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Activity 2

Question1: C. The outcome-based, backward model.

Explanation:

According to Andy’s lesson plan, he organizes the class in to three phases, pre-task stage, while-task stage and post-task stage, which offer students learning task progressively. Under this circumstance, we think the lesson plan the outcome-based, backward model. Firstly, he asks students some warm-up questions, in order to lead students to the relevant topics. Secondly, by providing the quiz part, students can be assessed on their learning process and reflect on teacher’s pedagogical plan. In addition, during the activity, the teacher provides a contextualized background (how often do you go to the library) for students to apply and consolidate the knowledge while also training their communicative skill. Besides, he also designs strategies for catering diverse learners’ needs.

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Group: ChuYue, Lijie, Ying, Crystal, Lingrong, Ruixi

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Group: ChuYue, Lijie, Ying, Crystal, Lingrong, Ruixi

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Q1: c

Explanation: at the beginning of the class, the teacher tells the whole class the learning objectives: identify and use frequency words and expressions, which is outcome-based planning starting from what learning outcomes students need to achieve.

The supposed learning outcome was listed for the students at the beginning of class

Q2：

(i)  Academic rationalism

Andy applies academic rationalism in the curriculum design, the objectives of curriculum focus on the students skills of identifying and using frequency words and expressions. The procedure of the class is mainly teacher’s exhibition of the target knowledge, followed by students practice (e.g. little quiz and walk around group activity).

(ii) Group activity, PPP (Present-Practice-Production) strategies

(iii) Informal: little quiz, calendar practise

Formal: homework

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Activity 2

Q1:  c. The outcome-based, Backward model – starting the planning from what learning outcomes (knowledge, skills/abilities, values) students need to achieve.

According to Richard(2013), backward design is the kind of curriculum design which comes from students' learning outcomes, integrating learning &teaching process seamlessly. In Andy's teaching plan,  it can be seen that he uses various types of activities in his teaching , like answering questions individually and group collaboration. For skills he planned to develop, he chooses many real-life examples, such as "how often d you eat fruit?"" How often does Miss Wong go running? ", which students can learn the context of the language item and when and how to use it.

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Janice, Winnie, Crystal, Ivy, Ada, Adam

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Group: Janice, Bobo, Natalie, Joyce, Christie, Rosetta  

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Group: Janice, Bobo, Natalie, Joyce, Christie, Rosetta  

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Activity 2
Q1: The outcome-based, backward model.
In the lesson plan,  Andy made it very clear to the class of the learning objectives that he wanted to achieve in the lesson. Andy also repeatedly stressed on the aspects that he wanted the students to learn, so to make the objective of the lesson clear. Moreover, the lesson activities were being planned carefully according to the learning objectives. Therefore, the activities were designed basing on the desired outcome, which makes this lesson outcome-based.
Q2
i. His understanding about the curriculum aim is to help students to learn the subject knowledge, that is the frequency vocabulary and the expressions, and to apply them in daily communications. Students can develop their speaking skills and listening skills through having verbal communication with Andy. Moreover, students can enhance their communication skills through practising with their classmates, so as to raise their sense of being in a group. Meanwhile, Andy asks students to think about their own daily lives, such kind of questions make students more engaged in the learning as it is more authentic.
ii. He demonstrates the use of frequency words in a sentence by giving examples, then he picks other contexts and asks students to apply the words using the same sentence structure. Then, he uses quizzes to consolidate their learning.
iii. He uses both informal and formal assessment strategies to check students' understanding on the frequency words. He asks students to interview one another. Throughout the process, they can learn to construct questions about frequency and to answer using frequency words. Moreover, he uses quizzes to assess students’ understanding. While for the formal one, he asks students to complete homework, so students can practise by themselves and have a deeper learning experience.

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Group: Leung Ho Ching, Choy Sai Hon, Hui Yuen Kiu

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Group: Leung Ho Ching, Choy Sai Hon, Hui Yuen Kiu

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Activity 2
Q1:
c. The outcome-based, Backward model.  He planned the whole lesson based on the learning outcome, which is being able to identify and use the frequency words. To achieve this outcome, he plans activities with different difficulty. He first teaches the basic frequency words like once, twice, etc. He then move on the applying the words in complete sentences and in daily life. At the end, he asks students to use them in conversations. All activities are aim at the same objectives which means the lesson is planned using the backward model.

Q2:
(i) Andy thinks the curriculum aims at teaching students to use English in daily life. He emphasizes on the practical use of English through introducing different opportunities for students to practice and use the frequency words, not only understanding them, but also using them in conversation, including speaking, listening. The activities he uses, the calendar activity and the asking students activity are highly related to daily life. They are all very practical.

(ii): Before teaching students the frequency adverb, Andy begins with having some real-life conversation with them and ask them to express their opinions actively. Then, he requests his students to interact with their classmates by using the frequency adverb they’ve just learnt. He made use of cooperative learning and  activity-based learning. He also includes little quiz as assessment for students to learn.

(iii): Andy has used informal classroom assessment strategies to check the students understanding.
Firstly, he held a little quiz, which is in a soft tone and casual way to ask the students to answer the questions one by one, and corrected their answers afterwards.
Secondly, he asked simple questions and asked the students to raise their hands to engage.
The informal assessment strategies can quickly test if the students understand or not, and hence immediate correction could be given to let them know they are wrong. Moreover, assessing in informal way could raise the students' attention to the class without stressful formal instructions, which is always done in formal assessing policies. He also uses formal assessment, which is the homework he gives to students.

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Q1: C-backward model: starting the plan from learing outcomes students need to achieve.
The explanation is that from the top of the entire lesson plan, the learning objectives are very clear. The author wants the students to learn how to identify and use frequency words and expressions. This is what the goal that the teacher wants their students to attain.
Q2: (i) Firstly, Andy's curriculum aim is very clear: to decide what is worthy for students to learn and design the process of learning and teaching. Finally, to make students yield the most desirable output of learning. More specifcally speaking, it belongs to the branch called Academic Rationalism. It is mostly about learning subject knowledge of academic disciplines.
(ii) One of Andy's most important teaching strategies is repetition. From his plan, we can tell that he talks about one concept over and over again.  Moreover, after giving certain examples, he will ask the students to deduct the next answers by themselves. He also pays special attention to the interaction and communication between him and the students. He asks questios and lets them answer. He also notes some knowledge points that are beyond the content of the class in order to avoid the students making the mistakes other than the ones about frequency words. For example, we have to add an S after the verb when it is a single third person.Before evaluating students' understanding and memory of the concepts, he does revisions with the students first, and then, which is also the final step,  he gives them tests.
(iii) Overall, Andy's assessment strategies are rather formal. He assorts the students into different groups and asks the members of different groups to answer questions. This is just like a competition, and it is helpful in stimulating students' learning desire. Apart from exammining the students in flesh, he also makes the students test each other. Sometimes students can learn more from their peers. The assessments above are about oracy. Later, there are tests on literacy. For example, the teacher gives students exercises from books and written homework.