3-1. Genre based Pedagogy-Basics — Transcript

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1. 0:06Hello welcome to the first lecture on genre-based  pedagogy in CLIL. My name is Angel Lin, now I’m
2. 0:18teaching in the Faculty of Education in Canada,  Simon Fraser university. Before that I was in Hong
3. 0:26Kong and Faculty of Education for many many years,  where I started the MEd CLIL Program and this
4. 0:37was me and my colleagues together we built up the  MEd CLIL Program, which was the first of its kind
5. 0:47in Asia. But right now I’m  teaching in Simon Fraser university
6. 0:54as a professor and Canada research chair. This  is my university in Burnaby. I moved here in 2018
7. 1:03January. Actually this is the Pacific Ocean, and  my flight is just about 11 hours to Taiwan. So if
8. 1:13you go to the seaside and you can actually  wave to me. I’m in mountaintop finally.
9. 1:21Today my topic is how to use genre-based  pedagogy to design a lesson in CLIL.
10. 1:31The best way to do it is to experience it, to  experience a unit, a lesson using genre-based
11. 1:40pedagogy approach. So the first one, the  first part I will engage you as a role play,
12. 1:48role-playing my students. I will walk  you through a unit, a lesson of work
13. 1:55using a genre-based approach. And part two will be  led by your facilitator in the workshop to debrief
14. 2:04and to discuss the design principles of this  unit of work using genre-based pedagogy approach.
15. 2:15So procedural texts in everyday life, the  fun of procedural texts in everyday life.
16. 2:24The demo teaching is a genre-based  unit, now what is a genre? A genre is
17. 2:31in Taiwanese or in Chinese, it's called 語體，文章的語體
18. 2:39這個文章可以是spoken text, or written  text, or multimedia text,
19. 2:43and different text types you can call genre,  you can say genre is a text type,語體，文章的體裁
20. 2:52And this demo unit today I’m going through  is called procedural text. It's a kind of
21. 2:58text type which gives people advice or a list of  procedures to do something or a list of steps,
22. 3:09so here we go are the learning outcomes. You  will notice that it's both language outcomes,
23. 3:16this is reading and writing, they  will be able to read and write
24. 3:21a procedural text, create a procedural  text following the organization,
25. 3:27and the linguistic features, the patterns and  they also apply this text to academic subjects,
26. 3:36like giving instructions in science  or in math. Okay, so are you ready for
27. 3:46role playing my students? Now  you are my 國中學生 I’m your 國中老師.
28. 3:54And today we are going to use Astrospeak, this  is a pop cultural topic, a pop cultural content
29. 4:04to experience the reading and writing of the  text type procedural text. So what is this?
30. 4:15I’m sure you have, you have read these before  it's actually taken from a Taiwanese paper.
31. 4:23Which star do you have? This is my star, Leo.  Is your star Cancer, or Gemini, or Capricorn?
32. 4:34So find out from your neighbor, okay.  Everyone talks to your neighbors,
33. 4:41talks to at least three of your neighbors and  find out about their astrological star okay?
34. 4:54So caution, a word of caution, it's  just for fun okay. Don't take them too
35. 5:01seriously and today we are just trying  out this genre, called procedural text
36. 5:08in order for you to be able to write and create  this fun text for your classmates, okay. We don't
37. 5:18want you to become a super specious person okay.  It's just picking it for fun, doing it for fun.
38. 5:28So if we have more time, we can go through this  memory game. You will walk around the classroom
39. 5:36and memorize the stars of your ten friends,  ten classmates okay. You walk around and you
40. 5:46write down the stars of your ten friends, and  then report back in English okay, in English.
41. 5:58So you need to learn to pronounce  and speak the name of the star,
42. 6:03and also spell the name of the star okay. We'll  be doing a competition. See which classmate can
43. 6:14remember the star signs of as many friends  as you can.Now look at your activity handout.
44. 6:26We will find, we will read
45. 6:32a horoscope text. First we'll read it,  later you will create it. You will design
46. 6:39a horoscope text for fun, to create it for your  friends okay. So if you were born in this period
47. 6:48of time, you are an Aries. Let's look at the  luck for this person. Relationships take a turn
48. 6:56for the worse if you persist in an aggressive  manner. Being tactful is a necessity. Now we
49. 7:04if we use a genre-based approach, we will analyze  this text together with my students that is you.
50. 7:14If you want to write a text like this, let's  analyze it. The first sentence we could call it
51. 7:20a stage one sentence. It's a description, it tells  you what will happen to you in the near future,
52. 7:28so it's a negative prediction on your  relationships. The second sentence,
53. 7:34it belongs to the second stage of this text.  Not even for this very short text 這個文章很短,
54. 7:42but it is very coherent. It has two stages,  it's instructions that is giving you
55. 7:48advice of what to do and what not to do, giving  you a list of instructions. Sometimes it's just
56. 7:55one instruction. Here's this one, that is  you need to be tactful, be tactful okay.
57. 8:03And your lucky color and lucky number, so now you  can write an astrological text. You can create
58. 8:12many fun text for the different star signs of your  friends, and remember to follow these two stage
59. 8:20in creating your text. What is the first stage?  First stage is to describe what will happen
60. 8:28in the near future as a forecast. The second  stage, it can be your second sentence,
61. 8:36is to give a list of instructions: what  to do, what not to do okay. So following
62. 8:41these two stages, you can create a fun text from  horoscope text for your friends or your family.
63. 8:52Now let's look at your own star and  then when you create a text, you could,
64. 9:04let's look at this verb okay. A friend could  turn into an enemy. Business relations could
65. 9:10get tricky. You could confuse it with, okay.  This could is what we call a modal verb.
66. 9:16It expresses likelihood, probability, what is  likely to happen, okay. So you could get rich,
67. 9:24you can you could get a lot of money  okay, you could get a lot of friends.
68. 9:32So could is saying that it's likely,  that it will happen. It's a very useful
69. 9:39verb to use. More examples, here are more  examples. And now could you create some fun
70. 9:49sentences? Everybody write a fun sentence  for your friend okay, so like my friend
71. 9:58my friend Jessica could meet a charming guy next  week, okay, or I could become fat next week okay,
72. 10:17so create one positive sentence and one  negative sentence. Okay to describe a possible
73. 10:25lucky thing to happen, and then to describe  a possible unlucky thing that might happen
74. 10:32okay. Everybody writes two  sentences, one positive,
75. 10:35one negative okay. Using the word, the  verb could okay. What could happen okay.So
76. 10:47now these are some useful sentence patterns for  you to write the first part, description part,
77. 11:00and these are the positive and  negative sentences that you can use.
78. 11:10You can refer back to it in your handout or in the  power point now. Now it is your chance to write
79. 11:20the stage one description and then
80. 11:25okay so what could happen to your friend. And  the stage two, stage two remember it's procedural
81. 11:35text, is to give procedures or instructions on  what to do and what not to do. And usually we use
82. 11:44a sentence pattern called imperative. Imperative  is instructional sentence. Yes it usually starts
83. 11:52with verb okay. Go with the flow. Do not confuse  it with romantic love. Throw a party. Plan the
84. 12:01weekend holiday. So these are imperative  sentences or instructional sentences. You
85. 12:08think of more of these different sentences that  you can create to give advice for your friends,
86. 12:16what to do and what not to do. Okay, so these  are more examples: do some sports activities.
87. 12:28Do some outdoor activities. Try  to be careful. Try to be polite.
88. 12:36Try to be careful. Make travel plans. Make cookery  plans. Make hiking plans. Make working plans
89. 12:49okay. So write three sentences to give advice to  your friends what to do what not to do right. So
90. 12:59try to be polite or do not become  aggressive, do not become too greedy,
91. 13:11so these are some of the examples that you  can create good advice for your friends.
92. 13:19So here's more vocabulary that you can use okay.  Careful. Try to be considerate. Try to be kind.
93. 13:30Try to be thoughtful. Do not become quarrelsome.  Do not become rude. Do not become disturbing.
94. 13:43So now we have just finished  this very short demo lesson
95. 13:48and I’m sure you can do a much better  job than me with your students.
96. 13:55And this genre-based class today we have tried  out this genre of description and procedural text.
97. 14:04Then the procedure text is to give advice,  or instructions, or a list of procedures,
98. 14:11so this procedural text is useful in science  and in math, so your workshop facilitator
99. 14:20will go through the rest of the activities  with you, so that you can learn to create
100. 14:28a lesson unit to engage students in  reading and creating a procedural text for
101. 14:39science, like a laboratory menu,  a menu for laboratory safety,
102. 14:47okay. So my email address is on my power  point. Feel free to email me when you try out
103. 14:54genre-based pedagogy. For the time being, keep  well, stay well and stay healthy. Bye, ciao, 再見
104. 15:15you