Name: _______________________________ ( ) Marks:
Class: __________ 20
Date: ________________ Duration: 50 minutes
Instructions:
1. Write your name and index number on the cover page.
2. Write in dark blue or black pen.
3. Do not use paper clips, glue or correction fluid.
4. Refer to the Insert provided for the text.
5. Answer all the questions.
6. For all questions, write your answers in the spaces provided.
7. The number of marks is given in brackets [ ] at the end of each question or
part of the question.
This question paper consists of 5 printed pages and 1 Insert.
[Turn over
1
Section B [20 marks]
Refer to the Text on pages 7 and 8 of the Insert for Questions 1 - 11.
1 Why did everyone have to wait for their turn to play with the doll?
…………………………………………………………………………………………..
………………………………………………………………………………………….. [1]
2 In paragraph 2, the writer was able to trace the letters as taught by her teacher.
Explain how the language used in this paragraph makes the girl appear
accomplished.
Support your ideas with three details from paragraph 2.
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
………………………………………………………………………………………….. [3]
3 In paragraph 2, ‘I was simply making my fingers go in monkey-like imitation and
learned to spell in this uncomprehending way a great many words.’ (lines 12 –
14).
Identify the words or phrases in the given sentence which suggest
(i) confusing …………………………….. [1]
(ii) copying …………………………….. [1]
2
4 The writer uses similes ‘like an elephant’s leg’ (line 21) and ‘like the flame of a
lamp in a windless place’ (line 31).
What do these similes suggest about her view of Miss Sullivan’s attempt to teach
her the meaning of language?
Similes Writer’s view of Miss Sullivan’s attempt
‘like an elephant’s leg’ [2]
‘like the flame of a lamp in a
windless place’
5 In paragraph 4, the writer says ‘In the still, dark world in which I lived there was
no strong sentiment of tenderness’ (lines 27 – 28).
What does this suggest about her life as a deafblind?
…………………………………………………………………………………………..
………………………………………………………………………………………….. [1]
6 In paragraph 4, why did the writer not feel any sorrow or regret for breaking the
doll?
…………………………………………………………………………………………..
………………………………………………………………………………………….. [1]
7 In paragraph 5, the writer says ‘The warm stream poured over my hand
caressing and fondling my cold palms to life as it seeped through the gaps of my
fingers’ (lines 34 – 36).
(i) Which two words suggest the water is a person?
………………………………………………………………………………………….. [1]
(ii) Why does the writer describe the water in this way?
………………………………………………………………………………………….. [1]
3
8 In paragraph 5, the writer says ‘….somehow the mystery of language was
revealed to me’ (lines 39 – 40).
Why was language a mystery to her?
…………………………………………………………………………………………..
………………………………………………………………………………………….. [1]
9 In paragraph 5, ‘That living word awakened my soul….’ (lines 41 – 42).
What is unusual and effective about the phrase ‘living word’?
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
………………………………………………………………………………………….. [2]
10 In paragraph 6 the writer says ‘….I saw everything with the strange, new sight
that had come to me’ (lines 46 – 47).
Explain what is unusual about what the writer has said.
…………………………………………………………………………………………..
………………………………………………………………………………………….. [1]
4
11 The structure of the text reflects the main feelings of the writer as she reacts to
the attempts of her teacher to teach language to her. Complete the flow chart by
choosing one word from the box to summarise the main feeling described in
each part of the text. There are some extra words in the box you do not need to
use.
Helen’s feelings
frustrated grateful competent revived
awesome delightful confused
Flow chart
Paragraph 2 (i) .......................................................
Paragraph 3 (ii) .......................................................
Paragraph 4 (iii) .......................................................
Paragraphs 5 – 6 (iv) .......................................................
[4]
END OF PAPER
5
INSERT
Section B
Text
The text below is about Helen Keller, a girl with visual and hearing impairments who
started to learn more about the use of language. Read it carefully and answer Questions
1 - 11 in the Question Booklet.
1 The morning after my teacher reached school, she led me into her room and
gave me a doll. The little blind children at the Perkins Institution had sent it and
everyone had to wait for their turn to play with it. Laura Bridgman had dressed
it just before it was passed to me; but I did not know this until afterward.
5
2 When I had played with it a little while, Miss Sullivan slowly spelled into my
hand the word “d-o-l-l.” I was at once interested in this finger play and tried to
imitate it. When I finally succeeded in making the letters correctly I was flushed
with childish pleasure and pride as it was not an easy feat for a deafblind. I
hurriedly rushed home to my mother to show her my new skill. I held up my 10
hand and made the letters for “doll”. I did not know that I was spelling a word
or even that words existed. I was simply making my fingers go in monkey-like
imitation and learned to spell in this uncomprehending way a great many words.
3 One day, while I was playing with my new doll, Miss Sullivan put my big doll 15
into my lap also, spelled “d-o-l-l” and tried to make me understand that “d-o-l-l”
applied to both. Earlier in the day we had had a tussle over the words “m-u-g”
and “w-a-t-e-r.” Miss Sullivan had tried to impress it upon me that “m-u-g” is
mug and that “w-a-t-e-r” is water, but I persisted in confounding the two. In
despair she had dropped the subject for the time being, only to renew it at the 20
first opportunity. Miss Sullivan was like an elephant’s leg, there was no bending
in her.
4 I became impatient at her repeated attempts and, seizing the new doll, I dashed
it upon the floor. I was keenly delighted when I felt the fragments of the broken
doll at my feet. Neither sorrow nor regret followed my passionate outburst. I 25
had not loved the doll. I could almost imagine the doll mimicking Miss Sullivan
and mocking my inability. In the still, dark world in which I lived, there was no
strong sentiment of tenderness. I felt my teacher sweep the fragments to one
side of the hearth, and I had a sense of satisfaction that the cause of my
discomfort was removed. Deep down I knew, however, Miss Sullivan’s agenda 30
was like the flame of a lamp in a windless place.
5 We walked down the path to the well, attracted by the fragrance of the
honeysuckle which covered all around its sides. Someone was drawing water
and my teacher placed my hand under the spout. The warm stream poured
over my hand caressing and fondling my cold palms to life as it seeped through 35
the gaps of my fingers. As the water flowed, she spelled the other the word
“water”, first slowly, then rapidly. I stood still, my whole attention fixed upon the
6
motions of her fingers. Suddenly, I felt a misty consciousness of a thrill of
returning thought; and somehow the mystery of language was revealed to me.
I knew then that “w-a-t-e-r” meant the wonderful cool something that was 40
flowing over my hand. That living word awakened my soul, gave it light, hope,
joy, setting it free! There were barriers still, it is true, but barriers that could in
time be swept away.
6 I left the well eager to learn. Everything had a name, and each name gave birth
to a new thought. As we returned to the house every object which I touched 45
seemed to quiver with life. That was because I saw everything with the strange,
new sight that had come to me. On entering the door I remembered the doll I
had broken. I felt my way to the hearth and picked up the pieces. I tried vainly
to put them together. Then my eyes filled with tears; for I realized what I had
done, and for the first time I felt repentance and sorrow. 50
Adapted from Story of My Life, Helen Keller
7
MARKING SCHEME
Section B [20 marks]
Refer to Text on pages 7 and 8 of the Insert for Questions 1 - 11.
1 Why did everyone have to wait for their turn to play with the doll?
There was only one doll. [1]
2 In paragraph 2, the writer was able to trace the letters as taught by her teacher.
Explain how the language used in this paragraph makes the girl appear
accomplished.
Support your ideas with three details from paragraph 2.
‘flushed with childish pleasure and pride’ – suggests that she felt happy to
perform a special talent which she can show off
‘not an easy feat for a deafblind’ – suggests that she is capable of learning a [3]
new, difficult skill despite her disability
‘hurriedly rushed home to my mother to show her my new skill’ – suggests that
this new proficiency was worthy of her mother’s attention/ she was proud and
wanted her mother’s affirmation
‘finally succeeded’ – suggests that she had managed to achieve or attain
something she had been attempting
To accept any other logical explanation
‘0’ marks for quotation without any explanation
3 In paragraph 2, ‘I was simply making my fingers go in monkey-like imitation and
learned to spell in this uncomprehending way a great many words.’ (lines 12 –
14).
Identify the words or phrases in the given sentence which suggest
(i) no understanding ‘uncomprehending’ [1]
(ii) to copy ‘imitation’ [1]
8
4 The writer uses similes ‘like an elephant’s leg’ (line 21) and ‘like the flame of a
lamp in a windless place’ (line 31).
What do these similes suggest about her view of Miss Sullivan’s attempt to teach
her the meaning of language?
Similes Writer’s view of Miss Sullivan’s attempt
‘like an elephant’s leg, there insistent/ persistent / would not budge
was no bending in her’
‘like the flame of a lamp in a Unwavering/ firm / determined / resolute/
windless place’ strong/ steady / persevering
[2]
5 In paragraph 4, the writer says ‘In the still, dark world in which I lived there was
no strong sentiment of tenderness’ (lines 27 – 28).
What does this suggest about how the writer had to live her life as a deafblind?
She cannot be a sensitive person/ She had to be an emotionally-strong
person.
[1]
To accept any other logical explanation.
X Do not accept:
- she was miserable / depressed.
6 In paragraph 4, why did the writer not feel any sorrow or regret for breaking the
doll?
She did not love/like the doll./ [1]
She felt that the doll was mocking her incompetence.
7 In paragraph 5, the writer says ‘The warm stream poured over my hand
caressing and fondling my cold palms to life as it seeped through the gaps of my
fingers’ (lines 34 – 36).
(i) Which two words suggest the water is a person?
‘caressing’ and ‘fondling’ [1]
*must get both correct to get 1 mark
(ii) Why does the writer describe the water in this way?
The warm water was comforting her cold hands./ The water gently warmed her [1]
cold hands to comforting temperature.
9
8 In paragraph 5, the writer says ‘….somehow the mystery of language was
revealed to me’ (lines 39 – 40).
Why was language a mystery to her?
She did not know it existed before OR
She was unable to communicate through it since she was deaf. [1]
9 In paragraph 5 ‘That living word awakened my soul….’ (lines41 – 42).
What is unusual and effective about the phrase ‘living word’?
It is unusual as words are not living things/alive. [1]
It is effective as it emphasises how the word had such a great impact in her that
even something dead or entirely unknown to her could be brought to her
attention/ enlighten her.[1] [2]
10 In paragraph 6 the writer says ‘….I saw everything with the strange, new sight
that had come to me’ (lines 46 – 47).
Explain the irony in this sentence.
She was blind so she was unable to physically ‘see’ what she claimed. [1]
10
16 The structure of the text reflects the main feelings of the writer as she reacts to
the attempts of her teacher to teach language to her. Complete the flow chart by
choosing one word from the box to summarise the main feeling described in
each part of the text. There are some extra words in the box you do not need to
use.
Helen’s feelings
frustrated grateful competent revived awesome delightful confused
Flow chart
Paragraph 2 (i) competent
Paragraph 3 (ii) confused
Paragraphs 4 (iii) frustrated
Paragraphs 5 – 6 (iv) revived
[4]
11
