By Claude V. Russell, C. V. Russell
Post-O-level stories in smooth Languages is a 14-chapter e-book that starts off with an evidence of the altering constitution of the sixth-form curriculum and the outlining of a version curriculum in line with 5 parts of expertise: verbal exchange; sociological and cultural features; arithmetic; clinical schooling; and aesthetic adventure.
The ebook additionally discusses the transition from O-level to complex reports; the examine of literature within the A-level curriculum; and the French and literary stories within the sixth-form curriculum. different chapters take on the A-level exam syllabus, in addition to a few difficulties and proposals in built-in language reports. sleek languages in and trade, function of the language laboratory in post-O-level reports, and smooth language exams within the usa also are defined.
Read Online or Download Post-O-level Studies in Modern Languages. Language Division PDF
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Additional resources for Post-O-level Studies in Modern Languages. Language Division
Sample text
It is regrettable that in the present set-up it is possible for a candidate to know nothing of the background of the country whose language he is studying. One of the advantages of background study as opposed to literature is that it lends itself admirably to treatment in the foreign language. THE STUDY OF LITERATURE IN THE Α-LEVEL CURRICULUM 43 There is no easy solution to all these problems and the time factor must clearly weigh very heavily in all matters of syllabus planning. However, assuming that some form of literary studies is retained, possibly only as an option, what methods are best calculated to produce the maximum benefit of this kind of study?
Our class may include, say, three future specialists (a potential university researcher-teacher, two potential school teachers, one destined for Oxbridge and the other for the Warsex language centre), a future historian or geographer, a gifted artist, a competent musician and a girl, who, on reaching the appropriate age, will move to a commercial college to train as a secretary. None of these is more important than the rest. All have different requirements. But, since they will all have decided that the foreign language they have chosen to study is going to make a major or minor contribution to their future activities, the process of consolidation and extension of skill in understanding and expression will be a common need.
In view of the common needs of our varied students, the range of language activities, at least at the transitional stage, might profitably differ from the traditional pattern of translation of grammatical-category-based sentences, prose composition, 'oral with the Assistant' and literature. What about the 'grammar to be covered', which the Advanced Level Course book spreads before us in one of its sections? —I think not; if I were you I would try another on. Followed by a band of tearful children, he made for the police station.