[PDF] NAPLAN 2010 Final Test Reading Year 9.pdf | Plain Text

9 year 2010 Use 2B or HB pencil only © ACARA, on behalf of \bhe Minis\berial Council for Educa\bion, Early Childhood Developmen\b and You\bh Affairs, 2010. 0:65 Time available for s\buden\bs \bo comple\be \bes\b: 65 minu\bes n AT ion Al A ssEss ME nT p Rog RAM li TERACY A nD n UMERACY rea DING

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3 nap10_r9_0912© MCEECDYA 2010 YEAR 9 reaDING read Titanic on page 2 of the magazine and an\bwer que\btion\b 1 to 6.\w 1 The purpose of the\v first paragraph is\v to introduce the discovery\v of the wreck of the Titanic. descri\be the artefa\vcts found on the s\vhip. list the mem\bers of\v Dr Ballard’s team. explain why the Titanic sank. 2 Compare the \beliefs of Dr\v Ballard’s team with the \bel\viefs of the team from RMS Titanic Inc. The mem\bers of RMS T\vitanic Inc. think it unnecessar\vy to remem\ber the tragedy\v. have a different idea of how to\v remem\ber the tragedy\v. share Dr Ballard’s view of how to remem\ber the tragedy\v. have a different idea of why the\v tragedy should \be \vremem\bered. 3 What is the relationship \between\v the diagram and t\vhe main text? The diagram adds \ba\vckground information t\vo the main text. The diagram explai\vns key words from the main text. The diagram challe\vnges the ideas of \vthe main text. The diagram gives a\v summary of the mai\vn text. 4 … those who died o\rn that cold night \rin April 1912. (Paragraph 3) What is the main e\vffect of these words? to make the text su\vspenseful to appeal to the r\veaders’ emotions to remind the readers of the deta\vils to impress the readers with detail\ved knowledge Shade one bubble.

4 © MCEECDYA 2010nap10_r9_0912 YEAR 9 reaDING 5 What is one thing \vthe Titanic Historical \vSociety refuses to do? display Titanic artefacts pu\blicly\v collect artefacts \vsaved \by survivors consider the wreck site as a memor\vial dive to the wreck site to get Titanic artefacts 6 The focus of the m\vain text is to dis\vcuss where to see the \best Titanic artefacts. why people are interested in the Titanic. who first discovered the wreck of the Titanic. \beliefs a\bout displ\vaying artefacts from the Titanic. read Jacob on page 3 of the magazine and an\bwer que\btion\b 7 to 12\w. 7 How does Jaco\b know\v where the track is? He sees it. He feels it. He hears it. He smells it. 8 What is the main d\vifference \between Jaco\b \vand the others? the way they see the way they talk the way they hear the way they walk Shade one bubble.

5 nap10_r9_0912© MCEECDYA 2010 YEAR 9 reaDING 9 \bacob paused. ‘I suppose I don’t think about it m\rostly.’ After Jaco\b says th\vis he continues \by telling a story. providing a warning. giving an explanati\von. presenting an argument. 10 What is Jaco\b most \vlikely to have said \v\before they went outside\v? ‘Can you show me around outside?’ ‘Will you tell me wha\vt you can see?’ ‘Let’s play who can spot\v things first!’ ‘Come on, I’ll show you what I \vmean \by seeing.’ 11 ‘But we can see all \rthose things with \rour eyes,’ … Why does Mary say thi\vs? to show Jaco\b’s ideas were wrong to give an answer t\vo Jaco\b’s question to give another exa\vmple of Jaco\b’s ideas to show Jaco\b that \vshe did not unders\vtand him 12 Which of these \best\v descri\bes Jaco\b in\v this text? He avoids new situa\vtions. He wishes he was l\vike other people. He finds other ways \vto deal with his s\vituation. He is good at gett\ving other people t\vo do what he wants\v. Shade one bubble.

6 © MCEECDYA 2010nap10_r9_0912 YEAR 9 reaDING read And then there wer\ue 8 on page 4 of the magazine and an\bwer que\btion\b 13 to 1\w9. 13 Why did the IAU say\v that Pluto is no \vlonger a planet? They discovered that Pluto was \vshrinking. They decided that t\vhere were too many planets.\v They redefined the meanin\vg of the word ‘planet’. They realised they had cl\vassified Pluto inco\vrrectly. 14 What point does Co\vokie first make a\bout\v Pluto’s new classificatio\vn? It does not change\v Pluto itself. It does not represent Pluto properly. It influences peopl\ve’s opinion of Pluto\v. It is disappointin\vg for Pluto to \be d\vemoted. 15 What does The Doc \vthink of the new cl\vassification? It teaches a lesso\vn to science criti\vcs. It makes more people interested in science. It explains how to\v deal with scienti\vfic disasters. It demonstrates th\ve changea\ble nature of science. 16 Who mentions an im\vmediate impact of \vthe new classificat\vion? Cookie Spacegirl Bookman The Doc Shade one bubble.

7 nap10_r9_0912© MCEECDYA 2010 YEAR 9 reaDING 17 It’s more like comparing fr\ruit and vegetables\r – they’re all food. Why does Spacegirl \vsay this? to \build on Cookie’s ideas to challenge Cookie\v’s argument to dispute the IAU\v’s classification to change the topi\vc of the discussio\vn 18 Why does Pearly con\vsider the IAU’s third criterion as pro\blematic? It is not flexi\ble e\vnough. It has \been changed\v too often. It leaves room for interpretation. It needs to \be test\ved scientifically. 19 Which of the follo\vwing \best descri\bes\v the tone of the h\veading? admiring playful critical ironic read Our body rhythms on page 5 of the magazine and an\bwer que\btion\b 20 to 2\w5. 20 When is your \blood \vpressure generally highest\v? early morning early evening late evening around 2 a.m. Shade one bubble.

8 © MCEECDYA 2010nap10_r9_0912 YEAR 9 reaDING 21 A person wakes at 2 \va.m. Which of the follo\vwing tasks does the\v text suggest it w\vould \be most difficu\vlt for this person to do?\v open their eyes get \back to sleep write down a messa\vge wake up in the morn\ving 22 Which of the follo\vwing facts a\bout me\vlatonin is referred to in the text?\v Melatonin production decreases as people ag\ve. Light severely reduces the production of melato\vnin. The pineal gland i\vs the centre for the production of melato\vnin. As our eyes register the arrival\v of darkness, melatonin is produced. 23 Who is the intende\vd audience of this\v text? scientists students teachers doctors 24 The writer assumes\v readers will have so\vme prior knowledge \va\bout their \bodies. \v What do readers need to know\v? what hormones are where the pineal gland\v is what the parts of \vthe \brain do the different chemicals in t\vhe \brain Shade one bubble.

9 nap10_r9_0912© MCEECDYA 2010 YEAR 9 reaDING 25 What is the main i\vdea in this text? how the pineal gla\vnd works how your sleep cycl\ve changes how your \body change\vs over 24 hours how hormone levels \vin your \body change \vas you grow read The stowaway on page 6 of the magazine and an\bwer que\btion\b 26 to 3\w2. 26 What is the figure doing as the eld\verly man leaves the\v \bus? drinking a cup of t\vea watching and waiti\vng talking to the pass\vengers checking the prime-\vmover 27 … a bus halted nea\rrby, its air brakes his\rsing, the gravel crushed\r and cracking under\r the massive wheels, … (Paragraph 1) What is one effect of this descr\viption? It hints that the \vdriver is dangerous. It suggests the we\variness of the tra\vvellers in the \bus. It supports the im\vage of moths around a grimy \bul\b. It emphasises how \vvulnera\ble the figur\ve in the shadows i\vs. 28 The figure stepped from the darkness and\r tried the door. Locked. What is the main e\vffect of the single\v-word sentence? Shade one bubble. Write your an\bwer on the line\b.

10 © MCEECDYA 2010nap10_r9_0912 YEAR 9 reaDING 29 Why is the knapsack \vreferred to as tell-tale? It shows the woman\v has very little lu\vggage. The knapsack is too\v large for carry-on lug\vgage. The knapsack has th\ve woman’s name on the outs\vide. It shows the woman\v has not previously \been on the\v \bus. 30 What is one reason the woman to\vok a long time to t\vie her shoelaces? It was very dark. Her laces were tangled. She was avoiding ey\ve contact. She was hiding from the figure. 31 Which word \best descri\bes ho\vw the woman \behaves\v? recklessly nervously impatiently strategically 32 At the end of the \vtext, the woman pe\vrmits herself to s\vmile. She is pleased \beca\vuse she has \boarded the \bus. she has the \best se\vat on the \bus. the \bus driver will\v look after her. she has escaped fr\vom the figure in the darkness. Shade one bubble.

11 nap10_r9_0912© MCEECDYA 2010 YEAR 9 reaDING read Gori\b\bas under threat\u on page 7 of the magazine and an\bwer que\btion\b 33 to 3\w6. 33 They’re calling on you most directly appeals to th\ve readers’ feelings of guilt. horror. despair. insecurity. 34 According to the texts, recycling mo\bile pho\vnes helps support \businesses \vin Africa. protect scarce coltan reserves. prevent the destruction of forests. stop chemicals see\vping into the eart\vh. 35 How does Crisis in the Congo\r differ from They’re calling on you? Crisis in the Congo\r focuses more on conservation. \v highlights ways tha\vt you can help. details precise solutions to\v a pro\blem. explains the \broader \background issues. 36 Crisis in the Congo\r suggests a conflic\vt of values \between\v commercial hunters and c\voltan miners. the Jane Goodall I\vnstitute and the g\vovernment. commercial hunters and t\vraditional forest peoples. the Jane Goodall I\vnstitute and the l\vocal communities. Shade one bubble.

12 © MCEECDYA 2010nap10_r9_0912 YEAR 9 reaDING read The photo on page 8 of the magazine and an\bwer que\btion\b 37 to 4\w1. 37 What is the main p\vurpose of the first\v paragraph? It suggests the di\vfficulties Johnno w\vill face. It esta\blishes the \vnarrator’s familiarity with \vJohnno. It highlights the \vsignificance of Joh\vnno’s grin and hairstyl\ve. It identifies the d\vifferences \between the n\varrator and Johnno\v. 38 What does the narr\vator mean when he \vsays the glasses simply refused to materiali\rse? He couldn’t find them. He couldn’t recall them. He couldn’t see properly without them\v. He couldn’t see them in the \vphotograph. 39 When the narrator \vis looking at the p\vhoto he is mainly f\veeling comforted \by its de\vpiction of happier\v times. startled \by its pow\ver to evoke vivid me\vmories. \bewildered \by the way it con\vflicts with his mem\vories. amused \by the manne\vr in which his fri\vend has changed. 40 What is the narrat\vor mainly doing in \vthe third paragraph? questioning his em\votions examining evidence making up excuses distorting the fac\vts Shade one bubble.

13 nap10_r9_0912© MCEECDYA 2010 YEAR 9 reaDING 41 What function do t\vhe glasses have in \vthis text? They represent the complica\vtion. They introduce a comic elem\vent. They resolve the main con\vflict. They sym\bolise frien\vdship. read Being a science wri\uter on page 9 of the magazine and an\bwer que\btion\b 42 to 4\w7. 42 Science is new – o\rnly about 400 years\r old, as a going concern\r – and prodigious, having transformed our conc\reption of the univ\rerse and of our pla\rce in it. Which of the follo\vwing quotes contra\vdicts this stateme\vnt? Astronomy did lead to \reverything else. … science writers a\rre often misundersto\rod. … on this occasion\r I turned out to ha\rve been right. … science has not \ryet been absorbed i\rnto our common cons\rciousness. 43 According to the writer\v, the main difficult\vy science writers f\vace is finding new science\v topics. meeting the reader’s expectations of \vscience. overcoming the reader’s unfamiliarity wit\vh science. keeping up with the\v rapid developments\v in science. 44 Why did the writer \vrefuse to write a\bou\vt The Bionic Man? He had no expertis\ve in the topic. He was not passion\vate a\bout the topic\v. He did not realise the potenti\val of the topic. He did not want to\v write a\bout the sa\vme topic again. Shade one bubble.

14 © MCEECDYA 2010nap10_r9_0912 YEAR 9 reaDING 45 Which statement is\v the most convincin\vg criticism of the\v writer’s argument? Mentioning literatu\vre and poetry is irr\velevant to the argument. The writer is o\bvio\vusly a capa\ble scie\vnce writer, so it can’t \be that hard. The writer introduces concepts th\vat he fails to exp\vlain, leaving the r\veader confused. All su\bjects have s\vpecialised knowledg\ve that creates difficulties \vfor those attempting to writ\ve a\bout them. 46 Which word \best descri\bes th\ve tone of the last\v paragraph? indifference satisfaction amusement frustration 47 What core \belief a\bout scie\vnce is implied \by t\vhe writer of this text? STOP – eND Of TeST Shade one bubble. Write your an\bwer on the line\b.

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16 © MCEECDYA 2010nap10_r9_0912 YEAR 9 reaDING PraCTICe QUeSTIONS read Surf \bifesavers on page 12 of the magazine and an\bwer que\btion\b P1 and \wP2. P1 What is the main t\vopic of this text?\v \beaches surf lifesavers different cultures Australian society P2 The writer support\vs men and women \bei\vng surf lifesavers tod\vay. Give evidence from the text that s\vupports this opini\von. Shade one bubble. Write your an\bwer on the line\b.