2222 2.3 LEARNING OBJECTIVES
The Learning Objectives describe more explicitly what learners learn and use at each Key Stage in order to work towards the Learning Targets for that Key Stage. They cover the following areas:
Forms and Functions
•= Text-types
•= Vocabulary
•= Communicative Functions
•= Language Items
Skills and Strategies
•= Listening
•= Speaking
•= Reading
•= Writing
•= Language Development Strategies
Attitudes
The following paragraphs outline some basic principles on which the above areas are selected and arranged, and indicate the major areas of concern. They form the framework from which the respective lists for Key Stages 1 and 2 are developed. For easy reading, the format of add-on lists is used. This helps to highlight the new elements that are introduced at each Key Stage. It also underlines the view that learning does not progress in a linear fashion but follows a spiral pattern. Teachers need to provide opportunities for the learners to revisit elements previously learnt.
2.3.1 Forms and Functions
In order to develop their ever-improving capability to use English for the various purposes identified in the Learning Targets, learners need to master different aspects of the language system and be able to make use of this knowledge in completing tasks. Learners must not only know the rules and focus on the forms, they must also learn how to apply such knowledge for purposeful communication in real-life situations. Meaningful use of the language elements should be given equal emphasis to the learners’ mastery of the forms. The major areas of text-
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types, vocabulary, language items and communicative functions are presented in the following paragraphs.
Text-types
Text-types refer to the forms of speech and writing. The intended purpose and audience of each text-type determine its structure and special linguistic and stylistic features.
To assist learners in their development as proficient users of the language, it is important that they are exposed systematically to a good variety of text-types.
Different text-types are characterized by specific language features and purposes e.g. greetings cards, instructions. For example, a recipe has a clearly defined purpose and special language features. The purpose of a recipe is to provide information (KDa). It fulfils the communicative function of “living simple instructions”. To achieve this purpose and function, learners need to draw upon such language objectives as using imperatives to give instructions and directions, using nouns to identify objects and sequence words to suggest order.
The range of text-types widens at the higher levels of learning. At the same time, the text-types that learners are exposed to and expected to produce increase in complexity according to the levels of learning. The selection of text-types for teaching and learning should be based on learners' needs, experiences and interests, but may partly depend on learners' environmental support and publishers' materials. It must be recognized that in authentic situations, learners can only be required to produce a limited range of text-types and they will be engaged with other text-types through reading and interpreting.
The following is a reference list. It suggests the variety and range of text-types that learners may be exposed to or produce in Key Stages 1 and 2, when appropriate.
2424 Text-types for Key Stage 1:
captions cartoons conversations charts
diagrams diaries forms instructions jokes labels letters lists
messages notices posters rhymes riddles short stories signs
songs
tables (including school timetables) telephone calls
Additional text-types for Key Stage 2:
advertisements maps and legends
plays or dramatic episodes poems
recipes stories
TV schedules weather reports
Vocabulary
As advocated in this Syllabus, vocabulary is introduced through Modules, Units and Tasks. The units and tasks, which address learners' needs and interests, provide authentic contexts for vocabulary use. There may be some concern in Key Stage 1 that all long and difficult words should be avoided. However, some such vocabulary items may be needed for the meaningful completion of tasks.
For example, a task about the living things that learners can see at home may include recognizing words like ”cockroaches” or ”mosquitoes” as part of the authentic context, although they may not be expected to learn the spelling by heart at this stage.
Moreover, teachers have to predict the vocabulary that learners need, such as:
•= words that learners need to know in order to carry out classroom routines, commands, directions, requests and activities in the classroom; and
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•= words that learners use to identify or describe people, things or events in their family and school environment.
The vocabulary items that learners encounter, acquire and use at each Key Stage vary with the tasks and the amount of language support that learners experience in the learning environment. It is therefore not advisable to prescribe or suggest a vocabulary list out of context for each Key Stage.
Teachers may also consider the following in selecting vocabulary in Key Stages 1 and 2:
•= Cultural factors
Teachers should be careful with words that reflect the interests of other cultures which may not be shared by our learners. Take for example the underground. It is called the ”tube” in London, the “subway” in New York and the ”MTR” in Hong Kong. Other terms originating from western culture like ”Halloween”, ”rice pudding” etc., also require a lot of explanation. On the other hand, learners may wish to express ideas and experiences specific to the local context. Words like “mini-bus”, “tunnel-bus”, “housing estate”, “peak trams”, etc., need to be introduced in the early stage. In addition, at the sociocultural level, learners may find certain topics such as Chinese festivals more significant and need to learn words like “mooncakes”, “lanterns”,
“dumplings”, etc.
•= Active and passive use
Passive vocabulary generally refers to items that are recognized and comprehended in the context of listening and reading materials. Items which learners can recall and use appropriately in speech and writing are categorized as active vocabulary. In a language learning situation, it is usually the teacher and materials writer that decide which items are worth learning for active use and which for recognition only. As the learners' language competence develops, some of the passive items will become active. This transition of learners' passive vocabulary to active use is a gradual process. It is useful to bear the distinction in mind when teaching vocabulary.
In addition to the learning of some basic vocabulary items for communicative purposes, it is also important that learners develop vocabulary building strategies. These may include guessing the meanings of words from context and developing knowledge of word roots, affixes and word parts.
2626 Communicative Functions
The range, complexity and level of use of the Communicative Functions increase according to the levels of learning. Lists of Communicative Functions for Key Stages 1 and 2 are given below:
Communicative Functions for Key Stage 1
Greet the teacher and other adults and respond to greetings, bid farewell Introduce oneself
Ask and tell the time, the day and the date Describe the daily weather
Identify simple objects and describe their sizes, shapes and colours
Identify common animals and plants found in Hong Kong and describe them very simply
Give a simple description of oneself and others in terms of name, age, occupation, members of the family, possessions, personal characteristics, habits and abilities
Ask and describe what people are doing Talk about past events
Talk about locations
Talk about personal possessions Talk about prices and quantities
Ask a person's name and make other simple inquiries Ask permission to do a few simple things
Express good wishes
Express and respond to thanks
Make and respond to an apology or excuse Make simple requests
State opinions and express feelings Respond to and give simple instructions
Express inability to respond, seek information and elucidation Comprehend oral and written prohibitions
Recognize common signs in English used in Hong Kong Refer to the English names of important places in Hong Kong
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Communicative Functions for Key Stage 2
The Communicative Functions listed for Key Stage 1 should be consolidated and extended to a greater degree of complexity at Key Stage 2. Additional Communicative Functions for Key Stage 2 are:
Draw attention to people and things and describe them briefly Express preferences, ideas and plans
Express basic needs and wants Express concern and sympathy
Describe simple processes and situations
Ask and describe what people do regularly and when they do it
Give a simple account of things that have happened and things that people did in the past
Describe the manner and frequency with which people carry out actions and the purposes and results of these actions
Make simple comparisons of various kinds Talk about future events, actions and processes
Make predictions and refer to unplanned future actions Make simple suggestions
Make simple conditional statements
Give simple instructions, warnings and prohibitions Ask for and give explanations
Ask someone to come to the phone and identify oneself Offer one's services
2828 Language Items
Language Items suggest the range of English language use that learners need to develop and acquire as they work towards the Learning Targets.
Language Items (Key Stage 1)
The Language Items and Communicative Functions have been combined in the tables below to illustrate the relationship between them.
Nouns Examples
Use nouns/noun phrases to
•= identify people, animals, events, objects and activities
He is a teacher.
I like dogs.
Today is my birthday.
This is a bag.
I like singing.
•= refer to one object/more than one object/ uncountable objects
I have a bicycle.
She has four balloons.
I have bread for breakfast.
•= refer to days of the week and dates
Today is Friday.
It's 2 July.
•= indicate time It's half past ten.
Use proper nouns to
•= refer to people Ann is a taxi-driver.
Pronouns Examples Use pronouns to
•= identify people, animals and objects
I need a pen. Please give it to me.
I have a cat. It is very naughty.
Use the introductory "there" and the impersonal "it" to
•= express facts There are five pencils in the box.
It's nine o'clock.
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Adjectives Examples Use adjectives to
•= describe people, animals, objects and conditions
My father is kind.
Pigs are fat.
The sky is blue.
I am hungry.
•= show quantities There are some books on the table.
I have three rulers.
•= show position/order Mary sits in the first row.
•= describe weather Today is cold.
Use possessive adjectives to
•= show possession This is Siu-sing's pencil.
Show me your book.
Verbs Examples
Use imperatives to
•= give instructions and directions Walk to the bus stop.
Turn left.
•= express prohibitions Don't walk on the grass.
Use the simple present tense to
•= describe habitual actions I brush my teeth every day.
•= talk about present states My father is a policeman.
•= express simple truths Lemons are sour.
•= express interests, feelings and opinions
I like swimming.
I don't like singing.
•= make requests Please give me a rubber.
Use the present continuous tense to
•= describe an action taking place at the time of speaking
What are the children doing?
They are singing.
Use the simple past tense to
•* talk about past activities and states
Daddy washed the dishes.
I was a fat baby.
Use modals to
•= ask for permission Can I go out?
•= talk about ability I can dance. I can't play the piano.
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Adverbs Examples
Use adverbs/adverbials to
•= express addition Jane likes singing. I like singing, too.
•= indicate position Here it is.
Put the books there.
Prepositions Examples Use prepositions/prepositional
phrases to
•= indicate
position/place/direction
The cat is under the table.
The children are in the park.
Go to the blackboard.
•= indicate time He goes to school at half past seven.
•= indicate means We go home by bus.
Connectives Examples Use connectives to
•= link similar ideas/add information
He has fish and rice for lunch.
•= link contrasting ideas This man is tall but that man is short.
•= express alternatives Is the water cold or hot?
Determiners Examples Use indefinite articles to
•= make general statements Hong Kong is a big city.
Lily has an apple every day.
Milk is good for you. (no article is required)
*
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3131 Use definite articles to
•= refer to a specific person, animal, event, time and object
The baby smiled.
The kitten is naughty.
My friends came to the party.
Tom goes to school in the morning.
The moon is very bright.
Use demonstratives to
•= refer to people or objects This picture is beautiful.
Those children are clever.
Interrogatives Examples Ask simple questions to
•= obtain ”Yes/no” responses Is she a nurse?
Are you hungry?
Do you like sweets?
Can you cook?
Ask “wh-” and “how” questions to
•= find out a person's identity What's your name?
Who is that man?
•= find out time What time is it?
When do you get up?
•= find out age How old are you?
•= find out place, position or direction
Where is the hospital?
•= find out various kinds of specific information about a person, object or an event
What is it?
What is Paul doing?
What colour is it?
•* find out about a specific person or object
Which boy is your brother?
•* find out means, quantity and price
How do you go to school?
How many trees can you see?
How much is this shirt?
3232 Formulaic expressions for
interpersonal communication Examples Use formulaic expressions to
•= greet people and respond to greetings
Good morning.
Hello, how are you?
•= begin a short written message Dear Mary,
•= introduce oneself and others I'm Peter.
This is my sister, Sally.
•= take leave Good-bye.
Bye-bye.
•= express and respond to thanks Thank you.
Thank you very much.
You're welcome.
•= express and respond to apologies I'm sorry.
That's all right.
•= express approval/ encouragement Good.
Very good.
Well done!
•= express good wishes Happy Birthday!
Happy New Year!
•= accept or decline offers and invitations
Yes, please.
No, thank you.
•= reply to requests Here you are.
•= get attention or interrupt in speech Excuse me.
•= express lack of comprehension I'm sorry. I don't know.
I'm sorry. I don't understand.
•= ask for repetition or rephrasing Pardon?
3333 Language Items (Key Stage 2)
The items taught in Key Stage 1 should be consolidated and extended. The following are additional Language Items to be taught in Key Stage 2.
Nouns Examples Use nouns/noun phrases to
•= identify conditions I have a headache.
•= refer to quantity/units I need a piece of paper.
I bought a pair of trousers yesterday.
Use proper nouns to
•= refer to places, organizations and events
Mr Wu lives in Kowloon.
Susan Wong is a member of the Girl Guides.
Easter is coming.
Pronouns Examples
Use pronouns to
•= refer to people, events and objects in a general/ indefinite way
There's someone outside.
Is there anything in that box?
Adjectives Examples
Use adjectives to
•= describe events The picnic was exciting.
•= make comparisons John's hair is longer than Tom's.
This dress is more beautiful than that one.
This is the most comfortable chair.
Our shoes are the same, but our shirts are different.
*
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Verbs Examples
Use the simple present tense to
•= express preferences I like playing volleyball more than basketball.
•= express needs I need a new schoolbag.
•= express thoughts I think Siu-man is correct.
•* express a future possibility If it rains, we won't go swimming.
Use the simple past tense to
•= express past conditions I had a cold last week.
•= express past needs, interests and feelings
I enjoyed the movie last night.
•* express past thoughts I thought the film was good.
Use the present perfect tense to
•= relate past events to the present I have already done my homework.
Use the future tense to
•= talk about future events, actions and processes
He will see the dentist tomorrow.
Use "going to" to
•= describe events that will occur quite soon
It is going to rain.
Use modals to
•= make suggestions Shall we go on a picnic?
•= express obligation and prohibition I must work harder.
You can't stay here.
We shouldn't throw rubbish out of the window.
•* make an offer or invitation Would you like to come with me?
Adverbs Examples
Use adverbs/adverbials to
•= describe manner I do my homework carefully.
•= express time/frequency See you tomorrow.
My aunt often visits us.
•= express degree I enjoyed the film very much.
You should read more.
Don't make so much noise.
The dress is too small for me.
*
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Prepositions Examples Use prepositional phrases to
•= indicate a period of time Uncle John stayed with us for one month.
•* describe people or objects Who's that woman in the blue dress?
Miss Lee lives in the house with the red door.
Connectives Examples Use connectives to
•= give reason I'm late because I missed the bus.
•= show result She swims every day, so she is healthy.
•* show the time relationship between two actions
The dog barked when the postman came.
•* express conditions We put on more clothes if it is cold.
If it rains tomorrow, we'll stay at home.
Interrogatives Examples Ask "wh-" and "how" questions to
•= find out which person something belongs to or is associated with
Whose handbag is it?
•= find out the reason/purpose Why are you late?
•* find out distance and the length of a period of time
How far is it from here to Mongkok?
How long have you lived here?
3636 Formulaic expressions for
interpersonal communication Examples Use formulaic expressions to
•= begin and end a letter Dear Sir/Madam, Write soon.
Hope to see you soon.
Yours,
Yours sincerely,
•= show concern What's the matter?
•= ask for permission Please let me play in the park.
•= make and respond to suggestions Let's go to Stanley this weekend.
That's a good idea.
I'm sorry I can't.
•= show agreement/disagreement Yes, I agree.
No, I don't think so.
•= respond to good wishes (Merry Christmas. ) Same to you.
•= start a telephone conversation Hello. May I speak to Tony, please?
*
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3737 2.3.2 Skills and Strategies
In order that learners can use English effectively for the purposes described in the Learning Targets, it is essential that they develop competence in the skills of Listening, Speaking, Reading and Writing. Language Development Strategies include, among others, study skills and ways to plan, manage and evaluate one's own learning. All these are very important because they enable learners to become motivated, independent and responsible for their own learning. The detailed lists of Skills and Strategies for Key Stages 1 and 2 are given below.
Listening (Key Stage 1)
Discriminate sounds, stress and intonation
•= discriminate between words with different initial or final sounds, e.g. walk/talk, cat/cap
•= discriminate between one syllable words with different middle vowel sounds, e.g. sit/sat
•= recognize alliterative and rhyming words in activities such as listening games
•= identify key words in an utterance by recognizing the stress, e.g. Where are the books?
•* recognize differences in the use of intonation in questions and statements (including approval and disapproval), and respond appropriately
Listen and understand meaning
•= recognize language patterns and vocabulary items previously encountered in new spoken texts
•= recognize the connection between ideas supported by appropriate time markers or simple linking words, e.g. this morning, yesterday, and, but
•= locate specific information in response to simple instructions or questions
•= identify main ideas
•* work out the meaning of unknown words using extensive visual clues
•* recognize speakers' intentions and feelings supported by gestures and facial expression
*
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3838 Listening (Key Stage 2)
Discriminate sounds, stress and intonation
•= discriminate between words with different initial or final consonant blends, e.g.
smoke, snake; string, spring; mask, mast
•= recognize the longer vowel sounds in words, e.g. boy, point, care, bear.
•= recognize the stress in words, e.g. enjoy
•= recognize the stress in connected speech, e.g. See you tomorrow
•= recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately
Listen for explicit and implicit meaning
•= use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
•= understand the connection between ideas by recognizing linking words and phrases, e.g. because, therefore, but, at last
•= listen for specific information
•= identify the main ideas of a new topic
•= identify details that support a main idea
•* predict the likely development of a topic by recognizing key words, and making use of context and knowledge of the world
•* Understand the speaker's intention, attitude and feelings through his/her choice and use of language, gesture and facial expression
Speaking (Key Stage 1)
Convey meaning clearly and coherently
•= pronounce correctly words in isolation e.g. girl /g3:l/
•= pronounce correctly words in connected speech by linking words together and using appropriate stress, e.g. What is it? /w ti zit/
•= produce simple phrases and sentences involving repetition or lists, e.g. I like bananas, apples and oranges.
•= use modelled phrases and sentences to communicate with teachers or other learners
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• connect ideas by using time markers or simple linking words, e.g. last Friday, and, but
•* use appropriate intonation in questions and statements
•* express meaning when a word is unknown by giving a simple description in response to teacher's prompts
Use interaction skills and strategies
•= open an interaction by
♦= greeting someone politely
♦= introducing oneself briefly
♦= eliciting a response, e.g. How are you?
•= maintain an interaction by
♦= using single words and formulaic expressions to acknowledge, agree and disagree, ask questions and reply
♦= providing information in response to factual or yes/no-questions
♦= repeating questions and answers if they are not understood
♦= getting help from other learners or the teacher, e.g. How do you spell ”policeman”?
•= close an interaction by
♦= using simple formulaic expressions, e.g. Good-bye.
Speaking (Key Stage 2)
Convey meaning clearly and coherently
•= use appropriate registers when speaking to familiar interlocutors such as teachers and peers
•= apply syntactic rules such as subject-verb agreement correctly, e.g. Peter plays football every Sunday.
•= connect ideas by using linking words or phrases, e.g. before, therefore, but, also, at last
•= use gestures and facial expression to convey meaning and intention
•* use appropriate intonation and stress, and vary volume, tone of voice and speed to convey intended meanings and feelings
Use interaction skills and strategies
•= open an interaction by
*
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♦= greeting someone in an appropriate manner
♦= introducing oneself with more details
♦* eliciting a response by asking questions or providing information on a topic, e.g. I've borrowed three very interesting story books. Would you like to have a look?
•= maintain an interaction by
♦= controlling participation in an interaction or group activities such as taking one’s turn at the right moment and recognizing others’ desire to speak, e.g. It's my turn . . . . It's your turn now.
♦= asking and responding to others' opinions, e.g. Do you like that film?
What do you think?
♦= verbalizing inability to understand, asking for slower repetition of utterance and spelling, e.g. I beg your pardon?
♦= acknowledging, agreeing or disagreeing, replying, asking questions, adding or giving examples, explaining and using formulaic expressions where appropriate
♦* predicting the likely development of a conversation and responding accordingly
♦* self-correcting or rephrasing questions and answers if they are not understood
•= close an interaction by
♦= using appropriate formulaic expressions, e.g. See you tomorrow.
♦ giving reasons, e.g. Sorry. I have to see my teacher now.
Reading (Key Stage 1)
Establish concepts about print
•= follow left to right directionality, and recognize the beginning and end of sentences
•= recognize and name all the letters of the printed alphabet
•= distinguish between capital and small letters
•= recognize known clusters of letters in unknown words, e.g. in, thin, chin
•= use knowledge of basic sound-symbol correspondences to work out how to read a word aloud
•= recognize familiar words in new texts
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4141 Construct meaning from texts
•= recognize common abbreviations and contracted forms, e.g. Mr, Mrs, 10:00 am, 3:00 pm, She's clever.
•= work out the meaning of unknown words by recognizing the base word within other words, e.g. like, dislike
•= identify key words in a sentence
•= understand the connection between ideas by identifying time markers or simple linking words, e.g. this morning, yesterday, and, but
•= confirm meaning by re-reading a sentence or paragraph
•* predict the meaning of unfamiliar words by using context or picture cues
•* predict story, characters, topic of interest using picture cues and book cover
Locate information and ideas
•= locate specific information in a short text in response to questions
•= identify main ideas from a text with teacher support
Reading (Key Stage 2)
Construct meaning from texts
•= use knowledge of what words and letters look or sound like to work out the meaning of unknown words, e.g. understand, misunderstand
•= use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
•= recognize recurrent patterns in language structure, such as word structure, word order, sentence structure, organization of text-types
•= read written language in meaningful chunks
•= understand the connection between ideas by identifying linking words or phrases, e.g. because, therefore, however, also, at last
•= predict the likely development of a topic by recognizing key words and making use of context and knowledge of the world
•= re-read to establish and confirm meaning
•= self-correct by using strategies such as checking understanding against predictions, re-reading, using context, reading further to clarify, asking for help
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•* recognize the presentation of ideas through headings, paragraphing, spacing, italics, bold print and punctuation
•* recognize format and language features in narrative and non-narrative texts
•* understand intention, attitude and feelings stated in a text by recognizing features such as the choice and use of language
Locate information and ideas
•= scan a text to locate specific information by using strategies such as looking at headings and repeated words
•= skim a text to obtain a general impression and the main ideas
•= identify details that support a main idea
Writing (Key Stage 1)
Establish concepts about the writing process
•= use the basic conventions of written English to
♦= combine letters to form words, use the left to right directionality sequence, capital and small letters, leave spaces between words and use basic sentence punctuation
•= write out a piece of work by
♦= using neat and legible handwriting
•= develop written texts by
♦= reproducing sentences from teacher's writing and words from print in the environment, such as copying names of shops in the street outside the school
♦= putting words in a logical order to make meaningful phrases or sentences
♦= adding personal ideas and information when a model or framework is provided, such as filling gaps
♦* using concepts of order and time when writing texts, e.g. Last night, I . . . This morning, I . . .
♦* using appropriate format and conventions when writing notes and greetings cards
♦* writing a first draft
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•= revise and edit short written texts by
♦= using available sources such as a word bank
♦* making changes to incorrect spelling, punctuation and grammar, and adding details if necessary in response to suggestions from the teacher
•= gather and share information, ideas and language by
♦* using strategies such as brainstorming, listing and observing
Writing (Key Stage 2)
Develop skills in the writing process
•= gather and share information, ideas and language by
♦= using strategies such as brainstorming, listing, questioning, and interviewing
•= plan and organize information and ideas by
♦= identifying purpose and audience for a writing task
♦= deciding on the sequence of content
•= develop written texts by
♦= expressing own ideas and feelings
♦= presenting main and supporting ideas
♦= using appropriate linking words or phrases, e.g. because, therefore, however, also, at last
♦= writing paragraphs which present ideas logically
♦= writing a first draft
♦* using paragraphs and conventional punctuation to frame ideas
♦* using appropriate format, conventions and language features when writing non-narrative texts such as a description and a simple report
♦* using basic narrative structure that comprises setting, characters, events and dialogue when writing about real and imaginary experience
•= revise and edit drafts by
♦= using available sources such as a dictionary or glossary
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♦= using a range of revision techniques to improve the content of a piece of writing such as combining ideas, rearranging the order of ideas, adding/deleting details, substituting words or phrases with more appropriate ones
♦= re-reading the draft and correcting spelling, punctuation and grammar
♦= sharing work with teachers and classmates and responding positively to suggestions on ideas and use of language
•= write out a piece of work by
♦= presenting writing using appropriate layout and visual support including illustrations, tables and charts where necessary
Language Development Strategies (Key Stage 1)
Develop thinking skills
•= distinguish between positive and negative values
•= recognize and solve simple problems in a given situation
•= generate new ideas and meanings by using an object, a picture or other visual devices as a springboard for new ideas or ways of thinking
Develop reference skills
•= use given materials to find out required information
•= locate simple information in materials such as price lists and telephone directories
•= use organized information to check spelling or meaning, such as locating vocabulary cards in a word bank
•= classify the materials and put them into files of different topics/themes with teacher support
Develop library skills
•= observe some simple class library rules, such as when to return the book and not to write/draw on the book
•= find books of interest from the class library with reference to the simple coding system, e.g. different colours or labels for different topics
*
* NoNottee:: TThheessee iitteemmss aarree mmoorree ddeemmaannddiinngg aanndd rreeqquuiirree ccoonnssiiddeerraabbllee tteeaacchheerr ssuuppppoorrtt oorr gguuiiddaannccee..
4545 Develop information skills
•= extract information and ideas from texts with the help of visual clues
•= organize words into alphabetical order and refer to them as a resource for spelling help when writing
Plan, manage and evaluate own learning
•= concentrate on one's work
•= make use of opportunities to learn and use English in the classroom, such as trying to talk to the teacher and classmates in English
•= review samples of own writing over time and note the improvement in areas such as accuracy and organization of ideas
Develop self-motivation and positive attitudes
•= participate actively in tasks in an English classroom although there is the possibility of making mistakes or encountering difficulties
•* tell the teacher one's feelings concerning English learning in general and specific tasks
Work with others
•= ask others for help with the meaning and pronunciation of words
•= work with others to complete a task
Language Development Strategies (Key Stage 2)
Develop thinking skills
•= recognize and solve simple problems
•= compare and connect ideas to find similarities and differences
•= find out, organize and classify information on familiar topics
•= make inferences from given information
•= identify values, attitudes and beliefs expressed in texts
•= develop simple and valid rules as a basis for action
•= review and revise ideas in the light of new information or evidence
•= generate new ideas and meanings by using an idea or a description as a springboard for new ideas or ways of thinking
*
* NoNottee:: TThheessee iitteemmss aarree mmoorree ddeemmaannddiinngg aanndd rreeqquuiirree ccoonnssiiddeerraabbllee tteeaacchheerr ssuuppppoorrtt oorr gguuiiddaannccee..
4646 Develop reference skills
•= use an English dictionary to check meaning or spelling
•= categorize the materials of different topics or themes into different files for easy access
•= use simplified encyclopedias for finding out required information
•* use directories for purposes such as locating places, services and addresses
Develop library skills
•= obtain information from the different parts of a publication such as the book cover, title, table of contents and blurb
•= use library classification systems to find specific reading materials
Develop information skills
•= skim and scan through texts or listen to locate relevant information and ideas
•= focus on important information in reading materials through a variety of emphasis techniques such as underlining, starring or colour coding
•= organize words into alphabetical order or under a theme and refer to them as a resource for checking spelling or meaning
•= extract relevant information and ideas and record them by using strategies such as making simple notes as a study aid
•= review at intervals materials such as notes
•= classify or reclassify information and ideas into meaningful groups, either mentally, in drawing or in writing, and make reference to them from time to time
Plan, manage and evaluate own learning
•= plan a timetable for study and test/examination revision
•= prepare for an upcoming task by practising the language elements and functions necessary for the task
•= evaluate own progress in learning English through means such as reviewing samples of own work over time and noting the improvement in areas such as accuracy, organization of ideas and social appropriateness
*
* NoNottee:: TThheessee iitteemmss aarree mmoorree ddeemmaannddiinngg aanndd rreeqquuiirree ccoonnssiiddeerraabbllee tteeaacchheerr ssuuppppoorrtt oorr gguuiiddaannccee..
4747
•= seek or create opportunities to learn and use English in natural, realistic settings such as selecting materials of interest and increasing challenge to read for pleasure, joining an international penpal club, watching English TV or listening to radio programmes
Develop self-motivation
•= make positive statements to oneself as an encouragement before and while engaging in a language task
•= push oneself to take risks in an English learning situation although there is the possibility of making mistakes or encountering difficulties
•* discover and express own feelings, attitudes and motivation concerning English learning in general and specific language tasks through means such as discussing with others including the teacher, sharing own English learning experiences with others
Work with others
•= ask questions to clarify information and seek correction
•= appreciate the use of English by others
•= work cooperatively with others and treat others' suggestions positively to complete a task
•= offer help to others in English learning situations when appropriate
2.3.3 Attitudes
Attitudes, along with knowledge and skills, form an integral part of the curriculum.
Some of the attitudes, such as developing confidence in using English, are likely to permeate all learning activities. Others, such as the awareness of English as an international language of communication, will be consciously developed only in specific tasks and may not be immediately apparent in all tasks. Opportunities for exploring, developing and encouraging these attitudes should be provided in the learning tasks. The attitudes that learners in Key Stages 1 and 2 should be developing are given below.
4848 Attitudes to be developed at Key Stage 1
•= confidence in using English
•= keenness to participate in activities leading to improvement of knowledge and skills in the language
•= sensitivity towards language use in the process of communication
•= appreciation of the beauty of the language
Attitudes to be developed at Key Stage 2
The attitudes listed for Key Stage 1 should be further developed at Key Stage 2.
Additional attitudes to be developed at Key Stage 2 are:
•= enjoyment of reading
•= an awareness of English as an international language of communication
•= respect for the different cultures of the English speaking world
