Discussion and reflection
What do you think of the suggested activities?
Have you identified any strategies / skills used?
Do you think you can apply some of these strategies / skills? Why or why not?
66
Think from the teachers’
perspective:
-What is the activity design?
-What is the purpose of the activity?
-Is there any visible pedagogy to
be used with this activity? What
Let’s take a break!
We’ll proceed to Session 3 after the break.
Disclaimer
The material developers and facilitators do not own the copyright of the text excerpts and videos used in this session.
Copyright is owned by the respective publishers credited in the materials.
Materials developed by Dr.
68Tracy Cheung, with
contributions from Prof.
Sources of texts
Example 1 Text 1: “How does our body obtain energy”,
Longman Interactive Science (2 nd edition), 2A, pp. 26-33. Hong Kong: Longman.
Example 1 Text 2: “Be a fit kid”, adopted from
http://kidshealth.org/en/kids/fit-kid.html?ref=search&WT.ac=msh-k-dtop-en-search-clk#, retrieved on 25 th January, 2018.
Example 2 Text 1: “Effects of drugs, alcohol and solvents on our senses”, Longman Interactive Science (2 nd edition), 2B, pp.
209-217. Hong Kong: Longman.
Example 2 Text 2: “What you need to know about drugs”,
adopted from http://kidshealth.org/en/kids/know-drugs.html,
retrieved on 25 th January, 2018.
Professional Development Programme 2017-2018:
Enriching and Extending Students’ Learning Experiences through Reading and Writing across the Curriculum at the Secondary Level
Session 3
Facilitators
Organized by the INSTEP, Faculty of Education, The University of Hong Kong and commissioned by the Education Bureau, The Government of the HKSAR
70
Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2018PSHE is one of the 8 Key Learning Areas (KLAs) of the HK school curriculum
Overarching aim
The PSHE KLA aims to enable students to:
- understand themselves, society and the world at large
- maintain a healthy personal development
- contribute to the well-being of the family, the local community, the nation and the world as confident, informed and responsible persons
(from: http://www.edb.gov.hk/index.aspx?nodeID=2406&langno=1)
Materials developed by Dr. Tracy Cheung, with contributions from
72
Curriculum framework: key strands/ themes of PSHE
schools develop their own curriculum
How is PSHE realised in schools?
Subjects offered Primary education • General Studies Junior secondary
(S.1 – S.3)
• Economic and Public Affairs
• Religious Education
• Geography
• History
• Integrated Humanities
• Social Studies
• Civic Education
• Life and Society Senior secondary
(S.4 – S.6)
• Liberal Studies (Core subject)
• Economics
• Geography
• History
• Tourism and Hospitality Studies
• Ethics and Religious Studies
• Chinese History
More details & curriculum documents:
http://www.edb.gov.hk/index.aspx?nodeID=2406&langno=1
Let’s focus on these
Materials developed by Dr. Tracy Cheung, with contributions from
74
Language features of humanities texts (General)
Technical terms/ subject specific terminology
e.g. League of Nations, ceasefire, trade liberalisation, equilibrium, mantle, asthenosphere; eco-tourism
Complicated noun phrases
e.g. “The reduction in production costs and the rise in productivity help enterprises become more competitive and earn more profits.”
e.g. “The development of medicine, natural sciences, space exploration, transport and communications was rapid in the 20
thcentury.”
Modality
e.g. “Earthquake-proof buildings should be constructed in order to prevent collapse.”
e.g. “Without his military service, Italian unity would not have been achieved.”
(adapted from: Dr. Flora Kan. (2012). Session notes for Course for Secondary School Teachers on Teaching Personal, Social & Humanities Education (PSHE) Key Learning Area in the English Medium
2011-2012 . )
• Sentence structures/ patterns
- Use of conditional sentences
e.g. “If/ When a market price is above the equilibrium price, quantity supplied will be greater than quantity demanded.”
- Use of the passive voice
e. g. “The independence of East Timor was maintained as a result.”
“Chemical industries and oil storage should be located far away from residential areas.”
e.g. “It is suggested that in the next decade, the number of tourists of the following age groups will …”
- Use of relative clauses
e.g. “Enterprises outsource their production stages to countries and regions that can produce goods more efficiently or at a lower cost.”
(Dr. Flora Kan. (2012). Session notes for Course for Secondary School Teachers on Teaching Personal, 76
Social & Humanities Education (PSHE) Key Learning Area in the English Medium 2011-2012 . )
Materials developed
by Dr. Tracy Cheung,
with contributions from
Text structures
- With some fixed structures/ frameworks of presenting ideas
e.g. Introduction Illustration under different sub-headings (with paragraphs and topic sentences) Conclusion
Text Purposes
- To introduce/ define a term/ concept
e.g. to define market equilibrium & earthquakes
- To describe the processes or development of something
e.g. to describe the trends of tourism development
- To explain the causes of some phenomenon
e.g. to explain the causes of earthquakes
- To explain the effects of some phenomenon
e.g. to explain the effects of economic globalisation; to explain the effects of price floor/
price ceiling/ quota
Difficulties our students face
1. Abstract & complicated concepts (content)
2. Technical terms/ Vocabulary
3. Complex sentence structures
4. Different types of registers/ genres
In both comprehension & production
How can Reading and Writing Across the Curriculum help alleviate these problems?
Materials developed by Dr. Tracy Cheung, with contributions from
78
From Reading to Writing Example 1
READING
To read an information report
WRITING
To write a letter to the editor
Level: junior secondary
Theme / Topic: gambling (Liberal Studies) teen problems (English)
Genre: information report letter to the editor
Again, when we go through these suggested activities
80
Think from the teachers’ perspective:
-What is the activity design?
-What is the purpose of the activity?
-Is there any visible pedagogy to be used with this activity? What do I have to be
explicit?
-How to connect or apply this activity in my daily teaching?
Think from your students’ perspective:
-What do my students have to do?
-Is this activity at the right level for my students?
-How will my students respond to this activity?
Activity Design Purpose Visible pedagogy
Connection
Materials developed
by Dr. Tracy Cheung,
with contributions from
Applying the Reading to Writing Approach to an alternative module
For gifted students / senior form students
Outline of the alternative module:
Reading
Reading an information article
Writing
Writing “personal opinions”
Speaking and listening
“Drama-in-education”
From Reading to Writing Example 2
82
READING
To read a descriptive text
WRITING
To write a recount
Level: junior secondary
Theme / Topic: natural hazard (Geography) natural hazard (English) Genre: information report recount
Materials developed
by Dr. Tracy Cheung,
with contributions from
Discussion #2
Debriefing Demonstration #2
84
Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2018Discussion and reflection
What do you think of the suggested activities?
Have you identified any strategies / skills used?
Do you think you can apply some of these strategies / skills? Why or why not?
Think from the teachers’
perspective:
-What is the activity design?
-What is the purpose of the activity?
-Is there any visible pedagogy to be used with this activity? What
do I have to be explicit?
-How to connect or apply this activity in my daily teaching?
Think from your students’ perspective:
-What do my students have to do?
-Is this activity at the right level for my
students?
-How will my students respond to this
activity?
Activity Design Purpose Visible pedagogy
Connection
Let’s take a break!
86
We’ll move on to Session 4 when you return.
Materials developed
by Dr. Tracy Cheung,
with contributions from
Disclaimer
The material developers and facilitators do not own the respective copyright of the extracts of texts and videos shown. The respective copyrights are owned by the
respective publishers credited in the materials.
在文檔中
Session 1
(頁 66-88)