english reading test ks3 2003

8/11/2019 English Reading Test Ks3 2003

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English Reading Test ks3 2003

A.

Questions 1, 2a. (3marks) - This tests your understanding of texts, description, selection and

retrieval of ideas, information or events from text as well as using of quotation and

reference to text.

B. Questions 5, 6, 9. (6marks) – These tests how you Interpret information, events and ideas

from text or what they imply

C. Questions 3, 4, 8, 10, 11, 13. (18 marks) – These tests how identify and comment on the

structure and organisation of texts, including grammatical and literary features/elements.

See explanation on these below pls

D. Questions 2b, 7, 12 (5marks) – These tests how to identify and comment on writers’

purposes and viewpoints and the overall effect of the text on the reader

LITERARY FEATURES/ELEMENTS are particular characteristics of a whole text. The elements help

structure a text.

Plot – the structure and sequence of events in a story

Theme – the main idea or message in a literary work (Theme should be expressed in a complete

sentence. An idea represented by a single word or phrase is a motif.)

Character – the people or players in a literary work who have a specific role or function in the plot

Setting – the time and place of a literary work that help define the situation in a literary work

Conflict – the struggle, obstacle or dilemma that drives the action in the literary work

Climax – the emotional high point of a literary work

Turning Point – the point in a literary work at which the action turns for or against the main

character

Mood – the atmosphere or emotional climate created by the literary work; the feeling created by

the text

Point of View – the person or narrative voice through which a story is told (not to be confused with

viewpoint, which is a writer’s or character’s feelings, opinions or perspectives) POV may be third

person omniscient, third person limited, or first person narrator or observer

Tone – the attitude or emotional state of the narrative voice (not the author or characters) as

revealed through the language of the literary work



17/32 marks

1.

(They want) The desire to get rich very quickly andit is The desire for exciting excitement 2/2 2marks

2a. The burial chambers that was filled with valuables. of Tutankhamun 1mark

The Vesuvius volcanic eruption.

(the burial chambers of) Tutankhamun;

• Shi Huangdi (buried with models of his army) / Chinese emperor buried

with models of his army;

• (the eruption of) Vesuvius / Pompeii;

• (the sinking of) the Titanic.

2b The author is trying to say that it is treasure hunting is a mystery

• to show that (lost) treasure can be found all over the world;

• to show that (lost) treasure has been associated with different times

in history;

• to show that (lost) treasure can include big / important finds;

• to show the different kinds of (lost) treasure / different ways

treasure can be lost;

• to enable readers to recognise at least one example 0/2

3. Mystery of pirate treasure=three

Why people go treasure hunting? = One

Getting ready to go =four

Adventure-with a sense of history=two 2/2 2marks



4A Shrouded means that the details of the treasure is spread around Hidden, /

covered up/a link with death

B Ever-great secrecy means that it will be hidden any treasure seeker not knows.

I don’t understand your sentence. This suggests that the secrecy/mystery associated

with the treasure keeps growing/becomes more and more difficult to uncover 0/2

5 That there is a certain chance of dying when on a treasure hunt. Some people

let treasure-hunting take over their lives eg “some people… end up…” “They

end up devoting their lives to it.” Your quotation is correct but your explanation

does not match it

Another one is that people think that it is just a relic of the past. “For others it

remains a pastime” your explanation and the quote from the story are

contrasting, they have to be the same. This is not a negative or the less exciting 0/2

side of treasure hunting. The answer is not relevant to the question asked

– people go on doing it (like the lottery), even though they know they won’t

find anything, eg week after hopeless week;

– very few people ever find treasure, eg Treasure-hunters sometimes do

strike lucky … implies that they mostly don’t;

– people often put a lot more into it than they get out of it, eg often

the time, effort and money invested are greater than the material rewards;

– treasure-hunting may be linked to other people’s misfortunes, eg the

victims of the eruption of the volcano Vesuvius or the unfortunate people

who went down with the Titanic;

– treasure-hunting involves a lot of planning / the preparation for



treasure-hunting can be dull or routine, eg Careful planning is essential

or researching the laws on different kinds of treasure;

– some people let treasure-hunting take over their lives, eg Some

people ... end up devoting their lives to it.

6 It was fine open walking here, and our way not necessary lay a little

downhill. 1/1 1mark

7 they grew very wide and the island was big by emphasizing the size/ height

of the tree; by writing more about the third pine tree than the other two; by

using nearly a whole paragraph / including a lot of detail to describe the tree;

by explaining it could be seen from a long way out to sea / it was large enough

to be a sailing mark /landmark for sailors. This question is meant for you to

comment on the writer’s purpose and the overall effect of the text on the

reader 1/1 1mark

8 A. the person has no fear fearless and is focused on the treasure. Swallowed

up their previous terrors suggest she fears the men had before have

completely gone or disappeared.

B. suggests the person was a keeping a strong eye this could be written as

the look in their eyes was one of determination or greed looks looking 2/2 2marks

for the treasure

9 ?You were require to interpret the information/ideas/events or what

they imply.

– his nostrils stood out and quivered what this quotation suggests

about Long John Silver’s state of mind – he is impatient / determined

to get to the treasure / agitated

– he plucked furiously at the line that held me to him – he is irritated

at having Jim attached to him / he is in an angry mood

– turned his eyes upon me with a deadly look suggests – he feels

hatred / murderous towards Jim

– Long John Silver hobbled, grunting, on his crutch – he is determined to



get the treasure (although he is finding it hard to move) 0/3

10 Firstly, The reader? is prepared for this because the men walked and got the

margin of the thicket. Secondly, Another point is that it said that it is hard for

me you should use reported speech here to keep up with the pace

of the other treasure hunters. Thirdly, In addition, the way that it ended was

that the several thousand pounds have been rifled and taken gone or wasted. Another

reason is that a rival treasure hunter, silver is was moving double the pace

of the author.

The writer describes how they are all stumbling towards the treasure,

running as fast as they can and speeding up to the spot, indicating a climax.

Also, they all suddenly stop, indicating amazement and the word ‘suddenly’

shows something has gone wrong. The way Jim and Long John Silver get

there is quite similar, ‘Silver doubled his pace, digging away with the foot

of his crutch like one possessed’ shows further that something has gone

wrong. Near the end, it shows how there is an excavation and that

someone has beaten them to it, something was very wrong indeed.

The description of the excavation says that the treasure has gone.

Finally the writer reveals the fact that ‘seven hundred thousand

pounds were gone!’

You have tried though. I wrote ‘firstly, secondly

and thirdly’ so that it shows you are writing along the prompts

you were given. 4/5 4marks

11

The way it creates mystery is the hot misty air coming out and he could not

see anything.

Another way it creates suspense is the candle flame because

it was about flicker and if it went out, therefore there would be a possibility no one

would know how the place looks. Very well answered. Well done 2/2 2marks

12 A. it makes the reader want to know how the place looks like. the writer asks

the reader to put himself / herself in his position.

B. it makes the reader want to know what the effect was. leaves the reader to

make up the next bit. makes the reader wonder what they could see / what is



coming next;

C.? creates a dramatic pause / breaks up the reading and so adds to the

suspense; allows the writer to give more information to the reader. 2/3 2marks

13

?The writers use of language suggests the different impressions he gets of the

treasure because he use a lot of contrasting descriptions between the different

things in the room. He describes the couches as ‘monstrous’ and

throwing ‘grotesque shadows’, which contrasts with the ‘exquisitly painted’

caskets and the ‘beautiful’ lotus shaped cup. This shows the different impressions

he gets because uses lots of different words that mean exactly the opposite of

each other, showing how varied his impressions of the treasure. He also contrasts

how the objects look individually with how they are arranged in the room. He

describes a ‘confused pile of overturned chariots, glistened with gold’ whichcontrasts the richness sharply with the mess and clutter associated with the word

‘confused’. Focused response which explores how different impressions of the

treasure are shown. Notion of contrast is effectively tracked through the text,

linked to particular ideas or words. References are selected with some

precision and some linguistic features are commented on. 0/5

english reading test ks3 2003

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