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Secondary 3 English Semestral Assessment 2 (End of Year) Paper 1
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Questions
TuitionGoWhere Practice Paper - English Secondary 3
TuitionGoWhere Secondary School (AI)
Subject: English
Level: Secondary 3
Paper: SA2 (Semestral Assessment 2)
Duration: 1 hour 30 minutes
Total Marks: 50
Version: 1 of 5
Name: _________________________
Class: _________________________
Date: _________________________
Instructions to Candidates
- This paper consists of two sections: Section A and Section B.
- Answer all questions.
- Write your answers in the spaces provided.
- Read the passages carefully before answering the questions.
- For questions requiring explanation, use your own words as far as possible.
- Marks are indicated in brackets [ ] at the end of each question or part question.
Section A: Comprehension and Language Use [25 marks]
Read Text 1 carefully and then answer Questions 1–10.
Text 1
The old market had stood at the heart of the neighbourhood for over sixty years. Its corrugated iron roof, patched in places with sheets of mismatched zinc, sagged slightly in the middle like the back of a tired horse. Beneath it, a labyrinth of narrow aisles twisted between stalls that sold everything from fresh produce to plastic household goods.
Madam Chen had been running her noodle stall in the far corner for three decades. Her hands moved with the precision of a concert pianist as she blanched noodles, ladled broth, and arranged garnishes in a rhythm that was almost hypnotic. The steam from her bubbling pots rose in fragrant clouds, carrying the scent of star anise and slow-cooked pork bones through the entire market.
"It's not just about the food," she would tell her regular customers, wiping her hands on her apron. "People come here to talk. They come here to feel like they belong somewhere."
But the market was dying. The younger generation preferred the air-conditioned comfort of the new supermarket two streets away, with its gleaming aisles and pre-packaged everything. Stallholders who had spent their lives in the market were retiring, and their children had no interest in taking over. The once-bustling walkways were now often quiet, the chatter of bargaining replaced by the hum of refrigerators and the occasional squeak of a ceiling fan.
Last month, the town council had sent a letter. The market was scheduled for demolition in six months' time. In its place would rise a modern community hub with a food court, a library, and air-conditioned retail spaces. Progress, they called it.
Madam Chen read the letter three times, then folded it carefully and tucked it into her apron pocket. She did not cry. She simply returned to her pots and continued cooking, her hands as steady as they had always been. But her regular customers noticed that she had stopped humming the old Hokkien songs she used to sing while she worked.
Questions 1–10
1. What does the phrase "like the back of a tired horse" (line 2) tell us about the market's roof? [1 mark]
2. According to Paragraph 2, state two things that Madam Chen does when preparing her noodles. [2 marks]
(i) ________________________________________________________________________
(ii) ________________________________________________________________________
3. Explain in your own words what Madam Chen means when she says, "People come here to feel like they belong somewhere" (lines 10–11). [2 marks]
4. What does the word "labyrinth" (line 3) suggest about the market's layout? [1 mark]
5. From Paragraph 4, give one reason why the market was "dying" (line 12). [1 mark]
6. Explain how the language used in Paragraph 4 conveys the contrast between the old market and the new supermarket. Support your ideas with two details from the paragraph. [3 marks]
7. What does the italicised word "it" in line 18 refer to? [1 mark]
8. What does Madam Chen's action of folding the letter "carefully" and tucking it into her apron pocket (lines 18–19) tell us about her feelings? [2 marks]
9. Explain fully why the writer says that Madam Chen "had stopped humming the old Hokkien songs she used to sing while she worked" (lines 21–22). [2 marks]
10. What is the writer's attitude towards the demolition of the market? Support your answer with evidence from the text. [2 marks]
Read Text 2 carefully and then answer Questions 11–15.
Text 2
In recent years, the concept of the "15-minute city" has gained traction among urban planners worldwide. The idea is simple: residents should be able to access most of their daily needs—work, shopping, education, healthcare, and leisure—within a 15-minute walk or bicycle ride from their homes.
Proponents argue that such neighbourhoods reduce car dependency, lower carbon emissions, and foster stronger community bonds. When people walk or cycle instead of driving, they are more likely to encounter their neighbours, patronise local businesses, and develop a sense of place. Cities like Paris, Melbourne, and Portland have already begun implementing elements of this model, with promising results.
However, critics point out that the 15-minute city concept may be difficult to apply in cities that have already sprawled outward, where jobs and amenities are dispersed across vast distances. There are also concerns about equity: if only affluent neighbourhoods can afford the infrastructure and services needed to become "complete" communities, the model could deepen existing social divisions rather than heal them.
Despite these challenges, the 15-minute city represents a compelling vision for urban living—one that prioritises people over cars and community over convenience. Whether it can be realised on a large scale remains to be seen, but the conversation it has sparked about how we design our cities is valuable in itself.
Questions 11–15
11. According to Paragraph 1, what is the "15-minute city"? [1 mark]
12. From Paragraph 2, identify two benefits of the 15-minute city model. [2 marks]
(i) ________________________________________________________________________
(ii) ________________________________________________________________________
13. Explain in your own words why critics believe the 15-minute city model could "deepen existing social divisions" (line 14). [2 marks]
14. What does the writer mean by the phrase "prioritises people over cars and community over convenience" (lines 16–17)? [2 marks]
15. Using your own words as far as possible, summarise the arguments for the 15-minute city model. Use only information from Paragraphs 1 and 2. Your summary must be in continuous writing (not note form) and should not exceed 60 words. [5 marks]
Section B: Composition [25 marks]
Answer ONE question from this section. Your essay should be between 350 and 500 words. You are advised to spend about 50 minutes on this section.
Question 16
"Technology brings people together." To what extent do you agree with this statement? Give reasons for your views.
[25 marks]
Question 17
"A smooth sea never made a skilled sailor." What are your views on this saying?
[25 marks]
Question 18
Write about a time when you had to make a difficult decision that changed your perspective on something important. What did you learn from the experience?
[25 marks]
Write your chosen question number here: Question _____
(Continue your essay on additional paper if necessary.)
— END OF PAPER —
Answers
TuitionGoWhere Practice Paper - English Secondary 3
SA2 Answer Key and Marking Scheme
Version 1 of 5
Section A: Comprehension and Language Use [25 marks]
Text 1: "The Old Market"
Question 1 [1 mark] What does the phrase "like the back of a tired horse" tell us about the market's roof?
Answer: The phrase tells us that the roof was sagging / drooping / curved downward in the middle, suggesting it was old and worn out.
Marking notes:
- Award 1 mark for any answer that conveys the idea of sagging, drooping, or being bent downward.
- Accept: "It was sagging in the middle" / "It was not straight anymore" / "It was old and bending."
- Do not accept: "It looked like a horse" (literal interpretation without explanation).
Question 2 [2 marks] According to Paragraph 2, state two things that Madam Chen does when preparing her noodles.
Answer (any two of the following): (i) She blanches noodles. (ii) She ladles broth. (iii) She arranges garnishes.
Marking notes:
- Award 1 mark for each correct action stated.
- Answers must be from Paragraph 2 specifically.
- Accept paraphrased versions: "cooks noodles briefly in boiling water" for "blanches"; "scoops soup" for "ladles broth"; "puts toppings on" for "arranges garnishes."
Question 3 [2 marks] Explain in your own words what Madam Chen means when she says, "People come here to feel like they belong somewhere."
Answer: She means that people visit the market not just for the food, but because it gives them a sense of community / connection / acceptance. They feel they are part of a group or place where they are welcomed and recognised.
Marking notes:
- Award 2 marks for a full explanation that captures both the social/emotional need and the idea of belonging/community.
- Award 1 mark for a partial answer (e.g., only mentions "they want to be with others" without the sense of belonging).
- Answers must be in the candidate's own words; copying the phrase verbatim without explanation = 0 marks.
- Accept: "They want to feel accepted" / "They want to be part of a community" / "They come for companionship and to feel connected."
Question 4 [1 mark] What does the word "labyrinth" suggest about the market's layout?
Answer: It suggests that the market's layout was complex / maze-like / confusing / difficult to navigate, with many twisting paths.
Marking notes:
- Award 1 mark for any answer conveying complexity, maze-like quality, or difficulty of navigation.
- Accept: "It was like a maze" / "It was complicated and easy to get lost in" / "It had many winding paths."
Question 5 [1 mark] From Paragraph 4, give one reason why the market was "dying."
Answer (any one of the following):
- The younger generation preferred the air-conditioned supermarket.
- Stallholders were retiring and their children did not want to take over.
Marking notes:
- Award 1 mark for any one correct reason from Paragraph 4.
- Answers must be specific and from the text.
Question 6 [3 marks] Explain how the language used in Paragraph 4 conveys the contrast between the old market and the new supermarket. Support your ideas with two details from the paragraph.
Answer: The writer uses contrasting language to highlight the differences between the two places. One detail is "air-conditioned comfort" to describe the supermarket, which contrasts with the implied heat and lack of comfort in the old market (suggested by the "hum of refrigerators" and "squeak of a ceiling fan"). Another detail is "gleaming aisles and pre-packaged everything," which emphasises the supermarket's modernity and sterility, contrasting with the market's traditional, hands-on approach to selling goods. The phrase "once-bustling walkways were now often quiet" further contrasts the market's past liveliness with its present decline.
Marking notes:
- Award 3 marks for identifying two language details and explaining how each creates contrast.
- Award 2 marks for identifying two details with partial explanation, or one detail with full explanation.
- Award 1 mark for identifying one detail with some attempt at explanation.
- Acceptable details include: "air-conditioned comfort," "gleaming aisles," "pre-packaged everything," "once-bustling walkways were now often quiet," "hum of refrigerators," "squeak of a ceiling fan."
- Candidates must explain the contrast, not just quote.
Question 7 [1 mark] What does the italicised word "it" in line 18 refer to?
Answer: The letter (from the town council).
Marking notes:
- Award 1 mark for "the letter" or "the letter from the town council."
- Do not accept: "the demolition" or "the market."
Question 8 [2 marks] What does Madam Chen's action of folding the letter "carefully" and tucking it into her apron pocket tell us about her feelings?
Answer: It tells us that she was treating the letter with importance / that she was deeply affected by its contents. The word "carefully" suggests she was processing the news slowly and with sadness or resignation. Tucking it into her apron pocket—something close to her—suggests she wanted to keep it near, perhaps as a reminder of what was to come, or because she was not ready to let go.
Marking notes:
- Award 2 marks for an answer that explains both the emotional weight (sadness, resignation, shock) and the significance of the action (keeping it close, not discarding it).
- Award 1 mark for a partial answer (e.g., only mentions "she was sad" without explaining the action).
- Accept: "She was sad but trying to stay calm" / "She was holding back her emotions" / "She was in shock and needed time to process."
Question 9 [2 marks] Explain fully why the writer says that Madam Chen "had stopped humming the old Hokkien songs she used to sing while she worked."
Answer: The writer includes this detail to show that Madam Chen has lost her joy / spirit / happiness after learning about the demolition. The humming represented her contentment and connection to her work and heritage. Its absence signals that the news has deeply affected her emotionally, even though she does not show it openly. It is a subtle way of showing her grief and the loss of something irreplaceable.
Marking notes:
- Award 2 marks for an answer that explains the symbolic meaning of the humming (happiness, contentment, cultural connection) and links its absence to her emotional state.
- Award 1 mark for a partial answer (e.g., "she was sad" without explaining the symbolism).
- Accept: "It shows she is unhappy now" / "The joy has gone out of her work" / "She is grieving silently."
Question 10 [2 marks] What is the writer's attitude towards the demolition of the market? Support your answer with evidence from the text.
Answer: The writer's attitude is critical / disapproving / sympathetic towards the market and its stallholders. Evidence includes the description of the market as having "stood at the heart of the neighbourhood for over sixty years," which emphasises its historical and emotional importance. The writer also uses the word "dying" to describe the market, which conveys a sense of loss and sadness. The contrast between the vibrant past ("once-bustling") and the quiet present suggests regret. The final image of Madam Chen stopping her humming reinforces the sense of something precious being lost.
Marking notes:
- Award 2 marks for identifying the writer's attitude (critical, disapproving, sympathetic, nostalgic) AND providing relevant textual evidence.
- Award 1 mark for identifying the attitude without evidence, or for providing evidence without clearly stating the attitude.
- Acceptable evidence: "heart of the neighbourhood," "dying," "once-bustling walkways were now often quiet," the description of Madam Chen's reaction, "Progress, they called it" (which can be read as ironic/sceptical).
Text 2: "The 15-Minute City"
Question 11 [1 mark] According to Paragraph 1, what is the "15-minute city"?
Answer: It is a concept/idea where residents can access most of their daily needs (work, shopping, education, healthcare, and leisure) within a 15-minute walk or bicycle ride from their homes.
Marking notes:
- Award 1 mark for a clear definition that includes the key elements: daily needs and 15-minute walk/cycle.
- Accept paraphrased versions.
Question 12 [2 marks] From Paragraph 2, identify two benefits of the 15-minute city model.
Answer (any two of the following): (i) It reduces car dependency. (ii) It lowers carbon emissions. (iii) It fosters stronger community bonds.
Marking notes:
- Award 1 mark for each correct benefit from Paragraph 2.
- Accept paraphrased versions.
Question 13 [2 marks] Explain in your own words why critics believe the 15-minute city model could "deepen existing social divisions."
Answer: Critics believe that only wealthy neighbourhoods would be able to afford the necessary infrastructure and services to become 15-minute cities. Poorer areas would be left behind, making the gap between rich and poor communities even wider.
Marking notes:
- Award 2 marks for a clear explanation that captures the idea of unequal access based on wealth.
- Award 1 mark for a partial answer (e.g., "rich areas would benefit more" without explaining the widening gap).
- Answers must be in the candidate's own words.
Question 14 [2 marks] What does the writer mean by the phrase "prioritises people over cars and community over convenience"?
Answer: The writer means that the 15-minute city model values human needs and social connections more than it values car use and modern conveniences. It suggests a shift in focus from making life easy for drivers to making neighbourhoods better for people to live in and interact with each other.
Marking notes:
- Award 2 marks for an answer that explains both parts of the phrase (people vs. cars AND community vs. convenience).
- Award 1 mark for explaining only one part.
- Accept: "It focuses on what is good for people and community rather than just making things convenient for cars."
Question 15 [5 marks] Using your own words as far as possible, summarise the arguments for the 15-minute city model. Use only information from Paragraphs 1 and 2. Your summary must be in continuous writing (not note form) and should not exceed 60 words.
Model Answer: The 15-minute city allows residents to reach their daily needs within a short walk or cycle from home. Supporters say this reduces reliance on cars and cuts carbon emissions. It also helps build stronger community ties because people walking or cycling are more likely to meet neighbours, support local shops, and develop a feeling of belonging to their area.
(Word count: 60)
Marking criteria:
| Marks | Criteria |
|---|---|
| 5 | All key points included; entirely in own words; well-organised continuous prose; within word limit. |
| 4 | Most key points included; largely in own words; mostly continuous prose; close to word limit. |
| 3 | Some key points included; some lifting from text; some organisation; may be over/under word limit. |
| 2 | Few key points; heavy lifting from text; limited organisation. |
| 1 | Minimal relevant content; mostly copied; no organisation. |
| 0 | No relevant content or completely off-topic. |
Key points to include:
- Access daily needs within 15-minute walk/cycle (Para 1)
- Reduces car dependency (Para 2)
- Lowers carbon emissions (Para 2)
- Fosters stronger community bonds (Para 2)
- People encounter neighbours, patronise local businesses, develop sense of place (Para 2)
Section B: Composition [25 marks]
General Marking Criteria for Continuous Writing
| Band | Marks | Content (10 marks) | Language (15 marks) |
|---|---|---|---|
| 5 | 21–25 | Fully addresses task with well-developed ideas; mature and insightful treatment of topic; engaging and sustained argument/narrative. | Highly accurate; wide and precise vocabulary; varied sentence structures; excellent organisation with skilful paragraphing; confident use of cohesive devices. |
| 4 | 16–20 | Addresses task with developed ideas; clear and relevant treatment of topic; coherent argument/narrative. | Accurate; good range of vocabulary; some variety in sentence structures; clear organisation with appropriate paragraphing; effective use of cohesive devices. |
| 3 | 11–15 | Addresses most aspects of task; some development of ideas; generally relevant but may lack depth. | Mostly accurate; adequate vocabulary; some attempt at varied structures; discernible organisation; some cohesive devices used. |
| 2 | 6–10 | Addresses some aspects of task; limited development; ideas may be repetitive or superficial. | Frequent errors; simple vocabulary; repetitive sentence structures; weak organisation; limited cohesion. |
| 1 | 1–5 | Minimal attempt to address task; ideas barely developed or largely irrelevant. | Pervasive errors; very limited vocabulary; no discernible organisation; lack of cohesion. |
| 0 | 0 | No attempt or completely off-topic. | No attempt or incomprehensible. |
Question 16: "Technology brings people together." To what extent do you agree?
Content expectations:
- Clear stance on the statement (agree, disagree, or qualified position)
- Discussion of ways technology connects people (social media, video calls, online communities, etc.)
- Acknowledgment of counterarguments (technology can isolate, reduce face-to-face interaction, create superficial connections)
- Relevant examples (personal, local, or global)
- Balanced conclusion that reflects the "to what extent" requirement
Common pitfalls:
- One-sided argument without acknowledging counterpoints
- Vague generalisations without specific examples
- Failure to address "to what extent" (degree of agreement)
Question 17: "A smooth sea never made a skilled sailor." What are your views?
Content expectations:
- Interpretation of the proverb (challenges and difficulties build character and skills)
- Discussion of how adversity leads to growth, resilience, and expertise
- Examples from personal experience, history, or current affairs
- Acknowledgment that excessive hardship can be damaging (nuanced view)
- Clear personal stance with reasoned argument
Common pitfalls:
- Literal interpretation without exploring the metaphorical meaning
- Oversimplification ("always true" without nuance)
- Lack of concrete examples
Question 18: Write about a time when you had to make a difficult decision...
Content expectations:
- Clear narrative structure (orientation, complication, resolution)
- Vivid description of the decision and its context
- Reflection on the internal conflict and thought process
- Clear explanation of what was learned and how perspective changed
- Personal voice and emotional authenticity
Common pitfalls:
- Focusing only on events without reflection on the learning
- Superficial treatment of the "difficult decision"
- Lack of clear change in perspective
— END OF ANSWER KEY —