salesian yip hon millennium primary school 2007 … yip hon millennium primary school 2007-2008 ......

Salesian Yip Hon Millennium Primary School

2007-2008 Teachers Handbook

English

Contents

Preamble ................ 2

Chapter One School-based Curriculum Objectives, Lessons allocated each week, Teaching and learning materials

used Level meetings..............................

3

Reading sessions, Development of four skills, NET scheme, School based

Support Service, Subject Highlights......

4

Chapter Two Assignments and Dictation

Assignments... 7

Dictation......... 10

Chapter Three Assessments

Suggested weighting, Reminder on the setting of exam paper.. 12

Circulation Process.... 14

Appendices

A Framework of school-based curriculum 1

B Text types for all levels.. 12

C Procedures of level meetings. 14

D Sample of scheme of work 15

E List of readers 2007-2008.. 18

F Marking Codes (P.1-3) . 21

G Marking Codes (P.4-6) . 22

H Format of worksheets, exercise books & cover page for exam. 23

I Scoring Guides for writing and speaking.. 27

English Teachers Handbook Salesian Yip Hon Millennium Primary School Academic Affairs Section 1

English Subject Handbook Preamble

The aim of setting this handbook is to list out all the particulars and information

about the teaching of English. It is also some guidelines for English teachers who can

use it as reference. The contents of this handbook consist of the curriculum, types of

assignments, setting of dictation, marking schemes, marking codes and the criteria of

setting assessments.

This handbook will be reviewed from time to time in the light of classroom

experiences and practices. All comments and suggestions can be sent to the English

panel chairs.


Chapter One School-based Curriculum

1 Objectives

To provide our students with opportunity to develop the maximum degree of functional competence in English to carry out meaningful activities and

communicative transactions through the medium of English.

To help our students develop an ever-improving capability to use English to

think and communicate; to acquire, develop and apply knowledgeto respond

and give expression to experience.

To arouse students interests in learning English and make them understand that

English is a key for communication, an instrument of learning and a medium of

entertainment and pleasure.

To equip our students with self-contained abilities to use English as a tool for

living and their future studies.

2 Lessons allocated each week

8 lessons are allocated for P.1-P.6 each week, including one lesson for small group teaching every two weeks.

3 Teaching and learning materials used

P.1 - P.6 ~ Magic students book, task book , grammar, listening and readers (Oxford)

P.1 - 6 ~ Daily readers (KEA publisher)

P.3, 6 ~ Primary TSA English Mock Papers P.3,6 (Classroom)

P.4 ~ Handwriting for fun (Long River)

4 Level meetings

A 45-minute session is timetabled for co-planning once every two weeks. Teachers take turns to do the planning of the unit.


5 Reading sessions

A morning reading session is arranged for students every week. Teachers do storytelling, shared reading and independent reading with

students.

Teachers also introduce different text types and related reading strategies

through the use of Daily Readers and other storybooks.

6 Development of four skills 6.1 Reading

An integrated curriculum for reading is adopted (General English +

Reading Workshops).

Readers are arranged to provide more language exposure for students.

Level P.1 P.2 P.3 P.4 P.5 P.6

No. of books per year 6 4 4 4 4 2

Timetabled reading sessions

- Frequency : P.1-3 ~ every Thursday // P.4-6 ~ every Tuesday

- Content: Storytelling / Reading aloud activity, teaching of Daily

Readers, independent reading of EERS books + book report

6.2 Writing

Writing Tasks

- There should be at least 1 writing task for each unit.

- Writing Tasks should be marked by codes and given marks (out of

10).

Standard marking codes

- Teachers should use the marking codes constantly.

- A copy of marking codes should be put in students Writing Portfolio

for reference.

6.3 Speaking

Small group teaching lesson should be conducted once every 2 weeks.


6.4 Listening

Listening exercise (workbook) should be done after each unit as practice.

Teachers should teach listening skills before doing (e.g. preparation,

predicting, use of symbols to mark the answers).

7 NET scheme

An native English teacher (NET) is employed to provide an authentic English

learning environment.

Lesson arrangement:

P.1 3 lessons (NET and LET co-plan & co-teach reading workshops and

small group teaching)

P.2 1 lesson (NET and LET conduct small group teaching)

NET will be responsible for organizing English-related activities (e.g. English

Room activities, English Day).

8 School-based Support Services

It is also named as Collaborative Lesson Planning (CLP) meetings.

The target group for this year is P.4 teachers & students.

Co-planning meetings will be held with EDB officer on Thursday afternoons.

Teachers will have meetings and plan the unit and design meaningful teaching

and learning activities by modules.

9 Subject highlights

Emphasizes on adopting a learner-centred approach and task-based approach. Provides a language-rich environment to encourage students to use English for

purposeful communication inside and outside the classroom.

Provides a lively and encouraging school and classroom atmosphere (daily

routinesreading sessions and time / show-and-tell activity; special

occasions celebration of festivals, English Day or Singing Contest).


Facilitates the development of a reading to learn culture, helps students

acquire effective reading skills and develops good reading habits through the

use of language arts materials and texts (develop critical thinking skills,

creativity and cultural awareness).

Develops students four language skillslistening, speaking, reading and writing through creative learner-centred tasks.

Reference: English Language Curriculum Guide (Primary 1-6) 2004


Chapter Two Assignments and Dictation

1 Assignments

1.1 Task Book/ Grammar / Listening

Students should finish all the workbooks set by the teachers. All the workbooks should be marked by teachers. [by grades/date]

Corrections: Copy the whole sentence or write the word /phrase once.

1.2 Free writing

Students should finish 2 to 3 writing exercises a term. The quantity should not be less than the number of sentences listed below:

Levels No. of words

P.1-P.2 20 -30 words

P.3-P.4 30-50 words

P.5-P.6 50-70 words

All the work should be marked by teachers. [by marks/date] Corrections (if necessary): Copy the whole sentence once.

Reminder on the teaching of writing: Teachers are recommended to provide an appropriate situations, relevant

information or vocabulary items to help students to brainstorm their ideas

for writing.

As primary pupils go through four stages (i.e. copying, controlled writing,

guided writing and independent writing) in developing their writing skills,

teachers should make use of different writing activities to help pupils

develop the writing skills during lessons. Shared writing is an effective

teaching strategy to help pupils progress from the stage of guided writing

to independent writing. Please refer to the English Language Curriculum

Guide (Primary 1-6) 2004 (p.155-156) for more details.


Process writing focuses on the development of writing skills through the various phrases: pre-writing, drafting, revising and editing. For detailed

information, please refer to the English Language Curriculum Guide (Primary

1-6) 2004 (p.156-157).

Writing exercises are included in the assignment scrutiny each term.

Marking allocation:

Aspects Marks allocation

Content 6 6

Language 3 4

Format 1 /

Total: 10 marks

Teachers should write the marks in this way : 6 /10

1.3 Readers

Students should finish the assigned number of readers by the end of each school year. Follow-up exercises provided in the readers should be

finished whenever necessary and related. Extra worksheets can be

provided by the teachers wherever applicable.

Number of readers assigned for each level in a year:

P.1 ~ 6 books

P.2 5 ~ 4 books

P.6 ~ 2 books

Reminder on the teaching of readers:

Follow-up exercises provided in the readers should be finished whenever

necessary and related. As for the exercises in the books provided by the

School, students should finish the printed copy of the exercises. All the

worksheets should be kept in the Reading Portfolio and marked by

teachers. After marking, students need to do the corrections if necessary.

Teachers can refer to the English Language Curriculum Guide (Primary

1-6) 2004 (Appendix 5 p.A27-A35) for suitable and appropriate reading

strategies.


1.4 Supplementary worksheets

Supplementary exercises on grammar usage or revision of vocabulary items can be set by teachers of the same level to consolidate on what

students have learnt.

1.5 Files & worksheets

Files are prepared for students to keep their worksheets.

Writing Portfolio

- Writing Tasks writing tasks (main task)

- Supplementary Worksheets homework (vocabulary items/

grammar point/ phonics/ other writing-related products (e.g. diaries,

reports)

- Activity Worksheets class work (pair work/ speaking/ writing/

notes)

Speaking file

- Worksheets used for small group teaching

Reading Portfolio

- Book Reports

- Reading Tasks

- Reading materials

1.6 Cursive writing

Cursive writing should be taught in P.4. Both small letters and capital

letters are introduced at the same time through the use of the

handwriting exercise assigned.

Remarks: Teachers should remind students to write the date in English.

Grades/marks and marking dates should be given to all the assignments.


2 Dictation

Dictation should be conducted after each unit has been taught. The content of dictation should be the same for classes of the same level. Teachers can discuss and choose the content of dictation during level meetings.

2.1 The content should contain the following three parts:

Part A useful and meaning vocabulary items or phrases selected from the textbook or readers

Part B sentences or paragraphs selected from the textbook or readers Part C theme-based free dictation (Students are encouraged to prepare

related vocabulary items or phrases by looking up in the dictionary, storybooks, readers, textbooks or from other reading materials.)

2.2 The theme-based free dictation is a meaningful activity to motivate

students and promote autonomy in language learning. In order to help students achieve a specific learning objective, a pre-dictation stage is very crucial. In the pre-dictation stage, students are invited to write the words on the board for revision. Even those who have not prepared for it may learn a few words from their peers.

2.3 The marking codes used should be the same as other assignments. 2.4 The marking scheme for dictation is as follow:

s

e(s) error(s)

Parts Markallocated

Spelling mistak Punctuation

Seen Dictation (P.1-P.6) Part A e or rk 30 5 marks for the whole phras

vocabulary item 1 ma

Part B 70 k

s

rk P.1-P.2 5 mar s P.3-P.4 4 marks P.5-P.6 3 mark

1 ma

Part C d for entence

rk unlimited

3- 5 marks will be awardeeach correct phrase or s

1 ma

Unseen Dictation (for P.5-P.6) Part B 70 2 marks for each mistake 1 mark

2.5 Marks and the parent's signature should be written on the front page of the

2.6 As dictation is not used for assessment purpose, it will not take up any parts

of the subject marks in the examinations.

dictation book.


2.7 Corrections:

CorrecMarks tions 50 or above Copy the whole sentence once 49 or below Copy the whole dictated piece once

2.8 Marking codes

se the marking codes when marking students work. (Refer Appendix E)

Teachers should uto Appendix D &


Chapter Three

There are two exams each term. They are Mid-term Exam and Final Exam.

Suggested weighting (P.1-P.5)

rm exam papers

Assessments

1

1.1 Suggested weighting for mid-te

Parts Score (%) Listening 10% Reading 20%

60% Reading & writing Writing 10%

1.2 Suggested weighting for final exam papers


Reading & writing 50% Speaking 10% Writing 10%

Suggested weighting (P.6)

id-term exam papers

2

2.1 Suggested weighting for m


Reading & writing 50% Speaking 10% Writing 10%

2.2 Suggested weighting for final exam papers


60% Reading & writing Writing 10%


3 Reminder on the setting of exam paper:

al requirements on the format are: 6 Times New Roman

14

All the rubric, illustrations and pictures in the examination paper should be

ideally task-based. It is

stions should be set within the knowledge

y balanced. There should not be

s from the textbook and

e. Teachers should not duplicate

an

hould be provided for writing and speaking. (refer

cess, teacher-in-charge should fill out the paper

Teachers should use computer for designing and editing the paper. (including pictures) The gener

a. Font: P.1-P.2 Comic Sans MS ; P.3-P.b. Font size: P.1-P.2 Point 16; P.3-P.4 Point 14-16; P.5-P.6 Pointc. Mark proportion : 20% @ 2%

legible. Teachers of the same level should be notified before the examination about the scope of the examinations. Examination papers should be proofread and checked carefully by all the teachers of the same level and the panel chairpersons before handing in to the principal. All the questions should be set in context anddesirable to have one context throughout the paper. If not, a combination of two to three tasks is preferable. In every examination paper, queand ability of the students. It is especially desirable to have a fair amount of questions for more-able and less-able student. The weighting of each item should be carefulltoo much emphasis on solely testing on vocabulary items and structures. Avoid direct copying from workbook exercises. To avoid violating the copyright, materialsupplementary exercises should be modified. Past examination papers are just for referencsome parts or even the whole set of questions in the previous examination. In each section, precise rubrics, adequate information and preferablyexample should be given. A specific scoring guide sto 5.1& 5.2 respectively ) Before the circulation prosetting checklist to make sure that the proportions and the number of sections are correct. Please refer to curriculum guide for the skills and functions.


4 Circulation Process

Firstly, teachers of the same level have to read the draft and sign their names

cuss

their names if they have no opposite opinions to the

s, PSM(CD) and the

after checking the content according to the paper setting checklist. Ideas of amendment or adjustment can be written directly on the draft with pencil. Secondly, the draft will be passed to the panel heads. Panel heads will disthe possible changes with the teachers if necessary. Modifications are made as a result. Both the draft and the amended version of the examination paper will be circulated again. Teachers must signquestions in the papers. Panel heads should be informed about any changes related to the amended version of the examination paper. Final papers will undergo the approval of the panel headprincipal.


Appendix A Salesian Yip Hon Millennium Primary School

School-based Curriculum English Language (P.1-6)

Learning Targets Knowledge Strand (KS) Interpersonal Strand (IS) Experience Strand (ES)

To provide or find out, interpret and use information

To explore, express and apply ideas To solve problems

To establish and maintain relationships To exchange ideas and information To get things done

To respond and give expression to real and imaginative experience

Language Skills (Key stage 1 P.1-3)

Listening Speaking Reading Writing Identify and discriminate sounds, stress and intonation

identify basic consonant sounds and discriminate between a small range of initial and final sounds in words (*P.1)

recognize features of language use such as alliteration, rhyme, onomatopoeia and rhythm in simple spoken texts (*P.1)

recognize the difference in the use of intonation in simple questions, statements, commands and warnings (*P.1)

identify a small range of consonant blend sounds and discriminate between a small range of initial and final blend sounds in words (*P.2)

Present information, ideas and feelings clearly and coherently

pronounce correctly letters of the alphabet and words in isolation (*P.1)

produce simple phrases and sentences involving repetition or lists (*P.1)

use simple phrases and sentences to communicate with others with the help of cues (*P.2)

connect ideas by using cohesive devices (*P.2)

pronounce correctly words in connected speech by linking words together and using appropriate stress (*P.3)

Understand the basic conventions of written English

follow left to right directionality (*P.1)

identify and name all the letters of the English alphabet (*P.1)

recognize the beginning and end of sentences (*P.1)

distinguish between capital and small letters (*P.1)

recognize familiar words in new texts (*P.1)

use basic conventions of written English and prior knowledge of known words to read aloud short, simple texts (*P.1)

Construct meaning from texts

guess the meaning of unfamiliar

Use the basic conventions of written English

use the left to right directionality sequence (*P.1)

use print script (*P.1) combine letters to forms words

(*P.1) space letters, words and

sentences (*P.1) use capital and small letters

(*P.1) use basic sentence punctuation

(*P.1) use neat and legible handwriting

(*P.2) Present information, ideas and feelings clearly and coherently

put words in a logical order to


identify basic vowel sounds and discriminate between different middle vowel sounds in words (*P.2)

recognize the stress in an utterance (*P.3)

Listen for explicit and implicit meaning

identity key words in short utterances by recognizing the stress (*P.1)

identify the gist or main ideas in simple spoken texts with the help of cues (*P.1)

locate or provide specific information in response to simple instructions or questions (*P.1)

recognize pronoun references (*P.1)

recognize repeated expressions in simple spoken texts (*P.1)

work out the meaning of unknown words using contextual or pictorial clues (*P.2)

recognize the connection between ideas supported by appropriate cohesive devices, including connectives and pronouns (*P.2)

recognize language patterns and vocabulary items previously encountered in new spoken texts (*P.3)

Participate effectively in an oral interaction

open an interaction by using simple formulaic expressions to greet someone politely (*P.1)

maintain an interaction by providing information in response to factual or yes/no questions (*P.1)

maintain an interaction by asking for spelling (*P.1)

words by using contextual or pictorial clues (*P.1)

identify key words for the main idea in a sentence (*P.1)

recognize the format and language features of some common text types (*P.1)

understand the connection between ideas by identifying cohesive devices, including connectives and pronoun(*P.2)

recognize common abbreviations and contracted forms (*P.2)

make predictions about stories, characters, topics of interest using pictorial clues and book cover (*P.3)

Locate information and ideas

locate specific information in a short text in response to questions (*P.2)

scan a text to locate specific information by using strategies such as looking at capital letters (*P.2)

make meaningful phrases or sentences (*P.1)

reproduce sentences based on teachers model and use words from print in the environment (*P.1)

provide personal ideas and information based on a model or framework provided (*P.1)

use appropriate formats and conventions of short written texts (*P.1)

use appropriate cohesive devices (*P.2)

use concepts of order and time (*P.2)

gather and share information, ideas and language by using strategies such as brainstorming, building concept maps, listing and observing (*P.2)

express imaginative ideas with the help of cues (*P.2)

(*) Language skills introduced from this level


Language Skills (Key stage 2 P.4-6)

Listening Speaking Reading Writing Identify and discriminate sounds, stress and intonation

identify consonant blend sounds and discriminate between different initial and final consonant blend sounds in words (*P.4)

identify long vowel sounds between different long vowel sounds in words (*P.4)

recognize the stress in words (*P.4)

recognize the stress in connected speech (*P.4)

recognize differences in the use of intonation in expressing approval, disapproval, queries and doubts (*P.4)

Listen for explicit and implicit meaning

identify the gist or main ideas by recognizing the stress in connected speech (*P.4)

locate specific information in spoken texts (*P.4)

understand the connection between ideas supported by cohesive devices (*P.4)

Present information, ideas and feelings clearly and coherently

use appropriate registers when speaking to familiar interlocutors such as teachers and peers (*P.4)

apply grammar rules such as subject-verb agreement correctly (*P.4)

connect ideas by using cohesive devices (*P.4)

use gestures and facial expressions to convey meaning and intention (*P.4)

use appropriate intonation and stress and vary volume, tone of voice and speed to convey intended meanings and feelings (*P.4)

Participate effectively in an oral interaction

open an interaction by greeting someone in an appropriate manner (*P.4)

open an interaction by asking questions or providing information on a topic (*P.4)

maintain an interaction by asking and responding to others

Understand the basic conventions of written English

use knowledge of basic letter-sound relationships to read aloud a variety of simple texts (*P.6)

Construct meaning from texts

use known parts of words or word association to work out the meaning of unknown words (*P.4)

work out the meaning of an unknown word or expression by using visual clues, context and knowledge of the world (*P.4)

recognize recurrent patterns in language structure, such as word structure, word order, sentence structure (*P.4)

recognize the format and language features of a variety of text types (*P.4)

read written language in meaningful chunks (*P.4)

understand the connection between ideas by identifying cohesive devices (*P.4)

re-read to establish and confirm

Use the basic conventions of written English

use cursive script (*P.4) use paragraphs, capitalization and

conventional punctuation (*P.4) Present information, ideas and feelings clearly and coherently

gather and share information and ideas by using strategies such as brainstorming, questioning and interviewing (*P.4)

plan and organize information, and express own ideas and feelings by identifying purpose and audience for a writing task (*P.4)

use appropriate cohesive devices (*P.4)

write paragraphs which develop main ideas (*P.4)

use a small range of language patterns such as different verb forms and structural patterns (*P.4)

use appropriate formats, conventions and language features when writing a variety of text types (*P.4)


use audio clues (tone, volume), contextual clues and knowledge of the world to work out the meaning of simple spoken texts (*P.4)

predict the likely development of a topic by recognizing key words, using personal experiences, and making use of context and knowledge of the world (*P.6)

opinions (*P.4) maintain an interaction by

acknowledging, agreeing or disagreeing, asking questions, replying, adding or giving examples and explaining, using formulaic expressions where appropriate (*P.4)

maintain an interaction by controlling participation in an interaction or group activities, e.g. taking ones turn at the right moment and recognizing others desire to speak (*P.5)

close an interaction by giving reasons (*P.5)

meaning (*P.4) predict the likely development of

a topic by recognizing keys words, using personal experience , and making use of context and knowledge of the world (*P.5)

skim a text to obtain a general impression and the gist or main ideas (*P.5)

use story structure that comprises setting, characters, problems, events and solutions (*P.4)

draft, revise and edit written texts with teacher and/or peer support by using a range of techniques such as combining ideas, rearranging the order of ideas, adding details, deleting irrelevant ideas, substituting words or phrases with more appropriate ones (*P.4)

present main and supporting ideas, and where appropriate with elaboration (*P.5)

draft, revise and edit written texts with teacher and/or peer support by using available references or resources (*P.5)

present writing using appropriate layout and visual support such as illustrations, tables and charts (*P.5)

(*) Language skills introduced from this level


Level Grammar focus and communicative functions Text types for reading Text types for writing Phonics P.1 Use the interrogative pronoun what to find out a persons identity

Use the possessive adjective my to show possession Use the personal pronoun I as a subject to identify people Use the personal pronouns he and she as subjects to identify people Use the possessive adjectives his and her to show possession Use imperatives to give instructions Use imperatives to express prohibitions Use the auxiliary verb is to seek information Use the interrogative pronoun what to find out specific information

about an object Use the personal pronouns it and they as subjects to identify objects Use plural nouns to refer to some clothes and other things that people

wear Use the interrogative pronoun what to find out specific information

about an object Use the modal can to talk about abilities Use the indefinite articles a and an to refer to objects and animals Use the demonstrative pronoun this to refer to people Use the modal can to talk about abilities Use the personal pronoun it as subject to identify animals Use adjectives to describe animals Use the demonstrative pronouns this and these to refer to things Use plural forms of countable nouns to refer to more than one object Use the interrogative adverb where to ask about location Use prepositions to indicate positions Use the interrogative pronoun what to find out time Use noun phrases to indicate time Use the simple present tense to express feelings and opinions Use the interrogative pronoun what to find out specific information

about an animal or object

Poems Rhymes Songs Stories Lists Personal

descriptions Rules Signs Cards Conversations Notes and messages Personal letters Instructions Captions Jokes and riddles

Poems Lists Personal

descriptions Signs Personal letters Captions

Vowels Single

consonants Minimal pairs


Level Grammar focus and communicative functions Text types for reading Text types for writing Phonics P.2 Use the interrogative adverb how to ask about age

Use adjectives to describe age Use the modal can to talk about abilities Use the auxiliary verbs do and does to seek information Use the simple present tense to express interests, feeling and opinions Use the introductory there to express that something exists Use prepositions to indicate places Use adjectives to show position or order Use the interrogative adverb when to ask about time Use the simple present tense to describe habitual actions Use imperatives to give instructions Use prepositions or prepositional phrases to indicate positions Use the general determiner some to show quantities Use prepositions or prepositional phrases to indicate days Use the simple present tense to describe habitual actions Use prepositions or prepositional phrases to indicate time Use the connective and to link similar ideas or add information Use the simple present tense to describe habitual actions Use the interrogative adverb how to ask about quantities Use the simple present tense to talk about present states Use the interrogative adverb how to ask about prices Use adjective phrases to show cost Use the personal pronouns I, we, they, you, he and she as

subjects to identify people Use the interrogative pronoun who to find out specific information

about a person

Diaries Personal recounts Poems Rhymes Songs Stories Lists Personal

descriptions Signs Tables Conversations Directions Instructions Captions Posters Jokes and riddles Dictionary

Diaries Personal recounts Poems Stories Lists Personal

descriptions Tables Posters

Vowels Consonant

digraphs Consonant

blends Onset and

rhymes


Level Grammar focus and communicative functions Text types for reading Text types for writing Phonics P.3 Use the auxiliary verbs do and does to seek information

Use the connective but to link contrasting ideas Use prepositions to indicate places Use the present continuous tense to describe actions taking place at the

time of speaking Use the modal may to ask permission Use imperatives to express prohibitions Use the interrogative adverb when to ask about time Use prepositions to indicate days and dates Use the auxiliary verbs is and are to seek information Use the general determiners some and any to show quantities Use the present continuous tense to describe actions taking place at the

time of speaking Use the personal pronouns him, her, it and them as objects to

identify people and animals Use prepositions or prepositional phrases to indicate position Use imperatives to give instructions and directions Use the simple past tense to describe activities or events in a story Use the simple past tense to talk about past activities or events Use the simple past tense to talk about past states Use the interrogative adverb how to ask about ways of doing

something Use the simple past tense to describe activities or events in a story Use the demonstratives that and those to refer to objects Use apostrophes to show possession Use the connective or to show choices or express alternatives Use the interrogative pronoun what to find out specific information

about a person Use the interrogative adverb how to ask about ways of doing

something Use prepositions or prepositional phrases to describe means

Diaries Fables and fairy

tales Personal recounts Poems Rhymes Stories Leaflets Personal

descriptions Picture dictionaries Signs Tables Conversations Notes and messages Captions Posters Jokes and riddles Plays Maps and legends

Diaries Personal recounts Stories Signs Notes and messages Captions Posters Riddles

Consonant blends

Consonant digraphs

Magic-e Final sounds


Level Grammar focus and communicative functions Text types for reading Text types for writing Phonics P.4 Use adjectives to make comparisons

Use comparative adjectives to make comparisons Use superlative adjectives to make comparisons Use the simple present tense to describe habitual actions Use the connective and to link similar ideas or add information Use the connective but to link contrasting ideas Use the interrogative adverb how to ask about ways of doing

something Use the simple past tense to talk about past states or events Use -ing noun phrases to refer to activities Use adverbs to express frequency Use -ing nouns or noun phrases to talk about activities Use the interrogative determiner whose to find out which person

something belongs to Use the connectives first, next, then and finally to express

sequence Use be + going to to describe events that will occur quite soon Use adverbs or adverb phrases to describe manner Use the modal should to express obligations and prohibitions Use the interrogative adverb where to ask about location Use the interrogative pronouns who and what to find out a persons

identity and specific information about a person, object or event Use the interrogative adverbs when and how to ask about time and to

express concern Use the modal must to express obligations and prohibitions Use the general determiners a few, a little and plenty of to show

quantities Use the simple present tense to express needs Use the modal could to make requests Use comparative adjectives or adjective phrases to make comparison Use imperatives to make suggestions Use the interrogative adverb how to ask about frequency Use the interrogative adverb why to ask about reasons Use the modal shall to make suggestions Use superlative adjectives or adjective phrases to make comparisons

Diaries Personal recounts Poems Stories Leaflets Menus Conversations Notes and messages Personal letters Directions Instructions Posters Jokes and riddles Plays Tongue twisters Information reports Maps and legends Emails Procedures Brochures Websites Magazines articles

Diaries Personal recounts Stories Notices Personal descriptions Picture dictionaries Rules Personal letters Directions Instructions Posters Information report Emails

Consolidation


Level Grammar focus and communicative functions Text types for reading Text types for writing Phonics P.5 Use the prepositions above, beside, inside and outside to indicate

positions Use the modals must, must not, can and cannot to express

obligations and prohibitions Use the adverb of frequency usually to express general practice Use the connective because to give reasons Use the adverb most to express degree Use nouns or noun phrases to refer to quantities or units Use the future tense to talk about future events, actions and processes Use the modal would to express preferences Use the connective if to express conditions Use the future tense to talk about future events, actions and processes Use the indefinite pronouns everyone, no one and anyone to refer

to people, events and objects in a general and indefinite way Use the interrogative adverb how to ask about time and distance Use the connective so that to show purposes Use the interrogative pronoun which to find out ones preferences Use adverbs or adverb phrases to express time Use the connective when to express time Use the modals could and couldnt to talk about abilities Use the adverb too to express degree Use the modal should to express obligations and prohibition Use the present perfect tense to relate past events to the present Use adverbs to express time Use the interrogative adverb how to ask about the length of a period of

time Use the preposition for to indicate periods of time Use the modal might to express future possibilities Use the preposition at to indicate festival Use the connective so to show results

Poems Rhymes Stories Charts Leaflets Lists Signs Tables Conversations Notes and messages Personal letters Captions Advertisement Posters Jokes and riddles Information reports News report Questionnaires Weather reports Emails Telephone

conversations Explanation of how

and why Procedures Brochures Magazines articles

Personal recounts Poems Lists Personal descriptions Rules Signs Personal letters Directories Weather reports Emails Procedures

Consolidation


Level Grammar focus and communicative functions Text types for reading Text types for writing Phonics P.6 Use the adverb never to express frequency

Use the prepositional phrase made of to show materials Use the connective although to link contrasting ideas Use the adverbs either and too to express similar opinions Use adverb phrases too much and too many to express degree Use the general determiner enough to show quantities Use comparative adjectives less, fewer and more to make

comparison Use the connective either or to show choices or express alternatives Use infinitives to talk about activities Use the relative pronouns who and that to link ideas or add

information to a noun or noun phrase Use the connective when to express time Use -ed adjectives to describe feelings that someone has/had about

something Use -ing adjectives to describe effects that something has/had on ones

feelings Use the reciprocal pronoun each other to indicate that people do the

same thing and feel the same way Use the prepositions in and with to describe people Use the possessive pronouns his, hers, theirs, yours, mine and

ours to show possession Use the preposition since to indicate periods of time Use the relative pronoun where to link ideas or add information to a

noun or noun phrase Use the connective therefore to show result Use the modal ought to express duties Use the past continuous tense to refer to actions which were in progress

at a given time in the past Use the reflexive pronouns itself and themselves to emphasize that

what is referred to in addition to nouns or personal pronouns Use the reciprocal pronoun one another to indicate that people do the

same thing and feel the same way Use the past continuous tense to refer to actions which were going on

Poems Rhymes Stories Leaflets Lists Personal

descriptions Product information Cards Conversations Notes and messages Postcards Captions Posters Accounts Tongue twisters Childrens

encyclopedias Information reports Maps and legends Emails Procedures Recipes Explanation of how

and why Brochures Discussions Websites Mind map

Diaries Personal recounts Poems Rhymes Expositions Personal descriptions Postcards Information reports Emails Procedures Recipes Discussions Websites Mind map

Consolidation


when a second one took place Use the connective while to express time Use the reflexive pronouns myself , yourself/yourselves, ourselves,

themselves, himself, herself and itself to emphasize that what is referred to in addition to nouns or personal pronouns


English Teachers Handbook Salesian Yip Hon Millennium Primary School Academic Affairs Section

12

Appendix B Salesian Yip Hon Millennium Primary School

Text Types for different levels Categories of Text Types

Examples of Text Types for Key Stage 1

P.1 P.2 P.3 P.4 P.5 P.6

Cartoons and comics Diaries Fables and fairy tales Personal recounts Poems Rhymes Songs

Narrative Texts

Stories Charts Coupons Expositions Labels Leaflets Lists Menus Notices Personal descriptions Picture dictionaries Product information Rules Signs Tables

Information Texts

Timetables Cards Conversations Notes and messages Personal letters

Exchanges

Postcards Directions Procedural

Texts Instructions Captions Explanatory

Texts Illustration Advertisements Persuasive

Texts Posters


13

Categories of Text Types

Additional Examples of Text Types for Key Stage 2

P.1 P.2 P.3 P.4 P.5 P.6

Accounts Autobiographies Biographies Jokes and riddles Journals Myths Plays

Narrative Texts

Tongue twisters Announcements Catalogues Childrens encyclopedias Dictionaries Directories Information reports Maps and legends News reports Pamphlets Questionnaires Websites Magazine articles Mind maps

Information Texts

Weather reports E-mails Formal letters

Exchanges

Telephone conversations Procedures Procedural

Texts Recipes Explanatory Texts

Explanations of how and why

Brochures Discussions

Persuasive Texts

expositions

* = Text types for reading / = Text types for writing


14

Appendix C Before the meeting: 1. Level Coordinator should fill in the Co-planning Meeting Record and bring it to the meeting

for teachers to sign up. 2. Teacher who prepares for the unit should finish the Co-planning Proforma* and send / give a

copy to those related teachers at least 3 working days before the meeting. 3. All teachers should be prepared and attend the meeting punctually.

*Co-planning Proforma can be written or typed. During the meeting: 1. Level coordinator should lead the meeting according to the agenda planned beforehand. 2. Procedures of the meeting: (optional)

- Reporting items from Level Coordinator - Evaluation (e.g. design of previous unit / teaching & learning procedures / students

learning performance) - Planning of teaching unit* - Other matters * Teacher who prepares for the unit should lead this part of the meeting:

- Present the teaching plan (Co-planning Proforma) - Discussion of the plan - Record teachers suggestions - Amend the plan and give the revised copy to teachers

After the meeting: 1. Teacher who prepares the unit should be responsible for amending the teaching plans and the

revised plan should be sent / given to those related teachers not later than 2 working days after the co-planning meeting.

2. Level Coordinator should collect the original copy of Co-planning Proforma and other teaching materials (e.g. activity worksheets / supplementary worksheets / writing tasks) and keep them in the Co-planning Meeting folder.

3. Reusable teaching aids are encouraged to keep for future use. (Plastic bags will be provided.) Others: 1. If there are 2 or more teachers who are absent from the meeting, that meeting should be

cancelled. However, it should be re-scheduled within 3 working days. 2. If the teacher who prepares the unit is absent from the meeting, Level Coordinator or teachers

from that level should inform the Panel Chairperson and re-schedule the meeting within 3 working days.

3. Every teacher should prepare at least 1 teaching plan for the co-planning meeting each term. (The actual no. of teaching plans for each teacher may vary according to the number of classes that teacher has.)

4. Schedule of the meetings and list of teacher-in-charge should be filled in the Co-planning Checklist at the beginning of the school year. The checklist and related teaching plans should be checked by the Panel Chairperson at least once a month.


15

Appendix D Salesian Yip Hon Millennium Primary School

2007 2008, 1st term English Scheme of work

Textbook: Magic 4A (OUP ) Level : P. 4 Prepared by : Yung Pui Yan Candy

Date Unit Writing Task & Readers ETV programmes Remarks Reflection

3/9 13/9

Setting up classroom rules + grouping Teaching of classroom languages

Introduction of dictionary skills + high-frequency words

3/9 5/9 School opening week

17/9 3/10

1. My family WT: write about families Return to the present 2526/9

Mid-Autumn Festival Holiday

4/10 18/10

2. Friends WT: write a report about different mice for a newspaper *Reader: Super Mum

Helping each other 1/10 National Day Holiday

19/10 Chung Yeung Festival

22/10 2/11

3. Public transport in Hong Kong

WT: compare the best ways to go from one place to another

A thousand cats

5/11 13/11

57/11 Revision (Unit 13) 1213/11 Exam paper checking

89/11 Mid Term Exam


16

Date Unit Writing Task & Readers ETV programmes Remarks Reflection

14/11 3/12

4. Keep Hong Kong clean

WT: make a poster and write captions about how to keep Hong Kong clean

Treasure Land 20-21/11 School picnic

22/11 Special Holiday

4/12 17/12

5. Hobbies and activities

WT: write about what they and their classmates did last weekend *Reader: Me and my diary

Sports 30/11 Teachers training day

18/12 14/1

6. Christmas in Hong Kong

WT: write the instructions to make some Christmas decorations.

Exploring Hong Kong 21/12 Christmas Party

22/12 1/1 Christmas and New Year Holidays

15/1 23/1

1516/1 Revision (Unit 46) 2223/1 Exam paper checking

1721/1 Final Exam.

24/1 16/2

After-exam activities 616/2 Chinese New Year Holiday

Approved by: Teachers:

A B C D E IRTP

Panel chairperson: _______________________________ Date: _____________________________


17

Generic skills Values and Attitudes Unit

Com

mu

nication

skills

Critical th

inkin

g skills

Creativity

Collaboration

skills

Inform

ation tech

nology skills

Nu

meracy skills

Problem-solvin

g skills

Self-m

anagem

ent skills

Stu

dy skills

Perseverance

Respect for oth

ers

Respon

sibility

Nation

identity

Com

mitm

ent

Others

1. My family

2. Friends With a respect

for the environment

3. Public transport in Hong Kong With a respect

for the environment

4. Keep Hong Kong clean

5. Hobbies and activities

6. Christmas in Hong Kong Caring and

concerned


18

Appendix E Salesian Yip Hon Millennium Primary School

English book list for 2007 2008 Course books:

Level Title Publisher P.1-6 1. Magic (Students book)

2. Task Book 3. Grammar 4. Listening

Oxford()

Readers:

P.1 Unit Title Series Publisher Remarks 1 Hello, Phinnie! Read with Phinnie Oxford() / 3 My first catch Read with Phinnie Oxford() /

1st term (Book 1A)

5 The Earth Tick-tock! Oxford() /

1 With my hands Level 2 (Book 6) Penerbitan Pelangi Sdn. Bhd.

ISBN:983-50-1348-9

2 A book of riddles Read with Phinnie Oxford() /

2nd term (Book 1B)

5 Freds first teeth Read with Phinnie Oxford() /

P.2 Unit Title Series Publisher Remarks 1 Super Grandad Read with Phinnie Oxford() / 1st term

(Book 2A) 6 Harrys haircut Reading Rainbow Oxford() /

3 Roundy the Tyre Wonderland Readers Oxford() ISBN:0-19-593513-6 2nd term (Book 2B) 6 The tortoise and the bicycle Read with Phinnie Oxford() /


19

P.3 Unit Title Series Publisher Remarks 1 The big, round moon Read with Phinnie Oxford() / 1st term

(Book 3A) 5 Tiramisu Read with Phinnie Oxford() /

3 One more wish Read with Phinnie Oxford() / 2nd term (Book 2B) 5 Where is Coco? Reading Rainbow Oxford() /

P.4 Unit Title Series Publisher Remarks

2 Super Mum Read with Phinnie Oxford() / 1st term (Book 4A) 5 Me and my diary Reading Rainbow Oxford() /

4 Mollies diet Reading Rainbow Oxford() / 2nd term (Book 4B) 5 Welcome to Hong Kong Read with Phinnie Oxford() /


2 Maybe I could / Pearson ISBN:0-7339-3160-x 1st term (Book 5A) 4 Eating around Hong Kong Read with Phinnie Oxford() /

3 When it rains Read with Phinnie Oxford() / 2nd term (Book 5B) 4 The wind and the tree Reading Rainbow Oxford() /


1st term (Book 6A)

1 We can be friends Reading Rainbow Oxford() /

2nd term (Book 6B)

3 Lets help! Reading Rainbow Oxford() /


20

Supplementary exercise books:

Level Title Publisher P.3 Primary TSA English Mock Papers P.3 Classroom () TSA exercise P.6 Primary TSA English Mock Papers P.6 Classroom ()

Handwriting P.4 Handwriting for fun Book C Long River ()


21

Appendix F

Marking codes (P.1-P.3) Codes Types of

mistakes

Examples Corrections

1. sp. Spelling

mistakes

bog

sp. boy

2. Punctuation How are you . How are you ?

3. / Spacing between words

Howare you?

How are you?

4. Wrong use of

letter(s)

Uppercase

how are you? How are you?

Wrong use of

letter(s)

lowercase

I have an Orange. I have an orange.

5. // Extra word(s) I am a the boy. I am a boy,

6. Missing word(s) He is boy.

He is a boy.

He has three rubber. He has three rubbers.7. _____ Other mistake(s)

I buy a fish in a markets. I buy a fish in a market.

8 Repeated

spelling

mistake(s)

She is a girb. I am a girb.

sp. She is a girl. I am a girl.


22

Appendix G

Marking codes (P.4-P.6) Codes Types of

mistakes

Examples Corrections

1. sp. Spelling

mistakes

bog

sp. boy

2. Punctuation How are you . How are you ?

3. / Spacing between words

Howare you?

How are you?

4. Wrong use of

letter(s)

Uppercase

how are you? How are you?

Wrong use of

letter(s)

lowercase

I have an Orange. I have an orange.

5. // Extra word(s) I am a the boy. I am a boy,

6. Missing word(s) He is boy.

He is a boy.

7. v. Wrong use of

verbs

He sees TV.

v.

He watches TV.

8 t. Wrong use of

tense

He sings now.

t.

He is singing now.

9. He has three rubber. He has three rubbers.

_____ Other mistake(s)

I buy a fish in a markets. I buy a fish in a market.

10. Repeated

spelling

mistake(s)

She is a girb. I am a girb.

sp. She is a girl. I am a girl.


23

Appendix H Format of worksheets, exercise books and exam paper 1. Worksheet heading:

Salesian Yip Hon Millennium Primary School Name: ________________ ( )

EN

G

P.____ Supplementary Worksheet ( ) [ ]

Class: P.4 ( )

No. of worksheetLevel

Unit title / content Writing Task Supplementary Worksheet Activity Worksheet


EN

G

P.4 Writing Task [My friends]

Class: P.4 ( )


EN

G

P.4 Supplementary Worksheet (2) [past tense]

Class: P.4 ( )


EN

G

P.4 Activity Worksheet (3) [Keep Hong Kong clean]

Class: P.4 ( )


24

2. Exercise book heading: (e.g. dictation, penmanship, revision, journal) Unit 1 Thursday 10th Nov, 2006 (P.1-P.2)

10th November, 2006 (P.3-P6)

3. Format of speaking exam

Salesian Yip Hon Millennium Primary School Name_______________( )Eng P.3 Speaking Exam Class_______________

_____


25

4. Cover page for exam paper (normal)


2006-2007 First Term Mid-term Examination

English

Name Marks

Class 5 ( ) Class No. _______ Signature 100


26

5. Cover page for exam paper ( SSPA)


2006-2007 First Term Mid-term Examination

(Submission of Scores for SSPA)

English

Name Marks Class 6 ( ) Class No. _______ Signature 100


27

Appendix I 1. Scoring guides for Writing Writing [content + language] (10 marks) Part 1 (Content) 6 marks 5-6 marks Provide relevant ideas showing some originality Communicate ideas clearly

3-4 marks Provide some relevant ideas Communicate ideas clearly

1-2 marks Provide limited relevant ideas Communicate ideas quite clearly

0 mark Unable to express ideas clearly Provide totally irrelevant ideas Make no attempt at all

Part 2 (Language) 4 marks 4 marks Use a small range of vocabulary, sentence patterns and cohesive devices with few or no

grammatical and spelling mistakes 2-3 marks Use a small range of vocabulary, sentence patterns and cohesive devices with some

grammatical and spelling mistakes 1 mark Use a very limited range of vocabulary, sentence patterns and cohesive devices with

many grammatical and spelling mistakes 0 mark Make no attempt at all


28

Writing [content + language + format] (10 marks) Part 1 (Content) 6 marks 5-6 marks Provide relevant ideas showing some originality Communicate ideas clearly

3-4 marks Provide some relevant ideas Communicate ideas clearly

1-2 marks Provide limited relevant ideas Communicate ideas quite clearly

0 mark Unable to express ideas clearly Provide totally irrelevant ideas Make no attempt at all

Part 2 (Language) 3 marks 4 marks Use a small range of vocabulary, sentence patterns and cohesive devices with few or no

grammatical and spelling mistakes 2-3 marks Use a small range of vocabulary, sentence patterns and cohesive devices with some

grammatical and spelling mistakes 1 mark Use a very limited range of vocabulary, sentence patterns and cohesive devices with

many grammatical and spelling mistakes 0 mark Make no attempt at all

Part 3 (Format) 1 mark 1 mark Use appropriate format to finish the writing piece

0 mark Use inappropriate to do the writing piece


29

2. Scoring guides for Speaking Speaking [reading aloud + expression of personal experiences] 10 marks Part A Reading Aloud (4 marks) 4 marks Read fluently and clearly with appropriate pausing and intonation. Make very few or no pronunciation mistakes.

3 marks Read fluently and clearly. Make very few or no pronunciation mistakes.

2 marks Read quite clearly. Make some mistakes in pronunciation.

1 mark Read hesitantly with many mistakes in pronunciation. Skip words or read only a few words.

0 mark Make no attempt at all

Part B Expression of Personal Experiences (6%) 6 marks Provide plenty of information and ideas relevant to the topic. Communicate ideas very clearly. Use a small range of vocabulary, sentence patterns and cohesive devices with few

grammatical mistakes. Speak clearly with very few pronunciation mistakes.

4-5 marks Provide information and ideas relevant to the topic. Communicate ideas clearly. Use a small range of vocabulary and sentence patterns with some grammatical mistakes. Speak quite clearly despite a few pronunciation mistakes.

2-3 marks Provide some information and ideas relevant to the topic with prompting. Communicate ideas quite clearly. Use a very limited range of vocabulary and sentence patterns with many grammatical

mistakes. 1 mark Provide information and ideas mostly irrelevant to the topic or provide limited

information and ideas.


30

Speak unclearly with many mistakes in pronunciation. 0 mark Provide information and ideas totally irrelevant to the topic or make no attempt at all.

Speaking [picture descriptions + expression of personal experiences] 10 marks Part A Picture descriptions (6 marks) Content (4 marks) 4 marks Provide relevant answers to most of the questions and give elaboration to some of the

questions. Respond to most of the questions naturally and readily.

3 marks Provide relevant answers to most of the questions with no or little prompting. Respond to most of the questions naturally.

2 marks Provide brief answers to some of the questions with some prompting. Respond to some of the questions hesitantly.

1 mark Provide brief answers to at least questions but with difficulty. Respond to most of the questions hesitantly.

0 mark Give one or no comprehensible responses to the questions. Give irrelevant answers to most of the questions.

Pronunciation (2 marks) 2 marks Speak clearly and readily. Make very few pronunciation mistakes.

1 mark Speak clearly but with a few pronunciation mistakes

0 mark Cannot speak clearly and sometimes cannot be heard Make many pronunciation mistakes.

Part B Expression of personal experiences (4 marks) 4 marks Provide relevant answers to most of the questions and give elaboration to some of the

questions.


31

Respond to most of the questions naturally and readily. 3 marks Provide relevant answers to most of the questions with no or little prompting. Respond to most of the questions naturally.

2 marks Provide brief answers to some of the questions with some prompting. Respond to some of the questions hesitantly.

1 mark Provide brief answers to at least questions but with difficulty. Respond to most of the questions hesitantly.

0 marks Give one or no comprehensible responses to the questions. Give irrelevant answers to most of the questions.


32

____________________________ __________________________

____________________________ __________________________

____________________________ __________________________

____________________________ __________________________

____________________________ __________________________


1

Dictation should be conducted after each unit has been taught. The content of dictation should be the same for classes of the same level. Teachers can discuss and choose the content of dictation during level meetings.Marks and the parent's signature should be written on the front page of the dictation book. 60%60%Listen for explicit and implicit meaningConstruct meaning from textsLocate information and ideasListen for explicit and implicit meaningConstruct meaning from textsMarking codes (P.1-P.3)How are you .Wrong use of letter(s) lowercase

Marking codes (P.4-P.6) How are you .Wrong use of letter(s) lowercase

EngP.3 Speaking ExamMid-term ExaminationMid-term Examination(Submission of Scores for SSPA)

salesian yip hon millennium primary school 2007 … yip hon millennium primary school 2007-2008 ......

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