Text types in language and content subjects
44
THEME:
Text types in language subjects
Text types in content subjects
Another RWaC
Some common text types in language and content subjects
45
Text types commonly found in language subjects
Text types commonly found in content subjects
•Poem
•Story
•News article
•Essay
•Recipe
•Argumentative essay
•Letter to the editor
•Advertisement
•Proposal
•Information report
•Laboratory report
•Essay
•Historical recount
•Manuals
•Explanations on sequence and process
•Explanations on cause and effect
•Discussion
•Argumentative essay
What does Detailed Reading do?
Supporting learners to read short paragraphs of text, sentence-by-sentence, by guiding them to identify groups of words in each sentence, and
discussing their meanings
Enabling learners to:
read challenging texts with detailed comprehension
recognise the language choices that writers make
use the content of factual texts to write texts of their own
use the language resources of accomplished writers in their own writing
Enabling teachers to:
meet the language and content goals of their curricula
support all students to learn at the same level
Adopted from Dr. David Rose, Reading to Learn.
Understanding “connecting reading and writing” through demos
2 demonstrations
Demo #1 in session 2, focusing on RWaC with
science subjects
Demo #2 in
session 3, focusing
on RWaC with
humanities subjects
*Disclaimer
The material developer and facilitator does not own the copyrights of the text excerpts shown. The respective
copyrights are owned by the respective publishers credited in the materials.
References:
Texts for Task 3
Text 1: “Inserting animation” in “Computer and Information Technology: Computer Literacy Course for Junior Secondary, Basic Modules, 2A” (pp. 182-183). Hong Kong: Longman Hong Kong Education. (2007)
Text 2: “Hello, Hong Kong!” in “Developing Skills Freeway, 1A” (p. 80). Hong Kong: Aristo Educational Press Ltd. (2007)
Text 3: “How is land used in the urban areas of Hong Kong?” in “Exploring Geography, 1A, Second Edition”
(pp. 40-41). Hong Kong: Oxford University Press. (2007)
Text 4: “Five Little Chickens” in “Fancy Food Work”, My Pals are Here: Reading Ladder, Primary 5 (pp. 2-3).
Hong Kong: Educational Publishing House Ltd. (2005)
Text 5: “A New Life is Born” in Mastering Science, 1A (p. 134). Hong Kong: Oxford University Press. (2010)
Text 6: “The Fertile Crescent” in World History Express, 1A, second edition (pp. 80-81). Hong Kong: Ling Kee Publishing Co. (2010)
Text 7: “Come to My Party” in My Pals are Here! English for Hong Kong, 4A (pp. 16-17). Hong Kong:
Educational Publishing House Ltd. (2005)
Text 8: “A murder mystery” in Thematic Anthology, Set A, Book 1 (pp. 132-133). Hong Kong: Oxford University Press (China) Ltd. (2009)
Text 9: “The Earth’s Climate and Environment” in Primary General Studies 4A (pp. 14-15). Hong Kong: New Asia Publishing House. (2010)
Text for Task 5
Science Ways 1 (Chapter 6- Energy and its uses , p. 141). Published by Pearson Education Australia. (2008)
Professional Development Programme:
Enriching and Extending Students’ Learning Experiences through Reading and Writing across the Curriculum at the Secondary Level
Session 2
Dr Simon Chan
Organised by the INSTEP, Faculty of Education, The University of Hong Kong and commissioned by the Education Bureau, The Government of the HKSAR
Science is one of the 8 Key Learning Areas (KLAs) of the HK school curriculum
Direction
The emphasis of science education is to enhance students' scientific thinking through progressive learning activities that involve planning, measuring, observing, analysing data, designing and evaluation
procedures, and examining evidence. Learning science will enable our students to lead a fulfilling and responsible life by encouraging them to learn independently, deal with new situations, reason critically, think creatively, make wise decisions and solve problems.
Through science activities, students should develop an interest in science and thus they will be motivated to become active learners in science. Students should also develop an understanding of science, technology and society (STS). They should be able to make informed decisions based on evidence.
Students with high ability or a strong interest in science need more challenging learning programmes. These programmes should stretch the students' science capabilities and offer opportunities for students to develop their potential to the full.
(from: http://www.edb.gov.hk/en/curriculum-development/kla/science-edu/index.html )
Let’s explore
the nature
of Science language
in this session.
Language
demands in relating Science to
everyday life:
- descriptions;
- comparing;
- stating reasons /consequences;
- giving instructions etc.
(cf. data-based questions in
HKDSE in Science
subjects)
7
c.f. One of the two overall aims of the English Language Education curriculum:
“to enable every student to prepare for the changing socio-economic demands resulting from advances in information technology; these demands include the interpretation, use and production of materials for pleasure, study and work in the
English medium”
https://www.edb.gov.hk/attachment/en/curriculum-development/kla/eng-edu/Curriculum%20Document/ELE%20KLACG_2017.pdf
How is Science Education realised in schools?
Subjects offered Primary education • General Studies
• Science Junior secondary
(S.1 – S.3)
• Science (S1 – 3) (i.e. “integrated science”)
Senior secondary (S.4 – S.6)
• Physics
• Chemistry
• Biology
• Integrated Science
• Combined Science
More details & curriculum documents: http://www.edb.gov.hk/en/curriculum-development/kla/science-edu/curriculum-documents.html
Let’s focus on this
Brainstorming task:
What are some characteristics of Science language/texts?
Language features of science texts (General)
Technical terms/ subject specific terminology
e.g. molecule, polymer, polymerisation, superconductor, element, compound, chemical change, acid, alkali, mitochondria, chloroplasts
Complicated noun phrases
e.g. “The number of motichondrai in a particular cell depends on the cell’s energy needs.”
e.g. “A vacuole is a fluid-filled space within the cytoplasm, surrounded by a membrane called the tonoplast .”
Modality
e.g. “However, many scientists think that the evidence is not conclusive. More studies should be done to find out the effects of using mobile phones on
health.”
(adapted from: Dr. Flora Kan. (2012). Session notes for Course for Secondary School Teachers on Teaching Personal, Social & Humanities Education (PSHE) Key Learning Area in the English Medium 2011-2012 )
•
Sentence structures/ patterns
- Use of conditional sentences
e.g. “If the disease is left untreated, the tooth may become loose and eventually fall off.”
- Use of the passive voice
e. g. “All nucleic acids are built up from similar repeating subunits called nucleotides.”
“Glycogen, starch, and cellulose are examples of polysaccharides.
They are made up of glucose molecules joining in different patterns.”
- Use of relative clauses
e.g. “Enzymes are important proteins that regulate almost all biochemical reactions that occur in cells.”
(Dr. Flora Kan. (2012). Session notes for Course for Secondary School Teachers on Teaching Personal, 11
Social & Humanities Education (PSHE) Key Learning Area in the English Medium 2011-2012 . )
Can you guess what the most common use of relative clauses in Science texts is?
Text structures
- With some fixed structures/ frameworks of presenting ideas
e.g. Introduction Illustration under different sub-headings (with paragraphs and topic sentences) Conclusion
Text Purposes
- To introduce/ define a term/ concept
e.g. to define photosynthesis
- To describe a phenomenon
e.g. to describe sexual production
- To explain the processes or development of something
e.g. to explain the water cycle
Difficulties our students face
1.
Abstract & complicated concepts (content)
2.
Technical terms/ Vocabulary
3.
Complex noun phrase and sentence structures
4.
Different types of registers/ genres