Strategies middle yrs scales 113

1
ANANGU EDUCATION CONFERENCE
ALICE SPRINGS June / July 2003
ESL STRATEGIES MIDDLE YEARS Scales 1 13 (5 -
8)
2
Text in Context
Model of Language
Sociocultural Context Genre
Situational Context
Tenor
Field
Mode
3
Field Continuum

• everyday fields...specialised fieldshighly
  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
Model of Language
Language
Text in Context
Sociocultural Context
Genre
Genre
Tenor
Tenor
Mode
Field
Mode
Field
7
Language
Text in Context

Sociocultural Context Genre

• broader strand

• more specific strand

• resources in the English language

Situational Context Field
Tenor
Mode
8

9
Language
Text in Context

• range of genres
• purposes
• structure

• range of genres
• specific purposes
• structure
• cohesion

• language choices -
• structure texts
• cohesive

Sociocultural Context Genre

• 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 language choices
• who questions or commands
• how degrees of certainty expressed.

• the who
• interpersonal elements
• deal with formality, familiarity and attitude

Tenor

• the language choices -organise texts
• focus foregrounding

• the how
• its textual elements
• deal with the range of spoken, written and
  multimodal texts

Mode
10

Language
Text in Context

• language choices -
• structure texts
• expand sentences
• build cohesion

• language choices -
• structure texts
• build cohesion
• expand sentences

• the range of genres
• purposes
• structure

Sociocultural Context Genre

• 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 language choices
• who questions or commands
• how degrees of certainty expressed.

• the who
• interpersonal elements
• deal with formality, familiarity and attitude

Tenor

• the language choices -organise texts
• focus foregrounding

• the how
• its textual elements
• deal with the range of spoken, written and
  multimodal texts

Mode
11
Teaching Learning Cycle
lists patterns of use
patterns in texts exercises
use
explore alternatives
12
O.K (clears throat) Morning. My names
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 didnt 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 Mondayummm they took me around the
school (pause), womens 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
Strategies Scales 5 -8
Genre Structure Time phrases
4. Cloze using a list. On Saturday I... On
Sunday I .. On Monday I .
17
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 oçlock 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
Strategies Scales 5 - 8

• Genre Structure Action Words - Procedure

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
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

• Genre Structure Topic words - Report

1. List singular and plural forms of words
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.
5. Colour the form of noun in reports
6. Be specific about the form of verb needed for
a report.
21
Strategies Scales 5 - 8

• Genre Cohesion Reference Items

• Understanding of reference items
• Where is her book? Put it there.

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

• Genre Cohesion Reference Items
• the and textual items

1. Track reference 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 mums got a new car.
• She says its great.

2. Cloze There is a new truck at the store.
belongs to.. We travelled to Alice Springs in
May. trip was long.
23
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 didnt 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
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 didnt 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 dont
wear hats get sunburnt Children, who dont wear
hats, get sunburnt.
3. Complete the sentence The woman. is
Sarahs mother. The woman, .., is Sarahs
mother.
4. Recognise ellipsed relative pronouns The woman
I met at the party.
5. Produce own sentences based on a text /
context.
27
Language
Text in Context

• language choices -
• structure texts
• cohesive

• the range of genres
• specific purposes
• structure and cohesion

Sociocultural Context Genre

• informational element
• everyday to highly technical

• word groups and phrases
• the verbs
• participants
• circumstances

Situational Context Field

• language choices -
• structure texts
• expand sentences
• build cohesion

• the language choices
• who questions or commands
• how degrees of certainty expressed.

• the who
• interpersonal elements
• deal with formality, familiarity and attitude

Tenor

• the language choices -organise texts
• focus foregrounding

• the how
• its textual elements
• deal with the range of spoken, written and
  multimodal texts

Mode
28

Language
Text in Context

• language choices -
• structure texts
• cohesive

• the range of genres
• specific purposes
• structure and cohesion

Sociocultural Context Genre

• verbs
• noun groups
• nominalisations
• circumstances
• topic specific vocabulary

• informational element
• everyday to technical vocabulary

Situational Context Field

• the verbs
• participants
• circumstances

• the language choices
• who questions or commands
• how degrees of certainty expressed.

• the who
• interpersonal elements
• deal with formality, familiarity and attitude

Tenor

• the language choices -organise texts
• focus foregrounding

• the how
• its textual elements
• deal with the range of spoken, written and
  multimodal texts

Mode
29
O.K (clears throat) Morning. My names
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 didnt 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 Mondayummm they took me around the
school (pause), womens 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
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
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


Language
Text in Context

• language choices -
• structure texts
• cohesive

• the range of genres
• specific purposes
• structure and cohesion

Sociocultural Context Genre

• word groups and phrases
• the verbs
• participants
• circumstances

• the what, or content
• its informational elements
• range from everyday to technical vocabulary

Situational Context Field

• interpersonal element
• familiar to formal

• the language choices
• who questions or commands
• how degrees of certainty expressed.

Tenor

• the who
• interpersonal elements
• deal with formality, familiarity and attitude

• the language choices -organise texts
• focus foregrounding

• the how
• its textual elements
• deal with the range of spoken, written and
  multimodal texts

Mode
43

Language
Text in Context

• language choices -
• structure texts
• cohesive

• the range of genres
• specific purposes
• structure and cohesion

Sociocultural Context Genre

• word groups and phrases
• the verbs
• participants
• circumstances

• the what, or content
• its informational elements
• range from everyday to technical vocabulary

Situational Context Field

• modality
• appraisal
• speech functions
• idioms
• non-verbal elements

• interpersonal element
• formality, familiarity and attitude

Tenor

• non-verbal elements
• speech functions
• modality
• attitudinal lexis
• idioms

• the language choices -organise texts
• focus foregrounding

• the how
• its textual elements
• deal with the range of spoken, written and
  multimodal texts

Mode
44
O.K (clears throat) Morning. My names
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 didnt 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 Mondayummm they took me around the
school (pause), womens 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 dont like
• I .. ice cream.
• I winter.

2. Find someone who Find someone who likes
winter. Find someone who doesnt like icecream.
3. Rehearse Do you like.? Yes I do. No I dont
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
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, dont like, its beautiful, its
hard
3. Role play Role play being a teacher, a
principal etc giving feedback to a student.
51

Language
Text in Context

• language choices -
• structure texts
• cohesive

• the range of genres
• specific purposes
• structure and cohesion

Sociocultural Context Genre

• 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 language choices
• who questions or commands
• how degrees of certainty expressed.

• the who
• interpersonal elements
• deal with formality, familiarity and attitude

Tenor

• textual element
• spoken to written
• multimodal

• the language choices -organise texts
• focus foregrounding

Mode

• the how
• its textual elements
• range of spoken, written and multimodal texts

52

Language
Text in Context

• language choices -
• structure texts
• cohesive

• the range of genres
• specific purposes
• structure and cohesion

Sociocultural Context Genre

• 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 language choices
• who questions or commands
• how degrees of certainty expressed.

• the who
• interpersonal elements
• deal with formality, familiarity and attitude

Tenor

• textual element
• deals with the range of spoken, written and
  multimodal texts

Mode

• foregrounding
• voice and tense
• print conventions

• foregrounding
• voice and tense
• print conventions

53

• 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

54
O.K (clears throat) Morning. My names
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 didnt 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 Mondayummm they took me around the
school (pause), womens 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 6
• basic phrases of time at the front of recounts
• control of primary tenses and past tense form of
  most common irregular verbs

55

• 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

56

• 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

57
Strategies Scales 4 - 8
Mode Foregrounding

• Identify foregrounded elements in a recount and a
  procedure
• My brother took me in his car. We went to my
  uncles house. On Saturday we went home.
• Open the box. Lift the paper. Fold the paper.

3. Compile other words time - Later that night,
After a while
4. Experiment Shift foregrounded element from the
front to middle to back
58
Strategies Scales 4 - 8
Mode Tense

• Lists of verbs
• go went sit sat
  play played
• have had watch watched

2. 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.
59
Strategies Scales 4 - 8
Mode Tense
5.Cloze Yesterday David . (drive) a car. He
.. (drive) a car everyday.
6. Pattern I now. I everyday. I
. yesterday. I .. tomorrow.
60
Strategies Scales 4 - 8

• 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 description about Alice
Springs personal response recount about yesterday
technical vocab simple present noun
groups circumstances evaluative
language pronouns time past tense pronouns