Jurong Secondary School

2024 Secondary 2 Express

Comprehension A

Name: _________________________ ( ) Class: __________

Unit Theme: SPORTS, HEALTH AND FITNESS
Throughout this unit, we will have many opportunities to explore what sports,
health and fitness mean to us. We will be revisiting this theme when we listen to
and view the texts in this unit.

Let’s begin exploring the unit theme by considering the question

… What does it mean to be “well”?

Most of us are interested in sports, health and fitness because they improve our well-being.
But what exactly does wellness involve? What do we need to pay attention to in our quest
for greater well-being? And what roles do sports, health and fitness play in our well-being?

Understanding what well-being means, and how sports, health and fitness contribute to it,
can help us make better decisions for ourselves as well as those we care about.

Let’s Learn… How to Compare and Contrast

Texts
What is it?
When we compare and contrast texts, we take note of the similarities and differences
between ideas in a text or across more than one text. We can also compare and contrast the
provenance (source) of texts and their form and format to better understand the text’s
purpose. Texts come in a variety of modes, so we should not think of them as simply words
on a page - a speech, a picture, or even a video can be a text!

Why should we learn it?

We compare and contrast two ideas to understand them better. In addition, when we
compare and contrast two ideas, we might also deepen our understanding of the category
that they belong to, or the concept that they share. By paying attention to how different
texts convey ideas, we also become more aware of how texts achieve their intended aims -
think about how an informational poster about fitness might seek to raise awareness about
the benefits of exercise, while an advertisement for a fitness gym might seek to persuade
people to get fit by buying one of their products.

When do we use it?

We often compare and contrast information after listening to, reading or viewing a text, in
order to improve our comprehension. We may not only compare and contrast the ideas that
we see within a text to better organise the information presented to us, but also compare
and contrast a text that we have listened to, read or viewed with another text to deepen our
understanding of a topic or theme.

We view texts every day, so it is important to be able to look at them with a critical eye.
Beyond simply understanding the differences in content, we should recognise that every text
has a specific message that it tries to bring across to its audience. Visual texts, especially,
employ various strategies and techniques to engage their viewers - and these are the texts
we see most often!

For Comprehension A, you will be given two texts about a similar topic to compare and
contrast. This means you will have to be comfortable with picking out the similarities and
differences between texts in order to answer the questions provided.

How do we do it?
We can follow the steps below when comparing and contrasting information in texts.
Step Ask yourself… Suggestions
 Identify What are the Pick out the subjects to be compared. Say what these are

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subjects that I simply (e.g., dairy milk and soya bean milk).
want to
compare? Be clear about how you will use the information that you
have about these subjects, after comparing and
contrasting them.

Compare What similarities Identify the criteria for comparison. E.g.,

and and differences ● Two football teams can be compared according to
do I see? the competitions they have won, the style of
Contrast football they play, and the kind of football fans
they attract.
● Two singers can be compared according to their
popularity, the type of songs they sing, and the
awards they have won.
● Two texts can be compared according to their
sources, their tone, and their aims, for example.

Construct What do these Consider what you can learn from the similarities and
similarities and differences of the information that you have found.
differences tell Consider these questions:
me? ● How do my observations help me to achieve the
purpose of my task?
● How do these similarities and differences deepen
my understanding of the ideas I am comparing?

Resources
You can use Venn diagrams or tables to help you compare and contrast texts:

Venn Diagram
 Text 1 Text 2

Similarities
between
Texts 1 and 2
Characteristics
unique to Text 2

Characteristics
unique to Text 1

Table

Criterion Text 1 Text 2

Let’s try
Study the two texts closely. Using either a table or a Venn diagram, compare and contrast
the two texts, picking out as many similarities and differences as possible.
 Text 1 is taken from the website of Text 2 is taken from the website of
Miramont Lifestyle Fitness, an HealthHub, part of Singapore’s
American fitness centre Health Promotion Board

Health Benefits of Exercise and

Physical Activity

Health Benefits of Physical Activity

Engaging in regular exercise can reap
numerous health benefits. All you have
to do is to engage in 150 minutes of
moderate-intensity exercise such as
jogging, brisk walking, swimming, cycling
or other aerobic activities every week.

Regular Physical Activity Keeps Your

Heart, Lungs and Bones Healthy
Physical activity improves blood flow to
your heart, lungs and blood vessels.
Your heart muscles get stronger with
regular aerobic exercise. You will
realise that you have more energy to
do the things you enjoy and won't feel
tired as easily.

Move It!
Incorporate exercises into your daily life
through various physical activities. 30
minutes a day of physical activity, 5 times
or more a week will do you wonders.
Even if you are very busy, make time for
it. Here is what you can do: Dance to your
favourite songs, walk briskly at the park,
do active housework like mopping, or
even do jumping jacks as you watch
television. Create a regular workout
routine for yourself. It can be jogging,
swimming, or cycling. Try different types
of exercises for variety and also for the
different health benefits. Get your friends
to join in some group sports, such as
badminton, basketball or tennis.

Use the space below to complete your table or Venn diagram. After that, answer the
questions below.

1. What do you think is the purpose of each text?

2. Which text do you think is more effective at achieving its aims? Why?
Let’s Learn… How to Draw Conclusions
What is it?
A conclusion is an idea we arrive at after considering the various ideas we find in a text, and
then linking them to what we already know about the topic or theme being explored. We
usually draw a conclusion only after considering several ideas in a text.

Do we do this outside the classroom?

We often draw conclusions in our daily lives. For example, after friends have shared lots of
details about a trip they took, we might conclude that they enjoyed it. We might also
conclude that we should visit the same places they did. When we read a murder mystery
novel, we may draw conclusions about who the murderer could be, even before it is
revealed. And when we view certain individuals’ social media profiles, and see the photos
and videos they have posted, we may draw some conclusions about their personalities.

Why should we learn it?

Drawing conclusions allows us to come to our own understanding of the varied information,
ideas and points of view which we encounter in our daily lives. Many speakers and writers
leave their ideas unsaid and implied, preferring to leave clues for the audience. As such,
drawing conclusions helps us to make sense of these larger ideas by piecing them together
from a wider network of ideas and details.

On the other hand, some speakers and writers may have a clear key message to share.
Speakers and writers may assemble a lot of information to support their message, but we can
draw our own conclusions using the information that they provide, as well as our own
knowledge. For instance, when we watch a documentary on fast food, we may find that the
speaker has a clear message about whether fast food is good for us. However, we can also
draw our own conclusions and think otherwise.
When do we use it?
We often draw conclusions after listening to, reading or viewing a text. This is because we
may need to consider a number of connected ideas spread out across different parts of a
text. We may even have to refer to the notes we took.

For Comprehension A, you will be asked to draw conclusions about the message, purpose,
tone, audience and content of the texts you are given.

How do we do it?
We can follow the steps below when drawing conclusions.
Step Ask yourself… Suggestions

Question What do I want to Consider the following questions:

know? ● Why am I listening to, reading or viewing this
text? ● How will I use the ideas I find in this text?

Collect What does the Gather the relevant main ideas and supporting details
text say? from the text. Consider these questions:
● What can I infer from the text?
● Do I understand the ideas shared in the text? Do I
need to clarify my understanding?
● How are the different ideas in the text linked?

Recollect What do I know? Think about what you know from your own experiences.

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Consider these questions:
● What do I know about the ideas in the text? ●
What experiences have I had that are relevant to
these ideas? What do these experiences tell me (e.g.,
how does your own experience as a marathoner help
you to understand or clarify the speaker’s ideas on
long-distance running)?
● What do others say about the ideas in the text?

Answer What do I think? Connect your personal experiences with the information
from the text to draw your own conclusion(s). Consider
these questions:
● What connections can I see between what I know,
and what the text says?
● What is my own opinion about the ideas in the text,
as well as what others say about them?
Let’s try Comparing and Contrasting to Draw Conclusions
Watch the two videos and read the article. Once you are done, answer the questions
below.

Text 1: Nike ‘Find Your Greatness’ [1-min video]

Text 2: Samsung ‘London Paralympics’ [1 min 30 s video]
Text 3: BBC Earth ‘Do Genetics Influence Athletic Ability?’ [news article]

Text 1
1. What is the text trying to say about sports?

2. What images and text support the idea(s) you have identified above?

Text 2
1. What is the text trying to say about sports?

2. What images and text support the idea(s) you have identified above?

Text 3
1. What is the text trying to say about sports?

2. Which parts of the text support the idea(s) you have identified above?
Compare & contrast the texts by creating a table or a Venn diagram in the space below.
What did you know and think about sports before watching the videos and reading the text?
Share one or two impressions you may have.

What do you now know and think about sports, after watching the videos and reading the
texts?

Do the videos and article encourage people to become athletes? Why, or why not?

Which text do you think is most effective at achieving its aims? Why?
Let’s Explore… PACC in Visual Texts
Visual texts are texts that are created using still or moving images. They may or may not
contain words. Examples of visual texts include maps, diagrams, paintings, photographs,
illustrations, films, advertisements, posters and comics.

When analysing a visual text, you must take into account the purpose, audience, context and
culture. Other considerations include:
● structural arrangement of text features (e.g. captions, logos, headings, subheadings)
● typographical features (e.g. font type and font size)
● size and placement of visuals (e.g. photographs, illustrations, diagrams, charts)
● how the written text and visuals work together to convey the message ● the
effect of the visuals and the text on the reader (reader-response)

When you look at a visual text (or any text, for that matter!), you may want to consider the
four questions below to help you better understand it.
1. START WITH PURPOSE and AUDIENCE: What are the speaker’s message and purpose?
Who is the intended audience?

2. LOOK AT PARTS: Which semiotic modes and features have been used by the speaker?

3. THINK ABOUT EFFECT: How does each of these semiotic features affect the audience’s
feelings and thoughts?

4. BACK TO PURPOSE: How do these features work together to help the speaker share
his or her message, and achieve his or her purpose?

You can use the graphic organisers in this section to help you answer these four questions.
Analysing a Visual Text
Parts of a Visual Text
Let’s try this out!
Watch the videos and read the article below, then fill in the graphic organiser. Text 1:
Kurzgesagt “Is Organic Really Better? Healthy Food or Trendy Scam?” (8-min video, watch
until 8:20]
Text 2: Jalna Farm “New Jalna Farm to Pot Organic Yoghurt” [30 s video] Text 3: Your Food's
Roots - Episode 3: Zooey Deschanel Tackles Organic Vs Non-Organic Foods | Facebook
[4-min video - NOTE this video is hosted on Facebook] Text 4: NPR Why Organic Food May
Not Be Healthier For You : The Salt : NPR [news article]

What did you know and think about organic food before watching the videos and reading the
article? Share one or two impressions of organic food that you may have.
What do you now know and think about organic food, after watching the videos and reading
the article?

Now, let’s use PACC to critically analyse the videos and article. Perhaps your views might
change again! Fill in the graphic organiser. As you do so, think about the following guiding
questions:
1. What are the texts trying to show about organic food?
2. What are the texts trying to get the audience to do?
3. What strategies and methods does each text use to achieve its purpose? 4. What do
you think is the speaker’s attitude towards organic food? Support your answer with
specific examples from the video.
START WITH PURPOSE and AUDIENCE: What are the speaker’s
message and purpose?
● THINK: Respond to the questions below. What are the speaker’s message and
purpose? Who is the intended audience?
● PAIR: Together with a partner, work towards a better understanding of the speaker’s
message and purpose.
● SHARE: Share your ideas with the rest of the class, and listen actively when others
share their ideas.

What is the speaker’s message?

Recall what you remember most about what you have listened to and viewed. What is the main
topic, and what are the speaker’s thoughts about it?

Who is the intended audience?

Think about…
● Who is the speaker speaking to?
● Which details suggest that this is the intended audience?

What is the speaker’s purpose?

 Think about…
● When and where was this text produced?
● How might the above details influence the speaker?
● What does the speaker want his or her audience to feel, think or do?

LOOK AT PARTS: Which semiotic modes and features have

been used by the speaker?
You can now use the graphic organiser (the diamond) on the next page to help you. Your
teacher will guide you as you do the following:
● Find: First, use the questions outside the diamond to help you look for the semiotic
modes used in the text. Mark these out.
● Zoom in: Next, focus on these semiotic modes, one at a time, and pay attention to the
semiotic features listed under each one (e.g., under “Linguistic”, there are “Word
Choice” and “Sentence Pattern”; under “Visual”, there are “Colour” and “Focus”;
under “Audio”, there are “Sound Effects” and “Volume”). Did the speaker use these
features? Highlight or underline the text to identify these features.

THINK ABOUT EFFECT: How does each of these semiotic

features affect the audience’s feelings and thoughts?
● Elaborate: Finally, annotate the highlighted/ underlined details with short notes about
how they affected your feelings and thoughts. Your short notes may look like this:
E.g., The footage of a family looking happy in Text 2 suggests to the audience that
eating organic food brings people together.

BACK TO PURPOSE: How do these features work together to

help the speaker share his or her message, and achieve his or
her purpose?
1. Complete the first two columns with the details that have helped you better
understand the purpose and message of the text.
2. In the last column, elaborate on how the detail affects the audience. See the first row
of the table for an example.

Feature Detail Effect on audience

e.g. Word Modals like “could” The use of these words allows the speaker
choice and “would” to hedge or moderate claims that are being
made. Used well, a speaker can show that
he or she is being moderate, and thus
persuade the audience to trust him or her.
After completing the graphic organiser, have your thoughts towards organic food changed?
Why or why not?

Let’s Practice
Study the online advertisement (Text 1) and the social media post (Text 2) and answer Questions 1–4
in the Question Paper.

Text 1 is taken from an online advertisement for a fitness centre.

 Sitting at your desk all day? Working your brain muscles more than your biceps? Wanting to join
a gym but keep procrastinating? If this sounds familiar, consider joining us at Anytime Fitness -
stop putting it off!

Text 2 is taken from a social media post about the importance of fitness.
I have always considered myself a fairly healthy person, but when I participated in a charity run
last year, I got a rude shock. Within the first fifteen minutes of starting the race, I was panting
and felt like giving up. I realised how much I had been neglecting my physical well-being! After
that experience, I made sure to sign myself up to a gym and now I work out regularly. It is never
too late to start!

Section A [5 marks]
Refer to the online advertisement (Text 1) and the social media post (Text 2) for Questions 1– 4.

1 Look at Text 1. Tick (✓) the most effective title for the image in this advertisement.

⬜ The fitness centre for busy people

⬜ Health is wealth
⬜ Join us to kickstart your fitness journey [1]
2 The social media post states that the writer ‘got a rude shock’.
What does this phrase suggest?
...........................................................................................................................................................
..........................................................................................................................................................
[1]

3 Identify the expression in Text 2 which reflects the encouragement in Text 1 to ‘stop putting it off’.
...........................................................................................................................................................
.......................................................................................................................................................... [1]

4 Look at Texts 1 and 2 and statements (a) and (b) below.

Decide whether the statements refer to Text 1, Text 2, both texts, or neither text.
Circle the answer you have chosen for each statement.

(a) The intended audience of the text are unfit individuals.

Text 1 / Text 2 / Both / Neither

(b) The text uses a formal tone.

Text 1 / Text 2 / Both / Neither [2]
Study the online poster (Text 1) and the social media post (Text 2) and answer Questions 1–4
in the Question Paper.

Text 1 is taken from an online poster from the Organic Trade Association in America.
 The choice is simple - buying organic is better for you and for the environment. Join the organic
movement today - your body and the planet will thank you!

Text 2 is taken from an article from an online medical journal

Walk through any grocery store today, and you will likely see more shelf space devoted to
organic food. Organic food is also becoming more popular, with many opting for it as a “better”
option. However, there is no scientific evidence that organic food is healthier. While organic
foods have fewer synthetic pesticides and fertilizers and are free of hormones and antibiotics,
they do not appear to have a nutritional advantage over their conventional counterparts.
Furthermore, organic
 food tends to be more expensive, putting it out of the reach of many people.

Section A [5 marks]
Refer to the online poster (Text 1) and the article extract (Text 2) for Questions 1– 4.

1 Look at Text 1. Tick (✓) the description of the image that best supports the idea “Organic is better
for the environment”.

⬜ The milk cartons

⬜ The bee
⬜ The vegetables [1]
2 The poster’s title states that buying organic is “worth it”.
What does this phrase suggest?
...........................................................................................................................................................
..........................................................................................................................................................
[1]

3 Identify the phrase in Text 2 which suggests that widespread adoption of organic food is
unrealistic.
...........................................................................................................................................................
.......................................................................................................................................................... [1]

4 Look at Texts 1 and 2 and statements (a) and (b) below.

Decide whether the statements refer to Text 1, Text 2, both texts, or neither text.
Circle the answer you have chosen for each statement.

(a) Readers are asked to take action.

Text 1 / Text 2 / Both / Neither

(b) The tone of the text is persuasive.

Text 1 / Text 2 / Both / Neither [2]

Let’s Reflect
Now that you have completed the unit, it’s time to look back and see what you
managed to learn well, and what you need to improve in.

What I Think and Believe

In this step, focus on your thoughts and beliefs about the theme of the unit. Throughout this
unit, your feelings, thoughts and beliefs about the theme of sports, health and fitness may
have changed. You may choose any one of the options here to express how your beliefs have
developed:

Option A: Revisit a Text

How has this unit helped you understand a text differently?
Choose any text you have listened to, read and viewed, including:
● the list of texts in “Take Your Pick!”
● any other texts you found yourself
Ask yourself:
● “What is it about? Which part(s) am I recalling?”
● “What were my feelings and thoughts about the speaker’s or writer’s message?” ●
“What are my feelings and thoughts about the speaker’s or writer’s message now?”

Option B: Revisit Ideas

How has this unit helped you see the theme of this unit differently?
I used to think…
Write down some words or phrases that describe what you used to feel and think about the
unit theme. You may also use drawings, photographs or even songs to describe your
thoughts.

Now I think…
Write down some words or phrases that show how you feel and think about the unit theme.
Again, you may use drawings, photographs or songs to describe your thoughts.

You may use the table below to help you.

I used to think… Now I think…