英語(yǔ)教學(xué)論Chapter4-Teaching-of-Language-Knowledge4-Text-課件

Text:Function,TopicandGenreText:Function,TopicandGenr1TOPICandFUNCTIONworkasaWORKTABLE

fortheuseofalanguage.Withoutthem,allthephonemes,vocabularyandgrammarcannotconveymeaningbutuselesssigns.TOPICandFUNCTIONworkasaW2CONTENTSofGoforit，BookII

CONTENTSofGoforit，Book3英語(yǔ)教學(xué)論Chapter4-Teaching-of-Language-Knowledge4-Text-課件4CONTENTSof

SEFC,BookII（2）CONTENTSof

SEFC,BookII（2）5英語(yǔ)教學(xué)論Chapter4-Teaching-of-Language-Knowledge4-Text-課件6Halliday’ssevenbasiclanguagefunctions1.theinstrumentalfunction:usinglanguagetogetthings;2.theregulatoryfunction:usinglanguagetocontrolthebehaviorofothers;3.theinteractionalfunction:usinglanguagetocreateinteractionwithothers;4.thepersonalfunction:usinglanguagetoexpresspersonalfeelingsandmeanings;Halliday’ssevenbasiclanguag75.theheuristicfunction:usinglanguagetolearnandtodiscover;6.theimaginativefunction:usinglanguagetocreateimaginarysystemsorideas.7.therepresentationalfunction:usinglanguagetocommunicateinformation.5.theheuristicfunction:usi8Ifyouareateacher,howcanyouteachthefollowingsentencetoyourstudents?Haveyouhadyourlunch?Ifyouareateacher,howcan9Step1

Teacherreadsthesentenceandthengetsthestudentstoreadthesentenceaftertheteacher.Step2

TeacherexplainsthemeaningandtranslatesthesentencefromEnglishintoChinese.Thetraditionalteachingsteps:Step1

Thetraditionalteach10Step3

Teacherexplainsthegrammaticalstructureorrulesandtellsthe

studentstobeclearandrememberthetenseusedinthesentence“thepresentperfecttense”andtheformationofthiskindoftense(have+p.p.),andtheformofquestionandnegation(have/has+subj.;Subj.+have/has+not),andtheirabbreviation:haven’t/hasn’t.Step3

11Step4

Teachergivesmoreexamplessuchas:

Haveyouhadyourbreakfast?Yes,Ihave/No,Ihaven’t.Step5

Studentsdopatterndrillsandreadtheexamplesaloudagainandagain.Step6Studentsdosomewrittenexercises.Step4

12Inthisway,thestructureofthesentencewillbelearnedandremembered,andthestudentsmaybeabletocomposegrammaticallycorrectsentences,e.g.

Haveyouhadyoursupper?Yes,Ihave./No,Ihaven’t.

Inthisway,thestructureof13ButwhentwoChinesepeoplemeetinreallife,XiaoLisaystoLaoWang:

Haveyouhadyourlunch?

Whatdoeshemean?ButwhentwoChinesepeopleme14Limeans(function):Aquestion:askifWanghaseatenthemealornot.Greeting:

Hello.Invitation:InviteWangtoameal(Come,it’smytreat)Suggestion:Youshouldhaveyourlunch.Limeans(function):15ForChinese,it’sausualinformalgreeting,andithasthesamefunctionas“Hello”.ButforEnglish,itoftenmeansaninvitation(Areyouinvitingme?)oraformalquestion(Whydoyouaskmesuchapersonalquestion?).HewillfeelconfusediftheChinesemovesawaywithoutwaitingfortheanswer.ForChinese,it’sausualinfo16Incommunication,acertainsentencecanbeunderstoodverydifferentlyindifferentsituations.ConclusionIncommunication,acertainse17Forstudents,knowinghowtomakecorrectsentencesisonlyonepartoflanguagelearning.Inrealcommunication,itsfunctionalvaluecanbemoreimportant.Studentshavetouselanguageinrealcommunicationsoastobuilduptherelationshipbetweenthecommunicativefunctionsandthesentencestructures.Forstudents,knowinghowtom18GenreGenre

isatypeofwrittenorganizationandlayout(suchasanadvertisement,aletter,apoem,amagazinearticle,prayers,sermons,conversations,songs,speeches,andnovelsetc.)whichwillbeinstantlyrecognizedforwhatitisbyanumberofadiscoursecommunity—thatisanygroupofpeoplewhosharethesamelanguagecustomsandnorms.(Harmer,2019:31)variations→sub-genresGenreGenreisatypeofwritte191.ilavietnamila=InternationalLanguageAssociation？2.mats=matinees[atheatricalperformanceheldduringthedaytime(especiallyintheafternoon)]concs=concessions((i.e.cheaperticketsforstudents,theelderly,etc.)[優(yōu)惠價(jià)]3.adjective(s)+noun→WLTM/seeks/islookingfor→adjective(s)+noun+post-modification(→forfun/companionship/long-termrelationship)WLTM(wouldliketomeet)GSOH(goodsenseofhumour)（Harmer,2019：31）1.ilavietnamila=Internatio20Examples:Ray:Hi,mum.

Mum:Hi,you’relate.

Ray:Yeah,thatbastardSootbucket

keptusinagain.

Mum:Nana’shere.

Ray:Oh,sorry.Whereisshe?Ray:Goodafternoon,sir.Principal:Whatareyoudoinghereatthistime?Ray:MrSutton

keptusin,sir.Examples:Ray:Hi,mum.21●

Aman

hit

another

man

veryhard

onthehead.

NPVPNPNPADVPPREPP●

This’ere

geezer

clobbered

this

bloke

bloody’ard

onthebone.(Thesamemeaning,workingclasslanguage)

Therighthonourablemember

smote

the

chappie

mightily

onthecranium.

(Thesamemeaning；doctor’slanguage)●Amanhitanothermanve22Eg.–ImetMr.Jonesyesterday,sir,whousedtoworkhere,ifyouremember?Heaskedwetoinquirewhetherhispostwasstillopenandwhethertherewasanychanceofhistakingitupagain.Eg.–DoyourememberJohnJones?Imethimtodayandhesaidhe’dlikehisjobback.Ithinkheisoptimistic,don’tyou?Eg.–ImetMr.Jonesyesterda23-MetthatfoolJohntoday,wantshisjobback.Canyouimagine?

今天撞見(jiàn)約翰那傻小子了，你猜怎么著，還打算回來(lái)干！-MetthatfoolJohntoday,wa24Languageteachersneedtobeawareofthevariousgenresandtexttypesthatoccurinspeechandwriting.Languageteachersneedtobe25Practiceactivity:Watchtheteachingvideo,andidentifythetopic,thefunctionandgenre.Practiceactivity:Watchthete26Text:Function,TopicandGenreText:Function,TopicandGenr27TOPICandFUNCTIONworkasaWORKTABLE

fortheuseofalanguage.Withoutthem,allthephonemes,vocabularyandgrammarcannotconveymeaningbutuselesssigns.TOPICandFUNCTIONworkasaW28CONTENTSofGoforit，BookII

CONTENTSofGoforit，Book29英語(yǔ)教學(xué)論Chapter4-Teaching-of-Language-Knowledge4-Text-課件30CONTENTSof

SEFC,BookII（2）CONTENTSof

SEFC,BookII（2）31英語(yǔ)教學(xué)論Chapter4-Teaching-of-Language-Knowledge4-Text-課件32Halliday’ssevenbasiclanguagefunctions1.theinstrumentalfunction:usinglanguagetogetthings;2.theregulatoryfunction:usinglanguagetocontrolthebehaviorofothers;3.theinteractionalfunction:usinglanguagetocreateinteractionwithothers;4.thepersonalfunction:usinglanguagetoexpresspersonalfeelingsandmeanings;Halliday’ssevenbasiclanguag335.theheuristicfunction:usinglanguagetolearnandtodiscover;6.theimaginativefunction:usinglanguagetocreateimaginarysystemsorideas.7.therepresentationalfunction:usinglanguagetocommunicateinformation.5.theheuristicfunction:usi34Ifyouareateacher,howcanyouteachthefollowingsentencetoyourstudents?Haveyouhadyourlunch?Ifyouareateacher,howcan35Step1

Teacherreadsthesentenceandthengetsthestudentstoreadthesentenceaftertheteacher.Step2

TeacherexplainsthemeaningandtranslatesthesentencefromEnglishintoChinese.Thetraditionalteachingsteps:Step1

Thetraditionalteach36Step3

Teacherexplainsthegrammaticalstructureorrulesandtellsthe

studentstobeclearandrememberthetenseusedinthesentence“thepresentperfecttense”andtheformationofthiskindoftense(have+p.p.),andtheformofquestionandnegation(have/has+subj.;Subj.+have/has+not),andtheirabbreviation:haven’t/hasn’t.Step3

37Step4

Teachergivesmoreexamplessuchas:

Haveyouhadyourbreakfast?Yes,Ihave/No,Ihaven’t.Step5

Studentsdopatterndrillsandreadtheexamplesaloudagainandagain.Step6Studentsdosomewrittenexercises.Step4

38Inthisway,thestructureofthesentencewillbelearnedandremembered,andthestudentsmaybeabletocomposegrammaticallycorrectsentences,e.g.

Haveyouhadyoursupper?Yes,Ihave./No,Ihaven’t.

Inthisway,thestructureof39ButwhentwoChinesepeoplemeetinreallife,XiaoLisaystoLaoWang:

Haveyouhadyourlunch?

Whatdoeshemean?ButwhentwoChinesepeopleme40Limeans(function):Aquestion:askifWanghaseatenthemealornot.Greeting:

Hello.Invitation:InviteWangtoameal(Come,it’smytreat)Suggestion:Youshouldhaveyourlunch.Limeans(function):41ForChinese,it’sausualinformalgreeting,andithasthesamefunctionas“Hello”.ButforEnglish,itoftenmeansaninvitation(Areyouinvitingme?)oraformalquestion(Whydoyouaskmesuchapersonalquestion?).HewillfeelconfusediftheChinesemovesawaywithoutwaitingfortheanswer.ForChinese,it’sausualinfo42Incommunication,acertainsentencecanbeunderstoodverydifferentlyindifferentsituations.ConclusionIncommunication,acertainse43Forstudents,knowinghowtomakecorrectsentencesisonlyonepartoflanguagelearning.Inrealcommunication,itsfunctionalvaluecanbemoreimportant.Studentshavetouselanguageinrealcommunicationsoastobuilduptherelationshipbetweenthecommunicativefunctionsandthesentencestructures.Forstudents,knowinghowtom44GenreGenre

isatypeofwrittenorganizationandlayout(suchasanadvertisement,aletter,apoem,amagazinearticle,prayers,sermons,conversations,songs,speeches,andnovelsetc.)whichwillbeinstantlyrecognizedforwhatitisbyanumberofadiscoursecommunity—thatisanygroupofpeoplewhosharethesamelanguagecustomsandnorms.(Harmer,2019:31)variations→sub-genresGenreGenreisatypeofwritte451.ilavietnamila=InternationalLanguageAssociation？2.mats=matinees[atheatricalperformanceheldduringthedaytime(especiallyintheafternoon)]concs=concessions((i.e.cheaperticketsforstudents,theelderly,etc.)[優(yōu)惠價(jià)]3.adjective(s)+noun→WLTM/seeks/islookingfor→adjective(s)+noun+post-modification(→forfun/companionship/long-termrelationship)WLTM(wouldliketomeet)GSOH(goodsenseofhumour)（Harmer,2019：31）1.ilavietnamila=Internatio46Examples:Ray:Hi,mum.

Mum:Hi,you’relate.

Ray:Yeah,thatbastardSootbucket

keptusinagain.

Mum:Nana’shere.

Ray:Oh,sorry.Whereisshe?Ray:Goodafternoon,sir.Principal:Whatareyoudoinghereatthistime?Ray: