What have we learnt from the ILLIPS course?
Po Leung Kuk Ma Kam Ming College
Cheng Hoi ManChing Ling ChiCheuk Chi Ping
Flow of the sharing
A. Background of our school
B. What have we learnt from the course?
C. What have we done during and after the course to enhance the learning of our students?
A. Background of our school
- CMI school
- English Enrichment Program in Lower Forms
- 8 teachers participated in ILLIPS
B. What have we learnt from the course?
1. Genres in school Geography, History and Economics
2. Register
3. The Teaching – Learning Cycle
1. Genres in School Geography, History and Economics
- Genres in Geography
(Adapted from P.7 of ‘Developing the language of Personal, Social and Humanities Education’, John Polias, Lexis Education)
Knowledge and activity domains
Genre Purpose
Recording and accounting for change over time
Recounts1.Biographical 2.Factual
1.Retells……2.Recounts environmental event
Describing geographic features
Reports1.Descriptive2.Taxonomic3.Comparative
1.Describes features of places..2.(a) organizes knowledge according to …..
Explaining geographic features
Linear Explanations1.Sequential2.CausalNon-linear Explanations3.Factorial4.Consequential5.Theoretical
1.Explain a physical phenomenon….2.…..3. Explain the multiple factors….……
Exploring issues in geography
Expository genres1.Analytical argument2.Hortatory argument3.Discussion
1. Presents arguments on an ……
2. Register Schooling pushes students from left to right
Field
from concrete, everyday abstract, technical
Tenor
from informal, subjective formal, objective
Mode
from close, spoken distant, written
C. What have we done during and after the course to enhance the learning of our
students?
Phase 1 : During the course
Phase 2 : After the course
Phase 1Reconstruct the knowledge of the topic from
the text book according to the genres in school geography
A pilot scheme was conducted from Nov to Dec 08.• We selected 2 classes of Form 2 students. • We used a familiar topic: Greenhouse Effect.• 1 teacher only was involved.
Modified from text book’s chapter summary
General activities
Produce general greenhouse gases
Produce specific gas
Specific activity
Describing geographical features• What are the greenhouse gases?• Where do they come from?
Construct a taxonomy
Phenomenon / Result of the 1st sentence
Cause of the 2nd sentence Explaining geographic features
Causal (Linear) Explanation
Merits of phase 1
1. Students can develop their knowledge according to the genres in school geography.
2. The concept of teaching-learning cycle is introduced.
3. Easy and fast to prepare.
Writing longer, more complex texts
1. The use of conditionals and comparative adjectives
2. Ways to express cause and effect
3. Combining (1) and (2)
1. The use of conditionals and comparative adjectives
How to write the following concepts in complete sentences?
Strength > Stress = Stable slope
Stress > Strength = Unstable slope
Conditional clause is used
• Conditional clause
(IF Clause) (Main Clause)
If you heat water to 100°C, it boils.• Use the simple present tense!
Example:
If there is no greenhouse effect, the global temperature decreases.
2. Ways to express cause and effect
How can we write the following concepts in complete sentences?
Cause Effect
Rain adds weight to the soil increase stress
Rain adds weight to the soil. The weight of the soil increases stress.
3. Combine (1) and (2)
Cause and Effect + Conditional clause
Rain adds weight to the soil increase stress Stress > Strength unstable slope
Rain adds weight to the soil. The weight of the soil increases stress. If the force of stress is greater than strength, the slope is unstable
Merits of phase 2
• Students develop a predictable pattern, they can use the language with more confidence.e.g. Conditional clause, cause and effect
• The teaching-learning cycle helps to organise the teaching and learning activities more systematically.
• 3. Students’ and teachers’ confidence is increased
1. Staff development
Start from the Principal Vice Principal Subject Heads Other teachers
Through:
a. ILLIPS
b. Staff development day
c. Subject panel meeting
The outcome of the program also depends on:
1. The degree of support from the school management level
2. The attitude of teachers