Translation CE

Homework

• Read 1 - 2 – 3 articles (choose them yourself)

• Compile your own new words list

• Learn them (recognise, possibly write)

• Translate into English

• >= one of the articles in book – pp46, 58, 66, 74, 78, 86, 90,102,

25th Remember to enrol for exam!

• See your school’s tutor or exam officer for this.

• Past papers will be uploaded on the school website and try them.

• A2 – must show outline before half term holiday.

• Verbal essay on Niu or Sine wave.

What do you relate Sine wave to?

• When viewing a sine wave, what could you possibly use it for, associate it to, ?

• Brainstorming

• Sea, wave, economy,

Y = sin(x)

X 0 30 90 120 180 210 270 300 360

Y 0 0.5 1 0.5 0 -0.5 -1 -0.5 0

Sine wave

• Y=SINX

Animated

Yan

g fe

ng

Qi p

ei

Ge yu

e qi

Kai ru

i qiu

Yan

g xu

e

Xu d

ai q

i

Ji xu

Bao

luo

Zh

ou ya

ting

Carlo

s

1 134 70 86

2 18

3

4

5

6

7

8

9

10

11

Record of Translation Exercises for Spring/Summer (page # in book)

http://baike.baidu.com/view/2240.htm

Translation E CPietersen insists he is blameless The rift between Moores and Pietersen has embarrassed England cricketKevin Pietersen insists he did "nothing wrong" in the series of events which led to him quitting as England

captain and the sacking of coach Peter Moores. Speaking in depth for the first time since losing his job, Pietersen says he wants to captain England again. "I risked it all because I thought it was my duty as England captain to say that things were not right," he said in his News

of the World column. "[But] I feel I've got unfinished business as captain of England." England and Wales Cricket Board vice chairman Dennis Amiss said the board was put in an impossible situation and

had no choice but to sack Moores and accept Pietersen's resignation. He told BBC 5 Live's Sportsweek programme: "Once the information was in the public domain that Kevin Pietersen

didn't want Peter Moores as his coach, it was always going to be impossible to resolve amicably and the ECB board was put in an impossible position.

"It was felt that we wanted a clean piece of paper, we wanted to rebuild, we wanted a completely unified team and the board wanted that as well especially with all the important cricket we have got coming up."

Amiss said Pietersen's ultimatum had made the situation in the squad difficult but he refused to criticise him. He added Pietersen was a "marvellous, exciting" player whose future commitment was strongly welcomed. "Kevin is very much part of the future. He's offered Andrew Strauss his backing, he hopes he will regain the England

captaincy. He's got this will, this desire to do well in international cricket," Amiss added. Pietersen however has been angered about how the story emerged and the subsequent coverage. He said: "What hurts me was the character assassination that has been totally unfounded. "And that is the reason why I want to get my story across so that people can understand that I have done absolutely

nothing wrong." Forced to resign over the rift with Moores, South Africa-born Pietersen gave his backing to new skipper Andrew

Strauss. I'll do whatever I can to win games of cricket for England and keep putting the smiles on the public's faces. I

know how much people love watching me bat

Kevin Pietersen"I feel it is right for me to go back and just play - to do something that I totally, totally love and which is scoring runs and more runs for England," he said.

"I am committed 100% behind the skipper and winning games of cricket. "I will get up every day and I'll smile and do whatever I can to win games of cricket for England and keep putting the smiles on the public's faces,

because I know how much people love watching me bat and that's the kind of stuff that turns me on." Please turn on JavaScript. Media requires JavaScript to play. Cannot play media.You do not have the correct version of the flash player. Download the correct versionMany critics subsequently suggested Pietersen's ego had played a large part in his departure, but the gifted batsman defended his actions. "People talk about my ego as if it's out of control. But if I had any kind of ego, I would have held on to the captaincy and taken all the privileges

that go with it and all the perks," he said. "I risked it all because it was my duty to say this was how we should move forward." 606: DEBATE KP is unquestionably the best batsman England have produced for 30 years. Ahead of Gower, Gatting, Atherton, Lamb, Stewart and yes ahead

of Boycott and Gooch too...

glosterpowderAnd Pietersen is confident his relationship with senior players such as fast bowler Steve Harmison and all-rounder Andrew Flintoff will be unaffected by the upheaval.

"My relationship with Freddie was great and towards the end I sat down with him and I said ... 'mate, this is what is going on'," he said. "I explained about the meetings I had had with the management over the situation with the coach. "We had a good chat and Freddie's parting words were: 'You cannot leave as England captain.'" BBC cricket correspondent Jonathan Agnew told BBC 5 Live Pietersen had emailed a strategy plan for 2009 to the ECB on New Year's Eve. Agnew said: "In this Pietersen wrote he could not continue with Moores as coach. I understand he in fact wrote he would resign if Moores was

not removed. "He insisted he did not leak this to the media. "Pietersen said the board took that email as an offer to resign and that [Hugh] Morris accepted this in an unexpected five minute phone call. "Pietersen formally resigned on Wednesday afternoon before he was sacked." When unveiled as England's new permanent captain, Strauss said he saw no problem with working alongside Pietersen and that England would

now put the debacle behind them.

http://news.bbc.co.uk/sport1/hi/cricket/england/7822596.stm

ECWarning on replacing Sats tests By Mike Baker

Tests for 14 year olds have been scrappedThere is a risk that the replacement for the scrapped national tests at age 14 in England will

be rushed, untried, and will lead to "unintended consequences". That is the fear of teachers' leaders and education experts, from right across the UK, who gathered on Friday to offer advice to the

government's "expert group", which is due to recommend a replacement for the tests by next month. The meeting, which included leading assessment experts from England, Northern Ireland, Scotland and Wales, heard that the government's

sudden abolition of the tests has left a large "void" for schools and parents. But speakers feared there was a political imperative to fill that void too quickly. One head teacher's leader said schools did not want "a headlong

rush into another half-baked system that does not work". It was in October 2008, following the problems with last summer's test marking, that the Schools Secretary, Ed Balls, announced the immediate

scrapping of the Key Stage 3 national tests. At the same time, he appointed an expert group to advise how the tests should be replaced by "improved teacher assessments", more regular

reporting to parents of pupils in years 7, 8 and 9, and national-level sampling, so parents can know what is happening to year-on-year overall standards.

Mr Balls' remit did not appear to offer the option of having no assessment at all at age 14. International survey The seminar of about 30 experts and teachers' leaders, including a member of the expert group, and government advisers, met under Chatham

House rules, which means their comments can be reported but not attributed. They will be sending their conclusions to the expert group. Several speakers at the seminar complained that the government seemed determined to rush into a new system without any proper or open-

minded trialling of different assessment systems. On the question of testing a national sample of students, one proposal was to simply adopt the existing international surveys, which already

rank countries on their performance in maths, science and literacy. It emerged that this option has received serious consideration within government. Indeed some countries rely entirely on these international

surveys and have no national assessments of their own. However several objections were raised to this approach, including the fact that the tests do not align with the national curriculum and national

governments have only limited influence over the nature of the test questions. Speakers also noted that the only international survey that tests pupils at 14 is the Trends in International Maths and Science Study (TIMMS),

which does not cover literacy and language.

ECHowever one expert government adviser suggested it was possible to join other English-speaking countries to produce an international literacy

test. Sample of pupils A second option was to bring back the Assessment and Performance Unit, which conducted national sample tests in England between 1979

and 1989. But speakers felt this was no longer fit for purpose as it pre-dated the national curriculum and, since it involved testing just a few pupils in lots of

schools, it had been very disruptive. A third option was to follow Scotland. The Scottish Survey of Achievement is designed to monitor performance nationally using a mixture of

written tests, practical exams, and teacher assessments on a sample of 10,000 pupils of each age. However some felt the Scottish system had not worked as well as expected. Meanwhile, a leading independent research body, the National Foundation for Educational Research presented a soon-to-be-published report

giving its recommendations for a national sampling system. It said it was vital the new system should have a narrowly defined purpose, specifically to monitor changes to standards over time and to identify

strengths and weaknesses across the curriculum. It recommended the sample testing should not be used to compare standards in different local authorities or schools and that it should be kept

as "low stakes" as possible to avoid teaching-to-the test or doubts about validity. Looking beyond the issue of national sampling, most agreed there was still a need for universal assessment at 14 so reports could be made to

parents and so teachers could check on pupil progress. Suggestions included using the existing Key Stage 3 tests in an optional basis, employing commercial tests, and combining teacher

assessments with a national 'bank' of testing materials. Another option, suggested by some, was to follow the lead of Wales where the national tests have been replaced by compulsory teacher

assessments. The Welsh system has the advantage that these cover a much wider range of subjects than just English (or Welsh), maths and science. Although the seminar failed to back any single approach it strongly urged government to ensure the replacements for the tests at 14 should not

be about school- or teacher-accountability but should focus on "what helped teachers to do a better job in the classroom". The greatest fear expressed by the seminar was of another big new system that would be rushed in with unintended consequences. All eyes now turn to the expert group, which must produce a solution that fits the government's terms of reference within the next few weeks.

Watch this space.

http://news.bbc.co.uk/1/hi/education/7821143.stm