ALICE SPRINGS June / July 2003 ESL STRATEGIES: EARLY YEARS Scales 1 – 6 (1 – 4) ANANGU EDUCATION CONFERENCE.

ALICE SPRINGSJune / July 2003

ESL STRATEGIES: EARLY YEARSESL STRATEGIES: EARLY YEARSScales 1 – 6 (1 – 4)Scales 1 – 6 (1 – 4)

ANANGU EDUCATION CONFERENCE

Text in Context

Sociocultural Context

Genre

Situational Context

Field

Tenor

Mode

Model of Language

Field Continuum

everyday fields………...specialised fields……highly technical fields

equal status ……………….…………….. great difference in status

familiar …….………………………………...……………..very distant

great deal of emotional expression….little emotional expression

Tenor Continuum

Mode continuum

most spoken………………….…………….....… most written

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 ContextGenre

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


Genre


•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


Genre


range of genrespurposesstructure



Mode



Tenor



Situational Context

Field

•the range of genres•purposes •structure


Genre


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

language choices -structure texts build cohesion expand sentences

Genre: Scale 1 •(towards) copying very short groups of words

Genre: Scale 2•participates in basic spoken exchanges depending on memorising segments•responds in basic spoken exchanges involving two or three turns•uses one or two examples of pronoun reference

S: Good morning, good morning everyone.

All: Good morning everyone

S: My mum buy for me a gun

T: A gun? What do you do with that?

S: and Barbie and car

T: Whoo! Do you enjoy playing with those?

S: nods (goes and sits down)

Genre: Scale 3•constructs elementary examples of basic genres by speaking and writing with a high degree of scaffolding•demonstrates an understanding of the structure of several basic genres•uses basic pronouns: I

Genre: Scale 4•organises the meanings in brief written texts in a logical order•writes several pieces of information about a living thing•topic words at the front of sentences in a report•begins to expand information using linking conjunctions: and, but•uses a limited range of cohesive resources: possessive pronouns, third person pronouns, demonstrative pronouns

Strategies Scales 1- 4

Genre: Structure – Logical order

3. Write sentencesI went to church. I went camping. I went to school.

1………church 2………camping 3………school

1. List events in order

4. Draw pictures of activities, in order, and write sentences1. ……...……… 2. ……….. 3. …………….

2. Order

I went to school. I went camping. I went to church.

123

Genre: Structure – Action Words - Procedure


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


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


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.

1. Shopping basket: Bob went to the store. Bob bought bread and apples. Bob went to the store. Bob bought bread, apples and ….. but he didn’t buy chips.


Genre: Expansion - Linking conjunctions - and, but

Bob bought ……and …but he didn’t buy ………..bought

didn’t buy

2. Cloze with pictures

3. True or FalseHe went to the store but he didn’t buy bread. He went to the store but he didn’t buy chips.He went to the store. He bought bread and chips.

4. True stories Write true stories about Bob.



Mode



Tenor


Situational Context

Field

•language choices -•structure texts •cohesive

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


Genre


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

•informational element•everyday to highly technical



Mode



Tenor

•informational element•everyday to technical vocabulary

Situational Context

Field




Genre


•the verbs •participants •circumstances

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

Field: Scale 2•uses vocabulary that is mainly commonsense but chooses isolated concrete technical vocabulary: Barbie•understands a small range of vocabulary expressing immediate interests:•common noun groups•common actions

S: Good morning, good morning everyone.All: Good morning everyoneS: My mum buy for me a gunT: A gun? What do you do with that?S: and Barbie and carT: Whoo! Do you enjoy playing with those?S: nods (goes and sits down)

Field: Scale 3•uses very basic phrases of location•expands vocabulary by describing according to size

Well the story was about as a little fish and one... boy to go to school and he walk in the jungle and he pass in the big tree and he sit, he, he, he...sit on the thing on the ground and he look to the water and he see some fish and when he come to school he.. he make some boat and when he come into the jungle too, he put some fish on the boat and it the boat and the little boy the boat on the water

Field: Scale 3•uses vocabulary that is mainly commonsense but chooses some concrete technical vocabulary: orange juice, church•expands vocabulary using numbers, describers, classifiers: orange juice

Field: Scale 4•uses vocabulary that is commonsense but begins to use some technical vocabulary: ball chasy, watermelon•uses very basic phrases expressing circumstances: On Sunday, outside, at night-time

Field: Scale 4•uses very basic circumstances•expands vocabulary using numbers, describers, classifiers•uses technical vocabulary for educational fields such as science


Field: Noun groups1. Word groups: build groups following the patterna cara brown carone old brown car one old brown Holden car2. Deconstruct the order and build groups of wordsnumber opinion fact classifier key concept3. 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.

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.


2. Answering questionsIs the vase on the table?Is the vase under the table?Is the vase next to the table?

Field: Circumstances - location


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: verbs


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.



Mode


Tenor



Situational Context

Field




Genre



•interpersonal element•familiar to formal



Mode

•interpersonal element•formality, familiarity and attitude

Tenor



Situational Context

Field




Genre


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

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

Tenor: Scale 2•responds in socially appropriate ways•chooses common formulaic expressions •pronounces most words comprehensively

S: Good morning, good morning everyone.

All: Good morning everyone

S: My mum buy for me a gun

T: A gun? What do you do with that?

S: and Barbie and car

T: Whoo! Do you enjoy playing with those?

S: nods (goes and sits down)

Tenor: Scale 3•expresses statements in basic ways

Tenor: Scale 4•uses a narrow range of evaluative language


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.


Speech functions1. Understanding of patterns of statements,

questions, offersDo you have a pen? Do you have a book?Do you have lunch?Can I help you? Can I write for you? Can I visit you?Can I have your book? Can I have my book?Can I have your attention?Give me your book. Give me my book. Give me your attention.

2. Compare Can I help you? Can I have your book?Give me your book. Note their level of politeness. Discuss their appropriateness.


Mode



Tenor



Situational Context

Field




Genre


•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



Tenor



Situational Context

Field




Genre


• foregrounding• voice and tense• print conventions•foregrounding•voice and tense•print conventions

Mode: Scale 1•handwriting: legible letters•representing sounds: some attempt

Mode: Scale 3•repetitive sentence beginnings: I•limited control of primary tenses: simple present used instead of simple past•print conventions: spells with some accuracy

Mode: Scale 4•some control of primary tenses for most common regular verbs but a strictly limited control of secondary tenses•experiments with punctuation: fullstops and capitals used

Mode: Scale 4•repetitive sentence beginnings•some control of primary tenses•spells most common words and others on own pronunciation•experiments with punctuation


Mode: Foregrounding

1.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. Compiletime wordsaction words

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.


What did the boy do yesterday? He sat …………………….. He…………… a game on the computer.

4. Picture cloze

Mode: Tense


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.


A

B

C

D

report about cities

descriptionabout Alice Springs

personal response

recount about yesterday

technical vocabsimple present

noun groupscircumstances

evaluative languagepronouns

timepast tensepronouns

ALICE SPRINGS June / July 2003 ESL STRATEGIES: EARLY YEARS Scales 1 – 6 (1 – 4) ANANGU EDUCATION CONFERENCE.

Documents

context slide

english language slide

written slide

context broader strand

informational elements

texts focus

mode continuum

interpersonal elements