MISA Cell Meet

AS Level - English General Paper

8021

8 August 2020
Flow of the Cell Meet

Introduction to the Salient Work of MISA Checklist for Paper 1 Essay Checklist for Paper 2
Ice Breaker Sample Response Activities in the EGP Classroom
Know Your Facilitators Inferences Honing Critical Thinking
Objectives of the Cell Meet Paper 2 Section A Our Success Story
Bloom’s Taxonomy (Revised) Comprehension Podcast
Bloom’s Digital Taxonomy Question Types Transitional Phrases Activity
Tech Tools Suggested by the CAIE Paper 2 Section B Decision Making
The School Support Hub Comprehension Breakout Room Activity
CAIE Learner Attributes Skills Required Hedging Words
Core Competencies Important Information Case Study, Letter (Online)
EGP as a 21st Century Subject Repetition for Retrieval OPTIC
Paper 1 Essay Selection of Texts Rhetorical Devices, Ted Talks
Command Words Types of Questions Resources
Planning an Essay Response Features of Academic Writing Meet the Author
The Salient Work of
MISA
Zoom Poll
Ms Naghma Shaikh
 Ice Breaker
https://clubexperience.blog/2018/03/29/30-circles-challenge-creative-
icebreaker-activity-with-free-download/
30 Circles: Learning Objectives

Besides being a great warm-up exercise, Thirty Circles offers a quick lesson
about ideation. When you generate ideas, you are balancing two goals:
fluency (the speed and quantity of ideas) and flexibility (ideas that are truly
different and distinct). We know from experience that it’s easier to have a great
idea if you have many to choose from. But if you have many ideas that are just
variations on a theme, you might really only have one idea with twenty nine
other versions. When you combine fluency and flexibility, you can generate a
rich array of concepts to choose from.

From: Creative Confidence by Tom Kelley

 Creative Circles

https://www.google.com/search?rlz=1C1SQJL_enIN839IN839&source=univ&tbm=isch&q=make+30+circles&sa=X&ved=2ahUKEwiltqafuILrAhU
7wjgGHc5mB6sQsAR6BAgIEAE&biw=1396&bih=657#imgrc=DLGA3UGB1gEa7M&imgdii=TezMlGSVGAz84M
Know Your Facilitators

Ms Tasneem Shaikh
6 Years of CAIE Experience
Currently Teaching AS Level at Thakur International School, Kandivali, Mumbai.

Ms Anjana Agnihotri
13 Years of CAIE Experience
Currently Teaching AS Level at Heritage Girls School, Udaipur

Ms Naghma Shaikh
27 Years of CAIE Experience
Currently Teaching AS Level at JBCN International, Borivali, Mumbai
Objectives of the Cell Meet

To introduce the learning and assessment objectives to new as well as

experienced teachers

To list the demands of the different components and question types

To explain strategies to tackle the various question types

To share activities and resources for engaging face to face and online lessons

To discuss challenges inside and outside the English Language classrooms and
provide practical guidelines.
Tech Tools Suggested
by the CAIE
https://www.cambridgeinternational.org/support-and-training-for-schools/teaching-and-
learning-when-school-is-closed/tools-remote-teaching-and-learning/
Ms Anjana Agnihotri
School Support Hub

schoolsupporthub.cambridgeinternational.org
Inside the School Support Hub: EGP

20
School Support Hub

Scheme of work Answers

Candidate Examiners’
Response Comment
Learner Guide How Candidate
Answers to can Improve
Specimen Papers Common Mistakes
Published Candidates made
Resources in the Ques.

21
Ms Tasneem Shaikh
•EGP as a 21
st Century subject (Life Competencies)

•Paper 1
Education in the 21st Century
https://youtu.be/773hbiCTkg4
 st
EGP as a 21 Century Subject
https://www.bbc.com/news/world-us-canada-36675260
(45%)
Command Words
 Come What May…
http://www.vocabtest.com/vocabulary_word_test.php?tid=468934
Tips on understanding the command words

•A general understanding of the meaning of

the word
•Meaning in context – Questions
•Qualifier
•Reinforce- MS
THE ESSAY
Planning

❏ Read the question – command words, topic area, narrowed topic

❏ Generate Ideas – ‘lenses - hand approach’(pg 89), multiple
disciplines and from a variety of viewpoints, understanding beyond
the surface level
❏ Line of Reasoning – TREE approach (pg 132)
Roots - context, Trunk - main claim, birds - opposing views,
branches - reasons, leaves - evidence, sunshine - link claim to
evidence, draw conclusions, offer solutions
Organisation

❏ Introduction - Topic, context, define scope/ interpret key

terms, Thesis

❏ Body - topic sentence, key words from the question, reasons/

explanation, supporting evidence, link ideas, interim
conclusion

❏ Conclusion - signal ending, restate thesis, new insights, future

consequences
Language

❖ RHETORICAL DEVICES

❖ TRANSITIVES

❖ IDIOMS AND FIGURES OF SPEECH

❖ VOCABULARY

❖ GRAMMAR

❖ SENTENCE STRUCTURE
More on Evidences

WHAT (content) – statistics, examples, quotes

HOW (selection) – (C)RAVEN (Coursebook Pg. no. 130 - 131)

WHERE (source) – official websites, research papers, videos, interviews

Success Story – Shared document with a list of useful resources contributed by

the teacher and/or the learners.
Maintaining a folder of articles collated throughout the year (online/in a file)
(Both can also be arranged topic - wise)
 CHECKLIST - ESSAY

The 10 most important aspects in an Essay:

Thesis Statement Scope Varied perspectives

(Lenses)

Evidences Development RD... Connectives

(Organisation)
Sample

Type in the chatbox your comments on the following samples of the parts of the
essay - Introduction, body paragraph, conclusion.

Try using the checklist discussed above.

Look at the strengths as well as the weaknesses.

Break Time!

https://www.youtube.com/watch?v=OFbmU9ooOWk
Ms Anjana Agnihotri
Inferences
Sally arrives at home at 4:30 and knows that her mother
does not get off of work until 5. Sally also sees that the lights
are off in their house.

https://examples.yourdictionary.com/examples-of-inference.html
You can infer that Sally’s mother is not yet home.
Karen bought six lottery tickets one day and quit work the next.
You can infer that she won the lottery.
Harry lives with his aunt and uncle. His room is a cupboard
under the stairs.
You can infer that Harry’s parents have died because he
doesn’t live with them.
You can infer that his aunt and uncle do not like him
because of the place they have selected for him to sleep.
Edward has a pale complexion, never eats in front of
others, and seems to move more quickly than is
humanly possible.
You can infer that Edward is a vampire.
 Everyday Issues Students’ Issues

the
Office Issues National Issues
Paper 2: Section A

66
Paper 2: Section A

Reading Material will be sources requiring logical reasoning

(these may include different sets of data)

The sources requiring logical reasoning (Section A) will

often include smaller portions of text with visual data,
charts, statistics, maps, lists of information that you will
need to consider in order to carry out tasks such as drawing
logical conclusions, developing an informed judgement.
67
Question Types: Implication/Inference

68
Inference/Implication
Question Type: Right There

Skills Required:

70
Context Clues Question
Question Type: Take a Position
Paper 2: Section A
Persuasive Writing: Discursive Writing: Expository Writing:
❖ Candidates are ❖ Analytical ❖ Compare
required to write a Approach ❖ Contrast
persuasive text that ❖ Hedging words
❖ Demonstrate
expresses an opinion ❖ Not to express
and justifies a with certitude ❖ Explain
conclusion ❖ State
❖ Summarise

Short Argument: Suppose the Candidate chooses OPTION A:

Option A is the best...
Option B is not good…
74
As compared to option B option A is better...
 35% Selection and
application of
information

40%
Assessment
Objectives
25%
Language of Analysis

Hedging Words
NUANCE DISCURSIVE Modals
= Analysis Qualifiers

76
Break Time!
https://www.ted.com/talks/betsy_schwarm_why_should_you_listen_to_vivaldi_s_four_seasons
Ms Naghma Shaikh
Paper 2: Section B Comprehension - Prose
 Analysis
Reading and
Evaluation

Skills
Application
of Writing
Information
Important Information

★ 180 guided learning hours are required for each Cambridge International AS
Level subject.
★ The number of hours a learner needs to achieve the qualification may vary
according to local practice and their previous experience of the subject.
★ The reading material in Paper 2 will include texts which candidates may not
have read.
★ Therefore reading should be a part of their daily routine; reading varied
Fiction and Non Fiction texts carefully and often (for an hour daily) is an
important part of preparing for this exam.
Repetition for Retrieval
Repetition for Retrieval
Paper 2: Section B Comprehension - Prose

All questions will

The number of
be based on
words does not
unseen material The unseen include any
on an insert material introductory notes
accompanying will be up or glossary notes.
the question to 900
paper. words in
length.
Sources for Paper 2: Section B Comprehension
https://yaleclimateconnecti
ons.org/2019/10/12-major-
climate-change-reports-
from-2019/

https://thepitcher.org/three-
tools-help-track-customer-
reviews/

https://www.pressgazette.c
o.uk/five-in-every-six-bbc-
news-articles-devoted-to-
covid-19-while-b2b-
coverage-varies-by-sector-
analysis-shows/

https://scgnonprofits.com/h
ow-to-give-a-great-curtain-
speech/
Paper 2: Section B Comprehension - Prose

The texts may come from the print(ed) media or online, for example:

Reports Speeches
Scripts

Reviews News articles Blogs

Essays Email threads

Descriptions
Paper 2: Section B Comprehension - Prose
In Section B, candidates are required:

- to demonstrate the ability to read for detailed understanding at word,

sentence and paragraph level
- to demonstrate their understanding by explaining ideas from the passage in
their own words, summarising segments of the material, or considering the
use of different words/phrases in context
- to draw inferences, analyse details, and/or evaluate information to show an
awareness of the strengths and weakness of different kinds of information
presented, among other tasks
- to demonstrate understanding of how language features are used in a variety
of styles and registers.
Type of Questions: - Paper 2: Section B

State why...

State the meaning…

In your own words, describe/explain… (lifting from the text is not permitted)

What has…

Identify/Explain…(word limit is mentioned; 2 to 3 words less may be written; not a

single word more)
Checklist for Paper 2 - Section A and B
● Set a purpose for Reading: Preview the Questions
● Pay attention to the keywords
● Break prose into smaller, more manageable sections
● Observe the graphics or other images, captions, side bars, or footnotes
● As you encounter the terms, note a few possible synonyms for it in the
margin.
● Make sure that the words you provide match the grammatical forms of
the words in the original sentences
● Make sure you demonstrate the meaning of the words by constructing
appropriate context clues.
89
Checklist for Paper 2 - Section A and B (Contd.)

● Lifting information directly from the text does not demonstrate

that you understand it.
● For questions worth greater marks, extend points via elaboration
and detail.
● Use of transitions in your response can help you organise ideas
and show connections between your thoughts and ideas.
● For justifying your answer, use specific examples.

90
https://www.google.com/search?q=features+of+academic+writing+hedging&tbm=isch&ved=2ahUKEwiNuc-myoLrAhVpw3MBHbTvCfoQ2-
cCegQIABAA&oq=features+of+academic+writing+hedging&gs_lcp=CgNpbWcQAzoECAAQQzoCCAA6BwgAELEDEEM6BQgAELEDOggIABCx
AxCDAToGCAAQBRAeOgQIABAYOgYIABAIEB46BAgAEB5Qsf4HWMHVCGC02AhoAHAAeAOAAaUEiAGxLJIBDDAuMzYuMC4yLjAuMZgBA
KABAaoBC2d3cy13aXotaW1nsAEAwAEB&sclient=img&ei=3N4pX43bDemGz7sPtN-
n0A8&bih=657&biw=1396&rlz=1C1SQJL_enIN839IN839#imgrc=6WIO_exnj3aFjM
Activities in the EGP Classroom
Ms Tasneem Shaikh
Honing Critical Thinking
X
 Our Success Story

Jamboard (interactive whiteboard) –

Generating ideas on a given cue/
question/ topic area.

Anchor (Podcast creating platform) –

Interview/ Discussion on any Topic
Area from the syllabus.

Quiziz (Gamified Assessment tool) –

Grammar – Dangling and Misplaced
Modifiers.

Drawboard PDF - Correction of

tasks solved in the notebook.
PODCAST
Recommendations

THE APP
Ms Anjana Agnihotri
Transitional Phrases Activity

https://www.classmarker.com/online-test/start/?quiz=jj65f295b19389ac
Section A: Decision + Justification

Car
Holiday

Career
Shift House

Wedding
Venue College

103
Factors:

1. What do they take into consideration as they

decide?
2. What factors influence their decisions?
3. How do they narrow down their options?
You will work as a group in break out rooms where you will discuss about the
factors that affect your decision when you wish to decide about anything.

Take a look at next slide where yellow circles are about the decisions
(Career Shift/House/Car/Wedding Venue/College) which you have to make and
the clouds show examples of the factors (budget, location, placements)
affecting your decision.

As a group you can take up any one and come up with 6 top factors
affecting your decision.
 Amenities
Budget Flexibility Courses
Travel
Career
Age
Shift Skills Wedding
Venue
Fee
Growth Safety
House
Food
Reputation
Car Placements
Size Hobbies
Holiday

Accommodation
Location

Performance
Language

College Reliability
Decision Making

In your respective break out rooms, you will discuss about the factors that
affect your decision when you wish to select something.

As a group select any one of the following and after discussing list the top 6
factors affecting your decision.

Career Shift/House/Car/Wedding Venue/College

Some of the factors have been mentioned in the clouds on the previous slide.
Breakout Rooms
Online Mind Map
Tools:

Mindmeister
Canva
Coggle
Popplet
Xmind

109
Ms Naghma Shaikh
Hedging Words

Hedging words and phrases are the things we write and say in order to
soften our words, to make them less direct, and to limit or qualify claims
and statements we make.

http://www.uefap.com/writing/feature/hedge.htm
The McDonald’s Coffee Case

https://www.youtube.com/watch?v=T55ARsGDaUg&feature=youtu.be

https://www.caoc.org/?pg=facts#:~:text=In%201992%2C%2079%2Dyear%2D,for%20the%20burns%20she%20suffered.

https://wethepeoplewethejury.com/judged-mcdonalds-hot-coffee-case/

https://www.amazon.com/Hot-Coffee-Susan-
Saladoff/dp/B008CUL0CW
Dean’s Letter to the Faculty

https://www.mcsweeneys.net/articles/discipline-specific-guidelines-for-classroom-social-distancing

http://www.since1872.ca/faculty-council-jaclyn-salerno-contributor-
Summary

Write a summary of any one of these 2 paragraphs.

Poll to Ascertain Choice and Breakout Rooms
OPTIC
OPTIC
O = Overview the image. What is happening in the picture (not what might be)?
Summarise the literal action of the image as you see it.

P = List the Parts (or details) of the picture that seem important. Name
everything you see, describing the placement of these parts. Make notes of
colours, figures, textures, lines, groupings, shading, patterns, numbers,
repetitions. Now consider what kind of impact these parts intend to have on the
viewer (i.e. do they set a mood, stir an emotion).

T = Consider the Title of the image, if it has one. What does it tell you about the
picture? How does it add to your understanding of the image? If no title exists,
create one yourself. What would you call it and why?
OPTIC (Contd.)

I = Explain the Interrelationships in the image. How do the objects or people

relate to each other? What clues do these relationships give you about the main
message being conveyed? What is the most important relationship doing this
and why do you think so?

C = Craft a written statement that explains 1) what is happening in the image

and 2) what is the argument the author is trying to convey.
Painting

https://www.craftsvilla.co
m/blog/history-of-
madhubani-art-paintings-
will-leave-you-in-awe/
Photograph

https://iso.500px.com/the-50-
breathtaking-photographs-of-
butterflies/
Advertisement

https://www.financialexpress.com/b
randwagon/asci-upheld-complaints-
against-171-advertisements-
following-complaints/1973777/
Infographic

https://www.nrsrelief.com/blo
g/world-refugee-day-2020-
infographic/
Make Your Own Infographics

https://www.easel.ly/blog/10-amazing-templates-you-can-use-today/

https://piktochart.com/formats/infographics/

https://www.freepik.com/free-vector/infographic-with-step-options_3319476.htm

https://www.easel.ly/

https://www.makeuseof.com/tag/awesome-free-tools-infographics/
Rhetorical Devices - The Super 30!

Connectives Irony Anaphora

Conditionals Quotations Hypophora

Rhetorical questions Facts Similes

Antithesis Figures (Numbers) Litotes

Negatives Statistics Anadiplosis

Repetition Anecdotes Add 7 more to make your Super 30!

Examples Power of 3 (Triad)

Illustrations Lists

Hyperbole/Exaggeration Metaphors
Vocabulary Building: Word Cloud
Mentimeter: Rhetorical Devices
Identify the Rhetorical Devices

https://www.youtube.com/watch?v=rx_l1Y_nG40&t=49s
TED Talks

https://www.ted.com/talks/daniel_h_cohen_for_argument_s_sake/transcript?language=en#t-39100

https://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action/transcript

https://www.ted.com/talks/james_cameron_before_avatar_a_curious_boy/transcript?language=en

https://www.ted.com/talks/karim_abouelnaga_a_summer_school_kids_actually_want_to_attend/transcript?language=en

https://www.ted.com/talks/wendy_troxel_why_school_should_start_later_for_teens#t-621502

https://www.ted.com/talks/arianna_huffington_how_to_succeed_get_more_sleep
Goalcast Speeches

https://www.youtube.com/watch?v=dE4LTsbaBWk

https://www.youtube.com/watch?v=3sK3wJAxGfs

https://www.youtube.com/watch?v=W5iHuSFJIEI

https://www.youtube.com/watch?v=7t28NK1KKfo

https://www.youtube.com/watch?v=F47RIF_0reA
Resources
Resources
“
Ed Pioneer - Ms Jill Boyd Pavich
“
Q and A
 Care Pack

https://padlet.com/naghmashaikh/3hgheex7ww9laeuh?utm_campaign=transactional
&utm_content=padlet_url&utm_medium=email&utm_source=started_a_padlet