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ESOL Online. Every child literate - a shared responsibility.
Ministry of Education.

ELIP Primary: Using the Resource - presenting the examples

Using the Resource: presenting the examples

When presenting the materials to the students, it is recommended that Example Texts either be copied onto individual sheets, laminated and kept as a class set, or be photocopied as enlarged texts onto overhead transparencies. The text size should be no smaller than size 16 or 18 font. The language features could be copied onto a separate OHT and overlaid. It is essential to teach the Text Structure of each example, so that learners understand the stages of a typical text. Some texts have illustrations which have been designed to enhance comprehension of the written or spoken text. It is recommended that these illustrations are included in the students’ version of the text. This especially applies to sequencing a series of illustrations relating to a procedure or an information report.

Layout of the English Language Intensive Programme Primary Resource

Teaching Components identified as key points to consider for achieving each outcome are located on the (a) pages. This is not a prescriptive list and teachers may choose to add points where applicable. Teachers may also find it useful to use Sample Strategies, which are also located on the (a) pages, as a quick reference for finding various teaching strategies appropriate to achieving outcomes. We should reiterate that these are indeed samples and there are many other strategies that should be used as well. In addition, teachers should be considering which teaching structures (i.e. whole class, pair work, mixed/same language groups, same/different English language proficiency groups etc) best suit the purpose of each learning task.

Suggested Themes, Topics and Experiences which provide suggestions for appropriate contexts for teaching each of the outcomes can also be found on the (a) pages, along with Assessments. These lists are not prescriptive, nor is it compulsory for all the suggestions to be used.

The Grammar Scope on the (b) pages is provided as a reference resource to support teachers in the preparation of their teaching and learning materials. The grammar points should be linked to each text. It is important to try and explain not just the “what“ of a grammar point but also the “why”. For example, when teaching the different forms of the present tense, e.g “I am writing”, “I write”, students should learn not only the form of the tense, but that the present tense is used to indicate that something is happening now - at the present time - or that the present tense is also used to indicate a continuous or timeless state (unchanging). e.g. Elephants are large.

Note: The Grammar Scope is primarily for teacher reference, so that teachers can draw the attention of students to the language features typical of different texts. It is not suggested that all the grammar items be explicitly covered with the student at one time, but over a gradual period, with opportunities for repetition and practice. Teacher knowledge about language can be supplemented with information from grammar texts which promote teaching and learning grammar at whole text level, rather than isolated sentences and words which are divorced from curriculum related texts. A select list of helpful grammar texts can be found on ESOL On-line.

The Example Texts provide the teacher with a guide to the level of text and a range of typical texts with which the student should be able to work. Some students may be capable of using longer, more complicated texts within each stage, while others may need additional support or simpler texts. The range does not include all the different forms of text which the students will encounter, for example there are no advertisements. However, teachers can add these into the ESOL programme as they link to mainstream classroom texts and tasks. The Example Texts are located on the (b) pages or, if applicable, the (c) and (d) pages. These pages also provide a teacher reference to Text Structure and Language Features for a teaching and learning focus.

Published on: 08 Jan 2018




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