English Language Education Section Curriculum Development Institute Education Bureau

1. New Senior Secondary (NSS) Understanding and Interpreting the Curriculum Series: English Language for English Teachers – Strategies for Learning and Teaching the English Language at the Senior Secondary Level (Refreshed) English Language Education Section Curriculum Development Institute Education Bureau

2. With a partner, discuss the following: • What are your senior secondary students like? • Are you satisfied with their performance in English? • What have you done to help your senior secondary students to learn English? Are the measures effective? Warm-up Activity

3. a better understanding of effective strategies for teaching English to senior secondary students; • designed meaningful learning activities to enhance learning and teaching effectiveness; and • explored the use of stimulating learning resources to enhance students’ motivation and interests in learning English. By the end of the workshop, you will have

4. Set meaningful and realistic goals Reflect on their learning experiences Learners Monitor and evaluate their progress against set goals Engage confidently and meaningfully in learning activities Roles

5. Negotiate learning goals and content with learners Act as a role model Teachers Adapt teaching to students’ response Provide appropriate scaffolding and quality feedback Promote self-access language learning Roles Create a supportive, motivating and language-rich environment Enhance quality interaction

6. An interactive process of knowledge building and language learning • An open and flexible curriculum framework • Building on strengths • Setting learning targets and allowing flexibility in learning • Using a wide range of learning and teaching approaches and strategies • Catering for learner diversity • Flexible use of resources Guiding Principles

7. Approaches to Learning and Teaching English Language Curriculum and Assessment Guide (Secondary 4-6) CDC & HKEAA (2007) p.72

8. Learner-centred instruction • Target-oriented English learning • Integrative and creative language use • Learning grammar and vocabulary in context • Tasks and exercises • Extended tasks and project learning Task-based Learning and Teaching

9. Context Involves learners in thinking and doing Purpose Features of a Task Requireslearners to draw upon a framework of knowledge and skills Product

11. Adopting Task-based Learning Use of tasks for contextualised, purposeful and integrated learning of viewing, reading, listening, writing and speaking skills SituationThe Debating Club of your school is conducting an inter-class debating competition. They have conducted a workshop to develop students’ reasoning, critical thinking and speech writing skills in preparation for the competition. By the end of the workshop, students are expected to write / deliver a speech on the motion “The Internet does more harm than good to our everyday life.” The best speeches and strongest speakers will be selected and a team will be formed to represent the class for the competition.

12. Adopting a Task-based Approach in Lesson Design An example • Situation: • The English Debating Club of your school is conducting a series of training workshops for the new members of the club. • By the end of the workshop, students are expected to write / deliver a debate speech OR conduct a mini debate on the motion ‘The Internet does more harm than good to our everyday life.’ • Text types: • public speeches • debate speech • editorials • cartoons • discussions • tables Final task: Writing/delivering a debate speech (individual work) Conducting a mini debate (group work) Adapted from Enhancing English Vocabulary Learning and Teaching at Secondary Level (2012), pp.139-188

13. Learner choice and autonomy Catering for learner diversity Assessment for Learning A variety of materials A range of text types TBL Unit Overview Theme: The Internet

14. Integrative Use of Language Skills Tasks • Listening and viewing: Students listen to a speech by the teacher advisor of the debating club and watch the opening speeches of a debate. {Skills: Viewingand Listening} • Reading: Students read a range of texts (e.g. articles, debate speeches, tables, cartoons) on the topic Internet censorship {Skills: Reading} • Group discussion: Students discuss the pros and cons of the Internet and work in groups to conduct a debate against another group. {Skills: Speaking} • Individual presentation: Students deliver their own speeches or conduct a mini debate on the motion “Internet does more harm than good to our everyday life” for peer feedback {Skills: Speaking} • Writing: Students write a speech presenting their stance on the motion with reasons {Skills: Writing}

15. Using a Variety ofLearning and Teaching Materials Use of audio-visual materials 1. Audio-visual clips Source: Youtube

16. Using a Variety ofLearning and Teaching Materials 2. Live Debates Source: Learning English through Social Issues (Secondary 4-6): A Resource Package (2010), EDB

17. Using a Variety ofLearning and Teaching Materials 3. Cartoons

18. Learning and Teaching Vocabulary in Context

19. Pre-reading Guiding students in anticipating word families, thematic vocabulary and language features related to content and text-types Task 1: Taking notes of a speech on how to write an effective debate speech Task 3: Reading a magazine article entitled ‘Should the Internet be Censored?’ Task 5: Reading a debate speech on ‘Mobile phones are necessary evils’

20. Suggested words:

21. While-reading • Demonstrating the use of vocabulary building strategies in guessing and inferring words and phrases in context • Supporting students in working out the meaning of words in contexts • Linguistic clues • Contextual clues • Knowledge of word formation (e.g. prefixes, suffixes and compound words) • Knowledge of lexical relations (e.g. collocation, sense relations such as synonym, antonym and hyponym)

22. e.g. Understanding word formation

23. e.g. Understanding word association

24. e.g. Organisingvocabulary using paradigmatic approach

25. Final Task: A debate speech on the motion “The Internet does more harm than good to our everyday life.” Pre-writing Introduce sentence structures that add strengths to the arguments and enhance persuasiveness Learning and Teaching Grammar in Context

26. Learning and Teaching Grammar in Context

27. Learner choice and autonomy Catering for learner diversity Assessment for Learning A variety of materials A range of text types TBL Theme: Consumerism Unit Overview

28. Lessons 1-6: Use of tasks for contextualised, purposeful and integrated learning of viewing, reading, listening and speaking skills SituationA concern group invites the public to take part in a forum to discuss the phenomenon of ‘over-consumption’ in Hong Kong and whether the government should take the lead in educating the public about ‘wise-consumption’. Adopting a Task-based Approach

29. Adopting Task-based Learning • Students’ roles in the discussion forum

30. Integrative Use of Language Skills Tasks • Viewing and listening: Students watch a music video, an oral presentation and look at some cartoons to build up background knowledge of the theme ‘consumerism’. {Skills: Viewingand Listening} • Individual reading: Students read a data file with a range of texts on the topic ‘over-consumption’ related to the role assigned {Skills: Reading} • Group discussion: Students in the same role share observations about over-consumption in Hong Kong, suggest ways to avoid the problem and decide on the group’s stance {Skills: Speaking} • Group presentation: Students present group’s stance and supporting arguments about whether the government should take the lead in educating the public about ‘wise-consumption’ {Skills: Speaking} • Cross-group interaction: Students ask each other questions about their views as well as respond to other groups’ questions {Skills: Listening and Speaking}

31. Using a Variety ofLearning and Teaching Materials Lessons 1-2: Use of audio-visual materials (incl. LA materials) 1. Music video Source: Youtube

32. Using a Variety ofLearning and Teaching Materials 2. Presentation video Source: Learning English through Social Issues (Secondary 4-6): A Resource Package (2010), EDB

33. Using a Variety ofLearning and Teaching Materials More convenient lifestyle Boosting economic growth & creating job opportunities 3. Cartoons Food wastage / Obesity Pollution / Wastage

34. Including a Wide Range of Text Types Lessons 3-4: Inclusion of a wide range of text types with various text features and multiple perspectives An example: The data file for the role ‘Businesspeople’

35. Including a Wide Range of Text Types Text 1: A table showing results of aweekly survey on the most profitable shopping malls in Hong Kong

36. Including a Wide Range of Text Types Text 2: The script of a short radio interview of the manager of ashopping mall

37. Including a Wide Range of Text Types Text 3: A speech at a luncheon

38. Including a Wide Range of Text Types Text 4: An excerpt from a book on advertising

39. “Every class is composed of individuals who are different from each other in terms of maturity, motivation, ability, learning styles, aspirations and interests.” Catering for Learner Diversity English Language Curriculum and Assessment Guide (Secondary 4-6) (CDC & HKEAA)

40. Suggested Strategies to Cater for Learner Diversity Varying questions in terms of language and cognitive demands Varying the input and output Employing flexible grouping Providing timely feedback

41. A Suggested Teaching Plan

42. A Suggested Teaching Plan

43. Adopting the task-based approach in lesson design Group 1: Writing – photo description Group 2: Speaking – interaction skills Group 3: Language Arts (Short Stories) – plot structure Group 4: Non-language Arts (Workplace Communication) – handling complaints Hands-on Activity

44. New Technologies Transform Classroom Practices and Pedagogical Approaches

45. “Flipped Classroom” combined web learning and classroom teaching. Teachers produced teaching videos for students to watch before the lessons so that the lesson time could be effectively used to facilitate classroom interactions. It could address learner diversity and help to promote enquiry-based and self-directed learning, as well as enhance learner independence. Quick guide http://www.youtube.com/watch?v=4XO2ItlZte0&list=PLpYXVBevRJiMKqRqRztY6RD65l6-RSoq_&index=1 Flipped Classroom

46. https://www.edmodo.com/ On Edmodo, teachers can continue classroom discussions online, give polls to check for student understanding, and award badges to individual students based on performance or behavior Quick guide http://www.youtube.com/watch?v=Ur0c1h1Gdas Edmodo

47. https://www.schoology.com/home.php Schoology is an innovative learning management system (LMS) and social network that makes it easy to create and share academic content. Quick guide http://www.youtube.com/watch?v=fbEBtHGnAyU Schoology

48. http://moodle.com/ Moodle is a free source e-learning software platform to help educators create online courses with a focus on interaction and collaborative construction of content, and is in continual evolution. Quick Guide http://www.youtube.com/watch?v=uQyqpVobDR4 Moodle

49. References and resources from the Education Bureau (EDB)

50. Webpage of the English Language Education Section, Curriculum Development Institute, Education Bureau http://www.edb.gov.hk/en/curriculum-development/kla/eng-edu/index.html