English@Mavis

1

Sec 1

Sec 1 Module 1

English Syllabus and Scheme of Assessment

2

December Lessons

5

January Lessons

32

February Lessons

45

Additional Exercises

57

English@Mavis

2

Sec 1

MOE Learning Objectives

By the end of Secondary education, pupils will be able to communicate effectively in English as a result of their development in the following areas:

1. Listen, read and view critically and with accuracy, understanding and appreciation, a wide range of literary and informational/functional texts from print and non-print sources.

2. Speak, write and represent in internationally acceptable English (Standard English) that is grammatical, fluent, mutually intelligible and appropriate for different purposes, audiences, contexts and cultures.

3. Understand and use internationally acceptable English (Standard English) grammar and vocabulary accurately and appropriately as well as understand how speakers/writers put words together and use language to communicate meaning and achieve impact.

These aims, taken from English Language Syllabus 2010: Primary & Secondary (Express/Normal [Academic]), p.10, form the broad basis of a course of study; they may not all be translated into Assessment Objectives for formal examination.

English@Mavis

3

Sec 1

ENGLISH ASSESSMENT OBJECTIVES

In this English Language examination, candidates will be assessed on their ability to:

• speak and write in internationally acceptable English

• respond, in speech or writing, to a variety of written, spoken and

visual texts

• speak, read aloud and write to suit purpose, audience and context

• speak and write using appropriate register and tone

• speak and write clearly, effectively, relevantly and coherently

• plan, organise and show development of ideas

• use varied sentence structures and a wide and appropriate

vocabulary with clarity and precision

• use correct grammar, punctuation and spelling

• show understanding of a variety of written, spoken and visual texts

at the literal, inferential and evaluative levels

• show understanding of how use of language achieves purpose and

impact

• identify main ideas and details in written, spoken and visual texts

• synthesise, summarise and organise information

• read aloud a given text with accurate pronunciation and clear

articulation

• read aloud a given text fluently with appropriate variations in voice

qualities, i.e. pace, volume, tone and stress.

English@Mavis

4

Sec 1

ENGLISH EXAM FORMAT Additional IP Section

Taken from ‘1128 ENGLISH LANGUAGE GCE ORDINARY LEVEL SYLLABUS (2019)’

English@Mavis

5

Sec 1

Dec Week 1: CONTINUOUS WRITING

Personal Recount

What is a recount? A recount retells an experience or an event that happened in the past. The purpose of a recount can be to inform, entertain or to reflect and evaluate. A recount can focus on a specific section of an event or retell the entire story. A recount should always be told in the order that things happened.

Personal recount Retells an activity the writer has been personally involved in and may be used to build the relationship between the writer and the reader e.g. anecdote, diary journal, personal letter. These usually retell an event that the writer was personally involved in. Recount Features and Structure

English@Mavis

6

Sec 1

Points to consider before writing

• What are you going to tell your audience? What are you recounting? • What information will the audience need early in the text? • What are the important events or parts of the recount you want to

describe? And what order will they occur in? • What other information may be useful to include? • How will you conclude your recount?

Tips for writing a great recount

• Keep everything in chronological order. • Set the scene for the audience in terms of characters, setting and context. • Each new section will require a new paragraph. • Use the correct language and terms. • If you are writing from a specific point of view use the relevant language. • Use a range of adjectives, try and avoid "And then, and then, and then." • Recounts are always written in past tense. They can be written from both first

and third person perspective. Writing a recount is a deeply reflective process. The challenge in writing a good recount is to provide the audience with the story as it happened but to leave out incidental and boring information. Ensure you also clearly understand your audience, as this will have a big impact upon the language you use.

English@Mavis

7

Sec 1

Section C (30marks)

Begin your answer on a fresh page. You are advised to write between 250 and 400 words on one of the following topics. At the head of your composition, write the number of the topic you have chosen. 1. Write about an exciting day you experienced in Mavis Tutorial Centre. 2. Write about a day when a stray dog or cat followed you home. 3. Write about an occasion when you helped a handicapped person. 4. Write about a time when you misunderstood your teacher’s instructions and you had to face the consequences.

English@Mavis

8

Sec 1

Points of Discussion in Class 1. Write about an exciting day you experienced in Mavis Tutorial Centre. …………………………………………………………………………………………………………………………………...

............................................................................................................................. ..........................................................

.................................................................................................................................................. .....................................

…………………………………………………………………………………………………………………………………...

...................................................................................................................................................................... .................

.................................................................................................................. .....................................................................

…………………………………………………………………………………………………………………………………...

............................................................................................................................. ..........................................................

............................................................................................................................. ..........................................................

…………………………………………………………………………………………………………………………………...

............................................................................................................................. ..........................................................

......................................................................................................................................................................... ..............

2. Write about a day when a stray dog or cat followed you home. …………………………………………………………………………………………………………………………………...

............................................................................................................................. ..........................................................

.......................................................................................................................................................................................

…………………………………………………………………………………………………………………………………...

.......................................................................................................................................................................................

............................................................................................................................. ..........................................................

…………………………………………………………………………………………………………………………………...

............................................................................................................................. ..........................................................

............................................................................................................................. ..........................................................

…………………………………………………………………………………………………………………………………...

................................................................................................................................................ .......................................

.......................................................................................................................................................................................

English@Mavis

9

Sec 1

3. Write about an occasion when you helped a handicapped person. …………………………………………………………………………………………………………………………………...

...................................................................................................................................................................... .................

.................................................................................................................. .....................................................................

…………………………………………………………………………………………………………………………………...

............................................................................................................................. ..........................................................

............................................................................................................................. ..........................................................

…………………………………………………………………………………………………………………………………...

............................................................................................................................. ..........................................................

......................................................................................................................................................................... ..............

…………………………………………………………………………………………………………………………………...

.......................................................................................................................................................................................

............................................................................................................................. ..........................................................

4. Write about a time when you misunderstood your teacher’s instructions and you had to face the consequences. …………………………………………………………………………………………………………………………………...

............................................................................................................................. ..........................................................

.................................................................................................................................................. .....................................

…………………………………………………………………………………………………………………………………...

...................................................................................................................................................................... .................

.................................................................................................................. .....................................................................

…………………………………………………………………………………………………………………………………...

............................................................................................................................. ..........................................................

............................................................................................................................. ..........................................................

…………………………………………………………………………………………………………………………………...

............................................................................................................................. ..........................................................

......................................................................................................................................................................... ..............

English@Mavis

10

Sec 1

Writing Organiser: Personal Recount Orientation - Introduction: Setting the scene

Events – What happened - in chronological order Conclusion – Personal Comment

Give details of: Who, what, where, when, how

What happened? First, Next, Soon, During, After. Later, Eventually, Finally

What did you think, feel, decide, do about the events that happened?

English@Mavis

11

Sec 1

Dec Week 2: Situational Writing

INFORMAL LETTER Basic Framework Your full address Date Dear ______________________ Introduction (Greeting, context, purpose of writing and include choice(s) made if visual gives you three options to choose from) Content (Preferably write three main points/ideas; each in one paragraph supported by clear and convincing elaboration, examples, etc. Do take note that your points and explanation must be linked/connected to the information provided in the visual. Sometimes, question may require you to compare and contrast why you would choose a particular option over the others.) Paragraph 1: Main Point Paragraph 2: Next point of the letter Paragraph 3: Final point of the letter Conclusion (Reiterate purpose/choice(s) made, main points and include cordial statements to end [e.g. hope to hear from you soon]) Yours sincerely/ truly/ lovingly Your Signature

English@Mavis

12

Sec 1

Types of Informal Letters

Informal letters Informal letters, also called personal letters, are those in which the interlocutors have a relationship that does not involve the world of business or formal organisations . In this sense, informal letters are transmitted between friends and family.

Unlike formal letters, informal letters do not have a specific pattern. They depend on what the issuer wants to transmit and on his ability to express himself in writing.

A birthday invitation letter (which is an informal letter) can have an extension of one page or can be reduced to a few paragraphs

1- Birthday letters

Birthday letters are documents that are issued to congratulate a friend or family member on their birthday. They usually include good wishes for the person entertained.

2- Letters of apology

It is issued when the issuer wishes to apologize for any action that has brought negative consequences for another person.

3- Letters of thanks

It is issued to show the person receiving the letter that they are grateful for the favor they have made.

4- Letters of congratulations

Letters of congratulations can be written for different reasons: for a promotion at work, for having won a prize at school, for having participated in a competition, among others.

In any case, what matters in these types of letters is the fact that the person who receives it should feel honored by the achievement that has obtained.

5- Letters of farewells

Farewell letters are written when one of the two partners leaves the city, state or country.

6- Welcome letters

Welcome letters are sent when someone has moved into the neighborhood or transferred to a new school.

In this way, welcome letters express the good wishes of the sender to the newcomer.

English@Mavis

13

Sec 1

7- Invitation Letter

The letters of invitation urge the receivers to attend a party or a meeting organized by the sender.

These letters can be sent in different occasions: a wedding, a birthday, a Christmas party, Chinese New-Year, Hari Raya, Deepavali among others.

8- Letters of various subjects

In this last category, the rest includes personal letters that are not written for a specific reason, but constitute a casual exchange of correspondence between the interlocutors.

How do you write an informal letter?

The perfect informal letter consists of three sections:

1. Opening 2. Body text 3. Closing

The first step is addressing your reader. But how do you address someone in English? This is fairly straightforward and is usually not as important as it would be with a business or formal letter. Choosing whether or not to use a title depends on how well you know the person to which the letter is addressed. If you are on very friendly terms, simply use their first name. The way in which you greet your reader is up to you. The examples below showcase some common greetings.

• Dear Kelvin,

• Kelvin,

• Hi Kelvin,

Be sure to never forget the comma after the name. Do not use slangs and whatsapp language like Yo Terry, Whad up bro etc. This is an examinable piece after all! Examples of Opening Sentences Finally, you have reached the part of the letter where you begin to write. Here, let your imagination run free. If you need some ideas to get started, some sample opening sentences are included below. Your opening should be casual and not as stiff as it would be if you were writing a professional or formal letter.

• How are you?

• How have you been?

• How is life treating you?

English@Mavis

14

Sec 1

• How are the kids?

• I hope you are doing well.

• I hope you, Lina, and the kids are having a great time in (location).

Body The contents of your letter should be written in a personal and friendly tone. However, it's important to adjust your use of language to the person you are writing to. A good way of assessing how you should write is to think about how you would interact with the person you are writing to in real life. Subjects to Include in the Body

• State your reason for writing

• Expand on what you mentioned in the first paragraph

• Ask about the person you are writing to

• Make some concluding remarks

• Invite the person to write back

Closing The closing is where you summarize your letter and say goodbye to the reader. The examples below offer some ideas of what to write in the closing section of your informal letter. Examples of Closing Sentences

• I am looking forward to seeing you.

• I cannot wait to see you soon.

• I cannot wait to hear from you.

• I am looking forward to hearing from you soon.

• I hope to hear from you soon.

• See you soon.

• Send my love to...

• I hope you are doing well.

• Give my regards to...

English@Mavis

15

Sec 1

Signature In terms of signing off, the choice is yours and you have a lot of freedom here. Below are some commonly used sign-offs that maintain a friendly, informal tone. After you have chosen one that fits the overall tone of your letter, simply sign your name. Examples of Signatures

• Best wishes,

• Best,

• Kindly,

• Kind regards,

• Best regards,

• Lots of love,

• Love,

Do include the main points given in the question and/or the picture as well as the expected tone required! Final note: A well written letter or email can change people’s life, the world and may mean the world to that close friend or family, so plan and write well!

English@Mavis

16

Sec 1

Section B (30marks) You are advised to write between 150 and 250 words for this section. You should look at the printout of an advertisement on the following page, study the information carefully and plan your answer before beginning to write. A week ago, you chanced upon this advertisement in our local newspaper, The Straits Times. Being a keen sports person and also because you have taken part in The Straits Times Run in 2015, you are interested in participating in the run again this year. You wish to invite a friend who also participated in the same event in 2015 to join you this year. Write a letter to invite him or her to join you in this year’s run. Your letter should include:

• details of the event, such as date and venue ;

• the category you wish to compete in and why;

• your suggestions on how you both can train and prepare for the event; and

• why you think both of you will enjoy and benefit from this competition. Write your letter in clear, accurate English and in a welcoming tone to encourage your friend to join you. You should use your own words as much as possible.

English@Mavis

17

Sec 1

Distance Loyal Runner Rate

(per runner) OCBC Card Members’ Rate (per runner)

Full Rate (per runner)

10 km competitive category

$30

$35

$40

18.45 km competitive category

$40

$45

$50

* The loyal runner rate applies to any past participants in The Straits Times Run in 2013, 2014 or 2015. * OCBC Credit/Debit Card members can enjoy $5 off the full rates. Prizes for Competitive Runners 18.45 KM Event 1st Prize Panasonic 55 “ TV New Balance vouchers 2nd Prize Panasonic Steam Oven AIBI Exercise Game Bike

10KM Event 1st Prize Panasonic 50 “ TV New Balance vouchers 2nd Prize Panasonic Lumix Camera New Balance vouchers

MAY 22, 2019 • F1 PIT BUILDING SIGN UP NOW

Register at www.straitstimesrun .com For enquiries, please call 62485777 (Mon – Fri, 10.30am – 5.30pm, except Public Holidays) or email: info@straitstimesrun.com

Attractive goodies from sponsors will be given to the first 100 registered participants.

English@Mavis

18

Sec 1

Dec Week 3: Editing

This section tests your grammar. Read the instructions carefully and take note of the number of errors. Pay attention to the whole sentence as well. Do not look for errors line by line. Read the whole sentence. Read the whole sentence in context. Only when the meaning is clear then can we be sure of the error type. Quite often, there seems to be no error at all in the line. It is only when reading the whole sentence in context that the error becomes glaringly obvious. Some basic checklist

1. Is the spelling correct?

2. Is the punctuation correct?

3. Is the capitalisation correct?

4. Is the tense correct (present/past)?

5. Do the subject and verb agree in numbers?

6. Is the correct pronoun used?

7. Are the articles correct (a, an, the)?

8. Is the correct preposition used?

9. It the conjunction correct?

10. Are any apostrophes used wrongly?

Final note: Grammar is very important. One way to improve our grammar is simply to pay attention to what we read and what we listen to, assuming we are reading and listening to correct English. Once the correct language is programmed into our minds, this section will be a breeze since the errors will pop out automatically. Grammatical mistakes can be embarrasing!

English@Mavis

19

Sec 1

Section A (10marks) Carefully read the text below, consisting of 12 lines about Nek Chand, the creator of a famous garden. 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 without errors. If there is NO error in a line, put a tick ( √ ) 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. The train stopped for a few minutes at a small village. In the early 1960s, Nek Chand, a humble transport official in the Indian

city of Chandigarh, began to cleared a little patch of publicly-owned forest

reserve to make the small garden area. He set stones around the little clearing

and had, after long, sculpted a few figures recycled from materials he found at

hand. Gradually Nek Chand’s creation developed and grew; soon it covered

several acres and comprised hundred of sculptures set in a series of

interlinking courtyards. After his normal working day, Chand worked at night, in

total secrecy for fear of been discovered by the authorities. When they did

discover Chand’s garden, local government officials was thrown into turmoil.

The creation was complete illegal. It should be demolished. The outcome,

although, was to give Nek Chand a salary plus a workforce of fifty labourers to

concentrate on his great work known as The Rock Garden of Chandigarh.

at______ √_______ 1______________ 2______________ 3______________ 4______________ 5______________ 6______________ 7______________ 8______________ 9______________ 10_____________

English@Mavis

20

Sec 1

Section A: Visual Text

Visual Text

What is a visual text? The basic definition of visual literacy is the ability to read, write and create visual images. Both static and moving. It is a concept that relates to art and design but it also has much wider applications. Visual literacy is about language, communication and interaction. Visual media is a linguistic tool with which we communicate, exchange ideas and navigate our highly visual digital world. Tips on doing well for Visual Texts The purpose question A purpose question refers to a question that examines your ability to understand the objective of a visual text. Purpose questions can be phrased [but not limited to] the following ways: – What is the purpose of the advertisement? – What does the advertisement want the audience to do? – What is the objective of the advertisement? – Focus on the picture, what do you think is its purpose? A common incorrect answer from students: “The purpose of the advertisement is to get the consumer to purchase the product.” While the above answer might be true, students in the majority of Singapore schools would not normally attain full marks. [It depends on the answer scheme which varies from school to school] The answer is too general and can be recycled for similar questions about other visual texts. How can I provide an answer that matches the answer scheme? Whenever you encounter a purpose question, think about the following: Who is the target audience? You should answer this portion as specifically as possible. Avoid general answers such as ‘people.’ What does the visual text want the target audience to do? Again, answer this portion as specifically as possible. Other tips

• Read the text carefully and underline important details.

• Pick up on the underlying message of the text.

• Underline or highlight important details of the text

English@Mavis

21

Sec 1

Text 1 Study the poster below and answer the questions that follow.

English@Mavis

22

Sec 1

Section A [5 marks]

Text 1 – Stop One. Stop Them All. 1 What message does the advertisement want the reader to pass on to others?

________________________________________________________________ _____________________________________________________________ [1]

2 The advertisement says - “Stop one. Stop Them All.”

Who does the “One” and “Them” refer to respectively?

________________________________________________________________ ________________________________________________________________ ________________________________________________________________ _____________________________________________________________ [2]

3 What effect does the image have on the reader?

________________________________________________________________ ________________________________________________________________ _____________________________________________________________ [2]

English@Mavis

23

Sec 1

Dec Week 4: Comprehension Common Types of Questions in Comprehension

➢ The factual questions: What/Why/Who/When/How ➢ Vocabulary Question ➢ Inferential Question ➢ Main Focus Question

Tips on tackling these questions

The What/Why/Who/When/How Question These questions ask about factual information found in the text.

• The answers need not be written in full sentences and the answer should not be written in point form.

• Some ‘Why’ questions could be phrased as a ‘What’ question. For instance, if the question asks ‘What reason did…’

• Similarly, ‘How’ questions could also be phrased as ‘What’ questions. For instance, ‘What method did…’

The Vocabulary Question This question tests your knowledge of words and their meaning in context.

• It could be phrased as ‘find words that suggest’.

• It could also be asking for an explanation of what a description means. The Inferential Question The answer to this type of question is not explicitly stated in the narrative.

• It requires you to read between the lines to deduce the answer.

• Questions like this could be phrased as ‘What does this tell us/suggest/imply’ or ‘What is inferred by…’

The Main Focus Question

This tests your understanding of the narrative as a whole and the sequence of events.

• It usually asks about the main focus at each stage of the narrative but could also ask you to identify the emotions of the main character.

• You will be required to complete a four or five stage flow chart by choosing the appropriate words or phrases from a selection given.

A stage in a flowchart may encompass more than one paragraph and as multiple events may have occurred over these paragraphs, keep in mind that it is the main focus of these paragraphs that matters.

English@Mavis

24

Sec 1

Text 2 The text is about Virginia, a child from a poor family before she was sent to live and work for a wealthy family. Read it carefully and answer Questions 5 – 15. 1 2 3 4 5 6 7 8 9

Before dawn, I wake up to the sound of creatures scurrying inside the wall near my head. Mice and rats and dogs have burrowed these tunnels through the dried clay, searching for food scraps. I’m always searching for food scraps too. Right now my belly’s already rumbling and it’s hours till breakfast. The house is as dark as a cave except for the bits of blue light coming through the holes in the earthen walls. My gaze fixes on a new trail of golden honey oozing from a crack, just within arm’s reach. Bees live in there, black bees that sting terribly, but make the best honey in the world. I poke my hand in the crack and scoop out the sticky sweetness and lick it from my finger. It’s gritty but good. Our guinea pigs are hungry now too, squeaking and dancing around in their corner, waiting for alfafa grass. I can see every corner of our house from my sleeping place on the floor. Mamita (mother) and Papito (father) are snoring under their wool blanket on a bed frame made of scrap wood. My brother and sister are curled up next to me – Hermelinda on the end and Manuelito wedged in the middle – the fleas and bedbugs and lice are crawling wherever they please. My spot against the wall is cosy, the perfect place for licking honey in secret. Soon Mamita will awaken, standing up and stretching in her white blouse that hangs midway down her thighs. Then yawning, she’ll open the door and a rectangle of misty morning light will shine into our house’s musty darkness. Then she’ll light the cooking fire and we’ll all slurp potato soup around the fire pit. When people tell Mamita that I am so smart, she snorts, “Humph, she’s clever for stealing food, that’s about all.” It’s true. I do use my wits to fill my belly with fresh cheese or warm rolls. Or to get something I really want, like a pet goat or a pair of shoes. But there’s more. I have dreams. Dreams bigger than the mountaintops that poke at the clouds. In the pasture, I always climb my favourite tree and shout to the sheep, “I’m travelling far from here!” and my tree turns into a truck and I ride off to a place where I can eat rice and meat and watermelon everyday. After breakfast, I’m in the valley pasturing sheep under a sky the dull grey of cow intestines, when Hermelinda appears on the hill. I squint up at her. The mountains loom behind her, peaks lost in heavy clouds. She waves her little arms at me, the wind whipping her hair in all directions. “Virginia!” she cries in her squeaky toddler voice. “There are mishus at the house. Mamita says to come right away!” Mishus are what we call mestizos*. It’s a mean word, in the same way their

names for us − longos, or dirty Indians − are mean. With my golden goat, Cheetah, at my side, I climb toward home, urging the straggling sheep along with my stick. Feeling suddenly sick, I call out, “Hermelinda, which mishus?” “Alfonso and his wife and two others.” I stop in my tracks. Alfonso owns the land my family farms. Lately, he and his wife, Mariana, have made a point of

5 10 15 20 25 30 35 40

English@Mavis

25

Sec 1

10 11 12 13

talking to me whenever they visit the fields, asking me questions, eyeing me up and down, then murmuring to each other as they walk off, Alfonso is the one who took my cousins, Zoyla and Gregoria, away from their parents two years ago. Zoyla and Gregoria and I used to play market together while we

pastured the animals. And then, one day, when they were near my age now −

about seven − they left with the mishus. We never heard from them again. I head up the path, pushing against the crazy wind, kicking at rocks and smacking trees with my stick as I walk. Past the corn and potato fields, my house comes into view, looking small and weak against the mountains towering behind it. I can make out the forms of the mishus sitting on the dirt patio with my parents. My muscles are tensing, the way they do when I see dogs in the distance and I’m not quite sure if they’re nice or mean. I’m grateful, Cheetah is at my side. Even though she is only a goat, she loves me more than anything in the world. And she’ll do anything to protect me. Once, when a vicious dog tried to attack, Cheetah hurled herself in front of me and rose to her hind feet, “Maah, maah!” she bellowed in its face, slashing the air with her front hooves. The dog had never seen such a brazen goat, and it backed away, bewildered. It’s good to have someone love you so fiercely. Even if that someone is a goat. I rest my hand on her honey brown head and rub her ears, walking slowly, my heart thumping. As I lead the sheep into their pens, I watch the patch of weeds in front of our house where Alfonso sits beside his wife with her ridiculous, huge bun, along with a thin mestizo man. A fat mestiza woman with short hair and a polka-dot dress sits a little off to the side. I take a deep breath, then head toward them, brandishing my stick like a machete. The closer I walk, the hotter my face gets, as though my blood has caught fire. Mamita is watching the mishus politely as Papito chats with them, his face unusually friendly. As I come closer, Mamita looks up at me and frowns. Her glare orders me to stop swinging my stick and behave. But I look straight ahead ignoring them all and stomp straight into the house. Adapted from : Queen of Water by Laura Resau

45 50 55 60 65 70

* mestizos are rich people of mixed parentage

English@Mavis

26

Sec 1

Section B (20marks) Text 2 Refer to Text 2 for Questions 4 – 14. 4. 5. 6. 7. 8. 9. 10.

Which two expressions in paragraph 1 suggest that Virginia woke up very early that morning? ______________________________________ (1) ______________________________________ (1) Why do you think the writer deliberately repeats the use of ‘and’ in the phrase “the fleas and the bedbugs and lice” (line 16)? __________________________________________________________________ __________________________________________________________________(1) In your own words, explain why Virginia loves the spot where she sleeps at night. __________________________________________________________________ __________________________________________________________________(2) Do you think good food is plentiful in Virginia’s home? Support your answer with an expression from paragraph 6. __________________________________________________________________(1) What does Virginia imagine when she climbs up her favourite tree? __________________________________________________________________ __________________________________________________________________ (1) What do the following phrases suggest about the weather condition when Virginia was pasturing the sheep? Fill in the table with your answers.

Details from the passage Weather condition

“a sky a dull grey of cow intestines”

“whipping her hair in all directions”

(2) “When people tell Mamita that I am so smart, she snorts, ’Humph, she’s clever for stealing food, that’s about all.’” (lines 24-25) Does Mamita think that the writer is smart? Give one piece of evidence to support your answer. __________________________________________________________________ _________________________________________________________________(2)

English@Mavis

27

Sec 1

11. 12. 13. 14.

What had happened to Zoyla and Gregoria two years ago? __________________________________________________________________ __________________________________________________________________(1) “Once, when a vicious dog tried to attack, Cheetah hurled herself in front of me and rose to her hind feet, ‘Maah,maah’ she bellowed in its face, slashing the air with her front hooves” (lines 58 - 60) Identify the words in the given sentence which suggest the following: i) made a loud noise : _____________________________________(1) ii) hitting in a moving action: _____________________________________(1) Referring to paragraph 13, explain in your own words how the writer showed her defiance to her mother. _________________________________________________________________ ________________________________________________________________(2) The text reflects the main feelings of the writer on one day. Complete the flow chart by choosing one word from the box to summarise the main feeling described in each part of the text. There are some extra words in the box you do not need to use. Writer’s Feelings

anger puzzled dread jealousy suspicious anxiety

Paragraphs 7-8: (i) _______________________________

(4)

Paragraph 9: (ii) ________________________________

Paragraph 10: (iii) ________________________________

Paragraph 12: (iv) _________________________________

English@Mavis

28

Sec 1

Section C Text 3 Houseboats in Australia The text is about the origins of houseboats in Australia and the pros and cons of their existence. Read it carefully and answer Questions 15 – 23. 1 2 3 4 5 6 7 8 9

A narrow lane leads off the road and through a thick forest towards the glittering coast of Sydney harbour. Here, bobbing side-by-side on the gently lapping waters, are three of the last remaining houseboats in Sydney.

These unusual residences −they do not travel on sea and are permanently attached to the shoreline – are in the exclusive suburb of Mosman in north Sydney. Homes here are very expensive and one with a harbour view can add millions of dollars to a home’s value. These three houseboats have found a more affordable way to gain a fantastic view. They are believed to date back to around the 1910s, and point to a time when local residents were far less wealthy. The harbour was once lined with clusters of houseboats, many of which were first inhabited by people trying to escape homelessness during the Great Depression period from 1929 to1939. The three Mosman houseboats sit in a small inlet called Pearl Bay. In the 1950s, there were twelve of them but only three by the 1980s. Many people in the city appreciate them as curious structures that add to the neighbourhood’s character. However, some residents and councillors have long seen them as an eyesore, and have tried to have their licences cancelled. The council would have got rid of them all if it could, but to the relief of those who liked them, the New South Wales Maritime Services Board declined to give up its authority over houseboats, and continued to renew existing licences. There is no guarantee that all of the remaining houseboats will continue to have their leases renewed. In 2011, the Mosman council considered a plan to phase out the three houseboats but it received ten public submissions, which argued that the houseboats are part of the rich cultural heritage of Pearl Bay and should be retained. The state government’s reason for wanting to phase out residential houseboats is that it is concerned about the cleanliness of the waterways, particularly if large numbers of people were to swap their homes on land for one on water. The state allows people to spend twenty-one days at a time on holiday houseboats, something that is popular with tourists, and as weekend getaways for locals. The last three residential houseboats in the harbour are exempted from this rule which was designed to ensure the waterways remain clean and comfortable for the entire boating community. From the decks of the houseboats, tourists enjoy an unobstructive view of the harbour and the surrounding leafy coast. Life on a houseboat is also very relaxing. Houseboats have proven tempting as a cheap escape from Australia’s soaring property prices in recent years, particularly for retirees, with some costing as little as A$50,000. The stress of receiving electricity bills is removed as the

5 10 15 20 25 30 35

English@Mavis

29

Sec 1

10 11 12

electricity is run from generators which you buy fuel for yourself, allowing you to budget your money. They are equipped with working kitchens and bathrooms but there are typically strict requirements about disposing of dirty water without damaging the environment. Some other states in Australia discourage people from living in houseboats on rivers. It may result in an increase in houseboat numbers leading to inaccessibility of important public waterways. Houseboat activities may also damage fragile waterbird habitats, obstruct public access along the coast and affect the social values of waterways, such as fishing and recreation. Mr Heuzenroeder, 60, a retired public servant usually spends a weekend staying on the boat at its mooring. “I like being on the water,” he said. “I enjoy the nature and the creatures you see on the bank – the kangaroos, emus, birds, snakes and large lizards. It is very comfortable. You have everything you’d have in a normal house.”

40 45 50

English@Mavis

30

Sec 1

Section C (25marks) Text 3 Refer to Text 3 for Questions 15 – 23 15 16. 17. 18. 19. 20.

“Here, bobbing side-by-side on the gently lapping waters, are three of the last remaining houseboats in Sydney.” (lines 2-3) Identify the word in the given sentence which suggest: i) an up and down movement: ________________________________ (1) Explain why the houseboats are referred to as “unusual residences”. _____________________________________________________________________ ___________________________________________________________________(2) “These three houseboats have found a more affordable way to gain a fantastic view.” (lines 7-8) Explain how this is so. ____________________________________________________________________ ___________________________________________________________________(1) Why was Sydney’s harbour once lined with clusters of houseboats? ____________________________________________________________________ ___________________________________________________________________(1) Why did some residents and councillors try to get the licences of the houseboats cancelled? Answer in your own words. _____________________________________________________________________ ___________________________________________________________________ (1) How did the New South Wales Maritime Board contribute to the existence of the houseboats in Sydney? ____________________________________________________________________ ___________________________________________________________________ (1)

English@Mavis

31

Sec 1

21. 22.

Here is a part of a conversation between two people, Bobby and Alice, who have read the article.

Bobby Alice i) How would Alice explain her viewpoint with reference to paragraph 5? _________________________________________________________________ _______________________________________________________________ (1) ii) Identify one example from paragraph 6 that Bobby can give to support his view. __________________________________________________________________ ________________________________________________________________(1) Why was the 21-day stay restriction on holiday houseboats imposed by the state government? ___________________________________________________________________ ________________________________________________________________ (1)

The government’s plan to phase out the three houseboats was a good move.

I don’t think so. The houseboats should be preserved.

English@Mavis

32

Sec 1

Jan Week 1 Summary Writing

English@Mavis

33

Sec 1

3. Finding The Secondary Ideas

• A main idea may be supported by any number of secondary ideas

4. Separating Relevant From Irrelevant Material • What is related to the theme, main idea and supporting idea(s) is relevant.

Anything else is irrelevant

5. Summarising Examples And Details

• In writing a summary, only the essential points are important.

6. Generalising

• In a passage, a salient point may be expressed in a very lengthy way. As such, it

has to be reduced to a generalisation. It is important to change the writer’s view.

Socks, shirts, pants and skirts Clothes

Snakes lizards crocodiles, etc. Reptiles

Newspapers, magazines, television, etc. Media

Paper, pens, pencils, ruler, etc. Stationery

Stingy with money and refuses to donate Miser

Steps to Paraphrasing by keeping the same core meaning as the original passage.

Step 1

Read Carefully

Step 2 Make sure you understand the sentence

Step 3 Rewrite in your own words without looking at the sentence.

Make sure to change grammar and vocabulary as necessary. (You may use synonyms wherever necessary)

Step 5 Check to see the differences in words and grammar.

Step 6 Cite the paraphrased text especially when it is new information to you.

If it is common knowledge, then there is no need to cite. Example: Breakfast is important (This is common knowledge)

English@Mavis

34

Sec 1

23.

Refer to Text 3 on page 26 and 27 for the following question Using your own words as far as possible, summarise why people love to stay in houseboats and the problems they bring to the public and environment. (15) Use only information from paragraphs 8 – 12. 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). Houseboats in Australia are popular with tourists and locals …. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

English@Mavis

35

Sec 1

___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ No. of words ____________

Content

/8

Style

/7

Total

/15

English@Mavis

36

Sec 1

Jan Week 2 Personal Recount

Section C [30 marks]

Begin your answer on a fresh page. You are advised to write between 150 and 250 words for this section. At the head of your composition, write the number of the topic you have chosen. 1 Write about what happens in your school when lessons end for the day. 2 Describe an occasion when you participated in a values-in-action activity. 3 Describe a popular eating-place where you frequent. (Note: This is a descriptive essay. Avoid this for now) 4 Write about a time when you fell sick and could not attend school for a few

days.

English@Mavis

37

Sec 1

Points of Discussion in Class

1. Write about what happens in your school when lessons end for the day. …………………………………………………………………………………………………………………………………...

............................................................................................................................. ..........................................................

.................................................................................................................................................. .....................................

…………………………………………………………………………………………………………………………………...

...................................................................................................................................................................... .................

.................................................................................................................. .....................................................................

…………………………………………………………………………………………………………………………………...

............................................................................................................................. ..........................................................

............................................................................................................................. ..........................................................

…………………………………………………………………………………………………………………………………...

............................................................................................................................. ..........................................................

......................................................................................................................................................................... ..............

2. Describe an occasion when you participated in a values-in-action activity. …………………………………………………………………………………………………………………………………...

............................................................................................................................. ..........................................................

.................................................................................................................................................................................... ...

…………………………………………………………………………………………………………………………………...

.......................................................................................................................................................................................

............................................................................................................................. ..........................................................

…………………………………………………………………………………………………………………………………...

............................................................................................................................. ..........................................................

............................................................................................................................. ..........................................................

…………………………………………………………………………………………………………………………………...

.................................................................................................................................. .....................................................

.......................................................................................................................................................................................

English@Mavis

38

Sec 1

3. Describe a popular eating-place where you frequent. (not advised for now) …………………………………………………………………………………………………………………………………...

............................................................................................................................................ ...........................................

.......................................................................................................................................................................................

…………………………………………………………………………………………………………………………………...

............................................................................................................ ...........................................................................

............................................................................................................................. ..........................................................

…………………………………………………………………………………………………………………………………...

............................................................................................................................. ..........................................................

............................................................................................................................................... ........................................

…………………………………………………………………………………………………………………………………...

................................................................................................................................................................... ....................

.......................................................................................................................................................................................

4. Write about a time when you fell sick and could not attend school for a few days. …………………………………………………………………………………………………………………………………...

............................................................................................................................. ..........................................................

.................................................................................................................................................. .....................................

…………………………………………………………………………………………………………………………………...

...................................................................................................................................................................... .................

.................................................................................................................. .....................................................................

…………………………………………………………………………………………………………………………………...

............................................................................................................................. ..........................................................

............................................................................................................................. ..........................................................

…………………………………………………………………………………………………………………………………...

............................................................................................................................. ..........................................................

......................................................................................................................................................................... ..............

English@Mavis

39

Sec 1

Writing Organiser: Personal Recount Orientation - Introduction: Setting the scene

Events – What happened - in chronological order Conclusion – Personal Comment

Give details of: Who, what, where, when, how

What happened? First, Next, Soon, During, After. Later, Eventually, Finally

What did you think, feel, decide, do about the events that happened?

English@Mavis

40

Sec 1

Jan Week 3 Informal Letter Section B [30 marks] You are advised to write between 200 and 300 words for this section.

You should look at the printout of a magazine article on the following page, study the information carefully and plan your answer before beginning to write. You would like to encourage your ten-year-old cousin to start saving at a young age. Many banks in Singapore are beginning to offer kids savings accounts to help them develop a saving habit. You come across this magazine printout which introduces a kids saving account that a major bank in Singapore offers. Write a letter to your cousin to encourage him/her to start saving by opening a kids savings account. In your letter, you should include the following details:

• why he/she should start saving at a young age

• why he/she should open the kids savings account in the printout

• the benefits of having a kids savings account

• two money-saving tips he/she can follow. Set your letter out correctly, in clear, accurate English and use a warm and enthusiastic tone to convince your cousin to start saving at a young age by opening the kids savings account which you recommend.

You should use your own words as much as possible.

English@Mavis

41

Sec 1

Do you know 6 out of 10 children do not save? The habit of saving money is important for children, especially when they enter adult life. For that is how money grows, why not start this good habit from young?

Sign up for a POSBkids Account today!

Get a free limited edition Smiley coin bank set when you open a POSBkids Account in 2019! Attractive account opening gifts:

▪ A S$10 gift deposit ▪ Free 6-month POPULAR

Bookstore membership card which lets you enjoy 10% off at all POPULAR Bookstores

Get the Smiley Town app today. Help Mayor Smiley build his town,

Unlock cool gifts and set savings goals! You can download a mobile gaming app, Smiley Town, which tracks the money you have saved in your POSBkids Account and shares money-saving tips.

Like the POSBkids Account Facebook page to receive fun tips and useful ideas on how to

save money. Be inspired to save! Be in the know of the latest events and activities coming up. Get involved today! #SavingWithSmiley #Funtastic

English@Mavis

42

Sec 1

Jan Week 4 Editing Section A [10 marks]

Section A [10 marks]

Carefully read the text below, consisting of 12 lines, about fast food delivery. The first and the last lines are correct. For eight of the lines, there is one grammatical error in each of the line. There are two more lines with no errors. If there is NO error in a line, put a tick (✓) 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 arrive ○to my destination at 2 pm. at

My mother always wears sensible clothes. ✓

Fast food giant Domino’s is to trial pizza delivery robots in New Zealand. It

describes the hi-tech, driverless units as a world first. In a move

enthusiastically backed by a New Zealand government, Domino’s says it is

working with authorities on plans to rolled out its DRU (Domino’s Robotic Unit).

The four-wheeler, developed in Australia, are just under a metre high and

contains a heated compartment that can hold up to 10 pizzas. It is battery

powered but uses on-board sensors to avoid obstacles, with Domino’s saying it

can delivered pizzas within a 20-kilometre radius of a store before returning to

recharge. Customers is given a code when they order, who they enter onto a

keypad to unlock the compartment containing their pizza. New Zealand is still

working in regulations relating to driverless vehicles such as the DRU which are

designed to operate on both roads and footpaths.

1. _______________

2. _______________

3. _______________

4. _______________

5. _______________

6. _______________

7. _______________

8. _______________

9. _______________

10. ______________

English@Mavis

43

Sec 1

Visual Text

English@Mavis

44

Sec 1

Text 1 Refer to the poster (Text 1) on the previous page for Questions 1 - 5. 1 What is the main purpose of the poster?

[1]

2 Who is the target audience?

[1]

3 Write down a phrase from the poster which promises that participants at the

Family Fest will have great fun. [1]

4 Which phrase in the poster tells the reader that it is not the first time the

Family Fest is being held? [1]

5 What do the images of the poster suggest about the theme of the Family Fest?

[1]

English@Mavis

45

Sec 1

Feb Week 1 Comprehension

Section B [20 marks] Text 2 – adapted from Tales from Krakatoa by John H. Schick The text below tells the story of The Beyerinck’s family and their encounter with volcanic eruptions. Read it carefully and answer the questions that follow. 1 2 3 4 5

26th August 1883 was a peaceful Sunday. The Beyerinck family, elite members of the Dutch East Indies Company, attended the opening of a new market in the nearby village of Tjanti. Then, at about one o’clock in the afternoon, Krakatoa rumbled intensely. Joanna Beyerinck’s feminine intuition filled her with a sense of doom. She was overwhelmed by terror when she noticed smoke billowing from the volcano. She persuaded her husband, William, to take them to their holiday cottage in the village of Amboel Balik. He refused, feeling it would cause panic among the natives if they were seen fleeing the village. By eight o’clock that evening, Krakatoa’s activity continued to increase in intensity. It was hidden behind an immense swathe of dark clouds. The height and violence of the waves rolling in from the bay were far from ordinary. There was no wind, but the surface of the sea rose and fell sharply while a hail of pumice rained steadily. William changed his mind and told the family to prepare to leave immediately. The signs indicated a disaster of great proportion in the making; he could feel it in his bones. The first of a series of tsunamis that Krakatoa unleashed during the final 20 hours and 56 minutes in its death throes roared into Ketimbang. The wall of seawater blasted ashore and rushed up the hill toward the house. Like a pit of viper rivulets, the dark waters slithered into buildings and submerged the interiors. Gaining momentum, it smashed the Beyerinck bungalow to bits. As the coils of swirling nightmare receded, it dislodged and dragged all existence of life out to sea. Miraculously, the Beyerinck’s and their servants survived the onslaught and immediately departed on foot toward their cottage on higher ground. They had to avoid thick lashings of hot ash as they scuttled to safety. Behind them, they heard a horrifying roar as another tsunami surged inland. They waded across rice paddies, waist deep in volcanic mud. They were lost in the forest, or more likely a heaving swamp, before finally arriving at Amboel Balik well after midnight. Having already emitted three terrific blasts during the morning, at 10:02a.m. 27th August 1883, Monday, Krakatoa exploded in the largest, loudest detonation heard in recorded history. It was clearly audible 3540 km away in Perth, Australia, and on islands 4828 km across the Indian Ocean. At 16 km distance, eardrums were ruptured. At 10:30a.m. a tsunami over 35 m high rushed ashore, demolishing everything that remained. It even swept away 2000 kg boulders which made up a stretch of breakwater. A superheated pyroclastic flow boiled and sliced across the Sunda Strait toward the

5 10 15 20 25 30 35

English@Mavis

46

Sec 1

6 7

Beyerinck’s cottage. As it approached, Joanna said: “Someone burst in shouting ‘Shut the doors, shut the doors!’ Suddenly it was pitch dark. The last thing I saw was the ash being pushed up through the cracks in the floorboards like a fountain. We were being cooked alive. I turned to my husband and heard him say in despair, ‘Where is the knife? I will cut all our wrists and then we shall be sooner released from our suffering.’ The knife could not be found. It seemed as if all the air was being sucked away and I could not breathe…I heard the natives praying and crying ‘Allah! Allah!’ No sound came from my husband or children. Only part of my brain could have been working for I didn’t realize I had been burned and everything which came in contact with me was hot ash. The blistering bite of fresh pumice prickled like needles.” The sun was still blotted out by scorching hot clouds of ash. Joanna mustered all her strength and staggered to her feet, out of the ruins and into hellish darkness. “Then came a sudden and terrifying stillness. I noticed for the first time that my skin was hanging off everywhere, thick and moist from the ash stuck to it…I wanted to pull bits of skin off, even though it would have caused more pain.” Joanna heard nothing, no human or animal sound. She thought she must be cast out from a human world, trapped somewhere in a seething watery grave, not dead but barely alive.

40 45 50 55

English@Mavis

47

Sec 1

Section B [20 marks] Text 2 – Tales from Krakatoa 1 Quote a word from paragraph 1 which tells us that the Beyerincks were not ordinary citizens. ___________________________________________________________________

___________________________________________________________________

________________________________________________________________ [1] 2 What did William’s decision against fleeing reveal about his character? ___________________________________________________________________

___________________________________________________________________

________________________________________________________________ [1] 3 Since there was no wind, what do you think might be causing the violent wave movements in paragraph 2? ___________________________________________________________________

___________________________________________________________________

_________________________________________________________________ [1] 4 In paragraph 3, identify and quote phrases to show the tsunami was – [3]

Tsunami Quote from Text

powerful

silent

swift

English@Mavis

48

Sec 1

5 Quote two contrasting words from paragraph 4 which clearly tell the reader that the landscape had been transformed. ___________________________________________________________________

___________________________________________________________________

_________________________________________________________________ [2] 6 Why do you think the writer resorted specifically to the use of units of measurement in paragraph 5 to describe Krakatoa’s eruption and its subsequent consequences? ___________________________________________________________________

___________________________________________________________________

_________________________________________________________________ [1] 7 In paragraph 6, the Beyerincks’ lives were in grave danger. (a) Indicate clearly why their lives were endangered. ___________________________________________________________________

___________________________________________________________________

_________________________________________________________________ [1] (b) Based on your answer in (a), how were their lives endangered? ___________________________________________________________________

___________________________________________________________________

_________________________________________________________________ [1] 8 What is your opinion of William’s suggestion of suicide in paragraph 6? ___________________________________________________________________

___________________________________________________________________

_________________________________________________________________ [1]

English@Mavis

49

Sec 1

9 What emotions do you think the writer intends the reader to feel with the following descriptions – (a) “pumice prickled like needles” (line 50) ___________________________________________________________________

_________________________________________________________________ [1] (b) “sudden and terrifying stillness” (line 53) ___________________________________________________________________

_________________________________________________________________ [1] 10 Based on the last sentence of paragraph 7, describe Joanna’s feelings. ___________________________________________________________________

_________________________________________________________________ [1]

English@Mavis

50

Sec 1

11 Complete the flow chart that captures the unfolding events of Krakatoa’s eruption according to the passage. Select an appropriate phrase from the box which describes the correct flow of development. [5]

catastrophic climax soaring

temperatures hellish aftermath ominous overture

smouldering ash rain changing weather patterns devastating waters

Flow chart

paragraph 3-4: (ii) ……………………………………

paragraph 5: (iii) ……………………………………

paragraph 6: (iv) ……………………………………

paragraph 7: (v) ……………………………………

paragraph 1-2: (i) ………………………………………

English@Mavis

51

Sec 1

Section C Text 3 - Fire in a Skyscraper The text below tells of a fire that broke out in a skyscraper and its effects. Read it carefully and answer the questions that follow. 1 2 3 4 5

People often look at modern buildings built of concrete, steel and glass and wonder how they could ever burn in a fire. However, other people look at them and wonder how occupants could escape from the top storeys if there were a fire. In February 2012, a major fire in a twenty-six storey building in Sao Paulo, Brazil, caused people to think more deeply about those questions. The Joelma Building (Edificio Joelma) had been opened for only a year. It had six floors of car-parking space. The rest was occupied by a mall, upmarket residences and offices. Six hundred employees were in the building when fire broke out on the 11th floor. People below that floor escaped quickly but those above were trapped. Some of them rushed down the stairs braving the increasing smoke and flames. For a short while, people travelled down in the lifts even though it was dangerous during a fire. Two female lift operators continued to rescue people until the power failed. One of them was trapped on the 20th floor and burnt to death; the other lift, with its operator and a load of 25 passengers, crashed to the basement under the excess weight. Because the people cushioned one another, they were not badly hurt. Fire engines from all over the city surrounded the building, but their ladders could not reach as far as the 15th floor. Their hoses were not powerful enough to reach the upper floors either. Nowhere in the city of eight million was there fire-fighting equipment suitable for a fire in a tall building. Many jumped as a last resort and fell to their deaths instead. Others headed for the roof as the flames spread from floor to floor. The flat roof provided temporary relief, but then the unpredictable winds fanned licking flames towards the roof and roasted the unsuspecting. On the south side of the roof, although it was unbearably hot, everyone managed to survive. Attempts were made to rescue them with helicopters, but it was too hot to land. Eventually one helicopter dropped a member of the emergency services onto the roof. He rigged up a rope which was connected to the top of another building, allowing other men to climb across to help on the roof. They calmed the 80 survivors while waiting for the helicopter to land. It took over five hours to finally evacuate everyone. On the ground there were further problems. A live coverage of the fire attracted many onlookers. Their cars blocked the routes for emergency services. The firemen made many brave rescues, carrying people down the ladders and returning again and again for others. Despite the heroics, the rescue could have been better coordinated and executed. It took four hours for the fire to be controlled. In the end, more than a hundred bodies were found in and around the building. In addition, more than 200 people were injured.

5 10 15 20 25 30 35 40

English@Mavis

52

Sec 1

6

Investigations into the cause of the fire showed that it appeared to have started in an air-conditioned unit. Because of incorrect wiring, the unit overheated. More importantly, it was revealed that large amounts of plastic, wood and carpet were used to furnish the interior. These flammable materials caused the fire to spread quickly. There was no automatic sprinkler system in the building because city regulations did not demand it. After this fiery disaster, new fire protection laws were proposed, but the city authorities have yet to approve their introduction. In the meantime, people are still at risk every day in many of the multi-storey buildings throughout the city.

45 50

English@Mavis

53

Sec 1

Section C [25 marks] Text 3 – Fire in a Skyscraper 12 Why are concrete, steel and glass (line 1), according to some people, unlikely to lead to fires? ___________________________________________________________________

___________________________________________________________________

_________________________________________________________________ [1] 13 Suggest a reason to show that lifts are dangerous (line 13) and must be avoided during fires. ___________________________________________________________________

___________________________________________________________________

_________________________________________________________________ [1] 14 State, in your own words, how the individuals in the lift managed to survive as mentioned in the last lines of paragraph 2. ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

_________________________________________________________________ [2] 15 Based on paragraph 3, what was the fate of those who tried to seek safety from the encroaching fire? ___________________________________________________________________

___________________________________________________________________

_________________________________________________________________ [1]

English@Mavis

54

Sec 1

16 Based on the conversation above and refer to paragraphs 3 and 4, what reasons would Josh and Pete give respectively to qualify their comments? (a) Josh - __________________________________________________________

________________________________________________________________ [1] (b) Pete - __________________________________________________________

_________________________________________________________________ [1] 17 Define the attitude of the television crew and onlookers in paragraph 5. ___________________________________________________________________

___________________________________________________________________

_________________________________________________________________ [1] 18 Based on paragraph 6, state two things, in your own words, which must be implemented so that future fires could be avoided. ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

_________________________________________________________________ [2]

The fire department’s efforts were compromised by unforeseen circumstances.

JOSH

They did, in the end, redeem their shortcomings with resourcefulness and valour.

PETE

English@Mavis

55

Sec 1

Feb Week 2 Summary Writing Refer to Text 3 on page 51-52 19 Summarise in not more than 80 words (excluding the words provided), why the

fire got out of hand in the Joelma building and became a tragedy. Source for material from paragraphs 3 to 6. Begin as follows –

Fire broke out in the Joelma building …

____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

____________________________________________________________________ ____________________________________________________________________

____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

____________________________________________________________________

English@Mavis

56

Sec 1

____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

No. of words: [15]

Content

/8

Style

/7

Total

/15

English@Mavis

57

Sec 1

Additional Exercises (Vocabulary Cloze) - 10 marks There are 10 blanks, numbered 1 to 10 in the passage below. Fill in each blank with a suitable word. The black widow spider, unlike the hairy Tarantula, does not 1) __________

us because of its looks and size. It has other qualities, which ranked it as one of the

deadliest creatures, that we should take pains to 2) __________.

The black widow’s bite is much feared because its 3) __________ is reported

to be 15 times more lethal than a rattlesnake’s. In humans, the bite of the black

widow spider 4) __________ muscle aches, nausea and a paralysis of the

diaphragm that can lead to breathing difficulties. Fortunately, such 5) __________

are fairly rare as the spiders are non-aggressive. They bite only in self-defence or

when someone 6) __________ sits on them.

Animals that the male black widow is most likely to bite are insects. Females,

on the other hand, kill and eat their 7) _________ after copulating. It is a morbid

conclusion, and it is this behaviour that is aptly reflected in the creatures

8) __________. Black widows are solitary year-round except during this gruesome

mating ritual. To feed, they 9) __________ insects with their fangs and inject

digestive enzymes into the carcass. These enzymes break down their preys’ bodies,

enabling them to ingest a dead creature in its 10) __________.

English@Mavis

58

Sec 1

(Grammar Cloze) – 10 marks There are 10 blanks, numbered 1 to 10 in the passage below. Fill in each blank with the correct form of the bracketed word beside the blank.

Rosa Louise McCauley Parks was an African American civil rights

1) __________ (act) who was also known as the ‘Mother of the Modern-Day Civil

Rights Movement’.

On 1st December 1955 in Montgomery, Alabama, Parks refused to obey bus

driver James Blake’s order that she give up her seat to make 2) __________

(rooms) for a white passenger. This individual act of civil 3) __________ (obey)

sparked the Montgomery Bus Boycott. Later, she organised strategic meetings and

4) __________ (collaboration) with civil rights leaders, including boycott leader

Martin Luther King Junior. Rosa’s incident propelled the latter to 5) ___________

(nation) prominence during the civil rights movement.

On 4th December 1955, Sunday, plans for the Montgomery Bus Boycott were

6) __________ (announcement) at black churches in the area and a front-page

article in The Montgomery Advertiser helped spread the word. At a church rally that

night, attendees 7) __________ (unanimous) agreed to maintain the boycott until

they were treated with the level of courtesy they expected, as well as until black

drivers were hired.

Racism in the United States has been a major issue since the colonial

period. Historically, the country has been 8) __________ (domination) by a settler

society of religiously and ethnically 9) __________ (diversity) Whites. The heaviest

burdens of racism in the country have 10) __________ (fell) upon immigrant groups

and their descendants.

English@Mavis

59

Sec 1

(Editing) – 10 marks Carefully read the text below, consisting of 12 lines, about a lighting accident. The first and last lines are correct. For ten of the lines, there is one grammatical error in line. There are two more lines with no errors. If there is NO error in a line, put a tick

() 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. _______________ My mother always wears sensible clothes. _______________

They were out on a cycling expedition to the hilltop. A vantage point

from where they would be able to catch sight in the wonderful city

lights. While they took a short break, Freddie realised that the sky

was rapid darkening and soon, it cast the surroundings in a

state of

gloomy. “Hurry!” he urged the rest. “We don’t have time to dally

here, it’s about to break!” The whole group started pedalling fast so

that they could reach a shelter point. All of a sudden, they heard a

loud crack. They stopped and turned about, just in time, to witness a

most harrowing sight. Felicia flew off of her bicycle after being struck

by a blinding whitish flash. Everyone was gobsmacked and rooted

on the spot. It was something which no one could have ever

foreseen or anticipated.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10

___________

___________

___________

___________

___________

___________

___________

___________

___________

___________

at

English@Mavis

60

Sec 1

Text 1 Study the poster below and answer the questions that follow.

Section A [5 marks]

English@Mavis

61

Sec 1

Text 1 – NDP Volunteers Recruitment 1 What do you understand by the line “... if it is not from the heart, it is not worth

doing...” ______________________________________________________________

______________________________________________________________

______________________________________________________________

___________________________________________________________ [2]

2 What is the purpose of the NDP 2014 recruitment drive?

______________________________________________________________

___________________________________________________________ [1]

3 Why is prior experience not a requirement?

______________________________________________________________

___________________________________________________________ [1] 4 Which two roles will volunteers be assigned to?

______________________________________________________________

___________________________________________________________ [2]

English@Mavis

62

Sec 1

Text 2 - The Chinese Wedding The text below tells of a Chinese wedding that took place. Read it carefully and answer the questions that follow. 1 2 3 4 5

The wedding day arrived with a bang. Firecrackers exploded profusely and the porch was blanketed red. Shrill strains from the traditional orchestra drifted into Ah Kang’s room. While he got dressed, his father's words over breakfast, which were presently louder than the music, echoed in his head. They were his usual warning - to behave with dignity and never to bring shame to the family name at all times. Ah Kang lived by his father’s words. Marriage wasn’t going to make a difference. He wore a heavily embroidered brocade mandarin suit and a skullcap to match. A silk fan he carried was, he presumed, effectively hiding his nervousness. As a final touch, he put on his new pair of black silk slippers. He took a critical look at himself in the mirror and tried hard to distinguish the finer qualities of his image. Before he could convince himself that he was pleased and ready, all comforting thoughts took flight. The feeling that he was about to meet a total stranger, with whom he had to spend the rest of his life, tightened the knots in his stomach. Sim, his bride, wore a long red tunic over a wide-sleeved gown. She kept her arms folded under the sleeves so that the edges overlapped. The rings on her eight fingers and two thumbs stiffened her joints. Around her ankles were chunky gold bangles. She also wore a heavily bejeweled bridal headdress with dangling semi-precious beads. She was in short, covered in sparkling priceless heirloom, the likes of which an Empress would approve of. Barely maintaining balance, she could only inch forward with the help of the matchmaker. The role of the bride was torturous. Sim cannot smile, lest a bride was deemed too eager and unbecoming. The sedan bearers were instructed to rock the bride to induce submission and hopefully tears. While she made her way to her future home, Sim tried to suppress her rage and the urge to throw up. At the journey’s midpoint, she could not tolerate the effects of this sadistic ritual any longer. She let loose a screechy string of curses, so piercing and specific, the men were stunned. All ongoing revelry ceased, the men did not relish the idea of their ancestors condemned. Sim was not a bride they could bully. To Sim, it seemed like hours before the last guests had left. At last, the moment of truth. Ah Kang gently removed her headdress. She was not as fair as the maidens in the paintings hanging in the great hall. She was delicate though and possessed a most dignified face. His heartbeat throbbed evenly

5 10 15 20 25 30 35 40

English@Mavis

63

Sec 1

and a warmth returned to his fingertips. The sparkle in Sim’s eyes confirmed the mutual joy and relief. It did not matter that he was a mere boy. He was her very own man-child - to love, to cherish and to age old with. And that was more than enough; her prayers had indeed been answered.

45

English@Mavis

64

Sec 1

Section B (20 marks) Text 2 – The Chinese Wedding 1 How does the writer establish a mood of festivity via the sense of sight? ___________________________________________________________________

___________________________________________________________________ _________________________________________________________________ [1] 2 Quote a word from paragraph 2 to indicate that Kang was demanding of the image he was projecting. ___________________________________________________________________

___________________________________________________________________ _________________________________________________________________ [1] 3 ‘Marriage wasn’t going to make a difference’ (line 8). What exactly was marriage NOT going to change? __________________________________________________________________

___________________________________________________________________ _________________________________________________________________ [1] 4 Suggest a good ‘thought’ (line 15) Kang might have relied upon for comfort. ___________________________________________________________________

___________________________________________________________________ _________________________________________________________________ [1]

English@Mavis

65

Sec 1

5 Based on the following details, use ONE WORD to describe Sim’s jewellery – (a) chunky (line 22) _____________________________________ [1] (b) semi-precious (line 24) _____________________________________ [1] (c) heirloom (line 25) _____________________________________ [1] 6 Why do you think a bride must not seem to others to be ‘eager’ (line 29)? ___________________________________________________________________

___________________________________________________________________ _________________________________________________________________ [1] 7 In your own words, account for the sharp contrast evident in the writer’s description of the sedan bearers’ behaviour in paragraph 4. ___________________________________________________________________

___________________________________________________________________ ___________________________________________________________________

___________________________________________________________________ _________________________________________________________________ [2] 8 What do the following words tell us about Sim – (a) not fair (line 40) ________________________________________________ [1] (b) delicate (line 41) ________________________________________________ [1]

English@Mavis

66

Sec 1

9 ‘His heartbeat throbbed evenly and a warmth returned to his finger tips.’ (lines 42 – 43). What was Kang’s emotion BEFORE that moment? ___________________________________________________________________ ___________________________________________________________________

___________________________________________________________________ _________________________________________________________________ [2] 10 Cite evidence from paragraph 5 that tells the reader Kang and Sim’s pairing, besides being arranged, was not a common union in today’s society. ___________________________________________________________________

___________________________________________________________________ _________________________________________________________________ [1] 11 Identify the following ideas in the passage. Write the number of the paragraph where each can be found. Also, quote a suitable phrase to substantiate your answer. [5]

Idea Paragraph Quote from Text

FILIAL PIETY (i)

CONTENTMENT (ii)

OPULENCE (iii)

DOUBT (iv)

PLUCKINESS (v)

English@Mavis

67

Sec 1

Text 3 - The Chinese Actor The text below tells of the lifestyle of the Chinese actor in the early 1900s. Read it carefully and answer the questions that follow. 1 2 3 4 5

An acting life is considered by most people to be an unforgiving vocation. The actor's interest and conviction for the profession must be strong enough to carry him through a rigorous and hard regime. This was certainly the case for the Chinese actor in the early part of the 20th century. A young disciple must embrace military-like discipline. They rose at five o'clock in the morning in summer and at six o'clock in winter. To start the day beginners had to do an hour of strenuous carpet exercises to loosen their stiff leg muscles for acrobatics. Senior students practised the more advanced acrobatic feats. To relax the tension of their strained limbs, the students then walked through the town to the city walls. They sang at the top of their voices, often sounding strained before they reached their destination. This was done so that they could judge the quality of their singing by the sound deflected off the wall. The student then returned for a well-earned breakfast at about eight o'clock. After they were nourished, training with stage weapons would commence. In this training, dramatically choreographed stage fights and duels with spears and swords were learnt. The unskilled often sustained injuries faster than they got healed. Manipulation of heavy and bulky stage props was also mastered. Acting and singing lessons would last all the way till noon. Before lunch, a short rest of half an hour was permitted. During the afternoon the beginners were sent off to the school theatre to observe the senior students’ performance. There was absolutely no rest time. After a quick supper, if they had no other duties, they had to continue their singing and acting practice before they were allowed to go to bed. The senior students often performed in outdoor theatres during the evenings. If, during a performance, a pupil made a mistake, the whole class would be beaten with a bamboo cane. More severe punishments included being exposed to the elements, even in winter. Solitary confinement without meals, to reflect on one’s weakness, was common. In those days, no females were allowed on stage and only lady impersonators existed. For these roles students had to learn to walk on stilts. This involved standing with one leg on a brick, while the other was held high up above one’s head. They remained in this pose for an hour. The pupil started with a brick lay flat on the ground, then it was turned on its side, and finally

5 10 15 20 25 30 35 40

English@Mavis

68

Sec 1

6

the block stood vertical on its smallest surface! Apart from theatrical training, there was no education at all in the school. A majority of students came from poor families and were for the most part illiterate. They learnt all their roles by practicing over and over again. Performers were considered immoral and secondary citizens. The art of entertainment was comparable to selling one’s dignity. Indeed, thespians then were far different from the glamorous opera performers who grace the stage today.

45

English@Mavis

69

Sec 1

Section C (25 marks) Text 3 – The Chinese Actor

12 Refer to paragraph 1 and indicate a quality an aspiring Chinese actor must possess. ___________________________________________________________________

___________________________________________________________________ _________________________________________________________________ [1] 13 State, in your own words, the aim of performing ‘carpet exercises’ (line 9). ___________________________________________________________________

___________________________________________________________________ _________________________________________________________________ [1]

14 What evidence from paragraph 3 would Ming and June use to justify their claims? Use your own words as far as possible to answer. (a) Ming – ___________________________________________________________________

___________________________________________________________________ _________________________________________________________________ [1]

MING – Many people tend to overlook the fact that Chinese opera can be physically demanding as well.

JUNE – People tend to appreciate Chinese opera’s gentle culture and entertaining appeal.

English@Mavis

70

Sec 1

(b) June – ___________________________________________________________________

___________________________________________________________________ _________________________________________________________________ [1] 15 What was the reason, in your opinion, for beating the entire class when only one of its member has committed an error? ___________________________________________________________________

___________________________________________________________________ _________________________________________________________________ [1] 16 Which two aspects of the female impersonator’s brick routine made it tough? ___________________________________________________________________ ___________________________________________________________________

___________________________________________________________________ _________________________________________________________________ [2] 17 Suggest a reason the poor were more likely to join an opera troupe. ___________________________________________________________________

___________________________________________________________________ _________________________________________________________________ [1] 18 In what way was the art of entertainment considered immoral and similar to selling one’s dignity? __________________________________________________________________ ___________________________________________________________________

___________________________________________________________________ _________________________________________________________________ [2]

English@Mavis

71

Sec 1

19 Summarise in not more than 80 words (excluding the words given) the Hardships a student of the opera school had to endure and experience. Source your material from paragraphs 2 to 5. Begin as follows – Students involved in opera training had to…

____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

English@Mavis

72

Sec 1

____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

No of words: [15]

Content

/8

Style

/7

Total

/15