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PASSAGE 4 - Health

Questions 1 – 6 are based on the following passage.

1 Chuck was alone in a secluded area, plunged into darkness and 5
struggling to keep his balance in the middle of a river. He couldn’t even call 10
someone for help – he’d left his mobile phone at home. Chuck dropped his rod 15
and moved slowly through the water, stepping carefully until he felt the 20
riverbank under his feet. 25
30
2 “I knew I had to make it back up that hill and to the trail, where there 35
was a chance that joggers might find me,” recalls Chuck, now 52. “Luckily, I 40
was familiar with the place.” He proceeded slowly, with his arms extended to
avoid walking into trees. Eventually reaching his vehicle, he climbed inside and
sat in the driver’s seat, unable to drive or contact anyone. After a few hours,
when Chuck could see well enough to drive, he made a beeline to the hospital.

3 Chuck’s doctor ran blood work. Two days later, the stunned physician
called Chuck and ordered him to go to the ER immediately. The tests showed
that his level of creatinine, a natural waste by-product produced by muscle
activity, was sky-high – an indication that he was in full kidney failure. After
admitting Chuck to the intensive care unit, the doctors inserted a catheter into
his neck so he could receive dialysis treatment. Typically, dialysis lasts about
four hours. But Chuck’s condition was so severe, his treatment spanned a day
and a half.

4 When the hospital told Chuck and his wife, Julie, that Chuck could
qualify for a kidney transplant, Julie asked to be tested as a potential match. But
Chuck wouldn’t allow it. The youngest of their three children was in middle
school and he wanted Julie to focus on caring for them instead. Without a new
kidney immediately available, Chuck was put on a transplant list at the
University of Maryland Medical Center (UMMC). He continued dialysis
treatments three times a week while waiting for a donor.

5 Three and a half years later, Chuck finally received a kidney transplant.
While the surgery was successful, the aftermath was not – the transplanted
kidney never performed beyond 50% capacity. It began to fail a year later, and
Chuck landed in the hospital when the anti-rejection drugs he was given built
up in his system until they reached dangerous levels. He was placed on dialysis
again.

6 Once more, Julie offered to undergo testing to determine whether she
was a possible donor. Again, Chuck rejected the idea. In 2011, a deceased-
donor kidney was determined to be a match for Chuck. A live-donor kidney –
one from a living healthy person – is preferable because it poses less of a risk of
rejection, and it normally lasts longer. Chuck was in no position to wait for one.

7 The transplant surgery at UMMC was successful, but Chuck’s body
was soon riddled with infections. Other complications followed, including a
hernia: one morning, he woke up to find his internal organs protruding through
his surgical scar. As time passed, the second transplant began to fail, forcing

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Chuck to reverse himself and ask his wife, “Could you please help me?”

8 Julie was tested and learned her blood type was not a match. But

another option soon presented itself. In April 2012, she discovered UMMC’s

Paired Kidney Exchange (PKE) programme and signed up. The PKE works 45

with the organisations such as the National Kidney Registry to match donors

with recipients. If a live donor wants to give a kidney to a friend or relative but

is incompatible with the recipient, the programme ensures that the donor gets

listed as a potential donor to another recipient. In exchange, the donor’s friend

or relative is guaranteed a kidney from a matching donor on the list. 50

9 Julie registered with the programme to donate one kidney to an

anonymous person in need, thus securing a kidney for Chuck. In December

2012, just before Chuck was scheduled to begin dialysis again, he received a

phone call. PKE had found a match. This time, Chuck received a new live-

donor kidney, and there were no infections or rejections following the surgery, 55

just a kidney functioning the way it was supposed to.

Adapted from Reader’s Digest, October 2014

1. From paragraph 1, what was Chuck doing when he started struggling in the middle of
a river?

…………………………………………………………………………………………..
[1 mark]

2. a) From paragraph 2, why did Chuck consider himself lucky?

………………………………………………………………………………………
[1 mark]

b) From paragraph 3, what was the indication of full kidney failure?

………………………………………………………………………………………
[1 mark]

3. From paragraph 4,
a) which word has the same meaning with ‘possible’?

………………………………………………………………………………………

[1 mark]
b) state 2 reasons Chuck disallowed Julie to be tested for a kidney transplant.

i) ………………………………………………………………………………

[1 mark]
ii) ………………………………………………………………………………

[1 mark]
4. a) From paragraph 6, why do you think a live-donor kidney was preferable?

……………………………………………………………………………………….

[1 mark]
b) From paragraph 9, how did Julie finally secure a ‘life’ for his husband?

……………………………………………………………………………………….
[1 mark]

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5. “I knew I had to make it back up that hill and to the trail, where there was a chance
that joggers might find me.”
Based on this statement, how would you describe Chuck’s character?
Give a reason to support your answer.
Characteristic: ..………………………………………………………………………..
[1 mark]
Reason: ..……...………………………………………………………………………..
[1 mark]

6. Based on the passage given, write a summary on:
• the difficulties that Chuck had gone through before he got a live-donor kidney
transplant
Credit will be given for use of own words but care must be taken not to change the
original meaning.
Your summary must:
• be in continuous writing form (not in note form)
• use materials from line 11 to line 42
• not to be longer than 130 words, including the 10 words given below.

Begin your summary as follows:
After a few hours when Chuck could see well enough …

[15 marks]

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PASSAGE 5 - Science and Technology

Questions 1 - 6 are based on the following passage.

1 Photography is the art of creating still or moving pictures by recording 5
them on film. The word “photography” itself is derived from the Greek word 10
(phos) meaning light and (graphis) meaning “stylus” or “drawing”. Put together 15
it simply means “drawing with lights”. Traditionally, the products of 20
photography have been called negatives and photographs, commonly shortened 25
to photos. 30
35
2 All photography was originally monochrome, meaning the photographs
were black and white. Even after colour film was readily available, black-and-
white photography continued to dominate for decades, due to its lower cost and
its “classic” photographic look. It is important to note that some monochromatic
pictures are not always pure blacks and whites, but also contain other hues
depending on the process. The Cyanotype process produces an image of blue
and white for example. The albumen process which was used more than 150
years ago had brown tones.

3 Many photographers continue to produce monochrome images. One of
the renowned photographers in this field was Ansel Adams. Ansel Easton
Adam (February 20, 1902 – April 22 1984) was an American photographer best
known for his black-and-white photographs of the American West and
primarily Yosemite National Park. He played with exposure as well as adjusting
the contrast during post processing. The resulting clarity and depth
characterized his photographs. Adam’s timeless and visually stunning
photographs are reproduced on calendars, posters, and in books, making his
photographs widely recognizable. Adams also advocated the idea of
visualization, whereby the final image is “seen” in the mind’s eye before taking
the photo. He taught these and other techniques to thousands of amateur
photographers through his publications and his workshops.

4 Black and white photographs are considered to be very traditional;
however in today’s world a majority of photographers have embraced a more
modern technique of snapping monochromatic photographs. This includes
abstract photography which highlights the artistic argument of ‘art for art’s
sake’. In the same breath, a budding photographer could pose the obvious
question: why is it, with vibrant colours available in modern photography,
should one opt for black and white photos?

5 Depending on the subject, a photographer may use black and white film
to create a stark, sombre tone for his photos. This quality has paved the way for
black and white photography in photojournalism. The vibrancy of colour can, at
times, actually detract from the desired photographic effect. Subtle effects of
texture and lighting that can be lost in colour photographs will stand out in
black and white photography.

6 Black and white photos can also add an air of romance, class,

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timelessness and mystery to otherwise ordinary photographs. A run-of-the-mill 40
colour photo may look entirely different when seen in black and white. For this 45
50
reason, both wedding and gothic photography have embraced the timeless 55
quality of black and white photos. 60

7 Without the distraction of colour, other elements of photography stand
out in black and white photos. Consequently, the photographer must pay extra

attention to lighting, textures and the basic photography composition within his
viewfinder’s frame. Black and white photos emphasize the play of light and

shadows without the distraction of colour. This is both a strength and weakness
for black and white photos. In the right lighting conditions, black and white

photographs are beautiful. However, when taken in the wrong light, black and
white images may look washed out or too dark.

8 Because shadow and light play such a key role in the effect of black
and white photography, two pictures of the same subjects can create very

different looks at different times of the day. Imagine the play of light through
trees. The contrast between dark tree trunks and light will look very different on

a sunny afternoon than on a misty morning. In both cases, however, the mood
achieved with black and white photography is still powerful.

9 Here are a few useful tips for amateur photographers. Because light
and shadow come to the fore in black and white photography, play with the

framing in your pictures. Taking black and white photos framed by, say, the
branches of a tree or an architectural arch can produce beautiful effects.

Another good tip is to opt for black and white photography when the colours in
a scene just don’t work together. For example if colours in a photograph clash,

opt for black and white to avoid colours that can distract the viewer’s eye.
10 While black and white photographs reach back to the very origins of

photography, digital cameras represent the forefront of modern photo
technology. At first glance, the two might not seem to go together. Yet, digital

cameras have enhanced the advantages of black and white photography. Many
digital cameras now have black and white settings. Whether you snap a photo

with a digital camera or a Polaroid, in black and white, the timeless and
nostalgic feel will always be in.

Adapted from Reader’s Digest 2013

1. From paragraph 1, where is the word ‘photography’ taken from?

…………………………………………………………………………………………..
[1 mark]

2. a) From paragraph 2, why does monochrome continue to dominate for decades?

………………………………………………………………………………………
[1 mark]

b) From paragraph 3, give 2 ways how Adam taught his techniques to other
inexperienced photographers.

i) ………………………………………………………………………………
[1 mark]

ii) ………………………………………………………………………………
[1 mark]

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3. From paragraph 5, why do some photographers prefer to use black and white film?
………………………………………………………………………………………
[1 mark]

4. a) From paragraph 8, why do you think the contrast between dark tree trunks and light
will look very different on a sunny afternoon than on a misty morning?

……………………………………………………………………………………….
[1 mark]

b) From paragraph 10, which phrase means ‘everlasting and sentimental sensation’?
……………………………………………………………………………………….
[1 mark]

5. Would you consider using black and white photos for an important event in your life?
Give a reason to support your answer.
…………………………………………………………………………………………
………………………………………………………………………………………......
[2 marks]

6. Based on the passage given, write a summary on:
• the outstanding features of black and white photography
Credit will be given for use of own words but care must be taken not to change the
original meaning.
Your summary must:
• be in continuous writing form (not in note form)
• use materials from line 7 to line 42
• not to be longer than 130 words, including the 10 words given below.
Begin your summary as follows:
Black-and-white photography continued to have the outstanding features that
dominate for decades ………
[15 marks]

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PASSAGE 1: Social Issues

1. finding a parking space would be a nightmare
2. a) it was impolite to just walk away

b) she was on her way to lunch
3. a) the awful weather and hunger took its toll on her

b) predicament
c) he really needed her help/ he really needed the money
4. a) she decided not to part with her money/ she told him she did not have enough cash
b) I could barely finish half the food as my appetite was lost
5. Yes. Reason.
No. Reason.
Accept any logical reason.

6. Summary Content – Each point scores 1 mark. Maximum: 10 marks
C1 - have been waiting for the bus for more than an hour
C2 - none showed up
C3 - in a rush
C4 - staying very far away
C5 - have to take a couple of buses
C6 - Light Rail Transit (LRT) train
C7 - not feeling well
C8 - hot weather is unbearable
C9 - the charges would be more than RM50
C10 - have spent all my money
C11 - left with RM10
C12 - man being carried into a car/ a good Samaritan had offered to take him to the
hospital
C13 - man fainted
C14 - man could not be revived

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PASSAGE 2 - Environment

1. (outside Verulem) 30km north of Durban in South Africa

2. i) It keeps her fit

ii) it carries her to the shops and river Choose any 2

iii) she loves the sense of achievement

iv) she loves what it signals to others in her community

3. a) they trade them back for credits

b) she plants them in containers that she makes from old plastic bottles

c) to provide people in rural areas with green transport (Accept any ideas of saving

the environment)

4. a) bicycle

b) blind in one eye

5. Quality : Resourceful

Reason : Because she can provide for her family

Accept any logical reason.

6. Summary Content – Each point scores 1 mark. Maximum: 10 marks

C1 - turn denuded land into a vibrant wetland forest and grassland ecosystem
C2 - supplies seeds of indigenous trees

C3 - shrubs to volunteer “Tree-preneurs”
C4 - buys the young trees in exchange for point towards “livelihood support

C5 - provide people in rural areas with green transport
C6 - project fosters “education, independence and better health through a cleaner,

greener environment
C7 - employs other community members to plant the saplings

C8 - reforest the landfill
C9 - plant them on denuded riverbanks

C10 - around barren community centres
C11 - in sun bleached schoolyards.

C12 - grew (astonishing amount of ) trees
C13 - bartered them for bicycles and other goods

C14 - securing carbon certification through Climate, Community and Biodiversity
(CCB) Standards

.

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PASSAGE 3: People

1. a) he was born with brain damage
b) blood

2. he was anticipating the tickling war
3. a) ambivalent

b) it only reaffirmed their frozenness
4. a) i) It is the most terrible pain of my life

ii) I run because I was robbed and I feel I was robbed
b) they need to make themselves whole
5. Type of relationship : fun/ close
Reason : They always play games.
Accept any logical reason.

6. Summary Content – Each point scores 1 mark. Maximum: 10 marks
C1 - doesn’t understand many of the sentences.
C2 - can’t add a hundred plus a hundred
C3 - can’t even differentiate similar looking things
C4 - his knowledge of what words meant did not keep pace
C5 - the hard drive did not help him with concepts
C6 - he loved goofy hypotheticals
C7 - asked him questions
C8 - anticipating the tickling war
C9 - waited for his predictable move
C10 - threw pillows
C11 - got a hold of him and tickled
C12 - kicked him in the head
C13 - chased him around the room
C14 - rolled the top sheet over him
C15 - kissed him goodnight

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PASSAGE 4: Health

1. fishing
2. a) he was familiar with the place

b) level of creatinine was sky high
3. a) potential

b) i) the youngest of their children was in the middle school
ii) he wanted Julie to focus on caring for them

4. a) it poses less of a risk of rejection and it normally lasts longer
b) She registered/ signed up for UMMC’s Paired Kidney Exchange Programme

5. Characteristic: Determined
Reason : Even in pain, he was still climbing up the hill
Accept any logical reason.

6. Summary Content – Each point scores 1 mark. Maximum: 10 marks
C1 - made a beeline to the hospital.
C2 - ordered him to go to the ER immediately
C3 - his level of creatinine was sky-high
C4 - he was in full kidney failure
C5 - the doctors inserted a catheter into his neck so he could receive dialysis treatment
C6 -Chuck’s condition was so severe
C7 -was put on a transplant list
C8 - continued dialysis treatments three times a week
C9 - Three and a half years later, Chuck finally received a kidney transplant
C10 - It began to fail a year later
C11 - the anti-rejection drugs he was given built up in his system until they reached
dangerous levels
C12 - He was placed on dialysis again.
C13 - Chuck’s body was soon riddled with infection
C14 - Other complications followed, including a hernia

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PASSAGE 5: Science and Technology

1. From Greek word
2. a) due to its lower cost and its classic photographic look

b) i) he played with exposure as well as adjusting the contrast during post processing
level of creatinine was sky high

ii) Adam’s photograph are reproduce on calendars, posters and in books
iii) Adam also advocated the idea of visualisation
3. to create a strak, somber tone for his photos
4. a) lights on a sunny afternoon is different on a misty morning (Accept any logical a
answer)
b) timeless and nostalgic feel
5. Yes. Reason.
No. Reason.
Accept any logical reason.

6. Summary Content – Each point scores 1 mark. Maximum: 10 marks
C1 - its lower cost and its “classic” photographic look
C2 - includes abstract photography which highlights the artistic argument of ‘art for
art’s sake’
C3 - create a stark, sombre tone for his photos
C4 - Subtle effects will stand out in black and white photography.
C5 - add an air of romance
C6 - class
C7 - timelessness
C8 - mystery
C9 - A run-of-the-mill colour photo may look entirely different
C10 - Without the distraction of colour, other elements of photography stand out
C11 - emphasize the play of light and shadows without the distraction of colour
C12 - in the right lighting conditions, black and white photographs are beautiful
C13 - two pictures of the same subjects can create very different looks at different
times of the day.
C14 - the mood achieved with black and white photography is still powerful.

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POEMS

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THE LIVING PHOTOGRAPH

My small grandmother is tall there,
straight-back, white, broderie anglaise shirt,

pleated skirt, flat shoes, grey bun,
a kind, old smile round her eyes.

Her big hand holds mine,
white hand in the black hand.
Her sharp blue eyes look her own death in the eye.

It was true, after all, that look.
My tall grandmother became small.

Her back round and hunched.
Her soup forgot to boil.

She went to the awful place grandmothers go.
Somewhere unknown, unthinkable

But there she is still,
in the photo with me at three,
the crinkled smile is still living, breathing.

Jackie Kay

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A. Write the words from the poem that match the given meanings. Word
No. Meanings
1 creased (stanza 1)
2 a hairstyle usually sported by old ladies (stanza 1)
3 the posture of a younger person (stanza 1)
4 loss of life (stanza 1)
5 something unacceptable and terrible (stanza 2)
6 a bent back (stanza 2)
7 unrecognised (stanza 2)
8 lines that appear when one smiles (stanza 3)

B. Write the lines from the poem that match the given meanings. Lines
Stanza 1 Lines
No. Meanings
1 My grandmother wears a pleated skirt with shoes

without heels and her grey hair tied into a bun.
2 My grandmother’s big hand was holding my small

hand.
3 In the photo my grandmother looks tall even though

she is small.
4 My grandmother is dying as anyone can tell from her

eyes.
5 My grandmother has an upright back showing her

energy and she wears a white shirt with embroidery.
6 My grandmother has smiling eyes even though they

look old.
7 Our two hands differ in colour; mine is portrayed as

white while my grandmother’s hand is black.
Stanza 2
No. Meanings
1 My grandmother shrank in size.

2 My grandmother became very forgetful.

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3 After taking the photo, my grandmother changed.

4 My grandmother is now in a place that is unknown
and one we do not want to think of.

5 My grandmother’s back started to hunch.

6 In the end, my grandmother died as all old Lines
grandmothers do.

Stanza 3
No. Meanings
1 My grandmother’s wrinkled smile is still there in the

photo as she is living and breathing in it.
2 To me, my grandmother is still alive.

3 She was in the photo with me when I was three years
old.

C. Explain these phrases or lines in your own words.
1. “a kind, old smile”
_________________________________________________________________________
2. “big hand holds mine”
_________________________________________________________________________
3. “white hand in black hand”
_________________________________________________________________________
4. “her soup forgot to boil”
_________________________________________________________________________
5. “went to the awful place”
_________________________________________________________________________
6. “in the photo with me at three”
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_________________________________________________________________________
C. Complete the summary of the poem using the given words or phrases.
The Living Photograph
In the poem The Living Photograph, the persona is describing her grandmother in a

photograph. Her grandmother is standing tall and straight, dressed in a white embroidered
lace blouse with a (1)____________ skirt, and flat shoes. Her grey hair is pulled neatly into a
(2)____________. She is smiling kindly while holding the (3)____________ in hers. As the
persona describes their linked hands, it is evident that they come from a (4)______________
family. The last line suggests that while her grandmother looks strong and healthy, her
(5)______________ is near.

The persona is right. She remembers the time when her (6)___________ becomes
older. Her grandmother has become smaller in size because her straight-back is now
(7)___________. Her once strong grandmother is now a fragile old lady who is also
(8)____________. Eventually she passes away and goes to an (9)___________ place that is
unknown to the persona.

The persona feels her grandmother’s presence whenever she looks at the photograph.
She sees her grandmother and herself at three years old with her grandmother’s
(10)_____________.

mixed awful grandmother forgetful
race bun
persona’s
death crinkled hand
smile

pleated hunched

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ANSWERS : THE LIVING PHOTOGRAPH

A. 5. awful
1. pleated 6. hunched
2. bun 7. unknown
3. straight-back 8. crinkled
4. death

B.
Stanza 1

1. Pleated skirt, flat shoes, grey bun / line 3
2. Her big hand holds mine / line 5
3. My small grandmother is tall there / line 1
4. Her sharp blue eyes look her own death in the eye / line 7
5. Straight-back, white broderie anglaise shirt / line 2
6. a kind, old smile round her eyes / line 4
7. white hand in black hand / line 6
Stanza 2
1. My tall grandmother become small / line 2
2. Her soup forgot to boil / line 4
3. It was true after all; that look / line 1
4. Somewhere unknown, unthinkable / line 6
5. Her back round and hunched /line 3
6. She went to the awful place grandmothers go / line 5
Stanza 3
1. the crinkled smile is still living, breathing / line 3
2. But there she is still / line 1
3. in the photo with me at three / line 2

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C. (Suggested answers – accept any other reasonable answers)
1. the grandmother might be a warm-hearted person
2. the grandmother and the persona has a close relationship / the grandmother cares for
the persona
3. the persona comes from mixed marriage / refers to the persona’s mixed blood
4. the grandmother has become senile / forgetful
5. the grandmother has died / passed away / passed on
6. the persona was three years old when the photo was taken.

D.
1. pleated
2. bun
3. persona’s hand
4. mixed race
5. death
6. grandmother
7. hunched
8. forgetful
9. awful
10. crinkled smile

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THE LIVING PHOTOGRAPH

My small grandmother is tall there,
straight-back, white broderie anglaise shirt,

pleated skirt, flat shoes, grey bun,
a kind, old smile round her eyes.

Her big hand holds mine,
white hand in black hand.
Her sharp blue eyes look her own death in the eye.

It was true after all; that look.
My tall grandmother became small.

Her back round and hunched.
Her soup forgot to boil.

She went to the awful place grandmothers go.
Somewhere unknown, unthinkable.

But there she is still,
in the photo with me at three,
the crinkled smile is still living, breathing.

Jackie Kay

Set 1

Read stanza 1 of the poem and answer the questions that follow.

a. In stanza 1, describe the grandmother’s attire.

………………………………………………………………………………………. (1 mark)

b. Why do you think the persona’s grandmother wore flat shoes?

………………………………………………………………………………………. (1 mark)

c. Which line in stanza 1 tells us that the persona’s grandmother was a warm-hearted person?

………………………………………………………………………………………. (1 mark)

d. Suggest two ways to help a dying grandmother?

i) ………….………………………………………………………………………. (1 mark)

ii) ……………………………………………………………….………………… (1 mark)

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Set 2
Read stanza 2 of the poem and answer the questions that follow.
a. In stanza 2, which word means ‘bent back’?
………………………………………………………………………………………. (1 mark)
b. In stanza 2, what is the meaning of the phrase ‘that look’?
………………………………………………………………………………………. (1 mark)
c. ‘Her soup forgot to boil’, what can this line tell you about the grandmother’s condition?
………………………………………………………………………………………. (1 mark)
d. ‘somewhere unknown, unthinkable’.
In your opinion, what does this line mean? Give a reason for your answer.
Meaning: …………………………………………………………………………… (1 mark)
Reason: ……………………………………………………………………………... (1 mark)

Set 3
Read stanza 3 of the poem and answer the questions that follow.
a. How old was the persona when the photo was taken?
………………………………………………………….……………………………. (1 mark)
b. What is the persona’s thought on her grandmother in the line “But there she is still,”?
…………………………………………………….…………………………………. (1 mark)
c. Why do you think the smile is crinkled in line 3?
…………………………………………………….…………………………………. (1 mark)
d. Suggest two ways to cope with the death of our loved ones.

i) ……………………………………………………………………………………. (1 mark)
ii) ………...………………………………………………………………………… (1 mark)

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Set 4
Read the poem and answer the questions that follow.
a. In stanza 3, who are the people in the photograph?
………………………………………………………………………………………. (1 mark)
b. In stanza 1, why do you think the grandmother looks tall in the picture?
………………………………………………………………………………………. (1 mark)
c. In stanza 2, what emotion was expressed by the persona?
………………………………………………………………………………………. (1 mark)
d. Do you think it is important to keep pictures of people that we love? Give two reasons for
your answer.
Reason 1:…………………………………………………………………………… (1 mark)
Reason 2: ………………………………………………………………..…………. (1 mark)

Set 5
Read the poem and answer the questions that follow.
a. Which word in stanza 1 refers to the grandmother’s posture?
………………………………………………………………………………………. (1 mark)
b. In stanza 1, what does “white hand in black hand.” imply?
………………………………………………………………………………………. (1 mark)
c. In stanza 2, which line indicates that the grandmother’s condition was getting worse?
………………………………………………………………………………………. (1 mark)
d. In your opinion, how can we treasure our loved ones? Suggest two ways.

i) ………….………………………………………………………………………. (1 mark)
ii) …….…………………………………………………………………………… (1 mark)

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The Living Photograph - Answers

Set 1 - Answers
a. Pleated skirt / white broderie anglaise shirt / flat shoes (mention at least two)
b. This is probably because she was old and had weak knees. (accept suitable answer)
c. ‘a kind, old smile round her eyes’
d. i) cook for her
ii) help her around the house
iii) talk to her
*accept suitable answer

Set 2 - Answers
a. Hunched
b. Shows dying/ the look of death in her eyes
c. She was forgetful/ senile
d. Meaning: The afterlife/ The persona’s grandmother died/ The hereafter
Reason: She was old and sick/ She died because of old age and sickness.

Set 3 - Answers
a. Three / three years old
b. She still thinks that her grandmother is alive.
c. Because the person is old. / Older people have more wrinkles that caused the crinkled smile
d. - look at their pictures
- busy ourselves with work
- accept their death whole-heartedly
*accept suitable answers

Set 4 - Answers
a. The persona and her grandmother.
b. The grandmother has straight back/ The grandmother is still healthy.
c. Sad/ depressed/ melancholic.
d. -Yes, so we can remember them when they are gone.
-Yes, because the pictures can help us cope with our loss.
-No, because it will be painful to look at the pictures when they are gone.

Set 5 - Answers
a. Straight-back
b. the persona is of a mixed race
c. My tall grandmother became small./ Her back round and hunched.
d. - tell them you love them
- remember their birthdays
- celebrate their birthdays
*accept suitable answers

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The Charge of the Light Brigade

Half a league, half a league,
Half a league onward,
All in the valley of Death
Rode the six hundred.
“Forward, the Light Brigade!
Charge for the guns!” he said.
Into the valley of Death
Rode the six hundred.

“Forward, the Light Brigade!”
Was there a man dismayed?
Not though the soldier knew
Some one had blundered.
Theirs not to make reply,
Theirs not to reason why,
Theirs but to do and die.
Into the valley of Death
Rode the six hundred.

Cannon to right of them,
Cannon to left of them,
Cannon in front of them
Volleyed and thundered;
Stormed at with shot and shell,
Boldly they rode and well,
Into the jaws of Death,
Into the mouth of Hell
Rode the six hundred.

Alfred, Lord Tennyson

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A. Based on the poem ‘The Charge of the Light Brigade’, write the words that match the

given meanings.

No. Meanings Word

1 a unit to measure distance (stanza 1)

2 an army unit or division (stanza 1)

3 the low ground between hills or mountains (stanza 1)

4 disappointed and unhappy (stanza 2)

5 made a serious mistake (stanza 2)

6 a weapon that shoots large metallic balls (stanza 3)

7 large number of bullets fired repeatedly (stanza 3)

8 made loud noise like thunder (stanza 3)

9 to suddenly attack a place (stanza 3)

10 bravely (stanza 3)

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B. Match the phrases with their meanings by writing the correct number in the box.

No. Phrases Meanings

1 half a league onward the six hundred soldiers on horseback

2 the valley of Death to attack for the enemy's guns

3 the six hundred attacks with cannon-fire that caused a
4 charge for the guns deafening sound
not to talk back, just follow the order

5 someone had blundered someone had made a mistake

6 not to make reply to move forward by short distances

7 to do and die certain death or loss of lives

8 volleyed and thundered to act upon orders even though it means to
put one's life in danger

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C. Explain the lines in your own words.
1. all in the valley of Death
___________________________________________________________________________
2. Forward, the Light Brigade!
___________________________________________________________________________
3. Was there a man dismayed?
___________________________________________________________________________
4. Someone had blundered.
___________________________________________________________________________
5. Theirs not to reason why,
___________________________________________________________________________
6. Stormed at with shot and shell
___________________________________________________________________________

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D. Read the poem ‘The Charge of the Light Brigade. Then, complete the diagram below
with information from the poem.

1. Name of the unit :
_______________________

The soldiers 2. Mode of attack :
_______________________

3. Number of soldiers in the
unit:

_______________________

4. Where are they heading to?
______________________

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E. Fill in the blanks with the words or phrases given.

command brigade terrible mistake shells death
horses obey courageously
cannons discouraged

The poem tells the story of a (1)_________ consisting of 600 soldiers who rode on
(2)______________ into the ‘valley of Death’ for about two and a half kilometres. They were
obeying a (3)_______________ to charge the enemy forces that had been seizing their guns.

Not a single soldier was (4)______________ by the command to charge forward,
even though all the soldiers realized that their commander had made a
(5)______________________. The role of the soldier is to (6)__________ and not to reason
why.

The 600 soldiers were attacked by shots of (7)__________ and (8)_____________ in
front and both sides of them. Still, they rode (9)______________________ forward towards
their own (10)________________.

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ANSWERS : THE CHARGE OF THE LIGHT BRIGADE

A.

1. league 6. cannon
2. brigade 7. volleyed
3. valley 8. thundered
4. dismayed 9. stormed
5. blundered 10. boldly
B.

1. 3 5. 5
2. 4 6. 1
3. 8 7. 2
4. 6 8. 7
C.

1. the soldiers were walking towards a certain death / the soldiers were about to enter a
very dangerous spot

2. The commanding officer ordered the soldiers to move forward into the valley.
3. The persona asks if any of the soldiers were discouraged.
4. The order was a mistake.
5. The soldiers must not ask why the order was given.
6. The soldiers in the Light Brigade are being attacked by gunfire.

D. 3. 600
1. The Light Brigade 4. The battlefield
2. Horses

E. 7. shells
1. brigade 8. cannons
2. horses 9. courageously
3. command 10. death
4. discouraged
5. terrible mistake
6. obey

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The Charge of the Light Brigade

Half a league, half a league,
Half a league onward,
All in the valley of Death
Rode the six hundred.
“Forward, the Light Brigade!
Charge for the guns!” he said.
Into the valley of Death
Rode the six hundred.

“Forward, the Light Brigade!”
Was there a man dismayed?
Not though the soldier knew
Some one had blundered.
Theirs not to make reply,
Theirs not to reason why,
Theirs but to do and die.
Into the valley of Death
Rode the six hundred.

Cannon to right of them,
Cannon to left of them,
Cannon in front of them
Volleyed and thundered;
Stormed at with shot and shell,
Boldly they rode and well,
Into the jaws of Death,
Into the mouth of Hell
Rode the six hundred.

Alfred, Lord Tennyson

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Set 1
Read stanza 1 of the poem and answer the questions that follow.
a. In stanza 1, what does the phrase ‘half a league’ imply?
………………………………………………………………………………………. (1 mark)
b. How many soldiers were there in the Light Brigade?
………………………………………………………………………………………. (1 mark)
c. Which phrase in stanza 1 is a war cry?
………………………………………………………………………………………. (1 mark)
d. In stanza 1, what do you think ‘valley of Death’ refers to? Why do you think so?
…………………………………………………………………………………………………..
………………………………………………………………………………………. (2 marks)

Set 2
Read the poem and answer the questions that follow.
a. From Stanza 2, what was the order given by the commanding officer to the Light Brigade?
………………………………………………………………………………………. (1 mark)
b. From Stanza 2, which line tells us that the order given to the Light Brigade was a mistake?
………………………………………………………………………………………. (1 mark)
c. From Stanza 2, which word means ‘upset’ or ‘disappointed’?
………………………………………………………………………………………. (1 mark)
d. The soldiers knew that the order was a mistake but they still obeyed. Give two reasons for
their actions.
Reason 1: …………………………………………………………………………….. (1 mark)
Reason 2: …………………………………………………………………………….. (1 mark)

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Set 3
Read the poem and answer the questions that follow.
a. In stanza 3, what does the word ‘blundered’ mean?
………………………………………………………………………………………. (1 mark)
b. Which line in stanza 3 shows the soldiers’ bravery?
………………………………………………………………………………………. (1 mark)
c. Why do you think the cannons were placed right, left and in front?
………………………………………………………………………………………. (1 mark)
d. In stanza 3, what do you think the soldiers could do when they were‘ stormed at with shot
and shell’? Give a reason to support your answer.
Action: ……………………………………………………………………………….. (1 mark)
Reason: …..………………………………………………………………………….. (1 mark)

Set 4
Read the poem and answer the questions that follow.
a. What does the phrase ‘Rode the six hundred’ tell you about the soldiers’ mode of attack?
………………………………………………………………………………………. (1 mark)
b. In Stanza 1, where were the soldiers ordered to go to?
………………………………………………………………………………………. (1 mark)
c. In stanza 2, what does line 6 imply about the army’s policy?
………………………………………………………………………………………. (1 mark)
d. Would you obey misleading instructions given by your class monitor? Give two reasons
for your answer.
…………………………………………………………………………………………………
……………………………………………………………………………………… (2 marks)

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Set 5
Read the poem and answer the questions that follow.
a. State the weapons of warfare mentioned in the poem.
………………………………………………………………………………………. (1 mark)
b. In stanza 2, which line tells you that a mistake was made?
………………………………………………………………………………………. (1 mark)
c. Why did the poet repeat the word ‘cannon’ in stanza 3?
………………………………………………………………………………………. (1 mark)
d. The soldiers from the Light Brigade show great sense of patriotism during the war. Suggest
two ways we can show patriotism to our country.
…………………………………………………………………………………………………
……………………………………………………………………………………… (2 marks)

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The Charge of the Light Brigade – Answers

Set 1 - Answers
a. A distance of roughly two and a half kilometres.
b. 600 / six hundreds
c. ‘Charge for the guns!’
d. Battlefield, it is where the soldiers sacrifice their lives to fight for their country’s honour.

(any possible answer)

Set 2 - Answers
a. Forward, the Light Brigade!
b. Someone had blundered.
c. dismayed
d. Their sense of loyalty/ their sense of responsibility/ they wanted to make their country
proud / Soldiers must obey orders from their superiors no matter what (Accept other relevant
answers)

Set 3 - Answers
a. Made mistakes
b. ‘Boldly they rode and well’ / line 6
c. The enemy surrounded them to make sure that they could not escape.
d. Action : The soldiers could have surrendered to the enemy.

Reason: They might not survive as they were surrounded and attacked by the enemy.
(any possible answer)

Set 4 - Answers
a. They rode horses/ They were on horseback.
b. Into the valley (of Death).
c. Soldiers must obey orders no matter what.
d. (Accept any reasonable answers) Suggestions:
- Yes, because I don’t want to be punished later.
- Yes, because I want to show my loyalty to my school.

Set 5 - Answers
a. guns and cannon (students must provide at least 2 answers)
b. ‘some one had blundered’ / line 4
c. to make it sound like explosion / to show that the soldiers were surrounded by powerful
weapons / to show that it is very hard for the soldiers to escape death
d. (Accept any reasonable answers) Suggestions:
- respect our flags
- ready to fight for the country
- be excellent athletes to make the country proud
- join the army
- etc.

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A Poison Tree

I was angry with my friend:
I told my wrath, my wrath did end.

I was angry with my foe:
I told it not, my wrath did grow.

And I watered it in fears,
Night and morning with my tears;

And I sunnèd it with smiles,
And with soft deceitful wiles.

And it grew both day and night,
Till it bore an apple bright;
And my foe beheld it shine,

And he knew that it was mine,

And into my garden stole
When the night had veiled the pole:

In the morning glad I see
My foe outstretched beneath the tree.

William Blake

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Practice 1
Match the words to the appropriate meaning.

WORD MEANING

1. Wrath • Cunning strategies used to manipulate someone else
2. Foe • partially conceal, disguise or obscure
3. Watered • Poured or sprinkled water over a plant
4. Sunned • Produced fruit
5. Deceitful • an enemy or opponent
6. Wiles • extreme anger
7. Bore • saw or observed
8. Beheld • Deceiving or misleading others
9. Veiled • fall with one’s arms and legs spread out in an
10. Outstretched
awkward way

• exposed something to the sun

Practice 2

Fill in the blanks using the words provided in the box.

wrath sunned wiles foe watered
deceitful bore beheld veiled outstretched

1. I was mad at my friend. When I expressed my …………….. to him, my anger stopped.
2. I was annoyed with my ………….. Of course I didn’t tell him about it and I became

more irritated.
3. After that, I …………….. the angry seed every time I cried.
4. At the same time, I also ……………. the angry seed with my smiles.
5. I became insincere as I kept doing …………… actions.
6. I used ………….. to manipulate my enemy.
7. My cunning strategies finally ……….. fruits.
8. My enemy …………… the accomplishment of my cunning manipulations.
9. My enemy broke into my territory when darkness …………… the sky.
10. I was over the moon to see my enemy …………………… under the tree.

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Practice 3 The persona let his anger
grew. He treated his anger
Fill in the boxes with the correct meaning.
like a plant, a tree.
Because of the persona’s
effort, his plant
eventually bore a fruit;
an apple.

The persona was mad at The next morning, the
his friends. Then he told persona found the enemy
his friend about his anger
and it disappeared. dead under the apple tree.
He must have had eaten the

poisonous apple.

The enemy was lured The persona was angry
with his enemy and he kept
into the garden. He quiet. Since the persona did
sneaked into the not talk about his anger, his
anger intensified.
persona’s garden at
night. He stole the apple.

The persona hid his The apple was very
anger with his friendly
attractive to the enemy.
behaviour. He acted in The enemy knew the
deceitful ways, using lies
apple belonged to the
and tricks. persona.

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A POISON TREE

Lines Meanings
I was angry with my friend:
I told my wrath, my wrath did end. 1.

I was angry with my foe: 2.
I told it not, my wrath did grow.

And I watered it in fears, 3.
Night and morning with my tears,

And I sunned it with smiles, 4.
And with soft deceitful wiles.

And it grew both day and night, 5.
Till it bore an apple bright;

And my foe beheld it shine, 6.
And he knew that it was mine,

And into my garden stole 7.
When the night had veiled the pole:

In the morning glad I see 8.

My foe outstretched beneath the tree.

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Practice 4
Below are the possible lines that could have been said by the persona and her foe. Complete
the graphic organiser using the lines given.

• I should go take it when it’s dark.
• I am not going to show my weakness. Instead, I will deceive her. Ha! Ha! Ha!
• Finally, it works! I should celebrate.
• I find her such a pleasant person.
• She doesn’t deserve that. It should be mine!
• She makes me angry but I will not tell her!

PERSONA FOE
1. 1.
……………………………… ………………………………

……………………………… ………………………………
2. 2.
……………………………… ………………………………

……………………………… ………………………………
3. 3.
……………………………… ………………………………

……………………………… ………………………………

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ANSWER SCHEME

A POISON TREE
Practice 1
1. Wrath – extreme anger
2. Foe – an enemy or opponent
3. Watered - Poured or sprinkled water over a plant
4. Sunned – exposed something to the sun
5. Deceitful - Deceiving or misleading others
6. Wiles - Cunning strategies used to manipulate someone else
7. Bore - Produced fruit
8. Beheld – saw or observed
9. Veiled – partially conceal, disguise or obscure
10. Outstretched – fall with one’s arms and legs spread out in an awkward way

Practice 2 6. Wiles
1. Wrath
7. Bore
2. Foe 8. Beheld
3. Watered
9. Veiled
4. Sunned 10. Outstretched
5. Deceitful

Practice 3

1. The persona was mad at his friends. Then he told his friend about his anger and it
disappeared.

2. The persona was angry with his enemy and he kept quiet. Since the persona did not
talk about his anger, his anger intensified.

3. The persona let his anger grew. He treated his anger like a plant, a tree.
4. The persona hid his anger with his friendly behaviour. He acted in deceitful ways,

using lies and tricks.
5. Because of the persona’s effort, his plant eventually bore a fruit; an apple.

6. The apple was very attractive to the enemy. The enemy knew the apple belonged to
the persona.

7. The enemy was lured into the garden. He sneaked into the persona’s garden at night.
He stole the apple.

8. The next morning, the persona found the enemy dead under the apple tree. He must
have had eaten the poisonous apple.

Practice 4
PERSONA
1. She makes me angry but I will not tell her!

2. I’m not going to show my weakness. Instead, I will deceive her. Ha! Ha! Ha!

3. Finally, it works! I should celebrate.

FOE
1. I find her such a pleasant person.

2. She doesn’t deserve that. It should be mine!

3. I should go take it when it’s dark

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A Poison Tree

I was angry with my friend:
I told my wrath, my wrath did end.

I was angry with my foe:
I told it not, my wrath did grow.

And I watered it in fears,
Night and morning with my tears;

And I sunnèd it with smiles,
And with soft deceitful wiles.

And it grew both day and night,
Till it bore an apple bright;
And my foe beheld it shine,

And he knew that it was mine,

And into my garden stole
When the night had veiled the pole:

In the morning glad I see
My foe outstretched beneath the tree.

William Blake

Set 1

Read the poem and answer the questions that follow.

1. In stanza 1, what does the word foe refer to?

………………………………………………………………………………….. (1 mark)

2. In stanza 2, what are the 2 things that the persona did?

i) ………………………………………………………………………….…….. (1 mark)

ii) ……………………………………………………………………………….. (1 mark)

3. In your opinion, what type of person is the persona? Give a reason to support your

answer.

Type of person : …………………………………………………………….. (1 mark)

Reason : …………………………………………………………….. (1 mark)

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Set 2
Read the poem and answer the questions that follow.
1. In stanza1, what does the phrase my wrath did grow indicate?

………………………………………………………………………………….. (1 mark)
2. In stanza 3, what does the word it refer to?

………………………………………………………………………………….. (1 mark)
3. In stanza 4, which line shows that the sky was dark?

………………………………………………………………………………….. (1 mark)
4. What are the reasons why the persona was angry at his foe? Give two possibilities.

i) ………………………………………………………………………….…….. (1 mark)
ii) ……………………………………………………………………………….. (1 mark)

Set 3
Read the poem and answer the questions that follow.
1. Who made the persona angry?

………………………………………………………………………………….. (1 mark)
2. In stanza 2, which phrase shows that the persona was insincere?

………………………………………………………………………………….. (1 mark)
3. From stanza 3, what is the meaning of the word beheld?

………………………………………………………………………………….. (1 mark)
4. If you were the persona’s friend, how would you be able to persuade the persona to stop

being angry? Give two ways.
i) ………………………………………………………………………….…….. (1 mark)
ii) ……………………………………………………………………………….. (1 mark)

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Set 4
Read the poem and answer the questions that follow.
1. Give another word for wrath.

………………………………………………………………………………….. (1 mark)
2. From the poem, what type of person do you think the foe is?

………………………………………………………………………………….. (1 mark)
3. In stanza 2, what does the phrase deceitful wiles mean?

………………………………………………………………………………….. (1 mark)
4. The persona was glad to see his foe outstretched beneath the tree. Do you think this is a

good attitude for teenagers? Give a reason to support your answer.
…………………………………………………………………………………………….
………………………………………………………………………………..... (2 marks)

Set 5
Read the poem and answer the questions that follow.
1. In stanza 4, which word in the poem means star?

………………………………………………………………………………….. (1 mark)
2. In stanza 2, which phrase shows that the persona was crying?

………………………………………………………………………………….. (1 mark)
3. Why did the persona stop being angry at his friend?

………………………………………………………………………………….. (1 mark)
4. In your opinion, what might happen to someone who goes into his or her friend’s house

and steal something? Give a reason to support your answer.
Answer : …………………………………………………………………….. (1 mark)
Reason : …………………………………………………………………….. (1 mark)

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ANSWERS: A POISON TREE

Set 1 - Answers
1. The persona’s enemy
2. i) watered the wrath in fears

ii) sunned the wrath with smiles
3. Type of person : deceitful / revengeful

Reason : He pretended to be nice to his foe / he had bad intentions towards his foe
(Accept any suitable answer)

Set 2 - Answers
1. The persona’s anger is getting stronger.
2. Wrath
3. When the night had veiled the pole / line 2
4. i) His foe had hurt his feelings.

ii) His foe had stolen something precious from him.
(Accept any suitable answer)

Set 3 - Answers
1. friend and foe
2. sunned it with smiles/ with soft deceitful wiles
3. saw/ observed
4. i) Give advice to my friend.

ii) Console him/ her.
(Accept any suitable answer)

Set 4 - Answers
1. anger
2. He is an envious person.
3. Strategies that mislead others
4. i) No, because it is a bad attitude.

ii) No, because it could lead to tragedy.
(Accept any suitable answer)

Set 5 - Answers
1. pole
2. my tears
3. because he had already expressed his anger to his friend
4. Answer : He might get caught.

Reason : Because the house could have CCTV.
(Accept any suitable answer)

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What Has Happened to Lulu?

What has happened to Lulu, mother?
What has happened to Lu?

There’s nothing in her bed but an old rag-doll
And by its side a shoe.

Why is her window wide, mother,
The curtain flapping free,

And only a circle on the dusty shelf
Where her money-box used to be?

Why do you turn your head, mother?
And why do the tear-drops fall?

And why do you crumple that note on the fire
And say it is nothing at all?

I woke to voices late last night,
I heard an engine roar.

Why do you tell me the things I heard
Were a dream and nothing more?

I heard somebody cry, mother,
In anger or in pain,

But now I ask you why, mother,
You say it was a gust of rain.

Why do you wander about as though
You don’t know what to do?

What has happened to Lulu, mother?
What has happened to Lu?

Charles Causley

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Practice 1
Match the words to the appropriate meaning.

WORD MEANING
• A piece of hard material attached to a wall
1. rag-doll • Physical suffering or discomfort
2. wide • Liquid spilling from the eyes
3. flapping • Walk or move in an aimless way
4. shelf • Make a loud prolong sound
5. money-box • A soft doll made from pieces of cloth
6. tear-drops • A great or more than average width
7. crumpled • Coin container
8. roar • A brief strong rush of wind
9. anger • A strong feeling of annoyance, displeasure or
10. pain
11. gust hostility
12. wander • Something crushed and became creased and

wrinkled
• Flutter or wave around

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Practice 2
Match the phrases to the appropriate meaning.

PHRASES MEANING

1. an old rag-doll • liquid spilling from the eyes to express
2. curtain flapping free emotion
3. circle on dusty shelf
4. tear-drops fall • to stroll or amble around without any
5. an engine roar purpose
6. in anger or in pain
7. a gust of rain • drapery blowing in the breeze
8. wander about • a loud noise coming from a vehicle
• a sudden burst of something; emotion,

sound or rain
• a floppy doll made from old piece of

cloth
• emotion of wrath and hurt
• round spot on a rack full of dust

Practice 3 1
Arrange the sentences below in the correct order based on the poem.

There are only her old rag-doll and a shoe in the room.
The money-box is no longer on the shelf.
The window is left open and the curtain is blowing in the breeze.
The persona wants to know from his mother what has happened to his sister, Lulu.
The persona is still confused about the whereabouts of Lulu.
Mother tells the persona that what he had heard last night was a part of his dream.
Then, he heard a loud noise coming from a vehicle.
Mother said that the cries he heard were actually the gust of rain.
The persona was awake in the middle of the night because of the voices.
The persona’s mother sheds tears and throws the crumpled notes into the fire.

1119 © Hak Cipta Jawab Untuk Jaya (JUJ) Pahang 2016