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1. Enhancing students’ language and generic skills through a network project on TV advertising Ms Bridget Ip
Ms Brenda Fung
Language Learning Support Section
Education Bureau
Govt of the Hong Kong SAR
2. The Language Learning Support Section (Education Bureau) How we work with schools
4. Local context: education reform in HK Overview of the English language curriculum
6. Generic skills collaboration
communication
creativity
critical thinking
information technology
numeracy
problem-solving
self-management
study skills
7. Local context: education reform in HK The New Senior Secondary Curriculum (NSSC) 2009
8. Purpose To raise the level of participation in senior secondary education so that all students will leave school with the capacity to:
understand the world in which they live;
operate effectively in that world; and
manage themselves as individuals and in relation to others.
9. Important features Old curriculum
7 years of secondary education
3 year university course
One third of students go into S6
NSSC
6 years of secondary education
4 year university course
All students study up to S6
10. The Curriculum for English Language Two parts, the core part and the elective modules
(students
must study
at least 3)
11. Elective modules: “Learning English through……….” Language arts
poems and songs
short stories
drama
popular culture
Non-language arts
social issues
workplace communication
debating
sports communication
13. NSS Pop culture elective module Text types
cartoon strips
comic books
websites
magazine articles
reviews
commercials Features
language
style
format
purpose
target audience
use of graphics and images
14. Structure of the module
15. The TV Ads Project Preparation for teachers
16. Rationale for the project Teachers
to help schools and teachers prepare for the NSSC by infusing popular culture elements into the S1-3 curriculum
to help teachers develop confidence in teaching about advertising
to promote professional sharing
Students
to learn about some of the techniques used in TV advertising to persuade viewers to buy products
to learn the language features of advertising texts
to develop creativity, communication and collaboration skills
17. Timeline
18. Sharing for teachers
20. Teachers had opportunities to ask questions and talk informally with the presenters afterwards
They appreciated the practical advice given and the frank sharing of experience
They gained a better understanding of the text type and how to deliver the material in class
21. The TV Ads Project Implementation in the original school
22. Overview
23. 1. Introduction Students…..
watch a clip from “Jamie’s school dinners” in which children refuse to eat healthy food.
discuss good ways to persuade children to eat more healthily.
raise the idea of marketing healthy snacks
24. 2. Packaging Students…..
identify features of packaging.
evaluate examples of packaging of snacks (candies, chocolate bars, cookies, etc.) which they have collected
work in pairs/groups to invent a name, choose ingredients and design a package for their product
25. Features of packaging The colour, design and wording should attract the target consumers of the product
The name and packaging may contain special features, eg rhyme, alliteration or play on words
26. Teaching materials
27. Evaluating packaging
28. 3. Advertising strategies Students……
watch a TV commercial as an introduction to highlight the different features, slogan, jingle, advertising strategy, etc.
read a passage about the techniques used in TV commercials and answer comprehension questions
watch and evaluate a selection of TV advertisements
29. humour
images which shock or surprise
endorsement by famous people
“experts” to scare/reassure
ideals and aspirations (eg using images of beautiful, rich people in glamorous settings)
current events, “hot topics” etc. Examples
31. 4. Slogans and jingles Students….
listen to/read some jingles.
identify examples of features such as rhyme, rhythm and alliteration.
work on a slogan and/or jingle for their own product
32. Teaching materials
33. 5. Storyboard Students
watch an example of a student product (advertisement)
look at an example of a storyboard of the same advertisement
draft storyboards for their own advertisements.
35. Students present their products and advertisements in class
Peer evaluation is conducted
The best presentations and advertisements are chosen for the inter-class competition in English Week. From project to performance
37. Project assessment Assessment of project work by teacher using rubric
Teacher’s feedback in project booklet
Self and peer evaluation
Competition adjudicators’ scoresheet and “audience award”
38. S3 project assessment rubric
40. The TV Ads Project Implementation in network schools
41. School backgrounds
43. Impact: Students:
Knowledge about pop culture
Learned features of TV ads 83%
Learned features of jingles and slogans 91%
Language skills
Improve spoken English 73%
Generic skills
Work Collaboratively 91%
44. Learner characteristics of the more capable students They can learn communication and collaboration skills in the process of carrying out the project.
They often prefer to learn by themselves
They are aware of themselves as learners, and can ask for appropriate challenges
45. School B Level: S2
Theme: Teen Problems
Students: Weak foundation and lack confidence in English
Teachers: Enthusiastic, collaborative culture is formed
Curriculum: GE programme + Enhancement Programme What is enhancement programme? How can it complement the GE programme?
Case two is quite different from Case one in terms of school background and the expected learning outcome.
The project was conducted in S2, under the theme “Teen Problems”. Students’ language ability and foundation is weak, that’s why they were not confident enough to use English. But the good thing is that teachers are really enthusiastic and devoted to their teaching; a collaborative culture is formed. They have developed a coherent, school-based curriculum, which is consist of two parts: GE + Enhancement Programme. Enhancement Programme was designed to complement the GE programme. So, LA, reading skills, and phonics are included.What is enhancement programme? How can it complement the GE programme?
Case two is quite different from Case one in terms of school background and the expected learning outcome.
The project was conducted in S2, under the theme “Teen Problems”. Students’ language ability and foundation is weak, that’s why they were not confident enough to use English. But the good thing is that teachers are really enthusiastic and devoted to their teaching; a collaborative culture is formed. They have developed a coherent, school-based curriculum, which is consist of two parts: GE + Enhancement Programme. Enhancement Programme was designed to complement the GE programme. So, LA, reading skills, and phonics are included.
46. Unit Plan
47. Variations in teaching procedures: What are the differences / special elements identified in Kok Kwong’s project?
Why did they make these adjustments and modification?What are the differences / special elements identified in Kok Kwong’s project?
Why did they make these adjustments and modification?
48. Emphasis: Scaffold to students’ ability What are the differences / special elements identified in Kok Kwong’s project?
Why did they make these adjustments and modification?What are the differences / special elements identified in Kok Kwong’s project?
Why did they make these adjustments and modification?
49. What happened:Comparing two advertisements How to help weak students handle these questions?
What did teacher do to guide them to work out the answer?
Strategies to help less-able
students:
1. Close guidance
Go through each question together
Help students form a complete answer
2. Allow students to use mother-tongue for key words
How to help weak students handle these questions?
What did teacher do to guide them to work out the answer?
Strategies to help less-able
students:
1. Close guidance
Go through each question together
Help students form a complete answer
2. Allow students to use mother-tongue for key words
50. What happened:Advertising strategies Strategies used to help students:
Explain each task clearly
Provide an example / Demonstration
Group work
Let students paste answers on blackboard
Ask students to finish a traditional worksheet for consolidation
Make use of revisions to check their understanding before starting a new taskStrategies used to help students:
Explain each task clearly
Provide an example / Demonstration
Group work
Let students paste answers on blackboard
Ask students to finish a traditional worksheet for consolidation
Make use of revisions to check their understanding before starting a new task
51. What happened:Storyboard Ways to help students work out the storyboard:
Show students’ video clip as a demonstration
Help students analyze the storyboard
i) Re-arrange the sequence of the storyboard
ii) Explicitly explain elements of a storyboard – suggest a formula for writing a storyboard
iii) Show another example of storyboard and ask students to find out the key elements in this storyboard
iv) While students are engaged in group work, teacher offers help to the weaker groups and point out the difficult parts for students.Ways to help students work out the storyboard:
Show students’ video clip as a demonstration
Help students analyze the storyboard
i) Re-arrange the sequence of the storyboard
ii) Explicitly explain elements of a storyboard – suggest a formula for writing a storyboard
iii) Show another example of storyboard and ask students to find out the key elements in this storyboard
iv) While students are engaged in group work, teacher offers help to the weaker groups and point out the difficult parts for students.
52. Students’ Storyboards
53. What happened:Performance – role play How to make the role-play more meaningful to all students:
Explain assessment criteria
Make use of role-play in class to encourage peer assessment and more practice among group members
Provide positive feedback to studentsHow to make the role-play more meaningful to all students:
Explain assessment criteria
Make use of role-play in class to encourage peer assessment and more practice among group members
Provide positive feedback to students
54. What happened:Performance – end product From storyboard to video clip:
Do the video taping at school
Provide technical help
Separate actor’s role and narrator’s roleFrom storyboard to video clip:
Do the video taping at school
Provide technical help
Separate actor’s role and narrator’s role
55. Impact: Students:
Knowledge about pop culture
Gained sufficient input 87%
Learnt from other students’ TV Ads 74%
Managed to create a storyboard 67%
Language skills
Improve spoken English 68%
Motivated to learn English 69%
3. Generic skills
Creativity & critical thinking 77%
Work Collaboratively 82% Students’ learning progress – ways to scaffold their language ability
Students’ knowledge about language arts
Students’ generic skills development
Teachers’ professional development
Worthwhile, though students were reluctant to get started at the beginning
It is a good way to motivate learners
The task is manageable with sufficient guidance
After collaborative lesson planning and careful planning of each teaching step, it can foster quality teaching and effective delivery of subject knowledge
Students’ learning progress – ways to scaffold their language ability
Students’ knowledge about language arts
Students’ generic skills development
Teachers’ professional development
Worthwhile, though students were reluctant to get started at the beginning
It is a good way to motivate learners
The task is manageable with sufficient guidance
After collaborative lesson planning and careful planning of each teaching step, it can foster quality teaching and effective delivery of subject knowledge
56. School C Level: S1
Theme: Leisure Activities
Students: Average ability, good behaviour
Teachers: Enthusiastic, collaborative culture is formed
Curriculum: school-based modules
57. Variations in teaching procedures:
58. Alignment between formal and informal curricula
59. Emphasis: Developing independent learning skills 2. Collaborative in groups to foster positive peer influence2. Collaborative in groups to foster positive peer influence
60. What happened:Inter-class competition
62. Students’ feedback
63. Observations and conclusions Implications for teaching
65. From teaching to learning:developing generic skills Teachers’ role:
To enable students to learn independently
Teachers’ role:
To enable students to learn independently
66. Sharing of experience and resources
teaching materials
students’ products
Teachers can make modifications according to students’ needs, thereby catering for student diversity
Can foster a learning community
Can promote good practice
Can facilitate change, in preparation for the introduction of the NSSC
Value of the network project for schools and teachers
67. Thank you! Question Time