ALICE SPRINGS June / July 2003 ESL STRATEGIES: PRIMARY YEARS Scales 1 – 9 (1 - 6) ANANGU EDUCATION...

ALICE SPRINGSJune / July 2003

ESL STRATEGIES: PRIMARY YEARSESL STRATEGIES: PRIMARY YEARSScales 1 – 9 (1 - 6) Scales 1 – 9 (1 - 6)

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 ContextField

Sociocultural ContextGenre

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

Genre: Scale 1 • (towards) copying very short groups of words

Genre: Scale 2•participates in short simple texts where there are repeated memorisable items•copies very short basic examples of items relevant to immediate context•uses one or two examples of pronoun reference

Teacher: What did you do last night, Tanya?

Tanya: Last night…. I…. watch television read a book went shopping brush my teeth.

Genre: Scale 3•constructs elementary examples of basic genres by speaking and writing with a high degree of scaffolding•demonstrates an understanding of the structure of several basic genres•uses basic pronouns: I

Genre: Scale 4•organises the meanings in brief written texts in a logical order•writes several pieces of information about a living thing•topic words at the front of sentences in a report•begins to expand information using linking conjunctions•uses a limited range of cohesive resources: possessive pronouns, third person pronouns, demonstrative pronouns

Genre: Scale 5 •constructs short spoken exchanges relying on memorising initiating moves only

ORAL RECOUNT

Teacher: You can say good morning to everybody.

Johnny: Good morning everyone.

Everyone: Good morning Johnny.

Johnny: My name is Johnny and I am 10 years old… and…

Sunday I woke up I had breakfast…I had breakfast..

then I…I play…with my brother… cricket and my

friend… next I…had my dinner. I ate fries… and…

meat… round… like a thing.

Teacher: What colour is it?

Johnny: It’s green.

Teacher: Green peas. Is it a vegetable? Yes? Green peas,

vegetables?

Johnny: Yes. After that I went to bed.

Genre: Scale 5•phrases of time and place to structure recounts •linking conjunctions: and then, but, or, so•binding conjunctions: because•small range of reference items

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

Strategies Scales 1- 6

Genre: Structure – Logical order

3. Write sentencesI went to church. I went camping. I went to school.

1………church 2………camping 3………school

1. List events in order

4. Draw pictures of activities, in order, and write sentences1. ……...……… 2. ……….. 3. …………….

2. Order

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

123


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


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.

1. Shopping basket: Bob went to the store. Bob bought bread and apples. Bob went to the store. Bob bought bread, apples and ….. but he didn’t buy chips.


Genre: Expansion - Linking conjunctions: and, but

Bob bought ……and …but he didn’t buy ………..bought

didn’t buy

2. Cloze with pictures

3. True or FalseHe went to the store but he didn’t buy bread. He went to the store but he didn’t buy chips.He went to the store. He bought bread and chips.

4. True stories Write true stories about Bob.

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.


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


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.



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 2•uses vocabulary that is mainly commonsense but chooses isolated concrete technical vocabulary•understands a small range of vocabulary expressing immediate interests:•common noun groups•common actions

Field: Scale 3•uses vocabulary that is mainly commonsense but chooses some concrete technical vocabulary: orange juice, church•expands vocabulary using classifiers: orange juice

Field: Scale 3

•uses vocabulary that is mainly commonsense but chooses some concrete technical vocabulary•uses very basic phrases of location •expands vocabulary using classifiers and size

Well the story was about as a little fish and one..boy to go to school and he walk in the jungle and he pass in the big tree and he sit, he, he, he..sit on the thing on the ground and he look to the water and he see some fish and when he come to school he.. he make some boat and when he come into the jungle too, he put some fish on the boat and it the boat and the little boy the boat on the water

Field: Scale 4•uses vocabulary that is commonsense but begins to use some technical vocabulary: ball chasy, watermelon•uses very basic phrases expressing circumstances: On Sunday, outside, at night-time

Field: Scale 4•uses very basic circumstances•expands vocabulary using numbers, describers, classifiers•uses technical vocabulary for educational fields such as science

Field: Scale 6 •verbs

•actions•mental

•circumstances•manner•location

•noun groups•describers

Field: Scale 6 •noun groups: number, qualifier•technical vocabulary•indirect speech

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


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



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 2•responds in socially appropriate ways•chooses common formulaic expressions •pronounces most words comprehensively

Tenor: Scale 4•uses a narrow range of evaluative language to express feelings and attitudes

Tenor: Scale 5 •Chooses formulaic polite expressions appropriately •Demonstrates a good awareness of intonation patterns of basic spoken statements, questions

Teacher: You can say good morning to everybody.

Johnny: Good morning everyone.

Everyone: Good morning Johnny.

Johnny: My name is Johnny and I am 10 years old… and…

Sunday I woke up I had breakfast…I had breakfast..

then I…I play…with my brother… cricket and my

friend… next I…had my dinner. I ate fries… and…

meat… round… like a thing.

Teacher: What colour is it?

Johnny: It’s green.

Teacher: Green peas. Is it a vegetable? Yes? Green peas,

vegetables?

Johnny: Yes. After that I went to bed.

Tenor: Scale 5•auxilliaries•a small range of evaluative language to express feelings and attitudes

Tenor: Scale 5•uses a small range of language elements expressing modality•a range of evaluative language


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. Change the adjectives of an existing story.Explore the effect of the change.Draw pictures to show the impact 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.


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 1•handwriting: legible letters, direction

Mode: Scale 2•follows conventions of printed English: direction, identifiable letters

Mode: Scale 3

•chooses highly repetitive sentence beginnings: often personal pronouns•limited control of primary tenses

Well the story was about as a little fish and one.. boy to go to school and he walk in the jungle and he pass in the big tree and he sit, he, he, he..sit on the thing on the ground and he look to the water and he see some fish and when he come to school he..

Mode: Scale 4•chooses repetitive sentence beginnings in own writing•some control of primary tenses •spells most common words and spells others based on own pronunciation•experiments with punctuation

Mode: Scale 4•some control of primary tenses for most common regular verbs but a strictly limited control of secondary tenses•experiments with punctuation: fullstops and capitals used

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: 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 time words: Later that night, After a while

4. ExperimentShifting 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

ALICE SPRINGS June / July 2003 ESL STRATEGIES: PRIMARY YEARS Scales 1 – 9 (1 - 6) ANANGU EDUCATION...

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Transcript of ALICE SPRINGS June / July 2003 ESL STRATEGIES: PRIMARY YEARS Scales 1 – 9 (1 - 6) ANANGU EDUCATION...