Effective Use of the Learning Progression Framework to Enhance English Language Learning, Teaching
and Assessment in Speaking and Listening at Primary Level
November – December 2021 English Language Education Section
Curriculum Development Institute Education Bureau
Rundown of the Programme
Part 1 Introduction to the Learning Progression Framework (LPF)
Part 2 Using the LPF to Enhance the Learning and Teaching of Speaking Skills
Part 3 Using the LPF to Enhance the Learning and Teaching
of Listening Skills
Objectives
To introduce the Learning Progression Framework (LPF) for English Language as a reference tool to give constructive feedback and improve students’
speaking and listening skills at primary level;
To provide suggestions for teachers to improve students’ speaking and listening skills by designing appropriate learning tasks and activities; and
To inspire teachers with hands-on activities on designing/revising learning tasks and activities to improve students’ speaking and listening skills
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Part 1
Introduction to the
Learning Progression Framework (LPF)
The Learning Progression Framework (LPF) for English Language
Listening Skills Reading Skills
Writing Skills Speaking Skills
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http://www.edb.gov.hk/lpfenglish
What is the Learning Progression Framework (LPF)?
The LPF:
• represents the growth of learners on a developmental continuum as they work towards the Learning Targets and
Objectives of the English Language curriculum;
• is made up of Attainment Milestones
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,
teaching and assessment. 2
………………………
3
………
4
………………
5
………
6
………
7
………
Level
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Learning Outcomes
What are the purposes of developing the LPF?
To provide reference for understanding students’ learning progress
To plan and review
To help students progress along the learning continuum
Not for summative assessment / Benchmarking students
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The Structure of the LPF for English Language
Attainment Milestones (ATMs)organised and presented under the four language skills
ATMs for each language skill
expressed in the form of outcome
statements (a
general description of learner performance)
Pointers
provide specific examples of what learners are able to do in demonstrating the LOs.
Underlying Principles elucidate some of the learning objectives
Exemplars Exemplarsillustrate the expected student performance.
8 7 6 5 4 3 2 1
Speaking
Listening
Writing
Reading
Outcome Statements
Underlying Principles
Pointers Learners can, for example,
• ______
• ______
• ______
• ______
Curriculum Framework
(What students are expected to learn )
Values and attitudes
Skills
Knowledge
Relationship between
the Curriculum Framework, LPF and BC
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Values and attitudes
Skills
Knowledge
Learning Progression Framework
(What students can do
as a result of learning and teaching)
Relationship between
the Curriculum Framework, LPF and BC
Values and attitudes
Skills
Knowledge
Learning Progression Framework
(What students can do
as a result of learning and teaching)
Basic Competency
Relationship between
the Curriculum Framework, LPF and BC
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Curriculum Framework,
Learning, Teaching and Assessment,
and Learning Progression Framework (LPF)
Curriculum Framework (What students are
expected to learn)
Goals
(What students can do as a result)
Learning Progression
Framework
Attainment
Process
(HKEAA)TSA
Assessments for Basic Competency
Curriculum Framework and Learning Progression Framework
Curriculum Framework and Learning Progression Framework
Basic Competency
Assessment for/as Learning
Assessment in Schools
Assessments for Basic Competency
(HKEAA)TSA
Curriculum and Assessment
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Part 2
Using the LPF to Enhance
the Learning and Teaching of Speaking Skills
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The LPF for English
Language (Speaking)
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The LPF for English Language (Speaking) – Underlying Principles
1. language development strategies, generic skills, and positive values and attitudes
2. meaningfulness and appropriateness of the texts to the context, purpose and audience
3. development of some basic communication strategies (e.g. showing interest to communicate, facing the listener, maintaining eye contact, speaking at a volume appropriate to the situation, etc.)
4. the provision of support and the need to encourage learner independence
5. provision of rehearsed speaking activities and spontaneous interactions
(all 4 skills)
(Speaking and Writing)
(all 4 skills)
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Understanding the Learning Progression
Activity 1a - Identify the missing learning outcomes for “Content, organisation and communication strategies” from the choices given
a. b. c.
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Understanding the Learning Progression
Activity 1a - Identify the missing learning outcomes for “Content, organisation and communication strategies” from the choices given
a. b. c.
b. a. c.
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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
Organising, presenting and exchanging simple
information, ideas, personal experiences and opinions on familiar topics quite clearly, and using formulaic
expressions to facilitate communication
Organising, presenting and exchanging information, ideas, personal experiences and opinions on familiar and less familiar topics with some elaboration clearly, and using a range of
communication strategies
Depth of processing Familiarity with
topics
Text complexity Range & application of speaking strategies
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The LPF for English
Language
(Speaking)
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Understanding the Learning Progression
Activity 1b - Identify the missing learning outcomes for “Language” from the choices given
a. b. c.
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Understanding the Learning Progression
Activity 1b - Identify the missing learning outcomes for “Language” from the choices given
a. b. c.
c. b. a.
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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
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The LPF for English
Language
(Speaking)
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Understanding the Learning Progression
Activity 1c - Identify the missing learning outcomes for “Pronunciation, stress, rhythm and intonation” from the choices given
a. b. c.
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Understanding the Learning Progression
Activity 1c - Identify the missing learning outcomes for “Pronunciation, stress, rhythm and intonation” from the choices given
a. b. c.
a. c. b.
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Progression of the Learning Outcomes –
Pronunciation, Stress, Rhythm and Intonation
ATM 2 ATM 4
ATM 7
Pronouncing most simple words and
imitating appropriate stress, rhythm and intonation quite accurately
Speaking simple English quite
accurately, and showing an
awareness of stress, rhythm and
intonation
Speaking English accurately and fluently, and with generally
appropriate stress, rhythm and
intonation
Pronunciation Stress, rhythm and intonation
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The LPF for English
Language
(Speaking)
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Understanding Students’ Learning Outcomes with LPF Speaking Exemplar – Guessing the Food
Activity 2a - Watch a video clip about a group of students engaging in a speaking activity in which they made
guesses about the food drawn on their own headbands by asking group members simple questions.
Assess their performance in respect of Content, Organisation and Communication Strategies. Decide the ATM level these students achieved.
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Link to the clip:
https://www.edb.gov.hk/attachment/en/curriculum-development/kla/eng-edu/references-resources/LPF/Exemplars/Speaking/02_Guessing_the_Food_x264.mp4
Understanding Students’ Learning Outcomes with LPF Speaking Exemplar - My Dream Job
Activity 2b - Watch a video clip about a student giving a simple presentation on her dream job.
Assess her performance in respect of Language and the communication strategies. Decide the ATM level the student achieved and the basic communication strategies she adopted.
Underlying Principles
3. 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,
Link to the clip:
https://www.edb.gov.hk/attachment/en/curriculum-development/kla/eng-edu/references-resources/LPF/Exemplars/Speaking/12_My_Dream_Job_x264.mp4
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Understanding Students’ Learning Outcomes with LPF Speaking Exemplar – Reading Aloud an Extract from a Storybook
Activity 2c - Watch a video clip about a student reading aloud a short extract from a storybook.
Assess his performance in respect of Pronunciation, Stress, Rhythm & Intonation. Decide the ATM level he achieved.
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Link to the clip:
https://www.edb.gov.hk/attachment/en/curriculum-development/kla/eng-edu/references-resources/LPF/Exemplars/Speaking/20_Reading_Aloud_from_Storybook_x264.mp4
Understanding Students’ Learning Outcomes with LPF Speaking Exemplar - Guessing the Food
All students who engaged in the speaking activity attained ATM 2 in Content, Organisation and Communication Strategies.
Annotation
Activity 2a - Watch a video clip about a group of students engaging in a speaking activity in which they made guesses about the food drawn on their own headbands by asking group members simple questions.
The students’ performance in respect of Content, Organisation and Communication Strategies and annotation:
Link to the clip:
https://www.edb.gov.hk/attachment/en/curriculum-development/kla/eng-edu/references-resources/LPF/Exemplars/Speaking/02_Guessing_the_Food_x264.mp4
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Understanding Students’ Learning Outcomes with LPF Speaking Exemplar - My Dream Job
The student attained ATM 3 in Language.
Annotation
The student was able to
• use some simple vocabulary to describe her dream job, e.g. ‘meaningful’, ‘helpful’, ‘friendly’, ‘hardworking’;
• use simple connectives to link ideas, e.g. ‘Teachers are kind and clever.’; and
• use future tense to talk about her dream job, e.g. ‘I think I will enjoy doing this job very much.”.
Activity 2b - Watch a video clip about a student giving a simple presentation on her dream job.
The student’s performance in respect of Language and annotation:
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Link to the clip:
https://www.edb.gov.hk/attachment/en/curriculum-development/kla/eng-edu/references-resources/LPF/Exemplars/Speaking/12_My_Dream_Job_x264.mp4
Underlying Principles
3. 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.
Understanding Students’ Learning Outcomes with LPF Speaking Exemplar - My Dream Job
Activity 2b - Watch a video clip about a student giving a simple presentation on her dream job.
The basic communication strategies the student adopted:
Link to the clip:
https://www.edb.gov.hk/attachment/en/curriculum-development/kla/eng-edu/references-resources/LPF/Exemplars/Speaking/12_My_Dream_Job_x264.mp4
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Understanding Students’ Learning Outcomes with LPF Speaking Exemplar - Reading Aloud an Extract from a Storybook
The student attained ATM 4 in Pronunciation, Stress, Rhythm and Intonation.
Annotation
The student was able to
• pronounce all the familiar words quite accurately, e.g. ‘looked’, ‘name’, ‘answered’, ‘talk’, ‘change’;
• pronounce some sound clusters quite accurately, e.g. ‘friends’, ‘places’, ‘next’, ‘o’clock’;
• read aloud a simple text fluently;
• show an awareness of stress, rhythm and intonation, e.g. ‘Lisy said, ‘Hello! My name’s Lisy. What’s your name?’, ‘Let’s change places. You can be me and I can be you for a week.’.
Activity 2c - Watch a video clip about a student reading aloud a short extract from a storybook.
The student’s performance in respect of Pronunciation, Stress, Rhythm & Intonation and annotation:
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Link to the clip:
https://www.edb.gov.hk/attachment/en/curriculum-development/kla/eng-edu/references-resources/LPF/Exemplars/Speaking/20_Reading_Aloud_from_Storybook_x264.mp4
Using the LPF to Enhance the Learning and Teaching of Speaking Skills
The LPF provides a common scale and language for teachers to describe students’ performance and progress in English Language learning.
In the group discussion task about favourite places in HK, most of my students attained
ATM 3 in Content, Organisation and Communication Strategies.
Most of my students are at ATM 2 in Content,
Organisation and Communication Strategies.
They could give simple description about their favourite place. Some of them
could make simple evaluative remarks in response to their
classmates’ questions.
They could only give simple information about
their favourite place.
How about your students’
performance in language and pronunciation?
They could produce
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Using the LPF to Enhance the Learning and Teaching of Speaking Skills
Curriculum planning - conduct holistic curriculum review and planning across year levels to ensure progressive development of students’ speaking skills in content, organisation and communication strategies, language, and pronunciation, stress, rhythm and intonation.
What are the strengths and weaknesses of students?
What is the next level of attainment for students?
Does the curriculum provide a variety of speaking
activities to help students develop different aspects of speaking skills progressively?
How can the basic
communication strategies be incorporated into the curriculum?
Are learning objectives and assessment criteria shared with students?
How can teachers improve the design of speaking activities to enhance students’ strengths and address their weaknesses?
Do the speaking activities involve peer assessment / self-assessment?
Questions for reflection
etc.
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Using the LPF to Enhance the Learning and Teaching of Speaking Skills
Curriculum planning - design a range of meaningful speaking tasks in accordance with the themes of the teaching units / reading workshops to develop students’ speaking skills, e.g.
Game
Guessing the Food (KS1)
Students in groups make
guesses about the food drawn on their own headbands by asking other group members simple questions.
Pair exchange
Favourite Seasons and Festivals (KS1)
Students in groups of two participate in a pair exchange talking about their favourite seasons and festivals.
Reading aloud (KS2)
Students read aloud a short extract from a storybook.
Question and answer About Tigers (KS2)
Students are asked to express their ideas and feelings about animals after reading an
information text about tigers.
Presentation
My Dream Job (KS2)
Students give a simple
presentation on their dream job in front of the class.
Show-and-tell
Introducing a Model of the Neighbourhood (KS2)
Students participate in a show-and-tell activity
introducing a model of their own neighbourhood to the
Role-play
The Ant and the Grasshopper (KS2)
Students in groups of six
rewrite the fable ‘The Ant and the Grasshopper’ in the form of a script and conduct a role-
Group discussion
Favourite Places in HK (KS2)
Students in groups of four participate in a group
discussion talking about their favourite places in Hong Kong.
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Creating a Rich Language Learning Environment to Develop Students’ Language Skills
Design a whole-school language policy with concerted efforts, e.g.
Establish a lively and encouraging school
and classroom atmosphere through
daily routines or practices (e.g.
morning reading time, show-and-tell activities, Campus TV)
Enrich the school library
with reading materials of a wide range of
subject content and
text types
Encourage students to interact with teachers and one another in
English outside the
classroom
Display print materials in English (e.g.
posters, signs, notices) all around the
school
Organise English learning activities (e.g.
English Days, English Camps,
drama performances,
English
Ambassadors)
Provide easy
access to reading materials in
different parts of the
school
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Using the LPF to Enhance the Learning and Teaching of Speaking Skills
Learning, Teaching and Assessment
(1) Identifying students’
strengths & areas for improvement & setting
speaking objectives
(2) Setting task-specific assessment criteria and designing speaking activities to
help students attain the target learning outcomes (ATMs) (3) Providing effective
feedback on students’
performance to guide them to make improvement
Part 3
Using the LPF to Enhance
the Learning and Teaching of Listening Skills
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LPF for Listening
Abstractness
Organisation
Depth of processing
understanding inferring interpreting
Text complexity Range and application
of listening strategies
Understanding the Learning Progression
a. b. c.
Activity 3 - Identify the missing attainment milestones (ATM) for listening from the choices given
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a. b. c.
c. a. b.
Answer Key
Activity 3 - Identify the missing attainment milestones (ATM) for listening from the choices given
Understanding the Learning Progression
Progression of Attainment Milestone for Listening
ATM 7
Understanding,
inferring & interpreting information, ideas, feelings
& opinions in a
range of texts with some degree of complexity , using & integrating a range of listening
strategies as appropriate
ATM 2
Understanding some information, ideas and feelings in short simple texts, using
some listening strategies as appropriate
ATM 4
Understanding
& inferring
information, ideas &
feelings in a small range of simple texts, using &
integrating
a small range of listening strategies as appropriate
Depth of processing Text complexity Range & application of listening strategies
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The LPF for English Language (Listening) – Underlying Principles
1. language development strategies, generic skills, and positive values and attitudes (all 4 skills)
2. exposure to a variety of text types and listening purposes
3. selection of a wide range of texts of appropriate lengths and different topics
4. the interplay between tasks and texts when designing tasks for learners
5. development of some basic listening strategies (e.g. being attentive, activating prior knowledge, anticipating the likely development of spoken texts, being selective while listening.)
6. the provision of support is gradually reduced to promote learner independence
(Reading &
Listening)
Understanding Students’ Learning Outcomes using LPF Listening Exemplar – Joining the Basketball Team
Activity 4 – Listen to a conversation between Tom and the basketball team leader.
Review the question intent in respect of the development of listening skills and Strategies. Decide the ATM level and pointers that students can achieve.
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Joining the Basketball Team Task Description
In this listening activity, students listened to a conversation between Tom and the basketball team leader. They then filled in an application form.
Preparation
Before the listening activity, the teacher asked them to share their experience of filling in a form, e.g. applying for a library card or membership of a club. Then the teacher guided students to
predict the information they need to fill in for joining the basketball team by asking the following questions:
1. What school club or interest class have you joined?
2. Did you need to fill in an application form?
3. What information do you need when you fill in an application form?
Tom wants to join the basketball team. The team leader is helping him fill in an application form. Listen to the conversation and complete the form. Circle the answer or fill in the information.
Basketball Team
Membership Application Form e.g. Name: Tom Chan
1. Age:
a. 10 b. 8 c. 9
2. Address
Flat:
a. 12B b. 12D c. 12C Building
a. Park Field Building b. Park View Building c. Pat Hill Building d. Pat View Building
Street:
a. 13 Temple Street b. 30 Semple Street c. 30 Temple street d. 13 Semple Street
3. Telephone no: _________________
4. Email address:
a. tom@starnet.com b. tom@starmat.com c. tome@starbat.com 5. Team T-shirt:
a. small b. large
c. Extra large
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Learning outcomes
& pointers
Script Answer Key
Learning outcomes
& pointers Script
Answer Key
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Enhancing Learning and Teaching of Listening with the Help of the LPF
Setting specific learning objectives, designing appropriate questions, conducting listening activities and providing focused feedback on learners’ performance Referring to the LPF for listening
for the learning outcomes &
identifying learners’ strengths &
weaknesses
Consolidating and developing
learners’ listening skills and strategies
From
understanding what learners need to achieve as they progress in the development of Listening…
to
provide suitable support and challenges that may take…
Identifying students’
strengths and weaknesses
Setting reasonable learning objectives in listening activities for students
Identifying the listening skills & strategies that students should develop, and providing necessary support to them
Identifying level
appropriate listening texts/materials for students
Designing listening
activities/Improving the design of listening activities by
- reviewing/setting questions - conducting listening
activities
- providing feedback on students’ performance
Use of the LPF for Listening
Strategies Assessment
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Providing support to develop students’
Listening Skills and Strategies
Top-down strategies
Providing background information to facilitate students’
understanding of the listening activities, e.g. situation, context, topic
Bottom-up strategies
Providing language support, e.g. explaining the new vocabulary
items, introducing the sentence patterns, to help students decode
the sounds and interpret meaning
Developing students’ listening strategies
LPF Listening Exemplar – Survey on Favourite Cartoons
Activity 5 – Listen to an interview between Billy and Sarah about her favourite cartoon.
Suggest ways to provide support to students before and during the listening activity.
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A Survey on Favourite Cartoons Task Description
In this listening activity, students listened to an interview between Billy and Sarah about her favourite cartoon. They then filled in a survey form.
Preparation
Before the listening activity, the teacher aroused students’ interest in cartoons and helped them predict the setting and characters of the cartoon by asking the following questions:
− Do you like watching cartoons?
− Which is your favourite cartoon?
− What is it about?
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• Expose students to examples of surveys, e.g. a survey on health and daily life habits.
• Guide students to glance through the questions and predict answers.
Lack of
experience in doing surveys
• Activate students’ prior knowledge by asking them to share their favourite cartoon
programmes, including the name of the
programme, characters and unforgettable stories.
• Ask students to share the cartoon characters they like best.
Unfamiliar with the features of
narrative texts
• Remind students to note down the key words only, not every word they hear in the audio file.
• They can complete the sentence when they have
Weak at noting down reasons
Foreseeable problems Support before the listening
Get students familiar with the text features, e.g. characters, plot, problem, ending.
Ask students to predict the interview questions and answers.
Support during the listening
Provide language support for students to complete the
Remind students to pay attention to the key words and phrases to choose the correct picture.
Steps in Improving Students’ Listening Skills at KS2 with Reference to LPF
- Analysing students’
performance in
listening assessment papers
- Observing students’
performance in daily assessment tasks, e.g.
dictation, listening activities
- Providing language support and background information when the context is less familiar to students
- Providing opportunities for students to do simple note-taking
- Encouraging students to justify their choices
- Providing diagnostic feedback to students - Making adaptations to the existing
listening materials to suit students’ learning needs
Plan Strategy Evaluation
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1. Provide opportunities to engage students in a range of tasks that cover a variety of purposes and text types in the school-based English programme.
2. Identify the requirements for each task/the question intent of each item with reference to the LPF.
3. Develop a task-specific feedback sheet to provide constructive feedback to students.
4. Develop students’ speaking/listening strategies in an integrative manner, e.g.
Steps in Using the LPF to
Enhance Students’ Speaking and Listening Skills
engaging students in task-based learning activities to interact and share information
providing background information and language support for students to approach less familiar topics
strengthening students’ phonics skills in decoding less familiar words
guiding students to use mind maps to organise/note down ideas
Recap of Today’s Message
Help students progress to the next
level of learning
Plan strategically for effective learning, teaching & assessment
Identify students’
strengths & weaknesses
LPF
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