Preparing for AEIS test

For AEIS-Primary, your child needs to be familiar

with the Mathematics topics taught in our
mainstream schools for the level preceding the one
that they applied for.

For example, if your child wishes to seek admission

to Primary 3, they should be familiar with Primary 2
content.

For AEIS-Secondary, your child needs to be familiar

with the English and Mathematics topics taught in
our mainstream schools for the level preceding the
one that they applied for.

For example, if your child wishes to seek admission

to Secondary 3, they should be familiar with
Secondary 2 content.
English test
Your child will be given 2 hours 10 minutes to
complete the test which comprises 2 parts:

Part 1: Writing.

2 topics are set for Sec 1 test, and 4 topics

are set for Sec 2 and Sec 3 tests.

Your child has to choose 1 topic and write a

composition on it:

200 to 300 words for Sec 1 test.

250 to 350 words for Sec 2 test.

300 to 400 words for Sec 3

Part 2: Comprehension and language use.

50 compulsory multiple-choice questions

comprising:

Comprehension based on 2 passages

(15 items)

Comprehension cloze based on 2

passages (15 items)

Vocabulary (10 items)

Grammar (10 items)

 OPTICAL
Name: ANSWER
Subject: SHEET
Index Number:

INSTRUCTIONS VERIFICATION OF PERSONAL

PARTICULARS
• Use ONLY a pencil (e.g. 2B) to shade your (FOR CANDIDATE'S USE ONLY)
answer.
• Shade only ONE answer for each • Check that your printed particulars
are correct.
• Shade the bubble completelv.
Write your name above the
• Use only a soft eraser to erase any error if vour particulars are correct.
or stray mark completely. Otherwise, inform the invigilator.
•Do not make any stray mark on this sheet.
• Do not fold or staple this sheet.
Candidate's Name

INSTRUCTIONS
If you think '1' is the correct answer to Question 1, shade the bubble as follows:

1 (3) A
19 37
1 20
2 38
21 39
3 22 40
4
5 4 MUNN A
6
0 00 v
4

10 28 46
11 4 47
12
13 31

14 32 50
15 33
16 34
17 35
18 36
 AEIS Secondary 2
English Language
PRACTICE TEST SET 1

Marks
Section Score
Allocated
Part 1: Writing 50
Part 2: Comprehension and Language Use

A. Vocabulary 10
B. Grammar 10
C. Comprehension Cloze 15
D. Comprehension MCQ 15
Total 100

Name: Date:
Types of Writing Questions

AEIS Secondary English Writing

1 One-word
Personal Recount / Personal Response
3 Argumentative Composition / Descriptive Composition / Expository Composition
4 Narrative Composition - situation-based

1 One-word Composition
The one-word composition challenges students to build an entire composition
a single prompt. It encourages critical and creative thinking as students explore various
perspectives and meanings associated with the given word.

2 Personal Recount / Personal Response

Students reflect on their own experiences, thoughts and emotions in personal recount or
personal response compositions. These compositions encourage self-expression, allowing
students to share their opinions and insights in a structured

3 Argumentative / Descriptive / Expository Composition

Students are taught different types of writings in Singapore secondary schools. Argumentative
compositions present a strong argument, descriptive compositions vividly describe a
subject, and expository compositions provide clear and concise explanations or analyses.
Each composition type develops specific skills in students and helps them better approach
different kinds of writings.
4 Narrative Composition
A narrative composition is a popular form of written expression among students in Singapore,
especially those preparing for the AEIS. It involves sharing personal experiences or
observations in a way that is engaging and captivating for readers. While there are four main
types of compositions tested in the AEIS, the narrative composition is a common choice due
to its free-form nature and ability to showcase a student's creativity and storytelling skills.

In this guidebook, we will explore the fundamental structure of a narrative composition and
provide insights on how to write one that meets the standards of the AEIS. Through the
Process-Genre approach, we aim to equip students with the necessary tools and techniques
to craft compelling narrative compositions that effectively convey their experiences and ideas
to readers. Whether you are a student preparing for the AEIS or a parent seeking to
your child's writing journey, this guidebook is an invaluable resource for developing essential
writing skills.
Part 1 Writing (50 marks)
Choose one question and write an essay between 250 and 350 words. Remember to
write the question number on the left-hand margin. (50 marks)

1. The pros and cons of studying overseas.

2. Pride
3. Who do you respect and why?
4. Begin your essay with 'I froze when I heard loud footsteps outside the room.'

Option

AEIS Practice Tests

Secondary 2 English Language Set 1
© Singapore Asia Publishers Pte Ltd & Starich Education Pte Ltd 3
Set 1
 Name:
Daniel
Level
secondary 3

Composition 21

Should teenagers help out with household chores?

"There's no place like home" is a quote we often hear from someone who is
homesick or purely just someone who revels in the comfort of his own home. Keeping
our living space clean and tidy is what makes our home comfortable for most of
and I am of the view that teenagers should help out with household chores. They
are also part of the family living under the same roof so helping out with the chores
seem only right. By doing so, teenagers not only ease the burden on their parents,
but also pick up important life skills and responsibilities that would serve them well in
the future.

Firstly, helping with household chores teaches teenagers to be responsible and

self-sufficient. By taking on tasks such as cleaning, cooking and doing laundry, they
learn to manage their time and organise their schedules. They would gain firsthand
experience on responsibility since chores have to be completed by themselves
and in time to come, they also learn the value of hard work and discipline. These
are important traits that can help teenagers to succeed in both their personal and
professional lives.

Secondly, helping with household chores also helps to build a sense of teamwork
and camaraderie within the family. When everyone in the household works together to
keep the home spick and span, it creates a positive and supportive environment that
can foster better relationships between family members. Alternatively, family members
can also do up a duty roster and have everyone take turns to complete household
chores. This would allow for stronger familial ties through shared involvement.

AEIS Writing - How to Score Well in AEIS Writing Test

© Singapore Asia Publishers Pte Ltd & Miles Education Pte Ltd
54
SINGAPORE ASIA
ducation
beaming with pride when I heard the results. That lesson left an indelible mark on me
and I could not stop thinking about it even after class had ended. I was so grateful
for Mr Gonzado's patience and dedication in teaching us not only the skills, but the
passion for PHE as well.

Since that lesson, I have developed a deep interest in rock climbing and other
physical activities. Mr Gonzado's lessons were always so interactive and engaging,
making it easy for us to learn and retain the information. PHE learning may not be
easy but Mr Gonzado made it so much fun. I am grateful for the experiences I have
had in his class, and the passion for PHE that he had instilled in me will stay with me
for a lifetime.

(389 words)
 Name:

Yaxin
Level
Secondary 3

composition 29

Kindness

It was a scorching hot day when old Mrs Lee found herself waiting at the bus stop
after grocery shopping at the local supermarket. Her arms were weighed down with
shopping bags and she struggled to hold them all. As she saw the bus approaching,
she hurried to the front to ag it

However, before she could board the bus, a group of young girls brushed past
her, rushing to get on first. In the midst of doing so, they knocked one of her bags so
hard that it swung forcefully and hit her leg. Old Mrs Lee winced in pain and her grip
on the bags loosened. She almost lost her balance but a kind young man who was
also boarding the bus came forth to help. The young man carried Mrs Lee's bags for
her and guided her to a seat near the back door.

As the journey continued, Mrs Lee dozed off. Unfortunately, one of her bags fell
open and the contents scattered onto the floor, jolting her awake. It was challenging
for Mrs Lee to pick up the items, especially with the bus moving constantly. Once
more, the same young man who had helped her earlier on, stepped forward to render
his assistance. He picked up the loose food items and even offered to carry Mrs Lee's
groceries all the way to her home.
fl
 The young man braved the scorching heat and was soaked in perspiration by the
time he reached her block of flats. Despite this, he continued carrying the groceries
up to the second floor, refusing to accept any kind of reward for his actions. Old Mrs
Lee was beyond grateful for the young man's help. She invited him into her house for
a drink but he politely declined. Instead, he gave her his mobile number and told her
to feel free to contact him whenever she needed help.

The kindness of that young man touched Mrs Lee's heart. She was truly glad to

have met such a kind stranger who went out of his way to help her. In today's world,
where people often ignore the needs of others, it was a refreshing reminder that
kindness still exists.

(366 words)
 Name:
Rebecca
Level
secondary 2

Composition 14

What is your favourite subject and why?

I remember the rush of excitement I felt every time my Physical and Health
Education (PHE) class came around. It was undoubtedly, my favourite subject in
school. Unfortunately, we only had a few periods a week dedicated to it. Nevertheless,
whenever we had PHE, I knew I was in for a treat because our teacher, Mr Gonzado,
always has something exciting planned for us.

One particular lesson stood out to me above all the rest. It was the day we learnt
about rock climbing. I had never given much thought to the sport but Mr Gonzado's
enthusiasm and passion for it sparked my interest. He taught us about the different
climbing equipment and showed us how to put on the safety gears. As he was putting
on his own harness, I noticed that he had it on the wrong way. Mae corrected him but
he simply smiled and nodded, pretending like it was all part of the plan. It was not
someone else corrected him about the carabiners that we realised it was actually a
surprise quiz!

Mr Gonzado rewarded each student who corrected him with house points and
then split us into groups of three to climb. I was in a group with Mae and Loreta, and
we took turns climbing and belaying each other. It was exhilarating to feel the rush of
adrenaline as we scaled the wall. Towards the end of the lesson, Mr Gonzado held
a small competition to test our climbing speed. Our group came in third, and I was
beaming with pride when I heard the results. That lesson left an indelible mark on
and I could not stop thinking about it even after class had ended. I was so
for Mr Gonzado's patience and dedication in teaching us not only the skills, but the
passion for PHE as well.

Since that lesson, I have developed a deep interest in rock climbing and other
physical activities. Mr Gonzado's lessons were always so interactive and engaging,
making it easy for us to learn and retain the information. PHE learning may not be
easy but Mr Gonzado made it so much fun. I am grateful for the experiences I have
had in his class, and the passion for HE that he had instilled in me will stay with me

for a lifetime.

(389 words)
 Name:

Feng Yi
Level
Secondary 2

Composition b
Write a story beginning with the sentence: "If I could turn back the clock, I would
do things differently."

If I could turn back the clock, I would do things differently. It was a thought
that often-crossed Donavon's mind, especially when he remembered the day he was
caught shoplifting with his friend, Marie. They had planned the trip to the school
bookshop for a long time and their actions thereafter had led to a series of events that
left them feeling humiliated and guilty.

As they made their way through the crowded store, Donavon and Marie acted
quickly and quietly, taking items from the shelves and slipping them into their pockets
and bags. Donavon was caught by a staff member when he picked up a hardcover
notebook, but he got away with another one. They thought they had escaped without
being caught when a student who had seen what they were doing started shouting
at them.

The situation quickly spiralled out of control, leading to a commotion gathering

outside the store. A crowd gathered and labelled Donavon and Marie as "thieves" and
"unrighteous". They felt ashamed and embarrassed. Just as they were about to try
to leave, their school's Discipline Master appeared, adding to their guilt and remorse.
 Looking back on that day, Donavon knew he had made a big mistake. The shame
and guilt he felt haunted him for weeks. He knew he had let down his family,
and teachers, and he was determined to make amends. He began by admitting his
mistake and apologising to the school staff and the students who were affected by his
actions. He also worked with the school administration to create an anti-shoplifting
campaign, educating his fellow students on the dangers and consequences of
stealing.

Although he could not erase the past, Donavon was determined to make a
positive impact on his school community. He had learnt from his mistake, and he
used that experience to help others avoid going down the same path. Looking back
on that day, Donavon knew he would do things differently if he could turn back the
clock. However, he was grateful for the lessons he learnt, the opportunity to make
amends, and the chance to make a positive impact.

(354 words)
 AEIS Secondary 2
English Language
PRACTICE TEST SET 1

Marks
Sectio Score
Allocated
Part 1: Writing 50
Part 2: Comprehension and Language Use

A. Vocabulary 10
B. Grammar 10
C. Comprehension Cloze 15
D. Comprehension MCQ 15
Total 100

Name: Date:
Part 2 Language and Comprehension
Section A: Vocabulary (1 mark each)
Choose the most suitable answer and shade your answers (1, 2, 3 or 4) in the Optical
Answer Sheet (OAS) provided.
1. Let's not. and start quarrelling; instead, we should work as a cohesive team.
(1) nip the bud (3) lose our heads
(2) muster in force (4) ride it out

2. Do not underestimate the danger of a fish ball; it can one to death.

(1) strangle (3) squeeze
(2) cough (4) choke

3. I detest hypocrites because their actions their words.

(1) support (3) contradict
(2) obey (4) complement

4. The condition of a second hand car is good as the

( )
owner's treatment of it.
(1) before (3) later
(2) earlier (4) former

5. I always ensure that my

(1) technician
pays attention to how I repair the machines.
(3)
)
(2) chauffeur (4) engineer

6. I get annoyed when Tommy starts talking as he always

what he wants directly.
)
instead of telling me

(1) lingers in the bush

(2) bushes around
(3) trims the bush
(4) beats about the bush

7. Our association rarely those who approach us for assistance.

(1) turns in (3) turns down
(2) turns over (4) turns up

8. The species of moths you are referring to is.

(1) elegant (3) fashionable
(2) solitary (4) rare

9. You should not play along the of the swimming pool.

(1) fringe (3) path
(2) margin (4) edge
AEIS Practice Tests
Secondary 2 English Language Set 1
© Singapore Asia Publishers Pte Ltd & Starich Education Pte Ltd 4
Set 1
10. The bus with the driver and passengers trapped inside.
(1)
(2)
(3)
(4) somersaulted

Section B: Grammar (1 mark each)

For each question, choose the best answer and shade your answers (1, 2, 3 or 4) in the
)
Optical Answer Sheet (OAS) provided.
11. Jeff and his family in Singapore until they relocated to Japan two years ago.
(1) lives (3) was living
(2) are living (4) were living

12. The pupils.

first prize last year.
in the singing competition organised by the school and won the )
(1) sing (3) sang
(2) sings (4) was singing

13. As it is raining ( )
the floor is wet, the pupils are told not to run to their classrooms.

(1) but (3) though

(2) and (4) because

14. The boy's behaviour changed

)
after the intervention by the school counselor.
1) consider (3) considerably
(2) considering (4) consideration

15. (1) If not for the rain, we would have gone swimming. ()
(3) But
(2) Or (4) Even

16. Mother says that not available to go window shopping with us as she has
a few deadlines to meet.

(1) is (3)
(2) are (4)

17. (1) May you explain this tough problem sum to me, please?
(3) Could
)
(2) Must (4) Should

18. Anxious, the remorseful teen on his bed last night, unable to sleep.
)
(1) lie (3) laid
(2) lies (4)
AEIS Practice Tests
Secondary 2 English Language Set 1
© Singapore Asia Publishers Ple Ltd & Starich Education Ple Ltd
5
19. Mr Harris is by many who have studied at this institution as he has been the
vice principal for more than a decade.
(1) know (3) known
(2) knows (4) knowing

20. she need my help, she can call me.

(
(1) If (3) Lest
(2) Unless (4) Should )
Section C: Comprehension Cloze
There are 15 items, numbered 21 to 35 in the given passages. Choose the most
suitable answer and shade your answers (1, 2, 3 or 4) in the Optical Answer Sheet
(OAS) provided. (15 marks)

Passage 1

For five days alone and adrift at sea, there was nothing for 12-year-old Rivano to

(21) onto but a small piece of driftwood. He kept (22)

about his grandmother. Without water or food, Rivano (23) to stay alive until

(24). ashore 150km up the coast. He was sunburnt, (25) and

bloodied from a deep cut on his foot and scratches on his legs.

The ordeal (26) on May 31 when Rivano was (27) his

uncle to cast fishing nets at the mouth of the river. Strong currents (28) their
wooden boat to pieces.

21. (1) hold

(2) touch
(3) feel
(4) jump

22. (1) dreaming

)
(2) remembering
(3) crying
(4) thinking

23. (1) wanted

(2) willing
(3) tried
(4) managed

AEIS Practice Tests

Secondary 2 English Language Set 1
© Singapore Asia Publishers Pte Ltd & Starch Education Pte Ltd
6
Set
24. (1) washed
(2) floated
(3) drifted
(4) bounced

25. (1) dead

(2) perished
(3) demented
(4) parched

26. (1)
(2) began
(3) continued
(4) persisted

27. (1) telling

(2) instructing
(3) lecturing
(4) helping

28. (1) cut

(2) smashed
(3) drifted
(4) sliced

Passage 2

Nearly every day last year, at least one child was (29) at home,
either from putting pills or household products into their mouths, or by accidentally being
(30) an overdose of common drug such as paracetamol. Parents
should take more care by (31) temptation out of a child's reach or when
(32) - the labels on medications they their children.

Fortunately, no child (34) - of poisoning last year, although a

(35) seizures and even liver

29. (1) hospitalised

(2 poisoned
(3) paralvsed
(4) immobilised

30. (1) given

(2) handed
(3) distributed
(4) iniected
AEIS Practice Tests
Secondary 2 English Language Set 1
© Singapore Asia Publishers Pte Ltd & Starich Education Ple Ltd 7
Set
31. (1) putting
(2) reaching
(3) managing
(4) caring

32. (1) pasting

(2)
(3) analysing
(4) reading

33. (1) show

(2) give
(3) take
(4) hide

34. (1) died

(2) injured
(3) sick
(4) ill
35. (1) displayed
(2) demonstrated
(3) suffered
(4) devastated ( )
Section D: Comprehension MCQ (1 mark each)
Read the 2 passages carefully and answer the questions that follow. For each question
from 36 to 50, shade your answers (1, 2, 3 or 4) in the Optical Answer Sheet (OAS)
provided.
Passage 1

Stamp collecting is one of the commonest hobbies in the world. Thousands of people
have built up their own collections of stamps.

People probably started to collect stamps for the interest they had in these items of
use. Later on, they exchanged stamps with friends and increased the variety they had in their
album. Stamps gave much fun and pleasure to them. Nowadays, however, there is strong 5
commercial streak in stamp collecting. Many philatelists collect stamps for the monetary
these stamps have. There are many shops set up for the purpose of dealing in rare stamps.

Stamps are not the only things people collect. An American woman, Martha Beaulieu,
collects wishbones. These are the v-shaped bones that you find in poultry. It used to be
custom for two persons to hold tightly to the v-shaped bone, pull it apart and, while doing 10
AEIS Practice Tests
Secondary 2 English Language Set 1
© Singapore Asia Publishers Pte Ltd & Starch Education Ple Ltd Set
so, make a wish. It was believed that the person with the larger portion of the bone would
be granted his or her wish. It is said that Martha, who is still living somewhere in America,
has more than 800 wishbones from all kinds of birds that were laid upon the dinner table -
chicken, turkey, duck, pheasant, wild fowl, grouse and partridge.

Another American, Mrs Margaret Strong collected dolls from the time she was a child. 15
She used to play with them and keep them well wrapped through the years. When she died
in 1969, she had built up a collection of 27 000 dolls in all. Her dolls are now on display in a
museum in New York.

Some people collect business cards. An Englishman started collecting these cards at a
very early age. He began by keeping business cards that his father and siblings discarded. 20
Later, when he himself was working, his collection increased rapidly. Today, he has more than
1 million business cards from firms and businessmen and women from all parts of the world.
He has opened a small consultancy firm that is able to tell you things, perhaps, better than an

international business directory can.

The list of the things that can be collected is endless. Do you know that, among other 25
things, people collect nuts, erasers, charity flags, college pennants, locks of hair, rubber
bands, matchboxes, recipes, funny advertisements and hair pins?

All serious collectors, no matter what they collect, have a system of collecting, cataloguing,
and displaying their collection. This system is important, otherwise, you will soon find that you

have nothing more than an uninteresting pile of junk which you may never feel proud to show 30
to your friends.

36. What do we call a person who takes stamp collecting seriously?

(1) philanthropist
(2)
(3) anthropologist
(4) philatelist

37. How has the purpose of stamp collecting changed?

(1) People now collect stamps as a hobby.
(2) People now collect stamps for profits.
(3) People now collect stamps to auction.
(4) People now collect stamps to display in museums.

AEIS Practice Tests

Secondary 2 English Language Set 1
© Singapore Asia Publishers Pte Ltd & Starich Education Pie Ltd 9
Set
38. How does the word 'wishbone' get its name?
(1) This bone is v-shaped.
(2) This bone is found in poultry.
(3) This bone is used for making wishes.
(4) The bone is good for granting wishes.

39. Which of the following collectibles cannot be conveniently set out in albums?
(1) eraser
(2) business cards
(3) stamps
(4) funny advertisements

40. How would a serious collector arrange his or her collection?

(1) by displaying a price tag on the items
(2) by putting it in albums
(3) by arranging it from the most expensive to the
(4) by making a systematic list of items

41. Which of the following has the same meaning as the word junk' in line
(1) priceless
(2) helpless
(3) useless
(4) hopeless
( )
42. From the passage, how do we know that stamp collecting can be a lucrative affair?
(1) Rare stamps can fetch high prices.
(2) More people are collecting rare stamps.
(3) More vendors are trading rare stamps.
(4) Rare stamps bring plenty of joy to collectors.

Passage 2

Spiders are not unknown to people, although they are commonly believed to be insects;
this is not so. These creatures have two parts to their bodies, whereas insects have
parts. Another noticeable difference is in the number of limbs the two classes of
have. While spiders have four pairs of legs, insects have only three. A third difference, which
few people notice, is that insects have feelers or antennae; spiders do not. For those reasons,
scientists have classified spiders as arachnids. Scorpions and mites come under the same
5
classification.

All spiders are able to produce fine strands of silk from their bodies. Most use these
threads of silk to build net-like traps which are known as spiderwebs. There are some spiders

AEIS Practice Tests

Secondary 2 English Language Set 1 10
© Singapore Asia Publishers Pte Ltd & Starich Education Pte Ltd Set
that weave their silky thread around their victims for the purpose of storing them as food for 10

later use.

Some spiders have other abilities for survival. There is a spider called the crab spider.
It is able to change its colour to match its surroundings. It does this to protect itself from
enemies that might be lurking in the vicinity. This defensive quality of the crab spider effectively

misleads many of its enemies and allows it a certain amount of freedom to do unto others 15
what it doesn't want others to do unto it. Doesn't that remind you of the chameleon which is
a kind of lizard that changes its colour to match its environment? It appears that such natural
ironies are bountiful in Mother Nature's Kingdom.

The spider which is most familiar to people is the harmless house spider. This creature
is able to weave its silky net speedily and prolifically. After all, it needs to live and it cannot 20
live on what human beings enjoy. It needs to have the unsuspecting fly or beetle for a meal.
Although it is a nuisance because its web is usually where it should never be, it does keep
the mosquito and other biting creatures safely away from us.

43. What does the word 'so' in line 2 refer to?

(1) the common knowledge that spiders are known to people
(2) the mistaken belief that spiders are insects
(3) the fact that spiders have two parts to their bodies
(4) the fact that insects have three parts to their bodies

44. What does the word 'most' in line 8 mean? )

(1) the minority of spiders
(2) the minority of insects
(3) the majority of spiders
(4) the majority of insects
)
45. What does 'this' in line 13 refer to?
(1) the crab spider's ability for change its colours to match its surroundings
(2) the crab spider protecting itself from its enemies
(3) the crab spider lurking in the vicinity
(4) the crab spider protecting its young

46. Why are spiders not classified as

(1) They are physically different from insects.
(2) They are more dangerous than insects.
(3) They have more abilities than insects
(4) None of the above.

AEIS Practice Tests

Secondary 2 English Language Set 1 11
© Singapore Asia Publishers Pte Ltd & Starich Education Pte Set