Republic of the Philippines Tarlac State University Graduate Studies Tarlac City AN ANALYSIS OF A CLASSROOM INTERACTION IN GRADE 7 A term paper submitted to DR. CECILIA L. CALUB In partial fulfillment of the course requirement in ENGLISH 503-Discourse Analysis By: MR. MAR CHAN N. MANGUERA MAEd-English October 201 I. INTRODUCTION In this globalization era‚ the value of English as an international language is significantly escalating in different aspects. Its significance
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the bounty of Autumn whereas the extract has 2 paragraphs which is known as continuous pros. He introduces the reader to the market with the opening sentence e.g.:’’ so up we went and found ourselves in the vegetable market.’’ This function is a discourse marker ‘’up’’ - prepositions - because he changed word order around. It’s got stress on the sentence along with inverted syntax that takes us up on to narrative stance. Conferring to text B the Narrative stance‚ he uses are reflective pronouns - ourselves
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Combine the following sentences using adverb clauses at the end of the sentence. 1. We watched the robins. They raised their young in our apple tree. 2. Becky read the book. It was recommended by a friend. 3. Dad donates his suits to charity. He has worn them a year. 4. The policemen delayed the drivers. The wrecks were cleared. 5. Ann ate an apple. She studied her vocabulary. 2. Combine the following sentences using adverb clauses at the beginning of the sentence. 1. Frank started medical
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A LESSON PLAN FOR ELEMENTARY ENGLISH V I. OBJECTIVES: At the end of the lesson the pupils shall be able to: a.) Identify adverbs of time b.) Use appropriate prepositions in a given sentences c.) Actively participate in the activities II. SUBJECT MATTER: Adverbs of time REFERENCE: Fun in English‚ Language Textbook I‚ pp. 216-217 MATERIALS: Charts‚ Calendar and clock. III. Strategy/Procedure A. Preparatory Activities 1. Greetings 2. Prayer 3. Checking Attendance B. Developmental
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Mark Scheme (Results) Summer 2008 GCE O Level GCE O Level English Language (7161/01) Edexcel Limited. Registered in England and Wales No. 4496750 Registered Office: One90 High Holborn‚ London WC1V 7BH Section A: Comprehension First‚ read Passage One. Question number 1 Answer Award one mark each for any two of the following: • • • • • • Because the train began to move Because the train was leaving the station The rhythm of the train’s movement changed He had fallen from his seat He was
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Detailed Lesson Plan in English 1 I. OBJECTIVES: At the end of the class‚ 95% of the students should be able to: 1. Define what is topic‚ main idea‚ and supporting detail; 2. Recognize topics‚ main ideas‚ and supporting details in reading passages; 3. Identify the common location of main idea statements; 4. Improve their skills in reading comprehension. II. SUBJECT MATTER A. Topic: Identifying Topics‚ Main Ideas‚ and Supporting Details B. Reference: Study and
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1. Alliteration - Repetition of the same sound beginning several words or syllables in sequence. Example 1 - “[L]et us go forth to lead the land we love…” Language of Composition. Boston: Bedford/St. Martin’s‚ 2013. Print. Example 2 - “I shall delight to hear the ocean roar‚ or see the stars twinkle‚ in the company of men to whom Nature does not spread her volumes or utter her voice in vain.” --Samuel Johnson Harris‚ Robert A. A Handbook of Rhetorical Devices. VisualSalt‚ 19 Jan. 2013. Web
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under discussion - you need to engage with the literature and not merely describe or report it. (PEEL: Point + Evidence + Explanation + Link to the Question asked is an alternative to SSC that you may have been taught.) Remember to use linking sentences between paragraphs. Conclusion: Summarise the main points. Link them explicitly to the question asked to demonstrate that you have addressed it. Bring the ideas together to make a cohesive conclusion. The conclusion should not include
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well as the use of punctuation. The linguistic features of the text will be discussed with reference to the grammatical parts and lexical categories present in the sentences. This will be done by identifying the different phrases and clauses found in the text and explaining the functions of those that represent constituents of a sentence. Then the functions of the major word classes will be described and a distinction will be drawn between content and structure words. The text being analysed is an
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Introduction to Reading Reading is an ability which develops during the Sensitive Period for Language‚ fro prenatal hearing to the ‘Explosion into Reading’‚ around the age of five. Reading is an extension of the development of Vocabulary‚ the child discovers how a known word looks in graphic form after she has become a fluent speaker and has benefited from indirect and direct Enrichment Activities‚ the Three Period Lesson‚ Language Training and Writing. It is impossible to read an unknown word
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