SULTANATE OF OMAN 2017/2018

MINISTRY OF EDUCATION

ENGLISH LANGUAGE TEST

GRADE ELEVEN ‘CORE’

Semester One
Second Session

Name

School Class

Write your answers on the Test Paper

Time: 2½ hours Pages: 15

Red Marker Green Marker Blue Checker

ELEMENT Marks
Name Name Name

LISTENING 15

GRM/VCB 10

READING 20

WRITING 15

TOTAL 60
ENGLISH ‘CORE’, GRADE 11, SEMESTER ONE, 2nd SESSION 2017/2018

LISTENING 1 (Items 1-7) (7 marks)

You are going to hear a conversation between two friends talking about a new job.
Listen, and shade in the bubble next to the correct option.

1. Diana’s job is a ____________.

manager tour guide receptionist

2. The tourists travelled to the canyon by ___________.

car train bus

3. Some of the tourists stayed at the hotel that day because they were _____________.
tired ill not interested

4. Mark is Diana’s _____________.

friend leader colleague

5. Diana _____________ her job.

likes criticises hates

6. When Diana arrived back in the hotel, she _____________.

had a sandwich met the leader slept

7. Next day, the tourists will visit the _____________ in the morning.

aquarium museum aquarium and the

museum

1
ENGLISH ‘CORE’, GRADE 11, SEMESTER ONE, 2nd SESSION 2017/2018

LISTENING 2 (Items 8-15) (8 marks)

You are going to hear a talk about a famous comedian called Charlie Chaplin.
Part One: For each item, write a short answer (not more than FOUR WORDS).

8. When was Charlie Chaplin born? (Year)

__________________________________________________

9. What was his parents’ job?

___________________________________________________

10. How old was Charlie when his father died?

___________________________________________________

11. Where did his mother die?

__________________________________________________

Part Two: For each item, shade in the bubble next to the correct option.

12. Charlie Chaplin started acting when he was _____________.

five eight ten

13. _____________ joined the famous Fred Karno Company.

Charlie Sydney Charlie and Sydney

14. Charlie became a world-famous_____________.

comedian singer writer

15. When Charlie died, he left _____________ children.

two eight nine

LISTENING
SCORE
15
2
ENGLISH ‘CORE’, GRADE 11, SEMESTER ONE, 2nd SESSION 2017/2018

GRAMMAR/VOCABULARY 1 (Items 1–5) (2½ marks)

For each item, shade in the bubble next to the correct option.

A refugee who could hardly speak a word of English when he arrived in Australia two

years ago has (1)___________ his exams with excellent grades. Mohammed Al-Kaab,

19 years of age, has (2)___________ from one of Australia's biggest high schools with

honours. His outstanding overall grades (3)___________ him to apply to one of the top

universities in Melbourne, Australia. He (4)___________ through a lot of challenges in

order to start a new life in Australia. He said that he (5)___________ to use every

opportunity to practise his English on a daily basis in order to improve his language.

allowed went graduated hold escaped tried studied passed

1.

2.

3.

4.

5.

3
ENGLISH ‘CORE’, GRADE 11, SEMESTER ONE, 2nd SESSION 2017/2018

GRAMMAR/VOCABULARY 2 (Items 6-10) (2½ marks)

Complete each sentence with ONE word only.

6. “Which is better for you: Monday _________Tuesday?”

7. “This is a nice place. _________don’t we camp here?”

8. “How long have you _________learning English?”

9. My older brother looks _________ us when our parents go out.

10. I do not like people _________ are not honest.

4
ENGLISH ‘CORE’, GRADE 11, SEMESTER ONE, 2nd SESSION 2017/2018

GRAMMAR/VOCABULARY 3 (Items 11–20) (5 marks)

Complete the unfinished words in the text.

Make sure you spell each word correctly.

EXAMPLE:

“Good_ morning! My_ name’s Ahmed Al-Zedjali and_ I’m a student_ at a

school_ in Muscat. I’m in Grade_ Six. My favourite_ subject is Maths.”

TEXT

Speaker A: I’m so excited! We have two we off! What a you going to do?

I’m not su . I guess I will just stay at home. Maybe I’ll ha out with
Speaker B:
my friends. What ab you? Any plans?

Speaker A: Yes, I’m going to relax at the be____ with my cousin. We’ll go surfing every
day.

Speaker B: Sounds like f .

Speaker A: Why don’t you co____ with us?

Speaker B: Do you mean it? I wo____ love to.

Speaker A: Th is great!

GRM/VCB
SCORE
10

5
ENGLISH ‘CORE’, GRADE 11, SEMESTER ONE, 2nd SESSION 2017/2018

READING 1 (Items 1-5) (5 marks)

Read the texts. Are the statements which follow each text True or False?
For each item, shade in the bubble under the correct option.

1. Engineers at a U.S. laboratory have discovered one answer to the problem of global
warming. They have made a machine that can suck carbon dioxide from the air and
convert it into liquid fuel. They believe their creation can provide a sustainable form of
renewable energy.

Statement True False

The engineers’ invention is a solution to global warming.

2. An older electric car designed by Tesla Motors could get from 0 to 100kph in 3.2
seconds. Using an upgraded battery pack, called Ludicrous Mode, Tesla Motors were
able to get the car to reach a 100kph in less than three seconds.

Statement True False

Ludicrous Mode decreased the speed of the new electric car.

3. When he is not playing tennis, Saif is busy with his project, the robot chair, which helps
older people. He is also a Goodwill Ambassador in his school. He regularly organises
charity events for those who are in need.

Statement True False

Saif likes voluntary work.

6
ENGLISH ‘CORE’, GRADE 11, SEMESTER ONE, 2nd SESSION 2017/2018

READING 1 (continued)

4. I looked out of the window at the railway tracks. Although we were moving at 340
kilometres an hour, the journey was smooth and relatively quiet. The part where we
travelled under the English Channel took just 22 minutes. Soon I was looking at the
French fields and farmhouses.

Statement True False

The writer is travelling by plane.

5. I started having driving lessons when I was seventeen. Although I am normally a quick
learner, but I get so nervous during the tests that I can’t drive properly. I have failed
the test three times. It is so embarrassing.

Statement True False

The writer has not got a driving licence.

7
ENGLISH ‘CORE’, GRADE 11, SEMESTER ONE, 2nd SESSION 2017/2018

READING 2 (Items 6-11) (6 marks)

Read the two texts. Then for each item, shade in the bubble next to the correct
option.
TEXT 1

To whom it may concern,

On December 20, I bought a Doughnuts Kit from your store at Global World Mall. The
cashier who helped me was called Rommel. He was very friendly and assured me that the
Doughnuts Kit would live up to the guarantee on the box: “Perfect Doughnuts Every
Time!” Unfortunately, this product did not live up to its claim.

I followed the directions included in the package very carefully. When the doughnuts
finished baking, I was very excited to eat the “Perfect Doughnuts” as promised on the
box. You can imagine my disappointment when, upon tasting them, I discovered that
they were not perfect. These doughnuts were, in fact, absolutely terrible.

I would appreciate a full refund (OR15) for this product as soon as possible. Enclosed are
the receipt, the empty box, and one of the awful doughnuts so that you can taste it for
yourself. Thank you for your prompt attention to this matter.

Sincerely,

Sara Jones

6. The writer had a problem with the ____________.

salesman product service

7. The problem made Sara feel____________.

frustrated embarrassed disgusted

8. Sara wants to ____________.

change the kit fix the kit get her money back

8
ENGLISH ‘CORE’, GRADE 11, SEMESTER ONE, 2nd SESSION 2017/2018

READING 2 (continued)

TEXT 2

Dear Manager,

I have been a loyal customer of your store for the past five years. I have always got
great service, which is one of the main reasons I shop there despite the fact it is far from
my house. However, on the 23 December, I encountered very poor service and was so
disappointed.

On that date, I purchased my weekly groceries, and headed towards the cash counter to
pay. The salesman was talking on his cell phone. When I asked him to prepare the bill,
he said he would do it in five minutes, and resumed his conversation on the phone. After
ten minutes, he started scanning my groceries but did it slowly. The total amount was
more than I expected, so I asked him to recheck it. Instead, he was impolite, and told
me if I did not like it, I could take my business elsewhere.

I was shocked at such behaviour. I do hope you will look into this matter, and ensure
such an incident is never repeated.

Regards,

Ali

9. The writer likes to do his shopping in that store because it _____________.

is close to his house is cheap provides good

service

10. On December 23, Ali had to pay _____________ money for his groceries.

more less the same

11. The salesman was _____________.

polite rude smart

9
ENGLISH ‘CORE’, GRADE 11, SEMESTER ONE, 2nd SESSION 2017/2018

READING 3 (Items 12-17) (9 marks)

Read the text. Then complete the tasks.

A flight recorder, commonly known as a Black Box, is an electronic recording device

placed in an aircraft for the purpose of helping investigations into aviation accidents.
Although, it is painted in fluorescent orange to make it easily seen in the event of a
crash, it is still called the Black Box.

The first modern flight recorder, called "Mata Hari", was created in 1942 by the Finnish
aviation engineer Veijo Hietala. This black high-tech mechanical box was able to record
all important aviation details during test flights of World War II fighter planes that the
Finnish army built in their main aviation factory in Finland. Currently, the European
Organisation for Civil Aviation Equipment (EUROCAE) specifies that a recorder must be
able to resist high temperature fires, deep sea pressure, sea water and fluid immersion.

There are two types of Black Boxes; the Flight Data Recorder (FDR) records different
operating conditions of the flight such as air speed, air altitudes, and air flight systems.
The second box is the Cockpit Voice Recorder (CVR) which records all radio transmissions
and sounds in the cockpit including the engine noise and the pilots’ conversations. The
two recorders provide a lot of accurate information about the flight that can be used in
any later investigations.

The FDR and CVR may be combined in a single unit. The two recorders must be capable
of surviving the conditions that caused the aircraft accident. For this reason, they are
normally stored at the tail of an aircraft, which has proved to have the best survival
record.

10
ENGLISH ‘CORE’, GRADE 11, SEMESTER ONE, 2nd SESSION 2017/2018

READING 3 (continued)

Task 1: For each item, write a short answer (not more than FOUR WORDS).

12. What is the colour of the flight recorder nowadays?

_____________________________________________

13. Where was the first modern flight recorder tested? (Country)

_____________________________________________

14. Which organisation issues the specifications of the black box?

_____________________________________________

Task 2: For each item, shade in the bubble next to the correct option.

15. The _____________ box saves all the sounds on a plane.

FDR CVR Mata Hari

16. The black box helps in _____________.

reducing crash impact collecting evidence saving passengers

17. The Black Box is located at the _____________ of the plane.

front middle back

READING
SCORE
20

11
ENGLISH ‘CORE’, GRADE 11, SEMESTER ONE, 2nd SESSION 2017/2018

WRITING 1 (5 marks)

Write at least 75 words on the following topic:

“Travelling by car is more interesting than travelling by plane”
Do you agree or not? Give your reasons.

Your writing should be clear and convincing.

Marker A Marker B Average

12
ENGLISH ‘CORE’, GRADE 11, SEMESTER ONE, 2nd SESSION 2017/2018

WRITING 2 (10 marks)

Write a story of at least 100 words based on the following pictures.

You can use the words in the box to help you.
You can also put in more details to make your story lively and interesting.

break time stomach ache/vomit hospital hygiene inspector

examine/ samples find/bacteria pay microscope

 

 

 

13
ENGLISH ‘CORE’, GRADE 11, SEMESTER ONE, 2nd SESSION 2017/2018

WRITING 2 (continued)

14
ENGLISH ‘CORE’, GRADE 11, SEMESTER ONE, 2nd SESSION 2017/2018

Marker A Marker B Average

WRITING
SCORE
15

15
GRADE ELEVEN MARKING GUIDE
ENGLISH LANGUAGE ‘CORE’ TOTAL MARKS: 60
SEMESTER ONE, 2017/2018, SECOND SESSION page 1 of 5
***********************************************************************************************************************

LISTENING 1 (7 mks)

1. manager tour guide receptionist

2. car train bus

3. tired ill not interested

4. friend leader colleague

5. likes criticises hates

6. had a sandwich met the leader slept

aquarium and the
7. aquarium museum
museum
Notes: One mark each. Responses must be indicated clearly.

LISTENING 2 (8 mks)

8. 1889

9. Music Hall artists

10. 12 / twelve

11. The United States / USA / America

12. five eight ten

13. Charlie Sydney Charlie and Sydney

14. comedian singer writer

15. two eight nine

Notes: One mark each.
Qs 8-11: (i) Complete accuracy in grammar & spelling is not required, but answers must be clearly and
convincingly correct. (ii) In general, apply the ‘not more than four words’. HOWEVER, use common
sense for any slightly longer, but obviously correct answers.
Qs 12-15: Responses must be indicated clearly.
Grade 11, English ‘Core’, Sem. 1, 2017/18, 2nd Sess.: Marking Guide page 2 of 5

GRM/ VCB 1 (2.5 mks)

allowed went graduated hold escaped tried studied passed

1.
2.
3.
4.
5.
Notes: Half-a-mark each. Responses must be indicated clearly.

GRM/ VCB 2 (2.5 mks) GRM/ VCB 3 (5 mks)

6. or 11. weeks 16. beach

7. why 12. are 17. fun
8. been 13. sure 18. come
9. after 14. hang 19. would
10. who 15. about 20. That
Notes: Half-a-mark each. Spelling must be Notes: Half-a-mark each. Spelling must be correct,
correct. including grammatical endings.

READING 1 (5 mks) READING 2 (6 mks)

True False 6. salesman product service

1. 7. frustrated embarrassed disgusted

change the get her

2. 8. fix the kit
kit money back
is close to provides good
3. 9. is cheap
his house service

4. 10. more less the same

5. 11. polite rude smart

Notes: One mark
each. Responses
Notes: One mark each. Responses must be indicated clearly.
must be indicated
clearly.
Grade 11, English ‘Core’, Sem. 1, 2017/18, 2nd Sess.: Marking Guide page 3 of 5

READING 3 (9 mks)
12. (fluorescent) Orange

13. Finland

14. EUROCAE

15. FDR CVR Mata Hari

16. reducing crash impact collecting evidence saving passengers

17. front middle back

Notes: One-and-a-half marks each.

Qs 12-14: (i) Complete accuracy in grammar & spelling is not required, but answers must be clearly and
convincingly correct. (ii) In general, apply the ‘not more than four words’. HOWEVER, use common
sense for any slightly longer, but obviously correct answers.
Qs 15-17: Responses must be indicated clearly.

WRITING (GENERAL NOTES)

 The wording of the descriptors in the relevant Rating Scale should form the basis of all
decisions (and discussions) on the marks to be awarded.
 There may be different individual ways of approaching a task or interpreting a picture (or set of
pictures), but a basic requirement for all answers is that they are relevant.
 If answers are clearly not relevant and the student has clearly not attempted the task that was
set, no marks should be awarded.
 However, if a student has genuinely attempted the task, but their answer is only partly relevant,
then a reduced mark (not zero) should be awarded.
 If markers are in any doubt, they should consult with other markers and with the Table Head.
Grade 11, English ‘Core’, Sem. 1, 2017/18, 2nd Sess.: Marking Guide page 4 of 5

WRITING 1 (5 mks)
– Expresses opinions on topics in a lively, convincing way.
– Supports all points effectively with relevant evidence and detail.
5
– Essays are very well-organised, clear and coherent.
– A varied range of grammar and vocabulary with a very good level of accuracy.
– Expresses opinions on topics in a reasonably convincing way.
– Supports most points with relevant evidence and detail.
4
– Essays are generally well-organised and, for the most part, clear and coherent.
– A fair range of grammar and vocabulary with a good level of accuracy
– Expresses opinions on topics, in a somewhat limited way.
– Is inconsistent in supporting points with relevant evidence and detail.
3
– Essays are poorly- organised, but are still reasonably clear and coherent.
– A limited range of grammar and vocabulary with a reasonable level of accuracy
– Express opinions on topics, but the results are clearly inadequate.
– Is generally weak in supporting points with relevant evidence.
2
– Essays lack organization, lacking in coherence and sometimes unclear.
– A very limited range of grammar and vocabulary with frequent errors.
– Makes only very feeble attempts to express opinions on topics.
– Fails to support points with any relevant evidence.
1
– Essays are incoherent and confusing.
– Extremely limited range of grammar and vocabulary with frequent serious errors.
No attempt at the task: EITHER Irrelevant (Completely unrelated to the topic)
0
OR Hardly any writing at all, or not written in English OR Complete nonsense
Grade 11, English ‘Core’, Sem. 1, 2017/18, 2nd Sess.: Marking Guide page 5 of 5

WRITING 2 (10 mks)

– Produces narratives which are fully successful in engaging the reader.
– Lively, effective use of appropriate detail.
10
– Writing is very well-structured, clear and coherent.
– A varied range of grammar and vocabulary with a very good level of accuracy
– Produces narratives which are reasonably successful in engaging the reader.
– Generally good use of appropriate detail.
8
– Writing is generally well-structured, and mostly clear and coherent.
– A fair range of grammar and vocabulary with a good level of accuracy.
– Produces narratives which are only partially successful in engaging the reader.
– Somewhat limited use of appropriate detail.
6 – Writing is well-structured, but is still reasonably clear and coherent.
– A limited range of grammar and vocabulary with a reasonable level of
accuracy
– Produces narratives which have very limited success in engaging the reader.
– Inadequate use of appropriate detail.
4
– Writing is poorly-structured, and often unclear.
– A very limited range of grammar and vocabulary with frequent errors.
-Produces narratives which fail entirely to engage the reader.
– Little or no use of appropriate detail.
2
– Writing is incoherent and confusing.
– Extremely limited range of grammar and vocabulary with frequent serious errors.
No attempt at the task: EITHER Irrelevant (Completely unrelated to the pictures/ task/
0
instructions) OR Hardly any writing at all, or not written in English OR Complete nonsense