STUDENT NAME: ____________________________ TEACHER: ______________________

2020
YEAR 9
Practice Yearly Examination

ENGLISH
GENERAL INSTRUCTIONS TOTAL MARKS – 50
Section 1: Multiple Choice Questions -
 Total marks: 50 Pages 2-10
S - 28 marks
 Working time: 1 hour 30 minutes - Questions 1-28
- Allow about 40 minutes for this section
 Write using a black or blue pen - Use the answer sheet on page 19.
 Write your name and your teacher’s
name on each page that you use. Section 3: Short Answer Questions –
Pages 11-13
- 12 marks
- Questions 29-34
- Allow about 20 minutes for this section

Section: 2 Writing-
Pages 14-18
- 10 marks
- Question 35
- Allow 30 minutes for this section

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STUDENT NAME: ____________________________ TEACHER: ______________________

Section 1: Multiple Choice Questions – Pages 2-11. - 28 marks

Read the text below (page 2) and answer the questions that follow.
Use the answer sheet on page 19.
Allow about 40 minutes for this section (questions 1-28).
TEXT 1 – Song Lyrics
Text 1 questions
Romeo and Juliet by Mark Knopfler
A love-struck Romeo, sings the street side serenade* 1
Laying everybody low with a love song that he made
Finds a streetlight, steps out of the shade
Says something like, You and me, babe, how about it?

Juliet says, Hey, it's Romeo, you nearly gave me a heart attack 5
He's underneath the window, she's singing, Hey, la, my boyfriend's back
You shouldn't come around here, singing up at people like that
Anyway what you gonna do about it?

Juliet, the dice was loaded from the start

And I bet and you exploded in my heart 10
And I forget, I forget the movie song
When you gonna realize, it was just that the time was wrong, Juliet?

Come up on different streets, they both were streets of shame

Both dirty, both mean, yes and the dream was just the same
And I dream your dream for you and now your dream is real 15
How can you look at me, as if I was just another one of your deals?

Well, you can fall for chains of silver, you can fall for chains of gold
You can fall for pretty strangers and the promises they hold
You promised me everything, you promised me thick and thin
Now you just say, Oh, Romeo, yeah, you know 20
I used to have a scene with him

CHORUS: Juliet, at times, you used to cry

You said, I love you like the stars above, I'll love you till the day I die
There's a place for us, you know the movie song
When you gonna realize, it was just that the time was wrong, Juliet? 25

I can't do the talk like they talk on the TV

And I can't do a love song like the way it's meant to be
I can't do everything but I'd do anything for you
Can't do anything except be in love with you

And all I do is miss you and the way we used to be 30

All I do is keep the beat, the bad company
And all I do is kiss you, through the bars of a rhyme
Juliet, I'd do the stars with you any time

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STUDENT NAME: ____________________________ TEACHER: ______________________

*Serenade – A singing performance given to honour or express love for someone

Text 1 Questions 1 mark each

1. Why was Romeo serenading Juliet? (lines 1–5)?

(A) He liked to sing.

(B) He wanted to start a fight in the neighbourhood.
(C) He wanted to let Juliet know that he loved her.
(D) He was bored.

2. Which language technique is used in line 1?

(A) Sarcasm
(B) Repetition
(C) Sibilance
(D) Hyperbole

3. What is meant by ‘the dice was loaded from the start’ (line 9)?
(A) That Romeo likes to play Monopoly.
(B) That Romeo and Juliet were lucky.
(C) That Romeo and Juliet never had a chance to build a long-lasting relationship.
(D) That Juliet had betrayed Romeo.

4. What is the meaning of the simile, “I can't do the talk like they talk on the TV” line 26
(A) That Romeo is straight forward in regards to expressing himself.
(B) That Romeo is only good at singing.
(C) That Juliet likes to watch TV.
(D) That Romeo loves Juliet.

5. Overall, how would you describe the register of the lyrics?

(A) Academic
(B) Formal
(C) Technical
(D) Colloquial

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STUDENT NAME: ____________________________ TEACHER: ______________________

6. Why does the composer repeat the line “When you gonna realize, it was just that the time
was wrong, Juliet?”
(A) To link the stanzas.
(B) To blame Juliet for the breaking down of their relationship.
(C) To reinforce the title.
(D) To emphasise to Juliet that bad timing caused the breaking down of their relationship.

7. What technique is mainly used in lines 17-18?

(A) Hyperbole.
(B) Repetition.
(C) Simile.
(D) Onomatopoeia.

8. Which statement best describes the main theme of the lyrics?

(A) Conflict destroys love.
(B) Even when couples come from similar backgrounds, their love can fail.
(C) What happens to relationships is predetermined.
(D) All of the above.

End of Text 1. Go on to Text 2.

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STUDENT NAME: ____________________________ TEACHER: ______________________

Read the text below (page 5) and answer the questions that follow.

Use the answer sheet on page 19.

Text 2 – SHORT STORY: The Princess and the Pea

By Hans Christian Anderson
Once upon a time there was a prince who wanted to marry 1
a princess; but she would have to be a real princess.
He travelled all over the world to find one, but nowhere
could he get what he wanted. There were princesses
enough, but it was difficult to find out whether they 5
were real ones. There was always something about them
that was not as it should be. So he came home again and
was sad, for he would have liked very much to have a real princess.

One evening a terrible storm came on; there was

thunder and lightning, and the rain poured down in torrents. 10
Suddenly a knocking was heard at the city gate, and the old
king went to open it.

It was a princess standing out there in front of the gate.

But, good gracious! What a sight the rain and the wind
had made her look. The water ran down from her hair and clothes; 15
it ran down into the toes of her shoes and out again at the heels.
And yet she said that she was a real princess.

“Well, we'll soon find that out”, thought the old queen.
But she said nothing, went into the bed-room, took all
the bedding off the bedstead, and laid a pea on the 20
bottom; then she took twenty mattresses and laid them
on the pea, and then twenty eider-down beds on top of the mattresses.

On this the princess had to lie all night. In the morning

she was asked how she had slept.
"Oh, very badly!" said she. "I have scarcely closed my 25
eyes all night. Heaven only knows what was in the bed,
but I was lying on something hard, so that I am black and
blue all over my body. It's horrible!"

Now they knew that she was a real princess because

she had felt the pea right through the twenty mattresses 30
and the twenty eider-down beds.

Nobody but a real princess could be as sensitive as that.

So the prince took her for his wife, for now he knew
that he had a real princess; and the pea was put in the museum,
where it may still be seen, if no one has stolen it. 35
There, that is a true story.

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STUDENT NAME: ____________________________ TEACHER: ______________________

Text 2 Questions

9. What did the prince want? (lines 1-2)

(A) To travel the world.
(B) To marry a princess.
(C) To grow a garden of peas.
(D) To marry a girl called Princess.

10. What did the prince do to try and find a wife? (line 3)
(A) He held a party to invite all of the princesses that he knew.
(B) He travelled the world to find a princess.
(C) He placed an ad on Harmony.Com.
(D) He waited for a storm to come.

11. What was the weather like when the royal family first met the princess? (lines 10-16)?
(A) The sun was shining brightly in the sky.
(B) It was hot and humid.
(C) There was a storm and it was raining heavily.
(D) The story doesn’t contain a description of the weather.

12. Why didn’t the young girl look like a princess when she first arrived at the castle? (lines 14-16)
(A) She didn’t wear a crown.
(B) Her shoes were not leather.
(C) She was alone.
(D) The rain had soaked her from her head to her feet.

13. Who discovered whether the young girl was a princess or not? (line – 18)
(A) The king.
(B) The prince.
(C) The Queen.
(D) One of the maids.

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STUDENT NAME: ____________________________ TEACHER: ______________________

14. How did the queen test the young girl in order to find it if she was a real princess or not? (lines
19-21)
(A) She used 20 mattresses to see if the young girl could climb them.
(B) She used a pea to find out if the young girl would eat it or not.
(C) She placed a pea under the twenty mattresses because she knew that a real princess
would feel uncomfortable while she was sleeping if there was a pea under her mattresses.
(D) She knew that a princess would rather sleep on a bed instead of just mattresses.

15. What is the tone conveyed in the princess’s description of how she slept? (lines 25-28)
“very badly!" said she. "I have scarcely closed my
eyes all night. Heaven only knows what was in the bed,
but I was lying on something hard, so that I am black and
blue all over my body. It's horrible”.
(A) Joy
(B) Disappointment
(C) Contentment
(D) Anticipation

16. What language technique does the writer use in lines 25-28?
(A) Hyperbole
(B) Sarcasm
(C) Personification
(D) Simile

17. The words “black and blue all over my body” (lines 27-28) are an example of which of the
following?
(A) Alliteration
(B) Personification
(C) Onomatopoeia
(D) Simile

18. What is the overall tone of the story?

(A) Sadness
(B) Fear
(C) Humour
(D) Disappointment

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STUDENT NAME: ____________________________ TEACHER: ______________________

19. What literary technique can best be used to describe the difference between the first and last
paragraphs?
(A) Sarcasm.
(B) Contrast.
(C) Simile.
(D) Metaphor.

20. What word can best be used to describe the queen?

(A) Beautiful.
(B) Unattractive.
(C) Clever.
(D) Cruel.

21. Which of the following best describes the main message of the story?
(A) Princesses are not smart.
(B) Princesses like to walk in the rain.
(C) That queens are evil.
(D) That you cannot judge a person by your first impression of them.

22. What does the pea in the story symbolise?

(A) That princesses don’t like to eat vegetables.
(B) That the queen likes to grow peas.
(C) That princesses are treated so well that they are more sensitive than other people.
(D) That the queen is wicked.

23. Which narrative voice was used to tell this story?

(A) First person narration.
(B) Sarcasm
(C) Third person narration
(D) Second person narration

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STUDENT NAME: ____________________________ TEACHER: ______________________

End of Text 2. Go on to Text 3.

Read the text below and answer the questions that follow.

Use the answer sheet on page 19.

Text 3 – Extract from the novel ‘Butterfly Song’

They say if you live on an island for too long, you merge with it. Your bones become
the sands, your blood the ocean. Your flesh is the fertile ground. Your heart becomes
the stories, dances, songs. The island is part of your makeup. The earth. The trees. The
reef. The fish. The music. The people. The sun, moon and stars surround you. You are
5 only part of the integral world called life. You and those who follow you will always
be a part of it.
They say that when you leave, the sounds of the waves stay with you. The smell of the
sea is a constant, never-ending reminder. The island calls you, and your children, and
their children. It will beg for you to dream it, and know it, forever. No matter where
you or your children travel, the island is home.
10
I arrive late one afternoon towards the end of 1992. The sun sits low in an orange sky. A
slight breeze makes the palm trees sway. My dress sticks to the back of my legs as
I walk down the gangplank. Waves splash at the sides of the jetty. The boat lolls.
The water is like a living gemstone, green and blue with shades of light. I can smell the
15 ocean, salty and sweet. In front of me the island lies like a marine animal, the edges soft
and flat, rising up to a hill.
This is my first time on Thursday Island, but it feels familiar because I’ve heard so
much about the place. TI, they call it. It’s in the words of that old song my mother sings
at parties. ‘TI, my beautiful home . . .’ She’s never lived here, but her parents were
20 born here. She has clung to that connection, although she’s never spoken much about
their life and how they came to move to Cairns.

Butterfly Song, Terri Janke, Penguin Books, 2005

Reproduced with permission by Penguin Group (Australia)

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STUDENT NAME: ____________________________ TEACHER: ______________________

24. What language feature is used in ‘the island calls you’ (line 8)?
(A) Comparison
(B) Dialogue
(C) Juxtaposition
(D) Personification

25. To which senses does the writer most appeal in lines 11–12?
(A) Sound and sight
(B) Sound and smell
(C) Touch and sight
(D) Touch and sound

26. Which of the following is an example of a simile?

(A) ‘The boat lolls’
(B) ‘The water is like a living gemstone’
(C) ‘The sun sits low in an orange sky’
(D) ‘My dress sticks to the back of my legs’

27. The writer creates a strong sense of place through the use of
(A) imagery
(B) quotations
(C) song lyrics
(D) factual language

28. What idea is explored in the text?

(A) Ageing and nature
(B) Identity and contentment
(C) Memory and belonging
(D) Unease and frustration

End of Section 1 Multiple Choice Questions.

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STUDENT NAME: ____________________________ TEACHER: ______________________

Section 2: Short Answer Questions – Pages 11-13

12 marks

Read the text below (page 114) and answer the questions that follow.

Allow about 20 minutes for this section (questions 29-34).

Killers
I am singing to you 1
Soft as a man with a dead child speaks;
Hard as a man in handcuffs,
Held where he cannot move:

Under the sun 5

Are sixteen million men,
Chosen for shining teeth,
Sharp eyes, hard legs,
And a running of young warm blood in their wrists.

And a red juice runs on the green grass; 10

And a red juice soaks the dark soil.
And the sixteen million are killing. . . and killing
and killing.

I never forget them day or night:

They beat on my head for memory of them; 15
They pound on my heart and I cry back to them,
To their homes and women, dreams and games.

I wake in the night and smell the trenches,

And hear the low stir of sleepers in lines
Sixteen million sleepers and pickets in the dark: 20
Some of them long sleepers for always,

Some of them tumbling to sleep to-morrow for always,

Fixed in the drag of the world's heartbreak,
Eating and drinking, toiling. . . on a long job of killing.
Sixteen million men. 25

By Carl Sandburg

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STUDENT NAME: ____________________________ TEACHER: ______________________

29. What is the number of men that is mentioned in the poem? 1

_____________________________________________________________________

30. Identify one word which allows readers to know that the poet holds a negative view of war. 1

_____________________________________________________________________

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31. Identify one technique used in ‘And a red juice runs’ (line 10) and explain the effect of
this technique. 2

_____________________________________________________________________

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32. What technique is used to describe the soldiers in stanza two? Explain the effect of this
technique. 2

_____________________________________________________________________

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STUDENT NAME: ____________________________ TEACHER: ______________________

33. What is the effect of the imagery in lines 18-21? Support your answer with references from
the poem. 3

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34. Identify one example of repetition. Why did the poet choose to repeat these particular
words? 3

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End of Section 2 Short Answer Questions

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STUDENT NAME: ____________________________ TEACHER: ______________________

Section 3: Writing – Pages 14-19.

10 Marks

Allow about 30 minutes for this section (question 35).

Answer on the lines below.

Question 35
Instructions: For this section, you will need to compose a creative writing piece that focuses on
conflict. A conflict is a struggle. It is a struggle that can take place within a person. This type of
struggle is called an inner conflict. Examples of inner conflicts include wanting to achieve outstanding
marks for your exams but not wanting to study in order to attain those marks.
Conflicts can also be external and examples of these include physically attacking your brother or
sister because they have taken something that belongs to you without asking.

Use one of the images or quotes below as a basis for your story.
Option One; Image.

Option Two; Quote.

“He who fights is powerless, but he who loves is power itself.”

― Eric Micha'el Leventhal

Option Three; Image about inner conflict.

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STUDENT NAME: ____________________________ TEACHER: ______________________

Scaffold: You may use the following scaffold to plan your narrative.

Orientation Include what is taking place, who the characters are and
where the narrative is set.

Complication Include at least one conflict in the story.

Evaluation Describe the end result of the conflict

Resolution Describe what the main characters are feeling and thinking as
a result of what has taken place in your narrative.

You will be assessed on how well you demonstrate your understanding of conflict and the impact that it can
have on the lives who experience it. You will be also assessed on the way that you develop and present your
narrative using literary devices such as simile, metaphor, imagery, character development, symbolism,
repetition and contrast.

Write your narrative on the lines below.

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STUDENT NAME: ____________________________ TEACHER: ______________________

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STUDENT NAME: ____________________________ TEACHER: ______________________

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STUDENT NAME: ____________________________ TEACHER: ______________________

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STUDENT NAME: ____________________________ TEACHER: ______________________

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End of examination.

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STUDENT NAME: ____________________________ TEACHER: ______________________

ANSWER SHEET: Section 1- Multiple Choice

Answer all of the multiple choice questions on this sheet.
Put a tick in the correct box.

A B C D
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.

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STUDENT NAME: ____________________________ TEACHER: ______________________

2012 YEAR 9 EXAM MARKING CRITERIA / SAMPLE ANSWERS

Multiple choice answers:

TEXT ONE
1. C
2. C
3. C
4. A
5. D
6. D
7. B
8. D

TEXT TWO
9. B
10.B
11.C
12.D
13.C
14.C
15.B
16.A
17.A
18.C
19.B
20.C
21.D
22.C
23.C

TEXT THREE
24.D
25. C
26. B
27.A
28. C

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STUDENT NAME: ____________________________ TEACHER: ______________________

SHORT ANSWER SECTION

29 What is the number of men that is mentioned in the poem? 1

ANSWER: SIXTEEN MILLION

30. Identify one word which allows readers know that the poet holds a negative view of war. 1

ANSWER: ANY WORD FROM THE POEM WITH A NEGATIVE CONNOTATION, EG, “KILLER”,
“HANDCUFFS”, “HEARTBREAK”

31. Identify one technique used in ‘And a red juice runs’ (line 10) and explain the effect of this
technique. 2

ANSWER: TWO ANSWERS ARE POSSIBLE: RED JUICE IS A METAPHOR FOR BLOOD. ITS EFFECT IS TO
SHOW HOW FREELY THE BLOOD OF SOLDIERS RUN EVEN THOUGH IT IS THE VERY STUFF THAT
THEY ARE MADE OF. THE ANSWER CAN ALSO BE ALLITERATION WITH THE REPETTION OF THE
“R” EMULATING THE WAY THAT THE BLOOD RUNS SO FREELY.

32. How are the soldiers described in stanza two? Explain the effect of this technique? 2

ANSWER: THE SOLDIERS ARE DESCRIBED THROUGH THE USE OF IMAGERY OR DESCRIPTIVE
LANGUAGE (EITHER IS CORRECT).THE EFFECT OF THIS TECHNIQUE IS TO ILLUSTRATE THAT IT IS
THE MOST PHYSICALLY FIT AND HEALTHY OF MEN WHO ARE SACRIFICED IN WAR.

33. What is the effect of the imagery in lines 18-21? Support your answer with references from the
poem. 3

ANSWER: ANY PART OF THE FOLLOWING LINES CAN BE USED TO SUPPORT THE ANSWER THAT THE
IMAGERY ENABLES THE RESPONDER TO GAIN A CLEAR INSIGHT INTO THE EXPERIENCE OF WAR
SINCE IT DESCRIBES THE WAY SUCH AN EXPERIENCE CAN BE SEEN, HEARD AND EVEN SMELLED

“I wake in the night and smell the trenches,

And hear the low stir of sleepers in lines
Sixteen million sleepers and pickets in the dark:

20
Some of them long sleepers for always,

Some of them tumbling to sleep to-morrow for always,

Fixed in the drag of the world's heartbreak”

34. Identify one example of repetition. Why did the poet choose to repeat these particular words? 3

ANSWER: ANY OF THE UNDERLINED EXAMPLES IN THE POEM BELOW CAN BE USED AS EXAMPLES.
THE REPETITIONS ARE USED TO EMPHASISES PARTICULAR ASPECTS OF WAR. FOR EXAMPLE,

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STUDENT NAME: ____________________________ TEACHER: ______________________

THE REPETITION OF “SIXTEEN MILLION MEN” EMPHASISES THE GREAT AND THEREFORE
TRAGIC NUMBERS OF MEN WHO ARE LOST TO WARS.

Marking criteria – 2013 – Year Nine Yearly exam: Narrative

Criteria Marks

• Composes skilfully an engaging piece of creative writing that 9-10

captures the significance of the experience of conflict
• Demonstrates skilful control of language and structure appropriate
to audience, purpose, context and selected form

7-8
 Composes effectively an engaging piece of creative writing that
captures the significance conflict
 Effectively explores the experience of conflict
 Demonstrates effective control of language and structure
appropriate to audience, purpose, context and selected form

 Composes a piece of creative writing that focuses on conflict 5-6

 Explores aspects of the experience of conflict
 Demonstrates adequate control of language and structure
appropriate to audience, purpose, context and selected form

 Attempts to compose a piece of writing 3-4

 Attempts to explore an experience of conflict
 Demonstrates limited control of language and structure with
limited appropriateness to audience, purpose, context and
selected form

• Attempts to compose a response 1-2

• Demonstrates elementary control of language

ANSWER SHEET

Part A: Multiple Choice

Answer all of the multiple choice questions on this sheet.

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STUDENT NAME: ____________________________ TEACHER: ______________________

Place an X in the box that corresponds to the correct answer.

A B C D

10

11

12

13

14

15

16

17

18

19

20

Answers
Blast Off

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STUDENT NAME: ____________________________ TEACHER: ______________________

1 D The booster rocket

2 C A mountain range

3 A Flew high

4 D The astronaut’s name is Megan

5 .
B To tell a story about an astronaut’s journey
to space.

I was there by Vanna Walsh

6. B
7. B
8 A
9 C
10. D
11 D
12 B
13 C
14 D
15 B
16 B
17 D
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STUDENT NAME: ____________________________ TEACHER: ______________________

Advertisement: “Do you Love Your Makeup?”

18 B

19 A

20 D

Text Four Book Review Answers

1. What is the title of the book that Alyssa has reviewed? 1 mark
Bartlett and the Ice Voyage

2. Who is the author of the book that Alyssa has reviewed? 1 mark
Odo Hirsch

3. What did the queen long for most of all? 1 mark

A Melidrop

4. Why was bringing back a melidrop such a difficult task? 1 mark

Because Melidrops need to remain cool/cold if they are going to be

transported for long distances and remain edible.

5. By reading the title of the book, can you predict how Bartlett will try to bring the melidrop
home and keep it mouth-wateringly good? 2 marks
………………………………………………………………………………………………………………………………………………………………
………………………Bartlett will have to travel to a place where there is ice, (1 mark) he will then have to
transport the ice to a place where there are melidrops and then he will have to use the ice to keep the
melidrops cool as he transports them to the Queen. (I mark)
………………………………………………………………………

6. Identify and explain two obstacles that might prevent Bartlett from achieving his aim of bringing the
melidrop home successfully. 4 marks

STUDENTS NEED TO IDENTIFY TWO OBSTACLES

-not finding ice,

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 STUDENT NAME: ____________________________ TEACHER: ______________________

-the ice melting on the way to obtaining the melidrops,

-the ice melting on the way back to the queen to give the melidrops to her
EACH OF THESE OBSTACLES IS WORTH ONE MARK. THEN GIVE STUDENTS ONE MARK EACH FOR EXPLAINING
WHY THE OBSTACLE MIGHT PREVENT BARTLETT FROM TAKING THE MELIDROPS BACK TO THE QUEEN

Marking Guideline- Narratives 10

CRITERIA POSSIBLE WHAT THE MARKERS ARE LOOKING FOR

MARKS

1. Audience 0-1 The writer’s capacity to orient, engage and affect the
reader

2. Text structure 0-4 The organisation of narrative features including

orientation, complication, and resolution into an
appropriate and effective text structure

3. Ideas 0-5 The creation, selection, and crafting of ideas for a

narrative (Students whose stories are metaphorical in
some ways, will achieve higher marks for this section.)

4. Character/setting 0-4 Character: the portrayal and development of character

Setting: the development of a sense of place, time and

atmosphere

5. Paragraphing 0-2 The segmenting of texts into paragraphs that assists the
reader to negotiate the narrative

6. Cohesion 0-4 The control of multiple threads and relationships over the
whole text, achieved through the use of referring words,
substitutions , word associations and connectives

7. Sentence structure 0-6 The production of grammatically correct , structurally

sound and meaningful sentences

8. Punctuation 0-2 The use of correct and appropriate punctuation to aid

reading of the text

9. Spelling 0-6 The accuracy of spelling and the difficulty of words used

10. vocabulary 0-5 The range and precision of language choices

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STUDENT NAME: ____________________________ TEACHER: ______________________

11. Punctuation 0-5 The use of correct and appropriate punctuation to aid
reading the text

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