Well, we made it!

The battle is almost over.

Our course is finished and soon your studies at Leksands Gymnasium will be a memory, hopefully to be looked back on with fondness.

I wish you all every success in your life choices and hope you will get gain from the English studies you have done this last academic year.

I want to leave you with the words of the Desiderata- a poem written by max Erhmann in 1927

And here it is on YouTube

No lesson today- informal talk about grades

We have now come to our final lesson of the year. No teaching today just informal talks about grades for those who would like it.

I will be around from 8.30 a.m. onwards.

Ok, instead of feeling the last lesson is just a waste of time why not read and discuss the following article:
http://www.australiansabroad.com/sweden/youknow.html

Thank you for participating faithfully in the course.

Don't just look at the letter you get as a grade result- look at everything you have learnt and how your English has improved this year.

See it as a life skill in this globalized age where communication in English pervades many jobs and different walks of life.

Remember aslo the value of literature in the original language. Shakespeare's plays are an amazing mirror on our present-day society where so much is governed by a desire for power and money.

We can see that the struggle was the same over 400 years ago.

Finally I want to wish you every success in your continued studies/life choices...

There is a life after Leksand's Gymnasium!!!!!!!!!!!!!!!

As you finish off your time at the school please don't allow alcohol and other consciousness-changing substances spoil the experience of saying farewell to many of the friends who you will carry with you throughout life.
Take care!

Tomorrow- Results of Camridge Tests not the whole course

The marking of the essays and reports has taken me an enormous number of hours of work.

This means that by tomorrow I will be ready with the results of the 4 parts of the Cambridge Advance Examination  ( Speaking, writing, reading and listening)

However I will  NOT be ready with the Course grades until this Wednesday 28th May.

So please be patient.

Tomorrow there will be a list on the teacher's desk. We will start the talks at 8.50 and I will talk to you according to the order on the list.

If you have not yet done the course assessment DON'T come to the exam grades talk.

Remember www.leksand.se/kurs

Friday's lesson- presentation of project reports

Your final assignment for the English 7 course is to give an oral presentation of your project report.

You will do this in groups of five students.

The presentations are to take max. 8 minutes and follow the same format as the written report. Allow a minute at the end for 1 or 2 short questions from the others in the group.

There should be no two students with the same presentation in one group.

Try to mix  students from different study programmes as far as possible

Here is the link to the document to fill in your names

Take time today to ask any relevant questions.

With regard to the CAE tests I have marked 2½ parts...
I will try to get the essays done by Wednesday...

I would like all students to do an assessment of the course.
This can be found at
www.leksand.se/kurs

Cambridge Writing today- otherwise no lesson

Good morning!

Today we give those who missed the Cambridge writing an opportunity to do it.

8 a.m. - 10 a.m.

The rest of you have reports, assignments etc.

Our lesson on Monday will begin at around 8.50...

We will discuss the oral presentation of the reports next Friday.

Have a good weekend!

Reschedule!

Today's lesson starts as usual around 8.50 a.m.- 9 a.m.

Since almost half the class missed the writing part of the CAE on Friday we will have to reschedule the course a bit.

Today I want to check up with each person individually how they are doing with regard to the remaining assignments.

This Friday's lesson will be used for those who missed the writing part of the CAE.. The others will have a lie-in or a chance to get precious work done!

We will cancel the debate and instead work towards the final task of presenting the reports orally in class- in small groups.

This will be done next Friday (week 21) on 23rd May.

Remember the deadline for handing in your reports is Wednesday 21st May

That means we will use the  lesson on Monday week 22 for talking about grades and push our final lesson to Monday 2 June (week 23)

Writing today 8-10 a.m.

Today we are going to do the final part of the tests taken from the Camridge Advanced Examination- writing.

The test will take 2 hours and consists of 2 questions.

Part 1 is COMPULSORY and then you choose ONE question from numbers 2-5

Both pieces of writing should be around 250 words EACH.

Students from SA11 and any others who miss the Writing today will have a chance of doing it next Friday from 12- 2 p.m.

Please don't forget to hand in your assignments

Modern literature

Shakespeare

Report

The deadline is Wednesday 21st May.

On Monday we will prepare for our final assignment- the oral presentation of the projects in small groups. This will replace the planned DEBATE.

The lesson will start at 9 a.m. as usual

Start today 8.45 Reading

Today we have the reading part of the CAE test.

Start 8.45 a.m.

Welcome

Welcome back-Listening test

Welcome back after the Easter break!  Hope you have had a good break even if we are now in the silly season with a very hard run-up to your graduation.

As you hopefully have noticed I have corrected all the documents I have received for Shakespeare and the modern novel.

Most people have done at least one of the tasks for each book but I have to remind you that all three assignments for each work are compulsory.

Here are the relevant assignments:

Shakespeare 
Analysis   ( all done)
10-25 questions   ( seven missing)
Comparison play and film  (seven missing)

Modern Novel
Word analysis (19 done- 11 missing)
Assignment II (13 done- 17 missing)
Assgnment III  (10 done)

Failure to complete these will mean an "F" Grade 

Today we continue our final course tests.

Listening today.

Good luck!!

 

Update of planner. Practice writing

Today we will be completing the speaking part of the Cambridge test for the music students who missed out last week.
At the beginning of the lesson we will look at the changes to the planner and  what it says about the writing part of the test.

Here is how the Cambridge book describes it:

The paper consists of two parts and candidates have to complete two tasks ( letters, reports, articles, competition entries, proposals, reviews and leaflets) of approximately 250 words each

Part 1 consists of one compulsory task based on substantial reading input.
Part 2 consists of one task from a choice of four.
Question 5 is always related to business.

Line-up for the CAE speaking today

Here is a proposed timetable for the groups that I have spoken to  for the CAE speaking test today

Venue:   Lingotek
Make sure you come on time


8.00              Emma S  Jessika S

8.10              Catrine, Nathalie, Emma E

8.25               Effe, Daniel

8.35               Linnea, Hanna P

8.45               Johan N, Erik J, Filip W

9.00               Henrik, Jonathan G

9.10               Erik A, Simon E, Lukas L

Then all the others in suitable groups

Good luck!

On Monday I will do the speaking exam with the music program students at 9 a.m. On the blog there will a part of the CAE writing (3 practice questions) to try your hand at.
At 9.35 l give you some feedback, tips and ideas

cae Speaking

Today we start the CAE speaking..

At 8.45
Simon J  + external candidate

9.00
Economics students

9.15
Yixuan, Jonathan L, Anton

9.30
NA/ TE group

9.45
Group of 2 students

The speaking exam is done in the Lingotek.
 obs!!!!!!
BEFORE FRIDAY EMAIL ME YOUR GROUPS FOR THE SPEAKING EXAM

Rest of you prepare for CAE and do unfinished assignments

Preparing for the speaking part of CAE

Today we are going to practice for the speaking part of the CAE.

Here is some general information:
 

www.CambridgeEnglish.org

This document will help you familiarise yourself with theSpeaking test for

Cambridge English:

Advanced also known as

Certificate in Advanced English(CAE)

How the Cambridge English:

Advanced Speaking test is assessed

Advanced Speaking test

The Speaking test is 15 minutes long and consists of four parts. The standard test 
format is two candidates and two examiners. One examiner (the interlocutor) 
conducts the test, providing you with the necessary materials and explaining 
what you have to do. The other examiner (the assessor) is introduced to you, 
but then takes no further part in the interaction.

Part 1

(3 minutes)

The interlocutor first asks you and your partner a few questions. The interlocutor asks

candidates for some information about themselves, then widens the scope of the 
questions by  asking about, for example, candidates’ leisure activities, studies, 
travel and daily life.

Candidates are expected to respond to the interlocutor’s questions and listen to
 what their partner has to say.

Part 2

(a one-minute ‘long turn’ for each candidate, plus a 30-second response from the

second candidate)

You are each given the opportunity to talk for about a minute, and 
to comment briefly after your partner has spoken.

The interlocutor gives you a set of pictures and asks you to talk about them for about one

minute. It is important to listen carefully to the interlocutor’s instructions. 
The interlocutor then asks your partner a question about your

 pictures and your partner responds briefly. You are then given another 
set of pictures to look at

Your partner talks about these picturesfor about one minute.
 This time the interlocutor asks you a question about your partner’s

pictures and you respond briefly.

Part 3

(approximately 4 minutes)

In this part of the test, you and your partner are asked to talk together. 
The interlocutor places a new set of pictures on the table between you. 
This stimulus provides the basis for a discussion. 
The interlocutor explains what you have to do.

Part 4

(approximately 4 minutes)

The  interlocutor asks some further questions, which leads to a 
more general discussion of what you have talked about in Part 3. 

You may comment on your partner’s answers if you wish

As you do the test, the assessor focuses on these areas of your English;

Grammatical Resource 

Are you using a good range of grammatical structures?

Are you using these structures correctly?













Lexical Resource
Are you using a good range of vocabulary?

Are you using vocabulary which is appropriate for the topics you are talking about?

Are you using it correctly?

Are you showing that you can use suitable vocabulary to talk about topics which are 

unfamiliar to you, as well as topics which you are more used to talking about?

Discourse Management

Are you using both long and short answers, depending on the task? 

Is everything you say relevant to the topic of discussion?

Are your ideas expressed in clear and well-organised language?

Are you using a range of language to link and organise your ideas?

Are you able to speak fluently, without too much hesitation?

Pronunciation

You don’t need to have an English accent, but it is important to be clear.

Are you pronouncing individual sounds correctly?

Are you placing stress on the right parts of words and on the right

words in sentences?

Does your voice go up and down at the right times?

Does your pronunciation help you to communicate what you mean?

Interactive Communication

Are you able to interact with the other candidate easily and effectively?

Are you listening to the other candidate and answering in a way that makes sense?

Are you able to start a discussion and help manage the discussion so that 

you and your partner keep it going?

Can you think of new ideas to add to the discussion? 

The examiner checks on your

Global Achievement

. This is about your general

performance.

How well are you speaking about the topics you are given?

Are your answers clear and fluent?

Are you using language which is right for the

Cambridge English: Advanced level?

When your test is complete, the examiners give you marks for each of these things:

Grammar, Vocabulary, Discourse Management, Pronunciation,

Interactive Communication and Global Achievement.

Here is a video recording of two candidates doing the examination

Here are the comments about their performance

Here are several examples of the test materials
 Here is an example of the kind of questions used in part 1

Final assignment- modern novel

Welcome to a new week.
I hope the work on your report went well.
Obviously many of you are still working frantically with your project so do not panic about handing in your report.
However, last week should have given you a chance to get started and come some way to a structure for your English 7 report.

We now come to the final assignment for the modern novel.

As for the Shakespeare there are three assignments- one based on the language (in this case the etymology of words in "Letters from the Inside").
The other two assignments are based on the context of the two books and are designed to give you an opportunity to discuss the content of the works.

Here are the second assignments again(in case you have forgotten!)
200-300 words please

CHOOSE 1 out of the 4 assignments.

Exodus
1.
What makes a leader of people? Courage? Conviction? Resourcefulness? Foolhardiness? All of those things, but perhaps above all a leader has a vision of the future. A dream.
Mara isn't a leader of people when this story starts. She's just a young girl eking out her existence with her family and a few other villagers on a tiny, remote, sinking island. In Mara's world global warming has taken its toll. The ice caps have melted, sea levels have risen and the world has sunk beneath the waters. Storms and tidal surges batter the few remaining, scattered settlements. For all Mara and the people of the tiny island of Wing know, they may be the last souls left alive on planet earth. There is nothing out there beyond their encroaching shores except a vast and angry ocean.
So when they finally have to abandon Wing, it is a desperate and fearful group of people who take to their tiny fishing boats. And they are almost entirely without hope, except for something that Mara has told them. She has accessed the old technology, found her way into the Weave:

Above the scrolling text, the on-screen simulation shows a cluster of towers, colossal trunks of towers, rising out of the flooded ruins of an old city. Now a vast, geometric construction - tiers and branching networks - begins to grow out of the central trunk, cresting higher and higher into the sky, mapping the air space between the towers with amazingly complex patterns, while massive roots bore down through the seabed, deep into the Earth.
Mara's parents gaze in astonishment at the vast structure that rises out of the ocean - a giant city in the sky.
'Impossible,' says Coll. 'It would blow down. How could it withstand a storm?'

Trace the steps by which Mara changes from a fifteen-year-old-girl to a courageous leader

2. "Exodus"- Science fiction or a realistic scenario?

Letters from the Inside
1.
Write a newspaper article about Tracey. You are a reporter from a youth magazine who has interviewed Tracey and then decided to write an article about her.

2. Analyse the concepts of freedom and confinement(isolation) presented in the book. Who is free and who is not? What does the ending of the book say about this theme?

The final (third) assignment is as follows:

Letters from the Inside
 Write an alternative ending to the book using the same style as the author...

Exodus
Write a letter to the author expressing what you liked (or disliked) about the book. Were there any questions you had about the plot, characters or inspiration for the book? Name them here.

Next week we will be doing the Speaking part of the Cambridge Advanced Examination. This Friday you will have the opportunity to examine what the test consists of and practise for it in small groups.

Report Week

There will be no classes this week.

Report- Clarification
4. Introduction
In this section you should include

• Background- some information about why you chose the area/subject you did
• Aims/goals- what was the purpose of doing what you did
• Method- what methods did you use to obtain your goals

  Then you can go on with
5. Findings
This is called "Results" in other reports

If you have any queries please contact me.

You will have the opportunity to work on your report and complete the assignments which go towards your final grade.

Let me remind you which those are:

Shakespeare

1. One page analysis
2. 10 questions
3. comparison- film and book

Modern Book

1. Etymology 10 words from British English, American English and Australian English based on "Letters from the Inside"
2. Assignment 2 for "Exodus" OR "letters from the Inside"

Click here

1. Final assignment for the book (not given yet)

Formal Writing

1. CV
2. Covering letter

If you missed the lesson on Friday, the instructions for the report writing are on the blog.

Good luck!

Report Writing

Today we begin our last major piece of work before tackling some of the papers from the Cambridge Advanced Exam.

This is what is written in the curriculum about writing assignments

• Muntlig och skriftlig produktion och interaktion i olika situationer och med olika syften, där eleverna argumenterar ur olika perspektiv, ansöker, resonerar, värderar, utreder, förhandlar och motiverar sina åsikter.
• Muntlig och skriftlig framställning inom valt fördjupningsområde.
• Strategier för användning av olika typer av källor, med källkritisk medvetenhet och vedertagna sätt att ange källor, inom valt fördjupningsområde och inom andra områden.

That is why we will be writing a report based on your so-called
"Gymnasiearbete".

Here is the basic structure for your report:

Simple Report Writing: Structure

Standardly, your report should contain the following elements:

1.      title page;

2.      contents;

3.      abstract; (summary + key words)

4.      introduction;

5.      findings;

6.      discussion;

7.      recommendations (if appropriate)

8.      conclusion;

9.      references;

 
Since the focus of the report is on CONTENT and not on FORMALIA the following applies:

Simple Report Writing: Style

Since the main objective of any report is to present 

information in a most distinct way, mind the following:

• keep the language simple and easily readable;
• avoid heavy constructions and too long sentences.  

 With regard to the presentation of the report the following applies:

Simple Report Writing: Presentation

The way you lay out your report is crucial for its readability:

1.      structure your report with obvious highlighted headings;

2.      use an accepted system for sources and footnotes;

3.      make a glossary of special terms at the end if necessary

How many words?

Your report should be between 600-900 words 

Adaptation for different programs
 For the social science, natural science and technology programme the report should cover your "gymnasiearbete" as it stands.

For the music programme the report should focus on a general presentation of the concert project but with the possibility of going deeper into one of the following areas:

• The choice of theme and songs/music
• The marketing and preparations for the concert
• the challenges of organising and co.operating in a project like this 

This report will need to be completed after the actual performances in order to be able to conclude it successfully.
 
For the economists the report should focus on the "YE" (Young Enterprise) company where the introduction explains the choice of company (service/retail sector) etc. The findings should cover the actual carrying out of the company activities and the discussion should focus on the problems and possibilities faced.

If you have any questions please do not hesitate to ask. We will begin today to focus on the basic materials needed for writing the report and how to start going about it.

As previously stated the focus is on content but, obviously, the report needs to have a clear structure and be consistent in its use of formalia. 

No lesson today. here is the assignment for Exodus and Letters from the Inside

This morning we will be welcoming officially our friends from Soroti who will be spending the week with us.

Hence, we will not have an English class and the students from SA11 will be involved in the meeting.

So I have given you two assignments each for "Exodus"  (by Julie Bertagna) and "Letters from the Inside" (by John Marsden)


200-300 words please

CHOOSE 1 out of the 4 assignments.

Exodus
1.
What makes a leader of people? Courage? Conviction? Resourcefulness? Foolhardiness? All of those things, but perhaps above all a leader has a vision of the future. A dream.
Mara isn't a leader of people when this story starts. She's just a young girl eking out her existence with her family and a few other villagers on a tiny, remote, sinking island. In Mara's world global warming has taken its toll. The ice caps have melted, sea levels have risen and the world has sunk beneath the waters. Storms and tidal surges batter the few remaining, scattered settlements. For all Mara and the people of the tiny island of Wing know, they may be the last souls left alive on planet earth. There is nothing out there beyond their encroaching shores except a vast and angry ocean.
So when they finally have to abandon Wing, it is a desperate and fearful group of people who take to their tiny fishing boats. And they are almost entirely without hope, except for something that Mara has told them. She has accessed the old technology, found her way into the Weave:

Above the scrolling text, the on-screen simulation shows a cluster of towers, colossal trunks of towers, rising out of the flooded ruins of an old city. Now a vast, geometric construction - tiers and branching networks - begins to grow out of the central trunk, cresting higher and higher into the sky, mapping the air space between the towers with amazingly complex patterns, while massive roots bore down through the seabed, deep into the Earth.
Mara's parents gaze in astonishment at the vast structure that rises out of the ocean - a giant city in the sky.
'Impossible,' says Coll. 'It would blow down. How could it withstand a storm?'

Trace the steps by which Mara changes from a fifteen-year-old-girl to a courageous leader

2. "Exodus"- Science fiction or a realistic scenario?

Letters from the Inside
1.
Write a newspaper article about Tracey. You are a reporter from a youth magazine who has interviewed Tracey and then decided to write an article about her.

2. Analyse the concepts of freedom and confinement(isolation) presented in the book. Who is free and who is not? What does the ending of the book say about this theme?

Darwin's Nightmare II

First of all some information about next week.
 There will be no class on Monday since we will be welcoming our visitors from Soroti ( SA11 you will be involved in this in Room 1108).
However, the task for "Exodus" and "Letters from the Inside" will be on the blog..
Next Friday we will start working on  writing and presenting  your report. Meet at 8 a.m.in room 1203 as usual to go through the requirements for this.

Today we will be watching the second part of "Darwin's Nightmare" I refer to the questions I put on the blog last time for the different student groups.

Here are the areas of study for the Music students which I wrote on the whiteboard last time but forgot to put in the blog
 
1. What kind of music is used in the film? What is the connection to the documentary?

2. What is the importance of music and dance in the traditional cultures around the Lake? (Do some research)

3, What changes do you think are brought about by the fish industry in the music/culture of the area?

Finally comment on this statement:
"One man, one bucket in one afternoon"

Film Week- Documentary

This week is film week.. During the autumn we watched an Australian film "The Rabbit-proof Fence"

This term we will watch a documentary which is very relevant in our world today.

The title is "Darwin's Nightmare"

Here are the questions for the different groups:

Natural Scientists
 What effects on the eco-system around the Lake are shown in the film?

What other ecological effects on the Lake are also a result of the introduction of the Nile Perch? (Do some research!)

What can be done to re-balance the eco-system (if anything)?

Social Scientists
What are the  social effects portrayed in the film(both negative and positive) on the society around the Lake ?

What stereotype images can you see in the film?

What has happened to the traditional fishing community?

Economists 
What economic changes are presented in the film?

Who are the winners and who are the losers?

What kind of entrepreneurs are shown on the international, national and local level?

What areas can be described as "dirty business"?

Technologists
What is the role of technology in the fish business described?

What are the positive aspects of technology and what are the negative aspects?

Whose responsibility is is that technology is used in a positive way to improve communities?

We will begin to look at the film today and then see the rest of it on Friday.

Good viewing!

 

 

Welcome to P-Day!

When we were planning the course after Christmas, a suggestion which came from more than one group was the study of poetry.

So welcome to P-Day! It would appear that poetry is a very universal means of expression. It appears in every language and culture in one shape or another.

It goes back to the ancient languages of Greece and Rome; yet it is still with us today...

By the way don't forget... At nine O'clock we will meet up all of those who missed the job interview..

Make sure you have hard copies of your CV, covering letter and job interview questions

Back to our poetry. The first relevant question must be to ask ourselves is:
"What is the point in studying poetry?"

Check out the following website:
http://www.virtualsalt.com/usefulpoetry.html

In small groups discuss which of Robert Harris's arguments seem most relevant (if any!).

The second question ought to be:
How can we study poetry?

Have a look at:
http://www.sparknotes.com/poetry/

Here you will even find my favourite poet- Gerard Manley Hopkins.

Look at any of the poems/poets mentioned.

What aspects of the poems do they concentrate on?
Why do you think this is?

Our next stage is to look at some poems.

Use the following resource:

http://poetry.about.com/od/poems/u/readpoems.htm

You can choose 2 different paths-

Decide in your small group if you will:

i) look at one of the theme poem collections

 OR

ii)  choose one of the collections of classic poems.

Read some poems and discuss them.


Finally
Look at some of the poetic forms described on the website and try your hand at writing your own poem.

Hope you have an enjoyable experience!

Welcome back!

Welcome back after the mid-term break. 

Whether you have been on a cruise on the Baltic Sea or skiing 90 kilometres or just chilling in front of a screen or two I hope you got something positive out of your break.

On this course we will now turn to the first book assignment. It is based on the language of "Letters from the Inside". 

The book contains a lot of slang used by the two girls. Some expressions are clearly from the USA, some from the UK and others are from Australia.

We are going to do a little etymological study to try and find out (where possible) from which "English" they come. In the Fun day Monday I have put a little example worksheet we can go through together. 

Now here comes the real thing
Use the links suggested in the document as well as your own google searches to find the answers.

As you can see  on Friday we will be doing some poetry analysis in small groups and also giving those who missed the interviews a chance to do so.

We will try to get it organised today.

Good luck!

Job Interview day- Giss a job!

Welcome to job interview day!

Start off by getting your documents in order:

You will need:
1. Your CV
2. Cover(ing) letter
3. Copy of the interview questions from  www.job-interview.net
Make sure your name is on all three.

Print out copies for:
1. Yourself
2. The interview group
3. Mike

 How to carry out the interview

• Start off with introductions and welcome the candidate
• Talk through the CV  "Tell us about yourself/ your education/ your leisure interests/why you think you should get this job"
• Divide up the interview questions
• Finish off by asking " Is there anything we have missed which you would like to talk about?"
• Give the candidate a chance to express himself/herself.

• Final greetings and information about follow-up

Now you're done!!!!! 

Before you finish off.. Take a few minutes to discuss what was good and not so good about the interview. 

Job Interview week. Today -preparations START 8 a.m.

It seems like we think the most important things in life we cannot learn about- like being a parent.......
This may be true but at leat we can try!!!!

A very important thing is getting a job and to reach that goal we often have to get through the process of applying for the job and being called to an interview.

That is what we are going to practice this week.

Here are the instructions:
As a document 
or as text

English 7

Job Interviews

The job interview task gives you the opportunity to speak English in a more formal setting. Start off by getting into a group of three to four students (3-4) To prepare for it you will need to do the following:

              

1.    Write your CV-a good resource which is simple is:

http://www.soon.org.uk/cvpage.htm

or http://www.videojug.com/film/how-to-write-a-cv-2

2.    Surf  onto www.job-interview.net

3.    Click on Mock Job Interviews

4.    Choose a job and prepare your interview (see the general instructions on the above website.

5.    Write a brief covering letter explaining that you have seen the advertisement for the post of…(your chosen area) and you would like to be considered for the job.

http://www.videojug.com/film/how-to-write-a-cover-letter

6.    Talk to the other people in your group and give them a copy of your interview questions.

7.    Check through the general questions you may be asked at a job interview.

8.    Think about the way you will be dressed ( we will not dress up for this interview)

9.    Think about your body language, your confidence and your eye contact.

10.                  Practise!

See http://www.videojug.com/interview/the-job-interview

11.                  You are now ready to do your interview.

Results of the interview

1. The student interviewers and myself will decide if you should be called back for a second interview or get the job or be thanked for your interest in the post. This is a subjective judgement and not to be taken too seriously!

ON Friday we will do the actual interviews in your small groups. 
You will have about 20-25 minutes per interview.
I will try to get around to as many as possible.
The interview will NOT be graded.
However, the CV/covering letter will be given a pass/non-pass grade