Using TSA Data to Enhance Curriculum Planning English

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

For details about the KS 3 BC Descriptors, please visit: http: //cd 1. edb. hkedcity. net/cd/eap_web/bca/index 3. htm

KS 3 Listening Basic Competency Descriptors L 5 -L-1 -S 3 BC Understanding the use of a range of language features in simple literary / imaginative spoken texts L 5 -L-2 -S 3 BC 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 L 6 -R-1 -S 3 BC 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) 9 EL 1 9 EL 2 9 EL 3 Text Type Part 1 Play (Credit Cards) Conversation (Cowboys) Speech Poster, Chart (Charity Run) Part 2 Poem (What a Day!) Poster, Chart (Charity Run) Multiple choice, Sequencing Gap filling, 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 9 EL 1, 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: Ø phonics and exposure to a variety of text types Ø listening to and reading aloud texts and target items

Suggestions for Enhancing Students’ Listening Skills 9 EL 1, 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 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 What kind of day is the writer having? (60. 5%) A. a hot day B. a lucky day [Still not well, the very next day C. a lazy day It’s a horrible feeling, what more to say? D. a bad day And hopefully I’ll feel much fitter] 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

KS 3 Reading Basic Competency Descriptors L 6 -R-1 -S 3 BC Using an increasing range of reading strategies to understand the meaning of texts with some degree of complexity L 6 -R-2 -S 3 BC Extracting and organising information and ideas from texts with some degree of complexity L 6 -R-3 -S 3 BC Understanding the use of a range of language features and other techniques to present themes, characters, experiences and feelings in simple literary / imaginative texts L 5 -R-4 -S 3 BC Applying a range of reference skills for various purposes with the help of cues (TSA Report 2007, p. 216)

Item Description (Reading) 9 ER 1 9 ER 2 9 ER 3 Text Type Part 1 Poem (A Busy Day) Part 2 Expository text (Treasure Island) Article (Community Weekly) Part 3 Film review (Dr. Chan Lam) Article (Community Weekly) Film review (Dr. Chan Lam) 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, Short answer Part 3 Multiple choice, 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 9 ER 1, Part 1, Q. 6 & 9 ER 3, 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 9 ER 1, Part 2, Q. 7 & 9 ER 2, 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 9 ER 2, 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 9 ER 2, Part 3 A (37) & 9 ER 3, Part 2, Q. 8 Reading Strategies Understanding different views and attitudes Now, it is true that not everyone likes the music What does the writer think about the concert? (47. 4% & 48. 6%) played by Chandra’s group. However, many people enjoy coming to the park to sing. In fact, since most The music concerts should be A. of the people are elderly, it is wonderful stopped forever. entertainment for them every day of the week. Unfortunately, due to a few complaints, the music B. The public should care about the elderly. and singing must now stop. What do you think? 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 Ø words that indicate the author’s negative feelings towards the complaints Ø words that indicate the author’s positive feelings towards the concert

KS 3 Writing Basic Competency Descriptors L 6 -W-1 -S 3 BC Writing a variety of texts for different purposes with relevant and generally adequate content L 6 -W-2 -S 3 BC 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 L 6 -W-3 -S 3 BC Writing a variety of texts with adequate overall planning and organisation (including the use of cohesive devices and paragraphs, and sequencing of ideas) L 5 -W-5 -S 3 BC 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) 9 EW 1 Text Type: Letter 9 EW 2 Text Type: Letter 9 EW 3 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 • Use familiar vocabulary Language • Use simple language patterns despite some Patterns minor spelling and grammatical errors Organisation • Use appropriate paragraphing • Use simple connectives and sequencers within paragraphs Features • Use some basic features Ø correct format (letter/ email) Ø salutation and closing appropriate to the context (letter/ email)

9 EW 3, 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)

9 EW 3, 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’

9 EW 3, 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. ’

9 EW 3, 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’

9 EW 3, 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 Ø use of synonyms ‘party’ - gathering, ‘birthday’ - big day Ø use of pronouns ‘birthday party’ - it • enhancing lexical richness Ø use of adjectives Ø use of adverbs Ø 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. ’

9 EW 3, 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. ’

9 EW 3, 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 Ø 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. ’ Ø 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? ’

9 EW 3, Student Work Sample (TSA Report 2007, p. 223) Organisation Writing The student can organise ideas by: • using adequate paragraphing Ø introduction (to state the purpose) Ø two paragraphs (to present the activities) Ø ending (to extend an invitation) • presenting the activities chronologically ‘On Saturday’ ‘On Sunday’ • using simple connectives and sequencers ‘if’, ‘because’, ‘therefore’, ‘so’ ‘then’, ‘after’

9 EW 3, 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…’

9 EW 3, 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 Ø beginning the email with a question ‘Do you have any free time in the weekend? ’ Ø ending the letter with her first name ‘Sandy’ Ø use of pronouns ‘I’, ‘we’, ‘you’

9 EW 3, 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 Ø contracted forms ‘We will’ - ‘We’ll’ ‘One thing is missing’ - ‘One thing’s missing’ Ø 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