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ENGLISH FORM 2 PRESENTATION FRIM 6 -8 August 2019
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- 2. FORMAT: 4 Papers 1) Paper1(12/1) 2) Paper 2 (12/2) 3) Paper 3 (12/3) 4) Paper 4 (12/4)
- 3. PAPER 1 a) Written– Reading and Use of English b) Multiple Choice Questions c) Subjective Questions – short answer questions d) Time: 1 hour 15 mins.
- 4. Part 1: Shorttexts (MCQ) – 8 questions; 8 marks Part 2: Error Correction – 8 questions; 8 marks Part 3: Information Transfer – 8 questions; 8 marks Part 4: Short answer – Subjective; 10 questions; 10 marks Part 5: Matching (Gapped text); 6 questions; 6 marks Total marks = 40 marks
- 5. ● SAMPLE PAPER1 ● PT3 Reading Sample Test_QP (2).pdf ● PT3 Reading Sample Test_Key (2).pdf
- 6. PAPER 2 -WRITING
- 7. PAPER 2 a) Written– Writing b) Subjective Questions •short answer question •Essay-type question c) Time: 1 hour
- 8. Part 1: Shortcommunicative message – 1 question (short answers); 20 marks Part 2: Notes expansion (essay-type question)– 1 question; 20 marks Total marks = 40 marks
- 9. ● SAMPLE QUESTIONS FORPART 2 ● PT3 Writing Sample Test_QP (2).pdf ● kem pecutan prestasi WRITING.pdf
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- 11. PAPER 3 a) OralTest - Speaking b) Subjective Questions – short and long answer questions c) With a partner d) Time: 11 mins. (approximately)
- 12. Part 1: Interview– 2 questions for each candidate – short answers Part 2: Individual Prompt-card Story (story telling)– 1 question for each candidate; short answers Part 3: Discussion task– 1 question for both candidate; long answers
- 13. Assessor 1 –5 marks Assessor 2 – 15 marks Total marks = 20 marks
- 14. ● SAMPLE SPEAKINGTEST ● PT3 Speaking Sample Test_Candidate Booklet (2).pdf
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- 16. PAPER 4 a) OralTest - Listening b) Multiple choice questions c) Time: 35 mins.
- 17. Part 1: 3-optionVisual MCQ; 5 questions; 5 marks Part 2: Matching (Sequencing); 5 questions; 5 marks Part 3: 3-option MCQ (with text); 5 questions; 5 marks Part 4: Note completion – monologue; 5 questions; 5 marks Part 5: Note completion – dialogue; 5 questions; 5 marks Total marks = 25 marks
- 18. ● SAMPLE LISTENINGTEST ● PT3 Listening Sample Test_QP (2).pdf ● PT3 Listening Sample Test_Key (2).pdf
- 19. PAPER 2 -WRITING
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- 22. CONTENT 5 MARKS All contentis relevant to the task (Content refers to the points /ideas) - Ideas is related to task • Target reader is fully informed • - content elements/ task requirement are completely addressed (covered) and • appropriately developed – suit the context
- 23. ● 3 MARKS ●MINOR IRRELEVANCES AND/ OR MINOR OMISSIONS MAY BE PRESENT - some misunderstanding of task requirement and /or incomplete content elements. ● TARGET READER IS ON THE WHOLE INFORMED – target reader is able to understand despite minor irrelevances. ● 1mark – ● IRRELEVANCES AND / OR MISINTERPRETATION OF TASK MAY BE PRESENT- the candidate has misunderstood the task requirement and included non-related content element. ● TARGET READER IS MINIMALLY INFORMED : task requirements are inadequately addressed (covered) and ocassionally developed
- 24. • 0 mark– • Content is totally irrelevant - NO LINK TO TASK • Target reader is not informed : inappropriate development of ideas/ expansion of required elements.
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- 27. COMMUNICATIVE ACHIEVEMENT –CA DIFFERENCES BETWEEN 5 AND 3 MARKS ● 5 marks – ● Produces a text that communicates straightforward ideas using the conventions of the communicative task reasonably appropriately ● Using the convention of the communicative task: The way of writing of a particular genre ● Eg. A message should have a friendly tone, an introduction and conclusion ● able to convey the intended message in the most appropriate manner - that suits the context
- 28. Communicative achievement (CA) 3 marks – PRODUCES A TEXT THAT COMMUNICATES SIMPLE IDEAS IN SIMPLE WAYS. able to convey relevant ideas (concrete ideas) with MINIMUM development (conveyed directly) ● 1 marks – ● PRODUCES ISOLATED SHORT UNITS ABOUT SIMPLE AND CONCRETE MATTERS , NOT ALWAYS COMMUNICATING SUCCESSFULLY. ● disconnected patches of words, phrases or very short sentences that communicate basic ideas.
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- 31. ORGANISATION (O) –SCALE 1-5 5 marks Uses simple connectors and a limited number of cohesive devices appropriately. ● simple linking words /simple connectors - and ,but, or, so, because ● Limited number of cohesive devices sophisticated linking words and phrases ( in conclusion, for example, however, more over ,, subsequently, furthermore, in other words, as a result, for that matter, etc) ● Appropriately - that suits the context appropriately
- 32. ORGANISATION – O(SCALE 1-5) 3 marks text is connected using basic, high frequency connectors. ● 1 MARK text / production unlikely to be connected , though punctuation and simple connectors (ie. and) may be used on occasion.
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- 34. LANGUAGE (L) :SCALE 1-5 ● 5 MARKS USES BASIC VOCABULARY APPROPRIATELY USES SIMPLE GRAMMATICAL FORMS WITH A GOOD DEGREE OF CONTROL - correct forms and structures are used consistently ● WHILE ERRORS / MISTAKES ARE NOTICEABLE , ● MEANING CAN STILL BE DETERMINED – ideas come through despite errors
- 35. LANGUAGE 3 MARKS ● USESBASIC VOCABULARY (words used for daily purposes) REASONABLY, ● USES SIMPLE GRAMMATICAL FORMS (words , phrases and basic forms of tenses) WITH SOME DEGREE OF CONTROL (generally able to use the correct forms and structures) ● ERRORS MAY IMPEDE MEANING AT TIMES - reading is hampered and effort is required from the reader to re-read and understand. 1 MARK ● PRODUCE BASIC VOCABULARY (words used for daily purposes) OF ISOLATED WORDS AND PHRASES (disconnected patches of words and phrases) ● PRODUCES FEW SIMPLE GRAMMATICAL FORMS WITH ONLY LIMITED CONTROL - frequent grammatical errors
- 36. SAMPLE ANSWER C CAO L 5 5 5 5
- 37. PAPER 2 a) Written– Writing b) Subjective Questions •short answer question •Essay-type question c) Time: 1 hour
- 38. Part 1: Shortcommunicative message – 1 question (short answers); 20 marks Part 2: Notes expansion (essay-type question)– 1 question; 20 marks Total marks = 40 marks
- 39. ● ANSWER THEQUESTION GIVEN BELOW J ● PART 1
- 42. ● SCR 1COMMENT.jpg
- 44. ● SCR 2COMMENT.jpg
- 47. ● SCR 5COMMENT.jpg
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- 49. Using linkers - ●BASIC SENTENCE CONNECTORS Simple linking words /Simple connectors - and ,but, or, so, because ● COHESIVE DEVICES ● A limited number of sophisticated linking words and phrases ( in conclusion, for example, however, more over ,, subsequently, furthermore, in other words, as a result, for that matter, etc
- 51. ● How manyopinions are there? A. ------------------------- ● What are the phrases used to show the opinions? A. ------------------------ B. ------------------------
- 54. What are cohesionand cohesive devices. ● The term 'cohesive devices' refers to the conjunctions, connectives and pronouns used to link the parts of a piece of writing. Using the same verb tense throughout a text also offers 'cohesion'.
- 55. VIDEO ● http://www.mylessonz.blogspot.com ● https://mylessonz.blogspot.com/2019/08/frim-cohesive-devices.html ●https://mylessonz.blogspot.com/2019/08/frim-conjunction.html ● https://mylessonz.blogspot.com/2019/08/cohesive-devices.html
- 56. MORE A. LINKING WORDS B.PHRASES & CLAUSES C. GIVING ADVICE Slide 72
- 57. LINKING WORDS Linking Wordsare words or phrases that show the relationship between paragraphs or sections of a text or speech. Transitions provide greater cohesion by making it more explicit or signaling how ideas relate to one another
- 58. and Finally again Further thenFurthermore besides Nor too equally important next moreover Linking Words to Add:
- 59. .Examples •Furthermore, thousands ofpeople suffer detention in overcrowded prisons without charge or trial. •It is equally important to listen to what others think of what we do, so we can do it better. •Moreover he is considered to be a founder of the professional national dramatic art •After nine months of pregnancy, the time has finally arrived
- 60. whereas by comparison butwhere yet compared to on the other hand up against however balanced against nevertheless in contrast on the contrary although meanwhile after all Linking Words to Compare:
- 61. Examples However, thetropical lowlands is where illegal coca growing and cocaine refining is concentrated. Meanwhile, the population remains very concerned about the fate of those in prison. On the contrary,those weapons endanger peace and stability. The region is relatively well off by comparison with the rest of the developing world. These figures are relatively low, compared to Africa or Southeast Asia. On the other hand, most people tend to trust their experience In contrast, nobody has dared to contest the truths they contain.
- 62. For example Forinstance In this case In another case On this ocassion in this situation take the case of to demonstrate to illustrate as a illustration Linkers to Give an Example:
- 63. Examples Take the caseof domestic violence, for example. To illustrate this concept, it is relevant to invoke the classification of crimes by order of conduct.
- 64. first second third soforth next then following this now at this point after afterward subsequently finally consequently previously before this simultaneously concurrently Therefore hence next soon Connectors to Show Sequence:
- 65. Examples: 1.Afterward,Ulises told usthat he thought it was a miracle. 2.Consequently, health information is included in this definition. 3.Concurrently, there was also an incursion by troops into their territory.
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- 67. Clauses and phrasesare the building blocks of sentences. Every sentence must have at least one clause to be considered grammatically correct. Understanding how clauses and phrases work will help you better understand sentence structure.
- 68. Clauses A clause isa subject and a predicate working together. ● Examples I took the dog to the park. The example has one subject, I, and one predicate, took. Since they are working together to form a comprehensible sentence, this sentence has one clause. ● I love learning, so I spend a lot of time reading. This example has two predicates: love and spend. Since they are each working together with separate subjects, this sentence has two clauses.
- 69. Phrases A phrase isa group of words related to the subject, predicate, or object. ● Phrases do not contain a subject and a predicate, or we would call them clauses. ● Phrases provide additional information about subjects, predicates, and / or objects, and understanding how they work is helpful to building an analyzing sentences.
- 70. EXAMPLE OF PHRASES ●After working late into the night, Jack fell asleep on his desk. ● The emboldened portion of the sentence exemplifies the phrase. ● It provides additional information about our subject, Jack, but the sentence does not require this information to be grammatically complete. ● I left my keys inside of the Whole Foods, my favorite grocery store. ● In this example sentence, the predicate is left and the subject is I. ● On the other side of the sentence we have a phrase that provides additional information about the object of the sentence Whole Foods. Note that a phrase can come at the beginning, middle, or end of a sentence.
- 72. Giving advice inEnglish.
- 73. Let’s look atsome examples. You should do more exercise. You shouldn’t drink so much beer. As you can see above, after ‘should’ we use an infinitive without ‘to’. Use a modal verb There are two modal verbs we often use for giving advice: ‘should’ and ‘ought to’. Both mean the same thing but work in slightly different ways. ● You ought to do more exercise. You ought not to drink so much beer. ● Unlike ‘should’, we always use ‘to’ in ‘ought to’ for giving advice.
- 74. Make it intoa question To make advice less direct, we can use a question to make the person we are advising consider about the advice we are giving them. ● Why don’t you do some more exercise? ● With the question ‘Why don’t you…?’ we use an infinitive without ‘to’. ● How about doing some more exercise? ● When we use ‘How about…?’ to make a question, we use a gerund after it.
- 75. Put yourself inthe person’s position ● If someone is asking for your advice, sometimes it’s useful to imagine yourself being in that person’s position. This is a good way to explain your advice, too. ● If I were you, I would do more exercise. ● Remember to use an infinitive after ‘would’ and not ‘to’. ● To make this negative, put ‘not’ after ‘would’
- 76. Make a suggestion ●A suggestion or recommendation is another good way of giving advice that isn’t to direct. You can use the words ‘suggest’ or ‘recommend’ as in the example below. ● I would suggest doing more exercise. I would recommend doing more exercise. ● Use ‘verb+ing’ after ‘suggest’ or ‘recommend’ to explain your advice to the listener. ● To make these negative, put ‘not’ before your ‘verb+ing’.
- 77. Advise in astronger way ● Sometimes, you need to make your advice stronger to let the listener know that it’s really important. We can use the expression ‘you had better…’ to do this. ● You had better do more exercise before you start getting fat. ● You had better not drink so much beer or you will get fat. ● We use an infinitive after ‘better’ to explain our advice and add ‘not’ after ‘better’ to make the sentence negative.