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English@Mavis Sec 2

Sec 2 Module 1

English Syllabus and Scheme of Assessment 2

Dec Lessons 5

Jan - Feb Lessons 28

Additional Exercises 50

Notes and Formats 64

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English@Mavis Sec 2

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.

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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.

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English@Mavis Sec 2

ENGLISH EXAM FORMAT

Additional IP Section

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

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English@Mavis Sec 2

Dec Week 1 CONTINUOUS WRITING

Expository Essay

What is an Expository essay?

A major clue to what expository writing is lies in the word itself. It ‘exposes’
something to the reader. The term is sometimes used to refer to persuasive writing
and while it can share many common features with persuasive writing, true
expository writing does not seek to persuade the reader of the merits of a
certain opinion, but instead seeks to explain something without the intrusion
of the student writer’s own opinion.

Expository writings may include numerous works such as encyclopedias, newspaper


articles and even textbooks.

The Basic Structure of an Expository Essay

While the specific features outlined above are characteristic of expository writing, the
basic structure of the expository essay shares much in common with other essay
forms. The following information is applicable to the writing of most essay forms.
A good structure for students to use as a scaffold for writing their expository essay is
the Hamburger Essay structure.

This basic structure encourages students to think of their essay as


a hamburger consisting of the following:

Introduction:

This is the top bun of the burger and here the student introduces the topic of the
exposition. This will usually consist of a general statement on the subject, providing
an overview of what the essay is about. It may also preview each major section
ahead indicating what aspects of the subject will be covered in the text. These
sections will likely relate to the headings and subheadings identified in the planning
stage.

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Main Body Paragraphs:

If the introduction is the top bun of the burger, then each body paragraph is a beef
patty. Self-contained in some regards, each patty forms an integral part of the whole.
Each of the body paragraphs deals with one idea or piece of information. For more
complex topics these may be grouped together under a common heading and the
number of paragraphs will depend on complexity of the topic. For example, an
expository text on wolves may include a series of paragraphs under things like:
habitat, breeding habits, what they eat etc.

Each paragraph should open with a topic sentence indicating to the reader what the
paragraph is about. The following sentences should further illuminate this main idea
through discussion and / or explanation. It is encouraged to use evidence and
examples here, whether statistical or anecdotal. Remember: Keep things factual -
this is not an editorial piece for a newspaper!

Conclusion:

Generally the conclusion of any essay should neatly close the circle by summarizing
the information through restating the main ideas in a unique way. This bottom bun of
the hamburger essay is no different. A true expository essay is objective in nature
and to beware of injecting their opinion or bias into the piece. The purpose here is to
inform rather than persuade.

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Section C [30 marks]

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 What are the advantages and disadvantages of a holiday job?

2 Write about some of the things which make Singapore a popular tourist
attraction?

3 Computer gaming is a popular pastime among teenagers today. What are


the advantages and disadvantages of computer gaming as a hobby?

4 Write about a time when you had a disagreement with your parents and
how it was resolved.

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Points of Discussion in Class

1. What are the advantages and disadvantages of a holiday job?

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2. Write about some of the things which make Singapore a popular tourist
attraction?

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English@Mavis Sec 2

3. Computer gaming is a popular pastime among teenagers today. What are the
advantages and disadvantages of computer gaming as a hobby?

…………………………………………………………………………………………………………………………………...
.......................................................................................................................................................................................
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4. Write about a time when you had a disagreement with your parents and how it was
resolved.

…………………………………………………………………………………………………………………………………...
.......................................................................................................................................................................................
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Writing Organiser: Expository essay

Introduction – Introducing the topic and description of what the essay will be
about

Start with an interesting statement – quote, fact or question.


What will you be writing about? List the points that you will be elaborating in the main
paragraphs

Main body: the “meat.” Have at least three paragraphs

Elaborate your main points that you have listed in the opening paragraph. Start with a
topic sentence for each paragraph and back them up explanations and, if possible, some
data.

Conclusion

Sum up your main points again using different vocabulary. Remember not to take any
sides!

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Dec Week 2 Proposal/Report

Recipient’s full name


His/Her role/designation
Address of his company/school/home

Your full name


Your role/designation
Address of your company/school/home

Date

Heading (Underlined)

Introduction (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.)

Conclusion (Reiterate purpose/choice(s) made, main points, Thank reader for


his/her time)

Proposal/Report written by
Your full name

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English@Mavis Sec 2

Section B [30 marks]

Begin your answer on a fresh page.

You are advised to write between 150 and 250 words for this section.

You should read the information carefully and plan your answer before beginning to write.

As part of your school’s efforts to develop leadership skills in students, the Student
Council is organising a Games Day event. It will involve students playing a wide
array of class-based games. As the Chairperson of the Class Committee, you have
been tasked to choose one activity your class could participate in. Your Form
Teacher has proposed that you refer to the brochure (on the following page) to
gather ideas.

Write a formal letter of proposal to your Form Teacher including the following
details:

• briefly describe the game you have chosen for your class to participate in
• provide reasons on how this game will allow your classmates to learn about
leadership skills
• why you think your classmates will enjoy the games
• what will happen after the event

You should write your letter in clear, accurate English and in a polite and persuasive
tone so that your Form Teacher will consider your suggestions favourably.

You may add any other information which you think is helpful.

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English@Mavis Sec 2

At Mavis High School, we believe in nurturing and


producing leaders who will serve the school, community
and the nation. It is the school’s desire and goal to develop
and nurture the leader in every student. As part of our
efforts to inculcate leadership skills in students, the Student
Council is organising a Games Day! This will be a class-
based event. Select the game your class would like to
participate in.

The Amazing Race involves The Big 7 is a physically


students using clues to solve challenging activity where
mysteries at various parts of teams will need to complete
the school. They will need to several team-bonding games
complete a total of 7 stations. under a time constraint. This
This intellectually challenging activity aims to forge
game will require team teamwork in the groups,
members to work together, develop analytical thinking
communicate effectively, skills while enforcing the need
overcome challenges together for time management.
and perform under pressure.

Register your class for the event by 25 May 2019.


You can email us at student_council@mtc.com.sg.

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English@Mavis Sec 2

Dec Week 3 (Editing) – 10 marks

The text below is about a girl who grew up in a Kampung, how she overcame the odds and
aspires to help those in need. Carefully read it carefully, consisting of 12 lines. The first and last
lines are correct. For eight of the lines, there is one grammatical error in each line.

There are two more lines with no errors.


If there is NO error in a line, put a tick (√) 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 p.m. …....at.……..


My mother always wears sensible clothes. ……√........…

The schoolgirl who used to collect beer bottles to sell for pocket money

has climbed several rungs up the social and economic ladder. She is now lived 1……………….

in a Serangoon Garden bungalow and is a chief executive officer of Lock and 2……………….

Store, which operate two self-storage facilities in Tanjong Pagar and Chai Chee. 3……………….

The company has a annual turnover of more than $10 million. During an 4……………….

interview, the eldest of three children of a taxi driver and homemaker says, 5……………….

“Being born poor makes you realise the importance of standing in your own two 6……………….

feet. You find out very early on that nothing is for free, and you’ve got to work for 7……………….

things.” She grew up in a kampong in Serangoon, not far in where the Nex 8……………….

shopping mall now stands. She is glad that she had managed to overcome all her 9………………..

adversities and emerged a stronger woman. She hopes to reach out to those 10………………

who are poor and let them know that if she can succeed, so can they.

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

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Section A (5 marks)

Refer to the poster on the previous page to answer the questions.

1 What does it mean by ‘All it takes is only ONE’?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

………………………………………………………………………………………………. [1]

2 How does the poster convey the message in Question 1?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

……………………………………………………………………………………….…… [1]

3 Whom do you think the message is targeted at?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

………………………………………………………………………………………….…. [1]

4 What evidence is there to support your answer in Question 3?

……………………………………………………………………………………………………

……………………………………………………………………………………………………

……………………………………………………………………..……………….………. [1]

5 How does such a worker exercise safety at work?

……………………………………………………………………………………………………

……………………………………………………………………………………………………

………………………………………………………………..…………………..………….[1]

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English@Mavis Sec 2

Dec Week 4

Text 2 – An Unspoken Trust


The text is about how a woman and a boy’s distrust for each other gradually turned to
mutual trust. Read it carefully and answer the following questions.

1 She was a large woman with a large purse that had everything in it but
hammer and nails. It had a long strap, and she carried it slung across her
shoulder. It was about eleven o'clock at night, and she was walking alone,
when a boy ran up behind her and tried to snatch her purse. The strap broke
with a single tug the boy gave it from behind. But the boy's weight and the 5
weight of the purse combined caused him to lose his balance. So, instead of
taking off full blast as he had hoped, the boy fell on his back on the sidewalk,
and his legs flew up. The large woman simply turned around and kicked him.
Then she reached down, picked the boy up by his shirt front, and shook him
until his teeth rattled. 10

2 After that the woman said, "Pick up my property, boy, and give it to me." She
still held him. But she bent down enough to permit him to stoop and pick up
her purse. Then she said, "Now aren't you ashamed of yourself?" Firmly
gripped by the front of his shirt, the boy said, "Yes, Ma'am." The woman
asked, "Why did you do that for?" The boy said, "I didn't mean to." She said, 15
"You are a liar!" By that time two or three people passed, stopped, turned to
look, and some stood watching.

3 "If I turn you loose, will you run?" asked the woman. "Yes Ma'am," said the
boy. "Then I won't turn you loose," said the woman. She did not release him.
"I'm very sorry, lady. I'm sorry," whispered the boy. "Urn-hum! Your face is 20
dirty. I got a great mind to wash your face for you. Don't you have anybody at
home to tell you to wash your face?" "No Ma'am," said the boy. "Then it will
get washed this evening," said the large woman starting up the street,
dragging the frightened boy behind her. He looked as if he were fourteen or
fifteen, frail and willow-wild, in tennis shoes and blue jeans. 25

4 The woman said, "You ought to be my son. I would teach you right from
wrong. The least I can do right now is to wash your face. Are you hungry?"
"No, Ma'am," said the dragged boy. "I just want you to turn me loose." "Was I
bothering you when I turned that corner?" asked the woman. "No Ma'am."
"But you put yourself in contact with me," said the woman. "If you think that 30
that contact is not going to last awhile, you've got another thing coming.
When I get through with you, sir, you are going to remember Mrs. Luella
Bates Washington Jones." Sweat popped out on the boy's face and he
began to struggle, at his wits’ end. Mrs. Jones stopped and jerked him
around in front of her. She put a half-nelson - a wrestling move - about his 35
neck, and continued to drag him up the street. When she got to her door, she
dragged the boy inside, down a hall, and into a large kitchen at the rear of
the house. She switched on the light and left the door open.

5 The boy could hear other roomers laughing and talking in the large house. 40
Some of their doors were open, too, so he knew he and the woman were not
alone. The woman still had him by the neck in the middle of her room. She
bellowed, 'What is your name?" "Roger," answered the boy. "Then, Roger,
you go to that sink and wash your face," said the woman and turned him
loose, at last. Roger looked at the door, looked at the woman, looked at the 45
door, and went to the sink to wash his face.

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English@Mavis Sec 2

6 Water streamed down his face and the boy looked at her. There was a long
pause, a very long pause. After he had dried his face and not knowing what
else to do, he dried it again. The boy turned around, wondering what to do
next. The door was open. He could make a dash for it down the hall. He 50
could run, run, run, run, run! The woman was sitting on the bed. After a while
she said, "I was young once and I wanted things I could not get…"

7 There was another long pause. The boy's mouth opened. Then he frowned,
but not knowing he had frowned, the woman said, "Ah ha! You thought I was
going to continue the sentence with…’but I didn't snatch people’s 55
belongings’, didn’t you? Well, I wasn't going to say that." Pause. Silence. "I
have done things like what you did too, son. You sit down while I fix us
something to eat. Let that comb run through your hair so you will look
presentable. We’ll talk over our meal."

8 Mrs Jones went to prepare a quick meal. The woman did not watch the boy 60
to see if he was going to run now; neither did she watch her purse which she
had left behind her on her bed. Then, the boy inched his way to sit on the far
side of the room where he thought she could easily see him out of the corner
of her eye, if she wanted to. An unspoken trust had developed between Mrs
Jones and the boy. 65

(Adapted from Thank You Ma’am by Langston Hughes)

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English@Mavis Sec 2

Section B [20 marks]


Refer to the Text for questions 1-11.

1 “…with a large purse that had everything in it but hammer and nails.” (paragraph 1,
lines 1-2)

What does the quoted phrase suggest about the might of the woman who was
carrying the purse?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

………………………………………....................................................................…. [1]

2 What is the irony in paragraph 1?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

………………………………………....................................................................…. [2]

3 “Don’t you have anybody at home to tell you to wash your face?” (paragraph 3, lines
21-22)

What did the woman intend to do when she said that?

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

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

............................................................................................................................. [1]

4 “He (The boy) began to struggle.” (paragraph 4, lines 33-34)

In your own words, state clearly why the boy began to struggle.

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

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............................................................................................................................. [1]

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English@Mavis Sec 2

5 Mrs Jones called the thief “boy” in line 11, but by line 57 she addressed him as “son”.
What do these terms suggest about her view of the thief? [2]

Term Mrs Jones’ view of the boy

………………………………...…………………………………………..
Boy
…………………………………...………………………………………..

………………………………...…………………………………………..
Son
…………………………………...………………………………………..

[2]

6 Identify the words or phrases in paragraphs 5 and 7 which suggest –

………………………………...…………………………..
Let someone go
…………………………………...………………………..

………………………………………………………………
A personification
………………………………………………………………

[2]

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English@Mavis Sec 2

7 An unspoken trust had developed between Mrs Jones and the boy.” (paragraph 8,
lines 64-65)

Explain how this ‘unspoken, mutual trust’ came about.

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

…………………………………………………………………………………………………

………………………………………………………………………………………………. [2]

8 What did Mrs Jones share with the boy that changed his mind about running away
from her house? Answer in your own words.

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

…………………………………………………………………………………………………

………………………………………………………………………………………………. [1]

9 In your own words, give two details from paragraph 8 which show that Mrs Jones and
the boy mutually trusted each other.

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

…………………………………………………………………………………………………

………………………………………………………………………………………………. [2]

10 Explain what exactly was this ‘unspoken trust’ (paragraph 8, line 64) that had
developed between Mrs Jones and the boy.

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

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

............................................................................................................................... [2]

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English@Mavis Sec 2

11 Trace the development of the boy’s emotions as he reacted to the woman.


Complete the flow chart by choosing one word from the box to summarise the main
feeling experienced by the boy in each part of the text. There are some extra words
in the box you do not need to use.

Choose only one emotion from the helping words below for each blank.

The boy’s emotions

fear shock indifference desperation security

contemplation outrage

Flow chart

Paragraph 3:
(i)…………………….…………............................
..

Paragraph 4:
(ii)........................................................................
..

Paragraph 6:
(iii) …………....………………..............................

Paragraph 8:
(iv) …..………………………….............................

[4]

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English@Mavis Sec 2

Text 3 – Peer Pressure


The text below is about the effects of peer pressure. Read it carefully and answer the
following questions.

1 Peer pressure is defined as being influenced by the members in one’s peer


group to behave in a particular way or to adopt certain values. In this way, one
will be just like the group and will then be accepted by the group. Many
teenagers succumb to peer pressure and it can lead to many negative
consequences. Although many teenagers are aware of the dangers of 5
succumbing to peer pressure, many still continue to be greatly influenced by
their peers. There are several reasons for this.

2 Another reason is that in the process of searching their identities, teenagers


need to feel validated. If they can feel validated by a group, then it will make
them feel much better and confident about themselves. This is true especially 10
for teenagers who are unable to obtain this validation from the adults around
them such as their parents and teachers. If they do not feel respected by these
adults, they will succumb to peer pressure as it extends a comforting hand over
their problems.

3 The main reason teenagers succumb to peer pressure is because they are at
an age where they are searching for their identities. They are looking for role 15
models and selecting values and goals that they want in life. In this frustrating
search when there are numerous choices, one’s self esteem might be affected if
one is unable to feel comfortable about oneself. Hence, when teenagers are
able to find acceptance within a particular group of friends, they will be
influenced by their values and eventually, succumb to peer pressure. 20

4 Even if the teenager does not have any psychological difficulties, the fact that
he spends more time with his close friends than with anyone else is already an
indication that his world revolves around them. In order for a group of teenagers
to get along with one another and to enjoy doing things together, they would
probably hold the same values, have the same perspectives and opinions on 25
things and engage in the same activities. Some of those who are easily
influenced by their peers usually come from homes where rules and
expectations have not been properly laid down for them.

5 This urgent need to fit in might override all concerns and cause a teenager to do
things that are out of character. In order for them to fit in they might be willing to 30
abide by whatever rules that have been set by the group and will then be willing
to do whatever the group does. In extreme cases where the teenager has
hooked up with bad company, he might even feel compelled to do things
against his own wishes or principles in order not to be ostracised by his
‘buddies’. The urgency to belong is another reason why teenagers succumb to 35
peer pressure.

6 However, it does not mean that all teenagers who spend time with their peers
will succumb to peer pressure. Even if teenagers are trying to search for their
identity, if a set of rules has been properly laid down for them by their loved
ones since young, it will serve as a foundation on which the teenager searches
for his identity. He might be influenced by his peers but there will be a limit to 40
how much his peers can influence him. He will also know when he has to take a
step back and analyse situations before blindly conforming to what his friends
want him to do.

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English@Mavis Sec 2

7 There are many reasons why teenagers succumb to peer pressure. The most
salient of which is that teenagers are at the point in their lives where they feel 45
the need to belong to a group. In order to belong, they need to do their best to
fit in and in doing so, they will then succumb to peer pressure. If the pressure
exerted on the teenager is negative and the teenager blindly follows the group
or their actions, then there is cause for concern.

8 I believe most of you, being teenagers, have been influenced by your friends 50
one way or another. For instance, to join a particular clique of friends, to take up
a certain sport/hobby/interest (e.g. to like a particular KPOP group, gaming,
card games, new forms of technology or fashion, etc.) How many of you can
honestly say that you have never been influenced by your friends before?

9 However, there are some cynics who believe no matter how much one is 55
attached to his clique of good friends currently, after graduating from their
schools, they will start drifting apart when they pursue separate career paths in
life if no effort is made to keep in contact. All their friendship and bonding will
become a thing of the past. What about you? Will you make an effort to stay in
contact with your clique of close friends after graduation and even when you 60
enter the working world?

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English@Mavis Sec 2

Section C [25 marks]


Refer to the Text for questions 1-8.

1 “…one’s self esteem might be affected if one is unable to feel comfortable about
oneself.” (paragraph 3, lines 17-18)

In your opinion, explain why a teenager’s self-esteem would be affected if he is


unable to feel comfortable about himself.

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

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

……………………………………………………………………………………….… [1]

2 When would a student feel more validated by his peers than his parents or teachers?
Answer in your own words.

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

……………………………………………………………………………………….…

………………………………………………….………………………………. [1]

3 “…in order not to be ostracised by his ‘buddies’. (paragraph 5, line 34)

What does the word ‘buddies’ imply?

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

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

...................................................................................................................... [1]

4 “…but there will be a limit to how much his peers can influence him.” (paragraph 6,
lines 40-41)

Give an instance where an individual’s friends are unable to influence him.

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………. [1]

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English@Mavis Sec 2

5 In your own words, give one instance mentioned in the text where peer pressure
becomes a major concern.

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

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

.................................................................................................................... [1]

6 Here is a part of a conversation between two parents, Catherine and Carlos, who
have children.

I couldn’t do without I beg to differ. In my


friends in my teenage days, I had
teenager years. friends but I would not
When you have no go out of my way to
friends, you please them or like
become a loner and something which I had
that feeling sucks. absolutely no interest
Hence, I was in, just to fit in. It takes
greatly influenced courage to be oneself.
by my close friends’ If they are your true
words, their likings friends, they will
and interests. Both respect your interests,
come hand in hand! character and
decisions too

(i) Based on Catherine’s dialogue, what are the two things ‘both’ (in bold) refer to?

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

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

......................................................................................................................... [2]

(ii) Quote the word in paragraph 7 which means ‘giving in’ (to something).

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

.......................................................................................................................... [1]

26
English@Mavis Sec 2

7 “All their friendship and bonding will become a thing of the past.” (Paragraph 9, lines
58-59)

Based on what cynics believe, why is that the case? Answer in your own words.

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

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

...................................................................................................................... [2]

27
English@Mavis Sec 2

Jan Week 1

8 Using only your own words as far as possible, explain why most teenagers are
susceptible to peer pressure and why teenagers with good family upbringing would
be more likely to make informed decisions when pressured by their friends to do
something inappropriate.

Use material only from paragraphs 2 to 4.

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).

Most teenagers find peer pressure an irresistible force because

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

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English@Mavis Sec 2

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

No. of words ____________

Content /8

Style /7

Total /15

29
English@Mavis Sec 2

Jan Week 2 Continuous Writing

Section C [30 marks]


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 a time when someone benefitted from volunteering for the needy.

2 Write about a challenge you faced while dealing with a team member.

3 Write about an occasion when someone had to be dishonest to save a friend.

4 What are the advantages and disadvantages of using disposable containers?

30
English@Mavis Sec 2

Points of Discussion in Class

1. Write about a time when someone benefitted from volunteering for the needy.

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

2. Write about a challenge you faced while dealing with a team member.

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

31
English@Mavis Sec 2

3. Write about an occasion when someone had to be dishonest to save a friend.

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

4. What are the advantages and disadvantages of using disposable containers?

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

32
English@Mavis Sec 2

Jan Week 3 Formal Letter

Section B [30 marks]

You are advised to write between 150 and 250 words for this section.

You should look at the poster on the next page, study the information carefully and plan your
answer before beginning to write.

You are a resident of Nee Soon housing estate and your newly moved-in neighbours have
been very inconsiderate and caused a lot of disturbance and inconvenience to your family
and you. You had tried to speak to them but to no avail.

Write a letter of complaint to the Chairman of the Nee Soon Resident Committee, Mr Bryan
Koh, describing in detail the problems your family and you face. You would also like to
propose ways to improve neighbourliness.

You must include the following details:

• two complaints you have regarding the neighbours


• one complaint other than those shown in the poster
• how your family and you are affected by the problems posed by your neighbours
• what actions the Resident Committee could take to improve neighbourliness

Write your letter in clear, accurate English and in a polite and formal tone, expressing your
concern for action to be taken.

You should use your own words as much as possible.

Write your letter to:

Mr Bryan Koh
Chairman
Nee Soon Resident Committee
32 Yishun Street 81
Singapore 768456

33
English@Mavis Sec 2

Tips on Neighbourliness
DO’S
1 Get to know your neighbours

• talk to your neighbours to know them better


• invite your neighbours over for gatherings
• share food with your neighbours
• lend a helping hand

2 Keep Your Noise Level Down

Here are some tips on how you can play your part to make your neighbourhood a peaceful
and quiet one:

• keep volume levels low at home


• avoid noisy recreational activities, especially at night
• ensure that your children do not make too much noise while playing
• do not drag furniture across the floor
• use rubber stoppers on the base of your furniture to absorb noise
• avoid carrying out Do it Yourself (DIY) works involving drilling and hammering from
10:30pm to 7:00am
• keep your neighbours informed beforehand if you are unable to keep within these
limits

DONT’S

Don’t litter and obstruct the corridor.


Don’t hang dripping clothes
outside your flat.

34
English@Mavis Sec 2

Jan Week 4 Visual Text

Editing [10 marks]

Carefully read the text below, consisting of 12 lines, about bananas. The first and last lines
are correct. For eight of the lines, there is one grammatical error in each line.

There are two more lines with no errors.


If there is NO error in a line, put a tick (√) 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 p.m. …....at.……..


My mother always wears sensible clothes. ……√........…

Bananas are a convenient, affordable and delicious snack enjoyed by

much around the world. Considered a staple in many diets, bananas possess 1……………….

many beneficial health properties that most of us are unaware for. It would be 2……………….

a great idea to include bananas in your diet if you are planning to quit smoking. 3……………….

This vitamin-B rich food can also serve as the remedy to pre-menstrual 4……………….

syndrome, as they also regulates blood glucose levels and suppresses cranky 5……………….

moods. Being high on soluble fibre, bananas also prevent constipation and act as 6……………….

a natural laxative to ease congestion bowel functions. Some research has also 7……………….

shown that bananas can increase the mental well-being of a person by release 8……………….

a mood-regulation substance called tryptophan. In other words, they alleviate 9………………..

stress levels and allow one to feel happiest. With so many benefits of bananas, 10………………

it is no wonder why they are one of the more popular fruits eaten after meals.

35
English@Mavis Sec 2

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

36
English@Mavis Sec 2

Section A (5 marks)

Refer to the poster on the previous page to answer the questions.

1 What does it mean by ‘we strive to lead you back to your passion’?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

………………………………………………………………………………………………. [1]

2 Why do you think the word ‘really’ is used?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

……………………………………………………………………………….…………… [1]

3 What does it mean to ‘listen through our hearts’?

……………………………………………………………………………………………………

……………………………………………………………………………………………………

……………………………………………………………………..……………..…………. [1]

4 How does the hospital differentiate itself from others?

……………………………………………………………………………………………………

……………………………………………………………………………………………………

………………………………………………………………..…………………..…………. [2]

37
English@Mavis Sec 2

Feb Week 1
Text 2
The text below describes the day the writer and his family moved from the city to live in the
countryside when he was a small boy. Read it carefully and answer Questions 1 to 9.

1 When we arrived at last I was helped down from the carriage at the age of three;
and there, with a sense of bewilderment and terror, my life in the country began.

2 The grass amongst which I stood was taller than I was. I had never been so close
to grass before. It towered over me and all around me, each blade tattooed with
tiger-skins of sunlight. It was knife-edged, dark and a wicked green, thick as a forest 5
and alive with grasshoppers that chirped and chattered and leapt through the air like
monkeys.

3 I was lost and didn’t know where to move. A tropical heat oozed up from the
ground, rank with the odours of roots and weeds. High overhead, birds screamed
as though they were tearing the sky apart. For the first time in my life I was out of 10
the sight of humans, alone in a world I could neither predict nor fathom. I was lost
and I did not expect ever to be found again. I put back my head and howled, and
the sun hit me smartly in the face, like a bully.

4 From this daylight nightmare I was awakened, as I had been many times before, by
my sisters. They came scrambling and calling up the steep rough bank. Like 15
shields between me and the sky, faces with grins and white teeth each to be called
up with a loud cry, they brushed off terror with their broad scoldings of affection.
They leaned over me – one, two, three – their mouths smeared with redcurrants and
their hands dripping with juice.

5 ‘There, there, Laurie, it’s all right, don’t you wail any more. Come on home and we’ll 20
stuff you with currants.’ And Marjorie, the eldest, lifted me into her long brown hair
and ran me jogging down the path, and set me down on the cottage doorstep,
which was our home, though I couldn’t believe it.

6 That was the day we came to the countryside, in the summer of 1918. To me, and
to the rest of the family too, all eight of us, it was the beginning of a new life. But on 25
that first day we were all lost. I crawled across the kitchen floor through forests of
upturned chair-legs and crystal field of glass. We were washed up in a new land
and began to spread out, searching for its treasures.

7 My sisters spent that first day stripping the fruit bushes in the garden, darting and
squawking from bush to bush, clawing the fruit like greedy birds. Our mother, too, 30
was distracted from her duty, led astray by the rich wilderness of a garden so long
abandoned. All day she trotted to and fro, flushed and talkative, pouring flowers into
every pot and jug she could find. I sat on the floor on a raft of muddles and gazed
out through the window to the garden rising beyond. Through the whole first day
nobody seemed to be doing any work, and there was nothing to eat but bread and 35
berries. As I watched the sun making rainbow patterns through the cut-glass jars in
the corner, I longed for the return of order.

8 Then suddenly, the day was at an end and the house was furnished. The beds
were sheeted, the windows curtained, the straw mats laid and home was home. I
don’t remember seeing it happen, but suddenly the tradition of the house, with its 40
smell, chaos, and complete logic, occurred as though it had never been otherwise.

38
English@Mavis Sec 2

Section B [20 marks]


Refer to the Text for questions 1-9.

1 At the beginning of this text, three-year-old Laurie Lee was lost in the tall grass.
Explain how the language used in paragraph 2 makes the grass appear threatening.

Support your ideas with two details from paragraph 2.

…………………………………………………………………………………………...

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

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

......................................................................................................................... [2]

2 In paragraph 3, ‘High overhead birds screamed as though they were tearing the sky
apart’ (lines 9-10)

Identify the words or phrases in the given sentences which suggest

(i) A very loud sound

………………………………………………………………………………….… [1]

(ii) A violent action

……………………………………………………………………………………. [1]

3 At the end of paragraph 3, the writer mentions that ‘the sun hit me smartly in the
face, like a bully’ (line 13)

(i) Which two words suggest that the sun is a person?

………………………………………………………………………………….… [1]

(ii) Why does the writer describe the sun in this way?

…………………………………………………………………………………………

…………………………………………………………………………………………

……………………………………………………………………………………. [1]

39
English@Mavis Sec 2

4 Paragraph 4 begins with ‘From this daylight nightmare I was awakened…’ (line 14)

What is unusual and effective about the phrase ‘daylight nightmare’?

…………………………………………………………………………………………...

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

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

...........................................................................................................................[3]

5 The writer uses similes ‘like shields between me and the sky’ (lines 15 -16 ) and ‘like
greedy birds (line 30). What do these similes suggest about his view of his sisters?

Similes Writer’s view of his sisters

‘like shields between me and the sky’

‘ like greedy birds’

[2]

6 Paragraph 6 ends with ‘we were washed up in a new land and began to spread out,
searching for its treasures’ (lines 27-28)

What two things does this suggest about the family’s response to their new home?

…………………………………………………………………………………………...

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

...........................................................................................................................[2]

7 On the first day in the cottage, what did Laurie Lee miss about his previous home?

…………………………………………………………………………………………...

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

.......................................................................................................................... .[2]

40
English@Mavis Sec 2

8 ‘Through that whole first day, nobody seemed to be doing any work, and there was
nothing to eat but bread and berries’ (lines 34-36). With regard to the two phrases
below, was Laurie’s view accurate? Explain your answer.

(ii) ‘nobody seemed to be doing any work.’ Is his view accurate?

…………………………………………………………………………………………

…………………………………………………………………………………………

………………………………………………………………………………….… [1]

(ii) ‘there was nothing to eat but bread and berries’

…………………………………………………………………………………………

…………………………………………………………………………………………

……………………………………………………………………………………. [1]

41
English@Mavis Sec 2

9 The structure of the text reflects the main feelings of he child as he reacts to the
events of the day. Complete the flow chart by choosing one word from the box to
summarise the main feeling experienced by the boy in each part of the text. There
are some extra words in the box you do not need to use.

The child’s emotions

loss safety sympathy relief fear irritation confusion

Flow chart

Paragraphs 1-3:
(i)…………………….…………............................
..

Paragraph 4-5:
(ii)........................................................................
..

Paragraph 6-7:
(iii)..…………………………….............................

Paragraph 8:
(iv) .…………………………….............................

[4]

42
English@Mavis Sec 2

Text 3 – Cyberbullying
The text below describes the different types of cyberbullies and the effects of cyberbullying.
Read it carefully and answer Questions 1- 8.

1 Cyberbullying is the use of various technologies such as the internet, digital


technologies or mobile phones to threaten, harass or embarrass another
person repeatedly. Some also argue that online scamming is another form of
cyberbullying. While the problems of cyberbullying may seem small to many,
there are probably more far reaching consequences than face-to-face 5
bullying, which usually results in physical scars for the victim. Technology
affords bullies 24/7 access to potential victims and opens the opportunity for
persistent, unending harassment from which victims are hard-pressed to
escape. Furthermore, technology allows easy access to an international
audience, causing the victim tremendous embarrassment and shame. 10

2 One of the top reasons why cyberbullies strike is because they are
emboldened by the anonymity that email and the internet can provide, hiding
behind screen names or routing messages in a way that their actual identities
cannot easily be traced. In actual fact, people are not totally invisible or
anonymous when they use information and communication technologies – 15
they leave ‘cyberfootprints’ wherever they go. Nonetheless, despite the
realities, the illusion of invisibility persists.

3 Most cyberbullies tend to fall into one of four types, depending on their
motives for bullying. The first type, ‘vengeful angels’, refers to cyberbullies
who adopt the role of retaliator. Usually, these ‘vengeful angels’ have been 20
bullied by others in reality. They may be physically smaller, often picked on
for not being cool enough or ostracised in school. ‘Vengeful angels’ believe
their victims are wicked and rationalize their conduct as legitimate since they
are standing up for themselves and seeking a measure of revenge on those
who bullied them offline. Hence, they do not see themselves as bullies and 25
openly hurl offensive remarks or insults at their perpetrators through different
online platforms such as Facebook or twitter under the guise of anonymity.
All ‘vengeful angels want is to feel that sense of satisfaction without their
identity being revealed.
30
4 The ‘mean girls’ are cyberbullies who tend to act as a group and view
cyberbullying as either a form of entertainment or means to an end. These
cyberbullies have the power to cyber-bully others and yet get away with it.
This type of cyberbullying is typically ego-based – it grows when it is fed by
group admiration, cliques or by the silence of others who stand by and let it
happen. In extreme cases where these ‘mean girls’ have something in their 35
possession that would defame or discredit the victim, they may continuously
use it as a bargaining chip to extort money from their victims.

5 If a cyberbully has great technical skills and uses the internet as a tool for his
bullying, he is known as the ‘revenge-of-the-nerds cyberbully’. They usually
target single victims whom they may know or not done and keep their actions 40
secretive. Due to their technical ability to do damage to someone else’s
computer and potentially gain access to all its data, they are perhaps the
most dangerous of all cyberbullies.

6 The last kind of cyberbullies is known as the ‘online scammers’. There are
two instances in which they lurk. First, they appear in online games with 45
insanely high-level and well-equipped avatars to create a façade for online

43
English@Mavis Sec 2

gamers to think they are experienced players and hence, appear more
trustworthy. Next, they will spam unbelievable offers in the main channel of
that particular game – offers in which they appear to be on the losing end,
allowing other players to benefit immensely from the deal. As such, due to 50
the attractive offer advertised in the main channel of the game, many
unsuspecting players will drop a private message to these ‘online scammers’,
indicating their interest in his offer. After which, there are a variety of ways in
which these online scammers can take advantage of the players, either of
their in-game gold/cash or the worst case scenario, their real life money. The 55
second scenario in which ‘online scammers’ lurk is behind online blogs or
websites selling things such as clothing. If a customer is interested in buying
their products, it is usually the norm for him or her to send the money over to
the blog or website’s owner via internet banking and wait for a few days or
weeks for his product to be delivered to his home address. After receiving the 60
cash, ‘online scammers’ usually shut down his website or blog to avoid
anyone tracking down the IP address and he would create another one a few
days later.

44
English@Mavis Sec 2

Section B [25 marks]


Refer to the Text for questions 1-8.

1 In your own words, explain why cyberbullying occurs.

…………………………………………………………………………………………

…..………………………………………………………………………………………

…………………………………………………………………………………… [1]

2 “Nonetheless, despite the realities, the illusion of invisibility persists”. (paragraph 2,


lines 16-17)

(i) What does the ‘realities’ refer to?

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

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

........................................................................................................................... [1]

(ii) What does the ‘illusion of invisibility’ refer to?

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

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

........................................................................................................................... [1]

3 “Hence, they do not see themselves as bullies…” (paragraph 3, line 25)

Explain why ‘vengeful angels’ do not see themselves as bullies. Answer in your own
words.

…………………………………………………………………………………………

…………………………………………………………………………………………

……………………………………………………………………………....….. [1]

45
English@Mavis Sec 2

4 Why does the writer think that ‘revenge-of-the-nerds cyberbully’ is perhaps the most
dangerous of all cyberbullies?

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………….…… [1]

5 Identify the words or phrases in paragraph six which suggests -

………………………………...…………………………..
Put up a front
…………………………………...……………………..

The most ………………………………...…………………………..


unpleasant
outcome …………………………………...………………………..
[2]

6 Here is a part of a discussion between two psychiatrists, Mark on the left and Joe on
the right, who have read the text.

Mark Joe
Face-to-face I have a different
bullying leads to view. I think
severe cyberbullying
consequences inflicts more harm
for victims, both emotionally to the
physically and victim.
mentally.

(i) Quote a phrase from paragraph 1 that Joe can give to support his view.

…………………………………………………………………………….................... [1]

46
English@Mavis Sec 2

(ii) In your opinion, do you think face-to-face bullying or cyberbullying is more


harmful? Why? (You need not use information from the text to support your
answer)

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

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

......................................................................................................................... [1]

7 Out of the 4 kinds of cyberbullying in the text, which one do you think is most likely to
warrant a police arrest? Explain why.

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

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

........................................................................................................................ [1]

47
English@Mavis Sec 2

Feb Week 2 Summary

8 Using only your own words as far as possible, explain what is cyberbullying and
summarise the motives of the four different types of cyberbullies mentioned in the
text.

Use material only from paragraphs 1 and 3 to 6.

Your summary must be in continuous writing (not note form). It must not be longer
than 80 words (not counting the words given to help you begin).

Cyberbullying refers to
__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

48
English@Mavis Sec 2

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

No. Of words ____________

Content /8

Style /7

Total /15

49
English@Mavis Sec 2

Additional Exercises

Editing [10 marks]

The text below is about the effects of depression. Carefully read it below, consisting of 12 lines.
The first and last lines are correct. For eight of the lines, there is one grammatical error in each
line.

There are two more lines with no errors.


If there is NO error in a line, put a tick (√) 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 p.m. …....at.……..


My mother always wears sensible clothes. ……√........…

Although treatment outcomes are more effective when depressed individuals

are treated early, it serves as a relieve to know that depression is able to be 1……………….

treated even in its most severest form. Some ways to reduce the risk of 2……………….

developing depression and manage it include asking for help and support 3……………….

from family and friends and make certain changes in lifestyle habits. 4……………….

Lifestyle changes are not always easy, and they can be very effective. 5……………….

The effects of regular exercise and eating healthily has been proven to naturally 6……………….

improve mood and sleep. Depression is more than just feeling sad; it impairs 7……………….

daily functioning and affects individuals both physically and emotionally too. If 8……………….

left untreated, the risks of suicidal thoughts and attempts increases. As such, 9………………..

if you notice any depression symptoms in a loved one or friend, it would 10………………

be good if you make an effort to talk to that person, find out his or her issues and

see how you can help.

50
English@Mavis Sec 2

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

51
English@Mavis Sec 2

Section A (5 marks)

Refer to the poster on the previous page to answer the questions.

1 What does the shell on the back of the man suggest?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

………………………………………………………………………………….…………. [1]

2 How do you justify your answer in Question 1?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

………………………………………………………………………………………….… [1]

3 What do the wings on the girl tell you about her?

……………………………………………………………………………………………………

……………………………………………………………………………………………………

……………………………………………………………………………...………………. [1]

4 What do you think the word ‘jungle here refers to?

……………………………………………………………………………………………………

……………………………………………………………………………………………………

………………………………………………………………..…………………….………. [1]

5 What do you think the objective of this poster is?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

………………………………………………………………………………………………. [1]

52
English@Mavis Sec 2

Text 2 – Undercover Cop


The text below describes the exciting yet risky life of an undercover cop. Read it carefully
and answer the questions that follow.

1 As I looked at the shelf above my flat-screen television, my gaze fell upon a particular
plaque which stood proudly among many others awarded to me over the years. I
picked it up and was touched by how a mere commemorative piece as such could
remind me of a string of dramatic events which have changed my life completely.

2 I was 25 then and hungry for adventure. I had been in the force a while and I was 5
getting tired of the humdrum life of a constable. This was largely due to the usual
mundane cases which I was dealing with. Petty theft and vandalism cases would come
my way on a regular basis. I was tired. What had seemed exciting when I was a cadet
was soon wearing off. I was raring for more action and the confines of the police
precinct were not going to fulfill my needs. 10

3 I decided to tender and try my fortunes elsewhere. Time and tide waits for no man and
thus I decided to follow my heart. Everything happened very fast. My superior sat
down and gave me a talk. The talk ended up altering my life. I was to go undercover to
assist in one of the department’s high profile cases.

4 Alan Ma had been Singapore's most notorious drug lord for decades. He ruled the 15
streets with thugs. He even had the righteous in his pocket. He was so cunning, he
never got implicated for his shady operations. He always remained a suspect even
though he was the mastermind behind major drug deals. No one could find the
evidence to have him arrested. It was all up to me to infiltrate his tight and extremely
efficient circle of crooks. 20

5 I was deemed the most suitable candidate because I was motivated. Besides, I was
single, without family, and had nothing to lose. My youthful and innocent features
helped me come across as non-threatening and eager to learn.

6 It was the riskiest thing I had ever undertaken to date. The minute my character began
to take on concrete steps of transformation, I was hooked. The task was simple. I was 25
to be introduced to the seedy life of drugs as an up and coming peddler. All contacts
were pre-arranged for me by on-going surveillance teams. I was briefed and initiated
on the mannerisms of a drug lord in the best possible way. Within a month, I morphed
into a junkie and plunged headlong into the sleazy lifestyle of drugs, booze and ladies.
It was far from normalcy – this underground culture of shady transactions intrigued me. 30

7 Alan Ma soon got wind of my existence. I was the new kid on the block with exotic
drugs and reliable connections. I was welcomed into his circle and he soon entrusted
me with many tasks. Alan was initially wary of me, but complacency at having evaded
justice for many years caused him to let his guard down. I was determined to focus on
my objective and never allowed myself to be swayed by the stack of dollar bills before 35
my eyes.

8 The day that Alan Ma decided to take me along in one of his biggest drug transactions,
I immediately made contact with my superiors. The stage was thus set. Adrenaline
coursed through my veins as the moments leading up to the gathering neared.

9 The minute Alan Ma passed the briefcase of cash to the seller, all my comrades 40
appeared and surrounded us. Realising that it was a set-up, Alan immediately figured
out that I was the turncoat. While leaping into his getaway car, he fired a single shot at
me. It was a split second decision for me: to leap out of the way or to throw myself at

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English@Mavis Sec 2

him. It was a no-brainer. I had worked so long and hard for this moment and I was not
about to let him escape. The shot cut through the air and the pain in my leg was 45
unbearable.

10 My valiant act was not in vain, it bought time for my colleagues to act. I pounced on
Alan Ma and pinned him to the ground. My colleagues, in the meantime, were able to
advance and arrest all his associates. Alan Ma was finally caught and sentenced while
I received my plaque and a prosthetic leg. It was all worth it. When reporters asked If I 50
would have done it any other way and avoid injuring myself, my reply was - I would do
it all over again without batting an eyelid.

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English@Mavis Sec 2

Section B (20 marks)

Refer to the Text for questions 1-12.

1 “ As I looked at the shelf above my flat-screen television, my gaze fell upon a


plaque which stood proudly among many others awarded to me over the years.’
(lines 1-2). Identify the word or phrase in the given sentence which suggests -

(i) Looking at something

………………………………………………………………………………….……...…… [1]

(ii) Something which the writer took pride in

…………………………………………………………………………………….….…..… [1]

2 'I had been in the force for a while’ (line 5)

Why was the writer 'getting tired' of the usual humdrum life?

………………………………………………………………………………………………

……………………………………………………………………………………..………. [1]

3 ‘… the confines of the police precinct were not going to fulfill my needs.’
(lines 9-10). Suggest one such need the writer was referring to.

………………………………………………………………………………………………

……………………………………………………………………………………….….… . [1]

4 Suggest two contrasting emotions which the writer might feel before and after he
had the talk with his superior.

………………………………………………………………………………………………

………………………………………………………………………………………..……. [2]

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English@Mavis Sec 2

5 The writer describes Alan Ma as a man who had 'ruled the streets with thugs’ (lines
15-16) and even ‘had the righteous in his pocket' (lines 16-17). What do these
descriptions tell you about the nature of those who worked for Ma?

Ma’s men Nature

thugs

the righteous in his


pocket

[2]

6 “He always remained a suspect even though he was the mastermind behind major
drug deals.’ (lines 17-18)

Why was there no one who 'could find the evidence' for Alan Ma to be arrested?

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

……………..…………………………………………………………………..…………… [1]

7 Indicate two reasons in paragraph 5 which explained why the writer was selected
as an undercover.

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

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

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

……………..………………………………………………………………..…………….… [2]

8 Explain in your own words how the writer was transformed into a junkie.

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

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

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

….....………………………………………………………….………………………......... [2]

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English@Mavis Sec 2

9 Which phrase in paragraph 7 tells you that Alan Ma had been less careful than
usual?

……………..……………………………………………………………..……………… [1]

10 The writer ‘was determined to focus on my (his) objective’ (lines 34 - 35). What
exactly was his objective?

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

……………..……………………………………………………………..…………...… [1]

11 How did Alan Ma realise it was a ‘set-up’ (line 41)?

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

……………..……………………………………………………………..……………..… [1]

12 Complete the flow chart by choosing one word from the box to summarise what the
writer might be feeling in each part of the text. There are some extra words in
the box you do not need to use.

Writer's feelings

weariness nostalgia doubtfulness provocation

antagonism temptation fearlessness

paragraph 1:

paragraph 2:

paragraph 6:

paragraph 9:
[4]

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English@Mavis Sec 2

Text 3 - The Oldest Race On Earth


Part 1 - The Efe Pygmies
Both texts below are about the lifestyles of the Efe and Lese Pygmies. Read them carefully
and answer the questions that follow.

1 Today, technology has become indispensable. In almost all aspects of our lives,
be at home, at work or in school, technology has pervaded our existence. Some
might even go as far to argue that human beings have become so reliant on
technology that they have become lazy. Of course, technology has also helped
us in several ways. Living in a world devoid of technology is unimaginable. 5

2 In Central Africa, there lives a group of people called the Pygmies. The men
grow to an average height of 142 cm and women tend to be about 5 cm shorter.
They live in caves and jungles and lead adopt a hunter-gatherer lifestyle. They
do not wear much clothing, using leaves to shelter their bodies from the intense
heat. The origin of the word ‘pygmy’ is used to refer to the distance between the 10
elbow and the knuckles, in reference to the height of the people. One tribe of the
Pygmies is called the Efe tribe. These people are semi-nomadic. During certain
times of the year, they move around in the forest in search of food. What is most
notable is that contrary to our reliance on technology, they are mostly unaffected
by modernity and technology. 15

3 Scientists find studying the Efe so interesting because these people represent
the closest we can ever get to our ancient ancestors. Their way of life remains so
unchanged that learning about their lifestyle would open our eyes to how our
ancestors lived as well.

4 The Efe are renowned as archers and they usually hunt in groups. Their skills as 20
archers set them apart from other tribes, who use different methods of hunting
their prey. They surround the animal and shoot at it with arrows from different
directions. The arrows have metal tips which are lethal. The meat of the animal
is divided among all the hunters who have participated in the hunt. The fleshiest
parts of the animal are usually given to the hunters who make the first and fatal 25
shots.

5 The Efe have a great weakness for honey, considered to be a delicacy. Every
June, the trees start to flower and bees soon start to build beehives. In July, the
men start looking for honey. In spite of their height, they still manage to reach the
hives by climbing up trees. With smouldering coals in one hand to pacify the 30
bees, they reach into the beehive with the other and pull out the honeycomb.
They stuff themselves with it usually, until their bellies are swollen. Sometimes,
they eat all that they find, returning home to the women saying they had no luck.
Their full stomachs, of course, tell a different story.

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English@Mavis Sec 2

Part 2 – The Efe and The Lese Pgymies


35
6 The Efe live in cooperation with the Lese, another tribe, who live in villages of
between fifteen and a hundred people. The Efe make their camps on the
outskirts of the forest near a Lese village for about seven months of the year.
The Efe generally trade the meat and honey they acquire in the forest for
material goods or the bananas, peanuts, and rice grown by the Lese. In addition 40
to trading meat and honey with the villagers, Efe men and women also provide
their labour in exchange for food, tobacco, marijuana, iron, cloth or other material
goods.

7 However, the views that the Efe and Lese tribes have towards each other are
very contradictory despite their supportive roles. The Lese, view the Efe with 45
somewhat of a condescending attitude and see themselves as entirely separate
entities from them. They characterize the Efe as uneducated savages and see
themselves as more civilized since they go to school and live in villages. On the
other hand, the Efe often steal from Lese gardens, particularly around April and
May when there is little food. They feel that the Lese are not generous about 50
payment for Efe labour.

8 Another interesting aspect to note is both tribes worship a god known as


Khonvoum. He is believed to be the ‘Great Hunter’ and carries a bow made of
two snakes which appears to mortals as a rainbow. To them, Khonvoum also
created the jungle with its lush vegetation and animal life. A notable religious 55
ceremony to worship Khonvoum is known as the Ima celebration. It is one in
which Efe girls who go through their first menstrual cycle are secluded in a hut
for about six months. In the hut, the girls’ feet are not allowed to touch the
ground without being wrapped in palm leaves. Whenever they have to use the
bathroom, they must be carried to an outhouse wrapped in palm leaves so that 60
the sun does not touch them. To both tribes, this seclusion period is supposed to
make the girls fat, and they are supposed to consume a lot of palm oil and meat
while they are being sequestered.

9 That is why Lese men describe Efe women as ‘stronger, more sexually attractive
and more fertile than Lese women.’1

1Wilkie, David S. (1990-02). "Images of Denigration: Structuring Inequality between Foragers and
Farmers in the Ituri Forest, Zaire". American Ethnologist 17 (1) (American Anthropological Association,
Arlington (VA), USA.

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English@Mavis Sec 2

Section C [25 marks]

Refer to the Text for questions 1-8

1 After reading paragraph 1, in your opinion, do you think that technology is more of a
blessing than bane to the human race? Provide an example to support your answer.

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

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

……………………………………………………………………..….……………….. [1]

2 Why is the Efe tribe regarded as semi-nomadic and not nomadic?

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

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

…………………………………………………………………………………. [2]

3 “What is most notable is that contrary to our reliance on technology, they [The Efe]
are mostly unaffected by modernity and technology.” (paragraph 2, lines 13-15)

In your view, why do you think the Efe, unlike us, are mostly unaffected by modernity
and technology?

…………………………………………………………………………………………

…..………………………………………………………………………………………

……………………………………………………………………………….… [1]

4 Why are some Efe hunters given a bigger share of the captured animal?

…………………………………………………………………………………………

…………………………………………………………………………………………

……………………………………………………………………………………… [1]

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English@Mavis Sec 2

5 “Their full stomachs, of course, tell a different story.” (paragraph 5, lines 34)
What had actually happened and why is their ‘story’ different?

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

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

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

..................................................................................................................... [2]

6 Why do Lese men describe Efe women as “stronger, more sexually attractive, and
more fertile?” (paragraph 9, lines 64-65)

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

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

…………………………………………………………………………………………

…………...………………………………………………………………........... [2]

7 Given a chance, would you want to travel to Central Africa and get to know the Efe
and Lese Pygmies? Why?

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

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

……………………………………………………………………………..…... [1]

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English@Mavis Sec 2

8 Despite living so closely to each other, the Efe and Lese tribes carry on an
ambivalent relationship.

Using only your own words as far as possible, summarise the details of this
relationship.

Use material only from Part 2 - paragraphs 6, 7, 8 and lines 64-65.

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).

Despite their contradictory views towards each other, the Efe and Lese tribe stay in
close proximity and cooperate with each other for survival. Firstly

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

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English@Mavis Sec 2

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

No. of words ____________

Content /8

Style /7

Total /15

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English@Mavis Sec 2

Notes and formats

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

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English@Mavis Sec 2

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.

Narrative

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English@Mavis Sec 2

What is a Narrative?

Narratives are a popular genre for students and


teachers as it provides the writer with an
opportunity to share their imagination, creativity,
skill and understanding of nearly all elements of
writing. On occasion we refer to a narrative as
'creative writing' or story writing.
The purpose of a narrative is simple, to tell the
audience a story.

It can be written to motivate, educate or most commonly entertain. Narratives can


be both fact or fiction.The challenge in writing a good narrative is to captivate the
audience and keep them engaged as the story is told.

Unlike other genres of writing narratives consist of many sub genre's, such as these.

• Adventure
• Fairy tale
• Myth
• Love Story
• Drama
• Fable
• Legend
• Science Fiction
• Fantasy
• Mystery / Whodunnit
• Comedy
• Tragedy

Narratives features and structure

ORIENTATION (BEGINNING)

Set the scene by introducing your characters, setting and time of the story. Establish
your who, when and where in this part of your narrative

COMPLICATION AND EVENTS (MIDDLE)

In this section activities and events involving your main characters are expanded
upon. These events are written in a cohesive and fluent sequence.

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English@Mavis Sec 2

RISING ACTION AND CLIMAX

The climax of the story is the dramatic high point of the action. It is also when the
struggles kicked off by the problem come to a head. The climax will ultimately decide
whether the story will have a happy or a tragic ending. In the climax two opposing
forces duke things out until the bitter (or sweet!) end. One force ultimately emerges
triumphant. As the action builds throughout the story suspense increases as the
reader wonders which of these forces will win out. Climax is the release of this
suspense.

RESOLUTION (ENDING)

Your complication is resolved in this section. It does not have to be a happy outcome
however.

TIPS FOR WRITING A GREAT NARRATIVE

• Set the scene and engage your audience early with well thought out
characters and setting.
• Introduce a problem or complication that causes an issue which gives your
story purpose.
• Entertain us. Narratives are the most popular of all styles of writing. If you
can't entertain and engage us you audience will quickly move on.

The single biggest challenge many students


face when it comes to story writing is
coming up with inspiration or ideas to get
those creative juices flowing.

Some students will have more ideas than


hours in the day and others will always
struggle for both ideas and direction.
It is essential that you have a range of tools,
strategies and resources at your disposal to
ensure you get the most out of your writing
time.

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English@Mavis Sec 2

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

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English@Mavis Sec 2

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?
• 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.

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English@Mavis Sec 2

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...

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,

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English@Mavis Sec 2

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!

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English@Mavis Sec 2

Situational Writing: Formal Letter

Basic Framework

Your full address

Date

Recipient’s full name


His/Her role/designation
Address of his company/Home

Dear __________________

Heading (Underlined)

Introduction (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)

Conclusion (Reiterate purpose/choice(s) made, main points, Thank reader for


his/her time)

Yours sincerely (if recipient’s name or surname is known)/ faithfully (if your
addressed the recipient as ‘Dear Sir/Madam’)

Your Signature

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English@Mavis Sec 2

COMMON FEATURES OF FORMAL LETTERS

Formal letters can be written for a wide range of purposes and may come in a variety
of shapes including a letter of complaint, a cover letter accompanying a job
application, a letter of invitation, a reference letter, or a proposal letter - to name a
few.

Though each will adhere to their own rules of formatting and tone, when writing any
formal letter students should avoid using slang or contractions. Language should be
straightforward and polite.

Usually a formal letter will be written to achieve a particular end and should be
written with that end foremost in mind.

Students should avoid meanderings and stay


firmly focused on the task at hand.
A Note on Salutations

If the student knows the intended recipient’s name, start with Dear Mr. / Mrs
Surname and end with Yours Sincerely. If they don’t know the recipient’s name, start
with Dear Sir / Madam and end with Yours Faithfully.

Use of Rhetorical Devices

As mentioned, formal letter writing focuses on attempting to convince someone to


take some course of action or other. To do this it is helpful to employ some rhetorical
devices to make the writing more persuasive. Some useful techniques to encourage
your students to employ include:

Direct Address: Using the pronoun ‘you’ in a formal letter makes the reader feel that
you are speaking directly to them. This helps to engage the reader and encourage
them to continue reading the letter.

Emotive Language: Where students are trying to convince the reader to take a
course of action, the use of emotive language can often be a powerful tool.

Facts and Figures: Another way to persuade and convince is to employ facts and
figures to support the points made in the letter.

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English@Mavis Sec 2

Situational Writing: Email

Basic Framework

To: email address of recipient

Subject: Title/Heading of Email

Dear ______________

Introduction

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.)

Conclusion (Reiterate choice and the reasons why you have made that choice.)

Yours sincerely (if name or surname of recipient is given)/faithfully if your addressed


him as ‘Dear Sir/Madam’)

Your name

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English@Mavis Sec 2

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!

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English@Mavis Sec 2

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

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English@Mavis Sec 2

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.

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English@Mavis Sec 2

Summary Writing

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English@Mavis Sec 2

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)

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