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• a better understanding of the module ‘Learning English through Workplace Communication’ in the Elective Part of the three-year senior secondary English Language curriculum; • gained some ideas on how to plan the module, in particular how it could be integrated with the Compulsory Part using the task-based approach for extending students’ knowledge of text-types prominent in daily life as well as skills for comprehension and production of similar texts; 2
• learnt more about how to develop learning and teaching activities/materials for the implementation of the module; • acquired some strategies for teaching the module and the use of assignments, assessment and feedback for improving learning and teaching; and • shared your experience in planning/implementing the module or related learning and teaching activities with other participants. 3
Page 1: NSS Learning and Teaching Series fo
Page 5: Ask three of the participants who a
Page 8 and 9: • provide opportunities for learn
Page 10 and 11: Activity 1: What are the overall ob
Page 12 and 13: Suggested learning focuses of the m
Page 14: Target knowledge, skills and attitu
Page 17 and 18: Activity 2b Which of the following
Page 19 and 20: Different text-types provide meanin
Page 21 and 22: To ask for favour/assistance Could
Page 23 and 24: Activity 3b In what ways are expres
Page 25 and 26: Activity 4a With your partner, brai
Page 27 and 28: 10. elephant dung inspector 5. stag
Page 29 and 30: Activity 4b In your group, brainsto
Page 31 and 32: Example 2 - Barista at coffee shop
Page 33 and 34: Learning Activity 1 Job: customer s
Page 35 and 36: Learning Activity 3 Job: secretary
Page 39 and 40: While Modules, Units and Tasks are
Page 41 and 42: Context Purpose Involves learners i
Page 43 and 44: Task 1 - Job search Students have t
Page 45 and 46: Task 1 - Job search Students have t
Page 47 and 48: Activity 6 Read the unit overview b
Page 49: Activity 7 In your group, create a
Page 52 and 53:
‣SBA ‣Elective modules Integrat
Page 54 and 55:
Reading Fiction books about: - work
Page 56 and 57:
TV series about work life • e.g.
Page 58 and 59:
1. What language knowledge and skil
Page 60 and 61:
Catering for Learner Diversity Ever
Page 62 and 63:
An illustration with a series of th
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Why Wedding Planning? Advertising &
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Part 1: Background/Introduction Tas
Page 68 and 69:
Differentiated instruction strategi
Page 70 and 71:
Part 4: Preparing for Wedding Expo
Page 72 and 73:
Part 5: Wedding Expo Tasks/Activiti
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In your group, Activity 8 a) identi
Page 76 and 77:
Part 2: Recruiting Staff Applicatio
Page 78 and 79:
Part 4: Preparing for Wedding Expo
Page 80 and 81:
Assessing students’ learning in t
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Setting assessment tasks The follow
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Language • Using work-related and
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Assessment Task 1 You are the secre
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Students are required to use: Langu
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Assessment Criteria 1. Assessment b
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Suggested feedback on content … I
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… … Students want to know what
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Students are very interested to hea
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Suggested follow-up activity (I) Ai
Page 100 and 101:
• Ask students to explain how the
Page 102 and 103:
Suggested follow-up activity (II) A
Page 104 and 105:
• Demonstrate with an example Who
Page 106 and 107:
HKDSE Examination and Workplace Com
Page 108 and 109:
Text-types in 2012 HKDSE English La
Page 110 and 111:
Experience Sharing Activity 10 In y
Page 112:
Thank you 112
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