Exam Notes for Grade 8 English

Report Writing:
Title: • Clearly identifies the topic of the
report.

• Should be concise and informative.

Introduction:
• Outlines the purpose of the report.
(1st Paragraph)
• Provides the reason for the report.

• Includes what the report covers

Body Paragraphs:
• Each section covers a specific point or
(2nd and 3rd paragraphs) aspect of the topic.
NOTE: Decide the headings according to the
• 2nd paragraph will cover the
question requirement; if the question asks you
advantages/ positive points. Provide
to write advantages/ disadvantages, use these
two points.
words as headings. In case the question asks
you to write positive/ negative points, these
• 3rd paragraph will cover the
should be your headings.
disadvantages/ negative points. Write
two points.

• If the question does not ask you to

Conclusion/ Recommendations : give suggestions/ recommendations,
write a conclusion. In your
(4th paragraph)
conclusion, summarize the key points
NOTE: Either use the heading Conclusion OR or findings of the report.
Recommendations.
• If the question asks you to give
suggestions/ recommendations,
provide suggestions for action or
improvements based on the findings.
Write two suggestions.

• The Recommendations/ suggestions

should be written in bullet points.
 SAMPLE REPORT

A School Trip to Shallal Theme Park

Introduction:

Recently, senior section made a trip to Shallal Theme Park. I have prepared this report to discuss
the positive and negative points of the trip, and offer some suggestions for next year’s school
trip.

Positive points:

The trip offered a chance for the students to enjoy a day with their friends outside school. Most
students agreed that the rides were adventurous. Also, the staff there was helpful and guided the
students well about the rides.
Negative points:

However, many students felt that the snacks available at the tuc shops were overly priced.
Moreover, students complained that the time was too less, which inhibited them from
experiencing most of the rides.

Recommendations:

I would suggest that

• the time should be increased so students may enjoy more.

• the school should arrange a variety of snacks for students at a reasonable price.
Message Writing:
• stick to the given word limits
• write using the correct format
• The word count should be capped at sixty NOT more than that
• Use contractions (I’m, I’ve, don’t, can’t etc)
• Include a question
• Use linking words (therefore, since, because, but, so)
• Use multiple punctuation marks (full stop, question mark, comma, exclamation mark)
• Correct grammar and spellings
• Do not use short forms of words (plz, bcs)
• Keep the tone conversational (use expressions such as “Let me know,” “What do you
think?”, “How about”)
• Add a conditional (If you agree etc)
• Use English names

SAMPLE MESSAGE

Hey Jo,

I think I left my jacket in your living room last night – it's the black one with the silver zipper
and pockets. Could you bring it to school tomorrow? I totally forgot about it until now. Sorry for
the hassle, and thanks a million!

Mark
Discursive Essay
How to put forward your for arguments
• People in favour of + topic argue that

• Supporters of + topic believe that

• Advocates of + topic maintain that

• Campaigners of + topic claim that

• Proponents of + topic feel that

• Those who support + topic suggest that

• Pressure groups in favour of + topic agree that

• Believers in + topic

• Followers of + topic

• Users of + topic

Putting forward your against arguments

• People against + topic argue that

• Critics of + topic believe that

• Opponents of + topic maintain that

• Challengers of + topic claim that

• Campaigners against + topic feel that

• Those opposed to + topic suggest that

• Pressure groups against + topic agree that

Connectives
Conclusion Word Bank:
• To sum up/ altogether…
• On this basis, I can conclude that...
• Given this, it can be concluded that...
• Having proved this, I would like to...
• In conclusion, I would like to stress that…
• All in all, I believe that...
• Ultimately,...
• Finally, I would conclude that…
• As outlined previously/earlier
• As previously stated,…
• We could conclude that..
 Sports stars are the best type of people for teenagers to admire and copy.’ Do
you agree?
Sample Essay
Teenagers have different role models, from actors to leaders to sports stars. But are sports stars
the best people for youngsters to copy?

To begin with, sports stars are hardworking and show teenagers that everything is achievable
through determination and teamwork. Moreover, they are a symbol of hope. A great instance
would be the renowned footballer, Ronaldo, who has reached heights despite his
underprivileged background.

On the other hand, sports stars can be the worst role model for students who may start
neglecting their studies for sports. Furthermore, these sports stars are always in competition
with each other creating a negative tension among their followers too.

To sum up, it can be said that teenagers should take inspiration from people who are successful
in both academics and sports. This way they will learn the best practices from their role models.
Types of Imagery:

Visual Imagery Descriptive language that appeals to the sense of sight, helping the reader
imagine scenes, colors, shapes, or appearances.

Example: "The sunset painted the sky in hues of orange and pink."

Aural Imagery: Descriptive language that appeals to the sense of hearing, evoking sounds or
silence.

Example: "The leaves rustled softly in the gentle breeze."

Olfactory Imagery Descriptive language that appeals to the sense of smell, evoking specific
scents.

Example: "The aroma of freshly baked bread filled the kitchen."

Tactile Imagery Descriptive language that appeals to the sense of touch, evoking textures,
temperatures, or sensations.

Example: "The rough bark of the tree scraped against her palms."

Types of Irony:
Verbal Irony When someone says something but means the opposite, often for sarcasm
or humor.

Example: Saying, "What a beautiful day!" during a storm.

Situational Irony When the outcome of a situation is the opposite of what is expected.

Example: A lifeguard drowning in a swimming pool.

Dramatic Irony When the audience knows something that the characters do not, creating
tension or humor.

Example: In a horror movie, the audience knows the killer is hiding in the
house, but the character does not.
Figurative Language:
Simile A comparison using "like" or "as" (e.g., "Her smile was as bright
as the sun").

Metaphor A direct comparison saying one thing is another (e.g., "Time is a

thief").

Personification Giving human qualities to non-human things (e.g., "The wind

whispered through the trees").

Onomatopoeia Words that mimic sounds (e.g., "buzz," "splash").

Alliteration The repetition of initial consonant sounds (e.g., "She sells

seashells by the seashore").

Hyperbole An exaggerated statement for effect (e.g., "I’ve told you a million
times").

Pathetic Fallacy Attributing human emotions to nature or inanimate objects, often

reflecting mood (e.g., "The angry storm clouds loomed
overhead").
Checkpoint Paper I, Part 2 (Short Comprehension):
• In this part, learners are required to select the correct meaning of the message shown in
an image.

• Learners need to circle one of the three choices given.

• The task requires careful reading and accurate matching of information to determine the
correct response.

• Learners need to be good at making inferences and identifying different ways to convey a
message; errors are often made when learners focus on words shared by the text and the
multiple-choice option and do not consider the wider context of the message.

• Underline the key words in the MESSAGE TEXT and THE OPTIONS.
• Before deciding on the option, make sure you have read both the QUESTION and
OPTIONS.

Checkpoint Paper I, Part 3 (Dialogue Completion):

• There are eight dialogues given. One is already used up in example.

• Out of the remaining seven dialogues, two options will not be used.

• You just need to write the LETTER, and not complete dialogue in the given space.

• Before deciding on the option, make sure you have read the dialogues BEFORE AND
AFTER the space. Errors are often made when learners find an item to match the
sentence before or after but not both.