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ENGLISH LANGUAGE 1123
PAPER 1 – READING
COMPREHENSION (Section A)
1 - Spicy Wings Reunion
In the bustling halls of Oakridge High School, my best friend, Ben, and I formed an inseparable duo.
Our shared love for humour and wit earned us a reputation for being the class clowns. Our days were
filled with laughter as we actively created memes and cracked jokes, often targeting our classmates,
teachers, and the quirks of our school.
"Hey, Ben! Have you seen Mr. Thompson's tie today? It's like a neon rainbow!" I exclaimed with a
mischievous grin.
"I know, right? He must have a secret stash of wild ties hidden somewhere!" Ben replied, chuckling.
Our mischievous banter brought joy to our classmates. We took pride in our humour, finding
satisfaction in making others laugh. Whether it was teasing the cafeteria's infamous mystery meat,
jokingly referring to it as "alien sustenance" or "the unidentifiable creature," or playfully mocking
the overly strict dress code enforced by the school administration with memes of comically oversized
ties and neon-colored socks, we never missed an opportunity to entertain. Our classmates found these
relatable moments of humour a welcome escape from the rigidity of school life. Then, one fateful
day, a new student named Maya joined our class. Maya, a meek and introverted girl, grappled with
the intricate web of social dynamics within our school. Her reserved nature made her an easy target
for teasing, and unfortunately, she became the subject of our jokes. Oblivious to the impact of our
words, we continued our banter without realizing the effect it had on Maya.
"Hey, Ben, check out Maya over there. She always looks like she's lost in a different universe!" I
remarked, unaware of the consequences.
"Yeah, she's definitely in her own little world. Wonder if she'll ever join ours," Ben replied, not
considering the potential impact of his words.
However, destiny has an uncanny way of imparting pivotal lessons in the most unexpected of
circumstances. During a collaborative project, my comrade-in-humour, Ben, and I were fatefully
paired with Maya. As we began working together, we discovered a different side to her—a side
hidden beneath her quiet demeanour. Maya possessed immense creativity and a unique perspective
that both Ben and I had failed to notice before.
"I actually have some interesting ideas for our project. I've been working on them in my free time,"
Maya revealed, surprising both of us.
Astonished by Maya's contribution, I exchanged a bewildered glance with Ben, recognizing the extent
of our misjudgment. We were captivated by her ideas and fresh outlook; inspiring them to reevaluate
their own creativity. As we spent more time with Maya, Ben and I started to witness the consequences
of our humour. We noticed Maya's discomfort and realized how our jokes had unintentionally hurt
her. The realization struck us like a bolt of lightning, filling our hearts with remorse.
"Ben, have you noticed how Maya has become more withdrawn lately? From the beginning, she
seemed reserved and hesitant to engage in conversations. However, it's become even more apparent
that our jokes might have worsened her sense of isolation," I confessed, my voice filled with guilt.
One afternoon, during our usual lunch break, Ben and I summoned the courage to approach Maya.
We expressed genuine remorse for the pain we had caused her and acknowledged the insensitivity of
our jokes. Maya, surprised by our sincerity, cautiously accepted our apologies, yet remained reserved.
"I appreciate your apologies, but it's going to take time for me to trust that you've changed," Maya
responded, her voice tinged with caution.
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Determined to make amends, Ben and I decided to change our ways. We channeled our creativity
and humour into uplifting and inclusive endeavours. Together, the three of us created a series of
positive and lighthearted memes that celebrated the unique qualities of our classmates.
Over time, the impact of our newfound empathy became evident. Maya began to open up, gradually
gaining confidence and finding her place within the class. As the end of the school year approached,
our class organized a talent show—an event where we could showcase our diverse skills and talents.
Maya surprised us all by stepping onto the stage, her previously hidden confidence shining through.
She delivered a heartfelt speech about the impact of kindness and the importance of embracing
differences. As the final bell of the school year rang, signaling the end of our high school adventure,
we hugged Maya tightly, tears welling up in our eyes. Our journey together had shining us all, leaving
an indelible mark on our hearts.
Years later, our paths crossed unexpectedly in the bustling streets of a vibrant city. Maya, Ben, and I
stood face-to-face, a mixture of surprise and joy lighting up our faces.
"I can't believe it's you!" Maya exclaimed, her voice filled with genuine excitement.
"We've come a long way since high school," Ben added, a nostalgic smile gracing his lips.
Curiosity brimming within us, we couldn't resist the urge to catch up, to reminisce about the
unforgettable moments we shared. As we sat in a cozy café, sipping on our favorite beverages,
memories came flooding back, each story reigniting the laughter and camaraderie we once had.
As we caught up on each other's lives, Maya dropped a bombshell revelation—she had become a
world-class competitive eater. With a mischievous smile, she challenged us to a spicy wings eating
contest, confident in her ability to devour any dish. We couldn't resist the challenge and found
ourselves in a hilarious battle of devouring hot wings, tears streaming down our faces as we gasped
for water.
Read Text A, Spicy Wings Reunion, in the insert and answer Question 1 and Question 2.
Question 1
(a) In what way did their shared love for humor and wit at Oakridge High School earn them a
reputation for being the class clowns? (line 1-3)[1]
(b) Give two examples of the quirks of their school that were often targeted in their jokes and
memes at Oakridge High School. (line 10-13)[2]
(c) Using your own words, explain how Maya's meek and introverted nature made her an easy
target for teasing at Oakridge High School. (line 16-18)[2]
(d) (i) How does the discovery of Maya's hidden creativity and unique perspective affect both the
narrator and Ben? (ii) Give two details from the text to support your answer?[2]
(e) What did the narrator confess to Ben during their conversation about Maya's distance and the
potential consequences of their jokes? [1]
(f) Explain what Maya's revelation about having interesting ideas for the project signifies about her
personality? [1]
(g) According to the passage, what are two details that highlight the impact of our mischievous
banter on Maya? [2]
(h) What was Maya's response when the narrator and Ben approached her and expressed remorse
for the pain they had caused? (line 44-45)[2]
(i) Explain, using your own words, the emotions and reactions of the narrator, Ben, and Maya when
they unexpectedly crossed paths in the vibrant city years later.
Give three details from the text to support your answer.[3]
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Question 2:
(a) Read this extract from the text:
"I appreciate your apologies, but it's going to take time for me to trust that you've changed," Maya
responded, her voice tinged with caution. (line 44-45)
What does Maya's cautious acceptance of their apologies indicate about her emotional state and
level of trust in the narrator and Ben at this point in the story?[1]
(b) Explain why the writer uses the word 'transformed' instead of 'changed' to describe the impact of
their humor (line 56).[1]
(c) What two emotions does the writer want to convey to the reader in the sentence: "Maya
surprised us all by stepping onto the stage, her previously hidden confidence shining through" (line
52-53)?[2]
(d) Read this sentence from the text:
"With a mischievous smile, she challenged us to a spicy wings eating contest, confident in her
ability to devour any dish." (line 65-66)
What effect does the writer suggest about Maya's confidence and challenge about her personality
and mindset?[2]
(e) Identify one example from the text below of how the writer uses language effectively portrays
Maya's reserved nature and vulnerability:
Then, one fateful day, a new student named Maya joined our class. Maya, a meek and introverted
girl, grappled with the intricate web of social dynamics within our school. Her reserved nature
made her an easy target for teasing, and unfortunately, she became the subject of our jokes.
Oblivious to the impact of our words, we continued our banter without realizing the effect it had on
Maya.
"Hey, Ben, check out Maya over there. She always looks like she's lost in a different universe!" I
remarked, unaware of the consequences.
"Yeah, she's definitely in her own little world. Wonder if she'll ever join ours," Ben replied, not
considering the potential impact of his words. (line 22-23)
Example:
Explanation: [3]
2 - Shooting an Elephant
The Burmese sub-inspector and some Indian constables were waiting for me in the quarter where
the elephant had been seen. It was a very poor quarter, a labyrinth of squalid bamboo huts, thatched
with palm leaf, winding all over a steep hillside. I remember that it was a cloudy, stuffy morning at
the beginning of the rains. We began questioning the people as to where the elephant had gone and,
as usual, failed to get any definite information. That is invariably the case in the East; a story
always sounds clear enough at a distance, but the nearer you get to the scene of events the vaguer it
becomes. Some of the people said that the elephant had gone in one direction, some said that he had
gone in another, some professed not even to have heard of any elephant. I had almost made up my
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mind that the whole story was a pack of lies, when we heard yells a little distance away. There was
a loud, scandalized cry of “Go away, child! Go away this instant!” and an old woman with a switch
in her hand came round the corner of a hut, violently shooing away a crowd of naked children.
Some more women followed, clicking their tongues and exclaiming; evidently there was something
that the children ought not to have seen. I rounded the hut and saw a man’s dead body sprawling in
the mud. He was an Indian, a black Dravidian coolie, almost naked, and he could not have been
dead many minutes. The people said that the elephant had come suddenly upon him round the
corner of the hut, caught him with its trunk, put its foot on his back and ground him into the earth.
This was the rainy season and the ground was soft, and his face had scored a trench a foot deep and
a couple of yards long. He was lying on his belly with arms crucified and head sharply twisted to
one side. His face was coated with mud, the eyes wide open, the teeth bared and grinning with an
expression of unendurable agony. (Never tell me, by the way, that the dead look peaceful. Most of
the corpses I have seen looked devilish.) The friction of the great beast’s foot had stripped the skin
from his back as neatly as one skins a rabbit. As soon as I saw the dead man I sent an orderly to a
friend’s house nearby to borrow an elephant rifle. I had already sent back the pony, not wanting it
to go mad with fright and throw me if it smelt the elephant.
The orderly came back in a few minutes with a rifle and five cartridges, and meanwhile some
Burmans had arrived and told us that the elephant was in the paddy fields below, only a few
hundred yards away. As I started forward practically the whole population of the quarter flocked
out of the houses and followed me. They had seen the rifle and were all shouting excitedly that I
was going to shoot the elephant. They had not shown much interest in the elephant when he was
merely ravaging their homes, but it was different now that he was going to be shot. It was a bit of
fun to them, as it would be to an English crowd; besides they wanted the meat. It made me vaguely
uneasy. I had no intention of shooting the elephant – I had merely sent for the rifle to defend myself
if necessary – and it is always unnerving to have a crowd following you. I marched down the hill,
looking and feeling a fool, with the rifle over my shoulder and an ever-growing army of people
jostling at my heels. At the bottom, when you got away from the huts, there was a metalled road
and beyond that a miry waste of paddy fields a thousand yards across, not yet ploughed but soggy
from the first rains and dotted with coarse grass. The elephant was standing eight yards from the
road, his left side towards us. He took not the slightest notice of the crowd’s approach. He was
tearing up bunches of grass, beating them against his knees to clean them and stuffing them into his
mouth.
I had halted on the road. As soon as I saw the elephant I knew with perfect certainty that I ought not
to shoot him. It is a serious matter to shoot a working elephant – it is comparable to destroying a
huge and costly piece of machinery – and obviously one ought not to do it if it can possibly be
avoided. And at that distance, peacefully eating, the elephant looked no more dangerous than a cow.
I thought then and I think now that his attack of “must” was already passing off; in which case he
would merely wander harmlessly about until the mahout came back and caught him. Moreover, I
did not in the least want to shoot him. I decided that I would watch him for a little while to make
sure that he did not turn savage again, and then go home.But at that moment I glanced round at the
crowd that had followed me. It was an immense crowd, two thousand at the least and growing
every minute. It blocked the road for a long distance on either side. I looked at the sea of yellow
faces above the garish clothes-faces all happy and excited over this bit of fun, all certain that the
elephant was going to be shot. They were watching me as they would watch a conjurer about to
perform a trick. They did not like me, but with the magical rifle in my hands I was momentarily
worth watching. And suddenly I realized that I should have to shoot the elephant after all.
Read Text A, Shooting an Elephant, in the insert and answer Questions 1 and 2.
Question 1
a) Explain in your own words the writer’s view about eastern stories in lines 7-8. [2]
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b) Why did the writer believe that the story was a lie? Why did he refute this claim later? (lines 1012). [2]
c) What was it that the children should not have seen? (line 16). [1]
d) Why did the writer order for an elephant rifle and send his pony back? What does this tell us
about the feeling of the writer? [3]
e) How did the elephant react as the crowd neared him in line 44? Use one evidence from the
passage to support your answer. [3]
f) Give two details from the text that show the ‘immense crowd’ (line 57) that had followed the
writer. [2]
g) Why does the writer say that he ‘realized that I should have to shoot the elephant after all’ in line
62? [1]
h) Explain the feelings of the crowd that followed the writer in your own words? Give two details
from anywhere in the text to support your answer. [2]
Question 2
a)‘It was a very poor quarter, a labyrinth of squalid bamboo huts, thatched with palm leaf, winding
all over a steep hillside.’ (lines 4-5).
What does the writer’s use of language tell us about the place? [2]
b) ‘The friction of the great beast’s foot had stripped the skin from his back as neatly as one skins a
rabbit.’ (lines 25-26).
Why does the writer use the example of a rabbit? What effect does it create? [2]
c) ‘They did not like me, but with the magical rifle in my hands I was momentarily worth
watching.’ (lines 61-62).
What does the use of the word ‘momentarily’ suggest? [1]
d) What impression does the writer create by using the phrase ‘conjurer about to perform a trick’
(line 60)? [1]
e) Identify and explain one example from the writer uses language effectively to show his confusion
on the decision to shoot the elephant. [3]
‘It is a serious matter to shoot a working elephant – it is comparable to destroying a huge and costly
piece of machinery – and obviously one ought not to do it if it can possibly be avoided. And at that
distance, peacefully eating, 50 the elephant looked no more dangerous than a cow.’ (lines 48-51).
Example:
Explanation:
3 - THE SIGNAL-MAN
“HALLOA! Below there!”
When he heard a voice thus calling to him, he was standing at the door of his box, with a flag in his
hand, furled round its short pole. One would have thought, considering the nature of the ground,
that he could not have doubted from what quarter the voice came; but instead of looking up to
where I stood on the top of the steep cutting nearly over his head, he turned himself about, and
looked down the Line. There was something remarkable in his manner of doing so, though I could
not have said for my life what. But I know it was remarkable enough to attract my notice, even
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though his figure was foreshortened and shadowed, down in the deep trench, and mine was high
above him, so steeped in the glow of an angry sunset, that I had shaded my eyes with my hand
before I saw him at all.
“Halloa! Below!”
From looking down the Line, he turned himself about again, and, raising his eyes, saw my figure
high above him.
“Is there any path by which I can come down and speak to you?”
He looked up at me without replying, and I looked down at him without pressing him too soon with
a repetition of my idle question. Just then there came a vague vibration in the earth and air, quickly
changing into a violent pulsation, and an oncoming rush that caused me to start back, as though it
had force to draw me down. When such vapour as rose to my height from this rapid train had
passed me, and was skimming away over the landscape, I looked down again, and saw him
refurling the flag he had shown while the train went by.
I repeated my inquiry. After a pause, during which he seemed to regard me with fixed attention, he
motioned with his rolled-up flag towards a point on my level, some two or three hundred yards
distant. I called down to him, “All right!” and made for that point. There, by dint of looking closely
about me, I found a rough zigzag descending path notched out, which I followed.
The cutting was extremely deep, and unusually precipitate. It was made through a clammy stone
that became oozier and wetter as I went down. For these reasons, I found the way long enough to
give me time to recall a singular air of reluctance or compulsion with which he had pointed out the
path.
When I came down low enough upon the zigzag descent to see him again, I saw that he was
standing between the rails on the way by which the train had lately passed, in an attitude as if he
were waiting for me to appear. He had his left hand at his chin, and that left elbow rested on his
right hand, crossed over his breast. His attitude was one of such expectation and watchfulness that I
stopped a moment, wondering at it.
I resumed my downward way, and stepping out upon the level of the railroad, and drawing nearer
to him, saw that he was a dark, sallow man, with a dark beard and rather heavy eyebrows. His post
was in as solitary and dismal a place as ever I saw. On either side, a dripping-wet wall of jagged
stone, excluding all view but a strip of sky; the perspective one way only a crooked prolongation of
this great dungeon; the shorter perspective in the other direction terminating in a gloomy red light,
and the gloomier entrance to a black tunnel, in whose massive architecture there was a barbarous,
depressing, and forbidding air. So little sunlight ever found its way to this spot, that it had an
earthy, deadly smell; and so much cold wind rushed through it, that it struck chill to me, as if I had
left the natural world.
Before he stirred, I was near enough to him to have touched him. Not even then removing his eyes
from mine, he stepped back one step, and lifted his hand.
This was a lonesome post to occupy (I said), and it had riveted my attention when I looked down
from up yonder. A visitor was a rarity, I should suppose; not an unwelcome rarity, I hoped? In me,
he merely saw a man who had been shut up within narrow limits all his life, and who, being at last
set free, had a newly- awakened interest in these great works. To such purpose I spoke to him; but I
am far from sure of the terms I used; for, besides that I am not happy in opening any conversation,
there was something in the man that daunted me.
He directed a most curious look towards the red light near the tunnel‟s mouth, and looked all about
it, as if something were missing from it, and then looked at me.
That light was part of his charge? Was it not? He answered in a low voice,—“Don‟t you know it
is?”
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The monstrous thought came into my mind, as I perused the fixed eyes and the saturnine face, that
this was a spirit, not a man. I have speculated since, whether there may have been infection in his
mind.
Read Text A: THE SIGNAL-MAN and answer the following questions.
Question 1
(a)
Where is the caller standing? Pick the phrase to support your answer. (lines 1-5) /1
(b)
What was so remarkable for the visitor to observe? (lines5-6)
/1
(c)
What is the profession of the man in the box and how can you guess it from the text? (lines
15- 16) /2
(d)
What force pulled the visitor down and how was it created? (lines 13-14)
/2
(e)
Write down TWO features which made the descent difficult for the visitor? (lines 21-22) /2
(f)
Using your own words, write down what the feelings of the visitor were about the way the
signalman was waiting for him? (lines 24-26) /2
(g)
Why was the skin of the signalman sallow? Give reason from anywhere in the text in your
own words. (lines 28-33) /3
(h)
What TWO reasons the visitor gave for not starting the conversation? (lines 40-41)
(i)
Why did the visitor think he was seeing a ghost? (lines 46-47)
/2
/1
Question 2
(a)
Read the extract from the text:
“even though his figure was foreshortened and shadowed, down in the deep trench, and mine was
high above him, so steeped in the glow of an angry sunset, that I had shaded my eyes with my hand
before I saw him at all?” (lines 6-8)
Why did the narrator have to shade his eyes to see the signalman?
/1
(b) Read the extract from the text:
“When such vapour as rose to my height from this rapid train had passed me, and was skimming
away over the landscape,…”. (lines 14-15)
What effect does the writer suggest by using „skimming over the landscape..‟
/2
(c) What TWO impressions does the writer want to convey to the reader in the sentence:
“His post was in as solitary and dismal a place as ever I saw.”(lines 29-30)
/2
(d) “So little sunlight ever found its way to this spot, that it had an earthy, deadly smell; and so
much cold wind rushed through it, that it struck chill to me, as if I had left the natural world.” (lines
33- 34)
Identify ONE example from the text above of how the writer uses the language effectively to
convey the visitor‟s feelings after he had entered the tunnel.
Example identified:
Explanation:
/3
(e) “it had riveted my attention..” (lines 37)
Why does the writer use the word „riveted‟ and what impression does he create through it?
/1
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4 - Esme and Kitty
(Two sisters, accompanied by their mother, travel to a new country to live with their grandmother.)
The ship, with its maximum capacity of passengers, was almost ready to leave harbour, vibrating
and groaning. People crowded along the quay to bid farewell, waving flags and banners in the air.
Esme turned towards her mother, standing next to her at the rail with one hand waving. Her wrist,
protruding from her lace cuff, was thin, the gold watchstrap round it loose. Kitty put her arm
through Esme’s, keeping her eyes on the quay, watching as the great bales of cloth were loaded on
to the ship. Her mother reached forward and patted Esme’s fingers twice. Esme laid her head
against her sister’s shoulder.
Two days into the voyage, the ship began to sway, very slightly at first, and then to roll from side to
side. Glasses slid along the tablecloths, soup slopped over the sides of bowls. People hurried to
their cabins, staggering and falling as the ship bucked beneath them. The line of the horizon began
to seesaw in the ship’s windows, and the sea hurled itself at the glass. The crew were scurrying
about the wet decks; everyone else had vanished. The realisation that she, alone among the
passengers, did not feel seasick, made Esme feel both shameful and exuberant about her good
health.
In the cabin Esme shared with her sister, Kitty lay crumpled on the bed. Esme bent over her deathly
white face and was suddenly seized by the thought that her sister was desperately ill. Kitty opened
her eyes, gazed at Esme without recognition, and then turned her face to the wall. ‘I can’t stand the
sight of the sea,’ she muttered. Esme brought her water, read to her and hung a towel over the
window. When Kitty slept, she ventured out. The lounges and the dining rooms were deserted. She
learned to lean forward into the angle made as the deck rose up in front of her like a horse taking a
fence. She watched the foaming path left behind the ship and the grey, crested waves that they had
passed over.
Eventually, Esme’s first sight of the coast emerged from a shadowy, dank October dawn. The cold
seemed to chill the flesh right down to the bone. Before disembarking for the journey to their
grandmother’s house, Esme and Kitty bumped into one another as they struggled to put on the few
clothes they had, one garment on top of the other. Their mother tutted in disapproval. Were they
really each wearing five dresses and two cardigans? Esme recalled memories of the home they’d
left behind, of poking the yellow dust of the garden with her bare toe, of her mother bending over
the garden table to pour tea into cups, her father beside her in a hammock, the edges of their white
clothes shimmering.
A few days after their arrival, their grandmother announced that she would take the girls shopping
in town. ‘Grandma says she can’t bear the shame of seeing us dressed like beggars,’ said Kitty.
Esme snorted. ‘I don’t think I’m going to like this place,’ she retorted, ‘if it’s considered shameful
not to own a coat.’ The preparations for the excursion took up most of the morning. Their
grandmother had letters to write, meals to plan, and then merely the threat of a headache cast a
shadow over the plans for the day. The sisters waited and waited.
Suddenly the door flew open, and their grandmother stood there, resplendent in a fine wool coat, a
capacious bag gripped in one hand. They were taken to a department store, where a man in a top hat
held the door open for them, and an assistant accompanied them across the floor. Esme tipped her
face back and saw a staircase sweeping up and up. Kitty felt for Esme’s hand and squeezed it. The
range of goods in the store was astounding. They were girls who had spent their lives in no more
than a cotton dress, and here were vests, stockings, socks, scarves, coats, gloves, all clearly
intended to be worn at once. Esme picked up a sweater and asked where it might be worn in the
baffling order of things. The shop assistant looked at their grandmother, who shook her head.
‘They’re not used to living here,’ she sighed in exasperation.
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Read Text A, Esma and Kitty, in the insert and answer Question 1 and Question 2.
Question 1
(a) Why is the ship described as ‘groaning’? (line 2)
[1]
(b) Why was the girls’ mother ‘waving’? (lines 3-4)
[1]
(c) (i) How does the behavior of the sisters show their affection for each other. (lines 4-7) Give two
details from the text to support your answer. [3]
(d) ‘The ship began to sway … and then to roll from side to side.’ What is causing this to happen?
(lines 8-9) [1]
(e) Pick out and write down the single word from the paragraph which continues the idea of
moving ‘from side to side’. (lines 7-14)
[1]
(f) As Kitty lay ‘crumpled on the bed’, what are the two indications that she might be ‘desperately
ill’? (lines 15-17) [2]
(g) (i) Why do you think Esme ‘hung a towel over the window’? (line 19) [1]
(ii) What did Esme learn not to do when she walked round the ship in the storm? (lines 19-22)
[1]
(iii) What did the girls’ mother disapprove of (lines 26-27)? [1]
(iv) What emotion does Esme show in response to her grandmother’s view that she and her sister
look ‘like beggars’ (lines 32-33)? [1]
(h) Explain using your own words how we can tell that the girls’ grandmother worried
unnecessarily anbout her health.
Give three details from the text to support your answer. [3]
Question 2
(a) Read this extract from the text:
‘The sea hurled itself at the glass.’ (line 11)
What effect does the writer created here that would not be created by ‘the sea splashed against the
glass’? [1]
(b) Describe in your own words Esme’s feelings when she realises she is the only passenger who is
not seasick. (lines 12-14) [2]
(c) When the girls’ grandmother decided she would take them shopping, what evidence suggests
they were ‘like beggars’? (lines 26-27) [1]
(d) What two impressions does the writer want to convey to the reader in the sentence:
‘Kitty felt for Esme’s hand and squeezed it’ (lines 40-41)? [2]
(e) Identify one example from the text below of how the writer uses language effectively to convey
aspect of the country where the girls used to live and emphasise their feelings or appearance:
Eventually, Esme’s first sight of the coast emerged from a shadowy, dank October dawn. The cold
seemed to chill the flesh right down to the bone. Before disembarking for the journey to their
grandmother’s house, Esme and Kitty bumped into one another as they struggled to put on the few
clothes they had, one garment on top of the other. Their mother tutted in disapproval. Were they
10
really each wearing five dresses and two cardigans? Esme recalled memories of the home they’d
left behind, of poking the yellow dust of the garden with her bare toe, of her mother bending over
the garden table to pour tea into cups, her father beside her in a hammock, the edges of their white
clothes shimmering.’ (lines 23–30)
Explain the impression the writer creates in the example you have identified.
Example:
Explanation:
[3]
ENGLISH LANGUAGE 1123
PAPER 1 – READING
SUMMARY WRITING (Section B)
Question
a) 20 marks
Summarize the given topic.
You must use continuous writing (not note form). Use your own words where appropriate.
Avoid copying long sections of the text.
Your summary should be no more than 150 - 180 words.
Up to 10 marks are available for the content of your answer and up to 10 marks for the quality of
your writing.
b) 5 marks
1 - Plastic
Plastic was hailed as a wonder product when it was invented, but nowadays we realise there are
problems associated with it. Probably the main problem until recent years was the lack of
awareness about the threats it posed to our planet, threats which were unexplored because of
plastic’s low cost, convenience and durability. Furthermore, there was a lack of knowledge of just
how many products would be made of plastic; who would have thought that chewing gum, paper
clips, light bulbs and some so-called paper cups contained plastic?
Because most plastic is durable, it disappears, or degrades, very slowly as its chemical ingredients
make it resistant to many natural processes of degradation. In the sea, for example, a plastic cup
takes 50 years to degrade, and a disposable nappy takes 450, while a plastic fishing line takes an
amazing 600 years to degrade. Plastic is very difficult to get rid of: burning it increases carbon
emissions, as most burning plastic emits toxic fumes, and burying it in landfill sites takes up space
in an already overcrowded planet.
It was estimated in 2019 that, every year, so much plastic flows into the world’s oceans that by
2025 there will be more plastic in the ocean than fish, in terms of weight. Plastic kills marine life in
many ways. Fish become entangled in plastic nets and are choked by plastic bags; other sea
creatures die because they mistake plastic for food and swallow it. Endangered species like some
types of turtles are particularly vulnerable and risk extinction because of ocean plastic. Incredibly,
such plastic has even been found lying on uninhabited Pacific islands and trapped in Arctic ice.
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Furthermore, although there is currently no real evidence, there is concern that plastic ingested by
sea-life might make its way into the human food chain and turn up on our own plates.
One solution to the problem of plastic is to recycle it, although recycling has its critics who claim
that the best solution is not to create waste in the first place; they say that recycling is no more than
an escape route for cowardly governments and lazy consumers. Increasingly, various types of
companies are tackling the problem by not using plastic packaging: more and more supermarkets
use paper wrappers for food products, and one large multinational technology firm has switched
from plastic to paper packaging of its smart phones and tablets. Stores in some countries, for
example Germany and the United Kingdom, charge customers for plastic bags, with the money
raised being donated to charity. This charging policy has led to a drastic reduction in our use of
plastic bags and in fact the number used in UK supermarkets dropped by 80% in the four years after
the charge was introduced. Some manufacturing firms are switching from making their products
entirely from plastic to using a combination of plastic and other sustainable materials or avoiding
plastic altogether.
International environmental agencies, for example Greenpeace, target businesses with a poor
record in plastic use, and call on governments to act. In turn, some governments – such as those of
Canada, the UK and Taiwan – have implemented laws to reduce plastic by, for example,
prohibiting the use of microbeads, which are tiny manufactured plastic particles used in personal
care products such as shower gels, skin creams and lotions. A single shower can wash 100000
microbeads down the drain, and these find their way into our oceans. Because it attracts so many
tourists, Indonesia, which is a beautiful country, has successfully introduced a tourist tax; the
money raised is used to clean up litter, much of it plastic.
The battle against plastic is also being fought by individual people, who consciously reduce the
amount of plastic coming into their homes. This might be through using soap instead of shower gels
in plastic bottles, or bamboo toothbrushes instead of plastic ones, carrying re-usable cloth bags to
the shops, or posting their views on social media platforms. In some parts of the world, voluntary
groups have sprung up; their aim is to remove plastic and other rubbish which is littering beaches
and countryside. Although they achieve little from a global perspective, they make some small
impact and, perhaps more importantly, draw attention to the environmental dangers posed by
plastic.
Question
(a) Summarise the problems associated with plastic, and possible solutions to the problems, as
outlined in the passage.
(b) Imagine you are a member of the international environmental agency, Greenpeace.
You are interviewed by a local news program about the effectiveness of the initiative taken by
Greenpeace and other environmental agencies to reduce the usage of plastic, and how more people
can be motivated to join the cause.
Give your answer to the interviewer’s question, using information from the text.
Interviewer’s question: How do you think Greenpeace is contributing to cause of reducing plastic
usage and wastage, and how can you motivate more people to join the drive?
Greenpeace member’s answer:
2 - Bog Snorkeling
Bog snorkeling, an endearing British oddity, has its roots in the quirky traditions that have
blossomed within the picturesque landscapes of the United Kingdom. This peculiar aquatic sport
finds its birthplace in the remote Welsh town of Llanwrtyd Wells, nestled amid the rolling hills of
Powys. The fascinating tale of bog snorkeling can be traced back to the inventive locals who, in
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their quest to celebrate the uniqueness of their natural surroundings, gave birth to this
unconventional water sport.
The modest beginnings of bog snorkeling date back to the year 1976 when the first event was
organized. This sport revolves around navigating a water-filled trench cut into a peat bog, creating a
unique aquatic environment that challenges participants in numerous ways. It was a tribute to the
rugged Welsh countryside. Bog snorkeling is characterized by the unconventional use of traditional
snorkeling gear—masks, snorkels, and flippers—and the strict avoidance of conventional
swimming strokes.
Initially, bog snorkeling remained a local affair, however, its charm transcended geographical
boundaries. The sport's growth led to the establishment of the World Bog Snorkeling
Championships, an international platform where daring athletes, clad in their most amusing
costumes, gathered to compete against time and the embrace of peat-filled waters. The
championships became a meeting point for humor and determination, challenging participants to
test their skills in a medium that defied conventional aquatic norms.
From the moment they plunge into the murky depths of a peat bog, these snorkeling enthusiasts
confront an array of obstacles that make this eccentric sport both arduous and exhilarating. First and
foremost, the environment itself is a formidable adversary. Peat bogs are known for their cold, often
frigid waters. Swimmers must brace themselves against the chilling embrace of these waters, which
can sap their energy and challenge their stamina. Visibility is another substantial hindrance, as the
muddied and tannin-rich water obscures everything, forcing participants to rely solely on their
sense of direction and their flippers to navigate the course. Beneath the surface lie tangled roots,
branches, and thick layers of peat, ready to ensnare the unwary. The irregular and unpredictable
nature of these submerged impediments adds an element of danger to the sport, demanding
vigilance and agility from the competitors.
Furthermore, bog snorkeling imposes strict rules on its participants. Traditional swimming strokes
are forbidden, and entrants must rely solely on their flippers to propel themselves forward. Donning
snorkels and sometimes whimsical costumes, they must maintain their composure as they move
through an environment that is as comical as it is unpredictable. Apart from the physical and
technical obstacles, bog snorkeling participants must grapple with the psychological challenges
inherent to the sport. The disorienting, opaque waters of the peat bog can induce a sense of
claustrophobia and unease. The competition itself, with its humorous costumes and the absurdity of
swimming through a bog, demands mental adaptability and a good-natured sense of humor.
This quirky sporting event has transformed the town into a thriving hub for tourists and visitors
from around the globe. Accommodation establishments are often fully booked months in advance,
and this influx of visitors ensures a steady stream of income for the town's hospitality industry. The
surge in demand for services also benefits restaurants and eateries, which cater to the diverse
culinary preferences of the event's attendees, further enhancing the town's economic vitality.
Vendors offering specialized equipment, such as snorkels, flippers, and unique costumes, witness a
surge in sales. In essence, the World Bog Snorkeling Championships have not only become a
global attraction but also a vital source of income and growth for the charming town of Llanwrtyd
Wells.
Question
(a) Summarise the origin, growth, obstacles faced by participants, and the economic influence of
bog snorkeling.
(b) Imagine you are a local business owner in Llanwrtyd Wells. How has the annual influx of
tourists and visitors during the World Bog Snorkeling Championships positively impacted your
business, and what initiatives have you taken to cater to the event's attendees?
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3 - The Eiffel Tower
The Eiffel Tower in Paris is one of the most instantly recognizable landmarks in the world and
attracts millions of visitors every year. Standing at a height of 325 meters, it is the tallest structure
in Paris-the equivalent of an 81-story building. It has three levels for visitors and is made of vast
iron plates and beams bolted together like a huge pylon.
When it was first designed by Gustave Eiffel in the late 19th century, the Eiffel tower cost a lot of
controversy, drawing criticism from those who did not believe that it was feasible to build such a
tall structure, as well as those who thought it look monstrous and tasteless against the back drop of
such an elegant in historic city. The designer was keen to defend his work, arguing that the tower
would be the tallest structure ever erected, with magnificent views of the city, and would become as
admired and important as the pyramids in Egypt. He stated that the tower would celebrate the art of
modern engineering and be a fitting symbol France gratitude to the great scientific progress of the
century, attracting attention for its unique and bold design.
The Original plan was to construct the tower as a center piece for the centenary of the French
revolution in 1889, when France was hosting an event called the World Exposition. However, when
the Exposition open the tower was still in incomplete with no lifts fitted. Despite this, it was an
instant success and by the time the exposition ended, the Eiffel tower had received nearly two
million visitors, despite the entry fee of two Francs for the first level, three francs for the second
level and five francs to go the top - from where the view of Paris was spectacular. After dark the
tower was eliminated by hundreds of gas lamps and beacons, sending out beams of red, white and
blue to symbolize French flag. At the top of the tower there was a post office where visitors could
send post cards to their friends and family, as well as a café for them to buy delicious cakes.
Initially, the tower was only meant to stand for 20 years – the plan was to dismantle it in 1909.
However, this iconic structure soon became entrenched in the hearts of French people. Over the
years it received improvements and modifications including new lifts and stair cases. Many famous
visitors grace the tower over the next few years, including Thomas Edison, the inventor of the light
bulb. In 1964, the Eiffel tower was officially declared to be a historical monument by the French
Minister of Cultural Affairs.
Question
(a) Summarise what made the Eiffel tower so controversial and why it was attractive to visitors
when it was first constructed.
(b) Imagine you are Gustave Eiffel, designer of the Eiffel Tower.
You are interviewed by a local news programme about the construction of such a tall structure in an
elegant and historic city.
Give your answer to the interviewer’s question, using information from the text.
Interviewer’s question: Some people think that the Eiffel Tower is not very eco-friendly. The Eiffel
Tower uses a lot of energy to power its lights, and it produces a lot of waste
What is your opinion and why?
Gustave’s answer:
4 - Surviving A Shipwreck
In the vast expanse of the ocean, there are few things as perilous as a shipwreck. For a shipwreck
survivor, the experience is both terrifying and life-changing. Surviving a shipwreck requires a
combination of physical and mental fortitude, as well as a bit of luck. Here is a factual recount of
what it's like to be a shipwreck survivor.
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The first thing that a shipwreck survivor experiences is the sheer terror of being stranded at sea.
Whether it's due to a storm, a collision, or some other catastrophic event, the feeling of helplessness
can be overwhelming. Survivors may be thrown into the water, struggling to stay afloat amidst the
chaos of debris and other survivors. Even those who manage to stay on the sinking vessel may face
a daunting situation, as they must find a way to escape before the ship sinks or becomes engulfed in
flames.
Once the initial shock wears off, a shipwreck survivor must focus on survival. This often means
finding shelter, food, and water. Depending on the circumstances of the wreck, survivors may be
lucky enough to have access to supplies such as lifeboats, flares, or emergency rations. However, in
many cases, survivors must rely on their own ingenuity to find food and water. They may improvise
shelter using debris from the wreck, or use a lifeboat as a makeshift tent. They may catch fish or
other sea creatures for food, or collect rainwater to drink.
Another challenge that shipwrecks survivors face is the mental toll of their experience. Being
stranded at sea for days, or even weeks, can take a significant psychological toll. Survivors may
experience anxiety, depression, and post-traumatic stress disorder (PTSD) as a result of their ordeal.
Some may also experience survivor's guilt, wondering why they were able to survive while others
perished.
In addition to the physical and mental challenges of surviving a shipwreck, there are also practical
considerations to take into account. Survivors must think about how to signal for help, whether it's
by using flares or other signaling devices, or by building a large fire on the beach if they are
fortunate enough to wash up on shore. They must also consider the potential dangers of their
surroundings, such as sharks or other predators.
Despite the many challenges of being a shipwreck survivor, there are also moments of hope and
inspiration. Survivors may find solace in the companionship of other survivors, sharing stories and
supporting one another. They may witness acts of bravery and selflessness, as people risk their own
lives to help others. And, of course, there is the incredible sense of relief and joy that comes with
being rescued, whether it's by a passing ship or a rescue team.
There have been many notable shipwreck survivors throughout history. Perhaps one of the most
famous is Ernest Shackleton and his crew, who survived the sinking of their ship Endurance in the
Antarctic in 1915. Shackleton and his men spent over a year stranded on the ice before being
rescued, enduring incredible hardships and demonstrating remarkable resilience.
Another famous shipwreck survivor is Poon Lim, a Chinese sailor who survived for 133 days alone
in the Atlantic Ocean in 1942. Lim managed to stay alive by catching fish, collecting rainwater, and
staying active to maintain his physical and mental health. He was eventually rescued by a passing
vessel and went on to become a hero in his native China.
Surviving a shipwreck is an incredible feat of human endurance and resilience. It requires physical
and mental fortitude, as well as a bit of luck. While the experience is undoubtedly terrifying and
traumatic, it can also be a source of inspiration and hope. As we look back at the many shipwreck
Question
a) Summaries the challenges and experiences faced by shipwreck survivors.
b) Imagine you have recently been a victim of a shipwreck and have been saved by the crew of the
ship.
You are interviewed by a news reporter investigating about the shipwreck.
Interviewer’s question: Describe any acts of bravery or selflessness that you witnessed while
stranded at sea?
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DIRECTED WRITING
1- LETTER
Read both texts, and then answer Question 1 on the question paper.
Text A: Permission to play: let’s make fixing things cool again
This text is about encouraging people to repair their broken belongings.
Yellowed kitchen appliances, dust-streaked radios, unresponsive DVD players: the table was
strewn with stuff that even a junk shop’s discounts couldn’t make enticing. Maybe our grandparents
would have had a go at fixing objects but the number of children that day, screwdrivers in hand,
made me hope we could revive old skills.
The participants of the event were a little different from those I usually cater for at iFixit, a free
online repair guide for everything from cracked mobile phones to oil changes for your car. My
company’s mission is to teach as many people as possible how to fix the stuff they own, kids
included.
And kids were just as eager to learn as we were to teach them. The venue was crowded and noisy,
but once they pried up the hood of a device, the world faded as pint-sized tech explorers were let
loose on intricate circuit boards and motors. One teenager spent two hours working on an obsolete
video player. It was amazing to watch the old relic whirr back to life.
Kids are born tinkerers: they like to experiment with ‘What happens if…?’ All they need is
someone to put a device in one hand, a screwdriver in the other, and ask, ‘Do you want to take this
apart?’ and their eyes go wide with astonishment. After all, their parents have been telling them not
to take things apart their entire lives.
As adults, we enjoy our gadgets too, though ours are more expensive so we keep younger hands
away. Give kids something to take apart and their faces light up.
Give adults the same device, and intimidation clouds their faces. That fear comes from a lifetime of
feeling like electronics are beyond us and we’re not qualified to tackle them. There are all kinds of
pressures on us to replace rather than fix.
Text B: Can we fix it? The repair cafes waging war on throwaway culture
The following text is about the ‘repair shop cafe’ movement.
A vacuum cleaner, two laptops, an e-reader, a washing machine, hair clippers, three chairs, a pair of
jeans, and a remote-control helicopter. All broken.
It sounds like a pile of things that you’d stick in boxes and take to the rubbish tip. In fact, it’s a list
of things mended in a single afternoon by eager volunteers in just one of the many repair shop cafes
springing up.
This repair cafe is part of a burgeoning international network aimed at confronting a world of
‘stuff’, of fridges and dishwashers littering dumps in countries far from where they were bought
and the rubbish swilling through the oceans. There are now even TV programmes showing how
treasured objects are restored and fixed.
The hair clippers belong to William, who describes himself as ‘mechanically incompetent’. He sits
down at the table of Christine who volunteers at the cafe, where people can bring household items
to be fixed for free. In less than five minutes, Christine, a librarian, has unscrewed and removed the
blades, cleaned inside the machine, oiled the blades, and screwed it all back together.
Manufacturers design products to break down after a certain amount of time, and make them
difficult or expensive to fix. ‘Some repair cafes do the repair in front of the customer, not out in the
back, not hidden,’ says the lead IT technician in one repair cafe. ‘It’s a matter of confidence, not
magic. Someone put it together, someone can take it apart.’
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Question 1
The headteacher of your child’s school is considering setting up a repair café run by volunteers in
the school; the headteacher has asked for opinions from parents. Write a letter to the headteacher
giving your views as a parent. In your letter you should:
• Evaluate the ideas, attitudes and opinions given in the two texts
• Give your views about whether or not a repair café is a good idea for students, staff and the wider
community.
Base your letter on what you have read in both texts, but be careful to use your own words. Address
both of the bullet points. Write about 250 to 350 words. Up to 10 marks are available for the
content of your answer, and up to 15 marks for the quality of your writing.
2- SPEECH WRITING
Read both texts, and then answer Question 1 on the question paper.
Text A: Why you shouldn’t work at full capacity
This passage explores the problems associated with working too hard.
Have you ever felt like you couldn’t take time off work because nobody could do your job while
you’re away? Do you drop your personal plans to work late nights and weekends, and feel guilty
simply leaving the office on time?
If any of the above sounds familiar, then you may be one of the growing number of so-called ‘work
martyrs’ who are drastically changing company culture and leading to a rise in cases of stress and
burnout.
Biri Patel is the first person to admit he’s been suffering from mild burnout by sacrificing all of his
free time for his career.
The 25-year-old data scientist says his problems began two years ago when, keen to impress at his
new job, he set the bar too high. ‘I was working 12 hours a day at 200 per cent.’
At first, the positive recognition he received was addictive, but the recent university graduate soon
realised that taking on such huge amounts of work was unsustainable.
‘Over time, your company expects you to work at that initial level because that’s what you’ve done
before, and you expect yourself to be at that level because that’s what you’ve been putting in,’ he
says. ‘But working that hard all the time just isn’t feasible.’
Patel found himself becoming less productive and less efficient the more hours he put in. He says it
took an emotional toll too, ‘because you expect yourself to be at a higher level and achieving more.’
Patel is not alone in this predicament. According to a new study, 81 per cent of salaried employees
work outside of their standard work hours, with 29 per cent doing it three or more days per week.
Another study found that under 30s, in particular, are much more likely to become work martyrs
than their older peers.
Experts caution that more time in the office doesn’t equate to a better worker, and that bosses need
to set clear goals to prevent much bigger problems on the horizon. They warn that the repercussions
of a stressed-out workforce will become more pronounced as younger workers move into
management roles and expect the same level of performance from their subordinates.
Studies link overworking with numerous stress-related health problems, including depression and
impaired sleep. Working hard can result in a sense of accomplishment but also unhealthy levels of
anxiety. In an office culture where technology is everywhere, boundaries are unclear with many
17
feeling chained to their devices, and home becoming an extension of the office. There’s little
guidance in the workplace about what’s appropriate with technology, so it gives us this feeling that
we need to be reachable at all times, that we should always be available to work, or risk someone
else taking advantage of our absence. This fuels a kind of hyper-intense desire to prove ourselves.
Text B: Keep on working into old age for the good of your health
This passage explores the benefits of working in old age.
Older people should consider working until their 70s and 80s for the good of their health,
pronounced leading expert Professor Alison Zhang in her recent report. Skilled employees should
not have to stop work, she argues, simply because others think they’re old.
Professor Zhang told those approaching 70 that they are better off staying in work. She said that she
enjoyed working hard and had no plans to stop and retire. She urged others to follow her example.
‘Older people can continue with the work they’ve always loved, or train for new careers doing
something they enjoy.’
Her report suggests that people who remain in paid employment into older age improve their
chances of staying healthier for longer.
Professor Zhang writes: ‘People are living longer than ever. Staying in work can make sure they
stay physically and mentally active for longer. The health benefits of this should not be
underestimated.’
The report explains that while many older people enjoy the benefits of retirement, for many others
retirement brings feelings of social isolation and stress linked to money worries. After a lifetime
spent working, it seems that many retired people just don’t know what to do each day without a job.
Research suggests that social isolation increases the risk of dementia, while more active lifestyles
have been shown to protect against a host of diseases and the advance of frailty.
Dancing and swimming clubs, singing programmes run by choirs and helping children with reading
in schools are suggested as hobbies which could prevent isolation and reduce stress.
Question 1
Write a speech for school leavers about attitudes to work.
In your speech you should:
• evaluate the views and opinions about work given in both texts
• give your own views, based on what you have read, about what you consider to be a good
attitude to work throughout a person’s working life.
Base your speech on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.
Write about 250 to 350 words.
Up to 10 marks are available for the content of your answer, and up to 25 marks for the quality of
your writing.
3- MAGAZINE ARTICLE
Read the two passages carefully, and then answer Question 1 on the Question Paper.
Passage A: All for a good cause
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In this magazine article, a parent explains why she is not happy with the fundraising activities
suggested by her children’s school.
Am I the only parent wondering why it is that I’m sending in a can of tinned fruit for a teacher to sit
in a bath of them this month? Apparently, it’s all ‘in aid of charity’ and is really ‘cool’ according to
my twelve-year-old child. I’ve also just had an exasperating conversation with my teenage daughter
about why she can’t be sponsored to cut off her hair or throw a bucket of ice-cold water over
herself, nor host a retro dinner party for her and her friends to compete in eating chocolate-covered
mints. We’re now left with just a handful of dubious alternatives on the list of fundraising ideas
from the school. The first consists of our family being filmed for one minute as if frozen in an
everyday pose – why? Another involves me submitting to being photographed at my least attractive
– in the early morning and before make-up has covered the worst ravages of time. Can’t I just sign
a cheque quietly and not join in with this farce? What if we just gave our tinned food to the charity
in the first place? If there’s going to be a challenge, make it real. Do something that is really
challenging, makes a difference and is worthwhile. Posting online before and after photographs of
yourself having had your hair cut off in some sort of dramatic mini-makeover as a show of
solidarity for sufferers of hair loss doesn’t count. Yes, everyone can see how generous you are, but
your hair will grow back. Whilst online gimmicks like this are claimed to raise awareness, they risk
losing the depth of the message. These so-called challenges are as much about vanity as charity –
look at me, aren’t I generous, brave and selfless! Before the internet, people just donated,
anonymously. The irony is people now believe they are doing something important when really
their actions are changing nothing, or worse … Remember the ice-bucket challenge? The challenge
involved people sharing online videos of themselves and others having buckets of ice-cold water
dumped over them. Publicity-seeking celebrities were joined by those of us who should have
known better doing little more than getting our hair wet for charity and then expecting to be taken
seriously in our concern for the environment and the need to conserve scarce natural resources.
Nowadays, it seems there is no point in doing something if you are not prepared to share it on social
media. The challenges are more about making ourselves look and feel good than about helping
others. We are just using social media to clear our consciences. The global fundraising website,
justgiving.com, which anyone can access, provides a button for anonymous donations – hardly
anyone uses it. With every campaign email we receive, every invitation to support this cause or
that, every suggestion to be seen doing something ridiculous, we’re made to feel if we don’t do it,
we’ll look mean-spirited and nasty. Which is why I suppose I will be there, with those other wellmeaning parents, serving soup to my son’s year group as they camp out in cardboard boxes on the
school playing field in support of homelessness while someone takes photos for the school website.
Passage B: Extreme charity challenges
In this section from a website homepage, a company selling activities to people wanting to raise
money describes the range they have to offer.
The standard of events to raise money for charity continues to rise. It’s becoming increasingly
difficult to stand out from the crowd to attract donations. Taking on an extreme challenge for
charity is one way to keep your activity at the top of everyone’s agenda. Extreme challenges come
in all shapes and sizes, from amazing feats of endurance and demonstrations of physical prowess to
adrenaline-fuelled stunts and epic, unforgettable adventures. There’s something for just about
everyone to walk, run, paddle or hurl themselves out of. Extreme challenges capture the
imagination, attracting the attention of those looking to donate. A triathlon will gain the respect of
your peers – though not nearly as much as an achievement like running 250km across the Gobi
desert! Preparation It’s important to remember, though, that travelling abroad doesn’t necessarily
mean a holiday. The clue’s in the title – extreme challenges are hard. They need thorough,
dedicated preparation. You’ll need to be tough, determined and physically and mentally in top
condition. What we offer Endurance: How about seven marathons in a week? Head to our events
section for the ultimate running tests. Stunts: Fancy abseiling down a skyscraper? Conquer your
fears with one of our dramatic stunt challenges. Adventures: Could you survive the jungle? Push
yourself with our range of extreme challenges from around the globe.
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Question 1
Write an article for a magazine for young people in which you consider the issue of fundraising in
schools.
In your article, you should:
• evaluate the ideas for fundraising activities in the two passages
• consider how worthwhile the ideas might be for a school and its students.
Base your article on the facts, ideas and opinions in the two passages, but be careful to use your
own words. Address each of the bullet points.
Begin your article with the headline: ‘Charitable Choices’.
Write about 250 to 350 words.
Up to 10 marks are available for the content of your answer, and up to 15 marks for the quality of
your writing.
4- REPORT WRITING
Text A..New Approach to Discipline at Westville High
Concerned by the high level of tension between students, Westville High School Principal. Eugenie
Masters, has decided to try something new.
“Any attempt at imposing stricter discipline on my part only seemed to escalate matters” declared
Mrs. Masters.” The level of bullying in The school has become unacceptably high. There are also
far too many instances of petty theft. Students help themselves to cellphones, tablets or expensive
sports equipment and fail to give them back. This leads to disputes and in some cases, fights. I’d
heard about peer mediation, and decided to give it a try.
For those who are not familiar with the concept, peer mediation is a method whereby students settle
their disagreements between themselves without resorting to discipline imposed by the school
authorities. This scheme has been trialled in schools across the USA and is rapidly complementing
more traditional disciplinary methods.
Peer mediators play a key role in the process. The mediators are selected by their peers and undergo
special training. When students are involved in a dispute, they can call on one of the peer mediators
to assist. A private session is arranged where each student has the opportunity to tell his side of the
story in front of the mediator. The ground rules are that they must listen respectfully to one another,
without interrupting. Then each student retells the story from the perspective of the other student.
This simple technique enables them to appreciate how the other person feels. To conclude the
session. the students exchange ideas until a mutually acceptable solution is found
In introducing peer mediation, Mrs. Masters has faced stiff opposition from some quarters. There
are those who doubt the efficacy of the process. Others feel that reintroducing corporal punishment
is the only truly effective way of disciplining young people. Mrs. Masters has assured them that the
new scheme will not completely replace more traditional forms of discipline. It is designed to deal
with petty disputes between students. For more serious offences, discipline will remain in the hands
of the school staff.
There will be a trial period of six months before the scheme is fully rolled out. Mrs. Masters told
our reporter that she anticipates positive results. “It is likely that teachers will need to intervene less
frequently in disputes between students. Furthermore, students will benefit greatly from thinking of
solutions for themselves rather than being told what to do.”
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Text B…Letter to the Editor
While I have great respect for Mrs. Masters’ professionalism and commitment, I believe that in this
instance she is making a big mistake. The results of trial peer mediation schemes in other
educational establishments indicate that this process has not brought the benefits anticipated by
Mrs. Masters. Peer mediation is frequently seen as a soft option. Students attending mediation
sessions all too often revert to their old ways not long after the session has concluded.
There are several reasons why I consider this scheme to be flawed. Principal among these is lack of
maturity on the part of those selected to be peer mediators. They may be required to grapple with
complex and sensitive issues which even experienced counsellors would struggle to resolve. Let us
not forget that the mediators are working with their peers. It would be difficult for them to retain
the degree of impartiality required if a friend has approached them to mediate in a dispute.
Mrs, Masters believes that students will benefit from finding their own solutions to problems. I
disagree. Where no sanctions are imposed for offensive behaviour, many will take the easy way
out: a quick apology, and then go on as before
At the risk of sounding old-fashioned, I contend that young people feel more comfort when there
are clear behavioural norms to which they must conform. There are rules in the outside world which
govern our behaviour, such as respect for personal property and for other people. There are
penalties for transgressing these laws.The same system should apply within our educational
establishments. If students break the rules they must expect to be disciplined. While I am not
personally in favour of reintroducing corporal punishment, there are many other sanctions which
can be imposed. If the aim of our educational system is to produce responsible citizens, students
must learn to stay within the rules.)
Directed Welding (Report Task)
Read Text A and Read Text B
Write a Report for your Principal who asked you whether to apply peer mediation in the school
will help him or not
• Evaluate the facts and opinions which are for and against peer mediation
• what is your personal opinion whether Peer mediation should be applied in your school or not.
Give Reasons for your opinion
Base your report on both texts you have read
Be careful to use your own word
10 marks are for the content and 15 marks are for the quality. Write about 250 to 350 words
5 - Writing An Email
Take-a-Break – Sleeping at Work
Read the passage carefully, and then answer the Question.
This article explains the ways in which some companies encourage their employees to take a break
during their working day.
Last year, a technology company, web-it-now.com, keen to demonstrate commitment to their
employees’ long-term well-being, joined a host of national companies in supporting the Take-aBreak campaign. The website design business set up a nap room to help ease fatigue among its web
developers who were working long hours, sometimes as many as seventy per week. It seemed the
perfect, cost-effective solution for the growing company to keep its workers sharp and focused.
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The plan backfired.
‘It didn’t take long to figure out that naps were counter-productive,’ says Mo Garra, co-founder of
the company. ‘Management had put a fifteen-minute cap on power naps, but many employees
accidentally overslept. Awaking groggy, a number then spent even more time refilling coffee mugs
or splashing water on their faces in an attempt to snap back into work mode. The whole process
could waste an hour and a half,’ Mo explains. Six months in, the once-efficient team was reaching
only 55 percent of its weekly goals, down thirty percentage points from before the experiment.
Studies by productivity experts claim to show that power naps and relaxation breaks can restore
energy and focus during the workday, even during the dreaded mid-afternoon slump. Increasingly,
employers, in an effort to keep their employees engaged and focused, offer nap rooms or encourage
an afternoon break.
Industry experts, concerned with work–life balance and safety at work, praise such Take-a-Break
programmes. But lurking behind the lounge chairs and mood lighting are pitfalls. Not everyone
wakes up from a refreshing snooze able to bounce back. Not everyone returns promptly. Managers
who’ve introduced these programmes find themselves tasked with a job more akin to that of a
kindergarten teacher overseeing a room of toddlers – monitoring their team’s midday sleep and
relaxation habits.
‘The difficulty,’ explains Nathanial Scaer, a manager for a global company which recently
introduced a one-person nap room, ‘is striking the balance between encouraging weary workers to
rest and allowing too much time for slacking.’ His company has no formal rules about when
employees can nap and for how long. However, he suggests napping only when absolutely
necessary. ‘Personally, I feel that encouraging daily naps is disruptive,’ says Scaer, who worries
that unnecessary snoozing will affect productivity.
‘There are also those employees who take napping on the job too far. I’ve had instances where one
person in particular spent a little too long in the nap room,’ he remembers. ‘His snoring gave him
away.’ Nevertheless, his company still encourages its staff to take an afternoon break from the
computer screen. The office features a mini bowling alley, basketball hoops and even a low- lit
‘serenity room’ with a massage chair. ‘Workers know better now than to abandon their
workstations at the expense of deadlines, or linger too long in Relaxation-land,’ says Scaer.
‘Reminders of the company’s “work-hard-play-hard” culture, and need for vigilance in meeting
deadlines, have been key to the programme’s success,’ he adds. ‘A gentle “Where’ve you been?” is
usually all it takes to ensure offenders don’t do it again.
Lifestyle expert, Kim Gray, feels strongly that staff need a break away from their desks each
afternoon. ‘It’s a way to stop everyone from burning out,’ she argues.
But practising what you preach as a manager can prove difficult.
‘There are certain days when I feel as if I need to keep ploughing through work,’ admits Gray, who
often spends her own break in her office. ‘It can be disruptive for new businesses especially if team
members disappear into a room to doze. When a business is starting up, everyone needs to be
involved. You need ideas and chats which include everyone.’ She has sofas, a wide-screen
television and a games console in one corner of her team’s large open office. ‘That way breaks stay
shorter, as guilt will always kick in,’ she smiles.
Fashion editor, Tamara Chi, goes further, proposing the guilt-free notion of ‘efficient relaxation’:
she encourages employees to take a daily ‘working break’. This entails grabbing a stack of beauty
and baby magazines, finding a comfy chair and flipping through the pile. ‘Although it’s still
technically work,’ Chi concedes, ‘our small team feels more relaxed. We come back to our desks
with new ideas.’
Meanwhile, Mo Garra has just transformed his company’s unproductive nap room into an
‘innovation lounge’ featuring reclining chairs, low lights and music. Employees can spend a few
minutes relaxing and socialising as needed, but not snoozing. ‘Changing the name, and theme of the
room, led to employees achieving 85 percent of their weekly goals in just six weeks,’ Mo beams.
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Question
Imagine that you run a small company. Your staff has asked you to join the Take-a-Break
campaign.
Write an email to your staff in which you should:
• consider the different ideas discussed in the passage.
• explain the decision you have made about joining the Take-a-Break campaign.
Base your email on the ideas in the article, but be careful to use your own words. Address each of
the bullet points.
Begin your Email: ‘Dear Team … ’ Write about 250 to 350 words