4 &5 December 2014 ENGLISH LANGUAGE EDUCATION SECTION, CURRICULUM DEVELOPMENT INSTITUTE, EDUCATION BUREAU
• gained a better understanding of the elective module: Learning English through Social Issues;
• got some ideas on how the module could be integrated with various curriculum components, in particular the Language Arts and Non-Language Arts modules, to develop and enhance
students’ language and thinking skills; and
• explore some strategies on how to design learning, teaching and assessment activities/materials for the implementation of the module.
• Provide opportunities for learners to apply, consolidate and extend the language knowledge and skills that they have acquired from the Compulsory Part
• Cater for learners’ diverse abilities, needs and interests
• Extend and enrich learners’ learning experience
• Add variety to the English Language curriculum
Group work
1.Which of these are social issues? Explain why.
2. How would you categorise these social issues? Explain your categorisation.
3. Add new examples of social issues that may motivate
your students in learning English.
A social issue :
• has a far-reaching impact on the majority of people;
• is a problem which has caused wide public concern;
and
• involves value judgement.
Getting along with Others
• Extreme parenting (‘Monster parents’ /
‘Tiger mum’)
• Popularity of social
networking websites
• Bullying
Study, School Life and Work
• Popularity of online learning
• Urge for free kindergarten education
• Implementation of national
education
Nature and Environment
• Quantity- based solid waste
charging
• Shark fin trade
• New
developme nt plan for North East New
Territories
Technology
• Online dating
• Online shopping
• Internet addition
The Individual and Society
• Occupy Central
& Occupy Movement
• Anti-
discrimination law to protect people of
different sexual orientation
• Public
nomination of candidates in the 2017 Chief Executive
Election
• To help learners to understand and _________________ ideas, information, facts, opinions, intentions and arguments presented in the written and spoken texts on social issues
• To help learners to develop the skills of understanding and _________________ social issues from various perspectives
• To develop learners’ abilities to evaluate information from various sources and _____________________ research using different methods
• To enhance learners’ ability to plan and _________________ coherent and structured texts through providing them with opportunities to
________________ information, views or arguments on particular issues
carry out / present / interpret / produce / evaluate Complete the learning objectives with the verbs provided.
• To help learners to understand and interpret ideas, information, facts, opinions, intentions and arguments presented in the written and spoken texts on social issues
• To help learners to develop the skills of understanding and evaluating social issues from various perspectives
• To develop learners’ abilities to evaluate information from various sources and carry out research using different methods
• To enhance learners’ ability to plan and produce coherent and structured texts through providing them with opportunities to present information, views or arguments on particular issues
Sequence the three parts of the module. Match the focuses and target knowledge, skills and attitudes.
(from the Suggested Schemes of Work for the Elective Part of
the Three-year Senior Secondary English Language Curriculum, (2007))
Identifying, examining and presenting social issues
Researching and gathering
information on social issues
Presentation
Part
1. Identifying, examining and presenting social issues
2. Researching and gathering information on social issues
3. Final presentation
(from the Suggested Schemes of Work for the Elective Part of
the Three-year Senior Secondary English Language Curriculum, (2007))
Focus
A. Introduction
B. Read, analyse and write definitions C. Read, analyse and present the causes, effects and solution of a social problem D. Examining an issue from various perspectives
• Target knowledge, skills and attitudes
• identify an issue
• discuss and articulate how an issue may affect the world, society and individuals
• identify a definition of an issue
• identify features of a definition
• define a social issue
• identify how causes, effects and solutions are presented
• identify the linguistic and structural cues that signal the causes, effects and
solutions
• present the causes, effects and solutions of a social problem
• identify the perspectives different
individuals or groups may have about the issue and explain why
• demonstrate understanding and critical awareness of the complex nature of social issues by examining them from different perspectives
Part
1. Identifying, examining and
presenting social issues
2. Researching and gathering information on social issues
3. Final presentation
(from the Suggested Schemes of Work for the Elective Part of
the Three-year Senior Secondary English Language Curriculum, (2007)) Focus
A. Conducting observations and interviews
B. Conducting a survey
C. Acknowledging the sources of information
Target knowledge, skills and attitudes
• identify the salient features of observations and interviews
• use polite expressions in making a request and showing appreciation
• seek clarifications and additional information by asking follow-up questions
• perform an interview
• identify the salient features of a survey
• write a simple survey questionnaire and critique writing
• carry out a survey
• report on survey findings
• identify information to be cited or acknowledged
• acknowledge the sources of information
Part
1. Identifying, examining and presenting social issues
2. Researching and gathering information on social issues
3. Final presentation
(from the Suggested Schemes of Work for the Elective Part of
the Three-year Senior Secondary English Language Curriculum, (2007))
Focus
A. Presenting information and opinions on a social issue
B. Final display
Target knowledge, skills and attitudes
• write a fact sheet on a social issue
• write a letter to the editor that
expresses an opinion on a social issue
• construct a report
• orally present the analysis of a social issue
• deliver a speech on a social issue
• reflect on the module
• share their experience of the module orally
Learning English through
Social Issues
Exposing students to a variety of text-
types related to social issues
Developing students’ higher-
order thinking skills
Creating meaningful contexts in which
students learn and perform
various
communicative functions
What are the key considerations for
designing classroom activities related to
social issues?
Separating relevant from irrelevant information Visualising issues using graphic organisers
Seeking reasons and causes
Speculating views of different parties Seeing more than one side of a problem Identifying bias or logical inconsistencies Justifying solutions
How do we enhance students’ thinking skills?
Thinking Skills Actions
Remembering To recall information, name, list, locate, observe, discover, identify, outline
Understanding To match, explain, describe, paraphrase, estimate, summarise, discuss
Applying To apply knowledge, use problem solving methods, manipulate, design, solve problems
Analysing To identify and analyse patterns, organise ideas, recognise trends
Evaluating To compare ideas, evaluate outcomes, rate, judge, solve, recommend
Creating To predict, infer, combine, modify, imagine, compose, use old concepts to create new ideas, design and invent
Self-questioning:
How has this author changed what I understand?
How has the author’s perspectives influenced what he/she tells me?
How can I connect what this author is telling me to understand something better?
How is this similar to (or different from) other material I’ve read?
What does this author want me to understand?
What do I need to remember to make sense of this text?
Written
» Editorials*
» Essays*
» Fact sheets
» Feature Articles*
» Films*
» Newspaper articles*
» Proposals*
» Questionnaires
» Pamphlets
» Surveys /research reports
* Additional text types for Senior Secondary
Spoken
Court trials
Documentaries*
Debates*
Interviews
News reports
Speeches*
Surveys /
research reports
• To give examples
• To describe causes
• To express factual information
• To show contrasting ideas
• To give and justify recommendations and make proposals
• To express personal feelings, opinions and judgements
• To give advice and suggestions
• To express views from different parties
• To describe effects and consequences
• To acknowledge sources of information
• To justify a point of view
• To find and provide evidence for a conclusion
• To organise ideas in a presentation
• To show agreement and disagreement
• To seek information e.g.
conducting an interview
• To give presentation
• To participate in and follow group discussion
Involves learners in thinking and doing
Requires learners to draw upon a framework of
knowledge and skills
Product Purpose
Context
Provides contexts for:
˃integrated use of language skills
˃meaningful and purposeful use of English for communication
Facilitates effective grammar and vocabulary learning and teaching
Uses learning and teaching resources of a variety of text types
Promotes a learner-centred approach
Adapted from Enhancing English Vocabulary Learning and Teaching at Secondary Level (2012), pp.141-188
ADOPTING A TASK-BASED APPROACH IN LESSON DESIGN
Module Communicating
Task 1 Listening to a
speech delivered by the
Advisor of the English Debating
Club
Task 2 Reading a magazine article entitled “Should the Internet be
Censored?”
Task 3 Studying an online forum on
people’s opinions of the
internet
Final Task
Writing a debate speech Unit
The Internet
• Approaches to implementing the elective module
(e.g. as a standalone module or integrated with other curriculum and assessment components?)
• Grouping of students
• Timetabling
• Adaptation of the S.O.W.
(e.g. selecting appropriate learning focuses)
• Sources of learning and teaching materials
(e.g. textbooks, school-based materials, resource packages, the media)
• Teacher deployment
• Interface with the JS curriculum
• Extended learning activities
• Resolves the issue of tight learning/teaching time
• Enhances curriculum coherence
(inter-relatedness of various curriculum and assessment components and areas for reinforcement)
• Avoids unnecessary repetition of curriculum content
Multiple perspectives
Anaylsing the causes and effects of a social problem
Acknowledging sources of information
Definitions
Speaking Skills
Writing Skills Reading Skills
Listening Skills Grammar
Vocabulary
Survey reports
The Compulsory Part, other elective modules and assessment components
Viewing skills
Letters to the editors
Interviews
Newspaper articles
Problems encountered by teachers teaching Short Stories at S4:
Too hectic schedule (too little time with too much content: 4 skills books, 1 elective module textbook and 1 grammar book to be
covered)
Limited exposure to various genres of reading texts/vocabulary
Some of the measures taken when planning the S5 curriculum:
• Infuse the learning objectives of the Social Issues module into the school-based curriculum (Compulsory Part)
• Select texts and learning activities to be covered
• Develop some tailor-made supplementary materials for reading and writing
»Examples from the scheme of work of ABC School Learning objectives of the
Compulsory Part
Elective Part (Social Issues)
SBA learning activities
Language functions Compulsory Part (R, W, L, S)
Extended learning activities
Steps to plan the scheme of work:
• based on the learning objectives of the Compulsory Part
• identify the common learning objectives from the elective module:
Social Issues
• select and integrate the 4 language skills to be covered in the Compulsory Part (R, W, L, S)
• enrich the Compulsory Part with text types related to Social Issues:
both skills book and tailor-made materials
• incorporate SBA learning activities
• introduce theme-related / skill-related extended learning activities (e.g. forum)
After integration:
Compulsory Part (R, W, L, S), SBA, language functions, extended learning activities
Social Issues
Social Issues
Objectives
• To consolidate the knowledge of short stories (e.g. plot development, various ways of ending a story, dialogue writing)
• To help students develop the skills of understanding and evaluating the issue of ‘consumerism’ from various
perspectives
• To enhance students’ ability to plan and produce coherent and structured texts
Target level: S5
Situation
The English Club is organising a writing competition for students in your school on the theme ‘Consumerism’. The best five entries will represent the school in an international literary contest. Students of the best five entries will be eligible for a two-week fully sponsored overseas literary exchange programme. You and your classmates have a strong interest in the theme and would like to enter the competition.
In order to prepare for the writing competition, your English teacher would like your class to take part in some activities related to the
theme and story writing. Complete the following tasks:
» Task 1 – Completing an information sheet on
“Consumerism”
» Task 2 – Participating in a discussion forum on “Over- consumption”
» Task 3 – Appreciating stories on the theme ‘Consumerism’
To help students gain a better understanding of the issue of consumerism, the English Club and the Current Affairs Society has jointly organised a workshop. Complete the information sheet as you take part in the workshop.
1. Students listen to a song and answer questions about the phenomenon of
“consumerism” based on the lyrics. (Individual)
2. Students watch a presentation on the possible causes of consumerism and note down key ideas. (Individual)
3. Students look at some cartoons and write down what they think are some positive and negative effects of consumerism. (Group)
The English Club and Current Affairs Club jointly invite the public to take part in a forum to discuss the phenomenon of ‘over-
consumption’ in Hong Kong and whether the government should take the lead in educating the public about ‘wise-consumption’.
You and your friends are invited to attend the discussion forum to:
• share observations about over-consumption in Hong Kong;
• suggest ways to avoid over-consumption; and
• present your views (with supporting details) on whether the government should take the lead in educating the public
about ‘wise-consumption’.
1. Students choose or are assigned one of the four roles below:
• Consumers A (Green shoppers who support green shopping)
• Consumers B (Shoppers who enjoy and support consumption for pleasure and quality life)
• Businesspeople
• Environmentalists
2. Students read a data file for their respective roles or any other relevant resources to locate examples of overspending and suggest ways of avoiding it. They decide whether the
government should take the lead in educating the public
about “wise-consumption” and brainstorm reasons to support their stance from the perspective of the role assigned to them.
(Individual)
3. Students share with the class examples of over-
consumption and ways to avoid it from the perspectives of different roles. (Class)
4. Discussion Forum: Students playing the same role first
work together to discuss their stance on the discussion topic and reasons to support their stance. Then, each group
presents their stance in the forum. (Mixed-ability group) 5. Question-and-Answer Session: Students of each group come up with a question for another group. They also note down the questions for their own groups, prepare their
response in groups and present it in the forum. (Mixed-ability group) share with the class additional information from
different perspectives they have collected from sources other than the data file
come up with at least one question for each of the other groups
1. Students read the first half of the story ‘Money’ and revise the plot development. (Individual)
2. Students create the climax, falling action and resolution of the story and share their ideas in groups. (Individual and Group)
3. Students read the second half of the story ‘Money’ and discuss different ways of ending a story creatively. (Group) 4. Students analyse the main character of the story ‘Money’.
(Individual and Group)
To help students appreciate stories related to the theme and consolidate their knowledge and language skills in writing stories, the English Club has organised a workshop on story writing. Complete the tasks you take part in the workshop.
5. Students work out the correct sequence of the paragraphs of the story ‘The Brand Name Battle. (Individual)
6. Students revisit the techniques for writing dialogues and create dialogues to replace two paragraphs of the story
‘The Brand Name Battle’. (Individual)
7. Students analyse the characters in the story ‘The Brand Name Battle’.
8. Students interpret the themes of the story ‘Money’ and
‘The Brand Name Battle’.
9. Students write their stories that includes the line ‘I feel rich’.
(Individual)
Thinking skills analysis of the issue
‘Consumerism’ from various perspectives
Language
vocabulary and expressions related to Consumerism
Language plot development, dialogue writing and various story endings
Final product creating a story which includes the line ‘I feel rich.’
Social Issues
Short Stories
Reading
Non-fiction books about:
• terrorism and the attack on the World Trade Centre ?
• life-story of a civil rights leader?
• gangs and bullying?
• case studies on the moral
issues of genetic engineering?
• facts on global warming?
Reading
Fiction books about:
• freedom & democracy?
• poverty and injustice in Mexico ?
• increasing alienation from nature and human
relationship in stories about future?
• social prejudice and struggle for justice ?
» Movies about social justice
• e.g. Divergent
http://www.imdb.com/title/tt1840309/?ref_=nv_sr_1
» Movies about racism
• e.g. Rabbit-Proof Fence
• http://www.imdb.com/title/tt0252444/?ref_=fn_al_tt
_1
» TV series / Podcasts
e.g. The Pulse
http://podcast.rthk.hk/podcast/item_epi.php?pid=205
e.g. Reflections from Asia
http://podcast.rthk.hk/podcast/item_all.php?pid=163&lang=en-US
The Pearl Report
http://programme.tvb.com/news/pearlreport/episode
» Documentaries
e.g. Super Size Me
http://www.imdb.com/title/tt0390521/?ref_=fn_al_tt_1
• Conduct a survey and draft a report on gender equality in the workplace
Workplace Communication
• Conduct a group discussion on the pros and cons of promoting national education in local primary and secondary schools
Debating
• Write a letter to the editor expressing views on the need and effective means to promote sports among school children in Hong Kong
Sports
• Act out a scene in which a school boy overcomes bullying at school
Drama
• Read/write an acrostic poem about online dating
Poems and Songs
• Write a story about a day of life in a subdivided unit
Short Stories
• Create a comic strip to promote the recycling of used paper
Popular Culture
Assessment is an integral part of the learning and teaching process. It is an ongoing process that
aims to help learners, with appraisal and feedback on their performance, improve their learning, and to offer teachers information, e.g. assessment
data, for effective planning and intervention.
Text type Social issue
Article Popularity of board games
Article Designing a patch using recycled clothing with a pledge to save the planet
Book review ‘Tiger Mom’ parenting style Article ‘Tiger Mom’ parenting style
Article Keeping animals in aquariums and zoos
Article Recyclers in China
Article Social Networking Websites (e.g. Facebook)
2012 & 2013 HKDSE EXAM PAPERS AND PRACTICE PAPER
PAPER 1 READING
Module Social issue Role Task
Poems and Songs • Right to freedom of speech
• Negative influence of songs which contain foul language
A student • Write a reply to the editor expressing your views
Sports
Communication
• Removing PE lessons from the curriculum
Not specified • Write a letter to the Secretary of Education
expressing your views on the proposal of removing PE lessons
Debating • Nuclear power is the best source of energy for the future
A member of the school debating club entering a debating contest
• Write a debate speech for or against the motion
Social Issues • The joys of being a teenager in Hong Kong
A student • Write a speech for the
conference for young people
2012 PRACTICE PAPER
PAPER 2 WRITING PART B
Module Social issue Role Task
Sports
Communication
• The value of doing virtual sports (such as those played on a Wii)
A student who has been
following an online debate on the issue
• Express view on an online forum
Popular Culture • Cosmetic surgery
• Obsession with physical beauty
Not specified • Write a letter to the editor about the obsession with physical beauty
Workplace
Communication
• Employment opportunities for reformed criminals/drug addicts
An intern at Hong Kong Correctional Services
• Write a letter to all Hong Kong businesses outlining the new government campaign, explaining the benefits and persuading them to join the scheme
Social Issues • Mental health
• Depression
A student • Write an article for the school magazine about a friend’s depression and how he/she overcame it.
• Give advice to others on how to help fight depression
2012 HKDSE EXAM PAPER
PAPER 2 WRITING PART B
Module Social issue Role Task
Social Issues • Safety issues on private school buses
A student whose younger brother / sister takes private school buses
• Write a letter to the Bus Operators Association of Hong Kong expressing your concerns about the issues and give 3
recommendations for improvement
Workplace
Communication
• Leaving the office very late / long working hours
A human resource assistant
• Write an article for your company newsletter describing the situation , discuss its negative effects and provide 2 suggestions for improvement
Short Stories • Vandalism A contestant of the Detective Story
Competition
• Write a story about
vandalism taking place in a museum
2013 HKDSE EXAM PAPER
PAPER 2 WRITING PART B
Module Social issue Role Task
Social Issues • Filming movies in the city centre
A reader of Hong Kong Daily
• Write a letter to the editor giving opinions on whether filming movies in the city centre should be allowed.
2014 HKDSE EXAM PAPER
PAPER 2 WRITING PART B
Text type Social issue
Extract from an article A survey on body language Statistics from a research
article
Newcomer responses after staying in Hong Kong for one week
Posts of an online forum Tourism and local people
2012 HKDSE EXAM PAPER AND PRACTICE PAPERS
PAPER 3 LISTENING AND INTEGRATED SKILLS
Text type Social issue Extract from an article in
a newspaper
Excessive gift packaging of mooncakes
Editorial Problems caused by the lack of space in Hong Kong Article The destruction of Hong Kong’s heritage
Article Chinese white dolphins under threat Newspaper report Rising trend of men seeking plastic surgery Letter to the editor Teens far too materialistic
Newspaper article Empty shops projects
Extract from a website Young people abandoning email Letter to the editor Helicopter parenting
Extract from an online article
Crazy about food photos Extract from an article Street culture
2012 - 2014 HKDSE EXAM PAPERS AND PRACTICE PAPERS
PAPER 4 SPEAKING
The following should be taken into consideration:
Over the years a substantial proportion of the Budget has been allocated to promoting general welfare and social harmony. However, some elderly people have reportedly fallen through the safety net and little effort has been made by the government to attend to their needs. Write an article for the Teenage Post illustrating the major problems that face the elderly, and giving suggestions on how the government and the public can help improve their lives. Give a title to the article.
Text Type: Newspaper article
Communicative Functions: To inform and propose Role of the Writer: A secondary student Target Reader: Teenage Post readers
Over the years a substantial proportion of the Budget has been allocated to promoting general welfare and social harmony.
However, some elderly people have reportedly fallen through the safety net and little effort has been made by the government to attend to their needs. Write an article for the newspaper illustrating the major problems that face the elderly, and giving suggestions on how the government and the public can help improve their lives.
Give a title to the article.
Language
Propose solutions to the problems facing the elderly people in Hong Kong
A title for the article
Range of vocabulary
•Vocabulary items related to elderly problems
Content
Relevance of ideas and elaboration
The problems facing the elderly people in Hong Kong
Background information
Appropriate language
•The present tense to present general facts
•Appropriate modals and expressions to propose solutions
Appropriate tone and register
•An impersonal, semi- formal, objective tone to present facts about, and the causes and effects of, the problems facing the elderly
Organisation
Coherence
•Appropriate organisational framework
•Using appropriate topic sentences and supporting ideas to create logical development of ideas
Cohesion
•Appropriate cohesive devices and expressions to indicate the cause-and- effect relationship
Ask Ss to name the different stages of life (infancy, childhood, adolescence, adulthood and old age) and to choose the stage they would like to be at forever. Allow them time to share their ideas.
Draw Ss’ attention to the old age. To prepare Ss for the topic, ask them whether they think old people in Hong Kong are happy and how it feels to be old. Introduce to them “ageing population” and discuss with them to what extent “ageing population” is a pressing problem in Hong Kong (e.g. How much of the local population will old people account for in 10 years’ time? Why are there more old people but fewer kids in Hong Kong? What is the impact of the growing number of elderly people on society? What has the government done to show care for the livelihood of the aged?).
Organise Ss into groups of 4. Distribute articles and play video clips featuring specific elderly problems so as to give Ss more visual and audio stimuli. Then have Ss identify the problems and discuss the underlying causes, emphasising the need to draw upon their own observation in society. Have each group present their ideas orally and record their suggestions on the board. Provide vocabulary and language support when necessary.
Introduce the assessment task. Elicit students’ understanding of the task requirements, including the text type, the writer-reader relationship, the tone, the content, the overall structure, the choice of
expressions and the purpose of writing. Give out the assessment form and go through the criteria with Ss.
Have Ss discuss in groups who and how to contribute effort to helping old people live a better life. To scaffold Ss’ discussion, get them to do research on what have been done so that they do not propose measures already in place but comment on their effectiveness. Encourage Ss to suggest what more can be done by various parties in society.
Get Ss to report their discussion output and record their ideas on the board. Ask Ss to support their suggestions with reasons and to explain how they can be put into practice.
Tell Ss to write the first draft of the newspaper article individually.
Show Ss how to use the assessment form to give feedback on others’ draft. Then pair up students and ask them to do peer assessment after they have completed the first draft. With a weaker class, put emphasis on one or two problematic areas based on the impression of Ss’ drafts, discuss with Ss these areas and use a sample of student draft to demonstrate interactively how the problematic areas can be addressed.
Tell Ss to revise their draft based on the comments received before submitting it.
A task-specific assessment form for
clarifying the task
requirements
EDB One-stop Portal for Learning & Teaching Resources Assessment Tasks Bank
http://minisite.proj.hkedcity.net/edbosp-eng/eng/home.html
Background of the letter
The social issue concerned
Purpose of the letter
Suggested solution
Many experienced educators share the view that Hong Kong students are generally pampered and spoilt by their parents,
resulting in their poor self-management and problem-solving skills.
One proposed solution to this problem is to require students to undertake 50 hours of community service before they are allowed to graduate from secondary schools.
Write an article for the school newspaper to express whether you agree with the proposal and provide at least three reasons to
support your view. Write about 300-400 words.
» a range of vocabulary
˃ vocabulary related to compulsory community service
» appropriate tone and register
˃ a semi-formal, persuasive tone
» appropriate language
˃ appropriate expressions to express personal opinions / judgements
˃ appropriate expressions to address opposing views
» coherence
˃ appropriate organisational framework including an introduction and a conclusion
˃ appropriate topic sentences and supporting details like elaboration or examples
» cohesion
˃ appropriate cohesive devices/expressions to express opinions
» EDB websites
˃ Resource packages by CDI
˃ NET Section - Networking Booklets
˃ Language Learning Support Section
˃ One-stop Portal
˃ Teen Time
˃ HKedCity
» Examples of other resources on the Internet
˃ RTHK
˃ BBC
˃ British Council
˃ Sing Tao Inter-School Debating Competition (English)
˃ Hong Kong Public Libraries
