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Secondary 3 English Semestral Assessment 2 (End of Year) Paper 4

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TuitionGoWhere Practice Paper – English Secondary 3

Semestral Assessment 2 (SA2) – Version 4

TuitionGoWhere Secondary School (AI)


Subject:	English Language
Level:	Secondary 3
Paper:	SA2 – Comprehension & Composition
Duration:	1 hour 30 minutes
Total Marks:	50

Name: ___________________________
Class: ___________
Date: _______________

Instructions to Candidates

This paper consists of two sections: Section A (Comprehension) and Section B (Composition).
Answer all questions in Section A.
For Section B, choose one question only.
Write your answers in the spaces provided.
The number of marks is given in brackets [ ] at the end of each question or part question.
You are advised to spend about 50 minutes on Section A and 40 minutes on Section B.

Section A: Comprehension [30 marks]

Read the following passages carefully and answer all the questions that follow.

Text 1

The following passage is about a teenager's experience volunteering at a wildlife rescue centre.

It was my first day at the Sungei Buloh Wildlife Rescue Centre, and I was terrified. Not of the animals—I had always loved creatures of every stripe—but of making a mistake that might cost an animal its life. The centre's director, Mrs Tan, a wiry woman with calloused hands and eyes that missed nothing, handed me a pair of thick gloves and pointed toward the aviary.

"Start with the mynahs," she said. "They're forgiving."

The mynahs were not forgiving. They were a raucous, demanding lot that squawked indignantly at my every fumbling attempt to clean their enclosure. By midday, I was spattered with fruit pulp and thoroughly humbled. I was beginning to think I had made a terrible error in judgment when Mrs Tan appeared at my elbow.

"You're still here," she observed, her tone unreadable. "Most volunteers quit by lunch on their first day."

I mumbled something about not being a quitter, though my aching arms suggested otherwise.

"Good," she said. "Then you're ready for the macaques."

The macaques were housed in a large enclosure at the far end of the centre. There were five of them, all rescued from the illegal pet trade. They watched me with unnerving intelligence, their amber eyes tracking my every movement. My task was simple: scatter their food in hidden locations around the enclosure to encourage natural foraging behaviour. Simple, that is, until the largest macaque—a grizzled male with a missing ear—decided I was the more interesting prospect.

He approached the mesh barrier with a casualness that was clearly calculated, his gaze never leaving my face. When he was close enough that I could smell the musky scent of his fur, he reached through the bars and gently, deliberately, placed something in my hand.

It was a smooth river stone, worn to a perfect oval.

"He likes you," Mrs Tan said from behind me. "That's Batu. He's been here eight years. He's never given anyone a gift before."

I looked at the stone, then at Batu, who had retreated to a high platform and was watching me with what I could only describe as satisfaction. In that moment, the exhaustion of the day fell away, replaced by something I had not expected: a sense of belonging so profound it made my throat tight.

I still have that stone. It sits on my desk as I write this, five years later, a reminder that the most meaningful connections often come when we least expect them—and that sometimes, the creatures we set out to help end up helping us instead.

Questions for Text 1

1. What does the phrase "eyes that missed nothing" (line 3) tell us about Mrs Tan? [1]

2. According to the passage, why did the writer feel "terrified" on her first day? [1]

3. Explain in your own words why the writer describes the mynahs as "not forgiving" (line 7). [2]

4. What does the italicised word "they" (line 7) refer to? [1]

5. What does the sentence "Most volunteers quit by lunch on their first day" tell us about Mrs Tan's attitude towards new volunteers? [1]

6. Explain how the language used in lines 17–20 ("The macaques were housed...my every movement.") conveys the intelligence of the macaques. Support your ideas with three details. [3]

Text 2

The following is an article about the growing popularity of urban farming in Singapore.

From Concrete Jungle to Food Forest: Singapore's Urban Farming Revolution

On a rooftop in Ang Mo Kio, amid the relentless hum of air-conditioning units and the distant drone of traffic, something remarkable is growing. Rows of kale, butterhead lettuce, and sweet basil stretch toward the sun, their roots anchored not in soil but in nutrient-rich water circulating through a sophisticated hydroponic system. This is ComCrop, one of Singapore's pioneering urban farms, and it represents a quiet revolution in the way the city-state thinks about food.

Singapore imports more than 90% of its food, a statistic that has long troubled policymakers. The COVID-19 pandemic, which disrupted global supply chains and emptied supermarket shelves, transformed that concern into urgent action. In 2019, the government launched its "30 by 30" initiative, an ambitious goal to produce 30% of the nation's nutritional needs locally by 2030. Urban farming, once dismissed as a hobbyist's pursuit, has become a cornerstone of national food security.

The appeal of urban farming extends beyond pragmatism, however. For many Singaporeans, growing food in the city is an act of reconnection—to nature, to community, and to the rhythms of growth and harvest that urban life has largely erased. At Citizen Farm in Queenstown, retirees work alongside schoolchildren, planting vegetables and trading stories. "I grew up in a kampong," says Mdm Lim, 72, gesturing at a bed of kang kong. "We grew everything ourselves. Then the flats came, and we forgot. Now I remember."

Technology has been central to this resurgence. Vertical farming systems, which stack crops in climate-controlled towers, can produce up to ten times more food per square metre than traditional farming. Sensors monitor humidity, light, and nutrient levels, adjusting conditions automatically to optimise growth. At Sustenir Agriculture's facility in Admiralty, strawberries—a fruit notoriously difficult to grow in the tropics—flourish under LED lights calibrated to mimic the cool climate of Cameron Highlands.

Yet challenges remain. Urban farming is energy-intensive, and the cost of produce can be significantly higher than imported alternatives. Critics argue that the "30 by 30" target, while laudable, may be unrealistic given land constraints and the sheer volume of food Singapore consumes. Proponents counter that the goal is not merely about self-sufficiency but about building resilience—ensuring that if supply chains falter, the nation can still feed itself.

Perhaps the most profound shift, however, is cultural. Urban farming is changing the relationship between Singaporeans and their food. When a child plants a seed, watches it grow, and eventually harvests it for the dinner table, food ceases to be an abstract commodity wrapped in plastic. It becomes something precious, something worth protecting. In a city where convenience has long been king, that may be the most radical harvest of all.

Questions for Text 2

7. What does the phrase "quiet revolution" (line 5) suggest about the urban farming movement in Singapore? [1]

8. According to the article, what event prompted the Singapore government to launch the "30 by 30" initiative? [1]

9. Explain fully why the writer describes urban farming as "an act of reconnection" (line 14). [2]

10. Give one piece of evidence from lines 19–23 that shows how technology has improved urban farming efficiency. [1]

11. What does the sentence "In a city where convenience has long been king, that may be the most radical harvest of all" (lines 33–34) tell us about the writer's view of urban farming's impact? [1]

12. Using your own words as far as possible, summarise the challenges facing urban farming in Singapore and the arguments made in response to those challenges. Use only information from lines 24–30. Your summary must be in continuous writing (not note form) and should not exceed 80 words. [5]

Section B: Composition [20 marks]

Choose one of the following topics. Write about 350–500 words.

13. To what extent do you agree that young people today spend too much time on screens and not enough time outdoors? Give reasons for your views.

14. "A smooth sea never made a skilled sailor." What are your views on this statement?

15. Write about a time when an unexpected encounter changed your perspective on something important.

End of Paper

Answers

TuitionGoWhere Practice Paper – English Secondary 3

SA2 – Version 4: Answer Key and Marking Scheme

Section A: Comprehension [30 marks]

Text 1: Wildlife Rescue Centre

1. What does the phrase "eyes that missed nothing" (line 3) tell us about Mrs Tan? [1]

Answer: It tells us that Mrs Tan is very observant / sharp-eyed / notices everything that happens around her. She is alert and aware of her surroundings.

Marking notes:

Award 1 mark for any answer that conveys the idea of keen observation or alertness.
Accept: "She is watchful," "She pays attention to detail," "Nothing escapes her notice."
Do not accept vague answers like "She has good eyesight" (this is literal, not inferential).

2. According to the passage, why did the writer feel "terrified" on her first day? [1]

Answer: She was terrified of making a mistake that might cost an animal its life.

Marking notes:

Award 1 mark for the correct reason as stated in lines 2–3.
Accept close paraphrasing: "She was afraid of doing something wrong that could harm/kill an animal."
Do not accept: "She was scared of the animals" (contradicts the text).

3. Explain in your own words why the writer describes the mynahs as "not forgiving" (line 7). [2]

Answer: The writer means that the mynahs were difficult to work with / did not tolerate her mistakes. They squawked loudly ("raucous") and protested ("indignantly") at her clumsy ("fumbling") attempts to clean their enclosure, making her feel humbled and inadequate.

Marking notes:

Award 1 mark for explaining that the mynahs reacted badly to her inexperience (e.g., "they made noise when she made mistakes").
Award 1 additional mark for linking this to the writer's feelings or providing textual detail (e.g., "they squawked indignantly," "she felt humbled").
Answers must be in the student's own words; copying "raucous, demanding lot" without explanation earns 0 marks.
Accept: "They were not patient with beginners," "They complained loudly when she did things wrong."

4. What does the italicised word "they" (line 7) refer to? [1]

Answer: The mynahs.

Marking notes:

Award 1 mark for "the mynahs" or "the mynah birds."
Do not accept: "the animals" (too vague), "Mrs Tan" (incorrect referent).

5. What does the sentence "Most volunteers quit by lunch on their first day" tell us about Mrs Tan's attitude towards new volunteers? [1]

Answer: It tells us that Mrs Tan expects new volunteers to struggle and possibly give up / she is not surprised when volunteers quit / she is testing the writer's commitment.

Marking notes:

Award 1 mark for any answer that conveys Mrs Tan's low expectations of new volunteers or her matter-of-fact acceptance of high turnover.
Accept: "She thinks most volunteers cannot handle the work," "She is sceptical about new volunteers' dedication," "She is used to volunteers leaving early."
Do not accept: "She is mean" or "She does not like volunteers" (unsupported by the text).

6. Explain how the language used in lines 17–20 ("The macaques were housed...my every movement.") conveys the intelligence of the macaques. Support your ideas with three details. [3]

Answer (model response):

The language conveys the macaques' intelligence in several ways:

"They watched me with unnerving intelligence" – The adjective "unnerving" suggests their intelligence is so sharp it makes the writer uncomfortable, as if they understand more than ordinary animals should.
"their amber eyes tracking my every movement" – The verb "tracking" implies deliberate, focused observation, like a predator studying prey. This suggests calculated awareness rather than passive watching.
"amber eyes" – The specific colour description gives the macaques an almost human quality, as eye colour is typically associated with individual identity and depth of character.

Marking notes:

Award 1 mark for each valid language feature identified and explained (maximum 3 marks).
Each point must: (a) quote or reference a specific word/phrase, and (b) explain how it conveys intelligence.
Acceptable features include: "unnerving intelligence" (adjective choice), "tracking" (verb choice), "amber eyes" (imagery), "every movement" (emphasis on thoroughness).
Do not award marks for identifying a feature without explanation.
Do not award marks for vague statements like "the words show they are smart."

Text 2: Urban Farming

7. What does the phrase "quiet revolution" (line 5) suggest about the urban farming movement in Singapore? [1]

Answer: It suggests that urban farming is bringing about significant change in a gradual, understated way / without loud publicity or dramatic confrontation.

Marking notes:

Award 1 mark for conveying the idea of significant but low-profile change.
Accept: "It is an important change that is happening without much noise," "A major shift that is not widely noticed," "A transformation that is happening calmly and steadily."
Do not accept: "It is a silent protest" (misinterprets "revolution").

8. According to the article, what event prompted the Singapore government to launch the "30 by 30" initiative? [1]

Answer: The COVID-19 pandemic, which disrupted global supply chains and emptied supermarket shelves.

Marking notes:

Award 1 mark for identifying the pandemic as the trigger.
Accept: "The COVID-19 pandemic" or "The pandemic that caused supply chain disruptions."
Do not accept: "Food shortages" without reference to the pandemic (incomplete).

9. Explain fully why the writer describes urban farming as "an act of reconnection" (line 14). [2]

Answer: The writer describes it as "an act of reconnection" because urban farming helps Singaporeans reconnect with nature, with their community, and with the natural rhythms of growing and harvesting food—things that modern urban life has caused them to lose touch with. The example of Mdm Lim, who remembers growing food in her kampong before flats were built, illustrates this reconnection to a lost way of life.

Marking notes:

Award 1 mark for identifying what people are reconnecting to (nature, community, or traditional food-growing practices).
Award 1 additional mark for explaining why this reconnection is necessary (urban life has erased these connections) or for providing supporting detail from the text.
Accept: "It helps people reconnect to nature and community that city life has made them forget," "It brings back memories of kampong life when people grew their own food."

10. Give one piece of evidence from lines 19–23 that shows how technology has improved urban farming efficiency. [1]

Answer: Vertical farming systems can produce up to ten times more food per square metre than traditional farming. OR Sensors monitor humidity, light, and nutrient levels, adjusting conditions automatically to optimise growth.

Marking notes:

Award 1 mark for any direct quotation or accurate paraphrase of evidence from lines 19–23 that demonstrates improved efficiency.
Accept either the statistic about ten times more food or the description of automated sensor systems.
The evidence must come from the specified lines.

Answer: It tells us that the writer believes the most important/revolutionary outcome of urban farming is changing people's attitudes toward food—making them value it more rather than seeing it as a convenient commodity.

Marking notes:

Award 1 mark for conveying that the writer sees the cultural/attitudinal shift as the most significant impact.
Accept: "The writer thinks changing how people view food is the biggest achievement," "The most important result is that people now appreciate food more."
Do not accept answers that focus only on convenience without addressing the shift in values.

Model answer (78 words):

Urban farming in Singapore faces several obstacles. It requires substantial energy, and its produce is often much more expensive than imported food. Some doubt the "30 by 30" target is achievable because of limited land and the enormous amount of food the country consumes. However, supporters argue that the objective is not solely about producing enough food independently. Rather, it is about developing the ability to withstand supply disruptions, so that Singapore can still provide for its population if global supply chains break down.

Marking criteria:

Marks	Description
5	All key points included; consistently in own words; clear, 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 note form; may be over/under word limit.
2	Few key points; heavy lifting from text; note form or disjointed.
1	Minimal relevant content; mostly copied; incoherent.
0	No attempt or completely irrelevant.

Key points to include (from lines 24–30):

Challenges: energy-intensive; higher cost of produce; "30 by 30" target may be unrealistic; land constraints; high food consumption volume.
Counter-arguments: goal is about resilience, not just self-sufficiency; ensures nation can feed itself if supply chains fail.

Word count: Answers exceeding 85 words should be penalised by 1 mark (cap at 4 marks maximum). Answers under 50 words likely miss key points.

Section B: Composition [20 marks]

Marking Criteria for Questions 13, 14, and 15

Band	Marks	Content (10 marks)	Language (10 marks)
5	18–20	Fully addresses the task with well-developed ideas; clear and sustained argument/narrative; engaging and thoughtful.	Highly accurate; wide and precise vocabulary; varied sentence structures; excellent organisation and paragraphing.
4	14–17	Addresses the task with developed ideas; clear argument/narrative with some depth; mostly coherent.	Accurate with minor errors; good vocabulary range; some variety in sentence structures; well-organised.
3	10–13	Addresses most aspects of the task; some development of ideas; generally coherent but may lack depth.	Some errors but meaning clear; adequate vocabulary; simple but correct sentence structures; some organisation.
2	6–9	Addresses some aspects; limited development; ideas may be repetitive or thin.	Frequent errors that sometimes impede meaning; limited vocabulary; simple sentences; weak organisation.
1	1–5	Slight attempt to address task; ideas in isolation or largely irrelevant.	Many errors that impede meaning; very limited vocabulary; poor organisation.
0	0	No attempt or completely off-topic.	No attempt or incomprehensible.

Question 13: Screen Time vs. Outdoor Time

Question: To what extent do you agree that young people today spend too much time on screens and not enough time outdoors? Give reasons for your views.

Expected response framework:

Clear stance on the extent of agreement (fully agree, partially agree, disagree).
At least 2–3 developed reasons supporting the position.
Acknowledgement of counterarguments (e.g., screens are necessary for education/social connection).
Specific examples (personal, observed, or general knowledge).
Logical organisation with introduction, body paragraphs, and conclusion.

Content descriptors:

High-scoring responses: Nuanced position (e.g., "I agree to a large extent, but screens also offer benefits..."); specific examples of outdoor vs. screen activities; discussion of health, social, and developmental impacts.
Mid-scoring responses: Clear position with some reasons; general examples; may be one-sided.
Low-scoring responses: Vague or unsupported claims; no clear position; repetitive.

Question 14: Proverb Evaluation

Question: "A smooth sea never made a skilled sailor." What are your views on this statement?

Expected response framework:

Interpretation of the proverb's meaning (challenges and difficulties build character/skills).
Discussion of contexts where the proverb holds true (education, sports, personal growth).
Discussion of contexts where it may not fully apply (excessive hardship can break rather than build).
Specific, relevant examples.
Balanced conclusion.

Content descriptors:

High-scoring responses: Insightful interpretation; nuanced discussion with both supporting and qualifying examples; mature reflection on the role of adversity.
Mid-scoring responses: Clear interpretation; some relevant examples; may lean heavily toward agreement without nuance.
Low-scoring responses: Literal interpretation about sailing; few or no examples; superficial treatment.

Question 15: Personal Narrative

Question: Write about a time when an unexpected encounter changed your perspective on something important.

Expected response framework:

Clear narrative structure: orientation, complication/encounter, change in perspective, resolution/reflection.
Vivid description of the encounter and the people involved.
Clear "before and after" contrast in perspective.
Reflection on why the change was significant.
First-person or third-person narrative voice.

Content descriptors:

High-scoring responses: Engaging narrative with sensory detail; believable characterisation; genuine insight into the perspective shift; strong reflective conclusion.
Mid-scoring responses: Clear narrative with some descriptive detail; identifiable perspective change; adequate reflection.
Low-scoring responses: Thin narrative; unclear or unconvincing perspective change; little reflection; may be a recount without insight.

End of Answer Key