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Topic planning 2002/2003

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Content Language

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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 1:

Decide on the level you are going to work on.

S1S1

S2S2

S3S3

S4S4

S5S5

S6S6S7S7

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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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Presentation of content and language objectives

Presentation of content and language objectives

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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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Presentation of language strategies

Presentation of language 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.

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Have fun in your planning & teaching

next yearThank you