Suggested Follow-up Activities
Learners' possible problem(s) (for reference only)
- Learners do not understand the language features usually adopted in poems (e.g. rhymes, repetition, alliteration, onomatopoeia)
- Learners do not understand the use of techniques in simple literary / imaginative texts (e.g. metaphor, simile, personification, exaggeration and contrast)
Suggested Follow-up Activities
| Learning Unit | Description | Problem addressed (see above) | Suggested duration (minutes) | For Students' Self-access |
|---|---|---|---|---|
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 |  |
For Your Eyes Only |
Learners are asked to complete a series of interactive activities, which include matching games, quizzes and listening tasks, to learn to describe people’s appearance. They also write short descriptions about people using information provided as well as applying reference skills. Related Module: Social Issues |
|
145 | |
Other Resources
Teachers may refer to the following resources or experiences for further information in planning and preparing their learning and teaching activities:
- Giggle Poetry
http://www.gigglepoetry.com/poemsschool/mysterymeal.html - Online Poetry Classroom
http://www.poets.org/page.php/prmID/6 - Poetry Teachers
http://www.poetryteachers.com - Sample lesson plans of poetry
http://www.pbs.org/wnet/foolingwithwords/lesson.html - MysteryNet’s Kids Mysteries
http://kids.mysterynet.com/ - Secret Messages for Kids Only
http://www.thunk.com/learn.html - Teaching Mysteries
http://www.mysterynet.com/learn/
| 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: |