examples of four non_la_part ii
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Part II
Examples of How to Plan the
Non-LA Electives
- Examples of a detailed module plan and
module outlines
By Ms. Amy POON & Ms. Maria CHAN
Part II
Examples of How to Plan the
Non-LA Electives
- Examples of a detailed module plan and
module outlines
By Ms. Amy POON & Ms. Maria CHAN
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Example One - Learning English through Social Issues
Example One - Learning English through Social Issues
ContextProduction of a TV series for a new channel called Gettingto Know Social Issues You Can Make a Difference on theschool TV station.
Purpose
To enhance peers social awareness and broaden theirhorizons through school-based educational programmes
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Organisation of the 50-period Module
Organisation of the 50-period Module
Part I Understanding Social Issues (22 lessons)
-Forming of study groups to prepare for the TV series
Part II Identifying Multiple Perspectives and CollectingOpinions on Social Issues (16 lessons)
Learning of
knowledge& skills
Part III Preparing for the Launching and Showingof the TV Series on Social Issues (12 periods)
Applicationofknowledge& skills
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Content of the TV Series Major Tasks to Do
Content of the TV Series Major Tasks to Do
TasksPurpose
A Snapshot of Social IssuesExplore the meanings ofcommon social issues
Social Issues Updates Present the latest factsand figures
Social ForumGive students anopportunity to take a stance
and express views on socialissues from differentperspectives
You Have A SayInterview different groupsof people to find out their
opinions on social issues
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Major Tasks to Do in the TV Series
Major Tasks to Do in the TV Series
Talks on Social Issues
Extendedtasks (optional) Purpose
Publicise the TV series inthe programme or on publicoccasions
Production ofmini-documentaries
Explore some commonsocial issues in Hong Kong
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Display of Written Products
Display of Written Products
Written material for the TV series tobe compiled as a portfolio for display
Launching of the TV Series
Launching of the TV Series
Live Performance Video-taping of theprogrammes by the CampusTV
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StrategiesStrategies
Co-operative
Learning
ExperientialLearning
ResourcesResources
Newspaper
Articles
Documentaries/ Clips fromYoutube
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Assessment for LearningAssessment for Learning
Written workin the process
Oral
Presentationin the process
Final
Products &performance
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Perspective taker
Logical Thinker
Skeptical Critic
Connection Maker
Texts and a documentarywith causes and
consequences of socialissues
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Reading lettersto the editor and
exploringdifferent pointsof view
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Example Two A Module Outline on
Learning English through Debating
Example Two A Module Outline on
Learning English through Debating
Context
To support students learning of Liberal Studies, your school willorganise a debating contest for S5 students inside and
outside the classroom. The activities are to be integrated withOther Learning Experiences. Students have to discuss whethermass media should be responsible for developing teenagersincorrect values and poor attitudes despite theimplementation of moral education at schools
Purpose
To develop critical and reflective minds among students
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Forming arguments Rebuttals
Setting thescene - mass
media &values
General understanding ofdebating and the context
Basic set up(demo clips)
8 lessons
Giving reasons& supportGiving meanings
Facts, statistic dataand examples asexamples
Key terms inthe proposition
Categorisation& organisation
2 lessons10 lessons
Wrongassumptions
Irrelevantreasons
Insufficientreasons
Inconsistency
4
lessons
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Examples of Formal Debating Formats
The Karl Popper Debate Format
Affirmative Constructive (6 minutes)1st Negative Cross-Examination (3 minutes)Negative Constructive (6 minutes)
1st Affirmative Cross-Examination (3 minutes)Affirmative Rebuttal (5 minutes)2nd Negative Cross-Examination (3 minutes) Negative Rebuttal (5 minutes)2nd Affirmative Cross-Examination (3 minutes)Affirmative Rebuttal (5 minutes)Negative Rebuttal (5 minutes)
Legislative DebateCross-Examination DebateParliamentary DebatePublic Forum Debate
Not a Must
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One of the debating formats usedin Hong Kong
Adaptations
Making shorter speeches
Grouping and division of work
From prepared to spontaneousspeeches
Demo clips from Edcity, SingTao debating contests, Youtube,your school, etc.
Demo clips
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Forming strongarguments
Sufficientevidence &examples
No over-
simplificationor generalisation
Covering majoraspects &
perspectives
Logical &organisedthinking
Well-definedmeaning
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Clips onargumentation
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Inter-group debating
Presentationskills
StudentsMass media
Paired arguments
Parents
Democlips
4 lessons
6 lessons
Practice
Teachers
One-minutespeeches
Writing persuasivespeeches
Samples of debatingspeeches
Linguistic features
Perspectives
10 lessons 6 lessons
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Using Debate in the English Classroom
(Debating rules and suggested pre-debating activities)
Mr. Peter Broe (NET Section, CDI)Phone no. : 35498337
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Workplace Communication
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A Module Outline
for
More Able & Average Students
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Context:
It is a good time for Senior secondary students to
think about their future career. Students can
make use of the module to explore their
potential career in the future and do somepreparation to equip themselves for the dream
job.
Role of Teachers:
Facilitator/ Supervisor/ Instructor
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Project Setting up a company
Exploringthe working world
Project Part 1The IndustryPart 2
The story of a company in the storyPart 3
Setting up a companyPart 4
Promotional MaterialsPart 5
Staff Manual
Industries Job types
Workplace visits
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Visit to Work Places Programme
to help students gain a better understanding of the actual working environment
free coach service is arranged upon request
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Module Outlines
for
Groups with different ability & Interests
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Rationale
Different job types
easy to cater for learner diversity
+ interests
+ ab
ility
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Role of Teachers:CEO of the wedding company
Role of Students:
Employees of the wedding company
Context:
Each class is a wedding planner company. The
English teachers are the Director/ ChiefExecutive Officer (CEO) of the companies. EachCompany has to prepare for an exhibition in aWedding Expo and/or plan a wedding for a
couple/ weddings for a few couples.
Module Outline 1
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1. Background- The Wedding planning business
- Job descriptions
2. Applying for a job
3. Welcoming the staff
4. On-the-job training Programme
5. Managers Meeting 6. Department Meetings
7. Managers Meeting 2
8. Department Meeting
9. Presentations
10. Handling complaints/enquiries/ phone calls/ letters/
in-person
Wedding Company
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Context:
As the
business of Hong Kong is not satisfactory,the CEO has asked the managers/ department
heads to think of ways to attract more visitors to
the Park.
Module Outline 2
Role of Teachers:CEO of Hong Kong Disneyland
Role of students:
Managers of Hong Kong Disneyland
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1. Background- Why is Hong Kong Disneyland losing money?
- Organizational chart
2. Department Meeting(s)- How to attract more visitors to the Park?
3. Managers Meeting 1 (Solutions)- What can be done to attract more visitors?
4. Promoting Hong Kong Disneyland
5. On-the-job training
6. Handling complaints/ Enquiries
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Context:
Many Hong Kong people, especially teenagersthink that thee are not enough recreational
facilities to meet their needs. An investor (the
teacher) would like to establish the third theme
park in Hong Kong.
Module Outline 3
Role of Teachers:
An Investor of the new theme park in Hong Kong
Role of Students:
Staff of different companies which are interestedin establishing the theme Park in Hong Kong
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1. Setting up the theme Park
2. Designing an on-the-job training programme for the staff
3. Presentation --- the New Theme Park
Extended Parts
Employing staff Applying for jobs
The New Theme Park in Hong Kong
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Sports Communication
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Introduction & Vocabulary building (3 lessons)
Collecting and reading information about
different types of sports (8 lessons)
Writing a proposal (4 lessons)
Making a package to introduce a sport (25 lessons)
Presentation (10 lessons)
A Module Outline for Sports communication