Task Description:

Watch a lecture and take notes.

Question Type:

multiple choice

Venue:

Blackboard

Length of assessment:

25 minutes

Assessment Criteria:

prediction, gist, details, main ideas

Percentage of Course Mark:

10%

Task Description:

Watch a lecture.

Question Type:

multiple choice, open-ended, flow chart and mind map

Venue:

classroom

Length of assessment:

Approximately 30 minutes

Assessment Criteria:

perception, gist, details, main ideas

Percentage of Course Mark:

20%

Task Description:

Produce a promotional video on one type of renewable energy source;

data presentation role play

Question Type:

information packs on:

- wind power

- solar energy

- wave power

Venue:

Record video on your own time in a place of your choosing.

Length of assessment:

10 minutes

Assessment Criteria:

organization, content, signposting, non-verbal communication

Percentage of Course Mark:

30%

Task Description:

Watch a lecture and take notes.

Question Type:

multiple choice, flow chart and mind map

Venue:

classroom

Length of assessment:

To be announced

Assessment Criteria:

comprehension, note taking, details, main ideas

Percentage of Course Mark:

20%

Task Description:

group discussion role play

Question Type:

multiple choice, open-ended, flow chart and mind map

Venue:

classroom

Length of assessment:

12 minutes

Assessment Criteria:

Percentage of Course Mark:

20%

Date

Topic

Materials

2.9.08 (W1L1)

Getting to Know You and the Course

Student's Manual; Blackboard; Google Documents

Lesson Flow

• PLA Roadshow Presentation (15 minutes)
• Promoted ELMS (5 minutes)
• Promoted PLAs and LODs (10 minutes)
• Break (10 minutes)
• Distributed lesson one notes
• Completed task one - getting to know you game (20 minutes)
  
  • Students write their own statements and share (20 minutes)
  • The class investigates a statement from each group (10 minutes)
• Break (10 minutes)
• Complete task two - listening for specific information (10 minutes)
• Playing Taboo; adding Taboo words; (30 minutes)

Assignment

• Join Facebook group

Date

Topic

Materials

9.9.08 (W2L2)

Unit 1

Student's Manual; Blackboard; Google Documents

Lesson Flow

• Jigsaw reading activity (30minutes)
• Break (10 minutes)
• Completing unit 1, all tasks (60 minutes)
• Break (10 minutes)

Assignment

• Due to the increased activity in the SAC please do the SAC quiz by yourselves instead of during lesson time. Having full classes using the centre will be a problem this semester as so many staff are packed in there and the MPR is unavailable.  The work will be checked as it is important that you literally see what is available to improve your English and consequently attain the grade to which you might aspire.  

Furthermore, IOLA (Question 17) is now in a different place and question 18 can be crossed out since SASSAD  Please also tell them that IOLA Qu.17 is now in a different place and also 

Date

Topic

Materials

9.16.08 (W3L3)

Unit 2

Student's Manual; Blackboard; Google Documents; Jigsaw problem-solution paragraphs

Lesson Flow

• Jigsaw reading activity (30minutes)
• Review SAC Quiz (10 minutes)
• Semantic Map Unit 2: A Lack of Space (10 minutes)
• Break (10 minutes)
• Do Task 3 - Listening Diagnostic Test and collaborative learning task (25 minutes)
• Finished and discussed task four and six (35 minutes)
   

Assignment

Date

Topic

Materials

9.23.08 (W4L4)

Unit 3

Student's Manual; Blackboard; Google Documents

Lesson Flow

• Question-mapped note taking (included the question, "why don't you take notes?"
• Went through tasks one through four
• Task six (competition)
• Break (10 minutes)
• Gave out passwords for assessment
• Complete tasks seven and eight in groups with different strategies (competition)
  • Discussed note taking methods, strengths and weaknesses
• Task nine jigsaw activity
•  

Assignment

•  Assessment 1on Blackboard

Date

Topic

Materials

10.10.08 (W6L6)

Unit 5

Student's Manual; Blackboard; Google Documents

Lesson Flow

• Provide ICA 1 grades to students
• Unit 5
• Assign ICA 2

Assignment

Date

Topic

Materials

21.10.08 (W8L7)

Unit 6

Student's Manual; Blackboard; Google Documents

Objectives

• Analyze morphemes to understand words without the aid of a dictionary
• Formulate opinions about thinking by thinking critically
• Construct content questions
• Participate in and manage a discussion/meeting in an organized and productive manner

• Distribute grades and provide ICA2 feedback
  
  • Question discrepancy
  • misspelled words
• Morphemic analysis of unit vocabulary
  
  • Model the breakdown of the word, "benefit."
  • In pairs, break down as many words as possible; each pair shall present a word for class discussion
• Complete tasks two and three
  
  • Agree or disagree in groups on questions a, and f; discuss opinions as a class
• Lead a predictive discussion of the three techniques; employ discussion language
  
  • Solicit predictions
  • Garner feedback on discussion
• Complete task four
• For task five, decide on a new stakeholder issue
  
  • Review structure of questions
  • In pairs decide on questions; collect questions as a class
• Play 20 questions
• Finish tasks six through eleven

Assignment

Date

Topic

Materials

24.10.08 (W8L7)

Unit 7

Student's Manual; Blackboard; Google Documents

Objectives

• Unit 7 CILO's
• Make effective use of classroom space for communal discussions and physical activities

• Read unit 7 CILO's
• Rearrange furniture
  • We're going to change the our seating today to help us to discuss and communicate more effectively.  We want to rearrange our chairs, having already stacked unused chairs to the side, and form a u-shape like the diagram which I have drawn on the board.  In this way, we can all see each other when speaking.
• Task 1 Jigsaw
  •   We've listened to several presentations in our course, and now, as a review, let's recall the organizational elements that a presentation should have; that is, what should be in the introduction, body and conclusion.  I'm going to give each one of you a slip of paper on which there should be written an organizational element.  I want you to stand up and order yourselves as you would in a presentation.  So,
• Take turns with markers to brainstorm aspects for tasks two and three
• Take notes for task four and add any additions to tasks two and three
• Play tasks six and seven video twice; students should tick good and bad clips and jot down good and bad aspects
• Photocopy answers to task 7 and in pairs students should race to match the model answer squares to clips; first place should be awarded a prize
• Photocopy pp slides for task 8 and group presentation language handout; print out note cards and good presentation aspects; each student will present one slide and draw one presentation aspect which they must follow in the presentation
  • Each student will comment on their partners presentation, that is, one good and one bad aspect respectively
• Task nine pairs should answer one question exclusively
• Group students based on seating for ica3
  • Provide data packs
  • Students should post information onto wiki
  • Provide details for room booking on wiki

    • Classroom booking - FMO does not accept room booking made by individual students.  The booking has to be done through departments, student organizations or teachers.  Teachers can give relevant information (date, time, classroom size) to FMO by e-mail (fmwork@cityu.edu.hk).  FMO will then reply to you by e-mail to confirm the availability.  Students then can go to the classroom at the appointed time.  There is no need to pick up and return the key because FMO will open and lock the door according to the time booked.

    • Cameras - Students can go to the G.O. of the ELC to borrow one.

• Play 20 questions

Resources

• Data Packs 

Date

Topic

Materials

31.10.08 (W9L8)

Unit 8

Student's Manual; Blackboard; Google Documents

Objectives

• Unit 8 CILO's
• Present project mileston 1 and determine project milestone 2
• Make effective use of classroom space for communal discussions and physical activities

• Review Project (20 minutes)
  •  Present milestone 1
  • Determine milestone 2
• Read unit 8 CILO's
• Thinking brainstorm
  • Each members is responsible for putting four words on the whiteboard
  • Each member creates one group of words (put your symbol by it)
• Complete unit eight

Resources

• Data Packs 

Date

Topic

Materials

7.11.08 (W10L9)

Unit 9

Student's Manual; Blackboard; Google Documents

Objectives

• Unit 8 CILO's
• Present project mileston 1 and determine project milestone 2
• Make effective use of classroom space for communal discussions and physical activities

• Review Project
  • Preparation for presentation (`10 minutes)
  • Presentation (7 minutes)
  • Comments based on marking criteria:  comprehensibility; content; signposting; non-verbal communication; organization and teamwork 
  • Comments based on six thinking hats
• Read unit 9 CILO's
• Task One: 1-minute writing: Building a Greener Future
  • Read aloud responses
• Task 2 and Task 3 in pairs with answers on the board
  
  • Discuss discrepencies
• Task 4: listening for synonyms
  
  • Put synonyms on board
  • Brainstorm more synonyms
• Task 5: Discussion
  
  • Employ 6 thinking hats with free-for-all distribution of hats
• Tasks 6 and 7:  note taking
  
  • In groups determine the ten answers
• Task 9: jigsaw listening
  
  • Individual groups will be assigned sections of the video to which they must listen and of which they must take notes. 

Resources

• Data Packs 

Date

Topic

Materials

18.11.08 (W12L11)

Unit 11

Student's Manual; Blackboard; Google Documents

Objectives

• Assess group presentations and offer oral feedback
• Use a variety of thinking styles in discussion
• Speaking around topics and making educated guesses
• Formulating topics, questions, and answers
• Preparation for ICA4

• Review ICA3 (One hour)
  • Announce extension and provide clarification
  • Preparation for presentation by providing brief introduction for video
  • Watch videos
  • Comments and questions
• Whole-class discussion using six thinking hats (15 minutes)
  •  
  • 2 minutes to prepare
  • Suggest ways to improve
• Play taboo (20 minutes)
• Play 20 questions (10 minutes)
• Create problem-solution topics (20 minutes)
  
  • Board competition using six thinking hats
• 12-minute discussion
• Practice ICA4 test

Resources

• Data Packs