High

Use an appropriate text type from the options below the task you choose. Write 450 to 600 words.

You have seen that some friendships among young people can be harmed because they pressure each other to do things without considering each other’s feelings. You find this frustrating and want to share your thoughts with other young people. Write a text in which you examine the effect of peer pressure on young people, consider the ways they can be positive influences in their social groups, and suggest how they can respond if they are feeling pressured.

Answer keys:

• The three required elements of the task are: (i) to examine the effect of peer pressure on young people; (ii) to consider how they can be positive influences in their social groups, and (iii) to suggest how they can respond if they are feeling pressured. (Equal weight does not have to be given to all three elements, but all should be given some developed attention.)
• A broad interpretation of the term “peer-pressure” should be accepted. It could include behavioural elements, emotional or psychological stressors, etc. It should be linked to the topic of how friendships may be harmed.
• Accept a wide range of ideas offered as “positive influences”. The influence may be on one person within a social group, or on the social group.
• For “suggest how...”, the response may present a single overarching idea developed in depth or cover a range of ideas.

• Choice of text type:

• Register and tone:
• Informal to semi-formal register.
• Reflective, thoughtful, supportive (of others) tone.

Sample answer (detailed outline):

Use an appropriate text type from the options below the task you choose. Write 450 to 600 words.

Many students complain about a lack of sleep during the examination period and worry that it might affect their academic performance. You want to involve the school administration in addressing the issue. Write a text in which you explain why sleep is essential for young people, describe the impact of lack of sleep on students, and suggest ways to improve the situation.

Answer keys:

• The three required elements of the task are (i) to explain why sleep is essential for young people, (ii) to describe the impact of lack of sleep on students, and (iii) to suggest ways to improve the situation. (Equal weight does not have to be given to all three elements, but all should be given some developed attention.)
• Explanation of (i) may include subjective or objective views on the importance of sleep among young people. 
• A description of the impact of lack of sleep on students should appear in (ii), which may generally refer to health overall or to symptoms such as fatigue, irritation, mood swings, etc. or effects on school-related matters, like affected friendships, lower grades, loss of focus, etc. There needs to be a connection between the effects and students/school performance/ social relations at school. 
• The suggested ways in (iii), whether possible or plausible, should not affect marking, as long as they are effectively supported with reasons.
• Choice of text:

• Register and tone:
• Semi-formal to formal register 
• A persuasive and informative tone.

Sample answer (detailed outline):

Use an appropriate text type from the options below the task you choose. Write 450 to 600 words.

You belong to an online group interested in languages. One member has said that they feel different when speaking English to speaking in their home language. You wish to express your opinions to the group. Write a text to summarize the member’s ideas, compare them to your own experiences, and express your own ideas about the relationship between language and identity.

Answer keys:

• The three required elements of the task are (i) summarize the member’s ideas, (ii) compare them to your own experiences, and (iii) express your own ideas about the relationship between language and identity. (Equal weight does not have to be given to those three elements, but all should be given some developed attention.)
• Discussion of (i) should focus principally on the ways in which the original writer felt differently when speaking English compared to another language.
• Coverage of (ii) may involve discussion of how their own experiences were similar to or different from the original member’s experiences, or both.
• Discussion of (iii) may refer to personal experiences but should also include ideas about the relationship between language and identity more generally.

• Choice of text type:

• Register and tone:
• Informal or semi-formal register
• Lively tone or showing personal engagement with the topic

Sample answer (detailed outline):

Use an appropriate text type from the options below the task you choose. Write 450 to 600 words. 

You have noticed that many young people are experiencing high levels of stress in their lives. Therefore, you want to start a support group for local youths at the community centre. Write a text for the community centre’s manager in which you describe the main causes of stress for young people, explain the effects stress can have on them, and justify why you believe the support group will be successful. 

Answer keys:

• The three required elements of the task are: (i) to describe the main causes of stress for young people, (ii) to explain the effects stress can have on them, and (iii) to justify why they believe the support group will be successful. (Equal weight does not have to be given to all three elements, but all should be given some developed attention.)
• Description of (i) may include typical symptoms, i.e. loss of sleep, loss of appetite, irritation, etc., but it could include some more specific ones too (i.e. low grades), so long as they are logically connected to the topic.
• How exam anxiety affects students in a positive and/ or negative way can be explored in (ii).
• Effectiveness/quality of techniques presented in (iii) should not affect marking as long as ideas are relevant and well supported
• Choice of text:

• Register and tone:
• Semi-formal to formal register 
• Serious, professional, and informed tone

Sample answer (detailed outline):

An Extract from Boyhood: Scenes from provincial life 

He is healthy, full of life and energy, yet seems always to have a cold. In the mornings he wakes up tight-throated, red-eyed, sneezing uncontrollably, his body-temperature soaring and plunging. “I’m sick,” he croaks to his mother. She rests the back of her hand against his forehead. 

There is one more difficult moment to get through, the moment when his father says, “Where’s John?” and mother says, “He’s sick,” and his father snorts and says, “Pretending again.” Through this he lies as quiet as he can, till his father and his brother are gone and he can at last settle down to a day of reading. 

He reads at great speed and with total absorption. During his sick spells his mother has to visit the library twice a week to take out books for him: two on her cards, another two on his own. He avoids the library himself in case the librarian asks questions when he brings his books to be stamped. 

He knows that if he wants to be a great man, he ought to be reading serious books. He ought to be like Abraham Lincoln or James Watt, studying by candlelight while everyone else is sleeping, teaching himself Latin and Greek and astronomy. He has not abandoned the idea of being a great man; he promises himself he will soon begin serious reading; but for the present all he wants to read are stories. 

If his father likes Shakespeare, then Shakespeare must be bad, he decides. Nevertheless, he begins to read Shakespeare, in the yellowing edition with the tattered edges that his father inherited, trying to discover why people say Shakespeare is great. Besides Shakespeare, his father owns the poems of Keats. His mother owns the poems of Rupert Brooke. These poetry books have pride of place on the mantelshelf in the living-room. 

One day his father comes to his room with the Wordsworth book. “You should read these,” he says, and points out poems he has ticked in pencil. A few days later he comes back, wanting to discuss the poems. “The sounding cataract haunted me like a passion,” his father quotes. He refuses to meet his father’s eye, to play the game. It is not long before his father gives up. 

He is not sorry about his churlishness. He cannot see how poetry fits into his father’s life; he suspects it is just pretence. When his mother says that in order to escape the mockery of her sisters she had to take her book and creep away in the loft, he believes her. But he cannot imagine his father, as a boy, reading poetry, who nowadays reads nothing but the newspaper. 

He watches his father reading the newspaper. He reads: flipping through the pages, cracking and slapping the pages as he turns them. When he is done with reading he folds it into a narrow panel and does the crossword puzzle. 

Copyright © 1997 by J. M. Coetzee. All rights reserved. Arranged by Peter Lampack Agency, Inc. Excerpt(s) from BOYHOOD: SCENES FROM PROVINCIAL LIFE by J.M. Coetzee, copyright © 1997 by J.M. Coetzee. Used by permission of Viking Books, an imprint of Penguin Publishing Group, a division of Penguin Random House LLC. All rights reserved.

Question

Answer the following questions. 
1. Which words in paragraphs 1-2 indicate that the boy’s voice is affected in the morning? Give one example. 
2. Which words in paragraphs 1-2 show that the father does not believe the boy is unwell?
3. Why does the boy ask his mother to go to the library for him? 
4. Why does the boy think he will not be like Abraham Lincoln or James Watt for now?
5. What opinion does the boy express that shows he disapproves of his father’s literary choices? 

Find the word or phrase in paragraphs 3-5 which means the following: 
6. concentration 
7. periods 
8. torn 
9. displayed prominently 

Choose the correct answer. 
10. When the writer says, “he refuses to meet his father’s eye, to play the game” (paragraph 6), it is implied that… 
A. the boy’s father is not truly willing to play.
B. the boy does not enjoy spending time with his father.
C. the poems the father suggests are boring.
D. the boy is frightened of his father’s reaction. 

11. The boy’s mother avoids being teased by her siblings by… 
A. reading another kind of book.
B. pretending she doesn’t like reading.
C. moving her bed into the loft.
D. hiding to read in isolation. 

12. When the boy observes his father reading the newspaper, he notices his father… 
A. does not read in depth.
B. skips to do the crosswords.
C. only pretends to read.
D. prefers to read poetry. 

13. In this extract, the author mainly… 
A. provides an account of the boy’s health.
B. portrays the role of literature in the boy’s life.
C. narrates an important event in the boy’s life.
D. reveals the boy’s ambitions for his adult life 

Answer Key

1. Target answer: “(he) croaks” 
Accept: (in the mornings, he wakes up) tightthroated
Do not accept: (he) croaks to his mother

• Text Evidence: “He wakes up tight-throated … ‘I’m sick,’ he croaks to his mother.”
• Explanation: Both “croaks” and “tight-throated” clearly show a voice that sounds rough, strained, or hoarse.

2. Target answer: “pretending again”

• Text evidence: his father snorts and says, “Pretending again.”
• Explanation: “Pretending” shows disbelief. “Again” strengthens that the father thinks this is repeated acting.

3. Target answer: “in case the librarian asks questions (when he brings his books to be stamped)”
Accept: Other wording with the same meaning

• Text Evidence: “He avoids the library himself in case the librarian asks questions when he brings his books to be stamped.”
• Explanation: He fears questioning and wants to avoid suspicion.

4. Target answer: (for the present) all he wants to read are stories
Accept: 
he is not doing any serious reading, but (he) is reading stories instead
he is reading stories, not serious books
Other wording with the same meaning 
Do not accept: 
The verbatim copying of “he ought to be reading serious books” OR “he will soon begin serious reading”.
“he is not doing any serious reading” OR “he is not reading serious books” on its own.
“he wants to read/is reading stories for now/for the present” without ‘all’ or similar wording (e.g. just / only).
“all he wants to read is literature”

• Text Evidence: “…but for the present all he wants to read are stories.”
• Explanation: His reading choices are not the “serious books” great men supposedly read.

5. Target answer: (If his father likes Shakespeare) then Shakespeare must be bad
Accept: Other wording with the same meaning (e.g. “if the father prefers Shakespeare, then he must be bad”)
Do not accept: The addition of “he decides” to the target answer. 

• Text Evidence: “If his father likes Shakespeare, then Shakespeare must be bad…”
• Explanation: The boy automatically thinks anything his father likes is bad, showing disagreement with his father’s choices.

6. Target answer: absorption

• Text Evidence: “He reads at great speed and with total absorption.”
• Explanation: “Absorption” = deep concentration in reading.

7. Target answer: spells

• Text Evidence: “During his sick spells…”
• Explanation: “Spells” means intervals or periods of time.

8. Target answer: tattered

• Text Evidence: “…yellowing edition with the tattered edges…”
• Explanation: “Tattered” = ripped, worn, torn.

9. Target answer: have pride of place

• Text Evidence: “These poetry books have pride of place on the mantelshelf…”
• Explanation: Means displayed in a special, prominent spot.

10. B. “the boy does not enjoy spending time with his father.”

• Text Evidence: “He refuses to meet his father’s eye, to play the game.”
• Explanation: He avoids connection, indicating reluctance and discomfort.
  
  
• A. “the boy’s father is not truly willing to play” – False; father tries to discuss poems.
• C. “the poems are boring” – Not stated; his issue is with his father, not the poems.
• D. “the boy is frightened” – No fear is shown; only resistance.

11. D. “hiding to read in isolation.”

• Text evidence: “…she had to take her book and creep away in the loft.”
• Explanation: She hides alone to avoid mockery.
  
  
• A. “reading another kind of book” – No evidence.
• B. “pretending she doesn’t like reading” – False.
• C. “moving her bed into the loft” – She only goes there to read.

12. A. “does not read in depth.”

• Text Evidence: “flipping through the pages, cracking and slapping the pages…”
• Explanation: Shows shallow, rapid reading.
  
  
• B. “skips to do the crosswords” – He does the crossword after, not instead of reading.
• C. “only pretends to read” – He does read; there's no hint of pretending.
• D. “prefers poetry” – Opposite of what the text says (he “reads nothing but the newspaper”).

13. B. portrays the role of literature in the boy’s life.

• Text Evidence: 
  “He reads at great speed and with total absorption.”
  “…for the present all he wants to read are stories.”
  “He knows that if he wants to be a great man, he ought to be reading serious books.”
  “These poetry books have pride of place on the mantelshelf.”
• Explanation: The extract repeatedly focuses on: his reading habits, books he chooses, books his father wants him to read, poetry, Shakespeare, Keats, Brooke, his aspiration to be a “great man” through reading, family attitudes toward reading. 
  
  
• A. “an account of the boy’s health” – Only the opening mentions illness; the focus shifts to reading.
• C. “narrates an important event” – No single event; it's a portrait, not a narrative.
• D. “reveals his ambitions for adulthood” – Mentioned briefly but NOT the main focus.

How to Help Students Avoid Heritage Language* Loss 

For students who have immigrated to the United States or who come from families who do not speak English as the primary language at home, learning to speak English fluently is one way to ensure proper communication and education in the classroom. Over time, however, as children assimilate more into the English-dominated world, both in the classroom and with their peers, they may begin to lose some of their heritage language due to lack of practice outside the home. This may even result in English becoming the primary language at home, at least among the children in the family, and cause potential communication issues and barriers if students do experience this language loss. 

Since strong student-parent communication is vital for a student’s success in school, we’ve compiled a few ways your school can aid students and parents with limited English proficiency when it comes to language loss. 

• [ – 8 – ] If the school system has the ability to offer dual-language courses for these students, it will help encourage the use of their primary language outside of the home. Where older students are able to choose elective type classes, guide them in their choice of language class. It would be beneficial for them to focus on preserving the language skills they already have rather than learning a new language from scratch.
• [ – 9 – ] Inform them about the potential of language loss and ways they can encourage the use of the primary language both at home and in the community. Parents may assume that using English in the home will benefit the child by speeding up the process of learning English in general. However, this can increase the loss of their heritage language, as the child will no longer have an outlet for using this language if it is not spoken on a regular basis at home. 
• [ – 10 – ] Research language groups and activities in the community that may afford the child an opportunity to use his/her heritage language outside of school or the home and compile a list of these options in the parents’ language on a professionally-translated handout. 
• [ – 11 – ] This can make a big difference in helping parents feel comfortable discussing any issues, or celebrating their child’s accomplishments, with you. It also allows students to see their heritage language being used in a setting outside the home. 

If these students see that your school places a level of importance on their heritage language, it increases the likelihood that they will want to continue speaking it both inside and outside the home. This not only allows students to see the value of their heritage language in a range of settings, but such extra measures also showcase its importance to the school.

• Heritage Language: a non-dominant language in a society (for example in the US context, Spanish, Korean or Hawaiian), which may be spoken in the home or community

Question

Find the words that complete the following sentences. Answer using the words as they appear in paragraphs 1-2

1. For students from immigrant backgrounds, acquiring English can facilitate…
2. The use of English in school helps students from immigrant backgrounds to…
3. If students lose their heritage language, there may be…
4. If students are going to succeed in their studies, it is essential to have…

The following statements are either true or false. Tick the correct option, then justify it using words as they appear in the text. 

5. When students are older, learning a new language could be helpful.
True
False
Justification: 

6. Using English at home may have disadvantages.
True
False
Justification: 

7. Providing additional language support shows that the school values heritage languages.
True
False
Justification: 

Choose an appropriate heading from the list that completes each gap in the text.

Choose the correct answer.

12. The text is giving advice to…
A. Parents.
B. Children.
C. Communities.
D. schools.

13. The tone of the text is…
A. Lighthearted.
B. Encouraging.
C. Negative.
D. Critical

Answer keys: 

1. Target answer: (proper) communication and education in the classroom

• Text Evidence: “…learning to speak English fluently is one way to ensure proper communication and education in the classroom.”
• Explanation: Learning to speak English or acquiring English facilitates these benefits. 

2. Target answer: assimilate (more into the English-dominated world)

• Text Evidence: “…as children assimilate more into the English-dominated world, both in the classroom and with their peers…”
• Explanation: Using English at school helps them fit into an English-language environment.

3. Target answer: (potential) communication issues and barriers

• Text Evidence:“…and cause potential communication issues and barriers if students do experience this language loss.”
• Explanation: That is the exact consequence stated by the author, so it is the direct answer.

4. Target answer: strong student-parent communication

• Text Evidence: “Since strong student-parent communication is vital for a student’s success in school…”
• Explanation: The question asks what is essential for success — the phrase “is vital” identifies exactly that.

5. FALSE

• Justification: It would be beneficial for them to focus on preserving the language skills they already have (rather than learning a new language from scratch)
• Explanation: The author explicitly advises older students not to learn a new language because preserving their existing language is more important.

6. TRUE

• Justification: This can increase the loss of their heritage language
• Explanation: This shows a clear disadvantage, making the statement true.

7. TRUE

• Justification: (such) extra measures also showcase its importance to the school 
• Explanation: Therefore, these measures DO show that the school values heritage languages.

8. C. Offer bilingual education opportunities where possible

• Text Evidence: “If the school… offer dual-language courses… guide them… preserving the language skills…”
• Explanation: The paragraph mentions whether the school system has the ability to offer dual-language courses for students, as well as guide older students in their choice of language class when selecting elective-type classes. 

9. G. Work with parents to prevent heritage language loss

• Text Evidence: “Inform them about the potential of language loss and ways they can encourage the use of the primary language…”
• Explanation: This is schools working with parents to avoid language loss.

10. F. Provide information in the parents’ primary language

• Text Evidence: “…compile a list… in the parents’ language on a professionally-translated handout.”
• Explanation: That means providing information in their primary language.

11. H. Offer a professional interpreter for parent-teacher conferences

• Text Evidence: “This can make a big difference in helping parents feel comfortable discussing any issues…”
• Explanation: The “this” refers to using a professional interpreter, which allows parents to communicate freely.

12. D. schools

• Text Evidence: “…a few ways your school can aid students and parents…”
• Explanation: The text clearly identifies the target audience: schools.
  
  
• A Parents → they are recipients of support, not the audience.
• B Children → not addressed.
• C Communities → not the target.

13. B. encouraging

• Text Evidence: “It will help encourage…”; “It can make a big difference…”; “extra measures… showcase its importance…”
• Explanation: The text uses a lot of motivating, supportive phrases. The tone is clearly encouraging, not negative, humorous, or critical.
  
  
• A Lighthearted → topic is serious.
• C Negative → tone is positive and solution-focused.
• D Critical → no criticism of schools, only guidance.

The Kanneh-Mason Family in Concert 

Harriet Smith unpacks the success of the seven gifted Kanneh-Mason siblings. 

What makes the Kanneh-Mason siblings so remarkable? Is it the fact that all seven of them seem equally obsessed with music? They are, by order of age, Isata (24), Braimah (22), Sheku (21), Konya (20), Jeneba (18), Aminata (15) and Mariatu (11), and all play either piano, violin or cello or a combination. Or is it the fact that their parents Stuart and Kadiatu – neither of them musicians but both musical – didn’t go down the more obvious hot-housing¹ route with specialist music schools but instead opted for state education in Nottingham at a school that truly integrated music into the curriculum? Or is it the fact that they are equally at home playing Bob Marley, Mozart or tunes from the musicals? 

One of the most striking things about the family is the way that music is music. They grew up surrounded by music – reggae, rap, rock, country & western, as well as classical. That was undoubtedly the secret to their semi-final success in Britain’s Got Talent² in 2015, where, after their medley of classical and electronic rock music, even the most prickly judge waxed lyrical, commenting that they were ‘probably the most talented family in the world.’ A fellow-judge hit the nail on the head when she summed up their performance with the observation: ‘So many younger people might think this music is stuffy and you give it personality and character and fun: I think you could probably introduce it to a whole new audience of people who have never really appreciated that kind of music before.’ 

How right she was, and in the years since then the siblings have made their mark both individually and as a family. In 2016 cellist Sheku Kanneh-Mason was the first-ever black musician to win the coveted BBC Young Musician, while pianist sisters Isata and Jeneba reached the keyboard finals in 2014 and 2018 respectively. In 2018 Sheku reached an audience of two billion worldwide when he played at the wedding of Prince Harry and Meghan Markle. Sheku and Isata have both made best-selling recordings and all seven will shortly release a new album together. 

But before we get carried away by the fairy-tale aspect of the Kanneh-Masons, let’s not forget that this has come about through a mix of talent, hard work and a certain amount of sacrifice too, as their mother relates in her recently published book House of Music. She doesn’t like the word ‘talent’ very much though. ‘I think all children actually have genius … and it’s all about championing that.’ She explains: ‘Genius is something you really, really want to do, which is probably more important than something called “talent”. It’s loving something, wanting to do it, having the thirst to do it, and then channelling that hard work. It’s not something you are born with, because if you do nothing about it, it goes nowhere.’ 1 hot-housing: teaching a child to a high level at an earlier age than usual 2 Britain’s Got Talent: a British talent competition and television show

¹ hot-housing: teaching a child to a high level at an earlier age than usual 

² Britain’s Got Talent: a British talent competition and television show

Question

The following statements are either true or false. Tick the correct option, then justify it using words as they appear in the text. 

1. Some of the Kanneh-Mason siblings play more than one instrument. 
True 
False 
Justification:  

2. Mr and Mrs Kanneh-Mason play music professionally. 
True 
False 
Justification:  

3. The Kanneh-Mason siblings were educated privately. 
True 
False 
Justification:  

4. The Kanneh-Mason siblings are more comfortable playing a particular type of music.
True 
False 
Justification:  

Find the word or phrase in paragraph 2 which means the following: 

5. mixture 
6. spoke enthusiastically 
7. described the situation precisely 
8. old-fashioned 

Answer the following questions. 

9. Why was Sheku’s 2016 BBC Young Musician award significant? 
10. In 2018, why did so many people see Sheku play the cello? 
11. Which siblings have already released music successfully? 

Choose an appropriate word(s) from the list that completes each gap in the following text. 

[ – 12 – ] Mrs Kanneh-Mason, the siblings’ success has not been like a fairy-tale. It has required a great deal of effort [ – 13 – ] sacrifice. Talent is, of course, an important element. However, [ – 14 – ] the importance of talent, Mrs Kanneh-Mason thinks that genius is even more significant. For Mrs Kanneh-Mason, genius is associated with a hunger and thirst to do something, and it is [ – 15 – ] this that her children have managed to achieve so much. 

Answer keys:

1. TRUE

• Justification: all play either piano, violin or cello or a combination 
• Explanation: “Combination” proves that at least some siblings play multiple instruments.

2. FALSE

• Justification: “(their parents) Stuart and Kadiatu – neither of them musicians (but both musical)
• Accept: their parents (Stuart and Kadiatu) – neither of them musicians (but both musical)
• Do not accept: “neither of them musicians” without “their parents” or “Stuart and Kadiatu” 
• Explanation: They enjoy music but are not musicians → not professionals.

3. FALSE

• Justification: opted for state education 
• Explanation: State education = public school, not private.

4. FALSE

• Justification: (they are) equally at home playing Bob Marley, Mozart (or tunes from the musicals)
• Explanation: “Equally at home” means they handle various styles comfortably.

5. Target answer: medley

• Text evidence: “…after their medley of classical and electronic rock music…”
• Explanation: A medley is a mixture of different musical pieces.

6. Target answer: waxed lyrical

• Text evidence: “…even the most prickly judge waxed lyrical…”
• Explanation: “Waxed lyrical” = spoke with enthusiasm/praise.

7. Target answer: hit the nail on the head

• Text evidence: “A fellow-judge hit the nail on the head when she summed up…”
• Explanation: The idiom means describing something exactly right.

8. Target answer: stuffy

• Text evidence: “…younger people might think this music is stuffy…”
• Explanation: “Stuffy” means boring, old-fashioned, conventional.

9. Target answer: the first-ever black musician to win

Accept: 
Other wording with the same meaning. 
the first-ever black musician to win the coveted BBC Young Musician 
Do not accept: 
“the first-ever black musician” without “to win” 
she was the first-ever black musician to win

• Text evidence: “…Sheku Kanneh-Mason was the first-ever black musician to win the coveted BBC Young Musician…”
• Explanation:  Sheku’s 2016 BBC Young Musician award was significant because sheku Kanneh-Mason was the first-ever black musician to win it. 

10. Target answer: he played at the wedding of Prince Harry and Meghan Markle 

Accept: Other wording with the same meaning. 
Do not accept:
“he played at the wedding of Prince Harry” without “and Meghan Markle”
“wedding of Prince Harry and Meghan Markle” without “he played at the”
she played at the wedding of Prince Harry and Meghan Markle 

• Text evidence: “In 2018 Sheku reached an audience of two billion worldwide when he played at the wedding of Prince Harry and Meghan Markle.”
• Explanation: two billion audience at the wedding of Prince Harry and Meghan Markle see Sheku play the cello.

11. Target answer: Sheku and Isata

• Text evidence: “Sheku and Isata have both made best-selling recordings…”
• Explanation: best-selling recordings =  large sales; very popular.

12. E. according to

• Text evidence: …the fairy-tale aspect of the Kanneh-Masons, let’s not forget that this has come about through a mix of talent, hard work…
• Explanation: Paragraph 4 introduces her views → this phrase signals her perspective. The sentence reports her opinion; “according to” is the logical fit.

13. A. as well as

• Text evidence: … hard work and a certain amount of sacrifice too…
• Explanation: Effort and sacrifice are being joined.

14. D. in spite of

• Text evidence: ..‘I think all children actually have genius … and it’s all about championing that.’ She explains: ‘Genius is something you really, really want to do, which is probably more important than something called “talent”. 
• Explanation: It introduces a contrast: talent is important, but she values genius more.

15. C. thanks to

• Text evidence: It’s loving something, wanting to do it, having the thirst to do it, and then channelling that hard work. 
• Explanation: “Thanks to” = because of → explains their success.

Young creatives travel to Melbourne for Australian Youth Dance Festival 

29 Jun 2022 - Stephen A Russell 

Growing up in Delhi, India, Abhishree was surrounded by dance from an early age. ‘There’s a lot of dancing in my culture and any time there was music, I was boogying around,’ she recalls.

When her family moved to Australia in 2019, the now 15-year-old found her place as part of Canberra’s youth-driven QL2 Dance company. ‘I’ve made so many friends here, family really,’ she said. ‘I absolutely love the collaborative nature of the company, the chance to perform together and the freedom to create pieces of my own.’ 

Emphasising the word ‘together’, Abhishree notes that the focus on collaboration at QL2 isn’t necessarily universal at other companies. ‘I have a lot of friends who are very competitive, so it’s so nice to see our company grow together, rather than individually.’ 

In the spirit of collaboration, Abhishree will travel to Melbourne with fellow QL2 ensemble member Julia Villaflor to be the company’s youth ambassadors at this year’s Australian Youth Dance Festival (AYDF) alongside other young dancers from across the country. 

Run by Ausdance Victoria, the week-long AYDF program aims to bring together 70 emerging dancers and have them work with professionals. The dancers, aged 16–24, will participate in workshops and industry forums, and come together to present new work in a performance that will champion youth dancers representing five states. 

Abhishree relishes the opportunity to forge new and mutually beneficial alliances. She’s presently performing Connecting Stories: Generations at the National Portrait Gallery in Canberra. The work highlights dancers from QL2 with their Canberra neighbours Australian Dance Party as well as others from Newcastle-based company Catapult Dance. 

‘It incorporates performers as young as eight and as old as 40,’ she said. ‘So we are collaborating with different ages, different stages, different dances and different companies, including dancers from Thailand. We’re seeing how different people move and sharing our experiences, then using them to grow together.’ 

The young dancer is looking forward to meeting other performers from across the country at AYDF. ‘Canberra is a pretty small place, and Melbourne is a cultural hub for the arts community,’ she said. Abhishree also hopes to make many new friends and to dance with a lot more different people. She also thinks that the AYDF may support her professional ambitions by giving her a chance to network and thus open more opportunities.

Question

Answer the following questions. 

1. When she was younger, what occasions inspired Abhishree to dance? 
2. What personal artistic opportunity does Abhishree particularly appreciate about QL2 Dance? 

Choose an appropriate ending from the list that completes each sentence. 

Find the word or phrase in paragraphs 5-6 which means the following: 

6. form a group 
7. promote 
8. create 

To whom or to what do the underlined words refer? Answer using words as they appear in the text. 

9. The work highlights dancers… (paragraph 5) 
10. as well as others from… (paragraph 5) 
11. So we are collaborating with… (paragraph 6) 
12. then using them to grow together. (paragraph 6) 

Answer the following question. 

13. According to Abhishree, how might the Melbourne dance festival benefit her career prospects?

Answer keys: 

1. Target answer: any time there was music

Accept: Other words with the same meaning 
Do not accept: Reference to ‘there’s a lot of dancing in my culture’

• Text evidence: “…any time there was music, I was boogying around…”
• Explanation: The text states directly that whenever there was music, she danced.

2. Target answer: (the) freedom to create pieces (of my/her own)

Accept: Other words with the same meaning 
Do not accept: ‘create pieces (of my/her own)’ without reference to ‘(the) freedom’ 

• Text evidence: “‘I absolutely love the collaborative nature of the company, the chance to perform together and the freedom to create pieces of my own.’”
• Explanation: She explicitly names this as what she “absolutely loves.”

3. A. get their dancers to work in a cooperative manner.

• Text evidence: “She emphasises… collaboration at QL2 isn’t necessarily universal at other companies.” “I have a lot of friends who are very competitive…”
• Explanation: She contrasts QL2’s collaborative culture with competitive environments elsewhere.

4. D.  act as youth representatives for their performance group.

• Text evidence: “…to be the company’s youth ambassadors at this year’s Australian Youth Dance Festival…”
• Explanation: A youth ambassador = a representative of their company.

5. E. let young dancers learn from experts and display their talents.

• Text evidence: “…work with professionals… participate in workshops… and come together to present new work in a performance…”
• Explanation: The festival combines learning from professionals + performing new work.

6. Target answer: come together

• Text evidence: “…and come together to present new work…”
• Explanation: “Come together” means to form a group or unite.

7. Target answer: champion

• Text evidence: “…a performance that will champion youth dancers…”
• Explanation: “Champion” = support or promote.

8. Target answer: (to) forge

• Text evidence: “…relishes the opportunity to forge new and mutually beneficial alliances.”
• Explanation: “Forge” = create, build, form (especially relationships).

9. Target answer: Connecting Stories: Generations

• Text evidence: “She’s presently performing Connecting Stories: Generations… The work highlights dancers from QL2…”
• Explanation: “The work” refers to the title of the performance mentioned just before.

10. Target answer: dancers

• Text evidence: “…dancers from QL2… as well as others from Newcastle-based company Catapult Dance.”
• Explanation: “Others” refers to other dancers from another company.

11. Target answer: (dancers from) QL2

• Text evidence: “We are collaborating with different ages, different stages, different dances and different companies…”
• Explanation: “We” refers to the group including QL2 dancers. Thus “we are collaborating with…” = we (QL2 dancers) collaborate with other groups.

12. Target answer: (our) experiences

• Text evidence: “…sharing our experiences, then using them to grow together.”
• Explanation: “Them” refers directly to “experiences.”

13. Target answer: (by giving her) a chance to network (and thus open more opportunities)

Accept: Other words with the same meaning 
Do not accept: 
‘open more opportunities’ without reference to ‘(by giving her a) chance to network
Reference to ‘mutually beneficial alliances’

• Text evidence: “…she also thinks the AYDF may support her professional ambitions by giving her a chance to network and thus open more opportunities.”
• Explanation: She explicitly identifies networking → opportunities → career growth.

An extract from Mr Rosenblum’s List

It will be cloudy and dull this evening and tonight with periods of rain; the rain being moderate or heavy in many districts. Fog will be extensive on high ground with fog patches along the south coast. Tomorrow, more general and heavy rain will spread from the south-west with temperatures of approximately fifty-seven degrees. That concludes the weather summary; a further news bulletin may be heard at a quarter to… 

Jack Rosenblum switched off the wireless* and nestled back into his leather armchair. A beatific smile spread across his face and he closed his eyes. “So there is to be more rain,” he remarked to the empty room, stretching out his short legs and giving a yawn. He was unconcerned by the dismal prognosis; it was the act of listening to the bulletin that he savoured. Each evening during the weather forecast he could imagine he was an Englishman. When the forecast was stopped through the war he grieved on behalf of the British, aware what loss this absence would inflict, and when it started again he listened in religiously, happily considering all the Englishmen and women hearing “light drizzle on high ground” at the same instant as he. Through the daily weather reports he felt himself to be part of a nation; the prediction may be sleet in Scotland and sunshine in the West Midlands but the ritual of the weather forecast united them all. The national preoccupation had been rightfully restored and in his soul Jack rejoiced. 

He stared out of the window, watching the rain trickle down the pane. Beyond, the tatty grass of the garden ran up to a dilapidated fence, and on the other side was the heath. No one had mended the fence. It had been falling down since 1940 but there was no new wood with which to mend it. He could have found some on the black market, but the simple truth was that he, like everyone else in London, had ceased to notice the shabbiness of his surroundings. Over the last ten years the city had slowly decayed, cracks appearing in even the smartest façade, but the people of London, like the spouse of a fading beauty, had grown far too familiar with the city to notice her decline. It was left for those who had returned from exile to observe with dismay the drab degeneration of the once great capital. London was blackened and smoke stained, with great gaping holes strewn with rubble.

Solomons, N. (2010). Mr. Rosenblum’s list : or, friendly guidance for the aspiring Englishman. Hodder & Stoughton. Pp. 1–2. Copyright 2010. Source adapted. Reproduced with permission of the Licensor through PLSclear.

Question 

The following statements are either true or false. Tick the correct option, then justify it using words as they appear in the text. Both parts are required. 

1. The following day is expected to be wetter in more parts of the country. 
True 
False 
Justification: 

2. Jack listened to the forecast because he was keen to know what the weather would be.
True 
False 
Justification:  

3. Jack was devoted to following the forecast once it resumed. 
True 
False 
Justification:  

4. Jack felt the whole country came together through the custom of listening to the forecast.
True 
False 
Justification:   

5. Choose the four true statements. 

A. Jack’s garden was noticeably better kept than the fence. 
B. Jack couldn’t mend his fence because it was impossible to get wood. 
C. Jack no longer paid attention to the fact that the city was run-down. 
D. London had been in better condition a decade earlier. 
E. The most elegant houses in the city were still in perfect condition. 
F. People who knew London well failed to see that it was deteriorating. 
G. People coming back to London viewed the city’s decline with sadness. 
H. London was starting to show signs of recovery. 

What do the following words mean in the text? Choose the appropriate words from the list. 

Choose the correct answer. 

10. In the passage, Jack’s attitude towards the British is best described as… 
A. critical. 
B. affectionate. 
C. detached. 
D. amused. 

Answer keys:

1. Answer: True

• Justification: “Tomorrow, more general and heavy rain will spread (from the south-west).”
• Explanation: The word “more general and heavy rain” shows that rain will cover more areas than before, hence, “wetter in more parts.”

2. Answer: False

• Justification: “(He was unconcerned by the dismal prognosis; it was) the act of listening to the bulletin that he savoured.”
• Explanation: Jack didn’t care about the actual weather; what mattered was the experience and sense of belonging while listening.

3. Answer: True

• Justification: “When it started again, he listened (in) religiously.”
• Explanation: The adverb “religiously” means with strong devotion or regular commitment. 

4. Answer: True

• Justification: “The ritual of the weather forecast united them (all).”
• Explanation: He believed everyone listening to the forecast simultaneously felt a shared national connection, symbolising unity.

5. Correct answers: C, D, F, G (in any order)

C. People coming back to London viewed the city’s decline with sadness.

• Text Evidence: “It was left for those who had returned from exile to observe with dismay the drab degeneration of the once great capital.”
• Explanation: “With dismay” = with sadness or disappointment.

D. People who knew London well failed to see that it was deteriorating.

• Text Evidence: “The people of London, like the spouse of a fading beauty, had grown far too familiar with the city to notice her decline.”
• Explanation: Locals were too used to London’s decay to recognize it → “failed to see.”

F. Jack no longer paid attention to the fact that the city was run-down.

• Text Evidence: “He, like everyone else in London, had ceased to notice the shabbiness of his surroundings.”
• Explanation: “Ceased to notice” = no longer paid attention.

G. London had been in better condition a decade earlier.

• Text Evidence: “Over the last ten years the city had slowly decayed.”
• Explanation: Decayed = got worse → meaning it was better 10 years before.
  
  
• A. There’s no comparison saying it was better kept → both were described as run-down.
• B. He could have found some on the black market → not impossible.
• E. “Cracks appearing in even the smartest façade” → even elegant houses were deteriorating.
• H. The opposite → “decayed,” “blackened,” “smoke stained.”

6. Answer: D — snuggled

• Text Evidence: “Jack Rosenblum… nestled back into his leather armchair.”
• Explanation: “Nestled” = settled or snuggled comfortably.
  

7. Answer: G — mourned

• Text Evidence: “When the forecast was stopped through the war he grieved on behalf of the British.”
• Explanation: To “grieve” = to feel deep sadness or mourn.

8. Answer: F — celebrated

• Text Evidence: “The national preoccupation had been rightfully restored and in his soul Jack rejoiced.”
• Explanation: “Rejoiced” means felt joy, celebrated inwardly.

9. Answer: C — marked

• Text Evidence: “London was blackened and smoke stained.”
• Explanation: “Stained” = discolored or marked by something dirty (smoke).

10. Answer: B. affectionate

• Text Evidence:
  “Each evening during the weather forecast he could imagine he was an Englishman.” 
  “Through the daily weather reports he felt himself to be part of a nation.”
  “In his soul Jack rejoiced.”
• Explanation: Jack admires and loves British culture and traditions. His attitude is warm and fond — he longs to belong.
  
  
• A. Critical → He does not criticize the British — he idealizes them.
• C. Detached → He is emotionally involved, not distant.
• D. Amused → He doesn’t find them funny or ridiculous — he admires them seriously.

An extract from The Nickel Boys 

Elwood was twelve when the encyclopedias appeared. One of the busboys¹ dragged a stack of boxes into the kitchen and called for a powwow ². Elwood squeezed in – it was a set of encyclopedias that a travelling salesman had left behind in one of the rooms upstairs. There were legends about the valuables that rich white people left in their rooms, but it was rare that this kind of plunder made it down to their domain. Barney the cook opened the top box and held up the leather-bound volume of Fisher’s Universal Encyclopedia, Aa – Be. He handed it to Elwood, who was surprised how heavy it was, a brick with pages edged in red. The boy flipped through, squinting at the tiny words – Aegean, Archimedes, Argonaut – and had a picture of himself on the front-room couch copying words he liked. Words that looked interesting on the page or that sounded interesting in his imagined pronunciations. 

Cory the busboy offered up his find – he didn’t know how to read and had no immediate plans to learn. Elwood made his bid. Given the personality of the kitchen, it was hard to think of anyone else who would want the encyclopedias. Then Pete, one of the new dishwashers, said he’d race him for it. 

Pete was a gawky Texan who’d started working two months prior. He was hired to bus tables, but after a few incidents they moved him to the kitchen. He looked over his shoulder when he worked, as if worried about being watched, and didn’t talk much, although his gravelly laughter made the other men in the kitchen direct their jokes toward him over time. Pete wiped his hands on his pants and said, “we’ve got time before the dinner service, if you’re up for it.” 

The kitchen made a proper contest of it. The biggest yet. A stopwatch was produced and handed to Len, the gray-haired waiter who had worked in the hotel for more than twenty years. He was meticulous about his black serving uniform, and maintained that he was always the best dressed man in the dining room, putting the white patrons to shame. With his attention to detail, he’d make a dedicated referee. Two fifty-plate stacks were arranged, after a proper soaking supervised by Elwood and Pete. Two busboys acted as seconds for this duel, ready to hand over dry replacement rags when requested. A lookout stood by the kitchen door in case a manager happened by. 

While not prone to bravado, Elwood had never lost a dish drying contest in four years, and wore his confidence on his face. Pete had a concentrated air. Elwood didn’t perceive the Texan as a threat, having out-dried the man in prior competitions. Pete was, in general, a good loser. 

¹ busboys: people who remove dirty dishes from restaurant tables 
² powwow: a discussion

Question

Answer the following questions. 
1. Which word in paragraph 1 tells us that the encyclopedias had been difficult to move? 
2. Why were the kitchen staff so curious about the finding of the encyclopedias? 
3. What did Elwood first notice about the encyclopedia? 
4. Which phrase in paragraph 1 tells us that Elwood wanted a quick overview of what was in the encyclopedia? 
5. What did Elwood imagine himself doing with the encyclopedias? 

The following statements are either true or false. Tick the correct option, then justify it using words as they appear in the text. 

6. Cory thought the encyclopedias could help him improve his literacy. 
True 
False 
Justification:  

7. There would probably be keen competition amongst the workers to take home the encyclopedias. 
True 
False 
Justification:  

8. Pete demonstrated that he was unsuited to his first job in the hotel. 
True 
False 
Justification: 

9. After a while, the other kitchen staff began to interact with Pete. 
True 
False 
Justification:  

Find the words that complete the following sentences. Answer using the words as they appear in paragraphs 3-4.

10. Before announcing his readiness for the competition… 
11. As the kitchen staff wanted the race to be accurately monitored… 
12. Len was chosen as referee because of… 
13. Elwood was confident of beating Pete, because he had always… 

Choose the correct answer. 
14. The principal job of the “seconds” (paragraph 4) was to… 
A. assist with the soaking of the dishes. 
B. act as lookouts for the manager. 
C. help with the drying of the dishes. 
D. stand ready to offer drying cloths. 

15. In the passage, the writer portrays Elwood as a boy who is… 
A. determined. 
B. considerate. 
C. influential. 
D. inflexible.

Answer keys: 

1. Target answer: dragged

• Text evidence: “One of the busboys dragged a stack of boxes into the kitchen…”
• Explanation: “Dragged” implies something is heavy or difficult to move.

2. Target answer: it was rare that this kind of plunder made it down to their domain.
Accept: Other words with the same meaning
Do not accept: Reference to ‘legends’ 

• Text evidence: There were legends about the valuables that rich white people left in their rooms, but it was rare that this kind of plunder made it down to their domain.
• Explanation: The text says valuable items left by guests rarely reached the kitchen staff.

3. Target answer: how heavy it was
Accept: Other words with the same meaning 

• Text evidence: “He was surprised how heavy it was, a brick with pages edged in red.”
• Explanation: The first detail he reacts to is the weight.

4. Target answer: (the boy) flipped through

• Text evidence: “The boy flipped through, squinting at the tiny words…”
• Explanation: “Flipped through” means scanning quickly, not reading deeply.

5. Target answer: copying words he liked
Accept: Other words with the same meaning
Do not accept: With the addition of
• ‘had a picture of himself’
• ‘on the front-room couch’

• Text evidence: “…had a picture of himself … copying words he liked.”
• Explanation: This is specifically what he imagines doing.

6. False

• Justification: he didn’t know how to read and had no immediate plans to learn
• Explanation: He had no intention of learning, so he did not view the books as useful.

7. False

• Justification: (given the personality of the kitchen, it was) hard to think of anyone else who would want the encyclopedias 
• Explanation: The kitchen staff generally did not want books, so no competition.

8. True

• Justification: he was hired to bus tables, but after a few incidents they moved him (to the kitchen). 
• Explanation: “Incidents” caused management to reassign him → he didn’t fit the original job.

9. True

• Justification: (the) other men in the kitchen direct their jokes towards him over time 
• Explanation: This shows interaction increased over time.

10. Target answer: Pete wiped his hands (on his pants) 

• Text evidence: “Pete wiped his hands on his pants and said, “we’ve got time before the dinner service, if you’re up for it.””
• Explanation: This is the action immediately before he declares readiness.

11. Target answer: a stopwatch was produced (and handed to Len)

• Text evidence: “The kitchen made a proper contest of it. The biggest yet. A stopwatch was produced and handed to Len…”
• Explanation: A stopwatch ensures accurate timing.

12. Target answer: his attention to detail

• Text evidence: “With his attention to detail, he’d make a dedicated referee.”
• Explanation: his attention to detail is the reason he was chosen as referee.

13. Target answer: out-dried the man (in prior competitions)

• Text evidence: “Elwood didn’t perceive the Texan as a threat, having out-dried the man in prior competitions.”
• Explanation: Elwood’s confidence stems from a strong winning record.

14. D. stand ready to offer drying cloths.

• Text evidence: “…two busboys acted as seconds… ready to hand over dry replacement rags…”
• Explanation: Their main job is explicitly to give fresh rags.
  
  
• A - assist with the soaking of the dishes.  → soaking was done earlier, not by seconds.
• B - act as lookouts for the manager. → the lookout was responsible for the manager, not the seconds.
• C - help with the drying of the dishes. → they did not dry dishes; they supported the competitors.

15. A. determined.

• Explanation: Elwood shows focus, persistence, ambition → determination. He wants the encyclopedias intensely, participates in competitions, “had never lost a dish drying contest in four years” “wore his confidence on his face”
  
  
• B – Considerate → No evidence of unusual kindness or thoughtfulness.
• C – Influential → He does not lead others or influence staff decisions.
• D – Inflexible → He shows no stubbornness or refusal to adapt.