SST 2021 EL P2 Anskey

Page 1 of 10 SECONDARY 4 PRELIMINARY EXAMINATION ENGLISH LANGUAGE Paper 2 ANSWER SCHEME 1128/02 30 August 2021 (Monday) 1 hour 50 minutes CANDIDATE NAME CLASS INDEX NUMBER ADDITIONAL MATERIALS PROVIDED: Insert READ THESE INSTRUCTIONS FIRST Write your index number and name in the spaces provided on the work you hand in. Write in dark blue or black pen. Do not use staples, paper clips, 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. The number of marks is given in brackets [ ] at the end of each question or part question. ________________________________________________________________________ This document consists of 10 printed pages and 1 Insert. Section B Section C Total 50 For Examiner’s Use Section A [Turn over

Page 2 of 10 Section A [5 marks] Text 1 Refer to the poster (Text 1) on page 2 of the Insert for Questions 1–4. 1 The poster begins with the title ‘A CAREER THAT GROWS WITH YOU”. What effect is this intended to have on the reader? Readers will feel encouraged/ motivated to join NParks because it is an opportunity to develop both themselves and the work that they do/ for personal and professional growth/ for continuous progression professionally and personally [Note: idea of continuous progression/ growth/ development, both personal and professional, must be present] [1] 2 Look at photographs on the left of the poster. With reference to the information under the sub-headings Vision of Nparks and Apply for NParks Scholarships and Awards, what are two things that potential scholars can look forward to when they join NParks? (i) Vision of Nparks: achieving a close integration of greenery into the urban living environment [1] (ii) Apply for NParks Scholarships and Awards: inspiring communities to co-create and be stewards of nature [1] 3 “When we plant a seed, we nurture it so that it can grow well. At the National Parks Board, our scholars are the seeds of Singapore’s future.” Explain how scholars are the “seeds of Singapore’s future”. Just like seeds which can grow into plants when they are nurtured, scholars are developed/ be groomed to contribute to Singapore. [1] [1] 4 Look at the box at the bottom right corner of the poster. Which phrase in Kathleen’s comment would encourage students to apply for the scholarship if they find fulfilment in seeing a positive impact from their work? “I see communities from all walks of life enjoying and connecting with nature around them” [1]

Page 3 of 10 Section B [20 marks] Text 2 Refer to Text 2 on pages 3–4 of the Insert for Questions 5–14. 5 In Paragraph 1, the writer says that ‘a serious drought hit the country.’ (line 1) Identify 2 phrases that describe the severe effects of the drought. Springs dried up [1] trees shrivelled [1] crops burned in the fields [1] Reject: the usually sweet water from our scullery pump turned brown and tasted of nails [does not reflect severity/ impact as it is only 1 family that is affected] [Note: Any two of the four points = 2 marks] 6 In Paragraph 2, the writer says ‘when I heard their dry volleys, I knew our long armistice was over.’ (lines 10-11) What is (i) unusual and (ii) effective about this expression paying special attention to the underlined word? (i) It is unusual because we would usually describe an armistice as a truce between two sides during a war and not between weather and humans [1] (ii) It is effective because it shows/ emphasises/ highlights how hell broke loose for the family/ the family suffered great chaos after the soldiers fired shots at the sky [Note: Response must show awareness of war imagery] [1] 7 (i) “Terror, the old terror, had come again, and as always in the middle of the night.” (lines 15-16) What is the ‘old terror’ referring to? It is referring to the recurring flood [1] [Turn over

Page 4 of 10 (ii) What impression of the ‘old terror’ is created by the phrase ‘in the middle of the night’? It always comes when they are caught unaware / least prepared [Possible literal answer] they are sleeping [Note: this questions requires the reader to explain the expression ‘in the middle of the night’ to demonstrate understanding of its connotative meaning, rather than the literal meaning.] [1] 8 'Get up!' cried Mother.' It's coming in! Get up or we'll all be drowned!' I heard her banging about and beating the walls in accents of final doom. (lines 17-18) What does this tell us about the sort of person the writer’s Mother is? Hysterical/ Dramatic/ Frantic/ Histrionic/ Exaggerated [1] 9 In Paragraph 4, the writer described the situation that his family faced in the midst of the storm. Explain what the language used tells the reader about each of the loud sounds he can hear. Support your ideas with three details from the text. Quote from text Explanation the rain drowned our cries and whimpers showed how the rain was so deafening that it was difficult to hear the cries and whimpers of the writer and his family/ could not be heard/ they were muffled (drowned - word choice) [1] trumpet-calls murdering sleep highlighted how the shouts/ screams of the writer’s mother were piercing/ blaring, causing them to wake up/ be unable to go back to sleep. (trumpet-calls - word choice) [1] trees roaring, clouds bursting, thunder crashing repetition of structure/ phrases emphasised how there was a cacophony of sounds to be heard/ a variety of different sounds to be heard/ combination of sounds from the elements all around them/ surrounding them [1] 10 From Paragraph 5, what are the two things that caused the writer and his family to be “overwhelmed by gigantic fears”? The flood is rapidly rising to their knees/ rapidly rising water and

Page 5 of 10 The candles are extinguished by the falling rain/ they couldn’t see [1] Both answers for 1 mark 11 ‘'I can't THINK what I've done to be so troubled and tried. Neither saints nor angels would keep their patience if they had such things to put up with....’ (lines 40-41) What is the tone of the writer’s mother’s comment about the situation? Frustration/ Bitterness/ Aggrievement/ Resentment/ Disgruntlement [1] Note: Accept reasonable alternative 12 In Paragraph 7, we were told that the rain would ‘claw the window’ and the wind would ‘slap the walls’. (line 47) (i) What is the writer comparing the storm with? A wild beast/ animal/ monster/ fiend [1] (ii) Why is this comparison effective? Emphasizes the fearsome power/ strength of the storm [Note: idea of evoking fear in the writer and his family must be present. From Text: and imagining the family, the house, and all the furniture, being sucked down the drain.] [1] 13 (i) From paragraph 8, what did the writer realise about the floods as an adult? He realised that all these fears were unfounded. [1] (ii) What is one detail that showed that he was still bothered? he would feel a sense of uneasiness upon hearing thunder or smelling rain and/ or he would start looking for brooms [Note: 1 mark for either answer] [1]

Page 6 of 10 14 The structure of the text reflects the feelings and situation the writer’s family faced at different stages in the narrative. Complete the flow chart by choosing one expression from the box to summarise the different situation at each part of the narrative. There are some extra words in the box that you do not need to use. The feelings and situation the writer’s family faced at different stages an unfortunate situation an imminent defeat a growing frustration an unpleasant aftermath a desperate struggle a foreboding anticipation a rude awakening