Respiratory Systems
Q1) After playing basketball with his friends, Tom checked his breathing rate again. He found that his breathing rate was 20 breaths per minute. Why was his breathing rate higher?
The body needs more oxygen and hence, the breathing increases.
Q2) Jerry ran around the track for 20 minutes.(a) What would happen to his heartbeat after 20 minutes? (b)Why is this so?
a) His heartbeat rate increases.
b) His heartbeat increases so that the blood will be able to transport the required oxygen and food to the different parts of the body.
Sunday, October 25, 2009
Science Concept and Key Words
To ensure that you can get full mark for your science questions, first determine the concept the question is asking and answers it with the required key words.
Eg (abstracted from Road to PSLE: science blog)
A supplier transports ice blocks from a factory to a market. The ice cubes are covered with thick cloth. What is the main reason for covering the ice blocks with thick cloth? Explain
Main reason -
To prevent the ice blocks from gaining heat. [1/2 the full mark]
Explain - The thick cloth is a poor conductor of heat. [1/2 the full mark]
Ans: The thick cloth is a poor conductor of heat. It prevents the ice blocks from gaining heat (from the atmosphere and melting too quickly).( ) optional
Key concepts:
Heat flows from hotter object to cooler object (until both reach the same temperature)
Heat gains causes object to change from solid to liquid (and liquid to gas)Poor conductor of heat – Heat passes less quickly.
Key words:
Heat gain
Poor conductor of heat
Based on key concepts – may want to include Melting (as part of key words)
Link concepts with processes learnt
•Lime water -------> think of carbon dioxide ---> Respiration? Decomposition?
•Iodine -------> think of starch ---> Photosynthesis
•Water droplets -------> Condensation? Transpiration? Decomposition?
•Plant with sunlight -------> Photosynthesis?
Eg (abstracted from Road to PSLE: science blog)
A supplier transports ice blocks from a factory to a market. The ice cubes are covered with thick cloth. What is the main reason for covering the ice blocks with thick cloth? Explain
Main reason -
To prevent the ice blocks from gaining heat. [1/2 the full mark]
Explain - The thick cloth is a poor conductor of heat. [1/2 the full mark]
Ans: The thick cloth is a poor conductor of heat. It prevents the ice blocks from gaining heat (from the atmosphere and melting too quickly).( ) optional
Key concepts:
Heat flows from hotter object to cooler object (until both reach the same temperature)
Heat gains causes object to change from solid to liquid (and liquid to gas)Poor conductor of heat – Heat passes less quickly.
Key words:
Heat gain
Poor conductor of heat
Based on key concepts – may want to include Melting (as part of key words)
Link concepts with processes learnt
•Lime water -------> think of carbon dioxide ---> Respiration? Decomposition?
•Iodine -------> think of starch ---> Photosynthesis
•Water droplets -------> Condensation? Transpiration? Decomposition?
•Plant with sunlight -------> Photosynthesis?
Monday, October 19, 2009
Science Questions
Do all plants have leaves?
The simplest types of plants, like algae, don't have leaves. But they do have chlorophyll in their cells and make their own food through photosynthesis, using sunlight, water, and minerals.
Mosses have leaf-like structures that carry out photosynthesis, but they are not true leaves because they don't have the special tissues-xylem and phloem-that distribute food, water, and minerals throughout most plants. The lack of a transportation system is the reason that mosses are so tiny and low to the ground.
More complex types of plants have leaves. Leaf shape is often determined by conditions in the environment. Usually, where sunlight and water are plentiful, leaves are flat and broad, providing a large surface area where photosynthesis can take place. Where weather is cold and dry, however, water loss can be a problem. The long, needle-shaped leaves of conifer trees (including pines), for example, help retain water, allowing the plants to grow in very dry, cold places, far north or high in the mountains. The extreme environment of the desert-intensely hot and dry-has brought about other special leaf adaptations. Many desert plants have fleshy leaves (and stems) in which they are able to store large amounts of water. Over millions of years the leaves of desert cactus plants became so small-to restrict water loss through transpiration-that on many only sharp spines remain. The thick-skinned stems or branches of cactus plants now do the job that leaves do for other plants, making food through photosynthesis.
Do all plants have roots?
The simplest types of plants don't have roots. Single-celled green algae, for instance, float on water surfaces, as do many types of seaweed, which are larger types of algae. Those seaweeds that do cling to the seabed do so through growths called "steadfasts," which are not true roots. Seaweed absorbs water and minerals from the sea through all its parts.
Similarly, simple plants like mosses form low-growing mats in damp places, soaking up the moisture they need directly from their environment. Instead of roots they have thread-like growths called rhizoids that anchor them to rocks or trees.
More complex forms of plants, though, like ferns, conifers (cone-bearing plants), and flowering plants, all have true roots and stems-an internal transportation system that can move water and minerals from their source to wherever they are needed.
Land plants have two types of roots: tap roots and fibrous roots. A plant's root type is often determined by its water source. A tap root is a large, single root that grows straight down to reach water deep in the soil (with smaller roots branching off of it). Fibrous roots have no main root but spread out in a wide web to gather water located in the top layers of soil. In places like rain forests-where there is abundant plant growth with little ground space for roots and plenty of moisture-some plants grow high up in trees. These epiphytes, or air plants, have fibrous, spongy, aerial roots that get moisture from the frequent rains and take minerals from the surface of the tree on which they grow (or from the plant debris that gathers around their roots). Many orchids are epiphytic plants.
(taken from http://www.answers.com/)
How plants prepare for winter?
http://www.sciencemadesimple.com/leaves.html
What organisms are Asexual?
http://qldscienceteachers.tripod.com/biology/08reproduction/01asexual_and_sexual_reproduction.pdf
How to keep bread from getting moldy?
http://www.ehow.com/how_4851950_keep-sandwich-bread-growing-mold.html#
Internal or External Fertilisation
Fish, Amphibians & Mollusks - External
[Except for guppy,shark, molly and swordtail are internal.
Primitive salamanders have external fertilization, but most have internal fertilization. All caecilians have internal fertilization]
- disadvantage - A strong wind or current may interfere with fertilization
Mammals, Birds & Reptiles - Internal
The simplest types of plants, like algae, don't have leaves. But they do have chlorophyll in their cells and make their own food through photosynthesis, using sunlight, water, and minerals.
Mosses have leaf-like structures that carry out photosynthesis, but they are not true leaves because they don't have the special tissues-xylem and phloem-that distribute food, water, and minerals throughout most plants. The lack of a transportation system is the reason that mosses are so tiny and low to the ground.
More complex types of plants have leaves. Leaf shape is often determined by conditions in the environment. Usually, where sunlight and water are plentiful, leaves are flat and broad, providing a large surface area where photosynthesis can take place. Where weather is cold and dry, however, water loss can be a problem. The long, needle-shaped leaves of conifer trees (including pines), for example, help retain water, allowing the plants to grow in very dry, cold places, far north or high in the mountains. The extreme environment of the desert-intensely hot and dry-has brought about other special leaf adaptations. Many desert plants have fleshy leaves (and stems) in which they are able to store large amounts of water. Over millions of years the leaves of desert cactus plants became so small-to restrict water loss through transpiration-that on many only sharp spines remain. The thick-skinned stems or branches of cactus plants now do the job that leaves do for other plants, making food through photosynthesis.
Do all plants have roots?
The simplest types of plants don't have roots. Single-celled green algae, for instance, float on water surfaces, as do many types of seaweed, which are larger types of algae. Those seaweeds that do cling to the seabed do so through growths called "steadfasts," which are not true roots. Seaweed absorbs water and minerals from the sea through all its parts.
Similarly, simple plants like mosses form low-growing mats in damp places, soaking up the moisture they need directly from their environment. Instead of roots they have thread-like growths called rhizoids that anchor them to rocks or trees.
More complex forms of plants, though, like ferns, conifers (cone-bearing plants), and flowering plants, all have true roots and stems-an internal transportation system that can move water and minerals from their source to wherever they are needed.
Land plants have two types of roots: tap roots and fibrous roots. A plant's root type is often determined by its water source. A tap root is a large, single root that grows straight down to reach water deep in the soil (with smaller roots branching off of it). Fibrous roots have no main root but spread out in a wide web to gather water located in the top layers of soil. In places like rain forests-where there is abundant plant growth with little ground space for roots and plenty of moisture-some plants grow high up in trees. These epiphytes, or air plants, have fibrous, spongy, aerial roots that get moisture from the frequent rains and take minerals from the surface of the tree on which they grow (or from the plant debris that gathers around their roots). Many orchids are epiphytic plants.
(taken from http://www.answers.com/)
How plants prepare for winter?
http://www.sciencemadesimple.com/leaves.html
What organisms are Asexual?
http://qldscienceteachers.tripod.com/biology/08reproduction/01asexual_and_sexual_reproduction.pdf
How to keep bread from getting moldy?
http://www.ehow.com/how_4851950_keep-sandwich-bread-growing-mold.html#
Internal or External Fertilisation
Fish, Amphibians & Mollusks - External
[Except for guppy,shark, molly and swordtail are internal.
Primitive salamanders have external fertilization, but most have internal fertilization. All caecilians have internal fertilization]
- disadvantage - A strong wind or current may interfere with fertilization
Mammals, Birds & Reptiles - Internal
Friday, October 16, 2009
The difference between underground stems and storage roots
Stems
Some stems have been modified to perform special functions such as food storage, reproduction, protection or support. Stems for food storage, have been modified the following ways:
Rhizomes - thick horizontal stems that grow under soil. E.g. ginger, lengkuas, lotus 'root', turmeric
Tubers - swollen underground stems for food storage. E.g. potato
Corms - swollen short stem with some thin leaves for food storage. E.g. water chestnut.
However, all modified stems are true stems and have nodes (points where leaves, branches and other appendages arise) on their surface. A good example is the potato. This tuber has small scale-like leaves and tiny buds known as eyes. The eyes can sprout into new plants.
Roots
There are two main types of root systems:
Taproot system - The first root to grow is the primary root, which eventually produces many branches called secondary roots. These may branch further. The primary root continues to grow remain larger than any of the secondary roots.
Fibrous root system - The primary root also produces many secondary roots. However, the secondary roots grow in all directions and there is no prominent primary root.In some plants, the taproots become swollen or fleshy due to storage of food. Some examples are beets, carrots, Chinese radish, horseradish, radish, sweet potatoes, tapioca, turnip and yam beans. These roots are distinguished from underground stems by lacking nodes or leaf scars (left after a leaf has dropped off) and by having its growing tip protected by a root cap.
Tuesday, October 13, 2009
Interesting Parenting Article
http://simplycharlottemason.com/store/samples/Masterly-Inactivity.pdf
This article will help you to find a balance in discipline your child.
http://simplycharlottemason.com/store/samples/Education-Is.pdf
This article defines Education as an Atmosphere, a Discipline and a Life. Though it is in the context of homeschooling, the principles can be used by all parents.
http://www.listenez.net/Short%20Attention%20Span%20Tips.pdf
This article gives you ideas to help children with short attention span
Friday, October 9, 2009
Good explanation of how tenses are used
Using Other Tenses in Conjunction with Simple Tenses
(abstracted from http://owl.english.purdue.edu/owl/resource/601/08/)
It is not always easy (or especially helpful) to try to distinguish perfect and/or progressive tenses from simple ones in isolation, for example, the difference between simple past progressive ("She was eating an apple") and present perfect progressive ("She has been eating an apple"). Distinguishing these sentences in isolation is possible, but the differences between them make clear sense only in the context of other sentences since the time-distinctions suggested by different tenses are relative to the time frame implied by the verb tenses in surrounding sentences or clauses.
Example 1: Simple past narration with perfect and progressive elements
On the day in question...
By the time Tom noticed the doorbell, it had already rung three times. As usual, he had been listening to loud music on his stereo. He turned the stereo down and stood up to answer the door. An old man was standing on the steps. The man began to speak slowly, asking for directions.
In this example, the progressive verbs had been listening and was standing suggest action underway at the time some other action took place. The stereo-listening was underway when the doorbell rang. The standing on the steps was underway when the door was opened. The past perfect progressive verb had been listening suggests action that began in the time frame prior to the main narrative time frame and that was still underway as another action began.
If the primary narration is in the present tense, then the present progressive or present perfect progressive is used to indicate action that is or has been underway as some other action begins. This narrative style might be used to describe a scene from a novel, movie, or play, since action in fictional narratives is conventionally treated as always present. For example, we refer to the scene in Hamlet in which the prince first speaks (present) to the ghost of his dead father or the final scene in Spike Lee's Do the Right Thing, which takes place (present) the day after Mookie has smashed (present perfect) the pizzeria window. If the example narrative above were a scene in a play, movie, or novel, it might appear as follows.
Example 2: Simple present narration with perfect and progressive elements
In this scene...
By the time Tom notices the doorbell, it has already rung three times. As usual, he has been listening to loud music on his stereo. He turns the stereo down and stands up to answer the door. An old man is standing on the steps. The man begins to speak slowly, asking for directions.
In this example as in the first one, the progressive verbs has been listening and is standing indicate action underway as some other action takes place. The present perfect progressive verb has been listening suggests action that began in the time frame prior to the main narrative time frame and that is still underway as another action begins. The remaining tense relationships parallel those in the first example.
In all of these cases, the progressive or -ing part of the verb merely indicates ongoing action, that is, action underway as another action occurs. The general comments about tense relationships apply to simple and perfect tenses, regardless of whether there is a progressive element involved.
It is possible to imagine a narrative based on a future time frame as well, for example, the predictions of a psychic or futurist. If the example narrative above were spoken by a psychic, it might appear as follows.
Example 3: Simple future narration with perfect and progressive elements
Sometime in the future...
By the time Tom notices the doorbell, it will have already rung three times. As usual, he will have been listening to loud music on his stereo. He will turn the stereo down and will stand up to answer the door. An old man will be standing on the steps. The man will begin to speak slowly, asking for directions.
In this example as in the first two, the progressive verbs will have been listening and will be standing indicate ongoing action. The future perfect progressive verb will have been listening suggests action that will begin in the time frame prior to the main narrative time frame and that will still be underway when another action begins. The verb notices here is in present-tense form, but the rest of the sentence and the full context of the narrative cue us to understand that it refers to future time. The remaining tense relationships parallel those in the first two examples.
The present perfect is also used to narrate action that began in real life in the past but is not completed, that is, may continue or may be repeated in the present or future. For example: "I have run in four marathons" (implication: "so far... I may run in others"). This usage is distinct from the simple past, which is used for action that was completed in the past without possible continuation or repetition in the present or future. For example: "Before injuring my leg, I ran in four marathons" (implication: "My injury prevents me from running in any more marathons").Time-orienting words and phrases like before, after, by the time, and others—when used to relate two or more actions in time—can be good indicators of the need for a perfect-tense verb in a sentence.
- By the time the Senator finished (past) his speech, the audience had lost (past perfect) interest.
- By the time the Senator finishes (present: habitual action) his speech, the audience has lost (present perfect) interest.
- By the time the Senator finishes (present: suggesting future time) his speech, the audience will have lost (future perfect) interest.
- After everyone had finished (past perfect) the main course, we offered (past) our guests dessert.
- After everyone has finished (present perfect) the main course, we offer (present: habitual action) our guests dessert.
- After everyone has finished (present perfect) the main course, we will offer (future: specific one-time action) our guests dessert.
- Long before the sun rose (past), the birds had arrived (past perfect) at the feeder.
- Long before the sun rises (present: habitual action), the birds have arrived (present perfect) at the feeder.
- Long before the sun rises (present: suggesting future time), the birds will have arrived (future perfect) at the feeder.
Thursday, October 8, 2009
Transformation & Synthesis
Where is the toilet, please?
Could you please tell me where the toilet is?
To see the doctor, you must take an appointment with him.
You must make an appointment with the doctor before seeing him.
Could you please tell me where the toilet is?
To see the doctor, you must take an appointment with him.
You must make an appointment with the doctor before seeing him.
Thought of the Day
Blessed are those who mourn,
for they will be comforted.
Matthew 5:4 TNIV
What happened when Jesus Christ walked onto the earth, what happened at the Easter resurrection, is all about God telling you he is not out to condemn you. Jesus made that very clear to Nicodemus...
For God did not send his Son into the world
to condemn the world, but to save the world
through him. John 3:17 TNIV
Jesus is not interested in condemning us, but instead bringing life, forgiveness and wholeness to us. Paul writes in Romans 8...
Who then can condemn? No one.
Christ Jesus who died more than that, who was raised to life
is at the right hand of God and is also interceding for us. Romans 8:35 TNIV
Not only do we learn that Jesus is not condemning us, Jesus is even interceding for us with the Father.
God is a God of love, grace, kindness and mercy.
King David wrote
But you, O Lord, are a God merciful and gracious,
slow to anger and abounding in steadfast love
and faithfulness.
Psalm 86:15 ESV
I love that part about God being slow to anger.
That is reassuring to me that no matter how many times I mess up, God responds with love rather than anger. When we understand that God is......
the Father of compassion and the God of all comfort.2 Corinthians 1:3 TNIV
...then we understand and trust that God will indeed bring us hope and comfort. I think that is the reason most people love the 23rd Psalm...
Even though I walk through the valley of the
shadow of death, I will fear no evil,
for you are with me; your rod and your staff,
they comfort me. Psalm 23:4 NIV
When we see God for who God is we find hope and comfort.
Glen VanderKloot
Faith Lutheran Church
(taken from Online with Faith)
for they will be comforted.
Matthew 5:4 TNIV
What happened when Jesus Christ walked onto the earth, what happened at the Easter resurrection, is all about God telling you he is not out to condemn you. Jesus made that very clear to Nicodemus...
For God did not send his Son into the world
to condemn the world, but to save the world
through him. John 3:17 TNIV
Jesus is not interested in condemning us, but instead bringing life, forgiveness and wholeness to us. Paul writes in Romans 8...
Who then can condemn? No one.
Christ Jesus who died more than that, who was raised to life
is at the right hand of God and is also interceding for us. Romans 8:35 TNIV
Not only do we learn that Jesus is not condemning us, Jesus is even interceding for us with the Father.
God is a God of love, grace, kindness and mercy.
King David wrote
But you, O Lord, are a God merciful and gracious,
slow to anger and abounding in steadfast love
and faithfulness.
Psalm 86:15 ESV
I love that part about God being slow to anger.
That is reassuring to me that no matter how many times I mess up, God responds with love rather than anger. When we understand that God is......
the Father of compassion and the God of all comfort.2 Corinthians 1:3 TNIV
...then we understand and trust that God will indeed bring us hope and comfort. I think that is the reason most people love the 23rd Psalm...
Even though I walk through the valley of the
shadow of death, I will fear no evil,
for you are with me; your rod and your staff,
they comfort me. Psalm 23:4 NIV
When we see God for who God is we find hope and comfort.
Glen VanderKloot
Faith Lutheran Church
(taken from Online with Faith)
Monday, October 5, 2009
Constructing better sentence
Reduced adverb clauses
He read the book while (he was) having breakfast.
Though(he was) study day and night, he still could not pass his examination.
Reduced relative clauses
The force (which holds) holding the solar system together is called gravity.
Add an adverb or adverbial to give more information on time
At noon, I sat on my sofa and muched my bread hungrily.
[when] [where] [how]
He read the book while (he was) having breakfast.
Though(he was) study day and night, he still could not pass his examination.
Reduced relative clauses
The force (which holds) holding the solar system together is called gravity.
Add an adverb or adverbial to give more information on time
At noon, I sat on my sofa and muched my bread hungrily.
[when] [where] [how]
Strategies for Maths Problem
If the cost a chair is $10 and the cost of table is $12. John spent a total amount of $232 for 22 chairs and table. How many chairs and table did he buy?
Method - Assumption
Assume he bought all tables 22x$12 = $264
Diff in total amt = $264-232 =32
Diff between chair and table = $2
Therefore no of chairs = 32/2 = 16 chairs
Thursday, October 1, 2009
Speaking English Well - A Key Asset
MOE has recently advocate the need to train our students to speak good English. I fully support such initatives by the Ministry. I remembered when I was doing a part-time job before entering University, one of my customers told me that my spoken English is unbearable to listen to. Since then, I have been very conscious of how I speak.
Maybe it is because of my 10 years of working in the government sector. I am always very skeptical of the way civil servants implements policy initiated by the government.
I am very involved in my girls education. I tracked the change in education policies closely. This is because I was one of those 'genine pigs' which managed to survive new initiatives from MOE. Hence, I want to ensure that my daughter who is also a 'genine pig' from the latest changes to walk out of the education system victoriously.
The most recent Speak Good English campaign has seen some school making changes to their curriculm.
My daughter has just entered Seconday 1 this year. To help the children cope with the significant increase in subject. The school has implemented a system which only requires some of the subjects to be taught and tested throughout the year. For example, History was taught and tested during the first half of the year while Geography was taught and tested during the second half of the year. This was a relief for my daughter and I.
However, English a main subject for passing Secondary 1 was also given the same treatment. Well, from the activities which my daughter told me they were doing during the first half of the year sound like they were suppose to help them improve their spoken English or at best learning English creatively. There was no English examination during this half year. However, during term 3, they class took their first common test in Comprehension and only 11 of them passed the test. Before the test, they only have 1 comprehension excercise.
So to the parents this means that the new initiative will help your child to speak better English but sorry your child will stilll need to pass his/her written English exam inorder for he/she to be promoted to the next level. Hence, please help her to study for him/her written exam.
Whenever there is a good intended policy to be implemented. The means and the result is never aligned. School either change the means of teaching without changing the testing process or change the testing process without change the method of teaching.
In the end, only kiasu parents like myself will try to bridge the gap of such poor implementation skill so as to ensure that my children are able to get pass the education system with minimum bruises.
Though a good education does not gaurantee a good career. A good education system will help to produce good workers for the nation.
Hence, I hope that the ministry and the school can work hand in hand to ensure that policies are designed such that they can be implemented and not just trying them out with different badges of students and those who are on trial will come the genine pigs of such experiments. Parents will then have to pray hard that their children will be able to overcome such "trials".
Wednesday, September 30, 2009
Monday, September 28, 2009
Friday, September 25, 2009
Ways to improve composition writing
Alliteration - When two or more words begin with the same letter or sound.
Amber Alert
baby boom
back to basics
Big Ben
Brilliant blue
Amber Alert
baby boom
back to basics
Big Ben
Brilliant blue
green as grass
hale and hearty
Making magic
the more the merrier
pay the price
poor but proud
live the life
swim or sink
Super Sonic
Surround Sound
it takes two to tango
watchful waiting
prospect of purchasing
face to face
fearsome features
hale and hearty
Making magic
the more the merrier
pay the price
poor but proud
live the life
swim or sink
Super Sonic
Surround Sound
it takes two to tango
watchful waiting
prospect of purchasing
face to face
fearsome features
Onomatopoeia - The formation of a word from a sound
Eg Thump. Thump.Thumpity-thump
http://www.examples-of-onomatopoeia.com/
Vocabulary to describe speech
Squeaked
Urged
Gasped
Questioned
Panted
Mused
Exclaimed
Shouted
Screamed
Murmured
Mumbled
Muttered
Grumbled
Enquired
Announced
Asked worriedly/anxiously
Asked politely/urgently
Assured
Called out
Chided gently
Replied in my usual thoughtless fashion
Yelled
S&T Rules
Change Tenses only:
Sequence of action (After/Before/If/Until)
From direct to indirect speech
Unless
Determine which is the condition (c) and which is the outcome(0)
Change +ve to -ve
Who - followed by verb
Whom- followed by pronoun/noun
Whose - followed by noun
However- followed by adjective or adverbs and must have comma after the first part of the sentence
No matter - followed by how/what/where and the next word is an adjective or adverb; must have a comma after the first part of the sentence
In spite of/Despite - followed by a noun phrase eg his hard work
is leading (present continuous) change to being led (past continuous)
Useful Assessment Books
华文口试一本通 by Raffles Publication
Contents include:
How to describe people's apparents, expression, action
Relevant words for different scenes/festivals eg accident, at home, national day
Contents include:
How to describe people's apparents, expression, action
Relevant words for different scenes/festivals eg accident, at home, national day
Thursday, September 24, 2009
Tuesday, September 22, 2009
写作文
开头
1) 倒叙(flash back)
2) 人物
3) 时间和环境
4) 俗语
5) 提问(ask a question)
6)人物话语(conversation)
7)不例外
8)由物品联想
9)感想
10)介绍
结尾
1) 感谢
2)总结
3)称赞
4) 教训
- 我惭愧地低下头，泪水禁不住流了下来。我告诉自己，一定要记住这一次教训。
- 一朝被蛇咬，十年怕井绳。经过这次深刻的教训后。。。。
5)心理描写
车祸- 心想：马路如虎口，小朋友在玩耍时可要小心，注意安全阿！
情况变化
1）突然
2）然而/可是
3）看到这种情况
4）果然不出所料
5）眼前的一切
6）说时迟，那时快
7）没想到/万万没料到
8）看了这悲惨的一幕
连接词
有的。。。有的。。。还有的。。
有。。。有。。。还有。。。
一边。。。一边。。。一边。。。
一面。。。一面。。。
有些。。。有些。。。
1) 倒叙(flash back)
2) 人物
3) 时间和环境
4) 俗语
5) 提问(ask a question)
6)人物话语(conversation)
7)不例外
8)由物品联想
9)感想
10)介绍
结尾
1) 感谢
2)总结
3)称赞
4) 教训
- 我惭愧地低下头，泪水禁不住流了下来。我告诉自己，一定要记住这一次教训。
- 一朝被蛇咬，十年怕井绳。经过这次深刻的教训后。。。。
5)心理描写
车祸- 心想：马路如虎口，小朋友在玩耍时可要小心，注意安全阿！
内容
五官法技巧
- 看一看图中有什么东西
- 听一听图中有什么声音
[听见弟弟的喊叫声]
- 闻一闻图中有什么气味
[闻到一股刺鼻的烟味][嗅到那种药味]
-尝一尝图中有什么味道
-摸一摸图中的东西， 你有什么感觉
六个"W"
为什么
谁
什么时候
什么地方
怎样
什么结果
情况变化
1）突然
2）然而/可是
3）看到这种情况
4）果然不出所料
5）眼前的一切
6）说时迟，那时快
7）没想到/万万没料到
8）看了这悲惨的一幕
连接词
有的。。。有的。。。还有的。。
有。。。有。。。还有。。。
一边。。。一边。。。一边。。。
一面。。。一面。。。
有些。。。有些。。。
让句子发出声音
她从他那儿抢过了照相本，砰的一声合上了
汽车喇叭声
扑通一声，他扎进水里去了。
嘭嘭的敲门声
嗒嗒地响个不停
我的肚子“咕咕”直叫，好饿啊！
不禁流出了滴滴泪水
咕噜咕噜
唉
喂
哎呀
哭声：哇哇 呜呜 抽抽泣泣 哀哀 哇啦
笑声：哈哈 嘻嘻 嘿黑 咯咯 吃吃 呵呵
脚步声：
远处传来嚓嚓/沙沙的脚步声
他噔噔地跑上楼去
嗒嗒地行走
风声：呼呼 沙沙 啸啸
雨声：沙沙 扑扑 哗哗 滴滴嗒嗒 劈里啪啦
水声：哗哗 叮咚 汩汩
动物声：
猫“喵喵”叫 狗吠
鸭子叫 公鸡啼
苍蝇“嗡嗡”叫
小鸡“叽叽”叫
老鼠“吱吱”叫
绵羊"咩咩"叫
青蛙“呱呱”叫
鸽子“咕咕”叫
猴子“喳喳”叫
汽车喇叭声
扑通一声，他扎进水里去了。
嘭嘭的敲门声
嗒嗒地响个不停
我的肚子“咕咕”直叫，好饿啊！
不禁流出了滴滴泪水
咕噜咕噜
唉
喂
哎呀
哭声：哇哇 呜呜 抽抽泣泣 哀哀 哇啦
笑声：哈哈 嘻嘻 嘿黑 咯咯 吃吃 呵呵
脚步声：
远处传来嚓嚓/沙沙的脚步声
他噔噔地跑上楼去
嗒嗒地行走
风声：呼呼 沙沙 啸啸
雨声：沙沙 扑扑 哗哗 滴滴嗒嗒 劈里啪啦
水声：哗哗 叮咚 汩汩
动物声：
猫“喵喵”叫 狗吠
鸭子叫 公鸡啼
苍蝇“嗡嗡”叫
小鸡“叽叽”叫
老鼠“吱吱”叫
绵羊"咩咩"叫
青蛙“呱呱”叫
鸽子“咕咕”叫
猴子“喳喳”叫
对话词句
生气地说
愤恨地说
生气地批评道
兴高采烈地说
兴奋地喊道
微笑地说
关心地说
很有礼貌地对他说
温和的口气问我
心平气和地说
细声地说
惊奇地问
有气无力地说
我自言自语地说
他解释道
我心里想
口里不停地说
后悔地说
主动对他说
焦急地问
着急地问
愤恨地说
生气地批评道
兴高采烈地说
兴奋地喊道
微笑地说
关心地说
很有礼貌地对他说
温和的口气问我
心平气和地说
细声地说
惊奇地问
有气无力地说
我自言自语地说
他解释道
我心里想
口里不停地说
后悔地说
主动对他说
焦急地问
着急地问
描写在地铁站里的词汇
扫描乘车卡
电动扶梯
地铁站内只有英语广播
车厢里也装上电动的荧光字幕，显示到站站名
搭客/乘客
地铁闸门
车厢是通连的，两边都有长排椅，中间还有扶手拉环
售票机
咨询服务
易燃物品
喝饮料
路线图
地铁月台
地铁值勤人员
电动扶梯
地铁站内只有英语广播
车厢里也装上电动的荧光字幕，显示到站站名
搭客/乘客
地铁闸门
车厢是通连的，两边都有长排椅，中间还有扶手拉环
售票机
咨询服务
易燃物品
喝饮料
路线图
地铁月台
地铁值勤人员
常见错别字归类
下列各题中，画横线的是错别字，括号里的才是正确的字。
1.贫心（贪 ）
2.极格（及 ）
3．睛郎（晴朗）
4.时后（候 ）
5．著明（名 ）
6.跳跑（逃 ）
7．以经（已 ）
8.已前（以 ）
9．功打（攻 ）
10.工课（功 ）
11.生休（身体）
12.因该（应 ）
13.应刻（该 ）
14.冲忙（匆 ）
15.因些（此 ）
16.辛福（幸 ）
17.烦脑（恼 ）
18.知到（道 ）
19.断落（段 ）
20.报子（纸 ）
21.作天（昨 ）
22.教顺（训 ）
23.汽球（气 ）
24.即然（既 ）
25.既使（即 ）
26.竞然（竟 ）
27.竟争（竞 ）
28.没天（每 ）
29.拿这（着 ）
30.在也不（再）
31.带眼镜（戴 ）
32.决的好（觉、得）
33.到外走（ 处 ）
34.建康(健）
35.请问，你要到那里去？ ( 哪 )
36.那辆汽车把一棵树撞到了。 ( 倒 )
37.我以经把这遍文章读过三篇了。 (已、篇、遍)
38.不关乱风还是下雨，我都要去上学。 (管、刮)
39.这本书是我找了很多地方才卖到的，我不愿意买给别人。 (买、卖)
40.他花了一身的心血，终于完成了这步伟大的著作。(生、部)
http://www.zhonghuapri.com/showinfo.asp?id=39
1.贫心（贪 ）
2.极格（及 ）
3．睛郎（晴朗）
4.时后（候 ）
5．著明（名 ）
6.跳跑（逃 ）
7．以经（已 ）
8.已前（以 ）
9．功打（攻 ）
10.工课（功 ）
11.生休（身体）
12.因该（应 ）
13.应刻（该 ）
14.冲忙（匆 ）
15.因些（此 ）
16.辛福（幸 ）
17.烦脑（恼 ）
18.知到（道 ）
19.断落（段 ）
20.报子（纸 ）
21.作天（昨 ）
22.教顺（训 ）
23.汽球（气 ）
24.即然（既 ）
25.既使（即 ）
26.竞然（竟 ）
27.竟争（竞 ）
28.没天（每 ）
29.拿这（着 ）
30.在也不（再）
31.带眼镜（戴 ）
32.决的好（觉、得）
33.到外走（ 处 ）
34.建康(健）
35.请问，你要到那里去？ ( 哪 )
36.那辆汽车把一棵树撞到了。 ( 倒 )
37.我以经把这遍文章读过三篇了。 (已、篇、遍)
38.不关乱风还是下雨，我都要去上学。 (管、刮)
39.这本书是我找了很多地方才卖到的，我不愿意买给别人。 (买、卖)
40.他花了一身的心血，终于完成了这步伟大的著作。(生、部)
http://www.zhonghuapri.com/showinfo.asp?id=39
虚词
即然 – since
竟然 – unexpectedly
居然 – unexpectedly
当然 - of course
果然 - really
突然 - suddenly
依然 - still
必须 - must [一定要]
必需 - need [一定要有的， 不能缺少的]
连续 - non stop
继续 - to continue
一向 - all this while (until now)
一直 - all the time (last time, now, in the future)
竟然 – unexpectedly
居然 – unexpectedly
当然 - of course
果然 - really
突然 - suddenly
依然 - still
必须 - must [一定要]
必需 - need [一定要有的， 不能缺少的]
连续 - non stop
继续 - to continue
一向 - all this while (until now)
一直 - all the time (last time, now, in the future)
Monday, September 21, 2009
Common Grammer Errors
Who vs Whom
Who
Who is always used as the subject of the verb.
eg Who went to the circus?
Whom
Whom is never used as the subject of a verb. It is the object form of a pronoun.
eg Whom should I ask about the discount?
eg The actors, one of whom was Jack, were treated to a dinner by a wealthy man.
Whose
Whose is used in the posssessive form for a person or people.
eg Mary whose responsiblity it was to complete the project did a remarkable job.
Bring vs Take
Bring means to bear HERE or move TOWARD the speaker.
eg When I come home, I will bring my work. (The point of reference is from my home.)
Take means to bear THERE or to take AWAY from the speaker
eg When I go home, I will take my work. (The point of reference is from work.)
had finished vs finished
Wrong - After I finished explaining myself, she told me that....
Right - After I had finished explaining myself, she told me that....
Prefer to vs Rather than
Prefer (noun) to noun
Rather (verb) than (verb)
A vs The
A number of boys are hiding in the toilet
The number of road accidents is increasing
But
A group of students is
Agreement - Who
Charlene is a scientist who writes the report.
He is one of the men who do the work.
- PRT/ PST / PPT
tell a lie - lie/ lied/ had lied
lie down - lie / lay / had lain/ lying
lay an egg - lay / laid / had laid/laying
Every
Every boy and girl has the opportunity to play the computer game.
AM vs I
Julie will be treating her and me to ice cream. [object]
Julie and I will be buying icecream for the girls.[subject]
Irregular Past Participle
PRT/ PST / PPT
become/became/become
come/came/come
run/ran/run
saw/sawed/sawn
sew/sewed/sewn
show/showed/shown
Verbs which do not change their form
burst/cost/cut/hit/hurt/let/put/read/set/shut/split/spread
Nouns singlular in form but plural in meaning
people/police/cattle/footwear
Nouns plural in form but singular in meaning
mathematics/measles
Same form for both singlular and plural
sheep/fish/series/means/Chinese/Japanese
Unique singular nouns
Furniture/Information/Equipment
Singluar form
anything, anyone, another, anybody, each, either, everybody, everyone, everything, , many a, neither, no one, nobody, nothing, one, other, somebody, someone
Plural form
both, few, many, others, serveral
Either Plural or Singular
All, any, none, some, such
http://www.englishclub.com/grammar/verbs-questions-tag.htm
| + Positive statement, | - negative tag? |
| Snow is white, | isn't it? |
| - Negative statement, | + positive tag? |
| You don't like me, | do you? |
Negative adverb creates a negative meaning in a sentence without the use of the usual no/not/neither/nor/never constructions:
- He seldom visits.
- She hardly eats anything since the accident.
- After her long and tedious lectures, rarely was anyone awake.
"He rarely shouts at others,_________?" - does he since rarely is use as a negative adverb.
1. In the present tense, if the subject is 'I', the auxiliary changes to 'are'or 'aren't'.
I'm sitting next to you, aren't I?
2. With 'let's', the tag question is 'shall we'.
Let's go to the beach, shall we?
3. With an imperative, the tag question is 'will you'.
Close the window, will you?
4. We use a positive tag question after a sentence containing a negative word such as never, hardly, nobody.
Nobody lives in this house, do they?
You've never liked me, have you?
5. When the subject is nothing, we use 'it' in the tag question.
Nothing bad happened, did it?
6. When the subject is nobody, somebody, everybody, no one, someone,or everyone, we use 'they' in the tag question.
Nobody asked for me, did they?
7. If the main verb in the sentence is 'have' (not an auxiliary verb), it is more common to use 'do' in the question tag.
You have a Ferrari, don't you?
8. With used to, we use 'didn't' in the tag question.
You used to work here, didn't you?
9. We can use positive question tags after positive sentences to express a reaction such as surprise or interest.
You're moving to Brazil, are you?
Useful Website
Chinese - English Dictionary with Character writing
http://www.nciku.com/
Free School exam papers
http://www.misskoh.info/
http://test-paper.info/
http://www.oldschool.com.sg/
http://psle2009.blogspot.com/
Common mistakes made/Answers to school exam questions
http://road-to-psle.blogspot.com/
Common English Grammer Mistakes
http://www.jamesangtutors.com/downloads/James_Ang_Grammar_Notes.pdf
PSLE English
http://alison-solarexpress.blogspot.com/
PSLE Maths
http://prischoolmaths.blogspot.com/
http://psle2010.blogspot.com/2009/10/psle-2009-questions-some-to-share.html
OnSponge -(Maths website)
http://www.onsponge.com/
Onomatopoeia (list of sound for composition usage)
http://www.examples-of-onomatopoeia.com/
Subject-verb agreement rules
http://www.yale.edu/graduateschool/writing/forms/Subject%20and%20Verb%20Agreement.pdf
Improve your spelling
http://www.usp.edu/writing/handouts/sp/SP15-ImprovingSpelling.pdf
Learning Phonics
http://www.abcfastphonics.com/index.html
MOE's Newsletter
http://www3.moe.edu.sg/corporate/contactprint/
Science Q&A by Singapore Science Centre
http://www.science.edu.sg/ssc/scinet_browse.jsp?type=6
Mini-science guide
http://www.creativeculture.com.sg/downloads/Science%20Guide-Energy.doc
Science Expriments
http://www.vidyaonline.net/arvindgupta/physicsexperiments.pdf
PSLE Science Questions & Answers
http://pslescience.blogspot.com/
Science Keywords
http://speaksmart.org/science/index.html
Science reference
http://www.saburchill.com/border/map.html
PSLE
http://psle2010.blogspot.com/
James Ang top PSLE/O Level Coach
http://www.scienceheuristics.com.sg/News.htm
http://www.nciku.com/
Free School exam papers
http://www.misskoh.info/
http://test-paper.info/
http://www.oldschool.com.sg/
http://psle2009.blogspot.com/
Common mistakes made/Answers to school exam questions
http://road-to-psle.blogspot.com/
Common English Grammer Mistakes
http://www.jamesangtutors.com/downloads/James_Ang_Grammar_Notes.pdf
PSLE English
http://alison-solarexpress.blogspot.com/
PSLE Maths
http://prischoolmaths.blogspot.com/
http://psle2010.blogspot.com/2009/10/psle-2009-questions-some-to-share.html
OnSponge -(Maths website)
http://www.onsponge.com/
Onomatopoeia (list of sound for composition usage)
http://www.examples-of-onomatopoeia.com/
Subject-verb agreement rules
http://www.yale.edu/graduateschool/writing/forms/Subject%20and%20Verb%20Agreement.pdf
Improve your spelling
http://www.usp.edu/writing/handouts/sp/SP15-ImprovingSpelling.pdf
Learning Phonics
http://www.abcfastphonics.com/index.html
MOE's Newsletter
http://www3.moe.edu.sg/corporate/contactprint/
Science Q&A by Singapore Science Centre
http://www.science.edu.sg/ssc/scinet_browse.jsp?type=6
Mini-science guide
http://www.creativeculture.com.sg/downloads/Science%20Guide-Energy.doc
Science Expriments
http://www.vidyaonline.net/arvindgupta/physicsexperiments.pdf
PSLE Science Questions & Answers
http://pslescience.blogspot.com/
Science Keywords
http://speaksmart.org/science/index.html
Science reference
http://www.saburchill.com/border/map.html
PSLE
http://psle2010.blogspot.com/
James Ang top PSLE/O Level Coach
Science Guide to Answering HOT questions
http://www.scienceheuristics.com.sg/News.htm
Learn Chinese Everday
http://www.learnchineseeveryday.com
http://www.learnchineseeveryday.com
口试
看图作文
重要事项
1）地点
- 这幅画描绘的是。。。。的情景。
- 早上的空气最清新，所以很多人到公园里。。。。
2）人物
- 一位梳着齐耳短发的女学生。。。。。
3）行为- 在做什么
- 。。。。低头吃着面， 吃得津津有味。
4）平价 – 对/错
- 如果我是那个年轻人，我看见残疾人士这么辛苦， 我会。。。。。。
- 我想着样做是为了。。。。。
- 他们这样做妨碍了其他人行走， 真是太没有公德心了。
重要事项
1）地点
- 这幅画描绘的是。。。。的情景。
- 早上的空气最清新，所以很多人到公园里。。。。
2）人物
- 一位梳着齐耳短发的女学生。。。。。
3）行为- 在做什么
- 。。。。低头吃着面， 吃得津津有味。
4）平价 – 对/错
- 如果我是那个年轻人，我看见残疾人士这么辛苦， 我会。。。。。。
- 我想着样做是为了。。。。。
- 他们这样做妨碍了其他人行走， 真是太没有公德心了。
Oral Exam - English
Reading Aloud
1)Commonly mispronounced words
a) A-thlete/Athletic (2 syllables not 3)
b) Basically (3 syllables not 4)
c) Calm (don't leave out the 'l')
other common mispronounced words can be found in the following website http://www.yourdictionary.com/library/mispron.html
Picture Description
1) In one sentence, summarise what is the main activity in the picture (where?when?what is happening)
Eg This picture shows/ This picture depicts...a scene at an amusement park
2) Describe the picture in an organised way
- clockwise direction
-anticlockwise direction
-right to left/left to right
-in front of picture to at back of picture
3) Sequence
1)Commonly mispronounced words
a) A-thlete/Athletic (2 syllables not 3)
b) Basically (3 syllables not 4)
c) Calm (don't leave out the 'l')
other common mispronounced words can be found in the following website http://www.yourdictionary.com/library/mispron.html
Picture Description
1) In one sentence, summarise what is the main activity in the picture (where?when?what is happening)
Eg This picture shows/ This picture depicts...a scene at an amusement park
2) Describe the picture in an organised way
- clockwise direction
-anticlockwise direction
-right to left/left to right
-in front of picture to at back of picture
3) Sequence
a) Opening line
b)Brief description of general activity
c)Cluster 1
Describe
-what is happening eg The doctor and nurses look very busy
-facial expression eg The boy looks rather afraid
-attire eg A young boy carrying a backpack..
-thoughts of person(s) eg He may be thinking....
-feeling of persons(s) eg He must be annoyed.....
-character of person eg He is a kind/inconsiderate boy.
Describe
-what is happening eg The doctor and nurses look very busy
-facial expression eg The boy looks rather afraid
-attire eg A young boy carrying a backpack..
-thoughts of person(s) eg He may be thinking....
-feeling of persons(s) eg He must be annoyed.....
-character of person eg He is a kind/inconsiderate boy.
d)Opinion
- I think /I feel....good/bad/commendable.....
- Perhaps/I suppose/In my opinion
- I think /I feel....good/bad/commendable.....
- Perhaps/I suppose/In my opinion
e) Cluster 2
f) Opinion
.
.
. Concluding statement
.
.
. Concluding statement
When describing
a)Use better words.
b) Be consistent and use the present tense, present continuous tense and present perfect tense throughout your conversation
c) Avoid common mistakes like - "These 2 women is", "the children is", "Here got", "The boy which is.."
d) Speak in grammatically correct sentences. Try to use the right words and vocabulary.
A P6 teacher has wrote this website to help her student prepare for 2009 oral exam
http://psleoral2009.blogspot.com/
a)Use better words.
b) Be consistent and use the present tense, present continuous tense and present perfect tense throughout your conversation
c) Avoid common mistakes like - "These 2 women is", "the children is", "Here got", "The boy which is.."
d) Speak in grammatically correct sentences. Try to use the right words and vocabulary.
A P6 teacher has wrote this website to help her student prepare for 2009 oral exam
http://psleoral2009.blogspot.com/
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