From ILLIPS to classroom teaching:From ILLIPS to classroom teaching:The case of Biology lessonThe case of Biology lesson

CUHK FAA Chan Chun Ha Secondary SchoolLam Tat Ho

3rd April 2009

Student background Form 4 EMI Science class Students studied Junior Science in CMI Problems:

a) Conceptual understanding in EMI

b) Spelling

c) Writing with appropriate scientific terms

What I learnt from ILLIPS… EMI is not ‘speaking in English’ only. Teachers can foster student learning by

improving:a) Blackboard skills e.g. graphic organizersb) Teaching & Learning resourcesc) Learning activitiesd) Language skills training e.g. oral & written

presentatione) …

My action Subject: Biology Topic: Breathing Mechanism Problems to be tackled: a) Common misconception- air entry expands the lung X lung expansion forces the air entry b) Sequential writing with appropriate

scientific terms

Blackboard skillsUse of table to compare

Use of family tree to show hierarchy

Use of diagrams/ pictures to visualize abstract concepts

Inhalation Exhalation

1a Intercostal muscles (n) Contract (v) Relax (v)

1b Diaphragm muscles contract relax

2a Ribs Move upwards & outwards

Move downwards & inwards

2b Diaphragm flattens returns to dome-shaped

3 Volume of thoracic cavity increases decreases

4 Pressure of thoracic cavity

decreases increases

5 Lungs expand contract

6. Air is forced into the lungs out of the lungs

Breathing

Inhalation Exhalation

Teaching & learning resources Short quiz:a) warm upb) check the prior knowledge, esp. name of

structures Activity:a) divide the following sentences into two

groups: inhalation and exhalationb) with the aids of flow chart, put them into the

correct order

Learning activities in the target languageFrom prior knowledge to knowledge buildingFrom vocabulary to sentence levelFrom reading to sequencingFrom informal to formal language mediumFrom group discussion to whole class

presentationFrom speaking to writing

Language skills training1. Writing- sentence pattern

a) Function: (A) is to + verb.

e.g. Ribcage is to protect the lungs and hearts.

b) Process: When (A) + verb, (B)+ verb.

e.g. When intercostal muscles contract, ribs move upwards and outwards.

c) Adaptive features: (A) is/has ___ which is to + verb.

e.g. Air sacs have thin membranes which are to shorten the distance for diffusion of gases.

2. Reading

e.g. question commands, underline key terms, etc

Implementation in my subjectEnglish enhancement at S1-2 Science curriculum

e.g. reading, note-taking, spelling, question commands, vocabulary, etc

Bridging at S3 Biology curriculum

e.g. sentence pattern, report writing, etcEMI at S4-7 Biology curriculum

e.g. examination language, essay writing (NSS), etc

My backup from schoolPDP (Pre-learning, During learning, Post-learning)Collaboration with English KLA & Curriculum

Development TeamEnglish enhancementEnglish learning environmentBridging programme…

My reflection

Poor student performance

Poor English abilities

Lack of practice

Lack of learning experience & exposure

Teaching & Learning methods without

language concerns

Satir Model for reflecting ineffective EMI practice

Both implicit & explicit trainings of using appropriate Science English are important!

My conclusion Before we blame students to be lazy or poor

in English, let’s think about:1. How frequent did students listen the

scientific concepts with appropriate English from teachers & peers?

2. How frequent did students read the scientific concepts with appropriate English from textbook & blackboard?

3. How frequent did students describe/explain the scientific concepts with appropriate English through writing & speaking?

Thank you!