[1184/02] ACS(BR) 2026 4E5N Prelims QP

Full Name Index No. Class Anglo-Chinese School (Barker Road) PRELIMINARY EXAMINATION 2026 SECONDARY 4 EXPRESS / 5 NORMAL (ACADEMIC) ENGLISH LANGUAGE 1184/02 1 HOUR 50 MINUTES 18 August 2026 Additional material provided: An 8-page Insert READ THESE INSTRUCTIONS FIRST Do not open this booklet until you are told to do so. Write your name, index number and class in the spaces at the top of this page. Write in dark blue or black ballpoint pen. Do not use staples, paper clips, highlighters, glue or correction fluid and tape. Answer all questions. Write your answers in the spaces provided in this booklet. The number of marks is given in brackets [ ] at the end of each question or part question. This document consists of 11 printed pages and 1 blank page. [Turn over For Examiner’s usSection A / Section B / Section C / TOTAL /

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3 Section A [5 marks] Refer to the printout of a poster ( Text 1 ) and the extract from a social media post ( Text 2 ) on pages 3 and 4 of the Insert for Questions 1 – 4. 1 Look at the poster (Text 1). Tick ( ✔ ) the correct answer for the statement. The poster aims to encourage people to use the SG Eco Fund for climate change projects. believe that with small gestures, all can make a big difference. adopt better habits. [1] 2 Look at the two columns under the title “What We Can Do to Mitigate Climate Change” in the poster (Text 1). What message do they emphasise about managing climate change? [1] 3 Identify the word in Text 2 which reflects how buying from local food suppliers can be affordable. [1] 4 Look at Texts 1 and 2 and statements (a) and (b) below. Tick ( ✔ ) the correct answer for each statement. (a) The writer of Text 2 is … apathetic. optimistic. self-deprecating. [1] 1184/02/PRELIM/2026 [Turn over

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5 (b) Texts 1 and 2 show that concerted gestures may improve the situation. incentives from authorities may drive community action. low-carbon lifestyle choices are always accessible to all. [1] 1184/02/PRELIM/2026 [Turn over

6 Section B [20 marks] Refer to Text 3 on pages 5 to 6 of the Insert for Questions 5 – 13. 5 In Paragraph 1, the group of students had just returned to Oxford. (a) Explain why “they spent over an hour arguing over whether it was prudent to borrow Mrs Clemen’s carriage to get to Paddington Station.” (lines 3-4) [1] (b) Explain why the writer says that the return to Oxford “spiralled into a comedy of errors” (line 1). [1] 6 In Paragraph 2, the writer says that “the whole of London felt full of hostile eavesdroppers” (line 16) to the students. (a) What does “hostile eavesdroppers” refer to? [1] (b) Based on the expression above, how do you think the students might be feeling? [1] 7 In Paragraph 3, the writer says that Letty was “attracting looks” (line 22). Explain why this was happening to Letty. Give two pieces of evidence from Paragraph 3 to support your answer. [2] 1184/02/PRELIM/2026

7 8 Why do you think Ramy “jerked his arm” (line 23) from Letty’s grasp? [2] 9 In Paragraph 4, the writer notes that Robin wanted Letty to “just chin up and keep it together like the rest of them” (line 27). (a) What effect does the above statement have on the reader? [1] (b) Why does Robin want Letty to do so “like the rest of them” (line 27)? [1] 10 In Paragraph 5, the writer used the phrase “despite everything” (line 32) when referring to Robin’s thoughts about University College. Find two separate words from the same paragraph to describe University College that supports Robin’s thoughts. (i) [1] (ii) [1] 11 In Paragraph 6, the students responded to food from the head porter. Explain how the language used in this paragraph emphasises how appreciative they are of the food. Support your ideas with two details from the paragraph. [2] 1184/02/PRELIM/2026 [Turn over

8 12 In Paragraph 9, the writer uses the word ‘lamely’ (line 51) to describe Victoire’s response to the head porter regarding Letty’s crying. Explain why Victoire did so ‘lamely’. [2] 1184/02/PRELIM/2026

9 13 The structure of the text reflects the stages of the students’ experiences. Complete the flow chart by choosing one word from the box to summarise the students’ experience at each stage of the return to Oxford. The stages of the return to Oxford Denial Exhaustion Recovery Resentment Stupor Unease Paragraph 1 (i) ……………………………………………………….. Paragraph 2 (ii) ……………………………………………………….. Paragraphs 3 – 4 (iii) ……………………………………………………….. Paragraphs 5 – 9 Soothing Paragraphs 10 – 11 (iv) ……………………………………………………….. [4] 1184/02/PRELIM/2026 [Turn over

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