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Sharing Session on Knowledge Transfer
Innovative English Language Teaching for Students
Presentation by POON Ka Chun Jason
The Education University of Hong Kong
(26th July 2017)
1July 2017 Sharing by J. Poon
Acknowledgement to Dr Jackie Lee, Dr Rebecca Chen, Dr Angel Ma, Ms Janet Jiang and Mr Jason Ma
Knowledge Transfer Projects
• Grammar Teaching in Language Education (2016)
• Innovative English Language Teaching for Primary Students (2017)
2July 2017 Sharing by J. Poon
Today’s presentation
I. Teaching grammar
II. Teaching readers
III. Experiences in local tryouts and Foshan trips
IV. Reflections
3July 2017 Sharing by J. Poon
4July 2017 Sharing by J. Poon
Part I:Teaching grammar
How did I learn grammar?
5July 2017 Sharing by J. Poon
How did I learn grammar?
• My teachers introduced forms and rules organised in tables.
6July 2017 Sharing by J. Poon
I/You/We/They kickthe ball.
He/She/It kicks
Heis kicking
the ballnow.
kicks every day.
How did I learn grammar?
7July 2017 Sharing by J. Poon
easy
Grammar
Rule 1…Rule 2…Rule 3…Rule 4…
Example: Relative Clauses
• Mrs Carrie Lam was the former
Chief Secretary for Administration.
Mrs Carrie Lam is the first female
Chief Executive of Hong Kong.
• Rewrite the above sentences using a relative clause.
8July 2017 Sharing by J. Poon
Mrs Carrie Lam, (who was) the former Chief Secretary for Administration,is the first female Chief Executive of
Hong Kong.
How did I learn grammar?
9July 2017 Sharing by J. Poon
Why do I have to
learn these?
How can I use them in my life?
My grammar learning experience
• Overemphasis on forms and rules
• Overlooking of the meaning and use
10July 2017 Sharing by J. Poon
Teaching grammar
11July 2017 Sharing by J. Poon
Class, let me tell you…
Teaching grammar
• Most students do not have the same learning style as me.
12July 2017 Sharing by J. Poon
No more rules, please…
I hate tables!
Teaching grammar
13July 2017 Sharing by J. Poon
English Language Timetable
Monday General English
Tuesday Listening / Speaking
Wednesday General English
Thursday Reading
Friday Writing
Teaching grammar
• Consider the following:
1. Why do Ss learn grammar?
2. How can we introduce the target forms (and rules) using different ways?
3. What elements and activities can make Ss’ learning more interesting andmeaningful?
4. How is grammar related to the four language skills (listening, speaking, reading and writing)?
14July 2017 Sharing by J. Poon
1. Form, meaning and use
Example: Imperatives
a. Form: a clause begins with a bare infinitive / base form of the verb (e.g. put, shake)
b. Meaning: tell somebody what to do
c. Use: give instructions, directions, orders, advice, etc.
15July 2017 Sharing by J. Poon
1. Form, meaning and use
16July 2017 Sharing by J. Poon
Form Meaning
Use
2. Selection of input for introducing a language form
Example I: Imperatives
(Junior Primary)
17July 2017 Sharing by J. Poon
songs
2. Selection of input for introducing a language form
Example II: Reported Speech
(Junior Secondary)
18July 2017 Sharing by J. Poon
contextualised input
3. Interesting elements and meaningful activities
Example I: Imperatives
(Senior Secondary)
19July 2017 Sharing by J. Poon
https://www.youtube.com/watch?v=MlUxP4gY7M8
videos
3. Interesting elements and meaningful activities
Example II: Imperatives and
clause types (moods)
(Senior Secondary)
20July 2017 Sharing by J. Poon
an open-ended writing task
Ss read an online post about a girl who had a quarrel with her parents. They write a reply to the girl to give her advice.
4. Integrate grammar with the four language skills
21July 2017 Sharing by J. Poon
4. Integrate grammar with the four language skills
Receptive skills:
Reading the conversations between Noby and his mother
Listening to the song Hokey Pokey
Productive skills:
Speaking(e.g. information gap activities)
Writing a reply to the girl who has made an online post
22July 2017 Sharing by J. Poon
23July 2017 Sharing by J. Poon
Part II:Teaching readers
EDB literacy programmes
• Primary Literacy Programme –Reading and Writing (PLP-RW)
• Space Town
• Reading workshops (school-based reading curriculum)
24July 2017 Sharing by J. Poon
EDB literacy programmes
25July 2017 Sharing by J. Poon
Why teaching readers?
• Clear and meaningful themes
• Memorable characters
• Vivid pictures
• Careful language choices and authentic language use
– Vocabulary words
– Repeated patterns/structures
– Rhyming pairs and alliterations, etc.
26July 2017 Sharing by J. Poon
Ss’ motivation
Teaching readers: initial thoughts
• Readers help develop students’ reading skills only. Is this true?
27July 2017 Sharing by J. Poon
Teaching readers: initial thoughts
• Some of the challenges:
i. Selecting appropriate readers
ii. Setting the learning objectives
iii. Using a variety of strategies to help students learn the readers
iv. Designing suitable activities
28July 2017 Sharing by J. Poon
Some project resources developed for teaching readers
• Number Poems(compiled by John Foster)
– How many? (by Charles Thomson)
– Zoo Dream (by John Foster)(selected for lesson tryout in Foshan)
• The Bike Lesson(written by Stan and Jan Berenstain)
29July 2017 Sharing by J. Poon
The Bike Lesson(by Stan and Jan Berenstain)
30July 2017 Sharing by J. Poon
The Bike Lesson
• Number of lessons: 3
• Intended learning outcomes:(By the end of the lesson, Ss will be able to)
– demonstrate an understanding of the story;
– identify the rhyming pairs in the text;
– use ‘May I …?’ to ask for permission; and
– use the modal verb ‘should (not)’ to write a list of safety acts on a poster.
31July 2017 Sharing by J. Poon
The Bike Lesson
32July 2017 Sharing by J. Poon
• Reader’s Theatre
– Ss in groups read the assigned part and practise reading the sentences. They then take turns to perform the scene to the class.
The Bike Lesson
33July 2017 Sharing by J. Poon
• Reader’s Theatre
– The focus is on meaning rather than language forms
– Ss need to understand the story as deeply as they can, and demonstrate their understanding
Rationale
The Bike Lesson
34July 2017 Sharing by J. Poon
• Identifying the rhyming pairs
Yes. That is what you should not do. So let that be a lesson to you.
Yes it was, Dad.Now I see.That was a very good lesson for me.
35July 2017 Sharing by J. Poon
The Bike Lesson
36July 2017 Sharing by J. Poon
• Open-ended task for practice
– Give the scenario, Ss in groups practise making requests using “May I …?”
– They are encouraged to think of more than one possible answer.
37July 2017 Sharing by J. Poon
You are at your friend’s house. It’s 5 p.m.
so you need to go home. It is raining heavily
now but you don’t have an umbrella.
What will you say to your friend?
May I borrow your umbrella?
May I borrow your raincoat?
May I catch a taxi here?
May I borrow your phone and call my mum first?
The Bike Lesson
38July 2017 Sharing by J. Poon
• Open-ended task for practice
– Provide Ss with ample opportunities to practise using the target forms
– Allow Ss to use the language meaningfully and authentically
– Promote Ss’ creativity
Rationale
The Bike Lesson
• Extended task for consolidation
39July 2017 Sharing by J. Poon
https://www.youtube.com/watch?v=dkoVxBnnGko
40July 2017 Sharing by J. Poon
41July 2017 Sharing by J. Poon
Cooking
Road crossing
Swimming
42July 2017 Sharing by J. Poon
Safe _________ tips
should shouldn’t
The Bike Lesson
• Extended task for consolidation
– Relate Ss’ language learning to daily life experiences
– Allow possibilities to transfer and apply their knowledge to generate new learning
– Integrate the language skills for meaningful language use
43July 2017 Sharing by J. Poon
Rationale
44July 2017 Sharing by J. Poon
Part III:Experience in local tryouts and Foshan trips
Knowledge transfer experiences
• Trips to Foshan
– Grammar Project Sharing (16th – 18th May 2016)
– Reader Project Lesson Tryouts (16th – 21st April 2017)
• Local School Tryouts
– One secondary school (May 2016) and one primary school (June 2016)
45July 2017 Sharing by J. Poon
Teaching imperatives (S.4 pupils)
46July 2017 Sharing by J. Poon
Teaching imperatives (S.4 pupils)
• Video clip watching and guided noticing
47July 2017 Sharing by J. Poon
https://www.youtube.com/watch?v=MlUxP4gY7M8
Teaching imperatives (S.4 pupils)
• Video clip watching and guided noticing
48July 2017 Sharing by J. Poon
Teaching imperatives (S.4 pupils)
• Comparing different clause types and writing an online reply
49July 2017 Sharing by J. Poon
50July 2017 Sharing by J. Poon
I had the same question too! I think
all the parents dislike children to be [fans].
To solve the problem, you should
[communicate] with your [parents].
Talk about what [you feel about watching]
the Korean band. After that, [hopefully,
your] parents can understand you.
[Furthermore,] why don’t you watch it
on TV [or] YouTube etc.? [You can also]
see your idol and it’s cheaper too!
51July 2017 Sharing by J. Poon
Teaching imperatives (S.4 pupils)
52July 2017 Sharing by J. Poon
“Writing, since I can show my [creativity]. I can write what I want to write. It [does not have right] or wrong [answers],” commented a student.
Zoo Dream (by John Foster)
53July 2017 Sharing by J. Poon
Zoo Dream
• Duration: 80 minutes
• Learning objectives for Lesson 1:(By the end of the lesson, Ss will be able to)
– name the animals in the poem;
– use singular and plural forms of the target animal names;
– use the structure “I can see…” to talk about the number of animals in the zoo;
– demonstrate awareness of alliteration.
54July 2017 Sharing by J. Poon
Zoo Dream
55July 2017 Sharing by J. Poon
• Shared reading strategy
– Stage I: Only the number words are covered in the poem
– Stage II: Both the number words and the animal names are covered
– Stage III: Looking into the patterns of alliterations in the poem (Lesson 2)
56July 2017 Sharing by J. Poon
Zoo Dream
57July 2017 Sharing by J. Poon
• Self-discovery strategy
Zoo Dream
58July 2017 Sharing by J. Poon
• Flag raising game
Zoo Dream
59July 2017 Sharing by J. Poon
• Information gap activity
60July 2017 Sharing by J. Poon
Zoo Dream
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62July 2017 Sharing by J. Poon
Part IV:Reflections
Professional development
1. My role as an L2 English learner
Become more “knowledgeable” about some of the grammar items
Example: Imperatives
Appropriate and authentic contexts
Functions of different clause types
Accuracy vs. appropriateness
63July 2017 Sharing by J. Poon
Professional development
2. Teaching grammar
Contexualisation
Meaning-focussed grammar teaching
3. Teaching readers
Various strategies for teaching readers
Readers as valuable resources for teaching English
64July 2017 Sharing by J. Poon
Professional development
4. Lesson planning
Well-defined learning objectives
Design of activities
Do they help Ss achieve the lesson/unit objectives?
Are they practical in real classrooms?
Do Ss have adequate language support to complete the tasks?
65July 2017 Sharing by J. Poon
Professional development
4. Lesson planning (cont’d)
Lesson/Unit flow and organisation
Input / Motivation
Scaffolding
Practice opportunities
Extended tasks / Stretched output
66July 2017 Sharing by J. Poon
Professional development
5. Materials selection and development
Relate Ss’ learning to their daily life experience
Use interesting and (semi-)authentic resources and materials
Introduce multimedia resources and visual aids and/or body gestures
67July 2017 Sharing by J. Poon
Professional development
6. Theory vs. Practice (Implementation)
Use simple and direct classroom language
Maintain interactions with Ss; involve Ss from time to time
68July 2017 Sharing by J. Poon
Personal development
1. Collaboration & communication skills
Gain insights into teaching ideas
Give constructive feedback
Be open-minded and honest
69July 2017 Sharing by J. Poon
Personal development
2. Positive attitude
There is NOT the best lesson plan
Different Ss have different needs
Continuous improvement and revision is necessary
70July 2017 Sharing by J. Poon