Tackling question 1b
•Download as PPTX, PDF•
2 likes•411 views
This document provides guidance on how to answer a language diversity question involving analyzing two texts. It instructs the reader to annotate both texts, consider similarities and differences, and write key constituents (KCs) next to points. When writing the response, start with comments on where and when the texts were written and by whom. Use a PEE (Point-Evidence-Explanation) structure and include analysis of language, reference to context, and links between the texts. Either write about each text separately or use a combined PEE-Link paragraph. Be careful to answer the question by focusing on how an issue like attitudes are reflected in the language. It provides an example paragraph analyzing how the two texts represent school as transforming identity and independence from
Report
Share
Report
Share
Recommended
Cau3 spoken language - edex
This document provides guidance for assessing students' understanding of how spoken language adapts based on context. It outlines the assessment criteria for bands 3 through 5, with the highest band (5) requiring a "perceptive understanding" of how language changes according to situation as well as how speakers' language choices can influence others. Examples are used to support responses at each band level.
Spoken language study communication
This document outlines the objectives and activities for a unit on spoken language study. It will analyze different forms of communication and how language changes based on context. Students will identify oral, written, non-verbal and visual communication. They will watch a film about communication and answer questions. The spoken language unit makes up 10% of the English Language GCSE and involves a controlled assessment where students complete a written task analyzing variations, choices or changes in spoken language. Factors like age, gender, ethnicity, occupation, education and situation affect how people speak.
Spoken language study 4 2014
This document provides instructions for a lesson on analyzing spoken language transcripts. Students are asked to identify features like simultaneous speech, fillers, and colloquial language/slang in transcripts. They will then swap transcripts with a partner to check each other's work. The document also introduces the PEE (Point, Evidence, Explain) method for analyzing ideas in transcripts, including making a point, providing a quote as evidence, and explaining what it tells us. Students are given an example analysis and assigned a homework to write their own PEE paragraph analyzing a feature of their transcripts.
Spoken language study 2
The document provides instructions for a spoken language study assignment. It lists questions to ask classmates to analyze forms of communication, such as discussing accents, dialects, texting slang, and language use in different contexts. It also outlines homework tasks which involve listing examples of slang words and standard English equivalents, and creating transcripts of conversations with a peer and an adult. The goal is to understand how language varies depending on age, situation and audience.
CEFR
Online Linguistic Support (by Erasmus+) procedure and assessment are based on Common European Framework of Reference for Languages (CEFR).
What are can do statements
Can-do statements are learning objectives that describe what a student can do in English at a particular level of proficiency. They are clear, easily understandable, and achievable goals. The document discusses why can-do statements are better for setting course objectives than TOEIC scores alone. It proposes that teachers agree on can-do standards from the CEFR and use textbooks aligned with those standards. It also suggests steps the language center could take to support the use of can-do statements, such as trialing them, providing materials, and standardizing assessment. Opinions are requested on these proposals.
Reasarch proposal (The Influence of Indonesian Language toward English Writing)
This document summarizes a research paper that examines the influence of the Indonesian language on English writing. It begins by providing background on the importance of language and definitions of Indonesian and English. It then discusses writing in both languages and compares their characteristics. The research aims to understand how the Indonesian language influences English writing for students in Indonesia. Literature reviewed includes definitions of language, Indonesian, English and how they are written. The methodology describes conducting the study on 5th semester English students in Pontianak, Indonesia.
Research proposal (Students' Knowledge of Adverb and Adjectives)
This document provides an introduction to a student's thesis on distinguishing between adjectives and adverbs. It includes sections on the background of the topic, definitions of adjectives and adverbs, their distinguishing characteristics, the research methodology used in the study, and references. The study aimed to determine 10 students' knowledge of adjectives versus adverbs through a test. It found that some students were still confused between the two parts of speech due to similarities in some cases where adverbs are formed from adjectives with the "-ly" suffix.
Recommended
Cau3 spoken language - edex
This document provides guidance for assessing students' understanding of how spoken language adapts based on context. It outlines the assessment criteria for bands 3 through 5, with the highest band (5) requiring a "perceptive understanding" of how language changes according to situation as well as how speakers' language choices can influence others. Examples are used to support responses at each band level.
Spoken language study communication
This document outlines the objectives and activities for a unit on spoken language study. It will analyze different forms of communication and how language changes based on context. Students will identify oral, written, non-verbal and visual communication. They will watch a film about communication and answer questions. The spoken language unit makes up 10% of the English Language GCSE and involves a controlled assessment where students complete a written task analyzing variations, choices or changes in spoken language. Factors like age, gender, ethnicity, occupation, education and situation affect how people speak.
Spoken language study 4 2014
This document provides instructions for a lesson on analyzing spoken language transcripts. Students are asked to identify features like simultaneous speech, fillers, and colloquial language/slang in transcripts. They will then swap transcripts with a partner to check each other's work. The document also introduces the PEE (Point, Evidence, Explain) method for analyzing ideas in transcripts, including making a point, providing a quote as evidence, and explaining what it tells us. Students are given an example analysis and assigned a homework to write their own PEE paragraph analyzing a feature of their transcripts.
Spoken language study 2
The document provides instructions for a spoken language study assignment. It lists questions to ask classmates to analyze forms of communication, such as discussing accents, dialects, texting slang, and language use in different contexts. It also outlines homework tasks which involve listing examples of slang words and standard English equivalents, and creating transcripts of conversations with a peer and an adult. The goal is to understand how language varies depending on age, situation and audience.
CEFR
Online Linguistic Support (by Erasmus+) procedure and assessment are based on Common European Framework of Reference for Languages (CEFR).
What are can do statements
Can-do statements are learning objectives that describe what a student can do in English at a particular level of proficiency. They are clear, easily understandable, and achievable goals. The document discusses why can-do statements are better for setting course objectives than TOEIC scores alone. It proposes that teachers agree on can-do standards from the CEFR and use textbooks aligned with those standards. It also suggests steps the language center could take to support the use of can-do statements, such as trialing them, providing materials, and standardizing assessment. Opinions are requested on these proposals.
Reasarch proposal (The Influence of Indonesian Language toward English Writing)
This document summarizes a research paper that examines the influence of the Indonesian language on English writing. It begins by providing background on the importance of language and definitions of Indonesian and English. It then discusses writing in both languages and compares their characteristics. The research aims to understand how the Indonesian language influences English writing for students in Indonesia. Literature reviewed includes definitions of language, Indonesian, English and how they are written. The methodology describes conducting the study on 5th semester English students in Pontianak, Indonesia.
Research proposal (Students' Knowledge of Adverb and Adjectives)
This document provides an introduction to a student's thesis on distinguishing between adjectives and adverbs. It includes sections on the background of the topic, definitions of adjectives and adverbs, their distinguishing characteristics, the research methodology used in the study, and references. The study aimed to determine 10 students' knowledge of adjectives versus adverbs through a test. It found that some students were still confused between the two parts of speech due to similarities in some cases where adverbs are formed from adjectives with the "-ly" suffix.
Factors affecting language learning strategies
This document discusses factors that affect language learning strategies, including motivation, age, learner beliefs, intelligence, and aptitude. Motivated students tend to use more strategies, and career motivation impacts strategy choice. Younger learners may develop fluency faster informally, while older learners progress more rapidly in formal environments. Learner beliefs based on past experiences influence strategy selection. While intelligence plays a role, it does not guarantee language learning success. Aptitude predicts potential but successful learners are not always strong in all aptitude components.
Receptive and Expressive Communication
Assignment submitted by students of 5EEE of batch 2012-16,Amity University.
Members:
Shivani Negi - A2324612005
Vijaya Singh - A2324612026
Pranav Gandotra - A2324612028
Siddhaika Arora - A2324612068
Vocabulary
The document discusses vocabulary and how it is taught. It defines vocabulary as the words used in a language. There are two main criteria teachers consider when choosing vocabulary - frequency of use and coverage. Frequency refers to how commonly words are used, while coverage refers to how broadly a word's meaning applies. The document also examines what it means to "know" a word and lists six components: meaning, use, word formation, spelling, grammar, and phonology. It distinguishes between active vocabulary that is used versus passive vocabulary that is understood but not used. Effective vocabulary teaching involves conveying meaning, checking understanding, and consolidation through practice.
English Speaking Course in Chandigarh
Chandigarh academy provide best English speaking course training in Chandigarh, Mohali and Panchkula region.
Vocabulary Theory
The document discusses the importance of vocabulary in several ways. It provides various analogies comparing vocabulary to important components like an iceberg, a chef's pantry, and wardrobe. It also discusses how learning vocabulary is like building muscles through regular practice. Learning extensive grammar before vocabulary is likened to putting the cart before the horse.
How to teach speaking
This document discusses how to teach speaking skills in a foreign language classroom. It provides guidance on replicating natural language acquisition within the classroom by focusing on motivation, language exposure, maximizing speaking time, and providing opportunities to use the language. Speaking tasks should give students a chance to rehearse real-life conversations and provide feedback. Conversation skills involve more than just grammar and vocabulary - students must learn how conversations work through turn-taking, responding to cues, and choosing appropriate topics. The document also covers simplification and elision in informal spoken English.
Esp language descriptions
1. The document outlines various theories and approaches to describing language, including classical/traditional grammar, structural linguistics, transformational generative grammar, functional/notional grammar, register analysis, discourse analysis, and text-diagramming.
2. It notes that traditional grammar provides useful terms for discussing language, while structural linguistics describes grammar through syntagmatic structures and notions of time, number, and gender.
3. Transformational generative grammar examines two levels of meaning - deep and surface structures - and how language can be viewed in terms of form and function.
Ctel module1 fall09
This document provides an overview of Module One of the CTEL exam, which covers language and language development. It discusses the key domains and subdomains assessed in the first part of the exam, including language structure, first and second language development, and the relationship between language and academic achievement. It then delves into the linguistic subsystems of language structure, covering topics like phonology, morphology, syntax, semantics, and pragmatics. Throughout, it highlights how each subsystem can impact English language learners and inhibit communication if not properly understood.
Language Objective T O P S
The document provides guidance for math and science teachers on constructing meaningful language objectives for English language learners (ELLs). It notes that language objectives can be problematic for content teachers for several reasons, including difficulty identifying objectives and not having time to teach language. The document then discusses the four language modalities of reading, writing, speaking and listening that should be incorporated into lessons. It also identifies basic language functions teachers should focus on, such as verb tenses and vocabulary building. The document concludes by offering tips for writing measurable language objectives and incorporating them into content area lessons using the SIOP model.
ENGLISH COURSE PRESENTATION
This document provides information about an English course being offered. It introduces the teacher, who has 20 years of experience, and provides details about the course methodology, materials, useful expressions, the English alphabet, spelling, numbers and symbols, how to sign up, a free test class, and congratulates the reader for learning about the course. It encourages signing up to start the process of learning English.
Eld 011312
This document discusses the implications of the Common Core State Standards for English Learners. It outlines how the new ELD standards will be aligned to the Common Core by August 2012. Sample excerpts are provided that link the Common Core standards to the new ELD standards for areas like speaking and listening, vocabulary, and research. The document emphasizes that ELs need access to high academic standards through differentiated instruction and assessments. It also stresses the importance of ensuring ELs' language proficiency and academic success through the new aligned standards.
Language Objectives for Elementary ELLs Handouts
The document lists various language functions and forms that can be used to develop language objectives, including functions like recounting, defining, narrating, and summarizing. It also provides examples of language forms such as verbs, adjectives, complex sentences, and passive voice. Additionally, the document presents a basic frame for writing language objectives that identifies a language function, related language forms, and supports. It concludes by offering examples of supports for the GO TO strategy, such as graphic organizers, word banks, and structured note taking.
How to teach (Jeremy Harmer) Describing language
The document discusses the key elements of language that determine a statement's meaning, including context, grammar, vocabulary, and pronunciation. It provides examples of how changing these elements can alter a statement's implications. For instance, the sentence "It's warm in here" could be a request to open a window, an expression of satisfaction, or a suggestion to find elsewhere, depending on the surrounding context. Overall, the document examines how language users skillfully manipulate different linguistic components to convey precise meanings.
Interpreting
Interpreting is said to be the sixth language skill it is one of the complex skills, as learners need all the four simplex language skills(listening, speaking, reading, and writing) so that they can interpret texts from one language into the other.
The impact of mother tongues in the learning of english language (3)
This document outlines a research proposal that aims to investigate the impact of mother tongues on learning English language at Muchenga Secondary School. It begins with background context on the school and issues with pronunciation. The research problem is stated as probing the effects of mother tongue interference on English acquisition. The rationale is given as developing interest in solving pronunciation problems. The objectives are to investigate the relationship between mother tongue and English, how learners write and pronounce English words, and provide guidelines to help students. Critical research questions and hypotheses are also presented. The document concludes by outlining the expected timeline and dissemination of results.
Vocabulary presentasi
The document discusses techniques for teaching vocabulary in English language learning. It defines vocabulary as a collection of words and explains their importance for communication, comprehension, and expression. Some key considerations for teaching vocabulary are the word's form, meaning, and use. The document recommends several techniques to help students memorize words, including using games, songs, real objects, pictures and videos. Mastering vocabulary requires understanding different aspects of words and practicing retention through engaging methods.
Linguistic Devices
The document discusses various linguistic devices used in writing including dramatic or emotive language, imperatives, alliteration, rhetorical questions, lists, colloquial language. It explains how these devices are used to attract the reader's attention, appeal directly to them, involve the reader, and persuade the reader. The final sentences emphasize the importance of being able to evaluate writers' language choices for exams.
How to get rid of mother tongue influence while speaking English.
How to get rid of mother tongue influence while speaking English.Simpli English | English Speaking Course Online in India
This document discusses how to reduce mother tongue influence (MTI) when speaking English as a second language. MTI occurs because our first language shapes how we learn and practice English. To reduce MTI, the document recommends improving pronunciation and learning correct intonation and rhythm patterns. It also suggests regularly reading, writing and listening to English content, as well as recording your voice to identify mistakes and practice speaking clearly. Taking online spoken English classes can also help by providing personalized training, guidance and study materials.approaches, methods and activities in language teaching
The document discusses the history and various methods of language teaching. It describes the Grammar Translation Method, Direct Method, Audiolingual Method, and Community Language Learning approach. It also covers principles of Communicative Language Teaching such as learner-centered teaching, cooperative learning, and task-based learning. Research suggests that language is best learned in an environment that allows risk-taking, supports expression, uses grammar in context, incorporates technology, and provides corrective feedback.
1° clase presencial
This document provides an introduction to English for Specific Purposes (ESP). It begins with a KWL chart where the learner outlines what they know, want to know, and have learned. It then discusses myths and facts about ESP, distinguishing ESP tasks from general English tasks. Key differences between English for General Purposes (EGP) and ESP are explained. ESP is defined according to several sources and its branches - English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) - are identified. The document concludes by listing next steps for the learner, including reading required materials and posting/responding to a forum discussion on selecting ESP target learners.
Making Meaningful Connections Writing LA Curriculum Using CCCS - Strategies f...
Strategies to work with English language learners, literacy instruction, second language acquisition, CCCS , WIDA Standards,elementary school
Mod1 Review Fall09
The document summarizes the key topics covered in the CTEL Module 1 review, including:
- Language structure and use, covering phonology, morphology, syntax, semantics, language functions/variations, discourse, and pragmatics.
- First and second language development, covering theories of language acquisition, second language acquisition, and cognitive/linguistic/social factors affecting development.
It then provides sample questions testing knowledge of these topics, with explanations of correct answers.
More Related Content
What's hot
Factors affecting language learning strategies
This document discusses factors that affect language learning strategies, including motivation, age, learner beliefs, intelligence, and aptitude. Motivated students tend to use more strategies, and career motivation impacts strategy choice. Younger learners may develop fluency faster informally, while older learners progress more rapidly in formal environments. Learner beliefs based on past experiences influence strategy selection. While intelligence plays a role, it does not guarantee language learning success. Aptitude predicts potential but successful learners are not always strong in all aptitude components.
Receptive and Expressive Communication
Assignment submitted by students of 5EEE of batch 2012-16,Amity University.
Members:
Shivani Negi - A2324612005
Vijaya Singh - A2324612026
Pranav Gandotra - A2324612028
Siddhaika Arora - A2324612068
Vocabulary
The document discusses vocabulary and how it is taught. It defines vocabulary as the words used in a language. There are two main criteria teachers consider when choosing vocabulary - frequency of use and coverage. Frequency refers to how commonly words are used, while coverage refers to how broadly a word's meaning applies. The document also examines what it means to "know" a word and lists six components: meaning, use, word formation, spelling, grammar, and phonology. It distinguishes between active vocabulary that is used versus passive vocabulary that is understood but not used. Effective vocabulary teaching involves conveying meaning, checking understanding, and consolidation through practice.
English Speaking Course in Chandigarh
Chandigarh academy provide best English speaking course training in Chandigarh, Mohali and Panchkula region.
Vocabulary Theory
The document discusses the importance of vocabulary in several ways. It provides various analogies comparing vocabulary to important components like an iceberg, a chef's pantry, and wardrobe. It also discusses how learning vocabulary is like building muscles through regular practice. Learning extensive grammar before vocabulary is likened to putting the cart before the horse.
How to teach speaking
This document discusses how to teach speaking skills in a foreign language classroom. It provides guidance on replicating natural language acquisition within the classroom by focusing on motivation, language exposure, maximizing speaking time, and providing opportunities to use the language. Speaking tasks should give students a chance to rehearse real-life conversations and provide feedback. Conversation skills involve more than just grammar and vocabulary - students must learn how conversations work through turn-taking, responding to cues, and choosing appropriate topics. The document also covers simplification and elision in informal spoken English.
Esp language descriptions
1. The document outlines various theories and approaches to describing language, including classical/traditional grammar, structural linguistics, transformational generative grammar, functional/notional grammar, register analysis, discourse analysis, and text-diagramming.
2. It notes that traditional grammar provides useful terms for discussing language, while structural linguistics describes grammar through syntagmatic structures and notions of time, number, and gender.
3. Transformational generative grammar examines two levels of meaning - deep and surface structures - and how language can be viewed in terms of form and function.
Ctel module1 fall09
This document provides an overview of Module One of the CTEL exam, which covers language and language development. It discusses the key domains and subdomains assessed in the first part of the exam, including language structure, first and second language development, and the relationship between language and academic achievement. It then delves into the linguistic subsystems of language structure, covering topics like phonology, morphology, syntax, semantics, and pragmatics. Throughout, it highlights how each subsystem can impact English language learners and inhibit communication if not properly understood.
Language Objective T O P S
The document provides guidance for math and science teachers on constructing meaningful language objectives for English language learners (ELLs). It notes that language objectives can be problematic for content teachers for several reasons, including difficulty identifying objectives and not having time to teach language. The document then discusses the four language modalities of reading, writing, speaking and listening that should be incorporated into lessons. It also identifies basic language functions teachers should focus on, such as verb tenses and vocabulary building. The document concludes by offering tips for writing measurable language objectives and incorporating them into content area lessons using the SIOP model.
ENGLISH COURSE PRESENTATION
This document provides information about an English course being offered. It introduces the teacher, who has 20 years of experience, and provides details about the course methodology, materials, useful expressions, the English alphabet, spelling, numbers and symbols, how to sign up, a free test class, and congratulates the reader for learning about the course. It encourages signing up to start the process of learning English.
Eld 011312
This document discusses the implications of the Common Core State Standards for English Learners. It outlines how the new ELD standards will be aligned to the Common Core by August 2012. Sample excerpts are provided that link the Common Core standards to the new ELD standards for areas like speaking and listening, vocabulary, and research. The document emphasizes that ELs need access to high academic standards through differentiated instruction and assessments. It also stresses the importance of ensuring ELs' language proficiency and academic success through the new aligned standards.
Language Objectives for Elementary ELLs Handouts
The document lists various language functions and forms that can be used to develop language objectives, including functions like recounting, defining, narrating, and summarizing. It also provides examples of language forms such as verbs, adjectives, complex sentences, and passive voice. Additionally, the document presents a basic frame for writing language objectives that identifies a language function, related language forms, and supports. It concludes by offering examples of supports for the GO TO strategy, such as graphic organizers, word banks, and structured note taking.
How to teach (Jeremy Harmer) Describing language
The document discusses the key elements of language that determine a statement's meaning, including context, grammar, vocabulary, and pronunciation. It provides examples of how changing these elements can alter a statement's implications. For instance, the sentence "It's warm in here" could be a request to open a window, an expression of satisfaction, or a suggestion to find elsewhere, depending on the surrounding context. Overall, the document examines how language users skillfully manipulate different linguistic components to convey precise meanings.
Interpreting
Interpreting is said to be the sixth language skill it is one of the complex skills, as learners need all the four simplex language skills(listening, speaking, reading, and writing) so that they can interpret texts from one language into the other.
The impact of mother tongues in the learning of english language (3)
This document outlines a research proposal that aims to investigate the impact of mother tongues on learning English language at Muchenga Secondary School. It begins with background context on the school and issues with pronunciation. The research problem is stated as probing the effects of mother tongue interference on English acquisition. The rationale is given as developing interest in solving pronunciation problems. The objectives are to investigate the relationship between mother tongue and English, how learners write and pronounce English words, and provide guidelines to help students. Critical research questions and hypotheses are also presented. The document concludes by outlining the expected timeline and dissemination of results.
Vocabulary presentasi
The document discusses techniques for teaching vocabulary in English language learning. It defines vocabulary as a collection of words and explains their importance for communication, comprehension, and expression. Some key considerations for teaching vocabulary are the word's form, meaning, and use. The document recommends several techniques to help students memorize words, including using games, songs, real objects, pictures and videos. Mastering vocabulary requires understanding different aspects of words and practicing retention through engaging methods.
Linguistic Devices
The document discusses various linguistic devices used in writing including dramatic or emotive language, imperatives, alliteration, rhetorical questions, lists, colloquial language. It explains how these devices are used to attract the reader's attention, appeal directly to them, involve the reader, and persuade the reader. The final sentences emphasize the importance of being able to evaluate writers' language choices for exams.
How to get rid of mother tongue influence while speaking English.
How to get rid of mother tongue influence while speaking English.Simpli English | English Speaking Course Online in India
This document discusses how to reduce mother tongue influence (MTI) when speaking English as a second language. MTI occurs because our first language shapes how we learn and practice English. To reduce MTI, the document recommends improving pronunciation and learning correct intonation and rhythm patterns. It also suggests regularly reading, writing and listening to English content, as well as recording your voice to identify mistakes and practice speaking clearly. Taking online spoken English classes can also help by providing personalized training, guidance and study materials.approaches, methods and activities in language teaching
The document discusses the history and various methods of language teaching. It describes the Grammar Translation Method, Direct Method, Audiolingual Method, and Community Language Learning approach. It also covers principles of Communicative Language Teaching such as learner-centered teaching, cooperative learning, and task-based learning. Research suggests that language is best learned in an environment that allows risk-taking, supports expression, uses grammar in context, incorporates technology, and provides corrective feedback.
1° clase presencial
This document provides an introduction to English for Specific Purposes (ESP). It begins with a KWL chart where the learner outlines what they know, want to know, and have learned. It then discusses myths and facts about ESP, distinguishing ESP tasks from general English tasks. Key differences between English for General Purposes (EGP) and ESP are explained. ESP is defined according to several sources and its branches - English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) - are identified. The document concludes by listing next steps for the learner, including reading required materials and posting/responding to a forum discussion on selecting ESP target learners.
What's hot (20)
The impact of mother tongues in the learning of english language (3)
The impact of mother tongues in the learning of english language (3)
How to get rid of mother tongue influence while speaking English.
How to get rid of mother tongue influence while speaking English.
approaches, methods and activities in language teaching
approaches, methods and activities in language teaching
Similar to Tackling question 1b
Making Meaningful Connections Writing LA Curriculum Using CCCS - Strategies f...
Strategies to work with English language learners, literacy instruction, second language acquisition, CCCS , WIDA Standards,elementary school
Mod1 Review Fall09
The document summarizes the key topics covered in the CTEL Module 1 review, including:
- Language structure and use, covering phonology, morphology, syntax, semantics, language functions/variations, discourse, and pragmatics.
- First and second language development, covering theories of language acquisition, second language acquisition, and cognitive/linguistic/social factors affecting development.
It then provides sample questions testing knowledge of these topics, with explanations of correct answers.
Academic language for Secondary
The document discusses the importance of teaching academic language to English language learners. It defines academic language as the language used in the classroom, textbooks, and assessments. Students who master academic language are more likely to be successful in school and their careers. The document provides examples of how a student's writing improved after receiving instruction in academic language and discusses strategies for teaching vocabulary, grammar structures, and other components of academic language.
Academic language
The document discusses the importance of teaching academic language to English language learners. It defines academic language as the language used in the classroom, textbooks, and assessments. Students who master academic language are more likely to be successful in school and their careers. The document provides examples of lessons and activities teachers can use to explicitly teach academic vocabulary, grammar structures, and other features of formal academic language to help English learners access content material and develop proficiency over time.
June2010 feedback How to tackle the yr 13 Language Exam
The document provides guidance for answering Question 1a on the English Language Exam A2. It outlines the topics that could be covered in Question 1a and explains that candidates will be asked to analyze differences between the English used in a given text and current Standard English. The document provides an example question and gives advice on choosing two examples of key constituents of language to analyze. It also outlines the assessment objectives for Question 1a and provides feedback from past exam papers to help candidates understand what is expected in a high-scoring response.
Second Language Literacy Session 3
The document discusses issues related to contrastive rhetoric and intercultural rhetoric in teaching writing to international students. It addresses the influence of students' first language and culture on their writing in a second language. While early contrastive rhetoric research overgeneralized differences between cultures, more recent scholarship recognizes diversity within and between cultures and the complexity of rhetorical influences. Teachers are advised to learn about students' varied writing experiences and backgrounds rather than assume differences based on their culture.
Day 7 lang to literacy (rdg wrtg) 2
This document summarizes the agenda and content covered in a workshop on language development and acquisition. The workshop discusses syntax and orthography, the connections between reading, writing and oral language, analyzing a learner's oral language, and looking at reading and writing development. It covers analyzing and coding a language sample, categorizing parts of speech, how syntax impacts meaning, teaching grammar, the differences between spoken and written language, and strategies to support spelling.
Curriculum Guide English Grade 8
This document provides the curriculum guide for 8th grade English for the first two quarters. It outlines the program, grade level, and content standards which focus on developing communicative competence and understanding of Afro-Asian literature and culture. For each quarter, it lists learning competencies, defines what students should understand, and provides performance standards for how students will demonstrate their understanding. The guide covers topics like listening comprehension, oral fluency, vocabulary, reading, literature, viewing comprehension, writing, grammar, and study strategies. It aims to help students appreciate diversity and bring out the best in themselves and others.
Mcte standards pp
Richard Beach & Amanda Heartling Thein: Presentation at the Spring MCTE conference: Teaching to Exceed the English Language Arts Common Core Standards, April 12, 2013
COMMON CORE STANDARD
Class: MDELT B 2017
Presenters: Anitha, Annisa Rizqiana, and Jannatul Ma'wa
Day and date: Saturday, 7/10/2017
Have fun with CCS :)
Reading With English Language Learners
The document provides information and strategies for teachers to help English Language Learners (ELLs) with reading. It discusses who ELL students are, the challenges they face with English reading, and strategies teachers can use at the word, text, and whole-classroom level to support their reading development in English. These include utilizing students' native language skills, incorporating their cultures, using multicultural literature and videos, and providing multiple opportunities for oral language practice.
Esp.753.language descriptions
The document provides an overview of various theories and approaches to describing language, including classical grammar, structural linguistics, transformational generative grammar, functional/notional grammar, and discourse analysis. It discusses how these theories have influenced language teaching and the development of English for Specific Purposes. It also notes some limitations in only considering the formal properties of language and the need to distinguish between linguistic competence and performance.
Language- Module 4
This document discusses strategies for teaching English language learners (ELLs). It notes that ELLs often develop decoding skills equivalent to native English speakers but lag behind in reading comprehension. Several literacy skills important for ELLs are identified, including vocabulary development and reading comprehension strategies. The document provides recommendations for teaching ELLs such as integrating content, literacy and language; scaffolding based on English proficiency; and explicitly teaching academic vocabulary. It emphasizes the importance of interaction, native language support, and knowing students' cultural and linguistic backgrounds.
language_descriptions
The presentation was made within the course "English for Specific Purposes" and contains information about language descriptions
Language Descriptions
Данный файл Power Point содержит презентацию "Language Descriptions", выполненную в 2011 г. 753 гр. в рамках курса "Профильное обучение иностранному языку".
Esp.753.language descriptions
The document provides an overview of various linguistic theories and their implications for English for Specific Purposes (ESP), including:
1. Traditional grammar focuses on the role of words in sentences, while structural linguistics describes grammar through sentence structures.
2. Transformational generative grammar examines deep and surface language structures and meanings.
3. Functional and notional approaches consider language functions and notions for establishing language equivalencies across syllabuses.
4. Discourse analysis looks at language use beyond the sentence through dialogues, rhetorical techniques, and text diagrams.
Esp.language descriptions
The document provides an overview of various linguistic theories and their implications for language teaching, including:
1. Classical/traditional grammar focuses on the role of words in sentences, while structural linguistics describes grammar through sentence structures.
2. Transformational generative grammar examines deep and surface language structures and meanings.
3. Functional/notional approaches analyze language in terms of social functions and intentions rather than form.
4. Discourse analysis looks at language use beyond the sentence level and how meaning is constructed between sentences.
5. Different linguistic theories may be more relevant for describing certain features of specific languages.
Esp.753.language descriptions
The document provides an overview of various linguistic theories and their implications for English for Specific Purposes (ESP), including:
1. Traditional grammar focuses on the role of words in sentences, while structural linguistics describes grammar through sentence structures.
2. Transformational generative grammar examines deep and surface language structures and meanings.
3. Functional and notional approaches consider language functions and notions in social contexts.
4. Discourse analysis looks at language use beyond the sentence level through dialogues, texts, and rhetorical patterns.
language descriptions
The document provides an overview of various linguistic theories and their implications for English for Specific Purposes (ESP), including:
1. Traditional grammar focuses on the role of words in sentences, while structural linguistics describes grammar through sentence structures.
2. Transformational generative grammar examines deep and surface language structures and meanings.
3. Functional and notional approaches consider language functions and notions for establishing language syllabi.
4. Discourse analysis looks at language use beyond the sentence through dialogues, rhetorical techniques, and text structures.
Similar to Tackling question 1b (20)
Making Meaningful Connections Writing LA Curriculum Using CCCS - Strategies f...
Making Meaningful Connections Writing LA Curriculum Using CCCS - Strategies f...
June2010 feedback How to tackle the yr 13 Language Exam
June2010 feedback How to tackle the yr 13 Language Exam
Language Objectives for Elementary ELLs: Rigor in Reading and Writing
Language Objectives for Elementary ELLs: Rigor in Reading and Writing
More from steddyss
Romeo and Juliet & Macbeth Study booklet 2013
This document provides an overview of Shakespeare's plays Romeo and Juliet and Macbeth for the purpose of a controlled assessment. It includes character summaries, key scene summaries, discussion questions, and essay planning materials. The controlled assessment question asks students to compare how Shakespeare presents the relationship between Romeo and Juliet and the relationship between Macbeth and Lady Macbeth. The document provides all the necessary context and materials for students to analyze the plays and write a response.
Crystal on spelling
The document discusses two opposing views on English spelling: that it is chaotic with little predictability, versus the perspective that it is a regular system with just a few irregularities. It explores linguist David Crystal's perspective on the issue and various historical factors that contributed to English spelling becoming more complex, such as the influence of Christian missionaries, the Normans, printing problems, and the Great Vowel Shift over time.
Crystal on Spelling
The document discusses two opposing views on English spelling: that it is chaotic with little predictability, versus the perspective that it is a regular system with just a few irregularities. It explores linguist David Crystal's perspective on the issue and various historical factors that contributed to English spelling becoming more complex, such as the influence of Christian missionaries, the Normans, printing problems, and the Great Vowel Shift over time.
Studentquestionsforunit3
The document provides 5 prompts for analyzing connections between at least two texts studied in light of given assertions about literature and human experiences. For each response, students must include analysis of at least one post-1990 text, and discuss what it means to be a modern reader considering texts in a modern context. Other readers from different time periods may have had different responses. The prompts relate to how love can be productive or destructive, how idealization enables and impedes love, how literature provides escapism, how novels and poetry explore emotions, and the relationship between truth and offense.
Langchananswers
The document is a 20 question quiz about language change and issues. It covers topics like the processes of perjoration and amelioration by which word meanings can change, examples of euphemism and dialect leveling, definitions of prescriptivism and jargon, the significance of Samuel Johnson's dictionary and the Great Vowel Shift in phonological changes to English, and theories about how language influences thought put forward by Sapir-Whorf. The quiz aims to test understanding of key concepts and terminology related to the study of language development and variation over time.
Technical terms test
The document contains definitions for 20 technical grammar and linguistic terms:
1) A helping verb used with the main verb of a clause.
2) Using more words than necessary.
3) A grammatical unit formed by a noun and verb linking together.
The document provides concise explanations of key terminology used in the study of linguistics, grammar, and textual analysis.
Technical terms test
The document contains definitions for 20 technical grammar and linguistic terms:
1) A helping verb used with the main verb of a clause.
2) Using more words than necessary.
3) A grammatical unit formed by a noun and verb linking together.
The document provides concise explanations of various technical terms related to grammar, linguistics, and textual analysis.
Technical terms test2 answers
The document matches categories of English words with their likely language origins. Category 1 scientific terms are likely from Latin or Greek. Category 2 words related to administration, law and conquest are likely from French or Latin. Category 3 antiquated idioms are likely from the Bible or Shakespeare. Category 4 common words are likely from Anglo-Saxon.
Technical terms test answers
The document defines 20 technical terms related to grammar, linguistics, and textual analysis: auxiliary verb, circumlocution, clause, articles, foregrounding, idioms, imperative verb, inflection, modification, orthography, predicate, provenance, register, stem, etymology, syntax, word, anaphoric reference, text, and ellision. Key terms include auxiliary verb, clause, articles, imperative verb, inflection, stem, syntax, word, text, and ellision.
Technical terms test2
The document lists 4 categories of technical terms: 1) scientific terms related to anatomy, 2) words related to law, administration, and warfare, 3) antiquated idioms, and 4) the most common words in English. It then provides 4 examples of using the word "brief" or "briefly" in a sentence to describe an event concisely. Finally, it instructs the reader to parse, or describe each word grammatically, in a sample sentence.
Webof words
The document provides an overview of the evolution of computer-mediated communication over the past 20 years. It discusses how home computers have become vastly more powerful and how most people now engage in computer-mediated communication daily. It also outlines some key properties of electronic texts, such as plasticity, links, tagging, searches, templates, and footprints. The document examines different types of computer-mediated communication that have emerged, such as emails, web pages, online discussions, and provides questions to analyze how these examples make use of the identified electronic text properties.
Prescriptivism essay feedback
The document provides guidance on how to structure an essay response about prescriptivism versus descriptivism in language. It includes sample introduction and context paragraphs that define the terms and discuss the historical background of the debate. It also gives suggestions for the main body, such as using examples to support arguments for and against prescriptivism, and discussing how language change and flexibility are important but rules aim to standardize communication.
Englang a2 exam q1a
The document provides guidance for answering a question about analyzing differences between the language used in a historical text and current English. It instructs the reader to:
1) Select two examples from the provided historical text that represent different aspects of language.
2) Analyze the differences between the English used when the historical text was created and modern English using the two examples.
3) The question aims to demonstrate understanding of linguistic concepts and how contextual factors influence language production and comprehension.
Act 3, scene 1
1) Tybalt is looking for Romeo to fight but Romeo refuses due to now being married to Juliet.
2) Mercutio fights Tybalt instead and is fatally wounded, cursing the families as he dies.
3) Blinded by rage, Romeo kills Tybalt and is then banished from Verona by the Prince under threat of death.
Exam Hints (based on Edexcel document)
The document provides feedback on exam questions for an English Literature GCE exam focusing on prose texts. It discusses student responses to two exam questions related to the novels Brighton Rock and A Clockwork Orange. For the first question on the individual struggling to fit into society, responses focused heavily on Pinkie from Brighton Rock and lacked discussion of other characters like Rose. The second question on social and moral corruption saw most effective answers using the given extract as a starting point and covering a range of examples from both novels.
Word Class (Technical terms)
This document provides definitions and examples of common parts of speech in the English language, including nouns, adjectives, verbs, adverbs, pronouns, conjunctions, and prepositions. It distinguishes between different types of nouns, adjectives, verbs, and adverbs. Key definitions include proper vs. common nouns, concrete vs. abstract nouns, comparative and superlative adjectives, dynamic and stative verbs, and active and passive voice. Examples are provided to illustrate each terminology concept.
Word Class
This document provides definitions and examples of common parts of speech in the English language, including nouns, adjectives, verbs, adverbs, pronouns, conjunctions, and prepositions. It distinguishes between different types of nouns, adjectives, verbs, and adverbs. Key definitions include proper vs. common nouns, concrete vs. abstract nouns, comparative and superlative adjectives, dynamic and stative verbs, and active and passive voice. Examples are provided to illustrate each terminology concept.
Speeches (1)
The document provides an overview of rhetorical devices used in speech writing such as parallelism, antithesis, anaphora, and parenthesis. It analyzes speeches by Winston Churchill, Martin Luther King Jr., and Barack Obama, identifying their use of techniques like pronouns, modal verbs, repetition, and metaphor to make their arguments persuasive. Students are then asked to write a speech using rhetorical devices and comment on their own writing.
Writing To Persuade
The document discusses techniques used in persuasive writing, including emotive language, repetition, examples, questions, quotations, lists, statistics, facts, opinions, bullet points, alliteration, pictures, personal pronouns, and graphs/tables/charts. It provides an example persuasive advertisement analyzing the use of puns, statistics, repetition, emotive adjectives, bullet point lists, quotations, alliteration, lists of three, pictures, and personal pronouns. The document prompts analyzing the language and devices used in the example to persuade readers.
Writing To Persuade
The document discusses techniques used in persuasive writing, including emotive language, repetition, examples, questions, quotations, lists, statistics, facts, opinions, bullet points, alliteration, pictures, personal pronouns, and graphs/tables/charts. It provides an example persuasive advertisement analyzing the use of puns, statistics, repetition, emotive adjectives, bullet point lists, quotations, alliteration, lists of three, pictures, and personal pronouns. The document prompts analyzing the language and devices used in the example to persuade readers.
More from steddyss (20)
Recently uploaded
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdf
Discover how MongoDB Atlas and vector search technology can revolutionize your application's search capabilities. This comprehensive presentation covers:
* What is Vector Search?
* Importance and benefits of vector search
* Practical use cases across various industries
* Step-by-step implementation guide
* Live demos with code snippets
* Enhancing LLM capabilities with vector search
* Best practices and optimization strategies
Perfect for developers, AI enthusiasts, and tech leaders. Learn how to leverage MongoDB Atlas to deliver highly relevant, context-aware search results, transforming your data retrieval process. Stay ahead in tech innovation and maximize the potential of your applications.
#MongoDB #VectorSearch #AI #SemanticSearch #TechInnovation #DataScience #LLM #MachineLearning #SearchTechnology
TrustArc Webinar - 2024 Global Privacy Survey
How does your privacy program stack up against your peers? What challenges are privacy teams tackling and prioritizing in 2024?
In the fifth annual Global Privacy Benchmarks Survey, we asked over 1,800 global privacy professionals and business executives to share their perspectives on the current state of privacy inside and outside of their organizations. This year’s report focused on emerging areas of importance for privacy and compliance professionals, including considerations and implications of Artificial Intelligence (AI) technologies, building brand trust, and different approaches for achieving higher privacy competence scores.
See how organizational priorities and strategic approaches to data security and privacy are evolving around the globe.
This webinar will review:
- The top 10 privacy insights from the fifth annual Global Privacy Benchmarks Survey
- The top challenges for privacy leaders, practitioners, and organizations in 2024
- Key themes to consider in developing and maintaining your privacy program
Generating privacy-protected synthetic data using Secludy and Milvus
During this demo, the founders of Secludy will demonstrate how their system utilizes Milvus to store and manipulate embeddings for generating privacy-protected synthetic data. Their approach not only maintains the confidentiality of the original data but also enhances the utility and scalability of LLMs under privacy constraints. Attendees, including machine learning engineers, data scientists, and data managers, will witness first-hand how Secludy's integration with Milvus empowers organizations to harness the power of LLMs securely and efficiently.
Main news related to the CCS TSI 2023 (2023/1695)
An English 🇬🇧 translation of a presentation to the speech I gave about the main changes brought by CCS TSI 2023 at the biggest Czech conference on Communications and signalling systems on Railways, which was held in Clarion Hotel Olomouc from 7th to 9th November 2023 (konferenceszt.cz). Attended by around 500 participants and 200 on-line followers.
The original Czech 🇨🇿 version of the presentation can be found here: https://www.slideshare.net/slideshow/hlavni-novinky-souvisejici-s-ccs-tsi-2023-2023-1695/269688092 .
The videorecording (in Czech) from the presentation is available here: https://youtu.be/WzjJWm4IyPk?si=SImb06tuXGb30BEH .
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdf
A Mix Chart displays historical data of numbers in a graphical or tabular form. The Kalyan Rajdhani Mix Chart specifically shows the results of a sequence of numbers over different periods.
Introduction of Cybersecurity with OSS at Code Europe 2024
I develop the Ruby programming language, RubyGems, and Bundler, which are package managers for Ruby. Today, I will introduce how to enhance the security of your application using open-source software (OSS) examples from Ruby and RubyGems.
The first topic is CVE (Common Vulnerabilities and Exposures). I have published CVEs many times. But what exactly is a CVE? I'll provide a basic understanding of CVEs and explain how to detect and handle vulnerabilities in OSS.
Next, let's discuss package managers. Package managers play a critical role in the OSS ecosystem. I'll explain how to manage library dependencies in your application.
I'll share insights into how the Ruby and RubyGems core team works to keep our ecosystem safe. By the end of this talk, you'll have a better understanding of how to safeguard your code.
Programming Foundation Models with DSPy - Meetup Slides
Prompting language models is hard, while programming language models is easy. In this talk, I will discuss the state-of-the-art framework DSPy for programming foundation models with its powerful optimizers and runtime constraint system.
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAU
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
- Reduzierung der Lizenzkosten durch Auffinden und Beheben von Fehlkonfigurationen und überflüssigen Konten
- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
Skybuffer SAM4U tool for SAP license adoption
Manage and optimize your license adoption and consumption with SAM4U, an SAP free customer software asset management tool.
SAM4U, an SAP complimentary software asset management tool for customers, delivers a detailed and well-structured overview of license inventory and usage with a user-friendly interface. We offer a hosted, cost-effective, and performance-optimized SAM4U setup in the Skybuffer Cloud environment. You retain ownership of the system and data, while we manage the ABAP 7.58 infrastructure, ensuring fixed Total Cost of Ownership (TCO) and exceptional services through the SAP Fiori interface.
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slack
Discover the seamless integration of RPA (Robotic Process Automation), COMPOSER, and APM with AWS IDP enhanced with Slack notifications. Explore how these technologies converge to streamline workflows, optimize performance, and ensure secure access, all while leveraging the power of AWS IDP and real-time communication via Slack notifications.
Presentation of the OECD Artificial Intelligence Review of Germany
Consult the full report at https://www.oecd.org/digital/oecd-artificial-intelligence-review-of-germany-609808d6-en.htm
UiPath Test Automation using UiPath Test Suite series, part 6
Welcome to UiPath Test Automation using UiPath Test Suite series part 6. In this session, we will cover Test Automation with generative AI and Open AI.
UiPath Test Automation with generative AI and Open AI webinar offers an in-depth exploration of leveraging cutting-edge technologies for test automation within the UiPath platform. Attendees will delve into the integration of generative AI, a test automation solution, with Open AI advanced natural language processing capabilities.
Throughout the session, participants will discover how this synergy empowers testers to automate repetitive tasks, enhance testing accuracy, and expedite the software testing life cycle. Topics covered include the seamless integration process, practical use cases, and the benefits of harnessing AI-driven automation for UiPath testing initiatives. By attending this webinar, testers, and automation professionals can gain valuable insights into harnessing the power of AI to optimize their test automation workflows within the UiPath ecosystem, ultimately driving efficiency and quality in software development processes.
What will you get from this session?
1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
4. Exploration of real-world use cases illustrating the benefits of AI-driven test automation for UiPath
Topics covered:
What is generative AI
Test Automation with generative AI and Open AI.
UiPath integration with generative AI
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
Choosing The Best AWS Service For Your Website + API.pptx
Have you ever been confused by the myriad of choices offered by AWS for hosting a website or an API?
Lambda, Elastic Beanstalk, Lightsail, Amplify, S3 (and more!) can each host websites + APIs. But which one should we choose?
Which one is cheapest? Which one is fastest? Which one will scale to meet our needs?
Join me in this session as we dive into each AWS hosting service to determine which one is best for your scenario and explain why!
Webinar: Designing a schema for a Data Warehouse
Are you new to data warehouses (DWH)? Do you need to check whether your data warehouse follows the best practices for a good design? In both cases, this webinar is for you.
A data warehouse is a central relational database that contains all measurements about a business or an organisation. This data comes from a variety of heterogeneous data sources, which includes databases of any type that back the applications used by the company, data files exported by some applications, or APIs provided by internal or external services.
But designing a data warehouse correctly is a hard task, which requires gathering information about the business processes that need to be analysed in the first place. These processes must be translated into so-called star schemas, which means, denormalised databases where each table represents a dimension or facts.
We will discuss these topics:
- How to gather information about a business;
- Understanding dictionaries and how to identify business entities;
- Dimensions and facts;
- Setting a table granularity;
- Types of facts;
- Types of dimensions;
- Snowflakes and how to avoid them;
- Expanding existing dimensions and facts.
20240607 QFM018 Elixir Reading List May 2024
Everything I found interesting about the Elixir programming ecosystem in May 2024
Digital Marketing Trends in 2024 | Guide for Staying Ahead
https://www.wask.co/ebooks/digital-marketing-trends-in-2024
Feeling lost in the digital marketing whirlwind of 2024? Technology is changing, consumer habits are evolving, and staying ahead of the curve feels like a never-ending pursuit. This e-book is your compass. Dive into actionable insights to handle the complexities of modern marketing. From hyper-personalization to the power of user-generated content, learn how to build long-term relationships with your audience and unlock the secrets to success in the ever-shifting digital landscape.
How to Get CNIC Information System with Paksim Ga.pptx
Pakdata Cf is a groundbreaking system designed to streamline and facilitate access to CNIC information. This innovative platform leverages advanced technology to provide users with efficient and secure access to their CNIC details.
Recently uploaded (20)
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdf
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdf
Generating privacy-protected synthetic data using Secludy and Milvus
Generating privacy-protected synthetic data using Secludy and Milvus
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdf
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdf
Introduction of Cybersecurity with OSS at Code Europe 2024
Introduction of Cybersecurity with OSS at Code Europe 2024
Programming Foundation Models with DSPy - Meetup Slides
Programming Foundation Models with DSPy - Meetup Slides
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAU
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAU
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slack
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slack
Presentation of the OECD Artificial Intelligence Review of Germany
Presentation of the OECD Artificial Intelligence Review of Germany
UiPath Test Automation using UiPath Test Suite series, part 6
UiPath Test Automation using UiPath Test Suite series, part 6
Choosing The Best AWS Service For Your Website + API.pptx
Choosing The Best AWS Service For Your Website + API.pptx
Digital Marketing Trends in 2024 | Guide for Staying Ahead
Digital Marketing Trends in 2024 | Guide for Staying Ahead
How to Get CNIC Information System with Paksim Ga.pptx
How to Get CNIC Information System with Paksim Ga.pptx
Tackling question 1b
- 1. Language Diverstiy Tackling question 1b
- 2. Read and annotate both texts. Consider the key constituents Consider similarities and differences Before writing
- 3. Write the KC beside some points Make sure you make notes on how the context is reflected in the language of the text Number your notes!! PLAN
- 4. Start with comments about the provenance of the texts Say what kind of text it is When, where was it written By whom and for whom Writing your answer
- 5. Stick with P-E-E In the explain try to include some analysis of language some reference to the context and possibly a link to the other text Writing your answer
- 6. Either write a paragraph on each text in turn Or Write a P-E-E-Link paragraph (Best to use a mixture of both!) Comparing texts
- 7. Be careful to answer the question. It usually asks you about an issue that is reflected in the language. For example, attitudes towards religion and religious language.
- 8. Text A and Text C both represent school as a place where one gains independence from parents and where identity is transformed. The boy in text A seems to exaggerate his condition with medical lexis such as chilblains and consumption and the many negative collocations such as ‘I have not made’ and ‘I will try not’. In text C the poetic dialect is juxtaposed with the standard form to demonstrate how children can lose touch with their background and how the prescriptive atmosphere of the classroom can impose regularity and stifle the child’s creativity. Example of a 1b paragraph
- 9. AO1: Select and apply a range of linguistic methods, to communicate relevant knowledge using appropriate terminology and coherent, accurate written expression (10 marks) AO2: Demonstrate critical understanding of a range of concepts and issues related to the construction and analysis of meanings in spoken and written language, using knowledge of linguistic approaches (15 marks) AO3: Analyse and evaluate the influence of contextual factors on the production and reception of spoken and written language, showing knowledge of the key constituents of language (15 marks) AOs