Transcript How to Use TSA Data to Inform Learning and Teaching

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)
Item Description (Listening)
9EL1
9EL2
9EL3
Text Type
Part 1
Part 2
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,
Multiple choice
Multiple choice,
Sequencing
Gap filling,
Gap filling,
Gap filling,
Multiple choice
Multiple choice
Multiple choice
Question Type
Part 1
Short answer
Part 2
General Comments (Listening)
Students with Minimally Acceptable Levels
of Basic Competence are able to:
Language
Features
• Identify the emotional intent of speakers from the tone
Strategies
• Extract specific information
• Make simple inferences
• Comprehend the main ideas from verbal cues
• Integrate and combine information in listening and
reading
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
[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]
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 ________
And so is my neck]
[Still not well, the very next day
[I can’t eat any food
It’s a horrible feeling, what more to say?
Can’t even drink soup
One last tip or little trick
I drink lots of water
Stay healthy,
Listen to stanza 4 and find a
pair of rhyming words.
But it doesn't seem to help]
Do what you can to never get sick]
________ and ________
Q.6 (43.4%)
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
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
[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]
Can’t even drink soup
I drink lots of water
But it doesn't seem to help]
A. a hot day
B. a lucky day
And so is my neck]
[I can’t eat any food
What kind of day is the
writer having? (60.5%)
[Still not well, the very next day
C. a lazy day
It’s a horrible feeling, what more to say?
D. a bad day
One last tip or little trick
Stay healthy,
Do what you can to never get sick]
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
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)
Item Description (Reading)
9ER1
9ER2
9ER3
Text Type
Part 1
Poem
(A Busy Day)
Part 2
Expository text
Expository text
(Treasure Island) (Treasure Island)
Article
(Community Weekly)
Part 3
Film review
(Dr. Chan Lam)
Article
(Community Weekly)
Film review
(Dr. Chan Lam)
Multiple choice,
Multiple choice
Multiple choice,
Article
(The Land Down Under)
Poem
(A Busy Day)
Question Type
Part 1
Short answer
Part 2
Multiple choice
Short answer
Multiple choice
Multiple choice,
Short answer
Part 3
Multiple choice,
Multiple choice,
Multiple choice,
Short answer
Short answer
Short answer
General Comments (Reading)
Students with Minimally Acceptable Levels of
Basic Competence are able to:
Reading Strategies
• Identify key words and deduce information
• Identify supporting details for main ideas
• Identify specific information
Extracting and
Organising
Information and Ideas
• Analyse and integrate relevant points from one
Language Features
and Other Techniques
• Identify rhyming words
or more than one text
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
I am in a state of bliss
Where gentle breezes kiss my smiling face
Why does the writer use the
word ‘bliss’ (line 21) in the last
stanza? He is _______________.
(59.7% & 60.0%)
Away from time and the school day
A. angry
Twinkling stars lead my way
B. excited
To lovely dreams so far away.
C. happy
D. nervous
How to help students work out the meaning of unfamiliar words?
• Using semantic clues to identify the appropriate meaning
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
‘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.’
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%)
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
Suggestions for Enhancing Students’ Reading Skills
9ER2, Part 1, Q.8
Reading Strategies
Making inferences
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.
According to the passage, what is
the difference between Australian
and Hong Kong seafood? (40.5%)
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
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
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)
Item Description (Writing)
9EW1
Text Type: Letter
9EW2
Text Type: Letter
9EW3
Text Type: Email
Task: Convincing a student Task: Explaining the choice
to stop smoking
of pet and how to look after it
Task: Planning for
weekend activities
Input: Letter received,
framework of the reply
Input: Pictures, keywords
Input: Pictures, ideas,
framework of the letter
General Comments (Writing)
Students with Minimally Acceptable Levels
of Basic Competence are able to:
Content
• Provide some relevant content
• Provide some details to support ideas
Vocabulary and
Language
Patterns
• Use familiar vocabulary
• Use simple language patterns despite some
minor spelling and grammatical errors
Organisation
• Use appropriate paragraphing
• Use simple connectives and sequencers within
paragraphs
Features
• Use some basic features
 correct format (letter/ email)
 salutation and closing appropriate to the context
(letter/ email)
9EW3, Student Work Sample
(TSA Report 2007, p.223)
Content
Writing
The student can provide relevant
content by:
• making use of some pictorial cues
and key words
have a BBQ
take photos
play games
(badminton/football)
9EW3, Student Work Sample
(TSA Report 2007, p.223)
Content
Writing
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
‘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’
9EW3, Student Work Sample
(TSA Report 2007, p.223)
Content
Suggestions for Enhancing
Students’ Writing Skills
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.’
9EW3, Student Work Sample
(TSA Report 2007, p.223)
Vocabulary
Writing
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’
‘will celebrate’,
‘a birthday cake’,
‘give her suprise’,
‘have enough time to prepare the food’
9EW3, Student Work Sample
(TSA Report 2007, p.223)
Vocabulary
Suggestions for Enhancing
Students’ Writing Skills
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.’
9EW3, Student Work Sample
(TSA Report 2007, p.223)
Language Patterns
Writing
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.’
• make suggestions
‘If you want to take photos, you can
bring your camera.’
9EW3, Student Work Sample
(TSA Report 2007, p.223)
Language Patterns
Suggestions for Enhancing
Students’ Writing Skills
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
‘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?’
9EW3, Student Work Sample
(TSA Report 2007, p.223)
Organisation
Writing
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’
9EW3, Student Work Sample
(TSA Report 2007, p.223)
Organisation
Suggestions for Enhancing
Students’ Writing Skills
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…’
9EW3, Student Work Sample
(TSA Report 2007, p.223)
Features
Writing
The student can use salient features of an
email by:
• applying the correct format
‘Dear Amy,’ (to begin the email)
‘Best wishes, Sandy’ (to end the email)
• 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’
9EW3, Student Work Sample
(TSA Report 2007, p.223)
Features
Suggestions for Enhancing
Students’ Writing Skills
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?’
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 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
Content and
Organisation
Students can organise their writing by using mind maps.
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