Suggested Follow-up Activities
Learners' possible problem(s) (for reference only)
- Learners are not able to read aloud with appropriate intonation and stress.
- Learners are not able to read aloud simple and familiar texts in meaningful chunks.
- 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 |
|---|---|---|---|---|
A Lesson for Jack |
By reading an interactive story about Jack, learners are given the opportunity to respond to and act out the story. They also learn to retell the story through writing an email to a friend. Related Module: Changes |
 |
75 |  |
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 | |
Siu Ming Learned a Lesson |
One day, on the way to school, Siu Ming made a big mistake. While reading an interactive story, learners are guided to respond to the characters and events. Then they act out the story in groups and evaluate their own performance according to shared criteria Related Module: Changes |
 |
45 | |
Other Resources
Teachers may refer to the following resources or experiences for further information in planning and preparing their learning and teaching activities:
- 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 / Speaking Skills / Activity Types / Reading Aloud / Let’s Write a Play
(Teachers need to register in order to use the learning and teaching resources there.)
http://www.telenex.hku.hk/telec/pteach/menu/ptmenuca.htm - Celik, M. (Web) Teaching English Intonation to EFL/ESL Students. The Internet TESOL Journal.
http://iteslj.org/Techniques/Celik-Intonation.html - Exploring Language: How Intonation Works [English Online]:
http://english.unitecnology.ac.nz/resources/resources/exp_lang/how.html - O’Connor, J. D. (1996). Better English Pronunciation. Second Edition. Cambridge:
Cambridge University Press. pp. 108-126. - Roach, P. (2001). English Phonetics and Phonology: a Practical Course. Third Edition. Cambridge: Cambridge University Press. pp. 156-203.
| 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: KS1 Reading KS1 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: |
| Moving forward with schools – A Report on the Research and Development Project in Two Primary Schools to Enhance the Learning and Teaching of Reading (TSA) |
This document reports the implementation and findings of the research and development project, which have drawn on findings in Phase I and II of the Study, conducted at the Primary Six level in two primary schools. The objectives of the Study are to i) explore together with the teachers, in the context of teaching and learning in the schools and making use of assessment data (including TSA data), to identify specific learning and teaching needs of their Primary Six students, particularly the learning effectiveness of the low achievers; ii) report and develop the good practices of the teachers in participating schools; and iii) to identify successful strategies for the considerations of teachers in other schools to adopt or adapt in their own school contexts. |
Related Skill(s) and BC(s):
KS2 Reading: |