po leung kuk ma kam ming college leung man chun. background of my school cmi school students are...
TRANSCRIPT
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Po Leung Kuk Ma Kam Ming College
Leung Man Chun
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Background of My School
CMI School
Students are in general weak in English.
English enrichment programme (ELA) is conducted in Junior Forms
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Sharing:Supporting S 1 and 2 students to
write longer texts
1. Using Sentence or Table
2. Sequential Explanation
3. Consequential Explanation
4. Video clip by Wong Sui Bun (on learning and teaching of F.4 Biology)
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F. 2 Unit 11 Sensing the Environment
LMC and WSBPLK Ma Kam Ming College
Part 1: Using a Sentence
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Using Category Table
Sense Sense organorgan StimuliStimuli SenseSense
Eye Light
Ear Sound
Nose Chemicals in air
TongueChemicals in
food
SkinTouch,
Temperature, Pain
Sense of touch, Sense of hotness
and cold
Sight
Hearing
Smell
Taste
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What happened?
Firstly, students mixed up the concepts!
SmellSense?
Stimulus?Sound
Sense?
Stimulus?
Secondly, students did not know how to describe the phenomenon either
orally or in a written text.
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Solutions?
Is a sentence better than a table?
Redesign the notes…
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Sentence (fill in the blanks)
1. We use our _______ to detect ______. We are using our sense of _______.
Sample: We use our _______ to detect ______. We are using our sense of _______.
2. We _____ our _______ to _______ ______. We _________our _______ of _______.
sound smell nose hearing earchemicals in air
eyes lightsight
3. __________________________________. _______________________________.
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Why do we use Sentences?
a Table is a good organizer of information
but a Sentence conveys fuller meaning !!
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Sentence (fill in the blanks)
1. We use our _______ to detect ______. We are using our sense of _______.
e.g. We use our _______ to detect ______. We are using our sense of _______.
2. We ___ our _____ to ______ ______. We ________ our sense of _______.
sound smell nose hearing earchemicals in air
eyes light sight
something something can be can be usedused
it belongs it belongs to usto us
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Implicit LearningConcepts are associated with one another better!!
ear
tangible
can be usedour body
soundcan be detected
not part of our body
intangible
1. We use our _____ to detect ______. We are using our sense of _______.
ear sound hearing
reinforcing that hearing is a sense
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Concepts are associated better
Students learn how to describe a phenomenoneither in oral or written form by using
complete sentences
and
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Teaching Strategy
Table as summary
Teaching with sentence
1. We use our _______ to detect ______. We are using our sense of _______.
2. We use our _______ to detect ______. We are using our sense of _______.
sound smell nose hearing ear chemicals in air Sense organSense organ StimuliStimuli SenseSense
Eye Light
Ear Sound
Nose Chemicals in air
Tongue Chemicals in food
SkinTouch, Temperature,
Pain
Sense of touch, Sense of hotness and
cold
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Bonus (Nominalisation)
•Seeing is a result of the detection of light by our eyes.
•Hearing is a result of the detection of sound by our ears.
Nominalisation allows students to express concepts more efficiently!!
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Nominalisation
Nominalisation is a process whereby a number of words or a process of events are turned into nouns
Nominalisations are found in more technical, written texts to express abstract ideas.
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Class practice: (on students’ notebook / on the board)
action nominalisation
detect detection
protect protection
move movement
interpret interpretation
… …
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by WSB and LMC
F. 2 Unit 11 Sensing the Environment
Part II: Sequential Explanation
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Traditional notes
Good for summary or tests
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Is it easy for students to understand the concepts and put them into their long-term memory ?
What should we do?
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Sequential Explanation
One sequence follows the other,
just like a flowchart:
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Sequential Explanation
Light from an object enters the eye through the cornea.
The cornea and the lens focus the light onto the retina.
On the retina, an image is formed.
The signal of the image is sent through the optic nerve to the brain.
In the brain, the signal is interpreted and this is how we can see.
Good for reading, writing, understanding and long-term memory
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Class activity: (Cut up the text and ask students to
re-arrange them.)
Light from an object enters the eye through the cornea.
The cornea and the lens focus the light onto the retina.
On the retina, an image is formed.
The signal of the image is sent through the optic nerve to the brain.
In the brain, the signal is interpreted and this is how we can see.
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Light from an object enters
the eye through the
cornea.
1)
The cornea and lens focus the light onto
the retina.
2)
On the retina, an image is
formed.
3)The sign of
the image is sent through
the optic nerve to the
brain.
4)
In the brain, the signal is interpreted and this is
how we can see.
5)
Sequential Explanation and Visualization
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by LMC
F. 1 Unit 6 Matter as Particles
Part III (another genre): Causal Explanation
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Causal Explanation
A causal explanation unfolds according to timeand also gives reasons for things happening.
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Air pressureBy LMC 2009
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•What happens when we switch on the vacuum pump?
To vacuum pump
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Why? Explain!
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•Before we switch on the vacuum pump, the air inside and outside is equally dense.
wall of the can
inside outsideair particle
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•When the vacuum pump is switched on, some particles inside the can is drawn out, so ...
wall of the can
inside outside
the number of __________ inside the can (increases / decreases).
air particle
s
inside
the can
air particleair particleinside
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•So, ...
wall of the can
inside outside
air particle
the air pressure ________________ is (smaller/greater) than the air pressure ________________.
air pressure air pressure
inside outsideinside
the can
outside
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Therefore, the air pressure crushes the can and the can collapses.
Air pressure
Air pressure
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Answer (6 marks)•When the vacuum pump is switched
on,the number of air particles decreases.
So,the air pressure inside the can is smaller than the air pressure outside the can.
Therefore, the air pressure crushes the can
and the can collapses.
(2 marks)
(2 marks)
(2 marks)
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•Explain what happens when we blow air into a plastic bag?
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Part IV: Video Clip
By WSB
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•Subject : Biology
• Level : S. 4
•Teaching strategy used:
Teaching-learning cycle
•Genre : Causal Explanation
•Content : Notes and worksheets, student texts and
interviews with students on the learning outcomes.
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End of my sharing
Thank you