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QCAA English as an Additional Language study materials
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QCAA English as an Additional Language practice questions

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Question 1Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A teacher says: 'Could you run through your findings once more, this time focusing on the data?' What is the teacher asking the student to do?

  1. Collect additional data before speaking
  2. Repeat the explanation with emphasis on the data Correct answer.
  3. Shorten the presentation considerably
  4. Write the findings down instead of speaking

Explanation

The phrasal verb 'run through' means to explain or review something from start to finish, and 'once more' signals repetition. The added instruction 'this time focusing on the data' narrows the emphasis rather than changing the task type. Recognising such multi-word verbs is essential for following classroom instructions accurately.

Question 2Listening and speaking - comprehending and responding to spoken English in social and academic contexts

In a conversation, a student says 'I was going to hand it in yesterday, but…' and trails off. What does the unfinished sentence most likely signal?

  1. The work was handed in early
  2. The student has forgotten the deadline
  3. The submission did not happen as planned Correct answer.
  4. The student wants a new topic

Explanation

The structure 'was going to' plus 'but' marks an intention that was not fulfilled, and trailing off softens the admission. Listeners infer that the action did not occur. This pattern is common when speakers hint at problems without stating them directly.

Question 3Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A speaker says: 'The results were interesting, to say the least.' What attitude does the speaker convey?

  1. The results were easy to interpret
  2. The results were exactly as expected
  3. The results were surprising or problematic Correct answer.
  4. The results were unimportant

Explanation

The idiom 'to say the least' is an understatement that suggests the reality is stronger than the mild word used. Combined with the neutral 'interesting', it usually hints at surprise or difficulty. Idiomatic understatement is a frequent feature of informal academic talk.

Question 4Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A group member says: 'Let's touch base on Thursday before we finalise the slides.' What does the speaker want the group to do?

  1. Cancel the Thursday meeting
  2. Meet briefly to check progress Correct answer.
  3. Finish the slides by Thursday
  4. Send the slides to the teacher

Explanation

'Touch base' is a workplace idiom meaning to make brief contact to share updates. The purpose clause 'before we finalise the slides' shows the meeting precedes completion. Understanding such idioms helps listeners grasp planned actions in group work.

Question 5Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A teacher says: 'By all means, use the lab computers.' How is the permission expressed?

  1. Warmly and without hesitation Correct answer.
  2. Reluctantly and with conditions
  3. Formally, as a written rule
  4. Sarcastically, meaning refusal

Explanation

'By all means' is a polite idiom granting permission freely and encouragingly. It carries a positive, welcoming tone rather than a hesitant one. Identifying the function of polite formulae is key to interpreting permission in spoken English.

Question 6Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A student says: 'Sorry, I didn't catch the last part.' What is the student doing?

  1. Apologising for arriving late
  2. Asking the speaker to repeat information Correct answer.
  3. Ending the conversation politely
  4. Disagreeing with the speaker

Explanation

'Didn't catch' is an idiom meaning did not hear or understand something. The apology softens a request for repetition. This repair strategy is a core listening-and-speaking skill in interactive exchanges.

Question 7Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A speaker says: 'It's not exactly cheap, is it?' What does the speaker mean?

  1. The item is free of charge
  2. The item is quite expensive Correct answer.
  3. The item is reasonably priced
  4. The item is unavailable

Explanation

The negated adjective combined with a tag question forms a litotes, an understated way of saying something is expensive. The tag invites agreement. Recognising this indirect pattern prevents listeners from taking the words literally.

Question 8Listening and speaking - comprehending and responding to spoken English in social and academic contexts

During a discussion, a student says: 'That's a fair point, but have we considered the cost?' What is the student doing?

  1. Rejecting the idea completely
  2. Changing the subject abruptly
  3. Acknowledging an idea and raising a concern Correct answer.
  4. Repeating the previous speaker's view

Explanation

Conceding with 'that's a fair point' before 'but' is a classic move that validates the previous contribution while introducing a counterpoint. The question form softens the challenge. This turn-taking pattern is central to academic discussion.

Question 9Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A lecturer says: 'The data, in essence, tell a different story.' Which paraphrase best captures the meaning?

  1. The story behind the data is fictional
  2. Fundamentally, the evidence suggests another interpretation Correct answer.
  3. The data are essentially unreliable
  4. The data should be rewritten

Explanation

'In essence' means fundamentally or in its core meaning, and 'tell a different story' is a metaphor for suggesting a contrasting interpretation. The whole utterance makes a claim about interpretation, not reliability. Paraphrasing such metaphors accurately is a key academic listening skill.

Question 10Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A speaker says: 'I'd rather we didn't leave it to the last minute.' What is the speaker's preference?

  1. Abandoning the task
  2. Assigning the task to someone else
  3. Working faster at the end
  4. Starting the task earlier Correct answer.

Explanation

'I'd rather we didn't' expresses a polite preference against an action, and 'leave it to the last minute' means delaying until the deadline. Together they show a wish to begin sooner. Recognising hedging structures like 'I'd rather' helps interpret preferences in group talk.

Question 11Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A student says: 'It's not that I don't want to help; it's just that I'm swamped.' What is the student mainly communicating?

  1. Enthusiasm for extra work
  2. Refusal to help on principle
  3. Willingness limited by being overloaded Correct answer.
  4. Confusion about the task

Explanation

The double negative 'not that I don't want' reaffirms willingness, while 'swamped' is an idiom for being overwhelmed with work. The 'it's just that' clause explains the constraint. Parsing layered negation is essential for accurate comprehension.

Question 12Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A teacher says: 'You might want to double-check those figures before you submit.' What is the function of this utterance?

  1. A casual remark with no expectation
  2. A question about the figures' source
  3. Praise for accurate figures
  4. A polite but clear instruction to verify data Correct answer.

Explanation

'You might want to' is a hedged directive that softens an instruction while still expecting action. The phrase 'before you submit' signals the required timing. Recognising indirect directives is important because politeness can mask obligation.

Question 13Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A group member says: 'If we split the sections, we can each draft one by Monday.' What is being proposed?

  1. Postponing the report
  2. Meeting on Monday to plan
  3. Writing the whole report together
  4. Dividing the work and setting a deadline Correct answer.

Explanation

The first conditional presents a plan with a consequence, and 'split the sections' indicates division of labour. 'By Monday' establishes a deadline rather than a meeting time. Conditional structures often encode proposals in collaborative talk.

Question 14Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A speaker says: 'The presentation went well, considering we had ten minutes to prepare.' What does the speaker imply?

  1. Ten minutes was enough time
  2. The preparation time was generous
  3. Success came despite very limited preparation Correct answer.
  4. The presentation was poorly received

Explanation

'Considering' introduces a factor that would normally make success harder, so the clause implies the outcome exceeded expectations. The implication is that preparation was inadequate, not sufficient. Understanding concessive meaning is vital for interpreting evaluations.

Question 15Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A student says: 'That's easier said than done.' What does the student mean?

  1. The suggestion is hard to carry out Correct answer.
  2. The suggestion is the best option
  3. The suggestion was never mentioned
  4. The suggestion has already been done

Explanation

This fixed idiom means something sounds simple but is difficult in practice. It evaluates feasibility rather than praising the idea. Idioms of this kind are frequent in peer feedback and require holistic recognition.

Question 16Listening and speaking - comprehending and responding to spoken English in social and academic contexts

In a tutorial, a student says: 'Sorry to jump in, but doesn't that contradict what we read last week?' What is the student doing?

  1. Summarising the week's reading
  2. Interrupting politely to point out an inconsistency Correct answer.
  3. Apologising for being absent last week
  4. Agreeing with the previous speaker

Explanation

'Jump in' signals an interruption, softened by an apology, and the negative question raises a challenge about consistency. The reference to last week's reading frames the objection. Recognising interruption and challenge moves supports effective seminar participation.

Question 17Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A lecturer says: 'This brings me to my second point, which is arguably more contentious.' What does 'arguably' signal here?

  1. The point is definitely proven
  2. The claim is open to debate Correct answer.
  3. The point was already covered
  4. The point is irrelevant

Explanation

'Arguably' marks a statement as open to argument rather than settled fact. Combined with 'contentious', it forecasts that the next point invites disagreement. Hedging adverbs are key signposts in academic lectures.

Question 18Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A student says: 'I see your point, though I'd put it differently.' What is the student's stance?

  1. Confusion about the view
  2. Partial agreement with a differing view Correct answer.
  3. Total rejection of the view
  4. Complete agreement with the view

Explanation

'I see your point' acknowledges the other view, while 'though' and 'put it differently' signal a contrasting position. The stance is therefore partial agreement. Distinguishing concession from full endorsement is a core pragmatic skill.

Question 19Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A teacher says: 'Would you mind taking the minutes today?' What response would best fulfil the request?

  1. Yes, I'd rather not, but I'll do it
  2. I don't mind if you take them
  3. Not at all; I'll take them now Correct answer.
  4. Yes, I do mind very much

Explanation

'Would you mind' asks about willingness, so agreement is expressed by 'not at all', meaning no objection. A bare 'yes' would technically refuse. This inverted politeness pattern commonly confuses learners and must be interpreted by its function.

Question 20Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A speaker says: 'Had we checked the sample size, we wouldn't be revising now.' What does the speaker imply?

  1. The sample size was checked thoroughly
  2. The sample size was not checked earlier Correct answer.
  3. The study is already complete
  4. The revision is unnecessary

Explanation

This is a past unreal conditional with inversion ('Had we checked'), which describes a counterfactual past. Since the consequence is happening now, the check did not occur. Parsing inverted conditionals is a demanding but essential listening skill.

Question 21Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A lecturer says: 'The findings are suggestive rather than conclusive.' Which restatement is most accurate?

  1. The findings prove the hypothesis
  2. The findings hint at a pattern without proving it Correct answer.
  3. The findings contradict earlier research
  4. The findings are irrelevant to the hypothesis

Explanation

The contrast 'rather than' sets 'suggestive' against 'conclusive', so the findings indicate possibilities without final proof. The structure is a contrastive evaluation, not a claim of contradiction. Precision with such paired adjectives matters in academic listening.

Question 22Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A student says: 'Far from being a minor issue, the delay affected every group.' What is the speaker emphasising?

  1. The delay was expected
  2. The delay had a major impact Correct answer.
  3. The delay was insignificant
  4. Only one group was affected

Explanation

'Far from being X' rejects the description X and asserts its opposite, so the delay is presented as significant. The clause 'affected every group' supports that emphasis. Recognising this emphatic construction prevents misreading the speaker's point.

Question 23Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A speaker says: 'It's not so much the cost as the timing that worries me.' What is the speaker's main concern?

  1. The overall cost
  2. Neither cost nor timing
  3. The timing of the project Correct answer.
  4. Both cost and timing equally

Explanation

The 'not so much X as Y' construction downplays X and foregrounds Y, making timing the primary concern. Cost is acknowledged but subordinated. This comparative focus structure is common in nuanced spoken evaluation.

Question 24Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A teacher says: 'I'm not saying it's wrong, mind you, but I'd like to see the reasoning.' What is the teacher's position?

  1. Declaring the work incorrect
  2. Praising the reasoning already shown
  3. Withholding judgement while requesting justification Correct answer.
  4. Refusing to read the work

Explanation

'I'm not saying it's wrong' explicitly suspends judgement, and 'mind you' adds emphasis to that caveat. The request for reasoning shows the teacher wants evidence before deciding. This nuanced stance is typical of constructive academic feedback.

Question 25Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A tutor says: 'Let's park that question for now and come back to it after the break.' What is the tutor asking the group to do?

  1. Repeat the question for clarity
  2. Write the question on the board
  3. Postpone the discussion until later Correct answer.
  4. Abandon the question permanently

Explanation

The verb 'park' in discussion contexts means to set something aside temporarily so it can be resumed later. The phrase 'come back to it after the break' confirms the delay is temporary rather than a cancellation.

Question 26Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A speaker says: 'The results were, shall we say, mixed.' What does the speaker convey about the results?

  1. They were published without delay
  2. They were neither uniformly good nor uniformly bad Correct answer.
  3. They were better than expected
  4. They were completely unreliable

Explanation

The hedge 'shall we say' signals that the speaker is choosing a diplomatic word, and 'mixed' means the results contained both positive and negative elements. The phrase softens a mildly critical evaluation rather than praising or dismissing the findings.

Question 27Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A lecturer says: 'Bear with me while I find the right slide.' What does the lecturer want the audience to do?

  1. Be patient during a short delay Correct answer.
  2. Ask questions while waiting
  3. Help locate the missing file
  4. Take notes on the previous slide

Explanation

'Bear with me' is a polite request for patience while the speaker deals with a brief practical problem. It does not invite the audience to act or to fill the pause with questions.

Question 28Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A student says: 'I was going to say the same thing, but you beat me to it.' What is the student indicating?

  1. They have forgotten what they intended to say
  2. They disagree with what was just said
  3. They had the same idea but someone expressed it first Correct answer.
  4. They want the previous speaker to repeat the point

Explanation

'Beat me to it' means another person did or said something before you had the chance. Combined with 'I was going to say the same thing', it shows agreement plus a missed opportunity to speak first.

Question 29Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A teacher says: 'Right, where were we?' at the start of a lesson. What is the teacher doing?

  1. Introducing a completely new topic
  2. Checking that everyone has arrived
  3. Asking students where they are sitting
  4. Resuming the previous lesson's thread Correct answer.

Explanation

This fixed classroom expression is used to re-establish the point the class had reached before an interruption. It is a discourse marker for resuming, not a literal question about location.

Question 30Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A group member says: 'I'll take that on board.' What does the speaker mean?

  1. They will write the suggestion down formally
  2. They will reject the suggestion politely
  3. They will consider the suggestion seriously Correct answer.
  4. They will pass the suggestion to the tutor

Explanation

The idiom 'take on board' means to accept and seriously consider advice or feedback. It signals receptiveness rather than a literal act of recording or forwarding information.

Question 31Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A speaker says: 'Needless to say, the deadline was extended.' What does 'needless to say' indicate about the extension?

  1. It was announced only once
  2. It was predictable given the circumstances Correct answer.
  3. It was opposed by the speaker
  4. It was surprising to everyone present

Explanation

'Needless to say' introduces information the speaker treats as obvious or already known to the listener. It therefore frames the extension as an expected outcome rather than a surprise.

Question 32Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A tutor says: 'Could you run that past me again?' What is the tutor requesting?

  1. A written summary of the plan
  2. Permission to leave the meeting
  3. A repetition of what was just said Correct answer.
  4. A different topic for discussion

Explanation

'Run that past me again' is an informal request to hear something a second time. It is a clarification request, not a demand for documentation or a change of subject.

Question 33Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A lecturer says: 'Admittedly, the sample was small; nevertheless, the pattern is striking.' How does the lecturer structure the argument?

  1. Withdrawing an earlier conclusion entirely
  2. Presenting two unrelated findings side by side
  3. Rejecting the study as methodologically unsound
  4. Conceding a limitation before asserting the main claim Correct answer.

Explanation

'Admittedly' introduces a concession, acknowledging a weakness, while 'nevertheless' signals that the main claim still stands despite it. This concession-plus-assertion pattern is common in academic argument.

Question 34Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A student says: 'I'm easy either way.' What is the student expressing?

  1. They prefer the first option
  2. They are unwilling to participate
  3. They have no strong preference Correct answer.
  4. They are confused by the options

Explanation

The informal expression 'I'm easy' means the speaker is flexible and happy with any of the choices offered. It signals indifference between options, not confusion or reluctance.

Question 35Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A teacher says: 'You've made real progress, especially with your pronunciation.' What is the main function of this utterance?

  1. Setting a new assignment
  2. Giving specific encouragement Correct answer.
  3. Warning about an upcoming test
  4. Correcting a persistent error

Explanation

The teacher names a genuine improvement and singles out one area, which is specific praise rather than general or critical feedback. Specific encouragement identifies what was done well so it can be repeated.

Question 36Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A speaker says: 'That's beside the point.' What is the speaker saying about the previous remark?

  1. It needs further evidence
  2. It supports the speaker's view
  3. It is factually incorrect
  4. It is irrelevant to the main issue Correct answer.

Explanation

'Beside the point' means something does not relate to the matter under discussion. It comments on relevance rather than truth, so the remark may be accurate yet still off-topic.

Question 37Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A student says: 'If I've followed you correctly, you're saying the two theories are incompatible.' What is the student doing?

  1. Checking their understanding of the lecture Correct answer.
  2. Summarising the whole course
  3. Changing the subject of the lecture
  4. Challenging the lecturer's expertise

Explanation

The conditional frame 'if I've followed you correctly' is a standard way of checking comprehension before committing to an interpretation. It invites confirmation rather than expressing opposition.

Question 38Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A lecturer says: 'I appreciate that some of you may find this counter-intuitive.' Why does the lecturer say this?

  1. To end the lecture ahead of time
  2. To acknowledge likely difficulty and pre-empt confusion Correct answer.
  3. To criticise students who are struggling
  4. To announce that the topic will be examined

Explanation

By naming the audience's probable reaction, the lecturer validates difficulty and prepares listeners for an idea that contradicts intuition. This anticipatory move keeps students engaged instead of blaming them.

Question 39Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A student says: 'Sorry, I'm not with you.' What does the student mean?

  1. They do not understand the explanation Correct answer.
  2. They cannot attend the meeting
  3. They did not hear the speaker arrive
  4. They disagree with the argument

Explanation

In conversational English, 'I'm not with you' means the listener has lost the thread of what is being explained. It is a request for clarification rather than a comment on attendance or agreement.

Question 40Listening and speaking - comprehending and responding to spoken English in social and academic contexts

A group member says: 'Let's not reinvent the wheel here.' What is the speaker advising?

  1. Using an existing approach that already works Correct answer.
  2. Designing an entirely original solution
  3. Consulting an engineer for advice
  4. Abandoning the project altogether

Explanation

The idiom 'reinvent the wheel' criticises unnecessary duplication of work that has already been done well. The speaker therefore recommends reusing an established method instead of starting from scratch.

Question 41Reading and viewing - comprehending written and multimodal texts for meaning, purpose and audience

A school newsletter begins: 'Year 12 students are reminded that the library closes at 4 pm this week.' What is the main purpose of this sentence?

  1. To persuade readers to use the library more often
  2. To describe the librarian's daily routine
  3. To entertain readers with a story about the library
  4. To inform readers about a change in opening hours Correct answer.

Explanation

The sentence states a factual reminder about closing time, so its purpose is to inform. Persuasive texts push readers to act or change beliefs, and narrative texts tell stories, neither of which fits a plain reminder.

Question 42Reading and viewing - comprehending written and multimodal texts for meaning, purpose and audience

A poster shows a photo of a smiling family beside the words 'Switch today and save'. Which audience is the poster most likely designed for?

  1. Professional athletes seeking training gear
  2. Households looking for cheaper services Correct answer.
  3. Scientists reporting research results
  4. Children choosing a school subject

Explanation

The image of a family plus the promise of savings signals an appeal to households who want lower costs. The visual and wording combine to target everyday consumers rather than specialists or children.

Question 43Reading and viewing - comprehending written and multimodal texts for meaning, purpose and audience

Read this sentence: 'Although the weather was terrible, the crowd stayed until the final whistle.' What does the word 'Although' signal?

  1. A cause and its result
  2. A contrast between two ideas Correct answer.
  3. A list of similar points
  4. A sequence in time

Explanation

'Although' introduces a clause that contrasts with the main clause, showing that the crowd's behaviour was surprising given the weather. Cause-and-effect markers include 'because' and 'therefore', while sequencing markers include 'then' and 'next'.

Question 44Reading and viewing - comprehending written and multimodal texts for meaning, purpose and audience

An online article about recycling opens with a question: 'Have you ever wondered where your old phone ends up?' Why does the writer begin this way?

  1. To provide statistics about phone production
  2. To quote an expert's opinion
  3. To summarise the article's conclusion
  4. To engage readers and prompt them to keep reading Correct answer.

Explanation

A direct question addresses the reader personally and creates curiosity, which encourages continued reading. It does not present data, conclusions or quotations at the opening stage.

Question 45Reading and viewing - comprehending written and multimodal texts for meaning, purpose and audience

A text uses headings, bullet points and a short summary box. What do these features mainly help readers to do?

  1. Appreciate the writer's poetic style
  2. Locate and scan key information quickly Correct answer.
  3. Identify the author's nationality
  4. Follow a long fictional plot

Explanation

Layout features such as headings, bullets and summary boxes organise content so readers can find key points fast. They support navigation of information rather than literary appreciation or narrative.

Question 46Reading and viewing - comprehending written and multimodal texts for meaning, purpose and audience

Read this sentence: 'The committee reached a decision after a lengthy debate.' Which word is closest in meaning to 'lengthy'?

  1. Secret
  2. Prolonged Correct answer.
  3. Brief
  4. Heated

Explanation

'Lengthy' means lasting a long time, so 'prolonged' is the closest synonym. 'Brief' is its opposite, while 'heated' and 'secret' describe the nature of the debate rather than its duration.

Question 47Reading and viewing - comprehending written and multimodal texts for meaning, purpose and audience

A charity advertisement shows a child's face and the line 'For the price of a coffee, you can change a life.' What technique is being used?

  1. Appealing to emotion and everyday comparison Correct answer.
  2. Citing a government report
  3. Using a formal academic register
  4. Presenting detailed scientific evidence

Explanation

The image of a child and the comparison with a small everyday purchase work on feelings and make giving seem easy. There is no data, formal register or official report in the advertisement.

Question 48Reading and viewing - comprehending written and multimodal texts for meaning, purpose and audience

Which sentence uses the most formal register?

  1. Get your forms in before Friday, okay?
  2. Everyone's gotta get their stuff in by Friday.
  3. Applicants are required to submit documentation by Friday. Correct answer.
  4. You guys need to hand in your paperwork by Friday.

Explanation

Formal register uses precise, impersonal vocabulary such as 'applicants', 'required' and 'documentation'. The other options use contractions, slang and casual address suited to informal speech.

Question 49Reading and viewing - comprehending written and multimodal texts for meaning, purpose and audience

A news report states: 'Sources claim the new policy will affect thousands, though official figures are yet to be released.' How does the word 'claim' shape the reader's understanding?

  1. It indicates the sources are government officials
  2. It proves the information is completely accurate
  3. It signals the information is asserted but not yet confirmed Correct answer.
  4. It shows the writer strongly supports the policy

Explanation

Reporting verbs like 'claim' distance the writer from the statement and suggest it is unverified. The following clause about missing official figures reinforces that uncertainty.

Question 50Reading and viewing - comprehending written and multimodal texts for meaning, purpose and audience

An article describes a coastal town as 'a forgotten jewel waiting to be discovered'. What is the effect of this figurative language?

  1. It warns readers about safety risks
  2. It provides accurate population statistics
  3. It creates an appealing, romantic image of the town Correct answer.
  4. It criticises the town's local council

Explanation

The metaphor of a 'jewel' and the idea of discovery create an attractive, romantic impression that invites readers to value the town. It conveys emotion and image rather than factual data or critique.