All About English Creative Writing
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Hi TAS
I have to S&T qn which need yr help.
1. Muthu tried very hard to reason with Mrs Tan but she refused to listen to him.
Ans; No matter
No matter how hard Muthu tried to reason, Mrs Tan refused to listen to him.
2. Mr Yong last saw his neighbour fifteen years ago.
______ since __________________.
Mr Yong had not seen his neighbour since fifteen years ago.
Kindly assist.
Please kindly provide info on active and passive voice too.
Many thanks! -
Joy:
Hi Joy,Hi TAS
Thanks for info.
Sure, would love to hear from u what are the good english assessment books from you.
Joy
These are some of the books that we find good. For the primary school
books, the questions may not be very challenging. However, the
questions are classified according to different categories which
makes learning easier for the kids.
Primary School Books:
1) Practice Makes Perfect: Vocabulary MCQ
by Kit Lee (EPH publishing)
2) Practice Makes Perfect: Grammar MCQ
by Kit Lee (EPH publishing)
3) The Ultimate Guide to Mastering Comprehension
by Shaheed Salim
All these are primary 6 books. ( I assumed you are asking for
upper primary kids)
We have one secondary book to recommend as you can use some
questions that are relevant for primary 6.
This book also classifies the questions. It also teaches the
vocabulary questions well. They get the children to identify
the root form of the word and also to identify which
part of speech (noun, verb etc) the word belongs to. This
helps the children to figure out the meaning of the vocabulary
words.
Secondary book:
1) Distinction in English Lower Secondary Comprehension
by Marife Cruz Yap
TAS -
[quote]Hi TAS
I have to S&T qn which need yr help.
1. Muthu tried very hard to reason with Mrs Tan but she refused to listen to him.
Ans; No matter ________________________
No matter how hard Muthu tried to reason, Mrs Tan refused to listen to him.[/quote]Hi Herbie,
The answer is almost there, however, with one change:
- No matter how hard Muthu tried to reason with Mrs Tan, she
refused to listen to him.
(You need to put 'with Mrs Tan' in front, then it will be clear who Muthu
is trying to reason with)
[quote]2. Mr Yong last saw his neighbour fifteen years ago.
______________________________ since __________________.
Mr Yong had not seen his neighbour since fifteen years ago.[/quote]The answer should be:
- Mr Yong has not seen his neighbour since fifteen years ago.
It should be present perfect tense and not past perfect tense as Mr Yong
saw his neighbour 15 years ago BUT has not seen him ever since-
it is implied that he has not seen him till today.
[quote]Please kindly provide info on active and passive voice too.
Many thanks![/quote]Active voice: The subject is the one 'doing' the action
Eg: The girl (subject) ate the burger.
The girl was the 'doer' of the action - ate.
Passive voice: The subject has an action done to it/him/her.
Eg: The burger (subject) was eaten.
The burger had the action of being eaten done to it, it was
the 'target' of the action and not the 'doer' of the action.
Active voice:
(Present tense)
-I eat the burgers today
(Past tense)
- I ate a burger
(Present continuous tense)
- I am eating a burger
(Past continuous tense)
- I was eating a burger
(Present perfect tense)
- I have eaten a burger
(Past perfect tense)
- I had eaten a burger
Passive voice:
(Present tense)
- The burgers are eaten (by me) today
(Past tense)
-The burger was eaten
(Present continuous)
- The burger is being eaten
(Past continuous)
- The burger was being eaten
(Present perfect)
- The burger has been eaten
(Past perfect)
- The burger had been eaten
TAS -
Hi TAS
Thanks.I have [qu1) Distinction in English Lower Secondary Comprehension
by Marife Cruz Yap and she has been reading it.
Check with you, is there a good close passage books that u can recommend?
We had done the Practice Makes Perfect close passage last year.thanks
rgds
Joy
ote=\"The Alternative Story\"]Joy:
Hi Joy,Hi TAS
Thanks for info.
Sure, would love to hear from u what are the good english assessment books from you.
Joy
These are some of the books that we find good. For the primary school
books, the questions may not be very challenging. However, the
questions are classified according to different categories which
makes learning easier for the kids.
Primary School Books:
1) Practice Makes Perfect: Vocabulary MCQ
by Kit Lee (EPH publishing)
2) Practice Makes Perfect: Grammar MCQ
by Kit Lee (EPH publishing)
3) The Ultimate Guide to Mastering Comprehension
by Shaheed Salim
All these are primary 6 books. ( I assumed you are asking for
upper primary kids)
We have one secondary book to recommend as you can use some
questions that are relevant for primary 6.
This book also classifies the questions. It also teaches the
vocabulary questions well. They get the children to identify
the root form of the word and also to identify which
part of speech (noun, verb etc) the word belongs to. This
helps the children to figure out the meaning of the vocabulary
words.
Secondary book:
1) Distinction in English Lower Secondary Comprehension
by Marife Cruz Yap
TAS[/quote] -
Hi TAS
Would you be able to recommend a good Synthesis and Transformation book which shows correct methods of sysnthesis and transformations and common mistakes as well.
Thanks! -
[quote]Hi TAS
Check with you, is there a good close passage books that u can recommend?
We had done the Practice Makes Perfect close passage last year.thanks
rgds
Joy[/quote]Hi Joy,
If you are looking for general practice, then many of the
assessment books out there are quite good. However, to
develop the child in handling the different types of cloze passages,
so far, we have not come across any.
What do we mean by different types of cloze passages?
- The cloze passages are based on different themes: accidents,
environmental issues, extinction etc.
For each of these themes, there are certain key words that tend to be
used. If you can group the passages by themes and help you child
identify what these words are, this helps.
- Another way is to look for books which test the children on
different parts of the speech in each passage to help them
become familiar with the usage of those words.
For example, linking words (thus, moreover, resulting in etc),
nouns, prepositions, verbs etc.
We prepare our cloze passages in this way and we find it does help the
children, perhaps you could do this as well
TAS -
Herbie:
Hi Herbie,Hi TAS
Would you be able to recommend a good Synthesis and Transformation book which shows correct methods of sysnthesis and transformations and common mistakes as well.
Thanks!
You can look for synthesis books that categorize the questions.
For example, one practice can be all about using the words
'Much to', another practice can be about 'unless'. This helps
your child to get a better idea on how to tackle questions
that are similar.
However, we have not seen one that shows the correct methods
of how to answer it and explain why it is so and also giving
the common mistakes as well.
One idea would be to come up with your own or to ask us for some
examples and compile it together for your child, don't know if that
would help. :?
TAS -
Hello TAS
Thanks and noted.
I will group all her past mistakes in the close passage into theme.Probably that will help her to identify her usual kind of mistakes.
I am yet to find all the linking words, do u listing out some?and how they are applied.
Cheers
JoyThe Alternative Story:
Hi Joy,[quote]Hi TAS
Check with you, is there a good close passage books that u can recommend?
We had done the Practice Makes Perfect close passage last year.thanks
rgds
Joy
If you are looking for general practice, then many of the
assessment books out there are quite good. However, to
develop the child in handling the different types of cloze passages,
so far, we have not come across any.
What do we mean by different types of cloze passages?
- The cloze passages are based on different themes: accidents,
environmental issues, extinction etc.
For each of these themes, there are certain key words that tend to be
used. If you can group the passages by themes and help you child
identify what these words are, this helps.
- Another way is to look for books which test the children on
different parts of the speech in each passage to help them
become familiar with the usage of those words.
For example, linking words (thus, moreover, resulting in etc),
nouns, prepositions, verbs etc.
We prepare our cloze passages in this way and we find it does help the
children, perhaps you could do this as well
TAS[/quote] -
Joy:
Hi Joy,Hello TAS
Thanks and noted.
I will group all her past mistakes in the close passage into theme.Probably that will help her to identify her usual kind of mistakes.
I am yet to find all the linking words, do u listing out some?and how they are applied.
Cheers
Joy
We will let you know about more examples as we go on. But right now, I
could give you some examples:
- Hence/Therefore (links reason to result)
- However (to link 2 opposing ideas together)
The Red Indians were a people that revered nature and
1) ___________ did not want to cultivate the land for fear
of harming it. 2) ___________ the Europeans were different,
they believed that the land was to
be used to serve mankind.
Answer:
1) hence/therefore (it links reason to result, the reason
being that the Red Indians revered nature and the result being
they did not want to cultivate the land.
2) However (it shows the contrast between the 2 sentences
- the Red Indians respect of nature vs the European's thinking that
nature was to serve man, the clue being the word 'different')
TAS -
thank you.I get it crystal clear and hope to learn more from you.
Happen to go through one close passage,wonder, how do u find clue to fill up while or but.
Also, preposition for: in vs of
Thanks again
rgds
JoyThe Alternative Story:
Hi Joy,Joy:
Hello TAS
Thanks and noted.
I will group all her past mistakes in the close passage into theme.Probably that will help her to identify her usual kind of mistakes.
I am yet to find all the linking words, do u listing out some?and how they are applied.
Cheers
Joy
We will let you know about more examples as we go on. But right now, I
could give you some examples:
- Hence/Therefore (links reason to result)
- However (to link 2 opposing ideas together)
The Red Indians were a people that revered nature and
1) ___________ did not want to cultivate the land for fear
of harming it. 2) ___________ the Europeans were different,
they believed that the land was to
be used to serve mankind.
Answer:
1) hence/therefore (it links reason to result, the reason
being that the Red Indians revered nature and the result bring
they did not want to cultivate the land.
2) However (it shows the contrast between the 2 sentences
- the Red Indians respect of nature vs the European's thinking that
nature was to serve man, the clue being the word 'different')
TAS
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