From ILLIPS to classroom teaching:From ILLIPS to classroom teaching:The case of Biology lessonThe case of Biology lesson
CUHK FAA Chan Chun Ha Secondary SchoolLam Tat Ho
3rd April 2009
Student background Form 4 EMI Science class Students studied Junior Science in CMI Problems:
a) Conceptual understanding in EMI
b) Spelling
c) Writing with appropriate scientific terms
What I learnt from ILLIPS… EMI is not ‘speaking in English’ only. Teachers can foster student learning by
improving:a) Blackboard skills e.g. graphic organizersb) Teaching & Learning resourcesc) Learning activitiesd) Language skills training e.g. oral & written
presentatione) …
My action Subject: Biology Topic: Breathing Mechanism Problems to be tackled: a) Common misconception- air entry expands the lung X lung expansion forces the air entry b) Sequential writing with appropriate
scientific terms
Blackboard skillsUse of table to compare
Use of family tree to show hierarchy
Use of diagrams/ pictures to visualize abstract concepts
Inhalation Exhalation
1a Intercostal muscles (n) Contract (v) Relax (v)
1b Diaphragm muscles contract relax
2a Ribs Move upwards & outwards
Move downwards & inwards
2b Diaphragm flattens returns to dome-shaped
3 Volume of thoracic cavity increases decreases
4 Pressure of thoracic cavity
decreases increases
5 Lungs expand contract
6. Air is forced into the lungs out of the lungs
Breathing
Inhalation Exhalation
Teaching & learning resources Short quiz:a) warm upb) check the prior knowledge, esp. name of
structures Activity:a) divide the following sentences into two
groups: inhalation and exhalationb) with the aids of flow chart, put them into the
correct order
Learning activities in the target languageFrom prior knowledge to knowledge buildingFrom vocabulary to sentence levelFrom reading to sequencingFrom informal to formal language mediumFrom group discussion to whole class
presentationFrom speaking to writing
Language skills training1. Writing- sentence pattern
a) Function: (A) is to + verb.
e.g. Ribcage is to protect the lungs and hearts.
b) Process: When (A) + verb, (B)+ verb.
e.g. When intercostal muscles contract, ribs move upwards and outwards.
c) Adaptive features: (A) is/has ___ which is to + verb.
e.g. Air sacs have thin membranes which are to shorten the distance for diffusion of gases.
2. Reading
e.g. question commands, underline key terms, etc
Implementation in my subjectEnglish enhancement at S1-2 Science curriculum
e.g. reading, note-taking, spelling, question commands, vocabulary, etc
Bridging at S3 Biology curriculum
e.g. sentence pattern, report writing, etcEMI at S4-7 Biology curriculum
e.g. examination language, essay writing (NSS), etc
My backup from schoolPDP (Pre-learning, During learning, Post-learning)Collaboration with English KLA & Curriculum
Development TeamEnglish enhancementEnglish learning environmentBridging programme…
My reflection
Poor student performance
Poor English abilities
Lack of practice
Lack of learning experience & exposure
Teaching & Learning methods without
language concerns
Satir Model for reflecting ineffective EMI practice
Both implicit & explicit trainings of using appropriate Science English are important!
My conclusion Before we blame students to be lazy or poor
in English, let’s think about:1. How frequent did students listen the
scientific concepts with appropriate English from teachers & peers?
2. How frequent did students read the scientific concepts with appropriate English from textbook & blackboard?
3. How frequent did students describe/explain the scientific concepts with appropriate English through writing & speaking?
Thank you!