Translation For Oldies
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This document provides questions for students to reflect on their experience taking a concours exam for language teaching certification. It asks about the student's process during the exam, including if they made notes, annotations, or outlines. It also questions how the student managed their time and approach to translation in the exam. Finally, it asks students to consider what they would do differently in future exams and for advice to share with other students.
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3. The lesson includes building words, phrasing sentences, dictation, and homework to reinforce the skills practiced in class.
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The document discusses shark fin soup and includes a self-assessment of a speech. The self-assessment questions how the speaker could have improved their delivery, what stood out about other speeches, how they prepared, what they did well, and their feelings about public speaking.
Jw day 3 (unit 4)
This document outlines the lesson plan for a vocabulary class. It includes directions for student activities like a "Do Now," vocabulary word instruction led by the teacher, student-led word practice, and a homework assignment. The objective is for students to be able to read, write and understand words with consonant suffixes by the end of the lesson. The document provides structure and steps for the class to build vocabulary skills through interactive activities.
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2. The storyboard provides details of the activities, resources like images and online links, as well as the instructional methods and timeframes for each activity across a one week period.
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This document outlines the lesson plan for a vocabulary class. It includes directions for student activities, such as copying words and definitions. The teacher reviews words with suffixes and has students practice reading, tapping, skywriting, and spelling those words. Students then complete a dictation activity and homework practicing additional words. The objectives are for students to read, tap, skywrite and spell 8-10 words with suffixes, as measured by checks.
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This document provides guidance on translating documents from English to French. It recommends reading the document multiple times to understand context clues before looking up words. Using context, one can infer word meanings and connotations rather than relying on direct dictionary definitions. Considerations like tone, register, and whether names have equivalent translations are also important. When an individual word is unclear, one should consider its Latin or Greek roots, onomatopoeia, or context clues in the surrounding text. Proper nouns like names and places may or may not be directly translated. Guidance is given on translating measures, punctuation conventions in dialogue, and inversions in sentence structure.
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The document contains 14 multiple choice questions about translating methods as part of the Capes exam. It asks about the importance of translation, frequency of translating, process for translating between languages, number of times reading the original text, use of annotations, note taking, ability to reread after annotating, drafting processes, timing practice translations, time allocation during exams, ways to improve translations, working alone or with others, whether translation can be fun, and experiencing translation compulsions outside of exams.
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First. Things. First.
Do NOT revise your essay via one colossal “all-nighter”.
Forget the “study drugs” and think “strategy”
Question: Why revise first, edit second?
Start with a few short revision sessions…
Key Questions to Ask:
1. What is my thesis? Is it clearly-worded and easy to spot?
2. Is my essay unified?
3. Is my essay organized clearly?
4. Do I develop each supporting point?
5. Do I integrate research smoothly?
6. Do I use MANY transitional words and expressions?
7. Do I present the material interestingly?
TIP: Tackle 1 or 2 per session…
Writers get overwhelmed (and miss more “issues” if they try to analyze 7+ pages for “everything”.)
(“Overwhelmed”=Procrastination=Low Scores)
Sample Agenda:
Mon. night: Work 20 minutes on unity
Tues. day: Work 20 minutes on coherence
Tues. night: Work 20 minutes on development
Ridiculously-Simple Unity
Word your thesis simply, and have it be the last sentence in your introduction.
With every “new” topic, start a new paragraph and have a simple topic sentence.
Follow the general pattern: T.S. first, followed by supporting details.
Alter it as needed to reflect the essay as a whole.
TIP: Review your thesis statement RIGHT BEFORE you print your essay
Ridiculously-Simple Coherence
Get out the “transitions” reference sheet. Add as many transitions as you can from as many categories as you can.
Put some at the beginning, some in the middle, and some at the end of sentences.
NEVER “drop quotes”; and spend twice as much energy integrating sources as you think necessary.
Ridiculously-Simple Development
The majority of your essay is developing each topic sentence. But your simplest way to expand development happens to be one of the less time-consuming ones:
EXAMPLES!!!
You will have a well-developed essay as long as you outlined. If you didn’t, this part of revision will be a huge chore.
Editing refers to changes made in order to make your essay “correct”: sentence structure, punctuation, mechanics, grammar, etc.
Proofreading refers to the final time you read the paper prior to submitting it.
FYI…
Editing: Where should you start?
Sentence structure
Grammar
Mechanics
Punctuation
“Drum roll, please…”
Sentence structure
Faulty Parallelism
Jumbled Syntax
Run Ons
Fragments
Wordy sentences
Dangling/
Misplaced Modifier s
Sentence-Level Editing Goes Next
Start with 1 or 2 of your weaknesses.
For example…do one read-through each for:
Apostrophes
Capitalization
Commas
TIP: If you use a tutor (friend, family member, etc.), ask them to look for a couple of specific errors.
Style & professionalism
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You’re done with the heavy lifting now. Set your brain on “auto-p ...
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This document provides an agenda and instructions for an English class. It outlines that speeches are due and need to be turned in. It schedules oral presentations over several class periods in December and says students will receive participation points for attending. It informs students they can make up one vocabulary exam and outlines the process. Finally, it provides detailed guidance on revising Essay 2 or 3, which is due December 10th, including submitting the original essay with comments and graded rubric along with the revised version. Students are assigned to revise one of their essays and practice their speech for upcoming oral presentations.
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This document outlines the lesson plan and activities for a reading class. It includes instructions for an opening activity, objectives, letter sound drills, decoding practice with words and phrases, spelling, homework assignments, and a closing cheer. The lesson focuses on building automaticity with letter sounds and decoding skills through different exercises like changing letters in words, nonsense words, and segmented word presentation.
Toefl
This document provides an overview of the TOEFL exam format and tips for each section. The TOEFL takes 4 hours and includes reading, listening, speaking, and writing sections. Reading consists of 3-4 passages and 12-14 questions per passage over 60-100 minutes. Listening includes 4-5 lectures and 2-3 conversations with 5-6 questions each over 60-90 minutes. Speaking has 6 questions over 20 minutes. Writing comprises 2 questions to be completed in 50 minutes. The document offers advice on vocabulary, grammar, resources, templates, and practice for improving performance in each section.
Grammar Jim Italy: Teaching Tips
Powerpoint presentation by Jim Scrivener, a freelance writer, consultant, teacher and trainer, on classroom management. The author introduces some easy-to-learn techniques to get away from ritualized coursebook use, to help engineer a deep engagement with grammar, vocabulary, texts and exercises and to make learning more visible, challenge students and nudge them to achieve more than they thought possible. The file Teaching Tips introduces a series of activities by this same author on how to turn a quick revision of a simple grammar exercise into a 60-minute class.
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This document outlines a lesson plan for teaching phonics and spelling skills. It includes directions for activities like copying example words, drilling letter sounds, building and decoding words, dictation, and homework. The objectives are for students to name letters, decode words with patterns, and spell words aloud with 80% accuracy. The lesson incorporates examples words, nonsense words, dictation, building words on the board, and assigning homework to practice.
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The document contains a student's self-assessment of a speech they gave. They rate themselves on various criteria such as organization, openings, paragraph use, detail, and argument/conclusion. For areas of improvement, the student notes they could have slowed down, enunciated more clearly, added more emotion and actions. They prepared through practice at home and surveying 140 people. They felt their writing and detail were strong points, and while initially nervous, got more comfortable over time.
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This document outlines a vocabulary lesson plan taught by Maria Angala. The lesson focuses on teaching students to read, tap, and spell words containing blend sounds. Students copy vocabulary words with their meanings and use them in sentences. They practice reading lists of words containing blends. Through quick checks, the teacher measures if students can read, tap, and spell 5 blend words 80% of the time, which is the lesson objective. The lesson concludes with assigning homework practicing the blend words.
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Jane Eyre Tc Chap 8
Helen Burns comforts Jane after she is publicly upbraided by Mr. Brocklehurst. Helen offers Jane rational perspectives to counter her feelings of failure and self-pity. Helen believes that Jane is innocent and that true judgment comes from within, not from others. Helen's faith and example teach Jane important life lessons, though Jane does not fully understand that Helen is in poor health. Helen's kindness leaves a strong impression on Jane and helps her mature in how she understands herself and her experiences.
N O T H I N G A N D N O T H I N G N E S S
The document provides an analysis of the word "nothing" and concept of "nothingness" in Shakespeare's play King Lear. It discusses nothing as emptiness, someone of no significance, a nonentity, and in language. Key points include:
1) Cordelia's utterance of "nothing" provokes Lear to banish her and divide the kingdom, upsetting the balance of power.
2) Lear, Kent, and Edgar are progressively stripped of power, identity, and humanity and reduced to "nothing."
3) Language itself follows this progression, becoming more chaotic and reduced to repetitions as words lose meaning and substance.
Tipsfor Text Comm
The document provides tips for writing a text commentary in 3 paragraphs. It advises to read the text multiple times to understand what is new information and how it relates to the overall work. When taking notes, underline important semantic, structural, and rhetorical elements. Organize dominant themes into 3 sections and link them from general to specific to form the commentary structure. The introduction should be short and introduce the main sections, while the conclusion should not repeat what was already said but provide a larger perspective on the effects of the passage.
Jane Eyre Capes Lecture 1 For Website
1) Jane Eyre follows many Gothic conventions including a female protagonist who is threatened by an aggressive male and confined in a great house under male authority. Jane is imprisoned in restrictive houses like Lowood and Thornfield Hall.
2) Bertha Mason, Rochester's wife, represents the "madwoman in the attic" trope. She is physically imprisoned in Thornfield's attic, paralleling Jane's psychological entrapment. Bertha embodies Jane's repressed anger and acts as her "truest and darkest double."
3) The novel Wide Sargasso Sea serves as a prequel to Jane Eyre from Bertha/Antoinette's perspective, providing the
Always A Governess
The document discusses the social position of governesses in the 19th century based on Jane Eyre. It notes that governesses occupied a marginal social position, not considered servants but of lower class than their employers. They had few career prospects besides marriage. The novel explores Jane's feelings as a governess who endures the discrepancy between her self-perception as a lady and her employer's view of her inferior social standing. Though she begins as a poor relation and governess, by the end of the novel Jane has gained independence, rejected the prospect of a loveless marriage, and married Rochester as an equal rather than remaining in a subordinate position.
Version Capes Methodes
This document provides guidance on translating documents from English to French. It recommends reading the document multiple times to understand context clues before looking up words. Using context, one can infer word meanings and connotations rather than relying on direct dictionary definitions. Considerations like tone, register, and whether names have equivalent translations are also important. When an individual word is unclear, one should consider its Latin or Greek roots, onomatopoeia, or context clues in the surrounding text. Proper nouns like names and places may or may not be directly translated. Guidance is given on translating measures, punctuation conventions in dialogue, and inversions in sentence structure.
Commentary Chapter 4 Sds
Jane Eyre rebels against her cruel aunt, Mrs. Reed, after Mrs. Reed falsely portrays Jane as a deceitful child. Jane and Mrs. Reed engage in a heated battle, exchanging accusatory words and piercing stares. Jane is passionate in her defense of the truth and rejection of Mrs. Reed's lies. Though Mrs. Reed tries to defend herself, she is ultimately defeated by Jane's fervor and surrenders. Jane's victory establishes her lifelong quest to restore truth and reject unjust treatment, solidifying her status as an outsider from Victorian society's conventions.
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First. Things. First.
Do NOT revise your essay via one colossal “all-nighter”.
Forget the “study drugs” and think “strategy”
Question: Why revise first, edit second?
Start with a few short revision sessions…
Key Questions to Ask:
1. What is my thesis? Is it clearly-worded and easy to spot?
2. Is my essay unified?
3. Is my essay organized clearly?
4. Do I develop each supporting point?
5. Do I integrate research smoothly?
6. Do I use MANY transitional words and expressions?
7. Do I present the material interestingly?
TIP: Tackle 1 or 2 per session…
Writers get overwhelmed (and miss more “issues” if they try to analyze 7+ pages for “everything”.)
(“Overwhelmed”=Procrastination=Low Scores)
Sample Agenda:
Mon. night: Work 20 minutes on unity
Tues. day: Work 20 minutes on coherence
Tues. night: Work 20 minutes on development
Ridiculously-Simple Unity
Word your thesis simply, and have it be the last sentence in your introduction.
With every “new” topic, start a new paragraph and have a simple topic sentence.
Follow the general pattern: T.S. first, followed by supporting details.
Alter it as needed to reflect the essay as a whole.
TIP: Review your thesis statement RIGHT BEFORE you print your essay
Ridiculously-Simple Coherence
Get out the “transitions” reference sheet. Add as many transitions as you can from as many categories as you can.
Put some at the beginning, some in the middle, and some at the end of sentences.
NEVER “drop quotes”; and spend twice as much energy integrating sources as you think necessary.
Ridiculously-Simple Development
The majority of your essay is developing each topic sentence. But your simplest way to expand development happens to be one of the less time-consuming ones:
EXAMPLES!!!
You will have a well-developed essay as long as you outlined. If you didn’t, this part of revision will be a huge chore.
Editing refers to changes made in order to make your essay “correct”: sentence structure, punctuation, mechanics, grammar, etc.
Proofreading refers to the final time you read the paper prior to submitting it.
FYI…
Editing: Where should you start?
Sentence structure
Grammar
Mechanics
Punctuation
“Drum roll, please…”
Sentence structure
Faulty Parallelism
Jumbled Syntax
Run Ons
Fragments
Wordy sentences
Dangling/
Misplaced Modifier s
Sentence-Level Editing Goes Next
Start with 1 or 2 of your weaknesses.
For example…do one read-through each for:
Apostrophes
Capitalization
Commas
TIP: If you use a tutor (friend, family member, etc.), ask them to look for a couple of specific errors.
Style & professionalism
And now for the final push…
You’re done with the heavy lifting now. Set your brain on “auto-p ...
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Nati dogmetisingexamclasses
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2) Exam classes have disadvantages like backwash effect, inflexible content, and artificial tasks, but can provide valid proficiency levels and skills applicable outside class.
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4) Materials-light approaches address emergent needs through minimal resources and adapting activities based on student difficulties.
Study skills
This document provides tips and advice for students preparing for exams. It outlines how to create a study plan by breaking tasks into smaller chunks and avoiding distractions. Good study techniques are suggested, such as using flashcards, mind maps and practice exams. On exam day, it recommends getting proper sleep and relaxation, as well as composure and time management during the test. After the exam, it advises leaving study discussions and focusing on the next exam.
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The Writing Process Powerpoint
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2) In the drafting stage, writers create a rough draft with mistakes allowed.
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