Learning Targets for Key Stage 3:
| KSa - | To provide or find out, select, organize and present
information on familiar and less familiar
topics |
| KSb - | To interpret and use more extensive information through thorough processes or activities such as sequencing, describing, classifying, comparing, explaining, predicting, inferring, summarizing and drawing conclusions |
Learning Objectives:
Text
Types
Vocabulary
Language Skills
Generic
Skills
| - | Symbols |
| - | Abbreviations |
| - | Notices |
| - | Notes |
| - | Mindmaps |
Notice of student union conduct survery, manage time, follow time-table strictly, submission timeline for assignments, academic results, stress, counselor, strategies, forum.
Interview with
Derek
extra-curricular activity, revision, club committee, strike a
balance, division of duties.
Interview with Li Xiang - an
Olympic star
profile, hurdle, rank, encourage, physical training,
hobby, quality, sportsman
| - | Expressing belief think, believe |
| - |
Expressnig favour like, favour, love, favourite |
| - | Presenting ideas and opinions clearly |
| - | Listening |
| - | Reading |
| - | Writing |
| - | Study
skills |
| - | Problem
solving skills |
| - | Communicating |
| - | Presenting ideas with mindmaps |
Relevant Basic Competency
Descriptors:
| L5-L-2-S3BC: | Using an increasing range of
strategies to understand the meaning of simple texts on familiar and
less familiar topics which are delivered clearly and in generally
familiar accents
|
|
| L6-R-1-S3BC: | Using an increasing range of reading strategies to understand the meaning of texts with some degree of complexity | |
| L6-R-2-S3BC: | Extracting and organizing information and
ideas from texts with some degree of complexity
| |
| L6-W-2-S3BC: | Writing a variety of texts using punctuation marks, and a range of vocabulary and language patterns with some degree of appropriateness and accuracy to convey meaning | |
| Level of Difficulty |  |
- Preliminary to S3BC (at S1 level) |
 |
- To S3BC (at S1 to S2 level) | |
 |
- At S3BC (at S3 level) | |
Activity
Description
Duration
(min)
Available for Self Learning
Part 1
Revision of Common Symbols for Note-taking
Going over seven rules of
forming abbreviations to refresh students' memory
(i) Keep only the first
syllable
(ii) Keep only the first syllable and the first letter of the
second syllable
(iii) Keep only the first and second syllables
(iv)
Leave out some or all of the vowels
(v) Use 'g' for 'ing'
(vi) Use
text message abbreviations
(vii) Use initials for a term
Additional Abbreviations in Note-taking
Examples and tryout items are given to students in helping them to familiarize with the seven rules.
(Student version)
(Teacher version with answers)
Sound Files for the Listening Tasks
Reading and Listening Tasks
You are John /
Joanna Chan, a reporter of the school newspaper. Your chairman asked you
to collect information about 2 famous young people. You are going to
listen to two radio interviews with an Outstanding Student of the Year,
Derek Chan, and the Olympic athlete, Li Xiang. As you listen, you need to
take down the main points of the interview. To help you take notes, you
have to practise the following skills in Task I first :
I : Noting down
relevant information
II : Reading for the main ideas
III: Making
notes using a mindmap
Task I Reading
Fill in the mindmap with suggestions for
striking a balance between
schoolwork and activities.
Task II Listening
Fill in the mindmaps with suggestions of Derek Chan for striking a
balance between studies and extra-curricular activities and Li Xiang's
profile with appropriate information provided in two radio interviews.
You are Patrick / Patricia Li, the secretary of the English Club in your school. The Chairman of the club, Leo Ma, sent you this e-mail just now to give your information and instruction for drafting a poster for the Singing Contest at Christmas at your school. Based on the information, write a mail of reply with a poster attached for the singing contest.
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