Topic planning
2002/2003
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Content
Language
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8 steps to work out topic planning
1. Decide on the level you are going to work on.
2. Select a topic.
3. Subdivide the topic into sub-topics.
4. Decide on the content objectives of each sub-topic.
5. Match the language objectives with the content
objectives.
6. Decide on the strategies to achieve the language
objectives
7. Decide whether the language objectives need to be
expanded or reinforced in the language lesson
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8. Decide on the modes of cross-curricular collaboration
Step 1:
Decide on the level you are going to work on.
S4
S1
S6
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Step 2:
Select a topic.
Specialisation?
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Step 3:
Subdivide the topic into sub-topics.
Topic: Assets and Liabilities
Sub-topics:
•
Definition
•
Concept of assets and liabilities
•
Specific items related to A and L
•
Presentation of A and L in a balance
sheet
•
Accounting equation
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Step 3:
Subdivide the topic into sub-topics.
Topic: Visual Elements
Sub-topics:
•
Line
•
Shape
•
Colours
•
Patterns
•
Textures
•
Product—toy making
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Step 4:
Decide on the content objectives of each sub-topic.
Sub-topic
Content objectives
Renaissance
Students should be able to
paintings and
1. Spot the differences between
Medieval paintings
Renaissance paintings and Medieval
paintings
2. Describe the differences
3. Work out the influence of Greek
paintings
4. Understand the different concepts of
Man and his world as depicted by the
paintings in the two periods
5.
Generalise the influence of classical
civilisation on the Renaissance period
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Step 4:
Decide on the language objectives of each sub-topic.
Sub-topic
Language objectives
Renaissance Students should be able to use the following
words to describe the pictures they look at:
paintings and
simple detailed, stiff, relaxed , formal,
Medieval
serious, normal, realistisc, flat, rounded etc.
paintings
Students should be able to point out the
differences by using the following sentence
structures:
X is more / less than Y
X is -------while Y is----X is -----whereas Y is -----X is different from Y in the way that---The difference between X and Y is
Both X and Y are-----But X is more -----while Y is more-----
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Step 5:
Match the language objectives with the content
objectives.
Sub-topic
Content objectives
Language objectives
Medieval
paintings
and
Renaissance
paintings
Students should be able to
1. Spot the differences
between Renaissance
paintings and Medieval
paintings
2. Describe the differences
3. Work out…..
4. Understand….
5. Generalise…..
(refer to slide 8)
1. Students should be
able to use the following
words to describe the
pictures they look at:
simple detailed, stiff,
relaxed , formal, serious,
normal, realistic, flat,
rounded etc.
2. Students should be
able to use the following
sentence structures to
make comparison
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Tips for deciding
on the language
objectives :
1. Word level
2. Sentence level
3. Paragraph level
4. Text level
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Language objectives at word level -examples
I.S.
Art
Students should be able to pronounce
and spell the words “density” , “mass”
and “volume”.
Students should be able to use
vocabulary and art terminology correctly.
Students should be able to describe
different textures using the following
adjectives: soft, sticky, furry, sharp, thin12
Language objectives at sentence level
-- examples
P.A.
Students should be able to define the
concepts of assets and liabilities in
spoken and written form.
Students should be able to describe the
effects of a transaction
e.g. The asset was increased by $50,000
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Language objectives at paragraph
level -- examples
Econ
Students should be able to use a topic
sentence and sequence connectives to
define and describe ‘monopolistic
competition’ in a coherent paragraph.
e.g. There are several features of monopolistic
competition. First, _____. Second, _______.
Third, _______. Last , ________.
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Language objectives at paragraph
level -- examples
History.
Students should be able to compare and
contrast two periods of paintings by using
connectives and comparative degree.
e.g. The Graces in Picture 1 look serious whereas
the Graces in Picture 2 have a more natural
and relaxed expression. The faces of the
Graces in Picture 2 are more realistic and
expressive than those in picture 1.These
Graces look rather blank.
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Language objectives at text level -examples
Music
History
Students should be able to write a
Concert Review after attending a concert.
Students should be able to write a
Reading Report after some
library research
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Get into groups according to your own subject
Now, work out the plan for a particular topic which you
will teach students in the very near future.
1. Write the subject, level and topic.
2. Decide on the content objectives.
3. Plan 2-3 language objectives that best match the
content objectives
4. Get ready for a very brief presentation of about 2
minutes.
Please finish 1-3 within 15 minutes. Thanks 
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Presentation of content and
language objectives
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Step Six Decide on the language strategies to achieve these goals.
Match the strategies to the language objectives
Sub-topic Content Objectives
Language
Objectives
Strategies
Renaissance
1.
paintings and
Medieval
paintings
1.
1.
2.
3.
4.
5.
Spot the differences
between R and M
paintings
Describe their
differences
Work out the
influence of Greek
paintings
Understand the
different concepts of
Man
Generalise the
influence of classical
civilisation on the
Renaissance period
2.
Use
comparisons
of adjectives
Use sentence
structures to
point out
differences
2.
3.
4.
5.
Group
discussion
Reporting back
Read reference
materials
Use prereading ,
while-reading
and postreading
strategies
Teach the
writing of a
reading report
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Now get into groups according to your own subject
Work out a few language strategies you can use to achieve your
language objectives for the same sub-topic
Tips:
Remember the four skills:
• Speaking
• Listening
• Reading
• Writing
• Or a combination of these
skills
Remember the games and
activities that you have
enjoyed in the ESL course
You’ll have 10 minutes to come up with some strategies.
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Get ready for a one-minute presentation of your strategies
Presentation of language
strategies
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Step 7.
Decide whether the language
objectives need to be expanded or
reinforced in the language lesson
• Step 8
• Decide on the modes of crosscurricular collaboration and joint
planning
• (Refer back to Between Unit Readings
P. 346-347 and P. 357-363)
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Our Goal revisited
Subject
teacher
Language
teacher
 Cross-curricular
collaboration and
co-operation
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Our Aims Revisited



Develop a better
understanding of the
language-related
needs of our students
Develop better
strategies to meet the
language needs of the
students
Encourage more
collaboration between
language teachers and
other subject teachers.
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Have fun in your
planning & teaching
next year
Thank you
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