Task-based Approach

Education Philosophy “Learning by doing” is the basic notion deep, significant learning can only take place through the learner’s active participation in the construction of knowledge, in formulating their own personal understanding of the various information and sensory experiences that they are presented with tasks therefore forms a significant part of the learning process integration of new concepts/skills and prior knowledge for the accomplishment of an open-ended task is the main learning goal of this approach Task-based Approach

students are required to internalize key specific concepts of a subject domain and other necessary skills for the accomplishment of the tasks tasks are set in such a way which demand no closed-ended answers, so students are allowed to develop their creativity Education Philosophy Task-based Approach

Roles of Teachers & Students teacher designs tasks according to the specific knowledge or skills which they expect the students to learn students are the active learners, while teacher plays the role of facilitator students can learn more effectively if teachers can : 1. Give students a clear understanding of task requirements and criteria of evaluating students’ work 2. Assist students immediately when they encounter difficulty 3. Lead students to reflect and find ways to improve their work through sharing,discussion and teacher’s feedback Task-based Approach

Learning Process 1. Teacher states the goal of the lesson 2. Teacher teaches the subject content 3. Teacher explains the task requirements, steps and other which students may have to apply 4. Students carry out the task 5. teacher guides students to appreciate,discuss and reflect on the own work the last step is most important learning process of students is enriched through teacher’s feedback and students’ reflection when designing lesson plans, teacher should reserve enough time in the lesson for the post-task discussion Task-based Approach

Role of IT The role of IT as perceived and appreciated by the teacher would be that of empowering tools for students to attain the resources, complete the tasks and present their work effectively and efficiently. The tools that students use may varies according to the nature and demands of the tasks, including: general office software PowerPoint Internet web page composing tools other software and peripheral Task-based Approach

S.2 Chinese P.4 Art S.1 English Lesson Video Clips P.3 Chinese Examples Task-based Approach

Equipment & Technological Competence Requirements Your Reflection Lesson Outcome Lesson Goals Lesson Outline Lesson Video Clips P.3 Chinese Descriptive Writing

P.3 Chinese help students to consolidate and apply descriptive writing skills help students to develop their creativity Teaching and Learning Goal

Students are able to write descriptive sentences for 6 Students are able to write descriptive sentences for 6 pictures accordingly pictures accordingly * Teacher will ask students to rearrange the sequential order of the 6 picture and write a story for them in the next lesson. However, some groups has already done so before writing the sentences in this lesson. Learning 0utcome P.3 Chinese

1. Revision of Descriptive Writing 2. PowerPoint Operation and Task Teacher displays some pictures with PowerPoint slides and guides the students to describe these pictures in order to revise the descriptive writing skills with students. Teacher demonstrates how to insert words into the slides and then ask students to write sentences related to the pictures in groups. 3. Students Activity 4. Sharing of Works and Discussion Lesson Outline Teacher shows students’ work and asks students to improve the work together through whole class discussion. Students work in groups. P.3 Chinese

Lesson Video Clips P.3 Chinese

Technological Competence Teacher’s Technological Competence Students’ Technological Competence Input Device Operation Venue Computer Room No. of Student About 40 LANs Operation (e.g. Open or Save files) PowerPoint Operation P.3 Chinese Equipment & Technological Competence Requirements

LANs 1 Workstation for Teacher 10 Workstations for Students Data Project & Screen PowerPoint Hardware Peripherals Software Input Devices P.3 Chinese Equipment & Technological Competence Requirements

Your Reflection 1. Apart from teaching subject domain knowledge, teachers have also to teach technical skills. Will this affect your teaching? Do you have any suggestion to cope with the side effects? 3. How would you lead the post-tasks discussion? 2. What kinds of tasks should be carry out in groups? What kinds of tasks should be carry out by individuals? P.3 Chinese

S. 2 Chinese Associative Writing Equipment & Technological Competence Requirements Your Reflection Lesson Outcome Lesson Goals Lesson Outline Lesson Video Clips

Consolidate students’ understanding towards associative writing Help students to develop their creativity Teaching and Learning Goal S. 2 Chinese

Students can make use of associative writing skills to write a Students can make use of associative writing skills to write a piece of text, which is about 50 words piece of text, which is about 50 words Learning 0utcome S. 2 Chinese

1. Introduction Revision of Examples in Textbook 2. Revision of Examples in Textbook Teacher direct students’ attention by asking questions. Teacher show pictures of 3 kinds of trees by PowerPoint and discuss how the writer make use of associative writing skills in writing a piece of text about these trees. S. 2 Chinese Lesson Outline

Students work with the computers Teacher asks students to download a picture of an animal and then write 50 words about it with associative writing skill 5. Showcase Teacher showcases the work of a student 3. Task Procedures 4. Students Activity S. 2 Chinese Lesson Outline

Lesson Video Clips S. 2 Chinese

LANs Operation (e.g. Open or Save files) PowerPoint Operation Computer Room About 40 Internet Browser Operation (e.g download pictures) Word Processing Software Search Engine Operation Chinese Word Input Computer Graphic Editing (Basic) S. 2 Chinese Equipment & Technological Competence Requirements Technological Competence Teacher’s Technological Competence Students’ Technological Competence Venue No. of Student LANs Operation (e.g. Open or Save files)

Internet Word Processing Software Internet Browser S. 2 Chinese Equipment & Technological Competence Requirements LANs Operation (e.g. Open or Save files) 1 Workstation for Teacher 10 Workstations for Students Data Project & Screen Hardware Peripherals Software Input Devices

1. What is the impact of IT in this lesson? 2. What is your concerns if you have to carry out a similar lesson? 3. Assume you have to use IT in teaching writing, how will you teach this lesson? S. 2 Chinese Your Reflection

Consolidate students’ understanding towards Egyptian Art and help them to develop their creativity Students can create a work with the characteristic of Egyptian Art 1. Teacher shows some pictures of Egyptian Art with PowerPoint and revise the characteristic of Egyptian Art with students 2. Students create their work with materials such as papers and color pens in pairs 3. Teacher asks some groups to show their work and conduct post-task discussion with students P.4 Art Egyptian Art Lesson Goals Learning Outcome Lesson Outline

Art Room About 40 PowerPoint Operation PowerPoint Data Projector and Screen Technological Competence Teacher’s Technological Competence Venue No. of Student 1 Workstation for TeacherEquipment P.4 Art Egyptian Art

Lesson Video Clips P.4 Art

Help students to experience and understand the importance of paragraphing Students can divide a piece of text into 6 meaning units and provide a picture for these units accordingly S.1 English Paragraphing Lesson Goals Learning Outcome

1.The English teacher inform the lesson goals and activity 2.The IT coordinator demonstrates the operation of the software 3. Students work in pairs and divide a piece of text into 6 meaning units and provide a picture for these units accordingly 4.The English teacher show students’ work to the whole class * There are 2 teachers involved in this lesson, one is the English teacher and the other one is the IT coordinator, who is the designer of “Storybook Weaver” S.1 English Paragraphing Lesson Outline

Computer Room About 20 人 “Storybook Weaver” Operation Peripherals Operation (e.g. Scanner & Digital Camera) “Storybook Weaver” Operation 10 computers for students 1 computer for teacher “Storybook Weaver” Scanner Data Projector and Screen LANs Operation (e.g. Open or Save files) S.1 English Paragraphing Technological Competence Teacher’s Technological Competence Students’ Technological Competence Venue No. of Student Equipment LANs Operation (e.g. Open or Save files)

Lesson Video Clips S.1 English