The document discusses teaching writing to students. It outlines the stages of the writing process as prewriting, drafting, revising, proofreading, and publishing. For each stage, it describes the teacher's role in supporting students and scaffolding strategies. The document also discusses types of writing activities like controlled, guided, and free writing and provides examples for implementing each in the classroom.
The document discusses different types or classes of verbs in English, including transitive verbs, intransitive verbs, ditransitive verbs, intensive verbs, complex-transitive verbs, prepositional verbs, and imperative verbs. For each verb type, it provides examples, rules for their verb phrases, and tree diagrams to illustrate their syntactic structure.
1. Teaching oral skills is challenging as it requires integrating many subsystems simultaneously.
2. Effective methods focus on developing grammatical, sociolinguistic, discourse and strategic competence through activities like discussions, speeches, role-plays and interviews.
3. Teachers should balance accuracy and fluency, encourage student responsibility, and assess classroom performance and large-scale exam preparation.
This document discusses discourse analysis and pragmatics. It defines Grice's Cooperative Principle of conversation and its four maxims. It also discusses implicit meaning, implicatures, ellipsis, substitution, and conjunction. The document then discusses the role of discourse analysis for language teachers and differences between written and spoken language.
Summary of approaches and methods in language teachingNasrin Eftekhary
This document discusses several language teaching approaches and methods. It describes:
1. The audiolingual method which is based on behaviorism and emphasizes habit formation through drills. It uses dialogs, repetition, and substitution exercises.
2. Total Physical Response which teaches language through physical actions in response to commands. It aims to reduce stress and first teaches comprehension then speaking.
3. Community Language Learning which sees language as a social process and emphasizes whole-person learning and security. The syllabus is learner-generated.
4. Suggestopedia which seeks to remove psychological barriers through relaxation, role-playing, and music. It emphasizes passive learning and the teacher as an authority figure.
Discourse analysis involves studying language beyond the sentence level, including how language relates to social practices and systems of thought. It typically analyzes language in text and conversation. There are two basic approaches: text analysis examines writing structure and speech events, while conversation analysis looks at turn-taking. Proper analysis requires understanding cohesion, coherence, background knowledge, and the cooperative principle of communication.
The document discusses teaching writing to students. It outlines the stages of the writing process as prewriting, drafting, revising, proofreading, and publishing. For each stage, it describes the teacher's role in supporting students and scaffolding strategies. The document also discusses types of writing activities like controlled, guided, and free writing and provides examples for implementing each in the classroom.
The document discusses different types or classes of verbs in English, including transitive verbs, intransitive verbs, ditransitive verbs, intensive verbs, complex-transitive verbs, prepositional verbs, and imperative verbs. For each verb type, it provides examples, rules for their verb phrases, and tree diagrams to illustrate their syntactic structure.
1. Teaching oral skills is challenging as it requires integrating many subsystems simultaneously.
2. Effective methods focus on developing grammatical, sociolinguistic, discourse and strategic competence through activities like discussions, speeches, role-plays and interviews.
3. Teachers should balance accuracy and fluency, encourage student responsibility, and assess classroom performance and large-scale exam preparation.
This document discusses discourse analysis and pragmatics. It defines Grice's Cooperative Principle of conversation and its four maxims. It also discusses implicit meaning, implicatures, ellipsis, substitution, and conjunction. The document then discusses the role of discourse analysis for language teachers and differences between written and spoken language.
Summary of approaches and methods in language teachingNasrin Eftekhary
This document discusses several language teaching approaches and methods. It describes:
1. The audiolingual method which is based on behaviorism and emphasizes habit formation through drills. It uses dialogs, repetition, and substitution exercises.
2. Total Physical Response which teaches language through physical actions in response to commands. It aims to reduce stress and first teaches comprehension then speaking.
3. Community Language Learning which sees language as a social process and emphasizes whole-person learning and security. The syllabus is learner-generated.
4. Suggestopedia which seeks to remove psychological barriers through relaxation, role-playing, and music. It emphasizes passive learning and the teacher as an authority figure.
Discourse analysis involves studying language beyond the sentence level, including how language relates to social practices and systems of thought. It typically analyzes language in text and conversation. There are two basic approaches: text analysis examines writing structure and speech events, while conversation analysis looks at turn-taking. Proper analysis requires understanding cohesion, coherence, background knowledge, and the cooperative principle of communication.
The document discusses different types of clauses and moods in the English language. It defines dependent and independent clauses, and explains that dependent clauses cannot stand alone as a sentence while independent clauses can. It also defines three moods: indicative, imperative, and subjunctive. The indicative mood is used to make statements and ask questions, while the imperative mood expresses commands and requests. The subjunctive mood conveys speculation, wishes, or hypothetical situations.
English course for Waitrons (goals, objectives, and contents)Tony Bittner
This document outlines an English course designed for waitrons (waiters and waitresses) to improve their speaking skills. The 12-unit, 48-hour course is spread over 4 months with classes twice a week. Each unit focuses on a functional topic like greetings, directions, shopping, and includes goals, vocabulary, grammar, and assessment. Teaching approaches include competency-based and whole language to develop skills like stress tolerance and cooperation among learners.
Cohesion and coherence are essential properties of written texts that aid readability and communication of ideas. Cohesion refers to the grammatical and lexical links between elements of a text, while coherence is the semantic unity between ideas. Some techniques that create cohesion and coherence include reference, substitution, ellipsis, conjunctions, and lexical repetition. Together, cohesion and coherence allow readers to understand a text as a unified whole rather than a disjointed set of sentences.
This document provides an overview of key concepts in written language and discourse analysis from 6 chapters of a book. It discusses notions of coherence, clause relations, and textual patterns in chapter 1. It explores cohesion, theme and rheme, and tense and aspect in chapter 2. Chapter 3 examines lexical cohesion and vocabulary for organizing text. Principles of spoken and written discourse are compared. The document also outlines various textual patterns commonly found in written works like problem-solution, general-specific, and question-answer patterns. Finally, it discusses the influence of discourse analysis on reading pedagogy and the importance of both bottom-up and top-down reading strategies.
This document discusses word stress and sentence stress in English. It explains that in words with more than one syllable, one syllable is more prominent and receives more stress than the others. It provides examples of words and which syllable receives primary and sometimes secondary stress. It also discusses how stress patterns can change meaning, such as in verbs versus nouns. Additionally, it covers how stress works in compounds and sentences, with content words usually receiving more stress than grammatical words. Regular rhythm and intonation are also important aspects of pronunciation.
Discourse analysis refers to the study of relationships between language and context. It examines both written and spoken language in use. Discourse analysis has developed since the 1960s from various fields including linguistics, sociology, and philosophy. Key developments included studying language as social action, conversational structure, and the form and function of language. Discourse analysis interprets language based on both its grammatical form and communicative function within different social contexts and interactions.
Intonation refers to the rise and fall patterns of pitch in speech that convey meaning. Intonation serves grammatical functions like distinguishing statements from questions, as well as attitudinal functions by expressing emotions. It also aids discourse by focusing listener attention and regulating conversation. To teach intonation, one must understand tone units, pitch patterns like falling tones used in statements, and how intonation conveys new versus given information through referring and proclaiming tones.
1) Dialogue precedes monologue in language development, as turn-taking and interaction are among the first communicative skills babies develop through conversations with parents.
2) There are two types of discourse: reciprocal, which allows for interaction/feedback, and non-reciprocal, such as a book. Most discourse involves some level of reciprocity.
3) Monologues are often constructed with an imagined receiver in mind, forming a kind of connection to dialogue. Sentences may be adjusted based on assessing the receiver's response.
Speaking involves the vocalized production of language in real time through the use of the speech organs. It is the hardest of the four language skills due to the limited time for planning. Speaking requires conceptualizing ideas, formulating them syntactically and lexically, articulating sounds, self-monitoring, and employing fluency strategies like pausing, fillers and prefabricated language chunks. Fluency depends on factors like speech rate, length of pauses, and use of fillers. Successful speaking also requires turn-taking skills and knowledge of genres, contexts, and social relationships.
This document discusses key aspects of teaching listening skills to language learners. It defines listening as an active process where learners try to understand spoken words and attach meaning. While listening was once seen as a passive skill, it is actually an active process of constructing meaning from sounds. Effective listening requires language knowledge as well as socio-cultural and strategic competence. Studies show that both first language listening ability and second language proficiency contribute to comprehension, with proficiency being a stronger predictor. The document also discusses using top-down and bottom-up skills in listening, and outlines the stages of pre-listening, while-listening, and post-listening activities.
Academic English Skills: Introduction to Academic Writing SkillsIwan Syahril
This document provides an introduction to academic writing and summarizes various writing techniques. It discusses freewriting as a brainstorming activity to generate ideas without judgment. It also covers the process approach to writing, which focuses on planning, revising, and thinking through the writing process. Finally, it provides tips for taking effective lecture notes, such as writing down important information without trying to write everything verbatim.
Intonation refers to variations in pitch when speaking and helps convey meaning. It has several key components including pitch, sentence stress, and rhythm. Intonation patterns differ between languages like English and Ukrainian. In English, falling intonation is most common and used for statements while rising intonation expresses questions, lists, and lack of certainty. Ukrainian uses rising and falling intonation differently, with pitch changes occurring on accented syllables. Speakers must be careful not to transfer intonation patterns from their native language when speaking English.
The document outlines several lesson frameworks for teaching English: Guided Discovery, Situational Presentation, Test-Teach-Test, Reading/Listening, Speaking, and Writing. Each framework includes 6 steps: 1) Lead-in, 2) Presentation/Task, 3) Practice, 4) Production/Follow-up, 5) Feedback, and 6) Reformulation or additional tasks. The frameworks provide guidance for teaching grammar, vocabulary, functions, and skills through different stages including presentation, practice, production, and feedback.
This document discusses testing listening skills in language learning. It explains that listening tests assess how well students have mastered what has been taught and that listening is a key receptive skill for language proficiency. There are two main types of listening tests - discrete tests that evaluate specific listening elements or aspects of proficiency one at a time, and task-based tests that evaluate broader communicative listening skills like comprehending facts or interpreting intentions. Important considerations for developing listening tests include selecting appropriate texts and tasks, determining the number of speakers, choosing a live or recorded format, minimizing writing, and using multiple choice or other item types. Sample test formats described include dictation, following map directions, comprehending radio reports or talks, and answering comprehension questions
This document contains exercises on phonetic transcription and phonology. It includes tasks like writing phonetic symbols for sounds in words, transcribing words phonetically, identifying errors in phonetic transcriptions, matching phonetic symbols to descriptions, comparing phonetic features of sounds, and applying phonological rules. The exercises analyze phonetic details in English at the level of sounds, syllables, words, and sentences.
This document discusses discourse analysis and vocabulary. It summarizes Halliday and Hasan's description of lexical cohesion, which refers to related vocabulary items occurring across clause and sentence boundaries to create coherence. There are two principal kinds of lexical cohesion: reiteration, which restates an item through repetition, synonymy or hyponymy; and collocation, the probability that lexical items will co-occur. The document also discusses how speakers reiterate vocabulary in conversation through relexicalisation and how vocabulary helps organize texts into predictable patterns.
Pragmatics is the study of meaning in context and how language is used in communication. Speech act theory analyzes utterances as locutionary acts (the words spoken), illocutionary acts (the intention or force behind the words), and perlocutionary acts (the effect on the listener). There are five main speech act sets: representatives that assert facts, directives that command or request, commissives that commit the speaker to actions, expressives that convey attitudes, and declarations that bring about changes through uttering. Apologies typically involve expressing regret, taking responsibility, providing an explanation or offer to repair the situation, and promising non-recurrence. Cultural factors influence apology strategies used.
Discourse analysis is the study of language use in context. It examines both spoken and written language. American discourse analysis has focused on close observation of natural conversations, emphasizing turn-taking and interaction norms. British discourse analysis is influenced by M.A.K. Halliday's functional approach and examines the social functions of language and informational structure. Discourse analysis considers both the micro-level structure of individual interactions as well as larger patterns found across texts. It analyzes both what language is doing and how listeners/readers are meant to interpret it according to conventions of different types of discourse.
This document discusses strategies for teaching and assessing listening skills. It emphasizes that listening is an integrated skill that requires attention to strategies and practice. Some key points discussed include:
- Listening in real life involves comprehending for a purpose with visual and environmental clues. The classroom should strive to incorporate real-life elements.
- A variety of exercises can be used to develop listening at the word, sentence and comprehension levels, including recordings, tasks, and responses.
- Assessment of listening is preferable to testing and should be ongoing through activities that evaluate students' understanding. The goal is successful accomplishment rather than high-stakes evaluation.
The document discusses different types of clauses and moods in the English language. It defines dependent and independent clauses, and explains that dependent clauses cannot stand alone as a sentence while independent clauses can. It also defines three moods: indicative, imperative, and subjunctive. The indicative mood is used to make statements and ask questions, while the imperative mood expresses commands and requests. The subjunctive mood conveys speculation, wishes, or hypothetical situations.
English course for Waitrons (goals, objectives, and contents)Tony Bittner
This document outlines an English course designed for waitrons (waiters and waitresses) to improve their speaking skills. The 12-unit, 48-hour course is spread over 4 months with classes twice a week. Each unit focuses on a functional topic like greetings, directions, shopping, and includes goals, vocabulary, grammar, and assessment. Teaching approaches include competency-based and whole language to develop skills like stress tolerance and cooperation among learners.
Cohesion and coherence are essential properties of written texts that aid readability and communication of ideas. Cohesion refers to the grammatical and lexical links between elements of a text, while coherence is the semantic unity between ideas. Some techniques that create cohesion and coherence include reference, substitution, ellipsis, conjunctions, and lexical repetition. Together, cohesion and coherence allow readers to understand a text as a unified whole rather than a disjointed set of sentences.
This document provides an overview of key concepts in written language and discourse analysis from 6 chapters of a book. It discusses notions of coherence, clause relations, and textual patterns in chapter 1. It explores cohesion, theme and rheme, and tense and aspect in chapter 2. Chapter 3 examines lexical cohesion and vocabulary for organizing text. Principles of spoken and written discourse are compared. The document also outlines various textual patterns commonly found in written works like problem-solution, general-specific, and question-answer patterns. Finally, it discusses the influence of discourse analysis on reading pedagogy and the importance of both bottom-up and top-down reading strategies.
This document discusses word stress and sentence stress in English. It explains that in words with more than one syllable, one syllable is more prominent and receives more stress than the others. It provides examples of words and which syllable receives primary and sometimes secondary stress. It also discusses how stress patterns can change meaning, such as in verbs versus nouns. Additionally, it covers how stress works in compounds and sentences, with content words usually receiving more stress than grammatical words. Regular rhythm and intonation are also important aspects of pronunciation.
Discourse analysis refers to the study of relationships between language and context. It examines both written and spoken language in use. Discourse analysis has developed since the 1960s from various fields including linguistics, sociology, and philosophy. Key developments included studying language as social action, conversational structure, and the form and function of language. Discourse analysis interprets language based on both its grammatical form and communicative function within different social contexts and interactions.
Intonation refers to the rise and fall patterns of pitch in speech that convey meaning. Intonation serves grammatical functions like distinguishing statements from questions, as well as attitudinal functions by expressing emotions. It also aids discourse by focusing listener attention and regulating conversation. To teach intonation, one must understand tone units, pitch patterns like falling tones used in statements, and how intonation conveys new versus given information through referring and proclaiming tones.
1) Dialogue precedes monologue in language development, as turn-taking and interaction are among the first communicative skills babies develop through conversations with parents.
2) There are two types of discourse: reciprocal, which allows for interaction/feedback, and non-reciprocal, such as a book. Most discourse involves some level of reciprocity.
3) Monologues are often constructed with an imagined receiver in mind, forming a kind of connection to dialogue. Sentences may be adjusted based on assessing the receiver's response.
Speaking involves the vocalized production of language in real time through the use of the speech organs. It is the hardest of the four language skills due to the limited time for planning. Speaking requires conceptualizing ideas, formulating them syntactically and lexically, articulating sounds, self-monitoring, and employing fluency strategies like pausing, fillers and prefabricated language chunks. Fluency depends on factors like speech rate, length of pauses, and use of fillers. Successful speaking also requires turn-taking skills and knowledge of genres, contexts, and social relationships.
This document discusses key aspects of teaching listening skills to language learners. It defines listening as an active process where learners try to understand spoken words and attach meaning. While listening was once seen as a passive skill, it is actually an active process of constructing meaning from sounds. Effective listening requires language knowledge as well as socio-cultural and strategic competence. Studies show that both first language listening ability and second language proficiency contribute to comprehension, with proficiency being a stronger predictor. The document also discusses using top-down and bottom-up skills in listening, and outlines the stages of pre-listening, while-listening, and post-listening activities.
Academic English Skills: Introduction to Academic Writing SkillsIwan Syahril
This document provides an introduction to academic writing and summarizes various writing techniques. It discusses freewriting as a brainstorming activity to generate ideas without judgment. It also covers the process approach to writing, which focuses on planning, revising, and thinking through the writing process. Finally, it provides tips for taking effective lecture notes, such as writing down important information without trying to write everything verbatim.
Intonation refers to variations in pitch when speaking and helps convey meaning. It has several key components including pitch, sentence stress, and rhythm. Intonation patterns differ between languages like English and Ukrainian. In English, falling intonation is most common and used for statements while rising intonation expresses questions, lists, and lack of certainty. Ukrainian uses rising and falling intonation differently, with pitch changes occurring on accented syllables. Speakers must be careful not to transfer intonation patterns from their native language when speaking English.
The document outlines several lesson frameworks for teaching English: Guided Discovery, Situational Presentation, Test-Teach-Test, Reading/Listening, Speaking, and Writing. Each framework includes 6 steps: 1) Lead-in, 2) Presentation/Task, 3) Practice, 4) Production/Follow-up, 5) Feedback, and 6) Reformulation or additional tasks. The frameworks provide guidance for teaching grammar, vocabulary, functions, and skills through different stages including presentation, practice, production, and feedback.
This document discusses testing listening skills in language learning. It explains that listening tests assess how well students have mastered what has been taught and that listening is a key receptive skill for language proficiency. There are two main types of listening tests - discrete tests that evaluate specific listening elements or aspects of proficiency one at a time, and task-based tests that evaluate broader communicative listening skills like comprehending facts or interpreting intentions. Important considerations for developing listening tests include selecting appropriate texts and tasks, determining the number of speakers, choosing a live or recorded format, minimizing writing, and using multiple choice or other item types. Sample test formats described include dictation, following map directions, comprehending radio reports or talks, and answering comprehension questions
This document contains exercises on phonetic transcription and phonology. It includes tasks like writing phonetic symbols for sounds in words, transcribing words phonetically, identifying errors in phonetic transcriptions, matching phonetic symbols to descriptions, comparing phonetic features of sounds, and applying phonological rules. The exercises analyze phonetic details in English at the level of sounds, syllables, words, and sentences.
This document discusses discourse analysis and vocabulary. It summarizes Halliday and Hasan's description of lexical cohesion, which refers to related vocabulary items occurring across clause and sentence boundaries to create coherence. There are two principal kinds of lexical cohesion: reiteration, which restates an item through repetition, synonymy or hyponymy; and collocation, the probability that lexical items will co-occur. The document also discusses how speakers reiterate vocabulary in conversation through relexicalisation and how vocabulary helps organize texts into predictable patterns.
Pragmatics is the study of meaning in context and how language is used in communication. Speech act theory analyzes utterances as locutionary acts (the words spoken), illocutionary acts (the intention or force behind the words), and perlocutionary acts (the effect on the listener). There are five main speech act sets: representatives that assert facts, directives that command or request, commissives that commit the speaker to actions, expressives that convey attitudes, and declarations that bring about changes through uttering. Apologies typically involve expressing regret, taking responsibility, providing an explanation or offer to repair the situation, and promising non-recurrence. Cultural factors influence apology strategies used.
Discourse analysis is the study of language use in context. It examines both spoken and written language. American discourse analysis has focused on close observation of natural conversations, emphasizing turn-taking and interaction norms. British discourse analysis is influenced by M.A.K. Halliday's functional approach and examines the social functions of language and informational structure. Discourse analysis considers both the micro-level structure of individual interactions as well as larger patterns found across texts. It analyzes both what language is doing and how listeners/readers are meant to interpret it according to conventions of different types of discourse.
This document discusses strategies for teaching and assessing listening skills. It emphasizes that listening is an integrated skill that requires attention to strategies and practice. Some key points discussed include:
- Listening in real life involves comprehending for a purpose with visual and environmental clues. The classroom should strive to incorporate real-life elements.
- A variety of exercises can be used to develop listening at the word, sentence and comprehension levels, including recordings, tasks, and responses.
- Assessment of listening is preferable to testing and should be ongoing through activities that evaluate students' understanding. The goal is successful accomplishment rather than high-stakes evaluation.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.