Suggested Follow-up Activities
Learners’ possible problem(s) (for reference only)
- Learners are not able to identify information and ideas presented in different text types.
- Learners are not able to recognize the formulaic expressions used in different text types.
- Learners are not able to predict the meaning of unfamiliar words using contextual and pictorial clues.
- Learners are not able to identify key words in sentences.
- Learners are not able to use imagination to respond to the text in reading.
- Learners are not able to predict the content using the book covers, picture cues, prior knowledge and personal experience.
- Learners are not able to understand the connection between ideas by identifying a small range of cohesive devices.
Suggested Follow-up Activities
| Learning Unit | Description | Problem addressed (see above) | Suggested duration (minutes) | For Students' Self-access |
|---|---|---|---|---|
A Greedy Boy |
By reading a story about two boys in the woods, learners learn to use contextual and visual clues to construct meaning. They also learn to rearrange the story and rewrite a new ending. Related Module: Places and Activities |
|
95 |  |
A Story About Bobby |
By reading a story about a wounded dog named Bobby, learners are guided to predict the content and the development of a story. They also learn to complete the story using their imaginative ideas. Related Module: Caring and Sharing |
|
70 | |
Birthday Angel |
By reading the letters to and from the Birthday Angel, learners understand the format of a letter and the formulaic expression used to begin and to end a letter. Related Module: Me, My Family and Friends |
|
45 | |
Card Writing |
Using the examples of cards written for different purposes, learners learn the format of greeting cards. They also learn how to write a reply to an invitation. Related Module: Places and Activities |
|
50 | |
Choosing Presents |
By helping Mary and Sam buy Christmas presents for their friends, learners learn to interpret sentences into meaningful messages using semantic clues and syntactic strategies. Related Module: Me, My Family and Friends |
|
15 | |
Dos and Don'ts |
Learners learn the intonation of approval and disapproval through facial expressions and the use of modal verbs such as 'can / can't' and 'must'. Related Module: Caring and Sharing |
|
15 | |
Fun with Riddles |
Learners learn to use contextual clues to solve the riddles. Related Module: The World Around Us |
|
30 | |
Haunted House |
By reading a story about a haunted house, learners predict what they will see, feel, hear and smell. They learn the vocabulary related to these senses. Related Module: Using My Five Senses |
|
35 | |
Saving Princess Nancy |
Learners learn to use adjectives to describe people’s appearance and personality, and to arrange the adjectives in a proper order through PowerPoint presentations, interactive listening games, classroom activities and writing tasks. Related Module: The World Around Us |
|
190 | |
Signs and Instructions |
Learners learn about signs and instructions through singing and an interactive listening activity. Related Module: Caring and Sharing |
|
55 | |
Stories of Animals |
By reading a story about animals, learners develop the skills of deriving meaning from words, sentences and texts. They also learn to use contextual and visual clues to understand the meaning of the story. Related Module: The World Around Us |
|
20 | |
Student Cards |
Learners learn to look for specific information from student cards and personal recounts by identifying the key words. Related Module: Me, My Family and Friends |
|
45 | |
Other Resources
Teachers may refer to the following suggestions, resources or experiences for further information in planning and preparing their learning and teaching activities:
Suggestions for Teachers:
- Help students identify time markers (e.g. every day, yesterday) and connectives (e.g. and, but, or) for understanding similar ideas, contrasting ideas and alternatives in reading.
Online Websites:
-
Education Bureau
Learning and Teaching Packages
List of Publications by the English Language Education Section
http://www.edb.gov.hk/index.aspx?langno=1&nodeID=2773 -
Educational Television Programmes
Primary 3 - Lights off, lights on
http://etv.edb.gov.hk/index-e.asp -
HKedCity
Primary English / Classroom: Interactive Writing at Home:
http://www.hkedcity.net/i-classroom/onlineenglishpri.phtml
Primary English / Using Process Writing to Promote Effective Learning, Teaching and Assessment: "The Christmas Party":
http://www.hkedcity.net/english/english-centre/writing/archive/more_list.phtml?channel_id=1071 -
TeleNex
PrimeTeach / Reading skills / Write to me!:
(Teachers need to register in order to use the learning and teaching resources there.)
http://www.telenex.hku.hk/telec/pteach/countries/post/icouz.htm -
PrimeTeach / Reading skills / Visiting Hong Kong:
http://www.telenex.hku.hk/telec/pteach/countries/post/icouz.htm
| 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 |
| 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: KS2 Reading KS2 Writing (*All reading tasks are |
| 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: |