Learning Outcomes - Home - SAP Education

|Conquer| ELITE Level 4© Singapore Asia Publishers Pte Ltd. All rights reserved.Reproducible for home/classroom use only.STRICTLY NOT FOR SALE.Look for other useful resources: www.sapgrp.com

1

Learning Outcomes listen to instructions and demonstrate an

understanding of the given content through writing

write and spell correctly through dictation use of subject-verb agreement, phrasal

verbs, modals, tag questions, tenses and past participles

use appropriate prepositions, pronouns, present participles, adverbs, comparing adjectives, quantifiers and connectors based on context

choose appropriate vocabulary based on context enrich vocabulary by learning new words

through the glossary complete a cloze passage with suitable

vocabulary comprehend a passage and visual text by

answering questions through recalling of information or drawing of conclusions

express ideas clearly and creatively when writing a story

84Name: Class:

FINAL EXAMINATION 2

4Level

Final Examination 2.indd 1 2019/2/13 14:36:18


2

SECTION A : LISTENING COMPREHENSION

A note to teachers / parents:For questions 1 – 11, refer to ANSWERS page A9, Picture Matching, Note-Taking and Dictation.

PICTURE MATCHINGListen carefully to each sentence. Choose the correct answer and write its number in the brackets provided. (4 marks)

( )

2. (1) (2) (3) (4)

( )

1. (1) (2) (3) (4)

( )

3. (1) (2) (3) (4)

( )

4. (1) (2) (3) (4)



3

NOTE-TAKING Your cousin is supposed to write a book review for her holiday assignment. She needs your guidance.

Listen carefully to what your cousin says. Fill in each blank (5) – (10) with a suitable word. (6 marks)

Book Review

Title of the book: Space (5)

Author of the book: Roy Ivans

Genre of the book: (6) fiction

Target audience: Children aged (7) years and above

Rating of the story: (8) out of five

Summary:

This is a story about an (9) who visited Planet

Sunshine. He had an excit ing and unusual journey. One can

gain much (10) about space when reading this

book.



4

DICTATION Listen carefully. Write out the paragraph as it is read out. (6 marks)

11. The young acrobats



5

SECTION B : LANGUAGE USE AND COMPREHENSION

GRAMMAR Choose the correct answer and write its number in the brackets provided.( 6 marks)

12. Either Daniel or Simon the keys to the office.

(1) are (3) is (2) have (4) has ( )

13. Mrs Field decided to the matter herself after several students complained of missing belongings.

(1) look into (3) look around (2) look on (4) look up ( )

14. “I wonder if I go to the cinema with you?” Jeanette asked politely.

(1) ought (3) shouldn’t (2) would (4) could ( )

15. Samantha will attend the meeting, ?

(1) will she (3) is she (2) won’t she (4) isn’t she ( )

16. Mike, as well as his sister, for dinner tonight.

(1) come (3) shall come (2) are coming (4) will come ( )

17. The team has several scripts for their clients.

(1) written (3) wrote (2) writing (4) write ( )



6

GRAMMAR CLOZE Read the passage carefully. Choose the most suitable word given in the box and write its letter (A to J) in each blank. The letter (I) has been omitted in order to avoid confusion during marking. Use each word ONCE only. (4 marks)

(A) many (D) much (G) most

(B) eventually (E) to (H) connected

(C) eventual (F) in (J) connecting

The Akashi-kaikyo Bridge is the world’s longest suspension bridge; it is

also the tallest and most majestic suspension bridge. This suspension bridge

is the only route (18) Awaji Island to Kobe City in Japan.

Measuring 3911 metres long and 1911 metres tall, the Akashi-Kaikyo

Bridge is a six-lane expressway. (19) may think that it was just

a run-of-the-mill project. In fact, it was one of the trickiest building projects the

Japanese had embarked on. It took the Japanese three decades to come up

with a workable plan.

The Japanese embarked on the construction of the suspension bridge

in 1988. The construction did not go smoothly. An earthquake in 1995 brought

severe damage (20) Kobe City. Surprisingly, the Akashi-Kaikyo

Bridge, which was still under construction then, remained intact. The construction



7

continued and was (21) completed in 1998. Though the earthquake

did not do great damage to the suspension bridge, it did affect the final design of

the suspension bridge.

Read the passage carefully. Choose the most suitable word given in the box and write its letter (A to J) in each blank. The letter (I) has been omitted in order to avoid confusion during marking. Use each word ONCE only. (4 marks)

(A) every (D) by (G) in

(B) all (E) worse (H) worst

(C) and (F) when (J) none

Campbell swam against all odds

25th Annual National Swimming Competition

By Eunice Hall

Perth – Alan Campbell had dashed his opponents’ hopes after coming in

first in the 400-metre final yesterday. This victory came right after a barrage

of criticism from his supporters.

The 18-year-old national swimmer surpassed expectations

(22) setting a new personal record in the 400-metre

breaststroke final. However, his success was not an easy one.



8

Alan had underperformed for the past three days. Unknown to

(23) , he had just recovered from an old injury!

“This is the last race of the season. I’m not going to let my supporters

down. The past few days had been the (24) days

of my life, thinking how I had disappointed them,” said Alan. Despite

the stiff competition, Alan managed to catch up in the last lap.

(25) his name was displayed on the scoreboard, he raised

his arm triumphantly.



9

VOCABULARY Choose the correct answer and write its number in the brackets provided.(6 marks)

26. The fireworks display marked the of the parade.

(1) final (3) finale (2) finality (4) finally ( )

27. The unreasonable director rejected the scripts that the writer had written.

(1) painstakingly (3) carelessly (2) thoughtlessly (4) casually ( )

28. I am the class . I take charge of our class funds.

(1) auditor (3) bookkeeper (2) accountant (4) treasurer ( )

29. The study of earthquakes is known as .

(1) pathology (3) sociology (2) seismology (4) ecology ( )

30. The opposite of optional is .

(1) accidental (3) mandatory (2) random (4) unwilling ( )

31. Belinda was discouraged when her friends her ideas.

(1) threw caution to the winds at (2) poured cold water on (3) threw in the sponge for (4) threw the book at ( )



10

VOCABULARY CLOZE Read the passage carefully. Choose the most suitable word given in the box and write its letter (A to J) in each blank. The letter (I) has been omitted in order to avoid confusion during marking. Use each word ONCE only. (8 marks)

(A) rolled (D) departure (G) abroad

(B) flashed (E) scrimped (H) faint

(C) respects (F) send-off (J) disappoint

It was time to board the plane. As Ivy made her way to the

(32) gate, she fought back her tears. She turned around

and waved at her family members with a (33) smile on her

face. She had decided to go (34) to further her studies. It

would be a while before Ivy could see them again.

Images of the recent family gathering (35) through

her mind. Her family had organised a (36) for her last

weekend. Ivy was deeply touched by their gesture of support. Her

parents had (37) and saved for many years to send



11

her overseas. Her younger sisters had knitted a sweater for her in her

favourite colour.

Tears (38) down Ivy’s face as she boarded the plane.

She was determined to work hard so as not to (39) her

family. She would excel in her studies.



12

VISUAL TEXT COMPREHENSION Study the advertisement below and answer the questions that follow.

Art Fun

Do something different this holiday! Take up an art class! Not any art class

but an art class specially designed to make drawing fun and painless!

Blossom

3 – 5 years old

Classes expose

students to a variety

of mediums and

materials from

drawing to clay.

This encourages

self-expression and

develops motor skills.

Grow

6 – 10 years old

After learning the

fundamentals of

drawing, students

explore more

about colours and

compositions. These

classes develop

techniques while

simultaneously

encouraging self-

expression.

Thrive

11 – 15 years old

Students need basic

sketching and painting

skills to take up this

course. Classes are

individualised and

students can work

on becoming experts

in their medium of

choice.

New

New video-based lessons will allow you to learn and practise as

many times as you want at any time of the day! Going through a

four-level programme will allow you to learn how to draw just as well

as attending an art class. Let the art class come to you!



13

Why learn art?

Art helps develop the right brain, encouraging creativity and visual skills. It is

during an art class that students are given the freedom to express themselves

in a variety of mediums. Art is also a subject that is gaining importance in

schools today. Students can enter an art school and develop an impressive

portfolio for themselves that will pave the way to a career in art.

What are the different types of art?

Art is more than just drawing and painting. There are many different types of

art. Two broad categories of art taught at Art Fun are painting and drawing.

Within each category are a host of subcategories that students can choose

from. Landscape, abstract and still life are just some of the categories. With

more than 20 subcategories to choose from, students will be delighted with

the choices they have even if they are unsure about whether to take up art.



14

Choose the best answer and write its number in the brackets provided.(10 marks)

40. Which word tells you that art is simple?

(1) delighted (3) painless (2) impressive (4) encouraging ( )

41. “This” in the first column on the left of the first page of the advertisement refers to “ ”.

(1) attending art classes at a young age (2) learning how to draw anything one wants (3) using clay to create something interesting (4) learning how to use different materials and mediums ( )

42. Thomas is 12 years old. If he joins the art class, he must . (1) be from an art school (2) be willing to work in a group (3) know how to sketch (4) be a good artist ( )

43. According to the advertisement, children are encouraged to learn art because .

(1) they can choose from 20 subcategories (2) art develops the right brain (3) they can do whatever they want (4) art is more than just drawing and painting ( )

44. Which of the following best describes the information under New?

(1) It will be easy to learn how to draw. (2) Students can learn to draw quickly. (3) Students must work hard. (4) It will be convenient to learn art. ( )



15

COMPREHENSION OPEN-ENDED Read the passage carefully and answer the questions that follow.(10 marks)

The roller coaster is a common feature in amusement parks. No other

ride has as many twists and turns as a roller coaster. Interestingly, a roller

coaster is able to move on its own, propelled only by gravity and inertia,

without the use of an engine. It is the tracks that help to move each carriage

along. When moving downwards, the force of gravity leads the carriage

to fall towards the ground at a high speed, giving riders the thrill that they

seek. This same energy will help push the carriage up the tracks.

During the start of the hair-raising ride, each carriage will be hauled onto

a steep slope so as to build up energy. The carriage will have the greatest

amount of energy at the apex of the slope. As the carriage moves down the

slope, its stored energy converts to kinetic energy or moving energy. Upon

reaching the foot of the slope, the carriage possesses a greater amount

of moving energy than stored energy. This energy enables the carriage to

5

10



16

move up the tracks to build up its stored energy. The cycle is repeated until

it comes to a standstill.

One might observe that the slopes are not as steep towards the end of

the ride. The friction between the carriage and air or tracks and the gentler

slopes slow down the carriage. Towards the end of the ride, the stored energy

is depleted and compels the carriage to come to a complete halt.

45. In paragraph 1, the roller coaster is unique in two ways. What are they? [2m]

(i)

(ii)

46. Which word in paragraph 1 means “excitement”? [1m]

47. Complete the table about how the roller coaster moves using the information in paragraph 2. [2m]

Movement of the carriages

(a) There is a build up of stored energy.

(b) The stored energy converts to kinetic energy.

15



17

48. Read the sentences below carefully. Write F if the statement is a fact and O if the statement is an opinion. [4m]

A ride on a roller coaster is a hair-raising experience.

A roller coaster does not have an engine.

Being at the apex of the slope is frightening.

Moving energy helps a roller coaster to move up the tracks.

49. Read the sentence below carefully. Which word means “forces”? Circle the correct letter. [1m]

Towards the end of the ride, the stored energy is depleted and (a) (b)

compels the carriage to come to a complete halt. (c) (d)



18

preparing spurted plumber

faulty shocked assistance

SECTION C : WRITING

CONTINUOUS WRITING (20 marks)Study the pictures below carefully. Write a story of at least 140 words about an accident on a separate piece of paper. The pictures, not arranged in sequence, are provided to help you think about the topic. Your story should be based on one or more of the pictures. You may use the helping words in the box.

Consider the following points when you plan your story:

• What took p lace be fo re the accident?

• How did the accident happen?

• Who was affected by the accident?

• How was everything solved at the end?



19

Blank page



20

Leve

l 4 F

inal

Exa

min

atio

n 2

Her

e, w

e p

rovi

de

som

e fe

edb

ack

on th

e sp

ecifi

c co

mp

onen

ts th

at a

chi

ld m

akes

mos

t mis

take

s in

. Use

the

feed

bac

k to

imp

rove

the

child

’s le

arni

ng.

Lis

ten

ing

Co

mp

reh

ensi

on

Qu

esti

on

s 1

– 11

: Th

e ch

ild n

eed

s to

pay

atte

ntio

n an

d l

iste

n ca

refu

lly

to th

e se

nten

ces

read

. Sp

ellin

g is

imp

orta

nt. T

he c

hild

nee

ds

to k

now

the

spel

ling

of s

ome

com

mon

wor

ds

in th

e p

assa

ge.

Gra

mm

ar

Qu

esti

on

s 12

– 1

7: T

his

sect

ion

test

s th

e ch

ild o

n th

e si

mp

le fu

ture

tens

e,

sub

ject

-ver

b a

gre

emen

t, m

odal

s, p

hras

al v

erb

s, ta

g q

uest

ions

and

the

pas

t p

artic

iple

s. R

emin

d th

e ch

ild to

rea

d th

e q

uest

ion

agai

n to

look

for

clue

s.

The

child

sho

uld

lear

n to

elim

inat

e op

tions

tha

t ar

e w

rong

. R

efer

to

pas

t d

iag

nost

ic te

sts

for

revi

sion

.

Qu

esti

on

s 18

– 2

1: T

he g

ram

mat

ical

ite

ms

test

ed h

ere

are

pre

pos

ition

s,

pro

noun

s, t

he p

rese

nt p

artic

iple

s an

d a

dve

rbs.

The

chi

ld n

eed

s to

rea

d

the

pas

sag

e fir

st b

efor

e fil

ling

in e

ach

bla

nk w

ith th

e co

rrec

t op

tion.

Ref

er

to p

ast d

iag

nost

ic te

sts

for

revi

sion

.

Qu

esti

on

s 22

– 2

5: T

his

gra

mm

ar

clo

ze p

ass

ag

e t

est

s th

e c

hild

’s

und

erst

and

ing

of

pre

pos

ition

s, c

omp

arin

g a

dje

ctiv

es,

qua

ntifi

ers

and

co

nnec

tors

. Ref

er to

pas

t dia

gno

stic

test

s fo

r re

visi

on.

Voca

bula

ry

Qu

esti

on

s 26

– 3

1: W

hen

unsu

re, e

limin

ate

the

optio

ns th

at a

re o

bvi

ousl

y w

rong

firs

t. R

ead

ing

new

spap

ers

and

Eng

lish

stor

yboo

ks w

ill e

nric

h on

e’s

voca

bul

ary.

Enc

oura

ge

the

child

to u

se a

dic

tiona

ry to

look

up

wor

ds

that

he

is u

nsur

e of

. R

efer

to

the

Glo

ssar

y (P

oint

ers

pag

e P

34)

to le

arn

mor

e ne

w w

ord

s.

Qu

esti

on

s 32

– 3

9: R

ead

the

cloz

e p

assa

ge

once

thro

ugh

bef

ore

fillin

g in

th

e b

lank

s. C

lues

can

ofte

n b

e fo

und

in th

e p

assa

ge.

Enc

oura

ge

the

child

to

read

new

spap

ers

and

Eng

lish

stor

yboo

ks to

bui

ld u

p h

is v

ocab

ular

y.

Co

mp

reh

ensi

on

Vis

ual

Tex

t

Qu

esti

on

s 40

– 4

4: R

ead

the

ad

vert

isem

ent

care

fully

. B

e aw

are

of t

he

diff

eren

t typ

es o

f inf

orm

atio

n p

rovi

ded

in th

e ad

vert

isem

ent.

(Eg

. typ

es o

f cl

asse

s, w

hy le

arn

art,

diff

eren

t typ

es o

f art

)

Op

en–e

nd

ed

Qu

esti

on

s 45

– 4

9: U

nder

stan

din

g th

e p

assa

ge

is c

ruci

al in

ans

wer

ing

the

que

stio

ns. R

ead

thro

ugh

the

pas

sag

e tw

ice

if ne

cess

ary

bef

ore

answ

erin

g

the

que

stio

ns.

If th

e ch

ild c

omes

acr

oss

unfa

mili

ar o

r d

ifficu

lt w

ord

s, g

et

him

to tr

y to

mak

e a

goo

d g

uess

by

read

ing

on.

Whe

n th

e ch

ild e

ncou

nter

s d

ifficu

lty i

n re

spon

din

g t

o q

uest

ions

tha

t re

qui

re h

im t

o in

fer,

pre

dic

t, co

mp

are

and

giv

e re

ason

s fo

r hi

s re

spon

se,

use

cont

extu

al c

lues

to

get

th

e an

swer

s.



21

Dia

gn

ost

ic T

oo

lsL

evel

4 F

inal

Exa

min

atio

n 2

Com

preh

ensi

on40

4142

4344

4546

4748

49M

arks

Tota

lVi

sual

Tex

tH

HH

HH

/ 10

Op

en-e

nded

HH

HH

H/ 1

0

Voc

abul

ary

2627

2829

3031

3233

3435

3637

3839

Mar

ksTo

tal

MC

QH

HH

HH

H/ 6

Clo

zeH

HH

HH

HH

H/ 8

Gra

mm

ar12

1314

1516

1718

1920

2122

2324

25M

arks

Tota

lM

CQ

HH

HH

HH

/ 6C

loze

HH

HH

HH

HH

/ 814 14

20C

onti

nuou

s W

riti

ngM

arks

Tota

lC

onte

nt1

23

45

67

89

1011

12/ 1

2La

ngua

ge

12

34

56

78

/ 820

List

enin

g C

ompr

ehen

sion

12

34

56

78

910

Mar

ksTo

tal

Pic

ture

Mat

chin

gH

HH

H/4

Not

e-ta

king

HH

HH

HH

/ 610

84

Gra

nd

To

tal

Inst

ruct

ion

s to

Par

ents

Div

ide

the

mar

ks a

war

ded

at t

he G

rand

Tot

al b

y 84

. The

n m

ultip

ly th

e an

swer

by

100

to d

eriv

e th

e b

and

ing

fo

r th

e ch

ild. R

efer

to W

hat y

our s

core

s te

ll yo

u to

read

ab

out t

he c

hild

’s p

erfo

rman

ce.

Ple

ase

take

not

e:Th

e O

ral c

omp

onen

t com

pris

es o

f Rea

din

g A

lou

d (6

mar

ks) a

nd P

ictu

re C

onv

ersa

tio

n (1

0 m

arks

) in

scho

ol

exam

inat

ions

. The

se a

re n

ot in

clud

ed in

ELI

TE M

idye

ar a

nd F

inal

Exa

min

atio

ns.

84×

100

=

List

enin

g C

ompr

ehen

sion

11M

arks

Tota

lD

icta

tion

12

34

56

/66

Wha

t you

r sco

res

tell

you:

85 –

100

BA

ND

1

Exce

llent

! You

hav

e a

very

goo

d g

rasp

of t

he te

chni

que

s in

gra

mm

ar a

nd a

wid

e an

d s

olid

voc

abul

ary.

Cou

ple

d w

ith g

ood

com

pre

hens

ion

skill

s, y

ou a

re a

ble

to

hand

le c

loze

pas

sag

es a

nd a

nsw

er q

uest

ions

in th

e co

mp

rehe

nsio

n se

ctio

ns. W

ork

on m

akin

g y

our

writ

ing

mor

e in

tere

stin

g b

y ad

din

g in

cre

ativ

e w

ord

s an

d p

hras

es.

70 –

84

BA

ND

2

Wel

l don

e! Y

ou h

ave

a fa

irly

goo

d g

rasp

of t

he te

chni

que

s in

gra

mm

ar a

nd a

goo

d

set o

f voc

abul

ary.

Do

take

hee

d th

at g

ram

mar

and

sp

ellin

g a

re im

por

tant

to s

core

w

ell.

Wor

k on

mak

ing

you

r w

ritin

g m

ore

inte

rest

ing

by

add

ing

in

crea

tive

wor

ds

and

phr

ases

.

50 –

69

BA

ND

3

Goo

d! Y

ou h

ave

a b

asic

gra

sp o

f th

e te

chni

que

s in

gra

mm

ar a

nd a

bas

ic s

et o

f vo

cab

ular

y. Y

ou m

ay fi

nd it

diffi

cult

to t

ackl

e th

e cl

oze

pas

sag

es w

ith n

o he

lpin

g

wor

ds.

Rea

d m

ore

to b

uild

up

you

r vo

cab

ular

y an

d t

o im

pro

ve o

n g

ram

mar

and

sp

ellin

g. W

ork

on m

akin

g y

our w

ritin

g m

ore

inte

rest

ing

by

add

ing

in c

reat

ive

wor

ds

and

phr

ases

.

0 –

49B

AN

D 4

Try

hard

er! Y

ou h

ave

put

in g

ood

effo

rt b

ut y

ou n

eed

to k

eep

pra

ctis

ing

the

gra

mm

ar

conc

epts

lear

nt. Y

ou c

an in

crea

se y

our b

asic

set

of v

ocab

ular

y b

y re

adin

g, s

pea

king

an

d w

ritin

g m

ore.

Thi

s w

ill a

lso

help

you

to b

uild

up

you

r com

pre

hens

ion

skill

s. W

ork

on m

akin

g y

our

writ

ing

mor

e in

tere

stin

g b

y ad

din

g in

cre

ativ

e w

ord

s an

d p

hras

es.



22

Learning Zone

Pep Up Your WritingBelow are some words to help you express yourself better. Learn and apply them in your writing!

backbiting (noun): nasty words used on or unpleasant talk about another person

broad-minded (adjective): open to other ideas or thinking

down-hearted (adjective): unhappy and very discouraged

earth-shattering (adjective): surprising and shocking

ham-fisted (adjective): not good or skilful in doing things with the hands or handling a situation

heartrending (adjective): a feeling of disappointment, sympathy or pity

level-headed (adjective): sensible and not rash when making decisions

mind-blowing (adjective): unbelievably exciting or different

mind-boggling (adjective): difficult to understand or imagine

red-faced (adjective): embarrassed and ashamed

spine-chilling (adjective): frightening

tight-lipped (adjective): refusal to talk


Date post:	23-Oct-2021
Category:	Documents
Upload:	others
View:	2 times
Download:	0 times

Learning Outcomes - Home - SAP Education

Documents