TERMINOLOGY - ELT
quinta-feira, 19 de fevereiro de 2009
DAY 3- MORNING SESSION - MAVIS
WHAT IS A VERB?
A word which:
- occurs as part of the predicate of a sentence
- carries grammatical categories such as tense, aspect person, number
- refers to an action or a state.
verb phrase
- the part of the sentence which contains the main verb and also any objects, complements and adverbials. e.g. Tom gave a watch to his daughter.
- can consist of the word or of more than one word, in which case the phrase consists of a head verb preceded by one or more auxiliary verbs. - no mention of objects, complements, etc.
- the verb phrase is often heavily packed with meaning. We build into it a number of concepts and devices
- action/state
- tense/time
- passive/active voice
- mood indicative, subjunctive(probability - unreal sits), imperative.
- modality
- aspect(progressive,/perfect)
quarta-feira, 18 de fevereiro de 2009
DAY 3- MORNING SESSION - DAMIAN
READING SKILLS
listening,speaking, reading; writing - order of acquisition - macro skills
- SKIMIMNG - reading quickly to understand the gist(main idea). Leaflets, classified ads, lists, google, surfing the web
- SCANNING - reading for specific information(recipes, manuals, TV guide, timetables)
- READING FOR DETAILS - reading to find precise information(tests, manuals, contracts, teacher's books, instructions)
- GUESSING NEW WORDS - using context/ co-text to derive a general understanding(newspaper article, crosswords, poetry, specific/academic texts)
- INFERENCE - reading between lines(social networking websites - facebook, lyrics, comic strips)
- ACTIVATE SHEMATA - previous knowledge - headings, pictures
- LOOKNIG FOR GIST -
- TASK - set BEFORE learners approach the text
TOP DOWN reading - efficient reading/higher level - encourage students!!!
BOTTOM UP reading - lower levels / reading all the words/building up a general picture
- VOCABULARY: pre teach what students can't guess from context/co-text.
NECESSARY PRE-CONDITIONS FOR EFFECTIVE READING:
- language: manageable
- content: relevance
- speed(interruption)
- attention
- attention: focus on important parts
- incomprehensible vocabulary - reading for the context X vocab. class
- prediction
- background info: helps understanding
- motivation: content, level - challenging ??
- purpose: clear task before they approach the text
- strategies: getting settled, activating schematic knowledge, using headings and/or sub-headings, using pictures_diagrams, the length of the text
while reading....
- combining new information with existing knowledge
- contextual + co- textual guessing
- ignoring new vocabulary
- using cohesive devices
- using illustrations
- highlighting the main points
- dictionary
- genre recognition
post-reading...
- how the text made you feel
- summarizing
- new info learned (surprise)
- info transfer to another format
- comparing ideas with another student
- discussion
DAY 2 -AFTERNOON SESSION - DAMIAN
PHONOLOGY
- English Alphabet: 26 letters
- sounds: 44 different sounds
- phonetics:the study of the sounds of human speech
- phonemics: particular sounds to a language
- phonology:supra segmental features - linking ,ellision, sentence stress
- phonetic chart: vowel sounds(monophthongs,diphthongs)/consonant sounds(voiced, unvoiced)
- allophones:different variation of a sound
- articulators: to procude sounds(upper/lower teeth, alveolar ridge, soft/hard palate, oral/nasal tract, tongue, lower lip,uvula, larynx, pharynx wal)
- clear/dark form (full sound/at the end/back resonance = dark -full ; clear sound/beginning and middle/front resonance =like)
- glottal stop: pause before a syllable/ʔ/
interesting websites!!!
http://www.uiowa.edu/~acadtech/phonetics/#
DAY 2- AFTERNOON SESSION - MAVIS
MATERIAL+RESOURCES
ADVANTAGES AND DISADVANTAGES
+
- produced for international market
- learners have a written record of what they have learnt
- learners can look back and ahead
- generally written by experienced pelople and piloted
- saves time - preparation
- supplementary materials(CD, DVD, photocopiables)
- standard of presentation and quality of recordings.
- pitched at the level of our students and can usually be adapted to suit or learners' needs
- comprehensive range of topics
- sequenced(continuity)
-
- may not me aythentic
- written practice - limited
- learners might havespecific needs not met by the CB
- subject matter may be dull or unsuitable for cultural context
- information may not be up -to -date
- lexically limiting
- rigid, predictable structure
DAY 2 - MORNING SESSION - DAMIAN
WRITTEN DISCOURSE
What makes a text cohesive?
- VERB FORM -historic present when narrating stories - it sounds more immediate/ spoken discourse
- PARALLELISM - use the same lexical form in a sentence/clause "she came, she saw"
- PRONOMIAL REFERENCE-avoid repeating a noun
anaphoric reference:when a pronoun refers back(it was mentioned before) - I was looking for my daugther. I found her
cataphoric reference: when a pronoun refers foward in the text- "Nobody seemed to know where they came from, but they were in the forest: Kanga and Baby Roo'.
exophoric reference/xenophoric reference: retorical questions+reference; refers to sth outside of the text.
- REPETITION AND LEXICAL CHAINS: different words with similar meaning.
antonyms/sinonyms; hipenyms(furniture - table, chair)/hyponyms(pigs, dogs - animals); meronyms(refers to sth referring to parts/features of it).
- SUBSTITUTION: in real life people do not answer in full sentences" Do you like pizza? Yes, I do.
- ELLIPSIS: When we drop parts of a sentence "Where did you go? Movie!"
- CONJUNCTIONS(sentence and discourse)
*additive: add information (and, moreover, plus)
*adversive:contrast(but, however, on the other hand, nevertheless)
*causal: reason(because, so therefore,due to, consequently )
*temporal: time(first, next, then, in the end, later, firstly)
*ellaborativ/exemplitive:(such as, for instance, in fact, hence etc)
*discursal: to change topis(anyway, by the way, etc)
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