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
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
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)
7. Build a resources bank
8. Inform parents
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.4A
Module: Leisure Time
Unit 3: Harry’s day (p.13-18)
Self-designed materials in the form
of a booklet
Core
elements
Non-core
elements
When teachers prepared lessons
collaboratively, they worked out
teaching focuses. They shared the
focuses with students & parents.
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
Teachers’ reflection:
Too difficult, remedy by
peer editing
Focus on the first person
singular
Move on to the third
person singular
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 semicontrolled tasks to free tasks)
T.W.G.Hs. Leo Tung-hai Lee Primary School
2003-2004 1st Term Primary 4 English
Teacher’s Work Plan
Units
Language Focus
(active + production level)
Vocabulary
(active
+
production level)
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)
Phonics
___ming
___ning
___ing
___ping
___king
___ving
___ching
___shing
Text type
included
conversati
ons
forms
Happy
Writing
Decribe
friends,
family
members,
teachers
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
timetables
diaries
Unit 3
About 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)
---
charts
diagrams
forms
poem
Diaries (using
simple
present tense)
Unit 4
Story Book
(Red Planet)
Past tense
began, made, came,
ran, found, took,
saw, fell, got
was, were,
wanted
___ted
___ked
maginative
story
diaries
Diaries (using
simple past
tense)
Predict the
story (for more
able pps)
Unit 5
My 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, light
shorter than,
longer than,…
the shortest, the
longest,…
___ter
___ger
___ner
___ter
___est
tables
notice
stories
---
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.”
Teachers improved the booklet
based on last year teachers’
comments.
Improved
version
This year’s new focus
(free writing) added to the
booklet