THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Discourse and Genre (the relationship between discourse and genre) Aticka Dewi
We provide some questions to make the discussion clearer
1. What is discourse?
Discourse is the use of language in text and context
2. What is genre?
Genre in linguistics refers to the type and structure of language typically used for a particular purpose in a particular context.
3. What is relationship between discourse and genre?
Discourse analysis is genre analysis. When we analyze discourses, of course we will specify them into more specific types from the characteristics of each discourse. For exampleThe specific type of discourses is called as genre.
4. Why should we use genre to analyze discourse?
Discourse is language in use. It is huge and almost unlimited. So, when we want to analyze discourses, we need a limitation to limit the unlimited things. Here, we use an analogy for this statement. (slide 11,12)
Genre provides limit in discourse.
That is why genre is used to help us divining and analyzing the discourses.
5. How do we analyze discourse through genre?
Example: text “Forklift fatty Improving”.
----------
The text is taken from the newspaper report. As we see in the language features and structures, we can divine it into recount text. It is non fiction, because it is based on real event. And it is written. So, we can say that this discourse has written non-fiction recount genre.
But, we cannot make sure that a type of discourse always has the same characteristics, because discourse is neither absolutely homogenous nor absolutely heterogeneous. Discourse is sometimes heterogeneous. Here, we provide two videos which have the same genre, but quite different in terms of language features and structures.
---------VIDEO
From the videos, we can feel that the first and the second videos are quite different. The structure in the first video is introduction (addressing, personal value), content (some important issues, e.g: financial issues, goals of America, ), closing (hope for American future, blessing). The language features used in the first video is more formal, present tense. The atmosphere created is formal.
From the second video, the structure is introduction (personal value without addressing), content (some goals), closing (. The language features used in the video is mixing, unclear and needs more understanding. The atmosphere created is a bit humorous.
Although they have different characteristics, they have the same genre in term of purpose, that is political genre.
From those videos, we can conclude that we cannot stick to an idea that a genre of discourse always has the same characteristics. AGAIN, discourse is neither absolutely homogenous nor absolutely heterogeneous.
Discourse and Genre (the relationship between discourse and genre) Aticka Dewi
We provide some questions to make the discussion clearer
1. What is discourse?
Discourse is the use of language in text and context
2. What is genre?
Genre in linguistics refers to the type and structure of language typically used for a particular purpose in a particular context.
3. What is relationship between discourse and genre?
Discourse analysis is genre analysis. When we analyze discourses, of course we will specify them into more specific types from the characteristics of each discourse. For exampleThe specific type of discourses is called as genre.
4. Why should we use genre to analyze discourse?
Discourse is language in use. It is huge and almost unlimited. So, when we want to analyze discourses, we need a limitation to limit the unlimited things. Here, we use an analogy for this statement. (slide 11,12)
Genre provides limit in discourse.
That is why genre is used to help us divining and analyzing the discourses.
5. How do we analyze discourse through genre?
Example: text “Forklift fatty Improving”.
----------
The text is taken from the newspaper report. As we see in the language features and structures, we can divine it into recount text. It is non fiction, because it is based on real event. And it is written. So, we can say that this discourse has written non-fiction recount genre.
But, we cannot make sure that a type of discourse always has the same characteristics, because discourse is neither absolutely homogenous nor absolutely heterogeneous. Discourse is sometimes heterogeneous. Here, we provide two videos which have the same genre, but quite different in terms of language features and structures.
---------VIDEO
From the videos, we can feel that the first and the second videos are quite different. The structure in the first video is introduction (addressing, personal value), content (some important issues, e.g: financial issues, goals of America, ), closing (hope for American future, blessing). The language features used in the first video is more formal, present tense. The atmosphere created is formal.
From the second video, the structure is introduction (personal value without addressing), content (some goals), closing (. The language features used in the video is mixing, unclear and needs more understanding. The atmosphere created is a bit humorous.
Although they have different characteristics, they have the same genre in term of purpose, that is political genre.
From those videos, we can conclude that we cannot stick to an idea that a genre of discourse always has the same characteristics. AGAIN, discourse is neither absolutely homogenous nor absolutely heterogeneous.
Write On is a three-book writing series designed for young EFL students. Throughout the series, students practice writing in a wide variety of styles such as narrative, descriptive, process, definition, expository, summary, review, compare/contrast, persuasive, and cause/effect paragraphs.
Coloniality and ELT education programs: the need for disrupting alternatives ...Yamith José Fandiño Parra
This presentation will call for disruptive research practices that not only can question the rhetoric of modernity and the logic of coloniality, but also position epistemic disobedience and a grammar of decoloniality (Mignolo, 2010) in the production of knowledge in foreign language education programs (Fandiño, 2021). It will do so by first going over coloniality in general and coloniality of knowledge in particular. Then, it will discuss knowledge production in the field of foreign language education. After that, it will propose some preliminary ideas about the decolonization of research in foreign language education programs. Finally, it will encourage participants infuse their own research agendas and research projects with disruptive alternatives.
2020 05 - PONENCIAS ENCUENTRO DE SOCIALIZACIÓN DE EXPERIENCIAS INVESTIGATIVAS...Yamith José Fandiño Parra
2020: PENSAMIENTO CRÍTICO Y FORMACIÓN DOCENTE. DIDÁCTICAS Y MEDIACIONES PEDAGÓGICAS // FORMACIÓN DOCENTE Y PENSAMIENTO CRÍTICO. SISTEMATIZACIÓN DE UNA EXPERIENCIA BASADA EN SEMINARIOS DE PROFESORES
Una presentación con información básica sobre qué y cómo diseñar materiales a partir de las propuestas de varios autores. Se incluye una mención a análisis de necesidades.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
4. Teaching Writing
Reasons for teaching writing
• It provides more opportunities for language learning.
• It can be a practice tool to help students practice and work with
language they have studied.
• It develops the students’ skills as writers.
5. Teaching Writing
Writing issues
GENRE THE WRITING PROCESS THE WRITING HABIT
It is a type of writing which
members of a discourse
community recognizes for
what it is.
Decide what genres are
important and engaging for
students: ads, poems,
invitations, etc.
See how typical texts in a
genre are constructed.
Guided writing helps students
produce appropriate texts.
Involve students in the
process of writing.
Planning what they will write.
Drafting a first version.
Reviewing the content and
form.
Editing final version.
Producing or publishing.
It is not a linear process, but a
cyclical process as some steps
can be repeated.
Engage students with
activities that are easy and
enjoyable.
Writing needs to become a
normal part of classroom life.
Get students to look at
written genres and involve
themselves in the writing
process with enthusiasm.
8. Teaching Writing
Writing sequences
• Postcards
1. Work with leaving words out to save
space.
2. Circle words that can be left out.
3. Imagine being on holiday and decide
where to send a postcard from and
what to say.
4. Look at how postcards are structured:
description, exhortation, sign off, etc.
9. Teaching Writing
Writing sequences
• E-mail interviews
1. Show students an example of celebrity
interviews.
2. Work with possible questions students
can use.
3. Write a copy of their question and
exchange them with other students.
4. Students answer the questions and
send them back.
5. Write up an interview appropriately.
10. Teaching Writing
Writing sequences
• Report
1. Students analyze the report genre,
looking at language points, gathering
information, drafting and producing
a report.
2. Choose a topic.
3. Gather information from different
sources.
4. Plan the reports.
5. Write a draft and check it through.
6. Write final version.
11. Teaching Writing
More writing suggestions
Instant writing Activities where students are asked to write immediately in response to
a teacher request.
We can ask students to write two sentences about a topic ‘right now’.
We can give them three words and tell them to put them into a
sentence as quickly as possible.
Using music and
pictures
They are stimuli for both writing and speaking. For example, we can
dictate the first sentence of a story and then have the students
complete the story, based on the music we play them.
We can ask students to write descriptions of one of a group of pictures;
their classmates then must guess which one it is.
Newspapers and
magazines
The different kinds of text found in newspapers and magazines offer a
range of possibilities for genre analysis, followed by writing within that
genre.
For example, we can get students to look at a range of different articles
and ask them to analyze how headlines are constructed, and how
articles are normally arranged. They then write an article about a real
or imaginary news story that interests them.
12. Teaching Writing
More writing suggestions
Brochures and guides Get students to look at a variety of brochures (e.g. for a town,
entertainment venue, health club or leisure complex) to analyze how
they are put together.
They can then write their own brochure or town guide, using this
analysis to help them.
Poems Writing poems allows students to express themselves in a way that
other genres, perhaps, do not.
Students read different poems and then, without showing their poem
to anyone else, they must go round the class finding similarities and
differences.
Collaborative writing Students gain a lot from constructing texts together.
For example, we can have them build up a letter on the board, where
each line is written by a different student (with help from the class, the
group and/or the teacher)
13. Teaching Writing
More writing suggestions
Writing to each other Students can write emails, or any other kind of message (the teacher
can act as a postal worker) which must be answered. They can be
involved, under our supervision, in live chat sessions on the Internet,
or we can organize pen pal exchanges with students in other
classrooms, schools, cities, or countries.
Writing in other
genres
Have students write personal narratives and other stories by getting
students to complete stories that are only half told.
Have students write discursive essays in which they assemble
arguments both for and against a proposition.
14. Teaching Writing
Final issues
1. Correction
• over-correction can have a very demotivating effect.
• tell students that for a piece of work they are only going to correct
mistakes of punctuation, or only spelling or only grammar, etc.
• Agree on a list of written symbols (S = spelling, WO = word order, etc.)
so that students can self-correct.
2. Handwriting
• Encourage neatness and legibility.
16. Teaching Speaking
Reasons for speaking
• Speaking activities provide rehearsal opportunities - chances to
practice real-life speaking in the safety of the classroom.
• Provide feedback for both teacher and students. Everyone can see
how well they are doing and what language problems they are
experiencing.
• The more students have opportunities to activate the various
elements of language they have stored in their brains, the more
automatic their use of these elements become.
21. Teaching Speaking
Speaking sequences
• Photographic competition
1. Students decide criteria they can use to
choose a winning picture.
2. Students see the picture sand choose
the winner using their criteria.
3. Students report back on their choices
and say exactly why they have
chosen them.
22. Teaching Speaking
Speaking sequences
• Role plays
1. The teacher presents the class with a
situation and explain the parts involved.
2. The class is divided into group and each
member is given the role-card for the
part they are to play.
3. In the groups, students discuss the role
they are going to play and questions
they are going to use.
4. Students are put in new groups and act
out the situation.
23. Teaching Speaking
Speaking sequences
• The portrait interview
1. Stage 1 - students are put into groups and
they receive a copy of painting.
2. Stage 2 - each group selects a character in
the painting. They must look at the picture
carefully and then create as many questions
for their character as possible.
3. Stage 3 - students are put in new groups
where they must take on the identity of one
of the characters and then answer the
questions that have been prepared.
4. Stage 4 - some students are chosen to play
the different characters. They come to the
front of the class and are interviewed in the
same way.
24. Teaching Speaking
More speaking suggestions
Information-gap
activities
An information gap is where two speakers have different bits of
information, and they can only complete the whole picture by
sharing that information - because they have different information,
there is a ‘gap’ between them.
One popular information-gap activity is called Describe and draw. A
variation on Describe and draw is an activity called Find the differences.
Telling stories Students need to be able to tell other people stories and anecdotes
about what happened to them and other people.
Students can work with story reconstruction or story retelling.
Favorite objects Students can tell personal stories when asked to talk about their
favorite objects.
Meeting and
greeting
Students role-play a formal/business social occasion where
they meet several people and introduce themselves.
Surveys
(Questionnaires)
Surveys can be used to get students interviewing each other. A
variation of this is a popular activity called Find someone who
25. Teaching Speaking
More speaking suggestions
Famous people Students think of five famous people. They must decide on the
perfect gift for each person. We can also get groups of students to decide on
which five famous people (living or dead) they would most like to invite for
dinner, what they would talk about and what food they would give them.
Students'
presentations
Individual students give a talk on a given topic or person. For this to work for
the individual (and for the rest of the class), time must be given for the
student to gather information and structure it accordingly.
Balloon debate a group of students are in the basket of a balloon which is losing air. Only
one person can stay in the balloon and survive (the others must jump out).
Individual students representing famous characters (Napoleon, Gandhi,
Cleopatra, etc.) or professions (teacher, doctor, lawyer, etc.) must argue why
they should be allowed to survive.
Moral dilemmas students are presented with a ‘moral dilemma’ and asked to come
to a decision about how to resolve it.
26. Teaching Speaking
Correction
• Many teachers watch and listen while speaking activities are taking place.
They note down things when students can’t make themselves understood or
make important mistakes. When the activity has finished, they then ask the
students how they think it went before giving their own feedback.
• Some teachers who have a good relationship with their students can
intervene during a speaking activity if they do it in a quiet non-obtrusive way.
This kind of gentle correction might take the form of reformulation where
the teacher repeats what the student has said, but correctly this time, and
does not ask for student repetition of the corrected form.