2026 HSCS P1 Section A & B Answer Key

1 2026 Secondary 4E4NOOS5N English Language Preliminary Examination Paper 1 Marking Guide Chocolate has a long and fascinating history that began thousands of years ago in Central and South America. The ancient Mayans and Aztecs made the bitter 1 ………………… drink from ground cacao beans, water and spices. Cacao beans were so 2 ………………… valuable that they were even used for money. When Spanish explorers brought 3 ………………… cacao to Europe in the 16th century, people add sugar to make the drink 4 ………………… sweet and more enjoyable. It soon became popular among wealthy families 5 ………………… and was believed to have health benefits. At the Industrial Revolution, new 6 ………………… inventions made chocolate easier but cheaper to produce. In 1847, the first 7 ………………… modern chocolate bar was created. Following which, chocolate Easter eggs 8 ………………… became popular in England, with Fry's producing the first chocolate Easter egg 9 ………………… in 1873 and Cadbury followed in 1875. Today, chocolate is enjoyed worldwide in 10 ………………… many different forms and flavours, making it one of the world's favourite treats. a  as added sweeter During and that  following

2 Section B Suggested Response 1) Community Leadership BP1: say which of the leadership pathways has been chosen and how it supports the school’s focus • Develops students who are caring leaders who serve others. • Encourages students to contribute positively to the community. • Promotes empathy, compassion and social responsibility. • Strengthens the school's emphasis on service and active citizenship. • Helps students become leaders who make a meaningful difference beyond themselves. BP2: explain how the camp will help students develop leadership skills and values • Working with community partners develops communication and interpersonal skills. • Organising activities strengthens planning and organisational skills. • Serving vulnerable groups develops empathy and compassion. • Leading service projects builds initiative and responsibility. • Solving authentic community issues develops critical thinking and teamwork. • Reflection sessions help students evaluate and improve their leadership. BP3: explain how the camp will prepare students to become effective leaders beyond their school years • Develop confidence working with people from diverse backgrounds. • Prepare students for leadership roles in tertiary education. • Develop communication and teamwork valued in the workplace. • Encourage lifelong community involvement and volunteerism. • Shape students into socially responsible citizens. • Build confidence to lead service initiatives in future organisations. 2) Environmental Leadership BP1: say which of the leadership pathways has been chosen and how it supports the school’s focus • Develops responsible and environmentally conscious leaders. • Encourages students to take ownership of protecting the environment. • Promotes stewardship and sustainable living. • Inspires students to lead positive environmental change in school and the community. • Supports the school's emphasis on responsible citizenship. BP2: explain how the camp will help students develop leadership skills and values • Investigating environmental issues develops critical thinking.

3 • Designing campaigns develops creativity and persuasive communication. • Working on sustainability projects strengthens collaboration. • Leading environmental initiatives builds confidence and initiative. • Solving environmental problems develops decision-making skills. • Working with organisations develops professionalism. BP3: explain how the camp will prepare students to become effective leaders beyond their school years • Become environmentally responsible citizens. • Develop project management skills applicable to future studies and careers. • Gain confidence to lead sustainability initiatives. • Develop leadership skills useful in workplaces and community organisations. • Appreciate the importance of sustainable decision-making in everyday life. • Prepare students to advocate for environmental issues in future communities. 3) Sports Leadership BP1: say which of the leadership pathways has been chosen and how it supports the school’s focus • Develops resilient and disciplined leaders. • Promotes teamwork and sportsmanship. • Encourages students to lead through positive example. • Supports holistic education through sports and leadership. • Builds students who demonstrate perseverance and integrity. BP2: explain how the camp will help students develop leadership skills and values • Outdoor challenges develop resilience and perseverance. • Coaching younger students strengthens communication and mentoring skills. • Team challenges improve collaboration and conflict management. • Organising sports activities develops planning and leadership. • Reflecting on successes and setbacks develops resilience and self-awareness. • Leading teams develops confidence and decision-making. BP3: explain how the camp will prepare students to become effective leaders beyond their school years • Build confidence to lead teams in tertiary education and future workplaces. • Develop resilience when facing setbacks and challenges. • Learn to motivate and manage people with different strengths. • Prepare students for leadership roles in sports, organisations or the workplace. • Develop teamwork and communication skills valued by employers.

4 • Cultivate a lifelong habit of leading through service, discipline and positive influence.

5 Section C Suggested Response Describe a place that surprised you. As well as describing its sights, sounds and atmosphere, explain why it changed your first impression. 1. An Old Neighbourhood (e.g. Chinatown, Kampong Glam, Joo Chiat) Initial impression • Old, quiet, outdated, nothing much to see. • Expected it to be boring and only for tourists or elderly people. • Colourful murals and heritage shophouses. • Bustling cafés alongside traditional shops. • Street musicians, lively conversations, smell of local food. • Warm, vibrant atmosphere blending old and new. Why impression changed • Rich culture and history beneath its ageing appearance. • Community spirit and preservation of traditions. • Realised heritage places can still feel modern and alive. 2. A Wet Market Initial impression • Dirty, noisy and crowded. • Expected it to be unpleasant. • Colourful seafood, vegetables and flowers. • Vendors calling out enthusiastically. • Friendly bargaining and laughter. • Fresh aromas mixed with the scent of seafood. • Energetic, authentic atmosphere. Why impression changed • Appreciated the relationships between vendors and customers. • Understood why people value fresh produce. • Saw it as the heart of the community rather than just a marketplace. Other possible ideas: A nature reserve, library, a hawker centre, rural village, museum ‘Many of our happiest memories are created when we least expect them.’ Write about a time when you experienced an unexpectedly joyful moment. 1. Missing a Competition but Finding Something More Important Situation: Missed selection for a sports team or performance → Felt disappointed and embarrassed. Unexpected joyful moment: Friends surprised me with a celebration, coach praised perseverance rather than achievement, ended up helping teammates and sharing their victory. Reflection: Joy came from friendship and belonging, not winning. 2. Family Trip Delayed by Bad Weather

6 Situation: Holiday plans cancelled because of heavy rain → Everyone felt frustrated. Unexpected joyful moment: Family spent the day playing board games, cooking together and sharing stories. Laughed more than they ever had. Refle