2019 English Sec 4 Express Paper-12s PDF

2 0 1 9
SECONDARY 4
Express Exam Paper
ENGLISH
(Paper 1 & 2)
1 Assumption English SA1
2 Bukit Merah SA1
3 Bukit Panjang Govt
Go
ovt SA1
SA1
4 Christ Church SA1
5 Compassvale
Compassval le SA1
6 Conventt of
of The
The Holy
Hol
ly SA1
7 Kent Ridge
Ridge SA1
8 St
t Margaret
Margaret SA1
9 Tanglin
Tangglin SA1
10 Woodlands
Woodlands Ring SA1
11 Yuan
Yu
uan Ching
Ching SA1
12 Zhenghua
Zheenghua SA1
www.KiasuExamPaper.com
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Name: ……………………………………………. ( ) Class: …………………..
ASSUMPTION ENGLISH SCHOOL

MID-YEAR EXAMINATION 2019
ENGLISH LANGUAGE (1128/01)

INSERT
ASSUMPTION ENGLISH SCHOOL ASSUMPTION ENGLISH SCHOOL ASSUMPTION ENGLISH SCHOOL ASSUMPTION ENGLISH SCHOOL
LEVEL: Secondary 4 Express & DATE: 6 May 2019

5 Normal (Academic)
CLASS(ES): Secondary 4/1, 4/2, 4/4 (OOS) DURATION: 1 hour 50 min

and 5/1
Additional Materials provided: NIL
INSTRUCTIONS TO CANDIDATES
Do not open this booklet until you are told to do so.
This Insert contains the text for Section B.
This Insert consists of 4 printed pages including this page.
[Turn over]
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BLANK PAGE
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REWILD Our Planet

¾ We’re losing nature at an unprecedented rate. Nature is
vital to our very existence and our future. Our homes,
our health, the food we eat, the air we breathe, the
water we drink — our lives and all the things we care
about — simply can’t exist in a world without nature.
¾ This exhibition highlights the most pressing challenges
facing nature today and shows you how we can work
together to build a better future for our planet.
¾ REWILD Our Planet puts you at the heart of the natural
world and shows you how to play an active role in
conservation.
Remember Singapore:
Campaigning through the Years
¾ In the seventies and eighties, Singapore launched over
200 campaigns to move a young and growing nation to
achieve certain political, social or commercial
objectives.
¾ Many of these campaigns had positive long-lasting
effects, such as the iconic National Courtesy
Campaign. Others had less desirable outcomes, like
the “Stop At Two” population control campaign.
¾ In this exhibition, let the various campaigns take you
through Singapore’s history and gain critical insights
into the planning and reasoning behind our historical
movements.
Wonderland
¾ Fall down the rabbit hole into Wonderland, a playful
and interactive exhibition for all ages, celebrating the
timeless tale of Alice's adventures.
¾ This one-of-a-kind exhibition follows Alice's journey
through popular culture and an enchanted world. Using
theatrical sets, bold, interactive environments, over 300
eye-catching movie props and amazing audio-visual
artworks, Wonderland spectacularly conjures up the
surprising and magical world of Alice and her
adventures!
¾ Die-hard fans of Alice will particularly enjoy character
designs, set drawings and film clips from the 1930s to
the 1980s.
¾ Enter this exhibition through the looking glass with your
friends to create fun and unique learning experiences
involving an integration of art, drama and technology.
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BLANK PAGE
---------- End of Insert ----------
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Name: ……………………………………………. ( ) Class: …………………..

LEVEL: Secondary 4 Express and DATE: 6 May 2019

5 Normal (Academic)

and 5/1
Additional Materials provided: A 2-Page Insert
Write your name, index number and class at the top of this page.
Write in dark blue or black pen on both sides of the paper.
Do not use staples, paper clips, glue, or correction fluid and tape.
Answer Section A, Section B and one question from Section C.

Write your answers in the spaces provided in the Question Booklet.
The Insert contains the text for Section B.
The number of marks is given in brackets [ ] at the head of each section.
For Examiner’s use:
Section A / 10
Section B / 30
Section C / 30
Total / 70
This Question Paper consists of 12 printed pages including this page.
[Turn over]
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Section A [10 marks]
Question 1
Carefully read the text below, consisting of 12 lines, about modern inventions. The first
and last lines are correct. For eight of the lines, there is one grammatical error in each
line. There are two more lines with no errors.
If there is NO error in a line, put a tick (9) in the space provided.

If the line is incorrect, circle the incorrect word and write the correct word in the space
provided. The correct word you provide must not change the original meaning of the
sentence.
Examples:
I arrived to my destination at 2 pm. ………at…......

My mother always wears sensible clothes. 9
…………........
History has taught us that humans are the most curious and smartest
living organism on the planet and as a result of this we invent new 1 …………........
things. Despite the fact that we have hardly spent fifteen years in the 2 …………........
new millennium, our century was already full of great and not-so-great 3 …………........
inventions which remind us that no matter how advancing society might 4 …………........
be, human curiosity never fail to seek out new advancements and 5 …………........
technologies. For example, scientists have created a bio-artificial liver 6 …………........
device who gives hope to all those suffering from acute liver failure. In 7 …………........
comparing, a Dutch artist has been making indoor clouds since 2010. 8 …………........
They only last for the moment and will definitely help anyone who is 9 …………........
trying to impress others on surrealistic photos, but one wonders what 10 …………........
other use or contribution to society this bizarre invention could have.
Adapted from https://list25.com/25-spectacular-inventions-of-the-21st-century/
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Section B [30 marks]
You are advised to write between 250 and 350 words for this section.
Question 2
You should look at the printout of a webpage in the Insert, study the information
carefully and plan your answer before beginning to write.
Your school is planning post-examination activities for students. Three exhibitions

happening at the National Museum of Singapore have been shortlisted. The Year
Head has requested for students who would like to express their preferences to write
an email to explain their views.
Write the email to the Year Head to explain your views. In it you should explain:
x which exhibition you would like your class to attend and why
x two ways in which this exhibition would benefit you and your class
x why the school should organise more of such learning journeys.
You may add any other details you think will be helpful.
Write your email to the Year Head in clear, accurate English. Your tone should be
polite and persuasive, showing your enthusiasm to attend one of the exhibitions.
You should use your own words as much as possible.
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Section C [30 marks]
You are advised to write between 350 and 500 words on one of the following
topics.
Questions 3 – 6
3 ‘A good neighbour is more valuable than a relative who lives far away.’ Write
about a time when you found this to be true, and explain your views.
4 What kind of technology user are you? Describe the ways in which technology
has supported or hindered you in your daily life.
5 Some people value individual accolades; others prefer team achievement. Which
do you prefer and why?
6 Write about a time when you forgot something of extreme importance.
Please write your chosen question number (3, 4, 5 or 6) here: ………
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Name: ……………………………………………. ( ) Class: …………………..

SECONDARY 4 EXPRESS & 5 NORMAL (ACADEMIC)

INSERT
This Insert consists of 6 printed pages including this page.
[Turn over]
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Section A
Text 1
Study the webpage below and answer Questions 1 – 4 in the Answer Booklet.
This April, join us each #WishWednesday as we help

celebrate the hundreds of thousands of life-changing
Zahaan wishes that have been granted and the thousands still to
Wish
granted come. Because for children battling a critical illness, a wish
2018 is not just a dream. A wish-come-true can be a turning
point that allows children with critical illnesses to focus on
the possibilities of tomorrow and not the challenges of
today. Let’s show the world what Make-A-Wish children,
families, and our communities already know: Where
there’s a wish, there’s a way.
ACT NOW WITH A ONE-OFF DONATION
You can make their wishes come true
Little Violette was diagnosed with neuroblastoma at the tender age of 2.

This type of cancer affects one’s nerve tissue and it was an extremely
trying time for her and her family. During her treatment, Violette sought
solace from Disney’s Princess Sofia, so when asked to make a wish, it was
no surprise that her wish was to meet Princess Sofia.
Make-A-Wish brought Violette and her family on a trip to fulfil her wish.
The whole experience brought Violette’s family closer together and
everyone was in awe of Violette’s bravery, stamina and zest for life. It was
Violette
Wish a life-changing experience for Violette, imbuing her with newfound
granted courage to continue fighting her illness.
2019
Make-A-Wish wants to extend such experiences to more children and you

can help make a difference to their lives.
Adapted from https://www.makeawish.org.sg/en/
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Section B
Text 2
The text below is about a battle site in Vietnam. Read it carefully and answer
Questions 5 – 15 in the Answer Booklet.
1 Travelling along the banks of the Ya Crong Poco river, on the northern flank
of the B3 battlefield in the Central Highlands, the Missing In Action (MIA)
Remains-Gathering Team awaits the dry season of 1975. Not until after dusk
does the MIA truck finally reach the Jungle of Screaming Souls, where they
park beside a wide creek clogged with rotting branches. The driver stays in 5
the cab and goes straight to sleep. Kien climbs wearily into the rear of the
truck to sleep alone in a hammock strung high from cab to tailgate. At
midnight the rains start again, this time a smooth drizzle, falling silently. The
old tarpaulin covering the truck is torn, full of holes, letting the water drip, drip,
drip through onto the plastic sheets covering the remains of soldiers laid out 10
in rows below Kien’s hammock.
2 The humid atmosphere condenses, its long moist, chilly fingers sliding in and
around the hammock where Kien lies shivering, half-awake, half-asleep, as
though drifting along on a stream. He is floating, sadly, endlessly, sometimes
as if on a truck driving silently, robot-like, somnambulantly through the lonely 15
jungle tracks. Next to the truck, the stream moans, a desperate complaint
mixing with distant faint jungle sounds, like an echo from another world. The
eerie sounds come from somewhere in a remote past, arriving softly like
featherweight leaves falling on the grass of times long, long ago.
3 Kien knows the area well. It was here, at the end of the dry season of 1969, 20
that his 27th Battalion was surrounded and almost totally wiped out. Ten men
survived from the Lost Battalion after fierce, horrible, barbarous fighting.
4 That was the dry season when the sun burned harshly, the wind blew
fiercely, and the enemy sent napalm spraying through the jungle and a sea of
fire enveloped them, spreading like the fires of hell. Troops in the fragmented 25
companies tried to regroup, only to be blown out of their shelters again as
they went mad, became disoriented, and threw themselves into nets of
bullets, dying in the flaming inferno. Above them the helicopters flew at
treetop height and shot them almost one by one, the blood spreading out,
spraying from their backs, flowing like red mud. 30
The diamond-shaped grass clearing was piled high with bodies killed by
helicopter gunships. Broken bodies, bodies blown apart, bodies vaporized.
No jungle grew again in this clearing. No grass. No plants.
5 “Better to die than surrender, my brothers! Better to die!” the battalion

commander yelled insanely; waving his pistol in front of Kien he blew his own 35
brains out through his ear. Kien released a silent scream at the sight, while all
around him, the Americans attacked with submachine guns, sending bullets
buzzing like deadly bees. Then Kien lowered his machine gun, grasped his
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side, and fell, rolling slowly down the bank of a shallow stream, hot blood
trailing down the slope after him. 40
6 In the days that followed, crows and eagles darkened the sky. After the
Americans withdrew, the rainy season came, flooding the jungle floor, turning
the battlefield into a marsh whose surface water turned rust-coloured from
the blood. Bloated human corpses, floating alongside the bodies of
incinerated jungle animals, mixed with branches and trunks cut down by 45
artillery, all drifting in a stinking marsh. When the flood receded
everything dried in the heat of the sun into thick mud and stinking rotting
meat. And down the bank and along the stream Kien dragged himself,
bleeding from the mouth and from his body wound. The blood was cold and
sticky, like blood from a corpse. Snakes and centipedes crawled over him, 50
and he felt death’s hand on him. After that battle no one mentioned the 27th
Battalion any more, though numerous souls of ghosts and devils were born in
that deadly defeat. They were still loose, wandering in every corner and bush
in the jungle, drifting along the stream, refusing to depart for the Other World.
7 From then on it was called the Jungle of Screaming Souls. Just hearing the 55
name whispered was enough to send chills down the spine. Perhaps the
screaming souls gathered together on special festival days as members of
the Lost Battalion, lining up in the little diamond-shaped clearing, checking
their ranks and numbers. The sobbing whispers were heard deep in the
jungle at night, the howls carried on the wind. Perhaps they really were the 60
voices of the wandering souls of dead soldiers.
8 Here, when it is dark, trees and plants moan in awful harmony. When the
ghostly music begins it unhinges the soul and the entire wood looks the same
no matter where you are standing. Not a place for the timid. Living here one
could go mad or be frightened to death. Which was why in the rainy season 65
of 1974, when the regiment was sent back to this area, Kien and his scout
squad established an altar and prayed before it in secret, honouring and
recalling the wandering souls from the 27th Battalion still in the Jungle of
Screaming Souls.
Sparkling incense sticks glowed night and day at the altar from that day 70
forward.
Adapted from ‘The Sorrow of War’ by Bao Ninh
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Section C
Text 3
The text below is about rats. Read it carefully and answer Questions 16 – 22 in the
Answer Booklet.
1 A rat is a rodent, the most common mammal in the world. Rattus norvegicus
is one of the approximately four hundred different kinds of rodents, and it is
known by many names, each of which describes a trait or sometimes a
habitat: the migratory rat, the house rat, the sewer rat, the alley rat, the
common rat, the brown rat… . The average brown rat is large and stocky; it 5
grows to be approximately sixteen inches long from its nose to its tail — the
size of a large adult human male’s foot — and weighs about a pound.
2 Rats are nocturnal and though they forage in darkness, the brown rat has
poor eyesight. It makes up for this with an excellent sense of smell and taste,
detecting the most minute amounts of poison, down to one part per million. 10
The brown rat’s teeth are yellow, the front two incisors being especially long
and sharp, like buckteeth. When the brown rat gnaws, its front two teeth
spread apart and a flap of skin plugs the space behind its incisors. Hence,
when the rat gnaws on indigestible materials — concrete or steel, for
example — the shavings don’t go down the rat’s throat and kill it. These 15
incisors grow at a rate of five inches per year. In terms of hardness, the
brown rat’s teeth are on par with steel. With the alligator-like structure of their
jaws, rats can exert a biting pressure of up to seven thousand pounds per
square inch.
3 Rats seem to be attracted to wires — to utility wires, computer wires, wires in 20

vehicles, in addition to gas and water pipes. One rat expert theorises that
wires may be attractive to rats because of their resemblance to vines and the
stalks of plants; cables are the vines of the city. By one estimate, 26 percent
of all electric-cable breaks and 12 percent of all phone-cable disruptions are
caused by rats. According to one study, as many as 25 percent of all fires of 25
unknown origin are rat-caused. Sitting in a nest of tattered rags and
newspapers, in the floorboards of an old tenement, a rat gnaws the head of a
match — the lightning in the city forest.
4 When it is not gnawing or feeding on trash, the brown rat digs. Anywhere
there is dirt in a city, brown rats are likely to be digging; they dig holes to 30
enter buildings and to make nests. Rat nests can be in the floorboards of
apartments, in the waste-stuffed corners of subway stations, in sewers, or
beneath old furniture in basements – literally anywhere. “Cluttered and
unkempt alleyways in cities provide ideal rat habitat, especially those
alleyways associated with food-serving establishments,” states a pest control 35
manual. “Alley rats can forage safely within the shadows created by the
alleyway, as well as quickly retreat to the safety of cover in these narrow
channels.” Often, rats burrow under concrete sidewalk slabs. Entrance to a
typical under-the-sidewalk rat’s nest is gained through a two-inch-wide hole
— their skeletons collapse and they can squeeze into a hole as small as 40
three quarters of an inch wide, the average width of their skull. This tunnel
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then travels about a foot down to where it widens into a nest or den. The den
is lined with soft debris, often shredded plastic garbage or shopping bags;
some rat nests have been found stuffed with the gnawed shavings of the
wood-based, spring-loaded snap traps that are used in attempts to kill them. 45
The back of the den then narrows into a long tunnel that opens up on another
hole back on the street. This second hole is called a bolt hole; it is an
emergency exit. A bolt hole is typically covered lightly with dirt or trash —
camouflage. Sometimes there are networks of burrows, which can stretch
beneath a few concrete squares on a sidewalk, or a number of backyards, or 50
even an entire city block — when Rattus norvegicus first came to Selkirk,
England, in 1776, there were so many burrows that people feared the town
might sink.
5 Rats also inhabit subways, as most people in any city with a subway system
are well aware. Every once in a while, there are reports of rats boarding 55
trains, but for the most part rats stay on the tracks. People tend to think that
the subways are filled with rats, but in fact rats are not everywhere in the
system; they live in the subways according to the supply of discarded human
food and sewer leaks. Sometimes, rats use the subway purely for nesting
purposes; they find ways through the walls of the subway stations leading 60
from the tracks to the restaurants and stores on the street — the vibrations of
subway trains tend to create rat-size cracks and holes. Many subway rats
tend to live near stations that are themselves near fast-food restaurants. At
the various subway stations near Herald Square, for example, people come
down from the streets and throw their unfinished food onto the tracks, along 65
with newspapers, soda bottles and, I have noticed, thousands of no longer
charged AA batteries, waiting to leak acid. The rats eat freely from the waste
and sit at the side of the little streams of creamy brown sewer water that flows
between the rails. They sip the water the way rats do, either with their front
paws or by scooping it up with their incisors. 70
Adapted from ‘Rats’ by Robert Sullivan
---------- End of Insert ----------
1128/4E5NA/MYE/19
24
Name: ……………………………………………. ( ) Class: …………………..

LEVEL: Secondary 4 Express and DATE: 6 May 2019

5 Normal (Academic)

and 5/1
Additional Materials provided: A 6-Page Insert
Write your name, index number and class at the top of this page.
Write in dark blue or black ink on both sides of the paper.
Do not use staples, paper clips, highlighters, glue or correction fluid and tape.
Answer all questions.

Write your answers in the spaces provided in the Answer Booklet.
The Insert contains the texts for all the sections.
The Insert and Answer Booklet will be collected separately.
The number of marks is given in brackets [ ] at the end of each question or part
question.
For Examiner’s use:
Section A / 5
Section B / 20
Section C / 25
Total / 50
This Answer Booklet consists of 8 printed pages including this page.
[Turn over]
25
2
Section A [5 marks]
Refer to the webpage (Text 1) on page 2 of the Insert for Questions 1 – 4.
1 Why is the use of alliteration in the tagline “Where There’s A Wish, There’s A
Way” effective?
…………………………………………………………………………………….........
……………………………………………………………………………………........ [1]
2 What effect are the photographs meant to have on the reader?
…………………………………………………………………………………….........
……………………………………………………………………………………......... [1]
3 Pick a word which summarises the effect that this foundation has on its
beneficiaries.
……………………………………………………………………………………......... [1]
4 Identify two outcomes of a ‘wish-come-true’ for children with critical illnesses.
(i) …………………………………………………………………………………….
……………………………………………………………………………………. [1]
(ii) …………………………………………………………………………………….
……………………………………………………………………………………. [1]
1128/4E5NA/MYE/19
26
3
Refer to Text 2 on pages 3 – 4 of the Insert for Questions 5 – 15.
5 In Paragraph 1, we are introduced to ‘the Missing In Action (MIA) Remains-

Gathering Team’. In your own words, explain what this tells you about the
purpose of the team.
……………………………………………………………………………………......... [1]
6 In Paragraph 1, we are told that ‘The old tarpaulin covering the truck is torn,
full of holes, letting the water drip, drip, drip through…’
What effect does the writer create with the repetition of the word ‘drip’?
…………………………………………………………………………………….........
……………………………………………………………………………………......... [1]
7 In Paragraph 2, Kien sleeps uneasily. Explain how the language used in this
paragraph suggests that the environment contributed to Kien’s uneasiness.
Support your explanations with three details from Paragraph 2.
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
……………………………………………………………………………………......... [3]
8 Which words or phrases from Paragraph 4 describe the scene of war?
Descriptions of the scene of war Words or phrases from the passage

(i) state of confusion
(ii) engulfed in flames
(iii) relentless ammunition

[3]
1128/4E5NA/MYE/19
27
4
9 ‘No jungle grew again in this clearing. No grass. No plants.’ (line 33)
What is the effect of the use of short sentences here?
……………………………………………………………………………………......... [1]
10 What is unusual and effective about the phrase ‘silent scream’ (line 36)?
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
……………………………………………………………………………………......... [2]
11 In Paragraph 6, we are told that ‘The blood was cold and sticky, like blood
from a corpse.’
What does this suggest about Kien’s physical state?
……………………………………………………………………………………......... [1]
12 Why is the ‘Jungle of Screaming Souls’ aptly named?
…………………………………………………………………………………….........
……………………………………………………………………………………......... [1]
13 (a) What does ‘ghostly music’ (line 63) refer to?
……………………………………………………………………………………. [1]
(b) Explain in your own words the effect that the ‘ghostly music’ can have
on a person.
……………………………………………………………………………………. [1]
14 Give one reason to explain why Kien and his scout squad established an
altar.
…………………………………………………………………………………….........
……………………………………………………………………………………......... [1]
1128/4E5NA/MYE/19
28
5
15 Complete the flow chart by choosing one phrase from the box that best
describes the following scenes in the text. There are some extra phrases you
do not need to use.
Descriptions
a delightful reunion a sense of gloom
a state of desolation a state of tranquillity
a brutal reality a sinister atmosphere
a familiar place
Scenes in the text
Paragraphs 1 – 2: (i) ……………………………………………
Paragraphs 3 – 5: (ii) ……………………………………………
Paragraph 6 (iii) ……………………………………………
Paragraphs 7 – 8: (iv) ……………………………………………
[4]
1128/4E5NA/MYE/19
29
6
16 How does the writer show that the Rattus norvegicus has many names?
……………………………………………………………………………………......... [1]
17 Here is part of a conversation between two students.
It seems that It does seem that

rats are way! But rats do
invincible! have a weakness.
Patty Shermy
(a) From Paragraph 2, identify two physical attributes of rats and explain
how these attributes support Patty’s view.
(i) ……………………………………………………………………………...
……………………………………………………………………………... [1]
(ii) ……………………………………………………………………………...
……………………………………………………………………………... [1]
(b) With reference to the same paragraph, how would Shermy explain his
position?
……………………………………………………………………………............ [1]
18 In Paragraph 2, the rat’s incisors are compared with other items.
What are these items and what is the property that is being compared with
each item?
Item Property
(i) …………………………………… ………………………………………….
(ii) …………………………………… ………………………………………….
[2]
1128/4E5NA/MYE/19
30
7
19 (a) In Paragraph 3, the writer says that ‘cables are the vines of the city’.
What does this expression suggest about the rat’s presence in a city?
……………………………………………………………………………............ [1]
(b) Pick a piece of evidence from the same paragraph which supports your
answer.
……………………………………………………………………………............ [1]
20 In Paragraph 3, we are told that ‘a rat gnaws the head of a match — the
lightning in the city forest.’ What is effective about this comparison?
……………………………………………………………………………………......... [1]
21 In Paragraph 4, we are told that ‘some rat nests have been found stuffed with
the gnawed shavings of the wood-based, spring-loaded snap traps that are
used in attempts to kill them.’
What does this suggest about rats?
……………………………………………………………………………………......... [1]
22 Using your own words as far as possible, summarise the ways in which
rats have been able to evade human beings, and how human beings have
ironically supported their existence.
Use only information from Paragraphs 4 and 5.
Your summary must be in continuous writing (not note form). It must not be
longer than 80 words (not counting the words given to help you begin).
Rats have evaded human beings by ……………………………………………….
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
1128/4E5NA/MYE/19
31
8
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
…………………………………………………………………………………….........
……………………………………………………………… No. of words: [15]
---------- End of Paper ----------
1128/4E5NA/MYE/19
32
33
SECONDARY 4 EXPRESS AND 5 NORMAL (ACADEMIC) ANSWER SCHEME
Question 1
Carefully read the text below, consisting of 12 lines, about modern inventions. The first

provided. The correct word you provide must not change the original gin meaning of the
sentence.
Examples:
I arrived to my destination at 2 pm. ………at…......

……
My mother always wears sensible clothes.
hes. ……… 9
…………........
History has taught us thatt human

humans
ns a
are
re tth
the
he most
mo
most cur
curious
uri us and ssmartest
ur
urio martesst
ma
living organism on the

e planet
plane
net and
ne and ass a result
an res
essu
ullt of this
thiis w
we
e iinvent
nvent ne
new
ew 1 organisms (plural)
things. Desp
Despite
pite tth
the
he
he fact
cctt tthat
hatt w
ha we
e hav
have
ave ha
av h
hardly
ard
dly
ly sspent
pe
p ent
nt fifteen
n yyears
ea
ars in th
the 2 9
new millennium,
nniium
m, o
ou
our
ur century
centtur
ce ury wa
w
was
as a
al
already
lre
read
ady full of
of great
grea
great and not-so-great
ea 3 is (tense)
inventions which
hich
ch
h rremind
em
min
nd us
us tthat
hat no
ha
hat n matter
mat
atte
terr how
te h w advancing
ho a society might 4 advanced (WF)
be, human curiosity

ositty n
ne
never
eve
v r fa
fail
ail tto
o se
sseek
ek o
out new advancements and 5 fails (SVA)
technologies. For exam

example,
am
mpl
ple, scientists
sci have created a bio-artificial liver 6 9
which/that
device who gives hope to all those suffering from acute liver failure. In 7 (pronoun)
comparing, a Dutch artist has been making indoor clouds since 2010. 8 comparison (WF)
They only last for the moment and will definitely help anyone who is 9 a (article)
trying to impress others on surrealistic photos, but one wonders what 10 with (preposition)
other use or contribution to society this bizarre invention could have.
Adapted from https://list25.com/25-spectacular-inventions-of-the-21st-century/
---------- End of Answer Scheme ----------

1128/4E5NA/MYE/19
34
SECONDARY 4 EXPRESS / 5 NORMAL (ACADEMIC) ANSWER SCHEME
Section A [5 marks]
1 Why is the use of alliteration in the tagline “Where There’s A Wish, There’s A
Way” effective?
Makes the tagline easy to remember. OR

Draws reader’s focus to the words “wish” and “way”, emphasising the
main message of helping children fulfil their wishes. OR
The ‘w’ sound creates a hopeful mood for children and their families
waiting to have their wishes fulfilled. [1]
2 What effect are the photographs meant to have on the read

reader?
aderr?
ad
Encourage the reader to help more children

dren ful
fulfil
lfi
fill th
thei
their
eir wi
ei wish
wishes.
s es. OR
Evoke sympathy from the reader so that the hee reader
reaader will
will help
hel
e p more
children fulfil their wishes. [1]
3 Pick a word which summ

summarises
mmar
mmaris es tthe
ises h eff
he effect
fffec foundation
ect that thiss fo
foun
nda tion has
dati
ti on
has o n its
beneficiaries.
The word iis “life-changing”.

s “life
e-ch
chan
angi
g ng
ng”.. [1]
4 Identify
Id
deen
nti ttwo
t ffyy tw outcomes
o o
ouutco es of
com of a ‘wish-come-true’
‘w
wiissh-co
come
me--tr for children with critical
true’ fo
illnesses.
llnes
esse
es
sse es.
(i) allows
Itt a lllow tthem
ows th em to
hem focus
to fo
ocu
cus o the possibilities of tomorrow (and not
s on
the e challenges
challe
ch enngges of
of today).
toda
today).
da [1]
(ii) It imbues
mbue es them
th with
wi newfound courage to continue fighting their
illness.
ss. [1]
1128/4E5NA/MYE/19
35
2
5 In Paragraph 1, we are introduced to ‘the Missing In Action (MIA) Remains-

Gathering Team’. In your own words, explain what this tells you about the
purpose of the team.
The team’s purpose is to gather the dead bodies of soldiers (from the
war). [1]
6 In Paragraph 1, we are told that ‘The old tarpaulin covering the truck is torn,
full of holes, letting the water drip, drip, drip through…’
What effect does the writer create with the repetition

n of the
e word
word
r ‘drip’?
‘d
He shows how the rain water drips non-stop

stop on th
the e pl
plas
plastic
asti
as tic sheet
ti sheets. OR
He creates the image and sound effect
ffect of the rrain
ain
ai n wa
w
water
te
er drdrip
dripping
ipp
ipping on the
plastic sheets. [1]
7 In Paragraph 2, Kien
n sleeps
sle
eeepps u
un
uneasily.
neeaasi
s ly. Ex
E
Explain
xpl
p ain h
how
ow th
the
he lang
language
ngua
ng uage used
ua use
sedd in this
th
paragraph suggests
gests that
at the
tha he environment
tth enviro
ronm
ro
onnm
men nt contributed
d to Kien’s
c ntributed
co Kie n’s uneasiness.
en’ unea
un easi
easiness
si
Support
rt your
u exp
ur explanations
pla
anna
attiion with
o s wi
w tthree
th thhre details
r e de
eta
taiills fr
fr
from Paragraph
Parag
agra
ag
gra
raph
ph 2.
“lon
“long
o gm moist,
oist,
t, c
t, chill
hilll ffingers
i ge
in errs
sssliding
lid
li diing
ng iin
n an
a
and
d ar
around
rou
oundnd
d the h
hammock” suggests
that
th
ha
att the
he humid
he humidity
idit
idity
ity se
s
seemed
emed
edd tto
o cr
creep
re
ee
ep ara
around/
rou
ound
nd// rreach
nd each out and grab Kien. [1]
“the
the
e s
stream
t eam
tr m mo
moans,
oaan
n
ns,
s, ((a
s, a dde
desperate
esper
errat
ate
e complaint)”
c mp
co suggests that the stream
produced
oduc
uc
ced
ed n noise
oise
oi se wwhich
hiich s
h seemed
eem
ee med to be grumbling/protesting/groaning
which
ch wo
w
would
oul
uld c
uld cr
create
rea
eate a nnegative
egat
egative a
at atmosphere/ disturb Kien’s sleep. [1]
“eerie sounds”
soundds” suggests
sugge that the sounds surrounding Kien were
frightening.
ng. [1]
8 Which words or phrases from Paragraph 4 describe the scene of war?
Descriptions of the scene of war Words or phrases from the passage

(i) state of confusion (became) disoriented
(ii) engulfed in flames a sea of fire enveloped them
(iii) relentless ammunition nets of bullets

[3]
1128/4E5NA/MYE/19
36
3
9 ‘No jungle grew again in this clearing. No grass. No plants.’ (line 33)
What is the effect of the use of short sentences here?
It emphasises how nothing could grow in the clearing. [1]
10 What is unusual and effective about the phrase ‘silent scream’ (line 36)?
It is unusual as silent means having no sound while scream refers to a

loud/piercing cry, thus contradicting each other. [1]
It is effective as it describes/emphasises Kien’s horror at the sight of his

commander blowing his own brains out, such that no so sound came out
from his scream. [1]
11 In Paragraph 6, we are told that ‘The blood

ood was cold
cold and
and sticky, llike blood
from a corpse.’
What does this suggest aboutt Kien’s physical

ph
p hyyssiiccal
al state?
sta
tate
e?
He was seriously injured/

njured
ed/ al
ed a
almost
lmo
most dead/
dead
d// o
d on
n th
the
he verg
verge
rge
rge of dy
dyin
dying.
ing.
in [1]
12 Why is ‘Jungle
s the ‘Ju le of
J ngle of Screaming
S re
Sc eam g Souls’
ming S uls’ aptly
So ap ly named?
pttly named?
Soo man
many
an
a ny soldiers
so
olld
die
i rsrs died
died
d in
in tthe
he b
he battle
attl
attleea
and
nd it iis
s sa
said
aid the
their souls wander the
jungle.
ju
unng
glee. OR
O
The e sounds
soun
so unds
ds ooff th
tthe
he ju
jungle
unng
gle
le sseem
e m like
ee k tthe
ke he voic
voices of the wandering souls of
dead
eaddssoldiers.
o dier
ol errs.
e [1]
13 (a) What
att does
doe
oe ‘ghostly
oes ‘g
gho
host
stly
st ly music’
musi (line 63) refer to?
It refers
eferrs to the trees and plants moaning in awful harmony. [1]
(b) Explain in your own words the effect that the ‘ghostly music’ can have
on a person.
It can make a person feel uneasy / disturbed. [1]
14 Give one reason to explain why Kien and his scout squad established an
altar.
To honour and recall the wandering souls from the 27th Battalion. OR
To pray for their own safety from the ghosts in the jungle. [1]
1128/4E5NA/MYE/19
37
4
15 Complete the flow chart by choosing one phrase from the box that best
describes the following scenes in the text. There are some extra phrases you
do not need to use.
Descriptions
a delightful reunion a sense of gloom
a state of desolation a state of tranquillity
a brutal reality a sinister atmosphere
a familiar place
Scenes in the text
Paragraphs 1 – 2: (i) a sense

se of gloom
om
Paragraphs
hs 3 – 5:
5: (ii)
((iiii)) a brutal
b utal
br a reality
al
Paragraph
P
Pa ragrra
ap
ph 6 (iii)
((iiii
ii) a state
sta
statte of desolation
des
esoolatio
Paragraphs
Pa
ara
ragr
gra
ap
aphs 7 – 8: (iv)
(iv a sinister atmosphere
[4]
1128/4E5NA/MYE/19
38
5
16 How does the writer show that the Rattus norvegicus has many names?
The writer uses ‘…’ to show that the list of rat names can go on OR
The writer lists many rat names. [1]
17 Here is part of a conversation between two students.
It seems that It does seem that

rats are way! But rats do
invincible! have a weakness.
aknesss.
Patty Shermy
She
(a) From Paragraph 2,, identify

identtifify two
o physical
phys
ph yssic
ical
al a
attributes
ttri
ttri
ttribu
b te
bu tess of rrats
ats and expl
at explain
butess support
how these attributes supp
su ppor
ort Patty’s
ort P tty’
Pa y’’s view.
v ew.
vi
(i) Rats have

ha
avve an
an eexcellent
ex xc
ceell
leennt sense
sens
se n e of
of smell
ell and
sme and taste
tas te which
aste whic allow
them
tth
hem to
to de
d
detect
ete
t ctt tthe
h m
he most
o t minute
os minu
nu
nute
te of
of poison
poison.
n. [1]
(ii)
(i
ii)) The
he flap
Th ap of skin
ap skin
sk in between
bet
etw
we en their
een their incisors
inc
ncis
nc iso
is ors prevents
p indigestible
materials
ma
atte
eri
raalls from
m going
goi
oingg down
do
ow
wn th
the
e ra
rat’
rat’s
t s throat.
th [1]
(b)
b) With reference
With
W ref
eferen
ef ncce
e to
to the
the same
th me paragraph,
paragra
arr how would Shermy explain his
position?
p
poosi
siti
siti
tion
on?
on
Rats
ts
shhave
av poor
av
ave po eyesight
oor eyesigh (despite being nocturnal animals). [1]
18 In Paragraph
ph 2,
2 the rat’s incisors are compared with other items.
What are these items and what is the property that is being compared with
each item?
Item Property
(i) Steel Hardness
(ii) Alligator’s jaws / jaws Biting pressure
[2]
1128/4E5NA/MYE/19
39
6
19 (a) In Paragraph 3, the writer says that ‘cables are the vines of the city’.
What does this expression suggest about the rat’s presence in a city?
It suggests that rats are everywhere since cables can be found all
over a city. [1]
(b) Pick a piece of evidence from the same paragraph which supports your
answer.
26 percent of all electric-cable breaks are caused by rats. OR

As many as 25 percent of all fires of unknown-origin are caused by
rats. [1]
20 In Paragraph 3, we are told that ‘a rat gnaws the head ad of a match — the
his comparison?
lightning in the city forest.’ What is effective about this commpa
pari
riso
ris n
It shows how quickly/ easily a rat (gnawing the

awing th
he he
head off a ma
ad o match) can
start a fire. [1]
21 In Paragraph 4, we are told that at ‘some

tha e rat
ra nests
nests
ne sts ha
st have
haveebbeen
een
ee n found
und stuffed with
foun
fo un w
the gnawed shavings gs off tthe
he w
he wood-based,
oo
o od-base
se
ed, spring-loaded
d spriing-lo
oad ed snap
ade sna
napp traps
apss that
trap
ap hat are
th a
used in attempts
s to kill them.’
the
hem.’
What does this

his suggest
tth sug
ugg
geesstt about
abo
bo u rats?
out ra
atts?
s
They
Th
hey
e are
are
re cunning/
cun
un
nning
g/ sl
s
sly/
y/ too
to
oo
occl
clever
lev
eve
err to
to be
be cau
caught.
ugh
ght.
t. [1]
22 Using
sin your
ng yo
y own
urr own n w words
ords
or as
ds a possible,
s farr as possi summarise the ways in which
rats have
s h avve b
a been
beeen
en a able e to
bllle
b to evade
eva
vade
va de h human
uman beings, and how human beings have
ironically
cally supported
lyy ssu
uppoorrtte their
ed thei existence.
e r ex
exis
isttence
is
Use only
ly information
infor
orma
or mati
ma tion fr
ti from Paragraphs 4 and 5.
Your summary
mary must be in continuous writing (not note form). It must not be
Rats have evaded human beings by …
No. Lifted from the passage Rephrased

Ways in which rats have evaded human beings
1 They dig holes to enter buildings and to digging holes to enter
make nests. buildings and making nests
2 Rat nests can be … literally anywhere. which can actually be
anywhere.
3 Alley rats can forage safely within the Rats can forage safely
shadows created by the alleyway, within the darkness of the
alleyway
1128/4E5NA/MYE/19
40
7
4 as well as quickly retreat to the safety of and quickly retreat to the

cover in these narrow channels. darkness if necessary.
5 Their skeletons collapse and they can Rats skeletons can
squeeze into a hole as small as three collapse, allowing them to
quarters of an inch wide. squeeze into small holes.
6 The back of the den then narrows into a In their dens, rats have bolt
long tunnel that opens up on another holes for emergency use,
hole back on the street. This second
hole is called a bolt hole; it is an
emergency exit.
7 A bolt hole is typically covered lightly and these are camouflaged
with dirt or trash – camouflage. with dirt or trash.
8 Sometimes there are networks of Rats create networks of
burrows, which can stretch … even an burrows making
akin them
entire city block. harderr to catch.
How human beings support their existence
9 Cluttered and unkempt alleyways in Human
Huma an beings
bein
be ings
in g support
gs sup their
cities provide ideal rat habitat, exis
ex iste
is tenc
te
existencence with
nc wit cluttered
clutte
especially those alleyways associated sociated a le
alleyw
y ays in cities,
yw
alleyways cititie
iess, wh
ie which
with food-serving establishments./ hmen ttss Many
nts./ Manan
ny are
are perfect
ar p rfecct habitats
pe hab
ha bi
bitats for rats.
subway rats tend to live ve near stations
stat
st attiio
a on ns
s
that are themselves ves near arr fast-food
fast-fo oodod
restaurants.
10 They live ve in the subways
ssu
ubwa
ubw ayys ac a
according
cco
cord
rdin in
ng to Raats
Rats so ften survive
often sur
u vi
urvive
ve on
thee supplyy ofof discarded
d scar
di arde
ar ded hu h
human
uma
m n food food and
fo and
nd disc
sccarded
discarded d hu
hum
man fo
human food.
sewer
sewe
we
w er leak
er leaks./
ks.
s / Pe
P
People
eopo le
le ccome
om
o me down ffrom rro
om
om
the
he streets
the
th stre
st re and
eetss an
a nd thtthrow
hroow th ttheir
hei unfinished
e r un nfi
fini
nishshe edd
food
ood onto
fo onntto the
he tracks…
th tracks ks… T
ks The
Thhe rarats
rats
t e eat
at
freely
fre
freeely from
fro
ro
om the
tth
he waste.
wa ast
stee..
ats h
Rats haave evaded
have evaaded
ded human
de hu
h um
maan beings
be
ein
ings
gs by dig
by digging holes to enter buildings and
making
king
g n nests
essts
ts wwhich
hiic
h chh can
an
n aactually
ct
ctually
ct be anywhere. Rats can forage safely
withinn tthe
he d
he darkness
arrkn
a kness s of tthe
he
e alle
alleyway and quickly retreat to the darkness if
necessary. y. Rats
sarry. Ratss skeletons
skel
sk eletons can collapse, allowing them to squeeze into
el
small holes.
oles.
s In
s. In th
their d dens, rats have bolt holes for emergency use, and
these are e camouflaged
c mou
ca with dirt or trash. Rats create networks of
burrows making
mak them harder to catch. Human beings support their
existence with cluttered alleyways in cities, which are perfect habitats
for rats. Rats often survive on discarded human food. [15]
(93 words for 10 points)
---------- End of Answer Scheme ----------
1128/4E5NA/MYE/19
41
42
Class Index Number Name
BUKIT MERAH SECONDARY SCHOOL

SECONDARY 4 EXPRESS / 5 NORMAL (ACADEMIC)
ENGLISH LANGUAGE 1128/01

Paper 1 Writing
6 May 2019
INSERT 1 hour 50 minutes
READ THESE INSTRUCTIONS FIRST
This insert contains Section A and the visual stimulus for Section B.
Write your answers in the spaces provided.
Hand in the completed Section A Insert separately.
This document consists of 3 printed pages and 1 blank page.

Setter: Ms Adeline Kong [Turn over
43
2

Question 1
Carefully read the text below, consisting of 12 lines, about the food we eat. The first and last lines
are correct. For eight of the lines, there is one grammatical error in each line. There are two more
lines with no errors.

If the line is incorrect, circle the incorrect word and write the correct word in the space provided.
The correct word you provide must not change the original meaning of the sentence.
Examples:
I arrived to my destination at 2pm. ……..at….….
My mother always wears sensible clothes. ……..¥….…..
For most people across the world, life is getting better but diets are getting
worse. This is the bittersweet dilemma of eating this days. Unhealthy food, 1 ......................
ate in a hurry, seems to be the price we pay for living in liberated modern 2 ......................
societies. Our free and comfortable lifestyles are undermine by the fact that 3 ......................
our food is killing us, not through lack of it but through its abundance – the 4 ......................
hollow kind of abundance. What we eat now is a great cause of disease and 5 ......................
death in the world than either tobacco or alcohol. In 2015, 12 million deaths 6 ......................
could be attributed with “dietary risks” such as diets low in vegetables, nuts 7 ......................
and seafood or diets high in processed meats and sugary drinks. This is 8 ......................
paradoxical and sad, however good food used to be the test by which we 9 ......................
judge the quality of life. Hence it should be logically impossible to have a good 10 ....................
life without good food.
Adapted from https://www.theguardian.com/books/2019/mar/16/snack-attacks-the-toxic-truth-about-the-way-

we-eat
BMSS/2019/4E5N/MYE/1128/P1
Create Memorable Experiences!
Whether the activity is cultural, sporty or44
adventurous, the choice is yours! Submit
3
https://www.bukitmerahsec.com
https://www.bukitmerahsec.com
ArtScience Museum
x Lewis Carroll's Alice in Wonderland

books come alive in this interactive
exhibition 'Wonderland'.
x Visitors can expect props, theatrical sets
and audiovisual artwork.
x At the Mad Hatter’s Tea Party, visitors
can participate in an “audiovisual feast”
as the room transforms in real time.
x Each visitor will choose one of four
characters to uncover unique stories.
Bounce Trampoline Park
x Trampolining is a low-impact activity

that simultaneously improves co-
ordination and boosts cardio fitness.
x A fun and challenging activity for
participants of any skill level.
x The programme ensures maximum
group and individual participation.
x The team of highly-skilled instructors
will ensure safety
Forest Adventure
x Participants will discover the thrill of

height and the joy of physical outdoor
activity.
x Activities ensure personal
achievement
x All challenges end with a giant zip line
to bring participants back to ground.
x The facility is right on the edge of the
beautiful Bedok Reservoir.
BMSS/2019/4E5N/MYE/1128/P1
45
4
BMSS/2019/4E5N/MYE/1128/P1
46

Paper 1 Writing 6 May 2019
1 hour 50 minutes
Additional materials: 1 Insert
Write your name, class and register number in the spaces provided on the work you hand in.
Do not use staples, paper clips, glue or correction fluid.
The Insert contains Section A and the visual stimulus for Section B.
For Section A write your answers in the spaces provided on the Insert.
For Section B and Section C write your answers in the spaces provided in the Question Booklets.
At the end of the examination, hand in Section A, Section B and Section C separately.
This document consists of 8 printed pages and 1 insert.
Setter: Ms Adeline Kong [Turn over
47
2
Question 2
You should look at the printout of a webpage in the Insert, study the information carefully and plan
your answer before beginning to write.
Your Upper Secondary Year Head is offering the graduating classes an incentive activity during the
June holidays. The activity is meant as a reward for all the hard work the cohort has put in so far,
and as a form of motivation before the national exams. The three possible activities have been
posted on the school website and each class will get to select the activity they like best. As Class
Chairperson, your form teacher has asked you to submit your class proposal to the Year Head.
In your proposal you should explain:
x which activity your class likes best

x why the activity suits the needs of your class
x how you intend to organise the trip
x how the trip would be a good reward and motivation for the class.
Write your proposal in clear, accurate English. Your tone should be persuasive, enthusiastic to
convince your Year Head that the needs of your class have been considered.
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BMSS/2019/4E5N/MYE/1128/P1
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BMSS/2019/4E5N/MYE/1128/P1
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BMSS/2019/4E5N/MYE/1128/P1
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You are advised to write between 350 and 500 words on one of the following topics.
Questions 3 - 6
3 Describe the neighbourhood you live in. What are some things in your neighbourhood
you will miss greatly if you have to move away?
4 'The more you know about the past, the better prepared you are for the future'. How has
this been true based on your experiences?
5 Young people are becoming more impatient these days. Do you agree?
6 Globalisation has seen more people working abroad for short periods of time. What are
some advantages and disadvantages of working abroad?
Please write your chosen question number (3, 4, 5 or 6) here: ……….
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BMSS/2019/4E5N/MYE/1128/P1
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BMSS/2019/4E5N/MYE/1128/P1
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BMSS/2019/4E5N/MYE/1128/P1
54

SECONDARY 4 EXPRESS/ 5 NORMAL (ACADEMIC)
Paper 2 Comprehension 7 May 2019
1 hour 50 minutes
INSERT
This Insert contains Text 1, Text 2 and Text 3.
This document consists of 6 printed pages.

Setter: Leow Ser Leng [Turn over
55
2
Section A
Text 1
Study the webpage below and answer Questions 1-4 in the Question Booklet.
Where Business, Technology and Innovation Collide in Singapore!

TECHSPO SINGAPORE 2019 is a 2-day large scale technology exhibition taking place from September 18 to
19 2019 at the luxurious Marina Bay Sands Expo and Conference Centre in Singapore. It brings together,
technology designers, providers and innovators looking to set the pace in our advanced world of technology.
Seize this golden opportunity to enjoy these experiences:
Exhibition Booths Training Sessions Networking

g
Check out our exhibition booths Discover the best innovations and Interact with fellow technology
which showcase a myriad of next- case studies in the Technology enthusiasts attending the event
generation technological Training Theatre, TECHSPO Hall. to exchange views and ideas
advancements and innovation. 3 presentation session recordings over Networking Luncheon.
This includes Internet and mobile ranging from 30 to 45 minutes will Better yet, download Bizzabo,
technologies. Learn about how be played to kick-start your our official event networking
these evolving technologies will training which will enable you to mobile app. Supported on
impact your business for greater gain more in-depth understanding iPhone and Android, it’s a
growth and be inspired and of the latest technologies. This is breeze to join the community to
amazed by the power of where theory and application stay connected with others, be it
technology and innovation! Get come together to make learning for business or social purposes.
ready to soak in the vibrant relevant and meaningful. Get your Experience the power of a
atmosphere! thinking caps ready! strong support network!
Register today for your *FREE Visitor Pass and Early Bird Discounts!
*Limited to 1 free Visitor Pass per company Click Here to Register NOW!
AS FEATURED IN:
Adapted from https://techsposingapore.sg/
BMSS/2019/4E5N/MYE/1128/P2
56
3
Section B
Text 2
The account below describes the writer’s experience of being lost in the Borneo jungle. Read the text
carefully and answer Questions 5-15 in the Question Booklet.
1 My destination was a secluded beach at the end of an 18 kilometre path winding through
equatorial rainforest. The plan was to arrive at the beach around sundown, camp out and
return the next morning to catch a rowboat back to the nearest city. I visualised myself
arriving at the beach after a leisurely five or six hours.
2 However, the gruelling path was uphill, requiring me to clamber all the way and, at times, 5
crawl on all fours. After two intense and energy sapping hours, a fourth of my 4-litre
water store had been guzzled down but I had only hiked about two kilometres. The
Borneo jungle loomed all around, more threatening now. When I was wearily resting next
to a waterfall, some Germans passed by. When I told them my naïve plan, they smiled
wryly but, impassively, said nothing. A few hours later, I was parched but out of water 10
and starting to panic. I was resolute about continuing, although sweat was pouring out of
me like a garden hose left on to tinkle into the grass. The path got rougher with
everything being sharp, jagged or piercing, shredding my arms and legs.
3 Soon, the sun was getting lower in the sky, making me ponder on my predicament. If I
turned back, I would be tromping through the deep dark jungle at night, with jealous 15
monkeys for company, and I would never make it safely. I would step on a snake,
stumble into one of the numerous deep crevices along the path or I would sink and be
overwhelmed in quicksand. I had to press on, exit the jungle and get onto a pure tropical
beach.
4 It was envisaging the beach, lovely, open and safe, that kept one foot moving in front of 20
the other. Inevitably, the sun went down before I was anywhere near my destination.
‘Went down’ is just a euphemism though because, in reality, it plummeted. From the time
it cast its first orange hues until complete darkness required only ten minutes. I pulled out
my headlamp, happy with myself, reckoning that while I demonstratively had little sense
for being in this situation to begin with, I had enough to bring a light. 25
5 The jungle at night was terrifying with the sounds of nightPDUHVíthings that howled from
above and things that chortled from behind trees, long slippery things that squirmed and
danced against your skin and when you pawed at them disappeared into thin air. Feeling
compelled to do something, I darted around, at first making blind plunges in random
directions. I apprehended the danger straight away and, so, attempted to be rational and 30
figure out a path. However, cane, in every dark direction, was blocking me in: tall, thick
and unassailable.
6 For some unfathomable reason, I decided to take a picture of myself, wanting to see what
I looked like when petrified. Then I yelled for help, as deafeningly as possible, in the
empty and echoing blackness. Nothing. I wandered aimlessly for another hour in the 35
black sauna of the night. As I plodded on, one old adage kept popping up in my
head: when you get lost in the wilderness, the thing to do is to head down. If you follow
a downward slope, eventually you will come to a stream or river that flows to the sea.
Follow that enough and you will find people.
7 Thus, I searched for the nearest downward slope, and let myself start sliding down it, the 40
weight of my tent-filled backpack propelling me forward. While I was sliding down, loose
gravel and dirt caved under me. I shone my light ahead and, in a flash of approaching
death, noticed that there was no ground. Suddenly, I was on a precipice. About one
metre in front of me was a 30-metre drop, a cliff that led down to an angry sea crashing
[Turn over
BMSS/2019/4E5N/MYE/1128/P2
57
4
against jagged rocks. In panic, I started to scramble back up, but the backpack, and my 45
position, made it impossible. I was being edged forward to die.
Adapted from ‘Lost in the Borneo jungle: A survival story’ by Seth Pevey
BMSS/2019/4E5N/MYE/1128/P2
58
5
Section C
Text 3
The text is an article about teak, a tropical hardwood tree species. Read it carefully and answer
Questions 16-21 in the Question Booklet.
1 Often nicknamed as “The King of Hardwood”, teak is one of the best wood you can find in
the world for furniture. It is highly prized for its grains and hue and its resistance to
cracking, warping, rotting and corrosion when in contact with steel. Other than its beauty
and durability, it possesses some natural properties that other woods do not have.
Unfortunately, natural teak forests are declining worldwide and the quality of naturally 5
grown teak wood is deteriorating.
2 The tree that teak comes from, Tectona grandis, is native to the tropics, particularly in
Southeast Asian nations such as Thailand, Myanmar, Indonesia and Malaysia. The
Indonesian government considers teak such a valuable natural resource that it has a
corporation, PT Perum Perhutani, in place dedicated to managing its official teak 10
plantations in Java and Madura. On such plantations in Java, only a predetermined
number of trees can be felled each year and each tree is replaced with a new one that is
planted on the plantation. Teak’s reputation made its way out of Asia around the 7th
century, when the Dutch colonized Indonesia. Since then, teak has been used to outfit
and adorn the residences of the wealthy and powerful. The strength and durability of 15
teak wood is definitely world-renowned. For example, in caves in Western India, even
objects made from teak more than 2,000 years ago have been found intact. This is
untreated and uncared-for wood.
3 There is an abundance of natural oils and rubber locked right into the tight grain of the
wood to keep back water and keep it from becoming misshapened or breaking. All woods 20
contain oils that protect the tree – think of tea tree oil. Teak, however, can retain these
oils and its rubber even after being felled and processed. Due to this, teak has greater
naturally weather-resistant properties than just about any other type of wood. It has been
used to construct ships for many centuries because it can stand up to elements such as
rain for many years. When dried to a proper moisture level – around 10 percent of its 25
original content – the oils and rubber weatherproof the wood. The oils also protect the
wood from dry rot, which is a common problem in older wooden furniture. Furthermore,
the oils and rubber protect the heart of the wood from invaders like fungi and parasites
that can destroy other woods.
4 As the demand for teak increases, “Plantation Teak” has been developed in countries 30
such as Indonesia and Costa Rica. In this method, the tropical hardwood tree from which
teak is obtained is exclusively planted for either commercial or ecological purposes. Most
teak comes from countries where native forests are clear-cut, thousands of acres at a
time. Non-teak "waste trees" are often burnt to further clear the land, which may be used
for abusive agricultural practices or left vulnerable to erosion. Consequently, plantation 35
teak is an improvement over clear-cutting natural forests. It is, however, a long way from
being sustainable because most plantations comprise no other tree species, just row
upon row of teak trees. These monocultures do little to provide needed animal habitat. In
addition, because the trees were planted at the same time, they are harvested at the
same time. It is clear-cutting under a different name. Furthermore, plantation teak is 40
rapidly grown and harvested, resulting in grains that are further apart and less defined.
This affects the beauty of the furniture that will be made from the wood. It also results in
poorer quality wood that is more likely to crack or warp. The soil in these plantations is
said to be inferior, causing some teak to be less lustrous and have a lighter colour.
5 While the teak industry can have environmental impacts, teak planting serves local 45
communities as a savings account, as the time until trees reach harvestable dimensions
is comparatively long. It can take between 20 and 80 years before a teak tree planted
BMSS/2019/4E5N/MYE/1128/P2
59
6
today is harvested for wood. In the long run, this helps smallholders improve their
livelihoods and the livelihoods of their children.
Adapted from https://home.howstuffworks.com/home-decor/decorating-styles-techniques/teak-wood-furniture.htm and

https://greyandsanders.com/blog/post/all-about-teak/
BMSS/2019/4E5N/MYE/1128/P2
60


1 hour 50 minutes
Candidates answer in the Question Booklet.
Additional Materials: Insert
Write your name, class and register number in the spaces provided on all the work you hand in.
Write in dark blue or black pen.
Do not use staples, paper clips, glue, correction fluid or correction tape.

The number of marks is given in brackets [ ] at the end of each question or part question.
For Examiner’s Use
Section A /5
Section B /20
Section C /10
Summary /15
Total /50
This document consists of 8 printed pages and 1 Insert.

61
2
Section A [5 marks]
Text 1
Refer to the webpage (Text 1) on page 2 of the Insert for Questions 1-4.
1 The webpage begins with the tagline ‘Where Business, Technology and Innovation Collide
in Singapore!’ What does ‘Collide’ suggest about the impact of the event on participants?
………………………………………………………………………………………………….
……………………………………………………………………………………………... [1]
2 Refer to the section under ‘Networking’.
(i) How does the photograph support the information presented in this section?
…………………………………………………………………………………..….……
………………………………………………………………………………………..[1]
(ii) Identify a phrase that encourages the reader to be involved in networking.
…………………………………………………………………………………..….……
……………………………………………………………………………………….. [1]
3 Who is the target audience of this webpage?
………………………………………………………………………………………………[1]
4 How does the webpage persuade its target audience to participate in the event?
………………………………………………………………………………………………….
……………………………………………………………………………………………... [1]
BMSS/2019/4E5N/MYE/1128/P2
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3
Text 2
Refer to Text 2 on page 3-4 of the Insert for Questions 5-15.
5 (i) Which word in Paragraph 1 suggests that the writer anticipated his trek to be an easy
one?
……………………………………………………………………………………… [1]
(ii) What does this word suggest about the writer’s assessment of the situation?
……………………………………………………………………………………… [1]
6 Paragraph 2 describes the challenges faced by the writer. Explain how the language used
in the paragraph emphasises how the writer found the experience to be physically
demanding. Support your answer with three details from the paragraph.
(i) …………………………………………………………………………………..….…
…………….………………………………………………………...…………….. [1]
(ii) …………………………………………………………………………………………
…………….………………………………………………….………..………….. [1]
(iii)…………………………………………………………………………………………
…………….………………………………………………….………..………….. [1]
7 ‘Soon, the sun was getting lower in the sky, making me ponder on my predicament.’ (line
14).
(i) Explain why the writer had to ponder on his predicament.
…………………………………………………………………………………………
…………………………………………………………………………………….... [1]
(ii) What was his final decision?
…………………………………………………………………………………..….…
……………………………………………………………………………………… [1]
BMSS/2019/4E5N/MYE/1128/P2
[Turn over
63
4
8 “ ‘Went down’ is just a euphemism though because, in reality, it plummeted.” (line 22).
How is the word ‘plummeted’ used effectively here?
………………………………………………………………………………………………….
…………………………………………………………………………………………….. [1]
9 What tone is the writer conveying in the last sentence of Paragraph 4?
………………………………………………………………………………………………[1]
10 The writer says that he ‘attempted to be rational’ (line 30).
Which two of his actions show that he was not rational?
………………………………………………………………………………………………….
…………………………………………………………………………………………….. [1]
11 In Paragraph 6, the writer describes taking a photograph of himself. Why do you think his
action was ‘unfathomable’ (line 33)?
………………………………………….…………………………………………..…………
…………………………………………………….…………………………..………………
……………………………………………………..……………………………………… [2]
12 The writer describes the night as ‘the black sauna’ (lines 35-36). What does this suggest
about the environment he was in?
…………………………………………………….…………………………..………………
……………………………………………………..……………………………………… [1]
13 Explain why it was a bad decision for the writer to slide down the nearest slope.
…………………………………………………….…………………………..………………
……………………………………………………..……………………………………… [1]
BMSS/2019/4E5N/MYE/1128/P2
64
5
14 From Paragraph 7, identify four elements in nature that threatened the writer’s safety.
…………………………………………………….…………………………..………………
……………………………………………………..……………………………………… [2]
15 The structure of the text reflects the writer’s experience at different stages of the trek.
Complete the flow chart by choosing one phrase to summarise the main experience at each
stage. There are some extra phrases in the box that you do not need to use.
Stages of the trek
visualising scenery considering options initial plans recognising peril

blind faith seeking guidance final plans
Flow Chart
Paragraph 1-2
(i) …………………………………………………………….…….
Paragraph 3-4
(ii) …………………………………………………………….…….
Paragraph 5
(iii) …………………………………………………………….…….
Paragraph 6-7
(iv) …………………………………………………………….…….
[4]
[Turn over
BMSS/2019/4E5N/MYE/1128/P2
65
6

Text 3
Refer to Text 3 on pages 5-6 of the Insert for Questions 16-21.
16 Write down the characteristics of teak which lead to its ‘beauty’ (line 3) and ‘durability’ (line 4).
Description Characteristics
Beauty
Durability
[2]
17 With reference to Paragraph 1, what are the current problems faced by the teak industry?
Answer in your own words.
…………………………………………………………………………………………..….…
……..…………….………………………………………………………...………………….
…………………………………………………………………………………………………
……….…………….………………………………………………….………..………….. [2]
18 The writer says that ‘in caves in Western India, even objects made from teak more than 2,000
years ago have been found intact’ (lines 16-17).
Why does the writer include the above example?
………………………………………………………………………………………………….
…………………………………………………………………………………………………[1]
BMSS/2019/4E5N/MYE/1128/P2
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7
19 Here is a part of a conversation between two students, Victor and Lily, who have read the
article
Plantation teak is However,

a definite plantation teak is
improvement from not a completely
clear cutting sustainable method
forests. of farming.
Victor Lily
(a) Give two pieces of evidence from Paragraph 4 to support Victor’s view.
(i) …………………………………………………………………………………..….…
…………….………………………………………………………...…………….. [1]
(ii) …………………………………………………………………………………………
…………….………………………………………………….………..………….. [1]
(b) With reference to Paragraph 4, how would Lily explain her position?
……………………………………………………………………………….…………
……………………………………………………………….…..………………... [1]
20 Explain fully how teak planting serves the local communities as ‘a savings account’ (lines 45-
46).
………………………………………….…………………………………………..…………
…………………………………………………….…………………………..………………
……………………………………………………..……………………………………… [2]
[Turn over
BMSS/2019/4E5N/MYE/1128/P2
67
8
21 Using your own words as far as possible, summarise the qualities and uses of teak.
Use only the information from Paragraphs 2 and 3
Your summary must be in continuous writing (not note form). It must not be longer than 80
words (not counting the words given to help you begin).
Teak is a valuable natural resource which ……..…….………………………………………
………………………………………………………………………………………………….
………………………………………………………………………………………………….
………………………………………………………………………………………………….
………………………………………………………………………………………………….
………………………………………………………………………………………………….
………………………………………………………………………………………………….
………………………………………………………………………………………………….
………………………………………………………………………………………………….
………………………………………………………………………………………………….
………………………………………………………………………………………………….
………………………………………………………………………………………………….
………………………………………………………………………………………………….
………………………………………………………………………………………………….
………………………………………………………………………………………………….
………………………………………………………………………………………………….
………………………………………………………………………………………………….
………………………………………………………………………………………………….
………………………………………………………………………………………………….
………………………………………………….……..…. No. of words: [15]
BMSS/2019/4E5N/MYE/1128/P2
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69
5
Answer Key
Question Erroneous word Answer Type
Ty pe of error
1 this These Demonstrative
De
emo
mons nsttrativ
ns ivve Pr
Pron
Pronoun
onou
on
2 ate eaten Verb
Verb
Ve b Form
F rm
Fo
3 undermine undermined
dermin ned
ed Verb
Verb
Ve b Form
F rm
Fo m
4 the a Article
Arti
Articl
ce
5 great greater
g
gr rea
eate
te r C
Comparative
omp par
arativve
6 - - No Error
Erro
Er ror
ro
7 with to
to Preposition
Prep pos
osition
n
8 - - No Error
Erroor
9 however
ho owe
weve
ver because
becca
be ause e Conjunction
Co
onj
njun
jun
unct
ctio
ct on
10 judge
jju
udg
d e jjudged
ju
uddg
geed
d Tense
Ten
Te n se
BMSS/2019/4E5N/MYE/1128/P1
70
ANSWERS


1 hour
ho 50 minutes
READ THESE INSTRUCTIONS

S FIRST
FIRS
ST
Write your name, class s and register

reg
egister number
n m
nu mbbeerr in
in tth
he sp
the pa
acces provided
spaces prro
ovided on all the
he work
wor
orkk you ha
hand in.
pe
p en.
Write in dark blue or black pen.n.
staples
ess, paper
Do not use staples, pa
ape
per clips,
clip
ips,
ips glue,
glu
l e,
e ccorrection
orrre
or ect
ctio
ion fl luid
uiid o
u
fluid orr ccorrection
orre
or ect
c ion ta
ape
pe.
tape.
Answer alll questions.

quesstion
qu tio s.
Write yourr answers
ans
nsswe
n wersrs in
in th
tthe
he ssp
pacess provided
spaces pro
rovviid
de
ed in the Question
Que
uest
stio
st ion Booklet.
io Boo
con
nta
tain
ins th
The Insert contains he texts
the texts
te s for
for all
fo alll the
a th
he sections.
se
s ections
ns..
ns
The number off mar

arrk
a ks
marks s is
is g
gi
iv
ve
en iin
given n bra
rack
racket
ck ets
et
brackets s [ ] at the end of each question or part question.
71
2
Section A [5 marks]
Text 1
1 The webpage begins with the tagline ‘Where Business, Technology and Innovation Collide
in Singapore!’ What does ‘Collide’ suggest about the impact of the event on participants?
It suggests that it has a significant/ powerful/ strong impact on participants.

[1]
2 Refer to the section under ‘Networking’.
(i) How does the photograph support the information presented in this sect
section?
The photograph shows various participants s engaged

engage g d in
ge iin// en
e
engrossed
gros in
conversations. This supports the idea that participants
parttic
icip
ipan
ipants
an ts c can interact with/
an inter
connect with other like-minded people/
ople/ participants
partic
cip
pan
antsts during
duri ng tthe
ring
ri he event. [1]
e ev
(ii) Identify a phrase that encourages

ges the reader
re
ea
ad
derr to
to be
be involved
inv
nvol
olve
ved in n
networking.
etwo
et work
working.
rk
‘a breeze (to join)’ [1]

Accepted: ‘Experience
erience the
e power
po
ow er (of
wer off a strong
(o sttrrong support
on supporrt network!)’
n twork!
ne k!)’
k!)’
Not accepted:
pted: ‘the power
pow er (off a strong
ower ong support
strron supp
pp
ppo rt network!)’
orrt network!)’
)’’
Who iss the

e target
tar
a get audience
a dien
au nce
c of this
iis
s webpage?
we
eb
bp
pa
age?
ge?
ge
3
Business
sineess
s owners/
ow
wn ner
ers/
s/ lleaders
eade
de
d
ders
errs
s who
who
ho are interested
intteres
eres
er este
t d in using technology to improve
their op
operations.[1]
peerrations.[1
[[1
1]
Accepted:
ed:
Employees
es of companies
of c o pa
om ani es who are interested in technology.
nies
4
How does the webpage
webpag persuade its target audience to participate in the event?
Through the use of imperatives ‘seize this golden opportunity’, ‘Register

today’, ‘Click Here’ to prompt the reader to register for this event.
Through highlighting various mass media platforms that have featured/
promoted this event. [Any 1 for 1m]
BMSS/2019/4E5N/MYE/1128/P2
72
3
Text 2
Refer to Text 2 on page 3-4 of the Insert for Questions 5-15.
5 (i) Which word in Paragraph 1 suggests that the writer anticipated his trek to be an easy
one?
‘leisurely’ [1]
(ii) What does this word suggest about the writer’s assessment of the situation?
He underestimated the challenges involved. [1]
6 Paragraph 2 describes the challenges faced by the writer. Explain ow tthe

ain how language used
h la
he
in the paragraph emphasises how the writer found the experience o be
rience to be physically
physic
demanding. Support your answer with two details from the paragraph.
paragr
grap
gr aph
ap h.
‘gruelling path (was uphill)’ suggests/ shows/ indicates
indiica
cate
tes
tes thatt the
the path
path was an
extremely tiring and demanding one/ an
n arduous/ strenuous/
sttre
en
nu
uo
ouus/
s taxi
taxing/
xing
xi ng// on
ng one.
‘clamber all the way / crawl on

n all fours’
fours’ suggests/
fo sug
suggges
estts
s/ shows/
show
shows/ indicates
indi
indica
di cate
cates
te s that the writer
w
had to move in an awkward d and
d laborious
labo
la oriiou
o s way
wa
ay using
usin
ing bo
in b
both
oth ha
h
hands
n s an
nd and d llegs.
egs.
‘intense and energy

ergy sapp
sapping
pinng hohours’
ouurrs’’ suggests/shows/
su
sugg
ggees
sts/shows// indicates
indicate
in t s that
that it w
was an
extremely/ exceptionally/
ceptiona
nall
nally
y// extr
extraordinarily
t ra
tr ao
orrd
diin
nar
a il
ily exhausting
ex
e xha
hausti
ttiin
ng
g time
‘wearily
ly re
resting’
esttin
ng
g’’ sugg
suggest
gg
gges
est th
that
hat
a th
tthe
he wr
w
writer
itte
err w
wa
was
as ex
e
exhausted/
xhausted/
d/ dr
d/ d
drai
drained/
ra ned extremely tired/
fatigued.
atigued.
[Any
Anyy 2 fo
fforr 1m
1 each
each=2m]
ch=2
ch=2
= 2m
m]]
Not acce
accepted:
cept
ceptted
p d:
‘(was)) pa
parched
arrc
che
h d but o ou
out
ut of
of wa
w
water’
ate
ter’ suggests/
su
ugg
gges
ests
es ts
s/ sho
shows/ indicates that the writer was
dehydrated
ated
ed bu
ed had
butt h
haad no ommore
mo ore water
wate
wa terr to drink (related to hot weather)
te
‘sweat was pouring
pour
po urin
ingg out
ou
out off me’
me (related
(re
(r elated to hot weather rather than the trek)
,‘(rougher wiwith)
ith
th) ev
e
everything
eryt
ytthi
hing
ng being jagged or piercing, shredding my arms and legs’
(dangerous s rather
rattherr than
than physically
p ysic
ph demanding)
7 ‘Soon, the sun was getting lower in the sky, making me ponder on my predicament.’ (line
14).
(i) Explain why the writer had to ponder on his predicament.
As it was getting dark, he had to consider safety issues carefully. [1]
(ii) What was his final decision?
To continue moving towards the beach [1]
BMSS/2019/4E5N/MYE/1128/P2
[Turn over
73
4
8 “ ‘Went down’ is just a euphemism though because, in reality, it plummeted.” (line 22).
How is the word ‘plummeted’ used effectively here?
It emphasises how suddenly/ quickly the sun set.
Not Accepted:
9 It emphasises how suddenly/ quickly the sky darkened
(‘plummeted’ is about the sun, not the sky)
What tone is the writer conveying in the last sentence of this paragraph?
10 Humorous / self-mocking/ self-deprecating/ He was making fun of himself. [1]
The writer says that he ‘attempted to be rational’ (line 30).
Which two of his actions show that he was not rational?
He darted around/ made blind plunges in random om directions/

direct
ctio
ct ions
ions// plunged
ns pl in random
directions (Any two, not more than two for 1m)
m)
11
In Paragraph 6, the writer describes

es taking
takiing a photograph
pho
oto
ogr aph of
grap of himself.
him
imsel
elf. Why
f Wh
f. his
hy do you think h
action was ‘unfathomable’ (line
e 33)?
)
He should be focusing
sing on g getting
e ting
et g hims
himself
ms
m sel
e f ou
out
ut of dangerr [1
[1]
1] inst
instead
sttead
ste d of trying
try
tr ying to see
yi
12 how he looked like wh
w
when
he
en
n frig
frightened
ght
hteenned
ed [[1
[1]
1]
The
e writer describes
de
escri
ribe
ribes the
be th
he night
nigh
night ass ‘the black
gh bllac
b ack sauna’
sa
aun
una’ (lines
(line
es 35-36).
35-3
36). W
What does this suggest
about
abou
ut the
th environment
th en
environm men
ent he
he was in?
in
n?
The expr
expression
p es
essi
sion
on captures
captu
capttures
s fully
full
fully how
how the narrator
ho na
arr
rrat
ator
o was experiencing total darkness
and feeling
eelin
ing
ing very hot
hot and
and sweaty
an swwea aty
t [1].
]
].
OR
The expression
resssi
sioon
n ca
c
captures
apt
ptur
ures fu
fully
ullly ho
how the night was totally dark and very hot [1].
13 (Both parts
s need
nee tto
eed present
o be present for 1m)
Explain why it was

as a bad decision for the writer to slide down the nearest slope.
The weight of his tent-filled backpack would push him downward too quickly.
He was not in control of his descent and thus put himself in greater danger.
He could not see what was ahead.
14 [Any one for 1m]
From Paragraph 7, identify four elements in nature that threatened the writer’s safety.
loose gravel and dirt

precipice/ slope ending abruptly/
30-metre cliff
angry sea
BMSS/2019/4E5N/MYE/1128/P2
74
5
jagged rocks
[Any 2 for 1m/ pair. Total 2m]
15 The structure of the text reflects the writer’s experience at different stages of the trek.
Complete the flow chart by choosing one phrase to summarise the main experience at each
stage. There are some extra phrases in the box that you do not need to use.
Stages of the trek
visualising scenery considering options initial plans recognising peril

blind faith seeking guidance final plans
Flow Chart
Paragraph 1-2
(i) initial plans

ns
Paragraph
Paragrraph 3-- 4
((ii)
(i
iii)) co
considering
c on
ns
sid
ide
erriin
ng options
options
op
Paragraph
Pa
Parra
ag
grraph 5
((iii)
iiiii)
i reco
recognizing
cogn
cogniz
gniz
iz
izing p
peril
Paragraph 6-7
(iv) blind faith
[4]
[Turn over
BMSS/2019/4E5N/MYE/1128/P2
75
6
Text 3
16 Identify the characteristics of teak which lead to its ‘beauty’ (line 3) and ‘durability’ (line 4).
Description Characteristics
Beauty Grains and hue [1]
Durability Resistance to cracking, warping, rotting and corrosion

(when in contact with steel) [1]
[2]
17 nt problems fa
With reference to Paragraph 1, what are current ace
ced
d by the
faced e tteak
eakk industry?
ea in
ndu
d st Answer
in your own words.
The number of teak forests is decreasing
decreaea
e a g / The
easing he teak
The teak
eak fo
ea fforests
ore
rest
s s ar
are being
e be ing reduced in size
bein
in
[1].
orr traits
o
Natural teak has more inferior tra
raitts / characteristics
characte
ch terriistics / The
te e standard
sta
st anda
dard
rd of te
eak p
teak roduc is
produced
now less superior [1].
18 The writer
wrriter ssays
a s th
ay hat
at ‘in ccaves
that aves in
av n West
W
We es
Westernstterrn IIn
ndi
dia,
a, e
a,
India, ven ob
even bje
ject
ctss made ffrom teak more than 2,000
ct
objects
earss ago
years ago have
haave been
beeen found
ffo
ou
un
nd intact’
intact
ctt’’ (lines
ct ( ines
(liin
ness 16-17).
16-17)
17).
17
doe
es the
Why does the writer
writite
wr err include
incclu
lud
lude
de
e the
the
he above
ab
bo
ove example?
exa
xamp
xa
amp
mple
l ?
le
To convey
veyy his
his astonishment
hi astto
as
astoonniis
sh
hment that
tha
hatt teak objects can last so long./ To emphasise the
durability
y off teak.
teak
teak. [1]
[1]
[1
BMSS/2019/4E5N/MYE/1128/P2
76
7
19 Here is a part of a conversation between two students, Victor and Lily, who have read the
article
Plantation teak is However,

a definite plantation teak is
improvement from not a completely
clear cutting sustainable method
forests. of farming.
Victor Lily
(a) Give two pieces of evidence from Paragraph 4 to support Victor’s view.
The trees from which teak is obtained are exclusively planted for either
sively p
commercial or ecological purposes [1].
There are no non-teak waste trees to burn

n / remove
ve / clear
remov earr cut [1].
clea
cl ea [1
(b) With reference to Paragraph 4, how

ow would Lilyy explain
exp
xplain her
lain er position?
her possittio
on?
The plantations are monocultures

onocult ures / consist
llttur co
on stt of
nsiis only
of on
only one
ly one ttree
ree
re species
e sp
spe are
ecies and ar
planted and harvested
sted at
at the
he same
the me [1].
sam ] OR
]. O
Consequently,
ntly, they provide
pro
ovi de little
vide itttlle needed
lit ne
nee
eded animal habitat
ded ha
abi tat [1].
bita
ta
20 Explain
plain full
fully
ly h
how
ow te
teak p
planting
la
ant
ntin
ing
in
ng se
sserves
erves tthe
he llocal
he ocal
oc
ocal
al ccommunities
ommuniti
om ties
ties a
as
s ‘a sa
savings account’ (lines 45-
46).
The
e time
me uuntil
ntiill ttrees
nt rees
re s rreach
eachch
ch harvestable
har
arvve
estable dimensions
dim
imen
ensions is comparatively long / It can take
en
between
eenn 20
20 and d8 800 ye
years
ea arrs before
be
befo
ore
re a tree
e pl
plan
planted
ante
ant d to
today is harvested for wood [1].
This means
eanss tthat
haat th
the
he iin
income
nco
come e/m money
oney that
on tha can be earned from the teak planting can only
be reapedd in
n / iis
s sa
s
saved
aved until
unti
untill th
ti the futu
future / for future generations [1].
[Turn over
BMSS/2019/4E5N/MYE/1128/P2
77
8
21 Using your own words as far as possible, summarise the qualities and uses of teak.
Use only the information from Paragraphs 2 and 3
Teak is a valuable natural resource which
From the text Own words
1 has been used to outfit and adorn the has been used to furnish and decorate
residences of the wealthy and the houses of affluent/ rich and
powerful important people
2 strength and durability of teak wood is Famous/ recognised worldwide/

definitely world-renowned globally for its hardiness/ toughness/
sturdiness/ robustness and long-
lasting/ hard-wearing quality,
lity
3 abundance of natural oils and rubber Teak’s tight grain

n allows
ws itit to retain
allow r
locked right into the tight grain of the plenty of natural
atural oils an
a
and
nd ru
rubber
ubber even
wood to keep back water after being cut down
down and
and processed.
processe
4 and keep it from becoming
misshapened or breaking This enables
enabble
es it to
to kkeep
eep
p its
its sshape
hap
hape and
pe
5 retain these oils and its rubber even p
pr even
en
nts breakage
prevents bre
reak
akag
agge
e
after being felled and processes
ses
6 greater naturally weather-resistant

weather
err-rre
e esi
sist
s an
antt natural
Itss naturall water-resistance
wateer-re
er-
er resisttan ce is
ance
properties thann just about
ut any otherr
abou
ou
o excellent/
ex cellent/ outstanding/
xce outsttan
a di iimpressive
d ng/ im
impr
mp es
essi
sive
sive
type of wood.
ood.
7 Itt has been

en used
bee u ed
us d to
to construct
consstr
co trucct ships
sh
s hiip
ps It h
It has
as been
as bee
e n utilised
utilissed in
i ship construction.
many
for ma
m centuries
any cen
enturies
entu e
tu
8 dried
d
dr ed to
rie o a properperr moisture
prope
pe mo
m oistu
tu re llevel
ure evvel
e e -- Additionally,
Addi
Ad d ti
di o ally it can become waterproof
tion
around
ar ound 10
rou 10 percent
pe
percen nt of
of its
ts original
its oriigi
gina
n l after
fter drying
af dr to an appropriate/ suitable
content
cont nt --- the oils
ntten o ls
oi saand
nd rubber
nd ru
ubbber moisture level
m
weatherproof
eathe
he
herrp
pro ooff tthe
he
hew wood.
ood.
9 The oils a
also protect
lso prot
ls ectt the
otec
ot ec th wood
wo from The oils also protect it from dry rot,
dry rot
10 more the oils and rubber and fungus and parasite attacks .
-Furthermore,
protect the heart of the wood from
invaders like fungi and parasites.
Teak is a valuable natural resource which has been used to furnish and decorate the
houses of affluent and important people. Famous globally for its sturdiness and long-lasting
quality, teak’s tight grain allows it to retain plenty of natural oils and rubber even after being
cut down and processed. This enables it to keep its shape and prevents breakage. Its
natural water resistance is outstanding. It has been utilised in ship construction. Additionally,
it can become waterproof after drying to an appropriate moisture level. The oils also protect
it from dry rot, and fungus and parasite attacks. [89 words for 10 points]
BMSS/2019/4E5N/MYE/1128/P2
78
Text 1 Questions/ Marks
Question Type 9
Effect of specific feature of the text

Use of picture/ graphic to communicate/ reinforce idea 3(i) [1]
Global Under-standing of the text 1 [1]
Literal - understanding of details in the text
Inferential - understanding of details not directly given/ 2 [1]
identify sentence 3(ii) [1]
Question Type
Literal 6i[1]
1]
7 ii [1]
10[1]
14
4 [2]
[2]
[2
Vocab (Quote) 5i
5 [1]
[1]
1
Vocab (explain meaning of word/ ph

p
phrase)
rase) 11
11 [2[
Paraphrasing
Language
ge Impact
Imppac
a t (h
(how
how
ow lang isis u
used
s d to
se o createe specific
spec
sp ecific
ifiicc
if 8 [1]
eferen
ence to
en
impact/reference to st
sstyle
y e and
yl d to
ttone)
one)
[1
1]
9 [1]
Language Impact
act (u
(usee in unusua
unusual
uaal w
wa
way/
ay/
ay/
y/ eeffect
ffe
ff
fect o
off use
use)
e)
Inferential (include
e vocab
voc
occaab
b and
and justification
jus
usttiification
n using
usi
s ngg evidence)
eviden 5ii [1]
6 [3]
7(i) [1]
12 [1]
13 [1]
Evaluative (structure of text) 15 [4]
BMSS/2019/4E5N/MYE/1128/P2
79
Question Type 10
Literal (Direct) 16 [2]
Literal (Talking Heads) 19 [3]
Vocab (Quote)
Vocab (Explain meaning of word/phrase) 20 [2]
Paraphrasing 17 [2]
Language Impact (style/tone) 18 [1]
Inferential
Evaluative (selection of ideas)
BMSS/2019/4E5N/MYE/1128/P2
80
81
Name of Candidate: _________________________________ ( ) Class: _________
BUKIT PANJANG GOVERNMENT HIGH SCHOOL
Mid-Year Examination 2019
SECONDARY 4 EXPRESS / 4 & 5 NORMAL (ACADEMIC)
English Language Syllabus 1128
Paper 1 Date: 7 May 2019
Duration: 1 hr 50 min
Time: 0745h – 0935h
Instructions to Candidates:
1. Write your name, class and register number at the top of this page and on all the
work you hand in.
2. Write in dark blue or black pen.
3. Do not use staples, paper clips, glue or correction fluid / tape.
4. Answer Section A, Section B and one question from Section C.
5. For Section A, write your answers in the spaces provided on the question paper.
6. Answers to Sections B and C should be written on the writing paper provided.
Begin each section on a fresh sheet of paper.
7. The total mark for this paper is 70.
Setters: Mrs Lim Ee Ling / Ms Grace Chong [Turn over]
This paper consists of 5 printed pages.
BPGHS MYE 2019 SEC4ENA/5NA EL P1 1

82
Question 1
Carefully read the text below, consisting of 12 lines, about the abuse of animals. The first and last lines are
correct. For eight of the lines, there is one grammatical error in each line. There are two more lines with
no errors.
If there is NO error in a line, put a (¥) in the space provided.
Examples:
I arrived to my destination at 2 pm. at
My mother always wears sensible clothes. ¥
Animals are savagely used and subjected to a considerable amount of unnecessary suffering
in the name at necessity, or under the title of progress and civilization. But does progress 1) ________
have to involves the needless suffering of animals? Do we, in the name of technological 2) ________
advance, have to destroy the animal kingdoms? There is no doubt that humanity is inflicting 3) ________
massive suffering on animals who is totally at our mercy. Animals and birds are blinded 4) ________
with acids, subjected to repeated shocks, being poisoned, injected with diseases, frozen, 5) ________
starved and amputated and this are all carried out in the name of “human progress”. Every 6) ________
day of the year, millions of animals are slowly blinded, tortured, frozen to be revived and 7) ________
re-frozen, starve or left to die of thirst, often only after various glands have been entirely or 8) ________
partially destroyed. The victims’ reactions are recorded. There suffering may last for 9) ________
weeks, months or years, before death (the only relief) comes at them. Often, they are 10) _______
brought back to life and then subjected to other tortures.

83
84
Question 2
You should look at the print-out of some suggested workshops on page 4. Study the
information carefully and plan your answer before beginning to write.
Your class has indicated their interest to work with children for their Student-Initiated Activity
(SIA) in semester two and the suggested workshops will be of great relevance to the class.
Your Year Head (Upper Secondary) would like you to discuss with your classmates which two
workshops to attend in preparation for the SIA as you are the Values-in-Action ambassador.
Write an email to your Year Head, stating clearly which two of the three suggested workshops
your classmates and you have chosen to attend in order to prepare well for the upcoming SIA.
In your email, state clearly the reasons for your choices and also recommend one other activity
that can be conducted with the children.
Write your email in clear accurate English and in a polite tone to convince your Year Head that
your choices meet the objectives of the SIA.

85
Balloon Sculpturing Workshop
At this workshop you will learn:
- how to shape balloon hearts,
balloon swords and flowers
using techniques such as pinch
twist, loop twist and lock twist
- the know-hows and methods

which will definitely help you
create the balloon shapes to the
delight of your beneficiary
Soap-making Workshop
At this workshop you will learn:
- the soap-making process

- the preparation of moulds
- the methods to melt the soap, add
colour and shape the soap to
create designs
Lego Fun Workshop
This practical and interactive

workshop will:
- strengthen your imagination to

create various shapes and
intricate designs using Lego
bricks
- promote teamwork and fine
motor skills

86
Questions 3-6
At the head of your composition, write the number of the topic you have chosen.
3 Describe a person who made a deep first impression on you. What did you learn from
this person?
4 Is academic excellence the only means to success in one’s life? What are your views?
5 “Adults know best.” What are the problems you discuss with adults? Do you always
take their advice and suggestions?
6 “Your online life is an open one.” Write about some of the occasions when you have
found this to be true.
****End of Paper****

87
88
Name of Candidate: ___________________________ ( ) Class: ______

ENGLISH LANGUAGE Syllabus 1128

Paper 2 Date: 7 May, 2019
Time: 1045h – 1235h
INSERT
______________________________________________________________________________________________
Setters: Mrs Hoe-Tan Tou Hwa & Mrs Angela Ong [Turn over]
This INSERT consists of 4 printed pages.
89 1
Section A
Text 1
Study the advertisement below and answer Questions 1 – 4 on the Question Paper.
Adopt a healthier outlook.

ADOPT
Studies show that owning a pet can lessen anxiety, depression and help you deal more positively
with stress, even when you’re not with your pet. Dogs especially are great at encouraging owners to
exercise, and this can be beneficial for those who feel depressed. Stroking, sitting next to or playing
with a pet can give owners a chance to relax and calm their minds.
Adopt a neglected or abandoned pet.
It’s good for you, and good for them.
ASPCA
Visit aspca.org/adoption
90 2
Section B
Text 2
Read the text below carefully and answer Questions 5 to 10 on the Question Paper.
Set in 1825, the text below describes the life of a Boston aristocrat who has been captured by a Native
American tribe. He is treated like an animal and gives himself the name, Horse.
1 The man squared his shoulders and walked boldly over to watch three small boys shooting arrows
at a target. He said in English, “Show me how to do that, will you?” They frowned, but he held out
his hand as if there could be no doubt. One of them gave him a bow and one arrow, and they
snickered when he missed. The people were easily amused, except when they were angry. They
were amused at him, playing with the little boys. A few days later, he asked the hag, with gestures, 5
for a bow that her son had just discarded, a man-sized bow of horn. He scavenged for old arrows.
The old woman cackled at his marksmanship and called her neighbours to enjoy the fun.
2 When he could not understand words, he could identify these people by their names. The old woman
was Greasy Hand, and her daughter was Pretty Calf. The other young woman’s name was not clear
to him, for the words were not in his vocabulary. The man who had captured him was Yellow Robe. 10
Once he could understand, he could begin to talk a little, and then he was less lonely. Nobody had
been able to see any reason for talking to him, since he would not understand anyway. He asked
the old woman, “What is my name?” Until he knew it he felt incomplete. She shrugged to let him
know he had none. He told her in the Crow language, “My name is Horse.” He repeated it, and she
nodded. After that they called him Horse when they called him anything. Nobody cared except the 15
white man himself.
3 They trusted him enough to let him stray out of camp, so that he might have got away and, by
unimaginable good luck, reached a trading post or a fort, but winter was too close. He did not dare
leave without a horse; he needed clothing and a better hunting weapon than he had, and more certain
skill in using it. He did not dare steal, for then they would surely have pursued him, and just as 20
certainly they would have caught him. Remembering the warmth of the home that was waiting in
Boston, he settled down for the winter.
4 On a cold night, he crept into the *tepee after the others had gone to bed. Even a horse might try to
find shelter from the wind. The old woman grumbled, but without conviction. She did not put him
out. They tolerated him, back in the shadows, so long as he did not get in the way. 25
5 He began to understand how the family that owned him differed from the others. Fate had been
cruel to them. In short, sharp argument among the old women, one of them derided Greasy Hand
by sneering, “You have no relatives!” and Greasy Hand raved for minutes about the deeds of her
father and uncles and brothers. And she had had four sons, she reminded her detractor – who
answered with scorn, “Where are they?” 30
6 Later, the white man found her moaning and whimpering to herself, rocking back and forth on her
haunches, staring at her mutilated hands. By that time he understood. A mourner often chopped off
a finger joint. Old Greasy Hand had mourned often. For the first time, he felt a twinge of pity, but he
put it aside as another emotion, like anger, that he could not afford. He thought: what tales I will tell
when I get home. 35
7 He wrinkled his nose in disdain. The camp stank of animals and meat and rancid grease. He looked
down at his naked, shivering legs and was startled, remembering that he was still only a horse.
8 He could not trust the old woman. She fed him only because a starved slave would die and not be
worth boasting about. Just how fitful her temper was he saw on the day when she got tired of
stumbling over one of the hundred dogs that infested the camp. This was one of her own dogs, a 40
large, strong one that pulled a baggage travois when the tribe moved camp.
9 Countless times he had seen her kick at the beast as it lay sleeping in front of the *tepee, in her way.
The dog always moved, with a yelp, but it always got in the way again. One day she gave the dog
its usual kick and then stood scolding at it while the animal rolled its eyes sleepily. The old woman
suddenly picked up her axe and cut the dog’s head off with one blow. Looking well satisfied with 45
herself, she beckoned her slave to remove the body. It could have been me, he thought, if I were a
dog. But I’m a horse.
Adapted from “A Man Called Horse” by Dorothy M Johnson
*tepee = a portable tent made of skins, cloth or canvas on a frame of poles

91 3
Section C
Text 3
The article below is about the global plastic waste crisis. Read the text carefully and answer Questions 11-17 on the
Question Paper.
1 No one knows how much unrecycled plastic waste ends up in the ocean. In 2015, Jenna Jambeck,
a University of Georgia engineering professor, caught everyone’s attention with a rough estimate:
between 5.3 million and 14 million tons each year just from coastal regions. Most of it isn’t thrown
off ships, she and her colleagues say, but is dumped carelessly on land or in rivers, mostly in Asia.
It’s then blown or washed into the sea. Imagine five plastic grocery bags stuffed with plastic trash, 5
Jambeck says, sitting on every foot of coastline around the world — that would correspond to about
8.8 million tons, her middle-of-the-road estimate of what the ocean gets from us annually. It’s
unclear how long it will take for that plastic to completely biodegrade into its constituent molecules.
Estimates range from 450 years to never.
2 Meanwhile, ocean plastic is estimated to kill millions of marine animals every year. Nearly 700 10
species, including endangered ones, are known to have been affected by it. Some are harmed
visibly — strangled by abandoned fishing nets or discarded six-pack rings. Many more are probably
harmed invisibly. Marine species of all sizes, from zooplankton to whales, now eat microplastics,
the bits smaller than one-fifth of an inch across. Consumption of microplastics leads to chronic
hunger and death. It can also increase the chance of disease and suffering due to the toxic 15
chemicals that are contained in microplastics.
3 On Hawaii’s Big Island, on a beach that seemingly should have been pristine — no paved road
leads to it — I walked ankle-deep through microplastics. They crunched like Rice Krispies under
my feet. After that, I could understand why some people see ocean plastic as a looming
catastrophe, worth mentioning in the same breath as climate change. At a global summit in Nairobi 20
last December, the head of the United Nations Environment Programme spoke of an “ocean
Armageddon.”
4 And yet there’s a key difference: ocean plastic is not as complicated as climate change. To do
something about it, we don’t have to remake our planet’s entire energy system. “This isn’t a
problem where we don’t know what the solution is,” says Ted Siegler, a Vermont resource 25
economist who has spent more than 25 years working with developing nations on garbage. “We
know how to pick up garbage. We know how to dispose of it – landfilled, or burned. We know how
to recycle.” It’s a matter of building the necessary institutions and systems, he says — ideally
before the ocean turns, irretrievably and for centuries to come, into a thin soup of plastic.
5 Industry can also help. It can design new plastics and new plastic products that are either 30
biodegradable or more recyclable. After all, plastics have transformed all our lives, mostly for the
better. Think of lightweight cars and jumbo jets, saving fuel and pollution. Think of clingy light-as-
air wraps that extend the life of fresh food. Think of clean drinking water being delivered in
disposable bottles to poor people.
6 Some activists argue that waste pickers are part of the solution. They just need a living wage. In 35
the Baseco waterfront slum in Manila, a tiny recycling shop operated by the Plastic Bank of
Vancouver, British Columbia, pays a premium for bottles and hard plastic collected by waste
pickers. It then sells that plastic at a higher price to multinationals, which market their recycled
products as socially responsible. Siegler, the Vermont economist, has worked in enough countries
and run enough numbers to be skeptical of such schemes. “There is not enough value in plastics 40
to make that work,” he says. “It’s cheaper to fund a solid waste management system than to
subsidise collecting plastic.”
7 The most heartening thing about the plastic waste problem is the recent explosion of attention to
it, and even of serious, if scattered, efforts to address it. France said it would ban plastic plates
and cups by 2020. Coca-Cola and other multinationals have pledged to convert to 100 percent 45
reusable, recyclable, or compostable packaging by 2025. All of these measures help at some level
and are a step in the right direction.
Adapted from “We made it. We depend on it. We’re drowning in it. Plastic” by Laura Parker
End of Insert
92 4
93


Time: 1045h – 1235h
Instructions to Candidates:
Write in dark blue or black ink.

Do not use staples, paper clips, highlighters, glue or correction fluid.

Write your answers in the spaces provided on the Question Paper.
Hand in Sections A & B separately from Section C.
Setters: Mrs Hoe-Tan Tou Hwa (Sections A & B) & Mrs Angela Ong (Section C) [Turn over]

Page 1
Section A [5 marks]
Refer to Text 1 (the advertisement) in the Insert for Questions 1 – 4.
1 What is the purpose of this advertisement? [1]

___________________________________________________________________________________
___________________________________________________________________________________
2 (a) How do the images complement the claim that “owning a pet can lessen anxiety”? [1]
___________________________________________________________________________________
___________________________________________________________________________________
(b) What is the intended effect of these images on the reader? [1]
___________________________________________________________________________________
___________________________________________________________________________________
3 Other than improving mental health, what other aspect of health can be improved from having a pet
according to the text? [1]
___________________________________________________________________________________
___________________________________________________________________________________
4 Which sentence gives the main message of the advertisement? [1]
___________________________________________________________________________________
___________________________________________________________________________________
Page 2
Refer to Text 2 in the Insert for Questions 5 – 10.
5 In line 6, we are told that the white man ‘scavenged for old arrows’.
(a) Explain why he had to do this. [1]
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
(b) How is the word ‘scavenged’ effectively used in this phrase? [1]
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
(c) Pick out one word in the same paragraph that helps to explain what ‘scavenged’ means. [1]
___________________________________________________________________________
6 In paragraph 2, we are told that the white man could not speak the Crow language of the tribe. Explain
how the language used in this paragraph shows he had difficulty communicating with them.
Support your ideas with three details from paragraph 2. [3]
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
7 In Paragraph 3, the writer says, “They trusted him enough to let him stray out of camp, so that he might
have got away and, by unimaginable good luck, reached a trading post or a fort, but winter was too close.
He did not dare leave without a horse; he needed clothing and a better hunting weapon than he had, and
more certain skill in using it.”
Identify words or phrases in the given sentences which suggest the pre-requisites the white man needed
before he could make an attempt to leave the tribe. [4]
Pre-requisites Words / phrases from the passage
(i) freedom to move around
(ii) transport
(iii) warmth
(iv) protection
Page 3
8 From paragraph 4 (line 23), the white man “crept into the tepee after the others had gone to bed”.
(a) Say why he did this despite the fact that he knew his status of an animal would result in his being
thrown out. [1]
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
(b) In what way does the writer show that the white man’s owner was not that harsh after all? [1]
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
(c) Write one phrase that shows he was allowed to stay in the tepee. [1]
____________________________________________________________________________
(d) Explain in your own words why he was allowed to do so. [1]
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
9 “Later, the white man found her moaning and whimpering to herself, rocking back and forth on her
haunches, staring at her mutilated hands. By that time he understood.” (lines 31 – 32)
(a) Explain how the writer creates a contrast between these two sentences in paragraph 6. [1]
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
(b) What is the effect of this contrast? [1]

____________________________________________________________________________
____________________________________________________________________________
Page 4
10 Horse underwent a series of emotions as he thought of the tales he would tell when he got home to Boston.
Complete the flow chart by choosing one word from the box to describe the main feeling conveyed in
each part of the text. There is one extra word in the box you do not need to use. [4]
FEELINGS
relief wariness alienation resignation sympathy

FLOW CHART
Paragraph 5
empathy
Paragraph 6
(i) __________________
Paragraph 7
(ii) __________________
Paragraph 8
(iii) __________________
Paragraph 9
(iv) _________________
Page 5
Name: _______________________________ ( ) Class: ___________
11 What problem about plastic waste, whether on land or in the ocean, is stated in the first paragraph? [1]
_____________________________________________________________________________________
12 Which expression in paragraph 1 tells us that the approximate figure stated for ocean plastic is moderate?
[1][1] [1][1] [1][1] [1][1] [1][1] [1][1] [1][1] [1][1] [1][1] [1][1] [1][1] [1][1] [1][1] [1][1] [1][1] [1][1] [1]
_____________________________________________________________________________________
13 According to paragraph 3, what is surprising about the beach on Hawaii’s Big Island? Answer in your own
words. [2]
_____________________________________________________________________________________
_____________________________________________________________________________________
14 “They crunched like Rice Krispies under my feet.” (lines 18-19)

(a) Explain what the writer is referring to by the above comparison. [1]
_____________________________________________________________________________________
_____________________________________________________________________________________
(b) Suggest the writer’s purpose in making this comparison. [1]
_____________________________________________________________________________________
_____________________________________________________________________________________
15 (a) What attitude to ocean plastic is suggested in the words “looming catastrophe” (lines 19-20)? [1]
_____________________________________________________________________________________
_____________________________________________________________________________________
(b) Quote two consecutive words from the same paragraph that reflect this same attitude. [1]
_____________________________________________________________________________________
Page 6
16 Here is part of a conversation between two students, Lynn and Liam, who have read the article and are
discussing solutions to the crisis posed by global plastic waste.
They
Waste pickers aren’t the
help reduce best
plastic waste. option.
Lynn Liam
(a) With reference to paragraph 6, how can Lynn explain her view? [1]
_____________________________________________________________________________________
_____________________________________________________________________________________
(b) What evidence from paragraph 6 can Liam use to support his view? [1]
_____________________________________________________________________________________
_____________________________________________________________________________________
Page 7
17 Using your own words as far as possible, summarise the negative effects of ocean plastic on marine life and ways to overcome these effects. Use only
information from paragraphs 2 to 5. Your summary must be in continuous writing (not note form). It must not be longer than 80 words, not counting the
words given to help you begin. [15]
Ocean plastic is a menace to marine life
101
[No of words: ______]
**** End of Paper ****
BPGHS MYE 2019 SEC4ENA/5NA EL P2 Page 8

102
I
Answers to Section A at
My mother always wears sensible clothes.
¥
Animals are savagely used and subjected to a cons
considerable
i erablee aamount
sid moun
mount of
of unnecessary
unnnec
e es
essa
sary sufferi
sa suffering
in the name at necessity, or under thee titlee ooff prog
progresss and
grreess nd civilization.
and civ
ivil
iliz
izaattio
iza
iz ionn.
n. Bu
Butt do
does progress 1) of
have to involves the needlesss suff
suffering of animals?
feerriinng of ani
n ma Do
m ls?? Do we, in the
he name
me of technological
nam techn
hnol
hn
nol
olog
oggical 2) involve
advance, have to destroy
oy thee aanimal kkingdoms?
nimaal kiing
ngdo
doms There
m s? Ther
he re iiss noo doubt that
ere hatt humanity
tha ity iiss inflic
humaani
nity inflicting 3) kingdom
massive suffering
ring onn animals
maallss who
anima
m who totally
ho iss tto
ota
tall
lly at
ll mercy.
a our m erccy
er Animals
alss and
y. Anima and bbirds
irds are blinded 4) are
with acids,
cids, subjected
subj e tedd too rep
bjec
bj
jec repeated
ep tedd shocks,
peeaate sshhooccks bbeing
ks, beein ppoisoned,
ing poois
ison injected
oned, in
nje d with diseases, frozen, 5) ¥
jeccted
starvedd and
an amputated
nd am
mpu
puta
t ted an
and th
and tthis
i are aall
his ll ccarrieded out
aarrried
ed out in
in the
the name
na of “human
“ progress”. Every 6) these
day of the
he year,
yea r, millions
ear, mil
illi
il o s off aanimals
lion nniimals are
mals re slowly
are slowl
wly
wl inded, ttortured, frozen to be revived and 7) ¥
blinded,
ly bl
blin
in
re-frozen, starve
ve oorr le
tarve
ve lleft
efftt tto die
ie ooff thirst,
o ddi
ie thirst
st,, of
st often
tenn only after various glands have been entirely or 8) starved
ofte
te
partially destroyed. The
oyeedd.. Th
T victims’
he vict ms’ rreactions
tim eactio are recorded. There suffering may last for 9) Their
weeks, months or yea
years,
ars before
rs,, be f re death
befo d (the only relief) comes at them. Often, they are 10) to
brought back to lifee and the
then subjected to other tortures.

103


Time: 1045h – 1235h
ANSWERS
Page 1
Section A [5 marks]
Text 1
Refer to the advertisement in the Insert for Questions 1 – 4.
1 What is the purpose of this advertisement? [1]

This aims to appeal to people to help neglected or abandoned pets from the shelter by adopting
them as their own. / This encourages people to adopt an animal from the shelter.
2 (a) How do the images complement the claim that “owning a pet can lessen anxiety”? [1]
The images of two smiling ladies with their pets show the pet owners to be relaxed.
(b) What is the intended effect of these images on the reader? [1]
The reader will think that they might benefit from adopting a pet. /
The reader will think they owning a pet will bring them joy.
3 Other than improving mental health, what other aspect of health

hea
ealt
ea lthh ca
lt cann bee iimproved
mpro
mp v d from having a pet
roove
according to the text? [1]
It is physical health.
Do not accept: It is to exercise.
4 Which sentence gives

veess tthe
ce giv h m
he main message
aiin me
m ess
ssag of the
ge of advertisement?
thhee adv
ddvver
erttiis
isseeme
ment
n? [1]
“Adoptt a neglected
ne
eglec
ectte
ec ed orr abandoned
aba
and d pet.”
doned pe
ett.”
.
Page 2
5 In line 6, we are told that the white man ‘scavenged for old arrows’.
(a) Explain why he had to do this. [1]
- He wanted to practise to improve his marksmanship but did not have many arrows. / No one
wanted to supply him with enough arrows.
(b) How is the word ‘scavenged’ effectively used in this phrase? [1]
- It is effective in that it shows how desperately or determined the white man searched for and
collected any usable arrows from those that were considered as unusable or too old to be
used. / It is effective in that it shows how it was very difficult for him to find arrows he could
use.
(c) Pick out one word in the same paragraph that helps to explain what ‘scavenged’ means. [1]
- ‘discarded’
6 In paragraph 2, we are told that the white man could not

ot speak the
the Crow
Cro language
lan
anguag ge oof the tribe. Explain
how the language used in this paragraph shows he had difficultyy co
communicating
comm
mmuniccat
mm ingg with
atin
in wi th them.
Support your ideas with three details from paragraph
paragra
raph
ra ph 2. [3]
- “When he could not understand nd words,
ds, he could
worrds co
ou d identify
uld iid
den
enti fy his
tify hiss people
peo
eopl
ple
plebby
y their names.”
nam shows
his inability to know the meaning
aning
g of
of words
wor
ords
ds used
ds useed by
b thethe
h tribebe and
and sso
o could
coulld only
on
nly rely
rel on their
names.
- “for the words were not
nott in
in hiss vocabulary”
vocab
vo bulary
bu y” shows
ws he did
show
show d not
id nott understand
nderstand what was being
und
communicated.
ated.
- “Once
ce he could
cco
ould un
ou understand,
ndeers
sta
tand
nd
d, he
he could
co
ou
ulld
d begin
be
eg
gin to talk
talk a litt
little” shows he had difficulty
comprehending
mpreehe
hend
diin
ng when
wh
heen
n he
he was
was spoken
sp
po
okken
e to
to and
and so
an o spoke
spo
poke
ke little.
little
- “Nobody had
ody ha
h been
d be
bee
ennaable
ble to
bl o ssee
ee
eeaany
ny reaso
ny reason forr talking
on fo talkin to him since he would not understand
anyway.”.” shows
show
show
o that
ws thhat he
he was
wa
w not
as no
not spoken
sp
pok en tto
oken o because
bec of his inability to comprehend what was
said.
7 In Paragraph 3, the writer

he writter ssays,
ays, “They
ay “Th trusted him enough to let him stray out of camp, so that he might
have got away and, by unimaginable
u imagi
un good luck, reached a trading post or a fort, but winter was too close.
He did not dare leavee with
without a horse; he needed clothing and a better hunting weapon than he had, and
more certain skill in using it.”
Identify words or phrases in the given sentences which suggest the pre-requisites the white man needed
before he could make an attempt to leave the tribe. [4]
Pre-requisites Words / phrases from the passage
(i) freedom to move around “let him stray out of camp”
(ii) transport “a horse”

(iii) warmth “clothing”
(iv) protection “a better hunting weapon & more certain skill in using
it”
Page 3
8 From paragraph 4 (line 23), the white man “crept into the tepee after the others have gone to bed”.
(a) Say why he did this despite the fact that he knew his status of an animal would result in his being
thrown out. [1]
- He was hoping that his owner would be compassionate enough to see that even an animal
needed to get out of the cold (trying his luck) / to hide from the cold wind or he would freeze to
death (he was too cold and could not bear it).
(b) In what way does the writer show that the white man’s owner was not that harsh after all? [1]
- She used the phrase ‘grumbled, but without conviction’ to show that although the owner was
not happy [‘grumbled’] with the white man for entering into the tepee without permission, she
was not insistent [‘without conviction’] on chasing him out.
(c) Write one phrase that shows he was allowed to stay in the tepee. [1]
- ‘did not put him out’
(d) Explain in your own words why he was allowed to do so. [1]
- His presence did not disturb them in any way.
[Text: “They tolerated him…..so long as he did not get in the
e way.”]
9 “Later, the white man found her moaning and whimpering ring to herself,
hers
he rsel
rs elf,
elf, rrocking
ockking back
oc bac and forth on her
haunches, staring at her mutilated hands. By that time
me he unders
understood.”
sto
tood
od.”
od .” (lines
(lines
es 31
31 – 32)
3 )
32
(a) Explain how the writer creates a contrastt between
betw
wee these
esse two
e n thes two sentences
tw ntencees inn paragraph
sent
se paragraph 6.
6 [1]
- The first sentence is long and descriptive
descript
de ptiv
pt ivve while
hilile the
wh
w the second
th seco
second
cond sentence
sentence is short and
unadorned/abrupt.
(b) What is the effect of this contras
contrast?
aasst?
t [1]
- It emphasises realization
s his real
a izzat i n off tthe
atio he truth
r th behind
tru
ru behin tthe
h nd thhe owner’s
owne ’ mutilated
er’
r’s muti
mutila
tilate
lat d hands.
te ha
10 Horse underwent
underw r en
rw nt a series
seriieess of
of emotions
emot
em o ionss aass hehe tthought
hhooug ht ooff the tale
ouugght tales
lees he would tell when he got home to Boston.
Complete
ete the
thhee fflowow chartt by cchoosing
llo
ow h osingg oon
ho one word
ne w
wo d ffrom
orrd om the
ro the box
bo to describe
d the main feeling conveyed in
each part off tthe
hhee ttext.
ext There
xt. Th
T e e iiss one
her nee eextra word
xxttrraa wo d in the
or h bbox
he ox you ddo not need to use. [4]
FEELINGS
S
relief wariness
wariness ali
alienation resignation sympathy
FLOW CHART
Paragraph 5
empathy
Paragraph 6
(i) sympathy
Paragraph 7
(ii) resignation
Paragraph 8
(iii) wariness
Page 4
Paragraph 9
(iv) relief
11 What problem about plastic waste, whether on land or in the ocean, is stated in the first paragraph? [1]
[Literal]
Plastic waste will take a long time to or not at all to biodegrade.
12 Which expression in paragraph 1 tells us that the approximate figure stated for ocean plastic is moderate?
[1][1] [1][1] [1][1] [1][1] [1][1] [1][1] [1][1] [1][1] [1][1] [1][1] [1][1] [1][1]] [1
[1][1] [1][1] [1][1] [1][1] [1]
[Quotation/Vocabulary]
“middle-of-the-road estimate”
13 According to paragraph 3, what is surprising about the

he beach on Hawaii’s
n Ha
Hawa
waii
wa ii’s Big
ii Big IIsland?
slan
sl nd? Answer
an A in your own
words. [2]
[Own words]
For a beach that is not accessiblee by ro
rroadd aand
oaad ndd ttherefore
h refo
he orree expected
expecctteed to be
be iinn its
ts ooriginal unspoilt
riginal un
ri sppoilt state
unsp s (1), it is
covered with microplastics (1).
Text: On Hawaii’ss Bigg Isla

Island,
anndd,
d, onn a bea
beach
ach
c tha
that
hhaat sseemingly
eeminngglly sh
sh
should have be
been
en
n pristin
pristine—no paved road leads
to it—I walked
ked ankle-deep
ank
nkklee-de
deep tth
through
hroug
roug
ro ugh mi
m
microplastics.
icr
cr o
oppllaastic
iccs.
s.
14 “They crun
crunched
ncch
hed
d llike
ike Ricece K
ce Krispies
r sp
ri spies under
unnde
der mymy feet.”
feeeet.” (lines
(llin
ines
es 118-19)
8-19)
(a) Explain
ain w
wh
what
hat
at tthe
hhee writer
wri
r teer is ref
referring
effer
errriing
err ng ttoo byy thee aabove
bove
bo ve comp
comparison. [1]
[How language
age achieves
achi
ac hiev
eves
ev es iimpact]
mpac
mp actt]]
The writer is referring
refeerrrriin
ng too the
thhee sound
sounnd of microplastics
micropl being crushed when walked on.
(b) Suggest the writer’s

write
t r’ss pu
purp
purpose
rpos
rp o e in making this comparison. [1]
[Evaluative]
She wants to convey/emphasise the extent of the beach being littered with microplastics or emphasise
that the microplastics are everywhere on the ground.
15 (a) What attitude to ocean plastic is suggested in the words “looming catastrophe” (lines 19-20)? [1]
[Evaluative]
Pessimistic / resigned attitude
(b) Quote two consecutive words from the same paragraph that reflect this same attitude. [1]
[Quotation/Vocabulary-Inferential]
“ocean Armageddon”
Page 5
16 Here is part of a conversation between two students, Lynn and Liam, who have read the article and are
discussing solutions to the crisis posed by global plastic waste.
They
Waste pickers aren’t the
help reduce best
plastic waste. option.
Lynn Liam
[Evaluative]
(a) With reference to paragraph 6, how can Lynn explain her view? [1]
Waste pickers collect plastic waste which they sell to recycling

y g sshops.
hops
ho ps.
ps
(b) What evidence from paragraph 6 can Liam use

use to ssupport
us upppoort
up rt hhis
is view?
is viieew? [1]
Establishing a solid waste management

nagem
g men
ent system
syystteem
m is a cheaper
chea
ch e per option.
optionn.
17 Using your own words ass far far as

fa a possi
possible,
s ble,, su
ssummarise
mmarris
ise th
the
he negati
negative
g ivee effects
eff
ffec
ects
ec ts of oocean plastic on marine
life and ways
ys to overcome
ove
v rc
rcoom
me these
tth
hes
e e effects.
efffe
fect
ctss..
Use only
ly
y information
info
in form
mat
a ion from
from
m paragraphs
paragra
g aph
phs 2-5.
2-5
5.
Your summary
maryry
y must
mustt be
be in
in continuous
coont
ntiin
nuoous
us writing
writing
ngg ((not
nott note fform). It must not be longer than 80 words, not
no
counting thee words
woord
ds given
ggiivenn to
to help
heellp yo
yyou
u begi
begin.
g n.
gin
gi [15]
Ocean plastic is a me
m
menace
naaccee to marine
mari
ma rine
ri ne life
f …
Page 6
Pt. From passage Own words
Negative effects
1 kill millions of marine animals every year They destroy/cause
destroy/c y/c
/causee the death of many
marine cre creatures,
eat
atur
urees
ur es
es,
2 endangered ones, are known to have been en some ooff whichwhiic
wh ich areare at the risk/brink of
affected by it extinction.
extiinccti
tionn.
3 strangled by abandoned fishing
ngg ne
nets
ettss or Some
So
S ome
me marine
maarrin
riinne creatures
crrea
eatu
t res are chok
tu choked to death
discarded six-pack rings by ffishing
by ishi
is hing
hing
ng nnets
etss or rings.
et rin
inggs.
Allow:
Alllo
low: ‘fi‘fishing
fish
fi shin
sh ing nets’
in nets
ne ts’’ or ‘rings’
ts ‘ring
ng gs’
s
4 eat microplastics…leads …leads dss ttoo chronic
chrrooni
ch nicc hunger
h nger
hu ge
Some con consume
nsuume microplastics
micicroplplas
pl asti
as tics
ti cs and st
starve to
and death. death.
de
eath.
5 It can also increase
incrreeaase
se thethe chance ooff diseas disease
Others
O
Ot se
hers become
becom me sisick
ck from the poison in the
due
ue to the
hhee toxic
tox
ox cchemicals
oxic hheemi
miccaallss th
tthat
hat
at are
arree ccontained
onnta
m
mi tain
ined
ed
microplastics.
icroplaast s ic
ics.
s
in microplastics.
miccrrooplasasti
as tics
ti c .
Ways
ys to
ys to ov
oovercome
vercome me the
me thee effects
effectss
6 pick
pickk uup
p gaggarbage
arb
r ag ge To red
reduce/overcome the menace to marine
creatures, we can collect trash
7 dispose
dispoose off itt - landfilled,
os land
la ndfill
fill
fi lleedd, or burned
bur
urne
ur nedd
ne to dump into a landfill, incinerate
8 recycle
yclle or reuse.
9 building
dingg tthe hee necessary
necces essasary
sa ry institutions
insti and The government can establish a waste-
systemsms disposal system.
10 Industryy can…design
can
ann…d
…design new plastics and new Manufacturers can create decomposable or
plastic products
produ that are either easy-to-reuse plastics and plastic items.
biodegradable b or more recyclable. Allow: biodegradable
**** The End ****
Page 7
111
CHRIST CHURCH SECONDARY SCHOOL
2019 MID-YEAR EXAMINATION
SECONDARY FOUR EXPRESS / FIVE NORMAL (ACAD)
CANDIDATE
NAME
( ) CLASS
CENTRE INDEX
NUMBER
S
NUMBER

1 hour 50 minutes
Additional Materials: Writing Paper
This insert contains Section A.
Fasten the completed Section A insert to your answer paper.
________________________________________________________________________
[Turn over
112
Christ Church Secondary School Secondary 4E/ 5N
Mid-Year Examination 2019 English Language Paper 1
Carefully read the text below, consisting of 12 lines, about how people view themselves.
The first and last lines are correct. For eight of the lines, there is one grammatical error in
each line. There are two more lines with no errors.

sentence.
Examples:
I arrived to my destination at 2pm. at
It is a common belief among psychologists that people’s perceptions of
himself should be taken with a grain of salt, because they are often 1. ___________
thought to be positive biased and less accurate than the judgments 2. ___________
supplied by others. However, according to new research, people are 3. ___________
actually best at judging their own personalities than scientists previously 4. ___________
assumed. If anything, people tend to view themselves more negatively 5. ___________
then others do. On average, people are unlikely to overhype their traits 6. ___________
more than their family, friends or colleagues. This discrepancies in the 7. ___________
ratings you supply for yourself versus those provided by others might has 8. ___________
more to do with other people than with you. This is because it was difficult 9. ___________
of people to understand and accurately judge another person’s innermost 10. ___________
self, which may lead to skewed results.
2
113
114
SECONDARY FOUR EXPRESS / FIVE NORMAL (ACAD)
CANDIDATE
NAME
( ) CLASS
CENTRE INDEX
NUMBER
S
NUMBER

1 hour 50 minutes
Additional Materials: Writing Paper
Write your Centre number, index number and name in the spaces provided on the work
you hand in.
Section A is an Insert.
For Sections B and C write your answers on the separate Answer Paper provided.
At the end of the examination, fasten all your work securely.
Submit your Question Paper, Insert and answers for Sections B and C separately.
________________________________________________________________________
[Turn over
115
Begin your answer on a fresh piece of writing paper.
You are advised to write between 250 to 350 words for this section.
You should use the information given on page 3, study the information carefully and plan
Your school’s Education and Career Guidance (ECG) committee has launched a website
called InternSG, which advertises the various internships and working attachments that
are available for secondary school students during the June holidays. As someone
seeking to gain on-the-job experience and skills in preparation for your future career, you
would like to apply for one of the programmes offered on the website.
Write an email to the ECG teacher-in-charge. You must:
x state which of the internships you would like to apply for and explain why you are
interested
x suggest ways on how you can contribute to the company you will be working at
x explain how you think you will benefit from your chosen internship
Write your email in clear, accurate English and in an enthusiastic tone, showing your
keenness to be involved in one of the internships available.
2
116
The One-Stop
Internship Portal for
CHR Students
Want to spend your June holidays more meaningfully?
Apply for one of the internships or attachments listed below!
Company: W39 Bistro & Bakery
Designation: Service Crew
Industry: Food Services/ Food & Beverages
Job description
All service crew will learn:
- basic operating procedures
- how to interact with customers
- skill of making artisanal drinks
A positive work attitude and the ability to learn

quickly are essential for this internship.
Company: Daniel Chia Photography

Designation: Photography Intern
Industry: Media/ Photography
Job description
The intern will:
- assist a Senior Photographer in a photoshoot
- do photo retouching in Adobe Photoshop
- handle the operations of the studio
Applicants must be willing to learn, is a good

team player and has an eye for detail.
Company: Out of the Box Kids’ Club

Designation: Primary School Teaching Intern
Industry: Education
Job description
As a teaching intern, you will:
- support the main teachers in conducting classes
- prepare teaching resources and materials
- assist in the centre's operation and administrative
duties
Animated, outgoing individuals who are patient with

children should apply.
3
117
You are advised to write between 350 to 500 words on one of the following topics.
1. Environmental damage is a worthwhile outcome of economic development. What are

your views?
2. “I didn’t expect my friend to react that way at all!” Write about a time when this
happened.
3. Social media is a waste of time. Do you agree?
4. ‘When there’s a will, there’s a way.’ Is determination always necessary in order to

achieve success?
*** END OF PAPER ***
Setter: Ms NurulJannah
4
118
119
SECONDARY FOUR EXPRESS/FIVE NORMAL (ACAD)
CANDIDATE
NAME
( ) CLASS
CENTRE INDEX
NUMBER
S
NUMBER

INSERT
1 hour 50 minutes
Section A
This Insert consists of 6 printed pages.

[Turn over
120
2
Text 1
Study the poster below and answer Questions 1 – 4 in the Question Booklet.
Join the hundreds of other

individuals and groups who
have joined the Adopt-a-Spot
Programme!
Source: https://www.kabc.wa.gov.au
[Turn over
121
3
Section B
Text 2
In the text below, the writer narrates her experience of a trek in the Andes. Read it
carefully and answer Questions 5 – 15 in the Question Booklet.
1 The pain was worth it, I decided, as I heard my husband groan, roll out of
bed, and stumble like a wooden soldier towards the bathroom. I knew that
as long as I lay there, motionless, I would not suffer likewise. Our problem
was that our muscles were unimaginably taut after one of the most
stimulating experiences of our lives, for we had spent the last couple of days 5
‘on top of the world’ – trekking in the Andes.
2 We had left Puerto Cabello, Venezuela, three days before, and taken an 11-
hour bus journey overnight to Mérida, a university town 1,500 metres above
sea level in the lower region of that great mountain range. After a day to
acclimatise in this lovely old city, we organised ourselves for the object of 10
the exercise – to take the longest and highest cable car in the world to the
top of the beautiful Venezuelan Andes.
3 With clear skies on a crisp January morning, we were transported gently

onwards for 30 minutes in four stages to almost 5,000 metres. From the
base of the teleferico, each stage had taken us approximately 1,000 metres 15
higher. By stage three, we were beginning to feel the effects of the altitude,
our pulse rates began to increase, heads started to throb and we were
breathing more rapidly as our bodies demanded more oxygen than our usual
breaths would provide. Although we could have stopped there, we had opted
for the final cable car run, an extremely steep climb. We disembarked on top 20
of Pico Espejo (Mirror Peak), only about 70 metres below the highest peak
in Venezuela, Pico Bolivar, which then faced us.
4 What wonderful views greeted us at that altitude! We could almost touch the
snow-clad Pico Bolivar, looking majestic, ancient and wise, lording
everything beneath, over time and space. Below rushed the tiny meandering 25
river, a moving silver thread woven into the dark fabric of the mountain. No
superlative is capable of describing what we witnessed! It placed humankind
firmly into insignificance as only minute specks on the landscape.
5 Where we were standing was sheltered, but the cold was very noticeable,
even through our winter clothes. Moving into that freezing wind, with all its 30
chill factor, brought home to us the reality and extremity of our location.
When we had taken photos, we returned to the lower level. We then started
out on our next objective – a trek across a mountain pass to the small village
of Los Nevados (The Snowfalls). The time was 11am. We hoped to be able
to spend the night at Los Nevados before returning to Mérida the following 35
day.
6 The journey ahead was only 14.5 kilometres, normally well within a day’s
walking distance. We set off in our stout walking boots, jeans, shirts and
fleeces, carrying a pack with wind proofs, sun hats, bottles of water and
basics for overnight. Although well-trodden, the route was far from 40
[Turn over
122
4
straightforward, with steep, snaking climbs that seemed to stretch to infinity

and induced in us a feeling of being no bigger than ants and more
vulnerable to the whims of the elements. The way was strewn with gravel,
fine sand and boulders of varying sizes. Only occasionally did we find the
luxury of a lush green cushion beneath our feet. It is not a journey to be 45
undertaken by the faint-hearted or feeble-bodied!
7 Four hours had passed, and all we could see were barren mountains. The
route was devoid of other travellers; the only sign of human habitation was a
couple of tiny, isolated dwellings. By now I was looking hopefully for our
destination, aware that fatigue was making itself felt, that I had not used 50
sufficient protection from the UV light – sunglasses, lip balm and sun cream
are a must – and that we should have taken a first aid kit with us to treat the
blisters on our heels. But there was no village within sight, even distantly.
We had no choice but to press on.
Adapted from ‘Trek in the Andes’ by Rosemarie Alecio
[Turn over
123
5
Section C
Text 3
In the article below, Cameron Kasky shared about how he coped after surviving a
school shooting. Read it carefully and answer Questions 16 – 21 in the Question
Booklet.
1 On 14 February 2018 a former student entered Marjory Stoneman Douglas

High School in Parkland Florida armed with an AR-15 semi-automatic rifle.
After 6 minutes and 20 seconds of carnage, three teachers and fourteen of
Cameron Kasky's fellow students lay dead.
2 This was not the shooting with the most casualties in the history of the 5
United States. However, it was the reaction of the teenage Parkland
students immediately after the events of that day that made the response
to this attack unique. An outraged determination set in among Kasky and a
small group of his friends. Starting the night of the attack, Kasky and a
handful of his classmates took to social media, demanding stricter gun 10
control laws and the right to be able to go to school without the fear of
being killed. As they typed and posted, the hashtag #NeverAgain went
viral.
3 After a while, Kasky realised that he was doing broadcast interviews,

writing online comment pieces and he took part in a televised town-hall 15
event. Standing in front of a large crowd of his peers and neighbours, he
confronted Florida Senator Marco Rubio over the money he had received
from the National Rifle Association (NRA). The room exploded into cheers.
He had just put one of the nation's most prominent politicians on the spot,
live on national television. 20
4 In the month after the attack, Florida governor Rick Scott signed a bill that
placed stricter age restrictions on gun purchases and provided funding for
mental health services in the state. On a federal level, rifles that can be
fired more rapidly have been banned, but their other demands have been
resisted. 25
5 As the first anniversary of the Parkland massacre approaches, Kasky is,

despite this, sanguine about the movement's achievements. Even though
they have not gotten all the legislative victories they want with gun control,
at the end of the day, there is victory in the sense that Parkland is not the
city that one instantly thinks of people mourning and running away from a 30
problem. He believes that when people hear of Parkland, they think of
something larger and stronger than the shooter. That being said, he is
critical of himself, and the decisions he made in the immediate aftermath of
the attack.
6 Kasky feels that he was too confrontational. It showed that sometimes how 35
people feel about things can get in the way of their objective thinking.
There is one statement he particularly regrets, a remark to Marco Rubio in
the town hall debate: "Senator Rubio, it's hard to look at you and not look
down the barrel on an AR-15 and not look at…" and here he named the
shooter - something that the young campaigners quickly decided they 40
[Turn over
124
6
would not do, to deny him the fame, or infamy, he may have sought.
7 In many ways his confrontation with Senator Rubio was very positive, in a
sense that it reminded a lot of people his age that politicians are just like
anybody else. However he did it in such a vitriolic way that he doesn’t find
it to have been very meaningful and productive. The activism that he and 45
others threw themselves into in the days after the shooting was a way of
dealing with the pain and the sense of helplessness.
8 Eventually, everything caught up with him - and it was compounded by the

mistakes he felt he made along the way. He now struggles with depression
and anxiety. 50
9 "I think the more you think about how right you are and how wrong
everybody else is, the less you'll learn. A lot of people in this country get
stuck in bubbles - especially because of social media,” he reflected after
the whole experience.
Adapted from ‘Cameron Kasky: How being a student gun control activist took its toll’ by
Tom Gillett, BBC, February 13, 2019
-END OF PAPER-
Setters: Miss Angeline and Miss Sarah Oh
125
126
CANDIDATE
NAME
( ) CLASS
CENTRE INDEX
NUMBER
S
NUMBER

1 hour 50 minutes
Candidates answer on the spaces provided
Write your Centre number, index number, name and class on all the work you hand in.
Answer all questions in the spaces provided on the Question Booklet.


Section A
Section B
Section Comprehension
C
Summary
Total

[Turn over
127
2
Section A [5 marks]
Text 1
Refer to the poster (Text 1) on page 2 of the Insert for Questions 1 – 4.
1 What intended effect do the words ‘The difference is you’ have on the readers?
……………………………………………………………………………….……………….
……………..……………………...……………………….……………………............ [1]
2 Refer to the statement ‘Free bags, gloves, tongs and insurance supplied.’
What does this suggest about the organisers of the Adopt-a-Spot programme?
(i) ‘Free bags, gloves, tongs’ suggests ………...……….………………...............
…………………………………………………………………………………………….[1]
(ii) ‘insurance supplied’ suggests …………………….…………………….............
…………………………………………………………………………………………….[1]
3 How does the poster suggest the current popularity of the Adopt-a-Spot
programme?
……………………………………………………………………………….……………….
……………..……………………...……………………….……………………............ [1]
4 What are the two ways readers can join the Adopt-a-Spot programme?
……………………………………………………………………………….……………….
……………..……………………...……………………….……………………............ [1]
[Turn over
128
3
Refer to Text 2 on pages 3 and 4 of the Insert for Questions 5 – 15.
5 In Paragraph 1, we are told that the writer heard her husband ‘stumble like a
wooden soldier towards the bathroom.’
What do the words ‘stumble’ and ‘wooden’ tell you about her husband’s
movement?
……………………………………………………………………………….……………….
……………..……………………...……………………….……………………............ [2]
6 ‘I knew that as long as I lay there, motionless, I would not suffer likewise.’
(lines 2-3)
What did the writer expect to ‘suffer’ from moving?
……………………………………………………………………………….……………….
……………..……………………...……………………….……………………............ [1]
7 In Paragraph 2, what word did the writer use to show that she and her husband
needed time to adjust to the new conditions on the mountain range?
……………………………………………………………………………….……………….
……………..……………………...……………………….……………………............ [1]
8 Using your own words, identify two ‘effects of the altitude’. (line 16)
……………………………………………………………………………….……………….
……………..……………………...……………………….…………………….................
……………………………………………………………………………….……………….
……………..……………………...……………………….……………………............ [2]
9 In Paragraph 4, we are told that Pico Bolivar looked ‘majestic, ancient and wise,
lording everything beneath, over time and space’.
[Turn over
129
4
What is the writer comparing Pico Bolivar with?
……………………………………………………………………………….……………….
……………..……………………...……………………….……………………............ [1]
10 In Paragraph 4, what is unusual and effective about the phrase ‘below rushed the
tiny meandering river’?
(i) It is unusual because ….………………………………………….……………….
……………..……………………...……………………….……………………............ [1]
(ii) It is effective because …………………………………………….……………….
……………..……………………...……………………….……………………............ [1]
11 In Paragraph 4, we see the distinction which the writer makes between the
mountain and the river. Which two separate phrases emphasise this contrast most
clearly?
Objects of contrast Phrases from the passage
Mountain
River
[1]
12 In Paragraph 6, the writer sets off to the village. Explain how the language used in
paragraph 6 indicates that the route to the village was a difficult one.
[Turn over
130
5
Support your ideas with three details from the paragraph.
……………………………………………………………………………….……………….
……………………………………………………………………………….……………….
……………………………………………………………………………….……………….
……………………………………………………………………………….……………….
……………………………………………………………………………….……………….
……………………………………………………………………………….……………….
……………..……………………...……………………….……………………............ [3]
13 ‘Only occasionally did we find the luxury of a lush green cushion beneath our feet.’
(lines 44-45)
What does ‘lush green cushion’ refer to?
……………………………………………………………………………….…………... [1]
14 From Paragraph 7, give two ways in which the writer could have been better
prepared for the trip.
……………………………………………………………………………….……………….
……………………………………………………………………………….……………….
……………………………………………………………………………….……………….
……………………………………………………………………………….…………... [2]
[Turn over
131
6
15 The structure of the text reflects the writer’s experience of her trek in the Andes.
Complete the flow chart by choosing the correct phrase from the box to summarise
her experience on the mountain range. There are extra phrases in the box you do
not need to use.
Experiences on the Andes
taking the cable car ride braving the extreme cold
enjoying the breathtaking views trudging through tough terrains
feeling contemplative getting lost in the mountains
persevering through the long journey
Flow chart
Paragraphs 2-3: (i) taking the cable car ride
Paragraph 4: (ii) …………………………………………..
Paragraph 5: (iii) …………………………………………..
Paragraph 6: (iv) …………………………………………..
Paragraph 7: (v) …………………………………………..
[4]
[Turn over
132
7
16 (a) Which one word in Paragraph 1 tells us that many people died in the
shooting?
……………..……………………...……………………….……………………............ [1]
(b) How is the use of the word effective in describing the shooting?
……………..……………………...……………………….……………………............ [1]
17 In Paragraph 2, the writer tells us that ‘it was the reaction of the teenage Parkland
students immediately after the events of the day that made the response to this
attack unique.’ (lines 6 - 8)
Explain in your own words what the teenage Parkland students did on social
media.
……………………………………………………………………………….……………….
……………………………………………………………………………….……………….
……………………………………………………………………………….……………….
……………..……………………...……………………….……………………............ [2]
18 In Paragraph 3, the room ‘exploded in cheers’ during the televised town-hall event.
Explain why the audience reacted this way.
……………………………………………………………………………….……………….
……………………………………………………………………………….……………….
……………………………………………………………………………….……………….
……………..……………………...……………………….……………………............ [2]
[Turn over
133
8
19 Here is a part of a conversation between two students, Rui Fang and Rahmat, who
have read this article.
Rui Fang Rahmat

Kasky had I think the outcome
successfully spread was not very
the message on gun successful.
control.
(a) Give two examples from paragraph 4 that Rui Fang can give to support her
view.
(i) ……………………………………………………………………………….………
……………..……………………...……………………….……………………....... [1]
(ii) ……………………………………………………………………………….………
……………..……………………...……………………….……………………....... [1]
(b) Which phrase in Paragraph 4 can Rahmat use to support his view?
….………..……………………...……………………….…………………….............. [1]
20 In Paragraph 9, the writer feels that ‘A lot of people in this country get stuck in
bubbles’ (lines 52 - 53).
What do the ‘bubbles’ refer to?
……………………………………………………………………………….……………….
……………..……………………...……………………….……………………............ [1]
[Turn over
134
9
21 Using your own words as far as possible, summarise the achievements and the
regrets of Cameron Kasky as he set out to advocate for gun control after the
shooting.
Use only information from Paragraphs 5 to 7.
Your summary must be in continuous writing (not note form). It must not be longer
than 80 words (not counting the words given to help you begin).
Kasky believes that the movement succeeded because ……...……………………..
………………………………………………………………………………………………..
………………………………………………………………………………………………..
………………………………………………………………………………………………..
………………………………………………………………………………………………..
………………………………………………………………………………………………..
………………………………………………………………………………………………..
…………………………………………………………………………………………….….
………………………………………………………………………………………………..
………………………………………………………………………………………………..
………………………………………………………………………………………………..
…………………………………………………………………………………………….….
………………………………………………………………………………………………..
………………………………………………………………………………………………..
………………………………………………………………………………………………..
………………………………………………………………………………………………..
…………………………………………………………………………………………….….
………………………………………………………………………………………………..
………………………………………………………………………………………………..
………………………………………………………………………………………………..
………………………………………………………………………………………………..
[Turn over
135
10
………………………………………………………………………………………………..
………………………………………………………………………………………………..
………………………………………………………………………………………………..
………………………………………………………………………………………………..
…………………………………………………………………………………………….….
………………………………………………………………………………………………..
………………………………………………………………………………………………..
………………………………………………………………………………………………..
…………………………………………………………………………………………….….
………………………………………………………………………………………………..
……………………………………………………………………………………………….
………………………………………………………………………………………………..
………………………………………………………………………………………………..
…………………………………………………………………………………………….….
………………………………………………………………………………………………..
………………………………………………………………………………………………..
………………………………………………………………………………………………..
…………………………………………………………………………………………….….
………………………………………………………………………………………………..
………………………………………………………………………………………………..
………………………………………………………………………………………………..
…………………………………………………………………………………………….….
………………………………………………………………………………………………..
No. of Words: [15]
– End of Paper –
Setters: Miss Angeline and Miss Sarah Oh
136
137
Answer Scheme
Carefully read the text below, consisting of 12 lines, about how people view themselves.

sentence.
Examples:
It is a common belief among psychologists

gists th
that
ha
att p
people’s
eo
opl
ple’
e’s pe
p
perc
perceptions
erc
rcep
e tion
ns of
himself should be taken with

h a grain
grrai
g ain of
of salt,
sal
alt,
t because
beccau
use they
the
hey are
arre often
of n 1 them
th
he se
themselves (pr)
thought to be positive
ve biased
biia
assed
e and
nd less
nd le
esss ac
a
accurate
cccu
ura
rate
te tthan
h n the
ha t e judgments
th judg
dgme
dgm ntts 2 positively
p (wf)
supplied byy others.

othe
ers
r . Ho
H
However,
we
ever,
ver, ac
ve a
according
corrd
co din
ing tto
onnew
ew rresearch,
ew esea
esea
es earrc
ch, pe
p
people
ople
op le are
are 3D
actuallyy best
best
be st at
at judging
g their
judging
ng eirr own personalities
the pe
errsso
ona
ona
nalilitiess than
tie tha
hann scientists
cienttist previously
sci 4 better (wf)
assumed. If anything,
anyt
an y hing
ng
g, p
people
eop
ople
op le tend
te
en
nd to
to view
w th
them
themselves
emselv more negatively
em 5 D
then others do. On

On average,
a er
av age, people
erag peo
eopl
eo e are unlikely
ple
pl un to overhype their traits 6 than (ww)
more than their family,, friends

frie
friend
ie nds or colleagues.
nd c This discrepancies in the 7 These (plu)
ratings you supply for yo

yourself versus those provided by others might has 8 have (SVA)
more to do with other people than with you. This is because it was 9 is (T)
difficult of people to understand and accurately judge another person’s 10 for (prep)
innermost self, which may lead to skewed results.
2
138
CANDIDATE
NAME
( ) CLASS
CENTRE INDEX
NUMBER
S
NUMBER

1 hour 50 minutes
SUGGESTED
S UGGESTED ANSWERS
ANSWERS

[Turn over
139
2
Section A [5 marks]
Text 1
Refer to the poster (Text 1) on page 2 of the Insert for Questions 1-4.
1 What intended effect do the words ‘The difference is you’ have on the readers?
It is to cause the readers to feel significant/important/ have the power to make

a difference/ to want to play a part in keeping places litter-free. [1]
X make a difference (don’t beg the question) OR
It is to persuade the readers to join the programme

gramme by making
mak
akin
ing
in g them feel
f a sense
of ownership/ responsibility/ duty over er public places.
plac
acces
es. [1
[1]
X self-righteousness, guilt, get read

readers
a ers p
pe
personally
ers
soon
nal
ally
ly iinvolved.
n vo
nv ollve
ed.
d.
2 Refer to the stateme

statement
me n ‘Free
ent ree bags,
‘Fre
re gs, gloves,
bags
bags
ba glo
glovves ttongs
es, to ng insurance
gs and in
nsu
s ranc
nce
nc supplied.’
e su
supp
p lied
What
hat does
es this
doe
oe th suggest
hiss sugg
gges
gg about
e t ab
a bou the
o t tth organisers
he orga
gan
ganiisse
ers off the Ad
rs o Adopt-a-Spot
o t-a-Sp programme?
Adop
op
(i) ‘freeee bags,

‘‘ffre b gss, gloves,
ba glov
gl ttongs’
oves,, to ngs’ ssuggests
ong ug
u gge
gest
sts
st ts th at the organisers provide a fuss-free/
that
convenient
co
c onvve
ennie
ient p pr
programme
roog
graramm
mme for for itsitts pa
participants/ are thoughtful/ kind/
considerate/
c
co ons
nsid
i erra
atte/ well
wellll prepared.
we prepa
pare
pa red
re d. [[1]
1]
X provide
de tools
tool
to olss for the
the activities
th activiti (students should be describing a trait based on
what the organ
organisers
nis ers do.)
iser
iser do.)
(ii) ‘insurance
anc supplied’ suggests that the organisers are concerned about
safety or well-being/ take care of the safety of its participants. [1]
3 How does the poster suggest the current popularity of the Adopt-a-Spot
programme?
It stated that there is a large number (‘hundreds’) of existing participants. [1]
4 What are the two ways readers can join the Adopt-a-Spot programme?
Readers can register online or through calls. [1]
[Turn over
140
3
Award mark only when both ways are mentioned.
[Turn over
141
4
5 In Paragraph 1, we are told that the writer heard her husband ‘stumble like a
wooden soldier towards the bathroom.’
What do the words ‘stumble’ and ‘wooden’ tell you about her husband’s
movement?
‘Stumble’ suggests that her husband’s movement was clumsy. [1]

‘Wooden’ suggests that the movement was stiff/ awkward/ limited. [1]
6 ‘I knew that as long as I lay there, motionless, I would

ld n
not
o suffer likewise.’
ot
(lines 2-3)
What did the writer expect to ‘suffer’ from moving?
Body aches/ muscle aches/ pain from

ain fro
om taut
ut m
ut muscles/
uscl
us cles cramps
mps [1]
es/ cram [ ]
[1
7 In Paragraph 2, what wordwo

ordd did
d the
e writer
w iterr use
wr use to show
ow that
that she
she and
and her
h r husband
he hu
needed time
e to adjust
djjusst to the
adj
d the new
he ne
eww conditions
con
o d ons on
diittiion
ion on the
the mountain
mou
oun
ou n range?
ntain rang
ra nge?
ng
acclimatise
cclimat
attis
a se [1]
[1]
8 Using
ing
g your
y ur own
yo own
w wwords,
orrds
o s, id
identify
deen
nti
t fy two
two ‘effects
‘e
effects of the altitude’. (line 16)
Original
al ttext:
t: ‘our
exxt: ‘ou
‘o urr pulse
pul e rates
u se rat e began
ates bega to increase’ (line 17)
IYOW: heart started

art st
star ted to race/ beat faster/ accelerate/ palpitate [1]
arte
ar te
Original text: ‘heads

‘h started to throb’ (line 17)
IYOW: headache/ migraine [1]
Original text: ‘we were breathing more rapidly as our bodies demanded more
oxygen than our usual breaths would provide’ (lines 17 – 19)
IYOW: experience shortness of breath/ inhaled faster [1]
X Breathing difficulties
Award up to 2m for any of the points above.
[Turn over
142
5
9 In Paragraph 4, we are told that Pico Bolivar looked ‘majestic, ancient and wise,
lording everything beneath, over time and space’.
What is the writer comparing Pico Bolivar with?
God/ Deity [1]
10 In Paragraph 4, what is unusual and effective about the phrase ‘below rushed the
tiny meandering river’?
Literary device: Paradox

In reality, the water in the river is fast moving, however
wever from
om the
fro he peak,
th pea it looks like
it is meandering.
(i) It is unusual because ‘meandering’

eande r ng’ refers
eri re
efe rs to
ers to slow
w moving
slow moving
ov waters,
wa but
‘rushed’ describes gushing
shing
g waters.
wate
te
ers
s. [1
[1]
1]
(ii) It is effective
e beca
because
ca
aus
use itt h
highlights
ighl
ig h ightts how the river
rive
river seemed
ve seem
se emed
em d slow
slo
low moving
mo
from high
igh al
altitudes.
lti
t tudees. [[1]
1]]
1
11 In p
paragraph
araag
grraph
h 4, we
we see theth he distinction
diistin
d ssttin
inct
ctio
ion whichh th
thee writ
writer makes between the
mountain
moou
un
nttaain
n and
and the
he river.
he rivver
e . Which
Whic
Wh icch two
ttw
wo separate
sse
epa
parra
ate phrases
phr
hrases emphasise this contrast most
clearly?
earl
rly?
rlyy?
?
Objects
Ob
bjje s of contrast
ects cont
con rast Phrases from the passage
Mountain
Moun
nta
tain dark fabric
River silver thread
[1]
Apply ‘excess denied’ if students quoted more words than they should.
[Turn over
143
6
12 In Paragraph 6, the writer sets off to the village. Explain how the language used in
paragraph 6 indicates that the route to the village was a difficult one? Support your
ideas with three details from the paragraph.
o ‘steep, snaking climbs’ suggests that the route was perilous/ precipitous/
dangerous and winding/ twisting.
o ‘(seemed to) stretch to infinity’ suggests that the path was extremely long/
tedious to complete/ appeared endless/ never-ending.
o ‘vulnerable to the whims of the elements’ suggests that the p

path was exposed
to weather elements.
o ‘strewn with gravel, fine sand and boulders of varying

varyin
ng sizes’
size
sizes’
ze s’ indicates
indic that the
road was rocky/ uneven/ rugged/ roughough and d thus
thus not
not easy/
easyy/ cha
challenging to
walk or hike on.
Award up to 3m for any of the points

po
oin
nts above.
abo
bove
bo ve.
ve
13 ‘Only occasionally did

sionallyy d id we fi
id ffind
ind tthe
nd he lux
he luxury
u ur
ux o a llush
ury of ussh gree
u green
ee cushion
en cush
shio
sh ion
io n beneath
bene our feet.’
(lines 44-45))
What
Wh
haatt does
doe
oe
o es ‘lush
e ‘lussh green
ge
gr en cushion’
ee cush
sh
hio
onn’’ refer
re err to?
efffer
e to
o??
Grass
ss or
ras o grass
gras
gr ass patches
p tche
pa he
hes [1]
[1 ]
[1
14 From Paragraph
Para
aggrrap
aph 7, give
aph give two
two ways in which the writer could have been better
prepared for the
e trip.
tri
rip.
p.
p.
The writer could have brought sunglasses, lip balm and sun cream on the trip.
[1]
The writer could have brought along the first aid kit. [1]
[Turn over
144
7
15 The structure of the text reflects the writer’s experience of her trek in the Andes.
Complete the flow chart by choosing the correct phrase from the box to summarise
her experience on the mountain range. There are extra phrases in the box you do
not need to use.
Experiences on the Andes
taking the cable car ride braving the extreme cold
enjoying the breathtaking views trudging through tough terrains
feeling contemplative getting lost in the mountains
persevering through the long journey
Flow chart
Paragraphs 2-3: (i) taking the cable

he cab
ab l carr ride
ble rid
idee
Paragraph
graph 4: (ii)
4: ((i i) enjoying
ii) enjo
joy
joyiing tthe
ng he
hebbreathtaking
reat
re a htta
akk views
king vi
iew
ews
Paragraph
P
Paara
rag aph 5:
grrap (iii)
5: (iii braving
iii) b
br
rav
rav
avin
viin
n
ng extreme
g the ex
extr
trem
tr cold
e e co
Paragraph
ragrap
aph
ap h 6: ((iv)
6: (iiv) trudging
tr through tough terrains
Paragraph 7: (v) persevering through the long journey
[4]
[Turn over
145
8
Refer to Text 3 on pages 5 and 6 of the insert for Questions 16 – 21.
16 (a) Which one word in Paragraph 1 tells us that many people died in the
shooting?
The word is ‘carnage’. [1]
(b) How is the use of the word effective in describing the shooting?
The word is effective in emphasising the violent/ brutal/ vicious/ barbaric

nature of the killing/shooting. [1]
17 In paragraph 2, the writer tells us that ‘it was the

he reaction
reacttio
ionn of tthe
he teenage
teena Parkland
students immediately after the events of the day tthat hatt ma
ha made e tthe
h response
he res
e po to this
attack unique.’ (lines 6 - 8)
Explain in your own words

s what
wha the
hat e teenage
tee
eena
nag
gee Parkland
Par
arklan
klan
klandd students
stud
st ude
ud en did on social
ents
en
media.
Original wordss fromm the passage:

pa
pass
ssa
agge: ‘‘demanding
e: ‘d dem
eman
andi g stricter
d ng stricte gun
er g un co ccontrol
ont rol laws’ and ‘the
n ro
right to be
e able to g
goo to
to school without
with
tth
hou ffear
o t the feea off being killed’
arr o kill
ki
illlled
led
ed’
d’
x Theyy insisted
iin
nsist
sted
sted
e d on
on ttighter
i ht
ighter management
er m an
a na
agg
gem
em
emen
men firearms.
ent of fir
rea r s. [1]
earm
rm
x The
Th e st
sstudents
tu
udde
ennts s also
alsso asked
as
a sk
ske
kee
edd to
t be given
g ve
gi ven
n the assurance
a that they can attend
lessons
less
ssons without
sso
ss wiitth
w houut th
ttheir
he
eiir li
llives
ve
v es being
be
ein
ng threatened/without
threat being afraid of losing
their
heiir lli
lives.
ivees.
s. [1]
[[1
1]
18 In Paragraph
aph 3,
3, the
the room ‘exploded in cheers’ during the televised town-hall event.
Explain why the audience reacted this way.
x They exploded in cheers because Kasky confronted the senator over the
money he had received from the NRA. [1]
x They also cheered because he just put one of the nation’s most prominent
politicians on the spot, live on national television. [1]
146
9
19 Here is a part of a conversation between two students, Rui Fang and Rahmat, who
have read this article.
Rui Fang Rahmat

Kasky had I think the outcome
successfully spread was not very
the message on gun successful.
control.
(a) Give two examples from Paragraph 4 that Rui Fang can
can give
give to support her
view.
(i) Rick Scott signed a bill to have stricter age

ge restrictions
ag r stri
re stri
stric ons on
ctio gun
on gun
purchases. [1]
(ii) Rifles that can be fired

fir
ired
ed m
more
ore rapidly
or rapi
pidl
pi dly have
v been
bee
een
ee n banned.
ba
ann
nned
ed. [1]]
ed
(b) Which
ich phrase
ph
hra
rase in
in Paragraph
Para
Pa agr
g ap
aph 4 can
cca
an Rahmat
Rahm
Ra hma
hmat
hm att use
use to support
supp
su ppor
pp ort his view?
vi
e phrase
The p rra
ph ase is ‘their
‘th
thei other
e r ot
o demands
her de
dema
mand have
nds have been
ha bee
een resisted’. [1]
n re
resist
20 In Paragraph
arag
ag
grra
aph ph 9,
9, the
th
he writer
wrrititer feels
w fee
eels
ls that
tha
h t ‘A lot of people in this country get stuck in
bubbles’
es’ (lines
(liline
nes 52
52 - 53).
).
What do the ‘bubbles’

‘bub
ubbl
ub es’ refer
bles
bles refe to?
The bubbless refer to the fixed mindset or narrow/specific way of thinking that
the people have. [1]
21 Using your own words as far as possible, summarise the achievements and the
regrets of Cameron Kasky as he set out to advocate for gun control after the
shooting.
Use only information from Paragraphs 5 to 7.
No. Type From Passage Paraphrased
147
10
1 Regret they have not gotten all Parkland did not

the legislative victories succeed in getting all the
they want with gun
control (line 28) gun control laws they
wanted to be
implemented.
2 Achievement there is victory in the Parkland is not
sense that Parkland is remembered/recognised
not the city that one
instantly thinks of people as a city of sad and
mourning and running wimpy people
away from a problem
(lines 29 – 31)
3 Achievement when people hear of They are known to be
Parkland, they think of stronger than the
something larger and
stronger than the shooter assailant.
(lines 31 – 32)
4 Regret Kasky feels that he was He thought
ught that
tha
hat he was
too confrontational. (line too aggressive
aggressi
sive and
si and
n
35)
5 Regret It showed that sometimes s it rev
revealed
vea
ealeled
led ho
howw emotions
emotio
how people feel about can n mar
mar the e clarity
clar
clarititty o
ar of
things can get in n the way
of their objective ective thinking.
thi
h nking. g
g. thoughts
th
hou
ougghhtts
s
(lines 35 5 – 36)
6 Regret There ere is o one
ne stastatement
ate
tementt He
H e was
was rremorseful
emorseful
em
he particularly
par
articu
titic
cuu
ula
la
arlly regret ets
et
regrets, s,, a about what
wh he he saidd to
re ema
remark mark k to to Marco
Ma arcco Rubio
Rubi biio in
th
the he town town
to wn hall hal
a l debate
deb
de ba ate
senator
the se
ena
nattor
(lines es 3
es 377 – 38) 38)
38
7 Regret
Regr
gret
gre h named
he nam med d the
the
h shooter
shoototter
o er - becaus
because
b use
us e he named
nam the
ssomething
so meth
me thin ing tthat
hat tthe
he
h e yyoung
ou
o u
ung
ng
ng shooter,
sh
hoo
oote
ter,
te something that
r som
ca am
mp
campaigners pai
aiggn neerrs qu
quickly
quickly
deci ciide
decided ded they
ded tth
hey
ey would
wou uld
l not ot might
migh
mi ht give
gh gi the shooter
do
do, o, to to deny
deny him him the
hi e fame,
fame
fa me,
me recognition
reco
or infamy,
or inf
nfam
nf my, he may may have h ve
ha
sso ou
ug
sought ght
h (lines
( in
(li es 39 39 – 41)
41)
8 Achievement
Achi
Ac he
evve
em
men
ent iitt rreminded
emin
em inde
in ded a lot of
de He helped other youths
peop
pe ople
op
people le his age that see that politicians are
poli
po liliticians are just like
politicians
anyb
anybody else (lines 43 – mere mortals,
4
44)
9 Regret
egret
e
et he did it in such a vitriolic but his
way that he doesn’t find it bitter/vengeful/scathing
to have been very
meaningful and method was not helpful.
productive (lines 44 – 45)
Kasky believes that the movement succeeded because
Parkland is not remembered as a city of sad and wimpy people. They are known to be
stronger than the assailant. However, Kasky thought that he was too aggressive and his
reactions revealed that emotions can mar the clarity of thoughts. He was remorseful
about what he said to the senator because by naming the shooter, he gave the shooter
recognition. He helped other youths see that politicians are mere mortals, but his bitter
method was not helpful.
No. of words: 78 words
148
11
Setter: Miss Angeline and Miss Sarah Oh
149
150
‫߭ډ‬И؆
COMPASSVALE SECONDARY SCHOOL
ENGLISH LANGUAGE PAPER 1 [1128/01]
Secondary Four Express / Five Normal Academic
Name: _____________________ Duration: 1 hour 50 minutes
Index No: ___________________ Date: 8 May 2019
Class: ______________________
This Insert contains Section A.
_______________________________________________________________________________________
This Insert consists of 2 printed pages including this page. Setter: Ms Ritchell Choong
151
Carefully read the text below, consisting of 12 lines, about a forest fire in China. The first and last
lines are correct. For eight of the lines, there is one grammatical error in each line. There are two
more lines with no errors.

Examples:
I arrived to my destination at 2 pm. …….....at…………………

9
My mother always wears sensible clothes. ……….....…………………
Over the weekend, 700 firefighters were deployed to battle a forest fire raging out
of control in sparse populated Muli county in China’s Sichuan province. The 1 ……………………
Chinese leadership had issued orders to respond immediately to the emergency, 2 ……………………
before the blaze spiralled out of hand despite initial efforts to contain it. To make 3 ……………………
things worst, the harsh terrain in Muli county posed fresh challenges for 4 ……………………
emergency workers placed on the scene. Amid brave battles to put up the raging 5 ……………………
fire who had destroyed 3,000 hectares of forest, firefighters had to endure high 6 ……………………
altitudes of 4,000 metres above sea levels and steep trails. One wrong step and 7 ……………………
they were doomed, but as true heroes, they refuse to walk away. For two days, 8 ……………………
they worked hard to contain the forest fire, and a sudden change in wind direction 9 ……………………
ignited a huge fireball, killing 30 people in the maelstrom. The news were 10 ……………………
devastating for their families. Many lives will forever be changed.
Adapted from: https://www.channelnewsasia.com/news/commentary/china-forest-fire-blaze-support-aircraft-tanks-11411888/
152
‫߭ډ‬И؆
Name: ______________________ Duration: 1 hour 50 minutes
Index No: ____________________ Date: 8 May 2019

_
Class: _______________________ Marks: ______/ 70
Write your name, class and index number in the spaces provided on the writing paper.
Write in dark blue or black pen on both sides of the writing paper.
For Section B and Section C write your answers on the separate writing paper provided.
At the end of the examination, submit Section A, B and C separately.
_____________________________________________________________________________
This paper consists of 4 printed pages including this page and 1 insert.
Setter: Ms Ritchell Choong
153
You should look at the printout of a poster on page 3, study the information carefully and
plan your answer before beginning to write.
The local Residents’ Committee in your neighbourhood is offering volunteer opportunities

to teenagers over the holidays. They aim to expose youth to the needs of the community
and allow them to develop skills that would be useful. You saw a poster of the opportunities
available and you are interested to apply for a position.
Write a letter to the Chairman of the Rivervale Residents’ Committee to apply for the role,
explaining clearly:
• the role you would like to apply for

• the reasons for your choice
• the qualities or prior experiences you have which will enable you to contribute
• other ideas to improve the living environment of your neighbourhood.
Write your letter in clear, accurate English and in a polite and persuasive tone to convince
the Chairman of the Rivervale Residents’ Committee of your enthusiasm and to accept your
application.
154
Are you looking to spend your holidays meaningfully?
We have new volunteer opportunities for you! Work with community
leaders and get a chance to make real change in the
Rivervale Estate!
Residents’ Scribe Youth Mentor Community Gardener
Attend our weekly Meet-the-MP Take care of young children Spruce up the green spaces in
session, where residents would our neighbourhood by setting
between the ages of 3 – 7 over
share their concerns personally up a new community garden at
with the Member of Parliament. the holidays while their parents
are at work! Block 35!
As a scribe, listen to the
residents share about their Work with the neighbourhood Grow flowers, vegetables, fruit,
daily needs and concerns in childcare centre and design fun herbs and other plants to
various languages. Ask and meaningful activities to brighten our environment and
meaningful questions and help engage the children for 2 hours design activities for families
to craft letters of appeal in and neighbours to enjoy
a day.
standard English on their together.
behalf.
If you like working with
If you like listening to others, children, enjoy organising If you have green fingers, enjoy
have a good set of language activities and have a few taking care of plants and have
skills and are looking to help in creative ideas, join us as a a few ideas on how to bond the
a very real way, sign up to be a Youth Mentor today! community, sign up as a
Residents’ Scribe today! Community Gardener today!
Write in to us if you are interested in any of the volunteer opportunities and be sure to
include other suggestions as to how we can make the Rivervale Estate a more wonderful
neighbourhood to live in!
More details are available on our website @ http://www.rivervaleestate.com.
155
Begin your answer on a fresh page.
1 ‘What matters most is that you have tried your best.’ Write about a time when this
was true. How did you realise this?
2 It is often said that it is more important to be healthy than wealthy. What is your
opinion?
3 What are some major opportunities and challenges young people in your society
face these days?
4 A meaningful friendship is one of the most valued relationships one can have. Write
about the times you have found this to be true. Why were these friendships so
important to you?
- END OF PAPER -
156
157
‫ ߎ ڈ‬З ؅
Name: _______________________ Duration: 1 hour 50 minutes
Index No: ____________________ Date: 8 May 2019
Class: _______________________ Marks: ______ / 50
_________________________________________________________________________
This insert consists of 6 printed pages including this page. Setter: Mdm Chitra
158
Section A
Text 1
Study the poster below and answer Questions 1 – 4 in the Question Paper.
Every skill gained in preparing for and giving a

performance is a valuable life skill which will be used in
job interviews, in the workplace, in leisure activities and
in social and interpersonal relationships throughout life.
Feedback and Recognition
During each class, participants will be evaluated on their

performance on a report form. It will be followed by a mini
master-class to comment on the overall performance of the
class as a whole. Certificates will be awarded to all participants,
and based on their performance, they may qualify for one of the
three levels of awards: Gold/Silver/Bronze
159
Section B
Text 2
The text below describes children playing their favourite hide-and-seek game. Read the text carefully and
answer Questions 5 – 13 in the Question Paper.
1 It was still too hot to play outdoors. After a long day of confinement in the house, the children
strained to get out. Their faces were red and bloated with the effort, but their mother would not
open the door; everything was still curtained and shuttered in a way that stifled the children, made
them feel that their lungs were stuffed with cotton wool and their noses with dust and if they didn’t
burst out into the light and see the sun and feel the air, they would choke. 5
2 “Please, ma, please,” they begged. “We’ll play in the veranda and porch—we won’t go a step out
of the porch.”
“You will, I know you will, and then——”
“No—we won’t, we won’t,” they wailed so horrendously that she actually let down the bolt of the
front door and they burst out like seeds from a crackling, overripe pod into the veranda, with such 10
wild, maniacal yells.
3 There was a tussle over who shall be the seeker in their favourite game of hide-and-seek. The
shoves became harder. The motherly Mira intervened. She pulled the boys roughly apart. There
was a tearing sound of cloth, but it was lost in the heavy panting and angry grumbling, and no one
paid attention to the small sleeve hanging loosely off a shoulder. Raghu was the seeker. He 15
started to protest, to cry “You cheated!”, but it was too late, the others had all already streaked
away. There was no one to hear when he called out, “Only in the veranda—the porch—Ma said—
Ma said to stay in the porch!” No one had stopped to listen - all he saw were their legs flashing
through the dusty shrubs, scrambling up brick walls, leaping over hedges, and then the porch
stood empty in the purple shade of the bougainvillea, and the garden was as empty as before. 20
4 Raghu whistled spiritedly so that the hiders should hear and tremble. Vinod heard the whistling
and felt himself too exposed, sitting on an upturned flowerpot behind the garage. He could run
around the garage if he heard Raghu come but he hadn’t much faith in his short legs when
matched against Raghu’s long, hefty, footballer legs.
5 Next to the garage was a shed with a big green door. Vinod always shunned entering such a dark 25
and depressing mortuary of defunct household goods, but as Raghu’s whistling grew angrier and
sharper and his crashing and storming in the hedge wilder, Vinod suddenly slipped off the
flowerpot and through the crack and was gone. He chuckled aloud with astonishment at his own
temerity so that Raghu came out of the hedge, stood silent with his hands on his hips, listening,
and finally shouted, “I heard you! I’m coming! Got you——” and came charging round the garage 30
only to find the upturned flowerpot. Snarling, he bent to pick up a stick and went off, whacking it
against the garage and shed walls as if to beat out his prey.
6 Vinod shook, then shivered with delight, with self-congratulation. Also with fear. It was dark,
spooky in the shed. It had a muffled smell, as of graves. Except for the white-hot cracks along the
door, there was no light. He leapt up as Raghu whacked the wall with his stick—then, quickly 35
realising what it was, felt almost relieved to hear Raghu, hear his stick. It made him feel protected.
But Raghu soon moved away. Vinod stood frozen inside the shed. He contemplated slipping out
of the shed and wondered if it would not be better to be captured by Raghu and be returned to
160
the milling crowd as long as he could be in the sun, the light, the free spaces of the garden, and
the familiarity of his brothers, sisters, and cousins. It would be evening soon. Vinod sat back, 40
deciding to hold out a bit longer. What fun if they were all found and caught—he alone left
unconquered! He had never known that sensation. To defeat Raghu—that hirsute, hoarse-voiced
football champion—and to be the winner in a circle of older, bigger, luckier children—that would
be thrilling beyond imagination. He hugged his knees together and smiled to himself almost shyly
at the thought of so much triumph. 45
7 It grew darker in the shed. The lawn was shut off from his view. Could he hear the children’s
voices? It seemed to him that he could. It seemed to him that he could hear them chanting, singing,
laughing. But what about the game? Could it be over? How could it when he was still not found?
It then occurred to him that he could have slipped out long ago, dashed across the yard to the
veranda, and touched the “den.” It was necessary to do that to win. He had forgotten. He had only 50
remembered the part of hiding and trying to elude the seeker. He had done that so successfully.
His success had occupied him so wholly, that he had quite forgotten that success had to be
clinched by that final dash to victory and the ringing cry of “Den!”
Adapted from Game at Twilight by Anita Desai
161
Section C
Text 3
In this text, the writer describes the dire state of the shark population being threatened due to fin harvesting.
Read it carefully and answer Questions 14 – 18 in the Question Paper.
1 The world's largest shark fin industry lies in the heart of the Coral Triangle, a region of the Indian
and Pacific Oceans home to the world's most diverse coral reefs. This idyllic-sounding
environment sustains an industry responsible for the deaths of over 3 million sharks a year.
Fishing pressure on threatened shark populations has increased dramatically in recent years and
it is estimated that only 12% of shark fisheries are considered potentially sustainable, indicating 5
that 25,000 tonnes of dried fins each year originate from other unsustainable, often illegal,
fisheries. Distinguishing the species from which fins are sourced can be extremely difficult, as the
mixing of catches is a common practice that hampers traceability efforts.
2 Both legal and illegal fisheries are driving the overfishing of sharks, driven overwhelmingly by the
international trade to obtain their fins. Pressure is particularly high in Indonesia where annual 10
catches exceed 100,000 tonnes of shark a year. Shark fins are tempting targets for fishermen
from Indonesian island communities because they have high monetary value and shark fishing is
one of the most lucrative livelihoods in these remote coastal regions. The finning industry presents
the main livelihood for fishermen in this region and the enormous profits have transformed remote
coastal villages to cash-based communities. India, Spain and Taiwan also play an important role 15
in the catching of sharks and the gainful sale of their fins in international markets, particularly in
Hong Kong, from where many are re-exported, particularly mainland China.
3 Shark finning and the mixing of catches tend to take place in the open seas or in remote ports,
where there is little to no oversight. Moreover, authorities show little interest in controlling illegal
wildlife trade, including that in shark fins. Even if they do, their enforcement capabilities are very 20
limited because they cannot inspect and run DNA tests on every single fin that arrives at their
customs to determine the area where the shark was caught, or even determine the species.
4 A large proportion of fins comes from sharks caught as bycatch: for example, sharks comprise
over 25% of the total catch in tuna and swordfish fisheries in multiple countries. While there are
ways to mitigate biologically unsustainable or environmentally harmful shark bycatch, there is very 25
little evidence of fisheries management authorities or industry insisting on rapid adoption of such
methods. Indeed, bycatch mitigation measures may well be resisted if bycatch consists of sharks
for which fins can be sold.
5 The global shark fin industry is rife with criminal activity and cannot be trusted to police itself
effectively. In the view of the researchers, waiting for multilateral organisations to develop and 30
enforce rules regarding shark fishing and regulate the fin trade is not an option both because
available enforcement and compliance systems are far too poorly applied for wildlife trade in most
countries trading fins, including mainland China, and it would likely to take too long and that is a
luxury not currently afforded to many shark species. While there is much scope for enforcement
of existing laws controlling catching and international trade to improve, this will take time and is 35
unlikely to improve in the near future.
6 Ensuring truly sustainable shark fisheries and shark fin trade remain a far-off dream. Simply put,
around a quarter of all shark species are hurtling towards extinction. The only real way to protect
sharks is to halt the consumption and trade in all shark fin. Consumers have to act fast and decide
what is acceptable and what is not when it comes to vulnerable, uncontrolled species. Traditions 40
change all the time according to new knowledge and shifting values. Thus while the appetite for
shark fin soup is growing in places like Thailand and Macau it is slowly declining in Hong Kong
162
and mainland China, where young people are starting to see it as a cultural practice that is worth
abandoning.
7 Extinction must not make the decision for us. We must act fast to take steps and stop activities 45
that would seriously threaten their future on our planet.
Adapted from https://www.sciencedaily.com
163
‫ڈ‬ ߎ З ؅
Name: _______________________ Duration: 1 hour 50 minutes
Index No: ____________________ Date: 8 May 2019
Class: _______________________ Marks: ______ / 50
Write your full name, class and index number on the work you hand in.

Write your answers in the spaces provided in the Question Paper.
Mistakes in spelling, punctuation and grammar may be penalised in any part of the paper.
_____________________________________________________________________________________
This paper consists of 8 printed pages including this page and 1 insert. Setter: Mdm Chitra
164
Section A [5 marks]
Text 1
Refer to Text 1 on page 2 of the Insert for Questions 1 – 4.
1 How does the poster suggest the popularity of the Singapore Performing Arts Festival?
…………………………………………………………………………………………………………..
………………………………………………………………………………………………………….. [1]
2 Look at the photograph of a group of 4 people found at the bottom of the poster. With reference
to the information presented below it, what idea does the photograph convey about joining the
festival?
…………………………………………………………………………………………………………..
………………………………………………………………………………………………………….. [2]
3 Refer to the section headed Feedback and Recognition. Provide two ways individual
participants will benefit from this class.
…………………………………………………………………………………………………………..
………………………………………………………………………………………………………….. [1]
4 Which sentence summarises the main benefit of the programme?
…………………………………………………………………………………………………………..
………………………………………………………………………………………………………….. [1]
2
165
5 At the beginning of the text, the children are kept indoors to avoid the heat. Explain how the
language used in Paragraph 1 indicates their desire to be outdoors.
…………………………………………………………………………………………………..……
………………………………………………………………………………………………………..
…………………………………………………………………………………………………..……
………………………………………………………………………………………………………..
……………………………………………………………………………………………………….. [3]
6 In Paragraph 2, explain how the expression ‘burst out like seeds from a crackling, overripe
pod’ (line 10) is particularly effective in describing the children’s behaviour?
…………………………………………………………………………………………………..……
……………………………………………………………………………………………………….. [1]
7 (i) What does Raghu’s reply, “You cheated!” (line 16) suggest about his state of
mind?
………………………………………………………………………………………………..
……………………………………………………………………………………………….. [1]
(ii) Give another word in the paragraph which suggests a similar idea.
……………………………………………………………………………………………………….. [1]
8 In Paragraph 4, provide two reasons to explain why Vinod was feeling insecure.
(i) ……………………………………………………………………………………………
……………………………………………………………………………………………..…….
(ii) ……………………………………………………………………………………………
……………………………………………………………………………………………………. [2]
3
166
9 (i) In Paragraph 5, ‘He chuckled aloud with astonishment at his own temerity’ (lines
28-29). Suggest why Vinod did that.
…………………………………………………………………………………………………..
………………………………………………………………………………………………….. [1]
(ii) ‘came charging round the garage only to find the upturned flowerpot. Snarling, he
bent to pick up a stick and went off, whacking it against the garage and shed walls
as if to beat out his prey’ (lines 30-32).
Which words or phrases in the given sentences describe the actions of Raghu?
Descriptions of Raghu’s actions Words or phrases from the passage
(i) rush forward to attack
(ii) fuming
(iii) hitting hard

[3]
10 In Paragraph 6, explain why it was ironical that Vinod ‘felt almost relieved to hear Raghu’
(line 36).
………………………………………………………………………………………………………..
………………………………………………………………………………………………………..
……………………………………………………………………………………………………….. [2]
11 Vinod desires to defeat Raghu in the game. Identify two separate words in Paragraph 6
which convey this.
……………………………………………………………………………………………………….. [1]
12 In Paragraph 7, explain why Vinod feels that ‘His success had occupied him so wholly?’
(line 52).
………………………………………………………………………………………………………..
……………………………………………………………………………………………………….. [1]
4
167
13 The structure of the text reflects the children’s moods at different stages of their game.
Complete the flowchart by choosing one word from the box to summarise the main moods
presented in each part of the text. There are some extra words in the box you do not need
to use.
The children’s moods
regret eagerness irritation confusion dismay trepidation aggression
Flow chart
Paragraphs 1-2 : (i) .........................................................................
Paragraph 3: (ii) ............................................................................
Paragraphs 4-6: (iii) ………………………………………………...
Paragraph 7 : (iv) ………………………………………………...
[4]
5
168
Refer to Text 3 on page 5 and 6 of the Insert for Questions 14 – 18.
14 (i) In Paragraph 1, the writer says ‘this idyllic-sounding environment sustains an industry
responsible for the deaths of over 3 million sharks a year.’ What is the
predicament presented here?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
…………………………………………………………………………………………………………… [2]
(ii) From the same paragraph, what is the challenge faced in protecting the shark fin
industry? Answer in your own words.
…………………………………………………………………………………………………………...
…………………………………………………………………………………………………………..
………………………………………………………………………………………………………….. [2]
15 From Paragraph 2, identify a word that suggests that global trade is a major force behind
overfishing.
………………………………………………………………………………………………………….. [1]
16 Here is a part of a conversation between two students, Jasmine and Damien, who have read
the article.
Damien
Finning of sharks has
led to significant growth
and development in I think we should not
Indonesia. ignore other countries
benefiting from this
trade as well.
Jasmine
(i) State one way Jasmine’s view may be supported, using information from paragraph 2.
……………………………………………………………………………………………………
…………………………………………………………………………………………………….
…………………………………………………………………………………………………… [2]
6
169
(ii) From the same paragraph, give a phrase which Damien can use to support his view.
………………………………………………………………………………………….………… [1]
17 In Paragraph 7, the writer says that ‘Extinction must not make the decision for us’ (line 45).
State the writer’s tone in this sentence and explain its effect.
……………………………………………………………………………………………………………
…………………………………………………………………………………………………………… [2]
18 Using your own words as far as possible, summarise how the authorities are responsible
for the shark population being on the verge of extinction and the measures required to ensure
its survival.
Use only information from paragraphs 3 to 6.
The authorities are responsible for the declining shark population as…………………...........
………………………………………………………………………………………………………….
…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
…...……………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
7
170
…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
………………………………………………………………………................................................
…………………………………………………………………………………………………………..
………………………………………………………………………No of words: [15]
End-of-Paper
8
171
172
Compassvale Secondary School
English Language & Literature Department
2019 Mid-Year Examination
Paper 1 Table of Specifications (TOS)
Level: Secondary 4/5

Stream: 4 Express / 5 Normal Academic
Setter: Ritchell Choong
Section A (10 marks)
Editing
Over the weekend, 700 firefighters were deployed to battle a forest

st fire
e rraging
aging out
ag
of control in sparse populated Muli county in China’s Sichuan pr

prov
province.
ovin
ovince
in c . The
Th 1 sparsely (wf)
Chinese leadership had issued orders to respond

respon
on
nd imme
immediately
me
edi
diat
atel
ely to
to the
the emergency,
eme
merg
me gency, 2 9
3 af
after (conj)/
before the blaze spiralled outt of han
hand
and d
an de
despite
espit
sp
pitte initia
initial
al ef
e
efforts
fforts to
to contain
con
nta
tain
in
n it. To m
make
ake
e
but
bu (conj)
things worst, the harsh terrain

te
erra
ra
ain
in in Muli
Mu
Mullii county
coun
nty posed
po
ose
sed fr
fres
fresh
esh challenges
es challeng
nge
ng es for
or 4 worse (wf)
emergency
rgency wo
workers
ork
kers placed
placed
pl d on
on the
e scene.
sce
scen
ne. Amid
Ami
m d br
b
brave
rave batt
battles
tle
less to put u
up the raging 5 out (prep)
6 that/which
fire who
o ha
had
ad de
d
destroyed
est
stro
roye
yed 3,000
3,000
0hhe
hectares
ect
ctar
ares
es of forest,
es forest
st,, firefighters
st fire
firefighte had to endure high
re
(relative pronoun)
altitudes at 4,000
4,0
000
00 metres
met
etre
r es a
above
ab
bov
o e sea
a le
leve
levels
v ls and steep trails. One wrong step and 7 9
they were doomed,

med, but
bu
ut as true
true heroes,
he they refuse to walk away. For two days, 8 refused (t)
they worked hard to

o contain
c the forest fire and a sudden change in wind direction 9 but (conj) / when
ignited a huge fireball, killing 30 people in the maelstrom. The news were 10 was (sva)
devastating for their families. Many lives will forever be changed.
173
[Option 1]
Section B (30 Marks)
Situational Writing
Task Fulfilment
For the 10 marks awarded for the ‘Task Fulfilment’, candidates need to demonstrate the
following:
• Awareness of purpose, audience and context
• Relevance
• Development and organisation of ideas
• Appropriate use of given information and visual stimulus
Purpose: To apply for a volunteer position at the RC
Audience: Chairman of the Residents’ Committee

ee
>Tone Must be polite, persuasive and enthusiastic

enthusi
siastic
si
Context
The local residents’ committee
commi
m ttee in in your
your
yo ur neighbourhood
nei
eig
ghhb
bo
ouurrhohood iss offering
ng vvolunteer
olunteeer opportunities
opp
pportunit to
teenagers over the holid
holidays.
dayys.
s. TThey
hey aimi too expose
expose yyo youth
uth tto
out needs
o the nee
e dsd ooff the community
the com and
allow them develop
m to de
eve lo skills
velo
velo
lop sk ls tthat
kills
ls ha
h would
at wo
oul be useful.
uld be use
efu
full..
Candidates
ndidat
ates a
at are
rre applying
e apply ng to
lyyin participate
to participate in
pate
pa some
in sso
om
me off thes
eo these
ese
es activities.
e ac
acti
tivi
tiv ties
Formatt : Letter
Lett
Le
ett
tt tto
tter o an
a External
Ex
xte
tern
nal
al Agency
Age
genc
n y
541 Sengkang
kangg Ave
Ave
e1
#04-561
Singapore 440541
0541
41
41
3 May 2019
Chairman
Rivervale Residents’ Committee
51 Rivervale Crescent
Singapore 440051
Dear Sir / Madam
Application for Volunteer Role
Yours sincerely
(Signature)
Name
(School)
174
Development and organisation of Ideas
The letter must reflect the following ideas (with sufficient amplification where relevant):
Introduction should include the following:

x Introduction of self
x Purpose of letter: to apply for position
x Expression of enthusiasm/excitement for the role.
Task Requirements
x RP1: The role you would like to apply for

x RP2: the reasons for your choice
o (Refer to 2nd paragraph of each option; and explain the types es of activities,
questions and ideas you’ll have for each option)
x RP3: the qualities or prior experiences you have which hich will
will e n ble you to
na
enable
contribute better
o (Refer to 3rd paragraph of each option))
x RP4: Other ideas to improve the living environment ooff yyour
our neighbourhood.
our
ou neig
ghbhbou
ourh
ou rho
rh ood.
o (Own invention)
Option RP2:
2:
2: RP3 the
RP3: e qualities
qualities
es o
orr pr
p
prior
ior
e reasons
the reasons for
or your
fo ourr choice
yo
y cho
h ice experiences
expe
ex p riences s yo
youu have
ha which
wh
will
wi enable
ll enaabl
ble
e yo contribute
you to co
better
bett
tter Refer to 3rd paragraph of
(Refer
er (Re
each option)
each optio
Residents’
R
Resi
Re
esiide
dents’ Scribe
Scr
crib
cr
r be x Enjoy
Enjjo
En
Enjo oy listening
listten
enining to
to ppeople
eo
opl
ple
e an
a
andd Qualities:
Q
helping
h
he elp
ping them:
th
hem:: listen
lis
iste
ten
n to the x Good listener
residents
reessiide
dents sh share
har
are
e about
a out th
ab their x Believe it is important to be
cchildren’s
hildrren
en’s’s education,
edu
ed ucatio empathetic towards others
hous
ho usin
housing ingg grants
grants, application and understand their
fo
or HDB flats
for fl and request for concerns
healthcare subsidies
health x Approachable and friendly
x Y
You can speak various x Proficient in English, Chinese
languages like mandarin, and Malay.
cantonese, hokkien, malay, x Good grades for EL
tamil and you want to help
with these skills. Prior experiences:
x You know how difficult it is x Translator for visiting
not to be able to express exchange students
yourself, so you want to x Able to speak with family
help them communicate members, grandparents in
x You have always been dialects
interested in how to help x Learnt lessons at language
other people solve their classes.
problems. x Leadership experiences
where you helped to sort out
problems amongst people you
lead.
175
Youth Mentor x Love working with young Qualities
children. x Patient
x They are creative, x Creative
energetic, innocent and x Love arts and craft
happy and you enjoy x Able to explain tasks well
playing with them and x Friendly, approachable
giving them meaningful Prior experiences:
activities to do like: x Mom is a babysitter
x Excursions to the nearby x Have younger siblings at
park / playground / activity home
centre x Take care of younger
x Plan a treasure hunt / cousins
sketching in nature activity x Volunteered at other
for children Childcare centres
x Create painting, arts and x Coach other younger
crafts and other activities dr in
children
to engage their church
church/community
psychomotor skills within cent
ce ntres etc.
centres
the classroom x OSLP
OSLP,
LP, VIA working with
x Sandwich making activity vity simi
simila
lar grou
similar groups of people
that allows children n to who
wh o need help.
he
make food for their
working parents.
x You are al also
lso
so good att art
art
rt or
or
planning eve v nts so
ve
events so you
yo
ouu
beliliie
believeevve you can
c n help
ca he
elp
lp to
to
ccreate
cr
rea
eatet tthose
hose experiences.
exp
periencces.
Community x Have
Have
Ha e green
grereenen fingers,
finge
inge
in g rs, enjoy
e joy
en Qualities
Qua
Qu alities
Gardener
er nature r
re x Patient
Pati
Pa tient
x Love
L
Lo ove
ve gardening
garde enin ng
ng and
anndd how
how
o x Creative
Creat
itit brings
bring
ng gs about
abou
ab ut peace
pea
pe acce and x Loves/
L believes in the
relaxation.
re ela
laxxaati
tio
onn. importance of beautifying
x Want
W
Wa antt ttoo ssetett u
upp a fr
frui
fruit
uitt and
ui the environment
vve egetable
vegetable e garden
gard
ga rden
rd e for th the x Loves nature
community
commun uniitity
un it becaus
because it’s x Enjoys planting and
more
mo re diverse
divi erse thant what gardening
you can do
yo d at home.:
Prior Experiences:
Crea
Create the space the
x Personal garden at home
gardening space. Plan
the design of the garden x Does gardening/planting
and the types of of herbs, flowers at home
seedlings to grow. / in school
x Want to meet more x Has done an internship at
people of similar NParks before
interests: Form a local
gardening club to: grow
and take care of local
flowers, root vegetables,
fruit and herbs for local
harvesting.
x It will brighten our
environment.
x Design: plant-a-tree,
gdesign activities for
families and neighbours
to enjoy together.
176
RP4: ANY ideas to develop
x community space,
x community bonding and unity,
x making transportation, goods and services all more
accessible
x youth involvement
x elderly involvement
x inclusion of people from all races, religions, nationalities,
abilities or backgrounds
Candidates’ own ideas are encouraged although given information and visual stimulus
should also be used to support personal opinion.
For the language, mark out of a possible 20.
ng Guide
> Please refer to Band Descriptors in the new Syllabus Marking Guid
de
177
Section C (30 marks)
S/N Topic Setter’s Remarks
1 Text Type: A candidate attempting this topic ought to have the following in his/her
Descriptive and essay:
Personal Reflective - Candidates should describe an occasion where a lot of effort was
put in to do something.
‘What matters most - Candidates should use descriptive language that evoke feelings
is that you have tried and experiences of hard work – mainly utilising past tense and
your best.’ Write past perfect tense to narrate the events.
about a time when - There should also be a clear evaluation of how ‘trying one’s best’
this was true. How is the most important thing that matters in that experience and
did you realise this? how the events led up to that evaluation.
- Candidates should use language of evaluation
al or reflection, and
mainly using the simple present tense.
nse.
- Vivid images of events should rewarded
d be re
rewa
wardrded highly
Candidates attempting this topic

opic should
shoul ulld have
have mastery
mastery over their language
and content to sustain the
he readers’
readerss’ interest
inte
in tere
te resst level.
re lev
evel
ev e.
- Students must ust demonstrate
demonstrat atte the
th ability
a ilityy to use
ab use the
the past
p and present
tense where
here appropriate
approp
ap
p priiatte
- Use e of precise
se and
andd wide
ide vocabulary,
wid voca
vo cabbu l ry, and
ula and variety
v riety of sentence
va se
structures
ures should
structur
ur sho u d separate
oul sepa
parra
pa te tthe
ate he
h e sstrong
tron
tr g scripts
ong
on scri
sc pts from the weaker
rip
ri w
ones.
oness.
on
2 Text type: A cand

candidate
nd
did
dat
ate a
at
attempting
ttte
emp
mpti
ting
ng tthis
h s tto
hi topic
opic ough
ought
ghtt to have
gh hav
ave
ave th
the
e follow
following in his/her
Discursive/ essay:
e
es
ssa
say:
Argumentative
entativve
It is often said
sa
aid
d tha
that
at itt - a strong
s rong
st ngg introduction
int
ntrro
oduuccttiio
on and
d a th
thesis sta
statement
is mor re iim
more mpo
portant to
important o - Depe
De pend
ndin
Depending ing ho h ow the
how e ca
can
ndi
did
date iinterprets the question, this can be
candidate
be hea ealtthy
ealt
ea
healthyhy tthan
ha
han a di
ddiscursive
iscurrssiive oorr ar
argu
argumentative
gum
gu mentat essay.
hy. What
wealthy. W hatt iis
s - St
taan
Standnd can n be anywhe
anywhere on the spectrum but viewpoints should
pinion
your opinion?on?
on?
on neve
neverer co
contntra
nt radict iitself.
ra
contradict
- Clea
Cl earr T
Clear opic sentences/ Evidence/ Explanation should be found
Topic
wiithin the
within th content paragraphs.
Whether
W heth argumentative or discursive, both essay types should include an
e
evaluation of “importance”. It should have a metric to measure
importance. A suggestion of how importance can be measured is by how
it affects quality of life.
So: the essay should have a discussion on how good physical health (or
the lack of) affects one’s experience/quality of life. It should also be
discussed how monetary wealth (or the lack of) would affect one’s quality
of life.
Stronger scripts may also discuss how the positive effects of good health
on life can lead to wealth. Or it can consider how good health may not be
the only factor that leads to a ‘rich’ life.
Possible ideas for why Health is more important:
178
- Good health allows one to try new physical things with no major
complications.
- Good health allows one to spend meaningful hours and time with
loved ones.
- Good health allows one to continue working hard and earning
money and growing one’s wealth.
Possible views of why being healthy is not more important than

wealth:
- Health may mean one can lead a long life, but without a good job,
or opportunities, quality of life is tough too.
- Poverty is difficult even when one is healthy.
- Having money can also help one recover from health ailments
better/faster.
Alternative views would consider thatt good

dhhealth
ealtlth is not the only factor
ea
that allows for quality life.
Discursive essays shouldld provide a balanced

bal
alan
anced
an d view
view – and take a stand
anywhere on the spectrum. Argumentative
Argu
guume
m nttat ive essays
a iv essa
es ys should
says
sa should firmly take one
side and refute
e any counterarguments.
cco
ountera
ra
arg
rgum
umen
entts
s.
In bothh cases,ss,, ccandidates

a dida
an atees ma
m
mayay us
u
use
se their
tth
hei
e r understanding
unde
unders
de rsta
rs tan
ta nding of the world and
their
eir ow
own,
wn, pe
personal
ersrsononal
a experiences
exppeerrie
i nces to su
supplement
upp
pplleme
le ent tthehe po
points
poin
ints
ts raised in their
essay.y CCandidates
an
ndi
d da atte
es should
shou
ou
uldd have mast
mastery
ste
stery over
ery
er er their
theeir language,
lan
angu
g age vocabulary
and
a d co
an content
on ent to
ntten to sustain
su in the
usstain
tain
ta he readers’
the aders’ interest
rea
ea in terrest level.
nte lev
evel
el..
el
3 Text Type:
ype: Acca
candidate
and
diid
dat
ate at
a
attempting
ttte
emp
pttiing
ng tthis
hiis tto
h topic
opic ough
ought
ghtt to have
gh have the following in his/her
Discursive
scursive
e essay:
es
essa
s y::
What
at are
are
re some
some
omme mam
majorjo
or - a strong
sttro
r ng g introduction
introdu
duct
du ctio
ct ion
io n and a thesis statement
opportunities
rtun es and
nitiie and
an - So ome
Some m bac ckg
kgro
roun
ro
backgroundu d inf
information about the world that young people
challenges
ngess young
you
o ng g llive
ive iin
n th
thes
these
ese
es e days
days. (e.g. the VUCA world today, technological
people inn yoyour
ur ssociety
our occiie
ety
ty affordances,
affo
af ford a ces globalisation etc)
rdan
face these e days?
day
ayys
s?? - Clear T
Cl Topic sentences/ Evidence/ Explanation should be found
with
within the content paragraphs.
A discussion on opportunities:
- Technological advancements facilitate learning, collaboration.
- New developments allow students to become creative with their
designs and solutions.
- There are many new, exciting job types which require soft skills
and human collaboration.
- There will be many experiences that allow them to work
internationally, opportunities to make lives better for the
community.
A discussion on the challenges:

- Everything is changing and in flux. Jobs that they will apply for
probably don’t even exist now.
- Political systems and governments are impermanent and messy.
The world is changing rapidly, so it is hard to catch up.
179
- Technology renders things irrelevant very quickly.
- Social relationships are breaking down because of a lack of real
connection.
Candidates may use their personal experiences to supplement the points

raised in their essay. Candidates should discuss a minimum of 2
opportunities and 2 challenges. They should not take a stand as this is
not a requirement of the question.
Candidates should have mastery over their language and content to

sustain the readers’ interest level.
4 Text type: Reflective A candidate attempting this topic ought to have the following in his/her
/ Recount / Hybrid essay:
A meaningful - Candidates should describe at least east 2 occasions
occ when they
friendship is one of realised the importance of a meaningful meani ning
ngfu full friendship
frie and it is
the most valued valuable to them.
relationships one can - Candidates should use descriptive desccriript
ptiv
pt ive
iv e language
lang
la nguage that
ng th evoke feelings
and experiences es of how these the
hese
he se ffriendships
rie
riendsshi hips
ps a affected
ffecte the candidate
ff
have. Write about the
– mainly utilising tilising past tense te
ens
nse andand past
an st perfect
per
erfe
fect
fe ct tense
tens to narrate the
times you have found events. s.
this to be true. Why - There sh sshould
ouldld
da also
llsso b bee a cclear
lear
le ar evaluation
eva
valuluat
lu a io
at ion o how ‘a meaningful
n of me
were these friendship’
friend dssh i ’ became
hip becacca
ame m o onene o
ne off tthe most
he mo stt vvalued
alue
al ued
ue relationships
d relation o ship to the
friendships so candidate
ca
c an nd diid ate in tho
dat thoseose e occasions.
occasionss.
important to you? - Ther
There ere e sh
should
ho ouuld
l a alsolso be an eval
ls evaluation
alua
aluattion off th
ua thos
those
ose
os e friendships
friiendsh
fr and why
they
tth
he eyy w were
erre im
e iimportant.
mppo orrttan ntt..
- CaCandidates
C and didda should
attes sho ou ulld use
u e language
us ge o off eevaluation
valuat or reflection, and
mainly
ma
m ainlnly using
iin usin
iin
ng thtthe
he si
he ssimple
im
mp ple present
l prese nt ttenses
sent
se enses to
en
- V Vivid
iiv id iimages
vid mage
ma age
ge s o off eventss sh should
shouould be rewarded highly
ou
Candidates
C
Ca nddid
idat
ates
es attempt
attempting
tin
ng th
this
is topic
topic should have mastery over their language
and
an
a ccontent
nd co
cont
ont ent to sustain
nten sus
usta
us i the
tain
ta in the readers’
re interest level.
- S Students
tud
den
ents
ts must
must demonstrate
de the ability to use the past and present
tense
tens
te nse
e where
where appropriate
- Us Use of precise and wide vocabulary, and variety of sentence
structures should separate the strong scripts from the weaker
stru
ones.
180
ANSWER
‫ڈ‬ ߎ З ؅
COMPASSVALE SECONDARY RY S
SCHOOL
CH
AMINAATIO
ON
ENGLISH LANGUAGE GE PAP PER 2 [1128/02]
PAPER [112
28/0
Secondary Four Express
ss / Five
pres Five Normal
mal Academic
Norm Acad
181
Section A [5 marks]
Text 1
Refer to Text 1 on page 2 of the Insert for Questions 1 – 4.
1 How does the poster suggest the current popularity of the Singapore Performing Arts
Festival?
It has attracted over 1 million performers yearly. [1]
Accept: It has over 300 festivals affiliated worldwide! Attracted over 1 million performers
yearly.
2 Look at the photograph of a group of 4 people found at the bottom of the poster. With
reference to the information presented below it, what idea does the photograph
pho convey
about joining the festival?
The photograph shows a confident person in a job interview

interview/performing
w/perffor
w/p
w/ o min confidently
in a job interview[1] which shows that participants
ants will g
gain
ain
ai n relevant/valuable
rele
releva
vant/valu
communication/interpersonal skills. [1] [2]
3 Refer to the section headed d Feedback

Feed ed
edba ack
ck and Recognition.
Recog
ec
c ni
niti
itio
ttiio
on
n. Provide
Prov
Pr ovvid
i e tw
two
o ways
ways individual
ind
dividua
participants will benefitt from tthis
his class.
hi clas
class.
s
They will
ll receive
rece
eiv
ive a report
rre
repo
eppo
ort
rt form
forrm of
of their
the
heir performance
perfo
forrm
fo man
a ce and
d ce
cert
certificates.
rtif
i ic
i ates [1]
DNA: A: mini
A: n master-class
masteer-ccl
classs to
to comment
comme
ment
me nt on
on the
the overall
th ove
overrall performance
perf
r or
orma
manc
manc
nce of the
th class as a whole as the focus
iss on
n in
ndi
d vi
vddu
ual participant.
individual parti
tici
ticp pa
ant
annt.
4 Which
h se
sentence
ent
nten
ten
nce
c ssummarises
umm
ummaarriise
ses the ma
main
in be
benefit of the programme?
‘The world
orld
dooff performing
perf
errfo
e formin
ng ar
arts
ts will encourage
e students to develop communication and
interpersonal
ona skills.’
al sk
skills.’
. [1]
2
182
5 At the beginning of the text, the children are kept indoors to avoid the heat. Explain how the
language used in Paragraph 1 indicates their desire to be outdoors.
‘the children strained to get out’ suggests that they were doing their best/putting in
excessive effort to be out.
‘Their faces were red and bloated with the effort’ suggests that they were physically
exerting themselves in their attempt/tried very hard to convince their mother.
‘everything was still curtained and shuttered in a way that stifled the children’ suggests
that the children felt confined/trapped indoors.
‘lungs were stuffed with cotton wool and their noses with th dus
dust’
ust’
t’ /’if
/’if
i th
they didn’t burst out
into the light and see the sun and feel the air, they
y would choke’
cho
oke’ sus
suggests
gge that they felt
very suffocated/stifled and yearn to bask in n the sun
sun/have
un/h
un /hav
/have
ave fr
fresh air around them.
[3]
Accept any 3 answers
6 In Paragraph 2, explain how ow thehee expression

exp
xpre
xp ression
re n ‘burst
‘burstt out
ou
out like
like
e seeds
see
e ds from
fro
rom
m a crackling,
cracckl
k ing, overripe
pod’ (line 10) is particularly
cularly e
effective
ff e
ff ec
cti
tivve
e in
n describing
describi
de b ng
n the childre
children’s
ren’
ren’s behaviour?
n’ be
eha
haviouur?
It highlighted/emphasised
hted/emp
mp
m pha
hasi
s sed
d ho
h
how
ow tthey
he
ey coul
could
ulld not wa
wait/c
wait/can
can h
hardly
ardly wait to get
released/outdoors.
ed/outd
tdoors..
td
They
ey
y we
were
ere
e wait
waiting
ittin
ng eagerly
ea
eagerly to
to be
be unleashed/released
unle
unleas
ashe
hed/rele
eas
ased
ed o
outdoors.
utdo
They
hey
y co
could
cou
ulld no
n
not
ot co
contain
on
nttain th
ttheir
he
eiir e
ex
excitement
xci
c tement
n to be
nt be rele
released outdoors. [1]
Accept any
yoone
ne a
ne answer.
nswer.
DNA: They were

y we
ere
eeexcited.
xcitited. [n
xc [need to indicate the reason for their excitement]
7 (i) What does Raghu’s reply, “You cheated!” (line 16) suggest about his state of mind?
He was feeling indignant/a sense of injustice
or
he thought it was unfair. [1]
(ii) Give another word in the paragraph which suggests a similar idea.
‘protest’ [1]
3
183
8 In Paragraph 4, provide two reasons to explain why Vinod was feeling insecure.
He felt himself too exposed sitting on an upturned flowerpot and thought that he will be
easily discovered/caught. [1]
[need to explain the reason for feeling exposed]
He did not have confidence to run away/escape as he was shorter than Raghu.[1] [2]
DNA: ‘when matched against Raghu’s long, hefty, footballer legs’ as it does not explicitl
convey the idea of Vinod being compromised by height.
9 (i) In Paragraph 5, ‘He chuckled aloud with astonishment at his own temerity.’
(lines 28-29) Suggest why Vinod did that.
He was surprised with his boldness/courage to have gone into/entered

to/en the dark room.
[1]
(ii) ‘came charging round the garage only to find the upturned
up
ptu
t rn
rned
ed flowerpot.
flowe
werp
we rpot
rp ot.. Snarling,
ot Snarli he bent to
pick up a stick and went off, whacking
g it against
gainst the
ag he garage
th gara
gara
ga rag
gee and
and shed
she
hedd walls
walls as if to beat out
his prey’ (lines 30-32).
Which words or phrases

ases in the
tth
he given
giivve
en sentences
sentence
sen
se es describe the
he actions
actio
ons of Raghu?
Ragh
Raghu?
gh u?
Descriptions
ptionss of
o Raghu’s
Rag
ghhu
u’ss actions
act
c io
on
ns
s Words
W
Wo
Word
ord
rds
ds or phr
phrases
ras
ases
es from the passage
(i) rush
russh fo
fforward
rw
wa
arrd to a
attack
ttac
tt ack charging
chargi
ging
ging
((ii)
(ii)) fuming
fumi
fum ng
g snarling
sn
(iii)) h
hi
hitting
itting
g hard
hard
hard whacking
[3]
10 In Paragraph 6, explain why it was ironical that Vinod ‘felt almost relieved to hear Raghu’ (line
36) is an irony.
He was trying to hide from Raghu in order not to be caught,/not to be discovered[1]

however, he felt reassured by his presence as he was afraid of the dark.[1]
[2]
11 Vinod desires to defeat Raghu in the game. Identify two separate words in the Paragraph 6
which convey this.
‘winner’ and ‘triumph’ [1]
DNA: ‘defeat’ ‘unconquered’
4
184
12
In Paragraph 7, explain why Vinod feels that ‘His success had occupied him so wholly?’ (line
52).
He was too focused on/put all his effort in hiding and trying to elude the seeker/not
being caught instead of getting to the den to touch it.
[1]
Or
He had forgotten that he had to touch the den to win as he was too focused in eluding
Raghu.
Or
He had forgotten to get to the den to touch it.
DNA: final dash to victory and the ringing cry of “Den!” does not sp
specify
spec
e ify the place he has to
rach.
13 The structure of the text reflects

eflects theth
he
e children’s
child
dreen’
ns m mo
moods
ooodds at
at d
different
ififfe
fere
ferent
re nt sstages
tages of their
the game.
Complete the flowchart by c choosing
ch
ho oo
osi
sing
ng oone
n wor
ne word
orrd from tthe ox tto
he box o su summarise
umm
mmarise e the
the main moods
presented in each part of th
the
he ttext. There
extt. T her
ere
er are
e ar
a some
e sso
ome
m extra w words
d in th
ords
ords the
e bo
boxx yo
you not need to
u do no
use.
The children’s
childrre
en
n’s
’s moods
moo
od
ds
s
regret
re
eg
grret
e eagerness
eage
ern
rness irrita
irritation
ati
toon
n cconfusion
coonf
nfuussio
i n dismay
dism
dismaay trepidation
t aggression
Flow chart
hart
rtt
Para
Paragraphs
rag
graphs 1-2 : (i) eagerness
strained
rained to get out. Their faces were red and bloated with the effort.
they burst out like seeds from a crackling, overripe pod into the
veranda
Paragraph 3: (ii) aggression

There was a tussle over..
The shoves became harder.
a tearing sound of cloth
5
185
Paragraphs 4-6: (iii) trepidation
Also with fear.
He leapt up
Stood frozen inside the shed.
wondered if it would not be better to be captured by Raghu
Paragraph 7 : (iv) dismay

It then occurred to him that he could have slipped out long ago,
dashed across the yard to the veranda,
and touched the “den.” It was
necessary to do that to win. He had
forgotten.
[4]
Section
on C [25 mark
marks]
rk
ks]
s
Refer to Text 3 on pages 5 and 6 of the Insert

I s
Inse
e
ert
rtt for
fo
orr Questions
Que
uest
stiio
stioons
n 14 – 18.
18
14 (i) In Paragraph
agrapph 1 1,, the writer
wri
rite
ter ssa
says
a
ays
ys ‘this
ys ‘th
this
is iidyllic-sounding
dyllic-so
dy sounding
so g environment
environ
onme
on ment
me nt sustains
sustai an industry
responsible
esponnsi
s ble for
ffo
or the
the deaths
th deat
atths
h off over
ovver 3 million
miilllliiion
on sharks
on sharks a year.’
year
ye ar.’ Wh
ar What
W at is the predicament
presented
pr
res
esen
nte
ed here?
heeree?
The
Th
T beautiful/peaceful/ideal
he beau utiifu
f l/pe
p acefful
ul/i
ul//ideal
de
deall environment
envi
en v rro
onm entt [1]
men [1] becomes
bec responsible for/
encourages[1]
en
e nco
cou
urrag
a e
es s[1
[1] the
thhe high
hig
hi gh
h number/high
numbe er/
r/hi
high
high rate of deaths of sharks.
[2]
[2
2]
orr
The ppl
lac
a e th
place hat c
that ontain the world's most diverse coral reefs[1] is responsible
contains
for/
r/ encourages[1]
enc
ncou
oura
rages[1 the high number/high rate of deaths of sharks.
DNA: It is responsible for 3 million sharks. [focus is not on the specific number, but
the volume of deaths caused]
(ii) From the same paragraph, what is the challenge faced in protecting the shark fin
industry? Answer in your own words.
From text: Distinguishing the species from which fins are sourced can be extremely difficult,
as the mixing of catches is a common practice that hampers traceability efforts.
Sharks are usually caught together with other types of fish/species[1]

which deters attempts/makes it difficult to identify the fins. [1]
[2]
6
186
15 From Paragraph 2, identify a word that suggests that global trade is a major force behind
overfishing.
‘overwhelmingly.’ [1]
16 Here is a part of a conversation between two students, Jasmine and Damien, who have read
the article.
Damien
Damien
Finning of sharks
has led to significant
growth and
development in I think we should
hould not
not
Indonesia. ignore other countries
cou
untriess
benefiting from
nefiting fro
rom m th
this
is
trade ass well.
wel
ell.l
Jasmine
(i) State one

on
ne way
w y Jasmine’s
wa Jas
Jasmmiin
ne
e’’s view
view
w may
may be
be supported,
supporrte
ted,
d using
usiing information
inf
nformati from
paragraph
p
pa
ara
r grap
aph 2.
ap 2 An
A
Answer
swer
sw er in
in your
y ur own
yo wn
w nw
words.
ords.
or
Li
L
Lifted
ift
fted
t : enormous
e or
en o mo
m us p profits
roffiits
rofi
ro ts have
ha
av
ve tr
ttransformed
tra
ransforme
med
me d re
remote coastal villages to
cash-based
ca
as
sh
h-ba
ba
based cocommunities.
om
mmmun
unities.
The
Th
T he di
d
distant/secluded
ist
stan
ant/se
secl
se clud
ude edd ffi
fishing
ish
shing
g vi
vill
villages[1]
l ag
ages[1] progressed to using money
trran
transactions
ansa
act
c io
on
ns
s resulting
rre
e
esu
sulltting from
su om the
the huge
h g gains[1] from shark finning.
hu
[2]
(i) From the same paragraph, give a phrase which Damien can use to support
his view.
‘the gainful sale of their fins in international markets.’ [1]
17
In Paragraph 7, the writer says that ‘Extinction must not make the decision for us’ (line 45).
State the writer’s tone in this sentence and explain its effect.
Cautionary/warning/tone of caution to[1] create a sense of urgency/to stop activities

that prevent the extinction of sharks.[1] [2]
7
187
DNA: Cautious tone
DNA: reflect [the writer wants action to be taken based on the severity of the issue]
Using your own words as far as possible, summarise how the authorities are responsible
18 for the shark population being on the verge of extinction and the measures required
to ensure its survival.

The authorities are responsible for the declining shark population

n as……
as…
……
Lifted Edited
1 Shark finning and the mixing of catches there
theeree is
is no
no supervision/surveillance
superrvi
v si
sion
on/s
on/surveilla
/s done in
tend to take place in the open en seas or o iinn open
o
op en sseas
pen eas or
ea secluded/faraway
o sec clu
lude
ded/
de d faraway p ports where
remote ports, where there ere is lillittle
itt
ttle
l to no no different
di
diff
ffeerre
ennt species
ssp
pec
e ie
iess ar
aree ca together.
caught togethe
oversight.
2 authorities show w little interest
in
ntte
erre
estt in in controlling
coontntro
r llingg authoritiess lack
la
ack interest
int
nteeresst in managing
managin illegal
illegal wildlife trade,
fe tra ade including
de, incl cllud
udin
ing tth that
h att iin
hat n shark
sh
haarrk shark
a k finning.
shar finn
nin
ing.
ng.
fins.
3 their
eir ene
enforcement
forc
forc
fo rcemen en
e nt capabilities
c pa
ca pabibilliiti
ties
es a arere very
veerry unable
u na
n abl
b e to iimplement
mple
mp lement laws to monitor and
le
limited
limite ed bebecause
eccaaus
u e th they
hey
ey caccannot
ann
nnot o inspect pect and
insspe nd
nd cconduct
co uctt DNA
nduc
uc DNA on each fin
rrun
ru
un DNADNA te tests
estts on on every y single
sin nglgle ffi fin
in th
that
hat
a
arrives
ar
a rri
r ve
ves ata their
theeiirr ccustoms
us
u sto
toms
4(a) to
o determine
deette
errm
miine
ne the the
h area
arreea where
ea wher
wh ere the shark shar
sh arkk
ar to identify
id the location
was
wa as caught,
caught htt,
4 (b) or eve
even
ve
v e
ennd de
determine
ette
erm
erm
rmin ne the
tth
he species.
spececie
ec ies.
ie s. or ascertain the species
5 While
hilee there
th
ther
he e are are ways ways to mitigate unwillingness to quickly effect/embrace
biologically
ogiccaallly
ly unsustainable
u nsus
ns ustainab
us or measures to reduce environmentally harmful
environmentally
onmenta y harmful
talllllly
ta ha shark bycatch, shark catch.
there iss very ver
eryy little
little e evidence of fisheries
management ment authorities or industry
insisting o on rapid adoption of such
methods.
6 bycatch mitigation measures may well be non-compliance/aversion to such methods if
resisted if bycatch consists of sharks for it compromises sale of fins.
which fins can be sold.
7 available enforcement and compliance Existing laws are poorly implemented to
systems are far too poorly applied for protect wildlife trade.
wildlife trade
8 it would likely to take too long [and that is Implementation will take too long
a luxury not currently afforded to many
shark species.]
9 Enforcement will take time to improve
/unlikely to improve
measures to ensure its survival
9 halt the consumption ban consumption
10 and trade in all shark fin. and sale
8
188
11 Consumers have to act fast and decide consumers need to be discerning about the
what is acceptable and what is not when it species about to be extinct
comes to vulnerable, uncontrolled
species.
12 Traditions change all the time according to youths are becoming averse to consumption
new knowledge and shifting values/it is of shark’s fin
slowly declining in Hong Kong and
mainland China, where young people are
starting to see it as a cultural practice that
is worth abandoning.
The authorities are responsible for the declining shark population as……
There is no surveillance in open seas or secluded ports where different species are caught
together. Besides lack of interest in managing illegal shark finning, laws are not
implemented to monitor and conduct DNA on each fin. The authorities o are unwilling to
quickly embrace measures to reduce shark catch. To save ave the shark population,
consumption and sale of shark’s fin should be banned. Consumers
nsume
mersrs need
nee to be discerning.
Finally, youths are becoming averse to consumption of shark’ss fin,
fin, ensuring
ensuri its survival.
en
9
189
10
190
CONVENT OF THE HOLY INFANT JESUS SECONDARY
Mid-Year Examination in preparation for
the General Certificate of Education Ordinary Level 2019
CANDIDATE
NAME
REGISTER
CLASS
NUMBER

1 hour 50 minutes
Candidates answer in the Question Booklet
Write your name, class and register number in the spaces provided at the top of this page.
Do not use staples, paper clips, glue, correction fluid or correction tape.

Section A
10
Section B
30
Section C
30
Total
70

[Turn over
191
2
Question 1
Carefully read the text below, consisting of 12 lines, about the place of writing today. The first and last lines
are correct. For eight of the lines, there is one grammatical error in each line. There are two more lines
with no errors.

Examples:
We have come to think of typing as faster than writing, but that may not
be true. A study by the University of Washington in 2009 finds that 1
schoolchildren wrote faster, and wrote most, when they had to compose 2
essays for ten minutes with pen or paper rather than on computers. It 3
is unsurprised then to find that the word ‘cursive’ means ‘running’; it was 4
invented to avoid time-wasting lifts of the stylus or the pen. In the early 5
19th centuries, when people corresponded several times a day by 6
letter, quill and pen must have raced across the paper in great speeds. 7
Now, however, handwriting have been relegated to the realm of snails. 8
It is used only for first drafts of books and thank-you notes. Like 9
calligraphy, their artistic cousin, it is becoming a craft and a rarity rather 10
than a useful skill.
CHIJSec/2019/OLevelMY/1128/01
192
3
Question 2
You should look at the printout of the webpage in the Insert, study the information carefully and plan your
answer before beginning to write.
Your school is celebrating its 50th anniversary and will be holding a walkathon to commemorate this event.
As Student Editor of the school newsletter, you have been asked to write an article to encourage your
schoolmates to take part in two activities at the walkathon for the anniversary celebrations.
Your article for the school newsletter must include the following:
x a title to attract readers’ attention

x how students can be involved in this event
x why these activities will be a good way to celebrate the school’s 50th anniversary
x how these activities will strengthen the school spirit.
Write your article in clear, accurate English and in a lively, engaging tone to encourage your schoolmates
to participate in the celebrations.
[Turn over
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4
194
5
[Turn over
195
6
196
7
Questions 3–6
3 Some people believe it is better for leaders to be feared than loved. Do you agree?
4 Describe a place you visited which made you feel uncomfortable.
5 Write about a time when you saw one or both of your parents in a different light. How did this increase
your appreciation of them?
6 Which aspects of your education do you think will be most useful to you in your adult life?
Please write your chosen question number (3, 4, 5 or 6) here:
[Turn over
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8
198
9
[Turn over
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10
200
11
[Turn over
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12
Acknowledgements:
Section A Adapted from ‘Handwriting: An Elegy’, https://www.1843magazine.com/content/ideas/ann-wroe/handwriting-elegy, July 2018
Section B https://www.fotolia.com/id/96188003
https://www.storyblocks.com/stock-image/modern-dj-vector-playing-progressive-electro-music-dj-and-mixing-console-night-club-concept-flat-cartoon-illustration-htpw8zfozjecd8z7u
https://www.dreamstime.com/stock-illustration-women-s-shoes-beautiful-pattern-sport-shoes-sneakers-hands-sketch-doodle-element-printing-t-shirts-banners-posters-cover-
image82308449
https://www.amazon.com/LORVIES-Headphones-Sketch-Backpack-Daypack/dp/B07FLW1VP4
https://www.walmart.com/ip/Grunge-Doodle-Rocket-Sketch-Tee-Men-s-Image-by-Shutterstock/252394870
https://www.dreamstime.com/stock-illustration-cartoon-magic-hat-wand-top-image66217245
https://www.shutterstock.com/search/microphone+cartoon
https://www.storyblocks.com/stock-image/happy-girl-doing-breakdancing-illustration-rowndp64hej0q882wf
202
13
203
CANDIDATE
NAME
REGISTER
CLASS
NUMBER


[Turn over
204
2
Read the printout of a webpage below and use the information to answer the question on page 3 of
the Question Booklet.
https://www.lakeville.moe.edu.sg/50thAnniversary/2019
Lakeville Secondary School 50th Anniversary Celebrations
Calling all students to contribute to the 50th Anniversary Walkathon!

Take part in any of the following events and use it as an opportunity
to get to know your schoolmates better..
ACTIVITIES YOU CAN BE INVOLVED IN
Be a cheerleader
Use your excitement! Use your energy!
Pick up your pom-poms to get the crowd all fired up and on their
feet. Lead them in cheers to motivate the walkathon participants.
Be a designer
Let your creative juices flow!
There will be items like fabric pencil cases, canvas shoes, tote bags
and umbrellas. Join the team of designers and express your
creativity on these blank canvases. Help create souvenirs on the
spot to celebrate the anniversary.
Be a deejay
Be part of the music crew for the day!
Choose the music you want to play to invigorate the crowd of
students, staff, alumni and parents. Get the crowd grooving along to
your tunes as the Lakeville family come together to celebrate.
Be a performer
Wow us with your talents!
Entertain the crowd with short and meaningful performances.
All skills are welcome! This is an opportunity for you to to take the
audience’s breath away with your showmanship.
Let’s gather as a family and celebrate!
CHIJSec/2019/OLevelMY/1128/01/Insert
205
CANDIDATE
NAME
REGISTER
CLASS
NUMBER

This document consists of 5 printed pages and 3 blank pages.

[Turn over
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2
Section A
Text 1
Study
y the advertisement below and answer Questions 1–5 in the Question Booklet.
THE CONSCIOUS FESTIVAL

Come one person, leave another!
IS THE NEW
COMPOSITION: A place where fun and social environmental responsibility go hand in hand. This is
one festival not to be missed.
THE MARKETPLACE ▪ Includes over 70 conscious brands from fashion, lifestyle and beauty
showcasing products that protect people and the planet.
THE ACTIVITIES ▪ Engaging workshops, wellness breaks and transformative sessions packed full of
juicy actionable insights that will empower you.
THE EDUTAINMENT ▪ Engage and learn with games and interactive art.
Be part of this immersive experience and learn about living more consciously. A feast truly for your
mind.
NUTRITION FACTS Serving Size: 2 days
3–4 Nov 2018
Amount/Serving % Daily Value* Amount/Serving % Daily Value* Get in Touch
Vegetarian 100% Responsibly Produced 100% Want to get involved? Would you
Ethical 100% Carbon-Neutral 100% like to volunteer? Do you want to
join the conscious movement?
Freshest Content 100% Fun 100%
Send us an email at
Low Waste 90%
[email protected].
[Turn over
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3
Section B
Text 2
The text below is an excerpt of Captain Crozier’s experience on board his ship in the Northern Arctic.
Read it carefully and answer Questions 6–14 in the Question Booklet.
1 The temperature is −10 degrees Celsius and plummeting. The shortened masts of the ship
stand like rudely pruned and shyly topless trees reflecting the aurora that dances merrily from
one dimly seen horizon to the other. As Captain Crozier watches, the aurora frolics on the
jagged ice fields round the ship, turning them blue, then violet, then green – as green as the
hills of his childhood in Northern Ireland. It is as if the ship is under attack by celestial ghosts. 5
The shimmering folds of light romp happily while lunging and then withdrawing like the
colourful arms of aggressive but ultimately uncertain apparitions. Slender fingers extend
towards the ship, open, prepare to grasp, and pull back.
2 Crozier has seen this before on earlier expeditions over new continents never before seen by
the eyes of man. He and his then-commander Ross had found just such a previously 10
undiscovered continent – Antarctica – less than five years earlier. They named the sea and
little isles after Ross. They named mountains after sponsors and friends. They named the two
volcanoes they could see on the horizon after their two ships. Crozier was surprised they
hadn’t named some major piece of geography after the ship’s cat.
3 They named nothing after him. 15
4 Crozier doesn’t care in the slightest. He shakes his head and walks down the icy deck to the
bow and towards the only man on watch he can make out in the flickering light from the aurora.
5 It is short, rat-faced Hickey. The men look all the same out here on watch in the dark, since
they’re all issued the same cold-weather clothes. But Crozier has learnt to tell all fifty-nine of
his surviving officers and men apart, even at a distance outside and in the dark. 20
6 Hickey is staring fixedly out beyond the icicle-sheathed bow, the first ten metres of which are
now imprisoned in a ridge of sea ice. He is startled as Crozier leans close to him at the railing.
Crozier can tell just by Hickey’s slow movements that he’s half-frozen. As many times as he’s
told the lookouts that they have to keep moving on deck, they still tend to stand as if they were
in the South Seas wearing their tropical cotton and watching for mermaids. 25
7 ‘Mr Hickey. Anything?’
8 ‘Nothing since the shots… that one shot… almost two hours ago, sir. Just a while ago I heard,
I think I heard… maybe a scream, something, Captain… from out beyond the ice mountain. I
reported it to Lieutenant Irving, but he said it was probably just the ice acting up.’
9 Crozier was told about the sound of the shot from the direction of the other ship and quickly 30
came up on deck two hours ago. But there’s been no repetition of the sound and he’s sent no
messenger to the other ship or anyone out on the ice to investigate. To go out on the frozen
sea in the dark now with that… thing… waiting is certain death. Messages are passed between
the ships now only during those dwindling minutes of half-light around noon. In a few days,
there will be no real day at all, only Arctic night. Round-the-clock night. One hundred days of 35
night.
10 ‘Perhaps it was the ice,’ says Crozier, wondering why Irving hasn’t reported the possible
scream. ‘The shot as well. Only the ice.’
11 ‘Yes, Captain. The ice it is, sir. The ice.’
208
4
Section C
Text 3
In the text, the writer discusses the idea of cannibalism. Read it carefully and answer Questions 15–19
in the Question Booklet.
1 Until relatively recently, the line among scientists was that cannibalism occurred in only a few
species in the wild, such as black widow spiders and praying mantises. Cannibalism,
researchers felt, was an aberrant behaviour resulting from a lack of alternative forms of
nutrition or the stresses associated with captive conditions. But over the decades, evidence
has been gathering for an alternative view. Cannibalism, it turns out, occurs in hundreds of 5
species, perhaps thousands. The behaviour varies in frequency between major animal groups
– non-existent in some, but common in others. It varies from species to species and even
within the same species, depending on local environmental conditions.
2 In 2000, ecologist Gary Polis found that immature animals are consumed more often than
adults, and many species do not recognise individuals of their own kind (especially eggs and 10
immature stages) as anything other than food. He noted that cannibalism was more common
in females than in males, and that as alternative forms of nutrition decrease in availability,
incidents of cannibalism will increase. Lastly, in a given population, cannibalism is often
directly related to the degree of overcrowding. The benefits of consuming one’s own kind, it
seems, can outweigh the costs. 15
3 A significant amount of cannibalism occurs in molluscs and insects. Thousands of aquatic

invertebrates like clams and corals have tiny eggs and larvae that are often a major food
source for the filter-feeding adults – itself a form of indiscriminate cannibalism. In many fish
species, adults can be a million times as large as their own eggs. Fish eggs, larvae and fry 1
are vast in number, minute in size and high in nutritional value. This makes them a non- 20
threatening and easily collected food source.
4 Although both fertilised and unfertilised eggs are probably eaten by thousands of species, the
practice of consuming eggs from the same species has led to an interesting take. So-called
eggs, produced by some types of spiders, lady beetles and snails, function solely as food and
often greatly outnumber the fertilised eggs in a given clutch. But the black lace-weaver spider 25
takes the concept of pre-packaged meals a step further. A day after spiderlings hatch, new
mothers lay a clutch of eggs, which are doled out to their hungry babies. This keeps them
satisfied for the next three days, after which the spiderlings are ready for their next stage of
development.
5 In sand tiger sharks, the babies doing the cannibalising are not even born yet. The young of 30
sand tigers, like hammerheads and blue sharks, develop inside the females' oviducts, a
developmental strategy. Scientists have noticed that late-term sand tiger embryos are
anatomically well developed, with mouths full of sharp teeth – a point driven home when one
researcher was bitten on the hand while probing the oviduct of a pregnant specimen.
Strangely, these late-term embryos also have swollen bellies, which were initially thought to 35
be yolk sacs, a form of stored food. This was puzzling, since most of the nutrient-rich yolk
should have been used up by this late stage of development. Further investigation has
revealed that the abdominal bumps are not yolk sacs at all – they are stomachs full of smaller
fetal sharks. These embryos had fallen victim to the ultimate in sibling rivalry, a form of in utero
cannibalism known as sibling cannibalism. Such behaviour is possible because sand tiger 40
shark oviducts contain embryos at different developmental stages. Once the largest of the
embryos run through their own yolk supply, they begin consuming eggs. When the eggs are
gone, the ravenous fetal sharks begin consuming their smaller siblings. Ultimately, only two
pups remain, one in each oviduct.
1 newly hatched fish
209
5
6 This is similar to the strategy seen in birds like vultures and egrets. Here, cannibalism is often 45
the end result of hatching. Two eggs are laid but one hatches several days before the other.
The firstborn chick uses its extra bulk to win squabbles over food with its younger sibling. In
instances where the parents are unable to provide enough to eat, the firstborn will kill and
consume the younger sibling. In times of stress, this is an efficient way to get well-nourished
offspring – albeit fewer of them. 50
210
6
BLANK PAGE
211
7
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212
8
BLANK PAGE
Copyright Acknowledgements
Text 1 adapted from The Conscious Festival Singapore <https://greenisthenewblack.com/the-conscious-festival-
by-green-is-the-new-black-is-back/>
Text 2 adapted from The Terror by Dan Simmons,

https://www.bookbrowse.com/excerpts/index.cfm/book_number/1938/page_number/2/the-terror#excerpt
Text 3 adapted from ‘Hungry? Will humans eat humans again?’ The Straits Times 20 February 2017
213
CANDIDATE
NAME
REGISTER
CLASS
NUMBER

1 hour 50 minutes

Additional Materials: INSERT
Write your class, register number and name on all the work you hand in.
Do not use staples, paper clips, highlighters, glue, correction fluid or correction tape.

Section A
5
Section B
20
Section C
10
Section C
(Summary) 15
Total
50

[Turn over
214
2
Section A [5 marks]
Text 1
Refer to the advertisement (Text 1) on page 2 of the Insert for Questions 1–5.
1 Who is the advertisement aimed at?
[1]
2 How does the image of the girl support the message behind the Conscious Festival?
[1]
3 The advertisement has the statement ‘Come one person, leave another!’ What effect do the
organisers expect the festival to have on participants?
[1]
4 Which phrase from the nutrition label NUTRITION FACTS would best appeal to those who are mindful
about how much they discard?
[1]
5 Which sentence summarises the main aim of the advertisement?
[1]
215
3
Text 2
Refer to Text 2 on page 3 of the Insert for Questions 6–14.
6 (a) What does ‘plummeting’ (line 1) tell us about the temperature?
[1]
(b) What does ‘rudely’ (line 2) suggest about how the masts have been pruned?
[1]
7 In paragraph 1, the writer describes the aurora. Explain how the language used in Paragraph 1 makes
the aurora seem playful.
Support your ideas with three details from this paragraph.
[3]
8 ‘It is as if the ship is under attack by celestial ghosts.’ (line 5)
(i) What do the ‘celestial ghosts’ refer to?
[1]
(ii) What kind of atmosphere do the ‘celestial ghosts’ create?
[1]
9 From Paragraph 2, pick out two phrases of three words each which suggest that Crozier’s earlier
expeditions involved land that had not been explored by people.
(i) [1]
(ii) [1]
[Turn over
216
4
10 (a) The writer begins three sentences in the same way, ‘They named…’ (lines 11–12).
What effect does the writer intend to achieve by doing this?
[1]
(b) ‘Crozier was surprised they hadn’t named some major piece of geography after the ship’s cat.’ (lines
13–14) Give one word to describe Crozier’s attitude here.
[1]
11 ‘But Crozier has learnt to tell all fifty-nine of his surviving officers and men apart, even at a distance
outside and in the dark.’ (lines 19–20).
(i) What does this reveal about Crozier?
[1]
(ii) Which word in this sentence suggests that the crew on the ship has been reduced in number?
[1]
12 (a) What does ‘imprisoned’ (line 22) suggest about the ship?
[1]
(b) Why do you think Crozier asks his lookouts to ‘keep moving on deck’ (line 24)?
[1]
13 ‘… only Arctic night. Round-the-clock night. One hundred days of night.’ (lines 35–36)
What is the effect of the repetition of the word ‘night’ here?
[1]
217
5
14 The structure of the text reflects Crozier’s moods at different stages at night. Complete the flow chart
by choosing one word to summarise his dominant mood at each stage.
There are some extra words in the box you do not need to use.
Crozier’s dominant moods
exasperation bitterness awe nostalgia concern fury indifference
Flow chart
Paragraph 1: (i)
Paragraphs 2–4: (ii)
Paragraphs 5–6: (iii)
Paragraphs 7–11: (iv)
[4]
[Turn over
218
6
Text 3
Refer to Text 3 on pages 4 and 5 of the Insert for Questions 15–19.
15 (a) Which word in Paragraph 1 tells the reader that cannibalism is a departure from accepted norms?
[1]
(b) From Paragraph 1, give two reasons why cannibalism arises. Answer in your own words.
(i) [1]
(ii) [1]
(c) According to Paragraph, 1 what is the current perception about cannibalism among animals?
[1]
16 (a) According to Paragraph 2, why do some creatures consume their own eggs?
[1]
(b) Suggest why overcrowding can lead to cannibalism.
[1]
17 Here is part of a conversation between two students, Jane and David, who have read this text.
Surprisingly,
cannibalism is No, there is a
similar among black difference.
spiders and sand
tiger sharks.
Jane David
(a) Based on the evidence in Paragraphs 4 and 5, how might Jane explain her position?
[1]
219
7
(b) With reference to Paragraphs 4 and 5, give one feature of cannibalism in sand tiger sharks that
David can cite to support his point of view.
[1]
18 With reference to Paragraph 6, state the irony about the offspring of birds like vultures and egrets which
practise cannibalism.
[2]
[Turn over
220
8
19 Using your own words as far as possible, summarise how and why eggs, fetuses and newborn
animals are cannibalised.
Use information only from paragraphs 3 to 6.
Your summary must be in continuous writing (not note form). It must not be longer than 80 words, not
counting the words given to help you begin.
Tiny eggs and larvae are often a major food source
CONTENT 8
STYLE 7
TOTAL 15 No of words: [15]
221
9
222

1 hour 50 minutes
MARK SCHEME
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than a useful skill.
This document consists of 1 printed page.
223

1 hour 50 minutes
MARK SCHEME

[Turn over
224
2
Section A [5 marks]
1 Who is the advertisement aimed at? [1]
people who {are/ want to be} {eco-conscious/ environment-conscious} [1]

OR people who want to {protect the environment/ create less waste} [1]
WRONG:
any answer which mentions social environment/ conscious living without further explanation
2 How does the image of the girl support the message behind the Conscious Festival? [1]
The image shows a girl {wearing/ covered in} {discarded items/ recyclable objects/
rubbish/ trash/ things people have thrown away}, which supports the message of the
Conscious Festival to {be eco-conscious/ lead an eco-friendly lifestyle/
tyle reduce waste/
incorporate eco-consciousness into one’s lifestyle} [1].
WRONG: [for description of image] carrying/ surrounded by,

y, plastic bottles/
bo
o s/ plas
plastic items
WRONG: any answer which treats the image as literal rather than
thaan metaphorical
meta
me taph
ta pho
phorical (s
(such as
showing how products can be turned into fashion))
3 The advertisement has the statement nt ‘Co

‘Come
ome
m onene person,
ne per
ers
so
on,
n, leave
lea
eave
ve another!’
ano
noth
ther
th er!!’ W
er What
hat effect do
the organisers expect the festival
al to havee on
on participants?
parttic
icip
ip
pants
ts?
ts [1]
that they will {be transformed/

nsformed// be
be changed/
chha
an
nge
g d// be
be renewed/
renewed/ become
re bec
ecom
ec com
ome new
w persons/
pers
person
rs o s/
adopt different ways off tthinking
hink
hi n ing
gaab
about
bo
ouut th
the
he e
en
environment}
nvi
vironm
ment} [1]]
WRONG:: be encouraged
enc
ncou ura
age
g d to
o live
live
ivve in
in a more
moorre eco-friendly
ecco-fr
friend
iie
ennd
dlyy way/
way/ *b
*be
be mo
m
more
ore self-conscious
self
* The
e presence
ce
c e of th
this
his
i eexpression
xp
pre
ess
s ion n ne
n
negates
eg
ga
ate
tes aan
any
ny corr
cco
correct
orrect papart
art
rt of
of the
the answer.
th an
4 Which phra
phrase
asse
e from
m th
tthe
he nutrition
nu
uttrrititio
on label
lab
labe
la be
el NUTRITION
NUTR RIT
ITIO
ON FAC
FACTS would best appeal to those who
are mindful about
ful ab o t how
abou h w much
ho ch they
much
mu they discard?
he discar
ard?
ar d? [1]
‘low waste’ [1]]
WRONG: ‘low waste 90%’

te 9
te 0%
0%’
5 Which sentence summarises the main aim of the advertisement? [1]
‘Be part of this immersive experience and learn about living more consciously.’ [1]
WRONG: any misspelling, omitted words, extra words, or words in the wrong order
CHIJSec/2019/OLevelMY/1128/02/MarkScheme
225
3
6 (a) What does ‘plummeting’ (line 1) tell us about the temperature? [1]
It is {falling/ dropping/ decreasing} {sharply/ steeply/ rapidly/ quickly} [1].
WRONG: drastically/ significantly
(b) What does ‘rudely’ (line 2) suggest about how the masts have been pruned? [1]
It suggests that they have been pruned {hastily/ roughly/ sloppily/ haphazardly/
messily/ carelessly/ crudely/ clumsily/ in a disorderly manner} [1].
WRONG: half-heartedly/ unprofessionally/ poorly/ badly/ terribly/ horribly/ unevenly/ harshly/

aggressively/ violently/ *suddenly
WRONG: any answer in the negative: not properly/ not neatly
* The presence of this word negates any correct part of the answer.
7 In Paragraph 1, the writer describes the aurora. Explain

n how the
e language
lan
angu
guag
gu age
ag e used in Paragraph
1 makes the aurora seem playful.
Support your ideas with three details from

m this paragraph.
paragr
pa ga ap
ph.
h. [3]
Any three of the following ([1] each), ach),

), with
h any
an ny similar
simi
mila
mi la
ar and
an
nd se
ssensible
ensible
l e
le explanation:
xpla
ana
natitio
tion:
x The phrase ‘dances merrily’ errily’ suggests
su
s ugg
gges s tthe
ests aurora
he aur ror moving
ora is movin ng {i{in a lively
live
lively w
ve way/
ay
a happily}.
y/ ha
appily
x The word ‘frolics’ suggests s th
the
he aua
aurora
uro
rora
rora
ra iss {{c
{carefree/
caarref
efree/ having
havinng fun}.
fun}.
x The phrase ‘turning
urning them
tth
hem
em blue,
bluue, then
the
hen violet,
viiollet
et, then
then
th n green’
green’ suggests
gr sug
uggestts theth
he aurora
auro is
having funun experimenting
expper
e imenenti ng with
nttiing withh colours.
colo
co our
urs.
s
x The phrase e ‘‘romp
rom
mp hap
mp happily’
pp
piily
ly’
y suggests
sug
su gg ges
ests
t the ea aurora
urror
u ora iis
s moving
moviving
vi n a
ng about
b ut excitedly.
bo
x The ex
expression
xpr
pe es
ssi
s on {{‘lunging
‘lu
‘l ungig ng
n and d tthen
hen wi
he w
withdrawing’/
ith
thdr
drawawing’// ‘e‘extend
extten
e d tow
towards the ship, open,
prepare
epar
are to
o grasp,
grasp, an a
and
nd pup
pull
ull back’}
bacck’
k}s suggests
ugg ge
esstss the
heeaaurora
u ora is teasing the ship.
ur
NOTE:
x Bullets or numbering
num
umbbeeri
ring
ing
ng should
sh
hooul
uld
ld be
b used.
use
se
ed.
x Each quote
ote m
mu
must
ustt b
beeaac
accompanied
cc
co
omp pan
anie
ied
ie dbby
y a re
relevant explanation, which must suggest the
playful nature
ture
eooff th
the
he auro
aurora.
ora
ra..
8 ‘It is as if the ship is unde

under attack by celestial ghosts.’ (line 5)
(i) What do the ‘celestial ghosts’ refer to? [1]
the {aurora (lights)/ Northern Lights} [1]
(ii) What kind of atmosphere do the ‘celestial ghosts’ create? [1]
{haunting/ scary/ fearful/ intimidating/ eerie/ spooky/ creepy/ supernatural/ surreal/

ethereal/ otherworldly/ heavenly/ dreamy/ dreamlike/ mystical/ enchanted/ mysterious/
wonder-filled/ awe-inspiring/ breathtaking} [1]
WRONG: *gloomy/ *dark/ *sombre/ *sinister/ *ominous/ *foreboding/ solemn/ chilly/ tense/
unpredictable/ suspenseful/ suspicious/ playful/ cheerful/ terrifying/ apprehensive/ intense/
grand/ beautiful/ pleasant/ calming/ peaceful/ serene
* Any of these words negates any correct part of the answer.
226
4
9 From Paragraph 2, pick out two phrases of three words each which suggest that Crozier’s
earlier expeditions involved land that had not been explored by people.
(i) ‘never before seen’ [1] [1]
(ii) ‘previously undiscovered continent’ [1] [1]
10 (a) The writer begins three sentences in the same way, ‘They named…’ (lines 11–12).
What effect does the writer intend to achieve by doing this? [1]
to emphasise that they were {on a naming spree/ naming many geographical features}
[1]
WRONG: to emphasise how unnecessary the naming was/ how many geographical features
they discovered
(b) Crozier was surprised they hadn’t named some major pieceece of ggeography
eogr
eo gra
aphy after the [1]
ship’s cat.’ (lines 13–14) Give one word to describe Crozier’s attitude
atttitu e here.
titu
tit
tude here.
{sarcastic/ cynical/ mocking/ derisive} [1]
WRONG: annoyed/ spiteful/ contemptuous/

ous/ condescending/
con
nde
de en
descen
ndi ng/ sassy/
ding assssy/ critical/
sas
sa crittical/l/l/ cocky/ haughty/
tica haug
smug/ proud/ boastful
11 ‘But Crozier has learnt

nt to tell all ffi
fifty-nine
iftty-niniine
n ne of
of his
his surviving
hi ssu
urv
rviivving
g officers
rs
s and
and men
n apart,
apa
part
rt, even at a
rt
distance outside and in the
he dark.’
th da
d ark.’ (l ((lines
lin
ines 220–21)
0–21
2 )
(i) What
hat does
doe
es this
th
his reveal
rev
e ea
al about
abo
abouut Crozier?
Crroz
C oziie
er? [1]
He {knows
know
ows
ow
ws his
h s crew very
hi ve
very
ry well/
well/ is very
ver
ery familiar
fa
ammiili
ili
liar
iarr with
witth his
h s crew/ has developed a close
hi
relationship
nsh
hippwwith
ith hi
it his
h crew/
is cr
c e / is
rew s attentive
atttten
enti v to his
tive s crew/
e / concerns
crew
cr ew con himself with his crew/
is careful
ul enough
eno
nough h to
to remember
remmem
emb er each
be
er ea
e ch of his
ach h s officers
hi offficers and men/ makes the effort to get to
know his cre
crew/
ew/
w/ h has
a taken
as tak
ak
a ke
enn the
the
he time
time to o learn
lea
e rn
r toto tell
te his officers and men apart} [1].
WRONG: is observant/
obsser
ervaant
nt/ is detailed/
detai
aile
ai edd// is a fast
fa learner/ is mindful of others/ has a good memory/
has good eyesight/
sigh t cares
ht/ s about
ab
bo utt his crew/
ou c values his crew as individuals/ feels accountable
towards his crew/
w/ has
ha travelled
as tr avelled with his crew for a long time
rav
(ii) Which word in

n th
this sentence suggests that the crew on the ship has been reduced in [1]
number?
‘surviving’ [1]
227
5
12 (a) What does ‘imprisoned’ (line 23) suggest about the ship? [1]
It is {trapped/ stuck/ stranded/ blocked/ unable to move} [1].
WRONG: not moving/ frozen/ surrounded by ice/ restricted/ cornered/

unable to escape the sea of ice/ unable to move from one place to another
(b) Why do you think Crozier asks his lookouts to ‘keep moving on deck’ (line 25)? [1]
to {keep warm/ prevent them from freezing/ promote blood circulation} [1]
WRONG: to keep them from falling asleep/ to be vigilant for attacks from various sides
13 ‘… only Arctic night. Round-the-clock night. One hundred days of night.’ (lines 36–37) What [1]
is the effect of the repetition of the word ‘night’ here?
to emphasise {the duration of the darkness/ how prolonged

d the d
darkness
arkn
ar knes
kn e s will be} [1]
WRONG:
x any answer that describes the night as endlesss or going onn ffor
or eever
ver
x any answer that does not focus on the duration
ration of the darkness
da
arkkn
neessss
14 The structure of the text reflects

ts Crozier’s
Cro
ro
ozier
ziier
z e ’ss moods
moods atat di
d
different
fferre
en
nt stag
stages
ges at night.
nigh
nightt.
gh t. Complete
Compl plet
ple e the [4]
flow chart by choosing one e word toto summarise
sum
umm ma ari e his dominant
r sse o inant mood
dom moood at
at each
each stage.
staage
ge..
There are some extra a words in thehe box
th bo
b oxx you
o you do
yo do notot need
not e d to use.
nee
Flow chart
hart
Paragraph
Pa
ara
r gr
grap
aph 1:: (i)
((i
i)
i) nostalgia
n
nostal
st algia [1]
[1]
[1
Paragraphs
ragrra
ap
phss 2
2–4:
–4:
4 (ii)
(ii
(ii) indifference [1]
ind
Paragraphs
hs 5–6: (iii) exasperation [1]
Paragraphs 7–11: (iv) concern [1]
228
6
15 (a) Which word in Paragraph 1 tells the reader that cannibalism is a departure from accepted [1]
norms?
‘aberrant’ [1]
(b) From Paragraph 1, give two reasons why cannibalism arises. Answer in your own words.
(i) {unavailability/ deficiency/ insufficiency/ inadequacy/ shortage/ scarcity} of [1]

{food/ sustenance} [1]
PROHIBITED: lack, alternative, forms, nutrition

NOTE: nourishment has the same origins as nutrition and so is prohibited
(ii) {anxiety/ pressures} {linked to/ arising from/ connected to}

o} be
being [1]
{imprisoned/ confined/ trapped/ restricted/ kept in an enclosed space/
unable to roam freely} [1]
PROHIBITED: stresses, associated, captive,e, conditions

condition
onss
NOTE: distress has the same origins as
s stress andd so is
is pr
p
prohibited
ohib
ibititited
ib ed
(c) According to Paragraph, 1 what is the

he current
currren
ent perception
pe
erc
cep
eptiion
on about
ab
bo
out cannibalism
can
anni
anniba
nib lism among [1]
animals?
It {occurs in hundreds,
ds, even
en
en tthousands,
hous
ho usa
usan
an
nds, off s
species/
p cies/ occu
pe occurs
curs
curs in ma
many species/
spe
p ci
cies/
cies
is very common// is normal}
normaal} [11].
[[1].
G: comm
WRONG: common
mm
mmon
m inn so
ssome
ome
me animals/
ani
niima
n malss/ acceptable/
accceptab
a ble
le/ unsurprising
unsurprising
un ng
ng
16 (a) Acco
According
co
ord
din
ng to
t Paragraph
Parag
agra
ag raph
ra ph
ph 2, why
y do
do some
som
me cr
ccreatures
ea
eatu
ture
ress consume
re consum their own eggs?
co [1]
They
ey do
do not
n t recognise
no re
eco
c gn
nis
ise individuals
in
ndi
d vi
vid
du
uals off their
th
heeir
i own kind as anything other than food
[1].
NOTE: as anything
an
ny
yth
hin
ng otherr than
than food must be included in the answer
(b) Suggest why

hy overcrowding
ovver
ercr
cro
owding can lead to cannibalism. [1]
There may be e in
insufficient food for all the animals, so some may eat their own
kind to survive [1].
OR Animals eat their own kind so that {it will be less crowded/ there will be better
nutrition for the remaining animals} [1].
OR Animals get stressed because of the overcrowding and end up eating their
own kind [1].
WRONG: Animals choose the most convenient food source, and since there are many
of their own species around, they eat them.
229
7
17 Here is part of a conversation between two students, Jane and David, who have read this
text.
Surprisingly,
cannibalism is No, there is a
similar among black difference.
spiders and sand
tiger sharks.
Jane David
(a) Based on the evidence in Paragraphs 4 and 5, how might Jane explain her position? [1]
In both species, the young eat their mother’s eggs [1].

OR In both species, babies are the ones doing the cannibalising
ng [1
[1].
NOTE:
x The similarity between the species must be shown.
n.
x The eggs consumed by the young must be specified as their
the
heir
ir mother’s.
mot
othher’s.
(b) With reference to Paragraphs 4 and 5, give e one fefeature

eattur
ure of
of cannibalism
can
a niba
baliism in
ba in sand tiger
t [1]
sharks that David can cite to support point
pport his po
poin
int of
in of vview.
iew.
ie w.
They consume their mothe

mother’s
er’s eg
e
eggs
ggs b before
efore
e be
b
being
eing bo
b
born
rn [[1].
1].
OR They {eat fellow
ow embryos/
embry
rry
yos
o / practise
prac
pr cttiise sibling
sibli
l ng
n cannibalism}
canniba
aliism
sm} (i
(in
in their
thei
eir mo
m
mother’s
ther’s
th
oviduct) [1].
18 With
h reference
ce
c e to Pa
P
Paragraph
arra
agrrap
aph 6,
6 sstate
tta
atte
e tthe
he
e iirony
ronyy a
ro about
boutt tthe
bo he o
offspring
ffsp
ff spring of birds
sp b like vultures and [2]
egrets
ets which
h practise
which practisse cannibalism.
ca
c ann
n ibalism.
m..
m
Cannibalism
balliis
sm re
results
essu
ultts in wel
well-nourished
elll-n
no
ou
urris
she
h d offspring
offfs
fspr
p in
ing [1] b
but a smaller population [1].
NOTE: The
he iriirony
ro
on
ny mu
m
must
us
stt b
be
e st
sstated
ta
atted eexplicitly.
xplililici
xp citl
citly. If th
tl the irony is implied, or presented the other
ann
nnib
iba issm rresults
ibal
way round (cannibalism
((ca esuultts in a smalle
smaller population, but the offspring are well
nourished), award
awa ard
rd [[1]
1] for the
1] the whole
whoh le a
answer.
230
8
19 Using your own words as far as possible, summarise how and why eggs, fetuses and
newborn animals are cannibalised.
Use information only from paragraphs 3 to 6.
words ,not counting the words given to help you begin.
Tiny eggs and larvae are often a major food source
Line/s Point (as in text) Remarks

19–20 1. [WHY] fish eggs, larvae and fry are vast in OK: [nutritious] substantial/
number, minute in size and high in meet dietary needs
nutritional value WRONG: [vast in number]
largely available;
[nutritious] healthy
20–21 2. [HOW] this makes them a non-threatening and OK: easily

asily available/ will
easily collected food source not
ot resist
23–27 3. [HOW] so-called eggs, produced by some NOTE

NOTE:TE: No pen
penalty for
types of spiders, lady beetles and snails,
ails, treating
trea
tr eating spiders as insects
ting
function solely as food… a day after
spiderlings hatch, new mothers
ers lay a clu
clutch
utcch
of eggs, which are doledd out to
to their
t eir hungry
th hung
hu ngry
ng y
babies
27–29 4. [WHY] this keeps

eeps the
them
he
hem ssa
satisfied
ati
tssffie
ed forr the
th
he next OK:: grow
O
OK grow and
nd
d develop
dev
evel
e op
three days,
ays, after which
wh ch the
wh
whic the spiderlings
th sp
s pid
ider
erlliing
n s are
ready
ady for their
t he
th eiir next
xt s
xt stage
ge of
tage
ta of development
deve
develo
lopm ment
32–33 5. [H
[HOW]
HO
OWW] late-te
late-term
la
a term rm sand
san
and tiger
ti g
ti ge
er embryos
em
mbbrryo
yos are
yos arre
a NO
NOTE: Must mention
anatomically
a
an atom
omic
ommiic
callly
y well
well developed,
de
d ev
veello
ope
ped,
d, w
with
itth mouths
ith h
hs either well developed or
eith
ffull
fu ll of sharp
sh
sha rp tteeth
arrp eeth sharp teeth
40–41 6 [HOW]
6. [HOW W] sh
shark
s hark
koov
oviducts
vididuc
duc
cts
ts co
c
contain
ontain n em
e
embryos
bryos at WRONG: different
different
d ifffer
e ennt developmental
dev
de
deve
ve
e
elo
llo
opm
p enta al st
sta
stages
ages developmental rates
41–43 7. [WHY]
[W
WH Y] on
HY once
nce
c the largest
lar
arge
gest of the
ge t embryos run OK: deplete/ finish
through
thro
ro
oug
u h their
th
heiir own
o n yolk
ow yo supply… when the WRONG: diminish
eggs
ggssaare
e gone
re gone
42, 43 8. [HOW]
W] th
they begin consuming eggs… the OK: sibling cannibalism
ravenous fetal sharks begin consuming their
smaller siblings
45–46 9. [HOW] in birds like vultures and egrets… two

eggs are laid but one hatches several days
before the other
47–50 10. [WHY] in instances where the parents are OK: when food is scarce/
unable to provide enough to eat… to get inadequate/ insufficient
well-nourished offspring
48–49 11. [HOW] the firstborn will kill and consume the
younger sibling
231
9
MODEL:
Tiny eggs and larvae are often a major food source, 1, 2 healthfull and annd readily
rre
ead
adi
dilily available
avai
because of their abundance. 3 Some spiders lay eggs ggs specifically
speciffiiccal
ally to to feededd their
their iirr young
youn 4 till
their next growth phase. Fetal sharks, endowed
5
wed with sharp rp
p teeth,
te
ee
eth
th, ma8
mayay eat
ea
e at not
no
n ot only eggs,
but even other fetuses, 7 when their nutrient
ent store
stor
orre depletes
o deplp ettes
pl es – 6 a feat ffe
e possible
pos
o ssiib
ibl
ble because
becaus
shark oviducts often accommodate embryos
mbryos att varying
va
aryyinng developmental
deve
de
devevelo
velo
lopmpmen entall points.
pooin
ntsts. 9 Similarl
Similarly,
some birds have one egg hatching before
ng befor tthe
re th e other,
otthe
her,
r, 11
11
and
an
a nd th
tthe
he fifirstborn
irs
rsttbbororn chick
chicck will devour
ch
the younger 10 when the parents
ents deliver
de
elliver
iver
iver ins
insufficient
nssufficien
n nt fo
ffood.
ood. (79
((7
79 words)
woorrddss))
232
233
KENT RIDGE SECONDARY SCHOOL

Paper 1 Writing
INSERT
Monday 6 May 2019 1 hour 50 minutes

KENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY SCHOOL
Name: __________________________________( ) Class: Sec _______
This insert contains the text for Section B.

This Insert consists of 2 printed pages and 2 blank pages.
Setter: Ms Tan Peck Joon and Ms Tabitha Lee [Turn over
234
BLANK PAGE
Secondary 4 Express / 5 Normal (Academic) 2 English Language 1128/01

Kent Ridge Secondary School www.KiasuExamPaper.com Mid-Year Examination 2019
235
Section B
Read the printout of a webpage below and use the information to answer the question on page 3 of
REDUCE PLASTIC POLLUTION

Every effort counts. Act NOW!
YOU CAN PLAY YOUR PART
Reduce Use of Single-Use Plastics Recycle or Reuse Plastic

Single-use plastics include plastic bags, water Recycling helps keep plastics out of the ocean and
bottles, straws, cups, utensils, takeaway reduces the amount of “new” plastic in circulation.
containers and any other plastic items that are
discarded after one use. x Place clean plastic items in proper recycle bins
x ‘Upcycle’ plastics by creating useful items from
x Refuse any single-use plastics such as plastic waste
utensils or straws
x Carry reusable grocery or tote bags, and
bottles
Participate in Beach Cleaning Spread the Word

Volunteer to stand in the frontlines of the efforts to Help others to be aware of the effects of plastic
keep our coasts and its marine inhabitants safe pollution.
from unused plastics.
x Tell others of the harmful effect of plastic on
x Collect waste with your friends or family marine life and the environment.
members x One is never too young to start living a greener
x Spread the message of reducing usage of lifestyle
plastic to beachgoers

236
BLANK PAGE

237
ENGLISH LANGUAGE
Paper 1 Writing 1128/01

Name: _______________________________( ) Class: Sec ________
Write your name, index number and class in the spaces at the top of this page and
on page 7.
Answer Section A, Section B and one question from Section C. Hand in

Section C separately.

This Question Paper consists of 12 printed pages and 1 Insert
Setter: Ms Tan Peck Joon & Ms Tabitha Lee [Turn over
238
Question 1
Carefully read the text below, consisting of 12 lines about nomadic Mongolians. The first and last
lines are correct. For eight of the lines, there is one grammatical error in each line. There are
two more lines with no errors.

Examples:
I arrived to my destination at 2 p.m. at
My mother always wears sensible clothes 9
For thousands of years, the nomadic Mongolians have lived a life herding
animals. Still untouched by mass tourism and steeped in their culture roots 1
and traditions, these resilient people living on harsh, isolated conditions 2
are the remnants of a disappearing culture. A Mongolian climate is so 3
extreme and often unpredictable, with winter storms, droughts or 4
desertification all threaten the nomads’ existence and affecting their livelihood. 5
Summer droughts have result in animals not gaining sufficient weight to 6
withstand the ferocious of the freezing winters. Transportation and technology 7
are some of the areas that has been changing for the remaining nomads. 8
Their ancient traditional lifestyle has been impacted by technology, from 9
mobile phones to iPads. Those who move to the cities often struggle to make 10
a living as they have few skills or relevant work experience.
Adapted from ‘Life Travel’ The Sunday Times 30 Sept 2018

Kent Ridge Secondary School Mid-Year Examination 2019
239
Question 2
You should look at the poster in the Insert, study the information carefully and plan your answer
before beginning to write.
According to a survey by the Singapore Environment Council (SEC), Singapore uses at least
1.76 billion plastic items a year. One reason that plastic pollution poses a problem is that it
does not disintegrate. Plastic debris breaks down into smaller particles known as microplastics
which are ingested by marine life and which in turn enter our food chain.
As the President of Eco Club, you are concerned about the impact of plastic pollution on
marine life and the environment. You would like to highlight the problem of plastic pollution to
the school during the afternoon assembly.
In your speech you should:
x explain why plastic pollution is a major concern today

x recommend two practical ways from the poster to help students to reduce plastic pollution
in their everyday lives
x state the benefits of reducing plastic pollution
Write your speech in clear, accurate English and in a persuasive tone to get your schoolmates
to take action to tackle plastic pollution.
You may include other details you think will be helpful.

240
241
242
243
Name: _________________________________ ( ) Class: _____________
Questions 3-6
3 Schools conduct emergency drills every year. How far do you agree that these drills are
effective in preparing students for an actual emergency?
4 Overseas volunteering activities benefit the volunteers more than those who receive the
help. What are your views?
5 ‘Destiny is not the path given us, but the path we choose for ourselves.’ Do you believe
you are in control of your own destiny?
6 ‘You can’t judge a book by its cover.’ In your experience, how important is it to present a
good first impression?
Please write your chosen question number (3, 4, 5 or 6) here: …………..

244
245
246
247
248
249

Paper 2 Comprehension

Name: __________________________________( ) Class: Sec _____
Candidates answer on the Question Booklet.
Write your name, index number and class on the work you hand in.

The number of marks is given in brackets [ ] at the end of each question or part
question.
At the end of the examination, hand in Section C separately.
This Question Booklet consists of 9 printed pages, including this page.
Setter: Mr Kevin Fonseka [Turn over
250
Secondary 4 Express/5 Normal (Academic) 1 English Language 1128/02
251
SECTION A [5 marks]
Text 1 For
Examiner’s
Use
1 What is the purpose of the entire webpage?
……………………………………………………………………………………………………..
…………………………………………………………………………………………………. [1]
2 Refer to the picture and the section entitled THE PROTECTORS. State one way in which
the picture reinforces the message in the text.
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
…………………………………………………………………………………………………. [2]
3 Refer to the section headed WHO ARE WE LOOKING FOR which describes some of
the attributes that a police officer must have. Which word or phrase tells us that a police
officer must be quick and resourceful?
……………………………………………………………………………………………………..
…………………………………………………………………………………………………. [1]
4 Refer to the box headed ENTRY REQUIREMENTS. Which position is harder for a
potential candidate to apply for and why?
……………………………………………………………………………………………………..
………………………………………………………………………………………………… [1]

252
SECTION B [20 marks] For
Examiner’s
Use
Refer to Text 2 on page 3 – 4 of the Insert for Questions 5 – 13.
5 At the beginning of the text, the earthquake strikes the city. Explain how the language
used in Paragraph 1 shows the impact of the earthquake on the people and the city.
Support your answer with three details from Paragraph 1.
…..……..……………………………………………………………………………………….....
…..……..……………………………………………………………………………………….....
…..……..……………………………………………………………………………………….....
…..……..……………………………………………………………………………………….....
…..……..……………………………………………………………………………………….....
…...……………..……………………………………………………………………………... [3]
6 From Paragraph 1, what two things caused the writer to regain consciousness?
(i) ……………………………………………………………………………………………[1]
(ii) ……………………………………………………………………………………………[1]
7 In Paragraph 2, explain in your own words why the writer rushed home.
…..……..……………………………………………………………………………………….....
…..……..……………………………………………………………………………………….[1]
8 In Paragraph 3, we are told that the nearby hospital ‘had systematically spilled out into
the street’ (line 15). What is (i) unusual but (ii) effective about this phrase?
It is unusual because………………………………………………………………………….....
…..……..……………………………………………………………………………………….[1]
It is effective because…..…………………………………………………………………….....
…..……..……………………………………………………………………………………….[1]

253
9 In Paragraph 4, the writer says ‘We slept on and off, continually being rocked and For
Examiner’s
pelted throughout the night. But we were safe’ (lines 27 – 28). Use
(i) What was the writer continually being rocked and pelted by?
The writer was continually rocked by…...…………………………………………....[1]
The writer was continually pelted by …………………………………………………[1]
(ii) Despite being rocked and pelted throughout the night, explain why the writer
felt safe.
……………………………………………………………………………………………….
……………………………………………………………………………………………[1]
10 In Paragraph 5, the writer says ‘We were awoken by an alarm at about 5am – another
tumultuous agitation. In the light of morning, we felt very vulnerable.’
With reference to the bolded words, explain the sensation felt.
Descriptions Words from the passage
(i) Tumultuous
(ii) Vulnerable
[2]
11 In Paragraph 6, the writer says they consolidated their supplies and were then a big
group. What do you think is one benefit of doing so?
……………………………………………………………………………………………………..
……………………………………………………………………………………………….... [1]
12 Which two phrases in Paragraph 7 suggest that the writer felt devastated?
(i) ……………………………………………………………………………………………[1]
(ii) …...……………..………………………………………………………………………. [1]

254
For
Examiner’s
13 The structure of the text reflects the writer’s feelings at different stages of the earthquake. Use
Complete the flow chart by choosing one word to summarise his dominant feeling at each
stage. There are some extra words you do not need to use.
The writer’s feelings
uncertainty sorrow exasperation trepidation
solace regret indifference
Flow chart
Paragraph 1: (i) …………………………………………..
Paragraph 2: (ii) ……………………………………………
Paragraph 4: (iii) …………………………………………..
Paragraph 7: (iv) …………………………………………..
[4]

255
For
Examiner’s
Name:______________________________ ( ) Sec _____ Use
SECTION C [25 marks]
Refer to Text 3 on page 5 – 6 of the Insert for Questions 14 – 19.
14 Which word in Paragraph 1 tells us that boxing is a dreadful sport?
…………………………………………………………………………………………………..
………………………………………………………………………………………………… [1]
15 From Paragraph 1, give two ways that a young boxer can lose a match.
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
…………………….………………………………………………………………………………
………………………..………………………………………………………………………...[2]
16 Here is part of a conversation between two students, who have read the article.
Boxing has However,

its fair boxing has
share of lost its
happy appeal to
endings. the fans.
Andy Bernice
(i) Give two examples from Paragraph 2 that Andy can give to support his view.
……………………………………………………………………………………………….
……………………………………………………………………………………………….
……………………………………………………………………………………………….
…………………………………………………………………………………………... [2]

256
(ii) Give one evidence from the same paragraph that Bernice can use to support her For
Examiner’s
view. Use
……………………………………………………………………………………………..
…………………………………………………………………………………………... [1]
17 Paragraph 6 describes a boxer’s contrasting statuses in any fight – ‘a necessary delusion

about one’s invulnerability – a self-image that is part superhero where you are required
to operate in a profession in which you sign a death waiver as a mortal man each time
you take part.’ (lines 45 – 47).
Give one characteristic that corresponds to each of the contrasting statuses of a boxer.
Status Characteristic
Superhero
Mortal man
[2]
18 In Paragraph 7, we are told that boxing demands that boxers ‘internalise a code’ (line
49).
(i) What is this code?
……………………………………………………………………………………………[1]
(ii) What is the after-effect on fighters who have encountered death during a match?
……………………………………………………………………………………………….
……………………………………………………………………………………………[1]

257
19 Using your own words as far as possible, summarise the negative outcomes that For
Examiner’s
could possibly arise from boxing. Use
Use information only from Paragraphs 5 to 6.
Your summary must be in continuous writing (not note form). It must not be longer than
80 words, not counting the words given to help you begin.
Boxing is known to have several negative outcomes because boxers……………………
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..

258
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………………………………………………..
……………………………………………………………. No. of words: [15]
End of Paper

259
260
Section A
Text 1
Study the webpage below and answer Questions 1 – 4 in the Question Booklet.
THE PROTECTORS
Every day, officers of the

Singapore Police Force
give their utmost to
prevent, deter and detect
crime. They are our
protectors — outstanding
men and women we can
count on to keep us safe
and secure. More than just
a job, it is a career that
makes a real difference by
safeguarding us every day
on the ground, on the roads
and at sea.
WHO ARE WE LOOKING FOR?
The work of a Police Officer is not just to fight crime, but also to protect the vulnerable. You need to
be tenacious and tough yet sensitive and empathetic when required. You must be able to think on
your feet and remain calm in critical situations, but also be proactive and sincere when engaging the
community.
ENTRY
Sergeant Inspector
REQUIREMENTS
Educational Minimally 5 GCE ‘O’ Level A Pass Degree in any

Requirements Credits discipline
Not necessary but past relevant work experience would be taken

Work Experience
into account
BENEFITS
* Annual Leave of 28 – 35 days * Subsidised medical and dental fees *Retirement Funds
* Class 3 driving licence * Professional learning and development benefits
CONTACT US
For enquiries on joining SPF, please contact us at [email protected].
Adapted from: https://www.police.gov.sg/join-us/police-officer

261
Section B
Text 2
The text below describes what happened during an earthquake. Read it carefully and answer
Questions 5 – 13 in the Question Paper Booklet.
1 I was with a friend when the first tremor hit. We stumbled like drunkards into the
middle of the street. The earth shook and nearby buildings swayed like coconut
trees in a hurricane that I thought they might come down on us. I turned to run and
take refuge against a fence, but the ground’s movement caused me to run helter-
skelter and I ran headlong into it, blacking out for a moment. Seconds later, I came 5
around to the sounds of crashing cars and screaming people and a sharp pain in
my hand. Sections of the wall had toppled, so my friend and I pressed on as a cloud
of dust rolled over us.
2 The quake seemed to last forever, and when the earth stopped buckling, panic
quickly set in. People were petrified. I thought of my family and rushed home to 10
discover they were unscathed. As the tremors slowed, we knew we would have to
collect what we could to make a shelter. We had taken cover on a school’s grounds,
open enough to ensure we would be safe even in the face of another big quake.
3 My hand suffered a contusion. I headed for a nearby hospital, which had

systematically spilled out into the street due to the sudden increase in the number 15
of patients and the fear of another quake – even those in the Intensive Care Unit
(ICU) were out in the road. Victims increased by the minute, some of whom had
been crushed and were too far gone to be helped. Exposed to the elements, people
in the ICU were dying, too. I left without consulting a doctor; there were just too
many who needed much more urgent care. I queued briefly at the triage area and 20
left with a sling bandage.
4 As I returned to my family, I began to understand the enormity of the devastation.

Stone and debris littered the streets, and foundations were ripped apart. I was able
to find some food and water (enough to last us at least a day) and returned to the
school. Huddled together with about fifty others with regular aftershocks, we spent 25
the night in a shelter that had been partially crushed by bricks from a nearby
building. We had no other alternative as it began pouring steadily. We slept on and
off, continually being rocked and pelted throughout the night. But we felt safe.
5 We were awoken by an alarm at about 5am – another tumultuous agitation. In the

light of morning, we felt very vulnerable. Mothers and children cried despondently 30
for their lives. Rumour was it that there would be another large earthquake later in
the day. Along with a few others, my family gathered what few belongings we were
able to recover (a mattress, blankets, food and water) and looked for safer ground.
6 Hundreds of families took shelter in a field nearby – some with literally nothing at all
while others tried to fashion makeshift tents. Because of my injury, I was not able to 35
pitch my own so I asked people nearby for help. Everybody was still fearful and
some more helpful than others. I finally met a friend whose family welcomed us in
and we consolidated our supplies. We were now a big group – two grandmothers,
three couples and five kids.

262
7 When mobile service resumed, I was able to connect with friends and family in the 40
surrounding area. It was then that I learned that all of Nepal was in chaos and this
made me overcome with grief. A great deal of the country had been destroyed.
Thousands were dead. And again I felt helpless, with a lame hand and a family that
was relying on me. Soon, it started to rain again, leaving me in tremendous distress.
Adapted from: https://www.gadventures.com/blog/a-first-person-account-of-the-earthquake-in-

nepal/

263
Section C
Text 3
The text below is about boxing as a sport, and why people are prepared to sacrifice in the boxing
ring. Read it carefully and answer Questions 14 – 19 in the Question Paper Booklet.
1 For those seeking vicarious thrills, boxing is a perennially disappointing, occasionally

harrowing option. Leaving aside the commercial reasons – dodgy scorecards,
promotional disputes keeping fighters apart – the longer one remains a committed
witness, the less likely boxing is to deliver a happy ending. The seemingly unbeatable
young challenger coddled in hyperbole will be found out. This can happen against the 5
unlikeliest opponent, through undertraining, moving up one weight division too far or
being caught by boxing’s greatest danger: the punch you do not see. The underdogs will
carry on to fight again, before they soon enough stop beating the odds and end up on
their backs. However, most commonly, time – the only unconquerable adversary – will
dull reflexes, calcify extremities and betray senses. 10
2 The sport supplies a distinct rarity of happy endings but no shortage of tragic ones.
However poignant it is to see a once-great Joe Louis hanging over the canvas, knocked
out by a young Rocky Marciano, or Muhammad Ali knocking out all-time favourite
George Foreman to become heavyweight champion in the ‘Rumble in the Jungle’ in
1974, there are other, darker nights, which lead to calls for the sport to be outlawed. 15
Compared to its boom years in the early 20th century, boxing is now a niche interest
relegated to the newspapers’ back pages, with the exception of rare ‘crossover events’
such as 2017’s overblown Floyd Mayweather versus Conor McGregor ‘money fight’ in
Nevada.
3 The sport’s habit of destroying its competitors is not the only reason for this stagger 20
towards the margins, it has also not helped in countering perennial charges of
barbarism, or securing the terrestrial television platforms that boxing once commanded.
4 For all this modern stringency and trauma planning, chaos remains an inextricable
element of boxing. In part, that is the nature of a sport where one of the chief ways for a
fighter to win is by incapacitating his opponent. In a broader sense, it has to do with the 25
pursuit of victory itself. Boxing is multi-tiered but at its root, two-sided: the left and the
right of the card, prospect and opponent. While mismatches in ability carry risks, the
more dangerous scenario involves a fighter meeting his mirror-self, someone of equal
ambition, skill and courage.
5 Scarring occasions in which a fighter has lost his life are the impetus for Elliot 30
Worsell’s book Dog Rounds, a testament to the ways boxing implicates fighters and
those who watch them in its darkest possibilities. Worsell frames the book as ‘aversion
therapy’ for the licensed brutality to which he has been addicted since his teenage years.
In one fight Worsell witnessed, a fighter named Blackwell began the night as champion
and ended it in an induced coma. Another fighter, Eubank, left Michael Watson with life- 35
threatening injuries in a match in 1991. Other incidents include the loss of standing when
a renowned fighter loses to a relative newbie and mismanagement of finances. A fight
broke out after the match between fans which further tarnished the name of the sport.

264
6 Those involved in ring deaths tend to display not only an absence of malice, but the
wounded sense that the proficiency of their actions – because of the outcome – cannot 40
be admired. This is what makes themselves vulnerable to the blows of an unconstrained
opponent. This is what fighters are trained for: to dish out blows until the referee or their
opponent’s corner intervenes. They cannot stop until they are stopped. In almost all
cases, it is all they are qualified to do and, in more than one case in Worsell’s book,
something they have said they are prepared to die for. A necessary delusion about one’s 45
invulnerability – a self-image that is part superhero where you are required to operate in
a profession in which you sign a death waiver as a mortal man each time you take part.
7 Like all martial arts, boxing feeds on the young – those who have not yet been brutalised
by its workings – and demands they internalise a code that says you must be prepared
to fight to a conclusion, even a fatal one. The worst harm comes when the fighter, having 50
steeled himself to abide by this code, has to enact it and carry on afterwards. Almost
every fighter involved in a death is unwilling to go all out for a knockout for fear of
repeating the fatal ending.
Adapted from: https://www.newstatesman.com/culture/books/2018/01/matter-life-and-death-why-

people-are-prepared-die-and-kill-boxing-ring

265
266

Paper 1 Writing
Section A
Monday 6 May 2019 1 hour

ho 50 minutes
KENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY SCHOOL KENT RIDGE
E SECONDARY
ARY SCHOOL
SCHOO
SCHOOL KENT RIDGE SECONDARY SCHOOL
DGE SECONDARY
SECONDAR SCHOOL
DARY OOL KENT RIDGE SECONDARY SCHOOL
SCHO
NT RIDGE SECONDARY
KENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY SCHOOL KENT DAR
AR SCHOOL
OO KENT RIDGE
OOL R SECONDARY SCHOOL
SECON
ONDARY
ONDARY
ARY SCHOOL
KENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY SCH
HOOL
OO KENT RIDGE
RID SECONDARY SCHOOL
Name: _________________________________(
________
_ ___
_( ) Class:
Cllas
ass:
s: Sec
Se ________
___
ANSWER
A NSWER KEY
KE
Setter: Ms Tan Peck Joon & Ms Tabitha Lee [Turn over
267
Carefully read the text below, consisting of 12 lines about nomadic Mongolians. The first and
last lines are correct. For eight of the lines, there is one grammatical error in each line. There
are two more lines with no errors.

If the line is incorrect, circle the incorrect word and write the correct word in the space provided
Examples:
I arrived to my destination at 2p.m. at
My mother always wears sensible clothes 9
For thousands of years, the nomadic Mongolians

olians have lived
liive
ed a life
lilife
fe herding
herrdi
ding
ng
animals. Still untouched by mass tourism

ourism
m and
and steeped
ste
teep
e ed in
ep in ttheir
he
heir
ir cculture
ultu
ulture
ture rroots
oots
oots cu
1 cultural (Adj)
and traditions, these resilient

ent people
peop
op
ople
le living
liliv
viing
n on
on harsh,
hars
sh, isolated co
cond
conditions
nditio
nd ons 2 in ((Prep)
are the remnantss of a disappearing

disa
sap
sapp
pe
ea
aring culture.
culturre
e.. A Mongolian
Mong
ngol
olia
ian climate
climat
ate
at e is
i so
so 3 The (Def. Art.)
extreme
e and often
offte
ten un
unpr
unpredictable,
pr dic
pr
predictta
abl
abl
ble,
blee, w
with
itith wint
winter
ntter
nter
er sstorms,
tto
orrm
ms, droughts
droug
ght
htss or
or 4 and (Conj)
desertification
ficat
atio
at on all
all threaten
al t reat
th atte
en
n the
th
he
e nom
nomads’
om
mad
ads’
s’ existence
exi
xist
xistence
ce and
and affecting
affecti their livelihood. 5 threatening (Pres Part)
Summer droughts
droug
ugh s have
ught
ug e result
re
essu
ullt in
in animals
anima
als not
not
o gaining
gaining sufficient weight to 6 resulted (Pres Perf)
withstand the
e fe
ferocious
erro
oci
ciou
o s of
of the
the fre
freezing
reez
reezin
ez ing wint
in winters. Transportation and technology 7 ferocity (noun)
are some of the areas that

that has
has been
be changing for the remaining nomads.
b 8 have
Their ancient traditional

ional lifestyle
l has been impacted by technology, from 9 9
mobile phones to iPads. Those who move to the cities often struggle to make 10 9
a living as they have few skills or relevant work experience.
Adapted from ‘Life Travel’ The Sunday Times 30 Sept 2018

268

Monday 13 May 2019 hour 50 minutes

1 ho
KENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY SCHOOL
OOL KENT RIDGE SECONDARY
SECON
ECONDARY
DARY SCHOOL
OOL KENT RIDGE SECONDARY
SEC SCHOOL
GE SECONDARY
SECON
SECONDARY SCHOOL
CONDARY L KENT
OL KE
KE RIDGE
RIDGE SECONDARY
SECO SCHOOL
KENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY
ARY SCHOOL KENT RIDGE
GE SECONDARY
SECO
SEC AR SCHOOL
ECONDARY
DAR OOL KENT RIDGE
RIDGE SECONDARY
SECON SCHOOL
KENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY
ONDARY SCHOOL KENT RIDGE
DGE SECONDARY
RIDG
IDG
DG SECO
CONDAR SCHOOL
O ARY OOL KENT
SCHO KENT RIDGE
RIDG SECONDARY
SECOND SCHOOL
Name: ______________________________________(
_______
__
___
_ _____
__
__
_____
____
__( ) Class:
Clas
Cl ass:
s: Sec
Sec _______
______
ANSWER
A NSWER SCHEME
SCHEM
________________________________________________________________________
This Paper consists of 9 printed pages, including this page.
Setter: Mr Kevin Fonseka [Turn over
269
Section A [5 marks]
1 What is the purpose of the entire webpage? [1]
To recruit/encourage people to join the police (force).
2 Refer to the picture and the section entitled THE PROTECTORS. State one way in which
the picture reinforces the message in the text. [2]
The picture shows (young) police officers who look smart/prim and proper/ready (to
defend)/vigilant/serious.[1] This reinforces the idea that they are outstanding/we can
count on them/they can keep us safe and secure.[1]
OR
The picture shows police officers clad in different

ifferent attire
atti
at tire
ti re [1]
[1] (representing
1 (r
(rep
e reese
s nt the different
roles they play). This reinforces the message police
age that ourr p o icce officers
ol office
ce safeguard
ers sa fegua us in many
safe
fe
different ways/avenues / on the ground,ound, the
d, on th rroads
he rooad
ads an and
a sea[1].
d at s ea[1].
ea
3 Refer to the section headed

aded WH WHO
W HO AREARE WE L
AR LOOKING
OOKING FO FOR which
R wh
whic
ich
ic h describes
de
esc
scri
ribe
ribe some of the
es som
attributes that a police
olice officer
err m
e must have.
usst ha
u h ave Which
e. W
Whhic phrase
ich word or ph
phrrase tells
ls u
ls uss that
th a police officer
must be resourceful?
rceful?
? [1]
‘(able
e to) think
thi
hiin
h k on
nk your
on your ffeet’
our ee
et’
t’
Quotation
otat on marks
attiio ma
mark are
r s ar necessary
re ne
ece
c ssar
arry
a
4 Refer to the
e box
bo headed
oxx h ea
e ade
ded ENENTRY
E RY REQUIREMENTS.
NTR REQ
RE QUIRE Which position is harder for a potential
candidatee to
oaapply
pp
p plyy ffor
orr and
o d why?
why
hy?? [1]
Inspector. The ca
ccandidate
and
ndid
idate m
id must (at least) have a (pass) degree as compared to just O
Level credits forr the
t e sergeant
th s post.
(Both parts must be present to score 1 mark each)
270
5 At the beginning of the text, the earthquake strikes the city. Explain how the language used
in Paragraph 1 shows the impact of the earthquake on the people and the city.
Support your answer with three details from Paragraph 1. [3]
‘We stumbled like drunkards (into the middle of the street)’ suggests that the people
lost their balance/footing / were not steady
‘Nearby buildings swayed like coconut trees in a hurricane’ suggests that the
buildings were in danger of collapsing / going to collapse / people did not feel safe in
the buildings.
(Those who mention buildings actually collapsing are wrong ass this
thiss iis
s no
not mentioned in this
paragraph)
‘The ground’s movement caused me to run helt helter-skelter’

ter
e -sk
kel
eltter’ suggests
sugg
su gges
gg ests th
es that the author
lost his sense of direction / did nott know
w where
re
ehhe was
e wa
w heading.
as he
h adin
ing.
in g.
Answers without supporting ng details

detaiils ls / wrong
wro ong g details
det
eta
aiils
ls or
or associated
a soci
as ciat
ciate
ated language
langu
g age features
explained will be given 0 mamarks.
arrkks.
s.
Multiple similar supporting
upporting details
de
deta used
taililss us
u ed will
sed sscore
wilill scco e a maximum
cor maximu
mum
mu m of 1 mmark.
ark.
ark
Multiple similar
ar explanation
expla
ana
natio for
tion or language
or lanangu age features
uag fe a
fe attures
es
e s used
used will
will score
re a m
re maximum
axim of 1 mark.
6 From
om Paragraph
Par
a ag
agra
r ph 1,
1, what
wh
hatt two things
tth
hiin
hinng
gss ccaused
au
a usse
ed th
tthe
e wr
writ
writer
ititer
er to
o regain
reg consciousness? [2]
(i) Th
he so
The s und
unds
so
sounds off cras
shi
hing
ng c
crashing ars and
cars d sc
scre
reamin people. [1]
re
screaming
(ii) The
e sharp
sha
sharrp pain
pa
pain
n in
in h
hi
his
is ha
hand.
and
nd.. [1
[1]
1
7 From Paragraph
raph
h 2, explain
expl
ex p ain in your own words why the writer rushed home. [1]
He wanted to en
ensure the safety of his family/loved ones / know if his family
members were still alive / okay.
(He wanted to know if they were unscathed) -- X (used in the passage; not own words)
271
8 In Paragraph 3, we are told that the nearby hospital ‘had systematically spilled out into the
street’ (line 15). What is (i) unusual but (ii) effective about this phrase? [2]
(i) It is unusual because systematically suggests it is done in an orderly manner but

spilled out suggests it is not orderly.[1]
(ii) It is effective because due to the earthquake, the hospital had to be vacated
quickly. [1] OR
…due to the earthquake, a large number of people streamed out quickly.
(Words in parentheses are not required as the reason is not asked in the question.)
9 In Paragraph 4, the writer says ‘We slept on and off, continuallyy being
be rocked and pelted
throughout the night. But we felt safe’ (lines 27 – 28).
(i) What was the writer continually being rocked

d and pelted
p ltted b
pe by?
y? [2]
The writer was continually being rocked

ed by aftershocks.
afters
sho
hock
cks
ck [1]
s. [1
1]
The writer was continually being

eing pel
pelted
lted
ted byy (pouring)
te (pou
(pouri
ring
ng) rrain.
ng ain
n. [1
[1]]
(ii) Despite being

g rocked and
and pelted
pelte
ed throughout
t ro
th o ug
ughout the night,
nig
ght, explain
expl
ex p ai
a in
n why
wh the writer felt
safe. [1]
The w wr
writer
rit
i er spent
spe en
ntt the
th
hee night
nigight
h t in
in a shelter,
s he
sh ell te
ter , which
whi
hich
hi
ich w
was
as a safe place from the
earthquake/aftershocks.
ea
a rthq
hq
qua
u kee //a
aft
f errsh
shocksk s.
ks
OR
R
The writer
he wr
w ritterr was
wa
ass huddled
hud
hu dd
dle together
l d to
toge
geth
ge ther w
th with about fifty other people.
272
10 In Paragraph 5, the writer says ‘We were awoken by an alarm at about 5am – another
tumultuous agitation. In the light of morning, we felt very vulnerable.’
With reference to the bolded words, explain the sensation felt. [2]
Descriptions Words from the passage
(i) Tumultuous The disturbance was rocky / wild /

turbulent / unrestrained
Agitated (X)
(ii) Vulnerable The people felt susceptible

su / weak /
defencelesss / helple
helpless / exposed / in
dangerr / at risk
riisk
11 In Paragraph 6, the writer says they

hey conso
consolidated
olid
idat
datte
edd their
the
heirr supplies
sup
uppl
pliess an
and
d we
w
were
re then a big group.
What do you think is one benefit
nefit of do
d
doing
oing so
so?
o? [1]
One benefit is that

at they
th
he y can
ey an better
beettterr fend
f nd for tthemselves
fe hemsel
he elve
lv
vees / they
they can share
th
resources/food/supplies
d/sup pppllie tthey
ies / th ey can
hey ca n help
an he ellp the
he injured
tth in
njju members
ured me
mem mber s in their
ers their group
g / they can
console/comfort/help
omfor
ort/help
or
r p one
llp ne another
one ano
notth
no he llooters
err / lo oterrs w will
wiill likely
ll less like
kely
ke l ste
ly steal
teal from
te fr them.
12 Which
hich two
h tw phrases
wo ph
p Paragraph
hrasess in P arag
gra
raph
ph 7 suggest
ph su
ug
g
gge
ge
g est
st that
tha
hatt the
the writer
writ felt devastated? [2]
(i) ‘(was)
(wa
ass)) overcome
overc
r om
rc me by
by grief’
gri
ri e
rief
eff’ [1]
(ii) ‘(leaving
avin
ng me
ng me in)
in
n) tremendous
trem
tr men
endo
dous di
do distress’ [1]
273
13 The structure of the text reflects the writer’s feelings at different stages of the earthquake.
Complete the flow chart by choosing one word to summarise his dominant feeling at each
stage. There are some extra words you do not need to use.
uncertainty sorrow exasperation trepidation
solace regret indifference
Flow Chart
Paragraph 1: (i) uncertainty

nty
Paragraph
graph
h 2:
2: (ii)
((iiii)) trep
ttrepidation
trre
eppidattiio
on
Paragraph
Pa
aragr
ra
agr
grap
grap
aph 4:
4 (iii)
( ii)) solace
(i sola
solace
ce
Paragraph
Pa
P arra
agr
grap
aph 7: (iv)
(iv) sorro
sorrow
[4]
274
14 Which word in Paragraph 1 tells us that boxing is a dreadful sport? [1]
‘harrowing’
Quotation marks are necessary.
15 From Paragraph 1, give two ways that a young boxer can lose a match. [2]
Undertraining / Being undertrained

Moving up / Being moved up one division too far
Not seeing the/a punch
Any 2 of 3. Excess Denies
16 Here is a conversation between two students, Andy Bernice,

dy and Be
Bern
rnic
rn e, who
ice,
ic who have
hav read the article.
Boxing has
However,
Ho
H owe
wevve er,
its fair
b
boxing
oxin
ox in has
ing h s
ha
share
are off
lost its
its
happy
happ py
appeal al to
to
endings.
e
enndinggss..
the fans.
fa
ans
ns.
Andy Bernice
(a) Give
Give two
e tw examples
wo ex
e am
mple from
om Paragraph
ess fro Pa
Par
aragrra
apph 2 that
that Andy
Andy can give to support his view. [2]
(i)) The
T e youn
Th younger
ung
un ge Rocky
er Roc
Ro
R ock Marciano
cky Ma
Marc
rcia
rc iano knocking
ia k out the once-great Joe Louis [1]
O
OR
Th
The
he on
once-great
nce
c -grea
at Jo
Joe Louis
Loui being knocked out by the younger Rocky Marciano
(ii) Muhammad
Muha
h mm
ha mmad a Ali
A knocking out all-time favourite George Foreman (to
become
come
m heavyweight
he champion) [1]
OR
The all-time favourite George Foreman being knocked out by Muhammad Ali
(who then became heavyweight champion)
(b) Give one evidence from the same paragraph that Bernice can use to support her view.
[1]
Boxing is now a niche interest relegated to the newspapers’ back pages.
Boxing, now, relegated, back pages – important keywords
275
17 Paragraph 6 describes a boxer’s contrasting statuses in any fight – ‘a necessary delusion
about one’s invulnerability – a self-image that is part superhero where you are required to
operate in a profession in which you sign a death waiver as a mortal man each time you
take part.’ (lines 45 – 47).
Give one characteristic that corresponds to each of the contrasting statuses of a boxer.
Status Characteristic
Superhero Invincible, unstoppable, immortal [1]
Mortal man Can die/get hurt/be defeated [1]
18 In Paragraph 7, we are told that boxing demands

nds that b
boxers
oxer
oxerss ‘i‘internalise
er int
nteer
ernalise
er a code’ (line 49).
(a) What is this code? [1]
You/The boxer must

ust b
be
e prepared
prre
p eppar
ared
ed to fight
ed fiig
gh
ht
h to a conclusion,
conc
nc
clu
lusi
u ion
o , (even
en a fatal
fatal o
one).
(b) Whatt is th
the
he afte
after-effect
er-ef
efffe
ef ecctt on
n fi
ffighters
igh
ghte
te
ers
rrs
s who h
have
ave en
av e
encountered
coun
nte
tere
red
re dd
death
eath during a match? [1]
Figh
Fighters
F
Fiig teerrss are/will
aree/w
/wilil be
be unwilling
unwi
will
wi lliin
llinng to
to ggo
oaal
all
ll outt fo
forr a k
knockout
nock (for fear of repeating the
fatal
fa
ataal ending)
en
ndid ng) / will
w lll make
wi m ke
ma e themselves
the
hems m elve
elve
el ves vulnerable
vuln
vu
vuln
lner
erab
er a le tot the blows of an unconstrained
opponent.
opppo
pone
nen ntt.
Only
nly 1 answer
ans
n sw
we
er iss necessary.
nec
eces
e sa
ary
ry.. No excess.
exce
19 Using your o own

wn words as far as possible, summarise the negative outcomes that
could possibly
ssib
ib arise from boxing.
bly aris [15]
than 80 words, not counting the words given to help you begin.
276
Boxing is known to have several negative outcomes because boxers…………………
Line
No From the Passage Own Words
No.
1 Fighter has lost his life 30 could die,
2 Ended it in an induced coma 35 become unconscious
3 With life-threatening injuries 36 or be critically hurt.
Loss of standing when a renowned 36 - Famous boxers can also lose their
4 fighter loses to a relative newbie and position/ranking when losing to a
37
newcomer/amateur
Mismanagement of finances. 37 – and can burst their budgets / are poor
5
38 in finances.
6 A fight broke out after the match 38 Followers s coul

could
uld
uldbbr
brawl
raw against one
between fans… another
ther
7 Which further tarnished the name of the 38 disrrep
eput
and disreputeute
ut e boxing
boxxing ev
bo even more.
sport.
Those involved in ring deaths tend to Boxers
Bo oxe who
errss w
wh ce rring
ho face ing
in deaths
gdeath are gentler
display not only an absence of malice ice / less
less
le ss vviolent
iole
io l nt
8a but the wounded sense that the e 39
39
proficiency of their actionss – because beecca
aus
u e of o
the outcome – cannott be ad admired.
dmi
mired.
This is what makes kes themselves
th
heem mselvve ess causing
cca
ausing g them
th
h to
o be defenceless against
be de
defenc
8b vulnerable to o the blow
blows ws of of a an
n 4
41 other
o
ot her fighters.
figh
hte
ers
rs.
unconstrained
traine ed o op
opponent.
ppo
p ne entn.
Thiss is what att fi
a ffighters
gh
hte
ters
rs a are
rree ttrained
rra
ain
needd ffo
for:
or:
r toto 42
4 2- Boxing
Booxi
xing
ngg trains fighters/boxers to pummel
9 dish
sh oout
utt blo
u blows
lo
ows
w untuntil
tiill the
thee referee
ref
e eree e or
or their
tth
hei
eir their
thei
th eir opp
ei opponents till the referee or
43
43
opponent’s
oneenntt’s
’s corner
corrnne
er intervenes.
in
nte
terv
ervr en ne
ess. opponent’s corner intervenes
opp
10 They can
cannot
nnnoot ststop
top
op u until
ntill tthey
he
h ey are
arre
a 43 and they are usually unstoppable.
stopped. d.
Something ng they
they
th ey have
havve said ssa
aid they
they a are
re Boxers are ready to die for the sport / in
11 45
prepared to die die for.
fo
or. the ring.
* Underlined words a are key to candidates obtaining the mark for each point.
** (a) points are independent while (b) points are dependent on (a). Answers
with both (a) and (b) points will score 2 marks. Answers with only (a) point will
score 1 mark. Answers with (b) point only will score 0 marks.
*** The 81st word onwards will be struck off and not regarded for assessment.
Boxing is known to have several negative outcomes because boxers … could die,
become unconscious or be critically hurt. Famous boxers can also lose their position
when losing to a newcomer and are poor in finances. Followers could brawl against
one another and disrepute boxing even more. Boxers who face ring deaths are
gentler causing them to be defenceless against other fighters. Boxing trains fighters
to pummel their opponents till the referee or opponent’s corner intervenes and they
are usually unstoppable. Boxers are ready to die for the sport. (12 points, 78 words)
277
278
ST. MARGARET’S SECONDARY SCHOOL.
Mid-Year Examinations 2019
CANDIDATE NAME
CLASS REGISTER NUMBER

Insert
1 hour 50 minutes
Secondary 4 Express / 5 Normal (Academic)
Additional Materials: Nil
This Insert contains Section A.

[Turn over
279
2
Carefully read the text below, consisting of 12 lines, about creating additional land in
Singapore. The first and the last lines are correct. For eight of the lines, there is one
grammatical error in each line. There are two more lines with no errors.
,IWKHUHLV12HUURULQDOLQHSXWDWLFN¥LQWKHVSDFHSURYLGHG
provided.
Examples:
I arrived to my destination at 2pm. _at________

My mother always wears beautiful clothes. _¥_________
Mr Shinichi Takiguchi looks out of the windows of his hotel room and all he
can see is a sea. He believes that will change in time. He is in a team 1 …………………
working for construction giant Shimizu Corporation to build a floating city 2 ………………....
for at least 50 000 people. They have been poring through maps of 3 ………………....
Singapore, discussed potential locations. They are sure what they call the 4 …………………
Green Float will one day be part of the sea view because they have the 5 …………………
technology required to realise it. Building on water is one of the possibility 6 …………………
for Singapore as it looks for new spaces when people can live, work and 7 …………………
play. According to the Land Use Plan, about 6 000 more hectares of land is 8 …………………
needed by 2013 for a population expect to be 6.9 million. The city state is 9 …………………
leaving no stone unturn in these efforts. Other land-scarce cities are also 10………………..
using unusual locations to overcome limited land.
SMSS MY2019
280
281
CANDIDATE NAME
Secondary 4 Express / 5 Normal (Academic) 1 hour 50 minutes
Additional Materials: Answer Paper

Insert
For Section A, write your answers in the spaces provided on the Insert.
For Section B and Section C write your answers on the separate Answer Paper provided.
This document consists of 4 printed pages and 1 Insert

[Turn over
282
2
You should look at the information on the flyer printed on page 3, study the information
carefully and plan your answer before beginning to write.
Your Singaporean uncle who has been working in another country has decided to return to
Singapore to retire. He would like to find out about the kind of support he can get from the
community to help him live alone as a wheelchair-bound elderly person in the country.
You came across the attached flyer and having thought about your uncle’s well-being, have
decided to write a letter to him to address his concerns. In your letter:
x encourage him to return to Singapore

x recommend two of the three programmes which will help him settle in well
x tell him how he can use the programmes offered
x explain how he will benefit from the programmes recommended
Write your letter in clear, accurate English and in a warm, respectful tone, to assure your
uncle that he will be comfortable in Singapore.
You may add any other details that might be of interest.
SMSS MY2019
283
3
Silver Homes
Seniors need a clean, safe and healthy
home to live in, so volunteers will help
remove and/or re-organise personal
belongings. General house cleaning and
home improvement work are also
offered on a regular basis.
Silver Screen
Seniors need to monitor their health.
Volunteers tell them about subsidised
functional screening to help detect age and
health-related issues early. Volunteers also
accompany the elderly on medical
appointments. The seniors can call the
volunteers when necessary.
Silver Friends
Seniors need friends to cheer them up.
Those with little home support and/or
disabilities can look forward to outings
together with other seniors. The
befriending team will also come in to
celebrate special days and give the
elderly emotional support. The seniors
will be occupied a few hours each week.
Know someone who needs help?
Write to Daniel at [email protected] and help will be on the way!
SMSS MY2019
284
4
Begin your answer on a fresh page.
1. Write about an occasion when you celebrated an important event in your life. What did
you learn from the experience?
2. “The people we meet help shape our values”. Discuss how your encounters with
different individuals have made you who you are today.
3. What are your favourite hawker dishes in Singapore? What features make these
worthy of you sharing them with tourists?
4. “Schools prepare students sufficiently for work in the future”. Do you agree?
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CANDIDATE NAME

Insert 3 May 2019
Secondary 4 Express / 5 Normal (Academic)
1 hour 50 minutes
Additional Materials: Question Booklet
______________________________________________________________________________________

[Turn over
287
2
Section A
Text 1
Half of food produced globally for human consumption

is wasted every year. Many around the world go to bed
hungry every night, and yet millions of tonnes of food
end up in landfills.
Emerging & mature economies suffer food losses and wastage at the production, post harvest
and processing stages. While food losses are also affected by consumer behaviour, marketing
chains and channels for distribution contribute towards these losses.
REDUCING FOOD
REDUCING WASTE:
FOOD HOW TO?
WASTE
Some simple steps for the individual
Ƈ Avoid clutter in your fridge and pantry
Ƈ Pack your lunch
Ƈ Understand expiration dates
Ƈ Shop realistically
Ƈ Learn to preserve
Ƈ Keep your serving sizes in check
Schools can also step up to the challenge by

i extending lunch periods
i letting children self-serve
i collecting excess wholesome food after mealtimes to
donate to charitable organisations
i composting food waste for school gardens
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Section B
Text 2
The text below describes a business executive’s visit to a tourist island and his interaction
with one of the natives. Read it carefully and answer Questions 5–18 in the Question
Booklet.
1 The travel brochure I had read on the plane was so accurate that the island
was completely without surprises. On the drive home from the airport, I saw
multicoloured villas with unlikely English names and parks ferociously littered
with hibiscus and bougainvillea, the most un-English of flowers. The streets
that wound between the parks were kept deliberately narrow and it was 5
accepted, in the interest of quaintness, that cars should be narrowed rather
than streets widened. Lining the streets were policemen, attired as London
bobbies. Though they looked ridiculous in the short pants they wore, this to
me seemed practical and necessary in order to combat the heat. It appeared
that every absurdity was condoned by the demand the American tourist made 10
for a genuine British colonial atmosphere.
2 A convention of hoteliers was being held on the island and my presence was
felt to be necessary as I was a business consultant to a number of London
hotels. However, owing to my aversion to hoteliers and convention hotels, I
decided to enjoy my stay in a small guesthouse some miles away. I intended 15
to attend as little of the convention as possible and had equipped myself with
a number of books whose reading I had too long postponed. The guesthouse
was owned by a Mrs Stubbs whose dark round face was framed in a halo of
grey wool. Only the pale grey eyes which turned to me as she opened the
door betrayed the uncertainties of her origins. We exchanged greetings. 20
Landladies the world over have a way of chattering as they show you to your
room and Mrs Stubbs was no exception. The West Indian voice has a lovely
lilt which I found hypnotic and was so entranced by its melody that I failed to
appreciate the words.
3 The room was barely adequate but I consoled myself with the thought that it 25
was preferable to being bombarded by the inanities of pop music or the
attention of middle-aged Americans who had parasitised the earth. As I began
unpacking my precious loads of books, I heard sounds. They were repetitive
but not regular enough to suggest that a machine was producing them. I
stepped out of my room and followed the sounds through a corridor and out 30
onto a porch where I found their author.
4 A young girl was playing ping-pong against herself; her right hand was playing
against her left as she held a bat in each hand. Still apparently engrossed in
this odd left–right duel with herself, she said, “You must be the lodger. I’m
Leda. Mrs Stubbs is my mother.” I introduced myself and she invited me to 35
play with her. From the outset, it was evident to both of us that I was by far
the better player. Leda played with a fierce intensity that I found difficult to
understand, retrieving impossible smashes only to lose the point. Much later,
I realised that she did most things with uncompromising intensity. Believing
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4
that the game meant much more to her than to me, I offered her several easy 40
lobs which she hit unsmilingly into my face. We must have played ten games,
all of which Leda lost. I was tired and wanted to stop. Leda agreed to and saw
this as a concession defeat occasioned by my age. Wearing a tiny smile of
triumph, she came round to my side of the table to congratulate me.
5 “I suppose, like all visitors, you love this island.” 45
6 “On the contrary, I rather dislike it and would not be here except that my
business demands it.”
7 “Oh.” She seemed pleasantly surprised. “There are some nice places one can
walk to if you like walking.”
8 I loved walking and appreciated the offer to be taken around. As we walked, I 50

learnt something about Leda. She was eighteen and had a part-time job in a
sweet shop. On leaving school, most of her friends had become receptionists
in hotels or obtained jobs with travel agencies. Leda had, however, refused
to. For as far back as she could remember, both she and her mother had
humiliated themselves pandering to the whims of tourists. She went on to 55
explain that the people on the island could only relate to each other through
the tourist.
9 The next day, Leda showed me coves where the sea changed colour, sea-
worn tree stumps which resembled miniature dinosaurs and caves where the
rock face had been eroded into beautiful and bizarre patterns. I agreed to be 60
shown different parts of the island over the next few days as there was nothing
else much to do.
10 On my last day on the island, Leda suddenly said, “Will you take me to London
tomorrow?” The request was no surprise. In five days, I had come to
understand her isolation and desire for escape. I accepted her own view of 65
herself as a lonely human oasis in a desert of traveller’s cheques, package
holidays and people obsessed with self-indulgence. She assured me that her
mother would let her go as she would have a better life in London. While I
agreed to take her with me to London, I did not intend to carry it out. The next
day, I packed my bags and took them to the closing session of the convention, 70
after which we were booked to return on a special chartered flight to London.
Adapted from Island

by Gopal Baratham
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Section C
Text 3
The article below is about some aspects of the city of Bangkok. Read it carefully and
answer Questions 19-28 in the Question Booklet.
1 Modern day Bangkok is an assault on the senses. The metropolis has
experienced decades of uncontrolled development, yet it retains an allure that
makes it one of Asia’s most exotic cities. Bangkok’s life and landscape were
transformed during the early nineties when the city was the beating heart of a
roaring ‘tiger economy.’ In thirty years, leafy avenues lined with wooden 5
houses have turned into Manhattan-style thoroughfares with towering
skyscrapers, while today, open-air markets are still surrounded by air-
conditioned shopping malls. Thai culture is however, everywhere – a
wellspring of smells, tastes, sounds and sights.
2 Bangkok has always acted as a magnet. Villagers who eke out a hand-to- 10
mouth existence in wooden shacks empty out, hopeful for jobs and a better
life. It is also not a city off the beaten track. Travellers of all kinds have visited
the city for centuries. The tourist should give himself enough time to see some
of the treasures which have given the city its iconic status. The Wat Arun or
Temple of Dawn is particularly beautiful at sunset and can be viewed from the 15
deck of an evening river cruise boat. Chinatown is a colourful area and during
the Chinese New Year, the dynamism and spirit of celebration spread across
the town like wildfire. Interestingly, gleaming Mercedes cars are a common
sight in Chinatown. Chatuchak Weekend Market has reached a landmark
status. Its sheer size and diverse collections of merchandise attract tourists. 20
Besides the usual market goods, a variety of caged animals are sold.
Meanwhile, the floating markets in Bangkok are one of the city’s greatest
attractions, with alluring local food and traditional Thai souvenirs. Damnoen
Saduak, the most famous of these is usually bursting with tourists. Amphawa
is the second most popular. Most people who visit this market are Thai, 25
making it that much more authentic.
3 It is impossible to imagine the city scene in Bangkok and not factor in the
ubiquitous tuk-tuk or three-wheeled scooter. One of the enduring symbols of
Bangkok, they prove to be a handy way to zip through traffic especially since
traffic jams are legendary in the city. More of a novelty than a practical way to 30
travel, their open air nature provides ample opportunities to take photos. It is
however important to ensure that valuables are kept away from the open sides
as snatching has been known to happen.
4 Driven by the Thais’ natural entrepreneurial spirit and long working hours,
Bangkok enjoys its status as one of Asia’s most successful commercial 35
centres. Nevertheless, life in Bangkok is infused with the distinctly Thai spirit
of sanook or fun. To the light-hearted Thais, enjoyment is a guiding principle
to the point that seriousness is almost frowned upon. Kite-fighting contests
are held in parks. Motion pictures are extremely popular and there is a thriving
Thai cinema industry. Additionally, Bangkok’s arts scene is blossoming with 40
new galleries and exhibitions are now well attended events.
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5 Bangkok’s transportation system was originally based on water travel. The

city’s maze of canals connected with the river earned it the name “Venice of
the East”. The advent of the automobile has, however, resulted in about six
million cars and many narrow streets. This has resulted in traffic being close 45
to gridlock, causing air pollution. The Bangkok Mass Transit System,
commonly known as the BTS or Skytrain as well as underground train service
have had some palliative effect. Meanwhile, efforts to improve air quality
include stricter controls on vehicle emissions. Canals which used to traverse
the city have been replaced by intricate road networks. This has proven to be 50
more than an aesthetic loss, however, because the waterway system had
served to drain the waterlogged delta; flooding of the lower-lying parts of the
city has thus become increasingly frequent. According to a World Bank report,
nearly forty percent of Bangkok will also be inundated in the future due to
extreme rainfall and changes in weather patterns. The government has 55
scrambled to ameliorate the problem by constructing a municipal canal
network of up to 2,600 km with pumping stations and eight underground
tunnels to evacuate water.
6 The population explosion in the ever-expanding metropolis has caused the

Bangkok Metropolitan Administration (BMA) a multitude of woes. One of these 60
is the extraordinary amount of trash that the city’s residents throw away. In
2005, the city was tossing out almost 9,000 tons of waste such as plastics,
foam and paper each day. By 2015, the mountain of daily garbage doubled.
The city’s garbage disposal system is already overburdened and landfills on
the city’s edge are insufficient. The BMA encourages residents to practise the 65
4Rs: reduce, reuse, recycle and repair. There is already an inbuilt grassroots
system for recycling in the city’s saleng men who comb the streets with
pushcarts powered by bicycles or motorcycles. They buy old newspapers,
plastic, glass, cardboard and metals which they sell to recycling plants for a
small profit. 70
Adapted from Enchanting Bangkok

by Mick Shippen
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CANDIDATE NAME
Secondary 4 Express / 5 Normal (Academic) 1 hour 50 minutes
Candidates answer in the Question Booklet


[Turn over
293
2
Section A [5 marks]
1 Which sentence gives the main message of the webpage?
……………………………………………………………………………………………
……………………….………………………………………………………………..[1]
2 Look at the section on the “FOOD VALUE CHAIN”. Explain how the information
presented in the section complements the photo.
……………………………………………………………………………………………
…………………………………………………………………………………………[1]
3 What does the word “challenge” suggest about the task faced by individuals and
schools with regard to the problem of food waste?
……………………………………………………………………………………………
…………………………………………………………………………………………[1]
4(a) “Shop realistically”. How would an individual do this to reduce food wastage?
……………………………………………………………………………………………
…………………………………………………………………………………………[1]
(b) How can schools contribute to the community in the process of trying to reduce
food wastage?
……………………………………………………………………………………………
…………………………………………………………………………………………[1]
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Refer to Text 2 on page 3 of the Insert for Questions 5-18.
5 At the beginning of the text, the writer arrives on the island. Explain how the
language used in Paragraph 1 shows how he found certain features in discord
with the place he was visiting.
Support your ideas with two details from Paragraph 1.
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
…………………………………………………………………………………………[2]
6 “…every absurdity was condoned…” (line 10).

From Paragraph 1, which “absurdity” did the writer find particularly odd?
……………………………………………………………………………………………
…………………………………………………………………………………………[1]
7 According to Paragraph 2, how did the writer intend to spend his time on the
island?
……………………………………………………………………………………………
…………………………………………………………………………………………[2]
8(a) In Paragraph 2, how was the writer first able to tell that Mrs Stubbs was not
English?
…………………………………………………………………………………………[1]
(b) What characteristic of Mrs Stubbs in Paragraph 2 did the writer seem to find
familiar?
……………………………………………………………………………………………
…………………………………………………………………………………………[1]
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9 In Paragraph 3, we are told that the writer found his room at the guesthouse
“barely adequate.” Explain what he means by this.
……………………………………………………………………………………………
…………………………………………………………………………………………[1]
10 “…being bombarded by the inanities of pop music or the attention of middle-aged

Americans who had parasitised the earth” (lines 26-27).
What does this suggest about the writer’s attitude to pop music and middle-aged
Americans?
…………………………………………………………………………………………[1]
11 In Paragraph 3, what made the writer curious about the sounds he heard?
……………………………………………………………………………………………
…………………………………………………………………………………………[1]
12 “Still apparently engrossed in this odd left-right duel with herself…” (lines 33-34).
Why does the writer use the word “apparently”?
……………………………………………………………………………………………
…………………………………………………………………………………………[1]
13 What does “uncompromising” in Paragraph 4 suggest about the type of person

Leda was?
…………………………………………………………………………………………[1]
14 Explain the writer’s kind gesture in Paragraph 4.
……………………………………………………………………………………………
…………………………………………………………………………………………[1]
15 In Paragraph 4, why did Leda have a “tiny smile of triumph” despite having lost
the game to the writer?
……………………………………………………………………………………………
……………………………………………………………………………………………
…………………………………………………………………………………………[1]
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16 According to Paragraph 8, why did Leda not want to work in a hotel or travel
agency?
……………………………………………………………………………………………
…………………………………………………………………………………………[1]
17 “…the people on the island could only relate to each other through the tourist”
(lines 56-57).
What does this suggest about the relationship between the people on the island?
…………………………………………………………………………………………[1]
18 The structure of the text reflects the writer’s different feelings during his time on
the island. Complete the flow chart by choosing one word to show how the writer
was feeling at different stages of his stay.
remorseful baffled indifferent unfazed
contented disappointed sympathetic
Flow Chart
Paragraph 1: (i)………………………………………………………………….
Paragraphs 2 & 3:(ii)…………………………………………………………………
Paragraph 4: (iii)………………………………………………………………..
grateful
Paragraphs 5-9: (iv)………………………………………………………………..
Paragraph 10: (v)………………………………………………………………..
[4]
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19 “…an assault on the senses” (line 1).

What senses is the writer referring to?
………………………………………………………………………………………….
……………………………………………………………………………………….[1]
20 From Paragraph 1, give an example to show how tradition and modernity can
be seen on the streets of Bangkok.
………………………………………………………………………………………….
……………………………………………………………………………………….[1]
21 In Paragraph 2, how do “wooden shacks” and “gleaming Mercedes cars” show

the contrast between two different lifestyles?
………………………………………………………………………………………….
………………………………………………………………………………………….
……………………………………………………………………………………….[1]
22 In Paragraph 2, what is one unique feature of the Chatuchak Weekend Market?
……………………………………………………………………………………….[1]
23 Here is part of a conversation between two students, Siew Leng and Arvind.
Siew Leng
Tourists enjoy visiting
the floating markets in
Bangkok.
That’s probably
because they can learn
something about the
culture of the people.
Arvind
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From Paragraph 2, what can Arvind say to support his view?
………………………………………………………………………………………….
……………………………………………………………………………………….[1]
24 According to Paragraph 3, why might it be easy for one to experience a ride on

the tuk-tuk? Answer in your own words.
………………………………………………………………………………………….
……………………………………………………………………………………….[1]
25 From Paragraph 3, what does “legendary” suggest about the traffic jams in
Bangkok?
……………………………………………………………………………………….[1]
26 From Paragraph 4, give two examples of activities the Thais in Bangkok engage
in to avoid the stresses of life.
…………………………………………………………………………………………
……………………………………………………………………………………….[2]
27 In Paragraph 5, which phrase tells us that Bangkok had a complex waterway

system?
……………………………………………………………………………………….[1]
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28 Using your own words as far as possible, summarise the environmental
challenges that Bangkok has faced and the measures adopted to resolve them.
Use information only from Paragraphs 5 and 6.
The city of Bangkok has faced environmental problems, one of ……………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
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9
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
………………………………………………………………………………………….
…………………………………………………. No. of words: [15]
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ANSWER KEY
Carefully read the text below, consisting of 12 lines, about creating additional land in
Singapore. The first and the last lines are correct. For eight of the lines, there is one
grammatical error in each line. There are two more lines with no errors.
If there is NO error in a lineSXWDWLFN¥ ) in the space provided.

If the line is incorrect, circle the incorrect word and write the correct word in the
space provided.
Examples:
I arrived to my destination at 2pm. _at________

_at__
My mother always wears beautiful clothes. _
_¥_________
¥____
Mr Shinichi Takiguchi looks out of the

he windows
win
in
ndowss o
off his
his hotel
hi ho
hotte
el room
roo
room
m and
and all
all he
he
can see is a sea. He believes that

at will
ves tha willll cchange
wi hang
ha nge in time.
me. He is in
tim n a team
am 1__the
1__the___
working for construction

truction giant
gia
ant
nt S
Shimizu
himiizu Corporation
Cor
orrpo
o p rati
t on
ti n to
to build
build a fl
floa
floating
oa
ating
ng city
citiy 2 BBBB¥BB
for at least
ast 50 0
000
00 people.
00 people. They
eop They
They have
hey hav
ave been poring
en p
en o in
or ng through
tth gh maps
hroug
ug m ps of
ma 3__over__
Singapore,
re, discussed
diis
d sc
cus
usse
s d potential
po
po
ote
tent
ten ial lo
llocations.
occa
atio
ttiions. They
They
he
ey are
are sure
sure what
w they call the 4 _discussing_
Green Floatt will

wil oone
ne
e day
ayy be
be part
pa
parrtt of
of the
e sea
sea vi
view
iew b
because they have the 5 BBBB¥BB
technology required
quire
re o realise
ed to rea e it.
e lise it. Building
Building on water is one of the possibility 6_possibilities__
for Singapore as it looks

lo
ook
okss for
fo new
ne spaces when people can live, work and 7____where__
play. According to the

he Land Use Plan, about 6 000 more hectares of land is 8 _are _
needed by 2013 for a population expect to be 6.9 million. The city state is 9 __expected__
leaving no stone unturn in these efforts. Other land-scarce cities are also 10_unturned __
using unusual locations to overcome limited land.
SMSS MY2019
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1
St Margaret’s Secondary School
English Language
Secondary 4 Exp/5NA
Mark Scheme
Please note:
- Major grammatical errors should be penalised.

- Minor grammatical errors and obvious slips of the pen should not be penalised.
- Lifting from the passage is acceptable unless the question cannot
an be answered in
such a way or the question forbids it by stating that candidates
candidate must answer in
their own words. However, lifting must be accuratee and succinct.
suc
ucci n t. The inclusion of
cinc
chunks of irrelevant information should be penalised.
enalised..
- For “in your own words” questions, keyey words a are
re sselected
electe
el ted
te for
d fo substitution. No
or sub
marks are awarded for derivatives..
Section
cttion A [5 marks]
Sect mar
arkks
s]
Refer to the webpage (Text 1) on page

1) on page 2 off the
age h Insert for
the for Questions
Ques
esti
tions
ti s11-4.
-4.
1 Which
ch sentence
Whic se
ent
nten e gives
e ce giv ess the
ives
ve he main
tth main message
ma me
es
ssa
sag
ge
eooff the webpage?
e we
webp
bpage?
bp
“Half
“H a f of food
Hal foo produced
od pr
prod
o uced
ed
dgglobally
llo
oballlly for
ba for human
fo huma
human co
ma consumption is wasted every
year”.
year
yearr”. [1]
2 Look att the

okk a he section
tth sse on on
eccttiio o thehe “FOOD
“FO
FOOOD VALUE
VA CHAIN”. Explain how the information
presented
esen
en
nte
ted inn the
he section
the ecct on complements
sec
ecti compl the photo.
The photo shows

show
shows diff
ow different stages of the food value chain while the text
explains how
ns how
o food loss and wastage occur at all stages.
w foo [1]
3 What does the word “challenge” suggest about the task faced by individuals and
schools with regard to the problem of food waste?
It is a difficult task/ It is a task that will require a lot of determination on the

part of individuals and schools. [1]
4(a) “Shop realistically”. How would an individual do this to reduce food wastage?
This would be possible by buying only the amount of food one can
eat/needs. [1]
304
2
(b) How can schools contribute to the community in the process of trying to reduce
food wastage?
Any excess whole food following mealtimes could be donated to charitable

organisations. [1]
Refer to Text 2 on page 3 of the Insert for Questions 5-18.
5 At the beginning of the text, the writer arrives on the island.

nd Explain how the
language used in Paragraph 1 shows how he found certain ertain features
fe in discord
with the place he was visiting.
Support your ideas with two details from Paragraph
agraph 1.
ņ³«YLOODV ZLWK XQOLNHO\ (QJOLVK QDPHV«´ WHOOV WHOO

WH OOV
OO V XV
XV WKDW
KDWW WKH
WKD KH UHVLGHQFHV/
WK UH
homes were given names thatt did not sound so
oun very
nd ve
verry English/British.
y En
ngl
glis
ish/
is h/B
h/ British
ņ³«SDUNVIHURFLRXVO\OLWWHUHGZLWKKLELVFXVDQGERXJDLQYLOOHDWKHPRVW
HUHGZL
ZLLWWK
K KLELE
ELV
LVFX
FXV DQ
DQG ER E XJ
XJDLDLQY
DL QYLOOHDWKH
QY
un-English of flowers” shows
s show
ows how
ows
ow w the
the gardens
gard
garden
ens we
ens werere filled
fil
ille
led
le hibiscus
d with hibis
and bougainvillea,
ea, flowers
flo
owe s not
werrs ott usually
no usual allly
a y found in/associated
in
n/as
associciat
ci ate
at ed w with
ith
it h the
the
English/British landscape.
tish land
dssccap
pe.
e. [2]
6 “…every
e y absurdity
“…evver absu
abs rdditty was
was condoned…”
wa condo
cond
n doned d……”” (line ne 10).
(lliine 10
0).
From
m Paragraph
F om
Fr Parag
agra
ag h 1,
raph
raph 1, which
which “absurdity”
hic “abs
“absurdi
urd
ur y” did
diity d d the
di the writer
writititer
wr e find particularly odd?
In
n the
the iinterest
he nte
nt erre
es quaintness,
st of q
qu
uai
aint
aint
ntne
ntne s , it w
ness was
as ffelt that cars should be narrowed rather
elt tha
than
an streets
an streetts widened.
wiid
w de
ene
ned.
ned.
d. [1]
7 According
ccord
rd
diin
ng to
oPParagraph
arag
graph 2,
raph 2, how did the writer intend to spend his time on the
island?
nd?
?
ņ+HKRSHGWRDWWHQG
RSH
HG WR
W DWW as little of the convention as possible and
ņNeep up with his reading. (equip himself with books X)
p wi [2]
8(b) In Paragraph 2, how was the writer able to tell that Mrs Stubbs was West Indian?
It was because of the lilt in her voice. [1]
(a) What characteristic of Mrs Stubbs in Paragraph 2 did the writer seem to find
familiar?
It was the manner in which Mrs Stubbs chattered on.

(chatty/talkative X) [1]
305
3
9 In Paragraph 3, we are told that the writer found his room at the guesthouse
“barely adequate.” Explain what he means by this.
The furnishing was sparse./The room was minimally furnished./ The room
was poorly furnished/The room was not well furnished.
(underfurnished X) [1]
10 “…being bombarded by the inanities of pop music or the attention of middle-aged

Americans who had parasitised the earth” (lines 26-27).
What does this suggest about the writer’s attitude to pop music and middle-aged
Americans?
He loathed both./He was contemptuous of both./He was critical of both./It

was one of disgust/He had a disapproving attitude./He had a negative
attitude towards both./He despised both./He hated both./He th./H had an attitude
of disdain.
(not fond/disliked/strongly
disliked/displeased/hostile/distasteful/unfavourable/resentful/annoying
ourable/rressen
enttfful
ul/l/annoy X) [1]
11 In Paragraph 3, what made the writer

ter curious about
ab
a ut the
bou
bou th sounds
so
oun
unds he
ds he heard?
he
It was the fact that the sounds wwere

ere repetitive
ere
er repe
repeti
titi
tive
ti but
ve bu not
ut ot regular
e ular enough
reg eno to
suggest that a machine
hine wass producing
as produ
uc n them.
ciing the
hem.
m. [1]
12 “Still apparently
ntly engrossed
engros sed in
ossse
o in this
hiis odd
th od
o dd left-right
f -right duel
left
le el with
with herself…”
hers
rsself…”” (lines
elf…
f… (line 33-34).
Why doesoes the wwriter
ritte
ri er use
se the
se he word
the ord “apparently”?
wor “apparen
“a ently”?
ent
en
It is to
to show
how that
sho that Leda
hat Led was
eda w as aware
s aw
awar of his
are of s presence
es nce and only appeared
pre
rese
absorbed
a
ab soorb
r ed iin
n th
the
he game.
g me
ga e. [1]
13 What
W a
Wh att does
doe
oes “uncompromising”
“un
“uncom
mpr
pro
om
mis
isin
siin
ng” in Paragraph
P ra
Pa agr
g aph 4 suggest about the type of person
Leda
da
da was? ?
She was
he wa
w relentless/unyielding/determined/persistent/persevering/did
as rreelle
ent
n less
ss/u
ss /uny
/unyieldin
ny not
give
e up easily/did
p ea
e asily y/did
/d not
did n give in easily.
ot giv
(resilient/stubborn/strong-willed/competitive/tenacious/made
ient/s
/stu
/s tubbor
bbo n/st
bb sure she got her
way X)) [1]
14 Explain the writer’s kind gesture in Paragraph 4.
He offered Leda many easy lobs as he felt that the game meant more to her
than to him. [1]
15 In Paragraph 4, why did Leda have a “tiny smile of triumph” despite having lost
the game to the writer?
It was the writer who was tired and wanted to stop. Leda saw this as a
concession defeat occasioned by his age. [1]
306
4
16 According to Paragraph 8, why did Leda not want to work in a hotel or travel
agency?
She did not want to humiliate herself by pandering to the whims of tourists.
(She had humiliated herself pandering to the whims of tourists. X) [1]
17 “…the people on the island could only relate to each other through the tourist”
(lines 56-57).
What does this suggest about the relationship between the people on the island?
They were not close/found it difficult to interact with each other/distant

relationship/poor relationship/superficial relationship/not close-knit/not
good/did not get along well/had nothing in common/strained/not
friendly/weak/not bonded.
(cold/not sincere/tense/indifferent/fragile/not fond of each other/only
othe interacted
with each other for business X)
[1]
The structure of the text reflects the writer’s different

iter’s diff
fer entt feelings
eren
en feelin
fe ings
in g during
u ing his time on
dur
the island. Complete the flow chart by choosing g one
o e word
on w rd to
wo to show
show how the writer
was feeling at different stages of his
iss stay.

gs
18
remorseful baffled
ba
baffffle
led indifferent
nt unfazed
unf
unfazed
contented
ontente
tte
ed disappointed
diisa
d s p
pp
poi
oint
ntted
n ed ssympathetic
ympath
Flow
F
Fl ow
w Chart
Chart
rt
Paragraph
Pa
ara
agr
g aph 1:
1 (i) unfazed
(i) un
(i u faze
zed
zed
Paragraphs
raph
hs 2 & 3:(ii) contented
Paragraph 4: (iii) baffled
Paragraphs 5-9: (iv) grateful
307
5
Paragraph 10: (v) sympathetic
[4]
19 “…an assault on the senses” (line 1).

What senses is the writer referring to?
They are the sense of smell, taste, hearing and sight.

nd sigh
ght.
gh t
(do not award the mark if ‘sound’ is listed
d as one of the
of th senses)
he sen
[1]
20 From Paragraph 1, give an example

ample to show
sh w how
how ow ttradition
how tion and
raditti
tion and modernity
mod can
be seen on the streets of Bangkok.
Bangko
okk..
Open-air markets
ts are
arre surrounded
surr
suro ou
und d by
n ed air-conditioned
by air-co
c ndit
itio
it oned shopping
d sh
shoppi malls.
p ng m alls [1]
…can see ee both

bot
oth
otth open-air
open n-aiir markets
ma
m arrkke
etts an
and
nd air
air-conditioned
r-co
conditio
one
ned shopping
shhoppi
oppi
op ping
ng malls
mall X
..leafy
afy avenues
avvenue
ues lined
ue lliined
ne
ne w wi
withith
t wwooden
oo
oden houses
hou
ho us
ses
es have turned
tu
urn
rned
nedd into
into Manhattan-style
M
thoroughfares
thorro
ou
ugh faress with
ghfa
hfa wiith
w th towering
tow
ower
eriinng sksskyscrapers
yysscr
craapers X
per
21 IIn Paragraph
Paragra ph 2,
aph 2, how
h w do
ho “wooden
do “wo
wo
wood
odeenn shacks”
sh
ha ackks” and
and “gleaming Mercedes cars” show
d “gle
the
he contrast
th cco
ont rastt between
ntra be
ettween two
een tw
wo n lifestyles?
o different lififes
esty
es t les?
ty
The
he ‘wooden
Th ‘w
woo
oode
den
en sshacks”
sh
ha
ac represent
cks” re
repr
pre
pr esent the poverty of the villagers while the
“gleaming
“gle
ea
ammin
ing Mercedes
Me
M erced
des cars”
car
a s” represent the affluence of those living in
Chinatown.
hinat
ato
at ow
wn. [1]
22 In Paragraph
rag
graph 2, what
raph wh is one unique feature of the Chatuchak Weekend Market?
A variety of caged animals are sold. [1]
Apart from usual market goods, a variety of caged animals are sold. X
308
6
23 Here is part of a conversation between two students, Siew Leng and Arvind.
Siew Leng
Tourists enjoy visiting
the floating markets in
Bangkok.
That’s probably
because they can learn
something about the
culture of the people. Arvind
Ar
Arvi
vind
nd
From Paragraph 2, what can Arvind

nd sayy to
Arvin o support
sup
upportt his view?
po view
vi w?
Tourists can learn about the he culture

tth ure through
cultur
ur th
hrough the
oug he local
th lo l food traditional
foo and tradi
Thai souvenirss sold
daatt th
tthe
he floating
he floa
fl oating
gmmarkets.
arkets. [1]
24 According
ding to Paragraph
Par
arag
a ra
ap
phh 3,
3, why
why might
wh migh
might it be
be easy for
for one
e to
to ex
experie
experience a ride on
the
he tuk-
tukk- tuk?
ttu
uk? Answer
An
A nsw
swwer
e in
in your
yo
your
ur own
own w
words.
ords
or
ords
ds.
The
Thhe tuk-tuk
tuk-tu k can
tuk
tu caan be ffound
ou
o unnddaall over
llll o ve
ver BBangkok.
ang
ngko
kok.
kok.
Tuk-tuks
Tuk-tu
Tu tuks are e easy
arre a y to
eas o ffind
nd as
in s there
the
h rre
eaare
re many
many tuk-tuks
t in Bangkok.
The
The tu
Th ttuk-tuks
uk-tu
tuk
tu ks
s are
ee easily
asiilly accessible
as a cess
ac sible and easily found on any street in the
ible
city.
city
ciitty
y.
The
Thhe tuk-tuks
ttu uk-tu
tuk
kssaare
re commonly
re comm
mmon
mm l seen
only
on ly see in Bangkok.
The
he tuk-tuk
ttuuk-tu
tu
uk is
is a co
comm
common
mmon tr transport in Bangkok that many people ride on.
(fromom passage
passag
pa ag
ge – “…the
“…the ubiquitous tuk-tuk…) [1]
The tuk-tuks
uk-tu
tuk are common in Bangkok. X
uks
Riding the ttuk-tuk is a more efficient/ convenient way to travel through traffic. X
They are found anywhere in Bangkok. X
25 From Paragraph 3, what does “legendary” suggest about the traffic jams in
Bangkok?
They are very popular/ well-known. [1]

Traffic jams in Bangkok are famous X
309
7
26 From Paragraph 4, give two examples of activities the Thais in Bangkok engage
in to avoid the stresses of life.
They are kite-fighting contests/watching motion pictures/attending art

exhibitions.
(any 2 of the above) [2]
27 In Paragraph 5, which phrase tells us that Bangkok had a complex waterway

system?
It is “maze of canals”. [1]
28 Using your own words as far as possible, summarise the environmental

challenges that Bangkok has faced and the measures adopted to resolve them.
Use information only from Paragraphs 5 and 6.
Your summary must be in continuous writing

iting (nott note
note form).
orm). It
for I must not be
longer than 80 words (not counting the
e words given
giv en to
iven to help
elp you
he ou begin).
be
The city of Bangkok

k has faced
face
ced
ced environmental
envi
viirro
onmental problems,
ntal
ta prob
ble one off ……………….
m , one
ems ………
… …
Verbatim
erbatim from
fro om Passage
rro Pass
Pa ssag
age Own wo
words
1 …traffic…close
…traaff
fficc…closse to
o gridlock,
grriiidl
dllocck,
d k, which
h is airr ppollution
ollu
ol l tion caused by
causing
c usin
ca ng air
in air pollution.
ai po
pollllut
lu
uttiion. (lines
on. (line 45-
nes 5- severe
45- s vere
se traffic
re tr afffic congestion…
traf co (P)
46)
46
46) (P)
(P
P)
2 …Skytrain
…SSkyytr
trai
an as
as well
well as While
Whi the Skytrain and
underground
un
nde
d rggrooun
und train
trai
tr ain service
ai servicice
ic e ha
h
have
ave underground train system have
had
d so
ssome
om
me eppalliative
allliativve ef
a effe
effect.
fecct. (lines
fe (lin helped alleviate this problem,
47-48)
47-4
47 48
8) (S)
(S)
(S
(S)
3 …efforts
…e eff
ffor
orts
or ts to improve
im air quality there are also harsher controls
i cl
includ
ude stricter controls on on vehicle emissions. (S)
ud
include
vehicl emissions. (lines 48-49)
vehicle
(S)
(S
4 Canals which used to traverse Canals which prevented

the city have been replaced by flooding have been replaced by
intricate road networks. …the roads. (P)
waterway system had served to
drain the waterlogged delta;
flooding of the lower-lying parts
of the city has thus become
increasingly frequent. (lines 49-
53) (P)
310
8
5 …nearly forty percent of Severe rainfall and weather

Bangkok will also be changes exacerbate the
inundated…due to extreme problem of flooding. (P)
rainfall and changes in weather
patterns. (lines 54-55) (P)
6 The government has scrambled To resolve this, the government

to ameliorate the problem by has built a complex municipal
constructing a municipal canal canal system to drain water. (S)
network of up to 2,600 kilometres
with pumping stations and eight
underground tunnels to evacuate
water. (lines 55-58) (S)
7 …extraordinary amount of trash Meanwhile,

anwhile,e, the
the e exceptionally
xcep
that the city’s residents throw large amou
am
amounts
ountts
ou o
of trash
away. (line 61) (P) residents
reside n s dispose
ent diispos
se (P)
(P)
8 The city’s garbage disposal

disposa s l poses
po
p os
se
es a prp
problem
rob
oble
lem
m to Bangkok
Bangkok’s
system is already
dy overburdened
overbu burd
burd
bu rdened
d trash
tras
as
sh disposal
disp
spo osall s
system
ystem and
and landfills…are
s…arre insufficient.
iin
nssu
uff
fficcie
ient
n. landfills.
l ndfills. (P)
la (P)
(lines 64-65) (P))
9 Thee BM
B
BMA A een
encourages
nco
cour
uaag
ges
es residents
re
essiden
enntss To
To ame ameliorate/lessen/manage
eli
lior
orat
or a e/les
to
to practise
praactisse the
he 4Rs:
th 4Rs: reduce,
4R re
edduc
u e,e, this
this problem,
th pro
robl
bllem
e , c citizens practise
reuse,
e,, recycle
reuse, r cy
re c e and
cycl rrepair.
d reep
pa ir. (lines
air (liin
(l ess the
ne he 4Rs.
th 4Rs
4R s. (S)
65-66)
65-66) (S)
65 (S)
(S
10
0 …city’s
… ity’ss saleng
…c sale
sa ng men…comb
leng m n…
me …cocomb
mb
b the while the saleng men purchase
streets.
stre
st reet
etts.
e s. They
The
h y buy
bu old old items which can be
newspapers,
ne
ew wsspa
papers, plastic,
pl glass, recycled. (S)
cardboard
ca
ardrdbo
b ard d and
and metal
metals which they
sell ttoo recycling
recy
rec clin plants… (lines
67-69)
7-69 9) (S)
[15]
.
311
312
TANGLIN SECONDARY SCHOOL
Secondary 4 Express & 5 Normal(Academic)
NAME
E
CLASS
S INDEX NO.

Paper 1 Writing 1 hour 50 minutes
INSERT
TSS/MYE 2019/4EXP&5N(A) EL P1 INSERT [Turn over
313
2
Education Pathways for ‘O’ Level Students
GCE ‘O’ LEVEL
Polytechnics
Junior Colleges/ Institute of Technical
Centralised Institute Education
University
Type of Junior College (JC) Polytechnic Institute of Technical

institute Education (ITE)
No. of x 16 JCs x 5 polytechnics x 3 ITEs

schools
Focus areas x Equips students with x Strong emphasis on x Provides opportunities
skills and knowledge practice-based for students to acquire
required for university learning and life skills, knowledge and
or institutes of higher skills such as values for employability
learning communication, and lifelong learning
x Focuses on presentation and x Opportunities to go for
conceptual problem-solving further education and
knowledge x Opportunities to go training
for further education
Duration x 2 years x 3 years x 2 to 4 years
Subjects/ x Offers a range of x Offers various x Offers a variety of
Courses subjects such as courses in different courses in fields such
offered Biology, Economics, fields such as as Beauty and
Further Mathematics, Business and Wellness, Culinary
Literature in English Management, Arts, Games Art and
and Music Engineering, Health Design, Nursing
Sciences and
Maritime Studies
Additional x A wide variety of x Scholarships are x Students can develop
information programmes are awarded annually to a global perspective
organised by the full-time diploma through participation in
different JCs, such as students by overseas industrial
cultural immersion, industrial and attachment and
talent development commercial student exchange
and research organisations as programmes
programmes well as foundations
END OF INSERT
TSS/MYE 2019/4EXP&5N(A) EL P1 INSERT
314
315
NAME
E
CLASS
S INDEX NO.

Paper 1 Writing 1 hour 50 minutes
Write your name, index number and class on the question paper.

FOR EXAMINER’S USE
Section A / 10 marks
Section B / 30 marks
Section C / 30 marks
TOTAL / 70 marks
TSS/MYE 2019/4EXP&5N(A) EL P1 [Turn over
316
2
Section A: Editing [10 marks]
Question 1
Carefully read the text below, consisting of 12 lines, about the Ford Factory. The first and last
lines are correct. For eight of the lines, there is one grammatical error in each line. There are
two more lines with no errors.

Examples:

__________
__________
On 15 February 1942, Lieutenant-General Arthur Percival
and three other officers walked to the Ford Factory. There, they met with 1 ……………
General Tomoyuki Yamashita in the Japanese Imperial Army to sign 2 ……………
the surrender document. Located in Upper Bukit Timah Road, 3 ……………
the factory is Ford’s first motorcar assembly plant in Southeast Asia, 4 ……………
completed just the year before. General Yamashita took up the premises 5 ……………
but turned it into the Japanese headquarters. The factory formed the 6 ……………
setting for a British surrender, which marked the start of the Japanese 7 ……………
Occupation that lasts three years and eight months. Today, the Ford 8 ……………
Factory is one of Singapore’s nation monuments. While Singapore’s 9 ……………
monuments are in pristine conditions today, they too have witnessed the 10 ……………
country’s darker moments as Syonan-to.
TSS/MYE 2019/4EXP&5N(A) EL P1
317
3
Question 2
You should look at the information sheet in the Insert, study the information carefully and plan
You are sitting for the ‘O’ Level Examination at the end of the year and are considering which
institute of higher learning to enrol in. Based on your performance so far, you qualify for all
three types of institutes. You hope to finally get a degree in a university and do so at a
comfortable pace while pursuing your interests.
Write an e-mail to your parents, who are working overseas, to inform them of your preferred
choice and to seek their approval. In it you should explain:
x which institute of higher learning you are aiming for and why
x how the course(s) offered would benefit you personally
x in what way choosing this institute will bring you closer to your goals
Write your e-mail in clear, accurate English. Your tone should be warm and persuasive, to
convince your parents of your choice.
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4
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5
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Questions 3–6
3 ‘No act of kindness, no matter how small, is ever wasted.’ Write about some of the
occasions when you have found this to be true.
4 Describe how a local festival or a national event is celebrated in your country. Discuss
its significance to your country and its people.
5 Hobbies enhance the quality of our lives. What have you learnt from your hobby and
how has it enriched your life?
6 ‘Technology has made us poorer communicators.’ Do you agree?
Please write your chosen question number (3, 4, 5 or 6) here: ……..
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328
NAME
E
CLASS
S INDEX NO.

Paper 2 Comprehension 1 hour 50 minutes
Insert
TSS/MYE 2019/S4Exp&5N(A) EL P2 INSERT [Turn over
329
2
Section A
Text 1
Study the webpage below and answer Questions 1–4 in the Question Booklet.
GAN ACADEMY
Early Learning Speech & Drama Readers & Writers Holiday Debating
Programmes Programmes Programmes Programmes Championships
SPEECH & DRAMA FOR TEENS Speech and Drama for Teens includes:
Expressive and masterful use of voice and x Expressive speaking:

speech Expressive vocal techniques are
developed as students read aloud and
In our teens’ speech and drama classes, students present different forms of literature.
develop expressive and masterful use of voice and x Improvisation:
speech. Developing impromptu responses to a
given stimulus.
They build an interest and appreciation of literature x Storytelling:
of various styles and genres and learn to present Narrative and character voices are
different types of material including poetry, prose developed through presenting original
and drama extracts. stories.
x Presentation skills:
A mature understanding of the quality, form and Students learn to develop their
content of performance pieces is honed as students confidence in presenting themselves to
learn to engage their audience in a dramatic an audience.
performance.
-------------------------------------------------------
“The class here is something I look

forward to every week, because of my
class and my teacher. It’s a great way to
learn to be myself and be exposed to
more literature.”
– Jang Yong
“I’ve been attending Speech and Drama

classes since 2017. I have learnt many
skills that have improved my
performance skills greatly. With my
mentor’s guidance, I became confident
with myself and with my public speaking
and acting capabilities.”
– Su Hui
TSS/MYE 2019/S4Exp&5N(A) EL P2 INSERT

330
3
Section B
Text 2
The text below describes a family’s relationship with their helper Mrs A. Read it carefully
and answer Questions 5–13 in the Question Booklet.
1 We called her that, Babette. We liked the nickname because it suggested a sense
of belonging, and she liked it because it was exclusively hers and sounded
precious, with its French tone. I do not think Emanuele ever understood what it
meant; maybe someday he will come across Karen Blixen’s story, or more likely
the movie, and then he will make the connection. Nonetheless, he accepted that 5
Mrs A had become Babette from a certain point on, his Babette, and I suspect that
by the similarities in sound he associated that nickname with her babouches, the
slippers that his nanny put on as soon as she entered our house and replaced
side by side next to the chest at the end of the day. When Nora had noticed the
worn-down condition of the soles and bought her a new pair, she had confined 10
them to the closet, never used. That was how she was—she never changed
anything. She genuinely opposed change body and soul, and though her
obstinacy was funny, even foolish at times, I cannot deny we liked it. In our lives,
my life and those of Nora and Emanuele — who at that time seemed to fluctuate
each day, swaying precariously in the wind like a young plant — she was a steady 15
element, a haven, an ancient tree with a trunk so massive that even three pairs of
arms could not encircle it.
2 She had become Babette one Saturday in April. Emanuele was already talking,
but he was still sitting in the high chair, so it must have been maybe five or six
years ago. For months Mrs A had been insisting that we go and visit her at her 20
home, at least once, for dinner. Nora and I, experts at declining invitations that
even vaguely hinted at family gatherings, had avoided it for quite some time, but
Mrs A was not easily discouraged, and every Monday she was prepared to renew
the invitation for the following weekend. We gave in. We drove up to Beaconsfield
in a state of unusual concentration, as if gearing up to do something unnatural that 25
would require a high degree of industry. We were not used to sitting down at the
table with Mrs A, not back then: despite the constant time spent together, an
implicitly hierarchical relationship existed between us by which, if anything, she
was on her feet, busy, while we ate and talked about our own affairs.
3 “Beaconsfield,” Nora said with a puzzled look, gazing at the densely wooded hill. 30
“Imagine living here all your life.”
4 We toured the three-room apartment where Mrs A spent her lonely widowhood,
uttering excessive compliments. The information we had about her past was scant
— Nora knew only a little more than I — and since we could not attribute a
sentimental significance to what we saw, the setting seemed no more, no less 35
than an unnecessarily grand home, very clean and a little kitschy. Mrs A had set
the round table in the living room impeccably, with silverware aligned on a floral
tablecloth and heavy, gold-rimmed goblets. The dinner itself, I thought, seemed
like a reason to justify the existence of that good china, which obviously had not
been used in years. 40

331
4
5 She seduced us with a menu designed to include a combination of our favourites:

a farro and lentil soup, marinated cutlets, fennel au gratin in a very light béchamel
sauce and a salad of sunflower leaves that she had picked herself, very finely
chopped and seasoned with mustard and vinegar. I still recall each and every
course and the physical sensation of gradually relinquishing my initial rigidity and 45
surrendering to that culinary indulgence.
6 “Just like Babette!” Nora exclaimed.
7 “Like who?”
8 So we told her the story, and Mrs. A was moved listening to it, envisioning herself
as the chef who had left the Café Anglais to serve the two spinsters and then spent 50
all her money preparing an unforgettable feast for them. She dabbed at her eyes
with the edge of her apron and quickly turned away, pretending to be doing
something.
(Adapted from ‘Like Family’ by Paolo Giordano)

332
5
Section C
Text 3
This article discusses the ppalli-ppalli (hurrying) culture in South Korea. Read it carefully and
answer Questions 14–20 in the Question Paper Booklet.
1 On a recent evening at Ttobagi Driver’s Restaurant in Seoul’s Gwanak District,

I surreptitiously started a timer upon placing my order. The waitress strolled off
in a leisurely fashion, returning with kimchi and other side dishes just two
minutes and 20 seconds later. One and half minutes after that, a clay bowl of
hot soup was set on the table, steaming furiously. 5
2 Routine speediness runs through South Korean society and is especially

prevalent in the capital. There is even a term for it: ppalli-ppalli culture.
Translating to ‘fast’ or ‘hurry’, ppalli is pronounced with a tensed first consonant,
as if snapping the vocal apparatus like a rubber band. The ppalli-ppalli tendency
can be seen in South Korea’s world-leading internet speeds, intensive language 10
classes promising near-immediate results and popular speed-dating events.
And just as time-conscious are the glitzy wedding halls that host a succession
of hour-long ceremonies all weekend.
3 Ppalli-ppalli is also the watchword of the thousands of food delivery

motorcyclists who bend the rules of traffic – and physics, too, it appears – to 15
deliver their orders post-haste. To compete, McDonald’s, the global leader in
fast food, began assembling its own fleets of delivery scooters in South Korea
in 2007. Yet not long ago, Korea was a great deal slower due to its rural
complexion. In 1960, a whopping 72% of the population lived in the countryside.
So how did the people go from transplanting rice to downloading torrents in just 20
a few decades?
4 Naturalised Korean citizen Gary Rector, who arrived in Seoul as a Peace Corps
volunteer in 1967, reflects, “I remember being surprised because, before I came
here, I had this stereotypical idea that they’re going to be zenned-out, meditating
and taking life slowly. And yet I found that people were often rushing around 25
more than Americans would. The older people were slower, but people my age
– and I was 24 years old – were very busy rushing around trying to improve their
lifestyle.”
5 Rector came during a time of intense change. In the early ’60s, South Korea
embarked upon a series of five-year economic plans put forward by then- 30
president Park Chung-hee. These military-style campaigns brought about the
Miracle on the Han River, the transformation from a war-ruined country to an
economic powerhouse, and created Korea Inc, represented by such corporate
organisations as Samsung, Hyundai and LG.
6 The fruits of ppalli-ppalli are on proud display at the National Museum of Korean 35
Contemporary History in central Seoul. Aptly, South Korea’s spirit of urgent
advancement can be said to have been issued from this very building. Long
before becoming a museum space, it housed both the Supreme Council for
National Reconstruction and the Economic Planning Board.

333
6
7 In the exhibition hall covering 1961-1987, South Korea’s period of explosive 40

growth, I watched a young couple peer at the country’s first piece of consumer
electronics, the A-501 Radio, which was in fact made in 1959. Nearby, a father
showed his son the boxy, cyan-blue Hyundai Pony, which first rolled off an
assembly line in 1975.
8 Anthropologist Kim Choong-soon attributes much of South Korea’s success as 45

an exporter to the focus on speed. “The practice of ppalli-ppalli is not merely
part of daily life for Koreans; expeditiousness is embedded deeply in their minds
as a basic value,” he writes in Way Back into Korea. “Thanks to this culture of
hurry, South Korea was able to achieve tremendous economic progress and
industrialisation in a very short period of time”. 50
9 And while many Koreans have fully embraced the convenience of instant
noodles and same-day parcel deliveries, others have rejected the hustle and
bustle of city life. Numerous celebrities, for instance, have moved to the
southern island of Jeju, which is much slower paced. These include pop diva
Lee Hyori and her husband Lee Sang-soon, who showcased their country 55
lifestyle on the hit reality television show Hyori’s Bed and Breakfast. But it is
hard to predict how long the back-to-the-soil moment will last. Korean social
trends, too, change with the blink of an eye.
(Adapted from South Korea’s Unstoppable Taste for Haste by By Matt C.

Crawford)
END OF PAPER

334
NAME
E
CLASS
S INDEX NO.

PAPER 2 COMPREHENSION 1 hour 50 minutes
Candidates answer on the Question Paper.

Additional Materials: INSERT
Write your name, index number and class on the question paper.

Section A / 5 marks
Section B / 20 marks
Section C / 25 marks
TOTAL / 50 marks
TSS/MYE 2019/S4Exp&5N(A) EL P2 [Turn over

335
2
Section A [5 marks]
Refer to the web page (Text 1) on page 2 of the Insert for Questions 1–4.
1 Who is the target audience of the webpage?
………………………………………………………………………………………………
……………………………………………………………………………………………… [1]
2 Look at the photograph at the bottom of the webpage. With reference to the sub-
title Expressive and masterful use of voice and speech, what idea does the
photograph convey about the course?
………………………………………………………………………………………………
……………………………………………………………………………………………… [1]
3 Identify and explain two features of the course stated in the right column of the
website that promote creativity.
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………………… [2]
4 The webpage includes quotes from participants. What is the intended effect of
these on the readers?
………………………………………………………………………………………………
……………………………………………………………………………………………… [1]
TSS/MYE 2019/S4Exp&5N(A) EL P2
336
3
5 In paragraph 1, the writer describes Mrs A as a woman who was against anything
new.
(i) Explain how the language used in the paragraph emphasises this. Support your
ideas with three details from Paragraph 1.
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………………...
………………………………………………………………………………………………
……………………………………………………………………………………………...
……………………………………………………………………………………………… [3]
(ii) Why was Mrs A open to being called Babette? Answer in your own words.
……………………………………………………………………………………………...
………………………………………………………………………………………………
……………………………………………………………………………………………...
……………………………………………………………………………………………… [2]
6 In paragraph 1, we are told that Mrs A was ‘like an ancient tree with a trunk so
massive that even three pairs of arms could not encircle it’ (lines 16 – 17).
(i) What does the idea of the tree trunk suggest about Mrs A’s role in the writer’s
life?
……………………………………………………………………………………………...
……………………………………………………………………………………………… [1]
(ii) Suggest who the three people with their arms around the tree refer to.
……………………………………………………………………………………………...
……………………………………………………………………………………………… [1]

337
4
7 In paragraph 2, Mrs A insisted that the writer and his family visit her at her home.
(i) Why did they turn her down at first?
……………………………………………………………………………………………...
……………………………………………………………………………………………… [1]
(ii) What made them give in eventually?
……………………………………………………………………………………………...
……………………………………………………………………………………………… [1]
8 In paragraph 4, while touring the home, the couple uttered “excessive

compliments”. Suggest why they did this.
……………………………………………………………………………………………...
……………………………………………………………………………………………… [1]
9 The writer described Mrs A’s home as “unnecessarily grand” (line 35). Which two
details in Paragraph 4 support his view?
(i) ..………………………………………………………….…………………………
(ii) ……………………………………………………………………..……………… [2]
10 The writer was doubtful why Mrs A invited them to dinner. What did he suspect to
be the ulterior motive of the dinner invitation?
……………………………………………………………………………………………...
……………………………………………………………………………………………… [1]
11 In paragraph 5, the writer and Nora were treated to a sumptuous dinner. How did
it change how they felt towards the invitation to dinner?
Before dinner: ..…………………………………………………………………………...
………………………………………………………………………………………………
After dinner: …………………………………………………………………………........
……………………………………………………………………………………………… [2]
12 In paragraph 8, Mrs A was emotionally affected by the story of Babette. What

parallel did she draw between herself and the character in the story?
……………………………………………………………………………………………...
……………………………………………………………………………………………… [1]
338
5
13 The structure of the text reflects the main stages in the narrative. Complete the flow
chart by choosing one phrase from the box to summarise the key focus of each
stage of the narrative about Mrs A. There are some extra phrases in the box that
you do not need to use.
Main focus
extending hospitality staying resolute
being stoic hiding emotions
feigning appreciation aiming to impress
Flow chart
Paragraphs 1-2 : (i) ………………………………………………………
Paragraph 4 : (ii) ……………………………………………………..
Paragraph 5 : (iii) ……………………………………………………...
Paragraph 8 : (iv) ………………………………………………………

[4]

339
6
14 In Paragraph 1, ‘the waitress strolled off in a leisurely fashion, returning with kimchi
and side dishes just two minutes and twenty seconds later’.
(i) What does the word ‘just’ suggest about how the writer felt upon receiving
his side dishes?
………………………………………………………………………………………………
……………………………………………………………………………………………… [1]
(ii) Explain why he feels this way.
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………………… [2]
15 How else does the writer emphasise how quick the service was?
………………………………………………………………………………………………
……………………………………………………………………………………………… [1]
16 Explain what the writer means by ‘routine speediness’ (line 6) in describing Korean
culture.
………………………………………………………………………………………………
……………………………………………………………………………………………… [1]
17 In Paragraph 3, why is the fast-paced life in South Korea an unexpected

development?
………………………………………………………………………………………………
……………………………………………………………………………………………… [1]
18 What does ‘military-style campaigns’ tell you about the manner in which the
economic reforms are carried out?
………………………………………………………………………………………………
……………………………………………………………………………………………… [1]
340
7
18 Here is a part of a conversation between two students, Siwon and Ling, who have
read the article.
I think that many South Koreans

enjoy a better life as a result of
their ppalli-ppalli culture.
I think that there are some

people who find this culture
Ling rather unhealthy. Siwon
(a) Give two examples from Paragraphs 8 and 9 that Siwon can give to support his
view.
(i) …………………………………………………………………………………..…
...……………………………………………………………………………………
(ii) …...…………………………………………………………………………………
……………………………………………………………………………………... [2]
(b) Which phrase in Paragraph 9 can Ling use to support her view?
………………………………………………………………………………………………
……………………………………………………………………………………………… [1]

341
8
20 Using your own words as far as possible, summarise how the ppalli-ppalli culture
has impacted every aspect of South Korean society as well as how this culture come
about.
Ppalli-ppalli culture is everywhere and its impact can be seen ………….………………….
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
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…………………………………………………………………………………………………………
………………………………………………………………………No. of words: [15]
END OF PAPER
342
343
NAME
E
CLASS
S INDEX NO.

Paper 1 Writing 1 hour
ho 50 minutes
Write your name, index number and nd class

ss on
ss on the e question
ques
qu essti
tion paper.
on pap
aper
ape
er.
n.
Do not use staples, paperr clips, glue
ue or
glu or correction
corrrrec ion fluid.
ect f ui
flu d.
Answer Section A, Sectio

Sectionon B and
io a d one question
an esstion ffrom
ques
e rom Section
m Sect
Se
S ec ion C.
Write your answersrs in
rs in theesspaces
sppac es provided
a es prro
ovide
viid
v ed in the
de he Question
he Qu
ueest on Booklet.
stio Book
okkle
let.
t.
The Insert
sert contains
con
nta
ainss the
he text
th te xtt ffor
ex or S
or Section
eccti
t on BB..
The number
mber of
numb
mber
mb of marks
m rks is
ma given
is g e in brackets
ivven brraccke
b kets [ ] at
at the head
the he of e
each section.
ANSWER SCHEME
This document consists of 9 printed pages and 1 blank page.
TSS/MYE 2019/4EXP&5N(A) EL P1 ANSWER SCHEME [Turn over
344
Section A: Editing [10 marks]
Question 1
Carefully read the text below, consisting of 12 lines, about the Ford Factory. The first

sentence.
Examples:
I arrived to my destination at 2 pm. __

_____
____
__________ at
My mother always wears sensible clothes. __________

___
________
___
__ 9
On 15 February 1942, Lieutenant-General

Gene
era
ral Arthur
Arth
hur
ur Percival
Per
ercciiva
val
and three other officers walked to

o the
the Ford
Ford
d Factory.
Fa
actorryy.. There, th
they
hey mett w
with
ith
h 1 9
of/from
moyuki Yamashita
General Tomoyuki Yamasshiita
a in
n the
t e Japanese
th Japa
Ja pane
n se
e Imperial
Im
mp
per
eria
ia
all Armyy to
t sign
sig
gn 2 (pp)
the surrender
ren
ndde
er document.
document
do ntt. Located
n Lo
oca
c ted in
n Upper
Upp
p er
er Bukit
Buk
ukitit Timah
Tim
mah R
Road,
oad 3 9
the factory
y is F
Fo
Ford’s
ord’ss ffirst
irsstt m
ir motorcar
ottor
o orcca
ar a
as
assembly
ssemb
bly plant
plant
la
a in Southeast
S Asia, 4 was tense)
completed just
st the
he year
he yea
e r before.
be
b efo
fore. General
Gene
General Yamashita
ne Ya took up the premises 5 over (pp)
but turned it into the

e Japanese
Ja
apa
pane
nese
ne sse
e headquarters.
hea The factory formed the 6 and (conj.)
setting for a British surren

surrender, which marked the start of the Japanese 7 the (art.)
lasted
Occupation that lasts three years and eight months. Today, the Ford 8 (tense)
national
Factory is one of Singapore’s nation monuments. While Singapore’s 9 (word form)
condition
monuments are in pristine conditions today, they too have witnessed the 10 (sg/pl)
country’s darker moments as Syonan-to.
TSS/MYE 2019/4EXP&5N(A) EL P1 ANSWER SCHEME
345
3
TSS/MYE 2019/4EXP&5N(A) EL P1 ANSWER SCHEME [Turn over
346

PAPER 2 COMPREHENSION 1 hour 50 minutes
ANSWER SCHEME
347
Section A [5 marks]
Refer to the web page (Text 1) on page 2 of the Insert for Questions 1-4.
1 Who are the target audience of the webpage?
- Teenagers who are interested to learn speech and drama skills.

- Parents who are thinking of sending their children to speech and
drama classes.
[Any one: Need to be specific about learning what sort of skills]
2 Look at the photograph at the bottom of the webpage. With reference

ence to
t the sub-
title Expressive and masterful use of voice and speech, whatt id iidea
ea does the
photograph convey about the course?
The participants appear to be confident nt in pe performing

erf
rfor
orm
ormi g a dram
ming
mi dramatic
performance on stage as they say their lines/
ines/ act ou
out
ut th
the
e ro
roles
s – th
this
is s
shows
ho
that the course teaches participants to be expressive
expres
ssiive
ve and
and
nd use e their
the
heir
ir v
voices
oices iin
a dramatic way.
3 Identify and explain twoo feat

features
attu
a urre
es
s of
of th
tthe
he cour
course
rse
se stated in the
the right
ht column
col
olumn
n of tthe
h
he
website that promote
ote creativity.
creativvitty.
- Improvisation
visation whwhich
w ich tte
ic teaches/
eache
he develops
es/ dev
ev
evelops s students’
sttu
ud
den
den
en ability
ents’ y to rreact
e ct to a given
ea
stimulus.
imulusus. [1
us [1]
1]
- Storytelling
Storyt
ytte
y ellling
g wh
w
which
ic
ch rrequires
equ
quir
ires
res
es s students
tud
tudeenntts to
t prepresent
ese
sent
nt original
origin stories and
develop
de
deveelo
lop narrative
narrrat
ativ
i e an
a
andd ch
character
har
arac ctte
er voices.
vo
voiic
ces
es. [1]]
[Students
tude
ent
n s must
mu
us stt identify
ide
d ntify
y an
a
and
nd explain/
exp
ex pllai
a n/ mak
make
ake
ak e the
th link to creativity. If only state, no
marks given.]
ks gi
give
ven.]
ve
4 bpag
ag
The webpagege includes
in
nc
clludes quotes
quo
uote
tes from participants. What is the intended effect of
te
these on the readers?
readersrs
s?
Readers willll be conv

be convinced that the courses are enjoyable (‘look forward to
every week’) and beneficial (‘have learnt many skills…’) so that they will sign
up for the courses too. [1]
[Answers must contain both elements of enjoyable and beneficial – and effect is to
convince/ persuade]
348
3
Refer to Text 2 on pages 3 and 4 of the Insert for Questions 5-13.
5 In paragraph 1, the writer describes Mrs A. as a woman who was against

anything new.
(i) Explain how the language used in the paragraph emphasises this.
Support your ideas with three details from Paragraph 1.
x ‘She genuinely opposed change body and soul’, which shows that
her attitude towards anything new was extreme. [1]
x She ‘confined’ her new pair of shoes to the closet,, which shows
that she preferred wearing her old worn pair instead
ead of cchanging
h n
ha to
a new one. [1]
x ‘Her obstinacy was funny, even foolish at times’ w which
hich
hi ch mmeans
eans that
she was stubborn/ refused to change hange to o th
the
e poin
point
intt of bei
in being
ridiculous. [1]
x ‘She never changed anything’
hing’ suggests
suggeststts that
that
that s
she
he
h e kep
kept
eptt ev
ep eve
everything
erything
the same and refused anything g new.
ne
ew.. [1]
[1]
1]
(Any three answers))
(ii) Why was Mrs A o

open
ope to
pen o being
ng called
bein
in d Babette? An
ed
e Answer
swerr in
Ans in your
your own
own
s.
words.
No onen e else
ls ha
lse
ls had
ad susuch
suchhan name
am me ‘‘exclusively
e clus
ex ussiv
u ive hers’
elly h
heerrs
s’ [1] an
and sounded
d it sound exotic
‘precious’
‘prec
ec
e cio
iouss’ with
w th iits
wi ts
s Fr
Fren
French
ench
ench accent
acce ent
nt ‘tone’.
‘to
onee’. [1]
[1] OR
[1
The
T
Th en name
ame e was
was
a h hers
ers alone
alon
one and
on an
an
nd d sounded
soun
so undeded exquisite
exxqu
quis isit
isite with
it wit its French tone.
Not
N
Noot a
al
allowed
llo
lowedd to
to u
use
se
se “ex
“exclusively
xcl
clu
ussiiv
ve
elly hers’,
he
hers
r ’, ‘precious’.
‘pr
prec
prec
ecioious
iouss’.
u s
6
In
npparagraph
aragraphph 1,, we
we are
re told
are old that
tol at Mrs
Mrss A was like an ancient tree with a trunk
so massive
mas
ass
siiv
vee that
th
ha
at even
ev
eveen
n three
three
ee pairs
pai
a rs of ar
arms could not encircle it (lines 16-17).
(i) What
Whhat does
at d o s the
oe he idea
th idea of the
th tree trunk suggest about Mrs A.’s role in the
writer’s
e ’s llife?
writer iffe?
She was
as a consistent,
con ever present figure in the writer’s life. / The writer
is used to having Mrs A. around. / The writer is saying that Mrs A. has
been in his life for a long time. [1]
- Ancient tree – direct clue
- ‘steady element’ – contextual clue
- ‘haven’ – contextual clue
(ii) Suggest who the three people with their arms around the tree refer to.
They refer to the three of them (writer, wife and son) in the family. [1]

349
7 In paragraph 2, Mrs A insisted that the writer and his family visit her at her
home.
(i) Why did they turn her down at first?
The couple did not like family gatherings.

- ‘declining invitations that even vaguely hinted at family gatherings’
(ii) What made them give in eventually?
Mrs A’s persistence [1] as she continue to extend the invitation every
week until they could not turn her down.
- ‘every Monday she was prepared to renew the invitationtio for the
following weekend’
8 In paragraph 4, while touring the home, the

he couple
e uttered
utte
uttere
tere
ed “excessive
“exces
compliments”. Suggest why they did this.
They were trying to be polite OR the

they
he not
ey did no know
ot kn
know what
ow w else
hat el
e se tto
o say as
they knew very little aboutt Mrs A.
Contextual clues: ‘the

the information
inf
nffo
n orrma
matiion
on we
we had
ha
ad about
about her
her was
wa
as scant…
scan
nt… Nora
Nora knew
knew
only a little more
ore than I –
–““
9 The writer
writette
er desc
described
sccri
ribeed Mrs
MsA
Mr A.
A.’
.’ h
ho
home
ome a as
s “u
““unnecessarily
unn
nne
ec
cessarily
lyy grand”.
gran
gr an
nd”. Which
W two
details
aills in Paragraph
deta Parag
graph
ra ph 4 support
aph upp rt his
sup
uppo hiis view?
h vie
view
vieww?
T
Thhe tw
The ttwo
wo de
eta
tail
is a
details re “h
are heaeavy
“heavy,vy, g
go
old
l -ri
riimm
mmed
gold-rimmed ed goble
goblets” and “good china,
which
w
whhic
ich ob
o
obviously
bvi
viou
ously hadn’t
ha
h ad
dn
n’tt b
been
ee
e en used
ed inn ye
y
years”.
ars”
10 The
he writer
writter
wr er w
was
as
as doubtful
doubtb fu
btfull w
why
hy Mrs
Mr A invited them to dinner. What did he
spec
ecct to
suspect to be
be the
e ulterior
ulte
ulteri
terior motive
ri mot of the dinner invitation?
He chided
hide himself
ed to hims that the real purpose of the invitation was for Mrs
A to show
how off h
her good china [1] rather than the actual dinner itself.
11 In paragraph 5, the writer and Nora were treated to a sumptuous dinner.

How did it change how they felt towards the invitation to dinner?
Before dinner: They started off feeling uncomfortable ‘from initial rigidity’
After dinner: They slowly felt more at ease due to her hospitality.
‘surrendering’ [1]
12 In paragraph 8, Mrs A was emotionally affected by the story of Babette.

What parallel did she draw between herself and the character in the book?
Like Babette, Mrs A spent time and effort preparing dinner for them
and that they had complimented her with providing them with an
‘unforgettable feast’. [1]
350
5
13 The structure of the text reflects the main stages in the narrative. Complete
the flow chart by choosing one phrase from the box to summarise the key
focus of each stage of the narrative about Mrs A. There are some extra
phrases in the box that you do not need to use.
Main focus
extending hospitality staying resolute
being stoic hiding emotions
feigning appreciation aiming to impress
Flow chart
Paragraphs 1-2: (i) staying resolute [1]
Paragraph 4 : (ii) aiming

aiimi
ming
ng tto
o impress
imp
im
mpress [1
[1]
1]
Paragraph
P
Pa
ara
r grap
ph 5 : (iii)
( ii) exte
(i extending
tend
tendiin
ng hospitality
ho
hos
sp
pit
pit
itality
y [1]
[1]
Paragraph
Para
ag
grrap
ph 8 : (iv)
( v) hiding
(i hid
hi ding e
di emotions [1]

351
14 In Paragraph 1, ‘the waitress strolled off in a leisurely fashion, returning with kimchi
and side dishes just two minutes and twenty seconds later’.
(i) What does the word ‘just’ suggest about how the writer felt upon receiving
his side dishes?
He was surprised. [1]
(ii) Explain why he feels this way.
He was surprised because the waitress walked away in n a slo

slow
manner [1] but yet she came back with his food so o quickly.
quic ckly.
kly [1]
kl [1
OR
He was surprised because he did not expectect the waitress
wai
aitr
tres
tr ess
ess to come
com
back with his food so quickly [1] as she
he moved d in a s
slow/
l w/ relaxed
lo
manner [1].
15 How else does the writer emphasise

se how q
quick
uick
uickk tthe
he
he sservice
ervi
er vice
ce was?
was?
rences
es
es to
Through the exact references to time.
tiime
me. [1]
16 Explain what thee write

writer
er mean
means
an
ans by
by ‘routine
‘ro
rout
routin
ne speediness’
spee
speedi
d ness’ (line
e 6)
6) in describing
desscr
crib
rib
ibin
ing
ing
Korean culture.
ure.
It meanss eve
ery
ryda
d y haste/
everyday hast
hastte/
e// e
e v ry
ve yda
d y urgency
everyday urg
ur ge
enc
ncy in
in doing
ng things/
thi
h ngs/ a habit to do
things
thin
ngs
g quickly.
qui
uickly. [1]]
Students
tud
den
ents
ssshould
ho
hou
ulld pa
p
paraphrase
araph
ph
phra
rase
se ‘routine
‘rro
outine speediness’.
sp
pee
eedi
din
di ness’
17 arag
gra
raph
aph
In Paragraphh 3,
3, why
why iss the
wh the fast-paced
fa
ast
st--pa
paced life
l in South Korea an unexpected
pm
men
ent?
development??
nly rre
It was only ecently
recently ly
y tthat
hatt mos
ha most South Koreans (72% of the population) lived in
the countryside/
rysidid
de/ rrural
ural areas
a with a slower lifestyle but they have changed a
lot and lead
d a fast-paced
fast-p life within just a few decades. [1]
Answers need to show the comparison of the pace of life between the past
and present.
18 What does ‘military-style campaigns’ tell you about the manner in which the
economic reforms are carried out?
The reforms/ changes are carried out in a rigid manner, and everyone
involved is expected to follow the orders to change. [1]
352
7
19 Here is a part of a conversation between two students, Siwon and Ling, who have
read the article.
I think that many South Koreans

enjoy a better life as a result of
their ppalli-ppalli culture.
I think that there are some

people who find this culture
ture
rather unhealthy.
Ling Siwon
Siw
(a) Give two examples from Paragraphs
aphs 8 and 9 thatat Siwon
tha Siw
Siwo
Si wo
o
onn can
caan give
give to
to support
supp his
view.
Which phrase in Paragraph
ph 9 can
an Ling
ca g use
s to
use to support
ssu
up
pp ort her
por her view?
he view
view?
ew ?
The phrase is “rejected

ed the
rejecte he hustle
tth sttle and
hus
hu d bustle
bustle of city
citty life.”” [1]
liife.” [1
They have
ave enjo
enjoyed
joye
jo ed trem
tremendous
em
meen
nd
doou
us
s economic
eco
co
con
no
omic c progress
p ogress
pr ss within
withi
hin
hi nav
very
ery short
sh time.
[1]
They yhhave
avve en
e
enjoyed
jo
oyye
e
ed
d the
the c
th co
convenience
onnv
venienc
nce o
nc off iinstant
ns
nstant n
noodles
oodl
oodle
dl es and same-day parcel
deliveries.
deliive
veries
s. [1]
[1
1]
(b) Which
Whicch phrase
Wh ph
phra
rase
e in
in Paragraph
Para
ra
ag
grrap
aph 9 can Ling
ng use
use to support
su her view?
Th
he p
The ph
hrra
ase
phrasee is
is “rejected
“rej
“r eje
ec
cte
t d the
e hustle
hust
hustlle and bustle of city life.” [1]
st

353
20 Using your own words as far as possible, summarise how the ppalli-ppalli culture
has impacted every aspect of South Korean society as well as how this culture come
about.
Ppalli-ppalli culture is everywhere and its impact can be seen …
From Passage Paraphrased Points

1. can be seen in South Korea’s world- in South Korean’s superior internet
leading internet speeds speeds and
2. Intensive language classes promising rigorous language e classes that guarantee
near-immediate results instant resultss
3. …popular speed-dating events speed-dating
ating events
event
ntss are
nt arre popular
popu and
4. ...the glitzy wedding halls that host a even
en weddings
weddin ngs last
astt for
las for only one hour.
succession of hour-long ceremonies
all weekend.
5. thousands of food delivery
delive erry
y Food
Fo
ood
od d delivery
eliv
eliv
elive motorcycles
errryy mototo
orc y les break traffic
rcyc
yc
motorcyclists who bend the rules rulu es o off rules
ru
ule
les tto
oddeliver
eliv
eliv
el ive orders
err order
rd quickly.
erss qu
er quic
ickly.
ic
traffic… to deliver their heir o orders
r errs po
rd post-
p st-
haste
6. To compete, e, McDonald’s,
McDona aldd’ss, thtthe
he gl g
global
ob
o bala MacDonalds
MacDonaldss started
Ma tarted their
sta h ir own
the own line
lin of
leader in fast fo ffood,
ood began
od, bega gan a
ga assembling
assse embm liling
ng delivery
deliivve
ery scooters
r scoot er to
oter
ot er
ers o stay
tayy ahead
sta ahead
its own fl ffleets
eetss o off d
delivery
deelilivery y sscooters
rry co
oot e s in
oter
South
Soutu h Korea
ut Kore
Kore
Ko rea
7. the e people
p op
pe ple g go o ffrom
ro
omm tra
transplanting
ans
nssplpllan
p la
annttiin
ng
g rrice
icce Country
trry gone
Countr go from
f planting rice to
to
o downloading
downloa ad
diing g torrents
torrents s inin just
just a fewffe
ew
ew downloading
down
do loading torrents within a few
wnlo
wn lo
decades
deca
de cade
des decades…
decades
de
8. people
people m
pe
peo my y age e – ana
and
nd I wa w
was
as 24 years yea
ears rs
s South
Sou Korean youths are focused on
old were
olld – we
w ere vvery
errry
e yb busy
buus
sy y rushing ng around
aro
r und enriching their lifestyle
trying
tryiing
ng tto
o iim
improve
mpr
prov
ove their
t eir lifestyle.
th life
fest
fe styl
st yle.
yl
9. Inn thee1 1960s,
96 60s
0s, South
Soutth KoKorKorean
rean p president In the past, the government started a
embarked
bark
r ke
rk ed d on n a series
se of
o economic series of economic plans
planss
10. These e military-style
militar campaigns Which revived the post-war country and
broughtt abo about the Miracle on the Han made it an economic powerhouse
River, the transformation from a war-
ruined country to an economic
powerhouse,
11. and created Korean Inc represented And also created large South Korean
by huge companies such as companies
Samsung, Hyundai and LG
354
9
Sample Summary
n in South
Ppalli-ppalli culture is everywhere and its impactt can be seen
see
een Sou
outh
ou Korean’s superior
t Korea
internet speeds and rigorous language classes that
att g
guarantee
ua
uara
rant
ntee iinstant
nsta
nstant
tant rresults.
esul Speed-
dating events are popular and even
ven weddings
wed
ddi
ding
ng
gs la
llast
ast
st ffor
or o
or only
nly on
nl one
ne ho
hour. Food delivery
motorcycles break traffic rules
ules to deliver
de
elliv
iver orders
ord
rder
rderrs quickly.
e qu
uiic
ckl
ck
kly. Ma
kly MacD
MacDonalds
c on
cD nal
alds
ds started
e the
their own
line of delivery scooters
oters to
o compete.
co
om
mpe
p te
e. South
South Ko
K
Korean
rean youths
you
uth
ths
s are
arre focused
focu
fo use
sed
d on
o enriching
enri
their lifestyle. Previo
Previously,
ous
usly
l , th
the
he g
go
government
ove
vern
rnme
men
ntt started
sta
t rted
ed implementing
ed impleme
men
menting
g ec
eco
economic
onomic plans which
revived the post-war
po
ost-war
st
st rcco
country,
oun
unttrry, m
making
akin
aking itt an
an economic
ec
econ
onom
o ic powerhouse
pow
o errhouse and created large
South
outh Kore
Korean
rre
ean
a ccompanies.
om
om ani
mpanies
e . [[78
78 w
78 words]
o ds
or ds]

355
356
1
WOODLANDS RING SECONDARY SCHOOL
Name : _____________________________ Reg No. ________ Class : ___________

________________________________________________________________________
EXAMINATION: MID-YEAR EXAMINATION
LEVEL : SECONDARY 4 EXPRESS/ 5 O-LEVEL DATE: 6 May 2019
SUBJECT : ENGLISH LANGUAGE (1128/1) PAPER: 1
DURATION : 1 HR 50 MINUTES MAX MARKS: 70
SETTER(S) : MDM FARHANAH SAMAT
PARENT’S/GUARDIAN’S SIGNATURE:
________________________________________________________________________
Write in dark blue or black pen in the spaces provided.

You may use a soft pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, highlighters, and glue or correction fluid.
Answer Section A, Section B, and one question from Section C.
The number of marks is given in the brackets [ ] at the head of each question.
For examiner’s use

Marks
Section A / 10
Section B / 30
Section C / 30
Total / 70
This section consists of 2 printed pages including cover page.
357
2
Question 1
Carefully read the text below, consisting of 12 lines, about the methane poisoning incident in
Johor Bahru. The first and last lines are correct. For eight of the lines, there is one grammatical
error in each line. There are two more lines with no errors.
Circle the incorrect word and write the correct word in the space provided.
Example:
I arrived to my destination at 2pm. ____at_______
What started out as an isolated incident of illegally dumping chemicals into a
Johor river have escalated into a wave of methane poisoning cases. More than 1_________
2,700 people have take ill and it has led to the Malaysian education ministry 2_________
closing all 111 schools in Pasir Gudang. This incident can be traced to a driver 3_________
of a tanker lorry believing to be from an illegal tyre recycling factory. The driver 4_________
dumped 20 to 40 tonnes of chemical waste into Sungai Kim Kim instead of 5_________
disposing of it properly as requirement by law. Initial cleaning works worsened 6_________
the chemical reaction as the contractor engaged was not experienced to dealing 7_________
with chemical wastes. Furthermore, the authorities also did not disposed of the 8_________
waste in the river after concluding that they were no longer reactive. The decision 9_________
was also taken due to the costs involved. Because the dire situation, the 10________
government did not see the need to declare a state of emergency in Johor.
Adapted from https://www.channelnewsasia.com/news/asia/pasir-gudang-methane-poisoning-timeline-what-we-know-

so-far-11348968
358
1
Name : _____________________________ Reg No. ________ Class : ___________

________________________________________________________________________
________________________________________________________________________
SECTION B
359
2
WHAT CAN YOU DO AS PART OF WRS

ALUMNI?
VOLUNTEER AS PERFORM FOR SIGN UP AS PLAN ALUMNI
A NIGHT TUTOR TASAD WRS MENTORS GATHERINGS
x Help your x Show your x Guide your x Organize
fellow juniors appreciation juniors dinner for
prepare for for your about post- your batch
the GCE ‘N’ teachers education x Reconnect
and ‘O’ Level x Showcase pathways with former
examinations your talents x Share tips to classmates
x Share useful in singing, manage and teachers
study dancing etc. time and
strategies cope with
stress
360
33
Section B [30marks]
Question 2
You should look at the printout of the flyer on page 2, study the information carefully and plan
Your school is setting up its first ever alumni association and is looking to encourage more
students to join as members. As part of the pioneer batch of alumni in the organising
committee, you have prepared a recruitment poster for the association. You have also been
tasked by the teacher-in-charge to give a speech to the graduating cohort of students to share
more about the association.
In your speech, you should:
x state why the alumni association was set up
x say why it is important for your batch to be part of this alumni association
x suggest two activities that members can take part in
x explain how these activities are meaningful
Write your speech in clear, accurate English and in persuasive, enthusiastic tone to convince
the students to join the alumni association.
361
4
4
362
55
363
66
364
7
2019 Sec 4E/5O EL MYE Paper 1 - Suggested Answers

Section B
State why the alumni Lifted from text

association was set up x To be the bridge between the alumni and the school
x To allow alumni to still be part of the WRS community
x To foster connections and build network among alumni
Say why it is important Own explanation

for your batch to be part x Build the foundation for the association
of this alumni association x Start a legacy by being the first batch of alumnis
x Preserving heritage of school
Suggest two activities Lifted from text Own explanation

that members can take 1. Volunteer as a night tutor
1. Provide personal
part in coaching, use
experience to guide
Explain how these two
juniors
activities are meaningful 2. Perform for TASAD 2. Bring a smile to teachers’
faces, surprise teachers
with hidden talent,
3. Sign up as WRS Mentors 3. Tap on personal
experience, alumni may
be more relatable than a
teacher, provide a
listening ear
4. Plan alumni gatherings 4. Opportunity to share
reconnect and share
experiences, reminisce
about time in WRS
365
366
1
Name : _____________________________ Reg No. ________ Class : ___________

________________________________________________________________________
________________________________________________________________________
SECTION C
367
2
Begin your answer on a fresh page
3 Describe the most memorable family gathering that you have attended. What made
the gathering unforgettable?
4 Many Singaporeans feel that studying abroad is a better option. What is your
opinion?
5 What factors do you consider to be essential for a group to work successfully

together?
6 “It takes two hands to clap.” Do you agree? Write about an incident when you and
another person had to take responsibility for a misdeed.
Please write your chosen question number (3, 4, 5 or 6) here: ………
368
3
369
4
370
5
371
6
372
7
373
Name : ______________________________ Reg No. ________ Class : ________

_______________________________________________________________________
EXAMINATION : MID-YEAR
LEVEL : SECONDARY 4 EXPRESS / 5 O LEVELS DATE: 6 May 2019
DURATION : 1 HOUR 50 MINUTES MAX MARKS: 50
SETTER(S) : MS LOW MF Parent’s/Guardian’s Signature:
_______________________________________________________________________
INSERT
READ THESE INSTRUCTIONS FIRST:
This insert contains Text 1, Text 2 and Text 3.
This question paper consists of 6 printed pages including the cover page.
374
2
Section A
Text 1
Why should you

Do you know? Who can donate?
donate?
• 108 million units of • It improves your • 18 - 65 years old
blood are donated health • Weigh at least
every year globally • Every 2 seconds, 50kg
• On average, a somebody needs • Be in good general
person has 10 - 11 blood health
units of blood • 41,000 units of • Meet minimun
where 1 unit can blood are needed haemoglobin level
be donated every day
375
3
Section B
Text 2
In the text below, a black immigrant named Ifemelu reflected on her life and her blogging
activities. Read it carefully and answer Questions 4-14 in the Question Booklet.
1 Princeton, in the summer, smelled of nothing, and although Ifemelu liked the tranquil
greenness of the many trees, the clean streets and stately homes, the delicately overpriced
shops, and the quiet, abiding air of earned grace, it was this, the lack of a smell, that most
appealed to her, perhaps because the other American cities she knew well had all smelled
distinctly. Philadelphia had the musty scent of history. New Haven smelled of neglect. 5
Baltimore smelled of brine, and Brooklyn of sun-warmed garbage. Yet Princeton had no
smell. She liked taking deep breaths here. She liked watching the locals who drove with
pointed courtesy and parked their latest-model cars outside the ice cream shop that had
fifty different flavors including red pepper or outside the post office where effusive staff
bounded out to greet them at the entrance. She liked the campus, grave with knowledge, 10
the Gothic buildings with their vine-laced walls. She liked, most of all, that in this place of
affluent ease, she could pretend to be someone else, someone specially admitted into a
hallowed American club, someone adorned with certainty.
2 On the other hand, she did not like that she had to go to Trenton to braid her hair. It was
unreasonable to expect a braiding salon in Princeton—the few black locals she had seen 15
were so light-skinned and lank-haired she could not imagine them wearing braids—and yet
as she waited at Princeton Junction station for the train, on an afternoon ablaze with heat,
she wondered why there was no place where she could braid her hair. The chocolate bar
in her handbag had melted. A few other people were waiting on the platform, all of them
white and lean, in short, flimsy clothes. The man standing closest to her was eating an ice 20
cream cone; she had always found it a little irresponsible, the eating of ice cream cones by
grown-up American men, especially the eating of ice cream cones by grown-up American
men in public.
3 He turned to her and said, “About time,” when the train finally creaked in, with the familiarity
strangers adopt with each other after sharing in the disappointment of a public service. She 25
smiled at him. The graying hair on the back of his head was swept forward, a comical
arrangement to disguise his bald spot. He had to be an academic, but not in the humanities
or he would be more self-conscious. A firm science like chemistry, maybe. Before, she
would have said, “I know,” that peculiar American expression that professed agreement
rather than knowledge, and then she would have started a conversation with him, to see if 30
he would say something she could use in her blog. People were flattered to be asked about
themselves and if she said nothing after they spoke, it made them say more. They were
conditioned to fill silences. If they asked what she did, she would say vaguely, “I write a
lifestyle blog,” because saying “I write an anonymous blog called Raceteenth or Various
Observations About American Blacks (Those Formerly Known as Negroes) by a Non- 35
American Black” would make them uncomfortable.
4 She had said it, though, a few times. Once to a dreadlocked white man who sat next to her
on the train, his hair like old twine ropes that ended in a blond fuzz, his tattered shirt worn
with enough piety to convince her that he was a social warrior and might make a good guest
blogger. “Race is totally overhyped these days, black people need to get over themselves, 40
376
4
it’s all about class now, the haves and the have-nots,” he told her evenly, and she used it
as the opening sentence of a post titled “Not All Dreadlocked White American Guys Are
Down.”
5 Then there was the man from Ohio, who was squeezed next to her on a flight. A middle
manager, she was sure, from his boxy suit and contrast collar. He wanted to know what 45
she meant by “lifestyle blog,” and she told him, expecting him to become reserved, or to
end the conversation by saying something defensively bland like “The only race that matters
is the human race.” However, he said, “Ever write about adoption? Nobody wants black
babies in this country, and I don’t mean biracial, I mean black. Even the black families don’t
want them.” He told her that he and his wife had adopted a black child and their neighbors 50
looked at them as though they had chosen to become martyrs for a dubious cause. Her
blog post about him, “Badly-Dressed White Middle Managers from Ohio Are Not Always
What You Think,” had received the highest number of comments for that month.
6 She still wondered if he had read it. She hoped so. Often, she would sit in cafés, or airports,
or train stations, watching strangers, imagining their lives, and wondering which of them 55
were likely to have read her blog. Now her ex-blog. She had written the final post only days
ago, trailed by two hundred and seventy-four comments so far. All those readers, growing
month by month, linking and cross-posting, knowing so much more than she did; they had
always frightened and exhilarated her. SapphicDerrida, one of the most frequent posters,
wrote: “I’m a bit surprised by how personally I am taking this. Good luck as you pursue the 60
unnamed ‘life change’ but please come back to the blogosphere soon. You’ve used your
irreverent and thought-provoking voice to create a space for real conversations about an
important subject.”
7 Readers like SapphicDerrida, who reeled off statistics and used words like “reify” in their
comments, made Ifemelu nervous, eager to be fresh and to impress, so that she began, 65
over time, to feel like a vulture hacking into the carcasses of people’s stories for something
she could use. Sometimes making fragile links to race. Sometimes not believing herself.
The more she wrote, the less sure she became. Each post scraped off yet one more scale
of self until she felt naked and false.
Adapted from Americanah by Chimamanda Ngozi Adichie
377
5
Section C
Text 3
The article below is about why music moves us. Read it carefully and answer Questions 15-
22 in the Question Booklet.
1 According to Leo Tolstoy, "Music is the shorthand of emotion." Music has the ability to evoke
powerful emotional responses — both chills and thrills — in listeners. This capacity is
universal. Why are we moved by music? How does music evoke emotion and pleasure?
2 Music is a kind of language of emotion, with its components and patterns representing
different feelings. People who have difficulty expressing their feelings in words sometimes 5
feel more comfortable expressing these emotions through music. Music has also the
capacity to mimic emotions, where the temporal patterns of music mirror our emotional
lives, such as the introduction, buildup, climax, and closure. For example, a slow tempo
naturally conveys sadness, due to the fact that it has a structural resemblance with the
slowness that we might expect in a disconsolate individual. 10
3 As human beings, we have the capacity and inclination to synchronize our body movement
to external rhythmic stimuli, such as music. Rhythm can have a powerful effect on
movement, because the auditory system has a rich connection to motor systems in the
brain. These connections help explain why music often makes us want to burst into dance,
and why we feel a natural inclination to tap along with music. Sounds that are loud, sudden, 15
and fast-paced generate increases in arousal and excitement. In contrast, relaxing music
can reduce feelings of anxiety.
4 Listening to music that was played a lot during a significant life event many years ago, such
as a family celebration, can trigger a deeply nostalgic emotional experience. The sentiment
is not in the music, but in what it reminds us of. The power of music to evoke reminiscing is 20
demonstrated in the movie Casablanca, where the protagonist Rick forbids his bar pianist
Sam ever to play “As Time Goes By”, because of the unbearable feelings of grief and loss
educed by the song.
5 It is therefore not surprising that music generates emotional contagion. Emotional contagion
refers to the phenomenon that perceiving an emotion can sometimes induce the same 25
emotion. A case in point is where people display automatic frowning when observing facial
expressions of fear and wretchedness. For that reason, a full music experience involves
watching as well as listening, particularly since visual aspects of performance greatly
influence our experiences of music – the use of facial expression in music is critically
important for communicating the emotional meanings of music. Hearing a mournful cello 30
performance may effect a genuine state of despondency in a listener.
6 Music often makes us feel like crying, and it may not be due to a melancholic reaction but
a result of us experiencing a sense of awe and admiration. The feeling is a kind of wonder
at realizing what other minds are capable of creating. Awe is described as sensitivity to
greatness, accompanied by a sense of being overwhelmed by the object of greatness. In 35
response to these sensations, we may experience goosebumps and motivation for the
improvement of self and society.
378
6
7 Interestingly, the cognitive psychologist Steven Pinker has characterized music as "auditory
cheesecake". In this view, music is an exquisite gourmet feast that we ingest through the
ear to stimulate a mass of pleasure circuits at once. Of course, music is not a pill that, when 40
swallowed, inevitably produces a given state of mind. However, like other rewards, such as
food and money, pleasurable music activates the pleasure and reward system, so that when
something catches our ear, we like it to be repeated endlessly in the song, simply because
we cannot get enough of it.
8 What makes music so emotionally powerful is the creation of expectation. Research shows 45
that anticipation is a key element in activating the reward system and provoking musical
pleasure. Unexpected changes in musical features intensity and tempo is one of the primary
means by which music provokes a strong emotional response in listeners. With enough
exposure, the difference between expected and actual events decreases such that listeners
begin to anticipate these events, which consequently causes music to become less 50
pleasing.
Adapted from Why Are We Moved By Music by Shahram Heshmat
379
380
Name : ______________________________ Reg No. ________ Class : ________

_______________________________________________________________________
LEVEL : SECONDARY 4 EXPRESS/ 5 O LEVELS DATE: 6 May 2019
DURATION : 1 HOUR 50 MINUTES MAX MARKS: 50
_______________________________________________________________________
QUESTION BOOKLET
Additional materials:
Insert
INSTRUCTIONS TO CANDIDATES:
Write your name, index number and class on all the work you hand in.
Do not use staples, paper clips, highlighters, glue or correction tape/fluid.

INFORMATION FOR CANDIDATES:
You are reminded of the need for clear presentation in your answers.

SECTION MARKS
A 5
B 20
C 25
TOTAL 50
381
2
Section A [5 marks]
Refer to Text 1 to answer Questions 1-3.
1. What is the purpose of this webpage?
……………………………………………………………………………………………………
…………………………………………………………………………………………………… [1]
2. What is the intended effect of saying that “a single gesture can create a million smiles”?
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………………………………………………………………………………………………… [2]
3. How does the author use the photographs to reinforce the idea in these words:
(i) Thank you for saving my life
……………………………………………………………………………………………………
…………………………………………………………………………………………………… [1]
(ii) World Blood Donor Day
……………………………………………………………………………………………………
…………………………………………………………………………………………………… [1]
382
3
Refer to Text 2 and answer Questions 4-14.
4. Explain how language is used to highlight the charm of Princeton. Support your answer
with three details from lines 1-3.
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………………………………………………………………………………………………… [3]
5. Who, in your own words, did Ifemelu aspire to be in paragraph 1?
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………………………………………………………………………………………………… [2]
6. From paragraph 2, why would it be “unreasonable to expect a braiding salon in

Princeton”?
……………………………………………………………………………………………………
…………………………………………………………………………………………………… [1]
7. In paragraph 3, explain why people would continue to say more when Ifemelu said
nothing. Answer in your own words.
……………………………………………………………………………………………………
…………………………………………………………………………………………………… [1]
8. Pick out two consecutive words in paragraph 4 that refer to somebody who fights for
the rights of people.
…………………………………………………………………………………………………… [1]
383
4
9. From paragraph 5, what was Ifemelu’s initial impression of the man from Ohio and how
had it changed?
Initial Impression Final Impression
[2]
10. From paragraph 6, quote an expression that proves the popularity of Ifemelu’s blog.
……………………………………………………………………………………………………
…………………………………………………………………………………………………… [1]
11. In paragraph 6, Ifemelu mentioned that she had discontinued her blog. What was the
excuse she gave her blog readers and what was her real reason for discontinuing it?
(i) Her excuse to her

blog readers
(ii) Her real reason
[2]
12. What is the intended effect of Ifemelu comparing herself to a “vulture hacking into the
carcasses of people’s stories for something she could use” in lines 66-67?
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………………………………………………………………………………………………… [2]
13. Use a word of your own to describe the tone of Ifemelu’s writing in her blog.
…………………………………………………………………………………………………… [1]
14. The structure of the text reflects the different experiences Ifemelu had in Princeton.
Complete the flowchart by choosing one phrase from the box to summarise what she
experienced in each part of the text. There are some extra phrases in the box you do
not need to use.
384
5
Ifemelu’s experience
Breaking stereotypes Ending racial discrimination Self-reflection

Beyond help Understanding human behaviour
Making friends American dream city
Flow chart
Paragraph 1: (i) …………………………………………..
Paragraphs 2-3: (ii) ………………………………………….
Paragraphs 4-5: (iii) …………………………………………
Paragraphs 6-7: (iv) ……………………………………….. [4]
15. In paragraph 1, which sentence states that music is a quick and simple expression of
emotions?
……………………………………………………………………………………………………
…………………………………………………………………………………………………… [1]
16. From paragraph 2, why do some people prefer to use music to express themselves?
……………………………………………………………………………………………………
…………………………………………………………………………………………………… [1]
385
6
17. Why do you think some people would not want to listen to certain music, in paragraph
4?
……………………………………………………………………………………………………
…………………………………………………………………………………………………… [1]
18. “For that reason, a full music experience involves watching as well as listening…”
(lines 27-28) What does “that reason” refer to?
……………………………………………………………………………………………………
…………………………………………………………………………………………………… [1]
19. From paragraph 6, what are two reasons why people cry when they listen to music?
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………………………………………………………………………………………………… [2]
20. Name a possible positive outcome of listening to music in paragraph 6.
……………………………………………………………………………………………………
…………………………………………………………………………………………………… [1]
386
7
21. Here is a part of a conversation between two students about music.
Music is like
auditory No, music is not
cheesecake! always enjoyable.
Famela Patrick
(a) How can Famela explain her view of music from paragraph 7?
……………………………………………………………………………………………………
…………………………………………………………………………………………………… [1]
(b) What are two points in paragraphs 7 and 8 that Patrick can use to support his view?
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………………………………………………………………………………………………… [2]
22. Using your own words as far as possible, summarise the reasons why we are
moved by music.
387
8
One reason for why we are moved by music is …………………………………………….
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………… No. of words: [15]
-- END OF PAPER --
388
389
3

wers
Section A
What started out as an isolated incident of illegally dumping

mping chemicals
chem
emic
em ical
ic alss into
al intto a
in
Johor river have escalated into a wave of methane
e poisoning
g cases.
cas
a es
es. M
More
ore
re than
tha
han
n 1h
has (SVA)
2,700 people have take ill and it has led to
o the Malaysian
Ma
Malays
yyssiia
an education
educ
ed ucat
a ion ministry
mini
min st
nis ry 2 tak
taken (tense)
closing all 111 schools in Pasir Gudang.
ang. This
Thiis incident
i cide
in ent
nt can
n be
be traced
tra
tra
traccced
ed tto
o a dr
driv
driver
iver 3 9
iv
of a tanker lorry believing to be from
m an
an illegal
ilille
lega
gal ty
tyre
yre rec
recycling
cyc
y ling facto
factory.
ory
ry.. The
e driver
drivver 4 be
b
believed
liev (tense)
dumped 20 to 40 tonnes
nes of chemical
che ical
ch
chem al waste
al was
aste
te iinto
ntto S
Su
Sungai
ung
ngai
ai Kim Kim
ai Kim instead
insste
tead
ad of 5 9
disposing of it proper
properly
rly
ly as
as requirement
requ
uiirrem
e me
ennt by
by law.
law. In
la Initial
nititiia
a
all cl
ccleaning
lea
eani
ning wor
works
orks w
or
orks worsened
orse 6 required (word form)
the chemical
cal reaction
rea
ea
actio
on as the
he contractor
he con
ntr
tractorr engaged
en
nga
gag
ge
ed was
was not
wa not experienced
expe
ex peri
pe rie
rienced to dealing 7 in (prep)
with chemical
al wastes.
wast
wa ssttes. Fu
F
Furthermore,
urthe
he
erm
more,, the
th
hee authorities
aut
u horiittiiess also
also did
did not disposed of the 8 dispose (tense)
waste in the river
er after
er a ter concluding
af conc
nclu
nc
cllu
ud
diin
ngg that
tha
hat they
they w
were
ere n
no longer reactive. The 9 wastes (plural)
decision was also
o taken
tak
aken
ak en due
due
ue to
to the
tth
he costs
co
ost
stss involved.
involve Because the dire situation, 10 Despite (conj.)
in
the government did
d not
no
ot see
sse
ee the
e need
need to declare
de a state of emergency in Johor.
Adapted from https://www.channelnewsasia.com/news/asia/pasir-gudang-methane-poisoning-timeline-what-we-know-

newsasia.c
so-far-11348968
390
8

Section C
# Question Text Type Possible Answers

1 Describe the most Blended Detailed description of:
memorable family (Description x Gathering
gathering that you + Viewpoint) o Event
have attended. o Setting (restaurant, home etc.)
What made the
gathering Justify “memorable”:
unforgettable? x Occasion (birthday, farewell, anniversary etc.)
x Companion (significance family member etc.)
2 Many Viewpoint Advantages

Singaporeans feel x High quality off localloca
lo call universities
ca u iver
un ersi
er s ti
ties
ess
that studying o Consistently
Conssisste tenttlyly rranked
anke
ked
ke d hi
high
highly
ghly
gh
abroad is a better x Learn
Le ar to
ear
arn o be
be iniindependent
nde
dep pe enden nt
opinion. What is o Doing
Doin
Do ing ownown housework
ow h us
ho usew
ewor
ew orkk
or
your opinion? o Troubleshooting
T ou
Tr ubl
blesho
ble oototin problems
ng pr
prob
obllems
ob
x Experience
E peri
Ex r en different
e ce a diffe fee ent cculture
fere ulttu
ul turee
o Interaction
Inteera
r ction n with
w th locals
wi loc
ocal
oc alss
al
o How
Ho
H ow society fu ffunctions
ncti
nc tio
tions
x Being
Be
B ing part
Bein
ein pa
p rt of
art of a different
diiff
ffer
eren
er en learning environment
nt lea
o Teaching
Teacchihing g style
ng
o Classroom
Clas
Cl asssroom setting
as
o Classmates’
Cl
Cl
Classm behaviour
Disadvantages
Dis
i adva
x Being homesick
o Missing family members back home
x Inability to adapt to a different culture
o Culture shock when interacting with
locals
x Possibly less safe environment compared to
Singapore
3 What factors do Reflective x Strong leadership
you factors do you x Cooperative team members
consider to be x Clear communication
essential for a x Willingness to compromise
group to work
successfully
together?
4 “It takes two Blended Part 1
hands to clap.” Do (Persuasive x Yes, we need be accountable for our own
you agree? Write +Descriptive) actions
about an incident
when you and
391
9
another person x No, we may be fo

forc
rced
rced tto
forced o act
a t in a certain
ac c way for
had to take various reasons
rious reason (fear,
ns (fearr, peer
(fea
ea eerr pressure
pee
ee pres
pressure
ess etc)
responsibility for a
misdeed. Part 2
x Describe
Descscri
sc r be
o When
W en the incident
Wh inc
nciiden nt occurred
occurrred
oc
o WhoW o was involved
Wh invo
in volved
vo edd
o What
Wh
W a were
hat werre th consequences
the co ons
nseq
equenc
eq
o HowHo
H ow you felt
fe
eltt af
afte
afterwards/
terw
te rwards Learning points
rw
392
Name : ______________________________ Reg No. ________ Class : ________

_______________________________________________________________________
LEVEL : SECONDARY 4 EXPRESS/ 5 O LEVELS DATE: 6 May 2019
DURATION : 1 HOUR 50 MINUTES MAX MARKS:
RKS 50
s Sign
gnat
atur
u e:
_______________________________________________________________________
________
____
____
______
ANSWER KEY
Additional materials:
Insert
INSTRUCTIONS TO CANDIDATES:
DIDATE
TE
T ES:
S:
Write your name,, index number

n m
nu mb ber and
nd class
nd sss on
cllass on all
alll tthe
a work
he wo
w ork you uhhand
and in.
in.
Write in dark blue o
orr blac
black ink
ck iin
nk oon
nb both
oth si
ot ssides
des off tthe
ide he eppaper.
ap
a per
e.
Do not use staples,
sta
apl
ples, ppaper
pa
ape clips,
p r ccl
lip
ps, highlighters,
s h ighl
ig hlighte errs, glue
s, g ue or
lu or correction
corre
ect
ctio
ion
io n ttape/fluid.
ape/fl
Answerr all
alll questions.
qu
uessti
tion
o s.
Write your
ur answers
ansswe s in
errs in the
the spaces
th spac es provided
aces
ac rovided in
pro n the
the Question
Quest Booklet.
The Insertt contains
con
onta
on tains the
ta he texts
th tte ts for
exxtts or all
fo all tthe
al he sections.
se
ect
ctio
ions.
io
INFORMATION
N FOR
ON OR CANDIDATES:
FO
FOR CA
CANDID
DAT
ATES
ES:
ES
The number of marks is

is given
givven
gi brackets [ ] at the end of each question or part question.
ve in b
You are reminded of the need for clear presentation in your answers.

SECTION MARKS
A 5
B 20
C 25
TOTAL 50
393
2
Section A [5 marks]
Refer to Text 1 to answer Questions 1-3.
1. What is the purpose of this webpage?

Inference
It is to persuade/encourage/convince people to donate blood. [1]
Also accepted: If the criteria for blood donors are mentioned – though it is unnecessary
2. What is the intended effect of saying that “a single gesture can create a million smiles”?
Language Use
It encourages/persuades/convinces one to donate blood/ prom promotes
mot
otes blood donation
es bl
because that one act of blood donation can save lives/impact
mpact the
e live
lives
es of m
many people [2]
[1] and evoke a profound sense of gratitude in others.rs. [1]
Not accepted (NA): vague words like tell/say/show

ay/show are
e ttoo
oo
oo vvague;
ague; emphasize
ag emph
em phas
asize ((not the
as
intention)
NA: mention of big impact without

hout being
ng specific/without
beiing speci
cifi
cif c/
fic/ th
c/with
th o
ou explanation
ut e xpl
plan
pl
plan
nattion
ion
io
NA: if the act of blood

d donation
on
o n iis
snnot
no mentioned
ot me
mennttiio
one
ed
3. How does
oes the
he
e author
aut
utho
ho
or use
usse th
the
he p
ph
photographs
hootto
oggrra
aph
p s to
to reinforce
re
eiinf
nforce the
he idea
ide
deaa in these
th words:
(i) Thank
nk you
you for
yo for saving
fo gmmyy life
lliife
Visual/Images/Inference
al/Ima
ma
m age
ges/s/In
Infe fereenc
n e
The photographs
otog
oggra
aphs show sshhoww people
pe
eo opl
ple smiling
ssm
miling an
andd us
using
sing h
hand gestures that represent heartfelt
appreciation,
tion
n, wh
w
which
h
hic
iicch e em
emphasises
mp ph
has asis
asi isess how
how grateful
grateful they are to the donors whose blood has
saved them.m. / p
pu
putting
uttttining
g th
ttheir
heiir hahands
and
ndss o
over/near
ver/n to their heart to show gratitude for/to their [1]
blood donors.
rs.
Do note that photographs

hoto
to graphs are
ogr a not the same as illustrations.
(ii) World Blood Donor Day

Visual/Images/Inference
The photographs show people of different/many nationalities OR people from different
countries which suggest that people from around the world can take part in the blood [1]
donation drive/the blood donation drive is a global event.
NA: gender/race/skin colour/culture/background
394
3
4. Explain how language is used to highlight the charm of Princeton. Support your answer
with three details from lines 1-3.
Language Use
Any 3 points:
x The “tranquil greenness of the many trees” highlights how nature created a
peaceful/calm/serene environment.
x The “clean streets” emphasise the neat/well-kept/well-organised/orderly conditions
of the pathways/roads in Princeton.
x The “stately homes” stress the regal elegance of the houses.
x The “delicately overpriced shops” suggest that while the items being
ein sold might be
rather expensive, they reflected the subtle refined taste of the people
peo who could
afford it.
x The “quiet, abiding air of earned grace” underscores es how th
the
he be
beauty
eauty a
and style of
Princeton endured the test of time. [3]
Language details should be quoted.
Note that for this question, you should ld

d not combine
co
ommbi
bine
ne the
the
he language
lan
angu
g agge details
deta
de taails and explain
exp
them in the same sentence. Instead
Instette
tead
ead
ad you
yoou
u mayy u
use
se d
discourse
isco
is course
emmarkers
arke
ke
ers
rs ssuch
uch ass “firstly”,
“firstl
“secondly” and “thirdly” to separate
sepa
pa
p arra te your
ate yo
ou ideas.
ur id
deas.
5. Who, in your own wn

w n words,
words
ds
ds, did
diid
d id Ifemelu
Ifem
If mel elu aspire
aspi
as p re
e to
to be
be in
in paragraph
p ragrap
pa aph
ap h 1?
?
Vocabulary/UYOW
bularyy//U
UYO OW
Shee wanted
waant
n edd to
to be a well-respected
weelll-respeccte te d AAmerican/Amercian
Am
mer
erican
ica
ic an
n/Ame erc
rcia
ian
ia n of a high status [1] who was
self-assured/confident
assu
su
ureed
d//co
conf
n iden
en
nt off herself/her
herse elflf//h
heerr place
plac
ace in the
ac the American
America society. [1] [2]
From passage:
asssag
age:
e “she co
ccould
oul
uld pretend
uld pret
pretend to be
be someone
so
omeon else, someone specially admitted
into a hallowed
allo
ow
we American
ed Am
A mer
eric
caan club,
n clubb, someone
some
som one adorned with certainty”
NA: accepted
ed byy society/rich/wealthy
society
ty
y/r
/ricch/
h/wealth
Note that the idea

dea of
of being
bein “American” is important.
6. From paragraph 2, why would it be “unreasonable to expect a braiding salon in

Princeton”?
Inference
There were very few black people who would need braiding services in Princeton. [1]
NA: The few black locals were so light-skinned and lank-haired Ifemelu could not
imagine them wearing braids.
(Copying words/ideas without phrasing them to answer the question)
395
4
7. In paragraph 3, explain why people would continue to say more when Ifemelu said
nothing. Answer in your own words.
Vocabulary/UYOW
They were trained/used/accustomed/compelled to not allow gaps/pauses/lulls in a
conversation. [1]
From passage: “They were conditioned to fill silences.”
NA: quiet moments
8. Pick out two consecutive words in paragraph 4 that refer to somebody who fights for
the rights of people.
Vocabulary/Quote
The words are “social warrior”. [1]
NA: Wrong puntcuation
9. From paragraph 5, what was Ifemelu’s

elu’s initiall impression
im
mprresesssi
sion
sion of
of the
the man
th m n from
ma from Ohio and how
had it changed?
Inference
Initial Impression Final
Fiinnaal Impression
Impress sion
si
Defensive/Racist
cist Unbiased/
U
Unnbias asse
edd/ Open
Open/
en// Open
en Op
Open-minded
pen
en--mi
m nded / Non-
discriminatory
disc
ssccri
rimi
minnaatory [2]
Note
te that
tha
ha the
at th initial
he initia a and
ial
ia and final impressions
an iim
m
mpr
pre
pressssiio
onns have
have to
ha to be
be contrasting,
contr as the question
requires
iress you
yo
ouu tto
o show w tthe
e change.
he chang
ng
ge.
e.
NA: Reserved
ved vs O
serrve Outspoken,
utsp
sp
pok
okken
en
en, Non-racist
No
Non-rac
a isst
10. From paragraph

gra
aph
ph 6,
6, quote
qu
q uo
otte an expression
exp
xpre
ression that proves the popularity of Ifemelu’s blog.
re
Quote/Inference
renc
ncce
The expression “trailed
on is “t
tra
railililed two hundred and seventy-four comments (so far)”.
ed by tw [1]
NA: Wrong punctuation

ctuatio
NA: “…growing month by month” – shows increase but the actual number could be very
small
11. In paragraph 6, Ifemelu mentioned that she had discontinued her blog. What was the
excuse she gave her blog readers and what was her real reason for discontinuing it?
Inference
(i) Her excuse to her She wanted/wanted to pursue a (unnamed) life change.
blog readers NA: A life change / To pursue a life change (Need to
specify the context/subject); change in lifestyle/career;
had a life change [2]
396
5
(ii) Her real reason She was concerned that she was losing herself and her
real reason for writing.
OR
She was no longer certain/doubted that she was writing
for the right reasons.
12. What is the intended effect of Ifemelu comparing herself to a “vulture hacking into the
carcasses of people’s stories for something she could use” in lines 66-67?
Language Use
It emphasises how she was disgusted with/ ashamed/not proud of herself/felt guilty [1]
for being a revolting scavenger who took advantage/made use of others for her own [2]
benefit/gain. [1]
13. Use a word of your own to describe the tone of Ifemelu’s

melu’s writing
writi
ting
ting iin
n he
herr blog.
Inference/UYOW
The tone is cheeky/playful/sassy. [1]
14. The structure of the text reflects

ects the d different
ififfe
ferent e
ex
experiences
xpe
p ri
rien
encce
en es off Ifemelu
Ife
femelu
fe lu had
had in Princeton.
Pri
r ncet
Complete the flowchart by choosing
choo
oossiing
oo ng o one ne
n e phrase
phrasse from the box
box to summarise
summ
sum ar aris what
isse wh hat she
sh
experienced in each h part of the
he text.
th t xxtt. Th
te There
T her are
ere a
ar ssome
re so me extraap phrases
hrases in
in the
the box
b x yyou do
bo
not need to use..
Global (Structure)
ructur
urre)
u e)
Ifemelu’s experience
u’s exxpe
periien
ence
c
Breaking
akiin
ngg stereotypes
ste
tereotypes
ter ess
e Ending
En
E ndiing
ng racial
rac
acia
ial discrimination
disc
discri
sc riminati
ri Self-reflection
ond help
Beyond help U ndersta and
ndin
Understanding ing
in g huma
human behaviour
Makingg friends
fri
riie
ennds
d A
American
mer
eric
er ican
ic an dream city
Flow chart
rt
Paragraph
Para
agr
grap
aph
ap h 1: (i) American dream city
Paragraphs 2-3: (ii) Understanding human behaviour
Paragraphs 4-5: (iii) Breaking stereotypes
397
6
Paragraphs 6-7: (iv) Self-reflection
[4]
NA: Wrong punctuation; wrong spelling; mistakes in copying
Students are reminded to make an effort to show the capitalization of your letters.
15. In paragraph 1, which sentence states that music is a quick and simple expression of
emotions?
Quote/Vocabulary
"Music is the shorthand of emotion." [1]
Also accepted: ‘According to Leo Tolstoy, “Music

Music is the
e sshorthand
ho
h ort
rtha
hand o
off em
e
emotion.”’
mot
oti
tion.” – do
note that the original answer above is the correct
cor
orre
orr ct answer
wer though.
ansswe th o
th ouugh.
NA: Wrong punctuation; mistakes

akes in copying
cop
opyi
y ng
16. From paragraph h 2, why

whhy do
do some
som me p pe
people
eop
ople
l prefer
pre
rre
efe
fer
er to use use
se musicic to
to express
exxpr
p es
esss them
themselves?
Literal
These people le
e may
may have
have e difficulty
diiff
d ffic
ficcul
ulty
ty expressing
exp
xpresssiin
ng thttheir
heeiiirr feelings
feelings
fe gs in
in words
words and therefore feel
more
re comfortable
com
omfo
om orrttab
ta le expressing
exxpr
e p es
e si
s ng thethese
he
h ese
se eemotions
mo
m
moti
oti
tio
onns tth
through
hroug ugh
ug h music.
mussic.
mu [1]
17. Why doo you

ou think
thinkk some
some e people
pe
p eop e would
ople would not
not want
a t to listen to certain music, in paragraph
wan
4?
Inference
They may not want
ot wa
w ant tto reminisce/bring
o remi
mini
mi sce/brin back/be reminded of/recall/remember
nisc
nisc
sorrowful/bad
d memo
memories/feelings
ori
ries
es//fe
es feeling of loss and grief through the music. [1]
NA: Music can educe/t

educe/trigger/evoke unbearable feelings of loss and grief – the idea
has to be phrased
d in a way to answer the question, which is from the perspective of
the person
18. “For that reason, a full music experience involves watching as well as listening…”
(lines 27-28) What does “that reason” refer to?
Literal/Reference
It refers to the phenomenon that perceiving an emotion can sometimes induce the
same emotion/ emotional contagion (generated by music). [1]
NA: It refers to perceiving an emotion can sometimes induce the same emotion –
phrased awkwardly
398
7
19. From paragraph 6, what are two reasons why people cry when they listen to music?
Vocabulary/UYOW
People could be crying because a heartrending/sad/sorrowful response was triggered
[1] or they were overcome with a feeling of amazement/wonder and [2]
reverence/respect/was impressed by the music. [1]
From passage: “due to a melancholic reaction but a result of us experiencing a

sense of awe and admiration”
20. Name a possible positive outcome of listening to music in paragraph

ragraaph 6.
6.
Inference
People may be motivated/inspired/ get/gain/have motivation
otivation to improve
imp
mpro
rovve self and
ro [1]
society.
Also accepted: motivated to improve self

elf – sh
sshould
hould have
hav
ave mentioned
ment
me ntio
i ned
d bo
b
both
oth
th self and
society though
NA: if the answer includes “experience

es “exp
xxp
per
erie
erie
ienncce goosebumps”
go
g ooseb
bum
umps”
21. Here is a part off a conv

conversation
veerrssa
attiion
o bbetween
e tw
et we
eeen
n two students
stu
tude
dent
ntss abou
about
ut music.
mussic.
mu
Music
M ussiic is
is like
lik
ik e
aauditory
auuddiito
tory
ry No,
No music is not
cheesecake!
cch
h
hee
eesseecake
ee kee! always enjoyable.
Famela Patrick
(a) How can Famela explain her view of music from paragraph 7?
Justification
399
8
She can explain that music “is an exquisite gourmet feast that we ingest through the
ear to stimulate a mass of pleasure circuits at once”. [1]
She can explain that music is an exquisite gourmet feast that we ingest through the
ear to stimulate a mass of pleasure circuits at once.
NA: Wrong punctuation
(b) What are two points in paragraphs 7 and 8 that Patrick can use to support his view?
Justification
Firstly, “music is not a pill that, when swallowed, inevitably produces a given state of
mind”, and so it may not give pleasure. [1]
Secondly, when “the difference between expected and actual al events
eve
ve
ent
ntss de
decreases such
that listeners begin to anticipate these events” through exposure,
exposuree, music
mussic becomes
be less
pleasing too. [1] [2]
Firstly, music is not a pill that, when swallowed,

wed, inevitably
inevitab
bly
ly produces
prro
odu
ducess a given
give
gi ven state
ve sta of
mind, and so it may not give pleasure. [1]
Secondly, when the difference betweenetween expected
exp
xp
pec
ecte
te
ed and
and actual
an actu
ac tual
a events
event
ntss de
nt d
decreases
creases such
s
that listeners begin to anticipate
pate these
se
eeevents
ventss th
throug
through
ug
gh e
ex
exposure,
xpoosu
sure
r , mu
musi
music
sicc become
si becomes
m s less
le
pleasing too. [1]
Also accepted: “With en

e
enough
nou
ough exposure,
exxp
po ossur
ure,
e tthe
he d
he difference
iifffere
rence be
re between
etw
twe
ween expected
e pe
ex ected a
and actual
events decreases
creasses
es suc
such
uch th
uc that
hat
a llisteners
isste
tene
ners
rs beg
begin
ginn tto o an
a
anticipate
ticipa
p tte
pa e these
the
h se events, which
quentlyy causes
consequently cau
use
es music
mu
m usi
sic to
to become
bec
eco omm
me less
ss pleasing.”
ss ple
lea assiin
ng.”
NA: if tthe
he iidea
he de
d ea that music
mussicc does
doe es not
not inevitably
no inev
evviitta
e
evit ab ly create
bly crre a e a particular
eat pa state of mind is not
related
d too tthe
he iidea
he dea o
de pleasure
off p leassu
le urre o enjoyment
orr e njoyment
nj nt (not
nt (n
noot explained)
expla
22. Using your own

ourr o wn w
wn words
orrrds
o as
ds a
ds far
ar as possible,
s ffa ossible summarise the reasons why we are
pos
moved by music.
musussiic
c.
c.
Use only information

formatiion ffrom
rom pa
ro paragraphs 2 to 5.
From passage Your own words

1. Music is a kind of language of Music is an expression of feelings
emotion,
2. with its components and patterns where its various elements and
representing different feelings. arrangements signify diverse moods
3. Music has also the capacity to mimic Music is able to imitate emotions
emotions,
4. where the temporal patterns of music with the musical cadence reflecting
mirror our emotional lives our passionate existences
400
9
5. (a) As human beings, we have the It is natural for humans to exhibit the
capacity capability and instinct to groove to the
(b) and inclination to synchronize our beat of music we hear
body movement to external rhythmic
stimuli,
6. Rhythm can have a powerful effect on Its tempo can
n affe
affect
ect h
how
o w
ow we move
movement,
7. because the auditory system has a as our sense e of hhearing
eari
ea rin
ring has strong
rich connection to motor systems in links to our
our brain’s
bra
rain
in’s motor
in mot
o orr systems.
sys
y te
the brain.
8. Listening to music that was played ayed a Mu
Music
ussiic
ic fr
ffrequently
req
equuee
ent
n ly he
nt hear
heard
a d at importa
important
lot during a significant life eventt manyy milestones
mi
m ile
esstto
onness in
in the
the past
past
years ago
9. can trigger a deeply eply no
nostalgic
ossttal
alg
giic may recall an
may
m an intensely
in
intens
n nsnsel
ely sentimental
el se
ent
ntim
imen
im en
ental
emotional experience.
xperience. memory
m
me mory y
10. music generate
generates es em
e
emotional
motiona nall contagion
na contntag
nt a io
on Music
Mu usi
sic create
creates
tes
te
es em emotional
mot
otio
ion
ional contagion
na con
11. thee phenom
phenomenon
omenon
om on
o n that
th
haat perceiving
pe
p errcceeiivi
ving
ng an such
ssu
uch
ch tthat
hat ob
observing
bse
s rv rvin
in
ng a fefeeling may
emotion
emot tiio
o
onn can
ca
an sometimes
some
metiime
me es induce
indu
in d ce theth
he
e prompt
p
prrompt a similar
sim
imilililar re
reaction.
ssame
sa
amee emotion.
emotitiio
on
n.
One reason
reassonn for
for
or why
why
hy we
we arearre moved
move
mo ved by music
mus
usic
us is that music is an expression of feelings
ic is
where its various
varriious elem
vari
va elements
emme ennts
ts an
a
and
nd arrangements
arra
ang
ngem
emen
em e ts signify
si diverse moods. Besides, music is
able to imitate
mitat
ate emotions
at emot
em otiio
onss with
witith the
e musical
musi
mu si
sical
si cadence
cad reflecting our passionate existences.
Conversely,
ly, itt is
is natural
nattu
na uraal forr hu
huma
humans
man
ma ns to exhibit the capability and instinct to groove to the
beat of music
sic wewe hear
hear – its its tempo
t mpo can affect how we move as our sense of hearing is
te
strongly linked
ed to o our
our brain’s
brain’s motor systems. Moreover, music frequently heard at
important milestones
ston
nes of our past may recall an intensely sentimental memory. It can
also create emotional
otiona contagion, prompting a similar reaction to the feeling observed.
No. of words: 102 (for 12 points)
401
402
YUAN CHING SECONDARY SCHOOL
Secondary Four Normal Technical Course
CANDIDATE
NAME
INDEX
CLASS
NUMBER

1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your name, class and index number in the spaces provided on all the work you hand
in.

Write your answers in the spaces provided on the Question Paper.
At the end of the examination, fasten all your work securely together.
Section A
Section B
Total
This paper consists of 8 printed pages and 1 blank page.

[Turn Over
403
2
Section A: Functional Tasks [30 marks]

Read the information in the advertisement below about a Camp Instructor position at
Camp Challenge and complete the tasks in Part 1 and Part 2.
%#/2%*#..'0)'
Looking for Camp Instructors!
At Camp Challenge, our instructors are handpicked for their positive mindsets,
love for the outdoors and passion for youth development. We inspire and
motivate every youth in our programme to start a journey of self-discovery,
learning and growth that will have a positive impact on their future.
As we continue to grow our operations, we seek people who share the same
passion for nurturing youths via the great outdoors to join our family. Positions
as camp instructors are now open for application!
Requirements
x Relevant experience and/or active sporting or outdoor background will be
advantageous;
x Able to commit to overnight camps, for example a 3-day 2-night camp;
x To attend a 2-day training course to level up your facilitation skills.
Course fee: $25

We regret that only shortlisted candidates will be notified for interview.
So what are you waiting for? Fill in our application form now!
Part 1: Form Filling
Ever since you attended school camps in Secondary Two, you always felt that the
position of a camp instructor would be something that would suit you. You are keen to
take on that role for self-development and wish to positively influence youths.
You will find the application form on page 3. Using details in the advertisement on
page 2 and the information below, complete the application form.
x You are a peer leader in school.

x If your application is accepted, this will be your first job.
x You are an active member of a Cycling Club and you train regularly with the
members at Bukit Timah Hill.
x You are allergic to chocolate.
You may invent a name, address and contact details for yourself to fill in the form.
404
3
%#/2%*#..'0)'
APPLICATION FORM (CAMP INSTRUCTOR)
N.B. This form must be completed in full. All sections must be filled in accurately and legibly.
Name of applicant (Underline Last Name): NRIC No.:
Date of Birth (dd/mm/yyyy): Gender: Male/Female*
Address:
Telephone number: Email address:
1. Do you have any previous work experience? Yes / No*
If your answer to question 1 is ‘Yes’, please provide details below.
2. Do you have any other relevant experience or/and active sporting or outdoor background?
Put a tick in the appropriate box(es) and state the details in the space(s) provided.
No, I do not have relevant experience and active sporting/outdoor background.
Yes, I have relevant experience.
Details: _______________________________________________________________________
Yes, I have an active sporting/outdoor background.
Details: _______________________________________________________________________
During the 2-day training course, meals will be provided. Give details of any dietary requirements
below or write N/A if not applicable:
I hereby declare that all information given on this form is accurate.
_____________________________ ____________________
Signature of Applicant Date (dd/mm/yyyy)
N.B. Where an asterisk* is used or alternative answers are provided, cross out the word(s)
that do not apply. DO NOT use any other method of indicating your answer.
[10]
405
4
Part 2: Functional Writing
You are also required to write a brief personal statement to accompany your form
stating why you are suitable for the position of a Camp Instructor.
You should include:
x your reasons for wanting to be a Camp Instructor

x personal qualities which would make you a good Camp Instructor
x personal goals you have for yourself as a Camp Instructor.
You should use the information on page 2, and include ideas of your own. You are
advised to write in complete sentences and in paragraphs.
Write your statement in the space below. You should write about 80 words.
Personal Statement
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406
5
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407
6
Section B: Guided Writing [30 marks]

Read the text below about Self-help for a Sprained Ankle and complete the task on
page 7.
Self-help for a Sprained Ankle
Protect your injury from further damage. For example, use a

support or splint.
Rest your injury for the first two to three days. You may need
to use crutches if you have also injured your leg and you want
to remain mobile. Then reintroduce movement gradually so
you do not delay your recovery by losing muscle strength.
Ice the painful area with a cold compress such as ice or a bag
of frozen peas wrapped in a towel. This will help reduce
swelling and bruising. Do this for 15 to 20 minutes every two
to three hours. Do not apply ice directly to your skin as it can
burn your skin.
Compress the injured area with an elastic bandage or

elasticated tubular bandage to help limit swelling and
movement. But do not leave the bandage on while you sleep.
.
Elevate your injury by resting it above the level of your heart
and keep it supported. This could mean lying on the sofa with
your foot on some cushions if you have injured your leg.
Adapted from https://www.bupa.co.uk/health-information/muscles-bones-joints/sprained-ankle
408
7
Over the weekend, you sprained your ankle while playing basketball. Thankfully, as a
Red Cross member in school, you are first-aid trained and knew what to do. Your
teacher thought it would be useful for your schoolmates to have that knowledge too
as it is a good life skill. As such, she would like you to give a speech to the school,
teaching the students the self-care for a sprained ankle through your personal account.
Write your speech. In particular, give details of:

x how you sprained your ankle
x how you follow the PRICE procedure to treat your sprained ankle
x what are the advantages of knowing this procedure.
You should use ideas of your own based on the details given in the text on page 7.
You are advised to write at least 180 words in complete sentences and in paragraphs.
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409
8
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- END OF PAPER -
410
411
Secondary Four Express / Five Normal Academic Course
CANDIDATE
NAME
INDEX
CLASS
NUMBER

INSERT
1 hour 50 minutes
[Turn Over
412
2
Section A
Text 1
Study the webpage below and answer Questions 1- 4 in the Question Paper Booklet.
International Internship for Final Year Students at PSA Singapore

Are you a final year student looking for World Class International Internship?
Are you trying for an internship in a Multi-National Corporation (MNC) at Singapore?
Then this is the ideal choice for you!
WHAT YOU CAN EXPECT:

- Rewarding and challenging experience
whilst working along the best professionals
in the industry
- Meaningful responsibilities where you can
apply classroom learning to real world
situations
- Better understanding of the business
operations at PSA
Interns who perform well will be considered
for full-time positions upon graduation.
Requirements:
- You are welcome to apply as long as you have the required skills for the project.
- All students from the Institute of Technical Education, Local Polytechnics and Autonomous
Universities are welcome to apply.
STAGE 1 STAGE 2
STAGE 3
Check with your school For those unable to find
For those shortlisted for an
and/or internship portal for suitable opportunities, please
internship with PSA, you may be
internship opportunities with visit our Career page and apply
required to attend an interview.
PSA. online.
My intern experience in 2011 taught me that it

takes more than academic qualifications to be
an engineer. Life skills are very important to
succeed in this line. Upon graduation, I joined
PSA because there is a structured programme
to bring newly joined engineers up to speed.
– Wong Chi Chin
Adapted from https://www.singaporepsa.com/careers/internship
413
3
Section B
Text 2
The text below is about the experiences of the young Nelson Mandela. Read it
carefully and answer Questions 5-16 in the Question Paper Booklet.
1 Like all Xhosa children, I acquired knowledge mainly through observation.

We were meant to learn through imitation and emulation, not through
questions. When I first visited the homes of whites, I was often
dumbfounded by the number and nature of questions that children asked
of their parents — and their parents’ unfailing willingness to answer them. 5
In my household, questions were considered a nuisance; adults imparted
information as they considered necessary.
2 My life, and that of most Xhosas at the time, was shaped by custom, ritual,
and taboo. This was the alpha and omega of our existence, and went
unquestioned. Men followed the path laid out for them by their fathers; 10
women led the same lives as their mothers had before them. Without being
told, I soon assimilated the elaborate rules that governed the relations
between men and women. I discovered that a man may not enter a house
where a woman has recently given birth, and that a newly married woman
would not enter the kraal of her new home without elaborate ceremony. I 15
also learned that to neglect one’s ancestors would bring ill-fortune and
failure in life. If you dishonoured your ancestors in some fashion, the only
way to atone for that lapse was to consult with a traditional healer or tribal
elder, who communicated with the ancestors and conveyed profound
apologies. All of these beliefs seemed perfectly natural to me. 20
3 I came across few whites as a boy at Qunu. The local magistrate, of course,
was white, as was the nearest shopkeeper. Occasionally white travellers
or policemen passed through our area. These whites appeared as grand
as gods to me, and I was aware that they were to be treated with a mixture
of fear and respect. However, their role in my life was a distant one, and I 25
thought little if at all about the white man in general or relations between
my own people and these curious and remote figures.
4 The only rivalry between different clans or tribes in our small world at Qunu
was that between the Xhosas and the amaMfengu, a small number of
whom lived in our village. AmaMfengu arrived on the eastern Cape after 30
fleeing from Shaka Zulu’s armies in a period known as the iMfecane, the
great wave of battles and migrations between 1820 and 1840 set in motion
by the rise of Shaka and the Zulu state, during which the Zulu warrior
sought to conquer and then unite all the tribes under military rule.
AmaMfengu, who were not originally Xhosa-speakers, were refugees from 35
the iMfecane and were forced to do jobs that no other African would do.
They worked on white farms and in white businesses, something that was
looked down upon by the more established Xhosa tribes. But amaMfengu
were an industrious people, and because of their contact with Europeans,
they were often more educated and “Western” than other Africans. 40
414
4
5 When I was a boy, amaMfengu were the most advanced section of the
community and furnished our clergymen, policemen, teachers, clerks, and
interpreters. They were also amongst the first to become Christians, to build
better houses, and to use scientific methods of agriculture, and they were
wealthier than their Xhosa compatriots. They confirmed the missionaries’ 45
axiom, that to be Christian was to be civilised, and to be civilised was to be
Christian. There still existed some hostility toward amaMfengu, but in
retrospect, I would attribute this more to jealousy than tribal animosity. This
local form of tribalism that I observed as a boy was relatively harmless. At
that stage, I did not witness nor even suspect the violent tribal rivalries that 50
would subsequently be promoted by the white rulers of South Africa.
Adapted from ‘Long Walk to Freedom’ by Nelson Mandela
415
5
Section C
Text 3
The text below is about the Mexican free-tailed bat. Read it carefully and answer
Questions 17- 24 in the Booklet.
1 Down by the cave mouth, something slithers in the dusk. Snakes prowl there
sometimes, hoping to eat fallen bats. The floor of the cave itself is alive with
insects, small invertebrates, and other predators eager to devour any bat
that loses its toehold. Because this is a nursery cave—full of mother and
baby bats—the boiling cushion of hungry jaws on the cave floor is rarely 5
disappointed. A local university once brought out a small whale carcass on
a flatbed truck and left it in the cave briefly for the bugs to strip clean. It took
about two days. Normally, outside the cave, the bugs would be feeding on
carrion. Though they were beetles as adults, their half-inch larvae were
fuzzy eating machines. The cave itself sprawls 1,000 feet long, 130 feet 10
deep, and is an average of 60 feet in diameter, so there are countless
crevices for bats with plenty of floor room for bugs.
2 Researchers who venture into the cave wear respirators and tightly fitting
clothes. Not only could they be showered with droppings from the bats
overhead, there would be the thick layers of powdery guano, the crawling 15
beetle larvae, the infernal heat, and the intense vapour of ammonia. To the
bats, it is bliss: a toasty incubator. For them, hell would be trying to live where
we do, it is refrigerated boxes without fresh air or sunlight, which we litter with
obstacles and perfume with such nauseating essences as peppermint,
lemon, and chlorine bleach. 20
3 Perhaps they would find it strange that we feed on dismembered animals,

killed longer before they are eaten; and yet, paradoxically, we insist on
cooking them to the warmth of fresh prey. Small clouds swell outwards from
the cave, spinning like an open funnel, as the bats orbit until they are high
enough to depart. Like airplanes in a mountain valley, they must circle to 25
climb, so they whisk around one another, wing to wing, in tight ranks. As they
revolve, they pick up speed. Over open country, free-tailed bats can cruise
at sixty kilometres an hour.
4 Their mouths are open when they fly because they need them that way to
echolocate. They are not snarling or mean; they are just trying not to bump 30
into anything. We associate that look – open mouth and bared teeth – with
menace, but they are not being aggressive. That is how their sonar works.
You can easily walk down into the centre of the bowl, toward the cave, right
into the thick of the fluttering bats without fear. You could stand in the middle
of twenty million wild bats and not get hit by any of them. In fact, the only way 35
you can get close to one is to try to catch one in mid-flight. It is not difficult to
do, however. All you have to do is flail your hands around for a bit. Once a
bat is caught, the ideal fashion in which to hold it is to treat it as if it were a
roll of wrapping paper. Do not grip onto it too hard or you may injure it. Its
wings held closed by your grip, its small furry brown head sticking out, the 40
little bat will look frightened and fragile. It will use its chin as a pry bar to try
416
6
and escape, but it will make no attempt to bite.
5 Some bats live to be more than thirty years old. If someone goes on a
rampage and kills a bat, they may be killing an animal that has lived on this
planet for thirty years. It is not like killing a roach. For their size, they are the 45
longest-lived mammal on earth. But unfortunately, they are also the slowest-
reproducing mammal for their size. Mother bats usually only rear one pup a
year. If you took a pair of meadow mice and gave them everything they
needed for survival, theoretically they and their progeny could leave a million
meadow mice by the year’s end. If you provided an average pair of bats with 50
the same opportunity, in one year there would be a total of three bats—
mother, father, and baby. And bats cluster in large colonies in the most
vulnerable places. Bats form some of the world’s largest concentrations of
warm-blooded animals, and they could be destroyed in five minutes. There
are records of people who have wiped out millions of bats in one day. 55
Adapted from Moon by Whale Light, and Other Adventures Among Bats, Penguins
Crocodilians and Whales
- END OF INSERT -
417
418
Secondary Four Express / Five Normal Academic Course
CANDIDATE
NAME
INDEX
CLASS
NUMBER

1 hour 50 minutes
Candidates answer on the Question Booklet.
Additional Materials : Insert
419
Write your name, class and index number in the spaces provided on all the work you hand
in.

Section A
Section B
Section C
Total
This paper consists of 8 printed pages and 1 Insert.

[Turn Over
Section A [5 marks]
Refer to the webpage (Text 1) on page 2 of the Insert for Questions 1 - 4.
1 Look at the photograph featuring the five people.
What characteristics of the PSA staff are being highlighted in the

photograph?
…………………………………………………………………………………….
……………………………………………………………………………………. [2]
2 Give one phrase in the webpage which highlights the fact that being an
intern at PSA will not be just a local experience.
………………………………………………………………………………........
420
……………………………………………………………………………………. [1]
3 Explain how the webpage attempts to make the internship application

process appear easy and convenient.
…………………………………………………………………………………….
……………………………………………………………………………………. [1]
4 Study the sharing by PSA staff member, Wong Chi Chin, at the bottom of
the webpage.
How does his sharing add value to the purpose of the webpage?
…………………………………………………………………………………….
……………………………………………………………………………………. [1]
421
Refer to Text 2 on pages 3 and 4 of the Insert for Questions 5 - 16.
5 What surprised the writer during his first visit to the homes of the whites?
……………………………………………………………………………………….
………………………………………………………………………………………. [2]
6 Give a word in paragraph 1 that shows asking questions was unwelcomed

by the adults in the writer’s family.
……………………………………………………………………………………….
………………………………………………………………………………………. [1]
7 ‘All of these beliefs seemed perfectly natural to me.’ (lines 20-21)
In your own words, what do you think made the writer accept these beliefs
willingly?
……………………………………………………………………………………….
………………………………………………………………………………………. [2]
8 ‘The local magistrate, of course, was white…’ (lines 22-23)
What does this phrase suggest about the writer’s perception about the
whites?
……………………………………………………………………………………….
………………………………………………………………………………………. [1]
9 Give a reason as to why the whites must ‘be treated with a mixture of fear
and respect’ by the Xhosas (lines 25-26).
……………………………………………………………………………………….
………………………………………………………………………………………. [2]
422
10 ‘…their role in my life was a distant one, and I thought little if at all about the
white man in general...’ (lines 26-27)
Identify the word(s) or phrases in the lines above which suggest:
(i) detachment.………………………………………………………………. [1]
(ii) indifference………………………………………………………………… [1]
11 When did the amaMfengu people arrive on the eastern Cape?
………………………………………………………………………………………. [1]
12 What ‘jobs’ were the amaMfengu people doing that ‘no other African would
do’ (line 37)?
……………………………………………………………………………………….
………………………………………………………………………………………. [1]
13 In your own words, give reasons why the amaMfengu people turned out to
be ‘the most advanced section of the community’ (lines 43-44)?
……………………………………………………………………………………….
………………………………………………………………………………………. [2]
14 Based on the way the writer described the amaMfengu people in paragraph
5, what was his impression of them?
………………………………………………………………………………………. [1]
15 ‘This local form of tribalism that I observed as a boy was relatively harmless.
At that stage, I did not witness nor even suspect the violent tribal rivalries
that would subsequently be promoted by the white rulers of South Africa.’
(lines 51-54)
How would you describe the writer’s character, based on his sentiments
about the amaMfengu people from the lines above?
………………………………………………………………………………………. [1]
423
The structure of the text reflects the state of mind or attitude of the writer
16 about his own people, the whites and the amaMfengu. Complete the flow
chart by choosing one word from the box to reflect his general feeling or
attitude in each of the paragraphs listed. There are some extra words in the
box that you do not need to use.
State of mind or attitude
acceptance bewilderment inspired astonishment
estrangement nonchalance admiration
Flow chart
Paragraph 1: (i) ……………………………………………...
Paragraph 2: (ii) ………………………………………….….
Paragraph 3: (iii) ……………………………………….……
Paragraph 5: (iv) ……………………………………….……
[4]
424
Refer to Text 3 on pages 5 and 6 of the Insert for Questions 17 - 24.

17 What feature of the cave makes it an attractive place for predators ‘to devour
any bat’ (line 4)?
……………………………………………………………………………………….
………………………………………………………………………………………. [1]
18 Which phrase in paragraph 1 tells us that the beetles have a huge appetite?
………………………………………………………………………………………. [1]
19 Why was there a need for cave researchers to ‘wear respirators and tightly
fitting clothes’ (lines 13-14) upon entering the cave?
……………………………………………………………………………………….
………………………………………………………………………………………. [2]
20 Who do ‘they’ (line 21) refer to?
………………………………………………………………………………………. [1]
21 What two physical characteristics of the bats give them an aggressive

appearance?
……………………………………………………………………………………….
………………………………………………………………………………………. [1]
22 How does one know that the bats do not intentionally cause harm to
humans?
……………………………………………………………………………………….
………………………………………………………………………………………. [1]
425
Here is a part of the conversation between two students, Joshua and Isabel,
23 who have read the article.
Bats are amazing team

players that
demonstrate what it
means to work towards
a common goal!
Unfortunately, they are also

at a high risk of being extinct.
Joshua Isabel
(i) With reference to paragraph 3, what evidence could be used to support

Joshua’s view?
……………………………………………………………………………………….
……………………………………………………………………………………….
………………………………………………………………………………………. [2]
(ii) How would Isabel explain her view?
……………………………………………………………………………………….
………………………………………………………………………………………. [1]
24 Using your own words as far as possible, summarise the facts that tell us
that bats are actually harmless creatures that can be easily hurt and rapidly
reduced in numbers.
Use only information from paragraphs 4 and 5.
426
In reality, bats are actually harmless creatures because they are…..….……
………………………………………………………………………………….……
…………………………………………………………………………………….…
……………………………………………………………………………………….
….……………………………………………………………………………………
…….…………………………………………………………………………………
……….………………………………………………………………………………
….……………………………………………………………………………………
…….…………………………………………………………………………………
……….………………………………………………………………………………
………….……………………………………………………………………………
…………….…………………………………………………………………………
……………….………………………………………………………………………
………………….……………………………………………………………………
…………………….…………………………………………………………………
……………………….………………………………………………………………
………………………….……………………………………………………………
…………………………….…………………………………………………………
……………………………….………………………………………………………
………………………………….……………………………………………………
…………………………………….…………………………………………………
……………………………………….………………………………………………
………………………………………….……………………………………………
427
…………………………………………….…………………………………………
………………………………………………….……………………………………
…………………………………………………….…………………………………
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………… No. of words: [15]
- END OF PAPER -
428
429
9
Marking Scheme
%#/2%*#..'0)'
APPLICATION FORM (CAMP INSTRUCTOR)
N.B. This form must be completed in full. All sections must be filled in accurately and legibly.
Name of applicant (Underline Last Name): NRIC Number:
Any invented name but must be in FULL with T023xxxxxK [1] (Must begin with T03 to
last name underlined [1] correspond to the age
Date of Birth (dd/mm/yyyy): Gender: Male/Female*
Any invented DOB with 2002 as year of birth Cross out gender that does not apply
and in the correct format
1
Address:
Any invented address [1]
1
Telephone number: Email

mail address:
addressss::
Any invented telephone number Any
ny invented
An invent ed email
ntted ema maiill
1. Do you have any previous

ous wo
w
work
ork
rk e
experience?
xpe
xp errience?
e?
e? Yes / No
No* [1
[1]
If your answerr to question

qu
uees
stit on 1 iss ‘Yes’,
‘Y
Ye
es’
s , please
plea
pleasse
e provide
pro
ovviide
d details
dettai
ails
ls below.
be
elo
low.
w.
2. Do youu have
hav
ave any
av an
a ny other
othe
er relevant
rele
re eva
vant exp
experience
xp
per
erie
iencce or/and
orr/a
o /and active
act
ctiv
ive
iv e sporting
spo or outdoor background?
Put a tick in tthe
he
he appropriate
ap
pppro
ropr
p iaate
te box
box(es)
ox(e
ox (es)
s) a
and
nd stat
state
te th
the
e detai
details in the space(s) provided.
No, I do not
ot have
hav
ave relevant
re
eleva
ant
nt experience
exxp
per
erie
ence and
and active
acctive sporting/outdoor background.
9 Yes, I have relevant
eleva
va
ant
nt e
experience.
xp
per
erie
i nce.
e
e.
Details: I am a peer
er leader
eader in secondary
lea econda school.
sec [1]
9 Yes, I have an active
tive
e sp
ssporting/outdoor
orting background.
Details: I am an active m
member of a Cycling Club and I train regularly with the members [1]
at Bukit Timah Hill.
During the 2-day training course, meals will be provided. Give details of any dietary requirements
below or write N/A if not applicable:
I am allergic to chocolate. [1]
I hereby declare that all information given on this form is accurate.

[1]
_____________________________ ____________________
Signature of Applicant Date (dd/mm/yyyy)
Any 1 item is omitted, award zero.
430
10 CT/MYE/Final
Term/Prelim
Yuan Ching Secondary School
English Department
Table of Specifications
Level/Stream : _____4NT___ Paper : One (1195) Total Marks : __60_____

Setter (s) : Kelly
Section A : Functional Tasks (30marks)
Part 1 : Form Filling [10 m]
Part 2 : Functional Writing [20m] Task

k Type : Job Application/
Ap
ppl
plic
icat
ic atiion/ P
at Personal
erso
ersona
sonal sta
na statement
Setter’s notes on Task Fulfilment
Situation
Students to show understan

understanding
nd
diing
g that
that they are
rre
e writing
writing a p
personal
errso
s nal statement
sttatem
tem
men
entt for
fo a job application
Purpose
To persuade
uad
de the
the reader
th read
rea er to
to hire
h rre
hi e him/her
him/h
//h
her
er a
as
s a cca
camp
amp
m iinstructor
nstr
nstr
ns truc
ucto
uc tor at C
to Camp Challenge
Audiencee
Students to show
ow
w awareness
awa
arre
en
ne
ess
s of
of audience
audien
au en
nce – writing
writing to the HR of Camp Challenge
Tone
Formal, polite and per

persuasive
rsu
suas
asiive
as
Elaboration
Students to give details of the following and elaborate using information provided in the question
paper and their own ideas (which must be relevant & logical):
x Reasons for wanting to be a camp instructor

- Since you attended school camps in secondary two, you always felt that you have the
flare for the job.
- You have the desire to inspire youths, be a positive influence to them. You want to be a
good role model while guiding them along the way and sharing your personal
experiences.
x Personal qualities which would make you a good camp instructor
- Having been a peer leader in school, you are good at relating to people, and many have
described you as being approachable and understanding. Give examples of situations
that demonstrate these qualities.
431
11
- Outgoing and social individual who enjoys outdoor activities and nature. You believe you
will be able to energise the youths through your vibrancy and passion for the outdoors.
x Personal goals you have for yourself as a camp instructor
- Other than wanting to inspire youths, you also feel that this is a great platform for you to
develop yourself, professionally as well as in your character.
Given it is a personal statement, it should just be written in paragraphs.
SPATE for Section B: Guided Writing
Section B: Guided Writing
SITUATION
Over the weekend, you sprained your ankle while playing basketball. When
tball.. Wh
W en yyou got back to
school, your teacher thought it would be a good opportunity/teachable
ble moment
y/teachabl
bl mo
momen
o for you to
impart your first-aid knowledge to the rest of your schoolmates.
olmates.
PURPOSE
Write a speech to the school, teaching

ng the students
stu
tudentts the
ude the self-care
th selflf--ca
se r for a ssprained
care prai
pra ned ankle through
your personal account.
AUDIENCE
Your schoolmates
ates
TONE
E
Formal, enthusiastic
mall,l, entthu
n usi
s astic
c
ELABORATION
OR
RA
AT
TIO
I N
ask
kF
Task ullfilm
u film
fi meen
Fulfilmentnt F
From the text Own ideas/paraphrase
How you sprained

rained your
you
ourr ankle
an
ankle while playing basketball - You met up with
some friends to have
a game as it is a part
of your weekend
routine.
- You were distracted
and you fell over
yourself, clumsily.
How you follow the PRICE NCDCC member at school, - You responded like it
procedure to treat your so you applied first-aid to was your second
sprained ankle yourself. nature in part due to
Protect your injury from the easy to remember
further damage. For example, acronym, “PRICE”.
use a support or splint. - ‘P and R’ which stand
Rest your injury for the first for protect and rest
two to three days. You may respectively. The first
need to use crutches if you thing to do is to
have also injured your leg and ensure that your
432
12
you want to remain mobile. injury will not worsen

Then reintroduce movement and hence, do not put
gradually so you do not delay additional weight on
your recovery by losing the injury by using a
muscle strength. support. Luckily for
Ice the painful area with a you, you had your
cold compress such as ice or very buffed friends to
a bag of frozen peas wrapped assist you that day.
in a towel. This will help Take time to let the
reduce swelling and bruising. injury heal. You also
Do this for 15 to 20 minutes try to minimise
every two to three hours. Do movement as far as
not apply ice directly to your possible but gradually
skin as it can burn your skin. introduce movement.
Compress the injured area Good
G opportunity to
with an elastic bandage or get your siblings to
elasticated tubular bandage run
r n errands
ru e for you.
to help limit swelling and - ‘I’
‘II’ stands
sta for Ice
movement. But do not leave where
w here you
y will ice the
the bandage on n while yyou ou painful
p
pa in
nful
fu ar
fu area. Since
sleep. you
yo u did
d d not
di no have a
Elevate e yourr injury
injuryy byy resting
res
esti
ting
ting
ng cold
col
co ld compress,
compre you
it above the level lev
evele of
of your
yyo
ouurr heart
hea
eart
rt used
us e a frozen packet
and keepkeep it sup
ke ssupported.
suupp
pporrteted
d.. This
Thi
his
his of peas wrapped
wrappe in a
could
co
c oul
ouulld mean
me
m ean
a lying ng o
ng onn the sofa a towel in
to instead.
inst
stea
st ead. Yo
ea You do
withh you your
our foot
our
ou ot on some
ot e this
his ffor
th or aabout
bout 115
cushions
cush
cuussh
hioionss ifif you
yyo
ou have
have e injured
j d minutes
m
mi nutes each
in e time
your
yo
y our leg.
leg
eg
eg.
g. with a an interval of
about 3 hours.
a
- ‘C’ stands for
compress. You
bandaged your ankle
to reduce swelling
and bruising.
- ‘E’ stands for Elevate
your ankle and use
pillows to support it.
What are the
e advan
advantages
nta
tage
ges
ges of Useful Life skill (first - Relatively easy to
knowing this proce
procedure
ce
edu
dure advantage) remember and apply,
even if you are not
medically certified.
- Handy as applying
this procedure in a
similar and sudden
situation would
certainly reduce
recovery time.
- Especially important if
you are active and
play a lot of sports
where injuries are a
common place,
unfortunately. Thus
knowing some first-
433
13
aid would always be

a plus.
Proper layout of a speech is expected
Good morning!
---
---
Thank you for your kind attention!
434
SECONDARY FOUR EXPRESS/ FIVE NORMAL ACADEMIC
PAPER TWO
SUGGESTED MARKING SCHEME
Section A [5 marks]
Refer to the webpage (Text 1) on page 2 of the Insert for Questions

tions 1-4.
1 Look at the photograph featuring the five people.
What characteristics of the PSA staff are bein

being highlighted
ng hi
high
g liigh t d in the
ghte t
photograph? (INFERENCE)
- The staff are happy/ y/ satisfied/

satisfieded/ fulfilled/
ed fu
ulf
lfil led/ confident
ille conf
con id nt working
i en work
wor ing in
PSA [1]
- The jobs in PSAAa are
ar suitable
re su
s able for
uittab orr both genders
both gender e s [1]]
er [2]
- The staff
ff play different
difffe roles
f rent rololes
ol es PSA
s in PS
P SA [1]
Any TWO of
o the
eaabove.
bo
b ove
ve.
Not
No
N accepted:
ot ac
cce
c pted
ed:
ed
d:
- The people
peeopp e are
ople are smiling
smi ng = ttoo
miilliing
m
mili oo
o o vvague
ague
ag ue (inference
(in ference is needed)
i fe
- T They
Thhey look
ey loo friendly/
ok ffr
riennd professional/
dllyy/ pr
p ro
offessionalall/ app
a approachable
a
appproach = trait must indicate
me fform
some
me ormmo direct
off d ect personal
iirrec p rson
pe on al benefit/
nal e efit/ fulfilment to choosing PSA to
ben
do
d o an internship
an in
nte
tern
rnshshiip
p
2 Give one phrase

e phra se in
rase
ra in the
t e webpage
th w which highlights the fact that being an
intern att PSA
SA will
PS willl not be just a local experience. (VOCAB)
wi
- International
rn internship [1]
Not accepted:
- World class international internship = ‘World class’ does not mean
it’s a global/ international experience.
435
3 Explain how the webpage attempts to make the internship application
process appear easy and convenient. (APPRECIATION)
- The process is divided/ split into three stages/ steps for the
students to follow.
OR
- The process is explained in a flowchart of visual images/
pictures for students to follow. [1]
Not accepted:
- Students can apply online = the fact that the text is a webpage on
the internet is understood as a convenient marketing tool. It’s the
design of the page that makes the difference.
4 Study the sharing by PSA staff member, Wong Chi Chin,

in, att tthe
Chin
Ch in he bottom of
he
the webpage.
How does his sharing add value

ue to the
e purpose
purp
pu poosse of
of the
he webpage?
the webpa
age ? (GENRE)
ge? (G
- It will help finalnal y year

ea
ear students
sttud
s udents ttoos see
ee how
ho
how ththey
hey can n llearn
earn
ea
beyond the textbooks
textbttb
boo
o ks
ks / ge
get
et a tast
taste
stte of worki
s working
ing life / through
thro
throug
ugh
ugha an
n
internship
rnshipip
pa att PSA.
PS SA.
A.
OR
- Itt will
willl help
p ffinal
in
nal
al y year
ea
ar sstudents
sttud
udenntts see
s se
s ee how
how they
ho yccan learn real-life [1]
an lear
working
w
wo rk
king
in
ng situations
s tu
si uaattio
t on ns
s through
thr
h ou
ougghh an
an authentic
autth
hennti
ticc wo
w
workplace.
rkpl
OR
O R
- IItt he ps
el
helps s students
sttu
uddeen
ntts
ts to
to s ee how
see how a structured
stru
structure programme can
ru
prepare
prepepar
ep are final
fina
na
nal year
ye
y earar students
student
tu
tu ts for
fo final jobs.
Not acce
accepted:
ce
cept
ep
ptted d:
- It b ring
ri
brings gs en
e giineers up to speed = direct lifting of this phrase with
g
engineers
elabo
la
aboora
r tion will not be awarded the mark.
no elaboration
436
5 What surprised the writer during his first visit to the homes of the whites?
(CONTENT)
- With the number and nature of the questions the children asked
(1) of their parents and their parents’ unfailing willingness to
answer them (1). [2]
6 Give a word in paragraph 1 that shows asking questionss was unwelcomed

unw
by the adults in the writer’s family. (VOCAB)
- Nuisance [1]
7 ‘All of these beliefs seemed perfectly natural

erfectly n
na
atu
t ra
al to me.’
to me.’ ((l
e. (lines
liin 20-21)
nes 20-21
21))
21
In your own words, whatt do

do you
you th
yo made
think ma
m d the
ade he writer
he er accept
write acce
ac ept tthese
h se b
he beliefs
e ie
eli fs
willingly? (PARAPHRASE)
PHRASE
SE
SE
E))
Paraphrase
rase from ‘shaped
m ‘sh
ssh aped byy custom,
hap cust
sttom ritual,
m, ritualall, and
a nd taboo…’ (lines
an
a ((llin es 8-9)
ines 9
- Hee was
wa
w as influenced
in
nflueu nnc
ce
edd by
by tthese
ese traditions/
he
h ttrra
addittio
ion s/ beliefs
ns beliefs since
efs
ef sinc
si n e young.
y (1)
Paraphrase
Pa
P ara
ara
rap
raph
ph
hra
r se fr
from
ro
omm ‘‘…went
…went u unquestioned.’
nq
n qu
ueessttio
ioned.
ne
nedd..’ (line10)
( in
(l ne10
10)
- NoNo o one
ne rra
raised
ais
sed
e doubts
doub
do
doububtts
s ab
about/
bout/ t ch
chal
challenged
a le
al lenged these beliefs. / It was [2]
normal
norm
rrm
mal
al to fo
follow
olllow
ow tthese
he
ese
se tradi
traditions/
dit on
di
diti o s/ belbeliefs. (1)
Not accepted:
cce
epted
ptted
p ed:
- Afra
Afraid
raaid
id to follow
fo
olllow
wb because
ecau he will have bad fortune in life = it’s not out
off fear,
feaar,
r b but
ut b
ut being
eing unassuming that made him follow.
- Had d to
o follow
follo and listen to his parents = vague answer, i.e. he can
be rebellious
ebel towards them and yet still blindly follow those beliefs
out of his own will.
437
8 ‘The local magistrate, of course, was white…’ (lines 22-23)
What does this phrase suggest about the writer’s perception about the
whites? (INFERENCE)
He perceived/ viewed them as

- people who had power/ authority over the Xhosas/ were superior
to the Xhosas. [1]
Not accepted:
- They had good jobs = vague answer that does not indicate the
whites were better than the Xhosas in any way, i.e. anybody
ybod can
have a good job.
9 Give a reason as to why the whites must ‘bebe treated

d wi
with mixture
th a m ixture of fear
and respect’ by the Xhosas (lines 25-26).
6). (INFERENCE)
(INFERENE CE
EN CE))
Infer from ‘appeared as grand as gods’

god s (line
ds’ e 25)
(lilne 25)
- They were in charge/ e/ in control
e/ co
c onttro
rol o the
off tth
he la
law and
w an
a d daily
provisions/necessities
ecessi
siiti
s ties
es in
n tthe
h lan
he land.
nd.d.
Infer from ‘curious

uriou
i us an a
and d remote
re
emo
mote
te figures’
fig
igu
urres
es’ (l
((line
liin
ne 28
28)
8) [2]
- Itt is known
knowwn th tthat
hat
a theyey
y aree ab
a
above/
ove/ be b
better
ett
t er
e than the
e Xh
Xhos
Xhosas
o as in every
aspect
as
speect
ct of llife.
iffee.
Not
No
ot a
ac
accepted:
ccce ept
p te ed
d:
- They ey w
ey were
ere aafraid
af
fra id tthat
raid ha
h h whites
at the
tth wh ess would harm them/ destroy their
hitites
te
lilives.
ess.. = tthe
ives. he
h e textual
te
ex ual cluess iin
xttu npparagraph
pa
ara r gra 3 point towards the power the
whites
w
wh hitites had
es h ad
a d over
ver the
ove e law,
aw, and control of the daily needs of the
la
Xhosas,
Xhos
Xh hoossass, rathererr than
rather than any physical
ha
an p harm they can inflict.
- Policemen
olicem
emen
em en or travellers
men tra would pass by the area where the Xhosas
lived
d = no inference
in is made, just a statement of fact.
10 ‘…their role in my life was a distant one, and I thought little if at all about the
white man in general...’ (lines 26-27) (LANGUAGE USE)
Identify the word(s) or phrases in the lines above which suggest:
(i) detachment - distant [1]
(ii) indifference - thought little (if at all) [1]
438
11 When did the amaMfengu people arrive on the eastern Cape? (CONTENT)
- They arrived during the period of iMfecane.
Not accepted:
- Between 1820 and 1840 = lines 30-31 indicate clearly the period the
amaMfengu people arrived was iMfecane, i.e. “AmaMfengu arrived
on the eastern Cape after fleeing from Shaka Zulu’s armies in a period
known as the iMfecane,” (lines 30-31). [1]
12 What ‘jobs’ were the amaMfengu people doing that ‘no other African
Afri would
do’ (line 37)? (SYNTAX)
- They worked as farmers and businessmen.

smen. [1]
Lifting is allowed from line 38, ‘They worked on white

white farms
hite s and
farms n in
and in white
wh
businesses’
13 In your own words, give reasons

e reaso ns why tthe
ons he
h amaMfengu
eamaM
ma Mffe
fen
eng
enggu
uppeople
eopl
eo ple
ple turned
rned out to
turn
tu rn
be ‘the most advanced
anceed section on of tthe
seccttiio
se community’
he com
o mu uni
nity
ty’ (l
ty (lines
(lin
ine
in 41-42)?
es 41- -42
2)?
(INFERENTIAL))
Infer from om ‘They

‘Th
T eyy woworked
w ork
rkede on on white
wh itite farms
hite ms and
farm an
and in whitee businesses….But
bussin
inesse
amaMfengu
maMfe eng
ngu were
were e an
an industrious
iin
nddu
ussttri
riou
ou
uss people,
pe
eop
ople
le, and
and because
an becausse of
be of their
th
th
heir contact with
Europeans,
Europe ea
anns, they
tth
hey
e we w
were
ere o often
fte
ft en
n mmore
orre educated
o educatted and
ed and “Western”
“West than other
Africans’
Af
A
Afri
friicca
ans
ns’ (liness 337-40):
7--40
0):
- They
They
T y had
had m mo
more
oree iinteractions
ne
nterraction
ns wi
w
with
th
h the whites
OR
O R
- They
Th
T hey
y w were
erre more e
e exposed
xposed to the cultural lifestyle/ habits/
xp
practices
pr
rac
acti
tice
ces of tthe
ce he whites
whites
ORR
- They
hey
yh had
ad access
acce to the learning/ gaining knowledge the whites
hadd
1 mark for ONE of the points stated above
- as they were hired as labourers by the whites. (1)
Not accepted:
- Zero if any of the following terms OR their inflected forms is
mentioned: Europeans, Westerners, Africans, educated, worked,
businesses, contact, industrious. (Strictly in your own words. The
only exception would be ‘whites’, which would be the summarising
term for Europeans and Westerners.) [2]
439
- They were amongst the first to become Christians, to build better
houses, and to use scientific methods of agriculture. = these are the
consequences of being advanced, not the reasons/ causes.
14 Based on the way the writer described the amaMfengu people in paragraph
5, what was his impression of them? (GENRE)
- Capable/ Intelligent/ Modern/ Advanced/ Well-educated/

Cultured/ Rich [1]
Any answer that reflects a favourable impression the writer formed of them
Not accepted:
He respected/ admired them. = This is more of an attitude adopted
ttitude a
addop ed towards
ptte t
the whites after knowing them at a deeper level, not ot sso
ot much
o mu
m ch of an
impression.
15 ‘This local form of tribalism that I observed

bserved as a bo
boy was
oy wa
w as rrelatively
elatti
tive
vely harmless.
ly h armless
At that stage, I did not witnessss nor even
ven suspect
eve su
usp ect the
spec the violent
th vviiolen
nt trtribal
trib
ibal
ib a rivalries
that would subsequently be promoted
pro m ted by
omo by the
he white
he whi te rulers
hite rulerss of South
uler Sou
outh Africa.’
(lines 51-54)
How would you describe

desc
de s ribe
be
b e tthe
he w
he writer’s
wr err’ss ccharacter,
rrititite haract
ha cter
ct e , based
base
sed
se d on his
his sentiments
sen
e time
about the
he amaMfengu
amaMfe
feng
fe ngu people
p op
pe e from
plle om the lines
fro es above?
line
ne ab
a o e? (APPRECIATION)
bov (APPR
P EC
PR ECIA
IATIO
IA
- He
He was
wa s unassuming/
as una
n ss
na s um
miin
ng/ earnest/
g/ e a rn
ar nest/ unsuspecting/
est unsusp
pec
ecti
ting
ti innocent/ naïve in [1]
n / inn
his
h s thinking.
hi thin
nki
king
ng
g.
Not ac
accepted:
cce
c ptte ed
d:
- Unaware,
Unaw e, ignorant,
ware,
e, ign
gno orrran
an
a t impressionable,
nt, imp
preress
ssio
ssio n bl immature, oblivious = these
iona
traits
ttrrai
trai
aits do
ts d onnot
noot reveal
eveal the
rre he innocent
the nnoce lack of wisdom and experience due
iin
to
o tthe
he
he yyoung
ou
oungg agege of
ge of the writer,
w and it’s not a fault of his.
440
16 The structure of the text reflects the state of mind or attitude of the writer
about his own people, the whites and the amaMfengu. Complete the flow
chart by choosing one word from the box to reflect his general feeling or
attitude in each of the paragraphs listed. There are some extra words in the
box that you do not need to use. (EVALUATIVE)
State of mind or attitude
acceptance bewilderment inspired astonishment
estrangement nonchalance admiration
Flow chart
Paragraph 1: (i) astonishment

astoni
nish
ni s me
ent
Paragraph
ragraph
h 2: (ii)
(iii))
(i acceptance
ac
cce
eppttan
nce
e
Paragraph
Pa
P ara
ragr
grap
aph 3: (iii)
((iiiiii) nonchalance
non
onch
onchal
cha ance
Paragraph
Paragr
g ap
graphh 5: (iv) admiration
[4]
441
17 What feature of the cave makes it an attractive place for predators ‘to
devour any bat’ (lines 3-4)? (CONTENT)
- It is a nursery cave/ filled with mother and baby bats. [1]
18 Which phrase in paragraph 1 tells us that the beetles have a huge

appetite? (VOCABULARY)
- eating machines [1]
Not accepted:
- feeding of carrions = feeding on decaying
ying flesh h doeses not
does ot refer to a
not
big appetite.
- Boiling cushion of hungry jaws
ws = figurative
figurativve language
la
anngg
guaage iss not
ua
u not the
no the best
answer to describe the beetles’’ hu
huge
hugee appetite.
appppet
etitte.
e.
19 Why was there a need d for cave

ave researchers
cav research
re herrs to ‘wear
wear respirators
‘we res
esppirato
tors
to rs and tightly
and tig
ight
ig htly
ht
fitting clothes’ (lines 13-14)
es 13-14
14
1 4) upon
upon entering
pon ent e ing the
nter he cave? (INFERENTIAL)
th (IINF
NFE ERENENT
EN TIAL
L)
- Breathing
reathing would
g wo
w oul
ud b be difficult/hard
e diffi
ficu
fi c lt/h
/harrd iin
/h cave
n the cav
avee due
due to
t the high
temp
temperatures
mp peratur
u es
ur es and
and h
an hu
humidity
umi
mi d
diity
t ((1)
1)
1)
- To
To reduce
re
edu
duce inhaling
inh
nhal
nhhallin
ing of
o the es stench/
tench/
tenc
te nch
nc h// s
smell
mell co
comi
coming
min
mi ng fro
from the vapour
off ammo
o ammonia
moni
mo nia
a (1
((1))
1 mark
m rk
ma rk for
forr ONE
ONE of
of th
the points
the poin
poi ts s
stated
tate
tate
ta ted abov
above
- To rreduce
To re du
d uce unnecessary
ce unn
n necesssa
sary direct contact with the excretion of the
ry direc
creatures/
cr
reea
attu
ure
res/
s/ anima
animals
mals
ma ls in
in the cave (1) [2]
Infer from:
m:
‘Not only could
ld
d they be
b showered with droppings from the bats overhead, there
would be thehe thick
th layers of powdery guano, the crawling beetle larvae, the
infernal heat, and the intense vapour of ammonia.’ (lines 14-16)
Not accepted:
- To stop insects from crawling into the bodies = the insects can crawl
out of one’s body, but droppings stay stained on the human skin, and
is hence a more pressing reason to wear tight-fitting clothing.
442
20 Who do ‘they’ (line 21) refer to? (VOCABULARY)
- The bats [1]
Not accepted:
- Researchers = misinterpretation of text.
21 What two physical characteristics of the bats give them an aggressive

appearance? (CONTENT)
- Open mouth and bared teeth [1]
Note: Both characteristics must be stated to earn one mark.

rk.
22 How does one know that the bats

ats do not iintentionally
ntten
enti
tion a ly cause
onal cau se harm
ause harm tto
humans? (CONTENT) [1]
- One could stand

and in n tthe
he m
he middle
iidd e off ttwenty
ddl million
wentty millio wild
on wild
dbbats
a s and
at d no
not
get hit by them.
y any of the
tth
hem.
Nott acce
accepted:
epptte
ed d:
- When
When n caught,
caua g ghht, t, they
hey will
the only
willll onl
wi attempt
nlly at
n a ttte m t to escape
emp esc
scap ape and not bite or hurt
cap
you.
ou. = IIn
yyo n a disadvantaged
disa
di s dvan ntta
ag
age
ge ed situation,
situ
si tuat
atioion, it’s
itt’’s priority
ority for
priio
pr o f the bat to escape
and
an
a nd they
theyy may
th may accidentally
ac
a ccide
cciide
den nttally hurt
hurrtt its
hu ts captor.
its captor However, in a situation
where
w
wh ere they
er th y are
th arre e not
not
o caught
caau ught and
and are in full capacity to hurt and they
an
don’t,
doon’
n tt,, it’ss then
tth
hen
en a stronger
sttrronge er indication
in
indi
ndi
dicaation that they have no motive/ intention
to harm
to harrm at at all.
allll.l
23 Here is a partt of the

th conversation between two students, Joshua and Isabel,
who have read
ead the article.
Bats are amazing team

players that demonstrate
what it means to work
towards a common goal!
Unfortunately, they are

also at a high risk of being
extinct.
Joshua Isabel
443
(i) With reference to paragraph 3, what evidence could be used to support
Joshua’s view? (EVALUATIVE)
- In order to leave the cave, bats must work together/ rely on each
other to fly in a circular way to climb up, (1)
- by whisking around one another, wing to wing, in tight ranks. (1) [2]
Answers must include the idea of the bats working together

gether
err as
as a team to
leave the cave.
(ii) How would Isabel explain her view? (EVALUATIVE)

UATIVE))
- Bats are the slowest-reproducing

oducin ng mammal
mamm
mm al ffor
mal or ttheir
or size.
heir size
ize.
- Mother bats usually only rear one one pu
on pup
p year.
up a ye
y ear
ar.
- Bats form some of the wo world’s
worl
r d’s la
rl largest
arrg
ges concentrations
e t co
conc
ncen entr
t at
tr ations
so off w
warm-
arm-
blooded animals,
mals,, and
nd tthey
and he
h could
ey co
c o
ould be
be destroyed d iin ve minutes.
n five minut uttes
es..
- There are
re records
s of
of people
peo
eopplle who
ho have
who a e wiped out
hav out millionsn o
ns off bats
bats
in one day
day.
y. [1]
ONE
NE off the
Any ON th
hee four
fou
ou
o ur answers
anssw
an errs above
we e is
above
ab is accepted.
acccce
eppte
t d.
444
24 Using your own words as far as possible, summarise the facts that tell us
that bats are actually harmless creatures that can be easily hurt and rapidly
reduced in numbers.
Use only information from paragraphs 4 and 5.
In reality, bats are actually harmless creatures because they are…
Original points Paraphrased

phrase ed points
pooin
i ts
Bats are actually harmless creatures that can be easilyy hu
hurt
urt
rt
1 they’re just trying not to bump into They
hey just wa
want
nt tto
o av
avoid
voi
o d clash
clashing
anything into thing
things
gs
2 You could stand in the middle of On

Onene w wo
would
o
oul
uld b
uld
ul bee un
unharmed
nha
harm
rmed
rm e when
twenty million wild bats and
and not sst
an stationed
tattio
ionne
ed inin the
the midst
mididst
st of
of many
get hit by any of them
them.
em
em. bats.
ba
b a
ats.
3 , the only way way ay you u can

ccaan getge
ge
ett close
clos
ose A flying
flyi
yyiing
n bat is
is easi
easily
ily ggrasped
rasp
ra s ed by
b
to one e is to try
try y tto
o ca
ccatch
tcch on o
one e in
in mmid-id- ssw
swinging
wiin
ngi
ging
n your hands
ha
hand
and
ndss to catch
cat it.
flflight.
lig
ghtt. It
It iss no n
notot di
d
difficult
iff
fficcu
ffic ullt tto
o d do, o,,
o
however.
h
ho oweve ve
err.. Alll you
you have
yo ha
avve e toto do
do is
is flail
flf a
aiil
your
yo our han
hands
nds
d a around
ro
ound for foor a bit.
b t.
bi
4 Do
Do not
ot grip
ot grip onto
on
o n
nto
to itit too
to to
oo hard
h rd or you
ha you It ccan be hurt if you hold it too
may
ma
may injure
i ju
injurre
e it.
it.
t. tightly.
5 Its wi
w
wings
iing
n sh
ng held
eld
d closed
clo
lose
sed
sed by your
y grip, The bat is fearful and weak when
itss small
sm
malll furry
furr
furryy brown
rr br head
h sticking in captivity.
out,t, the
the little bat will look
frightened
tened anda fragile.
6 It will use its chin as a pry bar to It will only want to break free and
try and escape, but it will make not to hurt its captor.
no attempt to bite.
…rapidly reduced in numbers.

7 they’re also the slowest- Female bats take the longest time
reproducing mammal for their amongst mammals, to give birth
size. to their young
445
8 Mother bats usually only rear one , normally one baby a year.
pup a year.
9 And bats cluster in large colonies Bats gather in huge groups in

in the most vulnerable places. areas that expose them to
danger.
10 Bats form some of the world’s Hence, they could be eliminated

largest concentrations of warm- in a short time.
blooded animals, and they could
be destroyed in five minutes.
11 There are records of people who The mass killing of bats within a
have wiped out millions of bats in day has a long history.
histo
oryy.
one day.
In reality, bats are actually harmless creaturesreatures because

beccau a se theythey are...
are.
are....
e.
just want to avoid clashing into things ngs when
when flying.
flyi
y ng
ying. One On
O ne would
would d be u unharmed
nharmed
when in the midst of many bats. ats. A flying
flyyin
ingg bat
baat is
is easily
eas ily grasped
asilily grras
g a peed by swinging
your hands to catch it. It can be hu hurt
hurt you
r if yoou hohold
h ld iitt tto
ld too
oo tittightly.
tigh
igh The
htlly. The b bat
at is fearful
at
and weak in captivity. only
ty. It o wants
nlly w
n waant
nts to b break
reak
re a free, and nd not
not to
to attack. Bats
a tackk. Ba
at ats
t
gather in huge groups in n areas
areas that
tha expose
at ex
e poosse
e them to d danger
ang
an ger and
a d hence
an henc
he nce
nc e can
be eliminateded rapidly.
rapi
pidl
pidly.
y
(79 words)
446
447
Candidate Name: ___________________________ Index No: ____ Class: _______
Zhenghua Secondary School

Secondary 4 Express and 5 Normal (Academic)
English Language
1128/01
6 May 2019
1 hour 50 minutes
Paper 1 Writing
Insert
Zhenghua Secondary School Zhenghua Secondary School Zhenghua Secondary School Zhenghua Secondary School

This document consists of 2 printed pages and 2 blank pages.
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2
BLANK PAGE
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Section B
Read the printout of a poster below and use the information to answer the question on page 3 of
ion Bo
Be Responsible Users of Social Media & the Internet

et
The Internet as well as social media platforms

p have become an integral
g p part of
our online p
presence. They y help
p us stay
y connected with others but y
you should
be waryy about how much personal information to divulge. Read some of these
tips
p below:
PRIVACY!
Regardless of your privacy settings, keep in mind that your post are visible!
Think before you post on social media and keep yourself safe from any kind
of identity theft. Do review your passwords from time to time.
BULLY …NOT!
Use discretion when putting content on your social media and do not turn
to social media to harass, demean or bully someone. Be careful when
surfing the Internet!
BELIEVE…NOT!
Take note of spam emails and deceptive ‘free’ offers as these are to entice
you to click on dangerous links or give up your personal information. Always
be wary of offers that sound too good to be true!
BE SAFE! BE SURE! BE
SMART!
450
Candidate Name: ___________________________ Index No: ____ Class: _______

English Language
1128/01
6 May 2019
1 hour 50 minutes
Paper 1 Writing

Write your name, index number and class in the spaces provided at the top of this page.


The total number of marks for this paper is seventy [70].
Name of Setter: Ms Rafiyah and Mdm Emilia
Section A
10
Section B
30
Section C
30
Total
70
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[Turn over
Question 1
Carefully read the text below, consisting of 12 lines, about climate change in Singapore. The first
and last lines are correct. For eight of the lines, there is one grammatical error in each line. There
are two more lines with no errors.

Examples:

The recent spells of hot weather that Singaporeans have been experiencing
may not be just temporary heatwaves. The island is heating up twice as fast 1 …………………
as the rest for the world. According to the Meteorological Service Singapore 2 …………………
(MSS), it is almost 1 degree Celsius hotter today than in the 1950s. What is 3 …………………
grim news is that Singapore maximum daily temperatures could reach 35 to 4 …………………
37 degress Celsius by 2100 if carbon emissions continued to rise at a 5 …………………
similar rate, warned Dr Muhammad Eeqmal Hassim, a senior research scientist 6 …………………
with the MSS Centre for Climate Research Singapore. Other country are 7 …………………
already experiencing hotter temperatures but this is more alarming with 8 …………………
Singapore because of it high level of humidity that is experienced all year 9 …………………
round. This could potential lead to grave situations as our bodies struggle 10 ………………..
to cope with the heat.
Copyright Acknowledgements:
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Text in Section A : https://www.channelnewsasia.com/news/cnainsider/Singapore-hot-weather-urban-heat-effect-temperature

humidity
You are advised to write between 250 to 350 words for this section.
Question 2
You should look at the poster in the Insert, study the information carefully and plan your
answer before beginning to write.
You recently came across a leaflet promoting the importance of being responsible users
of social media and the Internet. As a Cyber Wellness student ambassador, you are keen
to share the information to the entire student population as you feel very strongly about
the matter. You are to propose suggestions and ideas to the teacher-in-charge of Cyber
Wellness in your school.
In your proposal, you should:
x state why you wish to raise awareness on cyber wellness in your school
x explain two tips that students can adopt as responsible users of social media and
the Internet
x describe one other cyber wellness tip one can observe
x share how you will promote these tips to the entire school population.
Write your proposal in clear, accurate English and in a persuasive tone to convince your
teacher-in-charge to approve your idea of promoting cyber wellness in your school.
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You are advised to write between 350 to 500 words on one of the following topics.
Questions 3–6
3 What are some ways teenagers can help the less fortunate in society?
4 ‘Do not be afraid to fail but be afraid not to try.’ Write about some of the occasions
when you found this to be true.
5 ‘Parents are the greatest source of influence on their children.’ Do you agree?
6 Describe your ideal home for the future. Explain how it would improve your quality of
life.
Please write your chosen question number (3, 4, 5 or 6) here: ……….
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Candidate Name: ____________________________ Index No: ____ Class: _______

English Language
1128/02
6 May 2019
1 hour 50 minutes
INSERT

[Turn over
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Section A
Text 1
Study the poster below and answer Questions 1–4 in the Question Paper Booklet.
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Section B
Text 2
The text below describes a man being held captive as a prisoner-of-war. Read it carefully
and answer Questions 5–12 in the Question Paper Booklet.
1 The new prisoners waited in a shed which seemed to be the anteroom to the
disinfecting chamber. SS men 1 appeared and spread out blankets into which we had
to throw all our possessions, all our watches and jewelry. There were still naïve ones
among us who asked, to the amusement of the more seasoned ones who were
there as helpers, if they could not keep a wedding ring, a medal or a good-luck 5
piece. No one could yet grasp the fact that everything would be taken away.
2 I tried to take one of the old prisoners into my confidence. Approaching him furtively,
I pointed to the roll of paper in the inner pocket of my coat and said, “Look, this is the
manuscript of a scientific book. I know what you will say – that I should be grateful to
escape with my life, and that should be all I can expect of fate. But I cannot help 10
myself. I must keep this manuscript at all costs; it contains my life’s work. Do you
understand that?”
3 Yes, he was beginning to understand. A grin spread slowly across his face, first
piteous, then more amused, mocking, insulting, until he bellowed an expletive at me
in answer to my question. At that moment I saw the plain truth and did what marked 15
the culminating point of the first phase of my psychological reaction – I struck out my
whole former life.
4 Suddenly there was a stir among my fellow travelers, who had been standing about
with pale, frightened faces, helplessly debating. The man who mocked me had no
time to react, for again we heard the hoarsely shouted commands. We were driven 20
with blows into the immediate anteroom of the bath. There we assembled around an
SS man who waited until we had all arrived. Then he said, “I will give you two
minutes, and I will time you by my watch! In these two minutes you will get fully
undressed and drop everything on the floor where you are standing. You must take
nothing with you except your shoes, your belt or suspenders, and possibly a truss 2. I 25
am starting to count – now!”
5 With unthinkable haste, people tore off their clothes. As the time grew shorter, they
became increasingly nervous and pulled clumsily at their underwear, belts and
shoelaces. Then we heard the first sounds of whipping – leather straps beating
down on naked bodies. 30
6 Next, we were herded into another room to be shaved; not only our heads were
shorn, but not a strand of hair was left on our entire bodies. Then on to the showers,
where we lined up again. We hardly recognised each other but with great relief,
some people noted that real water dripped from the sprays.
1 SS men – soldiers of a protective squad of WWII Nazi Germany

2 truss – a padded belt/undergarment
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7 During the later part of our imprisonment, the daily ration consisted of very watery 35
soup given out once daily, and the usual small bread ration. In calories, this diet was
absolutely inadequate, especially taking into consideration our heavy manual work
and our constant exposure to the cold in insubstantial clothing.
8 When the last layers of subcutaneous fat had vanished, and we looked like
skeletons disguised by skin and rags, we could watch our bodies beginning to 40
devour themselves. The organism digested its own protein, and its muscles
disappeared. Then the body had no powers of resistance left. One after another the
members of the little community in our hut died.
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Section C
Text 3
The text below is about the art of Japanese cuisine. Read it carefully and answer
Questions 13–19 in the Question Paper Booklet.
1 For the average diner, knowledge about and interest in Japanese food seemed to
be confined to a few popular dishes until fairly recently. American exposure to
Japanese food was largely limited to Japanese steakhouse chain offerings and
deep-fried tempura. One primary ingredient which epitomised Japanese food at its
pinnacle was raw fish. However, authentically prepared Japanese cuisine using raw 5
fish as its centrepiece was for many years unavailable outside Japan. The
ingredient itself was also a major barrier to the undiluted worldwide acclaim of
Japanese cuisine.
2 To the uninitiated diner decades ago, sushi (raw fish and vinegared rice balls) or
sashimi (raw fish slices) were breathtakingly aesthetic in concept and very visually 10
tempting, but all interest stopped there. Those who did not wish to offend their hosts
surreptitiously deposited sashimi into a convenient paper napkin, or else swallowed
it unchewed and washed it down with copious gulps of beer or saké 3. It does seem
an injustice that for a very long time Japanese food did not receive the widespread
recognition that it deserves. Many first-time eaters, though bowled over by its 15
aesthetic presentation, describe Japanese food as insipid, because of the subtlety
of Japanese cuisine. It is lost on palates expecting elaborate blends of seasoning.
Highly seasoned Chinese or intricately sauced French dishes are more likely to win
over experimenting palates. Palates have to be educated to fully appreciate
Japanese food beyond the familiar stews, tempura (deep fried), and the lavishly 20
seasoned grilled dishes. Tongues have to learn to become sensitive to the slight
nuances of taste, to discern the intrinsic and undisguised natural flavours in each
ingredient.
3 In classical Japanese cuisine, before each diner is an array of small individual

servings painstakingly prepared by the chef, each a work of art framed in its own 25
exquisite receptacle. “Feed the eye first,” is the first order for the Japanese cook.
The Japanese care about the ambience as much as the food. Artistry is not limited
to the table arrangements, outdoor gardens, or exterior and interior architecture of
the venue and main rooms. In the washrooms, you may be fortunate to see an
exquisite seasonal floral arrangement in a bamboo receptacle, to match the 30
bamboo paneling on the walls, or perhaps a rustic stone sink. The visual appeal of
a feast can be bewildering to the uninitiated. Plates of all possible geometric
shapes—square, rectangular, crescent- or fan-shaped—in many colours, sizes, and
textures decorate the table. Not all are porcelain—slabs of wood, baskets, and
even chestnut husks can hold food. What does this say about food in Japan? At its 35
best, it is an overwhelming sensory aesthetic experience. And it is that meticulous
attention to every phase—from selecting the freshest ingredients, choosing the
serving receptacles, and most of all, the graciousness of service and attention to
guests—that characterises the fine art of hosting a Japanese meal.
3 saké – Japanese alcoholic drink made of fermented rice, yeast and water
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4 The key to good food is fresh quality ingredients; this is the recurring message of 40
professional cooks and literature the world over. The Japanese have taken this
message to an extreme, and the vegetables and fruit in supermarkets, department
stores, and greengrocers in Japan are not only fresh, but also of perfect
appearance, shape, and size. Fish and seafood are bright-eyed and glisten
attractively: there is none of the dense and incriminating fishy smell that from a 45
distance unmistakably identifies fishmongers elsewhere.
5 Twenty years ago, most Japanese shopped for food every day to ensure freshness,
something that would be difficult to do now even in Japan. The realities of working
life force people to stock up on food items so that they shop as rarely as possible.
These days, even non-local foodstuffs can be of impeccable quality and freshness. 50
Modern freezing and transportation methods have made exotic marine foodstuffs
and fresh Asian vegetables and fungi available to all. Organic crop production and
local farmers’ markets are also making it easier to find chemical-free produce
nearby.
6 Aside from its gustatory and aesthetic appeal, there is one more compelling reason 55
to cook and eat Japanese food. It is good for you. Not only is it a balanced diet in its
combination of rice, vegetables, and emphasis on fish and seafood, with a
moderate intake of animal protein and fat, but many of its components have
disease-preventing qualities. It is the complexity of every phase in the Japanese
culinary scene that makes it one of the most respected cuisines in the world. 60
Text 1 © Image and text adapted from www.sailorsforthesea.org

Text 2 © Viktor Frankl; From Death-Camp to Existentialism – A Man’s Search for Meaning; 1946.
Text 3 © Michael Ashkenazi & Jeanne Jacob; Food Culture in Japan; 2003.
(https://www.questia.com/library/117362167/food-culture-in-japan)
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470
Candidate Name: _________________________________ Index No: ____ Class: _______

English Language
1128/02
6 May 2019
1 hour 50 minutes
Write your name, class and index number in the spaces provided on the work you hand
in.
The total number of marks for this paper is fifty [50].
Name of setter: Ms. Amerlyn Ong For Examiner’s Use

Ms. Geraldine Lim Section A
Ms. Vivian Koh 5
Section B
20
Section C
25
Total
50

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Section A [5 marks]
Refer to the poster (Text 1) on page 2 of the Insert for Questions 1–4.
1 How does the main image at the top of the poster help support the header ‘Skip a
Straw. Save a Sea Turtle.’?
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2 ‘If plastic continues to infect the ocean, by 2050, there will be more plastic than fish.’
Paying close attention to the underlined word, what is the intended effect of this
sentence on the readers?
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………………………………………………………………………………………….......... [2]
3 State how the writer tries to persuade the readers to step forward and be more
involved in supporting the organisation.
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………………………………………………………………………………………….......... [1]
4 Which two groups of people are ‘Sailors for the Sea’ targeting through this poster?
(i) ………………………………………………………………………………………..........
(ii) ……………………………………………………………………………………............ [1]
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5 Explain, in your own words, why some of the new prisoners were described to be
‘naïve’ (line 3).
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6 (a) In Paragraph 2, the writer spoke to one of the old prisoners. In which two
ways does he emphasise to them that he did not want his manuscript to be
lost?
(i) …………………………………………………………………………………….
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(ii) …………………………………………………………………………………….
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(b) Which words or phrases in Paragraph 2 describe the manner in which the
writer spoke to the other prisoner?
Descriptions Word or phrase from the passage

(i) avoid any attention that might
lead to trouble
[1]
(ii) telling of a private matter in
complete trust
[1]
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7 ‘At that moment, I saw the plain truth and did what marked the culminating point of
the first phase of my psychological reaction – I struck out my whole former life.’ (lines
15–17)
(a) According to Paragraph 3, what does ‘the plain truth’ refer to?
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……………………………………………………………………………….……………. [1]
(b) What does the word ‘culminating’ suggest about how the writer reacted?
………………………………………………………………………………….………….
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8 Paragraph 5 begins, ‘With unthinkable haste, people tore off their clothes.’ Why do
you think the prisoners did so ‘with unthinkable haste’?
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9 (a) Identify one example of personification in Paragraph 5.
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(b) What is the effect of the use of personification in (a)?
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10 Which two expressions in Paragraph 6 suggest that the prisoners were under
absolute control of their captors?
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……………………………………………………………………………….…………… [1]
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11 At the end of the text, the writer observes the change in appearance of the
prisoners over time. Explain how the language used in Paragraph 8 makes the
prisoners appear unhealthy. Support your ideas with three details from the
paragraph.
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12 The structure of the text reflects the writer’s thoughts and feelings throughout his
imprisonment. Complete the flowchart by choosing one word from the box to
summarise the main thought or feeling presented in each part of the text. There
are some extra words in the box you do not need to use.
The writer’s thoughts and feelings
submission uncertainty unawareness realisation

desperation oblivion tolerance
Flow chart
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Paragraph 3: (iii) ……………………………………………………
Paragraphs 4–8: (iv) ……………………………………………….

[4]
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6
13 In Paragraph 2, the writer mentions that the uninitiated diner decades ago were
attracted to the visual appeal of sushi and sashimi, but ‘all interest stopped there’
(line 11). What does the writer mean?
……………………………………………………………………………………………..
…………………………………………………………………………………………….. [1]
14 ‘Those who did not wish to offend their hosts surreptitiously deposited sashimi
into a convenient paper napkin, or else swallowed it unchewed and washed it
down with copious gulps of beer or saké.’ (lines 11–13)
What do the underlined words mean?
(i) ‘surreptitiously’
[1]
……………………………………………………………………………………………
(ii) ‘copious’
…………………………………………………………………………………………… [1]
15 ‘It does seem an injustice that for a very long time Japanese food did not receive
the widespread recognition that it deserves.’ (lines 13–15)
What does this suggest about the writer’s attitude towards Japanese cuisine and
its recognition in the world?
……………………………………………………………………………………………..
…………………………………………………………………………………………….. [1]
16 What do many first-timers expect of Japanese food, and how does it taste in
reality? Answer in your own words.
Expectation
[1]
Reality
[1]
476
7
17 Here is a part of a conversation between two students, Juliana and Andy, who
have read the article.
The people in
Not only that,
Japan can get they can get very
top-quality
fresh ingredients
ingredients too.
easily.
Juliana Andy
(a) With reference to Paragraph 5, how can Juliana explain her position?
………………………………………………………………………………….................
…………………………………………………………………......................................
…………………………………………………………………………………................
…………………………………………………………………...................................... [2]
(b) Provide two ways in which Andy can support his position.
……………………………………………………………………………….....................
……………………………………………………………………………………………... [1]
18 Other than its taste and attractive visuals, state two reasons from Paragraph 6
that explain why one should consume Japanese food.
……………………………………………………………………………….....................
……………………………………………………………………………………………... [1]
477
8
19 Using your own words as far as possible, summarise the fine art of hosting a
Japanese meal.
Your summary must be in continuous writing (not note form).

It must not be longer than 80 words (not counting the words given to help you
begin).
The fine art of hosting a Japanese meal starts with ………………………………….
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
478
9
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
……………………………………………………………………………………….......
………………………………………………………… No of words:
[15]
479
480
ANSWERS
Carefully read the text below, consisting of 12 lines, about climate change in Singapore.

provided.
Examples:

The recent spells of hot weather that Singaporeans have

ve been experiencing
expe
peri
perien
rienci
encing
ci
may not be just temporary heatwaves. The island

and is heating
he
heat
ea
ating up ttwice
g up ce as
wice
wice
wi as fast
fast 1 9
as the rest for the world. According to

o the
e Meteorological
Me
M ete
t or
o ol
ological
al Service
Ser
e vice
ce Singapore
ce Singa
apo
pore 2 of (P
(Prep)
Prep
re
ep)
(MSS), it is almost 1 degree

ee Cel
Celsius
ls
siius
u hot
hotter
otttte
o er tto
today
oda
day tth
day than
ha
an
n iin
n tth
the
he 19
1950s.
950
5 s. W
What
hatt is
ha 3 9
grim news is thatt Sing

Singapore
ga
ap
por
ore maximum
ma
ax
xiimu
um daily
da
daiilly temperatures
temp
tem errat
atuurre
es
s could
coul
could reach
h 35 to
to 4
grimmer/Singapore’s(poss)
37 degress Celsius
Celssiu
i s by
by 2100,
21
10
00, ifif c
ca
carbon
arb
rbon
neemissions
miis
m ss
siio
ons c
continued
ont
n in
inue
ued
ued to
t rise at a 5 degrees/continue (T)
similar rate, warned

rned
dDDrr M
Muhammad
uham
amm
ammaad E
Ee
Eeqmal
eqmal H
Hassim,
assi
assim
sim, a ssenior research 6 warns (T)
scientist
with the MSS Centre forr C

Climate
limate
te R
Research
esearch Singapore. Other country are
es 7 countries (Plural)
already experiencing hotter

tter temperatures
temp but this is more alarming with 8 for (Prep)
Singapore because of it high level of humidity that is experienced all year 9 its (det)
round. This could potential lead to grave situations as our bodies struggle 10 potentially (adv)
to cope with the heat.
481
2
482
Mid-Year Examination 2019 OAA in blue, DNA in red, KIV in pink
EL 4E5N P2 | Answer Scheme
Section A [5 marks]
Refer to the advertisement (Text 1) on page 2 of the Insert for Questions 1–4.
1 How does the main image at the top of the poster help support the header ‘Skip a
Straw. Save a Sea Turtle.’?
The image shows a sea turtle struggling for air/drowning suffocating/dying. This
evokes sympathy/pity/empathy in the readers, which may encourage them to
stop using straws in order to protect sea creatures. [1]
Note: Students must first describe the image (drowning) before explaining how the
image supports the header in persuading readers not to use plastic straws.
DNA: Either describing the image/explaining the header (no reference

refer
eren
e ce to both parts)
therre will
2 ‘If plastic continues to infect our ocean, by 2050, there will be mo
be ore p
more la
ast
s ic tthan fish.’
plastic
ed word,
Paying close attention to the bolded wor
ord,
ord, wha
at is
what is tthe
he
e iintended
ntten
n e ded
d ef
effe
fect of this se
fe
effect sentence
on the readers?
Through likening ng thehe

h e usese
se o off plas as
asti
t c to a d
plastic isea
eas
ease w
disease hich
hi
whichch co
could
plague/damage/harm
age/ha
ha
arm
r the
he
h e ocean
oce
cean
an [1],
[1]],, tthe
[1 he w
he writer
rite
er wisheses tto
o warn
rn tthe
rn he audience
audie not
to contribute
ribute to the
th
he
e loss
los
o s off marine
marriin
ne creatures
creatuttu
urre
urees [1]
[ ] like fish,
[1 fis
sh, wwhich
hich w
hi would soon be
outnumbered.
utnummbe
berre
ed. [2]
3 St
State
S
Stat
tat
ate how
e ho
how the wr writer
wrritititerr ttries
ries to pepersuade
erssuade the
de he readers
the rea
eaders to
ders to step forward
f and be more involved
in ssupporting
uppp
poort
rtin tthe
ing th e organisation.
o gani
or niisa
n sati
sati
tio
onn.
The use
e usse off imp
imperatives
mp
m per
ea attiiv
ves ke ‘Join
es like ‘Jo n (a community)’,
Join
Join co ‘Sign up…’ and ‘Register…’
OR
The use of rrhetorical
se of h tori
he rica
ri questions
call qu
ca q esti like ‘Ready to take on an active role in saving
sea turtles?’
tles??’ [1]
Note: Need to state the language devices i.e simply quoting is not acceptable
4 Which two groups of people are ‘Sailors for the Sea’ targeting through this poster?
(i) Parents of young children
(ii) Marine animal lovers/ Marine enthusiasts/ People concerned about marine
conservation [1]
Both groups for one mark
OAA: people who use plastic straws
DNA: Kids/parents
483
2
5 Explain, in your own words, why some of the new prisoners were described to be
‘naïve’ (line 3).
The new prisoners did not fully understand/comprehend [1] that they were not
allowed to keep any of their belongings/possessions, even the most
treasured/valued ones [1]. [2]
(DNA: ‘grasp the fact that everything would be taken away’, ‘could not keep a
wedding ring, a medal or a good-luck piece’)
DNA: prisoners ‘asked’ if they could throw the possessions

ossess
sio s ((doeesnt
ions doe convey
naivety)
6 (a) In Paragraph 2, the writer spoke to

o one of the oldd prisoners.
old pri
riso
son
ners s. In which
hicch two
whi tw
ways does he emphasise to them that h t he did
tha d not
did nott want
ant hiss ma
wan manuscript
manunuscript to be
nu b
lost?
(i) He starts
s the conversation/sentence
co
connvve
errsa
satiion
on/sente
tenc
te ‘Look’
n e with ‘LoLook
Lo (an
ok’ (a
ok imperative)
an im
impeera
rati
tiv
ti ve)
which
h dema
demands
m nds s that
th
hat
at the
th
he
e listener
lis
iste
tene
ner pay
pa
p ay attention
attentio
on to what
wha at he
h has
has
a to say.
s
(ii)
i)) He uses
He us
u ess tthe
he emmodal
oda
od all ‘must’
‘m
mu stt’ and
us an
a the
nd tth phrase
he p
phr se ‘at
hra all
at a costs’
ll co ts’ to emphasise
os
that
at he
he wi
w
willlll d
do
oaal
all
ll it
it ttakes
a e
akes
s tto
op pr
protect
rot
otec
ct his
s ma
manu
manuscript.
n scrip
(iii)
(iii)
(iii) H
ii Hee ends
ennds
ds wwith
ith the
h tth
h
he
eqquestion
quuestiion ‘Do you
Do yo unde
ou understand that?’, demanding a
reply/cooperation
re
ep
plly/cooop
oper
eraattio
ion from
from the
fr the other
other prisoner
p that he would help to
protect
pr
proottect the
ec the m
th manuscript.
maanusc cri
ript
pt.
pt
Note:
Note Choose
e: C
Cho se any
hoo any 2 of the 3 possible answers; 1 mark for each point [2]
(b) Which
ch words
wo or phrases in Paragraph 2 describe the manner in which the
writer spoke to the other prisoner?
Descriptions Word or phrase from the passage

(i) avoid any attention that might ‘furtively’ [1]
lead to trouble
(ii) telling of a private matter in ‘into my confidence’ [1]

complete trust
DNA: “take one of the prisoners
into my confidence”
484
3
7 ‘At that moment, I saw the plain truth and did what marked the culminating point of
the first phase of my psychological reaction – I struck out my whole former life.’ (lines
15–17)
(a) According to Paragraph 3, what does ‘the plain truth’ refer to?
It would be impossible for the writer to preserve his manuscript, no matter

how hard he tried. [1]
(b) What does the word ‘culminating’ suggest about how the writer reacted?
It was a pivotal turning point for him/ a sudden realisation

tion that
th he could not
return to his old life (before he was held captive). [1]
DNA: shocked, defeated, disappointed, devastated
8 peoplle tore
Paragraph 5 begins, ‘With unthinkable haste, people tore off
off their
the
heir
heir cclothes.’
loth
loth
hes. Why do
you think the prisoners did so ‘with unthinkable haste’?
has
aste
te’?
te’?
?
They had a limited amount

ount off ti
ti
time (only
(o
on two
nlly tw minutes)
wo m
miinu
nute s tto
tes) as
o do as tthey
hey were told./
to
They did not havee the lluxury
uxur
uxury o
off ttime
ime to
o tthink
h nk or reac
hi react.
act.
ac t.. [1]
They also
so had d to
o rremove
emov ove th
ov ttheir
he
eiir cl
c
clothing
lot
othi
hing
ng qui
quickly
uic
ui ck
kly outt o
off fear
arr ((of
of p
punishment).
unishm [1] [2]
DNA: extremely
A: ext
xttrre
e lly
emel yaafraid
f ra
fr aiid tooggooaagainst
ag g
gai them
a nst thhem ((why?)
em wh
w only
hy?) & on nly given
i en 2 mins to do so
y giv
(doe
es
snnt explain
(doesnt expl
ex p ain
n the
the fact
th ffa
ac
ctt that
tha
hat they
tth
heyy had
ha ad
d no
no time
tim
i e too think)
th
hiink
nk)
9 ((a
a) Identify
(a) IId
den
e tify one
one example
exa
x mp
ple
le of
of pe
p rsson
onifficcat
ation
atio
personification io
on in Paragraph
Parag 5.
‘lea
‘leather
eaath
her straps
strap
ps beating
bea
beat
be attiin
ng d
down
own on n
naked
aked bodies’ [1]
DNA A
‘ time
mee grew
grew
gr ws sh
shorter
horterr ‘
(b) What
at iis
s the effect of the use of personification in (a)?
[1]
It emphasises how powerful/forceful the whipping from the straps was, which
rendered the prisoners helpless.
10 Which two expressions in Paragraph 6 suggest that the prisoners were under
absolute control of their captors?
‘[we] were herded’ and ‘lined up again’ (need to have ‘again’)

Note: Both expressions for 1 mark
DNA: ‘lined up” [1]
485
4
11 At the end of the text, the writer observes the change in appearance of the
prisoners over time. Explain how the language used in Paragraph 8 makes the
prisoners appear unhealthy. Support your ideas with three details from the
paragraph.
The simile ‘looked like skeletons disguised with skin and rags’ implies that the
prisoners’ bodies were devoid of fat OR the prisoners were severely
bony/malnourished/ emaciated/thin as a rake. [1]
The phrase ‘our bodies beginning to devour themselves’ suggests that they
lost a lot of weight as time went by. [1]
The phrase ‘the body had no powers of resistance left’

eft’ suggests
sug that the
prisoners were weak/not strong/no energry [1]
The phrase ‘organism digested its own proteins and

and its
its mmuscles’
uscles suggests
d/starving/de
depr
depriv
pr ived
ived off fo
that the prisoners were malnourished/starving/deprived food
od tthat
h t tthey were [3]
ha
eating themselves away.
The phrase ‘ muscles s disappeared’

disap
ppe
pe d’ suggests
peared s gg
su ges
estts
s that
tha
hat that
that the
the prisoners
prisoners w
were
weak/getting weaker.
ker.
The phrase
ase ‘ last
last llayers
ast ayerrs o subcutaneous
off subcu
ub uta
taneo s fat
neou vanished’
fat had vani
fa va
ani
nished
ed
ed’ suggests
d’ sug ests that they
sugg
were losing
re los
sin weight/
ing weeig
gh getting
htt/ g
ge
etttin
ng skskinner/thinner.
skin
nner/th
hin
inne
ner.
r
Note:
No
N te Quotation
e: Quottat
atio and
nd explanation
ion an expl
plla
an
na on must
attiio
on musstt both
mu both be correct
cor e in order to award 1 mark for
orre
re
rect
each
ea
e ch point.
ach poi
o nt.
486
5
12 The structure of the text reflects the writer’s thoughts and feelings throughout his
imprisonment. Complete the flowchart by choosing one word from the box to
summarise the main thought or feeling presented in each part of the text. There
are some extra words in the box you do not need to use.
The writer’s thoughts and feelings
submission uncertainty unawareness realisation

desperation oblivion tolerance
Flow chart
Paragraph 1: (i) unawareness
Paragraph 2: (ii) desperation

on
Paragraph 3: (iii) re
realisation
eal
al
alisatio
on
Paragraphs
Para
r g
ragrrap
aphs 4–8:
4–8:
8: (iv)
8: ((iiiv)
v)) su
s
submission
bmiis
bm ssion
n
[4]
Section
S
Se
ec
cttio [[25
on C [2 marks]
5 ma
mark
rks
rks]
Referr to
oT e t 3 on
ex
Text on pag
ges 5 and
pages an
nd
d 6 of
of the
e Insert
In
nse
s rt for Questions
Q 13–19.
13 nP
In ara
ar ag
gra
Paragraphap
phh 2,
2, the
tth
he writer
writerr mentions
men
enttions that
th the uninitiated diner decades ago were
racte
te
attracteded to
to the
th
he
e visual
visuaal appeal
appe
ap p al of sushi and sashimi, but ‘all interest stopped there’
(line 11).). W hat does
What does the
the writer
wr mean?
h were
People who we unfamiliar with Japanese cuisine, while attracted by how
d sashimi looked, were unwilling/not keen to try or taste them.
sushi and [1]
'1$WKH\GLGQRWOLNHWKHWDVWHRI-DSDQHVHIRRGĺµMXPSLQJWKHJXQ¶RQO\

need to unpack ‘no interest’)
did not try/ did not want to eat
14 ‘Those who did not wish to offend their hosts surreptitiously deposited sashimi
into a convenient paper napkin, or else swallowed it unchewed and washed it
down with copious gulps of beer or saké.’ (lines 11–13)
What do the underlined words mean?
(i) ‘surreptitiously’ – secretly/ stealthily/ in a discreet manner [1]
487
6
AA: sneakily
DNA: carefully (not accurate enough) / answers in wrong form (e.g. ‘not [1]
obvious’)
(ii) ‘copious’ – large/huge/very/extremely big

AA: many
DNA: continuous/repeated
*For this question, DNA if student provided more than one answer (mark the
first answer).
15 ‘It does seem an injustice that for a very long time Japanese food did not receive
the widespread recognition that it deserves.’ (lines 13–15)
What does this suggest about the writer’s attitude towards

ds Japanese
Japanese cuisine and
apan
apan
its recognition in the world?
The writer has an indignant/ a disapproving attitude

oving attitu
tu
ude th
that
tha Japanese
at Jap
apan
apanes
anese
es food was
e foo
not as well-appreciated as it should
uld have been
been.
enn. [1]
AA (because students are doing oing so

doi o badly!
badl y!! :(
dly :( ):
): The
Th
hee writer
wri er is
rite
ite
ter s dissatisfied/
dissatisfie
annoyed/ upset/ unhappy nhapp ppy th
pp tthat…
hat ((but
at… (b need
ut nee
e ed to ppoint
oint oout
utt tto
osstudents
sttude
ud that
dents tha
ha
h tthese
at th ese
are not ‘attitudes’,
des’, so these
o th
hese e are not
no
n o the
ot e best
b st answe
be answers)
ers)
rs
s)
AA: disappointed
ppointntted
n ed
DNA: ...feels
A: ...feeel that
e s th
haatt iitt is unfair
is unf
nfai
nf PHUHO\XQSDFNLQJµLQMXVWLFH¶ĺDQGVR"VDG
a r P
PHU
H HO\XQ
XQQS
SD
DFFN
NLQ
L JµLQMMXV
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accurate)
(not a c u
cc urrate)
DNA:
D
DN A:: angry
A ry
16 W
Whha
att do
What do many
manyy first-timers
ma firstt-ttiim
meerss e x ect of JJapanese
xp
expect ap
ap
apanese food, and how does it taste in
reality?
real y Answer
al ty?
alit
al Answe
weer in your
in y our ow
ou own
o words.
n wo
word
rds
rds.
xpe
ect
ctat
atio
on
Expectation Well
We ll-fl
ll flavou
fl
Well-flavoured OR different types/a mixture of [1]
condiments
c
co
ondim
AA: strong flavours/ well seasoned
AA
(DNA: ‘expecting elaborate blends of seasoning’
though the word ‘seasoning’ does not need to be
paraphrased)
DNA: tasty (subjective and too vague) [1]

DNA: nice (pls highlight to students to avoid using the
word nice. Nice is the all-inclusive word for
Singaporeans)
Reality Bland/ Flavourless/ Tasteless

(DNA: ‘insipid’ / ‘subtle’)
DNA: bad
AA: not very seasoned/ unseasoned/ lighter flavour
Answers need to be negative, not positive eg subtle is
wrong
488
7
17 Here is a part of a conversation between two students, Juliana and Andy, who
have read the article.
The people in
Not only that,
Japan can get
they can get very
top-quality
fresh ingredients
ingredients
too.
easily.
Juliana Andy
(a) With reference to Paragraph 5, how can Juliana explain h

her position?
er po itio
os
(from text: ‘Organic crop production and local

cal farmers’
rs’’ markets
farmers
rs mark
ma rketts are
rk a e also making
ar m it
HDUE\¶ĺFDQQ
QQ
QRW OLILIW
W VLQFH
FHH WKL
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VLV
LV DQµH
easier to find chemical-IUHHSURGXFHQHDUE\¶ĺFDQQRWOLIWVLQFHWKLVLVDQµH[SODLQ¶
question)
Crops are grown without

hout the t e use
th chemicals
use of che
us hem
he micaalls
s (l
((like
ik fertilisers
(lik
lik
ike fert
ferttil and pesticides)
i iserrs an pestic
i ides
[1] and these agricultural
griculttur
uralal p
products
rodu
ro uct
cts are
e easily
ea
e asily accessible
acces ssib
sible as they
si theyy are s ld at [2]
are sold
so
local farmers’
ers’ markets
marketstts
s [[1].
1]].
1
DNA lifting, need
ifting, nee
e d to explain/
to expl paraphrase
lain/ para
pa
ara
raph
a hrase
see
Provide
(b) Prov
Pr
P de two
ro id tw ways
ways in
wa n which
whicch Andy
wh An
Andy can
dy can support
an supportt his
his position.
position
Mo
M ode
dern
Modern n freezing
fre
r ezzin
ng and
an
nd transportation
ttrran
ans
sp
portation
on have allow the people in Japan to do [1]
have allowed
so.
so
o.
Direct
ectt llifting
iifftiing ffrom
rom text
ro xt ccapturing
apt ring the two ways would be accepted (‘Modern
ptu
freezing
zing g andandnd transportation
transsporttation methods have made exotic foodstuffs and fresh
orta
Asian vegetables
vegeta abl e and fungi
bles
es f available to all.’), but excess would be denied
(e.g. most
ost J Japanese
a anes shopped for food every day to ensure freshness (read
ap
FDUHIXOO\ĺWKDWLVWZHQW\\HDUVDJRDQGPRGHUQIUHH]LQJDQGWUDQVSRUWDWLRQ
ĺ WK
methods have made exotic marine food...)
DNA excess 1st part- Organic crop production and local farmers’ markest
make it easier to find fresh ingredients. Modern freezing and transportation
methods make it easy to get very fresh ingredients.
18 Other than its taste and attractive visuals, state two reasons from Paragraph 6
that explain why one should consume Japanese food.
It consists of a balanced diet (in its combination of rice, vegetables, …) and

many of its components have disease-preventing qualities. [1]
489
8
Note: Award 1 mark only when both points are mentioned
*Excess denied
19 Using your own words as far as possible, summarise the fine art of hosting a
Japanese meal.
Your summary must be in continuous writing (not note form).

It must not be longer than 80 words (not counting the words given to help you
begin).
The fine art of hosting a Japanese meal starts with …
From text Paraphrased
1 before each diner is an array of A variety of food is meticulously

small individual servings made in single portions
rtions by the
painstakingly (required, DNA if chef and
missing) prepared by the chef
2 ...each a work of art framed in its each dish,

dis
sh,
h, as
as delicate
d lica
de cate
ca te as
as a piece
piec
own exquisite receptacle off a
o art,
rt, is
rt is placed
pla
lac
ceed in iits
ts b
beautifully-
e utifully
ea
de
detaililled
detailed ed c onta
tain
in
ner.
container.
3 Plates off all poss

possible
sibblle
e geometric
geometric Different
Diiff
ffe
ffer shapes,
errent types - shap
shapes, colours,
hap c
shapes
apes – square,
squa
sq u re, rectangular,
re
ectctan
ngu
gullaarr,, sizes,
s
si
izze s, ttextures
es, exture
res
re and
s an
nd mmaterials- of
crescent-
cres
e ceent
nt- or ffan-shaped
an
an-sh
shhaapped – in in mmany
an
a ny plates
p lates are also
are a used.
lso u
colours,
co
olo urs, sizes,
lour s zes, and
si an
a nd textures
texturress
te
decorate
deco
co
ora
ate
te the
th
he
e table.
ta
ab
ble.
le Not
le No
N ot all
alll ar
a a
are
re
porcelain
rcelaiin – slabs
elai
ela slab bs of
of wwood,
ood, bas
oo baskets,
asske
kets
ts,
ts
evenn chestnut
che
hest
he stnu
nut hu
nu hussk
husksks can holdholdd food
food
4 The Japanese
aneese care
care about
ab the Another element is the
ambience (DNA
(DNA if spelt wrongly) as atmosphere in which they dine in.
much as the food.
5 Artistry is not limited to the table Hosts ensure that not just the
arrangements, outdoor gardens, or main dining area is tastefully
exterior and interior architecture of decorated, but every peripheral
the venue and main rooms. In the aspect, ranging from the table
washrooms... set-up, the outdoor gardens, the
490
9
architecture of the location, and

even the washrooms, is well-
considered.
6 the graciousness of service... Hospitable service is ensured
7 attention to guests and guests’ needs are well

attended to.
8 (ingredients) are not only fresh Lastly, only the freshest,

s
(NOTE: ‘vegetables in the grocery
stores/ supermarkets are very fresh’
ĺ GRHVQRWUHDOO\DQVZHUWKH
question (what’s that go to do with
the fine art?) [15]
9 but also of perfect appearance,
arance, a
an
nd flawless
and flaw
fl
flaw
awlle
ess
s inggre
redi
dien
di e ts are
ingredients
shape, and size. u
us
used.
sed
ed.
Content
nt – 1 mark
maarkk for
for
or eachh correct
correcct point,
point, up
up to
to 8 marks
Language
Langua
uage (refer
age r ferr to
(re to rubrics
rub
ubri cs on
rics on ‘Summary
‘Sum
‘Su m ma ry Style
ary Sty ’) – up to
le Descriptors’)
tyle Descrip
pto
tors
rs’)
rs t 7 marks
Minus
M in s 1 mar
nus mark
ark iff no
ark
ar no word
d count
ountt is
cou is given.
giive
g ven.
Summary
Summ
mmar
mm ary
ry
The fine
ffin
ne art
art of hos
ar hosting
osti
os ting
ti Japanese meal starts with a variety of food that is
ng a Jap
meticulously
culously ly mmade
ade in s
ad single portions1 and each dish is delicately placed in
its beautifully-detailed
autiifu
full
lly-deta
ll container2. Different types of plates, ranging from
colours, sizes, textures and materials, are also used3. Another
shapes, colou
element is s the atmosphere in which they dine in4. Hosts ensure that the main
dining area as well as the peripheral aspects are tastefully decorated5.
Hospital service is ensured6 and guests’ needs are well attended to7. Lastly,
only the freshest8 and the most flawless ingredients are being used9.
(77 words for 8 points)
491
492

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2 0 1 9

ASSUMPTION ENGLISH SCHOOL

ENGLISH LANGUAGE (1128/01)

LEVEL: Secondary 4 Express & DATE: 6 May 2019

CLASS(ES): Secondary 4/1, 4/2, 4/4 (OOS) DURATION: 1 hour 50 min

Additional Materials provided: NIL

This Insert contains the text for Section B.

This Insert consists of 4 printed pages including this page.

REWILD Our Planet

---------- End of Insert ----------

ASSUMPTION ENGLISH SCHOOL

ENGLISH LANGUAGE (1128/01)

LEVEL: Secondary 4 Express and DATE: 6 May 2019

CLASS(ES): Secondary 4/1, 4/2, 4/4 (OOS) DURATION: 1 hour 50 min

Additional Materials provided: A 2-Page Insert

Answer Section A, Section B and one question from Section C.

The number of marks is given in brackets [ ] at the head of each section.

For Examiner’s use:

This Question Paper consists of 12 printed pages including this page.

Section A [10 marks]

If there is NO error in a line, put a tick (9) in the space provided.

I arrived to my destination at 2 pm. ………at…......

technologies. For example, scientists have created a bio-artificial liver 6 …………........

other use or contribution to society this bizarre invention could have.

Adapted from https://list25.com/25-spectacular-inventions-of-the-21st-century/

Section B [30 marks]

Your school is planning post-examination activities for students. Three exhibitions

You should use your own words as much as possible.

Section C [30 marks]

6 Write about a time when you forgot something of extreme importance.

Please write your chosen question number (3, 4, 5 or 6) here: ………

---------- End of Paper ----------

ASSUMPTION ENGLISH SCHOOL

SECONDARY 4 EXPRESS & 5 NORMAL (ACADEMIC)

This Insert consists of 6 printed pages including this page.

This April, join us each #WishWednesday as we help

ACT NOW WITH A ONE-OFF DONATION

You can make their wishes come true

Little Violette was diagnosed with neuroblastoma at the tender age of 2.

Make-A-Wish wants to extend such experiences to more children and you

Adapted from https://www.makeawish.org.sg/en/

No jungle grew again in this clearing. No grass. No plants.

5 “Better to die than surrender, my brothers! Better to die!” the battalion

Adapted from ‘The Sorrow of War’ by Bao Ninh

3 Rats seem to be attracted to wires — to utility wires, computer wires, wires in 20

Adapted from ‘Rats’ by Robert Sullivan

---------- End of Insert ----------

ASSUMPTION ENGLISH SCHOOL

ENGLISH LANGUAGE (1128/02)

LEVEL: Secondary 4 Express and DATE: 6 May 2019

CLASS(ES): Secondary 4/1, 4/2, 4/4 (OOS) DURATION: 1 hour 50 min

Additional Materials provided: A 6-Page Insert

Answer all questions.

The Insert and Answer Booklet will be collected separately.

This Answer Booklet consists of 8 printed pages including this page.

Refer to the webpage (Text 1) on page 2 of the Insert for Questions 1 – 4.

2 What effect are the photographs meant to have on the reader?

4 Identify two outcomes of a ‘wish-come-true’ for children with critical illnesses.

Section B [20 marks]