KEY TO SEE 2018 QP PART 2
MODULE IV
7 (a) Differentiate the terms of Skimming, Scanning, Intensive and Extensive Reading. How each term helps in understanding the text while comprehending the text.
The four main types of reading techniques are the following:
• Skimming
• Scanning
• Intensive
• Extensive
Skimming – Reading for the gist of a text
This reading technique is used for getting the gist of the whole text lead. We generally use this technique at the time of reading newspaper or magazine. Under this technique, we read quickly to get the main points, and skip over the detail. It is useful in getting a preview of a passage before reading it in detail or reviving understandings of a passage after reading it in detail.
Gist is the general meaning or purpose of a text, either written or spoken. Reading a text for gist is known as skimming. Before answering detailed comprehension questions on a short story, learners read it quickly for gist, and then match the text to a picture that summarises what happens in the story. 3Marks
Scanning – Reading for specific information
Scanning through the text is a reading strategy that is used for getting some specific points by looking at the whole text. For highlighting the important points of a book the readers can skim through the summary or the preface or the beginning and ending chapters of that book. For example, This technique is used for looking up a name from the telephone guide book. 2 Marks
Intensive Reading
Intensive reading involves learners reading ‘in detail’ with specific learning aims and tasks. It can be compared with extensive reading, which involves learners reading texts for enjoyment and to develop general reading skills. The learners read a short text and put events from it into chronological order. This type of reading has indeed beneficial while reading comprehension passages, as it helps them understand vocabulary by deducing the meaning of words in context. It moreover, helps with retention of information for long periods of time and knowledge resulting from intensive reading persists in your long term memory.
2Marks
Extensive reading
Extensive reading involves reading for pleasure. Because there is an element of enjoyment in extensive reading it is unlikely that students will undertake extensive reading of a text they do not like. It also requires a fluid decoding and assimilation of the text and content in front of you. If the text is difficult the reader stops every few minutes to figure out what is being said or to look up new words in the dictionary. This creates breaks in concentration and diverting the thoughts. During the reading of comprehension passages extensive reading helps to grab the essence of the sentences and identify the answers to the questions related to it. 3Marks
7 (b) Define the term comprehension. What are the key points to be kept on mind while answering the questions in reading comprehension passages?
Definition: The definition of comprehension refers to a person’s ability to understand something. Reading comprehension is one of the pillars of the act of reading. When a person reads a text he engages in a complex array of cognitive processes. He is simultaneously using his awareness and understanding of phonemes (individual sound “pieces” in language), phonics (connection between letters and sounds and the relationship between sounds, letters and words) and ability to comprehend or construct meaning from the text. This last component of the act of reading is reading comprehension.
There are two elements that make up the process of reading comprehension: vocabulary knowledge and text comprehension. In order to understand a text the reader must be able to comprehend the vocabulary used in the piece of writing. 3 Marks
The key points to be kept on mind while answering the questions in reading comprehension passages:
i. This skill must be learned and developed. It does not just happen.
ii. With that thought in mind, it has also been shown that strong readers make good writers.
iii. Sustained exposure to the English language does allow for an expanded vocabulary and knowledge of correct grammar usage.
iv. When this is combined with literal, inferential and critical reading experiences, it enables writers to better express themselves. 4 Marks
8 (a) What are the strategies applied in reading comprehension passages. State how these are important in attempting the paragraph questions.
Comprehension is the ability to process text, understand its meaning, and to integrate with what the reader already knows. Fundamental skills required in efficient reading comprehension are knowing meaning of words, ability to understand meaning of a word from discourse context, ability to follow organization of passage and to identify antecedents and references in it, ability to draw inferences from a passage about its contents, ability to identify the main thought of a passage, ability to answer questions answered in a passage, ability to recognize the literary devices or propositional structures used in a passage.
The strategies applied in reading comprehension passages:
· Using Prior Knowledge/Previewing
When students preview text, they tap into what they already know that will help them to understand the text they are about to read. This provides a framework for any new information they read.
· Predicting
When students make predictions about the text they are about to read, it sets up expectations based on their prior knowledge about similar topics. As they read, they may mentally revise their prediction as they gain more information.
· Identifying the Main Idea and Summarization
Identifying the main idea and summarizing requires that students determine what is important and then put it in their own words. Implicit in this process is trying to understand the author’s purpose in writing the text.
· Questioning
Asking and answering questions about text is another strategy that helps students focus on the meaning of text. Teachers can help by modeling both the process of asking good questions and strategies for finding the answers in the text.
· Making Inferences
In order to make inferences about something that is not explicitly stated in the text, students must learn to draw on prior knowledge and recognize clues in the text itself.
· Visualizing
Readers can take advantage of illustrations that are embedded in the text or create their own mental images or drawings when reading text without illustrations. The followings are the strategies applied in reading comprehension passages.
8 (b) Mention the types of reading. Exemplify how each type of reading helpful in understanding the main idea of the writers.
1. Active Reading Style
Active reading aims to get an in-depth understanding of the text. Under this technique, the reader actively involved with the text while reading it.
Getting in depth knowledge on the text at hand is not possible by reading to skim through or scan through the text. This technique of Structure-Proposition-Evaluation is an interesting reading technique suggested by Mortimer Adler in his book How to Read a Book. This technique suggests reading as per the three following patterns: Studying the structure of the work; Studying the logical propositions made and organized into chains of inference; Evaluation of the merits of the arguments and conclusions.
2.Detailed Reading
This technique is used for extracting information accurately from the whole text. Under this technique, we read every word for understanding the meaning of the text.
In this careful reading, we can skim the text first for getting a general idea and then go back to read in detail. We can use a dictionary to find the meaning of every unfamiliar word.
3. Speed Reading
Speed-reading is actually a combination of various reading methods. The aim of speed-reading is basically to increase the reading speed without compromising the understanding of the text reading. Some of the strategies used in speed reading are as follows:
• Identifying words without focusing on each letter
• Not to sounding-out all words
• Not sub vocalizing some phrases
• Spending less time on some phrases than others
· Skimming small sections.
MODULE V
9 (a) Write a meaningful paragraph on ‘aiming to become team player(s) is the need of the hour’.
The paragraph written should be checked and marks are to be given according to the content.
Introductory sentences: At least two – 2Marks
Topic Sentence: – 2Marks
Concluding lines: 3Marks
9(b) Draft a short report on ‘role of technology in natural disasters’.
Title: 1Mark
Schedule: 2Marks
Content: 2 Marks
Conclusion: 2Marks
10(a) How to write a paragraph with a proper introduction and conclusion? Draft a paragraph on GST.
Writing Introduction and Conclusion:
These represent the most serious omission students regularly make. Every essay or paper designed to be persuasive needs a paragraph at the very outset introducing. It also needs a final paragraph summarizing what's been said and driving the author's argument home. They put the facts to be cited into a coherent structure and give them meaning. Even more important, they make the paragraph readily accessible to readers and remind them of that purpose from start to end. 1 Mark
A. How to Write an Introduction: The introduction of an essay or paper must be substantial. After reading the introduction, you need to stop and ask yourself where the rest of the paper is headed, what the individual paragraphs in its body will address and what the general nature of the conclusion will be
B. How to Write a Conclusion: In much the same way that the introduction lays out the thesis for the reader, the conclusion of the paper should reiterate the main points—it should never introduce new ideas or things not discussed in the body of the paper—and bring the argument home. In other words, just as lawyers win their cases in the closing argument; this is the point where you'll persuade others to adopt your writing/ point of view. 3 Marks
a paragraph on GST 3Marks
10 (b) what are the essential things that should be kept in mind while sending official mails? Exemplify those essential points by drafting a mail.
Email writing
Definition:
Email means messages distributed by electronic means from one computer user to one or more recipients via a network. 1Mark
The following are the essential things that should be kept in mind while sending official mails:
Do’s
· Use an informative subject line
· Write most important information first\
· Use numbers or bullets to make the message clear
· Use simple grammar and language
· Write short sentences
· Use separate paragraphs
Don’ts
· Write about irrelevant issues
· Give personal information
· Use capital letters to write whole words
· Use different fonts
· Use exclamation marks
· Use incomprehensible abbreviations, acronyms and smileys
4 Marks
The mail written by the student: 3 Marks
****************
MODULE IV
7 (a) Differentiate the terms of Skimming, Scanning, Intensive and Extensive Reading. How each term helps in understanding the text while comprehending the text.
The four main types of reading techniques are the following:
• Skimming
• Scanning
• Intensive
• Extensive
Skimming – Reading for the gist of a text
This reading technique is used for getting the gist of the whole text lead. We generally use this technique at the time of reading newspaper or magazine. Under this technique, we read quickly to get the main points, and skip over the detail. It is useful in getting a preview of a passage before reading it in detail or reviving understandings of a passage after reading it in detail.
Gist is the general meaning or purpose of a text, either written or spoken. Reading a text for gist is known as skimming. Before answering detailed comprehension questions on a short story, learners read it quickly for gist, and then match the text to a picture that summarises what happens in the story. 3Marks
Scanning – Reading for specific information
Scanning through the text is a reading strategy that is used for getting some specific points by looking at the whole text. For highlighting the important points of a book the readers can skim through the summary or the preface or the beginning and ending chapters of that book. For example, This technique is used for looking up a name from the telephone guide book. 2 Marks
Intensive Reading
Intensive reading involves learners reading ‘in detail’ with specific learning aims and tasks. It can be compared with extensive reading, which involves learners reading texts for enjoyment and to develop general reading skills. The learners read a short text and put events from it into chronological order. This type of reading has indeed beneficial while reading comprehension passages, as it helps them understand vocabulary by deducing the meaning of words in context. It moreover, helps with retention of information for long periods of time and knowledge resulting from intensive reading persists in your long term memory.
2Marks
Extensive reading
Extensive reading involves reading for pleasure. Because there is an element of enjoyment in extensive reading it is unlikely that students will undertake extensive reading of a text they do not like. It also requires a fluid decoding and assimilation of the text and content in front of you. If the text is difficult the reader stops every few minutes to figure out what is being said or to look up new words in the dictionary. This creates breaks in concentration and diverting the thoughts. During the reading of comprehension passages extensive reading helps to grab the essence of the sentences and identify the answers to the questions related to it. 3Marks
7 (b) Define the term comprehension. What are the key points to be kept on mind while answering the questions in reading comprehension passages?
Definition: The definition of comprehension refers to a person’s ability to understand something. Reading comprehension is one of the pillars of the act of reading. When a person reads a text he engages in a complex array of cognitive processes. He is simultaneously using his awareness and understanding of phonemes (individual sound “pieces” in language), phonics (connection between letters and sounds and the relationship between sounds, letters and words) and ability to comprehend or construct meaning from the text. This last component of the act of reading is reading comprehension.
There are two elements that make up the process of reading comprehension: vocabulary knowledge and text comprehension. In order to understand a text the reader must be able to comprehend the vocabulary used in the piece of writing. 3 Marks
The key points to be kept on mind while answering the questions in reading comprehension passages:
i. This skill must be learned and developed. It does not just happen.
ii. With that thought in mind, it has also been shown that strong readers make good writers.
iii. Sustained exposure to the English language does allow for an expanded vocabulary and knowledge of correct grammar usage.
iv. When this is combined with literal, inferential and critical reading experiences, it enables writers to better express themselves. 4 Marks
8 (a) What are the strategies applied in reading comprehension passages. State how these are important in attempting the paragraph questions.
Comprehension is the ability to process text, understand its meaning, and to integrate with what the reader already knows. Fundamental skills required in efficient reading comprehension are knowing meaning of words, ability to understand meaning of a word from discourse context, ability to follow organization of passage and to identify antecedents and references in it, ability to draw inferences from a passage about its contents, ability to identify the main thought of a passage, ability to answer questions answered in a passage, ability to recognize the literary devices or propositional structures used in a passage.
The strategies applied in reading comprehension passages:
· Using Prior Knowledge/Previewing
When students preview text, they tap into what they already know that will help them to understand the text they are about to read. This provides a framework for any new information they read.
· Predicting
When students make predictions about the text they are about to read, it sets up expectations based on their prior knowledge about similar topics. As they read, they may mentally revise their prediction as they gain more information.
· Identifying the Main Idea and Summarization
Identifying the main idea and summarizing requires that students determine what is important and then put it in their own words. Implicit in this process is trying to understand the author’s purpose in writing the text.
· Questioning
Asking and answering questions about text is another strategy that helps students focus on the meaning of text. Teachers can help by modeling both the process of asking good questions and strategies for finding the answers in the text.
· Making Inferences
In order to make inferences about something that is not explicitly stated in the text, students must learn to draw on prior knowledge and recognize clues in the text itself.
· Visualizing
Readers can take advantage of illustrations that are embedded in the text or create their own mental images or drawings when reading text without illustrations. The followings are the strategies applied in reading comprehension passages.
8 (b) Mention the types of reading. Exemplify how each type of reading helpful in understanding the main idea of the writers.
1. Active Reading Style
Active reading aims to get an in-depth understanding of the text. Under this technique, the reader actively involved with the text while reading it.
Getting in depth knowledge on the text at hand is not possible by reading to skim through or scan through the text. This technique of Structure-Proposition-Evaluation is an interesting reading technique suggested by Mortimer Adler in his book How to Read a Book. This technique suggests reading as per the three following patterns: Studying the structure of the work; Studying the logical propositions made and organized into chains of inference; Evaluation of the merits of the arguments and conclusions.
2.Detailed Reading
This technique is used for extracting information accurately from the whole text. Under this technique, we read every word for understanding the meaning of the text.
In this careful reading, we can skim the text first for getting a general idea and then go back to read in detail. We can use a dictionary to find the meaning of every unfamiliar word.
3. Speed Reading
Speed-reading is actually a combination of various reading methods. The aim of speed-reading is basically to increase the reading speed without compromising the understanding of the text reading. Some of the strategies used in speed reading are as follows:
• Identifying words without focusing on each letter
• Not to sounding-out all words
• Not sub vocalizing some phrases
• Spending less time on some phrases than others
· Skimming small sections.
MODULE V
9 (a) Write a meaningful paragraph on ‘aiming to become team player(s) is the need of the hour’.
The paragraph written should be checked and marks are to be given according to the content.
Introductory sentences: At least two – 2Marks
Topic Sentence: – 2Marks
Concluding lines: 3Marks
9(b) Draft a short report on ‘role of technology in natural disasters’.
Title: 1Mark
Schedule: 2Marks
Content: 2 Marks
Conclusion: 2Marks
10(a) How to write a paragraph with a proper introduction and conclusion? Draft a paragraph on GST.
Writing Introduction and Conclusion:
These represent the most serious omission students regularly make. Every essay or paper designed to be persuasive needs a paragraph at the very outset introducing. It also needs a final paragraph summarizing what's been said and driving the author's argument home. They put the facts to be cited into a coherent structure and give them meaning. Even more important, they make the paragraph readily accessible to readers and remind them of that purpose from start to end. 1 Mark
A. How to Write an Introduction: The introduction of an essay or paper must be substantial. After reading the introduction, you need to stop and ask yourself where the rest of the paper is headed, what the individual paragraphs in its body will address and what the general nature of the conclusion will be
B. How to Write a Conclusion: In much the same way that the introduction lays out the thesis for the reader, the conclusion of the paper should reiterate the main points—it should never introduce new ideas or things not discussed in the body of the paper—and bring the argument home. In other words, just as lawyers win their cases in the closing argument; this is the point where you'll persuade others to adopt your writing/ point of view. 3 Marks
a paragraph on GST 3Marks
10 (b) what are the essential things that should be kept in mind while sending official mails? Exemplify those essential points by drafting a mail.
Email writing
Definition:
Email means messages distributed by electronic means from one computer user to one or more recipients via a network. 1Mark
The following are the essential things that should be kept in mind while sending official mails:
Do’s
· Use an informative subject line
· Write most important information first\
· Use numbers or bullets to make the message clear
· Use simple grammar and language
· Write short sentences
· Use separate paragraphs
Don’ts
· Write about irrelevant issues
· Give personal information
· Use capital letters to write whole words
· Use different fonts
· Use exclamation marks
· Use incomprehensible abbreviations, acronyms and smileys
4 Marks
The mail written by the student: 3 Marks
****************
WONDERFULL WORK THANKS A LOT
ReplyDeleteThanks to you too. Though a bit lately I noticed your comment.
ReplyDelete