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  • Suggested Follow-up Activities
  • Other Resources
  • Research Report
  • Related Module

Suggested Follow-up Activities

Learners’ possible problem(s) (for reference only)

  • Learners are not able to recognize at sight some basic vocabulary items.

Suggested Follow-up Activities

Learning Unit Description Problem addressed (see above) Suggested duration (minutes) For Students' Self-access
Knowing More About Clothes
Knowing More About Clothes
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Learners make use of some picture cues and letter sounds to learn vocabulary items of clothing. They then design the clothes they like and label them.

Related Module: The World Around Us
1 75 Image
Packing Up
Packing Up
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Learners learn to use different prepositions to indicate positions with the help of clues.

Related Module: Caring and Sharing
1 15 Image
Sight Word Park
Sight Word Park
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Learners get familiarized with sight words through four interactive games.

Teachers can create their own games by entering question stems and options to cater for various needs.

A resource pack with useful sight word teaching ideas and ready-to-use materials are provided for teachers to use in their daily lessons.

Related Module: Fun and Games

1 40 Image
* 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.
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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
    Learning and Teaching Packages
    Catering for Learner Differences
    Good Practice in English Language Teaching : A Handbook for Primary Schools
    http://www.edb.gov.hk/index.aspx?langno=1&nodeID=2773
  • SAMPLE
    http://www.edb.gov.hk/index.aspx?langno=1&nodeID=2773
  • Educational Television Programmes
    Adventures into Storyland I & II:
    http://etv.edb.gov.hk/index-e.asp
  • HKedCity
    Learning Centre > Subject i-World > Primary English > Shared Resources > Reading:
    http://www.hkedcity.net/iworld/resource/index.phtml?iworld_id=45&parent_id=1329
  • TeleNex
    PrimeTeach / Reading skills:
    (Teachers need to register in order to use the learning and teaching resources there.)
    Real and Toy Animals
    http://www.telenex.hku.hk/telec/pteach/nature/core/inaty.htm
  • Finding Out About Ocean Park
    http://www.telenex.hku.hk/telec/pteach/places/pre/iopx.htm
  • Funny Poetry for Children:
    http://www.meadowbrookpress.com/Poetry/index.cfm
  • Semantic Rhyming Dictionary:
    http://www.rhymezone.com/
Title Abstract Remarks
The Research Project on the Development of Learning, Teaching and Assessment Materials of English Language to Enhance Effective Learning Teaching in Primary Schools

The research project aims to provide school-based support to participating schools in strengthening their students’ vocabulary learning, reading and writing skills, through offering intensive, onsite and school-based professional support including professional development activities, collaborative school-based learning and teaching material development, as well as research.

Related Materials:

Other key learning objectives

KS1 (P1-3)

KS2 (P4-6)

The Research Project on Building Online Assessment Resources to Empower Both Frontline Professionals and Students: Connecting Reading and Writing across Key Stages 1 to 2 (ELE)

The research project aims at investigating and developing effective approaches to enhance online assessment and developing e-assessment packages (including the provision of feedback and LT materials) for connecting reading and writing at primary level.

Related Skills:

KS1 Reading

KS1 Writing

KS2 Reading

KS2 Writing

(*All reading tasks are
computer-marked)

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:
L2-R-2-P3BC
L2-R-3-P3BC
L1-R-4-P3BC
L2-R-5-P3BC
L2-R-6-P3BC

KS2 Reading:
L3-R-2-P6BC
L3-R-3-P6BC
L4-R-4-P6BC
L3-R-5-P6BC
L3-R-6-P6BC

KS3 Reading:
L6-R-1-S3BC
L6-R-2-S3BC
L5-R-3-S3BC
L5-R-4-S3BC

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:
L2-R-2-P3BC
L2-R-3-P3BC
L1-R-4-P3BC
L2-R-5-P3BC
L2-R-6-P3BC

KS2 Reading:
L3-R-2-P6BC
L3-R-3-P6BC
L4-R-4-P6BC
L3-R-5-P6BC
L3-R-6-P6BC

KS3 Reading:
L6-R-1-S3BC
L6-R-2-S3BC
L5-R-3-S3BC
L5-R-4-S3BC

Should you be interested in the appendices mentioned in the reports or further information about the studies, please contact us via email at pobcae@edb.gov.hk.