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1. www.cambridgeenglish.org › images › 168876-tkt1: Describing language skills and subskills – Teacher’s Notes

   www.cambridgeenglish.org › images › 168876-tkt

   Aims: To provide and opportunity for participants to discuss language skills and subskills. To provide and opportunity for participants to discuss features of spoken and written texts. To provide practice in completing tasks in which language skills is the testing focus.

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2. riddlesdown.org › wp-content › uploadsGCSE English Language Revision Pack - Riddlesdown Collegiate

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   This pack is designed to support your revision through reminders of exam structure, key techniques and writing skills. You can also find many practice questions included that can be used to practice exam skills. You should also seek advice and feedback from your teacher and use this to help you.

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3. www.cambridge.org › core › booksParticipant reference (Chapter 5) - Understanding English Grammar

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   Jun 5, 2012 · Participant reference is the functional domain of referring to or mentioning Things in the mental world of discourse. The relationship between referring expressions and participants is illustrated in Figure 5.1.

4. www.savemyexams.com › gcse › english-languagePaper 1 Question 5: Creative Writing Model Answer

   www.savemyexams.com › gcse › english-language

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   Oct 16, 2024 · In Paper 1 Question 5 you will be presented with a choice of two writing tasks and a stimulus image. One task will ask you to write descriptively, most likely based on the image, and the other question will ask you to write a story, based on a statement or title.

5. park.academies.aspirationsacademies.org › wpGCSE English Language Paper 1 Revision - Park Academy

   park.academies.aspirationsacademies.org › wp

   This question tests your skill in examining and commenting on the writer’s use of language – her phrases, language features, language techniques and sentence forms (AO2) You should: Show you understand the writer’s use of language. Examine and analyse the effects of the writer’s language choices.

6. www.trinitycollege.com › qualifications › englishResources for writing (Entry level 2) - Trinity College London

   www.trinitycollege.com › qualifications › english

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   Activities for Integration. Each lesson in Trinity's ESOL Activities for Integration includes clear objectives, comprehensive teaching notes, handouts and exam tips where relevant. Entry level 2 - Practice papers and tasks - Writing. Practice activities suitable for this level. Practice papers. Entry level 2 - Writing - Sample paper 1.

7. People also ask

   What is participant reference?

   • When you are a Bear of Very Little Brain, and you Think of Things, you find sometimes that a Thing which seemed very Thingish inside you is quite different when it gets out into the open and has other people looking at it. Participant reference is the functional domain of referring to or mentioning Things in the mental world of discourse.

   Participant reference (Chapter 5) - Understanding English Grammar

   www.cambridge.org/core/books/understanding-english-grammar/participant-reference/5D8B4375AAF2B47AAC9668DB5502379F

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   Why is referring to participants important?

   • Referring to participants is such an important communicative function that every language has well-oiled grammatical means of accomplishing it. Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access.

   Participant reference (Chapter 5) - Understanding English Grammar

   www.cambridge.org/core/books/understanding-english-grammar/participant-reference/5D8B4375AAF2B47AAC9668DB5502379F

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   How do I write a participant-facing application?

   • Make sure you’re consistent in the information you provide across all your participant-facing documents, and that these are the same as stated on the application documents. It’s important to make your documents accessible without being patronising or overly familiar. The tone you use should be respectful, even if it’s informal.

   Writing for participants - University of Oxford

   researchsupport.admin.ox.ac.uk/files/writingforparticipantspdf

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   How do I prepare a participant's worksheet?

   • Before the session, cut Participant’s worksheet 1 into strips so there are enough for one for each participant. If necessary, repeat some of the strips. Make enough copies of Participant’s worksheet 3 for each pair of participants, and cut each copy into strips, keeping them in their set.

   1: Describing language skills and subskills – Teacher’s Notes

   www.cambridgeenglish.org/images/168876-tkt-module-1-describing-language-skills-ands-subskills.pdf

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   What do participants look at in a conversation?

   • Participants look at the features of spoken and written text and: decide whether the feature relates to spoken or written texts, or both. think of an example of each feature to help someone understand it. When participants have finished, re-group them so that one participant from group A works with one from Group B.

   1: Describing language skills and subskills – Teacher’s Notes

   www.cambridgeenglish.org/images/168876-tkt-module-1-describing-language-skills-ands-subskills.pdf

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   What should participants keep on their worksheets?

   • Participants should keep Participant’s worksheet 2 and the strips from Participant’s worksheet 3. (10 minutes) Hand out Participant’s worksheet 4. In pairs, participants categorise the subskills on the strips according to the four columns (reading, listening, speaking, writing) on Participant’s worksheet 4.

   1: Describing language skills and subskills – Teacher’s Notes

   www.cambridgeenglish.org/images/168876-tkt-module-1-describing-language-skills-ands-subskills.pdf

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8. researchsupport.admin.ox.ac.uk › files › writingforWriting for participants - University of Oxford

   researchsupport.admin.ox.ac.uk › files › writingfor

   practice guidance and CUREC Approved Procedures. Why do I need to think about writing for participants? Informed consent. First and foremost, you need participants to understand what they’re signing up for. Your participants can’t give informed consent if they haven’t