ALICE SPRINGSJune / July 2003
ESL STRATEGIES: MIDDLE YEARSESL STRATEGIES: MIDDLE YEARSScales 1 – 13 (5 - 8) Scales 1 – 13 (5 - 8)
ANANGU EDUCATION CONFERENCE
equal status ……………….…………….. great difference in status
familiar …….………………………………...……………..very distant
great deal of emotional expression……..little emotional expression
Tenor Continuum
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
Sociocultural Context
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
Sociocultural Context
Genre
LanguageText in Context
•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
Sociocultural Context
Genre
LanguageText in Context
•range of genres•purposes•structure
•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
•the range of genres•purposes •structure
Sociocultural Context
Genre
LanguageText in Context
language choices -•structure texts •expand sentences•build cohesion
•language choices -•structure texts •build cohesion •expand sentences
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
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
Strategies Scales 5 - 8
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
Strategies Scales 5 - 8
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
Strategies Scales 5 - 8
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
Strategies Scales 5 - 8
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
Strategies Scales 5 - 8
• 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.
Strategies Scales 5 - 8
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
Strategies Scales 5 - 8
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.
•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
Situational Context
Field
•language choices -•structure texts •cohesive
•the range of genres•specific purposes•structure and cohesion
Sociocultural Context
Genre
LanguageText in Context
language choices -•structure texts •expand sentences•build cohesion
•informational element•everyday to highly technical
•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
•informational element•everyday to technical vocabulary
Situational Context
Field
•language choices -•structure texts •cohesive
•the range of genres•specific purposes•structure and cohesion
Sociocultural Context
Genre
LanguageText in Context
•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
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.
Field: Scale 6•verbs: action•circumstances: time, location•noun groups: classifiers•technical vocabulary
Field: Scale 8•verbs: action•circumstances: location•noun groups•technical vocabulary•nominalisations
Strategies Scales 5 - 8
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.
Strategies Scales 5 - 8
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
Strategies Scales 5 - 8
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.
Strategies Scales 5 - 8
2. Answering questionsIs the vase on the table?Is the vase under the table?Is the vase next to the table?
Field: Circumstances - location
Strategies Scales 5 - 8
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
Strategies Scales 5 - 8
Field: verbs
Strategies Scales 5 - 8
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
Strategies Scales 5 - 8
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
Strategies Scales 5 - 8
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
•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.
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
•the range of genres•specific purposes•structure and cohesion
Sociocultural Context
Genre
LanguageText in Context
•the ‘who’ •interpersonal elements•deal with formality, familiarity and attitude
•interpersonal element•familiar to formal
•the language choices -organise texts•focus foregrounding
•the ‘how’ •its textual elements•deal with the range of spoken, written and multimodal texts
Mode
•interpersonal element•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
•the range of genres•specific purposes•structure and cohesion
Sociocultural Context
Genre
LanguageText in Context
•non-verbal elements•speech functions•modality•attitudinal lexis•idioms
•modality•appraisal •speech functions •idioms •non-verbal elements
Tenor: Scale 6 •modality•evaluative language
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.
Strategies Scales 5 - 8
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
Strategies Scales 5 - 8
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
Strategies Scales 5 - 8
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.
Strategies Scales 5 - 8
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
•the language choices -organise texts•focus foregrounding
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
•the range of genres•specific purposes•structure and cohesion
Sociocultural Context
Genre
LanguageText in Context
•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
•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
•the range of genres•specific purposes•structure and cohesion
Sociocultural Context
Genre
LanguageText in Context
• 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
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.
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
Strategies Scales 4 - 8
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.
Strategies Scales 4 - 8
What did the boy do yesterday? He sat …………………….. He…………… a game on the computer.
4. Picture cloze
Mode: Tense
Strategies Scales 4 - 8
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.
Strategies Scales 4 - 8
A
B
C
D
report about cities
descriptionabout Alice Springs
personal response
recount about yesterday
technical vocabsimple present
noun groupscircumstances
evaluative languagepronouns
timepast tensepronouns