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

76  Download (0)

Full text

(1)

English Language Education Section Curriculum Development Institute

Developing Secondary Students’

Writing and Speaking Skills with Reference to

the Learning Progression Framework (New)

(2)

• 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

(3)
(4)

The Learning Progression Framework (LPF) for English Language

http://www.edb.gov.hk/lpfenglish

Reading

4

(5)

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

(6)

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

(7)

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.

(8)

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?

(9)

Structure of the LPF

(10)

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

(11)

Understanding the Learning Progression

Activity 1 (Matching activity)

Content

Organisation

Language and Style

(12)

The LPF for English Language (Writing)

(13)

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 elaboration

Writing short

texts to convey simple but

limited

information, ideas and personal

experiences on

familiar topics

Writing short texts to convey simple

information, ideas, personal experiences and opinions

on familiar topics with some

elaboration

Content

ATM 2

ATM 4 ATM 7

(14)

Content

Progression of the Learning Outcomes

Complexity of  information 

and ideas 

Length of texts Familiarity 

with topics

(15)

The LPF for English Language (Writing)

(16)

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 overall

organisation of ideas

ATM 2

ATM 4

ATM 7

(17)

Progression of the Learning Outcomes

Linkage between  ideas within and  across paragraphs

Overall 

organisation of  ideas

Organisation

(18)

The LPF for English Language (Writing)

(19)

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 text

types

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

(20)

Progression of the Learning Outcomes

Language forms and  functions used at 

different levels of writing

Language and Style

(21)
(22)

Curriculum Planning

The learning, teaching & assessment cycle

Providing a common 

“language” and “tool” to 

facilitate professional 

discussions among 

teachers

(23)

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

(24)

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

(25)

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

(26)

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

(27)

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

(28)

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

(29)

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

(30)

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

(31)

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)

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?

(33)

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”.

(34)

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

(35)

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)

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.

(37)

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

(38)

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

(39)

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

(40)

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

(41)

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

(42)

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

(43)

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

(44)

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)

(45)

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

(46)

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

(47)

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

(48)

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

(49)

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.

(50)

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

(51)
(52)

The LPF for English Language (Speaking)

(53)

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 

(54)

The LPF for English Language (Speaking)

(55)

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

(56)

The LPF for English Language (Speaking)

(57)

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

(58)

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

(59)

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

(60)

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

(61)

• 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

(62)

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

(63)

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

(64)

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?

(65)

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 contact

Where are the students going?

(66)

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?

(67)

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

(68)

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

(69)

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

(70)

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?

(71)

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?

(72)

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

(73)

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?

(74)

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

 、

An example

 、  、

 、  、

 、

 、

(1) Identifying students’ strengths and areas for improvement

Pronunciation, stress, rhythm and intonation

Produce utterances naturally

Speaking objective

Where are the students going?

(75)

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?

(76)

(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

Figure

Updating...

References

Related subjects :