Matching headings with paragraphs.

· Step 1. Survey the whole text.

· Step 2. Look over the 7 headings given in the table.

· Step 3. Skim each paragraph to identify the topic.

Match the given 7 headings with the 7 paragraphs of the text:

Identifying where to find information.

· Step 1. Survey introductory and concluding paragraphs, and identify the core ideas of the passage.

· Step 2. Skim the rest of the passage to make sure.

· Step 3. Scan the text to find the correct wording of its main idea, the topic, and the purpose, write out the key words from each paragraph.

· Step 4. Skim the text for examples of descriptions, step-by-step explanations, directions, comparisons and contrasts, analyses, analogies, and definitions.

A/ The main idea is what the author has in mind when s/he is writing a text. Which one of the sentences given below most closely renders the main idea of the text?

1. Superdiversity is the new sociocultural diversity characterized by new forms of migration across the world, and the new forms of community formation.

2. Superdiversity means the presence of multiple cultures in one society.

3. Superdiversity eliminates discrimination and inequality.

4. Superdiversity is primarily charactetristic of the UK and, by extension, contemporary Europe.

5. Languages are sociocultural, or ideological, abstractions which match real-life use of language perfectly well.

B/ The topic is the subject area the author chooses to bring her/his idea to the reader. Identify the main topic of the text.

1. The making of languages in Europe.

2. A human turn in sociolinguistics.

3. Learning language in real life.

4. The new forms of sociocultural diversity and language practice.

5.Standardisation and regulation of language.

c/ The purpose of the text is what the author wants the reader to believe in. Does the writer want you to believe that:

1. Traditional language sciences don’t deal with languaging?

2. Boundaries between languages result from particular histories of standardisation and regulation?

3. Superdiverse conditions call for a new analysis and understanding of the phenomena of language and communication?

4. Humankind is a languaging species?

5. The concept of language exists only as a sociocultural invention?

Identifying the key words of the text.

· Step 1. Select 3 key words out each paragraph making it 21 key words for the whole text.

· Step 2. Limit the number of selected key words and word combinations down to 5.

Identifying patterns of text organization.

Identify description, step-by-step explanation, directions, comparison and contrast, analysis, analogy, and definition in the following paragraphs:

1. A languaging perspective regards boundaries between languages as arbitrary and historically contingent, as the result of particular histories of standardisation and regulation. Standardizing language means compartmentalizing the free and unbounded languaging .... Standardizing language also means enregistering particular linguistic features as normative....

2. Languages in the plural exist only as sociocultural inventions: 'Languages are conceived and languaging is practiced'.

3. Superdiversity should be understood as diversification of diversity, as diversity that cannot be understood in terms of multiculturalism (the presence of multiple cultures in one society) alone. At the basis of this paradigm shift are two sets of developments that can be observed in Europe and world-wide. One is the changing patterns ... . A second factor is the technological developments... .

Find in the text as many patterns of text organization as you can.

Reviewing and reciting the text.

Take 5-6 minutes to review and recite the text with the help of the following context clues:

a) Numerical statements, such as "There are two reasons ...".

b) Rhetorical questions.

c) Introductory summaries: "Let me first explain..."; "The topic which I intend to discuss is interesting because...".

d) Development of an idea, signalled by statements such as: "Another reason..."; "On the one hand..."; "Therefore..."; "Since..."; "In addition..."; etc.

e) Transitions, such as "Let us turn our attention to..."; "If these facts are true, then..."; etc.

f) Chronology of ideas, signalled by "First... "; "The next..."; "Finally...,"; etc.

g) Emphasis of ideas, such as "This is important because..."; "The significant results were..."; "Let me repeat..."; etc.

h) Summary of ideas, signalled by "In conclusion...; As I have shown... "; etc.

6. What circumstantial evidence can be inferred from the following paragraph:

A few decades ago it would be possible to predict with some degree of certainty what a 14-year old grade school student in, for instance, Berlin would be like – looks, mother tongue, religious affiliation, cultural preferences, musical taste, and in other ways. The range of resources available to and employed by 14-year old grade school students in Germany was limited compared to what we observe today - none of this can today be predicted with any substantial degreee of certainty.

Which of the following best describes the organization of the passage?

The organization of the passage is: (A) too specific; (B) too general; (C) incorrect, (D) irrelevant; (C) correct.

8. The tone of the passage could best be described as:(A) objective;(B) optimistic; (C) angry; (D) humorous.

9. What is the author's attitude toward superdiversity and languaging? Answer choices:

The author's opinion of superdiversity and languaging is best described as (positive, favorable, optimistic, amused, pleased; negative, respectful; critical, outraged, worried, unfavorable, angry, defiant; neutral, objective, impersonal, humorous.

The author's attitude toward superdiversity and languaging could best be described as one of (a researcher interest, approval, indifference, curiosity, etc.)

Section 2. Grammar workout

Incorrect verb forms

Some of the verb errors are errors in form. Most verb form problems involve main verb forms: An -ing form may be used in place of a past participle, a past participle in place of a past tense form, a simple form in place of an -ing form, etc. Some involve irregular verbs that have different forms for the past tense and the past participle—took and taken—for example. The following information may help you choose the correct form of the main verb.

The bare infinitive follows all modal verbs.

might be can remember should study

must know could go may follow

(Certain similar modal verbs and word combinations require infinitives.)

ought to attend used to play have to hurry

The past participle is used after a form of have in all perfect forms of the verb,

has done had called should have said

have run will have read could have made

The -ing form is used after a form of be in all progressive forms of the verb.

is sleeping has been writing should have been wearing

was working had been painting will be waiting

The past participle is used after a form of be in all passive forms of the verb.

is worn has been shown would have been lost

is being considered had been promised might have been canceled

were told will have been missed

Verb form problems may also involve auxiliary verbs: has may be used in place of did, is in place of does, and so on.

Problems involving subject-verb agreement.Underline the form that correctly completes each sentence. Then circle the subject with which the underlined verb agrees. The first one is done as an example.

The first bridge to be built with electric lights (was/were) the Brooklyn Bridge. .

Ethics (is/are) the study of moral duties, principles, and values

There (is/are) two types of calculus, differential and integral.

George Gershwin, together with his brother Ira, (was/were) the creator of the first musical comedy to win a Pulitzer Prize.

In a chess game, the player with the white pieces always (moves/move) first.

The Earth and Pluto (is/are) the only two planets believed to have a single moon.

A number of special conditions (is/are) necessary for the formation of a geyser.

Each of the Ice Ages (was/were) more than a million years long.

The battery, along with the alternator and starter, (makes/make) up the electrical system of a car.

Teeth (is/are) covered with a hard substance called enamel.

The more-or-less rhythmic succession of economic booms and busts (is/are) referred to as the business cycle.

The number of protons in the nucleus of an atom (varies/vary) from element to element.

All trees, except for the tree fern, (is/are) seed-bearing plants.

Fifteen hundred dollars a year (was/were) the per capita income in the United States in 1950.

Everyone who (goes/go) into the woods should recognize common poisonous plants such as poison ivy and poison oak.

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