Learning English through Social Issues
Part 1 22 periods Part 2 16 periods
3. Students should be encouraged to keep a folder for this module which will serve as a record of their learning. The folder may comprise all the assignments the students have done for the module,
both oral and written. Students are also encouraged to reflect on and monitor their own learning process, and teachers should provide them with feedback and assistance where necessary.
Suggestions on how to cater for students with different needs and paces of learning are indicated by
* in the Remarks column.
Sections which are marked with # in the Focus column contain activities which are either more
demanding or are intended to further enrich students' learning experience. Teachers should use
their discretion as to whether to include or skip these sections, or to replace them with other
appropriate learning activities, based on students' needs and abilities.
Focus Suggested Time Allocation
Target Knowledge, Skills
and Attitudes Suggested Activities
Module introduction
2 periods Lessons 1-2
Students are able to:
• identify social issues that affect the world, society and them as individuals
• discuss and articulate how an issue may affect the world, society and them as individuals
In groups, students look through a list of social issues (e.g. poverty, homelessness, consumerism, obesity, piracy, pollution, crime) and further brainstorm other social issues. They then discuss what each means, categorise them and consider how each issue affects them in different ways.
Students share their work with the class.
Read, analyse and write definitions of social issues
2 periods Lessons 3-4
Students are able to:
• identify a definition of a social issue within a written text
• identify the features of a definition
• define a social issue based on visual clues
Students read a passage about a social issue.
In groups, they identify the features of a definition and how the questions of who, what, where or when, or a combination of these, are addressed.
Students write short paragraphs to define different social issues, based on graphical information provided.
Part 1:
Identifying, examining and presenting social issues
22 periods Lessons 1-22
Teaching Resources
Suggested Student Work or Activities for Formative
Assessment
Remarks
^A handout on identifying and examining social
A handout with a number of social
Observation of students' discussion
At the start, teachers should give students an overview of the module, introducing its major focusses which include reading and writing definitions, causes, effects and
solutions, researching information, acknowledging sources, and examining social issues from multiple perspectives.
Throughout the module, students will be involved in various listening, speaking, writing and reading tasks. It should be noted that Part 1 (i.e. the first 22 periods) is meant to develop students' basic skills in reading, analysing and presenting social issues in speaking and writing, and teachers should exercise their discretion as to whether to adopt all the teaching suggestions and activities for use, or focus their students on specific aspects of reading and presenting social issues, depending on their students' prior knowledge and experience. Teachers adopting the selective approach might like to spend more time on the activities suggested in Parts 2 and 3.
Towards the end of the module, students will be required to examine a social issue of their choice, produce a minimum of two pieces of work, one oral and one written, based on a given context and prepare for an end-of-module display. For the writing tasks, students can choose to produce texts such as a pamphlet, an editorial, a letter to the editor, or a report. A variety of text-types will be used as reading materials to increase students' exposure to different types of writing.
For a comprehensive bank of useful resources on different social issues, teachers may refer to the following websites:
http://www.multcolib.org/homework/sochc.html#anim http://newton.uor.edu/Departments&Programs/
AsianStudiesDept/hk-pol.html
For statistics categorised by social issues, the following website can be referred to:
http://www.oecd.org
^A handout on definition of a social
Texts such as expository essays, pamphlets, editorials and newspaper reports in which the definition of a social issue is included A handout for recording the nature of an issue, the affected population, the context, and the time frame as given in the passage Graphs or charts
The following can be included in the folder:
• students' work that distinguishes a definition from other parts of a text
• the definitions of various social issues that students write
Lessons 3 -16 should be treated with flexibility as it is not always possible to find one exemplary text that displays all the features that are to be introduced. For this reason, teachers should consider asking students to select two to three social issues that they are interested in. On this basis, teachers will present a variety of texts, both oral and written, in order to expose students to as many of the relevant features as possible and, where appropriate, draw students' attention to the fact that some of these features can be implied, rather than explicit.
It is productive at this stage to provide students with
opportunities to learn vocabulary related to the social issues being examined.
(*For the more able students, teachers can promote more independent vocabulary work by encouraging them to keep a vocabulary logbook.
For the less able students, it may be more beneficial to teach such vocabulary explicitly to help them to gradually build up issue
issues issues
Focus Suggested Time Allocation
Target Knowledge, Skills
and Attitudes Suggested Activities
Read, analyse and present the causes of a social problem
4 periods Lessons 5-8
Students are able to:
• identify how the causes of a social problem are presented within a written text
• identify linguistic and structural cues that signal the causes
• present the causes of a social problem either orally or in writing
Students read one or two texts that discuss
In groups, they identify how the causes are presented and the linguistic or structural cues used to signal them.
Students brainstorm the possible causes of one or two social problems.
They then present the causes they have identified either orally or in writing.
Read, analyse and present the effects of a social problem
4 periods Lessons 9-12
Students are able to:
• identify how the effects of a social problem are presented within a written text
• identify linguistic and structural cues that signal the effects
• present the effects of a social problem orally or in writing
Students read one or two texts that discuss social problems and identify how the effects of these problems are presented in the texts.
In groups, they identify linguistic markers used to signal the effects.
Students brainstorm the possible effects of one or two social problems and present them either orally or in writing.
social problems.
Teaching Resources
Suggested Student Work or Activities for Formative
Assessment
Remarks indicating an issue, a
population, a context and a time frame
^An example of an expository essay
the vocabulary base necessary for the completion of the major tasks of the module.)
For examples of graphs on social issues, teachers may refer to the following website:
http://www.archive2.official-documents.co.uk/document/deps/
doh/survey03/summ03.htm Texts such as
expository essays, pamphlets, editorials and newspaper reports in which the causes of a social problem are discussed
^A handout that requires students to examine the causes of a social problem and the linguistic features these causes display
^An example of an expository essay (used in Lessons 3-4)
^A handout on useful expressions for talking about causes and effects of a social problem
^Examples of mind
The following can be included in the folder:
• students' work on identifying the causes of a problem through the salient linguistic and/or structural cues in the text
• the causes of a social problem that students write or orally present
The following can be included in the folder:
• students' work on identifying the effects of a social problem through the salient linguistic and/or structural cues in the text
• the effects of a social problem that students write or orally present Texts such as
expository essays, pamphlets, editorials and newspaper reports in which the effects of a social problem are
^A handout that requires students to examine the effects of a social problem and the linguistic features that these effects display
^An example of an expository essay (used in Lessons 3-4)
^A handout on useful expressions for talking about causes and effects of a social discussed
map
Focus Suggested Time Allocation
Target Knowledge, Skills
and Attitudes Suggested Activities
Read,analyse and present the solutions to a social problem
4 periods Lessons 13-16
Students are able to:
• identify how the solutions to a social problem are presented within a written text
• identify linguistic markers that signal the solutions
• present the solutions to a social problem orally or in writing
Students read one or two texts that discuss social problems.
In groups, they identify how solutions are presented in the text, and the linguistic markers used to signal them.
Students brainstorm the possible solutions to one or two social problems and present them either orally or in writing.
#Examining an issue from various perspectives
6 periods Lessons 17-22
Students read a text about a social issue and, in groups, identify the different individuals and/or groups who are affected.
Students consider a series of social issues in order to identify the individuals and/or groups affected, how they are affected or what their perspectives might be.
Students consider how people with different perspectives will adopt different views on an issue.
Students are able to:
• identify different individuals or groups who are affected by an
• identify the
perspectives different individuals or groups may have about the
• explain why different individuals or groups may have different perspectives on the same issue
• demonstrate
understanding of how one's perspective can influence one's perception of an issue
• demonstrate critical awareness of the complex nature of social issues by examining them from different perspectives issue
issue
Teaching Resources
Suggested Student Work or Activities for Formative
Assessment
Remarks problem (used in
Lessons 5-8)
^Examples of mind map (used in Lessons 5-8) Texts such as expository essays, pamphlets, editorials and newspaper reports in which the solutions to a social problem are discussed
^A handout that requires students to examine the solutions to a social problem and the linguistic features the solutions display
^An example of an expository essay (used in Lessons 3-4)
The following can be included in the folder:
• students' work on identifying the solutions to a social problem through the salient linguistic and/or structural cues in the text
• the solutions to a social problem that students write or orally present
• students' work on distinguishing amongst definitions, causes, effects and solutions
^A handout on examining a social issue from various perspectives
Students' work which covers the following areas can be included in the folder:
• identify groups and individuals affected by an issue
• discern in what ways the groups and individuals are affected
• how a person or group's perspective may differ from another's
The purpose of this section of the module is for students to understand that every social issue can be examined and interpreted in a variety of ways by various groups or individuals and that what they read reflects one or more perspectives on an issue.
(*For the less able students, the idea of examining an issue from multiple perspectives can be introduced by focussing their attention on how discussion of some school-related issues (e.g. the school uniform) can draw differing opinions from, for instance, teachers and students.)
At the end of this section, teachers may want to conduct one or both of the following activities:
• Using the completed handouts, students discuss what they think about each perspective and whether they feel one is more important or valid than the other.
• Students search the Internet for the different
perspectives on a social issue they are interested in.
Focus Suggested Time Allocation
Target Knowledge, Skills
and Attitudes Suggested Activities Part 2:
Researching and gathering information on social issues
16 periods Lessons 23-38
Conducting observations and interviews
6 periods Lessons 23-28
Students are able to:
• identify the salient features of observations and interviews
• use polite expressions in making a request and showing appreciation
• seek clarification and additional information by asking follow-up questions
• perform an interview
Students identify and discuss the methods of data collection the researcher used.
Students identify and suggest other issues that could be investigated using similar methods of data collection.
Students learn the features of an interview and how to ask follow-up questions.
Students role-play an interview.
Conducting a survey
6 periods Lessons 29-34
Students are able to:
• identify the salient features of a survey
• write a simple survey questionnaire
• critique their own and others' writing
• carry out a survey
• report on survey findings
Students read a survey report.
Students identify basic features of a survey questionnaire.
Students critique and give feedback on a survey questionnaire.
Students write a survey questionnaire on a
Students carry out a survey on a social
Students identify the conventions and language typically found in reporting on survey results.
Students report on the results of the surveys in writing and/or orally to the class.
Acknowledging the sources of information
4 periods Lessons 35-38
Students are able to:
• identify the kinds of information that should be cited or
acknowledged
• acknowledge the sources of information
Students learn what kinds of information and content must be cited and acknowledged.
Students practise summarising a passage and acknowledging its source.
social issue.
issue.
Teaching Resources
Suggested Student Work or Activities for Formative
Assessment
Remarks
This part of the module introduces students to the basic concept of researching and investigating a social issue. It is not meant to be presented in an overly academic way.
Teachers can expand or conflate this part of the module to fit their students' interests and abilities. Regardless of whether students spend a longer or abridged period of time on this part, they should become aware of the following:
• Knowledge can be obtained from primary, first hand experiences, or secondarily;
• There are various ways to gain knowledge beyond the ones typically relied on (i.e. the library, and websites) such as through observation, interviewing and surveying; and
• Writers have an ethical obligation to acknowledge their sources.
A documentary that focusses on a social issue
^Handouts on interviews and observations An interview feedback form
Students' work related to the interview can be included in the folder.
Particular attention can be given in the self, peer and/
or teacher assessment of the interview on how well the students ask for follow-up information.
Teachers choose a documentary that involves the use of both observation and interview techniques to gather knowledge about a social issue. Students will watch the documentary prior to Lesson 23.
(*To help the less able students to understand the
documentary better, teachers may encourage them to switch on the English subtitles, if they are available.)
If time permits, teachers might like to refer to the Teaching Resources for this part and assign students one of the observation tasks. Students will report back to the whole class after completing the task.
It is also appropriate at this stage for teachers to remind students to start preparing for the final tasks and to reiterate what is expected of them.
^A handout on critiquing a survey
^A handout on the basic features of a simple survey
^A handout on reporting on a survey A feedback form for the survey
questionnaire
Self, peer and/or teacher feedback on the survey questionnaire that students develop The survey questionnaire and students' oral/written work on the survey results can be included in the folder.
Teachers need to exercise their discretion as to whether some of the activities in this part of the module should be skipped if students have had experience in conducting a survey in the Compulsory Part of the curriculum or in another module of the Elective Part.
Students should be reminded of the need to respect individual privacy when they carry out the survey.
(*As far as survey design is concerned, the less able students can be encouraged to develop more close-ended items, which would limit responses to some pre-determined options.
This should help make the task of analysing the data later on more manageable. The more able students can, on the other hand, be encouraged to develop more open-ended items, which may require more sophisticated analysis.)
Regarding assessment activities, students' reporting back on the surveys can be done either as an oral or a writing activity.
A handout with different types of information, which requires students to indicate whether the given information is common knowledge (which need not be cited) or expert
Students' work which covers the following areas can be included in the folder:
• tell if a statement assumes common or expert knowledge
• rewrite or
It is important for teachers to note that what is required of students at this stage are simple, straightforward acknowledgements (e.g. According to the Social Welfare Department...) rather than the more elaborate style as expected in the academic community.
Teachers also need to remind students to make and keep good notes as they research so that they do not forget where they got the information.
Focus Suggested Time Allocation
Target Knowledge, Skills
and Attitudes Suggested Activities
• refer to sources within written or spoken texts
Teaching Resources
Suggested Student Work or Activities for Formative
Assessment
Remarks information that
needs to be cited.
^A handout on reporting and acknowledging a source with examples
^An example of a summary
summarise a paragraph to avoid having to quote an entire passage
• write statements that appropriately acknowledge sources of information
(*For the more able students, teachers might like to help them to use the resources for citing and other relevant references found online and in style books.)
Focus Suggested Time Allocation
Target Knowledge, Skills
and Attitudes Suggested Activities
Presenting information and opinions on a social issue
10 periods Lessons 39-48
Students are able to:
• write a fact sheet on a social issue
• write a letter to the editor that expresses an opinion on a social
• construct a report on a social issue
• orally present the analysis of a social
• deliver a speech on a social issue
In groups, students discuss the advantages and disadvantages for selecting a particular type of text/format (fact sheet/poster, letter to the editor, report, speech, presentation) for presenting information and opinions on a social issue.
Students read and/or listen to and identify the salient features of fact sheets, letters to the editor, expository essays, reports, speeches and presentations on various social s.
Students, individually or in groups, examine, research and prepare a written text and a spoken text on a social issue.
Part 3:
Final
presentation
12 periods Lessons 39-50
Final display 2 periods Lessons 49-50
Students are able to:
• reflect on the module
• share their experience of the module orally
Students bring the module to a conclusion with the final display of their work.
Students reflect on the module and share their insights and experience with classmates.
issue
issue
issue
Teaching Resources
Suggested Student Work or Activities for Formative
Assessment
Remarks
A handout with suggestions on what tasks can be attempted by students
A handout on how to write/orally present the various text-types
Authentic examples of the various
text-types
Students' work that demonstrates their knowledge and skills in using various text-types to present information and opinions on a social issue will be kept in the folder.
It is important for teachers to provide a purposeful context for the final display. The following example can be used to provide a purpose for students to complete the suggested tasks:
"As part of the Social Awareness Week organised by the Students' Union, students are invited to contribute to an exhibition that aims to introduce different social issues to the school community. Students are required to investigate a social issue in groups and present the results of the investigation in both written and spoken forms...."
Teachers should remind students that they are expected to produce at least two pieces of work, one written and one spoken, in this part of the module. Teachers should also ensure that the tasks chosen will provide students with the opportunity to consolidate what they have learned in this module. The possibility of adopting topics related to social issues that are being dealt with in the Compulsory Part of the English Language curriculum or the Liberal Studies
curriculum should also be explored.
Teachers may consider video-taping the oral tasks for showing during the final display.
As a closure for this module, teachers may organise a display of the final tasks, including the videos of their performance in the oral tasks. Guests could be invited to bring a sense of occasion to the end of the module.
Teachers may also encourage students to share their experience of the module with one another orally in these two lessons.