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    Rachida Global Exam 1 HS2 2014

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    Ali Bhra
    Rachida, a woman from a rural Moroccan village, gained literacy skills through a village program that changed her life. [1] When the program offered classes, Rachida saw an opportunity to learn reading, writing, math and skills usually only available to others. [2] After learning to write her name, she was overjoyed. [3] The best students in the program were helped to start a cooperative business, giving women a new image as entrepreneurs.

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    Rachida Global Exam 1 HS2 2014

    Uploaded by

    Ali Bhra
    224 views2 pages
    Rachida, a woman from a rural Moroccan village, gained literacy skills through a village program that changed her life. [1] When the program offered classes, Rachida saw an opportunity to learn reading, writing, math and skills usually only available to others. [2] After learning to write her name, she was overjoyed. [3] The best students in the program were helped to start a cooperative business, giving women a new image as entrepreneurs.

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    Rachida, a woman from a rural Moroccan village, gained literacy skills through a village program that changed her life. [1] When the program offered classes, Rachida saw an opportunity to learn reading, writing, math and skills usually only available to others. [2] After learning to write her name, she was overjoyed. [3] The best students in the program were helped to start a cooperative business, giving women a new image as entrepreneurs.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    224 views2 pages

    Rachida Global Exam 1 HS2 2014

    Uploaded by

    Ali Bhra
    Rachida, a woman from a rural Moroccan village, gained literacy skills through a village program that changed her life. [1] When the program offered classes, Rachida saw an opportunity to learn reading, writing, math and skills usually only available to others. [2] After learning to write her name, she was overjoyed. [3] The best students in the program were helped to start a cooperative business, giving women a new image as entrepreneurs.

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    of 2

    20/01/2014 School: ALMARINIYINE High School

    Global Test 1 / S.1


    nd

    Teacher: BOUHAIDOURA Ali

    Level: 2 Year Baccalaureate. Humanities Stream

    Full Name: ............................................................................. Score: /40


    Class: .. Number: ....................................... Rachida was born in a rural Moroccan village, Ain Jdid, in 1973. She is married and has four children. Her husband is a seasonal agricultural worker who earns about 700 dhs per month when he works. When an aid organisation offered literacy classes in her village, Rachida immediately recognised that an excellent opportunity was suddenly offered to her. The class signalled a new beginning for Rachida -if she took classes, she would be able to read and write, add and subtract, and acquire skills that were always reserved for others. When she first learnt how to write her name on a slate, and then on paper, she was overjoyed. Although Rachida and her classmates were laughed at by some villagers as they walked to school each day, they ignored them and were proud of their accomplishment. The course went a step beyond providing basic literacy training to the women of Ain Jdid. Those who performed the best on the final exam were also offered support in setting up a business- a farm animal cooperative. Armed with their newly acquired numeracy and literacy skills, and with technical assistance from the organisation, they started a successful business. Their example gave rural women a new image that of independent female entrepreneurs who could manage their own businesses. They were no longer field workers. Rachida now buys and sells farm animals through the cooperative and earns enough income to support her family. More importantly, she can share the joy of learning with school-aged children and help them with their homework. She is confident about the future. She says her new skills have given her more than just an income. Through this programme, women have paved the way to a new life, she said. As a proof to the programmes success, now even some of the men in the village who had criticised Rachida and her classmates want to attend literacy classes.

    I.

    COMPREHENSION (15 points) (Base your answers on the text)

    A. WHICH OF THE FOLLOWING WOULD BE THE BEST TITLE FOR THE PASSAGE? (2 pts) 1- Jobs change rural mens life. 2- Literacy changes a rural womans life. 3- Rural men change rural womens life. B. ARE THESE SENTENCES TRUE OR FALSE? JUSTIFY: (3 pts) 1- Rachida is not originally from a small village. 2- Some villagers made fun of women going to literacy classes. 3- The men who criticised Rachida wanted to attend literacy classes. . C. FIND IN THE TEXT WORDS OR EXPRESSIONS THAT MEAN THE SAME AS : (4 pts)
    1- Rapidly (parag. 2): 2- Business women (parag. 3): .. 3- Money (parag. 4): . 4- Evidence (parag. 5):

    1- They

    D. WHAT DO THE UNDERLINED WORDS IN THE TEXT REFER TO? (2 pts) 2- Them . E. ANSWER THESE QUESTIONS USING YOUR OWN WORDS: (4 pts)

    1. How much money did Rachida's husband earn per month? . 2. What were the skills Rachida acquired from literacy classes? . 3. How did Rachida feel after she learnt how to write for the first time? . 4. What is the evidence for the success of the literacy programme?

    II.

    LANGUAGE (15 points)

    A. MATCH THE WORDS THAT GO TOGETHER TO MAKE APPROPRIATE COLLOCATIONS: (2 pts)

    1. gifted 2. natural 1. ..

    a. education b. youth c. resources 2. .

    B. GIVE THE CORRECT FORM OF THE WORDS BETWEEN BRACKETS. (3 pts)

    1. The minister talked about.. (raise) awareness of the importance of education. 2. Karim's mother didn't let him..(go) to the party because he had school the day after. 3. The student stopped (listen) to the song when it was aired on the radio.
    C. FILL IN THE GAPS WITH AN APPROPRIATE MODAL. (3 pts)

    Mustnt has to- needn't have- - couldnt- will 1. You .smoke in the classroom. 2. You have done this homework. Someone must have helped you.

    3. He already has a lot of money. You given him more.


    D. PUT THE VERBS BETWEEN BRACKETS IN THE CORRECT TENSE. (4 pts)

    1. 2. 3. 4.

    Leila said that her brother ..(travel/never) outside of the country before. The literacy programme..(change) the lives of millions of people by 2017. By next year, Rachida...(study) in literacy classes for 3 years. The men from the village wish they.(benefit) from the literacy program.

    E. JOIN THE FOLLOWING SENTENCES USING THE WORDS GIVEN. (3 pts)

    1. Rachida took literacy classes. She wanted to improve her life. (in order to) . 2. Most people in the countryside are illiterate. They can't find good jobs. (because of this) . 3. We were not able to get financial support. We had to abandon the project. (due to)

    III.

    WRITING (10 pts)

    CHOOSE ONE OF THE FOLLOWING TOPICS TO WRITE IN:

    A. One of your friends was illiterate, but he/she benefitted a lot from literacy classes organised by a local NGO. Write a descriptive paragraph describing him and how literacy changed his life. (Approximately 150 words) These suggestions might help you:
    - who the person is (name, age, physical traits, abilities and attitudes) - How has he/she known about and joined the literacy classes. - Where and when these classes were given. - Why were these classes important to him/her - What he/she gained from these classes (socially, financially and personally) - Your personal view about how to encourage literacy classes.

    B. Write a narrative paragraph in which you tell a funny story that happened to you.

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