Post by Admin on Feb 16, 2019 23:27:24 GMT
Preparing a high quality Genre Analysis exercise
1. What kind of text type will we use?
What will we be looking to do? An instruction type analysis? Or a recount?
Let's use recount for today's exercise:
・Recount
2. What kind of text will best suit our text type?
I have decided to go with a recount, so I will choose a:
・Diary entry about a trip to the zoo.
3. What is the social purpose?
We have decided on a recount based on a trip to the zoon, so we could say:
・To recount a trip to the zoo
4. What class activity could we use?
We need to think how we could get the students to practice using the genre, so some ideas could be:
・Students write a recount on a class trip to the zoo
But maybe the class have not been to the zoo, so maybe we could have something like:
・Students will write a diary entry on something they recently did.
We need to now think of how to apply structure and language features to the exercise.
What is the recount structure?
Let's look at two samples:
bit.ly/2GNg3ya
tesol.boards.net/thread/13/genre-analysis-presentation (look for recount)
A quick exercise:
Go to Google, search:
`Recount Structural Features`, then:
`Recount Language Features`
Can you find one diagram or worksheet/ image you like which describes the structure and features of the recount genre text? Why do you like it?
Now we know the structure, but what about the language features?
Language Features of the recount text:
Introducing personal participant; I, my group, etc
Using chronological connection; then, first, etc
Using linking verb; was, were, saw, heard, etc
Using action verb; look, go, change, etc
Using simple past tense
So now we should think how best to design a structure activity, I chose:
Students will be given a cut out of a diary entry, each section will be cut out.
Students will be asked to order the diary entry according to the structural features order.
That is not so hard for students to do, is it? Do you think this is a good first exercise to get used to structural features of the recount genre text?
Now for Language features.
Well, this is pretty simple, we already know a number of the language features:
Using chronological connection; then, first, etc
Using linking verb; was, were, saw, heard, etc
Using action verb; look, go, change, etc
Using simple past tense
We could ask students to find all the past tense verbs, or the verbs that suggest someone does something (action verbs).
What would you choose for students to do?
One mention: It is best to do genre analysis in small increments; do not ask students to do the whole structure feature in one lesson, maybe start off with just asking students to find the orientation first. For the language features, ask students to find one type of verb that is common to use in the recount genre text.
We can `scaffold up`; one step at a time, build students up slowly. This could be done in one lesson, but try to break the lesson up based on the standard structure:
1. Orientation
2. Events
3. Reorientation (Then events)
4. Closing
This could be broken into 4 lessons, adding one or two language features to one lesson.
・My Special Google Search for TESOL Students: bit.ly/GGLTESOL
・New worksheets always being uploaded: Worksheets: bit.ly/TESOWSTS
Presentation: bit.ly/2I9RtHL
1. What kind of text type will we use?
What will we be looking to do? An instruction type analysis? Or a recount?
Let's use recount for today's exercise:
・Recount
2. What kind of text will best suit our text type?
I have decided to go with a recount, so I will choose a:
・Diary entry about a trip to the zoo.
3. What is the social purpose?
We have decided on a recount based on a trip to the zoon, so we could say:
・To recount a trip to the zoo
4. What class activity could we use?
We need to think how we could get the students to practice using the genre, so some ideas could be:
・Students write a recount on a class trip to the zoo
But maybe the class have not been to the zoo, so maybe we could have something like:
・Students will write a diary entry on something they recently did.
We need to now think of how to apply structure and language features to the exercise.
What is the recount structure?
Let's look at two samples:
bit.ly/2GNg3ya
tesol.boards.net/thread/13/genre-analysis-presentation (look for recount)
A quick exercise:
Go to Google, search:
`Recount Structural Features`, then:
`Recount Language Features`
Can you find one diagram or worksheet/ image you like which describes the structure and features of the recount genre text? Why do you like it?
Now we know the structure, but what about the language features?
Language Features of the recount text:
Introducing personal participant; I, my group, etc
Using chronological connection; then, first, etc
Using linking verb; was, were, saw, heard, etc
Using action verb; look, go, change, etc
Using simple past tense
So now we should think how best to design a structure activity, I chose:
Students will be given a cut out of a diary entry, each section will be cut out.
Students will be asked to order the diary entry according to the structural features order.
That is not so hard for students to do, is it? Do you think this is a good first exercise to get used to structural features of the recount genre text?
Now for Language features.
Well, this is pretty simple, we already know a number of the language features:
Using chronological connection; then, first, etc
Using linking verb; was, were, saw, heard, etc
Using action verb; look, go, change, etc
Using simple past tense
We could ask students to find all the past tense verbs, or the verbs that suggest someone does something (action verbs).
What would you choose for students to do?
One mention: It is best to do genre analysis in small increments; do not ask students to do the whole structure feature in one lesson, maybe start off with just asking students to find the orientation first. For the language features, ask students to find one type of verb that is common to use in the recount genre text.
We can `scaffold up`; one step at a time, build students up slowly. This could be done in one lesson, but try to break the lesson up based on the standard structure:
1. Orientation
2. Events
3. Reorientation (Then events)
4. Closing
This could be broken into 4 lessons, adding one or two language features to one lesson.
・My Special Google Search for TESOL Students: bit.ly/GGLTESOL
・New worksheets always being uploaded: Worksheets: bit.ly/TESOWSTS
Presentation: bit.ly/2I9RtHL