teaching English in science courses in HS

Glenski · Post by **Glenski** » Tue Nov 30, 2004 1:40 am

This topic doesn't seem to be picking up much action in another forum, so here it is again.

I'm in Japan and have been asked to design a year's curriculum to present science in English to high school students. This would be for ANY students, not just those who have an interest in science.

I'm stumped. I have taught regular English grammar for years, and I have a science background (which is why my administration is looking to me for this). However, since the students will already get regular English classes (in English and in Japanese) and regular science classes (in Japanese), what could I possibly present?

Teaching the grammar seems pointless because they will already be learning it in their English courses. Teaching the science is pointless because they learn that in their own language. To even attempt to teach other levels of science in a foreign language is senseless.

What sort of design do you think I should even conceive? How to make lab reports comes to mind. How to generally present the scientific method is another. The overwhelming vocabulary that they face seems too daunting. These students will have had 3 years of English study before I get them, but they can barely piece together "I like movies", let alone find enough grammar and vocabulary to discuss any topics.

I've been given free rein on this, to include lecture and lab presentations, but I'm scrambling. Any ideas?

fluffyhamster · Post by **fluffyhamster** » Tue Nov 30, 2004 2:59 am

Hi Glenski, I posted something (not that I think it'll be of that much use!) over on the ESP Forum at the same time that you were posting here.

http://www.eslcafe.com/forums/teacher/v ... php?t=2254

guest of Japan · Post by **guest of Japan** » Wed Dec 01, 2004 11:18 am

Hi Glenski,

If I were you I would approach it in terms of task-based learning. Have the students progress through experiments from the utterly simple toward the more complex as the course goes on. In doing so the students will be faced with more complex vocabulary and be forced to follow instructions with purpose. I would try to make the learning cooperative with each student possessing different needed information or taking a different role in the activity. To conclude the activities you can have the students answer specific questions to the experiments or document how the precedures were carried out.

I think you are right about being placed between to already fullfilled curriculums, but this is a wonderful chance to make the students use English for a larger purpose than just studying English.

I hope this proves helpful.