Name: Muvida Dheliana

Registered Number: F041201065

A. CLASS WORK :
Text 2:
In a research on the socialization of Hasidic Jewish girls and women, Ayala Fader
demonstrates the thoroughly interwoven nature of linguistic, cultural, and religious
practices in the Brooklyn neighborhood of Boro Park. In this community, during the
time of Fader’s research in the 1990s, men and women had complementary roles and
responsibilities for reproducing Hasidic life. While men were supposed to focus on
prayer and the study of Jewish texts, women were supposed to protect men from the
“polluting effects” of Gentile society; therefore, women often had more interactions
with Gentiles and non-Hasidic Jews, and as a result, they spoke better English than
did the men. Over the course of a marriage/during their marriage, however, once the children
had been/was born, the men would often go out to work, while their wives
stayed home – a shift that resulted in changing linguistic competencies over a lifetime.
Even though boys and girls were equally bilingual in Hasidic varieties of English and
Yiddish in their early years, and even though their parents would have preferred them
to stay that way, much of the Gapun parents were unable to dictate the outcome of
their children’s levels of fluency. Therefore, the Hasidic parents were unsuccessful at
ensuring that all their children remained equally bilingual.
1. Types of Compound Sentences
 Ayala Fader demonstrates the thoroughly interwoven nature of linguistic,
cultural, and religious practices in the Brooklyn neighborhood of Boro Park.
2. Types of Complex Sentences
 therefore, women often had more interactions with Gentiles and non-Hasidic
Jews,
 as a result, they spoke better English than did the men.
 Over the course of a marriage/during their marriage, however, once the
children had been/was born, the men would often go out to work, while their
wives stayed home – a shift that resulted in changing linguistic competencies
over a lifetime.
 Even though boys and girls were equally bilingual in Hasidic varieties of
English and Yiddish in their early years,
 3. Compound-Complex Sentences
= While men were supposed to focus on prayer and the study of Jewish texts, women
were supposed to protect men from the “polluting effects” of Gentile society;
therefore, women often had more interactions with Gentiles and non-Hasidic Jews,
and as a result, they spoke better English than did the men.
4. Types of Parallelism using both single (and, but, or) and paired conjunctions
 Over the course of a marriage/during their marriage
 children had been or was born
5. Types of Participles both Past Participles and Present Participles/Participial Phrases
Reduced from both Adjective Clauses and Adverbial Clauses.
 In this community, during the time of Fader’s research in the 1990s, men and
women had complementary roles and responsibilities for reproducing Hasidic
life. (Past participles)
 men would often go out to work, while their wives
stayed home (Participial Phrases adverbial)

B. FORUMWORK:
Text 2:
 compound sentence structure ( and)
 Types of parallelism using both single (or)
 uses the type types of complex sentences (therefore, as a result, while, even though)
and compound-complex sentences
 Types of participles: past participles and Participial Phrases adverbial
C. HOMEWORK:
Text 3:
It is possible to increase the number of high-frequency words to which the teacher and
learners should give attention by looking at the needs of the learners and making
vocabulary lists for special purpose. The most useful of these lists is the Academic
Word List (Coxhead, 2000), designed by for learners intending to do academic study
through the medium of English. The list consisting of 570 word families accounting for
8.5–10 per cent of the tokens in a wide range of academic texts includes words such
as evaluate, invest, technology and valid. These words are a very important learning
goal for learners having learned the high-frequency words of English for academic
purpose. Some of these words have more than one largely unrelated meaning, for
example issue = ‘problem’, issue = ‘produce, send out’, but almost always one of these
meanings is much more frequent than the other.
Learning from meaning-focused output, that is, learning through speaking and
writing, is necessary to move receptive knowledge into productive knowledge. This
enrichment of vocabulary through productive skills can occur in several ways. First,
activities can be designed, such as those involving the use of annotated pictures or
definitions, encouraging the use of new vocabulary. Second, speaking activities
involving group works can provide opportunities for learners to negotiate the meanings
of unknown words with each other. Such negotiation is often successful and positive
(Newton, 1995). Third, because the learning of a particular word is a cumulative
process, using a partly known word in speaking or writing, can help strengthen and
enrich knowledge of the word. Joe, Nation, and Newton (1996) describe guidelines for
the design of speaking activities that try to optimize vocabulary learning by careful
written input to such activities.
Analize the following Text (3) and find out the different types of Sentence Structures Used
involving:
1. Types of Compound Sentences
= Joe, Nation, and Newton (1996) describe guidelines for the design of speaking
activities that try to optimize vocabulary learning by careful written input to such
activities.
2. Types of Complex Sentences
= It is possible to increase the number of high-frequency words to which the teacher
and
learners should give attention by looking at the needs of the learners and making
vocabulary lists for special purpose.
3. Compound-Complex Sentences
= Because the learning of a particular word is a cumulative process, using a partly
known word in speaking or writing, can help strengthen and enrich knowledge of the
word.
4. Types of Parallelism using both single (and, but, or) and paired conjunctions
 Learning from meaning-focused output, that is, learning through speaking and
writing, is necessary to move receptive knowledge into productive knowledge.
  First, activities can be designed, such as those involving the use of annotated
pictures or definitions, encouraging the use of new vocabulary.
5. Types of Participles: Present Participles
The most useful of these lists is the Academic Word List (Coxhead, 2000),
designed by for learners intending to do academic study through the medium
of English. (Participial phrases adjective clauses)
Because the learning of a particular word is a cumulative process, using a
partly known word in speaking or writing, can help strengthen and enrich
knowledge of the word. (Participial Phrases adverbial)