Text Based Teaching And Learning Activities

ESL Stages S3 and S4: Volcanoes, plate tectonics and the Earth’s crust

Unit description

This unit draws on the topic of volcanoes, plate tectonics and the Earth’s crust, to introduce and practise language skills for ESL students. The unit spans Level 4 – Level 6 of the Science CSF and within the unit there are a number of variations and S4 extension activities that suggest options depending on the students’ language needs, their year level and the teaching context. For example, the activity Making a model of a volcano would be better suited to Year 7 students than Year 10 students, who would more profitably do the later activity, Making a model of how plate boundaries move.

Summary of tasks / Language focus / Assessment
1. Introductory activities
2. Making a model volcano—class talk
3. Developing a class media file on disasters
4. Student media file: getting the gist
5. Fire down below: the composition of the earth—reading—making inferences
6. Understanding what causes a volcano.
7. Using a model of how plate boundaries move—writing an explanation
8. Writing an explanation
9. Effects of volcanoes—links to literature study
10. Researching a well-known volcano
Resource File
· Language extension exercises
· Making a model to show plate movements
/ Language functions
describing, classifying, showing cause and effect
predicting, explaining
Language features
there is/are, simple present and present continuous,
use of topic sentences, sequence markers: eg. then, next, noun groups, reported speech, passive abbreviations
Pronunciation
Word stress, neutral (schwa) form
Key terms
Volcanoes: dormant, active, extinct, eruption, cone, crater, lava
Composition of the earth: Earth’s crust, magma, mantle, core, molten
Tectonic plates: collision, divergent, convergent, ocean plate, continental plate, continental crust, folding, subduction, correlation, relationship, destruction / ESL Companion
Outcomes from the ESL Companion are specified throughout the unit.
Informal observation
Observe students’ use of note-taking skills and use of the data grid in undertaking a research task.
Planned observation
Note students’ use of word stress and reported speech.
Focused analysis
Assess class talk on the basis of established criteria.
Assess written explanation on the basis of established criteria.
Self or peer assessment
Students take notes using a listening grid as they listen to other students’ talks.

S3 and S4 learning outcomes addressed in this unit

Speaking and Listening / Reading / Writing
Communication / ...in supportive classroom situations, express the gist of ideas and opinions. (ESSLS301)
...present complex ideas and information in a sustained organised way. (ESSLS401) / Interpret... a range of accessible mainstream texts in use across the curriculum ... (ESRES301) / Communicate... through a range of text types after teacher modeling and support. (ESWRS301)
Write... texts from across the mainstream curriculum after appropriate teacher modeling. (ESWRS401)
Contextual understanding / Show understanding of how shades of meaning can be expressed...to take account of purpose and context. (ESSLS402) / Interpret accessible texts from across the curriculum, drawing on related background information associated with the content and text type. (ESRES302)
Interpret a range of texts from across the curriculum in terms of their purpose, audience and context. (ESRES402) / Demonstrate understanding of how the purpose and audience of a text can influence the content and form of the writing. (ESWRS302)
Draw on an understanding of different text types to adapt writing, taking some account of purpose and audience. (ESWRS402)
Linguistic structures and features / Manipulate available spoken English repertoire to communicate in extended but predictable situations. (ESSLS303)
Show sufficient control of basic structures and features... to participate effectively...(ESSLS403) / Identify some of the qualities that improve the cohesion and accessibility of written texts. (ESRES303)
Show an awareness of the role of the structures and features in a range of accessible mainstream texts. (ESRES403) / … write cohesive texts for a range of purposes. (ESWRS303)
Use an expanding repertoire of English structures and features to convey a range of school-based language functions and shades of meaning. (ESWRS403)
Strategies / Collaborate with the teacher to form strategies for improving...speech performance. (ESSLS304)
Develop speaking and listening strategies to participate effectively in a supportive mainstream class. (ESSLS404) / Use a range of strategies for understanding text at the word, sentence and whole-text level... (ESRES304)
Find...information...and employ strategies for interpreting unfamiliar texts in common use ... (ESRES404) / Focus on planning and editing writing to improve range and clarity of expression. (ESWRS304)
Plan, review and redraft writing to enhance its fluency, accuracy, and appropriateness to purpose and audience. (ESWRS404)

Links to other Key Learning areas

The unit links to content from the Geography strand from SOSE and the Earth and Space strand from Science.

Suggestions for the mainstream classroom

The context for this unit is an ESL classroom setting. However, most of the activities from the unit, including many of the language activities, would be relevant to all students in mainstream Science, SOSE or English classrooms. Activities and features from the unit suited to the mainstream context include:

· Visualising the topic

· Preparing for a talk

· Getting the gist of a factual report

· Guiding students to make inferences

· Using visual resources such as diagrams, models, etc. to practise and learn new terms and language

· Focusing on word stress

· Preparing a written explanation

· Assessment criteria for ESL written and spoken tasks

· Language activities working with a text.

ESL Resources The text Science Worksheets (O’Toole, M., 1992) provides a wide range of useful language activities on this and other topics in the science area.

Text-based tasks / Language focus / Assessment and notes
1. Introductory activities
Preparatory language work
In a preceding lesson, before starting the topic, model and practise a few examples of the language of description on the board. For example, point out the window and ask students to describe what they see. If no suitable view presents itself, sketch a scene on the board with trees, a sun, and some people, etc., and ask the class to describe the scene. Underline examples of the language of description, for example: There is a little girl (who is) sitting on a bench.
What is a volcano?
Use photographs and, if possible, a video of a volcanic eruption to help students visualise the topic. Ask a geography/science teacher for a suitable video. Alternatively the ABC Behind the News (BTN) series have several live sequences of an eruption. For a list see the BTN web site. www.abc.net.au/btn
Ask students to name, describe and react to what they can see in the photograph or video segment and write the words on the board. Ask the class to organise the words from the blackboard into meaningful groups and find a label that best categorises each group. For example, words describing an eruption, words describing a volcano. Ask students to record the grouped terms into their workbooks.
Ask students about volcanoes they have heard or read about, especially any in their country of origin. Be wary of introducing too many technical terms at this stage unless the students introduce them. Allow students to work with and build on the language they already have. Later in the unit they will be expected to use more appropriate terminology. / Language of description
there is/are, there was/were,
present continuous where verb to be is omitted, for example:
There is something (that is) coming out of the top of the volcano.
Typical vocabulary elicited from students
hot, fire, bright, yellow, gold, orange, black, scary, death, mountain, fountain, glow, dark, erupt, kill, burn, hole, rocks, flying, smoke, cloud, ash, noisy
Likely key terms to be introduced
erupt, dormant, lava, active, inactive, cone
Word stress
List new words on the board as they are introduced and ask students to repeat them after you. For words of two or more syllables indicate where stress falls using underlining. Ask students to do the same when copying new words into their workbook, for example: dormant, lava etc.
Emphasise how, in many cases, the unstressed syllable is reduced to the neutral schwa sound, (ɘ) for example, the unstressed syllables in: dormant, lava, mountain and erupted. / Assessment
· The schwa
Check that all students can recognise where and how to pronounce the schwa in the unstressed syllables as a failure to do so will affect the rhythm of their speech.
· Outcomes
ESSLS303 (Speaking/Listening: LSF) ESSLS403 (Speaking/Listening: LSF)
Notes
· Visualising the topic with a photograph
It is helpful to use a photograph or a video segment rather than a diagram at this stage. This helps students visualise the topic and also enhances the elicitation of what they already know. Presented with a diagram students are more likely to only label it. Photos or video, on the other hand, are likely to encourage description and reaction in addition to naming activities.
· Word stress
Integrate ongoing language work of this kind into the lesson in such a way that it is does not disrupt the momentum and interest of the topic. For example, routines need to be established so that students are used to new words being written with the word stress underlined. Where extensive language practice is required it may be best left till later in the lesson or else done in another lesson focusing on language extension work.
Text-based tasks / Language focus / Assessment and notes
What is a volcano? (cont.)
Distribute a labelled diagram of a volcano. Discuss the labelled terms and what they refer to, where appropriate finding links to everyday uses of the terms students may already know, for example, cone — ice-cream cone, vent—air vent, etc.
Matching activity
Choose some key terms from the diagram and write simple definitions for the terms. Make a set of cards so that each term has a matching definition. Give students either a term or its definition and ask them to circulate, trying to find their matching partner.
As an extension activity, review the video for specific information using, for example, a cloze.
Text-based tasks / Language focus / Assessment and notes
2. Making a model
Ask students to form groups to construct a volcano using plaster of Paris for the cone and surrounds. The eruption and subsequent lava flow can be simulated using bicarbonate of soda. (This activity would perhaps best suit lower secondary students. There is another model activity on plate tectonics later in this (activity 7.) which relates to middle secondary content.)
Class talk explaining an eruption
Students can use the completed model for a class talk explaining how the volcano works. Briefly model a possible structure of the talk and some likely language. The model-making task and talk could also be used as a variation for an end-of-unit revision activity. Each group will find their own way to explain what happens. / Class talk explaining an eruption
Possible features of a spoken explanation
Present tense, for example: Lava cools to form igneous rocks such as basalt.
Sequence markers such as then, next, as.
Language of cause and effect, for example: This causes it to…, results in a…
Language of classification and description Use of is for naming or defining, for example:
Lava is the molten rock, or magma, which is expelled from a volcano.
Use of time markers, for example:
Before we started the model we –…
At the end of this talk I’ll …
Use of connectives, for example:
Because, without, but.
Likely structure for the talk
1. Introduction to grab the interest of the audience.
2. General description or definition of the phenomenon.
3. Sequenced explanation.
4. Conclusion, perhaps relating back to the introduction.
5. Respond to follow-up questions from the class after support and modelling.
Class talk
Sample talk starter. You have all seen pictures of volcanoes erupting and the destruction they cause. Today I’m going to use this model to explain what a volcano is and how it works. / Assessment
· Class talk
The talk can form part of the students’ oral assessment. Make sure students have a clear understanding of the purpose of the talk, that is to explain how a volcano works.
Criteria to look for include:
· appropriate body language (for example, eye contact and gestures)
· use of written prompts rather than extensive notes, while still maintaining eye contact with the audience
· appropriateness of the talk content to its purpose and audience
· appropriateness of the language of the talk to its purpose and audience
· effort made to speak clearly
· organisation showing appropriate beginning, middle, and end
· response to follow-up questions from the class.
· Outcomes
ESSLS301 (Speaking/Listening: Communication)
ESSLS302 (Speaking/Listening: Contextual
understanding)
ESSLS303 (Speaking/Listening: LSF)
ESSLS304 (Speaking/Listening: Strategies)
Text-based tasks / Language focus / Assessment and notes
3. Class Media file on disasters
For the duration of the unit keep a class media file on natural disasters (including volcanoes), rotating responsibility for the collection and display of items through pairs of students. Displayed items and illustrations can then be referred to throughout the unit. Allow time at the end of each week for students to briefly report their findings. The ‘Earthwatch’ section in Education Age contains brief reports of disasters or important natural events and a world map showing where they occur. If possible, put aside each week’s map before the unit so you have a record of natural events that can be added to during the unit.
Page 108 of Hazard -wise (Dolan, 1995) details common features of disaster reports including: the use of graphic pictures, bias towards local events, how the degree of coverage is determined by Australia’s relationship with the country, oversimplification of the effects of the volcano, and sensationalised reporting. Although not all these features are likely to emerge during the unit, it is important to encourage students to consider the type of coverage and not just the content. / S4 extension: Language of reporting
Point out how reported speech is often (but not always), accompanied by a tense shift and other changes for example:
present –> past
present continuous –> past continuous