Saturday, 12 December 2020

Farewell Senior V 2019/2020


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Dear Student,
   It was great to have come across you on the road of life and shared part of it with you. After this while we’ve walked together, the time has come for us to part for you to follow your own path, so I’d like to give you something as a form of present to take with you. By now, you know the gift I’ve chosen to give you is a good old eraser. What you don’t know yet is why I’ve chosen to give you an eraser, so I’ll explain. A long time ago, one of my teachers gave me an eraser to remind me of three important lessons this simple school supply which we learn to use so early on in our school life can teach us for life beyond school.
Lesson #1 – Erasers allow us to correct mistakes, and we should never forget that mistakes are correctable. Mistakes happen! It’s a bit of a cliché, I know, but we should try to remind ourselves every time we make one that everyone makes mistakes. We just have to erase them, and let go of the mistake. This is easier said than done sometimes. Many times! However, we must always strive to forgive ourselves for our own errors, forgive others for theirs and move on. This eraser will hopefully help you erase the ugliness of the past and help you focus on what comes next. Of course, we must learn from the past, but we ought to try to stay forward-focused for our own good. Soon you’ll learn that life is always about what comes next! The beauty of a  simple eraser, like the one I’ve given you, is that – without having to rip off the entire page - it erases well enough for you to focus on what comes next more wisely and more humbly, strengthened with the experience of a life lesson learnt, no matter how ugly or how tough.
Lesson #2 – Erasers give us the power to adjust, and our best work requires constant adjustments and updates. Your plans can be written down, but they need to be written in such a way that you can easily erase them and make new ones, again, in such a way that you can easily erase them as many times as you need to. The world, your own circumstances and you yourself will keep changing. So here comes yet another cliché:  change is the only constant. This eraser will help you to be more flexible and adaptable to changes, it will allow you to erase your plans and make new ones as you go along on the road of self-discovery and self-realization.
Lesson #3 Write the script of your life softly and gently and use this eraser as much as you have to! Think of an essay plan, now that we’ve done so many! Erasers invite us to edit, and the results of a second (or third) draft are usually better: that’s what we’ve learnt together here at school, isn’t it? If you don’t succeed (or succeed as completely as you hoped), the eraser will let you make edits and try again. Erasers give us a safety net, and remind us that the pressure is never as great as we might think. 
I could write much more about each of these points, or add quite few, but in some way, that would defeat my purpose, so I’ve erased several lessons I’ve learnt on the way just to share these three the way they were shared with me. I’ve created my own meaning, and deepened the lessons as I’ve made them my own. Now I encourage you to do the same and I trust you can because I believe in you: never forget that, please!
You probably never noticed that special eraser I was once given by this special teacher of mine when I was your age, and which I’ve carried with me ever since, because perhaps I carry too many books and stuff, out of sheer insecurity...  My eraser is a bit worn out by now of so much rubbing off the mistakes I keep making all the time and it blends in with the rest of everything else I carry along. But I know it’s there, and you may have noticed that I‘ve needed to use it quite a few times during the time we’ve shared together!
My hope is that you do the same: that you go through your own life with this eraser at hand and that it becomes your reminder of how happy you can be as long as you are willing and ready to use it especially you don’t feel happy. Hopefully someday, some other person you share time and life with will benefit from these three lessons and you will give them an eraser too.
                You are Unique!  Never erase that, please!!!
                                                                                Your teacher 💗
                                                                                                

Adapted from Kevin Eikeberry’s “The Five Lessons of the Eraser


Tuesday, 9 June 2020

Essay writing (Part 1)

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CPE ESSAY (Paper 2, Part 1)


WRITING STEPS:
1. Identify and underline the key points in both input texts. Make sure to include that when you write your essay.
2. Summarise the key points in your own words.
3. Use an academic writing style (formal or neutral register), a wide range of vocabulary with precision and varied grammatical structures (include inversion of order and impersonal constructions now and then). Show all that you know!
4. You must organise your ideas well, using an introduction, paragraphing and appropriate linking devices.
5. You need to draw conclusions based on the information given throughout the whole of your answer and give your opinion by signaling it clearly and explicitly.


Oraganisation and useful language:

*Introduction:
The overarching/ overall/common/general theme of both texts is...
The texts under analysis present complementary/ contrasting views on the issue of...
Both authors agree on the fact/notion that....
....although they probe into/ analyse it from slightly different points view/ angles/ standpoints and provide/offer different/diverse examples to illustrate their points/ideas.
While one author argues that...., the other seems to favour the idea that....
One author states that .... whereas the other one argues that...
On the one hand, the author of the first text/the former claims that..., while on the other hand, the author of the second text/the latter expresses that...
While the first text adopts a more abstract/ theoretical// viewpoint/ standpoint on the subject, discussing different approaches/ alternatives/ problems/ drawbacks/aspects concerning ....the second text appears to be more practical/descriptive/detached/liberal in its approach.
The first considers the fact that…/ adopts a more… viewpoint on... the second text focuses mainly on... rendering a rather... exposition of the subject matter.

*Body of the essay:

First paragraph: Summarize in your own words the key points of input text one. Give your opinion.
Second paragraph: Summarize in your own words the key points of input text two.Give your opinion.


*Useful connectors for the body of your essay:

*Adding ideas:
In the first place / Secondly/ Moreover/Furthermore/ What is more/In addition/ Additionally/ On top of that/ Yet another point worth noting/mentioning.../ Another factor to consider/take into consideration/Lastly/Finally/ Last but not least...

*Contrasting views:
On the one hand / on the other hand/ However, /Nevertheless,/Still,/Yet, ...
*Justifying
One reason why...
There are many advantages to…
It cannot be denied that...
Another positive/negative aspect// advantage/disadvantage/drawback of …is....
*Giving your opinion on the writers’ views:
In my opinion,/ To my mind,/ The way I see it,/ I am of the opinion that/ I believe/ I find...

*Conclusion: Restate your previous arguments, sum up and relate to a broader context.

All in all/ To sum up/ To conclude/ In conclusion.../All things considered/ Taking all of the above into account.../In view of the above, it can be concluded that.../As stated above, ....



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How is your paper graded?

CONTENT:
All the content has to be relevant to the task.The target reader has to be informed.
COMMUNICATIVE ACHIEVEMENT:
They writer has to evaluate the key point and express his or her own ideas clearly and in an easy-to-follow way. The register has to be formal or neutral all the way through the essay.
ORGANIZATION:
The ideas in the text have to be well organised to make it a coherent whole.The ideas need to be arranged in a logical sequence through the use of cohesive devices.
LANGUAGE: The writer has to use a wide range of sophisticated vocabulary and grammatical structures with accuracy and flexibility.





Monday, 6 April 2020

Article writing

Five Things You Need to Know about Writing Articles


In Cambridge Proficiency, you might be asked to write an article. But do you know what makes an article different from other types of writing?

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1 The reader is identified
An article is like a direct conversation with the reader. The exam question might tell you who your readers are. For example, the students at a school, or the people living in a town or people who are interested in sports. Everything you write must speak to that reader and engage their interest right from the first sentence.

2 It has to get attention
If you're anywhere on the internet these days, you'll be bombarded with articles with headlines that pull the reader in. It's called "click baiting" and all the writer is trying to do is make you open the page to read their article.You need to think like a journalist when you're writing your article.
Look at the heading and the first line of this article. How did I get your attention?*

3 It has to be interesting
For an article to work, it has to be engaging enough to read all the way through. Remember how bored the examiner must be after reading fifty exam papers. Make it easier for them to get a good impression about your writing by entertaining them. Add humour, real life or made up examples, or make up quotes.

4 It has to be easy to read
Use subheadings to break up the text and make clear paragraphs. Write in a semi-informal, conversational style.  And make sure there is organisation to your ideas. The planning stage is vital for this.  Spend 5-10 minutes brainstorming ideas and choose the best three or four. Think what your subheadings might be and then write a short introduction that lets the reader know what to expect.
Keep in mind that you want the reader to keep reading, so don't tell them exactly what they will read. This is not an essay! In an essay you usually restate the question, explain how you will answer it and maybe say why it's important. In an article, that will kill the reader's interest.


5 Write a good ending
In an essay you sum up the points that have gone before and draw a conclusion from that. But in an article, it's better to give the reader something to think about, perhaps by asking them another question or giving them a call to action. Often, the best endings link back to the starting point in some way.
Here are two endings I could use for this article:

  • Look at your internet browsing history from the last day. Which articles got your attention? Can you see how they did it?
  • So, now you know how to write an article, why don't you write one giving advice on something you know about?
Common mistakes students make in articles
  • The language is too formal and more suited to essays. Avoid words like: to sum up, some people say, nevertheless, on one hand etc.
  • They don't use quotes or examples
  • They either use not enough, or too many, questions. The questions, called rhetorical questions because they don't require an answer, shouldn't be more than one per paragraph. Good examples are:
    • Have you ever ……..?
    • What do you think about ……..?
    • Are you one of those people who thinks that ……?
    • What would life be like if ……?
    • Will the future bring us ….. ?
* A title which makes the subject immediately clear. For some reason, people like reading lists! And a direct, rhetorical question in the first paragraph to make readers want to find out the answer.



Tuesday, 17 March 2020

Paper 2: Writing







Writing Paper

Number of compositions: .....
Overall duration of the paper: ........
Part One is a/n ........
Part 2 is a choice among ..... options
You receive a band score from .... to .....
Part 1 is between ....... and ...... words long
In Part 1 you are asked to  ...... and evaluate .... texts
Part 2 is between ..... and ........ words long
Choices in Part2 can be report, ................... , letter or ......................

Why can you lose marks in the Writing Paper?
1. ..........................................
2. ..........................................
3. ..........................................
4. ..........................................

What are the six words or pairs of words you should not use in your writing? For each word or pair of words mentioned, provide some of the alternatives mentioned by the speaker:
1.
2
3.
4.
5.
6.

Tuesday, 10 March 2020

Diagnostic period: Vocabulary & Writing

IELTS Holiday vocabulary

You probably know the meaning of individual words like ‘flight’, ‘tour’ and ‘view’. However, the key to showcasing your advanced English is to show you are able to use these individual words in combination with other words to form set phrases and expressions. Much of the work we'll do at C2 level will have to do with learning these fixed combinations, called "collocations", and expressions, called "idioms".


Take a familiar topic, such as, holidays, for example. If you are asked to speak or write about holidays, you first need to think of specific advanced vocabulary you can use to do so. Think of the kind of holidays you like. See what this C2 level student came up with in answer to the question: 

What kind of holiday do you like?

"I try to avoid tourist traps … I like to get away from it all and prefer going somewhere off the beaten track … last year I had the holiday of a lifetime … a two week wildlife safari in Kenya.

*In this answer, how many collocations and idioms can you identify?


*What about the answer to the following question?
What do you like to do when you’re on holiday?
 "I enjoy visiting the local places of interest … I like to go sightseeing and always sign up for guided tours as it’s a chance to be shown around and take photographs … one of my hobbies."


*And the one below?
 Do you have many tourists in your country?
"Yes … we have a lot of holiday resorts along the coast that are popular with tourists … most people come on package holidays and stay in one of the many hotels and self-catering apartments."



Practice Task:

*Describe a beautiful place you once visited. You should say:
  • when you went to this place
  • where it was
  • who you went with
Say why you liked it so much trying to use some advanced vocabulary in your answers, as in the example below:
"I'm not at all fond of long package holidays or guided tours, so a few years ago I decided to go on a long weekend to the Lake District in the UK in order to get away from it all and have a short break … it’s a very popular holiday destination in the north of England, not a far-off place in the middle of nowhere … I went on my own and had a wonderful time … I stayed in a youth hostel and met some really nice people … but the most memorable thing about the holiday were the breathtaking views … and lovely picturesque villages … it can get very busy with hordes of tourists so I decided to go out of season in the autumn  … the weather was fantastic and the shops were full of local crafts … a really great holiday … it’s certainly not the kind of short break for someone looking for a busy nightlife but if you want to relax in the middle of stunning landscape I would certainly recommend a holiday to the Lake District."

Definitions

  • all-in package/package holiday: a holiday where you purchase the travel and accommodation together
  • breathtaking view: an extremely beautiful view
  • far-off destination: somewhere a long way away
  • to get away from it all: to take a holiday to escape a busy or stressful lifestyle
  • guided tour: an organised group shown around a place of interest by an expert
  • holiday destination: where you go for a holiday
  • holiday of a lifetime: a special holiday that you are unlikely to repeat
  • hordes of tourists: crowds of tourists
  • local crafts: objects produced locally
  • long weekend: an extended weekend holiday including Friday or Monday
  • out of season: outside of the main holiday period
  • the middle of nowhere: far away from any towns and cities and where few people live
  • picturesque village: very pretty village
  • places of interest: sites of interest to tourists
  • wildlife safari: a holiday, often in Africa, to observe wild animals
  • short break: a short holiday
  • to go sightseeing:  to look around the tourist sites
  • stunning landscape: extremely beautiful countryside
  • travel agent: a shop that specialises in booking holidays
  • tourist trap: somewhere where too many tourists go
  • youth hostel: a cheap form of accommodation
Writing task: Write an email to an English-speaking friend you made on your last holiday telling him/her about your travelling experience, your life now,the first classes of your senior year and your plans and expectations for this year.