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foregrounding no anim

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Information about foregrounding no anim
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Published on January 13, 2008

Author: Teresa1

Source: authorstream.com

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FOREGROUNDING :  FOREGROUNDING ..or what’s up front? DECS Languages & Multicultural Education Portfolio Group Professional Development and Resource Materials for ESL FOREGROUNDING 1 analysing texts for the foregrounded elements = theme :  FOREGROUNDING 1 analysing texts for the foregrounded elements = theme Slide3:  Text 1 There are four basic face shapes. One is long. Models tend to have this kind of face. The second is round. People with round faces can look homely. The third is square and the fourth is oval. Slide4:  There are four basic face shapes. One is long. Models tend to have this kind of face. The second is round. People with round faces can look homely. The third is square and the fourth is oval. Text 1 Slide5:  Text 1 Slide6:  Susan Ellis is a girl that I know. She is pretty. She has blue eyes and long hair, pretty blonde hair. Lastly she’s tall. She’s very.. impressively tall. She’s tall enough to be a champion basketball player (even though she isn’t). Text 2 Slide7:  Susan Ellis is a girl that I know. She is pretty. She has blue eyes and long hair, pretty blonde hair. Lastly she’s tall. She’s very.. impressively tall. She’s tall enough to be a champion basketball player (even though she isn’t). Text 2 Slide8:  Text 2 Slide9:  Barney was born in 1956 in a small country town. When he was six he started school there. After seven years at that school he had to go to a boarding school in Perth. Text 3 Slide10:  Barney was born in 1956 in a small country town. When he was six he started school there. Then, after seven years at that school, he had to go to a boarding school in Perth. Text 3 Slide11:  Text 3 Slide12:  I am very sorry but Barbara can not go swimming today. Last night we had a party to celebrate her birthday. Unfortunately we all drank too much and today we are all as sick as dogs. Text 4 Slide13:  I am very sorry but Barbara can not go swimming today. Last night we had a party to celebrate her birthday. Unfortunately we all drank too much and today we are all as sick as dogs. Text 4 Slide14:  Text 4 Slide16:  First get the bread. Next get the butter. After that spread the butter on the bread with the knife. When you have finished, eat it. Text 5 Slide17:  Get the bread. Get the butter. After that spread the butter on the bread with the knife. When you have finished, eat it. Text 5 Slide18:  Text 5 Slide19:  Marked and Unmarked Themes Slide20:  Foregrounded Elements Process Place the mixture in the oven after five minutes. Time After five minutes, place the mixture in the oven. Human We placed the mixture in the oven after five minutes. Non human The mixture was placed in the oven after five minutes. FOREGROUNDING 2 . The relationship between Text purpose and theme . The kinds of elements that can be foregrounded:  FOREGROUNDING 2 . The relationship between Text purpose and theme . The kinds of elements that can be foregrounded Read this text: Isabelle Allende was born in Peru of Chilean parents and now lives in California. She worked as a journalist before writing the internationally acclaimed best selling novel The House of Spirits. Since then she has published the equally highly acclaimed Eva Luna and the Infinite Plan which won the Independent Foreign Fiction Award. :  Read this text: Isabelle Allende was born in Peru of Chilean parents and now lives in California. She worked as a journalist before writing the internationally acclaimed best selling novel The House of Spirits. Since then she has published the equally highly acclaimed Eva Luna and the Infinite Plan which won the Independent Foreign Fiction Award. What is the text about? What is the purpose of the text? What information do you expect to find in such a text? :  What is the text about? What is the purpose of the text? What information do you expect to find in such a text? The sentence and clause starters: Isabelle Allende was born in Peru of Chilean parents and now lives in California. She worked as a journalist before writing the internationally acclaimed best selling novel The House of Spirits. Since then she has published the equally highly acclaimed Eva Luna and the Infinite Plan which won the Independent Foreign Fiction Award. :  The sentence and clause starters: Isabelle Allende was born in Peru of Chilean parents and now lives in California. She worked as a journalist before writing the internationally acclaimed best selling novel The House of Spirits. Since then she has published the equally highly acclaimed Eva Luna and the Infinite Plan which won the Independent Foreign Fiction Award. What do you notice about the starting points (the foregrounded elements or theme) of the clauses? What happens if the theme changes? :  What do you notice about the starting points (the foregrounded elements or theme) of the clauses? What happens if the theme changes? Isabelle Allende was born in Peru of Chilean parents and now lives in California. She worked as a journalist before writing the internationally acclaimed best selling novel The House of Spirits. Since then she has published the equally highly acclaimed Eva Luna and the Infinite Plan which won the Independent Foreign Fiction Award. :  Isabelle Allende was born in Peru of Chilean parents and now lives in California. She worked as a journalist before writing the internationally acclaimed best selling novel The House of Spirits. Since then she has published the equally highly acclaimed Eva Luna and the Infinite Plan which won the Independent Foreign Fiction Award. In Peru Isabelle Allende was born of Chilean parents and in California she now lives. Before writing the internationally acclaimed best selling novel The House of Spirits, she worked as a journalist. The equally highly acclaimed Eva Luna and the Infinite Plan which won the Independent Foreign Fiction Award has been published since then. Slide28:  FOREGROUNDING 2 Foregrounding and mode Mode:  Foregrounding is an element of Mode Mode is the ‘how’, the information about the textual element of a Text. Mode in Text in Context deals with the range of spoken, written and multimodal texts. Mode Slide30:  TEXT IN CONTEXT Deals with a range of texts constructed in a variety of modes – highly spoken to highly written and includes a range of technologies (telephone, e-mail, pen etc) Mode Mode continuum:  Mode continuum spoken …………………………………written shop dialogue..………………..…written discussion on shopping hours transcript of dialogue………..………… formal oral presentation Mode Slide32:  We shouted like anything when Nige came on. Nigel Smart led the Crows onto Football Park last Saturday. The crowd erupted into applause. Last Saturday Nigel Smart led the Crows onto Football Park last Saturday and the crowd erupted into applause. As Nigel Smart led the Crows onto Football Park, the crowd erupted into applause. With enormous applause ringing through the stadium, Nigel Smart led his beloved Crows into the stadium. Mode Slide33:  People destroy the places where the panda lives. The destruction of the panda’s habitat is due to …..……. Mode Slide34:  Mode continuum spoken ……………………………written Nigel Smart led the Crows onto Football Park last Saturday. As Nigel Smart led the Crows onto Football Park, the crowd erupted into applause. The crowd erupted into applause. With enormous applause ringing through the stadium, Nigel Smart led his beloved Crows into the stadium. We shouted like anything when Nige came on. Slide35:  Mode continuum spoken ……………………………written The mixture was placed in the oven after five minutes. We placed the mixture in the oven after five minutes. People destroy the places where the panda lives. The destruction of the panda’s habitat is due to …..……. Mode continuum:  Mode continuum spoken …………………………………written concrete noun……………………………abstract, nominalised noun human specific……human general……..no human agent active voice ……………………….…..passive voice action verbs…………………………. relational verb Slide37:  Foregrounding 3 Foregrounding at work Slide38:  easily understood texts have expected patterns of foregrounding Patterns of foregrounding Slide39:  thematic choice should not be unexpected - it should be connected with ideas presented in a previous theme or rheme Patterns of foregrounding Slide40:  Pattern 1: rheme of a clause is split and used as theme of clauses which follow taxonomic report Slide42:  Pattern 2: same theme – information is built through the rheme description Slide43:  Pattern 3: zig zag – (given – new) -an element in the rheme of one clause is the theme, or implied in the theme, of the next explanation Slide45:  easily understood texts have expected patterns of foregrounding Patterns of foregrounding Slide46:  the foregrounded element may change with each new stage of the text Patterns of foregrounding Slide48:  Foregrounding 3 What can I do with this? Slide50:  Foregrounding 4 Foregrounding in the ESL Scales Slide51:  Mode: Scale 3 repetitive sentence beginnings: I Slide52:  Mode: Scale 4 repetitive sentence beginnings Slide53:  Mode: Scale 8 organises texts in simple, logically ordered paragraphs foregrounds simple, repetitive patterns most of the time Slide54:  Mode: Scale 9 organises texts in longer, logically ordered paragraphs foregrounds less simple, repetitive patterns: phrases of time and place foregrounded more than once understands that changes in grammar may be required when using passive, but doesn’t always have control Slide55:  Foregrounding 5 Teaching strategies Slide56:  Mode: Foregrounding Identify foregrounded elements in a recount and a procedure My brother took me in his car. We went to my uncle’s house. On Saturday we went home. Open the box. Lift the paper. Fold the paper. 3. Compile other words: time - Later that night, After a while 4. Experiment Shift foregrounded element from the front to middle to back Slide57:  5. Jumbled text Talk about foregrounding at text and sentence level while unjumbling a text cut into paragraphs. 6. Deconstruction Deconstruct a model text for its foregrounded pattern. 7. Reference Items Track reference items in a text. practice choosing the correct reference item. 8. Nominalisations Note the impact of foregrounding nominalisations on the grammar (eg active to passive voice).

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