Transcript Language Awareness for English Language Teachers XXD511

ESP COURSE
(English for Specific Purposes)
for Class Teachers
(7-8, 9-10)
Vera Savic, MA
Lecturer in English
2010/2011
Faculty of Education in Jagodina
University of Kragujevac
[email protected]
Teaching Methods
Savic, V. (2009): English for Specific Purposes for Students of
Education, pp. 3-4
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teaching method
a set of principles, procedures or
strategies
to be implemented
to achieve
to determine
subject matter
to be taught
-
entirely
teacher-directed instruction
instruction = teaching
instructor = teacher
a heavy use
textbooks / course books
drills
practice
to practise
-
focus
clearly = obviously
mastery = skill
to give little thought to
to facilitate = to help
lesson
tend to
to lecture
to set
related
deskwork
to encourage
to mark students’ work
to grade
approach
subjects
curriculum
whether
Teaching Methods (cont.)
-
to engage
to resist
modest
innovative
activity-based methods
medium
media
motivation
interest
to vary
to be varied
sudden
growth
research
to explore
simultaneously
field
psychology
to continue
Investigations
humans
to acquire knowledge
-
to process information
to reason
gradually
evidence
separate
to coalesce
appropriateness
efficacy
particular
to be considered
in relation to
debates
to arise from
to impact upon
to occupy
journal = magazine
average
to access
remain
a gap between
awareness
a step towards
current
to bring into the hands
Reading skills for academic
study: Writing a Summary
• A summary is condensed version of a
larger reading
• Writing a summary is the process of
- reading a text
- identifying the main ideas
- writing the important ideas in many fewer
words (only important ideas or information from
the text; no examples or repetitions)
Guidelines for Writing a Summary
While reading the original work,
take note of what or who is the
focus and ask the usual
questions that reporters use:
Westwood, Peter (2008).
Teaching Methods, in What
Teachers Need to Know About
Teaching Methods.
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Who?
What?
When?
Where?
Why?
How?
Using these questions to examine
what you are reading can help
you to write the summary.
Peter Westwood
Teaching Methods
2008
What Teachers Need to Know
About Teaching Methods
• .....
• .....
Guidelines for Writing a Summary (cont.)
• Do not include unimportant or minor details.
• Do not repeat information.
• Avoid analysis and personal statements (put
your own opinion in a paragraph separate from
the summary).
• Write the summary in your own words - do not
copy information directly from the text.
• Keep it short - one paragraph is best.
• Edit to ensure the accuracy and correctness of
your summary.
Guidelines for Writing a Summary (cont.)
• Find the most important information that tells what
the paragraph or group of paragraphs is about.
• Use this information to write a topic sentence.
• Find 2 - 3 main ideas and important details that
support your topic sentence and show how they are
related.
• Keep the ideas and facts in a logical order that
expands on your topic sentence.
• Combine several main ideas into a single sentence.
Guidelines for Writing a Summary (cont.)
Write, revise and edit
1.
2.
3.
4.
5.
6.
Start with a sentence naming the writer and article title
and stating its main idea
Write a draft – be concise
Conclude with a final statement
Revise your summary – does it make the same point
as the article?
If it is too long (no more than one-fourth of the
original), cut out words or non-essential information
Edit. Correct grammar, spelling, and punctuation
errors
Body of the Summary
In [name of article], published in [date,
source], the author [name and major
descriptors for author] defines/describes/
claims/explains/says [active verb
describing the author’s purpose in writing the
article] that [statement of the author’s thesis].
[Name of author] offers [active verb], the
following arguments: ---, ---, and --[list of major ideas covered in the article].
Reporting: Summary
Teaching Methods
Westwood, Peter (2008).
Teaching Methods, in
What Teachers Need to
Know About Teaching
Methods.
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In
,
published in
in ,
the author
defines/describes/
claims/explains/says
• that
• and offers the following
arguments:
• ---, ---, and ---
Classes of verbs
PRINCIPAL VERBS
AUXILIARY VERBS
Did you write it yesterday?
PRINCIPAL VERBS: to write/see/study/work/go …
• used in 12 active tenses and 9 passive tenses
(I’m writing an email to a friend; I’ve written dozens of
emails today; One email hasn’t been sent yet; ...)
• have infinitives and participles
(I want to write an email to her; Writing emails can be tiring;
The written emails are just being sent; ...)
AUXILIARY VERBS
Principal Auxiliaries –
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to be (am, are, is, was, were)
to have (have, has, had)
to do
(do, does, did)
can function as principal verbs
have infinitives and participles
combine with infinitives and participles
make interrogative form by inversion, and negative by
adding “not”
AUXILIARY VERBS (cont.)
can – could
may – might
must
shall – should
will – would
ought
have neither infinitives nor participles
combine with infinitives
make interrogative by inversion and negative form by adding “not”
Modal Auxiliaries -
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•
•
Semi-Modals -
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•
(to) need
(to) dare
used to
can function both as auxiliary and principal verbs
the first two have infinitives and participles
Active tenses
Present simple
continuous
perfect
perfect continuous
Past
simple
continuous
perfect
perfect continuous
Future simple
continuous
perfect
perfect continuous
he works
he is working
he has worked
he has been working
he worked
he was working
he had worked
he had been working
he will work
he will be working
he will have worked
he will have been working
Affirmative contractions
am …… ‘m
is …….. ‘s
are …… ‘re
have …... ‘ve
has ……. ‘s
had …… ‘d
will ……. ‘ll
would …. ‘d
Grammatical Structures
- arrangements of words into patterns which have
meaning (forms and use)
Verb tenses (form and use/meaning)
Some teachers resisted these changes.
Research into methods is continuing.
Verb voice (active/passive)
More imaginative teachers encouraged a little discussion.
Teachers were encouraged to use a ‘project approach’.
The non-finites
See unit 3 for teaching grammatical structures.
Passive tenses
Present simple
continuous
perfect
it is written
it is being written
it has been written
Past simple
continuous
perfect
it was written
it was being written
it had been written
Future simple
continuous
perfect
it will be written
it will be being written
it will have been written
Passive non-finite forms
Gerund
Present
Perfect
Infinitive
Present simple
Past simple
being written
having been written
(to) be written
(to) have been written
Question forms
Yes/no Questions
Auxiliary Verb
Subject
Main Verb
Object
Wh- Questions: Subject or Object
Wh- word(Subject) Main Verb Object
Wh- word(Object) Auxiliary Verb
Subject Verb
Who Whom Whose Which What
Why When Where How How many/much/often
Does she know it?
Are the students graded on their
results?
Who knows it?
What was the dominant form of
pedagogy in the first half of
the 20th c?
What is graded here?
Who did you see?
What were the students graded
on?
What did teachers resist?
What did teachers notice?
How much have teaching
methods changed?