Mark Scheme for Presentations

As promised, please find below the mark scheme for your presentation. They appear in ascending order, so band 3 is first.

If you have any questions, please feel free to email me.

Please note, your presentation should be based on an aspect of your main course. For example, theories of buisness management or maybe a particular disability or type of mental health. If you are not on a main course with the college, you can present infromation about your place of birth. You may include tourist attractions, cultural foods and attire etc.

·         Effectively communicate information, ideas, and feelings, promote issues and points of view

·         Adapt talk to a variety of situations and audiences, using non-verbal features to add to impact

·         Use a range of well-judged vocabulary and sentence structures to achieve different purposes, including competent and appropriate use of Standard English

 

 

·         Confidently convey and interpret information, ideas and feelings, emphasising significant points and issues

·         Adapt and shape talk and non-verbal features to meet the demands of different situations, contexts and purposes

·         Make appropriate, controlled, effective use of standard English Vocabulary and grammar

 

 

·         Highlight priorities and essential detail when communicating complex and demanding subject matter

·         Use a sophisticated repertoire of strategies to meet challenging contexts and purposes

·         Show an assured choice and flexible use of standard English vocabulary and grammar in appropriate situations

How to Create a Paragraph

Controlled Assessment Expectations

Dear all, 

I hope you are well and are all preparing for next week’s controlled assessment. I just want to clarify expectations for your next controlled assessment. 

 Please ensure that you do not exceed the proposed word limit. Please make sure that you do not supply a response with more than 1000 words. 

  Please note that you are expected to write ‘the text’ for a leaflet. Therefore, as explained previously, there is no need for you to concern yourself with layout or images. You will not be awarded any extra marks for following these conventions. You can of course create an image box and write a caption underneath explaining what would have been in the picture.

  Please also note that you are required to write about just one UK attraction. I know you have researched more than one, but this should enable you to make a well thought-out choice about the one you wish to write about in your controlled assessment. 

  When writing your assessment, I want you to pay particular attention to the purpose and audience for this task. Your purpose is to inform and your audience are teachers.

  You also need to ensure that you are writing in paragraphs, using a variety of sentence structures and making conscious choices in relation to vocabulary.

I hope the above information is useful. If you have any further questions, please do not hesitate to email me. I will also be sending this information to your email addresses. 

 Maria

Vocabulary- Class Task

Created with Padlet

Simple, Complex and Compound Sentences Video

Hi all, Below is a video explaining simple, complex and compound sentences. This was not created by me; this was created by a colleague of mine. I hope you find this useful.

Genre, Audience, Purpose

Random Name Picker

A reminder of our first week- Summaries and Rocky

I came across this today and it reminded me of our first week. I gave you the task of summarising your favourite film. I also volunteered mine. I am certain that you will all remember this, if only for the enthusiasm I used to summarise it. However, please see a quote from the last in the anthology. This is just one of the reasons why I am a fan. I hope you find these words equally inspiring.

Articles and Your Presentations Continued......

Hi all,

I have uploaded two of the presentations you created on articles. I selected these two examples in particular because one provides a wealth of examples of articles in use. The other explores the rules associated with articles and countable/count and uncount/uncountable nouns. Carlos and Mariam clearly researched this well and you will all benefit from knowing the rules they have supplied. However, if this does cause any confusion you will need to research count/countable and uncount/uncountable nouns. This is fairly simple because it's quite literal in its meaning. 

I have said this previously, but I will also repeat it here. You are each other's best resource. You can bounce ideas off of one another and fill in the gaps in others' missing knowledge. By doing so, you are also demonstrating just how sound your knowledge of a topic is and thus strengthening your knowledge. 

Maria.

Your Presentations on Articles (Carlos, Mariam, Asma, Sabah, Naomi and Hanifa)

Simple, Compound and Complex Sentences- Extension Task

Dear all, 

I hope you found this week's session useful and I hope that you realise just how much English underpins not just this course, your main course, but its application to work life. 

I think you would agree that the best way to impress an employer is with a well constructed  cover(ing) letter that boasts beautifully crafted sentences and sophisticated vocabulary. In fact, I dare you to disagree!

Your knowledge and active use of a range of sentence types will ensure that you are meeting one element of the mark scheme for your next controlled assessment. I also genuinely hope that you will make a conscious effort to embed this knowledge into your main courses. I am sure that your main tutors will be note the differences in your writing as you feel confident to use more than just the simple sentence. 

Where is my extension task, I hear you ask?!

Well, as the old saying goes, if you don't use it,you lose it. Therefore, if you do not actively practise using simple, complex and compound sentences you will probably fail to in your controlled assessment. 

As a result, I want you to write the beginning of a story (no more than one paragraph) and use the sentence types throughout to convey different effects. For example, if you write a horror story try to use a number of simple sentences to begin with and see what impact this has as you read it back to yourself.

Do make sure you use a range to enable you to practise this skill; it is  an art to be able to craft your writing in this way. 

When you've done this, share it with one of your colleagues and ask them to identify the sentence types you have used. 

Simple, Complex and Compound Sentences

Mark Scheme- Controlled Assessment (English Today: Writing)

Second Controlled Assessment (Writing)

Please note that we are now moving onto your second controlled assessment: English Today: Writing.

You already have access to the assessment booklet and you can find your next assessment on page 6. You will be attempting the first question- creating a leaflet.

I will be posting the assessment criteria on the blog in another post and I expect you to print this off for your reference before your next lesson.


Maria.

Comic Strip- Language Features

Copy and paste the link below to see a comic strip. The dialogue contained in this comic strip features a number of language features. Please try to identify which ones are being used by Abdul, Nicky, Candace, Abisola, Tanaka and Beatrice ( I hope I mananged to spell all your names correctly). 



http://www.toondoo.com/public/m/i/a/miad15/toons/cool-cartoon-8072391.png

Exploration of the Ideas and Perspectives of the Writers.

Language Features PowerPoints

Please find below links to the PowerPoints you completed during the revision sessions. You now have the opportunity to see what your colleagues did on the day you did not attend.

Please do use these for your own information. I was very impressed with both; they are engaging and contain correct information. You can use these to aid your revision. 


https://docs.google.com/presentation/d/180H5pQ25N5328EiOQCz7SM-1-8fIU5Lks9aeZGV0TN4/edit?usp=sharing


https://docs.google.com/presentation/d/1fMigxfSYZMKDkrg4qzMnP4VaJl-HLIJm6WTbTJyopSo/edit?usp=sharing

Images- Denotation and Connotation

Images and Language Used to Explore their use

Denotation: What an image shows us superficially.

Connotation: What can be inferred from the image. 

Look at the images below and write down one sentence, or two if you feel more confident, that captures and analyses what the following images connote and denote. 

Using the sentences you created initially for each one, please create a paragraph following the PEE structure making use of all three images.

N.B You must use the words denotation/denotes and connotation/connotes. You must also define these terms in your own words. 

Please do NOT respond to this until after you attend your revision session

Tuesday 28th October 2014

Structure for the day

1. In pairs I want you to look at the mark scheme. Focus on band 3, 4 and 5. Underline and highlight important parts. Explore with one another what exactly you need to do to achieve each band.

2. In groups of 4 read the excerpts from your Mock assessments. Decides which ones are following the PEE structure. highlight, underline and signpost them to explain why their approach is ill formed or appropriately written.

3. Go over PowerPoint on language features- practise writing PEE structures. 


Lunch- yipee


4. You will now create a collaborative PowerPoint on language featurs (Google Docs- explanation). 




5.Write a poem-no less than 15 lines- using at least 7 of the language features. 


6. Pass your poem to a colleague and let them identify what language features you have used. 

Home time- yay!!

Please note!!!

Your assessment is approaching- 3rd November. Please spend time annotating the materials. Locate all the necessary features prior to sitting down to sit the controlled assessment. This is the benefit of having a seen assessment. You must fully exploit this fact. 

You will receive clean copies on the materials, but it will not take you more than ten minutes, at the beginning, to annotate the clean ones if indeed you did this at home. If this seems daunting, look at the way I annotated the front cover and how this informed my model answer.


Remember!!

Time and tide wait for no man. 

Procrastination is the thief of time.

Important Information Regarding Your Mock and Controlled Assessment

Record audio or upload mp3 >>

GCSE Mock- Day Group

Dear all, 

I wanted to remind you that you will be sitting your Mock the first week back after half-term (3/11/2014). Are you excited?

I was very pleased with the outcome of your first controlled assessment. You set the bar pretty high for the evening group.

Please continue to engage with the syllabus during your break and I shall see you on Thursday (30/10/2014). 

Best wishes, 

Maria. 

Mock Results- Evening Class

Dear all, 

 I wanted to make you aware that your Mock assessments have been marked and I am pleased to announce that in the main I was delighted with your efforts.

 As stated in class, I have taken into account that a majority of you have had very limited input due to late enrolment.

 However, I wanted to make you aware that I was very pleased with the quality of some of the responses. Surprisingly these were provided by students who joined the class late. I hope you will not mind me saying, but Madina, sabah and Nyase did particularly well. Both Saba and Madina joined on 13/10/2014. 

Therefore, this is proof that where you start is not important. It is how you finish that matters. You all have potential and access to the same resources. 

As long as you apply yourself and engage with the content, you will secure the grade you are looking for. 

 In an ideal world I would like to take full responsibility for Madina, Sabah and Nyase’s success, but the truth is they put in the hard work.

I hope their success not just inspires you, but encourages and motivates you to want to achieve! 


Maria. 

Audio Clip- Accompanies Previous Post

Audio recording and upload >>

Revisiting Your Ariana Grande Homework Task- How to Annotate!

Ubiquitous 2- which language feature is this?

Which language feature is this?


What is it that creates the effect? Look or sound?


What does its use tell us about the Metro? Could we expect this from the Sun and the Times? 


Would you be impressed if you spotted this kind of word-play in either of these newspapers?

Of Mice and Men

As promised, please find below the version of the text you will receive in the exam (Approximately mid-late June).

The digits below are the ISBN for this copy. This will help you to locate the text from a bookshop. 

 7801410023571 

I would recommend that you do not begin reading this until the Christmas break; you are currently having to engage with a lot of material within a very short space of time.

However, if you feel you would like to begin reading, please write a brief summary of each section. It will enable you to refer to the plot more easily at a later date as we begin to analyse it. 

 If you feel confident to read it simultaneously there are benefits; it will give you ample opportunity to engage with the skills you need for the first controlled assessment. If so, as you are reading your text, annotate it in-line with the language features you have recently been acquainted with. Please do this in pencil.

Language Features Table

Please find the link to the Language Features table that learners who joined in previous weeks received. Fill this out from memory; it is always good to test your knowledge. When you've done this, and only then, use the PowerPoint on Language Features to help you. 

Please note, there a few on the sheet that do not feature on the PowerPoint. For these, you will need to research. This a skill that we all need to be constantly developing. Wouldn't you agree? (which language feature is this?) 

https://app.box.com/s/ueh0ck13nj2re4k4g1me

Assessment Materials

Dear all,

You mentioned yesterday that you experienced some difficulty accessing the controlled assessment materials. Please find attachments to them below:

https://app.box.com/s/h5w0j1u9v8209nra8yk0

https://app.box.com/s/6avo1vlgfvj730h58578

https://app.box.com/s/r7m10r254qlmv8wff7sr


All you need to do is copy and paste these links. If you have any problems, please email me personally. 


Please print these out and begin to annotate these documents with the information I have provided you with already.

For those of you who started just yesterday evening, please just look at the language features- try to identify these. If you feel confident enough explore the PEE structure we went through briefly yesterday. 

For those of you who have attended from the beginning or from the second week, I want you to try to identify and annotate both the leaflet and article in relation to colour, images, camera angle and language features.  If you feel confident, start linking your observations to the effects these choices have on the audience/readership and explain how they have targeted their readership and audience by making these choices. 

Good luck and have a productive week!

Maria. 

ubiquitous!

I saw this advertisement on the train recently. Can you find any examples on your travels?

What do you think?

Make like a tree and leave.

What language feature is this?

Prepare to justify your response in our next class.