1. Select P.1 as our starting point 1. Select P.1 as our starting point Plan our school-based curriculum 2. Plan our school-based curriculum a. adapt the coursebook b. add more ‘experience’ dimensions materials (stories, songs, rhymes & poems) c. cater for individual differences (select focuses to work out a scheme of work)

2. Prepare lessons collaboratively 3. Prepare lessons collaboratively Add more learning activities 4. Add more learning activities ‘Learning should be experimental rather than instructional since learners learn best through activities that demand active involvement.’ Syllabuses for Primary Schools English Language 1997 P.49

3. Design our own workbooks 5. Design our own workbooks (replace all materials provided by the publisher) a. language focus b. graded exercises c. oral practice (*Formative assessment: dictations, quiz & writing) Assessment 6. Assessment d. grammar exercises e. writing task (*Summative assessment: Exam)

4. Build a resources bank 7. Build a resources bank Inform parents 8. Inform parents

5. How to design a module: Use coursebook as the base Use self-designed materials to replace ALL supplementary exercises provided by the publisher (e.g. Pre-Task, Reading & Writing Skills, Grammar Practice) Illustrated by New Welcome to English TOC edition P.4A Module: Leisure Time Unit 3: Harry’s day (p.13-18)

6. When teachers prepared lessons collaboratively, they worked out teaching focuses. They shared the focuses with students & parents. Self-designed materials in the form of a booklet Core elements Non-core elements

7. Help students understand the concept of “quarter” and “past” using a diagram

8. Revision on numbers

9. Focus on time before moving on to daily routines

10. Additional worksheets to supplement the booklet

11. Focus on the first person singular Move on to the third person singular Teachers’ reflection: Too difficult, remedy by peer editing

12. One of the expected learning outcomes is to write a diary. Students started from controlled speaking & writing tasks(examples shown here) to free writing tasks (will be shown later).

13. Various text types are introduced. Focus on language use.

14. Passage for Independent reading (homework)

15. Play the game Mr. Fast to understand “how long”

16. Play the game to consolidate the concept “how long”

17. Various text types are introduced. Focus on language use.

18. How to cater for the needs of different classes? Using self-designed booklets to set the baseline (core elements) give rooms for individual teachers to design tasks/exercises that suit their students’ needs

19. Break down the task into smaller steps for lower ability groups

21. Quiz to check students’ learning

22. Replaced the suggested activity by another more appropriate activity

23. Used various classroom strategies (e.g. peer editing) to assist students to complete the task

24. How to design a Scheme of Work ? Flexible use of textbook Integrate phonics & stories with focuses identified in the coursebook Introduce various text types Apply the principle of integration & recycling State explicitly the expected learning outcomes (from controlled or semi- controlled tasks to free tasks)

25. UnitsLanguage Focus (active + production level) Vocabulary (active + production level) PhonicsText type included Happy Writing Unit 1 Getting to know you (Textbook P.1-6) Greetings: Nice to meet you. Nice to meet you too. Present continuous tense: He is cycling. Question words : Where do you live in? How do you go to school? How many brothers os sisters do you have? Who ’ s your favourite teacher? What ’ s your favourite food? I live / She lives in __________. I go / She goes to school _______. I have/ She has no brothers or sisters. I am/She is good at drawing. My/ Her favourite subject is Art. My/ Her favourite teacher is Miss Ip. My/ Her favourite food is rice. -ing words learnt before, eg. playing -skipping, skating, cycling(new) ___ming ___ning ___ing ___ping ___king ___ving ___ching ___shing conversati ons forms Decribe friends, family members, teachers T.W.G.Hs. Leo Tung-hai Lee Primary School 2003-2004 1st Term Primary 4 English Teacher’s Work Plan

26. Unit 2 Time (Harry ’ s Day) (Textbook P.13-18) Time: It ’ s three o ’ clock. It ’ s half past six. It ’ s quarter past six. It ’ s quarter to six. Time for activities : I get up at six o ’ clock. Time to spend on activities: It takes 30 minutes to go to school. Questions: What ’ s the time now? When do you get up? What time do you get up? How long does it take to go to school? o ’ clock, half past, quarter past, quarter to, minutes, daily activites learnt in Pri. 2 & 3, eg, brush my teeth, eat the breakfast … ___s ___t ___st TV schedules timetables diaries Diaries (using simple present tense) Unit 3 About my family (Textbook P.26) Averb of frequency: Father always irons the clothes. Mother sometimes cooks the dinner. Grandmother never sweeps the floor. Questions: What do you do? How often do you … ? Names of family members : eg. father, mother … always, sometimes, never, irons the clothes, feeds the pet, cooks the dinner, sweeps the floor, waters the plants( learnt in P.2) ---charts diagrams forms poem

27. Unit 4 Story Book (Red Planet) Past tense began, made, came, ran, found, took, saw, fell, got was, were, wanted ___ted ___ked maginative story diaries Diaries (using simple past tense) Predict the story (for more able pps) Unit 5 My Things and Body (Textbook P.19-24) Adjectives: Pencil A is long. Comparative adjectives: Pencil A is longer than Pencil B. Superlative adjectives: Lily ’ s pencil is the longest. School things: School bag, ruler, pencil … Question words: How tall is Mary? How long is your pencil? How heavy are you? Whose bag is the biggest?? short, long, thick, thin, fat, small, big,heavy, light shorter than, longer than, … the shortest, the longest, … ___ter ___ger ___ner ___ter ___est tables notice stories ---

28. Replace Unit 8 with the story “Red Planet”, design own booklet to consolidate students’ learning

29. Integrate diary writing into the booklet

30. Examples of Free writing (Writing a diary) Different requirements for different students

32. 1st Term End-Term Exam

33. How to sustain and improve the school-based curriculum (P.1-3)? One “seed” teacher remains in one level work out lesson plans Evidence (students’ performance & teachers’ observation) collected and recorded – pass on to next year

34. Example of a lesson plan

35. Comments given by last year’s teachers: “pupils actually did not understand the meaning of the poem though the words are easy.”

36. Improved version Teachers improved the booklet based on last year teachers’ comments.

37. This year’s new focus (free writing) added to the booklet