PAPER 1 MATERIAL

HINTS FOR CONTINUOUS WRITING

Before writing anything make a short plan of your entire composition,
using help given by the question.
Use only words, constructions and figurative language you are familiar
with
Avoid flowery and pompous language. The best writers of English
express themselves in simple and clear language
Do not use abbreviations. They do not have a place in continuous
writing
Make your writing interesting by using illustrations. Make the ready
feel like he or she was present when the events of your story unfolded
Do not begin to write a sentence until you know how it will begin and
end
Begin a paragraph for each new topic
Pay close attention to mechanical skills-grammar, spelling and
punctuation.
Do not switch the tenses until the sense requires you to
Check your work thoroughly at least twice. This will necessitate
allowing a few minutes at the end of time allotted
If you have choices for the composition you are to write, choose the
composition that you are most familiar with so that you can freely
express yourself
Take note of the number of words you are required to use. Normally
between 450- 600 and do not write less/more than that.
Your points should follow each other logically and avoid mixing up
points. Stick to a point, explain it and summarize it before you move on
to the next one.
Develop your points in a strategic manner. Don’t just write straight
forward points. It’s not interesting
Illustrate a story in your mind and bring it into action by your
writing(narrative composition)
Your introduction should be short, precise and interesting.2-3 lines
The body should consist of two to three paragraphs each depicting a
different idea

Continuous writing comes in various forms such as factual, narrative or

argumentative writing.

Factual writing
The writing is solely based on facts that can be supported with evident
examples
It does not entail any fiction or any fairytales

Narrative writing
This kind of writing is called fiction. Fiction is a literary work based on
imagination and not on facts. For example, you may be asked to write
about your journey by flight to overseas though you never went
overseas. You should be in position to narrate it like you have boarded a
flight before. You have to be familiar with what a journey by flight seems
like. Be familiar with terms like cockpit, runway and flight attendants. Be
informed about classes in the aircraft such as business class and
economy class. You should be able to convince the reader that you have
boarded a flight before. You should be familiar with the kind of fuel that
aircraft use. Do not talk about the aircraft using diesel or petrol because
that would totally cost you marks. If you do not know anything at all do
not mention it because it would save you marks and embarrassment.
You should write based on things that you are sure about.
You should know the procedure followed before the flight sets off and
before the flight lands.
Narrative compositions should compose of figurative language such
as idioms, proverbs, similes and metaphors
Argumentative composition
In this kind of writing you have to choose to agree or disagree with
one point. It requires you to argue on a point whilst supporting your
points with relevant information. For example, a topic may be “It is
better to school children in a city than at a rural area”. So, in this
kind of writing you have to either agree that indeed it is advisable to
school kids at a city than at a rural area or argue that it is advisable to
school kids at a rural area than at a city. Whatever point you pick you
have to support it with relevant, strong points that would prove you are
informed with relevant information.

You cannot support/rebut both sides

CHARACTER THROUGH DESCRIPTION

This is the first description of Mrs Kingshaw in I’m the King of the Castle
by
Susan Hill:

She was widowed, she was thirty-seven, and she was to become
what he had termed an informal housekeeper

There is no physical description, so we have no idea at this stage what

Mrs Kingshaw looks like. Our interest is gained by making us wonder, for
example, what has attracted Mr Hooper to Mrs Kingshaw? What does he
mean by ‘informal housekeeper’? So, the author’s technique is one of
giving a little information to make us want to read on.

Descriptions may be more detailed. This is Marian in The Go-Between

by L. P. Hartley:
Her father’s long eyelids drooped over her eyes, leaving under
them a glint of blue so deep and liquid that it might have been
shining through an unshed tear. Her hair was bright with sunshine,
but her face, which was full like her mother’s, only pale rose-pink
instead of cream, wore a stern brooding look that her small curved
nose made almost hawk-like.

You could sketch Marian’s appearance from this information, but not
Mrs Kingshaw. However, there is a similarity in the descriptions, and it
is an important technique which you should comment on when writing
about character. This is the implicit meaning in the descriptions; that
is, what the authors are suggesting about the characters. Marian is
obviously beautiful, but words such as ‘stern’, ‘brooding’ and ‘hawk like’
hint at harsh elements in her character; the lack of information
about Mrs Kingshaw makes her seem mysterious and even a little
threatening. Susan Hill and L. P. Hartley have got us speculating about
their characters – in one case through lack of detail, and in the other
through the amount of detail!

CHARACTER THROUGH ACTION

Rather than simply describe them, the author may show us characters
doing things. Our reactions to what they do help us decide what kind
of people they are. When Billy Casper in A Kestrel for a Knave washes
his hands after a fight at school, he plays with a soap bubble:
He tilted his hand and shifted his head to catch the colours from
different angles and in different lights, and while he was looking it
vanished, leaving him looking at a lathered palm.

What is the author, Barry Hines, telling us? Despite his problems, Billy is
a sensitive lad who delights in the natural world around him. On a more
basic level, he is not used to having hot water and soap to wash with!

CHARACTER THROUGH SPEECH

Squealer in Animal Farm by George Orwell shows his character through
what he says. Here we see his cunning and disregard for the other
animals:

We pigs are brain workers. The whole management and

organisation of this farm depend on us. Day and night, we are
watching over your welfare. It is for your sake that we drink that
milk and eat those apples. Do you know what will happen if we pigs
failed in our duty? Yes, Jones would come back!

It is what he says which shows Squealer’s nature. Sometimes it will be

how a character says something which is revealing. In The Darkness
Out There by Penelope Lively, Mrs Rutter shows how little she minds
about the death of a German airman (but also her anger at the death of
her own husband in the war) by commenting, ‘Tit for tat...’.

EXERCISE
1. What do you learn about the character of the boy in this excerpt
from William Golding’s Lord of the Flies? What details help you
form your ideas? (6)

He was a boy of perhaps six years, sturdy and fair, his clothes torn,
his face covered with a sticky mess of fruit. His trousers had been
lowered for an obvious purpose and had only been pulled back
half-way. He jumped off the palm terrace into the sand and his
trousers fell about his ankles; he stepped out of them and trotted to
the platform.... As he received the reassurance of something
purposeful being done he began to look satisfied, and his only
clean digit, a pink thumb, slid into his mouth.

2. What do this girl’s actions (from The Darkness Out There by

Penelope Lively) tell you about her character? (4)
She stopped to pick grass stems out of her sandal; she saw the
neat print of the strap-marks against her sunburn, pink white on
brown. Somebody had said she had pretty feet, once: she looked at
them clean and plump and neat on the grass.
3. What does this dialogue tell you about the three characters in Salt on
the Snow by Rukshana Smith? (6)
‘I saw an ad for a volunteer agency today,’ Julie remarked. ‘I
thought I might find out about it. They’re asking for helpers to get
old people’s shopping.’ Dad looked up, his mouth full. ‘Do-
gooders!’ he scoffed. ‘Charity work! You know I don’t hold with that
sort of thing.’ ‘Don’t upset yourself, Jack,’ soothed his wife,
pouring him a cup of tea.

SOLUTIONS TO THE EXERCISE

1. The boy seems to be adventurous (1) as he has been exploring and
finding fruit to eat (1); he is not easily embarrassed (1) as he hadn’t
pulled his trousers up properly after going to the toilet and steps right
out of them when they fall down (1). Despite this, he is obviously a
little frightened or lonely (1) as he sucks his thumb (1).
Note how each statement about the boy’s character is supported by a
detail from the text. You can either put the details into your own words,
or you might quote directly from the passage.

2. She likes to be neat and tidy/comfortable (1) as she stops to pick

grass stems out of her sandal (1). She may be a little vain (1)
because she remembers how someone once complimented her feet
and she admires them now (1).

This question requires you to read more between the lines

than question 1. However, if you consider carefully what the
 girl does and thinks, that should give you clues about her
character.

3. Julie is kind and helpful (1) as she wants to be a volunteer helper (1);
Dad is aggressive and scornful (1) as is shown by his word ‘do-
gooders’ (1) and the author’s word ‘scoffed’ (1). Mum is the
peacemaker (1) as we see from the author’s word ‘soothed’.

Here it is the characters’ actual language rather than their actions

which gives a hint about their attitudes, but remember to look for
other help such as the author’s choice of words (here: ‘remarked’,
‘scoffed’ and ‘soothed’) which describes how they say something.

Apart from character, the aspect of prose fiction which most

influences how you respond to an author’s concerns is setting.

Setting means the ways in which places or objects are used to create
meaning, atmosphere or mood.

SETTINGS WHICH CREATE MEANING

Sometimes a description will appear to be literal or neutral if the writer

simply wants to establish where something is happening:

The house, which was called Warings, had been built by the
boy’s great-grandfather, and so it was not very old. In those
days, there had been a large village, and the first Joseph Hooper
had owned a good deal of land. Now, the village had shrunk,
people had left for the towns and there had been few
newcomers, few new buildings. Derne had become like an old
busy port which has been deserted by the sea.

That extract from I’m the King of the Castle gives background
information in a straightforward way. Even so, a skillful writer like
Susan Hill cannot avoid suggesting in the final sentence that the
village has not merely shrunk in size but has actually been rejected
by people – what is wrong with this place, the reader might wonder.
Descriptions of places are often used to create meaning. In this
passage from Lord of the Flies, the sea is made to seem monstrous
and threatening

…it seemed like the breathing of some stupendous creature.

Slowly the waters sank among the rocks, revealing pink tables of
granite, strange growths of coral, polyp, and weed. Down, down,
the waters went, whispering like the wind among the heads of
the forest. There was one flat rock there, spread like a table, and
the waters sucking down on the four weedy sides made them
seem like cliffs. Then the sleeping leviathan
breathed out – the waters rose, the weed streamed, and the
water boiled over the table rock with a roar.

Words such as ‘breathing’, ‘creature’, ‘growths’, ‘whispering’, ‘heads’,

‘sucking’ and ‘breathed’ give the sea human qualities. These convey
both the threat of the environment and the fear of the boy watching it.
So, as well as helping to establish William Golding’s theme of
savagery, the passage also tells us about Ralph’s feelings.

SETTINGS WHICH CREATE MOOD OR ATMOSPHERE

Setting can thus be used to illustrate a character’s mood, or to set the

tone of a story. The narrator in Dylan Thomas’s The Outing tells us:

The charabanc pulled up outside the Mountain Sheep, a small,

unhappy public house with a thatched roof like a wig with
ringworm …

Here the mix of comedy and disappointment reflects both the

narrator’s feelings and the atmosphere of the story. Barry Hines
begins A Kestrel for a Knave with this paragraph:

There were no curtains up. The window was a hard-edged block

the colour of the night sky. Inside the bedroom the darkness was
of a gritty texture. The wardrobe and the bed were blurred
shapes in the darkness. Silence.
 This sets the mood for the whole story, which is indeed ‘hard’ and
‘gritty’. This ‘silence’ is not peaceful, but threatening, with the ‘blurred
shapes’ lurking in the ‘darkness’.

When you consider setting, look for meaning both in what is

described and how it is described; think about what these choices tell
you about characters in the story or about the actual themes and
ideas of the story. Look especially at the words used, and any images
– such William Golding’s comparison of the sea to a monster or
Dylan Thomas’s comparison of the thatch to a rotten wig.

EXERCISE
1. How does the author convey Rashmi’s mood through the setting of
this extract from Salt on the Snow? (4)
…she washed up, staring out of the window. Everything was grey.
The flats opposite were coated in greyish pebbledash, the sky was
grey, grey-faced people in grey coats hurried by, their eyes
downcast on the grey paths. ‘Back home,’ she thought, ‘houses are
painted green and yellow with contrasting patterns around the
doors.’
2. What do these descriptions of two different settings, both from near
the start of Turned, suggest about the theme of Charlotte Perkins
Gilman’s story? (4)

In her soft-carpeted, thick-curtained, richly furnished chamber, Mrs

Marroner lay sobbing on the wide, soft bed. In her uncarpeted, thin-
curtained, poorly furnished chamber on the top floor, Gerta
Petersen lay sobbing on the narrow, hard bed.

3. How does this extract from I’m the King of the Castle (a) establish a
particular atmosphere (10) and (b) suggest to you the mood of the
two boys, Kingshaw and Hooper? (2)
There was a sudden screeching cry, and a great flapping of wings,
like wooden clappers. Kingshaw looked up. Two jays came flying
straight through the wood, their wings whirring on the air. When
they had gone, it went very still again at once, and it seemed
darker, too. Then, a faint breeze came through the wood towards
them, and passed, just stirring the warm air. Silence again. A
blackbird began to sing, a loud, bright, warning song. Hooper
looked up in alarm. From somewhere, far away, came the first
rumble of thunder…

SOLUTIONS TO THE EXERCISE

1. Rashmi is depressed (1) and homesick (1). This is emphasized by the
repetition of the word ‘grey’ (1) and how she contrasts this in her mind
with the colourfulness of her native country (1).

This is a fairly obvious example of a writer using contrasting colours to

suggest different feelings or attitudes. Always be on the lookout for more
subtle uses of colour to reinforce the theme or message of a piece of
writing: such details are seldom there by chance – writers choose words
for reasons!

2. Both passages describe similar details of setting, but in one case they
are expensive (1) and in the other cheap (1). This suggests that one
theme of the story may be differences in social class (1) but that
people experience the same emotions no matter what class they
belong to (1).

Again, this is a fairly obvious example of a technique. Here, the author is

repeating the structure of a description, but changing aspects to contrast
characters’ lifestyles. In this story, the two descriptions occur within a
few lines of each other, but be prepared to recognize this technique
even if the contrasts are several chapters, or hundreds of pages, apart.

3. (a) The atmosphere is threatening (1) and this is emphasised by

words such as ‘screeching’ (1), ‘cry’ (1), ‘warning’ (1) and ‘alarm’ (1).
This atmosphere is strengthened by the shock the boys get from the two
jays (1), from the changes in the movement of the air (1), the increasing
darkness (1), the silence broken by the blackbird’s warning (1) and the
sudden rumble of thunder (1).
(b) The boys are probably both a little frightened (1) – Hooper certainly
shows alarm (1).
This passage is full of symbols which convey atmosphere and suggest
mood. Notice how some of this comes through individual words and
some through general description

PROSE TEXTS
The structure of a prose text will influence how you read, understand
and react to it. Look at the beginning of this novel, Push Me, Pull Me by
Sandra Chick:

Everyone likes Christmas Eve. I don’t. Would never admit it,

though. Wouldn’t be fair on the others to play selfish and
dampenthe spark. Truth is, I get jealous of the fun everybody else
is having.

The writing is in the first person (‘I’), in the voice or style of an invented
teenage character. The effect is immediate and compelling. It feels as if
you are being spoken to directly by someone who could be a friend of
yours. The use of informal language (e.g. ‘Would never admit it’, ‘Truth
is’) is a choice made by the author in structuring the story to appeal to its
target audience.
Third-person narration (‘he’/‘she’) can work equally well, especially if the
structure allows for lots of dialogue. The advantage is that an author can
exploit the contrast between formal description and speech so that
readers do not tire of one style. Here is an example from A Kestrel for a
Knave by Barry Hines:

…Jud was having his breakfast when Billy came downstairs. He

glanced up at the clock. It was twenty-five to six. ‘What’s up wi’
thee, shit t’bed?’ ‘I’m off out, nesting; wi’ Tibby and Mac.’ He
whooshed the curtains open and switched the light off. The
morning light came in clean as water, making them both look
towards the window. The sun had not yet risen, but already the air
was warm, and above the roof line of the house opposite, the
chimney stack was silhouetted against a cloudless sky. ‘It’s a
smashing morning again.’ ‘Tha wouldn’t be saying that if tha wa’
goin’ where I’m goin’.’

TYPES OF NON-FICTION TEXTS

The main purpose of non-fiction texts is to convey information or facts,
but this is often presented alongside the author’s ideas or opinions.
Look out for opinions disguised as facts (see page 49) and question the
usefulness of arguments (see page 53).
Non-fiction texts include autobiography, biography, journals, diaries,
letters, essays and travel writing. Because these deal with people’s
experiences, ideas and attitudes you should read them as though they
were literary texts. The language used, the people, incidents, places or
ideas described, are selected and structured in a formal way to have a
particular effect on you. Many are written in the first person (‘I’) so your
opinion of the author will influence judgements about the trustworthiness
of the text.
In biography, the author often writes as though s/he knows all the
innermost thoughts and qualities of the subject. You must decide how
reliable the author is. In this excerpt, the author has a view of his subject
as a businessman which was clearly not shared by everyone:
Clark was unfairly blamed for the company’s troubles, which
derived from complacency, failure to modernize and restrictive
practices.
You don’t know which view is correct, but you must recognize that what
is written here is merely an opinion. The opinion is backed by emotive
and value-laden words such as ‘unfairly’, ‘blamed’, ‘complacency’,
‘failure’ and ‘restrictive.

TRAVEL WRITING
often reveals attitudes and prejudices. Paul Theroux in The Kingdom by
the Sea shows his contempt for seaside holidaymakers, and perhaps
some snobbery, when he describes Blackpool as:
real clutter: the buildings that were not only ugly but also foolish
and flimsy, the vacationers sitting under a dark sky with their shirts
off, sleeping with their mouths open, emitting hog whimpers.

Words like ‘clutter’, ‘ugly’, ‘foolish’, ‘flimsy’ and ‘hog whimpers’ are
intended to make you share Theroux’s condescending view of these
people who visit an unattractive place, sunbathe under ‘a dark sky’, look
foolish and make animal noises. His use of the word ‘emitting’ puts you
on Theroux’s side: he knows you are an intelligent person who will
understand his language and share his point of view – writers will try to
manipulate you in this way.

OTHER NON-FICTION TEXTS

These include information leaflets and other factual or informative
writing, such as encyclopedia articles or reference books. There is not
always an author’s name on these but remember they have been written
by someone. Look for evidence of bias in the language or in the
selection and presentation of material.
RESPONDING TO NON-FICTION
You should comment on the language, content and structure of texts,
and the influence of the author’s own attitudes and ideas. Remember to
answer these questions:
*What do I feel about the text?
*Does it successfully achieve its purpose?

Formal writing
You may well be asked to produce a piece of formal writing in your
examination. In formal writing you must choose your words more
carefully and precisely than you would if making casual notes or if in
conversation with a friend. Consider this sentence from Birdsong by
Sebastian Faulks
The town side of the boulevard backed on to substantial gardens
which were squared off and apportioned with civic precision to the
houses they adjoined.
Note how the writer conveys the impression that this street is inhabited
by well-off and important (perhaps even self-important), orderly and
conventional people. All of this is done by using words such as
‘substantial’, ‘squared off’, ‘apportioned’, ‘civic’, ‘precision’ and ‘adjoined’.
Not a word is wasted in suggesting the characters of the inhabitants
before you have actually met them. Even the use of ‘houses’ rather than
homes implies rather cold or unemotional people. Think how little you
would be able to speculate about them if the author had simply written,
The houses on the town side of the boulevard had large, neat gardens.
There is nothing ‘flashy’ about this writing: merely well-chosen words
which, together, give a clear viewpoint and invite some speculation.

Narrative
When you are writing narrative, think about structure as well as
vocabulary and style. For example, could you achieve a more striking
effect by using flashbacks or multiple viewpoints than by writing a
straightforward chronological account? Could you use an updated
version, in a different setting, of a traditional or well-known story to
convey a particular message? While you should always try to be original
and fresh in your choice of language, reworking a traditional form is
acceptable. It may help you present your ideas effectively.
Non-fiction texts
You need to be equally precise when you are writing some types of non-
fiction. Your personal writing needs to evoke people, places, events and
feelings through the vocabulary and imagery you use. Your descriptive
or informative writing must be clear, to the point, and sensibly structured
if its purpose is to be understood.

SENTENCE STRUCTURES(1)
Your response to other people’s writing, and the style of your own
writing, must take account of its intended purpose and its target
audience. This means thinking about formality and informality in your
use of language. For example, think about how you might aid
characterization by using non-standard forms of English in dialogue in a
story. Also important is the extent to which you can show your
knowledge of, and control over, a range of different sentence structures.
Note the effective contrast in this extract from Barry Hines’ A Kestrel for
a Knave between informal, non-standard English in the spoken words to
the formality and variety in the descriptive writing:
‘It was a funny feeling though when he’d gone; all quiet, with
nobody there, and up to t’knees in tadpoles.’ Silence. The class up
to their knees in tadpoles. Mr Farthing allowed them a pause for
assimilation. Then, before their involvement could disintegrate into
local gossip, he used it to try to inspire an emulator.

SHOWING A RANGE OF TECHNIQUES

If you can vary the structures of your own writing, you are likely to gain a
high grade in your examination. The aim is not only to show your skill in
varying sentence structures, but to match them to the needs of the
moment. Barry Hines does this by gradually lengthening the sentences.
This reflects the tension of the moment, which the teacher tries to
capture and maintain.
In writing fiction, then, make the sentence structures play their part in
creating mood and conveying atmosphere. Look at this passage from
William Golding’s Lord of the Flies:
Wave after wave, Ralph followed the rise and fall until something of
the remoteness of the sea numbed his brain. Then gradually the
almost infinite size of this water forced itself on his attention. This
was the divider, the barrier. On the other side of the island, swathed
at midday with mirage, defended by the shield of the quiet lagoon,
one might dream of rescue; but here, faced by the brute
obtuseness of the ocean, the miles of division, one was clamped
down, one was helpless, one was condemned, one was –

The rhythm of the opening words in the Golding extract reflects the
movement of the sea itself. Then the long, unfinished sentence mirrors
the difficult nature of the idea with which Ralph is grappling. The
mounting panic in his mind is mirrored in the repetitive structure of the
closing phrases. Long sentences, carefully used, can be most effective.
Combined with the use of the present tense, this technique can give
immediacy and forcefulness to writing, especially in a piece of non-
fiction. As an example of this, read this extract from Hong Kong by Jan
Morris:

I leave my typewriter for a moment, open the sliding glass doors

and walk out to the balcony; and away from the hotel’s insulated
stillness, instantly like the blast of history itself the frantic noise of
Hong Kong hits me, the roar of that traffic, the thumping of that
jack-hammer, the chatter of a million voices across the city below;
and once again the smell of greasy duck and gasoline reaches me
headily out of China.

When you plan your own writing, you must have an overview of the
whole text – not only its content, but how it moves from the beginning to
the end in a way which will engage readers. When you have finished a
piece of writing, you must check and revise it to ensure that the overall
structure and effect is what you intended. Careful planning will help
greatly. This means thinking about the content of different sections of the
text (such as paragraphs), the progress from one section to another, and
the beginning and end in particular.

PARAGRAPHS
These organize meaning and make your text accessible to the reader. A
paragraph will usually be one or more sentences which are connected
by: _ topic or subject – perhaps a character or setting in a story, or one
aspect of the idea or argument in a non-fiction text; narrative or
chronological sequence (e.g. the stages of a journey made by a
character in a story or the order of instructions for assembling a piece of
furniture);
*an argument or approach (e.g. reasons why you do or don’t believe in
ghosts in a piece of writing about the supernatural). Use paragraphs
flexibly. They do not have to be so many lines or so
many sentences long. Variety in paragraph length – just as in sentence
structures – can contribute to the tone or atmosphere you are trying to
create. Look at the extract from Examination Day by Henry Slesar
(overleaf). A boy in a future society is about to undergo an intelligence
test to decide if he is allowed to survive or not. The tension is created
by each event being in a separate paragraph.

A concealed loudspeaker crackled and called off the first name.

Dickie saw a boy leave his father’s side reluctantly and walk slowly
towards the door. At five minutes of eleven, they called the name of
Jordan. ‘Good luck, son,’ his father said, without looking at him. ‘I’ll
call for you when the test is over.’

BEGINNINGS AND ENDINGS

Opening paragraphs need to grab your reader’s attention. Use them to
state an idea boldly, to introduce a memorable character, to start a
dialogue which sets up a conflict, or to intrigue your reader with
something unusual. This is how Margaret Atwood starts The Big Man:
Julie broke up with Connor in the middle of a swamp
Endings need plenty of thought as well. You can do various things with
an ending. You might neatly round off a story, as Penelope Lively does
in The Darkness Out There:
She walked behind him, through a world grown unreliable, in which
flowers sparkle and birds sing but everything is not as it appears,
oh no.
Or you can try the riskier, but often effective, technique of leaving the
reader wondering and wanting more. This is how Charlotte Perkins
Gilman ends Turned:
He looked from one to the other dumbly. And the woman who had
been his wife asked quietly: ‘What have you to say to us?’
It would be disastrous to leave your reader high and dry in a piece of
non-fiction writing, especially if it is instructional in any way. Once again,
remember to test your approach against the demands of purpose and
audience

WRITING TO INFORM, EXPLAIN AND DESCRIBE

This kind of writing is the response to exam questions which ask you to:
* inform someone about an event, or how to do something
* explain how something works or how to get from one place to another
* describe what something feels or looks like. Although you may need to
use some imagination, you can often base responses on your own
experiences and observations. The exam paper may give you stimulus
material to help you with the content – it is your writing skills which will
be tested, not your general knowledge.

Audience and purpose

Take particular notice of the audience and purpose you are given. For
example, the purpose of a task might be to write to a visitor to your
school, informing him or her of the arrangements, explaining how to get
there and describing what facilities are available. This would be a polite
and formal piece of work, probably written in quite plain, functional
language. You might use bullet points or sketches to clarify certain
information.
Your response to a task which asked you to write about an early
memory, explaining how it has affected you, would be quite different. In
this case, your style would be less formal, allowing you to use a more
imaginative range of vocabulary and sentence structures.
Remember that the needs of a given audience will help you decide on
the content and tone of your writing. If you were asked to write an
informative piece about video recorders, explaining how to use them and
describing the benefits they can bring, the nature of your final text would
depend, for example, on whether it was written for a ten year old or a
mature adult.

PERSONAL AND IMPERSONAL

An important decision you have to make in planning informative,
explanatory or descriptive writing is how personal it should be. Should
thoughts and feelings come into it, or should it be factual and to the
point?
Once again, this comes back to purpose and audience. It would
probably not be appropiate to include anything other than information in
the letter to a school visitor, mentioned previously – but if you already
knew the visitor well, then you would approach the task quite differently.
Similarly, with the piece about video recorders: if your purpose was to
inform and explain to a child, your writing would be straightforward and
to the point. If, on the other hand, you wanted to amuse an older person
by making out that video recorders are extremely difficult to tame, then
your approach would be more imaginative and freer.

This choice is most often apparent in writing which is largely descriptive

rather than informative or explanatory. It is possible, but not easy, to
write impersonal, neutral descriptions – and they are often very dull.
This description from Bill Bryson’s Notes From a Small Island gives
plenty of information and explanation, but is made more interesting
because of his obvious anger which comes through in the choice of
language:
WRITING TO ARGUE, PERSUADE AND INSTRUCT
This group includes writing in which the purpose is to present opinions or
arguments in ways which will persuade the audience. This has to be
done by:
* changing the reader’s views if they differ from your own.
* strengthening the reader’s views if they are similar to your own.
*suggesting why it is good to hold particular views.

Within this category, typical exam tasks might be to:

*argue about an aspect of modern life, such as making the case for
birth control or against nuclear power.
* examine a common problem and suggest the most sensible
approach to it – such as overcoming famine in Africa.
* prepare advice for young children on how to avoid dangers in the
home.

To shock or not to shock?

By its nature, this kind of writing tends to involve strong emotions and
deeply held beliefs. Sometimes, shocking readers with the strength of
your views is a good way of gaining attention before you try to persuade
or instruct them. However, strong feelings can get in the way of
presenting a case logically and clearly. Readers may switch off if they
feel they are being preached at, or if your writing is not clear. The best
arguments persuade through instruction – that is, they present evidence
to people which makes them think about, and perhaps change, their
views.

WRITING TO ANALYSE, REVIEW AND COMMENT

This is the kind of writing you need to produce if an exam question asks
you to:
*identify and describe the particular qualities of a person, place, event,
book, advertisement, etc. – this is analyzing.
* describe and explain what those particular qualities tell you about the
person, place, book or advertisement – this is reviewing.
* explain and identify your reaction to, and the significance of, the
person, place, book or advertisement – this is commenting.

You are most likely to use this kind of writing when you respond to texts,
in personal writing, such as a piece of autobiography or an account of
work experience, or in writing about social or historical issues.

Purpose and audience

These are key concepts, whatever kind of writing you are doing. In this
case, your purpose might range from amusing a friend with an account
of something you did as a young child, to impressing a magazine editor
with your thoughts on the latest novel by a famous author.

Language and structure

Your choice of vocabulary needs to be very precise and the structure of
your writing should develop in a coherent way. An example is this
description by Bill Bryson of the development of the Kodak Company

From the outset Eastman developed three crucial strategies that

have been the hallmarks of virtually every successful consumer-
goods company since. First, he went for the mass market,
reasoning that it was better to make a little money each from a lot
of people rather than a lot of money from a few. He also showed a
tireless, obsessive dedication to making his products better and
cheaper.
THIS EXTRACT IS TAKEN FROM ‘LORD OF THE FLIES’ BY
WILLIAM GOLDING
The boys think a beast is coming to attack them and this is their
response.

Jack leapt on to the sand.

"Do our dance! Come on! Dance!"
He ran stumbling through the thick sand to the open space of rock
beyond the fire. Between the flashes of lightning the air was dark and
terrible; and the boys followed him, clamorously. Roger became the pig,
grunting and charging at Jack, who side-stepped. The hunters took their
spears, the cooks took spits, and the rest clubs of firewood. A circling
movement developed and a chant. While Roger mimed the terror of the
pig, the littluns ran and jumped on the outside of the circle. Piggy and
Ralph, under the threat of the sky, found themselves eager to take a
place in this demented but partly secure society. They were glad to
touch the brown backs of the fence that hemmed in the terror and made
it governable.
"Kill the beast! Cut his throat! Spill his blood!"
The movement became regular while the chant lost its first superficial
excitement and began to beat like a steady pulse. Roger ceased to be a
pig and became a hunter, so that the center of the ring yawned emptily.
Some of the littluns started a ring on their own; and the complementary
circles went round and round as though repetition would achieve safety
of itself. There was the throb and stamp of a single organism.
The dark sky was shattered by a blue-white scar. An instant later the
noise was on them like the blow of a gigantic whip. The chant rose a
tone in agony.
" Kill the beast! Cut his throat! Spill his blood!"
Now out of the terror rose another desire, thick, urgent, blind.
"Kill the beast! Cut his throat! Spill his blood!"
Again, the blue-white scar jagged above them and the sulphurous
explosion beat down. The littluns screamed and blundered about, fleeing
from the edge of the forest, and one of them broke the ring of biguns in
his terror.
"Him! Him!"
The circle became a horseshoe. A thing was crawling out of the forest. It
came darkly, uncertainly. The shrill screaming that rose before the beast
was like a pain. The beast stumbled into the horseshoe.
"Kill the beast! Cut his throat! Spill his blood!"
The blue-white scar was constant, the noise unendurable. Simon was
crying out something about a dead man on a hill.
"Kill the beast! Cut his throat! Spill his blood! Do him in!"
The sticks fell and the mouth of the new circle crunched and screamed.
The beast was on its knees in the center, its arms folded over its face. It
was crying out against the abominable noise something about a body on
the hill. The beast struggled forward, broke the ring and fell over the
steep edge of the rock to the sand by the water. At once the crowd
surged after it, poured down the rock, leapt on to the beast, screamed,
struck, bit, tore. There were no words, and no movements but the
tearing of teeth and claws.
Then the clouds opened and let down the rain like a waterfall. The water
bounded from the mountain-top, tore leaves and branches from the
trees, poured like a cold shower over the struggling heap on the sand.
Presently the heap broke up and figures staggered away. Only the beast
lay still, a few yards from the sea. Even in the rain they could see how
small a beast it was; and already its blood was staining the sand.

Exam questions for Lord of the Flies Extract

1. Re-read the first part of the extract, lines 1-10. List four things from
this part of the extract about the setting. [4 marks]

2. Look in detail at the first part of the extract. How does the writer
use language here to create tension?
You could write about:
Words and phrases.
 Language features and techniques.
Sentence forms.
3. You now need to think about the whole of the extract. How has the
writer structured the text to interest you as a reader?
You could write about:
What the writer focuses your attention on at the beginning.
How and why the writer changes this focus as the extract develops.
Any other structural features that interest you

4. A student, having read the extract commented: “This extract really

shows how cruel people can truly be.” To what extent do you agree?
In your response, you could:
Consider your own impressions of how violence is represented.
Evaluate how the writer describes the boys.
Support your opinions with quotations from the text

THIS EXTRACT IS TAKEN FROM ‘PRIDE AND PREJUDICE’ BY

JANE AUSTEN
Elizabeth Bennett is visiting a stately home with her aunt; they are riding
in a carriage and approaching the house.
Elizabeth, as they drove along, watched for the first appearance of
Pemberley Woods with some perturbation; and when at length they
turned in at the lodge, her spirits were in a high flutter.
The park was very large and contained great variety of ground. They
entered it in one of its lowest points and drove for some time through a
beautiful wood stretching over a wide extent.
Elizabeth's mind was too full for conversation, but she saw and admired
every remarkable spot and point of view. They gradually ascended for
half-a-mile, and then found themselves at the top of a considerable
eminence, where the wood ceased, and the eye was instantly caught by
Pemberley House, situated on the opposite side of a valley, into which
the road with some abruptness wound. It was a large, handsome stone
building, standing well on rising ground, and backed by a ridge of high
woody hills; and in front, a stream of some natural importance was
swelled into greater, but without any artificial appearance. Its banks were
neither formal nor falsely adorned. Elizabeth was delighted. She had
never seen a place for which nature had done more, or where natural
beauty had been so little counteracted by an awkward taste. They were
all of them warm in their admiration; and at that moment she felt that to
be mistress of Pemberley might be something!
They descended the hill, crossed the bridge, and drove to the door; and,
while examining the nearer aspect of the house, all her apprehension of
meeting its owner returned. She dreaded lest the chambermaid had
been mistaken. On applying to see the place, they were admitted into
the hall; and Elizabeth, as they waited for the housekeeper, had leisure
to wonder at her being where she was.
The housekeeper came; a respectable-looking elderly woman, much
less fine, and more civil, than she had any notion of finding her. They
followed her into the dining-parlour. It was a large, well-proportioned
room, handsomely fitted up. Elizabeth, after slightly surveying it, went to
a window to enjoy its prospect. The hill, crowned with wood, which they
had descended, receiving increased abruptness from the distance, was
a beautiful object. Every disposition of the ground was good; and she
looked on the whole scene, the river, the trees scattered on its banks
and the winding of the valley, as far as she could trace it, with delight. As
they passed into other rooms these objects were taking different
positions; but from every window there were beauties to be seen. The
rooms were lofty and handsome, and their furniture suitable to the
fortune of its proprietor; but Elizabeth saw, with admiration of his taste,
that it was neither gaudy nor uselessly fine; with less of splendour, and
more real elegance, than the furniture of Rosings.
"And of this place," thought she, "I might have been mistress! With these
rooms I might now have been familiarly acquainted! Instead of viewing
them as a stranger, I might have rejoiced in them as my own, and
welcomed to them as visitors my uncle and aunt. But no,"—recollecting
herself—"that could never be my uncle and aunt would have been lost to
me; I should not have been allowed to invite them."
This was a lucky recollection—it saved her from something very like
regret.

Answer the following questions.

1. Identify four ways the grounds of Pemberley are described. [4 marks]

2. Explain how the writer, Jane Austen, uses language to present the
setting in the paragraph below.
You could write about: - Words and phrases.
- Language features and techniques.
- Sentence forms.

Write a composition about the topic “a snake in the grass”. Use 600
words
COMPOSITION 1 : A SNAKE IN THE GRASS
“Hey! Come on! We need to hurry or else we will miss the train. Are you
going to sulk over a girl for that long? Let us go brother all will be well”
Paul said as he hurriedly took hold of Michael’s hand who was just
standing perplexed.

Michael had been employed as a senior accountant at Masego

Attorneys and Conveyances for five years. His longtime girlfriend
Maipelo, who hailed from Motlhabaneng in Bobirwa sub district worked
for the government as a permanent secretary to the Minister of Energy
and Water resources. The love affair of the two dated back to 1997
when they were studying at Kgalemang Motsete Junior School. Parents
tried to stop their relationship time and again, but they stood strong
together. At times ‘friends’ would ask Maipelo why she decided to date
someone from a poor background, and she would boldly dismiss their
views with an explanation that matters is her love for her man.
All had been going well and the two lovebirds were already planning on
chanting their vows before the ordained man of God. Everything was
secured and in place, it was just a matter of time before the wedding
bells rang. One fateful Saturday,our Adonis Michael rocking his royal
blue suit, with a white shirt and a red tie, his gorgeous wife dressed in a
wedding gown, white as snow stood before the pastor at St. Patrick
Anglican Church.
“May anyone who is against this reunion that I am about to pronounce
come forth and object or forever hold your peace” the pastor proclaimed.
One lady, slim and dark, stood up holding a baby who looked like he is
18 months or so and strolled the front. All heads turned in unison as her
pencil heel brawled with the floor tile. Upon witnessing this the bride
collapsed right where she was, sending shockwaves across the whole
congregation. Michael was however standing there agape, wondering if
he was dreaming or it was really happening. “Pastor! Would you please
ask this striking gentleman to walk into his matrimonial journey with this
precious cargo of his.” she said as she handed the baby to the pastor
who warmly received him though puzzled. The paramedics were already
ferrying madam bride to the ambulance, her mother was sitting there lost
for words as to why Michael would break her daughter’s heart in a
ferocious manner. The whole congregation pinned their eyes on Michael
who stood frozen, with a wish that the earth could open up and swallow
him up. Apparently he had been seen the poor woman in secrecy and
even promised to walk her down the aisle when he knew well that it was
all a lie. After eight hours of half absence from this world, Maipelo woke
up to find her parents siblings and friends around her sobbing bitterly.
She was puzzled as to where she was and why she ended up there. Her
mother sat next to her, held her hand and told her that it shall be well.
That is when she remembered what happened at the church, within a
few minutes Michael went into the hospital ward with a bunch of flowers.
“Why did Mary, my all-time friend, show up with a baby at our wedding?”
she asked politely. “I can explain baby, get these flowers…” Before he
concluded his sentence Maipelo furiously threw the flowers into his face
“Explain what you moron? See you in hell Michael. Get out of here” she
broke down into tears and Michael’s friends dragged him out of the
ward.
Introduction- should be eye catching and interesting, leave your reader
yearning for more of your story. Do not introduce your composition with
ordinary statements. You can use an anecdote (short account of
incident) to introduce your composition. An example has been shown in
the composition above titled ‘a snake in the grass’.
The body -The composition simply needs you to write about an enemy
that struck undercover, someone who betrayed the other and in our
composition Mary and Michael betrayed Maipelo by having a baby
together whereas Mary is Maipelo’s friend. Mary is the enemy that poses
as a friend here and as such she is the snake in the grass. It is vital to
understand a proverb or any form of figurative language which is
presented as a topic.
Conclusion- should summarize everything and not introduce any new
subject not discussed before.

Important points to consider when writing a composition

• Use appropriate grammar and tenses or else you will lose a lot of
marks. In Linguistics, grammar is a set of structural rules governing the
composition of clauses, phrases and words in any given natural
language. So, it is important to use the right grammar and tenses. It is
best to know which tense to adopt in your sentences. For example, if
you are to write a composition about “If I were a president of Botswana”
you should know that you don’t have to write it like you are the president
currently. You just have to write what you were going to do if you were a
president. Do not write like you have been a president before. If you are
to write a composition about your journey to the game reserve you have
to use past tense because it is something that is in the past. Do not write
about the things you want to see in the future when you go there again.
Focus on narrating your story based on your experiences not your future
prospects, it blows the story out of proportion.

• Use the right punctuation marks where appropriate. Do not use too
much
commas, exclamation marks or full stops. Learn to develop short and
long sentences. Learn to use quotation marks for quoting.
• Use the right conjunctions in your compositions to ensure coherence in
your work. (Conjunctions include and, but, although, even though,
whereas,)

• Communication- make sure that you send a message to your reader.

Let your reader understand the message you are trying to convey. Do
not mix up concepts. Do not talk about issues that do not have anything
to do with the topic. For example, do not talk about sports being an
important factor in economic development when the topic is “The
importance of sex education”.

COMPOSITION 2: ECONOMIC DEVELOPMENT IN BOTSWANA

Economic development is the process by which a nation improves the
economic, political, and social well-being of its people. The term has
been used frequently by economists, politicians, and others in the 20th
and 21st centuries. The concept, however, has been in existence in the
West for centuries.

Since independence, Botswana has had the highest average economic

growth rate in the world, averaging about 9% per year from 1966 to
1999.Growth in private sector employment has averaged about 10% per
annum over the first 30 years of independence. At the start of the 21st
century, however, the economy of Botswana stagnated until the early
2010s, when it registered for the first time since the economic boom, a
GDP growth above the 6-7% target. Botswana is also commended for
the location of Africa's longest, and among the world's longest economic
booms (which almost surpassed that in Asia's largest economies). The
relatively high quality of the country's statistics means that these figures
are likely to be quite accurate. The government has consistently
maintained budget surpluses and has extensive foreign exchange
reserves.
Botswana's impressive economic record has been built on a foundation
of diamond mining, prudent fiscal policies, international financial and
technical assistance, and a cautious foreign policy. It is rated the least
corrupt country in Africa, according to international corruption watchdog,
Transparency International. By one estimate, it has the fourth highest
gross national income at purchasing power parity in Africa, giving it a
standard of living around that of Mexico and Turkey.
Nevertheless, although Botswana is in many ways an exemplar for
countries in the region, its dependence on mining and high rate of
HIV/AIDS infection (one in every three adults is seropositive), could
threaten its success in the future.
Botswana is part of the Southern African Customs Union (SACU) with
South Africa, Lesotho, Swaziland, and Namibia. The World Bank reports
that in 2001 (the most recent year for which World Bank data are
available), the SACU had a weighted average common external tariff
rate of 3.6 percent. According to the U.S. Department of Commerce,
"There are very few tariff or non-tariff barriers to trade with Botswana,
apart from restrictions on licensing for some business operations, which
are reserved for Botswana companies." Based on the revised trade
factor methodology, Botswana's trade policy score is unchanged. The
main export of Botswana is diamonds. Jwaneng, in Botswana, is the
world's largest and richest diamond mine thus the demand of diamonds
from Botswana is fairly high. If the great demand of diamonds were to go
into rapid decline, then the economy of Botswana would suffer greatly as
they are highly dependent on this export. The diamond mine in Jwaneng
provides many jobs for the unemployed in Botswana as people are
needed to physically extract the diamonds, and to build the roads
needed for their transport, for example. A source of foreign exchange is
also introduced to the economy and it offers a potential basis for
industrial development, and thus stimulates improvements within
Botswana's infrastructure.
Tourism is an increasingly important industry in Botswana, accounting
for almost 12% of GDP. One of the world's unique ecosystems, the
Okavango Delta, is located in Botswana. The country offers excellent
game viewing and birding both in the Delta and in the Chobe Game
Reserve — home to one of the largest herds of free-ranging elephants in
the world. Botswana's Central Kalahari Game Reserve also offers good
game viewing and some of the most remote and unspoiled wilderness in
southern Africa.
As the economy of Botswana is based much on diamonds it is important
that we as a nation diversify our economy and find more ways to grow
our economy because diamonds are non- renewable and may get
finished up in a blink of an eye.
The above composition titled “Economic development in Botswana” is a
factual composition and states nothing but facts that are supported with
clear evidence such as the rate of Gross Domestic Product. It indicates
clearly how tourism and diamonds contribute to the economy of
Botswana.

COMPOSITION 3 : THE IMPORTANCE OF MINING TO BOTSWANA’S

ECONOMY
Mining is the extraction of valuable minerals or other geological
materials from the earth usually from an orebody, lode, vein, seam, reef
and placer deposits. These deposits form a mineralized package that is
of economic interest to the miner.
Botswana is blessed with several minerals such as coal, diamonds,
copper-nickel and salt. These minerals contribute immensely to our
economy because our economy is based on the sale of diamonds.
Jwaneng diamond mine is considered the largest producer of diamonds
in the whole world and as such Botswana is the largest exporter of these
precious minerals which are of great value. Diamonds are sold to earn
revenue for our country which is used to build hospitals, schools, roads
and boost the agricultural sector by funding farmers who produce food to
sell to citizens. In this regard it is safe to say that are lives are dependent
on mining. Our country also mines coal at Morupule Coal mine and
Mmamabula coal mine. This coal is exported to other countries such as
Namibia, South Africa and Zimbabwe to earn revenue for our country.
Coal is also used to generate electricity at Morupule Power Station. This
electricity is a very critical need in our lives because we need it to run
machines, light up our homes and cook.
Mines employ a large number of citizens which helps improve the
economy of the country. There are about ten mines in our country and
examples include Jwaneng diamond mine, Orapa diamond mine,
Mmamabula coal mine, Sowa salt mine and so on. These mines employ
a larger number of citizens and if it can happen that a mine be closed as
it happened with Bamangwato Concessions Limited a large number of
people are left in the lurch. 6000 people lost jobs when the BCL mine
closed and this is a clear sign that mining plays a critical role in our lives.
Loss of jobs leads to serious social and economic challenges such as
wreckage of homes, suicides and possession of property by banks that
are being owed.
At Sowa Pan in North West of Botswana salt is mined and exported to
different countries in Southern Africa. It is also processed and sold here
in Botswana. Selling all these minerals to the outside world earns foreign
currency for our country. We need foreign currency to purchase
machinery and foodstuffs outside our country to sustain and improve our
lives. A drop in the sale of diamonds or any other minerals would
adversely affect our country because there would be economic
meltdown. An economic meltdown means that there would be
retrenchments in companies as well as parastatals. Generally, the
economy of Botswana is driven by the minerals found in our land
and as such we are bound to protect these minerals in all means such
as preventing illegal mining because it could dent our image as a
country.

COMPOSITION 4: MY HEROIC ACT

All heads turned in unison as I stormed into Broadhurst Magistrate
Court. Janet was on the verge of being sent to the gallows and my
testimony was her last hope. Exodus 23: 7 reads thus “Keep far from a
false charge, and do not kill the innocent, for I will not acquit the guilty”
“State your full name for the record” the court clerk uttered with gravity
hovering on her face. After I had followed the aforesaid instructions I
took a stand and underwent cross examination. Not once had I thought I
would be subjected to such extreme circumstances in my early youth. I
had heard stories about people being thrown behind bars for perjury and
I had no plans to be a statistic. Jane was making her third appearance in
law court after she was arraigned as a prime suspect for the murder of
her neighbour, Mrs Petunias Hajis, who was a seasoned Portuguese
racist. Jane and Mrs Hajis did not see eye to eye because of Mrs Hajis’s
racist tactics which on several occasions stirred some brawl between the
duo.
“Mr Magadi, where were you on the 29th of July 2019 at 2100hrs?” At
that moment I knew that it was about to go down. “I was at my family
house in Tsetsebye for the winter vacation. I was with Jane and my
cousin Meriam. We cooked…” before I could finish the prosecutor
interrupted me. “It is okay Mr Magadi let us not go there. So, on what
occasion was Jane at your family house in Tsetsebye while she hails
from Seronga. Are you related?” I went on until I had to divulge that we
had an intimate relationship despite our 10 years age difference which
got everyone raising their eyebrows and murmuring. “Silence!! Silence in
court!” hurled the berated court interpreter. The very same night that
Jane and I were getting comfortable with each other’s erotic zones was
the same night which Mrs Hajis was sent back to the creator. Her lifeless
body was found by her son lying in pool of blood in the courtyard in the
early morning hours. Jane was the prime suspect because she
quarrelled with Mrs Hajis a few hours before she left Gaborone for
Tsetsebye. So those who witnessed the quarrel pointed the cops in
Jane’s direction.
The prosecutor looked like he had an axe to grind with Jane. “Jane did
not murder anyone I know it”. Judge Moatlhodi asked the prosecutor if
he has anything else that links Jane to the murder, but the prosecutor
dismally failed to furnish the judge with any substantial information
therefore the judge hit a hammer and dismissed the case. People
couldn’t believe it as Jane, and I hugged and kissed each other in court.
Those who live by sword shall die by sword, but the innocent shall
forever remain innocent. Jane’s acquisition gave me a sigh of relief as I
couldn’t bear seeing her go down for something she didn’t do.
FORMAL LETTERS
1. You had been allocated a plot by Ngwato Land Board and someone
else was given the same plot after you. Write a letter to the relevant
authority and seek intervention in the matter.

P . O Box 190
Serowe

Chairman
Ngwato Land Board
Private Bag 0060
Serowe
12 May 2020
Dear Sir / Madam
RE: QUERY ABOUT PLOT ALLOCATION
This communique serves to inform you that I have a complaint about my
plot which was allocated in my names, Thato Sekgwe , on the 15th of
September 2009. The plot is in Kgagodi in the Serowe Administrative
Authority.
My complaint lies with the fact that I have realized that someone else
has been allocated the same space as me and has already erected
corner poles on my plot. I have since learnt that this person was
allocated this plot on the 23rd of June 2018. It is in this regard that I seek
your intervention to resolve the matter so that it can be put to rest.
I look forward to a positive response

Yours Faithfully
……………………………….. ( signature here)
Thato Sekgwe
Contacts : 74549960/ 74339844
2. JOB APPLICATION
There are good reasons why employers like to see a formal letter of
application. Usually, when an advertisement for a job appears in a
newspaper there are hundreds of applicants, so the employer uses the
applications as the first filter in finding the best person for the job. A lot
can be learnt from the way applicants apply for the advertised post. The
letter of application introduces a prospective employee to an employer,
and this is the time when first impressions really count. When there are
hundred of applicants to choose from, the employer will be influenced by
how the writers present themselves, as well as by their qualifications and
experience, for the employer cannot interview every applicant.
When you write a letter applying for a job your task is to get your
message across to the prospective employer. If you can succeed in this,
your letter will be chosen from hundreds and you will be called for
interview.

A vacancy has been posted below. Use all the relevant information you
have to apply for the job

Morupule Coal Mine | Accounting Officer

Morupule Coal Mine is a coal mining company in Botswana situated 14 kilometres west of
Palapye along Serowe/Palapye Road and mines coal primarily for generation of electricity
in Botswana . The company seeks to invite suitably qualified and experienced citizen candidates
for the following position:-
ACCOUNTING OFFICER
To ensure that all transactions are properly captured and processed in line with Mine and
International reporting standards
Key Activities
Uses Equipment and supplies in a cost effective manner
• Captures transactions details into the system and ensures up-to-date and accurate
information.
• Process transactions in accordance with set policies and procedures
• Performs periodic procedures to execute transactions
• Performs reconciliations and resolves any reconciling items.
• Prepares reports/analysis for authorization of respective transactions
• Escalates unresolved reconciling items to the assistant accountant for further action
• Liaises with internal/external stakeholders to ensure the attainment of company objectives
• Maintains master files to ensure that transaction data is accurate and up-to-date.
• Prepares ad hoc reports as and when required
• Maintains a log of reconciling item clearing activity for back-up and audit trail.
• Adheres to and promotes safety , health and environmental policies and procedures
Minimum Education & Experience Requirements
• Degree in Accounting /AAT or equivalent technical accounting qualification
Experience
• At least 2 years experience in a computerized Accounting Environment
• Knowledge of SHE Management System ISO 45001:2018 and ISO 14001: 2015
Only candidates who meet the above requirements need apply with copies of certified certificates
and comprehensive curriculum vitae addressed to:
Human Resources Advisor – Services
Morupule Coal Mine
Private Bag 35
PALAPYE
wb.oc.mcm@tnemtiurceR
Closing date: 03 July 2020

P. O . Box 194
Serowe

Human Resources Advisor – Services

Morupule Coal Mine
Private Bag 35
Palapye
25 June 2020
Dear Sir / Madam
RE: ACCOUNTING OFFICER VACANCY
This communique serves as an application for an Accounting Officer
vacancy which was advertised on Sunday Standard Newspapers dated
June 14th to June 21st 2020.
As an enthusiastic and determined AAT graduate with vast experience in
the field of accounting, I find myself fit to fill the position and execute
every given task with ease. It is in this regard that I plead with you to
consider me for the position. Attached to the cover letter are copies of
my academic transcripts, Curriculum Vitae and Omang.
I look forward to your positive response
Yours Faithfully
…………………………………….(signature)
Kefilwe Serwe.
 • When applying for a job, be as formal as possible even if you know
the person in charge.
• Let your letter address specifically what it is supposed to address.
Don’t mention other jobs that you are capable of doing except the
one that was advertised.
• Get straight to the point.

TWO BAKERY TRAINEES WANTED

BONWAKATHAKO BREAD COMPANY

Three young local people are required to join a growing company to be

trained as bakers to manage cake and bread factories. Applicants should
have passes in BGCSE English, Mathematics and any science subject.

We offer on the job training and a reasonable salary with excellent fringe
benefits including a subsidized hot daily meal, four weeks annual leave, a
pension scheme , free working clothes and footwear, and transport during
irregular hours.

Applications giving full details of education together with copies of

certificates and testimonials to

The Manager

Bonwakathako Bread Company

Private Bag 4

Palapye Old Industrial

P O Box 343
Nata

The Manager
Bonwakathako Bread Company
Private Bag 4
Palapye Old Industrial

04 July 2019
Dear Sir / Madam

RE: BAKERY TRAINEES

This application serves as a response to the announcement of your
search for Bakery Trainees that was advertised in Botswana Jobs online
website.
I have vast experience in bakery and confectionary field of work and as
such I deemed myself fit to fill the position. I have familiarized myself
with the working conditions and requirements for the position and they
are fine for me. It is in this regard that I recommend myself for the
position. Attached to my cover letter are academic certificates and
identity copies.

I look forward to working with you.

Yours Faithfully

……………………………………….
Mable Kopie
Contacts: 74549960 / 74339844
 CURRICULUM VITAE
A CV should include the following information
1. Your name and address
This is to enable the employer to contact you, so it need not be your
home line.
2. Personal details
You should give your age because this may help the employer who is
looking for somebody in a certain age group. Also include your marital
status.
3. Education
You need not include information about primary schools. Name the
secondary school, or schools, you have attended, with dates. Always
include the qualifications you gained. If you have followed other courses,
such as a correspondence course, or an evening course – include this
information with dates and any qualification you have gained.
4. Work experience
If you are still at school you may have nothing to put here, but when you
have been working for several years you must include everything you
have done, with dates, leaving no time unexplained.
5. Special skills
If you have some special skills, interests and achievements which may
be relevant to your application – information that you would like the
employer to know about you – you must include it. Of course, if you have
nothing special to say under these headings, you will not include them.
However, for example, if travel is likely to be part of your work and you
have a driving license this may help you get the job. Similarly, if you
speak and write several languages you should give the information. If
you hold or have held an official position in school or other organization
such as church, include it for it may indicate to the employer that you
have leadership qualities.
6. References
Usually before anyone will offer you a job, they will check up on you.
Selecting someone for a job is a serious matter for it often involves a
large investment and a business cannot afford to make costly mistakes.
You need to name people who are willing to speak or write to employers
about your qualities and abilities directly in the section of referees. Two
or three references are enough.

CURRICULUM VITAE

Name and Address : Tshepho Sebetlela

P.O Box 780
Maunatlala
Age : 17
Marital status : single
Education : Botswana General Certificate Senior Education: 2011 –
2012 ( 43 points)
Junior Certificate :2008 – 2010 (6 As, 2 Bs and a C)
Work experience
Name Cosmetics : Sales Assistant ( January 2013 – November 2015 )
Maipelo Jewellery : Cashier (May 2016 to date )
Special skills
• Holds valid driver’s license (Since October 2017 )
• Leadership skills (Prefect for 2 years in Senior school)
Interests
• Playing table tennis
• Charity work
Referees

Mr Ben Trovato (School head ) Mr Piet Morris (Science HOD)

Nata Senior Secondary School Ramoja Junior School
+ 267 2634676 + 267 3656521
Add
 POLICE REPORT
• Writing a police report entails jotting down every detail of the
incident you saw. You do not have to speculate, just write down
exactly what you saw and heard.
• Describe people in the incident exactly how they were. If there was
a fight that erupted between a group of people, you have to write
what you saw and heard. Do not try to spice up the report by
writing things you are not sure about or hearsays.
• Engage in vivid explanation of what you saw, including the colour
of clothes that those people were wearing, everything they were
using.
• Focus on the facts. The time, date and location of the incident (Be
specific. Write the exact street address, etc.). Your name and ID
number. Names of other people who were present
• Write in the first-person. Include a detailed chronological narrative
of what happened when you reported to the scene and tell the
story from your perspective. Use “I” to explain the who, what,
when, where, and why of the incident.

For example, you could say: Upon arrival, I observed a 40 year

old white male, known as Johnny Doe, screaming and yelling
at a 35 year old white female, known as Jane Doe, in the front
lawn of 123 Maple Street. I separated both parties involved
and conducted field interviews. I was told by Mr. Johnny that
he had come home from work and discovered that dinner was
not ready. He then stated that he became upset at his wife
Mrs. Jane for not having the dinner ready for him.

• Include rich detail in your report. If possible, make sure to include

direct quotes from witnesses and other people involved in the
incident. Include an accurate description of your own role in the
course of what occurred. If you had to use physical force to detain
someone, don't gloss over it. Report how you handled the situation
and its aftermath.
Use specific descriptions. For example, instead of saying "I found
him inside and detained him," write something like, "I arrived at
2005 Everest Hill at 12:05. I walked to the house and knocked on
the door. I tried the knob and found it to be unlocked..."
 • Make a thorough report. Write as much as possible and include as
many details as you can remember. Don't leave room for people
reading the report to interpret something the wrong way
• Include accurate details and leave out the rest. If you did not see
something happen, make sure that you don't report that you did. If
a witness tells you something that you did not see, whatever the
witness says is considered “hearsay.” Hearsay is something you
hear that you cannot substantiate by personal knowledge. Report
hearsay as hearsay, not as something you personally saw.
• Use clear language. Don't use flowery, confusing language to
describe what happened. Your writing should be clear and
concise. Don't use legal or technical words. Use short, to-the-point,
fact-oriented sentences that don't leave room for interpretation.
• Check your report for accuracy. Double check all of the facts,
including spellings of names, dates, times, addresses, license
plate numbers, and so on. Make sure you didn't leave out any
information that should have been included. Look for obvious gaps
in the narrative that you might need to fill in.
• Rule a line at the end of your report to show that, that is where
your report ends.

Exercise 1
Write a report about an accident you saw which involved a mini truck,
school bus and a motor bike.

POLICE REPORT 04 June 2020

I Kefentse Mogopodi, of ID number 549618902 hereby solemnly state
that I witnessed an accident on the 21st of May 2020 at around 1630hrs
by the Phokoje bridge. The accident involved a mini truck of Nissan
Atlas model, white in colour, with the registration number B994 BLB , a
blue 15 seater school bus of Mazda Bongo model, registration number
being B 678 BCB and a black Honda Motorbike with registration number
B998 ABA. The motorbike and the mini truck were driven by middle
aged men while the school bus was driven by a lady in her mid-40s.
What transpired was that a school bus was approaching a T junction and
indicated to the right. The minitruck was coming from the right and
indicated to the left where the school bus was coming from. As soon as
the school bus proceeded to join the road, the truck driver changed his
mind and did not turn as he had indicated his intention to turn. This led
to a head on collision between the truck and the school bus and a
motorbike hit the truck from behind. The school bus was full of children
who were screaming with fear. I called an ambulance and police
department immediately. I did not have any surgical gloves with me, so I
did not manage to help victims who were bleeding. A lot of people began
to throng to the accident scene in order to help those who were injured.
The ambulance arrived in a short period of time and the health officials
managed to rescue everyone and ferry them to the hospital. The police
also came and assessed the accident scene before towing away all the
vehicles which were involved in the accident. That is all that I saw.
………………………………………………………………………………..

PAPER 2 MATERIAL

BGCSE ENGLISH PAPER 2, 2018 RECREATED VERSION

PASSAGE A[ 10 MARKS ]
Read passage A and answer question 1 (a) to (i) on the question paper
EXTREME COMFORT AT AFFORDABLE PRICE
Adapted from This is Botswana 2014- 2015
1 Designed with business and travelers in mind, Travelodge is the
perfect place for anyone looking for comfortable and affordable hotel
accommodation in Gaborone. Situated in the serene suburb of Block 3,
Travelodge is located away from the bustle of city life, but within easy
reach of places of
interest.
2 A fully serviced hotel,
Travelodge has 85
ensuite rooms with mini
fridges, air conditioning,
DSTV, tea- making and
coffee making facilities
as well as telephones.
The hotel has a
business centre, Wi-Fi
network, a restaurant
which provides scrumptious meals, a bar and a garden. An airport pick-
up and drop- off service is also available.
3 Travelodge places utmost importance on value for money. Although it
is built with budget conscious travelers in mind, it offers services and
facilities which guarantee a comfortable stay. Travelodge promises to
always provide affordable rates, cleanliness, laundry services, hassle
free accommodation, environmental friendliness through usage of
natural energy, and wireless hotspots all over the hotel.

PASSAGE B [ 10 MARKS]
1 The second edition of the Cross Okavango Delta expedition was
undertaken from July 23rd until August 8th, 2016. The expedition as
led by the local photojournalist Tlhalefang Charles and supported
by Botswana Tourism Organization (BTO), took the team from
Seronga to Maun by mekoro (dugout canoes).
2 A new twist was the inclusion of local artists ranging from
musicians and poets to virtual artists. According to a press release,
the artworks had formed part of the celebratory artworks produced
by Batswana
that were
presented to
celebrate the
country’s 50
years of
independence.
The aim of the
artworks was to
promote
conservation,
share the
Okavango Delta
with Batswana,
promote tourism
and the arts as well as celebrate Botswana’s golden jubilee.

3 The release further explained that the team was also partnered
with the Conservation Music Project, the brainchild of Alex Paulin
from the United States. Paulin had been following traditional music
from around the delta to promote conservation.

4 He worked with musicians to produce music inspired by the Delta

for the Delta. In the first expedition, the team travelled with Bayei
polers from Seronga and Jao flats and were led by them through
the ancient routes of their great grandfathers across the Delta. A
film crew was also on hand capturing the adventure and produced
a television documentary. Crossing the delta on mokoro has been
dubbed “Botswana’s ultimate travel experience” and placed on the
list of top travel experiences around the world.

5 According to the expedition leader, Charles, Batswana do not

know the Delta, and this was his way of teaching them about this
 world wonder. “With this trip I had hoped to inspire artists to
describe this amazing place. I hoped they too would share the
Okavango Delta with Batswana and the world.” He also noted that
he believed that after 50 years of independence, the time was
right for Batswana to tell their own stories.

6 The Okavango Delta has inspired many foreign artists and

photographers. This expedition used the Okavango to inspire
Botswana talent while spreading a conservation message and
celebrating Botswana. For their part, BTO through its
spokesperson Keitumetse Setlang was happy to be associated
with the expedition as it had provided an excellent platform to
promote the Delta, which is now listed as a World Heritage Site.
She maintains that the expedition provided an opportunity for the
world to appreciate it even more with the song and art productions
that were part of the expedition.

Adapted from: Botswana Guardian, June 24, 2016

PASSAGE C [ 40 MARKS]
Read passage C and answer question 3(a) to (j) on the question
paper

THE DANGERS OF LACK OF SAFETY ONLINE

1 The internet, certainly one of the most influential developments of
modern times, can be used to unite the world, just as much as it is
 slowly shredding it to pieces at the same time. It is the paradox of
the information era, where just about anything about everything is
easily available and relatively affordable online. It is, therefore,
imperative that immense safety precautions are taken into
consideration when using the internet. At schools and in the
5workplaces, it is easy to monitor online activities, as the
installation and maintenance of the equipment is conducted by
highly specialized technology guru

2 Experts are able to block inappropriate and potentially harmful

material available for users online, such as pornographic websites,
chatrooms and some dating websites.In spite of this, cyber
criminals, human traffickers, drug smugglers, paedophiles and
other countless perverts lie in the wait behind their gadgets and
constantly prey on vulnerable, unknowing internet users. They
sometimes manage to get away with horrendous crimes, such as
kidnapping, molestation and even murder through the use of social
media sites and chatrooms.

3 One of the most popular social media sites,Facebook,has set an

age restriction of sixteen years old, but since it is not strict on proof
of identity and age, even nine-year olds end up with the facility.
The onus is on parents to provide protection of these minors from
cyber criminals. The younger generation is a techno savvy one
when it comes to technology and they have embraced social
media networking as a lifestyle and a highly sophisticated and
time- consuming one. With the use of smart phones, tablets and
mobile devices, these young ones always have their nose stuck in
some kind of gadget.

4 The risks in this lifestyle include exposure to pornographic content

and false facts. It also promotes unbecoming behavior such as
self-mutilation and suicide. Furthermore, it exposes users to sexual
grooming, stalking and cyber bullying. Since children are young,
gullible and impressionable, they may fall into mob psychology trap
which can lead to drug abuse, violence and other crimes. The
advent of the growing social media trend has brought a steady
decline in learning at schools all over the country. The school-
going youths neglect anything that is not packaged in technology
 gadget because of Fear of Missing Out. This adversely affects
other aspects of their lives, so parents need to take control.

5 For home internet installation, System Administrator George Kieni

explained that parents should start “by putting into place a security
software that guards against some inappropriate chatrooms and
websites”. By so doing it will deny criminals a platform where they
can lurk, ready to pounce. Kieni further stated that to check on
their child’s online activity, parents monitor their browsing history,
Kieni suggests that the best alternative would be for parents to
open a limited account for children with no administrative rights to
delete their history.

6 Children must have rules for online safety. These rules are aimed
mostly at younger children and older pre- teens. Appropriate
“rules” for online use vary by age, the maturity of the child and
family values. Parents should insist that their children do not give
personal information such as their own addresses, telephone
numbers, or those of their parents’ workplaces without their
permission. They should always ask for their parents’ permission.
Parents should also insist that their children should tell them
straight away if they come across something that makes them feel
uncomfortable and must never agree to get together with someone
they “meet” online, without first checking with their parents. If their
parents agree to the meeting, they should make sure it is in a
public place and should bring a parent along. They should talk to
their children about posting pictures of themselves or others online
and warn them not to post any pictures that their parents consider
to be inappropriate.

7 Parents need to remind their children that they should not respond
to any messages that are mean, or in any way make them feel
uncomfortable. It is not their fault if they get a message like that. If
they do, they should tell their parents right away. Parents should
talk to their children so that they can set up rules for going online
and using mobile phones. Parents must decide upon the time of
the day that their children can be online, the length of time and
appropriate areas for them to visit. They should not access other
areas or break the rules set down by parents. Children should be
told by their parents not to give out their passwords to anyone
 (even their best friends) other than their parents. Children must
check with their parents before downloading or installing software
or doing anything that could possibly hurt their computer or mobile
device or jeopardize their family’s privacy.

8 Children should be good online citizens and not do anything that

hurts other people or is against the law. They should help their
parents understand hot to have fun and learn things online and
teach them things about the internet, computers and other
technology

Adapted from Sunday Standard, Lifestyle April 9 – 15 , 2017

PASSAGE A [ 10 MARKS]
Read passage A in the insert and then answer question 1(a) – (i)

From paragraph 1

(a ) What makes the hotel a perfect place for anyone?

……….…………………………………………………………………………

……………………………………………………………………………….(1)

(b)Explain the meaning of the word “serene” as used in the passage

……………………………………………………………………………………

……………………………………………………………………………….(1)

(c) “Travelodge has 85 en- suite rooms …………..” explain

……………………………………………………………………………………

……………………………………………………………………………….(1)

From paragraph 2

(d)In your own words explain what is meant by the phrase, “pick- up

and drop off service”

……………………………………………………………………………………

………………………………………………………………………………(2)

From paragraph 3

(e ) Quote a phrase of three words that shows that the hotel gives the

client services that are worth spending on.

……………………………………………………………………………………

………………………………………………………………………………..(1)
(f)What do you think the writer is suggesting about the hotel by referring

to “Wi – Fi network” in paragraph 2 and “Wireless hotspots” in

paragraph 3?

……………………………………………………………………………………

……………………………………………………………………………….(1)

ANSWERS TO PASSAGE A
From paragraph 1

(a)It is designed with business and travellers in mind

(b) It means a calm, tranquil, peaceful or quiet place

(c) Each room has its own bathroom

From paragraph 2
(d) A service whereby one is transported privately from one place to
another.

From paragraph 3
(e) value for money

(f) There is internet connection

For questions (g) – (i) a word from the passage is followed by a list of
possible meanings. In each case, choose the word from the list which is
closest in meaning to the word as it is used in the passage. Put a tick in
the box alongside the answer you choose.

(g)Scrumptious (paragraph 2) fascinating

tasty
choice
exciting

(h)utmost (paragraph 3) full

final
greatest
hardest
(i)guarantee (paragraph 3) promise
hope
discover
certify

PASSAGE B [ 10 MARKS]
Read passage B in the insert and then answer question 2 (a) – (i)
From the title
2 (a) What is the meaning of the word “expedition” as used in the title?
……………………………………………………………………………………
……………………………………………………………………………………
From the picture
(b) What effect on the reader do you think is intended by the inclusion of
the photograph?
……………………………………………………………………………………
………………………………………………………………………..
From paragraph 2
(c ) Give two ways in which the expedition will benefit the society
……………………………………………………………………………………
……………………………………………………………………….

From paragraph 3
(d)In your own words explain the phrase, the “the brainchild of Alex
Paulin”
……………………………………………………………………………………

……………………………………………………………………………….

From paragraph 4
(e)What is meant by the phrase “Delta for the Delta” as used in this
passage
……………………………………………………………………………………

……………………………………………………………………………………

(f)Which word in the paragraph carries the same meaning as the word
drivers?
……………………………………………………………………………………

……………………………………………………………………………………

(g)The writer refers to “the ancient routes of their great

grandfathers.”

What effect do you think the writer intends this expression to have on

Batswana who read it?

……………………………………………………………………………………

……………………………………………………………………………………

(h)Which word shows that crossing the Delta “on mokoro” is very popular

with tourists?

……………………………………………………………………………………

………………………………………………………………………………….

From paragraph 6

(i) “Setlang was happy”

Why did she feel this way?

………………………………………………………………………………

…………………………………………………………………………….

ANSWERS TO PASSAGE B

From the title

*Journey

From the picture

*To evoke curiosity / interest in reading the article

From paragraph 2

(c) *Promotes tourism

* Helps showcase their artworks

From paragraph 3

(d)It was initiated by Alex Paulin

From paragraph 4

(e) The music produced was inspired by the Delta and its message

was about the Delta

(f)Polers

(g)Sense of belonging and pride

 (h) dubbed

From paragraph 6

(i) Being associated with the expedition provided excellent

platform to promote the delta

PASSAGE C [ 40 MARKS ]
From paragraph 1
3 (a)In your own words show the contrast brought about the internet
……………………………………………………………………………………

…………………………………………………………………………………

(b)Why are safety precautions in the school and in the workplace easy to
monitor?
……………………………………………………………………………………

…………………………………………………………………………………..

From paragraph 2

(c ) Explain the phrase “get away with” as used in the passage

……………………………………………………………………………………

…………………………………………………………………………………

From paragraph 3
(d)Why is it possible for even nine- year olds to be on Facebook?

……………………………………………………………………………………

…………………………………………………………………………………..

From paragraph 4

(e) Quote a word that has the same meaning as the word “unruly”

……………………………………………………………………………………

……………………………………………………………………………

From paragraph 5

(f)Give a word in this paragraph, which has the same meaning as the

phrase “lie in wait” in paragraph 2.

……………………………………………………………………………………

…………………………………………………………………………………..

(g)The best alternative would be to open a limited account with no

administrative rights to delete their history. Write in your own words, the

reasons why parents might be attracted to the suggestion.

……………………………………………………………………………………

……………………………………………………………………………………

…………………………………………………..………………………………

……………………………………………………………………………….(4)
From paragraph 8
(h)What makes a good online citizen?
……………………………………………………………………………………
………………………………………………………………………………..(1)
From the whole passage
(i)Choose three of the following words. For each of them, give one word
or a short phrase(of not more than seven words) which has the same
meaning as the word has in the passage.

(i)Vulnerable (line 11)

……………………………………………………………………………………

……………………………………………………………………………..

(ii)onus (line 17)

……………………………………………………………………………………

………………………………………………………………………………..

(iii)advent (line 26)

……………………………………………………………………………………

………………………………………………………………………………….

(iv) consider (line 49)

……………………………………………………………………………………

………………………………………………………………………………….

(v)Uncomfortable (line 52)

……………………………………………………………………………………

………………………………………………………………………………….

ANSWERS TO PASSAGE C

From paragraph 1
3(a)The internet is equally good and bad for the society

(b)Installation and maintenance of the equipment is conducted by the

highly specialized technology gurus

From paragraph 2
(c)To successfully commit the mentioned crimes

From paragraph 3
(d)Facebook is not strict on proof of age and identity

From paragraph 4
(e)unbecoming

From paragraph 5
(f)Ready to pounce
(g) Parents would be able to keep track of what their children have been
doing online as children cannot erase browsing history. They would also
be able to restrict access of explicit webpages such as pornography
sites.
From paragraph 8
(h)Not to do anything that hurt other people or is against the law

From the whole passage

*Vulnerable – exposed to the possibility of being harmed or attacked
*Onus – responsibility / one’s duty
*advent – the arrival of notable thing
*consider – look attentively at something
* uncomfortable – causing or feeling unease or awkwardness

(j)The author discusses the problems brought about for children by the
internet and goes on to discuss solutions to these problems.
Explain the problems brought about for children by the internet and go
on to explain possible solutions which parents can use to solve these
problems
Use only the material from paragraph 4 to paragraph 7
Your summary which must be in continuous writing (not note form) must
not be longer than 150 words including the 10 words given below
Begin your summary as follows
The risks involved in this lifestyle include exposure to material

SUMMARY OF PASSAGE
The risks involved in this lifestyle include exposure to material that
promotes unbecoming behaviour, exposes users to sexual
grooming and children may fall into mob psychology which can
lead to several crimes. Social media has led to decline in learning
as students neglect anything that is not technology – oriented.
Parents should install software that restrict access to inappropriate
content and monitor browsing history of their children. Parents
should inform children not to give out their personal information to
strangers and report anything that makes them uncomfortable.
Parents should also insist that their children arrange to meet
people met online in a public place with a parent. They should also
talk their children against posting their pictures online, responding
to inappropriate messages, and set time for when they can access
the internet. Children should not give out passwords to anyone and
must check with parents before downloading any software.

Section A [ 20 marks]
Exercise 1
Study the advertisement below and answer questions that follow.
 Answer all questions
You are advised to answer them in the order set
1. What is so striking about the entrance of Mowana Safari Lodge? [1]
……………………………………………………………………………………
……………………………………………………………………………………
2. What does the expression ‘just a stone’s throw’ mean? [1]
……………………………………………………………………………………
……………………………………………………………………………………
3. What is strange about the use of ‘parade’ in the context of animals?
[1]
……………………………………………………………………………………
……………………………………………………………………………………
4. What is strategic about the location of Mowana Lodge? [1]
……………………………………………………………………………………
……………………………………………………………………………………
5. Give two activities that a visitor to Botswana can indulge in.
……………………………………………………………………………………
……………………………………………………………………………………
6. What feeling does the writer evoke by using the words ‘spine- chilling
hyena howls’?
……………………………………………………………………………………
…………………………………………………………………………………..
For questions 7 – 9 a word from the passage is followed by a list of
possible meanings. In each case, choose a word from the list which is
closest in meaning to the word used in the passage. You need only write
the letter A, B,C or D for the word you have chosen each time

7. Mighty [para 1]
A. Fearful
B. Beautiful
C. Huge
D. Common

8. Luxurious [para 2]
A. Extravagant
B. Splendid
 C. Rich
D. Plush

9. Fascinating [ para 2]
A. Appealing
B. Captivating
C. Fixed on
D. Delightful

ANSWERS TO EXERCISE 1
1. The mighty Baobab tree

2. Not very far from

3. Parade is used when talking about human beings assembling
for official inspection

4. Situated where 4 countries meet

5. *View waterfalls from a helicopter

*Riding on a raft
6. Fear
7. Huge
8. Splendid
9. Captivating
Exercise 2
Read the information below and answer questions that follow
WORTH HER WEIGHT IN GOLD
You would not want to challenge Babalwa Ndleleni to an arm-wrestling
contest. This is one strong sister who is breaking new ground!
When Babalwa Ndleleni first gave weightlifting a try, it was not with any
grand ambition in mind. It was simply an appealing way of getting some
exercise and staying fit. ‘ I discovered I had a talent for it,’ she says with
a smile, ‘ and within six months I was entering my first competition.
Since then, she has rocketed to success. At the commonwealth games
in Melbourne earlier this year, she won a bronze medal, making her first
black South African woman to step onto the weightlifting stage.
‘It was the highlight of my career,’ she says without hesitation. ‘It’s a big
achievement in a big competition – second only to the Olympics. The
sacrifices I made, the training I did, all paid off for me.’
Not that she was expecting the
medal. ‘I was only ranked 16th in
my category,’ she points out. But
her victory paid off with the
award of a scholarship for
Ndleleni, who’s now the toast of
her community in Gugulethu,
Cape Town.
The Department of Sports and
recreation gave me a
scholarship,’ she says ‘which
gave me access to a nutritionist,
a sport psychologist and a
physiotherapist. The support has
paid off. Ndleleni recently broke
the national clean and jerk record
at the South African Championship and later this year she will be off to
the African Championships in Morocco.
She has her sights firmly set on greater things. ‘ I still have the Olympics
in 2008 and 2012 as well as the Commonwealth games in 2010,’ she
says. ‘ I am only 27. In Melbourne, there was a woman who was 42 who
was still lifting very well. I am still a long way from 40.’
‘But I want to stop while at my peak,’ she adds. ‘ I do not want people to
watch me and say, ‘She used to be strong, but look at her now.’
With one Commonwealth medal in the bag, South Africa’s newest
weightlifting sensation has got a taste for success. ‘ It’s not just a sport,’
she says, ‘it makes you a better person. It has made me more focused
and helped me to realize what I need in life. I still have a long way to go
but I want to be remembered as a great weightlifter.
So far Babalwa Ndleleni is right on track – big things are in store for her.
[ Adapted from Jet Club 2006]

Answer all the questions

1. What does the phrase ‘breaking new ground’ suggest about the sport

of weightlifting in South Africa? [ 1 ]

……………………………………………………………………………………

……………………………………………………………………………………

2. Why did Ndleleni try weightlifting?

……………………………………………………………………………………

………………………………………………………………………………….

3. Quote one word from the passage which shows that Ndleleni’s

success was sudden

……………………………………………………………………………………

…………………………………………………………………………………

4. What does the expression ‘the highlight of my career’ reveal about

Ndleleni’s feelings?

……………………………………………………………………………………

…………………………………………………………………………………..

5. What evidence do we have in the passage to suggest that Ndleleni

never thought she could win the competition?

……………………………………………………………………………………

………………………………………………………………………………….
6. Quote a phrase of 5 words that tells us that Ndleleni has become a

celebrity.

……………………………………………………………………………………

…………………………………………………………………………………..

7. In what way did Ndleleni’s reason for not wanting to continue

weightlifting for too long?

……………………………………………………………………………………

……………………………………………………………………………………

8. What is Ndleleni’s reason for not waning to continue weightlifting for

too long?

……………………………………………………………………………………

……………………………………………………………………………………

9. Explain the meaning of the word ‘sensation’ as used in the passage.

……………………………………………………………………………………

……………………………………………………………………………………

……………..
ANSWERS TO EXERCISE 2

1. It is something new in South Africa

2. Appealing way of getting some exercise and staying fit.

3. Rocketed

4. She is excited

5. She was ranked 16th in her category

6. “The toast of her community”

7. She was awarded scholarships which gave her access to

nutritionist, psychologist and physiotherapist

8. Wants to stop while still at her peak

9. Celebrity

SECTION B [ 40 MARKS ]

Read the following passage before you attempt to answer questions that

follow

WEATHERING THE STORM

The floods affected much of Southern Africa, including countries not

used to heavy rainfall like Botswana, where Emma Kwesiga Lydersen
found herself stranded by the rising waters.

1. The air was dry and still. A scorching heat had been building up for
days, making it difficult to concentrate on work. People moved about in
slow motion to contain their last drop of sweat. Occasionally they would
 look up at the sky and pray for relief from the intense heat of the sun.
This is typical of summer in Botswana.

2. Then, on Monday February 7, it started to rain. At first people

welcomed the cooling of the air, which made it easier to get on with
life. It was fun and exciting to watch the raindrops accumulate and form
little pools of water on the ground. As the rain intensified, these pools
grew, and news spread that the water level in rivers was getting higher
and higher. By Wednesday, many roads were under water and
people’s movements were restricted. That morning I was travelling
north from the capital city, Gaborone, to attend a workshop in the
village of Mahalapye. I did not get very far. The bridge over
Metsimotlhabe in Morwa was completely submerged, cutting the
capital off from the North.

3. Back in Gaborone people flocked onto the streets to watch. Never

before had they seen so much water in this arid country and they were
excited. To the south of the city towards Tlokweng village and the
border with South Africa, police monitored traffic to ensure that bridges
did not collapse. Heavy vehicles were diverted from the main crossing
to prevent too much pressure on the bridges. Tlokweng bridge soon
became an attraction. Armed with cameras and umbrellas, people
crowded onto the bridge to capture the unusual spectacle of Notwane
river spilling over its banks.

4. At 1500hrs the District Commissioner of Gaborone, now in charge of

the local disaster Preparedness Committee, received a report from
Water Utilities stating that the water level in Gaborone was at 92
 percent of capacity. Four hours later the level had reached 98 percent.
A quick calculation indicated that within an hour the dam would start to
spill over. The Botswana Defence Force(BDF) was quickly drafted in to
evacuate people from their homes. Warnings were also sent out over
the radio to alert the residents around the dam to the danger.
Unfortunately, it was already late evening, and many did not hear the
warnings. Others refused to move as they were convinced that the
water would not reach them. Some even hid in the bushes to avoid
being evacuated by the rescue teams.

5. The water spilled over the dam walls and the rivers swelled. On
Thursday morning the local council workers went from house to house
in Tlokweng village, trying to convince people to move out and take
their belongings while there was still time. The Assistant Social Welfare
Officer and his team worked tirelessly from 0700hrs until midnight,
often wading through the water up to their waists, in order to evacuate
people from flooded houses. As the water started pouring in, a real
community spirit kicked in and more fortunate neighbours lent out cars
and vans to transport furniture, food and the people to dry land. By this
time the water was rising at a steady pace, attacking house after house
as it swept through the village.

6. No lives were lost at this point, but many homes were destroyed. The
fragile, makeshift homes which used to house poor people of Old
Naledi, the area below Gaborone Dam, were obliterated and around a
hundred inhabitants had to be housed in community centres of Red
Cross tents. The rest stayed with relatives unaffected by the heavy rain
and floods.
7. One week after the worst ever floods in Gaborone, I visited Babusi
Community Centre, in the eastern part of the city, where seventy – six
people had been given shelter. In one corner was a stack of mattresses
but too few to cater for all the displaced people. Along the walls were
rows of bright blue plastic chairs usually used for community meetings.
The children were running around and playing games, oblivious to their
parents’ frustrations. Some women handed out plates of rice, mealie
meal and cabbage. The mood was divided. Those who owned small
businesses like brick moulding and poultry keeping were anxious to get
back to work, but the constant, heavy rainfall prevented them from
doing so. They were increasingly restless and disenchanted. On the
other hand, those who had previously owned nothing, seemed pleased
with their new surroundings. At least they now had food in their bellies
and fresh, donated set of clothing.

8. By February 25 more than eleven houses nationwide had been

damaged beyond repair, leaving between sixty and seventy thousand
people out of the total population of 1.5 million homeless. Eleven
people had so far died because of collapsed houses or drowning. The
eastern parts of the country were the worst affected. According to the
National Disaster Preparedness Committee, the Government will now
concentrate on immediate relief work and restoring the public
infrastructure. Although the country’s president never declared the
floods a national disaster, he has made repeated appeals for foreign
aid.
 Answer all questions

From paragraph 1

1. (a) What weather conditions prevailed before it started to rain? [2]

……………………………………………………………………………………
………………………………………………………………………………….

(b) What effect did these conditions have on the people? [2]

……………………………………………………………………………………
…………………………………………………………………………………..

(c)Quote an expression in this paragraph which shows that the weather

conditions were not a surprise. [1]

……………………………………………………………………………………
……………………………………………………………………………………

From paragraph 3

2. What precaution was taken to ensure that there was minimal pressure
on the bridges? [1]

……………………………………………………………………………………
…………………………………………………………………………………..

From paragraph 5

3. Explain in your own words what a ‘ real community spirit kicked in’
(line 34 ) means in this context. [2]

……………………………………………………………………………………
……………………………………………………………………………………
From paragraph 6

4. What does the expression ‘ … fragile, makeshift…’ suggest about the

conditions of the homes described?

……………………………………………………………………………………
…………………………………………………………………………………..

From paragraph 7

5. Explain fully in your own words why some of those in the community
centre were ‘pleased with the new surroundings’ (line 51)
………………………………………………………………………………
………………………………………………………………………………

From the whole passage

6. Choose three of the following words. For each of them give one word
or short phrase of not more than seven words which has the same
meaning as the word has in the passage.
A. Occasionally (line 3)
B. flocked (line 31)
C. evacuated (line 28)
D. fortunate (line 34)
E. anxious (line 48)

SECTION B

1(a) * Air was dry and still

*Scorching heat

(b) * Difficult to concentrate on work

* Moved in slow motion to prevent intense sweating

(c)This is a typical of summer in Botswana

2. Heavy vehicles were diverted from the main crossing

3. People who were fortunate enough to have cars helped those

who were less privileged

4. They were temporary and not strong

5. At that centre they had access to the food and new clothes unlike

while they were at the previous settlement.

6. Occasionally – now and then

b) Flocked – move/ go together in a crowd

c)Evacuated – being moved from dangerous to safer place

d)Fortunate- lucky , favoured by luck, materially well off

e)anxious – eager to do something

7. The long-awaited rains finally came and not necessarily as a solution
to people’s problems but rather in a disastrous way. Write a summary
of the problems brought about by the rains and what was done in
attempting to deal with these problems.

Use only material from lines 7 – 41

Your summary, which must be in continuous writing (not note form) must
not be longer than 150 words including the 10 words given below.

Begin your summary as follows

The much-awaited rains finally came but as they increased… [25

marks]

……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
………………………………………………………………………………….. .
 2016 PAPER 2

PASSAGE A [ 10 MARKS]

Read passage A and answer question 1 (a) to (i) on the question

paper

You and your baggage on Air Botswana

1 Baggage management is a
serious concern for all airlines
around the world. Air Botswana
does its utmost to look after
passengers’ bags and is part of
a sophisticated tracking
network that enables missing
baggage to be traced globally.
Unfortunately, just like other
airlines, Air Botswana has only
limited control over your
baggage and this control is
further limited on flights to
foreign destinations, which
often include multiple stopovers
as well as flight connections.

2 If you are unfortunate

enough to have a baggage
problem, please be aware that
we care deeply about it. Within
our limited span of control, we
will do all we can to recover
bags in the event of loss

3 Even though Air Botswana

makes a lot of effort to take care
of passengers’ bags, the airline
advises you that when you are
packing your bags you should
not put items like cash ,
jewellery, cameras, laptop
computers or electronic devices in baggage that will be checked in.
you should take these and special items on board personally in your
 carry – on – board bag. As is the case with other airlines, Air
Botswana will not be liable for the loss of such items from the
checked – in baggage.

PASSAGE A [ 10 MARKS]
Read passage A in the insert and answer question 1 (a) to (i)
From paragraph 1:
1 (a) Quote one word which shows Air Botswana does everything
possible to look after passengers’ luggage [1]
……………………………………………………………………………………
……………………………………………………………………………………

(b) What does Air Botswana gain by being part of a sophisticated tracking
system? [1]

……………………………………………………………………………………
…………………………………………………………………………………..

(c)What drawback does Air Botswana have in the management of

baggage?

……………………………………………………………………………………
……………………………………………………………………………………

(d) On which flights is a passenger’s baggage at most risk of being lost?

[1]

……………………………………………………………………………………
…………………………………………………………………………………..

From paragraph 2

(e)What practical help will Air Botswana give to passengers who may lose
their baggage?
……………………………………………………………………………………
…………………………………………………………………………………..

From paragraph 3

(f) Passengers are advised not to put certain items in their checked- in
baggage. What do those items have in common?

……………………………………………………………………………………
……………………………………………………………………………………

(g)Apart from giving advice, how does Air Botswana seek to persuade
passengers to carry certain items in their carry – on – board bag?

……………………………………………………………………………………
……………………………………………………………………………………

From the whole passage

(h)Going Your Way is the title of the in – flight magazine given by Air
Botswana to all its passengers. What two advantages of travelling by Air
Botswana do you think passengers will see in this title?

……………………………………………………………………………………
……………………………………………………………………………………

(i)What impression of Air Botswana’s passengers do you think the

illustration is intended to convey?

……………………………………………………………………………………
…………………………………………………………………………………..
 ANSWERS TO PASSAGE A

From paragraph 1

1. (a) Utmost

(b)Enables missing baggage to be traced globally

(c)Has limited control over one’s baggage

(d) Flights to foreign destinations

From paragraph 2

(e)Do everything to recover it

From paragraph 3

(f)Cash, Jewellery, Cameras, Laptops, Computers or electronic devices

(g)They are not liable for loss of such items from checked in baggage

From the whole passage

(h)* The flight is headed to where they are going

* The flight enables them to travel at utmost comfort

(i)Air Botswana provides corporate service

 PASSAGE B [ 10 MARKS]

Read passage B and answer question 2 (a) to (j) on the question

paper

Home of your choice

1 When I was told my next assignment was to do a photo – shoot in
Phakalane, I was rather unnerved. Phakalane might be famous for
its gigantic houses but the decoration in most of them was enough
to make me lose interest in attractive decoration for life. I imagined
hideous wallpapers, terrible over – ornate chairs and kitchens that
made one feel sick, but I was certainly in for a wake – up call.

2 Phakalane is on the outskirts of Gaborone and perched on the

periphery there was the majestic house I was to photograph; it stood
proudly, more like statue than a house to be lived in; the interior of
the house left most of us breathless, if not green with envy. It was
clearly the home of someone who liked to collect a variety of things:
items such as miniature rugby shirts and other things that could be
seen around, suggesting a passionate trophy hunter.

3 As we entered we became aware that there were also many African

artifacts in the collection. We appreciated also the strange harmony
created by the mixture of deep African colours - vibrant oranges,
striking reds and rich greens – with neutral putty beiges, browns and
creams. There was a similar variety of texture in the furnishings,
from goat skin to silk. The different features were integrated skillfully
to create a serene relaxed atmosphere. We felt at home.

4 It was clear that much time and effort had been devoted to
decorating the different rooms. The master bedroom offered a
sophisticated sanctuary, its beautiful contemporary accessories and
striking modern mirror creating an up – to date feeling, while the
bathroom, with shower and bathtub clad in decorative stone tiles,
provided a subtle contrast.

5 However, my favourite room was one decorated mainly in a striking

azure blue, softened by creams and gentle browns. Adding interest
and variety were a chair made of reeds and an assegai in a leather
bag – reminders of the Khoi San in a modern setting. Luscious lawn
covered the garden, stretching out like a green blanket. At the far
 end near a wall lay an enticing swimming pool – a true necessity in
the hot weather of Botswana.

Adapted from Home and Design

2007
PASSAGE B [ 10 Marks]
Read passage B in the insert and answer question 2 (a) to (j)
From paragraph 1
2 (a) In your own words suggest one aspect of the houses in Phakalane
that the writer was sure of.
……………………………………………………………………………………
………………………………………………………………………………(1)

(b)Quote a short phrase which shows that the writer was surprised

……………………………………………………………………………………
……………………………………………………………………………………

From paragraph 2

(c ) What does the word “perched” suggest about the house to be

photographed?

……………………………………………………………………………………
…………………………………………………………………………………..

(d)What was it about the house that made the author “green with envy”?

……………………………………………………………………………………
……………………………………………………………………………………

From paragraph 3

(e) Quote the single word which suggests that the owner found his master
bedroom a refuge from troubles and worries
……………………………………………………………………………………
……………………………………………………………………………………

From paragraph 5

(f)What in his favourite room made the writer think about the history of
Botswana?

……………………………………………………………………………………
……………………………………………………………………………………

From the whole passage

For questions (h) to (j), a word from the passage is followed by a list of
possible meanings. In each case choose the word from the list which is
closest in meaning to the word as it used in the passage. Put a tick in the
box alongside the answer you choose
(g) hideous (paragraph 1) patterned
concealed
ugly
tedious

(h) Serene (paragraph 3) calm

beautiful
colourful

striking

(i) enticing (paragraph 5) shaded

tempting
cool
expensive
ANSWERS TO PASSAGE B

From paragraph 1
(a) That the houses are big
(b) I was rather unnerved

From paragraph 2
(c)It was taller than other houses
(d)The interior of the house

From paragraph 3
(e)Serene

From paragraph 5
(f)Chairs made of reeds and Assegai

(g) hideous (paragraph 1) patterned

concealed
ugly
tedious

(h) Serene (paragraph 3) calm

beautiful
colourful

striking

(i) enticing (paragraph 5) shaded

tempting
 cool
expensive

PASSAGE C [ 40 MARKS ]
Read passage C and answer question 3 (a) to (i) on the question paper

THE MOUNTAIN
1 We started for the bus station at first cockcrow that morning. It was very
dark along the mountain path that would take us through a deserted
village, which lay on the lower slopes of the mountain, to the bus station
beyond – a distance of five miles, uphill most of the way.

2 Our journey was going to involve climbing the mountain, which would
be very challenging. It was a dangerous journey my companion,
Chemai, had warned, but I had replied that it was the shortest and
quickest way, and we needed to catch the first bus. I could see at the
time that he was not entirely convinced, but he said nothing more, to
avoid an early quarrel.

3 From home our route lay along the edge of a gully, which was steep
and deep, but we knew our way. The gully was black now and in the
darkness the path along its rim was whitish. When you walk during the
day you depend on your eyes to avoid things like rocks, sticking-out
roots of trees, holes and other hazards. At night your feet seem to grow
eyes and miraculously you skirt and jump obstacles as easily as if it
were broad daylight.

4 We walked along in silence, but I knew Chemai was afraid all the time
and very angry with me for choosing this route. He kept looking warily
over his shoulder and stopping now and then to listen and say, “What’s
that?” although there was nothing. The night was perfectly still, except
for the cocks crowing behind us and way ahead of us in the deserted
village. We made barely any noise in our rubber- soled canvas shoes.
It can be irritating when someone you are walking with nervously goes
on talking when you do not want to, especially at night. It seemed there
was nothing to fear, but nevertheless he seemed to sense danger.

5 Now we started to climb the mountain. It loomed dark ahead of us, like
a sleeping animal. We could see only its jagged outline, against the
 softening eastern sky. Chemai was walking so lightly that I constantly
looked back to see if he was there. We left the bush and short grass
and we were now passing under some tall dark trees that touched
above our heads. We were on a stretch of level ground. We could not
see the path here because there were so many dead leaves all over
under our feet and no broken grass to mark the way. As we walked
along, my tongue grew heavy in my mouth, although I could not say
why, and there was lightness in my head and a tingling in my belly. I
could hear Chemai behind me. He seemed to be breathing gently, but
I realized he was obviously struggling with his terror, catching his
breath at intervals like someone entering a room where danger seems
to lurk.

6 Suddenly through the dark trees we felt a blast of burning wind on our
faces , as if we were very close to some hostile creature. My belly
tightened but I did not stop. Chemai looked deathly pale and gasped,
“We have just passed a witch.” Then we came out of the trees and were
in the bush and short grass, climbing again. I breathed out slowly. It
was much lighter here and cooler. I said, “That was a bad place.”

7 Chemai said , “That’s where my father met witches riding on their

husbands and eating human bones.”

8 “Oh, you and your…”

9 He had suddenly grabbed me by the arm. He said nothing. Instinctively,

I looked behind us. There was a black goat following us. I do not know
why I laughed. Then after laughing I felt sick. I expected the sky to
come shattering itself round my ears, but nothing happened, except
Chemai’s fear agitated hand on my shoulder. Chemai held me tightly.
He was trembling as if convulsed by some fever and he transmitted his
frenzied shaking to me, so that I felt even sicker, but I did not fall down.
I encouraged him by telling that we would push on, climbing now, not
steeply but enough to make us sweat. We were walking towards the
village, into the shadow of the mountain whose outline had now
become sharper. It was lighter than we had started, probably third
cockcrow, but it was still dark enough to make us sweat with fear.

10 “You have insulted her,” Chemai said accusingly . I said nothing. It was
no use pretending that I did not know what I was doing . I knew these
goats. They were lost spirits. Because I had laughed at the black one
earlier, it would follow me wherever I went. It would eat with me, bathe
 with me, and sleep with me. It would behave in every way as if I were
its friend, or better still, its husband. It was a goat in a body but a human
being in spirit. We had seen these goats before, when we were young,
grazing peacefully on the hills, and there was nothing about them to
indicate that they were wandering spirits. They remained peaceful until
someone laughed at them or said something nasty to them, and then
they would, in most ungoat – like manner, file after whoever had
insulted them. When this happened, it needed the elders and much
medicine – brewing to appease them, to make them go away.

11 We walked on very quietly now. We came into the open near the old
village school. The path would pass below the old church, and in less
than a mile our descent would take us to the village, from which we had
easy access to the bus station.

Adapted from Coming of the Dry Season - C. Mungoshi 1972 Oxford

University Press

PASSAGE C [ 40 MARKS]
Read passage C in the insert and answer question 3 (a) to (i)
From paragraph 1
3. (a) From the evidence in this paragraph, what two difficulties faced the
travelers?
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

From paragraph 2

(b)Why did Chemai agree to take the path despite its dangers?

……………………………………………………………………………………
……………………………………………………………………………………

From paragraph 3
(c) (i) What do you think the travelers feared might happen to them as they
travelled on the first section of the path?

……………………………………………………………………………………
……………………………………………………………………………………

(ii)What natural feature helped them to avoid danger?

……………………………………………………………………………………
……………………………………………………………………………………

(iii)Explain the phrase ‘your feet grew eyes’

……………………………………………………………………………………
…………………………………………………………………………………..

From paragraph 4

(d)What seemed illogical about Chemai’s behavior ?

……………………………………………………………………………………
……………………………………………………………………………………

(e) Suggest two advantages the canvas shoes provided the author and
his companion

……………………………………………………………………………………
……………………………………………………………………………………
…………………………………………………………………………………..

From paragraph 8

(f)The author here leaves his comment incomplete. Show your

understanding of the situation in the passage by completing the sentence
with one word or a few words.

“Oh, you and your ………………………….”

From paragraph 9

(g)In your own words describe Chemai’s trembling and show how it
affected the author.

……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

From the whole passage

(h)Choose any three of the following words. For each of them, give one
word or a short phrase( of not more than seven words) which has the
same meaning as the word has in the passage

(i)skirt ( line 16)

……………………………………………………………………………………

(ii)warily (line 19)

………………………………………………………………………….

(iii)loomed ( line 27)

………………………………………………………………………….

(iv) file (line 72)

……………………………………………………………………

(v)appease (line 74)

……………………………………………………………………..
ANSWERS TO PASSAGE C

From paragraph 1

(a)* It was dark along the path

* They were going uphill

From paragraph 2

(b)He avoided early quarrel

From paragraph 3

(c)(i)Falling into the gully

(ii)Path along the rim of the gully

(iii)Ability to navigate safely despite not seeing where you are going

From paragraph 4

(d)He kept watching over his shoulder and stopping as if he sense danger.

(e)They did not make noise

From paragraph 8

(f)Superstitions

From paragraph 9

(g)He was trembling with fear and it annoyed the author

(i)Summary

Both boys were frightened on the journey. Write a summary of the ways
in which Chemai showed his fear and what the writer did to calm him.

Use only the material from line 15 to line 55

Your summary, which must be in continuous writing (not note form) must
not be longer than 150 words including the 10 words given below.

Begin your summary as follows

I knew that Chemai was afraid and angry with me …

……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
…………………………………………………………………………………
Passage
A Devoted Son
1 When the examination results appeared in the morning papers, Rakesh
scanned them, before taking the good news to his father, Varma, and
bowing down to touch his feet. ‘I’m at the top of the list, Papa,’ Rakesh
murmured, after this mark of respect. ‘First in the country.’

2 Bedlam broke loose then. All day, visitors streamed into the small
yellow house to congratulate the parents of this wonderful son, to slap
Rakesh on the back and fill the house and garden with the sounds and
colours of a festival. There were gifts – clothes, garlands, enough
fountain pens to last years, even a few watches – all in a multicolored
whirl of pride and of shining vistas newly opened. So much had been
sacrificed to send Rakesh to school, and at last the fruits of the
sacrifices had arrived. When the neighbours heard that Rakesh had
bowed down to touch his father’s feet when he got the results, they
shook their heads in wonder and approval at such exemplary filial
behavior. But some said, ‘Do you think Varma is giving himself airs?
He himself has never even seen the inside of a school.’

3 That was only the beginning of Rakesh’s success. He won a

scholarship, went to university, became a doctor in the most prestigious
of hospitals, and even returned occasionally to the small yellow house,
where the first thing he did was to bow and touch his father’s feet.
Rakesh eventually established his own clinic, which he took his parents
to see in his new limousine. His mother gloated over the strange fact
that he did not marry a foreign girl, but one from his own village, a girl
so placid that she settled into the household like a charm, apparently
too good-natured to want Rakesh to set up home independent of his
parents, as any other girl might have done.

4 However, none of this was accomplished in the wink of an eye: it was

the achievement of a lifetime. His mother died contented: was it not her
own son who looked after her in her last illness? Rakesh’s father retired
from work and grew old; he developed such mysterious diseases that
even Rakesh could not decide when it was something of significance
and when it was merely a figment of his father’s imagination. Varma
had an exasperating habit of stretching out very suddenly and lying
absolutely still, allowing the whole family to fly around him in a flap,
weeping and wailing, and then suddenly sitting up, stiff and gaunt, as
if to mock their mistaken belief.
5 After a while, no-one paid much notice, all except, of course, Rakesh.
It was Rakesh who brought Varma his tea in the morning, and who
persuaded him to take the evening air out in the garden. All of this was
very gratifying for the old man, but then dramatic events ensued. When
his son started to supervise Varma’s diet – ‘Nothing rich, like oil, butter
or cream, Papa,’ – he stared at Rakesh with a disbelief that darkened
quickly to reproach. A son who actually refused his father the food he
craved? He complained in a martyred tone to his old neighbour: ‘That
is what it has come to.’ If Varma asked for another helping, in a voice
which cracked theatrically, Rakesh himself would come to the door,
gaze at him sadly and shake his head. Although the daughter-in-law
kept tactfully out of the way, the old man could just see the cruel smiles
she was trying to hide. Varma soon became a genuinely sick man.
Powders and pills were not only brought in when dealing with a crisis
like an upset stomach but became a regular part of his diet – became
his diet, complained Varma with melancholy triumph. Sometimes the
hypocritical daughter-in-law would pile up the pillows under his head in
a way that made his back ache.

6 One evening the limousine drove smartly into the yard and the great
doctor stepped out. Ever the devoted son, he went first to the garden
where his father sat, stricken, gazing at some undefined spot in the
dusty yellow air. He did not turn his head to look at his son. ‘Papa,’ his
son said tenderly, reaching out to touch his feet. Old Varma tucked his
feet under him and continued to gaze stubbornly into the evening air.

From paragraph 1
1. (a) What ‘good news’ did Rakesh receive that morning?
....................................................................................................................
....................................................................................................................
.................. [1]
(b) What was the ‘mark of respect’ shown by Rakesh to his father?
....................................................................................................................
....................................................................................................................
................... [1]

From paragraph 2
2. (a) What were the most surprising gifts given to Rakesh?
....................................................................................................................
....................................................................................................................
.................. [1]
(b) Pick out and write down four consecutive words which show that
Rakesh’s future was likely to be a happy and successful one.
....................................................................................................................
....................................................................................................................
................... [1]
(c) Describe in your own words the neighbours’ reaction to Rakesh’s
‘exemplary filial behaviour’.
....................................................................................................................
....................................................................................................................
....................................................................................................................
....................................................................................................................
.......................................... [2]
(d) Why do you think the writer tells us that Varma had ‘never even seen
the inside of a school’?
....................................................................................................................
....................................................................................................................
....................................................................................................................
.............................. [1]

From paragraph 3
3. Rakesh’s mother thought his choice of wife was ‘strange’. Explain fully
what kind of woman his mother thought he would marry.
....................................................................................................................
....................................................................................................................
....................................................................................................................
....................................................................................................................
........................................ [2]
From paragraph 4
4. (a) Why did Rakesh’s mother die ‘contented’?
....................................................................................................................
....................................................................................................................
................. [1]
(b) Describe the two ways in which Rakesh viewed his father’s
‘mysterious diseases’. Answer in your own words.
(i)
....................................................................................................................
....................................................................................................................
......................
(ii)
....................................................................................................................
....................................................................................................................
.................. [2]
(c) When the family flew around Rakesh’s father ‘in a flap’, what do you
think was ‘their mistaken
belief’?
....................................................................................................................
....................................................................................................................
................. [1]
From paragraph 5
5. (a) ‘After a while, no-one paid much notice, all except, of course,
Rakesh.’ What effect is created by the inclusion of the expression ‘of
course’ in this sentence?
....................................................................................................................
....................................................................................................................
....................................................................................................................
............................... [1]
(b) ‘dramatic events ensued’. Pick out and write down the single word
used later in the paragraph which continues the idea of ‘dramatic’.
....................................................................................................................
....................................................................................................................
................... [1]
(c) Rakesh ‘started to supervise Varma’s diet’. Explain the two ways in
which he did this.
(i)
....................................................................................................................
....................................................................................................................
.......................
(ii)
....................................................................................................................
....................................................................................................................
................... [2]
(d) According to Varma, what did his diet eventually become?
....................................................................................................................
....................................................................................................................
.................. [1]
(e) Varma thought the daughter-in-law was ‘hypocritical’ when she piled
up pillows under his head. Explain fully the other way Varma thought she
showed her hypocrisy.
....................................................................................................................
....................................................................................................................
........................
....................................................................................................................
...... [1]

From paragraph 6
6. Varma ‘tucked his feet under him’. Why do you think he did that?
....................................................................................................................
....................................................................................................................
....................................................................................................................
.............................. [1]

From the whole passage

10 Choose five of the following words or phrases. For each of them give
one word or short phrase (of not more than seven words) which has the
same meaning that the word or phrase has in the passage.
1. bedlam (line 4) 5. apparently (line 18)
2. streamed (line 4) 6. in the wink of an eye (line 21)
3. fruits (line 9) 7. gratifying (line 31)
4. prestigious (line 14) 8. reproach (line 33)
Answers to the passage : A devoted son
From paragraph 1
(a) He was top of the list in his examination(s)/he was first (in the
country) in his examination(s)
DON’T USE ANSWERS LIKE : ( He had passed his exams / got his
exam result / passed with flying colours, he was at the top of the
list, He was first in the country.
(b) He bowed (down) to touch his father’s feet
DON’T USE ANSWERS LIKE: He bowed down (alone) = He
touched his father’s feet (alone)

From paragraph 2
(a) Watch (es) / a few watches
Any reference to clothes/ garlands /pens or anything else is a wrong
answer.

(b) shining vistas newly opened

Anything more than this four words is a wrong answer.

(c) (i)WONDER : amazement / astonishment / awe/ marvel/ admiration/

couldn’t believe it

(pride, shock , surprise , taken aback ) all these are wrong answers
(ii)APPROVAL: respect/ approbation/ commendation/
agreement/blessing
(acceptance// they were impressed // they thought he was a good
son// he was a good example) all these are wrong

(d) *To show contrast with Rakesh // to show that Rakesh’s

achievement was great / unexpected (because his father was
uneducated.)
 *He had never been to school unlike Rakesh// Rakesh was the first
in his family to have an education.

(he was uneducated / had never been to school , he was giving

himself airs) : WRONG ANSWERS
Correct answer needs a link to Rakesh

From paragraph 3
(i) A foreigner // someone from another country/ village, or
(someone from another city, town, place)
(he did not marry a foreign girl/ he married someone from his own
village) : WRONG ANSWERS
(ii)
Someone who wanted to/ wanted Rakesh to set up home
independently (of his parents)
• Someone who would separate Rakesh from his parents/ family
(too good-natured to want Rakesh to set up home independent of
his parents / reference to placid/ good – natured) WRONG
ANSWERS

From paragraph 4
(a) Her son had looked after / cared for her in her last illness/ as she
was dying / on her death bed

(b) SIGNIFICANCE: The disease was serious/ critical / needed attention

or alternatively you can write ‘The disease was concerning/ worrying,
or he was really ill).

• FIGMENT OF IMAGINATION: dreamed up/ pretend / in his head /

make – believe/ fancy / fanciful / illusion / invention / creation / creativity

(c) That Varma had died/ he was dead

From paragraph 5
• Rakesh had always/still looked after / been concerned about / loved his
father / him
• Rakesh was a devoted / good son
• Cared for his father / him a lot
• He really cared (for his father)
• He cared more than anyone else (about his father)
• It was obvious he would take care of his father / him
• He took extra care (of his father)
• He was always there for his father

(b)theatrically
Don’t use more than one word

(c)(i) * He wouldn’t let him have the food he liked/ craved / favoured.
*Wouldn’t give him rich food/ oil / butter / cream // fatty /oily food.
* He told him not to eat rich food
* He wouldn’t give him anything rich
* Nothing rich// no oil , butter or cream

(ii)He wouldn’t allow him another/ extra helpings

(d)powders and pills, medicine

(d) she smiled /smirked when Varma was refused food / second helpings
* had his food (intake) controlled

*She tried to hide / she hid her cruel smiles

From paragraph 6

(To show) he thought his son / Rakesh didn’t respect him

*So that Rakesh couldn’t show his respect
*To reject Rakesh
 *(to show) he didn’t want to bless his son.
*To prevent his son from seeking his blessing
*He was angry / upset with Rakesh
*He didn’t like the way Rakesh was treating him
Answer must focus on either Varma’s anger with Rakesh OR the
relationship between them, not simply on the diet issue
From the whole passage
Words Expected Answer
1. bedlam (Line 4) Chaos, anarchy, clamour,
commotion, pandemonium,
confusion, hubbub, tumult, uproar,
turmoil, mayhem, madness, havoc,
disorder

Don’t use words such as noise,

turbulence or anger
2. streamed (Line 4) Processed, went in continuously,
poured , flowed, spilled, filed(in),
came one after the other
3. fruits (Line 9) Rewards, results, harvest, product,
produce, return, outcome(s),
fulfilment, consequences.
4. Prestigious (Line 14) Renowned, esteemed, celebrated,
distinguished, eminent, reputable,
notable, respected, good
reputation, revered, prominent,
highly regarded, acclaimed
5. Apparently (Line 18) Seemingly /as if / at first sight on
the surface / on the face of it /
looking (like) / ostensibly
6. In the wink of an eye (Line suddenly / all at once/
21) abruptly / immediately /
overnight / quickly /
speedily/ fast / instantly /
instantaneously // in a (few)
second(s) // in a (few)
moment(s) / in a jiffy / in no
time / in a flash / rapidly /
hastily / like lightning
 7. Gratifying (Line 31)
8. reproach (Line 33)
pleasing / rewarding /
agreeable / satisfying /
satisfactory / welcome/
pleasant / pleasurable /
heart-warming
criticism / condemnation /
censure / blame /
disapproval / rebuke / slight
/ admonition / reproof /
reprimand / upbraiding

Passage – The Chinese Money-Lender

1 Peter stood on the balcony of his son’s apartment and sighed
contentedly. Peter and his wife had been concerned when their
son, Christopher, had announced his intention to emigrate but,
Peter reflected, it had been the right decision after all, despite his
parents’ original misgivings. This country offered unsurpassed
employment opportunities. Christopher’s apartment was situated in
a lively and increasingly popular location where accommodation
was relatively inexpensive, there was an excellent public transport
service and new restaurants and cafes were springing up all
around.

2 Soon Peter and his wife, Marian, were on the bus for yet another
trip to the market recommended by the guidebooks as a priority for
tourists. Stalls selling fabrics in a plethora of sizes and colours were
interspersed with food stalls, their tantalizing aromas wafting in all
directions. Peter bought an impressive warrior carved out of dark
wood from a stallholder who assured him that the purchase was an
opportunity not to be missed. At another stall, he purchased a tiny
green tortoise which, the stallholder claimed, was made of genuine
jade. Marian hid her impatience; she did not share her husband’s
love of shopping and, besides, she was less inclined to be swept
away by smooth sales talk.

3 As they strolled on, Peter’s attention was suddenly drawn by an

antiques shop, crowded in amongst hardware stalls and food
outlets. A glint of metal caught his eye and he quickly entered the
shop, discovering that the source of his curiosity was a somewhat
mysterious-looking ornament, the figure of a man, no more than
three inches high, seated at a solid-looking desk. Peter peered
intently at it. ‘It’s a Chinese money-lender,’ said the young shop
 assistant who, it seemed, had eagerly appeared out of nowhere.
Closer inspection showed the money-lender’s desk to be stamped
on the front and the base with indecipherable inscriptions. There
was an over-laden moneybag at one end, its contents spilling over
the desk, and an abacus balanced on the money-lender’s knee.
The gilded figure hunched over the desk, with palms upturned as
if beseeching yet more money, glittered in the shop lights. One look
at his face – spectacles shining on his nose, mouth agape,
trembling beard – revealed the satisfaction of a deal well
concluded, and the desire for more money. He cried out to become
another purchase.
4 The shop assistant turned his full attention towards the bewitched
Peter. Simultaneously he positioned himself so that Peter could not
see Marian’s furrowed brow, her silent rebuke to Peter that enough
money had already been spent that day. ‘I will charge you a fair
price for this money-lender,’ promised the shop assistant. ‘Peter,
it’s time we were heading back for lunch,’ warned Marian.
‘Whoever buys him will never have ill-fortune,’ promised the shop
assistant. The money-lender had cast his spell, and within minutes
Peter left the shop carrying his purchase, as the smiling shop
assistant waved a cheerful farewell.

5 On the way back, Marian eventually saw the humour in the

situation. Her awkward silence was short-lived, and she soon
linked her arm affectionately through her husband’s, her free hand
holding the jade tortoise and the wooden warrior, while Peter
clutched the Chinese money-lender. ‘You were really talked into
that!’ she laughed. ‘Ah, but it’s a unique work of art,’ replied Peter,
‘and who knows what it will bring?’

6 A few days later, their holiday over, it was their own house they
were entering, dropping their bulging suitcases gratefully to the
floor. Peter quickly unpacked the tortoise, the wooden warrior and,
of course, the Chinese money-lender, while Marian took up the
more mundane task of opening the pile of mail which had
accumulated since their departure. In the living room, Peter, with
the utmost care, was tenderly positioning the Chinese money-
lender on a shelf. Now what was the best angle at which to display
him for maximum aesthetic effect? He heard the rustling of paper
and the ripping open of envelopes. Reluctantly he dragged his
attention away from his new friend as he heard Marian’s voice from
the hallway: ‘Peter, I can hardly believe this. I’ve won the top cash
prize in that competition I entered before we went away … I can
 hardly believe it!’ Smiling, Peter adjusted the position of the
Chinese money-lender yet again by a fraction of an inch. ‘Oh, but I
can believe it,’ he said.

From paragraph 1
1. (a) What was lacking in the house that afternoon because it was
‘raining hard’?
....................................................................................................................
............................................................................................................... [1]
(b) Why was it ‘pretentious’ to call the room where Christopher did his
homework ‘the library’?
....................................................................................................................
....................................................................................................................
............................................................................................................... [1]
(c) Give two pieces of evidence which show how important Christopher’s
education was to Mei Li.
(i)
....................................................................................................................
....................................................................................................................
...................................................................................................................
(ii)
....................................................................................................................
....................................................................................................................
............................................................................................................... [2]

From paragraph 2
2. (a) Explain in your own words why it was surprising that Christopher’s
father came into the library that afternoon.
....................................................................................................................
....................................................................................................................
....................................................................................................................
.............................................................................................................. [2]
(b) Apart from the fact that Christopher’s father came into the library, what
other aspect of his behaviour seems surprising?
....................................................................................................................
....................................................................................................................
....................................... [1]
(c) Explain fully why Mei Li reprimanded Christopher.
....................................................................................................................
....................................................................................................................
............................................................................................................... [2]

From paragraph 3
3. (a) Christopher was ‘fearful’ when he was left alone in the library. Pick
out and write down the single word used later in the paragraph which
continues this idea of ‘fearful’.
....................................................................................................................
....................................................................................................... [1]
(b) Why do you think Christopher returned ‘to the table every few
seconds’?
....................................................................................................................
....................................................................................................................
............................... [1]
(c) In what way was Christopher’s deception ‘feeble’?
....................................................................................................................
....................................................................................................................
.................................... [1]
(d) Each of Christopher’s parents was angry. In what ways did their anger
differ? Answer in your own words.

....................................................................................................................
....................................................................................................................
................. ……………………………………………………………………[2]
From paragraph 4
4. Give two reasons why Christopher was not upset by his parents’
disagreements.
(i)
....................................................................................................................
...................................................................................................................
(ii)
....................................................................................................................
............................................................................................................... [2]
From paragraph 5
4. (a) What effect is achieved by the word ‘theatrical’ to describe Akira’s
laughter that would not be achieved by the word ‘hearty’?
....................................................................................................................
...................................................................................................................
....................................................................................................................
................. [1]
(b) Akira compares slatted sun-blinds to families. According to his
comparison, what happens if children do not play their part in family life?
....................................................................................................................
....................................................................................................................
....................................... [1]
(c) Explain fully how ‘what Akira had said’ contradicted Christopher’s
memory of his parents’
argument.
....................................................................................................................
....................................................................................................................
....................................................................................................................
............................................................. [2]
From the whole passage
5. Choose five of the following words. For each of them give one word or
short phrase (of not more than seven words) which has the same
meaning that the word or phrase has in the passage.
1. paramount (line 7) 5. sanctuary (line 28)
2. frustratingly (line 17) 6. heralded (line 30)
3. inevitable (line 18) 7. earnestness (line 38)
4. muffled (line 21) 8. broached (line 47)
Answers to the passage – The Chinese Money Lender
From paragraph 1
(a)
Passage 2 – An Otter in the Air
(The writer describes his experience of taking an animal with him on a
plane in the days when this was permitted.)
1 The plane was waiting to take off; as I rushed through the airport,
carrying the box, which was Mij’s temporary home, my mind
boggled at the thought of the next few hours. I was trying to hold
down the lid of the box with one hand and, with the other, to force
back the screw into the splintered wood.

2 The other passengers stared at me inquisitively as I struggled onto

the plane with my horrifyingly vocal box. I was anxious to see who
would be my immediate neighbour and was dismayed to find an
elegantly dressed middle-aged woman. Such a person, I thought,
would have little tolerance and certainly no sympathy for the
scruffy otter cub that would so soon be her travelling companion.
For the moment the lid held, and there was a brief silence from
within the box.

3 Worried about how I would keep Mij under control throughout the
flight, I had brought a bottle of water and a parcel of fish, and with
these scant resources I prepared to withstand a siege. Aware of
the fact that I could not keep Mij’s presence a secret for long, and
of the need to keep the fish in a cool place, I spoke to the
stewardess; I daresay I was not too coherent but she took it all in
her graceful stride and received the mundane parcel of fish as
though I were travelling royalty depositing a jewel case into her
safe keeping. When the stewardess suggested I remove my pet
from its box and have it on my knee, my neighbour, surprisingly,
had no objection.

4 For the first hour or so Mij slept in my lap. However, otters are
extremely bad at doing nothing. There is, I am convinced,
something positively provoking to an otter about order in any form
and, the greater the state of confusion they can create, the more
 contented they feel. A room is not properly habitable until they
have turned everything in it upside down. One of these moods
descended on Mij. It began comparatively innocuously when he
jumped down from my lap – inertia was not for him. Then he
turned his attention to the box, which was on the floor, filled with
wood shavings for him to sleep on. He put his head into the box
and began to throw the wood shavings out backwards at
enormous speed; then he got in bodily and lay on his back, using
all four feet in a pedalling motion to hoist out the remainder. With
his teeth, he yanked back the zip on my neighbour’s bag and was
in head first, throwing out all the personal paraphernalia of air
travel. But there was worse to come.

5 With a rebellious and eel-like wriggle, Mij disappeared at high

speed. I could follow his progress by the wave of disturbance down
the passageway. There were squawks and shrieks; then a woman
halfway down the plane stood up on her seat screaming, ‘A rat! A
rat!’ The stewardess reached her, and, within a matter of seconds,
the woman was seated again, smiling benignly. That goddess, I
believe, could have controlled a panic-stricken crowd single-
handedly.

6 By now I was in the passageway myself and, catching sight of Mij’s

tail disappearing beneath the legs of a portly gentleman, I tried a
flying tackle, landing flat on my face. I missed Mij’s tail but found
myself grasping the foot of the gentleman’s female companion.
The gentleman gave me a long silent stare. I staggered up,
babbling my apology; the man was so utterly expressionless that
even in my hypersensitive mood I could deduce no meaning from
him whatsoever.

7 The stewardess came to my assistance once again. ‘Perhaps,’

she said with her charming smile, ‘you should return to your seat
and I will bring the animal to you.’ I heard the ripple of flight and
pursuit passing up and down the body of the plane, but I could see
little. I was craning my neck trying to follow the hunt when
suddenly I heard from my feet a distressed chitter of recognition
and welcome. In all the strange world of the aircraft I was the only
familiar thing to be found, and in that spontaneous return was
 sown the seed of the absolute trust that Mij accorded me for the
rest of his life.

From paragraph 1
1. (a) Why did the writer rush through the airport?
....................................................................................................................
............................................................................................................... [1]
(b) Why do you think the writer was trying ‘to hold down the lid of the
box’?
....................................................................................................................
.............................................................................................................. [1]
From paragraph 2
2. (a) Give two reasons why, according to the writer, Mij would not be
considered an attractive travelling companion.
(i)
....................................................................................................................
...................................................................................................................
(ii)
....................................................................................................................
................................................................................................................[2]
(b) What, according to the writer, would be the woman’s attitude to Mij?
Answer in your own words.
....................................................................................................................
....................................................................................................................
....................................................................................................................
............................................................. [2]
From paragraph 3
3. (a) The writer ‘spoke to the stewardess’. Explain what he told her and
what he asked her to do.
....................................................................................................................
....................................................................................................................
....................................................................................................................
............................................................. [2]
(b) Without using the words of the passage, explain fully what was
unusual about the way the stewardess reacted to the writer’s request.
....................................................................................................................
....................................................................................................................
....................................................................................................................
............................................................. [2]
From paragraph 4
4. (a) ‘Otters are extremely bad at doing nothing’. Pick out and write
down the single word used later in the paragraph which continues the
idea of ‘doing nothing’.
....................................................................................................................
............................................................................................................... [1]
(b) ‘One of these moods descended on Mij’. What kind of ‘mood’ was
this?
....................................................................................................................
............................................................................................................... [1]
(c) Why did Mij climb into the box?
....................................................................................................................
............................................................................................................... [1]
From paragraph 5
5. (a) There was a ‘wave of disturbance’ down the passageway. Explain
fully what was happening here.
....................................................................................................................
....................................................................................................................
....................................................................................................................
............................................................ [2]
(b) Why does the writer describe the stewardess as a ‘goddess’?
....................................................................................................................
......................
....................................................................................................................
................. [1]
From paragraph 6
6. Give two reasons why the writer ‘could deduce no meaning’ from the
gentleman who stared at him.
(i)
....................................................................................................................
....................................................................................................................
(ii)
....................................................................................................................
................................................................................................................[2]
From paragraph 7
7. (a) How was the writer eventually re-united with Mij?
....................................................................................................................
............................................................................................................. [1]
(b) How did his re-union with Mij affect the writer’s relationship with him
in the future?
....................................................................................................................
....................................................................................................................
..................................... [1]

From the whole passage

12 Choose five of the following words. For each of them give one word
or short phrase (of not more than seven words) which has the same
meaning that the word has in the passage.
(a) inquisitively (line 5) (e) order (line 19)
(b) scant (line 12) (f) hoist (line 26)
(c) coherent (line 14) (g) paraphernalia (line 28)
(d) provoking (line 19) (h) craning (line 42)
The First Day
1 Emma climbed into the car beside her mother with an unusual
reluctance. She was on the brink of a frightening experience: she was
that day, aged only 15, starting at a new school.

2 During the long school holiday her father had been moved 200 km to
a larger branch of the bank for which he worked and, obviously, that
meant that the whole family – her father, her mother, Emma and her
baby sister, Maria – had to re-locate. From the beginning Emma’s
feelings had been mixed: she was delighted that her father had been
promoted, but she was far from sure that she could re-capture the
blissful existence she had known for the past 15 years.

3 What a rush had ensued! There had been a hasty weekend trip to
find a new house, and then a succession of crises as they prepared
for the move, with nostalgic trips to treasured places and, finally,
tearful farewells, the latter accompanied by promises to write and to
visit, undertakings sincerely made but already seeming possibilities
rather than probabilities.

4 Very soon, they were casting a last look back at their former home
and, in the family car, following the vast furniture lorry which held most
of their possessions. Mother maintained a fixed smile; Emma allowed
the tears to run down her cheeks; Maria simply howled to indicate that
she was hungry; father indulged in the tuneless whistling he reserved
for those unhappy occasions when he needed to show that he was a
tough male unaffected by emotion.

5 The journey seemed endless; at times Emma felt they were all actors
in some science-fiction film, suspended in their time capsule forever,
on a journey to some distant planet. Eventually, however, they arrived
at the town which was to be their new home; it was set on the floor of
a steep-sided valley, with a small river gently meandering towards the
distant sea.

6 The first few weeks of novelty were pleasant enough. The local
schools were still on holiday; there was a certain excitement in
discovering new places and strange faces. The hills on both sides of
 the valley were at times extremely beautiful, especially at the end of
the day when trees and fields assumed a reddish-golden hue.

7 An important advantage over their previous location was the

multiplicity of shops, most of them quite small and specialized. The
whole family – oddly enough, even Maria – was enthralled by one such
shop, a store-house of wonder and delight run by an elderly man who
seemed to love his books far too much to contemplate selling them.
He would chatter happily about his stock – he appeared to have read
all the books – and there was a children’s section where young people
could browse as long as they wished, without being expected to buy.

8 Several times Emma and her family walked past a big, featureless
building in the town centre – and outside there was a large, simple
sign: The Valley Secondary School. Mother had written to the
Headteacher and been told just to bring Emma to the General Office
on the first day of the new term. An eerie stillness and silence
enveloped the buildings, though the flower-beds were well tended and
the green, carefully mown playing-fields leading down to the river
looked very inviting. The gates, however, remained forbiddingly
closed, understandably perhaps, but Emma felt neither welcome nor
comfortable. She was full of questions, but neither she nor her mother
had any answers; they must wait for the first day of term, a somewhat
daunting prospect.

9 Now that day had arrived. All too soon they were in the car and then
in the School Office; a grey-haired middle-aged secretary dismissed
Emma’s mother – who gave her daughter a guilty hug as she left –
and then led the new pupil, without giving her a backward glance,
through a maze of corridors before introducing her to her new class
teacher and then departing briskly.

10 The teacher, Miss Nassam, greeted the new pupil with a warm,
friendly smile. Emma guessed that she was quite inexperienced, but
she did not know then that her teacher was also new to the school that
day. She introduced Emma to the class and asked everyone to make
her welcome.

11 Inevitably, the first part of the morning was devoted to administration,

marking attendance registers, issuing timetables and reminding
everyone about school procedures – all very dull and routine – but
Emma was grateful for the careful, individual explanation to her of
 details obviously already familiar to the rest of the class. The teacher’s
little joke about there being two new girls in the class that morning
made her feel less isolated.

12 Morning break came and her momentary feeling of insecurity and

uncertainty was dispelled by a dark-haired girl called Tanya, who
offered quite casually to show her to the outdoor recreation area. This
was a very pleasant stretch of grass and paved sections, with seats
and flower-beds interspersed. Her companion sat with her and asked
her about her family and her previous school; she seemed genuinely
interested.

13 After the break, normal lessons began, and she faced the ordeal of
meeting the various specialist teachers, beginning with the science
teacher. However, Emma felt his enthusiasm for the subject dispel her
tension; he was a tall stooping man who peered shortsightedly
through rimless spectacles, as if endlessly scanning some test tube
full of chemicals in fascinating interaction. Furthermore, his lesson
was on global warming, a subject close to her heart, so that, for the
time being at least, Emma forgot her anxiety about being a new
student at the school.

14 After science came a potential social minefield – lunch – always a

difficult time for the lonely and unattached, but she found herself swept
along by her classmates and she was soon sitting among them with
her chosen food and drink. The talk focused on holiday activities;
someone asked her about her holidays, whether in real or simulated
interest she knew not, but at least she was not ignored.

15 The next lesson was drama, in a hall rather like a small, informal
theatre; she felt nervous because this was a subject not taught in her
previous school, but the teacher gently introduced her to the class
activity. This turned out to be role-playing and Emma was surprised at
how much she enjoyed imagining herself in various situations and
reacting appropriately. Moreover, this challenging activity had the
added advantage of distracting Emma from her own perceived
problems as a newcomer.

16 For the last lesson of the day, the class returned to Miss Nassam, for
English. They read some poetry about tigers – beautiful, graceful but,
of course, dangerous creatures – and Emma was particularly intrigued
by one short poem focused on the imminent extinction of tigers in
 many parts of the world. She mentioned that near her former home
the species had once been abundant, but was no longer, owing to
ever-encroaching human activities. This provoked a lively discussion
which inevitably focused on Emma, since she had largely instigated
it. She told herself that she was beginning to belong.

17 On her way out to the car park to meet her mother, Emma once again
met the grey-haired secretary from the school office. “Well, how did
you get on then?” she beamed. Reeling from the shock, Emma
collapsed into the car beside her mother, who asked hesitantly, “How
was your first day then?” Emma smiled quietly and replied, “Quite
good, I think…”

From paragraph 1:
1 What rather frightening prospect made Emma unwilling to get into her
mother’s car?
From paragraph 2:
3 What two events had made Emma’s feelings ‘mixed’? Number your
answers (i) and (ii).
From paragraph 3:
3 (a) Why do you think the trips to ‘treasured places’ are described as
‘nostalgic’?
(b) Explain in your own words what misgivings the family and their
friends already had about their ‘promises to write and visit’.
From paragraph 4:
4 (a) Why do you think Emma’s mother was maintaining ‘a fixed smile’?
(b) Explain fully in your own words what Emma’s father was seeking to
make clear by his ‘tuneless whistling’.
From paragraph 5:
5 What two features of the journey in the car made Emma imagine she
was in a ‘time capsule’ in some ‘science fiction film’? Number your
answers (i) and (ii).
From paragraph 6:
6 Why do you think the hills took on ‘a reddish-golden hue’ at the end of
the day?
From paragraph 7:
7 (a) What does the writer mean by a ‘specialized’ shop?
(b) Give, from your own experience, one example of a ‘specialized’ shop.
(c) At first sight, the shop owner appeared to be not a very good
businessman. Give two pieces of evidence from the text to support this
view. Number your answers (i) and (ii).
From paragraph 8:
8 (a) Pick out and write down the single word used by the writer to suggest
that the school building was rather anonymous.
(b) Why does the writer add ‘understandably perhaps’?
From paragraph 9:
9 What does the word ‘dismissed’ suggest about the secretary’s attitude
towards Emma’s mother?

From paragraph 17:

9 Why does Emma’s mother ask her question ‘hesitantly’?

From the whole passage:

11 Choose five of the following words. For each of them give one word or
short phrase (of not more than seven words) which has the same
meaning that the word has in the passage.
1. meandering (line 21) 5. procedures (line 51)
2. multiplicity (line 26) 6. casually (line 56)
3. enthralled (line 27) 7. focused (line 69)
4. devoted (line 50) 8. imminent (line 80) [5]
12 Emma is very worried about starting her new school, and at first her
fears seem justified. Using your own words as far as possible, write a
summary of the actions and events which by the end of the day made her
feel much happier.
USE ONLY THE MATERIAL FROM LINE 46 TO LINE 88.
Your summary, which must be in continuous writing (not note form) must
not be longer than 160
words, including the 10 words below.
Begin your summary as follows:
After the school secretary introduced Emma to her class teacher ... [25]