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Details on EAP Reading Comprehension Test for each class

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Details on EAP Reading Comprehension Test for each class

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BEET S2G1 Reading Comprehension Test
Date : 13 December 2022 (Tuesday)
Time : 11 am - 1 pm
Venue : Bilik Tayang, Laman Hikmah (MAIN Campus)

BITI S1G1 Reading Comprehension Test
Date : 14 December 2022 (Wednesday)
Time : 9 - 11 am
Venue : Dewan Kuliah 4, BPA

BITS S1G1 Reading Comprehension Test
Date : 14 December 2022 (Wednesday)
Time : 11 am - 1 pm
Venue : Dewan Kuliah 8, BPA

BITC S1G2 Reading Comprehension Test
Date : 15 December 2022 (Thursday)
Time : 9 - 11 am
Venue : Bilik Tayang, Laman Hikmah (MAIN Campus)

BITD S1G2 Reading Comprehension Test
Date : 15 December 2022 (Thursday)
Time : 11 am - 1 pm
Venue : Bilik Tayang, Laman Hikmah (MAIN Campus)

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Notes : Identifying Author's Intention and Attitude

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Notes : Identifying Author's Intention and Attitude

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PowerPoint Notes on Author's Intention and Attitude

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PowerPoint Notes on Author's Intention and Attitude

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Identifying Author’s Intention & Attitude

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Additional notes & exercises on Author's Tone

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Additional notes & exercises on Author's Tone

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The moment the words were out of my mouth, I wished I could take them back. I didn't mean to hurt Keith's feelings. He is such a nice person, and he certainly doesn't deserve to be treated so poorly. I guess the stress from my job has been more than I can handle. Instead of taking my problems out on him, I need to deal directly with the people who create the stress. If only I didn't care so much what people thought of me at work, then this would not have happened. The tone of the passage can be described as

Alonzo winked at his mother's shocked gaze and with a smile he said, "sausage and pepperoni pizza for breakfast makes perfect sense. Allow me to demonstrate. You have your tomato. Tomato is technically a fruit. You have your cheese. Cheese is a dairy product. You have your crust... necessary carbs for quick energy in the morning. And don't forget the sausage and the pepperoni... my protein. If you think about it, it is just like bacon and eggs, toast, and orange juice." Still smiling, he added, "really, it is... well, almost." "Why are you looking at me that way?" The tone of this passage is

Whether you are starting or continuing on the academic road to success, there are a series of markers that will help keep you on the path. First, you must believe. Believe in yourself, believe in others, and believe in the process of life. You are here for a purpose. Second, keep an open mind. Be aware of things that are working and things that are not. Be willing to make changes. Third, know when you need help and be willing to ask for it. There are many people who can assist you; be specific when you ask for help. Fourth, use your resources: people, books, nature, experiences, events, travel-that which is seen and that which is unseen. Fifth, remember who you are and why you are here. Remind yourself what it is that you want to accomplish. Sixth, balance your life. There is a weariness that occurs when life's energies are out of harmony. Body, mind, and spirit need nurturing on a daily basis. Lastly, remember that storms never last. Which word best describes the author's attitude towards continuing on the "academic road to success"?

The presentation was about to begin. The audience anxiously waited in their metal chairs and talked to one another about what they were going to learn. The presenter walked to the front of the room, introduced herself. The audience clapped for the presenter. The presenter repeated what the audience already knew, that a passing quiz score on the information would be required by the end of the day for continued employment in the company. The audience immediately took out note pads and pens, tablets, and recorders. The presenter, then, pointed to the screen at the front of the room and pushed a button on her laptop. Suddenly, the screen went blank. The audience members shifted uncomfortably in their seats as the presenter worked to solve the problem. Some members of the audience tried to help. Phone calls were made by the presenter as the audience waited while looking nervously at their watches.The overall feeling of the paragraph can be described as

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The moment the words were out of my mouth, I wished I could take them back. I didn't mean to hurt Keith's feelings. He is such a nice person, and he certainly doesn't deserve to be treated so poorly. I guess the stress from my job has been more than I can handle.

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Notes : Distinguishing Facts from Opinions

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Notes : Distinguishing Facts from Opinions

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Answer key : Distinguishing Facts from Opinion

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Answer key : Distinguishing Facts from Opinion

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Answer key : Reading for Supporting details

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Answer key : Reading for Supporting details

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QRCode for GETTING TO KNOW YOU - 1 BEET S2G1 (Tuesday _ 11 am - 1 pm) 

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How To Find The Implied Main Idea In A Paragraph

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QRCode for GETTING TO KNOW YOU - 1 BITI S1G1 (Wednesday _ 9 - 11 am) 

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QRCode for GETTING TO KNOW YOU - 1 BITS S1G1 (Wednesday _ 11 am - 1 pm) 

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QRCode for GETTING TO KNOW YOU - 1 BITC S1G2 (Thursday _ 9 - 11 am) 

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QRCode for GETTING TO KNOW YOU - 1 BITD S1G2 (Thursday _ 11 am - 1 pm) 

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How to Find The Main Idea of a Paragraph. mp4

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Notes : Identifying the Sequence of Ideas

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Notes : Identifying the Sequence of Ideas

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Notes : Identifying the Purpose of a Text

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Notes : Identifying the Purpose of a Text

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Hi all. Please proceed with this exercise. Once you are done, get the result and email it to izyan@utem.edu.my

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Wider World 2. Unit 5. Grammar 5.2.Adverbs of manner worksheet

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Liveworksheets transforms your traditional printable worksheets into self-correcting interactive exercises that the students can do online and send to the teacher.

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DEFINING RELATIVE CLAUSE - Video Presentation by NMO913 Maslian

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Additional Notes on Subordinating Conjunctions

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Additional Notes on Subordinating Conjunctions

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Today we'll be taking a closer look at subordinating conjunctions to understand what they are. We'll take a look at some examples and highlight how a subordinating conjunction differs from a coordinating conjunction too.

Conjunctions are an easy enough thing to understand for most people. When something is conjoined, it is joined together. Conjunctions work in much the same way, by joining two ideas together in a sentence. But when you start splitting conjunctions into more specific categories, people may start to become confused by the functions of each individual one.
Main Subordinating Conjunctions Takeaways:

Subordinating conjunctions join two clauses together: an independent clause (or main clause) and a dependent clause (or subordinate clause).

If the dependent clause comes first, then a comma is needed to connect it to the main clause.

If the main clause comes first, then a comma is not usually necessary (unless the information added could be taken out without changing the meaning of the sentence, but this is usually left to the writers discretion, such as in the case of the "Someone has to speak in public, whether it's you or me" example above).

They differ from coordinating conjunctions because coordinating conjunctions join two independent clauses together, not a dependent clause and an independent clause as subordinating conjunctions do.

In English grammar, there are two types of clause, the dependent clause and the independent clause and when a sentence requires the linking of the two, a subordinating conjunction is required. This is a very important part of English grammar which is essential to anyone studying the language.

Subordinating Conjunction

What is a Subordinating Conjunction?

In this section, we are going to be looking at the subordinate conjunction and how it is used within a sentence. You will learn how a subordinate clause can show a cause and effect relationship between two clauses and be more confident in forming these types of sentences.

A subordinating conjunction is a word which joins together a dependent clause and an independent clause. A subordinating conjunction introduces a dependent clause and indicates the nature of the relationship among the dependent clause(s) and the independent clause(s).

A subordinating conjunction still functions as a conjunction by being a word or phrase that links the main or independent clause (the main idea of the sentence) to a subordinating or dependent clause (these clauses don't make sense on their own as a complete sentence, but are there to add additional information to the main or independent clause).

(NOTE: What is an independent clause? It is a unit which contains a subject and a verb. For example, " It was raining " is a independent clause; the subject is "it," and the verb is "was raining." A dependent clause is a clause which cannot exist on its own; it needs a independent clause to go with it.)

Subordinating Conjunction Examples

The most common subordinate conjunctions in the English language include: than, rather than, whether, as much as, whereas, that, whatever, which, whichever, after, as soon as, as long as, before, by the time, now that, once, since, till, until, when, whenever, while, though, although, even though, who, whoever, whom, whomever, whose, where, wherever, if, only if, unless, provided that, assuming that, even if, in case (that), lest, how, as though, as if, because, since, so that, in order (that), that, as ...

Subordinating Conjunctions

Subordinating Conjunctions Examples

There are actually 7 main categories of subordinating conjunctions based on the way in which they connect the independent and dependent clauses together. Each type of subordinating conjunction shows a different relationship between the independent and dependent clauses. Take a look at some examples below.

Comparison

These words or phrases link the dependent and independent clauses by comparing the two of them:

Concession

These words or phrases link the dependent and independent clauses by conceding a point between them:

Condition

These connect the dependent and independent clauses by showing that the main idea relies on the supporting information:

Time

These connect the two clauses together by showing a time relationship between the two of them:

Place

Place subordinating conjunctions shows position with the relationship:

Manner

These words or phrases show how something is done. The subordinating conjunction is the additional information explaining how something is done:

Reason

These subordinating conjunctions provide a reason or an explanation as to why something happened:

How to use and punctuate subordinating conjunctions

As you can see from all of the examples that we have used above, some are punctuated slightly differently. This all depends on the position of the subordinating conjunction within the sentence, and whether or not the additional information within the subordinating clause is important or if it could be omitted entirely or placed in parentheses. Much of this comes down to the writers opinion, but there are rules surrounding commas and subordinating conjunctions that always remain true.

Comma Placement and Subordinating Conjunctions

As you already know, a subordinating or dependent clause is the part of the sentence that simple does not make sense without the main clause. In the examples above you have been able to see that sometimes the subordinating clause comes before the main clause, and sometimes it comes after. Whether or not you include a comma largely depends on whether the subordinating clause comes before or after the main clause:

Sally is heading to the park today despite the rain - in this example the subordinating clause comes after the main clause. You can always tell the difference between the two, because main clauses work on their own as a complete sentence "Sally is heading to the park today" but subordinating clauses do not "despite the rain". No comma is needed in this sentence because the subordinating clause comes after the main clause and it's important information that shouldn't be omitted. You could, however, write the sentence in a different order, and then a comma would be necessary.

Despite the rain, Sally is heading to the park today - because the subordinating clause comes first, a comma is needed. It's the generally accepted rule that when the subordinating clause comes before the main clause, a comma should separate the two.

Difference between coordinating and subordinating conjunctions

So, now you know everything about subordinating conjunctions, what exactly is the difference between a subordinating and coordinating conjunction? The main difference is that coordinating conjunctions join two clauses together of equal importance. The ideas may be connected, so a coordinating conjunction is required, but they are two independent or main clauses that are being joined together. In other words, both clauses could be written as separate sentences without the coordinating conjunction if the writer preferred.

Subordinating conjunctions, on the other hand, join an independent clause and a dependent clause together, so both clauses are not of equal importance. That is to say, the dependent clause only serves to add additional information to the independent clause, and can not be written as a sentence on its own.

Subordinating Conjunctions List

In English, there are lots of subordinating conjunctions, but the most common ones, along with a few examples of how subordinating conjunctions are used, are as follows:

Comparison

E.g. He is cleverer than I am.

E.g. I chose to learn German rather than French.

E.g. She was uncertain whether to stay or leave.

E.g. He doesn't earn as much as me.

E.g. Elliot is tall and blond, whereas his brother is short and has dark hair.

Time

E.g. Mary closed his diary after writing about that day's events.

E.g. A baby deer can stand as soon as it is born.

E.g. You can use my car as long as you drive carefully.

E.g. He always feeds the dogs before he goes to school.

E.g. By the time ambulancemen arrived, he was unconscious.

E.g. You can go and play now that you have finished your homework.

E.g. Once you learn it, you never forget.

E.g. Mary has danced since she was five.

E.g. James lived with his parents till he was twenty - five.

E.g. You can stay on the bus until you reach London.

E.g. Tom's parents cheered for him when he crossed the finished line.

E.g. Whenever we go abroad, we take as many pictures as possible.

E.g. While I was walking to the market, I met Jenny.

Concession

E.g. Though it was raining, she went out.

E.g. Although the kitchen is small, it is well designed.

E.g. Even though he's a millionaire, he lives in a very small flat.

Place

E.g. This is the park where we played.

E.g. Wherever you go in the world, you'll always find someone who speaks English.

Condition

E.g. If you leave, I will be lonely.

E.g. Only if a teacher has given permission is a student allowed to leave the room.

E.g. You won't succeed unless you work hard.

E.g. I was allowed to go off by myself provided that I promised to be careful.

E.g. I hope to go to college next year, assuming that I pass my exams.

E.g. Even if you have already bought your ticket, you will still need to wait in line.

E.g. I have my umbrella with me in case it rains.

E.g. Study hard lest you should fail.

Manner

E.g. She taught him how to play the piano.

E.g. They look as though they're heading for divorce.

E.g. At sunset, the sun looks as if it is going down.

Reason

E.g. I love Matisse's work because he uses color so brilliantly.

E.g. Since we've got a few minutes to wait for the train, let's have a cup of coffee.

E.g. I'll go by car so that I can take more luggage.

E.g. Do exercises in order that your health may improve.

E.g. We eat that we may live.

E.g. We played chess all evening as we had nothing better to do.
Learn more about the useful difference between subordinating conjunction words and transition words in English.
Subordinating Conjunctions | Image

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Subordinating Conjunctions: Ultimate List and Great Examples

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Today we'll be taking a closer look at subordinating conjunctions to understand what they are. We'll take a look at some examples and highlight how a subordinating conjunction differs from a coordinating conjunction too. Conjunctions are an easy enough thing to understand for most people. When something is conjoined, it is joined together.

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Another worksheet FOR YOU. Try this out!

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Another worksheet FOR YOU. Try this out!

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year 6 unit 1: main idea and supporting details

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Year 6 Unit 1: Main idea and supporting details worksheet

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Main ideas and supporting ideas online worksheet for grade 6. You can do the exercises online or download the worksheet as pdf.

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Teaching Plan EAP Sem. 1, Session 2022/2023

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Teaching Plan EAP Sem. 1, Session 2022/2023

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Reading for Main Idea and Supporting Details

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Reading for Main Idea and Supporting Details

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Notes : Distinguishing Relevant and Irrelevant Ideas

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Notes : Distinguishing Relevant and Irrelevant Ideas

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3-Distinguishing relevant and irrelevant ideas

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Try this worksheet on Finding MAIN IDEA :

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Try this worksheet on Finding MAIN IDEA :

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Finding Main Idea - Theme Part 1 worksheet

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Reading comprehension online worksheet for 4. You can do the exercises online or download the worksheet as pdf.

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Answer key : Distinguishing Relevant and Irrelevant Details

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Answer key : Distinguishing Relevant and Irrelevant Details

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Task 1 : Distiguishing Relevant & Irrelevant Ideas

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Task 1 : Distiguishing Relevant & Irrelevant Ideas

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1. Watch this video.
2. Once done, write your NAME and COURSE in the comment below.
3. Answer ALL questions in Section A in the given worksheet.
4. Answer the questions by using this Forms link : https://bit.ly/W4EAPTask

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:: Distinguishing Relevant and Irrelevant Ideas ::

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Distinguish between relevant and irrelevant evidence

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"relevant" and "irrelevant" meaning (with examples)

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Try this worksheet on Finding SUPPORTING DETAILS :

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Try this worksheet on Finding SUPPORTING DETAILS :

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Main Idea online activity for 4. You can do the exercises online or download the worksheet as pdf.

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Reading Main Ideas-Social networks worksheet

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Reading comprehension online worksheet for 9. You can do the exercises online or download the worksheet as pdf.

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Nurdayana Izyan Ahmad Ahsan (Mdm IZYAN)
017-7857210
izyan@utem.edu.my

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Writers Write is a comprehensive writing resource. We have put together this list of 155 words to help you describe an author's tone.

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Relative clauses online activity for 10. You can do the exercises online or download the worksheet as pdf.

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Try out this exercise on your understanding of the ideas found in a text:

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Try out this exercise on your understanding of the ideas found in a text:

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Let's recognise the Author's Purpose and Tone in this exercise!

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Let's recognise the Author's Purpose and Tone in this exercise!

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Reading online worksheet for 11. You can do the exercises online or download the worksheet as pdf.

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Task 2 : Distinguishing Facts and Opinion

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Task 2 : Distinguishing Facts and Opinion

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1. Watch this video.
2. Once done, write your name and course in the comment below.
3. Answer the questions using this Forms link : https://bit.ly/W4Task2FvsO

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Passive voice interactive worksheet for TEENS. You can do the exercises online or download the worksheet as pdf.

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Click here for a list of reported speech exercises.
Click here to download this explanation in PDF.
Reported Statements
When do we use reported speech? Sometimes someone says a sentence, for example "I'm going to the cinema tonight". Later, maybe we want to tell someone else what the first person said.

Watch my reported speech video:

Here's how it works:

We use a 'reporting verb' like 'say' or 'tell'. ( Click here for more about using 'say' and 'tell'.) If this verb is in the present tense, it's easy. We just put 'she says' and then the sentence:

Direct speech: I like ice cream.

Reported speech: She says (that) she likes ice cream.

We don't need to change the tense, though probably we do need to change the 'person' from 'I' to 'she', for example. We also may need to change words like 'my' and 'your'.

(As I'm sure you know, often, we can choose if we want to use 'that' or not in English. I've put it in brackets () to show that it's optional. It's exactly the same if you use 'that' or if you don't use 'that'.)

But, if the reporting verb is in the past tense, then usually we change the tenses in the reported speech:

Direct speech: I like ice cream.

Reported speech: She said (that) she liked ice cream.

* doesn't change.

Occasionally, we don't need to change the present tense into the past if the information in direct speech is still true (but this is only for things which are general facts, and even then usually we like to change the tense):

Direct speech: The sky is blue.

Reported speech: She said (that) the sky is/was blue.

Click here for a mixed tense exercise about practise reported statements.
Click here for a list of all the reported speech exercises.

Reported Questions

So now you have no problem with making reported speech from positive and negative sentences. But how about questions?

Direct speech: Where do you live?

How can we make the reported speech here?

In fact, it's not so different from reported statements. The tense changes are the same, and we keep the question word. The very important thing though is that, once we tell the question to someone else, it isn't a question any more. So we need to change the grammar to a normal positive sentence. A bit confusing? Maybe this example will help:

Direct speech: Where do you live?

Reported speech: She asked me where I lived.

Do you see how I made it? The direct question is in the present simple tense. We make a present simple question with 'do' or 'does' so I need to take that away. Then I need to change the verb to the past simple.

Another example:

Direct speech: Where is Julie?

Reported speech: She asked me where Julie was.

The direct question is the present simple of 'be'. We make the question form of the present simple of be by inverting (changing the position of)the subject and verb. So, we need to change them back before putting the verb into the past simple.
Here are some more examples:

Where is the Post Office, please?

She asked me where the Post Office was.

What are you doing?

She asked me what I was doing.

Who was that fantastic man?

She asked me who that fantastic man had been.

So much for 'wh' questions. But, what if you need to report a 'yes / no' question? We don't have any question words to help us. Instead, we use 'if':

Direct speech: Do you like chocolate?

Reported speech: She asked me if I liked chocolate.

No problem? Here are a few more examples:

Click here to practise reported 'wh' questions.
Click here to practise reported 'yes / no' questions.

Reported Requests

There's more! What if someone asks you to do something (in a polite way)? For example:

Direct speech: Close the window, please

Or: Could you close the window please?

Or: Would you mind closing the window please?

All of these requests mean the same thing, so we don't need to report every word when we tell another person about it. We simply use 'ask me + to + infinitive':

Reported speech: She asked me to close the window.

Here are a few more examples:

Please help me.

She asked me to help her.

Please don't smoke.

She asked me not to smoke.

Could you bring my book tonight?

She asked me to bring her book that night.

Could you pass the milk, please?

She asked me to pass the milk.

Would you mind coming early tomorrow?

She asked me to come early the next day.

To report a negative request, use 'not':

Direct speech: Please don't be late.

Reported speech: She asked us not to be late.

Reported Orders

And finally, how about if someone doesn't ask so politely? We can call this an 'order' in English, when someone tells you very directly to do something. For example:

Direct speech: Sit down!

In fact, we make this into reported speech in the same way as a request. We just use 'tell' instead of 'ask':

Reported speech: She told me to sit down.

Time Expressions with Reported Speech

Sometimes when we change direct speech into reported speech we have to change time expressions too. We don't always have to do this, however. It depends on when we heard the direct speech and when we say the reported speech.

For example:

It's Monday. Julie says "I'm leaving today".

If I tell someone on Monday, I say "Julie said she was leaving today".
If I tell someone on Tuesday, I say "Julie said she was leaving yesterday".
If I tell someone on Wednesday, I say "Julie said she was leaving on Monday".
If I tell someone a month later, I say "Julie said she was leaving that day".

So, there's no easy conversion. You really have to think about when the direct speech was said.

Here's a table of some possible conversions:

today

yesterday / that day / Tuesday / the 27th of June

yesterday

the day before yesterday / the day before / Wednesday / the 5th of December

last night

the night before, Thursday night

last week

the week before / the previous week

tomorrow

today / the next day / the following day / Friday

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Practise reported speech - clear explanations and lots of exercises.

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| 1 BEET S2G1 (EAP) – Tuesday (11 am – 1 pm)   |
https://t.me/+jKRt5jE-rG9mYTA1

| 1 BITI S1G1 (EAP) – Wednesday (9 am – 11 am)   |
https://t.me/+S8-OlBcuu1FlNmE1

| 1 BITS S1G1 (EAP) – Wednesday (11 am – 1 pm)   |
https://t.me/+-T6qeNlguSJmOTBl

| 1 BITC S1G2 (EAP) – Thursday (9 am – 11 am)   |
https://t.me/+pr15L55kEbo4NWM9

| 1 BITD S1G2 (EAP) – Thursday (11 am – 1 pm)   |
https://t.me/+-LeTt6VOpWdlZGQ9

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PLAY PLAYS PLAYED PLAYING #sirasai #LearnOnTikTok #JomBelajar #TikTokGuru #fyp

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@sir_asai
PLAY PLAYS PLAYED PLAYING #sirasai #LearnOnTikTok #JomBelajar #TikTokGuru #fyp
♬ original sound - sir aSai - sir aSai (mr/teacher/cikgu)

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Links to Sample 1 Exercise on Each Grammar Topic

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Links to Sample 1 Exercise on Each Grammar Topic

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Adverbs: https://forms.office.com/r/vAJcZXxYWn

Relative Clause: https://forms.office.com/r/jsWFrVRg6S

Modals : https://forms.office.com/r/97tfMS7Nfw

Reported Speech: https://forms.office.com/r/TDCE3MxTrE

Verbs & Passives: https://forms.office.com/r/iT1sJzV9Fr

Subordinating Conjunctions: https://forms.office.com/r/HRbt7xuCt9

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Liveworksheets transforms your traditional printable worksheets into self-correcting interactive exercises that the students can do online and send to the teacher.

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Links to Previous Samples of Reading Comprehension Test

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Links to Previous Samples of Reading Comprehension Test

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Sample 1: https://forms.office.com/Pages/ResponsePage.aspx?id=Vut-Z9_ydUaeDMzWAKkVgKIq8p2-vplMsA-HoTH88pJUNzZWS1dDRVFRT0ZXRERDSzVWUFZTNDFXNi4u

Sample 2:
https://forms.office.com/Pages/ResponsePage.aspx?id=Vut-Z9_ydUaeDMzWAKkVgKIq8p2-vplMsA-HoTH88pJUQUg5SDdSUVZLQkZDQjBGWk83UU9ZNEJTMC4u

Sample 3:
https://forms.office.com/r/bG1gzY6UAY

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Passive voice explanation and exercise worksheet

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Passive voice online worksheet for Intermediate. You can do the exercises online or download the worksheet as pdf.

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Notes on Reported Speech (EDITED VERSION)

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Notes on Reported Speech (EDITED VERSION)

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https://utem.webex.com/meet/izyan  (Webex link for virtual meetings)

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https://utem.webex.com/meet/izyan  (Webex link for virtual meetings)

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Meet virtually with Cisco Webex. Anytime, anywhere, on any device.

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Simple, modern video meetings for everyone on the world's most popular and trusted collaboration platform.

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Part 1: The Basics Learning the basics of forming a verb tense is usually easy, and so is using that tense by itself.However, when the tenses are mixed together in grammar or writing, there can be a lot of confusion. Here are some tips to remember: 1. 2.

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Links to Previous Samples of Grammar Test

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Links to Previous Samples of Grammar Test

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Sample 1 : https://forms.office.com/r/i3psnuT9Jg

Sample 2 : https://forms.office.com/r/5ihXWjAKnm