Learning English through Social Issues

1. Learning English through Social Issues English Language Centre City University of Hong Kong EDB Professional Development Workshop

2. Essentials of LESI One of the eight modules in the Elective Part of the NSS English Language Curriculum S5 level Suggested time allocation: 33.3 hours (approx. 50 forty-minute periods)

3. Learning Targets To develop learners� ability to understand a variety of written and spoken texts understand how a SI may be defined, analysed, perceived, researched and presented analyse texts on SIs in order to understand their structural and linguistic features identify and define problems from gathered information, consider related factors, draw conclusions, explore options and solutions, and justify views or arguments develop and refine ideas, plan, organise and carry out presentations on particular issues

4. Relationship with Compulsory Part Relevant or complementing modules in the Compulsory Part: Cultures of the World Travelling and Visiting Customs, Clothes and Food of Different Places Nature and Environment Protecting the Environment Resources and Energy Conservation The Individual and Society Crime Human Rights Communicating The Media and Publications International Network Technology Changes brought about by Technology Holistic approach in planning the English Curriculum to avoid overlap of topics and ensure recycling of language skills and generic knowledge.

5. Content: Part 1 Suggested time: 22 periods It presents the ideas of SIs, how SIs are related to them, their society and the world Learners practise reading, identifying, and writing definitions, causes and effects, and solutions to Sis (Faster learners: an extra unit on examining an issue from various perspectives)

6. Content: Part 2 Suggested time: 16 periods It introduces students to the basic concept of researching and investigating a SI. Learners practise researching a SI beyond the typical means like websites and the library e.g. observations, interviews, surveys Learners practise evaluating information from different sources and acknowledging sources

7. Content: Part 3 Suggested time: 12 periods It provides a purposeful context (e.g. Social Awareness Week) for final display of learners� investigation results and opinions. Learners practise presenting information and opinions on SI in 2 pieces of work (1 in written and 1 in spoken form)

8. Assessment �Students should be encouraged to keep a folder for this module which will serve as a record of their learning. The folder may comprise all the assignments, both oral and written, the students have done for the module. Students are also encouraged to reflect on and monitor their own learning process, and teachers will provide them with feedback and assistance where necessary.� EDB�s suggested scheme of work for LESI

9. Assessment (Cont�d) A range of written and oral activities can be used for assessing learner performance E.g. quizzes, paragraph writing exercises on definitions / causes / effects / solutions, questionnaires, argumentative essays, letters to the editor, editorials, pamphlets, fact sheets, group discussions, debates, speeches, interviews, role-plays, skits Assessment can be done not only at the end but also during the course of the module

10. Assessment (HKDSE)