1. Teaching English to Speakers of Other Languages
Certificate IV TESOL
Teaching English to Speakers of Other Languages
10317NAT
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2. In this lesson we will look at the following:
Unit 2&3 Session 4
In this lesson we will look at the following:
Genre
TESOL methods and approaches
The genre approach to TESOL
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3. Genre Discuss: What is the definition of ‘Genre’?
In pairs, discuss and write down as many genres or text types as you can think of.
What are the social purposes for each of the genres or text types you have written down.
Turn to page 27 – 33 of your text book, let’s look at the features of different genres.
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4. Genre Narrative Information report Text Type Purpose
Structural Features
Language and
Grammar Features
Narrative
To entertain, amuse. To tell a story
Orientation complication series of events, resolution
Noun groups to describe characters and settings, time words, action verbs
Text Type
Purpose
Structural Features
Language and
Grammar Features
Information report
To present factual information in general terms, usually about an entire class of things.
Opening general statement, usually defining the topic, usually in paragraphs, finishing off statement, can include glossary, diagrams, photos, tables, graphs, illustrations
General nouns. Technical or topic specific language. Passive voice, usually third person.
Relating verbs e.g. has action verbs to describe behaviour.
Word chains. Repeated naming of topic as theme.
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5. Recount Procedure Text Type Purpose Structural Features Language and
Grammar Features
Recount
To retell events in sequence.
Orientation includes background information. Series of events recorded in time order.
Conclusion with a personal comment or reorientation.
Descriptive language, past tense, time words to connect events, words which tell us where, when, with whom, how.
Adverbial phrases (e.g. just before midnight)
Procedure
To tell how to do something. To tell how to get somewhere.
To give rules of behaviour.
Statement of the goal or the activity.
Materials needed.
Series of steps, listed in order.
Can include cautions and warnings and helpful tips.
Nouns, action verbs, adverbs, commands.
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6. Explanation Exposition/argument Text Type Purpose Structural Features
Language and
Grammar Features
Explanation
To explain why things are or how they happen. To explain the steps of a process.
General statement to identify the topic (can include a how or why question). Series of events in time order.
Optional concluding statement.
Nouns, action verbs, time sequence words
(e.g. then, next, afterwards, simple present tense, passive voice, adverbial phrases).
Exposition/argument
To argue a case for or against a point of view.
Statement of point of view.
Arguments in a logical order (each one with points and elaboration).
Evidence.
Reinforcement of a point of view or recommendation.
General nouns, abstract nouns, technical language, action verbs, relating verbs (e.g.
It is important...).
High modality (e.g. What we must do is...).
Connectives (firstly, secondly).
Evaluative language (e.g. It would be foolish to...).
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7. Text Type Purpose Structural Features Language and Grammar Features
Exposition/
persuasion
To persuade people to act in a certain way. To promote something.
Opening positive statement to attract attention.
Series of arguments to support the subject (not supported by evidence).
Nouns, verbs, adjectives, emotional language, high modality, can be biased, questions, statements, commands, slogans.
Response
To summarise a text.
To tell your thoughts or feelings about something. To analyse a text, work of art, movie.
Context - background information about the subject. Exploration of the subject's qualities (can include feelings).
Judgement - opinion and/or recommendation.
Nouns, adjectives, action verbs, saying and thinking verbs, persuasive language, present tense (can change to past if setting is historical).
Subject in theme position.
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8. Spoken Genres
Spoken texts can be identified as having distinct structures and language features.
Spoken genres can include:
Casual conversations
Negotiating for goods and services
Providing an explanation
Formal lectures (academic)
Informal lectures (parental)
Giving instructions
Giving advice
Requesting
Opinion
Gossip
Discuss: Can you add any genres to this list?
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9. Spoken Genres
Discuss: Why should students be aware of register and both written and spoken genre?
For example, if someone wants to lodge a complaint, is it helpful for them to know the kind of cues that the local culture expects?
For communication to be effective, the sender (writer/speaker) needs to communicate in a way that is meaningful to the receiver (reader/listener).
As an ESL teacher, it is important to help the learner to understand and practice the norms of communicating for a variety of purposes, in a variety of situations within a local culture.
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10. Task Complete task 2/3.2 (a) of your workbook
Turn to pages 27 – 33 of your text book for assistance
Structural and language features
Complete task 2/3.2 (b&c) of your workbook
Complete task 2/3.12 (a-d) of your workbook
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11. TESOL methods and approaches
Genre/text based
Cognitive
Communicative
Task based
Situational
Behaviorist
Suggestopedia
Turn to page 160 – 182
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12. Complete task 2/3.3 a on page 33 of your Workbook
Turn to pages 160 – 182 of your textbook to assist
you with (a)
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13. The Genre approach to TESOL
Genre is a category of text that is characterized by similarities
to form, style or social purpose, and include types such as
narrative, description, discussion, explanation, exposition, etc.
The genre approach to teaching English language, is to teach
learners to produce coherent, purposeful spoken or written
texts (Hyland, 2003).
The approach focusses on the conventions (structure) a text
Needs to follow to be acceptable to its audience and achieve
Its social function (Muncie, 2002).
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14. Genre approach to TESOL
Learners need to understand the following:
The social purpose of the text
Its structural features
The target audience
There are two main stages
Working with the class as a whole
- building knowledge of the field
- exploring the genre (social purpose and structure)
- constructing text jointly
Working individually
- building knowledge of a similar field
- drafting, revising and conferencing
- editing and publishing their text.
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15. Genre approach to TESOL
Sample unit of unit using the genre approach
Turn to page 35 – 36 of your textbook
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16. Genre approach to TESOL
Building knowledge of the field
- field trips
- hands-on creativity
- use of audio-visual resources
- texts of all sorts that deal with the topic
Modelling the text
- authentic texts or teacher can write a sample text
- this stage is for learners to become aware of the stages and characteristics of a particular text type and the kind of language (grammar) associated with it.
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17. Genre approach to TESOL
Joint construction
- students begin writing their own texts with teacher assistance
- whole class/ in groups or pairs
- scaffolding is provided by the teacher
- teacher will engage students in a flow of discussion about the text they are creating, its organization and the language used.
Independent construction
- teacher is the resource for the learners
- teacher aids the process of re-drafting and editing
- post writing reflection to identify and discuss difficulties
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18. Benefits of the genre approach to TESOL
Topical context – use and reuse new vocabulary
Language is learnt in meaningful situations – cultural,
textual and linguistic keys to a particular function are made
explicit.
3. Grammar is addressed in the context of meaningful
communication.
4. Grammatical structures are explained in terms of how they
are used – field, tenor, mode
5. Learners build up knowledge of the topic first which helps
later in the written process.
6. Support – begin with speaking and then build it up to
move onto writing.
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19. Complete task 2/3.3 b on page 34 of your Workbook
Turn to pages 37 of your textbook to assist
you with (b)
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