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

Using TSA Data to Enhance Curriculum Planning

English Language Education Section

Curriculum Development Institute

Education Bureau

22 November 2007

For details about the KS3 BC Descriptors, please visit:http://cd1.edb.hkedcity.net/cd/eap_web/bca/index3.htm

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)

9EL1 9EL2 9EL3

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 Speech Speech

Poster, Chart

(Charity Run)

Multiple choice,

Short answer

Gap filling,

Multiple choice

Multiple choice Multiple choice,

Sequencing

Gap filling,

Multiple choice

Gap filling,

Multiple choice

Poster, Chart

(Charity Run)

Poster, Chart

(Charity Run)

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

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 can’t eat any food

Can’t even drink soup

I drink lots of water

But it doesn't seem to help]

[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]

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 can’t read anymore.

Another day off, I should get better

And hopefully I’ll 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 Skills9EL1, Part 1, Q.4

Strategies

• Highlighting the strategies to students

[I can’t eat any food

Can’t even drink soup

I drink lots of water

But it doesn't seem to help]

[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]

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

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)

9ER1 9ER2 9ER3

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

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:

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%)

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 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.’

How to help students develop their dictionary skills?• Explicit teaching of dictionary skills

Suggestions for Enhancing Students’ Reading Skills9ER1, 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

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%)


9ER2, Part 1, Q.8Reading Strategies Making inferences

How to help students infer the writer’s 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 author’s negative feelings towards the complaints words that indicate the author’s positive feelings towards the concert


9ER2, Part 3A (37) & 9ER3, Part 2, Q.8

Understanding different views and attitudesReading Strategies

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


9EW1 9EW2 9EW3

Item Description (Writing)

Text Type: Letter

Input: Letter received,

framework of the reply

Input: Pictures, keywordsInput: Pictures, ideas,

framework of the letter

Text Type: EmailText 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

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/ email) salutation and closing appropriate to the context

(letter/ email)

Content The student can provide relevant content by:

9EW3, Student Work Sample


• making use of some pictorial cues and key words

Writing

have a BBQ take photosplay games

(badminton/football)

WritingContent

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’



• describing relevant weekend activities‘have a birthday party’, ‘play computer games’, ‘watch films’, ‘play card games’

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.’

Para 4‘You will surely be happy to meet a lot of old friends.’

Suggestions for Enhancing Students’ Writing Skills

Vocabulary

• expanding on familiar vocabulary

Writing9EW3, Student Work Sample


‘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’

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

‘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.’


Language Patterns The student can use a range of language patterns to:

• present future plans

‘On Sunday, we will have a birthday party.’



• 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.’

Language Patterns The student can improve the writing by:



make suggestions

‘Let’s 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 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?’

• using a greater range of tenses / language patterns to


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)



• presenting the activities chronologically

‘On Saturday’ ‘On Sunday’

• using simple connectives and sequencers

‘if’, ‘because’,‘therefore’, ‘so’ ‘then’, ‘after’

The student can improve the writing by:Organisation

Para 2‘On Saturday, we want to have a BBQ…’

• providing coherent links across paragraphs



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…’


Features

• applying the correct format

‘Dear Amy,’ (to begin the email) ‘Best wishes, Sandy’ (to end the email)


(TSA Report 2007, p.223)The student can use salient features of an email by:

• adopting a friendly tone for a personal email

beginning the email 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’

Features The student can improve the writing by:

contracted forms



• including more salient features such as

language patterns to enhance interactions

‘We will’ - ‘We’ll’

‘One thing is missing’ - ‘One thing’s missing’

‘Let’s play football together this Saturday.’

‘Why don’t we organise a party for Kitty?’


Content and Organisation

Students can understand the task requirement better by

You are planning to spend the weekend with your friend. Write an e-mail about the activities you would like to do with him/her.

Using the pictures below and/or your own ideas, write an e-mail to your friend in about 150 words.

General Suggestions for Enhancing Students’ Writing Skills

highlighting key words in the questions.

Content and Organisation

using mind maps.

Students can organise their writing by


• 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


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

Documents

multiple choice poster

hot day

multiple choice gap

bad day slide

short answer slide

chan lam multiple choice

lazy day

lucky day