 1 Comprehension: 15 minutes 2 Writing: 20 minutes Part 1: Comprehension Read the text below carefully before answering the questions that follow. Four minutes’ reading time has been allowed within the test time. Circle the best answer for each question. A Wrinkle in Time by Madeleine Engle This text is the opening of A Wrinkle in Time, a science fiction story about Meg Murray and the mysterious disappearance of her father, a government scientist. In this extract some of her family members are introduced and a little is learned about the type of girl that Megs. In her attic bedroom Margaret Murray, wrapped in an old patchwork quilt, sat on the foot of her bed and watched the trees tossing in the frenzied lashing of the wind. Behind the trees clouds scudded frantically across the sky. Every few moments the moon ripped through them, creating wraith-like shadows that raced along the ground. The house shook. Wrapped in her quilt, Meg shook. She wasn't usually afraid of weather, ~ It not just the weather, she thought. ~ Its the weather on top of everything else. On top of me. On top of Meg Murray doing everything wrong. School. School was all wrong. She’d been dropped down to the lowest section in her grade. That morning one of her teachers had said crossly, ‘Really, Meg, I don’t understand how a child with parents as brilliant as yours are supposed to be can be such a poor student. If you don't manage to do a little better you'll have to stay back next year? During lunch she'd rough-housed a litle to try to make herself feel better, and one of the girls said scornfully,‘After all, Meg, we aren't grammar-school kids any more. Why do you always act like such a baby?” And on the way home from school, walking up the road with her arms full of books, one of the boys had said something about her “dumb baby brother: At this she'd thrown the books on the side of the road and tackled him with every ounce of strength she had, and arrived home with her blouse torn and a big bruise under one eye. Sandy and Dennys, her ten-year-old twin brothers, who got home from school an hour earlier than she did, were disgusted. ‘Let us do the fighting when it’s necessary; they told her. Turn over to the next page.A delinquent, that’s what I am, she thought grimly. That's what they'll be saying next, Not Mother. But Them. Everybody Else. I wish Father — But it was still not possible to think about her father without the danger of tears. Only her mother could talk about him in a natural way, saying, When your father gets back —” Gets back from where? And when? Surely her mother must know what people were saying, must be aware of the smugly vicious gossip. Surely it must hurt her as it did Meg. But if it did she gave no outward sign. Nothing ruffled the serenity of her expression. 1 Why was Meg shaking? (1) A She was cold She was frightened. She was both cold and frightened. ‘The movement of the house was shaking her. She was unwell. 2 Why does the author use the word ‘frantically’ (line 3)? () ‘A To show how fast the wind was blowing. B_ To show that Meg was in a panic. To bring the clouds to life and make it sound as if they were desperate to race across the sky. D To show how quickly the moon appeared through the clouds. E To use interesting adverbs. 3 Which of these statements is false? a) A Itwas dark. B There was a storm raging outside, C The clouds were moving rapidly. D_ Meg's room was in the loft. E The moon was constantly visible in the sky. 4 What was Meg afraid of? () A. The weather, B Being alone in the attic. C_ The weather and the fact that she had made some bad mistakes. D_ The other children at school, E All of the above. 5 What does ‘delinquent’ (line 27) mean? (1) A. Ayoung person, A.criminal. An unintelligent person. A mistake. An unpopular person. mone mone6 Why did Meg start a fight on the way home? () A. The boys called her stupid. B The boys insulted a member of her family. CC She was in a bad mood after school. D_ Someone told her she acted like a baby. E_ Allof the above. 7 ‘Nothing ruffled the serenity of her expression’ (lines 35-36). What does this mean? (1) A Nothing could stop her from being angry. B She was always able to look calm, even though she wasn't calm inside. She always looked serious. D_ Her face looked old. — Nothing was able to make her look calm. 8 According to the text, what has happened to Meg's father? oO) A He has gone away to war. 8 He has gone away but it is not clear if anybody knows where he is. C He has died. D__ You cannot tell from the text what has happened to him. E Heis away on holiday. 9 ‘Not Mother. But Thern. Everybody Else’ (lines 28-29). Why has the author given the words ‘Them’ and ‘Else’ a capital letter? (1) A It isan abstract noun. BA capital letter is needed because it refers to a group of people. C__ It makes the words seem more like names and more like actual people. D_ It is ametaphor. E For emphasis. 10 According to what you have read, which of these words best describes Meg? () A Anxious 8 Unkind Cc Shy D Clever E Lonely Record your results for Comprehension and move on to the next part.Part 2: Writing Complete the following writing task. Your description should be two to three paragraphs long and should fit on two pages. Five minutes has been allowed for planning within the test time given. Mark your test using the guidance grid on page 51. There are 10 marks available. Imagine you are Meg sitting in her attic bedroom during the storm. Write a description of what you can hear and see during the storm. Also write about how it feels being alone in the attic during the storm and what emotions you experience,Record your results for Writing. Ea (10h ‘Add up your scores for Comprehension and Ea Writing and move on to the next paper.@ Paper 2 There are two parts to this paper: 1 Comprehension: 30 minutes 2 Writing: 35 minutes Part 1: Comprehension Read the text below carefully before answering the questions that follow. Five minutes’ reading time has been allowed within the test time. Use your own words, where possible, to answer the questions. The Wizard of Oz by L. Frank Baum This extract comes from The Wizard of Oz, a story about a girl who finds herself ina magical and unusual land after a ferocious cyclone. In this part she has just landed and is beginning to discover more about her new environment. She was awakened by a shock, so sudden and severe that if Dorothy had not been Iying on the soft bed she might have been hurt. As it was, the jar made her catch her breath and wonder what had happened; and Toto put his cold little nose into her face and whined dismally. Dorothy sat up and noticed that the house was not moving; nor was it dark, for the bright sunshine came in at the window, flooding the little room. She sprang from her bed and with Toto at her heels ran and opened the door, The litle girl gave a ery of amazement and looked about her, her eyes growing bigger and bigger at the wonderful sights she saw. ‘The cyclone had set the house down very gently ~ for a cyclone — in the midst of a country of marvelous beauty. There were lovely patches of greensward all about, with stately trees bearing rich and luscious fruits. Banks of gorgeous flowers were on every hand, and birds with rare and brilliant plumage sang and fluttered in the trees and bushes. A little way off was a small brook, rushing and sparkling along between green banks, and murmuring in a voice very grateful to a little girl who had lived so long on the dry, gray prairies. While she stood looking eagerly at the strange and beautiful sights, she noticed coming toward her a group of the queerest people she had ever seen. They were not as bigas the grown folk she had always been used to; but neither were they very small, In fact, they seemed about as tall as Dorothy, who was a well-grown child for her age, although they were, so far as looks go, many years older. Three were men and one a woman, and all were oddly dressed. They wore round hats that rose to a small point a foot above their heads, with little bells around the brims that tinkled sweetly as they moved, The hats of the men were blue; the little woman's hat was white, and she wore a white gown that hung in pleats from her shoulders. Over it were sprinkled little stars that glistened in the sun like diamonds. The men were dressed in blue, of the same shade as their hats, and wore well- polished boots with a deep roll of blue at the tops. The men, Dorothy thought, were about as old as Uncle Henry, for two of them had beards. But the little woman was doubtless much older. Her face was covered with wrinkles, her hair was nearly white, and she walked rather stiffly.When these people drew near the house where Dorothy was standing in the doorway, they paused and whispered among themselves, as if afraid to come farther. But the little old woman walked up to Dorothy, made a low bow and said, in a sweet voice: “You are welcome, most noble Sorceress, to the land of the Munchkins. We are so grateful to you for having killed the Wicked Witch of the East, and for setting our people free from bondage’ Dorothy listened to this speech with wonder, What could the little woman possibly mean by calling her a sorceress, and saying she had killed the Wicked Witch of the East? Dorothy was an innocent, harmless little girl, who had been carried by a cyclone many miles from home; and she had never killed anything in all her life. 1a) Why was Dorothy not hurt when she woke up? () b) Who or what is Toto? Support your answer with a piece of evidence from the text. (1) 2 a) Howdo you think Dorothy felt when she opened the door of the house? Give evidence from the text to support your answer. (2) b) Why do you think she felt this way? () 3. The author writes about ‘a small brook, rushing and sparkling along between green banks, and murmuring in a voice very grateful’ (lines 14-15). Why do you think the author chose the word ‘murmuring’? (2) 4. Apart from their clothing, what was unusual about the people Dorothy saw coming towards her? Support your answer with evidence from the text. (3) Turn over to the next page.5. The author uses interesting vocabulary. Explain the meaning of the following phrases as they are used in the text: a) ‘brilliant plumage’ (line 13) (1) b) ‘most noble Sorceress’ (line 36) a) c) ‘free from bondage’ (line 38) (1) © ‘Over it were sprinkled little stars that glistened in the sun like diamonds' (ine 26). a) What type of poetic device has the author used here? () b) Why is it effective? (2) 7 a) How did Dorothy know that the woman was old? (2) b) Who do you think the little old woman who spoke to Dorothy might be? Give your reasons. (2) 8 What do you think happened before this part of the story? Refer to the text in your answer. () Record your results for Comprehension 23 i and move on to the next part.Choose one of the following options to create a short text. Your writing should be no longer than the space provided on this and the following pages. Mark your test using the guidance grid on page 53. There are 25 marks available. 1 Write a paragraph entitled ‘Dreams’, You may interpret the title in any way you choose. 2 Write your own description of the land where Dorothy finds herself in the passage. Base your description on what you have read and use your own imagination to add more detail. 3 Write about a time when you felt surprised or shocked. 4 Write a short story or description based on the picture below. Continue on the next page.2 / SORES Record your results for Writing. ‘Add up your scores for Comprehension and Writing and move on to the next paper.@ Paper 3 PERRET There are two parts to this paper: 1 Comprehension: 30 minutes 2 Writing: 50 minutes Part 1: Comprehension Read the passage below and answer the questions that follow. Seven minutes’ reading time has been allowed within the test time, Use your own words, where possible, to answer the questions. Games at Twilight by Anita Desai This passage comes from a collection of stories about city life, In this passage the intense summer heat and stifling warmth are reflected in the behaviour of a family of children who are finally allowed to escape their house on a hot summer afternoon. twas still too hot to play outdoors. They had had their tea, they had been washed and had their hair brushed, and after the long day of confinement in the house that was not cool but at least a protection from the sun, the children strained to get out. Their faces were red and bloated with the effort but their mother would not open the door, everything was still curtained and shuttered in a way that stifled the children, made them feel that their lungs were stuffed with cotton wool and their noses with dust and if they didn’t burst out into the light and see the sun and feel the air, they would choke, “Please, Ma, please} they begged. ‘We'll play in the veranda and porch — we won't go a step out of the porch,” ‘You will, | know you will, and then — ‘No — we won't, we won't? they wailed so horrendously that she actually let down the bolt of the front door so that they burst out like seeds from a crackling, over-ripe pod into the veranda, with such wild, maniacal yells that she retreated to her bath and the shower of talcum powder and the fresh sari that were to help her face the summer evening. ‘They faced the afternoon. It was too hot. Too bright. The white walls of the veranda glared stridently in the sun. The bougainvillea hung about it, purple and magenta, in livid balloons. The garden outside was like a tray made of beaten brass, flattened out on the red gravel and the stony soil in all shades of metal — aluminium, tin, copper and brass. No life stirred at this arid time of day ~ the birds still droped, like dead fruit, in the papery tents of the trees; some squirrels lay limp on the wet earth under the garden tap. The outdoor dog lay stretched as if dead on the veranda mat, his paws and ears and tail all reaching out like dying travellers in search of water, He rolled his eyes at the children ~ two white marbles rolling in the purple sockets, begging for sympathy and attempted to lft his tail in a wag but could not. It only twitched and lay still. ‘Then, perhaps roused by the shrieks of the children, a band of parrots suddenly fell out of the eucalyptus tree, tumbled frantically in the still, sizzling air, then sorted themselves out into battle formation and streaked away across the white sky.The children, too, felt released. They too began tumbling, shoving, pushing against each other, frantic to start, Start what? Start their business. The business of the children’s day which is — play. ‘Let's play hide and seek? “Who'll be It” “You be It? “Why should I? You be—” “You're the eldest “That doesn’t mean — The shoves became harder. Some kicked out. The motherly Mira intervened. She pulled the boys roughly apart. There was a tearing sound of cloth but it was lost in the heavy panting and angry grumbling and no one paid attention to the small sleeve hanging loosely off a shoulder. ‘Make a circle, make a circle!’ she shouted, firmly pulling and pushing till a kind of vague citcle was formed. ‘Now clap! she roared and, clapping, they all chanted in melancholy unison: Dip, dip, dip ~ my blue ship ~’ and every now and then one or the other saw he was safe by the way his hands fell at the crucial moment = palm on palm, or back of hand on palm ~ and dropped out of the circle with a yell and a jump of relief and jubilation, Raghu was It. He started to protest, to cry, ‘You cheated — Mira cheated — Anu cheated —’ but it was too late, the others had all already streaked away There was no ‘one to hear when he called out, ‘Only in the veranda = the porch = Ma said = Ma said to stay in the porch? No one had stopped to listen, all he saw were their brown legs flashing through the dusty shrubs, scrambling up brick walls, leaping over compost heaps and hedges, and then the porch stood empty in the purple shade of the bougainvillea and the garden was as empty as before; even the linap squirrels had whisked away, leaving everything gleaming, brassy and bare. 1 Why had the children been indoors all day? (1) 2. How did the children feel before they were allowed outside? Give three reasons to support your answer. (3) 3. ‘You willl know you will, and then —’ (line 11),Why did the author put a hyphen at the end of this quotation? () Turn over to the next page. )4 Which word or short phrase could be used to replace the following words as they are used in the text? a) confinement (line 2) q) b) retreated (line 14) (1) ¢) shrieks (line 28) q) 5 What do you think "bougainvillea’ (line 18) is? () 6 ‘his paws and ears and tail all reaching out like dying travellers in search of water’ (line 24). Explain why the author has described the dog this way. (3) 7 What is meant by the phrase ‘No life stirred at this arid time of day'(line 21)? (2) 8 How did the children decide who would be ‘It’? (2) 9 Describe the character of Raghu. Find evidence in the text to support your answer. (3) 10 Where do you think this story is set? Find two pieces of evidence from the text to support your answer. (2) Record your results for Comprehension Fl and move on to the next part. )Complete both of the writing tasks in this section. Your answer to Task 1 should finish ‘on page 24. Task 2 begins on page 25. Mark your test using the guidance grids on pages 55-56. There are 25 marks available in total, 10 for Question 1 and 15 for Question 2. 1 Rewrite the passage on pages 20-21 from the point of view of either Mira or Raghu. Think about the characters’ feelings, opinions and their relationship to the other people in the story. Continue on the next page.Now complete Writing Task 2. Your writing should be no longer than the space provided on this and the following page. 2 Write a diary about the hottest day you have ever experienced. Use a variety of descriptive and figurative language, such as similes, like the author of the passage you have read. It could be based on your own experience or you could use your imagination to create a scenario. Continue on the next page.Record your results for Writing, Time ‘Add up your scores for Comprehension and Score ‘me ‘Writing and move on to the next paper. score | u =@ Paper 4 PESERERH There are two parts to this paper: 1 Comprehension: 40 minutes 2 Writing: 40 minutes Part 1: Comprehension Read the text below carefully before answering the questions that follow. Ten minutes’ reading time has been allowed within the test time. Either circle the best answer or provide an appropriate response for each question. Coming to England by Floella Benjamin The varied English weather is the opening topic of this extract. However, it then becomes clear from the story that the change in weather is not the most difficult thing that the narrator is encountering The days and weeks turned into cold winter months and I felt as if my body was going to break. White smoke came out of my mouth as I spoke. [blew onto my fingers to try to warm them but nothing could get rid of the tight, stiff feeling deep inside me. When we first arrived in England I thought it was cold but now I knew what coldness really was, Then, there was an orange-gold look about the trees, but now it was freezing and the trees had lost their leaves so they stood naked like skeletons exposing every limb. I wished the cold, grey, misty morning would go away for I longed to see the warm sun and feel the heat of it on my back, penetrating into my soul. The wintry weather made me feel depressed, The nights seemed to start so early, even before the end of the afternoons. When we came out of school it was already dark. Once we came out and it seemed as if the world had disappeared under a grey blanket. I couldn’t see anything except for fuzzy distorted lights coming at me out of, the distance, People also started to appear from nowhere and disappear again. AS I stumbled forward I squinted my eyes in an effort to see more clearly but it made no difference ~ the thick greyness was impenetrable. There was a hushed, mysterious feel to the atmosphere; even the usual traffic noise was muted as vehicles slowly crawled along the roads, creeping in and out of vision. The cold, sooty air seeped into my lungs and made me cough; it tasted horrible. Later on the radio-I heard someone saying that it was one of the foggiest days London had ever seen. In my short time in England I had experienced all kinds of unpleasant weather: cold winds that felt as if they would tear the skin on my face; freezing rain (not the sort elt like dancing in); and days upon days without sunlight. I could never be sure what the weather would be like and I began to understand why the English always talked about the weather. There was so much of it. There was, however, one kind of weather that made me feel happy even though it was cold. I so clearly remember the first time I experienced the thrill of it. On a cold morning, as I huddled under my thick blanket, the smell of the paraffin lamp still lingering in the air, I was awakened by a stillness, an eerie quietness. A strong, clear 30 light shone through the curtain, not the usual murky greyness but a magical light, Turn over to the next page.G) I sensed something was different about this day as I slowly went to the window. lifted up the curtains and wiped the condensation off the pane. Then I saw it, a pure white blanket that dazzled me, It was a whiteness I had never seen before and everything was covered in it. I gasped with wonderment. The landscape looked so beautiful, it took my breath away. Surprisingly I didn't feel cold; the beauty had warmed me. I had fallen in love with. snow. We spent the rest of the day watching from the windows, Marmie didn’t send us to school because it was snowing, but she got told off by the Headmistress who told her that next time we had to come to school in the snow — it would not hurt us, we would survive! By the time spring came my feelings of uncertainty about my new homeland were beginning to thaw. Happier feelings began to blossom in my mind. Perhaps it was because suddenly everything in the land started to come alive again. The yellow daffodils popped out and waved like flags. Cherry blossom decked the bare branches in pink garlands. I hoped that suddenly people’s feelings would open up towards me and blossom too. Thated the rejection I had experienced so far. Even going shopping was an ordeal. Sandra and I would stand at the counter waiting to be served but would be ignored, tueated as though we were invisible, and that hurt. Other West Indian children in my school had experienced the same hostility. We were treated without any respect and wwe were bundled together as coming from the same place. Our individual identity was never acknowledged. We had come from different islands and spoke with different accents. We were brought up with different cultures and music, Each island in the Caribbean was as different as France is from Finland, as Spain is from Sweden ~ even we had to learn to understand each other. I couldn't understand why English people knew nothing about our different countries while we knew so much about theirs. But they just didn’t seem to want to know. [always found it exciting when I met someone from a different country as it expanded my knowledge of the world. I came to England feeling special, like a princess, but was made to feel like a scavenger, begging for a piece of what I thought was mine, I had been told that I was part of the British Empire. Was that.a lie? My dreams and vision had been shattered but I was in England now and there was no turning back. I had to learn to survive. “The nights seemed to start so early, even before the end of the afternoons’ (lines 10-11). Why is the day described this way? Circle one answer. () A To show it was winter. B_ To show that the days were shorter. C_ To emphasise how early the sun rose. D_ To emphasise that the sun set very early. E To make the afternoons seem very long. ‘the trees had lost their leaves so they stood naked like skeletons exposing every limb’ (lines 6-7). Why is this an effective description? Circle two answers. (2) A. Skeletons have no leaves. Tree branches without leaves look like leg and arm bones. ‘Skeletons are Linked to death, like the dead leaves fallen from the trees. Skeletons are white like the winter snow. Trees are all tall and thin like skeletons. mone3 Which of these words show how dense the fog was? Circle one answer, q) A impenetrable B_ muted CC greyness D hushed E mysterious 4 Why did the narrator think that the English always talked about the weather? Circle one answer. () A. Because it always rained. B Because it was always bad weather, C_ Because it was dark in the winter. D_ Because it was depressing. E Because it was always changing. 5 Which of these words best describes how the narrator felt when she saw snow for the first time? Circle two answers. (2) A disappointed B_ breathless C. frightened D_ awestruck E confused 6 Which of these statements can you be sure are true, based on what you have read? Circle two answers. (2) A. The narrator is an adult, 8 The narrator has not always lived in England. C_ The narrator dislikes the English weather. D_ The narrator is interested in nature. E The narrator was not supposed to go to school when it snowed. 7 How did things change for the narrator in the spring? Circle one answer. () A. She became used to the cold weather. B She enjoyed seeing the plants growing. C She became more optimistic about living in England. D_ She fell in love with the snow. E She became less happy about living in England. 8 ‘I hoped that suddenly people's feelings would open up towards me and blossom too! (lines 45-46). Why does the author use the word ‘blossom’ here? Circle one answer. (1) A. It means to open up. It makes the author sound like a flower. It is a metaphor related to the changes that come in spring. It isa simile. It shows that people have been kind and welcoming to the narrator. mone Turn over to the next page.9 10 n 12 13 a) What is the meaning of the word ‘ordeal! (line 47)? a) b) Explain in one sentence why shopping was an ‘ordeal’ for the narrator. (1) Which of the following phrases is closest in meaning to ‘Our individual identity was never acknowledged’ (line 52). Circle one answer. () A. Nobody ever learned the narrator's name, B_ The narrator never felt important. C_ English people did not see any difference between the West Indian islands. D__ English people didn't know where the Caribbean was. E Caribbean people didn’t know about other islands. According to the text, which of the following is false? Circle one answer. () A. English people knew nothing about West Indian people. B Each Caribbean island varies significantly from the athers. C_ Each island has a different language. D_ The music on each island is different. E West indian people knew a lot about European culture. a) How did the narrator feel when she first arrived in England? (1) b) Explain in one sentence how her feelings changed once she had lived in England for longer. (1) Find a word in the passage which most closely matches the word given below. (11) a) bare (paragraph 1) b) piercing (paragraph 1) ©) muffled (paragraph 2) d) remaining (paragraph 4) e) spooky (paragraph 4)) glass (paragraph 4) g) adorned (paragraph 5) h) animosity (paragraph 6) i) broadened (paragraph 7) |) recognised (paragraph 7) k) pleading (paragraph 8) 14 What kind of text do you think this is? Circle one answer. (1) A B D E narrative biography autobiography information text magazine article 15 Based on the last paragraph, which of these words do you think best describes the narrator? Circle two answers. (2) A B D E disappointed excited frightened determined angry 116 What do you think the author's main purpose was when she wrote this book? Circle one answer. () A mone Record your results for Comprehension a ore and move on to the next part. To tell the story of her childhood. To warn people not to live in England. To teach people about the Caribbean. To make people aware of prejudice. To make a historical record.Part 2: Writing Complete both of the writing tasks in this section. Your answer to Task 1 should finish cn this page. Mark your test using the guidance grid on pages 58-59, There are 30 marks available in total, 15 for each task. ‘1 Write a paragraph describing a particular type of weather, for example rain, thunder and lightning or a combination of different weather. Use as much descriptive language as possible.Now complete Writing Task 2. Your writing should be no longer than the space provided on this and the following page. 2 Write a review of a book you have enjoyed recently. Include some information about the plot and characters as well as which parts you enjoyed and why. Be critical of the book if appropriate. You may choose to compare it to other books by the same author or in the same genre. Continue on the next page.Record your results for Writing. Time ‘Add up your scores for Comprehension and FN = Writing and move on to the next paper. pau )/ 62a:@ Paper 5 PEED There are two parts to this paper: 1 Comprehension: 40 minutes 2 Writing: 45 minutes Part 1: Comprehension Read the passage below and answer the questions that follow. Eight minutes’ reading time has been allowed within the test time, Use your own words, where possible, to answer the questions. Notes from a Small Island by Bill Bryson In this passage, the writer is embarking on one of many adventures in the varied towns of Great Britain. Here, he explores the Oxfordshire countryside with some degree of success. His recount is both informative and humorous. I suspended my principles and hired a car for three days. Well, I had to. I wanted to see the Cotswolds and it doesn’t take long to work out that you can't see the Cotswolds unless you have your own motive power. So I hired a car in Oxford and set off with that giddying sense of unbounded possibility that comes when I find myself in charge of two tons of unfamiliar metal. Myexperience with hire cars is that generally they won't let you leave a city until they have had a chance to say goodbye to most of it. Mine took me on along tour through Botley and Hinkley, on a nostalgic swing past the Rover works at Cowley and out through Blackbird Leys before conveying me twice around a roundabout and flinging me, like a spacecraft in planetary orbit; back towards town. I was powerless to do anything about this, largely because my attention was preoccupied with trying to turn off the back windscreen wiper, which seemed to have a mind of its own, and figuring out how to remove an opaque cloud of foamy washing fluid from the front windscreen, which shot out in great obscuring streams irrespective of which switch Tpushed or stalk I waggled. At least it gave me a chance to see the little-known but intriguing Potato Marketing Board building at Cowley, into whose car park I pulled to turn around when I realized I was utterly lost. The building was a substantial 1960s edifice, four storeys high and large enough, I would have guessed, to accommodate 400 or 500 workers. I got out to wipe the windscreen with some pages torn from an owner's manual I found in the glove box, but was soon staring at the arresting grandeur of the Potato Marketing Board HQ. The scale of it was quite astounding, How many people does it take to market potatoes, for goodness’ sake? There must be doors in there marked ‘Department of King Edwards’ and “Unusual Toppings Division, people in white shirts sitting around long tables while some guy with a flip chart is telling them about exciting plans for the autumn campaign for Pentland. Squires. What a strange universe they must live in, Imagine devoting the whole of your working life to edible tubers, losing sleep because somebody else was made No. 2 in Crisps or because the Maris Piper graph is ina tailspin. It doesn't bear thinking about. 1 returned to the car and spent some time experimenting with the controls and 30 thinking how much I hated these things. Some people are made for cars and some Turn over to the next page.people aren’t, It’s as simple as that. hate driving cars and I hate thinking about cars and I hate talking about cars. I especially hate it when you get a new car because somebody will always start quizzing you about it, which I dread because I don't even understand the questions. “So you've got a new car, huh?’ they'll say. ‘How's it drive?” You see, I'm lost already. Well, like a car, Why, have you never been in one?” This car had the usual array of switches and toggles, each illustrated with a symbol designed to confound, Really now, what is one to make of a switch labelled 1012 How can anyone be expected to work out that a rectangle that looks like a television set with poor reception indicates the rear window heater? In the middle of this dashboard were two circular dials of equal size. One clearly indicated speed, but the other totally mystified me. It had two pointers on it, one of which advanced very slowly and the other of which didn’t appear to move at all. [looked at it for ages before it finally dawned on me =~ this is true - that it was a clock. By the time I found my way to Woodstock, ten miles north of Oxford, I was quite exhausted and very happy to bump to a halt against a kerb and abandon the thing for a few hours. I must say I like Woodstock very much. I’m told that it can be something of a nightmare in summer, but I’ve only seen it out of season and it has always been splendid. Its Georgian houses have a confident, almost regal ar, its shops interesting and varied and their frontages uniformly unspoiled. There isn’t apiece of brass in town that doesn’t gleam. The Post Office had an old fashioned black-and-silver sign, far more elegant and classy than that red-and-yellow logo they use now, and even Barclays Bank had somehow managed to resist the urge to cover the front of its building with lots of aqua-blue plastic. ‘The High Street was busy with shunting Volvos and tweedy shoppers with raffia baskets slung over their arms. I ambled along the shops, pausing now and again to peer in windows, and past the proud Georgian houses before coming abruptly to the entrance to Blenheim Palace and Park, Beneath an imposing ornamental arch there was a ticket booth and a sign saying that admission for an adult was £6.90, though closer inspection revealed that this included entrance to the palace tour, butterfly house, miniature train, adventure playground and a whole cornucopia of other cultural diversions. Lower down, the sign noted that admission to the grounds alone was 90p. I may be easily fooled, but nobody takes 90p from me without good reason. I had a trusty Ordnance Survey map and could see that this was a public right of way, so I strode through the gate with a sneer and my hand on my wallet, and the man in the ticket booth wisely decided not to tamper with me. 11 Why did the writer have to hire a car? a)2 Explain how the writer felt when he first got into his car. (2) 3. Find three difficulties that the writer had at the start of his journey. (3) » Why doesn’t the writer like cars? Find three pieces of evidence from the text to support your answer. (3) 5 What is meant by ‘irrespective of which switch | pushed or stalk | waggled’ (lines 14-15)? (2) o What are King Edwards, Maris Pipers and Pentland Squires? (1) What is the meaning of the following words, as they are used in the text? (3) a) intriguing (line 16) b) uniformly (line 50) <) ambled (line 56) Turn over to the next page.8 Explain why the writer was confused about the dials at the front of the car. (2) 9 What is meant by the phrase it finally dawned on me' (line 44)? (1) 10 Why do you think the author wrote, flinging me, like a spacecraft in planetary orbit’ (line 10)2 (2) 11 a) What is the purpose of the apostrophe in the sentence, It doesn't bear thinking about.’ (line 28)? (1) b) Find another sentence with an example of this in the text. (1) 12 Explain why the writer likes the town of Woodstock so much. (3) 13 Re-read this part of the passage. 'In the middle of this dashboard were two circular dials of equal size. One clearly indicated speed, but the other totally mystified me. It had two pointers on it, one of which advanced very slowly and the other of which didn’t appear to move at all (line 40). Find two prepositions and two adverbs. (2)14 Do you think the writer enjoyed his journey? Find four pieces of evidence to support your answer, (5) 115 What kind of book do you think this passage comes from? Give two reasons to support your answer. (3) Record your results for Comprehension and Ea move on to the next part.Part 2: Writing Complete the following writing task. Your writing should be no longer than the space provided on this and the following pages. Five minutes has been allowed for planning within the test time given. Mark your test using the guidance grid on page 61. There are 25 marks available. Write another episode in this writer's journey around Great Britain. You can choose any place for him to visit but you should try to write in a similar style to his, Include plenty of description and even some humour if you can,Continue on the next page.Bra Record your results for Writing. ‘Add up your scores for Comprehension and Writing and move on to the next paper. ()@ Paper 6 PTEESGDD There are two parts to this paper: 1 Comprehension: 45 minutes 2 Writing: 45 minutes Part 1: Comprehension Read the passage below and answer the questions that follow. Ten minutes’ reading time has been allowed within the test time, Use your own words, where possible, to answer the questions. The Reluctant Dragon by Kenneth Grahame This passage comes from the story of a dragon which the Boy has discovered living in the caves in the hills where he and his father tend their sheep. The dragon is kind and intelligent and befriends the Boy. In this passage, the people of the town have found out about the dragon and have invited St George to kill the dragon to protect the town. ‘The most modest and retiring dragon in the world, if he’s as big as four cart-horses and covered with blue scales, cannot keep altogether out of the public view. And so im the village tavern of nights the fact that a real live dragon sat brooding in the cave on the Downs was naturally a subject for talk. Though the villagers were extremely frightened, they were rather proud as well. It was a distinction to have a dragon of your own, and it was felt to be a feather in the cap of the village. Still, all were agree that this sort of thing couldn't be allowed to go on. The dreadful beast must be exterminated, the countryside must be freed from this pest, this terror, this destroying scourge. The fact that not even a hen-roost was the worse for the dragon’s arrival wasn't allowed to have anything to do with it. He was a dragon, and he couldn’t deny it, and. if he didn’t choose to behave as such that was his own lookout. But in spite of much valiant talk no hero was found willing to take sword and spear and free the suffering village and win deathless fame; and each night's heated discussion always ended in nothing. Meanwhile the dragon, a happy Bohemian, lolled on the turf, enjoyed the sunsets, told antediluvian anecdotes to the Boy, and polished his old verses while meditating on fresh ones. One day the Boy, on walking in to the village, found everything wearing a festal appearance which was not to be accounted for in the calendar. Carpets and gay coloured stuffs were hung out of the windows, the church-bells clamoured noisily, the little street was flower-strewn, and the whole population jostled each other along either side of it, chattering, shoving, and ordering each other to stand back. The Boy sawa friend of his own age in the crowd and hailed him. ‘What's up?’ he cried. Is it the players, or bears, or a circus, or what?” ‘It’s all right? his friend hailed back. ‘He’s a-coming? “Who's a-coming?’ demanded the Boy, thrusting into the throng. “Why, St George, of course; replied his friend. ‘He's heatd tell of our dragon, and he’s comin’ on purpose to slay the deadly beast, and free us from his horrid yoke. O my! won't there bea jolly fight!” Turn over to the next page.Here was news indeed! The Boy felt that he ought to make quite sure for himself, and he wriggled himself in between the legs of his good-natured elders, abusing them all the time for their unmannerly habit of shoving. Once in the front rank, he breathlessly awaited the arrival. Presently from the far-away end of the line came the sound of cheering. Next, the measured tramp of a great war-horse made his heart beat quicker, and then he found himself cheering with the rest, as, amidst welcoming shouts, shrill cries of women, uplifting of babies and waving of handkerchiefs, St George paced slowly up the street. The Boy's heart stood still and he breathed with sobs, the beauty and the grace of the hero were so far beyond anything he had yet seen. His fluted armour was inlaid with gold, his plumed helmet hung at his saddle-bow, and his thick fair hair framed a face gracious and gentle beyond expression till you caught the sternness in his eyes. He drew rein in front of the little inn, and the villagers crowded round with greetings and thanks and voluble statements of their wrongs and grievances and oppressions. The Boy heard the grave gentle voice of the Saint, assuring them that all would be well now, and that he would stand by them and see them righted and free them from their foe; then he dismounted and passed through the doorway and the crowd poured in after him. But the Boy made off up the hill as fast as he could lay his legs to the ground. ‘Its all up, dragon!’ he shouted as soon as he was within sight of the beast, “He's coming! He’s here now! You'll have to pull yourself together and do something at last!” ‘The dragon was licking his scales and rubbing them with a bit of house-flannel the Boy's mother had lent him, till he shone like a great turquoise. ‘Don't be violent, Boy; he said without looking round. ‘Sit down and get your breath, and try and remember that the noun governs the verb, and then perhaps you'll be good enough to tell me who's coming?’ “That's right, take it coolly, said the Boy. Hope you'll be half as cool when I've got through with my news. Its only St George who's coming, that’s all; he rode into the village half-an-hour ago. Of course you can lick him ~a great big fellow like you! But I thought Id-warn you, 'cos he’s sure to be round early, and he's got the longest, wickedest-looking spear you ever did see!” And the Boy got up and began to jump round in sheer delight at the prospect of the battle. “O deary, deary me; moaned the dragon; ‘this is too awful, I won't see him, and that’s flat. | don’t want to know the fellow at all. I’m sure he’s not nice. You must tell him to go away at once, please. Say he can write if he likes, but I can't give him an interview. I’m not seeing anybody at present? ‘Now dragon, dragon, said the Boy, imploringly, ‘don’t be perverse and wrongheaded. You've got to fight him some time or other, you know, ’cos he’s St George and you're the dragon. Better get it over, and then we can go on with the sonnets. And you ought to consider other people a little, too. If it’s been dull up here for you, think how dull it’s been for me!” “My dear little man; said the dragon, solemnly, just understand, once forall, that I can't fight and I won't fight. I’ve never fought in my life, and I’m not going to begin now, just to give you a Roman holiday. In old days I always let the other fellows the earnest fellows — do all the fighting, and no doubt that’s why Ihave the pleasure of being here now? “But if you don't fight he'll cut your head off’ gasped the Boy, miserable at the prospect of losing both his fight and his friend. “Oh, I think not, said the dragon in his lazy way. ‘You'll be able to arrange something. I've every confidence in you, you're such a manager. Just run down, there's a dear chap, and make it all right. I leave it entirely to you.The Boy made his way back to the village in a state of great despondeney. First of all, there wasn't going to be any fight; next, his dear and honoured friend the dragon hadn’t shown up in quite such a heroic light as he would have liked; and lastly, whether the dragon was a hero at heart or not, it made no difference, for St George would most undoubtedly cut his head off.'Arrange things indeed!’ he said bitterly to himself. The dragon treats the whole affair as if it was an invitation to tea and croquet? 1 Re-read the first paragraph. Explain in your own words what the townspeople's opinion was of the dragon, (3) 2 a) What does the word ‘clamoured’ line 19) mean? () b) Why does the author use it here? () 3. ‘The Boy's heart stood still and he breathed with sobs’ (line 37). How does the Boy feel when he first sees St George? (2) 4 a) ‘inspite of much valiant talk no hero was found willing to take sword and spear and free tthe suffering village’ (lines 12-13). What does this tell you about the townspeople? (2) ) ‘his thick fair hair framed a face gracious and gentle beyond expression till you caught the sternness in his eyes’ (lines 39-40). What does this tell you about St George? (2) 5. ‘try and remember that the noun governs the verb’ (line 52). Explain in your own words what the dragon means when he says this. (2) Turn over to the next page.6 The Boy is clearly not pleased that the dragon will not fight, Why do you think this is? Find reasons in the passage to support your answer. (3) 7 How do you think the dragon in this story differs from the traditional image of dragons in literature? (3) 8 Imagine you are the dragon. How do you feel about the situation which has developed with the townspeople, St George and the Boy? Write about your opinions and feelings. You may assume dragons can write in English. (8) Record your results for Comprehension and move on to the next part.Complete both of the writing tasks in this section. Your answer to Task 1 should finish on page 48. Task 2 begins on page 49. Five minutes have been allowed for planning within the test time given. Mark your test using the guidance grid on pages 63-64. There are 15 marks available for each question. 1 Continue the story from where the passage ends by writing the next three paragraphs. Consider whether the Boy will be able to stop the fight, what St George might do, what the dragon might do and how the Boy and the dragon's friendship may change. Continue on the next page.Now complete Writing Task 2. Your writing should be no longer than the space provided on this and the following page. 2. Imagine you are the Boy in the passage. Write a letter to St George, persuading him not to slay the dragon. Your letter should be three to four paragraphs long. Continue on the next page.Bra Record your results for Writing. ‘Add up your scores for Comprehension and Writing.Answers Paper 1 Part 1 7 (1) (i) E(1) e(1) 8(1) 8 (1) B(1) B(1) c(i) a() ‘omprehen: Semrvousun Part 2: Writing Purpose and organisation: 11 Have you done as the task instructed? Have you written a description rather than a story? 2 Have you used paragraphs to structure your work? 3 Have you described different parts of the storm (how it started, how it ended) and used the senses to bringit to life (sounds, sights, sels)? 4. Does your opening sentence get the reader interested? 5 Is your last sentence a clear ending? Language: 11 In your description, have you used plenty of interesting vocabulary? Check your choice of veibs, adjectives and adverbs, 2 Have you used verb tenses correctly (If you have started writing in the past tense, you should make sure that you have not drifted into using the present tense by mistake) 3 Have you used ‘writers’ tricks’ such as metaphors and similes to make your writing more interesting and put a clear picture into the head of the reader? Onomat opoeia is particularly useful for describing a storm (the thunder tumbled’ through the ait). Style: 11 Have you used a good mixture of simple, compound and complex sentences? Are your sentences of different lengths? 2 Look at the first word of each sentence do they all tend to be the same? If soit will read rather like alist, so make the necessary changes. Spelling, punctuation and grammer: 11 Have you used a range of punctuation including commas, exclamation marks ellipses? 2 Is your spelling of common words accurate? Is your spelling of complex words Logical and reasonable? 3. Do your sentences make sense when you read ther back? Are your verb tenses correct? Have ‘you missed aut any words? Have you written in proper sentences? English Practice Papers 1 published by Galore Park 2016 > zPaper 2 Part 1: Comprehension 7a) She was on the bed and so had a soft landing. (1) ) Toto is a dog. Evidence: "his cold little nose” or ‘whined’. He also runs at Dorathy’s heels, suggesting he is a dog, rather than a ‘eat or other small animal. (1, mark for any of these observations. Only one piece of evidence is asked for) 2 a) She was awestruck/amazed (or any other similar word). (1) Evidence:’a cry of amazement’, "her eyes growing bigger and bigger’, the wonderful sights’. (1) b) Her house had been transplanted to-another place so when she woke up and looked out she was surprised by the different location and the beauty of it after the terrible storm. (1) 3 Itis personification. it makes the brook sound s alive and the sounds it makes are actualy words, speaking to Dorothy who has come from a dry place with no water (accept any answer conveying a sense that the brook is alive). (1 mark for recognising personification and 1 further mark for explaining how it is used) 4 An explanation of the fact that they looked like adults but were the size of children. Evidence: They were not as big as the grown folk she had always been used to; but neither were they very small ‘they seemed about as tall as Dorothy, who was a well-grown child for her age, although they were, so far as looks go, many years older. (i mark for the explanation and 2 marks for two pieces of evidence) 5) colourful and bright feathers (7) b) worthy or respected witch (1) €) released from slavery or the control of someone (1) 6 a) Simile. (1) b) It compares the stars on her gown to diamonds which makes them sound more shiny and also expensive and suggests she is important (accept any similar answer). (2) 7 a) She had wrinktes, white hair and walked stiffly (1 mark each for two of these points) b) Suggestions might include; the leader of the townvllage, a queen, a mayoress, a good witch (the actual answer), ‘etc. The fact that she spoke to Dorothy suggests she is important or a leader, as does the way she is dressed. (1 mark each for two reasons) 8 Answers should include: a cyclone, Dorothy being asleep in bed, the dog being with her, coming from a drier and very different place, that the house had been moving. The answer should reflect the clues from the beginning of the text, (5 marks - award a mark for each element of the passage that is referred to) (2) English Practice Papers 1 published by Galore Park 2016Purpose and organisation: 11 Have you done as the task instructed? Have you spent most of your time on the main point behind the task? 2. IF you are responding to a visual or textual prompt, have you interpreted the text imaginatively? Is your idea original and interesting? 3. Have you used paragraphs to separate the beginning, middle and end or to separate different ideas? 4. Does your opening sentence get the reader interested? 5 Is your last sentence a clear ending? oe available: 25 10 Language: 11 Does your language match the task you have chosen? Did you write in the first person if you were writing about personal experience? Did you use descriptive and poetic language in a description or story? 2 If you wrote a description or story, did you use plenty of interesting vocabulary? Check your choice of verbs ‘ambled’ tells us more than ‘went'), adjectives and adverbs 3. Have you used ‘writers’ tricks’ such as metaphors and similes to make your writing more interesting and put a clear picture into the head of the reader? Bid you use the senses for description? 4 If you wrote a story, did you use dialogue? Did you describe action? Did exciting events happen in your story? style 11 Have you used a good mixture of simple, compound and complex sentences? Are your sentences of different lengths? 2 Have you used verb tenses correctly? (If you have started writing in the past tense, you should make sure that you have nat drifted into using the present tense by mistake) 3. Look at the first word of each sentence ~ do they all tend to be the same? If so, it will read rather like alist, so make the necessary changes. 4 Have you remembered to include the thoughts and feelings of characters (instead of just saying what they cid and what happened to them)? Have you shown how they feel or respond through their actions, rather than just telling the reader how they feel? Spelling, punctuation and grammar: ‘1 Haye you used a range of punctuation including commas, exclamation marks ellipses, speech marks? 2. Is your spelling of common words accurate? Is your spelling of complex words Logical and reasonable? 3 Do your sentences make sense when you read them back? Are your verb tenses correct? Have you missed out any words? Have you written in proper sentences? English Practice Papers 1 published by Galore Park 2016 > zPaper 3 Part 1: Comprehension 1 2 10 Twas too hot to be outside and the house protected them from the sun, even though it was still warm (accept any similar answer). (1) Answers may include: frustrated, desperate to get outdoors, hot, suffocated, unwell. Supporting quotations from the text should be included: eg.'they begged! made them feel that their lungs were stuffed with cotton woot’ (i mark for stating how the children felt, 1 further mark for each piece of evidence up to a maximum of 2 marks) ‘The hyphen shows that the speaker was interrupted in the middle of her sentence. (1) a) detentios iment, being kept within (accept any equivalent answer). (1) b) went back, escaped, withdrew (accept any equivalent answer). (1) )_ shouts, cries, screams (accept any equivalent answer). (1) Itis a flowering plant. (1) Iti a simile. t compares the stretched-out animal to people in desperate need of a drink. It emphasises the heat and dryness, the lack of energy that the dog has, how he is reaching out unsuccessfully. (1 mark for stating itis @ simile, ‘further mark for a simple explanation, 2 further marks for a detailed explanation) It was so dry that no plants or animals were moving. (1 mark for stating that it was either dry or there was no movement, 2 marks for mentioning both) Mira organised them into a game 'Dip, dip, dip-my blue ship") which was a random way of selecting somebody ‘through a clapping and chanting game. (1 mark for mentioning Mira, 1 further mark for explaining that a game was used) Answers may include: childish, stroppy. immature, goody-two shoes. Evidence includes:'He started to protest, to cry’, he blames others for cheating, Ma said to stay in the porch'.(1 mark for an appropriate adjective(s), 1 further mark for each piece of evidence up to a maximum of 2 marks) ‘The story is set in India Ideas may include other hot, tropical places and should be credited. Evidence includes:'the fresh sar, Mirat,It was too hot. Too bright’, bougainvillea growing outside. (7 mark for a sensible suggestion of location, 1 further mark for a supporting piece of evidence) (4) English Practice Papers 1 published by Galore Park 2016Purpose and organisation 1] 1 Have you done as the task instructed? Have you spent most of your time on the main point "| behind the task? Have you considered the characters point of view when writing in role? Have you used paragraphs to separate the beginning, middle and end or to separate different ideas? Does your opening sentence get the reader interested? Is your last sentence a clear ending? Have you written in the first person and past tense? Have you included al ofthe details from the orignal story in your retelling? 0 Language: 11 Does your language match the task you have chosen? Does it match with the kind of language used in the original story? 2. Have you used plenty of interesting vocabulary? Check your choice of verbs ‘ambled’ tells us more than went’), adjectives and adverbs. 3 Have you used ‘writers’ tricks’ such as metaphors and similes to make your writing more interesting and put a clear picture into the head of the reader? Did you use the senses for description? Style: 11 Have you used a good mixture of simple, compound and complex sentences? Are your sentences of different lengths? 2. Have you used verb tenses correctly? (If you have started writing in the past tense, you should imake sure that you have nat drifted into using the present tense by mistake.) 3. Look at the first word of each sentence — do they all tend to be the same? If so it will read rather like alist so make the necessary changes 4 Have you remembered to include particular details relating to the point of view of the character you have chosen to write as? Spelling, punctuation and grammar: 11 Have you used a range of punctuation including commas, exclamation marks, ellipses? 2. Is your spelling of common words accurate? Is your spelling of complex words logical and reasonable? 3. Do your sentences make sense when you read them back? Are your verb tenses correct? Have ‘you missed aut any words? Have you written in proper sentences? English Practice Papers 1 published by Galore Park 2016 > zPaper 3 Part 2: Writing Grid for Task 2 Roc Medes Purpose and organisation 11 Have you done as the task instructed? Have you spent most of your time on the main point behind the task? 2 Have you interpreted the task in an imaginative and interesting way? 3. Have you used paragraphs to separate the beginning, middle and end or to separate diferent ideas? 4. Does your opening sentence get the reader interested? 5 Is your last sentence a clear ending? 66 Have you written in the frst person and past tense? Language: 11 Have you used plenty of interesting vocabulary? Check your choice of verbs (‘ambled tells us more than went’), adjectives and adverbs. 2 Have you used ‘writers’ tricks’ such as metaphors and similes to make your writing more interesting and put a clea picture into the head of the reader? Did you use the senses for description? style 11 Have you included your feelings and emotions during the experience you have written about? 2 Have you used a good mixture of simple, compound and complex sentences? Are your “sentences of different lengths? 3. Have you used verb tenses correctly? (If you have started writing in the past tense, you should make sure that you have not drifted into using the present tense by mistake.) 4. Have you written in the first person, opened with ‘Dear Diary’ and included a date? 5 Look at the fist word of each sentence — do they all tend to be the same? I soit will read rather like lst so make the necessary changes. Spelling, punctuation and grammar: 11 Have you used a range of punctuation including commas, exclamation marks, question marks, ellipses? 2 Is your spelling of common words accurate? Is your spelling of complex words logical and reasonable? 3 Do your sentences make sense when you read them back? Are your verb tenses correct? Have ‘you missed out any words? Have you written in praper sentences? English Practice Papers 1 published by Galore Park 2016Paper 4 Part 1: Comprehension 7 Dit) B&C(2) a(t) e(1) B&D(2) B&D(2) (1) (1) a) Difficult or unpleasant experience. (1) b) It was an ordeal because she was ignored due to the colour of her skin. (1) 10 C(1) a (ay ‘12 a) At first she felt special and important. (1) b) She felt like a beggar, that she didn’t belong and wasn't welcome. (1) 13. a) naked (1) ») penetrating (1) «) muted (1) 4) lingering (1) «) eerie (1) 4) pane (1) g) decked (1) h) hostility (1) |) expanded (1) |), acknowledged (1) k) begging (1) 14 C(1) 15 A&D(2) 16 D(1) eoxoauewn English Practice Papers 1 published by Galore Park 2016Paper 4 Part 2: Writing Grid for Task 1 Sa Medes Purpose and organisation: 1 Have you done as the task instructed? Have you written a description rather than a story? 2 Have you used paragraphs to separate the beginning, middle and end and to separate different ideas? 3. Have you described different elements of the weather, using the senses to bring itt life (sounds, sights, smells)? 4. Does your opening sentence get the reader interested? 5 Isyour last sentence a clear ending? Language: 1 Inyour description, have you used plenty of interesting vocabulary? Check yaur choice of ‘verbs, adjectives and adverbs. 2 Have you used verb tenses correcty? (If you have started writing in the past tense, you should make sure that you have not drifted into using the present tense by mistake.) 3 Have you used ‘writers’ tricks” such as metaphors, onomatopoeia and similes to make your -witing more interesting and put a clear picture into the head of the reader? style 11 Have you used a good mixture of simple, compound and complex sentences? Are your sentences of different lengths? 2 Look at the frst word of each sentence — do they all tend to be the same? If so, it wil read rather like lst, so make the necessary changes. Spelling, punctuation and grammar: 11 Have you used a range of punctuation including commas, exclamation marks elipses? 2 Is your spelling of common words accurate? Is your spelling of complex words logical and reasonable? 3 Doyyour sentences make sense when you read them back? Are your verb tenses correct? Have you missed out any words? Have you written in praper sentences? English Practice Papers 1 published by Galore Park 2016be looking fo eee Purpose and organisation 8 1 Have you done as the task instructed? 2. Have you included details of your response to the book? Have you backed up your opinions with examples? (IF you lke a particular chapter, give examples of why it was so good) Have you retold the entire story? Remember, you shauld not have done sol Have you remembered to mention characters plot, setting and structure? Have you used paragraphs to separate each idea? Have you used verb tenses correctly? (If you have started writing in the past tense, you should make sure that you have not drifted into using the present tense by mistake.) Language: 3 11 Have you used clear, simple language to get across the points you want to make? 2 Have you used ‘book’ language (eg. character, chapter, author, theme, etc)? style: 2 1 Haye you used a good mixture of simple, compound and complex sentences? 2. Look at the first word of each sentence — do they all tend to be the same? If so, it wll read rather like alist, so make the necessary changes Spelling, punctuation and grammar: z 11 Have you used a range of punctuation including commas, exclamation marks, ellipses? 2 Is your spelling of common words accurate? Is your spelling of complex words logical and reasonable? 3. Do your sentences make sense when you read them back? Are your verb tenses correct? Have ‘you missed aut any words? Have you written in proper sentences? English Practice Papers 1 published by Galore Park 2016 > zPaper 5 Part 1: Comprehension 1 It was impossible to see the area he wanted to see without travelling by car (1) 2. He was excited about the different things that he might see or do with the car, both good and bad. (1 mark for excited and 1 for some further detail) 3. Difficulties include: taking a very long route out of the town, going twice round a roundabout, not being able to turn off the back windscreen wiper, accidentally spraying the front windscreen with washer fluid, not knowing which controls to use in the car. (1 mark for each difficulty up to a maximum of 3) 4 He doesn't lke driving cars, thinking about them or talking about them: ‘somebody will always start quizzing you about it, which I dread because I don't even understand the questions’, each illustrated with a symbol designed to confound, ‘the other totally mystified me’. (11 mark for each piece of evidence up to a maximum of 3) 5 It didn't matter which levers, Buttons or controls he used, he couldn't stop the water from spurting out. (11 mark for showing understanding of ‘respective’, 1 further mark for an explanation in the context) 6 Types of potato. (1) 7 a) interesting. curious (1) b) evenly, all the same (1) ¢) stralled, walked slowly (1) 8 He knew that one dial showed the speed but he was so confused by the car as a whole that he didn’t recognise that the other strange dial was simply a clock, (1 mark for reference to the clock, 1 further mark for explaining that he was already confused by the rest of the car) 9 inally realised. (7) 10 This a simile. It makes the car seem like it was whizzing quickly, not under the control of the driver, around the roundabout. The roundabout is like the circular orbit from which the car cannot escape, (1 mark for mention of similes, 1 further mark for explaining the simile) 11. a) Itis @ contraction. it shows that a letter is missing. (1) b) Examples include: can't, won't, aren't... (1) 12. He likes the town because itis unmademised and retains some individual charm: its shops interesting and varied and their frontages uniformly unspoiled’ ‘The Post Office had an old-fashioned black-and-silve’, ‘Georgian houses have a confident, almost regal air, ‘Barclays Bank had somehow managed to resist the urge to cover the front of its building with tots of aqua-blue plastic. (7 mark for explanation, 2 further marks for two pieces of evidence) 113. Prepositions: in, on; adverbs: clearly, totally slowly (1 mark for a preposition; 1 mark for an adverb) “14. Answer will vary. ¥s, because of the positive things he says about the places he visits or no, because of his hatred of the car and driving through the zPaper 6 Part 1: Comprehension 5 2 “Answers should refer to two elements from the text: the pride in having a dragon and the fear of what it might do, even though so far it had proved itself harmless. (7 mark for each different point made up toa maximum of 3) a) shouted or cried out or rang out (1) b) itis used to humanise the bells asi they were as confused, excited and overwhelmed by the events in the town asthe people were. It is an example of personification. (1) He feels awestruck by St George. He sees him as a great hera and is almost brought ta tears with emotion, (1 mark for awestruck, 1 Further mark For explanation) a) The townspeople talk about slaying the dragon but none of them are brave enough to actually doit. They are all, ‘alk but no action. (11 mark for reference to bravery, 1 further mark for further explanation) b) Although St George's face looks beautiful, ehind his eyes is the seriousness of a strong and brave hero. (1 mark for reference to beautiful, 1 further mark for further explanation) ‘The dragon is trying to say that people (nouns) are in control of their actions (verbs) and that the Boy should calm down as he is overexcited and control himself, then explain what is going on property. (1 mark for reference to people and actions, 1 further mark for explaining how this relates to the story) He wants to see a fight and he wants the dragon ta show himself to be a great hero and not be slain by St George. Evidence includes:'f it’s been dull up here for you, think how dull i's been for me’,"miserable at the prospect of losing, both his fight and hs friend, "in a state of great despondency’, (1 mark far each reason, up toa maximum of 3) ‘Answers will vary but may include this dragon being eloquent and intelligent, friendly, able to speak, not keen to fight, harmless. (1 mark for each point up to a maximum of 3) Answers will vary but reference may be made to:he is not afraid of St George but annoyed that he wants to fight, he is disinterested in fighting, he feels the Boy needs to sort out the situation and seems a little annoyed at the news the Boy has brought him, he is alittle impatient with the Boy. (2 marks for each point made and explained up to. maximum of 8 marks) English Practice Papers 1 published by Galore Park 2016 ¥Paper 6 Part 2: Writing Grid for Task 1 Purpose and organisation: 11 Have you done as the task instructed? Have continued to the story from where it ended? 2 Does your continuation make sense based on what has already happened? 3 Have you picked up small detalls from the text and included them in your continuation for consistency? (You might have mentioned the cowardly townspeople or made the dragon speak ina similar way to that he uses in the passage you have read.) 4 Have you used paragraphs to organise your work? 5. Have you used verb tenses correctly? (You should have written in the past tense — make sure that you have nat drifted into using the present tense by mistake.) 6 Does your opening sentence get the reader interested? Language: 11 Does your language match that of the story you are continuing? 2. When writing description, have you used some interesting vocabulary? Check your choice of verbs (ambled' tells us more than'went'), adjectives and adverbs. 3 Have you used ‘writers’ tricks’ such as metaphors and similes to make your writing more interesting and put a clear picture into the head of the reader? style: 11 Have you used a good mixture of simple, compound and complex sentences? 2 Look atthe first word of each sentence — do they all tend to be the same? If so, it will read rather like alist, so make the necessary changes. 3. Have you included dialogue and action? Spelling, punctuation and grammar: 11 Have you used a range of punctuation including commas, exclamation marks ellipses? 2 Is your spelling of common words accurate? Is your spelling of complex words logical and reasonable? 3. Do your sentences make sense when you read them back? Are your verb tenses correct? Have ‘you missed aut any words? Have you written in proper sentences? English Practice Papers 1 published by Galore Park 2016 > zPaper 6 Part 2: Writing Grid for Task 2 Purpose and organisation: Have you done as the task instructed? Have you used paragraphs to separate each point? Have you given an example to illustrate each point? Does your opening sentence get the reader interested? Is your last sentence a clear ending? Have you used a range of persuasive techniques (exaggeration, flattery, repetition etc.) Have you considered points against your viewpoint and argued against them? Is your message consistent? Language: 1 Is,your language clear and to the point? Remember that the opening sentence of each paragraph should clearly state the point you are making 2 Have you used a range of persuasive words and phrases (tis clear that. everybody agrees that, nonetheless, etc)? style: 11 Have you used a good mixture of simple, compound and complex sentences? 2 Look at the frst word of each sentence — do they all tend to be the same? If so, it wil read rather like a lst so: make the necessary changes. 3 Have you used conjunctions to tink ideas within and between paragraphs? Spelling, punctuation and grammar: 11 Have you used a range of punctuation including commas, exclamation marks, ellipses? 2- Is your spelling of common words accurate? Is your spelling of complex words logical and reasonable? 3. Do your sentences make sense when you read them back? Are your verb tenses correct? Have ‘you missed out any words? Have you written in praper sentences? English Practice Papers 1 published by Galore Park 2016