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ELITE Level 4© Singapore Asia Publishers Pte Ltd. All rights reserved.Reproducible for home/classroom use only.STRICTLY NOT FOR SALE.Look for other useful resources: www.sapgrp.com
1
Learning Outcomes listen to instructions and demonstrate an
understanding of the given content through writing
write and spell correctly through dictation use of subject-verb agreement, phrasal
verbs, modals, tag questions, tenses and past participles
use appropriate prepositions, pronouns, present participles, adverbs, comparing adjectives, quantifiers and connectors based on context
choose appropriate vocabulary based on context enrich vocabulary by learning new words
through the glossary complete a cloze passage with suitable
vocabulary comprehend a passage and visual text by
answering questions through recalling of information or drawing of conclusions
express ideas clearly and creatively when writing a story
84Name: Class:
ELITE SAP Education
FINAL EXAMINATION 2
4Level
English Language Intensive Tests and Examinations
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2
SECTION A : LISTENING COMPREHENSION
A note to teachers / parents:For questions 1 – 11, refer to ANSWERS page A9, Picture Matching, Note-Taking and Dictation.
PICTURE MATCHINGListen carefully to each sentence. Choose the correct answer and write its number in the brackets provided. (4 marks)
( )
2. (1) (2) (3) (4)
( )
1. (1) (2) (3) (4)
( )
3. (1) (2) (3) (4)
( )
4. (1) (2) (3) (4)
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3
NOTE-TAKING Your cousin is supposed to write a book review for her holiday assignment. She needs your guidance.
Listen carefully to what your cousin says. Fill in each blank (5) – (10) with a suitable word. (6 marks)
Book Review
Title of the book: Space (5)
Author of the book: Roy Ivans
Genre of the book: (6) fiction
Target audience: Children aged (7) years and above
Rating of the story: (8) out of five
Summary:
This is a story about an (9) who visited Planet
Sunshine. He had an excit ing and unusual journey. One can
gain much (10) about space when reading this
book.
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4
DICTATION Listen carefully. Write out the paragraph as it is read out. (6 marks)
11. The young acrobats
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5
SECTION B : LANGUAGE USE AND COMPREHENSION
GRAMMAR Choose the correct answer and write its number in the brackets provided.( 6 marks)
12. Either Daniel or Simon the keys to the office.
(1) are (3) is (2) have (4) has ( )
13. Mrs Field decided to the matter herself after several students complained of missing belongings.
(1) look into (3) look around (2) look on (4) look up ( )
14. “I wonder if I go to the cinema with you?” Jeanette asked politely.
(1) ought (3) shouldn’t (2) would (4) could ( )
15. Samantha will attend the meeting, ?
(1) will she (3) is she (2) won’t she (4) isn’t she ( )
16. Mike, as well as his sister, for dinner tonight.
(1) come (3) shall come (2) are coming (4) will come ( )
17. The team has several scripts for their clients.
(1) written (3) wrote (2) writing (4) write ( )
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GRAMMAR CLOZE Read the passage carefully. Choose the most suitable word given in the box and write its letter (A to J) in each blank. The letter (I) has been omitted in order to avoid confusion during marking. Use each word ONCE only. (4 marks)
(A) many (D) much (G) most
(B) eventually (E) to (H) connected
(C) eventual (F) in (J) connecting
The Akashi-kaikyo Bridge is the world’s longest suspension bridge; it is
also the tallest and most majestic suspension bridge. This suspension bridge
is the only route (18) Awaji Island to Kobe City in Japan.
Measuring 3911 metres long and 1911 metres tall, the Akashi-Kaikyo
Bridge is a six-lane expressway. (19) may think that it was just
a run-of-the-mill project. In fact, it was one of the trickiest building projects the
Japanese had embarked on. It took the Japanese three decades to come up
with a workable plan.
The Japanese embarked on the construction of the suspension bridge
in 1988. The construction did not go smoothly. An earthquake in 1995 brought
severe damage (20) Kobe City. Surprisingly, the Akashi-Kaikyo
Bridge, which was still under construction then, remained intact. The construction
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7
continued and was (21) completed in 1998. Though the earthquake
did not do great damage to the suspension bridge, it did affect the final design of
the suspension bridge.
Read the passage carefully. Choose the most suitable word given in the box and write its letter (A to J) in each blank. The letter (I) has been omitted in order to avoid confusion during marking. Use each word ONCE only. (4 marks)
(A) every (D) by (G) in
(B) all (E) worse (H) worst
(C) and (F) when (J) none
Campbell swam against all odds
25th Annual National Swimming Competition
By Eunice Hall
Perth – Alan Campbell had dashed his opponents’ hopes after coming in
first in the 400-metre final yesterday. This victory came right after a barrage
of criticism from his supporters.
The 18-year-old national swimmer surpassed expectations
(22) setting a new personal record in the 400-metre
breaststroke final. However, his success was not an easy one.
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Alan had underperformed for the past three days. Unknown to
(23) , he had just recovered from an old injury!
“This is the last race of the season. I’m not going to let my supporters
down. The past few days had been the (24) days
of my life, thinking how I had disappointed them,” said Alan. Despite
the stiff competition, Alan managed to catch up in the last lap.
(25) his name was displayed on the scoreboard, he raised
his arm triumphantly.
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9
VOCABULARY Choose the correct answer and write its number in the brackets provided.(6 marks)
26. The fireworks display marked the of the parade.
(1) final (3) finale (2) finality (4) finally ( )
27. The unreasonable director rejected the scripts that the writer had written.
(1) painstakingly (3) carelessly (2) thoughtlessly (4) casually ( )
28. I am the class . I take charge of our class funds.
(1) auditor (3) bookkeeper (2) accountant (4) treasurer ( )
29. The study of earthquakes is known as .
(1) pathology (3) sociology (2) seismology (4) ecology ( )
30. The opposite of optional is .
(1) accidental (3) mandatory (2) random (4) unwilling ( )
31. Belinda was discouraged when her friends her ideas.
(1) threw caution to the winds at (2) poured cold water on (3) threw in the sponge for (4) threw the book at ( )
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10
VOCABULARY CLOZE Read the passage carefully. Choose the most suitable word given in the box and write its letter (A to J) in each blank. The letter (I) has been omitted in order to avoid confusion during marking. Use each word ONCE only. (8 marks)
(A) rolled (D) departure (G) abroad
(B) flashed (E) scrimped (H) faint
(C) respects (F) send-off (J) disappoint
It was time to board the plane. As Ivy made her way to the
(32) gate, she fought back her tears. She turned around
and waved at her family members with a (33) smile on her
face. She had decided to go (34) to further her studies. It
would be a while before Ivy could see them again.
Images of the recent family gathering (35) through
her mind. Her family had organized a (36) for her last
weekend. Ivy was deeply touched by their gesture of support. Her
parents had (37) and saved for many years to send
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11
her overseas. Her younger sisters had knitted a sweater for her in her
favourite colour.
Tears (38) down Ivy’s face as she boarded the plane.
She was determined to work hard so as not to (39) her
family. She would excel in her studies.
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12
VISUAL TEXT COMPREHENSION Study the advertisement below and answer the questions that follow.
Art Fun
Do something different this holiday! Take up an art class! Not any art class
but an art class specially designed to make drawing fun and painless!
Blossom
3 – 5 years old
Classes expose
students to a variety
of mediums and
materials from
drawing to clay.
This encourages
self-expression and
develops motor skills.
Grow
6 – 10 years old
After learning the
fundamentals of
drawing, students
explore more
about colours and
compositions. These
classes develop
techniques while
simultaneously
encouraging self-
expression.
Thrive
11 – 15 years old
Students need basic
sketching and painting
skills to take up this
course. Classes are
individualized and
students can work
on becoming experts
in their medium of
choice.
NewNew video-based lessons will allow you to learn and practise as
many times as you want at any time of the day! Going through a
four-level programme will allow you to learn how to draw just as well
as attending an art class. Let the art class come to you!
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13
Why learn art?
Art helps develop the right brain, encouraging creativity and visual skills. It is
during an art class that students are given the freedom to express themselves
in a variety of mediums. Art is also a subject that is gaining importance in
schools today. Students can enter an art school and develop an impressive
portfolio for themselves that will pave the way to a career in art.
What are the different types of art?
Art is more than just drawing and painting. There are many different types of
art. Two broad categories of art taught at Art Fun are painting and drawing.
Within each category are a host of subcategories that students can choose
from. Landscape, abstract and still life are just some of the categories. With
more than 20 subcategories to choose from, students will be delighted with
the choices they have even if they are unsure about whether to take up art.
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14
Choose the best answer and write its number in the brackets provided.(10 marks)
40. Which word tells you that art is simple?
(1) delighted (3) painless (2) impressive (4) encouraging ( )
41. “This” in the first column on the left of the first page of the advertisement refers to “ ”.
(1) attending art classes at a young age (2) learning how to draw anything one wants (3) using clay to create something interesting (4) learning how to use different materials and mediums ( )
42. Thomas is 12 years old. If he joins the art class, he must . (1) be from an art school (2) be willing to work in a group (3) know how to sketch (4) be a good artist ( )
43. According to the advertisement, children are encouraged to learn art because .
(1) they can choose from 20 subcategories (2) art develops the right brain (3) they can do whatever they want (4) art is more than just drawing and painting ( )
44. Which of the following best describes the information under New?
(1) It will be easy to learn how to draw. (2) Students can learn to draw quickly. (3) Students must work hard. (4) It will be convenient to learn art. ( )
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15
COMPREHENSION OPEN-ENDED Read the passage carefully and answer the questions that follow.(10 marks)
The roller coaster is a common feature in amusement parks. No other
ride has as many twists and turns as a roller coaster. Interestingly, a roller
coaster is able to move on its own, propelled only by gravity and inertia,
without the use of an engine. It is the tracks that help to move each carriage
along. When moving downwards, the force of gravity leads the carriage
to fall towards the ground at a high speed, giving riders the thrill that they
seek. This same energy will help push the carriage up the tracks.
During the start of the hair-raising ride, each carriage will be hauled onto
a steep slope so as to build up energy. The carriage will have the greatest
amount of energy at the apex of the slope. As the carriage moves down the
slope, its stored energy converts to kinetic energy or moving energy. Upon
reaching the foot of the slope, the carriage possesses a greater amount
of moving energy than stored energy. This energy enables the carriage to
5
10
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16
move up the tracks to build up its stored energy. The cycle is repeated until
it comes to a standstill.
One might observe that the slopes are not as steep towards the end of
the ride. The friction between the carriage and air or tracks and the gentler
slopes slow down the carriage. Towards the end of the ride, the stored energy
is depleted and compels the carriage to come to a complete halt.
45. In paragraph 1, the roller coaster is unique in two ways. What are they? [2m]
(i)
(ii)
46. Which word in paragraph 1 means “excitement”? [1m]
47. Complete the table about how the roller coaster moves using the information in paragraph 2. [2m]
Movement of the carriages
(a) There is a build up of stored energy.
(b) The stored energy converts to kinetic energy.
15
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17
48. Read the sentences below carefully. Write F if the statement is a fact and O if the statement is an opinion. [4m]
A ride on a roller coaster is a hair-raising experience.
A roller coaster does not have an engine.
Being at the apex of the slope is frightening.
Moving energy helps a roller coaster to move up the tracks.
49. Read the sentence below carefully. Which word means “forces”? Circle the correct letter. [1m]
Towards the end of the ride, the stored energy is depleted and (a) (b)
compels the carriage to come to a complete halt. (c) (d)
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preparing spurted plumber
faulty shocked assistance
SECTION C : WRITING
CONTINUOUS WRITING (20 marks)Study the pictures below carefully. Write a story of at least 140 words about an accident on a separate piece of paper. The pictures, not arranged in sequence, are provided to help you think about the topic. Your story should be based on one or more of the pictures. You may use the helping words in the box.
Consider the following points when you plan your story:
• What took p lace be fo re the accident?
• How did the accident happen?
• Who was affected by the accident?
• How was everything solved at the end?
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19
Blank page
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20
Leve
l 4 F
inal
Exa
min
atio
n 2
Her
e, w
e p
rovi
de
som
e fe
edb
ack
on th
e sp
ecifi
c co
mp
onen
ts th
at a
chi
ld m
akes
mos
t mis
take
s in
. Use
the
feed
bac
k to
imp
rove
the
child
’s le
arni
ng.
List
enin
g C
ompr
ehen
sion
Que
stio
ns 1
– 1
1:
The
child
nee
ds
to p
ay a
ttent
ion
and
lis
ten
care
fully
to
the
sent
ence
s re
ad. S
pel
ling
is im
por
tant
. The
chi
ld n
eed
s to
kno
w th
e sp
ellin
g o
f som
e co
mm
on w
ord
s in
the
pas
sag
e.
Gra
mm
arQ
uest
ions
12
– 17
: Thi
s se
ctio
n te
sts
the
child
on
the
sim
ple
futu
re te
nse,
su
bje
ct-v
erb
ag
reem
ent,
mod
als,
phr
asal
ver
bs,
tag
que
stio
ns a
nd th
e p
ast
par
ticip
les.
Rem
ind
the
child
to r
ead
the
que
stio
n ag
ain
to lo
ok fo
r cl
ues.
Th
e ch
ild s
houl
d le
arn
to e
limin
ate
optio
ns t
hat
are
wro
ng.
Ref
er t
o p
ast
dia
gno
stic
test
s fo
r re
visi
on.
Que
stio
ns 1
8 –
21: T
he g
ram
mat
ical
ite
ms
test
ed h
ere
are
pre
pos
ition
s,
pro
noun
s, t
he p
rese
nt p
artic
iple
s an
d a
dve
rbs.
The
chi
ld n
eed
s to
rea
d
the
pas
sag
e fir
st b
efor
e fil
ling
in e
ach
bla
nk w
ith th
e co
rrec
t op
tion.
Ref
er
to p
ast d
iag
nost
ic te
sts
for
revi
sion
.
Que
stio
ns 2
2 –
25: T
his
gra
mm
ar
clo
ze p
ass
ag
e t
est
s th
e c
hild
’s
und
erst
and
ing
of
pre
pos
ition
s, c
omp
arin
g a
dje
ctiv
es,
qua
ntifi
ers
and
co
nnec
tors
. Ref
er to
pas
t dia
gno
stic
test
s fo
r re
visi
on.
Voc
abul
ary
Que
stio
ns 2
6 –
31: W
hen
unsu
re, e
limin
ate
the
optio
ns th
at a
re o
bvi
ousl
y w
rong
firs
t. R
ead
ing
new
spap
ers
and
Eng
lish
stor
yboo
ks w
ill e
nric
h on
e’s
voca
bul
ary.
Enc
oura
ge
the
child
to u
se a
dic
tiona
ry to
look
up
wor
ds
that
he
is u
nsur
e of
. R
efer
to
the
Glo
ssar
y (P
oint
ers
pag
e P
34)
to le
arn
mor
e ne
w w
ord
s.
Que
stio
ns 3
2 –
39: R
ead
the
cloz
e p
assa
ge
once
thro
ugh
bef
ore
fillin
g in
th
e b
lank
s. C
lues
can
ofte
n b
e fo
und
in th
e p
assa
ge.
Enc
oura
ge
the
child
to
read
new
spap
ers
and
Eng
lish
stor
yboo
ks to
bui
ld u
p h
is v
ocab
ular
y.
Com
preh
ensi
on
Vis
ual T
ext
Que
stio
ns 4
0 –
44: R
ead
the
ad
vert
isem
ent
care
fully
. B
e aw
are
of t
he
diff
eren
t typ
es o
f inf
orm
atio
n p
rovi
ded
in th
e ad
vert
isem
ent.
(Eg
. typ
es o
f cl
asse
s, w
hy le
arn
art,
diff
eren
t typ
es o
f art
)
Ope
n–en
ded
Que
stio
ns 4
5 –
49: U
nder
stan
din
g th
e p
assa
ge
is c
ruci
al in
ans
wer
ing
the
que
stio
ns. R
ead
thro
ugh
the
pas
sag
e tw
ice
if ne
cess
ary
bef
ore
answ
erin
g
the
que
stio
ns.
If th
e ch
ild c
omes
acr
oss
unfa
mili
ar o
r d
ifficu
lt w
ord
s, g
et
him
to tr
y to
mak
e a
goo
d g
uess
by
read
ing
on.
Whe
n th
e ch
ild e
ncou
nter
s d
ifficu
lty i
n re
spon
din
g t
o q
uest
ions
tha
t re
qui
re h
im t
o in
fer,
pre
dic
t, co
mp
are
and
giv
e re
ason
s fo
r hi
s re
spon
se,
use
cont
extu
al c
lues
to
get
th
e an
swer
s.
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21
Dia
gnos
tic T
ools
Leve
l 4 F
inal
Exa
min
atio
n 2
Co
mp
reh
en
sio
n4
04
14
24
34
44
54
64
74
84
9M
ark
sTo
tal
Visu
al T
ext
HH
HH
H/ 1
0O
pen
-end
edH
HH
HH
/ 10
Vocabula
ry2
62
72
82
93
03
13
23
33
43
53
63
73
83
9M
ark
sTo
tal
MC
QH
HH
HH
H/ 6
Clo
zeH
HH
HH
HH
H/ 8
Gra
mm
ar
12
13
14
15
16
17
18
19
20
21
22
23
24
25
Ma
rks
To
tal
MC
QH
HH
HH
H/ 6
Clo
zeH
HH
HH
HH
H/ 8
14 14
20C
on
tin
uo
us
Wri
tin
gM
ark
sTo
tal
Con
tent
12
34
56
78
910
1112
/ 12
Lang
uag
e1
23
45
67
8/ 8
20
List
enin
g C
ompr
ehen
sion
12
34
56
78
91
0M
ark
sTo
tal
Pic
ture
Mat
chin
gH
HH
H/4
Not
e-ta
king
HH
HH
HH
/ 610
84
Gra
nd T
otal
Inst
ruct
ions
to P
aren
tsD
ivid
e th
e m
arks
aw
ard
ed a
t the
Gra
nd T
otal
by
84. T
hen
mul
tiply
the
answ
er b
y 10
0 to
der
ive
the
ban
din
g
for
the
child
. Ref
er to
Wha
t you
r sco
res
tell
you
to re
ad a
bou
t the
chi
ld’s
per
form
ance
.
Ple
ase
take
not
e:Th
e O
ral c
omp
onen
t com
pris
es o
f Rea
ding
Alo
ud (6
mar
ks) a
nd P
ictu
re C
onve
rsat
ion
(10
mar
ks) i
n sc
hool
ex
amin
atio
ns. T
hese
are
not
incl
uded
in E
LITE
Mid
year
and
Fin
al E
xam
inat
ions
.
84×
100
=
List
enin
g C
ompr
ehen
sion
11
Ma
rks
To
tal
Dic
tatio
n1
23
45
6/6
6
Wha
t you
r sco
res
tell
you:
85 –
100
BA
ND
1
Exce
llent
! You
hav
e a
very
goo
d g
rasp
of t
he te
chni
que
s in
gra
mm
ar a
nd a
wid
e an
d s
olid
voc
abul
ary.
Cou
ple
d w
ith g
ood
com
pre
hens
ion
skill
s, y
ou a
re a
ble
to
hand
le c
loze
pas
sag
es a
nd a
nsw
er q
uest
ions
in th
e co
mp
rehe
nsio
n se
ctio
ns. W
ork
on m
akin
g y
our
writ
ing
mor
e in
tere
stin
g b
y ad
din
g in
cre
ativ
e w
ord
s an
d p
hras
es.
70 –
84
BA
ND
2
Wel
l don
e! Y
ou h
ave
a fa
irly
goo
d g
rasp
of t
he te
chni
que
s in
gra
mm
ar a
nd a
goo
d
set o
f voc
abul
ary.
Do
take
hee
d th
at g
ram
mar
and
sp
ellin
g a
re im
por
tant
to s
core
w
ell.
Wor
k on
mak
ing
you
r w
ritin
g m
ore
inte
rest
ing
by
add
ing
in
crea
tive
wor
ds
and
phr
ases
.
50 –
69
BA
ND
3
Goo
d! Y
ou h
ave
a b
asic
gra
sp o
f th
e te
chni
que
s in
gra
mm
ar a
nd a
bas
ic s
et o
f vo
cab
ular
y. Y
ou m
ay fi
nd it
diffi
cult
to t
ackl
e th
e cl
oze
pas
sag
es w
ith n
o he
lpin
g
wor
ds.
Rea
d m
ore
to b
uild
up
you
r vo
cab
ular
y an
d t
o im
pro
ve o
n g
ram
mar
and
sp
ellin
g. W
ork
on m
akin
g y
our w
ritin
g m
ore
inte
rest
ing
by
add
ing
in c
reat
ive
wor
ds
and
phr
ases
.
0 –
49B
AN
D 4
Try
hard
er! Y
ou h
ave
put
in g
ood
effo
rt b
ut y
ou n
eed
to k
eep
pra
ctis
ing
the
gra
mm
ar
conc
epts
lear
nt. Y
ou c
an in
crea
se y
our b
asic
set
of v
ocab
ular
y b
y re
adin
g, s
pea
king
an
d w
ritin
g m
ore.
Thi
s w
ill a
lso
help
you
to b
uild
up
you
r com
pre
hens
ion
skill
s. W
ork
on m
akin
g y
our
writ
ing
mor
e in
tere
stin
g b
y ad
din
g in
cre
ativ
e w
ord
s an
d p
hras
es.
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22
Learning Zone
Pep Up Your WritingBelow are some words to help you express yourself better. Learn and apply them in your writing!
backbiting (noun): nasty words used on or unpleasant talk about another person
broad-minded (adjective): open to other ideas or thinking
down-hearted (adjective): unhappy and very discouraged
earth-shattering (adjective): surprising and shocking
ham-fisted (adjective): not good or skilful in doing things with the hands or handling a situation
heartrending (adjective): a feeling of disappointment, sympathy or pity
level-headed (adjective): sensible and not rash when making decisions
mind-blowing (adjective): unbelievably exciting or different
mind-boggling (adjective): difficult to understand or imagine
red-faced (adjective): embarrassed and ashamed
spine-chilling (adjective): frightening
tight-lipped (adjective): refusal to talk