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In some cases, efforts to contact copyright holders have been unsuccessful and AQA will be happy to rectify any omissions of acknowledgements in future documents if required.  \n| Contents | Page |\n| --- | --- |\n|  |  |\n| Data Sets | 4 |\n| 􀁸 Data Set A – Transcripts 1 – 4 | 5 |\n| 􀁸 Data Set A – Transcript 5 | 6 |\n| 􀁸 Data Set B – Text A | 7 |\n| 􀁸 Data Set B – Text B | 8 |\n|  |  |\n| Data Set A commentary | 9 |\n| 􀁸 Commentaries – Transcripts 1 – 4 | 10 |\n| 􀁸 Commentaries – Transcript 5 | 11 |\n|  |  |\n| Teaching Ideas | 12 |\n| 􀁸 Lesson 1 – Starter activity | 14 |\n| 􀁸 Teaching task 2 | 16 |\n\nChild Language Development  \n7702/1 Section B – Data Sets  \nData set A  \nTranscript 1  \nContext: Dad (D) drawing curtains at bedtime with daughter (G)  \nG: Only mans do dat?  \nD: What did you say?  \nG: Only daddies do dat?  \nTranscript 2  \nContext: Dad and daughter talking at breakfast  \nG: Why you washing dem?  \nD: Someone did a wee in the bed  \nG: I not did that  \nTranscript 3  \nContext: Dad and daughter talking at lunchtime  \nD: I’ve got an orange here or an apple. Do you want an orange?  \nG: I want another one apple  \nD: OK  \nG: What you doing?  \nD: This? I’m peeling potato  \nG: Peeling tato?  \nTranscript 4  \nContext: Dad and daughter talking about day at nursery and childminder  \nD: How was nursery today?  \nG: Molly did hit me at nursery. Julie told off her.  \nTranscript 5  \nContext: Mother (M) and daughter (G) talking after a day at nursery school  \nM: Did you have a nice day at nursery?  \nG: It was good. Some childrens from big school come and play guitars for us.  \nM: That sounds fun.  \nG: My hurted my knee at nursery.  \nM: How did you do that?  \nG: My falled over.  \nM: Where did you hurt it?  \nG: On my knee, I telled you dat.  \nM: But where were you. Inside or outside?  \nG: At nursery. I was riding bike.  \nData Set B  \nThe key below applies to Texts A and B.  \nKey: ( .) indicates a normal pause.  \nNumbers within brackets indicate length of pause in seconds.  \n:: indicates elongated sounds.  \nWords in capitals indicate an increase in volume.  \nOther contextual information is in italics in square brackets.  \nText A  \nDad: okay (1 .0) you go to sleep now (2 .0) sleep NOW (sound of door shutting as Dad leaves)  \nLeila: [moving around in her bedroom](5 .0) lggle  \n['lggle Piggie' voice) yes (7 .0)  \n[own voice) [sighing) oh [singing) he he he he he sleep go to sleep (3 .0)  \n['lggle Piggie' voice] lggle can't sleep  \n[own voice] lggle Piggie  \n['lggle Piggie' voice) yeah  \n[own voice) Piggie lggle Piggie lggle (1 .0) oh big lggle STUCK ( .)  \n['daddy' voice] LEILA GO TO SLEEP (10 .0)  \n['lggle Piggie' voice) lggle Piggie ha::ppy [high pitched tone] happy( . ) I'm ha (1 .0)  \npy (2.0)  \n[talking ta lggle) cheeka you're cheeka cheeky you you you cheeky (2 .0)  \n('lggle Piggie' voice] I be not cheeky (1 .0)  \n(own voice] I'm cheeka cheeky (1 .0) (singsong voice] I'm cheeky Leila ( . ) I'm cheeky Leila (3 .0) that's daddy Iggle (1 .0)  \n['daddy' voice] hello this is daddy( . ) we going shopping today Leila ( .)  \n[own voice] I want to go going shopping ( . ) drive lggle ( .) o::h (2 .0) come on Piggles come (2 .0) come on lggle Piggle (1 .0) why lggle buy some peas ( . ) eat something lggle Piggle (2 .0) [high pitched tone] yeah go to sleep Panda (4 .0) would you like a blanket Panda(.)  \n['Panda' voice] I'm Panda ( . ) Panda want keep warm Panda (1 .0)  \n['lggle Piggie' voice] I'm big lggle Piggle (1 .0)  \n['Panda' voice] I'm Panda (2 .0) Panda want (1 .0)  \n[own voice] yes go to sleep ( . ) go to sleep everyone (2 .0) blanket lggle Piggie( . ) he lose it (2 .0) lggle put your hand there yes (15 .0) quiet lggle Piggle  \n[musical toy begins playing) our friends two babies cwyings (2 .0) see baby ","cbCaiunONmVvV86B","https://ap.wps.com/l/cbCaiunONmVvV86B","pdf",285604,18,"English","# Data Sets\n## Data Set A – Transcripts 1 – 4\n## Data Set A – Transcript 5\n## Data Set B – Text A\n## Data Set B – Text B\n## Data Set A commentary\n## Commentaries – Transcripts 1 – 4\n## Commentaries – Transcript 5\n# Teaching Ideas\n## Lesson 1 – Starter activity\n## Teaching task 2","[{\"question\":\"What topics are covered in this booklet for Child Language Development (7702/1 Section B)?\",\"answer\":\"It covers Data Sets (A and B) with transcripts, followed by Data Set A commentary and teaching ideas. The transcripts illustrate parent/child interactions in multiple everyday contexts.\"},{\"question\":\"What does the key explain for the transcript texts?\",\"answer\":\"It explains symbols for normal pauses, pause durations in seconds, elongated sounds, and words in capitals indicating increased volume. It also notes that contextual information appears in italics within square brackets.\"},{\"question\":\"Where can teaching guidance be found in the booklet?\",\"answer\":\"Teaching guidance appears under the “Teaching Ideas” section, including “Lesson 1 – Starter activity” and “Teaching task 2.”\"}]","English A-level Hub network meeting – Spring 2017 - Child Language Development 7702/1 Section B - BOOKLET 2 | PDF",45]