5 th  International Teachers’ Conference: October 28 th  – 30 th  2009 Teaching Science and Languages English as 1 st  Lan...
Outline <ul><li>English as a 1st language </li></ul><ul><li>Workshop 1 Introductions : Texts </li></ul><ul><li>Workshop 2 ...
Workshop 1 <ul><li>Thursday October 29 th  : 12.00 – 13.00 </li></ul><ul><li>Introductions : Texts </li></ul><ul><li>Prior...
Introductions <ul><li>Ice breaker </li></ul><ul><li>(Who teaches A/AS, IGCSE, and O level?) </li></ul><ul><li>Aims and out...
Prior knowledge <ul><li>‘ Word splash’ activity using passage on Fruit Bats (Handout 1.1) by David Attenborough. </li></ul...
Fruit bats biggest Reddish-brown Fox-like roosts shrouded High-pitched thousands squabbling sonar clean fan shrieks silhou...
 
 
 
 
Comprehending texts <ul><li>Prior knowledge </li></ul><ul><li>‘ Cues’ </li></ul><ul><li>Building a ‘mental model’ </li></u...
 
 
Features of texts / passages <ul><li>“ Concept maps” </li></ul><ul><li>Create a concept map which captures the concept, ‘A...
Activity on assessment objectives <ul><li>Review the lists of reading assessment objectives that are given in the A/AS, IG...
Assessment objectives 1 <ul><li>AS reading.  </li></ul><ul><li>Students should: </li></ul><ul><li>Identify distinguishing ...
Assessment objectives 2 <ul><li>‘ O’ level </li></ul><ul><li>Students should be able to: </li></ul><ul><li>Understand expl...
Assessment objectives 3 <ul><li>IGCSE </li></ul><ul><li>Students will be assessed on their ability to: </li></ul><ul><li>U...
What to do with texts? <ul><li>AS: identify  (O: ‘retrieve’) </li></ul><ul><li>distinguish variety of texts, function / co...
Features of texts <ul><li>AS: function  </li></ul><ul><li>context:  O level – situation, purpose, audience </li></ul><ul><...
Workshop 2 <ul><li>Thursday 29 th  October: 14.00 – 15.30 </li></ul><ul><li>Reading 1 </li></ul><ul><li>Preparing for read...
Preparation for reading <ul><li>Ideas: Concept map / web of main ideas in the passage </li></ul><ul><li>Materials: Graphic...
Preparing to read a text <ul><li>Devise the wording for a concept mapping task for your class, who are going to read the s...
Graphic outlines <ul><li>Recognising the organisation </li></ul><ul><li>Recognising the organisation and predicting the li...
Vocabulary <ul><li>Making a list of possibly difficult words. </li></ul><ul><li>Which ones are explained in the passage? <...
Workshop 3 <ul><li>Thursday 29th October: 16.00 – 17.30 </li></ul><ul><li>Reading 2 </li></ul><ul><li>Organising informati...
The structure and organisation of texts <ul><li>Recognising top-level structures </li></ul><ul><li>Seeing the overall plan...
Reading mark schemes <ul><li>AS level (Handout 3.2) </li></ul><ul><li>IGCSE (Handout 3.3) </li></ul>
Using assessment objectives <ul><li>TASK </li></ul><ul><li>Divide into groups according to which exam you are teaching for...
Workshop 4 <ul><li>Friday 30th October: 11.00 – 12.30 </li></ul><ul><li>Speaking and listening </li></ul><ul><li>Three-lev...
Three-level guides <ul><li>Try out a 3-level guide on the passage in Handout 4.1: “Adaptive radiation”.  </li></ul><ul><li...
Workshop 5 <ul><li>Friday October 30 th  : 13.30 – 15.00 </li></ul><ul><li>Writing </li></ul><ul><li>Creating texts </li><...
Creating texts <ul><li>Prose summaries </li></ul><ul><li>Note-form outlines </li></ul><ul><li>Answers to assignment questi...
Choices to be made before writing <ul><li>Form? (an essay or summary) </li></ul><ul><li>Content? (a specific topic) </li><...
Writing mark schemes <ul><li>AS level </li></ul><ul><li>Form, content and sense of audience </li></ul><ul><li>Structure: c...
Process writing <ul><li>Pre-writing </li></ul><ul><li>Planning </li></ul><ul><li>Drafting and redrafting </li></ul><ul><li...
Pre-writing <ul><li>“ Lost at sea” </li></ul><ul><li>Work on the Beaufort Scale. Combining words, pictures and measurement...
Workshop 6 <ul><li>Friday October 30 th  : 15.30 – 16.30 </li></ul><ul><li>Listening </li></ul>
Listening tasks <ul><li>Advance organisers? </li></ul><ul><li>Recordings: </li></ul><ul><li>Jane Goodall talking about chi...
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First language english power point presentation

  1. 1. 5 th International Teachers’ Conference: October 28 th – 30 th 2009 Teaching Science and Languages English as 1 st Language group
  2. 2. Outline <ul><li>English as a 1st language </li></ul><ul><li>Workshop 1 Introductions : Texts </li></ul><ul><li>Workshop 2 Reading 1 </li></ul><ul><li>Workshop 3 Reading 2 </li></ul><ul><li>Workshop 4 Speaking and Listening </li></ul><ul><li>Workshop 5 Writing </li></ul><ul><li>Workshop 6 Listening </li></ul>
  3. 3. Workshop 1 <ul><li>Thursday October 29 th : 12.00 – 13.00 </li></ul><ul><li>Introductions : Texts </li></ul><ul><li>Prior knowledge </li></ul><ul><li>Assessment objectives </li></ul>
  4. 4. Introductions <ul><li>Ice breaker </li></ul><ul><li>(Who teaches A/AS, IGCSE, and O level?) </li></ul><ul><li>Aims and outline of workshops </li></ul><ul><li>Expectations of the workshops </li></ul>
  5. 5. Prior knowledge <ul><li>‘ Word splash’ activity using passage on Fruit Bats (Handout 1.1) by David Attenborough. </li></ul><ul><li>Discuss implications </li></ul>
  6. 6. Fruit bats biggest Reddish-brown Fox-like roosts shrouded High-pitched thousands squabbling sonar clean fan shrieks silhouette flappings kilometres flutterings steadily course
  7. 11. Comprehending texts <ul><li>Prior knowledge </li></ul><ul><li>‘ Cues’ </li></ul><ul><li>Building a ‘mental model’ </li></ul><ul><li>Constructivist theory </li></ul>
  8. 14. Features of texts / passages <ul><li>“ Concept maps” </li></ul><ul><li>Create a concept map which captures the concept, ‘A text’ (written) or passage. </li></ul><ul><li>What features of texts need to be considered when we are talking about their meaning and impact? Show how these features might relate to each other. </li></ul>
  9. 15. Activity on assessment objectives <ul><li>Review the lists of reading assessment objectives that are given in the A/AS, IGCSE and O level syllabuses. (Handouts 1.2, 1.3, 1.4) </li></ul><ul><li>Groups A note what the students are expected to do with material from texts, e.g. distinguish, understand, collate etc. </li></ul><ul><li>Groups B note the features of texts that students are expected to recognise, e.g. Function, context, vocabulary, tone etc . </li></ul>
  10. 16. Assessment objectives 1 <ul><li>AS reading. </li></ul><ul><li>Students should: </li></ul><ul><li>Identify distinguishing features of passages, relate them to the function and context of the writing, and organise information in their answers; </li></ul><ul><li>Comment on aspects such vocabulary, figurative language, word-ordering and sentence structure, formality / informality of tone, and the communication of attitudes, bias or prejudice. </li></ul>
  11. 17. Assessment objectives 2 <ul><li>‘ O’ level </li></ul><ul><li>Students should be able to: </li></ul><ul><li>Understand explicit meanings, through literal and vocabulary questions. </li></ul><ul><li>Understand implicit meanings and nuances of language, through inferential questions and questions on writer’s craft. </li></ul><ul><li>Scan and analyse text, by identifying and summarising required information. </li></ul><ul><li>Identify and respond to main ideas of a text, and give a personal response to a theme in a text. </li></ul>
  12. 18. Assessment objectives 3 <ul><li>IGCSE </li></ul><ul><li>Students will be assessed on their ability to: </li></ul><ul><li>Understand and collate explicit meanings </li></ul><ul><li>Understand, explain and collate implicit meanings and attitudes </li></ul><ul><li>Select, analyse and evaluate what is relevant to specific purposes </li></ul><ul><li>Understand how writers achieve effects </li></ul>
  13. 19. What to do with texts? <ul><li>AS: identify (O: ‘retrieve’) </li></ul><ul><li>distinguish variety of texts, function / context </li></ul><ul><li> (O: ‘show awareness of’ ) </li></ul><ul><li>comment </li></ul><ul><li>IGCSE: understand </li></ul><ul><li>collate (O: ‘combine’) </li></ul><ul><li>explain </li></ul><ul><li>select (also, O) </li></ul><ul><li>analyse </li></ul><ul><li>evaluate, relevance (also, O) </li></ul><ul><li>‘ O’ level: also, appreciate </li></ul>
  14. 20. Features of texts <ul><li>AS: function </li></ul><ul><li>context: O level – situation, purpose, audience </li></ul><ul><li>vocabulary </li></ul><ul><li>figurative language </li></ul><ul><li>word ordering </li></ul><ul><li>sentence structure </li></ul><ul><li>tone (e.g. formality) </li></ul><ul><li>attitude (e.g. bias) , also IGCSE </li></ul><ul><li>IGCSE explicit meaning </li></ul><ul><li>implicit meaning </li></ul><ul><li>(specific) purposes </li></ul><ul><li>writer’s effects </li></ul><ul><li>‘ O’ level also, variety of texts e.g. informative </li></ul>
  15. 21. Workshop 2 <ul><li>Thursday 29 th October: 14.00 – 15.30 </li></ul><ul><li>Reading 1 </li></ul><ul><li>Preparing for reading </li></ul>
  16. 22. Preparation for reading <ul><li>Ideas: Concept map / web of main ideas in the passage </li></ul><ul><li>Materials: Graphic outlines – using heading , sub-headings and illustrations </li></ul><ul><li>Vocabulary </li></ul>
  17. 23. Preparing to read a text <ul><li>Devise the wording for a concept mapping task for your class, who are going to read the science text that you have been given. </li></ul><ul><li>Handout 2.1: Tectonic plates </li></ul>
  18. 24. Graphic outlines <ul><li>Recognising the organisation </li></ul><ul><li>Recognising the organisation and predicting the likely content </li></ul><ul><li>Handout 2.2: Atoms </li></ul><ul><li>Handouts 2.3 and 2.4: Graphic outlines </li></ul>
  19. 25. Vocabulary <ul><li>Making a list of possibly difficult words. </li></ul><ul><li>Which ones are explained in the passage? </li></ul><ul><li>Which are essential to understand the passage? </li></ul><ul><li>Vocabulary identification charts </li></ul><ul><li>Context clues? </li></ul><ul><li>Handout 2.5 The birth of epidemiology </li></ul><ul><li>Handout 2.6 Vocabulary frame </li></ul>
  20. 26. Workshop 3 <ul><li>Thursday 29th October: 16.00 – 17.30 </li></ul><ul><li>Reading 2 </li></ul><ul><li>Organising information </li></ul><ul><li>Using assessment objectives </li></ul>
  21. 27. The structure and organisation of texts <ul><li>Recognising top-level structures </li></ul><ul><li>Seeing the overall plan </li></ul><ul><li>Seeing main ideas and supporting detail </li></ul><ul><li>Diagrams as aids to understanding </li></ul><ul><li>Outlining </li></ul><ul><li>Handout 3.1 Extinction of dinosaurs. </li></ul>
  22. 28. Reading mark schemes <ul><li>AS level (Handout 3.2) </li></ul><ul><li>IGCSE (Handout 3.3) </li></ul>
  23. 29. Using assessment objectives <ul><li>TASK </li></ul><ul><li>Divide into groups according to which exam you are teaching for: A/AS, IGCSE, O. </li></ul><ul><li>Look at Handout 3.4 from IGCSE in Nov 2006, ‘In Patagonia’ (Bruce Chatwin). </li></ul><ul><li>Devise an activity whose purpose is to teach students the meaning of the AOs: </li></ul><ul><li>A/AS (AO1 & 2); O (R2); IGCSE (R4) </li></ul>
  24. 30. Workshop 4 <ul><li>Friday 30th October: 11.00 – 12.30 </li></ul><ul><li>Speaking and listening </li></ul><ul><li>Three-level guides </li></ul>
  25. 31. Three-level guides <ul><li>Try out a 3-level guide on the passage in Handout 4.1: “Adaptive radiation”. </li></ul><ul><li>Explain 3-level guides. Handout 4.2 </li></ul><ul><li>Then in groups devise a 3-level guide to a passage about the possibility of life on Mars (Handout 4.4). </li></ul>
  26. 32. Workshop 5 <ul><li>Friday October 30 th : 13.30 – 15.00 </li></ul><ul><li>Writing </li></ul><ul><li>Creating texts </li></ul><ul><li>A writing process </li></ul>
  27. 33. Creating texts <ul><li>Prose summaries </li></ul><ul><li>Note-form outlines </li></ul><ul><li>Answers to assignment questions (short and long) </li></ul><ul><li>Reports </li></ul><ul><li>Letters </li></ul><ul><li>Descriptions of processes and methods </li></ul><ul><li>Essays </li></ul>
  28. 34. Choices to be made before writing <ul><li>Form? (an essay or summary) </li></ul><ul><li>Content? (a specific topic) </li></ul><ul><li>Audience? (teacher, usually) </li></ul><ul><li>Purpose? (to record, report, persuade) </li></ul><ul><li>Length? </li></ul>
  29. 35. Writing mark schemes <ul><li>AS level </li></ul><ul><li>Form, content and sense of audience </li></ul><ul><li>Structure: consistent, appropriate, effective </li></ul><ul><li>Language / style / writing effects </li></ul><ul><li>Expression, including technical accuracy </li></ul><ul><li>Assessment criteria for AS (Handout 5.1) </li></ul>
  30. 36. Process writing <ul><li>Pre-writing </li></ul><ul><li>Planning </li></ul><ul><li>Drafting and redrafting </li></ul><ul><li>Editing </li></ul>
  31. 37. Pre-writing <ul><li>“ Lost at sea” </li></ul><ul><li>Work on the Beaufort Scale. Combining words, pictures and measurements. </li></ul><ul><li>(Handout 5.3) </li></ul>
  32. 38. Workshop 6 <ul><li>Friday October 30 th : 15.30 – 16.30 </li></ul><ul><li>Listening </li></ul>
  33. 39. Listening tasks <ul><li>Advance organisers? </li></ul><ul><li>Recordings: </li></ul><ul><li>Jane Goodall talking about chimpanzees </li></ul><ul><li>Richard Dawkins talking about evolution </li></ul>

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