Second Term

Languages Faculty
English Tenth Grade
Name:
__________________________ Class: ____ Date:_____

Goal 2-Usage and Writing: Demonstrate consistent and appropriate language competence to write for a
s pecific purpose/audience and organising information in ‘directed writing’ answers for paper 2 of
the AS Level for english.

1. EXPLORATION:
Work with a partner and find the definitions of the following words. Write them on your
notebooks. Write a proper definition for TEXT and brainstorm the different kinds of non-fiction
texts you remember.

AS Level Glossary
 Lexis and Semantics Hyponyms
Denotative and connotative meanings Levels of formality
Figurative language Occupational register
Semantic fields Sociolect
Antonyms Dialect
Hypernyms Neology
Semantic change

 Grammar Tense
Morpheme Aspect
Affix Coordination
Phrase Subordination
Head word Sentence
Modification Sentence function
Clause Word class

2. BUILDING UP
Read the following information abouu different types of texts.

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Languages Faculty
English Tenth Grade

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Languages Faculty
English Tenth Grade

Match the comments in the boxes to the underlined section from the text above.

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Languages Faculty
English Tenth Grade

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Languages Faculty
English Tenth Grade

Now read the following text about an external landscape and location. As you do so, begin to think about the
overall tone and mood that is created.

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Languages Faculty
English Tenth Grade

Activity
1. Working on your own, look at the first half of the passage up to Join us in a rare adventureof nature
unbounded. List the key words or phrases that stand out in this part of the text. For the purposes of
this task youcould foucus on:
 The positive adjectives used to describe landscape and nature (e.g. dazziing)
 Particular nouns or noun phrases related to the natural world (e.g. scarlet macaws)
 Verbs suggesting what can be done, or the behaviour of people of people and natural elements (e.g.
ride u¡yor horse)
2. Now compare your list with a partner.
 Can you see any connections or groups of words/phrases that seem to go together?
 Are there any key patters of language such as lists of three?
 Does the writer cuse descriptios to create contrasts of any source?
3. Once you have discussed and made notes on these issues, agree with your partner two or three key
observations anout the style and language based on the words, phrases and patterns you have
highlighted.

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 Second Term
Languages Faculty
English Tenth Grade
Now watch a Canvas video on this key
technique.
Use the following text to find, underlined and match:
A. SIMILE B. METAPHOR

The Pacific Coast of costa rica is shaped like a giant crab with two great claws. Within this wide embrace lies a
natural paradise so dazzling and diverse that it defies any adequate description.

Sample Response

3. PRACTICING
Read carefully the activities and answer the questions:

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Languages Faculty
English Tenth Grade

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Languages Faculty
English Tenth Grade
Comentary

Comentary:

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Languages Faculty
English Tenth Grade

4. ASSESSMENT
Students will be given a passage to write their own commentary from a Cambridge Past Paper

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