This is part II of the lecture on summary writing. In this set of slides, students will be introduced to additional tips on how to get the most out of their answers.
This presentation is based on the information provided through a CIE webinar that was conducted by HELEN TONER. It will help you to teacher or attempt paper 2 of English language (1123)
SUMMARY
English language learners: This is a thirteen-slide presentation to help you better understand and write a brief summary, so you can become a stronger reader and writer. (Created by Rita Zuba Prokopetz / G&R Languages – October, 2013).
This presentation is based on the information provided through a CIE webinar that was conducted by HELEN TONER. It will help you to teacher or attempt paper 2 of English language (1123)
SUMMARY
English language learners: This is a thirteen-slide presentation to help you better understand and write a brief summary, so you can become a stronger reader and writer. (Created by Rita Zuba Prokopetz / G&R Languages – October, 2013).
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These slides are used to explain the idea of summary writing. Students are expected to go through the 4 stages of summary writing and from there, write their summary based on the new O Level English Language syllabus based on their own words.
If you have any feedback, please comment and like it if you find it useful.
Thank you.
How do you answer questions related to visual text comprehension in the new O level English Language syllabus?
These are a few questions you can ask yourself when answering these questions. Use these slides to start questioning the visual text and from there, answer the questions regarding the information and images given.
O Level Visual Text - Common Questions and How to Answer ThemGoh Bang Rui
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These slides are used to explain the common questions for Visual Text (Section A under Paper 2) and provides examples to answer various types of questions for O Level English Language Examination in Singapore.
Students are introduced to the concept of Visual Text which consists of 5 marks. These 5 marks can be a difference your current grade and the next one and learning how to answer these questions will help you score for your next Visual Text assignment.
If you have any feedback, please comment and like it if you find it useful.
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Bmc english language_composition(situational writing)_recountsAdrian Peeris
Students are often asked to write accounts in the course of their young adult lives. The writing of recounts continues to be a major part of the GCE O' Level Examination syllabus and it is timely for us to revisit the structures, formats and language features of this form of text type. This set of slides are aimed at providing students with these skills.
Bmc english language_composition(situational writing)_reflectionsAdrian Peeris
A new syllabus has been introduced for O and N level English Language candidates for the GCE Examinations. This new syllabus has expanded the scope of assessment to include text responses that assess a candidates ability to convey not only their points of view but also their emotions and feelings. This set of slides is designed to provide a form and structure to these candidates to help them craft written responses that help them capture their feelings about a given topic.
Bmc english language_composition(situational writing)(proposals)Adrian Peeris
I hope that O and N level students may find this set of slides accessible when they are revising the structure and content of proposals. Proposal writing is still an integral part of the English Language paper. It is also a skill that would stand one in good stead in the working world.
Bmc hist unit 2.2_rise of japanese_militaristsAdrian Peeris
Just as in Europe, Fascism began to spread its influence in the Asia Pacific region. With a foothold in Japan in the late 20s and 30s - Japan's militarists were able to slowly gain political power in a political system that was losing support due to mishandling of economic and social policies. The new politicians from the far Right had all the solutions as they planned the take over of the political system. Their ultimate goal - to see an Imperial Japan with an Empire that would match those of the Western powers. This lecture dwells into how this group of "ultras" slowly gained influence and power.
Bmc hist unit3.1_(outbreak of war in europe)Adrian Peeris
The war in Europe was a major turning point in 20th Century history. This lecture presentation makes use of existing material on the causes of the war and also helps students analyse some of the considerations that British and French leaders were looking at carefully and which ultimately led them down towards conflict with Hitler.
The formal letter is an important writing task assigned to candidates of the O and N Level English Language examinations. Knowledge of how to craft such letters is also an important life skill for anyone who has to address an issue or matter respectfully and/or authoritatively. The slides in this presentation are aimed at introducing students and interested persons to the structure, language features and format of formal letters as they are currently conceived. It is my hope that these groups of individuals may find the lecture helpful in guiding them in drafting such formal correspondence for the exams or in real life.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. Re-cap
What are the four steps to carry out summary
writing?
Step 1: Read the question…apply the qn template:
Intro., Basic Instr., Restrictions, Length, Start
Step 2: Re-read passage and mark out relevant bits
from the passage
Step 3: Make brief notes in your own words
Step 4: Write-up your notes in complete sentences
3. Review areas for
improvement
Based on your feedback and the short assessment we
did…here’s what we have learnt:
Always check back to the Topic…when selecting pts.
Re-phrase or paraphrase…but choose shorter
expressions
Turn clauses or phrases into words…e.g.”…the art of
being specific” can be replaced by: “specificity”
4. Some tips
(your own words)
Successful summary writing is based on the ability to
use your own words. Here are some tips:
Read the line, sentence, etc. again and try out different
words with the same meaning (synonyms)…
Replace the words found in the passage with your
own synonyms
5. Some tips
(re-phrasing)
Apart from using your own words, summary
writing tests how economical you are in the use of
English. Here are some tips:
Re-phrase: remove additional adjectives and clauses
from your expression…let the main point be clearly
expressed.
Be succinct (to the point)…reduce and rephrase but
still keep meaning of main point
6. In Class Practice
Let’s try out the summary question in Exercise
1…(total time: 35 mins)
Remember the qn. template (or just the key headings)
Remember the steps (4 steps)
Remember to replace and rephrase
Begin reading for meaning and searching for main
points
7. Model Answer
Lets review the model answer…
Jot down the areas where you had missed out points
A copy of the model answer given to you.
8. Key points…take-a-ways
Recall the following:
Steps to summary writing:
Use your own words: Replace
Use your own expression: Re-phrase
Check for spelling and grammar…don’t forget the
small stuff