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Key Emphases and Strategies in Planning the English Language Education KLA

Introduction to Curriculum Leadership and Management Series for New Primary School Curriculum Leaders (2009/10). Key Emphases and Strategies in Planning the English Language Education KLA. 12 October 2009 English Language Education Section Curriculum Development Institute Education Bureau.

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Key Emphases and Strategies in Planning the English Language Education KLA

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  1. Introduction to Curriculum Leadership and Management Series for New Primary School Curriculum Leaders (2009/10) Key Emphases and Strategies in Planning the English Language Education KLA 12 October 2009 English Language Education Section Curriculum Development Institute Education Bureau

  2. Subject Curriculum Guide English Language Curriculum Guide (Primary 1 – 6) (2004, CDC) Implemented at Primary 1 since September 2005

  3. Diagrammatic Representation of the English Language Curriculum Framework Interpersonal Knowledge Experience Targets for: Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4 Targets for: Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4 Targets for: Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4 Learning Objectives: Forms and Functions Skills and Strategies Attitudes English Language Curriculum Strands 9 Generic Skills Values and Attitudes Flexible and Diversified Modes of Curriculum Planning + Effective Learning, Teaching and Assessment Overall Aims and Learning Targets of English Language

  4. Key Emphases of the English Language Curriculum Guide (Primary 1- 6) • Strengthening ‘learning to read’ • Promoting a ‘reading to learn’ culture • Using a task-based approach in learning, teaching and • assessment • Promoting learner independence • Catering for learner diversity • Promoting assessment for learning • Creating a language-rich environment

  5. Key Emphases of the English Language Curriculum Guide (Primary 1- 6) Strategies for Implementation • Strengthening ‘learning to read’ • Enhancing the implementation of the Reading Workshops • Promoting a ‘reading to learn’ culture • Learning and teaching grammar in context • Providing opportunities for language use • Using a task-based approach in learning, teaching and • assessment • Learning and teaching phonics in context • Developing vocabulary building skills • Promoting learner independence • Catering for learner diversity • Incorporating the Intervention Programme and • Enrichment Programme into the English curriculum • Promoting assessment for learning • Strengthening teachers’ skills and strategies in • giving quality feedback • Creating a language-rich environment • Designing a whole-school language policy 8

  6. Reading Workshops • Using real books of a variety of text types • Adopting effective teaching strategies • Helping learners develop and practise reading skillsthrough reading ‘real books’ • Reading as a springboard for the development of higher order thinking skills, creativity and other language skills • Developing in learners positive attitudes towards learning English • Providing coherent and connected learning experiences for the children • Providing opportunities for learners to take an active role in learning Laying a good foundation for lifelong learning

  7. Text Types • Different text types (e.g. poems, diaries, school rules/game rules, posters, cartoons, news reports) have their ownparticular textual structures, style, grammar features and vocabulary

  8. Teaching Strategies for Reading Teacher Support Storytelling Independent Reading Reading Aloud Reading Workshops Supported Reading Shared Reading English Language Curriculum Guide (Primary 1-6), p. A29

  9. Developing Students’ Reading Skills • Expose students to a variety of text types • Do you expose your students to a variety of text types? • What do you usually do to help your students understand the meaning of difficult words - ask them to look up the dictionary, explain the meaning to them or guide them to use the clues in the text? • Apart from locating specific information, what other reading skills should we help students to develop? • Guide students to use the pictorial clues and • contextual clues to work out the meaning of • difficult words • Guide students to identify the main ideas, • understand the connection between ideas by • identifying the cohesive devices, etc. • Ask open-ended questions to help students • develop critical thinking skills and creativity 12

  10. GE Programme One unit from the coursebook  The Seasons Reading Workshops Three books:  Watching the Weather Hot Sunny Days  Bird Hotel One poem  Daisy Chain Planning the Reading WorkshopsTheme: Wonderful Seasons and Weather English Language Curriculum Guide (Primary 1-6), pp. E12-16

  11. Resource Package Literacy Instruction For Teachers

  12. Professional Development Programmes2009-2010 Reading across the Curriculum to Enhance the Transition from KS1 to KS2 and from KS2 to KS3 (Refreshed) Apr - May 2010

  13. Suggested Booklists for Reading across the curriculum http://www.edb.gov.hk/index.aspx?langno=1&nodeID=2773 16

  14. Learning and Teaching Grammar in Context • Using grammar focus activities and exercises in task-based learning • Facilitating grammar learning and teaching through exposure to a variety of text types • Introducing grammar rules and terms in an explicit way at appropriate stage of learning when necessary • Giving equal emphasis to the development of fluency and accuracy English Language Curriculum Guide (Primary 1-6), pp.160-164

  15. Traditional Grammar Teaching VsTBL Grammar Teaching TBL grammar teaching • Has a context • Students learn certain grammar items and use them inmeaningful contextsand forpurposeful communication Traditional grammar teaching • Out of context • Teaching grammar items one by one

  16. Developing Phonics Skills Helping learners: • develop an awareness of theletter-sound relationships through explicit teaching • build up strategies for decoding (in reading) and encoding (in spelling) words at an early stage of learning • gain confidence and competence in reading aloud and develop an interest in reading books in English • develop strategies in discriminating sounds, in listening and speaking in English, and use accurate spelling in writing English Language Curriculum Guide (Primary 1-6), pp.171-174 19

  17. Learning and Teaching Phonics in Context • Incorporate phonics teaching into the school English programme instead of adopting and implementing a separate phonics programme • Teach and practise phonics in the GE Programme as well as Reading Workshops through short, interesting and purposeful activities and games (e.g. funny rhymes, phonics tic-tac-toe) English Language Curriculum Guide (Primary 1-6), pp.171-174

  18. Resource Packages Strategies and Activities to Maximize Pleasurable Learning Experiences (SAMPLE) Phonics in Action

  19. Developing Vocabulary Building Skills • Encouraging learners to read extensively to acquire vocabulary in natural contexts, especially the high frequency words • Modelling and teaching the different ways in which learners can attack and organise words - guessing and inferring meaning - organising words in vocabulary books - word formation and word association - using and making dictionaries • Using tasks to provide authentic contexts for vocabulary use English Language Curriculum Guide (Primary 1-6), pp.164-171 22

  20. Receptive Paradigmatic Approach Syntagmatic Approach Productive Approaches to Vocabulary Learning

  21. Paradigmatic Approach Word Hierarchy / Superordinates Sports Furniture

  22. Syntagmatic Approach Topic: Jobs

  23. Vocabulary Building Skills Word Formation • Affixation e.g. unhappy, careless • Compounding e.g. foot+ball=football • Conversion e.g. cook (v) a meal, a cook (n) • Derivation e.g. excite (v) , exciting (adj), excited (adj), excitement (n) English Language Curriculum Guide (Primary 1-6)(2004), pp. 168-171

  24. Vocabulary Building Skills Word Association • Synonyms e.g. happy = glad • Antonyms e.g. bright dark • Homonyms e.g. catch a bus, catch a cold • Collocations e.g. make a wish, watch TV • Lexical sets e.g. furniture – table, chair, desk, cupboard English Language Curriculum Guide (Primary 1-6)(2004), pp. 168-171

  25. Providing Opportunities for Practice lexical substitution Pupil’s revised draft 1 The Super Student in Our Eyes XXX should get the most humorous person award. He tells us funny things. He tells funny stories. He tells us funny jokes. He makes funny faces and does funny tricks. He plays funny games and draws different funny pictures. We all think he is the most humorous person in class. tells us talks about interesting funny tells shares funny humorous crazy funny funny silly funny marvellous fun funny

  26. Providing Opportunities for Practice lexical expansion Pupil’s revised draft 1 The Super Student in Our Eyes XXX should get the most humorous person award. He talks aboutinteresting things. He shareshumorous stories. He tells crazy jokes. He makes silly faces and does marvellous tricks. He plays fun games and draws different funny pictures. We all think he is the most humorous person in class. When? How often? What happens next? How often? Where? What happens next? When? What happens next?

  27. Resource Package Enhancing Vocabulary Learning and Teaching at Primary Level

  28. Professional Development Programmes2009-2010 Enhancing English Vocabulary Learning and Teaching at Primary Level (Refreshed) Nov 2009

  29. Catering for learner diversity • Incorporating the Intervention Programme and Enrichment Programme into the school-based English Language curriculum • Using different strategies (e.g. differentiation, flexible grouping, project learning, open-ended learning tasks and activities) to cater for the diverse needs, abilities and interests of learners • Providing opportunities for learners to use a combination of their intelligences (e.g. verbal and linguistic, visual and spatial, bodily and kinesthetic, interpersonal)

  30. Intervention Programme • A short, focused remedial programme providing timely support for learners who have exhibited learning difficulties • Conducted in small groups during class time on a withdrawl mode or outside class time • Providing additional time, additional opportunities and focused learning based on the objectives of the regular GE Programme • Using a task-based approach as well as some short, form-focused pre-task grammar exercises English Language Curriculum Guide (Primary 1-6), p.100

  31. Intervention Programme: Mini-Project on Writing Funny Rhymes • Aims to help P3 pupils develop: - motivation and positive attitude towards learning English - some enabling skills in pronunciation and spelling • 10 sessions to help learners use their letter-sound knowledge to work out the pronunciation and spelling of words • Use ‘Paper doors’ game to help learners write lines for the funny rhyme English Language Curriculum Guide (Primary 1-6), pp.A38-47

  32. Enrichment Programme • Extending the more able learners through a variety of activities • Conducted during or after class time, inside or outside the school premises to provide opportunities to further develop learners’ capabilities in learning English through life-wide learning • Introducing challenging tasks based on the learning experiences already provided in the GE Programme • Encouraging the development of creativity and critical thinking through open-ended tasks English Language Curriculum Guide (Primary 1-6), p.101

  33. Enrichment Programme: English Chief Scheme • P5 and P6 learners are selected to be English Chiefs • Coaching is conducted, with the teacher modelling the skills and language for conducting a language activity • English Chiefs conduct activities in the English Room during lunch time each day. They develop: - leadership skills through arranging younger learners into groups - communication skills through giving instructions and guiding younger learners to play games - critical thinking skills through assessing and giving feedback on others’ work - skills in storytelling and creativity through dramatising the stories - proficiency in spoken English through interacting with younger learners English Language Curriculum Guide (Primary 1-6), pp. E37-42 36

  34. Promoting Assessment for Learning • An integral part of learning-teaching-assessment cycle • Sharing learning intentions and success criteria with learners • Using different modes of assessment • Making use of assessment data (e.g. TSA data, internal assessment data) to help review - expectation of pupils’ learning - content of learning - strategies to enhance learning • Providing quality feedback to enhance learning English Language Curriculum Guide (Primary 1-6)(2004), pp. 191-201

  35. Assessment tasks Shared writing and process writing Learning tasks and activities Conferencing Projects Oral presentations Portfolios etc. Homework Modes of Assessment Assessments in Schools

  36. Quality Feedback • Positive • Diagnostic • Constructive • Focused • Timely • Encourage self-correction and independence

  37. Resource Packages ETV Programme on “Providing Quality Feedback” Promoting Assessment for Learning in English Language Education at Primary Level Promoting Quality Interaction in the Primary English Classroom

  38. Professional Development Programmes2009-2010 Using the Learning Progression Framework to Enhance the Learning, Teaching and Assessment of English Language at Primary Level (Refreshed) Dec 2009

  39. Devising a Whole-school Language Policy • Create a rich language learning environment • Widen the space of learning and teaching English • Enhance students’ motivation in learning English

  40. Creating a Rich Language Learning Environment • Encourage the use of English in all English lessons • Encourage students to interact with teachers and one another in English outside the classroom • Display target language items and vocabulary as well as students’ work on the learning wall in the classroom • Display print materials in English (e.g. posters, signs, notices) all around the school • Set up a well-stocked library with reading materials of a wide range of subject content and text types • Provide easy access to reading materials in different parts of the school

  41. Creating a Rich Language Learning Environment • Establish a lively and encouraging school and classroom atmosphere through daily routines or practices (e.g. morning reading time, reciting during assembly, show-and-tell activities, Campus TV) • Organise English learning activities (e.g. English Days, English Camps, drama performances)

  42. Widening the Space of Learning and Teaching English • Arouse students’ curiosity and interests in observing language use in the school campus and the real world (e.g. signs, announcements, advertisements) • Give assignments which require students to make use of the materials displayed in the school and outside school • Encourage students to watch TV programmes or listen to radio programmes in English (e.g. Sunday Smile on RTHK3) • Encourage students to take part in English activities organised by other institutions (e.g. SCOLAR – Drama in Education, HK Speech Festival)

  43. Enhancing Motivation in Learning English • Foster a ‘can-do’ attitude and encourage risk taking • Incorporate interesting language arts activities (e.g. storytelling, Readers’ Theatre, songs, rhymes, drama) • Set up Reading Award Schemes • Nurture a school reading culture through role-modelling of teachers and the school head

  44. More Information • General – circulars, training calendar, links, etc. http://www.edb.gov.hk • Quicker access to information regarding the English Language Education Key Learning Area – training opportunities, references & resources, etc. http://www.edb.gov.hk/index.aspx?langno=1&nodeID=2402 • English Language Education Section, CDI • Room 1206, 12/F., Wu Chung House, 213 Queen’s Rd. East, • Wan Chai, HK (Fax: 2834 7810) • Ms Emilie Tong (Tel: 2892 6571) 48

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