L5 Lan Lit Evaluation

TERM 3 Grammar test

GRAMMAR TEST 3rd Term

Criterion D: Using language Maximum: 8 

At the end of year 5, students should be able to:

i. use appropriate and varied vocabulary, sentence structures and forms of expression
ii. write and speak in a register and style that serve the context and intention
iii. use correct grammar, syntax and punctuation
iv. spell (alphabetic languages), write (character languages) and pronounce with accuracy
v. use appropriate non-verbal communication techniques.

On November 14 some stuudents will be taking a test which will assess strands i, iii and iv of this criterion.

In order to practice for it here are a few links you can use

•  .Word formation exercises. (exercises 1 to 10)
•    Multiple choice cloze (exercises 1 to 5)
•    Open cloze (exercises 1 to 5)
•    Key word transformation (all the exercises)
•    Modal verbs: deduction and speculation
•   Error correction: Work on YOUR common errors by going through your corrections. Try and see what kind of mistakes you always make. You may also check out this link for errors Spanish speaking learners tend to make. At the bottom of the page you have the key. 

ANIMAL FARM

Use of form in Animal Farm

The form of a novel is the type of text and genre the writer chooses to write in. Animal Farm has a number of elements to its form and genre.

Animal Farm could fit into the genre of a fairy story, fable, allegory or satire.

On the surface the novel is very simple, a narrative with a lesson that is suitable for children. When seeing the narrative as a metaphor or allegory it becomes more complex, the reader needs prior knowledge to appreciate the novel on this level.

Genre

·         Fairy story - the idea of talking animals and the simple written style are elements that fit this form.

·         Allegory - the farm and the animals are an extended metaphor. The farm represents Russia and its experience of revolution in the 1900s. Mr Jones and the animals represent the Russian leaders and people of the time.

·         Fable - a fable is a story that teaches a lesson or moral. Orwell uses the actions of the animals to teach the reader lessons about equality, power, corruption and freedom.

·         Satire - Orwell satirises the political leaders of Russia in the 1900s.

The narrator

The novel has a third person omniscient narrator, we see and know everything that happens and hear the characters' thoughts. This gives the reader an overview which allows us to come to our own conclusions about events on the farm.

How to analyse form

Question

Explain how Animal Farm is allegorical.

· On the surface Animal Farm is a simple story.

· If the reader has knowledge of the events of the Russian Revolution in 1917 it can be read as an allegory.

· This means that each character and event has a real life equivalent

· Orwell uses this form to express his opinions about the events and people who were involved in this period of history

Use of language in Animal Farm

The language Orwell uses in Animal Farm is simple, clear and accessible. Description and dialogue are kept to a minimum and Orwell avoids sentimentality - even the most heart-breaking sections of the text are very direct in style. He focuses on telling the story, allowing the reader to concentrate on the lessons he wants us to learn. Through the pigs, Orwell shows how rhetoric can be a powerful tool of manipulation.

When analysing the language Orwell uses, you could use this structure:

• What has Orwell done?
• How and why has he done it?
• What effect does it have on the reader?
• How could the words you have chosen to look at be interpreted differently?
• Use a quote to back up your point.
• Avoid explaining what language devices mean eg no need to say 'a simile is a way of comparing one thing to another'.

Evidence and explanation of the language used

What	How	Why	Effect
Persuading questions	"Now, comrades, what is the nature of this life of ours?"	To make the other animals question their positions on the farm.	This rhetorical device is used to encourage the animals to rebel. Old Major asks the question and then he provides the animals with the answer he wants, persuading them that he is right.
Controlling questions	"Are you certain that this is not something that you have dreamed, comrades? Have you any record of such a resolution?"	Squealer controls the others by questioning their memories.	This rhetorical device is used to make the animals doubt themselves. Orwell shows how rhetoric can be used negatively.
Repetition	"Long live the windmill! Long live Animal Farm!"	Here Napoleon uses repetition to reinforce his message.	Repeating ‘Long live’ helps emphasise Napoleon’s point that he wants Animal Farm to continue forever. Whilst this appears to be positive, here Napoleon uses the sentiment to make a scapegoat (an individual irrationally blamed) of Snowball.
Emotive language	A cry of horror burst from all the animals.	The scene when Boxer is taken away is very emotive.	The fact that the ‘horror’, in itself an emotive word, ‘burst’ from the animals gives a clear indication that their fear was so great it almost exploded from within them.
Direct style	Boxer was never seen again.	Orwell uses very plain language to describe Boxer’s disappearance.	In contrast to the emotive language seen above, Orwell uses direct and understated language. This helps to make Boxer’s treatment more tragic.

How to analyse language

In order to analyse language you must:

• choose a section from the text to analyse
• select a quote from the text that is relevant to the question and the point you want to make
• consider how the quote reflects character/theme/context
• explore in detail the impact specific words or phrases have upon the reader
• evaluate how effective the author’s choice of language is

Below is an example section from the novel. In this section Napoleon is speaking to the farm animals. He blames Snowball for the damage the bad weather has done to the windmill.

'Comrades', he said quietly, 'do you know who is responsible for this? Do you know the enemy who has come in the night and overthrown our windmill? SNOWBALL!' he roared in a voice of thunder. 'Snowball has done this thing! In sheer malignity, thinking to set back our plans and avenge himself for his ignominious expulsion, this traitor has crept here under cover of night and destroyed our work of nearly a year' (Napoleon)

Question

Analyse the language used in this quotation. How do the pigs use language to control the other animals?

1. Use of personal pronouns - Napoleon uses 'Comrades' and 'our' to get the other animals on his side.
2. Emotive language - he uses words like 'malignity' and 'traitor' - these emotive words help make the animals react emotionally to what he is saying meaning they are more likely to be angry.
3. Use of questions and repetition - 'Do you know who is responsible for this?', 'do you know the enemy..?'. Napoleon repeats the question and gives them his own answer 'SNOWBALL'. Here questions are used to control.
4. Uses of expressive verbs and adjectives - Orwell explains that Napoleon 'Roared in a voice of thunder'. Explosive words which add a sense of sound to of the section as well as the mood.

STRUCTURE IN ANIMAL FARM

NAME PICKER

Namepicker

Speeches that made history

The historical context in 2 minutes: March on Washington

"I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their character."

Martin Luther King Jr., Lincoln Memorial, Washington D.C., August 28, 1963

Do you know the answer to the following questions? If you don't, why don't you find out?

Civil rights quiz

1. What year was Martin Luther King Jr. assassinated?

•  1960
•  1963
•  1968
•  1973

2. Where did Rosa Parks become famous?

•  At a Woolworth's lunch counter in Greensboro, North Carolina
•  At a high school in Little Rock, Arkansas
•  On a bus in Montgomery, Alabama
•  On a march in Selma, Alabama

3. Which president signed the first major civil rights act of this century?

•  John Kennedy
•  Lyndon Johnson
•  Richard Nixon
•  Ronald Reagan

4. Which president signed the law creating the Martin Luther King holiday?

•  John Kennedy
•  Lyndon Johnson
•  Richard Nixon
•  Ronald Reagan

5. What was the name of King's first book?

•  Stride Toward Freedom
•  Dreamer
•  Why We Can't Wait
•  We Shall Overcome

6. Where was the tactic of the sit-in protest first used?

•  At a Woolworth's lunch counter in Greensboro, North Carolina
•  At a high school in Little Rock, Arkansas
•  On a bus in Birmingham, Alabama
•  On a march in Selma, Alabama

7. Where did King deliver his "I Have a Dream" speech?

•  At Ebenezer Baptist Church
•  In front of the Atlanta City Hall
•  At the Lincoln Memorial
•  At the Nobel Prize ceremony

8. Who is the protagonist of the Charles Johnson novel, Dreamer?

•  The driver of a Birmingham bus
•  Martin Luther King Jr.
•  A bodyguard in Chicago
•  A sanitation worker in Memphis

9. What foreign figure has King been compared to?

•  Charles de Gaulle
•  Mohandas Gandhi
•  Albert Nobel
•  Nelson Mandela

10. What year was the Martin Luther King national holiday first observed?

•  1969
•  1973
•  1980
•  1986

11. What black leader was killed five years before King's assassination?

•  James Meredith
•  Malcolm X
•  Medgar Evers
•  Stokely Carmichael

12. Why was King arrested in 1956?

•  Protesting segregated department store facilities in Birmingham.
•  Driving too fast
•  Sitting in at a Woolworth's lunch counter.
•  Assaulting a police officer.

Making a persuasive speech

How do great speakers address and engage their audience?

A: Rethorical appeals: ethos, logos and pathos

B: Rhetorical devices

1. Alliteration: The repetition of a sound in the first syllable of each phrase. In the first example below, you will see one string of three words beginning with “f,” and another with three words beginning with “d.” In the second example, you will see Dr. King’s riff on the letter “t.”

“They are part of the finest fighting force that the world has ever known. They have served tour after tour of duty in distant, different, and difficult places.” – President Barack Obama

“With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.” – Martin Luther King, Jr.

2. Anadiplosis: The last word or phrase is repeated to begin the next.

“Suffering breeds character; character breeds faith.” – Rev. Jesse Jackson

“Fear leads to anger. Anger leads to hate. Hate leads to suffering.” – Yoda

  

3. Antimetabole: The repetition of words or phrases in successive clauses, but in reverse order.

“Not all schooling is education nor all education, schooling.” – Economist Milton Friedman

“Absence of evidence is not evidence of absence.” – Scientist Carl Sagan

  

4. Antithesis: A word, phrase, or sentence opposes the original proposition.

“I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.” – Martin Luther King, Jr.

“That’s one small step for man, one giant leap for mankind.” – Neil Armstrong

5. Asyndeton: Omits conjunctions, which helps to increase the tempo and highlight a specific idea.

“…and that government of the people, by the people, for the people shall not perish from the earth.” – Abraham Lincoln

“He was a bag of bones, a floppy doll, a broken stick, a maniac.” – Jack Kerouac

6. Diacope: A repeated word or phrase split up by other words; typically used to express a strong emotion.

“Put out the light, and then put out the light.” – William Shakespeare, Othello

“For the love of God, man, for the love of God.” – Me, all the time

“You’re not fully clean unless you’re Zestfully clean.” – Zest Soap commercial 

7. Litotes: You’ve probably heard this if a friend ever told you her first date was “not bad.” Litotes is essentially a double negative, expressed by denying an opposite idea; often used ironically.

“She’s no dummy” (she’s smart)

“This is no small problem” (this is a big problem)

8. Metaphor: An analogy that compares one thing or idea to another, using a term or phrase it literally isn’t to suggest similarity.

“Homeowners are the innocent bystanders in a drive-by shooting by Wall Street and Washington.” – Sen. John McCain

“It’s raining men.” – The Weather Girls

9. Simile: A comparison between two unalike things, usually using the words “as” or “like.”

“We will not be satisfied until justice rolls down like waters, and righteousness like a mighty stream.” – Martin Luther King, Jr.

“You’re as cold as ice.” – Foreigner

NOW OVER TO YOU!!!

Martin Luther King made one of the most memorable speeches ever. Why not use the framework of his "I have a dream speech" to make our own speech and share our dream for Argentina?

"I Have a Dream Too!"

I have a dream that one day this nation will __________________
I have a dream that one day ______________________________
I have a dream that one day ______________________________
I have a dream that _____________________________________
I have a dream today.
I have a dream that one day ______________________________
I have a dream today.
I have a dream that one day ______________________________
This is my hope and faith. With this faith we will be able to ____________________________________________________________________________________________________________

This will be the day when _________________________________






Click here for a thorough analysis of Adichie's speech in terms of appeals, devices, tone and language.

TED TALKS

Here's one of my favorite TED talks. Share yours in the class Padlet on the Perspectives wall. 

9 TED talks recommended by students for students

OTHER MUST-WATCH TALKS

Worksheet to use with any TED talk. Click here and download a PDF version

PERSEPOLIS

PERSPECTIVES

Let's discuss some rather controversial issues. 

• Women should be careful about what they wear in public to protect their own safety.
• The government should be able to monitor what you watch or listen to (consider videos that teach people how to make bombs, etc)
• Religion should be taught in school.
• People should challenge authority (police officers, teachers, etc) using technology such as their phones to record instead of fighting back with their hands and weapons)
• It is OK for the government to torture its prisoners or terrorists. 

                             

THE ISLAMIC REVOLUTION

Watch the following clip in order to find out about the context of the novel

Check out the following link. It is a picture of the beautiful BAYEAUX TAPESTRY which tells the story of William of Normandy's invasion of England in 1066.

What is the purpose of this artistic depiction ? What are the similarities and differences with a grahic novel like PERSEPOLIS?



Ch1: THE VEIL

Check out the following audio file: Muslim Women, the Veil and Western Society

Ch 2: THE BICYCLE

Ch 3: THE WATER CELL

Ch 4: PERSEPOLIS

Ch 5 to 7: THE LETTER; THE PARTY; THE HEROES

Ch 8 to 9: MOSCOW, THE SHEEP

Ch 10 - 12: THE TRIP; F14's, THE JEWELS

Ch 13-19: THE KEY, THE WINE, THE CIGARETTE, THE PASSPORT, KIM WILDE, THE SHABBAT,, THE DOWRY


Read a 2005 article by M Satrapi in the NY Times. Like the artist she is, she does not use just words!!!

DEFENDING MY COUNTRY

Two minute final presentation: 

Rubric: Analyse a panel from Persepolis. You will have to project it in class for everybody to see. 

Your analysis should include references to plot, character, context, conflict as well as specific references to graphic and visual techniques used to create a specific effect on the reader. You will be assessed against the following criteria.

Persepolis writing assignment

SHORT STORIES: Close reading test

On August 13 you will be taking a close reading test in which Criteria A,B and D will be assessed.

In order to prepare for this test you must:

• Go over all the short stories in the language booklet (the ones we read together and the ones you read alone)

• Revise related concepts: genre, theme, context, plot, conflict, character, point of view, setting. Check out Appendix 1 in your Language Booklet (pages 38 to 42)

In the test you will get several fragments to analyse through "close reading". You will be expected to focus on the above concepts.

Click on the links below to see the type of questions you can get

Structure
Theme
Characterization
How to annotate the text
Types of questions
Sample question and answer (THIS IS THE MOST IMPORTANT because you can compare weaker and stronger answers and learn how to get best marks!!)

GRAMMAR TEST 2nd Term

Criterion D: Using language Maximum: 8 

At the end of year 5, students should be able to:

i. use appropriate and varied vocabulary, sentence structures and forms of expression
ii. write and speak in a register and style that serve the context and intention
iii. use correct grammar, syntax and punctuation
iv. spell (alphabetic languages), write (character languages) and pronounce with accuracy
v. use appropriate non-verbal communication techniques.

On August 15 you will be taking a test which will assess strands i, iii and iv of this criterion.

In order to practice for it here are a few links you can use

 . Word formation exercises. (exercises 1 to 5)
   Multiple choice cloze (exercises 1 to 5)
   Open cloze (exercises 1 to 5)
   Key word transformation (all the exercises)

CRITERION D: Using language

This is one of many sites you can use to practice sentence transformation.
Some tips before you begin: 

The important thing in key word transformations is that you keep the meaning the same - EXACTLY the same. So it's important that you read through the first sentence and your second sentence to ensure you have kept the meaning the same. Look at these two sentences:

Tommy said he was ready for his driving test and would take it in July.
Tommy said he was ready for his driving test and could take it in July.

One letter has been changed, from "would" to "could" but it changes the meaning of the sentence totally. Be careful of this!

The most common grammatical topics covered in Key Word Transformations are:

• modal verbs and semi-modal verbs
• verb patterns such as verb/infinitive, verb/gerund/ verb + preposition + gerund, etc
• active voice to the passive voice
• direct speech to reported speech
• phrasal verbs and multi-word verbs
• common idioms
• third conditional
• look like and seem / do and make / regret and wish

So keep note of the grammar topics you still don't know so you can focus on practising them at home. 

Let's debate the topics you have proposed

1. ABORTION seems to rank high among L5 D topics for debate.

Should abortion be legalized?

Check out for some background knowledge as well as arguments for and against the issue. We will then debate it in class during 20 minutes. Marks will be given to students who can argue both sides of the issue and back up ideas with reliable sources. 

As the issue is about to be discussed in the National Congress you should try to read about it in Argentine media. Speakers who can provide relevant data in our country will get bonus marks. 

Argentine newspapers

GRAMMAR online practice

GRAMMAR online (2017)

SPELL AND SING ALONG

Look up new words and learn more about the ones you know