English Language

There will be no statement specifically asking for examples; it is assumed that they will form a natural part of the response. Some questions will require specific reference to Singapore and Singapore issues. The paper will consist of a mixture of direct questions and statements that are intended to provoke a response from the candidate. The latter should provoke thought, rather than just acceptance of the assertion. Whilst some questions may appear to have a particularly ‘topical flavor’, this is the result of chance, not design, since questions are set well in advance of the year in which any given examination is taken.

Of course, candidates are able to make use of such material for the purpose of relevant illustration, but any attempt to ;spot’ a likely topic for a given year is unlikely to prove useful. The Framing of the Questions The Principal Examiner submits a selection of proposed questions, covering a range of topic areas. These are then scrutinized by a panel of Senior Examiners / Moderators for comment / suggested changes or modifications. The purpose of this is to ensure balance and to avoid any possible misunderstanding Or ambiguity in the wording that could disadvantage candidates.

The Principal Examiner reviews the first draft in the light of the above and submits a second version of the Paper which is discussed and finalized at a meeting with the Subject Officer and the Scrutinizers. All questions are equally weighted. There is no credit given to a response to a question simply because it may be deemed ‘more difficult’. For the sake of rarity in the Paper, various words/phrases are used as question ‘prompts’ e. G Discuss, Do you agree? , To what extent, Is it fair? , How far? There is little or no difference in the demands of the question depending on the ‘prompt’ that is used.

However, key words to note are ‘always’, ‘never’, ‘every’, ‘all’, and any other words that seem to suggest an extreme position, or one that offers no alternative view. This is a highly unlikely situation and such words or phrases should be challenged. Some Thoughts on the Use of English The Principal Examiner’s report for the past few years has stressed the point that Centers and Candidates appear to be well aware of the demands of the Paper, but that it is the quality of expression that is the clearest discriminator between scripts.

The Reports have also listed the recurrent nature of the problems to be found in weaker scripts. Essentially, these relate to subject / verb agreement;  confused and insecure use of tenses; incorrect use of prepositions;  incorrect use of language / common confusions; certain recurrent Structures, especially’ Although… Because’ . Candidates sometimes seem to rely on stock words and phrases. Whilst this can assist retain students, it can also detract from a sense of a confident personal voice.

Nothing can replace the experience of developing language in context through broad reading of quality texts. Candidates are given credit for what is termed ‘felicitous expression’ and examples of good vocabulary and phrasing are acknowledged with a ‘tick’ in the text. This often acts as an indicator when assessing the ‘Use of English’ mark that a script is approaching the top band. Nevertheless, this only applies if the use of such vocabulary forms part of an overall fluency in the writing. A simple style does not have to be simplistic.

Poor control, leading to a breakdown in sentence structure, is the greatest reason for a poor English mark. By simply varying sentence openings, and ensuring that economy of language is achieved, a good mark can be gained for use of English. The use of jargon, especially when addressing economic and social issues, has already been raised. These are not necessarily undesirable, as long as they are explained and form part of the candidate’s own individual style. Introductions are very important and examiners are asked to make a brief comment on the Opening to each essay.

An effective introduction shows an immediate awareness of the central issues of the question, defining any difficult words, or ones that require clear parameters for the purpose of the discussion. Often, however, candidates waste too much time in defining unnecessarily simple ideas, such as a ‘school’ or a ‘business’. Of course, it is useful to give a brief account of the different types in each case, but there are occasions when an over-pedantic attempt at definition merely blurs the introduction, rather than clarifying the direction that the essay will aim to pursue.

Luckily, I met a new English teacher in my secondary school. In that time, our class girls were enthralled by an American pop stars -Jesse McCarty. We often played his song in leisure time. The teacher knew that she used Jesses song to teach us the meaning of lyrics. Also she encouraged we should be form interest to learning. Usually she recommended American drama and movie to us. I appreciate such teacher to understand student’s situation, so that since that time we concentrate on English classes till now.

In addition, I am going to attend a high diploma life for 20 months. I recognize that I have to enter the society after these months so I will enjoy my student life and through the regular classes and supplementary course to improve my English tankard Indeed, I have to say that I love to attend EPA classes because I can learn different kind of English as well as some aspect of knowledge such like What is consciousness, In this topic, I may attempt to figure out what is the different between science and philosopher.

Then, there are some passages are very interesting like exploring the nature of illness; I find that we are often insensible to use irrational methods but related to our culture. It is vital to enhance my comprehension in reading English. Moreover, there are many opportunities for students to have conversations with there in English and a lot of presentations in school. Besides, the teacher usually gives us spaces to argue and fight for our own opinions, like Do you agree canned foods is important when we are in foods of shortage?

I foresee that participating in all these section, I will get my skill of presentation well. Furthermore, it can train my speaking in English fluently. Since I lack of confident on English performance, through this practice I can speak confidently in English. On the other hand, there are completely using English in classes so that I have a great environment to listen and peak English accurately What is more, I have Joined the course of English for metropolitan life.

It is a good complementary system to use at home or in school. During these 20 months, I would like to take the class, use telephone English and Join the activities to cultivate an English environment. I have heard from my classmate there are having fun in activities, he said that you are easy to express yourself in English because you are playing games. At last, In order to obtain a chance to be a university student, I would like to Join LILTS examination after 20 months. I hope that I will score 6. 5.

As a consequence of the rapid globalization, the knowledge in communication is a need to survive in today’s life. We are required to have the skills in exchanging ideas with Different people, for we are now habituated to speaking to people from various places worldwide. English is the universal language, and the use of it enables us to communicate easily to other people. In school, there is an English subject in our curriculum. The idea of the need of learning this has been the factor that this research is made.

Grammar is the foundation of all language. It is why our words produce ideas. And every word shall be properly organized to construct the intended thought. Through this study, the researcher will discuss the dynamics of the right grammar, the tenses to be used, and the subject-verb agreement strictly to be followed. This research will also facilitate future researchers on their further study about the same topic. Statement of the problem 1. What is English grammar? -The term “English grammar,” therefore, may have several meanings.

It may refer to the whole of English grammar—that is, to the grammars of all the speakers of the language, which means including a great deal of variation. Alternatively, it may refer only to what is common to the grammars of all, or of the vast majority of, English speakers (such as subject-verb-object word order in simple declarative sentences). Or it may refer to the rules of a particular, relatively well defined variety of English (such as Standard English). “An English grammar” is a specific description, study or analysis of such rules.

A reference book describing the grammar of a language is called a “reference grammar” or simply “a grammar”. A fully explicit grammar exhaustively describing the grammatical constructions of a language is called a descriptive grammar. Linguistic description contrasts with linguistic prescription, which tries to enforce rules of how a language is to be used. 2. What is tense? Tense is a grammatical category that locates a situation in time that indicates when the situation takes place.

In languages which have tense, it is usually indicated by a verb or modal, often combined with categories such as aspect, mood, and voice. 3. Importance of the study This topic aims to develop the communicative competence of the students in English, so that they can use the language in day to day interaction and more opportunity in academic situation. Limitations of the study This study limits only to the English language and its common rules, Thus, this research will only provide rules, examples, and tips in our English grammar.

Definition of terms Grammar- is the set of structural rules that govern the composition of sentences, phrases, and words in any given natural language. The term refers also to the study of such rules, and this field includes morphology, syntax, and phonology, often complemented by phonetics, semantics, and pragmatics. Linguists do not normally use the term to refer to orthographical rules, although usage books and style guides that call themselves grammars may also refer to spelling and punctuation. Tense- is a grammatical category that locates a ituation in time that indicates when the situation takes place. In languages which have tense, it is usually indicated by a verb or modal, often combined with categories such as aspect, mood, and voice. Subject-Verb agreement- The basic grammar rule in English is, of course, the subject-verb agreement rule. It prescribes that the operative verb of a sentence should always agree with its subject in number. This means that a subject that’s singular in number should take a verb in the singular form, and that a subject that’s plural in number should take a verb in the plural form.

The Criteria For A Good Example Essay There are several factors that contribute to good example essay writing. Having excellent grammar, using words correctly, punctuation, and presentation are the biggest points to me. Grammar is important for several reasons. Grammar is what enables us to make structured sentences. Everyone uses grammar to form a sentence. If you have bad grammar, the point of your sentence(s) may become unclear and make it hard for a reader to understand what you are saying.

Using words correctly shows that you have a basic knowledge and understanding of grammar. It is a pet-peeve of mine. If someone writes, “There enrolled in English class. ” as opposed to, “They’re enrolled in English class. ” it makes them sound less educated then someone who uses the right form of the word. Using punctuation the right way is very important because it can change the whole meaning of a word or the structure of your sentence. For example: if someone is trying to say, “There is the classroom for my English class. and they write, “They’re is the classroom for my English class. ” it changes the sentence to “They are is the classroom for my English class. ” It just simply doesn’t make sense. Also, punctuation allows a writer to separate thoughts, show where someone speaking would normally pause, and make the sentence more easily understood to the reader. Presentation is, in my opinion, the most important thing. It reminds me of my career with food, for example. There could be the most amazing tasting dish in front of you but you would never know it if the plate was a sloppy mess.

You are more likely to enjoy a dish if it appears to look appealing before you’ve even tasted it. The same goes with an essay. If the format is all wrong and it is hard to understand, you will be more likely to think the content isn’t well prepared and thought out. In conclusion, I believe you can create your own idea of the criteria for good essay writing. This was my example of what I think it takes to be a successful essay writer. You must have a strong knowledge of all the components you believe are important to successfully express your statement.

To vary the language there are alternatives like besides (dessuten/dessutan) and in addition (i tillegg): She is a good car mechanic. Besides, she is a very nice person. but: It was pouring down, but we managed to finish our work. However is a good alternative for but: His friend, however, didn’t like it at all. We can also use expressions like yet, still, nevertheless (likevel) to vary our language: It was pouring down, still/nevertheless we managed to finish our work. or: Would you like to do it now or would you rather wait?

The following expressions are often used: ither – or (enten – eller / anten – eller), whether – or (enten – eller / anten – eller), neither – nor (verken – eller): He must either walk or use his bike. Whether you walk or use your bike is the same to me. so: It was a long way to go, so we had to start off quite early. Therefore and consequently are words that could be used as alternatives. There are conjunctions which introduce subordinate clauses (leddsetninger/leddsetningar).

Here are some of the most common ones: Time clauses: when, while (mens), after, before, until/till, since, as soon as, as long as: While e were having breakfast, the sun broke through. Concessive clauses (innr?mmelse/ vedg?ing): though/although/even though/even if (selv om / sJ?lv 0m), whatever (hva – enn / kva – enn), no matter who/what/when/how (uansett hvem, hva, n?r, hvordan / uansett kven, kva, n?r, korleis): We tried once more, even though we knew it wouldn’t work. Whatever you do, please dont leave me here!

Comparative clauses (sammenlignende/samanliknande): than (enn), as – as: He did much better than me, even though I did as well as I could. Conditional clauses (betingelse/vilk?r): if, unless (med mindre), provided (that) (forutsatt at / f?resett at), as long as: I’ll go if you go! This won’t work unless you get more help. Causal clauses (?rsak): because, since, as: He wouldn’t listen to me, because he was so angry. Since/As he was so angry, he wouldn’t listen to me. Using Relative Pronouns Relative pronouns (who, which, that) are used to combine sentences: I have two good friends.

They will come to me tomorrow. – I have two good friends, who will come to me tomorrow. Jogging is a nice sport. Everybody can do this sport. – Jogging is a nice sport, which everybody can do. Combining sentences with relative pronouns is more common in written English than in spoken English. Using Ing-torms The ing-form of the verb can be used to make the language more varied and often better. Look at the two sentences She was walking through the main street and She met two good friends.

They can be combined by using a conjunction: While she was walking through the main street, she met two good friends. But you can also use an ng-form and shorten the sentence: Walking through the main street, she met two good friends. NB! When you use an ing-form like this, the subject of the two parts must be the same. Another example: Standing in front of me, she could see the stage much better. An ing-form can be used to replace a defining (n?dvendig) relative clause: Did you talk to the person who passed you? – Did you talk to the person passing you?

Using Infinitive Constructions Infinitive constructions can be used to make sentences “flow” better. Look at the ollowing examples where that, when, where, how, what sentences are replaced by infinitive constructions: I was glad that I could leave – I was glad to leave. She was sorry when she heard about the accident – She was sorry to hear about the accident. We found out where we could leave our luggage – We found out where to leave our luggage. He knew how he would get to the place – He knew how to get to the place. Do you understand what you have to do? Do you understand what to do? NB! The subject in the main clause and the subordinate clause must be the same. Look at the following sentence: My father told me what I should do. In sentences where the indirect object (me) is the same as the subject of the subordinate clause (l), we can use an infinitive construction to improve our language: My father told me what to do. Using Special Expressions There are lots of words and expressions which can be used to bind sentences together and which can help us continue a special line of thought.

Here are some which you may find useful: to begin with/flrst of all – for det f?rste in the first place secondly, thirdly for det andre, for det tredJe finally – til slutt to sum up – for ? runde av besides – dessuten/dessutan turtnermore – videre/vidare in addition – i tillegg on the contrary – tvert i mot on the one hand – p? den ene siden / p? den eine sida on the other hand – p? den andre siden / p? den andre sida because of this – p? grunn av dette consequently – derfor for this reason – av denne grunn above all – framfor alt first and foremost – f?rst og fremst in spite of, despite – til tross for / trass i yet, still, nevertheless – likevel

The dictionary definition of a linguistic communication is stated as a system of communicating consisting of sounds, words and grammar, or the system of communicating used by the people of a peculiar state or profession in Cambridge Advanced Learner ‘s Dictionary ( 2nd edition, 2005 ) . And that means, larning a linguistic communication to pass on decently in that linguistic communication requires get the hanging all parts of a linguistic communication system such the vocabulary, the grammar and the sound system. Harmonizing to Dawani ( 2006 ) in order to pass on in a linguistic communication one should analyze a balance of four basic linguistic communication accomplishments which are reading, listening, composing, and speech production. That ‘s why instruction and rating of these accomplishments have ever been peculiarly of import.

In this paper, the rating of one of the four basic linguistic communication accomplishments, viz. “ Reading Skill ” will be discussed in item. However it is indispensable to put some basic facts about “ reading ” before get downing to discourse its rating.

Reading in a different linguistic communication has traditionally stemmed from the demand of accessing the written literature of a higher civilization. Subsequently with the visual aspect of communicative attack, alternatively of high civilization literature, reading texts started to be chosen harmonizing to the reading purposes like utilizing mundane stuffs such as newspaper articles, coach agendas, etc. , for intents to develop communicative competency. As a consequence, instruction of reading and reading drills at any degrees became a cardinal portion of linguistic communication instruction.

As a definition, reading accomplishment is called an expertness which turns composing into significance and enables the eloquence and comprehension of the proprietor. Agring that, Rasinski ( 2004 ) provinces, accurate and automatic decryption of the words by giving expressive readings of it to accomplish maximal comprehension means reading eloquence. Consequently, reading does non simply average accurate decryption of the words like instructors thought for old ages. And that ‘s why the appraisal of reading should affect the ability of eloquence and comprehension, for certain.

From another point of position, harmonizing to Stages of Reading Development of Chall ‘s ( 1983 ) Reading is a accomplishment which develops through some phases and a uninterrupted procedure. Agring that, Beers ( 2006 ) adds that in instance of a skip in a reading development phase, pupils will fight in their reading ability and finally this will besides impact their authorship accomplishments. That ‘s why instructors should be entirely attentive to pupils ‘ comprehension of each phase of reading procedure before go oning with the following degree. Harmonizing to Carnine & A ; Silbert ( 2004 ) , “ Appraisals supply the information that will enable pedagogues to supply kids with direction that starts where they are and so construct on that base to assist kids progress to the higher levels. ” ( p. 13-15 )

As it is evident from all these research workers ‘ statements, the rating of reading is a important portion of learning a linguistic communication. Although most of the researches of that field unite in the importance of rating, they differ in the sentiments for the rating mediums. No affair how much a peculiar rating type is praised by pedagogues, in world all of them has some advantages and disadvantages and usage of these rating types is merely a affair of penchant.

Hughes ( 2007 ) states that, all appraisals are fundamentally designed to develop the acquisition of pupils. As it is stated in Hughes ( 2007 ) , appraisal is the procedure of:

• Gathering information from a assortment of beginnings
• Supplying pupils with descriptive feedback for future development

Miscue Analysis

In this type of appraisal, the mistakes a kid makes during the reading procedure are diagnosed. Using this method, a instructor can be more easy cognizant of the pupils ‘ comprehension by looking at the errors he/she makes.

The 6 Types of Miscues

Correction: A child self-corrects his/her mistake and re-reads the section/word without motivating.

Interpolation: A kid adds a few words which are non on the page.

Omission: A kid omits a word while reading.

Repeat: A kid repeats a word or part of the text.

Reversal: A kid will change by reversal the order of the text or the word.

Substitution: A kid inserts a different word, alternatively of reading a specific word.

Some regulations about utilizing miscue analysis:

• Use unfamiliar text, non something the kid knows from memory.
• Do non utilize miscue analysis on novice readers
• Give the pupil some pick in the reading choice.
• You will necessitate a quiet topographic point without breaks, it can be really ready to hand to enter the kid which provides you with an chance to listen to the transition more than one time.
• Photocopy the choice the pupil will read, utilize this to enter the miscues.
• Record each miscue. ( Use hypens for skipped words, record each permutation ( Internet Explorer, went for when ) , use ^ for interpolation and record the word ( s ) , circle omitted words, underline repeated words, you may besides desire to utilize // for repeated words.

What do the miscues tell you?

Correction:

This is good! We want readers to self-correct. However is the reader reading excessively fast? Is the reader mis-correcting accurate reading? If so, the reader frequently does n’t see himself as a ‘good ‘ reader.

Interpolation

Does the inserted word detract from intending? If non, it may merely intend the reader is doing sense but besides inserts. The reader may besides be reading excessively fast. If the interpolation is something like utilizing finished for coating, this should be addressed.

Omission:

When words are omitted, it may intend weaker ocular trailing. Determine if the significance of the transition is affected or non. If non, skips can besides be the consequence of non concentrating or reading excessively fast. It may besides intend the sight vocabulary is weaker.

Repeat

Tonss of repeat may intend that the text degree is excessively hard. Sometimes readers repeat when they ‘re unsure and will reiterate the word ( s ) to do sense of the transition.

Reversal:

Watch for altered significance. Many reversals happen with immature readers with high frequence words – of for for etc.

Substitutions:

Sometimes a kid will utilize a permutation because they do n’t understand the word being read. Does the permutation make sense in the transition, is it a logical permutation?

In Summary

Using miscue analysis is an of import diagnostic tool that should be done every 6-8 hebdomads to see how the reader is bettering in the schemes used. Making sense of the miscues will assist you with following stairss to better the kid ‘s reading. It is worthwhile to hold a few inquiries prepared that Lashkar-e-Taiba you know about the kid ‘s comprehension of the transition read as miscue analysis tends to trust on reding you of the schemes used. Miscue analysis may look clip devouring ab initio, nevertheless, the more you do, the easier the procedure gets.

The first European power to arrive in India was the army of Alexander the Great in 327-326 BC. The satraps he established in the northwest quickly crumbled after he left. Later, commercial trade was carried between Indian states and the Roman Empire by Greco-Roman sailors that reached India by sailing on the Red and Arabian Seas. ?The Portuguese sailor, Vasco da Gama, was the first European to arrive in India solely by navigating the sea, at the end of the 15th century.

Having arrived in Calicut, which by then was one of the major trading ports of the eastern world, he obtained permission by Manavikraman Raja to trade in the city from Saamoothiri Rajah. (http://en. wikipedia. org/wiki/British_Empire). British empire has been in India since the early 1600’s, when the East India Company started trading and British missionaries first began their efforts. A large number of Christian schools providing English education were set up trough out India by the early 1800’s. The process of producing English-speaking natives in India began with the “Minute” of 1835, which officially endorsed T. B.

Macaulay’s goal of forming “a class who may be interpreters between us and the millions whom we govern – a class of persons, Indians in blood and colour, but English in taste, in opinion, in morals and in intellect” (quoted in Kachru 1983, p. 22). English became the official and academic language of India by the early twentieth century. Direct administration by the British, which began in 1858, effected a political and economic unification of the subcontinent. The rising of the nationalist movement in the 1920’s brought some anti-English sentiment with it — even though the movement itself used English as its medium.

Once independence was gained and the English were gone, the perception of English as having an alien power base changed; however, the controversy about English has continued to this day. Kachru notes that “English now has national and international functions that are both distinct and complementary. English has thus acquired a new power base and a new elitism” (Kachru 1986, p. 12). Only about three percent of India’s population speak English, but they are the individuals who lead India’s economic, industrial, professional, political, and social life.

Even though English is primarily a second language for these persons, it is the medium in which a great number of the interactions in the above domains are carried out. Having such important information moving in English conduits is often not appreciated by Indians who do not speak it, but they are relatively powerless to change that. Its inertia is such that it cannot be easily given up. This is particularly true in South India, where English serves as a universal language in the way that Hindi does in the North. Despite being a three percent minority, the English speaking population in India is quite large.

With India’s massive population, that three percent puts India among the top four countries in the world with the highest number of English speakers. English confers many advantages to the influential people who speak it — which has allowed it to retain its prominence despite the strong opposition to English which rises periodically. When British rule came to an end in 1947, the subcontinent was partitioned along religious lines into two separate countries—India, with a majority of Hindus, and Pakistan, with a majority of Muslims; the eastern portion of Pakistan later split off to form Bangladesh.

Many British institutions stayed in place (such as the parliamentary system of government); English continued to be a widely used lingua franca; and India remained within the Commonwealth. Hindi became the official language (and a number of other local languages achieved official status), while a vibrant English-language intelligentsia thrived.