Lesson Summary- 24/02/14

Topic: Comprehension
Materials: CHIJ Preliminary Examination Paper 1

Question 1: (Find out the keywords which will allow you to gain the marks)

• Xplore (Learning new things)
• Xplore (Exploring & Enquiring)

• Xperiment (Create)
• Xperiment (Experimenting)

Question 2: (Find the purpose of the advertisement in regards to the context)

• Representation of someone who is creative and loves to experiment (in Einstein)

Question 3: (Search out the information directly from the text)

• (Benefits for entering the competition)

Question 4: (Infer why support from companies are important for the competition to be a success)

• To set the standard of the competition by having credible backing
• More people will be inclined to join in on the competition

Question 5: (Tone in relation to the relationship between the author and the two people)

• Sarcastic tone (To highlight her plight due to the lack of money)
• Friendly tone (To ease their way into getting their money back)
• Intimidating tone (To make the author afraid in order to push her to pay up her dues)

Question 6: (To state the function of inverted commas in context of the passage)

• To contradict a visitor’s typical open reception by the owner of the house

Question 7: (State the phrase given in the passage, and then infer from the paragraph why it happened)

• i) ‘Stunned’
• ii) The writer was too shocked ‘to even move or talk’

Question 8: (State the similar words/phrase that’s given in the line)

• i) Lumbering
• ii) Stoic endurance

Question 9: (Something that was expected to happen, but something else occurred in it’s place)

• Expected (The husband should be worried about their plight)
• Unexpected (He was confident that they will be able to make do) 

Question 10: (Infer the problem, and then explain further for 2 marks)

• Her life was full of problems
• Husband did not fully support her or see her troubles

*posted on behalf on Shawn Kit*

Lesson Summary for 10/02 & 14/02

Example (from sample paragraphs for analysis of paragraph development):

Question: Should richer nations stop giving aid to poorer ones? 

Point: As much as economic progress is a strong reason for aid to continue, political stability is no less crucial. 

Point:

• General

• Related to stand and question

• Contains keywords from the question or related words found using word association) Corresponding words can also be used. 

(In the e.g.: The word "aid" appears in the question, and also in the point and the stand. The usage of the word "continue" in the point corresponds with the word "stop" in the question.)

• Link back to point stated in previous paragraph

(In the e.g.: It shows that the author's stand is that no, the richer nations should not stop giving aid to poorer ones. This is because there are economic reasons for doing so, as discussed in the previous paragraphs. This paragraph will instead be moving on to elaborating on political reasons.)

Brainstorming of points:

• Use SPECTRUM as all the points will be easier to link to each other

(In the e.g.: The author has used the political segment to talk about politics and economics, which are linked to one another)

Elaboration:

• Must be "tight" by anticipating questions the reader might have about the point

• Includes keywords from the question and the point it is supporting

• After each part, the next line must answer the previous claim and its anticipated questions

(E.g. Every major event hosted by a country invariably brings about a boom in infrastructure development within the country. (Questions anticipated: Why is there a boom in infrastructure development? What about this boom?) A large international competition where thousands will be spectating, imposes the need for urbanisation, to make it seem more modern and impress the world. (Explains the question: Why is there a boom in infrastructure development?) These changes will not only serve to fulfil the demands of the sports competition, it also serves to benefit the people of the country. (Link back to the point about infrastructure boom))

Examples:

• Link it to the point and question by using similar/paraphrased keywords 

(In the e.g.: The Soviet Union example is more relevant as it is stated that it was an aid issue, where their political instability was evidently caused by their lack of aid. For the Nazis' example, nothing about aid was mentioned, so it was not considered to be linked back.)

• Check for irrelevance by fitting the keyword(s) from the question into the example. If they cannot be fitted into the example properly, it is highly possible that the point is not relevant

(In the e.g.: The author is supposed to fit in both "political instability" and "aid")

Done by Carven and Jamie :D

English Summary 28 January 2014

We did the GESS paper

Question 5:
"strange" means that there was an expectation, and it was not fulfilled.

Question 6:
tangle a.k.a. 1) hostile 2) trapped

remember
- be specific
e.g. "whistling and stirling" the weather
its supposed to be wind
wind ≠ weather

- use metaphors to describe

Question 7:
After stating example from the text, explain please.
i) e.g.  Yes. The two enemies stood glaring at one another...

(this does not mean that they hate each other. so at the end, link to....)

...it shows the amount of hatred and dislike they had for each other, enemies of one another.


Question 8:
state definition, then state the word used in the situation.
spot the irony, and state why its effective - remember to read and answer all parts of the question

Question 9:
-nothing-

Question 10:
question is referring to the situation by 1) physical 2) emotional
e.g.
tight tangle = hopelessly trapped
thick strewn = utter discrimination


Question 11 + 13:
11) i) strange medley
"strange" because of the word "jumbled"

13)
hopeful - wanted to find his enemy
curiosity
hopeless
indignant - after all that has happened, he didnt give up. thus, felt angry.

Lesson Summary for 6 February 2014

Key Learning Points

When finding points for essays,

• cannot be too specific or too general
• some overlapping with other points is fine, but not too much

e.g. certain things --> undesirable material --> pornography
       areas of our lives --> leisure --> relationships/work/school
In this case, "undesirable material" and "leisure" are the best choice to use as points.


1. Parents often believe that it is better to be safe than sorry. Do you consider young people to be too protected?

• the word "too" means that: it is excessive, has a negative connotation
• the words "young people" are the focus for the question

The first sentence is a statement, not a question, hence there is no need to argue your stand about it.

Key questions:
In what ways? What is considered too protected?


2. "The way we dress reveals who we are." What are your views?

• the word "what": we are asked to state whether this is the case, not why it is/should it be the case (question prompt)

Lesson Summary for 03/02/14

Key Learning Points
- When answering comprehension questions, use the words in the questions as a guide.
e.g. What do people do to wildlife in different parts of the world, according to lines 9-11?
Ans: People use them ... / People (verb) them ...

- Word choice is very important as it could affect the answers and also phrasing of the answers is important.

- Be more specific when answering questions.

Reading Programme: Feedback + Admin Matters (17/01/14)

Focus of lesson: Feedback on Reading Programme Assignments

Key Learning Points: (more information below)

Content Learnt:
• Finding the "main focus" of the passage given. E.g. : Why is reading so important

Vocabulary/Grammar Rules: None.


~***~


Admin Matters:

• Grade D is the passing grade
• Everything needed for the English Reading File can be found in a special Google Document File found on the English Blog
• All instructions on what to complete for each reading task is on the English Blog
• Reading Assignment due every Monday, unless it's a Pubic Holiday
• Always fill in ALL columns for content page
• Content Page must always be at the top
• Reading File should only contain reading assignments given, not any other homework related to reading.
• Each task must be written on separate sheets of paper per task. No combining 2 or more tasks into one piece of foolscap.
• Corrections: Look out for comments [Not all will have] and correct them

Feedback:

- Finding the points
- Using personal examples to support/refute found point(s)
- For Text 1:
* Look out for points relating to why reading is important

Word Choice - 17/1/14

Word Choice

Previous Lessons : 

1. Failed States (eg: Somalia) 

Meaning : Failed states can no longer perform basic functions such as education, security, or governance, usually due to fractious violence or extreme poverty. 

Source : http://www.globalpolicy.org/nations-a-states/failed-states.html

2. Emerging Economies 

3. Rogue States (eg : North Korea, Iraq) 

Meaning : "International Gangsters" 

- Mavis (1)