English Comprehension for Primary 5

WCPB15425

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Pelangi Publishing Singapore Pte. Ltd. In collaboration with:

Dickens Publishing Ltd. Suite G7-G8, Davina House, 137-149 Goswell Road, London, EC1V 7ET, United Kingdom.

E-mail: info@dickenspublishing.co.uk

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• Online Bookstore • Online Library •

Published by:

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www.PelangiBooks.com

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English Comprehension for Primary

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Titles in This Series:

English Comprehension for Primary

The English Comprehension series aims to help pupils familiarise themselves with the different types of passages and the different questioning techniques used. Pupils also get acquainted with the examination format, ensuring that they are equipped with critical skills to answer comprehension questions confidently.

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PELANGI

www.PelangiBooks.com • Online Bookstore • Online Library •

( 201112597 C )

In collaboration with Dickens Publishing Ltd. (UK)

WCPB15425 ISBN 978-981-09-2104-0

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PELANGI

christine tan

ercises x E d e en-end format p O d CQ an t exam • 40 M on the lates ed d ad • Base rcises are gr xe • All e ete answers pl • Com

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christine tan

In collaboration with Dickens Publishing Ltd. (UK)

PELANGI

Pelangi Publishing Singapore Pte. Ltd. (201112597C)

PELANGI PUBLISHING SINGAPORE PTE. LTD. ( 201112597 C ) 1 Goldhill Plaza, #02-27 Goldhill Plaza Novena, Singapore 308899.

E-mail: pps@pelangibooks.com Š Pelangi Publishing Singapore Pte. Ltd. 2015

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All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, photocopying, mechanical, recording or otherwise, without the prior permission of Pelangi Publishing Singapore Pte. Ltd.

ISBN 978-981-09-2104-0

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First Published 2015

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Printed in Malaysia

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This English Comprehension for Primary Levels series is specially written as a learning resource for primary school pupils to practise and work on improving their comprehension skills. Pupils are exposed to comprehension passages based on a variety of themes and genres to enhance their understanding of the different types of text taught in school.

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The contents in the books are presented in an interesting and informative manner so that pupils will find it worthwhile reading the passages and attempting the related questions.

This series provides pupils with different types of comprehension questions prepared in the multiple-choice and open-ended formats.

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– For the Multiple-choice Questions (MCQ) section, the comprehension passages come with stimuli such as pictures, diagrams, charts, graphs, tables, notices, posters, advertisements, and others where appropriate to help pupils comprehend the texts thoroughly.

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– For the Open-ended Questions (OE) section, illustrations are featured, where appropriate, together with the comprehension passages to help pupils comprehend the texts effectively. Questioning patterns may be in the form of a table, graphic organiser, flow chart and others for which relevant information based on the passages will be filled in.

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This series provides pupils with intensive practice along the way. The passages are arranged in such a way that they first lay the foundation to build up pupils’ confidence in tackling comprehension questions. From here, they will progress to passages that encourage higher-level thinking and understanding. Ultimately, pupils are challenged to think beyond the ideas presented in the passages. It is expected that pupils who attempt the exercises will see a marked improvement in their reading and comprehension skills.

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To ensure that pupils have a stress-free smooth reading and a wholesome comprehension of the passages, a glossary is provided for every passage. To kill two birds with one stone, the glossary also increases pupils’ vocabulary and aids in other writing, reading and comprehension exercises.

With the winning combination of varied comprehension passages, carefully-formulated questions, vivid illustrations, user-friendly layout designs and complete answers, the result-oriented approach adopted by the writers of the books will ensure that excellent learning results are within the reach of every pupil.

EXERCISE 21 (MCQ)...........................69

EXERCISE 1 (MCQ)............................... 1

EXERCISE 22 (OE)..............................72

EXERCISE 2 (OE)..................................4

EXERCISE 23 (MCQ)...........................76

EXERCISE 3 (MCQ)...............................7

EXERCISE 24 (OE)..............................79

EXERCISE 4 (OE)................................ 10

EXERCISE 25 (MCQ)...........................83

EXERCISE 5 (MCQ)............................. 14

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ADVANCED

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EXERCISE 6 (OE)................................ 17

EXERCISE 26 (OE)..............................86

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EXERCISE 27 (MCQ)...........................90 EXERCISE 28 (OE)..............................93

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EXERCISE 9 (MCQ).............................28

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EXERCISE 7 (MCQ).............................22 EXERCISE 8 (OE)................................25

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BASIC

EXERCISE 29 (MCQ)...........................96

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EXERCISE 10 (OE)............................... 31

EXERCISE 30 (OE)..............................99 EXERCISE 31 (MCQ)......................... 103

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INTERMEDIATE

EXERCISE 32 (OE)............................ 106

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EXERCISE 11 (MCQ)............................35

EXERCISE 33 (MCQ)..........................110

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EXERCISE 12 (OE)...............................38

EXERCISE 34 (OE).............................113

EXERCISE 14 (OE)...............................45

EXERCISE 35 (MCQ).......................... 117 EXERCISE 36 (OE)............................ 120

EXERCISE 16 (OE)...............................52

EXERCISE 37 (MCQ)......................... 123

EXERCISE 17 (MCQ)...........................56

EXERCISE 38 (OE)............................ 126

EXERCISE 18 (OE)...............................59

EXERCISE 39 (MCQ)......................... 130

EXERCISE 19 (MCQ)...........................63

EXERCISE 40 (OE)............................ 133

EXERCISE 20 (OE)..............................66

ANSWERS.......................................... 137

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EXERCISE 15 (MCQ)...........................49

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EXERCISE 13 (MCQ)...........................42

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5 BASIC / MCQ

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Read the notice and the information below carefully and answer the questions that follow.

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6 September 2015 (Sunday) 9.00 a.m. – 5.00 p.m.

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The occasion will be graced by an official from the Department of Environment and Water Resources who will be the guest of honour.

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Contest and Prizes

Up to $1,400.00 worth of vouchers Recycler Champion Contest “Tetra Pak” Beverage Carton Competition Exchange 5 glass containers for reusable chopsticks Exchange recyclable for cash Hourly mystery dips with 130 gifts up for grabs!

Colouring contest for children aged 4 – 9 (9.00 a.m. – 12.00 p.m.)

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E-waste: computers, printers, mobile phones, IT products, cartridges & small home appliances

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Bring your recyclable materials

Used beverage cartons

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Unwanted pens

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Paper, aluminium cans, plastic containers, glass containers and old clothing

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Demonstrations : how to prepare compost (enzyme-rich soil) and enzyme-rich cleaning agents

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English Primary 5 Comprehension Exercise 1

What is recycling? The word “recycling” brings to mind the 3Rs – “Reduce, Reuse and Recycle”. Reducing waste means cutting down on the volume of waste that goes to the landfills, thus decreasing the quantity of dangerous chemicals that seep into the soil and reducing air pollution at the same time.

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Reuse is basically extending the usage of most of the items we have in the house by reusing or donating these items to others. To complete the cycle, we must make it a habit to purchase and use products made from recycled materials. Thus, recycling is a process or cycle that includes, according to the US Environmental Protection Agency, “the separation and collection of materials that otherwise would be considered waste, the processing and remanufacturing of these items into new products, and the use of the recycled products.”

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The materials that can be recycled include paper, steel, aluminium cans, glass and foil. Paper for recycling should be collected in bulk, be clean, uncontaminated, well sorted and dry. Glass, steel, copper, aluminium cans and other metals are easily sorted and recycled. However, glass bottles must not be mixed with other types of glass like light bulbs, glass tableware and window glass. The most valuable glass waste is clear glass. Aluminium cans are easily recycled and they have only to be cleaned to remove any odour. The varieties of plastic that can be recycled are getting wider and with a certain amount of care, most plastic waste can be recycled.

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Recycling helps to limit the production of glass, paper and plastic, and slows down the depletion of natural resources. It makes people environmentally aware that they can save the earth, animals and humanity. All said and done, recycling is good for the environment and Earth, and it is good to know that we are making a difference.

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Choose the correct answer and write its number in the brackets.

1. The main purpose of having the Recycling Week is to (1) encourage the use of recycled products.

(2) get people to come together for a public event.

(3) create an awareness of the importance of recycling.

(4) show people the types of materials that are recyclable.

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English Primary 5 Comprehension Exercise 1

2. Which of the following is not a part of the process of recycling?

(1) Using recycled products.

(2) Collecting recyclable materials.

(3) Storing well things that we do not need.

(4) Making new products from recyclable materials.

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3. How would children be involved in the event?

(1) Bring e-waste to the event (2) Bring lots of drink cans (3) Collect reusable chopsticks (4) Participate in the colouring contest

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4. The following are reasons why recycling is important except (1) it ensures a cleaner environment (2) it promotes the use of glassware (3) it decreases the amount of waste materials (4) it reduces the depletion of natural resources

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5. What does the expression “make a difference” mean?

(1) Play a part (2) Know the situation (4) Display the dissimilarities (3) Have a significant effect

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1. landfills − areas designated for burying waste e.g. Those lorries are carrying waste to the landfills located far from the city.

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2. seep − flow in or out through small holes e.g. Traces of oil can seep into the swimming pool if the cracks on the floor are not properly sealed.

3. uncontaminated − free of any harmful substances e.g. We use a water filter to make sure our drinking water is uncontaminated.

4. odour − unfavourable smell e.g. The odour from the garbage is unbearable.

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Read the article below carefully and answer the questions that follow.

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Pedalling for a Green Environment

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The 22nd of September every year has been designated World Car-free Day when people, in a show of unity, leave their vehicles at home and use public transport or cycle to work. However, the bicycles will make way for the cars once the day ends.

If you live near your office, it is practical to cycle. Why? You burn fat instead of fuel. Not only that, there is no need to search for parking space and join the peak hour rush once work is over. But, to put this into practice is totally a different story.

True-blue cyclists who commute to work daily on their bicycles are few and far between. To do so, you have to be dedicated and disciplined. Is it practical to cycle to work? Well, there are more pros than cons.

The disadvantages have to do with our humid weather that makes us sweat easily, and the high traffic volume that can cause us to get run over or forced off the road.

The introduction of bicycle lanes encourages people to take up cycling. It is a blessing, from a cyclist’s perspective, that our motorcycle lanes can be shared with bicycles. Cycling along the motorcycle lanes is relatively safe. On the practicality of cycling to work, if you are ready to go car-free and your employers are willing to accept the fact that you are saving them parking subsidies, it might just work.

Your employers might consider providing suitable facilities for washing and freshening up before you settle down to work.

As for me, cycling to work is an adventure. I put up with nasty drivers, inconsiderate motorcyclists, potholes, long stretches of road littered with debris and the weather.

All in all, travelling to my workplace on my folding bicycle is not a bad idea as I know I burn fat, not fuel, every inch of the way. Would you give it a try?

Adapted from StarMetro, June 2012 4

English Primary 5 Comprehension Exercise 2

Answer the questions in complete sentences.

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1. On World Car-Free Day, what two things should one do to show support?

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2. What does the expression show of unity mean with reference to World Car-Free Day?

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3. What does the writer think people will do after the World Car-Free Day is over?

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4. In paragraph 2, which statement indicates that not many people favour cycling to work?

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5. Complete the table on the pros and cons of the practicality of cycling to work.

Cycling to work

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Cons

(a) Burn fat instead of

(b) No

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(a) Weather is so search

for (b) Traffic is bad and one may be or forced off the road

(c) No need to join the after work

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English Primary 5 Comprehension Exercise 2

6. What should the authorities do if they want people to cycle to work?

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7. Why are employers keen to get their workers to cycle to work?

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8. What facilities would be welcomed by office workers if they cycle to work?

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9. How does the writer regard the act of cycling to work?

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10. What does the writer say he has to put up with when he cycles to work?

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1. commute − travel to and from one’s place of work e.g. Many office workers find it convenient to commute to work by the MRT. 2. humid − warm and damp e.g. In spite of the rain, the air remains humid and we feel warm and sticky.

3. debris − scattered fragments of something broken or destroyed e.g. After the floodwater had receded, the road was covered with debris.

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Read the newspaper report below carefully and answer the questions that follow.

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A shopping centre is organising a campaign to trace the history and evolution of writing instruments, as well as promote the art of penmanship. On 31st August, Jurong Point will be launching the 10-day campaign, “The Write Way”, in which the highlight will be a handwriting competition - starting on Monday and ending on 15th Aug – which is open to all primary school pupils. The campaign comes as people are writing less, and typing or texting more on their computers and mobile devices. Schools are also making greater use of electronic devices, such as tablet computers, to facilitate teaching.

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“Pupils become computer-savvy from (when they start) Primary 1 or even earlier, and they learn to dislike writing by hand,” said Dr Ho Wah Kam, an academic consultant from the Singapore Teachers’ Union, a supporting partner of “The Write Way”. The National Library Board is also one of the partners of this event. He said that “such attitudes are worrying a growing number of parents, as e-mail and instant messaging are leading to the demise of a uniquely personal form of expression.” Dr Ho added that penmanship is “a personal skill that is under threat, largely because of the dominance of digital means of communication”.

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The handwriting competition will invite primary school pupils to send in handwritten tributes to their teachers, in conjunction with Teachers’ Day celebrations in September. For the Lower Primary Category, participants are required to submit a pencil-written tribute of between 80 and 100 words while those taking part in the Upper Primary Category will need to submit a pen-written tribute of between 150 and 200 words.

To promote the art of penmanship, the judging criteria for the handwriting competition will focus on the quality and beauty of the handwritten script, rather than whether the passage is grammatical. The winners will take home cash and product prizes worth a total value of more than $75,000, provided by Jurong Point.

Besides the handwriting competition, “The Write Way” will also include activities such as sessions that analyze handwriting, calligraphy workshops and a “Guess the Signature” contest.

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English Primary 5 Comprehension Exercise 3

Choose the correct answer and write its number in the brackets.

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1. The 10-day campaign “The Write Way” is targeted at getting schoolchildren to improve their (1) artwork (2) style of typing (3) skill of texting (4) art of penmanship ( )

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2. The following are reasons why many people, especially schoolchildren, are writing less except (1) they are texting more on their mobiles (2) they are typing more on their computers (3) schools are using electronic devices for teaching (4) they do not know how to hold the writing instruments properly ( )

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3. Which of the following expressions is not applicable to handwriting?

(1) “a personal skill” (2) “art of penmanship” (3) “a personal form of expression” (4) “digital means of communication” ( )

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4. What must the participants in the handwriting competition do?

(1) They must celebrate Teachers’ Day in school.

(2) They must submit a composition of 100 words.

(3) They must submit a handwritten message to the judges.

(4) They must send in handwritten tributes to their teachers.

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5. Which of the following statements is false?

(1) The winners will take home more than $75,000 in cash.

(2) Entries that are not grammatical will not be penalised.

(3) There are two categories in the handwriting competition.

(4) Entries will be judged on the quality and beauty of the handwritten script. ( )

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English Primary 5 Comprehension Exercise 3

1. facilitate – make an action or process easier e.g. Emails facilitate faster communication among people.

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2. demise − end or death of something e.g. The increasing use of mobile phones is leading to the demise of the use of land lines or house phones.

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3. dominance – the state of being more important or noticeable e.g. The dominance of condo living in big cities is due to the high cost of landed properties.

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4. tribute − something that is a mark of respect or affection e.g. On Mother’s Day, I put up a love advertisement as a tribute to my mother.

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5. criteria − the standard that something is judged by e.g. The judging criteria for the best and cleanest class is the consistency with which a class has been kept clean over a long period.

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Read the newspaper report below carefully and answer the questions that follow.

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The letter boxes of many homes are sometimes stuffed full to the brim with envelopes containing competition forms, sales announcements, promotional leaflets, hypermarket and supermarket sales flyers of all sizes and shapes. They are mostly of no use except to some individuals. These are all mail we do not ask for or expect, hence the term “junk mail�.

Many people flip through them, then nonchalantly throw them aside on the grass verge or into drains. Others collect and use them for some purposes. So, how useful is junk mail?

Envelopes, containing competition forms, give individuals who are interested in competitions, the chance to try their luck and win valuable prizes. If they are not so lucky, then it is pure fun to take a chance on Lady Luck.

Sales announcements by shopping outlets have helped householders plan their expenditure and buying habits. They compare prices of daily necessities and then purchase those items at a good discount. When a housewife knows the prices of goods, she can plan her shopping trip on where to go and what to buy.

She can control her buying and be spared the regrets of impulsive buying.

Promotional leaflets inform us of new outlets and the latest pricing of certain products. Promotional activities also come with free gifts.

Junk mail is also useful to those running a small business. The paper can be recycled as wrappers for their goods. The village grocer normally wraps up dry products like onions, anchovies and eggs with these papers. Such a usage would reduce the use of plastic.

Junk mail sometimes comes in envelopes or in plastic wrappers. Envelopes can be recycled and used to send mail to others. The plastic wrappers can be recycled into garbage bags.

Have you ever really looked at junk mail? Some of the advertisements are colourfully illustrated. Such illustrations can be used as illustrations in artwork and craftwork in school exercises.

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English Primary 5 Comprehension Exercise 4

Junk mail can be sold or donated to organisations that are into recycling.

However, junk mail comes in different sizes and different paper qualities, so they may not be as popular as the recyclable newspapers.

So, who says that junk mail is pure junk and has no value to anyone? The next time you see some junk mail in your mail box, put them to good use. Junk mail has its uses, so let’s be innovative and breathe “life” into junk mail.

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Answer the questions in complete sentences.

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2. Why are such items sent to private houses?

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1. List the items that can be considered as junk mail.

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3. What are the two reactions that people show towards junk mail?

4. Complete the table below with appropriate words from the text.

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Types of Junk Mail and Uses Some people find it fun to

(b) Sales announcements

Help householders plan their

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(a) Competition forms

(c) Promotional leaflets or flyers Provides information about and

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English Primary 5 Comprehension Exercise 4

5. What do individuals who try their luck at competitions stand to gain?

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6. How will housewives benefit if they plan their shopping trips?

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7. Explain the three ways with which junk mail is put to good use, and by whom.

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8. What is the meaning of the phrase “pure junk”? Why is junk not considered pure junk?

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9. Why would some junk mail not be accepted by recycling centres?

10. State one way of how you would make use of junk mail.

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English Primary 5 Comprehension Exercise 4

1. nonchalantly − behaving in a calm and relaxed way that show you do not care e.g. Some people nonchalantly dispose of their garbage by throwing it into rivers without a tinge of guilt.

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2. impulsive − doing things without considering the consequences e.g. Being scared of heights, his participation in the bungee jumping was certainly an impulsive move.

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3. illustrations − drawings or pictures in books to enhance the ideas e.g. The illustrations in this book are colourful and well drawn.

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4. innovative − being creative enough to improve something already in use e.g. We should be innovative and think of new ways to recycle and reuse old things.

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5. breathe “life” – making something useful again e.g. My mother believes that we can breathe life into the old sofa by using colourful upholstery.

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Activities of 289 schoolchildren during the school holidays

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Number of Pupils

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English Mandarin French Japanese

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Study the bar graph and read the information below carefully. Then, answer the questions that follow.

Arts and Crafts

Public Speaking

Storytelling

Robotics Survival Camp

Activity

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The bar graph shows the activities carried out by 289 schoolchildren during the school holidays. The activities were language courses, workshops and outdoor activities.

The language courses in English, Mandarin, French and Japanese were attended by 105 pupils with a majority of 40 taking Mandarin lessons. As for the rest, 35 pupils attended the English course, 10 pupils studied French and 20 pupils learned Japanese. Those who attended the Mandarin and English classes felt a need to improve their language skills in speaking and writing. These languages are the main languages used as the medium of instruction in schools. Those who studied French did so because their parents wanted them to learn a foreign language while those who learned Japanese did so as preparation for this subject in the coming public examination. These pupils are also likely to use the French and Japanese languages for communication purposes when they go on a holiday tour of France and Japan in the near future.

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English Primary 5 Comprehension Exercise 5

The workshops were popular too, especially the Arts and Crafts. 56 pupils attended the Arts and Crafts workshop where they learned drawing and painting, batik printing and paper crafts like origami. These skills would give them greater pleasure in their hobbies which are closely related to arts and crafts.

25 pupils attended the public speaking workshop. These are pupils who are fluent in English and they want to improve their public speaking skills. They hope to be able to join the school debating team.

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20 pupils who enjoy reading are keen to share the stories they have read with others by telling the stories in public. So, they attended the storytelling workshop to learn the technique of expressing their thoughts creatively.

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A group of 15 pupils attended the robotics workshop to learn how to invent simple robots. This workshop appealed to the pupils who were very interested in Science.

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As many as 68 pupils attended the survival camp. These pupils love outdoor activities and also their parents want them to be independent. They did nature study, went jungle trekking and practised outdoor survival skills. The parents of this group of pupils had enrolled them for the camp for they did not want their children to watch too much television or spend too much time surfing the Internet and playing computer games.

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The survey showed that the pupils were actively engaged during the school holidays.

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Choose the correct answer and write its number in the brackets.

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1. Which of the following is not one of the activities at the camp?

(1) Jungle trekking (2) Nature study (3) Survival skills (4) Language courses

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2. The pupils who attended the language classes are interested in improving . their (1) drawing skills (2) linguistic skills (3) culinary skills (4) speaking skills ( ) 15

English Primary 5 English Comprehension

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1. Items like envelopes containing competition forms, sales announcements, promotional leaflets, hypermarket and supermarket sales campaigns or flyers of all sizes and shapes can be considered as junk mail.

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2. These items target consumers or people who are likely to buy things, so they are sent to private houses.

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3. Some people flip through them and nonchalantly throw them away while others collect and use them for some purposes.

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4. (a) compete and try their luck (b) expenditure and buying habits

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1. One should use public transport or cycle to work.

2. The expression means “people coming together to support the cause for World Car- free Day by not using their cars to get around on that day”.

3. The writer thinks that most people would put aside their bicycles and resort to using their cars to move around again as usual.

4. The statement is “True-blue cyclists who commute to work daily on their bicycles are few and far between”.

5. The pros are : (a) fuel (b) parking space (c) peak hour rush The cons : (a) humid (b) run over 6. The authorities should introduce bicycle lanes.

7. Employers are keen to get their workers to cycle to work because they can then save on the parking subsidies paid to the workers.

8. They would welcome suitable facilities for washing and freshening up before they settle down to work.

9. He regards the act of cycling to work as an adventure.

10. He says he has to put up with nasty drivers, inconsiderate motorcyclists, potholes, long stretches of road littered with debris and the weather.

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(c) new outlets and latest pricing of certain products

5. They stand to gain prizes in cash or goods.

6. They can control what to purchase and be spared the regrets of impulsive buying.

7. The three ways are: as wrappers for dry goods, recycled as envelopes and garbage bin liners and as sample illustrations for school work.

8. The phrase pure junk means things that have no value or use at all. Junk mail has some uses, and so it cannot be considered as pure junk.

9. They come in different paper qualities, and those not as recyclable as newspapers would not be accepted by recycling centres.

10. I would use junk mail to make handicrafts. (accept any reasonable answer)

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1. 4 4. 2

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WCPB15425

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Titles in This Series:

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English Comprehension for Primary

English Comprehension for Primary

The English Comprehension series aims to help pupils familiarise themselves with the different types of passages and the different questioning techniques used. Pupils also get acquainted with the examination format, ensuring that they are equipped with critical skills to answer comprehension questions confidently.

5

la

www.PelangiBooks.com

Pe

• Online Bookstore • Online Library •

Published by:

Pelangi Publishing Singapore Pte. Ltd. In collaboration with:

Dickens Publishing Ltd. Suite G7-G8, Davina House, 137-149 Goswell Road, London, EC1V 7ET, United Kingdom.

E-mail: info@dickenspublishing.co.uk

www.PelangiBooks.com • Online Bookstore • Online Library •

( 201112597 C )

In collaboration with Dickens Publishing Ltd. (UK)

WCPB15425 ISBN 978-981-09-2104-0

,!7IJ8B0-jcbaea!

PELANGI

christine tan

ercises x E d e en-end format p O d CQ an t exam • 40 M on the lates ed d ad • Base rcises are gr xe • All e ete answers pl • Com