Reading for gist means understanding the overall message without stopping at every unfamiliar word.
Look at the title, opening, repeated ideas and ending, then decide what the text mainly explains or argues.
A topic names the subject, but a main idea says something about that subject.
See it. Say it. Understand it.
Easy / Start here
A text's topic can be school travel, while its main idea may be that a safer walking route benefits learners.
Moderate / Add a little
A useful heading covers the paragraph's point, not just one example.
More detail for teachers and confident learners
Reading for gist means understanding the overall message without stopping at every unfamiliar word. Look at the title, opening, repeated ideas and ending, then decide what the text mainly explains or argues. A topic names the subject, but a main idea says something about that subject. A detail may be true and memorable without representing the whole passage. Headings should cover the important content of their paragraph rather than one small example.
Read once for the broad meaning and again to confirm it with evidence. An unfamiliar word can often be left temporarily if the surrounding meaning remains clear. Do not choose a heading simply because it repeats a word from the paragraph. Ask whether the heading explains the paragraph's purpose. In your own one-sentence summary, preserve the writer's main point and avoid adding an opinion which does not appear in the source.
During Grade 11 revision, recognise the purpose of the language before selecting a form or structure. The models illustrate useful decisions without guaranteeing a particular examination task. Check both accuracy and relevance, then correct the features which affect the message most.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
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An inference is a conclusion supported by clues rather than a fact stated directly.
Identify the words or actions that suggest the conclusion, combine them with reasonable background knowledge, and choose the interpretation requiring the fewest unsupported assumptions.
A character's action can reveal emotion, but the emotion should fit the full situation.
See it. Say it. Understand it.
Easy / Start here
A character repeatedly watching a door may be expecting someone, but the text must support the conclusion.
Moderate / Add a little
An inference answer explains how a clue supports the conclusion.
More detail for teachers and confident learners
An inference is a conclusion supported by clues rather than a fact stated directly. Identify the words or actions that suggest the conclusion, combine them with reasonable background knowledge, and choose the interpretation requiring the fewest unsupported assumptions. A character's action can reveal emotion, but the emotion should fit the full situation. Distinguish what is certain from what is merely possible.
Use cautious language when the text leaves room for more than one interpretation. Phrases such as suggests and may indicate show that you are drawing a conclusion. Explain the evidence in your own words rather than repeating a long section of the passage. In multiple-choice questions, reject answers that sound plausible but add information not supported by the text. An effective inference answer links a specific clue to a clear conclusion.
During Grade 11 revision, recognise the purpose of the language before selecting a form or structure. The models illustrate useful decisions without guaranteeing a particular examination task. Check both accuracy and relevance, then correct the features which affect the message most.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
Practise the whole unit and receive a separate answer or model guide.
A summary selects the main relevant ideas and expresses them more briefly.
First identify the task's focus, then distinguish essential points from illustrations, repetition and background detail.
Group related points and write connected sentences in your own words where possible.
See it. Say it. Understand it.
Easy / Start here
A summary keeps the main relevant ideas, removes repeated examples and preserves qualifications.
Moderate / Add a little
Own words should change expression without changing facts or the writer's position.
More detail for teachers and confident learners
A summary selects the main relevant ideas and expresses them more briefly. First identify the task's focus, then distinguish essential points from illustrations, repetition and background detail. Group related points and write connected sentences in your own words where possible. Keep names, numbers and technical terms accurate when they are necessary. A summary should represent the source rather than add your opinion.
Do not shorten a passage merely by deleting every second sentence. That can remove the logic or distort a qualification. Use a general term to combine examples only when it preserves their meaning. A word limit requires selection, not tiny handwriting or unexplained abbreviations. Compare the finished summary with the source to check that no important relationship has changed, then remove repetition and repair any grammar affected by compression.
During Grade 11 revision, recognise the purpose of the language before selecting a form or structure. The models illustrate useful decisions without guaranteeing a particular examination task. Check both accuracy and relevance, then correct the features which affect the message most.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
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