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

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(1)

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)

(2)

• 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

(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

5

(6)

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

(7)

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)

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?

(9)

Structure of the LPF

9

(10)

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.

(11)

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)

(12)

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.

(13)

Outcome Statements in the LPF

Range and application of reading strategies

Abstractness

Organisation

Density of  information

Text complexity

Depth of processing

(14)
(15)

Curriculum Planning

The learning, teaching & assessment cycle

Providing a common 

“language” and “tool” to 

facilitate professional 

discussions among 

teachers

(16)

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

(17)

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

(18)

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

(19)

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

(20)

(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

(21)

(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

(22)

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

(23)

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)

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

(25)

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

(26)

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

(27)

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

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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

(29)

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

(30)

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

(31)

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

(32)

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

(33)

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?

(34)

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”

(35)

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)

36

(37)

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

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38

(39)

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

(40)

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

(41)

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

(42)

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

(43)

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)

44

Activity 6

Developing Listening Strategies

adj.

adj.

adj.

n.

v.

v.

(past tense) (past tense)

Bottom‐up Strategies

(45)

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)

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

(47)

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

  、 、

 

?

?

?

?

(48)

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

(49)

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

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An example

Listening objectives

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Developing Listening Strategies

The Golden Boys

Activity 7

Top‐down Strategies

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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

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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.

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ATM ____

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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

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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.

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Learning and Teaching Materials (Listening)

• http://www.edb.gov.hk/

teentimeremix

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• http://www.edb.gov.hk/lpfenglish

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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

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Promoting Positive Values and Attitudes through English Sayings of Wisdom

https://www.edb.gov.hk/sow

Figure

Updating...

References

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