Part II Examples of How to Plan the Non-LA Electives Examples of a detailed module plan and module outlines

1. Part II • Examples of How to Plan the Non-LA Electives • Examples of a detailed module plan and module outlines • By Ms. Amy POON & Ms. Maria CHAN

2. Example One - Learning English through Social Issues Context Production of a TV series for a new channel called “Getting to Know Social Issues – You Can Make a Difference” on the school TV station. Purpose To enhance peers’ social awareness and broaden their horizons through school-based educational programmes

3. Organisation of the 50-period Module Application of knowledge & skills Part III Preparing for the Launching and Showing of the TV Series on Social Issues (12 periods) Part I Understanding Social Issues (22 lessons) -Forming of study groups to prepare for the TV series Learning of knowledge & skills Part II Identifying Multiple Perspectives and Collecting Opinions on Social Issues (16 lessons)

4. Content of the TV Series – Major Tasks to Do Explore the meanings of common social issues Present the latest facts and figures Social Issues Updates Give students an opportunity to take a stance and express views on social issues from different perspectives Social Forum You Have A Say Interview different groups of people to find out their opinions on social issues Purpose Tasks A Snapshot of Social Issues

5. Major Tasks to Do in the TV Series Publicise the TV series in the programme or on public occasions Explore some common social issues in Hong Kong Extended tasks (optional) Purpose Talks on Social Issues Production of mini-documentaries

6. Launching of the TV Series Video-taping of the programmes by the Campus TV Live Performance Display of Written Products Written material for the TV series to be compiled as a portfolio for display

7. Resources Strategies Newspaper Articles Documentaries / Clips from Youtube Co-operative Learning Experiential Learning

8. Assessment for Learning Rubrics Peers’ comments Written work in the process Self-reflections Oral Presentation in the process Final Products & performance Teachers’ comments School-based assessment

9. A Survey Definitions

10. Facts Vs Opinions Presenting statistical data

11. Logical Thinker Perspective taker Challenger Skeptical Critic Role cards Texts and a documentary with causes and consequences of social issues Connection Maker

13. Reading letters to the editor and exploring different points of view

14. Example Two – A Module Outline on Learning English through Debating Context To support students’ learning of Liberal Studies, your school will organise a debating contest for S5 students inside and outside the classroom. The activities are to be integrated with Other Learning Experiences. Students have to discuss whether mass media should be responsible for developing teenagers’ incorrect values and poor attitudes despite the implementation of moral education at schools Purpose To develop critical and reflective minds among students

15. Examples of Formal Debating Formats The Karl Popper Debate Format • Affirmative Constructive (6 minutes) • 1st Negative Cross-Examination (3 minutes) • Negative Constructive (6 minutes) • 1st Affirmative Cross-Examination (3 minutes) • Affirmative Rebuttal (5 minutes) • 2nd Negative Cross-Examination (3 minutes) • Negative Rebuttal (5 minutes) • 2nd Affirmative Cross-Examination (3 minutes) • Affirmative Rebuttal (5 minutes) • Negative Rebuttal (5 minutes) • Legislative Debate • Cross-Examination Debate • Parliamentary Debate • Public Forum Debate Not a Must

16. One of the debating formats used in Hong Kong Adaptations • Making shorter speeches • Grouping and division of work • From prepared to spontaneous speeches • Demo clips from Edcity, Sing Tao debating contests, Youtube, your school, etc. Demo clips

17. Well-defined meaning Logical & organised thinking No over- simplification or generalisation Forming strong arguments Sufficient evidence & examples Covering major aspects & perspectives

18. Clips on argumentation

20. “Using Debate in the English Classroom”(Debating rules and suggested pre-debating activities) Mr. Peter Broe (NET Section, CDI) Phone no. : 35498337 pbroe@edb.gov.hk

21. Workplace Communication

22. A Module Outline for More Able & Average Students

23. Role of Teachers: Facilitator/ Supervisor/ Instructor Context: It is a good time for Senior secondary students to think about their future career. Students can make use of the module to explore their potential career in the future and do some preparation to equip themselves for the dream job.

24. Project – Setting up a company • Industries • Job types Exploring the working world Workplace visits Part 1 The Industry Part 2 The story of a company in the story Part 3 Setting up a company Part 4 Promotional Materials Part 5 Staff Manual Project

25. Visit to Work Places Programme • to help students gain a better understanding of the actual working environment • free coach service is arranged upon request

27. Module Outlines for Groups with different ability & Interests

28. Rationale Different job types easy to cater for learner diversity + interests + ability

29. Module Outline 1 Role of Teachers:CEO of the wedding companyRole of Students:Employees of the wedding company Context: Each class is a wedding planner company. The English teachers are the Director/ Chief Executive Officer (CEO) of the companies. Each Company has to prepare for an exhibition in a Wedding Expo and/or plan a wedding for a couple/ weddings for a few couples.

30. Wedding Company 1. Background - TheWedding planning business - Job descriptions 10. Handling complaints/ enquiries/ phone calls/ letters/ in-person 2. Applying for a job 9. Presentations 3. Welcoming the staff 8. Department Meeting 4. On-the-job training Programme 7. Managers Meeting 2 5. Managers Meeting 6. Department Meetings

34. Module Outline 2 Role of Teachers: CEO of Hong Kong Disneyland Role of students: Managers of Hong Kong Disneyland Context: As the business of Hong Kong is not satisfactory, the CEO has asked the managers/ department heads to think of ways to attract more visitors to the Park.

35. 1. Background - Why is Hong Kong Disneyland losing money? - Organizational chart 2. Department Meeting(s) - How to attract more visitors to the Park? 3. Managers Meeting 1 (Solutions) - What can be done to attract more visitors? 4. Promoting Hong Kong Disneyland 5. On-the-job training 6. Handling complaints/ Enquiries

36. Module Outline 3 Role of Teachers: An Investor of the new theme park in Hong Kong Role of Students: Staff of different companies which are interested in establishing the theme Park in Hong Kong Context: Many Hong Kong people, especially teenagers think that thee are not enough recreational facilities to meet their needs. An investor (the teacher) would like to establish the third theme park in Hong Kong.

37. Extended Parts Employing staff Applying for jobs The New Theme Park in Hong Kong 1. Setting up the theme Park 2. Designing an on-the-job training programme for the staff 3. Presentation --- the New Theme Park

38. Sports Communication

39. A Module Outline for Sports communication Introduction & Vocabulary building (3 lessons) Collecting and reading information about different types of sports (8 lessons) Writing a proposal (4 lessons) Making a package to introduce a sport (25 lessons) Presentation (10 lessons)