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  • Year 13: English Language Revision quiz on Acquisition

    English Language A Level Revision Quiz – key theories Explain what these terms mean which Michael Halliday uses for his taxonomy: Instrumental use of language Regulatory Interactional Personal Representational Heuristic Imaginative What were John Dore’s complaints about Halliday’s taxonomy? He replaced them with: Labelling, repeating, answering, requesting action, calling, greeting, protesting, practising Why is very […]

  • Child Language Mock Exam Question 2 by FGI/Myszor

    Read the following extract very carefully. This transcript is a conversation between Katherine at 27 months and her mother. Consider the aspects of the baby’s speech: ability to use verbs (tenses, tag questions); functions and conversational (pragmatic) skills; use of inflexions; the MLU, the comparing the score with Brown’s stages (see page 3 of Myszor); […]

  • Halliday’s Functions of Language in the Child Language Acquisition Debate (by Nick Christodoulou)

    Several attempts have been made to catalogue the different functions of language, and to chart child language development in terms of the increasing range of these functions to be found in the growing child’s repertoire. Michael Halliday’s taxonomy is documented below:- Instrumental: Language used to fulfil a need on the part of the speaker. Directly […]

  • H G response to mock Child Language Acquisition exam question with teacher comments

    Read the following extract, and using your knowledge of Skinner, Chomsky, Piaget and Bruner, analyse the interaction between child and mother discussing The Snowman by Raymond Briggs. M is mother, K is Katherine, 2 year old.M: So what’s this book about? K: Snowman M: Mmm. What’s the snowman doing? K: ‘S flying. M: Mmm. Who’s […]

  • Useful Child Language Acquisition links

    Useful websites on Child Language Acquisition http://www.universalteacher.org.uk/lang/acquisition.htm

  • Quiz questions on Far From The Madding Crowd

    Oak 1. In brief, how does Gabriel Oak’s social position change in this novel from the beginning to the end? 2. What are the most important aspects of Oak’s character? 3. When does Oak come to Bathsheba’s rescue and why? 4. What does Oak warn Bathsheba of? 5. What was Hardy trying to say when […]

  • Romeo and Juliet revision quiz

    Please answer all the quiz questions on Act 1, Act 2, Act 3, Act 4, and Act 5 on this page, checking the answers as you go along. You may use the e-text version of Romeo and Juliet and do a search and find if necessary. http://www.shakespearehelp.com/romeo/main.htm

  • Analysis of Celebrity

    Starter activity – focus upon adjective associations: In the space below, circle the adjectives you must associate with celebrity Wonderful Fantastic Corrupting Marvellous Terrible Appalling Bad Good Thought-provoking Moronic WRITE DOWN SOME OTHER ADJECTIVES YOU ASSOCIATE WITH CELEBRITY MAIN ACTIVITIES – preparation for media exam: 1. Read the following article and write a summary of […]

  • The role of families in war poetry; Spring Offensive; In Flanders’ Field and ‘The Falling Leaves’

    Compare and contrast two poems which show how the families of soldiers suffer as a result of the conflict.   OR   Compare and contrast ‘Spring Offensive’ with one other poem of your choice which uses vivid imagery to convey the horrors of war.   OR   Compare and contrast the differing attitudes of the […]

  • Mercutio, Nurse essays

    ‘Mercutio and Tybalt are trouble-makers who are presented by Shakespear as thugs who cause many of the problems in the play.’ In the light of this statement, analyse Shakespeare’s presentation of these two characters, saying whether you agree with it or not.   OR   ‘In attempting to solve the problems of the two lovers, […]

  • A suspenseful story

    ‘His fingers squeezed around my throat, I felt myself starting to choke…’Using this first line as a starting point, continue this story remembering to use the same person (the first person pronoun) and write in the past tense. (Make sure that you structure your story carefully, and you use the FIVE SENSES and FIVE Ws […]

  • Is 1984 the most influential novel ever written?

    Emphatically not! Orwell’s last novel has not survived the test of time. I know this through the hard graft of having to teach the dreary novel to reluctant Year 10 and 11 students. There are a number of serious flaws with the book. First and foremost, the plot is predictable and relatively undramatic: a miserable […]

  • What will replace abandoned SATS?

    Teaching to the SATS tests can be murder. Recently, they have become more and more fiddly – and more boring. In English, there is a complicated reading paper, which consists of lots of small questions that pupils have to answer precisely to get a good mark, a writing paper which never seems to test writing, […]

  • Give children rewards and they’ll soon fleece you

    As a teacher, I’ve tried every bribe in the book The news that a mother rewards her 13-year-old daughter with cigarettes when she behaves has confirmed what I’ve been thinking for a while – rewards are, at best, ineffectual and, at worst, positively damaging. A jobless single mother, Tracy Holt, 43, of Gosport, Hampshire, is […]

  • The truth about communication in schools

    This is the full text of a speech I gave under the title ‘Silent Voices, Still Lives’ Welcome and thank you for coming. My talk is entitled ‘Silent Voices, Still Lives’ and focuses upon the importance of teaching communication skills properly in schools. It is divided into two parts: firstly, I will look at the […]

  • One long SATS test

    In this emotional indictment of our education system, the writer and teacher Francis Gilbert explains how an obsession with testing has broken enthusiasm for learning The decision by the Children’s Secretary, Ed Balls, to kill off the Sats exams for 14-year-olds is arguably the most momentous decision taken by a politician since Gordon Brown became […]

  • Will the teaching council ever learn?

    The new code of conduct for teachers is a masterwork in stating the blindingly obvious and deeply patronising The new draft of a code of conduct and practice for teachers really made me laugh. It’s a big and wordy document from the General Teaching Council for England (GTC) and full of the off-putting, sanctimonious language […]

  • Is passion all that matters in education?

    Is stirring a pupil’s passion all that matters in edcation? Ken Robinson’s new book, The Element, suggests that this is at the heart of getting the best out of children. I appeared on Radio 3’s Nightwaves arguing a little differently. I said that if teachers just tell pupils to follow their passions then they could […]

  • How to make your child succeed at GCSE

    The truth about exams So just what is the key to success at GCSE? As a teacher in various state schools for the past two decades, I still chew over the issue virtually every day! Just recently, I was talking late into the night at a Year 11 Parents’ evening. The parents of these sixteen-year-olds […]

  • Competences through AfL

    It’s only when pupils put flair into their writing that they become competent When I first saw the word ‘competence’ stuck into the new English National Curriculum last summer, my heart descended into the abyss. Oh no, I thought, here we go again; yet more injunctions to give lots of boring grammar lessons which the […]

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