1. © Crown copyright 200900045-2009CDO-EN Slide 1 CPDM 5: Bridging talk and text: formal talk Ensuring the attainment of more advanced learners of English as an additional language (EAL)

2. © Crown copyright 200900045-2009CDO-EN Slide 2 Aims To consider the similarities between formal talk and written text To consider how formal talk supports the development of academic writing To explore a range of learning activities and teaching techniques that bridge talk and text

3. © Crown copyright 200900045-2009CDO-EN Slide 3 A continuum of talk InformalFormal Playground talk Speaking to the boss Reading the news Presenting feedback to peers Giving a lecture

4. © Crown copyright 200900045-2009CDO-EN Slide 4 The mode continuum Text 1 Spoken-like text Situation-embedded Reference words (it, they, etc.) Text 2 Spoken-like text Situation-embedded Subject-specific words Text 3 Written-like text Less situation-embedded Text 4 Written-like text Not situation-embedded Nominalisation

5. © Crown copyright 200900045-2009CDO-EN Slide 5 What affects the way we speak and write? Audience Prior knowledge Writer’s purpose Text type Topic context/reader’s purpose Cultural context

6. © Crown copyright 200900045-2009CDO-EN Slide 6 A teaching and learning sequence Exploratory talk Report back to class Write recount text Active reading Speaking as an expert (formal) Analytical or discursive text

7. © Crown copyright 200900045-2009CDO-EN Slide 7 Modelling formal talk: the continuum debate Watch the video sequence of a Year 9 history lesson When you are asked to do so, use resource 1 to note down the kind of language that the teachers are modelling Each of you will be asked to concentrate on two sections of the resource

8. © Crown copyright 200900045-2009CDO-EN Slide 8 Formal talk activities In pairs or threes, you will be trying out one of these three approaches: Dictogloss Socratic talk ‘Fattening-up’ questions. Record your reflections on resource 5

9. © Crown copyright 200900045-2009CDO-EN Slide 9 Plenary and next steps On resource 5 note down at least five opportunities for you to use the approaches in your teaching over the next term/year. Ensure that you include at least two approaches out of: Dictogloss Socratic talk Continuum debate ‘Fattening up’ questions Modelling Using success criteria for formal language.

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