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

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Presentation on theme: "Using TSA Data to Enhance Curriculum Planning English Language Education Section Curriculum Development Institute Education Bureau 22 November 2007."— 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-S3BCUnderstanding the use of a range of language features in simple literary / imaginative spoken texts L5-L-2-S3BCUsing 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-S3BCUsing an increasing range of reading strategies to understand the meaning of texts with some degree of complexity (TSA Report 2007, p. 215)

4 9EL19EL29EL3 Text Type Part 1 Part 2 Question Type Part 1 Part 2 Item Description (Listening) Poem (What a Day!) Play (Credit Cards) Conversation (Cowboys) Speech Poster, Chart (Charity Run) Multiple choice, Short answer Gap filling, Multiple choice Multiple choice, Sequencing Gap filling, Multiple choice Gap filling, Multiple choice Poster, Chart (Charity Run) Poster, Chart (Charity Run)

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

6 Suggestions for Enhancing Students Listening Skills Sound patterns: Rhymes How to help students develop their sensitivity to sound patterns? 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. ________ and ________ Explicit teaching of sound patterns through: phonics and exposure to a variety of text types listening to and reading aloud texts and target items Language Features 9EL1, Part 1, Q.5 & Q.6 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] [I cant eat any food Cant even drink soup I drink lots of water But it doesn't seem to help] [Lying in bed, feeling very sore I just cant read anymore. Another day off, I should get better And hopefully Ill feel much fitter] [Still not well, the very next day Its a horrible feeling, what more to say? One last tip or little trick Stay healthy, Do what you can to never get sick]

7 Identify main ideas and infer feelings of the speaker Using semantic and syntactic clues Recognising the tone of voice expressed by speakers 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 cant read anymore. Another day off, I should get better And hopefully Ill feel much fitter] What strategies do students need to develop? How to help students develop these strategies? Exposure to a variety of text types through listening Suggestions for Enhancing Students Listening Skills 9EL1, Part 1, Q.4 Strategies Highlighting the strategies to students [I cant eat any food Cant even drink soup I drink lots of water But it doesn't seem to help] [Still not well, the very next day Its a horrible feeling, what more to say? One last tip or little trick Stay healthy, Do what you can to never get sick] 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

8 KS3 Reading Basic Competency Descriptors L6-R-1-S3BCUsing an increasing range of reading strategies to understand the meaning of texts with some degree of complexity L6-R-2-S3BCExtracting and organising information and ideas from texts with some degree of complexity L6-R-3-S3BCUnderstanding 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-S3BCApplying a range of reference skills for various purposes with the help of cues (TSA Report 2007, p.216)

9 9ER19ER29ER3 Text Type Part 1 Part 2 Part 3 Question Type Part 1 Part 2 Part 3 Item Description (Reading) Poem (A Busy Day) Article (The Land Down Under) Expository text (Treasure Island) Film review (Dr. Chan Lam) Multiple choice, Short answer Multiple choice Poem (A Busy Day) Expository text (Treasure Island) Film review (Dr. Chan Lam) Article (Community Weekly) Article (Community Weekly) Multiple choice, Short answer Multiple choice Multiple choice, Short answer Multiple choice, Short answer Multiple choice 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 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 Students with Minimally Acceptable Levels of Basic Competence are able to:

11 How to help students work out the meaning of unfamiliar words? Using semantic clues to identify the appropriate meaning 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 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%)

12 Reference Skills What are the dictionary skills students need to develop? Recognising dictionary conventions Using semantic and syntactic clues to identify the appropriate 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 ships 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. How to help students develop their dictionary skills? Explicit teaching of dictionary skills Suggestions for Enhancing Students Reading Skills 9ER1, Part 2, Q.7 & 9ER2, Part 2, Q.7 Using a dictionary to find out about meaning Providing opportunities for application 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

13 How to help students establish links between ideas? Using syntactic clues to locate relevant information Using knowledge of word association 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 According to the passage, what is the difference between Australian and Hong Kong seafood? (40.5%) Suggestions for Enhancing Students Reading Skills 9ER2, Part 1, Q.8 Reading Strategies Making inferences

14 How to help students infer the writers views and attitudes? Using semantic and syntactic clues 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. 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? words that indicate the authors negative feelings towards the complaints words that indicate the authors positive feelings towards the concert Suggestions for Enhancing Students Reading Skills 9ER2, Part 3A (37) & 9ER3, Part 2, Q.8 Understanding different views and attitudesReading Strategies

15 KS3 Writing Basic Competency Descriptors L6-W-1-S3BCWriting a variety of texts for different purposes with relevant and generally adequate content L6-W-2-S3BCWriting 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-S3BCWriting 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-S3BCWriting 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 9EW19EW29EW3 Item Description (Writing) Text Type: Letter Input: Letter received, framework of the reply Input: Pictures, keywordsInput: Pictures, ideas, framework of the letter Text Type: Text Type: Letter Task: Convincing a student to stop smoking Task: Explaining the choice of pet and how to look after it Task: Planning for weekend activities

17 General Comments (Writing) Content Vocabulary and Language Patterns Organisation Features 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 Students with Minimally Acceptable Levels of Basic Competence are able to: correct format (letter/ ) salutation and closing appropriate to the context (letter/ )

18 ContentThe student can provide relevant content by: 9EW3, Student Work Sample (TSA Report 2007, p.223) making use of some pictorial cues and key words Writing have a BBQtake photos play games (badminton/football)

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

20 ContentThe student can enrich the content by: 9EW3, Student Work Sample (TSA Report 2007, p.223) describing feelings Para 1 We havent seen each other for a long time. I really miss you! Para 2 Im sure you wont feel bored. Para 3 I guess she will be moved to tears. Para 4 You will surely be happy to meet a lot of old friends. Suggestions for Enhancing Students Writing Skills

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

22 VocabularyThe student can improve the writing by: using lexical substitution use of synonyms party - gathering, birthday - big day use of pronouns birthday party - it 9EW3, Student Work Sample (TSA Report 2007, p.223) enhancing lexical richness use of adjectives use of adverbs expanding noun phrases 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. Suggestions for Enhancing Students Writing Skills

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

24 Language Patterns The student can improve the writing by: 9EW3, Student Work Sample (TSA Report 2007, p.223) make suggestions Lets meet (We will meet) at 11:30 a.m. 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. Why dont 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? using a greater range of tenses / language patterns to Suggestions for Enhancing Students Writing Skills

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

26 The student can improve the writing by: Organisation Para 2 On Saturday, we want to have a BBQ… providing coherent links across paragraphs 9EW3, Student Work Sample (TSA Report 2007, p.223) 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… Suggestions for Enhancing Students Writing Skills

27 Features applying the correct format Dear Amy, (to begin the ) Best wishes, Sandy (to end the ) Writing 9EW3, Student Work Sample (TSA Report 2007, p.223) The student can use salient features of an by: 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 FeaturesThe student can improve the writing by: contracted forms 9EW3, Student Work Sample (TSA Report 2007, p.223) including more salient features such as language patterns to enhance interactions We will - Well One thing is missing - One things missing Lets play football together this Saturday. Why dont we organise a party for Kitty? Suggestions for Enhancing Students Writing Skills

29 Content and Organisation Students can understand the task requirement better by 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. General Suggestions for Enhancing Students Writing Skills highlighting key words in the questions.

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

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

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