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iThink Teacher’s Guide - Issue 13

I) HEY LISTEN

In this issue, the listening task focuses on Part 3 of the Listening Comprehension Exam Paper.

Listen to a teenager talk about her love for a cappella music.

©ILOVEREADING.SG PTE LTD 1

Tips for Part 3 Listening section:1. Read the statements first before listening to the recording.2. Circle the key words in the statements.3. Listen carefully when the key words in the passage are mentioned.4. The statements in the question would often be rephrased or reworded. Note

that when listening to the text and referring to the statements.Eg,From text: It has not been easy getting young people interested in a cappella music.Statement in question: Making youngsters fans of a cappella music can be quite challenging.

5. To understand if a statement is implied, there is a need to infer based on clues from the text.Eg,From text: A cappella is not exclusively practised in religious circles. Inference: A cappella is used to sustain certain faiths.


For question 1, choose four pieces of information that are stated or implied in the recording. Put a ( ) against each correct piece of information.

No marks will be awarded if you tick more than four pieces.

You will hear the recording twice.

Stated/Implied

AA cappella music was popular among the religious circles where musical instruments were not allowed.

[…………..]

BA cappella music can be adapted to be performed in various ways. […………..]

C A cappella music gives singers a lot of room for creative expression with their lips, tongue and teeth.

[…………..]

DA singer probably needs a lot of courage to contort his face in front of his audience in order to produce the sound that he wants.

[…………..]

E It has not been easy getting young people interested in cappella music. […………..]

F The writer’s friends are not fans of a cappella music. […………..]

[4]

II) SPEAK UP

(A) Reading

1. Refer to the article, ‘Annie’s Song’ on page 34, and listen to the recording.2. Listen for words that are stressed by the speaker. 3. Now try reading the passage on your own. Obtain feedback on your reading.




Tips on sentence stress

What is sentence stress?It means giving stress to certain words in a sentence.

Why is it important to stress on words?It gives meaning to the text and helps listener to understand the message better.

How do I stress words?- read louder and longer

What are the words to stress in a sentence?Stress on content words (key words that give meaning to the sentence) rather than structure words (words that make the sentence grammatically correct)

Eg. The mouse ate the cheese on the plate.

The words in bold are content words. You can still understand the meaning of the sentence even when the structure words are removed.


(B) Spoken Interaction

Refer to the picture on page 35.

Answers:1. What do you think these people in the picture are feeling?

Firstly, I think they must be feeling really joyful. They appear to be performing in the streets. To be able to play an instrument that you like and display your talent in the public where audience can admire and be entertained by your music, it must certainly bring a lot of joy to the musicians. They look like they really enjoy what they are doing too. Secondly, I think these people could be feeling a sense of accomplishment. Playing a musical instrument well would require many hours of practice and money is needed to learn the instrument too. Hence, they must be feeling that their effort has paid off. Finally, I think they may also be fearful about putting up a performance in the public. They may wonder if the audience would like what they play or they may be worried about making a mistake.


Tips for Spoken Interaction

What do you do during the examination?1. Listen carefully for the question type.2. Listen carefully for the key words. (define the key words where necessary)3. Make sure you address the key words in the questions.

i. What do you think these people in the picture are feeling?

ii. What, in your opinion, makes a performance good or bad?

iii. Would you prefer to watch a performance live or recorded? Why?


2. What, in your opinion, makes a performance good or bad?

I think a performance is good if it is able to capture the emotions of the audience. If the performers are playing a jolly piece of music, the music should infect the moods of the listeners and make them feel joyful too. On the other hand, if the performers are playing a rather sombre piece of music, the audience should be able to feel the sadness as well. Secondly, I also feel that a performance is good if it is evident that the performers are sincere and display determination, putting in considerable amount of effort in the performance. I remember a performance by some dance members in school. During the performance, one member missed a step and fell. The other members helped her up immediately and continued the performance with determination. Despite the glitch, I think the performers did an outstanding job. On the other hand, I remember attending performances that were disappointing because of the lack of commitment that each performer displayed. They were not proud about what they were showcasing and the whole performance was lacklustre.

3. Would you prefer to watch a performance live or recorded? Why?

I would definitely prefer to watch a performance that is live because the atmosphere would be rather different. If I were to attend a concert by my favourite band or singer, being in the midst of like-minded and raucous fans would be electrifying; we can sing along and show our adoration and admiration publicly without feeling embarrassed. Performances are also better watched live because some performances are interactive. I remember attending a play in which the performers interacted with the audience. It was an entertaining and unforgettable experience. I even had the opportunity to take photographs with the performers. However, recorded performances may allow one to watch at one’s convenience and at the comfort of one’s house. You do not need to jostle with the crowd and can replay your favourite scenes however number of times you want. I think watching a performance live or recorded has both advantages and disadvantages. As for me, I still prefer watching a live performance.



III) PICTURE IT

Comprehension Text 1Refer to the web page on page ?? and answer the questions below.

1. What is the purpose of this poster? [1][inferential]

Answer: It is to encourage families to find out more about opera, ballet and the Royal Opera House.

2. Identify two activities that are suitable for learners who learn better by carrying out physical activities. [2] [content-vocabulary]

Answer: The yare interactive singing and dance activities/costume dressing up area/design activities. [any 2]

3. Look at the pictures on the poster. What impression of the Royal Opera House do you think the pictures are intended to make? [1][inferential]

Answer: It is intended to make the Royal Opera House seem like a fun/entertaining/enjoyable place.


Tips on studying a visual text

Identify the Purpose, Audience and Context.

The purpose of a visual text influences the way it is presented. The purpose of a poster, advertisement or website can be:

To entertainTo instructTo inform / educateTo persuade/convinceTo warnTo sell / promoteTo raise awarenessTo attract

A visual text usually targets a specific audience. For example:

• students who love to volunteer• mothers who have young children• the elderly• reckless drivers• people who like to exercise

Images and words have to be understood in the context they are being used in. Often, life experiences and background knowledge have to be used to interpret the visuals.


4. Refer to the information under the heading Tour. Which sentence is intended to give the Royal Opera House a sense of mystery? [1][vocabulary-inferential]

Answer: ‘Several tours run throughout the day, inviting you and your family to explore some hidden areas of the Royal Opera House.’

IV) FOLLOW ME

Tips on answering inferential questions:

Look out for signal words that tell you the question requires you to infer and not merely extract information from the text.

For example:What is the writer suggesting/implying…?Why would the writer…? What possible reasons are there…?Why/What do you think…?

(A) Comprehension Text 2:Refer to the text ‘Pop Diva’s Star Quality’ on pages 23 to 25 and answer the questions below.

1. Quote a word in paragraph 2 that suggests how the writer viewed the intern.[1]

[vocabulary-inferential]

From Text AnswerThe look of stunned dread on the mousy little intern’s face would make a perfect internet meme.

The word is ‘mousy’.

Teaching Point:Students must know that ‘mousy’ refers to someone who is timid and hence, this word reflects how writer viewed the intern.

Clue : Look for a description of the intern that shows the writer’s attitude towards him.

2. What does the word ‘waterworks’ in paragraph 4 refer to? [1][syntax]

From Text AnswerHe looks like he is going to tear. I wonder, can I make him cry at last? If I manage to get the waterworks flowing today, I will definitely Instagram him.

It refers to tears.

Teaching Point:Students are required to look at the text before and after ‘waterworks’, which is used metaphorically here, to find out what it refers to.



Clue: Refer to the sentences just before and after ‘waterworks’ to understand the context.

3. Explain fully why the writer would want to Instagram the intern. [2][Content-inferential]

From Text AnswerIf I manage to get the waterworks flowing today, I will definitely Instagram him. His crybaby face spewing helpless little mouse tears would be the laughing stock of a legion (thirty-seven million and counting) Instagram followers. Why, I would be fulfilling Warhol’s prophecy by giving even a nobody like him his fifteen minutes of fame!

The intern’s crybaby face and his tears would be laughed at by the writer’s Instagram followers. [evidence-1m]

The writer wants to embarrass/shame the intern. [inference – 1m]

Teaching Point:‘Explain fully’ questions require an extraction of relevant detail from the text and an inference of the detail. [Extraction = 1m, inference = 1m]

Clue: ‘Explain fully’ questions require an extraction of relevant detail from the text and an inference of the detail.

4. Which two words in paragraph 8 suggest that the writer hoped that the intern would cry? [2][vocabulary-inferential]

From Text AnswerCowering but disappointingly dry-eyed nonetheless, …

The two words are ‘disappointingly’ and ‘dry-eyed’.

Teaching Point:The writer was disappointed that the intern was still ‘dry-eyed’. This shows that she hoped the intern would cry. Students to note that hyphenated words are considered as one word (eg, dry-eyed).

5 In paragraph 8, the narrator says that the intern ‘scurries off to ferret’.

(i) What does this description suggest about the intern’s actions?

[vocabulary inferential]

Description Intern’s actions‘scurries off’ The intern leaves very quickly/in a hurried

manner.‘ferret’ The intern is searching/hunting/rummaging

around. [2]



Clue: If you are not too sure of the meaning of the word, read the text that appears before and after the word. This helps to understand the context and make an intelligent guess.

ii) What does the description tell you about how the intern felt? [1]

[inferential]

From Text AnswerCowering but disappointingly dry-eyed nonetheless, my little almost-famous mouse scurries off to ferret out a more suitable replacement for the offending item.

The descriptions tell me that the intern was afraid/fearful of the writer.

Teaching Point:Students must be able to infer that the fact that the intern moved away so quickly in search of what the writer wanted was a sign that he was afraid.

6. What does ‘offending item’ in paragraph 8 refer to? [1]

[syntax]From Text AnswerCowering but disappointingly dry-eyed nonetheless, my little almost-famous mouse scurries off to ferret out a more suitable replacement for the offending item. Unbelievable! Wire hangers indeed. Wire hangers are ever so 2plebeian.

It refers to the wire hanger.

Teaching Point:Students are required to look at the text before and after ‘offending item’ to find out what it refers to.

Clue: Refer to the sentences just before and after ‘offending item’ to find out what it refers to.

7. Why is the simile ‘like a hawk scanning the savannah’ (paragraph 11) an effective description of the way the narrator examines the dressing room?

[2][Vocabulary figurative]

From Text Answer…I survey my territory. Everything in the vicinity has to be perfect. Like a hawk scanning the savannah, I cast my eye over the dressing room. Have all the requirements been fulfilled by the organiser?

A hawk has an extremely keen sight/is very watchful/is vigilant of its territory. [explain the simile-1m]

The description is effective in suggesting that the writer is very observant/sharp in looking for shortcomings in the dressing. [inference-1m]

Teaching Point:



Students should be familiar with the use of simile. Here, the writer’s action of examining the room is compared to ‘a hawk scanning the savannah’. Students need a little general knowledge about the characteristics of a hawk which is watchful and vigilant. [explain the description = 1m, why is the description effective = 1m]

Clue: Think about the characteristics of a hawk, and pick the characteristic that fits the context here.

8. Why do you think the writer is so determined to find a shortcoming in the dressing room (paragraph 13)? [1][inferential]

From Text AnswerThere must be a 7shortcoming somewhere. I am determined to find it. Perhaps I ought to make that intern iron the carpet (pink) again just for the sake of it.

The writer hoped to make life difficult for the intern.

Teaching Point:The words ‘do you think’ indicate that this is an inferential question and hence students have to infer from the relevant portion of the text. The answer cannot be extracted directly from the text.

Clue : Think about why finding a flaw in the room would satisfy the writer.

9. With reference to paragraphs 13-14, why, according to the narrator, was the intern the ‘luckiest man alive’? Answer in your own words. [2][content-vocabulary]

From Text AnswerOh well, it is too late to bother about the carpet now. The camera crew has arrived to set up the props and lights for the televised backstage interview. That little intern is the luckiest man alive, and he does not even realise it.

The camera crew had reached to get ready for the interview and there was thus insufficient time/no time to get the intern to iron the carpet, making the intern lucky to have been freed from that task.

Teaching Point:This is a content question and therefore answers are explicitly stated in the text. However, students need to identify the relevant details and key words ‘too late to bother’ and ‘has arrived’ and paraphrase.

Clue : This is a ‘Answer in Your Own Words’ question. Remember NOT to repeat any words from the relevant section of the text in your answer.

10. What tone do you think the narrator adopted when she asks ‘Honestly, what would she ever do without me to ensure that everything in her life is of star quality?’ (paragraph 15) [style] [1]

From Text Answer



Honestly, what would she ever do without me to ensure that everything in her life is of star quality? Every diva ought to have a personal assistant as capable as I. The reflection in the mirror smirks back at me in agreement.

She adopted an arrogant/conceited tone.

Teaching Point:Here tone describes the attitude of the writer when she made the remark. Students should select an appropriate adjective to describe her attitude here.

Clue: Tone describes the attitude of the writer. Think of an appropriate adjective to describe her attitude here.

11. The structure of the text reflects the main stages in the recount. Complete the flow chart by choosing one phrase from the box to summarise the main focus of each stage of the recount. There are some extra phrases in the box that you do not need to use.

Main Focusa calculated move

relishing being feared

provoking a response

brain over brawn

scrutinizing for flaws

mesmerised by beauty

a vicious attack

Paragraphs 4-7: (i) provoking a response

Paragraphs 9-10: (ii) mesmerised by beauty

Paragraphs 11-13: (iii) scrutinising for flaws

Paragraph 16: (iv) relishing being feared



[4]

Comprehension Text 3:Refer to the article, ‘What would life be without a song?’ on pages 26 to 29 and answer the questions below.

1. According to the text in paragraph 1, why do you think the writer says ‘the roots of music are lost in the mists of time’? [1][inferential]

From Text AnswerThe roots of music are lost in the mists of time. When you let the latest pop song on the radio carry you away, or when you drum your fingers absent-mindedly on a table, you are participating in something that we have done since the Paleolithic. Of course, it is impossible to know when the first song was sung

It is unknown when music first started.

Teaching Point:The words ‘do you think’ indicate that this is an inferential question and hence students have to infer from the relevant portion of the text. The answer cannot be extracted directly from the text.

Clue: What does ‘roots’ imply, metaphorically speaking? How about ‘mists of time’?

2. What effect does the word ‘staggering’ in paragraph 1 have on the readers?[1]

[vocabulary]

From Text Answerbut the oldest known musical instrument is a flute made of a bird’s bone – a staggering forty-three thousand years old.

The musical instrument is so old that it is shocking/astonishing/hard to believe.

Teaching Point:Students must show an understanding of the word ‘staggering’ to show shock rather than comment on how old the instrument is.

Clue: The question is asking for ‘effect’ of the word and not an explanation of the sentence the word appears in.

3. Why did the writer think that ‘ordinary people did not have the capacity to perform such music’ (paragraph 3)? Answer in your own words. [2][content-vocabulary]

From Text Answer



Ordinary people did not have the capacity to perform such music requiring rigorous practice and expensive instruments..

It is because ordinary people are not able to withstand thepainstaking/exhaustive/demandingtraining and they could not afford the pricey instruments.

Teaching Point:This is a content question and therefore answers are explicitly stated in the text. However, students need to identify the relevant details and key words ‘rigorous practice’ and ‘expensive’ and reword.

Clue: Identify the key words from the text and use substitute words in your answer.

4. Give two examples that show that how the national anthem is played or sung can cause anxiety. [2][content-literal]

From Text AnswerIn the United States, some athletes have knelt or made gestures to protest against police brutality on black people during the singing of ‘The Star-Spangled Banner’.

Sporting events have often been the black sheep in this area, as happened this year in Rio when the national anthem of Niger was played to the football team of Nigeria.

In the United States, some athletes have knelt or made gestures to protest against police brutality on black people during the singing the national anthem. [1]

In Rio this year, the national anthem of Niger was wrongly played to the football team of Nigeria. [1]

5. Pick out one word in paragraph 5 that encapsulates how advertisements are able to use serious music to amuse the listeners. [1][vocabulary-inferential]

From Text Answer

Sometimes advertisements can parody serious music with hilarious effects…

The word is ‘parody’.

Clue: Identify the key words in the question.

7. Here is part of a conversation between two students, William and Jan, who have read the article.

Jan: Music promotes unity.

William: I think music is not always used in a peaceful manner.



(a) Explain, with reference to paragraph 4, why Jan feels this way. [1]

From Text AnswerYet these too are known to use national anthems and other patriotic songs to reinforce a group identity and behaviour.

National anthems and patriotic songs can bring people of a country together by forging a common identity.

Clue: Avoid lifting text blindly from the passage; instead, explain, making reference to the question.

(b) Identify any two examples from paragraph 6 to support William’s statement.[2]

From Text Answer

…the power of music has also been used by individuals and groups to protest against diverse injustices. Perhaps the most famous example is the ‘Live Aid’ concert in 1985 which raised 150 million British pounds to help victims of the famine in Ethiopia. U2’s ‘Sunday Bloody Sunday’ brought the world’s attention to The Troubles in Ireland, a bitter conflict between Republicans versus Unionists and the United Kingdom (UK) government. Closer to home, Malaysian Zainal Abidin’s beautiful ‘Hijau’ (Malay for green) is an environmentalist anthem to the earth and a dirge for the harm it has suffered from pollution and deforestation.

‘Live Aid’ concert in 1985 raised money to help victims of the famine in Ethiopia. [1]

U2’s ‘Sunday Bloody Sunday’ captured the world’s attention about the tragic conflict in Ireland. [1]

Malaysian Zainal Abidin’s beautiful ‘Hijau’ (Malay for green) is an environmentalist anthem to the earth to lament the harm it has suffered from pollution and deforestation. [1]

(Any 2)

8. Using your own words as far as possible, summarise how music has been used by various groups of people.

Use only information from paragraphs 3 to 7.

Your summary must be in continuous writing (not note form). It must not be longer than 80 words (not counting the words given to help you begin). Various groups of people in the past used music for…

[15]



From Text Own Words1. music took on complex religious

and cultural roles…The existence of specialised jobs such as professional musicians and priests..

complicated/elaborate/intricate religious and cultural roles by professional musicians and priests.

2. it was reserved for spectacular occasions, to glorify deities and rulers.

It was used on glorious occasions to worship deities and rulers.

3. Today, governments and multinational corporations … are known to use national anthems and other patriotic songs to reinforce a group identity and behaviour.

Today, leaders use national anthems and patriotic songs to forge group identity.

4. Apple is well known for harnessing catchy music to make its sleekly designed products even more seductive

Companies use memorable music to make their products more appealing

5. Film companies also use iconic themes to drill their movies and accessories into the popular consciousness

and film companies use it to boost the popularity of movies.

6. the power of music has also been used by individuals and groups to protest against diverse injustices.

Music has been used to fight against social unfairness

7. Malaysian Zainal Abidin’s beautiful ‘Hijau’ (Malay for green) is an environmentalist anthem to the earth and a dirge for the harm it has suffered from pollution and deforestation.

and environmental problems

8. Even elderly people so deeply sunk in dementia that they cannot speak, can sometimes sing along to a familiar tune from their youth.

Even elderly with dementia can recall music they knew in the past.

9. Music therapy can also be used with children and adults with disabilities, as well as people recovering from trauma, brain damage, or drug abuse.

Music can be a remedy/treatment for the disabled and patients.

10. It helps people who have difficulty communicating to relax

Lastly, music aids those who find it hard to relate to others to unwind,

11. and express themselves, communicate their ideas12. as well as to learn to respond to

others.and to interact with others.



Full Summary:Various groups of people in the past used music for religious and cultural purposes, especially by professional musicians and priests who used music on glorious occasions to worship deities and rulers. Today, leaders use national anthems and patriotic songs to forge group identity. Companies use memorable music to make their products more appealing and film companies use it to boost the popularity of movies. Furthermore, music has been used to fight against social unfairness and environmental problems. Finally, music can be a form of remedy for the disabled and patients.

(80 words)

(V) WRITE UP

(A)Argumentative Essay

Refer to the article ‘Is Pop Trash Now?’ on page ___. It is an argumentative essay.

(i) Introduction : Use of HypophoraTo get the reader’s attention and make them curious, try using HYPOPHORA in the introduction.

Hypophora is a figure of speech in which a writer raises a question and then immediately provides an answer to that question.

Complete the table below to show the hypophora in the introduction.

QUESTION However, has such pervasive music compromised on the more important aspects of songs along the way?

STAND I believe it has, and agree with the view that pop music today is a lot worse than it used to be.

(ii) StructureComplete the table to show the ARGUMENTS, COUNTER-ARGUMENT and REBUTTAL in the topic sentences of this article.

ARGUMENT 1 the music world is now flooded with uninteresting and uninspiring music.

ARGUMENT 2 pop music is increasingly lacking in depth and meaning, concerning itself with more 5inane subjects, even becoming a brand of bad influence.

COUNTER- Some say that there are aspects of pop music today which are



ARGUMENT praiseworthy. Not all pop musicians are talentless or copycats merely regurgitating a successful formula.

REBUTTAL However, unfortunately, more singers today are known for their antics on and off stage than for their humanitarian efforts.

(iii) Conclusion : how to conclude wellA conclusion can include a long-term view and/or a recommended solution to the main problem outlined in the essay.

Complete the table below, using sentences from the concluding paragraph.

LONG-TERM VIEW

Pop music is here to stay despite its bland uninspiring notes and the singers’ negative influence.

MAIN PROBLEM

Perhaps the choice for such a genre is a reflection of our societies’ values today where physical looks, sex and fame come up trump and money supersedes quality.

POSSIBLE SOLUTION

People should reflect on their choice of music and endeavour to expand their music horizons beyond what is aggressively marketed to them. They should dig up their parents’ old records and CDs and discover the meaning behind the proverb ‘old is gold’.

(B)Descriptive

Refer to the article ‘Bell Bottoms, Tattoos and Bling’ on pages 6 to 9. It is a descriptive text.

(i) Writing Tip: Figurative LanguageFigurative language is a great way to SHOW instead of TELL. Re-imagine the information as something else and make it a more interesting read.

Refer to the introduction. The writer uses PERSONIFICATION to illustrate the relationship between music and fashion. Note the example below.

SHOW TELLMusic and fashion are more married to each other than we may realise.

Music and fashion are very closely related and influence one another greatly.

Refer to the section on ‘The Disco Fever’. The writer uses METAPHORS to dramatise the feelings he is trying to convey. Quote the SHOW based on the TELL.

SHOW TELLdisco genre exploded in glitzy nightclubs Disco music became popular very

suddenly and quickly.Men were peacocks. Men enjoyed getting dressed up in eye-

catching, attention-grabbing outfits



Refer to the section, ‘Yo What’s Up, this is Hip Hop’. The writer uses PERSONIFICATION to emphasise his point. Quote the SHOW based on the TELL.

SHOW TELLhip hop was ready to take the world by storm

Hip hop music was about to become extremely popular worldwide.

(ii) Context = Time + PlaceThe writer gives a feeling of time and place both DIRECTLY and INDIRECTLY. Note the phrases from the article which convey the following.

PARA DIRECT INDIRECTHippies The era

1960s

The locationUK, USA

Beliefs and mindset…freedom, peace and liberty, the hippie movement was counter-cultural in nature

Trends, fashions, aesthetics…simple and handmade. Men wore their hair long and scruffy, while women would embellish their playful braids with flowers. Blue, bell-bottomed jeans were a staple in every wardrobe, and the distinctly tie-dyed clothes were vibrantly kaleidoscopic with a myriad of hues

Punks The era1970s

The locationUK, USA

Beliefs and mindsetjaded and cynical individualshighly anti-establishmentnot afraid to flaunt their eccentricity

Trends, fashions, aestheticsDressed to shock and awe, they incorporated rough clothing such as leather jackets, military boots, metal studs and chains into their ragtag fashion sense. It was not uncommon to see punks covered head to toe in tattoos and piercings. Moreover, strange hairstyles and colours were also employed, with the Mohawk - a single spiky strip of hair

(C)Expository Essay

Refer to the article ‘The Changing Face of Music’ on pages 20 to 22. It is an expository text.

(i) PEE: Backing up the point

The main idea in your P (Point) must be backed up with relevant E (Evidence). Back up the following Ps with the relevant Es. The first one is done for you as an example.

PARA POINT EVIDENCE2 fast disappearance of record stords,

agents and distributorsSingers are now able to sell their songs themselves via streaming, making third parties more dispensable amd more powerless.

3 Artistes themselves are also hard-hit by the new wave of technology

streaming services has also led to music piracy which ultimately eats



into artiste’s profits.4 rendering certain skills redundant artiste now does not have to pay a

drummer or guitarist but can produce the sounds himself on a keyboard

(ii) Structure: Compare-Contrast

The text compares the music scene in the past to the music scene now. What can you INFER about the past and today based on the information in the paragraphs indicated?

Complete the table below.

PARA IN THE PAST TODAY1 computers not as widely used rise of computers2 artistes had to seek out and were

dependent on agents and distributors to distribute their music

more artistes are moving towards making exclusive deals with content streaming platforms

3 artistes earned more from sales of music

artistes earn less from sales due to music piracy and cheap streaming

4 artistes had to practice playing instruments for years to gain mastery

artistes can make music easily using technology

(D)Personal Recount

Refer to the short story ‘The Starry Standoff’ on pages 16 to 19. It is a personal recount.

(i) Using Direct SpeechDirect speech is a great way to start. Refer to the first paragraph. What does the line of direct speech reveal about the action?

DIRECT SPEECH READER INFERS THAT

“Next up, we have… Kevin Goh!” intoned the emcee.

Kevin Goh is about to appear onstage / in a show / to give a performance.

There are some rules we follow when using direct speech.

Rules in Direct Speech:

1. When SAID comes AFTER the quote- There must be only four kinds of punctuation (an exclamation mark [!], a

question mark [?], a comma [,] or an ellipsis […]) mark at the end of all direct speech before the closed inverted commas.

- Place all punctuation INSIDE the quotation marks. - Which of the following is correct?

“She told me to see you,” he said. CORRECT“She told me to see you”, he said. WRONG



“I want to see you”… she sighed. WRONG“I want to see you…” she sighed. CORRECT

2. When SAID comes BEFORE the quote

- There must be only four kinds of punctuation (an exclamation mark [!], a question mark [?], a full stop [.] or an ellipsis […]) mark at the end of all direct speech before the closed inverted commas.

- There must be a comma [,] before the start of the quoted speech. Place all punctuation INSIDE the quotation marks.

- Which of the following is correct?He said, with a smile on his face, “Hello there”. WRONGHe said, with a smile on his face, “Hello there.” CORRECTShe screamed, “Go away!” CORRECTShe screamed “Go away!” WRONG

3. When direct speech is ‘broken up’

If the direct speech is broken up by information about who is speaking, you need a comma (or a question mark or exclamation mark) to end the first piece of speech and a full stop or another comma before the second piece (before the inverted comma or commas).

Note the correct punctuation here:

‘You’re right,’ she said. ‘It feels kind of strange.’

‘Now that you mention it,’ she said, ‘he really wasn’t expecting it.’

‘No!’ she cried. ‘You can’t leave me like this!’

4. When there is a quote within direct speech If you used double inverted commas on the outside, use single inverted commas on the inside when quoting within speech.

Example 1Josephine: It doesn’t take a lot of space to do it.Teo: Honestly though, it’s not that simple.

“Josephine said, ‘It doesn’t take a lot of space to do it.’ Honestly though, it’s not that simple,” Teo said.

Example 2Harry: It only takes a minute to make it.Dick: However, I think it actually takes much longer than that.

“Harry said ‘It only takes a minute to make it.’ However, I think it actually takes much longer than that,” Dick said

(ii) Show Not TellMetaphors are a great way to SHOW instead of TELL, even in a personal recount.

Complete the table below by locating the Show-not-Tell phrase from the passage:



SHOWQuote from the passage

TELLWhat the writer means

Para 1: Personificationheart skipped a beat.

The narrator felt extremely nervous.

Para 5: Metaphorquick to pour scorn on

Ever-ready to express contempt and disapproval

Para 8: Metaphortrying to diminish my shine

Trying to make me appear less capable and talented

Para 10: Metaphorelimination rounds that winnowed out the less able contestants

qualifying rounds that excluded the less talented contestants

(iii) Structure: Signalling Flashback

A FLASHBACK is a scene set in a time earlier than the main story.

In the story, Kevin’s flashback gives the reader background information leading up to the competition. Flashbacks are a great way to insert past events in order to provide background to the current events of a story. By using flashbacks, writers allow their readers to gain insight into a character’s motivation and provide a background to a current conflict.

In the story, Kevin’s flashback relates a memory leading to the main event in the story. Write down the expressions that signal the START and END of Kevin’s flashback.

START ENDIt all happened three months ago Now…

There must be clues to tell the reader that you are BEGINNING and ENDING a flashback. Can you think of other ways to signal the START and END of Kevin’s flashback?

START ENDI remembered how it all started…

It was three months ago, but I remembered it like it was yesterday…

Looking back, I remembered how…

My mind snapped back to reality…

I was jolted back to the here and now…

That was then. This was now…

(iv) Language : use of tenses in flashback

How can we use the change in tenses to distinguish between the flashback and the main story?

Start of Flashback: In a flashback, we typically use past participle to first signal that a flashback has started.

In the Middle of Flashback:



Subsequently, in the flashback paragraph, we continue to use simple past tense, and intermittently use past participle, as using past participle throughout would result in awkward reading.

Ending part of the Flashback:As the flashback is about to end, we revert back to past perfect tense(past participle). This is to remind the reader that what he or she had read was a flashback, and that now it was going to move on to the main story.

Note the MAIN STORY and the FLASHBACK in the table below, based on the clues in the passage. What tense is used in each case?

PARA CLUE FROM PASSAGE TENSE USED Main Story/Flashback

1 glared at my strongest contender

simple past main story

2 It all happened three months ago

simple past signaling the start of flashback

3 newspaper headline had screamed

past perfect start of flashback

4 My time to shine had come past perfect start of flashback5 I prepared to change into my

costumesimple past middle of flashback

6 Hearing my name being called had catapulted my anxiety to a new level.

past perfect ending part of flashback

7 That was when I had spotted Jason staring at me from the corner of the backstage curtain, and I had decided to bravely meet his gaze.

past perfect ending part of flashback

8 Now, I took a deep breath and stepped out.

simple past main story resumes

9 Jason messaged again simple past main story



(E) Hybrid Essay

Refer to the article ‘Breathing New Life into Folk Music’ on pages 10 to 12. It is a mixed genre essay, also known as a hybrid essay.

(i) Structure This Hybrid Essay in this issue blends elements of both the expository and personal recount essays.

The writer relates his own experience to illustrate the point he is making.

Complete the table below (the first one is done for you as an example) to show this.

Para Expository (writer’s point) Personal (writer’s own experience and observations)

1 Music from Singapore’s ethnic groups represents Singapore’s culture

National Day‘Stories from an Island City’Chinese, Indian, Malay

2 Eastern and Western influences can be successfully blended

Teng Quartetcombining Eastern and Westernhybrid Singaporean sound

3 Music today is becoming more homogenous and lacks a sense of history

loss of ethnic history and diversity

4 There is a chance for folk music to survive

Teng Quartet lulled me into the hope that perhaps, folk music had not died

(ii) Language: adjectival phrases

An adjectival phrase is a group of words that describe a noun or pronoun in a sentence. It is a good way enhance the complexity of your sentences.

Write down the adjectival phrases from the text that emphasise the following ideas:

Para Idea Adjectival phrase

2 attractive, comforting, nostalgic alluringly familiar2 bold, surprising, refreshing unapologetically unexpected2 recognisable, blend, mixture distinctly hybrid3 homogenous, same universally uniformed6 widespread, universal increasingly globalised



ESSAY QUESTION [30 MARKS]

1. What does music mean to you?2. Write about a time you felt very anxious before a performance.3. ‘A world without music would be very boring indeed.’ What are your views?4. ‘Celebrities have a duty to be good role models to their fans.’ To what extent

do you agree with this?

(VI) REACH OUT

(A) Situational Writing Text

On pages 40 to 41, you will find a graphic stimulus and an informal email based on this stimulus.

(i) Introducing PARCWrite down the PARC for the email.

QUESTIONJay writes an email to his friend, who is musically talented, to convince her to join the Heartland’s Got Talent competition. He thinks that the competition would be a perfect way for her to showcase her abilities.

His email includes:• two categories his friend can consider joining the competition• reasons why his friend is a suitable applicant for the competition• how his friend would benefit by registering for the competition

Identify the PARC from the question clues.PURPOSE

Reason for the letter

AUDIENCEAddressee

WRITER’S ROLEThe letter writer

CONTEXTtime + place +

situationthinks that the competition would be a perfect way for her to showcase her abilities

his friend Jay writes Heartland’s Got Talent competition

AUDIENCE = TONE AND REGISTERWhat is the appropriate TONE and REGISTER to use for the following types of audience? Formal or Informal?

AUDIENCE TONE / REGISTERfriend informalteacher formalprincipal formalaunt informalsomeone you do not know personally formalan organisation formalcousin informal



classmate informal

PURPOSE: PERSUASION = STYLE + SUBSTANCEThe Situational Writing task will ask you to PERSUADE (convince a person, sell an idea), not merely give information (inform, relate details).

STYLE: EMOTIVE VOCABULARYExclamations + rhetorical questions + emotive words = persuasive tone. Write down Jay’s use of the following.EXCLAMATION hurry and send in your application today!RHETORICAL QUESTION

What have you got to lose?

EMOTIVE VOCABULARY

bring the house downreally ought toHonestly, I think you would be

SUBSTANCE: BENEFITThe best way to persuade is to offer incentives. How will following Jay’s suggestions advantage and benefit Hannah (the audience)?

INFORMATION GIVEN IN POSTER PERSUADE = INFER THE BENEFITAttractive Prizes to be Won! win not only a substantial amount of prize

moneycontract with Phoney Records might be the next teen pop princessSat 10 June 2017 would not need to miss any lessons to

rehearse and participate

(ii) Embellish with Your Own DetailsSituational Writing requires you to use the given information (Information) as well as support it with your own details (Details).

INFORMATIONGiven in the question & graphic

ADD DETAILSInfer & imagine

(5W1H: WHO, WHAT, WHERE, WHEN, WHY, HOW)

FROM THE QUESTION:Date: Sat 10 Jun 2017

WHY will this information be relevant to Hannah?

Infer: June school holidays

Since the competition takes place during the June school holidays, you would not need to miss any lessons to rehearse and participate. Also, taking part in a glamorous music competition sure seems like a fun way to spend the school break.

FROM THE GRAPHIC:recording contract with Phoney Records

HOW will this information benefit Hannah?



Imagine: the benefits of having a recording contractWho knows, you just might be the next teen pop princess! At any rate, trophies aside, this competition sounds like it would be a great opportunity for you to gain some invaluable exposure by performing in front of noted music industry personalities.

(B) Situational Writing: Writing Task [30 marks]

You are advised to write between 250 and 350 words for this section.

You should look at the webpage on page 65, study the information carefully and plan your answer before beginning to write.

Write an email to your friend, who is artistically talented, to convince him to join the Young at Art competition. You think that the competition would be a perfect way for your friend to showcase his artistic abilities.

His email includes:• two categories your friend can consider joining the competition• reasons why his friend is a suitable applicant for the competition• how your friend would benefit by registering for the competition

Write your letter in clear, accurate English and in an enthusiastic, engaging tone, convincing your friend to accept your recommendation.

You should use your own words as much as possible.



iThink (Student)

(V) WRITE UP

(E) Argumentative Essay

Refer to the article ‘Is Pop Trash Now?’ on page ___. It is an argumentative essay.

(i) Introduction : Use of HypophoraTo get the reader’s attention and make them curious, try using HYPOPHORA in the introduction.

Hypophora is a figure of speech in which a writer raises a question and then immediately provides an answer to that question.

Fill in the table below to show the hypophora in the introduction.

QUESTION

STAND

(ii) StructureComplete the table to show the ARGUMENTS, COUNTER-ARGUMENT and REBUTTAL in the topic sentences of this article.

ARGUMENT 1

ARGUMENT 2 pop music is increasingly lacking in depth and meaning, concerning itself with more inane subjects, even becoming a brand of bad influence.

COUNTER-ARGUMENT

REBUTTAL

(iii) Conclusion : how to conclude wellA conclusion can include a long-term view and/or a recommended solution to the main problem outlined in the essay.

Complete the table below, using sentences from the concluding paragraph.

LONG-TERM Pop music is here to stay despite its bland uninspiring notes and the



VIEW singers’ negative influence.

MAIN PROBLEM

POSSIBLE SOLUTION

People should reflect on their choice of music and endeavour to expand their music horizons beyond what is aggressively marketed to them. They should dig up their parents’ old records and CDs and discover the meaning behind the proverb ‘old is gold’.

(F) Descriptive

Refer to the article ‘Bell Bottoms, Tattoos and Bling’ on page ___. It is a descriptive text.

(iv) Writing Tip: Figurative LanguageFigurative language is a great way to SHOW instead of TELL. Re-imagine the information as something else and make it a more interesting read.

Refer to the introduction. The writer uses PERSONIFICATION to illustrate the relationship between music and fashion. Note the example below.

SHOW TELLMusic and fashion are more married to each other than we may realise.

Music and fashion are very closely related and influence one another greatly.

Refer to the section on ‘The Disco Fever’. The writer uses METAPHORS to dramatise the feelings he is trying to convey. Quote the SHOW based on the TELL.

SHOW TELLdisco genre exploded in glitzy nightclubs Disco music became popular very

suddenly and quickly.Men enjoyed getting dressed up in eye-catching, attention-grabbing outfits

Refer to the section, ‘Yo What’s Up, this is Hip Hop’. The writer uses PERSONIFICATION to emphasise his point. Quote the SHOW based on the TELL.

SHOW TELLHip hop music was about to become extremely popular worldwide.

(v) Perspective and Insight

Besides describing the popular music of each era, the writer gives an overall view in the INTRODUCTION and CONCLUSION. Write down the FUNCTION of the different styles of music described in the article.History shows how music can…



INTRO …create a common identity among youthsCONC …help us understand the past in order to create for the future

CONTEXT = TIME + PLACEThe writer gives a feeling of time and place both DIRECTLY and INDIRECTLY. Write down the phrases from the article which convey the following.

PARA DIRECT INDIRECTHippies The era

1960s

The locationUK, USA

Beliefs and mindset

Trends, fashions, aesthetics

Punks The era1970s

The locationUK, USA

Beliefs and mindset

Trends, fashions, aesthetics

(G)Expository Essay

Refer to the article ‘The Changing Face of Music’ on pages ___. It is an expository text.

(iii) PEE: Backing up the point

The main idea in your P (Point) must be backed up with relevant E (Evidence). Back up the following Ps with the relevant Es. The first one is done for you as an example.

PARA POINT EVIDENCE2 fast disappearance of record stords,

agents and distributorsSingers are now able to sell their songs themselves via streaming, making third parties more dispensable amd more powerless.

3 Artistes themselves are also hard-hit by the new wave of technology

4 rendering certain skills redundant

(iv) Structure: Compare-Contrast

The text compares the music scene in the past to the music scene now. What can you INFER about the past and today based on the information in the paragraph?

Complete the table below.

PARA IN THE PAST TODAY1 computers not as widely used rise of computers



2 artistes had to seek out and were dependent on agents and distributors to distribute their music

3 artistes earn less from sales due to music piracy and cheap streaming

4 artistes had to practice playing instruments for years to gain mastery

artistes can make music easily using technology

(H)Personal Recount

Refer to the short story ‘The Starry Standoff’ on pages _____. It is a personal recount.

(i) Writing Tip: Direct SpeechDirect speech is a great way to start. Refer to the first paragraph. What does the line of direct speech reveal about the action?

DIRECT SPEECH READER INFERS THAT

“Next up, we have… Kevin Goh!” intoned the emcee.

HOW TO USE QUOTATION MARKS

DIRECT SPEECHThe SAID comes AFTER the quote

5. There must be only 4 kinds of punctuation (an exclamation mark [!], a question mark [?], a comma [,] or an ellipsis […]) mark at the end of all direct speech before the closed inverted commas.

6. Place all punctuation INSIDE the quotation marks. 7. Which of the following is correct?

“She told me to see you,” he said.“She told me to see you”, he said.“I want to see you”… she sighed.“I want to see you…” she sighed.The SAID comes BEFORE the quote

1. There must be only 4 kinds of punctuation (an exclamation mark [!], a question mark [?], a full stop [.] or an ellipsis […]) mark at the end of all direct speech before the closed inverted commas.

2. There must be a comma [,] before the start of the quoted speech. Place all punctuation INSIDE the quotation marks.

3. Which of the following is correct?He said, with a smile on his face, “Hello there”.He said, with a smile on his face, “Hello there.”She screamed, “Go away!”She screamed “Go away!”

If the direct speech is broken up by information about who is speaking, you need a comma (or a question mark or exclamation mark) to end the first piece of speech and a full stop or another comma before the second piece (before the inverted comma or commas). Add the correct punctuation to the following.‘You’re right’ she said ‘It feels kind of strange.‘Now that you mention it’ she said ‘he really wasn’t expecting it’



‘No’ she cried ‘You can’t leave me like this’

QUOTE WITHIN SPEECHIf you used double inverted commas on the outside, use single inverted commas on the inside when quoting within speech.

EXAMPLEJosephine: It doesn’t take a lot of space to do it.Teo: Honestly though, it’s not that simple. “Josephine said, ‘It doesn’t take a lot of space to do it.’ Honestly though, it’s not that simple,” Teo said.

EXERCISEHarry: It only takes a minute to make it.Dick: However, I think it actually takes much longer than that. “Harry said ,” Dick said.

(ii) Show Not TellMetaphors are a great way to SHOW instead of TELL, even in a personal recount.

Complete the table below by locating the Show-not-Tell phrase from the passage:SHOW

Quote from the passageTELL

What the writer meansPara 1: Personification The narrator felt extremely nervous.

Para 5: Metaphor Ever-ready to express contempt and disapproval

Para 8: Metaphortrying to diminish my shine

Trying to make me appear less capable and talented

Para 10: Metaphor qualifying rounds that excluded the less talented contestants

(vi) Structure: Flashback

A FLASHBACK is a scene set in a time earlier than the main story.

In the story, Kevin’s flashback gives the reader background information leading up to the competition. Flashbacks are a great way to insert past events in order to provide background to the current events of a story. By using flashbacks, writers allow their readers to gain insight into a character’s motivation and provide a background to a current conflict.

In the story, Kevin’s flashback relates a memory leading to the main event in the story. Write down the expressions that signal the START and END of Kevin’s flashback.

START END

There must be clues to tell the reader that you are BEGINNING and ENDING a flashback. Can you think of other ways to signal the START and END of Kevin’s flashback?

START END



I remembered how it all started… My mind snapped back to reality…

(iv) Language : use of tenses in flashback

How can we use the change in tenses to distinguish between the flashback and the main story?

Start of Flashback: In a flashback, we typically use past participle to first signal that a flashback has started.

In the Middle of Flashback:Subsequently, in the flashback paragraph, we continue to use simple past tense, and intermittently use past participle, as using past participle throughout would result in awkward reading.

Ending part of the Flashback:As the flashback is about to end, we revert back to past participle. This is to remind the reader that what he or she had read was a flashback, and that now it was going to move on to the main story.

Note the MAIN STORY and the FLASHBACK in the table below, based on the clues in the passage. What tense is used in each case?

Hi Shoba, shouldn’t the ‘glared’ etc be SIMPLE PAST TENSE not PRESENT?PARA CLUE FROM PASSAGE TENSE USED Main

Story/Flashback1 glared at my strongest

contendersimple past main story

2 It all happened three months signaling the start of



ago flashback3 newspaper headline had

screamedstart of flashback

4 My time to shine had come start of flashback5 I prepared to change into my

costumemiddle of flashback

6 Hearing my name being called had catapulted my anxiety to a new level.

past participle ending part of flashback

7 That was when I had spotted Jason staring at me from the corner of the backstage curtain, and I had decided to bravely meet his gaze.

ending part of flashback

8 Now, I took a deep breath and stepped out.

simple past main story resumes

9 Jason messaged again simple past main story

(E) Hybrid Essay

Refer to the article ‘Breathing New Life into Folk Music’ on pages ___. It is a mixed genre essay, also known as a hybrid essay.

(iii) Structure This Hybrid Essay in this issue blends elements of both the expository and personal recount essays.

The writer relates his own experience to illustrate the point he is making.

Complete the table below (the first one is done for you as an example) to show this.

Para Expository (writer’s point) Personal (writer’s own experience and observations)

1 Music from Singapore’s ethnic groups represents Singapore’s culture

National Day‘Stories from an Island City’Chinese, Indian, Malay

2 Eastern and Western influences can be successfully blended

3 Music today is becoming more homogenous and lacks a sense of history

4 There is a chance for folk music to survive

(iv) Language: adjectival phrases

An adjectival phrase is a group of words that describe a noun or pronoun in a sentence. It is a good way enhance the complexity of your sentences.

Write down the adjectival phrases from the text that emphasise the following ideas:

Para Idea Adjectival phrase



2 attractive, comforting, nostalgic2 bold, surprising, refreshing unapologetically unexpected2 recognisable, blend, mixture3 homogenous, same universally uniformed6 widespread, universal

ESSAY QUESTION [30 MARKS]

5. What does music mean to you?6. Write about a time you experienced performance anxiety.7. ‘A world without music would be very boring indeed.’ Discuss.8. Do celebrities have a duty to be good role models to their fans?

(VI) REACH OUT

(B) Situational Writing Text

On pages ___ - ___ , you will find a graphic stimulus and an informal email based on this stimulus.

(iii) PARCWrite down the PARC for the letter.

QUESTIONJay writes an email to his friend, who is musically talented, to convince her to join the Heartland’s Got Talent competition. He thinks that the competition would be a perfect way for her to showcase her abilities.

His email includes:• two categories his friend can consider joining the competition• reasons why his friend is a suitable applicant for the competition• how his friend would benefit by applying for the competition

Identify the PARC from the question clues.PURPOSE

Reason for the letter

AUDIENCEAddressee

WRITER’S ROLEThe letter writer

CONTEXTtime + place +

situationhis friend Jay writes

AUDIENCE = TONE AND REGISTERWhat is the appropriate TONE and REGISTER to use for the following types of audience? Formal or Informal?

AUDIENCE TONE / REGISTERfriend informalteacherprincipalauntsomeone you do not know personally



an organisation formalcousinclassmate informal

PURPOSE: PERSUASION = STYLE + SUBSTANCEThe Situational Writing task will ask you to PERSUADE (convince a person, sell an idea), not merely give information (inform, relate details).

STYLE: EMOTIVE VOCABULARYExclamations + rhetorical questions + emotive words = persuasive tone. Write down Jay’s use of the following.EXCLAMATIONRHETORICAL QUESTIONEMOTIVE VOCABULARY

bring the house down

SUBSTANCE: BENEFITThe best way to persuade is to offer incentives. How will following Jay’s suggestions advantage and benefit Hannah (the audience)?

INFORMATION GIVEN IN POSTER PERSUADE = INFER THE BENEFITAttractive Prizes to be Won!contract with Phoney RecordsSat 10 June 2017

(iv) Embellish with Your Own DetailsSituational Writing requires you to use the given information (Information) as well as support it with your own details (Details).

INFORMATIONGiven in the question & graphic

ADD DETAILSInfer & imagine

(5W1H: WHO, WHAT, WHERE, WHEN, WHY, HOW)

FROM THE QUESTION:Date: Sat 10 Jun 2017

WHY will this information be relevant to Hannah?

Infer: June school holidays

INFO FROM THE GRAPHIC:recording contract with Phoney Records

HOW will this information benefit Hannah?

Imagine: the benefits of having a recording contract.



(B) Situational Writing: Writing Task [30 marks]

You are advised to write between 250 and 350 words for this section.

You should look at the webpage on page___, study the information carefully and plan your answer before beginning to write.

Write an email to your friend, who is artistically talented, to convince him to join the Young at Art competition. You think that the competition would be a perfect way for your friend to showcase his artistic abilities.

His email includes:• two categories your friend can consider joining the competition• reasons why his friend is a suitable applicant for the competition• how your friend would benefit by applying for the competition

Write your letter in clear, accurate English and in an enthusiastic, engaging tone, convincing your friend to accept your recommendation.

You should use your own words as much as possible.


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