tag:blogger.com,1999:blog-337446472024-03-19T10:27:03.017+01:00An ELT NotebookA collection of articles on EFL methodology for teachers at all levels of experience.Sue Swifthttp://www.blogger.com/profile/16053188212601918182noreply@blogger.comBlogger604125tag:blogger.com,1999:blog-33744647.post-68055193128521074322024-03-14T12:27:00.000+01:002024-03-14T12:27:29.206+01:00Language Matters - Genre Analysis: Rules for Children's Games<p><br /></p>
<p class="MsoNormal"><o:p><span style="font-family: arial; font-size: medium;"><b>Example Texts</b></span></o:p></p><p class="MsoNormal"><o:p><span style="font-family: arial; font-size: medium;">Instructions for childrens games are a type of <a href="https://eltnotebook.blogspot.com/2016/08/an-elt-glossary-text-types-2.html" target="_blank"><b>procedural text</b></a> and will share many features with other types of "how to" genre - eg recipes, DIY instructions etc.</span></o:p></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;">Look at some of the following websites and find as many genre
features of these game instructions as you can. You should consider features of
layout, content, organisation and language. At least four features should be
related to language. </span></p><p class="MsoNormal"><span style="font-size: medium;"><span style="font-family: arial;">1. </span><span style="font-family: arial; text-indent: -18pt;">Snap : </span><span lang="IT" style="font-family: arial; text-indent: -18pt;"><a href="https://www.thesprucecrafts.com/snap-childrens-card-game-rules-411143"><span lang="EN-GB">https://www.thesprucecrafts.com/snap-childrens-card-game-rules-411143</span></a></span></span></p><p class="MsoNormal"><span style="font-size: medium;"><span style="font-family: arial; text-indent: -18pt;">2. What’s the
time Mr Wolf? </span><span style="font-family: arial; line-height: 107%; text-indent: -18pt;"> </span><span style="font-family: arial; line-height: 107%; text-indent: -18pt;"><a href="https://childhood101.com/games-for-kids-how-to-play-whats-the-time-mr-wolf/">https://childhood101.com/games-for-kids-how-to-play-whats-the-time-mr-wolf</a>/</span></span></p><p class="MsoNormal"><span style="font-size: medium;"><span style="font-family: arial; text-indent: -18pt;">3. Simon
Says : </span><span lang="IT" style="font-family: arial; text-indent: -18pt;"><a href="http://www.helpmykidlearn.ie/activities/3-4/detail/simon-says"><span lang="EN-GB">http://www.helpmykidlearn.ie/activities/3-4/detail/simon-says</span></a></span></span></p><p class="MsoNormal"><span style="font-size: medium;"><span style="font-family: arial; text-indent: -18pt;">4. Snakes and
Ladders : </span><span lang="IT" style="font-family: arial; text-indent: -18pt;"><a href="https://learnenglishkids.britishcouncil.org/en/crafts/snakes-and-ladders"><span lang="EN-GB">https://learnenglishkids.britishcouncil.org/en/crafts/snakes-and-ladders</span></a></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="text-align: center;"><span style="font-family: arial; font-size: medium;"><b>Now scroll down and compare your points with the suggested answer.</b></span></p><p class="MsoListParagraphCxSpMiddle" style="text-align: center;"><span style="font-family: arial; font-size: medium;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: arial; font-size: medium;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhprOYILjxTa9_uvUDZu4YUq-cZ6bSFWsIJraWqefLFqj9fJ-ccFAdYW7K2SDNzk78_h6j45sO3NoDX2JeFaBQ3BLygIO3zyKcINNEmb5iwmx77jTX1aMlvUIVvrSFP_-GERNpCKkUf7Bw3I3FpkPzTZCkEVUPDJZRCctxGTUDi50cnFBCIz95J8g/s640/dice-1963036_640.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="336" data-original-width="640" height="168" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhprOYILjxTa9_uvUDZu4YUq-cZ6bSFWsIJraWqefLFqj9fJ-ccFAdYW7K2SDNzk78_h6j45sO3NoDX2JeFaBQ3BLygIO3zyKcINNEmb5iwmx77jTX1aMlvUIVvrSFP_-GERNpCKkUf7Bw3I3FpkPzTZCkEVUPDJZRCctxGTUDi50cnFBCIz95J8g/s320/dice-1963036_640.jpg" width="320" /></a></span></div><span style="font-family: arial; font-size: medium;"><br /><b><br /></b></span><p></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span style="line-height: 107%;">Suggested
Answer </span></b><b><span style="line-height: 107%;"><o:p></o:p></span></b></span></p>
<p class="MsoNormal"><b><span style="line-height: 107%;"><span style="font-family: arial; font-size: medium;"> </span></span></b></p>
<p class="MsoNormal"><b><span style="line-height: 107%;"><span style="font-family: arial; font-size: medium;">Layout, Content and
Organisation<o:p></o:p></span></span></b></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;">1. The text is
illustrated to make it look more attractive, usually by a picture of the game, sometimes being played either by children or children and adults who look as if they
are enjoying themselves. Examples: all texts<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;">2. The instructions
start with a brief description of the game and information on the number of
participants, equipment etc needed. Examples: all texts<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;">3. The procedural
steps of the game are divided into paragraphed points, possibly numbered (3) or with
bullet points (4) containing only one to three sentences. This allows the reader to
focus on and understand the instructions for each step one at a time, without
“getting lost” in a mass of text.<o:p></o:p></span></p>
<p class="MsoNormal"><b><span style="line-height: 107%;"><span style="font-family: arial; font-size: medium;"> </span></span></b></p>
<p class="MsoNormal"><b><span style="line-height: 107%;"><span style="font-family: arial; font-size: medium;">Linguistic
features<o:p></o:p></span></span></b></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>1. Lexis: a) </b>Participants in the
game are usually referred to by their roles, usually generically as <i>players</i> unless a more specific role is
allotted Examples: <i>1 - <u>The dealer</u> shuffles the cards</i><span style="letter-spacing: -0.1pt; line-height: 107%;"> </span><i><span style="letter-spacing: -0.1pt;">and deals them as evenly as possible to all of the <u>players</u></span></i><span style="letter-spacing: -0.1pt; line-height: 107%;">.</span><i> / 2 - </i></span><span style="background-color: white; font-family: "Droid Sans", sans-serif;"><span style="font-size: medium;"><i><u>The other players</u> stand side by side in a line, facing <u>Mr Wolf’</u>s back.</i><span style="color: #464646;"> </span></span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>b)</b> Generic reference is also used to add variety.
Examples: 1<i>- When <u>someone</u> turns
over a card that…/ 3 - Play until one <u>person</u> is left. </i><b><o:p></o:p></b></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>2. Verb forms: </b>Steps of the procedure
described using either…<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>a) the <a href="https://eltnotebook.blogspot.com/2012/01/an-elt-glossary-imperative.html" target="_blank">imperative</a>.</b> Examples: 2 - <i><u>Take</u> it in turns to roll the dice. <u>Move</u> your counter forward… 3 - <u>Get</u> your child or
children to stand facing you. <o:p></o:p></i></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>b) the simple present active or passive, 3<sup>rd</sup> person singular
or plural.</b> Examples: <i>1 - If two players <u>call</u> "Snap!" at the same time, the
two piles<u> are placed</u> in the center of the table / 2 - The other players <u>stand </u>side by side... / 3 - If someone <u>puts</u>
up their right hand, then they <u>are</u> out of the game.<o:p></o:p></i></span></p>
<p class="MsoNormal"><i><span style="font-family: arial; font-size: medium;"> </span></i></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>3. Sentence construction:</b> There is
frequent use of dependent clauses starting with the <b><a href="https://eltnotebook.blogspot.com/2012/12/conjunction.html" target="_blank">subordinate conjunction</a> </b><i>if</i> or the <a href="https://eltnotebook.blogspot.com/2012/12/conjunction.html" target="_blank"><b>correlative conjunction</b></a> <i>If…then… </i>used to explain the possible
variations and eventualities in the games. Examples: <i>1 - <u>If </u>two players call "Snap!" at the same time, the
two piles are placed in the center of the table / 3 - If someone <u>puts</u>
up their right hand, <u>then</u> they <u>are</u> out of the game. / 4 - <u>If</u> your counter lands on the head of a snake, you must...<o:p></o:p></i></span></p>
<p class="MsoNormal"><b><span style="font-family: arial; font-size: medium;"> </span></b></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>4. Use of genderless pronouns: </b>With the
exception of (2) genderless pronouns and determiners are used to refer to the
participants, including <a href="https://apastyle.apa.org/style-grammar-guidelines/grammar/singular-they" target="_blank"><b>the singular use of <i>they/their</i>.</b></a>
Examples: 1<i>- </i></span><span style="background-color: white; color: #222222; font-family: "Libre Baskerville", Verdana, Arial, sans-serif; font-size: 17px; letter-spacing: -0.1px;"><i>This ensures that the player does not see the card before <u>their</u> opponents</i></span><span style="font-family: arial; font-size: medium;"><i> / 3 - If
someone puts up <u>their</u> right hand, then <u>they</u> are out of the game. / 4 - Each player puts <u>their</u> counter on...<o:p></o:p></i></span></p>
<p class="MsoNormal"><o:p><span style="font-family: arial; font-size: medium;"> </span></o:p></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>5. Use of <i>you/your</i></b> to address the reader directly, usually in the comments on the game but
sometimes (eg 4 and 5) also in the procedural steps : 1 - <i><span style="letter-spacing: -.1pt;">If <u>you</u> find that your games
of Snap tend to have a lot of ties… / 3 - </span><u>You</u> can find ways to catch them out. / 4 - If <u>your</u>
counter lands at the bottom of a ladder, <u>you</u> can move up to the top of
the ladder.<o:p></o:p></i></span></p>
<p class="MsoNormal"><b><span style="font-family: arial; font-size: medium;"> </span></b></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>6. Lexis :</b> As games are
generally kinaesthetic to some degree, and all of these are, there are a high
proportion of <a href="https://eltnotebook.blogspot.com/2012/01/stative-and-dynamic-uses-of-verbs.html" target="_blank"><b>dynamic verbs</b></a> describing movement. Examples<i>: 2 - with Mr Wolf <u>chasing</u> them… / 3 - Take it in turns to <u>roll</u> the dice. </i></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;">These are often
in the form of <a href="https://eltnotebook.blogspot.com/2012/01/an-elt-glossary-multiword-verbs.html" target="_blank"><b>phrasal verbs</b></a>, where the verb describes the movement and the
adverb the direction of the movement. Examples: <i>1 - When someone <u>turns over</u> a card… / 2 - ...all of the players must <u>turn around</u>… / 3 - If someone <u>puts up</u> their right hand...<o:p></o:p></i></span></p>
<p class="MsoNormal"><i><span style="font-family: arial; font-size: medium;"> </span></i></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>7. Lexical items/<a href="https://eltnotebook.blogspot.com/2018/06/an-elt-glossary-lexical-chunks.html" target="_blank">chunks</a> in the <a href="https://eltnotebook.blogspot.com/2014/10/an-elt-glossary-lexical-field.html" target="_blank">field</a> of game playing. </b>Examples : 1- <i>The <u>winner</u> is the <u>player</u> who <u>wins</u> all the cards.. /</i> 4</span><i><span style="font-family: arial; font-size: medium;">- <u>Take it in turns</u>
to <u>roll the dice</u> / 4 - The first <u>player</u> to get to the space that says "<u>home</u>" is the <u>winner</u>.</span><o:p></o:p></i></p>
<p class="MsoNormal"><b><span style="font-size: 12.0pt; line-height: 107%; mso-ansi-language: EN-GB;"> </span></b></p>Sue Swifthttp://www.blogger.com/profile/16053188212601918182noreply@blogger.comtag:blogger.com,1999:blog-33744647.post-77173028246238649782024-03-09T10:27:00.002+01:002024-03-09T10:51:50.887+01:00Language Matters - Genre Analysis: Biographies<p><span style="font-family: arial; font-size: medium;"> </span></p><p><span style="color: #cc0000; font-family: arial; font-size: large;"><b>Some Examples to Analyse</b></span></p><p><span style="font-family: arial; font-size: medium;"><b><br /></b></span></p><p><span style="font-family: arial; font-size: medium;"><b></b></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: arial; font-size: medium;"><b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDmvb2PpZOpseNWA28jNhNU2aVj-irCHuHtY63KkjmHKcJfVICWD-i7is_9IIrHPEC5Grj5M7Kjv_7Tt4gF0tnBQJFkmMbjMGBM6BPbpMNA6rKytOsXyBvBVI62xmjaTP6rzibpAP2gHAuaZwx_IqLMUsVRVZzlM31Bf_I2p_6uXzrd6YZ39XTEA/s640/books-4436217_640.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="480" data-original-width="640" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDmvb2PpZOpseNWA28jNhNU2aVj-irCHuHtY63KkjmHKcJfVICWD-i7is_9IIrHPEC5Grj5M7Kjv_7Tt4gF0tnBQJFkmMbjMGBM6BPbpMNA6rKytOsXyBvBVI62xmjaTP6rzibpAP2gHAuaZwx_IqLMUsVRVZzlM31Bf_I2p_6uXzrd6YZ39XTEA/s320/books-4436217_640.jpg" width="320" /></a></b></span></div><span style="font-family: arial; font-size: medium;"><b>Look at some of the following biographies</b></span><p></p><p><span style="font-family: arial;"><a href="http://www.bbc.co.uk/history/historic_figures/austen_jane.shtml">http://www.bbc.co.uk/history/historic_figures/austen_jane.shtml</a></span></p><p><span style="font-family: arial;"><a href="http://en.wikipedia.org/wiki/Napoleon">http://en.wikipedia.org/wiki/Napoleon</a></span></p><p><span style="font-family: arial;"><a href="http://www.nobelprize.org/nobel_prizes/peace/laureates/1979/teresa-bio.html">http://www.nobelprize.org/nobel_prizes/peace/laureates/1979/teresa-bio.html</a></span></p><p><span style="font-family: arial;"><a href="https://www.whitehouse.gov/about-the-white-house/presidents/john-f-kennedy/">https://www.whitehouse.gov/about-the-white-house/presidents/john-f-kennedy/</a></span></p><p><span style="font-family: arial; font-size: medium;"><b><br /></b></span></p><p><span style="font-family: arial; font-size: medium;"><b>How many typical features of the genre can you identify? Look for :</b></span></p><p><span style="font-family: arial; font-size: medium;"> Layout</span></p><p><span style="font-family: arial; font-size: medium;"> Content</span></p><p><span style="font-family: arial; font-size: large;"> </span><span style="font-family: arial;"><span style="font-size: medium;">Organisation</span></span></p><p><span style="font-family: arial; font-size: medium;"> Linguistic features</span></p><p><span style="font-family: arial; font-size: medium;"><b>For each feature that you identify, could you g</b></span><span style="font-family: arial; font-size: large;"><b>ive one or more examples?</b></span></p><p><span style="font-family: arial; font-size: medium;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: arial; font-size: medium;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipqNR0TqxEbtUcK_Hf-KrJujku7CyJoQ1O_vbqHq9WkTIzQaPnOFfkBThC0tu096DleS9KFbpd69SNQ0Di4iwuwCOIVPRHxtLWl3ztPCZVOishCI_t3ee7IRHKKfRzljx5-MupnJ3xrH-BAXA4KoMVHbgwDyJocg2fH-qO7CizJyIln2y1xEZE7g/s340/question.webp" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="340" data-original-width="340" height="219" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipqNR0TqxEbtUcK_Hf-KrJujku7CyJoQ1O_vbqHq9WkTIzQaPnOFfkBThC0tu096DleS9KFbpd69SNQ0Di4iwuwCOIVPRHxtLWl3ztPCZVOishCI_t3ee7IRHKKfRzljx5-MupnJ3xrH-BAXA4KoMVHbgwDyJocg2fH-qO7CizJyIln2y1xEZE7g/w219-h219/question.webp" width="219" /></a></span></div><span style="font-family: arial; font-size: medium;"><br /><b><br /></b></span><p></p><p><b style="font-family: arial; font-size: large;"><br /></b></p><p><b style="font-family: arial; font-size: large;">Now scroll down for the suggested answer.</b></p><p><span style="font-family: arial; font-size: medium;"><b><br /></b></span></p><p><span style="font-family: arial; font-size: medium;"><b><br /></b></span></p><p><span style="font-family: arial; font-size: medium;"><b><br /></b></span></p><p><span style="font-family: arial; font-size: medium;"><b><br /></b></span></p><p><span style="color: #cc0000; font-family: arial; font-size: large;"><b>Suggested Answer</b></span></p><p><span style="font-family: arial; font-size: medium;"><b><br /></b></span></p><p><span style="font-family: arial; font-size: medium;"><b>A. Layout and Content</b></span></p><p><span style="font-family: arial; font-size: medium;"> <u>Heading</u> : Differentiated from the main block of text by font size, font type use of bold or contrastive colour etc. Always includes the person’s name, and may state explicitly that it is a biography (Examples – All texts) Purpose : to ensure the topic of the text is clear and the reader knows what they are going to read about</span></p><p><span style="font-family: arial; font-size: medium;"> <u>Paragraphing</u> : Text divided into paragraphs each dealing with one topic – usually a specific period or event in the person’s life (Examples : all texts). Purpose: Makes the text easier to read.</span></p><p><span style="font-family: arial; font-size: medium;"> <u>A photograph or portrait</u> of the person being described will be included at the beginning of the text. (Examples : All texts) Purpose : Seeing what the person looks like makes the text more interesting for the readers and enables them to visualise scenes more clearly.</span></p><p><span style="font-family: arial; font-size: medium;"><b><br /></b></span></p><p><span style="font-family: arial; font-size: medium;"><b>B. Content and Organisation</b></span></p><p><span style="font-family: arial; font-size: medium;"> The beginning aims to stimulate the reader’s interest (purpose). To achieve this, it may start with a summary of the person’s achievements (Examples : Austen – initial paragraph in italics; Napoleon (Para 1+2); or a dramatic episode in their life (Example : Kennedy, Para 1).</span></p><p><span style="font-family: arial; font-size: medium;"> Apart from this, content is organised chronologically starting with the person’s birth and detailing all the important events of their life in year by year. (Examples : Austen - All paragraphs except the initial italicised summary; Kennedy – All paragraphs. except the first and the final italicised information. Purpose: to give logical coherence to the text and make it easier to read.</span></p><p><span style="font-family: arial; font-size: medium;"> The first paragraph in the chronological narrative will often describe the person’s family and upbringing, in order to establish a socio-cultural background for their life. Examples : </span></p><p><span style="font-family: arial; font-size: medium;"><i>Her family was of Albanian descent.</i> (Mother Teresa)</span></p><p><span style="font-family: arial; font-size: medium;"><i>Of Irish descent, he was born in ...</i> (JFK)</span></p><p><span style="font-family: arial; font-size: medium;"><i>Jane Austen was born on 16 December 1775 in the village of Steventon in Hampshire. She was one of eight children of a clergyman and grew up in a close-knit family.</i> (Jane Austen)</span></p><p><span style="font-family: arial; font-size: medium;"><b><br /></b></span></p><p><span style="font-family: arial; font-size: medium;"><b>C. Linguistic features</b></span></p><p><span style="font-family: arial; font-size: medium;"> The chronological organisation leads to the use of a predominance of simple past verbs (active and passive) to narrate the sequence of events, mixed with very occasional past perfect use for flashbacks. Examples :</span></p><p><span style="font-family: arial; font-size: medium;"><i>John Fitzgerald Kennedy <u>was killed</u> by an assassin's bullets as his motorcade wound through Dallas</i> (JFK)</span></p><p><span style="font-family: arial; font-size: medium;"><i>In November 1810, Napoleon <u>consented</u> to the ascent to the Swedish throne of Bernadotte, one of his marshalls, with whom Napoleon <u>had</u> always <u>had</u> strained relations</i> (Bonaparte)</span></p><p><span style="font-family: arial; font-size: medium;"> The chronological organisation also leads to a large number of time adverbials being used, often fronted in the clause to ensure the reader is clear about when the event expressed by the following verb phrase occurred (purpose). Examples :</span></p><p><span style="font-family: arial; font-size: medium;"><i><u>In 1956</u> Kennedy almost gained the Democratic nomination for Vice President,</i> (JFK)</span></p><p><span style="font-family: arial; font-size: medium;"><i><u>In 1816</u>, Jane began to suffer from ill-health,</i> (Jane Austen)</span></p><p><span style="font-family: arial; font-size: medium;"><i><u>At the age of twelve</u>, she felt strongly the call of God.</i> (Mother Teresa)</span></p><p><span style="font-family: arial; font-size: medium;"> The focus of attention is kept on the person who is the topic of the biography (purpose) by using their name, or a pronoun referring to them, as the subject of the main clause in the first sentence of almost every paragraph, and of many sentences within the paragraph too. Examples :</span></p><p><span style="font-family: arial; font-size: medium;"><i>In 1816, <u>Jane</u> began to suffer from ill-health,</i> (Jane Austen)</span></p><p><span style="font-family: arial; font-size: medium;"><i>On October 7, 1950, <u>Mother Teresa</u> received permission from the Holy See to start her own order,</i> (Mother Teresa)</span></p><p><span style="font-family: arial; font-size: medium;"><i>In 1799, <u>he</u> staged a coup d’état</i> (Bonaparte)</span></p><p><span style="font-family: arial; font-size: medium;">Where necessary, passive verbs are used to allow this to happen:</span></p><p><span style="font-family: arial; font-size: medium;"><i><u>He was released </u>within two weeks. ..</i> (Bonaparte)</span></p><p><span style="font-family: arial; font-size: medium;"><i>On November 22, 1963, ... <u>John Fitzgerald Kennedy was killed</u> by an assassin's bullets</i> (JFK)</span></p><p><span style="font-family: arial; font-size: medium;">And even in paragraphs where the person is not the grammatical subject of the first sentence, their name or a reference to them will generally occur :</span></p><p><span style="font-family: arial; font-size: medium;"><i>The Peninsular War and the invasion of Russia in 1812 marked turning points in <u>Napoleon</u>'s fortunes.</i> (Bonaparte)</span></p><p><span style="font-family: arial; font-size: medium;"><i><u>Jane</u>'s brother Henry helped <u>her</u> negotiate with a publisher </i>(Jane Austen)</span></p><p><span style="font-family: arial; font-size: medium;"> Direct speech is often used to say what the person said or what others said about them. Examples :</span></p><p><span style="font-family: arial; font-size: medium;"><i>His Inaugural Address offered the memorable injunction: "Ask not what your country can do for you--ask what you can do for your country." </i>(JFK)</span></p><p><span style="font-family: arial; font-size: medium;"><i>Napoleon would go on to say, "The battle of Austerlitz is the finest of all I have fought." </i></span><span style="font-family: arial;"><span style="font-size: medium;">(Bonaparte)</span></span></p><p><span style="font-family: arial; font-size: medium;"><i>Her next novel Pride and Prejudice, which she described as her "own darling child" received highly favourable reviews</i>. (Jane Austen)</span></p><p><span style="font-family: arial; font-size: medium;">Purpose : increases the reader’s perception of the protagonist as “a real person” who lived “real moments”.</span></p>Sue Swifthttp://www.blogger.com/profile/16053188212601918182noreply@blogger.comtag:blogger.com,1999:blog-33744647.post-6527922368398232382024-03-03T08:19:00.006+01:002024-03-03T09:31:24.613+01:00Language Matters - Genre Analysis: Popular Science Articles<br /><p><b><span style="font-size: medium;"><span lang="EN-US" style="font-family: arial;"></span></span></b></p><div class="separator" style="clear: both; text-align: center;"><b><span style="font-size: medium;"><span lang="EN-US" style="font-family: arial;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjBitJT8CjHM2jeFqbZZK_g4Us72gKfalqiwaJe7ZCT-k0wyLRbF7c2hZ-aq7TZV31WQ1ZCjU9RiO-kJxp9IuBHftIZUggOqm_LEfbPeLvjJwvarAwex2-Wwi34MhdBZHaN3m_MLhJ74mDc13MLbJI1QdqVfwapSXvMiUSp-r2Xa1U4kkDULzkvA/s640/dna-163466_640.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="360" data-original-width="640" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjBitJT8CjHM2jeFqbZZK_g4Us72gKfalqiwaJe7ZCT-k0wyLRbF7c2hZ-aq7TZV31WQ1ZCjU9RiO-kJxp9IuBHftIZUggOqm_LEfbPeLvjJwvarAwex2-Wwi34MhdBZHaN3m_MLhJ74mDc13MLbJI1QdqVfwapSXvMiUSp-r2Xa1U4kkDULzkvA/s320/dna-163466_640.jpg" width="320" /></a></span></span></b></div><b><span style="font-size: medium;"><span lang="EN-US" style="font-family: arial;">You can find two examples<span style="letter-spacing: -0.35pt;"> </span>of<span style="letter-spacing: -0.15pt;"> </span>this genre in the links below. They come from </span><span lang="EN-US" style="font-family: arial;"> the BBC website.</span></span></b><p></p><div class="WordSection1">
<p class="MsoBodyText"><span style="font-size: medium;"><span style="font-family: arial;">How many typical
features of the genre can you identify? You should be able to list at least </span><span style="font-family: arial; letter-spacing: -3.2pt;"> </span><span style="font-family: arial;">five.</span><span style="font-family: arial; letter-spacing: -0.2pt;"> </span><span style="font-family: arial;">Look for</span><span style="font-family: arial; letter-spacing: 0.1pt;"> features of layout, content and language</span></span></p><p class="MsoBodyText"><span style="font-size: medium;"><span style="font-family: arial;"><span style="letter-spacing: 0.133333px;"><b>a) </b></span>Can you find</span><span style="font-family: arial; letter-spacing: -0.3pt;"> an </span><span style="font-family: arial;">example</span><span style="font-family: arial; letter-spacing: -0.05pt;"> </span><span style="font-family: arial;">of</span><span style="font-family: arial; letter-spacing: -0.05pt;"> </span><span style="font-family: arial;">each</span><span style="font-family: arial; letter-spacing: -0.25pt;"> </span><span style="font-family: arial;">feature</span><span style="font-family: arial; letter-spacing: -0.05pt;">
</span><span style="font-family: arial;">that</span><span style="font-family: arial; letter-spacing: -0.05pt;"> </span><span style="font-family: arial;">you</span><span style="font-family: arial; letter-spacing: -0.3pt;"> </span><span style="font-family: arial;">identify</span><span style="font-family: arial; letter-spacing: -0.05pt;"> </span><span style="font-family: arial;">in</span><span style="font-family: arial; letter-spacing: -0.5pt;"> both </span><span style="font-family: arial;">articles?</span></span></p><p class="MsoBodyText"><span style="font-size: medium;"><span style="font-family: arial;"><b>b) </b><i>Popular Science Articles</i> are a sub-genre of the more general genre <i>Press Articles</i>. Which of the
features you have identified would you expect to be typical of press articles in general,</span><span style="font-family: arial; letter-spacing: -3.2pt;"> </span><span style="font-family: arial;">and which</span><span style="font-family: arial; letter-spacing: 0.05pt;"> </span><span style="font-family: arial;">specific</span><span style="font-family: arial; letter-spacing: -0.3pt;"> </span><span style="font-family: arial;">to</span><span style="font-family: arial; letter-spacing: 0.05pt;"> </span><span style="font-family: arial;">popular</span><span style="font-family: arial; letter-spacing: 0.1pt;"> </span><span style="font-family: arial;">science
articles?</span></span></p><p class="MsoBodyText"><span style="font-size: medium;"><span style="font-family: arial;"><b>1.</b></span><span> </span><a href="http://www.bbc.com/news/science-environment-28950532" style="font-family: arial; text-indent: -18.05pt;"><span style="color: #944e71;">http://www.bbc.com/news/science-environment-28950532</span></a></span></p>
<p class="MsoBodyText"><span style="font-size: medium;"><span lang="EN-US" style="font-family: arial; text-indent: -18.05pt;"><b>2.</b><span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><span lang="EN-US" style="font-family: arial; text-indent: -18.05pt;"><a href="http://www.bbc.com/news/health-28950093"><span style="color: #944e71;">http://www.bbc.com/news/health-28950093</span></a></span></span></p>
<p class="MsoBodyText" style="margin-top: 0.4pt; text-align: center;"><br /></p>
</div><p style="text-align: center;">
<span style="font-family: arial; font-size: medium;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: arial; font-size: medium;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjD2gI5QJbeJzJE8FNxZ9oXaSjHTzDSr1duCqJQSKDFzVs6lUP_tgTnzvjdXta-niZj2PT1pOzt7auCv6hXdxLwwn_8l5vKK3q_NxnG6hQU_R8iEiRBHgMYcFnOvocRUqPwgoLCwmkNuq3oZ8WHCJVEkuFlAyhwBSbB4H5zlAVdD5cEgGrFn0jQiQ/s340/arrow%20down.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="340" data-original-width="236" height="181" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjD2gI5QJbeJzJE8FNxZ9oXaSjHTzDSr1duCqJQSKDFzVs6lUP_tgTnzvjdXta-niZj2PT1pOzt7auCv6hXdxLwwn_8l5vKK3q_NxnG6hQU_R8iEiRBHgMYcFnOvocRUqPwgoLCwmkNuq3oZ8WHCJVEkuFlAyhwBSbB4H5zlAVdD5cEgGrFn0jQiQ/w126-h181/arrow%20down.png" width="126" /></a></span></div><span style="font-family: arial; font-size: medium;"><b><p style="text-align: center;"><span style="font-family: arial; font-size: medium;"><b><br /></b></span></p>When you've looked at them and thought about your own analysis, scroll down to see the suggested answer</b><br /><span lang="EN-US" style="line-height: 98%;"><br clear="all" style="break-before: page; mso-break-type: section-break; page-break-before: always;" />
</span>
</span><p></p><h1><span lang="EN-US"><span style="font-family: arial; font-size: medium;"><br /></span></span></h1><h1><span lang="EN-US"><span style="font-family: arial; font-size: medium;"><br /></span></span></h1><h1><span lang="EN-US"><span style="font-family: arial; font-size: medium;"><br /></span></span></h1><h1><span lang="EN-US"><span style="font-family: arial; font-size: large;">Suggested<span style="letter-spacing: -0.35pt;"> </span>Answer</span></span></h1><p class="MsoBodyText"><span lang="EN-US"><span style="font-family: arial;"><b><span style="font-size: large;">A. Features common to most
journalistic genres</span></b><span style="font-size: medium;"><o:p></o:p></span></span></span></p><p class="MsoBodyText"><span style="font-family: arial; font-size: medium;"><u>Layout</u></span></p><p class="MsoBodyText"></p><ul style="text-align: left;"><li><span style="font-family: arial; font-size: medium;">Initial headline in large bold print. Examples: both texts</span></li><li><span style="font-family: arial; font-size: medium;">Text illustrated with photos related to the content. Examples : both texts</span></li><li><span style="font-family: arial; font-size: medium;">Short paragraphs, with only one or two sentences, which are easy for the reader to take
in. Examples : both texts.</span></li><li><span style="font-family: arial; font-size: medium;">Name and job title of author. </span><span style="font-family: arial; font-size: medium;">Examples : both texts</span>.</li></ul><p></p><p class="MsoBodyText"><span lang="EN-US"><span style="font-family: arial; font-size: medium;"><b>Content</b></span></span></p><p class="MsoBodyText"></p><ul style="text-align: left;"><li><span style="font-family: arial; font-size: medium;">Reports of interviews with protagonists which support or critique the findings. In the case of popular science articles these are the researchers and/or other experts in the field. Examples : 1) Paragraph 6; 2) Paragraph 13.</span></li></ul><p></p><p class="MsoBodyText"><span style="font-family: arial; font-size: medium;"><b>Language</b></span></p><p class="MsoBodyText"></p><ul style="text-align: left;"><li><span lang="EN-US"><span style="font-family: arial; font-size: medium;">Headlines written using specific conventions common to journalistic
headlines – Examples here: <a href="https://eltnotebook.blogspot.com/2010/10/definition-omission-of-one-or-more.html" target="_blank">ellipsis</a> - 1) <i>Mouse memories "flipped"...</i> (= Mouse memories have been flipped...); 2) T<i>omatoes “important….</i> (= Tomatoes are
important…)</span></span></li><li><span lang="EN-US"><span style="font-family: arial; font-size: medium;"><a href="https://eltnotebook.blogspot.com/2011/11/an-elt-glossary-apposition.html" target="_blank">Apposition</a> - Examples: <i>1) </i></span></span><i><span style="font-family: arial; font-size: medium;">Dr Roger Redondo, one of Prof Tonegawa's colleagues and the paper's
first author; 2) ...lycopene, an antioxidant </span></i></li><li><span style="font-family: arial; font-size: medium;">Use of <a href="https://eltnotebook.blogspot.com/2016/03/an-elt-glossary-direct-speech-reported.html" target="_blank">direct speech</a>: 1)</span><span style="font-family: arial; font-size: medium;"><i>"We changed the way the mice react to a memory, without any
drugs," said Dr Roger Redondo,</i> 2) <i>"Our findings suggest that tomatoes may be important in prostate cancer prevention," said Vanessa Er, </i></span></li></ul><br /><br /><p class="MsoBodyText"><span lang="EN-US"><span style="font-family: arial;"><b><span style="font-size: large;">B. Features specific to
popular science articles</span></b><span style="font-size: medium;"><o:p></o:p></span></span></span></p><p class="MsoBodyText"><span style="font-family: arial; font-size: medium;"><b>Content</b></span></p><p class="MsoBodyText"></p><ul style="text-align: left;"><li><span lang="EN-US"><span style="font-family: arial; font-size: medium;">Each article focuses on a specific study recently carried out at a
university or research institute. Examples: both texts</span></span></li><li><span lang="EN-US"><span style="font-family: arial; font-size: medium;">Factual Information. Examples: 1) Paragraph 9; 2) Paragraph 3.</span></span></li><li><span style="font-family: arial; font-size: medium;">Citations do not follow academic conventions but give full names, academic titles etc within the text : 1) <span style="background-color: white; color: #141414;"><i><u>Prof</u> Tonegawa also points to..</i>.; </span>2) <i><u>Vanessa</u> Er, from the School of Social and Community Medicine at Bristol
University</i></span></li></ul><p class="MsoBodyText"><span lang="EN-US"><span style="font-family: arial; font-size: medium;"><b>Language</b><o:p></o:p></span></span></p><p class="MsoBodyText"></p><ul style="text-align: left;"><li><span style="font-size: medium;"><span style="font-family: arial;">Use of “<a href="https://eltnotebook.blogspot.com/2016/03/an-elt-notebook-hedging.html" target="_blank">hedges</a>”, as in other genres of scientific discourse - ie claims
are expressed as possibilities rather than certainties: Examples:</span></span><span style="font-family: arial; font-size: large;"> </span><span style="font-family: arial; font-size: medium;">1) <i>In terms of whether their findings can be directly applied to humans,
the researchers <u>are cautious.</u> </i>2) <i>Eating tomatoes <u>may</u> lower the risk of prostate cancer, research
<u>suggests</u>.</i></span></li><li><span style="font-family: arial; font-size: medium;">Lexis in the field of scientific research. Examples: Both texts: <i><u>the study</u></i>; 2) <i> <u>findings; clinical trials</u></i></span></li><li><span style="font-family: arial; font-size: medium;">Passive verbs used to focus on scientific processes and findings: 1) <i>Male mice <u>were given</u>...</i>; 2) <i>...<u>was</u> also <u>found</u> to...</i></span></li><li><span lang="EN-US" style="font-size: medium;"><span style="font-family: arial;">Technical terminology used but explained in simple terms: </span></span><span style="font-family: arial; font-size: medium;">No specialist knowledge is assumed. Examples: 1) Paragraphs 14 and 15 - the explanation of "<i>optogenetics</i>"; 2) Paragraph 11 - the explanation of "<i>lycopene</i>".</span></li><li><span style="font-family: arial; font-size: medium;">Non-academic style – neither particularly formal nor informal. Achieved by mixing features of the two styles – Examples: a) sometimes using contractions, sometimes not : 1) <i>"We <u>can't</u> ask the mouse what it's thinking," commented Prof Richard Morris... who <u>was not</u> involved in the study</i>; 2) <i>...</i></span><span style="font-family: arial; font-size: medium; font-style: italic;">t</span><span style="font-family: arial; font-size: medium;"><i>his </i><u style="font-style: italic;">has not</u><i> been proven, and this study </i><u style="font-style: italic;">can't</u><i> confirm whether there is a link; </i>b)<i> </i>lexis from the spoken language, including figurative expressions: 1) <i>Sure enough</i> 2) <i>...black and white answers </i>as well as more formal scientific terms: 1) <i>optogenetic tools</i> 2) <i>an antioxidant</i></span></li><li><span style="font-family: arial; font-size: medium;">Predominance of past simple verbs describing the research processes and present simple verbs describing facts, and current beliefs and recommendations. Examples: both texts.</span></li></ul><p>
</p><div class="separator" style="clear: both; text-align: center;"><span style="font-size: medium;"><br /></span></div><br /><p></p>Sue Swifthttp://www.blogger.com/profile/16053188212601918182noreply@blogger.comtag:blogger.com,1999:blog-33744647.post-62202979955678066492024-02-24T17:22:00.001+01:002024-03-03T11:03:06.600+01:00Language Matters - Genre Analysis: Novels<p> </p><p><span style="font-family: arial; font-size: medium;"><br /></span></p><div class="separator" style="clear: both; text-align: center;"><b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjITljeFBtw0SHzUbDBZ1uokgR1vWY6yTm2yX9FffPDFe_JjN2SlL-0FnnGPpY1reP83BSp0T29ImntUHENp8VQcXP70aHPEHDP8EZ2SfKgsDC8LbVRf-g-3wnAjlrvEknMsCaKlZtU8KLKngpkqtyonYPZEJ18xB2h_4NAIK5TAZ5IB0C1P-Tytw/s4231/The%20preacher%202.JPG" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: arial; font-size: medium;"><img border="0" data-original-height="4231" data-original-width="2976" height="108" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjITljeFBtw0SHzUbDBZ1uokgR1vWY6yTm2yX9FffPDFe_JjN2SlL-0FnnGPpY1reP83BSp0T29ImntUHENp8VQcXP70aHPEHDP8EZ2SfKgsDC8LbVRf-g-3wnAjlrvEknMsCaKlZtU8KLKngpkqtyonYPZEJ18xB2h_4NAIK5TAZ5IB0C1P-Tytw/w76-h108/The%20preacher%202.JPG" width="76" /></span></a></b></div><span style="font-family: arial; font-size: medium;"><b>Look at the following extracts from a crime novel</b><span face=""Arial",sans-serif" style="color: #2b0c03;"> (Camilla Läckberg, <i>The Preacher</i>, 2009 Harper Collins) : <o:p></o:p></span></span><p></p><p style="background: white; margin-bottom: .0001pt; margin: 0cm;"><b><span style="color: #2b0c03; font-family: arial; font-size: medium;">Can you identify at least five features of language and/or content which are typical of the genre.<o:p></o:p></span></b></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><b><span style="color: #2b0c03; font-family: arial; font-size: medium;"> </span></b></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><b><span style="color: #2b0c03; font-family: arial; font-size: medium;"><br /></span></b></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="color: #2b0c03;">Extract One</span></b><span face=""Arial",sans-serif" style="color: #2b0c03;"> (the first two sentences of Chapter One of the novel)<o:p></o:p></span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="color: #2b0c03; font-family: arial; font-size: medium;">The day was off to a promising start. He woke up early before the rest of the family, put on his clothes as quietly as possible, and managed to sneak out unnoticed.<o:p></o:p></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="color: #2b0c03; font-family: arial; font-size: medium;"> </span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="color: #2b0c03;">Extract Two</span></b><span face=""Arial",sans-serif" style="color: #2b0c03;"> (the first sentences of a second section of Chapter One with different characters)<o:p></o:p></span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="color: #2b0c03; font-family: arial; font-size: medium;">Sweat made the sheet stick to her body. Erika tossed and turned in bed, but it was impossible to find a comfortable position. The bright summer night didn't make it any easier to sleep, and for the thousandth time she made a mental note to buy some blackout curtains to hang up, or rather to persuade Patrick to do it.<o:p></o:p></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="color: #2b0c03; font-family: arial; font-size: medium;"> <o:p></o:p></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="color: #2b0c03;">Extract Three</span></b><span face=""Arial",sans-serif" style="color: #2b0c03;"> (from Chapter Two of the novel)<o:p></o:p></span></span></p><p style="background: white; margin-bottom: .0001pt; margin: 0cm;"><span style="color: #2b0c03; font-family: arial; font-size: medium;">Ernst and Martin had come back to the station from the call they’d been on, and Patrick decided to start by getting them up to speed in the case. He called them into his office and couldn’t help noticing that Ernst was beet-red with anger ….<o:p></o:p></span></p><p style="background: white; margin-bottom: .0001pt; margin: 0cm;"><span style="color: #2b0c03; font-family: arial; font-size: medium;">“I assume you’ve already heard about what happened?”<o:p></o:p></span></p><p style="background: white; margin-bottom: .0001pt; margin: 0cm;"><span style="color: #2b0c03; font-family: arial; font-size: medium;">“Yes, we heard it on the police radio,” said Martin. Unlike Ernst, he was young and enthusiastic, and sat bolt upright in the chair with a notebook in his lap and his pen poised<o:p></o:p></span></p><p style="background: white; margin-bottom: .0001pt; margin: 0cm;"><span style="color: #2b0c03; font-family: arial; font-size: medium;"> </span></p><p style="background: white; margin-bottom: .0001pt; margin: 0cm;"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="color: #2b0c03;">Extract Four</span></b><span face=""Arial",sans-serif" style="color: #2b0c03;"> (from Chapter Two)<o:p></o:p></span></span></p><p style="background: white; margin-bottom: .0001pt; margin: 0cm;"><span style="color: #2b0c03; font-family: arial; font-size: medium;"> </span></p><p style="background: white; margin-bottom: .0001pt; margin: 0cm;"><span style="color: #2b0c03; font-family: arial; font-size: medium;">Patrick sat deep in the bowels of Tanumshede police station and dug through old documents… even though he didn’t know exactly what he was looking for, it had to be there somewhere.<o:p></o:p></span></p><p style="background: white; margin-bottom: .0001pt; margin: 0cm;"><span style="color: #2b0c03; font-family: arial; font-size: medium;"> </span></p><p style="background: white; margin-bottom: .0001pt; margin: 0cm;"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="color: #2b0c03;">Extract Five</span></b><span face=""Arial",sans-serif" style="color: #2b0c03;"> (the first sentences of Chapter Five)<o:p></o:p></span></span></p><p style="background: white; margin-bottom: .0001pt; margin: 0cm;"><span style="color: #2b0c03; font-family: arial; font-size: medium;"> </span></p><p style="background: white; margin-bottom: .0001pt; margin: 0cm;"><span style="color: #2b0c03; font-family: arial; font-size: medium;">Robert found him out in the shed. They knew each other so well and he knew that’s where his brother went when he was worried about something.</span></p><p style="background: white; margin: 0cm 0cm 0.0001pt; text-align: center;"><b style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"><br /></span></b></p><p style="background: white; margin: 0cm 0cm 0.0001pt; text-align: center;"><b style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">Scroll down for some suggestions.</span></b></p><p style="background: white; margin-bottom: .0001pt; margin: 0cm;"><span style="color: #2b0c03; font-family: arial; font-size: medium;"> </span></p><p style="background: white; margin: 0cm 0cm 0.0001pt; text-align: center;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhq6mcBM6LusIRO70CQbtnHmjcuNnZZSQO0GA-RPqjTzzXFXpa5B4FGffRVFPIaX5pwr7MkKqh_nbUtUvPUVIHk3Ta6_iuLbiIcd1gjQMtbcHqOSE6tdkMFV594am-Tm_25u-KPBDOG7XYUnhpQfTYspYSXwM_6QDVSSHrLvIQoR5saurF4yxzgWQ/s345/arrow%20down%20purple.png" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: arial; font-size: medium;"><img border="0" data-original-height="340" data-original-width="345" height="97" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhq6mcBM6LusIRO70CQbtnHmjcuNnZZSQO0GA-RPqjTzzXFXpa5B4FGffRVFPIaX5pwr7MkKqh_nbUtUvPUVIHk3Ta6_iuLbiIcd1gjQMtbcHqOSE6tdkMFV594am-Tm_25u-KPBDOG7XYUnhpQfTYspYSXwM_6QDVSSHrLvIQoR5saurF4yxzgWQ/w99-h97/arrow%20down%20purple.png" width="99" /></span></a></div><span style="color: #2b0c03; font-family: arial; font-size: medium;"><br /></span><p></p><p style="background: white; margin-bottom: .0001pt; margin: 0cm;"><span style="font-family: arial; font-size: medium;"><strong><span face=""Arial",sans-serif" style="color: #2b0c03;">Content</span></strong><span face=""Arial",sans-serif" style="color: #2b0c03;"><o:p></o:p></span></span></p><p style="background: white; margin-bottom: .0001pt; margin: 0cm;"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="color: #2b0c03;">1a</span></b><span face=""Arial",sans-serif" style="color: #2b0c03;">. Narrative text with the events reported in the third person: <i><u>He </u>woke up early…;</i> <i><u>Erika</u> tossed and turned…</i> <i><u>Ernst and Martin</u> had come back…; <u>Patrick</u> decided to start by…<o:p></o:p></i></span></span></p><p style="background: white; margin-bottom: .0001pt; margin: 0cm;"><i><span style="color: #2b0c03; font-family: arial; font-size: medium;"> </span></i></p><p style="background: white; margin-bottom: .0001pt; margin: 0cm;"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="color: #2b0c03;">1b</span></b><i><span face=""Arial",sans-serif" style="color: #2b0c03;">. </span></i><span face=""Arial",sans-serif" style="color: #2b0c03;">However, the narrator is “omniscient” – ie can “see into the mind” of the protagonists<i>: Patrick <u>decided </u>to start by…; He <u>couldn’t help noticing</u> that…; She <u>made a mental note</u> to…; he <u>knew </u>that’s where his brother went…<o:p></o:p></i></span></span></p><p style="background: white; margin-bottom: .0001pt; margin: 0cm;"><strong><span style="color: #2b0c03; font-family: arial; font-size: medium;"> </span></strong></p><p style="background: white; margin-bottom: .0001pt; margin: 0cm;"><span style="font-family: arial; font-size: medium;"><strong><span face=""Arial",sans-serif" style="color: #2b0c03;">Linguistic features</span></strong><span face=""Arial",sans-serif" style="color: #2b0c03;"><o:p></o:p></span></span></p><p style="background: white; margin-bottom: .0001pt; margin: 0cm;"><b><span style="color: #2b0c03; font-family: arial; font-size: medium;"> </span></b></p><p style="background: white; margin-bottom: .0001pt; margin: 0cm;"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="color: #2b0c03;">2.</span></b><span face=""Arial",sans-serif" style="color: #2b0c03;"> Text narrated as a sequence of past events and therefore a predominance of past tense verbs: <i>it <u>was</u> impossible; Ernst and Martin <u>had come</u> back; he <u>didn’t know</u> exactly what he <u>was looking</u> for; Robert <u>found</u> him out in the shed.<o:p></o:p></i></span></span></p><p style="background: white; margin-bottom: .0001pt; margin: 0cm;"><b><span style="color: #2b0c03; font-family: arial; font-size: medium;"> </span></b></p><p style="background: white; margin-bottom: .0001pt; margin: 0cm;"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="color: #2b0c03;">3</span></b><span face=""Arial",sans-serif" style="color: #2b0c03;">. Descriptive text with adjectives used to allow the reader to visualise the scene and the characters<i>: the <u>bright</u> summer light; a <u>comfortable</u> position; </i> <i>he was <u>young</u> and <u>enthusiastic</u><o:p></o:p></i></span></span></p><p style="background: white; margin-bottom: .0001pt; margin: 0cm;"><span style="color: #2b0c03; font-family: arial; font-size: medium;"> </span></p><p style="background: white; margin-bottom: .0001pt; margin: 0cm;"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="color: #2b0c03;">4.</span></b><span face=""Arial",sans-serif" style="color: #2b0c03;"> Use of <a href="https://eltnotebook.blogspot.com/2016/03/an-elt-glossary-direct-speech-reported.html" target="_blank">direct speech</a> to give the reader the impression of listening to the conversation:<o:p></o:p></span></span></p><p style="background: white; margin-bottom: .0001pt; margin: 0cm;"><i><span style="color: #2b0c03; font-family: arial; font-size: medium;">“I assume you’ve already heard about what happened?”<o:p></o:p></span></i></p><p style="background: white; margin-bottom: .0001pt; margin: 0cm;"><i><span style="color: #2b0c03; font-family: arial; font-size: medium;">“Yes, we heard it on the police radio,” said Martin<o:p></o:p></span></i></p><p style="background: white; margin-bottom: .0001pt; margin: 0cm;"><span style="color: #2b0c03; font-family: arial; font-size: medium;"> </span></p><p style="background: white; margin-bottom: .0001pt; margin: 0cm;"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="color: #2b0c03;">5.</span></b><span face=""Arial",sans-serif" style="color: #2b0c03;"> Use of imagery and <a href="https://eltnotebook.blogspot.com/2016/03/an-elt-glossary-figure-of-speech.html" target="_blank">figurative language</a> </span><span face="Arial, sans-serif" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0d0d0d;">to create powerful mental images and convey abstract ideas:<o:p></o:p></span></span></p><p style="background: white; margin-bottom: .0001pt; margin: 0cm;"><i><span style="color: #2b0c03; font-family: arial; font-size: medium;">…<u>a promising start</u>; Erika <u>tossed and turned</u>…; Patrick decided to start by getting them <u>up to speed…</u>; Ernst was <u>beet-red with anger</u>…; … and sat <u>bolt upright</u> in the chair; Patrick sat <u>deep in the bowels of</u> Tanumshede police station and <u>dug through</u> old documents…</span></i></p><p style="background: white; margin-bottom: .0001pt; margin: 0cm;"><b style="background-color: transparent;"><span style="font-family: arial; font-size: medium; line-height: 17.12px;"> </span></b></p><p style="background: white; margin-bottom: .0001pt; margin: 0cm;"><span style="font-family: arial; font-size: medium;"><b>6. </b><span face=""Arial",sans-serif"><a href="https://eltnotebook.blogspot.com/2014/10/an-elt-glossary-anaphoric-cataphoric.html" target="_blank">Cataphoric reference</a> used to create suspense and make the reader want to read on to find out who is being described<i>: <span style="color: #2b0c03;"> <u>He</u> woke up early.., put on <u>his</u> clothes …; Sweat made the sheet stick to <u>her</u> body; Robert found <u>him</u> out in the shed.</span></i></span></span></p>Sue Swifthttp://www.blogger.com/profile/16053188212601918182noreply@blogger.comtag:blogger.com,1999:blog-33744647.post-16729883062854846242024-02-18T10:51:00.013+01:002024-02-19T09:35:33.912+01:00Teaching Grammar<p><span style="font-family: arial; font-size: medium;">The following task comes from material originally used on our Delta Module One course to prepare learners for Paper 2/3. If you are using it for this purpose, you may find the following introduction useful. If not, just skip this part and go straight to the article itself.</span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;">The answer
to this task contains 15 basic points, and therefore would gain 30/30 of the marks
available for the “breadth” of the response. Five of them are elaborated and
would therefore probably gain about 4/10
depth marks. This puts the answer firmly in the distinction average
category.<o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;">As you read
through the answer you may notice that many points and examples have been
“recycled” from other answers to tasks in this series. In the exam, you don’t
have thinking time –it’s therefore essential that you already have points in mind that you can adapt as necessary to the specific questions. Notice that five of the answers go beyond stating the basic point to include reference to and explanations of theories, examples from personal teaching experience and the other depth categories outlined in the Cambridge <a href="https://www.cambridgeenglish.org/Images/181161-delta-handbook-for-tutors-and-candidates-document.pdf" target="_blank"><i>Handbook</i></a> on p.15. If you’ve prepared
and repeated enough of these in your preparation for task 2/1, they will come
to mind spontaneously in the exam.<o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"> </span></p><p class="MsoNormal"><b><span style="line-height: 107%;"><span style="font-family: arial;"><span style="color: #990000; font-size: large;">TASK</span></span></span></b></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><span style="color: #2b0c03;">This task discusses the following statement: <i>The practice of
breaking down language into discrete items or areas for formal presentation,
explicit rule giving and controlled practice is of very limited value</i>. </span></span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><span style="color: #2b0c03;">It then asks: </span></span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><span style="color: #2b0c03;"><b>a)</b> What arguments can be put forward in support of this
statement?</span></span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><span style="color: #2b0c03;"><b>b)</b> What are the arguments against it? </span></span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><span style="color: #2b0c03;"><b>c)</b> How do you achieve
"the best of both worlds" in your teaching? </span></span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><br /></p><p class="MsoNormal"><b><span style="line-height: 107%;"><span style="font-family: arial; font-size: medium;"><span style="color: #990000;"></span></span></span></b></p><div class="separator" style="clear: both; text-align: center;"><b><span style="font-family: arial; font-size: medium;"><span style="color: #990000;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnyfPeGjnPc9vgp46EO7ZQPr6l4-6PqxZsca7NMCG63BIOxsEKvYwOVEAP-J7x1jkLgg-vk6Z-C-nHq2Z92SKxn8rISi0pA-hzMMqSewSB5djx4b3unZXIrl4hH2sueh4W_bkmzw2ctSIOrvSZFil07iJ_GUpEWekQqCbWZuzd6t688SPbGGROlw/s640/grammar-389907_640.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="424" data-original-width="640" height="114" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnyfPeGjnPc9vgp46EO7ZQPr6l4-6PqxZsca7NMCG63BIOxsEKvYwOVEAP-J7x1jkLgg-vk6Z-C-nHq2Z92SKxn8rISi0pA-hzMMqSewSB5djx4b3unZXIrl4hH2sueh4W_bkmzw2ctSIOrvSZFil07iJ_GUpEWekQqCbWZuzd6t688SPbGGROlw/w171-h114/grammar-389907_640.jpg" width="171" /></a></span></span></b></div><b><span style="font-family: arial; font-size: medium;"><span style="color: #990000;"><br /><br /></span></span></b><p></p><p class="MsoNormal"><b><span style="line-height: 107%;"><span style="font-family: arial;"><span style="color: #990000; font-size: large;">SUGGESTED
ANSWER</span><span style="font-size: medium;"><o:p></o:p></span></span></span></b></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"> </span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><br /></span></p><p class="MsoNormal"><b><span style="background: white; color: #2b0c03; line-height: 107%;"><span style="font-family: arial; font-size: medium;">a) <u> Arguments supporting the criticism</u><o:p></o:p></span></span></b></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><span style="background: white; color: #2b0c03; line-height: 107%;"><b>1. </b>The Presentation –
Practice- Production approach described in the statement focuses on “<u>Grammar
McNuggets</u>” (<a href="https://scottthornbury.wordpress.com/2010/09/18/g-is-for-grammar-mcnuggets/" target="_blank">Thornbury</a>) - ie preselected linguistic items to be learnt in a
specific order - but this may not be realistic in terms of the actual processes
of second language acquisition. </span><span style="background: white; color: #2b0c03; line-height: 107%;">Many
writers ( Thornbury but also eg <a href="https://eltnotebook.blogspot.com/2010/11/an-elt-glossary-input-hypothesis.html" target="_blank">Krashen</a>) argue that acquisition does not occur
in this “predictable” way. Krashen suggests that each learner will be ready to
acquire the “next” item (which he calls “ i+1”) but we have no way of
predicting what this is. </span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><span style="background: white; color: #2b0c03; line-height: 107%;"><b>2. </b>Similarly it may not be
realistic to expect learners to acquire the item immediately in one lesson or
even one unit, moving from no knowledge of the item to its spontaneous use in a
production stage. </span><b><span style="background: white; color: #2e74b5; line-height: 107%;"> </span></b><span style="background: white; color: #2b0c03; line-height: 107%;">This recurrent problem led to the contradiction
in the PPP approach where some proponents argued that it “didn’t matter” if the
TL was not used in the Production stage. However, logically this would seems to
make the stage irrelevant to the lesson. Others argued that the Ls still be should
be “pushed” into using the TL - but this
again shows that expecting acquisition to take place immediately was an
unrealistic aim. </span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><span style="background: white; color: #2b0c03; line-height: 107%;"><b>3.</b> Even when Ls did seem to
have mastered the item within the lesson or unit, it was frequently noted that
in subsequent lessons it had been forgotten and no longer used spontaneously
where it would have been appropriate (<a href="https://jobs.languagelink.ru/tefl_clinic/teaching_knowledge/teaching_methodologies/ppp.php" target="_blank">Willis</a>).</span><b><span style="background: white; color: #2e74b5; line-height: 107%;"> </span></b><span style="background: white; color: #2b0c03; line-height: 107%;">This suggested that there was something wrong
about or missing from the approach.</span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><span style="background: white; color: #2b0c03; line-height: 107%;"><b>4.</b> PPP could be appropriate
for dealing with grammar, but did not focus in any depth on skills development or discourse,
and downplayed a focus on lexis. This led to a "top-heavy" syllabus where grammar was given priority and other areas received less attention.</span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><span style="background: white; color: #2b0c03; line-height: 107%;"><b>5. </b>An analytic grammar based approach (whether PPP or any other) is not
suitable <u>for </u> <u>very young or
primary age learners</u> who have not yet developed the
cognitive skills necessary to cope with abstractions such as rules of form and
use. These Ls are still able to acquire the language in the same way as they acquired their L1 – by exposure to meaningful language use.</span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><span style="background: white; color: #2b0c03; line-height: 107%;"><b>6.</b> It may also be unsuitable
for <u>learning contexts such as summer courses in Britain where the class
members all come from different backgrounds</u> and, even if their general level has
been ascertained, the T cannot be sure
exactly what each person does/does not know. Using an approach based on a
pre-determined syllabus might therefore mean that a lot of the learners were
covering items which they had already acquired. </span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><span style="background: white; color: #2b0c03; line-height: 107%;"><b>7. </b>Similarly, a PPP approach
used for a revision lesson could lead to the learners feeling “But we’ve done
this before” and to frustration at apparent lack of progress. </span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><span style="background: white; color: #2b0c03; line-height: 107%;"><b>8.</b> Traditional PPP was often
very T-centred, The presentation stage was generally T-led, with the T. setting
up a context, feeding in the TL, and then asking concept questions to elicit
rules of form and use. These would often be answered by the strongest Ls in the
class (especially in larger classes and/or if the T didn’t nominate), leaving
the others fairly uninvolved. Depth of cognitive processing was therefore
fairly shallow and may have led to the problem in point 3</span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><span style="background: white; color: #2b0c03; line-height: 107%;"><b>9.</b> <a href="https://eltnotebook.blogspot.com/2010/11/an-elt-glossary-input-hypothesis.html" target="_blank">Swain’s “Output Hypothesis”</a> suggests that Ls acquire language by attempting to use what they
know to communicate what they personally want to say, reformulating
misunderstood language until they succeed. A traditional PPP approach leaves
little time for this (except possibly in the use of non-target language items
in the production stage).</span></span></p><p class="MsoNormal"><span style="background: white; color: #2b0c03; line-height: 107%;"><o:p><span style="font-family: arial; font-size: medium;"> </span></o:p></span></p><p class="MsoNormal"><b><span style="background: white; color: #2b0c03; line-height: 107%;"><span style="font-family: arial; font-size: medium;">c) <u>Arguments
against the criticism</u><o:p></o:p></span></span></b></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><span style="background: white; color: #2b0c03; line-height: 107%;"><b>10.</b> Point 8 above is,
however, more a criticism of the way the
PPP sequence was handled than a criticism of a “Grammar McNuggets” approach
itself. More recent approaches have retained a focus on grammar but favoured a text-based methodology where the
T no longer leads the presentation but Ls work on <a href="https://eltnotebook.blogspot.com/2012/01/an-elt-notebook-concept-check-questions.html" target="_blank">Guided Discovery</a> activities, working
out the rules for themselves. The text may be a reading a listening text (thus allowing for receptive skills work first), a conversation between the learner (as in Thornbury's <a href="https://draft.blogger.com/blog/post/edit/33744647/1672988306285484624#" target="_blank">Dogme</a> approach) or the learners' own written work - but whatever is used, the language is presented in a context of real language use rather than being "broken down" - ie presented in isolation "for its own sake". The <a href="https://eltnotebook.blogspot.com/2016/03/an-elt-glossary-target-language.htm" target="_blank">emergent language </a>focused on may include any language system or subskill, thus avoiding the "top-heavy" approach described above while still allowing ample room for grammar focus. The active approach of GD and the personalisation involved in the speaking/writing activities increases depth of cognitive
processing, which should also improve retention. </span></span></p><p class="MsoNormal"><span style="background: white; color: #2b0c03; line-height: 107%;"><span style="font-family: arial; font-size: medium;">The approach may be the most
suitable for various learner types and learning contexts – eg :<o:p></o:p></span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><span style="background: white; color: #2b0c03; line-height: 107%;"><b>11. </b></span></span><u style="color: #2b0c03; font-family: arial; font-size: large;">Analytic learners</u><span style="background-color: white; color: #2b0c03; font-family: arial; font-size: large;"> (</span><a href="https://fyi.extension.wisc.edu/wateroutreach/water-outreach-education/what-are-beps/knowledge-area-beps-2/learning-styles-introduction/learning-styles-types/" style="font-family: arial; font-size: large;" target="_blank">McCarthy</a><span style="background-color: white; color: #2b0c03; font-family: arial; font-size: large;">) who want to come to a full understanding of the rules of form and use before being asked to use the language.</span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><span style="background: white; color: #2b0c03; line-height: 107%;"><b>12. </b>Similarly, l<u>earners with a
preference for systematic lessons</u> where they first fully understand the
language, and then are asked to manipulate and finally use it in activities
which increase only gradually in level of communicative challenge. (</span></span><span style="font-size: medium;"><a href="http://www.uefap.com/reading/exercise/texts/studtyp.htm" style="font-family: arial;" target="_blank">Serialist Learners </a>- <span style="background-color: white; color: #2b0c03; font-family: arial;">Pask). These learners appreciate a step-by-step approach with simpler CP activities provided before they are asked to use the language to communicate.</span><span style="background-color: white; color: #2b0c03; font-family: arial;"> They would
be uncomfortable with approaches where they were “thrown straight in” to
communicating – eg TBL .</span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><span style="background: white; color: #2b0c03; line-height: 107%;"><b>13. </b><u>Very large classes</u>
where <a href="https://eltnotebook.blogspot.com/2010/11/lockstep-teachinglearning.html" target="_blank">a lockstep approach</a> makes it
easier for the teacher to check that every learner has understood, produced
correct answers etc.</span></span></p><p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: arial; font-size: medium;"> </span></span></p><p class="MsoNormal"><b><span style="line-height: 107%;"><span style="font-family: arial; font-size: medium;">d) The
best of both worlds</span></span></b></p><p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: arial; font-size: medium;"><b>14.</b> Although I frequently use a pre-determined syllabus and
PPP/Guided Discovery approach in my teaching, I also leave ample time for focus
on and explanation of emergent language (as suggested by Thornbury and
developed into the method <a href="https://www.teachingenglish.org.uk/professional-development/teachers/knowing-subject/d-h/dogme" target="_blank"> Dogme</a>) and the
use of techniques similar to those advocated bt Demand High ELT to practice it “on the spot” (see Thornbury </span></span><span style="font-family: arial; font-size: medium;"><a href="https://scottthornbury.wordpress.com/2010/07/11/p-is-for-push/" target="_blank"><span style="color: #2b00fe;">P is for Push</span></a><span style="background-color: white; color: #2b0c03;">).The argument here is that, as the language focused on is that which the learners have wanted to use to express personal ideas, the input will be more engaging and processed at greater cognitive depth than language chosen by the teacher – thus resulting in greater retention, ie learning.</span> This meets the
criteria for Swain’s Output Hypothesis. For example, I would leave ample time
after any productive activity (</span><span style="font-family: arial; font-size: medium;"><span>be it a warm-up discussion or Production stage
activity) for a full class follow-up.</span><b><span style="background: white; color: #2e74b5; mso-themecolor: accent1; mso-themeshade: 191;"> </span></b><span>During
the follow-up, I would focus not only on correction of the </span><i>target</i><span> language but also on </span><i>emergent</i><span>
language providing a) correction and explanation as necessary; b) praise for
and recycling of any language used by Ls which we’d covered in previous
lessons; c) upgrading of correct language to an expression that reflected the
learner’s level. Eg if I heard a B2 learner say “I<i>t was raining heavily</i>”. I
might focus on the fact that the expression was correct and appropriate, but then upgrade it that but by introducing and practising “<i>It was
pouring with rain</i>” as an alternative.</span></span></p><p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: arial; font-size: medium;"> </span></span></p><p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: arial; font-size: medium;"><b>15. </b>An alternative format, useful in situations such as
those in points 6 and 7, is the <a href="https://eltnotebook.blogspot.com/2016/04/an-elt-glossary-test-teach-test.html" target="_blank">Test - Teach -Test</a> format. This starts with a
productive activity that allows the T. to diagnose whether the learners do in
fact need a formal re-presentation and practice of language already covered,
whether they can go on to more complex items. This prevents the problem
outlined in point 7 and also allows for differentiation. For example, if recycling
polite requests, the T may notice some learners having problems with the
structure “Would you mind +Ving”, while others are using it accurately. It can
therefore be focused on in the Teach stage (which may be identical to
presentation and Controlled practice) and remedial help given to the weaker Ls.
At the same time however, the expression “I wonder if you’d mind Ving” can be
introduced. In the practice activities that follow, the weaker Ls can practice
the basic structure and the others use the new version. All Ls therefore feel
they’ve learnt something new.<o:p></o:p></span></span></p><p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: arial; font-size: medium;"> </span></span></p><p>
</p><p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: arial; font-size: medium;"> </span></span></p>Sue Swifthttp://www.blogger.com/profile/16053188212601918182noreply@blogger.comtag:blogger.com,1999:blog-33744647.post-11443178577004710812024-02-10T12:03:00.010+01:002024-02-10T17:24:35.388+01:00Language Matters: An Introduction to Stress and Intonation<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlnLaN47n_XfwYqguaPN_zm8LR1-HdCVYmW26fY5ShuGiKHAM0C6ndUywiA3fL11w82-Ox6jc7R-LoelaPWNSXA_xh5LlqJROaX4_eUAEyF_dREML278xWSjjtwu1Eu01gHfjsIdJiuEQ54oAlj15_UvNgflL8xD5VcKn3fka4LGZJMpTWFB-ooQ/s640/laptop-3087585_640.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="427" data-original-width="640" height="94" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlnLaN47n_XfwYqguaPN_zm8LR1-HdCVYmW26fY5ShuGiKHAM0C6ndUywiA3fL11w82-Ox6jc7R-LoelaPWNSXA_xh5LlqJROaX4_eUAEyF_dREML278xWSjjtwu1Eu01gHfjsIdJiuEQ54oAlj15_UvNgflL8xD5VcKn3fka4LGZJMpTWFB-ooQ/w141-h94/laptop-3087585_640.jpg" width="141" /></a></div><p></p><p><span style="font-family: arial;"><span style="font-size: medium;">Unsure of how to identify, describe and teach intonation? You're not alone - it's an area that most teachers have difficulty with. This post aims to improve your understanding of the area. </span></span></p><p><span style="font-size: medium;"><span style="font-family: arial;">To start, have a look at this two-part video which covers the main areas you'll need to deal with: </span><span style="font-family: arial;"><b style="background-color: white;"><span style="color: #2b0c03;">An Introduction to Intonation - </span><a href="https://screenpal.com/watch/cYlI2B86fx" target="_blank"><span style="color: #3d85c6;">Part One</span></a> </b><span style="background-color: white; color: #2b0c03;">(15 mins) and </span><b style="background-color: white; color: #2b0c03;"><a href="https://screenpal.com/watch/cYlIoa86Xq" target="_blank">Part Two</a></b><span style="background-color: white; color: #2b0c03;"> (12 mins). The presentation comes from our Delta Module One course - and hence the reference to "Unit 6.2" - just ignore it. All the technical terms are explained, but if you want to see a written explanation, you can look them up in the <i>ELT Glossary</i> : <a href="https://eltnotebook.blogspot.com/2016/03/terms-connected-with-phonology.html" target="_blank"><b>Terms Connected with Phonology</b></a>.</span></span></span></p><p><span style="font-size: medium;"><span style="font-family: arial;"><span style="background-color: white; color: #2b0c03;"><b>Further Reading</b></span></span></span></p><p><span style="font-size: medium;"><span style="font-family: arial;"><span style="background-color: white; color: #2b0c03;">If you have access to any books on phonology, have a look at the relevant chapters there. In addition, the web articles included in another article in the <i>Notebook,</i> <a href="https://eltnotebook.blogspot.com/2024/02/teaching-intonation.html" target="_blank"><b>Teaching Intonation</b></a> may be useful.</span></span></span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><br /></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"><b>Test Yourself</b></span></span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">The following tasks will help you test your understanding of and ability to recognise various elements of stress and intonation.</span></span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"></p><ul style="text-align: left;"><li><span style="font-family: arial; font-size: medium;"><span style="color: #2b0c03;"><b>Tonic Placement</b> - </span><a href="http://blogjam.name/plato/" target="_blank"><b>Plato</b></a></span></li><li><span style="font-family: arial; font-size: medium;"><b>Question types and intonation</b>. See <span style="color: #3d85c6; line-height: 107%;"><a href="http://www.quia.com/quiz/4477549.html" target="_blank"><span style="line-height: 107%;"><span><b>here</b></span></span><span style="line-height: 107%;">.</span></a></span></span></li><li><span style="font-family: arial; font-size: medium;"><b><span style="color: #2b0c03;">Teaching Contrastive Stress</span></b><span style="color: #2b0c03;"> : Look first at the teaching materials in the file and make notes on the points mentioned in the instructions. Then go to the
task. </span><span style="color: #df6e91;"><a href="https://drive.google.com/file/d/1AVNw9Y7XiPBt-mcjVAyyioIu3EKTWlpg/view?usp=sharing" target="_blank"><b>Teaching Contrastive Stress.pdf</b></a></span><span style="color: #2b0c03;"> - </span><a href="http://www.quia.com/quiz/1774792.html"><span style="color: #3d85c6;"><b>Task</b></span></a></span></li></ul><p></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: arial; font-size: medium;"><br /></span></div><span style="font-family: arial; font-size: medium;"><br /></span><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><br /></p><p><span style="font-family: arial; font-size: medium;"><span style="background-color: white; color: #2b0c03;"><br /></span></span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span face=""Arial",sans-serif" style="color: #2b0c03; font-size: 9.5pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><o:p></o:p></span></p><p><span style="font-family: arial; font-size: medium;"><br /></span></p>Sue Swifthttp://www.blogger.com/profile/16053188212601918182noreply@blogger.comtag:blogger.com,1999:blog-33744647.post-1140044688603996542024-02-10T12:00:00.018+01:002024-02-10T12:12:37.568+01:00Teaching Intonation<p><span style="font-family: arial; font-size: medium;">This article is based on materials originally used on our Delta Modules One and Two courses and discusses the following issues:</span></p><p><span style="font-family: arial; font-size: medium;"><strong><span face="Arial, sans-serif" style="background: white; color: #2b0c03; line-height: 107%;">a)</span></strong><span face="Arial, sans-serif" style="background: white; color: #2b0c03; line-height: 107%;"> <u>why </u>intonation
is often given <u>less focus</u> in courses than other aspects of
phonology</span></span></p><p><span style="font-family: arial; font-size: medium;"><span face="Arial, sans-serif" style="background: white; color: #2b0c03; line-height: 107%;"><strong>b)</strong> <u>why
</u>it is <u>important for learners</u></span></span></p><p><span style="font-family: arial; font-size: medium;"><span face="Arial, sans-serif" style="background: white; color: #2b0c03; line-height: 107%;"><strong>c)</strong> <u>how</u> it
can <u>best</u> be <u>taught</u>.</span></span></p><p><span style="font-family: arial; font-size: medium;">You'll notice that the first point made is that teachers often don't fully understand it themselves, and therefore don't feel confident teaching it. If you feel this describes you, you might want to improve your understanding by looking at the following post: An Introduction to Intonation. This explains the features stated below in more detail and provides further reading and practice activities to test your understanding. All technical terms are also explained in the <i>ELT Glossary</i>: <a href="https://eltnotebook.blogspot.com/2016/03/terms-connected-with-phonology.html" target="_blank">Terms Connected with Phonology</a></span></p><p class="MsoNormal"><b><span face="Arial, sans-serif" style="background: white; color: #2b0c03; line-height: 107%;"><span style="font-size: medium;"><br /></span></span></b></p><p class="MsoNormal"><b><span face="Arial, sans-serif" style="background: white; color: #2b0c03; line-height: 107%;"><span style="font-family: arial; font-size: medium;">Section a – Reasons for minimal focus</span></span></b></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 0cm; mso-add-space: auto;"><span style="font-family: arial; font-size: medium;"><span face="Arial, sans-serif" style="background: white; color: #2b0c03;"><b>1. </b>Intonation</span><span face=""Arial",sans-serif"> is <u>a complex area</u> which very few people completely understand – and
that includes the majority of teachers. It is rarely included in basic training
courses (and often given minimal emphasis in higher level ones). Various
accounts of intonation have taken different standpoints (eg grammatical vs attitudinal
analyses), adding to the confusion. Obviously, if you don’t understand an area
you can’t teach it.</span></span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 0cm; mso-add-space: auto;"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif">2.</span></b><span face=""Arial",sans-serif"> Many teachers <i>and</i> learners also have <u>problems “hearing” intonational features</u>.
Learners may be unaware of the intonation used in their own language and, even
if they can hear that there are differences from English, will have trouble
analysing what those differences are. Whilst Ls can be shown with demonstration,
mouth diagrams etc how to produce
individual phonemes, it is impossible to “show” someone how to produce eg a
rising tone. This means that teaching intonation can be time-consuming, and
often more confusing than useful.</span></span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 0cm; mso-add-space: auto;"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif">3.</span></b><span face=""Arial",sans-serif"> Many of our Ls will be learning <u>English
as an international language</u>, and their interlocutors may not use native
speaker intonation patterns either. Jenkins Lingua Franca Core suggests that
while tonic placement is important for intelligibility in EIL, features like
word stress and the exact pitch movement on the tonic syllable are not. This
suggests that intonational features can be downplayed for this type of learner.<o:p></o:p></span></span></p><p class="MsoListParagraphCxSpMiddle"><span face="Arial, sans-serif"><span style="font-family: arial; font-size: medium;"> </span></span></p><p class="MsoNormal"><b><span face="Arial, sans-serif" style="line-height: 107%;"><span style="font-family: arial; font-size: medium;">Section
b – Why it is important for learners</span></span></b></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif">4. </span></b><span face=""Arial",sans-serif">Some learners, however, are not learning for EIL purposes
but will need to speak to native speakers and therefore need to <u>understand</u>
how intonation is used to express meaning – for example to pick up on clues to
meaning given by contrastive and emphatic stress, as in<i> </i><b><o:p></o:p></b></span></span></p><p class="MsoListParagraphCxSpFirst" style="margin-left: 54pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -36pt;"><span style="font-family: arial; font-size: medium;"><!--[if !supportLists]--><span><span face=""Arial",sans-serif" style="mso-fareast-font-family: Arial;">i)<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;">
</span></span><!--[endif]--><i><span face=""Arial",sans-serif">A: Why did John say XXX? / B: <u>JOHN</u>
didn’t say that - </span></i><span face=""Arial",sans-serif">which implies that someone else did, as
opposed to… <o:p></o:p></span></span></span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 54pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -36pt;"><span style="font-family: arial; font-size: medium;"><!--[if !supportLists]--><span><span face=""Arial",sans-serif" style="mso-fareast-font-family: Arial;">ii)<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;">
</span></span><!--[endif]--><i><span face=""Arial",sans-serif">John <u>DID</u>n’t say that</span></i><span face=""Arial",sans-serif">, which implies the speaker is wrong or
possibly even lying, and…<o:p></o:p></span></span></span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 54pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -36pt;"><span style="font-family: arial; font-size: medium;"><!--[if !supportLists]--><span><span face=""Arial",sans-serif" style="mso-fareast-font-family: Arial;">iii)<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;">
</span></span><!--[endif]--><i><span face=""Arial",sans-serif">John didn’t say <u>THAT</u></span></i><span face=""Arial",sans-serif"> which implies that the speaker is
mistaken and John said something different</span><span face="Arial, sans-serif"> </span></span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif">5.</span></b><span face=""Arial",sans-serif"> Learners who again need to communicate with native
speakers and whose L1 intonation is very different from English intonation may
risk being <u>misinterpreted</u>. This is true of eg Finnish speakers. Finnish
uses mainly falling and level tones and this (combined with a general lack of
facial expression) may lead to them sounding bored and uninterested when
speaking English).</span></span></p><p class="MsoNormal"><b><span face="Arial, sans-serif" style="line-height: 107%;"><span style="font-family: arial; font-size: medium;">Section
c – How it can be taught</span></span></b></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif">6.</span></b><span face=""Arial",sans-serif"> The traditional method of <u>teaching intonation
productively</u> is by <u>repetition drilling</u> of model sentences when the
target language is introduced. Learners (like the Finnish speakers mentioned
above) whose attitude may be misinterpreted due to their intonation patterns
can be asked to say the sentences as if they are happy, sad, angry, bored etc.
If they have problems the attitudinal intonation can be modelled by the T.
possibly exaggerating it until they improve.</span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif">7.</span></b><span face=""Arial",sans-serif"> Similarly, if the T. hears a learner using intonation
which is liable to cause misunderstanding during a PW/GW discussion, roleplay
etc, this can be <u>focused on in the follow up stage</u> just as any other
error might be. The problem can be explained, the difference in meaning or
interpersonal effect of the appropriate intonation can be focused on, and this
can again be practised by repletion drilling.</span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif">8.</span></b><span face=""Arial",sans-serif"> However, I would also suggest that Ls’ <u>receptive
competence</u> in understanding NS intonational features can be taken to a
higher level than their productive competence by incorporating focus on various
features as <u>subskills development when teaching listening</u>. Brazil,
Coulthard and Johns have proposed a discourse model of intonation which I find
the clearest both for my own understanding and as a model to use when teaching.
One element from their model which I have used in my teaching is to point out
to Ls how a rise in pitch will indicate a change in topic. This would be useful
for eg BE learners who need to listen to business presentations, but also all
learners who want to listen to news broadcasts in English as they frequently
start with a summarising list of all the
items to be included in the broadcast. As the announcer changes to each
subsequent item, the pitch of their speech will rise. For many learners this
will not happen in their own language, they may miss the “clue” and it is
therefore useful to draw their attention to it.. As an English speaker
listening to Italian news broadcasts (where it does not happen) I have
frequently been misled into thinking a piece of information related to a
previous one when, in fact, the announcer had changed topic. For example…</span></span></p><p class="MsoNormal"><i><span face=""Arial",sans-serif"><span style="font-family: arial; font-size: medium;">“Wild fires continue to
rage in the area around Athens and 300 people have been evacuated from their
homes. Two firefighters have died….”</span></span></i></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><span face="Arial, sans-serif">Compare this with the same text, but which continues </span><i><span face="Arial, sans-serif">Two firefighters have died after a crash on the M1 involving an oil tanker and a...</span></i><i><span face="Arial, sans-serif"> </span></i></span></p><p class="MsoNormal"><span face=""Arial",sans-serif"><span style="font-family: arial; font-size: medium;">The first
version, with no pitch change on the second sentence, indicates that the firefighters died in the
wildfires. In the second version, a rise in pitch on <i>Two firefighters have died...</i> shows that the speaker in no longer talking about the wildfires but has
moved to a new topic. With my Italian learners, I therefore often use news broadcasts
to bring their attention to this feature</span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif">9.</span></b><span face=""Arial",sans-serif"> The Brazil et al model is also useful for teaching tonic
movements. They explain the use of the four main tones as determined by whether
the information is new or shared, stated or queried. Thus:<o:p></o:p></span></span></p><p class="MsoNormal"><span face=""Arial",sans-serif"><span style="font-family: arial; font-size: medium;"> New, stated = falling tone New, queried = rising tone <o:p></o:p></span></span></p><p class="MsoNormal"><span face=""Arial",sans-serif"><span style="font-family: arial; font-size: medium;"> Shared, stated = fall rise tone Shared,
queried = rise fall tone<o:p></o:p></span></span></p><p class="MsoNormal"><span face=""Arial",sans-serif"><span style="font-family: arial; font-size: medium;">The tones can
be explained one at a time, then contrasted with another known tone and finally
brought together, using <u>dialogues</u> that exemplify them. These can be used
for presentation and repetition practice, or if the Ls have met them already,
they can be asked to predict the tones on underlined syllables and then listen
to check. The T can help with the “hearing” problem by using hand movements to
indicate the tonic movement as the recording is played.<o:p></o:p></span></span></p><p class="MsoNormal"><span face=""Arial",sans-serif"><span style="font-family: arial; font-size: medium;">For example, to
focus on the difference between fall (new, stated information) and fall rise
(shared stated information) a dialogue like the following can be used :<o:p></o:p></span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><span face="Arial, sans-serif"><br />
A: I’m going to <u>PA</u>ris (fall) tomorrow.<br />
B: Oh - I thought you were going to <u>ROME</u>. (fall)<br />
A: No, I’m going to <u>ROME</u> (fall rise) next week </span><b><span face="Arial, sans-serif"><br />
<!--[if !supportLineBreakNewLine]--><br />
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</v:shape><![endif]--><!--[if !vml]--></span><span style="height: 16px; margin-left: 274px; margin-top: 42px; mso-ignore: vglayout; position: absolute; width: 27px; z-index: 251660288;"><span style="font-family: arial; font-size: medium;"><br /></span></span><span style="font-family: arial; font-size: medium;"><!--[endif]--><b><span face=""Arial",sans-serif"><span>10.</span></span></b><span face=""Arial",sans-serif"><span> Although Ls can’t be shown how to make
the tones, <u>visual help</u> can be given – like the hand movements mentioned
above but also the capitalisation and underlining of the tonic syllable, and
arrows to indicate the pitch direction.</span><o:p></o:p></span></span></p><p class="MsoNormal"><span face=""Arial",sans-serif"><span style="font-family: arial; font-size: medium;"><b>References</b></span></span></p><p class="MsoNormal"><span face=""Arial",sans-serif"><span style="font-family: arial; font-size: medium;">Brazil D, Coulthard M, and Johns C. 1980 <i><a href="https://books.google.it/books/about/Discourse_Intonation_and_Language_Teachi.html?id=8rQIAQAAIAAJ&redir_esc=y" target="_blank"><b><span style="color: #2b00fe;">Discourse Intonation and Language Teaching</span></b></a> <b> Longman</b></i></span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;">Jenkins, J. 2000. <i>The Phonology of English as an
International Language</i>. Oxford: Oxford University
Press.</span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>Further Reading</b></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;">See <a href="https://scottthornbury.wordpress.com/2015/02/22/i-is-for-intonation/"><b><span style="background: white; color: #2b00fe; line-height: 107%;">here</span></b></a><strong><span style="background: white; color: #2b0c03; line-height: 107%;">, </span></strong><a href="https://eltnotebook.blogspot.com/2016/03/an-elt-glossary-tone.html"><b><span style="background: white; color: #2b00fe; line-height: 107%;">here</span></b></a><strong><span style="background: white; color: #2b0c03; line-height: 107%;">, </span></strong><a href="https://www.teachingenglish.org.uk/article/intonation"><b><span style="background: white; color: #2b00fe; line-height: 107%;">here</span></b></a><strong><span style="background: white; color: #2b0c03; line-height: 107%;">, </span></strong><a href="http://deltamoduleone.ning.com/Burri%20et%20al%20on%20pragmatic%20competence%20and%20intonation"><b><span style="background: white; color: #2b00fe; line-height: 107%;">here</span></b></a><strong><span style="background: white; color: #2b0c03; line-height: 107%;">, </span></strong><a href="http://iteslj.org/Lessons/Allen-Intonation.html"><b><span style="background: white; color: #2b00fe; line-height: 107%;">here</span></b></a><strong><span style="background: white; color: #2b0c03; line-height: 107%;">,</span></strong><span style="background: white; color: #2b0c03; line-height: 107%;"> and </span><a href="http://old.hltmag.co.uk/oct11/mart03.htm"><b><span style="background: white; color: #2b00fe; line-height: 107%;">here</span></b></a><span style="background: white; color: #2b0c03; line-height: 107%;">.</span></span></p><p class="MsoNormal"><span face=""Arial",sans-serif" style="background: white; color: #2b0c03; font-size: 12pt; line-height: 107%;"><o:p></o:p></span></p>Sue Swifthttp://www.blogger.com/profile/16053188212601918182noreply@blogger.comtag:blogger.com,1999:blog-33744647.post-27248228387673082632024-01-27T12:35:00.003+01:002024-01-27T12:35:49.501+01:00Teaching Adults<p><span style="font-family: arial; font-size: medium;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: arial; font-size: medium;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3gr37N8fP5qJKI_lrZjKIAeOhrRapf6ufP6vqfj6G3-XWlThPAt9HVJE-K43ntASfcThB0s_EcNpcLSgTRrYmL4Q0JCg4g-AKTVXu6HUMhtzEAuJBlPsCzaFp32Rv__Oz0Q5aFkntiDsGcde4NI7ni3my8kpnszRllkBEO5BqgYNOXiRwtbYGSA/s1280/people-3275289_1280.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="853" data-original-width="1280" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3gr37N8fP5qJKI_lrZjKIAeOhrRapf6ufP6vqfj6G3-XWlThPAt9HVJE-K43ntASfcThB0s_EcNpcLSgTRrYmL4Q0JCg4g-AKTVXu6HUMhtzEAuJBlPsCzaFp32Rv__Oz0Q5aFkntiDsGcde4NI7ni3my8kpnszRllkBEO5BqgYNOXiRwtbYGSA/s320/people-3275289_1280.jpg" width="320" /></a></span></div><span style="font-family: arial; font-size: medium;">This article is adapted from material originally used on our Delta Modules One and Two courses, and deals with <span style="background-color: white; color: #2b0c03;"><b>the
factors</b> you need to take into consideration when </span><strong style="background-color: white; color: #2b0c03;">teaching adults</strong><span style="background-color: white; color: #2b0c03;">, and <b>the
teaching strategies</b> that you need to adopt as a result.</span></span><p></p><p><span style="font-family: arial; font-size: medium;"><span style="background-color: white; color: #2b0c03;"><br /></span></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><b><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">Factors and Related Strategies <o:p></o:p></span></span></b></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><b><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"> </span></span></b></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><b><span style="color: #2b0c03;">Factor 1: </span></b><span style="color: #2b0c03;">Adults often have <u>specific
needs</u> for learning the language (unlike eg many YLs who are studying it as
one of many compulsory academic subjects in their curriculum). They may eg be
studying to use it in their work – which may be business, law, medicine or any
other specialist field. Or they may use English for personal reasons – eg for
holiday travel or to speak to foreign friends and possibly relatives – I had a
121 general purpose learner whose daughter had married an American and was
living there. She needed English in order to be able to talk to her
grandchildren.<b><o:p></o:p></b></span></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><b><span style="color: #2b0c03;">Strategy 1: </span></b><span style="color: #2b0c03;">These specific needs
should be identified through a <u>needs analysis</u> at the beginning of the
course and the course designed to take them into account. This may mean a 100%
purpose designed course (possible in 121 or homogenous group situations), the
selection of the most relevant coursebook available, and/or (in less homogenous
groups) the inclusion of activities which present or practise the language
being taught in contexts relevant to at least one of the learners (obviously a
different one each time).<o:p></o:p></span></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-size: medium;"><span style="color: #2b0c03; font-family: arial;"><b>Factor 2: </b>Adults</span><b style="color: #2b0c03; font-family: arial;"> </b><span style="color: #2b0c03; font-family: arial;">generally have </span><u style="color: #2b0c03; font-family: arial;">previous experience of language learning</u><span style="color: #2b0c03; font-family: arial;">, often
from schooldays when other methods were used. They may never have experienced
the methodology the T wishes to use (be that the Communicative Approach, Dogme
or whatever) and be disoriented by what happens in the C/R.</span></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><b><span style="color: #2b0c03;">Strategy 2: </span></b><u><span style="color: #2b0c03;">Negotiation of methodology</span></u><span style="color: #2b0c03;">:<b> </b>The T. needs to point out that knowledge of how language is learnt
has moved on in the same way as eg knowledge of how to cure medical complaints
has moved on. S/he also needs to make sure the Ls understand the rationale
behind the techniques adopted, find out which ones they have enjoyed, and, possibly, combine them with others that
do meet their expectations. Eg although the use of the L1, reading aloud,
drilling and many other techniques went “out of fashion” for a long period, the
literature now shows that there may in fact be advantages to all these
techniques. The T. can therefore exploit them for learning purposes,
incorporating them with other techniques that s/he favours.<o:p></o:p></span></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-size: medium;"><span style="color: #2b0c03; font-family: arial;"><b>Factor 3: </b>Whilst study for YLs may
be compulsory (eg in a state school setting), the language course is unlikely
to be the number one priority in the lives of adult learners – they will have
work commitments, family commitments etc which may take precedence. This may
lead to their </span><u style="color: #2b0c03; font-family: arial;">missing lessons</u><span style="color: #2b0c03; font-family: arial;"> and, potentially, coming to the next without
knowing what the rest of the class has covered.</span></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><b><span style="color: #2b0c03;">Strategy 3: </span></b><u><span style="color: #2b0c03;">A “flipped” design for the
course</span></u><span style="color: #2b0c03;">
can be useful when this is a recurrent problem. The presentation of new
language is provided for learners to work on at home, so that when they do
return to the course, they have missed the practice activities done in class
but do at least have a receptive knowledge of the language which has been
covered<b><o:p></o:p></b></span></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-size: medium;"><b style="font-family: arial;"><span style="color: #2b0c03;">Factor 4: </span></b><span style="color: #2b0c03; font-family: arial;">Adult Ls are (with some
exceptions) generally attending the course because they have chosen to and want
to learn. This potentially leads to <u>fewer discipline problems</u> than with
YLs. However, while “<u>rules</u>” can be set and enforced in YL classes, this
is less possible with adults, and may affect issues such as punctuality,
failure to turn off mobile phones, or failure to complete homework.</span></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><b><span style="color: #2b0c03;">Strategy 4: </span></b><span style="color: #2b0c03;">The impact on the course
and the other learners of <u>each of
these problems needs to be discussed with the learners</u> if and as they
arise. Learners can then be encouraged to develop and agree on their own
“rules” with the T suggesting compromise solutions – eg phones turned off
unless the L is expecting a really
important call (eg if a family member is in hospital), in which case they take
the seat nearest the door and leave the room before answering.<o:p></o:p></span></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-size: medium;"><span style="color: #2b0c03; font-family: arial;"><b>Factor 5: </b> Although there may be </span><span style="color: #2b0c03; font-family: arial;"> </span><span style="color: #2b0c03; font-family: arial;">some exceptions – eg migrant learners with a
low level of basic education - adult learners have usually already developed </span><u style="color: #2b0c03; font-family: arial;">higher
order thinking skills</u><span style="color: #2b0c03; font-family: arial;">.</span></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><b><span style="color: #2b0c03;">Strategy 5: </span></b><span style="color: #2b0c03;">Many modern methodological
techniques are based on <u>the use of cognitive skills</u> – eg Guided
Discovery activities, inference of the meaning of unknown words etc – and these
can exploit adults’ ability to use these HOTS. <o:p></o:p></span></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-size: medium;"><b style="font-family: arial;"><span style="color: #2b0c03;">Factor 6: </span></b><u style="font-family: arial;"><span style="color: #2b0c03;">Affective variables</span></u><span style="color: #2b0c03; font-family: arial;">: Adult learners often
have <u>a background of previous success</u> in their studies and career <u>and
are used to being “in charge”</u> – whether at work, in family life, or simply
in their own lives. The language classroom, where the T. is “in charge”, where
they may find themselves constantly making mistakes etc <u>can change their
perception of their status</u>, creating negative affect. Many Humanistic
psychologists and educationalists (eg Maslow, Rogers, Stevick) have pointed out
that negative affect can block learning while positive affect will enable
it. </span></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><b><span style="color: #2b0c03;">Strategy 6: </span></b><span style="color: #2b0c03;">Again, <u>discussion with
the Ls</u> is useful, whether to the extent of negotiating the
syllabus/methodology to give them the sensation of being more “in control”, (eg
how much correction to they want, and when – immediate or delayed?), or to
ensure they have realistic ideas about the speed and problems of language
acquisition. I like to emphasise the inevitability of mistakes by telling my
(Italian) learners funny stories about things I have said in Italian ( like the
time I was describing a storm to some friends that <i>The sky was full of tuna fish and raspberries</i> – intending <i>thunder and lightning</i>). When they see
that even the T. is not immune to the problems of language learning, and
understands their problems, they tend to accept them more readily and positive
affect is increased.<o:p></o:p></span></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-size: medium;"><b style="font-family: arial;"><span style="color: #2b0c03;">Factor 7: </span></b><span style="color: #2b0c03; font-family: arial;">In many BE/ESP/EAP
courses, <u>adult learners may actually know far more about the subject than
the T</u>. This can be utilised by the T, to fill in their own gaps, but also
to emphasise the equivalence of expertise between the T and L – again
contributing to positive affect.</span></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><span style="color: #2b0c03;"><b>Strategy 7: </b> Eg. I run a 121 course for a lawyer
specialising in international family law – something which at the beginning of
the course I knew nothing about. We therefore based the course on her cases –
which she would explain to me, giving me the chance to focus on emergent
language – and on documents like emails to British colleagues which she
received and had to reply to as part of the cases.<o:p></o:p></span></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-size: medium;"><span style="font-family: arial;"><span style="color: #2b0c03;"><b>Factor 8: </b></span></span><u style="font-family: arial;"><span style="color: #2b0c03;">Older adult learners may
have physical disabilities</span></u><span style="color: #2b0c03; font-family: arial;"> that need to be taken into consideration. While this could be
true in any class, one class of ten retired learners who I taught included two
with hearing impediments, one with a visual impediment, and several who, though
not obviously physically impaired, said that they disliked standing up to change
partners or take part in mingle activities</span></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-size: medium;"><b style="color: #2b0c03; font-family: arial;">Strategy 8: </b><span style="font-family: arial;"><b><span style="color: #2b0c03;"> </span></b><span style="color: #2b0c03;">These problems affect both<b> </b>materials design (eg larger font than
normal was used on handouts, and board writing was larger and printed for
clarity) the activities used (Mingle activities were excluded), and classroom
management : for partner changes I made sure it was those who said they “didn’t
mind” who stood up and moved, joining the others who stayed where they were
originally.<b><o:p></o:p></b></span></span></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><br /></b></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>Further Reading</b></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-size: medium;"><span face=""Arial",sans-serif" style="color: #2b0c03;">See </span><a href="http://old.hltmag.co.uk/sept04/mart2.htm"><span face=""Arial",sans-serif" style="color: #df6e91;">here</span></a><span face=""Arial",sans-serif" style="color: #2b0c03;">, </span><a href="https://www.teachingenglish.org.uk/article/how-maximise-language-learning-senior-learners"><span face=""Arial",sans-serif" style="color: #df6e91;">here</span></a><span face=""Arial",sans-serif" style="color: #2b0c03;">, and </span><a href="https://busyteacher.org/7273-teach-adults-15-secrets.html"><span face=""Arial",sans-serif" style="color: #df6e91;">here</span></a><span face=""Arial",sans-serif" style="color: #2b0c03;"> f</span></span><span face=""Arial",sans-serif" style="color: #2b0c03;"><span style="font-size: medium;">or more ideas.</span><o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><br /></b></span></p>Sue Swifthttp://www.blogger.com/profile/16053188212601918182noreply@blogger.comtag:blogger.com,1999:blog-33744647.post-4930648177863908072024-01-27T12:34:00.002+01:002024-01-27T12:36:50.580+01:00Language Matters: Meaning and problems for learners - along, down, through, over, behind <p><span style="font-family: arial; font-size: medium;"><strong>These examples come from a novel by PD James. Look at the highlighted words...</strong></span></p><p></p><ul style="text-align: left;"><li><span style="font-family: arial; font-size: medium;"><strong>How would you explain their
meaning to a student? </strong></span></li><li><span style="font-family: arial; font-size: medium;"><strong>What difficulties might learners have understanding the
words even if they had met them before? </strong></span></li><li><span style="font-family: arial; font-size: medium;"><strong>How would you define their form
and use? </strong></span></li><li><span style="font-family: arial; font-size: medium;"><strong>What problems might their pronunciation create for learners?</strong></span></li></ul><span style="font-family: arial; font-size: medium;">
<!--[endif]--><o:p></o:p></span><p></p><p><span style="font-family: arial; font-size: medium;">Think about your answer to these questions, then scroll down to see the suggested answers.<br />
<br />
a) The lift was fitted with a low padded seat <b>along</b> one side ...<br />
b) They followed her <b>down</b> the corridor ...<br />
c) "If you can be <b>through</b> in an hour, I can fit you in before the
hair appointment."<br />
d) There was a fitted carpet in silver grey, and <b>over</b> it an assortment
of rugs.<br />
e) ...to a door which she opened with easy confidence and announced
"Commander Dalgleish and his colleague, Lady Holstead," then closed
the door <b>behind</b> her.</span></p><p align="center" style="text-align: center;"><span style="font-family: arial; font-size: medium;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: arial; font-size: medium;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNVMPQdhjmKg80KPmFvKpcksr7IffvrKsevYgblOkhNFU35XoiNyRI0yyZUavCovqwi3y9Qwt1MXPK7fERjhoKwe-3eFKAVqCSiTLKQd1dRLFGq1ycUvykIAyxmV6mI3VPEQOzerDOheAuRA8S7mw77D0TUxyh22InSEl-6bM3dH_toWVAaPvv5A/s2300/IMG_2063.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="2300" data-original-width="1816" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNVMPQdhjmKg80KPmFvKpcksr7IffvrKsevYgblOkhNFU35XoiNyRI0yyZUavCovqwi3y9Qwt1MXPK7fERjhoKwe-3eFKAVqCSiTLKQd1dRLFGq1ycUvykIAyxmV6mI3VPEQOzerDOheAuRA8S7mw77D0TUxyh22InSEl-6bM3dH_toWVAaPvv5A/s320/IMG_2063.JPG" width="253" /></a></span></div><span style="font-family: arial; font-size: medium;"><strong><p align="center" style="text-align: center;"><span style="font-family: arial;"><strong><br /></strong></span></p><p align="center" style="text-align: center;"><br /></p><p align="center" style="text-align: center;"><br /></p>Now scroll down to compare your own analysis with the suggested answer below.</strong><br /><b><br /></b>
<!--[if !supportLineBreakNewLine]--><br />
<!--[endif]--><o:p></o:p></span><p></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial;"><strong><span style="color: #2b0c03; font-size: medium;"><br /></span></strong></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial;"><strong><span style="color: #2b0c03; font-size: medium;"><br /></span></strong></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial;"><strong><span style="color: #2b0c03; font-size: medium;"><br /></span></strong></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial;"><strong><span style="color: #2b0c03; font-size: medium;"><br /></span></strong></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial;"><strong><span style="color: #2b0c03; font-size: medium;"><br /></span></strong></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><strong><span style="color: #2b0c03;">Suggested Answer</span></strong><span style="color: #2b0c03;"><o:p></o:p></span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><b><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"><br /></span></span></b></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><b><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">1. Form<o:p></o:p></span></span></b></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">a,b,d,e = prepositions; c = adjective<o:p></o:p></span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"> </span></span></strong></p><p class="MsoNormal"><b><span style="font-family: arial; font-size: medium;">2. Meaning and its problems for learners<o:p></o:p></span></b></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span style="color: #2b0c03; font-weight: normal;"><span style="font-family: arial; font-size: medium;">a: <i>along</i> = extending horizontally from one
part of the object to another – to explain this to a learner, a board diagram with
more examples would probably be clearer than the verbal explanation. Can be
used for a static object (as here) or when movement is involved – <i>They walked along the road.</i><o:p></o:p></span></span></strong></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span style="color: #2b0c03; font-weight: normal;"><span style="font-family: arial; font-size: medium;">b: <i>down</i> = along (as above) but mostly used when movement is involved. Confusingly
<i>up</i> can also be used with the same
meaning, eg <i>They walked down/up/along the
road.</i> <o:p></o:p></span></span></strong></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span style="color: #2b0c03; font-weight: normal;"><span style="font-family: arial; font-size: medium;">c. <i>through </i>= finished. This would be liable
to confuse learners who already understood the meaning as “from one side to the
other” or “from the beginning to the end” – eg <i>They walked through the park</i> / <i>It
rained all through the holidays.<o:p></o:p></i></span></span></strong></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span style="color: #2b0c03; font-weight: normal;"><span style="font-family: arial; font-size: medium;">d. <i>over</i> = on top of, covering partially or
completely. Notice that <i>over</i> can be
used for something which touches the object below (as here) or is higher than
it – eg <i>A light hung over the table – </i>and
can also involve movement:<i> She jumped
over the stream</i>. It may also have other meanings - eg <i>finished</i> as in <i>When the
meeting was over…</i> This could lead to problems understanding the distinction
between <i>over</i> and <i>through</i> as in (c) – <i>over</i>
is used for an event, while <i>through</i>
is used for a person.<o:p></o:p></span></span></strong></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span style="color: #2b0c03; font-weight: normal;"><span style="font-family: arial; font-size: medium;">e. <i>behind</i> = at the back of. Learners
meeting this would probably understand the meaning for static objects (eg <i>There’s a tree behind the house</i>) but
might query whether here <i>in front of</i>
was not also possible, given the possible position of the woman as she closed
the door.<o:p></o:p></span></span></strong></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"> </span></span></strong></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><strong><span style="color: #2b0c03;">3. Use</span></strong><span style="color: #2b0c03;"><o:p></o:p></span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><strong><span style="color: #2b0c03; font-weight: normal;">a,b,d,e :</span></strong><span style="color: #2b0c03;"> head
of prepositional phrase, which acts as an adverbial in the clause
expressing position (a,d,e) or movement (b)<o:p></o:p></span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><strong><span style="color: #2b0c03; font-weight: normal;">c :</span></strong><span style="color: #2b0c03;"> here
used as complement of the verb <em>be
;</em> slightly informal in style; possibly more common in US than
UK English?<o:p></o:p></span></span></p><p class="MsoNormal"><o:p><span style="font-family: arial; font-size: medium;"> </span></o:p></p><p class="MsoNormal"><o:p><span style="font-family: arial; font-size: medium;"><b>4. Pronunciation problems</b></span></o:p></p><p class="MsoNormal"><span style="font-size: medium;"><o:p><span style="font-family: arial;">a. <i>along</i> -<b> </b></span></o:p><span style="font-family: arial;">/əlɒŋ/. 1) Learners might have problems decoding/producing the initial schwa, expecting a strong vowel /eɪ/, 2) Learners might insert a final /g/, as would be liable to happen if /</span><span style="font-family: arial;">ŋ/ was </span><span style="font-family: arial;">followed by eg </span><span style="font-family: arial;">/ɪ/ as in /əlɒŋgɪt/, but is not likely here.</span></span></p><p class="MsoNormal"><span style="font-size: medium;"><span style="font-family: arial;">b. <i>down</i> - </span><span style="font-family: arial;">/daʊn/. Indonesian speakers would have problems with the diphthong /</span><span style="font-family: arial;">aʊ/, producing </span><span style="font-family: arial;">/dɔ:n/</span><span face="proxima-nova, sans-serif" style="background-color: white; color: #505050; white-space-collapse: preserve;">.</span></span></p><p class="MsoNormal"><span style="font-size: medium;"><o:p><span style="font-family: arial;">c. <i>through </i>- </span></o:p><span style="font-family: arial;">/θru:/ 1) Many learners have problems pronouncing </span><span style="font-family: arial;">/θ/, tending to substitute /t/ or /s/, as the sound does not occur in their L1. Here the problem is worsened by the fact that it is the first part of a consonant cluster, which again is a cause of problems for many L1 groups; 2) Learners might try to pronounce "ough" as it is written, or be confused as to which of its various pronunciations should be used.</span></span></p><p class="MsoNormal"><span style="font-size: medium;"><span style="font-family: arial;">d. <i>over</i> - </span><span style="font-family: arial;">/əʊvə/. In this context an "intrusive" /r/ would be used to link the syllable final and syllable initial vowels - /əʊvərɪt/ (liaison). This could lead to problems decoding the phrase.</span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;">e. <i>behind</i> - /bi:haɪnd/ or /bɪhaɪnd/. Italian speakers would have difficulty pronouncing the /h/ as the phoneme does not occur in their L1.</span></p><p>
</p><p class="MsoNormal"><o:p><span style="font-family: arial; font-size: medium;"> </span></o:p></p>Sue Swifthttp://www.blogger.com/profile/16053188212601918182noreply@blogger.comtag:blogger.com,1999:blog-33744647.post-16783409290721080602024-01-21T15:35:00.000+01:002024-01-21T15:35:42.278+01:00Teaching Large Classes<p><span style="font-family: arial; font-size: medium;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: arial; font-size: medium;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZ6q0ujN60CxogxsVvtidQV-Ix5IFOncWPhF_SVtPPd1gQKgJkwpQYKHlBcwnLzJddmsttLNncHiPKav2lXuq1whW8L7IuaASSVJ364ZUh2EQ5t_rxbxN2nCFv8kViTbRDBLGJF2GWefLnF3_uKqTyyjKMN44Z5Z_2tejFWO1KystO-uB1x_sy_Q/s640/education-4796952_640.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="405" data-original-width="640" height="156" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZ6q0ujN60CxogxsVvtidQV-Ix5IFOncWPhF_SVtPPd1gQKgJkwpQYKHlBcwnLzJddmsttLNncHiPKav2lXuq1whW8L7IuaASSVJ364ZUh2EQ5t_rxbxN2nCFv8kViTbRDBLGJF2GWefLnF3_uKqTyyjKMN44Z5Z_2tejFWO1KystO-uB1x_sy_Q/w246-h156/education-4796952_640.jpg" width="246" /></a></span></div><span style="font-family: arial; font-size: medium;">The following article focuses on <b>teaching large classes</b>. It was originally used on our Delta Module One course and answers the following questions:</span><p></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><b><span style="color: #2b0c03;">a.</span></b><span style="color: #2b0c03;"> What are
the <u>challenges and disadvantages</u> of teaching large classes?<o:p></o:p></span></span></p><p>
</p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><b><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">b.</span></span></b><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"> <u>How</u>
can <u>these</u> challenges/disadvantages <u>be overcome</u> so as to maximise
learning?</span></span></p><p class="MsoListParagraphCxSpFirst" style="margin-left: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-size: medium;"><b><span style="font-family: arial;"> </span></b><b style="font-family: arial;">1. a)</b><span style="font-family: arial;"> </span><u style="font-family: arial;">Problem – lack of individual
attention</u><span style="font-family: arial;"> : The larger the class the less individual attention each learner
can receive from the teacher, and the more difficult it is for the T. to
identify individual problems.</span><b style="font-family: arial;"><span style="color: red;"> </span></b><span style="font-family: arial;">The definition of a large class
can be anything from the 20-30 learners often found in state school classes, to
over 100 in some university contexts (eg Italy).</span></span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: arial; font-size: medium;"><b>b)</b> <u>Solution</u>:
When eliciting, nomination may be preferable to “open” questions. This allows
the T. to ensure that stronger learners don’t dominate by answering before
others have had “thinking” time and to ensure each L. is asked to contribute. Problems of embarrassment potentially caused by nomination can be
overcome by i) allowing Ls to confer in pairs before eliciting an answer in
full class format, ii) gearing the level
of difficulty of the questions to the L’s ability and level of confidence, or
ii) using a a “hands up” system.</span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: arial; font-size: medium;"><b>2. a)</b> <u>Problem- Unsuitable environment</u>: Some
very large classes (eg in universities) may be held in traditional lecture
theatres, with learners sitting in long rows. This can preclude the use of
activities such as mingles, and also make pair changes difficult. <o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: arial; font-size: medium;"><b>b)</b> <u>Solution</u> : This does not make pair
changes impossible however. Ls can be asked to speak to the person on their
left, on their right, or the person in front of or behind them (if the T. pairs rows accordingly).</span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-size: medium;"><b><span style="color: red;"><span style="font-family: arial;"> </span></span></b><b style="font-family: arial;">3. a)</b><span style="font-family: arial;"> </span><u style="font-family: arial;">Problem
– Marking (1)</u><span style="font-family: arial;">: The larger the class, the more time the T. has to spend on
marking any written activities which are given to the group.</span></span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: arial; font-size: medium;"><b>b)</b> <u>Solution</u>:
This may lead to the T. giving more “controlled” activities where an answer key
can be distributed, or the activity can be done on and marked by a computer,
using sites such as Quia.com. These can
then just be followed up in class. <o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: arial; font-size: medium;"><b>a)</b> <u>Problem –
Marking (2)</u>: However, if the course has a writing component, eg most exam
preparation classes, this will inevitably mean that direct tests of writing
need to be administered both for practice and formative assessment.<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: arial; font-size: medium;"><b>b)</b> <u>Solution</u>:
It may therefore be worth spending some class time training the Ls in the
skills of peer assessment – probably using checklists provided by the teacher.
The Ls can first peer assess, while the T. monitors, and the teacher follows up
some of the peer comments at class level.
S/he can then take a reasonable number of scripts (from different Ls
each time) to assess before the next lesson.</span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: arial; font-size: medium;"><b>4. a)</b> <u>Problem-
L engagement</u>: The larger the class the more difficult it is to ensure full engagement
of all learners. Ls may be distracted by their phones, start having side
conversations, or just stop concentrating on the lesson. In addition, Ls who
are not particularly interested in learning have the chance to “hide” at the
back where they hope the T. will not notice them.<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: arial; font-size: medium;"><b>b)</b> <u>Solutions</u>:<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: arial; font-size: medium;">i) Class rules can be established (possibly after
discussion and negotiation with the Ls) such as that all phones are turned off
during the lesson, or that ls don’t talk to each other when the group is in
T/class format but listen to both the T and the other learners. With
particularly problematic classes (eg disruptive YLs), these might be written up
on a poster and kept on the wall.<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: arial; font-size: medium;">ii) The T. can ensure the Ls continue listening by using
techniques such as asking a L to repeat what another has just said. If they
weren’t listening, they won’t be able to, but knowing the T is liable to do
this helps keep them focused.</span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: arial; font-size: medium;">iii) If s/he sees the less engaged Ls at the back, the T.
can change the seating arrangement at the beginning of the lesson – eg by each
asking all the learners in the last row(s) to change places with those in the
first, second or third rows.</span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: arial; font-size: medium;"><b>5. a) </b><u>Problem
– Checking Ls are on task </u><b>: </b>The
larger the class, the more difficult to check that everyone has understood the
instructions for an activity. Whilst in
a small group the T. can – apart from checking understanding – quickly monitor
groups at the beginning of an activity to check they are on task, in larger
groups the T may not reach the last groups for some time – which if off-task they
will have wasted.<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: arial; font-size: medium;"><b>b) </b><u>Solution</u><b>: </b>As
well as checking instructions as normal, the T can often ask a pair or group of stronger learners to
demonstrate the start of the activity. This gives everyone a model of what they
should be doing.</span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: arial; font-size: medium;"><b>6. a)</b> <u>Problem
– Monitoring and Feedback</u>: Additionally, with a “lecture theatre style”
seating arrangement, it may be impossible for the T to get close enough to the
Ls “in the middle” to monitor at all. And the amount of noise made by a large
class whilst working on a task may make it difficult for the T to hear enough
to monitor effectively. Even if this is possible, there will not be enough time
to give feedback on everything overheard.<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: arial; font-size: medium;"><b>b)</b> <u>Solution</u>:
One of the Ls can be given the role of “monitor” of the group. Their job is to
note down any questions the group have, anything they didn’t know how to say,
anything that didn’t seem correct, and any other problems that arise. The T.
can then ask the groups to prioritise the questions/problems and take one or
two (as time allows) from each group in the follow up.</span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: arial; font-size: medium;"><b>7. a) </b><u>Problem
- Resources</u><b>: </b>Large classes may
be particularly common in third world contexts, where the difficulty may be
compounded by lack of funds to provide adequate resources for the number of
learners – eg textbooks, recorded materials, technological solutions etc.<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: arial; font-size: medium;"><b>b)</b> <u>Solutions</u>:<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: arial; font-size: medium;">i) If learners can sit together around tables, one textbook per group may suffice.<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: arial; font-size: medium;">ii) A “Dogme style” approach can be taken which is
materials free and dependent only on T/S and S/S interaction.<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-size: medium;"><b style="font-family: arial;">8. a)</b><span style="font-family: arial;"> </span><u style="font-family: arial;">Problem - Summative assessment</u><span style="font-family: arial;">.
Because of the marking time involved summative assessment is difficult for both
oral and written work, and may push the T. into adopting indirect, discrete item
testing methods (which as mentioned above can be done and marked on computer if
the technology is available, but are in any case more practical than direct
testing).</span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;">
</p><p class="MsoListParagraphCxSpLast" style="margin-left: 0cm; mso-add-space: auto; text-align: justify;"><span style="font-family: arial; font-size: medium;"><b>b) </b><u>Solution</u>
: There is no ideal solution for this, particularly with extremely large
classes. However, in a class of say 30 learners and one hour lessons, the Ls can
be divided into three groups of ten. In
the last three lessons, each group does <u>one</u> of the following (obviously
alternating so that they complete all three) : an indirect test, a direct test
of writing, a direct test of speaking – done in pairs with the T, giving each
pair 12 minutes of speaking time. This
spreads the marking load for the T over three lessons and ensures all Ls are occupied in each lesson.
To ensure reliability which could be affected by Ls telling each other about
what they did, the items in the indirect test should be changed slightly, and
the tasks in the direct test – though obviously all remaining within areas
covered by the course to ensure content validity. </span><o:p></o:p></p>Sue Swifthttp://www.blogger.com/profile/16053188212601918182noreply@blogger.comtag:blogger.com,1999:blog-33744647.post-88612433312882231482024-01-07T00:00:00.002+01:002024-01-21T08:54:59.455+01:00Language Matters: Cohesion and Coherence (2)<p><span style="font-family: arial; font-size: medium;">If cohesion and coherence is a new area for you, you're recommended to look at the post <a href="https://eltnotebook.blogspot.com/2023/02/language-matters-cohesion-and-coherence.html" target="_blank"><b>Cohesion and Coherence (1)</b></a> before trying the activities here. </span></p><p></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><b style="mso-bidi-font-weight: normal;"><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"><br /></span></b></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span face="Verdana, sans-serif" lang="EN-GB" style="color: #2b0c03; font-family: arial; font-size: medium;">The following extracts come from the July 2011 edition
of <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">National Geographic</span></em> magazine or November 2011 edition
of <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">Scientific American</span></em>. Analyse the cohesive ties each extract contains,
then check your own answers against the suggested answers which you will find at the end - scroll down the page. Look up any terms which you don’t understand in the <a href="https://eltnotebook.blogspot.com/p/an-elt-glossary.html" target="_blank"><b>ELT Glossary</b></a><b><o:p></o:p></b></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><b style="mso-bidi-font-weight: normal;"><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-family: arial; font-size: medium; mso-bidi-font-family: Arial;">NB: </span></b><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; mso-bidi-font-family: Arial;"><span style="font-family: arial; font-size: medium;">I
suggest spreading this activity over at least five days, doing no more than one
extract per day. When you come back to do the next extract, review the
answer(s) to what you did before, noting anything you missed so that you are
aware of it if it occurs again.</span><o:p style="font-size: 14pt;"></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"><o:p> </o:p></span></strong></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">Extract 1</span></strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"><o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">Six miles outside the town of
Decorah, Iowa, an 890-acre stretch of rolling fields and woods called Heritage
Farm is letting its crops go to seed. It seems counter-intuitive, but then
everything about this farm stands in stark contrast to the surrounding acres of
neatly sown corn and soybean fields that typify modern agriculture. <strong><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;"> <o:p></o:p></span></strong></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">Extract 2</span></strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"><o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">The popularity of the video game
Angry Birds, in which feathered friends launch themselves at pigs that have
stolen their eggs, may have some people wondering: Do birds get mad in the real
world? Indeed they do - especially when their nests are threatened. <o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">Extract 3</span></strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"><o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">Critics of Martinez's theory point
out that it is rare in archaeology for someone to announce they are going to
find something and then actually find it. "There is no evidence that
Cleopatra tried to hide her grave or would have wanted to." says Duane
Roller..<o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">Extract
4 </span></strong><a name="_Hlk153436070"><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">(Start of first paragraph of the article)<o:p></o:p></span></a></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="mso-bookmark: _Hlk153436070;"><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">This does not look good. A mysterious piece of metal is
lying on the seabed of the bay of Griefswald, about eight kilometers northeast
of the north German state of Lubmin. A thick layer of rust and mussels encases
the barrel-shaped object. The combined forces of water, salt and marine animals
have been taking their toll for some time now. But what exactly is
it? <strong><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;"><o:p></o:p></span></strong></span></span></p>
<span style="mso-bookmark: _Hlk153436070;"></span>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><a name="_Hlk153523037"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">Extract 5 </span></strong></a><span style="mso-bookmark: _Hlk153523037;"><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"><o:p></o:p></span></span></p>
<span style="mso-bookmark: _Hlk153523037;"></span>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">The serene waters of Sky Pond, one of
the most popular tourist attractions in northeastern Asia, belie the fact
that it is nestled inside the crater of one of the region's most dangerous
volcanoes - a peak known as Changbai Mountain to the Chinese and Mount Paektu
to the Koreans. That 2,744-meter-tall volcano, which straddles the border
between China and North Korea, last erupted in 1903 but has shown signs of
awakening in recent years. <strong><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;"> </span></strong><b><o:p></o:p></b></span></p>
<p class="MsoNormal"><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%;"><o:p> </o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">Suggested Answers<o:p></o:p></span></strong></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">Extract 1<o:p></o:p></span></strong></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><em><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">Six miles
outside the town of Decorah, Iowa, an 890-acre stretch of rolling fields and
woods called Heritage Farm is letting its crops go to seed. It seems
counter-intuitive, but then everything about this farm stands in stark contrast
to the surrounding acres of neatly sown corn and soybean fields that typify
modern agriculture.<b> </b></span></em><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"><o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">1)</span></strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"> <u>Lexical cohesion</u> : items related to the
lexical fields of a) the countryside - <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">fields, woods,</span></em> -
and b) the related field of farming - <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">farm, crops, go to seed, sown, corn, soybean.</span></em><o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">2)</span></strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"> <u>Coherence created by connective expressions</u> : <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">but then</span></em> indicates
a relationship of </span><span lang="EN-GB" style="color: black; mso-color-alt: windowtext;"><a href="http://eltnotebook.blogspot.com/2012/01/an-elt-glossary-concession-and-contrast.html" target="_blank"><b><span face=""Verdana",sans-serif" style="color: #df6e91; font-size: 14pt; mso-bidi-font-family: Arial;">concession</span></b></a></span><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"> between the preceding and following propositions.<o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">3)</span></strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"> <u>Grammatical cohesion</u><o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">a)</span></strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"> <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">the</span></em> (town) - cataphoric reference
to Decorah. The definite article expresses shared information and alerts
the reader to the fact that the identity of "town" mentioned must be
retrievable from the text. No town has yet been mentioned but it is named immediately
afterwards, so that the reader equates the two words.<o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">b)</span></strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"> <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">its</span></em> - gender neutral possessive
determiner. Anaphoric reference to "Heritage Farm".<o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">c)</span></strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"> <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">It</span></em> - subject pronoun. Anaphoric
reference to the proposition in the previous sentence (ie letting crops go to
seed)<o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">d)</span></strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"> <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">this</span></em> - demonstrative determiner.
Indicates anaphoric reference to the "same" farm mentioned previously
- ie heritage Farm<o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">e)</span></strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"> <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">that</span></em> - relative pronoun.
Anapghoric reference to a<em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">cres of neatly sown corn and soybean fields</span></em><o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">4)</span></strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"> <u>Ellipsis</u> of "<em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">which is</span></em>"
in : ...<em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">and woods (which is) called Heritage Farm</span></em><o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%;"><o:p> </o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"><o:p> </o:p></span></strong></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">Extract 2</span></strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"><o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><em><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">The popularity
of <u>the</u> video game Angry Birds, in <u>which</u> feathered
friends launch <u>themselves</u> at pigs <u>that</u> have
stolen <u>their</u> eggs, may have some people wondering : Do birds
get mad in the real world? Indeed they <u>do</u> - especially
when <u>their</u> nests are threatened.</span></em><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"><o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">1)</span></strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"> <u>Lexical cohesion</u> :<o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">a)</span></strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"> Items in the lexical field of ornithology - <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">birds,
feathered, eggs, nests</span></em><o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">b)</span></strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"> Synonyms - <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">angry, mad</span></em> - used to avoid
repetition of the same word, making the text more interesting.<o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">2)</span></strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"> <u>Grammatical cohesion</u><o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">a)</span></strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"> <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">the</span></em> (video game) Cataphoric
reference to "Angry Birds", placed in apposition to the
phrase. The definite article expresses shared information and alerts the
reader to the fact that the identity of the "video game"
mentioned must be retrievable from the text. No game has yet been mentioned but
it is named immediately afterwards, so that the reader equates the two phrases.<o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">b)</span></strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"> <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">which</span></em> - relative pronoun used for
anaphoric reference to "things" - here the video game Angry Birds.<o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">c)</span></strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"> t<em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">hemselves</span></em> - 3rd person plural
reflexive pronoun. Anaphoric reference to "feathered friends"<o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">d)</span></strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"> <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">that</span></em> - relative pronoun -
anaphoric reference to pigs.<o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">e)</span></strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"> <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">their</span></em> - 3rd person plural
possessive pronoun. Anaphoric reference to "feathered friends".<o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">f)</span></strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"> <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">do</span></em> - operator for present simple
verbs. Substitutes for "get mad in the real world" to avoid
repetition.<o:p></o:p></span></p>
<p style="background: white; margin: 0cm;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">g)</span></strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"> <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">their</span></em> - 3rd
person plural possessive pronoun. Anaphoric reference to "birds"<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%;"><o:p> </o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">Extract 3<o:p></o:p></span></strong></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><i style="mso-bidi-font-style: normal;"><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">Critics of Martinez's theory point out that it is rare in
archaeology for someone to announce they are going to find something and then
actually find it. "There is no evidence that Cleopatra tried to hide her
grave or would have wanted to." says Duane Roller.<o:p></o:p></span></i></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><u><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"><b>Lexical cohesion</b></span></u></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">The coherence of the statement in
sentence 1 and the opinion expressed in sentence 2 mean that, by
implication, <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">Duane Roller</span></em> is understood by the reader as being one
of the previously mentioned<em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;"> Critics of Martinez's theory.</span></em><o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span face="Verdana, sans-serif" style="color: #2b0c03;"><span style="font-size: 18.6667px;"><b><u>Grammatical cohesion</u></b></span></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">1.</span></strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"> <u>Anaphoric Reference</u><o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">a)</span></strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"> <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">they</span></em> - genderless singular 3rd
person subject pronoun, refers back to <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">someone.</span></em><o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">b) </span></strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"> <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">it</span></em> (at end of sentence 1)
3rd person singular object pronoun referring back to <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">something</span></em>.<o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">c)</span></strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"> <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">her</span></em> - 3rd person singular feminine
possessive determiner, refers back to <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">Cleopatra</span></em><o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">2.</span></strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"> <u>Cataphoric Reference</u><o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><em><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">it</span></em><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"> (in <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">it is rare</span></em>): impersonal 3rd person
subject pronoun, refers forward to the idea <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">for someone to announce they
are going to find something and then actually find it.</span></em> -
ie <u>what</u> is rare<o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">3.</span></strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"> <u>Ellipsis</u><o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">a)</span></strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"> After a co-ordinating conjunction (<em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">and, but,
or</span></em>) everything in a previous clause which would be repeated in the
following clause(s) can be ellipted:<o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">Sentence 1 - after <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">and</span></em> : <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">and
then </span></em>(<u>it is rare in archeology for someone</u>) <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">to actually
find it.</span></em><o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">Sentence 2 - after <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">or :
or </span></em>(<u>that Cleopatra</u>) <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">would have,...</span></em><o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">b)</span></strong><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;"> After a catenative verb, if the following verb is
identical to a previous one, it can be omitted . <o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">Sentence 2 : <em><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;">or would
have wanted to</span></em> (<u>hide her grave</u>)<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%;"><o:p> </o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><b style="mso-bidi-font-weight: normal;"><span face=""Verdana",sans-serif" lang="EN-GB" style="color: black; font-size: 14pt; mso-color-alt: windowtext;">Extract 4 </span></b><i><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">(Start of first paragraph of the article)<o:p></o:p></span></i></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><i><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial;">This does not look good. A mysterious
piece of metal is lying on the seabed of the bay of Griefswald, about eight
kilometers northeast of <a name="_Hlk153436299">the north German state of
Lubmin</a>. A thick layer of rust and mussels encases the barrel-shaped object.
The combined forces of water, salt and marine animals have been taking their
toll for some time now. But what exactly is it? <strong><span face=""Verdana",sans-serif" style="mso-bidi-font-family: Arial;"><o:p></o:p></span></strong></span></i></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%;">1) </span></b><u><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%; mso-bidi-font-weight: bold;"><b>Grammatical cohesion</b></span></u><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%; mso-bidi-font-weight: bold;"><o:p></o:p></span></p>
<p class="MsoNormal"><a name="_Hlk153438028"><b style="mso-bidi-font-weight: normal;"><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%;">a)</span></b></a><span style="mso-bookmark: _Hlk153438028;"><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%; mso-bidi-font-weight: bold;"> </span></span><i><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%; mso-bidi-font-weight: bold;">This: </span></i><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%; mso-bidi-font-weight: bold;">Proximal demonstrative.<i> </i>Cataphoric (forward pointing) reference to
the <i>mysterious piece of metal</i> specified in sentence 2.<o:p></o:p></span></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%;">b)</span></b><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%; mso-bidi-font-weight: bold;"> <i>The</i> x 4 - </span><i><u><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; line-height: 107%; mso-bidi-font-family: Arial;">the</span></u></i><i><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; line-height: 107%; mso-bidi-font-family: Arial;"> seabed/ <u>the</u> bay /</span></i><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%; mso-bidi-font-weight: bold;"> </span><i><u><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; line-height: 107%; mso-bidi-font-family: Arial;">the</span></u></i><i><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; line-height: 107%; mso-bidi-font-family: Arial;"> north German state of Lubmin / <u>the</u> combined forces</span></i><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; line-height: 107%; mso-bidi-font-family: Arial;">: Definite article. Cataphoric
reference. “<i>the</i>” alerts the reader to the fact that the following noun
phrase will be shared knowledge, and that the <i>bay/state/forces</i> being
referred to will be specified in the following post-modifying prepositional
phrase.<o:p></o:p></span></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%;">c)</span></b><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%; mso-bidi-font-weight: bold;"> </span><i><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; line-height: 107%; mso-bidi-font-family: Arial;">The </span></i><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; line-height: 107%; mso-bidi-font-family: Arial;">(followed by <i>barrel shaped object</i><span style="mso-bidi-font-style: italic;">)</span>: Anaphoric (backward pointing) reference to the <i>mysterious
piece of metal</i>. The use of the definite article alerts the reader to the
fact that the noun phrase is shared knowledge, and a contextually synonymous
noun phrase can be found in the previous text.<o:p></o:p></span></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%;">d)</span></b><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%; mso-bidi-font-weight: bold;"> </span><i><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; line-height: 107%; mso-bidi-font-family: Arial;">Their</span></i><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; line-height: 107%; mso-bidi-font-family: Arial;">: 3<sup>rd</sup> person plural possessive determiner. Anaphoric
reference to <i>The combined forces of water, salt and marine animals.</i> <o:p></o:p></span></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%;">e)</span></b><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%; mso-bidi-font-weight: bold;"> </span><i><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; line-height: 107%; mso-bidi-font-family: Arial;">It</span></i><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; line-height: 107%; mso-bidi-font-family: Arial;">: third person singular object pronoun referring to things.
Anaphoric reference to the <i>mysterious piece of metal/barrel shaped object</i>
equated previously.<o:p></o:p></span></p>
<p class="MsoNormal"><b><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; line-height: 107%; mso-bidi-font-family: Arial;">NB:</span></b><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; line-height: 107%; mso-bidi-font-family: Arial;"> Note how the fact that the two
pronouns (in <b>d</b> and <b>e</b>) above are singular or plural “narrows down”
the possible referents that the reader has to choose from.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; line-height: 107%; mso-bidi-font-family: Arial;"><o:p> </o:p></span></p>
<p class="MsoNormal"><b><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; line-height: 107%; mso-bidi-font-family: Arial;">2)</span></b><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; line-height: 107%; mso-bidi-font-family: Arial;"> <u><b>Coherence created by connective
expressions</b></u><o:p></o:p></span></p>
<p class="MsoNormal"><i><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; line-height: 107%; mso-bidi-font-family: Arial;">But</span></i><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; line-height: 107%; mso-bidi-font-family: Arial;">: Sentence adverb indicating
concession – ie a change in direction of the discourse. The previous text has
described the object. Sentence 5 indicates the writer will now go on to
identify it.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%; mso-bidi-font-weight: bold;"><o:p> </o:p></span></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%;">3)</span></b><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%; mso-bidi-font-weight: bold;"><b> Lexical Cohesion</b><o:p></o:p></span></p>
<p class="MsoNormal"><b><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%;">a)</span></b><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%;">
Lexical items connected with the sea: <i>seabed, mussels, water, salt<o:p></o:p></i></span></p>
<p class="MsoNormal"><b><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%;">b)</span></b><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%;">
Lexical items connected with materials : <i>metal, rust</i><o:p></o:p></span></p>
<p class="MsoNormal"><b><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%;">c)</span></b><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%;">
Geographical indications: <i>eight kilometers northeast,<o:p></o:p></i></span></p>
<p class="MsoNormal"><i><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%;">north German, <o:p></o:p></span></i></p>
<p class="MsoNormal"><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><b><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Extract 5 </span></b><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><i><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">The serene waters of Sky Pond, one of
the most popular tourist attractions in northeastern Asia, belie the fact
that it is nestled inside the crater of one of the region's most dangerous
volcanoes - a peak known as Changbai Mountain to the Chinese and Mount Paektu
to the Koreans. That 2,744-meter-tall volcano, which straddles the border
between China and North Korea, last erupted in 1903 but has shown signs of
awakening in recent years.<o:p></o:p></span></i></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><b><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">1. Grammatical cohesion - cataphoric reference:</span></b><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">(line 1) "<b><i>The</i></b><i> serene waters <u>of Sky
Pond</u>,"</i>:<i> The</i> indicates shared knowledge
between writer and reader. Hee the reader finds out which "<i>serene
waters</i>" are referred to only by the postmodification in the noun
phrase - ie those of Sky Pond. The same thing happens with the instances
of <i>the</i> in <o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">(l.1) <i> "one of <b>the</b> most popular
tourist attractions i<u>n northeastern</u></i> <u>Asia"</u>; <o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">(l.1) "<b><i>the</i></b><i> fact <u>that it is
nestled inside...</u></i> <u>etc"</u>;<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">(l.2) <b> </b>"<b><i>the</i></b><i> crater <u>of
one of ...etc"</u></i> <o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">(l.3) "<b><i>the</i></b><i> border <u>between China
and North Korea"</u></i><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><b><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">2. Grammatical cohesion - Anaphoric reference:</span></b><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">(l.2) <b><i>it</i></b> - subject pronoun replacing full noun
phrase; refers back to <i>Sky Pond</i> (l.1)<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><i><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">(l.2) <b>the region</b></span></i><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"> - as <i>the</i> indicates shared knowledge, the
reader interprets <i>the region</i> as referring back to <i>northeastern
Asia</i> (l.1).<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">(l.3) <b><i>That</i></b><i> -</i> demonstrative
determiner. indicating the volcano described afterwards is the one already
described in the text as <i>Changbai Mountain/ Mount Paektu</i>.
(ls. 3-4)<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">(l.4) <b><i>which</i></b> - relative pronoun acting as subject
and referring back to the volcano mentioned in the previous noun phrase.<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><b><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">3. Grammatical Cohesion: Ellipsis</span></b><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">(l.3) <b><i>^^</i></b><i>known as Changbai Mountain</i> -
reduced relative clause (omission of relative pronoun and verb BE) - <i>which
is</i><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">(l.3) <i>and <b>^^^^</b>Mount Paektu</i> - ellipsis after
co-ordinating conjunction <i>(and)</i> of words identical in the
preceding clause - <i>which is known as</i><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">(l.4) but <b>^^^^^</b>has shown signs - again, ellipsis
after co-ordinating conjunction <i>(but)</i> of words identical in
the preceding clause - <i>That 2,744-meter-tall volcano</i><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><b><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">4. Grammatical Cohesion : Apposition</span></b><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Juxtaposition of phrases naming/describing the same thing: <o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><i><u><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Sky Pond</span></u></i><i><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">, <u>one
of the most popular tourist attractions in northeastern Asia</u></span></i><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">(ls. 2-3 ) <u>o<i>ne of the most popular tourist attractions in
northeastern Asia</i></u><i> - <u>a peak...</u> </i><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><b><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">5. Lexical cohesion: Lexical field</span></b><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><span face=""Verdana",sans-serif" lang="EN-GB" style="color: #2b0c03; font-size: 14pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Lexis in the field of mountains and volcanoes - <i>mount, mountain,
peak, volcano, crater, erupt</i> etc often intended to be understood
as synonyms in order to avoid constant repetition. Other words are also
interpreted as synonyms. including the personification of the volcano seen in
the use of <i>awakening</i> (l.4) to prevent the repetition of <i>erupting.</i><o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span face=""Verdana",sans-serif" lang="EN-GB" style="font-size: 14pt; line-height: 107%;"><o:p> </o:p></span></p><span style="font-family: arial; font-size: medium;"></span><p></p>Sue Swifthttp://www.blogger.com/profile/16053188212601918182noreply@blogger.comtag:blogger.com,1999:blog-33744647.post-86029625639157401502023-12-08T16:35:00.006+01:002024-01-21T11:57:15.045+01:00Extensive Reading<p> <span style="font-family: arial; font-size: medium;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: arial; font-size: medium;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj872AXu3Fqi3ZLMtA9nmbNMYeFh4IboAU9rqeYC3yLZJ-mDFGqTfOeVYxqjvBsXcn6FrQPdau15ft9i3szJ0K9EgkOTteaNMldCgiPHsIZkG8vtQu93pbaYiHUsk9IMYOdFQlrgKjjkDWzvIB63NgfW4Br1q9znQ1AiuKZF-eEnyOJW8T6Q3daLA/s640/girlie-7886752_640.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="640" data-original-width="512" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj872AXu3Fqi3ZLMtA9nmbNMYeFh4IboAU9rqeYC3yLZJ-mDFGqTfOeVYxqjvBsXcn6FrQPdau15ft9i3szJ0K9EgkOTteaNMldCgiPHsIZkG8vtQu93pbaYiHUsk9IMYOdFQlrgKjjkDWzvIB63NgfW4Br1q9znQ1AiuKZF-eEnyOJW8T6Q3daLA/s320/girlie-7886752_640.jpg" width="256" /></a></span></div><span style="font-family: arial; font-size: medium;"><br />This article, based on material used on our Delta Module One course, focuses on <b>extensive reading</b> and asks:</span><p></p>
<p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span lang="EN-GB"><span style="font-family: arial; font-size: medium;"><b>a)</b> What are the <u>differences</u>
between <u>extensive reading</u> and the <u>reading activities</u> normally found <u>in
coursebooks?</u><o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span lang="EN-GB"><span style="font-family: arial; font-size: medium;"><b>b)</b> <u>Why can </u>
extensive reading <u>useful</u>ly be incorporated into a language programme?<o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span lang="EN-GB"><span style="font-family: arial; font-size: medium;"><b>c)</b> What
are the <u>disadvantages</u> of using <u>graded readers</u> with learners?</span><span face="Arial, sans-serif" style="font-size: 12pt;"><o:p></o:p></span></span></p><p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span lang="EN-GB"><span style="font-family: arial; font-size: medium;"><br /></span></span></p><p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span lang="EN-GB"><span style="font-family: arial; font-size: medium;"><br /></span></span></p><p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span lang="EN-GB"><span style="font-family: arial; font-size: medium;"><br /></span></span></p><p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span lang="EN-GB" style="font-family: arial; font-size: medium;"></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b style="mso-bidi-font-weight: normal;"><span face=""Arial",sans-serif" lang="EN-GB" style="line-height: 107%;">Section
a – </span></b><b style="mso-bidi-font-weight: normal;"><span face=""Arial",sans-serif" lang="EN-GB">Differences</span></b></span></p>
<p class="MsoNormal"><span lang="EN-GB"><span style="font-family: arial; font-size: medium;"><b>1. </b><u>Coursebook
reading texts</u> are aimed at the development of reading skills and/or focus
on specific language items. There is generally a pre-reading (scaffolding) phase, a
while reading stage (usually involving the text being read at least twice,
first for gist, then for detail to ensure comprehension, and possibly a third
time for language focus) <u>Texts for extensive reading</u> are read for
pleasure, usually only once with no scaffolding, comprehension activities or
language focus. They are read in the same way that a reader would read eg novels or
magazines in their L1.</span></span></p>
<p class="MsoNormal"><span lang="EN-GB"><span style="font-family: arial; font-size: medium;"><b>2.</b>
This is because <u>coursebook reading texts</u> are often above the level of
the learner and need both scaffolding and intensive study if learners are to be
able to deal with them. They may be authentic, and the tasks graded rather than the
text in line with the precepts that learners need to learn to cope with the
type of authentic text they might meet outside the classroom and that “you
don’t need to understand everything. <u>Extensive reading</u> on the
other hand is done using <u>graded texts at the learner’s leve</u>l, each page containing
no more than a couple of items unlikely to be known but easily inferable.
Graded readers are most commonly used at lower levels, though advanced level
learners may well move on to authentic texts such as novels. I often
recommend crime thrillers to my learners as they are generally dialogue based
and avoid long passages of complex descriptive language (as found in eg fantasy
novels).</span></span></p>
<p class="MsoNormal"><span lang="EN-GB"><span style="font-family: arial; font-size: medium;"><b>3.</b> <u>Coursebook
reading texts</u> are generally used in the classroom and in a lockstep
approach. All learners in the class read <u>the same text</u>, which they have
not chosen but which “comes next” in the course. They do the same activities,
generally in the same timeframe. In contrast, learners involved in <u>extensive
reading</u> may all be reading <u>different texts</u>, which they have chosen
depending on their personal interests (and possibly, in a mixed ability class,
different levels). The reading may be done in class,<span style="mso-spacerun: yes;"> </span>but may also be done outside class and
learners may choose to devote different amounts of time to the activity..</span></span></p>
<p class="MsoNormal"><span lang="EN-GB"><span style="font-family: arial; font-size: medium;"><b>4.</b>
The tasks attached to <u>coursebook reading texts</u> generally test
understanding, and the T’s role is to confirm correct answers, explain
misunderstandings and generally evaluate learners responses. <u>Extensive
reading</u> is not evaluated – the reading is its own reward, though the Ls
should have the possibility of asking the T about any language items that they
“noticed” in the text and want a fuller explanation of. The T’s role is
therefore to guide the learners (eg explaining why extensive reading is useful,
helping them choose suitable texts) and to motivate and support them. The T.
may also be a role model of a reader – see point 10 below<o:p></o:p></span></span></p>
<p class="MsoNormal"><br /></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><a name="_Hlk152940068"><b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="line-height: 107%;">Section
b – Wh</span></b></a><b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="line-height: 107%;">y
useful?</span></b></span></p>
<p class="MsoNormal"><span lang="EN-GB"><span style="font-family: arial; font-size: medium;"><b>5.</b> Because
the extensive reading texts are at the learners level, they automatically
consolidate language that has previously been taught. In particular, various
writers including Nation point to the positive effect that extensive reading
has on vocabulary acquisition.</span></span></p>
<p class="MsoNormal"><span lang="EN-GB"><span style="font-family: arial; font-size: medium;"><b>6.</b> Extensive
reading accords with Krashen’s “input hypothesis” – the idea that large-scale
exposure to “comprehensible input” will lead to acquisition. In recent years Krashen has extended this to the idea
that “compelling input” – ie when Ls are so interested in the ideas that they “forget”
about the language – will maximise unconscious acquisition. Texts chosen
because they reflect Ls’ interests can provide this “compelling input”.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span lang="EN-GB"><span style="font-family: arial; font-size: medium;">This exposure to added input would be particularly important if
Ls are studying in a non-English speaking environment, where they will not have
automatic exposure to English outside the c/r.</span></span></p>
<p class="MsoNormal"><span lang="EN-GB"><span style="font-family: arial; font-size: medium;"><b>7.</b> Because
there are no tasks to complete and because the text presents no great
comprehension difficulties, learners tend to read faster when reading
extensively. Again, work by various researchers, including Bell, suggests that this increase in reading rate will transfer to other
types of reading, increasing overall reading fluency.</span></span></p>
<p class="MsoNormal"><span lang="EN-GB"><span style="font-family: arial; font-size: medium;"><b>8.</b> Other
research<span style="mso-spacerun: yes;"> </span>(eg
by Krashen) has suggested that extensive reading often improves writing
skills. This would seem to be because the learners are being exposed to
effective models of text, with accurate use of
grammar, a wide range of lexis, and models of organisation – eg chronological
or flashback tor organisation in novels, logical paragraphing in expository
texts etc – which are
unconsciously acquired and transferred to productive use.</span></span></p>
<p class="MsoNormal"><span lang="EN-GB"><span style="font-family: arial; font-size: medium;"><b>9.</b> Motivation
: Because they are reading texts which interest them and are at their level, the
experience of extensive reading should be enjoyable Day
and Bamford point to an increase in motivation and positive affect resulting
from the use of graded readers. This motivation may be particularly important
for young learners, as recognising that reading is enjoyable should also
motivate them to read in their own language. It therefore also has an aim which
reflects the T’s role as educator rather than as “just” as language teacher.</span></span></p>
<p class="MsoNormal"><span lang="EN-GB"><span style="font-family: arial; font-size: medium;"><b>10.</b> Extensive
reading may be a stimulus for other spoken or written activities and therefore
again help to consolidate language and also to promote fluency. In talking or
writing about the books they have read, the learners are automatically using
the language which was contained in the text. <span style="mso-spacerun: yes;"> </span>For example, although extensive reading is not
formally evaluated, if it is an “obligatory” activity (either done in class
time or for homework) as might happen with young learners, the T might ask for
a written book report or a “show and tell” type presentation after the learners
have finished the book. Displaying the reports on
the class notice board or listening to the presentations may well motivate
other learners to read the same book. The type of report/presentation required
can first be modelled by the teacher, showing the Ls that s/he too reads
extensively. Alternatively/Additionally, the learners may regularly be asked to
discuss in small groups what they have been reading, whether they liked it and
why, who was the most interesting character etc etc.</span></span></p>
<p class="MsoNormal"><span lang="EN-GB"><span style="font-family: arial; font-size: medium;"><b>11. </b>Learners
may need to cope with long texts outside the classroom – eg EAP learners who
need to read textbooks in English. Extensive reading can act as a “halfway
house” between dealing with the type of text length they will find in their
coursebooks and whole articles or chapters in academic textbooks. Otherwise,
the Ls might find themselves having to cope with long and complex texts without
having ever read a text more than one page long in a coursebook.</span></span></p>
<p class="MsoNormal"><span lang="EN-GB"><span style="font-family: arial; font-size: medium;"><b>12.</b> Some
readers are accompanied by audio recordings. Listening and reading at the same
time helps the learners acquire the pronunciation of the words, and of the
rhythm, stress and intonation patterns of the language. They can practice these by using the shadow reading technique
(Sturtridge and Geddes) – ie reading aloud at the same time as listening to the
recording, trying to keep their performance as close as possible to that heard,<o:p></o:p></span></span></p>
<p class="MsoNormal"><span lang="EN-GB"><o:p><span style="font-family: arial; font-size: medium;"> </span></o:p></span></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="line-height: 107%;"><span style="font-family: arial; font-size: medium;">Section
c – The disadvantages of using graded readers<o:p></o:p></span></span></b></p>
<p class="MsoNormal"><span lang="EN-GB" style="line-height: 107%;"><span style="font-family: arial; font-size: medium;"><b>13. </b>Because the
language of graded readers is simplified and carefully selected to match
learner level, it is very different from natural written discourse, lacking in the
structural and lexical complexity, figurative language, cultural references etc
that would be present in authentic text. For example, it is only at level 7 (CEFR
B1) that the Cambridge Readers include ellipsis – a common feature of all forms
of authentic discourse. This means that if learners <i>only</i> use graded
readers at lower levels, later exposure to authentic text which they don’t
fully understand may come as a shock and be demotivating.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span lang="EN-GB" style="line-height: 107%;"><span style="font-family: arial; font-size: medium;"><b>14.</b> The
simplification and grading in these readers also means that learners do not
develop important reading subskills while reading them. For example, words which
would possibly be unknown are often glossed, meaning the learners will not
develop the subskill of inferring unknown words from context.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span lang="EN-GB" style="line-height: 107%;"><span style="font-family: arial; font-size: medium;"><b>15.</b> Cost: Graded
readers cost around €8-€9 (on amazon.it). If a school is going to create a library
which caters for all lower levels, all age groups, and all interests, and which
has a book available for each learner all the time, this means a large number
of titles and a considerable outlay. Alternatively, learners would need to buy
the books themselves, which they might not be willing or able to do, at least
on a regular basis. </span></span><span face=""Arial",sans-serif" lang="EN-GB" style="mso-bidi-font-weight: bold;"><o:p></o:p></span></p><p class="MsoNormal"><span lang="EN-GB" style="line-height: 107%;"><span style="font-family: arial; font-size: medium;"><b><br /></b></span></span></p><p class="MsoNormal"><span lang="EN-GB" style="line-height: 107%;"><span style="font-family: arial; font-size: medium;"><b>References and Further Reading</b></span></span></p><p class="MsoNormal"><span lang="EN-GB" style="font-family: arial; font-size: medium; line-height: 107%;"><br /></span></p><p class="MsoNormal"><span lang="EN-GB" style="font-family: arial; font-size: medium; line-height: 107%;"><a href="http://assets.cambridge.org/97805210/16513/excerpt/9780521016513_excerpt.htm" target="_blank">Bamford and Day, Extensive reading activities for teaching language</a></span></p><p class="MsoNormal"><span lang="EN-GB" style="line-height: 107%;"><span style="font-family: arial; font-size: medium;"><a href="http://iteslj.org/Articles/Bell-Reading.html" target="_blank">Bell, Extensive Reading: Why? and How?</a></span></span></p><p class="MsoNormal"><span lang="EN-GB" style="font-family: arial; font-size: medium; line-height: 107%;"><a href="https://www.teachingenglish.org.uk/professional-development/teachers/knowing-subject/articles/extensive-reading-why-it-good-our" target="_blank">Maley, Extensive Reading: Why it is good for our students and for us.</a></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><a href="https://www.readingoceans.jp/ComData/files/Paul%20Nation%20%20Rob%20Waring's%20ER%20Booklet_eng.pdf">Nation and Waring, Extensive Reading and Graded Readers</a></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><a href="http://journal.teflin.org/index.php/journal/article/view/724/315" target="_blank">Qi Rong Ng et al, Extensive Reading</a></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><a href="https://www.teachingenglish.org.uk/article/extensive-reading" target="_blank">Stanley, Extensive Reading</a></span></p><span style="font-family: arial; font-size: medium;"></span><p></p>Sue Swifthttp://www.blogger.com/profile/16053188212601918182noreply@blogger.comtag:blogger.com,1999:blog-33744647.post-23928164534041677382023-12-08T12:20:00.001+01:002023-12-08T15:00:46.044+01:00Language Matters: Punctuation (1)<p> </p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><span style="font-size: medium;"><b></b></span></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-size: medium;"><b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEheSV-urX_ax45ahuLRV4dxHFfIvlMI6Bd5RNLjz7IEsskRg-TeCpiHbgAJt280lmgbPy7G0V69PL49_XGJGdsbfSw4kBm0kAvdTftGrWumhtBSpnpqcfKg5RD3UFmf5F7VYstiDTzALL99kyuTUcW1IQuoijg_LdnBPNa5pw5jPSVbOU-FJ-RGgA/s640/question-mark-2314115_640.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="640" data-original-width="640" height="193" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEheSV-urX_ax45ahuLRV4dxHFfIvlMI6Bd5RNLjz7IEsskRg-TeCpiHbgAJt280lmgbPy7G0V69PL49_XGJGdsbfSw4kBm0kAvdTftGrWumhtBSpnpqcfKg5RD3UFmf5F7VYstiDTzALL99kyuTUcW1IQuoijg_LdnBPNa5pw5jPSVbOU-FJ-RGgA/w193-h193/question-mark-2314115_640.jpg" width="193" /></a></b></span></div><span style="font-size: medium;"><b><br /><br /></b></span><p></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><span style="font-size: medium;"><b>C<span style="font-family: arial;">omment on the punctuation in the five following extracts, then scroll down the page for the suggested answers. </span></b><span style="font-family: arial;">(We'd suggest you don't try to do them all at once. Spread them out over a number of days)<o:p></o:p></span></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><o:p><span style="font-family: arial; font-size: medium;"> </span></o:p></span></b></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">a)</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> From a </span><span lang="EN-GB" style="color: black; mso-color-alt: windowtext;"><a href="https://www.theguardian.com/education/2018/oct/23/send-special-educational-needs-children-excluded-from-schools" target="_blank"><span face="Arial, sans-serif" style="color: #df6e91;">press article</span></a></span><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> in <i>The Guardian</i> <o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><o:p> </o:p></span><span face="Arial, sans-serif" style="color: #2b0c03;">Tania</span><b style="color: #2b0c03;"> </b><span face="Arial, sans-serif" style="color: #2b0c03;">Tirraoro, the chief executive of Special Needs Jungle,
a parent-led support group, said the real number of children with Send being
educated at home was unknown. “These families may be home-educating because
they have no other choice: either they’ve been ‘encouraged’ by the school to
remove the child to avoid exclusion, or the child has become unable to cope
with the school environment,” she said.</span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><b style="mso-bidi-font-weight: normal;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><o:p><span style="font-family: arial; font-size: medium;"> </span></o:p></span></b></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">b)</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> From Steven Pinker <i>How the Mind Works</i> 1997 </span></span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">The playwright Jerome K. Jerome once said, "It is always the best policy to tell the truth, unless, of course, you are a very good liar." It's hard to be a good liar, even when it comes to your own intentions, which only you can verify. Intentions come from emotions, and emotions have evolved displays on the face and body. Unless you are a master of the Stanislavsky method, you will have trouble faking them: in fact they probably evolved <i>because</i> they were hard to fake.</span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"><br /></span></span></b></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">c)</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> From a </span><span lang="EN-GB"><a href="https://en.wikipedia.org/wiki/Bee" target="_blank"><span face="Arial, sans-serif" style="color: #df6e91;">Wikipedia article on bees</span></a></span><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> <o:p></o:p></span></span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> </span><span face="Arial, sans-serif" style="color: #2b0c03;">The ethologist Karl von Frisch studied navigation in the honey bee. He showed that honey bees communicate by the waggle dance, in which a worker indicates the location of a food source to other workers in the hive. He demonstrated that bees can recognize a desired compass direction in three different ways: by the sun, by the polarization pattern of the blue sky, and by the earth's magnetic field. He showed that the sun is the preferred or main compass; the other mechanisms are used under cloudy skies or inside a dark beehive. Bees navigate using spatial memory with a "rich, map-like organization".</span></span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><b style="mso-bidi-font-weight: normal;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"><br /></span></span></b></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03; line-height: 17.12px;">d)</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03; line-height: 17.12px;"> From </span><span lang="EN-GB"><a href="https://eltnotebook.blogspot.com/2018/08/my-teacher-is-old-cow-teaching.html" target="_blank"><span face="Arial, sans-serif" style="color: #df6e91; line-height: 17.12px;">an article on figurative language</span></a></span><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03; line-height: 17.12px;"> in An ELT Notebook </span><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03; line-height: 17.12px;"><o:p></o:p></span></b></span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> </span></b><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">Similes :</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> Expressions which explicitly compare one thing to another, which is not the same but has specific qualities which the speaker/writer wants to suggest are shared by the first thing, place, person etc. The explicit comparison is usually signalled by <i>like</i> or <i>as...as...</i> For example:<i> It's <u>as clear as daylight</u> that they're wrong; They </i>fight <i><u>like cat and dog</u></i> <i>at every meeting.</i></span></span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"><br /></span></span></b></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">e)</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> From </span><span lang="EN-GB"><a href="https://www.bbc.com/news/science-environment-45953252" target="_blank"><span face="Arial, sans-serif" style="color: #df6e91;">a press article </span></a></span><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">on an unusually shaped iceberg</span></span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">Such objects are not unknown, however, and even have a name - tabular icebergs.<o:p></o:p></span></span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">These are flat and long and form by splitting away from the edges of ice shelves.<o:p></o:p></span></span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">Kelly Brunt, a glaciologist with Nasa and the University of Maryland, said the process of formation was a bit like a fingernail growing too long and cracking off at the end.<o:p></o:p></span></span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">They were often geometrically-shaped as a result, she said.<o:p></o:p></span></span></p><p class="MsoNormal" style="background: white; line-height: normal;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">"What makes this one a bit unusual is that it looks almost like a square," she added.<o:p></o:p></span></span></p><p class="MsoNormal"><span lang="EN-GB"><span style="font-family: arial; font-size: medium;"> </span></span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><b style="mso-bidi-font-weight: normal;"><span face="Arial, sans-serif" lang="EN-GB"><span style="color: #cc0000; font-family: arial; font-size: large;">Suggested Answers </span></span></b></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><b style="mso-bidi-font-weight: normal;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"><br /></span></span></b></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b style="mso-bidi-font-weight: normal;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">a) Suggested Answer </span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">(Potentially 8
marks)</span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">1) Full stops</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> signal the end of each of the
two sentences which make up the paragraph.</span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">2) Commas</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> are used to :<o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 36pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">a</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">) surround a phrase
is in apposition to the phrase preceding it. Eg the "chain" of
appositives in line 1.<o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 36pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">b)</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> indicate the
completion of a clause before a new clause is started with a conjunction (line
3 before the co-ordinating conjunction <i>or</i>)<o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 36pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">c)</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> finish a
quotation in direct speech which is followed by the reporting verb (line 4)</span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">3) Double inverted commas</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> are used to surround quotes in
direct speech (See the quote in lines 2-5).</span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">4) Single inverted commas</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> surrounding a word are used to
indicate that it may carry more than its literal meaning (line 4 – ‘encourage’)</span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">5) A colon</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> is used to indicate that what
follows is an explanation of the preceding information. (line 3)</span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b style="mso-bidi-font-weight: normal;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">6</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">) <b style="mso-bidi-font-weight: normal;">A hyphen</b> is used,<span style="mso-bidi-font-weight: bold;"> with no previous or following spaces,</span>
to separate the two parts of compound words (lines 1 and 2).<o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><o:p><span style="font-family: arial; font-size: medium;"> </span></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">b) Suggested Answer<span style="mso-spacerun: yes;"> </span></span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">(Potentially 12
marks)</span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">1.</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> <b>Full stops</b> are used:<o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 36pt;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">a) to signal the end of each of the four sentences that make up the paragraph<o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 36pt;"><span style="font-family: arial; font-size: medium;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">b) after the letter K. as it is an initial (line 1)</span><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><o:p> </o:p></span></b></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">2.</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> <b>Commas</b> are used: <o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 36pt;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">a) after a reporting verb before quoting direct speech (line 1)<o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 36pt;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">b) before a non-defining relative clauses (line 2) <i><o:p></o:p></i></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 36pt;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">c) around an adverbial (<i>of course</i>) which would be set off by short
pauses in speech (line 1)<o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 36pt;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">d) to signal the completion of a clause before a new clause is
started with a coordinating conjunction <i>and</i> (line 3)<o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 36pt;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">e) to separate <u>m</u>ain and <u>s</u>ubordinating clauses (in either
order) : line 1 M,S; line 2 M,S; lines 3-4 S,M.</span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">3.</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> <b>Double inverted commas</b> are used to
quote direct speech (line 1). </span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">4.</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> <b>An apostrophe</b> is used to indicate a
contraction (line 2)</span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">5.</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> <b>A colon</b> signals that what follows will
explain/specify what came before it (line 4)</span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">6. Capital letters</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> are used :<o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 36pt;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">a) to start each new sentence.<o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 36pt;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">b) For the first letter of proper nouns (lines 1 + 4)<o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><o:p><span style="font-family: arial; font-size: medium;"> </span></o:p></span></b></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">c) Suggested Answer<span style="mso-spacerun: yes;"> </span></span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">(Potentially 11
marks)</span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">1.</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> <b>Full stops</b> signal the end of each of
the five sentences that make up the paragraph. </span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">2.</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> <b>Commas</b> are used <o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 36pt;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">a) before a non-defining relative clause (line 2)<o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 36pt;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">b) to separate listed items, in this case prepositional phrases (lines 3-4)<o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 36pt;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">c) to separate pre-modifying adjectives (line 6)</span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">3.</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> <b>A colon</b> is used to signal that what
follows will explain/specify what has come before the colon (line 3)</span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">5.</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> <b>Double inverted commas</b> are used to
quote directly something that someone has said or written, in this case probably
written (line 5). </span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">6.</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> <b>A semicolon</b> is used to separate two main
clauses (line 4); the semicolon is preferred to a full stop because of the
strong logical link between the two clauses. </span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">7.</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> <b>An apostrophe</b> is used to indicate
possessive meaning (line 4)</span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">8.</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> <b>A hyphen</b> is used, with no previous or
following spaces, to separate the two parts of a compound word (line 6)</span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">9.</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> <b>Capital letters</b> are used :<o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 36pt;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">a) to start each new sentence.<o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 36pt;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">b) For the first letter of proper nouns, except for grammatical Items
they contain (line 1)<o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><o:p><span style="font-family: arial; font-size: medium;"> </span></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b style="mso-bidi-font-weight: normal;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">d) Suggested Answer<i> </i></span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">(Potentially 9
marks)<b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">1.</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> <b>Full stops</b> signal the end of each of the sentences that
make up the paragraph. </span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b style="mso-bidi-font-weight: normal;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">2.</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> <b>A colon </b><span style="mso-bidi-font-weight: bold;">is used to indicate that what follows is a explanation/elaboration
of the what precedes it. (Lines 1 + 3)</span></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">3. Commas </span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">are used : <o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 36pt;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">a) before a non-defining relative clause (line 1 : ..<i style="mso-bidi-font-style: normal;">another, which…)</i><o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 36pt;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">b) to separate phrase in a list – here noun phrasess (line 2)</span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">4. A semicolon</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> is used to
separate clauses in a list (line 3)</span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">5.</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> <b>Capital letters</b> are used to start each
new sentence.</span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">6. A slash (/)</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> is used to
indicate an <i style="mso-bidi-font-style: normal;">either…or…</i> relationship.</span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">7. Three dots (…)</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> are used
to indicate missing words.</span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">8. Underlining</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> is used to
highlight elements which are important in some way (here as illustrations of
the general rule).<o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><br /></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b style="mso-bidi-font-weight: normal;"><span face="Arial, sans-serif" lang="EN-GB" style="line-height: 107%;">e) Suggested
answer<span style="mso-spacerun: yes;"> </span></span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03; line-height: 107%;">(Potentially 9 marks)</span></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b style="mso-bidi-font-weight: normal;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03; line-height: 107%;">1.</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03; line-height: 107%;"> <b>Full stops</b><span style="mso-bidi-font-weight: bold;"> signal the end of each of the sentences.<o:p></o:p></span></span></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b style="mso-bidi-font-weight: normal;"><span face="Arial, sans-serif" lang="EN-GB" style="line-height: 107%;">2.
Commas</span></b><span face="Arial, sans-serif" lang="EN-GB" style="line-height: 107%;"> are used…<o:p></o:p></span></span></p>
<p class="MsoNormal" style="margin-left: 36pt;"><span face="Arial, sans-serif" lang="EN-GB" style="line-height: 107%;"><span style="font-family: arial; font-size: medium;">a) to
divide adverbials from the other clause elements (line 1: <i style="mso-bidi-font-style: normal;">… , however, …).<o:p></o:p></i></span></span></p>
<p class="MsoNormal" style="margin-left: 36pt;"><span face="Arial, sans-serif" lang="EN-GB" style="line-height: 107%;"><span style="font-family: arial; font-size: medium;">b) to
separate appositives (line 3)<o:p></o:p></span></span></p>
<p class="MsoNormal" style="margin-left: 36pt;"><span face="Arial, sans-serif" lang="EN-GB" style="line-height: 107%;"><span style="font-family: arial; font-size: medium;">c) to
separate quotes and a following reporting verb (lines 5 + 6)<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b style="mso-bidi-font-weight: normal;"><span face="Arial, sans-serif" lang="EN-GB" style="line-height: 107%;">3. A hyphen</span></b><span face="Arial, sans-serif" lang="EN-GB" style="line-height: 107%;">
is used, preceded and followed by spacing, to indicate that what follows is a
restatement of the preceding information (line 1)<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b style="mso-bidi-font-weight: normal;"><span face="Arial, sans-serif" lang="EN-GB" style="line-height: 107%;">4. A
hyphen</span></b><span face="Arial, sans-serif" lang="EN-GB" style="line-height: 107%;"> is used with no spacing to separate the two
parts of a compound word (line 5)<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b style="mso-bidi-font-weight: normal;"><span face="Arial, sans-serif" lang="EN-GB" style="line-height: 107%;">5.
Double inverted commas</span></b><span face="Arial, sans-serif" lang="EN-GB" style="line-height: 107%;"> are used to indicate direct
speech<span style="mso-spacerun: yes;"> </span>(line 6).<o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b style="mso-bidi-font-weight: normal;"><span face="Arial, sans-serif" lang="EN-GB" style="color: black;">6.</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: black;"> </span><b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;">Capital letters</span></b><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"> are used :<o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 36pt;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">a) to start each new sentence.<o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 36pt;"><span face="Arial, sans-serif" lang="EN-GB" style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">b) For the first letter of proper nouns, except for the grammatical Items
they contain (line 3 – three examples)<o:p></o:p></span></span></p>
<p class="MsoNormal"><span face="Arial, sans-serif" lang="EN-GB" style="line-height: 107%;"><o:p><span style="font-family: arial; font-size: medium;"> </span></o:p></span></p>
<p class="MsoNormal"><span face="Arial, sans-serif" lang="EN-GB" style="line-height: 107%;"><o:p><span style="font-family: arial; font-size: medium;"> </span></o:p></span></p>Sue Swifthttp://www.blogger.com/profile/16053188212601918182noreply@blogger.comtag:blogger.com,1999:blog-33744647.post-42750096245610302102023-12-01T10:27:00.004+01:002023-12-01T11:10:47.132+01:00Teaching learners to take long turns<p><span style="font-family: arial; font-size: medium;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: arial; font-size: medium;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhB4svOVoOUHOS21SO2LoP_fYaj_TCEt-TsqacnuBZ93MM6kyfD3_xiPOnIFaXDwWOcCTbHb3OnguxvdD6rD7dCS1JN3dZzGyj_d7L1DDoEdg-xmuiDmIA3qrIndeOZ1rMGRMcRb8jVctWWgLMcjpYjWQSor62PWOTw6fc3KkiiKm1PkXfR3oqYiw/s1280/meeting-7564969_1280.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="853" data-original-width="1280" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhB4svOVoOUHOS21SO2LoP_fYaj_TCEt-TsqacnuBZ93MM6kyfD3_xiPOnIFaXDwWOcCTbHb3OnguxvdD6rD7dCS1JN3dZzGyj_d7L1DDoEdg-xmuiDmIA3qrIndeOZ1rMGRMcRb8jVctWWgLMcjpYjWQSor62PWOTw6fc3KkiiKm1PkXfR3oqYiw/s320/meeting-7564969_1280.jpg" width="320" /></a></span></div><p><span style="font-family: arial; font-size: medium;">This article, originally used on our Delta Module One course, <span style="color: #2b0c03;">focuses on teaching
learners to take <b>long turns</b> and asks...</span></span></p><p></p><p><span style="font-family: arial; font-size: medium;"><span style="color: #2b0c03;">a) what <u>learner
types</u> and in what <u>learning contexts</u> learners might need to develop the ability to take long turns</span></span></p><p><span style="font-family: arial; font-size: medium;"><span style="color: #2b0c03;"><br /></span></span></p><p><span style="font-family: arial; font-size: medium;"><span style="color: #2b0c03;">b) what <u>difficulties </u>they might experience</span></span></p><p><span style="font-family: arial; font-size: medium;"><span style="color: #2b0c03;">c) <u>how</u> you would teach
them. </span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt;"><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"> </span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt;"><b><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">A. Learner Types and Learning
Contexts</span></span></b></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt;"><span style="font-family: arial; font-size: medium;"><span style="color: #2b0c03;">Many Ls in academic
and professional contexts need to take <u>transactional long turns</u>. </span><span style="color: #2b0c03;">Their audience may be
native speakers or they may be using English as an EIL.</span><span style="color: #2b0c03;"> – eg <o:p></o:p></span></span></p>
<p style="background: white; margin-bottom: 12.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l0 level1 lfo1; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: arial; font-size: medium;"><span style="color: #2b0c03;"><b>1.</b><span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"><b> </b>
</span></span><!--[endif]--><u><span style="color: #2b0c03;">Business people</span></u><span style="color: #2b0c03;"> working
for a multinational company who might need to give presentations to colleagues
working in branches in other countries during international meetings.
Alternatively, if they work for a company with clients in other countries they
may need to present their products/services to them. This would also be true
for other professionals, such as architects, who might similarly need to
present a project proposal to overseas clients. <o:p></o:p></span></span></p>
<p style="background: white; margin-bottom: 12.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l0 level1 lfo1; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: arial; font-size: medium;"><span style="color: #2b0c03;"><b>2.</b><span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;">
</span></span><!--[endif]--><u><span style="color: #2b0c03;">Overseas doctors</span></u><span style="color: #2b0c03;"> working
in an English speaking environment might need to present patient details in
case conferences with English native speaking colleagues.<b> </b><o:p></o:p></span></span></p>
<p style="background: white; margin-bottom: 12.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l0 level1 lfo1; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: arial; font-size: medium;"><span style="color: #2b0c03;"><b>3.</b><span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;">
</span></span><!--[endif]--><u><span style="color: #2b0c03;">Any type of professional person</span></u><span style="color: #2b0c03;"> may wish
to present a paper at an international conference – this could range from
doctors to nuclear scientists to NNESTs.<o:p></o:p></span></span></p>
<p style="background: white; margin-bottom: 12.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l0 level1 lfo1; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: arial; font-size: medium;"><span style="color: #2b0c03;"><b>4.</b><span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;">
</span></span><!--[endif]--><span style="color: #2b0c03;">In academic contexts, <u>lecturers</u> working in a university
where English is the medium of delivery for some or all courses – as happens in
many European universities from Maastrict to Milan – will need to prepare and
deliver lectures in English. <o:p></o:p></span></span></p>
<p style="background: white; margin-bottom: 12.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l0 level1 lfo1; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: arial; font-size: medium;"><span style="color: #2b0c03;"><b>5.</b><span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;">
</span></span><!--[endif]--><u><span style="color: #2b0c03;">Students </span></u><span style="color: #2b0c03;">are sometimes asked to
give presentations as part of their courses - starting from “Show and Tell”
sessions in primary school. This might happen in their English courses, but
would also be relevant to learners following CLIL courses, or university
students studying through the medium of English, who might be asked to give a
presentation as a tutorial assignment. <o:p></o:p></span></span></p>
<p style="background: white; margin-bottom: 12.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l0 level1 lfo1; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: arial; font-size: medium;"><span style="color: #2b0c03;"><b>6.</b><span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><u><span style="color: #2b0c03;">ELT exams</span></u><span style="color: #2b0c03;"> such as IELTS may include
a long turn in the speaking test. This is transactional because, although the
topics may be of general interest, the focus is on the L’s ability to present a
reasoned argument based on factual information.<o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt;"><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">Ls may also need to
take interactional long turns – eg <o:p></o:p></span></span></p>
<p class="MsoListParagraph" style="background: white; line-height: normal; margin-bottom: 6.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: arial; font-size: medium;"><span style="color: #2b0c03;"><b>7.</b><span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><span style="color: #2b0c03;">Any learner, whether GP, BE or ESP,
may be involved in social interaction where <u>anecdotes</u> (a form of long
turn where listeners generally provide only backchannel feedback) are told.<o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt;"><b><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"> </span></span></b></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt;"><b><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">B. Difficulties</span></span></b></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l0 level1 lfo1; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: arial; font-size: medium;"><span style="color: #2b0c03;"><b>8.</b><span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"><b> </b>
</span></span><!--[endif]--><span style="color: #2b0c03;">Long turns, whether presentations, anecdotes or whatever, have a
specific structure and identifiable genre features. For example, typical
sections of a presentation will be : <i>Introduction – Topic 1 – Topic 2 – etc –
Summary and Conclusion - Questions</i>. Variations are possible – eg questions
may not be left until the end (though this is common) but invited after each
topic has been discussed. The features involved in long turns in English may be
culture specific and differ from those of the learner’s L1. For example,</span><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #222222;"> Zhang and Sang (1986, cited in Cortazzi 1984) identified two
Chinese narrative patterns affecting anecdote telling, both of which differ significantly
from Western models. Such differences would create difficulties for Chinese
learners. Body language may also be used differently.</span></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l0 level1 lfo1; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: arial; font-size: medium;"><span style="color: #2b0c03;"><b>9.</b><span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"><b> </b> </span></span><span style="color: #2b0c03;">The L needs to be able to control the linguistic exponents used
to signal movement through the stages of the long turn – eg in a presentation
or lecture, indicating a move to subsequent topics </span><i>OK,
that’s all I have to say about XXX. Let’s now move on to YYY.</i></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l0 level1 lfo1; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: arial; font-size: medium;"><span style="color: #2b0c03;"><b>10.</b><span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]-->During a long turn, Ls
do not have the opportunity to think of what they want to say and how to say it
whilst others are talking, but must formulate each sentence while actually
producing the previous one. This may create too high a level of communicative
challenge, affecting both fluency and accuracy.</span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l0 level1 lfo1; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: arial; font-size: medium;"><span style="color: #2b0c03;"><b>11.</b> </span><span style="color: #2b0c03;">The topic of the long turn will determine the <u>lexical fields</u>
that the speaker needs to control. Eg a marketing manager giving a presentation
on sales results will need lexis describing trends (<i>rise, fall, drop, remain stable, plummet</i> etc). Someone trying to
tell an anecdote about a difficult trip in bad weather should be able to use
vocabulary expressing this related to their level – eg <i>heavy rain</i> at B1 level, <i>torrential
rain</i> at B2 and <i>a downpour</i> at C1+.
These lexical items may not be familiar to the learners leading them to give an
impression of being at a lower level than they actually are. </span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l0 level1 lfo1; text-indent: -18.0pt;"><span style="font-family: arial; font-size: medium;"><span style="color: #2b0c03;"><br /></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt;"><b><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">C. How?</span></span></b></p>
<p class="MsoListParagraph" style="background: white; line-height: normal; margin-bottom: 6.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: arial; font-size: medium;"><span style="color: #2b0c03;"><b>12.</b><span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><!--[endif]--><span style="color: #2b0c03;">Ensure Ls have ample exposure to
models which they analyse for features such as organisation, linguistic
features and body language before starting to work on a presentation, anecdote
or other long turn of their own. This will show any differences between the
genre in English and the Ls’ own culture (difficulty 8). This model can be
provided by the teacher or be a recorded/videoed example (TED Talks provides a
wide range of examples and some are specifically available for classroom use,
including eg lesson plans and handouts.</span>
The model can be exploited using <u>a text-based lesson format</u>, starting
with comprehension work and leading to a focus on the genre features and/or
language focus where eg the lexical items necessary can be focused on
(difficulty 11) and/or a <u>functional approach</u><span style="color: #2b0c03;"> can be used to focus on necessary exponents
(difficulty 9).</span></span></p>
<p class="MsoListParagraph" style="background: white; line-height: normal; margin-bottom: 6.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: arial; font-size: medium;"><span style="color: #2b0c03;"><b>13.</b><span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"><b> </b> </span></span><!--[endif]--><span style="color: #2b0c03;">However, particularly for
presentations, an effective technique is to provide two versions – on done
well, the other badly. Learners discuss which they prefer and why, identifying
the genre features that constitute the effective version. These may range from
the organisation of the turn or the speaker’s body language (difficulty 8) to the language used (difficulties 9 and 11)</span></span></p>
<p class="MsoListParagraph" style="background: white; line-height: normal; margin-bottom: 6.0pt; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: arial; font-size: medium;"><b>14.</b><span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"><b> </b> </span><!--[endif]--><span style="color: #2b0c03;">To help resolve difficulty 9, <u>controlled
practice</u> can be given of the necessary linguistic items. Eg for the
exponents in point 9, they could be given gapped examples where they have to
provide the missing word, and/or could do substitution drills, with XXX/YYY
cued by eg <i>: the advantages / the
disadvantages</i>; <i>our company / our
competitors</i> etc</span></span></p>
<p class="MsoListParagraphCxSpFirst" style="margin-left: 18.0pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: arial; font-size: medium;"><b>15.</b><span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"><b> </b> </span><!--[endif]-->Planning and rehearsal are a normal part
of long turns such as presentations, but even with long turns that are usually
more spontaneously produced (eg anecdotes), it can be a useful strategy to
gradually develop fluency and overcome the problems in point 10. This is particularly
relevant to <u>teen and adult group courses</u>. <span style="background: white; color: #222222;">The approach uses the following steps:<i> T. model and
comprehension work - </i> <i>Silent
planning - Language Input - Task Enactment (PW) - Follow up (feedback and
further language input) – Partner change and Task Repetition</i> - <i>Feedback </i> -
and possibly further repetition. <u>Weaker Ls</u> who need to continue
“polishing” their story can tell it
again, while <u>strong learners</u> are given the challenge of telling a story
they heard from one of their previous partners. This technique can therefore
work well in <u>mixed ability groups</u></span></span></p>
<p class="MsoNormal"><b><span style="font-family: arial; font-size: medium;"><br /></span></b></p><p class="MsoNormal"><b><span style="font-family: arial; font-size: medium;">References and Further Reading<o:p></o:p></span></b></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><span style="background: white; color: #222222; line-height: 107%;">Cortazzi, M. 1994. Narrative
analysis. State of the art article. </span><i>Language Teaching</i> 27: 157-170<b><o:p></o:p></b></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;">Hayton, T. <a href="https://www.teachingenglish.org.uk/professional-development/teachers/planning-lessons-and-courses/articles/student-presentations">Student
presentations</a><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;">Horowitz, D.
and Stein, L. <a href="https://jalt-publications.org/files/pdf-article/jj-12.1-art1.pdf">Teaching
Presentation and Discussion Skills to EAP Students</a><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;">Swift, S. <a href="https://eltnotebook.blogspot.com/2015/09/developing-fluency-at-intermediate-level.html">Improving
intermediate (CEFR B1) learners’ ability to tell anecdotes using a planning and
rehearsal approach</a></span><span style="font-family: Arial, sans-serif;"><o:p></o:p></span></p>Sue Swifthttp://www.blogger.com/profile/16053188212601918182noreply@blogger.comtag:blogger.com,1999:blog-33744647.post-1882291873252375102023-11-30T09:30:00.002+01:002023-11-30T10:03:09.086+01:00A Genre Approach to Teaching Writing<p><span style="font-family: arial; font-size: medium;"><span style="background-color: white; color: #2b0c03;"></span></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: arial; font-size: medium;"><span style="background-color: white; color: #2b0c03;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgv810VYOcQroJDobAkIV4a6Ioh3UWcBocTthA1wIjIcOTzz6m7CQZVRR_AUxH7oaMmcIQxMItWqZofKc1B_YswyAnuO_5B81DsmYVY0zff_C5p-PXq_0l3QnFpJ3jjDylJzT6Enxe1bG98lBjaf3EOrehblOlTr9B83y667gqByvw0SYp-Ok0Z5g/s1280/education-4796952_1280.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="809" data-original-width="1280" height="202" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgv810VYOcQroJDobAkIV4a6Ioh3UWcBocTthA1wIjIcOTzz6m7CQZVRR_AUxH7oaMmcIQxMItWqZofKc1B_YswyAnuO_5B81DsmYVY0zff_C5p-PXq_0l3QnFpJ3jjDylJzT6Enxe1bG98lBjaf3EOrehblOlTr9B83y667gqByvw0SYp-Ok0Z5g/s320/education-4796952_1280.jpg" width="320" /></a></span></span></div><span style="font-family: arial; font-size: medium;"><span style="background-color: white; color: #2b0c03;">This article focuses on </span><strong style="background-color: white; color: #2b0c03;">a genre approach to teaching writing</strong><span style="background-color: white; color: #2b0c03;"> and
asks...</span></span><p></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">a) what are the <u>typical activities</u>
involved in this approach?<o:p></o:p></span></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">b) what are the reasons <u>for</u> and <u>against</u>
taking a genre approach to teaching writing</span></span><span style="color: #2b0c03; font-family: arial; font-size: large;">.</span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><br /></b></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>A. Typical
activities </b>(Underlined)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>1.</b> <u>Activities
to sensitise the Ls to, and practice the features of the genre</u>. This is
less confusing for learners if only one feature of the text is focused on at
once – eg grouping of related information in paragraphs (for expository texts)
rather than random order of points; the use of direct speech (for story
writing); avoidance of informal language (for business reports) etc. This means
several features may be presented and practised (see also points 2 and 3 below)
before the ls are asked to write a full text.</span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>Examples of <u>typical presentation activities</u> include:</b><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>2.</b> <u>Presentation
of two versions of the same text</u> – one well written and illustrating the
feature to be “noticed” the other not. Ls decide which they prefer and why. Eg
if the genre was story writing (many exams give the Ls the option of writing a story as part of the written paper), the Ls might read
two versions of the same story, one using adjectives and adverbs of manner to
help the reader visualise the scene and the other not.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>3.</b> <u>Learners can
be given several model texts and asked to compare them for similarities</u>,
thus increasing their awareness of the fact that specific genres do follow
conventions that all writers adhere to. Eg: If the feature was organisation of
information – eg in a university application cover letter which many EAP
learners might need to write– learners could be given several model texts and
asked to identify the topics covered, the amount of space/number of paragraphs
and lines devoted to each, and the order in which they were included.<b><o:p></o:p></b></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>4.</b> If the feature
is linguistic - eg the use of ellipsis
in customer reviews on websites such as “Trip Advisor” (relevant to all general
purpose learners who might want to write such reviews after a holiday), <u>Ls
can be given authentic samples and asked to “notice” the feature</u> – here by
identifying what words are “missing”
from each sentence.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>5.</b> <u>Matching
activities</u> : Similarly, if the feature was the use of connective
expressions to indicate the semantic relationships between propositions in a
text (useful for Ls needing to write
expository essays in an exam) the Ls could first be given two (or three) lists
of propositions – the second and third list in random order in relation to
the first. They match them and decide the relationship (eg “Studying online has
several advantages” matches with “It saves time”, which in turn matches with
“You don’t have to leave home to attend lessons”) They match the propositions
and decide the relationships between them (here proposition 1 – example –
cause). They then read the text and note how these relationships are marked linguistically
– eg : “Studying online has several
advantages. <u>First of all</u>, it saves time <u>as</u> you don’t have to
leave home to attend lessons.”</span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>Activities to give <u>further receptive exposure</u> to the individual
features</b>. Eg :<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>6.</b> <u>Gapped texts</u>
: If the feature that has been presented was the use of topic sentences in
expository texts, Ls might be given a well-structured text with the topic
sentences missing from the paragraphs. They could then match a list of
“jumbled” topic sentences with the paragraph they relate to.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>7.</b> <u>Sentence
reconstruction</u> : If ellipsis is being focused on, Ls can be given a text
with the symbol ^ used where a word has been ellipted – eg in a review of a
hotel :” ^ Didn’t sleep well - ^^ too much noise from the traffic outside. But
^ breakfast ^ excellent.” They then
“notice” which words have been ellipted.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>8.</b><u> Scrambled
sentence/paragraph activities </u>: Eg- If ls are focusing on the organisation of
information, a list of scrambled sentences can be provided which they then
organise into logical order.<o:p></o:p></span></p>
<p class="MsoNormal"><b><span style="font-family: arial; font-size: medium;"> Activities to give <u>practice of the individual features</u> include.</span></b></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>9.</b> <u>Text
Completion : </u>As 6 above, but this time the Ls invent their own topic
sentences for the paragraphs.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>10.</b> <u>Text
Adaptation:</u> As a follow up to 4 above, they can be given a text with all
the words included and cross out those which could be ellipted.</span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><u>Freer writing practice</u></b><b> activities</b> then allow the Ls to incorporate all the
features they have focused on into a complete example of the genre.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>11.</b> Early writing tasks
may be scaffolded by the provision of activities often used in product-type
approaches such as being given and <u>following an outline plan</u> for the
essay<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>12.</b> At this stage <u>elements
of a process approach may also be incorporated</u> – eg Ls can be asked to
brainstorm ideas for an expository essay and then group them before actually
writing the text and incorporating the genre features they have focused on. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>13.</b> <u>Peer
evaluation</u> can then be done, <u>using a checklist</u> – Ls evaluate each
other’s texts to see whether and to what extent the features have been
incorporated (and to learn from examples which are more effective than their
own).<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"> </span></p>
<p class="MsoNormal"><b><span style="font-family: arial; font-size: medium;">B. Reasons for
the approach<o:p></o:p></span></b></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>14.</b> Genre
conventions differ from culture to culture. For example, Italian written texts
favour much longer sentences than are considered acceptable in English, will
avoid the type of hedging common in academic style, and will discuss many more
background details, often leaving the main point implied rather than directly
stated. An Italian who transfers this style to writing in English is liable to
be criticised as “not knowing how to write” by eg an academic supervisor or, in
a work situation, their boss. This may lead to them being penalised – eg
achieving a low mark or being passed over for promotion. The genre approach
ensures the Ls have a clear idea of what is expected and how to produce it.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>15.</b> Where the
features differ radically between cultures, it provides a systematic “feature
by feature” approach which allows Ls to concentrate on and master one feature
at a time. As part A above suggests it is a PPP approach to writing which
ensures that learners are not overloaded or given full writing tasks until they
are ready for them.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>16.</b> As part A
suggests, the approach generally incorporates activities based on a
constructivist approach - discovery learning, peer-evaluation etc. This will a)
mean that understanding tends to be processed at a deeper cognitive level than
if Ls are simply “told what to do” and understanding and retention are more
likely; b) contribute to the development of learning autonomy; c) engage the
learners more fully with the lesson, increasing enjoyment and motivation. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>17.</b> It is an approach
which can be adapted to cultural needs. The “constructivist” aspect of the
approach may be alien to the educational cultures of some countries (eg
Vietnam) where the T. is expected to be the “knower” and to “tell” the Ls what
they need to learn, and could therefore create student dissatisfaction with the
course. However, in this case it would
be easy to revert to a more traditional product based approach (presentation of a model – explanation of
features by the T – reproduction of
features – T. evaluation) without abandoning the focus on genre features.</span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><br /></span></p>
<p class="MsoNormal"><b><span style="font-family: arial; font-size: medium;">C. Reasons
against the approach<o:p></o:p></span></b></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>18.</b> It has been
argued that this type of “imposition” of specific genre features suggests a
“colonial” approach where “our way is right and yours wrong”. It has therefore
sometimes been rejected for political reasons.</span><span face="Arial, sans-serif"><o:p></o:p></span></p>Sue Swifthttp://www.blogger.com/profile/16053188212601918182noreply@blogger.comtag:blogger.com,1999:blog-33744647.post-56906781262896462212023-11-19T00:01:00.002+01:002023-11-30T10:04:04.210+01:00Teaching Lexis as Chunks<p><span style="font-family: arial; font-size: medium;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: arial; font-size: medium;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFs9JaY5Jdhcx5Zh8KKPhP8jJhnhMbTjMyeQdA5mcuo2QqiIKyHJTa5nfGa0nQCaROogU9sHyKm8MyXnkcBlYYmQ1uWSuS8LdCmkCOwWQk-KwUa26wO1U9H0sc_et4vzo8fy6SNO98xFjFI60r18YPebIHyUAauGUXuso8wVGIweSUkROZMjrKpA/s5184/rain.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="3888" data-original-width="5184" height="244" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFs9JaY5Jdhcx5Zh8KKPhP8jJhnhMbTjMyeQdA5mcuo2QqiIKyHJTa5nfGa0nQCaROogU9sHyKm8MyXnkcBlYYmQ1uWSuS8LdCmkCOwWQk-KwUa26wO1U9H0sc_et4vzo8fy6SNO98xFjFI60r18YPebIHyUAauGUXuso8wVGIweSUkROZMjrKpA/w322-h244/rain.JPG" width="322" /></a></span></div><p><span style="font-family: arial; font-size: medium;">This article, based on material which was originally part of our Delta Module One course, <span style="background-color: white; color: #2b0c03;">focuses on taking </span><strong style="background-color: white; color: #2b0c03;">lexical chunks</strong><span style="background-color: white; color: #2b0c03;"> into
account when teaching lexis and looks at:</span></span></p><p></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial;"><b><span style="color: #2b0c03;">a)</span></b><span style="color: #2b0c03;"> the <u>advantages</u>
of teaching <u>lexis</u> as <u>chunks</u><o:p></o:p></span></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial;"><b><span style="color: #2b0c03;">b)</span></b><span style="color: #2b0c03;"> the <u>disadvantages</u>/<u>problems</u>
of the approach<o:p></o:p></span></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><b><span style="color: #2b0c03;"><span style="font-family: arial;">c)</span></span></b><span style="color: #2b0c03;"><span style="font-family: arial;"> <u>ways</u> lexical
chunks can be <u>presented</u> and <u>practised</u></span><span face="Arial, sans-serif" style="font-size: 10pt;"><o:p></o:p></span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"><u><br /></u></span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><b><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">a)
The advantages of teaching lexis as chunks<o:p></o:p></span></span></b></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"> </span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><b><span style="color: #2b0c03;">1.</span></b><span style="color: #2b0c03;"> If
learners are going to have any contact with native speakers or read/listen to
texts produced by NSs, they are going to come across large numbers of lexical
chunks (<a href="https://eltnotebook.blogspot.com/2010/11/an-elt-glossary-collocation.html" target="_blank">collocations</a>, <a href="https://eltnotebook.blogspot.com/2016/03/an-elt-glosary-idioms.html" target="_blank">idioms</a>, <a href="https://eltnotebook.blogspot.com/2016/03/an-elt-glossary-figure-of-speech.html" target="_blank">metaphors</a>, <a href="https://eltnotebook.blogspot.com/2010/11/an-elt-glossary-polywords.html" target="_blank">polywords</a>, etc) and will need to
understand them. This might be particularly important for ESOL learners.<o:p></o:p></span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><b><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"> </span></span></b></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><b><span style="color: #2b0c03;">2.</span></b><span style="color: #2b0c03;"> Many
chunks are fixed and may be non-transparent in meaning. It makes no sense to analyse
the meaning of the individual words in chunks such as “in spite of”, “sheer
cheek”, “a dead ringer” etc. If they are to be taught, they therefore <i>have to</i> be taught as chunks. The same is
true of the collocations of various delexicalised verbs such as “do” and “make”
– eg “Do damage” but “Make a mess”. Some languages (eg Italian) have only one
word for <i>do/make</i>, and even those
which make the distinction (eg German) may collocate them with noun phrases
differently. It is therefore essential the learners know when to use each of
them<o:p></o:p></span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"> </span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><b><span style="color: #2b0c03;">3.</span></b><span style="color: #2b0c03;"> The
fact that expert users can usually replace an unheard word in a chunk without
problems means that it may be that chunks are stored as such in the brain. </span>Hoey <span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial;">argues that as we acquire
new words we take a subconscious note of words that they occur with
(collocation) and of any associated grammatical patterns (colligation). Language production is not </span></span><span style="font-size: medium;"><span style="font-family: arial;">therefore </span><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; font-family: arial;">a matter
of simply combining words and rules but rather a retrieval of the language our
brains are lexically “<a href="https://eltnotebook.blogspot.com/2022/04/an-elt-glossary-lexical-priming.html" target="_blank">primed</a>” for in this way. </span><span style="color: #2b0c03; font-family: arial;">If
this is so, teaching them as chunks would be a brain friendly way of presenting
and practising them.</span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><b><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"> </span></span></b></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><b><span style="color: #2b0c03;">4.</span></b><span style="color: #2b0c03;"> At
lower levels, certain items need to be taught as chunks because they involve
grammar which is “too advanced” for the learners to fully understand, but are
useful (and if in an English speaking context essential) for everyday use.
Examples include “I’d like…” and “Shall we”. These can therefore be taught and
used as chunks until learners are at a level to fully understand them more
fully <o:p></o:p></span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"> </span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span style="color: #2b0c03; line-height: 107%;">b) The disadvantages/problems of the
approach</span></b><span style="color: #2b0c03; line-height: 107%;"><o:p></o:p></span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"> </span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><b><span style="color: #2b0c03;">5.</span></b><span style="color: #2b0c03;"> If
learners are learning English as an International Language (EIL), the use of
many chunks might well make them <u>more</u> difficult for their interlocutors
to understand than if they used more transparent language – eg “It was raining
a lot” may not be completely natural English, but is much more comprehensible
than “It was tipping it down”.<o:p></o:p></span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"> </span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><b><span style="color: #2b0c03;">6.</span></b><span style="color: #2b0c03;"> The
sheer quantity of expressions means that
focusing on any significant number will use up a large proportion of class
time, as it will not be sufficient for learners just to “notice” them once –
they will need constant recycling if they are to be retained.<o:p></o:p></span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"> </span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><b><span style="color: #2b0c03;">7.</span></b><span style="color: #2b0c03;"> Learners
will have difficulty understanding which of the expressions are fixed, which
only semi-fixed and what the
restrictions are. This might lead to them sounding unintentionally comic – eg
the learner who has learnt “It was pouring with rain” but extends this to
produce “It was pouring with snow”.<o:p></o:p></span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"> </span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span style="color: #222222; letter-spacing: -0.1pt; line-height: 107%;">8.</span></b><span style="color: #222222; letter-spacing: -0.1pt; line-height: 107%;"> The lexis they include may not be particularly
useful.</span><span style="background: white; color: #222222; letter-spacing: -0.1pt; line-height: 107%;">
Many idioms, for example, include linguistic items that would be rare in
"everyday" English, and in some cases are more or less restricted to
the specific idiom. Consider </span><span style="color: #222222; letter-spacing: -0.1pt; line-height: 107%;">an axe to grind, a
dead ringer, in cahoots with, off his rocker</span><span style="background: white; color: #222222; letter-spacing: -0.1pt; line-height: 107%;">. </span><span style="color: #222222; letter-spacing: -0.1pt; line-height: 107%;"><o:p></o:p></span></span></p><p class="MsoNormal"><span style="color: #2b0c03; line-height: 107%;"><span style="font-family: arial; font-size: medium;"> </span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span style="color: #2b0c03; line-height: 107%;">c) Ways lexical chunks can be presented
and practised</span></b><span style="color: #2b0c03; line-height: 107%;"><o:p></o:p></span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><b><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"> </span></span></b></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><u><span style="color: #2b0c03;"><b>Presentation</b></span></u><span style="color: #2b0c03;"> can occur<o:p></o:p></span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"> </span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><b><span style="color: #2b0c03;">9.</span></b><span style="color: #2b0c03;"> ..
in the follow up stage to discussion activities, when lexical chunks can be
introduced as alternative ways of saying something a learner has expressed. Eg.
If a learner has said “it was raining a lot” the teacher can introduce the
idiom “It was pouring with rain” and/or (depending on level) “It was tipping it
down” or the collocation “It was raining hard”. Introducing them as “emergent
language” - ie as an alternative way of
expressing something the learner <u>wanted</u> to say, - makes them more
meaningful to the learner and therefore more likely to be retained. <o:p></o:p></span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"> </span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><b><span style="color: #2b0c03;">10.</span></b><span style="color: #2b0c03;"> …
using visuals. This can be a good way of recycling lexical fields at lower
levels, while at the same time making the learners feel that they are learning
something new and more advanced. Eg to recycle parts of the body the learners
are given a picture of a person and a number of short texts with words missing
but arrows pointing from the missing word to the relevant body part. Eg “It was
really expensive. It cost an …. and a ….”
– with arrows pointing to the person’s arm and leg. They have to
remember the lexical items for themselves, but the co-text provides the meaning
of the expression. (See <a href="https://eltnotebook.blogspot.com/2007/02/colloquial-english-body-idioms.html" target="_blank">here</a>)<o:p></o:p></span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"> </span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><b><span style="color: #2b0c03;">11.</span></b><span style="color: #2b0c03;"> …when
using authentic texts. After comprehension work has been completed, activities
can encourage learners to “notice” useful lexical chunks such as collocations,
figurative language, polywords, binomials etc - eg by giving the learners a version of the
text with the expressions highlighted in bold, asking them to infer the meaning
of the chunks from co-text etc.<o:p></o:p></span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"> </span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><b><span style="color: #2b0c03;">12</span></b><span style="color: #2b0c03;">. ..
using specially constructed inference activities where learners match a lexical
chunk to its meaning. Eg learners see a
number of sentences, each with a target expression such as “When Anne told her
sister about the birthday party her husband was planning for her, she really <u>let
the cat out of the bag</u>”. Amongst the other meanings below the sentences
will be the meaning “revealed a secret”.<o:p></o:p></span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"> </span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><b><span style="color: #2b0c03;">13</span></b><span style="color: #2b0c03;">. …
through <a href="https://eltnotebook.blogspot.com/2016/01/text-types.html" target="_blank">lexically enhanced</a> texts such as those used in the “Business Matters”
series of textbooks. Lexical enhancement means that the text is rewritten
specifically to introduce a larger number of lexical chunks than were present
in the original. “Noticing” activities can then be done as in point 11.<o:p></o:p></span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"> </span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><b><span style="color: #2b0c03;">14.</span></b><span style="color: #2b0c03;"> …
using expressions that are selected specifically for their similarity to those
in the learners’ L1 (in monolingual classes).</span><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #222222; letter-spacing: -0.1pt;"> In my own learning of Italian, I have noticed that if a figurative expression has a conceptual
equivalent in my L1 (English), it's easier to remember than otherwise. So, for
example, the Italian equivalent of “</span><span style="color: #222222; letter-spacing: -0.1pt;">green fingers”</span><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #222222; letter-spacing: -0.1pt;"> is </span><span style="color: #222222; letter-spacing: -0.1pt;">“green thumb”</span><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #222222; letter-spacing: -0.1pt;">. It's not a translation, but is so
conceptually similar that I have no difficulty remembering it. Expressions like
this can be built into T-produced listening and reading texts and “noticing”
activities like those in point 11 can then be used.<o:p></o:p></span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><br /></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><u><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"><b>Practice</b><o:p></o:p></span></span></u></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"> <o:p></o:p></span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><b><span style="color: #2b0c03;">15.</span></b><span style="color: #2b0c03;"> If
lexis has been presented through texts, the same text or sections of the text
can be used in the same and subsequent lessons to practise and recycle the
expressions, with a different activity type. Activity types that might be used with
the text include:<o:p></o:p></span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;"><!--[if !supportLists]--><span style="font-family: arial; font-size: medium;"><span style="color: #2b0c03;">-<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><span style="color: #2b0c03;">Gapfills (with one part of the chunk
gqpped – eg “The COVID crisis means that many families are finding it difficult
to …………. ends meet.”)<o:p></o:p></span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;"><!--[if !supportLists]--><span style="font-family: arial; font-size: medium;"><span style="color: #2b0c03;">-<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><span style="color: #2b0c03;">Dictation activities such as Dictogloss
or running dictations<o:p></o:p></span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;"><!--[if !supportLists]--><span style="font-family: arial; font-size: medium;"><span style="color: #2b0c03;">-<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;"> </span></span><span style="color: #2b0c03;">“Spot the mistake” activities – eg a
binomial expression might be inverted - *"error and trial” - or a polyword
included with a wrong preposition – *In spite to the problems….<o:p></o:p></span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;"><!--[if !supportLists]--><span style="font-family: arial; font-size: medium;"><span style="color: #2b0c03;">-<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal;">
</span></span><!--[endif]--><span style="color: #2b0c03;">Jumbled word activities – the learners
have the text with the expressions gapped but all the words in a box at the
top. They have to reconstruct the expressions.<o:p></o:p></span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">
</span></span></p><p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: arial; font-size: medium;">This solves the problem of having
to find different texts which recycle previously taught chunks – a virtual
impossibility for many of them.</span><span face="Arial, sans-serif" style="font-size: 12pt;"><o:p></o:p></span></span></p><p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: arial; font-size: medium;"><b><br /></b></span></span></p><p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: arial; font-size: medium;"><b>References and Further Reading</b></span></span></p><p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: arial; font-size: medium;">Hoey, M. (2012) <a href="https://www.researchgate.net/publication/316100246_Lexical_Priming" target="_blank">Lexical Priming</a></span></span></p><p class="MsoNormal"><span style="font-size: medium; line-height: 107%;"><span style="font-family: arial;">Selivan, L. Lexical Grammar CUP (</span><a href="https://assets.cambridge.org/97813166/44751/excerpt/9781316644751_excerpt.pdf" style="font-family: arial;" target="_blank">excerpt</a><span style="font-family: arial;">)</span></span></p><p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: arial; font-size: medium;">Powell, M. New Business Matters, Heinle</span></span></p><p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: arial; font-size: medium;">Lindstromberg, S. and Boers, F <a href="http://old.hltmag.co.uk/dec08/idea.htm" target="_blank">T</a></span></span><span style="font-family: arial; font-size: medium;"><a href="http://old.hltmag.co.uk/dec08/idea.htm" target="_blank">eaching Chunks of Language: The Issue of Memory</a> </span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;">Lindstromberg, S. <a href="http://old.hltmag.co.uk/feb10/idea.htm" target="_blank">Revisiting ‘My Good-bye to the Lexical Approach’</a></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;">(See also the reference lists that precede the final two articles).</span></p><p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: arial; font-size: medium;"><br /></span></span></p><p class="MsoNormal"><br /></p><p class="MsoNormal"><span style="line-height: 107%;"><span style="font-family: arial; font-size: medium;"><br /></span></span></p>Sue Swifthttp://www.blogger.com/profile/16053188212601918182noreply@blogger.comtag:blogger.com,1999:blog-33744647.post-10224023204596924252023-11-18T00:29:00.001+01:002023-11-30T10:04:41.504+01:00Taking Social and Cultural Appropriacy into Account in the EFL Classroom<p><span style="font-family: arial; font-size: medium;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: arial; font-size: medium;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIJNiLUKfADkQ7SKolXd8ybS8-uoFlz8iHD16LxQRrARgFhhtxjX3_RflCxfzsVM9qdFz-JZGEeb1UqVm5jjEeVGwcxsDkb-Mq0FC3eHUiZkQYiNFUd0sRoOCtTyqWdY7ECFabMISmQ4Eo11mbrsjUjqbDsl2Q8YZmtwCrNH5lIFMJib7pl7S55g/s473/parsnip-5700588_640.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="473" data-original-width="422" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIJNiLUKfADkQ7SKolXd8ybS8-uoFlz8iHD16LxQRrARgFhhtxjX3_RflCxfzsVM9qdFz-JZGEeb1UqVm5jjEeVGwcxsDkb-Mq0FC3eHUiZkQYiNFUd0sRoOCtTyqWdY7ECFabMISmQ4Eo11mbrsjUjqbDsl2Q8YZmtwCrNH5lIFMJib7pl7S55g/s320/parsnip-5700588_640.jpg" width="285" /></a></span></div><span style="font-family: arial; font-size: medium;">This article, based on materials originally used in our Delta Module One course, discusses w<span style="color: #2b0c03;">hat <u>principles</u>
should be adopted when considering the social and cultural appropriacy<strong> of <u>language</u>
and <u>materials</u></strong> to be used in the classroom. </span></span><p></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><br /></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;"><span style="font-family: arial; font-size: medium;"><b>1.</b> By definition, the Ls in an EFL class will come
from a different culture of that of the target language (English) and may have
different communicative styles, different religious beliefs, different
educational cultures, different attitudes to gender roles etc. <b><u>Principle</u></b><u>:</u> It is
essential that the T. (if not from the same culture as the learners) respects
their beliefs and behaviour and, in a multilingual class, recognises that differences
in cultural attitudes to specific issues may mean that certain topics are
controversial.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;"><span style="font-family: arial; font-size: medium;"><b>2.</b> Where differences exist, the T can show the
respect mentioned in point 1 by negotiating behaviour etc with the Ls. For
example, an adult Japanese learner would expect to address his teacher by the
honorific title “Teacher” (sensei in Japanese) and be addressed by their title
and surname – eg Mr Suzuki (Suzuki-san in Japanese). First names are only used
in Japan by family, pre-school children and very intimate friends, and a Japanese
learner could feel uncomfortable with the use of first names in class – especially when
addressing the teacher. This is important from the first lesson of the course.
The course can therefore start with the teacher asking Ls what address forms
would normally be used in their culture, explaining the British/American (or
whatever) conventions, and then asking the students what they (individually)
would like to be called. Some may embrace the use of first names, feeling it
integrates them more into English speaking culture, while others may prefer to
retain their own cultural behaviour. <b><u>Principle</u></b>: It is the T’s job to ensure that Ls are aware
of differences between their own culture and other cultures. However, it is the
Ls’ right to decide to what extent they want to adopt the conventions of a different
culture.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;"><span style="font-family: arial; font-size: medium;"><b>3.</b> Even in mono-lingual classes, some topics might
be divisive– eg politics or sexual orientation, with different learners having
conflicting opinions. One reaction to both this and the problem outlined in
point 1 is to avoid any materials that might be controversial. This has led to
the PARSNIPS policy in the publication of EFL coursebooks – no references are
included to <span style="background: white; color: #202124;">politics, alcohol, religion, sex, narcotics, -isms, and pork. Many
teachers also follow these guidelines when choosing materials for lessons. <b><u>Principle</u></b><u>:</u>
It may be better to avoid “sensitive” topics which could lead to disagreement
and negative rapport in the c/r.</span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;"><span style="background: white; color: #202124;"><span style="font-family: arial; font-size: medium;"><b>4.</b>
However, the PARSNIPS policy can be
questioned. As an example, banning reference to “pork” means that not only
would a (eg) European Christian learner never learn to order a ham sandwich in
English, but also that Muslim learners would never learn to explain “I don’t
eat pork or ham” when they were travelling or living outside Muslim countries. <b><u>Principle</u></b><u>:</u>
it is sometimes necessary to include topics from the PARSNIPS list so that Ls
can express their needs, wants, opinions in the real communicative situation.</span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;"><span style="background: white; color: #202124;"><span style="font-family: arial; font-size: medium;"><b>5.</b> Similarly, in a class I had composed of a mix of
(largely) Italian Catholic learners and two Muslim migrants to Italy, a
discussion on the principles of the two religions led to greater understanding
on both sides. I would therefore agree that these topics be excluded from
coursebooks, but not that teachers (who can assess the receptiveness of the
specific learners in their classes) avoid them entirely. <b><u>Principle</u></b><u>:</u>
“Sensitive” topics can usefully be included in the lesson if the T knows the
class well enough to be sure the Ls will respect each other’s opinions, and
that discussion will be constructive and will lead to greater intercultural
understanding. This can increase rather than decrease (see point 3) positive
rapport between Ls.</span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;"><span style="font-family: arial; font-size: medium;"><b>6.</b> <b><u>Principle</u></b><u>:</u>
Topics used should be relevant to and engaging for learners. Some topics may be socially appropriate or
inappropriate not because they are controversial but because of how interesting
they might be for learners. Local and national news is an example of this. For
instance, with my Italian learners, I recently used <a href="https://www.bbc.com/news/business-62487788">an article from the
BBC website</a> on how the multinational pizza company
Domino’s has filed for bankruptcy in Italy because of failure to cope with
local competition – the small “real” Italian pizzerias. The lesson included a
discussion of how often the Ls ate pizza, their favourite types, the
restaurants and takeaways they use etc. This was engaging for Italian learners
but in another country, where pizza was not a normal part of the diet, would
have provoked little interest.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;"><span style="font-family: arial; font-size: medium;"><b>7.</b> Not only the topics in the course may be
culturally unexpected but also the methodology. Learners from a culture which
expects the T. to be the “knower” (eg some S.E. Asian contexts) and sees the
Ls’ job as being to learn by heart the information they are given may react
adversely to the sort of learner centred methodology based on active L
participation, discovery learning and social constructivism which is currently
used in EFL. <b><u>Principle</u></b><u>:</u>
The T needs to take into consideration the Ls expectations of educational
culture. If “new” methodology is introduced, this needs to be done gradually,
the Ls need to understand its purpose and advantages, and they need to see that
it is successful – that they are learning more than they otherwise might</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;"><span style="font-family: arial; font-size: medium;"><b>8.</b> <b><u>Principle</u></b><u>:</u>
Communicative style is also culturally determined and must be taken into
consideration. The Communicative Approach makes heavy use of personalisation
activities which ask Ls to talk about their own experiences and achievements –
eg a “Find someone who…” activity practising the present perfect simple might
include an item such as “Have you ever won a competition?” This would be
appropriate in an individualistic culture, but in a collectivist culture such
as Japan would be seen as bragging, and could lead to a Japanese learner in a
multi-lingual class feeling embarrassed at having to answer.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;"><span style="font-family: arial; font-size: medium;"><b>9.</b> <b><u>Principle</u></b><u>:</u> Despite point 6 above, whether learning
English for use in an English speaking country or as an international language,
learners need to understand the cultural values and behaviour of their present
and future interlocutors. Thus, materials that take advantage of cultural
difference in order to promote classroom discussion can be advantageous. In a
monolingual class I might use videos of discussions between speakers of the Ls’
own nationality and those of the group(s) they will have to interact with and
use focus questions get them to “notice” differences in communicative style –
eg using questions such as “Do the
speakers frequently talk at the same time?” (Yes for Italians, no for British);
“Are there often short periods of
silence during the conversation?” (No for British, yes for Japanese); What
topics do they discuss? Would this be the same in your culture?</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;"><span style="font-family: arial; font-size: medium;"><b>10.</b> <b><u>Principle</u></b><u>:</u>
This can also be a good reason for purposely using texts, activities etc which
are “outside the L’s comfort zone”, as long as the Ls are carefully prepared
for these and understand why they are included. For example, to prepare a
multilingual class for the “Find someone who…” activity in point 8, I might
first use a cross-cultural questionnaire with items like : Which of the
following would you feel comfortable discussing? a) your own greatest
achievements in your life; b) the achievements of your company; c) both of
these; d) neither of these. Explain why.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;"><span style="font-family: arial; font-size: medium;"><b>11.</b> <b><u>Principle:</u></b> The classroom should be inclusive, and needs
to take into account that some of the Ls may fall into groups which are
excluded by the PARSNIPS principles – eg gay learners, who find no reflection
of their own lives in globally marketed textbooks. The Quality and Equality in
Learning and Teaching Materials project
used in Further Education in Scotland aims to ensure that all minority groups
are full represented in teaching materials –
whether that involves race, gender, sexual orientation, disability or religion.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;"><span style="font-family: arial; font-size: medium;"><b>12.</b> Brown (2013), who works in Further Education in the
UK, points out that his learners are
living in a culture where many values and norms may be different from that of
their own culture – for example that gay marriage and adoption of children by
gay couples is accepted. <b><u>Principle:</u></b>
Ls living in a culture with different norms and values to their own need to
discuss these to help them understand how people think, avoid getting into
trouble themselves and integrate more fully into their new society.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;"><span style="font-family: arial; font-size: medium;">He therefore argues that topics the Ls find
controversial but which are part of British life should be included in the
curriculum, and points to the England and Wales FE Skills for Life courses
which are not bound by the PARSNIPS principles but discuss such topics as part
of the “Citizenship” section of the curriculum.<o:p></o:p></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;"><span style="font-family: arial; font-size: medium;"><b>References and Further Reading</b></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;"><span style="font-family: arial; font-size: medium;">Brown, S. <a href="https://stevebrown70.wordpress.com/2013/03/03/equality-diversity-prejudices-and-parsnips/" target="_blank">Equality, Diversity, Predjudices and Parsnips</a></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;"><span style="font-family: arial; font-size: medium;"><a href="https://tefldiscussions.com/download/IATEFL_interview_with_Adrian_Wallwork.pdf" target="_blank">Rose Aylett interviews Adrian Wallwork</a></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;"><span style="font-family: arial; font-size: medium;">Swift, S. Cross-Cultural Communication <a href="https://eltnotebook.blogspot.com/2006/10/cross-cultural-communication-part-one.html" target="_blank">Part One</a> and <a href="https://eltnotebook.blogspot.com/2006/10/cross-cultural-communication-part-two.html" target="_blank">Part Two</a></span></p>Sue Swifthttp://www.blogger.com/profile/16053188212601918182noreply@blogger.comtag:blogger.com,1999:blog-33744647.post-25448743835648701262023-11-17T00:01:00.000+01:002023-11-17T00:01:00.134+01:00Ten uses for written texts in the classroom<p><span style="font-family: arial; font-size: medium;"><b></b></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: arial; font-size: medium;"><b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhs5XhHjPKNF533ighcgh1lDpJ-OWNRwdTUzt0gTTORpssgTHoZduDX0JB65u5AV2OmR3oa0hdZZUbDWPAnqssxyEjWicaXVvFw9TxJFghpGDPkxHYMdNf0Io6NSSLffu-mxoZgZCoexeaGbjf-B32BI5cQ33dgotZpF4hxwUHG8i0-xM34k-vwpw/s640/school-1661731_640.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="480" data-original-width="640" height="153" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhs5XhHjPKNF533ighcgh1lDpJ-OWNRwdTUzt0gTTORpssgTHoZduDX0JB65u5AV2OmR3oa0hdZZUbDWPAnqssxyEjWicaXVvFw9TxJFghpGDPkxHYMdNf0Io6NSSLffu-mxoZgZCoexeaGbjf-B32BI5cQ33dgotZpF4hxwUHG8i0-xM34k-vwpw/w204-h153/school-1661731_640.jpg" width="204" /></a></b></span></div><span style="font-family: arial; font-size: medium;"><b><br />This article focuses on the use of written texts in the classroom. It suggests ten different uses, gives one or more examples of activity types for
each use, and indicates some follow-up reading which goes into more depth.</b></span><p></p>
<p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><b><span style="font-family: arial; font-size: medium;"> </span></b></p><p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><b><span style="font-family: arial; font-size: medium;"><br /></span></b></p>
<p class="MsoNormal" style="margin-bottom: 0cm; mso-line-height-alt: 2.0pt;"><span style="font-family: arial; font-size: medium;"><b>1. Use: </b>For general <b>reading
comprehension practice</b></span></p>
<p class="MsoNormal" style="margin-bottom: 0cm; mso-line-height-alt: 2.0pt;"><span style="font-family: arial; font-size: medium;"><b>Example Activity:
</b>The
activities in the standard sequence of <i>pre-reading
warm-up, gist reading activities </i>followed by <i>reading for detailed information</i> serve this purpose.</span></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><span style="font-family: arial; font-size: medium;"><b>Recommended
reading: </b>Willis, D.<b> </b><span lang="IT"><a href="https://www.teachingenglish.org.uk/article/reading-information-motivating-learners-read-efficiently"><span lang="EN-GB">Reading for
information…</span></a></span><i> </i><b><o:p></o:p></b></span></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><span style="font-family: arial; font-size: medium;"> </span></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><span style="font-family: arial; font-size: medium;"><b>2. Use: </b>After general comprehension
work has been done on the text, it can be used<b> </b>for <b>language focus</b></span></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><span style="font-family: arial; font-size: medium;"><b>Example
Activities: a) </b>If
the text contains several examples of a new structure, these can be isolated
and guided discovery activities can be used to help the Ls work out the rules
of form and use; <b>b)</b> Short texts
create learning affordances and can be “mined” for any interesting items that
they contain. Eg: if there are a number of verbs/adjectives plus prepositions
in the text, they can be given a new copy of the text with the prepositions
gapped and asked to complete it before checking with the original; or the T.
might focus on a word from a specific lexical field (eg sad from the field of
emotions) and ask the learners to brainstorm all the other words they can think
of in that field</span></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><span style="font-family: arial; font-size: medium;"><b>Recommended
reading: </b>Willis, D.<b> </b><span lang="IT"><a href="https://www.teachingenglish.org.uk/article/form-focus-recycling-getting-grammar"><span lang="EN-GB">Form, Focus and Recycling</span></a></span><b><o:p></o:p></b></span></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><br /></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><span style="font-family: arial; font-size: medium;"><b>3. Use: To teach
specific reading subskills</b></span></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><span style="font-family: arial; font-size: medium;"><b>Example
Activity: </b>Eg
to develop the Ls’ ability to infer words from co-text, a number of unknown but
inferable words in the text can be highlighted or listed on the board and Ls
can be asked to look for and discuss in pairs the clues in the text which
indicate what the words must mean.</span></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><span style="font-family: arial; font-size: medium;"><b>Recommended
reading: </b>Banfield, S. <span lang="IT"><a href="http://eltnotebook.blogspot.com/2006/09/inferring-unknown-words-from-context_29.html"><span lang="EN-GB">Reading Skills</span></a></span><o:p></o:p></span></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><span style="font-family: arial; font-size: medium;">Swift, S. Inferring Unknown Words from Context <span lang="IT"><a href="http://eltnotebook.blogspot.com/2006/09/inferring-unknown-words-from-context.html"><span lang="EN-GB">Part One</span></a></span> and <span lang="IT"><a href="http://eltnotebook.blogspot.com/2006/09/inferring-unknown-words-from-context_29.html"><span lang="EN-GB">Part Two</span></a></span><o:p></o:p></span></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><br /></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><b><span style="font-family: arial; font-size: medium;">4. Use: To
stimulate discussion</span></b></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><span style="font-family: arial; font-size: medium;"><b>Example
Activities: </b>a)
Personalisation activities (ie discussion of the L’s own experience of or
opinions on the topic) can be used after comprehension work on the text to
engage the learner in the lesson and transfer the language items focused on
from receptive understanding to productive use; b) Jigsaw reading activities can be
used. eg each L in a group of three has the description of a different holiday
resort. After reading, they discuss what they found out in order to decide
where they would like to spend a holiday together.</span></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><span style="font-family: arial; font-size: medium;"><b>Recommended
reading: </b>Swift,
S. <span lang="IT"><a href="https://eltnotebook.blogspot.com/2010/10/an-elt-glossary-jigsaw-readinglistening.html"><span lang="EN-GB">Jigsaw
Reading/Listening Activities</span></a></span><b><o:p></o:p></b></span></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><br /></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><b><span style="font-family: arial; font-size: medium;">5. Use: To
provide models and analyse features of
specific genres that the Ss need to write.</span></b></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><span style="font-family: arial; font-size: medium;"><b>Example
Activities: </b>After
reading for general comprehension, Ls’ can be asked to “notice” a specific
feature of the genre – eg <b>a)</b> the use
of ellipsis in customer reviews on websites such as <i>Tripadvisor</i>. Practice can then be given in identifying and using
ellipsis, before they are asked to write their own review for the website; <b>b)</b> Ls who need to write expository
essays for exams such as IELTS can focus on features such as paragraph
organisation. They can be given the individual sentence of the paragraph in
scrambled order and asked to reconstruct it
and justify their order based on features such as content (eg the use of
an initial topic sentence) and the logical coherence of the ideas, possibly
signalled by connective expressions.</span></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><span style="font-family: arial; font-size: medium;"><b>Recommended
viewing</b>: British Council <span lang="IT"><a href="https://www.teachingenglish.org.uk/article/unit-8-reading-writing-genres"><span lang="EN-GB">Reading and Writing
Genres</span></a></span><o:p></o:p></span></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><br /></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><span style="font-family: arial; font-size: medium;"><b>6. Use: To
develop text mediation skills</b></span><b><span style="font-family: arial; font-size: medium;"> </span></b></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><span style="font-family: arial; font-size: medium;"><b>Example
Activities: a)</b>
Some Ls need to translate or interpret texts for others – eg Ls studying to
become professional translators, PAs working for a boss who does not speak
English. They may therefore need to develop the ability to translate both L1 to
L2 and vice versa accurately and appropriately; <b>b)</b> others may not need to translate but still have to convey they
content of a text (in either L1 or L2) to others – eg EAP Ls need to be able to
summarise ideas found in their reading and cite the sources conventionally,
both in writing and in speech during tutorials etc. Jigsaw reading activities
can be used here : each L in a group reads a different article on the same
topic (possibly in English but also in their L1). They then discuss the
articles to find out what each said – whether they had the same or different
information/opinions etc. Finally, they write a short essay discussing the topic and combining the information.</span></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><span style="font-family: arial; font-size: medium;"><b>Recommended
reading: </b>Chiappini
and Mansur <span lang="IT"><a href="https://www.macmillanenglish.com/us/blog-resources/articles/article/advancing-learning-mediating-a-text-a-practical-guide-to-task-creation"><span lang="EN-GB">Mediating a Text</span></a></span><o:p></o:p></span></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><br /></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><b><span style="font-family: arial; font-size: medium;">7. Use: To recycle and consolidate language items</span></b></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><span style="font-family: arial; font-size: medium;"><b>Example
Activity: </b>In
lessons following the initial use of a text, the same text (or a section of it)
can be reused in a different activity to give distributed practice (Stevick) of
the items that were originally focused on. Eg: <b>a)</b> paragraph for the text can be used for some sort of dictation
activity – possibly dictogloss or a “running” dictation; <b>b)</b> a gapped version of the text can be given to check the Ls’
ability to remember collocations, use the correct verb forms or whatever.<o:p></o:p></span></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><span style="font-family: arial; font-size: medium;"><b>Recommended
reading: </b>Willis, D. <span lang="IT"><a href="https://www.teachingenglish.org.uk/article/techniques-priming-recycling"><span lang="EN-GB">Techniques for
priming and recycling</span></a></span><o:p></o:p></span></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><br /></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><span style="font-family: arial; font-size: medium;"><b>8. Use: To
encourage extensive reading for pleasure which will also provide “roughly tuned
input” (Krashen) and aid acquisition</b>.</span></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><span style="font-family: arial; font-size: medium;"><b>Example
Activity: </b>If the<b> </b>school has a collection of graded
readers, these can be used as a class library. Each week, learners can be asked to spend
10-15 minutes selecting one that looks interesting and to start reading it –
finishing the book at home as part of their homework<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span style="line-height: 106%;">Recommended
reading: </span></b><span lang="IT"><a href="http://www.readingoceans-empreser.com/ComData/files/Paul%20Nation%20%20Rob%20Waring's%20ER%20Booklet_eng.pdf"><span lang="EN-GB" style="line-height: 106%;">Nation and Waring on Extensive Reading and Graded Readers</span></a></span><span class="MsoHyperlink"><span style="line-height: 106%;"> / </span></span> <span lang="IT"><a href="http://assets.cambridge.org/97805210/16513/excerpt/9780521016513_excerpt.htm"><span lang="EN-GB" style="background: white; line-height: 106%;">Day and Bamford on Extensive Reading</span></a></span><span class="MsoHyperlink"><b><span color="windowtext" style="line-height: 106%;"><o:p></o:p></span></b></span></span></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><b><span style="font-family: arial; font-size: medium;"> </span></b></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><b><span style="font-family: arial; font-size: medium;">9. Use: To
practise reading aloud</span></b></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><span style="font-family: arial; font-size: medium;"><b>Example
Activity: </b>Although
many Ls do not need to read aloud, others do – eg 121 Ls I have taught in the
past included politicians who needed to read speeches aloud during EU meetings;
primary school teachers who had to teach English and needed to read stories to
their pupils; a grandmother whose grandchild was being brought up in the US and
wanted to be able to talk to, play with and read stories to him. Reading aloud
is a skill that needs to be taught by using activities such as identifying sense
groups, listen and repeat, and shadow reading<o:p></o:p></span></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><span style="font-family: arial; font-size: medium;"><b>Recommended
reading: </b>Swift, S. <span lang="IT"><a href="http://eltnotebook.blogspot.com/2006/12/reading-aloud.html"><span lang="EN-GB">Reading Aloud</span></a></span><o:p></o:p></span></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><br /></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><b><span style="font-family: arial; font-size: medium;">10. Use: To
teach/practise dictionary skills<o:p></o:p></span></b></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><b><span style="font-family: arial; font-size: medium;"> </span></b><b style="font-family: arial; font-size: large;">Example
Activity: </b><span style="font-family: arial; font-size: large;">If
a text contains unknown words which are not inferable from context, or are
pronounced in ways which do not correspond “obviously” to the written form. these
can be highlighted/listed on the board and the Ls can use dictionaries to check
eg meaning (possibly from multiple possible meanings) and</span><span style="font-family: arial; font-size: large;"> </span><span style="font-family: arial; font-size: large;">pronunciation.</span><span style="font-family: arial; font-size: large;"> </span></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><span style="font-family: arial; font-size: medium;"><b>Recommended
reading: </b>Hayton, T. <span lang="IT"><a href="https://www.teachingenglish.org.uk/article/using-dictionaries"><span lang="EN-GB">Using Dictionaries</span></a></span><o:p></o:p></span></p>
<p class="MsoNormalCxSpMiddle" style="margin-bottom: 0cm; mso-add-space: auto; mso-line-height-alt: 2.0pt;"><b><span style="font-family: arial; font-size: medium;"> </span></b></p>Sue Swifthttp://www.blogger.com/profile/16053188212601918182noreply@blogger.comtag:blogger.com,1999:blog-33744647.post-54831516552175387352023-11-16T08:39:00.005+01:002023-11-30T10:06:50.352+01:00An Eclectic Approach to Teaching Writing<p><span style="font-family: arial; font-size: medium;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: arial; font-size: medium;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEZ1t3-y2Yx270rNJTFpqUpw_8rp0Qls_Fm7VxJxQgza3J6RfI7zD-qesH6AsjSetK6BvJo5j-0mrXEipB3QGwXKFAah-JUYJa0Vtp9vTXfNUlOLUHGAQm9oulgSelXr-HHYNRkIbVubR3zQnfv8Mia1tmvMyOPtlSA9b4DBEtc5NJI6We2Bw9og/s640/writing-933262_640.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="427" data-original-width="640" height="194" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEZ1t3-y2Yx270rNJTFpqUpw_8rp0Qls_Fm7VxJxQgza3J6RfI7zD-qesH6AsjSetK6BvJo5j-0mrXEipB3QGwXKFAah-JUYJa0Vtp9vTXfNUlOLUHGAQm9oulgSelXr-HHYNRkIbVubR3zQnfv8Mia1tmvMyOPtlSA9b4DBEtc5NJI6We2Bw9og/w289-h194/writing-933262_640.jpg" width="289" /></a></span></div><span style="font-family: arial; font-size: medium;"><div><span style="font-family: arial; font-size: medium;"><br /></span></div>This article, originally used on our Delta Module One course, focuses on <b>an eclectic approach to teaching writing. </b> It... </span><p></p><p><span style="font-family: arial; font-size: medium;"><b>a)</b> describes the different approaches generally used when teaching writing, their advantages and disadvantages. </span></p><p><span style="font-family: arial; font-size: medium;"><b>b)</b> discusses how these may be combined to exploit the advantages and avoid the disadvantages of each.</span></p><p><span style="font-family: arial; font-size: medium;"> </span></p><p><span style="font-family: arial; font-size: medium;"><b>a)</b> <b>Approaches to writing</b></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;">There are three common approaches to teaching writing:<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>1. <u>A traditional
“product” approach</u>:</b> This was part of structural approaches to teaching English and common before the 1970s.
Writing was seen merely as a way of providing further practice of whatever
language was currently being taught. So if eg the Ls had been studying
prepositions of place and lexical items
in the field, they might be asked first to read a model text describing a room
in a house, and then to write a similar description of a room in their house
producing eg <i>There’s a single bed in my
bedroom and next to it there’s a bedside table. On the bedside table there’s a
lamp…</i> etc. The text would be marked
and graded by the teacher.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><u>Advantage</u>: This was a systematic approach which did not overload the learners at
any point – first the linguistic items were presented and practised, then
recognised again in the model, before they had to be produced. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><u>Disadvantages</u>: i) It is entirely T. led.<b><span style="color: #0070c0;"> </span></b> ii) It
left out of account the fact that when writing we always have an intended
purpose (to persuade, entertain, inform etc) and an intended reader. The two
factors combined will affect eg the choice of information included, the style
of writing etc. Here there was no realistic purpose other than to use the TL
accurately, and no presumed reader other than the teacher.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>2. <u>A process approach</u>:</b> In the 1970s, people started to argue that writing was a matter of going
through various processes – brainstorming content; selecting and rejecting
content; organising content; drafting; revising etc as well as “just”
formulating the language needed – and that these processes needed to be worked
on in the classroom.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><u>Advantages</u>: i) Ls became more aware of the fact that it wasn’t possible just
to write down linguistically accurate
sentences in order to produce an effective piece of writing.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;">ii) This fitted with a focus on collaborative rather than simply
individual learning which was also being proposed at the time and, together
with the recognition of the need to develop
autonomy, led to writing being seen as something that could not only be done in
PW/GW but also assessed by the learners themselves.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><u>Disadvantages</u>: i) Factors such as organisation
of information, style of text etc may be culturally based, and without
awareness of the differences between English texts and those in their own L1,
learners might well think about these processes, but still produce a text
which, to an English speaking reader, “made no sense” in terms of organisation,
the stylistic effect achieved etc.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;">ii) At the time, writing was
mainly done by hand or on a typewriter. A systematic, linear approach to
planning, drafting and revising therefore made sense – if the writer had
written the full text and realised something had been left out, they would need
to start again from the beginning. Since the advent of computers, however, this
process no longer needs to be linear, as changes can easily be made (and
usually are) at any moment of writing the text.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>3. <u>A genre approach</u>:</b> In the late 70s and 80s interest grew in
the concept of genre – the idea that different genres of text (research papers
in medical journals, human interest articles in a newspaper, advertisements
etc) would each have recognisable features shared with other examples of the
same genre but not necessarily with other genres. They might be features of layout,
organisation, content or language. Eg: Swales pointed to the use of “hedging”
in academic papers, while apposition is
a common feature of press articles. The genre approach to writing posited that,
as these features were not necessarily universal but might be culture-specific,
learners needed to be sensitised to the features before they could be expected
to use them. This led to a return of the “model”, which exemplified the
features, and an initial focus on what they were (often through guided
discovery) and possible controlled practise of the features before the learners
were expected to produce a similar text. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><u>Advantages</u> : Learners were fully aware of all aspects – layout, content,
organisation and language – of what they needed to produce. Where necessary
controlled practice of specific features could be given to ensure that they
could control these before asking learners to apply them to a specific text.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><u>Disadvantages</u>: i) Although the planning, drafting, revising stages of writing may no
longer be completely linear, they are still necessary, and the genre approach
did not focus on these.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;">ii) The genre approach has been criticised for leading to a
prescriptive, culture-biased view of
writing, where the “English way” is seen as “right” and something that learners
must conform to, thus stifling creativity.<o:p></o:p></span></p>
<p class="MsoNormal"><b><span style="font-family: arial; font-size: medium;"> </span></b></p>
<p class="MsoNormal"><b><span style="font-family: arial; font-size: medium;">b) How can these
approaches be combined?</span></b><b><span style="font-family: arial; font-size: medium;"> </span></b></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>4. <u>Product/genre approaches - combination</u>:</b> It has already
been seen that the genre approach already incorporates many features of the traditional
product approach:<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;">i) The genre approach starts with a model. However, disadvantage 1(i)
can be avoided if the analysis of the model is done in PW/GW through guided
discovery– eg Ls could be given two versions of the text – a “good” and “bad”
version and asked which version they preferred and why; or a single version
could be given with a guided discovery task – pointer questions focusing the Ls’ attention on the relevant features to be analysed and “noticed”. This would
avoid disadvantage 1 (ii) of the product approach and also inserts the collaborative,
constructivist element found in the process approach into the activity sequence.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;">ii) Once the features have been recognised in a genre approach, controlled practice can be given before the
learners are actually asked to write anything. Eg if the feature was the use
of connective expressions, Ls could be given a gapped text and asked to choose
suitable connectives to complete it; if the feature was paragraph organisation
– eg the use of a topic sentence, and the subsequent development of the basic
idea in that sentence, learners could be given a paragraph with the sentences
jumbled, and have to put them in order. This retains the systematic
presentation - practice - production sequence of the product approach (point 1)
and applies it to discourse, ensuring that learners are fully confident and in
control of the features before they are asked to produce them.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>5. <u>Process/genre
approaches - combination</u>:</b> After the analysis and controlled practice of
the genre features, there is no reason why aspects of the process approach
cannot be incorporated into the writing of the target text. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;">i) Learners can collaborate on planning, organising, drafting and
revising the target text thus avoiding disadvantages 1(i) and (ii) and 3 (i).
If they are working towards a situation where they will need to write by hand
(eg for a public exam like Cambridge First), the steps in the process can still
be done linearly. If not – eg if they are Business English learners working on report
writing – they can use their laptops, and work more “normally”, adding to, deleting or changing ideas and
linguistic phrasing at any moment as they work. In both situations,
disadvantage 2(ii) is no longer a problem.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: arial; font-size: medium;">ii) Ls can also be helped to self-assess and/or peer assess. “Helped”
because this is a skill that needs training and practice. However, the use of
eg a checklist with questions like the following (as relevant to
the genre) can be used: <i>Does each
paragraph start with a topic sentence? Can you find examples of informal style
in the text? Does the text use the simple past for completed events and the
present perfect for past to present events?</i> Etc. Thus this technique from
the process approach can be used to focus on all features, whether purely
linguistic (as in the product approach) or of discourse/genre. </span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><br /></b></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>Related Articles in the Notebook</b></span></p><h3 class="post-title entry-title" itemprop="name" style="background-color: white; color: #222222; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; line-height: normal; margin: 0.75em 0px 0px; position: relative;"><span style="font-size: medium;"><a href="https://eltnotebook.blogspot.com/2017/03/an-elt-glossary-product-process-and.html" target="_blank">An ELT Glossary : Product, process and genre approaches to writing</a></span></h3>Sue Swifthttp://www.blogger.com/profile/16053188212601918182noreply@blogger.comtag:blogger.com,1999:blog-33744647.post-19485375088988801812023-11-15T11:47:00.004+01:002023-11-30T10:08:03.558+01:00Learner Centred? Or Learning Centred??<p><span style="font-family: arial;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: arial;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiefDfPuYZKc417Eb0exO1W9jxKLLI4AOlxzUCWw3hfLEu86Em6RjfIV9B6L8bpXbCbbHFVPa6w0ygvKNaOr_Q1UszvY7cNzrnmMO2lREXpWTNgsbhnbGXsLpbWwRiKMxpZ_zBGbk0aUdrqfjX2re4Y7d3i_7584PldknH5peBPz1x1oXBW2RZpqg/s1280/learn-1820039_1280.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="853" data-original-width="1280" height="202" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiefDfPuYZKc417Eb0exO1W9jxKLLI4AOlxzUCWw3hfLEu86Em6RjfIV9B6L8bpXbCbbHFVPa6w0ygvKNaOr_Q1UszvY7cNzrnmMO2lREXpWTNgsbhnbGXsLpbWwRiKMxpZ_zBGbk0aUdrqfjX2re4Y7d3i_7584PldknH5peBPz1x1oXBW2RZpqg/w303-h202/learn-1820039_1280.jpg" width="303" /></a></span></div><span style="font-family: arial;">This article, adapted from work done on our Delta Module One course, focuses on </span><span face="Arial, sans-serif" style="background-color: white; color: #2b0c03;">the
concepts of </span><strong style="background-color: white; color: #2b0c03; font-family: Arial, sans-serif;">the
learner centred and learning centred classroom,</strong><span face="Arial, sans-serif" style="background-color: white; color: #2b0c03;"> and asks:</span><p></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="color: #2b0c03; font-family: arial;">a)
<u>why</u> the <u>early communicative approach</u> placed so much emphasis on
"<u>learner-centredness"</u> and <u>the forms it took</u><o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="color: #2b0c03; font-family: arial;">b)
<u>why</u> recently people have suggested that we need to shift to a <u>"learn<em>ing</em> centred"</u>
approach and <u>what form this might take</u>. <o:p></o:p></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span face=""Arial",sans-serif" style="color: #2b0c03;"><br /></span></p><p class="MsoNormal"><b><span face=""Arial",sans-serif" style="font-family: arial; font-size: medium; line-height: 107%;">Section
a<o:p></o:p></span></b></p><p class="MsoNormal"><span face=""Arial",sans-serif" style="font-family: arial; font-size: medium;">The early Communicative Approach (CA) developed due to <u>advances
in learning theories and linguistic theories which undermined the tenets of
Audiolingualism</u> (AL), a highly T.
centred method where materials and techniques (eg repetition, substitution and
transformation <a href="https://eltnotebook.blogspot.com/2012/01/an-elt-glossary-drills.html" target="_blank">drills</a>) controlled all the language the Ls learnt and used.<b><span style="color: #00b0f0;"> </span></b>This was presented in a strict
structural progression from “simple” to more complex with the aim of preventing
error – repetition and reinforcement of the correct forms being thought to lead
to the “habit formation” which was the basis of <a href="https://eltnotebook.blogspot.com/2012/01/behaviorism.html" target="_blank">behaviourism</a> – the learning
theory on which AL was based.<span style="color: #0070c0;"> </span><o:p></o:p></span></p><p class="MsoNormal"><span face=""Arial",sans-serif" style="font-family: arial; font-size: medium;">Behaviourism was first attacked by Chomsky, who pointed out
that errors such as *“I goed there yesterday” (<a href="https://eltnotebook.blogspot.com/2010/10/overgeneralisation.html" target="_blank">overgeneralisation</a>) showed
evidence that the Ls were, in fact, applying rules and that language <u>learning
must therefore have a cognitive base</u>.<b> </b>This
was reinforced by a constructivist view of learning (Piaget and others)
which suggested that learning occurred
not just through input, but that Ls would actively build on their previous
knowledge to incorporate new information (as in the case of the child who knew
the words “dire” and “ear” and therefore, on hearing the word “diarrhoea”
understood it to mean “earache”). This meant that learner output should no
longer be strictly controlled but that Ls had to be given space to “try things
out”, even if this resulted initially in error. Learning was seen to occur
through “doing”. In language learning terms this meant introducing <u><a href="https://eltnotebook.blogspot.com/2019/02/an-elt-glossary-ppp.html" target="_blank">free practice</a>
and <a href="https://eltnotebook.blogspot.com/2012/01/an-elt-glossary-fluency-activities.html" target="_blank">fluency practice</a> activities.</u><o:p></o:p></span></p><p class="MsoNormal"><span face=""Arial",sans-serif" style="font-family: arial; font-size: medium;">Constructivism was then extended to “social
constructivism” (Vygotsky) which emphasised <u>the collaborative nature of much
learning</u><b>.</b><span style="color: #00b0f0;"> </span>This
contributed to the early CA changing the typical c/r interaction pattern from a
predominantly T-led, T/class format to one where <u>PW and GW would predominate</u>.
Working in pairs/groups, the learners not only had more time to practise using
the language than in T/class format, but could also learn from each other.<o:p></o:p></span></p><p class="MsoNormal"><span face=""Arial",sans-serif" style="font-family: arial; font-size: medium;">At the same time developments in educational psychology (the
<a href="https://eltnotebook.blogspot.com/2017/03/an-elt-glossary-humanism-in-language.html" target="_blank">Humanistic Movement</a> involving such writers as Rogers, Maslow and, in EFL,
Stevick) were emphasising <u>the need to take the Ls emotions, wants, and need
for self-fulfilment into consideration.</u> In ELT this led to an emphasis on
the importance of T/L rapport. The T.
should no longer be an authority figure or “judge” of performance, but as a guide who understood and accepted
the Ls’ problems and appreciated them as people. <u>This respect for personal
qualities was also important in L/L rapport</u>, which would be improved by the collaborative
PW/GW mentioned above, but also by the use of <u><a href="https://eltnotebook.blogspot.com/2017/06/an-elt-notebook-personalisation.html" target="_blank">personalisation activities</a></u>
which allowed Ls to express themselves and get to know each other and the T. as
people who had interesting life experiences, valid opinions etc.</span></p><p class="MsoNormal"><span face=""Arial",sans-serif" style="font-family: arial; font-size: medium;"><a href="https://eltnotebook.blogspot.com/2017/06/an-elt-glossary-on-autonomy.html" target="_blank"><u>Autonomy</u> </a>: Another tenet of humanistic approaches
was that Ls would learn more effectively if they were given more control over
their learning and encouraged to develop the skills to become autonomous learners,
independent of the teacher. In EFL this movement was associated with the work
of Holec and others at C.R.A.P.E.L in France.<b><span style="color: #00b0f0;"> </span></b><span style="color: #00b0f0;"> </span>Autonomy could involve giving Ls
control of any or all aspects of the lesson, and led to the use of techniques
such as <u>syllabus negotiation, the teaching of skills which would enable the
learner to continue learning independently outside the classroom</u> (the
development of <a href="https://eltnotebook.blogspot.com/2012/01/an-elt-glossary-inference.html" target="_blank">inference skills</a> or the ability to use dictionaries effectively)
and <u>peer and/or self-evaluation.</u><o:p></o:p></span></p><p class="MsoNormal"><span face=""Arial",sans-serif" style="font-family: arial; font-size: medium;"><u>Social developments</u> also contributed to the change
in emphasis. Up to the 1960s, overseas
travel was minimal and, obviously, the internet did not exist. Most language
learners were therefore school age, and learning a language as part of their
intellectual development – not for immediate use. The AL approach, where it
would take up to six years of study before the learner could start to
communicate was therefore feasible. In the 1970s, however, international
contact started to become more common. Foreign holidays were no longer limited
to the rich, and gradually a knowledge of language became necessary in
professional contexts. <u>For the first time learners needed to use the
language from the earliest stages of language learning</u>. This
focus on learner needs (a major element of the increase in the learner-centredness
of courses at the time) was first evident in <u>the <a href="https://eltnotebook.blogspot.com/2014/01/an-elt-glossary-notional-syllabuses.html" target="_blank">notional/functional syllabuses</a></u> which came out of the early work of the Council of Europe and
emphasised the use of items as well as their structural form. This led to units
on functional topics such as making polite requests, and making suggestions,
which it was predicted that learners would need in communicative situations. <u>Techniques such as <a href="https://eltnotebook.blogspot.com/2012/01/an-elt-glossary-information-gap.html" target="_blank">information gap activities</a>,</u> <a href="https://eltnotebook.blogspot.com/2017/03/an-elt-notebook-roleplay-and-simulation.html" style="text-decoration-line: underline;" target="_blank">roleplays</a> etc were used to give the learners practice in using the language
under realistic communicative conditions. And ultimately this led to the idea of
tailor-made courses based on an <u>analysis of the communicative needs</u> of
specific groups (eg English for nurses) or even tailor-made for an individual
in a 121 situation. <o:p></o:p></span></p><p class="MsoNormal"><span face=""Arial",sans-serif" style="font-family: arial; font-size: medium;"> </span></p><p class="MsoNormal"><b><span face=""Arial",sans-serif" style="font-family: arial; font-size: medium;">Section b<o:p></o:p></span></b></p><p class="MsoNormal"><span face=""Arial",sans-serif" style="font-family: arial; font-size: medium;">More recently people (eg Underhill and Scrivener – <a href="https://demandhighelt.wordpress.com/" target="_blank">Demand High ELT</a>) have started to ask if we haven’t gone too far in the other
direction, leading to a situation where Ts believe their role should never be
be “knower” or “informer” but always “facilitator” of learning. However, they often
do not understand what this term actually means or <i>how</i> they can facilitate learning at each stage of the lesson, and
tend instead to do nothing. Examples of this are what has been termed “cocktail
party” monitoring (the T. wandering aimlessly around the groups, listening but
never intervening to correct, upgrade or explain problems), and what Demand
High ELT (DHELT) has called “rubber-stamping” of answers – eg eliciting answers
to activities until a correct reply is received and confirming it with an
“excellent”, but never intervening to help the L who got it wrong for fear of
embarrassing them. Trainee teachers have often been told never to say “no” to a
L’s answer.</span></p><p class="MsoNormal"><span face=""Arial",sans-serif" style="font-family: arial; font-size: medium;">DHELT has suggested a number of remedies for the situation
including giving the T. permission to “teach” – <u>by for instance devoting
ample time to the follow-up stage of a discussion to deal with errors or
upgrade correct sentences which the Ls are capable of expressing in a more
complex manner</u>. For example, if an
intermediate L says “I hate Western films”, the T. can board this with a
“smiley” to indicate it is correct, but then elicit other ways of saying “hate”
(can’t stand, can’t bear, loathe etc). Various other film genres can then be
elicited and boarded (thrillers, love stories, horror films etc) and the Ls can
then each be asked to specify a genre they dislike, to practise the “dislikes”
exponents and the lexical field together. However, for this to happen and learning affordances
to be fully exploited , much more time than is usually allowed has to be
dedicated to the follow-up stage of any
discussion. Thornbury lists a number of ways that such upgrading and practice
can take place in his article “<a href="https://scottthornbury.wordpress.com/2011/03/13/f-is-for-focus-on-form/" target="_blank">F is for Focus on Form</a>”. </span></p><p class="MsoNormal"><span face=""Arial",sans-serif" style="font-family: arial; font-size: medium;">Another change that needs to be made in order to fully
exploit <a href="https://eltnotebook.blogspot.com/2016/04/an-elt-glossary-affordances.html" target="_blank">learning affordances</a>, and to present the “rubber-stamping” of answers
is <u>the reduction in the length of texts used for comprehension work,</u> to
bring them down to a length where what Thornbury terms “<a href="https://scottthornbury.wordpress.com/2011/07/31/z-is-for-zero-uncertainty/" target="_blank">zero uncertainty</a>” can
be achieved. Modern
coursebooks tend to use long texts slightly above the Ls’ level, on the basis
that this input will lead to acquisition. We need to ask ourselves if it
doesn’t rather lead to confusion. The T. doesn’t have time to focus on every
item in the text or even to fully explain wrong answers to the comprehensions
questions, and the Ls are often left with unanswered queries. Short texts avoid
this problem. <u>“Rubber-stamping” can be
avoided by not confirming answers but boarding them all and then asking focus
questions to point Ls to their mistakes – or with listening texts by repeating
the target phrase, possibly more slowly each time getting ls to “vote” for the
answer they now think is </u>correct until all the Ls have heard what is said and understand the correct
answer<b>.</b><b><span style="color: #00b0f0;"> </span></b>The T can then focus on whatever caused the
problem – for example the expected vs actual pronunciation of a phrase affected
by features of connected speech. If this is done for all the features of the
text predicted to be problematic, and if the T. finishes by asking whether Ls
have any other questions about items in the text, I would argue that the T’s
“interventionist” approach, even if it results in an increase in T/class work
and teacher talking time, if more conducive to learning than simply ignoring
the Ls’ problems and spending the time in additional pairwork. <o:p></o:p></span></p><p class="MsoNormal"><span face=""Arial",sans-serif" style="font-family: arial; font-size: medium;"> </span></p>Sue Swifthttp://www.blogger.com/profile/16053188212601918182noreply@blogger.comtag:blogger.com,1999:blog-33744647.post-50603956697480087842023-11-14T17:12:00.004+01:002023-11-30T10:08:25.903+01:00Using Visual Aids with Higher Level Learners<p><b style="font-family: arial;"><span style="font-size: medium;"></span></b></p><div class="separator" style="clear: both; text-align: center;"><b style="font-family: arial;"><span style="font-size: medium;"><br /></span></b></div><b style="font-family: arial;"><span style="font-size: medium;"><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0OiywsnmGRJyDjURVjeWOh_tLoKAbns-oCl9La-BL8FN4WQha_MqVMfDsoIhGPCnCDoTI-ESzcIxcJuCqfXGtM5glEhTfDOuJGYntoHSmHWpJlIjEHHf6UmLdP23vCpk08uT2Xj2EJQf0LQF69GZpuIRXBPq1Zp9ANFDylrtJ6rbPtUGKwWA6NA/s640/fish-30822_640.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="487" data-original-width="640" height="244" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0OiywsnmGRJyDjURVjeWOh_tLoKAbns-oCl9La-BL8FN4WQha_MqVMfDsoIhGPCnCDoTI-ESzcIxcJuCqfXGtM5glEhTfDOuJGYntoHSmHWpJlIjEHHf6UmLdP23vCpk08uT2Xj2EJQf0LQF69GZpuIRXBPq1Zp9ANFDylrtJ6rbPtUGKwWA6NA/s320/fish-30822_640.png" width="320" /></a></div>This article, based on material from our Delta Courses, focuses on the use of visual aids with higher level learners. It answers the questions:</span></b><p></p><p><span style="color: #2b0c03; font-family: arial; font-size: medium;">a) What different <u>types</u> of visual aid can be used in the classroom?</span></p><p><span style="color: #2b0c03; font-family: arial; font-size: medium;">b) What different <u>purposes</u> can each type be used for with learners at higher levels?</span></p><p><span style="color: #2b0c03; font-family: arial; font-size: medium;">c) What are the <u>advantages</u> of using visual aids for these purposes? </span></p><p><span style="font-family: arial; font-size: medium;">Note that many of the purposes stated could be equally valid at lower levels, but the sample activities described show</span><span style="font-family: arial; font-size: large;"> </span><span style="font-size: medium;"><span style="font-family: arial;">specifically </span><span style="font-family: arial;">how they can also be relevant in upper intermediate and advanced classes.</span></span></p><p><span style="font-family: arial; font-size: medium;"><br /></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">1. Type
: </span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;"><a href="https://eltnotebook.blogspot.com/2011/12/an-elt-notebook-realia.html" target="_blank">Realia</a>, photographs (large
or on the IWB), video<o:p></o:p></span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Purpose: </span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">To present the meaning of concrete and other
lexis that can be illustrated – eg concrete objects, food, animals etc emotions,
and actions. This may be target language or emergent language<o:p></o:p></span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Advantage: </span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">An alternative would be translation into the
learners’ L1. However this is not possible in a multi-lingual class, or if the
T. does not know the L1 term. Even if they do, they may prefer to use visuals
in order to reduce the use of the L1 as much as possible. </span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><span><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Sample
Activity at higher levels</span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">: <a href="https://eltnotebook.blogspot.com/2016/03/an-elt-glossary-target-language.html" target="_blank">Emergent language </a>: In an upper intermediate
class which I teach, the term “mallard” came up. I explained it was a type of
duck and then used Google images and the IWB to find a picture which showed the
learners exactly what type of duck it was. I then asked them (in groups of three) to brainstorm the
names of any other water bird they could think of, and while they were doing so
googled “water birds” to bring up a selection of pictures (<i>swan, penguin, flamingo, heron</i> etc). I then elicited / fed in those in the pictures and they added others they had thought of. All the words were boarded. In the
next lesson, while we were waiting for latecomers to arrive, I showed the same
pictures and elicited the words and their spelling, thus consolidating them.</span></span><span face="Arial, sans-serif"> </span></span></p><p class="MsoNormal"><span style="font-size: medium;"><b><span style="background: white; color: #2b0c03; font-family: arial;"><br /></span></b></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">2. Type
: </span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Timelines on board or on
handouts<o:p></o:p></span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Purpose: </span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">To clarify the use of various verb forms<o:p></o:p></span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Advantage</span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">: The visual conceptualisation is a memory aid, and may be particularly useful for learners with a visual learning preference.</span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Sample
Activity at higher levels</span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">: After
a presentation at B2 level of the perfect infinitive after “will” to express
present predictions of past events. I would illustrate the model sentences with
a time line. Eg for “He will have arrived by now”</span></span></p><p class="MsoNormal"><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;"><span style="font-family: arial; font-size: medium;"> Past Now <b><o:p></o:p></b></span></span></p><p class="MsoNormal"><span face=""Arial",sans-serif"><span style="font-family: arial; font-size: medium;">----------X------------------------------------
X<o:p></o:p></span></span></p><p class="MsoNormal"><span face=""Arial",sans-serif"><span style="font-family: arial; font-size: medium;"> His arrival My prediction <o:p></o:p></span></span></p><p class="MsoNormal"><span face=""Arial",sans-serif"><span style="font-family: arial; font-size: medium;"> </span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">3. Type
: </span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;"><a href="https://www.teachingenglish.org.uk/professional-development/teachers/knowing-subject/c/cuisenaire-rods" target="_blank">Cuisenaire rods</a> (or
alternatively Lego bricks in different shapes and colours)<o:p></o:p></span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Purpose: </span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">To illustrate and remind Ls of various
grammatical concepts eg word order.<o:p></o:p></span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Advantage: </span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">The use of the rods allows the T. to avoid
explanation and thus cuts down on teacher talking time while also making the
learners think about what the T’s manipulation of the rods is telling them.
This increases the depth of cognitive processing, making retention more likely.</span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Sample
Activity at higher levels</span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">: When
focusing on the word order of exclamations as opposed to statements (eg “Was he
mad!” versus “He was mad)” the T can use different colour rods to represent the
different parts of the sentence. Two rods of each colour are then placed on the
Ls’ desks and they are given an envelope containing individual words for five
pairs of sentences – one a statement, the other an exclamation. They have to
use the words to create sentences with
the correct order under each sequence of rods. </span></span></p><p class="MsoNormal"><span style="font-size: medium;"><b><span style="background: white; color: #2b0c03; font-family: arial;"><br /></span></b></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">4. Type
: </span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Pictorial flashcards<o:p></o:p></span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Purpose: </span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;"><a href="https://eltnotebook.blogspot.com/2019/02/an-elt-glossary-ppp.html" target="_blank">Controlled practice</a><o:p></o:p></span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Advantage: </span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">The need to physically pick up the cards, as in
the activity below, helps learners who like to be physically active in the lesson, while the use
of pictures ensures the learners have to think of the language for themselves
rather than just being “given” it. </span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Sample
Activity at higher levels</span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">: This
activity could be used at a range of levels for many different structures, but
to practise the present continuous passive, the Ls play “pairs”. They have a
set of flashcards, two of each picture, which are placed face up on the desk in
jumbled order, and they have a minute to look at them. The flashcards are then
turned facedown and each learner in the pair/group has a turn at pointing to
two of the pictures and saying, from memory, what is happening (eg In these
pictures, there’s a house which is being demolished / there’s a car which is being
repaired/ there's a tree which is being planted). They then turn over the
flashcards and if both cards match their sentence, they keep the pair. At the
end, the player with the most pairs wins. </span></span></p><p class="MsoNormal"><span style="font-size: medium;"><b><span style="background: white; color: #2b0c03; font-family: arial;"><br /></span></b></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">5. Type
: </span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Photographs<o:p></o:p></span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Purpose: </span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Freer practice<o:p></o:p></span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Advantage: </span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">In classes where learners know each other very
well (eg older state school classes) personalisation activities are often
irrelevant as learners already know everything there is to know about each
other. Discussions based around photographs can therefore often be more
engaging.<o:p></o:p></span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Sample
Activity at higher levels</span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">: I have often used “ambiguous” photos to
practise speculating about possibilities. Eg: one shows a mother and two young
boys in an airport, sleeping on hard airport seats. Learners speculate on the
situation, producing modal verbs with complex infinitives such as “Their plane
might have been delayed” (perfect passive infinitive). The teacher then
encourages them to go beyond this obvious conclusion by asking “Why has the
plane been delayed? How long have they been there? Where are they going and
what will happen if they don’t get there soon?” This will produce other similar
structures. If ls “avoid” the TL, the T can upgrade it in the follow-up stage
by boarding it and saying eg “I heard someone say “Perhaps they’re going on
holiday. How would you say that using “might”?”. </span></span></p><p class="MsoNormal"><span style="font-size: medium;"><b><span style="background: white; color: #2b0c03; font-family: arial;"><br /></span></b></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">6. Type
: </span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Video – a news broadcast in
their own language from the internet<o:p></o:p></span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Purpose: </span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Development of </span><a href="https://www.macmillanenglish.com/us/blog-resources/articles/article/advancing-learning-mediating-a-text-a-practical-guide-to-task-creation"><span face=""Arial",sans-serif" style="background: white;">text mediation skills</span></a><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">– all
levels from B2 upwards. Suitable for monolingual classes only. <o:p></o:p></span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Advantages:
a) </span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Authentic, up to date news broadcasts in English are often
difficult to obtain if you are working in a non-English speaking<b> </b>countries (an exception being </span><a href="https://abcnews.go.com/"><span face=""Arial",sans-serif">https://abcnews.go.com/</span></a><span face=""Arial",sans-serif">) and are, in any case, sometimes of
limited interest to learners. Working on a topical event from their <u>own</u>
country’s news can be more motivating for them. Many countries make their own
news broadcasts for that day available on the web (eg in Italy, <i>RAI Replay</i>) and if the following framework
is used no more than a few minutes of preparation is necessary.</span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Sample
Activity at higher levels</span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">: The T
chooses a short (no more than 1-2 minutes) item from the day’s news which
ideally has: an introduction by the studio anchor; a voice-over film of the
event; an interview between a TV reporter and a protagonist. Ls a) brainstorm
what they already know about the event; b) listen and take notes of the
keywords; c) in threes reconstruct the transcript of the item in English; d)
compare their version with that of one or two other pairs and make improvements,
aided by the T.; e) finally, a volunteer group acts out their broadcast for the
group.</span></span></p><p class="MsoNormal"><span style="font-size: medium;"><b><span style="background: white; color: #2b0c03; font-family: arial;"><br /></span></b></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">7. Type
: </span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Internet video – eg<b> </b>YouTube videos<o:p></o:p></span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Advantage: </span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Coursebooks focus on “general interest” topics which
leaves out of account the fact that each learner has specific interests which
are not catered for. In 121 courses the T can exploit these interests to
increase engagement, and to teach specialist language which will allow them to
view more of the same type of video outside the classroom. </span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Sample
Activity at higher levels</span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">: I
recently taught a C2 learner who was interested in horse riding, and
particularly show jumping – an interest which I share. I therefore used clips
of the last Olympics to teach her specialist lexis and give her general language practice: a) We
watched the clip without sound and discussed what could be seen. I paused the
recording frequently and elicited/fed in specialist lexis such as that connected with tack (<i>girth, martingale, snaffle</i> etc) types of jumps (<i>oxer, double, treble</i> etc) and with what happened (eg <i>to have a refusal</i>). The clip was then
replayed and the L imagined she was the TV commentator and decided what she
would say at each point (the recording was paused frequently to allow thinking
time). We then played the recording with sound and looked at what the
commentator actually said (again focusing on specialist expressions) and
focused on phrases that she could feed into her own commentary. She then
“commentated” on the (silent) clip again, this time in real time. </span></span></p><p class="MsoNormal"><span style="font-size: medium;"><b><span style="background: white; color: #2b0c03; font-family: arial;"><br /></span></b></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">8. Type
: </span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Realia<o:p></o:p></span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Purpose: </span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">To teach advanced lexis and practise circumlocution strategies<o:p></o:p></span></span></p><p style="background: white; margin-bottom: 8.25pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 8.25pt;"><span style="font-family: arial; font-size: medium;"><b><span face="Arial, sans-serif" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #2b0c03;">Advantage: </span></b><span face="Arial, sans-serif" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #2b0c03;">Even advanced learners often lack knowledge of<b> </b>various objects or lexical fields and the use of realia can
stimulate them to develop their lexical knowledge. </span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Sample activity at higher levels: </span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">The T
takes into the classroom six or seven common household or office items that
s/he thinks the Ls won’t know the names of – eg a clothes hanger, a pair of
bookends; a bulldog clip; a rolling pin; a sticking plaster etc. She gives each
group (or in multilingual classes each learner) a bilingual dictionary (or they
can use their phones) and tells them they should find the names of the items.
Once they’ve done so, they then have a couple of minutes to decide on a
description of each item which they can use to test the other learners (eg
“It’s the thing you put on your finger if you cut it.”) At class level, each group then asks the
others about one of the items (“What do
you call the thing you put on your finger if you cut it?”) and the groups give
their answers. The teacher corrects or confirms as necessary and boards the
correct items </span></span></p><p class="MsoNormal"><span style="font-size: medium;"><b><span style="background: white; color: #2b0c03; font-family: arial;"><br /></span></b></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">9. Type
: </span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Graphic Organisers / Mind
Maps<o:p></o:p></span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Purpose: </span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">To help Ls develop the skills of brainstorming
and organising information logically, as they may have to do if eg working for
the writing paper of a Cambridge exam (B2-C2) or IELTS<o:p></o:p></span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Advantage: </span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">This may be particularly relevant with secondary
level YLs. When teaching YLs the T is arguably not “just” a language teacher
but also an educator, responsible for developing higher order thinking skills. </span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Sample
Activity at higher levels: </span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;"> The Ls are given a topic – eg the anatomy of
T.Rex - and then shown how to organise
relevant information on </span><a href="https://www.enchantedlearning.com/graphicorganizers/fishbone/#:~:text=Fishbone%20Diagrams,clearer%20and%20easier%20to%20interpret"><span face=""Arial",sans-serif" style="background: white;">a fishbone diagram</span></a><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">. They
are then given another topic and create their own fishbone diagram on that topic.
Back at class level the T.Rex diagram is used to formulate an organised text
with a paragraph for each main topic, a topic sentence for each paragraph,
connectives used to link idea within the paragraph etc. They then write a
similar text for their own topic. </span></span></p><p class="MsoNormal"><span style="font-size: medium;"><b><span style="background: white; color: #2b0c03; font-family: arial;"><br /></span></b></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">10. Type : </span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Flow charts, pie charts,
graphs etc<b> </b>as commonly used in
business presentations, reports etc<b><o:p></o:p></b></span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Use/ Advantage
: </span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">In general business English courses containing learners from
various company departments, learners can’t always focus on their own
specialist field (HR, logistics, marketing etc) and therefore can’t always
complete activities from their own background knowledge. Information provided
in this form is realistic for the context and ensure that when they are
speaking/writing, the focus is on communication (expressing the information
provided in English) and not imagination (inventing something to say). </span></span></p><p>
</p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;">Sample
Activity at higher levels: </span></b><span face=""Arial",sans-serif" style="background: white; color: #2b0c03;"> B2/C1 learners on a presentation skills
course are given graphs and pie charts showing information such as recent sales
figures for the company’s range of coffee makers, information on the average
age of customers for each product, customer feedback etc. Based on the information given they plan
a presentation (or report) with recommendations for changes in the range and
future marketing policy.</span></span></p>Sue Swifthttp://www.blogger.com/profile/16053188212601918182noreply@blogger.comtag:blogger.com,1999:blog-33744647.post-55431226443537778522023-11-01T10:10:00.014+01:002023-11-30T10:09:01.624+01:00Using songs and music in the classroom<p><span style="font-family: arial; font-size: medium;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: arial; font-size: medium;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbPpEIQRJLwnWQuugqdFfsTM6zsc533FjtUgiiloIoGm3u-xgHpgbTkf4y42gVOmDcsm0GThB9hYVmmqEPhxbUHeyXdEewJBpluUlC3AVq32vJGEZ1zgGShL0Rzx06-jR6Wf8wAq6nOFrKsgSXeGuFD2fpodH8AuKRdTF0lfrqxOVyMoRFpUnG9g/s640/music-6954018_640.webp" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="640" data-original-width="427" height="205" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbPpEIQRJLwnWQuugqdFfsTM6zsc533FjtUgiiloIoGm3u-xgHpgbTkf4y42gVOmDcsm0GThB9hYVmmqEPhxbUHeyXdEewJBpluUlC3AVq32vJGEZ1zgGShL0Rzx06-jR6Wf8wAq6nOFrKsgSXeGuFD2fpodH8AuKRdTF0lfrqxOVyMoRFpUnG9g/w137-h205/music-6954018_640.webp" width="137" /></a></span></div><p><b style="font-family: arial;"><span style="font-size: medium;">This article, based on material from our Delta Courses, focuses on using songs and music in the classroom and looks at: </span></b></p><p></p><p><span style="font-family: arial; font-size: medium;"><b>a) <span style="background-color: white; color: #2b0c03;"> </span><span style="background-color: white; color: #2b0c03;">the general </span><u style="background-color: white; color: #2b0c03;">reasons</u><span style="background-color: white; color: #2b0c03;"> for using them</span></b></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"><b>b) activity <u>types</u> that could be used with them <u>to
achieve specific linguistic </u></b></span></span><b style="color: #2b0c03; font-family: arial; font-size: large;"><u>aims</u>.</b></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"><b>c) reasons why the use of songs and music might <u>not</u> be appropriate in the EFL classroom</b></span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"><br /></span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"><br /></span></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><b><span style="font-family: arial; font-size: medium;">a) <span style="color: #2b0c03;"> <u>General </u></span><u style="color: #2b0c03;">reasons</u><span style="color: #2b0c03;"> for using songs and music in the classroom</span></span></b></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>1.</b> <b>Reason:</b> <u>To foster motivation</u> : Many learners are used to listening/want to listen
to pop songs in English – this may be particularly true of eg teenagers. They
can be asked whose songs they are particularly interested in and even which
songs they want to work on (though the T. should check that the lyrics are at a
level that makes comprehension feasible, and that the content is suitable,
before agreeing). </span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>2.</b> <b>Reason: </b> <u>To stimulate learning</u> : Some research has suggested that baroque
music uses certain frequencies that improve the brain’s ability to process
learning. This was utilised by Lozanov in the method <a href="https://www.onestopenglish.com/methodology-the-world-of-elt/teaching-approaches-what-is-suggestopedia/146499.article" target="_blank">Suggestopaedia</a>. Even if
Suggestopaedia is not used in its full form, the technique of eg finishing a
lesson stage by reading a presentation dialogue or short listening or reading
text to eg a piece by Mozart may help
retention, as well as being a relaxing way to round off a lesson stage. </span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>3.</b> <b>Reason:</b> <u>To
create a relaxed, concentrated atmosphere in the c/r</u> : In small classes,
learners often feel intimidated when working in pairs or groups, as they feel
they can be overheard by the others – or alternatively may overhear and become
distracted by what other groups are saying or by what the teacher is saying to
them. Background music for an activity means that they can only hear what their
immediate partners are saying, and avoids this. Turning the music off can also
signal the end of the activity.</span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>4.</b> <b>Reason:</b> <u>To
change pace and engage learners</u> –
particularly in children’s classes, songs can be used as “stirrers” or
“settlers” or to ensure that the whole class is concentrating on the task. An
example of this would be “Head and
Shoulders, Knees and Toes” where, apart from singing the song, the children are
engaged in carrying out the actions – they therefore have to concentrate on the
meaning of the language in order to perform the correct action.</span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>5.</b> <b>Reason: </b> In a CLIL
or Project Based course, <u>to stimulate research into the background of a
piece of music</u> (the composer, their life, the reason why the piece was
written, its musical attributes etc). This would be an integrated skills
activity which would include reading and/or listening research, written and/or
oral presentation (poster presentations, one minute talks by each member of the
group on one aspect of the research etc. </span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>6.</b> <b>Reason:</b> <u>To provide a stimulus for fluency practice</u>.
Eg after working on the lyrics of a song, learners can be asked to design a
video to accompany it. Or <a href="https://eltnotebook.blogspot.com/2006/10/using-music-and-visualisation-to.html" target="_blank">guided visualisation </a>activities can be used – the
learners listen to a piece of music and are asked to think about the situation
it suggests to them. The T. asks prompt questions as the learners listen such
as “Where are you? What can you see around you? Are you alone or with other
people? Why are you there? What are you doing? How are you feeling? What’s the
weather like?” etc etc. The learners then tell their partner(s) what the music
made them think of.</span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>7.</b> <b>Reason:</b> <u>To increase depth of cognitive processing.</u> Most people find they remember the lyrics of songs that they like and have heard many times, and the memory is triggered by the accompanying music. This effect can be exploited </span><span style="font-family: arial; font-size: large;">without creating boredom </span><span style="font-family: arial; font-size: medium;">after the initial lesson if the song is replayed later in the course for recycling purposes </span><span style="font-size: medium;"><span style="font-family: arial;"><a href="https://eltnotebook.blogspot.com/2020/05/task-repetition.html" target="_blank">using a different task</a></span><span style="font-family: arial;">. </span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>8. Reason: </b><u>To engage learners </u>who particularly enjoy listening to songs/music and who will therefore be motivated by the teaching/learning strategy.<o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b><br /></b></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>b) Activity types that could be used with them to achieve specific linguistic aims.</b></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>9.</b> <b><u>Linguistic aim</u>:</b> <u>Grammatical / Structural / Lexical Consolidation</u>: Some songs centre around a specific structure
or lexical field and can be used to present, practise or consolidate that area.<o:p></o:p></span></p><p class="MsoNormal"><span style="font-size: medium;"><span style="font-family: arial;"><b>Example (i).</b> </span><span style="font-family: arial;">Structural (upper intermediate or advanced) - </span><span style="font-family: arial;">to develop learners
awareness of the difference in use of the past simple and past continuous
forms. <b><u>Song</u>: </b>John Lennon’s “Jealous Guy”. </span><u style="font-family: arial;"><b>Activity type</b></u><span style="font-family: arial;"><b>:</b> Gapfill. The lyrics are given out on handout with the
target forms gapped but the infinitive given in brackets. Ls decide the form of
the verbs in pairs then listen to check. In fact the past simple would be
grammatically possible in all cases where the past continuous is used. Follow-up discussion focuses on why Lennon
chose the past continuous and the difference in the effect the choice creates.</span></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>Example (ii). </b> Structural (Intermediate and
above) - to practise question formation with modals.<b> <u>Song</u>:</b> Bob
Dylan – “Blowing in the wind”.<b> <u>Activity type</u></b>: Ordering jumbled words.
Learners are given the transcript of the song, but each question has the words
in jumbled order with a blank line below where they can write. They re-order
them, possibly working or comparing in pairs, then listen to check.<o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>Example (iii).</b> <u><b>Linguistic Aim </b></u>- Lexical (children’s classes) - to practice/consolidate
parts of the body. <b><u>Song</u>:</b> “Head and Shoulders, Knees and Toes” <b><u>Activity type</u>:</b> Singing and acting out the song. <o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>Example (iv).</b> <b><u>Linguistic aim</u>:</b> structural (Intermediate) - to consolidate would +
infinitive. <b> <u>Song</u>:</b> the Beatles song “An Octopuses Garden”. <b><u>Activity
Type</u>:</b> Spot the change: The
learners are given the transcript and told there are (eg) seven words which,
though grammatically correct, are not the same as those in the song. The
changes that have been made focus on the target language. Learners listen to
identify the words. Eg. All the “would” structures are changed (eg “I’d like to
be” becomes “I like to be”; “we would be” becomes “we will be” etc). Learners
listen and correct the transcript, then discuss the difference in meaning the
changes have made. </span><span style="font-family: arial; font-size: large;"> </span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>10.</b> <b>Linguistic Aim:</b> <u>To Develop
Listening Subskills.</u> Many songs
will include features of connected speech (eg weak forms, elision,
assimilation) learners find difficult to decode and can be used to present them
or to further develop learners’ ability to decode them.<o:p></o:p></span></p><p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;">
</p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>Example</b>: <b><u>Aim</u>
</b>– to raise Ls’ awareness of and practice decoding word sequences affected by
yod coalescence. <b><u>Song</u>:</b> The Beatles
“Got to get you into my life” <b><u>Activity Type</u>:</b> Gapfill. The song contains examples of various
features of connected speech (weak forms, elision, etc) but particularly yod coalescence – both /t j/
sequences becoming /ʧ/ and /d j/ sequences becoming /ʤ/.
It can therefore be used to develop this bottom-up processing subskill
by gapping out the affected words (need you / get you / hold you /want you etc
). As (with one exception) the lyrics are not particularly difficult
structurally, it could be used from pre-intermediate level upwards. Learners
can be asked to predict the missing words, then listen and check or complete
them, after which the T. can focus on the target feature, as well as clarifying
any other parts of the text which learners ask about. </span><o:p></o:p></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>11.</b> <b><u>Linguistic aim</u>:</b> To expose learners to authentic English which contains common features of the spoken language unlikely to occur in their coursebooks. <b>Example:</b> A large number of songs contain the word “ain’t” – eg The Hollies “He ain’t heavy, he’s my brother”. <b><u>Activity type</u>:</b> Gapfill - the Ls receive the transcript with all the examples of <i>ain't</i> gapped and predict the missing word. They will predict <i>isn't</i> but when they listen will hear ain't which can then be explained. Other songs may be too difficult to use in their entirety but extracts can be used with <i>ain't</i> underlined where it has the meaning <i>am not </i>(eg the Temptations "Ain't too proud to beg"), <i>are not, </i>and<i> has/have not</i>. Ls are asked whether they think the meaning is still "isn't" and if not, what it is.</span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b style="background-color: white; color: #2b0c03;">c) Reasons why the use of songs and music might <u>not</u> be appropriate in the EFL classroom</b></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b style="background-color: white; color: #2b0c03;">12. </b></span><span style="color: #2b0c03; font-family: arial; font-size: medium;"><b>Inappropriate Content: </b>Some songs may contain lyrics or themes that are not suitable for all age groups or may conflict with cultural or religious sensitivities. </span></p><p class="MsoNormal"><span style="color: #2b0c03; font-family: arial; font-size: medium;"><b>13. Relevance to student interests: </b>Some songs, though ideal for the linguistic aim chosen, may be considered (especially by teenage students) as "out of date". This could cause negative affect which could block learning. </span></p><p class="MsoNormal"><span style="color: #2b0c03; font-family: arial; font-size: medium;"><b>14. Special needs - Hearing Impairments</b>:<b> </b>Students who are deaf or hard of hearing may not be able to hear the song/music adequately to complete the tasks, and even if given differentiated tasks may feel "left out" of the lesson. </span></p><p class="MsoNormal"><span style="color: #2b0c03; font-family: arial; font-size: medium;"><b>15. Special needs - </b></span><span style="font-size: medium;"><span style="color: #2b0c03; font-family: arial;"><b>Learning disabilities:</b></span><b style="color: #2b0c03; font-family: arial;"> </b><span style="color: #2b0c03; font-family: arial;">Students with certain learning disabilities, such as ADHD or auditory processing disorders, may find it challenging to concentrate or process information with music in the background.</span></span></p><p class="MsoNormal"><span style="font-size: medium;"><b style="color: #2b0c03; font-family: arial;">16. Language Complexity: </b><span style="color: #2b0c03; font-family: arial;">Songs are examples of authentic texts, and are therefore likely to contain complex structures, vocabulary or phonological features that may not be suitable for lower-level learners. Teachers would need to spend additional time explaining lyrics, which can be challenging for the teacher and frustrating for the learners.</span></span></p><p class="MsoNormal"><span style="font-size: medium;"><b style="color: #2b0c03; font-family: arial;">17. Copyright Issues: </b><span style="color: #2b0c03; font-family: arial;">Using copyrighted music in the classroom can sometimes raise legal and copyright concerns, especially if it involves sharing or distributing copyrighted materials</span><b style="color: #2b0c03; font-family: arial;">.</b></span></p>Sue Swifthttp://www.blogger.com/profile/16053188212601918182noreply@blogger.comtag:blogger.com,1999:blog-33744647.post-54930312344782102172023-07-31T17:03:00.006+02:002023-08-25T17:38:26.987+02:00Teaching Business English<p><span style="font-family: arial; font-size: medium;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: arial; font-size: medium;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRfulE7OMdmHQoPeRv2_6Eb2vkfYcduOZbdZwqSumQ5ZW6JcLt2XGqwA-_KhfaISzs-czdL8__vOtEdj9knLqZ6MljEtNN_yiAt913SmVPlVHSY4XXv3UEPawoCLZigWe-SSDV8lO7SqMKb5SOUrt6mwreasLDebzutzvV4mb6pBMDVGdXnKPG-g/s640/office.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="427" data-original-width="640" height="214" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRfulE7OMdmHQoPeRv2_6Eb2vkfYcduOZbdZwqSumQ5ZW6JcLt2XGqwA-_KhfaISzs-czdL8__vOtEdj9knLqZ6MljEtNN_yiAt913SmVPlVHSY4XXv3UEPawoCLZigWe-SSDV8lO7SqMKb5SOUrt6mwreasLDebzutzvV4mb6pBMDVGdXnKPG-g/s320/office.jpg" width="320" /></a></span></div><span style="font-family: arial; font-size: medium;"><br />This article, based on material from our Delta Courses, focuses on <b>teaching Business English</b> and looks at:</span><p></p><p><span style="color: #2b0c03; line-height: 107%;"><span style="font-family: arial; font-size: medium;"><b>a)</b> how BE classes <u>differ from general purpose classes</u>, </span></span></p><p><span style="color: #2b0c03; line-height: 107%;"><span style="font-family: arial; font-size: medium;"><b>b)</b> the <u>problems</u> that they raise and <u>how
these can be overcome</u>. </span></span></p><p class="MsoNormal"><b><span style="font-family: arial; font-size: medium;"> </span></b></p><p class="MsoNormal"><br /></p><p class="MsoNormal"><b><span style="font-family: arial; font-size: medium;">a) Differences from
GP courses<o:p></o:p></span></b></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>1.</b> BE learners have clearer needs than GP learners.
Whilst learners in GP classes may have specific needs (to be able to use
English when on holiday abroad; to pass CPE etc) they often don’t. They may be
eg teenage learners for whom English is part of their general education or,
like a group I teach regularly, retirees who have no need at all for English
but see lessons as a way to keep their minds active, to get out of the house
and socialise with others. BE learners on the other hand generally know that
they are studying to be able to communicate more effectively with clients or
suppliers, to attend meetings held in English with other employees of their
multi-national company, to conduct effective recruitment interviews etc.</span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>2.</b>
This means that the content of the course will be different. Topics will be
business oriented rather than of general interest, and/or specific
communication skills (presentation skills, negotiation skills, meeting skills
etc) may be the main or only focus of the course.<o:p></o:p></span></p><p class="MsoNormal"><o:p><span style="font-family: arial; font-size: medium;"> </span></o:p></p><p class="MsoNormal"><b><span style="line-height: 107%;"><span style="font-family: arial; font-size: medium;">b) Problems and Solutions<o:p></o:p></span></span></b></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>3.</b> BE courses can
range from 100% needs oriented (eg English for Sales Representatives) to
“general” BE courses where there may in fact be participants with a wide
variety of needs – a sales rep, an HRD manager, and the PA to the CEO may find
themselves in the same class because all are at B2 level despite their
differing needs. <b><u>Problem</u>:</b> Although the needs are apparent, this sort of
class composition makes it difficult to cater for them.<o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>4.</b> <b><u>Solution</u>:
</b>Most BE text books attempt to solve this problem by including “a bit for
everyone” eg, a unit on sales and marketing, a unit on HRD etc.</span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>5.</b> However, this
creates the further <u><b>problem</b></u> that at any point in the course, many of the
participants will not be engaged with the material because it does not reflect
their own job or needs. And although they get “their turn” at some point, the
language taught may not be recycled adequately as the course passes on to a
different topic/communication skill.<o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>6.</b> <b><u>Solution a</u>:</b>
These “general” BE books are most effective when used with learners who are
studying Business at university, or are at an early point in their career, and have not yet decided what their
specialist area will be. This type of learner can benefit from covering “a bit
of everything”. <o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>7.</b> <b><u>Solution b</u>:</b>
Later, learners ideally need to be divided by job function or other
communicative needs (eg negotiation) so that material can be provided
(including authentic materials provided by the company or found on the internet)
which is relevant to all of them all of the time.</span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>8.</b> <b><u>Problem</u>:
</b>Work commitments – eg business trips or important meetings – may lead to
irregular attendance, meaning that when the learner returns to the course, they
have missed important work. Thus they either find themselves “lost” or the T.
has to spend time going over things again – potentially wasting the other
learners’ time and causing the course to drop behind schedule. <o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>9.</b> <b><u>Solution</u>:
</b>A “flipped classroom” format for the course means that absent learners can
cover the important input and do some controlled practice before they rejoin
the group. Their progress will still be affected as they have missed the freer
practice and consolidation done in class, but they will not hold back the
course in the same way.</span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>10.</b> <b><u>Problem</u>:</b>
As stated in point 3, BE courses are often held in-company, and this may mean
that participants of different hierarchical levels are placed in the same group
because of being similar in level or needs (eg all B2 or all members of the
marketing department). This may affect the participation of different members
of the group. Even in Italy, which is not a particularly high power distance
culture, I have found that in company courses where mixed hierarchical levels
were included in the group, other participants tended to defer to “the boss”
and be less likely to agree, disagree or self-select for turns.<o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>11.</b> <b><u>Solution a</u>:</b>
Group organisation - if there are “high status” participants in the group these can
(numbers permitting) be grouped together rather than with the “lower status”
participants.<o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>12.</b> <b><u>Solution b</u>:</b>
Allocation
of specific roles in discussions can resolve the problem of not wishing to
disagree with the “boss”. The highest status participant can be given the role
of “chair” and told that they must not give their own opinion, but must find
out the opinions of all the other group members which they will be asked to
summarise in the follow-up. They may ask for clarification but not say if they
agree or disagree. Other members are free to interrupt, agree and disagree as
they wish.</span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>13.</b> <b><u>Problem</u>:</b>
Many of the skills the Ls need (eg negotiations, chairing meetings) overlap
with areas of management training, and the T. may not be an expert on any of
them. Similarly, the specialist vocabulary associated with specific business
areas may not be understood by the teacher (eg a Bill of Lading in Logistics). <o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>14. <u>Solution</u>:</b>
Inexperienced teachers can learn a lot from using a textbook which specifically
teaches business communication skills (eg <i>Business Partner</i> – Pearson) or
focuses on specific business areas (eg the <i>Market Leader</i> (again Pearson)
specialist titles series which include books for areas such as Accounting and
Finance, Logistics Management etc). In addition they can read business books,
or watch videos on business topics on TED TALKs or similar in order to improve
their own knowledge. Alternatively they can follow a specific training course
for teaching Business English<o:p></o:p></span></p><p>
</p><p class="MsoNormal"><b><span style="font-family: arial; font-size: medium;"> </span></b></p><p class="MsoNormal"><b><span style="font-family: arial; font-size: medium;">Also on the notebook...</span></b></p><p class="MsoNormal"><b><span style="font-family: arial; font-size: medium;"><a href="https://eltnotebook.blogspot.com/2018/05/teaching-business-english.html" target="_blank">Teaching Business Communication Skills</a></span></b></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><br /></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><b>What brought you here?</b></span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;">If you're currently working towards the <b>Delta Module One </b>exam, you'll notice that the article is written in the type of format needed in the exam for <b>Paper 2/3 </b>- a succession of points which directly answer the questions set. Each point generally starts with a summary of the basic point, and examples, explanations etc are then added. You'll find a lot of articles on the <i>Notebook</i> in this format, and can use them to practice for this task by first looking at the questions, then writing your own answers, and finally comparing them with the points included in the article.</span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;">Notice that many of the points could be included in an answer to a task focusing on another topic. For example, points 3-6 could be condensed and included in a task focusing on motivation or engagement. Points 8-9 could be suitable for a task on the flipped classroom.</span></p><p class="MsoNormal"><span style="font-family: arial; font-size: large;">If you</span><i style="font-family: arial; font-size: large;"> are</i><span style="font-family: arial; font-size: large;"> </span><span style="font-family: arial; font-size: large;">working towards<b> Delta Module One</b>, check out our</span><span style="font-family: arial; font-size: large;"> </span><b style="font-family: arial; font-size: large;"><a href="https://thedeltacourse.blogspot.com/2023/03/delta-module-one-exam-preparation.html" target="_blank">Module One Exam Preparation Programme</a></b><span style="font-family: arial; font-size: large;">. It's ideal for anyone who</span><span style="font-family: arial; font-size: large;">...</span></p><p class="MsoNormal"></p><ul><li><span style="font-family: arial; font-size: medium;">is self-preparing for the exam</span></li><li><span style="font-family: arial; font-size: medium;">has previously done a full M1 course, but needs a "refresher" before the exam</span></li><li><span style="font-family: arial; font-size: medium;">has failed the exam and needs to retake</span></li></ul><p></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;">You'll find help and guidelines for each task on the paper - and access is available for only a €50 donation (or a rough equivalent in your own currency) to a charity of your choice.</span></p><p class="MsoNormal"><span style="font-family: arial; font-size: medium;"><br /></span></p><p class="MsoNormal"><b><br /></b></p><p class="MsoNormal"><b><br /></b></p><p class="MsoNormal"><b><span style="font-family: arial; font-size: medium;"><br /></span></b></p>Sue Swifthttp://www.blogger.com/profile/16053188212601918182noreply@blogger.comtag:blogger.com,1999:blog-33744647.post-471159911122489602023-07-30T18:00:00.008+02:002023-11-30T10:09:34.778+01:00Language Matters: Lexical Chunks (1)<p><span style="font-family: arial; font-size: medium;"><span face="Arial, sans-serif" style="background-color: white; color: #2b0c03;"><br /></span></span></p><p><span style="font-family: arial; font-size: medium;"><span face="Arial, sans-serif" style="background-color: white; color: #2b0c03;"><strong style="color: black; font-family: "Times New Roman"; font-size: medium;"><span face=""Arial",sans-serif" style="color: #2b0c03; line-height: 17.12px; mso-ansi-language: EN-GB; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"><span style="font-family: arial; font-size: medium;">Analyse the form and use of the highlighted lexical chunks in the extracts below. Don't do them all at once - try one or two a day and then check with <a href="https://eltnotebook.blogspot.com/2023/07/lexical-chunks-1-suggested-answers.html" target="_blank">the suggested answers here</a>. Note anything you miss or get wrong, and look up any terms which you're not sure of in <a href="https://eltnotebook.blogspot.com/p/an-elt-glossary.html" target="_blank">the ELT Glossary</a>. When you go on to further items, make sure you give fuller answers</span></span></strong></span></span></p><p><span style="font-family: arial; font-size: medium;"><span face="Arial, sans-serif" style="background-color: white; color: #2b0c03;"><b><u><br /></u></b></span></span></p><p><span style="font-family: arial; font-size: medium;"><span face="Arial, sans-serif" style="background-color: white; color: #2b0c03;"><b><u>Task</u></b></span></span></p><p><span style="font-family: arial; font-size: medium;"><span face="Arial, sans-serif" style="background-color: white; color: #2b0c03;">The
following extracts are from Dan Brown's novel </span><em style="background-color: white; color: #2b0c03;">The Da Vinci Code </em><span style="background-color: white; color: #2b0c03;">(2003, Doubleday).</span></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span style="color: #2b0c03; font-family: arial; font-size: medium;"> </span></strong></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><strong><span face=""Arial",sans-serif" style="color: #2b0c03;">Extract A</span></strong><span face=""Arial",sans-serif" style="color: #2b0c03;"><o:p></o:p></span></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="color: #2b0c03; font-family: arial; font-size: medium;">Across
the room, Sophie Neveu felt a <strong><u>cold
sweat</u></strong> breaking across her forehead. Langdon was
still <strong><u>spread-eagled</u></strong> on
the floor. <em>Hold on,
Robert. Almost there</em>. Knowing the guard would never actually shoot
either of them, Sophie now <strong><u>turned
her attention</u></strong> back to the matter <strong><u>at</u></strong><u> <strong>hand</strong></u>, scanning the
entire area around one masterpiece <strong><u>in particular</u></strong> - another Da Vinci.<o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-family: arial; font-size: medium;"><strong><span face=""Arial",sans-serif" style="color: #2b0c03;">Extract B</span></strong><span face=""Arial",sans-serif" style="color: #2b0c03;"><o:p></o:p></span></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="color: #2b0c03; font-family: arial; font-size: medium;">The
controller's initial response was a babbling, <strong><u>lame</u></strong><u> <strong>attempt</strong></u> to
protect the privacy of their British client - one of the airfield's most
respected customers. It <strong><u>failed
miserably</u></strong>.<o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="color: #2b0c03; font-family: arial; font-size: medium;">'Okay,'
Fache said, 'I am placing you <strong><u>under
arrest</u></strong> for permitting a <strong><u>private plane</u></strong> to <strong><u>take off</u></strong> without
registering a <strong><u>flight
plan</u></strong>.' Fache motioned to another officer, who approached
with handcuffs, and the <strong><u>traffic
controller</u></strong> felt <strong>a <u>surge of terror</u></strong>.<o:p></o:p></span></p>
<p style="background: white; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><strong><span style="color: #2b0c03; font-family: arial; font-size: medium;"> </span></strong></p>
<strong><span face=""Arial",sans-serif" style="color: #2b0c03; line-height: 107%; mso-ansi-language: EN-GB; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"><span style="font-size: 11pt;">.</span></span></strong>Sue Swifthttp://www.blogger.com/profile/16053188212601918182noreply@blogger.comtag:blogger.com,1999:blog-33744647.post-55394601363633941682023-07-20T15:39:00.001+02:002023-07-20T15:41:26.945+02:00Language Matters: Pot Pourri (3)<p> </p><p><b><span style="font-family: arial; font-size: medium;">How good is your understanding of the form, use and phonological features occurring in various structures and lexical items? What problems might they cause for students? Test your understanding with this activity - and then check your answers against those <a href="https://eltnotebook.blogspot.com/2023/05/pot-pourri-3-suggested-answers.html" target="_blank">on this page</a>. There are six questions, some divided into sections. You don't need to do them all at once - try doing one section a day over a period of time. </span></b></p><p><b><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"><br /></span></span></b></p><p><b><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">The following is an extract from Brotton, J. (2012) <i>A History of the World in Twelve Maps</i>, Penguin, pp, 218-219</span></span></b></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;">Ever since the Habsburg emperor Charles V had inherited the Low Countries from <i><u>his</u></i> <b><u>Burgundian</u></b> ancestors in 1519, <i><u>this</u></i> <b><u>fiercely</u></b> <b><u>independent</u></b> patchwork of cities and municipalities had refused to accept what <i><u>it</u></i> regarded as the <b><u>centralization</u></b> of government and taxation <b><u>by</u></b> a foreign power, <i><u>which</u></i> ruled through governors-general based in Brussels. Four years before the arrests of 1544, Ghent refused to contribute to the Habsburg war effort against <b><u>neighbouring</u></b> France. The subsequent revolt was <b><u>ruthlessly</u></b> suppressed <b><u>by</u></b> Charles and his sister, Queen Maria of Hungary, governor and regent of the Low Countries.<o:p></o:p></span></span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><b><span style="color: #2b0c03;"><span style="font-family: arial; font-size: medium;"> </span></span></b></p><p><strong><span style="color: #c00000;"><span style="font-family: arial; font-size: medium;">QUESTIONS </span></span></strong></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6pt;"><span style="font-family: arial; font-size: medium;"><b><span style="color: #2b0c03;">1.</span></b><span style="color: #2b0c03;"> Comment on the form, meaning and use of the two adverbs highlighted in the text – <i>fiercely</i> and <i>ruthlessly. </i>Transcribe them into phonemic script.</span></span></p><p><span style="font-family: arial; font-size: medium;"><b><span style="color: #2b0c03;">2.</span></b><span style="color: #2b0c03;"> </span><strong><span style="font-weight: normal;">Define apposition, and identify and comment on its use in the extract. The extract shows that it is a common genre feature of expository text. But in what other genre would you expect to see it used frequently?</span></strong></span></p><p><span style="font-family: arial; font-size: medium;"><strong>3.</strong><strong><span style="font-weight: normal;"> Comment on the form and use of the two occurrences of the word </span></strong><strong><i>by</i></strong><strong><span style="font-weight: normal;"> in the text. Identify two other uses of <i>by</i>. What problems might these cause for learners?</span></strong></span></p><p><span style="font-family: arial; font-size: medium;"><strong>4.</strong><strong><span style="font-weight: normal;"> Comment on the form of the following words in the text : <i>independent, centralization, neighbouring. </i>Identify one problem<i> </i>each word might pose for learners.</span></strong></span></p><p><span style="font-family: arial; font-size: medium;"><strong>5.</strong><strong><span style="font-weight: normal;"> Identify the form and use of the cohesive ties of the italicised words in the first sentence - <i>his, this, it, which</i></span></strong></span></p><p><span style="font-family: arial; font-size: medium;"><strong>6.</strong><strong><span style="font-weight: normal;"> Identify the features of connected speech that might occur in the following phrases from the text<o:p></o:p></span></strong></span></p><p><strong><span style="font-family: arial; font-size: medium;">a)<span style="font-style: italic; font-weight: normal;"> …refused to contribute to the Habsburg war effort</span></span></strong></p><p><strong><span style="font-family: arial; font-size: medium;">b)<span style="font-weight: normal;"> </span><i style="font-weight: normal;">… and his sister, Queen Maria of...</i></span></strong></p><p><strong><span style="font-family: arial; font-size: medium;">c)<span style="font-weight: normal;"> <i>…governor and regent of...</i></span></span></strong></p><p><!--[if !supportLists]--></p><p><strong><span style="font-weight: normal;"><span style="font-family: arial; font-size: medium;"> </span></span></strong></p>Sue Swifthttp://www.blogger.com/profile/16053188212601918182noreply@blogger.com