Attempt Question 1 • Allow about 50 minutes for this section Section II Pages 5–6 20 marks • Attempt Question 2 • Allow about 40 minutes for this section THIS PAPER CANNOT BE RELEASED IN PUBLIC UNTIL AFTER 26TH AUGUST 2011 This paper is used with the understanding that it has a Security Period. English ESL HSC Trial Paper1 2011 Section I 25 marks Attempt Question 1 Allow about 50 minutes for this section Examine Texts one‚ two and three carefully and then answer the questions in the
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| Oral Language | Q.A.R. (Question-Answer-Relationships) Question-Answer Relationships‚ or QAR‚ is a reading comprehension strategy developed to aid in the approach that students take when reading texts and answering questions about that text. Students learn to categorize types of questions which in turn help them know where to find information. It encourages students to be active‚ strategic readers of texts. QAR outlines where information can be found "In the Text" or "In my Head." It then
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2–4 20 marks • Attempt either Question 1 or Question 2 • Allow about 40 minutes for this section Section II Pages 5–8 20 marks • Attempt ONE question from Questions 3–7 • Allow about 40 minutes for this section Section III Pages 9–12 20 marks • Attempt either Question 8 or Question 9 • Allow about 40 minutes for this section 1131 STD Section I — Module A: Experience Through Language 20 marks Attempt either Question 1 or Question 2 Allow about 40 minutes for this
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dialogue between teachers and students regarding segments of text. The dialogue is structured by the use of four strategies: summarizing‚ question generating‚ clarifying‚ and predicting. The teacher and students take turns assuming the role of teacher in leading this dialogue. Purpose: The purpose of reciprocal teaching is to facilitate a group effort between teacher and students as well as among students in the task of bringing meaning to the text. Each strategy was selected for the following purpose:
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Assignment 3 Skills Related Task Selection of a reading or listening text with rationale‚ tasks and lesson plan design Trainee: Minoo Date: Feb 18‚ 2015 Appendix 1: Handouts Appendix 3: Answer key Appendix 2: Text Purpose: According to J. Harmer in his book The Practice of English Language Teaching‚ “receptive skills are the ways in which people extract the meaning from the discourse they see or hear”. In the following text the main skill which is going to be practiced is reading‚ the sub skills
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Jueves 13 de noviembre de 2003 (mañana) 1 h 30 m QUESTION AND ANSWER BOOKLET – INSTRUCTIONS TO CANDIDATES Write your candidate number in the box above. Do not open this booklet until instructed to do so. This booklet contains all the Paper 1 questions (Text handling). Refer to the Text Booklet which accompanies this booklet. Answer the questions in the spaces provided. One mark is allocated per question unless otherwise indicated. LIVRET DE QUESTIONS ET RÉPONSES – INSTRUCTIONS DESTINÉES AUX CANDIDATS
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oral reading. Students then work with vocabulary and story questions. On the second day‚ students re-read the passage with a partner. They check their annotations and answers. They work in partners answering the pairs questions. The lesson concludes with a short argument writing assignment. Teacher Planning and Preparation (include UDL considerations and planning for ELL and special education students) Review the answers for all questions asked in this lesson and locate the textual support. (Teachers
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class‚ worked hard on in-class and out-of-class writing‚ and asked questions when you were confused‚ you should be well-prepared‚ and your studying will consist of reviewing material‚ not learning it. 3. You are responsible for knowing/understanding the literary devices on the Final Exam Terms to Know List and for knowing ALL texts we have read this semester (see below). You should know the TITLES and AUTHORS of all these texts‚ including short story titles 4. You will not be able to use any books
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Reading visual text Visual text uses a combination of visual features (pictures and graphics) and verbal features (words and language features) to get a message across to the reader. Examples of visual language include: static image‚ posters‚ websites‚ and advertisements. To read a visual text you must spend time looking at the layout of the text‚ read all the important written text‚ and look for links between the visual and verbal features. Think about the purpose of the text and how the techniques
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Service Question Answer Relationship (QAR) Reading and Learning Strategy After Reading Strategy Question Answer Relationship Purpose of Question-Answer Relationship (QAR) Strategy: QAR (T. E. Raphael‚ 1982; 1986) provides a basis for teaching three comprehension strategies: locating information; showing text structures and how the information is organised; and determining when an inference or reading between the lines is required. QAR shows students the relationship between questions and answers
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