Objectives

To introduce you to: Key principles behind the new

curriculum A practical procedure for

designing lessons for Non-Language Arts Electives

Warm up

What is: task-based learning? experiential learning? Performance-based instruction?

Principles

Task- and project-based learning Experiential learning Performance-based instruction Core + Elective framework

Traditional versus Task-based course planning

Traditional: Begin by breaking down the phonological, lexical and grammatical systems into their individual components, and teach these separately.

Task-based: Begin by listing the learning targets and objectives of learners. Present learners with holistic ‘chunks’ of language in context.

Experiential learning

In experiential learning, immediate personal experience is seen as the focal point for learning, giving life, texture and subjective personal meaning to abstract concepts. (Kolb)

Learning by ‘doing’ vs learning through teacher input.

Experiential learningEffective second language learning

involves:1. Abundant, comprehensible input 2. Learner reflection on language

structure and learning processes3. Comprehensible output emphasising

productive use of language in interactive communication

4. Corrective feedback from teacher and peers

Performance-based instruction

Base your lesson plans on what learners will be able to do as a result of instruction, rather than what they will know.

Language Arts Electives

Learning English through Drama Learning English through Short

Stories Learning English through Poems

and Songs Learning English through Popular

Culture

Non-Language Arts Electives

Learning English through Sports Communication

Learning English through Debating Learning English through Social

Issues Learning English through

Workplace Communication

Learning Targets for the Sports Communication Elective

To develop learners’ ability to: understand a variety of written and spoken texts

related to sports analyse sports-related texts to understand the

typical features, language and structures organise and present information and ideas on a

sports-related topic understand how English works in different

sports-related texts and apply this understanding to their learning and use of the language

Learning Targets

Three strands: Interpersonal Knowledge Experience

Interpersonal Strand

Example: Establish and maintain relationships and routines in school and community and work situations.

Knowledge Strand

Example: Provide, find out, select, analyse, organise and present information on familiar and unfamiliar topics.

Experience Strand

Example: Give expression to one’s experience through activities such as providing oral and written descriptions of feelings and events, dramatic presentations or monologues, incorporating where appropriate reflections of their significance.

Learning Objectives for Sports Communication

1. To familiarise learners with the various elements of sports writing such as types, styles and conventions

2. To help learners develop the skills needed to create written and spoken materials related to sports

3. To reinforce learners’ language skills and learning strategies through providing them with the opportunities to produce texts for sports coverage and promotion

Learning Objectives

Are broken down into: Forms and Functions Skills and Strategies Attitudes

Reflection

To develop learners’ ability to understand a variety of written and spoken texts related to sports

To familiarise learners with the various elements of sports writing such as types, styles and conventions

What is the difference between a ‘target’ and an ‘objective’?

Learning Targets and Objectives

Targets: for learners to develop an ever-improving capability to use English within the three strands (Interpersonal, Knowledge and Experience).

Objectives: define more specifically what learners are expected to learn … and serve as a reference list for curriculum, lesson and activity planning.

Lesson planning: Step 1

Select a Learning Target from the curriculum framework.

Example

Organise and present information and ideas on a sports-related topic

Lesson planning: Step 2

Create a number of schema-building tasks that introduce initial vocabulary, language and context for the task.

Example

Sport: soccer / footballFamous players: Ronaldo, Beckham,

GerrardKey vocabulary: penalty area, offside,

fullback, etc.

In groups complete a table naming three sports. List three famous players for each, and brainstorm key vocabulary.

Lesson planning: Step 3

Give learners controlled practice in the target vocabulary, structures and functions.

Example

Practice a model dialogue using the information generated in the schema-building phase of the lesson.

Lesson planning: Step 4

Give learners authentic listening practice.

Example

Listen to a recording of a quiz night and match questions and answers.

Lesson planning: Step 5

Focus learners on linguistic elements – e.g. grammar, pronunciation and vocabulary.

Example

Intonation patterns for questions.

‘Wh’-questions with ‘is’/‘are’ and ‘do’/‘does’

Lesson planning: Step 6

Provide freer practice.

Example

Pair work. Work with another student to create a ten-item sports quiz.

Lesson planning: Step 7

Create the target task.

Example

Working in teams, take part in a school sports quiz night.

Lesson planning: Step 8

Incorporate the learning strategy dimension.

Example

Get students to reflect on the lesson and write down ten new vocabulary items that they learnt.

References and Further Reading

Education and Manpower Bureau. 2005. English Language Education Key Learning Areas. Hong Kong: EMB.

Nunan, D. 2004. Task-Based Language Teaching. Cambridge: Cambridge University Press.

Skehan, P. 1998. A Cognitive Approach to Language Learning. Oxford: Oxford University Press.