2868903
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Mind Map by angelwoo2002, updated more than 1 year ago
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Created by angelwoo2002
over 9 years ago
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EDUC260 Module 1- WORDS (wks1-4)
- Week 1
- The 6 Language Modes
- listening, speaking, reading, writing, viewing, representing
- these are interdependent and need to be
combined to respond to and compose texts
- listening, speaking, reading, writing, viewing, representing
- The aim of English Syllabus
- For students to understand and use language
effectively, and appreciate, reflect and enjoy the
English Language
- For students to understand and use language
effectively, and appreciate, reflect and enjoy the
English Language
- Literacy
- "the collection of competencies needed to view, produce and
interpret language and symbols in multiple contexts and
formats"
- "the collection of competencies needed to view, produce and
interpret language and symbols in multiple contexts and
formats"
- Multi-literacy
- an understanding of literacy that acknowledges the changes in
communication due to new technologies, shifts in language usage within
different cultures and effects of globalisation
- an understanding of literacy that acknowledges the changes in
communication due to new technologies, shifts in language usage within
different cultures and effects of globalisation
- History of the English Language
- IMPORTANT FOCUS: for students to understand that
language is always changing and its uses change in
different contexts
- Language
- Two types
- verbal (speech)
- non-verbal (sign language, gestures, drawing, writing)
- verbal (speech)
- involves producing and receiving info, coding and decoding info
- Theories about the Origins of Language
- BOW WOW THEORY-
imitations of animal
sounds
- POOH POOH THEORY-
natural intejections
- DING DONG THEORY- reactions
and sound utterances
- ONOMATOPOEIA- imitations of
sounds from characters/ objects
- BOW WOW THEORY-
imitations of animal
sounds
- Two types
- Seven Ages of English **
- 1. Pre-English Period
2. Early Old English
3. Later Old English
4. Middle English
5. Early Modern English
6. Modern English
7. Late Modern English
- 1. Pre-English Period
2. Early Old English
3. Later Old English
4. Middle English
5. Early Modern English
6. Modern English
7. Late Modern English
- IMPORTANT FOCUS: for students to understand that
language is always changing and its uses change in
different contexts
- The 6 Language Modes
- Definitions
- Critical Pedagogy
- the philosophy that focuses on students being encouraged to question the assumptions
- the philosophy that focuses on students being encouraged to question the assumptions
- Etymology
- the study of the history of words, its origins and how its meaning has changed over time
- the study of the history of words, its origins and how its meaning has changed over time
- Semantics
- the study of meaning of language
- the study of meaning of language
- Syntax
- combination and arrangement of words within larger structures such as phrases, clauses and sentences
- combination and arrangement of words within larger structures such as phrases, clauses and sentences
- Grammar
- a system of rules inherent in a language by which sounds (phonemes) and forms (morphemes) arranged to produce sentences
- a system of rules inherent in a language by which sounds (phonemes) and forms (morphemes) arranged to produce sentences
- Intonation
- combination of pitch, stress and juncture of speech; can shape the interpretation of meaning
- combination of pitch, stress and juncture of speech; can shape the interpretation of meaning
- metalanguage
- language to talk about language
- language to talk about language
- morphology
- form and structure of words
- form and structure of words
- Lexis
- the total vocabulary or catalogue of words
- the total vocabulary or catalogue of words
- Critical Pedagogy
- Week 2
- A Balanced Approach to Reading
- recognised interaction between reading and writing
- recognises importance of context
- emphasis on skills through explicit and systematic teaching
- effective strategies to process papaer and digital text, factual and fictional texts
- recognised interaction between reading and writing
- Three Cueing Systems for Meaning
- SEMANTIC- knowledge of
the world and the word
- SYNTACTIC- knowledge of the
structure of the lanaguage
- GRAPHO-PHONIC- knowledge
of letter-sound relationships
- SEMANTIC- knowledge of
the world and the word
- 3 Language Guide for Reading
Comprehension (LIA)
- Literal (HERE)-
on the lines
- Inferential (HIDDEN)-
reading between the lines
- Applied (IN MY HEAD)-
beyond the lines--> what does
it make you think about it?
- Literal (HERE)-
on the lines
- Ways to construct
meaning from reading
- use of prior knowledge
- understand cultural
differences and
textual purposes
- chaining of the words
- reading aloud= more practice
- use visuals and images
- examine placement of words
- talk to others and share ideas with them
- draw on relationships to make meanings,
build common vocab and word meaning
- E.G. CLOZE PASSAGES, SEQUENCING AND JIGSAW
ACTIVITIES, VISUAL GRAPHIC ORGANISERS
(PATTERNS, NETWORKS)
- use of prior knowledge
- Teaching Approaches
- RATIONALE- an effective grammar needs to be formal and functional just as
an effective pedagogy needs to be both experiential and instructional
- teaching needs to incorporate mixture of
explicit and systematic teaching
- teaching needs to incorporate mixture of
explicit and systematic teaching
- Explicit Instruction
- explain the
purpose and
present tasks
clearly
(challenge tasks
are good!)
- modelling, guiding and
demonstrating tasks to
be performed
- make links with
previous knowledge
- provide scaffolding
and feedback
- explain the
purpose and
present tasks
clearly
(challenge tasks
are good!)
- Systematic Teaching
- Process/ System
- design teaching sequences according to
prior learning and syllabus requirements
- Monitor students'
progress with various
techniques
- Process/ System
- Continuous Process of Explicit and
Systematic Teaching
- Assessment -> Planning ->
Instruction -> Review -> BEGINNING
- Assessment -> Planning ->
Instruction -> Review -> BEGINNING
- RATIONALE- an effective grammar needs to be formal and functional just as
an effective pedagogy needs to be both experiential and instructional
- 3 different types of teaching
- Modelled Teaching
- teacher led, teacher demonstrates
new skills and concepts, activate
prior knowledge and introduce
new terminology
- teacher led, teacher demonstrates
new skills and concepts, activate
prior knowledge and introduce
new terminology
- Guided Teaching
- time for students to use knowledge, more
student control, explicit connection to
previous work, teacher gives enough
support
- time for students to use knowledge, more
student control, explicit connection to
previous work, teacher gives enough
support
- Independent Teaching
- minimal support, greater
student responsibility, time for
students to apply knowledge and
skills, relies on self-direction and
self-monitoring
- minimal support, greater
student responsibility, time for
students to apply knowledge and
skills, relies on self-direction and
self-monitoring
- Modelled Teaching
- A Balanced Approach to Reading
- Week 3
- Engage students in 3 kinds of language
- learning OF language, learning THROUGH language, learning ABOUT language
- learning OF language, learning THROUGH language, learning ABOUT language
- Traditional Grammar
- emphasis on rules and sentence construction
- emphasis on rules and sentence construction
- Functional Grammar
- focuses on the purposes and uses of language to make meaning
- context and purpose will determine the appropriateness of language use
- Making meaning
- FIELD- WHAT
- TENOR- WHO
- MODE- HOW
- FIELD- WHAT
- focuses on the purposes and uses of language to make meaning
- MODALITY
- auxillary verbs gives us info about the amount of certainty being expressed
- high modality= WILL/ MUST, medium modality=
CAN/SHOULD, low modality= MAY/MIGHT
- auxillary verbs gives us info about the amount of certainty being expressed
- Voice
- active
(subject
does
something)
- passive
(something is
done to the
subject)
- active
(subject
does
something)
- Engage students in 3 kinds of language
- Week 4.1
- The Four Resources Model
- Assists students to meet the complex literacy demands of C21st.
- Text Code-Breaking
- Decode the codes and
conventions of written, spoken
and visual texts and make
meaning from the text
- e.g. sound-letter relationships,
spelling, punctuation and grammar
- Decode the codes and
conventions of written, spoken
and visual texts and make
meaning from the text
- Text Meaning-Making
- Ability to understand and compose
meaningful written, spoken, digital or
multimodal texts
- Teaching Focus
- knowledge about literal and
inferential meanings
- make meaning by drawing
on background info and
prior knowledge
- encourage students to understand
and compose various types of text
- encourage students to understand
and compose various types of text
- make meaning by drawing
on background info and
prior knowledge
- knowledge about literal and
inferential meanings
- Student Questions
- Teaching Focus
- Ability to understand and compose
meaningful written, spoken, digital or
multimodal texts
- Text Using
- Ability to use written, spoken, digital and
multimodal texts in functional ways
- Teaching Focus
- recognise the purpose,
structure and features of text
- apply knowledge of texts to
achieve purposes in and out of
schools
- apply knowledge of texts to
achieve purposes in and out of
schools
- recognise the purpose,
structure and features of text
- Students' Questions
- Teaching Focus
- Ability to use written, spoken, digital and
multimodal texts in functional ways
- Text Analysing
- Ability to critically understand written, spoken, digital
and multimodal texts; also understand that texts
represent different POVs
- Teaching Focus
- identify techniques that
position readers, viewers
and listeners
- identify opinions, bias, POV
- support an opinion/ present
alternative positions
(comparing POVs, rewriting
different perspectives)
- support an opinion/ present
alternative positions
(comparing POVs, rewriting
different perspectives)
- identify opinions, bias, POV
- identify techniques that
position readers, viewers
and listeners
- Students' Questions
- SEE SLIDES
- SEE SLIDES
- Teaching Focus
- Ability to critically understand written, spoken, digital
and multimodal texts; also understand that texts
represent different POVs
- Text Code-Breaking
- Assists students to meet the complex literacy demands of C21st.
- The Four Resources Model
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