UNIDAD EDUCATIVA MONTE TABOR – NAZARET
English Language and Literature
Academic Activities
Remedial Exam
2013 - 2014
NAME: _______________________________COURSE: I baccalaureate
DATE: __________________ PROFESOR/A: Irene de Ycaza
Instrucciones para exámenes remediales:
Para apoyar al desarrollo de destrezas y contenidos de la asignatura en base a los temarios de
supletorios publicados en la página web se recomiendatrabajar las siguientes actividades
académicas a realizarse en casa previo a las fechas de exámenes remediales. Adicionalmente
para el estudio y preparación es necesario utilizar las diferentes herramientas trabajadas
durante el año lectivo como actividades en clase,tareas, lecciones, evaluacionessumativas,
exámenesquimestrales y actividades de preparación exámenes supletorios.
Week 1
1. Read the selection. Then read each question and choose the best answer.
The Boy Who Drew Cats
by Lafcadio Hearn
A long, long time ago, in a small country village in Japan, there lived a poor farmer and his wife, who were
very good people. They had a number of children, and found it very hard to feed them all. The elder son was
strong enough when only fourteen years old to help his father; and the little girls learned to help their mother
almost as soon as they could walk.
But the youngest, a little boy, did not seem to be fit for hard work. He was very clever—cleverer than all his
brothers and sisters; but he was quite weak and small, and people said he could never grow very big. So his
parents thought it would be better for him to become a priest than to become a farmer. They took him with
them to the village-temple one day, and asked the good old priest who lived there if he would have their little
boy for his acolyte, and teach him all that a priest ought to know.
The old man spoke kindly to the lad, and asked him some hard questions. So clever were the answers that
the priest agreed to take the little fellow into the temple as an acolyte, and to educate him for the priesthood.
The boy learned quickly what the old priest taught him, and was very obedient in most things. But he had
one fault. He liked to draw cats during study-hours, and to draw cats even where cats ought not to have
been drawn at all.
Whenever he found himself alone, he drew cats. He drew them on the margins of the priest’s books, and on
all the screens of the temple, and on the walls, and on the pillars. Several times the priest told him this was
not right; but he did not stop drawing cats. He drew them because he could not really help it. He had what is
called “the genius of an artist,” and just for that reason he was not quite fit to be an acolyte;—a good acolyte
should study books.
One day after he had drawn some very clever pictures of cats upon a paper screen, the old priest said to him
severely: “My boy, you must go away from this temple at once. You will never make a good priest, but
perhaps you will become a great artist. Now let me give you a last piece of advice, and be sure you never
forget it. Avoid large places at night—keep to small!”
The boy did not know what the priest meant by saying, “Avoid large places—keep too small.”He thought and
thought, while he was tying up his little bundle of clothes to go away; but he could not understand those
words, and he was afraid to speak to the priest any more, except to say goodbye.
He left the temple very sorrowfully, and began to wonder what he should do. If he went straight home he felt
sure his father would punish him for having been disobedient to the priest; so he was afraid to go home. All
at once he remembered that at the next village, twelve miles away, there was a very big temple. He had
heard there were several priests at that temple; and he made up his mind to go to them and ask them to take
him for their acolyte. Now that big temple was closed up but the boy did not know this fact. The reason it had
been closed up was that a goblin had frightened the priests away, and had taken possession of the place.
Some brave warriors had afterward gone to the temple at night to kill the goblin; but they had never been
seen alive again. Nobody had ever told these things to the boy—so he walked all the way to the village,
hoping to be kindly treated by the priests.
When he got to the village, it was already dark, and all the people were in bed; but he saw the big temple on
a hill at the other end of the principal street, and he saw there was a light in the temple. People who tell the
story say the goblin used to make that light, in order to tempt lonely travelers to ask for shelter. The boy went
at once to the temple, and knocked. There was no sound inside. He knocked and knocked again; but still
nobody came. At last he pushed gently at the door, and was quite glad to find that it had not been fastened.
So he went in, and saw a lamp burning—but no priest.
He thought some priest would be sure to come very soon, and he sat down and waited. Then he noticed that
everything in the temple was gray with dust, and thickly spun over with cobwebs. So he thought to himself
that the priests would certainly like to have an acolyte, to keep the place clean. He wondered why they had
allowed everything to get so dusty. What most pleased him, however, were -some big white screens, good to
paint cats upon. Though he was tired, he looked at once for a writing pad, and found one and ground some
ink, and began to paint cats.
He painted a great many cats upon the screens; and then he began to feel very, very sleepy. He was just on
the point of lying down to sleep beside one of the screens, when he suddenly remembered the words, “Avoid
large places—keep to small!”
The temple was very large; he was all alone; and as he thought of these words—though he could not quite
understand them—he began to feel for the first time a little afraid; and he resolved to look for a small place in
which to sleep. He found a little cabinet, with a sliding door, and went into it, and shut himself up. Then he lay
down and fell fast asleep.
Very late in the night he was awakened by a most terrible noise—a noise of fighting and screaming. It was so
dreadful that he was afraid even to look through a chink in the little cabinet; he lay very still, holding his
breath for fright.
The light that had been in the temple went out; but the awful sounds continued, and became more awful, and
all the temple shook. After a long time silence came; but the boy was still afraid to move. He did not move
until the light of the morning sun shone into the cabinet through the chinks of the little door.
Then he got out of his hiding place very cautiously, and looked about. The first thing he saw was that all the
floor of the temple was covered with blood. And then he saw, lying dead in the middle of it, an enormous,
monstrous rat—a goblinrat—bigger than a cow!
But who or what could have killed it? There was no man or other creature to be seen. Suddenly the boy
observed that the mouths of all the cats he had drawn the night before were red and wet with blood. Then he
knew that the goblin had been killed by the cats which he had drawn. And then, also, for the first time, he
understood why the wise old priest had said to him, “Avoid large places at night—keep to small.” Afterward,
that boy became a very famous artist. Some of the cats which he drew are still shown to travelers in Japan.
1. Which characteristics best describe the boy in the selection? ___
a) clever and artistic
b) strong and able
c) meek and shy
d) dull and mean
2. Which of the following best explains why the boy hides in the cabinet? ___
a) He knows that the goblin will soon return.
b) He feels afraid in the temple alone.
c) He respects the priest’s advice.
d) He is sleepy.
3. What is most significant about the boy’s decision to hide in a cabinet in the temple? ___
a) He learns the reason for his desire to draw cats.
b) He finally listens to the priest’s advice.
c) He is hidden from the deadly goblin.
d) He becomes famous afterward.
4. Why does most of the action take place in a temple? ___
a) There were very few other buildings at that time.
b) The temples are metaphoric for the changes that the boy needs to make in his life.
c) The boy was not welcome in any of the other local buildings.
d) The boy knew he had to rid a temple of a giant goblin that was killing people.
5. Based on this story, great artists are most likely to have ___.
a) an uncontrollable desire to draw
b) a good teacher
c) a parent who is a farmer.
d) an obedient nature.
6. Possession means “control or occupancy.” Based on this definition, which word means “took back
control”? __
a) repossessed
b) possess
c) possessive
d) possessed
7. Which of these questions is a reader most likely to ask after reading this story? ___
a) Why does the boy paint cats?
b) What country does the boy come from?
c) Why didn’t the boy just go back to his parents’ house?
d) Is this a legend about a real artist, or a story about a fictional painter?
8. How would the story most likely be different if it were written from the first-person point of view of the boy?
___
a) It would make the events easier to follow.
b) It would give more explanation of the artist’s thoughts.
c) It would tell more about everyday life in a temple.
d) It would describe the fight between the cats and the goblin in more detail.
9. What is most ironic about the ending of the story? ___
a) The boy is forced to leave the first temple because of his art, but his art ends up saving another
temple.
b) The boy ends up becoming an artist after all.
c) The boy needs farmers to feed him.
d) The priest’s advice ends up saving the boy’s life.
10. How does the boy change over the course of the story? ___
a) He decides to become a farmer like his parents.
b) He learns to hide his gift for drawing in a small place.
c) He becomes an obedient student.
d) He learns that his gift for drawing has a purpose.
11. Which of these stories would most likely have a theme that is similar to the theme of this story? ___
a) a story about a girl who makes a new friend
b) a story about an art collector
c) a story about the building of the temple
d) a story about a man who discovers his talents
11. Why does the boy’s family take him to the village temple?
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12. Using the information presented in this story, what do you think happens during the night in the temple
when the boy hears the screaming and fighting?
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2. Read the selection. Then read each question and choose the best answer.
Anne’s Confession: from Anne of Green Gables
Lucy Maud Montgomery
On the Monday evening before the picnic Marilla came down from her room with a troubled face.
“Anne,” she said . . . “did you see anything of my amethyst brooch? . . . I can’t find it anywhere.”
“I—I saw it this afternoon when you were away at the Aid Society,” said Anne, a little slowly. “I was passing
your door when I saw it on the cushion, so I went in to look at it.”
“Did you touch it?” said Marilla sternly.
“Y-e-e-s,” admitted Anne, “I took it up and I pinned it on . . . just to see how it would look.”
“You had no business to do anything of the sort. It’s very wrong in a little girl to meddle. . . . Where did you
put it?”
“Oh, I put it back on the bureau. I hadn’t it on a minute. Truly, I didn’t mean to meddle, Marilla. I didn’t think
about its being wrong to go in and try on the brooch; but I see now that it was and I’ll never do it again.
That’s one good thing about me. I never do the same naughty thing twice.”
“You didn’t put it back,” said Marilla. “That brooch isn’t anywhere on the bureau. You’ve taken it out or
something, Anne.”
“I did put it back,” said Anne quickly—pertly, Marilla thought. “I don’t just remember whether I stuck it on
the pincushion or laid it in the china tray. But I’m perfectly certain I put it back.”
“I’ll go and have another look,” said Marilla, determining to be just. “If you put that brooch back it’s there
still. If it isn’t I’ll know you didn’t, that’s all!”
Marilla went to her room and made a thorough search; not only over the bureau but in every other place
she thought the brooch might possibly be. It was not to be found and she returned to the kitchen.
“Anne, the brooch is gone. By your own admission you were the last person to handle it. Now, what have
you done with it? Tell me the truth at once. Did you take it out and lose it?”
“No, I didn’t,” said Anne solemnly, meeting Marilla’s angry gaze squarely. “I never took the brooch out of
your room and that is the truth, if I was to be led to the block for it—although I’m not very certain what a
block is. So there, Marilla.”
Anne’s “so there” was only intended to emphasize her assertion, but Marilla took it as a display of
defiance.
“I believe you are telling me a falsehood, Anne,” she said sharply. “I know you are. There now, don’t say
anything more unless you are prepared to tell the whole truth. Go to your room and stay there until you are
ready to confess.”
. . . Marilla went to her room at intervals all through the evening and searched for the brooch, without
finding it. A bedtime visit . . . produced no result. Anne persisted in denying that she knew anything about
the brooch but Marilla was only the more firmly convinced that she did.
She told Matthew the story the next morning. Matthew was confounded and puzzled; he could not so
quickly lose faith in Anne but he had to admit that circumstances were against her.
“You’re sure it hasn’t fell down behind the bureau?” was the only suggestion he could offer.
. . . “The brooch is gone and that child has taken it and lied about it. That’s the plain, ugly truth, Matthew
Cuthbert, and we might as well look it in the face. . . . She’ll stay in her room until she confesses,” said
Marilla grimly.
. . . Anne steadfastly refused to confess. She persisted in asserting that she had not taken the brooch. The
child had evidently been crying and Marilla felt a pang of pity which she sternly repressed. By night she
was, as she expressed it, “beat out.”
“You’ll stay in this room until you confess, Anne. You can make up your mind to that,” she said firmly.
“But the picnic is tomorrow, Marilla,” cried Anne.
“You’ll not go to picnics nor anywhere else until you’ve confessed, Anne.”
“Oh, Marilla,” gasped Anne.
But Marilla had gone out and shut the door.
Wednesday morning dawned as bright and fair as if made to order for the picnic. . . .When Marilla took her
breakfast up to her she found the child sitting primly on her bed, pale and resolute, with tight-shut lips and
gleaming eyes.
“Marilla, I’m ready to confess.”
“Ah!” Marilla laid down her tray. Once again her method had succeeded; but her success was very bitter to
her. “Let me hear what you have to say then, Anne.”
“I took the amethyst brooch,” said Anne, as if repeating a lesson she had learned. “I took it just as you said.
I didn’t mean to take it when I went in. But it did look so beautiful, Marilla, when I pinned it on my breast that
I was overcome by an irresistible temptation. . . . And that’s the best I can do at confessing, Marilla.”
Marilla felt hot anger surge up into her heart again. This child had taken and lost her treasured amethyst
brooch and now sat there calmly reciting the details thereof without the least apparent . . . repentance.
“Anne, this is terrible,” she said, trying to speak calmly. “You are the very wickedest girl I ever heard
of…You’ll go to no picnic today, Anne Shirley. That shall be your punishment. And it isn’t half severe
enough either for what you’ve done!” . . . .
Anne realized that Marilla was not to be moved. She clasped her hands together, gave a piercing shriek,
and then flung herself face downward on the bed. . . .
When her dishes were washed and her hens fed, Marilla remembered that she had noticed a small tear in
her best black lace shawl when she had taken it off on Monday afternoon on returning from the Ladies’ Aid.
She would go and mend it. The shawl was in a box in her trunk. As Marilla lifted it out, the sunlight . . .
struck upon something caught in the shawl—something that glittered and sparkled in facets of violet light.
Marilla snatched at it with a gasp. It was the amethyst brooch, hanging to a thread of the lace by its catch!
“Dear life and heart,” said Marilla blankly, “what does this mean? Here’s my brooch safe and sound. . .
Whatever did that girl mean by saying she took it and lost it?” . . .
Marilla, . . .brooch in hand, went to Anne’s room. Anne had cried herself out and was sitting dejectedly by
the window.
“Anne Shirley,” said Marilla solemnly, “I’ve just found my brooch hanging to my black lace shawl. Now I
want to know what that story you told me this morning meant.”
“Why, you said you’d keep me here until I confessed,” returned Anne wearily, “and so I decided to confess
because I was bound to get to the picnic. I thought out a confession last night after I went to bed and made
it as interesting as I could. And I said it over and over so that I wouldn’t forget it. But you wouldn’t let me go
to the picnic after all, so all my trouble was wasted.”
“Anne, you do beat all! But I was wrong—I see that now. I shouldn’t have doubted your word when I’d
never known you to tell a story. Of course, it wasn’t right for you to confess to a thing you hadn’t done. . .
But I drove you to it. So if you’ll forgive me, Anne, I’ll forgive you and we’ll start square again. And now get
yourself ready for the picnic.”
1. At the beginning of the story, Marilla thinks Anne ___.
a) tore Marilla’s shawl.
b) took Marilla’s brooch.
c) went to the picnic without permission.
d) broke her favorite set of dishes.
2. What is the significance of Anne’s confession? ___
a) It shows how much she hates Marilla.
b) It shows how sorry she is.
c) It shows how much she respects Marilla.
d) It shows how much she wants to go to the picnic.
3. How is Marilla different from her brother Matthew? ___
a) Marilla has strong ideas about raising children and Matthew does not.
b) Matthew wants to take an active role in raising Anne, but Marilla does not.
c) Marilla thinks that Anne is right, but Matthew thinks Anne is a liar.
d) Matthew is kind to Anne, but Marilla is always cold and unforgiving.
4. Right before Anne confesses, the author writes that Marilla’s success in getting Anne to confess was
bitter to Marilla. How does the word bitter describe Marilla’s feelings about the confession? ___
a) It shows resurrected anger.
b) It insinuates a sense of permanent loss.
c) It gives a sense of combined happiness and sadness.
d) It suggests distrust.
5. Which statement best summarizes the theme of this selection? ___
a) Trust is more important than any possession.
b) Sometimes it is acceptable to tell a lie.
c) Older people are always right and young people are always wrong.
d) Apologizing will solve any problem.
6. When Marilla tells Matthew what happened, he is “confoundedand puzzled.” What does confounded
mean? ___
a) certain
c) confused
b) surprised
d) impressed
7. The Boy Who Cried Wolf is a story about a boy who lies so often that no one believes him when he tells
the truth. How would you compare the theme of The Boy Who Cried Wolf to the theme of Anne’s
Confession? ___
a) The Boy Who Cried Wolf is about honesty, and Anne’s Confession is about family.
b) The themes of these stories seem to be at odds with each other.
c) The themes of these stories are about the same—sometimes it is acceptable to tell a lie.
d) The themes of these stories are about the same—lying always gets you into trouble.
8. Which of these situations is most like the one described in the passage? ___
a) Jan steals her grandmother’s necklace but returns it before her grandmother notices it is missing.
b) Leah says that she threw the eraser, even though she didn’t, so the class will be able to go on its
field trip.
c) Henry is caught lying about where he was after school.
d) James admits that he cheated on his test, even though he knows he will get into trouble.
9. Which of these words from the story helps show that it is set in the past? ___
a) brooch
b) picnic
c) confess
d) denying
10. Based on her reaction to the discovery of the brooch, which word best describes Marilla?
a) arrogant
b) humble
c) cruel
d) light-hearted
11. Based on the selection, what will happen next?
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12. Early in the story, Anne freely admits that she tried on the brooch. What does this tell you about Anne?
Is she more or less likely to tell the truth, even if it means she will get into trouble? Explain your answer.
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WRITING
On a separate piece of paper write a persuasive essay in response to the writing prompt
below.
Your local school board is discussing the possibility of requiring school uniforms beginning next
year. They have invited anyone who wants to share his or her ideas on the issue to submit
ideas in writing before the next board meeting. You decide to submit your opinion. Choose one
side of the issue and write a persuasive essay.
As you write your essay, be sure to
• Focus on the positive or negative aspects of wearing uniforms.
• Think about your audience and purpose.
• Organize your response logically.
• Include relevant details to support the opinion you choose to promote.
• Edit your response to correct errors in grammar, spelling, and punctuation
Week 2
1. Read the selection. Then read each question and choose the best answer.
from The Monkey’s Paw
adapted from a story by W. W. Jacobs
Characters
Mr. White
Mrs. White
Herbert – their son, about nineteen years old.
Sergeant Major Morris – a tall, heavy man with a ruddy complexion who served with the British Army in India for
21 years.
Setting: The White family’s home in a newly developed English suburb, around 1920.
SCENE 1
A dark and stormy winter night.
[The sound of heavy rain can be heard and an occasional thunderclap. The Whites’ living room is cozy and
bright. MR. WHITE and HERBERT play chess, while MRS. WHITE knits by the fire. HERBERT is winning.]
HERBERT: Not looking too good for you, is it, Dad?
MR. WHITE: Could you please be quiet? I’m trying to concentrate. (He pauses another moment, then makes a
move) Listen to that wind howling out there.
HERBERT: (keeping his attention on the chessboard) I hear it.
MR. WHITE: He won’t show up in a storm like this, I bet.
HERBERT: Maybe, maybe not. (He moves) Check . . .
[MR. WHITE reaches for a chess piece.]
HERBERT: (triumphantly). . . Mate!
[MR. WHITE pulls his hand back.]
MR. WHITE: (angrily) That’s what I can’t stand about living out in the middle of nowhere like this! Every time it
rains, the road gets flooded and no one can get out here. And what do those politicians in town do
about it? Nothing! I suppose our three votes just don’t count.
MRS. WHITE: (soothingly) Never mind, dear. Maybe you’ll win the next game.
[MR. WHITE looks up sharply and sees MRS. WHITE and HERBERT smiling at him in
amusement. His annoyance fades, and he smiles guiltily. A gate bangs, and heavy footsteps are
heard approaching the door.]
HERBERT: Sounds like he made it after all!
[MR. WHITE goes to the door and greets SERGEANT MAJOR MORRIS, who comes in and begins
wiping his feet, shaking out his umbrella, etc.]
MR. WHITE: (introducing them) Sergeant Major Morris, my wife, and this is our son, Herbert.
[They shake hands, and the three older people sit down while Herbert goes to fix tea.]
MR. WHITE: Glad you made it. We didn’t know if you’d come out in this storm.
MORRIS: Storm? This little shower? (Chuckles) You wouldn’t think much of this if you’d ever been holed up in
Bombay during the monsoon season. Now there are some storms, let me tell you.
MRS. WHITE: Did you live in India a long time, Sergeant Major?
MR. WHITE: Twenty-one years he’s been gone. When he joined up with the army, he wasn’t a day older than
Herbert there—and neither was I, for that matter. We started out in the warehouse together.
MORRIS: Well, time flies, time flies.
HERBERT: (bringing the tea). I’d like to go to India. See the old temples; maybe catch one of those holy men
performing miracles.
MORRIS: (shaking his head and sighing).You’re better off here.
HERBERT: But you must have all kinds of great stories to tell—the place you saw, the people you met. . . .
MR. WHITE: Does he ever! What was the story you started telling me the other day, Morris? About a monkey’s
paw or something?
MORRIS: (quickly) Nothing, really. Nothing worth hearing.
MRS. WHITE: A monkey’s paw?
MORRIS: Well, it’s just a bit of what you might call magic, I guess.
HERBERT: Magic!
[The Whites look at Morris with interest.]
MORRIS: (fumbling in his pocket)It looks like just an ordinary little paw all dried up.
[He pulls a mummified monkey’s paw out of his pocket and holds it out MRS. WHITE draws back in
horror, but HERBERT takes the paw and looks at it curiously.]
MR. WHITE: So what’s so special about it? (He takes the paw from HERBERT and examines it, then puts it
down on the table.)
MORRIS: (solemnly) It had a spell put on it by an old holy man. He wanted to show that fate ruled people’s
lives, and that anyone who tried to interfere with fate would be sorry. He put a magic spell on the
paw so that three people could each have three wishes from it.
[MR. WHITE laughs uneasily.]
HERBERT: Well, why don’t you wish on it, then?
MORRIS: (sadly) I have.
MRS. WHITE: And did you really have your three wishes granted?
MORRIS: I did.
MRS. WHITE: And has anyone else wished on it?
MORRIS: (seriously) The first owner had three wishes, yes. I don’t know what the first two were for, but the
third was for death. That’s how I got the paw.
MR. WHITE: (after a pause)If you’ve had your three wishes, that thing’s no good to you now then, Morris. What
do you keep it for?
MORRIS: (shaking his head and shrugging).No good reason, I guess. I did have some idea of selling it, but I
don’t think I will. It’s caused enough trouble already. Besides, no one will buy it. Some people think
it’s just a fairy tale, and the ones who do think anything of it want to try it first and pay me afterward.
HERBERT: If you could have another three wishes, would you use them?
MORRIS: I don’t know. (Pauses) I don’t know. (He takes the paw, dangles it between his finger and thumb, then
suddenly throws it into the fire)
MR. WHITE: Hey! (He jumps up and grabs the paw out of the fire before it starts to burn)
MORRIS: (solemnly) Better let it burn.
MR. WHITE: If you don’t want it, Morris, give it to me.
MORRIS: (stubbornly).I won’t. I threw it on the fire. If you keep it, don’t blame me for what happens. If you’re
smart, you’ll throw it back in the fire.
MR. WHITE: (shaking his head and looking closely at the paw).How do you do it?
MORRIS: Hold it in your right hand and wish out loud. But I’m warning you, you won’t like the consequences.
MRS. WHITE: Sounds like the Arabian Nights. Why don’t you wish for a few extra pairs of hands for me? [She
gets up to set the table for supper. MR. WHITEs tarts to raise his arm, and MORRIS, alarmed,
jumps forward to stop him. The three WHITES laugh]
MORRIS: If you must wish, for heaven’s sake, wish for something sensible. But I don’t want to be here to see it.
1. Why does Morris keep the monkey’s paw? ___
a) He has one wish left.
b) He thinks that it will bring trouble to someone else.
c) He has not found a buyer for it.
d) He is looking for someone who won’t waste the wishes.
2. What will most likely happen next? ___
a) Morris will admit that the monkey paw is a joke.
b) Herbert will throw the monkey’s paw back on the fire.
c) Morris will leave immediately.
d) Herbert will make a wish on the monkey’s paw.
3. You could best describe Morris as ___.
a) young and reckless
b) worldly and wise
c) slow and thoughtful
d) fussy and uptight
4. What is the main effect of setting the scene during a dark and stormy winter night? ___
a) to explain why the characters are unhappy
b) to create a mysterious mood or atmosphere.
c) to add to the cozy feeling in the White’s living room
d) to give important clues about the characters
5. What is the mood at the end of this selection? ___
a) mysterious
b) gloomy
c) romantic
d) lighthearted
6. What is most likely the reason that Morris thinks the storm is “just a minor shower”? ___
a) He has a great umbrella.
b) He can’t feel the rain.
c) He is used to the rainy season in India.
d) He was born in India during a monsoon.
7. Where did Mr. White most likely first meet Morris? ___
a) at the warehouse
b) in India
c) during grade school
d) in the army
8. Mr. White complains about “living out in the middle of nowhere.” Why does Mrs. White think that her husband
is really upset? __
a) Because he lost the game
b) Because she picked out the house
c) Because he is worried about his friend
d) Because he does not like the rain
9. Herbert wants to go to India because ___.
a) he is young and immature.
b) he wants to join the army.
c) he longs for adventure.
d) they have miracles in India.
2. Read the selection below. Then read each question and choose the best answer.
The Old Knight’s Treasure
The wind moaned mournfully through the forest trees and round the grim old
castle, standing high on a hill, from which the distant Rhine was just visible. At the
back of the castle, the forest extended almost to the wall; but in front, there was
nothing to obstruct the view down to the beautiful river. It was a grand, lonely
place; grand in its site, and lonely, cut off as it was from all the world by the
seemingly limitless forest.
The nature of the place was indicative of the character of its owner—the knight
Sir John. He was isolated from all mankind by an impenetrable forest of reserve.
That he was proud and stern was the verdict of all who had ever seen him. But
there had been days when old Sir John was very different. The servants could
remember the time when he had been a kind and jovial master, never passing them
without a word of encouragement—when he had been happy in the love of a gentle
wife and a bright-eyed little son.
Those days had long been over. All the light-heartedness was changed into
gloom, and stern commands came in place of kind words. People thought that he
had already outlived his usefulness. His heirs, especially, were longing for his
death. For did he not own lands enough to make them all rich? And what good did
luxuries do him? He was a soured, discontented old man, they thought, and did not
deserve all his good things. But little did poor old Sir John care for the silver that
shone on his tables or for the elegant furnishings of his rooms. They could give
him little comfort since he had lost all that he loved in the world.
He sat in his own room brooding over the fire. Who could tell what his
thoughts might be? The servants said that he was thinking of his hoarded treasures
because he was constantly looking at a huge chest standing by his bed, and every
one knew that this chest contained the most valuable of all the old knight’s
possessions. What it held exactly was the greatest of the many mysteries of his life.
No one knew more than what was whispered by the servants. They encouraged the
idea that it contained gold and priceless jewels because on its cover were inscribed
these words:
“Remember all, whatever happens, save this even if all else is lost.”
Rising from his chair one evening, Sir John walked to the window, and as he
looked up at the stars, he wished that he might feel as calm and untroubled as they
looked. He prayed that he might soon be released from this great loneliness he felt.
As fate would have it, it was not long that he waited. A week from that night,
after a cold and cheerless day, he lay on his huge bed for the last time. This time,
though, he was as calm as the stars.
His heirs seemed hardly able to refrain themselves. It was all they could do to
let the last prayer be said. All waited with the greatest eagerness for the mysterious
chest to be opened. Hurrying into the room where it was kept, everyone crossed
around it while nail after nail was loosened. At last the cover was lifted off, and
each tried to catch the first glimpse of the riches within. Suddenly they drew back,
staring in each other’s faces in speechless amazement and anger.
The chest contained only the toys of a boy—a top, a ball, a kite—all placed
tenderly side by side by the father who had been called harsh, cold, and heartless.
So had the lonely man cherished, all these years, the memory of the bright little
boy who had promised so much and had left his father so early.
1.
A
B
C
D
What is the effect of beginning the selection with the windy day description?
to frighten readers
to establish a forlorn mood
to show that the setting was in a location with bad weather
to focus readers’ attention on the forest
2.
A
B
C
D
What is the effect of the author’s use of a third-person limited point of view?
to let the reader know the thoughts of some characters, but not all
to let the reader only know what the main character thinks
to help the reader follow the events of the story better
to let the reader know the present, but not the past
3.
A
B
C
D
What is the significance of the servants’ memories of a happier master?
to give the readers a clue about the ending
to make the story less depressing
to show that the servants were not always negative
to present a more positive image of Sir John
4. Based on the context of the third paragraph, what does the word soured mean?
A sharp tasting
B rancid
C nervous
D bad-tempered
5. What is most ironic about the ending of the selection?
A The treasure was more for the enjoyment of the children than the adults.
B The harsh, cold man had an odd sense of treasure.
C The toys in the chest were all made of solid gold and leather.
D People who questioned Sir John’s character exhibit their character flaws.
6. Which statement best summarizes the theme of this selection?
A Actions do not always correctly reflect thoughts and feelings.
B Men who live alone often become lonely and sad.
C Relatives who care only for money deserve to get nothing.
D Castles make for cold and lonely homes.
7.
A
B
C
D
What did Sir John’s servants think was going to be in the treasure chest?
clothing
gold and priceless jewels
toys
a book
8. What is the meaning of this metaphor from paragraph 2?
an impenetrable forest of reserve
A a large grove of trees
B a wildlife area preserved by the government
C made people feel uncomfortable or unwelcome
D lived in a castle
9. Why do you think Sir John kept the treasure chest nailed shut?
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10. What do you think Sir John was really like? Describe him based on the story.
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WRITING
On a separate piece of paper write and a descriptive essay in response to the writing
prompt below.
A local amusement park is holding a contest. The winner will receive a free season pass to the
amusement park. Read the instructions for the contest and then write an essay to enter it. What
is your favorite ride or activity at the amusement park? Write an essay telling all about it. Use
descriptive words and appeal to all our senses. Make the reader want to try out the ride or
activity.
As you write your essay, remember to
• Identify the ride or activity.
• Use sensory imagery—appeal to the reader’s sense of sight, smell, hearing, touch, and
taste.
• Consider the audience and purpose for your response.
• Organize your response so that your ideas progress logically.
• Proofread your response to correct errors in grammar, spelling, and punctuation.
Week 3
1. Read the selection below. Then read each question and choose the best answer.
Liming Streams
In 1987, Dr. Ken Simmons tested some rainbow trout in the waters of north-central
Massachusetts’ Whetstone Brook. He placed the trout in cages in the brook so that
their behavior and survival could be monitored. Three days later, they were all
dead. Acid rain had lowered the pH level of the water to a point at which the trout
could not survive.
Acid rain begins with the fossil fuels we burn to power our cars and factories.
The fumes released by those fuels contain sulfur dioxides and nitrous oxides that
combine with the water vapor in the atmosphere and turn it acidic. While normal
rainwater has a pH level around 5.7, acid rain’s pH can be less than 4.2.
The year that the brown trout refused to spawn, the pH level of Whetstone
Brook averaged about 5.97 The population of all trout dropped dangerously low,
and in 1989, Dr. Simmons and other researchers instituted an experiment to
decrease the acidity of the stream. They created a system to constantly add calcium
carbonate, or limestone, in measured amounts to part of the brook. The limestone,
ground into a powder, dissolved instantly and acted as a buffer against the acid,
raising the pH level of the water.
The experiment lasted three years and managed to raise the average pH level
of the stream from 5.97 to 6.94, meeting the scientists’ goal. At the same time, the
amount of toxic aluminum in the limited area decreased while it increased in other
parts of the brook.
The success of the project was most convincingly demonstrated by the
stream’s residents. The population of brook trout increased, the mortality rate of
brown trout decreased, and for the first time in years, fish actually began to move
into the stream from its source, the Miller River. In 1991, Dr. Simmons again
tested rainbow trout in the waters of the Whetstone. This time, they all survived.
“We clearly don’t view it as a solution,” says Dr. Simmons. “It’s a band-aid
approach, but we need data to make intelligent management decisions as to
how useful or harmful liming could be. And I think that this is the key thing this
study has shown. It has provided us with information that we can use.”
1. What is the main idea of this selection?
A Fish in the U.S. are in a serious trouble due to acid rain.
B Researchers are trying to find a way to protect the fish in Massachusetts’ Whetstone Brook from acid
rain.
C Dr. Simmons likes to fish in Whetstone Brook, and he wants to find a way to increase the fish
population.
D The Miller River has acid rain problems that are causing a problem for Whetstone Brook.
2. The firststep Dr. Simmons took to treat Whetstone Brook was
A to add calcium carbonate to the water.
B to raise the pH level of the stream.
C to test the survival of rainbow trout in the brook.
D move fish from the Miller River back into Whetstone Brook.
3. Which statement about acid rain is an opinion?
A The experiment lasted three years and managed to raise the average pH level of the stream from
5.97 to 6.94, meeting the scientists’ goal.
B They created a system to constantly add calcium carbonate, or limestone, in measured amounts to
part of the brook.
C “We clearly don’t view it as a solution,” says Dr. Simmons.
D The year that the brown trout refused to spawn, the pH level of Whetstone Brook averaged about
5.97.
4. When talking about the liming process, Dr. Simmons is quoted as saying, “It’s a band-aid approach.”
Why did Dr. Simmons use the word band-aid?
A to show that the fish need medical attention
B to show that the problem has been temporarily fixed, but not solved
C to show a disagreement with the liming process
D to show that liming materials can be bought in a typical drug store
5.
A
B
C
D
Based on the context of paragraph two, what does the word fumes mean?
smoke
vapors
fluffy feathers
shows resentment
6.
A
B
C
D
Which conclusion is best supported by this selection?
Acid rain has only emerged as a problem in the past decade.
Dr. Simmons’ idea will be adopted by ecologists nationwide.
In 1987, pH levels were probably higher in the Miller River than in Whetstone Brook.
The amount of pollution in the atmosphere decreased between 1987 and 1991.
7. What can you infer would happen if Dr. Simmons and other scientists stopped adding calcium
carbonate to Whetstone Brook?
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8. Based on the information from the selection, what should be done over the long term to decrease
acid rain?
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2. Read the selection below. Then read each question and choose the best answer.
Omar’s Challenge
Both of Omar’s parents were poets. His father taught literature and poetry at the
local community college. Occasionally he would publish a poem in a literary
magazine, and the family would go out to dinner to celebrate. Although Omar’s
mother worked at a bank, she wrote poetry in her spare time. For as long as Omar
could remember, his parents spent at least one evening each week at a poetry
reading. Sometimes the poetry readings were at the college where Omar’s father
taught, and sometimes they were at larger, more prestigious places such as the city
civic center. However, most readings took place at a small coffeehouse.
Omar had very fond memories of the coffeehouse on Sixth Street where the
people’s personalities were as colorful as the coffee mugs. He loved going to early
evening poetry readings at Cody’s Coffee Shop. He would sit in the audience next
to his parents, the smell of coffee wafting over the room, the dim lights adding to
the atmosphere and making him sleepy, and the gentle voices of the poets soothing
his childish worries away with the meter of their poems.
As he grew older, he learned not only to appreciate the atmosphere but to love
the people as well. He would sit at a table for hours and watch the audience while
his parents listened to the poetry of the authors. There was one woman who came
to Cody’s every week just as his parents did. Her name was Mrs. Abboud. She
never read, but she always had a bright smile for everyone, and she would clap
loudly after each reading.
Omar came to know all the regulars at Cody’s. He began not only watching the
people but also listening to the poetry. He liked the melodic quality of the sounds
of the words. Sometimes his parents read, and sometimes they just listened.
Eventually, Omar began writing his own poetry. It was crude at first, but with
practice he became quite accomplished. Mrs. Francis, Omar’s English teacher,
urged him to enter a citywide poetry contest. At first Omar was proud and excited.
However, when he read the contest rules, he became concerned. The contest was
an oral reading. Omar had no doubt that hecould write high-quality poetry, but he
was a very shy young man. He doubted that he could stand in front of a large
group to recite his poems without losing his composure.
“It would make me very proud,” his father said, and Omar knew that he had to
go through with it somehow. Although Omar had a terrible fear of speaking in
public, on the day of the contest he selected his favorite poem, put on his best suit,
and appeared at the auditorium. Butterflies were dancing in his stomach.
As he waited for his turn, Omar recalled reading a book report in front of his
class and becoming so nervous with all those eyes focused on him that his hands
shook until he couldn’t read it at all. He remembered the embarrassment and felt
the anxiety settling into his spine.
When he stepped onto the stage, though, something wonderful happened!
There in the audience, in the front row right beside his parents, was Mrs. Abboud.
Omar could almost smell the coffee at Cody’s Coffee Shop. He focused on his
parents and Mrs. Abboud and tuned out everyone and everything else. Now it was
easy to read his poem in a clear, steady voice. When he finished, even though
everyone in the auditorium applauded, Omar heard only his parents and Mrs.
Abboud.
After it was all over, receiving the first prize ribbon from Troy Stevens, a well
known poet, seemed almost unimportant to Omar. What really made him proud
was pleasing his parents and Mrs. Abboud and overcoming his own fears.
1.
A
B
C
D
Why does Omar decide that he must read his poem aloud for the contest?
He wants to please his teachers.
He does not want to disappoint his father.
He knows he is a great speaker.
He is afraid to remove his name from the contest.
2. Which word best describes Mrs. Abboud?
A patient
B creative
C supportive
D clever
3.
A
B
C
D
What is the most significant reason that Mrs. Abboud came to hear Omar read his poem?
She knew he was nervous.
She enjoyed listening to poetry.
She was friends with his parents and wanted to support him.
She was judging the contest.
4.
A
B
C
D
What can you infer about Omar’s family from the details in the selection?
They are shy.
They are conceited.
They are literary.
They are not close.
5. What mood is conveyed by this line from the story?
“When he finished, even though everyone in the auditorium applauded, Omar heard only his parents
and Mrs. Abboud.”
A silliness
B warmth
C fear
D anger
6. How does beginning with a full description of the poetry readings contribute to the climax of the
story?
A It clarifies the identity of Mrs. Abboud.
B It explains why Omar won the contest.
C It shows Omar’s idea of excitement.
D It allows the reader to feel the emotion.
7.
A
B
C
D
To which sense(s) do the descriptions in the second paragraph appeal?
sight
sight and smell
sight, smell, and hearing
sight, smell, hearing, and touch
8.
A
B
C
D
Which event would you put last on a time line of the events from this story?
Omar and his parents went to a coffee shop.
Omar received an award for his poetry.
Omar’s father published a poem.
Omar’s mother got a job at a bank.
9.
A
B
C
D
In the context of the second paragraph, what does the word meter mean?
a box for collecting parking fees
a measuring device
about 39 inches
rhythm
10. What is the root word of prestigious and what does it mean?
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11. How does the coffee shop setting become part of the stage setting? Use details from the selection
to support your response.
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WRITING
On a separate piece of paper write a narrative in response to the writing prompt below.
Create a story that includes this scene: It is winter when two characters come upon two strange
doors on a snowy hill. What are the doors like? Describe the scene and your characters’
feelings. Tell the reader what happens next. Do the characters knock on the doors? Do the
doors open? What happens next?
As you write your narrative, be sure to
• Use your imagination.
• Focus on the scene on the snowy hillside, describe what it is like as well as your characters’
experience of it, and explain what your characters discover there and what happens next.
• Include plenty of details about what happens, what your characters see, hear, feel and smell.
• Use transitional words and phrases to connect events and ideas.
• Proofread your story for standard grammar, usage, spelling, and punctuation.
Week 4
1. Read the selection below. Then read each question and choose the best answer.
Wanted: School Spirit
Dear Editor,
We have a big problem here at Robertson High School. It is called apathy. I
see it at almost every school-sponsored event. At our last home football game
against Marshall, there were more fans in attendance from Marshall—even though
they had to take a thirty-minute bus ride to get here—than there were from
Robertson. And most of the Robertson fans were parents of the players on the
team. Of course, it was great to see the parents at the game, but where were the
students who should have been cheering for the team?
At a recent band concert, I, along with the other members of the Service Club,
set up more than two hundred folding chairs in the cafetorium. We needn’t have
bothered since fewer than fifty people attended the concert, and once again, most
of them were parents. I’ve talked this over with many students and teachers. I’ve
spoken to the small handful of spirited students whom I do see at these kinds of
events, and I’ve also talked with my classmates who pull a Houdini act the minute
the dismissal bell rings. I’ve heard every excuse you can possibly imagine from
students: “I have too much homework,” “I have music lessons,” “I have to go to
religious school,” “I must do chores.” Others whine. No doubt some of these
excuses are legitimate, but I can’t believe that every student in the school is so
diligent about homework or so overbooked every day of the week that we can’t
have a respectable showing at our school events.
The proof of my argument is the attendance at our baseball games for the past
two seasons. The stands are always packed. The reason why is no secret. Rocky
James is the best player in Robertson’s history, and he’s a thrill to watch. Every
time he pitches, we expect a shutout if not a no-hitter; and every time he steps up
to the plate, we expect a hit if not a towering home run. I am as proud of Rocky’s
accomplishments as everyone else, but I worry about the future and about our
other school events.
What will happen next year when Rocky is a freshman in college? Will fans
still come to our Robertson baseball games? And what about our other programs?
If the homework, the music lessons, the dishes, and all the other excuses can wait
when Rocky is pitching, why can’t they sometimes take a back seat to a basketball
game, a band concert, or the school play?
Speaking of the school play, it is now less than a week away from opening
night, and advance ticket sales have been dismal. The play runs from Thursday
through Saturday, so even those students who have a legitimate conflict or two
should be able to make it to one of the performances. The cast has been working
very hard for almost two months to prepare an excellent musical comedy. Let’s not
let them down.
If we do let the cast down, who will ultimately suffer? For how many more
years can we expect to have sports teams, school plays, concerts, and other
activities if so few people show up? How would you feel if you went to all the
trouble of rehearsing for a show, practicing for a team, or learning to play an
instrument, only to find that so few of your fellow students care to come out and
support you?
I hope this letter will light a fire under the students at this school and spur them
to action. If it doesn’t I can picture a puzzled student body a few years from now
wondering why Robertson has canceled all extracurricular activities.
Sincerely,
Dennis Elliot
1. What does the word apathy in the passage mean?
A tardiness
B indifference
C rowdiness
D poverty
2.
A
B
C
D
The letter writer is a member of the
baseball team.
basketball team.
Service Club.
Drama Club.
3. Which statement bestsupports the idea that lack of team support will hurt the school in the future?
A How would you feel if you went to all the trouble of rehearsing for a show, practicing for a team, or learning
to play an instrument, only to find that so few of your fellow students care to come out and support you?
B And most of the Robertson fans were parents of the players on the team.
C I can picture a puzzled student body a few years from now wondering why Robertson has cancelled all
extracurricular activities.
D Will fans still come to our Robertson baseball games?
4. Why does the writer use the example of the baseball games?
A to prove that there is no school spirit at all
B to explain why the future is dismal
C to give people a reason to come and support other events
D to show that people do have time to come to some things
5.
A
B
C
D
Which persuasive technique does the letter writer use in the fifth and seventh paragraphs?
asking rhetorical questions
appealing to readers’ vanity
citing facts and statistics
begging and pleading
6.
A
B
C
D
Which is a fact expressed in the letter?
We have a big problem here at Robertson Middle School.
Fewer than fifty people attended the band concert.
Rocky James is the best player in Robertson’s history.
The cast has been working very hard for almost two months.
7.
A
B
C
D
In this letter, what does pulling “a Houdini act” mean?
escaping from a locked trunk
escaping from handcuffs
pulling a rabbit from a hat
disappearing from sight
8. Read this sentence from the passage.
If we do let the cast down, who will ultimately suffer?
The underlined phrase is an example of
A exaggeration.
B an idiom.
C an analogy.
D a metaphor.
9. How might the story of the fans from Marshall be an example of faulty logic?
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10. Do you think the writer presents the argument well? Use examples from the editorial to support your
answer.
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2. Read the poems below. Then read each question and choose the best answer.
The Wind
by James Stephens
The wind stood up, and gave a shout;
He whistled on his fingers, and
Kicked the withered leaves about,
And thumped the branches with his hand,
And said he'd kill, and kill, and kill;
And so he will! And so he will!
The Wind Tapped Like a
Tired Man
by Emily Dickinson
The wind tapped like a tired man,
And like a host, "Come in,"
I boldly answered; entered then
My residence within
A rapid, footless guest,
To offer whom a chair
Were as impossible as hand
A sofa to the air.
No bone had he to bind him,
His speech was like the push
Of numerous hummingbirds at once
From a superior bush.
His countenance1 a billow,
His fingers, if he pass,
Let go a music, as of tunes
Blown tremulous2 in glass.
He visited, still flitting;
Then, like a timid man,
Again he tapped--'twas flurriedly3-And I became alone.
1. face, expression
2. vibrating, quivering
3. excitedly
1.
A
B
C
D
Stephens’ poem takes place in
winter.
spring.
summer.
fall.
2.
A
B
C
D
In “The Wind,” Stephens mainly uses
personification.
alliteration.
allegory.
irony.
3. Which word best describes the mood of Emily Dickinson’s poem?
A excited
B lonely
C mourning
D fearful
4.
A
B
C
D
Which line from Dickinson’s poem best supports the conclusion that the wind blew gently?
A rapid, footless guest,
No bone had he to bind him,
His fingers, if he pass,
He visited, still flitting;
5.
A
B
C
D
A ballad about this same topic would most likely
tell a story about someone’s experience with the wind.
rhyme and have just 14 lines.
praise all of nature, especially the wind.
mourn someone’s death and describe a windy funeral.
6.
A
B
C
D
In Dickinson’s poem, she compares the wind to
a sofa.
a person without legs.
the air.
a hand.
7.
A
B
C
D
James Stephens’ poem is written in the
first person.
second person.
third person.
first and second person.
8. Give an example of Dickinson’s use of a lyrical or poetic language structure. How would the
phrase differ if it were told in prose?
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9. Both of these poems describe the wind and have a theme about nature. Compare and
contrast these two poems and their views of nature.
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WRITING
On a separate piece of paper write an expository essay in response to the writing prompt
below.
The following information was collected from a survey of articles about the effects of pets.
In “The Healing Power of Animals,” which appeared in the March 2005 issue of Natural Health,
the author identifies the following benefits of pets:
• Research has shown that pet owners enjoy lower blood pressure, heart rate, cholesterol,
and stress; require fewer trips to the doctor; and suffer less from depression.
• Infants raised with household pets suffer less from all types of allergies, not just pet allergies.
• Some evidence suggests that dogs can predict seizures.
• A recent study shows dogs can motivate overweight individuals to lose weight. Dogs take to
the exercise habit much more readily than people do. Once a dog and its owner begin an
exercise routine, the dog will “encourage” the owner to keep it up.
According to veterinarian H. Ellen White, writing in the Saturday Evening Post (Jan.–Feb. 1984),
• People who bond with animals early on bond well with other animals, including humans,
throughout their lives.
• Pets relieve loneliness, offering companionship and unconditional love.
• Through pets, children learn about birth, life, death, and grieving.
• Pets teach children about responsibility and build children’s confidence in their ability to care
for another creature.
According to a study published in the Journal of Occupational Health Psychology, employees
who work in pet-friendly workplaces—that is, workplaces that allow pets on site—believe that
the animals relieve stress and improve their health. Even employees who didn’t bring pets felt
that the presence of pets was beneficial.
Write an article for your school newspaper about the positive effects of owning a pet. You may
use the information paraphrased from the articles above. Be sure, however, to elaborate on
points with ideas from your own experiences, observations, or reading
As you write your expository essay, be sure to
• Focus on the positive effects of owning a pet.
• Think about your audience and purpose.
• Organize your response logically.
• Include relevant details to elaborate on the effects you choose to discuss.
• Edit your response to correct errors in grammar, spelling, and punctuation.