An overview of the Checkpoint Assessment This book mainly caters for students who are in the midst of the Year 9 (Checkpoint stage). There are 2 papers involved: • Paper 1 (non-fiction) • Paper 2 (fiction) Both papers are balanced, in the sense of importance : (50 marks each), where 25 marks are allocated for the Reading section (commonly referred to as reading comprehension, in the Malaysian setting) and 25 marks for the Writing section (better known, locally, as essay writing). There is no separate testing on grammar in both papers, as the approach of this syllabus is for grammar to be embedded within the Reading and Writing strands. So, grammar is assessed within both the papers. Reading The passages selected for the Reading section are purposeful. It is hoped that learners would explore the meaning and use of language found in the texts, even imitating the vocabulary found in the passages for their exploration and further usage. The questions are meant to guide the candidates into recognising the various language for effect that have been used in the passages. By answering certain questions based on the texts, it is hoped that the learners would be able to explore ideas on how to sequence and organise their own ideas for their writing purposes. The aim is to be able to create impactful writing material, whether nonfiction or fiction. Writing By attempting the Reading sections, learners are led to recognise the necessary features for the different genre and purpose. It is hoped that as they search for the answers in the Reading section, they would indirectly gain understanding and appreciation of a wide range of vocabulary that would enhance their writing skills, especially as they experiment in using creative and effective vocabulary. The Reading section also helps them recognise the functions of various punctuations and how they are used for purpose and effect. The reading of the wide range of passages enables the candidates to observe the planning applied in both, non-fiction and fiction writing. All these skills are necessary for the students to present the different types of writing texts that they could encounter. About Checkpoint CHECKPOINT ENGLISH WORKBOOK 9 v
Allocation of marks for Writing (Total: 25) Writing Marks Creation of texts (Wc) 5 Vocabulary & Language (Wv) 3 Grammar & Punctuation (Wg) 7 Structure of Texts (Ws) 7 Word Structure [spelling] (Ww) 3 Assessment Each unit in this book offers an assessment on both papers, Paper 1 and Paper 2. The section termed as Suggested Answers has been provided mainly to help students perform a self assessment and keep a score for themselves. The book has also been designed to aid in the formative assessment within the classroom, where the teacher could ‘remove’ the section containing the Suggested Answers, and freely use the units as regular, on-going assessment material. After which, the ‘removed’ answer pages could be returned to the students for them to gauge their performance. It is suggested that a table containing the marks achieved be kept, either by the students or teacher, to allow the candidates to check on their individual record of the scores. By doing so, they would be able to observe their performance in each unit, making the appropriate corrections and improvements in order to excel in the overall subject. The Writing tasks have been designed to allow the students to practise various types of writing that could be tested in Year 9. The samples serve as guides that provide ideas for the students in the hope of mooting and inspiring better writing ideas from within themselves. They are, however, NOT to be taken as the only acceptable solution. But in order to keep to the guidelines of answering certain types of questions in the Reading section, it is advisable to stick closely to the suggested answers provided. One final piece of advice for the students using this book – as a general rule, allow the marks allocated at each question to determine the number of ideas required in the answer. This will ensure that you have provided sufficient ideas or content for that particular question. https://qr.dickenspublishing.co.uk/?u= CheckpointEngWB9Info INFO vi CHECKPOINT ENGLISH WORKBOOK 9
1 Unit 1 Paper 1: Non-fiction Section A: Reading Spend 30 minutes on this section. Read Text A. Then, answer the questions that follow. Text A Travel Guide: 48 hours in Nottingham, England written by Sophie Milne Follow in the footsteps of our famous outlaw Robin Hood and discover Nottingham, a city steeped in history and legend. This is a city of a thousand hidden gems, from intriguing caves to curious alleyways, secret bars to boutique arcades. Wander around its ancient streets, gaze up at stunning Watson Fothergill architectural treasures and explore award-winning parks and green spaces. Experience a vibrant music and arts scene and dine alfresco on cuisines from around the world – all in the heart of England. Robin Hood: live the legend You simply can’t visit Nottingham without discovering the legend of Robin Hood. But put down the history book – you can meet the man himself on a whirlwind tour to learn about how simple ballads over 700 years old grew into one of the greatest stories ever told. The multi-award-winning, theatrical Robin Hood Town Tour – by tour guide extraordinaire Ezekial Bone – leads you to key sites associated with the legend, from the looming architecture of the Lace Market to the steps of the Old County Gaol to the tranquillity of St Mary’s Church. Discover horrible histories in the National Justice Museum If you think museums are bor-ing, then think again: a visit to the award-winning National Justice Museum is an absolute must. Forget dull and dusty display cabinets, because this is a place that truly brings history to life with extraordinary immersive experiences. Delve into Nottingham’s fascinating history of law and justice, crime and punishment as you explore the maze-like Shire Hall and County Gaol, where costumed characters stalk its walls and lurk in cells to tell their stories. Take part in fun, interactive games and activities, watch live courtroom performances and explore their immense collections for a day out you’ll never forget. Descend into the City of Caves A relatively compact city, Nottingham is actually much bigger than most visitors realise. That’s because the city is built on soft sandstone rock, and its industrious inhabitants have been digging into it since the dark ages, carving out everything from cave dwellings to prison cells to breweries. Our ancestors built an extraordinary subterranean underworld with over 500 caves, and you can still explore it today. CHECKPOINT ENGLISH WORKBOOK 9 1
Your journey through the City of Caves will take you around the winding passageways of Nottingham’s largest network of sandstone caves, where you’ll investigate its social history and their fascinating uses through the ages, from dwellings, cellars, WW2 air raid shelters and even the only underground medieval tannery in the country. Be inspired by international art at Nottingham Contemporary Culture vultures and art amateurs alike will delight in the exhibitions at Nottingham Contemporary, one of Britain’s largest galleries of contemporary art in the UK and described as “the most inspiring gallery in the UK” by the Guardian. The gallery is free to enter and hosts regular changing exhibitions of international art, so get ready to experience new perspectives and broaden your horizons. It’s based in an iconic building, designed by the award-winning architects Caruso St John, and its concrete facade is imprinted with a lace design in a tribute to the city’s industrial lacemaking heritage. (Extracted from The Travel Magazine: https://www.thetravelmagazine.net/ travel-guide-48-hours-in-nottingham-england/) Read Text A, a guide, and then answer questions 1 – 8. 1. What is the main reason for the first paragraph of the text? [1] 2. Select a phrase used by the writer to give the impression that the place has many interesting sights. [1] 3. (a) Explain in your own words what the writer meant when he used the phrase ‘steeped in history and legend’. [1] (b) (i) Based on the introduction, what legend do you think was being referred to? [1] (ii) How did the writer further emphasise this? [1] 4. (i) What is the use of the dash at the end of the first paragraph? [1] 2 CHECKPOINT ENGLISH WORKBOOK 9
(ii) Explain the use of language in the phrase after the dash. [1] 5. How does the writer make the visit seem more interesting for tourists? Provide two pieces of evidence for your answer. • • [2] 6. Identify a word or phrase, in the following 2 paragraphs concerning: (a) the Lace Market in paragraph 2 about the Robin Hood Town Tour (b) the interior of the museum in paragraph 3 about the National Justice Museum, that uses the following figurative language, and explain the effect intended on the readers [2] 7. ‘Nottingham is actually much bigger than most visitors realise.’ What is the writer referring to by this statement? Quote three places from the text for your answer. (i) (ii) (iii) [2] 8. Using your own words, explain how the building that holds the art exhibitions highlights the lacemaking heritage. [1] CHECKPOINT ENGLISH WORKBOOK 9 3
Text B Travel Guide: 24 hours in Lyon, France written by Monica Nastase Lyon has had many accolades over the years from being the historic European centre of silk, the ancient capital of the Gauls to the birthplace of cinema and more recently the world capital of gastronomy, Lyon seems to have it all. It is after-all, heralded as France’s second city – after Paris – and as it is built on the banks of two rivers and between two hills, the bridge-hopping, hill climbing experience adds a new dimension to the way you explore a city that was once an industrial hub. The city offers a blend of old architecture and new cuisine, of traditional crafts and avant-garde art that is likely to appeal to even the most exigent traveller. Must see the view A stroll up the Fourvière hill, which rises abruptly behind the old town, will take you to the Notre Dame de Fourvière church and the site of Lyon’s oldest Roman settlement. You can get there more quickly by jumping on the cable car. The locals call it the “ficelle” (the rope), which will pull you up the slope in just five-minutes. From the hilltop esplanade in front of the church you can see all of Lyon and beyond. The concrete landscape is cut by veins of water from the two traversing rivers, the Rhône and the Saône. Must Visit The Maison des Canuts, Lyon’s silk museum, is hidden on a narrow street in the weavers’ old neighbourhood, Croix-Rousse. Set in a modest 19th century weaver’s house, you could easily miss its small entrance. But then you’d miss a historic gem that exhibits Lyon’s tradition of silk production extending over five centuries. The stories about the silk weavers’ harsh lives will take you back in history when Lyon was the capital of the European silk trade. You’ll see a demonstration of how silk is woven following the patterns on a paper model, and you’ll get the chance to run your fingers on silk fabrics valued at thousands of euros per metre. Must Explore Lyon’s 13 mural paintings dotted throughout the city make up a contemporary open-air gallery. As you roam the cobblestone streets and pedestrian plazas, you’ll see huge paintings with optical illusions decorating building walls that somehow pull you right in. One of the most popular is the Fresque des Lyonnais, on the Quai St. Vincent. Thirty of Lyon’s legendary residents are depicted from the writer Antoine de Saint-Exupery to the Lumière brothers, the first filmmakers in history. Another mural, defining the city’s character is the Mur des Canuts. Dedicated to the 19th century silk weavers that lived in this area, this is the biggest mural in Europe. Must find (your way) Unique to the Lyon architecture, the ‘traboules’ are interior passageways that cut across various buildings, mainly in the old town, Vieux Lyon. Those open to the public have heavy wooden doors protecting them. Stepping in behind such a marked door, you’ll find yourself in a new dungeon-like world. You have to keep going forward through the dim, winding alleys to find your way out on the other side, and into another street. Residents have been using them for centuries as a shortcut to get from one side of the old town to the other. They were mostly used for carrying water and silk, but you can have fun exploring the insides of Lyon’s buildings. (Extracted from The Travel Magazine: https://www.thetravelmagazine.net/travel-guide-24-hours-lyon-france/) 4 CHECKPOINT ENGLISH WORKBOOK 9
Read Text B, and then answer questions 9 – 12. 9. Find a suitable word from the first paragraph that has the same meaning as the word or phrase provided: (a) commonly known : (b) expressions of praises : (c) critical : [3] 10. Identify the figurative language used by the writer in the subheadings, explaining its effect on the readers. [1] 11. Both texts are articles from a travel magazine, which means it gives factual information for tourists about a place. Give two more features of an article that are used in Text B. (i) (ii) [2] 12. (a) Complete the table of comparison between the sights in the two cities provided in Text A and Text B. The first has already been done for you. Nottingham Lyon Duration of tour Within 48 hours Within 24 hours Something from history Concept of museum Landscape within city Art display [3] CHECKPOINT ENGLISH WORKBOOK 9 5
(b) Your friend is interested in a quick stop over in France. She loves the outdoors, history and arts. Write a summary of up to 80 words, recommending why the city of Lyon would be suitable for her. Include five points from your list. Use your own words as much as possible. [2] 6 CHECKPOINT ENGLISH WORKBOOK 9
Section B: Writing Write an article for an online blog site about a place you had recently visited. In your article, recommend the local delights as well as the tourist attractions. Your article should be persuasive and interesting. • vary the activities or types of interests • include some local flavour as well as tourist attractions • use a suitable format for your article • make your article interesting and persuasive What You Should Remember What to take note of in the Writing tasks 1. Creation of texts • Make sure that the content is relevant • Features of the genre are applied consistently throughout the writing • The narrative viewpoint must be consistent and the style used is able to engage the reader’s interest throughout • The character/s are developed and well portrayed either through their mannerism or by use of a distinctive voice • Concentrate on creating a special effect by the use of structure as well as linguistic and literary features 2. Vocabulary & Language • Intentional and purposeful use of vocabulary • Language that is used should be precise; able to clarify and extend the meaning intended • There should be use of figurative language alongside structural and linguistic features that would help readers appreciate the effects intended in the writing 3. Grammar & Punctuation • The writing should be grammatically almost always accurate • A wide range of sentences should be used accurately, especially to bring out some narrative effects • Sentences are used to convey shades of meaning, especially by controlling the order of clauses in complex sentences • Register is used appropriately (whether formal or informal) and suited for the targeted audience • Punctuation has to be accurate (avoid comma splicing at all cost) – master the use of commas, dashes, colons, semi-colons, ellipses, hyphens and brackets 4. Structure of Texts • The overall writing should be well-organised • A well-planned narrative that includes features leading to a good build up will help make the writing interesting for the reader (check on the requirements of a wellbalanced narrative plot) • The opening should be effective and there ought to be a satisfying conclusion • The events should be logically sequenced so that the reader is not confused • Make sure that the paragraphing is clear and well-organised; able to control the pace of the writing as well as helps structure the narrative according to the ideas presented • A good range of carefully chosen sentence openings and connectors should be used to help maintain the smooth flow of ideas or events in the narrative 5. Word Structure [spelling] • Make sure that your spelling is accurate • Attempt using polysyllabic words accurately spelt • Ensure that there is some attempt at using complex words accurately Tips CHECKPOINT ENGLISH WORKBOOK 9 7
Paper 2: Fiction Section A: Reading Spend 30 minutes on this section. Read the Text and then answer questions 1 – 8. BEOWULF AND THE SEA-HAG This is an excerpt taken from Michael Morpurgo’s “Beowulf”. Hrothgar’s most favourite lord, Ashhere, had been brutally murdered by the bereaved mother of Grendel. According to the locals, she was as hideous a monster as her fiend son, and she had taken revenge on the Thanes, while they had fallen asleep in the dead of the night, for the murder of her son. So, Hrothgar, the Danish king, had sought Beowulf’s help to kill Grendel’s mother. So they rode out after her together, Danish king and Geatish hero, their lords and thanes beside them, their shield-bearers marching alongside. It was not difficult to see which way she had gone. Along woodland paths, over the high moors foul with fog they traced her bloody steps, following where she had gone before, dragging her bloody victim. The trail narrowed between the cliffs and the path here was tortuous and treacherous. Up over the scree they went then and down again onto the fens, a haunted dreadful place where no one could ever live, nor would ever wish to live. Sensing danger all about them now Beowulf and his warriors went ahead to scout the land. They came then to a cheerless cluster of ash trees by a rushing stream that tumbled beneath a rocky crag, and beyond that they found a dark, deep lake, stained with blood. And all knew at once whose blood it was. Worse evidence was to come, for they saw left there on the edge of the cliff the most grievous sight, Ashhere’s head. Stirred to new fury they let out an eager battle cry, sounded the war-horn loud and long so that the whole world could hear their anger. Roused and enraged by the challenge of the battle-horn a giant sea-serpent slithered to the surface. They saw now that the lake was teeming with them, and with countless strangely writhing water-snakes too. This place was truly a home of monsters. Beowulf at once let loose an arrow, the iron tip striking home to its mark, deep in the seaserpent’s throat. Other spears then rained down until the body of this wave-lurker was dragged lifeless to the shore. Grisly, grim and gruesome – no one word could describe this ghoul of the deep. Everyone there was happy to see he was dead, I can tell you. But others were there, skulking shadows of the deep, waiting for Beowulf, waiting for their moment to strike. Beowulf now made himself ready for the fight that lay ahead of him, putting on first his heavily mailed shirt, so strong that no enemy could pierce it. On his head he set a splendid silver helmet that would protect him, and ward off the worst of the blows. Wonderfully crafted it was, adorned with gold, richly carved all around with wild boars at bay – no sword-swipe had ever breached its stern defence. Unferth, Hrothgar’s herald and counsellor, then handed him a hilted sword – Hrunting, he called it – a sword unlike any other, ancient, tried and tested, wavepatterned, iron-edged, imbued over the years with the blood and venom of those it had destroyed. This sword had never failed any hero before. Beowulf clutched it keenly, eager now to face the foe. GLOSSARY scree – pile of loose stones or rocky debris that mounted at the base of a cliff or hill fens – low land covered wholly or partly with water (boggy land / marshland / swampland) (Extract taken from ‘Beowulf’ by Michael Morpurgo) 8 CHECKPOINT ENGLISH WORKBOOK 9
Answer the following questions using complete sentences where necessary. 1. ‘Beowulf’ is considered one of the longest epic poems available. (a) Who is the epic hero in this extract? [1] Find evidence from the text to support your answer. [1] (b) Who is Ashhere? [1] 2. In paragraph 1, refer to this sentence ‘It was not difficult to see which way she had gone.’ (i) What is the effect achieved by this sentence? [1] (ii) Who is ‘she’ referring to? [1] 3. The narrator uses figurative language to describe the journey they had to take as they followed her. (a) Based on the route that ‘she’ had taken, suggest a word or phrase that the narrator has used to allow the readers to imagine it through: (i) their sense of smell – (ii) what they saw – (iii) their thoughts – (iv) alliteration – [4] (b) Did she travel far? Tick (3) the correct answer. Yes ( ) No ( ) CHECKPOINT ENGLISH WORKBOOK 9 9
Using your own words, give evidence from the text to explain your answer. [1] 4. The narrator describes the place where Grendel’s mother goes as ‘a haunted dreadful place’. In paragraph 2, he uses figurative language to further emphasise how horrible this place is. Identify each of the following literary devices used, giving quotes from the text and explaining the effects of the device on the readers. (i) personification Quote – Effect – (ii) alliteration Quote – Effect – [4] 5. (a) In the sentence ‘Roused and enraged by the challenge of the battle-horn, a giant seaserpent slithered to the surface’, alliteration has been used. Identify the alliteration used and explain the effect of the literary device. Phrase – Effect – [2] (b) Identify a phrase, in the next paragraph, where a literary device was used to allow the readers to imagine how sinister the place was. Phrase – Literary device – [1] 6. With the sea-serpent dead, were Beowulf and the men safe? Yes ( ) No ( ) Provide a phrase as evidence of your answer. [1] 10 CHECKPOINT ENGLISH WORKBOOK 9
Identify a foreshadow of this in the previous paragraph. [1] 7. List the three items that were used by Beowulf to fight against his enemy. • • • [3] 8. (i) Name Beowulf’s legendary sword. [1] (ii) Identify a word or phrase the writer has used for each of the following descriptions: (a) to show that the sword was unique [1] (b) to show that the sword had been used by others [1] CHECKPOINT ENGLISH WORKBOOK 9 11
Section B: Writing Imagine you were on holiday with your family in a foreign place. You had decided to go for a walk after dinner, when after a distance you realised that you were lost. Write an account of what happens while you were trying to find your way back, and you bump into someone unusual. Something changed at that meeting. Try to show how the emotions and feelings of your characters change at that meeting, using the setting of the place to help with the effects. Describe the setting in such a way that your readers are able to imagine being in that place. That way, you will be able to rope your readers into getting involved in the narrative of your plot. What You Should Remember 1. This story contains elements which make it an epic: • there is an epic hero • there are scenes involving action of an immense scale • there is the element of the descent into the underworld 2. It is not categorised as a fiction story because of the nature in which it was originally written in; poetic form. That is why, even in such a short extract, you will be able to recognise spurts of figurative language used. 3. The language used is old English, and is slightly more difficult to understand. 4. Analysing the language used: • The opening sentence in the first paragraph ‘So they rode out after her together, Danish king and Geatish hero, their lords and thanes beside them, their shield-bearers marching alongside.’ This allows the readers to imagine the procession that went in search of Grendel. The readers are able to imagine, in their minds, the detailed structure of the line-up. • Paragraph 3 is a short paragraph ‘Roused and enraged by the challenge of the battle-horn, a giant sea-serpent slithered to the surface. They saw now that the lake was teeming with them, and with countless strangely writhing water-snakes too. This place was truly a home of monsters.’ It provides details about the foes that they were going to face / the dangers that were ahead of them. This allows the readers to imagine the setting that was involved in the war that Beowulf and his men were in against Grendel and her evil army of serpents. By using a short paragraph to describe this scene, the writer emphasises the importance of the setting in getting the readers’ involvement through their imagination. It also allows the readers to imagine the noise and chaos created by the battle cry; the awakening of the army. This is a very effective technique in fiction writing. Tips 12 CHECKPOINT ENGLISH WORKBOOK 9
Answers 1 Unit 1 Paper 1: Non-fiction Suggested Answers Section A: Reading 1. to give a general description of Nottingham. / to create an interest in the readers about Nottingham. 2. ‘city of a thousand hidden gems’ 3. (a) Filled or saturated or overwhelmed / with events or stories or narratives or tales / from the past or that have already happened / popular myths or folklore or traditional but unfounded beliefs. (select 2 ideas) (b) (i) Robin Hood (ii) by using the topic (Robin Hood) as a subheading OR by mentioning it in the opening sentence of the next paragraph 4. (i) To emphasise the phrase after the dash, which summarises the entire paragraph (ii) the word ‘all’ emphasises further the many / numerous interesting features highlighted in Nottingham, and implies how important the city is / how easy it is to get there 5. • by making it sound more real – ‘meet the man himself’ OR • not sound so boring – ‘put down the history book’ OR • makes it seem fun and thrilling / exhilarating – ‘whirlwind tour’ OR • by highlighting the recognition and popularity of the tour – ‘multi-award-winning’ 6. (a) ‘looming architecture of the Lace Market’ – the word ‘looming’ brings the readers’ focus on the art of lacemaking that is one of the attractions (b) ‘dull and dusty display’ – to emphasise the interesting approach taken in this museum which is contrary to the boring way articles are usually displayed in museums OR ‘costumed characters’ – emphasising the interactive and different approach taken by the museum to attract tourists 7. ‘subterranean underworld with over 500 caves’ OR ‘(largest network of) sandstone caves’ OR ‘cave dwellings’ OR ‘prison cells’ OR ‘(WW2 air raid) shelters’ OR ‘breweries’ OR ‘(underground medieval) tannery’ 8. The walls of the building have lace designs paying homage to / attributing to / in honour of the legacy of the lacemaking industry 9. (a) heralded (b) accolades (c) exigent CHECKPOINT ENGLISH WORKBOOK 9 91
10. Repetition. To emphasise the things that should be done by the tourists OR to stress on what is important for visitors there OR allows readers to recognise what Lyon has to offer tourists. 11. Captivating subheadings OR title OR writer’s name OR places of interest OR information given in paragraph form OR persuasive language 12. (a) Nottingham Lyon Duration of tour Within 48 hours Within 24 hours Something from history Robin Hood European centre of silk / the silk industry Concept of museum Interactive / real life characters and fun Demonstration / feel and touch Landscape within city Subterranean underworld / (sandstone) caves Interior passageways through buildings Art display Gallery in iconic building Open-air gallery 3 Marks ➞ 6 – 8 contents 2 Marks ➞ 3 – 5 contents 1 Mark ➞ 1 – 2 contents (b) Sample answer Since you have 24 hours in your hands, [/] you could satisfy your love for adventure, art and craft in Lyon. You will be able to witness the weaving of silk, as well as experience the feel of their silk material. [/] Their art is displayed in mural form throughout the city, [/] like an open-air gallery. [/] So, while exploring the unique architecture in the maize-like old town, through passageways between buildings, [/] you also get to have fun in a dungeon-like world. (79 words) Section B: Writing A Perfect Holiday (By: Shereen Kula) My family and I decided to make a trip to a little town called Semporna, by the coast of Sabah, East Malaysia. Many people assume that Semporna is a slow and sleepy town that does not offer much to tourists. But I can assure you that it has plenty to offer and even holds the reputation of being an international diving scene. Getting there You have to fly into Sabah from KLIA, then you could either take another flight down to Tawau airport, which is about 2 hours away from Semporna. We had decided to go directly to Semporna, although there are quite a few interesting things to do and numerous hidden gems to explore in Tawau itself. Finding transportation to Semporna is easy enough; the resort itself had arranged an SUV for the six of us, so we did not have to wait or even waste any time. Hiking up Bohey Dulang Semporna offers many interesting activities for tourists. Island hopping is just one of those as there are numerous beautiful islands where guests are also encouraged to experience snorkelling 92 CHECKPOINT ENGLISH WORKBOOK 9
or scuba diving. On our first day there, we went on a day trip to Tun Sakaran Marine Park, also commonly referred to as Semporna Park. The day began with a 1-hour hike up Bohey Dulang, where we were treated to a panoramic view of the entire marine park. The tranquillity of the place is such a relief from the hustle and bustle of the city life. It immediately soothe our nerves and we felt such peace just standing at the peak, beholding the beauty before us. Exploring the Unspoilt Nature There is an array of unique marine life that can be found in Tun Sakaran Marine Park, especially if you are like me; enjoy the sights of corals and the animal species that are rarely seen elsewhere. We were fortunate to be able to sight a few eagles as they flew low, on their hunting trip, sea rays and turtles enjoying their freedom in the crystal clear sea. While snorkelling, the barracudas (the guide provided their names and interesting facts about them) and bumphead parrotfish could be seen swimming everywhere. The exotic view of these beautiful creatures is priceless. In fact, you may want to make another trip there on another day just to be able to get the satisfaction of making it memorable. Meeting the locals I truly enjoyed meeting the nomadic Sea-Gypsies who are the ‘Bajau Laut’. We were privileged to have met a family while on our holiday, and they treated us to a sumptuous meal consisting all the local delicacies of their people group. And the most amazing thing was that we were invited to join them for that meal on their houseboat. It was such an incredible experience and we enjoyed chatting with them, getting to know more about their lifestyle and culture. It was a real learning experience for all of us. Touring the Island One of the tourist activities organised within Semporna is the trip to the giant clam spawning centre and the seaweed farming centre. The people running the place are extremely friendly and very knowledgeable in their area of expertise. We were taken on a guided tour around the Giant Clam Hatchery, where we were fortunate to see clam larvae in the tanks. This was a rare sight, but our timing provided us with that chance of a lifetime. We discovered how they intend to reintroduce these clams into the wild soon; a way to save the ecosystem and their world. Then we ventured to a seaweed community in Sebangkat, where we were treated to a spectacular view of houses on stilts that sat on shallow reefs. I was even allowed to help out with getting the ends of the seaweed, as they were being prepared for planting. It was not an easy task, especially for me, but I thoroughly enjoyed the fresh experience. Tasting the Local Delicacies We enjoyed most of the local food; being adventurous and curious about their unique flavours. Some of the ‘must-tries’ are what is known as Sagol, which is a traditional food of the Bajau community that uses a variety of seafood such as the Stingray or the Pufferfish, and everything is mixed together in a blended form, or the Latok, also known as Sea wine, but is actually a vegetable that is extraordinarily tasty and full of nutrients as it is also eaten with fresh seafood. Another traditional Bajau food that we tried was the Kima, which is a sea shell that has to be eaten raw, with or without their mixture of spices and lime juice. That was an experience for me, but I’m glad that I had tried it. You must not leave Semporna without tasting their famous Tehe-Tehe: the incredible combination of their uniquely tasty ‘Oko-oko’ rice-filling and the sweetness of seafood – making it a Perfect Dish to savour while on holiday. Leaving Heaven-on-Earth Sadly, all good things must come to an end, and we too had to leave this beautiful town, Semporna. If you have not visited this paradise of a town, you have to plan for that trip. I have to say that after touring many places all around the world, I have rarely fallen in love with a small town in Malaysia, as I did with Semporna. It has to do, I’m sure, with the overall beauty of the place that is graced by the friendly and hospitable locals. But, don’t just take my word for it! CHECKPOINT ENGLISH WORKBOOK 9 93
Paper 2: Fiction Section A: Reading 1. (a) (i) Beowulf (ii) ‘Beowulf and his warriors went ahead to scout the land’ / ‘Beowulf now made himself ready for the fight’ / ‘This sword had never failed any hero before’ / We know that Hrothgar is the Danish king, so in the phrase ‘they rode out after her together, Danish king and Geatish hero’ Beowulf must be the hero. **(do not accept any quotes from the section in italics; any reference to the information can be allowed) (b) the king’s favourite lord / Hrothgar’s favourite lord 2. (i) Adds suspense / stirs curiosity (as the readers would want to read on to know why it was easy for them to trail her) (ii) Grendel’s mother / the sea-hag **(do not accept a giant sea-serpent / a hideous monster) 3. (a) (i) ‘foul (with fog)’ (ii) ‘bloody steps’ (iii) ‘dragging her bloody victim’ (iv) ‘tortuous and treacherous’ (b) Yes. [through woodland paths OR over high moors OR between cliffs OR the paths were tortuous and treacherous (dangerous) OR over piled up stones that were loose OR into a swampy area] **(at least 4) eg: They had to travel through woodlands, climb high moors, manoeuvre dangerous paths between cliffs until they reached a swampy area. 4. (i) personification Quote – ‘a cheerless cluster of ash trees’ Effect – it allows the readers to imagine the trees dreading their lives, so much so they have lost all will and joy in living that even their colour has become lifeless (ii) alliteration Quote – ‘dark, deep (lake)’ Effect – the alliteration emphasises the danger and evil that lurks in that place, adding a sense of sinister mystery to it 5. (a) Phrase – ‘sea-serpent slithered (to the surface)’ Effect – emphasises how silently and sinisterly the creature moved, as if warning of the hidden dangers (b) Phrase – ‘grisly, grim and gruesome’ Literary device – alliteration 6. No (no mark for this answer) ‘But others were there’ OR ‘waiting for Beowulf, (waiting for their moment to strike)’ ‘the lake was teeming with them’ (Do not provide marks if the answer is ‘Yes’) Foreshadow – ‘This place was truly a home of monsters’ 94 CHECKPOINT ENGLISH WORKBOOK 9
7. heavily mailed shirt, (silver) helmet, a sword 8. (i) Hrunting (ii) (a) ‘unlike any other’ (b) ‘had never failed any hero before’ Section B: Writing How did I end up here? Wasn’t Pete with me? Was I so engrossed in my thoughts that I hadn’t realised just how far I had walked? Spinning around, I suddenly realised that there were no lights in the direction of the place that should have been lit. Everything was pitch black except for the moon light that humoured me with its presence. My thoughts raced aimlessly in my head, causing such a blur that I had to stop raking for ideas and just take stock of my surroundings. I could hear the crashing of the waves against the wall of sand, so at least that was familiar. “I can’t be that far off!” I had to say it out aloud, as fear had begun to take over every other emotion, and I was beginning to sense that I was not alone in that darkness. “Is someone out there? Please, I’m just a teenage girl. And I’m lost…” my voice trailed off as my eyes strained to see through the blanket of shadows, trying to focus on the silhouette that was growing out from the mound on the ground. It was a young girl. And she looked just as lost as I was. I cautiously walked over to her, stretching my hand out, as I reached her. Then, as if something broke lose, she began crying. No… wailing … at the top of her lungs. Her voice, for such a little person, was blaring and loud. I stepped back instantly, and began speaking gently to her. Mustering every ounce of patience that I could, I whispered into the air, trying to persuade her that I was a good person. Eventually (for it seemed like a really long time), she stopped crying and began telling me how she had wandered away from her parents and had been alone in the dark for a ‘loooooong, loooooong’ time. Her voice seemed really young; she was small enough for me to carry her. She allowed me to hold her hand once she discovered that I, too, was lost. With her tiny grip clasped in my hand, I moved towards the sea, hoping to be able to retrack my route and maybe catch a glimpse of the lights from the resort we were staying at. As we walked into the shallow waters, our feet began sinking deeper and deeper into the soft, wet sand. And soon, the salty waters were covering my ankles. Looking down at Allie (we managed to exchange names), I realised that her knees were buried in the water. I had forgotten how little she was. I quickly retreated, pulling her along with me, and down we went, splashing into the water. Allie found it so tickling that she could not stop giggling. Her laughter was so contagious that I found myself relaxing and laughing along with her. We sat in the pool of water for a while. The moon seemed to cast a spotlight on us, as the clouds danced in the sky. There was a soft breeze that accompanied us; gently caressing my cheeks while softly humming into my ears, trying to calm my nervousness and sweep away my fears. It was as if nature had decided to play the caretaker, assigning every component a different task. I shut my eyes and allowed my face to bask in the glow of the moonlight. It felt somehow warm, and comforting. If not for the fact that I was utterly lost, this would have been the most perfect night of this holiday. Mum and Dad had been at each other’s throats from day 1. Pete, the boy from the chalet opposite ours, was my only friend. He was a wreck too; his holiday was with a group of friends of his parents, and they were busy with their own activities. He was left to fill his own days, occupying himself with the various activities organised by the resort. That was how we ended up walking, silently and sidetracked… Sidetracked! CHECKPOINT ENGLISH WORKBOOK 9 95