Seminar on

(1)

11 December 2020

English Language Education Section Curriculum Development Institute

Education Bureau

Seminar on

(2)

Course Objectives

 To enhance English teachers’ capacity to strengthen junior secondary students’ capability to learn across the curriculum;

 To introduce the resource package “Connecting Students’ Learning Experiences through Promoting Reading and Writing across the Curriculum in the Junior Secondary English Classroom”; and

 To provide suggestions on effective strategies that support the planning and implementation of the English Language curriculum through promoting reading and writing across the curriculum at the junior secondary level.

(3)

Time Run-down

2:15 – 3:30 pm

Introduction of the resource package “Connecting Students’ Learning Experiences through Promoting Reading and Writing across the Curriculum in the Junior Secondary English Classroom”

3:30 – 3:45 pm Break

3:45 – 4:30 pm Sharing Session:

Carmel Divine Grace Foundation Secondary School 4:30 – 4:45 pm Q and A

3

(4)

Challenges for Secondary School Students in Learning English and Learning through English

Final Report of Task Force on

Review of School Curriculum (September 2020)

Page 24: Recommendation (English Language)

 providing more opportunities for students to enhance their language competency via Language across the Curriculum (LaC) and Reading across the Curriculum (RaC)

(5)

Challenges for Secondary Students to Learn across the Curriculum

Activity 1: Sharing

1. What are the challenges faced by your students in learning non-

language subjects through English?

Participants can post their

ideas on the Padlet dashboard.

(6)

Topic Living things Rhetorical functions To describe

Language items Relative clauses

An extract from a text in English Language

“…A dog has a good nose that is many times more sensitive than ours…”

Everyday English An extract from a

text in Science

“…Within all living organisms is a chemical reaction, which produces

substances that have to be gotten rid of…”

Academic English

An Example (S1 Level)

Learning across the Curriculum

(7)

Everyday English

Increase in Language Demand

An extract from a text in Science

Learning across the Curriculum

Formality

Text Complexity

e.g.

embedded clauses

(8)

Topic Living things Rhetorical functions To describe

Language items Relative clauses An Example (S1 Level)

Learning across the Curriculum

Everyday English

Increase in Language Demand

Promoting Reading and Writing across the Curriculum An extract from a

text in Science

(9)

English Language Curriculum

Increase in Language Demand

Formality (everyday life → formal situations)

Text Complexity (simple texts → complex texts)

English for General Purposes + English for Academic Purposes

Language Skills Development across Key Stages Junior

Secondary Level Primary

Level

Senior Secondary

Level

(10)

Language across the Curriculum (LaC)

(11)

RaC / WaC: Components within LaC

Academic content awareness

+

Academic language awareness

11

Language across the Curriculum (LaC)

Speaking

Language across the Curriculum

(LaC)

Listening Reading

WritingWriting

(12)

Connecting Students’ Reading and Writing Experiences

RaC WaC

Content

• Theme/Topic

Organisation

• Text type

• Text structure

Language features

• Communication purposes

• Rhetorical functions and the related

language items

• Vocabulary

WaC is a meaningful

follow-up for RaC

(13)

Strategies for Promoting RWaC

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Strategies for Promoting RWaC

RaC WaC

Raising Students’ Awareness of Text Structures, Rhetorical Functions and Language Items in Academic Texts

Use of Visual Representation

Development of Reading and Enabling Skills

Use of Information Texts in the English Language Curriculum

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Raising Students’ Awareness of Text Structures, Rhetorical Functions and Language Items in Academic Texts

Communication purposes commonly found across KLAs (Examples)

Explanation Report Procedure

Exposition Discussion

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Raising Students’ Awareness of Text Structures, Rhetorical Functions and Language Items in Academic Texts

Activity 2

1. What are the typical organisational structures of these texts?

Participants can complete the activity on the Desmos platform.

(17)

Examples of typical text structures commonly found across KLAs

Raising Students’ Awareness of Text Structures, Rhetorical Functions

and Language Items in Academic Texts

(18)

Raising Students’ Awareness of Text Structures, Rhetorical Functions and Language Items in Academic Texts

Activity 3

1. Skim the expository text (e.g. headings, sub- headings, pictures, topic sentences) and find out the text structure of the text by filling in the boxes with the options provided.

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Raising Students’ Awareness of Text Structures, Rhetorical Functions and Language Items in Academic Texts

Activity 3

D

^Background

B

Purpose of the text

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Raising Students’ Awareness of Text Structures, Rhetorical Functions and Language Items in Academic Texts

Activity 3

Body A

Comparison

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Raising Students’ Awareness of Text Structures, Rhetorical Functions and Language Items in Academic Texts

Activity 3

C

Questions for further thinking

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Raising Students’ Awareness of Text Structures, Rhetorical Functions and Language Items in Academic Texts

Activity 4

Read Paragraphs 8-13.

(Content Objectives)

1. Compare the nutritional value of the three kinds of milk.

2. Which one is a better choice among the three kinds of milk?

(Language Objective)

3. Identify the language items used for making comparison.

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(i) _____________

e) ____

23

Nutrition Similarities Differences Cow’s Milk Soy Milk Almond

Milk Vitamins and

minerals

Protein

Calories

Sugar

1g

(f) around ____calories (g) around _____calories

added sweetener a) _______ added vitamins

and minerals

“However”



 



(j) _________

(k) __________“meanwhile”

(l) ______“Both” (m) ______“But”

(n) ________“while”

110 30

natural b) ___________

c) ____ d)____

(h) ______natural 8g 6-9g

Raising Students’ Awareness of Text Structures, Rhetorical Functions

and Language Items in Academic Texts

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Raising Students’ Awareness of Text Structures, Rhetorical Functions and Language Items in Academic Texts

To compare

Differences Similarities

However But While Meanwhile Both

Rhetorical Function

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More examples of rhetorical functions and the related language Items commonly found across KLAs can be found on Pp19-25 of the resource package.

Raising Students’ Awareness of Text Structures, Rhetorical Functions

and Language Items in Academic Texts

(26)

Use of Visual Representation

 To guide students to understand the relationships between information/events/ideas by deconstructing:

Language Content

Main idea Rhetorical function + Language items

(27)

More examples of visual representation for illustrating different rhetorical functions

and the related language items can be found on Pp28-29 of the resource package.

Use of Visual Representation

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Development of Reading and Enabling Skills

Reading &

Enabling Skills Skimming

Scanning

Vocabulary building strategies

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Development of Reading and Enabling Skills – Vocabulary Building Strategies

 Making Use of Structural Information

Examples of Nominalisation

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 Making Use of Structural Information

Examples of Word Formation

Development of Reading and Enabling Skills –

Vocabulary Building Strategies

(31)

 Creating Associations

A Semantic Map on “Musical Instrument”

Development of Reading and Enabling Skills –

Vocabulary Building Strategies

(32)

 Making use of visual cues to facilitate effective understanding of a text

Examples

Charts, diagrams, maps, photos, videos in multimodal texts while reading

.

Development of Reading and Enabling Skills –

Vocabulary Building Strategies

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 Applying phonics knowledge

Development of Reading and Enabling Skills –

Vocabulary Building Strategies

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 Applying phonics knowledge

Development of Reading and Enabling Skills –

Vocabulary Building Strategies

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Use of Information Texts in the English Language Curriculum

Theme: Living Things

Language (Purpose)

• The use ofrelative clauses to describe the body parts of animals

Language (Purpose)

• The use of relative clauses/similes to describe key features of living things

Content

• Living Things (Topic:

Key Features of Living Things)

Content

• Living Things (Topic: Pets)

RaC/WaC (An Information Text)

Content

• Living Things (Topic: Praying Mantis) Language (Purpose)

• The use of relative clauses/

similes“as…as” and

“…like…” to describe features of living things

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What is a praying mantis?

• It is a _________ that

•

• (1)

Page 1

Use of Information Texts in the English Language Curriculum

can blend into the background.

can stand as still as a statue.

can strike fast.

predator

(37)

Use of Information Texts in the English Language Curriculum

• •

Key Features of its Body Parts:

(2)

•

For lunging at their victims For grabbing and tightly holding their victims

They are like spring-

loaded jackknives. ^• It looks like it is praying with its front legs.

Why is it called a “praying mantis”?

What are the functions of its front legs?

How are its front legs described?

Page 2

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Use of Information Texts in the English Language Curriculum

Activity 5

Describe the following pictures.

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Use of Information Texts in the English Language Curriculum

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Defence Skill 1: ______________

Defence Skill 2:_____________

________________

•

(3)

(4)

Camouflage

It blends into the environment.

Fighting skill

It will not be eaten by other animals.

The orchid mantis even sways like a flower in the breeze.

Its legs are shaped like petals.

It will stand up and fight against the bigger predators.

They all behave like giants.

Find two sentences from the text to describe this skill:

How do mantises behave when they perform this skill?

How is the defence skill performed?

Why is this skill important?

Use of Information Texts in the English Language Curriculum

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Defence Skill 1: ______________

Defence Skill 2: ________________

•

Key Features of its Body Parts:

What is a praying mantis?

•

It is a _____________ that •

• (1)

(2)

(3)

•

(4)

can blend into the background.

can stand as still as a statue.

can strike fast.

For lunging at their victims

For grabbing and tightly holding their victims

They are like spring-loaded jackknives.

Camouflage

It blends into the environment.

Fighting skill

It will not be eaten by other animals.

The orchid mantis even sways like a flower in the breeze.

Its legs are shaped like petals.

It will stand up and fight against the bigger predators.

They all behave like giants.

predator

• It looks like it is praying with its front legs.

Why is it called a “praying mantis”?

Find two sentences from the text to describe this skill:

How do mantises behave when they perform this skill?

What are the functions of its front legs?

How are its front legs described?

Why is this skill important?

Use of Information Texts in the English Language Curriculum

(42)

Rhetorical Function: To Describe

Use of relative clauses

Use of

similes

• “as…as”

• “…like…”

(43)

Considerations for Promoting RWaC

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Planning for Cross-curricular Learning

Activity 6

1. Who / Which department / committee is responsible for coordinating cross- curricular activities in your school?

2. Can you give an example of cross- curricular activities / collaboration conducted in your school?

3. What is the role of English teachers?

(45)

Implementation of RaC and WaC by teachers across KLAs

Head of the Committee

Coordinators from different KLAs, the school librarian

Planning for Cross-curricular Learning

Forming a Committee to Oversee and Plan for Cross-curricular Learning

(46)

VerticalAlignment

Horizontal Alignment Language Needs across KLAs

Increase in Language Demand

English Language Curriculum

Curricula of Non-language Subjects adopting English as the MOI

Senior Secondary Level

English Language Curriculum

Junior Secondary Level

Curricula of Non-language Subjects adopting English as the MOI

Formulating Whole-school Language Policy

(47)

Curriculum Mapping

Secondary 2 English Language History Science

Reading

Learning and teaching strategies Rhetorical functions Language items Teaching focus Topic

Writing Providing relevant contexts for the application of the target language items (e.g.)

Use of visual representation (e.g. a Venn diagram) to help students deconstruct the text To compare/contrast

Showing similarities Both, like, similarly

Showing differences

Unlike, while, however/but, instead of Introducing the forms and functions

of the target language items

Reinforcing the use of the target language items Cultures of the World Industrial Revolution Respiration

“Unlike western parents, Hong Kong parents tend to focus much on their children’s academic performance…”

“Water power was a

source of energy before the Industrial Revolution,

while the steam engine has become an important

source of energy after the Revolution…”

“Like respiration,

burning also produces heat energy…”

(48)

An Overview of the Resource Package

Connecting Students’ Learning Experiences through Promoting Reading and Writing across the Curriculum

in the Junior Secondary English Classroom

(49)

www.edb.gov.hk/RWaC_JS

(50)

Sharing by

Carmel Divine Grace Foundation Secondary School

• Mr Jerry CHUI, Vice Principal

• Ms Sharon LAM, Chairperson of the LaC Group

(51)

Jerry Chui, Vice Principal

Sharon Lam, Chairperson of LaC Group

Carmel Divine Grace Foundation Secondary School

(52)

￮ An EMI co-educational school

￮ Students from low socio-economic background

& had no reading habit in primary school

￮ Sustained effort in promoting reading to learn

52

School Background

(53)

53

1 2 3

(54)

Study Skills:

Dictionary Skills Using a Glossary

Using Online Search Engines and Websites Reading Strategy: K-W-L

Reading Strategy: SQ3R

How to Prepare for Examinations Examination Evaluation

Language Skills:

Speaking Skill: Syllables

Understanding Question Words

Understanding Word Problems in Mathematics Vocabulary Skills: Prefixes and Suffixes

Vocabulary Skills: Compound Nouns

Vocabulary Skills: Spell, Say, Define, Draw (S2D2)Rhetorical Functions:

Definitions

Procedures and Steps Descriptions

Cause and Effect

Comparing and Contrasting

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(57)

(58)

(59)

(60)

(61)

Solid Liquid Gas Particle

arrangement

Regular Not regular Not regular

Spaces between

particles

Small Small Large

Volume

Particle movement

Shape

Fixed Not fixed Not fixed

Not fixed Fixed

Fixed

Vibrate about a fixed

position

Move around

easily

Move freely in all

directions Both solid and liquid have small spaces between

particles.

However, solid particles vibrate about a fixed position while liquid particles move around easily.

(62)

Collaboration between

English Department and EMI

subjects

(63)

1.

Co-curricular projects

2.

Lunchtime speaking booths

3.

Class teacher periods

(64)

1.

Co-curricular projects

• Cooking Project:

English-Home Economics

• Upcycling Project:

English-Visual Arts

2.

Lunchtime speaking booths

• English Ambassadors X

Helpers from other EMI subjects

3.

Class teacher period

• Cross-curricular materials prepared by LaC Group

(65)

Co-curricular Projects and

Activities

in English Language Curriculum

(66)

1. Identify subjects that we can work with

2. Match curricula – what content- specific language demands

3. Develop materials

4. Implement lessons

5. Evaluate

(67)

S.1 ENG Food Package - Cooking Project

67

(68)

68

Processes + Products:

1. A recipe 2. A self-

designed 3. A videodish 4. A blog

ENG

Language input:

Cooking verbs, cooking adjectives

HEC Content input:

Nutrition information, practicalities of

cooking

S.1 ENG Food Package - Cooking Project

(69)

69

Students learn how to write recipes + describe

food vividly

Concepts of nutrition + a balanced diet

Students form group and write

recipes

Feedback on recipes

Students cook and film themselves Peer feedback:

Students taste their own and their classmates’ dishes Peer feedback:

Students view cooking videos in

class Students write

blogs

Teachers give feedback on blogs

and videos

(70)

Worksheets for scaffolding

70

(71)

71

Peer Assessment Form

(72)

Benefits

72

Enhanced vocabulary and subject-specific knowledge Integrative use of generic skills

Group work: Cooperative spirit Creativity

Ownership of learning

Catering for learner diversity Enjoyment and engagement

(73)

S.1 ENG Environment Package – Upcycling Project

73

Stage 1. Brainstorming

2. Further Exposure 3. Trial & Error

4. Production 5. Showcases

ENG

Readers’ theatre

Describe waste materials Write an article

VIA

Waste material display Design and draft

Create the product Outing: Wild Man’s farm / T. Park

Presentations & Peer Assessment

(74)

74

Think of 5 questions that you would like to ask Wild Man

(75)

Students do a readers’ theatre on stools made from scrap wood

75

(76)

English and Visual Arts teachers develop materials together

76

Video

(77)

77

In ENG lessons, students write an article to describe their self-designed upcycled product.

Students receive feedback from the VIA teacher

(78)

Language Input:

Describing the appearances and textures of waste

materials and upcycled products

⁷⁸

(79)

Benefits

79

Enhanced vocabulary and subject-specific knowledge Integrative use of generic skills

Group work: Cooperative spirit Creativity

Ownership of learning

Catering for learner diversity Enjoyment and engagement

(80)

Lunchtime

Speaking Booths

30 minutes at lunchtime every Wednesday

(81)

Guidelines to other subject departments

81

Schedule

Which political leader in WWII do you admire most and why? What would you do if WWIII broke out? (History)

Suggest one new event for our sports day. Do you support the idea that

every S1 students should join one sports team? (PE)

Examples:

(82)

Class Teacher Periods

15 minutes in the morning

LaC Group provides interesting cross-curricular materials for all class teachers on selected Wednesdays.

(83)

(84)

Picture A Picture B Picture C

(85)

Picture A Picture B Picture C

(86)

Roles of

English Department/

LaC Group

(87)

Reading Across the Curriculum

Lessons

(88)

￮ Change of daily schedule in 2017-2018

￮ S.1-S.3 students

￮ Double lessons every 2 cycles

￮ Purpose: read extensively on titles selected by EMI subject teachers and ENG teachers

88

RaC Lessons

(89)

89

RaC Lessons

• ENG

• EMI

• Library

Selection of books

• ENG

• EMI

Creating

worksheets

• Library

Book boxes &

Printing of WS

• Related to EMI curriculums

• Suitable language

• Extracting & organizing information

• Language input (questions)

• Logistic support

(90)

￮ RaC Instructions & Worksheets 90