Deyi Sec 4NA EL Prelims P2 2023 Insert

Name: DEYI SECONDARY SCHOOL PRELIMINARYEXAMINATION2023SecondaryFour Normal (Academic) ENGLISHLANGUAGE 1190/02 Paper2–Comprehension 04AUGUST2023Insert 0810–1000h1hour 50min READTHESEINSTRUCTIONSFIRST ThisInsertcontainsText1,Text2,Text3andText4. ThisQuestionPaperconsistsof 6printedpages.

2 [TurnoverSECTIONA Studytheposter(Text 1)andtheextractfromablog(Text 2)andanswerQuestions1─4intheQuestionPaper. Text 1isapostertakenfromawebsite. AdaptedfromInternationalInstituteofInnovationandTechnology Text 2istakenfromablog. The environmental clock is ticking. The more time we remain inactive, the moreprobableit isthatpoor air quality will cause irreversible damage to us and our surroundings. It is dangerous as airpollutionaffectsour mental health, agricultureor evenwater. Local airpollutionproblemsneedtoberesolved here and now. Local governments need to take immediate action – install airmonitoringsystems,analysethedata,andfinallyintroduceprogrammessuchascreatingcar-freeareas,fundinggreen energy sources, or developing eco- and user-friendly public transportation that will fight thelocal airpollutionproblems.Ifnot,wewill faceagloomyfuture.

3 Adaptedfromhttps://airly.org/en/blog/ SECTIONB Text 3 The text below describes a veterinarian who is visiting a case on a farmbeing confronted by thefarmer’sdog. ReaditcarefullyandanswerQuestions5─14intheQuestionPaper. 1 I had had about enough. During the farmer’s eulogy 1 I had been distractedlyscratching the cow’s tail and had soiled my hand in the process. Mustering theremainsofmydignityInoddedtoMrBailes. 2 “Well,Imustbeonmyway.DoyoumindifIgointothehousetowashmyhands?” 3 “Yougorightin,”hereplied,“Themissuswill getyousomehotwater.” 5 4 Walking back down the field the cruel injustice of the thing bore down on meincreasingly. I wanderedasinadreamthroughthegateandacrosstheroad. Beforeenteringthealleybetweenthewalls,Iglancedintothegarden.Itwasempty.Shufflingbeside the rough stones, I sank deeper into my misery. There was no doubt I hademerged from that episode seeming completely incompetent. No matter where Ilooked,Icouldn'tseeagleamoflight. 10 5 It seemedtotakealongtimetoreachtheendofthewall andIwasabouttoturnrighttowardsthedoor of thefarmkitchenwhenfrommyleft I heardthesuddenrattleofachainthenaroaringcreaturelauncheditselfatme,bayed 2 once,mightily,intomyfaceandwasgone. 15 6 ThistimeI thought myheart wouldstop. WithmydefencesattheirlowestIwasinnostate to withstand Shep. I had quite forgotten that Mrs. Bailesoccasionallytetheredhiminthekennel at theentrancetodiscourageunwelcomevisitors, andasI half layagainst the wall, the blood thundering in my ears, I looked dully at the long coil ofchainonthecobbles. 20 7 I havenotimefor peoplewholosetheir temperwithanimals,butsomethingsnappedinmymindthen.All myfrustrationburstfrommeinatorrentofincoherentshouts,andI grabbedthechainandbegantopull onitfrenziedly.Thatdogwhichhadtorturedmewas there in that kennel. For once I knewwhere to get at himand this time, I wasgoingtohavethematter out withhim. Thekennel wouldbeabout tenfeet awayandat first, I sawnothing. Therewasonlythedeadweight ontheendof thechain.Thenas I hauled inexorably a nose appeared, then a head, then all of the big animalhanging limply by his collar. Heshowednodesiretoget upandgreet me, but I wasmercilessanddraggedhiminchbyinchoverthecobblestill hewaslyingatmyfeet. 25 aspeechorpieceofwritingthatpraisessomeoneorsomethinghighly.2 tobarkorhowlloudly. [Turnover

4 8 Beside myself with rage, I crouched, shookmyfist under hisnoseandyelledat himfromafewinches' range. 30 9 “Youhugehorror! If youdothat tomeagain,I'll knockyourheadoff!Doyouhearme,I’IIknockyourheadcleanoff!" 10 Shep rolled frightened eyes at me, and his tail flickered apologetically between hislegs. When I continued toscreamat him, hebaredhisupper teethinaningratiatinggrinandfinallyrolledonhisbackwherehelayinertwithhalf-closedeyes. 35 11 SonowI knew. Hewasasoftie.AIIhisferociousattackswerejustagame.Ibegantocalmdownbutforall thatIwantedhimtogetthemessage. 12 "Right, mate," I said in a menacing whisper. "Remember what I'vesaid!" I let gothechainandgaveafinal shout.Nowgetbackinthere!" 40 13 Shep, almost onhisknees, tail tuckedwell in, shot backintohiskennel andI turnedtowardthefarmhousetowashmyhands. AdaptedfromAllThingsWiseandWonderfulbyJamesHerriot.

5 SECTIONC Text 4 Inthearticlebelow,takingnotesbyhandordigitallyisdiscussed. ReadthearticlecarefullyandanswerQuestions15─19intheQuestionPaper. 1 Is it better to write on paper or use digital devices?Whichof thetwoformatsworksbest for learning or memorising information? Taking notes or writing using mobiledevicesor computershasbecomeincreasinglycommon.However,manyresearchershave found that taking notes by hand is a more effective way to learn and retaininformationthandigital note-taking. 5 2 Whether or not you’re picky, know that tools for the hands are tools for the brain.Handwritten notes are a powerful tool for breakingdowncomplexinformationandinturn supporting the brain’s capacity for retrieval of information and improvesconceptual understanding. And, secondly, whenyoutakenotesbyhand, your handscreatearobustexternal memorystorage:yournotebook. 10 3 A behavioral neuroscience study conducted by researchers at the University ofCaliforniaandPrincetonUniversitypublishedin2014showedthat studentswhotakenotesbyhandperformbetter withabstract questionsthanstudentswhorecordnotesondigital devices.Accordingtothestudy,oneexplanationforthisexcitingdiscoveryisthat writingwithpencil andpaper allowsthemtosummariseandorganiseinformationin their own words. In contrast, the use of electronic devices causes themto writepassively. 15 4 We live in a digital age where our daily tasks involve digital communication.Automaticityinkeyboardingisanimportantskill too,andthetoolsandapplicationsfordigital communication will continue to evolve and have their place. But keyboardingdoesnot providethetactilefeedbacktothebrain, that contact betweenpencil orpenandpaperdoes. 20 5 Researchershavefoundthat note-takingassociatedwithkeyboardinginvolvestakingnotes verbatim in a way that does not involve processing information, and so havecalled this “non-generative” note-taking. In contrast, taking notes by hand involvescognitive engagement in summarising, paraphrasing, organising, concept, andvocabularymapping—inshort, manipulatingandtransforminginformationthatleadstodeeperunderstanding. 25 6 Note-taking becomes note-making: an active involvement in making sense andmeaning for later reflection, studyor sharingof notestocompareunderstandingwithlab partners or classmates. This becomes a potent study strategy, as one’s ownprocessingcanbefurtherconsolidatedthroughtalk. 30 [Turnover

6 7 Taking good notes depends on fluency of hand, which means legibility and speedcombined. This is best achieved with a clean, uncluttered, and connected script,meaning cursive writing, that young learners can begin to learn in primary school.Fluencyof handcomesfrominstructionandpracticeintheearlyyearsofschool,andsustained opportunities for authentic, purposeful literacy engagements in turnallocatingworkingmemoryspacetothecognitivedemandsofnote-taking. 35 8 When deep understanding and remembering, making personal connection andsparking creative thought are important, hand-written notes matter and endure overtime. 40 Adaptedfromhttps://www.bbc.com/worklife/article/20200910-the-benefits-of-note-taking-by-handandhttps://observatory.tec.mx/edu-news/study-reveals-the-advantages-of-taking-notes-by-hand