Examples of Four Non_LA_Part II

8/6/2019 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

[email protected]


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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

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Examples of Four Non_LA_Part II

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