1. Select P.1 as our starting Select P.1 as our starting pointpoint2. Plan our school-based Plan our school-based curriculumcurriculuma. adapt the coursebook

b. add more ‘experience’ dimensions materials(stories, songs, rhymes & (stories, songs, rhymes &

poems)poems)c. cater for individual differences

(select focuses to work out a (select focuses to work out a scheme of work)scheme of work)

3. Prepare Prepare lessons lessons collaborativelcollaborativelyy

4. Add more learning activitiesAdd more learning activities‘Learning should be experimental rather than instructional since learners learn best through activities that demand active involvement.’ Syllabuses for Primary Schools English Language 1997 P.49

5. Design our own Design our own workbooksworkbooks

(replace all materials provided by the (replace all materials provided by the publisher)publisher)a. language focusb. graded exercisesc. oral practice

((**Formative assessment: dictations, quiz & Formative assessment: dictations, quiz & writing)writing)

6. AssessmentAssessment

d. grammar exercisese. writing task

((**Summative assessment: Exam)Summative assessment: Exam)

7. Build a resources bankBuild a resources bank

8. Inform Inform parentsparents

How to design a module:Use coursebook as the base Use self-designed materials to replace ALL supplementary exercises provided by the publisher (e.g. Pre-Task, Reading & Writing Skills, Grammar Practice)

Illustrated by New Welcome to English TOC edition P.4AModule: Leisure TimeUnit 3: Harry’s day (p.13-18)

When teachers prepared lessons collaboratively, they worked out teaching focuses. They shared the focuses with students & parents.

Self-designed materials in the form of a booklet

Core elements

Non-core elements

Help students understand the concept of “quarter” and “past” using a diagram

Revision on numbers

Focus on time before moving on to daily routines

Additional worksheets to supplement the booklet

Focus on the first person singular

Move on to the third person singular

Teachers’ reflection:

Too difficult, remedy by peer editing

One of the expected learning outcomes is to write a diary. Students started from controlled speaking & writing tasks(examples shown here) to free writing tasks (will be shown later).

Various text types are introduced. Focus on language use.

Passage for Independent reading (homework)

Play the game Mr. Fast to understand “how long”

Play the game to consolidate the concept “how long”

Various text types are introduced. Focus on language use.

How to cater for the needs of different classes?

•Using self-designed booklets

to set the baseline (core elements)

• give rooms for individual teachers to design tasks/exercises that suit

their students’ needs

Break down the task into smaller steps for lower ability groups

Quiz to check students’ learning

Replaced the suggested activity by another more appropriate activity

Used various classroom strategies (e.g. peer editing) to assist students to complete the task

How to design a Scheme of Work ?

• Flexible use of textbook

• Integrate phonics & stories with focuses identified in the coursebook

• Introduce various text types

• Apply the principle of integration & recycling

• State explicitly the expected learning outcomes (from controlled or semi-controlled tasks to free tasks)

Units Language Focus(active + production level)

Vocabulary(active +production

level)

Phonics Text type

included

Happy Writing

Unit 1 Getting to know you(Textbook P.1-6)

Greetings:Nice to meet you.Nice to meet you too.Present continuous tense:He is cycling.Question words:Where do you live in?How do you go to school?How many brothers os sisters do you have?Who’s your favourite teacher?What’s your favourite food?I live / She lives in __________.I go / She goes to school _______.I have/ She has no brothers or sisters.I am/She is good at drawing.My/ Her favourite subject is Art.My/ Her favourite teacher is Miss Ip.My/ Her favourite food is rice.

-ing words learnt before, eg. playing-skipping, skating, cycling(new)

___ming___ning___ing___ping___king___ving___ching___shing

conversationsforms

Decribe friends, family members, teachers

T.W.G.Hs. Leo Tung-hai Lee Primary School2003-2004 1st Term Primary 4 English

Teacher’s Work Plan

Unit 2 Time (Harry’s Day)(Textbook P.13-18)

Time:It’s three o’clock.It’s half past six.It’s quarter past six.It’s quarter to six.Time for activities:I get up at six o’clock.Time to spend on activities:It takes 30 minutes to go to school.Questions:What’s the time now?When do you get up?What time do you get up?How long does it take to go to school?

o’clock, half past, quarter past, quarter to, minutes,daily activites learnt in Pri. 2 & 3, eg, brush my teeth, eat the breakfast…

___s___t___st

TV schedules timetablesdiaries

Diaries (using simple present tense)

Unit 3About my family(Textbook P.26)

Averb of frequency:Father always irons the clothes.Mother sometimes cooks the dinner.Grandmother never sweeps the floor.Questions:What do you do?How often do you…?Names of family members: eg. father, mother…

always, sometimes, never, irons the clothes, feeds the pet, cooks the dinner, sweeps the floor, waters the plants( learnt in P.2)

--- chartsdiagramsformspoem

Unit 4Story Book(Red Planet)

Past tense began, made, came, ran, found, took, saw, fell, gotwas, were,wanted

___ted___ked

maginative storydiaries

Diaries (using simple past tense)Predict the story (for more able pps)

Unit 5My Things and Body (Textbook P.19-24)

Adjectives:Pencil A is long.Comparative adjectives:Pencil A is longer than Pencil B.Superlative adjectives:Lily’s pencil is the longest.School things:School bag, ruler, pencil…Question words:How tall is Mary?How long is your pencil?How heavy are you?Whose bag is the biggest??

short, long, thick, thin, fat, small, big,heavy, lightshorter than, longer than,…the shortest, the longest,…

___ter___ger___ner___ter___est

tablesnoticestories

---

Replace Unit 8 with the story “Red Planet”, design own booklet to consolidate students’ learning

Integrate diary writing into the booklet

Examples of Free writing

(Writing a diary)

Different requirements for different students

1st Term

End-Term Exam

How to sustain and improve the school-based curriculum (P.1-

3)?• One “seed” teacher remains in one level

• work out lesson plans

• Evidence (students’ performance & teachers’ observation) collected and recorded – pass on to next year

Example of a lesson plan

Comments given by last year’s teachers:

“pupils actually did not understand the meaning of the poem though the words are easy.”

Improved version

Teachers improved the booklet based on last year teachers’ comments.

This year’s new focus (free writing) added to the booklet