2011 壽山高中 1 creating an english environment hui-ling lang 郎慧玲 (ph.d.) department of...
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2011 壽山高中 1
Creating an English Creating an English EnvironmentEnvironment
Hui-Ling Lang Hui-Ling Lang 郎慧玲郎慧玲 (Ph.D.)(Ph.D.)Department of Applied EnglishDepartment of Applied English
Ming Chuan UniversityMing Chuan [email protected]@gmail.com
[email protected]@hotmail.com
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Brief introductionBrief introduction• Name: Hui-Ling Lang 郎慧玲• BA: Major in Arabic and minors in English and
Education at National Chengchi University• MA: TESL/TEFL in University of Birmingham in
UK• Ph.D.: Applied Linguistics in University of
Manchester in UK• Research interests: Reading and Writing, English
for Specific Purposes, Corpus Linguistics, Genre analysis
• Personal interests: traveling (45 countries so far; general reading, listening to different kinds of music)
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Why do teachers need to build an
English environment?
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Outline Outline • School-bilingual environment
– bilingual signpost– English corner – Whole English environment
Example-Ming Chuan University
• Student-autonomous English learning
• English activities– Listening/Speaking– Cross-cultural Immersion – Vocabulary/Grammar– Reading/Writing
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School signposts (1)School signposts (1)校長室 Principal’s Office
教務處 Office Of Academic Affairs
學務處 Office Of Student Affairs
健康中心 /保健室 Health Center
總務處 Office Of General Affairs
輔導處 Counselors’ Office 導師辦公室 Homeroom Teachers’ Office
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School signposts (2)School signposts (2)
會議室 Conference Room
教師會 Teachers’ Association
閱覽室 Reading Room
圖書館 Library
家長會 Parents’ Association
活動中心 Student Activity Center
視聽中心 Audio- Visual Center
電腦教室 Computer Classro666om
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School signposts (3)School signposts (3)操場 playground
司令台 commander‘s platform
教室 classroom
停車場 parking lot / parking garage / parking area
游泳池 swimming pool
教官室 Military Instructor's office
合作社 School Store
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English corner (1)English corner (1)
What is an English corner?
•Space in the corner of the classroom •Appropriate materials placed on a shelf or table•Cooperate with other class teachers to put materials in the corner •Books and activities swapped around at the beginning of each term, providing students with regular new resources. •Many flexible and usable materials in different contexts. (combine the materials with the content of the textbook)
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English corner (2)English corner (2)
How can English corners help to motivate pupils?
• Allow students to work at their own pace (alone, in pairs or in small groups) and without the pressure of the teacher.
• When the teacher is present, maybe helping an individual or small group, students feel less inhibited as their weaknesses are not being exposed to the rest of the class.
• Easier for the teacher to build up a relationship of trust with individuals who may otherwise feel hostile.
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English Corner (3)English Corner (3)Why use English corners?
• Provide activities for fast finishers.• Give you the opportunity to spend time
individually with students who need help with a task they find difficult.
• Allow you to evaluate our students’ speaking, one by one or in small groups.
• Enable students to take a break from course work.
• Offer the chance to practice or review vocabulary.
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English Corner (4)English Corner (4)• What kinds of corners can work?• Book corner• Activity corner (with motivating games and
activities) • ICT corner (new technologies). • If the classroom is big enough, the ideal
scenario would be to set up the different corners in three separate corners of the classroom in order to distinguish them clearly.
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English Corner (5)English Corner (5)The book corner• Encourage students to write comments
about the books they have read and stick them in the corner to motivate other pupils to read the book
• Let everyone in the class feels involved in the organization (and even decoration) of the corner. This will encourage them to use it.
• A lending system could be devised so that your pupils can take books home. This is a good way to monitor how many books each of them has read.
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Types of Reading Types of Reading MaterialMaterial
• Different Kinds of Books– Fiction / Non-fiction
• Comics• Newspapers
– News, Business, Sports, Entertainment
• Magazines– News, Language, Serious, Popular
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Reading Material on the Reading Material on the WebWeb
• Different kinds of books– Audio books – Comics
• Newspapers http://www.cuteway.net/link.html http://www.ipl.org/div/news/
• Magazines http://www.ipl.org/div/serials
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English Corner (6)English Corner (6)Activity corner
• Do different stages such as motivating games and activities.
• And the use of the corner is very important in the classroom because they improve their foreign language.
• Source: http://www.revistaeducativa.es/temas/documentos/the-english-corner-278.asp
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English Corner (7)English Corner (7)The ICT corner• free software which can be used by
the teacher. These softwares are used in order to create different educational activities and they can be used in the computer room.
• Create a blog and read on line stories through the Internet.Source: http://www.revistaeducativa.es/temas/documentos/the-english-corner-278.asp
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Whole English EnvironmentWhole English Environment
Ming Chuan University• International college• Department of Applied English
– English instruction – English corner Friday-English Day – DAE office– Counseling room– Self-English learning center – American culture classroom and corridors– Professional Interpretation classroom– Audio-visual classroom
source: www.mcu.edu.tw
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How do we create an English
environment to students?
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English language English language activities (1)activities (1)
• Take students to museums or places where English guides are offered. Encourage students in groups to see exhibitions and express their reflections after the tour.
• Invite speakers from different occupations to introduce various topics to students.
• Group students and ask them to do small English plays at the end of the semester.
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English language English language activities (2)activities (2)
• Group students to introduce topics they are interested in English in every session of the English class.
• Assign a day as the English day and students are asked to speak only in English. Those who do not follow the rule need to be fined and the fund can be served as the funding for the class use.
• Hold English competitions such as English speech competition, singing competition, English storytelling competition, English jokes competition.
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Listening and SpeakingListening and Speaking
• Role plays• Learning English songs• English singing contests• Movies and series watching• Interviewing foreigner • Mini-plays
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Role playsRole plays
• Being able to make, change and cancel appointments is an important skill in business English. Here are some expressions you can use to do this concisely and clearly.
• Asking for an appointment • (formal situations)
I would like to arrange an appointment to discuss….Please would you indicate a suitable time and place to meet?
• (neutral)Would it be possible to meet on (date) at your / our offices to discuss…?
• (informal)Can we meet (up) to talk about…?
• Suggesting a time• (neutral)
Would Tuesday suit you?Would you be available on Tuesday?
• (informal)What about…?Let's say…
• Agreeing to an appointment• (formal)
Thank you for your email. I would be available to discuss…. on (date) at (time and place)• (neutral / informal)
Tuesday sounds fine. Shall we say around (time) at (place)?Source; www.english-at-home.com/business
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• Saying a time is not convenient• (formal)
Unfortunately, I will be away on business during the week of July 6 – 11, so I will be unable to meet you then. However, if you were available in the following week, I would be glad to arrange a meeting with you.
• I will be out of the office on Wednesday and Thursday, but I will be available on Friday afternoon.
• Cancelling an appointment• (formal) Unfortunately, due to some unforeseen business, I will be unable to keep
our appointment for tomorrow afternoon.• Would it be possible to arrange another time later in the week?• (neutral) I’m afraid that I have to cancel our meeting on Wednesday, as something
unexpected has come up.• Would you be free to meet early next week?• Apologizing• I apologize for any inconvenience. (formal) I'm sorry about cancelling. (informal)• Asking for confirmation• Please confirm if this date and time is suitable / convenient for you. (neutral)
Can you let me know if this is OK for you? (informal)• Writing to someone you don't know• If you don't know the person, you'll need to give some background information
about yourself or your company.• I am… and I would be interested to meet you to discuss…• I would be grateful if you could indicate a convenient time to meet during this week.• I look forward to hearing from you.
source: www.english-at-home.com/business
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Learning English Learning English songs(1)songs(1)
• 1. What a Wonderful World• 文法重點 : 1 驚嘆句 2 感官動詞 + V / Ving• 2. In Love With You• 文法重點 : 1 名詞子句 2 形容詞子句 • 3. Making Love Out of Nothing At All• 文法重點 : 名詞片語 • 4. Longer• 文法重點 : 形容詞的比較級• 5. Even the Nights Are Better• 文法重點 : 形容詞的比較級• 6.Where Have All the Flowers Gone• 文法重點 : 現在完成式 ---表示動作的完成與否• 7. What I've Done• 文法重點 : 現在完成式 ---表示動作的完成與否
https://sites.google.com/a/krjh.tcc.edu.tw/english/sophie-s-english-garden
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• What a wonderful world 多麼美好的世界 ---Louis Armstrong I see trees are green, red roses, too 我看見樹的翠綠和玫瑰的紅艷
I see them bloom (bloom) for me and you 她們為你我而綻放And I think to myself 我心中想著
What (How, What) a wonderful world 多麼美好的世界啊I see skies of blue and clouds of white 我看到了藍天與白雲
The bright blessed day 明亮、幸福的一天The dark says good night 夜晚向人們道晚安
And I think to myself 我心中想著 What (How, What) a wonderful world 多麼美好的世界啊
The colors of the rainbow 彩虹的顏色So pretty in the sky 在天空中多麼美麗
Are also on the faces of people going by 那些過往的行人臉上也是I see friends shaking (shake) hands 我看到朋友互相握手
Saying (Say) "how do you do?" 說著 " 最近好嗎？ "They‘re really saying I love you 他們是真心的愛著彼此
I hear babies cry (cry), I watch them grow (grow) 我聽著嬰兒哭泣，看著他們長大
They learn much more 他們學習著許多Than I'll never know 我從不知道的事物
And I think to myself 我心中想著 What (How, What) a wonderful world 多麼美好的世界啊
Yes, I think to myself 我心中想著 What (How, What) a wonderful world 多麼美好的世界啊
Grammar Tips:see / watch / hear + O + V / Ving
I see birds fly high in the sky.I hear the birds singing happily in the tree.
• What a + 形容詞 + 名詞 ! / How +形容詞 /副詞 !What a beautiful day!
• 18 - What a Wonderful World.mp3
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Learning English songs (2)Learning English songs (2)• www.tacocity.com.tw/abs/984/lyrics/htm• 04_BEAUTY_AND_THE_BEAST.mp3
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English singing contestEnglish singing contest
• Play famous English musicals or music videos (pop culture) to raise students’ motivation.
• Hold an English singing contest.• Encourage students to sing and dance
with the music melody ex. Mama Mia, Sound of the music and etc.
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Interview foreign visitorsInterview foreign visitors
• Encourage students in groups to interview foreigners and explore their cultural background.
• First, ask students to discuss issues related to cultures of English speaking countries, such as food, clothes, movies and etc.
• Second, gather the topics and ask students to transform them into interview questions.
• Third, send students to do interviews with foreigners (better ask them to record the conversation with permission).
• Forth, require students to transcribe the scripts and take photos with foreigners.
• Last, invite students in groups to present their interviews in the class.
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Movies or Series Movies or Series watching (1)watching (1)
Play part of the popular teenager series• Teachers play the series with English
subtitles when playing the episode first time and ask students to jolt down words they do not know.
• Then play the series with the Chinese subtitles second time so students can check the meanings of the vocabulary.
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Movies or Series Movies or Series watching (2)watching (2)
Play movies and download the scripts• Play movies based students’ preference
and then choose interesting sections from the movies.
• Download the movie scripts from the website www.script-o-rama.com/oldindex.shtml
• Transform the scripts into a fill-in-the-blank exercises and ask students to find answers according to what they hear.
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Cross-Cultural Immersion (1) Cross-Cultural Immersion (1)
Small parties for holidays• Christmas• Easter• Halloween• Thanksgiving • Independence Day
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Cross-Cultural Immersion (2) Cross-Cultural Immersion (2)
Introduce topics related to English culture from magazines or newspapers
• Food and drink• Sports• Entertainment• Shopping• School’s life in America or England
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Vocabulary and GrammarVocabulary and Grammar
• Vocabulary clustersource: www.visualthesauras.com
• Proverbssource: www.manythings.org
• Spelling bee games• Grammar learning with the audio-
visual cartoon source: www.grammarfree.com.tw
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Vocabulary clusterVocabulary cluster
• Learn the word family with the web• Source: www.visualthesauras.com
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ProverbsProverbs
• Learn proverbs through crosswords and on-line fill-in-the-blank exercisesSource: www.manythings.org
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Spelling Bee GamesSpelling Bee Games 1 Assemble a group of students.2 Make a list of words suitable for the group you have assembled. You can find words from the spelling lists from the textbooks. 3 Arrange prizes. There should be some reward for winning the game. 4 Determine who will go first by drawing numbers. 5 Ask the first student to spell a word. Cross off each word as the child spells it so that you know which word to go to next. If he spells the word correctly, then the student will stay in the game, if incorrect, than he is out of the game and the next student has to spell that word.
6 Have each student ay the word, spell the word and say the word again. Read more: How to Play Spelling Bee Games | eHow.com http://www.ehow.com/how_2154475_play-spelling-bee-games.html#ixzz1ZFosr5aV
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English Grammar (1)English Grammar (1)
• Source: www.grammarfree.com
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English Grammar (2)English Grammar (2)
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ReadingReading• Reading blog• Read Theatre • Literature circle• Assessing reading• Reading project • Reading journal
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Reading Blog (1)Reading Blog (1)
• Ask students to create their reading lists• Provide students with a reading list• Encourage students to read extensively
and keep the reading blogs.• Ask students to share their reflections
after reading• Ask students to design reading questions
based on students’ presentation.
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Reading Log (2)Reading Log (2)Title of Book
Easy Just Right Hard
The book I liked best was …
I think others should read it because …
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Reading Blog (3)Reading Blog (3)
• Format of a reading blog– Title of the book– Author of the book– Summary of the book– Characters of the book– Beautiful sentences or dialogues of the
book– Reflections
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Reading TheaterReading Theater
• Find famous stories or fairytales • Ask students to read those stories in
groups and write a play script.• Tell students to create lots of dialogues
about the story. • Allow students to revise and modify the
version of the stories• Students READ the script ALOUD so
they can practice their English pronunciation and intonation.
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Sources for mini-plays or Sources for mini-plays or reading theaterreading theater
• http://www.tnfsh.tn.edu.tw/teach/eng/edu/tp_tt/content.htm
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Literature circle (1)Literature circle (1)
• Organize students into groups of 7 or 8.• Let students choose a book that they want
to present and share to the class.• Each student has a particular role in the
circle.• Ask student to read the same title and
leave time for them to discuss the book content.
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Literature circle (2)Literature circle (2)• Literature Circle (according to the order of presentation) • 1. Summariser 摘要小神童 : Summarise the main plot in the
selected work • 2. Illustrator 繪圖小天王 : Present the story or the story line with
pictures, sketches or charts; illustrate the relationship among characters
• 3. Literature luminary 朗誦小天使 : Read the most important passages, dialogues or quotations aloud and offer explanations why you choose them
• 4. Vocabulary enricher 單字小精靈 : Find out the key vocabulary and examples of how these words are used in the selected work
• 5. Discussion director 研討會主席 : In charge of the meeting and prepare questions for discussions and offer answers
• 6. Investigator 小神探 : Introduce the author’s background and biography
• 7. Connector 連結小天使 : Relate the work itself with your life experience or connect the work with other pieces of literature
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Literature circle (3)Literature circle (3)
• Demonstration of students’ work– F:\Tess of D'uberville.ppt
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Assessing ReadingAssessing Reading (1) (1)• Reading tests
– Comprehension questions– Detail Questions – Following Directions Questions – Main Idea Questions – Inference – Sequence
Source: English reading: Theory and practice, Wenli Tsai
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Question examplesQuestion examplesMain Idea Question:• The purpose of this passage is to ….Sequence Question:• Look at the four squares [ ] that indicate
where the following sentence could be added to the passage.
“For example, consider the case when authorities question a witness about a car
accident.” Where would the sentence best fit? Source: English reading: Theory and practice, Wenli Tsai
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Assessing Reading (2)Assessing Reading (2)• Alternative assessment
– Projects– Journals– Portfolios– Diaries and logs– Checklists and rating scales– Group work evaluation– Self-evaluation
Source: English reading: Theory and practice, Wenli Tsai
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Reading projectReading projectCandidate Character Analysis• Read newspaper articles you chose. Then, list
positive virtues (e.g., loyalty and fairness) of the two candidates you just read about in the articles.
• Are the candidates' characters similar? Different? Explain why or why not.
• Which of the two would you vote for in an election? Give support for your choice.
• Write a persuasive essay on how important "character" is to you when making a decision to vote or not to vote for a candidate during an election.
Source: English reading: Theory and practice, Wenli Tsai
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Reading JournalReading JournalDo you have a boyfriend or girlfriend?
Describe him or her?Do you not have a boyfriend or girlfriend, but
wish that you did? How do you feel about it?
Make a list of the qualities you want in a boyfriend or girlfriend. For instance: Caring, romantic, athletic, etc.
Have you ever had a crush on someone who only liked you as a friend? How did you feel? What did you do?
Source: English reading: Theory and practice, Wenli Tsai
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Letter to the AuthorLetter to the AuthorBook Title: ___________________Dear __________,__________________________________________________________________________________________________________________________________________________________________________ _____________ _____________
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Read-aloud checklistRead-aloud checklistWhen I read aloud…
Yes Sometimes No
1. I try to correct myself if I say a word that doesn’t make sense
2. I pay attention to the punctuation at the end of a sentence.
3. I try to read without stopping after every word.
4. I read with expression.
5. I look at the pictures to see what is happening.
Write the number of each strategy that you need to work on:
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WritingWriting • Free writing • Journal writing • Writing games (group writing)
– Photos– Pictures– Music
• Writing with a corpus tool
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Corpus and corpus linguisticsCorpus and corpus linguistics • Definition of corpus: “A collection
of naturally occurring examples of language, consisting of anything from a few sentences to a set of written texts or tape recordings, which have been collected for linguistic study.” (Hunston, 2000:2)
• Essential qualities of a corpus: machine-readability, authenticity, and respresentativeness (McEnery, Xiao and Tono, 2002)
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Pedagogic use of corpora Pedagogic use of corpora • Providing teachers with authentic examples
to explain the patterns in language a. Corpora provide information about how a language
works that may not be accessible to native speaker intuition. For foreign (NNS) lecturers, they do not need to behold the whims of native speakers’ judgments of acceptability and correctness of the target language (Mair, 2002).
b. Corpora offer evidence for English lecturers (both NS and NNS) to design teaching materials based on their analyses of corpora. (Hyland, 2002)
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Pedagogic use of corpora Pedagogic use of corpora (con.)(con.)
• Training students to explore corpora themselvesa. Corpora search enriches students’ understanding of
specific uses of target words in a wide variety of contexts and expand students’ L2 linguistic repertoire (Yoon and Hirvela, 2004)
b. Corpora search raises students’ consciousness of conventional patterns and acquire the rules inductively. (Hyland, 2002)
c. Corpora search allows students to observe usage of language through exploration of corpora as Bernardimi (2000, 2002) terms this kind of learning as ‘discovery learning’ and ‘serendipitous learning’.
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Use of corpora in Use of corpora in writingwriting
• Corpora can be seen as reference tools to be consulted for examples when students encounter problems in writing. (Aston 1997)e.g. effect v affect; at the end v in the end
• Corpora can be treated as research tools to be investigated as a means of gaining greater awareness of language use. (Aston, 1997) e.g. ADJ/N/V for V-ing forms
appropriate for teaching; device for learning;
suited for studying
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Corpus Search ActivitiesCorpus Search Activities“Affect” and “Effect”Guiding questions:
1.What are the words used before the node word ‘affect’?
2.Could you group the words before the node word into different word classes?
BE verbs
Verbs Adjectives
Adverbs
Prepositions
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Corpus Search ActivitiesCorpus Search Activities3. What are the words used after the
node word ‘affect’?4. Could you group the words after
the node word into different word classes?
Nouns Adjectives
BE Verbs
Prepositions
Adverbs
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Corpus Search ActivitiesCorpus Search Activities5. What are the words used before the node
word ‘effect’?6. Could you group the words before the
node word into different word classes?
BE verbs Verbs
Adjectives
Adverbs
Prepositions
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Corpus Search ActivitiesCorpus Search Activities7. What are the words used after the node
word ‘effect’?8. Could you group the words after the node
word into different word classes?
Nouns Adjectives
BE verbs
Prepositions Adverbs
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Corpus Search ActivitiesCorpus Search Activities• 9. After you group the words into different
word classes, could you try to find and discuss with your partners' the patterns which the node word ‘interesting’ is used?
• 10. After you group the words into different word classes, could you try to find and discuss with your partners' the patterns which the node word ‘interested’ is used?
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Indications of Indications of concordance searchconcordance search
• 1. Frequency: occurrences of particular words; Bogaard and Laufer (2004)’s term ‘learnability’.
• 2. Collocations and prefabricated expression: understanding fixity and flexibility in language
• 3. Semantic prosody and genre analysis: gaining sensitivity to norms and distributional patterns in language
• 4.Corpus-based statistics: cross-corpora comparisons
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CollocationCollocation
Hunston (2002:68) defines collocation as ‘the tendency of words to be biased in the way they co-occur’.Examples:Verb + Noun: do homeworkAdjective + Noun: blonde hairVerb+ Preposition: access to
Can you think of any other patterns?
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ColligationColligation• Hoey(1998) defines colligation in three:(1) The grammatical company a word keeps
either within its own group or at a higher rank(2) The grammatical functions that the word’s
group prefers(3) The place in a sequence that a word prefers Example:
on the other handCan you think of any other patterns?
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ConcordancerConcordancer
Concorancer is a programme that searches a corpus for a chosen word and offers every example of that word or phrase in the central position of the computer screen, with the words that come before and after it to the left and right. The chosen word in the central position is names node word.
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ConcordancesConcordancesSinclair (1991:32) terms concordances as ‘a collection of the occurrences of a word-form, each in its own textual environment’.
Examplenode word: homework
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Phraseology Phraseology • Users of concordancers can discover the
regularities of the chosen word or phrase through searching the grammar patterns of the concordance lines.
• Example:find it difficult that V it ADJ thatobligation to do N to V
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Semantic prosodiesSemantic prosodies
Louw (1993) defines it as a type of linguistic relation which has not previously been clearly documented.Examplebreak out vs happenThings which break out are usually unpleasant and they include war, riots or violence.Things which happen are also associated with negative stuff such as accidents or quarrels.
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Benefits for corpus searchBenefits for corpus search
1. Corpus search provides information about the frequency with which certain linguistic items are use and the most common words pairing or collocations (Yoon and Hirvela, 2004).
2. Corpus search allows students to acquire knowledge about language use at the lexico-grammatical and phraseological (discoursal) levels (Lee and Swales, 2004).
3. Corpus search exposes students to multiple authentic texts so their understanding of the functions of words in particular contexts or genres can be expanded.
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Benefits for corpus Benefits for corpus searchsearch
4. Corpus search enhances students’ inductive language learning.
5. Corpus search assists students to receive feedback through concordances (Gaskell and Cobb’s case studies, 2004 http://www.lextutor.ca)
6. Corpus search particularly raises students’ ‘lexical acquisition’ and enhances their vocabulary learning (Kennedy and Miceli, 2001 and Lee and Liou 2003 )
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Useful resources of on-Useful resources of on-line corpora line corpora
• The corpora used in EGP are usually large database of texts such as Bank of National)
• Corpus search on large Bank of English allows students to gain understanding in the field of lexico-grammar and phraseology. – http://corpus.byu.edu/coca/
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Guidance for concordance Guidance for concordance search search
• 1. Trainability: Students need to develop ‘corpus search’ skills necessary for successful corpus investigations
• 2. Time of technology: Students need to have adequate time for computer searching skills in a time-restricted writing course.
• Note: “Over-exposure to concordance lines can conceivably tire students if teaching of this type depends solely on deduction from concordance lines” (Thurstun and Candlin, 1998:278)
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A corpus-informed writing course A corpus-informed writing course
(Concordancing search as supplement)(Concordancing search as supplement) • Incorporating corpus as a component into a writing
course through software search (encouraging students to search for problematic words) e.g. effect v affect http://www.collins.co.uk/corpus/CorpusSearche.g. see v watch
• Designing corpus-based activity in a writing course (training students to familiarise with concordances so they can find patterns about the words)
• Collocational activities e.g. think of v think about (handout)
2011 壽山高中 8787
A corpus-informed writing course A corpus-informed writing course
(Concordancing search as supplement)(Concordancing search as supplement)
• 1. Hands-on practice in the classroomHandouts of corpus analysis
• 2. Hands-on practice in the classroom where computer equipments are providedComputer search on words and the collocates.
• 3. Hands-on practice outside the classroom Students’ autonomous learning
2011 壽山高中 8888
Thank you very Thank you very much for your kind much for your kind
attention!attention!Q and AQ and A
Hui-Ling Lang Hui-Ling Lang 郎慧玲 郎慧玲 (Ph.D)(Ph.D)Department of Applied EnglishDepartment of Applied English
Ming Chuan UniversityMing Chuan [email protected]@hotmail.com