Programme 1: English: Specialist Language Course
Resources
Language Learning Goals – Can do statements & Lesson Overview
No Course Book Link
Teacher’s Resources
- Teacher Resource 1:
Introducing the Course
- Teacher Resource 2:
Assessment Monitor (to
be used all programme)
- Teacher Resource 3:
Sample VARK results
Lesson 1
- Teacher Resource 4:
Sample annotated article
- Teacher Resource 5:
PowerPoint on article
elements
Student’s Resources
- Student Activity 1A & B:
How do I Learn?
- Student Activity 2A & B:
Nine-Year Attends Uni.
- Student Activity 3:
Peer-editing
Additional Resources
None required
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Language Learning Goals – Can Do Statements
 Students can answer questions based around an authentic text.
 Students can use the information from a text to write a short article.
Warmer:
1. As this is the first lesson of the academic year, introduce the course to the students – See Teacher’s
Resource 1 and corresponding Student Resources 1&2
2. Explain to students that today we are going to learn about the different ways we learn and that different people
learn in different ways.
3. Ask student to brainstorm the different ways that they learn (possible answers: write down words, use flash
cards, watch youtube videos of demonstrations, repeat words, study with a friend). Leading students to the 4
ways of learning in the questionnaire (Student Activity 1 – visual, aural, read-write, kinesthetic – explain these
styles of learning – refer to Student Activity).
4. Next, explain to students that they are going to complete a questionnaire about the different ways we learn –
hand-out Student Activity 1A & B. (don’t hand out 1B until students have completed the questionnaire!)
5. After students have completed the questionnaire use Teacher Resource 3 to go over their answers together
in class; teacher explains the four primary learning styles: visual, oral, read/write, and kinesthetic. You can then
hand-out study tips for each learning style.
Pre-Task(s):
6. Optional: Show YouTube clip http://www.liveleak.com/view?i=414_1189106120 introducing Hong Kong’s child
prodigy.
7. Students then read the attached article about a 9-year-old boy who was accepted into a Hong Kong university
and answer the corresponding questions – see Student Activity 2A & B.
8. In pairs / groups, decide which of these topics or words from the article are most interesting and which are most
boring: genius / mathematics / child prodigies / college students / university degrees / social skills / classmates /
coping / personal growth / confidence / peace of mind
Main Task(s):
9. Magazine article: students write a magazine article about childhood geniuses and what they miss out on or
benefit from. Article should include imaginary interviews with two childhood geniuses – one who benefited from
the gift and another who did not. ( you may want to role play these two characters before students write).
10. Optional: show attached powerpoint that reviews the basics of writing an article. You may also want to display
the attached photo of a sample news article that has been annotated – See Teacher’s Resource 4.
Post-Task(s):
11. Students peer-edit drafts using the attached peer-editing worksheet – See Student Activity 3.
Extension:
12. Fast-finishers can add a feature box on an issue/person related to the topic.
Secondary English Language Curriculum – Level 4
Page 1 of 20
Teacher’s Resource 1
NB to Teacher: Use the notes below to explain to the students what the course involves and what
is expected from them!
Basic overview of the course
1. This is a 10 week course: 1september to 3rd October 2012
2. We will use the text book “Interactive” Student’s Book 2 – each student will receive a copy
of the book in the 4th week.
NB: All teachers should have their own copy of the Student’s Book and Teacher’s Book – to
be returned at the end of the academic year.
3. The first few lessons do not use the book.
4. Students are expected to keep their work in a blue file in date order
5. Students should complete the Contents Page at the end of every lesson detailing what they
have covered. The contents page is attached as Student Resource 1 – with this plan.
6. Assessment
 Explain to students that during the course there is one assessed task for each
lesson. Always share the assessed task with the students at the beginning of the
lesson – it is nice to write the assessed task on the board for the students to see
and then explain the steps the students will participate in, to achieve the set task.
 At the end of every lesson students should complete the Self Assessment Record
(attached as Student Resource 2 with this plan) - the can do statements reflect what
the students cover each lesson and so should not be completed before the activity
has been completed in class. Students will have the opportunity to share their own
self-assessments at the end of each programme.
 In addition to students assessing themselves, you (the teacher) will also complete
the Teacher’s Assessment Record – included with this plan as Teacher Resource 2
– which will give you an opportunity to assess all the students in your class week by
week. All the ‘can do’ statements listed on the Teacher’s Resource will also be
formally recorded on the Student’s Report. You will notice that not all the objectives
for the full 10 weeks are listed.
 The assessment scales are outlined on the both Teacher and Student Asssessment
Records – but are included here as a guide (the language is modified in the student
assessment scales)
Achievement key:
E = Exceeded. The student excelled at this task and was able to complete it beyond expectations.
I = Independent. The student was able to complete this task well with limited support.
S = Supported. The student was able to complete the task with considerable support.
D = Developing. The student needed guidance and support to attempt the task.
– = Absent. The student was not in class when this task was covered.
7. If you have time, and you think that it will benefit your class, you can put together a Class
Contract – listing out about 5 to 10 things that the students should be aiming for. Keep the
class contract positive.
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Secondary English Language Curriculum – Level 4
Page 2 of 20
Teacher Resource 2
Lesson
Students
Comments
about the task
Can Do Statements
Lesson 1


Lesson 2

Lesso
n4
Lesson 3


Students can answer
questions based around
an authentic text.
Students can use the
information from a text to
write a short article.
Students can identify the
main stages of debate
and work collaboratively
in planning for and
delivering their side of the
proposed debate.
Students can write a fourparagraph composition
showing logical
argumentation that
includes an introduction,
argument for, argument
against, and conclusion.
Students can put together
a leaflet about how
humans are unique.
© ESF Educational Services Ltd
Secondary English Language Curriculum – Level 4
Page 3 of 20
Lesson 7
Lesso
n6
Lesson 5



Students can role play
events from a story.

Students can listen for key
information
Students write a letter of
application. Students can
role play a job interview.
Students can write about
their country and its
traditional jobs using
topic sentences and
supporting ideas.
Students can scan a text
quickly for specific
information.
Students can put together
a script/role play
demonstrating an
accurate use of past
continuous and past
simple tenses.
Students can write a short
article using topic
sentences and supporting
ideas.
Students can enter into a
discussion on heroes.

Lesson 8


Lesson 9


Lesson 10
Students can create a
portfolio about an
interesting person.
Students can discuss their
own ambitions and ways
of achieving them.

© ESF Educational Services Ltd
Secondary English Language Curriculum – Level 4
Not recorded on
the report
Not recorded on
the report
Not recorded on
the report
Page 4 of 20
Teacher Resource 2
To mark the questionnaire, reveal the following categories of answers to the
students and have them award a point to each category and then add up
each category total to determine their results. See below for sample results.
Question 1:
A: visual
B: aural
C: kinesthetic/tactile
D: read/write
Question 7:
A: read/write
B: visual
C: aural
D: kinesthetic
Question 2:
A: kinesthetic
B: read/write
C: visual
D: aural
Question 8:
A: aural
B: kinesthetic
C: visual
D: read/write
Question 3:
A: kinesthetic
B: visual
C: aural
D: read/write
Question 9:
A: kinesthetic
B: read/write
C: visual
D: visual
Question 4:
A: kinesthetic
B: read/write
C: aural
D: visual
Question 10:
A: aural
B: visual
C: kinesthetic
D: read/write
Question 5:
A: kinesthetic
B: visual
C: aural
D: read/write
Question 6:
A: aural
B: read/write
C: visual
D: kinesthetic
© ESF Educational Services Ltd
Secondary English Language Curriculum – Level 4
Page 5 of 20
Sample Results
1. Your scores were:




Visual: 3
Aural: 2
Read/Write: 7
Kinesthetic: 6
Because of the variety of learning styles, these results reveal a ‘mulit-modal’
learner. High numbers in one particular area, say ‘visual’, would suggest that the
student is a ‘visual’ learner.
2. Your scores were:
-
Visual: 9
Aural: 1
Read/Write: 2
Kinesthetic: 1
This is a visual learner
3. Your scores were:
-
Visual: 2
Aural: 1
Read/Write: 1
Kinesthetic: 10
This is a kinesthetic learner
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Secondary English Language Curriculum – Level 4
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Teacher Resource 3:
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Secondary English Language Curriculum – Level 4
Page 7 of 20
Student Resource 1
Week
Topic & Assignment
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Secondary English Language Curriculum – Level 4
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Student Resource 2
Progress
 Each lesson you will cover different learning objectives. At the start of each
lesson your teacher will talk to you about the main aims of the lesson.
 Make sure that you write down the aims of the lesson and how you think you
did
 At the end of the course you will discuss your self-assessment record with your
teacher.
Assessment Scales
Exceeded
Independent
Supported
Developing
I feel I excelled at this task and was able to complete it
beyond expectations.
I feel I was able to complete this task well and to the best of
my ability, with limited support.
I feel I was able to complete the task, but with more support
would be able to achieve the next level.
I found the task difficult and would like more guidance and
support to achieve the task next time.
Lesson 1
I can…..
Self-Assessment
I can answer questions based around an authentic text
I can use the information from a text to write a short article.
Lesson
3
Lesson 2
I can identify the main stages of debate
I can work with my fellow classmates in planning for and delivering one side of
a debate.
I can write a four-paragraph composition showing logical argumentation that
includes an introduction, argument for, argument against, and conclusion.
Lesson 5
Lesson 4
I can present information researched for homework, making use of good
presentation techniques.
I can put together a leaflet about how humans are unique.
I can create a portfolio about an interesting person.
I can discuss their own ambitions and ways of achieving them.
© ESF Educational Services Ltd
Secondary English Language Curriculum – Level 4
Page 9 of 20
I can retell a story working in a small group.
Lesson 6
I can role play events from a story.
I can create a script for my own graphic novel.
I can listen for key information.
Lesson 7
I write a letter of application.
Lesson
8
I can role play a job interview.
I can write about their country and its traditional jobs using topic sentences and
supporting ideas.
Lesson 9
I can scan a text quickly for specific information.
I can put together a script demonstrating an accurate use of past continuous
and past simple tenses.
Lesson 10
I can write a short article using topic sentences and supporting ideas.
I can enter into a discussion on heroes.
I can use persuasive language to convince others that my hero is the most
heroic.
Think about the following questions at the end of the programme, record how you think you
have done and discuss them with your teacher:
I worked hard and did my best every lesson
I listened carefully in class, both to the teacher and my classmates when they were
talking
I joined in all activities
I paid attention to the class rules and followed them
My favourite lesson was…..
I feel my best bit of work was….
Something I would like to improve on for next programme…..
© ESF Educational Services Ltd
Secondary English Language Curriculum – Level 4
Page 10 of 20
Student Activity 1
Choose the best answer for you. You can tick more than one box for each question if you want.
1. You have a problem with your knee. You would prefer that the doctor:
showed you a diagram of what was wrong.
described what was wrong.
used a plastic model to show what was wrong.
gave you something to read to explain what was wrong.
2. You are helping someone who wants to go to your airport, the center of town or
railway station. You would:
go with her.
write down the directions.
draw, or give her a map.
tell her the directions.
3. You want to learn a new program, skill or game on a computer. You would:
use the controls or keyboard.
follow the diagrams in the book that came with it.
talk with people who know about the program.
read the written instructions that came with the program.
4. You are planning a vacation for a group. You want some feedback from them about
the plan. You would:
give them a copy of the printed itinerary.
phone, text or email them.
describe some of the highlights.
use a map or website to show them the places.
5. You are going to choose food at a restaurant or cafe. You would:
choose something that you have had there before.
look at what others are eating or look at pictures of each dish.
listen to the waiter or ask friends to recommend choices.
choose from the descriptions in the menu.
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Secondary English Language Curriculum – Level 4
Page 11 of 20
6. Other than price, what would most influence your decision to buy a new non-fiction
book?
A friend talks about it and recommends it.
Quickly reading parts of it.
The way it looks is appealing.
It has real-life stories, experiences and examples.
7. You are about to purchase a digital camera or mobile phone. Other than price,
what would most influence your decision?
Reading the details about its features.
It is a modern design and looks good.
The salesperson telling me about its features.
Trying or testing it
8. A group of tourists wants to learn about the parks or wildlife reserves in your area.
You would:
talk about, or arrange a talk for them about parks or wildlife reserves.
take them to a park or wildlife reserve and walk with them.
show them internet pictures, photographs or picture books.
give them a book or pamphlets about the parks or wildlife reserves.
9. You are using a book, CD or website to learn how to take photos with your new
digital camera. You would like to have:
a chance to ask questions and talk about the camera and its features.
clear written instructions with lists and bullet points about what to do.
many examples of good and poor photos and how to improve them.
diagrams showing the camera and what each part does.
10. I like websites that have:
audio channels where I can hear music, radio programs or interviews.
interesting design and visual features.
things I can click on or try.
interesting written descriptions, lists and explanations.
http://www.vark-learn.com/english/page.asp?p=questionnaire
© ESF Educational Services Ltd
Secondary English Language Curriculum – Level 4
Page 12 of 20
Student Activity 1B
If you have multiple preferences you are in the majority, as approximately 60%
of any population fits that category.
Some people have no standout scores. Their scores are almost even for all four
modes.
Multiple preferences give you choices of two or three or four modes to use for
your learning and for your interaction with others.
For study tips have a looks at some of the different ways of learning:




Visual study strategies
Aural study strategies
Read-write study strategies
Kinesthetic study strategies
© ESF Educational Services Ltd
Secondary English Language Curriculum – Level 4
Page 13 of 20
Student Activity 1B
You are visual learner, which means you learn best when you see something presented in the
form a chart, a picture or a book for example. There are lots of ways you can maximize your
learning by using some of the following ways to study:
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Secondary English Language Curriculum – Level 4
Page 14 of 20
Student Activity 1B
If you have a strong preference for learning by Aural methods (A = hearing) you should
use some or all of the following:
INTAKE
To take in the information:









attend classes
attend discussions and tutorials
discuss topics with others
discuss topics with your teachers
explain new ideas to other people
use a tape recorder
remember the interesting examples, stories, jokes...
describe the overheads, pictures and other visuals to somebody who was not
there
leave spaces in your notes for later recall and 'filling'
SWOT - Study without tears
To make a learnable package:
Convert your "notes" into a learnable package by reducing them (3:1)





Your notes may be poor because you prefer to listen. You will need to expand
your notes by talking with others and collecting notes from the textbook.
Put your summarised notes onto tapes and listen to them.
Ask others to 'hear' your understanding of a topic.
Read your summarised notes aloud.
Explain your notes to another 'aural' person.
OUTPUT
To perform well in any test, assignment or examination:





Imagine talking with the examiner.
Listen to your voices and write them down.
Spend time in quiet places recalling the ideas.
Practice writing answers to old exam questions.
Speak your answers aloud or inside your head.
© ESF Educational Services Ltd
Secondary English Language Curriculum – Level 4
Page 15 of 20
Student Activity 1B
If you have a strong preference for learning by Reading and Writing (R & W) learning
you should use some, or all, of the following:
INTAKE
To take in the information:












lists
headings
dictionaries
glossaries
definitions
handouts
textbooks
readings - library
notes (often verbatim)
teachers who use words well and have lots of information in sentences and
notes
essays
manuals (computing, technical and laboratory)
SWOT - Study without tears
To make a learnable package:
Convert your "notes" into a learnable package by reducing them (3:1)






Write out the words again and again.
Read your notes (silently) again and again.
Rewrite the ideas and principles into other words.
Organize any diagrams, graphs ... into statements, e.g. "The trend is..."
Turn reactions, actions, diagrams, charts and flows into words.
Imagine your lists arranged in multiple choice questions and distinguish each
from each.
OUTPUT
To perform well in any test, assignment or examination:





Write exam answers.
Practice with multiple choice questions.
Write paragraphs, beginnings and endings.
Write your information into lists (a, b, c, d or 1, 2, 3, 4).
Arrange your words into hierarchies and points.
© ESF Educational Services Ltd
Secondary English Language Curriculum – Level 4
Page 16 of 20
Student Activity 1B
If you have a strong Kinesthetic preference for learning you should use some or
all of the following:
INTAKE
To take in the information:












all your senses - sight, touch, taste, smell, hearing ...
laboratories
field trips
field tours
examples of principles
lecturers who give real-life examples
applications
hands-on approaches (computing)
trial and error
collections of rock types, plants, shells, grasses...
exhibits, samples, photographs...
recipes - solutions to problems, previous exam papers
SWOT - Study without tears
To make a learnable package:
Convert your "notes" into a learnable package by reducing them (3:1)







Your lecture notes may be poor because the topics were not 'concrete'
or 'relevant'.
You will remember the "real" things that happened.
Put plenty of examples into your summary. Use case studies and
applications to help with principles and abstract concepts.
Talk about your notes with another "K" person.
Use pictures and photographs that illustrate an idea.
Go back to the laboratory or your lab manual.
Recall the experiments, field trip...
OUTPUT
To perform well in any test, assignment or examination:


Write practice answers, paragraphs...
Role play the exam situation in your own room
© ESF Educational Services Ltd
Secondary English Language Curriculum – Level 4
Page 17 of 20
Student Activity 2A
Boy aged 9 to study maths at university
A nine-year-old maths genius from Hong Kong has been accepted to study
mathematics at a local university. Child prodigy March Boedihardjo will attend
the Hong Kong Baptist University (HKBU) and become the youngest college
student in the city. The university will create a specially designed five-year
course which will see him gain a Bachelor’s and Master’s degree. Authorities
thought long and hard about whether or not to admit March. HKBU president
Professor Franklin Luk announced at a press conference: "The decision was
made after a two-month discussion among various departments of the
university and March's parents." March also met the press and raised a victory
sign when he entered the media room. He seemed very confident amid the
non-stop flash light from photographers.
There has been concern from educationalists that March will miss out on social
skills by attending university so young. His new classmates will all be ten or more
years older than he is. March said this would not be a problem as he already
has experience of studying with older students. He has already spent two years
in England, where he sat and passed advanced maths exams with A grades.
"When I was in Oxford, all my schoolmates were over 18 and we often discussed
mathematics problems. I think I won't have problems in communicating with
people older than me," said the nine-year-old. Professor Luk is confident March
can cope: "With a view to developing his…personal growth…we will tailor a
learning roadmap that best benefits March…and also give his parents peace
of mind," he said.
http://www.breakingnewsenglish.com/0708/070825-genius.html
© ESF Educational Services Ltd
Secondary English Language Curriculum – Level 4
Page 18 of 20
Student Activity 2B
1. TRUE / FALSE:
After reading the article, decide whether these sentences are
true (T) or false (F):
a.
b.
c.
d.
e.
f.
g.
h.
An American mathematical whiz-kid passed his university exams.
The little boy will not be the youngest student at his university.
The boy will study for both a Bachelor’s and Master’s degree.
The little boy was extremely shy in front of a crowd of journalists.
Education experts fear he will lose out on valuable social skills.
The nine-year-old has little experience of being with older students.
The boy is worried about communicating with college students.
The college has tailored a plan to help his personality and learning.
T/F
T/F
T/F
T/F
T/F
T/F
T/F
T/F
2. SYNONYM MATCH: Match the following synonyms from the article:
1.
genius
a.
carefully
2
gain
b.
contentment
3.
long and hard
c.
fears
4.
media
d.
customize
5.
amid
e.
press
6.
concern
f.
took
7.
sat
g.
Einstein
8.
cope
h.
among
9.
tailor
i.
manage
10.
peace of mind
j.
get
3. PHRASE MATCH: Match the following phrases from the article (sometimes
more than one combination is possible):
1.
accepted to
a.
and hard
2
create a specially
b.
from educationalists
3.
Authorities thought long
c.
after a two-month discussion
4.
The decision was made
d.
passed advanced maths exams
5.
the non-stop flash
e.
study mathematics
6.
There has been concern
f.
roadmap
7.
miss out
g.
designed five-year course
8.
he sat and
h.
of mind
9.
tailor a learning
i.
light from photographers
© ESF Educational Services Ltd
Secondary English Language Curriculum – Level 4
Page 19 of 20
Student Activity 3
Student Writer:
___________________________
Peer Evaluator:
___________________________
Read your partners work thoroughly and then answer the following questions.
1. Try to locate the thesis statement. What is the writer trying to prove?
2. What arguments does the writer use to support his/her thesis?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
3.
Does he/she use examples to explain his/her argument? ______________________
If Yes, what examples/ evidence do they use?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
4. Does the writer use topic sentences and supporting ideas?
5. Has writer check their work? YES/ NO
6.
If they used a computer to write up their work, did the student use spellcheck?
YES/ NO
5. Look again at the statement at the beginning of the piece. Do you think that the
student was successful in developing/supporting a clear and focused argument?
Explain. Are you convinced?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
6. What did you like best about this paper? What did the student do well?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
© ESF Educational Services Ltd
Secondary English Language Curriculum – Level 4
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