From ILLIPS to classroom teaching:
The case of Biology lesson
CUHK FAA Chan Chun Ha Secondary School
Lam Tat Ho
3rd April 2009
Student background



a)
b)
c)
Form 4 EMI Science class
Students studied Junior Science in CMI
Problems:
Conceptual understanding in EMI
Spelling
Writing with appropriate scientific terms
What I learnt from ILLIPS…


a)
b)
c)
d)
e)
EMI is not ‘speaking in English’ only.
Teachers can foster student learning by improving:
Blackboard skills e.g. graphic organizers
Teaching & Learning resources
Learning activities
Language skills training e.g. oral & written
presentation
…
My action

Subject: Biology
 Topic: Breathing Mechanism
 Problems to be tackled:
a) Common misconceptionair entry expands the lung X
lung expansion forces the air entry 
b) Sequential writing with appropriate scientific terms
Blackboard skills
 Use of table to compare
 Use of family tree
to show hierarchy
 Use of diagrams/ pictures to
visualize abstract concepts
Inhalation
Exhalation
1a Intercostal muscles (n)
Contract (v)
Relax (v)
1b Diaphragm muscles
contract
relax
2a Ribs
Move upwards &
outwards
Move downwards
& inwards
2b Diaphragm
flattens
returns to domeshaped
3 Volume of thoracic cavity
increases
decreases
4 Pressure of thoracic
cavity
decreases
increases
5 Lungs
expand
contract
6. Air is forced
into the lungs
out of the lungs
Breathing
Inhalation
Exhalation
Teaching & learning resources

a)
b)

a)
b)
Short quiz:
warm up
check the prior knowledge, esp. name of structures
Activity:
divide the following sentences into two groups:
inhalation and exhalation
with the aids of flow chart, put them into the correct
order
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
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
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
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
…
My reflection
Poor student performance
Poor English abilities
Lack of practice
Both implicit &
explicit trainings of
using appropriate
Science English
are important!
Lack of learning
experience & exposure
Teaching & Learning
methods without
language concerns
Satir Model for reflecting
ineffective EMI practice
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?
Thank you!