English 6 · Second Term Exam · for Cara
Every topic on your pointers is really one question: who is talking, and can you check what they said? A prediction, a summary, a point of view, a persuasive piece, a propaganda line — each one is a claim walking up to the stand.
Nine exhibits, each with a rule the court applies. Finish an exhibit and its seal lights up top. Then comes the hearing: Multiple Choice, Identification and Sentence Construction, the three types printed on your pointers. 50 points.
Call the first witness →p. 101 · Predicting Outcomes
A good prediction is never a guess. It is a small argument, and it has to cite its sources.
Your book says a prediction comes from the clues given in the reading material, or the things one already knows or has experienced. So two sources, every time: the CLUE on the page, and what you already KNEW about how people behave. One without the other is a guess.
p. 118 · Making a Summary & Summarizing Story Events
A summary is the shortest honest version. Honest is the hard part — the moment you say what you felt about it, it stops being a summary.
Your book’s own order: begin with when and where it happened, then the characters the story revolves around, then retell the plot — Beginning (setting and characters), Middle (the problem and how it is resolved), Ending (what became of the characters). You may add what you learned from the characters’ actions last.
“A summary cannot include any opinion. It must be written like someone is telling somebody about the text. This is written in the third-person point of view. The pronouns I and you are not used in summaries.” If your summary has an I, a you, or the word beautiful, cross it out.
p. 147 · Point of View — four types
You lost four points on this in Quiz 2. It is the heaviest exhibit here, so it is drilled hardest.
Check the pronouns first, then count the minds.
I → first person (I, me, my, we, us, our, myself).
YOU → second person (you, your).
he/she/it + ONE MIND → third person limited.
he/she/it + ALL MINDS → third person omniscient.
Limited and omniscient use the same pronouns, so pronouns cannot separate them. Ask instead: whose thoughts does the narrator get inside? Only one character’s — one lamp, limited. More than one, including people the main character cannot hear — the whole ceiling light, omniscient.
| Type | Pronouns | Your book’s example |
|---|---|---|
| First person | I, me, my, we, us, our, myself | I was still half asleep when the plane completely landed. |
| Second person | you, your | You did not see this coming. What are you going to do now? |
| Third person (limited) | he, she, it — one mind only | She got her luggage from the overhead bin, swarmed in the aisle, eager to get off the plane. |
| Third person (omniscient) | he, she, it — knows everything | She ran and hugged her mother… washing away the longing she had for her daughter all these years. (we are now inside the mother’s feelings too) |
Narrator’s POV = who is telling the story. Author’s point of view or stand = “the author’s way of considering something — their opinion, feelings, or thoughts about a particular idea.” The two mothers in your book say opposite things about the same beggar; same scene, different stand. Point of view is used to influence people and how they think.
p. 123 · Using Persuasion to Express Ideas · and Ms. Garcia’s L6 deck, Features of a Persuasive Text
Two things get asked here: what a persuasive text is built from, and which technique a line is using. They are different questions — keep them apart.
“To persuade means to convince, and to be able to convince, you need to express your argument and provide evidence to support your point and a conclusion to summarize your expression.” Three parts, in that order. If an item asks what a persuasive text needs, that is the answer.
FEEL → Emotive language: words that make the reader feel something.
ASK → Rhetorical question: a question that does not need an answer.
PROVE → Facts and statistics: numbers or evidence that make the idea believable.
One question sorts any line: is it making me feel, asking me without wanting a reply, or proving something with a number?
| Technique | What it does | Ms. Garcia’s example |
|---|---|---|
| Emotive language | Uses words to make the reader feel something — it creates empathy. | “Poor, helpless animals are suffering every day.” |
| Rhetorical question | A question that does not need an answer — it makes the reader think. | “Do we really want to destroy our planet?” |
| Facts and statistics | Uses numbers or evidence to make ideas more believable — it builds trust. | “90% of students perform better after exercise.” |
Statements of fact & opinion · plus your notebook table
Two of your four misses in Quiz 1 were here. Both were the same mistake: picking the sentence that sounded nicest instead of the one that could be checked.
Can somebody go and check it — records, a count, a measurement, a date? That is a statement of fact. Does it need somebody’s taste or judgment — best, exciting, enjoyable, most interesting, beautiful? Somebody feels it. That is an opinion.
“A statement of fact can be verified and proven to be true through objective evidence.” Verified — not correct. “The trains are always late” is a statement of fact that may turn out false; your book says so outright. So the test is never “is it true?” It is always “could someone check?”
| Fact | Opinion | |
|---|---|---|
| Nature | Objective | Subjective |
| What it does | States reality | Interprets reality |
| Testing | Can be verified | Cannot be verified |
| Sounds like | 300 registered participants · 5,000 books · serves lunch at 11:30 a.m. | the best in the school · very enjoyable · the most interesting things to study |
Your notebook · Quiz 1, II.A
Three names, one procedure. Do the procedure and the name picks itself.
LINK — find the linking verb: is, am, are, was, were, became, becomes, feels, seems, looks, remains.
LOOK — at the word right after it that tells you about the subject.
A noun → Noun Complement. A pronoun → Pronoun Complement. An adjective → Adjective Complement.
Your notebook’s wording: nouns, pronouns and adjectives are used as complements to add information about the subject.
The Quiz 1 instruction was corrected by hand to read: underline the subject AND underline the linking verb, then write the complement type. Two underlines, then the label. Losing a point for a missing underline is the cheapest point to lose.
| Sentence (from your quiz) | Subject | Linking verb | Complement |
|---|---|---|---|
| Maria became a leader after helping her classmates. | Maria | became | Noun |
| The pupils were proud of their team. | The pupils | were | Adjective |
| The pupils became members of the community. | The pupils | became | Noun |
| The person who organized the donation drive was he. | The person… | was | Pronoun |
pp. 117–118 · Name Calling, Glittering Generalities, Transfer
Two of your Quiz 1 misses were here, and both were the same swap: you called an insult Transfer. Three B’s fix it for good.
Name calling = a BAD NAME pinned on a person or an idea.
Glittering generalities = BIG WARM WORDS with nothing behind them.
Transfer = a BORROWED BADGE — somebody else’s respect, authority or prestige lent to the product.
Ask one question: is it attacking, glowing, or borrowing?
| Technique | What it does | Your book’s examples |
|---|---|---|
| Name calling (labelling) | Denounces values, laughs at opponents, puts down ideas. Gives a person or idea an easy-to-remember pejorative name so the audience rejects it without examining what the label really means. | “He is a misogynist.” · “No one wants to be with a bully.” · “greedy troublemakers” · “selfish and irresponsible leader” · “lazy and selfish student” |
| Glittering generalities | Connects with the audience by speaking to beliefs and values that are dear to them, to create a favorable impression. | “Don’t panic, it’s organic!” · “Eat Fresh” · “The Best Part of Waking Up” · “Let’s Go Places” · “hope, success, and a better future for every family” |
| Transfer | A symbol that carries respect, authority, sanction and prestige is used along with an idea to make it look more acceptable. | “Trusted by Most Doctors” · “Recommended by the Association of Dentists” · “The Only Sports Drink of the Palarong Pambansa” · “Top Choice among Moms” · a respected doctor pictured beside a vitamin |
Quiz 1, no. 16: a poster calls an opposing group “greedy troublemakers” with no evidence. You wrote Transfer; it is Name Calling. Transfer always lends something respectable — a doctor, an association, a national sports event, a flag. If nothing respectable is being borrowed and somebody is being called a name, it is Name Calling.
Quiz 1, no. 19: “Our brand represents hope, success, and a better future for every family.” You wrote Name Calling; it is Glittering Generalities. Nobody is attacked — only big warm words, and no evidence behind any of them.
p. 123 · Using Compound-Complex Sentences
The quiz format is always the same: three ideas, four candidate sentences, one correct combination. There is a pattern, and once you see it the item takes ten seconds.
A compound-complex sentence needs two independent clauses (each can stand alone as a sentence) plus at least one dependent clause (it leans — it cannot stand alone).
Your book’s model: Jill is teaching in Japan (independent), and she is frustrated (independent), because she feels like teaching in vain (dependent).
Leaner words (start a dependent clause): although, even though, because, when, while, since, after, before, if.
Joiner words (join two independent clauses): and, but, or, so, yet — or a semicolon.
The right answer has both, and cutting the sentence at the joiner leaves two pieces that each make sense alone. In all four Quiz 2 items the correct choice looked like:
[Although / Because …], [full sentence], and [full sentence].
| Quiz 2 item | Correct combination | Shape |
|---|---|---|
| no. 11 | Because the examination was difficult, the students reviewed their notes, and they finished the test confidently. | leaner + stand + and + stand |
| no. 13 | The rain continued throughout the afternoon, but the football players stayed on the field because they wanted to finish their final practice. | stand + but + stand + leaner |
| no. 14 | Although some members were nervous, the class prepared a presentation about environmental protection, and they delivered it successfully. | leaner + stand + and + stand |
| no. 15 | Because the school library was crowded, several students needed a quiet place to study, and the librarian opened another reading area. | leaner + stand + and + stand |
p. 151 · Using Intransitive Verbs
One question, asked after the verb, settles every item in this section.
If the sentence answers — there is a word receiving the action — the verb is TRANSITIVE.
If nothing answers, the verb is INTRANSITIVE.
I thanked — whom? the staff → transitive.
I answered — what? (nothing; only worriedly, which is how) → intransitive.
“Intransitive verbs do not need direct objects (or words that receive the action of the verb) to complete their thoughts.” So the test is not whether words follow the verb — it is whether any of them receive the action. Across the information desk and at 4:00 in the afternoon tell where and when, not what. Those verbs stay intransitive.
| Sentence | Verb | Ask “what?” | Type |
|---|---|---|---|
| The staff apologized and left. | apologized, left | nothing receives it | Intransitive |
| I sat across the information desk. | sat | across the desk = where | Intransitive |
| The check-in counter opened at 4:00. | opened | at 4:00 = when | Intransitive |
| Carlo reviewed his notes carefully. | reviewed | reviewed his notes | Transitive |
| The players disappointed their coach. | disappointed | disappointed their coach | Transitive |
Three parts, exactly the types printed on your pointers: Multiple Choice, Identification, and Sentence Construction. 50 points. Part I opens with a passage you have never read — that is the real test.
Choose the letter of the correct answer. 25 points. Items 1–7 are about the passage below.
A fresh case — you have not seen this one before
For as long as anyone at San Roque Elementary could remember, the old acacia had stood beside Gate 3, dropping its small yellow flowers on everyone who passed underneath. In June the school announced that the tree would be cut down to make room for a covered court.
Miguel, a Grade 6 pupil who ate his lunch under that tree every day, did not take the news quietly. He wrote a letter to the principal arguing that the acacia should stay. The school needed shade more than it needed cement, he wrote. He had counted the pupils eating under the tree one Friday: forty-one of them, because the canteen seats only sixty and the sun outside was merciless.
He ended his letter with a question he did not expect anyone to answer: Who will give the Grade 6 pupils shade when the acacia is gone?
Not everyone agreed. The basketball team pointed out that practice was cancelled eleven times last rainy season, and that a covered court would also serve as the venue for the Linggo ng Wika program. Some of them began calling Miguel and his friends “the tree huggers who hate sports.”
Miguel read the team’s reply twice. Although he still believed the tree mattered, he walked to the empty lot behind the canteen and measured it, and he found that a court would fit there with four metres to spare. He rewrote his letter. This time he asked for both.
In November the court rose behind the canteen. The acacia kept dropping its yellow flowers on Gate 3, and Miguel ate his lunch under it, listening to a basketball bouncing somewhere behind the building.
Type the term being described. Spelling is forgiven; the term is not. 20 points.
Write the sentence yourself. 5 points.
Read this first. A page cannot judge whether your sentence is beautiful, so it does not pretend to. What it checks is the structure Ma’am is grading for — the leaner word, the joiner, the linking verb, the banned pronouns. After you submit, a model answer appears. Compare yours against it, and let Ma’am judge the meaning.
One screen · every rule, word for word
Court is adjourned. Run it again in two days — the second run is where it sticks.