4. We cannot assume that students have the knowledge, skills, and strategies needed to read or write in English for a particular academic situation.
5. We need to explicitly model and teach the academic English that IB tasks require.
6. If we explicitly address the academic and linguistic demands that IB tasks demand of our students, everyone should benefit.
8. The textbooks and other materials we use give the students exposure to well-written English, appropriate to a particular type of situation/audience/culture.
9. In their books and other reading materials students have the opportunity to develop their language skills as well as their subject knowledge, but we need to guide them, or, in the rush to acquire subject knowledge, they miss the chance to enhance their understanding of how the language is used.
72. Independent writing of a recipe for a favourite dish, which is then shared with others, edited, and put in a class collection...
74. Students should be paired so that there are not two students with little English together. Ideally, a linguistically stronger student will be matched with a less proficient student.
75. Initially, alternate sentence reading can ease students into this activity. Start with asking students to reread what you have read, paying attention to pronunciation, stress and intonation, punctuation.
77. We can explicitly point out features (language, structures, patterns) of different texts used in different situations.
82. Re-writing: exercises which provide language elements of a text but which require rewriting in some way, perhaps re-arranging in an appropriate order or changing the tone
85. Joint Construction: an exercise where a group of learners construct a text together, for example on an overhead projector or a flipchart, with the teacher as the 'scribe' and 'mentor', suggesting possible words and phrases but also writing down what the learners say to build up a text (this approach can also be used effectively for revising a first draft)
86. Peer Response Feedback: an exercise where learners work in pairs or small groups, perhaps using prompts provided by the teacher, to respond to each other's writing
89. discuss the pros and cons, strengths and weaknesses of different examples of a particular type of text,