Task 2 “Reflection”
Package of learning materials [drafts only]
Task 1 “Conservation or civilization”
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Sections Tasks Lang. skill
focus
Text types / genres
focus Lang. Element focus*
2.0
Pre-learning
1. Watch a video clip “Why the ocean”
reading An infographic video C: Understanding the context & identifying main ideas W: Vocabulary (thematic, in context)
2.1 Importance
1. Read the case study “The Black Sea”
reading / speaking
A case study (an information report)
C: extracting key information to a graphic organizer T: text structure
S: academic functions (defining, comparing and contrasting, giving examples) W: signalling words, vocabulary (thematic, in context)
2. Read the information report
“Marine Ecosystem” and summarize it with a graphic organizer
reading An information report C: extracting key information to a graphic organizer T: text structure
S: Functions: definition / explanation / giving examples W: Vocabulary (thematic, in context)
3. Identify other importance of the oceans through reading maps and visual aids
reading maps / visual aids / caption
C: understanding maps and visual clues S: Function: summarizing
W: Vocabulary (thematic, in context) 4. Read textbook pp. 37-52, and
complete exercises
reading Graphic organizers / textbook
S: Expressing opinions from a different perspective “If I were … I would…”
W: Vocabulary (thematic, in context) 5. Summarize the section
2.2 Problems
2.1 Read a story on Minamata Disease reading A narrative C: Understanding the context & identifying main ideas T: text structure
Narrative structure & development of minamata disease 2.2a Read news articles on problems
of the oceans
reading / speaking
News articles C: Understanding the context & identifying main ideas, using pictorial clues to understand meaning of written text
W: Vocabulary (thematic, in context) 2.2b Read textbooks, (and search the
Internet)
reading textbook
2.3 Complete summary (p. 54) integrated A graphic organizer C: extracting key information to a graphic organizer W: Vocabulary (thematic, in context)
2.4 Write an information report writing An information report Writing template of an information report with guiding questions provided. Language structures are also provided to weaker students.
Function: giving a general statement, describing, elaborating 2.3
Solutions
1. Read diary entries related to solutions
reading / speaking
Diary entries W: Vocabulary (thematic, in context)
2. Design an infographic poster integrated Main task 1:
An infographic poster
Using both linguistic and non-linguistic resources to express ideas
2.4
Application
1. Have a discussion on the topic
“Conservation or Civilization”
speaking Main task 2:
Oral presentation
Contextual prompts are provided to help present different views and arguments Speaking template with language structured provided to help
Functions: greeting, identifying the role, stating one’s stance with reasons, summarizing
Expressing opinions from a different perspective “If I were … I would…”
Main tasks (task-based
approach)
Language Learning Elements
A school-based LAC Strategy Checklist:
At ContextualLevel At TextLevel At SentenceLevel At WordLevel Others
1.Using graphic organizers 2.Questioning
3.Teaching study skills (e.g.
note-taking reading &
writing)
4.Highlighting content-specific skills (e.g.
observing, practical skills) 5.Highlighting language skills (e.g. reading / listening / speaking / writing)
6.Activating and building background knowledge 7.Motivating and setting purposes for reading 8.Relating the reading to students’ lives
9.Pre-questioning, predicting, and direction setting (e.g. advanced organizers, signposting)
1.Highlighting common factual / non-fiction text-types in content subjects 2.Introducing text structures (e.g. cause and effect, explanation) and logical thinking
3.Summarizing the text.
4.Cloze activities
5.Students giving an oral summary of the passage 6.Color Coding using highlighters
7.Modifying the text
1.Highlighting academic functions in the content subject
2.Highlighting parts of speech
3.Using sentence frames 4.Mind mapping for sentence reconstruction
1.Introducing different types of vocabulary (i.e.
technical, general academic, signalling words)
2.Using syllabication skills 3.Highlighting prefixes and suffices
4.Use of symbols 5.Visualization 6.Mnemonic
7.Using technology (Quiz let)
8.Tools for revising vocabulary
9.Making use of parts of speech
1.Lesson planning (using a LAC lesson planning checklist)
2.Identifying language demand in content subjects 3.Classroom language 4.Teaching instructions 5.Sharing of resources and ideas
6.Co-planning between Content Subject teachers and Language teachers 7.Scaffolding in teaching of language / language demand of tasks 8.Understanding exam question prompts 9.A diversity of tasks (content tasks & language tasks)
So… how did the students perform?
This module is still going on, and we plan to have another similar extended Geog-LAC module in the second semester.
But we can share with you some clips of the lessons that have been conducted so far, and some of the students’ work.
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1
stlesson of the module:
Reading a case study of the Black Sea
Main focus of this lesson:
A Case Study: The Black Sea
Text structure
Guided detailed reading
Students’ group oral presentations
2
ndlesson of the module:
Reading an information report
Main focus of this lesson:
Marine ecosystem, other importance & section summary
Guided detailed reading
Extracting key information to graphic organizers
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3
rdlesson of the module:
Summary of Sections 2.0 & 2.1, + “Learning Diary”
Main focus of this lesson:
Review and study skills
learning diary
Students’ personal evaluation and judgment “If I were…”
4
thlesson of the module:
Cooperative reading and writing
Main focus of this lesson:
Problems faced by the oceans
Guided reading
Real time collaborative writing
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Reflections
PIE
P: Planning
Identifying content and language demands
I: Implementation
Trying out new items / strategies / skills
E: Evaluation
Reflection, students’ assignment, discussion / meetings with others
Assessment elements
Assessment for learning
Assessment of learning
Summative assessment
Formative assessment
Reflections
Working with front-line content subject teachers
Knowing BOTH the content subjects and the language
Working together means:
Co-planning
Co-designing
Co-teaching
Materials development
Profession development support to teachers
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Our try-outs aimed to provide students
Four key conditions for successful content and language learning:
Exposure
Use
Motivation
Formal instruction
While students learn the subject contents, they also pick up a lot of language elements.
In order to express themselves in this topic, they have to use these language elements and structures.
Through scaffolding at all levels
At contextual level
At text level At sentence level
At word level
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English language Geography
In order to master the subject content of this topic,
students have to use the related language elements as well.
Gains related to this extended Geog-LAC module
Content-wise
Understand the importance of the oceans, the problems and consequence
Language-wise
Use specific language structures to express themselves from other stakeholder’s perspective
(expectation) Give proper, complete oral presentations
(expectation) Write simple yet complete information reports to summarize problems of the oceans
Gains in general
Through our trial-and-errors, we have “spread our wings”
Senior form teachers shared / reported that language proficiency of S4 students is better
Preparing students for the HKDSE
Lay a solid foundation in junior years
Learn better in senior years
(might) Have better results in HKDSE
LAC offers a solid bridge to minimize the gap between JS and NSS, as well as diversity & discrepancy among students
Students with weaker language proficiency can still learn and complete all tasks.
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Difficulties and challenges in general
“A matter of choice”
As a subject teacher
As a EMI language teacher
Limited resources
Manpower
Time
Teaching ideas
Reference materials
Technology (e.g. “real-time collaboration”)
Experience and expertise
“LAC Curriculum Designer / Supporter”
Depends on funding
Concluding remarks
Developed by Ms Teresa Wong & Miss Tracy Cheung (C) 2013 47
Laying a solid foundation
Sometimes, you simply don’t know how far your students could go.
We have learnt a lot through this journey. We tried, we tripped, we learnt, and we moved forward.
It’s better to start with something small, and something that is most helpful to the students.
Before any planning or implementation, consider what the students really need, and what the teachers can really do.
The blossom of LAC might not appear immediately. It’s more of laying a good foundation for the students, as well as for the
teachers.
It allows both students and teachers to grow and develop.