ENGLISH LANGUAGE 1128/02
CEDAR GIRLS’ SECONDARY SCHOOLPreliminary Examination One 2015Secondary FourCANDIDATENAMECLASSINDEXNUMBERENGLISH LANGUAGE1128/02Paper 2 Comprehension29 April 20151 hour 50 minutesCandidates answer on the Question Booklet.Additional Materials:InsertREAD THESE INSTRUCTIONS FIRSTWrite your name, class and index number on all the work you hand in.Write in dark blue or black pen.Do not use paper clips, highlighters, glue or correction fluid.Answer all questions.Write your answers in the spaces provided in the Question Booklet.The Insert contains the texts for all the sections.At the end of the examination, hand in your Comprehension Question Booklet and Insert.The number of marks is given in brackets [ ] at the end of each question or part question.For Examiner’s UseSection ASection BSection CThis document consists of 15 printed pages. CEDAR 20151128/02/S4/P1/15[Turn over
Section A [5 marks]Text 1Refer to the poster in the Insert for Questions 1-4.1 Pick two details from the photograph, and explain how they represent the term,“Green Technologies”.[2]Answer: Windmill OR Solar Panels (1)as it/they make(s) use of natural resources (1). / eco-friendly technologiesused to generate energy (1) / Technology used is environmentally friendly(1).Type of question: Literal/inferential2 How does the photograph illustrate the term, “ecocity”?[1]Answer: Nature in the foreground of the picture highlights it as a cleansource of energy harnessed through technology to support the city inthe background of the picture.Not Accepted:Environment is not deprived of plants. / Tall buildings surrounded bylush greenery.NOTE: Students must explain the concept of “eco-city” – a city that ispowered by the natural resources around it, using technology. They alsoshould use the details of the picture (relationship between the greenery andthe city skyine) to explain this concept. They SHOULD NOT be describingthe picture ONLY.Type of question: Inferential3 What does the phrase, “I take the lead”, suggests about an education with NTU?[1]Answer: With an education from NTU, it allows an individual to becomeinnovators in the field of eco-engineering.Contextual clue: “anticipate global needs, taking the lead in developingengineering concepts “; “headlining breakthroughs”Not Accepted:- Independent CEDAR 20151128/02/S4/P1/152
-Put you above other universititesHone your leadership skillsBe able to lead in the global arena (HOW so?)Type of Question: Inferential4 How does NTU ensure that its students are “well-equipped to adapt and thrive ina fast-changing economy”?[1]Answer: By exposing them to the global landscape through hands onexperience by working with relevant industries. / a variety of institutions togain a wide range of experiences. /Any of these quotes lifted can be accepted as well:Throuh - “discovery-based learning environment”; “industries-attachmentprogrammes”; “international exposure through initiatives such as theGlobal immersion Programme”Contextual Clue: “discovery-based learning environment”; “industriesattachment programmes”; “international exposure through initiatives suchas the Global immersion Programme”Type of question: LiteralSection B [20 marks]Refer to Text 2 of the Insert for Questions 5-14.5 Explain how the language used in Paragraph 1 emphasises the girls’ traits.Support your ideas with details from the paragraph.[2]Answer:Physical Trait:“birthmark gave her otherwise plain face a broken excitement” –highlights Sula’s ordinary appearance as a birthmark would typically beperceived as ugly, however in this case, it actually serves to adddistinction/variance to her otherwise unimpressive looks.Physical Trait:“birthmark gave her otherwise plain face a broken excitement” –highlights Sula’s ordinary appearance because a birthmark would usuallybe perceived as ugly, however in this case, it actually serves to adddistinction/variance to her otherwise unimpressive looks. CEDAR 20151128/02/S4/P1/153
OR5) “Wishbone thin” – shows that they are very skinny OR physically weak,frailNot Accepted:- vulnerability (not a physical trait)- “colour of wet sand paper” – dark skinned, darker skin, brown skin5ii) Personality / Character: (GENTLE // a COWARD or is Cowardly)“she would have needed a streak of mean to defend herself” – suggestsNel’s meekness and her mild/ gentle personality since/ because she is notcapable of being aggressive towards her offenders / she is cowardlyNot accepted:- “she would have needed a streak of mean to defend herself”suggests that she is courageous / have the potential to be courageous- “quiet eyes” – submissive, reserved and quiet, introvert , vulnerable- “wishbone thin” – fragile and timidNOTE: The explanation must always support / justify the evidence quoted. Inaddition, it should fulfil the vocabulary meaning of a “physical trait” or“personality / character”.Type of Question: Language – Literary6What does the phrase “as intense as it was sudden” (line 10) suggest aboutthe girls’ friendship? Describe it[2]- even though- Unexpected (sudden)- Very close (intense)Answer: It suggests that they even though their friendship was (sudden)unexpected/ coincidental/ accidental/ abrupt, it was (intense) very strong /they were very close/ intimate. CEDAR 20151128/02/S4/P1/154
Not Accepted:- For “intense” – they relied on each other (therefore? Answer notcomplete)- For “suddenly” – known each other for a short while, their friendshipwas formed fast, it was sudden (no lifting stem word)Contextual Clue: “they found relief in each other’s personality” – suggeststhat they compliment each other despite their differences.Type of question: Language - vocabulary / inferential7 “With shoes that pinched, they have come to this valley with their parentsbelieving as they did that it was a promised land. What they found was a strangeaccent, a pervasive fear of their religion and firm resistance to their attempts tofind work.” (lines 17 – 21)(i) In your own words, explain the contrast between these two sentences. [2]expecting/ hopingbut faced rejection- language,- faith- difficulties finding jobsAnswer: The family had journeyed to a new country expecting/ hoping toearn a fortune / expecting a better life (1), but instead faced rejection intheir language, faith and had difficulties finding jobs / faceddiscrimination / did not fit in / were not welcomed as they were different(1).NOTE: Students’ answers MUST demonstrate a contrast of hope andrejection in a new country they have chosen to migrate to.Surprisingly, some mentioned “the girls” in their answers. Wrong use orrecognition of noun will result in a zero mark.Contextual Clue: “believing as they did that it was a promised land” VS.“strange accent, a pervasive fear of their religion and firm resistance totheir attempts to find work.”Type of question: Language – Vocab CEDAR 20151128/02/S4/P1/155
(ii) What is the effect of this contrast?[1] the extent of disappointment / frustration of families (who wanted/hoped to )ORemphasises //challenges // immigrant families // another countryAnswer: It emphasises/ highlights the disappointment / frustration offamilies who have immigrated to the country in search of a better life.ORemphasises the challenges faced by immigrant families in a new country.ORdid not manage to achieve their ideal life.Not Accepted:- to emphasise their rejection by the locals (focus here is on theimmigrants. So after they are rejected, they are frustrated. Answerincoplete)- to emphasise that they are not welcomed (focus should once again beon the immigrants.- The place did not trun out to be what they expected. (A summary of thesituation without any explanation. Incomplete answer)- To show the racial divide (is not clear in this context)NOTE: The word “effect” in this question requires an explanation based on priorunderstading of the contrast described in part i.Type of question: Language – Literary8 What is suggested about the act of bullying in the phrase, “until they grew tiredof the frightened helpless face” (lines 22 – 23)?[1]Not Accepted:- The bullying has been going on for a long time- The bullying was commonNOTE: Time is not the issue at hand here.Answer: The boys engaged in the act of bullying for their entertainment/ amusement / game / fun, at the expense of the girls’ fears (1).Contextual clue: “grew tired”Type of question: inferential9 What does the writer mean when he describes the girls’ route home havebecome “elaborate” in paragraph 3? Explain in your own words.[1] CEDAR 20151128/02/S4/P1/156
Answer: They took the longer route home to avoid the boys. /Their route was no longer as straightforward.-Not Accepted:They took a different route (vague / unclear)They constantly changed their route home (meaning?)They had various routes (Note the question’s key word – “route” –singular)Contextual clue: “Let’s go home the shortest way.”Type of question: Language – vocab10 In the beginning of paragraph 4, the writer describes the boys’ approach towardsthe girls.Explain how language is used to emphasise their attitudes in their attempt tointimidate the girls.[2]Answer:- “sauntered forward”; “Hardly able to control their grins” suggests thatthe boys appeared to be arrogant in their approach, confident that theyhave the girls under their mercy. (1)- “stood like a gate blocking the path” illustrates their determination tobully the girls without allowing them the chance to escape. / ensure thatthey could not escape. (1)Not Accepted:- “Hardly able to control their grins” – they are excited to bully the girls /anticipate their arrival (How does this intimidate?)- “sauntered forward” – They are relaxed- They tried to appear scary- “spotted their prey” – any form of description on terms of the roles apredator and prey play. Does not answer the question at all.NOTE: Students have to lift quotes that describe mannerisms of the boys andprovide relevant justificatio on how it reflects ATTITUDE used to INTIMIDATE.Type of question: Language – literary11 In lines 33 – 34, the writer describes the boys’ actions as “stopped short,exchanged looks and dropped all pretense of innocence”.What does this phrase suggest about the style of language used here and itspurpose?[2] CEDAR 20151128/02/S4/P1/157
Answer: The short and curt description / short, abrupt phrases of the boys’actions was a straightforward manner (1) in revealing their true intention ofbullying and the thrill they sought for (1), once the knife was revealed.Not Accepted for Style of Language:- visual imagery- figurative language- vivid portrayal of actions- exaggerationNot Accepted for purpose:- Unpreparedness of the boys- They were shocked / surprised / unsure / overwhelmed / scared- They had a sudden change in attitudeNOTE: Because of the phrase, “dropped all pretense of innocence”, studentsanswer should portray a transition at the end, instead of pausing at shock. It is achange from pretense to revealing true intention at the end of the day.Type of question: Language – literary12 In paragraph 5, the writer describes Sula’s action to be “determined butinaccurate”. What does this suggest about her intent at that point?[1]Answer: She was resolute/ resolved in her intent/unwavering. / She wantedto prove a point to the boys. / She emphasised on her will to show theboys that she is fearless.Not Accepted:- She wanted to hurt herself. / She wanted to slice part of her finger off.NOTE: Question is not what her intent was, but from the description of heractions, what was suggested about it.Type of question: Inferential13 Explain in your own words, how is it evident in paragraph 7 that the girls’friendship is a comfort to both of them?[2]From the text: CEDAR 20151128/02/S4/P1/158
safe harbor of each other’s companycould afford to abandon ways of other people and concentrate ontheir own perception of things-Answer:They only felt secure/ assured/ when they were with each other / relyon each other / found solace in their friendship / their friendship is acomfort to each other / feel at ease / feel relaxed / feel comfortable (1)as they could ignore / dismiss others’ opinions by focusing only ontheir shared views/depend on each other’s views / their ownintepretation of things. (1)they could be unbothered by other people’s opinion and stick firmly totheir way of thinking and belief.Not Accepted:- felt safe (same stem word from the text)- were protective of one another- enjoy each other’s company- Do not care about other people (incomplete)Type of question: Language – vocab / literal14 The structure of the text reflects the writer’s narrative of two friends’ encounterwith a group of bullies. Complete the flow chart by choosing one word from thebox to summarise the writer’s portrayal of the girls at each stage of the narrative.There are some extra words in the box that you do not need to use.Portrayal of the avadodeterminationFlow chartParagraphs 1-2 CEDAR 2015(i)Answer: Submissive1128/02/S4/P1/159
(x) Insecure / apprehensionParagraphs 3-4(ii)Answer: Determination(x) fearful / aprrehensionParagraph 5-6(iii)Answer: Bravado(x) determination[4]Paragraph 7(iv)Answer: ReliefSection C [25 marks]Refer to Text 3 of the Insert for Questions 15-20.15 The writer explains in paragraph 1 that “solitude is an important key to creativity”.(i) Provide two examples where he proposes we should carry this out. CEDAR 20151128/02/S4/P1/15[2]10
Answer: Teach our kids to work independently (1). Give employees privacyand autonomy (1).Not Accepted:- At home- How we teach our kids and work- How we handle our emplyeesNOTE: As this is a literal question and answer can be found in the text, accuracy inaddressing question requirement is stringent. The question requires examples tobe provided on the ways solitude can be carried out. Students’ answers should notcover generic areas only.Type of question: Literal(ii) How does language used in this sentence, “Yet increasingly we do just theopposite.” (line 4), suggest about the writer’s opinion of this claim.[1]Answer: The use of the connector, “yet”, suggest that he is cynical of thisstatement as evidence suggests otherwise. / suggest what we do iscontradicting.Not Accepted: Any answer that has to do with tone. (i.e. sarcasm, caustic)NOTE: It is important and necessary to point out the language feature used hereto explain the writer’s opposing view.Contextual Clue: “yet”; “we do just the opposite”Type of question: Language – literary16 Here is part of a conversation between two students, Max and Desiree, whohave read the article.Don’t we live in a worldthat encouragesfreedom to voice ourown opinion?Desiree CEDAR 20151128/02/S4/P1/1511
On the contrary, weseem to behave andorganiseourlivesagainstthisverythought!Max(i) From paragraph 2, explain with details from the text, the writer’s opinionwith reference to Desiree’s question.[2]Answer: “tells a different story” / “we believe we live in a grand ageof creative individualism” (1) suggest that the writer disapproves ofDesiree’s opinion. / contradiction of thought and reality. (1)ORDisagrees (1) as “stifle productivity” and “deprive schoolchildren ofthe skills ” (1)Not Accepted:“We live in a grand age of creative individualism” (ignoring thephrase, “We believe”)NOTE: Students’ answers MUST provide justification of the writer’sdiffering opinion (1m) with relevant quote (1m) from the text. One cannotstand without the other part to support.Type of question: inferential(ii)Identify two areas from paragraph 2 that would support Max’s statement.[2]Answer: At work, workers’ efficiency can be repressed because ofcollaboration. In school, students are not taught the appropriateskills necessary to adapt because of group work.- CEDAR 2015Not Accepted:“deprive schoolchildren of the skills they will need to achieveexcellence in an increasingly competitive world” (lifting withoutanswering the question. Which area does this cover? Competitiveworld which would overlap with work or the world?)1128/02/S4/P1/1512
NOTE: Question only asked for “areas” where this phenomenon occurs.Contextual Clue: “to stifle productivity at work” and to “depriveschoolchildren of the skills they will need to achieve excellence inan increasingly competitive world”Type of question: Literal17 In paragraph 3, what does the writer mean about the concept ofNewGroupThink when he describes it to have “come from a gregariousplace”?[1]Answer: It is originated from the belief that people work well ingroups/in the company of others. / collaboration / working with othersContextual clue: “increasingly organise workforces into teams”Type of question: vocabulary18 What is the writer suggesting about the World Wide Web in papragraph 7with the phrase, “lent both cool and gravitas”?[1]Answer: The popularity/spread of influence of the World Wide Web haslent cedibility to / lent serious justification to / encouraged / caused therise of this phenomeneon.Not Accepted:- The pros and cons of collaborationOR any other answers that compare the benefits and disadvantages ofteamworkNOTE: As long has students’ answers covers the “influence” of World WideWeb as a cause of this mindset, 1m can be awarded.Contextual Clue: prior vocabulary knowledge of “cool and gravitas”Type of question: Vocabulary19 What tone is the writer creating in the sentence “But we took things one-stepfurther than the facts called for.” (lines 45 – 46)?[1]Answer: The writer’s tone is critical / caustic / disappropving tohighlight the irrationality of generalising the success of collaborativework achieved online and assuming it would work in all other areas. CEDAR 20151128/02/S4/P1/1513
Not Acepted:- Sarcastic- Cutting- Bitter- Mocking- Serious / Grave- Condescending- AccusingNOTE: So long as students are able to capture the right nuance to the toneused here which is simply that of the writer voicing an alternative view to amainstream thought, 1m should be given. Any answer that suggestsnegativity and aggression in tone should be penalised.Contextual Clue: “failed to realise that what makes sense for theasynchronous, relatively anonymous interactions of the Internet mightnot work as well inside the face-to-face, politically charged, acousticallynoisy confines of an open-plan office. Instead of distinguishingbetween them, we used lessons of one to inform our thinking about theother.”Type of question: Language – literary20Using your own words as far as possible, summarise how thecontemporary phenomenon, the NewGroupThink, has affected changes inthe workplace and in school.Use only information from paragraphs 3 to 5.Your summary must be in continuous writing (not note form). It must not belonger than 80 words (not counting the words given to help you begin).The NewGroupThink phenomenon has a great impact on our livesNoFrom textOwn Words1The NewGroupThink is embraced by by influencing an increasing trend ofmany corporations, which increasingly workingorganise workforces into teams. CEDAR n
2these teams are virtual, working together whether through online platformsfrom remote locationsNot Accepted: (due to inaccuratemeaning)- indirect interaction- working despite overseas- working despite being apart.3others demand a tremendous amount of or requiring many occasions whereface-to-face interaction, in the form of physical interaction with colleaguesteam-building exercises and retreats4occur.shared online calendars that announce Employee’s would have to shareemployees’ availability for meetingstheir work schedules5inhabit open office spaces without proper and work in spaces withoutwalls between cubicles or offices thatboundaries, compromising privacy.afford little privacy.6practicedinourschoolsviaan Schools have also adopted the newincreasingly popular method of instruction pedagogy of collaborative learning,called“cooperative”or “small group”learning7In many schools, the traditional rows of byrearrangingseats facing the teacher have been arrangementtheinseatingclassroomstoreplaced with desks pushed together to facilitate ies8Even subjects like Math and Creative Even for subjects that typicallyWriting, which would seem to depend on requiresolitudetothink,aresolo flights of thought, are often taught as encouraging group thinking.group projects9“Today the world of business works in Collaborationgroups, so now the kids do it in school,” CEDAR 20151128/02/S4/P1/15inschools areareflection of the workforce (in terms15
of teamwork / collaboration)leadership training as a primary benefit of and are supposed to be essential incooperative learning.grooming future leaders./10leadership skillsPoints that are Not Accepted:- “It insists that creativity and intellectual achievement come from a gregariousplace” (NO CHANGE MADE: Does not answer the question here)- “Students take ownership of their education when they learn from oneanother” (HOW? Again, this does not answer the question)NOTE: The above two points are explanations and theories that do not address thequestion requirement on ways in which the NewGroupThink has caused changesspecifically in the work place and in schools.Language:3m:-Very little attempt to paraphrase, mostly in the form of replacingsynonms.-Sentences are abrupt and fragmented-Grammar and expression errors-Noticeable attempt to paraphrase and very little effort in changing4m:sentence structure.-Very few language errors5m and above:-distinctive difference between students’ writing style and originaltext.-Language is rather flawless-Rather fluent in terms of sentence structures and content (readsalmost like a mini essay) CEDAR 20151128/02/S4/P1/1516
NOTE: We try not to fail their language marks unless it truly calls for such drasticmeasures. (band of 1 –2)Table of 011121315i15ii16i16ii171819Total:31m%1111 CEDAR 2015Language - vocabLanguage 8/02/S4/P1/1517
ENGLISH LANGUAGE 1128/02 . 29 April 2015 1 hour 50 minutes Additional Materials: Insert READ THESE INSTRUCTIONS FIRST Write your name, class and index number on all the work you hand in. Write in dark blue or b
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3 . TAX AUDIT GUIDELINES TABLE OF CONTENTS (Continued) Overview. DE 40 Rev. 1 (2-18) CHAPTER PAGE NUMBER H. Penalty Determination - Sections 1126, 1126.1, and 1127 of the CUIC 8 I. Penalty Determination - Sections 1128(a) and 1128(b) of the CUIC 9 J. Section 1128.1 of the CUIC 9 K. Penalty Determination - Section 1135 of the
2017 singapore-cambridge gce o-level examination examination timetable (updated as at 7 march 2017) date time subject code . 24/10/2017 13:30 - 15:20 1128 1 english language written 1:50 24/10/2017 16:05 - 17:55 1128 2 english
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English as an international language (EIL) is considered by applied linguists to be a new paradigm for research, practice and English language teaching (ELT). However, it appears that English language teachers have little voice in these discussions, and the English as a foreign language (EFL) classroom
Small Group Work Sessions . Part 1: Group Discussion . 30-45 Minutes . Part 2: Group Report Out . 30 Minutes . Title: PowerPoint Presentation Author: Pawling, Neil Created Date: 9/19/2014 3:56:30 PM .
