3/31/2015 Easter Camp, 2015‘TASLE OF CONTENTS ACTIVE. AND PASSIVE YORE £@____-—-____97PRONOUNS ‘Write the correct form of the ‘SELF’ PRONOUN to complete the following sentences. SEA, 2008 ctexive ree completed the job himsclf. | Pronouns: the Sseif" er * ‘pronouns Thaze pronouns (a tee reflect or Now da these: strengthen a werd already thete in the sentence. EXAMPLE: After scvera! attempts 5. Jalani, did you prepare that delicious meal 6 Kelly said, “I can see in the next five years as a famous artist.” 7. The two sisters, Bina and Chitra travelled by to Canada. SEA, 2010 Relative Pronouns, EXAMPLE: We saw Mohan _who told us the good news. | wua " wom Now do these: Relative pronouns introduce relative adjecval lauses (restrictive and norvrestricive) WHOSE int: relative non war restrictive clauses are separated by commas ~| WHICH 5 » house was destroyed in the flood, is now staying with fricads. 6 Thelady ‘we greeted at the door is the new librarian. 7. MrBrown'sold shop has become an eyesore will soon be demolished, * has become an eyesore... This is a restrictive relative clause. The information fs important for you to understand the meaning of the sentence.SEA, 2012 EXAMPLE: _ I do not now to whom you spoke, but it wasn't me. “Who” and “whoever” are subjective pronouns; “whom?” and “whomever” are Inthe “objective case, That simply means that “who” (and the same for “whoever") isalways subject to a verb, and that “whom” [and the came for “whemever*) is always working as a8 object in a sentence. Now do these: 5. Wemet the author ‘won the first prize. Helpful Hint: Substitute “he/him” or “sho/her” Hits either “he” or “she,” then It's “who” and If it's “him” or “her,” then Fes "whores" 6 Thegirl brother was ill went to call her mother. 7. Tropical storm Tomas sswept across the Canbhean last year caused much damage. 2013 Now do these: “don’t need your help! 1 want to do it instead the Tittle boy. 6 Youhave to dry all those dishes again because axe still wet? 7. [found this book on the floor: to does it belong?‘SUBJECT AND VERS AGREKWENT ‘Only verbs in thei finite forms can be Singular oF plural ‘Singular subject's followed ‘Write the correct form of the ver bya singular. The subject of prist Gilles Wow then his broth ‘this sentence is ‘Brant’. Brant rit rites (write/write) more neatly er. is one person. Theretore, Sloggular ver must follow — “wees! Now do these: 1, Justin and his brothers to lessons every Saturday. eo) ‘A plural subjects . sovteni ing their bi followed bya 2. Andrew and Aall joylenjoys) riding their bicycles. liyah__{enjoy/enjoys) riding eles ral verb 3. Not one of those mango trees (is/are) bearing fruit. 4. Allthe boys excepr Sunil__ ikeikes}ericket. ae require a plural vert, 5. Neither Leile nor trer friends (want/wants) to play. ‘The fotlowing expressions sre singular and must be followed by a singular each: eachot: every: everyone 6. Esch of the players ‘(yfiries) hard to score] of ene of: not one of: nelther af: anyone: amyone of: some-one: somebody: everyone: everybody: ‘aobody. Wtwonnouns, the former of which is singular are joined by expressions such 26 in addition to, lke, 25 well 2s, with, together with, besiles, incuding, then the verbs must be singudar.7. The coach, as well as the manager of the team, (attendanends) practice every Saturday. 8 All thechildren except me (drink/drinks) water after playing at Iuschtime. 9. The team members (Cleanicleans} the tennis court before the game. 10. A box of crayons (owas/were) eft in the classroom, 11. Ronald, together with his parents, (visivvisits) England each vaeation. 12. Each of the girls (do/does) her daily chotes before coming to school. 13. A few of the apples (havemnas) black spots. 14, Neither the desk nor the chair (svasiwere) clean. 15, Neither Mary nor her brother ike/likes) to be late. 16. We {was/were} going to our friend’s home when she became ill. 17. Each of the animals (doldoes) its own tricks at the circus. 18, Neither the goats nor the cows (stay/stays) in their pens. 19. The members of the football team {has‘tave) to practise today. ‘With nefther_..nor and elther..or, the verb formis determined by the noun or pronoun that is closest tothe verb.20. Social Studies. (is/are) an interesting subject. 21, Neither Mark nor Tom {hasftiave) the correct answer. | ‘With netther—..nor and 22, The news of the flood. (was/were) frightening, pate te er form & determined by n ‘or pronoun that Is dlasest 23. (Do/Does) the dog and the eat play with you? tothe verb, 24. Bither Tom or this brother {climbiclimbs) the mango tree. With neither_-norand ither..oF, the verb form is {the noun or pronoun that Is désest to the verb,ACTIVE AND PASSIVE VOICE [ Jeremy, the subject of the Rewrite the seatencet below in the ACTIVE. vaice. ‘sentence, isbeing acted upon. ‘Therefore, tha rontence is in the SEA, 2008 Subject | | vers—T[ Object passive voice. EXAMPLE: Jeremy was given a giftby the teacher. The teacher gave Jeremy 2 6if. Ce ceacher, the subject, now the Subject | [verb | [ object doer of the action. Therefore, the semence Is now in the active wotce. Steps to change the Passive Volce to the Active Voice 1. Mave the passive sentence’s subject into the active sentence’s direct object slot ‘was given a gift by the teacher-—___> .. (gave] Jergmy agit. ‘The sublect. leremnv. becomes the ——————> Direct Oblect 2. Remove the auxiliary verb 6¢ ftom the main verb and change main verb's form if needed. You may also need ta change the verb tense. Jeremy was given a gift, ——————> Jeremy a gift. * be aunliary verb 3. Place the passive sentence's object of the prepo aby the t (_ ——___—_——> The F gave Jeremy ... ecloreen t Now do these: 10, Allthe Club members have been spoken to by the President.11. The animals are taken good care of by the zockeeper. The students, the subject, are ‘Rewrite the sentences below in the PASSTVE v ‘the doers of the action. ‘Therefore, the sentence isin EXAMPLE: — StudefifS from our school won all the {he active vote, 4 1] the prizes were won by students from our schools. cof the first sentence, is ae now the subject of the [Phe students are now the sentence, direct object of the sentence and are being acted upon. ‘Therefore, the sentence ts now in the passive voice, To change 2 sentence from active to passive voice, do the following: ect abject into the sontence's subject slot 1. Move the active sentene Students tom ot shat won a fe ries ———> A prizes... Direct Object now the subject of the sentence 2. Place the active seatence’s subject into a phrase beginning with the preposition by nts from our school... ————-» by student from our school, Subject prepotons [phrase 3. Add a form of the auxiliary verb be to the aanin verb and change the main verb's form Students from our schoo! won... Ail the prizes weg won. Verb Verb + auxiliary be Now do these: 12, The earthqueke victims sent an urgent request for belp.13. Aiport security were checking all vehicles. Rewrite the following sentences using the active voice. SEA. 2011 EXAMPLE: All the water in the cooler was drunk by the thirsty children after the race. ‘The thirsty students drank all the water in the cooler after the race. Now do these: 11. Over many years, the soil bas been washed away by the heavy rains. 12, Craft items will be sold by the students at our school to raise fimds for graduation. Rewrite the following sentences using the passive voice, EXAMPLE: A students from my school won the cress country race. The cross country race was won bya student from my school Now do these: 13. The workmen are repairing the roofs which were darcaged by the storm. 14. All the cinemas in the mall opened new movies last week.Rewrite the following sentences using the ACTIVE voice. SEA, 2011 EXAMPLE: All of the races were run by students from our school. Students from our school ran ail the races. Now do these: 11. The Independence Day parade is watched by Shiva every year. 12. Some of the famiture from the buming house has heen removed by alert neighbours. Rewrite the following sentences using the active voice. SEA, 2013 EXAMPLE: — The pley park was cleaned by the residents. The residents cleaned the play park. Now do these: 13. The new bridge is being built over the river by workmen from Patel’s Constmction, 14, Anew version of the song will be sung by the calypsonian at the Finais.DIRECT AND INDIRECT SPEECH 2013 SEA, ELA — Rewrite the following sentences using indirect (reported) speech, “No one isto talk in my absence.” waned the teacher ‘The teacher wamed that no one was to talk in ‘The Fitst and Second Persons, of pronouns are usually ‘changed into the Third Férson, Now do these: 11. “Ws is raining,” said Saleema, “I cannot leave.” r absence, n Change the Tense: [ Fs to talk” ~ present tense. Changed to— yeas total? ~ past tense [7 past 12. Joshua repiied, “I will come later.” ‘Anather helpful hint: Change wards which indicate time or place Direct Speech Indirect Speech Here: There Now Then. This. That These These Today “That day Tomorrow: The next day Yesterday The day beforeRemrite the following sentences us 1g direct speech. (2007) Example: The boy boasted that he had two pencils. “Thave two pencils,” boasted the boy. The boy boasted, “I have two pencils.” Do you remember the rues af changing Direct Speech to Indirect Speech? Hf you remember these rules, then simply do the ‘apposite when changing from indirect Speech to Direct Speech. Now do these: 20. Lynn asked if 1 wanted to see the prize that she wor. 21. Shasui shouted that he had not taken my eraser. 22, The secretary informed us that she did not think Mc. Lee was available,B Rewrite t following senteaccs using reported (indireet} specch. (2008) Now do these: 20. “It is raining too heavily for me 19 come out and play.” replied Ramesh, 21. The little gir] insisted, “I am waiting on my father!” 22. “Where are you going tomorrow?” asks hie friend, 2010 EXAMPLE: — “Marisa, have you seen my blue pen?” asked Leah. Leah asked Marisa if she had seen her blue pen. Now de these: 11, “Lam the world’s greatest dancer!” boasts the girl. 12, “Teacher,” the children asced, “can we play outside?”4 13. The teacher replied, “It looks as if tt will rain today.” Rewrite the following sentences using direct speech. 2012 EXAMPLE: — Rasheed exclaimed that he had dhe best drawing, “I have the best drawing!” Rasheed exclaimed. Now do these: 13. Mala told Sarah not to stand there because she was blocking her view. 14, Kamala insisted that she had not seen my diary yesterday.15 PUNCTUATION Insert the TWO missing punctuation marks te correctly complete EACH of the following sentences. YOU DO NOT NEED TO REWRITE YOUR SENTENCE. 2009 EXAMPLE: “Where are you going youag man” she asked “Where are you going, young man?” she asked Now do these: 1.Mrs. Williams our new principal thanked us fer our warm welcome. Hint: Use commas for parenthetical elements. A “paranthetical element” is any part of a sentence that can be removed without changing the real meaning af the sentence, 32, “What is the time” asked the visitor 33. Its too late to go to Aliyahs house tonight. Hint: Use an apostrophe in contracted forms Hint: lise an apostrophe in possessive forms. 34.These are the countries we visited Barbados St.Lucia and Antigua 35. “How llong for a Playstation 3 cried out Ryan. 2010 EXAMPLE: Wheres the store you told me about Where's the store you told me about? Now do these: 31“That's a wonderful idea” responded Ashas Mum excitedly. 32. After touring the museum visiting the exhibition, and having lunch they left for home. Hint: Use a comma after an introductory element/transitional word or phrase. 33, Some students bought these snacks at the fair nuts popcoraand lollipops. 34. Did you watch the film Slum Dog Milt ionairc?35. Haresh enquired, Has anyone seen my wristwatch? 2011 EXAMPLE: “Will youtake Ashas lunch” sheasked. “Will you take Asha‘s Inach?” she asked Now do these: 31. *Whatadelicious meal Shari remarked as she got up from from dinner. 32. The guest speaker a famous author told us about his new book. 33. “Are you finished Justin” the teacher enquired. 34. The girls bag was found, but they havent fourd her purse 35. The teacher said we still need these items mixed fruit two dozen eggs and a kIlogram of butter. 2012, EXAMPLE: “Will youtake Ashas lunch“ she asked. “Will you take Asha‘e luach?” she asked. Now do these: 31. The tiny puppy muddy and wetcrept quietly into the kitchen 32. The girls rooms havent been swept for the week. 33. Mrs. David's son in law is a farmer. 34. “Oh yelled the boy who wes stung by a bee. 35. These are all members of the cat family pumas cheetahs and jaguars. Hint: Use a comma between items in a series or list,a 2013 EXAMPLE: “Will youtake Ashas lunch” she asked. “Will you take Asha*s lunch?” che asked, New do these: 31. “What a beautiful suoset” Micha said excitedly to her brother 32. Its been a jong time since the children visited their Grandmothers house in Tabago 33. Keisha asked me why | didnt go to the fair 34, Sunil the leader of our group presented the report this morning 35, “Leah cat those vegetables at once, Mum Instructed.COMPREHENSION 2009 Read the passage below carefully and answer the questions based on it. Use complete sentences and correct grammar aud spelling. 36. 10 15 An carthquake is a shaking of the ground. It is caused by the sudden breaking and shifting of large sections of the earth’s rocky outer shell. Most earthquakes occur along a fault or fracture in the rock and they usually begin deep in the ground. The part where the rock breaks is called the focus. The area above the focus, the epicenter, is the place on the surface where the sirengest shaking is felt. Earthquakes seldom Kill people directly. However, the violent movement of an earthquake can make rivers change course. It can also trigger landslides and create huge destructive waves When these occur ‘they result in the death of many people. On average, 2 powerful earthquake strikes less than once every two years, while 40 000 to 50 000 small ones eceur annually. Of these only about | 000 are stroag enough to cause damage. tis important to know what to do when an earthquake strikes. Even more important is knowing how to detect earthquakes before they ‘eceur. Geologists are scientists who study the structure of the earth and earn how to detect earthquakes beforchand. Knowing where and how to build can help reduce injury and toss of property. People may also be ‘evacuated before an earthquake strikes. @ According to the passage, wliat TWO actions cause an carthquake? ® The answer is found directly in the first paragraph of the passage. What is a fault (line 3)? The answer is found directly in the first paragraph of the passage.a9 37. What isthe difference in location of the “focus” (Hine 5} and the “epicenter” (line 5) of am earthquake? The answer can be found in the first paragraph of the passage. However, students will have to understand the passage to select the relevant details to answer the question, since the answers to the first two questions also come from the first paragraph. 38. According to the passage, what are TWO effects of the movement caused by an earthquake? The answer can be found in the first part of paragraph two 39, How often is a very serious earthquake likely to occur? The answer can be found in the middle of paragraph two. 40. @) — Whyisitimportan: 10 know when an earthquake is likely to strike? The answer is found in paragraph three. Students will have to understand aud interpret the information given to respond correctly to this question.20 (@) Suggest TWO actions that persons can take in preperation for an earthquake. Understanding and interpreting the details of the third paragraph are necessary to answer this question.a COMPREHENSION 2010 Read the passage below carefully, and then answer the questions that are based on it. Use sentences and correct grammar and spelling. It seems that chikiren have atways played the game of marbles, but no one is absolutely certain when it began. itis. believed to have begun during the Stone Age. In Europe it was. elayed in the Middle Ages. And in ancient Egypt and Roma 5 children played with marbles long before modem times. In some Caribbean islands, the game is referred 10 as. “pitching”. Boys are the main players. Although girs play. the numbers are vary small. This may be as a result of the playing conditions which involve a great deal of stooping with the fingers. 10° and hands coming into regular contact with the ground. Some of the regular marble games played in the Caribbean are “lens and twenties” and “kila’. In the latter, the players try to get @ marble into a hole o holes whict are prepared for the game. ‘The player then “Kiss” or hts a of the other marbies, 15 which are near the hole. Those who are unable to make it into the hole feel the in of losing. As well as that left after they have been hit on the knuckles by tho winner. This is 2 gamo that only the brave dare 10 play. 36. (8) How do we know that the game of marbles has been around for a long time? The answer ix found in the (ext and context clues related to ‘time’ such as ‘tong, before modern times’ signal when the game is believed to have started. Students can also use their Anowledge of history when writing an answer. (@) Name ONE place mentionod in the passage, other than the Caribbean, where the game of marbles has been played. Students musi use context clues to know the location of the Caribbean and the other places. The word Caribbean is used to indicate the whole region so therefore the other countries mentioned must not be the Caribbean.R 37. Give THREE reasons why many git!s may not play marbles Some information for the answer ix located in the text but the third reason must be inferred/suggesied from knowledge of what girls may or may not like, The word "reason" means explanations are needed io answer the question why girls would not like to play marbles. 38. (@) To what do the words “the latter” (line 12} refer? The context clue in the sentence that follows immediately ajter the word ‘lauter” provides the answer fa the question. () Describe fully how the game of “killa” is played, Players unable to get their marble into the hole/holes are considered fasers of the game and they must get hit on the knuckles by the winner of the game. The question uses the key word ‘describes’ and ‘fully’ to sequence the process of playing the game ‘killa’ from beginning to end. 39. Why might a player cry at the end of a game of “Killa” The context clues used in this part of the passage will give reasons why a player might ery at the end of the game. Words which suggest pain might also help students to understand why playing “killa” is a painfial game.2B ‘Suggest a reason why the game of marbles continues to attract children. White using information located in the passage to answer the question, students can also draw on their own prior knowledge of the game, (whether they have played the ‘game themselves or seen others playing i). in arder to respond to the question. They can askand discuss questions such as ‘Why would a game continued to be played since the Stone Age? Why would I continue playing a game?’ in order io decide on an answer,COMPREHENSION 2011 Read the passage below carefully and answer the questions based on it, Use complete sentences and correct grammar and spelling. 36. 10 15 20 Tiger cubs lead dangerous and uncertain lives. Fewer than fifty per cent survive past theit second year. They are threatened by other predators such as jackals and hyenas. ‘Some cubs die of diseases or injury. When food is scarce, the ‘weakest ones can die from starvation, When cubs are faw months old, the ugress siats bringing meat back for them to eat. They also continue to drink her mitk for about tivee months. As the cubs grow, their mother must provide more and more food for them. This is a tring time: for her. Sometmos she must make a kill every day. ‘Once they can walk, the cubs start to explore their world. ‘They play with ezch othar, wrestling, chasing, and stalking. This helps them to develop their muscles and also grves tem practice in the kinds of movernents needed to make a kil. Tigers are not bom knowing how to kill prey. They learn slowly, through tial ‘and error, over a period of years. Even whan they become ‘expert hunters, tiger make a successful kil only about one in fifteen times. Mate tiger cubs become independent eartier than their sisters and strike out to hunt on ther own, When Mey do, they may face problems. Give TWO reasons why many tiger cubs may NOT survive past their second year. a This information is found in the text of the first paragraph. Students can tocate information using the key words which may signal deaih; therefore, they also need to use their vocabulary knowledge.5 37. According to the passage, what are TWO types af food for the tiger cubs? Students should took for key vocabulary words which suggest food in the passage. 38. (@} Why must the female tiger sometimes “make a kill every day” (line 10)? Students should read what comes before the line 10.and make a link to why she must make a kill every day. Signal words such as ‘this is' help to make shese links. (8) How does this action affect the tigress? Snudents need 10 explain how the activities which the tigress must do avery day 10 care for her cubs make her tired, 39. (@)_—_ How does playing prepare the tiger cubs to become hunters? The answer is located within the tex in paragraph three. Students need (0 understand ard link the key word ‘playing’ with how this develops the tiger's hunting skill and use this knowledge to select the relevant details. (t) —_Deseribe how a tiger can leam to hunt “through trial and errors” (lines 15-16),26 Saudents need to use their prior knowledge and understanding of the passage to answer this question. The student must first understand what ‘trial and error’ means and what the phrase ‘over a period of years" means to know that the hunting skit! is developed over a tong (period of time through hunting, making mistakes and trying again. 40. Suggest TWO “problems “which male cubs might face as they “strike out te hunt on their own” (Hine 20). Shudenis must first understand what the words ‘problems’ and ‘suggest’ mean in the context of the question and she passage. ‘Problems’ in this context mean a difficulty which may threaten the survival of the male tiger. The context clues which signal the answer lies in the last sentence of paragraph three which shows that there may be problems getting food even after the tiger has developed expert hunting skills.COMPREHENSION 2012 Read the passage below carofully and answer the questions based oa it. Use complete sentences and correct grammer and spelling. 10 15 20 25 ‘Skateboarding may have started in California but it is enjoyed by many young people in the Cariboean, The first skateboards were made for a surf shop in California which wanted something for surfers to do when they ware not surfing. During this downtime the surfers Used the boards to skate on the sidewalks and trled moves borrowed from surfing. Belore long, the activity was referred to as “sidewalk surfing”. ‘The first skateboards wera simple wooden boxes or boards ‘with wheels attached fo the bottom. Many peop got hurt. Theso boxes were later replaced by planks. Later boards were made of lighter and stronger materials such as aluminium, fibre glass and plywood. Eventually. manufacturers produced: skaleboards with attractive design and colours. Ramp skateboarding became fashionable in the 1980s. however Many people could nat afford to build the ramps or use those already built, and s0 they took ta the strests. This was the birth of freestyle skating, Stroot skaters also moved inl shopping ‘centres and car parks in an effort to find sutable sports and skate. ‘Several manoeuvres or tricks were invented. Most of them involved fiding on two wheels, like the “whealie”, and spinning on the back wheels, There was also the “hippie jump" which involved jumping over a bar and tanding on the board again. In some places today, skateboards are used by persons for ‘transportation. Those who use them in this way say that skateboarding is a fonn of exercise and is environmentally friendly. ‘Skateboaras are also easy to cary. 36 (@) Why was skateboarding first called “sidewalk surfing” (line 6-7)? a The answer can be found in the first paragraph of the passage. Students need to select the relevant details and write the response.2B (©) What words in the passage suggost that people are unsure of where skateboarding began? Students need to read the first paragraph, underline key words and use synonyms to assist in understanding the content. This will lead to identifying the word which shows that people are unsure of where stateboarding started, 37. Explain why person “got hurt” (line 9) in the early days of skateboarding, The key word in the question is ‘explain’ which means to give a reason, Students wouid have to read the passage and interpret from the information given a reason (s) why so many people got hurt. They car also use prior knowledge abou safety as well as why she materials sed would be unsuitable for skateboarding. 38. (2) Name TWO skateboard manoeuvres mentioned in the passege. The key word in the question is ‘name "-students have to read and re-read the passage to identify wo manvewvres. (®) Why might other persons who use the roads and car parks be concerned about skateboarders? 39. Sugecst a suitable title (or the passage.2 Students should determine the type of text-informative or descriptive. Then look at the main idea of each paragraph. This will help to determine a suitable title for the passage. Skateboards are a part of skateboarding. The passage gives information from the origins of skateboarding to the present day. 40, What are THREE advantages of using skateboards? The information is found directly in the text. Students should understand the word advantages and select information which would suggest thai using skateboards are advantageous.‘COMPREHENSION 2013 Read the passage below carefully and answer the questions based on it. Use complete sentences and correct grammar and spelling. 10 15 Most hummingbirds are about three to five inchas kong. However. the bee hummingbird is only five centmatres or about two inches, making it the amallost species of bird alive today. it ise't any bigger than a large insect, but don't let its tiny body fool you. itis a fierce fier. It can beat its wings up to 80 times per second. If you ever see one in fight, you'd notice its wings are just a blur to the human eye. Humming birds ‘are also the only vertebrates that can hover in one place. Add to that being able to fly backwards and upside down and these creatures are amazing flying machines. Boing a mastor flor isn't the only talont of the hummingbird. It also assists in plant reproduction. During the course of a day, the bee hummingbird can visit up 10 1800 flowers. When the hummingbird drinks nectar, pollen is transfered front the flower to the bird's bocy. This pollen is carried to the next flower. Transferring pollen from one: flower to another helps the pants to make seeds. Hummingbirds eat insects. In fact they eat about half their body mass each day. But even more impressive is the fact that they diink up to eight times their mass in nectar every day. This is why they usually live in gardens and areas where there is shrubbery. Adapted jrom Kelly Hashway, “A Mighty Flier,” Super Teacher Worksheets, www superteacherworksheets.com. 36. — What is the name of the smallest species of birds alive today? This information Is found in the ext. Siudents should underline key words and re-read with the purpose of locating the information 32. @ {(tmarky ‘What does the writer suggest by the word “fierce” in Tine 4? ‘Students should use context clues to determine the meaning of the word. Ni & an opposile context clue-since the image of the tiny body is paired with the word ‘fierce’. also the words “don’t let tts iny body foot you" suggests the opposite of what ts tiny body is able to do. mark)3 (®) Why are the humumingbird’s wings a blur to the human eye when it i flying ine 6)? Students should read what comes before and after the line as weil as use their own understanding of the meaning of the word ‘blur’. @ mark) 38. Why are hummingbirds described as “amazing flying machines “(line 9)? ‘Shudents should re-read the text looking and selecting information that show reasons why hummingbirds are called amazing flying machines. tis important that students understand their words of the question to decide on the relevant information to use for the answer. @ mark) 39. @ (mark) The details to answer this question can be found directly in the passage/ext Students should use the supporting details of the paragraph to find these details, ©) Why do hummingbirds live in gardens and areas of shrubbery? @ marks) Students should re-read the passage containing the details highlighted by key words suck ax ‘why’ and ‘live’ and then find a link between where birds live, ‘in gardens and areas ofshrubbery’ and why they live there. There is a clear connection between the two “This is hy" connects or comes right after the statement about the quantity of insects and nectar the birds need. 40. (a) Describe the important job that hummingbirds do in assisting in plant reproduction. Students need to understand the key words ‘describe’ and ‘reproduction’ when they read the passage. This may assist their understanding; they can also use their prior inowledge about pollination to describe the process. mark} (©) Suggest a suitable title for the passage. To choose « title, students should think about what are the main ideas presented about the hummingbird in the passage. 2 mark) Total 14 marks10 15 20 3 SEA 2009 poem Upon Daddy's shoulder response to 425 He is riding high- ‘The baby of the family, response to 42 6 AA pleased, chemry pie, Tmtired and my feet are sore Mseems so wrong.-response fo 41 a He's lucky to be little response to 43 b Butit won't last long. response to 43 5 The baby of the fomily. He grabs my toys: respouse to 41b ‘And when I grab them back he makes A big, loud noise. response to 41 mustn't hit him, so I chant Even though [ know he’s wong- response to 41.4 “You're lucky to be little response to 43 & Butit won't last long.” response to 43 6 Everybody looks at him And thinks he is sweet, Even when he bellows “No!"- response to 41 b ‘And stamps his feet.- response to 416 He won’tbe so amusing response to 43 5 ‘When he's tall and strong. response to 43 5 being little response to 43.6 But it won't last long, response t0 43.8 Angela Hirth4. (a) Which line in the poem tells that the speaker thinks he is being unfairly treated? (©) Identify TWO actions of the baby that are NOT pleasing to the speaker in the pocm, 42, (a) How is the baby related to the speaker in the porm? @) Give a reason for your answer. 43. (a) What is the meaning of the word “cham” as used in ling 137 (b) Which line(s) in the pocm suggest that the beby will NOT always be allowed to behave the same? 44, Why is the line, “it won't last long” repeated in each stanza?35 45. Write a suitable title for the poem.10 15 36 A Child's Life (Chores are no favourites of mine response to 44 Because | just can’t find the time response to 44 To study Maths, English and Science too response to 44 ‘And complete ihe list of tasks demanded by vou. responce to 41 « My computer games beckon tme-response fo 41 b And my cell phone needs me coustantly-response to 41 b Chatting with Shiends online is a must-response to 41 ‘What time is teft for dishes and dust? My life is as busy as a bee’s it’s unftirto plan before consulting me! response to 42a T must first check my calendar To see if time for chores is left after. response to 43 Ttry to survive this pace so hectic ‘Yes, you guessed, chores are not a part of it! At the mall with my friends I must lime-response to 4f But for housework, there's just no time.v7 41. (@) Which word in stanza 1 suggests that someone has spoken sternly to the child about chores? (0) According to the poem, what are THREE activities that prevent the child fiom doing chores? 42. (a) Which line in stanza 3 suggests that the child feels he or she is not being treated well? {b) Explain the child's complaint in stanza 3 in your awn words. 43. Why does the child need to ‘check’ his or her calendar (line 11)? 44, Does the poem cause you to feel any sympatiy for the child? Give a reason to support your answer45. What advice would you give to the child that might solve the problem?fa da 39 SEA 2011 poem THENIGHT ‘The night was creeping on the ground: She t and did n¢ response to question 43 4 Unit she reached the mee, and then response to question 42, response to question ‘She covered it, and stole again- response to question 41, response to question 43 4 Aloug the grass beside the wall. — response to question 41 Lneard the rustle of her shaw/*-response to question 43.a As she threw bl response to question 41, respanse to question Upon the sky and ground and air, — respanse to question 42 And in the room where I hid: — response fo question 41 But no matter what she did response io question 43 a To everything that was about, She could no: put my candie out, response to question 45, So Istared at the night, and she-response to question 43 « Stared back solemnly at me. James Stephens41.Name THREE things in the poem that the coming of the night changed. 42. Why docs the poct use the word ‘creeping’, (Line 1) to describe how the aight moved? 43. (a) Write TWO examples from the poem where the poet describes the night as a person. (®) Explain in your own words what the poet means by the line “threw blackness everywhere” (tine 7), 44, Write ONE jine from che poem where the poet appeals to the sense of G) sight (ii) bearinga 45. Was the person in the poem changed by the night? Write the line or lines from the poem that supports your answer10 5 SEA 2012 poem Colour on the Move ‘Watch them flit from flower to flower- response to question 42 Beautiful butterflies Like moving colourful paint boxes- response to question 42a Always flashing by. ‘Tasting, stopping, waiting- response to question 41 Fora touch from me- response to question 44.4 Maybe? ‘Not Delicate wings are easily broken- response fo question 44 b So Iwatch and admire ‘The beauty of nature. ‘Theirwings dancing up and down- response ta question 42 Like ballerinas moving To silent musical sounds, ‘Then off again ‘Smooth and graceful in flight, Colour on the move ‘What a sight - response to question 435a 41. State THREE different actions of the butterflies in the poem. (3mks) 42. (a) To what does the poet compare the butterflies in stanza 1? (1 mk) (b) Why does the poct make this comparison? (2 mks) 43. (@) What does the word “flit” used in line 1 suggest about the butterflies” movernent? Omks) (©) Which seas does the poet MAINLY appeal io in the poem? (1 mk) #4. (a) What is ehe person in the porm thinking of doing to the butterflies? (mk)(b) Why does the person have a change of mind? (2mks) 45. Is the title “Colour on the move" a svitable one for this pocin? Give 1 reason for your answer. (2mks)10 15 20 as SEA 2013 poem ‘The Shark A treacherous monster is the shark- response to question 42 He never makes the least remark, ux when he sees you on the sand, He doesn’t seem to want to land. He watches you take off your clothes, And not the least excitement shows. His eyes do not grow bright or soll, He bas astounding self control. response to question 42 b ard response to question ‘He waits until you are quite undressed. - response to question 42 b And seems to take na interest, ‘And when towards the sea leap, He looks as if he were asleep. But when you ouce get in his range, His whole demeanour scems to change. He throws his body right about ‘And his ime character comes out. After this warming you will wish Te keep clear of this teacherous fish, - response to question 41 Lord Aifred Douglas, “The Shark”, Poetry for Overseas Students Harrap, 1970, pp.94-95.41. @ Which word does the poet use to show that the shark is not ta be enusted? (1 mk) (b} What does the word “remark” (line 2) mean as used in the poem? (1 mk) 42. (a) Why does the shark not show “the least excitement” (line 6) when yeu take off your clothes? (2 mks) (b} Write TWO things about the shark which shows his patience. (2 mks} 43. (a) Explain what the words “his true character comes out” (line |6) mean. (2mks) (b) What causes the shark's “true charncter” to come out? (Zmks)44, Do you think the poet admires the shark? Give a reason for your answer, (2mks) 7 45. Write ONE lesson that the poem teaches. (2 mks)