English

Cluster A

Advanced

Listening transcript: Skier Afel was only a very small boy when he first saw snow. But it wasnt real snow that he saw. No, there was no real snow where he lived. He saw the snow in a picture book. The book had lots of pictures of children playing in big white fields. He asked his mother,What are those white fields? and his mother laughed and saidThats snow! She tried to explain to him what snow was, but Afel didnt really understand. Sometimes there was rain where he lived, but not very much, so it was very difficult for him to understand what this cold, ice rain that his mother described was. It didnt matter. Even when he was only a very small boy, Afel was already in love with snow. He dreamed about snow all the time, trying to imagine how it really was. He thought of big white fields. He thought of the big, heavy clothes the children playing in the snow wore. He thought about feeling cold. He dreamed of being able to fly across the white fields of snow. Then, when Afel was twelve years old, the next thing happened. One day he was watching the TV at his uncles house. His uncle had a big new TV, with all the satellite channels. Afel was watching one of the satellite channels, and a programme came on, and the programme was full of snow. Lots and lots of it. And not only snow there were people flying across the snow. They looked like strange animals, like fantastic birds. They had hats which covered all their heads and big goggles over their eyes. They wore brightly-coloured clothes. And on their feet, they had things that looked like strange shoes. What are those? he asked his uncle excitedly. Skis, replied his uncle, And those people are called skiers. Afel was in love. Here was the snow, and here were people who were flying across the snow. It was just like one of his dreams. It was perfect. At that moment, he decided. He wanted to be a skier. He asked his uncle what the programme was. The Winter Olympics, said his uncle. Its like the normal Olympics, but for sports where you need snow skiing, ice skating, bobsleigh, those sorts of things. They have it every four years. Afel found out that the next Winter Olympics was in Vancouver in Canada, in 2010. Perfect, he thought. Enough time for me to become a brilliant skier. Then Ill go to the Winter Olympics, and win the gold medal for skiing. But theres no snow here! people told him. Where are you going to ski? Afel didnt care. He made himself a pair of skis from two pieces of wood. He tied them to his feet and practiced skiing holding two sticks in his hands. At first he couldnt move, but he practiced and practiced and practiced until he could move quite quickly across the 2

sand or the earth where he lived. He tried to fly down the hills like the people on TV, but he couldnt. He could only move slowly. Never mind, he thought. Its a start... How will you go to the Olympics? people asked him. Our country doesnt even have a team that goes to the Winter Olympics. Why dont you do up athletics instead? You dont need lots of expensive equipment to practice. Our country is very good at athletics. We have lots of runners. And every time we win lots of medals at the Olympics. But no skiing, no. Afel didnt care. He found that Jamaica had sent a bobsleigh team to the Olympics a few years ago. If Jamaica have a bobsleigh team, he thought, then our country can have a skier. So every night, out in the middle of the desert, Afel now practices skiing down sand dunes. He dreams that the yellow sand and brown earth of the desert is the white snow of the mountains he saw on the television. He dreams that the yellow sand and brown earth are as gold as the medal he will bring home with him, when he is the world champion. Glossary goggles (n.) protective eyeglasses skis (n.) board used to slide across snow bobsleigh (n.) a small vehicle with long metal blades under it, built for racing down ice-covered tracks dunes (n.) hill of sand

http://www.englishonline.org.cn/en/listen-watch/stories/skier#

Listening Directions Read the questions, then listen to the story of A Skier. You will be given a second playing of the audio and a final opportunity to answer the questions. You will be asked 7 multiple choice questions and 2 constructed response questions.
1. What did Afel dream of when he was a very small boy? A. playing in big green fields B. watching one of the satellite channels C. feeling the cold of ice or snow D. flying across the white fields of snow 2. Which of the following best describes the theme of the story of Skier? A. Everyone should have dreams of their own. B. Everyone should practice skiing. C. Everyone should win medals in the Olympics. D. Everyone should hold two sticks in their hands. 3. The narrator repeats the word practiced in the story to show that__________ . A. Afel insists on making his dream true B. Afel is not good at ice skiing C. Afel is not happy with ice skiing D. Afel wants to get used to this sport 4. Which of the following adjectives best describes Afel s reaction when he saw skis? A. careless B. excited C. bored D. indifferent 5. Listen to the narrators words about Afel
He dreams that the yellow sand and brown earth are as gold as the medal he will bring home with him, when he is the world champion.

What figure of speech is the writer using? A. metaphor B. symbolism C. simile D. personification

6. Why cant his country go to the Winter Olympics? A. because they dont speak English language B. because they dont have a bobsleigh team C. because it will be held in Canada D. because they are good at athletics 7. What kind of person is Afel? A. optimistic B. frustrated C. disappointed D. sad 8. What is the peoples attitude towards Afels participation in the Winter Olympics? . Use details and information from the listening passage to support your answer.

9. What do you think made Afel be in love with the snow? Use details and information from the listening to support your answer.

Reading Directions: In this section you will read one passage, then answer 6 multiple choice questions and 2 constructed response questions. Answer all questions in the space provided. The Earthquake 1 I had found a cave to live in and had spent three or four months building a wall around its entrance. It meant that I had to enter my home by using a ladder, but at least I would be safe from the wild animals and any other creatures which may live on the island. 2 When I had finally finished building, I put up my tent in the space between the cave mouth and the wall and felt very comfortable and content. However, this feeling didnt last long. The very next day, when I was busy in my new home, just inside the entrance to the cave, I saw some earth falling from the roof of my cave, I heard two of the supporting posts, which I had put up, make a frightening, cracking noise. I was afraid that the roof of the cave was about to fall in and bury me alive, so I ran to my ladder and climbed over the wall to get clear of any falling rocks which might roll down the hill. 3 The moment I stepped down onto the ground, I realized that a terrible earthquake was taking place. The ground I was standing on shook three times, with a pause of about eight minutes between each tremor. The shaking was too strong that it would have brought down the strongest building in the world. Huge waves were crashing on the shore and making a terrible noise as the earthquake shook the water. I think that the shocks must have been stronger under the water than they were on land. 4 The experience frightened me so much that I was stunned, and could do nothing but stare around me. I felt sick from the shaking of the earth, as if I was in a boat on a rough sea. Then, suddenly, I heard a crash as rocks fell from the hill, and I was filled with fear. I was worried that my months of work would have been destroyed in a few minutes and that my few belongings would be destroyed. This thought made me so sad that I felt my heart sink in my chest. 5 I sat on the ground until I was sure that the earthquake had stopped. When there was shaking for some time, and it seemed that my wall had not been damaged by the earthquake, I began to feel my courage returning . However, I was still afraid to go back into my cave in case the roof collapsed on top of me. I did not know what to do. 6 As I sat there, the sky became grey and rain clouds gathered overhead. The wind began to blow, and grew stronger and stronger, until, in no more than half an hour, a dreadful hurricane was blowing. The sea was rough, and trees were being pulled up by their roots. It was a terrible storm. After three hours, the wind dropped and the rain started. Through all this, I stayed sitting on the ground, afraid to move.

7 Suddenly, I realized that this strange weather must be a result of the earthquake and therefore, it must mean that the earthquake was over. If it was right, then it was safe to return to my cave. I felt happier at this thought, and went and sat in my tent, where I could shelter from the rain. However, my tent was being beaten so hard by the storm that I was forced to go into my cave, although I was still nervous and unsure about safety of the roof. 8 After some time, I began to feel calmer. There had been no more shaking, but I had made a new plan. If earthquakes happened often on this island, then I would have to build a new home. A cave was not a safe place to live in. This time, I would make a hut, surrounded by a wall, and I would live there without fear. 10. What kind of conflict is there in the story? A. Man against another man B. Man against society C. Man against nature D. Man against himself 11. What was the mans motive for leaving the cave? A. He was afraid of wild animals. B. He thought it was unsafe to live in. C. He believed it was narrow. D. He wanted to find another cave. 12. What was the authors purpose for writing this story? A. To persuade B. To reflect C. To inform D. To entertain 13. Which point of view was the story told? A. First person B. Second person C. Third person limited D. Third person omniscient 14. A plot arc is shown below.

Which plot element belongs to point (X)? A. B. C. D. climax resolution exposition falling action 7

15. In paragraph 4, read the sentence.

Then, suddenly, I heard a crash as rocks fell from the hill, and I was filled with fear.

Which word provides the best clue to the meaning of the underlined word? A. rocks B. hill C. crash D. suddenly 16. What evidence did the man give to show that a terrible earthquake was taking place ? Use details and information from the story to support your answer?

17. Whats the narrators attitude towards the island ? Provide details from the story to support your answer.

Writing Directions Writing: In this section you will answer 10 multiple choice writing questions and respond to 1 writing prompt. Your writing will receive three scores: idea development, planning, and writing strategies. 18. Read the following paragraph then answer the questions 18 to 21:

Mary and I went to a volleyball camp this summer. 2We knew we wanted to try out for the team. 3School started in the fall. 4Going to camp was Marys idea. 5That way, she said, we would be sure to make the team. 6Camp was a lot more difficult than I thought it would be. 7The camps instructions made it sound it would be fun, and I was relieved. 8I soon learned the hard way how wrong I had been. 9After the first day of camp, my legs were so sore I could barely walk. 10It only got worse as the week went on! 11On the plus side, our skills improved incredibly I recommend volleyball camp to anyone who likes the sport.
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Which sentence is off- topic and should be taken out of the paragraph? A. Sentence 1 B. Sentence 2 C. Sentence 3 D. Sentence 4 19. Choose the best way to write sentence 7. A. The camps instructions made it sound like it would be fun, and I was relieved. B. The camps instructions made it sound like it would be fun, and I was relieved. C. The camps instructions made it sound like it would be fun, and I was relieved. D. The camps instructions made it sound like it would be fun, and I was relieved. 20. The sentence that uses quotation marks correctly is __________ . A. That way, she said, we would be sure to make the team. B. That way, she said, we would be sure to make the team. C. That way, she said, we would be sure to make the team. D. That way, she said, we would be sure to make the team. 21. Read the sentence: Our town________________________ . Choose the words that will complete the sentence. A. lots of people B. and the buildings C. is full of people D. a place to live

22. Read the sentence: Ali --------------when the telephone rang. Which verb form goes in the blank? A. study B. studies C. studying D. was studying 23. Read the sentence. She trained hard, ________ she lost the game. Which word goes in the blank? A. so B. but C. furthermore D. because 24. Read the sentence Rashid is as __________as his cousin. Which item goes in the blank? A. smarter B. smartest C. smart D. smartly 25. Which word is spelled correctly? A. softwar B. media C. programm D. downlood 26. Choose the sentence that best combines these two sentences. I dreamed about a big villa. The villa was overlooking the sea. A. B. C. D. I dreamed about a villa was overlooking the sea. I dreamed about a villa that overlooking the sea. I dreamed about a villa and was overlooking the sea. I dreamed about a villa that was overlooking the sea.

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27. Read the sentence: The big tractor had blocked the highway it was moving a rock slide off the road. Look at the underlined part. Choose the answer that shows the best punctuation for the part. A. highway. It B. highway, it C. highway. It D. Correct as it is. highway it

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Writing Prompt

Think about a summer holiday that went wrong . Write an account of what happened. Give enough details that your reader will understand the events and your feelings.
Your essay will be evaluated on the basis of clear and organized ideas, strong details, effective sentences, and correct writing skills. Use the space below to plan what you are going to write (notes, outline, story map, or other).

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Test Map Item # or Task Strand Standard DOK Response Key Points __________________________________________________________________________________________ Oral Presentation Speaking 5.2 5.4 3 Performance -18
Language is mainly Language is mainly Attempts to use language __ x 2 = *under __________________________________________________________________________________________ appropriate for topic and appropriate to topic and which is appropriate to topic /6 considerationL audience with no pauses audience but with some and audience but with anguage use and or hesitation lapses and little hesitation intrusive lapses ,some pauses __________________________________________________________________________________________ fluency or few pauses and hesitations

__________________________________________________________________________________________ 1 Listening MC 1 2 Listening MC 1 3 Listening MC 1 __________________________________________________________________________________________ 4 Listening MC 1 5 Listening MC 1 6 Listening MC 1 __________________________________________________________________________________________ 7 Listening MC 1 8 Listening CR 3 __________________________________________________________________________________________ 9 Listening CR 3 10 Reading MC B 1 11 Reading MC C 1 __________________________________________________________________________________________ 12 Reading MC A 1 13 Reading MC D 1 14 Reading MC C 1 __________________________________________________________________________________________ 15 Reading MC A 1 16 Reading CR B 3 __________________________________________________________________________________________ 17 Reading CR 3 18 Writing MC A 1 19 Writing MC C 1 __________________________________________________________________________________________ 20 Writing MC B 1 21 Writing MC D 1 22 Writing MC B 1 __________________________________________________________________________________________ 23 Writing MC D 1 24 Writing MC A 1 __________________________________________________________________________________________ 25 Writing MC C 1 26 Writing MC 1 27 Writing MC 1 __________________________________________________________________________________________ Writing Prompt Writing Idea dev. 4 Writing Conventions 2 Writing Planning 1 __________________________________________________________________________________________ 60 _________________________________________________________________________________________

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__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ _________________________________________________________________________________________

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Test Map

Item # or Task Oral Presentation 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 Writing Prompt

Strand Speaking Listening Listening Listening Listening Listening Listening Listening Listening Listening Reading Reading Reading Reading Reading Reading Reading Reading Writing Writing Writing Writing Writing Writing Writing Writing Writing Writing Writing Writing Writing

Standard 5.2 5.4 3.1 3.5 3.5 3.5 3.5 3.5 3.5 3.5 3.5 7.2 7.2 7.3 7.4 7.4 1.2 7.3 6.9 8.1 6.7 6.7 7.4 7.4 1.2 8.5 8.5 8.2 8.3 9.2 9.2 8.1

DOK 3

Response Performance MC MC MC MC MC MC MC CR CR MC MC MC MC MC MC CR CR MC MC MC MC MC MC MC MC MC MC Idea dev. Conventions Planning

Key -D A A B C B A ----C B D A A C ----C B A C D B C B D C

Points 18 1 1 1 1 1 1 1 3 3 1 1 1 1 1 1 3 3 1 1 1 1 1 1 1 1 1 1 4 2 1 60

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Speaking Scoring Guide

Student score is one-half the total. Fractions round up.

Aspect Overall Impact (Content/Ideas ) Overall Impact (Presentation/ Style/ nonverbal skills Time Organization

3 Meets Grade 12 Advanced Standards Engages audience interest through a variety of means Engages audience interest through a variety of means: eye contact and body language 8- 10 minutes Uses a consistent structure appropriate to topic and audience

2 Approaching Standard Sometimes engages audience interest through 1 or 2 means. Sometimes engages audience interest through 1 or 2 means.

1 Below Standard Shows limited awareness of audience. Shows limited awareness of audience.

Total

_ x 2 = /6

_ x 3 = /9

5 to 7 minutes Structure is mainly appropriate to topic and audience but with some lapses

Language use and fluency

Language is mainly appropriate for topic and audience with no pauses or hesitation

Feedback

Pronunciation including intonation & stress

Handles anticipated and unanticipated questions posed by audience, engaging in further dialogue as appropriate. Pronunciation is clear enough to be easily understood with no interference with meaning. almost no difficulties with intonation & stress patterns

Language is mainly appropriate to topic and audience but with some lapses and little hesitation or few pauses Attempts to handle anticipated and unanticipated questions posed by audience Pronunciation is mostly clear & understood with little interference with meaning. Some use of appropriate stress and intonation.

Less than 5 minutes Some attempt to structure the presentation but with lapses which affect audience understanding Attempts to use language which is appropriate to topic and audience but with intrusive lapses ,some pauses and hesitations With support, begins to answer questions from the audience

_ x 1 = /3

_ x 1 = /3

_ x 2 = /6

_ x 2= /6

Pronunciation is unclear and difficult to understand, interfering with meaning L1 accent often makes message incomprehensible

_ x 1=/3

TOTAL

/36

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Listening: Scoring guide 8. What is the purpose of the repetition the word dream? Use details and information from the listening passage to support your answer. Score Description 3 Response provides a thorough explanation of the narrators purpose when he repeats the word dream. Explanation includes specific, relevant details from the passage. 2 Response provides a partial explanation of the narrators purpose when he repeats the word dream. Explanation includes specific, relevant details from the lecture with some omissions. 1 Response provides a minimal explanation of the narrators purpose when he repeats the word dream. Explanation includes few, if any, specific, relevant details from the lecture. 0 Response is totally incorrect or off-topic, unintelligible, or written in a language other than English. Blank No response. Scoring Notes: 1. D it's his main dream 2. A it's general and relevant to the main idea 3. A it reflects a specific point 4. B the word excitement is mentioned

Sample 3-point response: The writers purpose is to give the listener a feeling of how far the dream is. The narrator makes it explicit that the boy lives in a desert place. This place is beyond the white snow where he can go ice-skating.

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9. What do you think made Afel be in love with the white snow? Use details and information from the listening to support your answer. Score Description 3 Response provides a thorough explanation of what made Afel be in love with the white snow. Explanation includes specific, relevant details from the passage. 2 Response provides a partial explanation of what made Afel be in love with the white snow. Explanation includes specific, relevant details from the lecture with some omissions. 1 Response provides a minimal explanation of what made Afel be in love with the white snow. Explanation includes few, if any, specific, relevant details from the lecture. 0 Response is totally incorrect or off-topic, unintelligible, or written in a language other than English. Blank No response. Sample 3-point response: He was in love with the white fields of snow because he thought it was a source of happiness to the children playing in the picture. He thought of doing something not available in his environment. Also, he thought he would practice it down sand dunes to become a world champion.

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Reading Scoring guide1 16. What evidence did e the man give to show that a terrible earthquake was taking place? Use details and information from the story to support your answer? Score Description 3 Response provides a thorough explanation of the evidence the man give to show that a terrible earthquake was taking place. What details would you provide from the story to support your answer? Explanation includes specific relevant details and information from the story. 2 Response provides a partial explanation of the evidence the man give to show that a terrible earthquake was taking place. What details would you provide from the story to support your answer? Explanation includes limited details and information from the story and/or is partially correct. Response provides a minimal explanation of the evidence the man give to show that a terrible earthquake was taking place. What details would you provide from the story to support your answer? Explanation includes limited relevant details and information from the story and/or is partially correct. Response is totally incorrect or off-topic, unintelligible, or written in a language other than English. No response.

0 Blank

Scoring Notes: 10. C it's man against earthquake which is part of nature. 11. B because he mentions the dangers. 12. D because story telling is mainly for entertainment. 13. A because the main character tells the story 14. A because climax is the top part of the story 15. C as fear comes as a result of crash Sample 3-point response: The man knew that a terrible earthquake was taking place when he saw some earth falling from the roof of the cave. He heard two of the supporting posts make a frightening, cracking noise. He became certain the moment he stepped on the ground.

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17. What were the effects of the terrible earthquake ? Provide details from the story to support your answer. Score 3 Description Response provides a thorough explanation of the effects of the terrible earthquake . Provide details from the story to support your answer. Explanation includes specific relevant details and information from the story. Response provides a partial explanation of the effects of the terrible earthquake? Provide details from the story to support your answer. Explanation includes limited details and information from the story and/or is partially correct. Response provides a minimal explanation of the effects of the terrible earthquake. Provide details from the story to support your answer. Explanation includes limited relevant details and information from the story and/or is partially correct. Response is totally incorrect or off-topic, unintelligible, or written in a language other than English. No response.

0 Blank

Sample 3-point response: The effects of the terrible earthquake were clear. The ground shook three times with a pause of about eight minutes between each tremor. The shaking was too strong that it would have brought down the strongest building in the world. Also, huge waves were crashing on the shore and making a terrible noise. 18. C it has nothing to do with the camp 19. A quotation marks are used correctly 20. B as punctuation is used correctly 21. D as it's written correctly in the text 22. C as commas are used correctly 23. D past progressive is the right choice 24. B it's contrast 25. C we put adjectives between as.as 26. B media is spelled correctly 27. D direct speech is used correctly

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writing RubricNarrative Writing Advanced Planning Points 1 0 Descriptors Some content of the planning space is represented in the student writing. Nothing in the planning space is represented in the student writing.

Idea Development Standard points Descriptors The essay tells the story of an experience in the life of the writer. It has an engaging 9.2 4 introduction and a series of events which lead logically from one to another, until arriving at a clear conclusion. There may be a brief reflection noting the long-term significance of the experience. The details are specific and clear, and the sentences flow smoothly throughout the text. Errors in grammar, usage, and mechanics, if present, do not detract from the meaning of the narrative. 3 The essay tells the story of an experience in the life of the writer. It has an introduction to interest the reader, a series of events which lead logically from one to another, until arriving at a clear conclusion. There may be a brief reflection noting the long-term significance of the experience. The details are generally specific and clear, and most sentences flow smoothly. Errors in grammar, usage, and mechanics seldom detract from the meaning of the narrative. The essay tells the story of an experience in the life of the writer. It has a distinct beginning, middle, and end. The details vary from specific and clear to general and vague. Frequently the flow of sentences appears disconnected, making it difficult for the reader to connect the ideas. Errors in grammar, usage, and mechanics begin to detract from the meaning of the narrative and a fluent reading of the text. The essay tells the story of an experience in the life of the writer. It has some elements of a beginning, middle, and end. The details are general, vague, or incomplete. The flow of sentences is disconnected, making it difficult for the reader to connect ideas. Errors in grammar, usage, and mechanics detract from the meaning of the narrative and a fluent reading of the text. Response is missing, irrelevant, or provides too little text for evaluation.

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Writing Conventions--GUM Points Descriptors 2 1 0 Solid ability with conventions. Some success with conventions, though meaning suffers at times. Errors are disproportionate to the length or complexity of the writing.

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