• Learning      about English
• Learning      how to learn in English
• Learning      how to communicate competently in English

YEAR 9 ELT 2014

 

Term 1	My home country, myself, PNBHS   orientation.  Testing of ELLP levels. (Settling In Choices journal).   New Zealand Creepies and Crawlies   11-13 March Virtual Field Trip   Wetland Bio Diversity   25 – 27 March  Virtual Field Trip Kauri (NZ Native Trees – conservation)		Oral Survival phrases Asking and   following directions and school map).Pronunciation. Understand and ask simple   oral requests and transactions, listen to, respond and give a simple recount.   Listen to, respond and give a simple description. Listen for simple details.   Participate in Audio conferences.
			Reading Demonstrate appropriate reading   behaviours, letter/ sound correspondence. Read a common bank of sight words.   Read, understand and respond to simple sentences. Read and respond to simple   recounts and descriptions,( oral and visual text).
			Writing Copy text with accuracy. Upper,   lower case letters, appropriately spaced words and letters Legible script,   correct formation of letters, Identify and label familiar items. Write simple   descriptive sentences and simple recounts.
Term 2	Flax and Bamboo Study   Heroes (to support ANZAC Day War   theme)   Language Word Art (Literary terms, figures of   speech)		Oral Read respond to and tell a simple   procedure, listening for detail, Express a personal opinion. Listen and   respond to a simple description. Listen respond to and give an explanation   about  uses of flax/ bamboo.
			Reading Cloze procedures for bamboo/flax   vocab. Reading and responding to description. Key NZ War vocab .Guided   reading and comprehension of lower order questions using Journals  and On line    ESOL resources.
			Writing Write an  information report and recount about   flax/bamboo and  a War hero, Static   Image -  Layout and presentation skills,   practice at using figures of speech in writing.
Term 3		Myths and Legends NZ/World Myths     Antarctica Virtual Field Trip (20 -31 October)	Oral Can listen, respond and retell a   simple myth/legend of NZ and home country (Asia, Africa) .
			Reading Read ,understand and respond to  simple myths and legends  and audio visual resources of virtual Field   trip. Select and develop sight vocabulary of key words around topics.
			Writing Recount a myth or legend in   correct sequence from birth country and NZ, Write a description. Note taking   and note making as per Field trip requirements.
Term 4		Literature – Roald Dahl Charlie and the Chocolate Factory   book and film.   Sport and Leisure	Oral Participate in guided reading   lessons, listen to, respond and give a personal opinion, listen and respond   to a discussion. Listen and respond to a simple narrative. Listen, respond to   and give a simple description of a favourite sport..
			Reading Shared read of a fiction text.   Read, understand and respond to a simple description of a character. Read journal articles about sport   and sportspeople and give recounts.
			Writing Write chapter summaries,   character descriptions, write a book review.

 

Year 10 ELT 

Aims

• Learning      about English
• Learning      how to learn in English
• Learning      how to communicate more competently in English

Entry and Exit level

• From Year      9 ELT or recent entry to New Zealand as International Student, immigrants,      refugee status
• Exit      level End of Year 10
•  

Delivery modes and Learning methods

 

Visual reinforcement and repetition of key points

Good modelling of English structure and articulation

Pair/share and group work

High interest basic vocabulary reading books

Written and audio visual resources

Basic dictionaries

Visits to places of interest e.g Supermarket, farms, wildlife sanctuary

Higher order comprehension exercises

Shared and guided reading

LEARNZ Virtual field trips

 

Assessment

• Entry      tests (ELT Specialist testing resources)

• Formative      -Self assessment, peer assessment, teacher observation, Practice tasks

• Summative      - running records, records of oral       and written language, end of Unit exercises and tests, mid year and      end of year examinations

 

Feedback

• International      Dean progress reports as requested
• Parent      Interviews (home stay parents)
• Reports  (twice yearly)

 

Monitoring Progress

Folders of entry testing, interviews, running records, basic word tests, writing samples

YEAR 10 ELT LONG TERM PLAN 2014

 

Term 1	Settling In     New Zealand Physical landscape (Virtual Field Trip 25-27 Feb)   Geohazards, Volcanoes, Tsunami,   Landslides, Hydrothermal activity   Sport and Leisure. Sports heroes	Oral Impromptu speeches about myself   and favourite sports, hobbies, Pair share, Introductions, Vocabulary extension from  Virtual Field trips, interviews
		Reading Choices and Applications  readers and journals about sport,  What do you think? Map reading. Did you know?  Publication (using everyday English in NZ)   Headway English, What is Sport?  Graded   ELT readers, Mini research on sports hero. Audio visual resources from   virtual field trip .Geological vocabulary terms – recognise and understand   meanings.
		Writing Describe a sport, Write a simple   biography, Transactional writing (How to ….) Mini research (as above) including   mapping skills.
Term 2	Recap of ANZAC day  Memorial Park 2 Roading Project Remembering the War (13 – 15 May.)   Captain Cook Virtual Field Trip (10 – 12 June NZ History)	Oral Listening exercises from texts and   Virtual field trip.  School Journals, asking   questions . Audio conferences
		Reading Cloze exercises, choices, graded   readers applications -
		Writing Write a report, write a   description, write a recount from point of view of a soldier / Captain Cook.

 

Term 3	Flora and Fauna (NZ Natives)       Flight N.Z Birds and Planes (Richard Pierce / Wright bros	Oral Poetry reading, Listening   exercises
		Reading Choices Flight Publication.Cloze   procedure tasks, Short poems choices, applications readers,  Ministry of Ed. Unit resources
		Writing Plants vocabulary, Language terms   Haiku and other short poems
Term 4	Literature Study   The Cay –Novel and film. Survival Stories	Oral Shared reading,  Film viewing
		Reading Chapter summaries and   comprehension questions.  Vocab study
		Writing Literary essay technique

 

Year 11 ELT Programme

 

In 2014, the year 11 ELT programme has been redesigned to meet the needs of this year’s intake.

One group of students will do the NCEA programme and the second group a second programme that meets their needs and ability level.

Term 1

Both groups: Language features/ close reading/vocabulary

Group 1: Listening/ speaking/ reading and writing units.

Group 2 :1.10 ( 4 credits) Form personal response to independently read texts, supported by evidence

AS90854

1.1 ( 4 Credits ) Show understanding of specified aspects of studied written text(s) using supporting evidence

AS90849

1.11 ( 3 credits) Show understanding of visual and/or oral text(s) through close viewing and or listening, using supporting evidence.

AS90856

 

Term 2

1.2 (4 credits) Show understanding of specified aspects of studied visual or oral text(s) using supporting evidence.

AS90850

1.8 (4 credits) Explain significant connection(s) across texts using supporting evidence.

AS 90852

1.10 cont.

 

Term 3

1.6 (3credits) Construct and deliver an oral text.

AS90857

1.3 (4 credits) Show understanding of significant aspects of unfamiliar written texts through close reading using supporting evidence.

1.10 cont.

Term 4

Revision

 

Year 12 ELT Long Term Plan 2014

Term 1

Weeks 1 – 6

• AS. 2.9: Form developed responses to independently read texts      supported by evidence.
• AS. 2.1: Poetry – Analyse specified aspects of written texts      supported by evidence.

Weeks 7 – 12

• AS. 2.9: Form developed responses to independently read texts –      2^nd text.

Term 2

Weeks 1 – 5

• AS. 2.2: Analyse specified aspects of studied visual text      supported by evidence.
• AS. 2.9: Form developed responses to independently read texts –      3^rd text.

Weeks 6 – 9

• AS. 2.10: Analyse aspects of visual texts through close viewing      supported by evidence.
• AS. 2.9: Form developed responses to independently read texts –      4^th text.

Term 3

Weeks 1 – 4

• AS. 2.5: Construct and deliver a crafted and controlled oral text.
• AS. 2.9: 5^th text.

Weeks 5 – 10

• AS. 2.7: Analyse significant      connections across texts supported by evidence.
• AS. 2.9: 6^th text.

Term 4

• Revision

 

Programme 2: ( 3 students)

 

Term 1:

Weeks 1-6

• AS 1.10: Form personal response to      independently read texts, supported by evidence

Weeks 7-12

• AS 2.1: Analyse specified      aspects of written texts supported by evidence.

Term 2:

Weeks 1-5

• AS 2.2: Analyse specified aspects of studied visual text supported by      evidence.
• AS 1.10:Form personal response to      independently read texts, supported by evidence.

Weeks 6-9

• AS 2.10: Analyse aspects of visual texts through close viewing supported      by evidence.

• AS 1.10: Form personal response to      independently read texts, supported by evidence.

Term 3:

Weeks 1-4

• AS 1.10: Form personal response to      independently read texts, supported by evidence.

• AS 2.5: Construct and deliver a crafted and controlled oral text.

Weeks 5-10

AS 1.8: Explain significant connection(s) across texts using supporting evidence.

AS 1.10: Form personal response to independently read texts, supported by evidence

Term 4

Revision

 

Year 13 ELT Long Term Plan 2014

Term 1

Weeks 1 – 6:  AS.3.1: Poetry – Respond critically to specified aspect of studied written texts.

Weeks 6 – 12:  AS.3.6: Create a fluent and coherent visual text, which develops, sustains and structures ideas using visual and verbal language.

Term 2

Week 1 – 5: AS.3.2: – Respond crucially to a visual text.

Weeks 6 – 10: AS.3.9: – Respond critically to significant aspects of visual / oral text(s) through close reading supported by evidence.

Term 3

Week 1 – 3: AS. 3.5: – Create and deliver a fluent and coherent oral text.

Weeks 4 – 10: AS. 3.7: – Respond critically to significant connections across texts.

Term 4

Revision.