Language Awareness for English Language Teachers XXD511

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ESP COURSE
(English for Specific Purposes)
for Class Teachers
(17-18)
Vera Savic, MA
Lecturer in English
2010/2011
Faculty of Education in Jagodina
University of Kragujevac
[email protected]
Coherence: Transitions
Transition words and phrases – used to connect sentences
or paragraphs together or relate ideas to one another, also
called connectives.
Coherence – arranging ideas in a clear and logical way;
necessary to understand the meaning of the text as a
whole.
Additional information
- and
- also
- in addition
- in fact
- furthermore
- moreover
- Another ... Is ...
Examples
- for example
- for instance
- in general
- generally
- especially
- in particular
- e.g.
Transitions (cont.)
Contrast
- however
- on the other hand
- but
- yet
- in spite of
- in contrast
- although / though
- Instead
Cause and effect
- therefore
- so
- thus
- as a result
- since
- because
Concluding ideas
- in conclusion
- in summary
- finally
- therefore
- to conclude
- to summarise
TASK: Use the right connective to connect
the following sentences:
1.
2.
3.
4.
5.
6.
7.
His lectures are very theoretical and illustrative. _________, he
gives very good handouts.
I shall ________ __ by saying that this is an interesting text that
should be extremely useful to ESP students in academic writing.
The library is closed on Saturdays and Sundays. _______ you
cannot borrow that book over the weekend.
He passed his final exam. _________, he received BA in
education.
I didn’t tell her to study psychology. ___________, I tried to
persuade her to study languages.
The seminar papers were brief. ___________, they were better
than I expected.
_________ English is not the language with the largest number of
native speakers, it has become a lingua franca.
Grammar Errors:
•
•
•
•
•
Word order
Verb tense
Word form
Relative clauses
Subject-verb agreement
• Articles, prepositions, spelling
Common errors:
• Reduced adverb clauses:
e.g. when moving
equipment
e.g. done with style, ...
• Reduced adjective
clauses:
e.g. the team developing a
new system
e.g. categories depending
on the day and the aims
of a lesson
e.g. decisions made in her
classroom
• Uncountable nouns:
e.g. equipment, information,
knowledge, research
• Irregular plural forms of
nouns:
e.g. criterion – criteria,
phenomenon, medium,
analysis, basis,
hypothesis
• Quantifiers
e.g. few/a few, little/a little
• Subject noun phrase
e.g. some/many books + pl.
verb
e.g. some/much information
+ sg. verb
Three Kinds of Teacher
questions (cont.)
1. Her job is to create conditions that enable
students to learn for themselves.
2. They move between categories depending on
the day and the class and the aims of a lesson.
3. This teacher takes her lead from the students,
seeing herself as someone whose job is to
create conditions for learning.
4. They have limited knowledge of teaching
methodology.
infinitive, gerund or participle:
1.
2.
3.
4.
5.
Many teachers know their subject matter very well, but
have __________ (limit) knowledge of teaching
methodology.
This kind of teacher relies mainly on ‘explaining’ or
‘lecturing’ as a way of ____________ (convey)
information to the students.
____________ (do) with style or enthusiasm or wit or
imagination this teacher’s lessons can be very
entertaining, ____________ (interest) and
informative.
The learners often get practice by _____________(do)
individual exercises after one phase of the lecture has
finished.
This teacher also knows the subject matter that is
being __________ (deal) with.
infinitive, gerund or participle:
1.
2.
3.
4.
5.
6.
Essentially ______________ (teach) is about working
with other human beings.
Decisions made in her classroom may often be
____________ (share) or negotiated.
In many cases she takes her lead from the students,
seeing herself as someone whose job is to create the
conditions that enable the students _________ (learn)
for themselves.
Sometimes this will ____________ (involve) her in
less traditional ‘teaching’.
Activities in the classroom can include how
__________ (guess) the meaning of unknown words.
There are many factors ______________ (influence)
the teaching event.
Tasks
1. How many phonemes are there in each of these
words:
reflection, memorize, techniques, appropriate
2. How many syllables are there in each of these
words?
average, evidence, deskwork, curriculum
3. Which of the following words is stressed on the
first syllable?
research, psychology, attitude, motivation
3. Underline a minimal pair:
yet – jet, by – buy, here – hear
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