Read Who needs a map? and answer questions 1 to 5.

CLASS 7

Who needs a map?

The family camping holiday (same place as last year, why go anywhere else?) had assumed titanic proportions this year with invited guests and close relatives swelling numbers to horrifying levels. As a young teenager, Luke was dubious (read bored witless) at the prospect of spending three weeks in close proximity to his parents friends and relatives. Luckily none of his school friends would be around to witness the 5am departure of the camping convoy (its better to travel together in case somebody gets lost or breaks down) except one. Andrew was the only redeeming feature about this marathon event a life raft that would stop Luke from sinking into a mire of aunties and babies and toddlers and pain-in-the-neck cousins who think they know everything about fishing. He could go exploring with Andrew. He had a detailed map of the forest area around the lake and further beyond into the numerous hills and gullies scored by rivers and small streams. The novelty of Andrews metal detector was never far from Lukes mind either. Imagine finding gold! There had been a gold rush in this area two hundred years earlier maybe there was something left. Shortly after breakfast on the first day, Luke and Andrew made their bid for freedom supported by a carefully packed lunch, drinks (dont forget your hats and take a jacket) and the metal detector. Yes, life in the bush was fine. No parents, no irritating cousins and a decent-sized cave A CAVE? Who needed a map? The entrance to the cave was partly obscured by enormous boulders and they would have passed it by unnoticed if they hadnt been following the beeping of the metal detector which led them to the entrance. Heavy river sand was heaped on the cave floor and their feet punctuated the silt in deep prints. Lukes torch flicked over another set of prints further ahead. Very recent prints the sides still well-defined very large boot prints. A light glimmered deeper in the cave and they could hear the low rumble of voices. Adult voices. Big boot voices.

International Assessments for Indian SchoolsEnglish 1

1.

In paragraph one, Lukes attitude towards the family camping trip is one of (A) (B) (C) (D) resignation. indifference. exasperation. complacency.

CLASS 7

2.

What is the purpose for placing the quotations in brackets? (A) (B) (C) (D) to include Lukes thoughts and feelings to relate a conversation between Andrew and Luke to refer to previous comments made by Lukes parents to indicate the writers thoughts about actions occurring in the story

3.

The word scored as it is used in this text refers to (A) (B) (C) (D) the marks left on hillsides by rivers and streams. the grooves that rivers and streams make on the gullies. the points allocated to different types of rivers and streams. the many lines formed by rivers and streams that appear on Lukes map.

4.

This text is part of a longer narrative. The information in this part of the narrative sets the scene and develops a sense of (A) (B) (C) (D) history. humour. foreboding. improbability.

5.

Which word is used as an adverb in the text? (A) (B) (C) (D) mire partly around swelling

2 International Assessments for Indian SchoolsEnglish

CLASS 7

ACKNOWLEDGEMENT Educational Assessment Australia would like to thank the copyright holders who have granted permission to use the texts and graphics cited below. We would appreciate information regarding any errors or omissions in the sources. SOURCES Who needs a map? text and graphic EAA 2006.

International Assessments for Indian SchoolsEnglish 3

CLASS 7
QUESTION 1 2 3 4 5 ANSWER C C D C B DESCRIPTION OF SKILL Interpret characterisation in a narrative text Interpret the purpose of a stylistic device in a narrative text Use context clues to interpret the meaning of a word: scored Interpret tone of a narrative text Identify a word functioning as an adverb in a narrative text: partly AREA RL RL LU RL LG LEVEL OF DIFFICULTY Medium Hard Medium Hard Medium

LEGEND
Area refers to the particular curriculum area or strand assessed by the question. RL Reading: Literary questions which require students to comprehend and interpret texts such as stories, poems, extracts from novels, reviews, plays questions which require students to understand and interpret information and argument texts, including texts which incorporate diagrams, tables and images, from a range of curriculum areas, eg reports, editorials, advertisements, explanations questions about how language is employed in texts, eg writers style, tone, vocabulary, figurative language

RF Reading: Factual

LU Language: Usage

LG Language: Grammar questions about accuracy and clarity within whole texts or sentences, eg pronoun reference, syntax, punctuation, tense

Level of difficulty refers to expected level of difficulty for the question. Easy Medium Hard It is estimated that 80 100% of candidates will choose the correct option It is estimated that 31 79% of candidates will choose the correct option It is estimated that less than 31% of candidates will choose the correct option

4 International Assessments for Indian SchoolsEnglish