Term 2 Evaluation Exam Content: Thursday 3rd March

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 ...

NLMG Chapter 6: Model answers

1)      Why would seeing Kathy holding the pillow and signing have affected Madame the way that it did?

I think that she interpreted it as Kathy desiring to have a baby and imagining how her life as a mother would be. Maybe this made her feel sad and perhaps guilty because she can have babies and Kathy can´t.

2)      We learn in this chapter that the students are all sterilized. Why? How does this contribute to the ‘otherness’ of the students?

I think that students are sterilized because there are “designed” to die young by giving away organs so they can`t have anyone depending on them, since they won´t be able to take care of them.  Their only role is to work as donors or carers for each other, so having babies would be an unnecessary burden for their meaningless (at least that’s how the outside society might see and look down on them) lives. Moreover, their lifespan is pretty short when you take into account that donors have usually been deducted of 3 of their vital organs before the 30 year old mark, so they wouldn’t really have time to have babies. Apart from these hindrances, it’s also relevant to take into consideration the ethical issues that clones having babies would raise in the normal society.

This contributes to our impression of the Hailsham students as different or “other”.

3)      Tommy thinks that Madame cried because ‘she thought it was really tragic, how you couldn’t have babies.’ (p 72). How does this comment highlight his immaturity and lack of understanding?

This suggests Tommy’s naivety and immaturity and he fails to understand that they are clones and that Madame seems to have played a part in creating this world at Hailsham. Maybe Madame is even responsible for them being clones; it could have been her idea. Tommy innocently thinks that she is upset about them not being fertile when the reality is probably that their world has been constructed by her.

4)      Ruth buys Kathy a new tape, when her special one is lost.  Why? What does this tell us about the relationship between the two girls?

Ruth buys Kathy a new tape to make up for the latter sticking up for the former when she was asked about her new pencil case. From then on, Ruth feels as though she owes something to Kathy, so when Kathy mentions the loss of her favourite tape, Ruth sees a perfect opportunity to balance out the favours, so, as soon as the following Sales start, she buys Kathy a new tape to replace the other one, although she doesn’t like it that much. Nevertheless, Kathy never told Ruth about it as it was her intention which counted for her. This whole situation suggests that the relationship between Ruth and Kathy, once broken apart because of Miss Geraldine’s secret club, was repaired, and, therefore, the friendship between Kathy and Ruth persevered.

5) Kathy says that ‘We didn’t  do things like hug each  other much at Hailsham.’  (p75). What does this tell us about life at Hailsham? What sort of an effect will this type of upbringing have on the students?

It makes sense that guardians don’t promote affectivity, as the students at Hailsham are clones whose role is to serve the real human being with their bodies. Emotions could distract them and separate them from their purpose, something which was probably considered an obstacle. This means that the students will not develop emotional behaviour, as they are not necessary for their future lives as donors or carers. Also, it maybe because they don’t have family, no one in Hailsham has a father or a mother. 

Speaking Exam Prepapration: How to write a successful monologue :)

Monologues are very much like a spoken essay

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.

·         Touches of rhetorical devices but not as much as in a speech

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 ...

Never Let Me Go: Chapter 6

Task 1: read chapter 6 and highlight quotes linked to the following key ideas:

•Focus

i)Hailsham pupils´ isolation and otherness

ii)Hailsham pupil´s upbringing and life experience

iii)On p.69 – the description of the donation process

iv)Kathy – her tape – her interpretation of the lyrics

v)Tommy´s innocence

Task 2: Answer the following questions in as much detail as possible and email them to me by Monday 15th February

Answer in as much detail as possible, I will use these to decide on your attitude grade.

1) Why would seeing Kathy holding the pillow and signing have affected Madame the way that it did?

2) We learn in this chapter that the students are all sterilized. Why? How does this contribute to the ‘otherness’ of the students?

3) Tommy thinks that Madame cried because ‘she thought it was really tragic, how you couldn’t have babies.’ (p 72). How does this comment highlight his immaturity and lack of understanding?

4) Ruth buys Kathy a new tape,  when her special one is lost.  Why? What does this tell us
about the relationship between the two girls?

5) Kathy says that ‘We didn’t  do things like hug each  other much at Hailsham.’ (p75). What does this tell us about life at Hailsham? What sort of an effect will this type of upbringing have on the students?

Term 2 Speaking Exam: Tuesday 16th February

Monologues will last for 2 minutes and should give your personal opinions. Focus on structure and responding to the bullet points with interesting ideas and real facts. In the assessment, you will be asked two different questions.

How far should the government be able to censor: ·        Newspapers ·        Books ·        Television	Do you think human cloning will become a reality in the future? ·        Ethical considerations ·        Advantages and disadvantages
How do you think people will spend their leisure time in the future? ·        Which pastimes will remain ·        Which new pastimes will emerge ·        Whether people will be better off due to these changes	What is the best way to learn? ·        Theories of learning/ knowledge ·        Reading ·        Listening ·        Doing practical things
What is more important, the individual or society? ·        Who controls whom? ·        Should every individual be free to do what they want to do? ·        Do we owe our life to society and should we be willing to sacrifice ourselves for greater good?	In what ways is technology changing our society? ·        Impact on social relationship and the way we interact ·        Information overload ·        Advantages and disadvantages

Vocab Test on Monday 8th Feb

Never Let Me Go: Vocab 2

Past Participles Test on Friday 5th Feb + Comprehension test on Chapter 4 of NLMG

Irregular Past Participles