English Language Education Section Curriculum Development Institute
Developing Secondary Students’
Writing and Speaking Skills with Reference to
the Learning Progression Framework (New)
• To introduce the Learning Progression Framework (LPF) for English Language with the focuses on writing and speaking skills;
• To introduce the use of the LPF as a tool for planning the school English Language curriculum
• To provide suggestions on effective strategies that incorporate the use of the LPF to facilitate the development of writing and speaking skills and assessment for/as learning
Course Objectives
The Learning Progression Framework (LPF) for English Language
http://www.edb.gov.hk/lpfenglish
Reading
4
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 plan and review
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
In groups,
• study the Outcome Statements for three levels of the LPF for Writing; and
• identify the three aspects in the progression of the Outcome Statements for Writing.
Activity 1 (Matching activity)
10
Understanding the Learning Progression
Activity 1 (Matching activity)
Content
Organisation
Language and Style
The LPF for English Language (Writing)
Progression of the Learning Outcomes
Activity 1 (Matching activity)
Writing texts to convey
information, ideas, personal experiences
and opinions
on familiar and less familiar topics with elaborationWriting short
texts to convey simple but
limited
information, ideas and personal
experiences on
familiar topicsWriting short texts to convey simple
information, ideas, personal experiences and opinions
on familiar topics with someelaboration
Content
ATM 2
ATM 4 ATM 7
Content
Progression of the Learning Outcomes
Complexity of information
and ideas
Length of texts Familiarity
with topics
The LPF for English Language (Writing)
Progression of the Learning Outcomes
Activity 1 (Matching activity)
Organisation
Linking ideas coherently
throughout the text, and
showing appropriate overall
organisation of ideas
Putting ideas about a topic in sentences
Linking ideas quite
coherently in a short text, and
showing an awareness of overallorganisation of ideas
ATM 2
ATM 4
ATM 7
Progression of the Learning Outcomes
Linkage between ideas within and across paragraphs
Overall
organisation of ideas
Organisation
The LPF for English Language (Writing)
Progression of the Learning Outcomes
Activity 1 (Matching activity)
Language and Style
Using a wide range of
generally
appropriate and accurate
language forms and functions, and generally appropriate tone, style, register and features of a
range of texttypes
Using some
simple
language forms and functions, and simple formats quite appropriately
Using a small range of quite appropriate and accurate
language forms and functions, and showing an awareness of tone, style, register and features of
some text types ATM 2
ATM 4
ATM 7
Progression of the Learning Outcomes
Language forms and functions used at
different levels of writing
Language and Style
Curriculum Planning
The learning, teaching & assessment cycle
Providing a common
“language” and “tool” to
facilitate professional
discussions among
teachers
Senior Secondary
An example
Curriculum Planning
Primary
Ensuring that the range of tasks provided in the school writing programme covers a variety of purposes and text types
Content (ATMs 4‐6) Organisation (ATMs 4‐6) Language & Style (ATMs 3‐5)
Developing students’ writing skills and strategies across levels
Junior Secondary
Junior Secondary
• Learning topics with contexts related to their everyday life and some formal situations
• Reading & writing texts with some degree of complexity
• Understanding, interpreting
& analysing different texts
• …
Senior Secondary
• Learning topics with contexts related to their everyday life and formal situations
• Reading & writing complex texts
• Understanding,
interpreting, analysing &
evaluating a variety of texts
• … Primary
• Learning topics with contexts related to their daily experience
• Reading & writing simple texts
• Understanding &
constructing meaning from texts
• …
Curriculum Planning
Formality
Enhancing the interface across key stages
Curriculum Expectations in Literacy Development (English Language)
/ Text complexity / Thinking skills
The Fine-tuned MOI Arrangements
English Extended Learning Activities (ELA) To enrich the
language environment
To increase students’
opportunities to use English
Whole-school Language Policy
Language Content
Academic content awareness
+
Academic language awareness
Speaking Writing
Language across the Curriculum Listening Reading
Curriculum Planning
Enhancing the interface across key stages
Curriculum Planning
Enhancing the interface across key stages
Context Integrated Science
Rhetorical function To compare/contrast Related language items Both, Like / Unlike, But
Writing across the Curriculum
Curriculum Planning
Enhancing the interface across key stages
Context History
Rhetorical function To compare/contrast
Related language items but, bigger (comparative adjective), however, while
Writing across the Curriculum
Senior Secondary
An example
Curriculum Planning
Primary
Enhancing the interface across key stages
Junior Secondary
Providing opportunities to support students in Writing across the Curriculum
Curriculum Planning
Enhancing the interface across key stages
Writing – ATM 4 Writing – ATM 5 Writing – ATM 6 Writing – ATM 7 Writing – ATM 8 Content
Writing short texts to convey simple
information, ideas, personal experiences and opinions on familiar topics with some elaboration
Writing texts to convey simple information, ideas, personal
experiences and opinions on familiar topics with some elaboration
Writing texts to convey information, ideas, personal experiences and opinions on familiar topics with elaboration
Writing texts to convey information, ideas, personal experiences and opinions on familiar and less familiar topics with elaboration
Writing texts to convey information, ideas, personal experiences and opinions on familiar and less familiar topics with substantial elaboration Pointers
Learners can, for example,
write and reply to simple letters to share personal experiences
write simple descriptions of objects, people, places and events with some details
Pointers
Learners can, for example,
write some formal letters to make simple requests and enquiries
write a range of simple texts to describe, recount, record, explain and propose with some supporting details
Pointers
Learners can, for example,
write some formal letters to make requests and applications with supporting details
write a range of texts to describe, recount, record, explain, propose and summarise with supporting details
Pointers
Learners can, for example,
write formal letters for a range of purposes quite effectively
write a range of texts to describe, recount, record, explain, propose, summarise, review, compare and contrast with
supporting details quite effectively
Pointers
Learners can, for example,
write formal letters for a range of purposes effectively
write a range of texts for various purposes with supporting details effectively
Increase in formality
Writing for
different purposes
The
learning &
teaching of
Curriculum Planning
Enhancing the interface across key stages
CDC Supplement to the
English Language Education Key Learning Area Curriculum Guide (Secondary 1 — 3)
2018 – Chapter 6
Examples of Rhetorical Functions and their Related Language Items Commonly Found across KLAs
Curriculum Planning
Enhancing the interface across key stages
Integrating Writing across the Curriculum in the English Language Curriculum
Writing objectives
ATM 7.2
– write a range of texts to describe, recount, record, explain, propose, summarise, review, compare and contrast with supporting details quite effectively
Writing – ATM 6 Writing – ATM 7 Writing – ATM 8 Content
Writing texts to convey information, ideas, personal experiences and opinions on familiar topics with elaboration
Writing texts to convey information, ideas, personal experiences and opinions on familiar and less familiar topics with elaboration
Writing texts to convey information, ideas, personal experiences and opinions on familiar and less familiar topics with substantial elaboration Pointers
Learners can, for example,
write some formal letters to make requests and applications with supporting details
write a range of texts to describe, recount, record, explain, propose and summarise with supporting details
Pointers
Learners can, for example,
write formal letters for a range of purposes quite effectively
write a range of texts to describe, recount, record, explain, propose, summarise, review, compare and contrast with
Pointers
Learners can, for example,
write formal letters for a range of purposes effectively
write a range of texts for various purposes with supporting details effectively
An example
32
Chinese or Western Parenting: Which is Best for You?
…Ms Chua was both too strict with her children and too critical of western parenting methods…
…Instead, they said that “good parents make sure their children get top grades”…
…Other studies show that, compared to western parents, Chinese parents spend 10 times longer every day doing homework and other academic activities with their children…
…Chinese parents, however, believe that they know best for their children, and therefore make their choices of activities and courses of study for them…Chinese parents, on the other hand, believe that their children can…
Curriculum Planning
Enhancing the interface across key stages
Source: ELE KLA CG 2017 (Example 2) http://www.edb.gov.hk/eleklacgexamples
Activity 2
In groups, discuss how
teachers can make use of this text in the English lessons to support students in learning across the curriculum?
Curriculum Planning
Enhancing the interface across key stages
Integrating Writing across the Curriculum in the English Language Curriculum, e.g.
Making use of a graphic organiser (i.e. a Venn diagram) to deconstruct
the main ideas of the reading text; and
the rhetorical function “to compare/contrast”.
Curriculum Planning
Enhancing the interface across key stages
• the main ideas of the reading text
To compare:
• the similarities between Chinese and western parents
• the differences between Chinese and western parents Making use of a graphic organiser (i.e. a Venn diagram) to deconstruct
the main ideas of the reading text; and
Focussing on Content
Chinese or Western Parenting: Which is Best for You?
…Ms Chua was both too strict with her children and too critical of western parenting methods…
…Instead, they said that “good parents make sure their children get top grades”…
…Other studies show that, compared to western parents, Chinese parents spend 10 times longer every day doing homework and other academic activities with their children…
…Chinese parents, however, believe that they know best for their children, and therefore make their choices of activities and courses of study for them…Chinese parents, on the other hand, believe that their children can…
Curriculum Planning
Enhancing the interface across key stages
the related language items, e.g. “both”, “compared to”, “more/- er…than”, “however / but”, “on the other hand”
Drawing students’ attention to
the communicative / rhetorical function, i.e. “to compare/contrast”
Focussing on Language
36
Curriculum Planning
Enhancing the interface across key stages
Guiding students to plan for their
writing task using a Venn diagram Apply the language items to compare the different views and behaviour between Amy’s parents and the students’
parents in the writing task
Integrating Writing across the Curriculum in the English Language Curriculum, e.g.
Learning, Teaching and Assessment
(1) Identifying students’
strengths & areas for improvement & setting
writing objectives
(2) Setting task‐specific assessment criteria and designing writing activities
to help students achieve the assessment criteria
Adopting a Process Approach(3) Providing effective feedback to guide students to
make improvement to their writing drafts
Learning, Teaching and Assessment
(1) Identifying students’
strengths & areas for improvement & setting
writing objectives
(2) Setting task‐specific assessment criteria and designing writing activities
to help students achieve the assessment criteria
Adopting a Process Approach(3) Providing effective feedback to guide students to
make improvement to their writing drafts
Writing – ATM 4 Writing – ATM 5 Writing – ATM 6 Content
Writing short texts to convey simple
information, ideas, personal experiences and opinions on familiar topics with some elaboration
Writing texts to convey simple information, ideas, personal experiences and opinions on familiar topics with some elaboration
Writing texts to convey information, ideas, personal experiences and opinions on familiar topics with elaboration
Pointers
Learners can, for example,
write and reply to simple letters to share personal experiences
write simple descriptions of objects, people, places and events with some details
Pointers
Learners can, for example,
write some formal letters to make simple requests and enquiries
write a range of simple texts to describe, recount, record, explain and propose with some supporting details
write stories with a
Pointers
Learners can, for example,
write some formal letters to make requests and applications with supporting details
write a range of texts to describe, recount, record, explain, propose and summarise with supporting details
(1) Identifying students’ strengths & areas for improvement & setting writing objectives
Identifying Students’
Strengths &
Areas for Improvement
?
An example
、
、
、
、
?
Identifying writing
skills and strategies that
need to be supported
need to be further stretched
need to be given opportunities for development
Learning, Teaching and Assessment
、
Writing – ATM 4 Writing – ATM 5 Writing – ATM 6 Organisation
Linking ideas quite coherently in a short text, and showing an
awareness of overall organisation of ideas
Linking ideas quite coherently in some parts of a text, and showing some overall organisation of ideas
Linking ideas quite coherently throughout the text, and showing appropriate overall organisation of ideas
Pointers
Learners can, for example,
establish links using a small range of cohesive devices with some consistency
arrange ideas in a short text using simple means (e.g.
providing illustrations or explanations) to show a generally clear focus
Pointers
Learners can, for example,
establish links within some paragraphs using a range of cohesive devices with some consistency
arrange ideas in some paragraphs using different means (e.g.
using topic sentences, providing
justification,
providing resolutions to problems in stories) to show a generally clear focus
Pointers
Learners can, for example,
establish links within and across paragraphs using a range of cohesive devices with some consistency
arrange ideas within and across paragraphs using different means (e.g. summarising, creating climax in stories) to show a generally clear focus
Identifying Students’
Strengths &
Areas for Improvement
?
An example
、
、 、
?
Identifying writing
skills and strategies that
need to be supported
need to be further stretched
need to be given opportunities for development
Learning, Teaching and Assessment
40
(1) Identifying students’ strengths & areas for improvement & setting writing objectives
Writing – ATM 3 Writing – ATM 4 Writing – ATM 5 Language and style
Using simple language forms and functions, and simple formats quite appropriately and accurately
Using a small range of quite appropriate and accurate language forms and functions, and showing an awareness of tone, style, register and features of some text types
Using a range of quite appropriate and accurate language forms and functions, and quite appropriate tone, style, register and features of some text types
Pointers
Learners can, for example,
use a small range of simple vocabulary on familiar topics, with some accuracy in spelling and word collocation
use simple present, simple past (mainly familiar verb forms), present continuous and future tenses with some consistency
Pointers
Learners can, for example,
• use a range of adjectives/
adjective phrases to describe and compare with some consistency
• use a small range of tenses with some consistency
• show an awareness of using some stylistic features (e.g.
Pointers
Learners can, for example,
use a range of vocabulary on familiar topics, with most words correctly spelt and some word collocations correct
use a range of tenses and the passive voice with some consistency
use some stylistic features (e.g. use headings and sub-
Identifying Students’
Strengths &
Areas for Improvement
?
An example
、
、
?
Identifying writing
skills and strategies that
need to be supported need to be further stretched
need to be given
opportunities for development
Learning, Teaching and Assessment
、
、
(1) Identifying students’ strengths & areas for improvement & setting writing objectives
Learning, Teaching and Assessment
(1) Identifying students’
strengths & areas for improvement & setting
writing objectives
(2) Setting task‐specific assessment criteria and designing writing activities
to help students achieve the assessment criteria
Adopting a Process Approach(3) Providing effective feedback to guide students to
make improvement to their writing drafts
Promoting Assessment for / as Learning
• Equipping students with the skills and
strategies through targeted instruction and guidance
• Providing quality feedback that helps students progress further
• Engaging students in self‐reflection & letting them keep track of their own learning
Where are the students going?
• Identifying learning goals and assessment criteria
• Using examples & models of strong & weak work
Where are the students now?
Goal What do the students need to do in order to get there?
• Understanding students’ learning performance through a variety of assessment activities, e.g. self-, peer-, teacher assessment
Assessment
(3) Providing effective feedback to guide students to make improvement to their writing drafts
Identifying learning objectives / goals and assessment criteria
with reference to the LPF
Assessment
(3) Providing effective feedback to guide students to make improvement to their writing drafts
Where are the students now?
Developing Task-specific Assessment Forms
Understanding students’ writing performance through a variety of assessment activities (e.g.
self-, peer-, teacher assessment)
Promoting Assessment for / as Learning
• Equipping students with the skills and
strategies through targeted instruction and guidance
• Providing quality feedback that helps students progress further
• Engaging students in self‐reflection & letting them keep track of their own learning
Where are the students going?
• Identifying learning goals and assessment criteria
• Using examples & models of strong & weak work
Where are the students now?
Goal What do the students need to do in order to get there?
• Understanding students’ learning performance through a variety of assessment activities, e.g. self-, peer-, teacher assessment
Assessment
(3) Providing effective feedback to guide students to make improvement to their writing drafts
Assessment
(3) Providing effective feedback to guide students to make improvement to their writing drafts
Where are the students going?
An Example
Writing an Imaginative Story
• Understanding students’ performance in their 1st drafts
• Collecting data from students’ self‐
/peer‐assessment forms
• Teaching the learning strategies to help students write with supporting details
Collecting Assessment Data
Process Writing
• Adjusting the learning goal / objective for the 2nddraft, i.e. writing with
supporting details
Assessment
(3) Providing effective feedback to guide students to make improvement to their writing drafts
Where are the students going?
using adjectives
Providing reference points for the assessment criteria using models of good work
using prepositional phrase
using figurative language (e.g. simile, metaphor, personification) using relative clauses (who / which / that)
Teachers’ Role
One afternoon, my best friend, Jane, and I left school and saw this catchy poster “Coca Cola! Buy one get one free!” outside the nearby fast food shop. Jane and I decided to try it together. Jane wondered,
“It smelt like medicine!” “Oh, it’s the new taste, cherry coke!”
explained the shopkeeper. We had a funny feeling. The drink was
An Invisible Adventure with my Friend
Promoting Assessment for / as Learning
• Equipping students with the skills and
strategies through targeted instruction and guidance
• Providing quality feedback that helps students progress further
• Engaging students in self‐reflection & letting them keep track of their own learning
Where are the students going?
Where are the students now?
Goal What do the students need to do in order to get there?
• Understanding students’ learning performance through a variety of assessment activities, e.g. self-, peer-, teacher assessment
Adapted from: Chappius, J. (2009). Seven Strategies of Assessment for Learning. Canada: Pearson Education.
48
Assessment
(3) Providing effective feedback to guide students to make improvement to their writing drafts
Assessment
(3) Providing effective feedback to guide students to make improvement to their writing drafts
It was a school day. I paid attention in the lessons as I always did. At recess time, I went to the tuck shop and bought myself some snacks as usual. However, something happened. My classmate, Jacky, whispered in my ears, “You don’t have to buy snacks today, you can have this!” I opened the package and found that it was a fortune cookie!
The Magical Fortune Cookie
using adjectives
Equipping students with the skills and strategies through targeted instruction
using prepositional phrase
using figurative language (e.g. simile, metaphor, personification) using relative clauses (who / which / that)
Teachers’ Role
What do the students need to do in order to get there?
Activity 5 (Post-writing)
Improve the following paragraph by applying the strategies above.
Assessment
(3) Providing effective feedback to guide students to make improvement to their writing drafts
using adjectives
Equipping students with the skills and strategies through targeted instruction
using prepositional phrase
using figurative language (e.g. simile, metaphor, personification) using relative clauses (who / which / that)
What do the students need to do in order to get there?
Activity 5 (Post-writing)
Improve the following paragraph by applying the strategies above.
It was a usual school day. I paid good attention in the lessons as I always did. At recess time, I went to the tuck shop and bought myself some snacks as usual. However, something unusual happened. My classmate, Jacky, who is a shy cunning fox, whispered in my ears, “You don’t have to buy snacks today, you can have this!” I opened the package and found that it was a fortune cookie! I found note inside the cookie, “Close your eyes and make a wish!”
The Magical Fortune Cookie Teachers’ Role
63
The LPF for English Language (Speaking)
Progression of the Learning Outcomes
Content, Organisation and Communication Strategies
ATM 2
ATM 4
ATM 7
Providing and exchanging some simple information, ideas and personal experiences on familiar topics quite clearly, relying at times on non-verbal expressions
some simple information, ideas and personal experiences on familiar topics quite clearly, relying at times on non-verbal
expressions
Organising, presenting and
exchanging information, ideas, personal
experiences and opinions on familiar topics and less familiar topics with some
elaboration clearly, and using a range of
communication strategies
Organising, presenting and exchanging
simple information, ideas, personal experiences and opinionson familiar topics quite clearly, and using formulaic
expressions to facilitate communication
Text complexity
Depth of processing Familiarity with Range & application of speaking
The LPF for English Language (Speaking)
Progression of the Learning Outcomes
Language
ATM 2
ATM 4
ATM 7
Using some simple language forms and functions
quite appropriately
Using simple
language forms and functions
quite appropriately and accurately
Using a range of language forms and functions
generally appropriately and accurately
Use of language
forms and functions Appropriateness
and accuracy
The LPF for English Language (Speaking)
Progression of the Learning Outcomes
Pronunciation, Stress, Rhythm and Intonation
ATM 2
ATM 4
ATM 7
Pronouncing most simple words and imitating
Speaking simple English quite accurately, and
Speaking English
accurately and fluently, and
Pronunciation Stress, rhythm and intonation
appropriate stress, rhythm and intonation quite accurately
showing an
awareness of stress, rhythm and intonation
with generally appropriate stress, rhythm and intonation
Learning, Teaching and Assessment
(1) Identifying students’
strengths & areas for improvement & setting
speaking objectives
(3) Providing effective feedback on students’
performance to guide students to make
improvement
Promoting Assessment for Learning
(2) Setting task‐specific assessment criteria and designing speaking activities to
help students achieve the
assessment criteria
Promoting Assessment for / as Learning
• Equipping students with the skills and
strategies through targeted instruction and guidance
• Providing quality feedback that helps students progress further
• Engaging students in self‐reflection & letting them keep track of their own learning
Where are the students going?
• Identifying learning goals and assessment criteria
• Using examples & models of strong & weak work
Where are the students now?
Goal What do the students need to do in order to get there?
• Understanding students’ learning performance through a variety of assessment activities, e.g. self-, peer-, teacher assessment
Learning, Teaching and Assessment
Understanding students’
speaking performance through a variety of assessment activities (e.g. self-, peer-,
teacher assessment)
Learning, Teaching and Assessment
Identifying learning objectives / goals and assessment criteria
with reference to the LPF
(1) Setting learning objectives to help students improve further
Where are the students now?
Designing learning activities and Task-specific
Assessment Forms with reference to the LPF
• Authentic learning materials
Learning, Teaching and Assessment
• Sample work of students
Where are the students going?
(2) Setting task‐specific assessment criteria and designing activities to help students meet the assessment criteria
• Using examples and models of strong and weak work
With reference to the LPF for Speaking, discuss with your group members the challenges that your students are facing. How would you help your students to deal with these challenges?
Activity 6a
Pronunciation, stress, rhythm and intonation Language
Content, organisation and communication strategies
Learning and Teaching
Suggest speaking activities to help students deal with these challenges.
Activity 6b
Pronunciation, stress, rhythm and intonation Language
Content, organisation and communication strategies
Learning and Teaching
Watch a video clip about a student’s performance in presenting her views about banning smoking in the public. Focus on the communication strategies demonstrated by the student. Identify areas for improvement for the student to work on and suggest learning activities/tips to help the student make improvement.
Activity 7a
Areas for Improvement
Learning and Teaching
• Eye contact
• Gestures / body language
• Posture
Where are the students now?
Speaking – ATM 6 Speaking – ATM 7 Speaking – ATM 8
Underlying Principles
The development of some basic communication strategies does not readily lend itself to descriptions of the learning outcomes in terms of eight attainment milestones, for example,
• showing interest to communicate,
• facing the listener,
• maintaining eye contact,
• speaking at a volume appropriate to the situation,
• enhancing own spoken texts with appropriate gestures and facial expressions,
• responding readily to others’ questions, opinions or comments, and
• turn-taking in conversations and discussions.
Teachers are expected to help learners develop these An example
Learning, Teaching and Assessment
Communication Strategies
Speaking Objective
(1) Identifying students’ strengths and areas for improvement
、
、
、
、 Maintaining eye contactWhere are the students going?
Learning and Teaching
(2) Setting task‐specific assessment criteria and designing activities to help students meet the assessment criteria
Time management Note-taking
Posture
What do the students need to do in order to get there?
Learning and Teaching
(2) Setting task‐specific assessment criteria and designing activities to help students meet the assessment criteria
Note-taking Skills
vs
What do the students need to do in order to get there?
Sample A
Sample B
Comment on the two note‐
sheets prepared by two different students.
Activity 7b
Learning and Teaching
(2) Setting task‐specific assessment criteria and designing activities to help students meet the assessment criteria
Note-taking Skills
What do the students need to do in order to get there?
Sample A
The overreliance on notecards remains a problem. It is recommended that candidates take notes (i.e. short phrases and key words) as a reminder of things they would like to bring up in the discussion, and speak as if these were ideas they had been thinking about, rather than writing out ideas in complete sentences.
2018 HKDSE Examination (English Language: Paper 4): Comments by examiners
Learning and Teaching
(2) Setting task‐specific assessment criteria and designing activities to help students meet the assessment criteria
Note-taking Skills
What do the students need to do in order to get there?
• Use of symbols
• Use of graphic organisers
• Highlighting key points
• Numbering
• Use of
abbreviated forms
Sample B
Learning and Teaching
(2) Setting task‐specific assessment criteria and designing activities to help students meet the assessment criteria
Effective Use of Preparation Time
Reading the
topic/instruction Note-taking Practising the speech
What do the students need to do in order to get there?
Learning and Teaching
(2) Setting task‐specific assessment criteria and designing activities to help students meet the assessment criteria
Appropriate posture
• Eye level
• Sitting up
• Back straight
What do the students need to do in order to get there?
Student A: I think Lantau Island is a good place for the drone lovers because there are fewer high rise buildings there.
Student B: I totally agree with you. Cheung Sha is a great spot for flying drones!
Student C: I agree with you. I think Stanley is better as the scenery is fantastic.
Student D: I take your point. And I believe drone lovers would also like to fly their drones in Sai Kung as there are many country parks suitable for flying drones…
Learning, Teaching and Assessment
Activity 8a
Study an excerpt from a group discussion about flying drones in Hong Kong. Suggest areas for improvement for the students to focus on.
Where are the students now?
Areas for Improvement
Speaking – ATM 6 Speaking – ATM 7 Speaking – ATM 8
Language
Using a range of language forms and functions quite appropriately and accurately
Using a range of language forms and functions generally appropriately and accurately
Using a wide range of language forms and functions generally appropriately and accurately
Pointers
Learners can, for example,
• use a range of formulaic expressions, and a range of vocabulary on familiar topics with an awareness of
formality
• ask a range of questions including indirect questions in conversations and group discussions with some consistency
• use a small range of tenses and active/passive voice to refer to past, present and future events with some
Pointers
Learners can, for example,
• use a range of vocabulary on familiar and less familiar topics, appropriate to the level of formality
• ask a range of questions including indirect questions in conversations and group discussions with consistency
• use a range of tenses, and active/passive voice for various purposes with some consistency
Pointers
Learners can, for example,
• use a wide range of
vocabulary, with some good choice of words on familiar and less familiar topics, appropriate to the level of formality
• use a range of tenses, and active/passive voice for various purposes with consistency
• use some rhetorical devices (e.g. conditional, rhetorical questions and exaggeration) for emphatic and persuasive purposes
Learning, Teaching and Assessment
An example
、 、
、
、
、
Language
Use a wide range of
vocabulary appropriate to the context
Speaking objective
(1) Identifying students’ strengths and areas for improvement
、
、
Where are the students going?
Speaking – ATM 6 Speaking – ATM 7 Speaking – ATM 8
Pronunciation, stress, rhythm and intonation
Speaking English quite accurately and fluently, and with generally appropriate stress, rhythm and
intonation
Speaking English accurately and fluently, and with generally appropriate stress, rhythm and intonation
Speaking English accurately and fluently, and with a high degree of appropriateness in the use of stress, rhythm and intonation
Pointers
Learners can, for example,
pronounce most familiar and unfamiliar words quite accurately
pronounce most sound clusters generally accurately
produce spontaneous utterances with generally appropriate stress, rhythm and intonation, taking few pauses to search for basic lexis and grammar
Pointers
Learners can, for example,
pronounce most familiar and unfamiliar words accurately
produce long utterances with generally appropriate stress, rhythm and
intonation
Pointers
Learners can, for example,
speak English with clear and accurate pronunciation
produce long utterances naturally using appropriate stress, rhythm and intonation
Learning, Teaching and Assessment
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An example
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(1) Identifying students’ strengths and areas for improvement
Pronunciation, stress, rhythm and intonation
Produce utterances naturally
Speaking objective
Where are the students going?
Learning and Teaching
(2) Setting task‐specific assessment criteria and designing activities to help students meet the assessment criteria
An onset is the opening unit of a syllable that comes before the vowel sound, e.g. cat. Words with the same onset are
alliterative.
A rime is the ending unit of a syllable that includes the vowel and the following consonant sound(s), e.g. cat. Words with the same rime rhyme.
Phonics Knowledge, e.g. Onset and Rime
Cat
Pass
Knowledge of onsets and rimes helps to link sounds in utterances.
Pas
Pas . it
i out
s
s t
Stand
Stan d up!
What do the students need to do in order to get there?
(3) Providing effective feedback to guide students to make improvement to their speaking performance
Using e-learning tools with interactive functions to facilitate the provision of
feedback
Voice/Video recording students’
speaking performance
Using a variety of assessment activities (e.g. self-, peer-, teacher assessment)
Assessment
Improvement in Speaking
performance