Example Title
1. Making Use of Community Resources and Extending English Learning Outside the Classroom (Secondary 1-3)
2. Connecting Students’ Learning Experiences between English Language and Non-language Subjects through Promoting Language across the Curriculum at the Junior Secondary Level (Secondary 2)
3. Promoting Shared Reading and Developing Phonics and Vocabulary Building Skills: “Using My Five Senses” (Primary 1-3)
4. Making Use of Information Texts to Connect Students’ Reading and Writing Experiences (Primary 4-6)
5. Project Learning: “Charities and Helping Others” (Secondary 1-3)
6. Integrating Elective Modules to Connect Learning Experiences (Secondary 5-6) 7. Using Imaginative and Literary Texts to Develop Generic Skills and Positive
Values and Attitudes: “Where Go the Boats?” (Secondary 1-3)
8. Making Use of Project Learning and IT for English Language Development:
“Cyber Zoo” (Primary 4-6)
9. Promoting a “Reading to Learn” Culture through Linking Reading, Oral Presentation and Assessment (Secondary 1-3)
10. Making Links across KLAs and Developing Effective Learning Strategies and Skills through Reading, Phonics and Grammar Games: “My Favourite Things”
(Primary 1-3)
11. Enhancing Students’ Literacy Skills Development: Promoting Reading across the Curriculum through e-Learning (Secondary 1-3)
12. Integrating Technology in English Language Development – Engaging Every Student: “Sports Day” (Primary 4-6)
13. Promoting the Use of Information Technology for Interactive English Language Learning: “Mother’s Day” (Secondary 1-3)
14. Leveraging e-Learning in the Senior English Language Classroom “Bring Your Own Devices” (BYOD) (Secondary 4-6)
[in support of the English Language Education Key Learning Area Curriculum Guide (Primary 1 - Secondary 6) 2017]
Example Title
15. Promoting Life-wide Learning through Interacting with Non-Chinese Speaking Students: “It’s a Small World” (Primary 4-6)
16. Promoting Critical Thinking and Creativity through Drama in Primary Schools (Primary 4-6)
17. Promoting Grammar Learning through a Range of Language Materials and Activities “Growing Up” (Primary 4-6)
18. Learning Grammar through a Task-based Approach: “Inviting a Friend to a Food Festival” (Secondary 1-3)
19. Enhancing Students’ English Writing Skills Development through Promoting Learner Independence in the Junior Secondary English Classroom
20. Designing Meaningful Homework – Developing Students’ Ability to Produce Multimodal Texts (Secondary 1-3)
21. Developing Gifted Students’ Capabilities in the Creative Use of English through Exploration and Discovery (Primary 1-6)
22. Catering for Learner Diversity: “Getting to Know Some Animals”
(Secondary 1-3)
23. Catering for Learner Diversity: “Pleasure or Pressure” (Secondary 4-6)
24. Catering for the Diverse Learning Needs of Students with Special Educational Needs (Secondary 1-3)
25. Promoting Assessment as Learning in the Development of Writing Skills (Secondary 4-6)
26. Using Process Writing to Promote Effective Learning, Teaching and Assessment:
“The Christmas Party” (Primary 4-6)
27. Formative Assessment Game: “Who am I” (Secondary 3-4)
28. Enhancing Students’ Writing Skills through Assessment FOR Learning (Secondary 4-6)
:
Making Use of Community Resources and Extending English Learning Outside the Classroom
(Secondary 1-3)
Introduction
The two cross-curricular tasks in this example illustrate how community resources are used to provide students with life-wide learning experiences. Students were exposed to the authentic use of English when they visited the Hong Kong Space Museum and the Hong Kong Museum of History. They were also able to see the relevance of what they had learnt in school and had opportunities to learn and use English in natural and realistic settings.
The tasks exemplify:
the use of innovative and authentic learning/teaching resources;
cross-curricular organisation of learning experiences in the KLAs of English Language Education and Personal, Social and Humanities Education;
life-wide learning;
the integration of positive values and attitudes into meaningful learning activities;
flexible time-tabling; and
the development of students’ language proficiency and a broad range of generic skills in a complementary manner.
EXPEDITION TO EVEREST
Film watching in the Space Museum, supported by relevant learning activities, enables students to relate language learning to its purposeful use for communication in the real world and makes learning an enjoyable experience for them.
Students develop positive values through communicating their views on the courage of the explorers and appreciating their perseverance to sustain their efforts.
Students develop cultural awareness through discussion of the different attitudes towards Mount Everest between Tibetans and Westerners.
Learning and Teaching Process Impact on Learning Task A
Students learn about the formation of mountains as explained by a
Geography teacher.
Students listen to inspiring stories about explorers who struggled to conquer Mount Everest and engage in discussions on
how difficulties were overcome, and
the different attitudes towards Mount Everest between Tibetans and Westerners.
Students watch a film about Mount Everest in the Hong Kong Space Museum and do follow-up activities:
a quiz on the content of the film;
and
an inter-class gap-filling activity practising question forms.
Students practise/develop
language skills and acquire content knowledge.
The first person to reach the summit of Mount Everest was Sir Edmund Hillary from (1) ________ in 1953. He climbed Everest with a local Sherpa guide whose name was (2) ________. People had been trying to reach the summit since Everest was first discovered to be the highest peak in the world in 1855. Everest is
(3) ________ feet (8,840 metres) above sea level. The
mountain was named after Sir (4) ________, who had been the Surveyor General of the country of (5) _________. The name Mount Everest was accepted by the (6) _________ Society of Britain in 1856.
Students listen to and sing the song
“Climb Every Mountain”.
Students are encouraged to find out more information about the conquest of Mount Everest from multimedia sources, write stories about it and share their work with their peers.
Students practise listening for meaning, appreciate the lyrics and melody of the song, and express their feelings through singing.
Self-learning takes place when students search for and identify relevant information to develop an in-depth understanding of the conquest of Mount Everest. They develop creativity in story writing and communicate purposefully when they share their work with others.
Task B
Students discuss and make a list of important events and figures in the history of modern China.
Students visit the exhibition “A Hundred Years of Self-
strengthening” at the Hong Kong Museum of History to find out more about the history of modern China.
Students apply generic skills such as problem-solving skills, information technology skills and self-learning skills in a complementary manner in identifying important events and processing figures critically, as they communicate and collaborate with group members.
Students learn to respect others as they express their own views and listen to
Students’ motivation is raised when they can move beyond the confines of the classroom, make use of community resources and learn through real life experiences. They also see the relevance and
connections between English and what they learn in History.
Some of the activities have been tried out in Cheung Sha Wan Catholic Secondary School. We thank the school for sharing their experience.
Through seeing the exhibits, gathering information and reflecting on issues related to modern China, students gain a deeper understanding of the history of China and are more aware of their national identity.
Students make use of information collected at the exhibition and complete worksheets which ask for facts as well as personal views about the history of modern China.
Students check each other’s work by referring to leaflets collected from the exhibition.
Students collaborate in completing an inter-class gap-filling activity. The teacher then provides evaluation and feedback.
Learning is promoted through collaboration, peer evaluation and teacher feedback and support.
Connecting Students’ Learning Experiences between English Language and Non-language Subjects through
Promoting Language across the Curriculum at the Junior Secondary Level
Introduction
This example illustrates how content and language learning can be integrated in the English Language, Integrated Science (I.S.) and History lessons. The English teacher introduces the rhetorical function “making comparisons” and its related language items in the English classroom while teachers of I.S. and History help reinforce the knowledge in subject-specific contexts.
Cross-KLA Collaboration Impact on Learning
English Language (Reading)
Drawing students’ attention to the rhetorical function, i.e. “making comparisons” and the related language items, e.g. “both”,
“compared to”, “more/-er…than”, “however/but”, “on the other hand”, using the reading text “Chinese or Western parenting:
Which is best for you?”
Students are guided to understand the rhetorical function
“making comparisons”
and how the related language items are used in context.
Chinese or Western Parenting: Which is Best for You?
…Ms Chua was both too strict with her children and too critical of western parenting methods…
…Instead, they said that “good parents make sure their children get top grades”…
…Other studies show that, compared to western parents, Chinese parents spend 10 times longer every day doing homework and other academic activities with their children…
…Chinese parents, however, believe that they know best for their children, and therefore make their choices of activities and courses of study for them…Chinese parents, on the other hand, believe that their children can…
Helping students understand the reading text and the rhetorical function “making comparisons” by organising the main ideas using a graphic organiser, i.e. a Venn diagram
To compare
Students are guided to understand the rhetorical function
“making comparisons”
by identifying the similarities and differences between Chinese and western parents.
Highlighting to students the use of the language items used for making comparisons in the reading text and helping them practise these language items in language practice activities, e.g.
Language items Showing similarities Showing differences
Both
Like
Unlike
On the other hand
However / but
Instead of
Compared to
Students become more aware of the connection between the language items and their language functions, and their
understanding of the use of the language items is further reinforced.
the similarities between Chinese and western parents
the differences between Chinese and western parents
Main ideas of the reading text
(Writing)
Engaging students in making comparisons between Amy Chua’s typical Chinese parents and their/most parents in Hong Kong in a writing task:
Guiding students to plan for their writing task using a Venn diagram
Students are guided to
make connection with the reading text
“Chinese or Western parenting:
Which is best for you?”; and
organise their ideas about the similarities and differences between Amy Chua’s typical Chinese parents and their/most parents in Hong Kong using a Venn diagram.
Providing the opportunities for students to apply the language items to compare different views and behaviour between Chinese/the students’ parents and western parents in the writing task:
Students are engaged in applying the language items in context and their understanding of the rhetorical function “making comparisons” and the related
language items is consolidated.
Integrated Science (I.S.)
Helping students connect their learning experiences between English Language and I.S by highlighting the rhetorical function
“making comparisons” and the related language items previously introduced in the English lessons
Reminding students the language items that they can use for making comparisons in the I.S. learning activity
Students’
awareness of the rhetorical
function “making comparisons” and its related
language items is further reinforced in Science
contexts.
Students are able to
connect their learning experience to integrate content
knowledge and language learning; and
apply the language items to present their ideas in Science contexts
appropriately.
Providing opportunities for students to produce texts that involve making comparisons in Science contexts
Examination paper
History
Helping students connect their learning experiences by highlighting the rhetorical function “making comparisons” and the related language items previously introduced in the English lessons
Reminding students the language items that they can use for making comparisons in the History learning activity
Students’
awareness of the rhetorical
function “making comparisons” and its related
language items is further reinforced in History
contexts.
Providing opportunities for students to produce texts that involve making comparisons in History contexts
Examination paper
Students are able to
connect their learning experience to integrate content
knowledge and language learning; and
apply the language items to present their ideas in History contexts
appropriately.
Some of the activities have been tried out in Methodist College. We thank the school for sharing their experience.
Promoting Shared Reading and Developing Phonics and Vocabulary Building Skills: “Using My Five Senses”
(Primary 1-3)
This example shows how:
teachers help students see connections in their learning when they link the storybook to the textbook and other resource materials rather than treating them separate;
shared reading and other enjoyable learning activities can enhance student motivation and confidence;
teachers provide meaningful contexts for developing not only students’ reading skills, but also a range of other language and enabling skills such as phonics and vocabulary building, which are important to successful language learning; and
teachers help students develop their generic skills, notably communication skills and creativity, as well as the fundamental intertwining ways of learning and using knowledge such as communicating, conceptualising and inquiring.
Learning and Teaching Process Planning Stage
Teachers work as a team to:
1. identify the theme / module to work on;
2. choose a storybook that is suitable for the students (e.g. an interesting and relevant topic, appealing illustrations, appropriate degree of difficulty in language, repeated use of vocabulary items and sentence structures); and
3. identify the vocabulary items, letter sounds, communicative functions, and grammar items and structures to focus on.
Resources Theme /
Module Vocabulary
Items Letter
Sounds Communicative Functions and Grammar Items Storybook:
It’s pink, I think Textbook Other resources:
Picture dictionaries
Other
storybooks
Advertisements
Using my
five senses Colour
pink
red
yellow
green Clothing
dress
socks
jacket
k in
pink
think
black
sock
park
Use the simple present tense to express likes and dislikes:
Do you like…?
Yes, I do./
No, I don’t.
Ask simple questions to obtain information:
What colour is…?
Learning and Teaching Stage
In the Shared Reading Sessions, Students: Impact on Learning
listen to teacher’s reading of the story presented in a big book and in the process predict the meanings of new words and story content (e.g. using realia or the context and picture cues in the book);
Students
develop an interest in learning English when they are engaged in enjoyable reading activities;
internalise the rhythm and target language items through reading aloud and group reading; and
develop reading skills and vocabulary
building skills through using the context and picture cues to guess the story content and meanings of new words.
read aloud part of the story together (e.g. all the questions “Do you like my …?”) and then chime in at other parts of the story in groups (e.g.
“Yes, I do.” / “I like your socks.”);
pay attention to, identify and frame the target letter sound (e.g. k in pink and think) and later make a word train / wall with words from the textbook and other resources;
Students
develop an awareness of the basic sound patterns and phonics skills; and
build up confidence and skills in attempting to read new words
through the application of phonics skills.
participate in activities with fun elements (e.g.
singing the song “Do you like my dress?”) and show understanding of vocabulary items by playing a game on
Students
have fun and internalise the target language items through singing;
and
develop a keenness to participate in activities
matching pictures and word cards of clothing items;
leading to an
improvement of their knowledge and skills in the language.
express their personal experiences / imaginative ideas by creating their own stories, providing a new ending, or acting out the story;
Students
practise and consolidate in
meaningful contexts the vocabulary items, communicative
functions, and grammar items and structures through re-writing a story and carrying out a survey;
develop their creativity through giving
expression to their imaginative ideas; and
develop communication skills when they
conduct the survey.
conduct a survey through which they can express their likes and dislikes; and
collect words on a theme related to the story (e.g.
clothing, colour) from various sources (e.g.
textbook, picture dictionaries, other storybooks,
advertisements) and organise them in
meaningful groups (e.g.
vocabulary books / word trees).
Students develop
vocabulary building and self-learning skills through actively collecting words to compile a vocabulary book / word tree or a diagram around a theme; and
information skills through organising words in meaningful groups and referring to them as a resource for spelling and writing.
In Other English Lessons, When Teachers Use the Textbook / Other Resource Materials:
Impact on Learning
draw students’ attention to the target vocabulary items, letter sounds, communicative
functions, and grammar items and structures; and
Students see connections
between their learning experiences and become more motivated in learning English.
make reference to the shared reading experience (e.g.
encouraging students to add words they learn in the textbook / other resource materials to the vocabulary book / word train / word wall).
Students
carry out self-directed learning when
collecting words from various texts that they come across (e.g.
textbook, picture dictionaries and other storybooks); and
enhance their learning to learn skills.
Some of the activities have been tried out in CUHKFAA Thomas Cheung School and TWGHs Kwan Kai Ming Primary School (closed down in 2003). We thank the schools for sharing their experience.
Making Use of Information Texts
to Connect Students’ Reading and Writing Experiences (Primary 4-6)
This example shows how teachers:
help students process information texts and understand the features of information texts for specific purposes;
motivate students to think and write creatively and critically through creating and processing digital multimodal information texts;
agree with students on a list of task-specific criteria for an assessment form to assist them in reflecting on their own learning; and
develop positive values and attitudes through reading and responding to information texts.
Learning and Teaching Process
In the Pre-reading Stage Impact on Learning Students
understand the context and the task — designing an e-book “How to be an amazing ____” (e.g. artist / scientist) for displaying on the school Open Day;
read the cover, blurb and contents page of an information book “How to be a Sports Star”
to identify basic information about the book, e.g. title, author, and predict the content with teacher support;
practise the use of pictorial and contextual clues to work out the meaning of unfamiliar words / phrases on the front and back covers (e.g. athlete, pick a sport);
Students
are engaged in the task, as it is meaningful and relevant to their school life;
consolidate and apply their
knowledge of book concept acquired in reading other books;
make good use of prediction skills;
and
develop some understanding of the qualities of a sports star.
work in groups and match the sports items with the descriptions of some Asian sports stars; and
identify the important qualities to become a sports star.
connect the topic to their personal experiences;
develop their collaboration skills through participating in class or group discussion; and
become motivated in reading the text.
In the While-reading Stage Impact on Learning Students
are engaged in shared, supported and independent reading to develop skills in reading information texts;
learn the features of an information text (e.g.
headings, fact boxes, thought bubbles, captions);
practise the use of pictorial and contextual clues to work out the meaning of unfamiliar words;
respond to teacher’s questions and identify the important qualities of a good athlete which can be identified in a poster and personal profiles; and
identify with teacher support the use of imperatives in introducing the different ways to become a sports star.
Students
benefit from the teaching strategies of shared, supported and
independent reading and gradually gain more confidence and interest in reading information texts;
develop their reading skills, e.g.
working out the meaning of
unfamiliar words and constructing meaning from texts;
learn to use imperatives to list the qualities of Olympic athletes; and
are aware of the features of a poster, daily schedule and personal
profiles.
In the Pre-writing Stage Impact on Learning Students
work in groups to choose a sport;
find out three important qualities of a sports star of a particular sport with reference to what they have learnt from reading the information book;
discuss and decide on the two most
important ways to become physically fit; and
explain the choices to the class.
Students
develop their critical thinking skills through discussion; and
develop communication skills and enhance their motivation through brainstorming and sharing of ideas.
In the Drafting Stage Impact on Learning Students
discuss and agree with the teacher on the task-specific criteria of the e-book on the topic of “How to be an amazing ____”
(e.g. artist / scientist) on the self-assessment form;
revisit the text structures and language used in the information book, including book cover, checklist, index and the use of imperatives;
brainstorm ideas with the help of a list of guiding questions and draft an outline for the e-book;
are given timely and constructive feedback on the outline to improve their writing;
based on the feedback, find out more information about the topic by borrowing books from the school / public libraries or surfing the Internet;
Students
are more confident of writing the first draft with the input from the reading texts on the content and language;
develop creativity and critical thinking skills;
are clear about the features of an information book, e.g. glossary, checklist;
are introduced to the functions and operation of an app for composing an e-book;
add / draw appropriate images / pictures with captions to help illustrate the intended
messages to readers / viewers;
use the recording function to complete the recording of the reading text; and
use multimedia skills to enhance the quality of the e-book.
develop confidence and skills in expressing ideas and exhibit their creativity through the creation of a digital multimodal text; and
improve their oral fluency and accuracy through the recording activity.
In the Reviewing and Editing Stage Impact on Learning Students
review the content, presentation and recording of the e-book;
re-read and edit the e-book with a focus on improving the language used, e.g.
imperatives, tenses and spelling;
submit the first and final drafts of the e-book and the self-assessment form;
are provided with quality and constructive feedback on the digital multimodal text with reference to the agreed task-specific criteria on the self-assessment form; and
are given the opportunity to show their digital multimodal texts to guests on the school Open Day.
Students
develop their critical thinking skills through reflecting on the content, organisation, accuracy and presentation of their writing;
practise the skills of reviewing and editing to further develop their writing skills; and
are motivated by the opportunity to share their work with real audience.
Some of the activities were tried out in Christian Alliance H C Chan Primary School and King’s College Old Boys’ Association Primary School No.2. We thank the schools for sharing their experience.
Project Learning: “Charities and Helping Others”
(Secondary 1-3)
Introduction
The following example is a year-long project carried out with two classes of students. The project began in the English classroom, but as the learning activities extended to the school, home and community levels, they involved not only students and teachers but also the principal, parents, past students, and the community at large. It shows how project learning can be used to promote integrative and meaningful use of language and broaden students’
perspective, helping them develop empathy and assist the less fortunate children in the Mainland.
This example illustrates how:
• a wide variety of authentic resources and learning activities is used to stimulate interest, cultivate a sense of commitment, and facilitate the development of generic skills (e.g.
communication, collaboration, critical thinking, problem-solving) as well as positive values and attitudes (e.g. empathy, sense of responsibility, respect for life);
• life-wide learning and the use of English for real, meaningful communicative purposes are encouraged; and
• independent learning capabilities are promoted through self-directed and reflective learning.
Learning and Teaching Process Impact on Learning
• Students brainstorm the good things in their lives and some world problems that concern them. They make suggestions on what they can do to help solve some of the problems.
• Students exercise critical thinking and develop empathy for those who are less fortunate when they reflect on their own experience, make use of their knowledge of the world and suggest what they could do to help with some world problems.
• Students watch videos to learn about how a couple of teenagers attempted to bring about changes in the lives of some disadvantaged people in Africa and India.
• Students discuss and decide to do something to help some of the less fortunate children in the Mainland.
• Students practise listening for specific information and overall comprehension.
• Reflection and self-directed learning take place when students appreciate the good work of their peers and decide to take action to help some of the less fortunate children in the Mainland.
• Students attend a talk by a volunteer worker from a social service agency to learn about his work, and also about the children in Qian Feng in the Mainland, who are deprived of education opportunities because of poverty.
• Students develop compassion for the less fortunate and value the sense of reward and satisfaction that voluntary/charity work provides.
• Students discuss and decide to raise funds to provide education for the children in Qian Feng.
• Students develop communication, collaboration, critical thinking and problem solving skills and learn to respect others’ opinions.
• Students write letters to inform the children in Qian Feng about their intention and that they want to make friends with them.
• Students feel motivated and committed as they find ownership and meaning in their learning activities.
• Students plan and organise a "Jumble Charity Sale" to raise funds. They conduct a series of activities in English such as:
making
announcements at morning assemblies and sending letters to parents, past students and commercial firms to request donations of items for sale;
making posters and pamphlets to publicise the event, designing and sending thank-you cards to donors and producing their self-designed items for sale;
• Students practise
various language skills in an integrated way. As all learning activities (with the exception of the letters written to the children in Qian Feng) are carried out in English, students experience using English for communication in authentic contexts both inside and outside the classroom.
• Students develop creativity and the skills of communication, collaboration, critical thinking and
problem-solving through the learning activities related to the charity sale.
• Self-directed learning takes place when students keep track of the stages of their work.
• Students take ownership of the
project when they share their learning
experiences with parents.
promoting the sales items at the charity sale, and keeping sales records; and
recording the progress of work throughout the process
• Students discuss plans and activities with parents, and encourage their active participation and involvement.
• With the principal’s support for making special
time-tabling arrangements, students visit the children in Qian Feng (on a voluntary basis on a Friday and a weekend, with parents joining the function or giving support, morally and financially) to hand over the funds and other donated items collected.
• As homework, students write a “personal response”
on their learning experience gained through the project.
• Students gain life-wide
learning experience and first-hand knowledge of how they have been able to make a difference in the lives of the children in Qian Feng.
• Students achieve a sense of success and
satisfaction in seeing the results of their own efforts and getting support and recognition from the principal, teachers and parents.
• Reflection and free expression of personal feelings and insights are encouraged.
• Students share their feelings and experience with parents, and get feedback and guidance on their writing.
Extended mini-project
• As homework, students work in groups of 4 and do a study of one charitable organisation and prepare for a class presentation which includes providing basic information on the organisation, reflections on the work of volunteers and their own views towards life and helping others.
• Self-directed learning takes place when students make use of IT and reference skills to conduct an information search.
• Students use language in an integrated way when they teach and learn from each other about the different charitable organisations.
• Through their own study, and parental guidance and support, students develop a positive attitude towards life when they understand that with good will and concerted effort, there are solutions to many of the world's problems, and everyone can contribute to making the world a better place.
Some of the activities have been tried out in Cheung Sha Wan Catholic Secondary School. We thank the school for sharing their experience.
Integrating Elective Modules to Connect Learning Experiences (Secondary 5-6)
Introduction
The example illustrates:
the integration of the elective modules “Learning English through Social Issues” and
“Learning English through Short Stories” through the common theme “Consumerism”; and
how students are guided to develop strategies to connect their learning in the two elective modules and apply the relevant knowledge and language skills in a different context.
Previous Learning and Analysis of Students’ Needs
The S5 students have some knowledge of the features of a story (e.g. plot, setting, characters, theme). They show interest in reading short stories but it is observed that they lack skills in developing an engaging story with a creative plot and a strong message.
To use the lesson time effectively and develop students’ skills in writing engaging short stories, a unit of tasks on “Consumerism” is designed to connect students’ learning experiences through integrating the two elective modules “Learning English through Short Stories” and
“Learning English through Social Issues”.
A Unit of Tasks on “Consumerism”
Students are asked to submit entries for a story writing competition organised by the Young Writers Association and attend a workshop conducted by the school’s English Club to explore the theme
“Consumerism” and story writing techniques.
Learning and Teaching Process Impact on Learning Understanding Causes and Effects of Consumerism
Students listen to a song on Youtube about impulse buying and overspending with the use of credit cards. They brainstorm consequences and discuss whether they themselves have encountered similar situations in real life.
Students watch a presentation about consumerism1 , work out its definition and key concepts, and discuss its possible causes. They also brainstorm the possible effects of consumerism as shown in some cartoons.
Students relate the topic of consumerism to their personal experience and prior knowledge of social issues concerning overspending through the use of audio-visual materials.
Students acquire background knowledge and vocabulary about the topic of consumerism. They develop a better understanding of the topic and generate more ideas through discussing both the positive and negative effects of consumerism and examining the issue critically from different perspectives.
1 The video clip of the presentation on consumerism (Presentation B Track 4) is available at : http://cd1.edb.hkedcity.net/cd/eng/Social_Issue_HTML/social.html
Promoting Wise Consumption
Each student receives a data file on the topic of over-consumption related to one of the roles assigned:
Consumer 1 (Shopper who supports green shopping)
Consumer 2 (Shopper who enjoys and supports consumption for pleasure)
Business person
Environmentalist
Students read their data file individually to locate examples of overspending and suggest ways to avoid it. They decide whether the government should take the lead in educating the public about
“wise consumption” and justify their view from the perspective of the role assigned.
Students who are assigned the same role first work together to discuss their stance on the topic
“The government should take the lead to educate the public about wise consumption” and think of reasons to support their stance.
In the class discussion forum, each group presents their stance to the class. This is followed by a Question-and-Answer Session, where students of each group come up with a question for another group. They also note down the questions for their own groups and prepare their responses to the questions in groups.
Students develop the skills of identifying arguments and their supporting details when going through the data file.
Students formulate their own argument on the topic and support it with relevant details from the sources given. They strengthen their arguments through listening to their peers’ ideas, being challenged by others and responding critically with reasons to support their case in the group discussion and Question-and- Answer Session.
Appreciating the Short Stories “Money” and “Brand Name Battle”
Students revisit the concept of plot structure of short stories, label the core elements of a plot (i.e.
exposition, rising action, climax, falling action and resolution) and match them with their descriptions.
Students read the first part of the story “Money”.
They make predictions as to what will happen by suggesting possible climax, falling action and resolution for the story individually. They then form groups and share their storyline with their groupmates. After sharing in groups, they read the rest of the story “Money” and check whether their predictions are correct. They are encouraged to comment on the ending of “Money” and are introduced to some possible ways of ending a story (i.e. ending with a twist, a positive note, personal reflections, a quotation and dialogues).
They are then challenged to provide an alternative ending that would captivate the reader to a greater extent.
Students read another story “The Brand Name Battle”, work out the sequence of the jumbled plot and analyse the use of flashbacks and dialogues in the story. They complete a gap- filling activity on the sequel to the story, create dialogues between the two main characters and conduct peer assessment.
Students’ prior knowledge of plot structure is consolidated through the task that requires them to identify the plot structure from a short story.
Students’ understanding of plot structure is deepened as they make predictions about the story, discuss to make informed predictions and confirm or adjust them through reading the story in parts.
Students’ understanding of story is extended from plot structure to techniques for narration and characterisation such as the use of flashbacks and dialogues.
Writing a Creative Story
Students are introduced to the writing task - a short story which includes the sentence “I feel rich.” They are provided with the opportunity to connect their learning experiences by discussing in groups the knowledge and language skills from the two elective modules that they can apply in the writing task (e.g. ideas and vocabulary on
“consumerism”, features of a short story, narrative techniques). Each group presents their ideas to the class and the teacher provides feedback.
Students go through the assessment criteria on the self-assessment form under the teacher’s guidance. Where appropriate, the teacher demonstrates how to transfer and apply their learning in the writing task. Students create their own story and complete the self-evaluation form before submitting their work to the teacher.
Students develop skills in writing a story through connecting what they have learnt in the two elective modules and discussing how they can transfer the knowledge and language skills previously learnt.
With the teachers’ demonstration and feedback, students practise transferring their prior learning on social issues and story writing in a new context collaboratively.
Students consciously transfer and apply the relevant skills and knowledge to create a new short story. They reflect on their own learning and writing with the use of the self-evaluation form.
Some of the activities have been tried out in Henrietta Secondary School. We thank the school for sharing their experience.
Using Imaginative and Literary Texts to Develop Generic Skills and Positive Values and Attitudes:
“Where Go the Boats?” (Secondary 1-3)
Introduction
In this example, the teacher makes use of a poem to:
encourage students’ free expression of feelings, ideas and creativity;
develop their basic skills, thinking skills and personal and social skills integratively and foster learner independence and self-directed learning;
provide opportunities for students to appreciate the beauty of the English language; and
promote positive values and attitudes including caring for the environment, maintaining sustainability and respecting different cultures
through the following learning activities:
collecting pictures and information about rivers;
reading the poem and discussing in groups their responses to the poem;
comparing rivers and activities near them and justifying their preferences regarding rivers; and
writing poems based on a model and writing free poems.
Learning and Teaching Process Impact on Learning
In groups, students collect pictures and information about rivers in different parts of the world to find out the features of rivers and the activities near them.
Students discuss the following questions, which reinforce their understanding of rivers and the life and activities of the people living nearby.
1. Do you remember the colours of the rivers in the pictures?
2. Do the rivers move quickly or slowly?
3. What will happen if you put paper boats into these rivers?
4. What activities can you see in the rivers or near them?
5. How important are the rivers to the people living nearby?
Students
engage in self-directed learning, make choices about what they want to find out and take charge of their own learning;
apply communication skills and self-learning skills to inquire and communicate; and
extend their knowledge of other cultures, develop thinking skills and positive values and attitudes such as caring for the environment, maintaining
sustainability and respecting different cultures.
Students read the poem, "Where Go the Boats?" by Robert Louis Stevenson (1850-1894).
In groups or individually, students draw pictures of the river based on their interpretation of the poem and discuss their drawings.
Where Go the Boats?
Dark brown is the river, Golden is the sand.
It flows along for ever,
With trees on either hand.
Green leaves a-floating, Castles of the foam, Boats of mine a-boating -
Where will all come home?
On goes the river
And out past the mill, Away down the valley,
Away down the hill.
Away down the river,
A hundred miles or more, Other little children
Shall bring my boats ashore.
Students
apply communication skills and self-learning skills to inquire and communicate;
give critical and
imaginative responses to language arts materials containing cultural and environmental elements;
show appreciation of others’ work;
develop thinking skills;
and
appreciate the effect of sound patterns including rhythm and rhyme from imaginative literature.
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8
12
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Students compare the river described in the poem with one of the rivers they have discussed earlier and present the differences and similarities of the rivers to the class.
Based on the first stanza of the given poem, students write four lines creatively on one of the rivers they came across earlier and present their poems with pictures. Their peers provide feedback on the poem.
Extended tasks, e.g.
students write poems creatively on anything of their choice and display their poems on the class bulletin board / the class blog for their peers to provide comments; or
they search and select more poems or other texts about rivers or boats and share them among themselves.
Similarities / Differences
Flow of the river
Activities
Importance to the life of the people
Students
develop reasoning and critical thinking through making comparisons; and
consolidate their learning and positive values and attitudes and extend their cultural awareness.
Students
develop cultural awareness and thinking skills holistically;
develop capabilities to monitor and
evaluate their learning through practising peer evaluation; and
engage in
self-directed learning and peer assessment.
Making Use of Project Learning and IT for English Language Development: “Cyber Zoo” (Primary 4-6)
This example illustrates how Key Stage 2 students:
develop independence and work according to their needs, interests and abilities in learning English through project work;
work collaboratively to set up their school’s cyber zoo, using innovative and authentic learning resources;
learn how to learn as they discuss how to do the project before they divide the work among themselves and work independently on a specific area;
see the need to use English to prepare and present their projects since their work is to be published on the Internet and viewed by other children or Internet users who may not read Chinese; and
improve their work and develop a sense of responsibility for their learning after receiving feedback from people who have visited their cyber zoo.
This project aims to:
develop students’ capabilities to use English to: develop in students the following:
find out, organise and present information through using IT and making appropriate use of community resources (Knowledge Strand);
interpret and use given information from various sources, e.g. websites, to introduce the features of the selected animals by using IT (Knowledge Strand);
see the need for clarifying their own written expression and then improve their project after receiving feedback from teachers, schoolmates and others (Knowledge Strand);
converse about feelings, preferences, ideas through planning and setting up their school’s cyber zoo (Interpersonal Strand);
exchange messages by sending an e-poster to invite others to visit their school’s cyber
Generic Skills
Collaboration Skills
Communication Skills
Creativity
Critical Thinking Skills
IT Skills
Problem Solving Skills
Self-management Skills
Self-learning Skills Personal and Social Values and Attitudes
Aesthetics
Independence
Appreciation
Care and Concern
Open-mindedness
Co-operativeness
zoo (Interpersonal Strand);
participate with others in making choices and decisions by sharing ideas, making suggestions and solving problems in the process of the project work (Interpersonal Strand); and
give expression to imaginative ideas through designing an e-poster (Experience Strand).
Learning and Teaching Process
Project Learning In the Learning and Teaching Process, Students:
Using IT
Impact on Learning Impact on Learning
Students’ motivation is raised when they suggest and discuss which 10 animals to keep in the school’s cyber zoo.
plan and set up their
school’s cyber zoo in which 10 animals not usually found in local zoos are kept;
Students use multimedia
resources to support learning with the help of teachers.
Students
develop collaboration and information skills, and become
independent and responsible for their own learning when they find out more information about the
animals chosen for the cyber zoo through various means; and
are supported by their parents who may take them to the public
libraries to look for references and / or discuss the animals they have selected.
work in groups and extract relevant information concerning the main
features of the animals from 2 given websites;
find out more information about the animals in the cyber zoo through various means such as visiting the school / public libraries or surfing the Internet as homework;
Students access information on the Internet.
Students develop their creativity, critical thinking and
problem solving skills when they plan and set up their school’s cyber zoo.
report orally on what is extracted from given websites concerning the main features of the animals they work on;
Students
develop interest and positive attitudes; and
work co-
operatively with their peers when they process information on the Internet.
study, exchange, discuss and compare the
information gathered from different websites;
Students develop their communication and collaboration skills when they report on the main features of the animals in the zoo.
compile and present orally in groups short descriptions of the main features of the animals in the cyber zoo, e.g. their physical
characteristics, diets, living environments;
Students process information using IT tools.
Students develop their language skills and language development strategies in an
integrated way and become responsible for their own learning when they review and edit their own work.
use the word processor to draft, review, edit and rewrite their written work;
use multimedia skills to enhance the quality of presentation;
Students
make use of software packages; and
are engaged in self-assessment in the process of writing.
Students
use a number of software tools to present
information; and
develop their creativity when they design the layout of their work.
Students
are responsible for their own learning when they review their work based on self-evaluation and feedback from their peers;
are engaged in peer evaluation;
and
develop respect for different points of view.
review and improve their work based on feedback from peers;
Students develop interest and
techniques in using software packages in process writing.
Students find meaning and pleasure in the use of English to communicate with others and develop a positive attitude towards learning English.
send and receive e-mails concerning their favourite animals in the cyber zoo to and from their schoolmates, teachers or headmaster;
Students
demonstrate their interest in
communicating with others using IT tools; and
develop their communication skills when they send and receive emails.
Students work collaboratively in designing an e-poster.
design and send an e-poster to a neighbouring primary school, inviting the students to visit their school’s cyber zoo;
Students
develop their creativity when they design their e-poster; and
use IT tools and strategies for presenting information.
Students find meaning and pleasure in the project they develop and become motivated in learning.
send the project via e-mail to relevant websites to share their work with other children in the world;
Students
use IT tools and strategies for presenting information; and
demonstrate their interest in
communicating, using IT tools.
Students develop critical thinking skills when they vote for their favourite animals in the cyber zoo.
visit the class homepage to vote for and find out the most popular animal in the cyber zoo; and
Students
are engaged in self-directed learning when they take the initiative to visit the class
homepage to vote for and find out the most popular animal in the cyber zoo; and
access and provide
information on the Internet Students
are engaged in self-evaluation;
see the need for improving their own work; and
develop a sense of commitment in learning and using English.
review and improve their project based on feedback from people who have visited their cyber zoo.
Students
use IT tools for interactive learning; and
are involved in life-wide learning.
Some of the activities have been tried out in Buddhist Wong Cho Sum School. We thank the school for sharing their experience.
Promoting a “Reading to Learn” Culture through Linking Reading, Oral Presentation and Assessment (Secondary 1-3)
Introduction
In this example, students at the junior secondary level engage in reading books on various themes and disciplines under the school’s extensive reading scheme. They also take part in an oral presentation on what they have read, and evaluate their classmates’ performance.
This example illustrates how “reading to learn” activities can be used to:
enhance students’ abilities in using English by integrating the four skills of listening, speaking, reading and writing;
develop students’ critical thinking and problem-solving skills through understanding and constructing meaning from what they read and evaluating other students’ performance;
develop students’ creativity and positive values in responding to imaginative and literary texts on different themes;
promote self-directed learning through assessment for learning;
develop students’ collaboration skills;
cultivate an open-mindedness towards different opinions and ideas; and
promote reading for the improvement of language proficiency as well as for other important purposes, notably personal interest, enrichment of knowledge and experience and development of positive values and attitudes.
Purpose of the School’s Extensive Reading Scheme
Through engaging in a diversified range of activities such as quizzes, story-telling competitions, writing competitions, book exhibitions, writing book reports and oral book presentations, students develop the skills and strategies for reading effectively and broaden their knowledge base and experience. The ultimate goal of the scheme is to inculcate a reading culture within the school and help students become independent readers.
Learning and Teaching Process Impact on Learning
1. As part of the school’s extensive reading scheme, students of S1-3 each read a story of his/her choice to be presented in class.
Students develop an interest in reading as they are provided with a meaningful purpose for reading and responding to the story they have read.
Students broaden their knowledge and experience through reading about and responding to the plot or the experiences of various characters in the story.
2. Students fill in a book review form on the story they have read, providing
information about the plot and characters.
They also share their views on the story.
They can make use of the ideas on the form for their oral presentation, although they have to hand it in to the teacher prior to the presentation.
Storybook Presentation Book Review Form
Students develop their creativity and critical thinking skills through:
understanding and constructing meaning from the story they read;
conceptualising the plot, understanding the characters, developing their own values and forming their views of the story; and
selecting, developing and organising ideas for their oral presentation.
3. With the teacher’s guidance, students read and understand the assessment criteria in the evaluation form for the oral
presentation.
Students develop their critical thinking skills through understanding and interpreting the assessment criteria in the evaluation form.
Students enhance their knowledge and skills in self- monitoring and evaluation through reflecting on and applying the assessment criteria.
4. Students take turns to present their story to the class, making use of the basic information they have previously provided on the book review form and finding an effective way to present the story and share their views with the audience.
5. In groups, students evaluate the
presentations with the evaluation forms.
Students develop their communication skills and creativity through
expressing their ideas, views and feelings about the story with an audience in mind.
Students develop their skills of critical thinking and collaboration in evaluating the
presentations. Students learn to take charge of their own learning as they practise peer assessment.
6. Students give oral feedback about the presentations they have observed.
Students develop their
speaking skills by responding to and evaluating the
presentations orally.
Students appreciate each other's use of the language.
Students enrich each other’s reading experience by exchanging views on the reading content.
Students show respect for different opinions and ideas in discussing each other’s performance.
7. Students reflect on feedback from peers and the teacher. They record their
participation and performance in the oral presentations in the logbook they keep for recording their English activities.
Students develop an ability to manage, reflect on and review their own learning.
Some of the activities have been tried out in Shung Tak Catholic English College. We thank the school for sharing their experience.
Making Links across KLAs and Developing Effective Learning Strategies and Skills through Reading, Phonics and
Grammar Games: “My Favourite Things” (Primary 1-3)
This example shows how teachers:
help students link the content of an English non-fiction reader to other learning / teaching materials for the subject of English Language as well as other subjects like Mathematics and General Studies;
develop students’ reading skills through shared reading and follow-up learning activities;
provide meaningful contexts for developing students’ phonics skills and reinforcing the learning of grammar items and communicative functions;
use information books to broaden students’ world knowledge and exposure to English and develop their interest and skills in reading to learn; and
use games and other activities with fun elements to develop students’ confidence, skills and interest in learning English.
Learning and Teaching Process
Planning Stage
Teachers work as a team to:
1. identify a theme / module to work on;
2. choose an appropriate English non-fiction reader that helps students make connections between their learning experiences in the subject of English Language and other subjects such as Mathematics and General Studies; and
3. identify the vocabulary items, letter sounds, communicative functions, and grammar items to focus on.
Resources Theme / Module
Vocabulary Items
Letter Sounds
Communicative Functions and Grammar Items Non-fiction
reader:
What’s in my pocket?
Textbook Other resources:
English word books
Picture dictionaries
My favourite things
Texture
soft
hard
fuzzy
gooey Shape
square
round Object
marble
block
feather
toy bear
rock
worm
w in
worm ock in
rock
Use nouns to identify objects:
A rock
Ask “Wh-”
questions in a guessing activity:
What’s in my pocket?
Use pronouns to refer to objects:
I can feel
something round.
Use adjectives to describe the texture of objects:
I can feel something soft.
Use adjectives to describe the shape of an object:
I can feel
something round.
