What have we learnt from the
ILLIPS course?
Po Leung Kuk Ma Kam Ming College
Cheng Hoi Man
Ching Ling Chi
Cheuk Chi Ping
Flow of the sharing
A. Background of our school
B. What have we learnt from the course?
C. What have we done during and after the course
to enhance the learning of our students?
A. Background of our school
-
CMI school
-
English Enrichment Program in Lower Forms
-
8 teachers participated in ILLIPS
B. What have we learnt from the course?
1. Genres in school Geography, History and
Economics
2. Register
3. The Teaching – Learning Cycle
1. Genres in School Geography, History and
Economics
-
Genres in Geography
(Adapted from P.7 of ‘Developing the language of Personal, Social
and Humanities Education’, John Polias, Lexis Education)
Knowledge and activity
domains
Genre
Purpose
Recording and
accounting for change
over time
Recounts
1.Biographical
2.Factual
1.Retells……
2.Recounts environmental event
Describing geographic
features
Reports
1.Descriptive
2.Taxonomic
3.Comparative
1.Describes features of places..
2.(a) organizes knowledge
according to …..
Explaining geographic
features
Linear Explanations
1.Sequential
2.Causal
Non-linear Explanations
3.Factorial
4.Consequential
5.Theoretical
Exploring issues in
geography
Expository genres
1.Analytical argument
2.Hortatory argument
3.Discussion
1.Explain a physical
phenomenon….
2.…..
3. Explain the multiple factors….
……
1. Presents arguments on an ……
Each genre
has
identifiable language patterns.
2. Register
Schooling pushes students from left to right
Field
from concrete, everyday  abstract, technical
Tenor
from informal, subjective  formal, objective
Mode
from close, spoken  distant, written
3. The Teaching – Learning Cycle
C. What have we done during and after the
course to enhance the learning of our students?
Phase 1 : During the course
Phase 2 : After the course
Phase 1
Reconstruct the knowledge of the topic from
the text book according to the genres in school
geography
A pilot scheme was conducted from Nov to Dec 08.
• We selected 2 classes of Form 2 students.
• We used a familiar topic: Greenhouse Effect.
• 1 teacher only was involved.
Describing geographical features
• What are the greenhouse gases?
• Where do they come from?
Construct a
taxonomy
Specific
activity
Modified from
text book’s
chapter
summary
Produce
specific gas
General activities
Produce general
greenhouse gases
Phenomenon / Result of the 1st
sentence
Causal (Linear) Explanation
Cause of the 2nd
sentence
Explaining geographic features
Merits of phase 1
1. Students can develop their knowledge
according to the genres in school geography.
2. The concept of teaching-learning cycle is
introduced.
3. Easy and fast to prepare.
Phase 2
Writing longer, more complex texts
•
All Form 2 students
•
2 teachers working together
Writing longer, more complex texts
1. The use of conditionals and comparative
adjectives
2. Ways to express cause and effect
3. Combining (1) and (2)
1. The use of conditionals and comparative
adjectives
How to write the following concepts in complete
sentences?
Strength > Stress = Stable slope
Stress > Strength = Unstable slope
Conditional clause is used
• Conditional clause
(IF Clause)
If you heat water to 100°C,
(Main Clause)
it boils.
• Use the simple present tense!
Example:
If there is no greenhouse effect, the global
temperature decreases.
2. Ways to express cause and effect
How can we write the following concepts in
complete sentences?
Cause
Effect
Rain adds weight to the soil  increase stress
Rain adds weight to the soil. The weight of the
soil increases stress.
3. Combine (1) and (2)
Cause and Effect + Conditional clause
Rain adds weight to the soil  increase stress
 Stress > Strength  unstable slope
Rain adds weight to the soil. The weight of the
soil increases stress. If the force of stress is
greater than strength, the slope is unstable
Merits of phase 2
•
•
•
Students develop a predictable pattern, they
can use the language with more confidence.
e.g. Conditional clause, cause and effect
The teaching-learning cycle helps to organise
the teaching and learning activities more
systematically.
3.Students’ and teachers’ confidence is
increased
Phase 3  Phase ∞
1. Staff development
2. Cross-subject collaboration
1. Staff development
Start from the Principal  Vice Principal 
Subject Heads  Other teachers
Through:
a. ILLIPS
b. Staff development day
c. Subject panel meeting
2. Cross-subject collaboration
Academic Committee
Subject A
English department
Subject B
Subject Z
The outcome of the program also depends on:
1. The degree of support from the school
management level
2. The attitude of teachers
Acknowledgements
1. Mr John Polias
2. Mrs Bette Li and her excellent team
Thank you!
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