Language and occupation Introduction This guide is written for students who are following GCE Advanced level (AS and A2) syllabuses in English Language. This resource may also be of general interest to language students on university degree courses, trainee teachers and anyone with a general interest in language science. On this page I use red type for emphasis. Back to top of page What do the examiners say about this subject? Back to top What has language to do with occupation? Occupations are an important feature of society. Occupations develop their own special language features, and use those of the common language in novel or distinctive ways. Forms and functions of talk In studying language and occupation, you should consider particular forms (instruction, interview, discussion, conference, briefing, appointing, disciplining) in relation to their functions. Here are some general functions of language in occupational contexts: Can you think of others? Activity - understanding forms and functions of talk Come in.
My Classroom Economy Discourse Community Discourse Community by: Yaisah Granillo As my discourse communities I chose the most common ones for me which are facebook, school, and my home because they are part of my everyday life. Facebook is a social networking website and its main goal is for a fast and easy communication with friends and family. School is a very important part of my life because the goals and values are to get a better education so that in the future I can get the professional job that I desire. Finally, the last discourse community that I chose is my home.
Introductions - Writing a Paper An easy template for writing an introduction: What has been said or done on this topic? What is the problem with what has been said or done? What will you offer to solve the problem? Example: What has been said or done?
Principle 3 Teachers plan meaningful lessons that promote language learning and help students develop learning strategies and critical thinking skills. These lessons evolve from the learning objectives. Some Practices for Principle 3 Teachers use comprehensible input to convey information to students. Comprehensible input is of primary importance for progress in the target language. Scaffolding for Comprehensibility (Excerpt from The 6 Principles for Exemplary Teaching of English Learners: Grades K-12) Teachers communicate clear instructions to carry out the learning task. Teachers use and teach consistent classroom management practices and routines throughout the school year in an effort to help students understand what is expected of them in a classroom and throughout a lesson. The 6 Principles writing team member Linda New Levine on Principle 3 Classroom Activities That Support Principle 3 Try these activities from books in the popular New Ways Series from TESOL Press! Colleagues
Linguistics Research Digest: Search results for community of practice Speaker A: This is the electric company. Is your refrigerator running? Speaker B: Yes, it is Speaker A: Then you better catch it! This is a classic example of a crank phone call, dating from about 60 years ago. Due to the modern age of the internet and digital media, Mark Seilhamer notes that it is easy now for pranksters to share recordings of themselves and get advice on techniques on the many internet sites/ chatrooms dedicated to this cause. Their behaviour highlights the conversational frames that we usually take for granted when we communicate. The aim of the crank caller is to keep the victim disoriented about the type of conversational frame that is in place. (1) Kevin: Thank you for choosing (name of company) this is Kevin how can I help you? (2) Justin: Hi Kevin this is Justin how are you doing? (3) Kevin: Good who’s this? (4) Justin: This is Justin (5) Kevin: Justin? (6) Justin: Yeah, Nickatyne. (adapted from Seilhamer 2011:683) Crank callers operate on the fringes of the law.
Table of Contents Table of Contents 1. Planning and Producing Documents 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Common Writing Problems for Non-Native Speakers of English [ Home | Table of Contents | Writing Timeline | Index | Help | Credits] Video Maker | Make Videos and Animations Online | Powtoon Care home in Yorkshire told not to call residents 'love' as it is 'patronising' 'When you are living in a home away from your family I think it is positive at times to be called a term of endearment if it is something they are comfortable with...' - Stephanie Kirkman Meikle It follows controversy in last year over an online tutorial for volunteers recruited to welcome visitors to the Yorkshire legs of the Tour de France which advised against the use local greetings such as love or darling in case visitors were offended. Sir Michael Parkinson, the chat show host, and the cricketing umpire Dickie Bird, were among prominent Yorkshiremen to denounce that decision “daft”. But the use of affectionate terms such as “dear” and “chuck” in care homes was highlighted as an area of concern in the report of the Commission on Dignity In Care, a major review into the sector published in 2012. The commission concluded that patronising older people should be viewed as a form of abuse but emphasised that if people wished to be called dear or chuck they should be.
Better Grammar | The Learning Centre – Online Programs The content for Better Grammar was developed at Curtin University to support students who have already met the university English language entrance requirements to write academic papers and make presentations. The focus here, therefore, is not on learning the rules “which you may already have mastered” but on examining some of the more critical grammar usage and “getting it right” in the right context. Mastery of specific aspects of the English language can make the difference between meeting and not meeting academic expectations. Working with a diverse range of students, we have identified five areas that students find challenging. They are verbs and tenses, writing complex sentences, using articles, choosing prepositions, and recognising grammatical errors. This program gives you the opportunity to develop skills that will help you deal with these challenging areas. The Learning Centre
Key questions | Assessment for Learning What is Assessment for Learning? Assessment Reform Group (UK 2002):Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. Assessment for Learning is also known as formative assessment. What is the difference between formative and summative assessment? Activities associated with summative assessment (Assessment of Learning) result in an evaluation of student achievement - for example, allocation to a level or standard or allocation of a letter or numerical grade, which might later appear in a report. Activities associated with formative assessment (Assessment for Learning) do not result in an evaluation. What are Assessment for Learning strategies? Research has identified a number of classroom strategies that are particularly effective in promoting formative assessment practice. Assessment for Learning strategies are:
Why are so many middle class children speaking in Jamaican patois? A father of an 11-year-old girl laments a baffling trend By Nick Harding Published: 00:19 GMT, 11 October 2013 | Updated: 11:11 GMT, 11 October 2013 With her ear glued to her mobile phone, my 11-year-old daughter, Millie, was deep in conversation, her brow furrowed as she discussed some arrangement with a friend. I listened in, as I made jam in the kitchen. This indecipherable code-speak (‘sick’ means awesome, ‘DW’ is don’t worry and ‘yolo’ means you only live once) was delivered in an accent I could only place as somewhere between South London, downtown Los Angeles and Kingston, Jamaica. It certainly isn’t indigenous to our home village of Ashtead, in the rolling Surrey hills. It's not a'ight: Many youngsters are now adopting a bizarre hybrid of accents incorporating Jamaican patois, American west coast and London When Millie ended the call, she turned to me, smiled and asked: ‘What’s for supper please, Dad?’ ... than Kingston Upon Thames in Surrey Qualiteeee: Youth speak is lampooned by comedian Lee Nelson She replied: ‘I had, like, lasagne.’