English - Year 7 Test
English - Year 7 Test
English - Year 7 Test
Question paper
1 hour 10 minutes
Page Mark
Stage 8 1
3
Name ………………………………………………….……………………….
4
7
Answer all questions in the spaces provided on the question paper.
8
You should pay attention to punctuation, spelling and handwriting.
9
The number of marks is given in brackets at the end of each question or part
question. The total number of marks for this paper is 50. 10
Total
Suggestions for how long to spend on each section are given in the booklet.
DC (AC) 94049/6RP
© UCLES 2014
Page 1 of 33
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In August 2011 Desiree Versteeg, a Dutch citizen, was driving home in the suburbs
of Arnhem, in the east of the Netherlands, when she saw an animal in the road. ‘At
first I thought it was a dog or a fox. Then – I couldn’t believe my eyes – I saw it was
a wolf.’ She got out of the car to take a picture. ‘I was seven or eight metres away
from him. He couldn’t get away because a fence was blocking his path. He turned 5
and stared at me. That was frightening.’ Both she and the wolf fled.
From Ms Versteeg’s photographs, and from the body of a deer found nearby,
scientists verified that she was the first person to have seen a wolf in the Netherlands
since 1897. Having talked to the experts, she now thinks that the wolf was probably
more afraid than she was. ‘But at the time all you know is: it’s a wolf, it’s a predator 10
and I’m in its way.’
Ms Versteeg’s experience illustrates a dramatic change that has taken place in the
West over the past couple of decades. Attitudes to wolves have changed. For the
first time in history, people have stopped trying to kill them and taken to protecting
15
them instead.
However, this effort to protect wolves has been too successful and wolves are now
returning to areas from which they disappeared as much as a century ago. There
are disagreements over whether mankind can live side-by-side with a species that
was once the Western world’s top predator.
Glossary
verified: confirmed, agreed
a decade: a period of 10 years
1 What information can be found in the article? Tick () one box.
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3 Here are some suggested headings to fit the information in each paragraph in the article.
Write the number of the paragraph (1, 2, 3 and 4) beside each heading.
4 If headings were used in this article, how would they help the reader?
............................................................................................................................................. [1]
5 Give the meaning of each of these words as they are used in the article.
In each case give one word or a short phrase.
By the end of the next century, wolf packs had disappeared from western Holland,
although they were still fairly common in country areas in the east.
7 Rewrite this sentence using the same words so that it has a fronted adverbial. For
Teacher’s
Use correct punctuation. Use
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9 Punctuate this text. Use two commas, one question mark and one colon.
Wolf numbers are the highest for fifty years. Hunting is less popular, but what are the
other reasons for the increase Holland’s experience of wolves is a good guide there
are more nature reserves; there are laws to protect wolves; and people especially in
cities are less afraid of wolves. [2]
Page 4 of 33
5
Read this extract from the scientific report Reintroducing wolves into Scotland and then answer For
Teacher’s
the questions. Use
Red deer are a part of the Scottish landscape. However, they cause a great deal of
economic and environmental damage. In much of the Highlands of Scotland, deer
populations are very high, so deer can have a bad effect on the land: deer damage
attempts to replant forests; they reduce bird numbers; and they compete for food
with livestock such as sheep and cattle. 5
Opinions among rural and urban communities about the costs and benefits of 10
reintroducing wolves into Scotland were studied. Despite people’s traditional fear
of wolves, the general public – though not farmers – is reasonably positive about
the idea. Such support is necessary for a reintroduction of wolves to be successful.
However, unless reintroductions are well planned, attitudes could become more
negative. Wolves would be likely to spread throughout the Highlands and this would 15
have an effect on other wildlife. There would be increased losses of sheep and
cattle, and attacks on dogs might also become more common.
1 ...............................................................................................................................................
2 ...............................................................................................................................................
3 ........................................................................................................................................... [3]
11 List two specific problems that reintroducing wolves might cause. For
Teacher’s
Use
1 ...............................................................................................................................................
2 ........................................................................................................................................... [2]
12 People’s attitudes to wolves have changed. Give one example from the texts of past, present
and future attitudes to wolves. You can refer to both texts.
Past ..........................................................................................................................................
Present .....................................................................................................................................
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BLANK PAGE
Copyright Acknowledgements:
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
Page 10 of 33
Cambridge Secondary 1 Progression Test
Insert
English Paper 2
Stage 7
DC (AC) 86020/6RP
© UCLES 2014
Page 11 of 33
2
Section A: Reading
Read this passage from The Extincts by Veronica Cossanteli and then answer the questions in the
question paper.
***
I didn’t know it was £3.72, of course, until I picked it up – a scattering of coins on a wet
pavement – and counted it.
George Drake, it’s your lucky day! Three strikes at Bumper Bowl with Josh and Matt – and
now FREE MONEY! I let the coins trickle out of my hand, into my pocket, and got back on 5
my bike.
What do you do with £3.72? Easy. If you’re me, you buy sweets.
I was in the shop for about a minute. When I came out, my bike had gone. I had a paper bag
full of gummy caterpillars and strawberry laces and foam bananas – but no bike. And it was
raining. And it was a long walk home. 10
Sorry, George Drake, just kidding. Not your lucky day after all.
Great. Just great. I bit the head of a gummy caterpillar, and started walking.
By the time I got home, I was feeling a bit sick. I’m not totally sure that I like foam bananas.
Mum was upside down in the garden. Other people don’t do yoga in the garden in the rain,
just Mum. 15
‘Electricity bill’s come,’ she said, from between her knees. ‘Even bigger than last time. Huge.
Seriously, George – it’s MONSTROUS!’
Mum only does yoga when she’s worried about something. Bills. The washing machine
breaking down. Parents’ evening. Dad. She unfolded herself, balancing on one leg, like a
flamingo – except flamingos can do it without wobbling. Then she noticed. 20
I told her, then wished that I hadn’t. A good mother would have agreed that all bike thieves
should be nibbled to death by flesh-eating cockroaches, or lowered head first into barrels of
boiling custard, or shot into space out of giant cannons. But no – apparently, it was all my
fault. 25
‘You left your bike outside the shop without locking it? George, that was stupid. What were
you thinking?’
Then I had to listen to a whole load of yabber-yabber-blah-blah parent stuff about Being
More Careful. It went on and on for ages, until she lost her balance and fell into the rose
bush. 30
Page 12 of 33
3
‘Oh. Yes. Well…’ Mum sucked the blood from her fingers. ‘We’ll say no more about it. Stuff
happens.’
Half an hour later, I was taking my mind off my lost bike when I heard Mum calling my name. 35
‘George? George?’
‘Look!’ she said, proudly. ‘It was right at the back of the shed. A perfectly good bike.’ She
brushed a cobweb off the rusting handlebars. ‘Nothing wrong with it.’ 40
Typical Mum. She’s famous for forgetting things, but you’d think she’d remember…
‘Oh, that! That’s all poppycock.’ Mum flapped her hands. ‘Real men aren’t afraid of pink.’
What does Mum know about Real Men? She married Dad. 45
I looked at the bike. No gears. No suspension. No anything, unless you counted a rusty bell
and a little wicker basket. I tried to imagine riding that around town on a Saturday afternoon.
I could picture Josh and Matt’s faces…
She looked hurt, which made me feel bad. Why do grown-ups never see things? Things 50
that are perfectly obvious? Is there a part of the brain that stops working when you get to
twenty-one or something? That’s a bit scary. It means I have ten years left of being normal…
‘If you want a new bike, you’ll have to save up for it.’ Now she was in a mood. ‘I don’t know
how I’m going to pay that electricity bill as it is.’
Mum has a shop. It’s called The Mermaid’s Cave. She burns incense and plays whale 55
music and never has any customers. I think people already have as many smelly candles
and bead curtains and wind chimes as they want.
‘You can earn some money,’ she suggested, a bit less grumpily. ‘You can wash the car. I’ll
give you 50p.’
Page 13 of 33
4
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Copyright Acknowledgements:
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort
has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to
make amends at the earliest possible opportunity.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
Page 14 of 33
Cambridge Secondary 1 Progression Test
Question paper
1 hour 10 minutes
Page Mark
Stage 7 1
Name ……………………………………………….………………………. 4
5
Additional materials: Insert
6
READ THESE INSTRUCTIONS FIRST.
7
Answer all questions in the spaces provided on the question paper. 8
You should pay attention to punctuation, spelling and handwriting. Total
The number of marks is given in brackets at the end of each question or part
question. The total number of marks for this paper is 50.
DC (AC) 86021/5RP
© UCLES 2014
Page 15 of 33
2
1 From whose point of view does the writer tell the story?
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Page 16 of 33
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5 ‘I could picture Josh and Matt’s faces…’ (Line 48) Give an adjective which describes how For
Teacher’s
George feels. Use
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............................................................................................................................................ [1]
6 Give a quotation from the passage which shows that George’s mother thinks the colour of
the bike is not important.
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‘Is there a part of the brain that stops working when you get to twenty-one or something?’
(Lines 51–52)
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8 Which two synonyms does George’s mother use to describe the size of the electricity bill?
............................................................................................................................................. [1]
9 How does George feel before he sees his mum? (Line 13)
Tick (9) one box.
George feels
10 Give one reason why George wishes he hadn’t told his mother about his bike.
............................................................................................................................................. [1]
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12 What do the words ‘She looked hurt’ suggest about George’s mother? (Line 50)
............................................................................................................................................. [1]
13 The writer uses italics on words throughout the passage, e.g. ‘Mum, I’m a boy.’ (Line 43)
Why does the writer use italics in this phrase?
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15 Find one example of onomatopoeia and one example of alliteration in the passage.
onomatopoeia ..........................................................................................................................
(a) How would you describe the relationship between George and his mother?
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© UCLES 2014 E/S7/02
Page 21 of 33
8
BLANK PAGE
Copyright Acknowledgements:
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort
has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to
make amends at the earliest possible opportunity
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
Page 22 of 33
Cambridge Secondary 1 Progression Test
Question paper
1 hour 10 minutes
Page Mark
Stage 7 1
Name ………………………………………………….……………………. 4
5
No additional materials are required.
6
READ THESE INSTRUCTIONS FIRST.
7
Answer all questions in the spaces provided on the question paper. 8
You should pay attention to punctuation, spelling and handwriting. 9
The number of marks is given in brackets at the end of each question or part 10
question. The total number of marks for this paper is 50.
Total
DC (AC/SW) 86019/7RP
© UCLES 2014
Page 23 of 33
2
Humpback whales
They are relatively slow swimmers, averaging 6–12 kilometres per hour. Even so, 5
they undertake fairly long journeys, travelling from their winter breeding grounds
in warm tropical waters to summer feeding grounds in icy polar seas. The diet of
humpback whales generally consists of krill (tiny crustaceans) and small fish such
as herring.
Humpback whales exhibit some creative feeding methods, including the ‘bubble 10
net’ technique where the whale encircles its prey from below, blowing air from its
blowhole to make a ‘net’ of bubbles. The whale then surfaces through the middle of
the net with its mouth wide open. As the whale takes in huge mouthfuls of water and
food, its throat expands somewhat like a pelican’s pouch. The whale then contracts
its throat, using its large tongue to help expel the water. The food is left behind, 15
caught in the 270–400 pairs of coarse baleen* which hang from its mouth.
Glossary
Page 24 of 33
3
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3 Put the following in the correct order, 1–4, to describe the ‘bubble net’ technique.
catches food
4 Combine these sentences into one sentence, using ‘although’ and ‘which’. Use correct
punctuation.
The humpback whale is a large creature. It feeds on krill. These are very small.
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5 Read the sentence beginning ‘Humpback whales exhibit some creative…’ (Lines 10-12) For
Teacher’s
What does the use of the word ‘creative’ tell us? Tick one box. Use
6 Which of these words from the third paragraph is a verb? Tick (9) one box.
methods
surfaces
mouthfuls [1]
As the whale takes in huge mouthfuls of water and food, its throat expands somewhat like a
pelican’s pouch. [1]
8 (a) Find an adverb in the second paragraph which compares the speed of humpback
whales to other animals.
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(b) Find a verb in the third paragraph which shows how humpback whales move to trap
their prey.
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Page 26 of 33
5
Scuba diving will appeal to anyone who is reasonably fit and has a spirit of adventure. With the
right training and support, it’s also easy and fun to learn. You can learn to dive from the age
of eight. Through a combination of theory lessons, pool sessions and open-water experience,
you’ll learn your new diving skills at your own pace. You’ll develop your skills in the safe
confines of a swimming pool before progressing to sheltered water, leading to your first
open-water dives and an Ocean Diver certificate. And, what’s more, our diving certificates
are recognised around the world.
With 70% of the planet covered in water, there’s so much for a diver to see, experience and
explore. Add to that the wide variety of things you can see and do when diving – wrecks,
marine life, photography, conservation, underwater archaeology, exploration, deep and
technical diving – and the opportunities are endless!
9 Tick (9) to show which of these statements, according to the text, are true about scuba
diving.
10 Write one word from the second paragraph that shows you are trained in a small area.
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11 Using your own words as far as possible, write a summary of 70–90 words to describe why For
Teacher’s
scuba diving can be a great experience. Use
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© UCLES 2014 E/S7/01
Page 31 of 33
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Copyright Acknowledgements:
Section A Reading
Question 8 © Barbara Todd; Whales & Dolphins of Kaikoura, New Zealand; Nature Down Under/Craig Potton Publishing.
© www.bsac.com/page.asp?section=1009§ion Title=Scuba+diving+is+open+to+anyone.
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort
has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to
make amends at the earliest possible opportunity.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
Page 32 of 33
Test 8 (H)
1 Punctuate the sentence below in two ways to make two different meanings:
The animals were hurt Lucy cried The animals were hurt Lucy cried 1 P
2 marks
(a) Rewrite this sentence in the active voice: All life had been destroyed by the fire. 2(a) G
1 mark
(c) Write an adjectival phrase to describe the boys. The description should match
2(c) G
the atmosphere:
1 mark
destruction. 1 mark
1 mark
Eroded means ‘improved’. Eroded means ‘swapped’.
Eroded means ‘worn away.’ Eroded means ‘converted’.
6 Circle the two words with a meaning similar to potential in this sentence:
1 mark