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    LS English 8 Unit 8 Test

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    LS English 8 Unit 8 Test

    Uploaded by

    Sumaiya Resources
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    LS_English_8_unit_8_test

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    358 views5 pages

    LS English 8 Unit 8 Test

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    Sumaiya Resources

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    © All Rights Reserved
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    of 5

    CAMBRIDGE LOWER SECONDARY ENGLISH 8: END OF UNIT 8 TEST

    Name Date

    End of unit 8 test


    Section A: Reading
    Read the article below, then answer questions 1–6.

    Tourist feared he would die


    Bonnie Malkin
    An American tourist has told how he feared he would die as he spent two and a
    half hours clinging to the outside of a train travelling through the Australian
    outback at speeds of up to 70 mph.
    Chad Vance, a 19-year-old student from Alaska, jumped on to the Ghan, which
    5 travels from Adelaide to Darwin, as it pulled out of Port Augusta. He had hopped
    off to stretch his legs during a stop, and panicked when he saw it moving off. He
    managed to squeeze into a small stairwell, but as the train gathered speed and
    night fell he realised his decision could be fatal.
    ‘I was worried I wasn’t going to survive,’ he said. ‘If I’d fallen off at that speed and
    10 hit the nasty-looking rocks below, I don’t think I would have made it.’ He clung on
    for two hours and 20 minutes before Marty Wells, a crew member, heard his cries
    for help and brought the train to an emergency stop. ‘Chad is a very lucky guy.
    When we rescued him his skin was white and his lips were blue,’ Mr Wells told a
    newspaper. ‘We were still about three hours away from our next scheduled stop
    15 and in that time he could have easily died of hypothermia or lost his grip.’
    Mr Vance boarded the Ghan in Adelaide on 28 May for the journey to Alice
    Springs. He lost track of time in Port Augusta and arrived back at the platform as
    the train was moving off. He said he knew it would pull up outside to change
    drivers, so he decided to chase it. When he caught it up, he banged on the
    20 windows of the first-class dining carriage. The passengers ignored him because
    they ‘probably thought I was some crazy kid,’ he said.
    After five minutes, the train started to pull away again and he made the
    ‘instinctive’ decision, which he admitted was a ‘pretty crazy idea’, to climb back on
    board. Wearing only jeans, boots and a T-shirt, he endured freezing temperatures
    25 before he was rescued.
    ‘He was shaking uncontrollably for several hours and complained of numbness
    to the left side of his body and arms and said his face was also stinging,’
    Mr Wells said.

    Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021 1
    CAMBRIDGE LOWER SECONDARY ENGLISH 8: END OF UNIT 8 TEST

    1 Give two facts from the first paragraph (lines 1–3) that show how dangerous the
    situation was.

    • [2]

    2 Explain, using your own words, why Chad Valance got off the train at Port Augusta.

    [1]

    3 Look at paragraph 3 (lines 9–15).

    a Give one word that means ‘held tightly’.

    [1]

    b Give an example of informal language and explain why it is effective.

    Example:

    Effect: [2]

    4 Look at paragraph 4 (lines 16–21).

    Explain, using your own words, why Chad Vance decided to chase the train.

    [1]

    5 Give two features of articles that are used in this extract.

    • [2]

    Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021 2
    CAMBRIDGE LOWER SECONDARY ENGLISH 8: END OF UNIT 8 TEST

    6 What is the main purpose of this text?


    Tick () one box.

    to persuade the reader not to chase trains

    to report a story of survival against the odds

    to advise the reader about hypothermia

    to entertain the reader with a funny story [1]

    Section B: Writing
    1 Write an article for your school magazine about the importance of acting sensibly and
    following rules when using public transport. You should write three paragraphs.
    You could include:
    • why rules exist
    • how breaking rules can endanger individuals
    • how breaking rules can affect other people. [10]

    Space for your plan:

    Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021 3
    CAMBRIDGE LOWER SECONDARY ENGLISH 8: END OF UNIT 8 TEST

    Write your article:

    Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021 4
    CAMBRIDGE LOWER SECONDARY ENGLISH 8: END OF UNIT 8 TEST

    Cambridge Lower Secondary English 8 – Creamer, Clare & Rees-Bidder © Cambridge University Press 2021 5

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