Macao xinjiang conference context june 2013

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  • (Have you eaten yet?)
  • Before we start, I’d like to introduce you to the world’s worst teacher. I hated him! He taught at my school, the ‘Crypt’ school, in England. His name was Mr. Stanlake. Phillip Stanlake. And he was in charge of teaching French. I hated French! I hated French because Mr. Stanlake made us learn lists like this.
  • Every week, Mr. Stanlake would give us verb tables like this. And ask us to memorize them! How do you think I felt? Yes; bored, and frustrated. Now, as it happens, I have a good memory, and I always did well in the tests. But I grew up hating French, and gave it up at the first opportunity. Why?
  • Provide some examples of what teachers actually said on the blog, pre-workshop.
  • Let’s go back to my example of learning French at school. What was it that was stopping me from going from this, my list of French verbs, to this, being able to use French in a real conversation?
  • Here’s the essence of the problem. What my teacher was asking me to do was ‘memorise’ words. But this didn’t help me to ‘know’ the words.
  • If I know a word, then not only will it help me in the exam, but I can actually make use of it in real life. But what does it mean to ‘know’ a word? http://www.youtube.com/watch?v=Grj96ia_HTU&feature=related
  • In other words, to understand a word, we need to know the ‘context’ for that word. What Mr Stanfield was essentially doing was giving me parts of language like a part of the picture. Alone, and out of context. Without any context to support it, it was totally meaningless. It was only when context was added that the picture began to make sense. Now what information did you need to decode that picture? What was happening around the man – the bigger picture. What the other information meant. That people might be afraid of a mouse, and what the two people’s gestures might mean.
  • A context clue is a hint. It is a word or group of words near a word you don't know. It helps you guess what the new word means. Put a new word in isolation on the board and ask people to put up their hand if they know what it means. Now provide the same word within a text that provides meaningful context. Can they guess the meaning?
  • Which of these pictures best expresses the meaning of the word ‘forlorn’? Invite synonyms. In what situations might a person feel ‘forlorn’? If you were the mother, what would you do to stop the child feeling ‘forlorn’? Images: Forlorn: http://www.google.com/imgres?q=forlorn&hl=en&biw=1024&bih=578&gbv=2&tbm=isch&tbnid=Si4N2Afo5AelGM:&imgrefurl=http://katpepita.wordpress.com/category/advanced-vocabs/page/2/&docid=Vs6CdqoHKy9UkM&imgurl=http://katpepita.files.wordpress.com/2011/04/man_forlorn.jpg&w=300&h=193&ei=rskgT_7zCY-6iAebv5XtBA&zoom=1&iact=hc&vpx=269&vpy=223&dur=587&hovh=154&hovw=234&tx=90&ty=93&sig=115849043520325277061&page=1&tbnh=154&tbnw=194&start=0&ndsp=10&ved=1t:429,r:1,s:0 Angry: http://www.google.com/imgres?q=angry&hl=en&biw=1024&bih=578&gbv=2&tbm=isch&tbnid=1-ouZheb8z8cKM:&imgrefurl=http://pathtogod.wordpress.com/2011/08/28/anger-why-do-i-get-so-angry-and-what-does-god-think/&docid=NuAiRC3yrdyViM&imgurl=http://pathtogod.files.wordpress.com/2011/08/anger.jpg&w=1601&h=1199&ei=D8wgT9TnNIq1iQegqcDbBA&zoom=1&iact=hc&vpx=303&vpy=254&dur=127&hovh=194&hovw=259&tx=171&ty=150&sig=115849043520325277061&page=2&tbnh=121&tbnw=160&start=10&ndsp=24&ved=1t:429,r:20,s:10 Tired: http://www.google.com/imgres?q=tired&hl=en&gbv=2&biw=1024&bih=578&tbm=isch&tbnid=s8WBA1fUYPwE7M:&imgrefurl=http://www.health.com/health/gallery/0,,20396232,00.html&docid=vbZ2aYPml2jeUM&imgurl=http://img2.timeinc.net/health/images/gallery/living/work-yawn-tired-400x400.jpg&w=400&h=400&ei=e8wgT-qSA6-hiAfzhe2gBA&zoom=1&iact=hc&vpx=758&vpy=92&dur=5988&hovh=225&hovw=225&tx=122&ty=113&sig=115849043520325277061&page=8&tbnh=128&tbnw=127&start=145&ndsp=23&ved=1t:429,r:5,s:145
  • In other words, we needed a ‘context’. What do we mean by context? The language context. (co-text) This is the picture. The surrounding information that we need to decode the message.
  • Many words have more than one meaning. The meaning will change, depending upon the context in which it is being used. In pairs, A teaches B the three key words based on the example given. Now imagine that B encounters word in the second sentence. B must ask A to explain the different meaning. Book: This is a homonym (words that share the same spelling and the same pronunciation but have different meanings). Bank : This is also a homonym. 3) Present : This is a Heteronym (same spelling but different pronunciation). They are ALL examples of Homographs (words that share the same spelling, irrespective of their pronunciation). Also; Homophones : words that share the same pronunciation, irrespective of their spelling
  • Buy me a can of … Put it in the can I’m going to the can!
  • What do these four things all have in common? They are all shops. They have the same FORM, but different FUNCTIONS.
  • What do these four things all have in common? They are all places to live. Shelter. In other words, they have the same ‘function’ or purpose. But they have very different forms (shapes, materials, colours, sizes). SAME FUNCTION, DIFFERENT FORM.
  • Compare these different forms of greeting. Would they all be ‘correct’? It depends on the situation, and the relationship between the two people. SAME FUNCTION, DIFFERENT FORM.
  • Blue and red sentences have the same FORM, but different FUNCTIONS. Red and green sentences have same function but different form.
  • In other words, we needed a ‘context’. What do we mean by context? The language context. (co-text) This is the picture. The surrounding information that we need to decode the message. The situation context. What it means in that particular situation.
  • My own ‘personal’ context is greatly influenced by my existing knowledge – by what information I already have inside my head. We give a name to this body of existing knowledge – it’s our schemata – that knowledge that we already have that helps us to interpret something new. For example, if I was to hand you a red envelope, your schemata would arm you with certain expectations about what was inside. Our schemata tells us that one of these envelopes will give us money, and the other will take money away from us. In west, a ‘red’ envelope means a final demand before they take you to court. Students use this schemata to help them understand new words in English.
  • Which of these 3 replies would be ‘correct’? Grammatically, they’re all ‘correct’. The ‘form’ is correct in each case. The problem is that the lady has failed to understand the communicative purpose of the speaker’s remark; that it is intended as a compliment, not a statement of fact. Think of similar examples in which the other two replies might be appropriate. e.g., ‘That’s a big window’ or in a language class ‘ can you think of adjectives other than ‘nice’?’
  • The situational context doesn’t have to be entirely objective. Each student inhabits their own universe – their own experiences, beliefs, opinions; these will all shape what they consider to be appropriate in any given situation.
  • The ‘context’ for a young Chinese student is very different from that of his British or American counterpart. Point out differences in their context at home (apartment vs house), family (siblings?), school (class size / resources), experiences (travel), expectations (marriage, choices). These ‘lifestyle differences can further handicap someone when it comes to learning a language. It’s like putting someone in a totally alien environment and asking them to survive.
  • “ We’re going to see the doctor” from ‘Success with English’ Grade 5B, Unit 4. pg 17. Even a simple dialogue like this can contain numerous words that will be interpreted in different ways, depending on the student’s own context. Clock question mark http://www.google.com/imgres?q=clock+face+question+mark&hl=en&gbv=2&sig=115849043520325277061&biw=1024&bih=578&tbm=isch&tbnid=qST00pD90FUcXM:&imgrefurl=http://teachhub.blogspot.com/2011_09_01_archive.html&docid=FGJKMRkzw2CFAM&imgurl=http://1.bp.blogspot.com/-I7LbMxVd3E0/ToSqhhrMeII/AAAAAAAABk0/dFQfv7ZsafA/s1600/clock%25252Bquestion%25252Bmark.jpg&w=347&h=346&ei=fPggT-qHJ-GTiQejvrjNBA&zoom=1&iact=hc&vpx=505&vpy=76&dur=117&hovh=224&hovw=225&tx=135&ty=130&page=6&tbnh=126&tbnw=130&start=113&ndsp=24&ved=1t:429,r:3,s:113 Evil doctor: http://www.google.com/imgres?q=evil+doctor+syringe&hl=en&gbv=2&sig=115849043520325277061&biw=1024&bih=578&tbm=isch&tbnid=gHrWYLw0FtT9-M:&imgrefurl=http://doctorhalloweencostumes.org/doctor-costume-accessories/&docid=sDTKW13S3ZH7LM&imgurl=http://doctorhalloweencostumes.org/wp-content/uploads/2010/09/Jumbo-Syringe.jpg&w=276&h=354&ei=cv0gT4C8KsGjiAe6x6DQBA&zoom=1&iact=hc&vpx=366&vpy=112&dur=835&hovh=254&hovw=198&tx=107&ty=139&page=1&tbnh=119&tbnw=92&start=0&ndsp=23&ved=1t:429,r:3,s:0 Witch doctor: http://www.google.com/imgres?q=witch+doctor+free+clipart&hl=en&gbv=2&sig=115849043520325277061&biw=1024&bih=578&tbm=isch&tbnid=RnGXJkBCKPO45M:&imgrefurl=http://free-retro-graphics.com/2011/02/retro-witch-doctor/&docid=5B30m1jTQogL3M&imgurl=http://free-retro-graphics.com/wp-content/uploads/2011/02/witch-doctor.jpg&w=748&h=1000&ei=Vv4gT9PHOsSeiQf5w5TWBA&zoom=1&iact=rc&dur=563&page=1&tbnh=126&tbnw=85&start=0&ndsp=22&ved=1t:429,r:7,s:0&tx=46&ty=63 Female doctor:
  • So how do we bring ‘context’ into teaching? 1) Personalise it. Build connections between the student’s own life, and the target language.
  • So how do we bring ‘context’ into teaching? 1) Don’t teach words in isolation. In order to help students make use of words, encourage them to use them in combination with other pieces of vocabulary.
  • We notice when collocations are wrong
  • Put this on the handout. Audience have to allocate words to one of three categories; ‘take’, ‘make’, ‘break’. Then have people stand at the front, each holding a card with either ‘take’, ‘have’, or ‘break’. Presenter calls out some other words, and a volunteer has to stand next to the right person, depending on whether they think it collocates with ‘take’, ‘have’, or ‘break’.
  • Put this on the handout. Audience have to allocate words to one of three categories; ‘take’, ‘have’, ‘break’. Then have people stand at the front, each holding a card with either ‘take’, ‘have’, or ‘break’. Presenter allocates each of these words to different volunteers. They each have to stand next to the right person, depending on whether they think it collocates with ‘take’, ‘have’, or ‘break’.
  • Put this on the handout. Audience have to allocate words to one of three categories; ‘take’, ‘have’, ‘break’. Then have people stand at the front, each holding a card with either ‘take’, ‘have’, or ‘break’. Presenter calls out some other words, and a volunteer has to stand next to the right person, depending on whether they think it collocates with ‘take’, ‘have’, or ‘break’.
  • Put this on the handout. Audience have to allocate words to one of three categories; ‘take’, ‘have’, ‘break’. Then have people stand at the front, each holding a card with either ‘take’, ‘make’, or ‘break’. Presenter calls out some other words, and a volunteer has to stand next to the right person, depending on whether they think it collocates with ‘take’, ‘make’, or ‘break’.
  • In class, you might do this with flashcards
  • So how do we bring ‘context’ into teaching? 1) Personalise it. Build connections between the student’s own life, and the target language.
  • These questions help students use vocab in a personal context. All questions require Simple Present – It’s a grammar quiz, but personalised. Vocab taken from PEP Primary G5B Unit 3. Army Day is 1 st August.
  • Here’s a similar exercise using Present Perfect as the target structure
  • T reads out statements, one by one. If it’s ‘true for you’, put your hands on your head. If it’s not true for you, cross your arms. Show students gestures for YES, NO, DON’T KNOW. Read out a statement. Students make gesture which is “true for them”. Immediate peer correction!! Can then do in smaller groups, or with students at front. Kinaesthetic and fun Relevant and real Language “taken off the page” Interaction, cooperation A good quick ‘test’ of vocab Breaks up a long lesson Excellent for YOUNG LEARNERS
  • 2) Look for context clues
  • What we need are context clues. These allow us to be language detectives, and help us to understand the new words.
  • Using context with a text can aid vocabulary learning, assist grammatical understanding, and develop important reading skills.
  • And an extra point if you can find the name of the Governor of the State.
  • So far we’ve been talking about the importance of context in reading. But context is equally important in other areas, particularly listening. In real life, whenever I enter a situation, I go in with certain expectations about what I’m going to hear. This is the situational context we spoke about earlier. If we don’t provide a context pre-listening, the listening task becomes all that much harder.
  • In this activity, I’m going to show you a video of someone’s office. Using the prompt words, I want you to discuss with your neighbour what clues you saw about who works here. Form sentences to express how confident you are in your prediction.
  • In this activity, I’m going to show you a video of someone’s office. Using the prompt words, I want you to discuss with your neighbour what clues you saw about who works here. Form sentences to express how confident you are in your prediction.
  • Macao xinjiang conference context june 2013

    1. 1.   吃飯了嗎 ?English Teacher’s Network WorkshopDavid QuartermainThe 4thInternational Conference onEnglish, Discourse and Intercultural CommunicationUrumqi, June 8th2013
    2. 2. Vocabulary & Grammarin ContextEnglish Teacher’s Network Workshop
    3. 3. Mr. StanlakeTHE CRYPTSCHOOLEnglish Teacher’s Network Workshop
    4. 4. Subject Present Imperfect Future Conditional Subjunctiveje  vais  all ais  ir ai  ir ais  aille tu  vas  all ais  ir as  ir ais  ailles il  va  all ait  ir a  ir ait  aille nous  allons  all ions  ir ons  ir ions  allions vous  allez  all iez  ir ez  ir iez  alliez ils  vont  all aient  ir ont  ir aient  aillenTABLE 1 Aller* (to go) Past participle, alléEnglish Teacher’s Network Workshop
    5. 5. English Teacher’s Network Workshop*Hello. How are you?Bonjour.Ca va?* Oui(Yes)
    6. 6. Here’s what Macau teachers said…“Teachers don’t havetime to present thesituation clearly –we have to focus onthe exam.”“Most studentsthink vocabularyand grammarare very boring”“Students canremember the rulesof grammar well.But they cannot useit properly.”“Students canmemorise wordsbut they stillcan’t use them”Do your students face the same problems?Why?Do your students face the same problems?English Teacher’s Network Workshop
    7. 7. Subject Present Imperfect Future Conditional Subjunctiveje  vais  all ais  ir ai  ir ais  aille tu  vas  all ais  ir as  ir ais  ailles il  va  all ait  ir a  ir ait  aille nous  allons  all ions  ir ons  ir ions  allions vous  allez  all iez  ir ez  ir iez  alliez ils  vont  all aient  ir ont  ir aient  aillenEnglish Teacher’s Network Workshop
    8. 8. Memorizing ≠ Knowingwords wordss Network Workshop
    9. 9. ‘Forlorn’What does it take to know a word?• Recognise it in its spoken or written form• Recall it at will (the scrabble test)• Relate it to an appropriate object or concept• Use it in the appropriate grammatical form• Pronounce it• Spell it• Use it with words it usually goes with (collocation)• Use it at an appropriate level of formality• Be aware of its connotations and associationsEnglish Teacher’s Network Workshop
    10. 10. Short-term memory• No connection with   existing knowledge• Little opportunity to   use new words• Easily forgottenEnglish Teacher’s Network Workshop
    11. 11. Long-term memory• New words connected   to existing knowledge• New words are ‘put to   work’• New words regularly   recycledEnglish Teacher’s Network Workshop
    12. 12. English Teacher’s Network WorkshopTaken from: New Headway Intermediate, teacher’s Resource Book. OUP. To know language, I need to know the context in which it is used. 
    13. 13. forlornWhen my best friend movedaway, I was very lonely.I felt forlorn for many weeks.My mum tried everything tomake me happy.English Teacher’s Network Workshop
    14. 14. English Teacher’s Network WorkshopABC
    15. 15. context [‘kɒn tekst]      noun 1.the parts of a written or spoken statement that precede or follow a specific word or passage, usually influencing its meaning or effect: The Language Contexthttp://dictionary.reference.com/English Teacher’s Network Workshop
    16. 16. 1) book2) bank3) presentMeaning depends on contextDo you have a book about England?I’m going to the bank to borrow money.Thank you for the birthday present.I want to book a hotel room in Beijing.Let’s go to the river bank for our picnic.David will present today’s workshop.English Teacher’s Network Workshop
    17. 17. AmbiguityThe more common a word is, the more it can      be ambiguous (e.g., ‘set’).English Teacher’s Network WorkshopThe most common words in English are short,     one-syllable verbs and nouns.Context helps us to understand common     words even if they can be ambiguous.
    18. 18. One tomato…Two oranges…Three bananas…Four apples…English Teacher’s Network Workshop
    19. 19. English Teacher’s Network WorkshopVocabulary + Contexttinpotbintoiletbasketcan
    20. 20. English Teacher’s Network WorkshopCan’tThey can’tspeakJapanese.You can’tspeak Chinesein the lesson.ability permission
    21. 21. PET SHOP CHEMIST RESTAURANTForm or Function?形式与功能 ?English Teacher’s Network WorkshopSame Form - Different Function
    22. 22. Form or Function?形式与功能 ?English Teacher’s Network WorkshopSame Function - Different Form
    23. 23. Pleased to makeyouracquaintanceHey dude!How’s itgoing?How do you do?What’s up man?Hi!Form or Function?形式与功能 ?English Teacher’s Network WorkshopSame Function - Different Form
    24. 24. English Teacher’s Network WorkshopCan you swim?Can you lend me RMB 100?Could you carry it for me?Form or Function?形式与功能 ?
    25. 25. context [‘kɒn tekst]     noun1.the parts of a written or spoken statement that precede orfollow a specific word or passage, usually influencing itsmeaning or effect:The Language Contexthttp://dictionary.reference.com/2. the set of circumstances or facts that surround aparticular event, situation, etc.The Situation ContextEnglish Teacher’s Network Workshop
    26. 26. Context is shaped by cultureEnglish Teacher’s Network Workshop
    27. 27. English Teacher’s Network WorkshopThat’s anice dressYes, it is‘nice’?Thank youNo it isn’t
    28. 28. Context lives inside the head of the studentEnglish Teacher’s Network Workshop
    29. 29. “If I give you 2 rabbitsand 2 rabbits,how many rabbitshave you got?”English Teacher’s Network Workshop5
    30. 30. I give you 2 rabbits.Listen.Then 2 rabbits.How many rabbits doyou have?English Teacher’s Network Workshop5
    31. 31. “2 rabbits and 2 rabbits!How can you have 5?!”Because I’ve got arabbit at home.English Teacher’s Network Workshop
    32. 32. English Teacher’s Network WorkshopHomeFamilySchoolExperiencesExpectations
    33. 33. English Teacher’s Network WorkshopSuccess with English Unit 4
    34. 34. So how do webring context intoteaching?English Teacher’s Network Workshop
    35. 35. Words go togetherEnglish Teacher’s Network Workshop
    36. 36. 组合词Collocationswhite and blackblack and whiteYou hurt my beliefsYou hurt my feelingsI hear what you meanI see what you meanA mobile computerA mobile phone / laptop computerEnglish Teacher’s Network Workshop
    37. 37. English Teacher’s Network Workshopa promisethe rulesa lookprogressa complainta holidaysomeone’s temperaturecertainmoneya legan examthe news to somebodya taxia resta chancethe bedthe icea habitthelawaseata listsomeone’s heartnotesa suggestiona wish组合词 Collocations
    38. 38. English Teacher’s Network WorkshopTake …a promisethe rulesa looka holidaysomeone’s temperaturea legan examthe news to somebodya taxia resta chancethe bedthe icea habitthelawaseata listsomeone’s heartnotesa suggestioncertaina complaintmoneyprogressa wish
    39. 39. English Teacher’s Network WorkshopMake …a promisethe rulesa suggestiona looka holidaysomeone’s temperaturea wisha legan examthe news to somebodya taxia resta chancethe bedthe icea habitthelawaseata listsomeone’s heartnotescertaina complaintmoneyprogress
    40. 40. English Teacher’s Network WorkshopBreak …a promisethe rulesa looka holidaysomeone’s temperaturea legan examthe news to somebodya taxia resta chancethe bedthe icea habitthelawaseata listsomeone’s heartnotesa suggestioncertaina complaintmoneyprogressa wish
    41. 41. How often do you…?Break a promiseBreak the lawMake a listTake a chance组合词 CollocationsEnglish Teacher’s Network Workshop
    42. 42. Provide apersonal contextTeacher’s Network Workshop
    43. 43. English Teacher’s Network WorkshopFind Someone Who (simple present)1) Has a birthday in June ………….2) Is a dragon! ………….3) Likes winter ………….4) Knows when Army Day is ………….
    44. 44. English Teacher’s Network Workshop1) Has been to Macau ………….2) Has ridden a camel ………….3) Has seen a ghost ………….4) Has kissed an Englishman…………Find Someone Who (present perfect)
    45. 45. Find out who……got up the earliest today…ate the most for breakfast today…travelled the furthest to get here today…has taken the most notes in this presentation…can sing the bestEnglish Teacher’s Network WorkshopFind Someone Who (superlatives)
    46. 46. I can ride a horseI can cookI can speak GreekI can sing✔✔✔XTrue or False?English Teacher’s Network Workshop
    47. 47. True or False?I have..I went ..I will..I was..You create the questionsEnglish Teacher’s Network Workshop
    48. 48. True for you?True Not TrueI’ve got a husbandI’ve got to goDon’t KnowI’ve got lots of marking to do!I’ve got a beautiful smileI’ve got black eyesNetwork Workshop
    49. 49. Look for context cluesEnglish Teacher’s Network Workshop
    50. 50. Context clues are bits ofinformation from the text thatallow you to decide themeaning of unknown wordsin the article you are reading.內容提示是指一些從文本中所得的資料,以便閣下判斷正在閱讀之文章中的一些未明單詞之意思。English Teacher’s Network Workshop
    51. 51. English Teacher’s Network WorkshopUsing context with a text
    52. 52. English Teacher’s Network WorkshopHow good is your Portuguese?
    53. 53. Portuguese isan officiallanguage in theMacau S.A.R.English Teacher’s Network Workshop
    54. 54. Mais de 200 crocodilosescapam no México apóspassagem do KarlEnglish Teacher’s Network Workshop
    55. 55. Which animal is the story about?English Teacher’s Network Workshop
    56. 56. Mais de 200 crocodilosescapam no México apóspassagem do KarlEnglish Teacher’s Network Workshop
    57. 57. 1. How many crocodiles escaped?2. Which country is the story in?3. What is the name of the hurricane (typhoon)that led to the animals escaping?4. What is the name of the Governor in theState where this happened?5. When did this happen?English Teacher’s Network Workshop
    58. 58. Mais de 200 crocodilosescapam no México apóspassagem do KarlEnglish Teacher’s Network Workshop
    59. 59. 1. How many of these animals escaped?2. Which country is the story in?3. What is the name of the hurricane (typhoon)that led to the animals escaping?5. When did this happen?Mais de 200MéxicoKarl ??4. What is the name of the Governor in the Statewhere this happened? Karl ?English Teacher’s Network Workshop
    60. 60. Cerca de 280 crocodilos escaparam de um viveiro nacidade mexicana de La Antigua (Estado de Veracruz),devido a uma inundação causada pela passagem dofuracão Karl, no último fim de semana.A informação inicial era que 400 crocodilos teriamescapado, mas o número foi retificado nessa segunda-feirapelo governador do Estado, Fidel Herrera Beltrán. “Estouavaliando a situação com a Marinha, mas espero que nãohaja maiores danos porque a água está baixandoconsideravelmente”, afirmou.Atualizado em 21 de setembro, 2010Atualizado em 21 de setembro, 2010Cerca de 280 crocodilos escaparam de um viveiro nacidade mexicana de La Antigua (Estado de Veracruz),devido a uma inundação causada pela passagem dofuracão Karl, no último fim de semana.A informação inicial era que 400 crocodilos teriamescapado, mas o número foi retificado nessa segunda-feirapelo governador do Estado, Fidel Herrera Beltrán. “Estouavaliando a situação com a Marinha, mas espero que nãohaja maiores danos porque a água está baixandoconsideravelmente”, afirmou.English Teacher’s Network Workshop
    61. 61. English Teacher’s Network WorkshopHow did you know the answers?Your knowledge of the world.MexicoKarlFidel HerreraBeltráncrocodilosYour knowledge of capital letters and names.The text surrounding the answer.“governadordo Estado…”Your ability to see similarities.Your confidence in guessing.
    62. 62. Contexthelps studentspredict newvocabularyEnglish Teacher’s Network Workshop
    63. 63. Excuse me, Sir. I’mterribly sorry to botheryou, but I wonder if youwould mind helping me amoment, as long as it’sno trouble, of course.Help!English Teacher’s Network Workshop
    64. 64. What have we learnt?Students haveproblems memorisingand using vocabularyWithout context,vocabulary can bemeaninglessWe must consider botha Language Context …can… as well as aPersonal Context …English Teacher’s Network Workshop
    65. 65. Words go togetherPersonalisenew vocabularyLook forContext CluesBuilding a contexthelps studentspredict newvocabularyEnglish Teacher’s Network WorkshopWhat have we learnt?
    66. 66. English Teacher’s Network WorkshopLiu Daoyi 刘道义人民教育出版社课程教材研究所顾问Liu, Daoyi (2005). On evaluation criteria of English teacher materials. FLC Journal, 2(6), Nov 2005, pp14-17, 23“The major differencebetween the new textbookand past teaching materials isto leave room forimaginationimagination for the students”Teachers no longer“teach textbooks”but““teach with textbooks”teach with textbooks”“They should use thetextbooks in a more flexibleflexibleand creativecreative way according tothe actual needsactual needs of thestudents and classroom ”
    67. 67. English Teacher’s Network Workshop

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