NSS LEARNING AND TEACHING SERIES FOR THE NON-LANGUAGE ARTS MODULES IN THE ELECTIVE PART OF THE ENGLISH LANGUAGE CURRICULUM: WORKSHOP ON LEARNING ENGLISH THROUGH SOCIAL ISSUES (I)

11 May 2013English Language Education SectionCurriculum Development InstituteEducation Bureau

Understanding the module

Designing classroom activities related to social issues

BREAK

Planning and integrating the module with non-language arts and language arts modules

LUNCH (12.30-13.45)

Catering for learner diversity

2012 HKDSE Assessing the module

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Providing feedback and designing follow-up learning activities

Experience sharing and Evaluation

• a better understanding of the module: Learning English through Social Issues;

• gained some ideas on how the module could be implemented to develop students’ language and higher-order thinking skills, and integrated with the Language Arts as well as other Non-Language Arts modules;

• learnt more about how to develop learning and teaching activities/materials for the implementation of the module;

• acquired some strategies for teaching the module and the use of assignments, assessment and feedback for improving learning and teaching; and

• shared your experience in planning/implementing the module or related learning and teaching activities with other participants.

• provide opportunities for learners to reinforce 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 language curriculum

Higher-order thinking

•A learner mainipulates and combines information, facts and ideas in order to synthesise, generalise, explain, hypothesise or arrive at some conclusion or interpretation

•The above process helps the learner solves problems and discovers new meanings and understandingsLower-order thinking•A learner receive or recite factual information or to employ rules and algorithms through repetitive routines or in a rote fashion

•The above process helps the learner reproduce knowledge by following pre-specified steps and routines

Students need to

_____________________________________________

information.

Questions developing different levels of thinking skills

What ideas can you add to ___ ?What solutions would you suggest for ___ ?What alternatives can you propose ___?

Do you agree that ___? Explain.What is most important?How would you decide about ___ ?

How does ___ compare / contrast with ___ ?What evidence can you present for ___ ?What conclusion can you draw ___?How is ___ related to ___ ?Why is ___ significant? Do you know of another instance where ___?Could this have happened in ___ ?

Re-tell / outline / describe ___ in your own words.What is the main idea of ___?What difference exists between ___?

Who/What/Where/When/How/What is…?

Students need to _____________________________________________

information.

Self-questioning:

1. What do I need to ______________ to make sense of this text?

2. What does this author want me to __________________?

3. How can I ______________ what this author is telling me to understand something better?

4. How is this _________________ to (or ______________from) other material I’ve read?

5. How has the author’s perspectives _____________ what he/she tells me?

6. How has this author _______________ what I understand?

Thinking Skills

Actions

Creating To predict, infer, combine, modify, imagine, compose, use old concepts to create new ideas, design and invent

Evaluating To compare ideas, evaluate outcomes, rate, judge, solve, recommend

Analysing To identify and analyse patterns, organise ideas, recognise trends

Applying To apply knowledge, use problem solving methods, manipulate, design, solve problems

Understanding To match, explain, describe, paraphrase, estimate, summarise, discuss

Remembering To recall information, name, list, locate, observe, discover, identify, outline

Thinking Skills

Suggested tasks

Applying • To predict views of different parties

• To produce questionnaires, fact sheets, acknowledge sources of information

• To conduct questionnaire surveys

• To present predictions

Understanding

• To identify causes, effects and solution, views of different parties, information to be acknowledged, write outlines and summaries

• To present/discuss causes, effects, views of different parties, solutions in texts

Remembering

• To read a text, to listen to/watch audio-visual texts, to write definitions, identifying 4Ws and 1 H (Who, Where, When, What, How)

• To present definitions and facts

Thinking Skills

Suggested tasks

Creating • To write editorial, • To produce research

reports, speeches, proposals

• To conduct group discussions, research, court trials

• To deliver a speech

Evaluating • To draw conclusions taking into consideration views from different perspectives

• To produce survey reports

• To conduct surveys• To present /discuss

surveys findings

Analysing • To write stories, songs, poems, plays, articles, reports, books

• To perform original plays, songs, poems, role plays

Written

Editorials*

Essays*

Fact sheets

Feature Articles*

Films*

Newspaper articles*

Proposals*

Questionnaires

Pamphlets

Survey /research report

 

* Additional text-types for Senior Secondary

SpokenCourt trialsDocumentaries*Debates*InterviewsNews reportsSpeeches*Survey / research reports

• To express factual information• To acknowledge sources of

information• To justify a point of view• To find and provide evidence

for a conclusion• To give and justify

recommendations and make proposals

• To express personal feelings, opinions and judgements and present arguments

• To seek information e.g. conducting an interview

• To give presentation • To participate in and follow

group discussion

• 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

The Compulsory Part, other elective modules and assessment components

Viewing skills

Letters to the editorsInterviews

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 textbook to be covered)

Limited exposure to various genres of reading texts / vocabulary

Reading: stories, script …Writing: short scene writing / production ofan original script …Speaking: expression of emotions and feelings (stress & intonation) / Role play /Drama performance …

Elective Module (Drama)

Text-types:(dialogues, Stories, movies …)

Speaking skills:Pronunciation (stress, rhythm, intonation …)

Compulsory Part

Grammar & Communicative Functions

Language Skills

Vocabulary

Text-types

Extension, consolidation &

application

SBA (learning activities)

Some of the measures taken when planning the S5 curriculum:

Infuse the learning objectives of the Social Issues Module into the school-based curriculum of the 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 SchoolLearning Objectives of the compulsory part

extended learning activity

compulsory part (R, W, L,

S)

SBA learnin

g activiti

es

elective part (Social Issues)

Language

Functio

ns

Steps to plan the scheme of work:

•base on the learning objectives of the elective module: Social Issues

•select and integrate 4 language skills to be covered in the compulsory part (R, W, L, S)

•enrich 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’

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)

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 creates 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)

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)

Enriching students’ content ideas of their spoken products (e.g. SBA presentations and discussions.)

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?

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 impact of science in society

• e.g. Gattaca

Movies about racism• e.g. Rabbi t-Proof Fence

TV series / Podcasts • e.g. The Pulse

• e.g. Reflections from Asia

Documentaries• e.g. Super Size Me

Group work:

Based on the electives offered and the materials currently used at your schools, create a unit integrating social issues with at least 2 of the following curriculum components.

Compulsory Part

Other Electives SBA learning

activities

1. What language knowledge and skills knowledge do I want my students to acquire?

2. What issues could I select to focus on?

3. What text-types should I include?

4. What do I want my students to produce at the end of the unit?

5. What learning tasks could be included to prepare students for their final product?

6. Do I want to integrate some elements of the language arts modules , non-language arts modules or SBA?

7. How do I cater for my students’ diverse abilities and interests?

8. How do I assess my students’ performance in the module?

Every class is composed of individuals who are different from each other in terms of maturity, motivation, ability, learning styles, aspirations and interests. “consistently using a variety of instructional approaches to modify content, process, and/or products in response to learning readiness and interest of academically diverse students.”

The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)

ContentInclude

materials in response to different learning stylesInclude supplementary materials at varied reading levelProvide materials to encourage further exploration of topics

Suggested Strategies on Differentiated Instruction

Audio-visual:A Credit Card SongA PresentationVisual:Cartoons

Data files including views from different perspectives

Businesspeople 1. Results of a weekly survey on the three most profitable shopping malls in Hong Kong2. A short radio interview of the manager of The Two shopping mall3. A speech at a luncheon4. An excerpt from a book on advertising

Apart from materials provided in the data file, students are encouraged to read for their roles from various sources

Suggested Strategies on Differentiated Instruction

Process

Use tiered activities

Make task directions more detailed for some learners and more open for others

Provide small-group discussions with tasks at varied levels of complexity

Adopt flexible grouping

Develop activities that seek multiple perspectives on topics and issues

Vary teachers’ support and guidance

Discussion forum:•In groups, students discuss their stance on the discussion topic and reasons to support their stance. •Students of each group come up with a question for another group and prepare response to questions from another group.Students participate in the discussion forum with assigned roles:•Consumers A (Green shoppers who support green shopping)•Consumers B (Shoppers who enjoy and support consumption for pleasure and quality life)•Businesspeople•Environmentalists

ProductEncourage students to demonstrate key knowledge, understanding and skills in related topic of special interests

Provide access to different resources at different levels of complexity

Develop rubrics or other benchmarks for success

Encourage students to work independently or with partners on product development

Suggested Strategies on Differentiated Instruction

Students prepare and give presentation of their stance in groups.

Students are provided with the assessment criteria for the final product.

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.

HKDSE EXAMINATION ANDHKDSE EXAMINATION ANDSOCIAL ISSUESSOCIAL ISSUES

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’ parent style

Article Keeping animals in aquariums and zoos

Article Recyclers in China

Text-type Social issue

Article social networking websites (e.g. Facebook)

Module Social issue Role Task

Sports Communication

• The value of doing virtual sports (such as those played on a Wii)

A student who have 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

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

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

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

Text-type Social issue

Posts of an online forum

Tourism and local people

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

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.

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.

EDB One-stop Portal for Learning & Teaching Resources Assessment Tasks Bankhttp://minisite.proj.hkedcity.net/edbosp-eng/eng/home.html

You are Chris Wong. You saw the following topic in the Hong Kong Morning Post and would like to share your views with the editor and other readers. Write a letter to the editor of the newspaper in about 400 words.

Friday, 15th October 2010 Hong Kong

Morning Post

Is teaching Chinese Language in Putonghua a good idea for

secondary school students?

 

Many students in Hong Kong do not know how to speak

Putonghua. A recent survey revealed that about 60% of

secondary school students cannot pronounce simple words

in Putonghua correctly. To help students learn the language

better, some people think that Chinese Language lessons

should be conducted in Putonghua. Do you agree? Write in

to share your views.

Background of the letter

The social issue concerned

Purpose of the letter

Background of the social problem

Suggested solution

CONTENT

Background of the letter

The social issue concerned

Purpose of the letter

Suggested solution

CONTENT

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.

In your group, share with others your experience in planning and/or implementing the social issue module or conducting related learning and teaching activities. You may want to talk about:

•if your school offers social issues as an elective module and why;

•the challenges you encountered/you anticipate in planning and delivering the module;

•how you overcame the challenges/you think the challenges could be tackled; and

•some interesting and effective learning and teaching activities for the module that you have done with your students.

LEARNING AND TEACHING RESOURCESEDB 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

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