NZQA Assessment Support Material

Transcription

1 NZQA Assessment Support Material Unit standard Title Read and understand texts for practical purposes (EL) Level 3 Credits 5 Version 1 Student guidelines Introduction Refer to the unit standard document for the outcome, evidence requirements and grading criteria. THIS UNIT STANDARD CAN BE AWARDED WITH AN ACHIEVED, MERIT, OR EXCELLENCE GRADE AWARD OF GRADES For award with Achieved, understanding of written texts for practical purposes is demonstrated by identifying the overall idea, and obtaining information. The meaning of language features and essential vocabulary key to understanding the text are identified. Range language features may include but are not limited to lexical and grammatical cohesive devices, tense, modals, imperatives; minimum of three different language features for each text; minimum of ten vocabulary items for each text. For award with Merit, clear understanding of written texts for practical purposes is demonstrated by obtaining and linking information. Language features and essential vocabulary key to understanding the text are located and linked to meaning. For award with Excellence, thorough understanding of written texts for practical purposes is demonstrated by explaining information. Language features and essential vocabulary key to understanding the text are explained version 1 ASM version 1 Page 1 of 13

2 This unit standard has one outcome: Outcome 1: Read and understand texts for practical purposes Range two texts, each from different contexts, assessed on separate occasions. Task What do to in the event of an earthquake? Conditions of assessment These materials contain assessment tasks for ONE text only. In order to complete this standard, you must successfully complete two texts. Do this activity in class. You may ask for help to understand the instructions. You may use an English dictionary, but not a bi-lingual dictionary or an electronic device. Your spelling and grammar do not need to be perfect, but your teacher must be able to understand what you mean. Learner checklist For the purposes of this unit standard, you need to: Achieved Merit Excellence identify * * the overall idea obtain link explain practical information from the text identify locate explain the meaning of essential vocabulary (at least ten words) identify locate explain language features (at least three types) N.B. To obtain a Merit grade, you must also meet the requirements for an Achieved grade. To obtain an Excellence grade, you must also meet the requirements for both Merit and Achieved grades. Reading text What to Do in Event of an Earthquake There are thousands of earthquakes in New Zealand every year, but most of them are not felt because they are either small, or very deep within the earth. Each year there are about quakes that are big enough to be felt. A large, damaging earthquake could occur version 1 ASM version 1 Page 2 of 13

3 4 at any time, and can be followed by aftershocks that continue for days or weeks. 5 BEFORE AN EARTHQUAKE Getting ready before an earthquake strikes will help reduce damage to your home and business and help you survive. Develop a household emergency plan. You can get a copy of a household emergency plan and checklist from your local council, or download a copy from Assemble and maintain your emergency survival items for your home and workplace, as well as a portable getaway kit. Practice Drop, Cover and Hold Identify safe places within your home, school or workplace. Make sure your insurance cover is adequate and up-to-date and that important documents can easily be gathered if you have to evacuate. Seek qualified advice to make sure your house is secured to its foundations and ensure any renovations comply with the New Zealand Building Code. Secure heavy items of furniture to the floor or wall. Visit to find out how to quake-safe your home version 1 ASM version 1 Page 3 of 13

4 21 DURING AN EARTHQUAKE If you are inside a building, move no more than a few steps, drop, cover and hold. Stay indoors till the shaking stops and you are sure it is safe to exit. In most buildings in New Zealand you are safer if you stay where you are until the shaking stops If you are in an elevator, drop, cover and hold. When the shaking stops, try and get out at the nearest floor if you can safely do so If you are outdoors when the shaking starts, move no more than a few steps away from buildings, trees, streetlights, and power lines, then drop, cover and hold If you are at the beach or near the coast, drop, cover and hold, then move to higher ground immediately in case a tsunami follows the quake If you are driving, pull over to a clear location, stop and stay there with your seatbelt fastened until the shaking stops. Once the shaking stops, proceed with caution and avoid bridges or ramps that might have been damaged If you are in a mountainous area or near unstable slopes or cliffs, be alert for falling debris or landslides version 1 ASM version 1 Page 4 of 13

5 37 AFTER AN EARTHQUAKE Listen to your local radio stations as emergency management officials will be broadcasting the most appropriate advice for your community and situation. Expect to feel aftershocks. Check yourself for injuries and get first aid if necessary. Help others if you can. Be aware that electricity supply could be cut, and fire alarms and sprinkler systems can go off in buildings during an earthquake even if there is no fire. Check for, and extinguish, small fires. If you are in a damaged building, try to get outside and find a safe, open place. Use the stairs, not the elevators. Watch out for fallen power lines or broken gas lines, and stay out of damaged areas. Only use the phone for short essential calls to keep the lines clear for emergency calls. If you smell gas or hear a blowing or hissing noise, open a window, get everyone out quickly and turn off the gas if you can. If you see sparks, broken wires or evidence of electrical system damage, turn off the electricity at the main fuse box if it is safe to do so. Keep your animals under your direct control as they can become disorientated. Protect your animals from hazards, and protect other people from your animals. If your property is damaged, take notes and photographs for insurance purposes. If you rent your property, contact your landlord and your contents insurance company as soon as possible. 571 words. Text source: Civil Defence Get Ready; Get Thru website version 1 ASM version 1 Page 5 of 13

6 Task What to do in the event of an earthquake? Learner s name: Date Read the text and answer the questions below. The overall idea of the text is identified. (A) Circle the correct answers. 1. This text is designed for: a) people who live in dangerous areas in New Zealand b) people who have already been in an earthquake c) people who live in all areas of New Zealand d) people who work for Civil Defence. 2. The overall idea of this text is to tell us: a) about the dangers of earthquakes b) how to prepare ourselves for an earthquake c) about the Christchurch earthquake d) how to prevent an earthquake. Information is obtained from the text. (A) 3. Circle the correct answer: a) We can predict when earthquakes will happen. b) Earthquakes are very common in New Zealand c) We can always feel the earth shake during earthquakes d) All of the above. 4. The most dangerous earthquakes are: a) shallow and strong b) shallow and weak c) deep and strong d) deep and weak version 1 ASM version 1 Page 6 of 13

7 Before the Earthquake: 5. We need to identify safe places in our home, school or workplace to - a) shelter in while an earthquake is happening b) hide our valuables and important documents in before an earthquake c) leave things in when we leave the building after an earthquake d) show building inspectors to get earthquake approval 6. We need to check our insurance cover because: a) it may not pay for all earthquake damage b) we may not have paid the bill recently c) we may not have enough insurance d) all of the above During the Earthquake: 7. Complete the sentences using the words from the box. One word is not needed. hill sea rocks off on quickly park hilly If we are driving when an earthquake happens, we should (i) in a safe place with our seatbelts (ii). If we are by the (iii), we should (iv) go up the nearest (v). If we are in a (vi) area, we should look out for falling (vii). After the Earthquake: 8. What kind of noise tells us that there may be a gas leak? a) a noise like a car engine b) a noise like a snake c) a noise like the wind d) either b or c 9. We should phone: a) if it is necessary or urgent b) to check on our friends and family often c) to let people know about the earthquake d) the police to ask for advice version 1 ASM version 1 Page 7 of 13

8 10. Which of the following is NOT true. Your animals: a) may be in danger b) may be a danger to others c) can become confused d) should be let free 11. Radio stations: a) will give the same information throughout the country b) give the same message every time there is an earthquake c) may give different information in different areas d) may not be broadcasting after an earthquake Information is obtained and linked from the text. (M) 12. Complete the following table using the information from the text. You may use your own words. Place Action during the earthquake Action following the earthquake in a building drop, cover and hold leave after the shaking stops a) c) climb a hill or similar outdoors d) in a car e) g) b) look out for things that may fall on us in an elevator f) h) version 1 ASM version 1 Page 8 of 13

9 13. After an earthquake, we need to check our home or building for several possible problems, and then act appropriately. Choose a word or phrase from the box below to complete a) to h) in the table. Then find three more actions mentioned in the text to complete i) to iii). turn it off put them out turn the power off fires property wires write it down gas Check for: Action/s required: (from the box above) Further actions: (from the text) a) leaks e) i) b) damaged f) ii) c) minor g) d) harm to your h) iii) Information is linked and explained. (E) 14. Choose two of the actions from questions 12 or 13 above and write them in a) and b) below. Give a reason for each of the actions from the text. Action e.g. climb a hill or similar Reason to be high up so that a tsunami can't reach us a) i) b) ii) version 1 ASM version 1 Page 9 of 13

10 The meaning of essential vocabulary key to understanding the text is identified. (A) 15. Write the correct word from the box beside its meaning in the table below. There are more words than you need. N.B. Each word is followed by the line number it can be found on. aftershocks 4 portable 12 location 32 debris 36 download 9 foundations 17 unstable 35 protect 55 exit 23 damage 6 hazards 56 broadcasting 39 a) dangers b) small pieces of broken object c) obtain from the internet d) place e) keep safe f) easily moved from place to place g) leave h) harm to property 16. Use one of each of the following pairs of words to complete the paragraph below: evacuate maintenance survival injured evacuation maintain survive injury It is important to know what to do in an earthquake if you want to (i). You may not be able to get to a doctor if you are (ii), so it is useful to know first aid. If your home is unsafe, you may need to (iii) it and live elsewhere for some time. Put together a kit of emergency items, such as torches, blankets, canned food and bottled water. However, be sure to (iv) it regularly, as the batteries, food and water need to be replaced at least annually version 1 ASM version 1 Page 10 of 13

11 Essential vocabulary key to understanding the text is located and linked to meaning. (M) 17. In the section, Before an Earthquake (lines 6-20), find a word or phrase that means: a) lessen b) enough c) collected d) papers e) things Essential vocabulary key to understanding the text is explained. (E) 18. Sometimes earthquakes cause other natural disasters. Name two disasters mentioned in During an Earthquake (lines 21-36) and explain them in your own words. Disaster Disaster type (explanation) e.g. earthquake a violent shaking of the ground a) i) b) ii) version 1 ASM version 1 Page 11 of 13

12 The meaning of language features key to understanding the text is identified. (A) 19. Connectives a) Read the following phrases from the reading text and match the connectives with their meanings in the table below....move to higher ground immediately in case a tsunami follows the quake. (lines 30-31) Once the shaking stops, proceed with caution and avoid bridges or ramps that might have been damaged. (lines 33-34) When the shaking stops, try and get out at the nearest floor if you can safely do so. (lines 26-27)...stay where you are until the shaking stops. (lines 23-24) Connective Meaning i. in case ( ) ii. once ( ) iii. and ( a ) iv. when ( ) v. if ( ) vi. until ( ) a) also b) after c) as soon as d) unless e) to prepare for a possibility f) in this possible situation g) however h) up to the time N.B. There are two more answers than you need. Language features key to understanding the text are located and linked to meaning. (M) Language features key to understanding the text are explained. (E) b) Find two other examples of connectives in the text. Write the line number, connective and meaning in the box below. Line number Connective Meaning 21 and also i) iii) ii) iv) version 1 ASM version 1 Page 12 of 13

13 The meaning of language features key to understanding the text is identified. (A) Language features key to understanding the text are explained. (E) 20. Imperatives and Conditionals a) Look at these phrases from the section After the Earthquake (lines 37-60). Choose the correct answer and give a reason. i....stay out of damaged areas (lines 47-48) We need to do this a) sometimes b) always ii. because iii. If you are in a damaged building, try to get outside... (line 45) We need to do this a) sometimes b) always iv. because Language features key to understanding the text are located and linked to meaning. (M) b) Find two other examples from After the Earthquake (lines 37-60) like those in Question.20 a (i) and (iii) above. always v) line/s: sometimes vi) line/s: Language features key to understanding the text are explained. (E) 21. Repetition One set of three actions is needed in most situations when there is an earthquake. a) What are the three actions?, and b) Why are they repeated using the same words in each time? Complete the sentence. To help us version 1 ASM version 1 Page 13 of 13