By Claude V. Russell, C. V. Russell
Post-O-level reports in smooth Languages is a 14-chapter booklet that starts with an evidence of the altering constitution of the sixth-form curriculum and the outlining of a version curriculum in accordance with 5 parts of expertise: conversation; sociological and cultural points; arithmetic; medical schooling; and aesthetic adventure.
The booklet additionally discusses the transition from O-level to complicated reports; the research of literature within the A-level curriculum; and the French and literary reviews within the sixth-form curriculum. different chapters take on the A-level exam syllabus, in addition to a few difficulties and recommendations in built-in language reports. sleek languages in and trade, position of the language laboratory in post-O-level stories, and smooth language assessments within the usa also are defined.
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Extra resources for Post-O-level Studies in Modern Languages. Language Division
All Boards require candidates to write a number of critical essays. The proportion of marks allotted to the literature paper varies from Board to Board but usually amounts to something in the region of a quarter of the total mark for the subject. In addition there is an optional Special Paper which involves commentary on an unseen prose or verse passage and which is usually offered only by the better candidates. Though it is not always quite clear what determines the choice of prescribed texts by the Boards, the books are usually major works of the foreign literature.
The aim should be to read the whole text as quickly as possible in order to obtain an overall impression. It may be useful to take a few examples of what is meant by a 'brief introduction' : Phèdre: brief biographical note; brief note on Racine's importance in the development of French tragedy; the Classical period in France; the essence of Racine's subject matter; essential features of his style. BALZAC: Le Père Goriot: brief biographical note; importance of his novels —realism; subject matter; stylistic importance.
Ideally the foreign language should be the medium of all study at this level, and certainly for this preparatory reading such should be the rule. It is important to wean students away from what is unfortunately still widespread practice—the translation approach, and the kind of purposeful reading suggested should be a valuable means of achieving this indispensable aim. To begin with the emphasis during the transitional course of reading will be on linguistic aspects of the texts but the study of lexical items will clearly have implications which characterize more specifically literary study.