sarah is making a scale drawing of a painting that is 48 in wide by 120 in high

LISTENING

PART 1 – QUESTION 1 Marks: 2

1 - Listen to this article about the phrase Human Rights. What is it about?

Select the right answer(s) with a Ö

_ X _ Different meanings of the word right.
_ X __ Examples of human rights.
_____ The history of human rights.

LISTENING

PART 2 – QUESTIONS 2 -3-4 - 5 Marks: 18

2 – Fill in the missing information.

As a verb the word right means to correct something which is wrong
As an adjective the word right indicates a position on the political scale
Human rights are freedoms or entitlements which belong to all of us.

3 – Examples of human rights:

The right to food and shelter, to education and to work
The right not to be tortured.
The right to be part of the government, for example through elections.

4 -Some other words you might hear are

a. protection , rule of law,

b. fundamental, free, exercise, enjoy, entitled and

c. equal .

5 – When do human rights hit the news?

When people's rights have been denied, or when there is war

http://www.bbc.co.uk/worldservice/learningenglish/language/newsextra/2010/02/100211_nw_human_rights.shtml

ENGLISH TEST 22 Februray 2010

Year 10 Class 5

LISTENING

PART 1 – QUESTION 1 Marks: 2

1 - Listen to this article about the phrase Human Rights. What exactly is it about?

Select the right answer(s) with a Ö

_ X _ Collocations with human rights.
_____ Stories involving human rights.
_____ The rights that are protected by law everywhere in the world.

LISTENING

PART 2 – QUESTIONS 2 -3- 4 - 5 Marks: 18

2 – Fill in the missing information.

As a noun the word right means something that goes in a particular direction
As an adjective the word right indicates a position on the political scale
One of the legal meanings of the word right relates to ownership, as in 'copyright'.

3 – Examples of human rights:

The right for people accused of crimes to appear before a court,
The rights which can affect the ability of journalists to report the news include freedom of expression and
the right to privacy.

4 - Some of the recent issues which have been in the news include protecting:

Children's rights , b. smoker's_ rights,

Father's rights, d. animal rights .

5 – What might be a good news story about human rights?

The establishment of a HR commission in a country which has a history of abuse

http://www.bbc.co.uk/worldservice/learningenglish/language/newsextra/2010/02/100211_nw_human_rights.shtml

READING

PART 1 – QUESTIONS 1 - 13 Marks: 40

Read this fable "The Shrike and the Chipmunks" written by James Thurber (1894-1962).

The Shrike and the Chipmunks

Once upon a time there were two chipmunks, a male and a female. The male chipmunk thought that arranging nuts in artistic patterns was more fun than just piling them up to see how many you could pile up. The female was for piling up as many as you could.

She told her husband that if he gave up making designs with the nuts there would be room in their large cave for a great many more and he would soon become the wealthiest chipmunk in the woods. But he would not let her interfere with his designs, so she flew into a rage and left him.

"The shrike will get you," she said, "because you are helpless and cannot look after yourself."

To be sure, the female chipmunk had not been gone three nights before the male had to dress for a banquet and could not find the right clothes. So he couldn't go to the banquet, but that was just as well, because all the chipmunks who did go were attacked and killed by a weasel.

The next day the shrike began hanging around outside the chipmunk's cave, waiting to catch him. The shrike couldn't get in because the doorway was blocked with dirty laundry and dishes. "He will come out for a walk after breakfast and I will get him then," thought the shrike. But the chipmunk slept all day and did not get up and have breakfast until after dark. Then he came out for a breath of air before beginning work on a new design.

The shrike swooped down to snatch up the chipmunk, but could not see very well on account of the dark, so he batted his head against a tree branch and was killed.

A few days later the female chipmunk returned and saw the awful mess the house was in. She went to the bed and shook her husband.

"What would you do without me?" she demanded.

"Just go on living, I guess," he said.

"You wouldn't last five days," she told him.

She swept the house and did the dishes and sent out the laundry, and then she made the chipmunk get up and wash and dress.

"You can't be healthy if you lie in bed all day and never get any exercise," she told him.

So she took him for a walk in the bright sunlight and they were both caught and killed by the shrike's brother.

Moral : Early to rise and early to bed makes a male healthy and wealthy and dead.

shrike- kind of bird; chipmunk- small animal like a squirrel ; weasel- fierce small animal

Find equivalents in the text for the folowing words/expressions (lines 1-17)

1. organize in a heap	2. got very angry
3. weak/useless	4. take care of
5. flew down very quickly	6. catch/capture
7. because of	8. bumped

Complete the following sentences according to the text Use your own words.

9. The two chipmunks were very different. The male was disorganized but creative/artistic, the female was organized but dull.

10. If the chipmunck had gone to the banquet, he would have been killed.

11. The male chipmunk had a different lifestyle: he did what he pleased (slept during the day, didn't care about his food, but only about his artistic designs).

12. When the female chipmunk returned home she immediately scolded him and tidied everything up.

13. The moral of the story is humorous. The author is implying that there's more to life than following the rules all the time. There's a saying that goes "All work and no play makes Jack a dull boy".

READING

PART 2 – QUESTIONS 1 - 27 Marks: 40

You are going to read an article about 'volunteer holidays' an expression used to describe a combination of voluntary service and tourism or travel. Choose the most suitable heading from the list A-I for each part (1-7) of the text. There is one extra heading which you do not need to use.

A	3	What you should do before you embark on such an experience
B	6	Examples of skills that are needed to be a volunteer in these programmes
C	1	Evidence of success and popularity of volunteer holidays
D		The creation of jobs in the communities
E	0	Information that can be found on the web about volunteering
F	5	Target group of volunteer holidays
G	2	What volunteer holidays should not be seen as
H	4	An example of a company that provides good service in the field
I	7	Volunteer holidays are not exactly inexpensive

COMMUNITY SERVICE

A basic internet search for "volunteer service" comes up with nearly nine million hits. With so many options to choose from, how do you decide what will best suit you, and more importantly, what will most benefit the community that is hosting you?

The concept of exchanging a relaxing vacation in the sun for a "worthwhile" trip abroad has grown in popularity in recent years, so much so that one particular volunteering agency was acquired by one of the UK's largest package tour operators in February 2007. But are we giving the concept of volunteering enough thought, or just adopting it without considering the consequences?

In the true sense of the term, a 'volunteering holiday' is a paradox – a real volunteering experience can be both physically and emotionally exhausting and should not be undertaken as an opportunity to simply see the world, gain some experience or make the "hobbies and interests" section of a C.V. more appealing to prospective employers.

Without pouring cold water on the volunteering experience, which can be both life-changing and positive for all involved if chosen carefully, those who decide to go for it need to take time to research the volunteering opportunities that are available, and think long and hard about their motivation to evaluate what skills and experience they can bring to their placement.

One organisation that works tirelessly to match volunteers with a suitable placement is People and Places, a tiny UK-based company that offers a careful service for responsible volunteering. Unlike other volunteer organisations, that often employ staff to oversee projects, People and Places works alongside local partners from the host community itself, making sure that volunteers are placed where they are needed most, without the risk of displacing local workers, and ensuring that development within a community is both practical and sustainable.

Placements typically last at least four weeks, and volunteers are required to provide detailed information about themselves and their set of skills so that they can be matched with a placement where their experience is most valuable. The projects are not aimed at young people and gap year travellers, rather they are looking for more mature professionals.

With projects around the world, from Bali to Madagascar, volunteers with People and Places come from varied professions with a great number of skills to offer the community: traditional skills such as nursing, teaching or IT qualifications, but even construction projects and Do-It-Yourself.

Finally it should be said that potential volunteers need to bear in mind that volunteering is not necessarily a cheap option – all costs of living have to be covered, and not at the expense of the community. Volunteers are encouraged to stay at the most comfortable houses available and accommodation costs go directly back to the community itself.

Fill in the table with information from the text. Write notes.

Volunteer holidays

possible

advantages

8. can be life changing

positive for all involved

possible

drawbacks

9. tiring/demanding

10. expensive

typical missions

duration

11. 4 weeks

skills needed

e.g.

12. nursing

14. eaching

15. IT

15.

construction

target public

16. more mature professionals

People and Places

- advantages over other companies

16. Has local partners/ does not displace local workers

fosters positive and sustainable development

READING

PART 2 – QUESTIONS 14 - 27 Marks: 40

Read this article about young people and citizenship.

Into Politics but no Vote

You can marry before you can vote; you can drive a car, you can even join the army. In many countries the rules about precisely when you become an adult are nothing if not confusing. So, it is no surprise that many young people think it's high time they did something about it.

In the U.S., for example, Alex Koroknay-Palicz of the Youth Rights Association says he regards young Americans as an oppressed minority. " Young people are seen as "far more incompetent than they really are," he told us. "I think that if given a chance, young people are far more intelligent, far more responsible, and far more mature than we give them credit for." For thousands of years of human development, 15 or 16-year-olds have been considered as adults – but we treat them legally pretty much the same as a five-year-old or a six-year-old.

In most countries the legal age of majority is 18. That is when the law recognizes that you are an adult, when you are entitled to have control over your own body, your decisions and your actions. So, if you are not yet 18, but you want a chance to change things, what do you do? In some countries, young people can be elected to become members of a youth parliament, where they can debate, lobby, and try to have an influence on the country's real, grown up parliament. They do not yet have a real power, but they can learn what to do with it once they have got it.

Kate Parish, founder of the British youth parliament, says: "When they are first elected, a lot of them are unsure about what they are doing. A lot of them have never spoken in public before. And then we see a real change. Where once they wouldn't have said boo to a goose, all of a sudden they're standing up in front of an adult council meeting and saying: 'This is not acceptable! You might have closed our skate park down. What are you going to do about it?' It's a learning process for them."

So perhaps more under-18s should be allowed to vote in national elections? In Iran, for example, you can vote at 15. In the Isle of Man, which is part of the United Kingdom and where they have their own parliament and make their own laws, they have just lowered the voting age to 16.

Psychologist Helen Haste at the University of Bath says under-18s are perfectly capable of making the sorts of decisions that could entitle them to vote. Many young people do seem much more capable than adults are prepared to believe. Many are already playing an active role in influencing the decisions made in their community. So what will the world be like when they finally take over? No one can be sure but I am looking forward to finding out.

Source : BBC NEWS, December, 2006 (abridged and adapted)

Complete the table with information from the text. Use notes.

Things you can do before you can vote:

1. marry

2. drive a car

3. join the army

According to Mr Paliccz, teens are treated as 5 or 6 year-olds but they are:

4. intelligent

5. responsible

6. mature

Countries/regions where you are allowed to vote before 18:

7. Iran

8. Isle of Man

Youth Parliament. An initiative that gives young people the opportunity to:

9. Speak in public

10. Make decisions

11. Make own laws

Answer the following questions. Write about 20 - 30 words.

12. Which skills can you improve when you take part in the Youth Parliament?
Public speaking, decision making and collaboration are some of the skills we can improve. We can do something that is useful to the community, and build up confidence on the way.

13. What is your opinion? Should under-18s be allowed to vote?
Young people should be encouraged to participate and there is no reason why they should not be allowed to vote.

14. "So what will the world be like when young people finally take over" (line 27)? What do you think?
The world might be better because if young people are given more opportunities to participate and take part in important decisions – in school, at community level and even at parliament – more attention would be given to the things that really matter.

PAPER 4 - USE OF ENGLISH

PART 1 – Questions 1-10 10 questions/10 marks

_______________________________________________________________________________________________

For questions 1-10, read the text below and decide which answer (A, B, C or D) best fits each space. Draw a circle around the right answer.

Choosing clothes

Are you one of the thousands of teenagers who eagerly follow every new (1)… that appears? Or are you one of those who go to the shops and just buys whatever they can find that suits them? Or perhaps you order from a mail-catalogue, and then have to send everything back because nothing (2)…. Whatever kind of shopper you are, one thing is certain: every teenager finds (3)… important. According to a recent survey, young people spend more time either buying clothes, or thinking about buying them, or looking at them in shop windows (4)… they do on most other products. And the reason is obvious. Clothes are an important part of our appearance. At school you may want to impress a colleague and clothes certainly help. Well dressed people, so they say, get on in the world. As far as attracting the opposite sex is concerned, clothes (5)… a vital role. If a friend who has been (6)… the same old jacket or the same old dress suddenly appears in the (7)… fashion, you can be sure that romance is in the air. And apart from peer (8)…. and romance, there are the influences of sport, music and leisure on the way we dress. So excuse me while I (9)… on my tracksuit and training shoes. I'm just (10)… for some fast window-shopping.

1	A. appearance	B. fashion	C. uniform	D. dress
2	A. sizes	B. styles	C. fits	D. measures
3	A. out	B. clothes	C. dresses	D. vests
4	A. then	B. than	C. as	D. has
5	A. play	B. played	C. took	D. will take
6	A. dressing	B. worn	C. carrying	D. wearing
7	A. last	B. minute	C. latest	D. complete
8	A. pression	B. confidence	C. pressure	D. plays
9	A. put	B. dress	C. wear	D. have
10	A. wearing	B. rushed	C. dashed off	D. dashing off

PART 2 – Questions 11-20 15 questions/15 marks

For questions 11-20, read the letter below and think of the word which best fits each space. Use only one word in each space. Write your answers in the answer table.

Dear editor,

I am writing in response to an article you printed in your magazine last week and which criticised young people like me. The article said that teenagers are rude and noisy and not interested in other people. I think that comment is very unfair and while it may apply to some young people, it is certainly not true of me and my friends. For example, every Saturday morning we work in our local community by visiting elderly people in their own homes. Sometimes they want help with their shopping, other times they ask us to do some work in their garden. We give up two or three hours of our time and we don't get paid. I also know other friends at school who help out in the local hospital once a week simply talking to patients who may not have any visitors, and generally just making themselves useful in all sorts of ways. If we are noisy it's usually because we are enjoying ourselves, and if we ever appear rude, I can assure you it's probably because we're chatting and laughing together, because you're only young once!

PART 3 – Questions 21-30 10 questions/10 marks

For questions 21-30, complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between two and six words including the word given.

21 We have to understand English to surf the Internet. depend

We _depend on (our understanding of)_____English to surf the Internet.

22 When you do not understand a word use your dictionary. look

When you do not understand a word _look it up in_ your dictionary.

23 He can't speak very good English. His accent is very British. despite

Despite his / Despite having a very British accent, he can't speak very good English.

24 Alex speaks fluent German in spite of never having been to Germany. although

Alex speaks fluent German although he has never been_to Germany.

25 How long have you studied English? start

When_did you start __ studying English?

26 I thought my holidays in Australia would be more relaxing. as

My holidays in Australia were not as relaxing as I thought.

37 Marion got a skin infection as a result of a tattoo. got

If Marion hadn't had a tattoo done, she wouldn't have got an infection.

38 People stereotype teens with piercings. They think they are rude. if

People wouldn't think teens are rude if they didn't stereotype them.

29 'Shall we go to the cinema?' Tim asked. suggested

Tim suggested going to the cinema.

30 "Don't take it literally", the teacher said. take

The teacher told the students not to take it literally.

________________

PART 4 – Questions 31-40 10 questions/10 marks

For questions 31-40, read the text below. Use the word given at the end of each line to form a word that fits in the space in the same line.

The recipe for good communication

Research shows that more than a half of our conversations end in some sort of ( 41 ). While it is easy to blame the ( 42 ) for the problem, we are also to blame if we don't clarify what we mean in the first place.

Accurate listening requires ( 43 ) and effort, and if we try to do something else at the same time, you won't listen ( 44 ).

There's a ( 45 ) for people to think they know what a speaker is going to say, instead of hearing them out, or to criticise too ( 46 ) before a person has ( 47 ) made their point. It's when people feel they are being undervalued and are not being treated with ( 48 ) that problems begin and ( 49 ) can break down. Treating others as you want to be treated is an (50 ) rule for good communication.

understand

listen

concentrate

effect

tend

ready

full

polite / relation

essence

31. misunderstanding

32. listener

33. concentration

34.effectively

35. tendency

36. readily

37. fully

38. politeness

39. relationships

40. essential

WRITING

PART 1 Marks: 30

Start a narrative: 'THEY HAD NOTHING TO SAY TO EACH OTHER' (10º 5ª)
"I WISH SOMEONE HAD TOLD ME" (10º 8ª)

Write about 150-200 words and don't forget to:

Remember to:

- Describe characters and setting

- Organize sequence of events

- Use both direct and indirect speech

- Make it amusing but still true-to life

WRITING

PART 2 Marks: 30

You and your friend would like to work for a year on a volunteer programme. Your friend has written to you and sent you the advertisement below. Read the letter and the advertisement, together with his/her notes. Write a letter to the World Support Programme asking for the information which your friend suggests and adding any relevant questions of your own.

Write a letter of between 120 and 180 words in an appropriate style. Do not write any addresses.

This programme sounds just what we want. I've added some comments but I'll be away next week, so perhaps you could write for more information and ask about anything else you think we need to know.

WORLD SUPPORT PROGRAMME average age?

For volunteers aged 15 – 70
o overseas to work with local communities Where? / Do what?
Use your skills to help others Which skills?
ree accommodation

Food included?