Bond 11 Test Papers English: Pack 2

Bond11+ Test Papers

English: Pack 2 Standard – Notes / Answers

This booklet contains:

advice on how to administer the tests

answers

tutors’ explanations for every answer

links to How to do . . . 11+ English

Text © Sarah Lindsay 2009

The right of Sarah Lindsay to be identified as author of this work has been asserted by her in accordance with the Copyright, Designs and Patents Act 1988.

All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording or any information storage and retrieval system, without permission in writing from the publisher or under licence from the Copyright Licensing Agency Ltd, of Saffron House, 6–10 Kirby Street, London EC1N 8TS.

Any person who commits any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages.

First published in 2009 by:Nelson Thornes Ltd

This edition published in 2009 by:Nelson Thornes Ltd, Delta Place, 27 Bath RoadCHELTENHAM GL53 7TH, United Kingdom

12 13 / 10 9 8 7 6 5 4

A catalogue record for this book is available from the British Library

ISBN 978 1 4085 0278 5

Page make-up by Fakenham Photosetting Limited, Fakenham, Norfolk

Printed in China by 1010 Printing International Ltd

Published by Nelson Thornes. Nelson Thornes is an Infinitas Learning company, and is not associated in any way with NFER-Nelson.

NT19924 notes&answers.indd 1 1/6/09 12:08:10

What’s in the pack?This pack contains four mock test papers that will help you to assess comprehension skills alongside elements of grammar, punctuation and spelling knowledge. A separate sheet of four writing tasks, which provides key practice of writing skills, is also included.

What do you need?A quiet, well-lit place to sit each test. ■

A stock of pencils. ■

A pencil sharpener and an eraser. ■

Blank paper for rough working. ■

A clock or timer. ■

Setting the test papers

1. Before you start.

Try to provide a calm yet formal atmosphere in which your child can take the test. It is important that you recreate the real test as closely as possible, so try to ensure your child has an appropriate work space and no distractions. Choose a time to do a test when your child is rested and relaxed.

Standard tests ask children to fi ll in, write or circle answers on the test paper itself. Therefore, when reading the front page of the test paper with your child, point out the importance of answering carefully and crossing or rubbing out any altered answers clearly. Ensure that enough rough paper is available for working out answers; they should not use the empty space on the paper for workings.

Allow 50 minutes per test. On average, they will have one minute per mark, so encourage them to move on from questions they are stuck on before too much time is wasted. Your child may fi nd it helpful to put a cross in pencil by questions that have been missed out so that they can be quickly spotted later on. Remind them that they can always go back at the end if they have time left. Finish reading the instructions together, and then allow them fi ve minutes to read the comprehension text before you ‘start the clock’.

When the time is up they should stop writing. If they have not fi nished, draw a line at the point they have reached. You can always allow them to continue after the time to get more practice, or else leave the other questions blank for another day. Encourage them to think about whether they should try to speed up, or to work more carefully, depending on how they fi nish the paper.

2. Marking and feedback

The answers that follow should be given one mark unless otherwise indicated. Do not take marks away for wrong answers, but do not award half marks. You will end up with a score out of 50. Double the score to get a percentage. 43/50 exceeds the target score of 85% (see ‘The secrets of 11+ success in English’ booklet).

After marking, follow these steps:

Go over any incorrect answers. ■ Always go over incorrect answers so that your child can see what went wrong. To help with this process, the answers in these test papers are explained and also have individual tutorial reference icons: B 1 . This icon links to the relevant section in How to do ... 11+ English so your child can read more about the related topic and try some more practice activities if needed.

Use the Next Steps Planner inside the front cover. ■ This will provide a plan for what to do next when a test has been marked.

Setting the writing tasksIt is also important to recreate the exam experience when setting a writing task, so try to ensure your child has a quiet place to complete each exercise. Only one task should be completed at a time and they can be written in pencil or pen, whichever your child feels most comfortable with. As the writing tasks are based on the four comprehension texts (one in each test paper), the relevant extract should be read before each task is attempted. Allow up to ten minutes for this.

A word limit has been set for each task to enable children to practise writing concisely and a suggested time frame of 30 minutes has also been given. If you want your child to practise writing at speed, try reducing the time limit by fi ve minutes but still allow up to ten minutes’ additional reading time. Your child may fi nd it helpful to make notes or to sketch a writing plan on some rough paper before writing their answer. If a limit has been set, planning time should be counted within the given time frame.

Once your child has completed a task, talk through their writing and try to offer positive, constructive feedback. (Follow the links to How to do ... 11+ English, The secrets of Writing and The secrets of Comprehension to fi nd out more about the conventions and requirements of different writing styles.) As it can be diffi cult to mark a piece of writing, a suggested marking scheme for each task can be found on pages 13–15. 17/20 equals the target score of 85% (see ‘The secrets of 11+ success in English’ booklet). Some general guidelines for assessing writing have also been provided.

How to administer the tests

2


Answers will vary for questions that require children to answer in their own words. Possible answers to these questions are either given in italics or written as bulleted lists.

Test 1

Section 1

B 2

1 They wanted to warn Miss Slighcarp about the danger of roaming wolves (lines 2–3).

2 It is likely to be winter. For example, the text makes reference to: ‘loose snow’ (line 14), ‘grey ice’ (line 14), ‘frozen parkland’ (line 27), and a ‘rapidly thickening snowstorm’ (line 37).

3 It is Sylvia’s fi rst time skating (line 1); Sylvia is tired and doesn’t have the same stamina as Bonnie (line 53 states that an exhausted Sylvia was half-led and half-supported by Bonnie).

4 She had heard the cry of wolves from the train she arrived on (line 28).

5 The worsening weather conditions (lines 9–10 state that it is about to snow again); the fact that daylight is fading (line 10 states that it will soon be dusk); Sylvia’s tiredness and lack of stamina (lines 8, 17–18).

6 The wolves are described as ‘pitiless’ (meaning ‘hard’, ‘merciless’, ‘unfeeling’) ‘legions’ (meaning ‘crowd’, ‘mass’, ‘large group’). The fact that the girls were out in open parkland without protection (there was ‘nothing between’ the girls and the ruthless predators) made the wolf-cry even more frightening.

7 Bonnie takes Sylvia’s hand to help her (line 31); she offers Sylvia words of encouragement (line 32); she promises to give her a gift when they get home (lines 32–33).

8 The temple was a familiar landmark that Bonnie could use to help guide her towards the boy’s cave. She initially found it hard to see due to the worsening snowstorm (line 37).

9 The wolves were hungry, so they stopped chasing the children and started to feed on the injured wolf. This allowed the children enough time to run into the cave (lines 66–67).

10 The boy appeared already armed with bow and arrows (line 62), implying that he knew he would need a weapon; he has built a gate to prevent the wolves from entering the cave (line 81).

11 Child’s own answer that suggests: the boy is

level-headed and calm in a crisis.

12 C Bonnie and Sylvia are cousins (line 34).D The boy had made his clothes out of

animal skins (line 62).

D 9

13a In the context of the extract, ‘unutterable’ means: ‘indescribable’, ‘unbelievable’, ‘absolute’.

13b In the context of the extract, ‘unerringly’ means: ‘accurately’, ‘precisely’, ‘perfectly’.

13c In the context of the extract, ‘ferocity’ means: ‘fi erceness’, ‘ferociousness’, ‘viciousness’.

13d In the context of the extract, ‘clamour’ means: ‘loud protest’, ‘hollering’, ‘racket’.

B 2

14 Child’s own answer should refer to each emotion below:

surprised; the phrase ‘It was dark, she was ■

in a cave!’ ends with an exclamation mark, which implies surprise (line 72).scared; the phrase ‘She would have cried ■

out in fright’ shows that she was frightened by the geese (line 75).relieved; the fact that Sylvia and Bonnie ■

‘fl ung themselves’ on the piles of ferns, leaves and furs suggests that they were thankful to have reached safety (line 79).

15 Extreme tiredness can make it diffi cult to understand what is going on.

16a This phrase is an example of alliteration because each word starts with the letter ‘b’.

16b ‘fl ickering fi relight’ (line 89); this phrase is an example of alliteration because both words start with the letter ‘f’. ‘Flickering’ is an adjective and ‘fi relight’ a noun.

B 2

17 Child’s own answers, e.g. any three from:strong – Bonnie is physically stronger than ■

Sylvia but she is also mentally strong, shown by her calm approach to dangerous situationsbrave – despite feeling scared of the wolves ■

herself, Bonnie dealt boldly with the situation

Answers and explanations

3


determined – Bonnie doesn’t give up; she ■

always seeks a solution to a problemsensitive – despite wanting to get away ■

from the wolves as quickly as possible, Bonnie is clearly aware of what Sylvia can realistically achievedecisive – decisions that Bonnie needs to ■

make are made with certainty, enabling the girls to keep one step ahead of the wolves.

D 6

18 A The inclusion of a ‘governess’ in the story as well as phrases such as, ‘I shall manage very well’ (line 7), ‘Can you run? Famous!’ (lines 31–32), ‘Make haste, make haste!’ (line 52), ‘Inside, Miss Bonnie! Don’t lose a moment’ (lines 68–69) suggest that this is not a modern text.

D ‘Valiantly’ is used as an adverb in the phrase, ‘Sylvia exerted herself valiantly’.

Section 2

E 2

1 examning = examining

2 porse = pause

3 utterence = utterance

4 sombar = sombre

5 famly = family

Section 3

D 1

1 The ‘a’ in the first ‘are’ should be capitalised because it is beginning a new sentence. The section of the sentence should read: “Are you coming Anna, …

D 4

2 A comma is needed after the word ‘Jonah’ because it is followed by a subordinate clause. The section of the sentence should read: Jonah, while apologising for his tardiness, quickly …

D 4

3 A comma is needed after the word ‘disposal’ because it is the end of the statement of direct speech. The section of the sentence should read: … you see here is entirely at your disposal,” Miss Wilkins …

D 5

4 Speech marks are needed after the word ‘Go!’ because it is the end of direct speech. The section of the sentence should read: Ready …Steady … Go!”

D 5

5 An apostrophe is needed in the word ‘its’ because, as used here, it is an abbreviation for ‘it is’. The section of the sentence should read: “It’s always the same,” she cried angrily …

Section 4

D 6

1 ‘known’ is the correct option because it is the correct tense of the verb ‘to know’ for the sentence. ‘Know’ and ‘knowing’ are the wrong tense and ‘no’ and ‘now’ do not make sense in the sentence.

D 5

2 ‘its’ is the correct option because it is referring to the owl’s meal. None of the other options make sense in the sentence.

D 6

3 ‘pared’ is the correct option because it means to ‘cut down’ or ‘reduce in number or size’. ‘Pair’ means ‘two of something’; ‘parer’ is not a proper word; ‘pears’ is the plural of the fruit ‘pear’; and ‘pairing’ means ‘a combination of something’.

D 6

4 ‘weighed’ is the correct option because it is the correct tense of the verb ‘to weigh’ for the sentence. ‘Weight’ refers to how heavy something is; ‘weigh’ is the wrong tense; ‘way’ has many meanings such as ‘method’, ‘style’ or ‘route’; and ‘wade’ means ‘to walk through something, e.g. water or mud’.

D 6

5 ‘cheapest’ is the correct option because the prices of more than two coats are being compared. ‘Cheaper’ would be correct if only two coats were being compared. ‘Cheap’ does not make sense in the sentence. ‘More cheap’, and ‘most cheapest’ are not proper comparative forms.

Test 2

Section 1

B 2

1 ‘My boy, David Beckham, was playing for my team, Manchester United, in the biggest game ever …’ (lines 7–8). The phrase ‘my team’ shows that Ted is a passionate fan of Manchester United and was attending the game in order to support the team as well as David.

2 Line 11 states that the match is being played in the Nou Camp Stadium in Barcelona.

4


3 ‘On the brink’ means ‘on the verge or threshold of something’; ‘unprecedented’ means ‘unique, extraordinary or occurring for the first time’; ‘treble’ means ‘three of something’. Child’s own answer that shows understanding of these three terms, e.g.: Manchester United are on the verge of

achieving something that hasn’t been done

before; winning the Premiership, the FA Cup

and the European Cup.

4a This phrase is an example of a metaphor. It gives the impression that the structure of the stadium created a ‘bubbling pot’ of different sounds, sights and moods.

4b ‘The Germans were shot to pieces’ (line 87). This phrase gives the impression that the German team was completely destroyed by Manchester United’s second goal.

5 Child’s own answer, including any two points from:

he had difficulty sitting still (line 16) ■

he felt that time was going very slowly (line ■

17)he wasn’t focusing on what was happening ■

around him (lines 18–19).

6 Ted and Sandra were trying to hide their nerves and encourage David to feel confident and positive about the challenge ahead.

7 The term ‘typically’ (which means ‘normally or usually’) explains that Bayern Munich regularly played a well-organised game (line 29).

8 ‘I was dancing around like a lunatic …’ (line 66). In this sentence, Ted compares himself directly to a ‘lunatic’.

D 9

9a In the context of the extract, ‘ultimate’ means: ‘supreme’, ‘greatest’, ‘best’.

9b In the context of the extract, ‘concede’ means: ‘allow’, ‘let pass’, ‘give access to’.

9c In the context of the extract, ‘jubilation’ means: ‘joy’, ‘elation’, ‘delight’.

9d In the context of the extract, ‘delirious’ means: ‘wildly excited’, ‘elated’, ‘ecstatic’.

B 2

10 B Ted describes this match as marking the ‘pinnacle’ (‘high point’ or ‘peak’) of David’s career, rather than the start of it (line 6).

D The match was being played at the Nou Camp Stadium in Barcelona, Spain (line 11). Bayern Munich are a German team, so their home country is Germany (line 32).

B 2

11 Child’s own answer that should include these three points:

Solskjaer was short/small ■

he was from Norway ■

he had quick reactions (he ‘reacted ■

instantly’ to score a goal, line 81). B 2

12 Child’s own answer that should include these three points:

He was finally able to release the tension ■

that had been building up inside him for a week before the game (line 15). The second goal triggered the release of this tension and emotion around the stadium (lines 83–84).He was proud of what his son had ■

achieved from childhood (lines 92–93).He was proud of his team who had made ■

history by achieving the treble (line 89).

D 2

13 D ‘But nothing prepared us for the opening goal’ is the main clause; ‘scored by the Germans after just six minutes’ is the subordinate clause.

E In both instances, ‘countless’ means: ‘too many to count; numerous’.

C 4

14 Child’s own answer, e.g. including any six points from:

certainty that the game was over and that ■

they had wondisbelief that Sheringham had equalised to ■

1–1concern that Bayern appeared ‘stunned’ by ■

Manchester United’s new-found energyanxiety at the referee’s decision to award ■

another free kickdesire for the referee to finish the match ■

so that Bayern could ‘regroup’ before penalties; fans making their views heard by whistling loudlydesperation to put Beckham off when ■

taking the free kick, making as much noise as possibleanticipation at watching David’s run-up ■

panic while trying to track the ball in the ■

penalty areafrustration when Solskjaer scored the ■

second goaldisappointment as the final whistle blew ■

and the realisation that Bayern had thrown away their chance of victory became clearthe visible outpouring of emotion among ■

the German fans: stunned silence, tears flowing uncontrollably at the thought of what could have been, blocking out the noise of the Manchester United fans, etc.

5


D 6

15 One abstract noun from: joy (line 83); emotion (line 83); immortality (line 86); pride (line 93).

Child’s own answers e.g.:

D 9

16a The opposite of ‘deafening’ is ‘quiet’ or ‘peaceful’.

16b The opposite of ‘danger’ is ‘safety’ or ‘security’.

Section 2

E 2

1 atending = attending

2 numerus = numerous

3 specaility = speciality

4 aproached = approached

5 extrordinary = extraordinary

Section 3

D 4

1 A comma is needed after ‘7.00 p.m.’ because it is followed by a subordinate clause. The section of the sentence should read: 7.00 p.m., her usual bedtime, and was allowed …

D 1

2 A full stop is needed between the word ‘perfect’ and the speech marks that follow because it is the end of the statement of direct speech and also the end of the sentence. The section of the sentence should read: because practice makes perfect.”

D 4

3 A comma is needed after the word ‘Jackie’ because the narrative that interrupted the direct speech has ended. The section of the sentence should read: “Oh, Dad,” moaned Jackie, “I’m so fed up! ...

D 5

4 Speech marks are needed after the word ‘Jake!’ because it is the end of the first part of direct speech. The section of the sentence should read: “Hi Jake!” called Phil. “Do you want …

D 5

5 A question mark is needed after the word ‘room’ because a question has been asked. The sentence should read: What horrors lay waiting for me in the room?

Section 4

D 6

1 ‘fought’ is the correct option because it is the correct tense of the verb ‘to fight’ for the sentence. ‘Fort’ sounds the same but means ‘a fortress’; ‘thought’ is the past tense of the verb ‘to think’, which doesn’t make sense in the sentence; ‘fighting’ is the wrong tense; and ‘foughted’ is not a proper word.

2 ‘was’ is the correct option because it is the correct tense of the verb ‘to be’ for the sentence. ‘We’re’ is the contraction of ‘we are’, which doesn’t make sense in the sentence. ‘Were’ is the correct tense but it’s plural, and the other two options are the wrong tense.

3 ‘theirs’ is the correct option because it is the only word that agrees with the following term ‘they’ in the sentence.

4 ‘greatest’ is the correct option because more than two of the pianist’s performances are being compared. ‘Greater’ would be correct if only two performances were being compared. ‘Great’ doesn’t make sense in the sentence; a ‘grater’ is a tool used for shredding food, e.g. cheese; and ‘grating’ is a form of the verb ‘to grate’.

5 ‘had to’ is the correct option because it is the only phrase that fits the tense of the sentence.

Test 3

Section 1

B 2

1 The story is being told from Pip’s viewpoint. The use of the word ‘me’ in line 7 is the reader’s first indication that Pip is the narrator.

2 Lines 14–15 state that Pip’s village is ‘a mile or more from the church’.

3 Line 16 states that the man turned Pip upside down, so it seemed to Pip that the church also turned upside down. The phrase ‘when the church came to itself’ indicates that Pip was the right way up again.

4 Both of Pip’s parents are buried in nearby graves. This is indicated by the phrase ‘Also Georgiana’ (line 30), the wording on Pip’s mother’s headstone, and the phrase ‘late of this parish’ (line 32), which indicates that his father has also passed away.

6


5 In line 35, Pip states that Joe is the village blacksmith. This was of interest to the man because he knew that a blacksmith would have a tool that he could use to remove the ‘great iron’ (‘shackle’, ‘restraint’) from his leg (line 3).

6 Child’s own answer, e.g. including any four points from:

he is described as a ‘fearful man’ (line 3) ■

he has a ‘terrible voice’ (line 1) ■

he is hiding in a graveyard (line 1) ■

he uses unpleasant language such as ‘you ■

little devil’ (line 2)he threatens to harm Pip (line 2). ■

7 His mother-in-law; line 30 states that Georgiana was Pip’s mother and in line 35, Pip says that Mrs Joe Gargery is his sister. Joe is married to Pip’s sister, so Georgiana must have been Joe’s mother-in-law.

8 The man was an escaped convict. Child’s own explanation to follow, including any four points from:

he was dressed in ‘coarse grey’ (line 3), ■

suggesting a prison uniformhe had ‘a great iron’ on his leg (line 3), ■

suggesting that he had recently been restrained or chained uphe had been ‘soaked in water, and ■

smothered in mud’ (lines 4–5), suggesting that he had been in water while escaping from the Hulkshe had been ‘lamed by stones, and cut ■

by flints, and stung by nettles, and torn by briars’ (lines 5–6), suggesting that he had been moving quickly across the land as if on the runhe was desperate for food, ‘he ate the ■

bread ravenously’ (line 20) and demanded that Pip bring him some ‘wittles’ (line 45), suggesting that it was a long time since he had eaten a full mealhe told Pip that he would only let him live ■

if he promised not to disclose his location to anyone (lines 46–48), suggesting that he was hiding from someone or something.

9 ‘yonder’: an old term meaning ‘there’ (line 46). ‘sumever’: an old term meaning ‘whatever/

whatsoever’ (line 47).

10 A Line 51 states that it was Christmas Eve, so it must be December.

C The term ‘ravenously’ (line 20) means ‘hungrily’ or ‘greedily’, implying that the man ate the bread rapidly.

11 ‘Administering the definition like Tar-water’ (line 61). In this sentence, the sharp and unpleasant way in which Mrs Joe responds to Pip is being compared directly to the way in which she dispenses ‘Tar-water’ (a nasty medicine made from tar and water).

D 9

12a In the context of the extract, ‘earnestly’ means: ‘seriously’, ‘sincerely’.

12b In the context of the extract, ‘alonger’ means: ‘with’, ‘along with’.

12c In the context of the extract, ‘elaborate’ means: ‘detailed’, ‘complicated’.

12d In the context of the extract, ‘wittles’ means: ‘snacks’, ‘food’.

B 2

13 Two; in line 65, Joe states that the Hulks fired a gun the night before to warn people of an escaped convict and, because the guns have fired again, he thinks a second convict is on the run (line 66).

B 2

14 The verb ‘to badger’ means ‘to pester’, ‘to hassle’, ‘to ask again and again’. Child’s own answer that shows understanding of this term, e.g.: This phrase means to ask questions again

and again, making people feel very hassled.

B 2

15 Child’s own answer, e.g.: This phrase shows

that Pip was always asking questions, so he

must have had a very inquisitive nature.

B 2

16 Child’s own answer should state that their relationship was tense and strained rather than close; explanation should include any three of these points:

her replies to Pip were very abrupt and ■

rude (lines 60–61 and 72–73)she complained about his inquisitive ■

nature, implying that she found him irritating (line 78)she seemed to resent the fact that she had ■

had to raise him (lines 83–84)she showed him no affection and the only ■

time we hear that she approached Pip was to ‘play the tambourine’ on his head with her thimble (line 88).

B 2

17 Line 88 states that Mrs Joe hit Pip on the head several times with her thimble before he went up to bed.

B 2

18 Child’s own answer, e.g.: Fear – of being sent to the Hulks for stealing,

or of what the man might do to him tomorrow.

or Guilt – at having stolen the bread and butter.

7


D 6

19 A In the context of the extract, the verb ‘to forge’ means ‘to make illegal copies’.

C In the phrase ‘a man started up from among the graves’, the term ‘among’ indicates the position that the man was in when Pip first saw him.

Section 2

E 2

1 beleved = believed

2 drapped = draped

3 recieved = received

4 presuntation = presentation

5 upseting = upsetting

Section 3

D 5

1 Speech marks are needed before the word ‘Let’s’ because the sentence starts with direct speech. The section of the sentence should read: “Let’s read on to find out what happens …

D 4

2 A comma is needed after the word ‘face’ because it is followed by a subordinate clause. The section of the sentence should read: wanting him to see my face, then retreated …

D 5

3 A question mark is needed between the word ‘Cathy’ and the speech marks that follow because a direct question has been asked. The section of the sentence should read: pass the pepper mill please, Cathy?” “Thanks!”

D 1

4 A full stop is needed after the word ‘Amil’ because it is the end of the sentence. The section of the sentence should read: or do they scare you?” asked Amil.

D 5

5 An apostrophe is needed in the word ‘doesnt’ because it is a contraction of the words ‘does not’. The section of the sentence should read: “It doesn’t matter to me what we have for dinner …

Section 4

D 6

1 ‘their’ is the correct option because it agrees with the plural noun ‘pupils’. None of the other options makes sense in the sentence: ‘there’ sounds the same but means ‘in or at a particular place’, ‘there’s’ and ‘they’re’ are both contractions (‘there is’ and ‘they are’) and ‘theirs’ means ‘belonging to them’.

2 ‘brought’ is the correct option because it is the correct tense of the verb ‘to bring’ for the sentence. ‘Bought’ is the past tense of the verb ‘to buy’ and doesn’t make sense in the sentence. ‘Brung’ is not a proper word and ‘bring’ and ‘bringing’ are the wrong tense.

3 ‘written’ is the correct option because it is the correct tense of the verb ‘to write’ for the sentence. ‘Right’ means ‘correct’; ‘righting’ is part of the verb ‘to right’; ‘write’ is the wrong tense; and ‘wright’ means ‘a maker or builder’, e.g. playwright.

4 ‘all together’ is the correct option because all of the pupils said the alphabet at the same time, as a group all at once. ‘Altogether’ sounds the same but means ‘completely or in total’; ‘all’ and ‘all to’ do not make sense in the sentence; and ‘togethered’ is not a proper word.

5 ‘referred’ is the correct option because it is the correct tense of the verb ‘to refer’ for the sentence. ‘Referable’ means ‘something can be referred or assigned to something else’. ‘Inferred’ and ‘inference’ are forms of the verb ‘to infer’, which means ‘to reach a conclusion based only on evidence’, and ‘referring’ is the wrong tense for the sentence.

Test 4

Section 1

B 2

1a ‘Static’ means ‘still’, ‘stationary’. Child’s own answer that shows understanding of this term, e.g.: This phrase means that the earth’s

weather never stays exactly the same.

1b Child’s own answer, e.g.: Today, we use the

term ‘climate change’ to mean the way in

which the temperature across the earth has

altered over the last century.

2 Jean-Baptiste Fourier first made reference to a ‘greenhouse’ in 1827, when explaining the effect that the atmosphere had on the earth (lines 22–23).

8


3 Any two points from: floods; hurricanes; additional rises in sea levels (lines 17–18).

4 ‘Analogy’ means ‘something is being compared/likened to something else’. Child’s own answer that shows understanding of this term.

D 9

5a In the context of the extract, ‘simulation’ means: ‘model’, ‘re-creation’.

5b In the context of the extract, ‘measures’ means: ‘actions’, ‘procedures’.

5c In the context of the extract, ‘consumption’ means: ‘use’, ‘expenditure’.

B 2

6 Child’s own answer that should include a summary of each of these three events:

1988; the United Nations took action and ■

set up the IPCC. This organisation warned that strong measures were needed to avoid serious changes to the climate (lines 35–38).1992; 154 countries signed the UNFCCC ■

at the Earth Summit in Rio de Janeiro. The dangers of greenhouse gases were highlighted and voluntary targets for emissions reductions were outlined (lines 40–42).1997; the Kyoto Protocol was agreed. 178 ■

countries signed up to legally binding emissions cuts for developed nations – to be actioned by 2005 (lines 44–46).

B 2

7 Child’s own answer, e.g.: Unlike the voluntary

cuts of UNFCCC, the reductions outlined in

the Kyoto agreement were legally binding. This

means that the treaty would have had a more

significant impact on actually achieving lower

greenhouse gas levels throughout the world.

D 10

8 e.g. UNFCCC (the abbreviation for ‘United Nations Framework Convention on Climate Change’, lines 40–41).

or IPCC (the abbreviation for ‘Intergovernmental

Panel on Climate Change’, line 35).

B 2

9 Child’s own answer, e.g.: The walls of a

greenhouse are made of glass, so that the

light and warmth from the sun can reach the

crops inside and help them grow. The glass

traps the sun’s heat inside, making it stay

warmer for longer. The layer of gases that

encloses the earth acts in the same way as

greenhouse glass, trapping the heat below so

that the sun’s warmth can help to sustain life.

However, too much trapped heat will develop

an unnatural environment and climate, creating

the ‘greenhouse effect’.

10 The ‘industrial revolution’; lines 57–58 state that CO2 levels have significantly increased since this event.

11 Child’s own answer, including any two points from:

Trees are vital in the absorption of carbon ■

dioxide – fewer trees means more CO2 is left in the atmosphere.Industries that are built on the land often ■

emit carbon dioxide – increasing CO2 levels in the atmosphere.The process of deforestation creates 18 per ■

cent of the global amount of CO2 released.

12 Child’s own answer to include points such as:Industrial processes – these emissions ■

could be reduced by using ‘green’ forms of energy, such as ‘wind’, to power industries. This change would help to make industrial processes as efficient as possible.Agriculture – nitrous oxide emissions could ■

be reduced by opting for more ‘organic’ methods of farming. Using more ‘natural’ alternatives to chemical fertilisers would avoid so much nitrous oxide being released into the atmosphere.Transport – there are a lot of vehicles on ■

our roads. If car and lorry manufacturers created more ‘battery-operated’ or ‘hybrid’ vehicles, this would help to reduce the amount of harmful emissions released from exhausts.Generating energy – emissions produced ■

through this process could be greatly reduced if more power plants were designed to use ‘renewable fuels’ such as ‘wave’ or ‘wind’ power.

13 E Line 87 states that ‘some changes to the climate are inevitable’.

D 6

14 D In this phrase, the term ‘inevitable’ is an adjective.

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Section 2

E 2

1 prefered = preferred

2 originly = originally

3 interactons = interactions

4 gilty = guilty

5 signifcant = significant

Section 3

D 5

1 A question mark is needed after the word ‘winter’ because the project title is a question. The section of the sentence should read: ‘Why do birds migrate in winter?’ …

D 5

2 An apostrophe is needed in the word ‘arent’ because it is a contraction of the words ‘are not’. The section of the sentence should read: “Why aren’t you in class, Gemma?” …

D 5

3 An exclamation mark is needed after the word ‘Wait’ because an order has been given. The section of the sentence should read: “Wait!” Paul stopped in his tracks.

D 4

4 A comma is needed after the word ‘Flora’ because it is followed by a subordinate clause. The section of the sentence should read: it would come as a shock to Flora, I was determined …

D 5

5 Speech marks are needed before the word ‘Watching’ because the sentence starts with direct speech. The section of the sentence should read: “Watching the film tonight sounds …

Section 4

D 6

1 ‘wants’ is the correct option because it is the correct tense of the verb ‘to want’ for the sentence. ‘Wanted’, ‘wanting’ and ‘wished’ are the wrong tense, and ‘will’ won’t work because of the presence of ‘to’ immediately after it.

2 ‘would have’ is the correct option because it is the correct tense of the verb ‘to have’ for the sentence. ‘Could has’ is not a proper phrase; ‘will have’ and ‘is going to have’ are the wrong tense; and ‘was’ is the past tense of the verb ‘to be’.

3 ‘lives’ is the correct option because it agrees with the plural term ‘many’. ‘Lifes’ is not a proper word, while none of the other options make sense in the sentence: ‘lived’ and ‘living’ are forms of the verb ‘to live’ and ‘life’ is the singular form of ‘lives’.

4 ‘where’ is the correct option because it is the only word that makes sense at the start of the question. ‘Wear’ is a verb which means ‘to have something on your body as clothing’ or ‘to erode’; ‘wears’ is the present tense of the verb in both of the senses mentioned above; ‘were’ is a past tense of the verb ‘to be’; and ‘where’s’ is a contraction of ‘where is’.

5 ‘sillier’ is the correct option because two ideas are being compared. ‘Silliest’ would be correct if more than two ideas were being compared. None of the other options are proper comparative phrases.

10


The following guidelines give you a number of general points to check for and discuss with your child on completion of the writing tasks.

Children are required to write unaided at reasonable ■

length. They need to know that they can structure their ideas effectively whilst, if required, conveying their feelings and opinions succinctly.

Children need to use punctuation marks correctly ■

and know where appropriate speech marks should be used. Remember to check that they start a new line when introducing conversation in the text.

The grammar used should represent ‘good ■

practice’, particularly encompassing an interesting and appropriate variety of verbs, adjectives, adverbs, pronouns, prepositions and conjunctions, together with descriptive and evocative phrases and clauses to enhance their work. Sentences should vary in length to add interest. Children need to demonstrate the difference between the correct use of potentially confusing words, such as their, there and they’re. Using the correct form and tense of verbs is essential.

Writing Task AUse the General guidelines for answering writing tasks and the marking scheme below to award a total of 20 possible marks.

1 mark for including an appropriate form of address ■

(e.g. Dear Kitty) and the date at the start of the entry.

1 mark for writing in the fi rst person, from Sylvia’s ■

perspective.

Up to 2 marks for writing in a chatty, informal style ■

throughout the entry.

Up to 5 marks for writing a lively and accurate ■

refl ection of events (as described in the comprehension extract), including:

– Up to 3 marks for details of Sylvia’s thoughts and feelings during the previous day’s events – giving an appropriate insight into Sylvia’s character.

– Up to 2 marks for details of Sylvia’s thoughts on Bonnie’s character and on how she dealt with the situation.

1 mark for writing in the past tense. ■

1 mark for making reference to different events in ■

the order in which they happened.

1 mark for organising the entry into logical ■

paragraphs.

Up to 2 marks for using conjunctions and time ■

connectives (e.g. however, fi rst, then, next, etc.) to link points together throughout the text.

1 mark for including an appropriate closing ■

statement and sign-off (e.g. It’s late so I’ll sign off for now and tell you more tomorrow, Sylvia).

1 mark for writing within the word limit (up to 250 ■

words).

Up to 2 marks for correct grammar and punctuation ■

(beginning a sentence with a capital letter, correct use of commas or full stops, etc.).

Up to 2 marks for overall accurate spelling. ■

For more guidance on how to write diary entries, see The secrets of Writing, section B1: Recognise the format.

Writing Task BUse the General guidelines for answering writing tasks and the marking scheme below to award a total of 20 possible marks.

1 mark for including an appropriate slogan heading ■

(e.g. Man Utd take the triple!).

1 mark for including a byline (either below the ■

slogan or at the end of the article).

1 mark for arranging the text in columns. ■

Up to 4 marks for giving a factual report of the ■

game’s main events, including:

– Up to 2 marks for an accurate overview of the fi rst half (e.g. Manchester United’s poor start; the typical organisation seen from Bayern Munich; the 1–0 score after 6 minutes).

– Up to 2 marks for an accurate overview of the second half (e.g. the changeover of Bayern and Manchester United players; Beckham’s fi rst corner-kick and Sheringham’s equaliser; Manchester United’s renewed momentum; Beckham’s second corner-kick and Solskjaer’s winning goal).

Up to 2 marks for including external quotes as ■

appropriate (as if from interviews with relevant people, e.g. Ted Beckham, Solskjaer, Manchester United’s coach, etc.).

1 mark for writing in the third person. ■


1 mark for making reference to different events in ■

the order in which they happened.

1 mark for organising the report into logical ■

paragraphs.

General guidelines for answering writing tasks

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connectives (e.g. however, first, then, next, etc.) to link points together throughout the text.


words).




For more guidance on how to write recounts and reports, see How to do … 11+ English, section C7, The secrets of Writing, section B1: Recognise the format and The secrets of Comprehension, Step 1: Recognise different text types, section E.

Writing Task CUse the General guidelines for answering writing tasks and the marking scheme below to award a total of 20 possible marks.

Up to 6 marks for the points drawn out about Pip’s ■

character, for example:

– His strange name (‘Pip’).

– The sense that he was probably older than his size suggested.

– A pathetic, feeble nature and easily scared (‘pleaded for me not to hurt him’; ‘didn’t put up a fight when I picked him up’; ‘sat trembling on a tombstone’).

– A quiet voice (he had to ‘give it mouth’).

– Looked like he didn’t go hungry (he had ‘fat cheeks’).

– An orphan (‘both parents were under my feet’).

– Seemed honest and trustworthy (‘believe he’ll keep quiet about me and bring the file and wittles as instructed’).

Up to 2 marks for following the language style used ■

by the convict.

Up to 2 marks for using powerful vocabulary (e.g. ■

‘stomp’ instead of ‘walk’) and a variety of sense words (e.g. what did Pip ‘look’, ‘sound’ like?).

1 mark for including at least one example of a ■

simile or metaphor.

1 mark for including a range of adjectives and ■

adverbs throughout the description.

1 mark for writing in the third person. ■


1 mark for organising the text into logical ■

paragraphs.


words).




For more guidance on how to write descriptive passages, see How to do … 11+ English, section C4 and The secrets of Writing, section B1: Recognise the format.

Writing Task DUse the General guidelines for answering writing tasks and the marking scheme below to award a total of 20 possible marks.

1 mark for giving the play the appropriate heading ■

(Act II Scene I).

1 mark for adding introductory text that sets the ■

scene and indicating that a narrator will read it.

Up to 4 marks for including facts from, or reasoned ■

argument based on, the facts presented in the comprehension extract, for example:

– Highlighting sources of energy found in the home (e.g. heating, lighting).

– Listing small changes that could be made in the home (e.g. switching off sockets, not leaving appliances on standby, replacing standard light bulbs with energy-saving ones, adding loft insulation, etc.).

– The benefits of swapping the car for some journeys with a more efficient form of transport (e.g. walking/a bicycle/public transport).

– Taking the time to research the sources of products (e.g. furniture, clothes, carpets, etc.) and the ‘green’ policies of the companies who manufacture them.

1 mark for showing that Mum doesn’t initially think ■

her family can make a difference.

Up to 2 marks for using persuasive language. ■

Up to 4 marks for presenting the playscript ■

accurately, including:

– 1 mark for writing the character names in the left-hand margin.

– 1 mark for starting a new line each time a different character speaks.

– Up to 2 marks for including stage directions (e.g. detailing scenery, props, lighting, sound effects, character movements, etc.) and written in brackets.


connectives (e.g. however, first, then, next, etc.) to link points together throughout the text.


words).

12



(beginning a sentence with a capital letter, correct use of commas or full stops, no speech marks, etc.).


For more guidance on how to write playscripts, see The secrets of Writing, section B1: Recognise the format and The secrets of Comprehension, Step 1: Recognise different text types, section C.

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Notes


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Notes


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Notes


Documents

Bond 11 Test Papers English: Pack 2