Suggested Follow-up Activities
Learners' possible problem(s) (for reference only)
- Learners are not able to use a range of strategies to understand simple instructions and questions related to familiar contexts.
- Learners are not able to listen for gist / main ideas in short conversations.
- Learners are not able to discriminate between intonations for various purposes.
- Learners are not able to identify key words / extract specific information.
- Learners have difficulties in understanding the connection between ideas (by identifying cohesive devices).
Suggested Follow-up Activities
| Learning Unit | Description | Problem addressed (see above) | Suggested duration (minutes) | For Students' Self-access |
|---|---|---|---|---|
At the Airport |
Learners are taught how to distinguish different use of intonation and learn to use appropriate intonation in conversations. Related Module: Relationships |
 |
25 |  |
Be a Good Cook |
Learners familiarize themselves with the vocabulary of food by playing jigsaw and card games in class. They then listen for specific information and to use visual and contextual clues to understand a simple spoken text through an interactive activity. Related Module: Food and Drinks |
   |
65 |  |
Listen to Instructions |
Learners are guided to listen and locate time markers from instructions. They then listen and respond to instructions on giving directions by tracing the routes and locating the destinations on a map. Related Module: Happy Days |
|
90 | |
The Time Tunnel |
Learners took a journey through time with Andy and went back to the old Hong Kong. They are guided to locate key words (i.e. connectives or time markers) to understand the relationships between ideas or time relationships in the story. Related Module: Changes |
 |
40 | |
Travelling Abroad |
Through the pre-listening, while-listening and post-listening tasks, learners are guided to develop their ability to listen for details and to widen their knowledge about travelling. The listening task also encourages them to use visual and contextual clues to understand a simple spoken text. Related Module: We Love Hong Kong |
|
80 | |
Yummy, Yummy, Let's Eat |
Learners identify and make use of syntactic clues, e.g. relationships between determiners and nouns to understand the stories. They are asked to respond to simple texts by making written suggestions on what to eat. Related Module: Food and Drinks |
|
80 | |
* The list of possible problems is for teachers' reference only and is not meant to be exhaustive or prescriptive. Teachers can always adapt the activities/materials in order to cater for students' needs.
Other Resources
Teachers may refer to the following resources or experiences for further information in planning and preparing their learning and teaching activities:
- Education Bureau, HKSARG
English Language Education Section, Curriculum Development Institute
References and Resources
http://www.edb.gov.hk/index.aspx?langno=1&nodeID=2773 - Educational Television Programmes
Resources
Primary 5 – Signs All Around
http://etv.edb.gov.hk/index-e.asp - Educational Television Programmes
Primary 6 – The Silent Whistle (Part 1 & Part 2)
hhttp://etv.edb.gov.hk/index-e.asp - TeleNex
PrimeTeach / Text Types / Instructions and Recipes / Have you got any apples?
(Teachers need to register in order to use the learning and teaching resources there.)
http://www.telenex.hku.hk/telec/pteach/ hobbies/core/ihpy.htm menu/ptmenuca.htm - PrimeTeach / Topics / Instructions and Recipes / Playground Games
http://www.telenex.hku.hk/telec/pteach/sports /core/igamey.thm - PrimeTeach / Topics / Instructions and Recipes / Pizza Art
http://www.telenex.hku.hk/telec/pteach/food/pizza/ipizzay.htm - PrimeTeach / Learning Targets / Interpersonal Dimension / The Cooks
http://www.telenex.hku.hk/telec/pteach/food/core/ifoody.htm
Coming Soon