Introduction to Genre Based Approach

7/25/2019 Introduction to Genre Based Approach

http://slidepdf.com/reader/full/introduction-to-genre-based-approach 1/43





Writers

Taufik Nugroho

Hafrizon

Reviewer



Lia Herawaty



PREFACE

Center for Development and Empowerment of Teachers and Education

Personnel (CDELTEP) or Pusat Pengembangan dan Pemberdayaan Pendidikdan Tenaga ependidikan (PPPPT) !ahasa is in charge of promoting the"uality of language teachers and school principal# school supervisor# and soforth$ %ence# the Center takes part in the pro&ect of !etter Education Through'eformed anagement and niversal Teacher pgrading (!E'T) in order to multiply their competencies and professionalism$

*s a government institution that is professionally managed# PPPPT !ahasaprovides "uality education services aligned with education reform andglobalisation demand pro&ected by Education for *ll (E+*)$ Likewise theinstitution develops Teacher Competency ,tandards inclusive teaching

materials as a means of achieving the re"uired competencies$

-n the framework of the inister .ational of Education Decree .umber /0 year 1223 on Teacher and Lecturer# the Center# in an effort to generate competentand proffesional teachers# organi4es various training activities to fulfill specificcompetency standards and certification programs$ Therefore# the developmentof these learning materials are e5pected to be a useful resource for teachers$

+inally# constructive criticisms for further materials improvement are welcomeand can be sent to PPPPT !ahasa# 6alan 7ardu# ,rengseng ,awah#6agakarsa# 6akarta /18029 Telephone (21/) :1:/2;0# +acsimile (21/) :1:/2;1#and email< admin=pppptkbahasa$net

6akarta# ,eptember 122>Center Director#

Muhammad Hatta, Ph.D.

.-P />332:12 />?;2; / 22;

i

mailto:[email protected]

mailto:[email protected]



TABLE OF CONTENT

PREFACE..............................................................................................................iTABLE OF CONTENT.........................................................................................ii

CHAPTER I INTRODUCTION.........................................................................1 *$ !ackground$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$/!$ @b&ectives$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$/C$ -ndicators$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$/

CHAPTER II INTRODUCTION TO GENRE-BASED APPROACH..................2 *$ Language Teaching ethodology$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$1!$ 7enreA!ased *pproach$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$0

C$ The onologue Te5t Types -ntroduced for 6unior %igh ,chool$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$:D$ The TeachingBLearning Cycle$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$11E$ The *pplication of 7enreA!ased *pproach in the

Classroom ,ome$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$1?

CHAPTER III CLOSING REMAR..................................................................!"

REFERENCES...................................................................................................!#

ii



CHAPTER I

INTRODUCTION

A. Ba$%&'(u)dThe language teaching profession has recently e5perienced substantialgrowth due to the rapid e5pansion of knowledge that has taken place in our fielding the past few decades$ There has been an abundance of creative newapproaches# materials# teaching ideas# and technological innovations in recentyears# and no lack of stimulating# scholarly debate about how best to usethem$ .ever before in our professional history have we had so many choices9never before has the need for professionalism and critical &udgment beenclearer$ The struggle to understand# clarify# and articulate ones beliefs andpractices is at the very heart of what it means to be a professional$

This module has been written in an attempt to assist teachers interested inclassroom language learning in the process of clarifying their own beliefsabout language learning and teaching# both in terms of theoretical issuesand practical implications for classroom instruction$

B. O*+$ti ( La')i)& Mat'ia/0 *fter learning this learning material# it is e5pected that the participants are ableto<a$ understand the definition of language methodology$

b$ e5plain and improve their skills of techni"ues# methodologies# andapproaches of teaching$c$ know some new methods and trends of language teaching$d$ do the evaluation assigned in relation to language teaching methodologye$ develop all of the topics e5isting and integrate with their e5periences in applying the teaching methodology$

C. I)di$at('0To achieve the above ob&ectives in this learning material# the writer willelaborate the following topics<

a$ definition of language teaching methodology#b$ language teaching methodsc$ genreAbased approachd$ tasks and e5ercises related to the topics discussed$

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CHAPTER II

INTRODUCTION TO GENRE-APPROACH

A. La)&ua& Ta$hi)& Mth(d(/(&

Language teaching came into its own as a profession in the last century$Central to this phenomenon was the emergence of the concept of methods of language teaching$ The method concept in language teachingthe notion of asystematic set of teaching practices based on a particular theory of languageand language learningis a powerful one# and the "uest for better methodswas a preoccupation of teachers and applied linguists throughout the 12thcentury$ %owattFs (/>?0) overview documents the history of changes of practicein language teaching throughout history# bringing the chronology up through the

Direct ethod in the 12th century$ @ne of the most lasting legacies of the Directethod has been the notion of method itself$

1.1. Di)iti() ( La)&ua& Ta$hi)& Mth(d(/(&

ethodology in language teaching has been characteri4ed in a variety of ways$ * more or less classical formulation suggests that methodology is that whichlinks theory and practice$ Theory statements would include theories of whatlanguage is and how language is learned or# more specifically# theories of second language ac"uisition (,L*) and foreign language learning$ ,uchtheories are linked to various design features of language instruction$ These

design features might include stated ob&ectives# syllabus specifications# types of activities# roles of teachers# learners# materials# and so forth$ Design features inturn are linked to actual teaching and learning practices as observed in theenvironments where language teaching and learning take place$ This wholecomple5 of elements defines language teaching methodology$

1.2. La)&ua& Ta$hi)& Mth(d0 i) B'i

Githin methodology a distinction is often made between methods andapproaches# in which methods are held to be fi5ed teaching systems withprescribed techni"ues and practices# whereas approaches represent languageteaching philosophies that can be interpreted and applied in a variety of different ways in the classroom$ This distinction is probably most usefully seen




as defining a continuum of entities ranging from highly prescribed methods toloosely described approaches$

The period from the />32s to the />?2s has often been referred to as The *ge

of ethods# during which a number of "uite detailed prescriptions for languageteaching were proposed$ ,ituational Language Teaching evolved in the nitedingdom while a parallel method# *udioAlingual# emerged in the nited ,tates$-n the middleAmethods period# a variety of methods were proclaimed assuccessors to the then prevailing ,ituational Language Teaching and *udioAlingual methods$ These alternatives were promoted under such titles as ,ilentGay# ,uggestopedia# Community Language Learning# and Total Physical'esponse$ -n the />?2s# these methods in turn came to be overshadowed bymore interactive views of language teaching# which collectively came to beknown as Communicative Language Teaching (CLT)$

-t is difficult to describe these various methods briefly and yet fairly# and such atask is well beyond the scope of this writing$ %owever# several upAtoAdate te5tsare available that do detail differences and similarities among the many differentapproaches and methods that have been proposed$ (,ee# e$g$# LarsenA+reeman# 1222# and 'ichards H 'odgers# 122/)$ Perhaps it is possible to get asense of the range of method proposals by looking at a synoptic view of theroles defined for teachers and learners within various methods$ ,uch a synoptic(perhaps scanty) view can be seen in the following chart$

TEACHING METHODS AND TEACHER & LEARNER ROLES

Mth(d Ta$h' R(/0 La')' R(/0

,ituational Language TeachingConte5t ,etter Error Corrector

-mitator emori4er

*udiolingualLanguageodeler Drill Leader

Pattern Practice *ccuracyEnthusiast

Communicative LanguageTeaching

.eeds *nalystTask Designer

-mproviser .egotiator

Total Physical 'esponseCommander *ction onitor

@rder Taker Performer

Community Language Learning Counselor Paraphraser

Collaborator Ghole Person

The .atural *pproach *ctor Props ser

7uesser -mmerses

,uggestopedia *utoAhypnotist *uthority +igure

'ela5er TrueA!eliever

Figure 2. Methods and Teaher and Learner Ro!es

*s suggested in the chart# some methods see the teacher as ideal language

model and commander of classroom activity (e$g$# *udioALingual ethod#

I)t'(du$ti() t( G)' Ba0d A'(a$h - MGMP !



.atural *pproach# ,uggestopedia# Total Physical 'esponse) whereas otherssee the teacher as background facilitator and classroom colleague to thelearners (e$g$# Communicative Language Teaching# Cooperative LanguageLearning)$

There are other global issues to which spokespersons for the various methodsand approaches respond in alternative ways$ +or e5ample# shouldsecondBforeign language learning by adults be modeled on first languagelearning by childrenI @ne set of methods (e$g$# Total Physical 'esponse#.atural *pproach) notes that first language ac"uisition is the only universallysuccessful model of language learning we have# and thus that secondBforeignlanguage pedagogy must necessarily model itself on first language ac"uisition$ *n opposed view (e$g$# ,ilent Gay# ,uggestopedia) observes that adults havedifferent brains# interests# timing constraints# and learning environments than dochildren# and that adult classroom learning therefore has to be fashioned in a

way "uite dissimilar to the way in which nature fashions how first languages arelearned by children$

*nother key distinction turns on the role of perception versus production in earlystages of language learning$ @ne method of thought proposes that learnersshould begin to communicate# to use a new language actively# on first contact(e$g$# *udioAlingual ethod# ,ilent Gay# Community Language Learning)# whilethe other method of thought states that an initial and prolonged period of reception (listening# reading) should precede any attempts at production (e$g$#.atural *pproach)$

B. G)'-Ba0d A'(a$h *pproaching language learning from the perspective of te5ts re"uires anaccompanying methodology which can enable students to develop theknowledge and skill to deal with spoken and written te5ts in social conte5ts$

*s disscussed previously# methodology refers to the underlying approachwhich influences how students work with syllabus contents in the classroom$Two e5amples of approach are the natural approach and the genre approach$

The most effective methodology for implementing a te5t J based syllabus is thegenre approach which is e5plained$ The genre approach to language learningwas first developed in *ustralia through the work of educational linguists andeducators who have been working with disadvantaged groups of students$ Theapproach is now widely used in all sectors of education$ -t is based on threeassumptions about language learning which are outlined below$




2.1. La')i)& /a)&ua& i0 a 0($ia/ a$tiit

Language learning is a social activity and is the outcome of collaborationbetween the teacher and the student and between the student and other

students in the group$

%alliday (/>>1</>) describes language learning as Klearning to mean and toe5pand ones meaning potential$ %e proposes a language learning model withthree outcomes$

2.2. Stud)t0 /a') /a)&ua&

!y interacting with others in powerful social activities students begin tounderstand the target language is a source they can use to make meaning$

2.!. Stud)t0 /a') th'(u&h /a)&ua&

*s they learn the target language# students begin to interpret and organi4ereality in terms of that language$

2.3. La)&ua& 0tud)t0 /a') a*(ut /a)&ua&

Learning about language means building a knowledge of the target languageand how it works$ -t also means developing a language to talk about language$

-n summary this model of language learning shows that social interactionenables language students to develop<a$ a resource for making meaningb$ a tool for interpreting and organi4ing realityc$ knowledge about language

2.". La')i)& ($$u'0 m(' $ti/ i ta$h'0 a' 4/i$it a*(ut 5hat i04$td ( 0tud)t0

@ver the past two decades natural approaches to language learning have beenadopted in many language learning conte5ts$ These approaches are based on

an assumption that students learn naturally and unconsciously# if they aree5posed to the appropriate language input (rashen and Terrell />?;)$ Ghenusing natural approaches teachers are often reluctant to intervene once theyhave provided the input$ -t is considered that intervention will disrupt thelearning process$ * conse"uence of these natural approaches is that mostinteraction in the classroom is between students$ The teachers role ininteraction is restricted to monitoring input$ Gith these approaches students arerarely conscious of what is e5pected of them in terms of language learning$

ore recently such natural approaches have been critici4ed because they arebased on a Kinvisible pedagogy (!ernstein />>2 < :;)$ any educators are

proposing more principled approached to teaching and learning based on a

I)t'(du$ti() t( G)' Ba0d A'(a$h - MGMP "



Kvisible pedagogy ( !ernstein />>2 < :;) which clearly identifies what is to belearned and what is to be assessed$ The role of the teacher in these moree5plicit approaches is to use methodologies which collaborate with the studentin the learning process$ 'ather than standing back# the teacher intervenes

where necessary in the learning process to support students as they buildknowledge and skills which have been e5plicitly negotiated$

-n *ustralia the genre approach has been developed as a visible pedagogy for teaching language$ The genre approach is concerned with providing studentswith e5plicit knowledge about language$ -t values teacher J learner interactionas well as interaction between students$

2.#. Th '($00 ( /a')i)& /a)&ua& i0 a 0'i0 ( 0$a(/dd/(m)ta/ 0t0 5hi$h add'00 di')t a0$t0 ( /a)&ua&

The methodology applied with the genre approach is based on the work of the'ussian psychologist Mygotsky (/>;0B/>:?) and the *merican educationalpsychologist !runer (/>?8)$ Mygotsky proposed that# in any given are of skills#knowledge or understanding# each learner has two levels of development<a$ a level of independent performanceb$ a level of potential performance which is made possible through social

interaction and &oint construction with Kmore capable other$ (7ray />?: < ;2)The gap between these two levels Mygotsky called Kthe 4one of pro5imaldevelopment$

* learning model based on Mygotsky concepts of development suggest twothings about language learning <a$ -f a teacher is only concerned with what student can already do with

language i$e$ with their e5isting level of independent performance# then thestudents will never progress$

b$ -f a teacher supports students so that they move through the 4one of pro5imal development to their potential level of performance# real learningand progress is possible$

The model also suggests that input alone is not enough for students to teach

their potential$ Mygotsky proposes that learning is a collaboration betweenteacher and student with the teacher taking on an authoritative role similar tothat of an e5pert supporting and apprentice$ %e points out that this collaborationalways involves language in the form of a dialogue between teacher andstudent$ !runer (/>?8<:/) used the term scaffolding to describe the teachersrole in the learning collaboration$ (,ee !urns# 6oyce and Collin# />>8< ??A>2)$

I)t'(du$ti() t( G)' Ba0d A'(a$h - MGMP #



SCAFFOLDING -ndependent learner performance with no

contribution from teacher

LEARNER PROGRESS Potential performance

Diminishing contribution from teacher aslearners independent contribution

-ncreases

None of pro5imal development

,ignificant contribution from teacher tosupport dependent contribution from

learner

Learners entry level assessed byteacher

E5isting independent functioning

Fi&u' 1$ 'epresents the changing nature of the collaboration between teacher andstudent in response to learner progress$

This methodology is designed to support language learning as a social processand included the following elements$

2.6. 7(i)t $()0t'u$ti()

Through &oint construction the teacher and the student develop te5t together and share the responsibility for performance until the student has theknowledge and skill to perform independently and with sole responsibility$

2.8. S$a(/di)&

Through scaffolding the teacher provides support for the students$ This is doneby providing e5plicit knowledge and guided practice$ The teacher e5plicitlycontributes what students are not yet able to do or do not know and ad&ustedthe contribution as students move through the 4one of pro5imal development

towards their potential level of independent performance$

C. Th M()(/(&u T4t T0 I)t'(du$d (' +u)i(' hi&h 0$h((/

The monologue te5ts introduced in secondary &unior high school are procedurete5t# descriptive te5t# report te5t# recount te5t# and narrative te5t$

3.1. Procedure Text ,ome sociocultural functions of procedure te5ts are to instruct# to warn# andstate temporal se"uences$ Linguistic feature used to instruct is imperative9 andto state temporal se"uences is e!ue"cer# such as first, next, then, finally $




@cassionally# procedural te5ts are completed with diagram# flow chart # or illustrations$

'ead the following procedural te5t# and pay attention to the generic structure<

T4t Organisation Language "eatures

Goal Ma#ing a $ite

Materials Things You Need precise information

% pieces of cane(2x'(;1x)'() how long?

How many?Thread

Large sheet of strong paper(e.g.tissue)

Soft pencil what type?

ScissorsPaint and paint rush!lue

Strong string what type?

Steps "hat to do

The Frame

1. da#pen cane to #a$e flexile commands

2. Care"u!!*% end cane to desired shape details

then tie securel& +ith thread. How?

With what?The Covering

'. La* fra#e on sheet o" ,a,er where?

. Trae around fra#e ith pencil action verbs*. Cut co+ering approx.1 c# larger than outline.,. -aint ird on co+ering (e.g. ol)-. hen paint is dr&% place fra#e on !in#ing +ord

painted side. No+ fold edges of co+ering

o+er the fra#e carefull&% and glue the# don.

The Bridle

. Cut ' pieces of string% each 2/c# long.0. Seure one end of each string tightl& to

fra#e at the shoulders and tail of the ird.

Then tie the other ends in a $not.

+rom the te5t above# it is obvious that the things mentioned in the te5t are nounphrases# such as < Ka slice of bread / two slices of bread $ -n addition to nounphrases# the te5t also contains verb phrases (imperatives and present tense)#and se"uencers$ The fre"uent social functions used in the te5t are<

,e"uencing (temporal)< initially# then# ne5t# finallyCause and Effect< is the result of# because# conse"uently#

caused by$




!elow are some e5amples taken from authentic materials<a. Pour the seasoning, vegetable oil, and chili powder on a bowl,

while noodle is being cooked. (-ndomie)b. One way to teach a song is by first handling out the lyrics, then

going through the grammar and syntax, examining the vocabulary used, and finally, trying to analyze the content of the song. (anarticle in the nglish !eaching "orum, #uly $%%&'

c. hen every student has thoroughly grasped the meaning of thelyrics, ) play it and have them sing aloud*(the same article as b'

d. Please put hand baggage in the overhead luggage compartment or under your seat. (+aruda on board instructions in the +aruda)nflight magazine'

e. i-uor consumed on board must come from the galley and beserved by cabin attendants. (the same source as d'

+rom the above te5t# it is clear that many similarities and differences insentence patterns (imperative and present participle) can be found$ Can youmake a try to find othersI

!elow is another procedure te5t# look over the generic structure<

Ho+ to Ma#e a -eni! /o0

hat *ou need1

o n e#pt& plastic ottle of #ineral ater

o sharp cutter

o piece of hite or colourful paper

o So#e paint

o So#e glue

Ho+ to (a#e it1

1. "ash the plastic ottle. a$e sure it is clean hen &ou use it.

2. 3ut the ottle into to hal+es.

'. "rap the ottle ith a piece of coloured paper

. 4f &ou use plain paper% use the paint to #a$e a draing on it.

*. No &our pencil ox is read& to use.

-f a facilitator reads the te5t above# heBshe will e5plain the procedure as follows<

I)t'(du$ti() t( G)' Ba0d A'(a$h - MGMP :



E4'$i0</$ .ow try to analyse the te5t above into its generic structure$ *re the

materials and the steps given in clear detailsI Can you make itclearerI -f you think so# howI

2. -n terms of grammar# what are the grammar points that younoticeI Oou can discuss this with your collegues$

3.$. Decriptive text !elow are some e5amples of descriptive te5ts$ 'ead the te5ts carefully to lookinto things related to linguistic features# generic structures# andle5icogrammars$

The Hanging Gardens of BabylonGeneri Struture

Definition and timeThe 5anging !ardens of 6a&lon as a #an7#ade structure that

as one of the Se+en "onders of the ncient "orld. The5anging !ardens originated in approxi#atel& ,/* 6.3.

Description of purpose 6a&lon% the capital of 6a&lonia% as uilt eteen the

8uphrates and Tigris 9i+ers% here #odern 6aghdad% in 4ra:%

stands toda&. ing Neuchadne<<ar uilt the 5anging !ardens

for his ife% #&tis% ho as the Princess of the edes.

Description of features The 5anging !ardens as uilt on arches o+erloo$ing the cit&

alls. The loest

and their use terrace as tent&7four #etres off the ground and each

succeeding terrace as three #etres higher.There ere aout six

terraces% so that the top#ost terrace as fort& #etres off the

ground.

I)t'(du$ti() t( G)' Ba0d A'(a$h - MGMP

4=# sure &ou all $no #ineral ater% right? "hat is an

exa#ple of #ineral ater? Yes% e ha+e a lot of the# no%

such as :ua% the #ost fa#ous one% or 3lu% or 3heers. >o

&ou $no that the ottles of the #ineral ater can e useful forus? "e can rec&cle the# and #a$e useful things. No e are

going to learn ho to #a$e a pencil ox fro# the used ottle

of #ineral ater. Listen carefull&

@irst% &ou ha+e to prepare the things that &ou need; the& are an

e#pt& plastic ottle of #ineral ater% a sharp cutter% a piece of

hite or colourful paper% so#e paint and so#e glue.

fter that% ash the plastic ottle to #a$e sure it is clean. Then

cut the ottle into to% and rap the otto# part ith paper. 4f

&ou use hite paper% dra so#e interesting pictures on the

paper and paint the#.

No% &our pencil ox is read& to useA

1;



Description of physical The first stage of the uilding as a series of ric$ archa&s that

ere the sa#e

Features height as the cit& alls. Bnderneath the# la& a shaded court&ard.

Cn top of (appearance these arches% the 6a&lonians uilt long ric$ terraces in ros.

These terraces ere lined ith lead% to hold the ater% then

co+ered ith thic$ la&ers of fertile soil. an& exotic plants and

trees ere planted. 8ach floer7ed as the si<e of a tennis court

and the area of each terrace as thirt& #eters long & fi+e #etres

long & fi+e #etres ide.

!elow is another descriptive te5t$ 'ead it carefully# and pay attention to itsgeneric structure so that you can understand the te5t easily and do e5ercisesgiven in this module$

Lesser S!o+ Loris ( Nycticebus pygmaeus)The Lesser Slo Loris is a #a##al hich can cla#po onto Definition

ranches for long periods of ti#e. To help it do this% the Loris

has a netor$ of lood +essels% called rete #iraile in its forear#s

and shan$s.

4t is a s#all #a##al hich is -71/ in. long (1-*72*/##) and can Description of

eigh as #uch as 12 ounces or '/ gra#s. 6eing nocturnal the physical features

Loris has large round e&es. The Loris has no tail ut has road

grasping feet. Cn its second toe it has a sharp cla. 4t also has anenlarged thu# and a reduced index finger.

The Lesser Slo Loris is a plu#p ani#al ith soft% thic$ fur ranging

in colour fro# light ronish7gre& to deep reddish7ron ith a dar$

stripe don the ac$ and nec$. 4t has a long snout ith co#7li$e front

teeth hich are used in groo#ing.

4t is found in Southern sia% Dietna#% 6orneo and Su#atra. s it is Desri,tion o"

tree7li+ing% it is restricted to tropical rain forests. The diet of the haitat3 "ood

Loris is #ade up of fruit and lea+es% tender shoots% insects%irds% and eha4iour

s#all #a##als and reptiles. 4t is nocturnal and sleeps & da&

rolled up in a all.

The Loris a solitar& ani#al hich elongs to the fa#il& of Loriside Desri,tion o"

ush a& and potto. 4t is a +er& slo ut delierate cli#er. n interesting

interesting fact aout the Lesser Slo Loris is that it has a single7 "eatures

note histle.




3.3. Recou"t text

The following te5ts are recount te5ts$ The first e5ample is a letter from aprimary scchool student to his grandpa and grandma$ The second e5ample

is a report about hockey game between two teams# 7erringong and Garilla#held by The ,outh Coast Gomens %ockey *ssociation# in iama$

Generi

Struture

Orientation >ear !randpa and !rand#a%

Yesterda& at #& school e had an 4nternational >a&. "e

had perfor#ances% food stalls% displa&s% raffle tic$et dra%

and so#e of us ere dressed in costu#es.

E4ent 5 "e started our da& off ith perfor#ances ut the one 4

li$ed est as the one fro# fourth grade. "e pla&ed ga#es.

The perfor#ance 4 as in as Laa#a.

E4ent 2 Straight after our perfor#ances e had our lunch. There

ere food stalls. The& ca#e fro# ustralia% sia% ra% and

!reece.

E4ent % 8+er&one had a Eo. These people ere fro# sixth grade. 4

did #& Eo after 4 had lunch. & Eo as to sell

4nternational >a& 6oo$s.

E4ent 6 "e had displa&s in the hall. These displa&s ere good ut 4

didn=t get to see the#. The& displa&s ca#e fro# a lot of

countries.

E4ent 7

There ere also a Trash and Treasure stall here the& sold

to&s. The school got these things & as$ing the children to

ring the# in.

Re8orientation lthough 4 didn=t in an&thing% 4nternational >a& as stillfun.

Lo+e fro# Sue




Ge"eri c Stru c tur e

Furious -ae in Ho#e* Fina!s

Orientation Spectators ere treated to a feast of fast hoc$e& on theee$end hen the South coast "o#an=s 5oc$e&

ssociation staged four grand finals at iana. The

highlights of the da& as the >i+ision Cne grand final

eteen !erringong and #inor pre#iers "arilla hich

as a hard% fast ga#e% ith the speed of the &oung

!erringong tea# pro+ing the difference on the da&.

E4ent 5 "arilla stor#ed the !erringong circle fro# the start of

the ga#e ut the !erringong defence held out and then

too$ the attac$ to "arilla=s 2* &ard line through speed&

centre forard Fenn& iller.

E4ent 2 fter a period of #idfield pla& "arilla=s right inner

and& S#ith ro$e aa& ut again #et solid !erringong

defence.

E4ent % !erringong continued to #o+e the all :uic$l& and Eust

fi+e #inutes efore half7ti#e% !erringong=s left ing

ichelle 3ooper finall& latched on to the all and put it

eteen the posts after ha+ing narrol& #issed

connecting ith a shot se+eral #inutes earlier.

3.%. Report text 'eport te5t has two main elements# general classification and description$!elow are limitations related to the te5t in order that you get acomprehensive picture about it$

7eneral Classification< tells what the phenomenon

under discussion is$ Description< tells what the phenomenon under

discussion is like in terms of o parts (and their functions)

o "ualities

o habits or behaviours# if living9 uses# if nonA

natural

(7erott dan Gignell# />>0)

I)t'(du$ti() t( G)' Ba0d A'(a$h - MGMP 1!



Sh('t R('t

• lassification (can also begin with defintion)

• escription of subtopics# in se"uence given in the

"uestion

L()& R('t

• lassification or efinition

• escription of features in order of importance

(%ardy dan larwein# />>2)

@pening general statementBgeneral classification

,ometimes the opening statement may also indicatea particular aspect of the topic that is being treated(e$g$# !here are many different types of bike in 0ustralia)

+acts about various aspects of the sub&ect (colour#

shape# habits# behaviour# etc$) giving e5amples#

comparing and contrasting# describing componentsand their function

(Derewianka# />>2)

%ere is the e5ample of report te5t and its generic structure$




T4t Generic

Stucture

<ha/0Whales are sea-living mammals.

They therefore breathe air but cannot survive onland. Some species are very large indeed and theblue whale, which can exceed 30m in length, isthe largest animal to have lived on earth.Superficially, the whale loos rather lie a fish, butthere are important differences in its externalstructure! its tail consists of a pair of broad, flat,

hori"ontal paddles #the tail of a fish is vertical$and it has a single nostril on top of its large, broadhead. The sin is smooth and shiny and beneath itlies a layer of fat #blubber$. This is up to 30cm inthicness and serves to converse heat and bodyfluids.

!lassification"

definition

Description of

habit and habitat

Description of

physical features

Text Source: Peter Haddock Ltd., Ref.083

T4t GenericStucture

A Lathe

% lathe is a machine for shaping or boring metal,wood, etc., in which the worpiece is turnedabout a hori"ontal axis against a fixed tool.

!lassification

The lathe is divided into four main parts! bed,headstoc, tailstoc and carriage. The bed is thefoundation of the lathe. &t is made from cast ironand rigidly secured to the lathe stand. The topsurface of the bed is accurately machined to formthe bed ways or vee ways. %ll the other parts of the lathesit on and slide along these bed ways. Theaccuracy of the lathe is determined by theaccuracy of the ways and care should always betaen to eep them in perfect condition.

#arts of a lathe

Description of the

bed$ its function%

physical features%

and position

The headstoc is secured to the lefthand end of

the bed and sits on the bed ways, its main purpose

Description of the

headstoc&$ its

I)t'(du$ti() t( G)' Ba0d A'(a$h - MGMP 1"



being to supply the motive power for the lathe.

The headstoc contains the belts, pulleys or gears,

which bring the power from the motor to the

worpiece so that it can be machined.

purpose and parts

The tailstoc has the 'ob of supporting the loose

end of the metal while it is machined. The

tailstoc can be used to support a drill chuc

for drilling as well as other devices.

Description of

the taistoc&$ its

function

The carriage is used to support the lathe tool and

move it so as to cut the metal. &t slides along the

bed ways.

Description of

the carriage$ its

function


Te0t Generic

Structure

Fi*'0

(ibres can be divided into three categories.

Animal

(protein)

Plant(cellulose)

Chemical(synthetic)

woolsilcahsmere

cottonflaxrayon

polyesteracrylic

The most common fibres used are wool, cottonand polyester.

!ategories of

fibres

Wool is the fleece of the sheep that is spun and

woven after the animal has been shorn. )ifferent

*ualities of wool come from different varieties of

Description of

wool

I)t'(du$ti() t( G)' Ba0d A'(a$h - MGMP 1#



sheep. (leeces of merino sheep are most

commonly used in %ustralia. Wool is a protein fibre

called eratine. +ie human hair, wool fibres have

scales which overlap each other. &t is because of

these scales, which trap the air, the wool eeps

you feeling warm or cool.

otton comes from the seed pod of the cottonplant. &t is a cellulose fibre, consisting of plantcells, and has different properties from proteinfibres. The cotton plan is a dar green bushy plantthat grows in warm, moist climates. &n %ustralia,

cotton is grown in nothern ew South Wales andueensland. otton is a fibre with a gentle twist.otton may also go through a process calledmercerisation. This is when cotton is treated in abath of caustic soda/ this strengthens the fibre andgives it a shine.

Description of

cotton

olyester is a synthetic fibre that is made from by-

products of petroleum and chemicals. &t is a very

straight and smooth fibre. #(rom 1ynes and2ovesdy, 44$

Description of

polyester


3.&. Narrative text The narrative te5t type tells a story$ -ts purpose is to present a view of the world

that entertains or informs the listener or reader$ The response te5t type is apersons response or action to another te5t (a book# film# play# and so on)$ The

generic structures of the te5t are orientation# complication# resolution$ The

language features usyally found in narrative te5t are specific characters# time

words that connect events to tell when they occur# verbs to show the actions

that occur in the story# and descriptive words to portray the characters and

settings$




The e5ample below is a narrative te5t and its generic structure<$

Te0t organisation !anguage "eatures

'rientation 9ohn slu#ped in the ar#chair% his ar#s ho? crossed and his face ith a gloo#& fron.

5e as a ne $id in to+n% ut no7one $ne here?

he as e+en there. Fohn didn=t li$e an&od&

and the& did=nt !i#e hi#. ll da& he sat in the #ental process

ar#chair % staring out the indo. action +er

!omplication Through the indo he sa a gigantic hollo

tree in +acant lot. The tree see#ed to call hi#.

5e stood slol& up% then started to al$ toards !in#ing +ords

the tree. 4ts ranches ere +er& thin and its roots dug into the ground li$e clas.

he tree had thorns all o+er it. 9ohn tried s,e".,art,ts

to turn aa& fro# the tree ut he couldn=t.

#&sterious force as pulling hi# into the hollo.

esolution Fohn ne+er reappearedG ut no7one noticed or cared.

(dapted fro# >ereian$a% 100/)

4f the stor& is told orall&% a facilitator ill tell as follos


This stor& is aout Fohn. "ho is he% students% does an&od& $no? Yes% it

is said in the stor& that Fohn is a ne $id in ton. "hat does that #ean?

9ight% $id #eans child; so he is a ne child% a neco#er in the ton.

C% e+er&od& sa& Hneco#erG neco#erI>o &ou $no an&thing

aout his personalit&? "hat is he li$e? 4s he a cheerful o&% or a gloo#&

o&? 5o do &ou $no that? C% no% hat happened to hi# one da&?

5e as sitting in his ar#chair one da&% da& drea#ing% hen he suddenl&

sa a iig hollo (&ou $no the #eaning of hollo? Yes% luang) in the

tree outside his house. This tree loo$ed +er& scar&% ith thin roots% and

ranches that loo$ed li$e clas. ("hat are clas? 4n 4ndonesian the& arecalled Hca$arI. 3an &ou i#agine ranches that loo$ li$e clas?). This tree

also has thorns all o+er it.

Fohn felt as if the tree as calling hi#% and unconsciousl& he ent out

toards the tree. 5e had tried to turn aa&% ut he couldn=t. fter that

Fohn as ne+er seen again% ut nood& #issed hi# ecause he as such a

gloo#& and unfriendl& $id.

No% hat do &ou thin$ of this stor&? 4s it a happ&7ending or a sad7ending

stor&?



The following e5amples are narrative te5ts$ *nalyse the generic structure and its

language features$

Ta' <

/$ 'ead the two te5ts above and notice the difference in tenses$ Ghat is itI

I)t'(du$ti() t( G)' Ba0d A'(a$h - MGMP 1:

On Sunday

It is Sunday. Billy and his friends do not go to school,so they plan to clean the bedroom. They also cleanthe bathroom and living room. They make the bed,sweep and mop the oor, dust the furniture andrearrange all their books. !"ow everything looks soclean and tidy,# says $iga.

%fter they &nish with the rooms, they go to thegarden. They cut the grass, sweep the dirty leaves,and water the plants. 'other is very happy and veryproud of them. She gives Billy and his friends adelicious breakfast of fried rice and scrambled eggs.

The Naught* /rothers

i# and Sandra ere doing their ho#eor$ fro# school. The& had to

#a$e a cloth puppet and a paper house.

t noon% i# and Sandra left their roo# to ha+e lunch in the dining

roo#. "hile the& ere usil& eating and chatting % their rothers lex

and Ti# snea$ed into the edroo#. The& too$ the puppets and hid the#

ehind the ardroe.

fter lunch% i# and Sandra couldn=t find the puppets an&here. The&

searched e+er&here% ut still the puppets ere #issing. eanhile%

lex and Ti# ere pla&ing outside. i# and Sandra cried% ecause

the& ould not e ale to hand in their puppets the next da&.

4n the #orning% Ti# re#e#ered that the& hadn=t returned the puppetsto the girls. H5ere are the puppets. 4=# sorr& e hid the#



2. Gith a collegue# analyse the te5ts in terms of their generic structures9

which part are the orientations# the complications and the resolutions$

R/$ti()<

/$ ,o far# what lessons did you learn from the te5tsI

2. %ow will you use the narrative te5ts in language learningI

%ere are some other narrative te5ts$

-ooh and the Hone* -ot

part fro# seeing 3hristopher 9oin% there is nothing Pooh li$es etter than

eating hone&. So hen 3hristopher rought Pooh so#e hone& one da&% Pooh as

doubly happ&A H>on=t eat it all at once%I chuc$led 3hristopher. HPut it in a safe place in

case a 5effalu#p co#es along and tries to steal itAI

3hristopher as onl& Eo$ing% of course% ut Pooh asn=t ta$ing an& chances. 5e

did put the hone& in a safe place% and then he ent to ed and fell fast asleep. 6ut he

egan to drea# that a 5effalu#p as tr&ing to steal his hone&A.

Pooh ao$e ith a surprise and ran to his cupoard. nd the pot of hone&

wasn’t thereA HCh% no%I cried Pooh. H4 wasn’t drea#ingA There reall& is a 5effalu#p

here in #& houseAIa$ing noises hich he hoped ould frighten the 5effalu#p% "innie7the7Pooh

loo$ed under the ed. "ell% he didn=t find a 5effalu#p% ut he did find his pot of hone&A

HSill& #eAI he laughed. HThat=s here 4 put the hone& to $eep it safeA Still% a

safer place ould e in #& tu##&AI So he ate the hone&% and then fell asleep again.

The Lost Cater,i!!ar

Se+en or#s are al$ing happil&. Their #other is leading the#. The& ha+e Eust

had their rea$fast on a ig tree near a ri+er. H3o#e on% children. Let=s go ho#e%I

a#a "or# sa&s.Suddenl&% a cric$et sa&s%IYour last chills is ugl&AI HBgl&?I as$s a#a "or#.

Then she loo$s at the child. 5e is not the sa#e as her other children. H5e&% ugl&AI she

sa&s% HYou are not #& child. !o aa&AI

The little ron or# al$s aa&. 5e is +er& sad. "hen he is near a la$e% he

loo$s into the ater.

HCh% ho ugl& 4 a#%I he cries.

HYou are not ugl&%I sa&s a +oice. HCh% 4 find &ou% #& child.I

The or# loo$s around. There is a eautiful ig caterpillar and her children.

The& all loo$ the sa#e as he.

HThe& #a& call &ou ugl&%I sa&s other 3aterpillar% H6ut &ou are the #ost eautiful child in the orld. Cne da&% &ou ill turn into a eautiful utterfl&.I

I)t'(du$ti() t( G)' Ba0d A'(a$h - MGMP 2;



(Ta$en fro# @un Plus /1)

Dona!d:s Ne+ Hat

Cne da&% >ais& decided to u& >onald a ne hat. HYour hat is so old7

fashionedAI she said. H3o#e on% 4=ll u& &ou a ne one.I

>onald $ne that >ais& as right% so he agreed to go to a hat shop. s the&

ent in% >ais& too$ off his old hat. H5e&% hat=s going on?I as$ed >onald.

H4=# ta$ing off &our old hat ecause it=s so ugl&. "e don=t ant the assistant to

see &ou earing it% do e?I said dais&. >onald Eust said% H8rG. no%G4 #ean% &ou=re

right% e don=t.I

4n fact% >onald as +er& fond of his old hat% although he didn=t #ind getting a

ne one if >ais& paid for it. The troule as this There asn=t an& hat in the shop that

>onald li$ed. 5e tried #an& hats% ut he felt that all the hats loo$ed sill& on hi#.

The shop assistant as getting tired of ser+ing >onald% ut he too$ another hat

and shoed it to hi#. H"hat aout this one% Sir? 4=# sure &ou=ll li$e it.I

H4 :uite agreeAI said >onald happil&. >o &ou $no h&? 6ecause that hat

loo$ed exactl& the sa#e as his old oneA Poor >ais&% she asn=t +er& happ&% ut she had

to pa& for that hat. She pro#ised she ould u& a ne hat for >onald% didn=t she?

(dapted fro# >isne&=s Ti#e nnual)

D. Th Ta$hi)&=La')i)& C$/0The cycle of teaching and learning activities in the genre approach consists of a

number of stages which the teacher and students go through so that studentsgradually gain independent control of a particularly te5tAtype$+igure 1 represent the teachingBlearning cycle which has been usedsuccessfully in the field of adult TE,@L$


'Foint

construction of

the text

2

odelling and deconstructing

the text

independent

construction of the

text

*

Lin$ing related

texts

16uilding the

context



+igure 1 ,tages of the teachingBlearning cycle (adapted from Callaghan and'othery />??# 7reen />>1# Cornish />>1)

Each of the five stages of the teachingBlearning cycle is designed to achieve adifferent purpose within the cycle of the teaching and learning$ Each stage#therefore# is associated with different types of activities$

sually# when a te5t type and its conte5t are being introduced for the first time#the teacher and the students work through all these stages$ %owever# it ispossible to enter the cycle at any point$ -f# for e5ample# students are alreadyfamiliar with the conte5t# the cycle could begin with activities from the modelingstage$ -t is also possible at any time to return to activities from the modelingstage$ -t is also possible at any time to return to activities from earlier stages of the cycle if students need revision or further practice in order to progress$ The

purpose and focus of each stage is outline below$

1. BUILDING THE CONTE>T

-n this stage students <

• are introduced to the social conte5t of an authentic model of the te5t J type

being studied

• e5plore feature of the general cultural conte5t in which the te5t type is used

and the social purposes the te5t J type achieves

• E5plore the immediate conte5t of situation by investigating the register of a

model te5t which has been selected on the basic of the course ob&ectiveand learner need$

*n e5ploration of register involves<

• building knowledge of the topic of the model te5t and knowledge of the

social activity in which this te5t is used# e$g< the social activity in this te5t isused# e$g< the social activity of &ob seeing within the topic employment in)ndonesia.

• understanding the roles and relationships of the people using the te5t and

how these are established and maintained# e$g< the relationship between a &ob seeker and a prospective employer$

• nderstanding the channel of communication being used# e$g< using the

telephone# speaking faceAtoAface with members of an interview panel$

Conte5t J building activities include9

• Presenting the conte5t through pictures# audio J visual material# realia#

e5cursions# fieldAtrips# guest speakers etc$

• Establishing the social purpose through discussions or surveys etc$

• cross J cultural activities

• related research activities




• comparing the model te5t with other te5ts of the same or contrasting type

e$g< comparing a &ob interview with a comple5 spoken e5change involvingclose friends# a work colleague or a strange in service encounter$

2. MODELLING AND DECONSTRUNCTING THE TE>T-n this stage students <

• -nvestigate the structural pattern and language feature of the model

• compare the model with other e5amples of the te5t J type

-n this stage diagnostic assessment helps the teachers to decide how muchtime to devote to particular language features and what kind of presentation or practice students need with each feature$ odeling and deconstruction activitiesare undertaken at both the whole te5t# clause and e5pression levels$ -t is at thisstage that many traditional E,LBE+L language teaching activities come into

their own$ %owever it is important that these activities are presented in relationto the te5t J type being studied# the social purpose being achieved and themeanings being made$ ,ample activities at each level of language$ Te5tAlevelactivities include<

presentation activities usingdevices# such as< @%Ts# charts#big books# board work etc$

sorting# matching and labeling activities e$g<sorting sets of te5ts# se"uencing &umbledstages# labeling stages etc$

activities focusing on cohesive devices

such as sets of related le5ical items#con&unction# modality# reference e$g<semantic maps# vocabulary networks#clo4e# transparency overlays etc$

ClauseAlevel activities presentation and practice activities relatingto the grammatical features of the te5t

E5pressionAlevel activities oralAaural# pronunciation# decoding#spelling# handwriting or typing practice asneeded for the use of the te5tAtype

!. 7OINT CONSTRUCTION OF THE TE>T

-n this stage<• students begin to contribute to the construction of whole e5amples of the

te5tAtype

• the teacher gradually reduces the contribution to te5t construction# as the

students move closer to being able to control the te5tAtype independently$

6oint construction activities include<

• teacher "uestioning# discussing and editing whole class construction# then

describing onto board or @%T$

• skeleton te5ts

• &igsaw and information gap activities

I)t'(du$ti() t( G)' Ba0d A'(a$h - MGMP 2!



• small group construction of te5ts

• dictationBdictogloss

• selfAassessment and peer assessment activities

Diagnostic assessment is critical at this stage as the teacher must decidewhether students are ready to move to independent functioning or whether theyneed to undertake further work at the te5t modeling or &oint construction$

3. INDEPENDENT CONSTRUCTION OF THE TE>T

-n this stage<

• students work independently with the te5t

• learner performances are used for achievement assessment

-ndependent construction activities include<

• listening tasks e$g< comprehension activities in response to live or recorded

material such as performing a task# se"uencing pictures# numbering# tickingor underlining material on a worksheet# answering "uestion$

• speaking tasks e$g< spoken presentation to class# community organi4ation#

workplace etc$

• listening and speaking tasks e$g$ role plays# simulated or authentic

dialogues

• reading tasks e$g$ comprehension activities in response to written material

such as performing a task# se"uencing pictures# numbering# ticking or underlining material on a worksheet# answering "uestions$

• writing tasks which demand that students draft and present whole tasks$

". LINING TO RELATED TE>TS

-n this stage students investigate what they have learnt in thisteachingBlearning cycle can be related to<

• other te5ts in the same or similar conte5ts

• future or past cycles of teaching and learning

*ctivities which link the te5tAtype to related te5ts include<

• comparing the use of the te5tAtype across different fields

• researching other te5tAtypes used in the same field

•roleAplaying what happens if the same te5tAtype is used by people withdifferent roles and relationships$

• comparing spoken and written models of the same te5tAtype

• researching how a key language feature used in this te5tAtype is used in

other te5tAtypes

-t is very important to note that the genre approach does not advocate thatstudents mindlessly imitate the teacher$ -nstead it gives students the opportunityto learn to function at a level beyond that which they could learn to do on their own$




7ray (/>?:<;3A?) list four things which teachers need to consider as theyimplement this approach<

• 6oint construction involves negotiation between the teacher and student# not

domination by the teacher$ !oth the teacher and student need to have a

shared understanding of the conte5t and of the meanings being negotiated$Problems are shared and the teacher only asks direct "uestions whenstudents show they have a chance of success$ Throughout this processstudents are thinking and making choices to contribute to the &ointconstruction$

• Teachers need to create conte5ts in which the use of the target language is

legitimate and meaningful$ Teachers also have to decide what kinds of te5tsto use$

• 6ointly constructed and negotiated meanings are best supported or scaffold

within predictable and familiar routines# or cycles# of interaction and activity

over e5tended periods of time$• Teachers use scaffolding to monitor the level of difficulty as control is

gradually handed over to the student$

Through the social construction approach# even the most common classroomactivities can be used to further the language development of students$ Ghat isimportant is that language occurs as part of a goal1oriented activity and becomes par of a socially constructed text (ray# />?;<;>A0>)$+or those students whose background has not prepared them for formallearning# the social construction approach allows them gradually to take over the culture of the classroom and to make it their own (7ray# />?;<3/)$ +or many

E,L students this move is a critical step especially when the culture of a formallearning environment is as challenging as the culture of the new language$

The genre approach offers students the freedom to say and write what theywant effectively$ -t makes it possible for the teacher to meet learners needwithin a framework which facilities progress towards the students potentialinstead of abandoning them permanently at entry level$

3.1. Li)%i)& C$/0 ( Ta$hi)& a)d La')i)&

Githin a unit of work each new cycle of teaching and learning is related to the

one before$ * new cycle might be related to the previous in one of the followingways<a$ -t develops the same topic$

E5ample< The topic is 2hopping and a unit of work focuses on an e5changebetween a shop assistant and a customer$ The ne5t unit of work focuses oninformation te5ts related to consumer rights$

b$ -t introduces a new te5tAtype which occurs in the same conte5t of use as theone studied previously$E5ample< * unit of work focuses on &ob advertisements and the ne5t unit of work focuses on &ob application letters$

c$ -t revisits the same te5tAtype in a different conte5t$

I)t'(du$ti() t( G)' Ba0d A'(a$h - MGMP 2"



E5ample< a unit of work focuses on telling a personal recount to family andfriends about a holiday and the ne5t unit of work focuses on telling apersonal recount to work mates about something that happened at work$ *lternatively the ne5t unit of work focuses on writing a personal recount$

d$ -t provides an opportunity to work with the same language feature of features$E5ample< The students work with noun groups while writing a descriptionand continue working with noun groups in the ne5t unit of work while writinga recount$

e$ -t provides an opportunity to continue practicing the same skills or strategies$E5ample< ,tudents work on listening skills and strategies which focus onlistening to information te5ts$ They continue working on listening skills andstrategies in a subse"uent unit of work focusing on making re"uests for information$

3.2. C$/0 ( Ta$hi)& a)d La')i)& A$tiiti0

Each unit of work is designed so that students gradually gain control of one of more whole te5ts in order to use them in social conte5ts$ ,tudents gain controlof the target te5tAtype engaging in a series of language learning activities incycles of teaching and learning$ Different activities are used at different stagesof each cycle as illustrated in the e5ample of a cycle$

Fi'0t 0ta& ( th $$/ /$ activities build knowledge of a conte5t of

language use which relates to learner needs

1$ activities involve visuals# realia# e5cursions#

discussions# field work and vocabularyA

building

;$ parallel activities build crossAcultural

strategies and pronunciation or spelling

skills

S$()d 0ta& ( th $$/ 0$ involves a close investigation of the purpose

and structure of a model of a te5t type which

occurs in the conte5t

3$ students focus on the register and language

features which are central to the te5t

achieving its purpose

8$ language features are studied at both whole

te5t and clause level

Thi'd 0ta& ( th $$/ :$ initial activities provide students with

opportunities to use the te5t type with

support

I)t'(du$ti() t( G)' Ba0d A'(a$h - MGMP 2#



?$ later activities gradually demand more

independent performance

-f the te5t is spoken# pronunciation activities will be interwoven into the cycle of

teaching and learning$ -f the te5t is written# spelling# punctuation andhandwriting or typing skills will be developed during the cycle$

3.!. D/(m)ta/ St0* if the language model is contextually sensitive along a number of

dimensions, it is possible to acknowledge both strengths and weaknesses inone student text. )t is possible when reading a piece of writing, for example, tosee that a student may have learned a great deal about the operations of amachine but may not be confident about writing a procedure for its use.3nowledge of the goals for learning and how students4 language procedure for its use. 3nowledge of the goals for learning and how students4 languageapproximates these enables teachers to acknowledge students4 positiveachievements and to plan the appropriate next steps in their learning.

)n short, when planning learning experiences for their students, teachersneed to know where they4re going and why, how far students have come and what this progress means in terms of their positive achievements and futureneeds. (acken and ,lade# />>;<12:)$-n a te5tAbased syllabus you need to plan a se"uence of developmental steps$Each step involves activities which gradually move students towardsindependent control of a target te5tAtype$ The first step in a se"uence builds onthe knowledge and e5perience the students have brought with them and each

subse"uent activity or task builds on what went before$

Gith each developmental step students progress from</$ the known towards the unknown1$ the simplest and easiest elements towards the more comple5 and difficult

-t is important that students know what is e5pected of them as they workthrough each developmental step$ ,tudents must also feel that each step isachievable# logical and linked to their language learning goals$ Learning isscaffold so that students always feel that success is possible$ The support isgradually reduced as students begin to function more and more independently$

,tudents differ in terms of what they already know and what they find easy or difficult$ +or this reason you need to identify</$ what your group of students already knows1$ what your group of students finds easy and what they find difficult;$ the nature of any disparity between the students$

This information is gathered at the beginning of the course during the needsanalysis process$

,tudents progress is then monitored by integrating diagnostic assessment into

the teaching learning se"uence$ Diagnostic assessment makes it possible to<




/$ monitor the effectiveness of the planned steps as they are implemented1$ ad&ust the plan as the course progresses'. keep each student informed about their own progress$

E. Th A/i$ati() ( G)'-Ba0d A'(a$h i) th C/a00'((m!elow is the e5ample of teaching and learning process based on genre Abasedapproach<

Ta$hi)& a)d /a')i)& $$/? Ch$%/i0t ( a$tiiti0

1

/ui!ding the onte0t

Purpose of text – Social purpose of the text

RegisterFie!d ui!ding

• What the text is about

• what students already know about it• what experiences, activities will be part of the

exploration

Information from the activities is organized andrecorded. e.g.

• using related images and realia e.g.

photographs, video, illustration, obects,internet

• brainstorming vocabulary from images

• discussing topic including comparison with own

culture and access issues

• research activities to gather material on topic

!stablishing tenor "level of involvement betweenreader and writer in terms of contact and emotionalcharge#

!stablishing mode "distance between reader$writer

in terms of time and space#




2

Mode!!ing;deonstruting

the te0t

Te0t struture• the stages "narrative#

• the function of the stages e.g. se%uencing a text

that has been cut up into stages

Language features e.g.

• cloze to focus on a particular language feature

• learners collect examples of a language feature,

e.g. list of prepositional phrases, modal verbs,key vocabulary

• igsaw activities

3

Foint onstrution o"the te0t

• activities that focus on a particular strategy

"e.g. using appropriate gestures, skimming,making notes&

• role play of text in groups

• dictogloss

• information gap activities to construct a text

• listening to a text together and acting on it

• teacher acting as a scribe and prompt while

class ointly creates a written text

• in groups, constructing or completing a text

• as a class or in groups, editing a draft text

4

Inde,endent onstrution

o" the te0t

'earners consult with teachers and peers

throughout the process. (raft are edited,

reworked and proof)read

I)t'(du$ti() t( G)' Ba0d A'(a$h - MGMP 2:



5

Lin#ing re!ated te0ts

*ompare text with other texts which have asimilar (Text-based syllabus design (NCELTR/NSW

AMES)– Susan Feez)

purpose, looking at text structure, language

and text features and appropriate strategies

Close Encounters : Roo in the loo

Teaching and learning cycle: Checklist of activities

I)t'(du$ti() t( G)' Ba0d A'(a$h - MGMP !;



1

/ui!ding the onte0t

Purpose of text – Social purpose of the

text

RegisterFie!d ui!ding

• What the text is about – +icture$ title – oo

in the loo

• what students already know about it )

kangaroos

• what experiences, activities will be part of

the exploration"visiting the zoo, expectations before arriving in-ustralia#

Information from the activities is organised andrecorded. e.g

• using related images and realia e.gphotographs, video, illustration, obects,

internet "pictures of family tours to /roken0ill#

• brainstorming vocabulary from images

"1erman words#

• discussing topic including comparison with

own culture and access issues "2oilet –

collo%uial terms in different languages#

• research activities to gather material on topic

!stablishing tenor "level of involvement

between reader and writer in terms of contactand emotional charge#

!stablishing mode "distance betweenreader$writer in terms of time and space#

2

Mode!!ing;deonstruting

the te0t

Te0t struture• the stages "narrative# – 3rientation,

complication, evaluation, resolution, coda#

• the function of the stages e.g se%uencing a

text that has been cut up into stages

Language features• cloze to focus on a particular language

feature

• learners collect examples of a language

feature, eg list of prepositional phrases,

modal verbs, key vocabulary, attitudinalwords "replace them with another word withsimilar meanings, creating noun group eg todescribe the roo a big strong marsupial etc#

• igsaw activities

I)t'(du$ti() t( G)' Ba0d A'(a$h - MGMP !1



3

Foint onstrution o"

the te0t

• activities that focus on a particular strategy

"eg using appropriate gestures, skimming,making notes&

• role play of text in groups

• dictogloss

• information gap activities to construct a text

• listening to a text together and acting on it

• teacher acting as a scribe and prompt while

class ointly creates a written text

• in groups, constructing or completing a text

• as a class or in groups, editing a draft text

4

Inde,endent onstrution

o" the te0t

'earners consult with teachers and peers

throughout the process. (raft are edited,reworked and proof)read

5

Lin#ing re!ated te0ts

*ompare text with other texts which have asimilar

purpose, looking at text structure, language

and text features and appropriate strategies

(Text-based syllabus design (NCELTR/NSW AMES)– Susan Feez)

Scaffolding1. P'a'i)& t( 'ad= *ui/di)& th $()t4t = i/d

• PicturesBvideoBinternetBillustrations




• talk about the general conte5t

• preparing to read B prediction

2. G/(*a/ 'adi)&

)dentify 3ey 5ocabulary• making up the list of vocabulary (&oint effort)

• Discuss the meanings Jsee how they can fit in the conte5t

a. Fi'0t 'adi)& (get global meaning)

• ,,' (,ustained ,ilent 'eading) by learners to encourage reading for

pleasureBfor information

• *llow learners time to look up the new words and get familiar with the

te5t$

*. S$()d 'adi)&• Play the accompanying cassette while learners are reading$

• Listen H read the full length of the storyBchapter

$. Thi'd 'adi)& (Deconstruction J teacherBtutor Jguided reading to workout how information is organi4ed in the te5t)

• Play the cassette and stop either at the end of each paragraph or

comple5 sentences$

• Discuss the story and other linguistic features eg pronunciation#

dramatic effect# story line etc$

!. Gutti)& th t4t @t4t 0t'u$tu'=/a)&ua& atu'- work out how information is organised in the te5t and if any

generalised framework of information can be identified someuseful activities<

- (ai" poi"t

• &ointly or independently decide on the seven most important

points made in the storyBte5t e$g< ,tephans e5pectations#what they saw# his e5perience etc$

• write down each point

•

write a summary of the story

A I")ormatio" *ap + voca,u-ar exercie

I. 7(i)t $()0t'u$ti() ( th t4t? 0u&&0td a$tiiti0

- /i*a0 readi"* (Purpose encourage students to listen

attentively/consolidating their comprehension'

• put students into groups

I)t'(du$ti() t( G)' Ba0d A'(a$h - MGMP !!



• select a passage (or two) from the story for @.LO @.E

group to read (different passages for different groups)• students in T%-, group read the te5t silently and then

discuss the main point or event with the group

• reallocate each student from T%-, group to other groups• ask students to tell their part of the story to the new groups

• ask the whole class to decide which students have the first #

second # Q$ ending parts (se"uencing)• do the same thing with other stories with students taking

turns being the member of T%-, group$

- ictogloss

- 2ummary ( class1 teacher as a scribe'

- 0cting it out

- iscussion 6 what they have gained from reading this text or story

CHAPTER IIICLOSING REMAR

Githin methodology a distinction is often made between methods andapproaches# in which methods are held to be fi5ed teaching systems withprescribed techni"ues and practices# whereas approaches represent languageteaching philosophies that can be interpreted and applied in a variety of different ways in the classroom$ This distinction is probably most usefully seenas defining a continuum of entities ranging from highly prescribed methods toloosely described approaches$

-n 7enreA!ased Teaching# below are the charaacteristics that are important tobe considered<

/$ E5plicit$ akes clear what is to be learned to facilitate the ac"uisition ofwriting skills

1$ ,ystematic$ Provides a coherent framework for focusing on bothlanguage and conte5ts




;$ .eedsAbased$ Ensures that course ob&ectives and content are derivedfrom students needs

0$ ,upportive$ 7ives teacher a central role in scaffolding student learningand creativity

3$ Empowering$ Provides access to the patterns and possibilities ofvariation in valued te5ts

8$ Critical$ Provides the resources for students to understand and challengevalued discourses

:$ Consciousness raising$ -ncreases teacher awareness of te5ts andconfidently advise students on their writing (%ayland 1220< /2A//)

The cycles of teachingBlearning in 7enreA!ased *pproach are</$ !uilding the conte5t1$ odelling and deconstructing the te5t;$ 6oint construction of the te5t

0$ independent construction of the te5t3$ Linking related te5ts

I)t'(du$ti() t( G)' Ba0d A'(a$h - MGMP !"



REFFERENCES

!ernstein# !$ (/>>2)$ !he structuring of pedagogic discourse, vol -M# RClass#codes and control$ London< 'outledge egan Pau$

!urns# *# % 6oyce and , 7ollin (/>>8)$ 7) see what you mean4. 8sing spokendiscourse in the classroom9 0 handbook for teachers. ,ydney< .CELT'$

Callaghan# and 6 'othery (/>??)$ !eaching factual writing9 0 genre1based approach. ,ydney< Department of ,chool Education# etropolitan EastDisadvantaged ,chools Program$

Cornish# ,$ (/>>1)$ ommunity 0ccess9 urriculum guidelines. ,ydnay< .,G *E,$

7ray# !$ (/>?3)$ 7 %elping children become language learners in the classroom$

Paper presented at the *nnual Conference of the ean&in 'eadingCouncil# !risbane# ay />?;$ -n Christie (ed)$ 0boriginal perspectiveson experience and learning9 !he role of language in 0boriginal education. 7eelong< Deakin niversity Press$

7ray# !$ (/>?:)$ R%ow natural is Knatural language teaching J employingwholistic methodology in the classroom$ !he 0ustralian :ournal of arly hildhood, /1# 0$

7reen# 6$ (/>>1)$ ;aking the links. elbourne< *E, Mictoria$

%alliday# * (/>>1)$ RTowards a languageAbased theory of learning$ Paper prepared for the Phonetic ,ociety of 6apan in the conte5t of 2ymposiumon anguage 0c-uisition, Tokyo$

rashen# , and T Terrell$ (/>?;)$ !he natural approach9 anguage ac-uisition inthe classroom. @5ford< Pergaon$

LarsenA+reeman# D$ (1222)$ !echni-ues and principles in language teaching $@5ford< @5ford niversity Press$

acken# and D ,lade$ (/>>;)$ *ssessment< * foundation for effective learning

in the school conte5t$ -n ! Cope and alant4is (eds)$ !he powers of literacy9 0 genre approach to teaching writing. London +almer Press$

'ichards# 6$# H 'odgers# T$ (122/)$ 0pproaches and methods in language!eaching (1nd ed$)$ Cambridge< Cambridge niversity Press$

Mygotsky# L (/>:?)$ ;ind in society9 !he development of higher psychological processes. Cambridge< Cambridge niversity Press$

Giddowson# % (/>>2)$ 0spects of language teaching. @5ford< @5ford niversityPress$

I)t'(du$ti() t( G)' Ba0d A'(a$h - MGMP !#



Documents

Introduction to Genre Based Approach