Montfort Secondary School SEC 3 G2 2025 Unit 1: Science and Tech PDF
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This is a document from Montfort Secondary School, for SEC 3 G2 in 2025 containing a unit on Science and technology, including a background section on social media and some questions about social media.
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MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE SEC 3 G2 | 2025 UNIT 1: SCIENCE AND TECH 1 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE Unit + Task: T...
MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE SEC 3 G2 | 2025 UNIT 1: SCIENCE AND TECH 1 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE Unit + Task: Technology Proliferation and Argumentative Writing Background The world is becoming more and more interconnected. Modern technological developments have led to the Internet becoming more and more effective as a tool for sharing information and networking among people. Social media is now widely used to share and receive all sorts of news and content, as well as interact with people from all over the globe. For example, it can be used to: connect with like-minded people; find and share fun, entertaining content; and communicate with family and friends. Your Task In this unit, you will be viewing a few texts, in which the writers explore the theme of social media. Use them to help you learn more about how to produce an argumentative essay on whether social media has made our lives more exciting. Throughout this unit, we will have many opportunities to explore what social media means to us. We will be revisiting this theme when we read the texts in this unit, and as we prepare for the Unit Task. Let’s begin exploring the unit theme by considering the questions. What is social media? What are some examples of social media platforms? Which social media platform has the largest number of users? Why is that so? How can social media transform our lives? Why do you say so? Resources Video on Positive and Negative Effects of Social Media https://www.youtube.com/watch?v=Nb9GfRJEVZk 2 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE As the saying goes, “fire is a good servant, but a bad master.” Perhaps the same can be said of social media. Even as we constantly find new and creative ways to use social media, more and more people have begun to talk about the harm social media can do. How does social media help and harm us? Can we use it to improve our lives while enriching others’ lives? How can we use social media both safely and meaningfully? Understanding the affordances, drawbacks, and impact of social media can help you see it in a new light and consider how it can be used to enhance our lives. ============================================================================================== Let’s Read… “Capitalising on the true potential of social media for a better world: Daily Star contributor”. The writer says that Covid-19 has brought to the fore the power and potential of youth online, and it is up to the decision makers to make sure that it is utilised to its fullest potential. Samiha Zaman PUBLISHED JAN 15, 2021, 11:45 AM DHAKA (THE DAILY STAR/ASIA NEWS NETWORK) - Imagine if digital technology and social media were present during the Spanish flu pandemic. Despite the spread of misinformation that it facilitates, social media has allowed people to stay connected, spread awareness about the pandemic, informed medical professionals and authorities about individuals' perspectives and experiences of the virus, and mobilised communities for acts of kindness. Social media also created the space through which humanitarian and health organisations and authorities could spread accurate information and directives about Covid-19 across the globe-something that was unimaginable during the last global pandemic a century ago. Similarly, technology and social media platforms helped both people and economies across the globe operate when almost all in-person activities came to a standstill at the beginning of the pandemic. Social media platforms allowed people to continue working from home, facilitated shopping, enabled communications with loved ones, and allowed online classrooms to take hold. Additionally, it facilitated a space through which the youth can engage creatively and forge ways for innovative products and services to reach the market. Youth globally, including in Bangladesh, were seen turning this crisis into an opportunity, and have started businesses and various social initiatives. From designing and selling customised face masks through Instagram or gathering funds and volunteers to create community kitchens to feed the poor, social media allowed young entrepreneurs to reach audiences and customers beyond their inner circles and local communities. Meanwhile, when countries across the globe went into lockdown and confined people to their homes, it provided the young with the time and scope to enhance and learn new skills-from cooking and baking, to coding and editing-and gave them the tools and confidence to become what they had long wanted, whether it was to become an entrepreneur or an influencer. 3 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE Even though the impact may not be entirely visible just yet, this has also added momentum to a battered economy by creating business opportunities-and as its extension-employment opportunities, through handcrafted jewellery to cloud kitchens, and everything in between. Others have started channels on traditional social media platforms like YouTube and Snapchat, or newer short video platforms such as Likee, to share their skills in storytelling, cooking, DIY hacks and performing arts, to name a few. Social media has provided the youth with an outlet not just to express themselves, share their talents and skills, and build and interact with communities that share their interests, but also the chance to earn through them. According to the United Nations, information and communication technology (ICT) has played a critical role in young people's development on a global scale. Around the world, youths have used the power of technology and social media to engage in issues such as climate change, racism, sexual harassment, democratic rights, women's empowerment, and so much more. With a young national demographic as its driving force, Bangladesh has been reaping the benefits of the exponential growth of social media and and other products of technology, particularly in the last decade. By being active players of the culture, economy and society at large, they have carved their own paths, while at the same time making their voices heard to policymakers. On the cusp of the glorious golden jubilee of Independence, Bangladesh is looking to shake off the economic fallout of the Covid-19 pandemic and accelerate growth through investment, human capital development and enhanced productivity. Youth engagement through social media and ICT has the power to help the growth of the nation's infrastructure of ICT and achieve the vision for Digital Bangladesh. It is inspiring to see the youth globally engaged to bring about a transformation of society-from climate to health to politics-and digital technology and social media are at the crux of that. The pandemic has brought to the fore the power and potential of the youth in the digital sphere, and it is up to the decision makers of the world to make sure that it is explored and utilised to its fullest potential. https://www.straitstimes.com/asia/capitalising-on-the-true-potential-of-social-media-for-a-better-world-daily-star-contributor Discussion: Summarise the benefits of social media as mentioned in the article above. 4 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE Let’s Read… “My Daughter’s TikTok Triumph and the Fleeting Nature of Internet Fame” Before you begin, discuss the following prompts: How many of you in this class use TikTok? Why or why not? What are some benefits and dangers of TikTok? Watch the video on The rise of Tik Tok (till 9.41min) https://www.youtube.com/watch?v=9SIvxaxWHms Then, discuss the implications on the rise of TikTok. You are about to read an online article by journalist Gillian Tett on how the Internet has changed the meaning of fame. This article is adapted from the original published in the Financial Times. Highlight the 1 A couple of weeks ago, one of my teenaged daughters casually mentioned that she had connectors and created a TikTok video – a short video on the platform owned by ByteDance, the Chinese their purposes. company – that had subsequently gained 114,000 views in a matter of days. 2 “A hundred and fourteen thousand?” I repeated, wondering if I had misheard. 3 She rolled her eyes at me. “It’s not that much!” she said, proceeding to show me Instagram pictures of other kids she knows in New York whose TikTok videos have certainly attracted far bigger audiences. 4 I pointed out that a mere 114,000 was almost four times the number of followers that I have on Twitter, even though I am a journalist in the public eye and have maintained that account for a couple of years. “Mom, you aren't giving what you are supposed to give." "What?" "In other words, you’re old,” she shrugged, checking her phone again. 5 I was simultaneously impressed, alarmed and humbled – partly because while I knew TikTok existed, I didn’t even fully understand what it was until a few months ago. But it was also because I realised that something radical, yet largely invisible, is happening on the Internet – with implications we still don’t understand. 5 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE 6 When I was growing up, I took it for granted that the people who became famous enough to be listened to by a crowd had worked hard for that accolade and generally operated with the support of an institution or an established industry. I’m thinking of the film stars I saw on cinema screens and the music idols who paraded on the stage of the BBC’s Top of the Pops, as well as the more conventional figures in the public eye – politicians and business leaders. The idea that I could be suddenly communicating with 100,000 people as a teenager seemed bizarre. 7 However, kids today no longer see life in these hierarchical and institutional terms. Yes, their physical worlds are often constrained by parental controls, a lack of access to the outdoors and insane over-scheduling. But despite that (or, more accurately, in reaction to that), they see the Internet as a constantly evolving frontier, where anyone bold and lucky can establish themselves or express their thoughts. 8 To put it another way, when The New York Times columnist Thomas Friedman declared in 2005 that the Internet had made 'the world flat' in economic terms (allowing competition between remote workers in Boston, Bangalore, and Beijing), he was only half-right. In much the same way, it is flattening hierarchies too, by giving power to the crowd and, sometimes, a megaphone to ordinary mortals. 9 Of course, “flat” does not mean egalitarian: most voices on the Internet never travel beyond a relatively small network, and much of the content that goes viral on platforms such as TikTok, YouTube or Instagram does so because of unseen institutions at work (for example, a public relations team aiming to boost a celebrity’s profile). 10 However, lone actors do sometimes go unexpectedly viral, and in a manner that makes my daughter’s experience seem utterly tame. In fact, fame can suddenly appear – and then just as suddenly be taken away again, because the audience gets bored, the platform’s algorithms change or the cultural trend that a breakout video has tapped into goes out of fashion. For a teenager, social media can seem like a summer garden at dusk filled with fireflies: spots of light suddenly flare up and then die down, moving in an unpredictable, capricious display. 6 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE 11 Therefore, is this then a bad thing? We will not know for several years. Judging from my own experience of teenagers, I suspect that the next generation will be more cynical about the concept of fame than we were, and less trusting about the quality of information they receive online. 12 I also suspect that they are more politically engaged than my cohort was at a similar age, at least when it comes to researching, discussing and highlighting issues that they care passionately about, from #MeToo to climate change. They may also be creating ways for new politicians to rise through non-traditional channels. 13 But a world of digital fireflies is also a place that can breed populist, celebrity-focused politics; furthermore, it can damage our attention span and ability to engage with complex policy issues. Moreover, it can foster a dangerous sense of entitlement. In addition, teenage fears about popularity online are fuelling narcissism, insecurity, and social pressure, with damaging mental health effects for some. 14 Clearly, we cannot put this genie back in the bottle. For better or worse, the next generation’s expectations about communication, hierarchy and community are changing. But the challenge for their parents is how to respond. Ignore it? Get on TikTok and YouTube ourselves? Or simply gawp? Finally, if anyone has the answer, let me know - ideally in a now old-fashioned email. Refer to the text and answer following questions. 1. In Paragraph 2, why did the writer wonder if she had “misheard” what her daughter had said? ______________________________________________________________________________________ ______________________________________________________________________________________ 2. Explain how the language used in Paragraph 3 shows that the writer’s daughter is not impressed by the fact that her TikTok video has received 114,000 views. Support your ideas with two details from the same paragraph. ______________________________________________________________________________________ ______________________________________________________________________________________ 7 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE 3. In Paragraph 8, the writer describes the Internet as giving a “megaphone to ordinary mortals”. What does this metaphor suggest about the Internet? ______________________________________________________________________________________ ______________________________________________________________________________________ 4. The text shows us two perspectives on the effect of the Internet on the next generation. For each perspective, find one supporting detail from paragraphs 11 - 12. Perspectives Social media will create a Social media will create a generation disillusioned generation. committed to positive social change. Supporting Details 5. In Paragraph 13, "… [a place] that can damage our attention span and ability to engage with complex policy issues; and can foster a dangerous sense of entitlement.” Which verb and adjective in this sentence suggest that there is a negative side to Internet fame? What do they suggest about Internet fame? ______________________________________________________________________________________ ______________________________________________________________________________________ How does the experience of the teenager in the text, who gained popularity on TikTok, reflect the impact of social media on the younger generation? What are the positives and negatives of this newfound online fame? Positives Negatives 8 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE Let’s Learn… the Features and Organisation of Argumentative Texts In the context of social media, argumentative texts can be found in various forms, such as comments on posts, threaded discussions, or longer posts and articles shared on platforms like Facebook, Twitter, and LinkedIn. Users often express and debate opinions on social, political, or cultural topics. Consider these examples: Debating the importance of vaccination, especially in the context of public health on Reddit. Addressing issues related to racial equality, gender equality, and LGBTQ+ rights on Instagram and Facebook. Arguing for and against regulations and policies surrounding firearms ownership on YouTube. Argumentative texts follow a clear structure: an introduction stating your stand body paragraphs that support your argument with evidence opposing views with rebuttal a conclusion summarizing key points and restating your main idea Let’s Read… “In this social media age, people are now more disconnected than ever. Do you agree?” You are about to read an essay on whether social media is causing us to be more divided. As you read, think of how we can better use social media to be meaningfully connected to one another. 1 In 2021, Frances Haugen shocked the world when she leaked a trove of Facebook's internal documents that she had collected from her time with the company. Among many troubling revelations, they proved that Facebook was used to incite Introduction: widespread racial violence. Haugen risked her own safety to sound the alarm that the very technology that was supposed to bond us was stirring hatred. We may not experience these What technique is extreme effects of social media today. However, most definitely, our app notifications have used to hook the interrupted our conversations at one time or other. Our apps might keep us up to date with reader? our friends' lives and in touch with the news, but they also tend to get in the way of our Identify the thesis relationships with one another. As such, I agree that people have become less connected statement… from one another in today's social media age, at least in the ways that it truly counts. 2 The truth is top social media giants like Facebook and TikTok do not design their apps with the primary goal of connecting people but to keep us hooked. For example, Facebook uses Body paragraphs 2-4: engagement-based algorithms to ensure that the content on our feed will entice us to keep Topic sentence in scrolling. By the same token, we are pressured to produce content that will attract likes in each paragraph… order to be seen by others. In her critically acclaimed book Trick Mirror, New York Times writer Jia Tolentino observes the effect of this. In order to make our presence known, we Highlight the are naturally forced to obsess about ourselves and the image we are portraying. As a result, examples used to support main point in social media drains our ability to look beyond ourselves to connect meaningfully with others. each paragraph… List the connectors used… 9 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE 3 Furthermore, even when we do manage to turn our focus outwards, social media quickly steals our attention. This affects our ability to properly care for others. Earl Miller, a neuroscientist at the Massachusetts Institute of Technology found that on average, 20 Body paragraphs 2-4: percent of our attention is being lost just to social media notifications. What is more Topic sentence in each appalling is according to a Pew Research Centre Survey, at least 80 per cent of respondents paragraph… that took their phone out during a social interaction admitted that it caused lower levels of empathy. Attention and empathy are essential for tending to the needs of others. By eroding Highlight the examples these, social media has reduced our ability to be present and care for others. used to support main point in each paragraph… 4 Lastly, social media platforms may result in many feeling detached from reality. They often List the connectors encourage individuals to showcase their highlight reels, emphasizing the positive aspects of used… their lives such as travel experiences, achievements and even social events. This curated version can create an illusion of perfection, leading to the phenomenon of "FOMO," where individuals fear they are missing out on exciting experiences that others seem to be having. As a result, this constant comparison to idealized representations can result in feelings of inadequacy and disconnection from reality, as well as a perception that others have more fulfilling lives. 5 However, some may argue that social media has enabled us to stay updated about our Identify the counter- friends' lives and events around the world. We know what our friends are having for lunch argument and and we can be pretty sure of any of their major life events will be broadcasted on Instagram rebuttal in body or TikTok. This in turn allows us to feel more connected. While this may be true, the reliance paragraph 5… on digital updates for connection may replace meaningful face-to-face interactions, List the connectors potentially resulting in a shallower understanding of others' experiences and a diminished used… sense of genuine connection. 6 In conclusion, while we may be the most up-to-date generation, this does not mean that we are automatically well connected to each other. The major social media platforms are not purposefully designed to foster our relationships with one another. Consequently, social media is causing us to be more disconnected, if not divided than ever. Haugen herself believes that there is still hope for social media to be created better, to truly serve to connect us. But a lot more work has to be done for us to get there. Conclusion: What are the impactful expressions used? Highlight them. 10 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE Let’s Write As we delve into the ins and outs of crafting persuasive arguments, let's apply the insights gained from our exploration of social media in the articles. Just as social media unveils a range of experiences, our argumentative essays will unfold a nuanced perspective on whether it has truly injected excitement into the lives of young people As we navigate the terrain of topic sentences, connectors, thesis statements, rebuttals, and counterarguments, remember that the dynamic nature of social media demands a thoughtful and adaptable approach. The task ahead is not merely to express personal opinions but to substantiate them with compelling evidence, much like the articles that drew upon real-life examples and data. So, let's embark on this writing journey, utilizing the skills acquired from our readings to present articulate and compelling arguments in the realm of social media's impact on the youth. THESIS STATEMENT A thesis statement should: tell readers what the essay is about be formulated in a ________________ can be written by _______________________________________________________. Highlight or underline the thesis statement in each of the following extracts. Title: 'Everyone should sometimes enjoy Title: 'Young people today are more stressed doing things that he or she does not enjoy.' than before.' Do you agree? Do you agree? Problems are part and parcel of life. We all face There are many things in life worth pursuing various problems in different phases of our simply because they are more enjoyable and lives. Adults have their own set of problems fun to do. However, there are some things and so do young people. Some may even say which ensure our emotional and physical youth is the most challenging phase one has to well-being, and we ought to do them even go through. I agree that the young today though they may not be fun. Hence, I experience more stress compared to previous strongly agree with the statement that generations and this could be due to increased everyone should sometimes do things that academic pressure, societal expectations and he or she does not enjoy. economic instability. Title: TV has destroyed communication among friends and family members.' Do you agree? Cable and satellite TV today have given us access to a wide range of programmes not previously available. This has caused some to be concerned that TV has destroyed communication among family and friends by causing people to spend too much time in front of the 'google box'. I feel strongly otherwise as TV has not only enhanced our communication and exchange of ideas, but also a treasure trove of information. 11 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE TOPIC SENTENCES IN ARGUMENTATIVE WRITING your supporting point clear and concise, not too narrow, broad or vague states the main argument supports the stand in thesis statement Topic: Do you agree that junk food should be banned in schools? Why or why not? Topic Sentence 1: promote healthier eating habits. These are my points after brainstorming! Topic Sentence 2: may lead to improved academic performance Topic Sentence 3: teach lifelong skills such as making nutritious food choices Now, write your thesis statement: __________________________________________________________________________________________ __________________________________________________________________________________________ Topic: Do you agree that cash is still relevant in today's society? Topic Sentence 1: These are my points after brainstorming! Topic Sentence 2: Topic Sentence 3: Now, write your thesis statement: __________________________________________________________________________________________ ______________________________________________________________________________________ 12 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE THESIS STATEMENTS IN ARGUMENTATIVE WRITING Topic: Social media has made our lives more exciting. Do you agree? Put a ✓ if the thesis statement sounds clear and concise and a × if it is too narrow, broad and vague. Thesis statements Tick Reason 1 I concur with this statement as I enjoy using Instagram. 2 I definitely agree as the ever-evolving social media landscape has given us many opportunities for creative self-expression. 3 I strongly agree with the statement because social media has changed everything about life. 4 I agree as social media is a big place with many things in it. 5 I agree as social media has revolutionised the way we access, share and engage with content that makes our lives more thrilling. 6 Insert your thesis statement for the above topic. Counter argument and Rebuttal Irrelevant rebuttal Your stand Screen time does more harm than good as it leads to many health issues. Counter argument However, proponents of screen time argue that screen time can help relieve stress. Rebuttal While this may be true, the fact is screen time can be educational. sweeping rebuttal (one sentence) Your stand Dogs make better pets as they are more affectionate. Counter argument However, opponents of cats may argue that felines are better pets as they are easier to take care. Rebuttal This may not be entirely true as it is based on a false assumption. Repetitive rebuttal Your stand I strongly believe that going cashless brings about more convenience and efficiency. Counter argument However, opponents of a cashless society may argue that going cashless may exclude some groups of people with limited access to technology. Rebuttal What is truer is some people fail to see that going cashless can bring about more convenience and efficiency. 13 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE Think-Pair-Share Identify and tick the correct rebuttal in each of the scenario. Example 1: Your stand: Video games can be educational. Counter However, opponents of video games argue that they are harmful as they cause violent argument behaviour. Rebuttal 1 While this may be true, video games can educate and teach useful things. Rebuttal 2 This may be a misconception because video games are much more affordable these days. Rebuttal 3 This may not be entirely true because correlation between video games and violent behaviour does not mean that playing video games directly causes violent behaviour. Do it yourself Craft a counterargument and rebuttal by apply the concepts taught earlier. Parents should have access to their child's social media accounts. Do you agree? Your I agree that parents should have access to their child's social media accounts as they have a stand: responsibility to ensure the safety and well-being of their children, especially in the online world. Counter argument: Rebuttal: Sentence starter Sentence starters Is my rebuttal Did my rebuttal address the used for counter used for rebuttal irrelevant? weakness/assumptions/irrelevance of argument sweeping? the counter argument? repetitive 14 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE TRANSITIONAL WORDS IN ARGUMENTATIVE ESSAYS Connect ideas, making the writing flow more smoothly Help readers follow the logic and progression of the argument Addition Contrast Comparison Example And On the contrary, Similarly For example in addition to Contrarily Likewise For instance furthermore Notwithstanding By the same token To illustrate moreover But To draw a parallel Thus besides However In much the same In other words not only.. but also… nevertheless way As an illustration what's more in spite of as well as on one hand on the other hand conversely although even though Sequence Clarify Summarise Emphasis Firstly That is to say Therefore Indeed Secondly In other words Finally In fact Next To clarify Consequently Certainly Subsequently To put it another way in conclusion In simpler terms 15 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE Question Analysis and Planning - CMA 'Social media has made the lives of young people today more exciting.' Do you agree? Start by analysing the question 1. Highlighting keywords in the question and clarify them. 2. Setting the premise for your discussion 3. Brainstorming points for both sides of the issue. 4. Decide which side has stronger points which you would be more comfortable elaborating. Choose that stand. 5. Adding credible supporting details to illustrate each main task 6. Identifying the strongest argument against your stand to refute 7. Including suitable vocabulary you would use for the task Identify keywords and their implications Use this space to do your question analysis Use this space to include suitable vocabulary and expressions 16 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE 'Social media has made the lives of young people today more exciting.' Do you agree? Introduction - Background info - Techniques to hook the reader to the topic. - Thesis statement Supporting Point 1 - Topic sentence - Elaborate - Examples - Link back - Connectors Supporting Point 2 - Topic sentence - Elaborate - Examples - Link back - Connectors 17 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE Counter- However, proponents / opponents of social media may argue that.. Argument + Rebuttal While this may be true,… Conclusion - Technique used to create an impactful conclusion -Reinstate the thesis statement 18 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE Section C [25 marks] Text 4 The text below is about the rise of TikTok and its relevance in the global community. Read it carefully and answer Questions 17-22 in the Question Booklet. 1 TikTok—the popular short video-sharing app—is now the fastest-growing social media platform on the internet. Rivaling companies such as Facebook, YouTube, Twitter and Netflix, the controversial platform has amassed more than two billion downloads in more than 200 countries and 75 languages in just the past four years. 2 While the app has had success in diverse markets, its principles have been challenged by 5 individuals and governments globally. In 2018, the Indonesian government enacted a one-week restriction on the app due to allegations of inappropriate content and blasphemy. The Indian government banned the app in 2020 on the grounds of geopolitical rationale. Former U.S. President Donald Trump attempted to ban TikTok due to U.S. national security concerns. Yet, amidst these challenges, TikTok’s popularity continues to proliferate amongst diverse communities and influence international markets and the future development of domestic internet companies overseas. 10 3 TikTok is powered by artificial intelligence. This means that the platform analyses user interest and preferences to create a more personalised feed, resulting in longer usage times. While the app makes personalised feeds for different users, it also allows users to depend less on the people they follow for consistent content. Unlike Instagram or Twitter, TikTok’s central “For You Page” 15 spotlight focuses on sharing content with users from individuals they do not follow, interact with or know. As the app has evolved, TikTok now markets its platform to be “for everyone.” In fact, the #tiktokisforeveryone hashtag reaches millions of views a day. 4 During the COVID-19 outbreak, citizen engagement increased on all social media platforms, and TikTok was no exception. The Institute for Strategic Dialogue recently reported that more than 20 twenty million views and two million likes, comments and shares were associated with vaccine misinformation. 5 Some national leaders also take advantage of TikTok’s high youth engagement to stop the spread of Covid-19 misinformation. For instance, the Prime Minister of New Zealand, Jacinda Arden, endorsed the Ministry of Health to leverage on this platform to thumb down fake news. Some 25 government entities such as the World Health Organisation have taken to the platform to address vaccine scepticism via creative, engaging and digestible content. Earlier this year, TikTok for Business and the Dubai Chamber of Commerce and Industry partnered 6 to help small to medium-sized enterprises with their digital growth strategies. In Arab economies, small businesses make up 90 percent of all formal private sector enterprises, but only 8 percent 30 receive bank loans, making expansion difficult. The Dubai Chamber of Commerce and Industry signed a Memorandum of Understanding with TikTok to launch the Dubai Chamber - TikTok Academy. The educational programme which focuses on assisting 1,000 diverse startups with business validation, scale and growth has already supported 300 businesses. 19 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE 7 As TikTok continues to explode in popularity and e-commerce expands, the platform may be used 35 to influence changes in modes of payment, food delivery industries and online shopping spaces. Although TikTok is a relatively new app, it can provide in-depth insight on people-first research, while humanising the process. Given that TikTok continues to capture diverse audiences, it is up to the development industry to strategise on staying attuned and communicating with their audiences as they move to this platform. Section C [25 marks] Refer to Text 4 for Questions 17-22. 17. Read the text and match the paragraphs with the appropriate headings. Write the correct letter (A-G). The first one has been done for you. There is one other letter you will not need to use. DO NOT USE ANY LETTER MORE THAN ONCE. Paragraph 1 ……C……… Paragraph 2 …………… Paragraph 3 …………… Paragraph 4-5 …………… Paragraph 6 …………… Paragraph 7 …………… A Fostering diverse engagement B Persisting through global challenges C The surge of Tik Tok D Unexpected shifts in Tik Tok E Shaping industries through social media F Utilizing social media during the pandemic G Collaborating on external ventures 18. Referring to Paragraph 1, quote one piece of evidence which suggests that TikTok is found everywhere. …………………………………………………………………………………………………………………. 20 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE 19. From Paragraph 3, explain how the platform provides more customised content. …………………………………………………………………………………………………………………. 20. From Paragraph 3, state one feature that is unique to TikTok. …………………………………………………………………………………………………………………. 21. From paragraph 2, quote 2 pieces of evidence which suggests that many countries have frowned upon Tik Tok. …………………………………………………………………………………………………………………..…. ………………………………………………………………………………………………….………………….. Summary – Optional (not tested for LR1) 22. Using your own words as far as possible, summarise the current and potential uses of TikTok, as outlined in the text. Use only information from Paragraphs 4 to 7 of Text 4. Your summary must be in continuous writing (not note form). It must not be longer than 80 words (not including the words given to help you begin). TikTok can be used for …...………………………………………………………………………………… …………………………………………………………………………………………………………………..………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………..………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………..………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………..………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………..………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………. Adapted from Admiralty Sec EOY P2 2022 21 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE Unit + Task: Technology Proliferation and Speech Writing Background Having delved into the dynamic world of social media excitement, let's now shift our focus to another groundbreaking frontier: the contactless society. Much like social media transformed the way we connect, envision a similar revolution in how we handle transactions. Prepare for a journey into the realm of contactless transactions, where simplicity and safety converge, unlocking new possibilities in our daily interactions. Your Task In this unit, you will be viewing a few speeches. Use them to help you learn more about how to produce a speech later on. Let’s Read… “Revolutionizing Lunchtime: Unleashing the Power of Cashless Transactions" You are about to read a sample speech from the viewpoint of a student advocating for the promotion of cashless payments in the school canteen. Good morning Mr Lim, teachers and fellow Montfortians. Have you ever found yourself Highlight and discuss standing in the lunch line, juggling coins and bills, wondering if there's a better way? Today, the persuasive I stand before you to propose a game-changing idea for our school canteen - a shift towards techniques (features) cashless transactions. Why? Because it's time we embrace efficiency, security, and a whole used in Speech. Make new level of convenience. notes along this margin. Our daily lunch routine should be as easy as 1-2-3, don't you agree? Imagine a world where paying for your favourite meal is as simple as a quick tap, a smooth swipe, or a click. No more counting change, no more waiting in line, and certainly no more hassle. Fellow students, let's break free from the old routine. It's time to make a change - a change that starts with the way we handle transactions in our school canteen. Picture this: You're rushing to grab a quick bite between classes. With a simple swipe of your card or a tap on your phone, your transaction is done. No need to fumble for cash while the clock is ticking. It's fast, it's efficient, and it's designed to match our pace. Some of you may ask why should we settle for the slow and outdated when we can leap into a future where lunchtime is a breeze? Now, let's talk security. Imagine you've lost your wallet - a nightmare, right? But with cashless transactions, your money is safely tucked away in your account. No more worrying about losing your hard-earned cash; it's protected with just a tap. So, my friends, let's rally together. Let's raise our voices in favour of a cashless revolution in our school canteen. Join me in saying yes to a future where lunchtime is not just a routine but an experience that aligns with the rhythm of our digital age. 22 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE In conclusion, we have the power to reshape our school experience. Let's make our voices heard and propel our canteen into the future of cashless transactions. It's time to say goodbye to the old and welcome the new. Thank you for your attention, and let's make lunchtime history together! Let’s Write As we delve into the ins and outs of crafting a speech, let's keep in mind that crafting a persuasive speech is about weaving a narrative that captivates the audience. Our goal is to articulate and compellingly present arguments, much like the features highlighted in the sample speech you just read. We will now be going through the features and persuasive techniques of a compelling speech. Writing an Introduction 1. Begin with an interesting anecdote connected to the point of your essay/speech. I had a wonderful childhood. I was doted upon by my parents and grandparents. When I stepped into secondary school, gradually, in a very imperceptible way, I realised that I had left my childhood behind. (the opening of an essay on ‘The pains and joys of growing up’) 2. Start with a provoking idea or startling statistics By the time you finished reading the first paragraph of this essay, that is, the introduction – at least 200 people would have died of starvation. Every year over 4 million will die of hunger. (the opening of an essay on ‘The biggest problem the world is facing today’) 3. Use an interesting quotation or meaningful proverb. Before one seeks vengeance, one would do well to heed the old Chinese proverb, ‘Before you set off on revenge, dig two graves.’ (the opening of an essay titled ‘Do you agree with the statement that revenge is sweet?’) 4. Ask an interesting question or two, the answers of which will be the whole point of your speech/essay. Have you ever considered a world where transactions are swift, secure, and touch-free? Picture a reality where payments, interactions, and daily exchanges seamlessly unfold without the need for physical contact. 5. Make an appealing connection between current news and your topic. Recent reports underscore the importance of vigilance in the contactless payment landscape, revealing an uptick in scams targeting unsuspecting users. While contactless payments offer unparalleled convenience, robust measures must ensure a safe and trustworthy digital payment environment. Define key terms. Screen time refers to the total amount of time an individual spends looking at or interacting with screens, such as those found on electronic devices like smartphones, tablets, computers, and televisions. In the ever- connected world we inhabit, screens have become constant companions in our daily lives. 23 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE Writing a Conclusion End With a Bang! After you've laid out your ideas and arguments, it's a good idea to end your speech with a rousing conclusion. Leave people feeling excited and that's what they'll remember about you. For instance: "Together we can make this nation truly great. And together we can build a better world for ourselves!" Transition Think of a sentence that will make it clear to the audience that you have finished the body and are now coming to the end of the speech. Restatement of main points Summarise your main ideas and think of which piece of information you really want the audience to remember. Close Thank your audience for listening. Think of a final sentence to help the audience remember your speech FEATURES OF A SPEECH Features Examples Contractions I’m sure every one of you wants to participate… Informal connectors I strongly believe that all of us should be involved in a worthy cause like this, so a e.g. ‘so’ instead of ‘as flea market is a better option. a result’ Address the audience Each and everyone of you can definitely make a difference. directly … all of you can take part in the event… First-person The school belongs to us, all of us, each and everyone of us. pronouns e.g. ‘we’, ‘our’, ‘us’ Imperative sentences Switch off all lights and fans before you leave. Bear in mind also that this event, which will be held in the hall… Active voice We will bear the cost. Standard English Do not write: ▪ Hey people! / Right? / Guys.. / Hey bros! / Wanna join me? Sentence variety Interrogative sentence What better way to celebrate the event than with a musical? Exclamatory Sentence What a huge difference we will make! 24 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE Speech Practice 1 You are advised to write between 180 and 250 words for this section. In an effort to provide the best educational experience for the students, the Principal has decided to invest in an innovative initiative-the SmartLearnWallet app-that will revolutionize the way students learn and interact within the school community. The aims of this app are to integrate technology seamlessly into the overall learning experience and enhancing parental engagement. As the President of Student Council, you have been tasked to persuade parents to support and download this app. Write a speech to them to convince them of your choice. In your speech, explain: the objectives of introducing this app any two features of this app how parents and students can benefit from this app You may add any other details you think will be helpful. Write your speech in clear, accurate English and in a persuasive and enthusiastic tone. You should use your own words as much as possible. -------------------------------------------------------------------------------------------------------------------------------------------------- 1. Identify PACTRF. 2. List 2 objectives. 3. Elaborate on any 2 given features, one at a time. 4. Use connectors and signposting language when moving from one feature to another. 5. Explain the benefits for parents and students. 25 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE SmartLearnWallet Contactless innovations. Keep the world moving in the midst of unexpected pandemics Contactless Payment Contactless Updates Contactless Learning Purchase books and Provide instant and Learn remotely during educational materials contactless access to challenging times, such as online and have them school news and pandemics. delivered right up to your updates. doorstep. Fun and engaging lessons Receive timely school for students to continue Make contactless donations information directly learning from the safety of to support various school through the app. their homes. initiatives. Donations which enhance the school's facilities, programs, and overall learning environment. We are excited to introduce our new app, SmartLearnWallet, designed to enhance your experience with our school community. This app brings convenience, connectivity, and efficiency to your fingertips. If you are keen to explore its benefits, here's how you can get started: 1. Download the app 2. Set up an account 3. Start exploring the features! Proudly brought to you by Willow Town Secondary 26 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE Text 3 The text below is about electronic sports, or esports, in Singapore. Read it carefully and answer Questions 13 to 19 in the Question Booklet. 1 Esports. What feeling does that word conjure up in you? The thrill of the rush? Excitement? Or perhaps somewhere at the other end of the spectrum like disdain? Whatever it is, you are probably either on one side or the other, with fewer people sitting in the middle on the subject. 2 As a multi-million dollar subset of a billion-dollar industry that is mainly driven by gamers’ needs and wants, there is no doubt that esports is huge. The sport itself has attracted a worldwide 5 audience of around 400 million – close to competing with traditional sports – as well as garnering close to a billion dollars in revenue. With the audience growth rate averaging about 15 per cent year-over-year and total revenue itself having an average of over 30% in growth, it really is a no- brainer to get involved in it. 3 Singapore has been somewhat partial to the rapidly growing industry, despite it being located 10 well-within the region that made it popular in the first place. That is not to say that it has not been growing in the country. In fact, more companies are cooperating with organizers of tournaments, government bodies are getting involved and there has been a marked increase in media coverage on esports news, reported even by traditional media. All of them with the sole purpose of tapping into the lucrative industry. 15 4 While the sport has never been bigger than it is right now, the general perception of the public is one that contrasts with that rise. Sure, you’ll be able to find a few fans who will excessively praise the player or team they support. More often than not though, there’s a dismissive tone when talking about the subject in general, even from people who identify themselves as gamers. 5 A lot of this has to do with the culture within Singapore. The sentiment that gaming is detrimental 20 has lessened somewhat, with modern parenting relaxing its stance on the subject. However, a person spending their time hunched over a computer at a Local Area Network, or LAN, shop is still strongly discouraged today. Many people still believe that Singapore is built upon above board values like hard work and meritocracy. The dark, enclosed atmosphere of LAN shops where gamers hang out does not align with those beliefs. 25 6 The notion that being a professional esports player can be considered a respectable job is treated even worse than supporting esports. Singapore has always been a country that is career- oriented, and with it comes the desire to project “success” through one’s image. Though work attires have evolved to become more relaxed and even trendy in some regard, the traditional white-collar attire is still typically seen as the barometer for career success. Juxtapose that with 30 the almost stereotypical “gamer” uniform of professional esports players, and it is clear to see the disparity between the two. Sad to say, but hoodies plastered with logos of numerous sponsors simply do not evoke the image of success, comfortable as they may be to wear. 7 However, there is a degree of truth seeded in the accusation that professional esports is not a viable job. The international players take the headlines with the multi-million dollar winnings while 35 Singapore players are way down lower the ladder, though they still can earn a respectable amount of up to a million dollars. 8 In order for Singapore to truly reverse the line of thinking for esports, the current issues that are present within the industry need to be ironed out first. A major one is inclusivity, where esports is still very much male-dominated. Also, the fact that major attention is only given to certain genres 40 like Multiplayer Online Battle Arenas which makes fans of other types of games feel ostracised. 27 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE 9 However, we can see that the thinking is already changing for the better, though more can certainly be done. There needs to be continued investment into building a healthy ecosystem that takes care of the mental and physical well-being of players, development of neutral governing bodies and connections between the different agencies within the industry. 45 Adapted from https://danamic.org/2020/01/06/the-state-of-esports-perception-of-gaming-in-singapore Section C [25 marks] Refer to Text 4 on pages 5 - 6 of the Insert for the Questions 13 – 18. 13 Read the text and match the paragraphs with the appropriate headings. Write the correct letter (A-G). The first one has been done for you. There is one other letter you will not need to use. DO NOT USE ANY LETTER MORE THAN ONCE. Paragraph 1-2 ……C……… Paragraph 3 …………… Paragraph 4-5 …………… Paragraph 6-7 …………… Paragraph 8 …………… Paragraph 9 …………… A Embracing of growing esports industry locally B Career biases in esports C Global growth and revenue D Positive shifts in esports E Origin of esports F Mixed perceptions about esports growth G Addressing issues in esports 14. According to Paragraph 1, which word tells us that there is a range of emotions that people have towards esports? …………………………………………………………………………………………………………………… 28 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE 15. In Paragraph 2, esports is seen as a ‘subset of a billion-dollar industry’ (line 5). What is this industry? …………………………………………………………………………………………………………………… 16. From Paragraph 2, give two reasons why esports is able to generate so much revenue. ………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………… 17. With reference to Paragraph 9, give one way that can further change the public’s mindset towards esports. ………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………… Summary – Optional (not tested for LR1) 18. Using your own words as far as possible, summarise the negative perceptions people have towards esports and professional esports players and the reasons behind them. Use only material from Paragraphs 4 to 7 of Text 3. Your summary must be in continuous writing (not note form). It must be no longer than 80 words, not counting the words given to help you begin. One negative reaction Singaporeans have towards esports is……………………………………………… ………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… 29 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE Editing Carefully read the text below, consisting of 12 lines, about the use of Artificial Intelligence (AI) in education. The first and last lines are correct. For the remaining ten lines, there is one grammatical error in each line. Circle the incorrect word and write the correct word in the space provided. The correct word you provide must not change the original meaning of the sentence. Example: This beautiful works have a history rooted in sentiment and family. These Artificial Intelligence (AI) is changing the world. The world’s attention is now fixed with the unfolding impact of Generative AI tools on knowledge 1 and content creation. Schools may well be the first place of experience 2 tangible changes due to AI. How schools function, teachers work, but 3 students develop personally and professional for tomorrow’s world of 4 work. Applying the power of AI in some of our greatest challenges in 5 school offer incredible opportunities. It is already helping teachers 6 ……………… design courses and analyse data in student performance to engineer 7 learning interventions and new lesson plans. Of this new era of learning, 8 we will need to deploys AI in education that enables society to flourish. 9 By doing so, we will not only strengthen student learning, and ensure 10 that future generations thrive in ever more human and humane ways. 30 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE BEDOK VIEW SECONDARY SCHOOL END-OF-YEAR EXAMINATION 2023 CANDIDATE NAME REGISTER CLASS NUMBER Section A [10 marks] Question 1 Carefully read the text below, consisting of 12 lines, about the writer’s experience taking a train to Varanasi. The first and last lines are correct. For the remaining ten lines, there is one grammatical error in each line. Circle the incorrect word and write the correct word in the space provided. The correct word you provide must not change the original meaning of the sentence. Example: at I arrived to my destination at 2 pm................................ At 2 am, our train to Varanasi arrived without fanfare, announcement, or introduction, slow sliding along the tracks as the whole platform came to 1............................... life hurriedly to get in board. But this was no empty or clean train ready 2............................... to receive us; this train was already packed with people – tired, hot, 3............................... smelly. People who had endure numerous suffering during their long 4............................... stop-and-go to Delhi. As we rushed along the platform, frantically looking 5............................... for my carriage number, we passed the lowest-class carriages when 6............................... people seemed stuffed in, with arms sticking out of windows, along with 7............................... a unbelievable stench that can only be created by a sweaty mass of 8............................... humanity confined to hours. It was chaos as platform-dwellers swarmed 9............................... the train, looking for our assigned spaces. 10............................... 31 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE Places to visit in Singapore Singapore Botanic Gardens Drop by the Centre for Education and Outreach to increase your awareness, appreciation and knowledge of plants and nature, as well as learn what you can do to conserve our environment. End off your trip with a leisurely stroll around the Garden and let the stress of city life melt away as you take in the wonders of nature. Gardens By the Bay What better way to spend the day than to bask in the tropical sun while in air-conditioned comfort. Wander through the Flower Dome and be mesmerised by the myriad of colours each flower display presents. Learn about the various adaptations plants have made through the interactive displays at the Cloud Forest and if luck would have it, you may be able to see the carnivorous plants in action! Superpark Singapore Designed with Finnish heart and know-how, Superpark is a unique, purpose-built indoor activity park which encourages people of all ages to play and interact! There are three zones, filled with different activities, from obstacle walls to trampolines to even an indoor skate park. There is definitely something for everyone! 32 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE Section B [30 marks] You are advised to write between 180 and 250 words for this section. Question 2 You should look at the printout of a poster in the Insert, study the information carefully and plan your answer before beginning to write. Your school has decided to organise an excursion for the Secondary Three cohort for the End-of-Year activity. The objectives of the excursion are to provide an opportunity for the Secondary Three students to forge stronger bonds and to allow students to relieve stress after the End-of-Year Examinations. Your Year Head has asked you to choose one of the locations shown on the advertisement to visit and give a speech to the cohort. Your speech should include the following: state clearly which location you have chosen provide two reasons why you have chosen that particular location say how the location can help fulfil the objectives of the excursion describe how the students can further benefit from the excursion. Write your speech in clear, accurate English and in a persuasive and enthusiastic tone. You should use your own words as much as possible. 33 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE Section C [30 marks] Begin your answer on a fresh page. You are advised to write between 250 and 400 words on one of the following topics. At the head of your composition, write the number of the topic you have chosen. Questions 3 – 6 3 Many say that the Singapore education system is very stressful. Do you agree? 4 Some parents say that teenagers’ use of smartphone and other electronic gadgets is spoiling family lift. What are your views? 5 ‘Choosing a good role model is very important to our development.’ Do you agree? 6 It is important for families to take meals together. Do you agree? 34 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE Section A Study the advertisement (Text 1) and the extract from an e-magazine (Text 2) and answer Questions 1-4 in the Question Paper. Text 1 is taken from an advetisement published in a local newspaper. 35 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE Text 2 is taken from from an online post. SAMily Funday Spend quality time with your family with SAMily Funday on 5 August 2023 from 1pm to 5pm at the Singapore Art Museum. The Singapore Art Museum (SAM) calls for an exciting family day out this National Day season with SAMily Funday! Ignite the creative spirits of your young ones through fun, artsy workshops such as “This Little Red Dot…” that celebrates 60 years of greening and conservation efforts in Singapore through illustrations using a specially created template. Design your own mini batik masterpiece that draws inspiration from Khairulddin Wahab's captivating Landscape Palimpsest featured in SAM Contemporaries: Residues & Remixes. That's not all; enjoy captivating performances and fascinating curated exhibition tours suitable for all ages, such as Hito Steyerl: Factory of the Sun, and Lila: Unending Play by Jane Lee. Spend quality time with your family with SAMily Funday on 5 August 2023 from 1pm to 5pm at the Singapore Art Museum Section B Text 3 The text below is about Japan’s nuclear refugees. Read it carefully and answer Questions 5 – 14 in the Question Booklet. 1 Perhaps the most heartbreaking thing about the town of Namie is that at first glance nothing seems amiss. The blue-green meadows look lush. The gently flowing Takase and Ukedo Rivers glitter in the sun. The barbershop, train station, and fried pork restaurant seem ready for business, a universe apart from the havoc and wholesale destruction visited on towns farther up the coast. In the nearby towns, clocks washed ashore frozen at roughly 3.15pm. when the tsunami 5 swallowed towns whole; in the humble fishing town of Namie, the clocks go right on ticking. 2 Namie is one of five towns, two cities, and two villages that lie partially or wholly within a 12.4- mile radius of the Fukushima Daiichi nuclear power plant—designated by the government as a no-go zone. Like all the towns in the nuclear exclusion zone, it essentially no longer exists. Of its 21,000 residents, 7,500 have scattered across Japan. Another 13,500 live in temporary housing 10 in the Fukushima region. They are among more than 70,000 "nuclear refugees" were made homeless by the world's worst nuclear accident. Namie becoming a ghost town began in the chaotic hours after the quake struck on March 11. 3 Namie is shaped like a bow tie, expanding northwest from Fukushima Daiichi. Guided by news of the unfolding nuclear accident on TV and by local officials, townsfolk drove to the highlands, 15 the centre of the bow. Heading for the hills is a lifesaving instinct for Japanese conditioned by centuries of tsunamis, but in this case it turned out to be a terrible strategy. Residents fled smack into the plume of air carrying radioactive debris. They crammed into shelters with little food until the 15th, after another explosion sent them fleeing farther west to the city of Nihonmatsu. 4 "The forgotten town" was how the July issue of the popular magazine Bungei Shunju described 20 Namie, which never received official orders to evacuate, even as hydrogen explosions at units 1 and 3 spewed toxic particles across the Fukushima area. "We weren't forgotten," says Naka Shimizu, the mayor's assistant. "We were ignored." 36 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE 5 Swathed in white protective masks and suits, residents are bused into the zone on rare occasions to retrieve valuables and check on their homes. The trips are brief— roughly two to three hours— 25 to minimise radiation exposure. Some families plan these forays with military precision, but Junko and Yukichi Shimizu, who shared their home with their son's family, including a two-year-old grandson, are plainly overwhelmed as they move slowly about their spacious home. On July 26, I spent half an hour with the couple during a day of driving and walking through the deserted town. 30 6 Yukichi, 62, dejectedly tapes windows as he looks at his beloved garden, now destroyed. Junko, 59, dusts the family's Buddhist altar and gathers the few small items they are permitted to bring out of the zone: photos, Chinese herbal medicines, her daughter's kimono. She leaves behind their Buddhist ancestor tablets. "There's no one else to protect our house,” she says. 7 Namie's town hall has become makeshift offices in Nihonmatsu. Its officials continue to issue birth 35 certificates, keep track of the increasingly far-flung inhabitants, and consult experts about the radioactive caesium* that has rendered Namie's 86 square miles uninhabitable. 8 Many residents have hoped that they might return once Fukushima Daiichi is stabilised, but prospects are grim. While TEPCO*, operator of the crippled nuclear plant, hopes the complex will be brought under control by the New Year, residents will not be allowed back in the foreseeable 40 future, and the government is mulling plans to buy their homes. 9 As the soft rays of dusk cast a warm glow over the downtown landscape, a cool ocean breeze ruffles our suffocating protective suits. For just a moment, it is possible to forget that the Geiger counter* hit a level about 600 times normal, a few miles down Route 6. Yukichi Shimizu, who used to farm rice and work in construction, is in deep thought as he surveys his lovely but lifeless 45 hometown. "Could it really be that unsafe to live here?" *radioactive caesium radiocaesium, is a radioactive isotope of caesium that is formed as one of the more common fission products by the nuclear fission of uranium-235 and other fissionable isotopes in nuclear reactors and nuclear weapons. *TEPCO – Tokyo Electric Power Company *A Geiger counter’ is an instrument used for measuring ionizing radiation Adapted from The Washington Post article by Simon Denyer 37 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE Section C Text 4 The text below is about how printing press was invented. Read it carefully and answer Questions 15 -20 in the Question Booklet. 1 Johannes Gutenberg is usually cited as the inventor of the printing press. Indeed, the German goldsmith's 15th-century contribution to the technology was revolutionary — enabling the mass production of books and the rapid dissemination of knowledge throughout Europe. However, the history of printing begins long before Gutenberg's time. 2 Nearly 600 years before Gutenberg, Chinese monks were setting ink to paper using a method 5 known as block printing, in which wooden blocks are coated with ink and pressed to sheets of paper. The carved wooden blocks used for this early method of printing were also used in Japan and Korea as early as the eighth century. 3 An important advancement to woodblock printing came in the early eleventh century, when a Chinese peasant named Bi Sheng developed the world's first movable type*. His ingenious 10 method of printing, which involved the production of hundreds of individual characters, was well-documented by his contemporary, a scholar and scientist named Shen Kuo. He explained that Sheng's movable characters were made out of baked clay and could be used to print thousands of copies of a document fairly quickly. 4 In the 14th century, Wang Chen independently created his own set of movable characters out 15 of wood to publish a voluminous series of books on agriculture, titled "Nung Shu." Later, Chen's printing method did catch on, albeit slowly, and was used for reproducing documents in the centuries that followed. Metal type — made from bronze and perhaps tin — was also used in China for the printing of books and paper money until at least the 18th century. 5 Historical evidence suggests that metal movable type was also developed independently in 20 Korea in the late 14th century. In 1377, a Korean monk named Baegun is credited with printing a compilation of Buddhist sayings using movable metal type. 6 Despite early successes with movable type, this method of printing did not catch on as quickly in Asia as it did in Europe. This lukewarm reception was most likely due to the complexities of Asian writing systems. Unlike the concise, alphabetic script of many Western languages, 25 Chinese, Japanese and Korean are made up of thousands of characters, which would each have to be cast individually for printing using movable type. Such a daunting task may have made woodblocks seem like a more efficient option for printing in these languages. 7 Europeans, however, took to movable type quickly. Before the invention of the printing press — sometime between 1440 and 1450 — most European texts were already printed using 30 xylography, a form of woodblock printing similar to the Chinese method. Manuscripts not printed with woodblocks were painstakingly copied by hand. Both processes were extremely labour intensive and, as a result, books in Europe were very expensive and few could afford to buy them. 8 But all that changed in the middle of the 15th century, when Johannes Gutenberg established 35 himself as a goldsmith and craftsman in Strasbourg, Germany. In Strasbourg, Gutenberg first began experimenting with both xylography and the development of a more efficient method of printing. 9 Like Bi Sheng, Wang Chen and Baegun before him, Gutenberg determined that to speed up the printing process, he would need to break the conventional wooden blocks down into their 40 38 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE individual components — lower- and upper-case letters, and punctuation marks. He cast these movable blocks of letters and symbols out of various metals. He also created his own ink using linseed oil and soot — a development that represented a major improvement over the water-based inks used in China as it was more lasting. 10 But what really set Gutenberg apart from his predecessors in Asia was his development of a 45 press that mechanised the transfer of ink from movable type to paper. Adapting the screw mechanisms found in wine presses, papermakers' presses and linen presses, Gutenberg developed a press perfectly suited for printing. The first printing press allowed for an assembly line-style production process that was much more efficient than pressing paper to ink by hand. For the first time in history, books could be mass-produced — and at a fraction of the cost of 50 conventional printing methods. *A type is a letter or symbol on small pieces of wood / clay / metal used for printing Adapted from Who invented the Printing Press? by Elizabeth Palermo Section A [5 marks] Refer to the advertisement (Text 1) and the extract from an e-magazine (Text 2) and answer Questions 1- 4 in the Question Paper. 1 Look at Text 1. The title of the competition is called ‘My Journey, My Home’. What do these words suggest about what the participants might express in their card designs? ……………………………………………………………………………………………..…………………… 2 Look at Text 2. Tick (√) the statement which best summarises the main idea of Text 2. Ignite creativity through fun, artsy workshops. Encourage greening and conservation efforts. Enjoy captivating performances and fascinating curator exhibition tours. Spend quality time with family. 3 Give one way in which the tone of Text 1 is similar to the tone of Text 2. …………………………………………………………………………………………..…………….............. 39 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE 4 Look at Texts 1 and 2 and statements (a) and (b) below. Decide whether the statements refer to Text 1, Text 2, both texts, or neither text. Circle the answer you have chosen for each statement. (a) The goal is to highlight that Singapore is an interesting country. Text 1 / Text 2 / Both / Neither (b) The text provides opportunities for Singaporeans to be creative. Text 1 / Text 2 / Both / Neither Section B [20 marks] Refer to Text 3 on pages 4 and 5 of the Insert for Questions 5-14. 5 Write down the word from Paragraph 1 which describes the tsunami like a person. …………………………………………………………………....…………………………………….. 6 In Paragraph 1, the writer felt that ‘at first glance nothing seems amiss.’ (lines 1-2) What does this suggest about the town of Namie? ………………………………………………………………………………………………….……….. 7 Explain why the phrase ‘no longer exists’ (line 9) was used to describe the town, Namie. …………………………………………………………………………………………………….…….. 8 In Paragraph 3, give two reasons why ‘heading for the hills’ was seen as ‘a terrible strategy’ (line 17) when the disaster hit. ……………………………………………………………………………………………………………….. ………………………………………………………………………………………….………………….. 9 (a) ‘The forgotten town’ was how the July issue of the popular magazine Bungei Shunju described Namie.” Why was the town described in this way? ………………………….………………………………………………………………………………….. (b) ‘We were ignored’ (line 23). Suggest how the mayor’s assistant felt and what caused him to say this. ………………………………………………………………………………….…………………………….. ………………………………………………………………………………….…………….................... 40 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE 10 ‘Swathed in white protective masks and suits, residents are bused into the zone on rare occasions to retrieve valuables and check on their homes. The trips are brief -roughly two to three hours—to minimize radiation exposure. Some families plan these forays with military precision, but Junko and Yukichi Shimizu, who shared their home their son's family, including a two-year old grandson, are plainly overwhelmed as they move slowly about their spacious home.’ (lines 24-29) From the sentences given above, identify the word or phrase that correspond to the following features of the trip. Features of the trip Matching words or phrases from the given extract having extreme accuracy easily seen to be very emotional organise short attempts of search wrapped like a bandage 11 (a) Pick out a word in Paragraph 7 which conveys that the offices were temporarily made in haste. ……………………………………………………………………………………..……........................... (b) ‘Its officials continue to issue birth certificates, keep track of the increasingly far-flung inhabitants...’ (lines 35-37). What could be the reason why there was there a need to issue birth certificates? ……………………………………………………………………………………………......................... 12 Which two of the following phrases from Paragraph 8 suggest that the writer was pessimistic about the residents’ hope of returning to Namie? (Tick two boxes only). ‘…have hoped that they might return…’ ‘…but prospects are grim.’ ‘…complex will be brought under control…’ ‘…will not be allowed back in the foreseeable future…’ 41 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE 13 (a) Explain in your own words the meaning of the italised words of this expression ‘…the government is mulling plans to buy their homes.’ (line 41). …………………………….………………………………………………………..…............................ (b) Why do you think the government would do this? ……………………………………………………………………….………………… ……………………. …………………………………………………………………………….……………………………….. 14 The writer described the conditions that Namie was unsuitable to live in. With reference to Paragraph 9, find evidence that supports this observation. Identify two quotes from Paragraph 9 and explain how each quote provides evidence for this observation. Quotes How each quote supports the observation that Namie was unsuitable to live in 42 MONTFORT SECONDARY SCHOOL DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE Section C [25 marks] 15 Refer to Text 4 for Qns 15 – 20. Read the text and match the paragraphs with the appropriate headings. Write the correct letter (A-G). The first one has been done for you. There is one other letter you will not need to use. DO NOT USE ANY LETTER MORE THAN ONCE. Paragraph 1 ……………E………………… Paragraph 2 ………………………………. Paragraphs 3-5 ………………………………. Paragraph 6 ………………………………. Paragraph 7 ………………………………. Paragraphs 8-10 ………………………………. A Evolution of Asian printing B Gutenberg’s plan C Gutenberg’s contribution to the printing press D Positive response to the movable printing presses in Europe and Asia E Who Gutenberg was F The use of block printing G Incompatibility of movable type printing 16 Which word in Paragraph 1 tells us that Gutenberg’s invention was completely new and different? ……………………………………………………