Saturday, 22 April 2017

Garvey the Musical : Roots Reggae Rock



Garvey the Musical : Roots Reggae Rock  is written and directed By Michael Holgate.

The University Players, under the direction of Michael Holgate has created an empowering musical theatre production based on the life and impact of Marcus Mosiah Garvey. The production, GARVEY, Roots Reggae Rock includes drama, singing and dancing performed by students and alumni of the University of the West Indies.

The story is part civics lesson on the life of National Hero Marcus Garvey and part empowerment education for young people as well as general audiences. It is an edutainment production, which highlights the valuable teachings in self-love and acceptance from Jamaica’s first National Hero, a first class Jamaican philosopher.

The show runs from May 12-28, 2017 at the Philip Sherlock Centre for the Creative Arts, University of the West Indies, Mona Campus.

Please call 1(876) 927 1456, 1(876) 9271047 or 1(876) 367 7953 for more details.

Friday, 21 April 2017

CSEC English Facebook Study Group


Join our CSEC English Made Easy Study Group for tips, sample questions, past papers, etc.

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Thursday, 20 April 2017

Things Fall Apart Historical Background


Things Fall Apart is an English-language novel by Nigerian author Chinua Achebe published in 1958 by William Heinemann Ltd in the UK. It is seen as the archetypal modern African novel in English, one of the first to receive global critical acclaim. It is a staple book in schools throughout Africa and is widely read and studied in English-speaking countries around the world. The title of the novel comes from a William Butler Yeats' poem, "The Second Coming".


Image result for thing fall apartThe novel shows the life of Okonkwo, a leader and local wrestling champion in Umuofia—one of a fictional group of nine villages in Nigeria, inhabited by the Igbo people (in the novel, "Ibo"). It describes his family and personal history, the customs and society of the Igbo, and the influence of British colonialism and Christian missionaries on the Igbo community during the late nineteenth century.

SETTING
Time/Place

There is no specific date for the events in the novel.
Based on these same events, however, we can surmise that the novel takes place during the early nineteenth century to the early twentieth century.
The story occurs in Igbo territory in Nigeria.
Specifically, the plot unwinds in the villages of Umuofia, Mbaino and Mbanta.


Historical Context

British expansion had just gained relevance in the African interior.
Many of the missionaries, explorers and traders thought that the interior of Africa was a wild and dangerous place that was inhabited by primitive people.
There was a scramble for territorial control of Africa between 1870 and 1900 for two reasons:
1. Africa was an untapped source for raw materials that could fuel the Industrial  Revolution in Europe.

 2. Trade could be enhanced by using Africa as a stop off port on the way to the Middle East.

This scramble opened the door to the missionary's need to 'civilize' and 'enlighten' the population of this new colony/continent.
With the infiltration of these missionaries came churches and schools, both of which were instrumental in the colonizing process.

The over arching result of the European infiltration was:
                    1. The indigenous cultural and religious practices were rejected and viewed as uncivilized and heathen.
                    2. Tribal practices were outlawed.
                    3. Local judicial systems were replaced.
                    4. Trading posts and monetary systems replaced barter and rural systems of trade.


Social Context

The men are dominant and the women are subservient.
Social mobility is possible through personal achievement.
Success is measured by the number of barns one owns and titles that their wealth can buy.
The society is polygamous, and social prestige is accorded to a man that can afford to support many wives.
The acquisition of a bride is a solemn event that involves ritual and ceremony.
Children are a sign of virility.
Villagers feel a sense of obligation to help each other.
Being hospitable to each other is very important.
Conversation involves ritual - palm-wine, kola nut, alligator pepper - and proverbs.
Members of the clan are prohibited from killing each other.

Political Context

Approval of the entire clan is necessary before any major decision is made.
Egwugwu, the representative of the ancestral spirits, are integral in administering tribal justice.
Ndichie, the elders of the village, have a place of honour in the clan and their advice is respected.
The priests get their power from the Oracle, and their decisions are never questioned.

Religious Context

Ordinary people gain access to the gods through the Oracle.
The gods do not show themselves physically, but speak through the priests or priestesses.
The ancestors, embodied physically in the egwugwu, are revered.
There is the belief that the ogbanje, or spirit child, returns to plague its mother, ensuring that all her children die.
Twins are taboo and placed in the 'evil forest'.
The concept of the chi, or a person's identity in the spirit land, is important in Igbo religious beliefs.
A good chi can mean success, while a bad chi can mean misfortune.


 Economic Context

Sharecropping provides a financial base for young men who do not inherit a barn from their fathers, or are simply in a financial crises.
Cowrie shells are the medium of exchange.
The family unit provides the basis for economic success.
Each individual, even the children, has a specialized role that contributes to the family's financial success.




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TO AN ATHLETE DYING YOUNG QUESTIONS


1. Describe the feeling or mood at the beginning of the poem.
(b) Give a reason for the mood.

2. What does the word “shoulder-high” suggest in (a) Stanza one (b) Stanza two?

3. The poem is about
(a) A renowned runner
(b) A promising athlete
(c) Reflections on an athlete dying young.

4. “The road all runners come” suggests
(a) the route taken by all runners
(b) the path leading to death
(c) the road in which athletes compete.

5. Why does the poet refer to the athlete as “smart lad”?

6. “Eyes that shady might has shut” suggests
(a) the deep sleep of the athlete.
(b) the eternal sleep of the athlete
(c) tried eyes.

7. Give the meaning of “its echoes fade”.19

8. Why do you think the “laurel” in Stanza seven remains unwithered?

9. The poet’s attitude in the poem is one of
(a) acceptance (b) protest (c) anger (d) joy

10. The message that the poet wants to convey is
(a) athletes should die young.
(b) honour and glory are worn out by time.
(c) athletes are recognized only after they die.




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Monday, 17 April 2017

CSEC English Exam Countdown + We Need Your Help

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We Need Your Help

I have received your emails, contact form messages, comments and other requests; most of these messages are requests from you for additional content (poetry analysis, short story analysis, CSEC English SBA, study tips, etc). It saddens me when I am unable to assist. Currently, the blog is created, designed, updated and maintained by one individual. As a full time teacher, it is challenging to meet ALL of your requests by myself. 

The solution to this is to have content writers come on board. Having content writers working with the blog will enable me to upload more original content (sample essays for English A and B, more sample questions, more poetry and short story analysis, sample ENGLISH SBA, etc )  However, currently  I are unable to hire content writer's because the blog does not generate an income to pay content creators.  

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Saturday, 15 April 2017

A Contemplation Upon Flowers by Henry King

                                                           STANZA 1
Stanza one centers on the characteristics of flowers.  They are gallant, humble, etc., and they return to the earth (figuratively, they die every winter--but this isn't revealed until later) after putting on a show.

His first lesson that he learnt was to become brave and to remember the place where the flower came from, as referred to line 1, 5-6 " Brave flowers that I could gallant it like you“ The persona wishes that he could be as brave as the flowers, who are aware of their allegiance to the earth. " You are not proud you know your birth for your embroidered garments are from earth."

They know their place and obey the order, or cycle, of life and death. The persona wishes that he could be this way because he is the opposite, he wants to live forever. The persona wants the flowers to teach him NOT to fear death, but to accept it.

Line 1 can also be identified as a literary device known as personification because brave flowers cannot gallant which only living things such as animals or humans can do. Also in line 5 and 6 can be identified as Biblical allusion another literary device because the bible in the books of John and Mathew Jesus talked about the lilies in the field where they are created and their birth place.

STANZA 2
Stanza two switches focus to the speaker:  he would rather it be always spring, so he'd never have a winter (again, so he'd never die, but this doesn't become clear until later:  winter is often used as a symbol of death).  He wishes he could go to the earth (his grave), and look as cheerful, and smile, as the flowers do when they go to their earth.

The second stanza the speaker learnt the second lesson which was to accept nature and their selves for today the flowers in the field may be beautiful and blooming but tomorrow the flowers know their beauty will not last forever where they may withered away and torn to pieces. In line 7 and 8 "You do obey your months and times, but i would have it ever spring;" metaphor can be found in the sentence.

STANZA 3
In stanza three, the focus on the speaker in stanza two combines with the focus on the flowers in stanza one, as the speaker asks the flowers to teach him to not fear death; to teach him that his breath may sweeten and perfume his death, as the flowers' breath sweetens theirs

. In the last stanza the poet learnt his last lesson which was to accept death as referred in line 13 and 14 " Oh teach me to see death and not to fear, but rather take truce." The only literary device that can be found is rhyme. In line 17 and line 18 " You fragrant flowers then teach me that my breath like yours may sweeten and perfumed my death."

The name was given to the poem because the poet shows that the speaker is studying the poem. This poem "A contemplation upon flowers by Henry King" is about a man who wants the flowers to teach him to become humble.

The comparison of the life of a simple flower is made to the life of a human, in the sense that we both are born, we both live, and we both must die. Majority of people fear death, but the flowers accept death with open arms and a smile. This poem by Henry King praises flowers for not only their humble lifestyles but also for their acceptance of death. Instead, the flowers taught him three lessons.

LITERARY DEVICES
. SIMILE
Stanza 1, line: The persona is wishing that he could be as brave as the flower. This implies that the persona does not think that he is brave, but a coward in the face of death.
Stanza 2, line 14: This is another comparison between the persona and the plant. The persona wishes that he could look death in the face and be cheerful, like the plant. Again, this emphasizes that he fears death.


EUPHEMISM
This phrase is a replacement for the word death. It softens death and makes it appear welcoming and pleasant.


IRONY
It is ironic that the flowers look so fresh and alive, when they are facing their very mortality, on the top of a casket. Death is a sad affair, yet the flowers are at their best when ushering people back to the earth.


PERSONIFICATION
The persona is speaking directly to the flowers and giving them human qualities, therefore, the whole poem is an example of the use of personification at its best. He even goes as far as to ask the flowers to teach him things that will allow him to acquire their qualities.


TONE
The tone of the poem is admiration, because the persona literally admires the flowers for its accepting attitude towards death.

MOOD/ ATMOSPHERE
The mood, or atmosphere of the poem is a pensive one. The persona is thinking about death, how he relates to it versus how others relate to it.


CONTRAST
A contrast in this poem is the persona's fear of death, versus the flowers' acceptance of it.

THEMES
Death is the overwhelming theme in this poem. The persona admires the way in which the flowers deal with death and wish to emulate it. Death is a very scary prospect for the persona.Nature is his willingness to accept nature as a worthy contrast to humans personality and approach to life. He uses the natural to highlight the failings and weaknesses of man.

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Monday, 10 April 2017

To Kill A Mockingbird Chapters 16-21 Summary

Image result for to kill a mockingbirdChapter 16

Everybody from Maycomb heads downtown so that they Atticus suspiciously leaves that evening. The children decide to follow him. They find him in a chair outside of the jail reading a book. They continue to watch him when a group of men approach the courthouse. The group demands that Atticus let them get to Tom, but Atticus won't give in. Jem, Scout, and Dill burst into the scene, much to the shock of Atticus. Scout recognizes one of the men as Walter Cunningham and tries to strike up a conversation. Eventually this awkwardness breaks the group up and they leave. Tom calls out from his cell asking if the men have left. Atticus tells him everything is fine now. Mr. Underwood, editor of the local newspaper next door, calls out to them and says that he had his eye, and his gun, on the situation the whole time from his window above. Atticus takes the children home. Later in the afternoon, the children decide to head into town as well. The children see Dolphous Raymond, a white man sitting with all of the black citizens. Scout and Dill are confused as to why he would keep such company when it goes against most social rules. Jem explains that Mr. Raymond is gossiped about in town and prefers the company of the black community.

The court is uncharacteristically crowded and the children cannot find anywhere to sit. Reverend Sykes, the minister from Cal's church, takes them to where the black citizens are sitting and finds them seats. When they are all seated, Sheriff Heck Tate is the first to take the stand.

Chapter 17

Sheriff Tate testifies that Bob Ewell came to him saying that his daughter Mayella had been raped by Tom Robinson. Atticus questions Bob Ewell and asks him about why a doctor was not called. Ewell says that it was plain enough to see what had happened to Mayella. Throughout the testimony Bob also explains that Mayella received a black right eye in the attack. Atticus gets Ewell to admit that he is left handed, part of his plan to make the jury realize that it was Ewell who probably beat Mayella.


Chapter 18

Mayella takes the stand. She testifies that she asked Tom into the house to do some chopping. Once they were in the house alone she says that Tom beat and raped her. Atticus makes her clearly state that it was Tom who choked her, beat her and raped her. When she does, Tom stands up to reveal an almost useless left arm. It was badly injured in a farming accident leaving it damaged and much shorter than his right arm. Atticus finally asks Mayella if it was her father, not Tom Robinson, who attacked her that evening. After the intensity of the testimony, the court takes a small recess.

Chapter 19

After the recess, Tom takes the stand. According to his testimony, he had been on the Ewell's property many times, helping Mayella with different chores. The evening of the accused crime, he said that she asked him in the house to fix a door. While his back was turned, she wrapped herself around him. He shook her free and she tried to kiss him. Bob Ewell saw them from the outside and called his daughter a whore. Tom testifies that he was very afraid of what would happen to him and so he ran. Link Deas, Tom's employer for many years, suddenly stand up in the courtroom and says that Tom Robinson has never been a problem for him and has never done anyone harm, which causes a stir in the courtroom.

When the prosecution questions Tom, they ask him about his previous conviction for disorderly conduct. He had been in a fight with a man and spent a month in jail for it. The prosecution also asks Tom about why he was always helping out Mayella and what his motives were. Dill finds the prosecutor's attitude to Tom so upsetting that he and Scout leave the courtroom.

Chapter 20

Dolphous Raymond calls over Scout and Dill. He says that he has something that will help Dill's stomach. He gives Dill a sip of the drink in his paper bag, which the town has always believed to be alcohol. It turns out to be Coca-Cola, which surprises the children. Dolphous explains that he leads the town to believe that he is a drunk so that they have a reason to dislike him. After Dill's stomach improves the children head back into the court for final arguments. When Atticus finishes his closing arguments, Cal enters the courtroom.

Chapter 21

Cal has brought a note for Atticus. It is from Aunt Alex stating that the children have been missing all day. Mr. Underwood points out that the children have been in the colored gallery of the courtroom. Atticus tells them to go home for dinner, but that they may return to here the jury's decision. The children go back home with Cal, who chastises them the whole trip home. After a long dinner, the children return to court to find the jury still deliberating. Later the jury returns with a guilty verdict.

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Saturday, 8 April 2017

CSEC English SBA Facebook Group






















I have been unable to keep up with the volume of questions based on the CSEC English SBA; so, I decided to create a Facebook SBA group for us to  continue the discussion.

We have been sharing resources in the group and in time the aim is to also share best practices.

The group is a closed group preferably for educators. It is FREE (just putting it out there). Just click on the link below and request to be added  and you will be.


I look forward to seeing in there.

Thursday, 6 April 2017

Reviewing The CSEC English A and B SBA Rubric

Here is a video in which the CSEC English SBA rubric is reviewed:





Monday, 3 April 2017

To Kill A Mockingbird Chapters 9-14 Analysis

Image result for to kill a mockingbird quotes


As Scout's fights with school children, and her cousin Francis, would suggest, the trial is going to be a major hurdle for the Finch family. In an old fashioned Southern town like Maycomb, racism abounds.

 The town is not so much upset that Atticus is defending Tom, which is his job. They are upset that Atticus plans to defend Tom to the best of his ability. Maycomb residents believe Atticus should not put any effort into the case and let it all be done with. When a black man has been accused of raping a white woman, the verdict has already been decided regardless of the facts. Even Atticus' family sees the situation this way, which explains Scout's fight with her cousin.

Sunday, 2 April 2017

CSEC Talks About E-Testing

E- testing is on its way whether we like it or not. In the video below CSEC talks about the platform and the goals they wish to achieve through the use of e-testing.


What do you think about e-testing in your country or school? What are some of the challenges you anticipate? 

Sunday, 19 March 2017

To Kill A Mockingbird Chapters 11-15 Summary


Image result for to kill a mockingbird quotes

Chapter 11

The summer after second grade the children decide to expand their horizons. They spend more time going into town, which requires them to pass the house of Miss Dubose, who never misses an opportunity to shout at the children. This infuriates Jem, but Atticus tells him not to get upset. On a particular walk, Miss Dubose makes remarks about Atticus to the children. Jem becomes enraged and on the walk home destroys Miss Dubose's bushes. Atticus sends Jem back to clean up his mess and to work on her shrubs for every weekend. When Jem returns he tells Atticus that Miss Dubose wants him to read to her instead.

The next weekend Jem, accompanied by Scout, goes to read to Miss Dubose. Miss Dubose is very ill and spends most of the afternoon in a fog. After several weekends, they are free of reading to her.

Atticus goes to visit Miss Dubose one weekend. When he returns he announces that she has passed away. Atticus explains to the children that Miss Dubose had become addicted to morphine as a result of her illness and that she had spent the final months of her life freeing herself of the addiction. He tells them that their company helped her keep her mind off her pain. Atticus opens a box with a piece of her shrub in it. It is a gift for Jem, who is angered by the gesture. Atticus tells them what a strong and brave woman Miss Dubose was for fighting her addiction.

Chapter 12

As Jem grows older he also grows moodier, leaving Scout to spend more time with Calpurnia. Scout watches Cal and realizes that maybe being a girl isn't so bad.

Atticus has to leave the family to attend an emergency session of the legislature. Calpurnia has to stay with the children and take full care of them in his absence. She is not sure if they should be going to church by themselves and decides that they should come with her on Sunday.

When they arrive at Cal's church, the children cause quite a stir. They are the only white faces in the congregation. One woman seems to resent their presence, but the rest of the congregation welcomes them freely. They know Atticus and have the utmost respect for him. While in attendance, the children overhear things about Tom Robinson and his case. His wife cannot get any work in the town and Tom has been accused of rape. Scout is not sure what rape is, but knows it can't be anything good.

As they walk home from church, Aunt Alexandra is waiting on the porch for them.

Chapter 13

Aunt Alexandra notifies them that she has come to stay with them. She immediately makes herself at home. When Atticus returns he explains that Aunt Alexandra is here to teach the children, Scout in particular, something about breeding and refinement. Alexandra is not pleased with the way Atticus is raising the children and feels that she is needed. The kids are not pleased by the news, having no idea that they have been behaving improperly.

chapter 14

Scout asks what rape is. Atticus asks her where she heard the word and Scout explains about the trip to Cal's church. Alex is shocked to hear that the children were in a black church. She tells Atticus in confidence that they should let Calpurnia go, but he is adamant that she is part of the family and will not be leaving anytime soon.

Jem takes Scout aside that evening and tells her that she should do her best not to upset Aunt Alexandra. Scout believes Jem is trying to act superior and starts a brawl with him. She is sent to her room and thinks she hears a snake under her bed. Upon closer inspection, they realize it is not a snake, but a runaway Dill. He confesses that he doesn't like living at home and took the train to Maycomb. Atticus allows Dill to stay with them, but informs Dill's Aunt Rachel about the situation.

chapter 15

Dill's parents allow him to stay in Maycomb. One evening, the sheriff stops by the house with a group of men from town. Atticus talks with them and Scout tries to overhear. They talk about Tom Robinson's case and how Tom is being moved into the Maycomb jail.

resourse site: www.homework-online.com

Saturday, 18 March 2017

‘Blood Brothers’ by John Wickham Analysis

Overview

This story is about two brothers Paul and Benjy. Both brothers can be considered to be ‘Blood Brothers’ because they are thirteen year old twins. Despite the fact that Paul and Benjy are twins; they both display different personality traits. Paul is an introvert who loves nature and he loves to contemplate about life. Whereas, Benjy is Paul’s polar opposite. This further reinforces that although both boys are genetically related that is where the commonality ends.  Benjy is an extrovert who is very carefree and fun loving.

However, Paul thinks his brother believes he is superior and as a result he grows to hate him. Paul is conflicted about his feelings because deep down he wants Benjy to be his friend and confidant. The story ends with Paul attacking Benjy. Benjy is surprised and confused because he did not know or understand why Paul reacted in this way.

Characters

Paul:  

  • Paul is an introvert.
  • He is artistic and he paints pictures
  • He loves nature.
  • He is also very reflective. He contemplates nature as well as his feeling towards his brother.
  • He dislikes Benjy’s ability to accomplish simple tasks quickly.
  • He resents Benjy because he reminds him of his own short comings. 
  • He envies Benjy and his envy turns to hate.
  • He thought Benjy feels he is superior to him. 

Benjy:


  • He is an extrovert and carefree
  • He is confident. 
  • He is a typical boy, very active, adventurous and always exploring.
  • He is ignorant to his brother’s disdain for him.
  • He felt he is superior to Paul.
  • He mocks Paul.

 Mac:

  • He is an old shoe maker in the village. Both boys go to visit him. 


Narrative Point of View:

  • Third Person Narrative


Setting:

The story takes place in an unnamed village.


Conflict: 

Paul envies Benjy carefree personality as a result of this he grew to hate Benjy.  This hate resulted n him attacking his brother.


Themes:
  • Love and family relationships
  • Childhood Experiences
  • Appearance vs Reality

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Friday, 17 March 2017

Sample Poetry Exam Question

Ten (10) marks are also allocated for structure, development and competence. 

Choose TWO poems from the prescribed list in which a social issue is presented.

a. For EACH poem, describe the social issue. (8 marks)

b. Discuss how either the speaker or the title is used in presenting this issue. (9 marks)

c. Identify and discuss ONE device which is used to present this issue effectively. (8 marks)

                                                                              TOTAL MARKS= 35

Thursday, 16 March 2017

Sample English A Short Story 6


The graveyard was cold, dark and dreary. One weary old oak tree leaned over the entrance gate and broken battered headstones were scattered all around. I could hear the sound of the howling wind and the creak and groan of branches as they swayed in the storm. The smell of fear and rotting leaves filled my nostrils and I swallowed deeply afraid I would get sick.

source
As I walked towards my brother’s grave, I heard another noise. It was slow heavy footsteps. I turned. A tall muscular man was walking towards me. His face was tough & covered in stubble to hide the scars which criss-crossed his jaw.

“I don’t think this is such a good idea”, I shouted over the wind.

“It’s too late to change your mind”, the man replied in a low threatening voice. “Either we dig him up now or you spend the rest of your life wondering how he died”.

“Ok, ok”, I mumbled, afraid to say anything more in case the lump in my throat would cause tears to run down my face.

I could still remember the day those two army officers arrived at my house to tell me my brother was dead. Their cold hard faces gave little away when I asked how he died. “Killed in the course of duty” was all they would say. Everything else was “classified”. They handed me a letter from my brother, saluted, then turned and left, the click-clack of their shoes on the pavement slowly dying away. I stood frozen to the spot, dazed, confused and devastated. I finally opened the letter with trembling fingers but only one line stared back at me. “I’ll always be with you brother. Karl”. What did he mean? How could he be with me ever again? He was dead.

Now I leaned heavily on the rusty shovel in my hands and started to dig, determined to uncover the truth. The scar-faced man beside me began to dig at the other end and soon my brother’s coffin began to emerge from beneath the layers of sodden earth. Faced with this moment of truth, I began to panic. What if I was wrong? I knew Karl hated the army, I knew he wanted out. His girlfriend Sarah hadn’t turned up at the funeral, hadn’t contacted her family in the two months since his death. But maybe she just needed some space?

I looked down at the coffin as my hired helper tugged at the lid with a crowbar. With a loud snap the lid flew back revealing the frozen corpse inside. My whole body filled with relief – there was a dead man in the coffin. But it wasn’t my brother.


English B Short Story Sample Essay Question


Ten (10) marks are also allocated for structure, development and competence. 


Image result for old woman clipartSetting plays a significant part in the development of the storyline in ‘Berry’ and ‘Mom Luby and the Social Worker’. 

For EACH story:

a.       Describe the setting  (8 marks)

b.      Show how the writer uses descriptive language to develop the setting. (8 marks)

c.       Explain the significance of the setting on the development of the story. (9 marks)

                                                                                                                TOTAL MARKS= 35

Wednesday, 15 March 2017

Things Fall Apart Practice Question


In the exam 10 marks are also allocated for structure, development and competence. 

Image result for things fall apart
source


In the novel, Things Fall Apart, we are constantly kept aware of the physical and social environment.

a) Describe the physical environment in which the action takes place.(8 marks)

b) Describe the nature of the family relationships in the society in which the novel is set. (6 marks)

c) Describe the religious conflicts that emerge. (6 marks)

d) Discuss the view that it is because of the social environment that the religious conflicts arise. (5 marks)
                                                                                                                 
                                                                                                                       TOTAL MARKS= 35

Saturday, 11 March 2017

Questions based on 'Le Loupgarou'


1. What comparison is implied in the first line of the poem?
b.Why do you think it is appropriate?
c. Show how the comparison is extended in the second line.

2. “A curious tale that threaded through the town//Through greying women sewing under eaves”20 What special features of sound do you observe in these two lines?

3. What is suggested about the cause of Le Brun’s ruin?

4. How is Le Brun described?

5. Who are “these Christian Witches”?

6. How did the graying women” react when Le Brun approached?

7. What do you think was the bargain Le Brun made?
b. With whom was this bargain made?

8. What particular incident do “these witches” relate about Le Brun?

9. Which line tells us that the story of Le Brun was well-known?

10. Look at the movement in these two expressions: “slowly shutting jalousies”, “taptapping cane”. What do you find striking about each?

11. Give the meaning of the following as they are used in the poem: curious, slavering lycanthrope, hot on a scent, lugged its entrails. 

Thursday, 9 March 2017

Analysis of To Kill A Mockingbird Chapters 1- 8

Analysis of Part 1 (Chapters 1 - 8)

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The first chapters of the novel paint the town of Maycomb as a quiet and idyllic town. The children play freely, the neighbors gossip innocently on the streets, and everything moves very smoothly. Of course, this will not be the case throughout the novel. These chapters set the tone for a town that is going to be exposed. The lazy rural fa├žade will crumble and the racism and double standards that have been in the minds of the citizens for years will be exposed.

This is where Boo Radley comes into play. The town shows a fear and confusion towards the Radley family. They are different, and this leaves them on the outskirts of the community. The children's games and gossip about the Radleys will mirror the town's attitudes toward Tom Robinson and his plight later. It is the fear of the different and the unfamiliar that shakes this town, and the Radleys are the perfect example of it. They have been neighbors for years, but the town still treats them like fresh news.

Wednesday, 8 March 2017

Grammar 101- Parts of Speech

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Online Grammar Quiz HERE


Tuesday, 7 March 2017

Collins Dictionary Giveaway Results

Thank you to all the persons who participated in the Collins Dictionary Giveaway. There are three winners each from: the blog, Facebook and Youtube.

Watch the video below to see you won.


Monday, 6 March 2017

Practice Comprehension Passages


Read the following passages then answer all the questions set on them.

Gradually, every parent becomes aware that his or her child has adult concerns, wants acres of privacy and no longer trusts the goodwill of parents in the same old way. These are the biggest of all changes in child-parent relations, and are almost always in place by age 13. This shift occurs not because of bad influences and media, but because your child's brain has matured and is capable of more independent judgement. Please remember, however that the change is not locked in place. A young adolescent can bounce back and forth between ages eight and 13 (and sometimes 15) in a matter of seconds, scorning your values yet, at times, still wanting to sit on your lap.

For girls, the central action is their social lives and the intensity of their feelings. No matter how much a girl and her friends are torturing one another with gossip in school or instant messages from home computers, she is convinced that if you knew what she was saying, you would disapprove or, even worse, try to interfere and make a bad situation uglier.
What is she talking about with her friends? Social power: Who's popular, who's feminine, and who's really weird. Parents: their faults and inability to understand 13 year olds.
Girls are talking about their powerful feelings; they have complex and sometimes overwhelming insights into life. Their joy can be great and is visible, but their despair is hidden in solitary late-night crying, journal entries, weight obsession.

Boys are preoccupied by their power and opinion of other boys, their anxiety about whether they live up to the test of masculinity, a new, deeper range of feelings that they may be unable to put into words. In the kitchen, a boy looks down into his mother's eyes and thinks, why is this woman giving me orders? I love her but I am bigger than she is. That perplexes him because he still needs her so much. Boys, like girls, are having a lot of dark nights of the soul in which they see how disappointing adults can be and how unjust society is, they may not be able to put their fears into words, or they do not want to because it makes them feel weak.

a) What meaning is conveyed by the word 'acres' in line 1?

b) Identify TWO of the 'biggest of all changes in child-parent relations', according to the writer.

c) What does the phrase 'not locked in place' mean?

d) What, according to the passage, are causes of the shifts in child-parent relations?

e) To whom does the word 'you' in paragraph 2 refer?

f) What, according to the passage, is the preoccupation of (i) girls and (ii) boys?

g) Why, according to the writer, are boys perplexed?

Saturday, 4 March 2017

Let's Talk About The CSEC English A & B SBA

Today I will be making an attempt to have a conversation with you about the English A & B SBA based on the comments that you have left on the blog.

Based on the video, if you have any questions comments or concerns please let me know by commenting below. I hope you find this video helpful.




For the best quality watch the video in 720HD.


JOIN OUR ENGLISH SBA FACEBOOK GROUP

Thursday, 2 March 2017

June 2017 & 2018 English A Paper 2 Compared


C.S.E.C. 
ENGLISH A
JUNE 2017
EXAM

SECTIONS
C.S.E.C. 
ENGLISH A
JUNE 2018
EXAM
Summary
(30 marks)
A
Summary
(25 marks)
2 COMPREHENSION PIECES
(2 passages or 1 passage & 1 poem)
(30 marks)

B

 Letter/Report Writing
(30 marks)
Short Story or Description
(35 marks)

C
Short Story
(25 marks)
Argumentative Essay
(35 marks)

D
Argumentative/
Persuasive Essay/ Speech
(25 marks)

A Further Breakdown of Both Exams


2017 Exam Paper 02:

The duration of the exam is 2 hrs, 30 mins


It is worth 76% of the total assessment
Section 1 - summary (compulsory question) [30 marks]

Section 2 - 2 compulsory short answer comprehensions [15 marks per comprehension = 30 marks]

Section 3 - short story, 3 questions, do 1 [35 marks]

Section 4 - argumentative essay, 2 questions, do 1 [35 marks]

Total = 130 marks



2018 Exam Paper 02:

The duration of the exam is 2 hrs, 55 mins


It is worth 50% of the total assessment


Section A - Summary (compulsory question)  [25 marks]

Section B -  Exposition: This informative discourse can the the form of an email, letter, report, notice, or article (compulsory question) [30 marks]

Section C - Short Story, 2 questions, do 1 [25 marks]

Section D - argumentative/persuasive essay/speech (compulsory question)  [25 marks]

Total = 105 marks

Sample Questions from the 2018 Exam

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