1 topic planning 2002/2003. 2 contentlanguage 3 8 steps to work out topic planning 1.decide on the...
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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
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Step 2:
Select a topic.
Renaissance ?Renaissance ?
Assets and Liabilities
Assets and Liabilities
TexturesTextures Specialisation?Specialisation?
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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
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Step 3:
Subdivide the topic into sub-topics.
Topic: Visual Elements
Sub-topics:
• Line
• Shape
• Colours
• Patterns
• Textures
• Product—toy making
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Step 4:
Decide on the content objectives of each sub-topic.
Sub-topic Content 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
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Step 4:
Decide on the language objectives of each sub-topic.
Sub-topic Language 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-----
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Step 5:
Match the language objectives with the content objectives.
Sub-topic Content objectives Language 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
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Tips for deciding on the language objectives :
1. Word level
2. Sentence level
3. Paragraph level
4. Text level
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Language objectives at word level -- examples
I.S.Students should be able to pronounce and spell the words “density” , “mass” and “volume”.
ArtStudents 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
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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
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Language objectives at paragraph level -- examples
EconStudents 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 , ________.
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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.
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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 aReading Report after some library research
History
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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 Please finish 1-3 within 15 minutes. Thanks
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Step Six Decide on the language strategies to achieve these goals. Match the strategies to the language objectives
Sub-topic Content Objectives Language 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
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Now get into groups according to your own subject Work 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
skillsRemember 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
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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. 346-347 and P. 357-363)
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Our Goal revisited Our Goal revisited
Cross-curricular Cross-curricular collaboration and collaboration and co-operationco-operation
Language teacher
Subjectteacher
Increased collaboration
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Our Aims RevisitedOur Aims Revisited Develop a better Develop a better
understanding of the understanding of the language-related language-related needs of our studentsneeds of our students
Develop better Develop better strategies to meet the strategies to meet the language needs of the language needs of the studentsstudents
Encourage more Encourage more collaboration between collaboration between language teachers and language teachers and other subject teachers.other subject teachers.