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Explore the phrases “whirlwind of colour and chaos,” “fire-breather's dazzling inferno,” and “a dream spun from adrenaline and awe.”
What literal and hidden meanings can you find in each of these? How do these vivid descriptions affect the mood and help the reader feel the observer’s amazement?

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Examine the phrases “tightrope dancer floated like a wisp of smoke” and “roar of the crowd crashed like thunder.”
What do these descriptions show directly about the circus atmosphere? How do the word choices and comparisons help the reader imagine the excitement and tension of the scene?

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Look at the phrase “lions prowled with regal menace.”
What does this phrase tell you clearly about how the lions behave? What hidden message or feeling might the word “regal” suggest, and how does this make the reader feel?

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He stood at the edge of the crowd, heart pounding with anticipation, eyes wide with wonder as the circus erupted into a whirlwind of colour and chaos, instantly pulling him into its spell. His breath caught as lions prowled with regal menace, their golden eyes locking with his for a fleeting, terrifying moment. A mixture of fear and awe surged through him when a tightrope dancer floated like a wisp of smoke, defying gravity with every trembling step above his head. The roar of the crowd crashed like thunder, but he barely noticed that his world had narrowed to the marvel unfolding before him. His hands trembled slightly as he watched the fire-breather's dazzling inferno, flames licking the sky with wild abandon, lighting up his astonished face. In that moment, it all felt like a dream spun from adrenaline and awe, and he stood frozen, utterly spellbound by the impossible made real.

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GAP ANALYSIS - Explanation of implicit meaning

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GAP ANALYSIS - Explanation of implicit meaning

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Learning Objective:

To analyze implicit ideas and author’s choice of words.

Learning outcome:

Will be able to infer and examine the impact of connotations and author’s style in the given text.

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Instructions:

After completing the main task, include one structural technique from paragraph 7.

You may choose any one from the following:

Sentence length or variation

Punctuation for effect (e.g., dashes, ellipses, caesura)

Order or shift of ideas (what is placed first vs later?)

Repetition or pattern

Use of contrast or interruption

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Language Analysis

Learning Objective: To analyze the word choices in the given extract.

Learning Outcome: Will be able to comment and justify how the word choices add meaning and associations in the text.

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Learning Objective: To develop language analysis skills

Learning outcome: To be able to compose the PETER paragraph as per the rubrics.

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Topic: Annotation and evaluation of exemplar  

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Topic: Annotation and evaluation of exemplar  

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Learning Objective: To examine the elements of Language Analysis rubrics

Learning outcome: To able to analyze and evaluate the exemplar as per the language analysis rubricss.

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PTE Practice YEAR 9 READING PASSAGE 1 (Copy) (Copy)

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PTE Practice YEAR 9 READING PASSAGE 1 (Copy) (Copy)

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Which word or phrase from today’s text stood out to you the most, and how did it affect you as a reader?

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How does the writer’s use of language invite the reader to experience the carnival on a personal or emotional level, rather than just observe it?

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Have I clearly stated what the writer is showing or suggesting in my Point?

Have I selected two strong word choices or phrases from the text as Evidence?

Have I correctly identified the literary devices used (e.g. imagery, metaphor, personification)?

Have I explained what the chosen words suggest about the atmosphere, emotions, or description?

Have I described how these choices affect the reader’s feelings or imagination?

Have I explored how the writer uses language to make the carnival feel alive or meaningful?

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Learning Objective: To analyze the literary devices in the given extract.

Learning outcome: Will be able to comment and justify the effect of language choices on the reader.

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Journal Entry – Dr. John Watson

There are days when I marvel at the enigma that is Sherlock Holmes. His mind races ahead like a storm-charged locomotive, leaving the rest of us trailing behind in the dust of his deductions. I have witnessed him unravel mysteries that confounded even the most seasoned inspectors, yet he remains untouched by praise or recognition. It is in his silences—those long, brooding pauses where his gaze pierces the smoke of his pipe—that I glimpse the burden he carries. I often feel like a humble shadow, observing the flicker of brilliance that burns too intensely to sustain itself without cost.

Today, he paced the sitting room for hours, consumed by a case only he seemed to understand. There is a loneliness in his genius, a detachment that both astounds and troubles me. I find myself wishing he would rest, just once, and allow himself the mercy of ordinary thought. But no—Holmes chases truth with a fire that scorches everything in its path, even his own peace. I am left, once again, to record the brilliance and the wreckage it leaves behind, uncertain whether to admire or worry, or perhaps both at once.

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Can you think of a time when a description in a book, movie, or news article made you feel a strong emotion? Explain

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1. Have I identified the key word or phrase choices made by the writer?

2. Have I explained the emotional or sensory effect these words have on the reader?

3. Have I used evidence from the extract to support my analysis?

4. Have I considered how imagery or sound-based language contributes to mood or tone?

5. Have I reflected on how the writer’s language influences the reader’s thoughts or expectations?

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Brilliant Blazers

Create a chart with two columns:

Language that creates imagery (e.g., flickering bulb, clock ticked, rattling heart)

The emotional effect or image it creates for the reader (e.g., tension, fear, suspense)

Challenge Champions

Write a paragraph explaining how the writer uses language to create an emotional response in the reader.
Guided Questions:

Which words or phrases stood out to you and why?

What emotions did this text make you feel?

What kind of imagery is used, and what effect does it create?

Wisdom Weavers

Write a comparative analysis exploring how this extract uses imagery to affect the reader, and compare it with another short extract or image (you may use a painting of a shadowy corridor or hallway).
Guided Questions:

How do the word choices (e.g., buzzed, rattling, swallowed by darkness) contribute to the tone and mood?

How does this imagery compare to that in your chosen image?

What effect do both texts have on the viewer or reader?

Challenge task - Think about how silence is described in the extract. Why do you think the writer focused so much on silence instead of dialogue? What effect does this have on how we view the character’s emotions and thoughts?

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The hallway stretched endlessly, lit only by a flickering bulb that buzzed like a trapped insect. Her footsteps echoed in the silence, each one swallowed by the darkness ahead. A damp chill curled around her neck, making her breath hitch. Somewhere in the shadows, a clock ticked—slow, deliberate, like a countdown. She paused, heart rattling against her ribs, unsure if the next step would lead her out or deeper in.

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“The air was thick with silence, broken only by the ticking clock that seemed to mock her stillness.”

What feeling or image does this line create for the reader?

Why do you think the writer used the phrase "mock her stillness" instead of simply saying she was still?

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Learning Objective: To analyze the implicit ideas in the given extract.

Learning outcome: Will be able to comment and justify the effect of language choices on the reader.

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In one or two sentences, explain how analysing word choices can change or deepen our understanding of a character’s emotions or a scene’s meaning.

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How do the word choices in the extract help us understand what the character is feeling without directly stating it?

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BB

Identify and list the words or phrases that describe the setting and mood in the paragraph.

Explain what the descriptive word or phrase suggests about the character’s feelings or emotional state.

Write a simple explanation of what the empty seat might symbolise in the extract.

CC

Analyze the use of figurative language (such as metaphor, personification, or symbolism) in the extract.

Explain how it reflects the character’s inner conflict or emotional journey.

Comment on how these word choices help the reader understand the distance between the character and “home.”

WW

Examine the imagery in the paragraph. How do specific word choices like blur, regrets, and empty build a deeper sense of disconnection or loss?

Interpret the writer’s purpose in using these associations — what is being implied about the character’s relationship with her past?

Reflect on what this extract suggests about the weight of memory and emotional separation during a journey.

Challenge task - Think about how silence is described in the extract. Why do you think the writer focused so much on silence instead of dialogue? What effect does this have on how we view the character’s emotions and thoughts?

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She stared out of the train window, watching the trees blur into a smear of green and grey. Inside the carriage, the silence pressed in — not empty, but heavy, like something waiting to be said. Her fingers tapped an uneven rhythm on the glass, a small act of defiance against the stillness. Outside, the world moved on without her, uncaring and constant. The suitcase at her feet held everything she owned, but it felt like she carried much more — regrets, half-finished conversations, choices she couldn’t undo. The seat beside her remained empty, just like the space that had slowly grown between her and home.

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The sky wept as thunder growled in the distance, shaking the silence that had settled over the empty fields. A single candle flickered by the window, casting long, trembling shadows across the wooden floor. Each heartbeat echoed like a warning, louder than the stillness that wrapped itself around the room.

Examine two specific word choices in the paragraph that create a strong atmosphere.

Explain the effect of these word choices on the mood or feeling of the scene.

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Learning Objective: To analyze the word choices in the given extract.

Learning outcome: Will be able to comment and justify how the word choices add meaning and associations in the text.

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Extra resources for Humam, Salma and Tanya

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Extra resources for Humam, Salma and Tanya

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Learning Objective: To analyze the emotional development of Hamlet

Learning Outcome: Will be able to justify how language choice reflects the emotional aspect using evidence from the text.

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Family's the base, where I belong,

Even when everything feels wrong.

Future's blurry, kinda far,

Like a car with a broken star.

"Family First" is what they say,

Keeps me steady, come what may.

Like roots holding onto the ground,

When everything else spins around.

Our vision's like those colors bright,

Different ways of seeing the light.

What we could be, what we might do,

They see it in me, it feels true.

They see the future me, ahead,

Even when I'm stuck in my head.

Their belief's a quiet, strong push,

Like a feeling you can trust.

Yeah, life gets messy, that's the deal,

But their love's something you can feel,

Like a warm hand, holding on tight,

Showing you your own kind of light.

A quiet moment, then a spark,

Like our family's light in the dark.

Family first: the real, solid thing.

Vision in my head, ready to Spring

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In a world where kindness grows
Peaceful hearts, like rivers, flow
Hand in hand, we unite as one
Underneath the brilliant sun

Tolerance blooms in every home
In family ties we will never be alone
With gentle words and an open mind
Harmony is what we find

Non-violence guides our way
Together, we can light up the day
In love and trust, we find place
A brighter world, a warm embrace

Through laughter shared and tears we mend
In unity, our spirits always blend
With every step, let kindness lead
In every heart, plant hope’s sweet seed

Together we can rise above
Creating bonds with peace and love
In this journey, hand in hand
We build a world where all can stand

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GEMS Education launches ‘Family First’ program

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Dubai: UAE Minister of Tolerance and Coexistence, Nahyan bin Mubarak Al Nahyan, has participated in the launch of “Family First” program by GEMS Education at GEMS World Academy in Dubai.
In this revolutionary program GEMS will help underpin its long established holistic classroom learning for stu

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Learning Objective: To develop Summary Writing skills

Learning Outcome: Will be able to compose a summary as per the expectations of summary rubrics

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The keepers of the elephants hold crucial responsibilities in both the daily care and artistic performances of the animals. Firstly, they must build a close bond with the elephants, dedicating significant time and emotional commitment to their wellbeing. In addition to preparing them for shows, keepers guide the elephants' artistic acts. They secure a painting frame, hand the brush to the elephant’s trunk, and replace it whenever necessary. Moreover, they subtly direct the elephant’s brush movements by manipulating the animal’s ears: moving them forward, backward, sideways, or up and down to create dots and lines. After the painting session, the elephants are rewarded with bananas. Furthermore, the paintings produced are often sold for considerable value. Thus, through nurturing and subtle control, the keepers play an essential role in showcasing the elephants’ artistic talents.

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If you were to revise this exemplar, which specific areas from the rubric would you target for improvement, and how would you enhance them to meet the highest criteria?

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•Annotate the exemplar

•Write down the identified features of summary writing from the exemplar

•What is missing here?

•How will you evaluate this?

•Mark as per the rubrics

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Annotation and Evaluation of the Exemplar

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Annotation and Evaluation of the Exemplar

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•Learning Objective: To develop Summary Writing skills

•Learning outcomes: Will be able to annotate the exemplar based on the summary writing rubrics

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Learning Objective: To examine the features of Summary Writing

Learning outcomes: Will be able to create a checklist as per the expectations of Summary writing rubrics

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How has today’s task helped you refine your ability to distinguish between main ideas and supporting details and how might that improve your overall writing skills?

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How does the author link urban farming to reducing environmental harm, and which part of the text best supports this?

In what ways can identifying the writer’s purpose and audience help you create a more focused and relevant summary?

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WISDOM WEAVERS – (Focus on Environmental Benefits)

Identify the key points in the text that are most relevant to the environmental benefits of urban farming and explain how they are supported. Based on your findings, determine the writer’s purpose and who the intended audience might be.

CHALLENGE CHAMPIONS - Focus on Community and Educational Impact

Find the ideas in the text that show how urban farming helps local communities and supports education, and explain how those ideas are developed. Then, explain what the writer is trying to achieve through this text and who they are likely addressing.

BRILLIANT BLAZERS - Focus on Challenges and Solutions

Pick out the parts of the text that talk about the problems faced by urban farming and the ways these problems are being solved. After that, explain in simple terms why the writer wrote this and who they want to inform or persuade.

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The Rise of Urban Farming

In recent years, urban farming has emerged as a creative solution to the global challenges of food security, sustainability, and urbanization. As cities continue to expand, the demand for fresh, local produce has increased dramatically. In response, individuals and communities are turning rooftops, balconies, and abandoned lots into thriving green spaces.

Urban farming comes in many forms, including vertical gardens, hydroponics, and community allotments. These spaces not only supply food, but also create jobs, reduce transportation emissions, and reconnect people with nature. By growing food locally, urban farmers help reduce the environmental impact of transporting food long distances, which often involves fossil fuels and extensive packaging.

One of the most notable benefits of urban farming is its educational potential. Schools and youth centres are increasingly incorporating gardening into their curriculums, giving students hands-on experiences with biology, sustainability, and nutrition. In some cities, urban farms are integrated into restaurant supply chains or social enterprises that employ marginalized groups.

While challenges such as soil contamination, limited space, and high setup costs exist, many cities are introducing policies to support urban agriculture. From tax incentives to training programs, the movement continues to grow—proving that even in concrete jungles, it’s possible to plant seeds of change.

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What is summary writing

What do you think are the elements of an effective summary?

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Learning Objective: To find and use main ideas and strong supporting details in texts.

Learning outcomes: Will be able to read and summarize succinctly and identify the purposes of texts.