UNDERSTANDING AND INTERPRETING THE ENGLISH … · students. Major Updates of the ELE KLACG ......

UNDERSTANDING AND INTERPRETING

THE ENGLISH LANGUAGE CURRICULUM

• English Language Education Section• Curriculum Development Institute

• Education Bureau

BY THE END OF THE WORKSHOP, YOU WILL HAVE

a better understanding of the design and the features of the three-year senior secondary English Language curriculum;

explored strategies for curriculum planning and implementation; and

designed task-based activities for senior secondary students.

Major Updates of the ELE KLACG (P1-S6)Major Updates of the ELE KLACG (P1-S6)

Catering for the Needs of SEN and Gifted Students in the Mainstream English Classroom

Learning and Teaching of Text Grammar

Extending from Assessment for Learning to Assessment as Learning

Integrative Use of Generic Skills

Literacy Development

Values Education

STEM Education (including entrepreneurial spirit) & Reading across the Curriculum

e-Learning & Information Literacy

Examples

THE SENIOR SECONDARY ENGLISH LANGUAGE CURRICULUM

S6

S5

S4

Elective

Part

(25%)

Compulsory

Part

(75%)

THE COMPULSORY PARTMeaningful use of:

through the task-based approach and the organising structure of Modules, Units and Tasks by adopting a range of approaches and strategies

Reading / WritingListening / Speaking

Vocabulary

Text Types

Grammar Forms &Communicative

Functions

ENGLISH LANGUAGE CURRICULUM AND ASSESSMENT GUIDE (SECONDARY 4-6), P.54

FEATURES OF A TASK

Involves learners in thinking and doing

Requires learners to draw upon a framework of

knowledge and skillsProduct

Purpose

Context

Adapted from Enhancing English Vocabulary Learning and Teaching at Secondary Level (2012)

ADOPTING A TASK-BASED APPROACH IN LESSON DESIGN

ModuleCultures of the World

Task 1Reading an email from the teacher-in-charge of the

“Hong Kong’s Heritage Excursion”

Task 2Listening to an

interview with the Executive

Secretary of the Antiquities and

Monuments Office

Task 4Making

recommendations for the heritage

tour

Final TaskWriting a proposal and designing a poster

UnitHeritage Conservation

Task 3Reading leaflets

about some heritage sites in

Hong Kong

Provides contexts for: • integrated use of language skills• meaningful and purposeful use of English for

communication Facilitates effective grammar and vocabulary learning

and teaching Uses learning and teaching resources of a variety of

text types Promotes a learner-centred approach

Building on the strengths of students andconsidering their future learning needs, plan for aJunior Secondary English Language curriculum togear students towards the learning targets andobjectives in the English Language curriculum

EFFECTIVE STRATEGIES TO ENHANCE THE INTERFACE

JuniorSecondary

•Exposure to a wide range of print and non‐print texts

•Extensive reading and viewing

•Further development of reading skills and strategies

SeniorSecondary

•Exposure to a widened range of more complex text types•School‐based Assessment: critical and imaginative responses to texts •Comprehension of more complex messages in more formal texts

Primary

•Exposure to a range of text types

•Incorporation ofReading Workshops into the School‐based English Language Curriculum•Development of basic reading skills and strategies

LEARNING EXPERIENCE ACROSS KEY STAGES

JuniorSecondary




SeniorSecondary


Primary

•Exposure to a range of text types•Incorporation ofReading Workshops into the School‐based English Language Curriculum•Development of basic reading skills and strategies


14

T

EXPOSURE TO A WIDE RANGE OF TEXT TYPESText Types for Key

Stage 1Additional Text Types

for Key Stage 2Additional Text Types

for Key Stage 3Additional Text Types

for Key Stage 4

• Advertisements• Captions• Cards• Cartoons/comics• Charts• Diaries• Fables/fairy tales• Forms• Illustrations• Leaflets• Lists• Menus• Notes and messages

• Notices• Personal letters• Poems• Postcards

• Announcements• Autobiographies• Biographies• Blogs• Brochures• Children’s encyclopaedias

• Discussions• Emails• Formal letters• Informational reports

• Jokes• Maps and legends• News reports• Plays• Questionnaires• Recipes

• Book reviews/reports

• Encyclopaedias• Film reviews• Interviews• Itineraries• Letters to the editor

• Manuals• Memoranda• Newspaper/ Magazine articles

• Presentations• Short films• Short novels• Social media texts• Talks• Trailers

• Abstracts/synopses• Agendas• Debates• Documentaries• Editorials• Essays• Feature articles• Films• Minutes• Novels• Proposals• Speeches• Resumes• Thesauri

JuniorSecondary




SeniorSecondary

•Exposure to a widened range of more complex text types•School‐based Assessment: critical and imaginative responses to texts Comprehension of more complex messages in more formal texts

Primary



Listening

SpeakingWriting

Reading

Language across

the Curriculum

• Reading across the curriculum (RaC) is a component within Language across the Curriculum

• RaC– reading as a fundamental

mode of learning– explicit teaching of reading to

be integrated with teaching the curriculum

– students learning to read • the subject matter of

pedagogic texts• the associated language

patterns

(Martin & Rose, 2005)

Academic content

Awareness

+

Academic language

awareness

Liberal Studies

READING ACROSS THE CURRICULUM:ENTRY POINTS

English Language

Content

Reading‐related strategies

Text structure/grammar

Rhetorical functions Language features (e.g.) LS Maths Sci

Comparison However, on the contrary, despite, whereas

* *

Procedure Imperatives * *

Recount Past tense *

Explanation Due to, because, since; therefore, so, as a result

* * *

Description Adjectives, passive construction * *

Conclusion To summarise, to conclude * *

Suggestion Can, may, suggest *

Understanding instructions Wh-words, imperatives * * *

Presentation of facts Present tense * * *

Assumption Future tense, If, let, suppose * *

Reading strategies:• Identifying main

and supporting ideas

• Working out the meaning of unfamiliar words

Content: Overpopulation

Language features: • Nominalisation• Describing

consequences

SUSTAINABLE HOUSING

Task 1: Understanding the Housing Issues in Hong Kong• You will identify the housing issues in Hong Kong based on the

information collected and discuss possible solutions to the problems identified.

Task 2: Exploring the Issues of Country Park Conservation and Residential Development• You will read a fact sheet and letters to the editor to identify arguments

for and against utilising country park areas in residential development, and present your own views on the issue.

Task 3: Examining an Argumentative Essay• You will study a winning essay of the essay writing competition last year

and analyse its language features and structure.

Task 4: Writing an Essay for the Competition• You will write an essay FOR or AGAINST the topic “Developing country

parks into residential areas does more good than harm to Hong Kong”.

FOLLOWING AND EVALUATING POINTS OF VIEWS

D. City planners claim that there are options

other than using the readily available country parks

to increase land supply. Nevertheless, these options

are entirely infeasible. Reclamation, creation of man-

made islands or even development of underground

homes may sound fabulous, yet they do not appear

with a swing of a magic wand. Can we afford any

more delays in providing for the numerous hopeless

children and elderly now living in tiny cages and

coffin-sized subdivided flats?

Kowloon City

DEVELOPING CONVINCING ARGUMENTS

Introducing counter-arguments• It is said/thought/believed

that …• Some people/Opponents/

Those who disagree may argue/claim that …

• One might object that …• It seems true/possible that …

Presenting refutations• Yet/However/Still/

Nevertheless/Nonetheless/• While the claim may be

widely supported, it is indeed impractical/it is not necessarily true because …

UNDERSTANDING THE SALIENT FEATURES OF ARGUMENTATIVE WRITING

JuniorSecondary




SeniorSecondary


Primary



Depth of Processing

Range and applicationof reading strategiesText complexity

Abstractness

Organisation

Density of information

Understanding‐ Locating information‐ Working out meaning of words and phrases

‐ Connecting ideas‐ Identifying main ideas and supporting details

‐ Distinguishing facts from opinions‐ Organising information and ideas

Inferring‐ Inferring feelings‐ Deducing information and ideas

‐ Comparing information and ideas

‐ Working out main ideas and themes

Interpreting‐ Analysing information and ideas

‐ Synthesising‐ Evaluating‐ Justifying

Cognitive processes involved in reading

‐ Activating learners’ prior knowledge and experiences ‐ Selection of a wide range of texts of appropriate lengths and different topics‐ Interplay between texts and tasks ‐ The provision of teacher support and the need to promote learner independence

Underlying principles

COMPLEXITY OF TEXTSEasier texts More difficult texts

Abstractness Ideas and information explicitly stated

Straightforward & factual information

Ideas and information implicitly stated

Meaning hidden between lines or beyond lines

Organisation Well‐defined text structure Organisation of paragraphs

following sequence of events, logical progression (general to specific)

Use of short paragraphs, subheadings & cohesive devices

Lack of well‐defined text structure, mix of text‐types

Organisation of paragraphs not following a common pattern (problem‐solution)

Lack of signposts to facilitate understanding of texts

Density of information

Most sentences/paragraphs containing one piece of information

Sentence structures and language largely simple, with occasional use of complex structures

High lexical density – with a large amount of information‐carrying words

A wide range of complex sentence structures and language

IMPLICATIONS FOR LEARNING AND TEACHING

• To teach reading strategies explicitly• To review the reading assessment items (e.g. levels

of difficulty, range of reading skills) • To ask appropriate questions for different

pedagogical purposes • To provide feedback to students on their reading

skills development

Planning and Implementing the Senior Secondary English Language Curriculum

THE SENIOR SECONDARY ENGLISH LANGUAGE CURRICULUM

S6

S5

S4

Elective

Part

(25%)

Compulsory

Part

(75%)

THE ELECTIVE PART• Adds variety to the English Language

curriculum

• Caters for students’ diverse needs and interests

• Broadens students’ learning experiences

• Provides them with opportunities to apply what they have learnt in the Compulsory Part

Language Arts Non-Language Arts

8 Elective Modules

Learning English through Drama

Learning English through Short Stories

Learning English through Poems and Songs

Learning English through Popular Culture

Learning English throughSocial Issues

Learning English through Debating

Learning English through Sports Communication

Learning English through Workplace Communication

THE ELECTIVE PART

Choices of module, considering: Learners’ background, needs, interests

and abilities Teachers’ expertise and readiness to

teach the module Learning objectives and content of the

modules Resources available, both inside and

outside school

THE ELECTIVE PART

Compulsory Part

Reading/ WritingListening/ Speaking

Vocabulary

Text Types

Grammar Forms &Communicative

Functions

Speaking Skills• pronunciation• stress• rhythm &

intonation

RELATIONSHIP BETWEEN THE COMPULSORY AND ELECTIVE PARTS

(AN ILLUSTRATION WITH THE DRAMA MODULE)

Elective Part (Drama module)

Dramatised Reading

Role play / Drama performance

Text Types• dialogues• stories

Extension, application and consolidation of what has been learned

• stress & intonation

• expression of emotions and feelings

• short scene writing

• production of an original script

PLANNING THE ELECTIVE MODULE IN CONTEXT (KEY CONSIDERATIONS)

• Approaches to implementing the elective module(as a standalone module or integrated with other curriculum and assessment components)

• Adaptations of the S.O.W. (e.g. selecting appropriate learning focuses)

• Sources of learning and teaching materials (e.g. textbooks, school-based materials, resource packages, the media)

• Teacher deployment• Interface with the JS curriculum• Timetabling

TIMETABLINGExample 1: Module-specific lessons in a single blockCYCLE 1 2 3 4 5 6 7 8 9

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Lesson 7

Lesson 8

Example 2: Module-specific lessons in two or more smaller blocks

CYCLE 1 2 3 4 5 6 7 8 9

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Lesson 7

Lesson 8

CYCLE 1 2 3 4 5 6 7 8 9

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Lesson 7

Lesson 8Example 3: 2 periods on the module per cycle

INTEGRATING VARIOUS CURRICULUM COMPONENTS

Compulsory Part and Elective PartElective Part and SBAElective Modules

COMPULSORY PART AND ELECTIVE PART

41

ELECTIVE PART AND SBA

Examining the content, language

and stylistic features of advertisements

-Examining an issue from different perspectives

-Using language functions that signal

cause and effect

Producing a leaflet giving advice on how

to be a wise and sensible consumer

INTEGRATION OF ELECTIVE MODULESPopular Culture

Social Issues

Final Product

ACTIVITY • In groups, design three tasks set against a particular

context to develop or consolidate the target knowledge and skills pertaining to any two modules in the Elective Part.

EXPERIENCE SHARINGIn your group, share with others your experience in planningand/or implementing the senior secondary curriculum. Youmay want to talk about:

• if your school integrates different curriculum components;

• the challenges you encountered/you anticipate in planning anddelivering the curriculum; and

• how you overcame the challenges/you think the challenges could betackled.

USEFUL RESOURCES FOR THE IMPLEMENTATION OF THE ENGLISH

LANGUAGE CURRICULUM

USEFUL WEBSITES• Professional development programmes (PDP)

Information on PDP by Curriculum Development Institute, EDB http://www.edb.gov.hk/en/curriculum-development/kla/eng-edu/professional-development-programmes.html

Application and Detailshttp://tcs.edb.gov.hk

USEFUL WEBSITES• Learning and teaching resources

Curriculum Documentshttp://www.edb.gov.hk/elecg

One-stop Portal for Learning and Teaching Resourceshttp://minisite.proj.hkedcity.net/edbosp-eng/eng/home.html

References & Resourceshttp://www.edb.gov.hk/en/curriculum-development/kla/eng-edu/references-resources.html

ETV Programmeshttp://etv.edb.gov.hk/home.aspx

Radio Programmeshttp://www.edb.gov.hk/index.aspx?nodeID=4034&langno=1

USEFUL WEBSITES• Other useful websites Central Resources Centre by Curriculum Development Institute, EDBhttp://www.edb.gov.hk/crc

Language Learning Support Section, EDBhttp://www.edb.gov.hk/en/edu-system/primary-secondary/applicable-to-primary-secondary/sbss/language-learning-support/index.html

NET Section, EDB http://www.edb.gov.hk/en/curriculum-development/resource-support/net/index.html

The English Campus of HK Education Cityhttp://www.hkedcity.net/english/

THANK YOU

UNDERSTANDING AND INTERPRETING THE ENGLISH … · students. Major Updates of the ELE KLACG ......

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