English Foundation Reading Paper Levels 1 8 Focus

English Foundation Reading Paper Levels 1 -8 Focus levels 3 -5 Please read the instructions on this page before continuing: Wait until the teacher says you can begin the test before opening the booklet. This paper is 45 minutes long. Section A and B should take up to 20 minutes each to answer the questions. Each section has 30 marks in total. It is advised you read through each section and following questions carefully giving yourself up to 10 minutes to write notes and plan your responses. Make sure you understand what the task is asking you to do. Write all answers (other than tick box questions) in full sentences with correct spelling, punctuation and grammar. Take note: line numbers have been provided with each extract. Name: …………………………………… Date: ……………………………………. . Class/year: . . ………………………………. .

First Day at School by Roger Mc. Gough A millionbillionwillion miles from home Waiting for the bell to go. (To go where? ) Why are they all so big, other children? So noisy? So much at home they Must have been born in uniform 5 Lived all their lives in playgrounds Spent the years inventing games That don't let me in. Games That are rough, that swallow you up. And the railings. 10 All around, the railings. Are they to keep out wolves and monsters? Things that carry off and eat children? Things you don't take sweets from? Perhaps they're to stop us getting out 15 Running away from the lessins. Lessin. What does a lessin look like? Sounds small and slimy. They keep them in the glassrooms. Whole rooms made out of glass. Imagine. 20 I wish I could remember my name Mummy said it would come in useful. Like wellies. When there's puddles. Yellowwellies. I wish she was here. I think my name is sewn on somewhere Perhaps the teacher will read it for me. Tea-cher. The one who makes the tea. 25

THIS SECTION SHOULD TAKE YOU 20 MINUTES – 1 minute per question and an extra 10 minutes on the last question. Multiple choice starter questions (tick the correct box – 2 marks for each correct answer): 1. What type of extract is Roger Mc. Gough’s ‘First Day At School’? A novel 2. A play Millionbillionwillion A pupil How knowledgeable is the narrator about school? School confuses them – they are learning the basics Which one of the following is an incorrect spelling that the narrator uses? Lessin 6. Railings Which one of the following highlights the narrator’s misunderstandings? “Railings…perhaps they are to stop us getting out. ” How many questions does the narrator ask the reader? One 8. Three Seven Five Nine What is the tone and atmosphere of the extract? Silly and playful Serious and scary 9. Waiting Running “Tea-cher. The one who makes the tea. ” 7. A stranger A parent They are an expert on school 5. Teacher Who is the narrator in this mini-story? A teacher 4. A newspaper article Which one of the following (from the extract) is NOT a conjoined word? Yellowellies 3. A poem Mysterious and eerie What language technique is used when it is described that “Games…swallow you up”? Metaphor Simile Personification Adjective 10. What language device is used the most? Repetition Rule of three Alliteration Statistics 11. Answer this question on the next lined paper page in this booklet (in full sentences): Describe what Roger Mc. Gough’s extract ‘First Day At School’ is about. Consider: who the narrator is, how the story develops, what you think the writer is trying to say about school, what you think of the style of the extract and your overall opinion about the extract. (10 marks)

Chapter 1 of Roald Dahl’s ‘Matilda’ It's a funny thing about mothers and fathers. Even when their own child is the most disgusting little blister you could ever imagine, they still think that he or she is wonderful. Some parents go further. They become so blinded by adoration they manage to convince themselves their child has qualities of genius. Well, there is nothing very wrong with all this. It's the way of the world. It is only when the parents begin telling us about the brilliance of their own revolting offspring, that we start shouting, "Bring us a basin! We're going to be sick!" 5 School teachers suffer a good deal from having to listen to this sort of 10 twaddle from proud parents, but they usually get their own back when the time comes to write the end-of-term reports. If I were a teacher I would cook up some real scorchers for the children of doting parents. "Your son Maximilian", I would write, "is a total wash-out. I 15 hope you have a family business you can push him into when he leaves school because he sure as heck won't get a job anywhere else. " Or if I were feeling lyrical that day, I might write, "It is a curious truth that grasshoppers have their hearing- organs in the sides of the abdomen. Your daughter Vanessa, judging by what she's learnt this term, has no hearing-organs at all. " I might even delve deeper into natural history and say, "The periodical cicada spends six years as a grub underground, and no more than six days as a free creature of sunlight and air. Your son Wilfred has spent six years as a grub in this school and we are still waiting for him to emerge from the chrysalis. " 20

THIS SECTION SHOULD TAKE YOU 20 MINUTES – 1 minute per question and an extra 10 minutes on the last question. Multiple choice starter questions (tick the correct box – 2 marks for each correct answer): 1. What type of extract is Roald Dahl’s ‘Matilda’? A novel 2. Disgusting Maximilian School confuses them – they are learning the basics Which one of the following (from the extract) is an adjective the narrator uses? Offspring Wonderful Genius Who is the narrator most frustrated with? Matilda 7. School teacher Matilda How knowledgeable is the narrator about school? Thing 6. Imagine Mothers and fathers They are an expert on school 5. A newspaper article Who is the narrator in this mini-story? Mum and Dad 4. A poem Which one of the following (from the extract) is the clearest example of emotive language? They 3. A play The parents The teacher The librarian What is a ‘chrysalis’? Venus fly trap Moth in a developmental stage ready to turn into a butterfly 8. What is the tone and atmosphere of the extract? (tick two answers) Silly 9. Smart Evil Sarcastic Scary Mysterious What language technique is used when the narrator describes school reports saying “If I were the teacher, I would cook up some real scorchers…” Metaphor Simile Personification Adjective 10. What language device is used the most? Emotive language Alliteration Statistics Rule of three 11. Answer this question on the next lined paper page in this booklet (in full sentences): Describe what the story of Roald Dahl’s ‘Matilda’ is about. Consider: who the narrator is, how the story develops, what you think the writer is trying to say about school, what you think of the style of the extract and your overall opinion of it. (10 marks)

English Levels 1 -8 Focus levels 3 -5 Y 7 English Reading Paper Please read the instructions on this page before continuing: Wait until the teacher says you can begin the test before opening the booklet. This paper is 45 minutes long. Section A and B should take up to 20 minutes each to answer the questions. Each section has 30 marks in total. It is advised you read through each section and following questions carefully giving yourself up to 10 minutes to write notes and plan your responses. Make sure you understand what the task is asking you to do. Write all answers (other than tick box questions) in full sentences with correct spelling, punctuation and grammar. Take note: line numbers have been provided with each extract. Name: …………………………………… Date: ……………………………………. . Class/year: . . ………………………………. .

I Wandered Lonely As A Cloud by William Wordsworth Multiple choice starter questions (tick the correct box – 1 mark for each correct answer): 1. What type of extract is Wordsworth’s ‘I Wandered Lonely As A Cloud’? A play A novel A poem 2. What language device is used in the first line and title of the extract ‘I Wandered Lonely as a Cloud’? Metaphor Simile Alliteration 3. What word is “o’er” a shortened version of? Our I wandered lonely as a cloud That floats on high o'er vales and hills, When all at once I saw a crowd, A host, of golden daffodils; Beside the lake, beneath the trees, Fluttering and dancing in the breeze. Continuous as the stars that shine And twinkle on the milky way, They stretched in never-ending line Along the margin of a bay: Ten thousand saw I at a glance, Tossing their heads in sprightly dance. The waves beside them danced, but they Out-did the sparkling leaves in glee; A poet could not be but gay, In such a jocund company! I gazed—and gazed—but little thought What wealth the show to me had brought: For oft, when on my couch I lie In vacant or in pensive mood, They flash upon that inward eye Which is the bliss of solitude; And then my heart with pleasure fills, And dances with the daffodils. Over Tower Tour 4. What is Wordsworth’s main focus, topic and theme in this extract (as with many of his extarcts)? Greek gods 5 Magic Nature 5. How is theme of loneliness represented? Negatively Positively Neither 10 6. Write down five adjectives from the 15 extract: (5 marks) ________________________________ ________________ Answer this question on the next lined paper page in this booklet (in full sentences): 20 Describe the story of Wordsworth’s writing - how does he explore nature, memory, loneliness and what techniques does he use to get his ideas across? (20 marks)

Chapter 1 of Roald Dahl’s ‘Matilda’ It's a funny thing about mothers and fathers. Even when their own child is the most disgusting little blister you could ever imagine, they still think that he or she is wonderful. Some parents go further. They become so blinded by adoration they manage to convince themselves their child has qualities of genius. Well, there is nothing very wrong with all this. It's the way of the world. It is only when the parents begin telling us about the brilliance of their own revolting offspring, that we 5 start shouting, "Bring us a basin! We're going to be sick!" School teachers suffer a good deal from having to listen to this sort of twaddle from proud parents, but they usually get their own back when the time comes to write the end-of-term reports. If I were a teacher I would cook up some real scorchers for the children of doting parents. "Your son Maximilian", I would write, "is a total wash-out. I hope you have a family business you can push him into when he leaves 10 school because he sure as heck won't get a job anywhere else. " Or if I were feeling lyrical that day, I might write, "It is a curious truth that grasshoppers have their hearing- organs in the sides of the abdomen. Your daughter Vanessa, judging by what she's learnt this term, has no hearing-organs at all. " I might even delve deeper into natural history and say, "The periodical cicada spends six years as a grub underground, and no more than six days as a free creature of sunlight and air. Your son Wilfred has spent six years as a grub in this school and we are still waiting for him to emerge from the chrysalis. " 15 A particularly poisonous little girl might sting me into saying, "Fiona has the same glacial beauty as an iceberg, but unlike the iceberg she has absolutely nothing below the surface. " I think I might enjoy writing end-of-term reports for the stinkers in my class. But enough of that. We have to get on. 20 Occasionally one comes across parents who take the opposite line, who show no interest at all in their children, and these of course are far worse than the doting ones. Mr and Mrs Wormwood were two such parents. They had a son called Michael and a daughter called Matilda, and the parents looked upon Matilda in particular as nothing more than a scab. A scab is something you have to put up with until the time comes when you can pick it off and flick it away. Mr and Mrs Wormwood looked forward enormously to the time when they could pick their little daughter off and flick her away, preferably into the next county or even further than that. It is bad enough when parents treat ordinary children as though they were scabs and bunions, but it becomes somehow a lot worse when the child in question is extraordinary, and by that I mean sensitive and brilliant. Matilda was both of these things, but above all she was brilliant. Her mind was so nimble and she was so quick to learn that her ability should have been obvious even to the most half-witted of parents. But Mr and Mrs Wormwood were both so gormless and so wrapped up in their own silly little lives that they failed to notice anything unusual about their daughter. 25 30 To tell the truth, I doubt they would have noticed had she crawled into the house with a broken leg. Matilda's brother Michael was a perfectly normal boy, but the sister, as I said, was something to make 35 your eyes pop. By the age of one and a half her speech was perfect and she knew as many words as most grown-ups. The parents, instead of applauding her, called her a noisy chatterbox and told her sharply that small girls should be seen and not heard.

Quickfire questions – some answers require full sentences - 1 mark for each correct answer): 1. What type of extract is Roald Dahl’s ‘Matilda’? _________________________________ 2. Find two examples of emotive language used in the extract. _________________________________________________________________ 3. Who is the narrator in this mini-story? _________________________________ 4. How knowledgeable is the narrator about school? _________________________________ 5. Find two examples of adjectives used in the extract? _________________________________ 6. Who is the narrator most frustrated with and why? _________________________________________________________________ 7. What is a ‘chrysalis’? _________________________________ 8. What is the tone and atmosphere of the extract? _________________________________ 9. Find an example of a metaphor used in the extract. _________________________________ 10. What language device is used the most? ___________________________________ 11. Answer this question on the next lined paper page in this booklet (in full sentences): Describe what the story of Roald Dahl’s ‘Matilda’ is about. Consider: who the narrator is, how the story develops, what you think the writer is trying to say about school, what you think of the style of the extract and your overall opinion of it. Use quotations to support your ideas. (20 marks)

English Levels 1 -8 Focus levels 3 -5 Y 7 English Writing Paper Please read the instructions on this page before continuing: Wait until the teacher says you can begin the test before opening the booklet. This paper is 45 minutes long. Section A and B should take up to 20 minutes each to answer the questions. Each section has 30 marks in total. It is advised you read through each section and following questions carefully giving yourself up to 10 minutes to write notes and plan your responses. Make sure you understand what the task is asking you to do. Write all answers (other than tick box questions) in full sentences with correct spelling, punctuation and grammar. Name: …………………………………… Date: ……………………………………. . Class/year: . . ………………………………. .

Writing Paper Section A // Creative writing task The backstory • You have spent many years training to be an actor and have signed an agent in order to make a career out of your talent. The action Write an imaginative fiction story about: • You are offered the star role in a blockbuster sciencefiction epic with an A-List cast and director. Report on your journey and experience of gaining your dream job. Was it everything you expected it to be and more? (30 marks)

Writing Paper Section B // Writing to persuade Imagine you are a parent and you have to persuade your sons and daughters to use no media products and adopt this lifestyle. Scenario: The Johnson family do not own any media products. No TV, computers, mobiles, films or video games. Instead, they spend their time cooking homemade food from vegetables grown in the garden, raising animals and a patch of farmland as well as doing homework, reading, chores and playing sports. Useful tips will be found on the planning page to improve your writing style. Write a letter to your sons and daughters to persuade them why a life without media products should improve their lives. Convince the reader that you are writing from a parent’s point of view. (30 marks)

English Levels 1 -8 Focus levels 4 -6 Y 8 English - Reading Paper Please read the instructions on this page before continuing: Wait until the teacher says you can begin the test before opening the booklet. This paper is 1 hour long. Section A and B should take 30 minutes each. Each section has 30 marks in total. It is advised you read through each section and following questions carefully giving yourself up to 10 minutes to write notes and plan your responses. Make sure you understand what the task is asking you to do. Write all answers (other than tick box questions) in full sentences with correct spelling, punctuation and grammar. Take note: line numbers have been provided with each extract. Name: …………………………………… Date: ……………………………………. . Class/year: . . ………………………………. .

Robert Burns (1759 -1796) Birthplace: Alloway, Scotland Poetry: A poet renowned for writing in a light Scottish dialect, known as a pioneer for the Romantic movement and an inspiration for liberal politics. A Red, Red Rose by Robert Burns William Blake (1757 -1827) Birthplace: London, England Poetry: The Sick Rose is a poem on the extended theme of ‘experience’: part of a series of poems in his anthology ‘Songs of Innocence and Experience’. The Sick Rose by William Blake O my Luve's like a red, red rose, That's newly sprung in June: O my Luve's like the melodie, That's sweetly play'd in tune. As fair art thou, my bonie lass, 5 So deep in luve am I; And I will luve thee still, my dear, Till a' the seas gang dry. Till a’ the seas gang dry, my dear, And the rocks melt wi’ the sun; 10 And I will luve thee still, my dear, While the sands o’ life shall run. O Rose thou art sick. The invisible worm, That flies in the night In the howling storm: And fare-thee-weel, my only Luve! And fare-thee-weel, a while! And I will come again, my Luve, 15 Tho' 'twere ten thousand mile! Has found out thy bed Of crimson joy: And his dark secret love Does thy life destroy. 5

‘A Red, Red Rose’ Questions ‘A Sick Rose’ Questions Multiple choice starter questions (tick the correct box – 1 mark for each correct answer): 1. What does Burns compare his love to first? A football A swimming pool A red rose 2. What language device is used in the first line of the poem with this comparison? Metaphor Simile Personification 3. 4. 1. What tone does Blake create in describing the rose? Mysterious Romantic Nightmarish 2. What dialect does Burns apply to his poetic style that is evident in words like “luve”, “bonnie lass”, “gang dry” and “fare-theeweel”? American English Welsh Scottish How is the worm represented in this poem? Neither Heroic Monstrous 3. What is the tone that Burns creates in this poem? Mysterious Romantic Nightmarish What language technique has Blake used in representing the rose and the worm? Alliteration Symbolism Narration 4. How realistic are the events that are described in Blake’s poem? Natural 5. Identify the language device used by Burns in the phrase “O my luve’s like the melodie” and explain the effect of this comparison on the reader. (2 marks) ___________________________________ ___________________________________ ___________________________________ __________________ 5. Very realistic Neither Identify a mention of a specific colour shade of red in the poem and the connotations (meaning) of that colour in the context of the poem. (2 marks) _______________________________ _______________________________ _______________________________ Main question: Compare how the ‘rose’ is represented in each poem. Discuss the meaning of each poem and what these representations suggest about the writer’s ideas. (20 marks) Use quotations to support your ideas and answer in full sentences.

The opening extract of J. R. R. Tolkien’s ‘The Hobbit’ In a hole in the ground there lived a hobbit. Not a nasty, dirty, wet hole, filled with the ends of worms and an oozy smell, nor yet a dry, bare, sandy hole with nothing in it to sit down on or to eat: it was a hobbit-hole, and that means comfort. It had a perfectly round door like a porthole, painted green, with a shiny yellow brass knob in the exact middle. The door opened on to a tube-shaped hall like a tunnel: a very comfortable tunnel without smoke, with panelled walls, and floors tiled and carpeted, provided with polished chairs, and lots of pegs for hats and coats – the hobbit was fond of visitors. The tunnel wound on and on, going fairly but not quite straight into the side of the hill – The Hill, as all the people for many miles round called it – and many little round doors opened out of it, first on one side and then on another. No going upstairs for the hobbit: bedrooms, bathrooms, cellars, pantries (lots of these), wardrobes (he had whole rooms devoted to clothes), kitchens, dining-rooms, all were on the same floor, and indeed on the same passage. The best rooms were all on the left-hand side (going in), for these were the only ones to have windows, deep-set round windows looking over his garden and meadows beyond, sloping down the river. This hobbit was a very well-to-do hobbit, and his name was Baggins. The Bagginses had lived in the neighbourhood of The Hill for time out of mind, and people considered them very respectable, not only because most of them were rich, but also because they never had any adventures or did anything unexpected: you could tell what a Baggins would say on any question without the bother of asking him. This is a story of how a Baggins had an adventure, found himself doing and saying things altogether unexpected. He may have lost the neighbours’ respect, but he gained-well, you will see whether he gained anything in the end. The mother of our particular hobbit. . . What is a hobbit? I suppose hobbits need some description nowadays, since they have become rare and shy of the Big People, as they call us. They are (or were) a little people, about half our height, and smaller than the bearded Dwarves. Hobbits have no beards. There is little or no magic about them, except the ordinary everyday sort which helps them to disappear quietly and quickly when large stupid folk like you and me come blundering along, making a noise like elephants which they can hear a mile off. They are inclined to be at in the stomach; they dress in bright colours (chiefly green and yellow); wear no shoes, because their feet grow natural leathery soles and thick warm brown hair like the stuff on their heads (which is curly); have long clever brown fingers, good-natured faces, and laugh deep fruity laughs (especially after dinner, which they have twice a day when they can get it). Now you know enough to go on with. As I was saying, the mother of this hobbit - of Bilbo Baggins, that is - was the fabulous Belladonna Took, one of the three remarkable daughters of the Old Took, head of the hobbits who lived across The Water, the small river that ran at the foot of The Hill. It was often said (in other families) that long ago one of the Took ancestors must have taken a fairy wife. That was, of course, absurd, but certainly there was still something not entirely hobbit-like about them, - and once in a while members of the Took-clan would go and have adventures. They discreetly disappeared, and the family hushed it up; but the fact remained that the Tooks were not as respectable as the Bagginses, though they were undoubtedly richer. Not that Belladonna Took ever had any adventures after she became Mrs. Bungo Baggins. Bungo, that was Bilbo's father, built the most luxurious hobbit-hole for her (and partly with her money) that was to be found either under The Hill or over The Hill or across The Water, and there they remained to the end of their days. Still it is probable that Bilbo, her only son, although he looked and behaved exactly like a second edition of his solid and comfortable father, got something a bit queer in his makeup from the Took side, something that only waited for a chance to come out. The chance never arrived, until Bilbo Baggins was grown up, being about fifty years old or so, and living in the beautiful hobbit-hole built by his father, which I have just described for you, until he had in fact apparently settled down immovably. 5 10 15 20 25 30 35 40

Questions on ‘The Hobbit’: 1. Find one quotation that describes a “hobbit-hole”. (1 mark) ____________________________________ 2. Identify a variety of features that define what a hobbit looks like. (7 marks) ________________________________________________________________________ 3. What is the surname of the very well to-do hobbit Bilbo? (1 mark) ____________________________________ 4. What is the meaning of the term “adventure”? (1 mark) ____________________________________ 5. What creature/species is only slightly different to a hobbit, and what creature/species are considered slightly more different to a hobbit? (2 marks) ____________________________________ 6. How old was Bilbo when he settled down immovably? (1 mark) ____________________________________ 7. What genre of fiction would J. R. R. Tolkien’s “The Hobbit” be classified as? (1) ____________________________________ 8. What is the tone and atmosphere of the extract and can you find quoted examples of when this tone is evoked? (2 marks) ________________________________________________________________________ 9. Find two adjectives used to describe place (not character). (1 mark) ____________________________________ 10. Who were more respectable out of the Tooks and the Bagginses? (1 mark) ____________________________________ 11. Answer on the next page of lined paper - Based on the description given of the Hobbit, please draw a picture of it labelling its distinctive features. (see answers to Q 2 as a guide). When complete, describe in full sentence show you would respond if you met a creature of this appearance. Take note: you will not be judged on the quality of your artwork (12 marks)

English Levels 1 -8 Focus levels 4 -6 Y 8 English Writing Paper Please read the instructions on this page before continuing: Wait until the teacher says you can begin the test before opening the booklet. This paper is 45 minutes long. Section A and B should take up to 20 minutes each to answer the questions. Each section has 30 marks in total. It is advised you read through each section and following questions carefully giving yourself up to 10 minutes to write notes and plan your responses. Make sure you understand what the task is asking you to do. Write all answers (other than tick box questions) in full sentences with correct spelling, punctuation and grammar. Name: …………………………………… Date: ……………………………………. . Class/year: . . ………………………………. .

Writing Paper Section A // Creative writing task The backstory • You have spent many years training to be an actor and have signed an agent in order to make a career out of your talent. The action Write an imaginative fiction story about: • You are offered the star role in a blockbuster sciencefiction epic with an A-List cast and director. Report on your journey and experience of gaining your dream job. Was it everything you expected it to be and more? (30 marks)

Writing Paper Section B // Writing to persuade Imagine you are a parent and you have to persuade your sons and daughters to use no media products and adopt this lifestyle. Scenario: The Spencer family are a typical family but have certain rules regarding the usage of media products in and out of the house. If their sons and daughters finish their homework, they are allowed television usage for games, films or TV programmes for up to 1 hour. They are allowed on the internet for homework but their online usage is checked. They are expected to finish the week’s chores by their schedule. Privileges are withdrawn by breaking these rules and rewards are given for showing responsibility. Useful tips will be found on the planning page to improve your writing style. Write a letter to your sons and daughters to persuade them why a life without media products should improve their lives. Convince the reader that you are writing from a parent’s point of view. (30 marks)

English Levels 1 -8 Focus levels 5 -7 Y 9 English - Reading Paper Please read the instructions on this page before continuing: Wait until the teacher says you can begin the test before opening the booklet. This paper is 1 hour 15 minutes long. Section A and B should take 30 minutes each. Each section has 30 marks in total. It is advised you read through each section and following questions carefully giving yourself up to 15 minutes to write notes and plan your responses. Make sure you understand what the task is asking you to do. Write all answers (other than tick box questions) in full sentences with correct spelling, punctuation and grammar. Take note: line numbers have been provided with each extract. Name: …………………………………… Date: ……………………………………. . Class/year: . . ………………………………. .

All the World's a Stage by William Shakespeare The Road Not Taken by Robert Frost All the world's a stage, And all the men and women merely players; They have their exits and their entrances, And one man in his time plays many parts, 5 His acts being seven ages. At first, the infant, Mewling and puking in the nurse's arms. Then the whining schoolboy, with his satchel And shining morning face, creeping like snail Unwillingly to school. And then the lover, 10 Sighing like furnace, with a woeful ballad Made to his mistress' eyebrow. Then a soldier, Full of strange oaths and bearded like the pard, Jealous in honor, sudden and quick in quarrel, Seeking the bubble reputation Even in the cannon's mouth. And then the justice, 15 In fair round belly with good capon lined, With eyes severe and beard of formal cut, Full of wise saws and modern instances; And so he plays his part. The sixth age shifts 20 Into the lean and slippered pantaloon, With spectacles on nose and pouch on side; His youthful hose, well saved, a world too wide For his shrunk shank, and his big manly voice, Turning again toward childish treble, pipes 25 And whistles in his sound. Last scene of all, That ends this strange eventful history, Is second childishness and mere oblivion, Sans teeth, sans eyes, sans taste, sans everything. Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; 5 Then took the other, as just as fair, And having perhaps the better claim Because it was grassy and wanted wear, Though as for that the passing there 10 Had worn them really about the same, And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way I doubted if I should ever come back. 15 I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I, I took the one less traveled by, And that has made all the difference 20

‘All The World’s A Stage’ Questions ‘The Road Not Taken’ Questions 1. What extended metaphor has Shakespeare used and what is its effect on the reader? Answer in full sentences with quotes support your ideas. ________________________________________ ________________________________________ ________________________________________ ________________(6 marks) 1. What extended metaphor has Frost used and what is its effect on the reader? Answer in full sentences with quotations to support your ideas. ____________________________________ ____________________________________ ____________________________________ ______________ (6 marks) 2. What is the purpose and meaning of ‘All the World’s A Stage’? In other words, what point is Shakespeare trying to make about society through this poem? ________________________________________ ________________________________________ ________________________________________ ________________(6 marks) 2. What is the purpose and meaning of ‘The Road Not Taken’? In other words, what point is Frost trying to make about society through this poem? ____________________________________ ____________________________________ ____________________________________ ______________ (6 marks) Answer this main question on the next lined page provided: Compare the techniques each writer uses in order to get certain ideas across when reflecting on the very general theme of “life” and “experience”. Which poem is most effective in achieving this and why. (12 marks) Use quotations to support your ideas and answer in full sentences.

William Shakespeare was a poet and a playwright – as well as the famous poem ‘All The World’s A Stage’, he also wrote the infamous tragedy ‘Romeo & Juliet’ – here is an important scene where Romeo Montague sneaks into Juliet Capulet’s orchard after becoming besotted with her at the Capulet’s party. It is also important to know that the Capulet and Montague families are rivals – both are aware of the conflict of interest but can’t help but pursue each other despite advice on the contrary. ROMEO & JULIET by William Shakespeare ACT II SCENE II. Capulet's orchard. Enter ROMEO JULIET Ay me! ROMEO (Exam hint – Romeo is hiding in the orchard and essentially eavesdropping on and stalking JULIET without her knowledge of his presence) But, soft! what light through yonder window breaks? It is the east, and Juliet is the sun. Arise, fair sun, and kill the envious moon, Who is already sick and pale with grief, That thou her maid art far more fair than she: Be not her maid, since she is envious; Her vestal livery is but sick and green And none but fools do wear it; cast it off. It is my lady, O, it is my love! O, that she knew she were! She speaks yet she says nothing: what of that? Her eye discourses; I will answer it. I am too bold, 'tis not to me she speaks: Two of the fairest stars in all the heaven, Having some business, do entreat her eyes To twinkle in their spheres till they return. What if her eyes were there, they in her head? The brightness of her cheek would shame those stars, As daylight doth a lamp; her eyes in heaven Would through the airy region stream so bright That birds would sing and think it were not night. See, how she leans her cheek upon her hand! O, that I were a glove upon that hand, That I might touch that cheek! 5 10 15 20 25 30 ROMEO She speaks: O, speak again, bright angel! for thou art As glorious to this night, being o'er my head As is a winged messenger of heaven Unto the white-upturned wondering eyes Of mortals that fall back to gaze on him When he bestrides the lazy-pacing clouds And sails upon the bosom of the air. 35 40 JULIET O Romeo, Romeo! wherefore art thou Romeo? Deny thy father and refuse thy name; Or, if thou wilt not, be but sworn my love, And I'll no longer be a Capulet. ROMEO Shall I hear more, or shall I speak at this? JULIET 'Tis but thy name that is my enemy; Thou art thyself, though not a Montague. What's Montague? it is nor hand, nor foot, Nor arm, nor face, nor any other part Belonging to a man. O, be some other name! What's in a name? that which we call a rose By any other name would smell as sweet; So Romeo would, were he not Romeo call'd, Retain that dear perfection which he owes Without that title. Romeo, doff thy name, And for that name which is no part of thee Take all myself. 45 50 55

Comprehension questions (tick the correct box - 1 marks for each correct answer – 2 marks for each question that requires a full sentence response): 1. What name is given to a speech that audibly expresses the character’s inner monologue and is voiced for the purpose of expressing it to the audience? Metaphor 2. Actor-audience interplay Soliloquy Juliet says “O Romeo, Romeo! wherefore art thou Romeo? ” (line 41). What linguistic device is used in Juliet’s speech? Emotive language Rhetorical question Statistics Personification 3. Why are Romeo and Juliet not having a direct conversation with each other? _________________________________ 4. What language device is being used when Romeo compares Juliet to the sun? (line 3) ______________________________ 5. How does Romeo describe the appearance of the maid? (Quotation required) _________________________________ 6. Despite Romeo and Juliet’s affection for each other, why are they debating to themselves whether a relationship together will work out or not? _________________________________________________________________ 7. Why are they both so expressive in describing their affection for each other? _________________________________________________________________ 8. What potential conflict could arise with Romeo at the Capulet’s Orchard? _________________________________ 9. Answer this question on the next lined paper page in this booklet (in full sentences): Main question: Describe the tone, tension and atmosphere in this scene at the Capulet’s Orchard. Consider: the representation of each character and the use of language to convey feelings. Note: use quotations to support your ideas. (16 marks)

English Levels 1 -8 Focus levels 5 -7 Y 9 English - Writing Paper Please read the instructions on this page before continuing: Wait until the teacher says you can begin the test before opening the booklet. This paper is 1 hour 15 minutes long. Section A and B should take 30 minutes each. Each section has 30 marks in total. It is advised you read through each section and following questions carefully giving yourself up to 15 minutes to write notes and plan your responses. Make sure you understand what the task is asking you to do. Write all answers (other than tick box questions) in full sentences with correct spelling, punctuation and grammar. Name: …………………………………… Date: ……………………………………. . Class/year: . . ………………………………. .

Writing Paper Section A // Creative writing task The backstory You are stranded on a desert island after swimming to shore from a ship that capsizes. You must learn survival skills despite having no experience or training with survival techniques. After travelling around the island, you find coconut trees, fish swimming by the shore and the growling sound of wild animals that suggests that they might be carnivorous. There are no man-made objects on the island, so survival depends on your ability to be resourceful. However, on your life jacket, you have a whistle and a flare. Will you struggle to survive? Will you find a means to stay alive or will you gain the good fortune of being rescued? Write a descriptive fiction story developing a convincing and absorbing narrative from this point. Apply the following techniques in your writing: Empathy – find a way to encourage the reader to involve themselves in your fictional survival story (to empathise with you, the narrator, and your situation). Sense based imagery – paint a picture with words to give the reader a sense of the scene (Take note: your imagery can be emotive) Descriptive detail – involve the reader in your story by being specific. Develop conflict, tension, suspense and mood – think about your use of language to make the reader feel what you, the survivalist feels. Include connective sentence starters and a variety of sentence structures – simple, compound and complex for effectively conveying the mood of the story. (30 marks)

Writing Paper Section B // Writing to argue Argue cases for and against parental decisions regarding three approaches to the use of media products. Scenario: Three families each have sons and daughters that attend school. When they arrive home, each family has a different attitude towards how they use entertainments like television and computers for programmes, films, video games, internet and music. Family 1 do not own any media products. Instead, they spend their time cooking homemade food from vegetables grown in the garden, raising animals and a patch of farmland as well as doing homework, chores and playing sports. Family 2 like to eat their meals around the television. Their sons and daughters will play video games, watch films, text on their phones, spend hours online and listen to music. There are no restrictions on usage unless an argument develops or they are behind with homework and chores. Family 3 own similar media products to Family 2 but have some rules regarding their usage. If their sons and daughters finish their homework, they are allowed television usage for games, films or TV programmes for up to 1 hour. They are allowed on the internet for homework but their online usage is checked. They are expected to finish the week’s chores by their schedule. Privileges are withdrawn by breaking these rules and rewards are given for showing responsibility. (30 marks)

English Levels 1 -8 Focus levels 6 -8 Y 10 English - Reading Paper Please read the instructions on this page before continuing: Wait until the teacher says you can begin the test before opening the booklet. This paper is 1 hour long. Section A and B should take 30 minutes each. Each section has 30 marks in total. It is advised you read through each section and following questions carefully giving yourself up to 15 minutes to write notes and plan your responses. Make sure you understand what the task is asking you to do. Write all answers (other than tick box questions) in full sentences with correct spelling, punctuation and grammar. Take note: line numbers have been provided with each extract. Name: …………………………………… Date: ……………………………………. . Class/year: . . ………………………………. .

On The Pulse of Morning by Maya Angelou (1928 -2014) “Angelou has been figured a national celebrity since the reading of her poem, ' On the Pulse of Morning', at President Clinton's inaugural in 1993. Maya's writings have a way of embracing people and successfully state her thoughts and emotions. "Pulse" is a call for hope and opportunity part of our history. Maya Angelou's poem ' On the Pulse of Morning' relates to diversity, change over time, and equality. ” A Rock, A River, A Tree Hosts to species long since departed, Marked the mastodon. The dinosaur, who left dry tokens Of their sojourn here On our planet floor, Any broad alarm of their hastening doom Is lost in the gloom of dust and ages. Before cynicism was a bloody sear across your Brow and when you yet knew you still Knew nothing. 5 I will give you no more hiding place down here. Your mouths spilling words Armed for slaughter. 15 20 25 Each of you a bordered country, Delicate and strangely made proud, Yet thrusting perpetually under siege. Your armed struggles for profit Have left collars of waste upon My shore, currents of debris upon my breast. 30 45 50 Today, the first and last of every Tree Speaks to humankind. Come to me, here beside the River. Each of you, descendant of some passed On traveller, has been paid for. You, who gave me my first name, you Pawnee, Apache and Seneca, you Cherokee Nation, who rested with me, then Forced on bloody feet, left me to the employment of Other seekers- desperate for gain, Starving for gold. You, the Turk, the Swede, the German, the Scot. . . You the Ashanti, the Yoruba, the Kru, bought Sold, stolen, arriving on a nightmare Praying for a dream. 55 60 65 Here, root yourselves beside me. Yet, today I call you to my riverside, If you will study war no more. Come, Clad in peace and I will sing the songs The Creator gave to me when I and the Tree and the stone were one. So say the Asian, the Hispanic, the Jew The African and Native American, the Sioux, The Catholic, the Muslim, the French, the Greek The Irish, the Rabbi, the Priest, the Sheikh, The Gay, the Straight, the Preacher, The privileged, the homeless, the Teacher. They hear. They all hear The speaking of the Tree. Plant yourself beside me, here beside the River. The Rock cries out today, you may stand on me, But do not hide your face. Across the wall of the world, A River sings a beautiful song, Come rest here by my side. 40 There is a true yearning to respond to The singing River and the wise Rock. But today, the Rock cries out to us, clearly, forcefully, Come, you may stand upon my 10 Back and face your distant destiny, But seek no haven in my shadow. You, created only a little lower than The angels, have crouched too long in The bruising darkness, Have lain too long Face down in ignorance. The River sings and sings on. I am the Tree planted by the River, Which will not be moved. 35 I, the Rock, I the River, I the Tree I am yours- your Passages have been paid. 70

On The Pulse of Morning by Maya Angelou (1928 -2014) [Page 2 of Poem and Questions for Analysis] Lift up your faces, you have a piercing need For this bright morning dawning for you. History, despite its wrenching pain, Cannot be unlived, and if faced With courage, need not be lived again. 75 Lift up your eyes upon The day breaking for you. Give birth again To the dream. Women, children, men, Take it into the palms of your hands. Mold it into the shape of your most Private need. Sculpt it into The image of your most public self. Lift up your hearts Each new hour holds new chances For new beginnings. Do not be wedded forever To fear, yoked eternally To brutishness. 80 85 90 The horizon leans forward, Offering you space to place new steps of change. Here, on the pulse of this fine day You may have the courage To look up and out upon me, the 95 Rock, the River, the Tree, your country. No less to Midas than the mendicant. No less to you now than the mastodon then. Here on the pulse of this new day You may have the grace to look up and out And into your sister's eyes, into Your brother's face, your country And say simply Very simply With hope Good morning. 100 105 1. Identify and quote five uses of metaphor throughout the poem in note form. (5 marks) _______________________________________ _______________________________________ 2. Consider lines 43 -48 and 56 -63. Why does Angelou list many cultures, religions and races? What point is she trying to make through their inclusion in the poem? Answer in full sentences. (5 marks) _______________________________________ _______________________________________ _______________________________________ 3. Answer this question on the next lined paper page in this booklet (in full sentences): Main question: Explore and analyse the tone, languages and techniques Angelou uses in order to convey her worldview. Also, consider the more obscure and cryptic uses of symbolism and try to interpret their meaning. (30 marks)

‘Pride and Prejudice’ by Jane Austen Opening extract (Chapter 1) It is a truth universally acknowledged, that a single man in possession of a good fortune must be in want of a wife. However little known the feelings or views of such a man may be on his first entering a neighbourhood, this truth is so well fixed in the minds of the surrounding families, that he is considered as the rightful property of some one or other of their daughters. ``My dear Mr. Bennet, '' said his lady to him one day, ``have you heard that Netherfield Park is let at last? '‘ Mr. Bennet replied that he had not. 5 ``But it is, '' returned she; ``for Mrs. Long has just been here, and she told me all about it. '‘ Mr. Bennet made no answer. ``Do not you want to know who has taken it? '' cried his wife impatiently. ``You want to tell me, and I have no objection to hearing it. '‘ This was invitation enough. ``Why, my dear, you must know, Mrs. Long says that Netherfield is taken by a young man of large fortune from the north of England; 10 that he came down on Monday in a chaise and four to see the place, and was so much delighted with it that he agreed with Mr. Morris immediately; that he is to take possession before Michaelmas, and some of his servants are to be in the house by the end of next week. '‘ ``What is his name? '‘ ``Bingley. '‘ ``Is he married or single? '‘ ``Oh! single, my dear, to be sure! A single man of large fortune; four or five thousand a year. What a fine thing for our girls!'‘ ``How so? how can it affect them? '‘ ``My dear Mr. Bennet, '' replied his wife, ``how can you be so tiresome! You must know that I am thinking of his marrying one of them. '‘ ``Is that his design in settling here? '‘ ``Design! nonsense, how can you talk so! But it is very likely that he may fall in love with one of them, and therefore you must visit him as soon as he comes. '‘ 15 20 ``I see no occasion for that. You and the girls may go, or you may send them by themselves, which perhaps will be still better; for, as you are as handsome as any of them, Mr. Bingley might like you the best of the party. '‘ ``My dear, you flatter me. I certainly have had my share of beauty, but I do not pretend to be any thing extraordinary now. When a 25 woman has five grown up daughters, she ought to give over thinking of her own beauty. '‘ ``In such cases, a woman has not often much beauty to think of. '‘ ``But, my dear, you must indeed go and see Mr. Bingley when he comes into the neighbourhood. '‘ ``It is more than I engage for, I assure you. '‘ ``But consider your daughters. Only think what an establishment it would be for one of them. Sir William and Lady Lucas are 30 determined to go, merely on that account, for in general, you know they visit no new comers. Indeed you must go, for it will be impossible for us to visit him, if you do not. '‘ ``You are over-scrupulous, surely. I dare say Mr. Bingley will be very glad to see you; and I will send a few lines by you to assure him of my hearty consent to his marrying which ever he chooses of the girls; though I must throw in a good word for my little Lizzy. ” ``I desire you will do no such thing. Lizzy is not a bit better than the others; and I am sure she is not half so handsome as Jane, nor 35 half so good humoured as Lydia. But you are always giving her the preference. '‘ ``They have none of them much to recommend them, '' replied he; ``they are all silly and ignorant like other girls; but Lizzy has something more of quickness than her sisters. '‘ ``Mr. Bennet, how can you abuse your own children in such way? You take delight in vexing me. You have no compassion on my poor nerves. '‘ ``You mistake me, my dear. I have a high respect for your nerves. They are my old friends. I have heard you mention them with consideration these twenty years at least. '‘ ``Ah! you do not know what I suffer. '‘ ``But I hope you will get over it, and live to see many young men of four thousand a year come into the neighbourhood. '‘ ``It will be no use to us if twenty such should come, since you will not visit them. '‘ ``Depend upon it, my dear, that when there are twenty I will visit them all. '‘ Mr. Bennet was so odd a mixture of quick parts, sarcastic humour, reserve, and caprice, that the experience of three and twenty years had been insufficient to make his wife understand his character. Her mind was less difficult to develop. She was a woman of mean understanding, little information, and uncertain temper. When she was discontented, she fancied herself nervous. The business of her life was to get her daughters married; its solace was visiting and news. 40 45

Questions on ‘Pride and Prejudice’: 1. “It is a truth universally acknowledged, that a single man in possession of a good fortune must be in want of a wife. ” This is considered one of the most famous first lines of a novel in literary history. How does Austen set the tone for the novel with this introduction? What can we expect regarding plot, character and narrative from this revealing first line? Answer in full sentences. (6 marks) _______________________________________________________________________ _______________________________________________________________________ 2. What is noticeable about the characterisation of the Bennet family from this initial extract? Consider: their priorities and goals are, their class, how the family talks to one another. Answer in full sentences. (4 marks) _______________________________________________________________________ 3. How does Elizabeth Bennet (the narrator) represent her father Mr. Bennet in lines 4649 and what does this reveal about her character? (5 marks) _______________________________________________________________________ ____________________________________ 4. Answer on the next page of lined paper – Main question – What tone, atmosphere has Austen set in Chapter 1 of ‘Pride and Prejudice’ and how has her ideology influenced plot development, characterisation and illustration of period and setting? Consider: the use of language to convey certain ideas. Note: write answers in full sentences and create a PEEL (or PQA) paragraph response – your answer must use quotations to support your ideas. (12 marks)

Foundation and Higher Reading Paper: Assessment Marking Criteria APP Level Section A: Understanding and Explaining Poetry Section B: Understanding and analysing Fiction Marks 1 2 A brief, illegible attempt made to respond to the text with little coherence and occasional references to the question given in random note form. Y 6/7 = 0 -5/30 Y 8/9= 0 -5/30 Some expression, straight-forwarded information recalled, generally clear idea of comprehension, simple comments, attempt to organise ideas, some effective language choices, simple statements about likes and dislikes, general features identified. Y 6/7 = 6 -9/30 Y 8/9= 6 -9/30 3 Reliance on simply structured sentences, some basic connectives used, obvious parts identified, basic features identified with no linked comment, little comment on writer’s use of language, comments identify main purpose, simple connections made. Y 6/7 = 10 -14/30 Y 8/9 = 10 -13/30 4 Some relevant points identified, some points supported by quotation, able to infer evidence from points in the text, some structural choices identified, basic features of writer’s use of language identified, simple comments on writer’s choices, main purpose identified, some awareness of writer’s viewpoint, basic reference to context made. Y 6/7 = 15 -18/30 Y 8/9 = 14 -16/30 5 Most points clearly identified, comments supported by relevant quotation and reference, explanation developed deducing meaning of evidence, general awareness of writer’s craft, writer’s use of language and their choices identified and generally explained, main purpose clearly identified with general overview, similarities and differences between texts identified with some explanation. Y 6/7 = 19 -23/30 Y 8/9 = 17 -19/30 6 Relevant points clearly identified with quotation, reference and developed link to the question, secure understanding and explanation of the text’s features, meaning and purpose, implications of writer’s choices explored, detailed and intuitive analysis of text focused on its effects as well as its purpose, appropriate terminology used to support ideas exploring the purpose of language choices, main purpose precisely located at word and sentence level throughout text, viewpoint perceptively interpreted and some exploration of contextual implications. Y 6/7 = 24 -29/30 Y 8/9 = 20 -22/30 7 Increasing precision in selection and application of textual reference that develops an authoritative viewpoint, teasing out meanings and weighing up evidence objectively, evaluation of structure and its relevance to the writer’s purpose, perceptive interpretation of how language is used and how it contributes to the text’s extended meaning, appreciation of how particular techniques and devices achieve certain effects, appropriate intertextual insight, analysis of meanings and interpretations of the text. Y 6/7 = Full marks Y 8/9 = 23 -25/30 8 Clear critical stance developing a coherent interpretation of the texts drawing on imaginative insights with wider textual knowledge, clear appreciation of how text structure and language support the writer’s purpose and contribute to meaning, response to overall effect of the text shows clear understanding and critical evaluation of writer’s purposes and viewpoints and how they are articulated throughout, sustained critical analysis shows appreciation of how it relates to context, tradition and explore the meanings produced from it. Y 6/7 = 26 -30/30 Y 8/9 = 26 -30/30

Foundation Higher Writing Paper: Assessment Marking Criteria APP Level Section A: Creative Writing Task Section B: Writing to persuade or argue Marks 1 2 3 Virtually no attempt made to construct a coherent response, illegible and in note form with very little accuracy or effort. Y 6/7 = 0 -5/30 Y 8/9= 0 -5/30 Mainly simple sentences, some accurate punctuation, basic sequencing of ideas, brief comments, basic purpose, some adventurous choices, many errors. Y 6/7 = 6 -9/30 Y 8/9= 6 -9/30 Limited variation in sentence structures, straight-forward, attempt at detailed punctuation, some paragraphing, appropriate ideas, some progression, main features present, simple but appropriate vocabulary, some words used for effect. Y 6/7 = 10 -14/30 Y 8/9 = 10 -13/30 4 Some variety of sentence lengths, use of connectives, accurate punctuation, ideas basically organised, clear paragraphing, relevant ideas, some detail, straightforward viewpoint, clear purpose but not consistent, some deliberate choices of vocabulary, occasional spelling errors (usually homophones). Y 6/7 = 15 -18/30 Y 8/9 = 14 -16/30 5 Variety of sentence structures, some emphasis for effect, some development of meaning for purpose, clear structure and linked paragraphing, structure supports purpose, relevant ideas with some imaginative detail, consistent viewpoint, clear purpose adapted for task, vocabulary chosen for effect, competent spelling with occasional phonetic errors. Y 6/7 = 19 -23/30 Y 8/9 = 17 -19/30 6 Controlled use of complex sentence structures, ambitious use of syntax with occasional errors, material is sequenced intuitively, paragraphing supports meaning with cohesion, imaginative treatment of appropriate materials, familiarity with conventions of variety of forms to suit purpose and audience, appropriate formal deployment, stylistic devices used for effect, vocabulary appropriate for purpose and audience (often ambitious). Y 6/7 = 24 -29/30 Y 8/9 = 20 -22/30 7 Judicious deployment of sentence types to achieve overall effect with range of complex punctuation features, information/ideas/events skillfully managed to achieve intended purpose and effect, paragraphing integral to meaning and purpose, paragraphs shaped for imaginative rhetorical effect, imaginative adaptation of wide range of forms and conventions for a variety of purposes and audiences, distinctive individual voice, consistent and imaginative vocabulary that is judicious and ambitious. Y 6/7 = Full marks Y 8/9 = 23 -25/30 8 Sentence structures imaginative, precise and accurate, matching writer’s purpose and intended effect on reader, imaginative control of subject matter in relation to structure, textual coherence is highly perceptive, creative selection and adaptation of wide range of forms and conventions to meet varied writing challenges with distinctive personal voice and style matched for intended effect, wide ranging vocabulary used imaginatively and with precision. Correct spelling throughout. Y 6/7 = 26 -30/30 Y 8/9 = 26 -30/30 Take note: While grading Writing assessments can be highly subjective, here are helpful guidelines that will help you identify respective levels (sub-levels a/b/c apply).