ALICE SPRINGS June / July 2003

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

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 • resources in the English language Situational Context Field 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. Teaching Learning Cycle lists patterns of use patterns in texts exercises use explore alternatives

12. 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 • phrases of time to organise a recount • a range of linking conjunctions • common binding conjunctions

13. 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

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

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

16. 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 5 -8 Genre: Structure – Time phrases 4. Cloze using a list. On Saturday I……...……… On Sunday I ……….. On Monday I …………….

17. 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 5 - 8 Genre: Structure – Conjunctions 4. Cloze using a timeline. …………I studied English. ……… I played outside. ……….. I studied Maths.

18. Strategies Scales 5 - 8 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 ….

19. 3. Listen again to the spoken instructions and complete the table action what how long Strategies Scales 5 - 8 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.

20. Strategies Scales 5 - 8 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.

21. 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 5 - 8 • 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.

22. Strategies Scales 5 - 8 1. Track reference items 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. 2. Cloze There is a new truck at the store. ……… belongs to.. We travelled to Alice Springs in May. …… trip was long.

23. 4. Diagrams Draw diagrams from sentences and write sentences from diagrams got up rain umbrella Strategies Scales 5- 8 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.

24. 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 5- 8 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…

25. Strategies Scales 5 - 8 Genre: Expansion - binding conjunctions – when, before, after • 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. 2. Write the parts of the sentence on paper and move the parts around. Observe the word order. 3. Complete the sentence After the rain stopped ……………… Before I came to school………… 4. Substitute the conjunction Change the conjunction and show the event on a timeline.

26. Strategies Scales 5 - 8 Genre: Expansion - binding conjunctions – relative pronouns • Match The woman when The house in which The day who The letter that • 2. Compare the information • Children who don’t wear hats get sunburnt • Children, who don’t wear hats, get sunburnt. 3. Complete the sentence The woman…………………………. is Sarah’s mother. The woman, …………………….., is Sarah’s mother. 4. Recognise ellipsed relative pronouns The woman I met at the party. 5. Produce own sentences based on a text / context.

27. 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

28. 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

29. 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 • actions • circumstances • location • noun groups • number • classifiers • technical vocabulary • comparatives

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

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

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

33. Strategies Scales 5 - 8 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

34. Strategies Scales 5 - 8 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

35. Strategies Scales 5 - 8 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.

36. 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 5 - 8 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?

37. 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 5 - 8 Field: Circumstances - location

38. Strategies Scales 5 - 8 Field: circumstances - manner • Labelling • Use a sentence structure • He is ………..ing …….. • (quickly, slowly, quietly) • to describe the actions of a character in a video

39. Strategies Scales 5 - 8 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.

40. Strategies Scales 5 - 8 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

41. Strategies Scales 5 - 8 Field: nominalisations • Complete a table • 2. Change a sentence using a verb to a noun • I hope that I can pass. My …….. is ……. • Colour nominalisations in a text. • Answer questions requiring nominalisations.

42. 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

43. 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

44. 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. • Tenor: Scale 6 • modality • evaluative language

45. Tenor: Scale 7 • evaluative language

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

47. 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 pictures • Complete 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

48. Strategies Scales 5 - 8 Modality: Obligation and Certainty • 1. Compile statements with degrees of obligation • you might like to you must • 2. Compile statements with degrees of certainty • you might It is likely that I will 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.

49. Strategies Scales 5 - 8 Tenor: feeling and attitude • Cloze • like don’t like • I ………….. ice cream. • I ………… winter. 2. Find someone who Find someone who likes winter. Find someone who doesn’t like icecream. 3. Rehearse Do you like….? Yes I do. No I don’t 4. Report back Who 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.

50. big huge enormous Strategies Scales 5 - 8 Tenor: feelings and attitudes • 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. Feedback • Compile 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 play • Role play being a teacher, a principal etc giving feedback to a student.