• To introduce the Learning Progression Framework (LPF) for English Language with focuses on reading and listening skills;

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(1)

English Language Education Section Curriculum Development Institute

Developing Reading and Listening Skills of

Secondary Students with Reference to the

Learning Progression Framework (Refreshed)

(2)

• To introduce the Learning Progression Framework (LPF) for English Language with focuses on reading and listening skills;

• To introduce the use of the LPF as a tool for planning the school English Language curriculum; and

• To provide suggestions on effective strategies that incorporate the use of the LPF to facilitate the development of reading and listening skills and assessment for / as learning

Course Objectives

(3)

Whole‐person Development

Values Education and Life Planning  Education

Creating Space and Catering for  Learner Diversity

Applied Learning

University Admissions

STEM Education Final Report of Task Force on

Review of School Curriculum (2020)

Six Directions of

Recommendations

(4)

Final Report of Task Force on

Review of School Curriculum (2020)

Catering for  Learner  Diversity

Creating  Space

Recommendations 

for English Language

(5)

Final Report of Task Force on

Review of School Curriculum (2020)

Recommendations for English Language

further streamline the SBA and review how  the Elective Part could be better assessed in  the Writing Paper of the HKDSE

offer vocational English as an  Applied Learning (ApL) course

enrich the existing curriculum, with  more emphasis on the  academic and  creative use of the language

provide more opportunities for students 

(6)

Examples to be Used in Today’s Seminar

Creative use of English

Promotion of

LaC/RaC

(7)
(8)

The Learning Progression Framework (LPF) for English Language

Reading

(9)

Curriculum Framework,

Learning, Teaching and Assessment, and the LPF

Curriculum Framework

(What students are expected to learn)

Goals

(What students can do as a result)

Learning Progression Framework

Attainment Process

Teaching

Assessment

Learning

(10)

Curriculum Framework and Assessment

Curriculum Framework and the LPF

Skills

What students can do as a result of learning and teaching

Assessments in   Schools

HKDSE

Assessments for  Basic Competency

TSA

Assessment for/as Learning Curriculum Framework and 

Learning Progression Framework

Basic 

Competency

(11)

What is the LPF for English Language?

represents the growth of learners on a developmental continuum as they work towards the Learning Targets and Learning Objectives of the English Language curriculum;

is made up of Learning Outcomes organised under the four language skills and divided into eight levels of attainment;

helps teachers better understand and articulate learners’ performance; and

helps teachers plan strategically how to enhance English

Language learning and teaching.

(12)

To provide reference for understanding students’ 

learning progress

To help schools plan and review the school English  Language curriculum and L&T strategies

To help students progress along the learning  continuum

Summative assessment / Benchmarking students

What are the Purposes of Developing the LPF?

(13)

Structure of the LPF

(14)

Understanding the Learning Progression

a) Study the Outcome Statements for three levels of the LPF for Reading:

Activity 1 (Matching activity)

b) Match the outcome statements to the three ATMs (ATMs 1, 5 and 8)

c) Identify the three aspects in the progression of the Outcome Statements

for Reading.

(15)

Outcome Statements in the LPF

Range and application of reading strategies

Abstractness

Organisation

Density of  information

Text complexity

Depth of processing

(16)
(17)

Curriculum Planning

The learning, teaching & assessment cycle

Providing a common 

“language” and “tool” to 

facilitate professional 

discussions among 

teachers

(18)

The Development of Reading

Skills and Strategies across Key Stages

Further studies, work

Lifelong language

learning

Key Stages 1 and 2 Key Stage 3 Key Stage 4 Expanding the

Repertoire of Reading Skills and Strategies

• Preparing students for meeting the

language demand at KS4

• Extending students’

learning experience through promoting LaC/RaC

Optimising English Language

• Supporting students to conduct

independent reading

• Enriching students’

learning experiences through promoting the academic and creative use of English

Developing Basic Skills and Strategies

• 40% of English lesson time on

Reading Workshops

• Using literary &

information texts to facilitate the

development of

reading skills in

context

(19)

An example

Curriculum Planning

Developing students’ reading skills and strategies across levels

Secondary 1 Secondary 2 Secondary 3

Senior Secondary Primary 

Consolidation: ATMs 2-5 / Introduction: ATMs 5-6

Consolidation: ATMs 2-4 / Introduction: ATMs 4-5 Consolidation: ATMs 2-3

Introduction: ATMs 3-4

(20)

Learning, Teaching and Assessment

Promoting Assessment for Learning

(4) Designing  reading  activities

(1) Identifying  students’ strengths 

& areas for  improvement

(3) Setting  learning  objectives

(2) Selecting  suitable reading 

texts

(21)

Reading – ATM 2 Reading – ATM 3 Reading – ATM 4 Understanding information,

ideas and feelings in a small range of short simple texts, using some reading

strategies as appropriate

Understanding and inferring information, ideas and feelings in a small range of simple texts, using and integrating a small range of reading strategies as appropriate

Understanding and inferring information, ideas and feelings in a range of simple texts, using and integrating a small range of reading strategies as appropriate

Pointers

Learners can, for example,

work out the meaning of words by using

knowledge of letter- sound relationships

locate specific information by identifying key words

follow ideas by

understanding the use of simple cohesive devices (e.g. simple connectives, pronouns)

Pointers

Learners can, for example,

work out the meaning of words and phrases by using knowledge of word formation (e.g. prefix, suffix) and some semantic clues (e.g. synonyms)

locate specific information by recognising simple text structures (e.g. list of ingredients followed by cooking procedures in recipes)

identify main ideas and

Pointers

Learners can, for example,

work out the meaning of words and phrases by using semantic and syntactic clues

locate details which support the main ideas from different parts of a text

follow ideas by recognising simple text structures and

understanding the use of cohesive devices

(1) Identifying students’ strengths and areas for improvement

Identifying Students’

Strengths &

Areas for Improvement

?

An example

、 

 

、 

、   、

?

Identifying reading

skills and strategies that

need to be supported

need to be further stretched

need to be given opportunities for development

Learning, Teaching and Assessment

(22)

(2) Selecting suitable reading texts

Reading - ATM 1 Reading – ATM 5 Reading – ATM 8 Understanding

information and ideas in some short simple texts, using some reading strategies as appropriate

Understanding and inferring information,

ideas, feelings and opinions in a range of texts with some degree of complexity, using and integrating a small range of reading strategies as appropriate

Understanding, inferring and interpreting

information, ideas, feelings and opinions in complex texts, using and integrating a range of reading

strategies as appropriate Depth of processing

Range and application of reading strategies

Learning, Teaching and Assessment

Abstractness

Organisation Text complexity

(23)

Reading – ATM 2 Reading – ATM 3 Reading – ATM 4 Understanding information,

ideas and feelings in a small range of short simple texts, using some reading

strategies as appropriate

Understanding and inferring information, ideas and feelings in a small range of simple texts, using and integrating a small range of reading strategies as appropriate

Understanding and inferring information, ideas and feelings in a range of simple texts, using and integrating a small range of reading strategies as appropriate

Pointers

Learners can, for example,

work out the meaning of words by using

knowledge of letter- sound relationships

locate specific information by identifying key words

follow ideas by

understanding the use of simple cohesive devices (e.g. simple connectives, pronouns)

Pointers

Learners can, for example,

work out the meaning of words and phrases by using knowledge of word formation (e.g. prefix, suffix) and some semantic clues (e.g. synonyms)

locate specific information by recognising simple text structures (e.g. list of ingredients followed by cooking procedures in recipes)

identify main ideas and

Pointers

Learners can, for example,

work out the meaning of words and phrases by using semantic and syntactic clues

locate details which support the main ideas from different parts of a text

follow ideas by recognising simple text structures and

understanding the use of cohesive devices

、 

An example

、 

 、 

?

Reading objectives ATM 3.1 &

ATM 4.3

(ATM 3.1) 

– work out the meaning of  words and phrases by using  knowledge of word formation  (e.g. suffix)

(ATM 4.3)

– follow ideas by recognising  simple text structures

(3) Setting learning objectives to help students improve further

Learning, Teaching and Assessment

(24)

If later we apologize, That's reconciliation.

If we help each other home, That's cooperation.

And all these ations added up Make civilization.

(And if I say this is a wonderful poem, Is that exaggeration?)

If we meet and I say, "Hi,"

That's a salutation.

If you ask me how I feel, That's consideration.

If we stop and talk a while, That's a conversation.

If we understand each other, That's communication.

If we argue, scream and fight, That's an altercation.

Ations by Shel Silverstein

(4) Designing reading activities

Activity 2 (While-reading activity)

Study the poem below.

Learning, Teaching and Assessment

(25)

If later we apologize, That's reconciliation.

If we help each other home, That's cooperation.

If _____________________________, That’s _________________________.

If _____________________________, That’s _________________________.

And all these ations added up Make civilization.

(And if I say this is a wonderful poem, If we meet and I say, "Hi,"

That's a salutation.

If you ask me how I feel, That's consideration.

If we stop and talk a while, That's a conversation.

If we understand each other, That's communication.

If we argue, scream and fight, That's an altercation.

Ations by Shel Silverstein

Learning and Teaching

(4) Designing reading activities

Activity 2 (While-reading activity)

Discuss with a partner and complete the poem.

(26)

The Development of Reading

Skills and Strategies across Key Stages

Further studies, work

Lifelong language

learning

Key Stages 1 and 2 Key Stage 3 Key Stage 4 Expanding the

Repertoire of Reading Skills and Strategies

• Preparing students for meeting the

language demand at KS4

• Extending students’

learning experience through promoting LaC/RaC

Optimising English Language

• Supporting students to conduct

independent reading

• Enriching students’

learning experiences through promoting the academic and creative use of English

Developing Basic Skills and Strategies

• 40% of English lesson time on

Reading Workshops

• Using literary &

information texts to facilitate the

development of

reading skills in

context

(27)

Underlying Principles

2) Learners are exposed to a variety of text types and reading purposes (e.g. reading for academic development, reading for pleasure) in preparation for real life applications.

Reading – ATM 3 Reading – ATM 5 Reading – ATM 7

Understanding and inferring

information, ideas and feelings in a small range of simple texts, using and

integrating a small range of reading strategies as appropriate

Understanding and inferring information, ideas, feelings and opinions in a range of texts with some degree of complexity, using and integrating a small range of reading strategies as appropriate

Understanding, inferring and interpreting information, ideas, feelings and opinions in a range of texts with some degree of

complexity, using and integrating a range of reading strategies as appropriate

Pointers

Learners can, for example,

work out the meaning of words and phrases by using knowledge of word formation (e.g. prefix, suffix) and some semantic clues (e.g. synonyms)

locate specific information by recognising simple text structures (e.g. list of ingredients followed by cooking procedures in recipes)

identify main ideas and some

supporting details explicitly stated in

Pointers

Learners can, for example,

work out the meaning of some idiomatic expressions (e.g. phrasal verbs and idioms) by using semantic and syntactic clues

follow the development of main ideas and make connections between ideas and information not explicitly stated by using semantic and syntactic clues

organise information and ideas in texts by using knowledge of text structures

Pointers

Learners can, for example,

work out the meaning of figurative language (e.g. metaphors) by using semantic and syntactic clues

analyse the development of ideas, views or arguments in texts

interpret ideas and opinions presented in different texts and draw conclusions

analyse texts for themes, intended audience and writers’ attitudes by reviewing

Promoting LaC/RaC at the Junior Secondary Level

(28)

ATM 3

Knowledge of word  formation (e.g. prefix, 

suffix) & some  semantic clues (e.g. 

synonyms)

[e.g. exhale (away from), overpopulation (too much), non‐metal (not)]

[ e.g. test tube, measuring cylinder]

[ e.g. access the file (n  v), google (n  v)]

[ e.g. smog = smoke + fog, bionic = biology + electronic]

Knowledge of Word Formation

• Affixation

• Compounding 

• Conversion

• Blending

Promoting LaC/RaC at the Junior Secondary Level

(29)

ATM 3, 5 & 7 Knowledge of  text structure, 

graphic forms

Higher order thinking

Skills

Rhetorical functions in different text structures

Promoting LaC/RaC at the Junior Secondary Level

(30)

Examples of Rhetorical Functions and their Related Language Items Commonly Found across KLAs

CDC Supplement to the English Language

Education Key Learning Area Curriculum Guide (Secondary 1 — 3) 2018 – Chapter 6

More examples

(31)

ATM 3, 5 & 7 Knowledge of  text structure, 

graphic forms

Illustrating causes and effects Making comparison

Examples More examples

Promoting LaC/RaC at the Junior Secondary Level

(32)

Skill 1: Camouflage Skill 2: Fighting skill What are the two special skills of the praying mantis?

Use an example to describe this skill

Use an example to describe this skill

How?

Supporting Students to Read Independently

Activity 3 (Pre-reading / while-reading activity)

How? Why?

(33)

Supporting Students to Read Independently

Activity 4 (Post-reading activity)

Read the chapter “Praying Mantis” and complete the post-reading activity.

Then, work with a partner and match the pointers to the reading items.

1. What is a predator?

2. Give two more examples of other predators.

(34)

Supporting Students to Read Independently

4. Which of the following activities can the praying mantis do with its front legs?

5. Why is camouflage an important skill to the praying mantis?

You may choose more than one answer.

a) Praying b) Swimming

c) Attacking other animals d) Cutting grass

a) To help it catch other insects for food b) To attract other animals

c) To look as beautiful as a flower

d) To protect itself from other predators

3. What is the use of the praying mantis’s front legs? Please tick the correct answer.

a) Fighting

b) Catching animals c) Protection

d) All of the above

(35)

Promoting LaC/RaC at the Junior Secondary Level

Underlying Principles Positive values 

and attitudes

1. Language development strategies, generic

skills, and positive values and attitudes are

essential to English Language learning and

form an integral part of the learning-teaching-

assessment cycle.

(36)

Promoting LaC/RaC at the Junior Secondary Level

Underlying Principles Positive values 

and attitudes

Watch the video and complete the table.

(What is the subject/ 

main idea of the video?)

(a) Put a tick () in the correct box.

 Friendship

 Horse breeding

 Gratitude

Theme

Activity 5

(37)

Promoting LaC/RaC at the Junior Secondary Level

(What does the  video aim to  achieve?)

(b) Fill in the blanks.

i) To introduce the saying of wisdom

“_______________________________

_______________________________”.

ii) To remind us that 

________________________________

________________________________

________________________________

_______________________________.

Purpose

(38)

Promoting LaC/RaC at the Junior Secondary Level

A. The host, Ashley, always said “Thank you!” when receiving a present.

B. Ashley’s friend always asked a lot of questions when she received a gift.

C. We should consider the giver’s feelings when receiving a gift.

D. Ancient horse breeders evaluated the age of a horse by looking at its teeth.

E. Both the giver and the recipient will feel happy if the recipient is grateful when receiving a gift.

Facts

(c) Are the following facts or opinions? Put the letters (A-E) in the correct box.

Opinions

(39)

Supporting Students to Read Independently

Considerations for setting assessment items

Learning Objectives

Align assessment with the learning objectives 

Variety of Reading Skills

Include items which require students to apply a  range of reading skills

Distribution

Avoid a lopsided choice of items testing the same  reading skills

Catering for Learner Diversity

Include some easy / challenging items to meet students’ 

needs 

Integrating

the Use of the LPF

(40)

References for Cross-curricular Learning

https://www.edb.gov.hk/

en/curriculum-

development/kla/eng- edu/references-

resources/resource%20

(41)
(42)

Understanding  some 

information,  ideas & feelings  in short simple  texts,

using some  listening  strategies as  appropriate

Understanding & 

inferring  information,  ideas & feelings  in a range of  simple texts  using & 

integrating a  small range of  listening 

strategies as  appropriate

Understanding,  inferring & 

interpreting 

information, ideas,  feelings and 

opinions 

in complex texts,  using and 

integrating a 

range of listening  strategies as 

appropriate

ATM 2 ATM 5 ATM 8

Progression of the Learning Outcomes for Listening

(43)

ATM 2 ATM 5 ATM 8

Understanding some information, ideas & feelings

in short,

simple texts,

using some listening strategies as appropriate

using & integrating a small range of listening strategies in a range of simple

texts in complex texts ,

Understanding, inferring &

interpreting

information, ideas, feelings and

opinions Understanding

and inferring

information, ideas &

feelings

using and

integrating a range of listening

strategies as

Progression of the Learning Outcomes for Listening

Depth of processing

Text complexity

Range &

application

of listening

(44)

What Makes Listening Challenging for Students?

With reference to the LPF for Listening, discuss with your group members why ESL/EFL learners find listening challenging and suggest some challenges specific to listening. How would you help your students to deal with these challenges?

Activity 6

(45)

Developing Listening Strategies

Bottom‐up Strategies

Interpreting meaning through

• decoding the sounds of a

language into words, clauses, sentences, etc; and

• using one’s knowledge of interpreting meaning

through the use of

• background knowledge; or

• previous

knowledge of the situation, context, and topic

Top‐down Strategies

Underlying Principle 4

• activating prior knowledge,

• anticipating the likely development of spoken texts, and

• being selective while listening (e.g. discriminating relevant from irrelevant

information based on individual circumstances or task requirements).

(46)

Kaity Chandra is the editor of the  magazine. She is holding a meeting  with two journalists, Iris Mu and  Dan Lai, about the next issue. Listen  to their discussion and complete the  missing information in the space  below. One has been provided as an  example. You now have 30 seconds  to study the task. At the end of the  task, you will have one minute to  tidy up your answers.

Activity 7

How would you help your students prepare the following task by adopting the top-down/bottom-up strategies?

Developing Listening Strategies

(47)

Kaity Chandra is the editor of the magazine. She is holding  a meeting with two journalists, Iris Mu and Dan Lai, about  the next tissue. Listen to their discussion and complete the  missing information in the space below. One has been 

provided as an example. You now have 30 seconds to study  the task. At the end of the task, you will have one minute to  tidy up your answers.

Activity 7

Developing Listening Strategies

(48)

Activity 7

Developing Listening Strategies

(49)

Activity 7

Developing Listening Strategies

(50)

Learning, Teaching and Assessment

(1) Identifying students’ 

strengths & areas for  improvement & setting 

listening objectives

(2) Identifying suitable texts and  designing listening activities to 

help students achieve the  listening objectives /   

assessment criteria (3) Providing effective 

feedback on students’ 

performance to guide  students to make 

improvement

Promoting Assessment for Learning

(51)

Listening – ATM 6 Listening – ATM 7 Listening – ATM 8 Understanding and

inferring information, ideas, feelings and opinions in a range of texts with some degree of complexity, using and integrating a range of listening strategies as appropriate

Understanding, inferring and interpreting

information, ideas, feelings and opinions in a range of texts with some degree of complexity, using and integrating a range of listening strategies as appropriate

Understanding, inferring and interpreting information, ideas, feelings and opinions in complex texts, using and integrating a range of listening strategies as appropriate

Pointers

Learners can, for example,

work out the meaning of some idiomatic expressions (e.g. a piece of cake) by using semantic and syntactic clues

follow the development of main ideas and make connections between them by using syntactic clues and knowledge of text structures

identify speakers’ views and arguments by using

knowledge of sentence stress and intonation

Pointers

Learners can, for example,

draw conclusions from directly stated information, ideas and opinions

compare alternative views and arguments (e.g. equal opportunities, law and order) by using written and graphic forms

distinguish between facts and opinions by using semantic and syntactic clues

infer speakers’ views and

Pointers

Learners can, for example,

work out the multiple meanings of words and expressions (e.g.

word puns) by using semantic and syntactic clues

infer the mood of a situation from intonation and semantic clues used

analyse ideas, views or

arguments by using knowledge of stylistic features in texts (e.g.

repetitive structures, emotive language)

infer speakers’ intentions by

?

An example

Learning, Teaching and Assessment

Identifying Students’

Strengths &

Areas for Improvement

?

、 

Identifying Listening

skills and strategies that

need to be supported need to be further stretched

need to be given opportunities for development

(1) Identifying students’ strengths and areas for improvement

 、 、

 

?

?

?

?

(52)

Outcome Statements in the LPF

Range and application of listening strategies

Abstractness

Organisation

Density of  information

Text complexity

Depth of processing

(2) Selecting suitable listening texts

(53)

Learning, Teaching and Assessment

ATM 8.3 &

ATM 8.4

(ATM 8.3) 

– analyse ideas, views or  arguments by using  knowledge of stylistic  features in texts 

(ATM 8.4)

– infer speakers’ intentions  by using semantic and  syntactic clues and 

(3) Setting learning objectives to help students improve further

Listening – ATM 6 Listening – ATM 7 Listening – ATM 8 Understanding and

inferring information, ideas, feelings and opinions in a range of texts with some degree of complexity, using and integrating a range of listening strategies as appropriate

Understanding, inferring and interpreting

information, ideas, feelings and opinions in a range of texts with some degree of complexity, using and integrating a range of listening strategies as appropriate

Understanding, inferring and interpreting information, ideas, feelings and opinions in complex texts, using and integrating a range of listening strategies as appropriate

Pointers

Learners can, for example,

work out the meaning of some idiomatic expressions (e.g. a piece of cake) by using semantic and syntactic clues

follow the development of main ideas and make connections between them by using syntactic clues and knowledge of text structures

identify speakers’ views and arguments by using

knowledge of sentence stress and intonation

Pointers

Learners can, for example,

draw conclusions from directly stated information, ideas and opinions

compare alternative views and arguments (e.g. equal opportunities, law and order) by using written and graphic forms

distinguish between facts and opinions by using semantic and syntactic clues

infer speakers’ views and attitudes by using semantic

Pointers

Learners can, for example,

work out the multiple meanings of words and expressions (e.g.

word puns) by using semantic and syntactic clues

infer the mood of a situation from intonation and semantic clues used

analyse ideas, views or

arguments by using knowledge of stylistic features in texts (e.g.

repetitive structures, emotive language)

infer speakers’ intentions by using semantic and syntactic

?

 、  、 、

 

?

?

?

?

An example

Listening objectives

(54)

Developing Listening Strategies

The Golden Boys

Activity 8

Top‐down Strategies

(55)

Developing Listening Strategies

1) What does the narrator think of the annual summer beach holiday?

Listen to the excerpt and answer the question below.

A.) A boring event

B.) An event filled with surprises

C.) An event never to be missed

(56)

Developing Listening Strategies

2) What does the narrator want to tell us about the relationship of his parents and Mr and Mrs Hamilton?

Listen to the excerpt and answer the question below.

A.) They know each other very well.

B.) They have a very close relationship.

C.) The do not have a very close relationship.

(57)

ATM ____

Alberto took one look at his new neighbours and knew that his life was going to get more difficult…

Tapescript

‘Terrible!’ he thought. ‘How am I going to put up with them?’ He went to tell Mimi. Mimi was the friend he lived with.

‘Have you seen the new neighbours?’ he asked her.

‘No,’ she said. ‘Who are they?’

Developing Listening Strategies

Activity 9

1) Listen to an excerpt from “Alberto’s New Neighbours” and design question(s) which 

aim(s) to stretch your students’ listening ability to the next level. 

(58)

Alberto and Mimi tried to explain to their new neighbours about how to make their owners become staff…

Tapescript

‘Listen’ said Alberto to them. ‘It’s very easy.

First, understand that the house is your house, not theirs…’

‘And second’ said Mimi, ‘Make sure that you are always clean.’

‘Make sure they give you food whenever you want!’

‘Sit on the newspaper while they are reading it!’

‘Sleep as much as possible – on their beds!’

‘And finally, try not to bark, but to miaow instead.’

ATM ____

Developing Listening Strategies

Activity 9

2) Listen to an excerpt from “Alberto’s New Neighbours” and design question(s) which aim(s) 

to stretch your students’ listening ability to the next level. 

(59)

Learning and Teaching Materials (Listening)

• http://www.edb.gov.hk/

teentimeremix

https://www.edb.gov.hk/en/curric ulum-development/kla/eng-

edu/references-

resources/resource%20sec_liste

(60)

Enhancing Students’ Listening Skills Development Considerations for setting assessment items

Learning Objectives

Align assessment with the learning objectives 

Variety of Listening Skills

Include items which require students to apply a  range of listening skills

Distribution

Avoid a lopsided choice of items testing the same  listening skills

Catering for Learner Diversity

Include some easy / challenging items to meet students’ 

needs 

Integrating

the Use of the LPF

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• http://www.edb.gov.hk/lpfenglish

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Promoting Positive Values and Attitudes through English Sayings of Wisdom

https://www.edb.gov.hk/sow

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References

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