2.3.1. Giving examples

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En provenance du cours de Universitat Autònoma de Barcelona

English for Teaching Purposes

166 notes

Universitat Autònoma de Barcelona

English for Teaching Purposes

166 notes

Thinking about teaching your university subject in English but it’s not the Language you normally use? Then, English for teaching purposes is the course for you. A course on English and teaching methodology that aims to help university lecturers do their teaching in English, in line with university internationalisation policies. The course structure is the same for all learners and there are opportunities for them to link up with colleagues from universities all over the world who share the same discipline and discourse community, to ask questions and exchange ideas. This MOOC targets lecturers who wish to begin using English in their teaching. A priori, this means university lecturers from countries where English is not the L1 or a widely-used language (Romance language-speaking countries, for example), though in fact the course is open to teachers from all educational stages who want to teach through English, following the principles of EMI (English Medium Instruction). On completing the course, you should be able to do the following. a) Teach a university subject in English, having gained the necessary confidence and skills. b) Integrate all aspects of CLIL (methodological, pedagogical, strategic, attitudinal, motivational, linguistic, sociolinguistic and pragmatic) to put together their own English-medium course on their particular subject. c) Describe the characteristics of the university lecture discourse genre (planning, agents, channels, phases, dynamics, and current flexibility of the genre). d) Understand and perform the basic linguistic macro-functions within English teaching discourse. e) Understand and perform, using the appropriate linguistic exponents (vocabulary, structures, and phraseology), the main micro-functions in English teaching discourse: metalinguistic, informative, evaluative, inductive, and social. f) Consolidate their oral expression and interaction skills, and their grammar and vocabulary, at English levels C1 and C2 as defined by the Council of Europe. English for Teaching Purposes is a course provided by the Language Service at the Universitat Autònoma de Barcelona (UAB).

À partir de la leçon

Unit 2. Functions related to delivering courses through English (1)

Functions related to discourse structure: beginning and ending a class, concluding. Functions related to clarifying concepts for the students: giving examples, classifying, comparing and contrasting, defining.

2. Second week introduction2:06

2.1. Which text models does a teacher's oral discourse make use of?5:04

2.1.1. Exposition and argumentation14:13

2.2. How can I structure oral discourse?5:13

2.2.1. Introducing courses and classes7:05

2.2.2. Closing a class3:51

2.2.3. Concluding13:22

2.3. How can I clarify concepts for my students?3:30

2.3.1. Giving examples11:09

2.3.2. Classifying9:04

2.3.3. Definitions10:09

2.3.4. Comparing and contrasting9:28

Rencontrer les enseignants

Silvia Solá Viñals
Teacher
Servei de Llengües
Jose Ygoa-Bayer
Teacher
Servei de Llengües
Ian James
Teacher
Servei de Llengües

[MUSIC]

English for teaching purposes.

Giving examples.

Examples, said Ed Lindberg, is the school of mankind.

And they will learn at your water.

Bit of an exaggeration, if you ask me.

But it's true, that examples are an extremely helpful learning and

teaching strategy.

[MUSIC]

Lecturers know about the wonders of a good example.

The language needed to present examples is far from difficult.

It is in fact the language that we need to explain them that can be trickier.

We tend to introduce examples using the classic for example.

Or its most frequent variation for instance.

But we can also use the following expressions to add variety.

Namely, especially, to illustrate X.

If you want to avoid repeating the same word over and

over, use the following nouns to substitute.

Example, case, illustration, instance, sample,

only for physical portions, or specimen, only for physical representations.

Using a verb to present the example is also a good idea for

alternative presentations.

They're in the safe and large variety of verbal operators to encode.

Examples, depict, exemplify, illustrate,

represent, show.

Using passive structures to present examples is quite common in

speaking as well as in writing.

X is illustrated by Y.

X is demonstrated by Y.

And even more frequent is the resulting reduced structure.

As illustrated by Y, X is, does, or functions as.

We will now examine how we introduce different kinds of examples in

lecture discourse.

Examples that only require some sort of simple association from the students tend

to come in groups.

Typically, we will introduce these examples by means of, for example,

or for instance, and then link them using and and or.

Although not very common, we might enumerate the examples using first,

second, next, as in a series.

But this is more common when we're actually classifying information or

listing more complex arguments.

Examples as explanations are really common in lectures.

When classifying, we list items that sometimes we know people will

easily relate to and so, we can use examples to explain the categories.

Monica also from the school of education here at U.A.B, is presenting

a classification of personalities that can contribute to conflict.

What you will watch, is the use of an example as the explanation for

one personality type.

>> The time waster.

Someone who, uses lots of technology for instance, and

spend lots of time doing things that are not relevant for the work.

>> Monica uses the expression, for instance, after she has started

describing the hypothetical character, using the expression, someone who.

Definitions and descriptions are likely to be introduced like this.

Someone who, for a person.

Something that, for a thing.

A place where, or in which.

A time when.

A situation in which, or a reason why.

There are examples that will require more elaboration.

Let's now watch Chavi, who links literature, life, experience and quests.

>> I would like to, to focus on one thing.

Literature allows us to reflect on people's life through metaphors.

For instance, through the metaphor of the journey and here,

here are three journeys that are worldwide fa, famous.

The journey of Indiana Jones, the journey of Huckleberry Finn, and

the journey of Holden, the main character of the Catcher In The Rye.

Three journeys, as I watch the scenes about all their life,

because they are very different journeys.

One which is a journey of a an adventurer, we say he's

trying to catch a treasure, Indiana Jones, another one is a psychological journey,

Holden, who is trying to figure out how he is and

why the world shouldn't be the way he was told the world was be, when he was a kid.

And the third journey is that of Huckleberry Finn,

which is journey where he finds out what love is.

The love he feels about for

his mate Jimie, who is a slave seeking for his freedom.

>> Nothing beats the real thing.

Whenever possible, bring props and samples to your classes.

You should make sure that the perception experience is possible using different

senses so that each and every one of your students can have a go at feeling.

Hearing, smelling, tasting, or seeing the sample or prop.

Now if the props or samples are complex and

require detailed descriptions, divide them into sections.

I recommend you to break them into four pieces and refer to them as the upper

left, the upper right, the lower left, the lower right.

If describing three dimensional objects,

you might need to draw an imaginary axis and rotate the object around it.

You can refer to the different imaginary or real sections of the object using their

scientific names, if they have one, or you can use the words area,

part, section or side.

Complex props or samples from which the students are required to

identify specific sections, should follow a very methodical explanation.

Diagrams and illustrations.

Illustrations and diagrams can be used to exemplify things that bare to be

represented in two dimensions.

Break your illustrations into convenient sections for their description.

Always move forward in the same direction.

Horizontally, vertically, spirally, in a zig zag,

whatever the image lends itself for.

Use demonstratives like this,

these, that, those.

Earlier we said that nothing beats the real thing.

That goes for samples, for props, and also for demonstration.

Examples that are themselves demonstrations are as efficient,

as unforgettable.

Especially if students can have a go and try to perform the processes themselves.

You can nowadays find lots of quality videos that you can take to class to serve

as examples of the very complex contents you probably cover in your classes.

When demonstrating processes as an example in class,

you will need language related to process descriptions.

We'll deal with it more adequately in a separate video.

But for the time being, remember these few language pointers.

As you perform the procedure, describe what you're doing.

Use sequence words to signal the students what is happening, first and next.

We first do X.

Secondly, we do Y.

Next we do Z.

Once M is done, we move on to N.

And so on.

I am sure you don't let a class go by without giving at least one example.

Well, now you have the resources to do it in English.

See you next time.

[MUSIC]

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