How to Get Started in Social Media for Art League City
Ā
Macao xinjiang conference context june 2013
1. Ā åé£Æäŗå ?
English Teacherās Network Workshop
David Quartermain
The 4th
International Conference on
English, Discourse and Intercultural Communication
Urumqi, June 8th
2013
6. Hereās what Macau teachers saidā¦
āTeachers donāt have
time to present the
situation clearly ā
we have to focus on
the exam.ā
āMost students
think vocabulary
and grammar
are very boringā
āStudents can
remember the rules
of grammar well.
But they cannot use
it properly.ā
āStudents can
memorise words
but they still
canāt use themā
Do your students face the same problems?
Why?
Do your students face the same problems?
English Teacherās Network Workshop
9. āForlornā
What does it take to know a word?
ā¢ Recognise it in its spoken or written form
ā¢ Recall it at will (the scrabble test)
ā¢ Relate it to an appropriate object or concept
ā¢ Use it in the appropriate grammatical form
ā¢ Pronounce it
ā¢ Spell it
ā¢ Use it with words it usually goes with (collocation)
ā¢ Use it at an appropriate level of formality
ā¢ Be aware of its connotations and associations
English Teacherās Network Workshop
13. forlorn
When my best friend moved
away, I was very lonely.
I felt forlorn for many weeks.
My mum tried everything to
make me happy.
English Teacherās Network Workshop
16. 1) book
2) bank
3) present
MeaningĀ dependsĀ onĀ context
Do you have a book about England?
Iām going to the bank to borrow money.
Thank you for the birthday present.
I want to book a hotel room in Beijing.
Letās go to the river bank for our picnic.
David will present todayās workshop.
English Teacherās Network Workshop
23. Pleased to make
your
acquaintance
Hey dude!
Howās it
going?
How do you do?
Whatās up man?Hi!
Form or Function?
å½¢å¼äøåč½ ?
English Teacherās Network Workshop
Same Function - Different Form
24. English Teacherās Network Workshop
Can you swim?
Can you lend me RMB 100?
Could you carry it for me?
Form or Function?
å½¢å¼äøåč½ ?
25. context [ākÉn tekst] ā
ā ānoun
1.the parts of a written or spoken statement that precede or
follow a specific word or passage, usually influencing its
meaning or effect:
The Language Context
http://dictionary.reference.com/
2. the set of circumstances or facts that surround a
particular event, situation, etc.
The Situation Context
English Teacherās Network Workshop
36. ē»åčÆ
Collocations
white and blackblack and white
You hurt my beliefsYou hurt my feelings
I hear what you meanI see what you mean
A mobile computerA mobile phone / laptop computer
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37. English Teacherās Network Workshop
a promise
the rules
a look
progress
a complaint
a holiday
someoneās temperature
certain
money
a leg
an exam
the news to somebody
a taxi
a rest
a chance
the bed
the ice
a habit
the
law
a
seat
a list
someoneās heart
notes
a suggestion
a wish
ē»åčÆ Collocations
38. English Teacherās Network Workshop
Take ā¦
a promise
the rules
a look
a holiday
someoneās temperature
a leg
an exam
the news to somebody
a taxi
a rest
a chance
the bed
the ice
a habit
the
law
a
seat
a list
someoneās heart
notes
a suggestion
certain
a complaint
money
progress
a wish
39. English Teacherās Network Workshop
Make ā¦
a promise
the rules
a suggestion
a look
a holiday
someoneās temperature
a wish
a leg
an exam
the news to somebody
a taxi
a rest
a chance
the bed
the ice
a habit
the
law
a
seat
a list
someoneās heart
notes
certain
a complaint
money
progress
40. English Teacherās Network Workshop
Break ā¦
a promise
the rules
a look
a holiday
someoneās temperature
a leg
an exam
the news to somebody
a taxi
a rest
a chance
the bed
the ice
a habit
the
law
a
seat
a list
someoneās heart
notes
a suggestion
certain
a complaint
money
progress
a wish
41. How often do youā¦?
Break a promiseBreak the lawMake a listTake a chance
ē»åčÆ Collocations
English Teacherās Network Workshop
43. English Teacherās Network Workshop
Find Someone Who (simple present)
1) Has a birthday in June ā¦ā¦ā¦ā¦.
2) Is a dragon! ā¦ā¦ā¦ā¦.
3) Likes winter ā¦ā¦ā¦ā¦.
4) Knows when Army Day is ā¦ā¦ā¦ā¦.
44. English Teacherās Network Workshop
1) Has been to Macau ā¦ā¦ā¦ā¦.
2) Has ridden a camel ā¦ā¦ā¦ā¦.
3) Has seen a ghost ā¦ā¦ā¦ā¦.
4) Has kissed an Englishmanā¦ā¦ā¦ā¦
Find Someone Who (present perfect)
45. Find out whoā¦
ā¦got up the earliest today
ā¦ate the most for breakfast today
ā¦travelled the furthest to get here today
ā¦has taken the most notes in this presentation
ā¦can sing the best
English Teacherās Network Workshop
Find Someone Who (superlatives)
46. I can ride a horse
I can cook
I can speak Greek
I can sing
ā
ā
ā
X
True or False?
English Teacherās Network Workshop
47. True or False?
I have..
I went ..
I will..
I was..
You create the questions
English Teacherās Network Workshop
48. True for you?
True Not True
Iāve got a husbandIāve got to go
Donāt Know
Iāve got lots of marking to do!Iāve got a beautiful smileIāve got black eyes
Network Workshop
57. 1. How many crocodiles escaped?
2. Which country is the story in?
3. What is the name of the hurricane (typhoon)
that led to the animals escaping?
4. What is the name of the Governor in the
State where this happened?
5. When did this happen?
English Teacherās Network Workshop
60. Cerca de 280 crocodilos escaparam de um viveiro na
cidade mexicana de La Antigua (Estado de Veracruz),
devido a uma inundaĆ§Ć£o causada pela passagem do
furacĆ£o Karl, no Ćŗltimo fim de semana.
A informaĆ§Ć£o inicial era que 400 crocodilos teriam
escapado, mas o nĆŗmero foi retificado nessa segunda-feira
pelo governador do Estado, Fidel Herrera BeltrĆ”n. āEstou
avaliando a situaĆ§Ć£o com a Marinha, mas espero que nĆ£o
haja maiores danos porque a Ɣgua estƔ baixando
consideravelmenteā, afirmou.
Atualizado em 21 de setembro, 2010Atualizado em 21 de setembro, 2010
Cerca de 280 crocodilos escaparam de um viveiro na
cidade mexicana de La Antigua (Estado de Veracruz),
devido a uma inundaĆ§Ć£o causada pela passagem do
furacĆ£o Karl, no Ćŗltimo fim de semana.
A informaĆ§Ć£o inicial era que 400 crocodilos teriam
escapado, mas o nĆŗmero foi retificado nessa segunda-feira
pelo governador do Estado, Fidel Herrera BeltrĆ”n. āEstou
avaliando a situaĆ§Ć£o com a Marinha, mas espero que nĆ£o
haja maiores danos porque a Ɣgua estƔ baixando
consideravelmenteā, afirmou.
English Teacherās Network Workshop
61. English Teacherās Network Workshop
How did you know the answers?
ļ¼Your knowledge of the world.
Mexico
Karl
Fidel Herrera
BeltrƔn
crocodilos
ļ¼Your knowledge of capital letters and names.
ļ¼The text surrounding the answer.
āgovernador
do Estadoā¦ā
ļ¼Your ability to see similarities.
ļ¼Your confidence in guessing.
63. Excuse me, Sir. Iām
terribly sorry to bother
you, but I wonder if you
would mind helping me a
moment, as long as itās
no trouble, of course.
Help!
English Teacherās Network Workshop
64. What have we learnt?
Students have
problems memorising
and using vocabulary
Without context,
vocabulary can be
meaningless
We must consider both
a Language Context ā¦
can
ā¦ as well as a
Personal Context ā¦
English Teacherās Network Workshop
65. Words go together
Personalise
new vocabulary
Look for
Context Clues
Building a context
helps students
predict new
vocabulary
English Teacherās Network Workshop
What have we learnt?
Before we start, Iād like to introduce you to the worldās worst teacher. I hated him! He taught at my school, the āCryptā school, in England. His name was Mr. Stanlake. Phillip Stanlake. And he was in charge of teaching French. I hated French! I hated French because Mr. Stanlake made us learn lists like this.
Every week, Mr. Stanlake would give us verb tables like this. And ask us to memorize them! How do you think I felt? Yes; bored, and frustrated. Now, as it happens, I have a good memory, and I always did well in the tests. But I grew up hating French, and gave it up at the first opportunity. Why?
Provide some examples of what teachers actually said on the blog, pre-workshop.
Letās go back to my example of learning French at school. What was it that was stopping me from going from this, my list of French verbs, to this, being able to use French in a real conversation?
Hereās the essence of the problem. What my teacher was asking me to do was āmemoriseā words. But this didnāt help me to āknowā the words.
If I know a word, then not only will it help me in the exam, but I can actually make use of it in real life. But what does it mean to āknowā a word? http://www.youtube.com/watch?v=Grj96ia_HTU&feature=related
In other words, to understand a word, we need to know the ācontextā for that word. What Mr Stanfield was essentially doing was giving me parts of language like a part of the picture. Alone, and out of context. Without any context to support it, it was totally meaningless. It was only when context was added that the picture began to make sense. Now what information did you need to decode that picture? What was happening around the man ā the bigger picture. What the other information meant. That people might be afraid of a mouse, and what the two peopleās gestures might mean.
A context clue is a hint. It is a word or group of words near a word you don't know. It helps you guess what the new word means. Put a new word in isolation on the board and ask people to put up their hand if they know what it means. Now provide the same word within a text that provides meaningful context. Can they guess the meaning?
Which of these pictures best expresses the meaning of the word āforlornā? Invite synonyms. In what situations might a person feel āforlornā? If you were the mother, what would you do to stop the child feeling āforlornā? Images: Forlorn: http://www.google.com/imgres?q=forlorn&hl=en&biw=1024&bih=578&gbv=2&tbm=isch&tbnid=Si4N2Afo5AelGM:&imgrefurl=http://katpepita.wordpress.com/category/advanced-vocabs/page/2/&docid=Vs6CdqoHKy9UkM&imgurl=http://katpepita.files.wordpress.com/2011/04/man_forlorn.jpg&w=300&h=193&ei=rskgT_7zCY-6iAebv5XtBA&zoom=1&iact=hc&vpx=269&vpy=223&dur=587&hovh=154&hovw=234&tx=90&ty=93&sig=115849043520325277061&page=1&tbnh=154&tbnw=194&start=0&ndsp=10&ved=1t:429,r:1,s:0 Angry: http://www.google.com/imgres?q=angry&hl=en&biw=1024&bih=578&gbv=2&tbm=isch&tbnid=1-ouZheb8z8cKM:&imgrefurl=http://pathtogod.wordpress.com/2011/08/28/anger-why-do-i-get-so-angry-and-what-does-god-think/&docid=NuAiRC3yrdyViM&imgurl=http://pathtogod.files.wordpress.com/2011/08/anger.jpg&w=1601&h=1199&ei=D8wgT9TnNIq1iQegqcDbBA&zoom=1&iact=hc&vpx=303&vpy=254&dur=127&hovh=194&hovw=259&tx=171&ty=150&sig=115849043520325277061&page=2&tbnh=121&tbnw=160&start=10&ndsp=24&ved=1t:429,r:20,s:10 Tired: http://www.google.com/imgres?q=tired&hl=en&gbv=2&biw=1024&bih=578&tbm=isch&tbnid=s8WBA1fUYPwE7M:&imgrefurl=http://www.health.com/health/gallery/0,,20396232,00.html&docid=vbZ2aYPml2jeUM&imgurl=http://img2.timeinc.net/health/images/gallery/living/work-yawn-tired-400x400.jpg&w=400&h=400&ei=e8wgT-qSA6-hiAfzhe2gBA&zoom=1&iact=hc&vpx=758&vpy=92&dur=5988&hovh=225&hovw=225&tx=122&ty=113&sig=115849043520325277061&page=8&tbnh=128&tbnw=127&start=145&ndsp=23&ved=1t:429,r:5,s:145
In other words, we needed a ācontextā. What do we mean by context? The language context. (co-text) This is the picture. The surrounding information that we need to decode the message.
Many words have more than one meaning. The meaning will change, depending upon the context in which it is being used. In pairs, A teaches B the three key words based on the example given. Now imagine that B encounters word in the second sentence. B must ask A to explain the different meaning. Book: This is a homonym (words that share the same spelling and the same pronunciation but have different meanings). Bank : This is also a homonym. 3) Present : This is a Heteronym (same spelling but different pronunciation). They are ALL examples of Homographs (words that share the same spelling, irrespective of their pronunciation). Also; Homophones : words that share the same pronunciation, irrespective of their spelling
Buy me a can of ā¦ Put it in the can Iām going to the can!
What do these four things all have in common? They are all shops. They have the same FORM, but different FUNCTIONS.
What do these four things all have in common? They are all places to live. Shelter. In other words, they have the same āfunctionā or purpose. But they have very different forms (shapes, materials, colours, sizes). SAME FUNCTION, DIFFERENT FORM.
Compare these different forms of greeting. Would they all be ācorrectā? It depends on the situation, and the relationship between the two people. SAME FUNCTION, DIFFERENT FORM.
Blue and red sentences have the same FORM, but different FUNCTIONS. Red and green sentences have same function but different form.
In other words, we needed a ācontextā. What do we mean by context? The language context. (co-text) This is the picture. The surrounding information that we need to decode the message. The situation context. What it means in that particular situation.
My own āpersonalā context is greatly influenced by my existing knowledge ā by what information I already have inside my head. We give a name to this body of existing knowledge ā itās our schemata ā that knowledge that we already have that helps us to interpret something new. For example, if I was to hand you a red envelope, your schemata would arm you with certain expectations about what was inside. Our schemata tells us that one of these envelopes will give us money, and the other will take money away from us. In west, a āredā envelope means a final demand before they take you to court. Students use this schemata to help them understand new words in English.
Which of these 3 replies would be ācorrectā? Grammatically, theyāre all ācorrectā. The āformā is correct in each case. The problem is that the lady has failed to understand the communicative purpose of the speakerās remark; that it is intended as a compliment, not a statement of fact. Think of similar examples in which the other two replies might be appropriate. e.g., āThatās a big windowā or in a language class ā can you think of adjectives other than āniceā?ā
The situational context doesnāt have to be entirely objective. Each student inhabits their own universe ā their own experiences, beliefs, opinions; these will all shape what they consider to be appropriate in any given situation.
The ācontextā for a young Chinese student is very different from that of his British or American counterpart. Point out differences in their context at home (apartment vs house), family (siblings?), school (class size / resources), experiences (travel), expectations (marriage, choices). These ālifestyle differences can further handicap someone when it comes to learning a language. Itās like putting someone in a totally alien environment and asking them to survive.
ā Weāre going to see the doctorā from āSuccess with Englishā Grade 5B, Unit 4. pg 17. Even a simple dialogue like this can contain numerous words that will be interpreted in different ways, depending on the studentās own context. Clock question mark http://www.google.com/imgres?q=clock+face+question+mark&hl=en&gbv=2&sig=115849043520325277061&biw=1024&bih=578&tbm=isch&tbnid=qST00pD90FUcXM:&imgrefurl=http://teachhub.blogspot.com/2011_09_01_archive.html&docid=FGJKMRkzw2CFAM&imgurl=http://1.bp.blogspot.com/-I7LbMxVd3E0/ToSqhhrMeII/AAAAAAAABk0/dFQfv7ZsafA/s1600/clock%25252Bquestion%25252Bmark.jpg&w=347&h=346&ei=fPggT-qHJ-GTiQejvrjNBA&zoom=1&iact=hc&vpx=505&vpy=76&dur=117&hovh=224&hovw=225&tx=135&ty=130&page=6&tbnh=126&tbnw=130&start=113&ndsp=24&ved=1t:429,r:3,s:113 Evil doctor: http://www.google.com/imgres?q=evil+doctor+syringe&hl=en&gbv=2&sig=115849043520325277061&biw=1024&bih=578&tbm=isch&tbnid=gHrWYLw0FtT9-M:&imgrefurl=http://doctorhalloweencostumes.org/doctor-costume-accessories/&docid=sDTKW13S3ZH7LM&imgurl=http://doctorhalloweencostumes.org/wp-content/uploads/2010/09/Jumbo-Syringe.jpg&w=276&h=354&ei=cv0gT4C8KsGjiAe6x6DQBA&zoom=1&iact=hc&vpx=366&vpy=112&dur=835&hovh=254&hovw=198&tx=107&ty=139&page=1&tbnh=119&tbnw=92&start=0&ndsp=23&ved=1t:429,r:3,s:0 Witch doctor: http://www.google.com/imgres?q=witch+doctor+free+clipart&hl=en&gbv=2&sig=115849043520325277061&biw=1024&bih=578&tbm=isch&tbnid=RnGXJkBCKPO45M:&imgrefurl=http://free-retro-graphics.com/2011/02/retro-witch-doctor/&docid=5B30m1jTQogL3M&imgurl=http://free-retro-graphics.com/wp-content/uploads/2011/02/witch-doctor.jpg&w=748&h=1000&ei=Vv4gT9PHOsSeiQf5w5TWBA&zoom=1&iact=rc&dur=563&page=1&tbnh=126&tbnw=85&start=0&ndsp=22&ved=1t:429,r:7,s:0&tx=46&ty=63 Female doctor:
So how do we bring ācontextā into teaching? 1) Personalise it. Build connections between the studentās own life, and the target language.
So how do we bring ācontextā into teaching? 1) Donāt teach words in isolation. In order to help students make use of words, encourage them to use them in combination with other pieces of vocabulary.
We notice when collocations are wrong
Put this on the handout. Audience have to allocate words to one of three categories; ātakeā, āmakeā, ābreakā. Then have people stand at the front, each holding a card with either ātakeā, āhaveā, or ābreakā. Presenter calls out some other words, and a volunteer has to stand next to the right person, depending on whether they think it collocates with ātakeā, āhaveā, or ābreakā.
Put this on the handout. Audience have to allocate words to one of three categories; ātakeā, āhaveā, ābreakā. Then have people stand at the front, each holding a card with either ātakeā, āhaveā, or ābreakā. Presenter allocates each of these words to different volunteers. They each have to stand next to the right person, depending on whether they think it collocates with ātakeā, āhaveā, or ābreakā.
Put this on the handout. Audience have to allocate words to one of three categories; ātakeā, āhaveā, ābreakā. Then have people stand at the front, each holding a card with either ātakeā, āhaveā, or ābreakā. Presenter calls out some other words, and a volunteer has to stand next to the right person, depending on whether they think it collocates with ātakeā, āhaveā, or ābreakā.
Put this on the handout. Audience have to allocate words to one of three categories; ātakeā, āhaveā, ābreakā. Then have people stand at the front, each holding a card with either ātakeā, āmakeā, or ābreakā. Presenter calls out some other words, and a volunteer has to stand next to the right person, depending on whether they think it collocates with ātakeā, āmakeā, or ābreakā.
In class, you might do this with flashcards
So how do we bring ācontextā into teaching? 1) Personalise it. Build connections between the studentās own life, and the target language.
These questions help students use vocab in a personal context. All questions require Simple Present ā Itās a grammar quiz, but personalised. Vocab taken from PEP Primary G5B Unit 3. Army Day is 1 st August.
Hereās a similar exercise using Present Perfect as the target structure
T reads out statements, one by one. If itās ātrue for youā, put your hands on your head. If itās not true for you, cross your arms. Show students gestures for YES, NO, DONāT KNOW. Read out a statement. Students make gesture which is ātrue for themā. Immediate peer correction!! Can then do in smaller groups, or with students at front. Kinaesthetic and fun Relevant and real Language ātaken off the pageā Interaction, cooperation A good quick ātestā of vocab Breaks up a long lesson Excellent for YOUNG LEARNERS
2) Look for context clues
What we need are context clues. These allow us to be language detectives, and help us to understand the new words.
Using context with a text can aid vocabulary learning, assist grammatical understanding, and develop important reading skills.
And an extra point if you can find the name of the Governor of the State.
So far weāve been talking about the importance of context in reading. But context is equally important in other areas, particularly listening. In real life, whenever I enter a situation, I go in with certain expectations about what Iām going to hear. This is the situational context we spoke about earlier. If we donāt provide a context pre-listening, the listening task becomes all that much harder.
In this activity, Iām going to show you a video of someoneās office. Using the prompt words, I want you to discuss with your neighbour what clues you saw about who works here. Form sentences to express how confident you are in your prediction.
In this activity, Iām going to show you a video of someoneās office. Using the prompt words, I want you to discuss with your neighbour what clues you saw about who works here. Form sentences to express how confident you are in your prediction.
