Two passages · 4 MCQ + 3 True/False/Not Given (auto) · 3 short answers (model answers)
25 MARKSAuto: 0/14Self: 11 m
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Passage 1 — Cultural Ambassadors
Cultural Ambassadors
Adapted from the Student’s Book, page 53 · ≈ 150 words
Two Kuwaiti pioneers, Mohammad Al Sharekh and Hamza Al Khayat, devoted their lives to the Arabic language. Al Sharekh, who was born in 1942, founded Sakhr Company in 1982. It quickly became a leading company in Arabic computer programmes. His team created Arabic keyboards, automatic translation programmes and more than ninety educational and cultural programmes. He also gave Kuwait a free online Arabic dictionary and a digital collection of Arabic literature.
Hamza Al Khayat, whose creativity touched generations of students, spent more than forty years improving the teaching of Arabic. He was the director of the Linguistic Creativity Centre, and his creative way of teaching spelling made learning fun. His detailed book ‘Learn the Hamza with Hamza’, which was based on fifteen years of research, was given free to schools. Both men sadly passed away in 2024, but their work lives on — a primary school now carries Al Khayat’s name.
Items A-1 → A-4 · Multiple Choice
2 marks each · auto-marked
A-1(2 m)
What is the best title for the first profile in ‘Cultural Ambassadors’?
Answer: C — A Leader in Arabic Computing.The first profile presents Al Sharekh’s pioneering role in Arabic computer programmes, keyboards and translation.
A-2(2 m)
Al Khayat’s book ‘Learn the Hamza with Hamza’ was based on ______ of research.
Answer: C — fifteen years.The passage states the detailed book “was based on fifteen years of research”.
A-3(2 m)
How do robots in Japan show respect for people, according to Passage 2?
Answer: B.Passage 2: “Robots follow social rules: they keep a polite distance, wait patiently and never interrupt.”
A-4(2 m)
According to the passages, preserving heritage means:
Answer: C.“Preserving heritage does not mean stopping progress” — traditions and technology advance together.
Items A-5 → A-7 · True / False / Not Given
2 marks each · auto-marked
A-5(2 m)
Mohammad Al Sharekh founded Sakhr Company in 1982.
Answer: True.Stated directly: “founded Sakhr Company in 1982”.
A-6(2 m)
Hamza Al Khayat sold his books at very high prices.
Answer: False.The passage says his book “was given free to schools” — the opposite of selling it.
A-7(2 m)
Al Sharekh received an international award in space science.
Answer: Not Given.The passages never mention Al Sharekh receiving a space-science award, so we cannot decide True or False.
Items A-8 → A-10 · Short Answers
Model answers · self-checked
A-8(3 m)
How did Al Sharekh support Arabic culture beyond technology?
Model (3 m): He developed more than ninety educational and cultural programmes, a free online Arabic dictionary, and a digital collection of Arabic literature.Evidence: “more than ninety educational and cultural programmes… a free online Arabic dictionary and a digital collection of Arabic literature.”
A-9(3 m)
What does Al Khayat’s free distribution of his work show about his values?
Model (3 m): It shows his commitment to education and his desire to support students in Kuwait and other countries, putting the language and its learners before profit.Evidence: “was given free to schools” + forty years devoted to improving Arabic teaching.
A-10(5 m)
“Japan is a model for balancing tradition and technology.” Explain why, using ideas from Passage 2. (Write 2–3 sentences.)
Model (5 m): Japan preserves its cultural heritage — the tea ceremony, kimono-making and calligraphy are passed down — while using modern technology such as robots, websites, apps and online museum tours to support and share these traditions. Its traditions remain alive because people respect their cultural roots, so progress and heritage grow together.Marks: 2 for tradition evidence + 2 for technology evidence + 1 for the balanced conclusion.
Passage 2 — Can Technology Save Heritage?
Can Technology Save Heritage?
Adapted from the Student’s Book, page 61 · ≈ 150 words
Japan is a strong example of a continuous culture where essential traditions remain alive. The tea ceremony and respect for elders are still important today, and skills like kimono-making and calligraphy are passed down from parents to children. Schools educate students about traditional arts and customs, and these traditions help young people identify with their culture. Websites and apps help people overseas view and learn about Japanese culture, and young calligraphers share their work online.
Technology in Japan is designed to respect people. Robots follow social rules: they keep a polite distance, wait patiently and never interrupt. Museums publish videos and online tours, so anyone can explore Japan’s heritage from home. Japan shows that preserving heritage does not mean stopping progress — by respecting its cultural roots, a country can keep its traditions alive while moving confidently into the future.
✦ Items A-3 and A-4 above also refer to this passage.
B
Vocabulary
Matching · odd-one-out · word bank — all words from the Unit 3 glossary
20 MARKSAuto: 0/20
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B1 — Match the word to its definition 5 × 2 m
Choose the letter (A–E) of the correct definition for each word, then press Check matching.
A) to be located in a quiet place, where not many people go
B) a large official meeting, usually lasting a few days, for people with the same work or interests
C) an object made by a person, especially something of historical or cultural interest
D) to make or change something to suit the needs of the owner or user
E) to give an amount of time, attention, etc. to something
1. artefact
an object made by a person…
2. conference
a large official meeting…
3. devote to
to give time or attention…
4. tuck away
to be located in a quiet place…
5. customise
to change something to suit the user…
Keys: 1-C artefact · 2-B conference · 3-E devote to · 4-A tuck away · 5-D customise.All five verbs and nouns come from the Unit 3 glossary (words 1, 10, 22, 42, 44).
B2 — Odd one out 4 × 1 m
Click the word that does not belong with the others.
B2-1(1 m)
dye · weave · decorative · customise
Answer: C — decorative.It is the only adjective; the others are verbs.
B2-2(1 m)
sadly · patiently · precisely · insightful
Answer: D — insightful.It is the only adjective; the others are adverbs.
B2-3(1 m)
award · conference · watchtower · publish
Answer: D — publish.It is the only verb; the others are nouns.
B2-4(1 m)
alive · continuous · classic · identity
Answer: D — identity.It is the only noun; the others are adjectives.
B3 — Complete with the word bank 6 × 1 m
Complete each sentence with a word from the bank. Use each word once. Three words are extra.
evidence · stand for · pass down · watchtowers · ceremony · identity · illustrate · overseas · roots
B3-1(1 m)
These stamps give us ______ of Kuwait’s history.
B3-2(1 m)
Families ______ stories and traditions through generations.
B3-3(1 m)
The falcon in the old stamp ______ strength and pride.
B3-4(1 m)
High ______ surround the old fort on all sides.
B3-5(1 m)
The tea ______ is an important cultural practice in Japan.
B3-6(1 m)
Sadu weaving is an important part of Kuwaiti cultural ______.
Non-defining relative clauses (who / whose / which / where / when) · Past simple vs past continuous (when / while / as)
25 MARKSAuto: 0/18Self: 7 m
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C1 — Choose the correct answer 10 × 1 m
C1-1(1 m)
Zoomorphic calligraphy, ______ is a special type of Arabic art, combines writing with animal shapes.
Answer: B — which.‘which’ refers to a thing (calligraphy) in a non-defining clause between commas.
C1-2(1 m)
Many artists, ______ are inspired by nature and culture, use Arabic letters to create shapes.
Answer: C — who.‘who’ refers to people (artists) as the subject of the clause.
C1-3(1 m)
This art form, ______ history goes back many years, is an important part of cultural heritage.
Answer: C — whose.‘whose’ shows possession (the history of the art form); ‘that’ is never used in non-defining clauses.
C1-4(1 m)
On art websites, ______ people from different countries can view designs, young calligraphers share their work.
Answer: B — where.‘where’ refers to a place (websites).
C1-5(1 m)
Which sentence is grammatically correct?
Answer: C.Non-defining clauses need ‘who’ for people and commas around the clause — never ‘that’.
C1-6(1 m)
While I ______ at the photo, I recognised my friend.
Answer: B — was looking.‘While’ + past continuous for the longer background action; the short action (recognised) is past simple.
C1-7(1 m)
As my grandfather ______, everyone believed his words.
Answer: B — was speaking.‘As’ joins two parallel past actions: speaking (long) + believed (short), so past continuous for the long one.
C1-8(1 m)
When the pearl divers returned, their families ______ on the shore.
Answer: B — were waiting.The return (short action, past simple) interrupted the waiting (long action, past continuous).
C1-9(1 m)
I ______ Failaka Island when I found the artefacts.
Answer: B — was exploring.Key example from the book: the exploring is the background action interrupted by ‘found’.
C1-10(1 m)
In the 2000s, ______ artists started sharing their work online, zoomorphic calligraphy became popular again.
Answer: C — when.‘when’ refers to a time (in the 2000s).
C2 — Correct the verb in brackets 8 × 1 m
Write the correct form of the verb in brackets, then press Check.
C2-1(1 m)
While the children (watch) ______ a folk dance, the music stopped.
C2-2(1 m)
When their mother (arrive) ______, they were reading in the living room.
C2-3(1 m)
As a tourist (walk) ______ through Al-Mirqab area, he saw a mosque.
C2-4(1 m)
When he (enter) ______ the mosque, people were praying quietly.
C2-5(1 m)
My sister, whose name (be) ______ Mariam, is 13 years old.
C2-6(1 m)
Mr Jamal, who really (enjoy) ______ his job, is a history teacher.
C2-7(1 m)
I (cook) ______ when the lights went out.
C2-8(1 m)
While I (study) ______, my brother was watching TV.
Keys: 1 were watching · 2 arrived · 3 was walking · 4 entered · 5 is · 6 enjoys · 7 was cooking · 8 was studying.Long/background actions take was/were + -ing; short interrupting actions take past simple.
C3 — Rewrite / combine the sentences 7 × 1 m · self-checked
Rewrite each pair as ONE sentence using the word in brackets. Remember the commas!
C3-1(1 m)
Kuwait is in the Gulf. It is very hot in summer. (which)
Model: Kuwait, which is in the Gulf, is very hot in summer.Non-defining clause with ‘which’ for a thing, wrapped in commas.
C3-2(1 m)
The artist’s work is famous. She visited our school. (whose)
Model: The artist, whose work is famous, visited our school.‘whose’ replaces ‘her’ before the noun (work).
C3-3(1 m)
In February we celebrate National Day. The streets are full of flags then. (when)
Model: In February, when we celebrate National Day, the streets are full of flags.Key example from the book — ‘when’ for time, commas around the clause.
C3-4(1 m)
Ahmed bin Salman Al-Ustath was a master shipbuilder. He built 20 dhows in the 1940s. (who)
Model: Ahmed bin Salman Al-Ustath, who was a master shipbuilder, built 20 dhows in the 1940s.Key example — ‘who’ gives extra information about a person.
C3-5(1 m)
I was studying. My brother was watching TV. (While — two long actions)
Model: While I was studying, my brother was watching TV.Also accept: “While my brother was watching TV, I was studying.” ‘while/as’ + two past continuous actions.
C3-6(1 m)
Their mother arrived. They were reading in the living room. (When — short action first)
Model: When their mother arrived, they were reading in the living room.‘When’ + past simple (short) then past continuous (long).
C3-7(1 m)
Rewrite correctly with commas: “The park where children play every day is near my house.” (make the clause non-defining)
Model: The park, where children play every day, is near my house.Extra information is enclosed by commas — the sentence stays complete without it.
D
Language Functions
Matching · choosing the most suitable response
10 MARKSAuto: 0/10
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D1 — Match the function to the expression 5 × 1 m
A) Exactly! Technology can keep our traditions alive.
B) Students must learn about their cultural roots.
C) Why don’t we film our grandparents telling their old stories?
D) You should visit Failaka Island to see the historic forts.
E) In my opinion, sadu weaving is a treasure of our identity.
1. Giving advice
telling someone the best thing to do
2. Expressing opinion
saying what you think
3. Expressing obligation
saying what is necessary
4. Agreeing
sharing someone’s view
5. Making a suggestion
offering an idea
Keys: 1-D (should) · 2-E (In my opinion) · 3-B (must) · 4-A (Exactly!) · 5-C (Why don’t we…?).Signal words: should = advice, in my opinion = opinion, must = obligation, exactly = agreement, why don’t we = suggestion.
D2 — Choose the most suitable response 5 × 1 m
D2-1(1 m)
“I think museums should offer virtual tours.” — ______
Answer: B.Only B responds to the opinion about virtual tours — agreeing and adding a reason.
D2-2(1 m)
“How can we keep our traditions alive?” — ______
Answer: A.A answers the ‘how’ question with a practical suggestion about documenting traditions.
D2-3(1 m)
“What does the falcon on the old stamp stand for?” — ______
Answer: A.‘stand for’ means represent — the falcon represents strength and pride.
D2-4(1 m)
“I keep spelling ‘hamza’ wrongly in Arabic.” — ______
Answer: A.The problem needs advice — ‘should’ + practise patiently (like Al Khayat’s spelling book).
D2-5(1 m)
“While I was walking through the souq, I met an old pearl diver.” — ______
Answer: B.B shows interest and keeps the conversation about the story going.
E
Writing
Guided article · ≈ 100 words · plan box · linkers · rubric · two model answers
20 MARKSSelf-checked against models
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✦ Guided Article Task
Your school magazine has asked students to write a short article (about 100 words) entitled “Keeping Our Heritage Alive”. Describe one traditional craft or custom you value, explain why it matters, and suggest how technology can help protect it.
① Topic sentenceIntroduce the craft or custom and where it comes from.
② Supporting idea 1Say why it matters — family, identity, history.
③ Supporting idea 2How can technology protect or share it? (apps, videos, virtual tours…)
④ ConclusionEnd with a hopeful sentence about the future.
Useful linkers
choose at least three
FirstlyIn additionFor exampleMoreoverWhileBecause of thisAs well as thatFinallyIn conclusionTo sum up
✎ 0 words · target 80–120Try to use a non-defining relative clause (, which… /, who…) and a while-clause for bonus language marks!
Official-style rubric
20 marks
Criterion
What examiners look for
Marks
Content & Organisation
Relevant ideas, plan followed, clear paragraphing, linkers
6
Voice & Fluency
Engaging tone, sentence variety, natural flow
5
Language Use
Relative clauses, past tenses, range of Unit 3 vocabulary
6
Mechanics
Spelling, punctuation, capitalisation
3
TOTAL
20
Model A (Strong):
Sadu weaving is one of our most beautiful traditions. In the past, Bedouin women dyed wool with natural colours and wove classic decorative patterns for tents and cushions. Firstly, I value this craft because it is a bridge between generations: while the women were weaving, they passed down stories, songs and skills. In addition, sadu patterns are an important part of our cultural identity, which makes me proud. Finally, technology can keep this art alive — websites, apps and virtual museum tours can teach young people, both in Kuwait and overseas, about sadu. If we respect our roots, our heritage will stay alive.
Examiner’s comments (17–18 / 20): Fully follows the plan box; accurate relative clause (, which…) and while-clause; rich Unit 3 vocabulary (dye, pass down, identity, roots, overseas); linkers used naturally. Memorable conclusion.
Model B (Weaker):
Sadu is a old tradition in Kuwait. The women make sadu from wool and they dye it with colours. It is nice and colourful. Technology is important today. We can use our phones to take photo of sadu and put it on the internet, so all people can see it. I love sadu because it is our identity.
Examiner’s comments (11–12 / 20): Ideas are relevant but undeveloped (≈ 60 words — under length). Grammar slips: “a old tradition”, “take photo”. Few linkers and short, repetitive sentences, though “because” is used correctly and the topic is on-task.
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Answer Key
Model Answer Edition — every item numbered with its marks
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❖ Master key control: open the entire key at once, or open one section at a time. All answers also appear automatically when printing.
A-12 mC — A Leader in Arabic Computing.The profile is about Al Sharekh’s pioneering company and programmes in Arabic computing.
A-22 mC — fifteen years.“…which was based on fifteen years of research.”
A-32 mB — polite distance, wait patiently, never interrupt.Directly stated in Passage 2.
A-42 mC — keeping traditions alive while moving into the future.“Preserving heritage does not mean stopping progress.”
A-52 mTrue.“…founded Sakhr Company in 1982.”
A-62 mFalse.His book “was given free to schools”.
A-72 mNot Given.The passages never say Al Sharekh received such an award, so it cannot be judged True or False.
A-83 m90+ educational and cultural programmes, a free online Arabic dictionary, and a digital collection of Arabic literature.Any two examples = 2 m; all three with clear sentence = 3 m.
A-93 mIt shows commitment to education and putting the language and learners before profit.Accept any answer linking ‘free’ with generosity / serving students.
A-105 mJapan keeps traditions (tea ceremony, kimono-making, calligraphy) alive while using technology (robots, websites, apps, online tours) to support and share them.2 m traditions + 2 m technology + 1 m balanced conclusion.
B1-12 martefact → CAn object made by a person, of historical or cultural interest.
B1-22 mconference → BA large official meeting for people with the same work or interests.
B1-32 mdevote to → ETo give time or attention to something.
B1-42 mtuck away → ATo be located in a quiet place where not many people go.
B1-52 mcustomise → DTo change something to suit the needs of the owner or user.
B2-11 mdecorativeOnly adjective among verbs.
B2-21 minsightfulOnly adjective among adverbs.
B2-31 mpublishOnly verb among nouns.
B2-41 midentityOnly noun among adjectives.
B3-11 mevidenceFacts that make you believe something is true.
B3-21 mpass downTo give or teach something to younger people.
B3-31 mstand(s) forTo represent something — third person -s needed.
B3-41 mwatchtowersTall towers for guarding a place — plural needed.
B3-51 mceremonyFormal traditional acts on important occasions.
B3-61 midentityWho or what somebody/something is.
C1-11 mB — whichThing + non-defining clause.
C1-21 mC — whoPeople as subject.
C1-31 mC — whosePossession (the form’s history); ‘that’ is impossible here.
C1-41 mB — wherePlace reference.
C1-51 mC — My friend, who lives near me, is funny.Commas + who; never that/which for people.
C1-61 mB — was lookingWhile + longer background action.
C1-71 mB — was speakingAs + two parallel actions: long one takes past continuous.
C1-81 mB — were waitingShort action (returned) interrupted the long one.
C1-91 mB — was exploringKey example from the book.
C1-101 mC — whenTime reference (in the 2000s).
C2-11 mwere watchingWhile + plural long action.
C2-21 marrivedWhen + short interrupting action.
C2-31 mwas walkingAs + long background action.
C2-41 menteredShort action in past simple.
C2-51 misPresent simple inside the relative clause.
C2-61 menjoysThird-person singular -s after who.
C2-71 mwas cookingInterrupted by “the lights went out”.
C2-81 mwas studyingWhile + two long actions.
C3-11 mKuwait, which is in the Gulf, is very hot in summer.which + commas.
C3-21 mThe artist, whose work is famous, visited our school.whose + possession.
C3-31 mIn February, when we celebrate National Day, the streets are full of flags.when + time.
C3-41 mAhmed bin Salman Al-Ustath, who was a master shipbuilder, built 20 dhows in the 1940s.who + extra info.
C3-51 mWhile I was studying, my brother was watching TV.Either order accepted.
C3-61 mWhen their mother arrived, they were reading in the living room.short + long actions.
C3-71 mThe park, where children play every day, is near my house.Commas make the clause non-defining.
D1-51 mMaking a suggestion → C“Why don’t we…?” signals suggestion.
D2-11 mBAgrees with the opinion and adds a reason.
D2-21 mAAnswers the ‘how’ question with an idea.
D2-31 mA‘stand for’ = represent.
D2-41 mAGives advice for the spelling problem.
D2-51 mBShows interest and continues the story.
E-120 mMark with the rubric: Content & Organisation 6 · Voice & Fluency 5 · Language Use 6 · Mechanics 3.Compare the attempt with Model A (strong, ≈ 105 words) and Model B (weaker) and their examiner comments in Section E.
E-2noteMarking map: auto-marked 62 m (A 14 · B 20 · C 18 · D 10) + self-checked 38 m (A short 11 · C3 7 · E 20) = 100 m.The header score shows the 62 auto-marked marks only.