Suggested Follow-up Activities
Learners' possible problem(s) (for reference only)
- Learners have problems using linguistic and contextual clues to understand the meaning of texts with some degree of complexity.
- Learners are not able to work out the meaning of unknown words and expressions.
- Learners are not able to identify general and specific information.
- Learners are not able to identify main ideas and to identify details that support a main idea.
- Learners are not familiar with using knowledge of features of different text types.
- Learners are not able to make inferences.
- Learners are not familiar with vocabulary items of various themes.
- Learners are not able to recognize key words in texts.
- Learners are not able to predict the likely development of the text.
- Learners are not able to recognize formulaic or common expressions
- Learners are not able to distinguish fact from opinion.
Suggested Follow-up Activities
| Learning Unit | Description | Problem addressed (see above) | Suggested duration (minutes) | For Students' Self-access |
|---|---|---|---|---|
Cross-country Hike |
Based on the data given, learners help Alan / Alice prepare for the Cross-country Hike. They are asked to comment on the services of the Hike in spoken and written form. Learners need to recognize the salient features of various text-types, distinguish fact from opinion, and understand views and attitudes. Related Module: Nature and Environment |
|
75 |  |
Detective Academy |
Being trapped in a haunted housed, learners need to find the find way out. They are asked to solve problems and puzzles by making inferences in a series of interactive tasks and finally to report by writing field notes about the incident. Related Module: Teenage Life |
|
80 | |
Exploring Hong Kong |
Learners learn more about the attractions in Hong Kong by completing a crossword puzzle, designing a 3-day itinerary and writing a slogan to promote Hong Kong. Related Module: Cultures of the World |
|
75 | |
Finding My Way to Mongkok |
Through an interactive game to help Aida find her way in Mongkok, learners understand the use of prepositions /prepositional phrases and adverbials to show directions. Then they need to download a map and follow the instructions given in order to complete a class activity. Related Module: Teenage Life |
|
30 | |
Finding Poemland |
In the Poemland, learners understand the use of language features of poetry (rhymes, alliteration, repetition and onomatopoeia) by identifying the specific features in a poem and reading it aloud in order to appreciate the use of these features. They can get familiarized with these features through interactive exercises. Related Module: Wonderful Things |
|
45 | |
Mind Your Own Words |
Learners learn to deduce word meanings and implied meanings from the context through interactive activities. They are asked to rewrite sentences by using euphemistic expressions which are more polite, pleasant or less offensive. Related Module: Getting Along with Others |
|
65 | |
Note-taking |
Learners learn to use common note-taking symbols and understand the rules of note-taking by participating in two interactive games. Related Module: Study, School Life and Work |
|
45 | |
Reading for Main Ideas |
Learners practise how to find important words and main ideas by working with a variety of texts. Related Module: Study, School Life and Work |
|
110 |  |
Spotting the Offenders |
Through interactive activities, learners look into three different crime and mystery cases and solve them by inferring from the evidences and statements made by suspects and witnesses. Then learners write a brief report about the third case. Related Module: Teenage Life |
|
100 | |
Step It Up |
Through a series of authentic tasks, learners revisit and apply the seven rules of forming and decoding abbreviations. They also practice the skills of listening / reading for main ideas, noting down relevant information and making notes using a mindmap. Related Module: Study, School Life and Work |
|
45 | |
Travelling in Australia |
Through an interactive listening task about attractions in Australia, learners learn to locate specific information from various sources. Learners then read about facts and figures about Australia and complete a fact sheet. They are also asked to express opinions about living in Australia. Related Module: Cultures of the World |
|
45 | |
Teachers may refer to the following resources or experiences for further information in planning and preparing their learning and teaching activities:
Suggestions for Teachers:- Building up dictionary skills
Encourage students to check the spelling of words using the dictionary.
Help students understand the explanations of words and the examples provided.
Guide students to choose the appropriate explanation and check their own language use against the explanation and examples in the dictionary. - Demonstrate how words are used in different contexts
- Do sentence transformation exercises
- Form a good reading habit to extend one's vocabulary
- Look up the various senses of words in a dictionary
- Play word games
Other Resources
- HkedCity – English Centre
Study Skills - Dictionary and information Skills
http://www.hkedcity.net/article/study-dictionary/skills/ - Dictionary Skills
http://elc.polyu.edu.hk/advdicts/collocation.htm - Semantic Rhyming Dictionary:
http://www.rhymezone.com/ - Education Bureau
Key Learning Areas – English Language Education
References and resources - Secondary
http://www.edb.gov.hk/index.aspx?langno=1&nodeID=2773 - List of seed projects
http://www.edb.gov.hk/index.aspx?langno=1&nodeID=3300 - School-based Curriculum Development (Secondary) Section
http://www.edb.gov.hk/index.aspx?nodeID=3785&langno=2 - Language Learning Support
http://www.edb.gov.hk/index.aspx?langno=1&nodeid=3565 - TeleNex
TeleTeach / Reading Skills
(Teachers need to register in order to use the learning and teaching resources there.) - Children's BBC
CBeebies
http://www.bbc.co.uk/cbeebies/grownups/ - Ant Bee Inc.
http://www.antbee.com/More.asp - BBC - Bobinogs
Rocket Story
Tidying
http://www.bbc.co.uk/wales/bobinogs/games/gamespage.shtml - BBC - The Little Animals Activity Centre
The Missing Pencil
The Butterfly Trail
The Wishing Tree
http://www.bbc.co.uk/schools/laac/story/sbi.shtml - Developing Teachers.com - Scott's listening lesson plan 2:
http://www.developingteachers.com/articles_tchtraining/list5lp_scott.htm - English as Second Language - Beginner level learning - listening comprehension:
http://esl.about.com/library/courses/blcourses_beginner_listening.htm - Academic Skills Center, California Polytechnic State University – Note-taking Systems
http://sas.calpoly.edu/asc/ssl/notetaking.systems.html - Sweet Briar College, VA – Note-taking skills
http://www.arc.sbc.edu/notes.html - University of North Dakota - Abbreviations in Note-taking
http://www.und.edu/dept/ULC/rf-abbrv.htm -
Grammar Books
Swan, M. (1980). Practical English Usage. New York: Oxford University Press.
Ur, P. (1988). Grammar Practice Activities: A Practical Guide for Teachers, New York: Cambridge University Press. -
Oxford University Press
English Language Teaching Worldwide
| Title | Abstract | Remarks |
|---|---|---|
| Study of Using Assessment Data to Enhance Learning and Teaching (English Language Education) Phase I — Analyzing Multiple Choice Items in the 2008 TSA Reading papers for Primary 3, Primary 6 and Secondary 3 |
This document reports an analysis into a set of 2008 Territory-wide System Assessment (TSA) reading papers, students' performances and the facility indices. The objective of this work is to identify students’ learning problems, and the dimensions in which weaknesses in students’ performance are manifest. It is hoped the identification of these learning problems will lead to reliable and accurate estimates of possible causes of prospective students’ learning problems, resulting in the development of some school-based diagnostic assessment tools, the outcomes of which will inform future teaching and learning. |
Related Skill(s) and BC(s):
KS1 Reading:
KS2 Reading:
KS3 Reading: |
| Study of Using Assessment Data to Enhance Learning and Teaching (English Language Education) Phase II |
The objectives of this Study aree to i) empirically verify some students’ key reading problems observed in the Phase-I Study; ii) ascertain causes of reading difficulties for the students while they were reading; and iii) make use of what has been observed from the tests and interviews data to inform and enhance the teaching and learning of reading in the pilot schools. Findings of the Study have implications for the teaching of reading in both primary and secondary schools, and especially in teaching students reading skills which may enhance their performance in reading, with specific reference to the Territory-wide System Assessment (TSA) reading papers. |
Related Skill(s) and BC(s):
KS1 Reading:
KS2 Reading:
KS3 Reading: |