IGNITE READING & WRITING SKILLS 5 A

COMPULSORY
HONG KONG DIPLOMA OF SECONDARY EDUCATION EXAMINATION

ONLINE TEST PAPER 3

ENGLISH LANGUAGE PAPER 1
PART A
Reading Passages
1½ hours
(for both Parts A and B)

GENERAL INSTRUCTIONS

(1) There are two parts (A and B) in this paper. All candidates should attempt Part A. In Part B, you should
attempt either Part B1 (easier section) OR Part B2 (more difficult section). Candidates attempting Parts A
and B2 will be able to attain the full range of levels, while Level 4 will be the highest level attainable for
candidates attempting Parts A and B1.

(2) After the announcement of the start of the examination, you should first write your name, class and
Candidate Number in the space provided on the appropriate pages of the Part A Question-Answer Book
and the Part B Question-Answer Book which you are going to attempt.

(3) Write your answers in the spaces provided in the Question-Answer Books. Answers written in the margins
will not be marked.

(4) For multiple-choice questions, you are advised to blacken the appropriate circle with a pencil so that
wrong marks can be completely erased with a clean rubber. Mark only ONE answer to each question. Two
or more answers will score NO MARKS.

(5) Supplementary answer sheets will be supplied on request. Write your Candidate Number and question
number on each sheet.

(6) No extra time will be given to candidates for filling in the question number boxes after the ‘Time is up’
announcement.

(7) The two Question-Answer Books you have attempted (one for Part A and one for Part B) will be collected
together at the end of the examination.

INSTRUCTIONS FOR PART A

Attempt ALL questions in Part A. Each question carries ONE mark unless otherwise stated.

Not to be taken away before the

PART A end of the examination session

Ignite RWS 5 — OTP 3 (RP–A) -1- © Pearson Education Asia Limited 2018
 Read Text 1 and answer questions 1–24 in the Question-Answer Book for Part A.
Text 1
3 Cafe Kitchen proves it:
Children with special needs can be an asset to society
The public and businesses should challenge their view of
what children with additional needs are capable of, writes Lucy Beattie.
[1] When I was first approached about working in
a special needs school, I thought, ‘I’m not sure I
can do that; I’m not sure I want to work with
unresponsive children in an environment full of
5 medical needs, in a school at the top of the hill that
most local residents don’t even realise is there.’
Now, having worked at Three Ways School for
more than ten years as the public face of the
institution in the local business community — at
10 countless networking events, awards dinners and
charity gatherings — I’m extremely thankful that I
made the choice to set aside my preconceptions
and take the position.
[2] I only wish that I could give everyone insight
15 into the creativity, care, innovation and fun that is
part of everyday learning here. I’d like to show the
world what each of our children can achieve, and
how so many of them succeed in leaving school
and making a positive contribution to society. I
20 have no doubt that mainstream schools and leaders
in the business sector could learn a lot from the
pupils, practices and community of our school.
[3] When I started at the school, I was given a
challenge — one that I wasn’t sure could ever be
25 attained. The head teacher called me into her office
and asked me to look out the window at the bike
shed and picnic benches in an unused area at the
front of the school. Her idea was to build a cafe
where students from the school would work. In the
30 cafe, they would not be at school — they would be
at work. We could invite the public and employers
to come and see what the students were capable of.
It would be a business in which we would provide
students with training and courses to prepare them
35 for the real world.
[7] Mencap has created a national campaign to
Ignite RWS 5 — OTP 3 (RP–A)
[4] As a mum of three ‘mainstream’ girls and a
teacher who had no experience with special needs,
I had no idea what normally happened to students
after they had been through a special needs school.
I have since watched young people go camping, 40
work with advanced technologies, cook feasts, use
public transport alone — only to leave the support
and guidance of the school and go backwards.
Without a supportive family, a great social worker
or a forward-thinking college, many of these 45
youths end up needing to be cared for at home and
being unable to work.
[5] I have witnessed the beginning of this journey
through my friend, Caroline, as she battles with the
paperwork, meetings, hospital appointments, 50
choices of schools and thoughts of the future for
her amazingly vivacious, outgoing and capable son
who has Down’s syndrome. Alongside all of this,
she is an amazing advocate for children with
learning disabilities, fighting to ensure that her son 55
and others in the same position aren’t left at home
with ageing parents and only taken to a group once
a week, but are instead provided with continued
opportunities to learn, work and be a contributing
member of society. 60
[6] One in fifty people in the UK has a learning
disability, and just six percent of those who are
able to work are employed. How frightening is that
if you are a parent of a child with special needs?
Surely we can change that. Surely the pressure to 65
support those not in work and their families should
spur more projects like our cafe. We know that
with the right support, people with a learning
disability can achieve long-term paid employment,
become more independent and live fulfilling, 70
happy lives. So why are projects like ours so few
and far between?
[10] I am immensely proud of what we have 105
-2- © Pearson Education Asia Limited 2018
 work with employers to help them offer jobs to
75 those with additional needs. In my time at Three
Ways School, I have seen how tough it is to find
work placements for these young people. It is hard
for companies that are overstretched, understaffed
or simply don’t understand what would be
80 involved in taking on such a student. However, if
employers could see what our students are capable
of — see how they can be reliable and responsible
long-term members of staff — the situation would
surely change.
85 [8] After nearly a decade of planning and
construction — and thanks to £550,000 raised
through trusts, grants and private donations, as
well as the time, expertise and skills offered by a
dedicated team of builders, architects and
90 volunteers — we now have the very impressive,
award-winning 3 Cafe Kitchen.
[9] The opening was a huge milestone. By the time
we cut the ribbon, we had been quietly running the
cafe for two months, and six students had
95 completed their basic food hygiene certificate and
were working in the cafe. We saw the expressions
on parents’ faces — the hope it gave them for the
future. I sat with Caroline, both of us on the verge
of tears, talking about how we hoped that people
100 would see what these young people were capable
of achieving and work with us to open doors for
them. I could see how excited she was to know
that her son would have this opportunity in the
future.
Source: Article adapted from ‘Children with special needs can be an asset to society — our cafe proves it’, Copyright
Guardian News & Media Ltd 2018
END OF READING PASSAGE
Ignite RWS 5 — OTP 3 (RP–A)
achieved. It isn’t another ‘packaged flapjack and
soggy sarnie’ cafe; it offers tasty, freshly prepared
food. It isn’t in the corner of a school, smelling of
stale dinners; it is in a bright, airy space. We have
been asked to do outside catering for Thrings, a 110
firm of lawyers who have regular networking
events. This has led to our first student work
placements — in the boutique hotel No 15 Great
Pulteney Street — to trial having students in
housekeeping and in the kitchen. It is wonderful to 115
see young people flourish when given the
opportunity.
[11] I love and cherish the fact that my own
children will grow up knowing that they can
indeed have a conversation when a child with 120
additional needs says hello to us in the
supermarket. I want them to know that the child —
who might be in a wheelchair, who might speak
differently, who might never read or who might
find it hard to make eye contact — is still a person 125
who deserves to be chatted with. I want them to
understand that the child is just as capable of
working and being a part of everyday life as
anybody else.
-3- © Pearson Education Asia Limited 2018
This is a blank page.
 IGNITE READING & WRITING SKILLS 5 B1
EASY SECTION
HONG KONG DIPLOMA OF SECONDARY EDUCATION EXAMINATION

ONLINE TEST PAPER 3

ENGLISH LANGUAGE PAPER 1
PART B1
Reading Passages
1½ hours
(for both Parts A and B)

GENERAL INSTRUCTIONS

Refer to the General Instructions on Page 1 of the Reading Passages booklet for Part A.

INSTRUCTIONS FOR PART B1

(1) Candidates who choose Part B1 should attempt all questions in this part. Each question carries ONE mark
unless otherwise stated.

(2) Hand in only ONE Question-Answer Book for Part B, either B1 or B2.

Not to be taken away before the

end of the examination session

Ignite RWS 5 — OTP 3 (RP–B1) -1- © Pearson Education Asia Limited 2018
 PART B1
Read the following texts and answer questions 25–48 in the Question-Answer Book for Part B1.

Text 2

What do doodles say about doodlers?

Faces
Doodling faces can reveal a person’s personality. For example, drawing a balanced, attractive
face suggests that the doodler is positive and optimistic. On the other hand, drawing bizarre or
ugly faces can imply that the person is negative or has trouble trusting others. Someone who
5 wants to be noticed will often add a lot of detail to the eyes.

Flowers
People who like to sketch flowers with a circular centre and rounded petals tend to be friendly.
Flowers with a circular centre and pointy petals are often drawn by people who are caring on the
inside, but appear critical and defensive on the outside. People who scribble droopy flowers are
10 likely reluctant to open up to others.

Hearts
Hearts are a very common doodling theme, especially among adolescents, in particularly girls.
They suggest — you guessed it — that the doodler is either in love, or hopes to fall in love soon.

Patterns
15 People who draw highly-detailed patterns tend to be obsessive. This type of doodle hints at a
yearning to obtain perfection, order and control. Doodling intricate patterns is often favoured by
shy people.

Names
Doodlers who draw their own name like being the centre of attention. It’s common for teens to
20 draw their first name only — an indication that they want to grow up and be independent of
their parents. Sketching someone else’s name suggests that the person is on the doodler’s mind,
often in a romantic sense.

Stars
People who are determined and imaginative often draw stars. Optimists tend to sketch lots of
25 little ones bunched together. A large, single star can be evidence of a specific goal that the
doodler wants to achieve. Drawing an orderly pattern of stars suggests that the doodler is very
focused, while irregular stars are common with energetic types.

Squares or boxes
Doodlers of squares tend to be clear thinkers who are organised and in control. Their geometrical
30 sketches often indicate that they’re in the process of working out a solution for a problem. People
who sketch three-dimensional boxes and cubes tend to be good at analysing things and can iron
out problems efficiently.

Houses
House doodles reveal that the drawer has a desire for safety and security. If the doodles are neat,
35 chances are the doodler has a secure home life, while messy scribbles suggest a chaotic, unhappy
one. A house without windows hints at someone who is unhappy or feels trapped in a situation.

Ignite RWS 5 — OTP 3 (RP–B1) -2- © Pearson Education Asia Limited 2018
 Text 3

Five big benefits of being a doodler

It turns out that doodling — the spontaneous act of drawing cartoons, abstract patterns, scribbles, and so
on — is more than a pointless distraction. Even though doodling tends to get a bad rap, it is actually
associated with improved learning, creativity and performance. Here are five of doodling’s biggest
benefits.

1. Doodling helps us concentrate

5 A study published in 2009 found that participants who doodled while listening to a talk or phone call were
able to recall twenty-nine percent more information than those who took notes only. Study author Jackie
Andrade, a Psychology professor at Plymouth University in the UK, theorises that doodling and listening
are suited to each other. Doodling engages the brain’s processes that help us plan, multitask and
concentrate. It prevents you from wandering off to think about your grocery list or plans for the weekend.
10
2. Doodling makes us more productive
Doodling helps Californian Thy Anh Vo to keep accurate records for her career. She says that it allows her
to capture more details about a news story than note-taking does. ‘When I’m reporting on city council
meetings, for example, it gets kind of dizzying to keep track of all the people in the room, so sometimes I’ll
draw someone’s face, clothes, mannerisms [...] just because I can’t think of the words to describe them,’
15 she explains.

3. Doodling helps us take in oral information

Jesse Prinz, a Philosophy professor at The City University of New York, believes that doodling is well suited
for oral learning. ‘Doodling helps hit that sweet spot between listening too much and listening too little,’
he explains. ‘It keeps you in a state where your mind can’t wander [...] If I do not doodle, I find myself
20 having difficulty concentrating. I came to the conclusion that […] it keeps me very receptive to [oral]
information.’

4. Doodling is an outlet for our creativity

Sculptor and painter Lorina Capitulo struggled with creative block after moving to New York from the
Philippines. However, when she came across her son’s coloured markers, she began using them to pass the
25 time before work and sleep. ‘While doodling, I reflect on so many things happening in my life,’ she says.
She soon realised that her creations were giving her the same ‘high’ that she used to get from painting
and drawing in high school. She credits doodling with unlocking a new avenue for her artistic expression.

5. Doodling helps us generate ideas

‘Doodling [opens] us up to more exploratory avenues of thought,’ Prinz says. ‘If you spend half an hour
30 doing something creative, when someone gives you a problem, you will think about it in fresh ways.’
According to Andrade, doodling distracts people from thinking about problems, which allows them to
come up with solutions subconsciously. ‘The same thing can happen when sleeping,’ she says. ‘You spend
all day trying to solve a problem without success — only to wake up [the next] morning thinking, “Aha —
that’s the answer!”’
35

Source: Article adapted from ‘5 big benefits of being a doodler’ by Anna Almendrala, The Huffington Post

END OF READING PASSAGES

Ignite RWS 5 — OTP 3 (RP–B1) -3- © Pearson Education Asia Limited 2018
This is a blank page.
 IGNITE READING & WRITING SKILLS 5 B2
DIFFICULT SECTION
HONG KONG DIPLOMA OF SECONDARY EDUCATION EXAMINATION

ONLINE TEST PAPER 3

ENGLISH LANGUAGE PAPER 1
PART B2
Reading Passages
1½ hours
(for both Parts A and B)

GENERAL INSTRUCTIONS

Refer to the General Instructions on Page 1 of the Reading Passages booklet for Part A.

INSTRUCTIONS FOR PART B2

(1) Candidates who choose Part B2 should attempt all questions in this part. Each question carries ONE mark
unless otherwise stated.

(2) Hand in only ONE Question-Answer Book for Part B, either B1 or B2.

Not to be taken away before the

end of the examination session

Ignite RWS 5 — OTP 3 (RP–B2) 1 © Pearson Education Asia Limited 2018

 PART B2
Read Text 4 and answer questions 49–74 in the Question-Answer Book for Part B2.

Text 4

Destruction of nature as dangerous as climate change

A major UN-backed biodiversity study reveals that unsustainable exploitation
of the natural world is a threat to billions of people, writes Jonathan Watts.

[1] Human destruction of nature is rapidly eroding the earth’s capacity to meet the nourishment and
hydration needs of billions of its inhabitants, reveals the most comprehensive biodiversity study conducted
in more than a decade. According to the authors of the UN-backed report, which was recently released in
Medellin, Colombia, the rate of nature’s decline is so swift and extensive that the risks posed by
5 biodiversity loss should be considered on the same scale as those of climate change.

[2] Divided into four regional reports, the ‘study of studies’ was organised by the Intergovernmental
Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES), and approved by the
governments of 129 member nations. It was written by more than 550 experts from over 100 countries
around the world and took three years to complete. The study aims to provide a knowledge base for global
10 action on biodiversity in much the same way that the UN’s Intergovernmental Panel on Climate Change is
used by policymakers to set carbon emission targets.

[3] The study includes a number of standout — and alarming — findings. For example, it maintains that
exploitable fisheries in the world’s most populous region, the Asia-Pacific, are on course to decline to zero
by the year 2048. It also asserts that fresh water availability in the Americas has halved since the 1950s,
15 and that forty-two percent of land species in Europe have declined in the past decade.

[4] Highlighting these and other grim trends, the report was released in the same week that the decimation
of French bird populations was revealed to the public, as well as the demise of the world’s last male
northern white rhinoceros — which leaves the species only two females away from extinction. ‘The time
for action was yesterday or the day before,’ said Robert Watson, the chair of the IPBES. ‘Governments
20 recognise we have a problem. Now we need action — but unfortunately the action we have now is not at
the level we need. We must act to halt and reverse the unsustainable use of nature, or risk not only the
future we want, but even the lives we currently lead.’

[5] Although poaching often grabs headlines for the killing of rhinos and other animals, the biggest threats
to nature are from habitat loss, invasive species, chemicals and climate change. Conversion of forests to
25 croplands and wetlands to shrimp farms has fed a human population that has more than doubled since the
1960s, but at a devastating cost to other species — such as pollinating insects and oxygen-producing plants
— on which our climate, economy and well-being depend.

[6] In the Americas, more than ninety-five percent of high-grass prairies have been transformed into farms,
along with seventy-two percent of dry forests and eighty-eight percent of the Atlantic forests, notes the
30 report. The Amazon rainforest is still mostly intact, but it is rapidly diminishing and degrading, along with
an even faster disappearing cerrado (tropical savannah). Between 2003 and 2013, the area under cultivation
in Brazil’s northeast agricultural frontier more than doubled to 2.5 million hectares, according to the report.
‘The world has lost over 130 million hectares of rainforests since 1990, and we lose dozens of species
every day, pushing the earth’s ecological system to its limit,’ said Achim Steiner, administrator of the UN
35 Development Programme. ‘Biodiversity and the ecosystem services it supports are not only the foundation
for our life on Earth, but critical to the livelihoods and well-being of people everywhere.’

[7] Moreover, biodiversity decline is picking up steam. In the Americas — which have about forty percent
of the world’s remaining biodiversity — the populations are gobbling up resources at twice the rate of the
global average. Despite having just thirteen percent of the planet’s inhabitants, the regions are using a

Ignite RWS 5 — OTP 3 (RP–B2) 2 © Pearson Education Asia Limited 2018

40 quarter of the resources, said Jake Rice, a co-author of the regional report for the Americas. Since the start
of colonisation by Europeans 500 years ago, thirty percent of biodiversity has been lost in the Americas.
This will rise to forty percent in the next ten years unless official policies and public behaviour are
transformed.

[8] ‘It will take fundamental change in how we live as individuals, communities and corporations,’ he said.
45 ‘We keep making choices to borrow from the future to live well today. We need a different way of thinking
about economics with a higher accountability [for] the costs in the future,’ Rice added. Mark Rounsevell,
co-author of the European report, agrees: ‘We are responsible for all of the declines of biodiversity. We
need to decouple economic growth from degradation of nature. We need to measure wealth beyond
economic indicators.’

50 [9] The authors stress the close connection between climate change and biodiversity loss, which are
negatively affecting each other. They believe that by 2050, climate change could replace habitat loss as the
main driver of extinction. In many regions, the report claims that current biodiversity trends are threatening
UN global development goals to provide food, water, clothing and housing. They also weaken natural
defences against extreme weather events, which will become more common due to climate change.

55 [10] Although the number of conservation areas has increased, most governments are failing to achieve the
biodiversity targets set at the 2010 UN conference in Japan. In the Americas, only twenty percent of key
biodiversity areas are protected. To help meet these targets, the authors urged ending subsidies for
agriculture and energy that are encouraging unsustainable production. Robert Watson also urged people to
switch to a more sustainable diet (less beef, more chicken and vegetables) and to waste less food, water and
60 energy.

[11] There are glimmers of hope. In northern Asia, forest cover has increased by more than twenty-two
percent as a result of tree-planting programmes, mostly in China. In Africa, there has been a partial
recovery of some species. However, there is still a long way to go. The report outlines several different
future paths, depending on the policies adopted by governments and the choices made by consumers. None
65 completely halts biodiversity loss, but the worst-case scenarios can be avoided with greater conservation
efforts.

[12] According to Watson, the missing link is to involve policymakers across government and to accept that
biodiversity affects every area of the economy. Currently these concerns are widely accepted by foreign
and environment ministries; the challenge is to move the debate to incorporate these concerns in other areas
70 of government, such as agriculture, energy and water. Businesses and individual consumers also need to
play a more responsible role. ‘We don’t make recommendations because governments don’t like being told
what to do — so instead we give them options,’ Watson explained.

[13] The IPBES report will be used to inform decision-makers at a major UN conference later in the year.
Signatories to the Convention for Biodiversity will meet in Sharm El-Sheikh to discuss ways to raise
75 targets and strengthen compliance among countries around the world. However, more than 140 scientific
reports have been released since 1977, almost all of which have warned of deterioration of the climate or
natural world, and yet the situation has only worsened. Without more pressure from civil society, media and
voters, governments will continue to be reluctant to sacrifice short-term economic goals to meet the longer-
term environmental challenge to human well-being.

80 [14] ‘Biodiversity is under serious threat in many regions of the world, and it is time for policymakers to
take action at national, regional and global levels,’ asserted José Graziano da Silva, Director General of the
Food and Agriculture Organization of the United Nations. Other experts have put the crisis facing the
environment even more plainly. Biologist Paul Ehrlich recently warned that civilisation’s collapse is a ‘near
certainty’ in the next few decades due to the destruction of the natural world.

Source: Article adapted from ‘Destruction of nature as dangerous as climate change, scientists warn’, Copyright
Guardian News & Media Ltd 2018

Ignite RWS 5 — OTP 3 (RP–B2) 3 © Pearson Education Asia Limited 2018

 END OF READING PASSAGE

Ignite RWS 5 — OTP 3 (RP–B2) 4 © Pearson Education Asia Limited 2018

This is a blank page.
 Name:
Candidate Number

Class:
IGNITE RWS 5
ONLINE TEST PAPER 3
ENGLISH LANGUAGE
PAPER 1 PART A
A
COMPULSORY
QUESTION-ANSWER BOOK

Write your name, class and Candidate Number in the space provided on this page.

Read Text 1 and answer questions 1–24. (45 marks)

1. According to the title and subtitle of the text, the public and businesses …

A. are not able to help children with special needs.

B. do not yet see children with special needs as valuable members of society.
C. have changed their attitudes towards people with additional needs. A B C D
D. should set up more cafes for children with additional needs.    

2. Which of the following was NOT one of the writer’s ‘preconceptions’ (lines 12) before she started
working at Three Ways School?

A. The children need a lot of medical attention.

B. The children are not responsive to other people.
C. The school holds many events in the local business community. A B C D
D. The school is not well known even among local residents.    

3. How long has the writer been working at Three Ways School?

4. i) What metaphor does the writer use to describe her job responsibilities at Three Ways School?
(1 mark)

ii) Why does she use this metaphor? (1 mark)

5. What does ‘here’ (line 16) refer to?

6. Find words in paragraphs 2–3 which could be replaced by the following: (3 marks)

i) achieved
ii) normal
iii) understanding

7. What is the ‘challenge’ (line 24)?

Answers written in the margins will not be marked.

Ignite RWS 5 — OTP 3 (QAB–A) 1 © Pearson Education Asia Limited 2018

 8. According to paragraph 3, how did the writer feel when she first heard the head teacher’s idea?

A. confused
B. doubtful
C. excited A B C D
D. frustrated    

9. According to paragraph 3, what are the main goals of having the cafe? (2 marks)

i) For the public and employers:

ii) For the students:

10. What phrase does the writer use in paragraph 4 to suggest that her daughters do not have special needs?

11. Which of the following activities does the writer NOT provide as an example of things that she has
seen students do?

A B C D
   
A. B. C. D.

YanLev. Shutterstock Jules Selmes. Pearson Education Ltd Sozaijiten Beth Swanson. Shutterstock

12. i) According to the writer, what happens to many young people when they ‘go backwards’ (line 43)
after leaving a special needs school? (1 mark)

ii) Why does this happen? (1 mark)

13. Who does ‘she’ (line 54) refer to?

14. In paragraph 5, the writer ...

A. explains why some children are born with Down’s syndrome.

B. gives examples to show that Caroline’s son is very capable.
C. recounts how the writer met her friend whose son has special needs. A B C D
D. stresses the need for special needs children to be given more opportunities.    

Answers written in the margins will not be marked.

Ignite RWS 5 — OTP 3 (QAB–A) 2 © Pearson Education Asia Limited 2018

 15. Using the information given in paragraph 6, complete the table with the missing percentages. (2 marks)

i) Percentage of UK residents with a learning ii) Percentage of UK residents with a learning

disability disability who can work but do not have a job
% %

16. Find words in paragraphs 6 which are opposite in meaning to: (2 marks)

i) in need of help
ii) prevent

17. Find a phrase in paragraph 6 which has a similar meaning to ‘rare’.

18. Complete the following summary using ideas given in paragraph 7. Write ONE word for each blank.
Answers must be grammatically correct. (4 marks)

It is very (i) for students from Three Ways School to find jobs. Many (ii) say that they do not hire
people with special needs because they do not have the resources, the (ii) or simply the knowledge to
deal with the issue. However, if they could see that people with learning disabilities can actually be
good workers, the writer thinks that they would (iv) their minds and reverse the situation.

19. According to paragraphs 8–9, are the following statements True (T), False (F) or Not Given (NG)?
(5 marks)
Statements T F NG
i) It took more than ten years to make 3 Cafe Kitchen a reality.   
ii) The cost of building the cafe was paid for entirely by private donations.   
iii) 3 Cafe Kitchen is open seven days a week.   
iv) The cafe opened for business before the official opening.   
v) Caroline’s son was working at the cafe when it had its official opening.   

20. Who / What does ‘them’ (line 97) refer to?

21. What is the tone of the phrase, ‘another “packaged flapjack and soggy sarnie” cafe’ (lines 106–107)?

A. admiring
B. angry
C. critical A B C D
D. sympathetic    

Answers written in the margins will not be marked.

Ignite RWS 5 — OTP 3 (QAB–A) 3 © Pearson Education Asia Limited 2018

 22. Below is a summary of paragraph 10. In four of the lines, there is ONE mistake. If you find a mistake,
underline the mistake and replace the word with one that expresses the correct idea. Write the word in
the space on the right. If there is no mistake, put a tick () in the space. The first has been done for
you. (5 marks)

Summary Correction
e.g. The writer is very proud of the fact that 3 Cafe Kitchen is like other unlike
i) cafes in the UK. She points out that the food tastes good and is always
ii) expensive, and the cafe is well-located, bright and airy. She adds
iii) that a banking firm has started getting food catered by the cafe. This
iv) has led to some of the students getting jobs at a local restaurant, where
v) they have done extremely well in their work placements.

23. Match the correct subheadings (A–D) to the paragraphs in the article. Write the letter in the space next
to the paragraph numbers. (4 marks)

Subheadings Paragraph nos. (A–D)

A. How 3 Cafe Kitchen is making a difference 1–3

B. Why special needs children need support 4–5

C. How I became involved 6–7

D. Why employers should hire young people with special needs 8–11

24. Why do you think more organisations should employ young people with special needs?

END OF PART A

Answers written in the margins will not be marked.

Ignite RWS 5 — OTP 3 (QAB–A) 4 © Pearson Education Asia Limited 2018

 Name:
Candidate Number

Class:
IGNITE RWS 5
ONLINE TEST PAPER 3
ENGLISH LANGUAGE
PAPER 1 PART B1
B1
EASY SECTION
QUESTION-ANSWER BOOK

Write your name, class and Candidate Number in the space provided on this page.

Read Texts 2–3 and answer questions 25–48. (45 marks)

Text 2

25. What is the meaning of ‘doodlers’ in the title?

26. Which of the following doodles suggests that the drawer is a kind person, but may not seem like this to
other people?

A B C D
   
A. B. C. D.

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27. In lines 6–10, find two words that can be replaced by ‘doodle’. (2 marks)

i)
ii)

28. What group of people is most likely to draw heart doodles?

29. Who / What does ‘They’ (line 13) refer to?

30. Which of the following suggests that the doodler is suspicious of other people?

A. a colourful heart
B. a flower with rounded petals
C. a strange-looking face A B C D
D. a very detailed pattern    

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 31. Find words in lines 6–17 which could be replaced by the following: (3 marks)

i) desire
ii) preferred
iii) unwilling

32. What two things does someone who likes other people to focus on him / her tend to doodle? (2 marks)

i)
ii)

33. Why do you think teens who want to move away from their parents often doodle only their first name?

34. In line 25, who / what does ‘ones’ refer to?

35. Find a phrase in lines 28–32 that can be replaced by ‘solve or get rid of’.

36. Complete the sentence: If you often doodle houses, you probably a person who likes to feel and secure.

37. Which types of doodles indicate the following? Write the name of the type in the box. (5 marks)

i) The doodler has a special plan for the future.

ii) The doodler has family problems.

iii) The doodler is trying to find an answer to a problem.

iv) The doodler wants everything to be perfect.

v) The doodler wants to be in a romantic relationship.

Text 3

38. Which phrase would best replace ‘get a bad rap’ (line 2)?

A. be criticised
B. be studied
C. get ignored A B C D
D. receive praise    

39. Use ONE word to complete each blank. (2 marks)

Jackie Andrade’s study found that people who simply made (i) while listening could remember (ii)
information than those who also doodled.

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 40. In line 10, what are ‘grocery list’ and ‘plans for the weekend’ examples of?

41. What is Thy Anh Vo’s job?

42. In what way does doodling make Thy Anh Vo more productive?

43. Find words in lines 1–16 which could be replaced by the following: (3 marks)

i) confusing
ii) meaningless
iii) remember

44. Based on the information given in lines 17–22, fill in the blanks. Write ONE word in each blank. (4 marks)

According to Jesse Prinz, who (i) Philosophy at The City University of New York, doodling helps
people to (ii) through listening. He believes that it prevents people’s minds from (iii) while they are
receiving oral information. He himself finds it harder to (iv) when he is not doodling.

45. According to lines 23–29, are the following statements True (T), False (F) or Not Given (NG)? (5 marks)

Statements T F NG
i) Lorina Capitulo has always found it easy to create art.   
ii) Capitulo lived in the Philippines before moving to New York.   
iii) Capitulo’s son is skilful at drawing and painting.   
iv) Capitulo usually does not doodle just before bedtime.   
v) Finishing a doodle gives Capitulo a very positive feeling.   

46. What does ‘it’ (line 32) refer to?

47. Use information from the article and match each person with the correct speech bubble. Write the letter
of the speech bubble on the line next to the person given. (4 marks)

A. I don’t B. C. I draw D.
mind my students Doodling and pictures so I can Doodling lets
doodling in class resting can help remember what me to think
— I promote it! us think of ideas. people look like.’ about my life.

Jackie Andrade:
Lorina Capitulo:
Jesse Prinz:
Thy Anh Vo:

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 48. Choose the best alternative title for the article.

A. Doodle more, learn more

B. Help for doodlers
C. People who doodle A B C D
D. Reasons to doodle    

END OF PART B1

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 Name:
Candidate Number

Class:
IGNITE RWS 5

PAPER
B2
ONLINE TEST PAPER 3
ENGLISH LANGUAGE
DIFFICULT1 PART B2
SECTION
QUESTION-ANSWER BOOK

Write your name, class and Candidate Number in the space provided on this page.

Read Text 4 and answer questions 49–74. (45 marks)

49. According to the title and subtitle, what are humans doing that is threatening the world population?

50. According to paragraph 1, what will become harder for billions of people to get as a result of
biodiversity loss? Tick () two boxes.

food land medicine

money water

51. According to the authors of the study, why should people consider the threat of biodiversity loss to be
as serious as the threat of climate change?

52. Complete the note sheet. (4 marks)

IPBES study
No. of authors: (i)
Length of time to complete: (ii)
No. of government approvals: (iii)
Objective of the study: (iv)

53. According to the writer, what are three significant findings of the study? (3 marks)

i)

ii)

iii)

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 54. In line 20, who does ‘we’ refer to?

55. Find words in paragraph 4 which could be replaced by the following: (3 marks)

i) death
ii) stop
iii) worrying

56. Why is the northern white rhinoceros sure to go extinct?

57. What is the tone of the statement, ‘We must act to halt and reverse the unsustainable use of nature, or
risk not only the future we want, but even the lives we currently lead.’ (lines 21–22)?

A. annoyed
B. doubtful
C. pessimistic A B C D
D. warning    

58. i) What does the writer mean when he states that ‘poaching often grabs headlines’ (line 23)? (1
mark)

ii) What do you think is the reason that ‘poaching often grabs headlines’? (1 mark)

59. Give two examples of habitat loss caused by humans mentioned in paragraph 5. (2 marks)

i)
ii)

60. According to paragraph 5, why does our well-being depend on other species?

61. Complete the following paragraph using information given in paragraph 6. Write ONE word for each
blank. Answers must be grammatically correct. (5 marks)

In North, Central and South America, (i) has replaced ninety-five percent of (ii) regions and seventy-
two percent of dry forests. It has also taken over eighty-eight percent of the (iii) forest area along the
South American coast. Although (iv) of the Amazon rainforest at present is intact, habitat loss is
occurring (v) in the region.

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 62. What does ‘it’ (line 35) refer to?

63. What does the phrase ‘picking up steam’ (line 37) suggest about the rate of biodiversity decline?

64. Find a phrase in paragraph 7 which can be replaced by ‘consuming’.

65. According to Jake Rice, what two things should be done to prevent biodiversity loss in the Americas
from getting worse? (2 marks)

i)

ii)

66. In line 45, the writer uses the phrase ‘borrow from the future’ to say that most people ... in the future.

A. are worried about what the environment will be like

B. borrow money from banks so that they can live well
C. do not think about how their actions will affect the earth A B C D
D. think that the cost of all types of products will go up    

67. Which of the following quotes most closely matches Mark Rounsevell’s views?

A. ‘A country’s value should be about more than having money.’

B. ‘Biodiversity loss is a result of both human behaviour and nature.’
C. ‘Habitat destruction is a problem only in developing countries.’ A B C D
D. ‘It is more important to have a strong economy than to preserve wildlife.’    

68. What does the phrase ‘less beef, more chicken and vegetables’ (line 59) imply?

69. In paragraph 11, what message about the future of biodiversity loss does the writer send?

70. Who does ‘We’ (line 71) refer to?

71. According to paragraph 13, what is needed to persuade governments to take action on the issue of
biodiversity loss?

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 72. What is Paul Ehrlich’s attitude towards the future?

A. neutral
B. optimistic
C. pessimistic A B C D
D. uncertain    

73. Which of the following best describes the writer’s purpose in writing the article?

A. to criticise public attitudes towards biodiversity loss

B. to inform readers about the increasing biodiversity loss
C. to persuade governments to act against poachers A B C D
D. to predict the rate of nature’s decline    

74. Match the correct subheadings (A–G) to the paragraphs in the article. Write the letter in the space next
to the paragraph numbers. One has been done for you. (6 marks)

Subheadings Paragraph nos. (A–G)

A. Close link between habitat loss and climate change 1–3 B

B. Introduction to the ‘study of studies’ 4

C. Nature’s decline increasing due to little thought for the future 5–6

D. Need for action today to save civilisation tomorrow 7–8

E. News from the animal world backs up the report 9–10

F. Signs of hope and how to solve the problem 11–12

G. The most serious threats to nature 13–14

END OF PART B2

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