For the Braveheart

AS Level 8021
English General
Paper Teachers! ☺

Happy Reading!
Happy Watching!
Happy Listening
Happy Learning!
Happy Teaching!
 2

Ms Jaya Chakravarty
Dean Cambridge Curriculum
The Sanskaar Valley School Bhopal

Associated with CAIE curriculum for over a decade

Training the third batch of students for the English General
Paper
Paper 1 - Essay
 4

MOSAIC OF THOUGHT: Organising the different pieces of information to create a new meaning, a beauty
greater than the sum of each shiny piece. EGP course book by Jill Pavich page no. 7
 5

AIMS
Develop understanding and use of the English language for a broad range
of contemporary topics

Develop a wider awareness through reading

Develop independent reasoning skills

Develop skills of interpretation, analysis, evaluation and persuasion

Writing structured and developed arguments, and presenting reasoned

explanations

Develop the ability to present a point of view clearly and consider and
reflect upon those of others.
 6

Formal Essay!
▪ I hour, 15 minutes.
▪ 600 -700 words
▪ 10 topic options
Argumentative and Discursive
The essays will be on 7

general topics from

science to
mathematics,
literature to history,
media, culture and
beyond. A good
essay will not only
show knowledge of
the topic area, but
also discuss that Awareness,
information on a INPUT relevance,
more critical level.
A POV
OUTPUT
B
8
 Generic Marking Principles
Assessed on
Range of relevant examples
Paper 1 Clear communication accuracy and
appropriateness of vocabulary and spelling,
use of register, grammar and punctuation.
Ten prompts are listed Structure link and evaluate ideas and draw
supported conclusions.
1 essay = 30 marks 50% weightage
 Deconstructing the question

Assess the ability of technology to ensure human

happiness in the present society.

• Command word

• Key words

• Broad terms

• Limiting terms
 ESSAY TOPIC SUB CATEGORY ISSUE
(problem surrounding the topic)
(specific aspect of topic)

PERSPECTIVE CONTEXT STAKE HOLDERS

(Point of view) (Situations) (people/things
affected by issue)

EGP coursebook by Jill Pavich page number 90

 12

List of command words

✔ Analyse ✔ Demonstrate ✔ Identify

✔ Assess ✔ Describe ✔ Justify

✔ Compare ✔ Develop ✔ State

✔ Consider ✔ Discuss ✔ Suggest

✔ Contrast ✔ Evaluate ✔ Summarise

✔ Examine

✔ Explain
EGP coursebook page number 16
 13

Other question words

✔ How far…
✔ To what extent…
 14

Hand Approach
• Multi-disciplinary
• Awareness of the global contemporary complexity
• Apply reasoning and maturity of thought
• Express arguments, ideas and opinions in a reflective and academic manner
• Blend local, national and international pieces of evidence together on a given
context

USE THE HAND APPROACH to tap into the various perspectives from which the issue
can be viewed!
 15

ESSAY STRUCTURE EXAMPLE

Hook/ Transition / Thesis statement Introduction

Transition /Point/Explanation/Evidence/
Point 1
Interim Conclusion

Transition /Point/Explanation/Evidence/ Point 2

Interim Conclusion
Counter arguments with evidence and
Point 3
interim conclusion
Transition /Point/Explanation/
Counter arguments
Evidence/ Interim Conclusion
Conlusion with Restatement Conclusion
of final Thesis/A Solution
 16

Format – An Example
Introduction
ParaSV1 (supporting view of your stand)
SV2 (supporting view of your stand)
OV1 (opposing view to your stand)
OV2 (opposing view to your stand)
SV3 (supporting view of your stand)
Conclusion

Note: ‘opposing view’ should be rebutted so that it does

not contradict your stand
 17

Types of Hooks Hyperbolic (sensational)

“In-person A business
classes are blog is a
History/Culture/Tradition more effective magnet pulling
Myths, books and films than online clients to a
Greek myth of Orpheus, to classes”. company.
link the importance of the
arts.
Significant current event
“Statistics show that “According to the
on average Facebook National Soft Drink
Quote users have 155 Association, the
Nelson Mandela said, “Education friends, but will only annual consumption
is the most powerful weapon you ask 4 of them for help of soda by U.S.
can use to change the world.” in case of a crisis.” citizens is 600 cans
per person”.
 18

PEEL
[Point] + [Example + Explanation] x 2 or 3 + [Link] Point
There is a strong preference for the point to be a reason rather than
an area, even for ‘to what extent’ and ‘how far’ questions. Even for
questions that seem to be expository in nature, it is encouraged that
you use reason-oriented points.
Even essay questions like “In your society, how well are the
demands of the economy and the environment balanced?” need
points that are reasons to ​why​ the demands of the economy and
environment are balanced/well-balanced.

Note: Addressing ‘How far is it’ and ‘To what extent’ only needs to
be mentioned in the stand in your introduction (e.g. to a large
extent); they do not need to be repeated in each topic sentence.
 19
Clear stand
Stand
If the question is “is regulation of the press desirable?”, the stand may be that
“regulation of the press is usually/not always​ ​undesirable/desirable​”, or better put as
“some regulation of the press is usually desirable, but there are times when it is
excessive and objectionable”.

Your stand does not have to be binary: it does not have to be a full agreement or full
disagreement; a middle ground can be taken.
Even though a question may ask ‘Discuss the view that most natural disasters are the
​result of human activity,​’ you are free to highlight that human activity does ​not
necessarily cause these natural disasters, but do ​make them worse​ in terms of
frequency, intensity and predictability. This is a qualified stand. A non-qualified stand
may simply say ‘human activity causes most natural disasters’, which is technically
incorrect since natural disasters occur even without humans. Note that the word ‘most’
alone does ​not​ automatically make it a qualified stand. There is no need to give blind
‘yes’ and ‘no’ answers especially when the question begins with ‘Discuss’.
 20
The closing sentence should leave the Examiner
Transition from the hook to the
firmly convinced of its logical development. Whilst
actual question.
many do this, others rely on a formulaic repetition
Could be done using a
of the wording of the question, irrespective of its
rhetorical question
link to what has gone before.”

Link

Link hook to topic - Define (only when needed)

 21

• Elaborate more often

• One sentence of your point is not sufficient
• Explain what you are saying
• Add more details and explanations to strengthen your point.

Remember

Examples do not need to be only statistics; they can also be events or circumstances that support
your claim. If you want to show that Singapore has high quality healthcare, you do not need to
memorise a bunch of specific UN or WHO statistics and reports. What you can write is something like
this: “​Singapore’s healthcare system and medical expertise stand proudly on the international stage;
this is perhaps accentuated by foreign leaders, such as Robert Mugabe, who choose to receive
medical treatment in Singapore. Singapore was also the destination of choice for treatment in several
high profile emergencies, such as the 2012 Delhi gang rape that shook an entire nation​.”
 22

How to write a ​good conclusion​:

• Link back to the introduction.
• Give a sense of planning and organisation
based on sustained clarity of thought and
argument.
• Have an ‘uncertainty’ or rhetorical question in
the introduction, finally close/give an answer to it
in the conclusion.
• Restate the thesis.
• Add an apt quotation (if possible).
• Avoid bringing any new point.
 23

For credibility cite the sources.

When reading articles, try to link to useful topics–one example can often be
used for a multitude of themes, saving quite a bit of ‘memory space’.
​On the surface, it seems like there are barely any topics you can use a
particular link; but if linked mentally - one example becomes many.

Examples should not be

too broad; competition between
Apple and Samsung led to
Relevant examples - Two to three examples are generally greater technological
recommended per point. innovations—specific examples of
Similar examples may be grouped together for evaluation at one go. these innovations should be
mentioned.
 24

Colour Coded Activity

Pick a separate colour to mark the
different parts of the essay
• Introduction: Hook + Link + Thesis
• Body Paragraphs 1-2-3: Topic
sentence + Point + Evidence +
Explanation + Link + Interim
Conclusion
• Conclusion: Restating the Thesis
and linking back to the introduction
 SAMPLE RESPONSE

To what extent do alternative forms of agriculture have a future over

traditional ways?
As the pressures of globalization and modernization increase over time, traditional agricultural practices
and knowledge become obsolete. These pressures have created a shift away from a food system
dependent on millions of farmers to a system controlled by few agri-businesses. Even though the
proliferation of the alternative forms of agriculture is inevitable, one should keep in mind the drawbacks
that sets-in alongside this growth. In a few circumstances, this inclination towards the contemporary style
has been proven incapable of being a ‘perfect’ substitute for the conventional method; however, with a
few modifications, these incompetence can also be tackled well.
Perhaps the first convenience that comes to mind involves the ease of operation that alternative forms of
agriculture consist of. With the use of machinery like tractors and threshers, the strenuous workload of the
farmers has reduced considerably. As the lead author of a 2016 study published in the journal, Computers and
Electronics in Agriculture, John K. Schueller found that the use of rotary tillers and threshers have increased the
pace of cultivating land by 43% in comparison to the ones cultivated using hand sickles and shovels. He further
added that the use of computer science in agriculture helps a nation to economically thrive on a global scale
due to the varieties of crops that they offer in the minimal time possible. Where a country such as Zambia takes
approximately 8 months to harvest wheat, a more developed country, inclined towards modern methods takes
about 5 months for the same. Therefore, the use alternative ways of farming can set its foot in the coming future
due to possibilities of growth for the nation.
Talking about the effectiveness in the future, the alternative forms will be the most apt tool to deal with the
impending problem of resource depletion. The constant consumption of the natural resources such as land and
water will make it impossible for the future generations to satisfy their increased demand for agricultural crops.
According to the International Food Policy Research Institute, the world needs to produce more foods with fewer
resources; hence, they are trying to introduce alternative forms which will be resilient for the future environment.
For instance, ‘Agroecology’. “Africa doubled their crop yields within 3-10 years soon after the implementation of
agroecology”, said UN special rapporteur on the right to food. He added, “the use of agroecology will help
improve soil fertility and aid crops to adapt to various climate changes”. Thus, the use of renewed forms of
agriculture will be the need of the future where the traditional ways will not be competent enough to ensure its
survival.
Nevertheless, the conventional methods are not as futile as it may appear. Though they are time consuming and
produce low yields, but they are more environmentally suitable which is a contrasting element of the alternative
forms. The farmers use Persian wheels to irrigate their lands, which ultimately use less water than compared to
that of the modern methods where sprinkler irrigation technique is employed. The Guardian reported that the
extensive irrigation is leading to the lowering of the water tables in the areas located nearby the fields. It stated that
the diminishing water levels have increased substantially in the past few years, and it was not the same when the
farms were irrigated using the Persian wheel method (traditional way). The report further talks about the adverse
effects of consumption of the chemical fertilizers which differentiates to that of the cow dungs which were used as
natural manure to encourage crop growth. For this reason, it might be difficult to concur with the alternative forms
of agriculture unless these shortcomings are effectively confronted, keeping in mind the need of the environmental
factors.
The employment factor can also be a potential consideration for the need of traditional methods over
unconventional forms. In developing countries, for instance, India, about 60% of the population makes their
living through the agricultural sectors. The introduction of tractors and machinery has already reduced this
number down to 53% and further ignorance of this fact will certainly cause half of the nation to become
unemployed in the future. Research has been stacking up to show that modern farming is opposed by the less
developed economies due to the fall in the per capita income, and government of these nations are trying to
implement policies so that the farmers feel secured towards their work. Hence, the propagation of alternative
farming methods is on stake due these policies.

Evidently, there are several environmental, economic, and emotional factors to consider
the future of alternative forms over the traditional methods. The former being best suited
for the more developed nations where people’s income is dependent on other sectors
rather than the agricultural sector, and the latter which fits the mould for economies which
are struggling to derive changes due to lack of opportunities.
by M. Rithik, TSVS,
Please note: No changes have been
made to the student’s original essay.
Annotated Essay
Structure, Language features, Range of vocabulary,
Pieces of evidence, Cohesive devices, Sentence
structure, Punctuation marks

Evaluate the claim

that equality of
opportunity for
females is a desirable
but unrealistic view.
(2016 Paper 1, QN 9)
 31

In late 2017, globally acclaimed magazine National Geographic ran a cover story on the achievements
of Jane Goodall, the highly respected primatologist who pioneered transformative and critically
insightful research into the study of chimpanzees and their social capabilities, which are so akin to
human societies. National Geographic, in recognising Goodall’s achievements, noted how she had to
struggle in the early years of her career from the 1970s to 1990s to overcome the obstacles to her
work imposed by a male-dominated work-culture and environment. In reviewing her story, many
readers recognised and acknowledged how Jane Goodall’s journey from the margins of the scientific
community to becoming one of the brightest stars in today’s constellation of research celebrities
signifies that equality of opportunity for women today is increasingly possible. Despite the scepticism
and queries posed by those who doubt the reality of equality for women, many of us will agree with the
hope symbolised by the Jane Goodall narrative. Women today are increasingly gaining opportunities
to excel in diverse fields, providing a much needed motive force to humanity in our march towards
economic and social progress.
 32

A common doubt expressed by the pessimistic regarding female empowerment finds its
rationale in the continued denial of educational opportunities for women in the impoverished
regions of the developing world. The dominant perspective for this narrative is found, so the
skeptics assert, in diverse countries where patriarchal traditions and practices present
obstacles to education for young girls and women. The usual list of countries where such
practices take place would include India, Nepal and Bangladesh where unfortunately, male
children are often preferred over female children. In these societies, the former are deemed
as being of greater economic and social worth by parents in conservative rural regions and
communities, leaving the latter – female children – to be deprived of educational
opportunities when poverty and scarce monetary resources compel parents to exclude
female children from obtaining even basic literacy or primary school education. Indeed,
given this bleak picture, it is difficult for us to deny the skeptics of female empowerment: the
shackles of female social imprisonment, lent rigor by the twin forces of poverty and
discriminatory traditions, may indeed prove impossible to overcome.
 33

Nevertheless, the escalating cycles of war and violence which have begun in
the mid-2000ss and metastasized in the 2010s lend fuel to the fires of
pessimism for many today. As a result, many of us may feel despair and
believe that the laudable goal of equality of opportunities for women is more
remote than ever before in human history. This pessimism is understandable,
given how war and conflict irreversibly destroys the societies and stable social
conditions which all people – but women especially – require for a peaceful
and fulfilling life. Thus, we feel sympathy and – for the sensitive – acute
emotional distress for the women and girls displaced by violent war and
conflict in diverse conflict zones ranging from Marawi in the Philippines to
Homs in Syria and the ongoing high- intensity government-drug cartel battles
in the Juarez region of Mexico. The absence of peace has regrettably, in all
these instances, prevented or at the very least, delayed the prospects for
women and girls to fulfil their aspirations for education, work or even the basic
right to life.
 34

Yet, there is hope and a more optimistic landscape of social change and empowerment
we can look to if we review the issue from a more pro-active perspective. The
opportunities for females can paradoxically find life and resurgence in conflict zones
once the conflict has ended or more realistically, been reduced to manageable levels
through intervention and sustained engagement by the affected people and the wider
international community. This trend is best observed in societies undergoing rebuilding
and reconstruction today, such as Rwanda and Afghanistan. For the women in the
former country, a generation of conscientious rebuilding since the genocide of 1993-1994
has enabled the government to provide more opportunities for female workplace
participation and economic rejuvenation. Similarly for Afghanistan, concerted efforts by
the government and United Nations peace-keeping forces dedicated to reconstruction
have provided a fair degree of stability for women to participate more fully in economic
and social life today then when the country was held by the Taliban regime. More
notably, the participation of Afghani women athletes, such as its celebrated women’s
boxing team, lends hope to the ideal of empowerment and equality of opportunity for
women.
 35

Thus, while the tendency to feel despair for women’s prospects may
exist in us, given the social and political realities we live in, we can
direct our sights and efforts towards a more uplifting understanding of
the world today. International efforts, alongside the innate fortitude of
women which gifts them with the power to rise above their difficult
circumstances, enjoins us to feel cautious optimism for equality of
opportunities for women today. Going forward, it will be imperative
that we collectively direct these efforts with greater commitment to the
provision of opportunities for women. In doing so, we will have taken
additional steps, initiated by the likes of Jane Goodall, Grameen Bank
and the Afghani women boxers, to pave the road of well-being and
dignity for all women today and in the future.
 36

Breakout Rooms (15 minutes)

Instructions for the Activity
⮚ Participants are allotted breakout rooms from number 1 to 8.
⮚ Access the common link shared to read the activity assigned to the
groups.
⮚ Each breakout room will open the google doc file number as per
the group number.
⮚ Please read the assigned task and the sample essay to highlight
the parts of the text identified with a specific colour.
⮚ Kindly present your response at the closure of the breakout
session.
 37
Kindly use this link to access the file of your group.

https://drive.google.com/drive/folders/1LeTYWC4HbxMA7imj98UYXAZzHnqq9Th3?usp=sharing

1. Introduction Group 1
2. Scope of the Essay Group 2
3. Conclusion Group 3
4. Structure Group 4
5. Pathos (Evidence) Group 5
6. Ethos (Evidence) Group 6
7. Logos (Evidence) Group 7
8. Rhetorical Devices and Connectives Group 8
 38

Project Based Learning Activities

⮚ Debating ⮚ Problem solving ⮚ In-depth inquiry

based research
⮚ Making predictions ⮚ Critical thinking
⮚ Voice and choice by
⮚ Collecting and analysing ⮚ Collaboration and product analysis
data communication and feed-back
⮚ Synthesis of
⮚ Communicating ideas and ⮚ Connecting ideas multiple information
findings of others from different into one whole
backgrounds
⮚ Asking and refining
questions
 39

Thanks!
Have a short break !
Ms Jyoti Sharma
Co Facilitator

*English HOD at D.G.Khetan International School

*Teaching English at AS Level and IGCSE since 2009
*15+ years of teaching experience
EGP/8021
PAPER 2
SECTION A
 CAIE aims to develop the
following skills in learners
through the EGP Curriculum

42
ENGLISH GENERAL
PAPER - AIMS
Key Skills
❑ Reading
❑ Writing
❑ Application of Information
❑ Analysis and Evaluation
 8021/22 Overview

45
ASSESSMENT

46
PAPER 2 SECTION A

47
 Section A
1 passage (length up to 900 words)

• Essay
• Review
• Blog
• Script Text may include infographs
• Report such as diagrams, data,
• Information notes, charts for comparison
• Description
• Speech

48
Refer to Passage 1/Question 1 (a-e) of the Past Paper
Types of Questions
⮚ Questions which require short/brief answers(SAQ) such as:
✔ information in your own words
✔ identify key ideas or details
✔ make inference/draw conclusion
✔ discuss implications of an issue

⮚ Questions that may require extended answer(upto 120 words)(EAQ)

✔ summarise information
✔ examine options
✔ offer your opinion and justify

49
RESPONDING TO QUESTIONS
❑ When a question explicitly asks you to use your own words, avoid
lifting information from the text directly; use paraphrasing.

❑ Answer all parts of the question.

❑ Check whether the question wants you to use details from the text or
if it allows you to use some of your own ideas.

❑ Be aware that the questions might sound similar though they are
asking for different information. Example: most suitable, least
suitable

❑ Use your knowledge and understanding to answer the question

but your knowledge should be developed based on the text.
50
 DEVELOPING
IDEAS
❖ For questions worth greater marks, expand your ideas than mere
listing of points.

❖ Use ‘what-why approach’ to substantiate your claims in the answer.

❖ Connect evidence to the claim to show how and why the information is
relevant can be an effective way to sustain your point.

❖ For questions such as ‘justify your answer’, use specific examples

from the text to support your point.

❖ Example: Answer to questions such as ‘identify the least relevant

information’ by first stating the least relevant information and then
justify your answer. 51
ORGANISING YOUR RESPONSE
▪ Use a topic sentence to make your main point clear, then
develop evidences to further support your point.

▪ Use of transition words/discourse markers can help you to show

connection between your thoughts and ideas.

▪ Choose your vocabulary carefully to convey the answers as

intended. For instance : Make use of

o modals ( to indicate possibility)

o comparatives (to analyse)

o superlatives ( to express judgement)

52
WHEN YOU READ THE TEXT BUT ZONE
OUT AND PROCESS NOTHING

53
READING STRATEGIES

54
 Critical Reading Skills
Critical reading is a more ACTIVE way of reading
involving a deeper and more complex engagement with
a text. Critical reading is a process of analysing,
interpreting and evaluating. It involves:

▪ Annotating
▪ Contextualizing
▪ Paraphrasing
▪ Summarising
▪ Evaluating the logic of an argument
▪ Analyzing the writing in other disciplines
55
Critcal reading involves asking questions

56
CRITICAL READING STRATEGIES

57
Enhance Vocabulary for Paraphrasing

58
Work at least 10 minutes a day on Vocabulary building.

Minimal but consistent effort is the way to go!

59
Paraphrase answers in own words

✔Read the sentence.

✔Substitute as many words as possible while keeping the same

meaning.

✔Re-read the sentence in your own words.

60
Paraphrasing Exercise

61
Paraphrasing Activity
Padlet Activity

62
 Padlet Activity Instructions
Click on the link below to join the Padlet. It is recommended
that you type your answers in the chat box in the format given
as an example.
(Name---------
Activity 1: a, b, c, d, e
Activity 2: 1, 2, 3, 4, 5) Then
Copy paste your response on the padlet wall after clicking on
the + sign on the wall to create your own workspace.
Here is the link:
https://padlet.com/jyotis3/s158w0hw0qgn3l5a

63
Padlet Activity
ANSWER KEY

64
Thank You!

65
 Role of a teacher
A teacher is one who makes himself
“

progressively unnecessary.”
The C.A.R.E Approach
C-concrete directions to follow
A-actual strategies and skills
R-resources and notes
E-elaborate explanations

66
Support from CAIE

67
Online resources from CAIE

68
Online resources from CAIE

69
P2
READING
COMPREHENSION
SECTION B : PROSE
HOW LANGUAGE BEHAVES
MS KHUSHNUMA GANDHI
KHUSHNUMA
GANDHI

CAMBRIDGE SECONDARY
COORDINATOR AT HVB GLOBAL
ACADEMY
•TEACHING EGP and ESL
DISCUSSION POINTS – P2 SECTION B
(PROSE)

✔WHAT TO EXPECT
✔QUICK CHECKLIST
✔5 MOST COMMON QUESTION TYPES
✔SAMPLES AND TECHNIQUES
✔BEFORE-DURING READING
✔STUDENT SAMPLE RESPONSES TO – ‘WHY WE MUST SAVE DYING TONGUES’
CB PAGE 31 AND EXAM STYLE QUESTIONS CB PAGE 32
✔BIBLIOGRAPHY
 this section could be an article, an email
(or series of emails), a letter, a script, an
excerpt from a book, basically anything

need to use skills such as making

Section B: inferences, finding meaning of words
through context, summarising,
Prose (How paraphrasing, identifying tone

language assessed on how learners analyse and

evaluate the material - the strengths and
behaves) weakness of different kinds of information
presented

required to identify and analyse the

inference
QUICK CHECKLIST
COMMAND WORDS – WHAT IS BEING ASKED
MARKS WORTH
ANNOTATE – DIFFERENT FOR EACH TYPE OF INFORMATION
-MI = MAIN IDEAS
-EX = EXAMPLES
- * = EVIDENCE
- DOUBLE UNDERLINE = REASONS
PLAN YOUR RESPONSE – CONCISE AND CLEAR
 - SEARCH AND RESCUE
FIVE QUESTIONS / RIGHT THERE
QUESTIONS
-
MOST -
IMPLY / INFER QUESTIONS
LANGUAGE RELATED
QUESTIONS
COMMON - SUMMARISE / PARAPHRASE
QUESTIONS

QUESTION - ILLUSTRATION /CONNECTION

QUESTIONS

TYPES
SEARCH and RESCUE Questions/ Right There
Questions

these will be the questions worth fewer marks

those that ask you to locate information that is explicitly stated in the text

the command words will most likely be “Identify” or “Give”

the keys to these will be to make sure you are not restating the question
and to make sure you are not using the exact words that the text does
SEARCH and RESCUE QUESTIONS -
SAMPLES
What is the author hinting at using the words “..........” ? Use
your own words as far as possible.
Explain how the author justifies his use of the word “..........” to
describe ... Use your own words as far as possible
In what ways is ... ? Use your own words as far as possible.

Explain in your own words as far as possible how and why

...
SEARCH AND RESCUE -
TECHNIQUES
Follow the text very closely

Meanings and intensity of the words in your

paraphrase must match the meanings and intensity
in the text

Pay attention to connectors and signposts that

indicate separate points

Take note of the marks allocated for the question

IMPLY / INFER
QUESTIONS
These will have you explain what the text says and then show
that you understand the implication of this.
These may be phrased like “Based on what the text says in
paragraph 3, explain what you think is meant by…”
 VOCAB BASED CONTEXT BASED
IMPLY/INFER
QUESTIONS • What is the author • What point is the author
implying by using the word trying to make in the last
“..........” to decsribe .......... sentence ?
?
TYPES and • Suggest a reason for the
• What does the expression author ending the
SAMPLES “..........” suggest about passage this way.
.......... ?
• What examples may the
• What does the author be thinking of, and
word/phrase “..........” tell how do they support his
you about .......... ? argument ?
• What do you understand • Suggest and explain three
by “..........” ? distinct consequences ...
as set out in...
LANGUAGE and VOCABULARY
RELATED QUESTIONS

IRONY /
EXPLAIN THE
PARADOX / METAPHOR
PHRASE
CONTRADICTION QUESTIONS
QUESTIONS
QUESTIONS

LITTLE LOADED
PUNCTUATION
WORDS
QUESTIONS
QUESTIONS
LANGUAGE and VOCABULARY
RELATED – EXPLAIN THE
PHRASE
SAMPLES TECHNIQUE
• What does the author mean by • Chop the phrase up into its
calling fast food outlets “cheap individual parts; then paraphrase
sources of refuelling” ? Use your each part accurately in context.
own words as far as possible. • i.e., MEANING + CONTEXT
• Students “seem to have little
interest in the art of
communication; they are only
interested in content” Explain what
this means.
LANGUAGE and VOCABULARY
RELATED –
IRONY/PARADOX/CONTRADICTION
SAMPLES: TECHNIQUES:
• Using your own words as far • Present both parts of the
as possible, explain the
irony.... contradiction
• “..............” Explain why this is • On one hand, Yet, on the
a paradox. other hand...
• Explain the contrast and in
what way it is contradictory.
• Explain what is ironic or
contradictory about....
 METAPHORS
• What is the author’s purpose in describing ...........
as being akin to “..........” ?
• What view about .......... can be deduced from the
phrase “..........” ?
• Explain what the author means by
“...metaphorical phrase...”
LANGUAGE and
VOCABULARY RELATED –
METAPHORS and LITTLE
LOADED WORDS LITTLE LOADED WORDS
• Explain the author’s use of the word ‘even’ in the
phrase ‘even the packaging and the labelling’.
• What does the linking phrase ‘Be that as it may’
tell you about the previous paragraph ?
• Why does the author include the word
‘significantly’ ?
TECHNIQUE: The meaning/function of the word must come through
in the answer, together with its use in context
 SAMPLES: TECHNIQUE:
LANGUAGE
and • Why is this word in • Show your understanding
inverted commas / of the function of the
VOCABULARY quotation marks ? punctuation
in the given context,
RELATED – • What does the author
and if necessary,
intend you to understand
PUNCTUATION by the three dots (...) ? + the meaning(s) of the
word(s) punctuated
QUESTIONS
 SUMMARISE / PARAPHRASE
QUESTIONS

SIMILARITY QUESTIONS

DIFFERENCE QUESTIONS

EXPLAIN THE ARGUMENT QUESTIONS

You need to show understanding of the text IN YOUR OWN WORDS. Questions will
sometimes even remind you of this by saying “In your own words as far as possible…”
SUMMARISE / PARAPHRASE
EXAMPLES
SIMILARITY: DIFFERENCE:
• What resemblances • Explain how…differ from....
does the author see Use your own words as far
between...and...? Use
your own words as far as possible
as possible. • Explain why the author thinks
• What are the similarities that...compared to.... Use
between…and…? Use your own words as far as
your own words as far possible.
as possible.
EXPLAIN THE ARGUMENT:
Explain, in your own words as far as possible, the three distinct arguments used to defend....
Using your own words as far as possible, explain the author’s argument in this paragraph.
SUMMARISE / PARAPHRASE
TECHNIQUES
SIMILARITY: DIFFERENCE:
• Find what is common between/amongst • Present the two contrasting parts
the items compared
• When prompted, apply search-n-rescue
• Do not simply describe the items techniques i.e., follow the text closely +
separately paraphrase accurately
• When prompted, apply search-n-rescue
techniques i.e., follow the text closely +
paraphrase accurately

EXPLAIN THE ARGUMENT:

• Identify major breaks in the
paragraph by marking out
connectors
ILLUSTRATION and
CONNECTION QUESTIONS -
SAMPLES CONNECTION BETWEEN
ILLUSTRATION:
DIFFERENT PARTS OF THE
• How does the writer illustrate the TEXT:
word “..........”?
• Suggest a reason for the author
• How does the paragraph illustrate ending the passage this way.
the concept of / idea that...? • Which aspect of the author’s
• Explain how the examples are argument is reinforced by the
used to develop the writer’s quotation...?
argument. • Suggest and explain three distinct
consequences...as set out in
paragraph 1.
 ILLUSTRATION:
• Which, What – requires you to locate
and cite the correct example(s).
• Explain how / How – requires you to cite
the correct example(s) and explain
succinctly according to the question.

ILLUSTRATION and
CONNECTION QUESTIONS -
TECHNIQUES
CONNECTION QUESTIONS:
• Always remember the writer’s overall
direction as you attempt the questions.
The tone of your answers should not
stray from the author’s direction and
meaning.
 Before Reading - Setting a Purpose

1. Scan the text to identify its main features. Are there any headings? Subheadings?
Images or graphics? Captions? Footnotes?
2. What is the topic of the text?
3. When was it written?
4. What issue(s) will be addressed?
5. What conclusions might the author reach about the issues?

We can also ask ourselves questions while we read to help keep us focused.

Before you read ANY passage, always preview the questions so you know what you
are looking for. This can keep you focused on your goal.

In addition, ask yourself other questions about what you are reading.
Questions to Consider
During Reading
1. What reasons does the author give for their statement or belief?
2. Is the author using facts, theory, opinions or faith? What are the differences among these? (Look in the “Purpose-Setting
Questions box on page 36. Let students note these definitions in their notes.)
3. Has the author used neutral or emotive words (words which express feelings)? When reading critically, you should look
beyond the language to see if the reasons are clear.
4. What seems to be the writer’s intellectual position (e.g., conservative, liberal, Marxist, nationalist, feminist)?
WHY WE MUST SAVE DYING
TONGUES
CB PAGE 31/32
SAMPLE STUDENT RESPONSES AND CAUTIONS THEREIN
ISSUES *sourced from examiner
reports
DO NOT DO NOT RESTATE THE QUESTION IN YOUR RESPONSE
RESTATE
DO NOT DO NOT QUOTE THE TEXT
QUOTE

READ READ THE QUESTION CAREFULLY

BE BE COGNIZANT OF THE MARKS AND DO NOT GO FAR OVER OR UNDER

BE YOUR ANSWER MUST BE CLEAR AND CONCISE

USE YOU MUST USE GRAMMAR CORRECTLY

 Marking scheme: 2 marks; 1 awarded for each
Question 1: reason.

From the text, Command word: Give (Produce an answer from a

given source or recall/memory)
give two reasons Key words: “From the text” “two reasons why”
why languages Your answer here should simply give two reasons
that were found in the text. It’s two marks, so it
are lost. [2] should be about 20 words.
You should NOT write “One reasons why
languages are lost is…. Another reason why
languages are lost is…”
You also CANNOT simply pick lines directly from
the text! Use the IDEAS, but not the WORDS!
STUDENT SAMPLE
RESPONSE 1
The first reason why languages are lost is because parents,
especially in immigrant communities, decide not to teach their
children their heritage language. Another reason why is because
languages usually reach the point of crisis after they are displaced
by a socially, politically, and economically dominant one, as
linguists say. (50 words)
What is wrong with this answer?

Too long, lots of filler, restating the question, the whole thing is
lifted straight from the article. Zero marks awarded.
STUDENT SAMPLE
RESPONSE 2
Languages have little to leave behind, and those who
speak dying languages live in remote areas. Languages
are difficult to learn and harder to speak. (25 words)

What is wrong with this answer?

First clause is VERY unclear. Second reason does

not come from the text.

One mark awarded.

 Those who speak uncommon
languages are found in remote
areas. Some less common
languages are not often taught
BEST to children. (20 words)
ANSWERED
Parents sometimes choose not
SAMPLES to teach their children their
native language and many
speakers live in rural areas. (18
words)
Q2 - In no more than 50 of your
own words, summarise Rachel
Nuwer’s arguments for wanting
to preserve dying languages.

Marking scheme: 5 marks;

approximately 1 mark per 10 words.
Command word: Summarise
(Select and present the main points,
without detail)
Key Words: “no more than 50”;
“your own words”
Here you should be presenting the
MAIN POINTS of Nuwer’s
argument.
You CANNOT go over 50 words
and you CANNOT use
words/phrases from the text.
STUDENT SAMPLE
RESPONSE 1
Rachel Nuwer is wanting to preserve dying languages because
she feels as if, if no one is teaching/sharing it to nobody we’ll just
lose a useful language. She doesn’t want it to be forgotten
because the “dead” language could of provided more knowledge
to the generations to come. (50 words)

What is wrong with this answer?

Mostly grammar. Clarity cost one point

It also does not adequately cover the reasons Nuwer gave

2 marks awarded
 Nuwer wants to preserve languages due to the history that lies behind
other countries story. In the medical field other languages are
intertwined into the term and by understanding we could figure new
terms out. Materials and objects consist of different properties of which
different languages hold them. (48 words)

STUDENT What is wrong with this answer?

SAMPLE
RESPONSE CLARITY is the biggest issue here. Second sentence is referring to a
detail used in the passage, not a main idea. Third sentence is vaguely
doing the same but meaning is so obscure that it cannot be awarded

2 any points.

2 points awarded for mention of history as a reason.

STUDENT SAMPLE RESPONSE 3
Rachel Nuwer’s arguments for wanting to preserve dying languages. As stated in the article
“Languages are ways of interpreting the world; different languages provide unique ways to think
and problem-solve. Another reason why dying languages are important to save is because it is a
part of people’s culture. (48 words)
What is wrong with this answer?
First sentence is filler and an incomplete sentence. Second sentence is a quote, which is not
allowed, and it does not even contain the necessary end quotation marks. Third sentence is
almost entirely filler.
One mark awarded for mention of culture as a reason, in the third sentence.
 Nuwer argues that with the disappearance of
languages there will also be a disappearance of
culture. Heritage is also something that will be lost if
a language is lost. Storytelling preserves the
tradition of people in the original language in which
BEST it is passed. Languages provide different ways of
thinking. (50 words)

ANSWERED Endangered languages should be saved because

Nuwer believes they hold important aspects of
SAMPLES human culture. Information and wisdom could be
lost. The unique cultures and certain ways of
thought could be lost without preservation. Nuwer
believes the preservation of dying languages is key
to keeping knowledge, traditions, and different
perspectives. (50 words)
 Mark scheme: 4 marks; 2 marks for
identifying the reason why parents
Q3. Why do you choose not to teach the language and 2
marks for explaining the rationale
think parents decide behind this.
not to teach their
children their
Command word: Explain (Set out
heritage language? purposes or reasons/ make the
In your own words, relationship between things evident/
provide why and/or how and support
explain why families with relevant evidence)
are likely to perceive
it as a hindrance
(line 34). [4]
Key Words: “In your own words”
STUDENT SAMPLE
RESPONSE 1
Parents Believe that teaching their children their language is a
hindrance because in “Why we must save dying tongues” by Rachel
Nuwer parents see it as a hindrance. Parents see this as a hindrance
because it may be a waste of time or they want their offspring to learn
key languages. (50 words)

What is wrong with this answer?

The cause/effect wording of the first sentence is illogical.

It is all filler, repetitive, and unnecessary. The article’s title should never
be used - it is wasting words.
2 marks awarded for reasons given, but this answer may result in zero
marks in the board exam.
 Parents want their child more likely to be successful and speaking
a mainstream language. Families may perceive this as a
hindrance because their language has been displaced by a
socially, politically, and economically dominant language, and this
can effect their success in life. (43 words)

What is wrong with this answer?

STUDENT
SAMPLE First sentence does not answer the question.

Second sentence has a clarity/antecedent issue with “this,” which leads to

RESPONSE confusion, as “this” seems to refer to children being successful and speaking
a mainstream language. Second sentence also has lifted a phrase straight
out of the text and would therefore not be counted and does not clarify HOW
this displacement can “effect” their success.

2 Homophone error as well

Zero points awarded.

STUDENT SAMPLE
RESPONSE 3
Some parents will decide not to teach their children their
heritage language, perceiving it as a potential hindrance to their
success in life. (24 words)
What is wrong with this answer?

Too short for a 4-mark question.

Does not answer the question AT ALL, merely

parrots the text.
No marks awarded.
 BEST
ANSWERED -
SAMPLES
Parents do this because they want their children to
learn the language native to the country, they live in.
Families are likely to perceive it as a hindrance because
many may not be able to get a job if they do not speak
the language needed. (46 words)

From my point of view, parents are not teaching their

children their languages because it would be difficult to
socialize when it is not the common language. This may
cause complications in social life, career, and school.
(37 words)

To some, spending the time to learn one’s native

language may be seen as a waste. Rather, parents
believe it to be a hindrance due to a dominating
language in that area. More opportunities may be
available for specific languages. (40 words)
Q4. In your own
opinion, what do
you think is the
most important
reason why we
should save dying MARK SCHEME: 8 COMMAND WORD: KEY WORDS: “IN
languages? Using MARKS; 2 MARKS FOR
IDENTIFYING THE
JUSTIFY (SUPPORT YOUR OWN
A CASE WITH OPINION”, “MOST
evidence from the MOST COMPELLING
REASON, 3 MARKS FOR
EVIDENCE/ IMPORTANT
text and your own USE OF TEXT ARGUMENT) REASON”,
EVIDENCE TO “EVIDENCE FROM
knowledge of the SUPPORT, AND 3 THE TEXT”, “YOUR
MARKS FOR USING KNOWLEDGE”,
present day, justify PRESENT-DAY “PRESENT DAY”
KNOWLEDGE TO
your answer. SUPPORT.
Q4. DIVING DEEP and SURFACING - TIPS

DON’T BE THIS STUDENT

• YOUR OPINION on the MOST
IMPORTANT REASON (singular!)
• Your opinion – you can also use “I” here, but
it is not necessary since it is understood
• “Using evidence from the text” DOES NOT
MEAN YOU CAN QUOTE OR USE THE
SAME WORDS AS THE TEXT
• Power of paraphrase
• “Your knowledge of the present day” means
you need to think of RELEVANT, MODERN
examples to support your answer (your #1
reason)
 The main reason why languages are important to save is because it
can help with communication and to understand the past. To support
that it says “Languages are ways interpreting the world, different lang.
provide unique ways to think and problem-solve.” Like our society
today. If we didn’t take the chance to save many languages that can
help us for example the Egyptian pyramid hieroglyphics, we would’ve
missed out on all the information it brings us today. (78 words)

What is wrong with this answer?

STUDENT • Restating the question in response.

SAMPLE • Misquoting text.

RESPONSE •

•
Abbreviation of Language .

Incomplete sentence with no clear meaning or purpose.

1 • Fourth sentence is a huge run on and does not explain today’s

relevance enough to clearly justify the example.

• Two marks awarded for given reason (“communication and

understanding the past”) and 2 marks awarded for use of own
knowledge, but it’s doubtful so many points would be awarded on
the exam for this answer since “own knowledge” is not fully
explained.

• Total given- 4 marks

STUDENT SAMPLE RESPONSE 2
I think the most important reasons we should save dying tongues is because languages are
conduits of human heritage, writing can decrease and writing systems exist for only about
one-third of world’s languages. Language conveys a communities songs, story, and poems.
Without language, cultures can be put in a dangerous situation or even disappear. Language
can also have an affect on education. Geography, zoology, mathematics, navigation,
astronomy, pharmacology, botany and meteorology or forms of education language can affect
on, language provides different ways of problem-solving and thinking. (88 words)

PINK: Filler, Purple: Straight from the text

Restating the question in the response. The entire answer is straight from the text.
Grammatical errors. Parallel structure issues, word choice (language can affect on) comma
splice. Does not answer the question at all and is just copied phrases from the article.
BEST ANSWERED
SAMPLE
Dying languages should be saved because of the knowledge within
them. Just as the article states, dying languages can give a wealth
of wisdom in [to] many fields of study. Dying languages like that of
Native Americans languages help scientists to this day uncover new
information about locations and plants. In America, the dying Native
American languages and knowledge are especially [valuable]
because of how much knowledge could be provided to American
history. (71 words)
 Q5. (i) Explain the meanings of the following words as they are used in the
text. You can write your answer as a single word or a short phrase.

01 02 03
Command word: Explain SPECIAL Note, it also says “as they
(Set out purposes or INSTRUCTIONS: “Single are used in the text.” This
reasons/ make the word or short phrase.” means you HAVE TO
relationship between They DO NOT want a provide the right/precise
things evident/ provide lengthy explanation here. definition.
why and/or how and
support with relevant
evidence)
Q5. (ii) Use the words in three separate sentences to illustrate
their meanings as used in the text. Your sentence context should
stand apart from the subject matter of the text.

MUST use the word “as

We do not have command
used in the text,” meaning
words, but we do have
you CANNOT use another
SPECIFIC DIRECTIONS
meaning of the word

You CAN’T talk about You MUST provide

languages, since your CONTEXT within your
sentences must STAND sentence so it is CLEAR
APART from the subject that you understand the
matter meaning of the word.
 • https://www.scribd.com/search?conten
t_type=documents&page=2&query=h1
generalpaper&content_types=tops,do
cuments
• https://www.somersetcanyons.com/ap
ps/pages/index.jsp?uREC_ID=869643
&type=u&termREC_ID=&pREC_ID=6
70347
• https://www.youtube.com/watch?v=SO
BIBLIOGRAPHY bGEcok06U
• https://larryferlazzo.edublogs.org/2017
/06/27/ive-found-these-decent-online-
exercises-to-teach-paraphrasing-can-
you-suggest-more/
• https://elevate.cambridge.org/elevate/
Reader/viewer.aspx#book/1018?grou
pId=0
 CAIE AS Level
8021 English General Paper
MISA Cell Meet 2021
Make 8021 More Exciting!
 H e llo !
Kn o w Yo u r Fa cilit a t o r

Ms Naghma Shaikh
28 years of teaching CAIE English Language and Literature
Grades 6 to 12
Currently teaching AS Level English
in JBCN International Borivali, Mumbai
 1
Some Games to Hone
Critical Thinking
Online Games: Warmers/Starters/Fillers
➢ https://lovattspuzzles.com/online-puzzles-competitions/wheel-words/
➢ https://research.google.com/semantris
➢ http://www.roadtogrammar.com/bingbong/
➢ https://www.kqed.org/mindshift/33132/5-digital-games-that-
teach-the-art-of-persuasion
 2

Using Articles from the Net

https://www.newyorker.com/culture/culture-desk/a-few-words-
about-that-ten-million-dollar-serial-
comma?utm_campaign=falcon&mbid=social_facebook&utm_bra
nd=tny&utm_source=facebook&utm_social-
type=owned&utm_medium=social
https://www.npr.org/2018/11/15/662070097/starting-your-
podcast-a-guide-for-students
 4

Using Podcasts and Videos

 Podcasts

▸ https://www.youtube.com/watch?v=9dXKGJ7jLsk

▸ https://www.youtube.com/watch?v=NUmdoFDtpQg
 Videos of Investigative/Informative Reports
The South China Sea Dispute

https://www.youtube.com/watch?v=f00V9MQBhg8

Gaming Addiction

https://www.youtube.com/watch?v=pOQozEbwsBc&list=PLz
GHKb8i9vTwP6Ouz-dyOCLFCaA5jtH_X&index=14
 Video of a Persuasive Speech – 1
Leonardo di Caprio’s speech on Climate Change

https://www.youtube.com/watch?v=F47RIF_0reA&t=4s

Here is the link to the text that is to be used along with the
video.

http://www.mediterraneanmosaics.org/leonardo-dicaprios-
moving-speech-on-climate-change/
 Video of a Persuasive Speech – 2
William H. McRaven’s ‘Make your bed’ speech

https://www.youtube.com/watch?v=GmFwRkl-TTc

Here is the link to the text that is to be used along with the
video.

https://www.goalcast.com/2017/08/17/william-h-mcraven/
 Videos of Persuasive Advertisements

▸ https://www.youtube.com/watch?v=pgyhLqYWBwI

▸ https://www.youtube.com/watch?v=OWz8CzLELLQ
 Some Edifying Videos to Spark
Class Discussions and Debates

▸ https://www.youtube.com/watch?v=uZ73ZsBkcus
▸ https://www.youtube.com/watch?v=aL0xaP-WofE
▸ https://www.youtube.com/watch?v=1nYEwrHsxUA
▸ https://www.youtube.com/watch?v=5ppuforyWGI
▸ https://www.youtube.com/watch?v=QecuDX55bCM
 “
Experiential Learning Through Activities
Differentiation and Reflection
 Individual Work
➢ Podcasts – Talks
➢ Lift/Elevator Pitch
➢ OPTIC
➢ Analysing Rhetorical Devices in Speeches,
Articles and Blogs
➢ Selecting a Factual Article, a Biased Article
and a Blog Post on the same topic
➢ Fact Files on Topics of Interest
➢ Collating Famous Quotes
➢ Framing Questions

131
132
 Pair Work
➢ Podcasts: Interviews
➢ Assessing each others’ work
➢ Pros and Cons: Points and Rebuttal
➢ Point Counter Point: Discussion and Debate
➢ Generating Memes
➢ Creating Infographics
➢ Think Pair Share
➢ Selecting Comprehension Questions for
Passages and Giving Feedback to one
another
136
 Group and Whole Class Work
Talk Shows
Hand Approach – Using Lenses: Charts for
Presentation and Google Documents to Write Group
Essays
Landing Pages
Deconstructing Speeches
Jigsaw Strategy
Silent Debates
Break out Rooms: Assessing Answer Scripts
Group Debates and Discussions
Assessing individual, pair, and group work
 Coursebook

📖 👪
🍔

🎨 🏈 🌏
Elevate Teacher’s Resource Access Card
 CAIE School Support Hub: Resources

Syllabus
SOW
Past Papers and Marks Scheme
Grade Thresholds
Principal Examiners’ Reports
Learner Guide
Candidate Response Booklets

https://www.cambridgeinternational.org/support-and-training-
for-schools/support-for-teachers/school-support-hub/
 Useful Websites
https://www.bbc.co.uk/bitesize/guides/zx7cmnb/revision/2
https://lessonbucket.com/english/year-9-english/persuasive-
language/analysing-persuasive-language/
https://www.theknowledgeloft.com/
https://resources.saylor.org/wwwresources/archived/site/wp-
content/uploads/2014/01/K12ELA7-7.2.2-PersuasiveTechniquesHandout-BY-
SA1.pdf
https://austudent.elevateeducation.com/cms_uploads/docs/au/4.-
pursuasive-techniques.pdf
https://torquemag.io/2020/04/landing-pages-
guide/?utm_medium=social&utm_source=facebook&fbclid=IwAR22JcxEB_9
MAQf5sL2xNNbb1Er0R8IqR5OUxU2XreLE0q8A-
bP_KKmkOcwhttps://www.creativebloq.com/infographic/tools-2131971
https://www.inpixio.com/meme-generator/
Thank you for your interest! ☺👍
 Free templates for all your presentation needs

For PowerPoint and 100% free for personal or Ready to use, professional Blow your audience away
Google Slides commercial use and customizable with attractive visuals
 Special Thanks
MISA (Members of International Schools Association): https://misa.co.in/
Dr. Kavita Aggarwal and Ms Lalitha Rajagopalan

Zell Education: https://www.zelleducation.com/

AS Level 8021 English General Paper Meet Lead Facilitator: Ms Naghma Shaikh

Co facilitators: Ms Jaya Chakravarty, Ms Jyoti Sharma and

Ms Khushnuma Gandhi