1. Topic 3 Planning for integrating content-language teaching and learning

2. Planning for integrating content-language teaching and learning
Knowledge structures
Language
(text structures)
What are language objectives?
Why do we need language objectives?
How do we use language objectives to help students learn?
How do we write language objectives?

3. 1. What are language objectives?
Content 
Knowledge structures
Language
(text structures)
Definition
Classification
Description
Cause-effect
Sequence
Comparison 
Content learning objectives 
Language learning objectives
Students should be able to define/classify/ describe….
Students should be able to orally… /write an information report/ process explanation… 
Content obligatory language

4. 1. What are language objectives?
language objectives Vs content-obligatory language
Content-obligatory language (COL)
Language objectives:
COL chosen for language learning to produce the content

5. 2. Why do we need language objectives?
Content objective:
Students should be able to describe/define the functions of different parts of a microscope.
Knowledge structure:
description / definition
Content-obligatory language (language of description):
The mirror reflects light.
The mirror can reflect light.
The mirror is used to reflect light.
The mirror is for reflecting light.
Light is reflected by the mirror.
The use of the mirror is to reflect light.
etc.
 Too many different patterns for students to learn at the same time

6. 2. Why do we need language objectives?
A chosen / targeted language form for student learning and use (especially at junior levels):
Language objective:
Students should be able to define the functions of different parts of the microscope using the following pattern:
__________ is used to ________________.
The mirror is used to reflect light.
The eyepiece is used to _______________.
The objective lens is used to ____________.
The stage is used to __________________.
The coarse adjustment knob is used to _____________________.
The fine adjustment knob is used to _____________________.

7. 2. Why do we need language objectives?
Content objective:
Students should be able to compare/tell the colour changes when they add red cabbage extract to acids and alkalis.
Knowledge structure:
Cause-effect
Content-obligatory language (cause-effect):
When we put red cabbage extract into ____, the red cabbage extract changes from purple to red/green.
If we put red cabbage extract into ____, the red cabbage extract changes from purple to red/green.
Putting red cabbage extract into ____ changes its colour from purple to red/green.
The red cabbage extract changes from purple to red/green in ____.
The red cabbage extract will change from purple to red/green in ____.
The red cabbage extract changes from purple to red/green.

8. 2. Why do we need language objectives?
A chosen / targeted language form for student learning and use (especially at junior levels):
Content obligatory language: process description
Ventilation of the lungs is the process by which air is inhaled and exhaled.
When we inhale, air containing 21% oxygen enters the respiratory system through the mouth and the nose. The air passes through the larynx and the trachea into the two bronchi, which divide into many bronchioles. The air passes into these bronchioles, which connect to tiny sacs called alveoli. Gaseous exchange takes place in these alveoli. When we exhale, air containing less oxygen but much more carbon dioxide goes back from the alveoli to the bronchioles and then to the bronchi. From the bronchi, air goes back to the trachea and the larynx and then goes out of the respiratory system through the mouth and the nose.
Language objective:
Students should be able to use verbs and prepositional phrases in a process description to describe how air is ventilated in and out of our lungs

9. enters through the mouth and the nose
passes __________ the larynx and the trachea
___ the two bronchi
_________ these bronchioles
connect to tiny sacs called alveoli
goes ________
_____________

10. 2. Why do we need language objectives?
A target for students’ language output (production)
in exams;
to learn the content (through the language);
can learn better by using (speaking and writing) the language;
to learn the language.

11. 3. How do we use language objectives to help students learn (content & language)?
Teacher consciously uses the language (objectives) [+content obligatory language] to explain;
Teacher explicitly writes and shows the language (objectives) on the board / powerpoint etc.;
Teacher explicitly tells the students that they should learn the language (objectives) to make content meaning;
Teacher requires students to orally use the language (objectives) in class (to answer questions, in pairs to each other, in groups etc.)
Teacher requires students to write the language (objectives) in worksheets, homework etc.
 Learning activities (information transfer activities)

12. enters through the mouth and the nose
passes __________ the larynx and the trachea
___ the two bronchi
_________ these bronchioles
connect to tiny sacs called alveoli
goes ________
_____________

13. 3. How do we use language objectives to help students learn (content & language)?
Ventilation of the lungs is the process by which air is inhaled and exhaled.
When we inhale, air containing 21% oxygen enters the respiratory system through the mouth and the nose. The air passes through the larynx and the trachea into the two bronchi, which divide into many bronchioles. The air passes into these bronchioles, which connect to tiny sacs called alveoli. Gaseous exchange takes place in these alveoli. When we exhale, air containing less oxygen but much more carbon dioxide goes back from the alveoli to the bronchioles and then to the bronchi. From the bronchi, air goes back to the trachea and the larynx and then goes out of the respiratory system through the mouth and the nose.

14. 3. How do we use language objectives to help students learn (content & language)?
Information transfer activities (speaking, writing):
Fish
Amphibians
Reptiles
Birds
Mammals
Body covering (is covered with)
scales
damp skin
dry skin and horny scales
features
hair or fur
Breathing (breathe with)
gills
gills and lungs
lungs
Reproduction
(reproduce by)
laying eggs
giving birth to live babies
Body temperature
cold-blooded
Vertebrates can be classified into five groups: fish, amphibians, reptiles, birds and mammals. The body of fish _____________ scales. They __________ gills. They reproduce by __________. They are _______________.

15. 4. How do we write language objectives?
Specify exactly how students have to use language (use behavioral / assessable / doable terms)
Students should be able to
write a process explanation to explain…
orally describe/give examples of…
use prepositional phrases / causal verbs in a process explanation to explain…
(NOT know, understand, recognise)

16. Key language used by teacher or students
4. How do we write language objectives?
The language objectives must correspond to the content objectives
Class level:
Subject:
Topic:
Subj-topic:
Content objective(s): Students should be able to…
classify vertebrates into 5 groups according to the criteria of body covering, breathing method, reproduction method and body temperature.
Language objective(s):
describe vertebrates using ‘are covered with’, ‘breathe with’ and ‘reproduce by’.
define the 5 types of vertebrates
Relevant Prior knowledge:
Time
Procedure
Key language used by teacher or students
Language scaffolding 

17. Key language used by teacher or students
4. How do we write language objectives?
The language objectives must correspond to the content objectives
Class level:
Subject:
Topic:
Subj-topic:
Content objective(s): Students should be able to…
classify vertebrates into 5 groups according to the criteria of body covering, breathing method, reproduction method and body temperature.
Language objective(s):
write an information report to classify vertebrates into 5 groups using ‘are covered with’, ‘breathe with’, ‘reproduce by’ and ‘are warm/cold-blooded’ to describe the 4 key features of classification.
Relevant Prior knowledge:
Time
Procedure
Key language used by teacher or students
Language scaffolding 