Sample English Exam Grade 9

Sample English Exam Grade 9

Text A: Rashid and his Vision

“One, two, three, … … … forty—five”, Rashid’s friend took his arm to make him turn left down the corridor leading to the exam room. In the darkness around him, there was one thing shining in his mind. It was the blue and green globe spinning around with the continents and countries getting either bigger or smaller with each turn. The image of the globe was one of the clearest memory he had retained from his early childhood when he used to go with his father to the library. Everything else was darkness. Rashid was visually impaired.

Now, before entering the exam room, Rashid and his sparkling blue globe were so inseparable that he knew his geography exam was going to be the easiest exam he had ever taken. He knew so much about oceans and continents that he could easily tell that Algeria was over four times the size of France, and that the River Nile was as important to Africa as the Mississippi River was to the US. Also, all the exam questions were written in the Braille format so his answers would surely be correct.

Rashid was very happy because it was the last exam of his secondary education and now he would decide what to do in the future. So many questions needed to be answered and so many decisions needed to be made. His mother wanted him to look for a job that suited his General Secondary Education Certificate. His father held the same view but was thinking of a suitable job that would fit his abilities and education level. Rashid was thinking differently.

As he turned right at the end of the corridor, he freed his hand from Majid’s, thinking he was able to find his way out of the school by himself because he had the habit of counting his steps back to the entrance. “Forty—five, forty—four, forty—three,” he engaged himself in a meticulous countdown. He stretched out his arm when he was two steps away from the glass door of the school reception hall. Over the years, he had used this calculated method to find his way across the entire school.

As he stepped out into the cool morning fresh air, the fluttering and rustling of trees filled him with great hope and confidence. He took his mobile phone out to send a voice message to his mother. “Dear mom, I’ve just finished my exams, and I am sure of my success. My vision is now towards the future. I know you want me to find a job now that I have finished school, because you think a student with special needs should choose the shortest way to a career. Yet, I have another vision. I have more potential than you could ever imagine. My focus is on what I have rather than on my weaknesses; on my skills and abilities rather than on my one and only disability. My country needs me in a higher position, with the highest university degree. I don’t think I am a student with special needs. I believe I am a special student with a great need for knowledge. I know that my country needs every bit of my ability.

So, I will give everything to a country that game me everything. I love you mom, as I love the UAE.”

A1. What image did Rashid remember from his early childhood? [1 mark]

1. The River Nile
2. The size of France
3. A blue and green globe
4. The school classroom

A2. Who took Rashid to the library when he was young? [1 mark]

a. His father

b. His friend

c. Mr. Braille

d. His mother

A3. Why were Rashid’s exams written in the Braille format? [1 mark]

a. Because it was an easy exam

b. Because he likes to read Braille

c. Because he was visually impaired

d. Because it was a geography exam

A4. "Forty-five, forty-four, forty-three…” What was Rashid counting? [1 mark]

a. The exam time

b. The books in the library

c. His steps as he walked back to the entrance

d. The questions that he had to answer in the exam

A5. What does Rashid want to do now he has finished school? [1 mark]

a. To get a job

b. To get a university degree

c. To spend time with his friend

d. To spend time in the fresh morning air

A6. Why did Rashid think the geography exam was going to be easy? [1 mark]

Leave 2 double spaced lines for answer

A7. What do Rashid's parents think he should do after his secondary school graduation? [1 mark]

Leave 2 double spaced lines for answer

A8. In the beginning of paragraph 5, find an example of onomatopoeia in the text. [1 mark]

Leave 2 double spaced lines for answer

A9. Rashid has a different perspective to his parents about his future. Explain the effect his choice will have on his future. [3 marks]

Leave 10 double spaced lines for answer

Text B: Candles

Five bright, shining candles

On my cake.

Mother took me in her arms

As soft as warm bread.

And took my hands in her palms.

“What will I be when I’m a man?”

Mother told me I would do what I love

And do what I can.

When ten candles were lit on my cake

I thought at last it was my decision to take

We were three around the table

My father took my hand in a firm shake.

"My son, you are my sun

I want you first to have fun

Play, sing, jump and run

So much learning still to be done.”

Two rows of ten candles

Now marching across my cake

And much time has passed

Since the days I ran and played

I’ve considered my strengths

I’ve dreamed my dreams

Decisions have been made

I am finally on my way

B1. Which two words in the first stanza rhyme? [1 mark]

a. Man, can

b. Palms, love

c. Arms, bread

d. Candles, cake

B2. What does the writer compare his mother’s arms to? [1 mark]

e. The sun

f. Warm bread

g. Marching candles

h. Bright, shining candles

B3. Which of the following phrases is an example of personification? [1 mark]

i. I want you first to have fun

j. Mother took me in her arms

k. He took my hand in a firm shake

l. Two rows of ten candles now marching across my cake.

B4. How does the poet compare the way the mother and father show love for their son? Explain in your own words with examples. [3 marks]

Leave 5 double spaced lines for this answer

Text C Visual Source: www.natcom.org

C1- What is the message in this visual text? [2 marks]

Leave 2 double spaced lines for this answer

C2- Identify one visual feature used in the text and show how it makes the message clear. [2 marks]

Leave 2 double spaced lines for this answer

Intertextual

D1. Text A and Text B have some common ideas.. Discuss one of these ideas and explain the importance of the idea. Support your response with evidence from the texts as well as from your own understanding. [4 marks]

Leave 10 double spaced lines for this answer

English Writing Sample 9

“What I learn as a child shapes my future”

Write an exposition that agrees or disagrees with this statement. Give significant reasons and examples to support your opinion.

Leave 2 pages of double spaced lines.

English Mark Scheme 9

Text A Rashid and his Vision

A1	A2	A3	A4	A5
C	A	C	C	B

A1 – A2 Irrelevant response 0 mark; if relevant award marks as follows:

Q#	Level of response	Example	Mark
A6	Identify / describe	Identifies and describes character qualities with examples from the text Eg: He has always been interested in geography since his early childhood Or He knows a lot about geography, Or He studied hard. Or other relevant response.	1
A7	Identify /describe	Identifies characteristics and features of the complication/resolution/coda Eg: His parents want him to get a suitable job that fits his perceived abilities and education level. Or other relevant response	1
A8	Identify language used with an example	Identifies a simile/metaphor/repetition/ sensory descriptive language/alliteration/ onomatopoeia/personification Fluttering leaves Or Rustling leaves Or Fluttering and rustling leaves	1
A9	Attempts to justify a perspective	Eg He is confident about his future. Or He wants to go to university. Or other relevant response	1
	Gives a reason – in own words	Eg He is confident about his future because he believes he has many strengths and lots of potential. Or He wants to go to university because his country needs him in a higher position. Or other relevant response	2
	Identifies the effect - in own words	Eg He is confident about his future because he believes he has many strengths and lots of potential, that will significantly contribute to his country. Or He wants to go to university because his country needs him in a higher position and the effect of going to university will help him to help his country in more challenging ways and he can fulfill his potential. Or other relevant response	3

Text B Candles

B1	B2	B3
A	B	D

B4 Irrelevant response = 0 mark; if relevant award marks as follows:

Q#	Level of response	Example	Mark
B4	Compares/Contrasts Identifies things to compare/contrast	Identifies similarities and or differences Eg: The mother takes care of the son differently to his father Or other relevant example	1
	Describes the comparison elements	Provides the characteristics and features of the things contrasted, Eg: The mother looks after him and reassures him but the father directs him in what to do. Or any other relevant example	2
	Supports the comparison	Gives examples from the text, Eg: The mother looks after the son by taking him in her arms and telling him that he will do what he loved. On the other hand, the father gave him a firm shake and directed him to have fun and learn before making any decision. Or any other relevant example	3

Text C Visual Text

C1 – C2 Irrelevant response 0 mark; if relevant award marks as follows:

Q#	Level of response	Example	Mark
C1	Attempts	Identifies only one part of the idea Eg: Go for a career. Or Run towards a career. Or Step out from where you are towards a new career. Or Change from one job to another Or other relevant example	1
	Explains Shows the relationship between the elements and the ideas or the cause and effect	Makes a link between the visual elements and the idea Eg: The message ‘Go for a career’ is supported by the use of the colour green which means “Go” Or The message ‘Run towards a career’ is supported by the use of the person symbol in a running position. Or The message ‘move out from where you are towards a new career’ is supported by the image of the figure stepping out from his “box” and out of the image itself, towards something new. Or The arrow points towards moving forward. Or any other relevant example	2
C2	Identifies	Identifies any one of the following features · Symbolism eg person running, arrow indicating direction · Size eg big arrow indicating importance of direction · Placement eg The future as stepped out. You have to step out to move forward · Colour eg Green means go. Or other relevant example	1
	Explains	Gives the example as explanation	2

D Intertextual

D1 Irrelevant response 0 mark; if relevant award marks as follows

Q#	Level of response	Example	Mark
D1	Critical Response	Attempts to Identify an idea from only one text, either Eg: Text B is about a birthday Or about growing up Or about deciding about the future Or other relevant response Text A is about school Or a student with special needs Or deciding about the future Or parents’ involvement in making decisions Or any other relevant response	1
		Identifies an idea from both texts OR does not use own words but response is relevant. Eg: Both texts deal with growing up Or making decisions Or the future Or parents’ decisions in a child’s future. Or any other relevant response	2
		Provides some details of the identified idea/s from both texts and gives examples from both texts in own words Eg: Text A talks about Rashid’s childhood and then finishing school and going into university. In text B, the boy grows up from five, to ten to twenty years old. Or In text A, Rashid has to decide what he is going to do after finishing secondary school. In text B, the boy finally makes decisions at the end of the poem. Or In text A, Rashid’s parents want him to get a job after school. In text B at first the boy’s parents want him to wait until he has grown up before making any decisions about his future. Or other relevant response	3
		discuss /explain the relationship between the texts and how they both support a particular idea in own words Eg: Both texts show the steps and effects of growing up. Text B uses birthday candles to mark the time from early childhood to young adulthood, while text A shows the developing maturity of a young man finishing school and making considered decisions that suit him without his parents’ influence. Or other relevant response student uses own words	4

ADEC TRIMESTER 3 2010 – 2011 WRITING CRITERIA GRADE 9 Non attempt – 0 No half marks

Organization and ideas 11- 12 marks	9-10marks		7-8 marks		5-6 marks	2 marks
text with developing exposition structure and detail exposition addresses all elements of the prompt exposition structure is evident and provides supporting details uses detail to enhance and engage the audience evidence of thesis/significant arguments/significant evidence clear main idea with some elaboration of the idea	Text which indicates some exposition structure exposition addresses the prompt exposition structure is evident ideas are central to the main idea		Limited text with some details text may not address the prompt some attempt at organizing ideas but may not be an exposition eg a discussion content is generally relevant to the central idea		A simple text that includes some related ideas some ideas are evident some details relate to the central idea	An attempt a list of words or phrases that do not necessarily relate copies the prompt continually repeats words or phrases memorized from the reading texts
Vocabulary 4marks	3marks	2 marks	1 mark
uses some rich, precise words and or phrases that link to the narrative structure and the prompt	uses appropriate word choices that link to the narrative structure and the prompt	experiments with new, different word choices which may not always be appropriate	uses some key words that are generally linked to the central idea 0 mark if copies the prompt or continually repeats words or phrases memorized from the reading texts
Paragraph and sentence structure 4 marks	3marks	2 marks	1 mark
uses paragraphing structures (including formatting) appropriately where each paragraph is focused on one idea or set of like ideas uses a range of sentence structures appropriately – simple, compound, complex developing control of tenses	uses some paragraphing structure uses a variety of sentence structures attempts control of tenses	begins to use paragraph structures uses some extended sentences	attempts to use extended sentences - may show variable control of subject verb and noun pronoun agreement 0 mark if copies the prompt or continually repeats words or phrases memorized from the reading texts
Spelling 2 marks		1 mark
Spells all simple words correctly or attempts to spell more difficult words spells common 100 words correctly all of the time		spells some common words correctly using a range of strategies – how words sound/look or common letter patterns uses initial letters and some known letter patterns 0 mark if copies the prompt or continually repeats words or phrases memorized from the reading texts
Punctuation 3 marks		2 marks		1 mark
uses a wider range of punctuation appropriately (direct speech marks, exclamation marks, apostrophes, colons, semi colons		uses expanded sentence level punctuation appropriately (commas, question marks)		uses sentence level punctuation some of the time – capital letters, full stops 0 mark if copies the prompt or continually repeats words or phrases memorized from the reading texts