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Secondary 4 English Preliminary Examination Paper 5
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Questions
TuitionGoWhere Practice Paper - English Secondary 4
TuitionGoWhere Secondary School (AI)
Subject: English Language
Level: Secondary 4
Paper: PRELIMINARY EXAMINATION – Paper 2 (Comprehension)
Duration: 1 hour 50 minutes
Total Marks: 50
Version: 5 of 5
Name: _________________________
Class: _________________________
Date: _________________________
Instructions to Candidates
- This paper consists of three sections: Section A, Section B, and Section C.
- Answer all questions in the spaces provided.
- Write your name, class, and date clearly at the top of this paper.
- Read each passage carefully before attempting the questions.
- Pay attention to the mark allocation for each question; this indicates the depth of response expected.
- For summary writing in Section C, write your summary in not more than 80 words, using your own words as far as possible.
Section A: Visual Text Comprehension [5 marks]
Study the webpage below carefully and answer Questions 1–5.
SINGAPORE GREEN BUILDING COUNCIL – "Build Green, Live Well"
Header Image: A modern high-rise building covered in cascading vertical gardens, with solar panels visible on the roof and a rainwater harvesting system diagram inset.
Our Mission The Singapore Green Building Council (SGBC) is dedicated to transforming our built environment into one that is greener, healthier, and more resource-efficient. We believe that every building—whether a home, office, or school—can contribute to a sustainable future for Singapore.
Why Green Buildings Matter Green buildings are not just about saving the planet; they are about improving your quality of life. Studies show that occupants of green-certified buildings report higher levels of comfort, better air quality, and lower utility bills. By 2030, Singapore aims to have at least 80% of its buildings achieve the BCA Green Mark certification—a national benchmark for sustainability.
Our Programmes
- Green Mark Certification: Recognising buildings that meet rigorous environmental standards.
- Public Education: Workshops and resources for homeowners and businesses on energy-saving practices.
- Industry Training: Courses for architects, engineers, and builders on sustainable design and construction.
Success Story: The Eco-Learning Hub In 2023, the Eco-Learning Hub at Jurong became the first educational institution in Singapore to achieve the Platinum Green Mark. The building uses 40% less energy than a conventional school of similar size, thanks to its smart lighting systems, natural ventilation design, and rooftop solar panels. Students at the Hub participate in a "Green Ambassadors" programme, where they monitor energy usage and lead recycling initiatives.
Get Involved Whether you are a homeowner looking to install energy-efficient appliances, a business seeking Green Mark certification, or a student wanting to start a green club, SGBC has resources for you. Visit our website or attend one of our monthly public webinars to learn more.
Footer: © 2024 Singapore Green Building Council. All rights reserved. | Contact: [email protected]
Question 1 [1 mark]
Which sentence from the webpage best states its main purpose?
Question 2 [1 mark]
Look at the header image described at the top of the webpage. With reference to the subtitle "Build Green, Live Well," what idea does the image convey about green buildings?
Question 3 [1 mark]
The webpage states that the Eco-Learning Hub "uses 40% less energy than a conventional school of similar size." What is the intended effect of including this statistic?
Question 4 [1 mark]
Identify two different ways the SGBC helps different groups of people, according to the webpage.
(i) ____________________________________________________________________________
(ii) ____________________________________________________________________________
Question 5 [1 mark]
Who is the intended audience for this webpage? Provide one piece of evidence from the text to support your answer.
Audience: ______________________________________________________________________
Evidence: ______________________________________________________________________
Section B: Narrative Comprehension [20 marks]
Read Text 3 below carefully and answer Questions 6–15.
Text 3
It was the last day of the year, and the old watchmaker had decided it was time. For forty-seven years, Mr. Heng had sat at the same wooden bench by the window of his shop on Serangoon Road, peering through his loupe at the tiny, intricate hearts of timepieces. Now, his hands—once so steady they could balance a hairspring on a fingertip—trembled when he lifted his tools. His daughter had been urging him to retire for years, but he had always waved her away. "A watchmaker does not retire," he would say. "He simply runs down."
But today was different. The shop was quiet, the afternoon light slanting through the dusty window in golden panels. Mr. Heng reached under the counter and brought out a small velvet box. Inside lay a pocket watch—not the most expensive he had ever repaired, but the one that had meant the most. It belonged to his father, who had been a ship's engineer, and it had travelled across three oceans before coming to rest in Mr. Heng's hands as a young man. The watch had stopped decades ago, its mainspring broken, but Mr. Heng had never had the heart to fix it. Some things, he believed, should be allowed to rest.
He opened the back cover and peered inside. The movement was tarnished, the gears frozen in place. Yet as he looked, he could almost hear his father's voice: "A ship needs its engine, boy, but a man needs his time." Mr. Heng had never fully understood that until now. His father had spent his life ensuring that great vessels crossed the seas safely, but he had always made time to sit with his son, to teach him the names of the stars, to explain how a sextant worked. Time, his father had shown him, was not just something to be measured—it was something to be given.
A young woman entered the shop, the bell above the door chiming softly. She was holding a wristwatch, its strap worn and its face scratched. "Excuse me, Uncle," she said hesitantly. "This was my grandmother's. It stopped working last week. Can you fix it?"
Mr. Heng looked at the watch, then at the young woman's anxious face. He thought of his own granddaughter, who was about the same age, and who had once asked him why anyone still wore watches when everyone had phones. "A watch," he had told her, "is not just for telling time. It is for remembering it."
He took the young woman's watch gently and examined it. The problem was simple—a loose screw had jammed the gears. It would take him perhaps ten minutes to repair. But as he reached for his screwdriver, he paused.
"Come back tomorrow," he said. "I will need more time with this one."
After she left, Mr. Heng sat for a long while, the young woman's watch in one hand and his father's pocket watch in the other. Then, very carefully, he opened his drawer and took out a fresh mainspring—one he had been saving for forty years. He laid it beside his father's watch and smiled.
Perhaps, he thought, it was not yet time to run down after all.
Question 6 [1 mark]
At the end of paragraph 1, what is the tone of Mr. Heng's comment, "A watchmaker does not retire. He simply runs down"?
Question 7 [1 mark]
'His hands—once so steady they could balance a hairspring on a fingertip—trembled when he lifted his tools.' (lines 3–4) What does this sentence suggest about the sort of person Mr. Heng was in the past?
Question 8 [2 marks]
Explain how the writer creates a contrast between the first and second paragraphs.
Question 9 [2 marks]
'Some things, he believed, should be allowed to rest.' (line 15) What does this statement reveal about Mr. Heng's attitude towards his father's watch?
Question 10 [1 mark]
In paragraph 3, what evidence is there that Mr. Heng's father "had always made time to sit with his son"?
Question 11 [2 marks]
'A ship needs its engine, boy, but a man needs his time.' (lines 18–19) Explain what Mr. Heng's father meant by this statement.
Question 12 [2 marks]
Why do you think Mr. Heng told the young woman to "come back tomorrow" (line 33) when the repair would only take ten minutes?
Question 13 [2 marks]
Explain how the language used in paragraph 2 highlights the quiet, reflective atmosphere of the shop.
Question 14 [3 marks]
At the end of the text, Mr. Heng "smiled" (line 40). Explain fully what this smile suggests about his change in attitude from the beginning of the passage. Support your answer with evidence from the text.
Question 15 [3 marks]
Explain how the writer uses the two watches—Mr. Heng's father's pocket watch and the young woman's wristwatch—to develop a central idea in the passage.
Section C: Non-Narrative Comprehension and Summary [25 marks]
Read Text 4 below carefully and answer Questions 16–20.
Text 4
The Rise of Urban Farming in Singapore
In a city-state where land is scarce and over 90% of food is imported, the idea of growing vegetables in the heart of the city once seemed fanciful. Yet today, urban farming is flourishing across Singapore, from rooftop hydroponic systems in Raffles Place to community gardens nestled between HDB blocks in Yishun. This transformation has been driven by a combination of government policy, technological innovation, and a growing public appetite for locally produced food.
The Singapore Food Agency's "30 by 30" goal—to produce 30% of the nation's nutritional needs locally by 2030—has catalysed investment in urban agriculture. Grants and incentives have encouraged entrepreneurs to develop high-tech farming solutions that maximise yield in minimal space. Vertical farms, which stack crops in climate-controlled towers, can produce up to ten times more per square metre than traditional soil-based farming. Meanwhile, aquaponics systems combine fish farming with vegetable cultivation, creating self-sustaining ecosystems that use 90% less water than conventional agriculture.
Technology lies at the heart of this agricultural revolution. Sensors monitor humidity, light, and nutrient levels in real time, while artificial intelligence systems adjust growing conditions automatically. At one indoor farm in Woodlands, robots handle everything from seeding to harvesting, reducing labour costs and human error. "We are not just growing vegetables," explains Dr. Priya Menon, chief scientist at AgriTech Solutions. "We are growing a new industry that combines biology, engineering, and data science."
However, urban farming in Singapore faces significant challenges. The high cost of technology and energy means that locally grown vegetables are often more expensive than imported alternatives. A head of lettuce from a vertical farm can cost twice as much as one shipped from Malaysia. Critics argue that urban farming, in its current form, is more of a premium niche than a practical solution to food security. "We cannot feed the nation on boutique salads," remarks food policy analyst James Tan. "For urban farming to make a real difference, it must achieve economies of scale."
Proponents counter that the comparison is misleading. They point out that imported food carries hidden costs—carbon emissions from transport, vulnerability to supply chain disruptions, and fluctuating prices due to climate events in source countries. The COVID-19 pandemic, which caused panic buying and border closures, underscored the risks of over-reliance on imports. "Local produce is an insurance policy," says urban farmer Linda Koh, who runs a rooftop farm in Ang Mo Kio. "You do not value insurance only when your house is on fire. You value it because it gives you peace of mind."
Community engagement has been another unexpected benefit of the urban farming movement. In neighbourhoods across Singapore, residents of all ages have come together to tend shared vegetable plots, exchanging knowledge and building social bonds. Schools have incorporated farming into their curriculum, teaching students about sustainability, biology, and responsibility. For many Singaporeans, urban farming is not just about food—it is about reconnecting with nature and with one another in an increasingly digital world.
The future of urban farming in Singapore will likely depend on striking a balance between technological ambition and economic reality. As solar panels become cheaper and energy-efficient LED lighting improves, the cost gap between local and imported produce may narrow. In the meantime, urban farming serves as a powerful reminder that even in a concrete jungle, things can grow.
Question 16 [1 mark]
From paragraph 1, identify one factor that has contributed to the growth of urban farming in Singapore.
Question 17 [2 marks]
Using your own words, explain how vertical farms achieve higher productivity than traditional farming (paragraph 2).
Question 18 [2 marks]
'We cannot feed the nation on boutique salads' (lines 24–25). Explain fully what James Tan means by this statement.
Question 19 [5 marks]
'Local produce is an insurance policy' (line 31). How does the writer use language in paragraphs 5 and 6 to support this view? You should consider the writer's choice of words and phrases in your answer.
Question 20 [15 marks]
Summary
Using your own words as far as possible, summarise the benefits of urban farming in Singapore, as described in the passage.
Your summary must be in continuous writing (not note form) and must not be longer than 80 words (not counting the opening words which are provided below). Use the space below for your summary.
Urban farming in Singapore offers several benefits...
END OF PAPER
This paper was generated by TuitionGoWhere Secondary School (AI) for practice purposes. Version 5 of 5.
Answers
TuitionGoWhere Practice Paper - English Secondary 4 – ANSWER KEY
Paper: PRELIMINARY EXAMINATION – Paper 2 (Comprehension)
Version: 5 of 5
Total Marks: 50
Section A: Visual Text Comprehension [5 marks]
Question 1 [1 mark]
Answer: "The Singapore Green Building Council (SGBC) is dedicated to transforming our built environment into one that is greener, healthier, and more resource-efficient." (or the sentence beginning "We believe that every building...")
Marking notes: Award 1 mark for correctly identifying the mission statement that encapsulates the webpage's purpose. Accept either the first or second sentence of the "Our Mission" section. Do not accept sentences from other sections that describe specific programmes or benefits.
Question 2 [1 mark]
Answer: The image conveys that green buildings integrate nature into urban living / that sustainable buildings can be visually appealing and functional. The vertical gardens show how buildings can incorporate greenery, while the solar panels and rainwater system demonstrate resource efficiency—linking "Build Green" (sustainable construction) with "Live Well" (improved quality of life).
Marking notes: Award 1 mark for any reasonable interpretation that connects the visual elements (vertical gardens, solar panels, rainwater system) to the subtitle's ideas of sustainable building and enhanced living. The answer must reference both the image and the subtitle.
Question 3 [1 mark]
Answer: The statistic is intended to provide concrete, measurable evidence of the effectiveness of green building design / to persuade readers by demonstrating tangible results / to establish credibility through specific data.
Marking notes: Award 1 mark for identifying the persuasive or evidentiary function of the statistic. Accept answers that mention "credibility," "proof," "concrete evidence," "persuasion," or similar concepts.
Question 4 [1 mark]
Answer: Any two of the following (or similar, text-based responses): (i) It provides Green Mark Certification for buildings that meet environmental standards. (ii) It offers public education workshops and resources for homeowners and businesses. (iii) It provides industry training courses for architects, engineers, and builders. (iv) It offers resources for homeowners, businesses, and students through its website and webinars.
Marking notes: Award 0.5 marks for each distinct way identified, up to 1 mark. Answers must be drawn from the "Our Programmes" or "Get Involved" sections. The two ways must be different.
Question 5 [1 mark]
Answer:
- Audience: The general public / Singapore residents / homeowners, businesses, and students interested in sustainability.
- Evidence: The webpage addresses "whether you are a homeowner... a business... or a student" / it offers "resources for you" / it invites people to "attend one of our monthly public webinars."
Marking notes: Award 0.5 marks for correctly identifying the broad public audience (or specific segments), and 0.5 marks for providing relevant textual evidence. The evidence must directly support the identified audience.
Section B: Narrative Comprehension [20 marks]
Question 6 [1 mark]
Answer: The tone is wistful / resigned / philosophical / accepting.
Marking notes: Award 1 mark for any single-word tone descriptor that captures the blend of acceptance and gentle sadness in the comment. Accept: wistful, resigned, philosophical, accepting, reflective, melancholic. Do not accept: sad (too general), angry, bitter, or humorous.
Question 7 [1 mark]
Answer: The sentence suggests that Mr. Heng was once exceptionally skilled / precise / steady-handed / a master of his craft. The detail about balancing a hairspring on a fingertip emphasises his extraordinary dexterity and expertise.
Marking notes: Award 1 mark for identifying a trait related to skill, precision, or expertise. The answer must be inferential (not simply restating that his hands were steady).
Question 8 [2 marks]
Answer: The writer creates a contrast by shifting from the active, determined tone of paragraph 1—where Mr. Heng dismisses retirement and asserts his identity as a watchmaker—to the quiet, still atmosphere of paragraph 2, where the shop is described as "quiet" with "afternoon light slanting through the dusty window in golden panels." The first paragraph emphasises Mr. Heng's resistance to change, while the second reveals his reflective, nostalgic side as he handles his father's watch. The contrast between his outward stubbornness and his inward sentimentality deepens the reader's understanding of his character.
Marking notes: Award 1 mark for identifying the contrasting elements (active/determined vs. quiet/reflective), and 1 mark for explaining the effect of this contrast (revealing different aspects of Mr. Heng's character, creating emotional depth, etc.). Answers must reference both paragraphs.
Question 9 [2 marks]
Answer: The statement reveals that Mr. Heng holds a deep respect for the past / believes that some objects carry such personal significance that they should not be altered / sees his father's watch as a sacred memento rather than a broken object to be fixed. By choosing not to repair the watch, he honours his father's memory and accepts the passage of time. The word "rest" suggests peace and dignity, implying that the watch—like his father—has earned its stillness.
Marking notes: Award 1 mark for identifying Mr. Heng's reverent or respectful attitude, and 1 mark for explaining the significance of the word "rest" or linking the attitude to his father's memory. Answers must go beyond literal interpretation.
Question 10 [1 mark]
Answer: Evidence: "he had always made time to sit with his son, to teach him the names of the stars, to explain how a sextant worked" (lines 20–22).
Marking notes: Award 1 mark for quoting or closely paraphrasing the relevant lines. The evidence must directly show the father spending time with his son.
Question 11 [2 marks]
Answer: Mr. Heng's father meant that while an engine is essential for a ship to function (practical necessity), a person needs time—not just to work, but to nurture relationships, share knowledge, and live meaningfully. The statement contrasts material needs (the ship's engine) with emotional or spiritual needs (a man's time), suggesting that time spent with loved ones is what truly sustains a person. The father demonstrated this by making time for his son despite his demanding job.
Marking notes: Award 1 mark for explaining the literal contrast (engine = practical, time = personal/emotional), and 1 mark for linking the explanation to the father's actions or the broader theme of the passage. Answers must address both parts of the statement.
Question 12 [2 marks]
Answer: Mr. Heng likely told the young woman to come back tomorrow because her request—and her grandmother's watch—reminded him of his own relationship with his father's watch and his granddaughter. Seeing her anxiety and the sentimental value she placed on the watch made him reconsider his decision to retire. He needed time not for the repair itself, but to reflect on his own purpose. The moment marks a turning point where he chooses to continue his craft, recognising that he still has something valuable to offer.
Marking notes: Award 1 mark for linking the young woman's situation to Mr. Heng's own memories or emotions, and 1 mark for explaining how this leads to his change of heart. Answers must be inferential and supported by the text.
Question 13 [2 marks]
Answer: The writer uses language that evokes stillness and tranquillity: the shop is described as "quiet," the light is "slanting through the dusty window in golden panels," and Mr. Heng's actions are slow and deliberate ("reached under the counter," "brought out a small velvet box"). The word "golden" suggests warmth and preciousness, while "dusty" implies age and the passage of time. Together, these details create a reflective, almost sacred atmosphere, as if the shop is a space where time itself has slowed down.
Marking notes: Award 1 mark for identifying specific words or phrases that create the atmosphere (e.g., "quiet," "slanting," "golden panels," "dusty"), and 1 mark for explaining their effect. Answers must analyse language, not just describe the scene.
Question 14 [3 marks]
Answer: At the beginning of the passage, Mr. Heng is resigned to the idea that his working life is ending—he describes himself as "running down" and has decided "it was time" to stop. However, by the end, his smile suggests a renewed sense of purpose and hope. The young woman's visit reminds him of the value of his craft: watches are not just mechanisms but vessels of memory and connection. When he takes out the fresh mainspring he had been "saving for forty years" and lays it beside his father's watch, it signals that he is ready not only to repair the young woman's watch but also to finally fix his father's—and, symbolically, to continue his own life's work. The smile reflects his realisation that he still has time to give.
Marking notes: Award 1 mark for identifying his initial attitude (resignation, running down), 1 mark for explaining what triggers the change (the young woman's visit, memories of his father and granddaughter), and 1 mark for linking the smile to his renewed sense of purpose, with textual evidence. Answers must trace the change from beginning to end.
Question 15 [3 marks]
Answer: The writer uses the two watches to develop the central idea that time is not merely measured but is invested with memory, love, and human connection. Mr. Heng's father's pocket watch represents the past—a legacy of a father who gave his time to his son, and a reminder that "a man needs his time." The young woman's wristwatch represents the present and future—a new generation seeking to preserve memories of loved ones. By placing the two watches side by side at the end, the writer shows Mr. Heng bridging past and present, recognising that his craft allows him to help others hold onto their own precious moments. The watches symbolise the passage of time and the enduring value of human relationships.
Marking notes: Award 1 mark for identifying the symbolic significance of each watch (past/legacy vs. present/continuity), 1 mark for explaining how they work together to develop the theme of time and connection, and 1 mark for linking this to Mr. Heng's character development or the passage's resolution. Answers must discuss both watches.
Section C: Non-Narrative Comprehension and Summary [25 marks]
Question 16 [1 mark]
Answer: Any one of the following:
- Government policy (the "30 by 30" goal)
- Technological innovation
- Growing public appetite for locally produced food
Marking notes: Award 1 mark for correctly identifying one factor from paragraph 1. The answer must be a factor, not an example or outcome.
Question 17 [2 marks]
Answer: Vertical farms achieve higher productivity by stacking crops in multiple layers within climate-controlled towers, allowing them to grow far more produce in the same ground area compared to traditional single-layer, soil-based farming. The controlled environment also optimises growing conditions, leading to greater yields per square metre.
Marking notes: Award 1 mark for explaining the concept of stacking/layering (using vertical space), and 1 mark for explaining the result (higher yield per square metre, up to ten times more). Answers must be in the student's own words; lifting phrases verbatim without paraphrasing should be penalised.
Question 18 [2 marks]
Answer: James Tan means that urban farming currently produces only small quantities of high-end, expensive produce (like "boutique salads") that cannot meet the large-scale food needs of the entire population. The statement is a criticism that urban farming, in its present form, is a luxury niche rather than a practical, scalable solution to Singapore's food security challenges. The word "boutique" implies exclusivity and high cost, while "feed the nation" emphasises the scale required.
Marking notes: Award 1 mark for explaining the literal meaning (small-scale, expensive, niche), and 1 mark for explaining the critical implication (cannot solve food security at current scale). Answers must address both "boutique salads" and "feed the nation."
Question 19 [5 marks]
Answer: The writer uses language in paragraphs 5 and 6 to support the view that local produce is an "insurance policy" by emphasising both the risks of relying on imports and the broader value of local farming.
In paragraph 5, the writer highlights the hidden vulnerabilities of imported food through words and phrases such as "hidden costs," "carbon emissions from transport," "vulnerability to supply chain disruptions," and "fluctuating prices due to climate events." These phrases build a sense of risk and instability, making imported food seem unreliable. The reference to COVID-19—"panic buying and border closures"—provides a concrete, recent example that readers can relate to, strengthening the argument that depending on imports is dangerous. The word "underscored" suggests that the pandemic made these risks undeniable.
The metaphor "insurance policy" itself is powerful: insurance is something you pay for not because you expect disaster, but because it provides security. Linda Koh's explanation—"You do not value insurance only when your house is on fire. You value it because it gives you peace of mind"—uses a relatable analogy to make the abstract concept of food security feel personal and urgent. The phrase "peace of mind" appeals to readers' emotions, suggesting that local produce offers psychological as well as practical benefits.
In paragraph 6, the writer extends the "insurance" idea by showing that urban farming provides social and educational benefits beyond food production. Words like "unexpected benefit," "come together," "exchanging knowledge," and "building social bonds" portray urban farming as a source of community strength—another form of security. The phrase "reconnecting with nature and with one another" suggests that local farming insures against the loss of community and connection in a "digital world."
Overall, the writer's language consistently frames local produce as a safeguard—against supply disruptions, against environmental costs, and against social fragmentation—making the "insurance policy" metaphor convincing and multi-dimensional.
Marking notes: Award marks using the following framework:
- 1 mark: Identifies the "insurance policy" metaphor and explains its basic meaning (security, protection).
- 1–2 marks: Analyses specific words/phrases from paragraph 5 that emphasise risk or vulnerability of imports (e.g., "hidden costs," "vulnerability," "panic buying," "border closures").
- 1–2 marks: Analyses language in paragraph 5 or 6 that shows broader benefits of local produce (e.g., "peace of mind," "come together," "building social bonds," "reconnecting").
- 1 mark: Provides a coherent overall evaluation linking the language choices to the "insurance" argument.
Answers must analyse language (word choice, phrases, metaphors), not just summarise content. Award partial marks for less developed responses.
Question 20 [15 marks]
Summary Answer:
Urban farming in Singapore offers several benefits. It enhances food security by reducing reliance on imports and shielding the nation from supply chain disruptions and price fluctuations. It also provides environmental advantages, such as lower carbon emissions from reduced transport. Additionally, urban farming fosters community engagement, bringing residents together to tend shared plots, exchange knowledge, and build social bonds. It offers educational opportunities for students to learn about sustainability and responsibility. Finally, it allows Singaporeans to reconnect with nature and one another in an increasingly urbanised and digital world.
(Word count: 80)
Marking notes:
Content (8 marks): Award 1 mark for each distinct benefit point, up to 8 marks. Acceptable points include:
- Enhances food security / reduces reliance on imports
- Protects against supply chain disruptions
- Shields against price fluctuations / climate events in source countries
- Reduces carbon emissions from transport (environmental benefit)
- Fosters community engagement / brings residents together
- Encourages knowledge exchange among residents
- Builds social bonds
- Provides educational opportunities for students (sustainability, biology, responsibility)
- Allows reconnection with nature
- Allows reconnection with one another / counters digital isolation
- Provides peace of mind / psychological security
- Creates an "insurance policy" against future crises
Language (7 marks):
- 5–7 marks: Excellent paraphrasing; ideas expressed clearly, concisely, and in the student's own words; smooth continuous writing with no lifting of whole phrases.
- 3–4 marks: Good paraphrasing with some reliance on original phrasing; mostly clear and continuous.
- 1–2 marks: Limited paraphrasing; heavy reliance on lifted phrases; may be note form or disjointed.
- 0 marks: Almost entirely lifted from the passage or incomprehensible.
Word Limit: Exceeding 80 words (not counting the opening phrase) should be penalised by deducting 1 mark from the Language score. The word count should be strictly applied.
END OF ANSWER KEY
This answer key was generated by TuitionGoWhere Secondary School (AI) for practice purposes. Version 5 of 5.