We are from… We are We are from from … …

58  Download (0)

Full text

(1)

Strategies and Reflections in Promoting ELA in English

(Science)

Strategies and Reflections in Promoting ELA in English

(Science)

(2)

We are from… We are We are from from

Sun Fong Chung College

Sun Fong Chung College

(3)

We are…

Ms Wu Fung King (Vice Principal)

Ms Chan Pui Yee ( Junior Form Science Panel Head)

Ms Shum Fung Yu, Janet (Junior Form LAC Committee Head)

Ms Chan Hok Kan, Angela (English Panel Head)

Ms Yung Ka Wan, Alicia (English Panel Deputy Head)

We are

We are

Ms Wu Ms Wu FungFung King (Vice Principal)King (Vice Principal)

Ms Chan Ms Chan PuiPui Yee ( Junior Form Science Panel Yee ( Junior Form Science Panel Head)

Head)

Ms Shum Ms Shum FungFung Yu, Janet (Junior Form LAC Yu, Janet (Junior Form LAC Committee Hea

Committee Head)d)

Ms Chan Ms Chan HokHok Kan, Angela (English Panel Head)Kan, Angela (English Panel Head)

Ms Yung Ka Wan, Alicia (English Panel DeputyMs Yung Ka Wan, Alicia (English Panel Deputy Head)

Head)

(4)

Today’s Rundown Today

Today s Rundown s Rundown

Part I:

- School introduction

- Brief review on school ELA in English

Part II:

-sharing on strategies and reflections in promoting ELA / LAC in English (Science)

Part III: Conclusion

Part IV: Q&A

Part I:

- School introduction

- Brief review on school ELA in English

Part II:

-sharing on strategies and reflections in promoting ELA / LAC in English (Science)

Part III: Conclusion

Part IV: Q&A

(5)

- established in 2002

- first aided school using

Putonghua as the teaching medium in H.K.

- established in 2002

- first aided school using

Putonghua as the teaching medium in H.K.

Part I:School Introduction

Part I:School Introduction

(6)

SFCC is committed to

nurturing our students to be

Self-motivated in learning, Fluent in Eng & PTH,

Creative, and

Character-driven.

SFCC is committed to

nurturing our students to be

Self-motivated in learning, Fluent in Eng & PTH,

Creative, and

Character-driven.

孫方中書院致力培 育學生成為

- 主動學習、

- 具良好語文能力、

- 有創意及

- 具良好品格的 新一代。

孫方中書院致力培 育學生成為

- 主動學習、

- 具良好語文能力、

- 有創意及

- 具良好品格的 新一代。

(7)

Part I:

Brief review on school ELA in English

Part I:

Brief review on school ELA in English

(8)

Language across Curriculum Planning (LAC) Language across Curriculum Planning (LAC)

Trial stage (2006-2007)

-- Cross-curricular plan initiated

-A task-based approach adopted

-- Small scale

-- A module (about 20 lessons) co- designed by English and Science teachers with EDB support

- a water project (published by EDB)

2 subjects involved

S1 Classes

Preparation/

Planning stage (2007-2009)

- Mapping schemes of work across different Key Learning Areas (KLAs) -Assignment presentations done on Staff Development Days

- Joining Open University LAC support programme

4 subjects involved

S1 &

S2 classes

Implementation stage (2009-2010)

- teachers and students of four subjects (Computer Literacy, Integrated Science, Geography, History) involved

- Larger scale; Cross-curricular plan incorporated into the curriculum in a more holistic manner

- Good practice will be kept and sustained

- Improvements will be made

4 subjects involved

S1, S2

& S3 Classes

(9)

What we are doing in 2010-2011 What we are doing in 2010-2011

A. F.1 Computer and I.S. are conducted in English B. Language across Curriculum Planning (LAC)

- Subjects involved: History, Geog, Maths and English

- Form a task group (English and non-English teachers) - ELA Team (2009-2010)---under Eng.depart

- LAC Committee (2010-2011)---under AC - Decide:

a) the target forms,

b) which department to collaborate with c) learning objectives, outcomes

- Regular meetings review (PIE)

A. F.1 Computer and I.S. are conducted in English B. Language across Curriculum Planning (LAC)

- Subjects involved: History, Geog, Maths and English

- Form a task group (English and non-English teachers) - ELA Team (2009-2010)---under Eng.depart

- LAC Committee (2010-2011)---under AC - Decide:

a) the target forms,

b) which department to collaborate with c) learning objectives, outcomes

- Regular meetings review (PIE)

(10)

Part II:

-sharing on strategies and reflections in promoting ELA / LAC in English

(Science) Part II:

-sharing on strategies and reflections in promoting ELA / LAC in English

(Science)

(11)

Highlight 1 Highlight 1

Water Project 2006-2007 Water Project 2006-2007

Start Small…

Start Small…

(12)

Integration of four skills Integration of four skills

Reading:

poems, articles on water

pollution

Writing:

collaborative writing, design poster,journal

Speaking:

Sell posters, present project

(water filter model),

give response to peers

Listening:

Listen to peers’

presentation

(13)

A pilot project of cross-curricular planning:

Water Project 2006-2007

A pilot project of cross-curricular planning:

Water Project 2006-2007

A 20-lesson module

A task-based approach

Theme: Water

Subjects involved: English language and Integrated Science

No. of classes involved: 5

Level: S1

A 20-lesson module

A task-based approach

Theme: Water

Subjects involved: English language and Integrated Science

No. of classes involved: 5

Level: S1

(14)

Objectives and expected outcomes of the 20-lesson module

Objectives and expected outcomes of the 20-lesson module

- Students’ vocabulary bank enriched

- Students gained more opportunities in speaking

- Students’ knowledge in the subject content (Integrated Science) enriched

- Students learn collaboratively in group work

- Teachers collaborate across different departments

- Students’ vocabulary bank enriched

- Students gained more opportunities in speaking

- Students’ knowledge in the subject content (Integrated Science) enriched

- Students learn collaboratively in group work

- Teachers collaborate across different departments

Enriched vocabulary bank  enhanced reading skills

(15)

How we make cross-curricular links?

How we make cross-curricular links?

Form a core team

Set theme,  vocabulary, text type, 

assessment mode

English teachers

Native‐speaking  English teachers (NETs)

Science teachers

The roles played by teachers:

Decide different  parties’ roles

(16)

Framework Framework

1. Our focus:

The core value in the cross- curriculum

Which class in S1 will be involved?

When to start teaching the

module? Number of lessons to cover?

Possibility of co-teaching

(IS teacher and Eng teacher)

Assessment format?

Mode of assessment?

1. Our focus:

The core value in the cross- curriculum

Which class in S1 will be involved?

When to start teaching the

module? Number of lessons to cover?

Possibility of co-teaching

(IS teacher and Eng teacher)

Assessment format?

Mode of assessment?

2. For English teachers:

• Which chapter in the book  can we use?/ Shall we 

develop our own materials?

• Vocabulary items

• Grammar items

• Text types to be included in  the module

• Which skills to 

teach/reinforce ?

(17)

Teachers’ Role Teachers’ Role

English Teachers Science Teachers

Develop assessment tasks and classroom activities for teaching English

Language skills

Select suitable texts that facilitate the teaching of subject content

Language Focus

-Rhyming (for slogan design)

-Reasoning (I like the poster because …)

-Numeracy (for cheque writing)

-Bargaining (I will give you a discount if …)

-Persuading (You will regret if you don’t buy it)

Subject Content

-Water filtration/ filter

-Water pollution

-Water wastage

-Water conservation

(18)

18

English teachers’ roles English teachers’ roles

Tailor-made teaching and learning materials

Teach target vocabulary in context

Facilitate group work

Assess students’

presentation of the Science project

Help students reflect on the learning processes

Tailor-made teaching and learning materials

Teach target vocabulary in context

Facilitate group work

Assess students’

presentation of the Science project

Help students reflect on the learning processes

(19)

Native-speaking

English teachers’ (NETs) RoleNative-speaking English teachers’ (NETs) Role

Celebrate learning outcomes with

students

Engage students in activities outside classroom

Share ideas with local teachers

Celebrate learning outcomes with

students

Engage students in activities outside classroom

Share ideas with local teachers

Celebrate with students the  World Water Day (WWD) 22nd March in the school’s English  Garden (e.g. poster selection,  TV‐viewing on proper water  usage, quiz, etc.)

(20)

Science teachers’ Roles Science teachers’ Roles

Provide content materials

Consolidate students’

learning

Assess students’

performance

Provide content materials

Consolidate students’

learning

Assess students’

performance

(21)

What have we learned from this project?

What have we learned from this project?

1. Vocabulary-building

 Teach and consolidate the vocabulary in both English and Science lessons through a variety of activities

 Improve students’ reading skills 2. Useful Sentence patterns

 help students in improving their writing and speaking skills

 further develop the teaching of sentence patterns in content subject

1. Vocabulary-building

 Teach and consolidate the vocabulary in both English and Science lessons through a variety of activities

 Improve students’ reading skills 2. Useful Sentence patterns

 help students in improving their writing and speaking skills

 further develop the teaching of sentence patterns in content subject

(22)

The Language Teaching Album (2006‐2007). A  Collection of School‐based Practices.

http://cd1.edb.hkedcity.net/cd/languagesupport/publications/compendium_e.ht m

(23)

Highlight 2 Highlight 2

Subject morning reading materials

Subject morning

reading materials

(24)

Experience from water project Experience from water project Experience from water project

Collaboration of different departments

The importance of reading

Curriculum planning

Collaboration of different departments

The importance of reading

Curriculum planning

(25)

Progressive development

Vocab Vocab + Reading Vocab + Reading + Writing

Tips on implementation

(26)

How do we collaborate?

How do we collaborate?

How do we collaborate?

English Language

 Design worksheet on language part

Teach sentence patterns

Design quiz and

consolidation exercise Science

 Provide reading materials

 Design

worksheet on content

knowledge

(27)

Highlight 2 ELA Curriculum Planning Highlight 2 ELA Curriculum Planning

Form Subject Topic Target vocabulary items

Content objectives

Language objectives

I/C

F. 2 Science Living things and Air

Nounnitrogen, oxygen, carbon dioxide, etc.Verb

contains, relight, turns, needs, etc.

Students

should be able to state

components of air.Students

should be able to tell

different living things.

1. Use connective s “when” to describe different processes 2. Use passive voice to explain / elaborate scientific facts

Subject teacher

(Content part)

English teacher (language skills)

ELA

Coordinator (Coordination)

(28)

How can we consolidate what they have learned?

A) Weekly/ Thursday dictation

1. Helium (He).

2. Copper (Cu).

3. Nitrogen (N) 4. Gold (Au)

5. Diamond is made of carbon (C).

6. Graphite is made of carbon (C).

Vocabulary building

Develop sentence structure

(29)

IS fine-tuned Policy S1 S1 S1 IS fine

IS fine - - tune tune d d Policy Policy

Highlight 3

(30)

Missions

Missions

(31)

At the end of S1, students can At the end of S1, students can

gain confidence in tackling scientific problems in English

understand some basic scientific concepts which may help them in further study ( from S2

onwards ).

gain confidence in tackling scientific problems in English

understand some basic scientific concepts which may help them in further study ( from S2

onwards ).

(32)

• use simple sentences to express themselves for some scientific phenomenon.

• tell the name and the uses of the devices that commonly used in the laboratory.

(33)

Experience from ELA Experience from ELA

Starting from vocabulary

Writing with ‘sentence patterns’

Starting from vocabulary

Writing with ‘sentence patterns’

(34)

Implementation

Implementation

(35)

Design own school-based teaching materials

Design own school-based teaching materials

Existing textbook

Looks like workbook rather than a textbook

A lot of difficult wordings

Not much linkage between relevant contents

Existing textbook

Looks like workbook rather than a textbook

A lot of difficult wordings

Not much linkage between relevant contents

(36)

Curriculum Reform Curriculum Reform

Start with concept-focusing and less vocabulary involvement

Start with concept-focusing and

less vocabulary involvement

(37)

Curriculum Reform Curriculum Reform

Chapter 4 (Energy)

Chapter 1 (Introducing Science)

Chapter 5 (Water a wonderful Solvent) + part of chapter 6 (states of matter)

Chapter 6 (Molecular Theory)

Chapter 2 (Looking at living things)

Chapter 3 (Cells and human reproduction)

Chapter 4 (Energy)

Chapter 1 (Introducing Science)

Chapter 5 (Water a wonderful Solvent) + part of chapter 6 (states of matter)

Chapter 6 (Molecular Theory)

Chapter 2 (Looking at living things)

Chapter 3 (Cells and human reproduction)

(38)

Problems facing by S1 students Problems facing by S1 students

new to the school

may not get used to the secondary school-life and the ways of having science lessons in English

give up easily

new to the school

may not get used to the secondary school-life and the ways of having science lessons in English

give up easily

(39)

Why not started with Chapter 1?

Why not started with Chapter 1?

Lots of vocabulary and laboratory

regulations (students can’t remember the new words easily even the MOI is Chinese)

Lots of vocabulary and laboratory

regulations (students can’t remember

the new words easily even the MOI is

Chinese)

(40)

After learning the “new words” and

“regulations”, they may not use them in the following one or two chapters (Looking at living things, Cells and human reproduction)

Students can hardly remember those scientific terms without practising.

After learning the “new words” and

“regulations”, they may not use them in the following one or two chapters (Looking at living things, Cells and human reproduction)

Students can hardly remember those scientific terms without practising.

(41)

Starting with Chapter 4 (Energy) Starting with Chapter 4 (Energy)

obvious science concepts

most of the concepts were taught in the primary schools.

obvious science concepts

most of the concepts were taught in

the primary schools.

(42)

Fewer vocabulary

more time can be spent on discovering the interesting aspects in the subject.

Fewer vocabulary

more time can be spent on discovering

the interesting aspects in the subject.

(43)

Cross-section discussion Cross-section discussion

Panel chairpersons from Physics, Chemistry, Biology and I.S. have discussed about the curriculum reform

The rearrangement of curriculum which can have a better interface with the NSS science subjects.

Panel chairpersons from Physics, Chemistry, Biology and I.S. have discussed about the curriculum reform

The rearrangement of curriculum

which can have a better interface

with the NSS science subjects.

(44)

students can grasp the science

concepts quite easily even the MOI is English.

 very difficult to express themselves in words.

students can grasp the science

concepts quite easily even the MOI is English.

 very difficult to express

themselves in words.

(45)

Let’s Write for Science Let’s Write for Science

A grammar worksheet has been designed for the S1 students.

2 or 3 sentence patterns will be introduced in each section.

A grammar worksheet has been designed for the S1 students.

2 or 3 sentence patterns will be

introduced in each section.

(46)

difficult to memorize all the vocabulary in need

This may encourage the students to memorize the new words as soon as they have learnt them.

difficult to memorize all the vocabulary in need

This may encourage the students to memorize the new words as soon as they have learnt them.

Vocab Spelling Game

Vocab Spelling Game

(47)

Good morning / good afternoon, could you please help me in practicing the following words spelling?

Words:

(1) impurities (2) solid

(3) Distill (4) soluble

(5) filter

Thank you very much. Can you sign this for me?

(48)

Who will help in this game?

Who will help in this game?

Science teachers

All the teachers in the school

The principal

Student mentors

Student helpers from SU

Science teachers

All the teachers in the school

The principal

Student mentors

Student helpers from SU

(49)

Visualization Visualization

simple wordings

pictures

graphs

simple wordings

pictures

graphs

(50)

Other resources Other resources

Pronunciation of the new words are recorded and will be uploaded to the school website which could facilitate students’ self-learning.

Pronunciation of the new words are

recorded and will be uploaded to the

school website which could facilitate

students’ self-learning.

(51)

Cross Department Co-operation Cross Department Co-operation

Science Department ( I.S.) will cooperate with the English

Department in the English Speaking Day.

Science Department ( I.S.) will cooperate with the English

Department in the English Speaking

Day.

(52)

English Speaking

Day Passport

Co-operation between English Language, I.S. and I.C.T.

Co-operation between English Language, I.S. and I.C.T.

A.

English Speaking Day

Conducted every Tuesday

NETs prepare worksheet

Students speak English with teachers and English Academic Prefects

Enter Lucky Draw

Win tuck shop vouchers

A.

English Speaking Day

Conducted every Tuesday

NETs prepare worksheet

Students speak English with teachers and English Academic Prefects

Enter Lucky Draw

Win tuck shop vouchers

English Speaking Day Worksheet

I.S.

WATER

(53)

“ Water Project”

“ Water Project”

Working with the English Department.

Students will be asked to do a project on

“water”.

Working with the English Department.

Students will be asked to do a project on

“water”.

(54)

English teachers English teachers

Responsible for teaching students the techniques in doing the project.

Responsible for teaching students

the techniques in doing the project.

(55)

IS teachers IS teachers

Responsible for providing information about the topics.

Responsible for providing information

about the topics.

(56)

Co-operation between English Language, I.S. and I.C.T.

Co-operation between English Language, I.S. and I.C.T.

B.

Mapping with curriculum

B.

Mapping with curriculum

I.S.

Easter Assignment

Observe plant growth

Finish learning log

English Language

Turn experience into writing

Write a letter/ diary to record the

activities during Easter Holiday

English Language

Turn experience into writing

Write a letter/ diary to record the

activities during Easter Holiday

(57)

Part III: Conclusion Part III: Conclusion

- Start small

- school support

- Set up a ELA / LAC committee

- Planning, implementation and evaluation (PIE)

- Start small

- school support

- Set up a ELA / LAC committee

- Planning, implementation and

evaluation (PIE)

(58)

Thank you!

Thank you!

Figure

Updating...

References

Related subjects :