1 Topic planning 2003/2004. 2 ContentLanguage 3 8 steps to work out topic planning 1.Decide on the level you are going to work on. 2.Select a topic.

1

Topic planning

2003/2004

2

Content Language

3

8 steps to work out topic planning

1. Decide on the level you are going to work on.

2. Select a topic.

3. Subdivide the topic into sub-topics.

4. Decide on the content objectives of each sub-topic.

5. Match the language objectives with the content objectives.

6. Decide on the strategies to achieve the language objectives. Design a written or oral/listening task to assess output

7. Decide whether the language objectives need to be expanded or reinforced in the language lesson

8. Decide on the modes of cross-curricular collaboration

4

Step 1:

Decide on the level you are going to work on.

S1S1

S2S2

S3S3

S4S4

S5S5

S6S6S7S7

5

Step 2:

Select a topic.

Renaissance ?Renaissance ?

Classification of rocks ?

Classification of rocks ?

Probability ?Probability ? Following a recipe ?

Following a recipe ?

6

8 steps to work out topic planning

Step 3:

Subdivide the topic into sub-topics.

Topic: Probability

Sub-topics:

• The idea of probability

• Definition of an event

• Defining the possible outcomes and favourable outcomes of a certain event

• The probability of an event (I)

• The probability of an event (II)

7

8 steps to work out topic planning

Step 4:

Decide on the content objectives of each sub-topic.

Sub-topic Content objective

The idea of probability

Students should be able to

1. Define probability

2. Use the following words to describe the chance or likelihood of something that will happen.

Event : dependent,, independent, chance: likely, unlikely, certain, impossible,

8

Tips for deciding on the language objectives :

1. Word level

2. Sentence level

3. Paragraph level

4. Text level

9

Language objectives at word level -- examples

I.S.Students should be able to pronounce and spell the words “density” , “mass” and “volume”.

H.E.Students should be able to use vocabulary and cookery terminology correctly. Eg. “scramble” , “bake”, “ soak”

10

Students should be able to use appropriate prepositions to describe :

The scale of the map is 1 to 20,000.

The gradient of the main road is 1 in 3.

1:3

1:20,000

Geog.

11

Language objectives at sentence level -- examples

P.A. Students should be able to define the concepts of assets and liabilities in spoken and written form.

Students should be able to describe the effects of a transaction

e.g. The asset was increased by $50,000

12

Language objectives at paragraph level -- examples

Geog.Students should be able to compare and contrast two types of volcanoes by using connectives and comparative degree.

e.g. Acid volcano is made up of acid lava while basic volcano is made up of basic lava. Acid lava contains more silica and is more viscous. It cannot flow too far away. But basic lava contains less silica and is less viscous. It can flow for a long distance before it solidifies. Therefore, acid lava cones have a narrower base and are with steeper and convex slopes whereas basic lava cones have a broader base and are with gentler and concave slopes.

13

Language objectives at paragraph level -- examples

History.Students should be able to compare and contrast two periods of paintings by using connectives and comparative degree.e.g. The Graces in Picture 1 look serious whereas

the Graces in Picture 2 have a more natural and relaxed expression. The faces of the Graces in Picture 2 are more realistic and expressive than those in picture 1.These Graces look rather blank.

14

Language objectives at text level -- examples

Music Students should be able to write a

Concert Review after attending a concert.

Students should be able to write an Observation /Reading Report after some library research

Geog./Hist/Chem/I.S.

15

Aim: To investigate …

Hypothesis: ( present tense / future tense )

Procedure: ( past tense + passive voice )

Result: graphic form

Discussion: ( present tense )

Conclusion: ( present tense )

Chemistry/IS/ Biol

16

Step 6 Match the content objectives with the language objectives

Now, work out the plan for a particular topic which you will teach students in the very near future.

1. Write the subject, level and topic.

2. Decide on the content objectives.

3. Plan 2-3 language objectives that best match the content objectives

4. Get ready for a very brief presentation of about 2 minutes.

Please finish 1-3 within 10 minutes. Thanks Please finish 1-3 within 10 minutes. Thanks

17

8 steps to work out topic planning

Sub-topic Content objectives Language objectives Strategies

Igneous rocks

Students should be able to identify the type of igneous rock from their characteristics.

Students should be able to pronounce and spell the words “rhyolite”, “granite”, “porphyry”, “coarse-grained”, “hexagonal columnar joints”, etc. and describe the characteristics by using simple sentences.

Information gap:3 Ss in a group.

Each Ss has a worksheet with some information but not all. They have to finish the WS by asking group members for information.

Step 6: a) Suggest possible strategies that best help students achieve such goals.

B) Include a written or oral task to assess output

Word level

18

Granite Porpyhry Rhyolite

Q.1

Q.2

Q.3

Q.4

Q.5

Q.6

Q.7

Granite Porpyhry Rhyolite

Q.1

Q.2

Q.3

Q.4

Q.5

Q.6

Q.7

Granite Porpyhry Rhyolite

Q.1

Q.2

Q.3

Q.4

Q.5

Q.6

Q.7

Worksheet for Student 1

Worksheet for Student 2

Worksheet for Student 3

Info

rmatio

n g

iven

Info

rmatio

n g

iven

Info

rmatio

n g

ivenInformation

gap

19

8 steps to work out topic planningStep 6: a) Suggest possible strategies that best help students achieve such goals. B) Include a written or oral task to assess output

Sub-topic Content objectives Language objectives Strategies

Igneous rocks

Students should be able to classify igneous rocks according to their formation.

Students should be able to make a simple sentence by using the pattern below.

e.g. Granite is a kind of _______ rock.

e.g. Porphyry is a kind of _______ rock.

Structured overview:Ss classify the types of rocks by arranging pieces of paper in an organized way.

Sentence level

20

Igneous rocksIgneous rocks

Extrusive igneous

rocks

Extrusive igneous

rocks

Intrusive igneous

rocks

Intrusive igneous

rocks

Hypabyssal rocks

Hypabyssal rocks

Plutonic rocks

Plutonic rocks

RhyoliteRhyolite PorphyryPorphyry GraniteGranite

Structured overview

21

8 steps to work out topic planning

Sub-topic Content objectives Language objectives

Strategies

Igneous rocks

Students should be able to

- describe the classification of granite.

- describe the characteristics of granite and relate these to the reasons behind.

- Tell where granite can be found in HK.

Students should be able to

- describe the classification in a sentence.

- make sentences using connectives to show cause and effect.

- use passive voice to show the location where granite can be found.

Writing task: information report:

Ss write an information report on classification, characteristics and occurrence of granite in HK

Step 6: a) Suggest possible strategies that best help students achieve such goals. B) Include a written or oral task to assess output

Paragraph/text level

22

Granite is a kind of intrusive igneous rock.

Granite is coarse-grained because it is formed deep beneath the earth’s surface. Magma cools slowly and allows minerals to grow in size. It is light in colour because it contains more silica. It is also less resistant to weathering and erosion because it is well-jointed.

Granite can be found in Tuen Mun, Tai Lam Chung, Cheung Chau and Lamma Island.

An information report

Classification

Characteristics

Occurrence

23

Work out a few language strategies you can use to achieve your language objectives for the same sub-topic. Include a written or oral /listening task to assess output

Tips:Remember the four skills:• Speaking• Listening• Reading• Writing• Or a combination of these

skillsRemember the games and

activities that you have enjoyed in the ESL course

You’ll have 5 minutes to come up with some strategies. Get ready for a one-minute presentation of your strategies

24

Presentation of language objectives and

language strategies

25

• Step 8• Decide on the modes of cross

curricular collaboration and joint planning

• Refer to Between Unit Readings • P. 346-347 and 357-363

Step 7. Decide whether the language objectives needs to be expanded or reinforced in the English lesson

26

Our Goal revisitedOur Goal revisited

Cross-curricular Cross-curricular collaboration and collaboration and co-operationco-operation

Language teacher

Subjectteacher

Increased collaboration

27

Our Aims Revisited

• Develop a better understanding of the language-related needs of our students

• Develop better strategies to meet the language needs of the students

• Encourage more collaboration between language teachers and other subject teachers.

28

For 2004/2005

Have fun in your planning & teaching

Thank you