English Language Education Section Curriculum Development Institute Education Bureau May/June 2021
Developing Reading and Listening Skills of
Secondary Students with Reference to the
Learning Progression Framework (Re-Run)
• To introduce the Learning Progression Framework (LPF) for English Language with focuses on reading and listening skills;
• To introduce the use of the LPF as a tool for planning the school English Language curriculum; and
• To provide suggestions on effective strategies that incorporate the use of the LPF to facilitate the development of reading and listening skills and assessment for / as learning
Course Objectives
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
5
Curriculum Framework and Assessment
Curriculum Framework and the LPF
Skills
6
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?
7
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 help schools plan and review the school English Language curriculum and L&T strategies
To help students progress along the learning continuum
Summative assessment / Benchmarking students
What are the Purposes of Developing the LPF?
Structure of the LPF
9
Understanding the Learning Progression
a) Study the Outcome Statements for three levels of the LPF for Reading:
Activity 1 (Matching activity)
b) Match the outcome statements to the three ATMs (ATMs 1, 5 and 8)
c) Identify the three aspects in the progression of the Outcome Statements
for Reading.
Understanding information and ideas
in some short simple texts, using some reading
strategies as appropriate
Understanding and inferring information, ideas, feelings and opinions in a range of texts with some degree of complexity, using &
integrating a small range of reading
strategies as
Understanding, inferring and interpreting information, ideas, feelings and opinions in complex texts using and integrating a range of reading strategies as appropriate
Level 1 Level 5 Level 8
Progression of the Learning Outcomes
Activity 1 (Matching activity)
b) Match the outcome statements to the three ATMs (ATMs 1, 5 and 8)
Level 1 Level 5 Level 8
Progression of the Learning Outcomes
Understanding information and ideas
in some short, simple texts
using some
reading strategies as appropriate
Understanding and inferring
information, ideas, feelings and
opinions
Understanding, inferring and interpreting
information, ideas, feelings and
opinions in a range of texts
with some degree of complexity
using &
integrating
a small range of reading
strategies
as appropriate
using and
integrating a range of reading
strategies as appropriate
in complex texts Depth of
processing
Text complexity
Range &
application of reading
strategies
Activity 1 (Matching activity)
c) Identify the three aspects in the progression of the Outcome Statements
for Reading.
Outcome Statements in the LPF
Range and application of reading strategies
Abstractness
Organisation
Density of information
Text complexity
Depth of processing
Curriculum Planning
The learning, teaching & assessment cycle
Providing a common
“language” and “tool” to
facilitate professional
discussions among
teachers
The Development of Reading
Skills and Strategies across Key Stages
Further studies, work etc
Lifelong language learning
Key Stages 1 and 2 Key Stage 3 Key Stage 4
16
Expanding the Repertoire of Reading Skills and Strategies
• Extending students’
learning experience through promoting Reading across the Curriculum (RaC)
• Preparing students for meeting the language demand at KS4
Consolidating the Reading Skills and Strategies Acquired
• Facilitating the
application of reading skills in an integrated and creative manner
• Supporting students to conduct independent reading
Developing Basic Skills and Strategies
• 40% of English lesson time on Reading
Workshops
• Using literary &
information texts to facilitate the
development of reading skills in context
An example
Curriculum Planning
Developing students’ reading skills and strategies across levels
Secondary 1 Secondary 2 Secondary 3
Senior Secondary Primary
Consolidation: ATMs 2-5 / Introduction: ATMs 5-6
Consolidation: ATMs 2-4 / Introduction: ATMs 4-5 Consolidation: ATMs 2-3
Introduction: ATMs 3-4
Learning, Teaching and Assessment
Promoting Assessment for Learning
(4) Designing reading activities
(1) Identifying students’ strengths
& areas for improvement
(3) Setting learning objectives
(2) Selecting suitable reading
texts
Reading – ATM 2 Reading – ATM 3 Reading – ATM 4 Understanding information,
ideas and feelings in a small range of short simple texts, using some reading
strategies as appropriate
Understanding and inferring information, ideas and feelings in a small range of simple texts, using and integrating a small range of reading strategies as appropriate
Understanding and inferring information, ideas and feelings in a range of simple texts, using and integrating a small range of reading strategies as appropriate
Pointers
Learners can, for example,
work out the meaning of words by using
knowledge of letter- sound relationships
locate specific information by identifying key words
follow ideas by
understanding the use of simple cohesive devices (e.g. simple connectives, pronouns)
Pointers
Learners can, for example,
work out the meaning of words and phrases by using knowledge of word formation (e.g. prefix, suffix) and some semantic clues (e.g. synonyms)
locate specific information by recognising simple text structures (e.g. list of ingredients followed by cooking procedures in recipes)
identify main ideas and some supporting details explicitly stated in the text
Pointers
Learners can, for example,
work out the meaning of words and phrases by using semantic and syntactic clues
locate details which support the main ideas from different parts of a text
follow ideas by recognising simple text structures and
understanding the use of cohesive devices
(1) Identifying students’ strengths and areas for improvement
Identifying Students’
Strengths &
Areas for Improvement
?
An example
、
、
、 、
?
Identifying reading
skills and strategies that
need to be supported
need to be further stretched
need to be given opportunities for development
Learning, Teaching and Assessment
(2) Selecting suitable reading texts
Reading - ATM 1 Reading – ATM 5 Reading – ATM 8 Understanding
information and ideas in some short simple texts, using some reading strategies as appropriate
Understanding and inferring information,
ideas, feelings and opinions in a range of texts with some degree of complexity, using and integrating a small range of reading strategies as appropriate
Understanding, inferring and interpreting
information, ideas, feelings and opinions in complex texts, using and integrating a range of reading
strategies as appropriate Depth of processing
Range and application of reading strategies
Learning, Teaching and Assessment
Abstractness
Organisation
Density of information
Text complexity
20
(2) Selecting suitable reading texts
Underlying Principles
4) The interplay between tasks and texts is a factor for consideration when teachers design a range of tasks for learners to demonstrate their understanding of the texts. In principle, task demand increases with text complexity as learners progress in the development of reading skills and strategies. To cater for learner diversity, simple tasks can be included for complex texts to cultivate learners’ confidence, and difficult tasks for simple texts to stretch their abilities.
Interplay between Tasks and Texts Task Demand
Text Complexity
• Task demand should increase with text complexity.
• To cater for learner diversity, simple tasks can be included for complex texts to cultivate learners’ confidence, and difficult tasks for simple texts to stretch their abilities.
• To promote learner independence, the amount of support provided could be gradually reduced.
Learning, Teaching and Assessment
Reading – ATM 2 Reading – ATM 3 Reading – ATM 4 Understanding information,
ideas and feelings in a small range of short simple texts, using some reading
strategies as appropriate
Understanding and inferring information, ideas and feelings in a small range of simple texts, using and integrating a small range of reading strategies as appropriate
Understanding and inferring information, ideas and feelings in a range of simple texts, using and integrating a small range of reading strategies as appropriate
Pointers
Learners can, for example,
work out the meaning of words by using
knowledge of letter- sound relationships
locate specific information by identifying key words
follow ideas by
understanding the use of simple cohesive devices (e.g. simple connectives, pronouns)
Pointers
Learners can, for example,
work out the meaning of words and phrases by using knowledge of word formation (e.g. prefix, suffix) and some semantic clues (e.g. synonyms)
locate specific information by recognising simple text structures (e.g. list of ingredients followed by cooking procedures in recipes)
identify main ideas and some supporting details explicitly stated in the text
Pointers
Learners can, for example,
work out the meaning of words and phrases by using semantic and syntactic clues
locate details which support the main ideas from different parts of a text
follow ideas by recognising simple text structures and
understanding the use of cohesive devices
、
An example
、
、
?
Reading objectives ATM 3.1
&
ATM 4.3
(ATM 3.1)
– work out the meaning of words and phrases by using knowledge of word formation (e.g. suffix)
(ATM 4.3)
– follow ideas by recognising simple text structures
(3) Setting learning objectives to help students improve further
Learning, Teaching and Assessment
If later we apologize, That's reconciliation.
If we help each other home, That's cooperation.
If _____________________________, That’s _________________________.
If _____________________________, That’s _________________________.
...
Ations by Shel Silverstein
Learning and Teaching
(4) Designing reading activities
Activity 2 (While-reading activity)
Discuss with a partner and complete the poem.
…
(And if I say this is a wonderful poem, Is that exaggeration?)
ATM 3.1
Knowledge of word formation
(e.g. suffix)
24
…
If later we apologize, That's reconciliation.
If we help each other home, That's cooperation.
If _____________________________, That’s _________________________.
If _____________________________, That’s _________________________.
…
(And if I say this is a wonderful poem, Is that exaggeration?)
From: Silverstein, S. (1981). A Light in the Attic. New York: HarperCollins.
I don’t have to go to school a vacation
you like this poem appreciation
Ations by Shel Silverstein
(4) Designing reading activities
ATM 4.3
Follow ideas by understanding
simple text structure
Activity 2 (While-reading activity)
Discuss with a partner and complete the poem.
Learning, Teaching and Assessment
Further studies, work etc
Lifelong language learning
The Development of Reading
Skills and Strategies across Key Stages
Key Stages 1 and 2 Key Stage 3 Key Stage 4
Developing Basic Skills and Strategies
• 40% of English lesson time on Reading
Workshops
• Using literary &
information texts to facilitate the
development of reading skills in context
Expanding the Repertoire of Reading Skills and Strategies
• Extending students’
learning experience through promoting Reading across the Curriculum (RaC)
• Preparing students for meeting the language
Consolidating the Reading Skills and Strategies Acquired
• Facilitating the
application of reading skills in an integrated and creative manner
• Supporting students to conduct independent reading
Underlying Principles
2) Learners are exposed to a variety of text types and reading purposes (e.g. reading for academic development, reading for pleasure) in preparation for real life applications.
Reading – ATM 3 Reading – ATM 5 Reading – ATM 7
Understanding and inferring
information, ideas and feelings in a small range of simple texts, using and
integrating a small range of reading strategies as appropriate
Understanding and inferring information, ideas, feelings and opinions in a range of texts with some degree of complexity, using and integrating a small range of reading strategies as appropriate
Understanding, inferring and interpreting information, ideas, feelings and opinions in a range of texts with some degree of
complexity, using and integrating a range of reading strategies as appropriate
Pointers
Learners can, for example,
work out the meaning of words and phrases by using knowledge of word formation (e.g. prefix, suffix) and some semantic clues (e.g. synonyms)
locate specific information by recognising simple text structures (e.g. list of ingredients followed by cooking procedures in recipes)
identify main ideas and some
supporting details explicitly stated in the text
Pointers
Learners can, for example,
work out the meaning of some idiomatic expressions (e.g. phrasal verbs and idioms) by using semantic and syntactic clues
follow the development of main ideas and make connections between ideas and information not explicitly stated by using semantic and syntactic clues
organise information and ideas in texts by using knowledge of text structures and some graphic forms (e.g. mind maps, character webs)
Pointers
Learners can, for example,
work out the meaning of figurative language (e.g. metaphors) by using semantic and syntactic clues
analyse the development of ideas, views or arguments in texts
interpret ideas and opinions presented in different texts and draw conclusions
analyse texts for themes, intended audience and writers’ attitudes by reviewing
Promoting RaC at the Junior Secondary Level
Promoting RaC at the Junior Secondary Level
ATM 3
Knowledge of word formation (e.g. prefix,
suffix) & some semantic clues (e.g.
synonyms)
[e.g. exhale (away from), overpopulation (too much), non‐metal (not)]
[
e.g. test tube, measuring cylinder][
e.g. access the file (n v), google (n v)][
e.g. smog = smoke + fog, bionic = biology + electronic]• English Language C&A Guide (S4-6)(2007)
Knowledge of Word Formation
• Affixation
• Compounding
• Conversion
• Blending
27
Promoting RaC at the Junior Secondary Level
ATM 3, 5 & 7
Knowledge of text structure,
graphic forms
Higher order thinking Rhetorical
functions
in different
text structures
Examples of Rhetorical Functions and their Related Language Items Commonly Found across KLAs
CDC Supplement to the English Language Education Key Learning Area Curriculum Guide (Secondary 1 — 3) 2018 –Chapter 6
More examples
https://www.edb.gov.hk/RWaC_JS
Promoting RaC at the Junior Secondary Level
ATM 3, 5 & 7
Knowledge of text structure,
graphic forms
Illustrating causes and effects Making comparison
Examples More examples
https://www.edb.gov.hk/RWaC_JS
Supporting Students to Read Independently
1. What is the title of the book?
Big Bugs, “Bad” Bugs
Bugs
ugly
ATM 1.2
Decode words by using knowledge of letter‐sound relationships
3. What is this book about?
Bugs
ATM 2.7
Make predictions about the content from the title and illustrations
2. Read the title aloud. What are the special effects?
Alliteration, repetition ATM 3.7Identify simple stylistic features
Activity 3 (Pre-reading / while-reading activity)
Book Cover
Source
Connecting Students’ Learning Experiences through Promoting Reading and Writing across the Curriculum in the Junior
Secondary English Classroom (EDB, 2020)
• Part 3: Learning Task 3
• https://www.edb.gov.hk/RWaC_JS
Supporting Students to Read Independently
6. Why is the word “Bad” enclosed in quotation marks?
Meaning:
May not be bad
ATM 6.1
Work out the literal and implied meaning of words and expressions by using semantic and syntactic clues
4. Can you give me an example of bugs?
Spiders ATM 2.7
Make predictions about the content from the illustrations
5. What is the use of the quotation marks?
Meaning:
• To draw readers’ focus
• To put emphasis on the word “Bad”
ATM 6.1
Work out the literal and implied meaning of words and expressions by using semantic and syntactic clues
Activity 3 (Pre-reading / while-reading activity)
Book Cover
Source
Connecting Students’ Learning Experiences through Promoting Reading and Writing across the Curriculum in the Junior
Secondary English Classroom (EDB, 2020)
• Part 3: Learning Task 3
• https://www.edb.gov.hk/RWaC_JS
Skill 1: Camouflage
• It will not be eaten by
other animals.
• It sways (moves) like a flower in the breeze (wind).
Skill 2: Fighting skill
• It will stand up and fight against the bigger
predators.
• Its legs are shaped like petals.
• It behaves like giants (something which is very big).
• It blends into (looks similar to) the environment.
What are the two special skills of the praying mantis?
Use an example to describe this skill
Use an example to describe this skill
How?
Supporting Students to Read Independently
ATM 5.3
Organise information & ideas using some graphic forms
ATM 5.2
Follow the development of main ideas and make connections between ideas and information not explicitly stated by using semantic and syntactic clues
ATM 3.7
Identify simple stylistic features
Activity 3 (Pre-reading / while-reading activity)
How? Why?
Supporting Students to Read Independently
Activity 4 (Post-reading activity)
Read the chapter “Praying Mantis” and complete the post-reading activity.
Then, work with a partner and match the pointers to the reading items.
1. What is a predator?
2. Give two more examples of other predators.
Something that catches and eats other things
ATM 4.1
Work out the meaning of the word
“predator” by using semantic (i.e.
“become lunch for a praying mantis”,
“blend into the background”) and pictorial clues
Snakes, birds, frogs (any two or other appropriate examples)
ATM 2.4
Locate specific information, i.e.
examples of predators, by identifying key words, i.e. “predators, such as”
Supporting Students to Read Independently
4. Which of the following activities can the praying mantis do with its front legs?
5. Why is camouflage an important skill to the praying mantis?
You may choose more than one answer.
a) Praying b) Swimming
c) Attacking other animals d) Cutting grass
a) To help it catch other insects for food b) To attract other animals
c) To look as beautiful as a flower
d) To protect itself from other predators
ATM 4.5
Deduce information and ideas by using semantic and syntactic clues, e.g.
“…tightly holding their victims”
ATM 5.2
Follow the development of the main idea, i.e. the function of camouflage, and make connections between ideas and information by using semantic and syntactic clues
3. What is the use of the praying mantis’s front legs? Please tick the correct answer.
a) Fighting
b) Catching animals c) Protection
d) All of the above
ATMs 2.4 & 2.5
• Locate specific information by identifying key words, i.e. “used for”
• Follow ideas by understanding the use of simple cohesive devices, i.e. the pronoun “They” which refers to “praying mantises”
36
Supporting Students to Read Independently
Considerations for setting assessment items
Learning Objectives
Align assessment with the learning objectives
Variety of Reading Skills
Include items which require students to apply a range of reading skills
Distribution
Avoid a lopsided choice of items testing the same reading skills
Catering for Learner Diversity
Include some easy / challenging items to meet students’
needs
Integrating the Use of the LPF
37
38
Understanding some
information, ideas & feelings in short simple texts,
using some listening strategies as appropriate
Understanding &
inferring information, ideas & feelings in a range of simple texts using &
integrating a small range of listening
strategies as appropriate
Understanding, inferring &
interpreting
information, ideas, feelings and
opinions
in complex texts, using and
integrating a
range of listening strategies as
appropriate
ATM 2 ATM 5 ATM 8
Progression of the Learning Outcomes for Listening
39
ATM 2 ATM 5 ATM 8
Understanding some information, ideas & feelings
in short,
simple texts,
using some listening strategies as appropriate
using & integrating a small range of listening strategies as appropriate
in a range of simple
texts in complex texts,
Understanding, inferring &
interpreting
information, ideas, feelings and
opinions Understanding
and inferring
information, ideas &
feelings
using and
integrating a range of listening
strategies as appropriate
Progression of the Learning Outcomes for Listening
Depth of processing
Text complexity
Range &
application of listening
strategies
40
Developing Listening Strategies
Bottom‐up Strategies
Interpreting meaning through
• decoding the sounds of a
language into words, clauses, sentences, etc; and
• using one’s knowledge of grammatical or syntactical rules interpreting meaning
through the use of
• background knowledge; or
• previous
knowledge of the situation, context, and topic
Top‐down Strategies
Underlying Principle 4
• activating prior knowledge,
• anticipating the likely development of spoken texts, and
• being selective while listening (e.g. discriminating relevant from irrelevant information based on individual circumstances or task requirements).
41
Kaity Chandra is the editor of the magazine. She is holding a meeting with two journalists, Iris Mu and Dan Lai, about the next issue. Listen to their discussion and complete the missing information in the space below. One has been provided as an example. You now have 30 seconds to study the task. At the end of the task, you will have one minute to tidy up your answers.
42
Activity 6
How would you help your students prepare the following task by adopting the top-down/bottom-up strategies?
Developing Listening Strategies
Kaity Chandra is the editor of the magazine. She is holding a meeting with two journalists, Iris Mu and Dan Lai, about the next issue. Listen to their discussion and complete the missing information in the space below. One has been
provided as an example. You now have 30 seconds to study the task. At the end of the task, you will have one minute to tidy up your answers.
43
Activity 6
Developing Listening Strategies
Who? Roles? Top‐down Strategies
44
Activity 6
Developing Listening Strategies
adj.
adj.
adj.
n.
v.
v.
(past tense) (past tense)
Bottom‐up Strategies
45
Activity 6
Developing Listening Strategies
Computer games for
Computer games for
(Cap. Letters)
(Cap. Letters)
(Cap. Letters)
These games are
Top‐down Strategies
Bottom‐up
Strategies
46
Learning, Teaching and Assessment
(1) Identifying students’
strengths & areas for improvement & setting
listening objectives
(2) Identifying suitable texts and designing listening activities to
help students achieve the listening objectives /
assessment criteria (3) Providing effective
feedback on students’
performance to guide students to make
improvement
Promoting Assessment for Learning
Listening – ATM 6 Listening – ATM 7 Listening – ATM 8 Understanding and
inferring information, ideas, feelings and opinions in a range of texts with some degree of complexity, using and integrating a range of listening strategies as appropriate
Understanding, inferring and interpreting
information, ideas, feelings and opinions in a range of texts with some degree of complexity, using and integrating a range of listening strategies as appropriate
Understanding, inferring and interpreting information, ideas, feelings and opinions in complex texts, using and integrating a range of listening strategies as appropriate
Pointers
Learners can, for example,
work out the meaning of some idiomatic expressions (e.g. a piece of cake) by using semantic and syntactic clues
follow the development of main ideas and make connections between them by using syntactic clues and knowledge of text structures
identify speakers’ views and arguments by using
knowledge of sentence stress and intonation
deduce information and ideas by using semantic and
Pointers
Learners can, for example,
draw conclusions from directly stated information, ideas and opinions
compare alternative views and arguments (e.g. equal opportunities, law and order) by using written and graphic forms
distinguish between facts and opinions by using semantic and syntactic clues
infer speakers’ views and attitudes by using semantic and syntactic clues
Pointers
Learners can, for example,
work out the multiple meanings of words and expressions (e.g.
word puns) by using semantic and syntactic clues
infer the mood of a situation from intonation and semantic clues used
analyse ideas, views or
arguments by using knowledge of stylistic features in texts (e.g.
repetitive structures, emotive language)
infer speakers’ intentions by using semantic and syntactic clues and knowledge of sentence stress and intonation
?
An example
、
Learning, Teaching and Assessment
Identifying Students’
Strengths &
Areas for Improvement
?
、
Identifying Listening
skills and strategies that
need to be supported need to be further stretched
need to be given opportunities for development
(1) Identifying students’ strengths and areas for improvement
、 、
?
?
?
?
Outcome Statements in the LPF
Range and application of listening strategies
Abstractness
Organisation
Density of information
Text complexity
Depth of processing
48
(2) Selecting suitable listening texts
Learning, Teaching and Assessment
49
ATM 8.3
&
ATM 8.4
(ATM 8.3)
– analyse ideas, views or arguments by using knowledge of stylistic features in texts
(ATM 8.4)
– infer speakers’ intentions by using semantic and syntactic clues and
knowledge of sentence
(3) Setting learning objectives to help students improve further
Listening – ATM 6 Listening – ATM 7 Listening – ATM 8 Understanding and
inferring information, ideas, feelings and opinions in a range of texts with some degree of complexity, using and integrating a range of listening strategies as appropriate
Understanding, inferring and interpreting
information, ideas, feelings and opinions in a range of texts with some degree of complexity, using and integrating a range of listening strategies as appropriate
Understanding, inferring and interpreting information, ideas, feelings and opinions in complex texts, using and integrating a range of listening strategies as appropriate
Pointers
Learners can, for example,
work out the meaning of some idiomatic expressions (e.g. a piece of cake) by using semantic and syntactic clues
follow the development of main ideas and make connections between them by using syntactic clues and knowledge of text structures
identify speakers’ views and arguments by using
knowledge of sentence stress and intonation
deduce information and ideas by using semantic and syntactic clues
Pointers
Learners can, for example,
draw conclusions from directly stated information, ideas and opinions
compare alternative views and arguments (e.g. equal opportunities, law and order) by using written and graphic forms
distinguish between facts and opinions by using semantic and syntactic clues
infer speakers’ views and attitudes by using semantic and syntactic clues
Pointers
Learners can, for example,
work out the multiple meanings of words and expressions (e.g.
word puns) by using semantic and syntactic clues
infer the mood of a situation from intonation and semantic clues used
analyse ideas, views or
arguments by using knowledge of stylistic features in texts (e.g.
repetitive structures, emotive language)
infer speakers’ intentions by using semantic and syntactic clues and knowledge of sentence stress and intonation
?
、 、 、
?
?
?
?
An example
Listening objectives
50
Developing Listening Strategies
The Golden Boys
Activity 7
Top‐down Strategies
51
Tapescript
Every August. Every August for twelve years. Every August for twelve years we went to the same small town on holiday.
Every August for twelve years we went to the same beach. Every August for twelve years my parents rented the same small house in the same small town near the same beach, so every morning of every August for twelve years I woke up and walked down to the same beach and sat under the same umbrella or on the same
ATM 8.3
analyse the narrator's views and feelings by recognising the use of repetitive
structures, e.g. ‘Every
August’, ‘the same’ and a flat, boring tone to express the repetitiveness and monotony of both his annual summer beach holiday and the daily activity during his holiday
Developing Listening Strategies
1) What does the narrator think of the annual summer beach holiday?
Listen to the excerpt and answer the question below.
A.) A boring event
B.) An event filled with surprises
C.) An event never to be missed
52
Tapescript
Every August for twelve years the same family sat next to us. They were called the Hamiltons. We had a red and white
umbrella, they had a green one. Every
morning my parents said ‘Good morning!’
to Mr and Mrs Hamilton, and Mr and Mrs Hamilton said ‘Good morning!’ to my
parents. Sometimes they talked about the weather.
ATM 8.4
infer the narrator’s intention of mentioning how his parents and Mr and Mrs Hamilton greet one another and their topic of
conversation and deduce that they are no more than nodding
acquaintances although
they appear to be friendly and have known one another for a long time
Developing Listening Strategies
1) What does the narrator want to tell us about the relationship of his parents and Mr and Mrs Hamilton?
Listen to the excerpt and answer the question below.
A.) They know each other very well.
B.) They have a very close relationship.
C.) The do not have a very close relationship.
ATM ____
53
Alberto took one look at his new neighbours and knew that his life was going to get more difficult…
Tapescript
‘Terrible!’ he thought. ‘How am I going to put up with them?’ He went to tell Mimi. Mimi was the friend he lived with.
‘Have you seen the new neighbours?’ he asked her.
‘No,’ she said. ‘Who are they?’
‘Two of them. The ones we don’t like. Big and noisy
Developing Listening Strategies
Activity 8
1) Listen to an excerpt from “Alberto’s New Neighbours” and design question(s) which aim(s) to stretch your students’ listening ability to the next level.
infer that Alberto was annoyed by the arrival of his new neighbours by using
• semantic clues, e.g. ‘noisy’,
‘stupid’ and ‘smelly’
• knowledge of tone and
intonation, e.g. his strong dislike for his new neighbours conveyed by the disparaging tone and his slight emphasis on each word
5.4 a) Write down two adjectives Alberto
used to describe his new
neighbours at the beginning of the story.
(Any two of the following words) big, noisy, smelly, stupid
b) Based on Alberto’s tone, how would you describe his feeling? Tick the best option.
A. displeased B. uncomfortable C. disappointed D. disturbed
54
Alberto and Mimi tried to explain to their new neighbours about how to make their owners become staff…
Tapescript
‘Listen’ said Alberto to them. ‘It’s very easy.
First, understand that the house is your house, not theirs…’
‘And second’ said Mimi, ‘Make sure that you are always clean.’
‘Make sure they give you food whenever you want!’
‘Sit on the newspaper while they are reading it!’
‘Sleep as much as possible – on their beds!’
‘And finally, try not to bark, but to miaow instead.’
But it was no good. The neighbours just didn’t understand.
After a week, they gave up.
‘It’s no good’ said Mimi. ‘They’ll never understand…’
ATM ____
Developing Listening Strategies
Activity 8
2) Listen to an excerpt from “Alberto’s New Neighbours” and design question(s) which aim(s) to stretch your students’ listening ability to the next level.
deduce that Alberto and Mimi were cats and that their new neighbours were dogs by using
• semantic clues, e.g. Alberto told their new neighbours not to ‘bark’, which refers to the noise that dogs make, but ‘miaow’ instead, which refers to the noise that cats make
6.4
a) What kind of animals were Alberto, Mimi and their new neighbours?
Alberto and Mimi were cats whereas their new neighbours were dogs.
b) Support your response to a) with ONE piece of evidence from the story.
Alberto and Mimi miaowed and their new neighbours barked.
Learning and Teaching Materials (Listening)
• http://www.edb.gov.hk/
teentimeremix
55
• http://www.edb.gov.hk/lpfenglish
Enhancing Students’ Listening Skills Development Considerations for setting assessment items
Learning Objectives
Align assessment with the learning objectives
Variety of Listening Skills
Include items which require students to apply a range of listening skills
Distribution
Avoid a lopsided choice of items testing the same listening skills
Catering for Learner Diversity
Include some easy / challenging items to meet students’
needs
Integrating the Use of the LPF
