Term 3 Evaluation: Examination Content: 15th JUNE 2016

Reading - Criterion B

Revise by reading as much as you can in English (Library books, News websites – BBC, The Guardian, Football blogs, etc) The more exposed you are to vocab, structures, English in general the more your English will gradually improve.

Writing - Criterion C

Part 1: Grammar and Vocabulary

Vocabulary:

1)      Language Learning 

2)    The Internet and New Technology

3)      Never Let Me Go List 3

4)      Term 3 Exam Structures

5)      CAE Structures and Vocab 2

Grammar:

1)      Make, get and do collocations

2)      Reported Speech Reported Speech Questions 1
                                   Reported Speech Questions 2
                                   Reported Speech Questions 3
                                   Mixed Reported Speech
                                   Mixed Reported Speech 2

3)      Phrasal Verbs

4)      Passive Voice with Past Participles Active to Passive
                                                               Passive or active?
                                                               Passive to active

5)      Word formation Useful Practice

6)      CAE Sentence Transformations Useful Practice

Writing Styles:

1)      Speech

2)      Transcript Interview

3)      Essay Writing

4)      Blog Writing

5)      Pamphlet Writing

Preparation: YEAR 12

Content

1) Reported speech

2) Sentence Word Order

3) Relative Clause

4) Creating questions

Part 1: Reported Speech Practice

Practice 1

Practice 2

Practice 3 - Mixed Hard

Practice 4 - Mixed Hard

Part 2: Sentence Word Order Practice

Word Order in English Sentences Summary

Word Order in English Questions Summary

Practice 1

Practice 2

Practice 3

Practice 4

Practice 5


Part 3: Relative Clauses
Relative Clause Explanation

Practice 1
Practice 2
Practice 3
Practice 4


Part 4:Creating Question
Questions Explanation

Practice 1
Practice 2
Practice 3
Practice 4

Advanced Blogging Structures...

How to start?

·         For many people,…

·         I’ve been waiting to write this for some time…

·         So, if you haven’t heard about the recent controversy of …

·         So, I recently went to …

·         I know I’ve posted about … before, but …

·         From … to …, our … have

·         There’s a story currently…

·         Nowadays, I find myself …

·         So, this post is going to …

Expressions/ Idiomatic vocabulary

·         Well, it goes without saying that …

·         If I could put my finger on one thing in particular, it would be …

·         Shame it doesn’t work like that.

·         It goes hand in hand with …

·         Rhetorical questions and answers: Who knows? I don´t. …, right? But when did … become …?

·         Yes/No, …

·         A distraction that I, for one, can’t wait to get rid of.

·         How dare he/ she/ they!

·         I have never eye-rolled this much…

·         Let’s face it …

·         Boo them!/ Cheer them!

·         Needless to say …

·         Anyway, each to their own.

·         To become a dartboard - to become a target

·         To go through the roof - to increase

Introducing yourself in the text/ expressing opinions

·         As a teenager

·         As a black woman…

·         How much I care…

·         But that’s just me.

·         I never thought I’d find myself saying this but …

·         I must say that I agree/disagree with …

·         If I could put my finger on one thing in particular, it would be …

·         What I do know is …

·         Aghh, I’m sorry, I don’t mean to sound like …

·         So, I’m here to …

·         As much as I think that …, I also think that …

·         I love…

·         I reckon… (informal for I think)

·         I guess there is/are …

·         I was pretty freaking amazed…

·         Oddly, while…

·         Aside from the fact that I’m …, I also think …

·         Shock horror, I’m not into …

Speaking directly to your reader

·         Ha! Don’t be ridiculous!

·         Don’t try and kid yourself!

·         Don’t be silly enough to…

·         Get off your high horse!

·         Get off your soap box!

·         Make a difference!

·         By the way, …

How to end?

·         If you want to share/ offer your opinion and join in with this conversation, please leave a comment below.

·         I’d love to know your thoughts so leave a comment below!

·         If you agree with me, please share my post.

Idioms are an excellent way to show off in informal writing. Try to learn some of the ones below and use them in your blog.

CAE Idioms

Body Idioms

Blog Writing - IB TOPIC TERM 3

Features/ Characteristics of a blog

•A title, perhaps quirky, witty – like an article title

•A mixture of formal/informal language

•Reference to frequency of blogging – “As we saw in yesterday´s post/ As you regualr readers know …”

•Personal thoughts/opinions/feelings about a stimulus/topic

•Invitation for your reader’s to comment on your post

•Reference to reader/engage reader

•A blog is a 'public statement‘ so ideas need to be organised to show some evident + consistent purpose

Blogs to read

Everyday Sexism Blog - The Guardian

Rob Shillcock Blog posts

Huffington PostBlogs on Celebrities

Guardian Sport Blog

555words - humour/ general

CAE Sentence Transformations

CAE Sentence Transformations practice

CPE Sentence Transformations practice

FCE Sentence Transformations practice

In preparation for the Term 3 exam, please complete the above exercises.

Never Let Me Go - 33% Crit C (Campus) and questions

1) Revise NLMG Vocab Part 2: NLMG Vocab Part 2
Test on Monday 18th April

2) Read up to the end of Chapter 14 of Never Let Me Go

Chapter 14
- Why is Ruth angry with Kathy at the beginning of the chapter?
- How does Ruth react to seeing her "possible" on p.157 - p.158? Why do you think she reacts in this way?
- Why is Ruth upset on p. 164 and p.165?

Nature Vs Nurtute: The Class Debate - MONDAY 4th APRIL 2016

The 'nature versus nurture' debate is about how much a person's life is determined by their inherited genetics (their 'nature') and how much is determined by the environment they grow up in ('nurture').

Ideas to consider:

• To what extent do you believe that our "nature" makes us into the individual we become?
• To what extent do you believe that "nurture" - our surroundings and environment makes us into the person we become?
• Case studies
• Any personal experiences based on your siblings

Interesting articles to read

Your genes won't make you rich

Twin Study

It's nature not nurture

when-it-comes-expertise-10000-hours-practice-isn-t-enoug

prinz-learning-capacities

WRITING SKILLS FOR TERM 3 - BROCHURE/ PAMPHLET

Writing Skills for Term 3 -

BROCHURE / PAMPHLET / LEAFLET / FLYER / ADVERTISEMENT

For more ideas on the language, style, tone of a brochure/pamphlet/ leaflet use these websites -


Liverpool - The Greatest City in the World

London - The Capital City

•What all of these formats have in common is that they are concerned to give information quickly and concisely. The task may define an emphasis on informing (e.g the health leaflet) or on promoting (e.g. the publicity brochure).

Basic Format

- Main heading (informing), or eye-catching slogan (promoting)

- Use of manageable multiple sections : identified by bullet points, lines, stars, numbers in order to highlight key information

- Subheadings : used to show the steps/stages of the argument

- Succinct explanation : individual concepts / ideas are presented clearly and quickly

- Background information : e.g. 'Contact us' + phone number / email

Approach

Ø'address' - you must directly address the target audience

Ø´promotional language' – usually, these text types are all encouraging, they encourage the target audience to agree with what is being presented, to 'buy theidea‘ – use STYLE and RHETORICAL DEVICES to achieve this effect 

ØClear step-by-step overall argument : individual points are linked together into a convincing sequence of ideas

Organising an event

•Join use in our celebration of …

•Come and join in …

•(Place) will come alive with our event …

•Everyone can take part/participate in …

•The council in partnership with the citizens will put on an event.

•You must join forces with us …

•This issue is glaringly important because

•How to get involved? Well, just contact us on …

•Stand up for your rights with us …

•How to learn more about …

•We won´t back down.

•Have you ever thought about ….?

•Get in touch with us by …

•Come along and …

•Get informed .. Keep reading

•Go to our website for more information

Advertising

•___ is a revolutionary new product on the market

•____ offers a new model/ way of thinking about …

•Move over …., make way for ..

•This products offers, promotes, represents, fosters/ enhances …

•______ offeres the unique opportunity to …

•Not only will this product do … but it will also …

Use rhetorical devices

-List of three

-Rhetorical questions

-Lots of personal pronouns

-Metaphor/personification

-Some facts to strengthen argument

Term 3 Grammar begins...

EXAM STRUCTURES TO LEARN!

TERM 2 EXAM CONTENT

If anyone has any questions about this content - please let me know directly, via email or in person!

Thanks!



Reading – Criteria B
Revise by reading as much as you can in English (Library books, News websites – BBC, The Guardian, Football blogs, etc) The more exposed you are to vocab, structures, English in general the more your English will gradually improve.

Interesting articles to read in preparation for the exam

1) Kindles

2) The impact of social media on social relationships

3) UK and the EU Referendum

Writing – Criteria C

Part 1: Grammar and Vocabulary

Vocabulary:

1)  Never Let me Go 1NLMG 1

2) Never Let Me Go 2 NLMG 2

3) 20 irregular verb definitions 20 Verbs

Grammar:

     1) Phrasal verbs 20 Phrasal verbs

     2) Irregular past participles 82 Past Participles

     3)Passive voice

Lots of passive voice online practice 

http://www.perfect-english-grammar.com/passive-exercise-1.html

http://www.perfect-english-grammar.com/passive-exercise-5.html

http://www.myenglishpages.com/site_php_files/grammar-exercise-passive.php

http://www.learnenglishfeelgood.com/esl-passive-voice-exercise2.html

http://autoenglish.org/gr.pas.i.htm

http://www.english-4u.de/passive_ex6.htm

Part 2: Writing Task

Essay Writing

Interesting articles to read in preparation for the exam
Ensure that you have an opinion on the following issues before the exam.

1) Kindles

2) The impact of social media on social relationships

3) UK and the EU Referendum

Features and success criteria:

·         Use a lot of CONNECTIVES

·         Stated sense of purpose / aim : an effective and clear introduction to the issue or question

·         Introduction + conclusion : these should show clearly the 'sense of purpose'

·         Clear organisation: both in terms of the individual steps of the argument, and in terms of the overall pattern of the argument.

·         Formal language

·         Range of aspects considered - There should be a sense that different arguments are explored – if only to disagree with some of them.

Introductory phrases

•Nowadays/ Recently, there is widespread concern about …

•Not only do I think (one idea) but I also think (a different idea)

•Throughout history, there has been …

•History has been littered with examples of …

•In the past there has been many examples of …

•In the (near) future, maybe there will be

•Despite (+noun OR + gerund)

e.g.   Despite the protests …

  Despite hating protests …

•It is a vital/ critical/ crucial/ fundamental/ essential/ key  problem or issue in society

•The relevance of/the awareness of this issue is crucial because

•Clearly, it is inevitable/unavoidable/inescapable to be concerned about this issue

•As an engaged/ informed/ educated/ thoughtful/ critical citizen, it is …

Connectives

1) To add: and, furthermore, in addition, what is more, to add, moreover

2) To contrast: but, although, though, despite, in spite of, however, nevertheless, yet, whereas, while

3) To give reason: because, since, due to, as, owing to, because of

4) To give a result: therefore, consequently, so, as a result

5)To show sequence: firstly, secondly, finally, lastly, last but not least

6) To summarise/ conclude: to sum up, in conclusion, in brief, in summary, in short, to conclude

Powerful verbs

•To impact upon/ to affect

•To give rise to …

•To raise awareness  of …

•To give weight to …

•To urge/to encourage

•To retaliate

•To initiate

•To trigger/to spark (something)

•To cost lives

•To take steps towards

•To reach an agreement

•To be declared independent

•To seek/strive for independence

•To solve/ resolve

•To take into account

Linking phrases

•… culminated in… (ended in …)

•…resulted in…

•… led to ….

•… was caused by …

•…was said to be …

•…is still thought to be…

Summarising

- Taking all this into account, it is clear that ...

- All in all, ...

- To sum, this crucial issue needs to be dealt with by implementing ...

- In conclusion, the facts suggest that ...