Using Genre Approach to Teach English & Teaching English Grammar

 Unit 2 / 3
Use the genre approach to teach English
TESGAE001
&
Teach English grammar
TESTEG001
Introduction
Unit 2 –
Use the genre approach to teach English is concerned with the
functional nature of language. It focuses on the language choices that are
associated with a variety of social purposes of language use. Language
analysis is an important skill that is related to how you prepare for
teaching English.
Unit 3 –
Teaching English grammar addresses specific aspects of English
grammar and is designed to familiarize trainees with a variety of
grammatical concepts. Both of these units have a practical application to
the following units:
Teaching speaking, Teaching listening, Teaching
reading and
Teaching writing.
To complete these units:
1. TESOL Made Practical For All Situations: Read Chapter 2
and 3.
2. TMPFAS Workbook: Complete the tasks in Unit 2 and 3 (this
workbook section).
3. Practice Teaching Task(s): Complete PTT 3
4. Complete all other tasks for the core units (see TESOL
Study Guide for more information)
Assessment method and description
The assessment is competency based. This means that students will be
graded as ‘satisfactory’ or ‘not yet satisfactory’ in individual tasks and
'competent' or 'not yet competent' for units as a whole. Students need to
be assessed as ‘satisfactory’ in all of the assessment tasks in order to be
deemed ‘competent’ for the unit. If a student is graded ‘not yet
satisfactory’ or ‘not yet competent’ they will be given another opportunity
for reassessment and will be provided with specific feedback on areas
needing improvement.
All students have the right to appeal any assessment decision. See your
RTO’s Student Handbook for information on appeals.
© 2018 LTi Unit 2 (TESGAE001) & Unit 3 (TESTEG001)
Tip: If you need more information about Genre and Functional
Grammar, additional information is available in the TESOL Online
Student System (TOSS), or ask your trainer.

All assessment tasks will be retained by the Registered Training
Organisation (RTO). If a student wishes to keep a copy of the assessment
task then they need to make a copy prior to submission.
Workbook Tasks 2/3.1 – 2/3.15:
Students must provide clear, concise and reasonable answers /
submissions for all of the workbook tasks within a unit. The purpose of the
assessment is to see that a student:
 can understand and apply knowledge they have learnt in a
theoretical situation
 can demonstrate knowledge of the unit content (see mapping
below)
 can communicate the understanding and knowledge gained.
Practice Teaching Task 3:
Students must plan, deliver and evaluate an English Grammar lesson in
accordance with the task requirements detailed in the Practice Teaching
Task. The purpose of the assessment is to see that a student:
 can understand and apply knowledge and skills they have learnt in a
practical situation
 can practically demonstrate the knowledge and skills required to
meet the unit requirements (see mapping below).
Analyse the register of texts in terms of Field, Tenor and
Mode
Field = subject matter or topic
Tenor = relationships between the people communicating (level of
familiarity and/or formality)
Mode = channel of communication (spoken-written, real time and
space or not)
© 2018 LTi Unit 2 (TESGAE001) & Unit 3 (TESTEG001)

Task 2/3.1
Note the Field (F), Tenor (T) and Mode (M) for the following spoken
and written communication events.
Tip: It’s very important to keep in mind the definitions of Field,
Tenor and Mode as you do this task. If necessary, refer to the
relevant section of your textbook.
Sometimes, students have difficulty with Mode, so the following
information has been included to help. Also, keep in mind that Mode
includes two aspects: (i) whether the communication is written or
spoken, and (ii) the concept of space and time.
Distance in time and space - Once the principle is understood,
it’s just a matter of working out each situation. Speaking directly
(face to face) with someone is the closest form of communication.
Communication events can get further and further away depending
on the situation.
Real time - Is when people are communicating with each other at
the same time.
Not real time (distant) - Is when one person communicates -
talks/writes and the other doesn’t get the message until later.
Real space - Is when people are communicating with each other
and are physically in the same place.
Not real space (distant) - Is when one person is communicating
with someone else who is not physically with them.
There is quite a combination of Time/Space situations depending on
what is happening. You will need to assess each communication
situation independently.
For example –
 You are having coffee with your friend. You are together at
the same time and at the same place. Therefore, it is REAL
TIME and REAL SPACE.
 You phone your friend and she picks up the phone and you
talk. You are talking at the same time, but you are not
together at the same place/space. Therefore it is REAL TIME
but NOT REAL SPACE.
 You phone your friend and she doesn’t pick up the phone, so
you leave a message which she listens to later. The message
machine isn’t a communicant. It’s just a recording machine.
So you do not speak to your friend directly. Therefore it is
NOT REAL TIME (because she wasn’t there at the time and
only got the message later when you were off doing
something else) and NOT REAL SPACE.
© 2018 LTi Unit 2 (TESGAE001) & Unit 3 (TESTEG001)

Because of modern telecommunications, it is now possible to have a
situation that is REAL SPACE but not REAL TIME. If you are sitting
next to someone and you are both on the internet on separate
computers and you email that person and they pick it up a bit later,
you are both still in the same place, but you are getting the
message at a different time - NOT REAL TIME but REAL SPACE. Or
you could pass a note to someone near you and they don’t look at it
straight away but are still next to you, So NOT REAL TIME but REAL
SPACE.
Part (a) has been completed for you.
a. A university lecturer delivering a lecture on economics
to a room full of students.
F: Economics
T: Lecturer and students formal teaching/learning relationship
M: Spoken real time and space but one-way verbal communication
b. A customer leaving a message on a telephone
answering machine, to be heard later.
F: Product information
T: Customer
M: One way spoken, but not real time and not real space
c. A DVD of one of Martin Luther King’s speeches.
F: Political speech
T: Speaker and target audience
M: One way non-verbal, not real time, not real space
d. A mobile phone text message between friends who are
next to each other.
F: Informal written message
T: Conversation with friends
M: Real space ,one way ,real time
e. An office memo from employer to all staff in other
rooms, advising of a staff meeting.
© 2018 LTi Unit 2 (TESGAE001) & Unit 3 (TESTEG001)

F: Staff communication
T: Employer-Employee Staff Communication
M: No real time ,not real space
f. Note from mother to son regarding transport
arrangements for later that day.
F: Transport
T: Casual -Family members
M: Not real time,no real space,one way
Analyse the register of texts for social purpose and
genre
Task 2/3.2
Consider the following text types and match them to their specific
purpose
Tip: Refer to Section 3
Genre of Chapter 2. You may also wish to do
some research of your own on the topic of
Genre.
© 2018 LTi Unit 2 (TESGAE001) & Unit 3 (TESTEG001)

a. Match the below text types with their purpose, structural
and language and grammar features by writing the correct
answer in the space in the ‘text type’ column. Choose from
the genres given at the top of the table.
Exposition/Argument Response Recount Narrative
Explanation
Information ReportExposition/Persuasion Procedure
Text Type Purpose Structural
features
Language and
grammar features
Narrative To
entertain,
amuse.
To tell a
story.
Orientation;
complication; series
of events;
resolution.
Noun groups to describe
characters and settings;
time words; action
verbs.
Information
report
To present
factual
information
in general
terms,
usually
about an
entire class
of things.
Opening general
statement;, usually
defining the topic;
usually in
paragraphs;
finishing off
statement; can
include glossary;
diagrams; photos;
tables; graphs;
illustrations.
General nouns.
Technical or topic-
specific language.
Passive voice, usually
third person.
Relating verbs e.g. has
action verbs to describe
behavior.
Word chains.
Repeated naming of
topic as theme.
Recount
To retell
events in
sequence.
Orientation includes
background
information.
Series of events
recorded in time
order.
Conclusion with a
personal comment
or reorientation.
Descriptive language;
past tense; time words
to connect events;
words which tell us
where, when, with
whom, how. Adverbial
phrases (e.g. Just before
midnight...).
procedure
To tell how
to do
something.
To tell how
to get
somewhere
.
To give
rules of
behaviour.
Statement of the
goal or the activity.
Materials needed.
Series of steps,
listed in order.
Can include
cautions and
warnings and
helpful tips.
Nouns; action verbs;
adverbs; commands.
Explanation To explain
why things
are or how
they
happen.
To explain
General statement
to identify the topic
(can include a how
or why question).
Series of events in
time order.
Nouns; action verbs;
time sequence words
(e.g. then, next,
afterwards, simple
present tense, passive
voice, adverbial
© 2018 LTi Unit 2 (TESGAE001) & Unit 3 (TESTEG001)

the steps of
a process.
Optional concluding
statement.
phrases).
© 2018 LTi Unit 2 (TESGAE001) & Unit 3 (TESTEG001)

Text Type Purpose Structural
features
Language and
grammar features
Argument To argue a
case for or
against a
point of
view.
Statement of point
of view.
Arguments in a
logical order (each
one with points and
elaboration).
Evidence.
Reinforcement of a
point of view or
recommendation.
General nouns;
abstract nouns;
technical language;
action verbs; relating
verbs (e.g. It is
important...).
High modality (e.g.
What we must do
is...).
Connectives (firstly,
secondly).
Evaluative language
(e.g. It would be
foolish to...).
Exposition/
Persuasion
To
persuade
people to
act in a
certain
way.
To promote
something.
Opening positive
statement to
attract attention.
Series of
arguments to
support the subject
(not supported by
evidence).
Nouns; verbs;
adjectives; emotional
language; high
modality; can be
biased; questions;
statements;
commands; slogans.
response
To
summarise
a text.
To tell your
thoughts or
feelings
about
something.
To analyse
a text,
work of art,
movie.
Context -
background
information about
the subject.
Exploration of the
subject's qualities
(can include
feelings).
Judgment - opinion
and/or
recommendation.
Nouns; adjectives;
action verbs; saying
and thinking verbs
persuasive language;
present tense (can
change to past if
setting is historical);
Subject in theme
position.
b. Choose five of the text types given below. For each type you
have chosen:
 Identify a spoken or written text you could use in class;
 Identify its social purpose; and
 Briefly outline a classroom activity that clearly
demonstrates its social purpose.
The first one has been done as an example for you.
Vary your activities as much as possible to include as many different
learning preferences as possible. Refer to Section 3
Language and
Learning of Chapter 1 to refresh your memory of learning preferences.
Section 7
Procedure for Teaching Grammar of Chapter 3
Teach English
Grammar gives some ideas for class activities when teaching
grammar which may prompt some ideas for activities that could be
© 2018 LTi Unit 2 (TESGAE001) & Unit 3 (TESTEG001)