1 Topic planning 2002/2003

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. 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 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. S1 S2 S3 S4 S5 S6 S7

5 Step 2: Select a topic. Renaissance ? Assets and Liabilities Textures Specialisation?

6 Step 3: Subdivide the topic into sub-topics. Topic: Assets and Liabilities Sub-topics: Definition Concept of assets and liabilities Specific items related to A and L Presentation of A and L in a balance sheet Accounting equation

7 Step 3: Subdivide the topic into sub-topics. Topic: Visual Elements Sub-topics: Line Shape Colours Patterns Textures Product—toy making

8 Step 4: Decide on the content objectives of each sub-topic. Sub-topicContent objectives Renaissance paintings and Medieval paintings Students should be able to 1.Spot the differences between Renaissance paintings and Medieval paintings 2.Describe the differences 3.Work out the influence of Greek paintings 4.Understand the different concepts of Man and his world as depicted by the paintings in the two periods 5. Generalise the influence of classical civilisation on the Renaissance period

9 Step 4: Decide on the language objectives of each sub-topic. Sub-topicLanguage objectives Renaissance paintings and Medieval paintings Students should be able to use the following words to describe the pictures they look at: simple detailed, stiff, relaxed, formal, serious, normal, realistisc, flat, rounded etc. Students should be able to point out the differences by using the following sentence structures: X is more / less than Y X is while Y is----- X is -----whereas Y is X is different from Y in the way that---- The difference between X and Y is Both X and Y are But X is more -----while Y is more-----

10 Step 5: Match the language objectives with the content objectives. Sub-topicContent objectivesLanguage objectives Medieval paintings and Renaissance paintings Students should be able to 1.Spot the differences between Renaissance paintings and Medieval paintings 2.Describe the differences 3.Work out….. 4.Understand…. 5.Generalise….. (refer to slide 8) 1. Students should be able to use the following words to describe the pictures they look at: simple detailed, stiff, relaxed, formal, serious, normal, realistic, flat, rounded etc. 2. Students should be able to use the following sentence structures to make comparison

11 Tips for deciding on the language objectives : 1.Word level 2.Sentence level 3.Paragraph level 4.Text level

12 Language objectives at word level -- examples I.S. Students should be able to pronounce and spell the words “density”, “mass” and “volume”. Art Students should be able to use vocabulary and art terminology correctly. Students should be able to describe different textures using the following adjectives: soft, sticky, furry, sharp, thin

13 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

14 Language objectives at paragraph level -- examples Econ Students should be able to use a topic sentence and sequence connectives to define and describe ‘monopolistic competition’ in a coherent paragraph. e.g. There are several features of monopolistic competition. First, _____. Second, _______. Third, _______. Last, ________.

15 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.

16 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 a Reading Report after some library research History

17 Get into groups according to your own subject 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 15 minutes. Thanks

18 Presentation of content and language objectives

19 Step Six Decide on the language strategies to achieve these goals. Match the strategies to the language objectives Sub-topicContent ObjectivesLanguage Objectives Strategies Renaissance paintings and Medieval paintings 1.Spot the differences between R and M paintings 2.Describe their differences 3.Work out the influence of Greek paintings 4.Understand the different concepts of Man 5.Generalise the influence of classical civilisation on the Renaissance period 1.Use comparisons of adjectives 2.Use sentence structures to point out differences 1.Group discussion 2.Reporting back 3.Read reference materials 4.Use pre- reading, while-reading and post- reading strategies 5.Teach the writing of a reading report

20 Now get into groups according to your own subject W ork out a few language strategies you can use to achieve your language objectives for the same sub-topic Tips: Remember the four skills: Speaking Listening Reading Writing Or a combination of these skills Remember the games and activities that you have enjoyed in the ESL course You’ll have 10 minutes to come up with some strategies. Get ready for a one-minute presentation of your strategies

21 Presentation of language strategies

22 Step 7. Decide whether the language objectives need to be expanded or reinforced in the language lesson Step 8 Decide on the modes of cross- curricular collaboration and joint planning (Refer back to Between Unit Readings P and P )

23 Our Goal revisited  Cross-curricular collaboration and co-operation Language teacher Subject teacher Increased collaboration

24 Our Aims Revisited Develop a better understanding of the language-related needs of our students Develop a better understanding of the language-related needs of our students Develop better strategies to meet the language needs of the students Develop better strategies to meet the language needs of the students Encourage more collaboration between language teachers and other subject teachers. Encourage more collaboration between language teachers and other subject teachers.

25 Have fun in your planning & teaching next year Thank you