1. English Language Education Section Curriculum Development Institute Education Bureau

2. With a partner, discuss the following: 1.What are your senior secondary students like? 2.Are you satisfied with their performance in English? 3.What have you done to help your senior secondary students to learn English? Are the measures effective?

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.

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

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

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

7. 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

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

11. Adopting Task-based Learning Use of tasks for contextualised, purposeful and integrated learning of viewing, reading, listening, writing and speaking skills Situation The 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. Module: Communicating Task 1: Taking notes of a speech on how to write an effective debate speech Task 2: Watching the opening speeches of a live debate Task 3: Reading a magazine article entitled ‘Should the Internet be Censored’ Task 4 Studying a range of texts (e.g. an online forum, statistics, comic strips) to gather views for and against the topic Task 5: Reading a debate speech on ‘Mobile phones are necessary evils ’ Unit: The Internet 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.’ Adapted from Enhancing English Vocabulary Learning and Teaching at Secondary Level (2012), pp.139-188 Text types: public speeches debate speech editorials cartoons discussions tables Adopting a Task-based Approach in Lesson Design An example Final task: Writing/delivering a debate speech (individual work) Conducting a mini debate (group work)

13. Unit Overview Theme: The Internet Part 1 Listen to a speech given by the Advisor of the English Debating Club, who introduces the major component of a debate and some tips on writing an effective speech and take notes. Watch the opening speeches of a live debate to understand the procedure, tone and style of a debate speech Part 2 Read a magazine article entitled “Should the Internet be Censored” to gather views about the advantages and disadvantages of the Internet and learn how to present an argument with force. Read a range of texts (e.g. online forum, tables and cartoons) to collect more ideas and discuss the pros and cons of internet censorship. Part 3 Study a sample debate speech on “Mobile phones are necessary evils” to learn how to structure a debate speech, present arguments and make refutations. Write a debate speech on the motion “The Internet does more harm than good to our daily life.” Deliver the debate speech / Conduct a debate for peer feedback. TBL Learner choice and autonomy Catering for learner diversity A variety of materials A range of text types Assessment for Learning

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: Viewing and 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 of Learning and Teaching Materials Is the Internet Making Us Stupid Description: Jimmy Wales, Kaiser Kuo, Jeremy O'Grady and Thomas Crompton, four leading international personalities in the online field went head on head on the motion and discuss how the Internet has affected our health, attention and intelligence. Use of audio-visual materials 1. Audio-visual clips Source: Youtube

16. Using a Variety of Learning and Teaching Materials Learning focuses: The procedure of the debate and some basic debate terms The tone and language style of the speakers 2. Live Debates Source: Learning English through Social Issues (Secondary 4-6): A Resource Package (2010), EDB

17. Cartoons Cyber crimes – identity theft Copyright infringement Spamming Money-laundering Piracy Hacking Using a Variety of Learning and Teaching Materials 3. Cartoons

18. Passive vocabulary Active vocabulary Learning Tasks Reading Listening Speaking Writing Functions as input as output Skills involved Understanding meaning of words in context Recalling words and using them appropriately in context

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

20. Names of cybercrimes copyright infringement hacking identify theft money- laundering phishing piracy spamming Coined words on information technology blog edutainment email google infotainment mouse Net netiquette netizen spyware surf (the Net) Debate-related terms affirmative /proposition side motion opposition/ne gative side rebuttal Intensifiers absolutely certainly completely definitely entirely greatly strongly surely totally Suggested words:

21. 21 While-reading 1. Demonstrating the use of vocabulary building strategies in guessing and inferring words and phrases in context 2. 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. affixation inappropriat e illegalundesirable blending education + entertainment  edutainment internet + etiquette  netiquette clipping The Internet  The Net new meaning a mouse (a small furry animal)  a mouse (a computer device) conversion Google (n.)  to google (v) e.g. Understanding word formation

23. idiomatic pairs part and parcelhard and fast bring the world to our fingertips synonyms advantages & benefits to infringe or breach copyright antonyms advantages & disadvantages  e.g. Understanding word association

24. 24 Crime hacking copyright infringement Criminal hackerinfringer Action hackinfringe e.g. Organising vocabulary 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 Patterns/ Structures Examples 1. ModalsWe should be aware of the potential harm of the Internet. 2. ImperativesBe vigilant with your use of the Internet and watch out for Internet scams 3. InversionsLittle do teenagers do except surfing the Internet and playing online games. 4. Rhetorical questions What is to blame for their lack of social skills and physical exercise?

26. Patterns/ Structures Examples 5. Cause- and-effect structures Computers and mobile devices have become so indispensable that students cannot live without them for one single day. As most parents in Hong Kong are working parents, they cannot always supervise their children and offer timely parental guidance on the choice of website materials. Internet addiction has adverse effects on students’ physical and social development, resulting in poor health and eyesight, as well as weak interpersonal and communication skills. 6. Emphatic structures Clearly, it is the Internet that creates the opportunities for all the cyber-crimes and cyber bullying. Children need guidance, not indulgence. It is time that we seriously thought about the harm the Internet has done to our everyday life.

27. Theme: Consumerism Lessons 1-2 Watch a music video, an oral presentation and look at some cartoons to work out the definition, causes and effects of consumerism Lessons 3-4 Individually, read a range of texts on the topic ‘over-consumption’ In groups, discuss examples of over- consumption in Hong Kong, ways to avoid it and whether the government should take the lead in educating the public about ‘wise consumption’ Lessons 5-6 In groups, present group’s stance, arguments and supporting reasons Q&A Peer feedback TBL Assessment for Learning Catering for learner diversity A variety of materials A range of text types Learner choice and autonomy

28. Lessons 1-6: Use of tasks for contextualised, purposeful and integrated learning of viewing, reading, listening and speaking skills Situation A 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’.

29. Adopting Task-based Learning Students’ roles in the discussion forum Consumers in support of green shopping Consumers in support of consumption for pleasure and quality life BusinesspeopleEnvironmentalists

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: Viewing and 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 of Learning and Teaching Materials The Credit Card Song Learning focuses: Many consumers buy products out of their desires to possess them, not their needs When some consumers cannot afford buying what they want, they use a credit card and run into debt Lessons 1-2: Use of audio-visual materials (incl. LA materials) 1. Music video Source: Youtube

32. Using a Variety of Learning and Teaching Materials A Presentation on Consumerism Learning focuses: The definition of ‘consumerism’ Three causes of ‘consumerism’ 2. Presentation video Source: Learning English through Social Issues (Secondary 4-6): A Resource Package (2010), EDB

33. Cartoons Learning focuses: Positive and negative effects of consumerism Using a Variety of Learning and Teaching Materials More convenient lifestyle Boosting economic growth & creating job opportunities Pollution / Wastage Food wastage / Obesity 3. Cartoons

34. 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’ Including a Wide Range of Text Types

35. Text 1: A table showing results of a weekly 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 a shopping 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.” English Language Curriculum and Assessment Guide (Secondary 4-6) (CDC & HKEAA)

40. 1.Varying questions in terms of language and cognitive demands 2.Varying the input and output 3.Employing flexible grouping 4.Providing timely feedback

41. Module Individual and Society Unit Elderly Problems Task 1 Reading an argumentative essay on the plight of the elderly Task 2 Listening to an online forum about the medical services provided to the elderly Task 3 Writing an article on ‘Retirement Age’ Unit Crime Task Studying the statistics concerning juvenile delinquency Task Writing a speech on how to curb juvenile delinquency in HK

42. Level: S5 No. of students: 32 No. of lessons: 2 (a double lesson) Duration: 80 minutes Unit: Elderly Problems: Retirement Age (Learning English through Social Issues) Lesson objectives: To read, integrated and organise chunks of information from a variety of sources To generate substantial arguments for / against an issue from various perspectives for an argumentative essay Students’ prior knowledge: Discussion skills and strategies The format of an argumentative essay The language used in writing an argumentative essay

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

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=PLpYXVBevRJiMKqRq RztY6RD65l6-RSoq_&index=1

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

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

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

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

50. 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

51. 51 * Professional Development Programmes (PDP)  Information on PDP by Curriculum Development Institute, EDB http://www.edb.gov.hk/en/curriculum-development/kla/eng-edu/professional- development-programmes.html http://www.edb.gov.hk/en/curriculum-development/kla/eng-edu/professional- development-programmes.html  Application and Details http://tcs.edb.gov.hk * Learning and Teaching Resources  Curriculum Documents http://www.edb.gov.hk/en/curriculum-development/kla/eng-edu/curriculum- documents.htmlhttp://www.edb.gov.hk/en/curriculum-development/kla/eng-edu/curriculum- documents.html  References & Resources http://www.edb.gov.hk/en/curriculum-development/kla/eng-edu/curriculum- documents.htmlhttp://www.edb.gov.hk/en/curriculum-development/kla/eng-edu/curriculum- documents.html  ETV Programmes http://etv.edb.gov.hk  Radio Programmes http://www.edb.gov.hk/en/curriculum-development/kla/eng-edu/references- resources/teen-time.htmlhttp://www.edb.gov.hk/en/curriculum-development/kla/eng-edu/references- resources/teen-time.html

52. 52 * Other Useful Websites  Central Resources by Curriculum Development Institute, EDB http://www.edb.gov.hk/crc  Government Publications http://www.gov.hk/en/residents/government/publication/bookstore.htm http://www.gov.hk/en/residents/government/publication/bookstore.htm  Language Learning Support Section, EDB http://cd1.edb.hkedcity.net/cd/languagesupport/resource/index_e.htm http://cd1.edb.hkedcity.net/cd/languagesupport/resource/index_e.htm  NET Section, EDB http://www.edb.gov.hk/en/curriculum-development/resource- support/net/index.html  The English Campus of HK Education City http://www.hkedcity.net/english

53. 53 Resource Packages Developed by the ELE Section, CDI for the Senior Secondary Level Task-based Learning & Exemplar Modules for Key Stages 3 & 4 (S1-3 & S4-5) Task-based Language Learning (S4-5) 53 Suggested Schemes of Work for the Elective Part of the Three-year Senior Secondary English Language Curriculum (S4-6) English Language Curriculum and Assessment Guide (S4 – 6) Enhancing English Vocabulary Learning and Teaching at Secondary Level

54. 54 Resource Packages Developed by the ELE Section, CDI for Secondary Level (3) Self-Access Language Learning in Hong Kong Secondary Schools (S1-6) Teen Time Remix (S1-6) Self-Access Language Learning for Secondary Schools (S1-6) Resource Packages Developed by the ELE Section, CDI for the Senior Secondary Level 54 The Learning and Teaching of Poetry (S4-6)

55. 55 Learning English through Drama (Secondary 4 – 6) A Resource Package Learning English through Short Stories (Secondary 4 – 6) A Resource Package Learning English through Popular Culture (Secondary 4 – 6) A Resource Package Resource Packages Developed by the ELE Section, CDI for the Senior Secondary Level 55 Learning English through Poems and Songs (Secondary 4 – 6) A Resource Package

56. 56 Learning English through Sports Communication (Secondary 4 – 6) A Resource Package Learning English through Debating (Secondary 4 – 6) A Resource Package Learning English through Social Issues (Secondary 4 – 6) A Resource Package 56 Learning English through Workplace Communication (Secondary 4 – 6) A Resource Package Resource Packages Developed by the ELE Section, CDI for the Senior Secondary Level

57. One-stop Portal www.hkedicty.net EDB One-stop Portal for Learning and Teaching Resources

58. One-stop Portal English Language Education Assessment Tasks Bank

59. One-stop Portal Login with HKEdCity login ID Search by ‘KS4’ and ‘Reading’

60. One-stop Portal Assessment Tasks Bank Click to download question paper and suggested answers

61. 61