English B 2016
English B 2016
English B 2016
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Read the text and answer the questions that follow.
Nutshel I boats
Walnut shells make marvellous little boats. With
attention to detail and a good dose of imagination,
.... they can be made to resemble miniature pirate ships
or even ancient warships!
Method
1. Gently use a small hammer to crack one of the walnuts open. Carefully split
the shell into its two halves, so that each half remains intact, and remove
the contents. Some walnuts open easily, while you may need to use more
strength with others.
2. Cut a shape (about 3 cm x 4 cm) out of paper to create your sail. You can
experiment with sail shapes: rectangles, squares or triangles can all work
as long as they are symmetrical (can be divided to form equal halves).
Decorate your sail to match the idea you have for your boat. For example,
a pirate ship might have a skull and crossbones on the sail. If your boat is
to be entered into a walnut shell boat race, you might consider putting a
number on the sail or the boat shell.
3. Using the toothpick, make two tiny holes in your sail along a line of
symmetry, one at the top of the sail and one at the bottom. Thread the
toothpick through the holes to make the mast. You could also glue the
toothpick to your sail.
4. Attach your mast to the bottom of the walnut shell using a small piece of
modelling clay. Float your boat in a small amount of water to check that
your -mast is straight, the sail is in the correct position, and that your
boat is balanced.
Note
Once you have mastered the basics of making a walnut shell boat, you can experiment with your
design and the materials that you use. You might also like to create wind, using a fan for example,
to test how well your boat floats and moves.
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1. The words 'a good dose of imagination' refer to using
(A) luck.
(B) creativity.
(C) thoughtfulness.
(0) logic.
4. The text suggests numbering the sail or the shell so that the boat
(A) is colourful.
(B) can float.
(C) looks like a warship .
(0) can be identified.
6. Why is it important to have the mast positioned in the middle of the shell?
(A) to make sure that the sail can be clearly seen
(B) to make it easier to attach the sail correctly
(C) to make sure that the boat is balanced
(0) to make it easier to attach the mast to the shell
7. If you made a nutshell boat with a triangular sail, what should the sail look like?
0 0
0
0
0 0 0 0
(A) (8) (C) (0 )
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Read the text and answer the questions that follow.
I can hardly write about the dreadfulness of it all. You know the story so far, Diary:
weeks spent planning my billycart, just a couple of days building it, and only a few
hours last night painting it, ready for the big race. Yes, I realise that 'dreadfulness' is
an unhappy sounding word, but it describes today's events perfectly.
At 9 am exactly we lined up at the starting point on George Street. Mrs Digby waved
her chequered flag around as if her life depended on it, and we took off. Thirty-two
homemade billycarts tore down the hill. I was in front. I was smug. Have you heard
the expression 'Pride comes before a fall ' ? In my case it wasn't so much a fall, as a
head-on collision with the hay bale barrier at the end of George Street.
I've drawn the racetrack on the map. See that sharp right-hand bend into Queen
Street? I've circled it on the map. Well, Diary, I missed it completely. Sailed straight
ahead into the hay bales, didn't I? And why, you ask, did I miss the tum? Well, for
that explanation we need to return to the plans. It seems that I made an error with
the steering mechanism: it didn't steer! In my effort to make sure that the cart held
together, I had over-tightened the bolt holding the front axle (I've marked it with
an arrow on the picture). I know what you're thinking, Diary. I agree that a test run
would've indicated the problem, but I'd hardly had time to put the wheels on, Jet
alone have a test run.
So, there I was. Me, the cart and the hay bales. I sat among the mess and watched
31 fully-functioning carts successfully tum the comer. Sally Harris, who is supposed
to be my best friend, even had the nerve to wave and smile at me as she went past.
Here's a new word for you, Diary, since you don't like 'dreadfulness': chagrin. It
means disappointment or humiliation.
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8. Anna wrote her diary in a way that suggested she was
(A) hiding her feelings.
(B) planning for the next race.
(C) sharing the day's events.
(D) defending her decisions.
9. 'Mrs Digby waved her chequered flag around as if her life depended on it'
This description suggests that Mrs Digby waved her flag
(A) fearfully.
(B) carefully.
(C) suddenly.
(D) energetically.
13. Anna accepted that her accident could have been prevented by
(A) spending more time building the cart.
(B) trying out the cart before the race.
(C) tightening the bolts and screws before the race.
(D) becoming more familiar with the racetrack.
14. 'Sally Harris, who is supposed to be my best friend, even had the nerve to wave and
smile at me as she went past.'
This quotation tells readers that Anna thought Sally was
(A) being disloyal to her.
(B) cheating in the race.
(C) partly responsible for her accident.
(D) desperate to win the race.
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Don't be fooled by this strange little worm with The worm targets the limbs of its prey with its
its soft-looking skin and cute stubby feet. This 'glue guns', rapidly immobilising them. A few
velvety-looking little creature has an iron fist: more squirts provided at close range ensure
it is a lethal night-time predator that ambushes that the prey will stick around. Spiderman, eat
its prey, then glues it to death! your heart out!
The velvet worm is a reclusive little animal
that inhabits moist dark places. The body of Glue composition
the velvet worm is covered with papillae (tiny
The glue comprises 90% water, proteins,
bulges with bristles that are sensitive to touch
sugars, fats and a chemical called
and smell). These papillae give the worm's
nonylphenol. It is thought that the fat and
skin its velvety appearance.
nonylphenol components prevent the worm
from gluing itself. These two chemicals are
Glue-gun hunting also thought to slow down the drying process
long enough for the glue to spray through the
The velvet worm's hunting success relies on a
air and onto its target.
highly specialised technique: it squirts a fast-
hardening glue at its prey. Gonzalo Giribet,
a biologist at Harvard University, likens this Glue recycling: crispy on
mechanism to 'casting a very broad and sticky the outside!
net in front of your head '. The worm squirts
the liquid glue from glands located on the After gluing its prey into submission, t he velvet
sides of its head. It sprays in an overlapping worm b ites it, injecting digestive saliva which
snake-like pattern, similar to the way two liquefies the helpless victim's insides. The
unrestrained garden hoses would spray if they worm uses a lot of energy to produce g lue
were connected side-by-side and the taps and it can take about 24 days to replenish its
opened fully. The glue can be propelled up supplies, so the worm recycles ingredients
to 10 centimetres; there are some reports of by eating the dried glue when it consumes its
sprays reaching 30 centimetres. prey. Yum , crispy on the outside w ith lovely
gooey insides!
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15. The writer uses contrast in the opening paragraph in order to
(A) emphasise that the worm's appearance is misleading.
(B) describe how the worm disguises itself.
(C) emphasise the worm's colour.
(0) explain how the worm traps its prey.
16. The words 'lethal' and 'predator' mean that the worm
(A) uses camouflage when it hunts.
(B) is a highly effective hunter.
(C) attacks its prey from a distance.
(0) has an unusual defence mechanism.
17. In the third paragraph , the writer makes a comparison between the worm's glue spray
and the water spray from garden hoses. What is being compared?
(A) the volume of the spray (B) the pattern of the spray
(C) the distance of the spray (0) the effects of the spray
18. The glue can be propelled up to 10 centimetres; there are some reports of sprays
reaching 30 centimetres.'
Which word could replace the semicolon(;) and retain the meaning of the sentence?
(A) but (B) then (C) since (0) still
19. Which combination of factors would most likely result in hunting success for the worm?
Factor 1 Factor 2
(A) There is a distance of 30 cm between The worm's prey is unaware it is
the worm and its prey. being targeted.
(B) There is a distance of 8 cm between The worm has not hunted for 3 weeks.
the worm and its prey.
(C) There is a distance of 10 cm between The worm has sprayed glue twice in
the worm and its prey. the last 24 hours.
(0) There is a distance of 15 cm between The worm's prey is moving.
the worm and its prey.
20. One way that the worm speeds up its production of glue is by
(A) mixing it with water, sugar and fats.
(B) spraying glue on its prey at close range.
(C) hiding during the day.
(0) eating the glue that trapped its prey.
22. The image of the worm is used to support information in the text about
(A) why it only hunts at night and what happens to its prey.
(B) when it hunts its prey and the main components of its glue.
(C) how sticky its glue is and which prey it likes to trap.
(0) how it got its name and the way it traps its prey.
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Read the text and answer the questions that follow.
It was still oppressively hot in the compartment, even though she had
opened the window and left the door ajar. To make matters worse she was
hungry, but dinner wouldn't be served for another three hours. So, when the
chugging slowed and the train lurched to a clumsy halt, Emily felt thankful
for the change of pace. She stuck her head out of the window and gasped .
Hundreds of tribal people lined the side of the train track, young and old,
male and female. Feathered headdresses, bows and arrows, leather clothes,
beads and unfamiliar sounds-Emily struggled to make sense of the scene,
not knowing what to think or how to feel. For her, these native North-
American people had only existed as black-and-white pictures in the pages
of her school history books.
A knock at the door made her lift her head and she yelped in pain when she
banged it on the half-open window. Emily rubbed her head while the engine
driver, who was covered in soot and smelling of smoke, told her they would
stop for an hour. The people of the Cree nation had travelled many miles
to welcome the train passengers to their land, he explained. Emily tried to
concentrate on what he was saying, but with the white skin around his eyes
where his goggles had been and his sooty face, he looked like a racoon in
reverse. If her head hadn't been quite so sore, she probably would've smiled
at the sight.
She poked her head gingerly out of the window and looked down at a girl
about the same age as her. The girl smiled and beckoned. Emily clambered
down the steps of the carriage and onto the tracks. Accustomed to the
swaying motion of the train, she now felt strangely unsteady on land. The
girl held out a pair of moccasins to Emily.
'Thank you. My name is Emily,' she said to her new friend. 'Em-ill-ee,' she
repeated more slowly pointing to herself and nodding at the girl to see if
she understood.
'My name is Still Water,' the young girl replied. 'Still-War-ter,' she mimicked
Emily's sing-song pronunciation, and smiled. 'I belong to the Cree people.
Welcome to our land.'
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23. The writer introduces the setting and the main character by contrasting
(A) the sameness of the views and Emily's numerous fears.
(B) the magnificent views and Emily's lack of appreciation for them .
(C) the pace of the train and the rhythm of Emily's drumming fingers.
(D) the untamed wilderness of the region and the strictness of Emily's father.
I
24. Which option could replace the phrase 'even though' in the second paragraph
and retain the same meaning?
(A) however
(B) as a consequence
(C) despite the fact that
(D) because
25. Emily's initial response when she saw the native people suggests that she felt
(A) anxious.
(B) overwhelmed.
(C) fearful.
(D) annoyed.
26. Why did Emily poke her head 'gingerly' out of the window?
(A) She didn't want to annoy the engine driver.
(B) She didn't want to offend the Cree girl.
(C) She didn't want the Cree people to think that she was staring.
(D) She didn't want to hurt her head again.
27. In the fourth paragraph, what does the word 'strangely' tell readers about Emily's
struggle to keep steady?
(A) It suggests that Emily found it unexpectedly difficult to stand still.
(B) It emphasises that Emily's behaviour looked peculiar to Still Water.
(C) It suggests that Emily felt embarrassed at being unable to stand.
(D) It emphasises that Emily's sore head was affecting her balance.
28. When Emily introduced herself to Still Water, what assumption did she make?
(A) that Still Water would expect a gift
(B) that Still Water would not be friendly
(C) that Still Water would struggle to understand English
(D) that Still Water would be curious about Emily's clothes
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\ ~[ \l
Read the text and answer the questions that follow.
Book review:
The Treasure
by Dennis Bowman
Dennis Bowman really knows how to tell a great
story. In his debut adventure novel for young
readers, he has tinkered with the typical find-the-
lost-treasure tale to produce a rollicking adventure
story. His choice of a strong young character who
takes control will appeal to younger readers.
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If '/ ,[ :)
0 \
6, ~
30. Which option could replace 'tinkered with' and retain the same meaning?
(A) connected with t. ~l
(B)
(C)
borrowed
adjusted '
l\
11.
(D) persevered with ~
bI
31. Who is Benny Baxter?
(A) Sam's uncle
'
c (B) author of The Treasure
(C) Sam's teacher
(D) Dennis Bowman's uncle
32. Which two things are being compared in the first sentence of the third paragraph?
(A) the pace of life in the Borneo jungle and the pace of Uncle Benny's life
(B) the hardship of the Borneo jungle and the challenges of Uncle Benny's search
for gold
(C) the speed that events unfold and the rate at which Uncle Benny loses control of
the treasure hunt
(D) the challenging environment of Borneo and Uncle Benny's difficult personality
33. Which statement best describes the content of the third paragraph?
(A) a detailed recount of events from Uncle Benny's perspective
(B) a description of the main characters with a focus on their faults
(C) a plot summary with highlights and information about characters
(D) an overview of the story from Sam's perspective
34. 'Bowman is particularly skilled at creating nailbiting action and unexpected twists.'
In this sentence, the word 'nailbiting' is
(A) an adjective. (B) a verb. (C) an adverb. (D) a noun.
35. The phrase 'hanging on every word ' means that readers will be
(A) mindful of every word.
(B) struggling with the vocabulary.
(C) excited by the story.
(D) analysing the language used in the story.
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Tim pushed the small of Lucy's back, propelling her forward. 'You go first,' he
said. 'You're a girl so you won't get in trouble.'
Then he heard Mr Saramago's voice. They had not expected him to be there.
Mr Saramago cleared his throat. 'I knew that you would visit me. I knew it the
very first time I saw you. It was just a feeling,' the white-haired man continued,
'but my instincts are seldom wrong. And what is instinct anyway? You can
also learn a lot just by looking.' Mr Saramago st udied his hands. 'Observing,
listening.' He looked up and smiled at Lucy. 'I'm not sure that your brother is
naturally annoying- I think he may have to work at it sometimes.'
Tim looked at the pictures on the walls: Mr Saramago in uniform, old newspaper
clippings and certificates of commendation. You solved one of the most baffling
crimes of the decade. You worked with the Commissioner.
Lucy took a breath. 'Can you help us, Mr Saramago?' and she began to explain
why they had come.
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37. Why did Lucy gasp?
(A) She was surprised to see Mr Saramago.
(B) She realised she was separated from Tim.
(C) She was happy to meet Mr Saramago.
(0) She had become angry with Tim.
40. Which quotation proves that Mr Saramago overheard Tim and Lucy talking
outside his door?
(A) "'It was just a feeling"'
(B) "'but my instincts are seldom wrong"'
(C) "'Observing, listening."'
(D) "'I'm not sure that your brother is naturally annoying'"
41 . Which quotation tells the reader that Mr Saramago was once important?
(A) 'He stared at them intently'
(B) 'Mr Saramago cleared his throat.'
(C) 'the white-haired man continued'
(D) 'old newspaper clippings and certificates of commendation'
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For each question, choose the best option to complete the sentence.
*
Why do peppermints feel Cold
·-· .t *
to eat and peppers feel hot?
Strangely enough, the answer to this question is the same for peppermints and
peppers: put simply, the brain is tricked into thinking that (43) a change in
temperature. In peppermint, a chemical known as menthol is responsible for this
trick, whereas in hot peppers the chemical is known as capsaicin. (44) you
pop a pepper or a peppermint into your mouth, the chemicals cause certain nerves
to become more sensitive. In the case of peppermints, the menthol triggers a cold
sensation, although there is no actual change in temperature. For peppers, the
capsaiciA causes certain nerves (45) that something is hot, when again there
is no change in temperature.
END OF
PAPER
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Acknowledgment
Copyright in this booklet is owned by Educational Assessment Australia, UNSW Global Pty Limited, unless otherwise indicated.
Every effort has been made to trace and acknowledge copyright. Educational Assessment Australia apologises for any
accidental infringement and welcomes information to redress the situation.
Sources
Page 6 Velvet worm image by Alan Laver © EAA.
Australia Year 4
---- - - - - - - - - - -
Brunei Primary 4
Indonesia Year 5
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Malaysia Standard 4
New Zealand Year o
Pacific Region Year 5
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Singapore Primary 3
---------------------·
South Africa Grade 4
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B A D D
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c D B D c A c A
A B D D D c D D
B c B c A D B c
D B B D c B B B
B c A A A D B D
A D B D c A A D
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A c D D B A c A
D D B B A D c A
c B A A D A B D
B B c A c D D A
c A A c D B c D
c A c D c D c D
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c B B B D B A A
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c D B A A A A B
D c D c B B D B
c D c B B B D A
D B D c c c c c
B c A B B c B c
B B A c D A A A
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A D B A D D B c
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B c D A
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D c c
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c c A c A B D B
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