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2324 Ut QP

The document is a uniform test paper for S3 English Language at Christian & Missionary Alliance Sun Kei Secondary School, consisting of reading comprehension and usage sections. It includes instructions for candidates, three passages for comprehension questions, and sections on tenses, active and passive voice, and infinitives and gerunds. The test is designed to assess students' understanding and application of English language skills within a 1 hour and 15 minutes timeframe.

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0% found this document useful (0 votes)
221 views10 pages

2324 Ut QP

The document is a uniform test paper for S3 English Language at Christian & Missionary Alliance Sun Kei Secondary School, consisting of reading comprehension and usage sections. It includes instructions for candidates, three passages for comprehension questions, and sections on tenses, active and passive voice, and infinitives and gerunds. The test is designed to assess students' understanding and application of English language skills within a 1 hour and 15 minutes timeframe.

Uploaded by

kellytsang0816
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 10

CHRISTIAN & MISSIONARY ALLIANCE SUN KEI SECONDARY SCHOOL

UNIFORM TEST (2023-2024 SECOND TERM)


S3 ENGLISH LANGUAGE
PAPER 1 – READING COMPREHENSION & USAGE

QUESTION PAPER

Name: __________________________ Time Allowed: 1 hour 15 minutes

Class: S.3 _________ No: ________ Total Mark: 140

INSTRUCTIONS TO CANDIDATES

1. Write your name, class and class number in the spaces provided.

2. Answer all questions in the Core Sections. Write all your answers in the spaces provided in the
Question-Answer Book.

3. You may choose to try the questions in the Advanced Section. No marks will be deducted for
wrong answers. If you get a mark higher than the full mark, only the full mark will be
recorded.

4. The core section of this paper consists of two sections. Section I carries 70 marks and Section
II carries 70 marks.

5. You will lose marks if you do not follow the instructions.

UT / 2023-2024 / S3 ENG (1) / QP / P.1 of 10


Section I Reading Comprehension (70 marks)
Passage A (28 marks)
Read the following article and answer questions 1-15.

Education for Life or for Work?


[1] With more and more graduating secondary students contemplating tertiary studies at a
recognized university, most must believe they will attain the skills to get a better job after
obtaining their university degree, otherwise why would they think about an addition three to four
years of being a student? So, is it true that universities equip students with employable skills and
5 do universities adequately prepare students for the workforce?

[2] While employment prospects have changed over the past few decades, especially for young
graduates, questions are being continually asked of the education system as to whether it is
adequately preparing students to compete in a job market that is forever changing.

[3] Gone are the days when students graduated from secondary school, entered university,
10 obtained a degree and then found gainful employment, probably in the same career and with the
same job for the rest of their working life.

[4] The global financial crisis of 2007 is seen as a milestone for many workers and employment
in general as the percentage of workers in the workforce has never attained the same levels as
pre-2007 figures. This suggests that there are fewer jobs and gaining employment is becoming
15 increasingly difficult for the current generation.

[5] The Higher Education Statistics Agency in the United Kingdom notes that recent surveys
indicate that only 62% of university graduates gained employment within six months of
graduating. Another 7% were engaged in part work and part further studies, so combining these
two figures suggests that some 70% of university graduates are gainfully occupied within six
20 months of graduating. However, these figures are below those recorded in days preceding the
global financial crisis.

[6] It also needs pointing out that this is an average figure across all universities in the United
Kingdom and that some universities have better rates of success than others. For example, 100%
of the latest graduating class at the University of Buckingham were employed within six months
25 of graduating while other universities were not so successful. Some academics have even
suggested that the poorer performers should be named so that potential students could make more
informed decisions.

[7] A report produced by Oxford University indicates that some 20% of all jobs in the United
States will be automated within the next 20 years. This means that even those accepting a job
30 now could find themselves being replaced by a robot.

[8] So not only are jobs harder to get than they were before 2007, but sustainability is another
factor that employees need to factor into their long-term career prospects. The current generation

UT / 2023-2024 / S3 ENG (1) / QP / P.2 of 10


of graduates needs to be prepared to face the prospect of having perhaps half a dozen different
jobs during their working life.

35 [9] If this is indeed a prospect as many observers suggest, how is the education system preparing
students to be flexible, mobile, and prepared to cope with an ever-changing employment
landscape?

[10] There are some that argue universities should be providing students with skills that prepare
them for the workplace in general rather than for a specific job. One such proponent is the
40 influential Russell Group which represents 24 public research universities in the United
Kingdom. Spokesperson Dr. Wendy Piatt claims that universities should be providing students
with skills in problem-solving, creative thinking, analytical techniques and innovation, so that
they can adapt to various working situations rather than being trained for a specific job.

[11] Others, such as Professor John Brennan, Director at the Centre for Higher Education and
45 Research at the Open University, believe in ‘education for life’ rather than ‘training for work’. He
claims that students in a three-year undergraduate degree can only learn so much and that
additional on-the-job training in specific careers should complement what the students learn
during their university studies.

Passage B (28 marks)


Read the following article and answer questions 1 – 14.

On-the-spot drug tests – a well-meaning misfire in Hong Kong’s ‘war on drugs’


[1] Recent news stories suggesting that the government might soon introduce on-the-spot drug
tests for school-age youths have stirred emotions among parents, young people and the general
population of Hong Kong. Although a damaging drug problem exists in our city, on-the-spot
drug tests will do nothing to solve it in the medium or long term, and might even be
5 counterproductive.

[2] The government’s motives for implementing on-the-spot tests are understandable – to a
certain extent. Recent statistics show that while the overall number of drug users in Hong
Kong has decreased, many newly discovered abusers had already been using drugs for over
five years before becoming known to the Central Registry of Drug Abuse. This indicates the
10 presence of a hidden drug problem in the city. The logical step for law enforcers appears to be
random testing, with the intention of exposing those with secret habits.

[3] However, there are several major problems with on-the-spot drug tests. Firstly, they take
control away from parents and give it to the police. Hongkongers and the larger Chinese
community rightly pride themselves on maintaining family values. It is up to parents and other
15 family members to monitor young people, checking on their health and well-being and

UT / 2023-2024 / S3 ENG (1) / QP / P.3 of 10


deciding if and when they need help. As soon as the police take up the role of guardians, it
eats into the fabric of familial society. Of 11 parents and 23 young people (aged from 16 to
their early 20s) interviewed by the Salvation Army, all opposed the proposed measures and
none would seek police help if they needed to get a relative off drugs. Police officers, however
20 well-meaning, cannot know the unique social history of each person they test. Only family and
friends can judge whether a young person who tests positive is taking drugs as a cry for help,
or through reckless hedonism.

[4] Secondly, imprisoning or institutionalizing abusers doesn’t work. Hardened drug users
need to want to give up drugs. Catching them after they have smoked, swallowed, snorted or
25 injected narcotics and then sentencing them to time under lock and key is a simplistic solution
that misses the point. The son of one journalist at this newspaper was sent to a young
offenders’ institute. When he was released, he disappeared for 14 days. His mother suspected
he was using drugs with others he had met ‘inside’. A few months later, he found the
motivation to quit drugs when he saw his straight friends leaving for university. He now has
30 his life in order and is a confirmed ex-druggie.

[5] Thirdly, confrontation between police officers and young people breeds a climate of
mistrust, driving problems underground. If teenagers can’t walk down the street or relax at a
convenience store without being quizzed by nosey law enforcers, they will begin to resent
those in uniform. If this mistrust builds, it could lead to more crime in the long term because
35 teens may become reluctant to report other types of offence. For example, if they see someone
shoplifting they may not want to tip off a constable who had earlier stopped them for a random
drug test, especially if there had been no evidence to support their action.

[6] Although there is undoubtedly an issue with teenage drug abuse in Hong Kong, measures
such as on-the-spot tests are simply short-term, media-friendly sops designed to demonstrate
40 that the government is conducting a so-called ‘war on drugs’. Like lengthier prison sentences
for addicts, such measures pay lip service to the issue by sweeping a major societal problem
under the carpet rather than tackling it sensibly and with compassion.

UT / 2023-2024 / S3 ENG (1) / QP / P.4 of 10


Passage C (14 marks)
Read the poem and answer questions 1-11.

Jim
by Hilaire Belloc

[1] There was a boy whose name was Jim;


His friends were very good to him.
They gave him tea, and cakes, and jam,
And slices of delicious ham,
5 And chocolate with pink inside,
And little tricycles to ride,
And read him stories through and through,
and even took him to the zoo –
But there it was the dreadful fate
10 Befell him, which I now relate.

[2] You know – or at least you ought to know,


For I have often told you so –
That children never are allowed
To leave their nurses in a crowd.
15 Now this was Jim’s especial foible,
He ran away when he was able,
And on this inauspicious day
He slipped his hand and ran away.

[3] He hadn’t gone a yard when – BANG!


20 With open jaws, a lion sprang,
And hungrily began to eat
The boy, beginning at his feet.
Now, just imagine how it feels
When first your toes and then your heels,
25 And then by gradual degrees,
Your shins and ankles, calves and knees,
Are slowly eaten, bit by bit.
No wonder Jim detested it!
No wonder that he shouted ‘Hi!’

30 [4] The honest keeper heard his cry,


Though very fat, he almost ran

UT / 2023-2024 / S3 ENG (1) / QP / P.5 of 10


To help the little gentleman.
‘Ponto!’ he ordered as he came
(For Ponto was the lion’s name),
35 ‘Ponto!’ he cried with angry frown,
‘Let go, sir! Down, sir. Put it down!’
The lion made a sudden stop,
He let the tasty morsel drop,
And slunk reluctantly to his cage
40 Snarling with disappointed rage.
The honest keeper’s eyes were dim.
The lion having reached his head,
The miserable boy was dead.

[5] When nurse informed his parents, they


45 Were more concerned than I can say: –
His mother, as she dried her eyes,
Said, ‘Well, it gives me no surprise,
He would not do as he was told!’
His father, who was more self-controlled,
50 Bade all the children round attend
To Jim’s miserable end,
And always keep a-hold of nurse
For fear of finding something worse.

UT / 2023-2024 / S3 ENG (1) / QP / P.6 of 10


Section II Usage (70 marks)
A. Tenses, Active & Passive Voice (17 marks)
(I) Multiple-Choice Cloze (6 marks)
Choose the letter which represents the best option to each blank.

Dear Mr Kingston,

Thank you for choosing Redding Lexton Student Loans. (1) over one million adult students with
loans in the UK, so we know that there is a wide choice of student loans on the market. We believe
that our Student Loan Plus is the best choice available.

The application form (2) with this letter. The form should be completed in black ink and signed at
the bottom. Please (3) by your parent / guardian. The form then needs to be posted to our
Loughborough office. The bottom section (4) to be kept as a receipt.

The completed contract (5) our customer service department in due course. The first instalment of
the loan can be made direct to your bank account as soon as your application (6).

Yours sincerely,
JDunn
Jacob Dunn
Sales Executive

(1) (2) (3)


A. We think there is A. is enclosed A. section 9 have completed
B. There are thoughts being B. enclosing B. have completed section 9
C. There are thought to be C. be enclosed C. have section 9 complete
D. There is thought to be D. to be enclosed D. have section 9 completed

(4) (5) (6)


A. can be torn off A. is sending to you from A. approves
B. can tear off B. will be sent to you by B. will approve
C. can be tore off C. will send to you by C. will be approved
D. can to be torn off D. will have been sent to you by D. is approved

UT / 2023-2024 / S3 ENG (1) / QP / P.7 of 10


(II) Blank-Filling (11 marks)
Complete the article below using the correct forms of the verbs given in brackets.

The destructive power of social media trends

What we buy, what we watch and where we travel (1) (change) drastically in recent years because
of social media. Some of these changes (2) (be) disastrous. This is especially true in the case of
travel destinations because previously little-known parks, roads and residential areas (3) (make)
instantly recognizable through social media. Despite the danger and nuisance these trends have
created, not much (4) (do) to address the problem.

In Hong Kong, visitors from around the world (5) (flock) to ‘Monster Mansion’, a complex of five
high-rise buildings in Quarry Bay that (6) (popularise) when it (7) (serve) as a filming location for
Hollywood blockbusters like Transformers: Age of Extinction in 2013, to take pictures of
themselves beside the buildings. A photo ban (8) (issue) by the building management since then in
the hope that the privacy of residents can be protected and people’s lives (9) (no longer, disturb), but
apparently the ban (10) (often, ignore) and visitors (11) (still, come in).

B. Infinitives & Gerunds (22 marks)


Task 1: Rewrite the sentences using the pattern ‘It is/was (not) + adjective + for/of…’ and the
adjectives given in brackets. The first one has been done for you as an example. (6 marks)
E.g. Eating too much fast food is unhealthy for you. (unhealthy)

It is unhealthy for you to eat too much fast food.

1. You don’t have to apply for the loan in person. (necessary)

2. Esther left the party without saying goodbye. (uncivil)

3. Everyone should save money for a rainy day. (advisable)

Task 2: Complete the blanks using the words provided. The first one has been done for you as an
example. (8 marks)
E.g. A: Do you want to go fishing (go / fish) together this afternoon?
B: Yes! Where shall we go?
1. A: Jeffrey is such a stubborn person! He never listens to others’ comments.
B: Indeed! ___________________________________ (It / waste / time / convince / him /
change his mind).
2. A: ___________________________________ (I / difficulty / understand / the concept of
factorization).
B: Let’s find Mr. Lau for help after school.

UT / 2023-2024 / S3 ENG (1) / QP / P.8 of 10


3. A: You look exhausted. What did you do this weekend?
B: ___________________________________ (I / be / busy / fix / my laptop). Without it I
can’t really work!
4. A: How was the SKSS 25th Anniversary Open Day?
B: ___________________________________ (There / be / a lot of visitors / come / our
school / have fun / with us). It was quite a joyous day.

Task 3: Combine the sentences using a to-infinitive. Keep the original meaning. (8 marks)
1. The government proposed building a dam. It was objected by the nearby villagers.

2. Timothy is determined to overcome his acrophobia. This has impressed his friends.

3. They are committed to conserving the environment. It is reflected in their business practices.

4. He is willing to listen to different opinions. This makes him a great leader.

C. Inversion (21 marks)


(I) Complete the following sentences, using inversion in each case and the words in brackets. The
first one has been done for you as an example. (5 marks)
E.g. He loved staying in his own garden, … (his father) Ans: so did his father.
1. Ms. Lai has not finished marking our writings, … (other teachers)

2. Netflix has many subscribers, … (Disney Plus)

3. The CEO wouldn’t show up at the press conference, … (the board of directors)

4. The new iPad will be released the coming fall, … (the new MacBook)

5. I wasn’t able to contact my sister, … (my parents)


(II) Rewrite the following sentences using inversion in each case. (16 marks)
1. He never attempted to break the laws. He didn’t plan to cause any harm. (Use ‘nor’ in the

middle of the sentence)

2. The book I read last month was entertaining. The movie I watched last night was also

entertaining. (Use ‘and so’ in the middle of the sentence)

3. He performed awfully in the exam. He shed tears in front of the whole class. (Start with ‘So’)

4. Her dedication was unwavering. She finally achieved her dream of becoming a doctor. (Start

with ‘Such’)

5. I turned on the computer. The screen turned blue. (Start with ‘No sooner’)

UT / 2023-2024 / S3 ENG (1) / QP / P.9 of 10


6. They got a flat tire after they started their road trip. (Start with ‘Hardly’)

7. The race began. One of the runners tripped and fell. (Start with ‘Barely’)

8. The referee blew the whistle for a penalty. The game ended. (Start with ‘Scarcely’)

D. Proofreading (10 marks)


Refer to the Question-Answer Book.

Section III Advanced Section (6 marks)


Read the article below and fill in each blank with one suitable word.

‘Night Vibes Hong Kong’ aims to inject energy into city’s nighttime economy
Hong Kong will launch a (1) to revitalise its nightlife that will (2) across three major upcoming
festivals as part of wider (3) to drum up spending following the end of the Covid-19 pandemic.
Authorities were working with businesses to finalise the events that would be included under the
banner of “Night Vibes Hong Kong” that Financial (4) Paul Chan Mo-po would unveil at the West
Kowloon Cultural District next Thursday, a government source on Wednesday said.
The promotional effort would be (5) into three stages, beginning with the Mid-Autumn Festival at
the end of September, then Christmas and (6) until Lunar New Year in February.

END OF PAPER

UT / 2023-2024 / S3 ENG (1) / QP / P.10 of 10

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