2017 English D
2017 English D
I
2017
R&ad I ns lhe ANSWl!R Slll!!e'ri,
NAME. SCHOOL !Ind 01llER INFORIIA'RON
ER GLISH
DO NOT OPEN THIS BOOKLET
UNTIL INSTRUCTED.
50 QUESTIONS
TIME AUOWED: 50 MINUTES
I -- -
Read the text and answer the questions that follow.
Rickshaw operator
Imagine an unskilled, uneducated rickshaw operator in
Tianjin, China working hard for mosL of his life just Lo
survive. Such was the life of Bai Fang Li until he decided lo
retire in 1987 al the age of 74. You would expect that after a
lifotime ofbackbreaking work, Bai had earned a welt-deserved
rest. But something happened that made him willingly return
to operating rickshaws: he saw poot children who could not
afford school fees working in the fields. Bai made a decision:
he would reLurn (o work and financially support the school
fees ofas many of these children as possible.
Bai eventually retired in 2001 when he was 90. On his last visit to the Yaohua
School, he reluctantly told the teachers and students that he was too old and weak
to operate his rickshaw and would not be able to make any more donations. They
cried. Bai died in poverty a few years later in 2005 and many more people cried.
However, Bai !ell an amazing legacy: he had donated around 350 000 yuan
(US$50000) to the Yaohua School over 16 years. Bai did not know the children he
had helped. TL was enough for him lo know that he was making a difference to their
lives. Many of the more than 300 students that Bai supported arc now adults and are
now supporting other poor students. Bai's legacy lives on.
4. Which word best describes Bai's decision to open a small shop in 1996?
(A} curious
(B ) desperate
(C) wasteful
(D) enterprising
5. 'They cried.'
Why has the writer used this short sentence?
(A) to highlight Bai's sudden decision
(B) to prevent the story from becoming too sad
(C) to emphasise how helpless people felt
(D) to show how upset people were at the news of Bai's death
Buggell
I can't ignore the man next door with his lawnmower as he runs it up and
down, up and down cutting the grass of his already immaculate yard. He does
this every Salurday morning, week after week. The aggravating sound gets
louder as he nears my window. I can't concenlrnte. Al this rate I'll never finish
my project' When I complain to Mwn she tells me to calm down, then asks
what it is that I'm working on. Once I've explained she starts to laugh.
'What's so funny>'
'Well, the person who's making it so difficult happeos to be the ideal person to
help you'.
Later that morning I knock on his front door. He scowls when he secs me
standing there and T almost decide to turn tail and run.
'Mum suggested I should speak to you; I eventually say. My voice sounds
wobbly. Once I've explained, he smiles. He's transformed. His eyes are not so
d<1rk because little lights dance in them and the skin of his cheeks glows pink.
'Come in, come in'.
Although his house is the mirror image of ours, the atmosphere inside is
completely different. Being in the hallway is like standing in the quiet shade of
a huge tree. It's cool and shadowy whereas ours is warm and bright. 'There:� no
carpet, so my foolsteps echo. He treads sof1ly. I notice he's wearing bedroom
slippers-in lhe middle of the day!
I almost run into him when he stops abruptly to open a heavv-looking door.
'My study; he says.
Mum's is nolhing like his. She has a gla,ss-topped desk, a leather swivel
chair, a computer, and a few neally arranged files. His is lined with cabinets
and bookshelves. ·1 he millions of books look dusty and arc stacked
higgledy-piggledy. I can't imagine what the cabinets hold.
·when he pulls out the first wooden drawer, Ii reworks explode in my eyes. The
coloms! °!be daz:dc! TI1cre are rows upon rows of well-displa� hectics as
brilliant as opals, the insides of seashells, Aames from the hottest fire.
Tm reaUy into bugs; I tell him.
'
'Beetles: he conects.
My favourite is the hibiscus harlequin beetle. Its
brightly coloured body is shaped like a shield
and shines like precious metal. He shows me the
ones in l1is collection, in the third drawer down.
Turquoise, fiery red, vivid orange arranged in
diverse patterns. l had no idea there were so many
variations in their markings.
i'vl r Jasper invited me to return next Saturday. J'U be taking my notebooks and
Denvent pencils so I can draw the beetles. He also promised that together
we'll prnctise the proper words for insect parts: mandibles, antennae, head,
thorax and abdomen.
9. When the narrator first spoke with Mr Jasper. why was her voice wobbly?
(A) She was excited about seeing his beetle collection.
(B) She was worried that he knew about her complaints.
(C) She was exhausted from working on her project.
(D) She was anxious about how he would react.
10. What literary technique does the narrator use to describe the beetles in
Mr Jasper's collection?
(A) pun
(B) simile
(C) personification
(D) onomatopoeia
12. In the last sentence of the text, the colon (: ) is used to indicate
(A) an explanation.
(B) a quotation.
(C) a summary.
]
(D) a list of items.
13. What lesson did the narrator learn from her encounter with Mr Jasper?
(A) The grass is always greener on the other side.
(B) Don't count your chickens before they hatch.
(C} Actions speak louder than words.
(D) Don't judge a book by its cover.
Ratcatclnens
. :.,.,, ..,, .
..:,(
Ever since the Great P!ague of 1665, people in the Western world have viewed rats with
contempt and horror. These rodents not only spread disease, but also eat human food
and kill other animals. Rats have even stowed away on ships and colonised new lands.
This often means ecological disaster for insects and ground-dwelling or nesting birds.
Nowhere is this more evident than on islands. Due to their isolation, a high proportion
of island species are endemic (found nowhere else). While Islands make up only 5%
of Earth's landmass. they are home to 20% of the world's mammal, reptile and bird
species. Unfortunately. about 75% of animal extinctions since 1600 have occurred
on islands. The main culprits are introduced rats. In recent years, there has been
a growing movement to rid islands of rats and other introduced animals to give the
threatened native species a fighting chance. This is known as island restoration.
The formula for island restoration is simple: eliminate introduced species and then
reintroduce native species, if they are not already extinct. New Zealand is the world's
expert in island restoration and has cleared rats from more than 40 islands since the
1960s. Today, about 800 islands around the world are rodent-free. On most islands,
populations of native animal species have (flbounded. Eighl countries (New Zealand,
Australia, the UK. the USA, France, Mexico. Ecuador and the Seychelles) account for
more than 80% of island restoration.
In 2015 an international 'Ral learn' eradicated rats from remote South Georgia Island,
near Antarctica. at great expense using a ship, three helicopters and 100 tonnes of
rat poison. South Georgia is the largest island restoration project ever undertaken.
The government of South Georgia gave the project the green light because rats had
exterminated 90% of the seabirds on the island and melting glaciers were giving them
access lo the remaining seabird colonies.
Despite its successes. island restoration has its critics. Animal-rights activists protest
against killing animals to solve a problem that humans caused in the first place. They
accuse those involved of prioritising some species over others.
Other critics point to the huge expense of eradication programs. Sea and aerial
transport costs to faraway islands are high. In addition. many islands have inaccessible
places, such as steep mountains. where rodents can hide. Pesticides are also
expensive and so are the trained rodent detector dogs and their handlers that are often
required for complete success. The large costs involved in making islands rodent-
free cannot be avoided. But would this money be more effectively spent on other
conservation programs?
Another valid criticism comes from lhe unknown consequences of the large-scale use
of rat poison. In some projects in the past. untargeted species such as native rodents
and land crabs were poisoned. Secondary poisoning has also been recorded on lhe
Aleutian Islands where bald eagles and other birds ate poisoned rats.
Regardless of your viewpoint, island restoration is selective killing of some species
for the sake of saving others. However, when weighed up against the possibility of
imminent extinction for many endemic island species. could it be considered the lesser
of two evils?
15. Based on the information in the text, 75% of Earth's animal extinctions since 1600 have
occurred on islands because
17. Which of the following is NOT mentioned in the case study of restoration on
South Georgia Island?
18. Which word from the text is different in meaning from the others?
(A) In relation to
(B) A s an alternative to
(C) No matter what
(D) Without taking into account
The artist
An w1expectcd gust ofwin<l. A biscuit that crumbled away into his tea
before he could take a bite. A song be didn't know on the radio. For most
l 2-year-olds, these were non-events, things which they barely noticed. For
Lucius Grambles, though. they were disasters.
On a particularly and, to his mind, unpleasantly bright Februa,y morning,
Lucius sat at the kitchen table, his mother cooking eggs as he puzzled
uneasily over a crossword puzzle he found altogether too puzzling.
'Mother. what's a live-letter word for something you use to eat soup·>· He
huffed a bit. 'You cat soup out ofa bowl, but "bowl" won't fit!'
'Try "spoon", darling.'
He narrowed his eyes. Everyone knew you ate soup out of a bowl. 'Bowl'
was clear Iy the better answer. I le huffed :,gain, then went to get ready.
At school, he settled into his usual spot in the back row of the classroom
third seat from the left, which he knew was clearly the best-and waited
for the day to begin. Miss Batucco stood at the front and cleared her throat.
·unfortunately, Mrs Stickley has been bitten by an owl and has taken a
leave of absence. In her place, may I inb·oducc lvlr Rippey. who will be
teaching your first-period art class for the next six weeks.'
Into the classroom poked the bearded chin and rounded belly of a large
man, followed by a shiny bald head from which issued a chuckle of
deep laughter. He moved like a bit ofjelly set free in outer space. sort of
n,mbling forward, a stain of something (mustard?) Cf'\lstcd yellowly across
his vest.
'AII right, pupils!' said Mr Rippey after direc.ting the class to grab their art
materials. 'I want you to throw everything you'w learned about art so far.
right out the window and just paint what you Jed" The children blinked at
him. shifting in their seats. 'Go on,' he called out in a singsong voice. 'and
make those emotions visible!'
In time the pupils got to work: painting houses and horses. cats and cars.
Lucius took the assignment to heart: his paper was slashed with great
abslrnct streaks of violet and iodigo and swirls of crimson.
Mr Rjppey stopped before him. 'Ah, I've seen some remarkable things in
this classroom already, trnly remarkable' 13ut you, young man, you show
an incn<dibh: sensitivity; you have the soul of an aitis1•'
The rest of the class were all looking at Lucius and. at first. he felt that
fainiliar prickly feeling rising through him. ln a moment. a realisation
dawned: he was sensitive. Sensitive, not 'fussy'. Not 'difficult': an artist.
A warm glow spread throughout his chest and a smile-some mi!rht call it
snrng Spread across his face. Several children were rolling 1beir eyes, but
Lucius was already bent over his paper, brush whisking furiously across its
surface as Mr Rippey beamed at him.
23. What can readers infer about Lucius from the incident with the crossword puzzle?
(A} He delights in a challenge.
(B) He has trouble seeing other points of view.
I
(C) He has a limited vocabulary.
(D) He trusts his mother's opinion.
27. In the last paragraph, the writer uses quotation marks around the words 'fussy' and
'difficult' because
(A) Mr Rippey was thinking these words about some of the students.
(B} Mr Rippey was thinking these words about Mrs Stickley.
(C) Lucius had been called these words in the past.
(D) Lucius had used these words to describe others.
. l!lr'·
I om port of o netball team that ploys on overcome his fear of losing and understand
Wednesday nights and we lose more games that many people hove o different definition
thon we win, so I understand the enjoyment of of winning. His journey and the realisation
ploying organised sport for reasons other than that there is more to life than winning provide
winning. Many don't, it seems, including Josh the movie with its dramatic arc and also its
Adams, the protagonist in Kick Me. Adams humour. Watching Adams get back in touch
(Seth Armstrong) is an Armani-suit-weoring with the young man he used to be, before he
financial executive who loses his job in the began to score his life by his bank balance,
aftermath of the global financial crisis. Fed up is the real 'gold medal' moment.
with him spending his days finding fault with
their mansion, Adoms's wife Averill (Yvette Armstrong is perfectly cast as Adams, believably
Emerson) suggests that he coach her friend's aloof at the start, his charm becoming more
football team. sincere as the movie progresses. Rebecca
Whiting and Keira Kensington's support
Adams is sceptical, since the women's team performances os team players are larger-than
haven't won a game in five seasons. They are life, as can be expected, with mare than o hint
your typical motley crew that seem to have of slapstick. The real star of the show, however,
been put together purely for comic effect: is Kevin Moreland os Adoms's completely
the tall one, the clumsy one, the angry one. narcissistic boss-o man so over-the-top, he
Never, except in movies, would you see so claims to 'shower in sparkling mineral water'.
much diversity in the one group! 'Only make How Moreland manages lo keep a straight
time for winners' is Adoms's motto and he's face through his lines is a mystery. Watch
about to put it to the test. out for o cameo from Ronalda, Portugal's
phenomenal striker, too.
Of course, we've seen these lypes of movies
before. They're completely predictable. There's There's plenty to cringe at in Kick Me: the
a basic formula for these movies that's followed stereotyping of a women's football team for
whatever the sport: The Mighty Ducks (ice one (as though the fact that they were women
hockey), Moneyball (baseball) and all of the wasn't enough, their uniforms had to be pink?)
Rocky movies (boxing). Yet there's a reason and the idea that it always tokes on external
there ore so many of these underdog movies: change to make people realise the important
we love to watch the triumph over adversity. things in life for another. Overall, though, Kick
We like winners who have worked hard for Me is thoroughly enjoyable viewing that will
their win, not taken it for gronled. have you cheering on the sofa.
*****
Kick Me doesn'l deliver the same satisfying Reviewed by Rochelle Fernandez
ending typical of an underdog movie, but that
is what lifts it out of the ordinary. Adams must
31. In the second paragraph, what is the main observation the reviewer makes of the people
t
(A) The combination of characters is unrealistic.
(B) The actors are incompetent players.
(C) The diversity of characters creates conflict.
(D) The actors are more interested in having fun than acting well.
32. 'Kick Me doesn't deliver the same satisfying ending typical of an underdog movie, but that
is what lifts it out of the ordinary.'
How could this sentence be reworded and still retain the same meaning?
(A) Although Kick Me is better than most underdog movies, it doesn't have the usual
satisfying ending.
(B) Kick Me is better than most underdog movies because it doesn't have the
expected satisfying ending.
(C) Kick Me is similar to other underdog movies because it lacks the typical
satisfying ending.
(D) Unlike most ordinary underdog movies, Kick Me lacks a satisfying ending.
33. A ccording to the reviewer, the 'real "gold medal" moment' in the movie is when A dams
(A} overcomes his fear of losing.
(B) understands that there is more to life than winning at sport.
(C) reconnects with the values he had as a young man.
(D) becomes more sincere towards others.
"'
35. 'a man so over-the-top, he claims to "shower in sparkling mineral water
Which literary device is used in this description of Adams's boss?
(A) flashback
(B) alliteration
(C) metaphor
(D) exaggeration
36. '( as though the fact that they were women wasn't enough, their uniforms had to be pink?)'
What is the most likely reason that the reviewer made this comment?
(A) to ask readers for their point of view on women's sports uniforms
(B) to shock readers with a comment about women's fashion
(C) to criticise how women are portrayed in the movie
(D) to express astonishment that the women liked their sports uniforms
11
Simon fidgeted in his thcatn; st:at. There was something sticky on the
upholstery and, morcm'e1; Simon had never liked sitting. He loved
climbing, adored jumping and was crazy abouL tumbling, but sining he
just did not enjoy.
Simon tried Lo ea.�e his irritation by imagining all the things he could climb
on and tumble over in the theatre. This was a technique he used regularly r.o
alleviate boredom, especially in a new place-and the thcaLn: was definitely
a new place for him.
Simon didn't kuow whether to be excited or not. Ile didn't really know what he was
about to see. Uncle George always took him to do fun things. They climbed trees,
they wcm rock-hopping at the beach, ouce they even wenL horseriding. So it w;u;
quite a shock when his mother had wld him that his uncle was taking him to a
dance performancc-something that involved a lot of siuing. Despite this, Simon
had decided lo give his uncle the benefit of the doubt, since he had never
clisappoimecl him before.
'Yeah, T guess so,' be answered, trying to sound optimistic. just thcn all the lights
dimmed until the whole theatre was in complete darkness. Suddenly, the most
thunderous sound Simon had ever heard exploded around him. The stage Hooded
with lights, unlike anything he had seen before. They were like mcchanica.l fireflies
chasing the music around Lhe stage, moving so swiftly, Simon's cyes were getting
dizzy trying to keep up with them. He had Lo admit, now he was feeling a little bit
excited.
just when he thought the whole theatre was going to 1ake off like a rocket, the
music disappeared in a snap aud everything wem pitch black once more. Simon,
realising he had been holding his breath the whole I ime, exhaled and loosened his
g1·ip on the velvet armrests.
After a few seconds the silence was driven out of the room by a grumbling munnur.
It was deep and heavy and it seemed to be getting closer. At the same time,
a strange light began to cat up Lhc darkr1css. Not like dancing insects this time,
but more like:: a dense fog. A� Simon's eyes aqjustcd, he realised that the whole
stage was now filled with smoke, a� though it had become a glowing murky sw;imp.
Out of the smoke, shapes slowly �tarted to rise. 'Look. What's that?' Simon gasped.
38. Simon's deci$iOn to give his uncle 'the benefit of the doubt' means that
(A) he would accept this invitation but reject future ones.
(B) he would offer his opinion about the outing only if he enjoyed it.
(C) he thought his uncle had made a mistake in taking him to the theatre.
(0) he was doubtful about the outing but was prepared to trust his uncle's
judgement.
42. The last line of the text was included to show that
(A) Simon had learned that sitting could be an enjoyable activity.
(B) Simon was planning the next time he could go to the theatre.
(C) Simon had discovered that there were many things he could do sitting down.
(D) Simon had decided that sitting still was much better than moving.
13
It's easy to see craters on Lhe Moon. Just is not because Australia has been hit by more
look at its scarred 'Swiss cheese' surface! meteorites Lhan the rest of the world. but
The cralers were formed by the impact ot rather because i t is an ancient landmass
meteorites over long periods of time. But seeing Lhat is mostly arid. Australia has also been
meteorite impact craters on Earth was once geologically stable for a long time. There have
nearly impossible for ordinary people unless been no recent major earthquakes, volcanoes
they happened to live near one. Now Google or glaciers. As a result. meteorite impact
Earth has made il possible for anyone wrth craters are betler preserved in Australia than
a computer to 'explore' inacce�'lfil.b.lli, places. elsewhere. They range in size from the huge
and possibly detect new meteorite craters, 90-kilometre-wide Acraman Crater in South
all from the com forl of home. Australia to the tiny 24 metre-wide Oalgaranga
Crater in Western Australia. Their ages range
Meteorite craters on Earth are rare. To dc1te.
from a few thousand years to many millions
only 184 have been confirmed.There are fewer
of years old.
meteorite strikes on Earth compared with
the Moon, thanks to our atmosphere. After In 2007, Dr Arthur Hickman, a Western
entering Earth's atmosphere, most meteors Australian Government geologist, made a
burn up as 'shooting stars'. Only the largest chance discovery of a meteorite impact crater
ones survive passing through the atmosphere while browsing Google Earth. The Hickman
to become meteorites. which form craters when Cr.iter, named in his honour, is located in
they smash into Earth's land surface. Over remote Western Australia and is believed to
time, water and wind erosion (the removal of be between 10 000 and 100 000 years old.
surface materials) and scdimenl deposition Geologrsts confirmed that the 260-metre-wide.
(the addition of surface materials} usually 30-metre-deep crater has extraterrestrial
obliteratethese landforms. In addition, major origins. Inside the crater, they found high
geological activities such as volcanoes. glaciers levels of three minerals-nickel, palladium
and earthquakes desL1oy craters. The best and iricium-which are common in meteorites
oreserved craters are found in arid areas where but rare in Earth's crust. Iridium found in
erosion is less active than in humid areas. 66-million-year-old sediments around the
world is widely accepted by the scientific
Auslralia is one of the world's hotspots for
communityas proofof a monstrous meteorite
meteorite craters with 32 recognised craters
,m pact that caused the extinction of most of
(about one-sixth ofthe world's total), 27 likely
the dinosaurs.
craters and another 20 possible craters. This
45. The writer uses inverted commas ( · · ) around the words 'Swiss cheese' for
a reason. Which option can be used before these words to replace the
inverted commas?
(A) exotic (B) so-called (C) lifelike (0) far-off
46. According to the text, why are there fewer meteorite strikes on Earth compared
with the Moon?
(A) Most meteorites splash down in Earth's oceans.
(B) Most meteors bum up in Earth's atmosphere before they land.
(C) The Moon shields most meteors from reaching Earth.
(D) The Moon is older than Earth and has been exposed to more
meteorite strikes.
47. According to the text, which of the following is NOT a reason for Australia being
one of the world's hotspots for meteor ite craters?
(A) It is a very ancient landmass.
(B) IL has a long history of geological stability.
(C) It is a large landmass.
(D) lt has a mostly arid environment.
49. What is the most likely reason that the writer mentions the discovery of the
Hickman Crater in the text?
(A) to give an example of how useful computer technology is in finding a
meteorite crater
(B) to prove that meteorite craters are more common in Western Australia
than elsewhere
(C) to highlight how rare it is for meteorite craters to have high levels of nickel,
palladium and Iridium
(0) to support the theory that the crater is a fragment of the meteorite that led
to the extinction of the dinosaurs
50. Which specific detail confirmed to geologists that the Hickman Crater was a
meteorite crater?
(A) its circular shape
(B) its rim of ejected material
(C) its mineral composition
(D) its estimated age
15
- ----..,.,.�
ACKNOWLEDGMENT
Copyright in this booklet is owned by UNSW Global Ply LirmlL'Cl, unless otherwise ind1cuted. Cvery effon h�s been made
to trace ant! r�cknowledgc copyrtghl. UNSW Globul Pty Limited apologises for any accidental infrtngemcnl and welcomes
information to redress the silualion.
SOURCES
Pago 4 BecUc images by Sam Fraser-Smith. <hltps://
commons.wikimedia.orglwiki/File:Tcctocoris_
dioph1halmus_(Thunherg)_(Hemiptera-_
Scul()llcndac)_-_hi b1scus_harlequin_b1Jg_(adull
fcmale).jpg>, <hUps://commtms.w,k,mcdia.orq/
wrki/File:Tectocoris_d,ophlhalrnus.jpg>, <htlps://
commons.,Nikimodiu.org/vliki/Fife:Tectocoris_
j
diophihs11mus ( 1hunberg) {Hemiptera·_
Scutcllcrrdae)_-_hibiscus_harlequin_bug
(nymph) - dor sal_v1c1w.Jpg> licensed under the
Creative Commons Attribution 2.0 Generic licence
<hllps://crcativecommons.org/licenseo/byf2..0>.
Grade6
ANALYSIS BY QUESTION
The following table shows the questions you ans\verod correclly 0
and Shades the questions that you
"
11
answered incoffocttyO. The questions are ranked from hardest at rhe top 10 easiest at the bottom. E
c
,
c
0
Question content
•,
·�
Arca assessed 0
/', l<:lentify the meaning of a word In a film review: aloof w,hcrscmft 34 0 A 30%
� Undersland the main purpose of (I paragraph In a factual 1ox1 TCKl c�rohoosion 16 A ./ 33%
•,
� Identify the meaning of a word as 11 is used In a l).QQ-1'.:iphy· mod�i
lnt&rpret the main pt.1rpose QI the 1as1 sentence it! a factual lc:txt
VocablAal)'
Text comprchons,on
3
21
A
D
./
B
34%
37%
0
's ldenlify an adverb in a narra<i ve $ynl;:\X 11 c ./ 39%
lntarprel a short sentence in a b>ography to lctentify its purposo w,1tcts eralt 5 c ./ 40%
� RccogniSC il suppOf'ting fact in a biography Tell1 comp,cr.�n 2 D ./ 43"',i,
Identity ru'I altcmati\•& to a complex sentence in a film �w Syntax 32 B D 46%
lnlcr ttll) vmtor's .reason for iootud ing an example in a factual te.X1 Writer'$ct:lh 40 A ,/ 4610
Rctl'levc specif ic i olormmion in a film review Vocabulary 33 c ./ 48.:Y
..
Select � fi.lctor no1 mcnuoncCI in a Cl\se study in a fac1ual text Text comprehension 17 c ./ 49%
Analyr.e �n of a la¢tual tc,ct to 1,nk cause and ollect Text comprehension 15 B ,/ 50%
Identity the meaning of a word in a. fnctual tOl(I: i mmitlcmt Vocobulaly 20 a 0 50%
Synthesise a para.graph in� f-:)cn.lol text to idoolily info1ma1ion Text comp(ehension 47 c B 53°k
ldan1ify lhe purpor,e cf the opening pam.grJph iO J biOgraphy Text c:omp,ohonsion 1 8 ./ 53%,
kfentify !he use ol s i mile in a narrative Wrltetscron 10 B ./ 55%
fllfQr 100 m�son for a character's action in a n�umnvc Text comp<(lh(Jl'ISiOn SI c ./ 55%
Rooogniso a spocifiC observation in a paragraph ol a film review Text comprehensloo 31 A ./ 5<1%
klentify a $ynonym tor a word itl a lilm rovimv: sceptical Vocsb"""Y 30 A B 57%
kleotlfy a synonym tor a won:t in a faOll.lat •ext: inacce$Sible Voca:bUlary 48 D B 58%
Identify a specific delail ln a factual toxt Text comprehe1'1$ion 50 c D 58%
Identify a verb in a biography 8yntax 6 c ./ 58%
lde(ltify an altemative for a oonnectlve·in a l8Clu-.al toxt: RGigardless of syntax 19 c D 59%
lnterprel the roason for a persona l comment .'II the sw,t of D him roview Wt1ler'S e,aft 29 0 ./ GO%
Explain lhC purpOsC of the opening parag,aph in a narrative Writer's CfOll 22 A ./ 61%
Interpret indirecuy�$1al0d inf6r1Tlii1ion in a narrative Text oo mprchcn$i0o <0 A c 62%
lnterptef tJ'lO ikely
l purpose or an 8$ide in a tilm review Texi oomprehen.sion 36 0 B 63'%
Syn1h ,es i se a nsrcatl'le to iclcntify th.c moitl dlaracter'S cflange in mood Text oomptehen.�n 43 A a 64%
Identity an example of ooom;:itopoc,a in a na1 1.:ative WITler's crafl 24 c ,/ 65%
Recognise a replacement phrase IOC' scare QuOtOS i n a !actual text Synlax 45 B A 66%
Identify the use ol exaggeration in a quotation m a flhl'l review Writor'.s: C(aft 35 0 c 66%
toterp<ot a biography to identify lhe n,1h1re of the subjoc1·s <loei$i0n Text comp<ch,onsion 4 0 ./ 67%
IContity a pronoun t<:l'ference in a narrative Syntax 28 c ./ 69%
tn1erpret !he reason f0< including a refefence., Uie first paragraph ot a factu.U ioxt Writers crah 44 A D 69%
Synthesise pan of a oarratwo to id()ntify a difference Text comprehension 37 B ./ 70%
klentify the meaning of a word In ::i na,robve: optimistic Vocabu1ary 39 A ,/ 70°�
Understand the use of qvotatiO<l mal1(,s atouod wO<dS in a narrative Write(s craft 27 c ./ 72%
Interpret a character's reac1ion in a n.J«alivc Toxt comprehension 36 0 ./ 72%
Synthesise a narrative to interpre, the significal'lOO of th(l las1 J in� 42
.,..
iext oomprehens.ion A B 73%
ld6'fltily a &-l)porting deiail in a factual 1eX1 Text comprehension B c 77%
Synlhesiso a n.:an.ltivG to identify the lesson that the na«a1or 1eam1 Telct oompfehcnSiOn 13 D ./ 78%
Make 3 ,uc,gcmcn1 ru:>out .:a charactet from a situa;ion in a narrative Tex1 oomprc,hCl'\$iOn 23 B ./ 79%
1n1crprc-1 the- moorung 01 ::i. ,crc,·oocc in a oa1rative Text oomprehef'L1ioll 9 0 ./ 81%
Interpret lhe �son for lhc charactCf'S' reaction in a narraJ:ive Text oompre.hcmion 26 D c 84,%
i ..
0
Locate a chl'lracter's aCMOC lo a nt1«alivo Text comprehe0$Ton 25 D ./ $5%
Interpret the use of repeli1ion to express ltusti.ltiO!'l ill a narrati•te 'Nritor's crah 8 A ,/ 85%
c
..
lnterpcet a supporting dvtai l in a toctua l text Toxt comprehens ion ./ 88%
� fleoognise the use o4 a colon to prcceoo a list ,n a na,ralive Synlax 12 0 ./ 89"
w Aeoognise a word in a !actual text th.11 is cMf¢renl from OlhCf OOklctcd words: rebovndecf Vocabulary 18 e ./ 89%
'v Synthesise a biog,aphy to identify the lef.1:?CY of lhC- subjoct Te>et comprotlens ion 7 B ./ 91%