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2020 English Sec 4 Module 3 PDF

This document provides lesson materials for an English syllabus covering June to August, including topics and discussion points for a continuous writing assessment. For June Week 1, students are given four potential writing topics: whether older people are wiser than young people; describing the ideal school; the impact of fashion; and managing personal finances wisely. Sample discussion points are provided for the first two topics to stimulate students' thinking. The document also lists learning objectives and assessment criteria from the English Language syllabus.

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0% found this document useful (0 votes)

385 views

2020 English Sec 4 Module 3 PDF

Uploaded by

Abigail Sach

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

You are on page 1/ 73

English@Mavis

Sec 4

Sec 4 Module 3

English Syllabus and Scheme of Assessment 2

June - July Lessons 5

August Lessons 34

Additional Exercises 46

Notes and Formats 59

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English@Mavis Sec 4

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@Mavis Sec 4

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 4

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

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English@Mavis Sec 4

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English@Mavis Sec 4

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English@Mavis Sec 4

June Week 1 CONTINUOUS WRITING

Section C [30 marks]

Begin your answer on a fresh page.

You are advised to write between 350 and 500 words on one of the following
topics.

At the head of your composition, write the number of the topic you have chosen.

1. ‘Older people are wiser. The young should learn from them.’ What are your views?

2. What is your idea of a perfect school? Describe some people or things that make a
school perfect in your opinion.

3. ‘Fashion is as much a good thing as a bad thing.’ To what extent do you agree?

4. ‘A penny saved is a penny earned.’ Do you manage your finances wisely?

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English@Mavis Sec 4

Points of Discussion in Class

1 ‘Older people are wiser. The young should learn from them.’ What are your views?

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

2 What is your idea of a perfect school? Describe some people or things that make a
school perfect in your opinion.

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English@Mavis Sec 4

3 Fashion is as much a good thing as a bad thing.’ To what extent do you agree?

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

4 ‘A penny saved is a penny earned.’ Do you manage your finances wisely?

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English@Mavis Sec 4

June Week 2 Email

Section B [30 marks]

Begin your answer on a fresh page.

You are advised to write between 250 and 350 words for this section.

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

Your Principal recently asked for all co-curricular activity (CCA) groups in your school to plan
for a Values-in-Education (VIA) programme for each CCA group. As the leader of your CCA,
you have seen this appeal by Sikh Welfare Council Singapore (SIWEC). You have
discussed your plan with some of your committee members and you are to submit your
email to your Principal.

Write an email to the Principal, stating clearly:

• Which two programmes/services that your CCA would like to work on

• How many sessions of help your CCA are able to offer
• How you will organise and carry out the work
• Why you think that the help your CCA is offering will be enriching for your members

Write your email in clear, accurate English and in a persuasive tone that will convince
your Principal that this is the best way to carry out a meaningful VIA for your CCA.

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English@Mavis Sec 4

http://www.siwec.org

The purpose of these visits is to gather information and determine the

needs of the families.

Provide counselling/rehabilitation and befriending inmates. Assist them

to reintegrate into society.

Focus on the educational needs of children/youths in our community to

empower them to make positive life choices

Sikh Welfare Council (SIWEC) is an approved

charity that carries out and manages welfare
schemes in the form of relief, financial
assistance, healthcare, education, housing or
any other forms of help.

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English@Mavis Sec 4

Jun Week 3 (Editing) – 10 marks

Section A- Editing [10 marks]

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

If there is NO error in a line, put a tick ( Ö ) in the space provided. If the line is
incorrect, circle the incorrect word and write the correct word in the space provided.
The correct word you provide must not change the original meaning of the
sentence.

Examples:

I arrived to my destination at 2 pm. at

_________________

My mother always wears sensible clothes. Ö
_________________

Circus animals do not willingly stand on their heads, jump through

rings of fire, or ride bicycles. They don’t perform such trickery 1. _________________

because they want to and they don’t do any of those meaningless 2. _________________

acts in their naturalised habitats. The only reason circus animals 3. _________________

perform is because they are scared of what may happen to them if 4. _________________

they don’t. The circus would like them to think that these intelligent 5. _________________

and sentient creatures perform because they are positively 6. _________________

reinforced with food or praise. There is no such thing as positive 7. _________________

reinforcement for animals in the circus. Instead, there are various 8. _________________

levels of punishing and deprivation. These animals have limited 9. _________________

access to food and water in order to will them to perform, as well as 10. _________________

to prevent untimely defecation and urination while they are on stage.

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English@Mavis Sec 4

Text 1 – Visual Stimulus

Study the poster below and answer the questions that follow.

STIMULANTS ARE A CLASS OF DRUGS THAT HAVE EUPHORIC EFFECTS. THESE INCREDIBLY
ADDICTIVE AND HIGHLY DANGEROUS DRUGS ARE EASY TO OBTAIN, ESPECIALLY IN A
UNIVERSITY ENVIRONMENT. THE MAIN TWO STIMULANTS ARE AMPHETAMINE AND
ECSTASY. USING THESE STIMULANTS CAN LEAD TO AN OVERDOSE. THESE EXTREME
EMERGENCIES INVOLVE THE HEART AND BRAIN, OFTENTIMES RESULTING IN SUDDEN
DEATHS. WHEN MIXING THIS ILLEGAL DRUG WITH ALCOHOL, THE CONCOCTION BRINGS
ABOUT MORE SEVERE DAMAGES AND IMMINENT DEATH.

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Section C (5 marks)

Refer to the poster for questions 1-3.

1 What does the question mark after the headline “Higher Education” convey?

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

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

2 “Stimulants are a class of drugs that have euphoric effects. These incredibly
addictive and highly dangerous drugs are easy to obtain, especially in a university
environment.”

In what way does the language used in the above extract convey an intense need for
caution?

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

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

3 How is the visual combination of a syringe and a pen effective in conveying the
message in the poster?

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

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

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English@Mavis Sec 4

June Week 4

Text 2 – adapted from On Killing the Man by John Thatcher

The text is about a trapper’s experience. Read it carefully and answer the following questions.

1 I wanted to trap like all the other boys did. Certainly that was reason enough for me.
Boys had been known to make a small fortune in one season through this time-
honoured trade. So I began trapping in the winter of my seventeenth year. I felt as if
I were pleasing generations of woodsmen; the pioneer spirit raged in my blood. I
would soon be a man. 5

2 One went about trapping in this manner. At the very outset one acquired a
“trapping'” state of mind. This entailed several steps. The purchase of as many
traps as one might need is first. A trapper must also have a pair of rubber gloves,
waterproof boots, and the grubbiest clothes capable of withstanding human use.
One must then decide what kind of animals to go after, what sort of bait to use, and 10
where to place the traps for highest yield.

3 I ventured into the wilderness with palpable silence for a stalking companion. The
traps slung over my shoulder tolled an ominous knell as they slapped against my
back. An oaken club, to bash an animal before drowning it, rapped a steady
drumbeat on my thigh. I had my chance to become a man, a real man in the old 15
sense of the word. This was truly the way men should live.

4 A caught animal was skinned, its pelt scraped, stretched and dried. All in all a great
amount of work indeed. But who can deny the sense of “accomplishment” by
outsmarting small animals with traps they cannot smell or see. It was joyful to have
beaten nature with a panoply of inventions. Rubberised gloves left behind no 20
betraying scent whatsoever. Scientifically tested lures and baits were foolproof.
Clever steel traps crippled the animals, crushing their tiny paws for good. Water
then filled their small gasping lungs as they waded in utter futility.

5 One cold morning, I checked my trap like any humane trapper. I walked towards
one that was anchored to a fallen log. I immediately realised it was disturbed but 25
didn't see an animal. "Drowned," I thought. When I got closer, I realised the animal
was alive. A large male raccoon was hopelessly entangled around a limb of the log.

6 I knew instantly I had a problem. The raccoon must be knocked senseless and
drowned. The club that hung around my wrist had grown very heavy all of a sudden
and my stomach knotted at the thought of what I had to do. I was torn between 30
wanting to absolve myself by setting him free (although I knew he would suffer a
horrible death) and ending the creature's life. The bile rose in my throat as I raised
the club.

7 At that moment I knew what an awful thing it was to be hated, violently despised by
another living thing. He looked at me and not the club. He looked at me with his 35
trap-torn flesh bleeding away his fear, leaving only raging hate. He barely paused in
his screamed hiss as the club came down, again and again, on his skull. I didn't kill
him well. Tears undermined my poorly aimed blows.

8 Once that hideous screaming stopped and the despising eyes rolled back into their
sockets, I drowned him, bubbles and blood floated up from his nostrils. I then 40
wondered if I was the man I had wanted to be. Whose man? I decided that the boy
who was responsible for this wretched thing was not ready to be a man because he

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English@Mavis Sec 4

had aspired to be someone else and not himself. I knew then that I would never do
such a despicable thing again and never have since. If I could kill my “man” with a
swift knife thrust I would have done it. Instead, I was left with the memory of blow 45
after blow on a tiny head. I still see the bared teeth and hear the wild snarling. My
“man” died especially hard in bloody, frothing waters. I have learnt that and will
never forget.

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English@Mavis Sec 4

Section D [20 marks]

Refer to Text 2 for questions 1-11.

1 From paragraph 1, cite a reason for the writer’s justification to hunt.

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

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

2 Why was it essential to go about trapping wearing the “grubbiest clothes” (line 9)?

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

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

3 How did the writer generate a mood of suspense in paragraph 3? Point out two details to
substantiate your answer.

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

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

4 What was something worthwhile that the writer felt would make up for the great deal of
work to process an animal for its fur?

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

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

5 The writer used inverted commas for the word – accomplishment (line 18).
What was he attempting to convey?

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

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

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

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

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English@Mavis Sec 4

6 Point out two descriptive details to justify the inventions’ (lines 20-21) formidable nature.

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

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

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

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

7 Explain, in your own words, what exactly, the problem the writer encountered in
paragraph 6 was.

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

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

8 In paragraph 7, the writer’s portrait of the raccoon was aimed at eliciting our respect.
What do the following phrases say about the animal? Use a word or short phrase to
answer. An example is shown in (b).

Contextual evidence Quality of raccoon

(a) looked at me and not the club

(b) trap-torn flesh bleeding away his fear fearless

(c) barely paused in his screamed hiss

[2]

9 “He aspired to be someone else and not himself” (line 43). Whom did he aspire to be and
how was the individual not himself?

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

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

10 Why is the reader certain that the writer truly acknowledged his misdeeds?

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

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

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English@Mavis Sec 4

11 Fill in the flow chart that is based on the narrative of a hunting incident. Select an
appropriate answer from the list of phrases in the box to summarise the main idea in
each part of the text.

a sense of pride live and let live seeing the light

customary procedure excessive complacency doing the right thing

between a rock and a hard place mercy and compassion

Flow Chart

paragraph 1 : (i) …..…………………………………………………………………...

paragraph 2 : (ii) ….…………………………………………………………………...

paragraph 4 : (iii) …..…………………………………………………………………..

paragraphs 5-6: (iv) ………………………………………………………………………

Paragraph 8 : (v) .……………………………………………………………………....

[5]

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English@Mavis Sec 4

Text 3 – Animals Used for Clothing

The text is about the author’s argument against wearing apparel made from animal
skin or fur. Read it carefully and answer the following questions.

1 Most people are astonished to learn that many of the clothing fibres they consider
harmless actually involve the mistreatment, pain, and deaths of millions of animals.
With so many wonderful alternatives to leather, fur, and wool, there is simply no need
to use animal skins to cover your own skin.

2 What is wrong with leather? When you buy a leather jacket or leather shoes, 5
you support animal suffering. Millions of cows, pigs, sheep, and goats are
slaughtered for their skin every year. Leather is not simply a slaughterhouse
byproduct – it's a booming industry.

3 The meat industry relies on skin sales to stay in business. In fact, skin accounts for
approximately 50% of the total byproduct value of cattle. Nearly all the animals, 10
which end up as highly coveted bespoke accessories like belts and shoes, suffer
intensive confinement, branding, non-anesthetised castration, tail-docking,
dehorning, and cruel treatment during transportation and slaughter.

4 The facts on fur are simple. The fur industry would like you to believe that animals
don’t understand pain and fur is a fabric, but actually it is skin ripped or peeled off the 15
backs of animals. Every piece of fur is the result of horrific cruelty. Animals trapped
for their fur can suffer for hours or days in traps, chewing through their own feet in a
desperate attempt to escape. More than four million wild animals are trapped and
killed each year in the United States of America.

5 On fur farms, millions more live their entire lives in tiny, barren, wire mesh cages. 20
Farm owners insist that animals are not conscious of space. They may literally go
insane before they are gassed, anally electrocuted, clubbed to death or have their
necks broken. Presently, in the 21st century, there is no reason to wear fur. Synthetic
fabrics may be warmer and lighter than fur but they have yet to affect the appeal for
fur apparel. Many still see the latter as a symbol of status. 25

6 What is wrong with wool? Most people do not know that sheep raised for wool are
often mutilated and castrated without painkillers, shipped thousands of miles with
little access to food and water, and slaughtered while fully conscious. When sheep
age their wool production tends to decline. They are of no use and discarded like
inferior goods, their sentient nature hardly alluded to. 30

7 Millions of sheep discarded by the Australian wool industry are shipped to the Middle
East for slaughter every year. They are packed onto enormous, multi-tiered ships
where severe overcrowding causes many to be trampled to death or to starve when
they cannot reach food and water troughs. Sick or injured sheep may be thrown
overboard to drown or be eaten by sharks or tossed alive into shipboard grinders. 35

8 For those who survive the gruelling weeks or months-long voyage in filthy
disease-ridden conditions, their final destination is frequently a country with minimal
slaughter regulations. Here they have their throats slit without being stunned first,
and in many cases regain consciousness while being dismembered.

9 There are fashionable, durable, and warm alternatives to leather, fur and wool 40
available virtually everywhere that clothes are sold. Animal skin products tend to be
harder to care for and heavier. They also need special storage facilities and
maintenance, which can incur more cost. Join conscientious people everywhere and
help prevent unnecessary animal suffering – wear compassionate, animal-free
clothing!

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English@Mavis Sec 4

Section E [25 marks]

Refer to Text 3 for questions 12-19.

12 What does the word “astonished” (line 1) reveal about people’s knowledge concerning
animal treatment in the fur fashion industry?

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

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

13 Why is leather considered a “byproduct” of the slaughterhouse (line 8)?

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

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

14 From paragraph 3, identify an ACTION that is involved in each of the following processes
of mistreatment –

(a) mutilation : ..…………………............................................................... [1]

(b) limitation of space : …………………................................................................ [1]

15 What does the phrase “would like you to believe” (line 14) suggest about the fur industry?

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

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

16 State clearly, in your own words, the advantages of using synthetic fibre.

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

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

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

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English@Mavis Sec 4

17 Suggest why a country might not be bothered about legislating strict slaughter
regulations.

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

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

18 Cite a measure that Sue and Bob would advocate so that sheep need not suffer. Your
answer must be derived from paragraphs 6 and 7 respectively.

"Something must be done

(a) Sue: ………………………………….. indeed about such senseless
suffering." – SUE
…………………………………………

…………………………………………

…………………………………….. [1]

(b) Bob: ………………………………….

…………………………………………

…………………………………………
"The ill treatment millions of
…………………………………….. [1]
sheep suffer must not be
tolerated." – BOB

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July Week 1

19 Using your own words as far as possible, summarise the reasons people
cite for possessing skin and fur products and the existence of inhumane
slaughter of animals.

Use only the information from paragraphs 3 to 8.

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

Even though evidence of abuse is evident,……………………………….………

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

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

No. of words: [15]

Content /8

Style /7

Total /15

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July Week 2 Continuous Writing

Section C [30 marks]

Begin your answer on a fresh page.

You are advised to write between 350 and 500 words on one of the following
topics.

At the head of your composition, write the number of the topic you have chosen.

1 Describe three locations in Singapore that you particularly like to visit. Why do you
like to visit these places so much?

2 What are three challenges your country will face in the next few decades?

3 Singlish should be banned in Singapore so that Singaporeans can acquire mastery of

the English language. Do you agree?

4 In your opinion, how can learning be made more engaging and meaningful for
Secondary students?

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English@Mavis Sec 4

Points of Discussion in Class

1. Describe three locations in Singapore that you particularly like to visit. Why do you like to
visit these places so much?

2. What are three challenges your country will face in the next few decades?

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English@Mavis Sec 4

3. Singlish should be banned in Singapore so that Singaporeans can acquire mastery of

the English language. Do you agree?

4. In your opinion, how can learning be made more engaging and meaningful for
Secondary students?

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English@Mavis Sec 4

July Week 3 Formal letter

You are advised to write between 250 and 350 words for this section.

You should look at the printout of a web page on page 3, study the information
carefully and plan your answer before beginning to write.

You are a student leader of a uniformed group and have been asked to propose an
overseas trip to Cambodia for the Upper Secondary students. The purpose is to
enable the students to demonstrate teamwork and resilience. You have studied two
volunteering programmes proposed by a travel company, Travel and Learn and
would like to recommend one that the students would find beneficial.

Write a letter to the principal giving details of your proposal.

Your letter should include:

• when and how it would be organised

• how your recommendation will achieve the objectives of the programme
• suggest one follow-up activity in your school

Write your letter in clear, accurate English and in a persuasive tone, to convince the
principal that the programme chosen will interest and benefit the students.

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English@Mavis Sec 4

One Week Programme

Travel and Learn
Cambodia: Land of Discovery
For Teenagers

Education: Empower the

Next Generation
Are you passionate about improving
the lives of children?

• Conduct lessons for children

at orphanage
• Inspire children to dream big
and achieve their ambitions
• Improve the physical structure
and environment of the
orphanage

Animal & Wildlife

Conservation
Fuel your passion for animal care by
working to protect threatened
animals, and their habitats

• Work with adult volunteers to

create awareness of animal
and wildlife conservation
• Participate in raising funds
• Assist in sustaining the habitat
and surrounding areas in the
reserve

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English@Mavis Sec 4

July Week 4 Visual Text

Carefully read the text below, consisting of 12 lines, about the intake of calcium pills.
The first and last lines are correct. For eight of the lines, there is one grammatical
error in each line. There are two with no errors.

Examples:

I arrived to my destination at 2 pm. at

________

My mother always wears sensible clothes. Ö
________

At the birth of a corporation, the preeminent emotion is passion –

the vital energy that makes things happen. With passion 1. _________________

dominating, the tendency is to ignore information and analysis in 2. _________________

the name of vision – “Why bother at analysis when we know what 3. _________________

to do?” As the corporative ages, bureaucrat gets entrenched. 4. _________________

Passions became “rational decision making” – an approach that 5. _________________

worked in the distance past. Organisations wither and die from a 6. _________________

lack of compete. Companies that survive and also thrive 7. _________________

onto the 2020s, unlike corporations today, must adapt. They will 8. _________________

have to master why and how capitalism creates and destroys 9. _________________

structures. Only through such inevitable processing of creative 10. _________________

discontinuity can there be stronger new beginnings.

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English@Mavis Sec 4

Text 1 – Visual Stimulus

Study the poster below and answer the following questions.

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English@Mavis Sec 4

Section C [5 marks]

Refer to the poster for questions 1-4.

1 State two possible interpretations concerning work in the advertisement.

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

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

2 In your opinion, what kind of holiday, does Terra Travel offer its clients?

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

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

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

3 Suggest a reason more than half of the advertisement showcases an infinite expanse of
water.

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

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

4 Which group of audience do you think the advertisement is targeted at?

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

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

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English@Mavis Sec 4

Aug Week 1

Text 2 – adapted from The Plumed Serpent by D.H. Lawrence

The text is about a girl’s exposure to a gory fight for the first time. Read it carefully and answer
the following questions.

1 The rider scrambled from under the horse and went running away with his lance. The
old horse, in complete dazed amazement, struggled to rise, as if overcome with
dumb incomprehension. And the bull, with a red place on his shoulder welling a
trickle of dark blood, stood looking around in equally hopeless amazement. But the
wound was hurting. He saw the queer sight of the horse half reared from the ground, 5
trying to get to its feet. And he scented blood and bowels. So rather vaguely, as if not
quite knowing what he ought to do, the bull once more lowered his head and pushed
his sharp, flourishing horns in the horse's belly, working them up and down inside
there with a sort of vague satisfaction.

2 Kate had never been taken so completely by surprise in all her life. She had still 10
cherished some idea of a gallant show. And before she knew where she was, she
was watching a bull whose shoulders trickled blood. He was goring his horns up and
down inside the belly of a prostrate and feebly plunging old horse. The spectacle
almost overpowered her. She had come for a gallant show. This she had paid to see.
Human cowardice and beastliness, a smell of blood, a nauseous whiff of burst 15
bowels! She turned her face away. When she looked again, it was to see the horse
feebly and dazedly walking out of the ring, with a great ball of its own entrails
hanging out of its abdomen and swinging reddish against its own legs. It
automatically moved, a wounded wound-up toy. A garish sleepwalk of an exit.

3 And once more, the shock of amazement almost made her lose consciousness. She 20
heard the confused small applause of amusement from the mob. And that Pole, to
whom Owen had introduced her, leaned over and said, in horrible English: “Now,
Miss Leslie, you are seeing Life! Now you will have something to write about, in your
letters to England.”

4 She looked at his unwholesome face and suppressed a retching notion. She wished 25
Owen had not introduced her to such a sordid individual. She looked at Owen. His
nose had a sharp look, like a little boy who may make himself sick, but who is
watching at the shambles with all his eyes, knowing it is forbidden.

5 Villiers, the younger generation, looked intense and abstract, getting the sensation.
He would not even feel sick. The thrill amused him. He was devoid of emotion, very 30
scientific and intent. And Kate felt a real pang of hatred against this unabashed
Americanism that is clinically and unscrupulously perverse.

6 “Why doesn't the horse move? Why doesn't it run away from the bull?” she asked, in
repelled amazement, of Owen. Owen cleared his throat.
“Didn't you see? It was blindfolded,” he said. 35
“But can't it smell the bull?” she asked.
“Apparently not. They bring the old wrecks here to finish them off. I know it's awful,
but it's part of the game,” he replied nonchalantly.

7 How Kate hated phrases like “part of the game”. What do they mean anyhow! She
felt utterly humiliated, crushed by a sense of human indecency, cowardice of two- 40
legged humanity. In this “brave” show, she felt nothing but reeking timorousness. Her
breeding and her natural pride were unhinged.

33
English@Mavis Sec 4

Section D [20 marks]

Refer to Text 2 for questions 1-10.

1 Through the writer’s descriptive ability in paragraph 1, show clearly how a sense of
confusion and bewilderment was established. Cite three specific details to support your
answer.

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

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

2 Explain what the writer wants to convey to the reader when he mentions in line 14 – “This
she had paid to see.”

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

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

3 In paragraph 2, identify two details to qualify the writer’s description of the show being
gory.

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

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

4 What do the following nouns tell us about Kate’s opinion of the human species?

Nouns Kate’s opinion

(a) cowardice (line 15)

(b) beastliness (line 15)

[2]

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English@Mavis Sec 4

5 What does the Pole mean when he told Kate “You are seeing Life!” (line 23)?

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

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

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

6 From paragraph 4, quote two adjectives that explicitly convey Kate’s utter dislike of the
Pole.

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

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

7 In your own words, point out two qualities of the younger generation that Kate was critical
of.

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

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

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

8 Point out a detail from Owen’s reply that might possibly make Kate more disgusted. Why
would it be?

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

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

9 Suggest a reason why Kate might have felt “humiliated” (line 40).

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

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

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

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English@Mavis Sec 4

10 Fill in the flow chart that is based on the narrative of a bullfight. Select an appropriate
answer from the list of phrases in the box to summarise the main idea in each part of the
text.

appalled and disillusioned morbid satisfaction offensive behaviour ice-cold apathy

repulsive company unsavoury custom extreme entertainment heartless response

Flow Chart

paragraphs 1-2: (i) …………………………………………………………………..

paragraphs 3-4: (ii) …………………………………………………………………..

paragraph 5 : (iii) …………………………………………………………………..

paragraphs 6-7: (iv) …………………………………………………………………..

[4]

36
English@Mavis Sec 4

Text 3 – adapted from The Iks by Lewis Thomas

The text is about the lives of a small tribe known as the Iks. Read it carefully and answer the
following questions.

1 The small tribe of Iks, formerly nomadic hunters and gatherers in the mountain
valleys of northern Uganda, have become celebrities – symbols for the fate of the
heartless and disheartened mankind at large. Two disastrous things happened to
them: the government decided to build a national park, so they were compelled by
law to give up hunting in the valleys and become farmers on poor hillside soil. Then 5
they were visited for a mere two years by an anthropologist who already detested
them and wrote a book about them. For the record, they did give him two bad years.

2 The message of the book is that the Iks have transformed themselves into an
irreversibly disagreeable collection of unattached, brutish creatures, totally selfish
and loveless, in response to the dismantling of their traditional culture. These people 10
seem to be living together, clustered in small, dense villages, but they are really
solitary, unrelated individuals with no evident use for each other. They talk, but only
to make ill-tempered demands and cold refusals. They share nothing. They never
sing. They turn their children out to forage as soon as they can walk, and desert the
elders to starve whenever they can, and the foraging children snatch food from the 15
mouths of the helpless elders. It is a mean society.

3 It is a depressing book. If, as he suggests, there is only “Ikness” at the centre of each
of us, our sole hope for hanging onto our humanity will be in endlessly mending the
structure of our society; it is changing so quickly and completely that we may never
be able to do so in time. Meanwhile, left to ourselves alone, solitary, we will become 20
the same joyless, zestless, untouching lone animals.

4 However, the view that the Iks have become so repulsive because of the breakdown
of their society may be too narrow. For one thing, the Iks are extraordinary. They are
absolutely astonishing. I have known my share of peculiar, difficult, nervous, grabby
people, but I have never encountered such genuinely, consistently detestable human 25
beings in all my life. The Iks sound more like abnormalities, maladies. I do not
believe for a minute that the Iks are representative of an isolated man.

5 So this is my theory – the Iks might seemed to have gone crazy. I believe the lone Ik,
isolated in a ruined culture, has built a new defence for himself instead. If you live in
an unworkable society, you can make up one of your own, and this is what the Iks 30
have done. Each Ik has become a one-man tribe on its own, a constituency. Now
everything falls into place. This is why they do seem, after all, vaguely familiar to all
of us.

6 We have seen them before. This is precisely the way groups of one size or another
behave. When an Ik stands at the door of his hut, shouting insults at his neighbours 35
in a loud harangue, he is a city addressing another city. Cities all have the Ik
characteristics. They defecate on doorsteps, in rivers and lakes, their own or anyone
else's. They leave rubbish behind. They detest all neighbouring cities and give
nothing away. And we all know what a “home” for the aged means, as do hordes of
children in half way “homes” who never knew who their parents were. 40

7 Nations are the most Ik-like of all. Nations, by law, are solitary, self-centred,
withdrawn. There is no such thing as affection between nations, and certainly no
nation ever loved another. They bawl insults from their doorsteps, survive by
detestation, take joy in the bad luck of others, celebrate the death of others, live for
the death of others. 45

37
English@Mavis Sec 4

8 That is it, and I shall stop worrying about the book. It does not mean that man is a
sparse, inhuman thing at his centre. He is all right. It only says what we have always
known and never have enough time to worry about, that we have not yet learnt how
to stay human when assembled in masses. The Ik, in his despair, is acting out this
failure, and perhaps we should pay closer attention. Nations have themselves 50
become too frightening to think about, but we might learn some things by watching
these people.

Section E [25 marks]

Refer to Text 3 for questions 11-18.

11 What caused the Iks to abandon their traditional way of life?

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

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

12 Why do you think it may be unfair for the particular anthropologist to write a book about
the Iks?

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

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

13 In your own words, cite two instances from paragraph 2 where mean behaviour of the Iks
is displayed.

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

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

14 “... it is changing so quickly and completely that we may never be able to do so in time”
(lines 19-20).

(a) What does “it” refer to?

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

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

(b) What do you think we need to do “in time”?

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

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

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English@Mavis Sec 4

"I totally agree with you. It is simply a defensive reaction

to circumstances." – JIM

"The Iks are actually quite

extraordinary!" – ALAN

15 Based on paragraphs 4 and 5, cite a possible reason Alan and Jim might use to defend
their assertion respectively.

(a) Alan:

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

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

(b) Jim:

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

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

16 From the last line of paragraph 5, what can be inferred from the writer’s opinion of the
human race?

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

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

17 The book does not suggest “that man is a sparse, inhuman thing at his centre”
(lines 46-47). In your own words, what then does the book say about man?

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

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

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English@Mavis Sec 4

Aug Week 2 Summary

18 Using your own words as far as possible, summarise how city inhabitants
are similar to Iks.

Use only the information from paragraphs 3 to 6 ONLY.

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

City inhabitants are similar to Iks ……………………………...………….……….

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

40
English@Mavis Sec 4

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

No. of words: [15]

Content /8

Style /7

Total /15

41
English@Mavis Sec 4

Additional Exercises

Editing [10 marks]

Carefully read the text below, consisting of 12 lines, about books. 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 (ü) in the space provided.

If the line is incorrect, circle the incorrect word and write the correct word in the
space provided.
The correct word you provide must not change the original meaning of the sentence.

Examples:

I arrived to my destination at 2 pm. at

My mother always wears sensible clothes. ü

During the Ming dynasty, the Silk Road brought xenophobia to China.

The authorities then decided that men of other races must marry 1. _________________

Chinese girls. Within a generation, once distinct foreigner populations 2. _________________

were swallowed up of the Chinese identity. To have an upper hand, 3. _________________

all that was needed was the free-spirited programme of procreative 4. _________________

racial deconstruction. Where our bodies have more or less the same 5. _________________

shades and traits, it will be tough to discriminate based on 6. _________________

superficial features. Then, race becomes more about heritage and 7. _________________

less about structures. There's a half billion Chinese woman out there, 8. _________________

the entire European identity should be wiped out in two generations if 9. _________________

the policy was enacted on a globalised scale. It seems the Chinese 10. _________________

are way ahead of everyone when it comes to ending racism.

42
English@Mavis Sec 4

Text 2 – adapted from Jamaican Fragment by A.L. Hendricks

The text is about the author’s observation and thoughts when he saw a Caucasian boy playing
with an African-American boy. Read it carefully and answer the following questions.

1 Every day I take a pleasant walk from my home to the tram-car lines. The road on
either side is flanked by bungalows, green lawns and gardens. The exercise is good
for me and now and then I learn something from a little incident. One morning, I
noticed two little boys playing in the garden of one of the more modest cottages.

2 One of them was four, the other perhaps five. The bigger of the two was a sturdy 5
youngster, very dark, with a mat of coarse hair on his head and coal-black eyes. He
was definitely Jamaican – a strong little Jamaican. The other little fellow was smaller,
but also sturdy – he was white, with hazel eyes and light-brown hair. Both were
dressed in blue shirts and khaki pants. They wore no shoes and their feet were
mud-stained. They were not conscious of my standing there watching them; they 10
played on. The game, if it could be called a game, was not elaborate. The little white
boy strode imperiously up and down and every now and then shouted at his bigger
playmate. The little brown boy shuffled along quietly behind him and did what he was
told. “Pick up that stick!” The dark boy picked it up. “Get me some water!” The dark
boy fetched him a glass. 15

3 I was amazed. Here before my eyes, a white baby, though both were little more than
babies, was imposing his will upon a little black boy. I felt puzzled and a tad bit
demoralised. The little dark boy was perhaps the son of a servant in the home and
therefore had to do the white boy's bidding? No. They were obviously dressed alike,
the little dark boy was of equal class with his playmate. No. They were playmates, 20
the little dark boy was a neighbour's child. I was sure of that. Then why did he obey
so faithfully the white boy's orders? Was it even at his early age he sensed that in his
own country he would be at the white man's beck and call? Could they at such an
age, tell the differences of class and skin colour? I was at a loss and could not bring
myself to believe such a thing. Yet, with my own eyes I had seen a little white boy – 25
his social equal, and younger and smaller – exercising dominance. For a whole day
my faith in my people was shaken. That evening I thought deeply on the subject.

4 The next morning the boys were there again, and a man was standing at the gate
watching them. I stopped and looked, just to see what the white boy was making his
little servant do. To my utter astonishment, the little dark boy was striding imperiously 30
up and down the lawn, while the white youngster walked abjectly behind him. “Get
me a banana!” The little white boy ran into the house and reappeared shortly with a
banana. “Peel it for me!” The little white boy skinned the banana and handed it to his
dark master. I saw it now. This was indeed a game, a role play game I enjoyed as a
child. Each boy took it in turn every alternate day to be “the boss”, the other “the 35
slave”. It had been great fun to me as a youngster, though I could not remember ever
to have commanded a white boy to do my bidding.

5 I looked at the man standing by the gate. He was a white man. I remembered what I
had thought yesterday. He, no doubt, was wondering if the black race is superior to
the white. I laughed gently to myself. How silly grown-ups are, how clever we are as 40
well. This man, I said to myself, might not be able to impute deep motives from
childish action and be puzzled all day. Blacks will eventually rule the world, he might
have mused, since at a tender age a black boy had exercised his superiority over the
white.

6 “I know what you're thinking,” I said. “You're thinking that maybe the black race is 45
superior to the white, because you just saw the little dark youngster on the lawn
ordering the little white boy around. Don't think that. It's a game they play. I used to
play it and maybe so did you. Yesterday I saw the little white boy bossing the dark

43
English@Mavis Sec 4

one and I worried all day over the dark boy's realisation of his inferiority so young in
life! We are silly we grown-ups, aren't we?” 50

7 The man was surprised at my outburst, fortunately though, he flashed me a cheeky

smile and said, “I know all about the game, the boys are brothers, my sons.” He then
pointed to a handsome brown woman on the veranda who was hugging the children.
"That's my wife,” he said. I smiled. My spirit laughed within me. This is Jamaica, I
said in my heart, “This is my country, my people.” I looked at the white man. “We'll 55
miss the tram if we don't hurry,” he said.

Section D [20 marks]

Refer to Text 2 for questions 1-11.

1 In your own words, how do we know what the writer witnessed was the boys’ natural
behaviour? (Paragraph 2)

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

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

2 Besides the difference in age, suggest a reason the writer used “baby” (line 16) to
describe the white child and “boy” (line 17) for the black one.

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

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

3 From paragraph 3, how did the writer’s description of the incident he had witnessed
convey a sense of unease and perplexity? Provide three details to support your answer.

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

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

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

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English@Mavis Sec 4

4 From paragraph 4, identify an evidence to show that after much serious thought the day
before, the writer still felt a sense of racial injustice.

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

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

5 What was the writer’s opinion of the game of role play when he was a child?

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

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

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

6 Why are quotation marks (lines 35 and 36) used to enclose the roles in the game?

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

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

7 What does “though I could not remember ever to have commanded a white boy to do my
bidding” (lines 36-37) tell us about Jamaica’s past? Why might the reader have arrived at
such a conclusion?

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

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

8 In what way is a grown-up considered –

(a) silly (line 40):

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

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

(b) clever (line 40):

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

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

45
English@Mavis Sec 4

9 If the male adult whom the writer had bumped into was a black man like himself, do you
think the conversation that ensued would be different? Give appropriate reasons for your
answer.

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

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

10 If the white man had taken offence to the writer’s comments, what two responses would
not have taken place in the last paragraph?

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

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

11 Fill in the flow chart that is based on the narrative concerning an issue of race. Select an
appropriate answer from the list of phrases in the box to summarise the main idea in
each part of the text.

smug and condescending unpleasant conjectures unforeseeable realisation

biased sentiment gross misjudgement an impulsive act

one dimensional assessment too good to be true

Flow Chart

Paragraphs 2-3: (i) …………………………………………………………………..

paragraph 4 : (ii) …………………………………………………………………..

paragraphs 5-6: (iii) …………………………………………………………………..

paragraph 7 : (iv) …………………………………………………………………..

[4]

46
English@Mavis Sec 4

Text 3 – adapted from One Drop Rule Persists by Steve Bradt

The text is about the ‘one-drop rule’ in America. Read it carefully and answer the following
questions.

1 In the United States, the “one-drop rule” – also known as hypodescent – dates to a
1662 Virginia law on the treatment of mixed-race individuals. The legal notion of
hypodescent has been upheld as recently as 1985, when a Louisiana court ruled that
a woman with a black great-great-great-great-grandmother could not identify herself
as “white” on her passport. 5

2 The centuries-old “one-drop rule” assigning minority status to mixed-race individuals

calls to mind our perception and categorisation of people like Barack Obama, Tiger
Woods, and Halle Berry. So say Harvard University psychologists, who’ve found that
we still tend to see biracials not as equal members of both parent groups, but as
belonging more to their minority parent group. The research appears in the Journal 10
of Personality and Social Psychology.

3 “Many commentators have argued that the election of Barack Obama, and the
increasing number of mixed-race people more broadly, will lead to a fundamental
change in American race relations,” says Arnold K. Ho, a Ph.D. student in
psychology at Harvard. “Our work challenges the interpretation of our first biracial 15
president, and the growing number of mixed-race people in general, as signalling a
colour-blind America.” “One of the remarkable things about our research on
hypodescent is what it tells us about the hierarchical nature of race relations in the
United States,” says James Sidanius, a professor of psychology and of African and
African-American studies at Harvard. “Hypodescent against blacks remains a 20
relatively powerful force within American society.”

4 Ho and Sidanius say their work reflects the cultural entrenchment of America’s
traditional racial hierarchy, which assigns the highest status to whites, followed by
Asians, with Latinos and blacks at the bottom. Ho and his colleagues presented
subjects with computer-generated images of black-white and Asian-white individuals, 25
as well as family trees showing different biracial permutations. They also asked
people to report directly whether they perceived biracials to be more minority or
white. By using multiple approaches, their work examined both conscious and
unconscious perceptions of biracial individuals, presenting the most extensive
empirical evidence to date on how they are perceived. 30

5 The researchers found, for example, that one-quarter-Asian individuals are

consistently considered more white than one-quarter-black individuals, despite the
fact that African Americans and European Americans share a substantial degree of
genetic heritage. Using face-morphing technology that presented a series of faces
ranging from 5 percent white to 95 percent white, they also found that individuals 35
who were a 50-50 mix of two races, either black-white or Asian-white, were almost
never identified by study participants as white. Furthermore, on average, black-white
biracials had to be 68% white before they were perceived as white; the comparable
figure for Asian-white biracials was 63%.

6 The research team is adamant that The United States, rich and liberal, is already a 40
country of ethnic mixtures. In the near future it will be even more so, and more so
than any other country on earth. The professors reiterated that when we see in
explicit data that our own minds are limited in the perception of those who are the
products of two different ethnic groups, we recognise how far we have to go in order
to have an objectively accurate and fair assessment of people. That’s the challenge 45
for modern minds.

47
English@Mavis Sec 4

7 The team found few differences in how whites and non-whites perceive biracial
individuals, with both assigning them with equal frequency to lower-status groups.
The researchers are conducting further studies to examine why Americans continue
to associate biracials more with their minority parent group. “The persistence of 50
hypodescent serves to reinforce racial boundaries, rather than moving us toward a
race-neutral society,” Ho says.

Section E [25 marks]

Refer to Text 3 for questions 12-19.

12 The “one-drop rule” was effective from 1662 to 1985. What can we conclude about the
legitimacy of the law in such a time span?

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

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

13 According to paragraph 2, what is the current public opinion concerning biracials?

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

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

14 What do you think a person who is “colour-blind” (line 17) is most likely NOT guilty of?

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

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

15 Ho and Sidanius’ work is considered one of the most empirically extensive of research
efforts (lines 29-30). What aspects made it so?

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

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

16 In paragraph 5, cite an evidence to suggest prejudice against African Americans.

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

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

48
English@Mavis Sec 4

Alan – Indeed. Americans’ racial

Marc – America will see a great views will be thoroughly challenged.
degree of ethnic mixture in the We must accommodate ethnic
near future. ambivalence. “The treatment millions
“The treatment millions of sheep suffer

17 Based on the comments above, suggest a reason, according to Marc, America is likely to
experience a great degree of ethnic mixture. Why might this phenomenon be a challenge
according to Alan?

(i) Mark
……………………………………………………...………………………………………

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

(i) Alan
……………………………………………………...………………………………………

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

18 According to paragraph 7, research on hypodescent seems more detrimental than fruitful.

How is this so? Use your own words to answer.

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

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

49
English@Mavis Sec 4

19 Using your own words as far as possible, summarise how Ho and Sidanius
went about their research and what they had discovered.

Use only the information from paragraphs 2 to 5.

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

Research conducted by Ho and Sidanius attempted to,……………………………………

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

50
English@Mavis Sec 4

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

No. of words: [15]

Content /8

Style /7

Total /15

51
English@Mavis Sec 4

Notes and formats

Argumentative Essay

The argumentative essay is a genre of writing that requires the student to

investigate a topic; collect, generate, and evaluate evidence; and establish a
position on the topic in a concise manner.

Basic Structure

Paragraph 1 – Introduction
- Background context
- Your main stand (Agree or disagree); also called- a thesis
- Try to add a “hook” (surprising fact/statistic/quote)
- The two supporting points you plan to further elaborate on in your body paragraphs

Paragraph 2 – Your first main

point supporting your main
argument
- Point
- Elaboration
- Example
- Link – Hence…
Paragraph 3 – Your second main
point supporting your main
argument)
- Point
- Elaboration
- Example
- Link – Hence…
Paragraph 4 – Counterargument
(One point from the other side)
- Point
- Elaboration
- Example
- Link – Hence…
Paragraph 5 - Conclusion
- Reiterate your stand and the three
main points discussed (do not
include counterargument and
rebuttal) to support it
- Personal views about the issue/Any
suggestions you have to further
improve the situation?

52
English@Mavis Sec 4

Structuring a good paragraph

The three part structure of an essay - introduction, body, and conclusion is echoed in
the underlying structure of most paragraphs. There are two concepts essential to
understand in the writing of the perfect paragraph:

1. Thesis Statement: The thesis statement represents the main idea of the text
as a whole and usually occurs in the opening paragraph.
2. Topic Sentence: The first sentence of each paragraph thereafter usually
introduces a single central idea in support of the previously mentioned thesis
statement.

The topic sentence also serves the purpose of unifying the other sentences in the
paragraph, while further setting up the order of those sentences. While the majority
of paragraphs will contain a topic sentence and that topic sentence will come first,
there are, as always, some exceptions. A narration of the sequence of events may
not require the use of a topic sentence or changing paragraphs because of a change
of speaker in dialogue, for example.

Subsequent sentences following the topic sentence should all relate back to the topic
sentence and either discuss the point raised or support that point through the
provision of evidence and examples. A good acronym that conveys this is P.E.E.L.

Point: Make the central argument or express the main idea in the topic sentence.

Evidence: Back up the point made by providing evidence or reasons. Evidence may
take the form of quotations from a text or authority, reference to historical events,
use of statistics etc.

Explanation: Explain the point and how the evidence provided supports it.

Link: Provide a bridge into the next paragraph at the end of the current paragraph by
using a transition that links to the next paragraph and the main idea or thesis
statement.

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English@Mavis Sec 4

Example of a PEEL paragraph

Concluding your essay

In the conclusion, the student reviews the information, provides a summary of the
arguments made, and weighs up the issue in light of the available evidence. It is at
this point that students can offer their own opinion in favor or against the issue at
hand.

Students often find it difficult to know how to end their writing. One excellent way to
finish their discussion is to end it with a question, a challenge to the readers to form
their own opinion on the issue in light of the evidence that has been presented.

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English@Mavis Sec 4

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

55
English@Mavis Sec 4

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

56
English@Mavis Sec 4

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.

57
English@Mavis Sec 4

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.

58
English@Mavis Sec 4

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

59
English@Mavis Sec 4

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.

60
English@Mavis Sec 4

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

61
English@Mavis Sec 4

Do include the main points given in the question and/or the picture as well as
the expected tone.

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!

62
English@Mavis Sec 4

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)

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

63
English@Mavis Sec 4

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.

64
English@Mavis Sec 4

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

65
English@Mavis Sec 4

Situational Writing: 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)

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

66
English@Mavis Sec 4

Article

Title/Headline (Underlined)

Introduction (Introduce the event/topic in an engaging, lively manner that will

capture the reader’s attention immediately, 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.)

67
English@Mavis Sec 4

Speech

Greet your audience

Introduction (Context, purpose of writing and include choice(s) made if visual gives
you three options to choose from)

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 the audience for their time

68
English@Mavis Sec 4

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 tense correct (present/past)?

2. Do the subject and verb agree in numbers?
3. Is the correct pronoun used?
4. Are the articles correct (a, an, the)?
5. Is the correct preposition used?
6. Is the conjunction correct?

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 embarrassing!

69
English@Mavis Sec 4

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

70
English@Mavis Sec 4

Comprehension

Common Types of Questions in Comprehension

Ø The factual questions: What/Why/Who/When/How

Ø Vocabulary Question
Ø Inferential Question
Ø 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.

71
English@Mavis Sec 4

Summary Writing

72
English@Mavis Sec 4

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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