amien functional gr final one

8/8/2019 Amien Functional Gr FINAL ONE....

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TEXT 1-

Recipe of the week

Sunday Telegraph Magazine Section/Body & Soul, 1 st November 2009

Recipe of the week

EGG & VEGETABLE CURRY

Serves: 4 , Preparation & Cooking : 15 minutes.

Ingredients:

2 teaspoons peanut oil1 brown onion

2 garlic cloves, crushed

1 tbs (table spoons) mild curry powder

2 x 400 cans Italian cherry tomatoes in tomato juice

1 x 500g packet broccoli and cauliflower mix

2 eggs

90g (1/4 cup) fruit chutney

100g snow peas trimmed

70g (1/4 cup) low fat natural yoghurt

Steamed rice to serve

Directions :

1 . Heat oil in saucepan over medium heat.

2. Cook onion , stirring , for 3 minutes or

until soft.

3. Add garlic and currypowder and.

4. Cook for 30 minutes or until aromatic.

5. Add tomato saucepan

6. Add tomato and vegetables cover.

7. Cook for 5 minute or until vegetables are soft and sauce thickens


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8. Meantime, bring eggs to the boil in a small saucepan of water over high heat.

9. Cook for 7 minutes.

10. Drain.

11. Refresh under cold running water.

12. Peel each egg and cut into wedges.13. Stir chutney and snow peas into curry.

15. Cook for 1-2 minutes or until snow peas green and tender crisp..

16. Season to taste

17. Divide curry among serving bowls and top with egg and yoghurt.

18. Serve with rice.

Note: The EGG & VEGETABLE CURRY (non-meat) recipe would be of particular interest

to small families, couples and individuals who may be vegans, or those who monitor their

intake of energy-dense carbohydrate foods. It appears easy, quick to prepare and serve

within 15 minutes and moreover because it is enough to serve four people. The recipe for the

week was one of regular features of the The Woolworths Good Taste Magazines tasty

recipes and healthy meat ideas featured in the Sunday Sunday Telegraphs Body + Soul

Magazine Section .

Social Purpose

This text, as a recipe, is a procedure text that explains how to prepare

an Egg & Vegetable Curry by giving a number of simple directions to follow.

The language which is used in this text is mostly in the imperative mood, (commands)

(simple orders, sequences and steps to follow).

This text was obtained from the Sunday Telegraphs Body + Soul Magazine Section and a

web-page. The text mainly targets at the general public, couples, small families and

particularly health conscious eaters and gourmet diners.


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1. The reasons for choosing the text:

My class is a group of CALD adult Australian residents / citizens in a English language

program to improve their skills in reading writing and speaking for vocational and career

purposes . The lady-dominated class Im teaching mostly from S. East Asian backgroundswould easily also identify with this recipe. Moreover the text will also be useful for

vocational English purposes for those who intend want to be a cooks or venture into the

hospitality trades.

Today recipes abound in daily press, Sunday papers and week-end magazines and through

this lesson I will encourage my students to obtain samples of more easy-to- follow-and-

prepare dishes, cakes and desserts to read and discuss in class, for reading, listening and

pronunciation drills and exercises.

Most are keen to read the daily papers as these can be had at low cost, read at leisure, on all

forms of public transport and are at readily available at public places like waiting rooms and

food places

Firstly, the text has a number of processes and circumstances which afford good opportunity

to analyse some of the grammatical features. Secondly, the text is related to an every day life

situation of simplicity since preparing a 15 minute meal has appeal in part of our busy life

engagement.

Register of the text:

a) Field : The field of the text is about certain instructions about how to prepare a 15

minute healthy meal that serves 4 people

b) Tenor : The tenor of the text is impersonal. This is evident because the speaker uses

imperative commands typical of a the distance between writer/speaker and the reader

being addressed.

c) Mode : It is a written text, and the Recipe magazine is referenced.

Set in recipe book, it is also available off the web and can be printed off electronically

Identifying Textual and Experiential meanings:


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The beginning of a clause to signal relationship between ideas can be used to make

connections between parts of a text explicit. These are called textual themes and also come

before the experiential theme. The two types of textual theme are text connectives and

conjunctions. Most commonly used conjunctions are and/or in the text.

As for experiential meaning, the writer uses 18 action verbs to set up experiential meanings.

Identifying the textual, the experiential meanings and the imperative/ Command

(order) clauses:

(Textual theme: Bold italics )

(Experiential theme: Blue)

(Imperative/ order: underlined)

1 . Heat oil in saucepan over medium heat.

2. Cook onion , stirring , for 3 minutes or

until soft.

3. Add garlic and currypowder and.

4. Cook for 30 minutes or until aromatic.

5. Add tomato saucepan

6. Add tomato and vegetables.

7. Cover.

8. Cook for 5 minute or until vegetables are soft and sauce thickens

9. Meantime, bring eggs to the boil in a small saucepan of water over high heat.

10. Cook for 7 minutes.

11. Drain.

12. Refresh under cold running water.

13. Peel each egg and cut into wedges.

14. Stir chutney and snow peas into curry.

15. Cook for 1-2 minutes or until snow peas green and tender crisp..16. Season to taste

17. Divide curry among serving bowls and top with egg and yoghurt.

18. Serve with rice.


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Samples of adverbials (manner, place)

Refresh under cold running water.

Verb gr Adverbial Action: Material/

Process

Circumstance: Place

Divide among serving

bowls

and top with egg and yoghurt

Verb gr ng adverbial Action: material/

process

Goal Circumstance: manner /place

Verb groups express many different kinds of meaning.

Experiential meanings are achieved through action verbs in the text. Action verbs and events

usually involve people or things. Action verbs (commanding) play a significant role in

developing the sequence of instructions in the text.

Notes on text

Identifying Interpersonal Meaning:

I will show how, in the text the composer uses sequential record of the methods or steps/

activities. The writer uses some eighteen imperative/ order clause structures. The overall aim

of the text is to teach and instruct how to make prepare a quick meal. Hence, mainly actions

verbs have been used as imperative/order such as heat, cook, cover, refresh, and stir. As in

every procedure text, in this text, there is a clear interaction between the speaker and the

listener. These are always interesting texts that may appear not only in a text /recipe books,

but also a newspaper/magazines, and may appear on increasingly popular reality TV- cook

and recipe programs.

Clause Instances of clauses Part of speech Instances of

connectives and


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conjunctionsImperative/order Heat oil in saucepan

over medium heat.

Conjunctions > in saucepan over

medium heat

Imperative/order Meantime, bring eggs

to the boil

Conjunctions > in a small saucepan

of water over high

heat.Imperative/order Refresh under cold

running water

Conjunctions > Under cold

running water Imperative/order Cook for 1-2 minutes Conjunctions > or until snow -peas

green and tender

crisp..

How can we use the text on our teaching situation?

We will brainstorm a few ideas why an EGG & VEGETABLE CURRY would be interesting

to prepare and cook. Health benefits, time factors and easiness of preparation would be

features of the discussion topic, given the background of my students and the average size of

their families.

(4-5 people)

3. Sequence of teaching and learning

How we will use this text on our teaching situatio n

NOTE:

In all the lesson units we will endeavour to achieve all or most of the

CISWE skills and related outcomes in Listening, reading, speaking and

writing, as well its related sub-skills ilke pronunciation, spelling and

punctuation etc

This text, as a recipe, is a procedure text, easy to read, follow and explain.

My class is a group CALD adult Australian residents /citizens program to improve their skills

in this English grammar and speaking for vocational and career purposes .


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Reading and Listening - for pronunciation

Firstly, we will start the lesson by reading the text for listening, pronunciation and reading

skills. We will progress to the definition of a procedure text and its social purpose. Secondly,

we would revise and read again, note and list all words, both known and unseen vocabularyand particularly those that would hold meaning for the students.

Thirdly, we would progress with a classroom activity related to the topic. I would ask

students whether they know how to cook something in a hurry. Depending on the response I

would ask one volunteer to tell the class about making an easy to prepare-quick dish. Noting

the words used in his /her speech, I would ask class to note new words and terms and check

their understanding of words in context. After this activity, I would again reinforce and

explain what a procedure text is and discuss its social purpose, structure and key grammatical

features. In relation to key grammatical features, I would touch upon use of action verbs,

conjunctions/ adverbialsetc. and how we would use it in other similar scenarios.

Reading and Writing

Once students have acquired the features I would give a sample procedure text and ask them

to highlight the main grammatical features in the text. At the end of the lesson, students are

asked to write a sample procedures eg recipe, sequence or experiment- texts by themselves,

and compare their own texts with those of other classmates.

------------------------ooo000ooo--------------------------

Text 2- RESPONSE: Book Review

Ray Martin ArticleSunday Telegraph, 1 November 2009


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Book review

Martin is truly a Ray of Sunshine Lucy Clark, Journalist

The lovely thing about a well written autobiography is thatwhen you start to read, you hear the authors voice;it lends a certain intimacy.

Ray martin, smooth, well modulated voice is well known toAustralians. And although its (been) some years since Martin seemedto be everywhere on our screens, it takes only a couple of pagesof Ray: Stories of MY Life (William Heinemann, $49.95)to remember why his appeal was so broad and enduring .Given that Martin has been on our screens since 1965, theres anidea that we the audience know him like a mate. And in any way,we do, but not in depth.

Now we learn more about Martin, and guess what?Scratch the surface of Mr Nice guy and youll find more Mr Nice Guy.Youll also find a great raconteur. This book is jam packedwith amusing anecdotes , bringing many laugh-out-loud moments.

What he describes as a sad and painful childhood with an alcoholicfather who beat his wife and dragged the family from hovel to housingcommission property until Martins mum fled with Ray and his three sisters. Remarkably hespins his difficult childhood yarn with a thread of sweet optimism that says much about thewomen in his life and his own character

Later in the book Martin gives vent to his strong ideas about journalism and television. Hesettles a few scores and tells his side of the some controversial issues

And over all of this is a self-deprecating wit and a fine feel for a well-paced yarn. Everychapter will leave you smiling.

Martin is truly a Ray of Sunshine Lucy Clark, JournalistSunday Telegraph, 1 November 2009,

Identification of language features

Green: present and past tense verbs Pink: Pronouns


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Gray: Modality Yellow: Time expressions

Red: Conjunctions

Sunday Telegraph, 1 November 2009*********************************


My class is a group of CALD adult Australian residents / citizens in a English language

program to improve their skills in reading writing and speaking for vocational and career

purposes . They are keen to read the daily papers as these can be had at low cost, read at

leisure, on all forms of public transport and are at readily available at public places like

waiting rooms and food places. Ray Martin would be known by most or everyone who are

keen TV viewers and newscast followers.

The reason for selecting this text is because the article has grammatical features of interest

that be taught in class such as present and past tense verbs, conjunctions, time related

expressions, descriptive and qualitative adjectives, as well pronouns and noun groups. It will

also be useful for students who are interested in enriching their skills and strategies in how to

read, evaluate and criticise book reviews as well as the knowledge and ability to review

books and literary scripts themselves.

Social Purpose: Response (Book review)

The social purpose of the text is to inform readers in a summary form, about a book written

by or of a person/writer. Responses are used to summarise, respond, analyse or criticise

books or literary texts. They may be a personal response or a review.

In our article, Telegraph Journalist reporter Lucy Clark looks objectively at a

(book) review in the form of an autobiography by a suave and popular TV personality andnews cast reader, Ray Martin.

Structure: Personal Response


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General Features of Response /

Context

Martin is truly a Ray of sunshine

Rays character and personality is easy to describe as he is a popular TV personality and

news-cast reader well known to all Australians and hardly needs introduction. His type of

work, life setting may seem apparent, but what she does well, is let us into a subtle bit of

Mr Nices private and personal life in her brief synopsis. With a play on words, her title

draws and captivate our attention and encourages us to read into her review about his

autobiography.

In background information about the text, she informs us that he writes openly and intimately

about both his sad and painful childhood years as well as his strongest sentiments in the form

of his enduring and successful marriage to Dianne, his wife of more than 40 years and his joywith his two, now grown up children Jenna and Luke...

Opinion/Reaction

She reviews with warmth the qualities and effectiveness of the book positively and

intimately, expressing positive personal feelings.

.

Text description The reviewer writes as an equal , (of the writer) in an easy and

flowing style, almost intimately personal, describing the main character as he

describes himself in his book. She also lets us into some anecdotes and key incidents

in his life, giving us limited insight about other, hitherto unknown characters in the

authors interesting life. The theme of the text suggests intimacy, getting closer to the

author and this all serve to entice us to get the book and read more about Ray.

Judgement

In her final judgement of the book, again, she is very brief, concise and compelling.

She evaluates the work by giving her opinion and making a convincing

recommendation over all of this... there is..wit and a fine feel for a well-paced

yarn. Every chapter will leave you smiling.

Stages:

The text comprises some four to five stages :


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There are not many instances of modalities in the text

Example: would (medium modality), might (low modality). Modal clauses and

phrases are often used to make texts seem more objective and difficult to argue

against.

Register of the text: The field of the text is about informing readers about a popular TV personality

Ray Martins autobiography, Story of my Life . This is evident as the events are

described in both present and past tense and the text identifies who is writing,

about whom, as well as those involved, where and when.

The tenor is of the text is personal and some intimate words and language is

employed eg. Mr Nice, like a mate, and guess what? More Mr Nice Guy

The mode of the text is written. This is because the text is well-organised andwell-recounted. Persuasive language used in judgement

encourages reader to read the book as .. every chapter will

leave you smiling;

Transitivity structure and the mood :

He settles a few scores and tells his side of the some controversial issues

He settles a few scores and tells his side of the

some

controversial

issues Noun

gr

Verb

group

Noun gr conjunction Verb

gr

Noun gr

Actor Process:

action

Circumstance/ Actor

Subject Finite finite


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3. Sequence of teaching and learning:How can we will use the text on our teaching, learning experience.

Response (Book review)

My class, a group of adult Australian residents /citizens from migrant backgrounds is in this program to improve their skills in this English grammar and speaking for vocational and

career purposes .

Reading, Listening and Speaking- for pronunciation

This type of reading is both easy, interesting and light. It is of special interest because Ray

Martin is a TV personality whom everyone has inevitably seen on free-to-air TV.

Firstly, we will start the lesson by reading the text for listening, pronunciation and reading

skills. We will progress to the definition of a Response, (Book review) and its social

purpose. Secondly, we would again read, note and list all words in the vocabulary, both

known and unseen vocabulary and particularly those that would hold meaning for the

students.

.What can be achieved through scaffolding

It will also be useful for students who are interested in enriching their skills and strategies

in critical reading, evaluating and criticising book reviews as well as the knowledge and

ability to review books and literary scripts themselves later, at a more advanced level.

Secondly, we would progress to the structural elements of the text. Regarding the

grammatical features of the text, the main focus will be on the descriptive language

employed through adjectives and noun groups, past tense and present tense verb groups

used , time related expressions and modalities and how the reviewer would recount

significant events in the subjects life in a sequential and chronological order. I would also

ask students to watch out for writing techniques that work for this genre in the form of

repetition, inferences, descriptive language and milestone markersetc..


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I will also ask students to highlight the above mentioned grammatical features, and

whilst they are occupied with this activity, I will walk around, observe and monitor,

identifying the weaker students in order to assist them.

Listening, reading, speaking and writing

Employing these features in writing styles and strategies, I would also ask students tocompose their own personal short book reviews using books from our class or centre

library. At the end of the lesson, I would ask one of the students to read his/her own

short book review to the class.

Students would be encouraged to comment on and criticise others

work samples whilst noting worthwhile changes and writing

personal responses. Students should have a wide range of

experiences with a variety of text types including formal and

informal, on book covers as well as those independent one in

magazines and journals. With a wealth of these often readily

available resources at little or no cost, this form of prior

knowledge provides opportunities for teachers to compare and

contrast elements of texts read, and encourage student to

investigate and use common themes and issues.

Students should be encouraged to evaluate critically in their

responses, rather than simply provide an opinion. All this, I believe

will augment their development of critical literacy skills through

understanding text structure and how language and visual imagery

get together in context. Furthermore to create, understand, and form

opinions about characters is important in discussions about texts. This will help form

the basis of critical and interpretive responses in later stages.

Reading and discussion:

During shared and guided reading and discussion sessions, students should be giventhe opportunity to read reviews written by others, eg: newspaper - book or film

reviews, their own subjective views, of films they have seen , and discuss how writers

and journalists can or may influence readers perceptions.

----------------------ooo000ooo--------------------------


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TEXT 3 Exposition / News Report

Plane people outstrip boats from the Sunday Telegraph 1 st Nov 09by Claire Harvey

B for the Beta sign

Every day, at least 13 asylum seekers enter Australia through airports, [[representing

30 times the number of boat people that are supposedly flooding across our

maritime borders.]]

A total of 4768 plane people- [[more than 96 per cent of applicants for refugee status]]

arrived by aircraft in 2008 on legitimate tourist, business and other visas

[[compared with 161 who arrived by boat during the same period]].

And plane people are much less likely than boat people

to be genuine refugees, // B with only 40-60 granted protection visas,compared with 85-90 per cent of boat people

[[who are found to be genuine refugees.]]

In 2007-08, 3987 claims were received//

// B and 1930 of these were approved.]]

But whereas boat people are detained on Christmas Island

[[while their claims are processed,]] plane people live in community

[[and they are allowed to work]]

[[under policy changes introduced by the Rudd government]]..


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Politicians expedient obsession with boat people is clouding the truth about Australias

refugee flows, according to migration law expert Professor Mary Crock, of Sydney

University Law School.

Its a great mystery //why people get upset about boats-

//and its disappointing that our Prime Minister is playing to old politics,Professor Crock said.

We have a small number of arrivals

and [[the ones arriving by boat]]

are nearly all always refugees...

Plane people outstrip boats

Sunday Telegraph 1st

Nov 09, by Claire Harvey ______________________________________

Related article: Front Page :Headline : Id STOP the BOATS ,

Sunday Telegraph 8 th Nov 09 by John Howard

Social Purpose and text type

The text is an Exposition / News Report expressing a subjective view on a current issue.

Plane people outstrip boats This is a persuasive text which argues the case of a particular point of view, of concern in

Australia today. As Australia is by and large, a diverse migrant society it would of special

interest to most students as the journalist reporter persuades readers to think in a certain way

by accepting his theory or position (eg there seems, discriminately to be a bias against

people (refugees) arriving by boat as compared to the people arriving by plane at Australias

modern airports.


My class is a group of adult Australian residents / citizens from diverse migrant backgrounds

themselves and would readily identify and empathise with the plight of refugees, asylum-

seekers and general migrants, who more than often, would spend life-long savings to be


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afforded the opportunity to enter Australia in an normal manner and though the legal

processes and political requirements. Although some may find the case scenarios painful and

sadly reminiscent of their own experiences they would nevertheless be able to identify with

all the words, terminology and bureaucratic jargon used in the article. As most of them are

in the Centrelink-sponsored AMES English language program to improve their skills inreading writing and speaking for vocational and career purposes they would find the article

both interesting and captivating.

3. Sequence of teaching and learning.

As this is a more advanced class our approach would be along the lines of Textual

analysis and we would focus on the grammatical language features for this specific

genre

Listening for pronunciation, critical reading and independent thinking

Nowadays feature articles, daily press headlines and electronic media issues would revolve

around this topic as it has once again become a hot political football. For this reason and

through this lesson I will encourage my students to obtain samples of relevant articles of their

choice, from daily newspapers and magazines to read and discuss in class. In this way I

would encourage them to read for comment, read more critically, noting new words and

terminology associated with the issue at hand and moreover with this specific text type. Inreading-out-aloud in class for listening and pronunciation drills and exercises student can

work in groups and compare notes.

I would ask my students to model this type of writing found in press articles and attempt

their own expositions of past and current issues of interest or those which they would deem

important.

Reflective Thinking

In reasoning for selecting this text we would extract aforementioned grammatical featureswhich can be taught in class such as past tense verbs , conjunctions , time related expressions ,

pronouns and modalities etc.

All along we would deliberate and question writers and journalists perspectives, monitor

and identify subtle biases if any, and comment on and voice our own opinions as in as far as

whether we are in agreement with what is stated or not.


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Instances of Nominalisation (highlighted)

e) ConnectivesText connectives: Indicating time,, Clarifying , Showing cause Condition/and reason

Every day, : Indicating time

a total, Indicating number

more than, Clarifying / Indicating numbernearly all Indicating number

representing, Clarifying

according to, Claryfying

compared, Claryfying

why, Indicating reason

etc.

Conjunctions

with, and, but, whereas

Lexical cohesion : Classification:Class and Subclass

Migrants

Asylum seekers (genuine) Refugees others..?

Sub Class


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Plane people boat people legitimate tourists

RuddGovernment

Prime Minister

Immigration Dept. spokesman

Politicians

VISA Applicants*

Legitimate Businesstourist Refugee Status and Other..

Contrast :

Community Christmas Island40-60 per cent 85 -90 per centAircraft Boats

Synonyms :

Asylum seekers : Refugees (refugee intake)Approved claims : Genuine refugeesHumanitarian program : (genuine) refugee intakeLegitimate tourist visa : business visaArrivals : Refugee flows


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Repetition:

Boat People, Plane People, migration, refugee visas refugee intake, arrivalsfigures Percentages increased

Expectancy:

airports, maritime borders, applicants, visas, boat/ plane people, arrivals, refugeeintake, immigration records, immigration lawsgovernment, politicians .etc.

Collocation:

Asylum seekers, refugees. Immigration Department spokesman, migration law expert,figures, records, policy changes, old politicsetc

Plane people outstrip boats

by Claire Harvey

Every day, at least 13 asylum seekers enter Australia through airports, // representing 30

times the number of boat people that are supposedly flooding across our maritime borders.

A total of 4768 plane people- [[more than 96 per cent of applicants for refugees]] arrived

by aircraft in 2008 on legitimate tourist, business and other visas [[compared with

161 who arrived by boat during the same period]].

And plane people are much less likely than boat people to be genuine refugees, / with only

40-60 granted protection visas, compared with 85-90 per cent of boat people [[who are found

to be genuine refugees.]]

In 2007-08, 3987 claims were received

and 1930 of these were approved.


[[while their claims are processed,]]

plane people live in communityand they are allowed to work

under policy changes introduced by the Rudd government..


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Politicians expedient obsession with boat people is clouding the truth about Australias

refugees flows according to migration law expert Professor Mary Crock, of Sydney

University Law School.

Its a great mystery why people get upset about boats-and its disappointing that our Prime Minister is playing to old politics,

Professor Crock said.


and [[the ones arriving by boat]] are nearly all always refugees...

As this is an mid- to advanced intermediate class I would also venture into analysing theclauses along the lines of Theme and Rheme

Theme and Rheme:

` Every day, at least 13 asylum seekers enter Australiathrough airports, that are supposedlyflooding across our maritime borders

Theme RhemeTopical

representing 30 times the number of boat

people

that are supposedly flooding across our

maritime bordersTheme RhemeTextualA total of 4768 plane people [[more than 96 per cent of applicants for

refugees]] arrived by aircraft in 2008 onlegitimate tourist, business and other visas

Theme Rheme

Topical

[[compared with 161 who arrived by boat[[during the same period]].Theme RhemeTopical


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And plane people are much less likely than boat people to begenuine refugees,

Theme RhemeTopical

with only40-60 percent granted protection visas,

compared with 85-90 per cent of boat people

Theme RhemeTopical

to be genuine refugees

Theme RhemeTopical

In 2007-08, 3987 claims were received

.Theme RhemeTopical

and [[1930 of these]] were approvedTheme RhemeTopical


[[while their claims are processed,]]

Theme RhemeTextual

plane people live in communityTheme RhemeTopical


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and they are allowed to work

Theme RhemeTopical

are allowed to work under policy changes government[[introduced by the Rudd government]]..

Theme RhemeTextual

Politicians expedient obsession with boat

people

is clouding the truth about Australiasrefugees flows [[according to migration lawexpert Professor Mary Crock, of SydneyUniversity Law School]].

Theme RhemeTopical

Its a great mystery

Theme RhemeTopical

why people get upset about boats-Theme RhemeTextual

and its disappointing

[[ that our Prime Minister]]

is playing to old politics,

Theme RhemeTextual

Professor Crock Said.

Theme Rheme


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Topical


Theme RhemeTopical

and [[the ones arriving by boat]] are nearly all always refugees...

Theme RhemeTopical

------------------------ooo000ooo--------------------------

TEXT 4 : The Vikings

The Vikings or Norsemen came from Denmark, Sweden and Norway. The name

Vikings means adventurer, In the 8th century, many Viking bands began to sail to

Britain or Europe to seek for wealth. Sometimes they traded to obtain goods, but theyraided villages and killed and robbed the people.

Vikings were expert shipbuilders and sailors. They sailed further on their voyages than

anyone had gone before. Some Vikings even found their way to North America. Vikings

ships were about 20 metres long and they carried 90. They had a sail and oars. They

rowed when there was no wind.

Vikings didnt like to fight big battles. They attacked lonely villages. After stealing the

harvest or treasures from monasteries, they took people with them as slaves. When the

Vikings returned home, they held big feasts. Bards told long, exciting stories called

sagas about daring Vikings deeds.

Some Vikings didnt return home. They stayed and made homes in their new countries.

In France, the area known as Normandy was settled by Norsemen or Vikings


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Burgess T, (1997) Comprehension Made Easy , Published by Nightingale Press,

Warners Bay, NSW

Green: past tense verbs Pink: Pronouns

Yellow: Time expressions Red: Conjunctions

Text 4-

.

Social Purpose:The type of the text is a historical recount . Factual and historical recounts tell us

what happened by documenting a series of events The social purpose of the text is to

inform readers about a famous medieval warriors who were called Vikings or

Norsemen.

The reasons for choosing the text:

The reason for selecting this text is to highlight and inform the class of typical

grammatical features associated with texts in this genre. These will be dealt with in

lesson unit- components highlighting for example, present and past tense verbs,

conjunctions, time related expressions, pronouns and modalities. Given the amount of

cartoons in weekend papers concerning the valour and endurance of Vikings

warriors, lesson units will enhance students knowledge about the history of the North

European sailor-travelers who plundered and raided surrounding countries in

medieval times

Stages: Structure

The text includes three to four stages :

Orientation:

Paragraph 1 - Gives information about where these seafarers came from, where they

sailed, and for which reasons they sailed to distant lands. These paragraphs suggests a


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Narrative approach to an historical Recount, by placing the reader in the midst of the

action or story events, assuming that the reader is acquainted with the location of near

polar Northern European countries, to involve the reader and stimulate imagination, in

that they sojourned as far North America etc

Record of events

Paragraph 2 - explains the nature and size of their boats, their expertise and advanced

skills in boat building for that time and makes the point that they sailed further than

anyone had gone before.

Paragraph 3 - provides details about their plundering style and some strategies they

employed in their raid, attack and retreat fighting styles with an aversion for long big

battles.

Re-orientation rounds-off the sequence of events by resetting the events in time .

Paragraph 4 - Explains the display of fighting ambitions, their national pride, the big

parties and the feasting they indulged in, on return to their countries with the harvests,

spoils of war and treasures they had gained in their conquests.

Language features:

I would endeavour to explain and teach the class of the specific use of the following

features in this type of Text There is the use of particular nouns (and pronouns ) to name

people, places and events. The record of events are recounted in chronological order.

Action verbs / past tense (in green ) were used to refer to the events in

the text:

Example: came (from), began to sail, traded, raided, found, rowed attacked,

returned, held etc... Types of time connectives or conjunctions and time related expressions were

used throughout the text

Example: In the 8 th century, sometimes, after, etc.

Relational functions such as the use of pronouns were used throughout the

text:


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Eg : they, them, anyone etc...

Lexical cohesion is maintained by the use of repetition, synonyms and

collocation: adventurers, sail, seek, traded, killed, robbed, attacked,

shipbuilders, sailors, ship, sail, oars, wind, , harvest, treasurers,

stories, sagas,


The field of the text is about informing readers about a famous/notorious

warriors person who were called Vikings or Norsemen. This is evident as the

events are described in past tense and the text identifies the groups of subjects

who were involved, when and where.

The tenor is of the text is impersonal. The mode of the text is written. This is because the text is progressively

structured, well-organised and well-recounted.

Green: past tense verbs Pink: Pronouns

Gray: Modality Yellow: Time expressions

Red: Conjunctions

.3. Sequence of teaching and learning

How we will use this text on our teaching situation?


Firstly, we will begin the lesson by reading the text for listening, pronunciation and reading

skills. We will progress to the definition of an historical recount and its social purpose.Secondly, we would read, note and list all words in the vocabulary both known, unseen and

particularly those that hold new meaning for the students

Then we will progress to the definition of an historical recount and further explain

its social purpose. Secondly, we would read, note and list all words in the vocabulary


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both known and unseen and particularly those who hold new meanings for the

students.

I would pass on to the structural elements of the text. Regarding the grammatical

features of the text, the main focus will be on past tense verbs, time relatedexpressions etc. I will ask students to highlight the above mentioned grammatical

features. While students are highlighting the grammatical features of the text I will

monitor and help them. Given them the options of choice and their own preferences

in the historical time- line, I would also ask students to compose their own imaginary

historical recounts.

At the end of the lesson, I would ask one of the students to retell his/her own

imaginary recount.

Typical Class exercises:

Discussions and further reading

What favourite famous cartoons in weekly papers depict the adventures of

Vikings of old..??

Does it give a true reflection of the type of ships they may have usedwhy..??

Which English King and society is always depicted in caricatures of the Vikings. ?

Practical in-class activities, exercises and workshops will include : Exercises:

Detecting the sequence of the discovery of Laser light technology and its

application in modern apparatus

Getting the facts

What happens in this process and how is it brought about..?

Working with words matching the definitions and explanations with the

technical

terms and terminology

Identifying inferences

How do we use the dictionary to look up words?

Text 5 - How Lasers Work


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by Theresa Burgess

You have probably seen a light show and you may know that the spectacular effects are

created by laser light. Perhaps you have been astonished by holograms and wondered how

these are produced by lasers. But do you know exactly what lasers are and how they work ?

Laser stands for Light Amplification by Stimulated Emission of Radiation. Laser light isextremely bright, pure and energy-packed. It is also quite different to ordinary light.

Ordinary light is made up of a number of different colours or wavelengths. These waves

move against each other and lose energy in the process. Laser light has only one colour or

wavelength. The waves all travel in the same direction and build up energy instead of losing

it. This energy is emitted in one narrow beam of intense power.

Laser light was discovered in 1960 when Thomas Maiman built a ruby laser. This type of

laser, which is the most powerful, is still used in science and industry. A ruby laser is a rod of

artificial ruby crystal. Each end of the rod is of silver material. This material acts as a mirror.

A bright light from a flash light is shone into the rod. This light makes the atoms in the ruby

move around very rapidly. This builds up extra energy and some of this energy is given off

as radiation. This, in turn, stimulates other atoms to give off radiation. The constantly

increasing radiation is reflected backwards and forwards by the mirrors. Eventually it is

strong enough to pass through one end of the rod as a beam of very bright and pure light. The

main disadvantage of the ruby laser is that it provides light in short bursts. For this reason,

gas lasers and semi-conductor lasers are used in situations where a continuous laser beam is

necessary

Burgess T., (1997 p54,) Comprehension Made Easy 5, Published by Nightingale PressWarners Bay, Sydney

Pink Pink Conjunctions

Yellow Yellow: In finite verbs

Green Green : Pronouns

The reason why I have chosen this text:

The reason for choosing this text is that it includes expanded meaning of clauses. As a

teacher, it is important to identify the type of clause during our teaching. This technique is

useful since it shows how such clauses are structured to make meaning within texts. The text

is also characterized by use of three kinds of processes. This will lead to comprehend the


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experiential meaning of the clauses. It is indeed an interesting topic, seldom explored and

relevant to the things around us- that all too often taken for granted and overlooked. Of the

many things, gadgets, equipment and facilities brought about by scientific and technological

advances that benefit, comfort and facilitate our daily lives are, eg Micro-ovens, x-rays,

energy saving neon lights, radiation and nuclear medicineetc.

What is the type of the text?

Explanation:

Explanations mean to explain scientifically how technological and natural phenomena come

into being, how or why things occur. Sequential explanations are concerned with the

sequence or phases of a process.- how a process occurs (how laser beams came about and are

used)

Causal explanations outline causes of events-why a process occurs (eg the results of

amplification of Laser light beams and its benefits, as it stands today) The article

progressively gives an explanation sequence- a temporal sequence of the main phases of the

Laser process and the cause and effect sequence of events - since its discovery by Thomas

Maiman in 1960


Field: The field of the text is about the discovery of laser beams of light. This is evident in

the use of scientific technical non human nouns such as holograms and lasers and

wavelengths etc. It also includes action verbs such as emitted, produce, travel, build up

discovered, shone, stimulates, reflected, pass through.etc..

Tenor : The tenor is personal. This is obvious because the text includes a personal pronoun

you and .do you know..??

Mode: The mode of the text is written. This is because the clauses are structurally complex.

For example, You have probably seen a light show and you may know that the spectacular

effects are created by laser light.


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This text was obtained from a Comprehension Made Easy 5 . This text can also be helpful

for students who understand the miracle of light in our modern lives. Such texts generally

interest and benefit the public, who need to have some knowledge of technological and

scientific facts..

Key grammatical features

Some of these points would make up interesting themes for lesson units which can be spread

over a week or longer .

Features of language-use which help the text make its meaning: Use of general, abstract , technical non-human nouns

eg: holograms, lasers and wavelengths

Factual and classifying adjectivals to describe the phenomenon:

Eg: spectacular, extremely, pure, energy-packed, most powerful, intense

Action verbs in simple tense to express events; relating verbs to do with cause and

effect eg: seen, created, move, built, shone, move, build-up

Use of causal conjunctions, causal connectives and causal adverbials in this causal

explanation eg: and wondered, and how, also quite different, and build up, which for

this reason, where

Use of passive voice to foreground the object undergoing the process

eg: was discovered, are created, are produced, is made up of, is still used is shone..etc

Use of nominalisation to summarise events and name abstract phenomena:

eg Laser stands for L ight Amplification by Stimulated Emission of R adiation.

Laser light, ordinary light, extra energy build-up, radiation, short bursts,

continuous laser beam

This text includes three types of processes; action, sensing and relating. The action verb

move in This light makes the atoms in the ruby move around very rapidly indicates that


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Scientists are doing something through the emission a light into a rod and amplifying

the build up of extra energy, given off as radiation . Whereas, the verb astonished indicates

that the writer or characters reflect upon and evaluate what has happened by expressing

thoughts and feelings. Relating processes define two elements. In identifying clauses, one

element will be the Value- seen and the other will be the Token -know as in have probably seen a light show and you may know that the

1. Social Purpose of thetext:

The purpose of this text is to organize and presentinformation about lasers through explanation. It gives ageneral outline of the discovery, nature and use of lasersin our lives.

2. Genre of the text: Explanation (reports) are used to give generalisedinformation and explanation of things and phenomenon.

3. Grammatical features: Three aspects of grammatical features.a. Generalizations abstracts and non-human terms,

specific nounsb. technical language has been used in the textc. compound and complex sentences have been

used throughout the text

4 Stages of the text:

The structure of the text: Paragraph 1 - Clear introduction, backgroundinformation and General Classification.

Paragraph 2 - Identifying what the term Laser stands for.Paragraph 3- Background about the nature of light,ordinary light etc

Paragraph 4 - Information ..about discovery byThomas Maiman in 1960

Paragraph4-5 - Outlining the advantages anddisadvantages of types of laser beams...

5. Register of the text:

a. Field b. Tenor c. Mode

a) The field of this text is to organize and presentinformation about lasers. It gives a general outline of its types and uses.

b) The tenor of the text is impersonal with scientifictechnical non human nouns eg

holograms, lasers wavelengths

c) The mode of the text is in explanation/report /


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written format

Action verbs:

Example for discussion

This light, makes the atoms in the ruby move around very rapidly.

This light makes the atomsin the ruby

move around

very rapidly

Noun group Verbal group Noun

group

adverbial

Actor Process: action Goal Circumstance:

manner

3. Sequence of teaching and learning

How we will use this text on our teaching situation?


Firstly, I will begin the lesson by reading the text for listening, pronunciation and reading

skills. We will progress to the definition of an information report and its social purpose.

Secondly, we would read, note and list all words in the vocabulary both known and unseen

and particularly those that hold new meaning for the students.

The overall purpose is to cover adverbs, simple tense, pronouns, complex and compound

sentence, modality and sequence of simple tense and material processes.

Later on, I pass on to the grammatical features of a report and cover the features.

I will go through material, verbal and mental processes in the text as well.


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I also ask my students to highlight main language features of the text which have been

mentioned above. We can encourage and allow group work for more involved topics and

issues that may need further research and study as it reinforces individual skills and

strategies. I can also ask them (groups) to compose a sample explanation or /information

report of their own to present to the class.With all the scientific and technological advancement in and our very busy lives, as it stands

today, I will ask my class to brainstorm and further discuss topical or controversial issues

pertaining to the complex use of the following equipment in the modern world.

Eg: Micro-ovens, x-rays, energy saving neon lights, mobile phones, radiation and nuclear

medicine etc

Practical in-class activities, exercises and workshops will include : Exercises:

Detecting the sequence of the discovery of Laser light technology and its

application in modern apparatus

Getting the facts

What happens in this process and how is it brought about..?

Working with words matching the definitions and explanations with the

technical

terms and terminology

Identifying inferences

How do we use the dictionary to look up words?

After writing their own explanations, students are asked to compare their own sample reports

with colleagues in pairs in groups

References:

Burgess, T. (1997 p54,) Comprehension Made Easy 5, Published by Nightingale PressWarners Bay, Sydney

Droga, L. and Humphrey, S. (2005) Grammar and Meaning . An Introduction for Primary

Teachers . Target Texts, Berry, NSW, Australia.

Weekend Sunday Telegraph 1 st Nov, 2009, Body + Soul Magazine (Recipe)


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News items (Refugee Article)

Weekend Sunday Telegraph 8 th Nov, 2009, Front page Headline News (Refugee Article)

___________ooo000ooo_____________

amien functional gr final one

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