HOMEWORK
ASSIGNMENT
(12 Marks)
Reading (Passage)
Read the following passage carefully
SCHOOLS IN THE CLOUD
(1) On a weekday morning. 64-year-old Jackie Barrow
Saddleworth, England, log on to Skype and makes a call Hai
turn to their 12 shared computers in Kingeria, a village in
projection of Barrow's face flickers and is greeted with cheeran
to the kids. "I don't know what an elephant looks like. Can you find me noh
(2) The assembled children, aged 6 to 14, set upon this task with th
non-school activities. After five minutes of online searching, a diverse arra
an their screens! But I heard there are two types of elephants," says Barrow
don't know the difference."
computer in her home in
way around the world, 60 students
mputers in Kiageria, a village in West Bengal. Within mi
ated with cheers, "Hello everybody," she says, way
les like, Can you find me a photo of one?"
set upon this task with the exuberance usually reserved to
ng a diverse array of elephant photos is
ve Barrow. "Indian and African. I
ant related knowledge has covered all
Bosons behind being threatened by
(3) By the end of the 40-minute session, their hunt for elephant-related know
types of elephants, their habitat, appearance, food, and reasons behind bein
her sessions, Barrow plays them a song on her saxophone, makes a snowman web
poachers. In other sessions, Barrow plays them a song on her
howman while
toking suggestions on which carrot to use for its nose, and introduces the children
es the children to her dog, Misty
() This is a School in the Cloud (SITC) centre, one of seven such set-ups, five in India and
an educational researcher and a professor at Newcastle
UK, the brainchild of Sugata Mitra, an educational researcher a
other the ideas that children learn best when
University. The SITC concept brings together the ideas that child.
unsupervised and in a group, and that a benign, encouraging presence in het
teacher sitting at the head of the room.
raging presence is better than a strict
2222222
(5) Through its centres, the first of which began functioning in February 2014, Mitra is hoe
introduce a more effective model for learning than what he dubs the 19th-cen
o than what he dubs the 19th-century approach" that
persists in India.
(6) The roots of this concept go back about 15 years. "In 1999, we launched the Hole in the Wall project
in Delhi, which provided slum children with free access to a computer with an internet connection."
Mitra says. "Through this, we observed that children can learn quickly when unsupervised and in
groups, but also hit a ceiling beyond which they need assistance." Then Mitra thought: "who's more
encouraging than a grandparent?" Accordingly, SITC registered 'grannies'identified through local
NGOs in countries as far apart as England, Australia and Argentina. "They aren't all grannies or
even senior citizens. We chose to have such supportive figures that can be accessible online as it
removes the problem of proximity of people," says Mitra.
Which word in paragraph 1 of the passage conveythe meaning'appears steadily'
) Find a word in paragraph 2 of the passage that means same as enthusiasm
3) Which word in paragraph means the passage means the same as unkind
Which word in paragraph 6 of the passage can be repla
ne passage conveys the meaning 'appears unsteadily'?
the passage that means the same as 'enthusiasm'.
he passage means the opposite of 'unkind or unfriendly
the passage can be replaced by the word 'available'?
Ala
Lackie Ratio
Answers
The history of Poles in the United States dates to the American Colonial era. Poles have lived in present-day United States territories for over 400 years—since 1608. There are 10 million Americans of Polish descent in the U.S. today, making it the largest diaspora of Poles in the world. Polish Americans have always been the largest group of Slavic origin in the United States.
Historians divide Polish American immigration into three "waves", the largest from 1870 to 1914, a second after World War II, and a third after Poland's independence in 1989. Most Polish Americans are descended from the first wave, when millions of Poles fled Polish districts of Germany, Russia, and Austria. This group is often called the za chlebem (for bread) immigrants because most were peasants in Poland who did not own land and lacked basic subsistence. Austrian Poles were from Galicia, unarguably the most destitute region in Europe at the time. Up to a third of Poles living in the United States returned to Poland after a few years, but the majority stayed. Substantial research and sociological works such as The Polish Peasant in Europe and America found that many Polish immigrants shared a common objective of someday owning land in the U.S. or back in Poland.[1] Anti-Slavic legislation cut Polish immigration from 1921 to World War II, but opened up after World War II to include many displaced persons from the Holocaust. A third wave, much smaller, came in 1989 when Poland was freed from Communist rule.