Topic planning

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Topic planning 2003/2004
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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. Design a written or oral/listening
   task to assess output
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.
S4
S2
S3
S1
S5
S6
S7
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Step 2 Select a topic.
Classification of rocks ?
Renaissance ?
Probability ?
Following a recipe ?
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8 steps to work out topic planning
Step 3 Subdivide the topic into sub-topics.
Topic Probability

• Sub-topics
• The idea of probability
• Definition of an event
• Defining the possible outcomes and favourable
  outcomes of a certain event
• The probability of an event (I)
• The probability of an event (II)

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8 steps to work out topic planning
Step 4 Decide on the content objectives of each
sub-topic.
Sub-topic Content objective
The idea of probability Students should be able to Define probability Use the following words to describe the chance or likelihood of something that will happen. Event dependent,, independent, chance likely, unlikely, certain, impossible,
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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.
Students should be able to use vocabulary and
cookery terminology correctly. Eg. scramble ,
bake, soak
H.E.
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Students should be able to use appropriate
prepositions to describe
Geog.
The scale of the map is 1 to 20,000. The
gradient of the main road is 1 in 3.
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120,000
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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
Geog.
Students should be able to compare and contrast
two types of volcanoes by using connectives and
comparative degree.
e.g. Acid volcano is made up of acid lava while
basic volcano is made up of basic lava. Acid lava
contains more silica and is more viscous. It
cannot flow too far away. But basic lava contains
less silica and is less viscous. It can flow for
a long distance before it solidifies. Therefore,
acid lava cones have a narrower base and are with
steeper and convex slopes whereas basic lava
cones have a broader base and are with gentler
and concave slopes.
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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 an Observation
/Reading Report after some library research
Geog./Hist/ Chem/I.S.
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Chemistry/ IS/ Biol
Aim To investigate
Hypothesis ( present tense / future tense )
Procedure ( past tense passive voice )
Result graphic form
Discussion ( present tense )
Conclusion ( present tense )
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• Step 6 Match the content objectives with the
  language objectives
• Now, work out the plan for a particular topic
  which you will teach students in the very near
  future.
• Write the subject, level and topic.
• Decide on the content objectives.
• Plan 2-3 language objectives that best match the
  content objectives
• Get ready for a very brief presentation of about
  2 minutes.

Please finish 1-3 within 10 minutes. Thanks ?
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8 steps to work out topic planning
Step 6 a) Suggest possible strategies that best
help students achieve such goals.
B) Include a written or oral task to assess
output
Sub-topic Content objectives Language objectives Strategies
Igneous rocks Students should be able to identify the type of igneous rock from their characteristics. Students should be able to pronounce and spell the words rhyolite, granite, porphyry, coarse-grained, hexagonal columnar joints, etc. and describe the characteristics by using simple sentences. Information gap 3 Ss in a group. Each Ss has a worksheet with some information but not all. They have to finish the WS by asking group members for information.
Word level
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Worksheet for Student 2
Information gap
Granite Porpyhry Rhyolite
Q.1
Q.2
Q.3
Q.4
Q.5
Q.6
Q.7
Information given
Worksheet for Student 3
Worksheet for Student 1
Granite Porpyhry Rhyolite
Q.1
Q.2
Q.3
Q.4
Q.5
Q.6
Q.7
Granite Porpyhry Rhyolite
Q.1
Q.2
Q.3
Q.4
Q.5
Q.6
Q.7
Information given
Information given
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8 steps to work out topic planning
Step 6 a) Suggest possible strategies that best
help students achieve such goals.
B) Include a written or oral task to assess
output
Sub-topic Content objectives Language objectives Strategies
Igneous rocks Students should be able to classify igneous rocks according to their formation. Students should be able to make a simple sentence by using the pattern below. e.g. Granite is a kind of _______ rock. e.g. Porphyry is a kind of _______ rock. Structured overview Ss classify the types of rocks by arranging pieces of paper in an organized way.
Sentence level
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Structured overview
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8 steps to work out topic planning
Step 6 a) Suggest possible strategies that best
help students achieve such goals.
B) Include a written or oral task to assess
output
Sub-topic Content objectives Language objectives Strategies
Igneous rocks Students should be able to describe the classification of granite. describe the characteristics of granite and relate these to the reasons behind. Tell where granite can be found in HK. Students should be able to describe the classification in a sentence. make sentences using connectives to show cause and effect. use passive voice to show the location where granite can be found. Writing task information report Ss write an information report on classification, characteristics and occurrence of granite in HK
Paragraph/text level
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An information report
Classification
Granite is a kind of intrusive igneous
rock. Granite is coarse-grained because it is
formed deep beneath the earths surface. Magma
cools slowly and allows minerals to grow in size.
It is light in colour because it contains more
silica. It is also less resistant to weathering
and erosion because it is well-jointed. Granite
can be found in Tuen Mun, Tai Lam Chung, Cheung
Chau and Lamma Island.
Characteristics
Occurrence
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Work out a few language strategies you can use to
achieve your language objectives for the same
sub-topic. Include a written or oral /listening
task to assess output

• Tips
• Remember the four skills
• Speaking
• Listening
• Reading
• Writing
• Or a combination of these skills
• Remember the games and activities that you have
  enjoyed in the ESL course

Youll have 5 minutes to come up with some
strategies. Get ready for a one-minute
presentation of your strategies
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Presentation of language objectives and
language strategies
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Step 7. Decide whether the language objectives
needs to be expanded or reinforced in the English
lesson

• Step 8
• Decide on the modes of cross curricular
  collaboration and joint planning
• Refer to Between Unit Readings
• P. 346-347 and 357-363

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Our Goal revisited
Language teacher
Subject teacher

• Cross-curricular collaboration and co-operation

Increased collaboration
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Our Aims Revisited

• Develop a better understanding of the
  language-related needs of our students
• Develop better strategies to meet the language
  needs of the students
• Encourage more collaboration between language
  teachers and other subject teachers.

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For 2004/2005

• Have fun in your planning teaching
• Thank you