Pakistan International School Jeddah- English Section

Y7 English (Session 2021-2022)

Test 1
Total Point: 20
In the following extract from his memoir, Francis Spufford remembers the process of
learning to read, and the enormous importance which books had for him from an early
age.
1. ‘I can always tell when you are reading somewhere in the house,’ my mother used to say.
‘There's a special silence, a reading silence.’ I never heard it, this extra degree of hush
that somehow traveled through the walls and ceilings to announce that my seven- year-
old self had become about as absent as a present person could be. The silence went both
ways. As my concentration on the story in my hands took hold, all sounds faded
away. My ears closed. Flat on my front with my chin on my hands or curled in a chair
like a prawn, I would be gone. I didn't hear doorbell ring, I didn't hear supper time called,
I didn't notice footsteps of the adult approaching who would come to find me. They had
to shout ‘Francis!’ near my head or, laughing, ‘Chocolate!’ I laughed too. Reading in this
way wasn't something I chose to do, it just happened. Though I never framed the thought
then, I was stopping my ears with fiction. There were things to block out.
2. I learned to read around my sixth birthday when I had mumps. I was making a dinosaur in
school from toilet rolls and pieces of material when I started to feel as if a pump was
inflating my head from the inside. My face became a cluster of bumps, my feet dangled
limp and too far away to control. The teacher carried me home on her shoulders. I gripped
the dinosaur in one hand. It was still wet with green and purple poster paint. After that
things turned delirious. I had mumps; and one by one my sister, my mother and my father
all caught it from me. It was a long, quiet time of curtains closed during the day, wan,
slow-moving adults, and bed sheets that seemed as big as the world when you lay in
them, each wrinkle a canyon. When I caught mumps, I couldn't read; when I went back to
school again, I could.
3. To begin with, the first page of ‘The Hobbit’ was a thicket of symbols, to be decoded one
at a time and joined hesitantly together. By the time I reached The Hobbit’s last page, the
writing had lost the outlines of the printed alphabet, and become a transparent liquid. At
first, it was sluggish, like a Jelly of meaning, then it became thinner and more mobile,
flowing faster and faster, until it reached me at the speed of thinking.

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 4. At the same time, I couldn't read quite a lot of words in The Hobbit. I had accelerated into
reading faster than my understanding had grown. I remember, simultaneous with the new
liquid smoothness, a constant flicker of incomprehensibility. There were holes in the text
corresponding to the parts I could not understand. Words like prophesying, rekindled and
adornment had never been spoken in my hearing. No one had ever told me aloud to
behold something, and I didn't know that vessels could be cups and bowls as well as
ships. I could say these words over, and shape my mouth around their big sounds. I could
enjoy them. When I speeded it up, and my reading became fluent, it was partly because I
had learned how to ignore such words efficiently. I methodically left out chunks. I
marked them to be sorted out later, by slower and more patient mental process; I grabbed
the gist, which seemed to survive even in sentences that were mostly hole; and I spread
on.
5. Books, it seemed to me could vary more than virtually anything else that went around in
the world under one name. They infused me with new emotions. They let me try out a
different life for size: a wonderful alternative to my own small dreamy medically unlucky
family of four. In Arthur Ransome's ‘Swallows and Amazons’, the brothers and sisters
were robust. Without having to feel disloyal, I could experiment, reading
Arthur Ransome, with the idea of belonging to that other kind of family.
6. When I made my choice at the library, I knew that I could have under my arm on the way
home on the bus melancholy; or laughter; or fear; or enchantment; or longing. I didn't just
want to see in books what I saw in the world around me even if it was described from
different angles. I wanted to see things I never saw in life. More than anything else, I
wanted them to take me away. I wanted exodus.
Q1. Answer the following questions:
1. How could the mother tell that Francis was reading?

_____________________________________________________________________

__________________________________________________________________[1]

2. Describe which figurative technique has been used in the phrase ‘curled in a chair like

a prawn’ and also explain the effect of it.

_____________________________________________________________________

_____________________________________________________________________

__________________________________________________________________[2]

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3. How can you tell that Francis was escaping from life when he was reading? Quote a

phrase from the text to support your answer. (paragraph 1)

_____________________________________________________________________

__________________________________________________________________[2]

4. Describe the symptoms of mumps which Francis experienced at school.

_____________________________________________________________________

__________________________________________________________________[2]

5. Write an example of a metaphor from the second paragraph.

_____________________________________________________________________

__________________________________________________________________[1]

6. Which activity did Francis learn during the time when he had mumps?

_____________________________________________________________________

__________________________________________________________________[1]

7. Explain in your own words the progress which Francis made with his reading in

paragraph 3.

_____________________________________________________________________

__________________________________________________________________[1]

8. What were the ‘holes in the text’ which Francis came up against in his reading, and

how did he deal with them?

_____________________________________________________________________

__________________________________________________________________[2]

9. For which two reasons did Francis particularly enjoy ‘Swallows and Amazons’?

Choose and highlight the correct two options. [2]

i. The siblings were robust unlike his own family.

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 ii. The story was very emotional.

iii. Without being disloyal, he could enjoy the feeling of belonging to another

family.

iv. The action sequences within the book were very thrilling.

10. What do you think is meant by the word ‘exodus’ in the last paragraph? Choose and

select the correct option. [1]

i. Escape.

ii. Happiness

iii. Strength

iv. Satisfaction

11. Which word from the fourth paragraph means ‘lack of understanding’?

__________________________________________________________________[1]

Q2. Identify whether the following sentences are simple, compound, complex or

compound complex sentences. [2]

1. When the sky is cloudy, I like to sit outside and sometimes I read a book.

2. After Troy ate a giant cookie, he got a stomach ache.

Q3. Insert proper punctuation marks in the dialogues given below. [2]

1. When will we be back Ray asked.

2. Hmm, said Larry, I’ve never seen that guy in the neighbourhood before.

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 Pakistan International School, Jeddah, English Section
Academic Session 2021-2022
English Test 1 - Y7

Total points: 20

Reunification
Amelia knew from the beginning that the boy wasn’t hers. His nose was too pointed, his hair too
thin; when he turned to the side he resembled a cliff swallow who’d lost his muddy nest. When
he cried, Amelia’s ears rang. She could bring no comfort to his pointy shoulders, which shook
against her chest during his night terrors.

Until one week, his nocturnal screams had given way to the soft sobs of a broken child. He
hadn’t fought her as she held him, his tears sinking into Amelia’s cotton nightgown as she ran a
hand up and down, up and down, up and down his back. The next night, Amelia’s embrace got
him to sleep in just a few minutes. And the night after that, he’d slept all the way through.

The boy liked pancakes with grape jelly, Amelia learned, on the blue-and-yellow plastic plate.
He liked cowboy pajamas and the glow-in-the-dark stars she’d painstakingly pasted on his
ceiling just minutes before he’d stepped through her doorway, his possessions stuffed into a
garbage bag at his feet. He liked these things, and soon, he loved them.

His laughter vibrated through the house like the satisfied lilt of a starling, declaring his place in
this tree. It tickled the inside of Amelia’s ribcage and sent her into fits of tearful giggles. Bubble
baths made him laugh. She could make him laugh. Everything made him laugh. She drank in the
sound like it was sweet nectar.

On the last day, the same white car that had dropped him at her doorstep months ago rolled into
Amelia’s driveway. An officious woman clutched the wheel with the same grip that Amelia
found herself clutching the boy’s hand. It was time for reunification, which Amelia knew was the
goal of the foster system. The boy was going back.

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Amelia looked down and took in his features one last time. Soon he’d be back with his flock, his
delicate features matching those around him, in the nest where he belonged. He was theirs.

But in those last seconds, as the car settled into a parked position and he squeezed her hand back,
Amelia’s heart swelled. He may not have been hers, but in that moment, she knew she’d always
be his.

GLOSSARY:
swallow any of numerous small widely distributed oscine birds
nocturnal active at night
lilt a spirited and usually cheerful song or tune
officious volunteering one’s services where they are neither asked nor needed
starling a dark brown European bird

Comprehension:
1. What kind of features did the small boy have?

………………………………………………………………………………………… [1]

2. What did the boy like to eat?

………………………………………………………………………………………… [1]

3. What had Amelia pasted on the ceiling?

………………………………………………………………………………………… [1]

4. What made the little boy laugh? Give evidence from the text.

…………………………………………………………………………………………….

………………………………………………………………………………………… [2]

5. What happened on the last day?

………………………………………………………………………………………… [1]

6. What did Amelia look at one last time?

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 ………………………………………………………………………………………… [1]

7. How was Amelia feeling at the ‘reunification’ of the little boy? Give evidence from the
text.

……………………………………………………………………………………………..

………………………………………………………………………………………… [2]

8. The little boy was also nervous about leaving Amelia. How does the text prove it?

………………………………………………………………………………………… [1]

9. What does the following sentence suggest?

‘Soon he’d be back with his flock’
a) He was going back to his family.
b) He was going to an orphanage.

………………………………………………………………………………………… [1]

10. What do you think might have happened after the little boy left Amelia?

………………………………………………………………………………………… [1]

11. Identify whether the following sentences are simple, compound or complex. [3]

a. Until one week, his nocturnal screams had given way to the soft sobs of a broken
child..
b. Bubble baths made him laugh.
c. He liked these things, and soon, he loved them.

12. Punctuate the following sentences. [2]

i. i like pancakes and jellies said the little boy

ii. when he cried amelias ears rang

13. Find a word in in the first paragraph that means as ‘sharp’. [1]

14. Write ‘T’ with true and ‘F’ with false statement. [2]
a) The little boy was Amelia’s son. ( )
b) Amelia was happy to let the boy go in the end. ( )

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 Pakistan International School Jeddah- English Section

Y7 (Session 2021-2022)
Test 1
Total Point: 20
Q1. Read the following passage carefully and answer the questions given at the end:
1. I start Infant School at Hotham school. It is a big, red- brick Victorian school with two
concrete playgrounds. The ground floor is the Infant School, the first floor is the
Junior School and the second floor is mysterious. Inside there is wooden
parquet flooring and the classrooms are bright and colorful. I do have a growing
awareness of being different: both foreign and not Christian. In the holidays and at
weekends, I play in the street with other children. They are of all ages and races. We
wander around the neighborhood with impunity, although my parents prefer that I
stay within the immediate vicinity of Weiss Road. There is a sweet shop around the
corner from our house. Whenever I get a penny or two, I immediately go to the sweet
shop to spend the money.
2. Our latest fashion is ‘Tarzan’ cards. They come in packets: four cards with a stick of
bubble gum. Each card shows a scene from a cartoon Tarzan story. I really don't like
bubble gum, but I like collecting the cards. I carry my thick wad of cards around with
me in the street. One day, two older boys, whom I know by sight, approach me. One
is black and one is white. The white boy also has a stack of Tarzan cards. The black
boy says that we can play a game in which we will win Tarzan cards from each
other. He knows the rules and will show me how to play. We squat on the pavement
outside my house and play the game. The black boy is orchestrating the game; the
white boy is the other contestant. I don't really understand the game at all. Each time I
pull one of the cards from my pile, the other boy also pulls a card from his pile. The
black boy examines the two cards and then declares the winner. The white boy keeps
winning and also gets to keep both of the cards each time. I don't understand how this
works, but I keep playing, in the hope of winning my cards back.
3. In a very short space of time, I lose all of my precious Tarzan cards. This is a horrible,
unbelievable thing that has happened. I am frantic and miserable as I realize that,
because I have no more cards, I can't play anymore, so there's no chance to win my
cards back. I notice that the black boy has a very cunning smile as the two of them
walk away with all of my Tarzan cards. I run inside to tell my mother. She is dressed

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 like a cleaning woman: rubber gloves, apron, scarf over her hair. She seems always to
be cleaning the house. Very upset, I tell her what happened hoping that she can make
it right. She looks very tired.
4. At the end of the school year, my mother takes my two brothers and me with her to
Pakistan and we live at my at my grandparent’s big house for the entire summer
vacation. My father continues to work in London; he has no choice. My mother is
highly stressed by the misery, humiliation and poverty of life in England (not to
mention the cold and the rain) and is possibly having a nervous breakdown. She is
seriously considering moving us back to Pakistan permanently.
5. My grandfather is a tall, distinguished man with a bald head. One day he takes me to
work with him; he is the manager of the railway station. He wears a white
short- sleeved shirt and dark trousers, and carries a leather satchel. We travel to the
railway station in a motor rickshaw. His office has many open windows which look
out onto the tracks and let in the blazing sunshine, and a fan blows across the room,
oscillating steadily throughout the day, marking time like clock. There are several
essential paperweights on the desk, smooth glass orbs with colorful trinkets imbedded
inside them. Many men come to see my grandfather, talking about important matters
to do with trains, and he reads and signs endless papers. He introduces me as his
grandson who lives in London; I try not to fidget too much.
6. My mother explores the idea of us attending school in Pakistan, but eventually she
decides to give England another try and we arrive back in London. I can see my father
through the glass wall at Heathrow airport, waiting for us. It is good to see him again.
Question/Answers: [16 Points]
1. What was the school building like?

________________________________________________________________________

____________________________________________________________________[1]

2. Write two ways in which the writer is different from the other boys.

i. _______________________________________________________________

ii. ____________________________________________________________[1]

3. How does the writer spend his leisure time? (paragraph 1)

__________________________________________________________________[1]

2
4. What is the contextual meaning of the word impunity? (paragraph 1)

_____________________________________________________________________

__________________________________________________________________[1]

5. How do the two older boys take advantage of the writer? Describe in your own words.

_____________________________________________________________________

_____________________________________________________________________

__________________________________________________________________[1]

6. Why does the writer not withdraw from the game?

_____________________________________________________________________

__________________________________________________________________[1]

7. How does the writer feel after the game? Quote evidence from the text to support your

answer.

_____________________________________________________________________

_____________________________________________________________________

__________________________________________________________________[2]

8. Why does the writer’s mother ‘look tired’ when listening to her son’s story? Choose

and highlight the correct answer. (paragraph 3)

i. She is over-worked.

ii. She is pissed off due to her son’s behaviour.

iii. She is tired of listening to his stories.

iv. She could not have proper sleep at night. [1]

9. What are the two reasons for the writer’s mother being highly stressed? (paragraph 4)

i. _____________________________________________________________

3
 ii. ___________________________________________________________[2]

10. The writer’s grandfather was a ‘distinguished man’. What two aspects make him seem

this way to the writer? Choose and highlight the correct options. [2]

i. He travels to the railway station in a motor risckshaw.

ii. Many men come to see his grandfather, talking about serious matters.

iii. He reads and signs endless papers.

iv. His office has open windows which look out onto the tracks.

11. Why does the writer ‘try not to fidget too much’?

_____________________________________________________________________

__________________________________________________________________[1]

12. How does the writer’s mother change her mind and how does her decision affect the

writer? (paragraph 6)

_____________________________________________________________________

_____________________________________________________________________

__________________________________________________________________[2]

Q2. Identify whether the following sentences are simple, compound, complex or

compound complex sentences. [2]

1. We can never obtain peace in the outer world until we make peace with ourselves.

2. Erin loves her brother, and he loves her too because she pays his bills.

Q3. Insert proper punctuation marks in the dialogues given below. [2]

1. Would you like to answer the door she asked.

2. I love this dress, said Sally, I’m going to wear it everywhere

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 Pakistan International School, Jeddah, English Section
Academic Session 2021-2022
English Test 1 - Y7

Total points: 20
Some stories are based on events that really happened. Writers use some of the basic facts, but
may change some details and add others of their own. Below is a fictional version of a mysterious
event that really happened.
On 5th December 1872, the Dei Gratia, a ship sailing across the Atlantic Ocean from New York
to Gibraltar, came across a two-masted square-rigger in the middle of the ocean. Her course was
unsteady, going this way and that with the wind. As the Dei Gratia got closer, the captain could
see that no one was at the helm. He signaled to the strange ship but there was no reply.
Lowering a rowing boat into the water, the captain, the second mate and two other sailors made
their way over to the ship. As they got closer, the name on the stern became visible. It was the
Mary Celeste. The captain and the mate climbed aboard, expecting to be greeted by members of
the crew, but what they found was a mystery that they could not explain, and which remains
unsolved to this day.

They made a thorough search of the ship only to find that it was completely deserted. The ship
itself was in excellent condition. There was plenty of food and water, and the cargo, barrels of
alcohol, was intact and in place in the hold.

In the captain's cabin they found the table laid for a breakfast which had only been half-eaten and,
in the galley, pots containing food hung over a dead fire. In the mate's cabin, there was a piece of
paper on the desk on which was written a half- finished calculation. The only thing that appeared
to be missing was the ship's chronometer.

The captain of the Dei Gratia suspected that there had been a mutiny but, as the lifeboat was still
there, it was impossible to see how the crew had escaped. Had they been taken off by a passing
ship? Had they jumped overboard? There were, however, some sinister clues. In one cabin there
was a cutlass, smeared with blood, and there were similar stains on the deck rail. The last entry in
the Mary Celeste's log was dated 24th November - ten days before the Dei Gratia had come across
her.

The log indicated that she had been passing north of St Mary's Island in the Azores. If she had
been abandoned soon after that, there was no way she would have drifted to this spot. The way her
sails were set, she could not have reached where she was unless someone had been sailing her.
An official inquiry came up with an explanation that did not hold water. It was decided that the
most likely course of events was that the crew had murdered the captain and his family, thrown
their bodies overboard and then escaped on another vessel. However, there was no sign of a
struggle and no valuables were taken. There were many popular theories at the time. It was

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suggested that the ship had been attacked by an octopus or some such monster, which had taken
the crew but left the ship completely undamaged! Others suggested that the crew had disembarked
on an unknown island and left the boat to drift away, or that they had been sucked off the decks
by some bizarre whirlwind. Despite the theories, the mystery of the Mary Celeste has never been
solved.

GLOSSARY:
chronometer an instrument for measuring time, used in navigation
cutlass a type of sword
log a written record of a voyage
square-rigger a type of sailing boat

Comprehension:
1. Name the ocean on which Dei Gratia was sailing?

………………………………………………………………………………………… [1]

2. Where was it sailing to?

………………………………………………………………………………………… [1]

3. Who made their way to the ship?

………………………………………………………………………………………… [1]

4. What did the captain and the mate of the Dei Gratia find on the Mary Celeste that
suggested there was no reason for the crew to abandon ship? Write at least 2 reasons.

…………………………………………………………………………………………….

………………………………………………………………………………………… [1]

5. What were the things they found that were out of the ordinary in the captain’s cabin.

………………………………………………………………………………………… [2]

6. Write the date when the last entry was logged in the Mary Celeste.

………………………………………………………………………………………… [1]

7. The captain of the Dei Gratia and the official inquiry concluded that there had been a
mutiny. Why was this an unlikely explanation?

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 ……………………………………………………………………………………………..

………………………………………………………………………………………… [2]

8. At what time of day do you think the Mary Celeste ran into trouble? Give evidence.

………………………………………………………………………………………… [1]

9. The cutlass and deck-rail were blood stained. What does that suggest?

………………………………………………………………………………………… [1]

10. What do you think might have happened to the Mary Celeste?

………………………………………………………………………………………… [1]

11. Identify whether the following sentences are simple, compound or complex. [3]

a. Despite the theories, the mystery of the Mary Celeste has never been solved.
b. There were many popular theories at the time.
c. There was no sign of a struggle and no valuables were taken.

12. Punctuate the following sentences. [2]

i. there had been a mutiny suggested the captain

ii. in the mates cabin there was a piece of paper

13. Find a word in the seventh word in the second paragraph that means as ‘left without needed
protection’. [1]

14. Write ‘T’ with true and ‘F’ with false statement. [2]
a) The ship was in excellent condition. ( )
b) The only thing that appeared to be missing was the ship's anchor. ( )

3|Page
 PAKISTAN INTERNATIONAL SCHOOL JEDDAH-ENGLISH SECTION
Academic Session 2021-2022
Y7 First Term
TEST:1

Name: ______________ Class:7-G ___________ Date: ___________________

Total points: 20

In the following passage, the narrator is walking through a forest on a remote island which is home to
strange creatures.

I walked, but with some misgivings, and soon found myself in a level place among scattered trees. The
colourless clearness that comes at sunset was beginning to fade. The blue sky above grew swiftly darker,
and only a few small stars pierced the gloom; the gaps between the trees, that had been hazy blue in the
daylight, grew black and mysterious.

I pushed on. The colour vanished from the world, the tree-tops appeared in ghostly silhouette against the
luminous blue of the sky, and all below that outline melted into one formless blackness. Presently, the trees
grew thinner, and the shrubbery undergrowth more abundant. Then there was desolate space covered with
white sand, and then another expanse of tangled bushes.

I was tormented by a faint rustling close by. I thought at first it was my imagination, for whenever I stopped,
there was silence, apart from the breeze in the tree-tops. Then when I went on again, there was an echo to
my footsteps.

I moved away from the bushes, keeping to the more open ground, and trying by sudden turns now and then
to surprise this thing, if it existed, in the act of creeping up on me. I saw nothing; nevertheless, my sense of
another presence grew steadily. I increased my pace, and after some time came to a slight ridge, crossed it,
and looked back at it carefully from the other side. It stood out black and clear-cut against the evening sky.
A shapeless lump heaved up briefly against the skyline and vanished again. And there was another
unpleasant realization: I had lost my way.

For a time, I hurried on, hopelessly perplexed, pursued by that stealthy stalker. Whatever it was, the thing
either lacked the courage to attack me, or it was waiting to find me at a disadvantage. I kept carefully to the
open spaces. At times, I would turn and listen, and then I half-persuaded myself that my pursuer had
abandoned the chase, or it was merely a creature of my imagination. Then I heard the sound of the sea. I
quickened my footsteps almost to a run, and immediately heard something stumble behind me.

I turned suddenly, and stared at the uncertain trees. One black shadow seemed to leap into another. I stood
rigid, listening, and heard nothing but the throb of the blood in my ears. I thought that my nerves were on
edge, that my imagination was tricking me, and so I turned resolutely towards the sound of the sea again.

In a minute or so the trees grew thinner, and I emerged upon a bare low headland running out into the
sombre water. The night was calm and clear, and the reflection of the growing multitude of stars shivered
in the steady swell of the sea. Some way out, the waves washing against a coral reef shone with their own
pale light. The coast fell away from me to the east, and westward it was hidden by the headland.
A twig snapped behind me and there was a rustle. I turned and stood facing the sinister trees. I could see
nothing – or else I could see too much. Every dark form in the dimness had its threatening quality, and I
felt I was being watched. So, I stood for perhaps a minute, and then, keeping my eyes on the trees, I turned
westwards to cross the headland. As I moved, one of the lurking shadows moved to follow me.

My heart beat quickly. Presently the broad bay to the west became visible, and I halted again. The noiseless
shadow halted a dozen metres from me. A little point of light shone away in the distance, and the grey curve
of the sandy beach lay faint under the starlight. To get to the beach I should have to go through the trees
where the shadows lurked, and down a bushy slope. I could see the thing rather more distinctly now. I
turned towards it, but my throat was too dry to speak. I swallowed hard and finally croaked out:

‘Who’s there?’

Answer the following questions.

Q1: Give a clue which suggest that the writer is being followed. Quote a phrase to support your
answer. [2]

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

Q:2 Give one word used in the passage which suggests that the narrator is feeling distressed
(paragraph 3). [1]

---------------------------------------------------------------------------------------------------------------------

Q:3 How does the narrator reacts to the sound of the twig snapping? [2]

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

Q:4What does the writer means by the words in italics in the following phrase. Choose the
correct option.
[1]

(1) ‘unpleasant realization’

• Unhappy/unfortunate/ disturbing situation

• Frightening/scary surrounding
• Happy/ exciting moments
(2) Hopelessly perplexed [1]

• Confused, worried/ at a loss

• Fresh, attentive, alert
• Dull, boring

Q5: What time of the day has been shown in the text? Choose the correct option. [1]

• Dawn

• Mid afternoon
• Post sunset

Q6: Which two terms of figurative language are used in the following phrase. [2]

‘steady swell of the sea’

• Personification

• Alliteration

• idiom

Q7: Why did the narrator find it difficult to speak at first and what his voice was like when he
speak (paragraph 9) [2]

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

Q8: How does the narrator react (paragraph 7). Choose the correct option. [1]

1. got surprised
2. turned westward
3. turned back and smiled

Q9: How does the writer describe the scene in the beginning? Choose the 2 correct options. [2]

1. lifeless, dull
2. happy, a new beginning
3. scary
Q10: Read the following sentence and determine what kind of sentence it is. [1]

I turned and stood facing the sinister trees.

1. Compound
2. Simple

Q11: Which part of speech is this word belongs to? [1]

Lurked ______________

Q12: Give synonyms of the following words. [2]

1. Gloom ______________

2. Tormented ______________

Q13: Identify the figure of speech used in the following sentence. [1]

‘The tree-tops appeared in ghostly silhouette against the luminous blue of the sky’

1. Personification.

2. Metaphor.