ANANGU EDUCATION CONFERENCE

ANANGU EDUCATION CONFERENCE
ALICE SPRINGS June / July 2003 ESL STRATEGIES: MIDDLE YEARS Scales 1 – 13 (5 - 8)

Sociocultural Context
Model of Language Text in Context Sociocultural Context Genre The model of language in the ESL Scope and Scales has at its broadest level, a sociocultural context. The sociocultural context includes the diverse range of values, beliefs and behaviours of the culture. This results in texts which are typical of the culture. These typical texts are called genres. In education these might be recounts, procedures, arguments etc. Diagrammatically we can represent this in a circular diagram, as an outer circle. The next level of the model is the situational context. A genre can vary according to the particular context of the situation inside the culture. So a procedure in science might be different than a procedure in home economics and similarly a procedure in year 9 science would be different than a procedure in year 11 science. Three variables have been identified within the situational context. Situational Context Tenor Field Mode site leadersESL Scope and Scales PD Package

Field Continuum everyday fields………...specialised fields……highly technical fields One variable involves the content or topic, the informational element of a text. This variable is called the “what” or the field. Fields vary in degree of technicality and it helps to see this along a continuum. At one end, fields are concerned with the ‘everyday’, in the middle, the fields are becoming specialised and at the other end, fields are quite technical. site leadersESL Scope and Scales PD Package

Tenor Continuum equal status ……………….…………….. great difference in status
familiar …….………………………………...……………..very distant great deal of emotional expression……..little emotional expression Another variable is the positioning of the author or speaker and the interaction between the author or speaker and the audience. This interpersonal element is called the “who” or the tenor. The relationship is shaped by status, degree of contact, and degree of emotional involvement, as the continuum shows. site leadersESL Scope and Scales PD Package

Mode Continuum most spoken………………….…………….....… most written
The final variable relates to the medium of communication. This variable is called the “what” or the mode. Mode can be seen as occurring along a continuum, from spoken to written. At one end of the continuum, there is the most spoken mode which usually happens face-to-face. The other end of the continuum is the most written mode, which usually happens at a great distance from the audience. In the middle of the continuum, spoken and written language overlap, so some texts are spoken-like but written (eg an or narrative) or written-like but spoken (eg an oral presentation). In addition, the use of technology, will have a bearing on the communication. Information situated on a website using printed text, movement, sound and colour will be different from the same information presented in writing on paper. site leadersESL Scope and Scales PD Package

Model of Language Text in Context Language Situational Context
Sociocultural Context Sociocultural Context Genre Genre The Language Model has genre at the sociocultural context and field, tenor, mode are the variables in the situational context. Each of these components: genre, field, tenor, mode, are expressed through different groupings of language features. Situational Context Tenor Tenor Mode Field Mode Field site leadersESL Scope and Scales PD Package

resources in the English language Field
Text in Context Language Sociocultural Context Genre broader strand more specific strand resources in the English language Situational Context Field It is on this understanding of language that the ESL Scope and Scales are organised through genre, field, tenor, mode and two strands: Text in Context and Language. The two strands are directly related: the Text in Context strand, the broader strand, outlines the range of contexts and texts that learners of ESL are expected to interact in. The Language strand is the more specific strand, and consists of the English language features - and non-verbal elements - that will express the Text in Context strand. Learning about and learning to use language strategies are incorporated in the two strands. In the following presentation we will look at the features of each section of the model and see the increasing complexity across the Scales. We will start with Genre: Text in Context. Tenor Mode site leadersESL Scope and Scales PD Package

Mode Tenor Field Genre Language Text in Context foregrounding
coherence voice and tense print conventions textual element spoken to written multimodal texts Mode modality appraisal speech functions idioms non-verbal elements interpersonal element formality to familiarity Tenor verbs noun groups nominalisations circumstances topic specific vocabulary informational element everyday to technical vocabulary Situational Context Field Sociocultural Context Genre Language Text in Context range of genres purposes structure language choices - structure texts build cohesion expand sentences Here then is the model of language which underpins the ESL Scope and Scales. site leadersESL Scope and Scales PD Package

range of genres purposes structure Text in Context Language Genre
Sociocultural Context Genre range of genres specific purposes structure cohesion language choices - structure texts cohesive Situational Context Field the ‘what’, or content its informational elements range from everyday to technical vocabulary word groups and phrases the verbs participants circumstances At the sociocultural level, or the genre level, the Text in Context strand records the range of genres, their specific purposes and their structure. In the next set of slides we will look with more detail into each of these. Tenor the ‘who’ interpersonal elements deal with formality, familiarity and attitude the language choices who questions or commands how degrees of certainty expressed. Mode the ‘how’ its textual elements deal with the range of spoken, written and multimodal texts the language choices -organise texts focus foregrounding site leadersESL Scope and Scales PD Package

language choices - structure texts build cohesion expand sentences
Text in Context Language language choices - structure texts build cohesion expand sentences language choices - structure texts expand sentences build cohesion Sociocultural Context Genre the range of genres purposes structure Situational Context Field the ‘what’, or content its informational elements range from everyday to technical vocabulary word groups and phrases the verbs participants circumstances From the Text in Context strand we move to the Language strand. Because of the links between the two strands, the Language strand for Genre focuses on the language features to structure texts, to build cohesion (that is to hold texts together), and the language to expand information in sentences. We will examine each of these in turn. Tenor the ‘who’ interpersonal elements deal with formality, familiarity and attitude the language choices who questions or commands how degrees of certainty expressed. Mode the ‘how’ its textual elements deal with the range of spoken, written and multimodal texts the language choices -organise texts focus foregrounding site leadersESL Scope and Scales PD Package

Teaching Learning Cycle
lists patterns of use patterns in texts exercises use explore alternatives

phrases of time to organise a recount a range of linking conjunctions
O.K (clears throat) Morning. My name’s Raisa…..ah, I would like to talk about my, high school visit. Mmmm, last two days I went to visit high school….uh…. I and my sister catch the bus from home to school. It took about 10 minutes from my house (long pause) and we arrived there and we didn’t know where the front office was so - but we were lucky we saw one boy who was from this school before. … The first day was Monday…ummm… they took me around the school (pause), women’s toilet and water taps. They took me to the library because it was a free lesson. They let me, ummm (long pause) the next day we did goods lesson and ……….. where English room …… and photographing was really interesting. ……… The last day on Wednesday I supposed to go to went for visit but we went to the soccer with Mr ……. It was a good day, too. Genre: Scale 6 phrases of time to organise a recount a range of linking conjunctions common binding conjunctions

Genre: Scale 6 use conjunctions to organise texts a range of linking conjunctions: then, but, or, so, and a range of binding conjunctions: because, when, before, after reference items

Genre: Scale 7 use conjunctions to organise texts a range of linking conjunctions: then, but, or, so, and reference items

Genre: Scale 8 subheadings in a report common binding conjunctions reference items

Strategies Scales 5 -8 Genre: Structure – Time phrases Saturday………church Sunday………. camping Monday……….school 1. List events 2. Order I went to school. I went camping. I went to church. On Saturday On Sunday On Monday 3. Sentences On Saturday I went to church. On Sunday I went camping. On Monday I went to school. 4. Cloze using a list. On Saturday I……...……… On Sunday I ……….. On Monday I …………….

1. Order events or pictures on a timeline – label pictures
Strategies Scales 5 - 8 Genre: Structure – Conjunctions got up brushed teeth went to school 1. Order events or pictures on a timeline – label pictures 2. Order I went to school. I brushed my teeth. I got up. 1. I got up. 2. I brushed my teeth. 3. I went to school. First Then 3. Sentences First I got up. Then I brushed my teeth. Then I went to school. 4. Cloze using a timeline. …………I studied English. ……… I played outside. ……….. I studied Maths.

7.30 = before 8am = at 8.30 = after 7.30 to 8.30 = from
Strategies Scales 5 - 8 Genre: Structure – Time Words and Conjunctions Time phrases before at after 7.30 = before 8am = at = after to 8.30 = from 8am 2. Ordering sentences Then I studied English. Before school I played outside with my friends. At 9 o’çlock I went inside. I came to school at 8am. 3. Cloze using timetable 7.30 – 8.30 am play I played …… 8 am school I went to school …… 9am inside I went inside ……. 9.00 … English I studied English ….

Strategies Scales 5 - 8 Genre: Structure – Action Words - Procedure 1. Play bingo with actions, ingredients and utensils for cooking. 2. Follow spoken instructions and order pictures of actions. Label each picture with an action verb: stir, pour, boil… 3. Listen again to the spoken instructions and complete the table action how long what 4. Write instructions from the table. 5. Colour the action words and notice their position. Compare with a recount. 6. Cut and jumble the sentences and give to another student to order. 7. Complete a cloze of the instructions. 8. List new ingredients. 9. Observe, discuss and write new instructions.

Strategies Scales 5 - 8 Genre: Structure – Topic words - Report 1. List singular and plural forms of words 2. Talk about specific and general nouns 3. Compare sentences A cat has fur. Cats have fur. My cat has fur. 4. Compare texts with the different sentences. 5. Colour the form of noun in reports 6. Be specific about the form of verb needed for a report.

Strategies Scales 5 - 8 Genre: Cohesion – Reference Items Understanding of reference items Where is her book? Put it there. Once upon a time there lived a lady. Her name was Sadie. She lived in a house. It was a pretty one 2. Tracking participants in a short text 3. Cloze Once upon a time there lived a man. ………. name was Bob. …….. lived in a caravan. …….. was new. 4. Compare the pattern of reference items between a recount and a procedure. 5.Colour use of reference items in own texts.

Genre: Cohesion – Reference Items
Strategies Scales 5 - 8 Genre: Cohesion – Reference Items the and textual items 1. Track reference items There was a group of people from Adelaide at the school. The group came to talk about drugs. We put flour and water in a bowl. Then we stirred the mixture. My mum’s got a new car. She says it’s great. 2. Cloze There is a new truck at the store. ……… belongs to.. We travelled to Alice Springs in May. …… trip was long.

Genre: Expansion - linking conjunctions – so
Strategies Scales 5- 8 Genre: Expansion - linking conjunctions – so Illustrate sentence pattern: It was raining when I got up so I got an umbrella. I was hungry when I got up so I ate some bread. I was sad when I got up so I played with my friend. Complete sentence starters I didn’t feel well this morning so …. 3. Watch Mr Bean and answer True or False He lost his keys so he looked for them in the grass. He was hungry so he climbed through a window to get food. 4. Diagrams Draw diagrams from sentences and write sentences from diagrams got up rain umbrella

Genre: Expansion - binding conjunctions – because
Strategies Scales 5- 8 Genre: Expansion - binding conjunctions – because Illustrate sentence pattern: I got an umbrella because it was raining when I got up. I ate some bread because I was hungry when I got up Complete sentence starters I didn’t come to school this morning because… 3. Matching He caught a bus because he was sick. He went home because he wanted to visit his aunt. 4. Diagrams Draw diagrams from sentences and write sentences from diagrams got up rain umbrella

Genre: Expansion - binding conjunctions –
Strategies Scales 5 - 8 Genre: Expansion - binding conjunctions – when, before, after Illustrate sentence pattern: I noticed he had lost his bag when I had to pay for lunch. He ate some bread before he went out. After the rain stopped we went for a walk. 2. Write the parts of the sentence on paper and move the parts around. Observe the word order. 3. Complete the sentence After the rain stopped ……………… Before I came to school………… 4. Substitute the conjunction Change the conjunction and show the event on a timeline.

Genre: Expansion - binding conjunctions –
Strategies Scales 5 - 8 Genre: Expansion - binding conjunctions – relative pronouns Match The woman when The house in which The day who The letter that 2. Compare the information Children who don’t wear hats get sunburnt Children, who don’t wear hats, get sunburnt. 3. Complete the sentence The woman…………………………. is Sarah’s mother. The woman, …………………….., is Sarah’s mother. 4. Recognise ellipsed relative pronouns The woman I met at the party. 5. Produce own sentences based on a text / context.

informational element everyday to highly technical Field
Text in Context Language Sociocultural Context Genre the range of genres specific purposes structure and cohesion language choices - structure texts cohesive informational element everyday to highly technical Situational Context Field language choices - structure texts expand sentences build cohesion word groups and phrases the verbs participants circumstances The next component we will look at is Field in Text in Context. Here we have moved from the sociocultural context to the situational context. We now begin looking at the variables within a situation. As we saw previously, Field deals with the ‘what’ or content. It is the informational element. Field ranges from the everyday to the highly technical. Tenor the ‘who’ interpersonal elements deal with formality, familiarity and attitude the language choices who questions or commands how degrees of certainty expressed. Mode the ‘how’ its textual elements deal with the range of spoken, written and multimodal texts the language choices -organise texts focus foregrounding site leadersESL Scope and Scales PD Package

topic specific vocabulary Field
Text in Context Language Sociocultural Context Genre the range of genres specific purposes structure and cohesion language choices - structure texts cohesive verbs noun groups nominalisations circumstances topic specific vocabulary Situational Context Field informational element everyday to technical vocabulary the verbs participants circumstances From the Text in Context strand we move to the Language strand. Because of the links between the two strands, the Language strand for Field contains the language features which carry information about a topic. These are the verbs (verbs), the noun groups, nominalisations, circumstances and topic specific vocabulary. Tenor the ‘who’ interpersonal elements deal with formality, familiarity and attitude the language choices who questions or commands how degrees of certainty expressed. Mode the ‘how’ its textual elements deal with the range of spoken, written and multimodal texts the language choices -organise texts focus foregrounding site leadersESL Scope and Scales PD Package

Field: Scale 6 verbs actions circumstances location noun groups number
O.K (clears throat) Morning. My name’s Raisa…..ah, I would like to talk about my, high school visit. Mmmm, last two days I went to visit high school….uh…. I and my sister catch the bus from home to school. It took about 10 minutes from my house (long pause) and we arrived there and we didn’t know where the front office was so - but we were lucky we saw one boy who was from this school before. … The first day was Monday…ummm… they took me around the school (pause), women’s toilet and water taps. They took me to the library because it was a free lesson. They let me, ummm (long pause) the next day we did goods lesson and ……….. where English room …… and photographing was really interesting. ……… The last day on Wednesday I supposed to go to went for visit but we went to the soccer with Mr ……. It was a good day, too. Field: Scale 6 verbs actions circumstances location noun groups number classifiers technical vocabulary comparatives

Field: Scale 6 verbs: action circumstances: time, location noun groups: classifiers technical vocabulary

circumstances: location noun groups technical vocabulary
Field: Scale 7 verbs: action circumstances: location noun groups technical vocabulary site leadersESL Scope and Scales PD Package

circumstances: location noun groups technical vocabulary
Field: Scale 8 verbs: action circumstances: location noun groups technical vocabulary nominalisations site leadersESL Scope and Scales PD Package

Strategies Scales 5 - 8 Field: Noun groups Word groups: build groups following the pattern one car one old brown car one old brown car in the street one old brown Holden car in the street 2. Deconstruct the order and build groups of words number opinion fact classifier key concept qualifier 3. Multiple choice from a story or picture Is she wearing a big yellow hat or a small blue hat? 4. Describing people A student with one set of pictures describes them to another student with another set, to put them in the same order. 5. Draw a 3 legged wooden stool with a fur top. 6. Experiment with the effect of positive and negative describers: sweet smelling /smelly

Strategies Scales 5 - 8 Field: Noun groups with qualifiers Word groups: build groups following the pattern one car one old brown car one old brown Holden car one old brown Holden car in the street 2. Deconstruct the order and build groups of words number opinion fact classifier key concept qualifier 3. Multiple choice Is it the old car in the street or is the old car in the school? 4. Experiment with the effect of different qualifiers 5. Describing people and objects A student describes objects and pictures to give clear instructions of where to place them

Strategies Scales 5 - 8 Field: Comparatives Word lists adjective comparative form superlative form nice nicer than the nicest happy happier than the happiest good better than the best a lot more than the most 2. Contextualise use statistics or objects to make true statements 3. True or false Respond to statements based on statistic, objects etc 5. Interview Model questions and answers, requiring comparatives or superlatives, about students lives One student prepares questions and interview another student Report back orally and in writing: Dan likes Darwin better than Alice Springs.

Strategies Scales 5 - 8 Field: Circumstances - location Follow instructions Draw a book near the vase. Draw a ball under the table. Draw a man behind the flower. 2. Answering questions Is the vase on the table? Is the vase under the table? Is the vase next to the table? 3. Describe a picture. next to in behind The car is …… the garage. The fence is ……. the tree. The tree is …….. the house.

Strategies Scales 5 - 8 Field: Circumstances - location Questions Where is the vase? Where is the ball? Where is the clock? Where are the flowers? Noughts and crosses in behind next to in front near on between under over

(quickly, slowly, quietly)
Strategies Scales 5 - 8 Field: circumstances - manner Labelling Use a sentence structure He is ………..ing …….. (quickly, slowly, quietly) to describe the actions of a character in a video

Strategies Scales 5 - 8 Field: verbs Colour the verbs in sentences. Illustrate the verbs. Group the verbs. You may get thinking, doing, saying, being verbs. Find examples of verbs that have more than one meaning eg I see Compare the types of verbs in recounts, reports and procedures. Cloze exercise for verbs.

Strategies Scales 5 - 8 Field: technical vocabulary Start with what the students know Match the known words with new vocabulary Discuss similarities and differences with other known vocabulary Use the vocabulary in modelled, jointly constructed texts Ask questions to check comprehension of the new vocabulary Use the new vocabulary in new contexts

Field: nominalisations
Strategies Scales 5 - 8 Field: nominalisations Complete a table 2. Change a sentence using a verb to a noun I hope that I can pass. My …….. is ……. Colour nominalisations in a text. Answer questions requiring nominalisations. Word Nominalisation to hope verb Hope to know Knowledge to surprise The surprise

interpersonal element familiar to formal Tenor
Text in Context Language Sociocultural Context Genre the range of genres specific purposes structure and cohesion language choices - structure texts cohesive Situational Context Field the ‘what’, or content its informational elements range from everyday to technical vocabulary word groups and phrases the verbs participants circumstances The next component we will look at is Tenor in Text in Context. This is the second situational variable. As we saw previously, Tenor deals with the ‘who’ or the position and engagement of the author. It is the interpersonal element. interpersonal element familiar to formal Tenor the ‘who’ interpersonal elements deal with formality, familiarity and attitude the language choices who questions or commands how degrees of certainty expressed. Mode the ‘how’ its textual elements deal with the range of spoken, written and multimodal texts the language choices -organise texts focus foregrounding site leadersESL Scope and Scales PD Package

Text in Context Language Genre Field modality appraisal
Sociocultural Context Genre the range of genres specific purposes structure and cohesion language choices - structure texts cohesive Situational Context Field the ‘what’, or content its informational elements range from everyday to technical vocabulary word groups and phrases the verbs participants circumstances modality appraisal speech functions idioms non-verbal elements Tenor the ‘who’ of a context and text, its interpersonal element, across the continua of distance, affect and status, is expressed though these language groups: modality, appraisal, speech functions, idioms and non-verbal elements. Tenor interpersonal element formality, familiarity and attitude non-verbal elements speech functions modality attitudinal lexis idioms Mode the ‘how’ its textual elements deal with the range of spoken, written and multimodal texts the language choices -organise texts focus foregrounding site leadersESL Scope and Scales PD Package

Tenor: Scale 6 modality evaluative language
O.K (clears throat) Morning. My name’s Raisa…..ah, I would like to talk about my, high school visit. Mmmm, last two days I went to visit high school….uh…. I and my sister catch the bus from home to school. It took about 10 minutes from my house (long pause) and we arrived there and we didn’t know where the front office was so - but we were lucky we saw one boy who was from this school before. … The first day was Monday…ummm… they took me around the school (pause), women’s toilet and water taps. They took me to the library because it was a free lesson. They let me, ummm (long pause) the next day we did goods lesson and ……….. where English room …… and photographing was really interesting. ……… The last day on Wednesday I supposed to go to went for visit but we went to the soccer with Mr ……. It was a good day, too. Tenor: Scale 6 modality evaluative language

Tenor: Scale 7 evaluative language

Tenor: Scale 8 modality language appropriate to the context evaluative language idioms

Modality: Offers and Commands
Strategies Scales 5 - 8 Modality: Offers and Commands 1. Compare the meanings of Can I help you? Can I have your book? Give me your book. Explore the relationship between the response, speaker and the listener. 2. Use pictures Complete speech bubbles with offers and commands for a range of pictures, including pictures from story books. 3. Video exchanges between people and explore the type of language used

Modality: Obligation and Certainty
Strategies Scales 5 - 8 Modality: Obligation and Certainty 1. Compile statements with degrees of obligation you might like to you must 2. Compile statements with degrees of certainty you might It is likely that I will 3. Script exchanges with degrees of certainty and obligation and role play. Discuss the impact of the changes. 4. Video exchanges between people and explore the type of language used.

Tenor: feeling and attitude Cloze like don’t like I ………….. ice cream.
Strategies Scales 5 - 8 Tenor: feeling and attitude Cloze like don’t like I ………….. ice cream. I ………… winter. 2. Find someone who Find someone who likes winter. Find someone who doesn’t like icecream. 3. Rehearse Do you like….? Yes I do. No I don’t 4. Report back Who likes ice cream? Sue likes icecream. Who likes winter? Dan and Bill like winter. 5. Experiment with intonation and the use of very, so, much, really.

Tenor: feelings and attitudes Synonyms Compile synonyms of adjectives.
Strategies Scales 5 - 8 Tenor: feelings and attitudes Synonyms Compile synonyms of adjectives. Put the words on a continuum of emotion Change the adjectives of an existing story. Change the adjectives of a newspaper report. Explore the effect of the change. big huge enormous 2. Feedback Compile lists of words that give feedback of an event, an object or student work. eg like, don’t like, it’s beautiful, it’s hard 3. Role play Role play being a teacher, a principal etc giving feedback to a student.

Text in Context Language Genre Field Tenor textual element
Sociocultural Context Genre the range of genres specific purposes structure and cohesion language choices - structure texts cohesive Situational Context Field the ‘what’, or content its informational elements range from everyday to technical vocabulary word groups and phrases the verbs participants circumstances The Mode , the ‘how’, provides information about the textual element of a text. The Mode in text in Context deals with the range of spoken, written and multimodal texts. Tenor the ‘who’ interpersonal elements deal with formality, familiarity and attitude the language choices who questions or commands how degrees of certainty expressed. textual element spoken to written multimodal Mode the ‘how’ its textual elements range of spoken, written and multimodal texts the language choices -organise texts focus foregrounding site leadersESL Scope and Scales PD Package

Text in Context Language Genre Field Tenor Mode foregrounding
Sociocultural Context Genre the range of genres specific purposes structure and cohesion language choices - structure texts cohesive Situational Context Field the ‘what’, or content its informational elements range from everyday to technical vocabulary word groups and phrases the verbs participants circumstances The language elements that realise Mode are foregrounding, voice and tense, print conventions Tenor the ‘who’ interpersonal elements deal with formality, familiarity and attitude the language choices who questions or commands how degrees of certainty expressed. Mode textual element deals with the range of spoken, written and multimodal texts foregrounding voice and tense print conventions foregrounding voice and tense print conventions site leadersESL Scope and Scales PD Package

Mode: Scale 6 control of primary tenses and past tense form of most common irregular verbs begins to control secondary tenses spells with greater accuracy legible and uses punctuation

basic phrases of time at the front of recounts
O.K (clears throat) Morning. My name’s Raisa…..ah, I would like to talk about my, high school visit. Mmmm, last two days I went to visit high school….uh…. I and my sister catch the bus from home to school. It took about 10 minutes from my house (long pause) and we arrived there and we didn’t know where the front office was so - but we were lucky we saw one boy who was from this school before. … The first day was Monday…ummm… they took me around the school (pause), women’s toilet and water taps. They took me to the library because it was a free lesson. They let me, ummm (long pause) the next day we did goods lesson and ……….. where English room …… and photographing was really interesting. ……… The last day on Wednesday I supposed to go to went for visit but we went to the soccer with Mr ……. It was a good day, too. Mode: Scale 6 basic phrases of time at the front of recounts control of primary tenses and past tense form of most common irregular verbs

Mode: Scale 7 foregrounds ways of doing actions in procedures foregrounds pronouns in practical reports control of primary tenses and past tense of most common irregular verbs accurately words learnt in classroom understanding of common punctuation marks better control of secondary tenses spells accurately most words learnt in classroom

Mode: Scale 8 organises texts in simply logically ordered paragraphs on basis of change of topic begins to foreground non human element in factual genres punctuation beyond most basic

Strategies Scales 4 - 8 Mode: Foregrounding Identify foregrounded elements in a recount and a procedure My brother took me in his car. We went to my uncle’s house. On Saturday we went home. Open the box. Lift the paper. Fold the paper. 2. Compare foregrounding Recount: My brother Person We Person On Saturday Time Procedure: Open Action Lift Action Fold Action 3. Compile other words: time - Later that night, After a while 4. Experiment Shift foregrounded element from the front to middle to back

Strategies Scales 4 - 8 Mode: Tense Lists of verbs go went sit sat play played have had watch watched 2. Model Everyday I go to school. Yesterday I played football. 3. Question and answer What do you do everyday? I go to school. What did you do yesterday? I played football. What did the boy do yesterday? He sat …………………….. He…………… a game on the computer. 4. Picture cloze

Yesterday David …………. (drive) a car. He ………….. (drive) a car everyday.
Strategies Scales 4 - 8 Mode: Tense 5.Cloze Yesterday David …………. (drive) a car. He ………….. (drive) a car everyday. 6. Pattern I …………… now. I …………… everyday. I ……………. yesterday. I …………….. tomorrow. 7. Time What are they doing now? What were they doing an hour ago? What will they do soon? What were they doing yesterday? now are …….ing will ………. future past …..ed change word were …ing past perfect

Strategies Scales 4 - 8 Comparing texts Cities are very busy. Some people go to work in offices and some people go shopping and some people go to look at the old and new buildings. Alice Springs is a beautiful city. There are many shops. The mountains are around the city. I like Alice Springs. I like visiting my grandmother there. Yesterday I went to visit my grandmother in Alice Springs. A B C D report about cities description about Alice Springs personal response recount about yesterday technical vocab simple present noun groups circumstances evaluative language pronouns time past tense

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