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 ……

Each genre

has identifiable language patterns.

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

3. The Teaching – Learning Cycle

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.

Phase 2Writing longer, more complex texts

• All Form 2 students

• 2 teachers working together

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

Phase 3 Phase ∞

1. Staff development

2. Cross-subject collaboration

1. Staff development

Start from the Principal Vice Principal Subject Heads Other teachers

Through:

a. ILLIPS

b. Staff development day

c. Subject panel meeting

2. Cross-subject collaboration

English department

Academic Committee

Subject A

Subject B

Subject Z

The outcome of the program also depends on:

1. The degree of support from the school management level

2. The attitude of teachers

Acknowledgements

1. Mr John Polias

2. Mrs Bette Li and her excellent team

Thank you!