ALICE SPRINGS June / July 2003 ESL STRATEGIES: MIDDLE YEARS Scales 1 – 13 (5 - 8) ANANGU EDUCATION CONFERENCE

ALICE SPRINGSJune / July 2003

ESL STRATEGIES: MIDDLE YEARSESL STRATEGIES: MIDDLE YEARSScales 1 – 13 (5 - 8) Scales 1 – 13 (5 - 8)

ANANGU EDUCATION CONFERENCE

Text in Context

Sociocultural Context

Genre

Situational Context

Field

Tenor

Mode

Model of Language

Field Continuum

everyday fields………...specialised fields……highly technical fields

equal status ……………….…………….. great difference in status

familiar …….………………………………...……………..very distant

great deal of emotional expression……..little emotional expression

Tenor Continuum

Mode Continuum

most spoken………………….…………….....… most written

Model of Language

Language

Situational ContextSituational Context

Sociocultural Context Sociocultural Context

Genre Genre

Field

Tenor

ModeModeField

Tenor

Text in Context

Mode

Tenor

Situational Context

Field


Genre

LanguageText in Context

•broader strand •more specific strand

•resources in the English language

•foregrounding•coherence•voice and tense•print conventions

•textual element•spoken to written •multimodal texts

Mode

•modality•appraisal •speech functions •idioms •non-verbal elements

•interpersonal element•formality to familiarity

Tenor

•verbs •noun groups•nominalisations •circumstances•topic specific vocabulary

•informational element•everyday to technical vocabulary

Situational Context

Field


Genre


•range of genres•purposes•structure

language choices -•structure texts •build cohesion •expand sentences

•range of genres•specific purposes•structure •cohesion

•the language choices -organise texts•focus foregrounding

•the ‘how’ •its textual elements•deal with the range of spoken, written and multimodal texts

Mode

•the language choices •who questions or commands•how degrees of certainty expressed.

•the ‘who’ •interpersonal elements•deal with formality, familiarity and attitude

Tenor

•word groups and phrases•the verbs •participants •circumstances

•the ‘what’, or content•its informational elements•range from everyday to technical vocabulary

Situational Context

Field

language choices -•structure texts •cohesive


Genre


•range of genres•purposes•structure



Mode



Tenor



Situational Context

Field

•the range of genres•purposes •structure


Genre


language choices -•structure texts •expand sentences•build cohesion

•language choices -•structure texts •build cohesion •expand sentences

listspatterns of use

patterns in textsexercises

explore alternatives

use

Teaching Learning Cycle

Genre: Scale 6•phrases of time to organise a recount•a range of linking conjunctions•common binding conjunctions

O.K (clears throat) Morning. My name’s Raisa…..ah, I would like to talk about my, high school visit. Mmmm, last two days I went to visit high school….uh…. I and my sister catch the bus from home to school. It took about 10 minutes from my house (long pause) and we arrived there and we didn’t know where the front office was so - but we were lucky we saw one boy who was from this school before. … The first day was Monday…ummm… they took me around the school (pause), women’s toilet and water taps. They took me to the library because it was a free lesson. They let me, ummm (long pause) the next day we did goods lesson and ……….. where English room …… and photographing was really interesting. ………

The last day on Wednesday I supposed to go to went for visit but we went to the soccer with Mr ……. It was a good day, too.

Genre: Scale 6•use conjunctions to organise texts•a range of linking conjunctions: then, but, or, so, and•a range of binding conjunctions: because, when, before, after•reference items

Genre: Scale 7•use conjunctions to organise texts•a range of linking conjunctions: then, but, or, so, and•reference items

Genre: Scale 8•subheadings in a report•common binding conjunctions•reference items

Strategies Scales 5 -8

Genre: Structure – Time phrases

3. Sentences

On Saturday I went to church. On Sunday I went camping. On Monday I went to school.

Saturday………church Sunday………. camping Monday……….school

1. List events

4. Cloze using a list. On Saturday I……...……… On Sunday I ……….. On Monday I …………….

2. Order

I went to school. I went camping. I went to church.

On SaturdayOn SundayOn Monday

Strategies Scales 5 - 8

Genre: Structure – Conjunctions

3. Sentences

First I got up. Then I brushed my teeth. Then I went to school.

2. Order

I went to school. I brushed my teeth. I got up.

1. I got up. 2. I brushed my teeth. 3. I went to school.

FirstThenThen

4. Cloze using a timeline.

…………I studied English. ……… I played outside. ……….. I studied Maths.

got up brushed teeth went to school

1. Order events or pictures on a timeline – label pictures


Genre: Structure – Time Words and Conjunctions

2. Ordering sentencesThen I studied English. Before school I played outside with my friends. At 9 o’çlock I went inside. I came to school at 8am.

3. Cloze using timetable7.30 – 8.30 am play I played ……8 am school I went to school ……9am inside I went inside …….9.00 ….. English I studied English ….

1. Time phrases

before at after7.30 = before 8am = at 8.30 = after 7.30 to 8.30 = from

8am

Genre: Structure – Action Words - Procedure


7. Complete a cloze of the instructions.

2. Follow spoken instructions and order pictures of actions. Label each picture with an action verb: stir, pour, boil…

3. Listen again to the spoken instructions and complete the table

action how longwhat4. Write instructions from the table.

6. Cut and jumble the sentences and give to another student to order.

5. Colour the action words and notice their position. Compare with a recount.

1. Play bingo with actions, ingredients and utensils for cooking.

9. Observe, discuss and write new instructions. 8. List new ingredients.

Genre: Structure – Topic words - Report


2. Talk about specific and general nouns

3. Compare sentences A cat has fur. Cats have fur. My cat has fur.

4. Compare texts with the different sentences.

6. Be specific about the form of verb needed for a report.

5. Colour the form of noun in reports

1. List singular and plural forms of words

Genre: Cohesion – Reference Items


Once upon a time there lived a lady.Her name was Sadie. She lived in a house. It was a pretty one

2. Tracking participants in a short text

3. ClozeOnce upon a time there lived a man.………. name was Bob.…….. lived in a caravan.…….. was new. 4. Compare the pattern of reference items betweena recount and a procedure.

1. Understanding of reference itemsWhere is her book? Put it there.

5.Colour use of reference items in own texts.

Genre: Cohesion – Reference Items

the and textual items


• There was a group of people from Adelaide at the school. The group came to talk about drugs. • We put flour and water in a bowl. Then we stirred the mixture. • My mum’s got a new car.

She says it’s great.

1. Track reference items

2. ClozeThere is a new truck at the store. ……… belongs to..We travelled to Alice Springs in May. …… trip was long.

1. Illustrate sentence pattern: It was raining when I got up so I got an umbrella.I was hungry when I got up so I ate some bread.I was sad when I got up so I played with my friend.

Strategies Scales 5- 8

Genre: Expansion - linking conjunctions – so

2. Complete sentence starters

I didn’t feel well this morning so ….3. Watch Mr Bean and answer True or False

He lost his keys so he looked for them in the grass.He was hungry so he climbed through a window to get food.

4. Diagrams Draw diagrams from sentences and write sentences from diagrams got up

rainumbrella

1. Illustrate sentence pattern: I got an umbrella because it was raining when I got up.I ate some bread because I was hungry when I got up

Strategies Scales 5- 8

Genre: Expansion - binding conjunctions – because

2. Complete sentence starters

I didn’t come to school this morning because…

4. Diagrams Draw diagrams from sentences and write sentences from diagrams got up

rainumbrella

3. MatchingHe caught a bus because he was sick.He went home because he wanted to visit his aunt.

1. Illustrate sentence pattern: I noticed he had lost his bag when I had to pay for lunch.He ate some bread before he went out. After the rain stopped we went for a walk.


Genre: Expansion - binding conjunctions – when, before, after

3. Complete the sentenceAfter the rain stopped ………………Before I came to school…………

2. Write the parts of the sentence on paper and move the parts around. Observe the word order.

4. Substitute the conjunction Change the conjunction and show the event on a timeline.

1. MatchThe woman whenThe house in whichThe day whoThe letter that


Genre: Expansion - binding conjunctions – relative pronouns

3. Complete the sentenceThe woman…………………………. is Sarah’s mother.The woman, …………………….., is Sarah’s mother.

4. Recognise ellipsed relative pronounsThe woman I met at the party.

2. Compare the information Children who don’t wear hats get sunburntChildren, who don’t wear hats, get sunburnt.

5. Produce own sentences based on a text / context.



Mode



Tenor


Situational Context

Field

•language choices -•structure texts •cohesive

•the range of genres•specific purposes•structure and cohesion


Genre


language choices -•structure texts •expand sentences•build cohesion

•informational element•everyday to highly technical



Mode



Tenor

•informational element•everyday to technical vocabulary

Situational Context

Field




Genre


•the verbs •participants •circumstances

•verbs •noun groups•nominalisations•circumstances•topic specific vocabulary

Field: Scale 6 •verbs

•actions•circumstances

•location•noun groups

•number •classifiers

•technical vocabulary•comparatives



Field: Scale 6•verbs: action•circumstances: time, location•noun groups: classifiers•technical vocabulary

Field: Scale 7•verbs: action•circumstances: location•noun groups•technical vocabulary

Field: Scale 8•verbs: action•circumstances: location•noun groups•technical vocabulary•nominalisations


Field: Noun groups1. Word groups: build groups following the patternone carone old brown carone old brown car in the streetone old brown Holden car in the street2. Deconstruct the order and build groups of wordsnumber opinion fact classifier key concept qualifier3. Multiple choice from a story or pictureIs she wearing a big yellow hat or a small blue hat?

5. Draw a 3 legged wooden stool with a fur top. 6. Experiment with the effect of positive and negative describers: sweet smelling /smelly

4. Describing peopleA student with one set of pictures describes them to another student with another set, to put them in the same order.


Field: Noun groups with qualifiers1. Word groups: build groups following the patternone carone old brown carone old brown Holden car one old brown Holden car in the street2. Deconstruct the order and build groups of wordsnumber opinion fact classifier key concept qualifier

3. Multiple choice Is it the old car in the street or is the old car in the school?

4. Experiment with the effect of different qualifiers

5. Describing people and objectsA student describes objects and pictures to give clear instructions of where to place them


Field: Comparatives1. Word lists

adjective comparative form superlative form nice nicer than the nicest happy happier than the happiest good better than the besta lot more than the most

2. Contextualiseuse statistics or objects to make true statements3. True or falseRespond to statements based on statistic, objects etc5. InterviewModel questions and answers, requiring comparatives or superlatives, about students lives One student prepares questions and interview another student Report back orally and in writing:

Dan likes Darwin better than Alice Springs.

Field: Circumstances - location1. Follow instructions

Draw a book near the vase.Draw a ball under the table.Draw a man behind the flower.

3. Describe a picture.

next to in behindThe car is …… the garage.The fence is ……. the tree.The tree is …….. the house.


2. Answering questionsIs the vase on the table?Is the vase under the table?Is the vase next to the table?

Field: Circumstances - location


1. QuestionsWhere is the vase?Where is the ball?Where is the clock?Where are the flowers?

2. Noughts and crosses

in

behindnext to

in frontnear

on

betweenunder over

Field: circumstances - manner

1.LabellingUse a sentence structure

He is ………..ing ……..(quickly, slowly, quietly)

to describe the actions of a character in a video


Field: verbs


1. Colour the verbs in sentences.2. Illustrate the verbs. 3. Group the verbs. You may get thinking,

doing, saying, being verbs. 4. Find examples of verbs that have more than

one meaning eg I see 5. Compare the types of verbs in recounts,

reports and procedures. 6. Cloze exercise for verbs.

Field: technical vocabulary


1. Start with what the students know2. Match the known words with new vocabulary3. Discuss similarities and differences with other

known vocabulary4. Use the vocabulary in modelled, jointly

constructed texts5. Ask questions to check comprehension of the

new vocabulary6. Use the new vocabulary in new contexts

Field: nominalisations


1. Complete a table

2. Change a sentence using a verb to a noun

I hope that I can pass. My …….. is …….

3. Colour nominalisations in a text.

4. Answer questions requiring nominalisations.

Word Nominalisation to hope verb Hope to know verb Knowledge to surprise verb The surprise



Mode


Tenor



Situational Context

Field




Genre



•interpersonal element•familiar to formal



Mode

•interpersonal element•formality, familiarity and attitude

Tenor



Situational Context

Field




Genre


•non-verbal elements•speech functions•modality•attitudinal lexis•idioms

•modality•appraisal •speech functions •idioms •non-verbal elements

Tenor: Scale 6 •modality•evaluative language



Tenor: Scale 7•evaluative language

Tenor: Scale 8•modality•language appropriate to the context•evaluative language •idioms


Modality: Offers and Commands

1. Compare the meanings of Can I help you? Can I have your book?Give me your book. Explore the relationship between the response, speaker and the listener.

2. Use picturesComplete speech bubbles with offers and commands for a range of pictures, including pictures from story books.

3. Video exchanges between people and explore the type of language used


1. Compile statements with degrees of obligation you might like to you must

3. Script exchanges with degrees of certainty and obligation and role play. Discuss the impact of the changes.

4. Video exchanges between people and explore the type of language used.

Modality: Obligation and Certainty

2. Compile statements with degrees of certainty you might It is likely that I will


Tenor: feeling and attitude1. Clozelike don’t like I ………….. ice cream. I ………… winter. 2. Find someone whoFind someone who likes winter.Find someone who doesn’t like icecream.3. RehearseDo you like….? Yes I do. No I don’t

4. Report backWho likes ice cream? Sue likes icecream. Who likes winter? Dan and Bill like winter.

5. Experiment with intonation and the use of very, so, much, really.


Tenor: feelings and attitudes1. Synonyms

Compile synonyms of adjectives. Put the words on a continuum of emotion

Change the adjectives of an existing story.Change the adjectives of a newspaper report.Explore the effect of the change.

2. FeedbackCompile lists of words that give feedback of an event, an object or student work.eg like, don’t like, it’s beautiful, it’s hard

3. Role playRole play being a teacher, a principal etc giving feedback to a student.

big huge enormous


Mode



Tenor



Situational Context

Field




Genre


•the ‘how’ •its textual elements•range of spoken, written and multimodal texts

•textual element•spoken to written •multimodal

• textual element•deals with the range of spoken, written and multimodal texts

Mode



Tenor



Situational Context

Field




Genre


• foregrounding• voice and tense• print conventions

•foregrounding•voice and tense•print conventions

Mode: Scale 6 •control of primary tenses and past tense form of most common irregular verbs•begins to control secondary tenses•spells with greater accuracy•legible and uses punctuation

Mode: Scale 6 •basic phrases of time at the front of recounts•control of primary tenses and past tense form of most common irregular verbs



Mode: Scale 7

•foregrounds ways of doing actions in procedures

•foregrounds pronouns in practical reports

•control of primary tenses and past tense of most common irregular verbs accurately words learnt in classroom

•understanding of common punctuation marks

•better control of secondary tenses

•spells accurately most words learnt in classroom

Mode: Scale 8•organises texts in simply logically ordered paragraphs on basis of change of topic•begins to foreground non human element in factual genres•punctuation beyond most basic


Mode: Foregrounding1.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. 2. Compare foregroundingRecount: My brother PersonWe PersonOn Saturday Time

Procedure: Open ActionLift ActionFold Action

3. Compileother words: time - Later that night, After a while

4. ExperimentShift foregrounded element from the front to middle

to back

Mode: Tense

1. Lists of verbs go went sit sat play played

have had watch watched2. Model Everyday I go to school.

Yesterday I played football. 3. Question and answer What do you do everyday? I go to school.

What did you do yesterday? I played football.


What did the boy do yesterday? He sat …………………….. He…………… a game on the computer.

4. Picture cloze

Mode: Tense


5.ClozeYesterday David …………. (drive) a car. He ………….. (drive) a car everyday. 6. PatternI …………… now. I …………… everyday. I ……………. yesterday.I …………….. tomorrow. 7. Time What are they doing now?What were they doing an hour ago?What will they do soon? What were they doing yesterday?

now

are …….ing will ……….

futurepast

…..edchange wordwere …ing

past perfect

Comparing texts

Cities are very busy. Some people go to work in offices and some people go shopping and some people go to look at the old and new buildings.

Alice Springs is a beautiful city. There are many shops. The mountains are around the city.

I like Alice Springs. I like visiting my grandmother there.

Yesterday I went to visit my grandmother in Alice Springs.


A

B

C

D

report about cities

descriptionabout Alice Springs

personal response

recount about yesterday

technical vocabsimple present

noun groupscircumstances

evaluative languagepronouns

timepast tensepronouns

Documents

ALICE SPRINGS June / July 2003 ESL STRATEGIES: MIDDLE YEARS Scales 1 – 13 (5 - 8) ANANGU EDUCATION CONFERENCE