T
assessment oppor
eaching strategies f
tunities
or the learning experiences and
The teacher:
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provides opportunities to ‘build the field’ at the beginning of the
teaches the meaning of unfamiliar vocabulary
provides students with repeated opportunities to use target vocabulary and
grammatical structures
explicitly teaches the structure of the Discussion text type
provides a permanent model of the structure and language features of the Discussion
text type
reads Discussions aloud using appropriate pitch, pause, emphasis and intonation
reviews and demonstrates how gestures, body language, intonation and volume can
add meaning to spoken language
reviews useful strategies to assist with finding relevant information and note-taking,
eg underlining, using headings, mapping, student-generated questions
reviews interaction guidelines for small-group work
reviews and provides a permanent model of expressions of modality
‘It is likely …’
monitors students’ discussions, group work and debate preparation
records the target language used by students on a checklist for assessment purposes
uses a concept map to identify and define the issue of ‘logging’.
Rainforests
, eg ‘It seems …’,
unit
34
Support Materials for Students with Special Education Needs
English K–6
Case Studies
CASE STUDY 3
