ࡱ> 7 HbjbjUU "7|7|X#Z!lRRRfKKKK4KfLLLLLrtttttt$ 1\RGLLO LRLrrR^<RLL MffN8Kv0~"ffTEACHING READING  VOCAB IN READING  PRODUCING A PIECE OF WRITING  TEACHING VOCABULARY  TYPES OF GRAMMAR USERS Monitor over users always thinks of grammar before using the language Monitor optimal users thinks of grammar where necessary before using the language Monitor under users never thinks of grammar before using the language WAYS OF TEACHING GRAMMAR 1. EGRA (Exposure, Generalisation, Reinforcement, Application)      2. PGR (Practice, Generalisation, Reinforcement) 3. PPP (Presentation, Practice, Production) 4. TRP (Testing, Revision, Practice) 5. TPR (Total Physical Response) 6. Self Study 7. Peer Teaching TEACHING LISTENING    Communicative competence Context and text The Functions of Spoken Language Teaching and Learning Process 1. Ideational function 2. Interpersonal function 3. Textual function Literacy levels 1. Performative 2. Functional = survival = threshold level 3. Informational 4. Epistemic  Kinds of text Recount (Spoof) Report Discussion Explanation Exposition (Analyitical) Exposition (Hortatory) New item Annecdote Narrative Procedure Description Review  . Japanese Red Lenny looked out into the street, and saw the small blue eyes of Dr. Spinks through the window. Lenny nearly cried out. He remembered the old doctor. Four months before, Spinks came into Lennys shop. He wore the same old coat as today. He looked like a man with very little money. Lenny was sorry for him. Come in. sir, come in. Looking for something? No, no well, something small. I just noticed the name of your shop Anything Old. Take your time, sir. Look about the place. Spinks moved about the shop for nearly an hour. He asked about a chair, and an old table lamp. And at last he said, Oh, I dont know. Theres nothing for me here. Thank you.. Ill just - Ah! Wait! This little wooden box. My daughter is looking for something like this. She wants some place for her earrings. It may be too small. And too old, I think. But I can clean it. Yes, all right Ill just take this. Four months was a long time, but Lenny was still angry about it. he old man got the box for nearly nothing. Later, Lenny found that it was a very old Chinese box. It could bring a lot of money. Lenny told the story to a friend who had his own shop. Ron, that old man knew about that box, he said. Ah, said Ron. You had a call from Dr. Spinks. Old Man. Blue eyes. Glasses. Thats him, Ron. A poor old man, with an old coat. He puts that on when hes coming to shops like ours, Lenny. But poor? Dont you believe it. Money in the bank. And a big house full of things from shops like yours and mine, Lenny. Oh, yes. He knows all about old things. And now he was here again, with the same old hat, and the same glasses. Well, well, Dr. Spinks, Lenny said to himself, so youre back again. But this time, Im ready for you. Lenny moved over to one side of the shop, and moved a large blue cloth. He uncovered a glass bowl of water. Inside the bowl was a red-and gold fish. The shop door opened, and Dr. Spinks walked in. He stopped just inside, and looked about him. His blue eyes stopped when they came to Lenny. He wants to know if I remember him, Lenny thought. Good morning, said the old man with care. Hello there. You saw something in the window? No. No, thank you. Just looking. Take your time, Lenny said. Have a good look. Lenny sat down in an old armchair and read a book. But he kept an eye on Dr. Spinks. The old man walked about the shop. He stopped and looked here and there, but never at the goldfish bowl. The bowl came from Italy, and was hundreds of years old. It was Venetian glass, and it could bring a lot of money. For a long time, the old man moved about the shop. He touched an old gun, looked at a gold ring, and walked on. To the left of the goldfish bowl, there were sole old newspapers, and here the old man stopped. He began to read the top newspaper. Some good papers, there, sir, Lenny called out. All from the last year. You like that kind of thing? Er no, no, thank you. Dr. Spinks moved on. For a time he looked at the little red flowers of a house plant. Then he made his way to a small white horse it stood to the right of the goldfish bowl.I can let you have two of the horses, sir, Lenny said. No, I dont think so, said Spinks. Are you looking for any one thing, sir? Well, no. I dont. I dont think you have anything for me. N oh, there is something. Have you got anything for a little boy? An old football? Something like that? Lenny said, Ah no, sir. Nothing like that. Sorry. Thats all right. Well, goodbye then Oh! I see you have a little goldfish there. I think a boy would like that. Yes, Ill just take the goldfish. Goldfish! Lenny cried out. Goldfish! Do you know anything about fish, sir? Well, no, I dont. Ah. I thought you didnt. That is a Japanese Red. A great little fighting fish. Oh? How much? The High Street shops are selling those fish for fifty pounds these days, sir. Fifty pounds for a goldfish? Japanese Red, sir. Japanese Red. But thats too much. I thought it would be, sir. Oh well, Someone else will buy it. I sell a lot of these. You do? Oh yes. All right. I think a boy would like that. Ill have it. What? Ill take it. You said youre selling it for fifty pounds. ?Oh no, sir. I said the High Street shops are selling them for fifty pounds. I cant sell that one. But why not? You dont understand, sir. This is Sunny Jim. A good friend, sir. Hes not just any old fish; hes been with me for many years. Oh no, sir. I couldnt sell him -. But Ill give you the fifty pounds. He wouldnt be happy without me, sir. No. And I wouldnt be happy without him. All alone in the shop, you see. Well, how much would you take? Oh sir, I couldnt -. Come on, man, how much? Er nothing under a hundred pounds. A hundred pounds! I knew it was too much for you, sir. It is not too much. Ill take it. Well, all right, sir. Im sorry to ask but do you have the money with you? Yes, I do. Here it is. One hundred pounds. Thank you, sir. The fish is yours. Good. Are you taking him with you? Yes. Ill take it now. Right. Ill just get another glass bowl, sir. Oh, dont trouble yourself. This one will be all right. Oh no, sir. I couldnt give you this bowl. But I just bought it. Ah no, sir. Thats not right, sir. You have bought the fish. Wait here, sir, and Ill get you another bowl at once. Ron? said Lenny on the phone. He came in again today. Lenny laughed. You were right. I got back the money for the Chinese box. Oh, and thanks for the bowl. You can have it back again now.WRITING INSTRUCTIONS 1. Recipes  2. Written directions  3. technical instructions  WRITING TELEGRAMS AND TELEXES 1. Requests  2. Response to requests Language notes: You can often leave: a/the/some/any : (The) postman brought (a) letter is/have : Ian (is) here. Robin (has) been skiing. I/he/she : (I) arrived back yesterday. my/his/our : Bring (your) camera with you. in/on/at : Mike (at) home now. Parcel came (on) Monday. Reduce the number of words neatly:  I'm returning home at about six o'clock Back around 6 WRITING NOTES AND MEMOS 1. Explanations  2. Arrangements Criteria of Communication Activities 1. Authentic 2. Communicative 3. Challenging 4. Intelligent a. Media gaps b. Information gaps c. Opinion gaps d. Reasoning gaps e. Memory gaps f. Jigsaw gaps g. Certainty gaps 5. Interesting  WHAT IS GRAMMAR? A grammar of a language is a book written about it The grammar of a language is found in the written language Some languages have grammar and some others do not Grammar is something that can be good or bad, correct or incorrect Some people know the grammar of their language and some do not GRAMMAR DESCRIBES WHAT PEOPLE DO WHEN THEY SPEAK THEIR LANGUAGE. GRAMMAR IS DESCRIPTIVE. IT IS THE RULES THAT STATE WHAT PEOPLE REALLY SAY PLACE OF GRAMMAR? 1. Monitor 2. Subject Matter TYPES OF GRAMMAR USERS: Monitor over users always thinks of grammar before using the language Monitor optimal users thinks of grammar where necessary before using the language Monitor under users never thinks of grammar before using the language WAYS OF TEACHING GRAMMAR 1. EGRA (Exposure, Generalisation, Reinforcement, Application)      2. PGR (Practice, Generalisation, Reinforcement) 3. PPP (Presentation, Practice, Production) 4. TRP (Testing, Revision, Practice) 5. TPR (Total Physical Response) 6. Self Study 7. Peer Teaching Undeducible Pre Reading Unfamiliar Important (Key Word) Vocab in Text Deducible Whilst Reading Leave Familiar Listening Strategies Content strategies Does it make sense What can be predicted Linguistic strategies What word to pay attention to What unfamiliar words or expressions can be guessed Goal strategies How to roganize what is heard How to plan the response What is the goal for listening Social strategies How to deal with the situation The relationship with the speaker How to get clarification PURPOSE the reason for writing ORGANIZATION paragraph, topic and support, cohesion and unity, etc. Clear, fluent, and effective communication of ideas AUDIENCE the reader(s) Strategy Presenters & Techniques Post Reading Well Ordered Related Presentation Whilst Reading Reading Objectives Com. Teaching Appropriate Task Pre Reading Concept How to Read Skills Content Why Reading Purpose Nature What to Read Criteria Text What is Reading Definition Characteristics MODE EXPOSURE / APPLICATION TOPIC MEDIUM CONCEPT FUNCTION GUIDING QUESTIONS / REINFORCEMENT FORM Leave Unimportant Create new voc. Unfamiliar (New) Vocabulary Vocabulary Practice Receptive -Productive MECHANICS handwriting, spelling, punctuation, etc. CONTENT relevance, clarity, originality, logic, etc. GRAMMAR rules of verbs agreement, articles, pronouns, etc. THE WRITERS PROCESS getting ideas, getting started, writing drafts, revising SYNTAX sentence structure, sentence boundaries, stylistic choices, etc. Familiar (Old) Vocabulary Skills Meaning CONTEXT Pre Listening - Task set, expectations aroused, exercise discussed first if necessary While Listening - Students attempt task by themselves, writing answers on worksheet - Students discuss these interim answers in small groups, noting areas of doubt or disagreement, or places where they may have failed to get information that others apparently have got - Students listen again, focussing on the points thrown up by the group discussion - Answers discussed again, ending with teacher eliciting final answers from whole class Post Listening - Right answers revealed and compared with result of the previous discussion Information or advice given by teacher on further activities to tackle particular problems found by groups/individuals Types of understanding 1. Hearing all the words a speakers say 2. Understanding the plain sense of the information 3. Deducing the meaning of unknown words and phrases 4. Understanding the implied messages 5. Recognizing the speakers mood and attitude 6. Recognizing the degree of formality Preventing panics 1. Give training first when necessary 2. Recorded so that can be played back 3. Face to face in order to be able to interrupt 4. Autonomy; tudents can note unfamiliar words for later discussion 5. Information about the habit of the speaker, i.e. repeating the words, reparaphrasing, etc. so students have time to listen when calm down READING SKILLS 1. Skimming 2. Scanning 3. Reading for detailed information 4. Reading between the lines 5. Deducing meaning from context 6. Reference 7. Predicting FORM GUIDING QUESTIONS / REINFORCEMENT FUNCTION CONCEPT MEDIUM TOPIC EXPOSURE / APPLICATION MODE CONTEXT WRITING SKILLS 1. Communication skills a. Communication between people b. Suiting a specific subject c. Presenting ideas 2. Composition skills a. Constructing sentences b. Using paragraphs c. Using linking devices (cohesion) 3. Style a. Writing in the four major styles b. Achieving the desired degree of formality c. Creating the desired emotive tone VOCABULARY SKILLS 1. Deducing meaning from context 2. Deducing meaning from form 3. Word formation 4. Word association 5. Word coining 6. Circumlocution 7. Dictionary Skills Attentive listening 1. Personalizing the content 2. Keeping up a flow of the target language 3. Lessening the stress Intensive listening 1. Require attention to particular words, pharses, grammar unit, pragmatic unit (spcial meaning) 2. Require recogize differences between similar words and pharses 3. Draw attention to sound changes (vowe reduction, cons. assimilation) Selective listening WAYS OF TEACHING VOCABULARY 1. Ostensive definition 2. Exemplification 3. Explanation 4. Definition 5. Paraphrase 6 Translation 7. Discovery 8. Tasks / Exercises Strategic competence Linguistic competence Actional competence Discourse competence Socio-cultural competence Culture genre (text for particular purpose) Situation : Who is involved (Tenor) Subject matter Channel (Field) (Mode) Register Text Listening Speaking Writing Reading SPEAKING SKILLS Motor perceptive skill Interaction Skills 1. Processing Conditions 2. Reciprocity Conditions Production Skills 1. Facilitation a. Simplification of Structure b. Ellipsis c. Formulaic Expressions d. Fillers and hesitation devices 2. Compensation Negotiation of Meaning a. Level of Explicitness b. Procedures of Negotiation Management of Interaction 1. Agenda management 2. Turn-taking 1. Knowing how to signal that one wants to speak 2. Recognizing the right moment to get turn 3. Knowing how to use the appropriate moment to speak efficiently 4. Recognizing other people's signals of their desire to speak 5. Knowing how to let someone else to have a turn. Learners' Strategies of Communication 1. Achievement Strategies a. Guessing Strategy, which include foreignizing, borrowing, using literal translation of her mother tongue which is usually misleading, coining b. Paraphrase Strategy, which includes lexical substitution strategy which includes using synonyms or more general words, and circumlocution which means using other words to explain the concept. c. Co-operative Strategy, which is used when the learner wants to get help from her interlocutor. She can use a syntactic frame in order to elicit the word from her partner. 2. Reduction strategies Avoidance strategies are the most common type of reduction strategies. Criteria of Communication Activities 1. Authentic 2. Communicative 3. Challenging 4. Intelligent 5. Interesting Language notes: 1. Instructions (use dictionary form of verb): Prepare .... Turn .... Increase .... Do not allow .... 2. Strong instructions: You should allow .... You shouldn't let .... 3. Means (how to carry out instructions): .... by turning it sharply to the left .... .... by means of .... 4. Reasons: .... in order to reduce the liquid .... .... to avoid the traffic .... 5. Expected events or outcomes: It should be tender but whole. The meat is done when .... 6. Sequencing: First, second, third .... When .... Before -ing .... After .... Next, then, after that .... Finally .... STEWED IN A PAN 1 lb. young spinach, 4 oz. granulated sugar, to taste, pint water Wash, trim and cut spinach into short lengths. Dissolve sugar in the water over a low heat. Add the spinach and bring, very slowly, up to simmering point. It should be tender but whole. Catch a 134 or 135 bus from the bust stop near the Castle Grill at Castle Circus. Get off the bus in Park Road by the Post Office. When You get off the bus, walk past the Post Office and take the first road left. Cross the first road you come to (Havelock Rd) and then cross onto the right hand side of Western Road. No. 5 is the third house. Turn the radio on and increase volume by turning knob A to the right. Select wavelength by choosing and depressing J (VHF/FM) K (MW) or L (LW). Select the right station by moving the red needle C to the left or right, with knob B. Increase treble tone by turning knob H to the right. ALL MONEY STOLEN SEND FIFTY POUNDS IMMEDIATELY CARE YOUTH HOSTEL ATHENS PETER FIFTY POUNDS ARRIVING CENTRAL LLOYDS BANK ATHENS WEDNESDAY STOP MORE NEEDED INFORM FATHER Sue Found this book on the shelves. It has the cover for Vol. 9 but the contents of Vol. 5. Have ordered both volumes again - should be here in two weeks. George Jane There's a lot of food in the fridge and milk too. Key to the back door under the mat. Hot water from immersion heater. If you want fresh eggs, see Ben next door. Happy stay, Love, Jeff Dear Jenny 'Star Wars' is on at Cinecentre 2 at 7.30. We'll meet you there at 7.15 for a quick coffee first. It'll probably 2 hours. Pizza afterwards. 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