Title VSTEP-Reading test 3.docx ✅

Code 3 - Page 2 of 15 stole things from them and sometimes killed the sailors. The waters around Singapore were dangerous and ships were afraid to come near the island. When Raffles came, he made laws and stopped the pirates. He made some the people policemen and they made sure that the new laws were kept. Singapore became safe and people were no longer afraid. 7AMany people came to live in Singapore and ships were no longer afraid to visit there. The ships came to buy and sell things and the island began its history as a trading center for the world. 7B Now people could easily go from one place to another on the island. 7CBeside houses and roads, Raffles built schools and he brought in teachers from Britain to work in the schools. 7DThe lessons were taught in both English and Malay, and the teachers wrote school books to help their students. Many Europeans came to Singapore and started companies. In 1824, Raffles and his wife returned to England. He put all his books, plants and animals on the ship but before it reached England, a fire began on the ship and everything was lost. Despite this, Raffles started the London Zoo and was its first president. Raffles died at the age of 45 in 1826. 1. While young, Raffles worked in_____ A. Singapore. B. Malaysia. C. Indonesia. D. England. 2. Stamford Raffles began to work when he was young because A. he wanted to see the world. B. he was not clever. C. his parents do not have much money D. he did not like to study. 3. What does “it” in paragraph 2 refer to? A. The captain
Code 3 - Page 3 of 15 B. The trading C. The British East India Company D. The ship 4. When Raffles first came to Singapore, it was______ A. a very busy port. B. almost deserted. C. a big city. D. a very old city. 5. The word “pirates” in paragraph 2 could best be replaced by A. sailors B. captains C. sea robbers D. wealthy fishermen 6. Singapore became safe because_______ A. no more ships went there. B. the thieves were caught. C. many pirates came there. D. the thieves went to other islands. 7. Look at paragraph 4, where the following sentence can be added? Raffles built many houses, buildings and roads. A. 7A B. 7B C. 7C D. 7D 8. Most of the first teachers in Singapore were_____ A. foreigners. B. from Singapore. C. not real teachers. D. not good at teaching 9. When Raffles was travelling back to England,
Code 3 - Page 4 of 15 A. his wife died. B. he died. C. all his books were burned. D. the ship was lost. 10. What is the main purpose of the author when writing this passage? A. To tell the life story of Stamford Raffles. B. To explain why Singapore is a world centre for trade C. To invite foreign companies to invest in Singapore. D. To explain why Stamford Raffles left Singapore. PASSAGE 2 – Questions 11-20 No student of a foreign language needs to be told that grammar is complex.  By changing word sequences and by adding a range of auxiliary verbs and suffixes, we are able to communicate tiny variations in meaning.  We can turn a statement into a question, state whether an action has taken place or is soon to take place, and perform many other word tricks to convey subtle differences in meaning.  Nor is this complexity inherent to the English language.  All languages, even those of so-called 'primitive' tribes have clever grammatical components.  The Cherokee pronoun system, for example, can distinguish between 'you and I', 'several other people and I' and 'you, another person and I'.  In English, all these meanings are summed up in the one, crude pronoun 'we'.  Grammar is universal and plays a part in every language, no matter how widespread it is.  So the question which has baffled many linguists is - who created grammar? At first, it would appear that this question is impossible to answer.  To find out how grammar is created, someone needs to be present at the time of a language's creation, documenting its emergence.  Many historical linguists are able to trace modern complex languages back to earlier languages, but in order to answer the question of how complex languages are actually formed, the researcher needs to observe how languages are started from scratch.  Amazingly, however, this is possible.