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Using a cross-curricularapproach for organizing

language learning

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How do children learnmore effectively?

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1) What is topic work?

2) How topics can be used as a abasis forplanning and organizing languagelearning.

3) How to organize topic work

4) The benefits and problems of using topicwork.

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AIM:

The aim of this chapter is to anable you todecide on the relevance of topic work foryour own context.

To provide you with ideas on implementing

topic work.

To encourage you to reflect on your ownapproach to teaching young learners.

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Its a way of organizing childrens learning andlanguage learning around topics or themes ofinterest to children.

A topic web might be very useful.

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In the process, children are using English in apurposeful way to find out and do things which havemeaning and interests for them and to communicatethe results to others.

It integrates language learning with childrens subjectlearning.

It involves students in activities which focus on

meaning, experiencing things at first hand using theirsenses and which capitalize on their desire tosocialize with others.

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We will consider how toorganize and plan for a wholeseries of lessons all linked to

one topic.

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Whatever the situation might be there willalways be some decisions or choices that

teachers can make:

The order in which to do the topics.

What activities to include. How long to spend.

How to involve children.

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TASK 1:Work on the questions on pg. 120

(Task 1)

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Talk to a partner about how these factors may influence yourchoice of activities:

Students interest. Ss. Conceptual level Time avaliable to do the topic work Level of language needed to do the activity Level of cognitive challenge Potential for encouraging pupil involvement and

participation. Pupils language needs. Resources avaliable to do the activity. Syllabus Potential for linking with other activities.

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Task 2: SEQUENCING ACTIVITIES

Look at pg. 122 and work with a partneron task 2

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The way we sequence activities may affect theway children respond to and process information inthe activities.

Some criteria to be used in sequencing activities:

Moving from receptive to productive skills.

Activity dependency Cognitive complexity.

Moving from linguisitically controlled to more free.

Going from concrete to abstract.

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When working on different activities childrenwill produce different kinds of outcome:

A story, a drawing, a play, a correct guessetc.

Work on task 3 on pg. 124 in your textbook

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