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THIS is part of a syllabus that was/is intended to enable pupils to communicate effectively in both written and spoken English in different situations and registers.
A few years ago there used to be a section extracted from the English Language syllabus meant for students to communicate appropriately and effectively by understanding different situations.
That part of the syllabus kept pupils busy trying to get as many words/vocabulary to use in different situations and registers.
Talking about registers was the in thing. In Section B of the examination, you were given different situations with different verbal responses related to it.
The pupils’ task was to study the situations and decide which response was the most appropriate.
But since that part of the syllabus is not specifically defined like before, there is a school of thought where many believe that it has been discontinued. The reverse is true. Teachers of the English Language have been teaching dialogue.
Many aspects of dialogue require the appropriate use of words. As people converse in dialogue they make sure they use words appropriately depending on various situations and the individuals talking.
Here are the guidelines you should follow when doing registers: Think carefully about the situation and your role in it.
Think deeply about your audience: who are you talking to or addressing? Once you have made your choice, ask yourself these questions: Is my response appropriate? Clear? Polite? Or intelligent?
Not all the questions in these sections will follow the same format but all test your ability to recognise appropriate responses to different situations. You could get a list of questions and be asked to find appropriate responses to them from a second list. For example: Questions — Have you had any experience? Where were you on the night of the third? When does the next bus leave?
Responses: There should be one in an hour. I can’t remember. I worked as a sales assistant during the last holiday. Answers: I worked as a sales assistant during the last holiday answers the first question above. I can’t remember answers the second question.
There should be one in an hour to answer the third question, or you might be asked to recognise the manner in which a statement or question is being made. In this type of question, you will be given an adverb, for example, graciously and from a list of four alternatives you will have to recognise the statement which is the most gracious or has the most gracious tone.
Graciously: 1. It was wonderful to see you and I do hope that you will come again. 2. Feel free to drop in anytime. 3. Thank you for coming. 4. Come back again soon. The appropriate answer is number 1. How is this answer arrived at?
The answer is arrived at through a process of elimination once you have defined the manner of speaking suggested by the adverb. Graciously — to speak in a kindly, courteous manner. Answer 2 is too casual. Answer 3 is formal. Answer 4 is informal.
Answer 1 is kind and courteous, therefore said graciously.
All we are discussing today used to be found in Section B of the English Paper 2 public examination. Now that it is no longer set this way does not mean that situations and registers have been eliminated.
They are still learnt indirectly through other topics like dialogue which is the most interesting aspect of Section B which is the practical dramatic interpretation which is entertaining and productive.
You can be asked to try these actives with a partner, using improvised speech. You want to go out on Saturday but your father dislikes the people whom you will go with.
You witness an accident involving a friend. Explain what happened to (a) his mother; (b) the police; (c) another friend. Your approach and tone should be different in each case.
Use of so and such. Study these examples: -I didn’t enjoy the book. The story was so stupid. I didn’t enjoy the book. It was a stupid story. We use so with an adjective without a noun: so stupid.
We use such with an adjective with a noun: such a stupid story. You can also use so with an adverb: -He’s difficult to understand because he speaks so quickly.
So and such make the meaning of the adjective stronger: – It’s a lovely day, isn’t it? It’s so warm. (= really warm). We enjoyed our holiday.
We had such a good time. (= a really good time) We often say so . . . that and such . . . that . . . — I was so tired that I went to bed at seven o’clock. She worked so hard that she made herself ill.
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