TABLE OF CONTENTS
MODULE
PAGE
MODULE 4: UNDERSTANDING, ACCESSING AND GIVING
INFORMATION (B) ......................................................................... 1
UNIT 1: FILLING OUT FORMS ............................................................................ 2
UNIT 2: FOLLOWING DIRECTIONS .................................................................... 11
UNIT 3: WRITING DIRECTIONS .......................................................................... 20
UNIT 4: BUILDING PARAGRAPHS ...................................................................... 27
UNIT 5: USING MAIN IDEAS AND SUPPORTING DETAILS ............................... 34
UNIT 6: PRESENTING RESEARCH IN WRITING................................................ 41
Language and Communication – Part 1
Module 4 – Understanding, Accessing and Giving
Information (B)
Introduction
Welcome to Module 4 of your Language and Communication course, Part 1.
You should be proud that you have now passed the halfway mark towards
achieving the first goal you set for yourself in this course.
With the same
determination that took you this far, you will be able to successfully complete this
module.
Like previous modules, this one will give you practice in handling situations you
have already been dealing with on a daily basis. Keep in mind that you are
building on what you have already learnt about communicating in clear, correct
English.
Like Module 3, Module 4 also deals with information, and, this time, you will be
looking at information you get from reading material, as well as information that
you will need to write, both for your own purpose and for other people.
Module Objectives
When you complete this module, you will be able to:
·
understand and present information taken from written material.
·
know sources where written information can be found.
·
present information based on written instructions.
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Language and Communication Part 1 Module 4
UNIT 1:
FILLING OUT FORMS
Unit Objectives
At the end of this unit you will be able to:
·
accurately fill out forms.
·
use information from different sources to fill out forms.
How often have you been asked to fill out a form? Forms are a part of everyday
life and you will have to learn to cope with them. We fill out forms to get things
done.
Forms are used to request information.
They are used in schools,
businesses, libraries, clubs and organisations. A form has blank spaces so that
you can fill in the information requested.
Companies have different types of forms for their customers. For example, there
are forms to order goods. Schools and businesses also have forms for people to
complete when they apply for admission or jobs, or wish to access some type of
service.
Constant practice in filling out a variety of forms will make us more confident
when we find ourselves in situations where we are required to do this. Practice
also helps us to become familiar with the kind of information that is regularly
needed by companies and institutions, and forces us to keep this handy. When
we have all the information that we need, we do not have to waste time going
back and forth in order to get our business done.
When we are completing forms, we may see words, or read instructions that we
do not understand. When this happens, we can either use a dictionary to help
us, or get help from a teacher, or a trusted friend or someone working in the
office where the form is needed.
For the forms you will be filling out in this unit, you may make up names, and
other details if you prefer, rather than using your own personal information.
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Language and Communication Part 1 Module 4
†1
Activity A
Fill out the receipt below to show that Gregory Edwards did business with you
and paid you ten thousand four hundred and fifty-seven dollars and eighty cents.
No._______________
______________2010
Received from ________________________________________________________
the sum of_________________________________________________ dollars
and_____________________________ cents for_____________________________
$__________________
With Thanks
Per________________________
†1
Activity B
You are going to the bank to withdraw $5750 from your savings account. Fill in
the required information on the withdrawal slip form below.
NEWDAY CENTRAL BANK
Lodgement Slip
Date__________________
Branch_______________________
Account No. cccccccccc
Amount $___________________
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Language and Communication Part 1 Module 4
Name in full____________________________________
Signature___________________
†1
Activity C
Complete the talent content entry form with relevant details.
APOLLO TALENT SEARCH CONTEST
Surname:________________________________
(Block letters)
Christian and middle name(s):___________________________________
Gender______________
Place of Residence______________________________________________
Date of birth________________
Place of birth______________
_
Type of presentation__________________________
Length of presentation_________________________
Type of accompaniment, if any ____________________________
______________________
Signature of entrant
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Language and Communication Part 1 Module 4
†1
Activity D
Your aunt in Canada has invited you to spend your vacation with her. Imagine
you are leaving from Kingston to spend three weeks with your aunt. Fill in the
correct information on the form.
IMMIGRATION FORM
Passenger’s Name:_____________________________________________________________
(Block letters) First
Middle
Last
Date of Birth:____________________ Sex : Circle one
M
F
Country of Birth:_________________________
Passport Number_______________
Permanent Address___________________________________
___________________________________
Purpose of Travel____________________________________
From which airport are you leaving? ____________________
Where are you going? _____________________________
For how long do you plan to stay there? _____________________
Write the name of the person with whom you will stay:
_______________________________________________
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Language and Communication Part 1 Module 4
Signature___________________________________
For Official Use Only
Entry permit granted: Yes ÿ No ÿ
Name of Immigration Officer_________________________
Signature ________________________
Date_______________________
www.jhcuk.com/passport.html
What have you learnt about filling out forms so far? Re-examine the forms you
have just filled out and think of guidelines you would give to a friend for
completing forms. You should have about six guidelines. Four are given here.
1. Read through the entire form to see what information is required.
2. Get all the information you will need beforehand.
3. Read each section carefully before you begin to write.
4. Print or write clearly all the information requested.
5. ___________________________________________________
6. ___________________________________________________
Did you find two more guidelines? Good for you! Now try this next activity. You
should enjoy doing this one too.
†1
Activity E
Complete the form on page 7 by transferring the information that is provided
here. Use block letters.
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Language and Communication Part 1 Module 4
Valentine Duffus, who is currently employed and lives in Dumfries, Newgate,
wants to take a word processing course. He has six subjects in CXC and has
never worked on a computer. He will be able to attend classes on Tuesdays and
Thursdays between 5:00 p.m. and 8:00 p.m. He has no telephone at home but
has a mobile phone with the number 372-1654.
Cybercity Evening Institute
Enrolment Form
Name: (First)____________________________(Last)____________________________
Telephone: (Home) _____________________
(Work) _____________________
(Cellular) ___________________
Address: __________________________________________________________________
___________________________________________________________________________
Occupation:__________________ Employer_______________________________________
Last school attended__________________________________________________________
Highest educational qualification________________________________________________
Place an X beside the courses you wish to take and the days and times that will be most
convenient to you.
Business Management
Accounting
[ ] 3:30 – 5:30 [ ] 5:30 – 7:30
[ ] Mon & Wed
[ ] 3:30 – 5:30 [ ] 5:30 – 7:30
[ ] Tue & Thur
[ ] 3:30 – 5:30 [ ] 5:30 – 7:30
[ ] Mon & Wed
[ ] 3:30 – 5:30 [ ] 5:30 – 7:30
[ ] Tue & Thur
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Language and Communication Part 1 Module 4
Desktop Publishing
Word Processing
Excel
[ ] 3:30 – 5:30 [ ] 5:30 – 7:30
[ ] Mon & Wed
[ ] 3:30 – 5:30 [ ] 5:30 – 7:30
[ ] Tue & Thur
[ ] 3:30 – 5:30 [ ] 5:30 – 7:30
[ ] Mon & Wed
[ ] 3:30 – 5:30 [ ] 5:30 – 7:30
[ ] Tue & Thur
[ ] 3:30 – 5:30 [ ] 5:30 – 7:30
[ ] Mon & Wed
[ ] 3:30 – 5:30 [ ] 5:30 – 7:30
[ ] Tue & Thur
Signature_____________________________________
†1
Activity F
If you have never done so before, some day you may be asked to fill out an
Application for Employment form. There are many employers who ask people
applying for jobs, to do this. This type of form is very important. You must make
sure it is filled out neatly and correctly.
Your new job might depend on it.
Complete both Section A of the form on this page and Section B on page 9.
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Language and Communication Part 1 Module 4
SECTION A
Application for Employment
Jackson’s Hardware
(Please Print)
POSITION
DESIRED______________________________________________________
NAME_________________________________________________________
Last
First
Middle
AGE____________________ GENDER___________________
ADDRESS______________________________________________________
_______________________________________________________________
,
N.I.S. #_____________________ T.R.N. ______________________________
TELEPHONE Nos.__________________________________________
CURRENT
EMPLOYER_____________________________________________________
POSITION________________________________________________________
PREVIOUS
EMPLOYER_____________________________________________________
POSITION________________________________________________________
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Language and Communication Part 1 Module 4
SECTION B
NAME, POSTION AND CONTACT NUMBERS OF THREE REFERENCES
(a)_____________________________________________________________
_______________________________________________________________
_______________________________________________________________
(b)_____________________________________________________________
_______________________________________________________________
_______________________________________________________________
(c)_____________________________________________________________
_______________________________________________________________
_______________________________________________________________
?
Because there are so many different types of forms, we were not able to look at
all of them in this unit. You should do some research so that you can become
more familiar with other forms that you may have to complete someday.
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Language and Communication Part 1 Module 4
Unit Review
In this unit you learnt to fill out forms correctly. In your notebook, complete the
following tasks to see if you have understood the unit.
Various forms sometimes contain different words that mean the same thing.
Match each word given in block capitals with a word of similar meaning from the
list below.
R TESTIMONIAL R
R
REASON
R
R
VACANCY
R
CURRENT
R
INDICATE
R
DIGIT
R
POST
PREVIOUS
ADDRESS
position former show residence opening
recommendation number purpose present
List four rules for filling out forms:
R
R
R
R
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Language and Communication Part 1 Module 4
UNIT 2:
FOLLOWING DIRECTIONS
Unit Objectives
At the end of this unit you will be able to:
·
read directions correctly.
·
take the correct steps in following written directions.
·
list specific steps in written directions.
·
identify complete and incomplete written directions.
Reading and following directions are a part of life. You sometimes do it even
without thinking about it. In Unit 1 when you filled out forms, you were following
directions.
In what other ways do we follow directions? What about taking medicine, using
equipment or an appliance? You also follow directions when you use a recipe in
cooking.
So, how well can you follow written directions? The following activity should give
you an idea of how well you can do this.
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Language and Communication Part 1 Module 4
†
Activity A
Do the exercise in following written instructions.
For this exercise you will need, a sheet of paper, a pen or pencil, and a clock or a
watch.
Use the clock or watch to record the amount of time you spend on the activity.
You should take five minutes or less to complete this exercise.
1. Carefully read all the instructions before you begin to write.
a. Write today's date (day/month/year) in the top right hand corner of
your paper.
b. Write the answer to the following multiplication problem directly
underneath the date on your paper: 6 X 5 = ?
c. Write the name of the month that begins with the letter D in the top
left hand corner of your paper.
d. Add 15 to the answer you have for (1b), and write this new total
directly underneath the letter D.
e. In the lower left hand corner of your paper, write the name of your
favourite singer or singing group.
f.
Just above your response to 1e, write ‘This activity is very easy’
g. In the lower right hand corner of your paper, draw a rectangle and
inside the rectangle draw a star with five points. The size of these
drawings is not important.
h. Directly above your response to 1g, draw a row of three small
circles. Once again, the size is not important.
i.
Now that you have carefully read through all of the instructions, do
1a and 1b only.
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Language and Communication Part 1 Module 4
Can you say what has happened here? Did you do all the parts of the activity
that were set out? Most likely you did! And why was that? This was because
you did not follow the directions given at the beginning, which asked you to read
through all the instructions before writing!
How long did it take you to complete the activity?
If you had followed the
directions carefully, it would have taken you less than five minutes.
How good do you think you are at following written directions now? And what
has this lesson taught you about following directions?
You will have seen that not following directions closely enough often causes us
to waste time.
Now no harm was done to you if you did not follow the
instructions carefully for this activity, but in some cases, not following directions
correctly could have a serious result.
You might do poorly in an exam, for
example, if you do not carefully follow the instructions set out at the beginning. If
you do not pay close attention to the labels on some medications, this could
endanger your health or even kill you.
†
Activity B
1. Locate five things in your house or around you for which you have to
follow directions and instructions.
2. Read the instructions on each item carefully to find out what you are
required to do.
3. Check the order that you must follow, to accurately carry out the
instructions.
4. Write what you think you should do before you begin to carry out a given
set of directions
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Language and Communication Part 1 Module 4
You will see that written directions:
·
use specific words to indicate exact or specific actions.
·
show you how to do, make or use something.
·
tell how to get from one place to another.
·
show a sequence or order of activities.
·
often include numbered steps.
†
Activity C
Read the directions below and then answer the questions that follow them. (You
will be working with numbers).
Write your age on a piece of paper and multiply by 3. Add 6 to that number.
Divide your answer by 3. Subtract 2. What number is left?
The answer should be your age. Did you get it right? If you did, it means you
are now following directions closely.
If you did not come up with the right
answer, go back over the directions again to find out what you missed the first
time.
†1
Activity D
Read the following list carefully and calculate how fast the animals given, travel.
Spider
two miles per hour
Chicken
five times faster than the spider
Human
twice as fast as the chicken
Elephant
five miles per hour faster than the human
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Language and Communication Part 1 Module 4
Deer
three times as fast as the chicken
Snake
the speed of the deer added to the speed of the chicken
Lion
the speed of the human added to the speed of the chicken
Pig
five times faster than the spider
Cheetah
the deer and the human’s speed added together
What have you learnt from this activity? You should have noticed that you have
to get the correct answer for one part if you want to come up with the right
solution for another part. You therefore have to follow directions carefully to get
all the answers right.
Earlier, you were reminded how much your success in a test or exam could
depend on how well you follow directions. Pay close attention to the instructions
in the next activity.
†1
Activity E
The first four questions here consist of a word in capital letters followed by four
choices. Mark the choice that is closest in meaning to the word in capital letters.
For the odd numbered questions, you should circle your choice and for the even
numbered questions you should underline your choice.
1. UNIT: (A) course (B) module (C) section (D) lesson
2. EMPLOYMENT: (A) application (B) work (C) position (D) organisation
3. GENDER: (A) male (B) female (C) neuter (D) sex
4. INSTRUCT: (A) direct (B) operate (C) demand (D) warn
The next set of questions is made up of four sentences. Place a tick beneath the
words, made up of four words or fewer, which have a vowel as the second letter.
Place an X on top of all the words which have vowels as the second-to-last letter.
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Language and Communication Part 1 Module 4
5. His job is very boring since he has to perform certain tasks over and
over again.
6. Because we were known for being competent, everyone was shocked
when our project failed.
7. Following instructions correctly helps us to better understand our
lessons.
8. I really enjoy doing the activities in this unit.
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Language and Communication Part 1 Module 4
†1
Activity F
Your 15-year-old niece lost her passport in a fire and her father has asked you to
help her get a new one. Read the form below outlining the requirements for
replacing a passport. Write a numbered list of the steps you will need to take to
get this done. Each step should consist of one sentence.
REPLACEMENT PASSPORT (LOST, STOLEN, DESTROYED)
ADULTS AND MINORS
Complete the passport application form and note the following instructions:
Submit a written report from your nearest police station regarding the loss of your
passport. If your passport has been damaged or destroyed, you must submit an
explanation in writing.
Original Birth Certificate or Adoption Certificate must be presented with other
supporting documentary evidence.
Two (2) identical COLOUR photographs, one (1) of which should be certified by the same
Certifying Official (listed at 4.1) who signs Section F. Features in Photographs must not
be too dark or light. There should be no shadows in background or glare in face. Both
ears must be visible. A side profile is unacceptable. No tinted lenses. No machine
photos.
Marriage Certificate where applicable (even if you are applying in your maiden name),
Death Certificate of spouse where applicable, Decree Absolute where applicable.
Photographic ID (not your photographs)
YOU MUST APPLY IN PERSON
Certificate of Citizenship or naturalisation or registration document, if you were born
abroad
The application form MUST be certified and completed in FULL.
In the case of a minor (17 years and below), the Parent or Guardian must provide their
passport or letter of consent with first five pages of parent’s passport witnessed/certified
by a Notary Public or a Justice of the Peace.
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Language and Communication Part 1 Module 4
Unit Review
In this unit you learnt how to follow written directions. In your notebook, complete
the following tasks to see if you have understood the unit.
The following directions came with a telephone instrument you bought. Read
them and then answer the questions in your notebook.
CAUTION
This product is an electrical device and can be hazardous if immersed in water.
To avoid the possibility of shock, do not use it while in the bathtub or shower or
when you are wet. If you accidentally drop it in water, first unplug its cord (or
cords) from the modular jack, then remove the equipment from the water.
RINGER (ON/OFF) SWITCH
When you don’t want to be disturbed by incoming calls, slide the Ringer Switch to
the OFF position. You can still use the phone to make outgoing calls, but
incoming call will not activate the bell.
LED LIGHT
When the phone rings, the LED light will flash until you pick up the handset.
TO MUTE
Holding down the MUTE button prevents the other party from hearing your
conversation with other people on your side, until the button is released.
LAST NUMBER REDIAL
The last number you dialled can be redialled automatically.
This is useful
especially if lines are busy.
1. Get a new dial tone and press the REDIAL button.
2. To get a new dial tone, press the HOOK SWITCH or hang up the phone
for 2 seconds. Then press REDIAL. This phone will remember the last
number dialled, even overnight.
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Language and Communication Part 1 Module 4
(If you do not want anyone to know which number you dialled last, pick up the
phone and press any number).
R
R
The phone light flashes, but you do not hear the instrument ringing. What
do you do?
You pressed the REDIAL button, but did not get the number you wanted.
State what could have caused this.
R
Why is the CAUTION direction the first one given here?
R
What can you do to temporarily suspend the audio during a call?
R
You are washing dishes when the phone rings. What should you do
before answering it?
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Language and Communication Part 1 Module 4
UNIT 3:
WRITING DIRECTIONS
Unit Objectives
At the end of this unit you will be able to:
·
write correct directions for different purposes.
·
use signal and directional words and landmarks in directions.
·
use specific steps in written directions.
·
rewrite incorrectly ordered directions.
Didn’t you have fun doing Unit 2? Well in this unit you will get to practise what
you learnt there. You will notice that the number of activities you get to do for
each unit is increasing. Why do you think that is so? This is because your work
is improving and you need to have more challenges, of course! Now that you
have started looking at directions closely, you are ready to attempt writing them.
See how well you can tackle these tasks.
†1
Activity A
Your teenaged neighbour has asked you to help him make sense of directions
his mother left him for cleaning a freezer, which he has never done before. His
mother seems to have been in a hurry when she wrote the directions. Rewrite
them in the correct order for him so that they make sense.
Cleaning the freezer
1. Use a soft cloth or sponge dampened with warm water or detergent.
2. Remove the ice from the upper edge.
3. Remove dust from the condenser on the rear of the freezer.
4. Clean the inside after defrosting.
5. Clean the motor cooling grille.
6. Unplug the freezer.
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Language and Communication Part 1 Module 4
†
Activity B
Compare the two sets of directions given below.
(a)
1. She can walk there from the church. Walk for a while down the road.
It is
not far.
2. When you get to the library, you will see two doors. Go through anyone you
like.
3. You need to cross the road soon. The next street has a deep corner, turn the
corner.
(b)
1. She can start at the corner of Barnett and French Streets, then walk toward
the bus terminus to Sam's Mini Mart.
2. Turn right at Sam's Mini Mart, go past the Post and Tax Offices. Continue
down the road to the Girl Guides’ Office.
3. Look to the right; the high black gate is the main entrance to the library.
Which set of directions made more sense?
You should have learnt from this exercise that:
·
Directions should be clear.
·
Each step should be specific with as few words as possible.
·
Only important steps should be included.
·
Directions should be complete.
·
Steps should be in order.
·
Steps should be numbered.
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Language and Communication Part 1 Module 4
†1
Activity C
Reread the directions in Activity B.
Rewrite the directions in the form of
statements. To help you, use the following words in the order in which they were
given:
First
Then
Afterwards
Finally
By now you know how important it is to give clear and accurate directions. Can
you recall a time when the directions you got confused you? One reason for this
could have been that the details were not given in any specific order.
†
Activity D
Read the sentences below to find out what David told his friend Junior who wants
to visit him.
"You will not have a problem. The houses all look the same. Just come straight
down the road then turn the corner and come down to the end of the street. The
house in the middle is mine."
1. Do you think David has given Junior enough information about how to find
his house without difficulty?
2. What pieces of information are lacking?
3. If you were Junior, what three questions would you want to ask David?
In order to make sure you are giving the right instructions, information should be
clear and complete.
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Language and Communication Part 1 Module 4
Directions that indicate how to get from one place to another should name
landmarks along the route. You will remember from Module 3 that a landmark is
a place that stands out in an area, like a clock-tower, police station or
supermarket. You should also use signal (left, right, in front of) and directional
(north, east, west) words when giving locations.
†1
Activity E
Read the following directions then answer the questions that follow.
Woman:
Can you tell me where the Tax Office is?
Policeman: Yes, it is in front of the Court House. Go up Market Street, turn
left at the traffic lights across from the Esso gas station. The Court
House is the red brick building with the shingled roof. At the
front of the building there is a black water wheel and beside it
is the Jamaican flag.
1. Do you think the information is arranged in a sensible order?
2. What are the steps to be followed? List them.
3. Are the explanations clear? Why or why not?
4. List the signal words and landmarks used.
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Language and Communication Part 1 Module 4
Here are some general rules to follow:
·
Make sure you have the correct information.
·
Give the direction for the simplest route.
·
Give directions step-by-step.
·
Give the name of outstanding buildings or landmarks and street
names on the route.
·
Use signal and directional words.
We are sure you are now able to give written directions sensibly. Here is your
chance to show off how well you can do this.
Reminders:
·
Plan your directions before you write them.
·
Write a first draft.
·
Revise and proof read your completed directions.
·
Draw pictures to illustrate your directions where possible.
†1
Activity F
Go back to Activity D and reread the directions David gave his friend. Use the
notes there to write a set of complete directions.
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Language and Communication Part 1 Module 4
—
It is a good idea to discuss writing directions with members of your site group
since each of you will have different abilities and experiences that you could
share with each other.
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Language and Communication Part 1 Module 4
Unit Review
In this unit you learnt about writing directions. Check to see if you understood
what you learnt by doing the following activity in your notebook.
R
Locate products at home that give directions to do with health and
safety.
For example:
Plant fertilisers and sprays
Car fluids
Medicines
Detergents
Insecticides
Paint thinner
Write directions for a product that is helpful to plants but harmful to humans if
they inhale or swallow it, or if it gets into their eyes, on their skin or clothes. (Give
the name of the product).
Pat yourself on the shoulder. We are sure you did as well at this exercise as you
have been doing with the others.
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Language and Communication Part 1 Module 4
UNIT 4:
BUILDING PARAGRAPHS
Unit Objectives
At the end of this unit you will be able to:
·
define a paragraph.
·
identify a paragraph.
·
identify topic sentences, main ideas and supporting details in paragraphs.
·
identify irrelevant details in paragraphs.
·
answer questions based on paragraphs.
Can you ride a bicycle? If not, you probably know someone who can. A bicycle
is made up of several parts that work together.
If one part is missing or
misplaced, the bicycle will not work as well.
A paragraph is similar to a bicycle. It is made up of a number of sentences that
work together. This means that all the sentences should be based on one main
idea. You already know, of course, that a sentence is made up of words that are
arranged to express a complete thought. We speak and write in sentences and
the material we read is also broken up into sentences to make it easier to
understand.
Just as how the different parts of a bicycle have to operate together to make the
vehicle work properly, the different sentences of a paragraph act similarly to
make an article, passage or book function well. Similarly, if something is wrong
with one of the sentences, the paragraph will not be as clear as it should be.
Much of the information that we read is presented to us in paragraphs. It is
therefore necessary for us to understand how paragraphs are made up, so that
we can know how to get important information from them. We also need to learn
how to construct paragraphs so that we can present our own information to
others, clearly.
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Language and Communication Part 1 Module 4
All the units in this course are laid out in paragraphs. Each paragraph here is
separated from another by skipping a line.
Another way of separating
paragraphs is by indenting the first word. For instance, we could have presented
two of the paragraphs that appeared on page 27 this way:
A paragraph is similar to a bicycle.
It is made up of a number of sentences that
work together. This means that all the sentences should be based on one main idea. You
already know, of course, that a sentence is made up of words that are arranged to express a
complete thought. We speak and write in sentences and the material we read is also broken
up into sentences to make it easier to understand.
Just as how the different parts of a bicycle have to operate together to make the
vehicle work properly, the different sentences of a paragraph act similarly to make an
article, passage or book function well. Similarly, if something is wrong with one of the
sentences, the paragraph will not be as clear as it should be.
A paragraph is made up of a topic sentence and supporting details. The topic
sentence is the one that gives the main idea. It is often found at the beginning of
the paragraph, but it can be placed anywhere.
In a good paragraph, the other
sentences provide details that support the main idea.
†
Activity A
Look at the following paragraphs and see how well the sentences in each of
them work together.
1. Jamaica is a beautiful country. Her people are warm and friendly. She
boasts the most beautiful beaches and verdant plains. Her mountains
rise gracefully and are crowned with slender evergreen trees. Visitors
flock to her shores to enjoy the magnificent sunshine, food and music.
2. If the teachers were absent, they still studied hard. Even during class
breaks, they applied themselves. Nothing could prevent the students of
10 B from focusing on their lessons. If there was noise outside, they did
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Language and Communication Part 1 Module 4
not let this distract them. While others were playing games, their heads
remained in their books.
3. She was tall and stately. Every strand of her hair was in its proper place.
Her bright eyes twinkled and her white, sparkling teeth enhanced her
smile. She moved with poise and grace. Julia was a very attractive girl.
·
Can you identify the topic sentence in each paragraph?
We are certain you were able to identify the topic sentences as:
1. Jamaica is a beautiful country.
2. Nothing could prevent the students of 10 B from focusing on their
lessons.
3. Julia was a very attractive girl.
This is because these sentences give the main idea in each paragraph. You will
notice that each of the topic sentences appears at a different part of the
paragraph.
Each paragraph also works well because the other sentences
support the main idea.
†1
Activity B
Identify the topic sentence in each paragraph.
1. Some animals are called by special names when they are young.
A
baby frog for instance, is called a tadpole. A baby cow is called a calf and
so is a baby elephant or baby whale. Young cats are known as kittens.
Young foxes are pups and young goats are kids.
2. Boys as young as 13, can be seen labouring in the fields. Some girls
take on all the washing and cooking for their parents and siblings. Both
boys and girls are sometimes forced to fend for themselves. Child labour
is still prevalent in Jamaica, even though it is illegal.
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Language and Communication Part 1 Module 4
3. No longer are women forced to have as many children as they can have.
Women today hold responsible jobs and demand what they deserve.
They are proud of themselves and have a say in what they think is good
for them. Proud women have represented us in parliament and even at
the prime ministerial level. Women today are fully liberated.
†
Activity C
Read each of the following paragraphs and identify the sentence that does not
support the main idea. Answer these two questions for each example:
What is the main idea?
Which sentence does not support the main idea?
1. It was an exciting race. Joe Lindo was ahead all the way with Joe Baker
just kilometres behind. All the people waving maroon and grey flags were
cheering for Joe because he was from their country.
I visited Joe’s
hometown last year. Joe held his lead and crossed the finish line first.
2. My little nephew mixes paint to make colours. He uses yellow and blue to
make green. He also adds red to yellow to make orange.
He likes red
shirts. To get purple he mixes red and blue.
3. All the people on our street like sports except Jean, who only likes board
games. Robert likes table tennis, Carla likes netball, Fay likes football and
Bill and I like cricket. We have matches almost every weekend. When
we were younger, we wanted to play cricket for the West Indies. The
people on our street work hard at their jobs.
You were sure to notice that one sentence in each paragraph had no relation to
the main idea. Sentences that do not support the main idea in a paragraph
should be omitted as they are UN__ __ __ __ __ __ __ __ Y.
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Language and Communication Part 1 Module 4
When you are reading to gather information, you must be able to separate
essential ideas from those that do not add anything to the main idea. This will
help you to go through material that is very long or which seems difficult.
There are also other helpful ways of finding out what you need to know from
written materials. One of these is to ask the following questions:
·
Who?
·
What?
·
Why?
·
Where?
·
When?
·
How?
For instance, you may ask:
·
Who was involved?
·
What happened?
·
Why did it happen?
·
Where did it happen?
·
When did it happen?
·
How did it happen?
Depending on what kind of information you are reading, you may need to ask
different kinds of questions.
For example, if you are reading about a new welfare programme, you could ask:
·
Who will benefit?
·
How much will they get?
·
What do they need to do to access it?
·
Where can they go to collect their benefits?
·
Why has this been done?
·
When will it come into effect?
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Language and Communication Part 1 Module 4
†1
Activity D
Read the newspaper report carefully and answer the questions that follow it.
White roses, candles bring in
solemn New Year festivities
People held candles and white roses on the tsunami-hit island of Phuket, tearfully
embracing as they grieved, in a poignant symbol of the mood which darkened New Year
celebrations across the globe.
In contrast to the usual revelry, sadness hung over this year’s festivities after more than
124,000 people were killed and millions left homeless by last Sunday’s massive Indian Ocean
waves.
Australia led the world in a global minute of silence, parties were cancelled and trees on
Paris’ grand Champs Elysées were shrouded in black on Friday. On Thailand’s Phuket Island, bar
girls and customers at the Tiger Discotheque stopped their partying for a candlelight vigil metres
away from where the waves had crashed along Patong beach
Around the world, party plans were dropped or toned down. In Sri Lanka, where more
than 28,500 people died, President Chandrika Kumaratunga cancelled all New Year celebrations
and declared a national day of mourning.
In Singapore, Prime Minster Lee Hsien Loong called for muted New Year celebrations
and a fireworks display over the Marina Bay area was cancelled.
In Hong Kong, where disgruntled residents are used to marking public holidays with antigovernment protests, political parties across the spectrum decided to postpone a New Year’s Day
march and instead planned to raise funds for tsunami victims.
1. Where did the events take place?
2. When did the events take place?
3. Who was involved?
4. How were they involved?
5. Why were they involved in these events?
If you practise a similar exercise whenever you read a newspaper report, it will
help you to focus on what the main idea is, and how this idea is supported by
other details.
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Language and Communication Part 1 Module 4
Unit Review
In this unit you learnt how paragraphs are put together. You also learnt how
to gather information from reading single paragraphs as well as longer
articles made up of several paragraphs. In your notebook, complete the
following tasks to see if you have understood the unit.
þ
List three pieces of information about a paragraph.
þ
How can you identify unnecessary sentences in a paragraph?
þ
þ
Why is it important to identify unnecessary sentences in a
paragraph?
You get information from reading, by asking questions
and by_____________________________________
þ
What is the main idea of this unit?
þ
Name three details that support this main idea.
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Language and Communication Part 1 Module 4
UNIT 5:
USING MAIN IDEAS AND SUPPORTING DETAILS
Unit Objectives
At the end of this unit you will be able to:
·
create paragraphs by adding supporting sentences to topic sentences
provided.
·
develop paragraphs, using topic sentences and main ideas provided.
·
write original paragraphs.
·
present written information based on material read.
·
show sequence of events in written material.
In the previous unit, you learnt how paragraphs are constructed and how to
gather information from them. In this unit, you will use the skills you have learnt
to present material that you write.
†1
Activity A
Below are three topic sentences. Read each one carefully and for each write at
least four ideas or specific details to develop the topic sentence or main idea.
Topic Sentence
Supporting Ideas or
Specific Details
1. There are many things I like about my country.
1.
2.
3.
4.
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Language and Communication Part 1 Module 4
2. Taking this course has changed my life.
1.
2.
3.
4.
3. Saturdays are busy days for most people.
1.
2.
3.
4.
†1
Activity B
Here are some more topic sentences (main ideas).
Develop each into a
paragraph by adding at least four supporting sentences for each.
1. Crime affects everyone.
2. Buying a house is a major decision.
3. The eye is a remarkable organ.
4. Migration is responsible for many broken households.
†1
Activity C
Think of the topic, “The Most Important Person in My Life”. Ask ‘who, what,
where, when and why’ questions about this person, then write a paragraph of
eight (8) sentences about the person you have chosen.
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Language and Communication Part 1 Module 4
†1
Activity D
The paragraph you are about to read is known as an expository paragraph. It
describes and explains factual details. In answering the questions below, which
are set on it, you will have to focus on the main idea and its supporting details.
Although the special colouring of moths will hide them from most other
insects and birds who want to eat them, it will not protect them from bats,
since bats locate their prey by hearing rather than by sight. Bats continually
make high-pitched noises that reflect off a moth’s body as echoes. Hunting
bats follow these echoes until they find the moth. To protect themselves from
bats, some species of moths have developed defences based on sound. Some
moths have simple ears that allow them to hear the sounds bats make, and so
fly away when they hear bats approaching.
Others produce high-pitched
sounds of their own to confuse the bats with many echoes.
1. According to the passage, how are moths sometimes able to escape from
bats?
2. How exactly do you think their colour protects moths from insects and
birds?
3. The passage suggests that insects and birds have a special ability that
bats do not. (a) What is it? (b) Write the sentence that tells you this.
4. Name two things that moths and bats have in common.
Do you know what kind of paragraph tells a story or part of a story? It is called a
narrative paragraph and it reports the actions or events of a situation. The story
events are told through a narrator and we learn:
1. what happened or what might have happened.
2. where it happened.
3. who was involved.
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Language and Communication Part 1 Module 4
4. who is telling the story.
5. how the story ended.
6. the order in which events happened.
†1
Activity E
Read the narrative extract below and which continues on page 38, and then
answer the questions that follow it.
None could remember when the little church had been so full before. There
was finally a waiting pause, an expectant dumbness, and then Aunt Polly
entered, followed by Sid and Mary, and then by the Harper family, all in
deep black, and the whole congregation, the old minister as well, rose
reverently and stood until the mourners were seated in the front pew. There
was another communing silence, broken at intervals by muffled sobs, and
then the minister spread his hands abroad and prayed. A moving hymn was
sung, and the text followed: "I am the Resurrection and the Life."
As the service proceeded, the clergyman drew such pictures of the
graces, the winning ways, and the rare promise of the lost lads that every
soul there, thinking he recognised these pictures, felt a pang in
remembering that he had persistently blinded himself to them always
before, and had as persistently seen only faults and flaws in the poor boys.
The minister related many a touching incident in the lives of the departed,
too, which illustrated their sweet, generous natures, and the people could
easily see, now, how noble and beautiful those episodes were, and
remembered with grief that at the time they occurred they had seemed rank
rascalities, well deserving of the cowhide. The congregation became more
and more moved, as the pathetic tale went on, till at last the whole company
broke down and joined the weeping mourners in a chorus of anguished
sobs, the preacher himself giving way to his feelings, and crying in the
pulpit.
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Language and Communication Part 1 Module 4
There was a rustle in the gallery, which nobody noticed; a moment later
the church door creaked; the minister raised his streaming eyes above his
handkerchief, and stood transfixed! First one and then another pair of eyes
followed the minister's, and then almost with one impulse the congregation
rose and stared while the three dead boys came marching up the aisle, Tom
in the lead, Joe next, and Huck, a ruin of drooping rags, sneaking
sheepishly in the rear! They had been hid in the unused gallery listening to
their own funeral sermon!
From “The Adventures of Tom Sawyer”
By Mark Twain
1. What would you say is the main idea of this story?
2. What is the relationship between the people introduced in the first
paragraph and those appearing in the last one?
3. How do you think the writer wants you to feel in the beginning? (a) Select
four words or phrases that show how he wants us to feel.
4. The story takes a different turn in the end. How do you think the writer
wants you to feel at the end of the story?
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Language and Communication Part 1 Module 4
Are you able to ‘see’ the people in the story you have just read? Do you see the
specific words that make the details clear? This is how writers are able to create
interest among their readers.
†1
Activity F
Think about a special event in your own life, in your family, or your community.
Develop the idea into a narrative paragraph.
Give your paragraph a title.
Remember to organise your points into one main idea and a few supporting
details.
Remember also to use specific words and phrases to make your
paragraph interesting.
Consider:
·
what happened.
·
where and when it happened.
·
who was involved.
·
how you felt about the experience.
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Language and Communication Part 1 Module 4
Unit Review
In this unit you learnt how to present information in writing. In your notebook,
complete the following tasks to see if you have understood the unit.
R
List five features of a well-written paragraph.
R
Identify the main idea in the passage in Activity D.
R
List three supporting sentences from the passage in Activity D.
R
Identify the topic sentence in the passage in Activity E.
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Language and Communication Part 1 Module 4
UNIT 6:
PRESENTING RESEARCH IN WRITING
Unit Objective
At the end of this unit you will be able to:
·
present in writing, researched information.
While you were doing Module 3, you learnt all about information and the various
places where this can be sourced. In this unit, you will use the skills you have
been developing in that module and this one, to gather and present information
from printed material.
After you decide what kind of information you need, you should make a list of all
the resources available to you.
·
Find out what books or other materials your library can supply.
·
Identify whether any Government office, agency, or statutory board, or any
private company or other organisation which issues pamphlets or provides
other printed material that will help you.
·
Call, write or e-mail (if you can) for information that is not readily available.
·
Read the newspapers to find up-to-date information about your topic.
·
Write down as many questions about the topic as you need to answer and
prepare a checklist so you keep a record of your progress.
A good place to begin looking for information is your local library.
Ask the
librarian or library assistant to help you find what you need. Most libraries today
also provide Internet services which can also help you to locate the material you
need.
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Language and Communication Part 1 Module 4
†1
Activity A
Using print sources such as newspaper clippings or magazine articles, research
a tradition of the past that interests you. Write about 200 words on the topic.
†1
Activity B
What do you consider to be the most difficult occupation? Do research on this
occupation and write about 200 words explaining what makes it so difficult.
†1
Activity C
Imagine that you are a member of a committee that is planning a series of social
activities for a particular group in your community. Ask yourself the following
questions:
· Who is my target group?
· What activities would appeal to them?
· What special considerations do I need to take into account? (For
instance age, time schedules)
· What would be the best ways to accomplish my purpose?
Make up a questionnaire consisting of 10 interview questions that you
would ask members of your particular target group.
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Language and Communication Part 1 Module 4
Unit Review
In this unit you learnt how to conduct and present research. Check to see if you
understood what you learnt by answering the following questions in your
notebook.
Imagine that you were doing research on the following topics. What would be the
best sources for each topic?
List two sources per topic.
R
Dangers in the home
R
Tropical plants
R
Natural disasters
R
The Rastafarian movement in Jamaica
R
Dispute resolution
R
Jamaican Olympians
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Language and Communication Part 1 Module 4
Ñ
Key Notes
Now that you have learnt about accessing and presenting information through
reading and writing, here are some things you will need to keep in mind:
In reading and also in writing, you must learn to identify and correct your own
errors of grammar, spelling, punctuation and capitalisation.
Remember that what appears in printed materials may also contain mistakes, so
be careful when copying written information.
When you think you have finished correcting your work, pass it on to someone
you trust to make additional revisions, if necessary, before you hand it in to your
facilitator.
You have now completed Module 4 of the Language and Communication course
– Part 1. Hopefully you will be going on to Module 5 soon. Your hard work has
taken you to where you are now, and with continued perseverance, you will
reach even further.
All the best to you!
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Language and Communication Part 1 Module 4