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Using TSA Data to Enhance Curriculum Planning

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Presentation on theme: "Using TSA Data to Enhance Curriculum Planning"— Presentation transcript:

1 Using TSA Data to Enhance Curriculum Planning
English Language Education Section Curriculum Development Institute Education Bureau 22 November 2007

2 For details about the KS3 BC Descriptors, please visit:

3 KS3 Listening Basic Competency Descriptors
L5-L-1-S3BC Understanding the use of a range of language features in simple literary / imaginative spoken texts L5-L-2-S3BC Using an increasing range of strategies to understand the meaning of simple texts on familiar and less familiar topics which are delivered clearly and in generally familiar accents L6-R-1-S3BC Using an increasing range of reading strategies to understand the meaning of texts with some degree of complexity (TSA Report 2007, p. 215)

4 Item Description (Listening)
9EL1 9EL2 9EL3 Text Type Part 1 Part 2 Question Type Poem (What a Day!) Play (Credit Cards) Conversation (Cowboys) Speech Speech Speech Poster, Chart (Charity Run) Poster, Chart (Charity Run) Poster, Chart (Charity Run) Multiple choice, Short answer Multiple choice Multiple choice, Sequencing Gap filling, Multiple choice Gap filling, Multiple choice Gap filling, Multiple choice

5 General Comments (Listening)
Students with Minimally Acceptable Levels of Basic Competence are able to: Language Features Strategies Identify the emotional intent of speakers from the tone Extract specific information Make simple inferences Comprehend the main ideas from verbal cues Integrate and combine information in listening and reading

6 Suggestions for Enhancing Students’ Listening Skills
9EL1, Part 1, Q.5 & Q.6 Language Features Sound patterns: Rhymes Tapescript: What a Day! (By Dave Lee) [My throat hurts a lot My forehead is hot My shoulder is stiff And so is my neck] Q.5 (29.5%) In stanza 1, ‘lot’ and ‘hot’ are two rhyming words. Listen to stanza 3 and find a pair of rhyming words. ________ and ________ Q.6 (43.4%) Listen to stanza 4 and find a pair of rhyming words. [Lying in bed, feeling very sore I just can’t read anymore. Another day off, I should get better And hopefully I’ll feel much fitter] [Still not well, the very next day It’s a horrible feeling, what more to say? One last tip or little trick Stay healthy, Do what you can to never get sick] [I can’t eat any food Can’t even drink soup I drink lots of water But it doesn't seem to help] How to help students develop their sensitivity to sound patterns? Explicit teaching of sound patterns through: phonics and exposure to a variety of text types listening to and reading aloud texts and target items

7 Suggestions for Enhancing Students’ Listening Skills
9EL1, Part 1, Q.4 Strategies Identify main ideas and infer feelings of the speaker Tapescript: What a Day! (By Dave Lee) [My throat hurts a lot My forehead is hot My shoulder is stiff And so is my neck] [Lying in bed, feeling very sore I just can’t read anymore. Another day off, I should get better And hopefully I’ll feel much fitter] What kind of day is the writer having? (60.5%) A. a hot day B. a lucky day C. a lazy day D. a bad day [Still not well, the very next day It’s a horrible feeling, what more to say? One last tip or little trick Stay healthy, Do what you can to never get sick] [I can’t eat any food Can’t even drink soup I drink lots of water But it doesn't seem to help] What strategies do students need to develop? Using semantic and syntactic clues Recognising the tone of voice expressed by speakers How to help students develop these strategies? Exposure to a variety of text types through listening Highlighting the strategies to students

8 KS3 Reading Basic Competency Descriptors
L6-R-1-S3BC Using an increasing range of reading strategies to understand the meaning of texts with some degree of complexity L6-R-2-S3BC Extracting and organising information and ideas from texts with some degree of complexity L6-R-3-S3BC Understanding the use of a range of language features and other techniques to present themes, characters, experiences and feelings in simple literary / imaginative texts L5-R-4-S3BC Applying a range of reference skills for various purposes with the help of cues (TSA Report 2007, p.216)

9 Item Description (Reading)
9ER1 9ER2 9ER3 Text Type Part 1 Part 2 Part 3 Question Type Poem (A Busy Day) Article (The Land Down Under) Poem (A Busy Day) Expository text (Treasure Island) Expository text (Treasure Island) Article (Community Weekly) Film review (Dr. Chan Lam) Article (Community Weekly) Film review (Dr. Chan Lam) Multiple choice, Short answer Multiple choice Multiple choice, Short answer Multiple choice Multiple choice Multiple choice, Short answer Multiple choice, Short answer Multiple choice, Short answer Multiple choice, Short answer

10 General Comments (Reading)
Reading Strategies Extracting and Organising Information and Ideas Language Features and Other Techniques Students with Minimally Acceptable Levels of Basic Competence are able to: Identify key words and deduce information Identify supporting details for main ideas Identify specific information Analyse and integrate relevant points from one or more than one text Identify rhyming words

11 Suggestions for Enhancing Students’ Reading Skills
9ER1, Part 1, Q.6 & 9ER3, Part 1, Q.6 Reading Strategies Working out the meaning of unknown words Why does the writer use the word ‘bliss’ (line 21) in the last stanza? He is _______________. (59.7% & 60.0%) I am in a state of bliss Where gentle breezes kiss my smiling face Away from time and the school day Twinkling stars lead my way To lovely dreams so far away. A. angry B. excited C. happy D. nervous How to help students work out the meaning of unfamiliar words? Using semantic clues to identify the appropriate meaning

12 Suggestions for Enhancing Students’ Reading Skills
9ER1, Part 2, Q.7 & 9ER2, Part 2, Q.7 Reference Skills Using a dictionary to find out about meaning Look at the word ‘log’ in line 19. Now, look at the dictionary entry for ‘log’ below. Which meaning represents the word in line 19? (44.5% & 45.0%) ‘When pirates went on their journeys, their ship’s captain kept a log. This helped them to remember the places the ship had visited, important things that happened, unusual weather conditions and other information.’ log n [C] 1. a piece of wood 2. a written record of a trip 3. a tool to measure the speed of a ship 4. a record of messages sent or received What are the dictionary skills students need to develop? Recognising dictionary conventions Using semantic and syntactic clues to identify the appropriate meaning How to help students develop their dictionary skills? Explicit teaching of dictionary skills Providing opportunities for application

13 Suggestions for Enhancing Students’ Reading Skills
9ER2, Part 1, Q.8 Reading Strategies Making inferences According to the passage, what is the difference between Australian and Hong Kong seafood? (40.5%) Best loved by Hong Kong visitors is Australia’s seafood. It is fresh, plentiful and, best of all, is usually cheaper than in Hong Kong. A. freshness B. quantity C. quality D. price How to help students establish links between ideas? Using syntactic clues to locate relevant information Using knowledge of word association

14 Suggestions for Enhancing Students’ Reading Skills
9ER2, Part 3A (37) & 9ER3, Part 2, Q.8 Reading Strategies Understanding different views and attitudes Now, it is true that not everyone likes the music played by Chandra’s group. However, many people enjoy coming to the park to sing. In fact, since most of the people are elderly, it is wonderful entertainment for them every day of the week. Unfortunately, due to a few complaints, the music and singing must now stop. What do you think? What does the writer think about the concert? (47.4% & 48.6%) A. The music concerts should be stopped forever. B. The public should care about the elderly. C. The music concerts should continue. D. No loudspeakers should be used. How to help students infer the writer’s views and attitudes? Using semantic and syntactic clues words that indicate the author’s negative feelings towards the complaints words that indicate the author’s positive feelings towards the concert

15 KS3 Writing Basic Competency Descriptors
L6-W-1-S3BC Writing a variety of texts for different purposes with relevant and generally adequate content L6-W-2-S3BC Writing a variety of texts using punctuation marks and a range of vocabulary and language patterns with some degree of appropriacy and accuracy to convey meaning L6-W-3-S3BC Writing a variety of texts with adequate overall planning and organisation (including the use of cohesive devices and paragraphs, and sequencing of ideas) L5-W-5-S3BC Writing a variety of texts using the salient features of a range of genres generally appropriately with the help of cues (TSA Report 2007, p.217)

16 Item Description (Writing)
9EW1 9EW2 9EW3 Text Type: Letter Text Type: Letter Text Type: Task: Convincing a student to stop smoking Task: Explaining the choice of pet and how to look after it Task: Planning for weekend activities Input: Letter received, framework of the reply Input: Pictures, ideas, framework of the letter Input: Pictures, keywords

17 General Comments (Writing)
Content Vocabulary and Language Patterns Organisation Features Students with Minimally Acceptable Levels of Basic Competence are able to: Provide some relevant content Provide some details to support ideas Use familiar vocabulary Use simple language patterns despite some minor spelling and grammatical errors Use appropriate paragraphing Use simple connectives and sequencers within paragraphs Use some basic features correct format (letter/ ) salutation and closing appropriate to the context (letter/ )

18 (badminton/football)
9EW3, Student Work Sample (TSA Report 2007, p.223) Writing Content The student can provide relevant content by: making use of some pictorial cues and key words play games (badminton/football) Imagine what students will write and how can they attain BC? have a BBQ take photos

19 9EW3, Student Work Sample (TSA Report 2007, p.223) Writing Content The student can provide relevant content and develop ideas by: describing relevant weekend activities ‘have a birthday party’, ‘play computer games’, ‘watch films’, ‘play card games’ describing the activities and providing details in terms of ‘who’, ‘where’ & ‘when’ ‘for Kitty’, ‘at my home’, ‘at 11:30 a.m. at Sha tin KCR station’, ‘at 12:30’ giving reasons Imagine what students will write and how can they attain BC? ‘because that day is her birthday, therefore we will celebrate with her…’, ‘because we want to give her suprise’ giving examples ‘such as play badminton and football’

20 Suggestions for Enhancing Students’ Writing Skills
9EW3, Student Work Sample (TSA Report 2007, p.223) Suggestions for Enhancing Students’ Writing Skills Content The student can enrich the content by: describing feelings Para 1 ‘We haven’t seen each other for a long time. I really miss you!’ Para 2 ‘I’m sure you won’t feel bored.’ Para 3 ‘I guess she will be moved to tears.’ Imagine what students will write and how can they attain BC? Para 4 ‘You will surely be happy to meet a lot of old friends.’

21 Writing Vocabulary The student can use familiar vocabulary by:
9EW3, Student Work Sample (TSA Report 2007, p.223) Writing Vocabulary The student can use familiar vocabulary by: referring to the key words provided ‘have a BBQ’, ‘play badminton and football’, ‘take photos’ expanding on familiar vocabulary ‘a birthday party’ Imagine what students will write and how can they attain BC? ‘will celebrate’, ‘a birthday cake’, ‘give her suprise’, ‘have enough time to prepare the food’

22 Suggestions for Enhancing Students’ Writing Skills
9EW3, Student Work Sample (TSA Report 2007, p.223) Suggestions for Enhancing Students’ Writing Skills Vocabulary The student can improve the writing by: using lexical substitution use of synonyms ‘party’ - gathering, ‘birthday’ - big day use of pronouns ‘birthday party’ - it enhancing lexical richness use of adjectives use of adverbs expanding noun phrases Imagine what students will write and how can they attain BC? ‘On Sunday, we will have a surprise birthday party for our lovely good friend, Kitty…’ ‘… to spend an exciting weekend with friends.’ ‘The party will start at 12:30 sharp.’

23 Writing Language Patterns
9EW3, Student Work Sample (TSA Report 2007, p.223) Writing Language Patterns The student can use a range of language patterns to: present future plans ‘On Sunday, we will have a birthday party.’ ‘After eating the food, we will play computer games, watch films and play card games.’ extend invitations ‘I hope you will join us.’ Imagine what students will write and how can they attain BC? make suggestions ‘If you want to take photos, you can bring your camera.’

24 Suggestions for Enhancing Students’ Writing Skills
9EW3, Student Work Sample (TSA Report 2007, p.223) Suggestions for Enhancing Students’ Writing Skills Language Patterns The student can improve the writing by: using a greater range of tenses / language patterns to indicate various degrees of certainty about the future ‘The party starts (will start) at 12:30.’ ‘…we are going to buy (will buy) a birthday cake…’ ‘…(therefore) we are celebrating (will celebrate) with her.’ make suggestions Imagine what students will write and how can they attain BC? ‘Let’s meet (We will meet) at 11:30 a.m.’ ‘Why don’t you (I hope you have time to) join us?’ ‘After eating (the food), what about (we will) playing computer games, watching films and playing card games?’

25 Writing Organisation The student can organise ideas by:
9EW3, Student Work Sample (TSA Report 2007, p.223) Writing Organisation The student can organise ideas by: using adequate paragraphing introduction (to state the purpose) two paragraphs (to present the activities) ending (to extend an invitation) presenting the activities chronologically ‘On Saturday’ ‘On Sunday’ using simple connectives and sequencers ‘if’, ‘because’,‘therefore’, ‘so’ ‘then’, ‘after’

26 Suggestions for Enhancing Students’ Writing Skills
9EW3, Student Work Sample (TSA Report 2007, p.223) Suggestions for Enhancing Students’ Writing Skills Organisation The student can improve the writing by: providing coherent links across paragraphs Para 2 ‘On Saturday, we want to have a BBQ…’ Para 3 ‘After some outdoor activities on Saturday, we will have some indoor activities on the next day. On Sunday…’ Para 4 ‘Are you interested in the activities I plan for this weekend? I hope…’

27 Writing Features The student can use salient features of an email by:
9EW3, Student Work Sample (TSA Report 2007, p.223) Writing Features The student can use salient features of an by: applying the correct format ‘Dear Amy,’ (to begin the ) ‘Best wishes, Sandy’ (to end the ) adopting a friendly tone for a personal beginning the with a question ‘Do you have any free time in the weekend?’ ending the letter with her first name ‘Sandy’ use of pronouns ‘I’, ‘we’, ‘you’

28 Suggestions for Enhancing Students’ Writing Skills
9EW3, Student Work Sample (TSA Report 2007, p.223) Suggestions for Enhancing Students’ Writing Skills Features The student can improve the writing by: including more salient features such as contracted forms ‘We will’ ‘We’ll’ ‘One thing is missing’ - ‘One thing’s missing’ language patterns to enhance interactions ‘Let’s play football together this Saturday.’ ‘Why don’t we organise a party for Kitty?’

29 You are planning to spend the weekend with
General Suggestions for Enhancing Students’ Writing Skills Content and Organisation Students can understand the task requirement better by highlighting key words in the questions. You are planning to spend the weekend with your friend. Write an about the activities you would like to do with him/her. Using the pictures below and/or your own ideas, write an to your friend in about 150 words.

30 General Suggestions for Enhancing Students’ Writing Skills
Content and Organisation Students can organise their writing by using mind maps.

31 General Suggestions for Enhancing Students’ Writing Skills
Students can improve their own writing by using a process approach. Focusing on a specific area Reflecting on their own weaknesses Evaluating their own work Revising/ editing their own work

32 Thank You!


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