Learning English through Social Issues

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Learning English through Social Issues

• English Language Centre
• City University of Hong Kong
• EDB Professional Development Workshop

2
Essentials of LESI

• One of the eight modules in the Elective Part of
  the NSS English Language Curriculum
• S5 level
• Suggested time allocation 33.3 hours (approx. 50
  forty-minute periods)

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Learning Targets

• To develop learners ability to
• understand a variety of written and spoken texts
• understand how a SI may be defined, analysed,
  perceived, researched and presented
• analyse texts on SIs in order to understand their
  structural and linguistic features
• identify and define problems from gathered
  information, consider related factors, draw
  conclusions, explore options and solutions, and
  justify views or arguments
• develop and refine ideas, plan, organise and
  carry out presentations on particular issues

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Relationship with Compulsory Part

• Relevant or complementing modules in the
  Compulsory Part
• Cultures of the World
• Travelling and Visiting
• Customs, Clothes and Food of Different Places
• Nature and Environment
• Protecting the Environment
• Resources and Energy Conservation
• The Individual and Society
• Crime
• Human Rights
• Communicating
• The Media and Publications
• International Network
• Technology
• Changes brought about by Technology
• Holistic approach in planning the English
  Curriculum to avoid overlap of topics and ensure
  recycling of language skills and generic
  knowledge.

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Content Part 1

• Suggested time 22 periods
• It presents the ideas of SIs, how SIs are related
  to them, their society and the world
• Learners practise reading, identifying, and
  writing definitions, causes and effects, and
  solutions to Sis
• (Faster learners an extra unit on examining an
  issue from various perspectives)

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Content Part 2

• Suggested time 16 periods
• It introduces students to the basic concept of
  researching and investigating a SI.
• Learners practise researching a SI beyond the
  typical means like websites and the library
• e.g. observations, interviews, surveys
• Learners practise evaluating information from
  different sources and acknowledging sources

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Content Part 3

• Suggested time 12 periods
• It provides a purposeful context (e.g. Social
  Awareness Week) for final display of learners
  investigation results and opinions.
• Learners practise presenting information and
  opinions on SI in
• 2 pieces of work (1 in written and 1 in spoken
  form)

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Assessment

• Students should be encouraged to keep a folder
  for this module which will serve as a record of
  their learning. The folder may comprise all the
  assignments, both oral and written, the students
  have done for the module. Students are also
  encouraged to reflect on and monitor their own
  learning process, and teachers will provide them
  with feedback and assistance where necessary.
• EDBs suggested scheme of work for LESI

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Assessment (Contd)

• A range of written and oral activities can be
  used for assessing learner performance
• E.g. quizzes, paragraph writing exercises on
  definitions / causes / effects / solutions,
  questionnaires, argumentative essays, letters to
  the editor, editorials, pamphlets, fact sheets,
  group discussions, debates, speeches, interviews,
  role-plays, skits
• Assessment can be done not only at the end but
  also during the course of the module

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Assessment (HKDSE)