Al-Oruba International Schools Grade: 8 (3rd term)

Exam Revision Sheet: 1

Reading Comprehensions
Read the passage and answer the questions.

Helping to Build the Pyramid of Giza

1 It was dark when Asim crawled out of bed to get ready for his journey to
Giza. As he washed and shaved, he reminisced about the day a messenger
from the king informed him that he had been recruited to help build the pyramid
in Giza. He remembered feeling as if his whole world had been turned upside
down. He thought to himself: I am just a farmer. What do I know about building
pyramids? I’m worried. What if I fail? I will be a disappointment to the king. I don’t
want to bring shame on my family. It would have been futile, however, of Asim
to even try to resist going because the corvée, or compulsory labor system,
allowed the pharaoh to force people to work for three- or four-month shifts on
state projects.

2 Egyptian farmers plan their time around three seasons: the flooding season,
the growing season, and the harvest season. During the flooding season, which
occurs in spring, snow on the mountains melts and then floods the Nile River.
This is a very good thing because when the flood waters recede, they leave
behind rich, black fertile soil—Egyptians call this soil “the gift of the Nile.” The
bad thing about this season is not much farming can be done when the Nile is
overflowing its banks. It was during the flooding season that Asim was selected.

3 After a breakfast of bread and fruit, Asim bid his wife and family good-bye
and began his journey to Giza. Asim had never been away from his family for
more than a few days—he was nervous, especially because he didn’t know what
to expect. Asim’s wife had tried to reassure him that everything would be okay,
but it was to no avail.

4 Upon arriving in Giza, he headed for the temporary camp where the manual
laborers were housed. After settling into his new quarters, Asim was provided a
meal of meat and bread, and then he was escorted to his new place of work—
the rock quarry. Asim saw groups of muscled men glistening in sweat as they
toiled to create stone blocks from granite rocks—these would be used to build
the pyramid. Using iron chisels, wedges, and sledgehammers, the men were
somehow able to produce almost perfectly formed blocks that were ready to
be used.

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5 Transporting the massive stone blocks to the building yard was Asim’s job.
At first, he couldn’t imagine stone blocks that weighed anywhere from one to
several tons could be moved, but he soon learned how it was done. To move
the stones overland, large sledges that could be pushed or pulled by gangs
of workers were used. First, a mechanical crane would lift the stone block on
to the sledge. This was dangerous work because the stones were so heavy
and unwieldy. Asim was part of the group of workers in charge of pulling the
sledge. As Asim and the other men pulled the sledge, a man would stand in
front on the sledge and dampen the sand in front with water. This helped reduce
friction between the sledge and the sand, making it easier to move the sledge.
It was backbreaking work: grunting and sweating profusely, Asim and the other
men managed to deliver the stone block to the building yard, only to do it all
over again.

6 That first day of pulling sledges was the toughest day of Asim’s life—every
muscle in his body ached. He didn’t know if he would be able to continue, but
the next day he got up and did it all over again. And the next morning. And
the next morning too. Asim developed strong muscles, but he also developed
something else: self-confidence. He realized that whatever situation he was put
in, he would survive and succeed.

7 Soon, three months had passed, and Asim was allowed to return
home. He learned through this experience that people, especially his fellow
Egyptians, were extremely adaptable and resilient, even under the toughest of
circumstances. Although some might think Asim’s contribution to building the
pyramid was inconsequential, Asim felt proud that he had participated in the
construction of the Great Pyramid of Giza.

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1. This question has two parts. First, Part B

answer Part A. Then, answer Part B. Which detail from the text best supports the
Part A answer in Part A?
What does compulsory mean in A “As he washed and shaved, he reminisced
paragraph 1? about the day a messenger from the king
informed him that he had been recruited to help
A required build the pyramid in Giza.” (paragraph 1)
B corrected B “ . . . allowed the pharaoh to force people to
C optional work for three- or four-month shifts on state
D unjust projects.” (paragraph 1)
C “Egyptian farmers plan their time around three
seasons: the flooding season, the growing season,
and the harvest season.” (paragraph 2)
D “. . . he was nervous, especially because he
didn’t know what to expect.” (paragraph 3)
2. Which statement expresses a main 3. The word “recede” comes from the Latin root
theme in the story? ced, which means “go.”

A Rulers should not force people to work What does recede mean in paragraph 2?
for them.
B One should take pride in one’s work, A to reach higher
no matter how menial it may seem. B to go farther
C Some people have more sacrifices and C to come closer
challenges in life than others. D to go back
D One should enjoy life now because
things can change in an instant.
4. How is Asim’s main problem solved?

A He gets a job working on the pyramid.

B He learns how to pull a sledge.
C He realizes that he can do anything if he tries.
D He is allowed to return home after three months.

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Read the passage and answer the questions.

Athletic Director’s Welcome Speech:
Say Yes to Sport!

1 Welcome to Washington Middle School. This week, you will have an

opportunity to register for many different clubs and activities. I would like to
encourage everyone to sign up for a team sport this year, even if you have never
played before. We all know that sports are a great way to stay healthy and fit. Just
as important, though, playing a team sport can change what’s on the inside.

2 Team sports can improve your ability to relate to and work with others. As you
go through life, you will meet many different kinds of people. Some will share
your views and interests, and this might allow you to form instant friendships
with them. Other people may be difficult to get along with, and as a result you
may never become close to them. Nevertheless, in order to thrive at work and in
social situations, you will need to figure out how to get along and cooperate with
those you meet. Playing sports can prepare you for this part of adult life. You’ll
need to pass the ball to everyone on your team to win the game, no matter how
you personally feel about the other players. You’ll have to involve everyone in
your practice drills for your team to perform at its best.

3 As you and your teammates strive to get better over time, you are developing
the very important quality of being willing to work toward a goal. Now, I’m sure
you can all think of world-class athletes who are truly inspiring. Whether they are
competing at the Olympics or playing on a pro hockey team, they all have one
thing in common: they had to work extremely hard to get to where they are. The
best athletes in the world have spent countless hours training. They have shown
up at the rink or the field when they probably would have preferred to stay in
bed. They have learned that it takes dedication to achieve ambitious goals.
Even if none of you end up playing sports professionally, you will need to have
determination to develop the skills you need to do well in your chosen sport.
Being driven will serve you well throughout your entire life.

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4 Reaching goals by working hard will naturally boost your self-esteem. You have
probably all heard someone say, “It doesn’t matter if you win or lose. It’s how you
play the game.” It’s true that putting forth your best effort and practicing good
sportsmanship are more important than the final score. However, it’s also fair to
say that when you help your team win and you know the victory was possible
because of your hard work, it is a pretty wonderful feeling. Ask any athlete to
tell you about an unforgettable triumph, and he’ll probably have plenty to say.
Success on the field can make you a more confident person overall, one who is
unflappable and willing to take on all sorts of challenges.

5 Clearly, when you play a sport you want to win, but losing can be just as
valuable. Picture this: after months of practice, your basketball team has made
it all the way to the state championship. During the last game, which will decide
which team is the best in the state, every player tries her best. In spite of this,
the final score is eighteen to thirty. You’re on the losing side. The coach assures
your exhausted team that nobody could have worked any harder. Obviously,
the outcome is not what anyone hoped for. However, learning to lose gracefully
and deal with disappointment are important skills to develop. They can help you
get on with life when someone else gets voted student council president, you
can’t get tickets for a concert you were hoping to attend, or you don’t enjoy that
summer job as much as you thought you would.

6 As you can tell, when it comes to athletics for young people, I am a huge fan. I
hope my speech has convinced at least some of you to visit the gym at lunch
time and sign up to play this semester. You will grow as a person through team
sports, and the things you’ll learn will stay with you forever.

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 Al-Oruba International Schools Grade: 8 (3rd term)
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1. This question has two parts. First, Part B

answer Part A. Then, answer Part B. Which sentence from the text best
Part A supports the answer to Part A?
Which sentence best states the A. “We all know that sports are a great
speaker’s claim in the speech? way to stay healthy and fit.” (paragraph 1)
B. “You will grow as a person through
A. Playing a team sport is a good form team sports, and the things you’ll learn
of exercise. will stay with you forever.” (paragraph 6)
B. It is never too late to learn to play a C. “Just as important, though, playing a
team sport. team sport can change what’s on the
C. Team sports can have a positive inside.” (paragraph 1)
effect on personality. D. “Playing sports can prepare you for this
D. A person must have certain qualities part of adult life.” (paragraph 2)
to play team sports.
2. Which organizational pattern does 3. Read the following claims. Circle the
the speaker mainly use in paragraph 2? claims the author makes in support of team
sports and cross out the claims the author
A. cause and effect does not make in support of team
B. advantages and disadvantages sports.
A. Sports help you stay healthy and fit.
C. definition
B. Sports give you the ability to relate to and
D. classification
work with others.
C. Sports show how even standing in the
sidelines can boost your self-esteem.
D. Sports teach you to lose gracefully and
deal with disappointment.
E. Sports force you to spend long hours
training to compete professionally.
F. Sports encourage you to work toward a
short-term goal.
4. Which two details from paragraph 4 best help to develop the idea that team sports can improve
a person’s confidence?
A. “Success on the field can make you . . . willing to take on all sorts of challenges.”
B. “However, it’s also fair to say that when you help your team win and you know the victory was
possible because of your hard work, it is a pretty wonderful feeling.”
C. “It’s true that putting forth your best effort and practicing good sportsmanship are more
important than the final score.”
D. “You have probably all heard someone say, ‘It doesn’t matter if you win or lose. It’s how you
play the game.’”
E. “Ask any athlete to tell you about an unforgettable triumph, and he’ll probably have plenty to
say.”

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 Al-Oruba International Schools
5. This question has two parts. First,
answer Part A. Then, answer Part B.
Part A
What relationship does the author point
out in paragraphs 4 and 5?
A. the relationship between losing and
one’s reputation
B. the relationship between winning and
one’s self-esteem
C. the relationship between losing and
hard work
D. the relationship between winning and
losing
7. This question has two parts. First,
answer Part A. Then, answer Part B.
Part A
What sentence best states the main idea
of paragraph 5?
A. The best basketball team in any state
can lose a championship game.
B. Losing and dealing with
disappointment can be beneficial for an
athlete.
C. It is possible to get on with life when
someone else gets what you want.
D. Sometimes, despite working very hard
at a sport, it is possible to lose.
Grade: 8 (3rd term)
Exam Revision Sheet: 1
6. Part B
Which sentence from the text best supports
the answer in Part A?
A. “Reaching goals by working hard will
naturally boost your self-esteem.”
(paragraph 4)
B. “It’s true that putting forth your best
effort and practicing good sportsmanship
are more important than the final score.”
(paragraph 4)
C. “Clearly, when you play a sport you
want to win, but losing can be just as
valuable.” (paragraph 5)
D. “However, learning to lose gracefully
and deal with disappointment are important
skills to develop.” (paragraph 5)
8. Part B
How does the speaker support the main
idea in paragraph 5?
A. by providing examples related to sports
and other areas of life
B. by describing a personal experience he
had as a young person
C. by giving statistics that illustrate a
common experience of athletes
D. by presenting the opinion of an expert in
the form of a quote
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 Al-Oruba International Schools Grade: 8 (3rd term)
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Read the next two passages. Then choose the best answer to each
question.
The Cave of Eternal Night

1 Even as Nicholas tightened the laces of his hiking boots, he couldn’t help
wishing that he had kept the cave a secret, or at least shared it with someone less
enthusiastic than Chloe, who had bugged him about it for two straight weeks. “But
Chloe’s superior invisibility and danger-detection spells will protect us,” Nicholas
thought, reminding himself of why Chloe was such a strategic best friend.

2 The Cave of Eternal Night—Nicholas’s name for the rocky passage before
them—awaited. They had their headlamps, boots, extra water, and backpacks
full of magical devices.

3 “All right, Chloe, I have one request: please don’t let your excitement send
you into another spell-throwing jamboree,” Nicholas half-warned, half-pleaded.
Chloe’s ongoing competition with Salvana, the other wizard apprentice in
Eluthra, sometimes caused her to stray from his well-crafted plans.

4 “I promise,” declared Chloe solemnly, but Nicholas was sure he saw a

disturbing glint in her eyes—a glint that would haunt his dreams for months.

5 The adventurers pulled on their backpacks, turned on their headlamps,

and entered the cave. Chloe gasped at the scene: giant stalactites cascaded
from the top of the cave and ended in needle-sharp points, seeming to reach
desperately for their stalagmite counterparts below. An irregular dripping
sound—Plop . . . plip-plop . . . plop—echoed in a space brought alive by water.

6 Nicholas’s spine began to tingle when he heard another sound that

reminded him of a sleeping person’s deep breathing. “Do you hear that, Chloe?”
he whispered urgently to his friend, who immediately replied, “Nicholas, your
mind is playing tricks on you again.” Nicholas furrowed his brow in irritation.

7 At the far end of the chamber, three openings indicated three different
passages. Eager to demonstrate that her latest spell was better than Salvana’s,

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Chloe sprinkled danger-detection dust in front of each passage. The dust flew
swiftly into the middle opening, causing Chloe to declare, “That one is the
least dangerous.”

8 Nicholas had just ducked into the middle passage when they heard a giant
WHOOSH and felt an insistent wind in their faces. Nicholas screamed as he
dropped to the ground, curled into a ball, and crossed his arms over his face.

9 “Nicholas, that must have been bats leaving the cave to hunt,” pointed out
an unfazed Chloe as she extended a hand to help him get up.

10 “Of course,” Nicholas said weakly, attempting to calm his racing heart. But
as they walked, Nicholas was keenly aware that they were moving deeper into
the cave . . . that the passage was getting narrower . . . and that the beam from
his headlamp was getting dimmer. . . .

11 Another alarm bell rang out in Nicholas’s brain with the realization that his
headlamp seemed to be producing almost no light. “Chloe, I think the battery in
my headlamp has run out,” he reported.

12 “Okay, we’ll know for sure if I just turn off my own light,” Chloe responded,
reaching up to her forehead.

13 “NO!” Nicholas yelled, afraid of losing what might be their only light source.

14 Click went the button on Chloe’s headlamp.

15 Pure blackness.

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1. What does the word counterparts mean 2. Which two paragraphs best develop
in paragraph 5? the theme that people’s individual
A. rock formations with sharp edges strengths
B. things that complete each other combine to create a strong friendship?
C. fast-moving objects A Paragraphs 3 and 9
D. shallow bodies of water B Paragraphs 5 and 7
C Paragraphs 6 and 8
D Paragraphs 10 and 11

3. Read this sentence from the passage.
‘“I promise,’ declared Chloe solemnly, but
Nicholas was
sure he saw a disturbing glint in her eyes—
a glint that
would haunt his dreams for months.”
(paragraph 4)
Which response is the most likely reason
the author uses the phrase “disturbing
glint in her eyes”?
A to add a sense of calm to the situation
B to describe Chloe’s overall appearance
C to characterize Nicholas as a bad friend
D to create a dark, foreboding atmosphere
4. This question has two parts. First,
answer Part A. Then, answer Part B.
Part A
What is the first plot event that
establishes the story’s mysterious tone?
A Chloe uses magic in the least
dangerous passage.
B The team turns on their headlamps.
C Nicholas hears an unidentified
sound, like a person breathing deeply.
D Nicholas notices a problem with his
headlamp.

Part B
Which sentence from the passage identifies a later event that builds on the
mysterious tone in Part A?
A “The adventurers pulled on their backpacks, turned on their headlamps, and
entered the cave.” (paragraph 5)
B “The dust flew swiftly into the middle opening, causing Chloe to declare,
‘That one is the least dangerous.’” (paragraph 7)
C “Nicholas had just ducked into the middle passage when they heard a giant
WHOOSH and felt an insistent wind in their faces.” (paragraph 8)
D “‘Nicholas, that must have been bats leaving the cave to hunt,’ pointed out
an unfazed Chloe as she extended a hand to help him get up.” (paragraph 9)

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5. Using individual strengths to create a strong friendship or overcome obstacles

is a recurring theme in traditional stories. Which sentence best shows how this
passage has updated this theme?
A “‘All right, Chloe, I have one request: please don’t let your excitement send
you into another spell-throwing jamboree,’ Nicholas half-warned, halfpleaded.”
(paragraph 3)
B “The dust flew swiftly into the middle opening, causing Chloe to declare,
‘That one is the least dangerous.’” (paragraph 7)
C “‘Chloe, I think the battery in my headlamp has run out,’ he reported.”
(paragraph 11)
D “‘Okay, we’ll know for sure if I just turn off my own light,’ Chloe responded,
reaching up to her forehead.” (paragraph 12)

6. Compare Nicholas’s and Chloe’s beliefs and values based on their

experiences in the cave. Be sure to support your answer with textual evidence.
Ans:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

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The Pencil Bandit

1 At 5 p.m. each weekday, after finishing her homework, it was Louisa’s

custom to chronicle the day’s events in her journal with a well-sharpened pencil
from her basketball-hoop-shaped pencil holder. It was according to this habit
that Louisa approached her desk chair one day, only to recoil as she reached for
her pencil holder. One of her pencils was missing!

2 The distraction of a missing pencil made it impossible even to begin writing,

although Louisa was especially eager to write in her journal that day. But this
distraction would be easy to eradicate, Louisa thought as she marched toward
her little sister Isabella’s room. Problem-solving in Louisa’s household generally
involved a brief interaction with the resident three-year-old. Isabella delighted
in admitting to her wrongdoings—or even announcing them—and poof! the
problem would vanish.

3 Entering Isabella’s room, Louisa sweetly asked, “Izzy, did you take one of
the pencils on my desk?”

4 When Isabella said, “No,” it did not even occur to Louisa not to believe the
answer. Feeling less than satisfied, Louisa returned to her room, puzzled.

5 Back at her desk, absent-mindedly brushing what appeared to be wood

shavings off her windowsill, Louisa brainstormed other potential culprits.
Perhaps she had had fewer pencils than she thought? Impossible! Louisa was
meticulous in her habits and always kept exactly three pencils sharpened and
ready. Eventually her desire for order overcame her desire for resolution, so she
replaced the missing pencil and began her journaling.

6 After school the next day, Louisa was surprised to notice a slight queasiness
in her stomach as she approached her bedroom. Given her belief that everything
had a perfectly logical explanation, she rarely experienced nervousness. But
apparently intuition had its place, too, Louisa discovered, as she glanced toward
her desk and noticed that two pencils were missing from her holder.

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7 The trio of pencils seemed to taunt Louisa as she contemplated what

might have happened to the missing pair. She made the rounds in her home,
investigating each family member. Mom almost immediately changed the
subject: “Hey, Louisa, speaking of your room, I keep forgetting to fix that hole in
your window screen. Would you please remind me to do that on Saturday?”

8 “Sure, Mom,” Louisa responded, barely disguising her frustration that

nobody seemed to care about the chaos she was facing.

9 On her way to replace the missing pencils, Louisa stopped short in the
hallway when she heard a metallic sound, followed by rustling, coming from
inside her bedroom. She crept toward the door, threw it open, and caught the
true culprit. A squirrel was standing on her desk and holding one of her pencils
in its front paws.

10 The squirrel looked at Louisa. Louisa looked at the squirrel.

11 Wood shavings on the windowsill . . .
12 “I keep forgetting to fix that hole. . . .”
13 “Get back here with my pencil, you little thief!” Louisa demanded, striding
toward her desk.
14 Fast as lightning, the squirrel—still holding Louisa’s pencil—leaped onto the
windowsill, out the hole in the screen, and up a tree.
15 Mystery solved, Louisa cheerfully called out to her mother, “Mom, do you
think you could fix my screen tonight instead of waiting till Saturday?”

1. Which phrase helps the reader
understand the meaning of the word
eradicate?
A “especially eager” (paragraph 2)
B “this distraction” (paragraph 2)
C “involved a brief interaction”
(paragraph 2)
D “the problem would vanish” (paragraph
2)
2. Which two phrases best support the
optimistic, purposeful tone of the story?
A “approached her desk chair” (paragraph 1)
B “marched toward her little sister Isabella’s
room” (paragraph 2)
C “brainstormed other potential culprits”
(paragraph 5)
D “Louisa stopped short in the hallway”
(paragraph 9)

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3. This question has two parts. First, Part B

answer Part A. Then, answer Part B.
Part A
Which is the best statement of the theme
of the passage?
A Obsessing with details is not productive
for getting homework done.
B Jumping to conclusions is a weakness in
solving problems.
C Trusting family members is not a good
idea for productivity.
D Resourcefulness and observation are
good tools for solving problems.
Which excerpt from the text best supports
the answer in Part A?
A “The distraction of a missing pencil made
it impossible even to begin writing,
although Louisa was especially eager to
write in her journal that day.”
(paragraph 2)
B “When Isabella said, ‘No,’ it did not even
occur to Louisa not to believe the
answer.” (paragraph 4)
C “‘Sure, Mom,’ Louisa responded, barely
disguising her frustration that
nobody seemed to care about the chaos she
was facing.” (paragraph 8)
D “Wood shavings on the windowsill . . . ‘I
keep forgetting to fix that hole. . . .’”
(paragraph 11-12)

4. Write the letter of the events below to show the order in which they happen in
the story.
FIRST SECOND THIRD FOURTH

A Louisa hears a rustling and finds a squirrel.

B Louisa’s mother mentions a hole in Louisa’s window screen.
C Louisa finds wood shavings on her windowsill.
D Louisa asks her little sister if she took the pencil.

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5. Which paragraph best demonstrates that Louisa recovers from challenging

situations quickly?
A Paragraph 5 B Paragraph 6
C Paragraph 7 D Paragraph 15

6. Which sentence reflects the climax of the “The Pencil Bandit”?

A “‘Sure, Mom,’ Louisa responded, barely disguising her frustration that
nobody seemed to care about the chaos she was facing.” (paragraph 8)
B “A squirrel was standing on her desk and holding one of her pencils in its
front paws.” (paragraph 9)
C “Fast as lightning, the squirrel—still holding Louisa’s pencil—leaped onto the
windowsill, out the hole in the screen, and up a tree.” (paragraph 14)
D “Mystery solved, Louisa cheerfully called out to her mother, ‘Mom, do you
think you could fix my screen tonight instead of waiting till Saturday?’”
(paragraph 15)

7. Both “The Cave of Eternal Night” and “The Pencil Bandit” deal with characters
encountering mysterious events. How are the story structures of the two texts
similar and different? How do the stories’ endings contribute to the tone of each
story? Support your opinion with textual evidence.

Ans: _____________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

_________________________________________________________________

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Read the next two passages. Then choose the best answer to each question.

For the Love of MOOCs

1 Despite their apparent benefits, current MOOCs are not a plausible alternative
path to traditional education. The term MOOCs was first used in 2008. It refers
to a learning alternative termed “Massive Open Online Courses.” This learning
model allows students all over the globe to participate in a network of college
level courses from the comfort of their homes and offices. MOOC students watch
a coordinated series of videos, similar to online tutorials. These videos usually
run 10–15 minutes—the maximum attention span of the average student. The
capacity to rewind portions or replay complete videos further reinforces learning.
A standardized multiple-choice assessment indicates mastery of a given topic
and allows students to move on in the scope and sequence of learning. Students
also participate in synchronous online chats and discussion groups to add a
realtime social aspect of learning. Some MOOCs even feature one-on-one or small
group encounters, during which major concepts are reviewed and discussed.
This design not only mimics the classic lecture and small-group models used in
universities today, it often surpasses them, according to many studies.

2 While this information is convincing on paper, the reality of MOOCs in their

present form is that they lack one major aspect of learning support: interaction-
driven success. Harvard and MIT recently released the findings of a 2012–2013
study that determined 95 percent of students taking MOOC courses dropped their
course before making it to the end. What is causing this student retraction in
MOOCs? Most students take MOOCs because they can’t afford traditional college,
and MOOC learning is free. Therefore, cost is not a factor for high dropout rates.
MOOCs also offer ease of attendance that makes them more
attractive than traditional university education. Anyone with a computer can get
on this education track by signing on to learn at a pace that fits his or her style
and schedule. So it’s apparent that strict attendance guidelines are also not a
factor for widespread dropout. The prerecorded, video-based learning format
has long ago been tested as effective, and most people today have already
used the Internet to find and explore information. Therefore, it seems technology
roadblocks are not to blame either.

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3 The only major difference between MOOCs and traditional brick-and-mortar

schools is human contact. The simultaneous stimulation of both teacher and
classmates in a physical classroom beats a virtual lecture in cyberspace any
day of the week. Regular, in-person contact reinforces instruction, promotes
idea exchange, and offers a recognized pathway from beginning to end.
Students who are not consistently steered back on the right track often fall
off of it. MOOCs lack this constant feedback and assurance that students are
succeeding. They may use assessments and live chats, but personal teacher
engagement seems to be key. Many MOOC providers are now trying to provide
the technology for more personal one-on-one connections, such as virtual labs,
in which students have access to instructors who guide them through real-world
experiences in real-time.

4 Future MOOCs will have a recognizable place in the nation’s learning profile.
Student debt has passed $1 trillion. The cost of a college education is up 72%.
Graduates on average are accepting first jobs that pay 15% less than they once
did. Social pressure to attend college and achieve a degree drives students to
take on this financial burden. Today, one of the largest MOOC providers offers
lectures from professors in nearly 100 universities. This provider offers 400
courses attended by upwards of five million eager learners. If MOOCs continue
to improve, this method of learning will likely become the preferred form of
higher learning. The only thing MOOCs will lack is a football team to cheer on
to victory.

1. Which sentence from the passage best states the author’s main claim?
A “Despite their apparent benefits, current MOOCs are not a plausible
alternative path to traditional education.” (paragraph 1)
B “This learning model allows students all over the globe to participate in
a network of college level courses from the comfort of their homes and
offices.” (paragraph 1)
C “The only major difference between MOOCs and traditional brick-and-mortar
schools is human contact.” (paragraph 3)
D “Future MOOCs will have a recognizable place in the nation’s learning
profile.” (paragraph 4)

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2. This question has two parts. First, Part B

answer Part A. Then, answer Part B. Based on the answer in Part A, how
Part A should these words be ordered from least
In paragraph 3, the words “consistently,” to most intense?
“constant,” and “regular” are used.
What is the common meaning between the A consistent, constant, regular
words? B regular, consistent, constant
A faithful C constant, consistent, regular
B fair D regular, constant, consistent
C usual
D happening often
3. Read the dictionary definition of simultaneous below.
adjective
1.  occurring, operating, or done at the same time
2. satisfied by the same values of the variables

Based on the context of paragraph 3, which of the following is true?

A Definition 1 best helps the reader understand the usage in paragraph 3.

B Definition 2 best helps the reader understand the usage in paragraph 3.
C A combination of definitions 1 and 2 best help the reader understand the
usage in paragraph 3.
D The word is not used as an adjective, so neither definition is helpful.
4. What does the author state in support of the claim that MOOCs cannot mimic the
personal interaction found in traditional university teaching? Select two answers.

A that the majority of students enrolled in MOOCs drop out before completing
the class
B that MOOCs don’t have an attendance policy to allow students to take the
course at a particular date and time
C that use of assessments and live chats helps students reproduce a
traditional environment
D that college graduates are earning less in their first jobs than they would
have before MOOCs
E that the stimulation of both teacher and student in a classroom is superior to
virtual learning

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 Al-Oruba International Schools Grade: 8 (3rd term)
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5. Given the vocabulary choice and argument made in the article, who is most
likely the author’s intended audience for this selection?
A students in traditional universities
B educational policymakers
C students enrolled in MOOCs
D professors
6. This question has two parts. First, answer Part A. Then, answer Part B.
Part A
The author uses the phrase “synchronous online chats” in paragraph 1. Based on
the context of the paragraph, what does the word “synchronous” most likely mean?
A fun
B engaging
C at the same time
D private

Part B
What textual evidence from paragraph 1 can you use to support the answer
in Part A?
A “participate”
B “standardized”
C “one-on-one”
D “real-time”

The Great MOOC Hoax

1 MOOCs were originally hailed as a solution to provide equal access to higher
education for all. Two Stanford University computer science professors, who
created of some of the earliest Massive Online Open Courses, announced that
their courses would be “the best education in the world freely available to any
person who seeks it.” The first “O” in MOOC stands for “open,” and that means
free to all learners. Given the strangling cost of higher education in the United
States, the MOOCs were proclaimed a significant solution.
2 But years later, have MOOCs delivered on their promise? Have they created
a revolution of free educational access? Unfortunately, MOOCs have fallen far
short of their original promises to change education for a few astoundingly
simple reasons.
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3 The worth of a MOOC degree has no meaning unless it is backed by higher

education and can lead to a real degree. By their very nature, MOOCs deliver
knowledge to learners free of charge. Universities signed highly advertised
agreements to provide course content for MOOCs. Yet universities exist based
on the support of students’ tuition. So it should not be surprising, then, that they
did not sign on to provide college credits for these free courses. In fact, none of
the coursework could be used for degree programs. And if only degrees backed
by universities have worth in the job market, why should a student take a MOOC
course and, more importantly, finish it?

4 This point, it seems, has been confirmed by the students themselves. In study
after study, the universities who have created MOOCs have also documented
that learners fail to complete their coursework at an amazing rate. For instance,
one study found that only 3.13 percent of MOOC students completed their
courses in 2017–2018. This rate is down from nearly 6 percent in 2014–2015. The
trend is clear: Learners do not see the point of completing MOOC coursework.

5 MOOC supporters made another key mistake: they expected that the job market
would value the pursuit of knowledge that did not lead to a degree. The world,
they thought, would rise up to support the value of these courses. Learners
are only likely to enroll in and, more importantly, complete MOOC courses if
those courses have a value in the job market. The reality is that the job market
is interested in finding highly qualified workers. When one job candidate has a
degree from an institution with which a company has had previous success, that
candidate will win every time over another with MOOC credits of unclear worth.

6 Another nail in the coffin of the great MOOC hoax is busting the myth that they
provide access to learners that traditional educational systems don’t reach. A
study on MIT and Harvard MOOCs found that learners overwhelmingly came
from highly developed countries. The study authors summarized that the
courses mostly provided additional resources for learners who already had
access to education. It seems logical that since MOOCs do not have a clear link
to employment, learners from developing countries do not see them as a way to
change their future.

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 Al-Oruba International Schools Grade: 8 (3rd term)
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7 The final reason for the failure of MOOCs is that the providers of free online
courses are now abandoning the goal of providing free courseware due to the
lack of a viable business model. When nonprofit and for-profit MOOC companies
emerged, they may have talked about changing the world, but they also needed
to make money in order to survive. The three original MOOC companies have all
turned to providing paid non-degree professional development, certificate, and
training courses. One provider is offering paid “master track certificates” from
a university—essentially, small chunks of an MBA—while admitting that these
are not yet recognized in the job market. The same provider has also begun
developing courses for tuition-based online learning degrees at universities.
8 So, the “O for open” in MOOC is officially dead. The original MOOC mission—
free educational access that will change the world—showed few real results.
The providers of MOOCs may still use the word, but an online course for a fee is
not a MOOC. Online courses certainly do not fulfill the world-changing promise
of open courseware or justify the attention the original MOOC courses
received. Given that open courseware does not have an advantage for job
seekers, fails to convince students to complete courses, and has little impact on
the world’s neediest learners, the early advertised claims were indeed little more
than a hoax.

7. Which sentence from the passage best states the author’s main claim?

A “MOOCs were originally hailed as a solution to provide equal access to

higher education for all.” (paragraph 1)
B “The first ‘O’ in MOOC stands for ‘open,’ and that means free to all learners.”
(paragraph 1)
C “Unfortunately, MOOCs have fallen far short of their original promises to
change education for a few astoundingly simple reasons.” (paragraph 2)
D “And if only degrees backed by universities have worth in the job market,
why should a student take a MOOC course and, more importantly, finish it?”
(paragraph 3)

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 Al-Oruba International Schools Grade: 8 (3rd term)
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8 This question has two parts. First, answer Part A. Then, answer Part B.
Part A
What evidence does the author provide to support the argument that MOOCs
need to lead to a university degree to be meaningful?
A The job market respects university degrees.
B The job market respects knowledge in all forms.
C Universities do not offer college credit for MOOCs.
D Learners want MOOCs that lead to degrees.

Part B
Which sentence from the passage best supports the answer in Part A?
A “Unfortunately, MOOCs have fallen far short of their original promises to
change education for a few astoundingly simple reasons.” (paragraph 2)
B “So it should not be surprising, then, that they did not sign on to provide
college credits for these free courses.” (paragraph 3)
C “And if only degrees backed by universities have worth in the job market,
why should a student take a MOOC course and, more importantly, finish it?”
(paragraph 3)
D “The trend is clear: Learners do not see the point of completing MOOC
coursework.” (paragraph 4)

9 Read the following phrases from the passage. How do they create a tone
appropriate to an audience?

“Another nail in the coffin” (paragraph 6)

“busting the myth” (paragraph 6)
“officially dead” (paragraph 8)
“little more than a hoax” (paragraph 8)

A These phrases create a tone of optimism appropriate to an objective report.

B These phrases create a tone of challenge appropriate to an opinion piece.
C These phrases create a tone of humor appropriate to a school newspaper.
D These phrases create a tone of persuasion appropriate to a persuasive letter.

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 Al-Oruba International Schools Grade: 8 (3rd term)
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10 Which three of the following are true statements about the meanings of
“hailed,”
“announced,” and “proclaimed” in paragraph 1 of the passage?
A The word “hailed” implies attracting a great deal of attention, whereas
“announced” is more neutral.
B The meaning of “hailed” is unrelated to “announced” and “proclaimed.”
C The author uses the repetition of words with similar meaning to emphasize
the attention paid to MOOCs.
D The author uses these three words to mock the original supporters
of MOOCs.
E All three words mean “to state publicly.”

11 This question has two parts. First, answer Part A. Then, answer Part B.
Part A
Read the following phrase from the passage.
“professional development, certificate, and training
courses” (paragraph 7)
In the context of the passage, what does the phrase most likely mean?
A courses that provide small chunks of training the job market values
B courses that are solely for the enjoyment of the learner
C courses that are for vocational jobs like cutting hair
D courses that receive college credit and lead to a university degree

Part B
What textual evidence from the passage best supports the answer in Part A?
A “Learners are only likely to enroll in and, more importantly, complete MOOC
courses if those courses have a value in the job market.” (paragraph 5)
B “The study authors summarized that the courses mostly provided additional
resources for learners who already had access to education.” (paragraph 6)
C “The final reason for the failure of MOOCs is that the providers of free online
courses are now abandoning the goal of providing free courseware due to
the lack of a viable business model.” (paragraph 7)
D “The same provider has also begun developing courses for tuition-based
online learning degrees at universities.” (paragraph 7)

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 Al-Oruba International Schools Grade: 8 (3rd term)
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12 Read the dictionary definition of “viable” below.

adjective
1.  able to work successfully
2. capable of living and growing

Based on the context of paragraph 7, what is the best definition of viable

business model?

A making more courses

B growing a business
C a way to make living models
D a successful way to make money

13 Both articles agree that MOOCs have had limited success. Compare and
contrast the different reasons the authors provide for this failure in “For the Love
of MOOCs” and “The Great MOOC Hoax.”

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