Strategies and Reflections in Promoting ELA in English
(Science)
Strategies and Reflections in Promoting ELA in English
(Science)
We are from… We are We are from from … …
Sun Fong Chung College
Sun Fong Chung College
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)
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
- 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
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。
Part I：
Brief review on school ELA in English
Part I：
Brief review on school ELA in English
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
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)
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)
Highlight 1 Highlight 1
Water Project 2006-2007 Water Project 2006-2007
Start Small…
Start Small…
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
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
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
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
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 ?
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
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
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.)
Science teachers’ Roles Science teachers’ Roles
Provide content materials
Consolidate students’
learning
Assess students’
performance
Provide content materials
Consolidate students’
learning
Assess students’
performance
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
The Language Teaching Album (2006‐2007). A Collection of School‐based Practices.
http://cd1.edb.hkedcity.net/cd/languagesupport/publications/compendium_e.ht m
Highlight 2 Highlight 2
Subject morning reading materials
Subject morning
reading materials
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
Progressive development
Vocab Vocab + Reading Vocab + Reading + Writing
Tips on implementation
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
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)
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
IS fine-tuned Policy S1 S1 S1 IS fine
IS fine - - tune tune d d Policy Policy
Highlight 3
Missions
Missions
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 ).
• 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.
Experience from ELA Experience from ELA
Starting from vocabulary
Writing with ‘sentence patterns’
Starting from vocabulary
Writing with ‘sentence patterns’
Implementation
Implementation
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
Curriculum Reform Curriculum Reform
Start with concept-focusing and less vocabulary involvement
Start with concept-focusing and
less vocabulary involvement
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)
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
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)
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.
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.
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.
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.
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.
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.
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
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?
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
Visualization Visualization
simple wordings
pictures
graphs
simple wordings
pictures
graphs
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.
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.
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
“ 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”.
English teachers English teachers
Responsible for teaching students the techniques in doing the project.
Responsible for teaching students
the techniques in doing the project.
IS teachers IS teachers
Responsible for providing information about the topics.
Responsible for providing information
about the topics.
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
