Monday, 21 October 2013

Amended Fun Pack Nov/Dec Fun PAck Nov/Dec 2013

Dear Students

Please note that there are changes made to the fun pack.

For students who score 55 marks or below for your EOY English, it is COMPULSORY for you to complete Issues 7 & 8 Present Perfect Texts A, B and C. You are to submit your completed Remedial Homework to your Sec 3 EL teacher in Term 1 Week 1 in 2014.

Please see the newly amended fun pack and know that it is OPTIONAL for those who score 56 marks and above for your EOY English.

The attachment is available in your email.

Best regards
Ms Lam

Wednesday, 16 October 2013

Holiday Assignment

Hi Dearies

This is to inform you that you need to complete a holiday assignment - Present Perfect - Issue 7 & 8 only Text C.

For those who scored below 55 marks for your EOY, you need to do ALL Texts A, B and C.

Your Sec 3 English Teacher will be marking this holiday assignment which you need to submit the first week of school 2014 - Term 1 Week1.

Take care and enjoy your long hole!

Best regards
Ms Lam

Thursday, 5 September 2013

September Hols Assignment

Hi Dearies

Please complete the additional summary on Count Dracula.

In about 80 words, summarise the physical features of Count Dracula from paragraphs 3-4 on page 3.

Jarrett, please create a new tab on the spreadsheet and label it as Count Dracula summary practice.

Check your email as I have attached the extract of Count Dracula.

Take care now!

Best regards
Ms Lam

Tuesday, 27 August 2013

Application of Skills

Summary Exercise: Selecting Key Ideas, Reducing, Rephrasing & Relating (by using logical links) – 3Rs


Somehow, something was missing from my secure, humdrum life as a bank secretary back home in London. Single and commitment-free, I reasoned that if I wanted to do something, I should do it while I was young and still had the energy. My parents were considerably shocked when I announced my decision to act as a volunteer in a Romanian orphanage for handicapped children, but they pledged their love and support because they knew my stubbornness.











We finally reached the village of Mandresti after a two-hour drive from Bacau. What greeted me was a drab building with rusty bars on the windows and glass panes black with dirt. Inside the orphanage, everything was grey, gloomy and wet. Far down the high, windowless corridor, one light bulb emitted feeble rays.
Proceeding upstairs, we saw some 100 children, many still in the rusty cribs that had been their homes through the years of oppression. Most were lying very still in their beds on sheets of cold, wet linoleum with only thin rags for cover. Many had their legs curled up to their chests. Their faces were devoid of expression, staring anywhere but at me. They seemed to be waiting to die.
I was determined to get these children outside into the fresh air and give them some joy in life. But I soon realised it was immensely difficult to make them feel enthusiastic about doing anything as long as they were cold and hungry. Most of my time was spent struggling just to clean and dress them.
Assigned to Salon One, I was to help the most severely handicapped and hopelessly-ill children. I learned that many of the children had never been out of their cribs until recently. The staff had tied many of the youngsters’ hands behind their backs and their legs against their chests to make it easier for the female workers to manage them. They reasoned that if the children were bound to the cribs, they could not get out and cause trouble. However, this resulted in many children being frozen in the same fetal positions in which they had been tied. Though their bonds were now cut, their muscles had completely atrophied and their joints had locked.
One of the first things I did was to write each child’s name above his or her crib. It gave them a little bit of individuality and also helped ensure that they received the right medication. Every morning I’d rush into the room and call them to get up, giving each a kiss. Then I’d wrap the more underdeveloped children in blankets to make them feel secure and gently stroke their faces and limbs until they relaxed before lifting them onto my lap. After cuddling for a few minutes, I laid them down on a mat and tried to stimulate them by tickling or playfully rolling them around. To help them stand, I held their hands and made them sway back and forth, all the time talking to them. Although they could not understand me, I thought what they needed to hear most was a human voice.

As another form of therapy, I filled up an old tub with bubble bath I had brought from home. Although the staffers were horrified and certain that the children would catch their deaths of cold, I assured them earnestly that it was common practice in England and that it would help the children feel better. Baffled but impressed, they reluctantly accepted my idea.
I also played nursery rhymes or Strauss waltzes – a favourite of the children – on a cassette recorder. I would sing and dance with them, clap their hands and shake rattles in front of their fixed, staring eyes.
All too soon, my three months were up and it was time for me to fly home. My feelings were mixed as I boarded the plane. Then it hit me: there was so much more I could do for these orphans. I scrambled off the plane, much to the air stewardess’ chagrin and ran to catch up with the staffers who had come to send me off. My luggage could wait.

Imagine you are the writer. Summarise what you did to help the children during your stay at the orphanage.

Your summary should NOT be longer than 80 words excluding the given words and should be in continuous writing.


Begin your summary with

The first thing I did was to...

Friday, 23 August 2013

Summary: Identifying Main Ideas

Step 2: Selecting relevant points

  1. Read the relevant section of the passage, and as you read, underline (in pencil) or highlight each relevant point you find.

  1. Include only main points in your list. Leave out the following:
    • Dialogue
    • Examples
    • Repetitions
    • Quotes

If, however, the question specifically asks you to summarise the various examples, decide on which examples qualify to be main points.

  1. Select at least 8 main points to be included. – 8 marks are allocated to Content, so you will only be awarded marks for the first 8 relevant points you identify. More often than not, there will be at least 8 relevant points in the marking scheme. 7 marks are awarded for Language use. So, there is a total of 15 marks for summary.

  1. List out the main points you have selected (in point form). Re-examine each point to make sure they are relevant to the topics in the summary question.

  1. Sometimes it may help to organise the points and link them by using effective connectors in the order that you will present them in your summary. For example, if you are required to summarise the advantages and disadvantages of the transport system in Singapore, it may be good to write on the advantages first, then the disadvantages (or vice versa).

Task 2
For each of the following passages,

(1)  read the question carefully and highlight / underline the key words or phrases;
(2)  decide on the number of topics to be summarised for each question; then
(3)  create a list of relevant points for your summary.

  1. Changes in the design of the family home reflect changes in the lifestyle of modern city dwellers. In the 1950s, the typical suburban home had a kitchen, which was separate from the dining room. Most homes today have dispensed with this, and have a combined dining and kitchen area. During the last decade, it has become standard for home designs to include a family room, which is primarily for the use of children. This was not known in the 1950s. Today, parents retire to a master bedroom which will have an ensuite bathroom. For the previous generation, one bathroom was sufficient for the whole family.  

Q: Summarise the features of the modern home which were not present in earlier homes.

  1. Mr Tan was charming. He stood in front of us each morning and we all listened to his lessons attentively. He was witty and humorous. His presentation was not only instructive but also entertaining. He maintained interest by displaying slides of the places he described. His material was dazzling. He had collected spears and shrunken heads, all of which he brought into the classroom. Despite his great knowledge, he impressed us all with his modesty. 

Q:  Summarise the reasons why Mr Tan’s lessons were popular.

  1. witty and humorous

  1. presentation is instructive and entertaining

  1. maintained interest by displaying slides

  1. materials are dazzling

  1. modest despite being knowledgeable

  1. Beached whales are a regular occurrence on the Tasmanian coastline. There are several theories about why whales become stranded on a beach, but no one knows for certain. Some scientists believe it is a deliberate suicide, perhaps caused by the whales’ rejection from the pod. Others believe that an infection of the inner ear affects the sonar by which whales navigate, causing them to lose their way. There is another view that it is the coastal terrain which is to blame. Invariably, whales are beached on long, sandy beaches, where the incline of the sea-bed is gentle. It is thought that this somehow deceived them and they are accidentally run aground. They may be chasing fish who intentionally lead them to shallow water in order to avoid being eaten. Perhaps there is no single reason. Each one of the above may apply, depending on the particular circumstances of each stranding.  

Q:  Summarise the possible reasons why whales beach themselves.

  1. The Internet is perhaps the most remarkable invention of the twentieth century. It is an advertising medium through which commercial enterprises promote their products. Some businesses no longer operate through conventional retail outlet, but use the Net exclusively as the site from which their business is conducted. The Net is also a means of sharing knowledge, as a form of non-commercial transaction. There are many academic sites devoted to discussion between individuals about issues of importance. The Net has also revolutionised personal communications. Electronic mail allows instantaneous communication between individuals and ‘chat lines’ even facilitates conversations between people who may be thousands of miles apart. 

Q:  Summarise the uses of the Internet.

  1. \

r art.
  1. Before 1960, schooling was perceived as a means through which a set body of facts was transmitted to a new generation. However, in the second half of the twentieth century, it became apparent that what counted for a “fact” was open to dispute: many so-called “facts” were no longer facts. In Science, new theories in Physics changed our understanding of atomic particles, and astronomers changed our understanding of the universe. New maps of Europe, Africa and Asia turned a generation’s geographical knowledge into history. To accommodate this, education systems began to emphasise processes of enquiry rather than products of enquiry. Put simply, thinking becomes more important than memory. 

Q: Summarise the points which describe, exemplify and give reasons for the change in the  education system in the second half of the twentieth century.

  1. many so-called