1. From ILLIPS to classroom teaching: The case of Biology lesson CUHK FAA Chan Chun Ha Secondary School Lam Tat Ho 3rd April 2009

2. 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

3. 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 organizers b) Teaching & Learning resources c) Learning activities d) Language skills training e.g. oral & written presentation e) …

4. 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

5. Blackboard skills Use of table to compare Use of family tree to show hierarchy Use of diagrams/ pictures to visualize abstract concepts InhalationExhalation 1a Intercostal muscles (n)Contract (v)Relax (v) 1b Diaphragm musclescontractrelax 2a RibsMove upwards & outwards Move downwards & inwards 2b Diaphragmflattensreturns to dome- shaped 3 Volume of thoracic cavityincreasesdecreases 4 Pressure of thoracic cavity decreasesincreases 5 Lungsexpandcontract 6. Air is forcedinto the lungsout of the lungs Breathing InhalationExhalation

6. Teaching & learning resources Short quiz: a) warm up b) check the prior knowledge, esp. name of structures Activity: a) divide the following sentences into two groups: inhalation and exhalation b) with the aids of flow chart, put them into the correct order

7. Learning activities in the target language From prior knowledge to knowledge building From vocabulary to sentence level From reading to sequencing From informal to formal language medium From group discussion to whole class presentation From speaking to writing

8. Language skills training 1. 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

9. Implementation in my subject English 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, etc EMI at S4-7 Biology curriculum e.g. examination language, essay writing (NSS), etc

10. My backup from school PDP (Pre-learning, During learning, Post-learning) Collaboration with English KLA & Curriculum Development Team English enhancement English learning environment Bridging programme …

11. 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!

12. 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?

13. Thank you!