Welcome!

1. Welcome! Seminar #6 of ‘English for Specific Purposes (ESP)’ Kate Elliott newerapedagogy@gmail.com newerapedagogy.wordpress.com

2. Mondays: Grammar Tuesdays: Conversation Wednesdays: Comprehension Thursdays: Subject-specific focus (bring your own reference materials) Fridays: Conversation (about the week’s sessions / workshops) + other activities

3. The Weekend (narrative): Informative (factual) I spent my weekend … On Saturday, I went with my family to… some mountains for a bushwalk. On Sunday, I passed some time… reading a book and catching up on election news. Descriptive This was so beautiful, with the… There was horrendous traffic, with smoke… Reflective Overall, I really enjoyed my weekend and hope that… In summary, I… had a good rest and got my chores done! Next week I hope to…

4. Objective:“To utilise last week’s classes and our own experience to build activities for the classroom around ‘authentic’ curriculum content.” Also: to come up with different ways to phrase the one message, piece of information, or command in pairs. Our case studies today are from:Business Studies Please note: you do not need to be a Business Studiesteacher for this class to be relevant to you!

5. The course thus far: the classes to-date /the workshops so far 3: Identifying different genres written and oral tasks 4: Tools for the classroom reflection writing • 1: Compare and contrast AUS and MGL spoken and written tasks • 2: Command phrases for the classroom role-plays, written and oral tasks • 5: Revision of the classes to-date written reflection, mind-mapping

6. TASK: What is the overall effect? i.e. what is communicated? Look at each paragraph separately… • Find synonyms for key instructive words within the following text • Identify subject-specific language

7. BUSINESS STUDIES - Paper 9707/11 Short Answer/Essay “This paper gave most candidates opportunities to show the knowledge acquired from their studies and, especially in Section B, to apply that accumulated wisdom. Many candidates appeared to have sufficient time to produce answers to all of the questions which the rubric demanded. There were still those, though, who spent too much time upon Section A and then did not have enough time to complete Section B. I also draw attention again to questions with a tariff of only two marks; “define” and “briefly explain” indicate that an extensive explanation is not required. Many candidates were well prepared for most questions, although as has happened before, any discussion of ethics provides candidates with difficulties. In contrast, for example, 4(a) and 4(b) in section A, produced many good answers. On this paper, many candidates chose to answer Question 5 (a) at great length, so having less time to spend upon part (b) which carried the bulk of the marks…”

8. Continued: “...The tendency for candidates to produce proper essays continued. The classical model of an essay has an introduction, followed by the discussion, which may be a series of paragraphs, and concludes with an evaluative paragraph, which may be relatively short. Many candidates need to improve their understanding of the use of paragraphs as they have a value, disciplining the writer to structure an argument. Good candidates often produce plans and can then utilise them to form relevant paragraphs. Plans do not have to be crossed out and are read by Examiners. Context needs to be used more widely by many candidates. Although not so important in this paper, except in 5(b) where the “competitive business environment“ was demanded, the use of contextual examples is a distinct advantage. It enables candidates to illustrate their answers and Examiners to conclude that knowledge is being applied clearly. In the case of 5(b), candidates needed to indicate the particular problems of such an environment, rather than simply repeating ‘competitive environment’. (b) The strongest answers to this question included discussion centring on cost-volume-profit analysis. Other good answers looked at use, not simply describing the relationship. This may have been about the choice between two or more products or a change of price.”

9. Using ENGLISH to plan for lessons, facilitate discussion and extension, and to make your wishes explicit • How might you setup the classroom? • Would you ask students to write anything down? • How could you extend the student who is already familiar with the content, and how can you engage the student who is more drawn to the picture? • *Annotation * dot points • * Paragraphs * annotated diagram • *Page number * subtitle • Dictionary To support mixed-ability classroom instruction: Flipping the Classroom? i.e. setting detailed information-transmission tasks as ‘homework’ and question asking and posing as classroom work Posing questions that are pitched against increasingly higher levels of Bloom’s Taxonomy as the question sheet progresses ? i.e. all students should at least be successful in answering the earlier questions, and the very last few can be positioned as ‘extension questions’ in some cases

10. writing a lesson plan

11. Welcome to Business Studies!(work in pairs or small-groups of 3 people) Let’s put some Business Studies revision questions into different words to create our own pre-exam revision activities which are modelled on ‘authentic’ ones!  

12. Exam revision:

13. Q: What are some useful question starters (5Ws,1H)Q: How can we ensure that we are asking for in-depth (higher-order) thinking, as well as remembering, describing and applying? Hint..................................URL...

14. Code of Conduct:We will practise paraphrasing some sentences without losing the meaning. http://www.vit.vic.edu.au/SiteCollectionDocuments/PDF/1543_Code-of-Conduct-June-2008.pdf go to: Principle 1.1a-f Let’s also practise providing explanation (explain, describe) and evidence (examples) of how we satisfy these criteria ourselves.

15. Thank-you!