English Language Education Section Curriculum Development Institute
Developing Reading and Listening Skills of
Secondary Students with Reference to the
Learning Progression Framework (Refreshed)
• 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
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
Final Report of Task Force on
Review of School Curriculum (2020)
Catering for Learner Diversity
Creating Space
Recommendations
for English Language
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
Examples to be Used in Today’s Seminar
Creative use of English
Promotion of
LaC/RaC
The Learning Progression Framework (LPF) for English Language
Reading
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
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
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.
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?
Structure of the LPF
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.
Outcome Statements in the LPF
Range and application of reading strategies
Abstractness
Organisation
Density of information
Text complexity
Depth of processing
Curriculum Planning
The learning, teaching & assessment cycle
Providing a common
“language” and “tool” to
facilitate professional
discussions among
teachers
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
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
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
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
(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
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
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
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.
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
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
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
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
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
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
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?
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.
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
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.
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
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
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
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
References for Cross-curricular Learning
https://www.edb.gov.hk/
en/curriculum-
development/kla/eng- edu/references-
resources/resource%20
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
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
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
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).
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
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
Activity 7
Developing Listening Strategies
Activity 7
Developing Listening Strategies
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
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
、 、
?
?
?
?
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
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
