1' Select P'1 as our starting point

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1. Select P.1 as our starting point
2. Plan our school-based curriculum
a. adapt the coursebook
(select focuses to work out a scheme of work)
b. add more experience dimensions materials
(stories, songs, rhymes poems)
c. cater for individual differences
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3. Prepare lessons collaboratively
4. Add 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
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5. Design our own workbooks (replace all
materials provided by the publisher)
a. language focus
b. graded exercises
c. oral practice
d. grammar exercises
e. writing task
6. Assessment
(Formative assessment dictations, quiz
writing)
(Summative assessment Exam)
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7. Build a resources bank
8. Inform parents
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How to design a moduleUse 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
Harrys day (p.13-18)
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Core elements
Self-designed materials in the form of a booklet
Non-core elements
When teachers prepared lessons collaboratively,
they worked out teaching focuses. They shared
the focuses with students parents.
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Help students understand the concept of quarter
and past using a diagram
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Revision on numbers
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Focus on time before moving on to daily routines
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Additional worksheets to supplement the booklet
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Teachers reflection Too difficult, remedy by
peer editing
Move on to the third person singular
Focus on the first person singular
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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).
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Various text types are introduced. Focus on
language use.
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Passage for Independent reading (homework)
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Play the game Mr. Fast to understand how long
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Play the game to consolidate the concept how
long
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Various text types are introduced. Focus on
language use.
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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

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Break down the task into smaller steps for lower
ability groups
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Quiz to check students learning
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Replaced the suggested activity by another more
appropriate activity
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Used various classroom strategies (e.g. peer
editing) to assist students to complete the task
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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)

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T.W.G.Hs. Leo Tung-hai Lee Primary
School 2003-2004 1st Term Primary 4
English Teachers Work Plan
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Replace Unit 8 with the story Red Planet,
design own booklet to consolidate students
learning
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Integrate diary writing into the booklet
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Examples of Free writing (Writing a diary)
Different requirements for different students
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1st Term End-Term Exam
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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

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Example of a lesson plan
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Comments given by last years teachers pupils
actually did not understand the meaning of the
poem though the words are easy.
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Teachers improved the booklet based on last year
teachers comments.
Improved version
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This years new focus (free writing) added to the
booklet