This document provides guidance for students taking an iGCSE English Language mock exam. It outlines the structure and requirements of the different exam questions. For question two, students will analyze the language and style used in two selected paragraphs to understand the effect on the reader. They are instructed to select four quotes or phrases from each paragraph, explain the impact of the language, and analyze the techniques used by the author. Examples of potential responses are provided, with guidance on writing in a way that effectively addresses the assessment criteria. Teachers provide self-assessment questions and offer peer support to help students improve their exam skills.
Each page displays the agenda of the day, as well as frequently-requested information: what's for homework, due dates, links to lessons and all materials, such as full texts (on the bookshelf), etc.
Each page displays the agenda of the day, as well as frequently-requested information: what's for homework, due dates, links to lessons and all materials, such as full texts (on the bookshelf), etc.
The Life Cycle | Understanding the environmental impact of a pair of Levi’s 5...Sustainable Brands
This presentation dives deeply into the findings related to a pair of Levi’s® 501® medium stone wash jeans. The goal is that these findings will help LS&Co. and others in the apparel sector take more effective and holistic approaches to our industry’s environmental impact.
Literary theorist and legal scholar Stanley Fish said, “The skill it takes to produce a sentence, the skill of lining events, actions, and objects in a strict logic — is also the skill of creating a world.”
In other words, sentences are the engines of creativity. But your sentences don’t have to say much. They just have to say the right things.
So, when you are trying to get people to respond to your requests, subscribe to your email newsletter, or donate to your cause … you need to write seductive sentences, and you need to do it naturally.
Here’s how it’s done.
How do I practise sentence classification with my SP HL class?
Our Sentence Structure Activity — SP HL resource is a great tool to help your Senior Phase English HL learners practise sentence classification.
The resource comprises two short exercises that can be printed for the learners to paste in their workbooks and completed as classwork or a homework activity.
This Sentence Structure Activity — SP HL resource pairs well with our Sentence Classification: Clausal Structure — SP English resource.
Both the Sentence Classification: Clausal Structure — SP English and the Sentence Structure Activity — SP HL resources can also be used to teach your Senior Phase First Additional Language (FAL) English classes about sentence structure.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Starter:
Look at the following images.
What words would you associate with each?
All of you will be
able to identify at
least one descriptive
word or phrase
linked to each of the
pictures.
Most of you should
be able to justify it
by linking it back to
the picture and
explaining the
effect.
Some of you should
be able to spot the
odd one out and
explain why.
3. Reading Paper*
You have just ‘read’ those images. Those skills will be tested on your mock exam.
30th June 2014 am.
2 hours to complete three questions
based on two texts.
Question one:
imaginative empathetic piece
Question two:
Language analysis of two paragraphs
looking at the effect on the reader
Question three:
Summary paragraphs aiming to extract
relevant information.
Suggested answering order…
2,3,1
This is what we are focusing on today!
*there will be some marks for your writing as well…
4. Question Two:
Some Key Information
Two paragraphs to read closely
Four quotes or phrases from each… “loaded phrases”
10 marks overall
Marked for reading
Spend about 30 minutes… 5 of those rereading the paragraphs to find
the images.
One paragraph per paragraph
No lists!
PQA (Point... Quote… Analysis)
Explain the effect on the reader… analyse the image… examine the
impact of the technique.
Mr E. X. Aminer
tells us…
“This question is marked
for the ability to select
powerful or unusual
words and for an
understanding of ways in
which the language is
effective. Expect
responses to provide
words that carry
connotations additional
to general meaning. “
5. What do I mean by this?
Look at the following short paragraph:
I felt every bone in my body turn to jelly. That thing about the
asylum. When we'd stopped and picked up the hitchhiker, I hadn't
really believed that he was a madman who'd just escaped. Often
you get scared by things but you can still tell yourself that it's just
your imagination, that you're being stupid. And after all, there are
lots of stories about escaped lunatics and none of them are ever
true. But now I wasn't so sure. Had I imagined it? Had he said
something else? You're dead. I thought back, picturing the
movement of his lips. He'd said it all right.
Re-read the description of:
(a) The recognition of the hiker’s danger in
paragraph 5 “I felt every bone in my
body…”
Select four powerful words or phrases from the
paragraph. Your choices should include
imagery. Explain how each word or phrase
selected is used effectively in the context.
Which phrases would you pick?
All of you should be able to explain why you picked them
Most of you should be able to discuss their effect on the reader
Some of you may be able to comment on the techniques the author uses to create those effects
6. How to answer:
I felt every bone in my body turn to jelly.
That thing about the asylum. When we'd
stopped and picked up the hitchhiker, I
hadn't really believed that he was a
madman who'd just escaped. Often you get
scared by things but you can still tell
yourself that it's just your imagination, that
you're being stupid. And after all, there are
lots of stories about escaped lunatics and
none of them are ever true. But now I
wasn't so sure. Had I imagined it? Had he
said something else? You're dead. I thought
back, picturing the movement of his lips.
He'd said it all right.
Introduction:
What is the overall effect of
the paragraph(s)?
One sentence!
Point
(including device)
Quote Specific words Effect on reader
and why
“I felt every
bone in my
body turn to
jelly”
Conclusion:
What is the overall
impression created?
Read each paragraph twice:
1. For the overall content and feel
2. To pick out the specific phrases.
7. Task:
In your book write up your paragraph
Self Assessment:
I was able to pick out at least four relevant phrases or words.
I was able to explain what those words or phrases mean.
I was able to identify one technique used to establish the
feeling and explain how it makes the reader feel.
I was able to link back each point to the what the intention of
the writer was in including it
I was able to comment on the connotations or semantic fields
of words and their overall impressions on the reader
I was able to explore alternative meanings and/or
interpretations of word choices.
Not sure how to start?
• The writer creates a powerful
image by using the phrase…
• The word[s]/technique/image he
uses …
suggests/demonstrates/conveys/s
hows/illustrates/infers/implies
that…
• (It also suggests/another
interpretation may be)
• This makes the reader
think/feel/imagine that…
• It is effective because the writer
wanted to suggest/create the
image of/imply that…
• This link to/contrasts with
because….
Re-read your paragraph:
1. Identify two of the statements which you think
fit your response
2. Pick one statement as your target (To improve I
must be able to…)
8. Got it?
Can you help a fellow student improve?
Re-read the description of:
(a) Aunt Pegg in paragraphs 2 and 3 “Vile Aunt Pegg…” “Aunt Pegg
had eyes on sticks…”
Select words and phrases from these descriptions and explain how
the writers has created effects by using this language.
What words or phrases do you think they should
include?
A
B
C
D
9. Here’s the fellow student’s answer:
Which band do you think it is?
Why?
10. How could the student improve this to improve their grade?
Now rewrite the following sentence to improve the student’s attainment:
Challenge: Pick one of your images, and comment on the effect of it, aiming for band one.
11. Have you got the skills?
Pick the statement which matches how you feel about question
two and explain why.
Editor's Notes
Pain, hysteria, happiness, anger, jealousy/envy, wonder.
Focus on inference and link to reading skills needed for qu 1
Students to have a ‘rough’ copy of this or even just use their white boards to pick them out at this stage – encourage the ability to change their mind, and give them confidence to have a go.
If commenting on a technique they will need to name the technique!
The green/amber/red reflect the increasing bands.
The self assessment is animated and will appear on clicking.
