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ALICE SPRINGS June / July 2003

ANANGU EDUCATION CONFERENCE. ALICE SPRINGS June / July 2003. ESL STRATEGIES: PRIMARY YEARS Scales 1 – 9 (1 - 6) . Model of Language. Text in Context. Sociocultural Context Genre. Situational Context. Tenor. Field. Mode. Field Continuum.

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ALICE SPRINGS June / July 2003

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

  2. Model of Language Text in Context Sociocultural Context Genre Situational Context Tenor Field Mode

  3. Field Continuum everyday fields………...specialised fields……highly technical fields

  4. Tenor Continuum equal status ……………….…………….. great difference in status familiar …….………………………………...……………..very distant great deal of emotional expression….little emotional expression

  5. Mode continuum most spoken………………….…………….....… most written

  6. Sociocultural Context Situational Context Situational Context Model of Language Text in Context Language Sociocultural Context Genre Genre Tenor Tenor Mode Field Mode Field

  7. Text in Context Language Sociocultural Context Genre • broader strand • more specific strand Situational Context Field • resources in the English language Tenor Mode

  8. Text in Context Language Sociocultural Context Genre • range of genres • purposes • structure • language choices - • structure texts • build cohesion • expand sentences Situational Context Field • informational element • everyday to technical vocabulary • verbs • noun groups • nominalisations • circumstances • topic specific vocabulary Tenor • interpersonal element • formality to familiarity • modality • appraisal • speech functions • idioms • non-verbal elements Mode • textual element • spoken to written • multimodal texts • foregrounding • coherence • voice and tense • print conventions

  9. Text in Context Language • range of genres • purposes • structure Sociocultural Context Genre • range of genres • specific purposes • structure • cohesion • language choices - • structure texts • cohesive Situational Context Field • the ‘what’, or content • its informational elements • range from everyday to technical vocabulary • word groups and phrases • the verbs • participants • circumstances Tenor • the ‘who’ • interpersonal elements • deal with formality, familiarity and attitude • the language choices • who questions or commands • how degrees of certainty expressed. Mode • the ‘how’ • its textual elements • deal with the range of spoken, written and multimodal texts • the language choices -organise texts • focus foregrounding

  10. Text in Context Language • language choices - • structure texts • build cohesion • expand sentences • language choices - • structure texts • expand sentences • build cohesion Sociocultural Context Genre • the range of genres • purposes • structure Situational Context Field • the ‘what’, or content • its informational elements • range from everyday to technical vocabulary • word groups and phrases • the verbs • participants • circumstances Tenor • the ‘who’ • interpersonal elements • deal with formality, familiarity and attitude • the language choices • who questions or commands • how degrees of certainty expressed. Mode • the ‘how’ • its textual elements • deal with the range of spoken, written and multimodal texts • the language choices -organise texts • focus foregrounding

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

  12. 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.

  13. 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

  14. 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

  15. 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 • constructs short spoken exchanges relying on memorising initiating moves only

  16. 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

  17. 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

  18. 1. List events in order 1………church 2………camping 3………school 2. Order I went to school. I went camping. I went to church. 1 2 3 3. Write sentences I went to church. I went camping. I went to school. Strategies Scales 1- 6 Genre: Structure – Logical order 4. Draw pictures of activities, in order, and write sentences 1. ……...……… 2. ……….. 3. …………….

  19. 1. List events Saturday………church Sunday………. camping Monday……….school 2. Order I went to school. I went camping. I went to church. On Saturday On Sunday On Monday 3. Sentences On Saturday I went to church. On Sunday I went camping. On Monday I went to school. Strategies Scales 1- 6 Genre: Structure – Time phrases 4. Cloze using a list. On Saturday I……...……… On Sunday I ……….. On Monday I …………….

  20. 1. Order events or pictures on a timeline – label pictures got up brushed teeth 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. First Then Then 3. Sentences First I got up. Then I brushed my teeth. Then I went to school. Strategies Scales 1- 6 Genre: Structure – Conjunctions 4. Cloze using a timeline. …………I studied English. ……… I played outside. ……….. I studied Maths.

  21. Strategies Scales 1- 6 Genre: Structure – Time Words and Conjunctions • Time phrases • before at after • 7.30 = before 8am = at 8.30 = after 7.30 to 8.30 = from 8am • 2. Ordering sentences • Then 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 timetable • 7.30 – 8.30 am play I played …… • 8 am school I went to school …… • 9am inside I went inside ……. • 9.00 ….. English I studied English ….

  22. 3. Listen again to the spoken instructions and complete the table action what how long Strategies Scales 1- 6 1. Play bingo with actions, ingredients and utensils for cooking. 2. Follow spoken instructions and order pictures of actions. Label each picture with an action verb: stir, pour, boil… Genre: Structure – Action Words - Procedure 4. Write instructions from the table. 5. Colour the action words and notice their position. Compare with a recount. 6. Cut and jumble the sentences and give to another student to order. 7. Complete a cloze of the instructions. 8. List new ingredients. 9. Observe, discuss and write new instructions.

  23. Strategies Scales 1- 6 1. List singular and plural forms of words 2. Talk about specific and general nouns Genre: Structure – Topic words - Report 3. Compare sentences A cat has fur. Cats have fur. My cat has fur. 4. Compare texts with the different sentences. 5. Colour the form of noun in reports 6. Be specific about the form of verb needed for a report.

  24. 2. Tracking participants in a short text Once upon a time there lived a lady. Her name was Sadie. She lived in a house. It was a pretty one Strategies Scales 1- 6 • Understanding of reference items • Where is her book? Put it there. Genre: Cohesion – Reference Items 3. Cloze Once upon a time there lived a man. ………. name was Bob. …….. lived in a caravan. …….. was new. 4. Compare the pattern of reference items between a recount and a procedure. 5.Colour use of reference items in own texts.

  25. Cloze with pictures didn’t buy bought Bob bought ……and …but he didn’t buy ……….. 3. True or False He 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. Strategies Scales 1- 6 Genre: Expansion - Linking conjunctions: and, but • 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. 4. True stories Write true storiesabout Bob.

  26. 4. Diagrams Draw diagrams from sentences and write sentences from diagrams got up rain umbrella Strategies Scales 1- 6 Genre: Expansion - linking conjunctions – so • 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. • 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.

  27. 3. Matching He caught a bus because he was sick. He went home because he wanted to visit his aunt. 4. Diagrams Draw diagrams from sentences and write sentences from diagrams got up rain umbrella Strategies Scales 1- 6 Genre: Expansion - binding conjunctions – because • 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 • Complete sentence starters • I didn’t come to school this morning because…

  28. Text in Context Language Sociocultural Context Genre • the range of genres • specific purposes • structure and cohesion • language choices - • structure texts • cohesive • informational element • everyday to highly technical Situational Context Field • language choices - • structure texts • expand sentences • build cohesion • word groups and phrases • the verbs • participants • circumstances Tenor • the ‘who’ • interpersonal elements • deal with formality, familiarity and attitude • the language choices • who questions or commands • how degrees of certainty expressed. Mode • the ‘how’ • its textual elements • deal with the range of spoken, written and multimodal texts • the language choices -organise texts • focus foregrounding

  29. Text in Context Language Sociocultural Context Genre • the range of genres • specific purposes • structure and cohesion • language choices - • structure texts • cohesive • verbs • noun groups • nominalisations • circumstances • topic specific vocabulary Situational Context Field • informational element • everyday to technical vocabulary • the verbs • participants • circumstances Tenor • the ‘who’ • interpersonal elements • deal with formality, familiarity and attitude • the language choices • who questions or commands • how degrees of certainty expressed. Mode • the ‘how’ • its textual elements • deal with the range of spoken, written and multimodal texts • the language choices -organise texts • focus foregrounding

  30. 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 Teacher: What did you do last night, Tanya?Tanya: Last night…. I…. watch television read a book went shopping brush my teeth.

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

  32. 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

  33. 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

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

  35. Field: Scale 6 • verbs • actions • mental • circumstances • manner • location • noun groups • describers

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

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

  38. Strategies Scales 1- 6 Field: Noun groups • Word groups: build groups following the pattern • one car • one old brown car • one old brown car in the street • one old brown Holden car in the street 2. Deconstruct the order and build groups of words number opinion fact classifier key concept qualifier 3. Multiple choice from a story or picture Is she wearing a big yellow hat or a small blue hat? 4. Describing people A student with one set of pictures describes them to another student with another set, to put them in the same order. 5. Draw a 3 legged wooden stool with a fur top. 6. Experiment with the effect of positive and negative describers: sweet smelling /smelly

  39. Strategies Scales 1- 6 Field: Noun groups with qualifiers • Word groups: build groups following the pattern • one car • one old brown car • one old brown Holden car • one old brown Holden car in the street 2. Deconstruct the order and build groups of words number 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 objects A student describes objects and pictures to give clear instructions of where to place them

  40. Strategies Scales 1- 6 Field: Comparatives • Word lists • adjective comparative form superlative form • nice nicer than the nicest • happy happier than the happiest • good better than the best • a lot more than the most 2. Contextualise use statistics or objects to make true statements 3. True or false Respond to statements based on statistic, objects etc • 5. Interview • Model 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.

  41. 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 behind The car is …… the garage. The fence is ……. the tree. The tree is …….. the house. Strategies Scales 1- 6 Field: Circumstances - location 2. Answering questions Is the vase on the table? Is the vase under the table? Is the vase next to the table?

  42. Questions • Where is the vase? • Where is the ball? • Where is the clock? • Where are the flowers? • Noughts and crosses near in in front • behind • next to on over under between Strategies Scales 1- 6 Field: Circumstances - location

  43. Strategies Scales 1- 6 Field: circumstances - manner • Labelling • Use a sentence structure • He is ………..ing …….. • (quickly, slowly, quietly) • to describe the actions of a character in a video

  44. Strategies Scales 1- 6 Field: verbs • Colour the verbs in sentences. • Illustrate the verbs. • Group the verbs. You may get thinking, doing, saying, being verbs. • Find examples of verbs that have more than one meaning eg I see • Compare the types of verbs in recounts, reports and procedures. • Cloze exercise for verbs.

  45. Strategies Scales 1- 6 Field: technical vocabulary • Start with what the students know • Match the known words with new vocabulary • Discuss similarities and differences with other known vocabulary • Use the vocabulary in modelled, jointly constructed texts • Ask questions to check comprehension of the new vocabulary • Use the new vocabulary in new contexts

  46. Text in Context Language Sociocultural Context Genre • the range of genres • specific purposes • structure and cohesion • language choices - • structure texts • cohesive Situational Context Field • the ‘what’, or content • its informational elements • range from everyday to technical vocabulary • word groups and phrases • the verbs • participants • circumstances • interpersonal element • familiar to formal Tenor • the ‘who’ • interpersonal elements • deal with formality, familiarity and attitude • the language choices • who questions or commands • how degrees of certainty expressed. Mode • the ‘how’ • its textual elements • deal with the range of spoken, written and multimodal texts • the language choices -organise texts • focus foregrounding

  47. Text in Context Language Sociocultural Context Genre • the range of genres • specific purposes • structure and cohesion • language choices - • structure texts • cohesive Situational Context Field • the ‘what’, or content • its informational elements • range from everyday to technical vocabulary • word groups and phrases • the verbs • participants • circumstances • modality • appraisal • speech functions • idioms • non-verbal elements Tenor • interpersonal element • formality, familiarity and attitude • non-verbal elements • speech functions • modality • attitudinal lexis • idioms Mode • the ‘how’ • its textual elements • deal with the range of spoken, written and multimodal texts • the language choices -organise texts • focus foregrounding

  48. Tenor: Scale 2 • responds in socially appropriate ways • chooses common formulaic expressions • pronounces most words comprehensively Teacher: What did you do last night, Tanya?Tanya: Last night…. I…. watch television read a book went shopping brush my teeth.

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

  50. 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 • Chooses formulaic polite expressions appropriately • Demonstrates a good awareness of intonation patterns of basic spoken statements, questions

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