Preamble
This Curriculum Guide is one of the series prepared by the Hong Kong Curriculum Development Council for use in primary schools.
The Curriculum Development Council is an advisory body giving recommendations to the Hong Kong Special Administrative Region Government on all matters relating to curriculum development for the school system from kindergarten to sixth form. Its membership includes heads of schools, practising teachers, parents, employers, academics from tertiary institutions, professionals from related fields or related bodies, representatives from the Hong Kong Examinations and Assessment Authority and the Vocational Training Council, as well as officers from the Education and Manpower Bureau.
This Curriculum Guide is recommended by the Education and Manpower Bureau for use in primary schools.
The Curriculum Development Council will review the curriculum from time to time in the light of classroom experiences. All comments and suggestions on the Curriculum Guide may be sent to:
Chief Curriculum Development Officer (English Language Education) Curriculum Development Institute
Education and Manpower Bureau Room 1206
Wu Chung House 213 Queen’s Road East Wanchai
Hong Kong
(e-mail address: ccdoe@emb.gov.hk)
Contents
Preamble
Chapter 1 Introduction 3
1.1 Background 3
1.2 Position of English Language Education KLA in the School Curriculum
4 1.3 Rationale and Direction for Development 4 1.4 Emphases for Design and Implementation 5 1.5 Strategies for School-based Curriculum Development 7 Chapter 2 English Language Education Key Learning Area
Curriculum Framework
11 2.1 Aims, Learning Targets and Objectives 11 2.2 Components of the Curriculum Framework 13
2.2.1 Strands and Targets 14
2.2.2 Learning Objectives 15
• Language Forms and Communicative Functions
- Text Types - Vocabulary
- Communicative Functions - Grammar Items and Structures
15 15 18 19 21
• Language Skills and Language Development Strategies
- Listening Skills - Speaking Skills - Reading Skills - Writing Skills
- Language Development Strategies
51 51 53 55 57 59
• Attitudes Specific to English Language Learning
62
• Generic Skills 63
• Values and Attitudes 65
(Pages 67-90 provide details about the Components of the Curriculum Framework.)
Chapter 3 Curriculum Planning, Development and Management 93 3.1 Principles in Curriculum Planning and Development 93 3.1.1 A Learner-centred Curriculum 93
3.1.2 A Balanced Curriculum 94
3.1.3 Five Fundamental Intertwining Ways of Learning and Using Knowledge
95
3.1.4 Communicative Purposes 95
3.1.5 Integrative Language Use 96
3.2 Developing and Organizing a School-based English Language Curriculum
96 3.2.1 Components of a School-based English
Language Curriculum
97
• General English Programme
• Reading Workshops
• Intervention Programme
• Enrichment Programme
99 99 100 101
3.2.2 Modules, Units and Tasks 101
3.2.3 The “Four Key Tasks” 103
• Reading to Learn
• Project Learning
• Information Technology (IT) for Interactive Learning
• Moral and Civic Education
103 104 105 106
3.2.4 Cross-curricular Linkage 107
3.2.5 Life-wide Learning 108
3.2.6 Creating a Language-rich Environment 109 3.3 Curriculum Management and Leadership 111
3.3.1 Strategic Planning for Curriculum Implementation
111
• Time Allocation
• Collaborative Lesson Preparation
• Flexible Grouping
111 114 114 3.3.2 Roles of Curriculum Leaders 115
Chapter 4 Learning and Teaching 127
4.1 Task-based Approach 127
4.2 Generic Skills 130
4.3 Language Skills 133
4.3.1 Integrated Use of Skills 133
4.3.2 Listening Skills 138
4.3.3 Speaking Skills 142
4.3.4 Reading Skills 146
4.3.5 Writing Skills 152
4.4 Text Types 158
4.5 Grammar 160
4.6 Vocabulary 164
4.6.1 Sight Vocabulary 166
4.6.2 Vocabulary Building Skills 168
4.7 Phonics 171
4.8 Dictation 174
4.9 Language Arts Activities 178
4.10 IT for Interactive Learning 181
4.11 Meaningful Homework 184
Chapter 5 Assessment 191
5.1 Purposes of Assessment 191
5.2 Assessment for Learning 191
5.2.1 Effective Planning of Learning, Teaching and Assessment
192 5.2.2 Effective Modes of Assessment for Learning 194 5.2.3 Learning and Teaching Process for Effective
Assessment for Learning
199
5.3 Assessment of Learning 201
5.3.1 Effective Modes of Assessment of Learning 201 5.4 Learning Outcomes Framework and Basic
Competency
203 5.4.1 Learning Outcomes Framework 203
5.4.2 Basic Competency 205
5.4.3 Relationship between Learning Outcomes Framework and Basic Competency
205
5.5 Reporting 207
Chapter 6 Quality Learning and Teaching Resources 211
6.1 Textbooks 211
6.1.1 Choosing Textbooks 211
6.1.2 Using Textbooks 212
6.2 Other Learning and Teaching Resources 213
6.2.1 Choosing Other Resources 213
6.2.2 Using Other Resources 214
Exemplars Appendices References Glossary
Membership of the CDC Ad Hoc Committee on English Language Curriculum Guide (Primary 1 – 6)
Exemplars
Summary Grid: Key Features and Emphases of Exemplars E4 1 A Cross-curricular Approach to Organizing Modules of Learning:
“Wonderful Water” (Primary 1-3)
E6 2 A Snapshot of a School-based English Language Curriculum:
“Wonderful Seasons and Weather” (Primary 1-3)
E12 3 A Creative Way of Using Big Books to Develop Young Learners’
Positive Attitudes and Interests in Reading: “Ants in my Pants”
(Primary 1-3)
E17
4 Effective Learning and Teaching of Vocabulary and Grammar in Context: “Buying Things” (Primary 1-3)
E20 5 Effective Learning and Teaching of Grammar and Text Types in
Task-based Learning: “First News from Marmalade”
(Primary 4-6)
E24
6 Effective Teaching Strategies and Learning Activities for the Reading Workshops: “Changes” (Primary 4-6)
E28 7 Dictation for Learning: “A Visit from the Winter Fairy”
(Primary 4-6)
E32 8 Learner Autonomy and Empowerment: “English Chief Scheme”
(Primary 1-6)
E37 9 IT for Interactive English Language Learning – Breaking
Boundaries: “Our Inventions” (Primary 4-6)
E43 10 Shared Writing as a Scaffolding Tool to Cater for Learner
Diversity: “Thank-you Letter” (Primary 4-6)
E47
Appendices
1 Suggested Modules and Units for Key Stages 1 and 2 A5
2 Sample Tasks for Key Stage 1 A6
3 Sample Tasks for Key Stage 2 A11
4 English for Classroom Interaction A23
5 The Development of Reading Skills A27
6 Template for Project Learning A36
7 Template for Developing and Conducting an Intervention Programme to Support Less Able Learners in English Language Learning
A38
8 Teaching Plans for an Intervention Programme (Primary 3) A40 9 A Framework of School Assessment Practices A48 10 Feedback Sheet – Speaking: Oral Presentation (Generic) A49 11 Feedback Sheet – Speaking: Oral Presentation (Generic)
(Peer Assessment Form)
A50
12 Feedback Sheet – Speaking: Group Discussion (Generic) A51 13 Feedback Sheet – Speaking: Group Discussion (Generic)
(Self Assessment Form)
A52
14 Feedback Sheet – Writing: Reviewing and Editing (Generic) (Peer and Self Assessment Form)
A53
15 Feedback Sheet – Group Project (Generic) (Self Assessment Form)
A54
16 Feedback Sheet – Group Project (Generic) (Teacher Assessment Form)
A56
17 Feedback Sheet – Collaborative Work (Peer Assessment Form) A58
18 Sample Assessment Task (KS1) A59
19 Education & Manpower Bureau’s Publications in Support of the Implementation of the English Language Education Curriculum in Primary Schools
A73
20 Community Resources to Support Life-wide Learning A76
Figures
1 Components of a School-based English Language Curriculum 98 2 Exemplar Units and Tasks under the Module “Me, My Family
and Friends”
102
3 Four Key Tasks 103
4 Suggested Roles of School Heads as Curriculum Leaders 117 5 Suggested Roles of English Panel Chairpersons as Curriculum
Leaders
120
6 Suggested Roles of English Teachers as Curriculum Leaders 121 7 Suggested Roles of Teacher Librarians as Curriculum Leaders 123
8 Learning-teaching-assessment Cycle 192
9 Assessment Activities 194
10 Relationship between the Curriculum Framework, Learning Outcomes Framework and Basic Competency
203
11 Relationship between the Learning Outcomes and Basic
Competency for any of the Language Skills (Listening, Speaking, Reading and Writing)
206
Chapter 1 Introduction
1.1 Background
The English Language Curriculum Guide (Primary 1 – 6) (2004) is prepared by the Curriculum Development Council (CDC) Ad Hoc Committee on English Language Curriculum Guide (Primary 1 – 6). It is written in support of the English Language Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 3) (2002), which puts forth a coherent, flexible English Language Education curriculum framework that meets the varied needs, interests and abilities of learners and sets the main direction for the learning and teaching of English Language for the nine years of basic education in Hong Kong.
The English Language Curriculum Guide (Primary 1 – 6) (2004) incorporates the key recommendations made in the CDC’s Basic Education Curriculum Guide – Building on Strengths (2002), the final report on its Holistic Review of the School Curriculum entitled Learning to Learn – The Way Forward in Curriculum Development (2001) and the Education Commission’s education reform final report, Learning for Life, Learning through Life (2000). The latter three documents provide the overall direction for both education and curriculum development in Hong Kong now and in the years to come, and seek to facilitate the accomplishment of the principal educational aims of lifelong learning and whole-person development.
The English Language Curriculum Guide (Primary 1 – 6) (2004) highlights the emphases of the curriculum reform in the design and implementation of the English Language curriculum. It provides in detail the Learning Targets and Objectives for Key Stages 1 and 2, and elaborates pedagogical principles and recommendations conducive to learning English as a second or foreign language. It also aims to provide guidelines, teaching ideas, suggestions and exemplars to promote effective learning, teaching and assessment practices, and to help primary school principals and teachers plan, develop and implement their own school-based English Language curriculum.
The English Language Curriculum Guide (Primary 1 – 6) (2004) is the updated edition of the CDC Syllabus for English Language (Primary 1 – 6) (1997). It is also closely related to the CDC Syllabus for English Language (Secondary 1 – 5) (1999) and its revised editions. It is meant to be read in conjunction with them as they share the pedagogical principles laid down in the English Language Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 3) (2002). Together, they give support to schools in Hong Kong on English Language learning and teaching.
1.2 Position of English Language Education KLA in the School Curriculum
English Language Education is one of the eight Key Learning Areas∗ in the school curriculum. As a Key Learning Area, English Language Education aims to provide primary school learners with a wide range of contexts and learning experiences to:
• develop their English Language proficiency;
• enhance their personal and intellectual development; and
• extend their understanding of other cultures through the English medium.
1.3 Rationale and Direction for Development
The English Language curriculum in primary schools aims to help learners lay a good foundation in learning English, paving the way for independent and lifelong learning and effective communication of knowledge, ideas, values, attitudes and experience. It is built on existing good practices, with emphases on learner-centredness and task-based learning, promoting a balanced use of approaches appropriate to the needs and interests of second or foreign language learners. To facilitate effective learning and teaching, teachers are encouraged to enhance learners’ experience through:
∗ Subjects in primary schools are chosen from the five Key Learning Areas of Chinese Language
• providing ample opportunities and a conducive environment for the learning and practice of language forms (including text types, vocabulary, and grammar items and structures), communicative functions, and language skills in meaningful contexts;
• making extensive use of a variety of text types (including stories, informational reports, expositions) to develop critical thinking and encourage free expression and creativity; and
• promoting the development of learning and language development strategies, values and attitudes to enhance effective, independent and lifelong learning.
1.4 Emphases for Design and Implementation
The following emphases, which are by no means exhaustive, can serve as entry points and convenient platforms for teachers to design and implement their schools’ English Language curriculum based on the central curriculum framework:
• Facilitating the development of a “reading to learn” culture, helping learners acquire effective reading skills and develop good reading habits through the use of language arts materials and texts, incorporating a wide variety of text types to develop their critical thinking skills, creativity and cultural awareness
• Developing learners’ generic skills, values and attitudes and exposing them to rich learning experiences through moral and civic education, project learning, reading to learn, information technology (IT) for interactive learning (the four key tasks promoted in the curriculum reform)
• Using a learner-centred and a task-based approach in the planning and organization of learning, teaching and assessment materials and activities, ensuring that emphases are put on helping learners master both language forms and communicative functions for use in appropriate contexts
• Catering for learner diversity through developing a wide range of open- ended learning tasks and activities, and employing teaching strategies that suit the specific needs of both less able learners and more able learners, as well as the needs of learners with different learning styles
• Promoting learner independence through the development of lifelong language learning skills and strategies such as vocabulary building skills, phonics skills and information skills, and providing opportunities for the mastery of these skills through purposeful tasks and in meaningful contexts
• Creating a language-rich environment through promoting a cross- curricular approach to learning, and making use of community resources to facilitate learner participation in life-wide learning activities
• Promoting assessment for learning in addition to assessment of learning through greater use of formative and criterion-referenced assessment to gain insights into learners’ strengths and weaknesses, to provide feedback informing learners about their performance, and to indicate how to make further progress in their learning
Roles of the Teacher
In addition to being the organizer and manager of class activities, language resource person, materials developer and assessor, the teacher plays the roles of:
• Facilitator who supports learning through interacting with learners and providing guidance to help them construct knowledge, and develop skills, positive values and attitudes;
• Curriculum developer who contributes to the development of a school-based English Language curriculum based on the focuses in this Guide and the needs of learners in collaboration with colleagues or independently; and
• Curriculum leader by initiating innovative curricular changes.
Roles of the Learner
In addition to being a diligent worker, cooperative listener and class participant, the learner plays the roles of:
�� Active learner and negotiator of language learning activities;
�� Motivated and independent worker who sets meaningful goals for his or her own learning, takes the initiative to inquire and discuss with teachers and fellow-learners, and reflects on and evaluates his or her own learning experiences;
�� Confident and creative learner who is willing to take risks in language learning; and
�� Reviewer of learning progress through active participation in peer and self assessment.
1.5 Strategies for School-based Curriculum Development
Schools and teachers need to exercise their professional autonomy to develop a school-based curriculum which is based on the central curriculum framework on the one hand, and on their schools’ strengths and pupils’ learning needs, abilities and orientations on the other. The development of a school-based English Language curriculum may include re-adjusting the Learning Targets, varying the organization of the contents, adding optional studies or adapting learning, teaching and assessment strategies.
School-based curriculum development involves the collaboration among all stakeholders in the process of designing, implementing and continuously improving learning, teaching and assessment, in line with both central policies and the needs of the schools and their learners. The table on the next page outlines the focuses for English Language Education curriculum development in primary schools in the short term (from 2001-02 to 2005-06), medium term (from 2006-07 to 2010-11) and long term (beyond 2011). More suggestions on curriculum planning, development and management are provided in Chapter 3.
Focuses for English Language Education Curriculum Development in the Short,
Medium and Long Terms in Primary Schools
Short-term focuses (From 2001-02 to 2005-06)
Medium-term focuses (From 2006-07 to 2010-11)
Schools and teachers continue to work on the focuses listed in the short-term phase and add the following:
Long-term focuses (Beyond 2011)
Schools and teachers continue to work on the focuses listed in the short- and medium-term phases and add the following:
Learners Our
• Enjoy participating in meaningful English learning activities
• Become motivated to speak, read and listen to English
• Enjoy listening to stories and participating in reading aloud
• Develop basic reading skills and strategies conducive to reading to learn
• Develop phonics skills and vocabulary building skills
• Develop simple IT skills through participating in interactive activities like reading e-books and playing matching games
• Reflect on own learning (e.g. using checklists and self assessment forms) and make improvements with teacher support
• Enjoy reading books with a variety of text types (e.g. stories, expositions) and engaging in language arts activities (e.g. singing, show-and-tell, role-plays, dramas) with teacher support
• Develop confidence in free expression, imagination and creativity
Stage 1 Key (P1-3)
Teachers Our
• Motivate learning and encourage creativity through language arts activities such as puppet shows, games and show-and-tell
• Develop learners’ language skills through activities such as shared reading of big books and storytelling
• Use effective strategies to enhance learning to read and reading to learn
• Avoid excessive use of dictation and mechanical language practice exercises
• Make flexible use of textbooks and a wide range of language arts and multi-media resource materials
• Give timely and constructive feedback to learners to enhance learning effectiveness
• Make greater use of text types and literary or imaginative texts to provide pleasurable and enjoyable learning experiences and encourage free expression, imagination and creativity
• Motivate learning through a diversity of activities such as reading awards, IT-supported interactive games and dramas in addition to those listed as short-term focuses
• Develop learners’ language skills through activities such as shared writing, choral speaking in addition to shared reading of big books and storytelling
Our Learners
• Enjoy doing tasks and projects which involve life-wide learning using community resources
• Have more opportunities for reading, writing, speaking and listening to English
• Communicate effectively by using suitable grammar structures and text types
• Develop dictionary, information and study skills through participating in tasks and projects
• Participate in self and peer assessment to improve learning and develop positive attitudes towards different points of view
• Enjoy reading books with a variety of text types (e.g. jokes, brochures, expositions)
• Take the initiative to inquire and discuss with teachers and fellow-learners and be willing to take risks in language learning
• Make use of opportunities to participate in activities involving the integrated use of listening, speaking, reading and writing skills, both inside and
outside the classroom
• Develop strategies and engage in self-access language learning on their own initiative
• Reflect on and evaluate their own learning experiences
• Participate actively in peer and self assessment Key
Stage 2 (P4-6)
Our Teachers
• Facilitate the integrative use of language and help develop dictionary and information skills through tasks and projects
• Make extensive use of language arts materials and open-ended questions to stimulate critical thinking, creativity and cultural awareness
• Facilitate grammar learning through the use of materials with a variety of text types and task-based activities
• Use a wide range of resource materials, including IT resources, with a variety of text types
• Provide opportunities for life-wide learning making use of community resources
• Use different modes of formative assessment to enhance
• Motivate learning and creativity through a variety of activities such as dramas, oral presentations, storytelling and interactive writing activities
• Work on developing a positive, open-minded attitude towards learning English, and respect for different points of view and cultures among learners
• Support learners to construct knowledge and develop skills, positive values and attitudes through interacting with them and providing them with guidance, and making closer cross-curricular links in designing learning modules and activities
• Make extensive use of a diversity of text types and literary or imaginative texts to stimulate critical thinking and encourage free expression and creativity
• Strengthen the learning-teaching-assessment cycle by using
• Attain proficiency in designing quality learning, teaching and assessment materials and activities
• Build a good network among schools for the sharing of resources and good practices
• Formulate and implement a comprehensive and effective school-based assessment policy
2001 2006 2011 Beyond 2011
Chapter 2 English Language Education Key Learning Area Curriculum Framework
The curriculum framework for English Language Education is the overall structure for organizing learning and teaching for the subjects of English Language and Literature in English*. The framework comprises a set of interlocking components including:
• subject knowledge and skills, which are expressed in the form of Learning Targets under the Strands of Interpersonal, Knowledge and Experience, as well as Learning Objectives;
• generic skills; and
• positive values and attitudes.
The curriculum framework sets out what learners should know, value and be able to do at various stages of schooling. It gives schools and teachers flexibility and ownership to plan and develop alternative curriculum modes to meet their varied needs.
2.1 Aims, Learning Targets and Objectives Aims
The overall aims of the English Language Education curriculum are:
• to provide every learner of a second language with further opportunities for extending their knowledge and experience of the cultures of other people as well as opportunities for personal and intellectual development, further studies, pleasure and work in the English medium; and
• to enable every learner to prepare for the changing socio-economic demands resulting from advances in information technology; these demands include the interpretation, use and production of materials for pleasure, study and work in the English medium.
Learning Targets and Objectives Subject Target
The Subject Target of English Language is for learners to develop an ever-improving capability to use English:
• to think and communicate;
• to acquire, develop and apply knowledge;
• to respond and give expression to experience;
and within these contexts, to develop and apply an ever-increasing understanding of how language is organized, used and learned.
Strand Targets
The Subject Target is supported by three interrelated Strands:
• Interpersonal Strand
• Knowledge Strand
• Experience Strand
Strands define the general purposes of learning English and serve as content organizers of the curriculum. They refer to the categories for organizing the curriculum content for the purpose of developing knowledge, skills, values and attitudes as a holistic process.
Learning Objectives
The Learning Objectives are the essential focuses of learning. They form the content of learning for the subject, embodying:
• language forms and communicative functions;
• language skills and language development strategies;
• attitudes specific to English Language learning;
• generic skills; and
• positive values and attitudes.
2.2 Components of the Curriculum Framework
Diagrammatic Representation of the
English Language Education KLA Curriculum Framework The English Language Education Curriculum provides learners with learning experiences to increase their language proficiency for study, work, leisure and personal enrichment; develop their knowledge, skills, values and attitudes; and promote lifelong learning so as to enhance their personal and intellectual development, cultural understanding and global competitiveness.
Strands
To organize learning content and activities for developing learners’
knowledge (general and linguistic), skills (language, communication and learning how to learn), values and attitudes as a holistic process
Interpersonal Knowledge Experience Targets for:
Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4
Targets for:
Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4
Targets for:
Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4 Learning Objectives:
Forms and Functions Skills and Strategies
Attitudes
9 Generic Skills Values and Attitudes
Flexible and diversified modes of curriculum planning
+
Effective learning, teaching and assessment
Overall Aims and Learning Targets of
2.2.1 Strands and Targets
Strands are categories within which the curriculum can be organized.
The three interrelated Strands in the English Language Education KLA – Interpersonal, Knowledge and Experience – have been employed as content organizers for the purpose of developing knowledge, skills, values and attitudes as a holistic process. These interrelated Strands define the broad purposes for learning English and give rise to meaningful tasks and contexts in which language skills, knowledge of the language, and values and attitudes can be developed to achieve the Subject Target. Few authentic situations of language use involve only one of the Strands. Almost all authentic situations involve two or three of the Strands. The targets within the three Strands are:
Interpersonal Strand (IS)
To develop an ever-improving capability to use English
• to establish and maintain relationships;
• to exchange ideas and information; and
• to get things done.
Knowledge Strand (KS)
To develop an ever-improving capability to use English
• to provide or find out, interpret and use information;
• to explore, express and apply ideas; and
• to solve problems.
Experience Strand (ES)
To develop an ever-improving capability to use English
• to respond and give expression to real and imaginative experience.
The Learning Targets for each Strand for each key stage define more clearly and specifically how learners progress from one key stage to another. Please refer to pages 67 and 68 for details.
2.2.2 Learning Objectives
The Learning Objectives set out more explicitly what pupils are to learn and use at Key Stages 1 and 2 in order to work towards the Learning Targets for the key stages. They cover language forms and communicative functions, language skills, language development strategies, attitudes specific to English Language learning, generic skills, and positive values and attitudes.
Language Forms and Communicative Functions
In order to develop an 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. It is not sufficient for learners merely to know the rules and focus on the forms. They must also learn how to apply such knowledge to purposeful communication in real-life or simulated situations. Meaningful use of the language elements should be given as much emphasis as mastery of the forms. Language forms include text types, vocabulary, and grammar items and structures. These are presented in the following sections.
Text Types
Text types refer to different varieties of spoken and written discourse.
They are organized in different ways and use different structures according to the purposes they serve. The intended purpose and audience of each text type determine its structural, stylistic and linguistic features. It is important to introduce a variety of text types to learners at primary level. Conscious learning and explicit teaching of different text types enable learners to become more effective readers and proficient language users. Learners need to acquire familiarity with different text types and the structures that they use, and be able to use them in their own real-life communication. Mastery of an authentic text (such as the ability to read a set of instructions for assembling a toy) gives learners a strong feeling of achievement and motivates them for further development. More
Text types also provide authentic and meaningful contexts within which learners can learn how grammar works for purposeful communication.
For example, when learners read a recount of a school function held a year ago, they see how the past tense is used to record past events.
Similarly, when they read or write rules for a game, they practise the use of imperatives to give instructions.
The table on the next page is a list of text types that learners of Key Stages 1 and 2 should be exposed to and produce, when appropriate.
They are organized under the categories of narrative texts, information texts, exchanges, procedural texts, explanatory texts and persuasive texts according to the purposes being served, as described in the Learning Targets. The sequence of these categories is mainly based on learners’
interests, needs and cognitive development. However, it is not a prescriptive sequence to be followed in the learning and teaching of text types. Teachers may agree, however, that narrative texts are usually more appealing to young learners than persuasive texts.
Complexity increases within and across text types according to the level of learning. Items under each category are not exhaustive. It is possible that the same text type may have more than one defined purpose. For example, posters can be persuasive texts as well as information texts.
Posters are put under the category of persuasive texts here, since the main purpose of posters is seen as more persuasive than informative in most authentic situations. Similarly, expositions can be information texts or persuasive texts. Expositions are put under the category of information texts for Key Stage 1 here, as they tend to refer to texts that describe objects or processes (e.g. texts about the characteristics of dinosaurs). Expositions are put under the category of persuasive texts for Key Stage 2 here, as they tend to refer to texts that present and convey an argument or present and explain a point of view (e.g. texts about reasons for keeping a class pet).
types is provided in Section 4.4.
Categories of
Text Types∗ Examples of Text Types
for Key Stage 1 Additional Examples of Text Types for Key Stage 2 Narrative
Texts
• Cartoons and comics
• Diaries
• Fables and fairy tales
• Personal recounts
• Poems
• Rhymes
• Songs
• Stories
• Accounts
• Autobiographies
• Biographies
• Jokes and riddles
• Journals
• Myths
• Plays
• Tongue twisters Information
Texts
• Charts
• Coupons
• Expositions
• Labels
• Leaflets
• Lists
• Menus
• Notices
• Personal descriptions
• Picture dictionaries
• Product information
• Rules
• Signs
• Tables
• Time-tables
• Announcements
• Catalogues
• Children’s encyclopaedias
• Dictionaries
• Directories
• Informational reports
• Maps and legends
• News reports
• Pamphlets
• Questionnaires
• Weather reports
Exchanges • Cards
• Conversations
• Notes and messages
• Personal letters
• Postcards
• E-mails
• Formal letters
• Telephone conversations
Procedural Texts
• Directions
• Instructions
• Procedures
• Recipes Explanatory
Texts
• Captions
• Illustrations
• Explanations of how and why
Persuasive Texts
• Advertisements
• Posters
• Brochures
• Discussions
• Expositions
Vocabulary
Vocabulary is best introduced in context using language games and tasks. A judicious combination of tasks organized under Modules and Units helps learners progress towards the Learning Targets, because it provides experience in relevant uses of English for particular purposes.
Tasks address learners’ needs and interests and provide authentic contexts for vocabulary use. The vocabulary items that learners encounter, acquire and use at each key stage vary with the tasks and amount of language support that learners experience in the learning environment. It is therefore not advisable to prescribe a vocabulary list out of context for each key stage.
In selecting vocabulary, it is necessary for teachers to predict the vocabulary that learners will need for the meaningful completion of tasks and then decide how the vocabulary items are to be introduced through interesting contexts. Both spoken and written texts of a variety of text types need to be used in order to help learners acquire a wide range of vocabulary.
The choice of vocabulary should take into consideration learners’ needs and interests in using English. Teachers may begin with words that learners need to:
• follow classroom routines, commands, directions, requests and activities in the classroom;
• identify or describe people, things and events in the family, school and their daily experiences; and
• express personal experiences and imaginative ideas, which are essential in fostering motivation and enjoyment in learning.
Then, teachers should move to words that learners need to:
• understand and express opinions on general topics;
• appreciate and interpret texts of different types for enjoyment and personal enrichment, and to pave the ways for future study; and
• express a wide range of ideas and experiences for communicative purposes and for pleasure and self-fulfilment.
Gradually, learners become intrinsically motivated and intellectually inquisitive. They will build on their own existing vocabulary and further explore the meanings of words for enjoyment on their own initiative.
Communicative Functions
Communicative functions set out what learners should be able to do in English through listening, speaking, reading and/or writing.
Communicative Functions for Key Stage 1
• Ask a person’s name and make other simple inquiries
• Ask and describe what people are doing
• Ask and tell the time, days and dates
• Ask permission to do simple things
• Bid farewell
• Describe the weather
• Describe what people do regularly and when and how they do it
• Express and respond to oral and written prohibitions
• Express and respond to thanks
• Express basic needs and wants
• Express good wishes
• Express inability to understand or respond to something
• Express likes and dislikes
• Give a simple description of oneself and others in terms of name, age, members of the family, occupations, personal characteristics, habits and abilities
• Give and respond to simple rules and instructions
• Greet people and respond to greetings
• Identify common animals and plants and give simple descriptions
• Identify common objects and describe their sizes, shapes and colours
• Identify common signs in Hong Kong
• Identify names of some places in Hong Kong
• Make and respond to apologies
• Make simple requests
• Seek and provide information and elucidation
• State opinions and express feelings
• Talk about locations
• Talk about past events
• Talk about personal possessions
• Talk about prices and quantities
Additional 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 in Key Stage 2. In addition, learners should be able to do the following in Key Stage 2 through listening, speaking, reading and/or writing.
• Ask and describe what people do regularly and when and how they do it
• Ask for and give explanations
• Describe simple processes, situations and conditions
• Describe the manner and frequency with which people carry out actions, and the purposes and results of these actions
• Draw others’ attention to people and things and describe them briefly
• Express concern and sympathy
• Express preferences, ideas and plans
• Give a simple account of past events and what people did in the past
• Identify names of some cities and countries
• Make excuses and give responses
• Make predictions and refer to future actions
• Make simple comparisons of various kinds
• Make simple conditional statements
• Make simple suggestions
• Offer one’s services
• Open, maintain and close telephone conversations
• Set regulations and give warnings
• Talk about future events, actions and processes
Grammar Items and Structures
Learners need to use a range of grammar items and structures to serve various communicative functions. In the tables from pages 22 to 50, grammar items and structures have been combined with communicative functions to illustrate the relationship between them. The grammar items and structures listed for Key Stage 1 should be consolidated for learning in Key Stage 2.
Nouns KS1
Examples Use nouns or noun phrases to
• identify people, animals, events and objects
• indicate time, days and dates
• show possession
He is a teacher.
I like dogs.
Today is my birthday.
This is a beautiful bag.
It is half past ten now.
Today is Monday.
It is 2nd July today.
It is Peter’s toy car.
Use singular forms of countable nouns to
• refer to one person, animal, event and object
I have a bicycle.
Use plural forms of countable nouns to
• refer to more than one person, animal, event and object
Jo has two brothers.
She has four balloons.
Use plural nouns to
• refer to some clothes and other things that people wear
Where are my shorts?
Miss Lee wears glasses.
Use uncountable nouns to
• refer to uncountable objects
• refer to general things which are not used with numbers
I have milk for breakfast.
This is good work.
Use proper nouns to
• refer to people and places Ann is a taxi-driver.
Mr. Wu lives in Kowloon.
Nouns KS2
Examples Use nouns or noun phrases to
• describe conditions I have a headache.
• refer to quantities or units I need a piece of paper.
I bought a pair of trousers yesterday.
Use “-ing” nouns or noun phrases to
• refer to activities I enjoy singing.
My brother likes collecting stamps.
Use plural nouns to
• refer to some tools and other things that people use
You can use scissors to cut the thread.
Put on your headphones.
Use collective nouns to
• refer to a group of people Our class is very smart.
The shopkeeper called the police.
Use possessive form of nouns to
• refer to a point in time I have to hand in the project in a week’s time.
Use proper nouns to
• refer to cities and countries
• refer to festivals
• refer to organizations and events
Her uncle lives in London.
He visited Japan last year.
Easter is coming.
He is a member of the Cubs.
Which country will hold the next Olympic Games?
Pronouns KS1
Examples Use the personal pronouns
“I, we, you, he, she, it, they”
as subjects to
• identify people, animals and objects
I have a cat. It is very naughty.
Use the personal pronouns
“me, us, you, him, her, it, them”
as objects to
• identify people, animals and
objects Mr. Chan is a good teacher. We like him very much.
Use the impersonal pronoun
“it” to
• express facts about time, day, date and weather
It is nine o’clock.
It is Wednesday today.
It is 2nd July today.
It is sunny today.
Use the introductory “there” to
• express that something exists/existed or
happens/happened
Once upon a time, there were three little pigs.
Look, there is a fire over there.
Use the demonstrative pronouns
“this, that, these, those” to
• refer to people and things These are my classmates.
That is a magic hat.
Use the interrogative pronouns
“who, what” to
• find out a person’s identity Who is she?
• find out time What is the time?
• find out specific information about a person, object or event
What is his name?
Pronouns KS2
Examples Use the impersonal pronoun
“it” to
• describe a situation It is quiet here.
Use the possessive pronouns
“mine, ours, yours, his, hers, its, theirs” to
• show possession Is this your lunch box? Where is mine?
My cat is brown. Hers is white.
Use the indefinite pronouns
“someone, anyone, everyone, no one, somebody, anybody, everybody, nobody, something, anything, everything, nothing”
to
• refer to people, events and objects in a general and indefinite way
Somebody has left a green umbrella in the music room.
There’s no one outside.
Is there anything in that box?
Use the reflexive pronouns
“myself, ourselves, yourself, yourselves, himself, herself, itself, oneself, themselves” to
• emphasize that the object of a verb is the same person as the subject
• emphasize that someone does something without any help from anyone else
The boy cut himself when he was preparing dinner.
You must finish the work yourself by Thursday.
This time the children must find the way home themselves.
Examples Use the relative pronouns
“which, who, that, whose, where” to
• link ideas or add information to a noun or noun phrase
The boy who usually waters the plants is called John.
Use the reciprocal pronouns
“each other, one another” to
• indicate that people do the same thing and feel the same way
My twin brother and I are proud of each other.
Our classmates often help one another.
Use the interrogative pronouns
“which” to
• find out one’s preferences Which would you like, the apple or the orange?
Determiners KS1
Examples Use the indefinite articles
“a, an” to
• refer to a person, animal, event, time or object in general∗
Hong Kong is a big city.
Wait a minute.
Lily eats an apple every day.
Use the definite article “the” to
• refer to a specific person, animal, event, time or object
• refer to people or things that are unique
The baby smiled.
The kitten is naughty.
My friends came to the party.
The King was kind.
The moon is very bright.
Use the demonstratives
“this, that, these, those” to
• refer to people or objects This boy is polite.
Those pictures are beautiful.
Use the general determiners
“a lot of, all, any, every, many, more, most, much, no, some” to
• show quantities All balloons in the shop are red.
Is there any bread in the box?
I can see many people.
One more song, please.
There is not much water in the glass.
Put some pictures on the wall.
Determiners KS2
Examples Use the general determiners
“a few, a little, both, each, enough, several, too many, too much, plenty of” to
• show quantities A few pupils in my class wear glasses.
I found a little ice cream in the refrigerator.
Both my sister and I will come to see you.
Some people stood because there were not enough chairs.
Use the general determiners
“another, other” to
• show the same type of things or people
Please give me another pencil.
You may also read other pages of the book.
Use the interrogative
determiners “which, whose” to
• find out about a specific
person or object Which room is bigger?
• find out which person
something belongs to Whose handbag is this?
Adjectives KS1
Examples Use adjectives to
• describe people, animals, objects and conditions
My father is tall.
The hungry baby is crying.
She likes fat cats.
The sky is blue.
• show quantities I have three rulers.
• show position or order Mary sits in the second row.
• describe weather Today is cold.
Use adjective phrases to
• describe age I am six years old.
• describe height She is 120 centimetres tall.
• describe length This box is 10 centimetres long.
Use the possessive adjectives
“my, our, your, his, her, its, their” to
• show possession or
connection My brother is cute.
His eyes are big.
Adjectives KS2
Examples Use “-ing” adjectives to
• describe effects that
something has/had on one’s feelings
This storybook is interesting.
The football match was exciting.
Use “-ed” adjectives to
• describe feelings that someone has/had about something
All of us are interested in the game.
The children were excited about the picnic.
Use adjectives to
• make comparisons Our shoes are similar, but our socks are different.
Use comparative adjectives or adjective phrases to
• make comparisons John’s hair is longer than Tom’s.
Peanut butter is better than butter.
This dress is more beautiful than that one.
Use superlative adjectives or adjective phrases to
• make comparisons John is the tallest boy in the class.
Mary is the best reader in the class.
This is the most comfortable chair.
Verbs KS1
Examples 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.
Cows eat grass.
• express interests, feelings and opinions
I like swimming.
She is afraid of snakes.
Mr. Cheung is a nice teacher.
Use the present continuous tense to
• describe actions taking place at the time of speaking
They are singing in the playground now.
Use the simple past tense to
• talk about past activities or events
• talk about past states
Daddy washed the dishes.
I was a fat baby.
• describe activities or events
in a story Alice opened the pink box. A little fairy jumped out.
Use the verbs “am, is, are, was, were, has, have, had” to
• seek information Is she a nurse?
Were they hungry?
Have you any pets?
Use the auxiliary verbs
“am, is, are, do, does, did” to
• seek information Are they playing basketball?
Do you speak English?
Does he like sweets?
Did he cry?
Examples Use the modals “can, may, will”
to
• talk about abilities I can dance.
I cannot play the piano.
• ask permission Can I start now?
May I go out?
• offer help Can I help you?
• make requests Will you help me, please?
• seek information Can you swim?
Use imperatives to
• give instructions and directions
Switch on the lights.
Turn left.
• express prohibitions Don’t walk on the grass.
• make requests Give me a crayon, please.
Use phrasal verbs to
• indicate actions I get up at seven o’clock.
The mouse ran away.
Verbs KS2
Examples Use the simple present tense to
• express needs I need a new schoolbag.
• express preferences I like playing volleyball more than basketball.
• express thoughts and ideas I think Siu Man is correct.
• talk about schedules The train leaves at 3:00 p.m.
• talk about future possibilities or plans
If it rains, we shall stay at home.
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 visit was interesting.
Use the past continuous tense to
• refer to actions which were going on when a second one took place
They were watching TV when the fire broke out.
• refer to actions which were in progress at a given time in the past
At 3 p.m. yesterday, we were playing hide-and-seek under a tree.
Use the present perfect tense to
• relate past events to the
present I have done my homework
already.
Mary hasn’t sent the letter yet.
Use the future tense to
• talk about future events, actions and processes
He will go swimming tomorrow.
Use “be + going to” to
• describe events that will
occur quite soon It is going to rain.
Examples Use the auxiliary verbs “was,
were, has, have, will, shall” to
• seek information Were you doing your homework when he called?
Has he seen this movie?
Have you ever been to Japan?
Will he join us after school?
Use the modals “can, could, may, might, must, ought, shall, should, will, would” to
• express obligations and
prohibitions You can’t stay here.
I must work harder.
You shouldn’t throw rubbish out of the window.
• make requests Could you take some photographs for us?
• express future possibilities We might go to an English Camp this summer.
• express duties She is our class prefect. She ought to collect the exercise books from us.
• make suggestions Shall we go on a picnic?
• make offers or invitations Would you like to come with me?
• express preferences I would like some tea.
Use imperatives to
• give warnings
• make suggestions Break it, and you will pay for it.
Let’s take a rest.
Use phrasal verbs to
• indicate actions I don’t want to throw away the toys.
• indicate conditions The car broke down.
• show prohibitions Keep off the grass.
Use infinitives* to
• talk about activities The teacher asked Mary to read the story.
* Some verbs such as “let, make” are used with an infinitive without “to”, e.g. My teacher let me bring my favourite toy to school last Tuesday.
Adverbs KS1
Examples Use adverbs or adverb phrases
to
• express degree I like my school very much.
• indicate positions Here it is.
Put the books there.
• express similar opinions Mr. Chan is kind. Miss Lee is kind, too.
Use the interrogative adverbs
“how, when, where” to
• ask about age How old are you?
• ask about prices How much is the robot?
• ask about quantities How many people are there?
• ask about time When can I come?
• ask about location Where are you?
Adverbs KS2
Examples Use adverbs or adverb phrases
to
• express degree Don’t make so much noise.
The uniform is too small for me.
• express frequency Susan always goes to school by bus.
My aunt often visits us.
My friends sometimes go camping during long holidays.
I seldom go to the cinema.
Peter never plays video games.
• express general practice I usually take a bath before dinner.
• describe manner I do my homework carefully.
• express similar opinions Susan doesn’t like swimming, either.
• express time See you soon.
Use the interrogative adverbs
“how, when, why” to
• express concern How are you getting on?
• ask about ways of doing something
How do you come to school?
• ask about distance How far is it from here to Mongkok?
• ask about the length of a period of time
How long have you lived here?
• ask about time When do they have P.E. lessons?
• ask about reasons Why did she get up so early?
Prepositions KS1
Examples Use prepositions or
prepositional phrases to
• indicate days and dates See you on Monday.
I have a test on 1st October.
• indicate directions Look! The monkey is climbing up the tree.
• indicate means We go home by bus.
• indicate places The children are in the park.
How many animals are there on the farm?
I live in Shatin.
• indicate positions The cat is under the table.
Look at the picture on the wall.
I put the ruler in my bag.
Stand by the door.
Joe is sitting in front of Amy.
• indicate time He goes to school at half past seven.
I play the piano at night.
They go to the library in the morning.
Christmas is in December.
It is hot in summer.
Prepositions KS2
Examples Use prepositions or
prepositional phrases to
• describe objects Miss Lee lives in the house with the red door.
• describe people Who’s that woman in a blue dress?
• indicate a time in the future I’ll be back in a minute.
• indicate directions Walk along this street and you will find a fast food shop.
• indicate festivals We had a big party at Christmas.
• indicate periods of time Uncle John has stayed with us for a month.
• indicate positions I have put the key on the top of the shelf.
The restaurant is next to the post office.
Connectives KS1
Examples Use the connectives “and, but,
or” to
• link similar ideas or add
information He has fish and rice for lunch.
• link contrasting ideas Mr Wong is rich but he is not happy.
• show choices or express
alternatives You can go there by bus or on foot.
Connectives KS2
Examples Use the connectives “because,
since, although, so, so that, when, while, therefore, first, next, then, if, unless, either... or, neither... nor” to
• give reasons I’m late because I missed the bus.
Since the rain is so heavy, we can only stay at home.
• link contrasting ideas Although Jane is shortsighted, she does not wear glasses.
• show results She swims every morning, so she is healthy.
The dog barked at the burglar.
Therefore he ran away.
• show purposes He drank some hot milk so that he could sleep well.
• express time The dog barked when the postman came.
Wendy ate all the chips while her grandfather was sleeping.
Examples
• express sequences First he takes out a large bag.
Next he opens it quickly.
Then he takes out a rabbit.
• express conditions If it is sunny tomorrow, we will go on an outing.
We wear shorts unless it is very cold.
• show choices or express alternatives
You can have either soup or salad.
• show two things that are not true or possible
Neither Man Yee nor I enjoyed the movie.
Capitalization and Punctuation KS1
Examples Use capitalization in
• first words of sentences Butterflies are beautiful.
• the pronoun “I” My brother and I play games at home.
• names of people and titles Kitty is a good girl. She is very helpful.
Mr. Wong is a fireman.
• names of places I live in Causeway Bay.
• days of the week We have music lessons every Wednesday.
• months of the year My birthday is in February.
• abbreviations and initials Where is the CD?
Please see Miss R. Chan after lunch.
Use full-stops
• at the end of sentences
• in abbreviations and initials The sun rises in the east.
Mr. Lee is my English teacher.
Please see Miss R. Chan after lunch.
Use question marks
• at the end of questions Where is the library?
Use exclamation marks
• at the end of sentences to
show strong feelings What a good idea!