2018 SASS EL TYS P2 Ans

Answers to ‘O’ Level EL 2018 Paper 2 Section A, B & C Section A 1. It is aimed at people who want to pick up kayaking. Question is a typical visual text question that requires you to identify the target audience of the text. Note that you will need to be as specific as possible, identifying the audience based on (age, interest, gender, etc) Take note of the heading, that reinforces the idea that it is aimed at people are new to kayaking 2. (i) One-day course: “Supportive small group” (ii) Five-day course: “(adventurous and) independent in your kayak” Question asks for “what feature” so identification of the feature from the text would suffice. There’s no need to explain as questions does not call for it. 3. (i) high factor sun-cream (to prevent sunburn) (ii) bottle of water (to keep hydrated) A key word from the question is “must bring”. Students will need to read through the section and pick out items that are essential. Note the key words “must-have” and “make sure”. Both phrases convey the idea that the items are essential. 4. It tells us that safety is the company’s top priority. This question requires students to interpret what “above all” means. It is a test of vocabulary as well as an awareness of the purpose of the company in this webpage.

Section B 5. “sky was a strip of old grey linen” suggests that the sky was dark and gloomy / was not sunny. “Even his thick waterproof coat afforded little protection” suggests that it is extremely / very wet or that it is raining heavily. “icy grip of the elements” suggests that it was extremely cold. “a strong, steady wind” suggests that it is extremely breezy or gusty “he had been propelled out” suggest how windy it was. *Any of the 3 This is a language use question that is a main feature of all Sec B comprehension passages so far. Understanding how to answer this question will help you get 3 marks for this paper. To answer this question, you will need to explain and support your ideas with three details. This means that in order for you to get 1 mark, you will need to do two things (1) identify the language use (2) explain. Do this for 3 details to achieve the full 3 marks. A suggested approach to this is t o be structured in your ans wer. For example: (insert quote the language use you have identified) suggests that (insert explanation) . You will see the answers above structured in this manner. 6. (i) It was the first time Joe took the boat out alone. (ii) It was the first time he sailed so far out from the village. This question should not be a problem to most of you. The key words of the question is “was different”. This means that you will need to find evidence from the text that show that this is a new experience for Joe. Words such as “for the first time” and “further than he’s ever said” conveys this.

7. The freedom of being alone with nature / the sea. This is an inference question. That requires students to understand the context of the statement. Students will need to unders tand that being alone in nature offers a relaxing and therapeutic experience. 8. (i) The writer compares it to a large and ferocious animal who would roar. (ii) It tells us how intimidating / strong and mighty the wind is. This is another language use question requires students to understand the use of figurative language. Since this is a metaphor, students will need to draw similarities of the features identified to the wind itself. Something that would roar, buffet and charge is most likely a large and ferocious animal. Likewise, a large and ferocious animal is likely to be intimidating, strong and mighty. 9. (i) He was day-dreaming, thinking about what he used to do with his father out at sea. This is a direct question. The question requires students to look at evidence before the quote to understand why Joe was “not alert”. (ii) A black shadow sliding beneath the water /or the appearance of the whale. 10. (i) “great thrust of hidden power” (ii) “corkscrewing” (iii) “released from an underwater anchor” This is yet another language use question . It should not be a problem to most students as it requires students to match the descriptions with figurative language from the paragraph. 11. He was afraid that the movement of the whale could cause the boat to capsize. This is an inference question that requires students to understand the context behind Joe’s actions. Students also need an awareness of situations that requires on to “tighten” his/her grip on things (usually to have better control).

12. (i) “seeming to return his gaze” (ii) “ farewell wave of its fin” This is a direct question. Students will need to find evidence to show that there is some form of communication between the whale and Joe. In this instance, students will need to look out for actions or maybe sounds from the whale. 13. (i) contentment (seems to be going out to fish despite the bleak weather. no strong indication of emotions, both good and bad) (ii) nostalgia (recollects memories with his father) (iii) fearfulness (“hands tightened hard on the wheel”, “heart skipped a beat”) (iv) fascination (“Yes! I saw the whale! Right close!” – use of exclamations and short responses) This global question is another feature that has been tested for every paper. A suggested approach to this is to highlight key words from the paragraphs that matches the words given in the question. Section C 14. ‘Scattered’ Straightforward question. Can’t see any possible answer to this. Students should get this right. 15. (i) Own Words – While the Brazil nut tree suggests that it originates from Brazil, the tree can be found elsewhere in countries in the Amazon River basin From Passage - ‘Brazil nut trees are native to a number of countries in the Amazon River basin, including but not limited to Brazil.’ (ii) Own Words – While the name suggests that it is a nut, it is actually a seed inside the fruit of the Brazil nut tree. From Passage - ‘They are not nuts at all but the seeds inside the fruit of the Brazil nut tree.’ Answers asked for ‘two reasons’ which does not entail the use of own words. Students may quote from the passage. Those who are weaker in paraphrasing are encouraged to quote directly from the text to avoid the loss of marks. The word misleading suggests that common understanding of the Brazil nut is easily misunderstood. Students are to find two reasons why this might be the case. While the second reason is quite an easy find, the first one requires students to look around the paragraph.

16. Question requires students to identify the fruits that the nut is compared to. This is an easy task as there are only two fruits named in the paragraph. What is challenging is understanding what it is compared to. Students will need to identify the feature of the fruit that is the basis for comparison. 17. (a) (i/ii ) ‘the collection and sale of Brazil nuts as a vital and sustainable source of income’; ‘the sweet nuts provide protein and calories for tribal, rural Amazonians’ ; ‘use the empty pods as containers’; ‘brew the tree bark to treat ailments’ ; ‘can be used in cooking’ (any 2) (b) ‘a substantial market for nut oil among urban Brazilians’. For this question, students need to distinguish evidence that benefit rural communities and urban groups of people. Identifying key words from the passage such as ‘forest-based communities’ (a) , ‘rural Amazonians’ (a) and ‘urban Brazilians’ (b) is key to locating your supporting evidence for the answers. For question (b ), ‘can be used for cooking’ is not accepted as people who live in forests would also need to cook. 18. (i) It refers to them eating it later on. This question demands a bit of understanding on rodents. Rodents are known to store food for consumption later on either by burying them or by stori