APPENDIX 1
Language Skills Required for Studying the Major Subjects
as Identified in the CDC Syllabuses
Based on the major CDC Syllabuses, the language skills and related skills required for studying the major subjects are identified and categorised as follows:
1 2 3 4 5
data collection and analysis skills presentation skills and writing skills thinking skills
communication skills application skills
NOTE.. In addition to these skills which are specifically required by the CDC Syllabuses, a number of other language-related skills are implicit under various subject requirements and have been elicited for inclusion at the end of this Appendix.
1. Data collection and analysis skills
(collect relevant information 1?y various means from different resources, interpret and analyse information systematically in order to complete a task)
Economics
P understanding and interpreting economic inforn1ation presented in numerical, verbal and diagrammatic forn1S using the basic concepts and analysis of Economics; as well s.s translating such inforn1ation from one fonn to another
!) comprehension, application, analysis and expression skills necessary for effective decision-'making
49
~
p
p locating, gathering, organizing, analysing and evaluating infonnation
collecting newspaper cuttings, keeping records of published documents, conducting surveys, attending meetings, paying visits
History
~
~
making reference, comprehension, critical analysis, imagination categorization, comparison, organizationGeograQhy
~ asking specific geographical questions which will enable them to build a framework for organizing and interpreting knowledge about the world, thus developing a geographical viewpoint
~ observing, asking questions and seeking answers
~ making enquiry
~ collection, analysis and interpretation of data which may be derived from sources such as fieldwork, maps, photos, statistics and written materials
Mathematics
(} collecting data
(} understanding significance of statistical graphs and drawing conclusions from them
(} extracting useful infonnation from a variety of sourees
Chemistr~
P analysing data from experimental results or from external sources P manipulating numerical and other data
P developing and interpreting scientific infonnation from data presented in diagrammatic, numerical, tabular and graphical forms
P interpreting and evaluating observations and experimental data
Biolog~
p p
making observation
interpreting data and interpolating and extrapolating from them
Comuuter Studies
~ collecting data t} processing data
~ data verification and validation
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2. Presentation skills & writing skills
(select and organize relevant information, present infonnation and ideas both orally and in written fonn to complete a range of tasks)
Economics
P organizing and presenting economic ideas and statements in an accurate and logical way
History
p
n
summarizing the main points in a text
selecting the points relevant to a specific theme note-making
providing headings and sub-headings that will bring out the similarities or differences more clearly
GeograQh~
P summarizing data
P deriving relevant infonnation from maps, photos, statistical data and fleldworlc P using data to present infonnation in short answers and reports, develop arguments both orally and in written fonIJ and illustmte by drawing maps, diagrams and gmphs
P presenting and interpreting statistical data, tables, diagrams
P drawing sketch maps, diagrams and profIles to show patterns and relationship P using atlas and weather charts, photo interpretation, maps and diagrams,
statistical diagrams and data, and fieldworlc techniques
Mathematics
<l understanding vanous ways of handling data
P learning and discussing various methods of displaying data
Physics
;:; obsexving and reporting accurately
Chemistry
J:) using chemical symbols, fonnulas and conventions in an accumte and meaningful way
J:) organising and presenting chemical ideas in a clear and logical fonn
COffiDuter Studies
<t presenting infonnation with computer system
<t presenting infonnation in the fonn of graphs and tables
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~
~
Human Biology
P making and recording observations accurately
P reporting clearly on laboratory investigations and surveys
P presenting scientific infonnation in the fonn of simple graphs, diagrams, tables and short proses
3. Thinking skills
(critical thinking, creative thinking, problem-solving and decision-making using language)
Economics
0 distinguishing facts from values and making reasoned decisions
0 reasoning clearly and objectively on economic issues as well as perceiving the many-sidedness of social and economic problems
P solving numerical problems, defining and classifying factors, describing nature and functions
EP-A
p
n
p p
analysing some major controversial issues in Hong Kong and suggesting possible solutions
identifying the different goals, values, methods and results evident in controversial issues
distinguishing facts from values and making reasoned decisions
evaluating proposals for solving controversies and examining the possible consequences of the proposals
finding and evaluating evidence p
.Q£A
{) fmding evidence and evaluating it, organizing infonnation, identifying slanted interpretation and bias, and understanding and appreciating other people's points of view as expressed in discussions, documents and political literature as well as through the mass media
constructing sound arguments based on evidence, perceiving consequences of taking or not taking specific political actions in given contexts, expressing one's own interests, beliefs and view-points through appropriate medium, participating in political discussion, debate and group decision-making, effectively influencing and/or changing political situations
Histor~
~
thinking
sceptically and empathetically
Comuuter Studies
P problem definition, problem analysis and problem-solving procedures
Biolog):
p p
1)
n n r;
p
solving problem situations and think critically
fonnulating working hypotheses and devising tests for them, using controls where appropriate
fonnulating generalizations in the light of both first-hand and second-hand evidence
classifying organisms
(achievement in recalling facts) defuling tenns, describing phenomena or processes, recalling and stating some aspects of a phenomena or a process (achievement relating to Science experiments) designing an experiment when there is more than one acceptable way of doing it, setting up experiment by applying what is previously learnt, performing an experiment with the objective focusing on experimental skill, demonstrating a phenomenon by simple experiments, describing an experiment to show how it is carried out and the expected result
distinguishing among different elements, identifying and labelling in simple diagram, comparing, explaining
Human Biolog~
P fonnulating hypotheses from observations and data and design investigations to test their validity
P analysing and interpreting data and drawing conclusions by making logical deductions
P explaining the functions P suggesting reasons P expressing opinion
P discussing responsibilities and impact P comparing and contrasting
4. Communication skills
(communicate ideas effectively through various means)
Economics
r; communicating through the effective use of economic tenninology and data
54
E:eA
;:;;; communicating effectively with others, organizing and presenting ideas and
statements in an accurate and logical manner
Physics
p communicating using an adequate scientific vocabulary
Chemistry
{:;J: communicating scientific ideas and values in useful and creative ways
5. Application skills
(apply acquired knowledge to solve problems)
Economics
v applying basic economic concepts and analysis to economic problems and issues
Q.P.A
;:t
;:t
applying inquiry skills and knowledge in analysing social issues of everyday life applying knowledge of basic facts and related concepts to a discussion of the latest concepts, ideas and issues
Com~uter Studies
P applying knowledge of problem-solving skills to daily-life situations
P using applications in various areas such as data processing, games, mathematical problems, scientific problems, statistics and probability applications, and text processing
Mathematics
v drnwing conclusions and applying them in daily life
Physics
{J {J
applying knowledge acquired to problem-solving situations
applying knowledge and principles of physics to familiar and unfamiliar problem situations
Chemistry
P applying learned principles and concepts to solve problems
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Biolog~
!:} applying biological knowledge to familiar and unfamiliar situations
Human Biology
v applying biological knowledge to familiar and unfamiliar situations
Other language-related skills implicit under various subject requirements, but not specifically stated, are as follows:
Data collection and analysis skills Ph~sics
* analysing data from experimental results
Presentation skills and writing skills Histor~
* p~senting arguments and drawing conclusions logically
* selecting ~levant infomlation to support an idea/opinion
Ph~sics
* observing and reporting accurately
Thinking skills Histor~
* detecting prejudice and bias
* distinguishing fact from opinion
Mathematics
* thinking inductively and deductively
* making enquiry. analysis. comparison and genemlization
Communication skills Mathematics
* communicating mathematical ideas in a logical and precise manner
56
Application skills History
* applying relevant historical knowledge or understanding to solve problems in contemporary life
Mathematics
* applying knowledge and skills acquired to solve problems in daily life or mathematical context
57
APPEND IX 2
Language Skills and Items Required for Studying the Major Subjects
as Identified in Textbooks
The prominent language skills and items required for studying the major subjects as identified through analysis of the relevant textbooks are listed below. They are not exhaustive nor prescriptive.
The listing below may offer a picture of how language has been used across subjects. It is intended to help teachers organise their language plan. In fact teachers should try to reduce their number and uniform their application as far as possible.
The list includes
+ text-types
language skills -reading skills, listening and speaking skills, and essay writing skills
+
language items -time phrases, tenses, phrases related to cause and effect, phrases indicating intention, words expressing sequence, phrases showing position, phrases related to supposition, connectives, descriptions using defining and non- defining clauses, explanatory phrases, phrases used in questions, imperatives for instruction
+
58
A.
TEXT-TYPES
59
n n n n n n 1994 n n n n
interpreting the question and tenns coITCCtly focus on the question requirements
using sketch maps to illustrate the answers identifying and differentiating...
presenting and illustBting systematically and suitably comparing characteristics and features
detail and systematic description illustmted with sketch maps making relations meaningfully
focus on the question requirements
discussing meaningfully with considemtion of all the main points
Mathematics
1993
0 giving reason properly and clearly 0 systematic and logical p~sentation
0 developing proper communicative skills in p~senting the work of solutions 1994
0 developing proper communicative skills in presenting the working out of solutions
Human Biolog~
1993
,;( giving clear explanations with suitable illustrations
,;( reasoning with cause and effect, advantages and disadvantages
1994
,;( specific and accurate answe~
,;( expressing ideas and make reasonable suggestions 0 pointing out differences
,;( logical exp1anation 0 explaining cause and effect
2. Language-related issues raised in the HKCEE examiners' reports 1993/94
COffi12uter Studies 1993
Q no ability to express ideas effectively in words
71
1994
;:t failure to read and unde~tand instructions correctly
Geogra~h):
1993
J:} chaotic presentation, poor drawing skills, incomprehensible English and incon-ect spelling
1994
0
0
i)
...their ability to stick to the questions asked as well as their analytical power leave much room for improvement
chaotic presentation, poor drawing skills, incomprehensible English and incorrect spelling
some answers tended to be too brief and generalised
Human Biolog~
1993
I) misinterpreting questions and giving irrelevant answers I) no ability to give p~ise answers and express ideas clearly I) failure to design a workable experiment
1994
i) i) i)
incorrect naming and spelling of biological tenns non-specific answers with vague biological concepts weak presentation due to inadequacy in language proficiency
c. LANGUAGE ITEMS USED IN THE HKCEE EXAMINATION PAPERS
A lot of statements, instructions, complex-compound sentences, suppositions and conditionals are used. Passive voice (present/past tense) also occurs frequently.
It is hoped that the language used for instruction in the papers can be unifonned. But until then, teachers may need to be aware of these
items and introduce them to students progressively by stages.
72
Economics
Identify ...I Compare. :.
List ...(according to ...) Explain (briefly) ...
Explain two ways/reasons/factors...
Suggest (... reasons/ways/possible changes that) ...
Suggest why...
State .../State the functions/conditions ...
State the reasons...
Give two (possible/economic) reasons to explain why...
Explain ...in tenns of ...
With the aid of .-., explain ...
How do(es) ...affect/help with/favour/fonnulate ...
Which of the following ...(was most closely related to ...) If ...is..., what/how... would ,..
If ...had been raised to a level where ...had met ..., how would ...
Arrange the following in chronological/descending order (in terms of
Defme ...
Explain (briefly) ...
Explain two ways/reasons/factors...
Explain why/how...
Suggest (... reasons/ways/possible changes that) .:.
Suggest why...
Explain the possible effect of ...
Explain ...in tenns of ...
Give two/three reasons for... /to explain... /to support your answer With the aid of ..., explain ...
Refer to ../With reference to ...
From the ..., explain/conclude ...
Should. ..? Give two reasons to support your answer.
Do/Would you agree/support ...
Is it true to say that ...
Suppose (you were/... had) ..., why...
Explain (briefly) ...
Explain two ways/reasonsifactors ...
Explain whyfhow ...
Suggest (... reasons/ways/possible changes that) Suggest why...
'7"
Do you think ...
Give two/three reasons for ...
Do/Would you agree/support Since. ...does this mean that Suppose (you were/... had) ..
Ito explain Ito support your answer
, why
Histor~
Explain (briefly) ...
Explain two ways/reasons/factors...
Explain why/how...
From the data in can you conclude that...
You are required to ...
You are advised to ...
You are reminded of ...
What do you understand by ...
Which of the following ...(was most closely related to ...) In what ways were...
To what extent was ...caused by...
Arrange the following in chronological/descending onier (in terms of
GeograI1:h~
Name ...
74
Identify. ..
Describe. ..
Compare ...
Calculate ...
List ...(according to ...)
Explain (briefly) two ways/reasons/factors...
Explain why/how...
Account for ...
Suggest (... reasons/ways/possible changes that) ...
Suggest why...
Why... (not) ...:
Draw... to ...
Dntw a (labelled) diagram...
Slate... /Slate the functions/conditions...
Slate the reasons...
Explain the possible effect of '.'
Give two (possible/economic) reasons to explain why...
What are the possible reasons of ...
What might be the reasons/background/causes/consequences of/for Study... and then ...
Refer to .../With reference to ...
Using the theory of/above ...,
How is (would ...be) affected by...
How do(es) ...affect/help with/favour/fonnulate Suppose (you were/... had) ..., why...
If (you were) ..., can/could you ...
If '" is ..., what/how... would ...
Mathematics
Express ...
Let ...
Explain (briefly) ...
RationaliselF actorise ...
Simplify (and express) ...
Copy... and fill in ...
Detennine ...
Find the areafvalue/ratio of ...
Solve,..
Round off the number...
Show.. .fUsing ..., it can be shown that In terms of ...
...are not required and you need ...
Comouter Studies
Name ...
Describe (briefly) .../ Describe how Calculate ...
Explain (briefly) ...
Explain why/how...
Suggest why...
Why does ...
State the functions/conditions '"
Write down /Rewrite ..,
Describe one (or more) advantages of Find ..., using
Use ...to show...
If ..., what is the value of ...
If..., find...
Suppose .,.
Which of the following ...
In what ways does...
According to ...
Physics
Name
75
Describe. ..
Comment on ...
Ca.1culate ...
Explain (briefly) ...
Explain two ways/reasons/factors...
Explain why/how...
Suggest (... reasons/ways/possible changes that) ...
Suggest why...
Write an ...equation ...
Draw... to ...
Draw a (labelled) diagram ...
Plot the graph of ...
Construct.. .
State.. ./State the functions/conditions...
State the reasons...
Illustrate your answer with a ...(diagram).
Explain the possible effect of ...
Give two (possible/economic) reasons to explain why..
FiIld ..., using ...
How is (would ...be) affected by...
How much ...is needed to ...
Which of the following ...(was most closely related to Should. ..? Give two reasons to support your answer.
Assuming. ..ca.1culate ...
If ...is ..., what/how... would ...
What will ...if ...
Chemistr~
Name ...
Identify. ..
Describe ...
Complete. ..
Compare ...
Discuss ...
Calculate ...
Explain (briefly) ...
Explain two ways/reasons/factoB ...
Explain why/how...
Suggest (... reasons/ways/possible changes that) Suggest why...
Why... (not) ...
Write an ...equation ...
Draw... to ...
Draw a (labelled) diagram...
76
State .../State the functions/conditions ...
State the reasons...
Explain the possible effect of ...
Give two (possible/economic) reasons to explain why..
Refer to .../With reference to ...
Which of the following... (was most closely related to In the case of ...
Although ..., explain ...
Suppose (you were/... had) ..., why...
Assuming. ..calculate...
If ...is ..., what/how... would ...
Biolog):
Name ...
Define ...
Describe. ..
Calculate ...
List ...(according to ...) Explain (briefly) ...
Explain two ways/reasons/factors...
Explain why/how...
Account for ...
Suggest (... reasons/ways/possible changes that) ...
Suggest why...
Why... (not) ...
Draw and label...
Draw a (labelled) diagram ...
Plot the graph of ...
State .../State the functions/conditions ...
State the reasons...
Explain the possible effect of ...
Give two (possible/economic) reasons to explain why Explain ...in terms of ...
Study... and then ...
Using ..., state/indicate ...
Refer to .../With reference to ...
Based on ...which ...?
Which of the following... (was most closely related to
Human Biolog~
Name ...
Describe ...
Calculate. ..
Explain (briefly)
77
.)
Explain two ways/reasons/factors ...
Explain why/how...
Account for ...
Suggest (... reasons/ways/possible changes that) ...
Suggest why...
Why... (not) ...
Plot the graph of ...
State .../State the functions/conditions ...
State the reasons...
Explain the possible effect of ...
Give two (possible/economic) reasons to explain why..
Study... and then ...
Show .../Using ..., it can be shown that ...
Using ..., state/indicate ...
Find ..., using '"
From the graph, deduce ...
From the ..., explain/conclude ...
How do( es) ...affect / help with { favour / formulate..
Which of the following... (was most closely related to If (you were) ..., can/could you ...
If ...is ..., what/how... would ...
If ..., describe ...{show by means of ...why...
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APPENDIX 4
Study Skills Required for the Major Subjects
The major study skills required across subjects are mentioned in various places in this booklet. They are usually referred to according to their purposes. Below is a summary list of these skills. The list is not exhaustive and may be interpreted in various ways subject to teacher's experience and preference.
The categorising adopted in this list here may be slightly different from the way they are referred to above, but provides easy refer~nce for teachers who wish to use a checklist for planning purposes.
The skills listed below are never taught in isolation. They should be taught and practised integratively across all the EM! subjects.
working in a group
0 asking others for help concerning learning problems 0 offering help to others when appropriate
0 asking for clarification, elaboration or illustration 0 giving description, justification or illustration
0 discussing and negotiating with others to complete a task 0 listening to different opinions and responding appropriately 0 expressing views and suggestions, drawing conclusions and
making decisions
working independently
0 extracting important points and making notes when reading
70
0 0
0 0
0 0
0
0
extracting important points and making notes when listening classifying information and ideas meaningfully and making reference to them whenever necessary
organising materials, information and ideas systematically identifying ideas and data that support opposite views, weighing pros and cons, advantages and disadvantages
planning a timetable for study and revision
evaluating one's own progress and noting one's strengths and weaknesses
using the dictionary, the library as well as the media to look for explanation and information
applying thinking skills: deducing, inducing, reasoning, conceptual ising, general ising, etc
In addition to the above study skills, it is important for students to develop the following attitudes and skills to maintain confidence:
0 overcoming shyness and inertia by deliberately urging oneself to face challenges
0 understanding that everybody has some weaknesses and not being afraid to expose one's weaknesses
0 participating in tasks despite the possibility of making mistakes 0 practising as much as possible by taking every opportunity to
practise and perhaps even trying to look out for or create these opportunities
0 making positive statements to oneself for self-encouragement, e.g. "I can do it." "I need only try." "I haven't worked hard enough. If I work harder, I shall be able to do it."
0 taking brief record of one's successes (using single word notes, short diaries, simple charts and tables, etc)
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