delta ea pt2

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appendix 8. VARK questionnaire – the younger versiontaken from – www.vark-learn.com

How Do I Learn Best?Choose the answer which best explains your preference and circle the letter(s) next to it.

Please circle more than one if a single answer does not match your perception.Leave blank any question that does not apply.

1. I like websites that have:a. things I can click on and do.b. audio channels for music, chat and discussion.c. interesting information and articles in print.

d. interesting design and visual effects.2. You are not sure whether a word should be spelled 'dependent' or 'dependant'. I would:a. see the words in my mind and choose by how they look.b. hear them in my mind or out loud.c. find them in the dictionary.d. write both words on paper and choose one.

3. You want to plan a surprise party for a friend. I would:a. invite friends and just let it happen.b. imagine the party happening.c. make lists of what to do and what to buy for the party.

d. talk about it on the phone or text others.4. You are going to make something special for your family. I would:

a. make something I have made before.b. talk it over with my friends.c. look for ideas and plans in books and magazines.d. find written instructions to make it.

5. You have been selected as a tutor or a leader for a holiday program. This is interesting for your friends. I would:

a. describe the activities I will be doing in the program.b. show them the map of where it will be held and photos about it.

c start practising the activities I will be doing in the program



c start practising the activities I will be doing in the program

11. You have a problem with your knee. Would you prefer that the doctor:a. showed you a diagram of what was wrong.b. gave you an article or brochure that explained knee injuries.c. described to you what was wrong.

d. demonstrated what was wrong using a model of a knee.12. A new movie has arrived in town. What would most influence your decision to go (or not go)?

a. you hear friends talking about it.b. you read what others say about it online or in a magazine.c. you see a preview of it.d. it is similar to others you have liked.

13. Do you prefer a teacher who likes to use:a. demonstrations, models or practical sessions.b. class discussions, online discussion, online chat and guest speakers.c. a textbook and plenty of handouts.

d. an overview diagram, charts, labelled diagrams and maps.14. You are learning to take photos with your new digital camera or mobile phone. I would like tohave:

a. examples of good and poor photos and how to improve them.b. clear written instructions with lists and bullet points.c. a chance to ask questions and talk about the camera’s features.d. diagrams showing the camera and how to use it.

15. You want some feedback about an event, competition or test. I would like to have feedback:a. that used examples of what I have done.b. from somebody who discussed it with me.c. that used a written description or table of my results.d. that used graphs showing what I achieved.

16. You have to present your ideas to your class. I would:a. make diagrams or get graphs to help explain my ideas.b. write a few key words and practice what to say again an again.c. write out my speech and learn it by reading it again and again.d. gather examples and stories to make it real and practical.



appendix 9 Cambridge General Paper Examination Syllabus

GENERAL PAPERHIGHER 1(Syllabus 8806)

INTRODUCTION1 The syllabus and examination are intended for all candidates who follow the General Paper course of study at the H1 level examination. It continues to underscore maturity of thought, independent thinking andthe proficient use of language.

AIMS2 The syllabus aims to enable candidates to achieve the following outcomes:

2.1 Understand better the world in which they live by fostering a critical awareness of continuityand change in the human experience

2.2 Demonstrate their understanding of the nature of knowledge by appreciating theinterrelationship of ideas from across disciplines

2.3 Broaden their global outlook while enabling them to remain mindful of shared historical and

social experiences both within Singapore and regionally2.4 Develop maturity of thought and apply critical reading and creative thinking skills2.5 Develop the skills of clear, accurate and effective communication2.6 Develop the skills of evaluation of arguments and opinions2.7 Promote extensive and independent reading and research.

ASSESSMENT OBJECTIVES AND SKILLS3 The candidate will be expected to demonstrate:



ASSESSMENT MODE4 Candidates are tested on two papers. Paper 1 and Paper 2 will be taken at separate sittingswithin the same day.



5 Paper 1: Essay

5.1 In this paper, 12 questions will be set to give candidates the opportunity to read extensively

and express an informed, critical, creative and relevant response to issues relating to thetopic areas given below. The questions will not be set in any particular order.5.2 The suggested topic areas are:

Historical, social, economic, political and philosophical topics Science including its history, philosophy, general principles, current developments

and applications Mathematical and geographical topics Literature and language Arts and crafts Topics of local interest and national concern.

5.3 Questions will not necessarily be set on every topic area. They will be general in nature andrequire candidates to draw on their knowledge from across disciplines as well as to show anawareness of current, global and significant local/national issues. The ability to convey asustained and well thought-out argument will be credited.

6. Paper 2: Comprehension

6.1 One or two passages of continuous prose will be set. The passage(s) should allow for comparative analysis.

6.2 There will be a range of questions on the text(s), requiring candidates to demonstrate their ability to comprehend, explain, infer, evaluate and summarise.

6.3 Candidates will also be required to synthesise information and respond to concepts or ideasconveyed. They will apply their response, based on their understanding and interpretation of the text(s) as a whole, to a task derived from the text(s).



appendix 10 Learner Needs Analysis – Sample Answer (Ji Min)



appendix 11 Diagnostic GP Writing Task(Taken from British Council Singapore's in-house 'GP2 Course' notes)

Passage I: Different roads to development

From The Economist, August 19, 1995.

Why it’s better to be poor in some countries than in others:

In the foetid slums of Rio, schools, clean water and basic medical care are impossible dreams for many

residents. Sad, but understandable, you might think: Brazil is a fairly poor country. Sri Lanka is a poorer one,with less than two-thirds of Brazil's income per person (on a purchasing-power basis). Yet Sri Lankanmothers are less likely to die giving birth, their babies are likelier to survive - and much likelier in due time tofinish primary school. The proportion of people in absolute poverty is lower.

Disparities between levels of wealth and of health, highlighted each year by the United Nations DevelopmentProgramme (UNDP) in its index of performance, are only too familiar. In Morocco, infant mortality is 68 per thousand; in poorer China, it is 44. In Ghana, 72% of children finish primary school, more than in richer South Africa or Pakistan. Vietnam's income per head is about 6% of the United Arab Emirates', yet its literacy

rate is much higher.

Why? One theory says that a firm hand at the top makes the difference. Not so. The UN’s top-ten stars inimproved human development from 1960 to 1992 are these: China, Iran, Syria, Turkey, Portugal, Thailand,Tunisia, South Korea, Malaysia and Botswana. It is a mixed bunch.

Nor, on its own, is economic growth the key. True, high growth and good standards of literacy and healthtend to run together, as in the Asian tigers. Yet poor places can show good results. Kerala, home to nearly30m people in southern India, is not rich, even by Indian standards. But it has, by far, the country’s highestliteracy and life expectancy, and the lowest infant mortality.



hell when a rural health clinic goes unstaffed for too long; so not many do. A British constitutional commissionin 1928, noticing that life expectancy in colonial Ceylon - today’s Sri Lanka - had stagnated after severaldecades of improvement, recommended that a planned transition to internal self-government should includevotes for women, to create pressure on officials for health care. It happened, and - though a direct link

cannot be proved - Ceylon went on to develop South Asia’s most effective health system.

Civil liberty seems an odd parameter, given the record of some of the countries that rank high in social-development indices. Cuba and Vietnam are less-than-free societies, yet their people are generally literateand long-lived. The answer is that national and local freedoms are different: Cubans do not feel free tocomplain about Fidel Castro, but they are encouraged to complain about cockroaches at the local maternityclinic. In the short term, any populist revolution is likely to be good for human development: often, it wasprecisely the lack of this that won the revolutionaries popular support.

The trouble is that revolutionary fervour does not last. Zimbabwe’s new élite did well to develop widespreadprimary education, but shows signs of adopting the same elitist habits as the old one. Cuba failed to developthe economic base to keep its expensive social programmes in good order now that Soviet subsidies haverun out.

Any elite tends to look after itself first. That is why many poor countries spend much of their health andeducation budgets on high-technology hospitals and universities, instead of rural clinics and primary schools.The tendency is still worse if the regime feels threatened by powerful interest groups such as the army or landlords. It will sooner buy them off than get into the long-term process of delivering basic education and

health, whose political pay-off is real, but not immediate.

Meeting basic needs does not have to be costly. Schools and clinics are labour-intensive, and in poor countries even skilled labour is relatively cheap. So a poor country can get more for its money than a richone. The UN’s children’s agency reckons that 5% of GDP is enough to deliver universal basic services - fiveyears of education, immunisation, pre-natal care, and access to a trained medical worker. Provided, that is,that the money is well spent.

East Asian countries spent 3.7% of their GDP on education in 1989, says the World Bank, the rest of the

de eloping orld 3 6% b t the East Asians spent it better The proportion of East Asians aged abo e 15 ho



4) Peace and substantial arms reduction are essential conditions for development.

Oxfam understands that:

5) Poverty is a state of powerlessness in which people are unable to exercise their basic human rightsor control virtually any aspect of their lives. Poverty manifests itself in the inadequacy of materialgoods and lack of access to basic services and opportunities leading to a condition of insecurity.

6) All poverty is almost always rooted in human action or inaction. It can be made worse by naturalcalamities and human violence, oppression and environmental destruction. It is maintained byentrenched inequalities and institutional and economic mechanisms.

The Oxfam approach is that:

7) Our programmes will: A. Address the structural causes of poverty and related injustice.B. Work primarily through local accountable organisations, seeking to strengthen their

empowerment.C. Help people directly where local capacity is insufficient or inappropriate for Oxfam's

purposes.D. Assist the development of structures which directly benefit people facing the realities of

poverty and injustice, and which are accountable to them.

8) In all our actions our ultimate goal is to enable people to exercise their rights and manage their ownlives.

9) For people to be able to exercise their rights:

A. opportunities must be created so that people can participate in governing all aspects of their lives, and

B. they must have the genuine capacity to organise and take advantage of those

t iti



appendix 12 Diagnostic Writing Marking Criteria

Academic Writing - Content and CoherenceCriteria

Met / Partially Met / Not Met?(1 / 0.5 / 0)

Is the focus of the essay clear?

Does the essay address the question?

Is the writer's stand clearly made in the introduction

Is the writer's stand suitably supported?

Are suitable examples & evidence used?

Is each point suitably evaluated?

Do all paragraphs remain relevant to the question?

Is there a logical flow across paragraphs?

Is there effective use of topic and concluding sentences to link paragraphs?

Is there effective use of connectors (words/phrases) to link propositions?

Is propositional ordering effectively used to guide the reader through each paragraph?

Does the introduction define the terms and limit the scope of the answer?

Does the conclusion summarise the preceding arguments?

Does each paragraph have a clear topic sentence (either explicit or inferred)?

Does each paragraph focus on one point or idea?

Total /15 :

Tobias Best EA – English for Academic Purposes Centre No: 10239 40



appendix 13 Diagnostic GP Reading Comprehension Task(Taken from British Council Singapore's in-house 'GP2 Course' notes)

Comprehension Skills

Read the article ‘An ethics of the future is a priority for all’ by Jerome Binde, director of the Analysis and Forecasting Unit of UNESCO, on the next page and answer the questionsbelow. This is an adaptation of an article that appeared in The Straits Times on Saturday,November 1st, 1997.

Answer questions 1 and 2 before you read the article.

From the title of the article, the position of the writer and some of the wordsand extracts you have already read, try to predict what the writer will besaying.

What do you think the purpose of the article will be?



What are the four types of emergencies to which societies have to respondquickly?

What are the four areas in which societies must invest in order to ensuredevelopment in the 21st century?

What is the purpose of UNESCO’s Analysis and Forecast Unit?



Explain in your own words the meaning of the word ‘heritage’ as it is used inthis article.

This article was written in 1997, almost fifteen years ago!Do you think the points made by Jerome Binde are still relevant to today's

society?Choose two of his points and write a couple of sentences describing a relevantexample from today's world.

Point:

Example:

Point:



policies. And yet, as evidenced by the contradictions of humanitarian aid or, in Europe, of the struggleagainst unemployment, short-term and emergency measures have little impact on long-term problems.

Development in the 21st century will require long-term vision and investments, such as in education and

health for all, science and technology, especially new information and communication technologies andinfrastructure. Improving the future means that social players and decision makers will have to stop tinkeringwith the present and start anticipating. Shaping the future is by no means an easy task: sometimes, severalgenerations may elapse before we reap the fruits of our labour. “The ethics of the future,” says Mr Mayor, “isan ethics of farmers. It consists in transmitting a heritage.”

The reinforcement of anticipation and preventive capacities is therefore a priority for governments,international groups, scientific institutions, social players and the private sector. UNESCO has taken steps inthat direction in the past few years by setting up the Analysis and Forecast Unit. It convened an international

meeting in July in Rio on “the ethics of the future”. In addition, the secretary-general of the United Nations,Mr Kofi Annan, recently set up within his office a strategic planning unit to identify emerging global trends andissues and proposed the convening in the year 2000 of a Millennium Assembly to prepare for the 21stcentury.

However, an ethics of the future means more than a long-term vision. It means, first of all, that responsibilityshould now be turned towards the distant future. What has been entrusted to us by nature and by pastgenerations is fundamentally fragile and perishable: life, the Earth,the city itself. We need to broaden the social compact to encompass future citizens. Our sense of

responsibility towards them is a condition of their survival.

Secondly, it means taking into account the possible consequences of our actions and the uncertain, even theunforeseeable - in a word, learning to manage risk.

Thirdly it means that heritage goes beyond stones and buildings to include the intangible and the symbolic,the ethical, ecological and genetic. In this spirit, UNESCO’s International Bioethics Committee has prepareda draft Declaration on the protection of the human genome. Heritage becomes a foundation of humanresponsibility towards future generations, for “in the absence of a link between the past and the future, any

f t t diti i d d t id l i l it i



appendix 14 Diagnostic Writing Test – Sample answers (Joanna, Lin Wei)



appendix 15 Diagnostic Reading Test – Sample Answer (Chong Tat)



appendix 16 Questions for In-class and Homework Tasks(All questions adapted from GP past papers)

For Homework Tasks – including Formative Assessment (Lessons 1-7)

Question 1.

'Globalisation has little or nothing to offer developing countries.'To what extent do you agree with the statement?

Question 2.

Power is no longer in the hands of the government.To what extent do you agree?

For In-Class and Homework Tasks – including Formative Assessment (Lesson 8-10)

Question 3.

How far do you agree that discrimination is not always bad?

Q ti 4



For Final Homework Task – Summative Assessment (Lesson 10)

Choose one of the following questions and write an answer of 500-800 words.

1. How far have examinations undermined the essential aims of educationtoday?

2. ‘Sport divides more than it unites.’ What is your view?

3. To what extent has technology had a negative impact on the skill levels ofpeople?

4 I h li i i f l b l li i i ?



appendix 17 Analytic Marking Scale for Writing (© Tobias Best 2012)

Score Organization(Ob2)

Grammar (Ob3)

Vocabulary(Ob3)

Cohesion &Coherence (Ob4)

Concise Language(Ob5)

5

Demonstrates clear organisationof ideas on textual and

paragraph level Argument well developed andsupported with examplesthroughout text

Wide range of structures

Few inaccuracies that do not

disrupt communication

Wide range of vocabulary

Accurate vocabulary

Vocabulary use is relevant andappropriate

Fully coherent text

Cohesive on clausal,

sentence and paragraphlevel

No examples of redundant or

unnecessarily repetitivelanguage

4

Demonstrates some organisationof ideas on textual andparagraph level

Argument well developed andsupported with examplesthroughout most of text.

Good range of structures

Occasional inaccuraciesdisrupt communication

Good range of vocabulary

Mostly accurate vocabulary

Occasional use of non-relevantor inappropriate vocabulary

Good sentence levelcohesion

Some cohesion andcoherence at paragraphlevel

Few examples of redundant or unnecessarily repetitivelanguage

3

Demonstrates limited

organisation of ideas on textualand paragraph level

Argument only partiallydeveloped in text.

Occasional lack of support for argument.

Limited range of structures

Frequent inaccuraciesdisrupt communication

Limited range of vocabulary

Frequently inaccuratevocabulary

Frequent use of non-relevant or inappropriate vocabulary

Some sentence level

cohesion

Little cohesion atparagraph level

Some examples of

redundant or unnecessarily repetitivelanguage interfere withcommunication

2

Frequent lack of organisation of ideas on textual and paragraphlevel

Argument not developed in text

Frequent lack of support for argument.

Very limited range of structures

Frequent inaccuraciesdisrupt communication

Very limited range of vocabulary

Mostly inaccurate vocabulary

Mostly vocabulary use is non-relevant and inappropriate

Frequent lack of sentencelevel cohesion

Frequent lack of cohesionat paragraph level

Frequent examples of redundant or unnecessarily repetitivelanguage interfere withcommunication

1

Poor organisation interferesseverely with communication

No support for argument

Mostly inaccurate Vocabulary inaccuraciesseverely interfere withcommunication

Text not coherent Verbosity interferesseverely withcommunication




appendix 18 Check Lists for Peer/Self-Assessment Tasks (lessons 2-7)(© Tobias Best 2012)

Lesson 2

Writer's name: Answer Are the key words in the question highlighted?

Does the mind map provide 5 or more points relevant to question?

Are examples included for most of the points?

Are most ideas clearly linked together?

Lesson 3

Writer's name: Answer

Are the topic sentences all relevant to the question?

Do topic sentences include both the topic and a controlling idea?

Are 2 or more supporting ideas given for each topic sentence?

Do the supporting ideas all relate to the respective topic sentence?

Is the language of the sentences accurate?

Lesson 4


f



Lesson 6


Is the thesis restated?

Are the main ideas of the essay summarised?

Does the conclusion finish with a final thought(prediction/solution/judgement)?

Is the vocabulary used appropriate and relevant?

Are there any clear grammatical errors?

Is there any unnecessary repetition or redundancy in the writing?

Lesson 7


Does the essay clearly include an introduction, main body andconclusion?

Does the essay demonstrate clear organisation of ideas?

Are each of the main ideas supported with examples?

Is the writer's argument clear and well developed throughout the essay?

Are the relationships between sentences and paragraphs clear?

Does the writer make use of a range of sentence structures?



appendix 19 Table for Recording Student Assessment Scores

Student Name:

Assessment

Scores from Analytical Scale

Organization Grammar Vocabulary Cohesion &Coherence

ConciseLanguage

Total

EssayQuestion 1*

EssayQuestion 2

DiscursiveEssay

Cause & EffectEssay

Final Essay

* Essay Question 1 is written over many weeks, and is expected to have a higher score than the later assessments due to their comparatively limited writing time.




appendix 20 Post-Course Questionnaires

For Students:

Please answer the following questions about the course you have just completed: (this questionnaire is anonymous)

Do you feel that the course helped you to improve your ability to write GP essay answers?

Which areas of your writing do you feel still need further improvement?

Did the course address all of your needs to improve writing?

Which part of the course did you find most beneficial?

Which part of the course did you find least beneficial?

What would you liked to have worked on more during the course?

Do you feel the amount of homework tasks was acceptable?

Would you have preferred to do the final writing task under exam conditions?




For Teachers:

Please answer the following questions about the course to help with future course design and development.

Do you feel that the course helped the learners to develop the writing skills needed for the GP examination?

Which areas of their writing do you feel showed the greatest and least improvement?

greatest: least:

Do you feel the course offered suitable progression, transferability and opportunities for recycling of learning?

Do you feel there was too little, enough, or too much material to cover in each lesson?

Did you feel you had enough freedom to be flexible with your teaching approach and techniques?

Was the analytical scoring scale appropriate and easy to follow?

Do you feel the approaches taken by the course were suitable for the group of learners and their needs?

What, if any, changes would you suggest making to the course?


delta ea pt2

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