Key Emphases and Strategies in Planning the English Language Education KLA
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Transcript of Key Emphases and Strategies in Planning the English Language Education KLA
Key Emphases and Strategies in Planning the English Language Education KLA
12 October 2009
English Language Education Section
Curriculum Development Institute
Education Bureau
Introduction to Curriculum Leadership and Management Series for New Primary School Curriculum Leaders (2009/10)
Subject Curriculum Guide
English Language Curriculum Guide (Primary 1 – 6)(2004, CDC)
Implemented at Primary 1
since September 2005
Diagrammatic Representation of the English Language Curriculum Framework
9 G
ener
ic S
kil
lsV
alues an
d A
ttitud
es
Flexible and Diversified Modes ofCurriculum Planning
+Effective Learning, Teaching and Assessment
Overall Aims and Learning Targets ofEnglish Language
KnowledgeInterpersonal ExperienceTargets for:Key Stage 1Key Stage 2Key Stage 3Key Stage 4
Targets for:Key Stage 1Key Stage 2Key Stage 3Key Stage 4
Targets for:Key Stage 1Key Stage 2Key Stage 3Key Stage 4
Learning Objectives: Forms and FunctionsSkills and StrategiesAttitudes
Strands
English Language Curriculum
Key Emphases of the English Language Curriculum Guide (Primary 1- 6)
• Strengthening ‘learning to read’
• Catering for learner diversity
• Promoting assessment for learning
• Using a task-based approach in learning, teaching and assessment
• Promoting a ‘reading to learn’ culture
• Promoting learner independence
• Creating a language-rich environment
Key Emphases of the English Language Curriculum Guide (Primary 1- 6)
• Strengthening ‘learning to read’
• Catering for learner diversity
• Promoting assessment for learning
• Using a task-based approach in learning, teaching and assessment
• Promoting a ‘reading to learn’ culture• Enhancing the implementation of the Reading Workshops
• Incorporating the Intervention Programme and Enrichment Programme into the English curriculum
• Strengthening teachers’ skills and strategies in giving quality feedback
• Promoting learner independence
• Learning and teaching grammar in context• Providing opportunities for language use
• Creating a language-rich environment• Designing a whole-school language policy
• Learning and teaching phonics in context• Developing vocabulary building skills
Strategies for Implementation
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Reading Workshops
Laying a good foundation for lifelong learning
• Helping learners develop and practise reading skills through reading ‘real books’
• Reading as a springboard for the development of higher order thinking skills, creativity and other language skills
• Developing in learners positive attitudes towards learning English
• Providing coherent and connected learning experiences for the children
• Providing opportunities for learners to take an active role in learning
• Using real books of a variety of text types• Adopting effective teaching strategies
Text Types
• Different text types (e.g. poems, diaries, school rules/game rules, posters, cartoons, news reports) have their own particular textual structures, style, grammar features and vocabulary
Reading Workshop
s
Storytelling
Reading Aloud
Shared Reading
Supported
Reading
Independent
Reading
Teaching Strategies for Reading
English Language Curriculum Guide (Primary 1-6), p. A29
Developing Students’ Reading Skills
• Do you expose your students to a variety of text types?
• What do you usually do to help your students understand the meaning of difficult words - ask them to look up the dictionary, explain the meaning to them or guide them to use the clues in the text?
• Apart from locating specific information, what other reading skills should we help students to develop?
• Expose students to a variety of text types
• Guide students to use the pictorial clues and
contextual clues to work out the meaning of
difficult words
• Guide students to identify the main ideas, understand the connection between ideas by identifying the cohesive devices, etc.• Ask open-ended questions to help students develop critical thinking skills and creativity 12
Planning the Reading Workshops
Theme: Wonderful Seasons and WeatherGE Programme
• One unit from the coursebook
The Seasons
Reading Workshops
• Three books:
Watching the Weather
Hot Sunny Days
Bird Hotel• One poem
Daisy Chain
English Language Curriculum Guide (Primary 1-6), pp. E12-16
Resource Package
LiteracyInstructionForTeachers
Reading across the Curriculum to Enhance the Transition from KS1 to KS2 and from KS2 to KS3 (Refreshed)
Apr - May 2010
Professional Development Programmes2009-2010
Suggested Booklists for Reading across the curriculum
http://www.edb.gov.hk/index.aspx?langno=1&nodeID=2773
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Learning and Teaching Grammar in Context
• Using grammar focus activities and exercises in task-based learning
• Facilitating grammar learning and teaching through exposure to a variety of text types
• Introducing grammar rules and terms in an explicit way at appropriate stage of learning when necessary
• Giving equal emphasis to the development of fluency and accuracy
English Language Curriculum Guide (Primary 1-6), pp.160-164
Traditional grammar teaching Out of context Teaching grammar items
one by one
TBL grammar teaching
Has a context Students learn
certain grammar items and use them in meaningful contexts and for purposeful communication
Traditional Grammar Teaching VsTBL Grammar Teaching
Developing Phonics SkillsHelping learners:
• develop an awareness of the letter-sound relationships through explicit teaching
• build up strategies for decoding (in reading) and encoding (in spelling) words at an early stage of learning
• gain confidence and competence in reading aloud and develop an interest in reading books in English
• develop strategies in discriminating sounds, in listening and speaking in English, and use accurate spelling in writing
English Language Curriculum Guide (Primary 1-6), pp.171-17419
Learning and Teaching Phonics in Context
• Incorporate phonics teaching into the school English programme instead of adopting and implementing a separate phonics programme
• Teach and practise phonics in the GE Programme as well as Reading Workshops through short, interesting and purposeful activities and games (e.g. funny rhymes, phonics tic-tac-toe)
English Language Curriculum Guide (Primary 1-6), pp.171-174
Strategies and Activities to Maximize Pleasurable Learning Experiences (SAMPLE)
Phonics in Action
Resource Packages
Developing Vocabulary Building Skills• Encouraging learners to read extensively to acquire
vocabulary in natural contexts, especially the high frequency words
• Modelling and teaching the different ways in which learners can attack and organise words
- guessing and inferring meaning - organising words in vocabulary books - word formation and word association - using and making dictionaries• Using tasks to provide authentic contexts for vocab
ulary use
English Language Curriculum Guide (Primary 1-6), pp.164-17122
ParadigmaticApproach
SyntagmaticApproach
Receptive
Productive
Approaches to Vocabulary Learning
Paradigmatic Approach
?
football tennis basketball
?
desk chair cupboard
Sports
Furniture
Word Hierarchy / Superordinates
PEOPLE ACTIONS OBJECTS PLACE
Chef cook meals restaurant
Teacher
Singer
Pilot
Syntagmatic Approach
Topic: Jobs
Vocabulary Building Skills
Word Formation
• Affixation e.g. unhappy, careless• Compounding e.g. foot+ball=football• Conversion e.g. cook (v) a meal, a cook (n)• Derivation e.g. excite (v) , exciting (adj),
excited (adj), excitement (n)
English Language Curriculum Guide (Primary 1-6)(2004), pp. 168-171
Vocabulary Building Skills
Word Association• Synonyms e.g. happy = glad• Antonyms e.g. bright dark• Homonyms e.g. catch a bus, catch a cold• Collocations e.g. make a wish, watch TV• Lexical sets e.g. furniture – table, chair,
desk, cupboard
English Language Curriculum Guide (Primary 1-6)(2004), pp. 168-171
XXX should get the most humorous person award. He tells us funny things.
He tells funny stories. He tells us funny jokes. He makes funny faces and does
funny tricks. He plays funny games and draws different funny pictures. We all think he is the most humorous person in class.
Providing Opportunities for Practice
Pupil’s revised draft 1
The Super Student in Our Eyes
funny
funny
funnyinteresting
humorous
funny silly
funny funny
tells us
tells
talks about
shares
crazy
marvellous fun
lexical substitution
XXX should get the most humorous person award. He talks about interesting things. He shares humorous stories. He tells crazy jokes. He makes silly faces and does marvellous tricks. He plays fun games and draws different funny pictures. We all think he is the m
ost humorous person in class.
Providing Opportunities for Practice
Pupil’s revised draft 1
The Super Student in Our EyesWhen?
How often? What happens next?
What happens next?
How often?
When? What happens next?
Where?
lexical expansion
Resource Package
Enhancing Vocabulary Learning and Teaching at Primary Level
Professional Development Programmes2009-2010
Enhancing English Vocabulary Learning and Teaching at Primary Level (Refreshed)
Nov 2009
Catering for learner diversity
• Incorporating the Intervention Programme and Enrichment Programme into the school-based English Language curriculum
• Using different strategies (e.g. differentiation, flexible grouping, project learning, open-ended learning tasks and activities) to cater for the diverse needs, abilities and interests of learners
• Providing opportunities for learners to use a combination of their intelligences (e.g. verbal and linguistic, visual and spatial, bodily and kinesthetic, interpersonal)
Intervention Programme
• A short, focused remedial programme providing timely support for learners who have exhibited learning difficulties
• Conducted in small groups during class time on a withdrawl mode or outside class time
• Providing additional time, additional opportunities and focused learning based on the objectives of the regular GE Programme
• Using a task-based approach as well as some short, form-focused pre-task grammar exercises
English Language Curriculum Guide (Primary 1-6), p.100
Intervention Programme: Mini-Project on Writing Funny Rhymes
• Aims to help P3 pupils develop:
- motivation and positive attitude towards learning English
- some enabling skills in pronunciation and spelling
• 10 sessions to help learners use their letter-sound knowledge to work out the pronunciation and spelling of words
• Use ‘Paper doors’ game to help learners write lines for the funny rhyme
English Language Curriculum Guide (Primary 1-6), pp.A38-47
Enrichment Programme• Extending the more able learners through a variety
of activities
• Conducted during or after class time, inside or outside the school premises to provide opportunities to further develop learners’ capabilities in learning English through life-wide learning
• Introducing challenging tasks based on the learning experiences already provided in the GE Programme
• Encouraging the development of creativity and critical thinking through open-ended tasks
English Language Curriculum Guide (Primary 1-6), p.101
Enrichment Programme: English Chief Scheme
• P5 and P6 learners are selected to be English Chiefs• Coaching is conducted, with the teacher modelling the skills and lang
uage for conducting a language activity• English Chiefs conduct activities in the English Room during lunch ti
me each day. They develop:
- leadership skills through arranging younger learners into groups
- communication skills through giving instructions and guiding
younger learners to play games
- critical thinking skills through assessing and giving feedback on
others’ work
- skills in storytelling and creativity through dramatising the stories
- proficiency in spoken English through interacting with younger
learners
English Language Curriculum Guide (Primary 1-6), pp. E37-42 36
Promoting Assessment for Learning
• An integral part of learning-teaching-assessment cycle• Sharing learning intentions and success criteria with
learners• Using different modes of assessment • Making use of assessment data (e.g. TSA data, internal
assessment data) to help review - expectation of pupils’ learning - content of learning - strategies to enhance learning• Providing quality feedback to enhance learning
English Language Curriculum Guide (Primary 1-6)(2004), pp. 191-201
Assessments in Schools
Oral presentations
Homework etc.
Shared writing and
process writing
Portfolios
Learning tasks and activities
Conferencing
Assessment tasks
Projects
Modes of AssessmentModes of Assessment
Quality FeedbackQuality Feedback
• Positive• Diagnostic• Constructive• Focused • Timely• Encourage self-correction and independence
Promoting Quality Interaction in the Primary English Classroom
Promoting Assessment for Learning in English Language Education at Primary Level
Resource Packages
ETV Programme on “Providing Quality Feedback”
Professional Development Programmes2009-2010
Using the Learning Progression Framework to Enhance the Learning, Teaching and Assessment of English Language at Primary Level (Refreshed) Dec 2009
Devising a Whole-school Language Policy
• Create a rich language learning environment
• Widen the space of learning and teaching English
• Enhance students’ motivation in learning English
Creating a Rich Language Learning Environment
• Encourage the use of English in all English lessons
• Encourage students to interact with teachers and one another in English outside the classroom
• Display target language items and vocabulary as well as students’ work on the learning wall in the classroom
• Display print materials in English (e.g. posters, signs, notices) all around the school
• Set up a well-stocked library with reading materials of a wide range of subject content and text types
• Provide easy access to reading materials in different parts of the school
Creating a Rich Language Learning Environment
• Establish a lively and encouraging school and classroom atmosphere through daily routines or practices (e.g. morning reading time, reciting during assembly, show-and-tell activities, Campus TV)
• Organise English learning activities (e.g. English Days, English Camps, drama performances)
Widening the Space of Learning and Teaching English
• Arouse students’ curiosity and interests in observing language use in the school campus and the real world (e.g. signs, announcements, advertisements)
• Give assignments which require students to make use of the materials displayed in the school and outside school
• Encourage students to watch TV programmes or listen to radio programmes in English (e.g. Sunday Smile on RTHK3)
• Encourage students to take part in English activities organised by other institutions (e.g. SCOLAR – Drama in Education, HK Speech Festival)
Enhancing Motivation in Learning English
• Foster a ‘can-do’ attitude and encourage risk taking
• Incorporate interesting language arts activities (e.g. storytelling, Readers’ Theatre, songs, rhymes, drama)
• Set up Reading Award Schemes
• Nurture a school reading culture through role-modelling of teachers and the school head
More InformationMore Information
• General – circulars, training calendar, links, etc. http://www.edb.gov.hk
• Quicker access to information regarding the English Language Education Key Learning Area – training opportunities, references & resources, etc. http://www.edb.gov.hk/index.aspx?langno=1&nodeID=2402
• English Language Education Section, CDIRoom 1206, 12/F., Wu Chung House, 213 Queen’s Rd. East, Wan Chai, HK (Fax: 2834 7810)Ms Emilie Tong (Tel: 2892 6571)
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