), Beginning reading and writing. Language and literacy series (pp. 3-21). Newark, DE: International Reading Association. ( Part B ) Section 1 : INTRODUCTION TO THE
24. Children acquiring English as a first language have tendency to use the regular rules for irregular verbs/words. For instance they will use the past tense morpheme – ed like this: ‘putted’ instead of ‘put’ ’ for the past tense form. Which term is used to describe this tendency? Interlanguage 25.
Donald Bear, Marcia Invernizzi, Shane Templeton, and Francine Johnston (2008) explain that there are two purposes for word studies. First is to help students develop a general knowledge of English spellings. Second, word study increases their specific knowledge of the spelling and meanings of words. Word studies are developmental because teachers must differentiate instruction for different levels of word knowledge (Bear et. Al, 2008).
Standards: Strand 1: Reading Process Concept 4: Vocabulary: PO 1. Use knowledge of root words and affixes to determine the meaning of unknown words. PO 2. Use context to determine the relevant meaning of a word. PO 3.
The student can ask question such as: What the topic is about? Does the topic and sub topic support the book? The next step is reading. This is where the students read for comprehension and try to understand the text and main idea of the book or story. This stage is important because it determines if he or she can figure out the main plot of the story.
Example. Quote. Effect of language technique (aim for at least 3 quotes per paragraph. )When analysing techniques, identify the technique, give a quote / example and Discuss the effect of the techniques and how meaning is created. | ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
<http://www.ascd.org/publications/educational-leadership/apr09/vol66/num07/From-the-Ballot-Box-to-the-Classroom.aspx>. " Quotes about Education ." Learn English - Grammar, Vocabulary, Speaking, Exercises, Lessons. . N.p., n.d.
Reflect on your own communication skills as you explore the different topics in your textbook. Think about your abilities in the following areas: * General writing skills * Summarizing skills * Clearly explain a concept or process to another person * Being persuasive in presenting your ideas * Organizing thoughts/ideas * Being creative * Completing projects * Making decisions * Listening to others * Stating my own opinions without being close-minded * Taking charge or being a leader in a group Identify specific communication skills you want to improve on as you take this course. _____2. Read chapter 1, Communication Strategy, in your textbook. _____3.
Students will be required to study the text and to develop the ability to prepare and construct a response to the text, using appropriate language in their discussion. Students should be able to identify and discuss key aspects of the set text, including how the writer constructs meaning and the ways in which social and cultural values are conveyed. Area of Study 2 Creating and presenting Students will be expected to read a range of texts relevant to the theme ‘Conflict’, including the play ‘The Crucible’, songs of Paul Kelly and the film, ’Kite Runner’. Drawing on the knowledge gained from these texts, they will create written texts. Area of Study 3 Using language to persuade The focus of this area is on the use of language in the presentation of a point of view.
When a writer writes analytically, they go into more depth of the original text. They tell us the reaction of the writer, and even begin to explain the writer’s thoughts. It’s simply a way of exploring what certain piece of writing means. This form of writing was introduced to simply get the reader to look at the material from a different perspective; to get the writer to thinking a little more in depth. When a writer reads text, they begin to make claims of their readings.