english language secondary 3 secondary 3secondary 3€¦ · preposition effectively to close the...

English LanguageSecondary 3

English LanguageEnglish Language

Secondary 3Secondary 3

•• Results of the TSA 2008Results of the TSA 2008

•• Basic Competencies Basic Competencies –– Student PerformancesStudent Performances

•• TSA 2008 Report TSA 2008 Report –– InterpretationInterpretation

•• Item Analysis Item Analysis –– Sorted by SubSorted by Sub--paperspapers

•• Writing Writing –– ExamplesExamples

•• Item Analysis Item Analysis –– Sorted by Basic Competency (BC)Sorted by Basic Competency (BC)

•• Student Performances Student Performances –– 2007 and 20082007 and 2008

•• ConclusionConclusion

69.2%69.2%

71.3%71.3%

79.5%79.5%

20072007

68.6%68.6%

71.3%71.3%

79.4%79.4%

20062006

68.9%68.9%

71.5 %71.5 %

79.3 %79.3 %

20082008

70.5%70.5%----P.6P.6

----

78.8%78.8%

20052005

----S.3S.3

75.9%75.9%P.3P.3

20042004Yr Yr LevelLevel

Percentage of Students Achieving Percentage of Students Achieving

S3 English Language Basic CompetencyS3 English Language Basic Competency

Listening SkillsListening Skills

•• Extracting specific informationExtracting specific information (familiar/less familiar (familiar/less familiar

topics)topics)

•• Inference skillsInference skills (capable of interpreting and evaluating(capable of interpreting and evaluating

information not made explicit in a dialogue)information not made explicit in a dialogue)

•• Drawing conclusions from contextual cluesDrawing conclusions from contextual clues (interpreting(interpreting

and using more extensive information)and using more extensive information)

•• Comprehending main ideasComprehending main ideas (poem)(poem)

•• Rhyming wordsRhyming words (poem)(poem)

S3 Students (Basic Competency)S3 Students (Basic Competency)

reading Skillsreading Skills

•• Extracting specific informationExtracting specific information (familiar/less familiar (familiar/less familiar topics topics –– text types, book reviews)text types, book reviews)

•• Inference skillsInference skills (capable of interpreting and evaluating(capable of interpreting and evaluating

information) information) –– contextual cluescontextual clues

•• Main ideasMain ideas

•• Identify rhyming wordsIdentify rhyming words (poem)(poem)

•• AlliterationAlliteration (poem)(poem)

S3 Students (Basic Competency)S3 Students (Basic Competency)

Writing SkillsWriting Skills

•• limited ideas limited ideas (no supporting details, no elaboration)(no supporting details, no elaboration)

•• familiar vocabulary familiar vocabulary (simple language patterns)(simple language patterns)

•• grammatical errors grammatical errors (meaning not affected)(meaning not affected)

•• errors using tenseserrors using tenses

•• paragraphs developed using promptsparagraphs developed using prompts

•• errors in spelling commonly used words errors in spelling commonly used words

S.3S.3 StudentsStudents ((Basic CompetencyBasic Competency))

S.3 Students S.3 Students -- Best performances (BC)Best performances (BC)

•• express ideas express ideas effectively and clearly effectively and clearly (relevant content)(relevant content)

•• develop paragraphs develop paragraphs with supporting with supporting detailsdetails

•• use a good range of use a good range of vocabulary and vocabulary and language patternslanguage patterns

•• make few or no make few or no grammatical errorsgrammatical errors

•• use coherent links use coherent links between paragraphsbetween paragraphs

•• interpret and evaluate interpret and evaluate information information ––inferenceinference

•• identify details to identify details to support the main ideasupport the main idea

•• deduce the meaning of deduce the meaning of unfamiliar words and unfamiliar words and expressionsexpressions

•• Identify pairs of Identify pairs of rhymesrhymes

•• infer ideas from a infer ideas from a poem and longer poem and longer textstexts

•• identify contextual identify contextual clues clues –– make a make a comparison between comparison between similar expressionssimilar expressions

•• identify referents to identify referents to associated words associated words

•• deduce the meaning deduce the meaning of unfamiliar words of unfamiliar words and expressionsand expressions

•• identify the gist of a identify the gist of a poempoem

writingwritinglisteninglisteningreadingreading

•• Ind. Pres.Ind. Pres. -- speak clearly and audibly (errors in pronunciation)speak clearly and audibly (errors in pronunciation)

•• Ind. Pres.Ind. Pres. -- express ideas coherently and provide supporting detailsexpress ideas coherently and provide supporting details

•• Ind. Pres.Ind. Pres. -- display an awareness of their audience (eye contact display an awareness of their audience (eye contact with oral examiners)with oral examiners)

•• Ind. Pres. / Group Int.Ind. Pres. / Group Int. -- express ideas relevant to the topic when express ideas relevant to the topic when prompted (written or oral) and provide some elaborationprompted (written or oral) and provide some elaboration

•• Group Int.Group Int. –– adept at turnadept at turn--taking strategiestaking strategies

Individual Presentations and Group InteractionIndividual Presentations and Group Interaction

S.3 Speaking skills (BC)S.3 Speaking skills (BC)

S.3S.3 SpeakingSpeaking DifficultiesDifficulties

•• Group Int.Group Int. –– do not extend/support ideas do not extend/support ideas -- participants give short, simple participants give short, simple responses responses –– do not really listen to each otherdo not really listen to each other

•• Ind. PresInd. Pres. . -- lacking sufficient vocabulary to express ideas lacking sufficient vocabulary to express ideas -- use awkward use awkward wording that makes understanding unclearwording that makes understanding unclear

•• Ind. PresInd. Pres. . -- expressing ideas expressing ideas -- limited/disjointed/hesitantlimited/disjointed/hesitant

•• Ind. PresInd. Pres. . –– not aware of audience (assessor) not aware of audience (assessor) –– limited or no eye contactlimited or no eye contact

Individual Presentations and Group InteractionIndividual Presentations and Group Interaction

9EW19EW1Response to an Response to an emailemail

111. 1.

Syntax – sentence structure/phrase structure

Grammatical errors

Spelling errors

Subject verb agreement

2.

Capitalisation, punctuation, spelling errors

Errors generally do not hinder overall meaning

No details to support ideas

22

3.

Offers to help and uses preposition effectively to close the email

Generally effective closing with grammatical errors

Errors in punctuation

33

9EW1

My three-day camping trip

1. 1.

Syntax – sentence structure/phrase structure

Grammatical errors

Spelling errors

Subject verb agreement

2.

Capitalisation, punctuation, spelling errors

Errors at times hinders meaning

Errors in tenses

3.

Common error: confuse future and past –affects comprehension

Appropriate introduction

Organisedparagraphs

Use of connectives

Ideas expressed clearly

Few spelling errors

Few grammatical errors

Generally good sentence structure

Appropriate vocabulary

Appropriate conclusion

9EW2 Newsletter –School clubs and activities

Content = 3Content = 3

Org.=2Org.=2

Lang=3Lang=3

Features=2Features=2

School ReportSchool Report

School Report School Report –– Paper: Skill or DimensionPaper: Skill or Dimension

Q 2.Q 2. In line 6, In line 6, ‘‘It dances away from happy childrenIt dances away from happy children’’s feets feet’’means it __________ . (inference)means it __________ . (inference)

A.A. wants to dance with the childrenwants to dance with the children

B.B. is happy to see the childrenis happy to see the children

C.C. chases the children awaychases the children away

D.D. flies away from the childrenflies away from the children

Q 4.Q 4. In stanza 3, line 11, it In stanza 3, line 11, it ‘‘darts awaydarts away’’ because the because the children ___________ . (contextual clue/unfamiliar children ___________ . (contextual clue/unfamiliar word)word)

A.A. are playingare playing

B.B. have gone awayhave gone away

C.C. are badare bad

D.D. want to catch itwant to catch it

Q. 8Q. 8 What is the best title for this poem? (gist)What is the best title for this poem? (gist)

A.A. Dancing in the StreetDancing in the Street

B.B. My Summer Travel PlansMy Summer Travel Plans

C.C. The joy of NatureThe joy of Nature

D.D. Hungry Birds : Good HuntersHungry Birds : Good Hunters

1

5

10

15

20

A caterpillar on a leaf no longer.A caterpillar on a leaf no longer.Free of its shell, itFree of its shell, it’’s ready and stronger.s ready and stronger.It flits and floats over grassy green,It flits and floats over grassy green,A lovelier creature I have not seen.A lovelier creature I have not seen.

It flutters in the middle of the street.It flutters in the middle of the street.It dances away from happy childrenIt dances away from happy children’’s s

feet.feet.I stop to stare, itI stop to stare, it’’s almost eight.s almost eight.

I donI don’’t care if It care if I’’m late.m late.

Children dash to catch it, hands ready.Children dash to catch it, hands ready.Too bad Too bad ‐‐ itit’’s gone already.s gone already.

It flicks its wings andIt flicks its wings and darts awaydarts away..In one place it will not stay.In one place it will not stay.

It flees and flies to fields of flowers,It flees and flies to fields of flowers,Hides in trees from birds for hours,Hides in trees from birds for hours,Rests its wings in the warm sunlight,Rests its wings in the warm sunlight,As it plans for a long, long flight.As it plans for a long, long flight.

And I stand here,And I stand here,Breathing dirty city air,Breathing dirty city air,

Hoping to see brightly Hoping to see brightly colouredcoloured wings,wings,All the wondrous beauty nature brings.All the wondrous beauty nature brings.

By:MaiBy:Mai TaiTai

Item AnalysisItem Analysis –– Reading (Sorted by SubReading (Sorted by Sub--papers)papers)9ER1 9ER1 –– Part 2Part 2

Part 2 Q02Part 2 Q02



9ER19ER1

Item AnalysisItem Analysis –– Reading (Sorted by SubReading (Sorted by Sub--papers)papers)

Both local and overseas designers take partBoth local and overseas designers take part. . ((details supporting main ideadetails supporting main idea))D.D.

Cheap clothing is on sale.Cheap clothing is on sale.C.C.

It takes place on Sunday only.It takes place on Sunday only.B.B.

Only local designers take part.Only local designers take part.A.A.

Part 1. Q 2. Part 1. Q 2.

Which one of the following is TRUE about Fashion Week?Which one of the following is TRUE about Fashion Week?

Listening Paper 9EL1Listening Paper 9EL1Listening Paper 9EL1

PartPart 1 Q021 Q02

friends in Vietnam.D.

friends in Australia.C.

young people in Vietnam.B.

his family in Australia.A.Part 2 Part 2 Q 6.Q 6.

Martin got the money for his dream from…

(contextual clue)




people near the racecourseD.

people watching the racesC.

people selling foodB.

the horses (contextual clue)A.

Part 3 Q 1 Part 3 Q 1 (poem)(poem)

In stanza 1, the noise at the racecourse is made by __________


who rides horses in Hong Kong.D.

who does not like Hong Kong.C.

living in Hong Kong. (inference)B.

new to Hong Kong.A.

Part 3 Q 4 Part 3 Q 4 (poem)(poem)

Who is the writer? The writer is someone___________


Part 3 Q 4Part 3 Q 4

Writing Scoring Guide Writing Scoring Guide

Report 2008 Report 2008 -- Interpreting DataInterpreting DataWriting (9EW3)

Your cousin in Australia is coming to live in Hong Kong for a year. She will be going to your school and would like to know more.

Reply to her email telling her more about your school in about 150 words.

Hi Elly,How are you? Hope you are well.Remember I told you last time that I’d applied for a one-year exchange to a school in Hong Kong. They accepted my application! I’ll be your schoolmate soon! How exciting!Tell me more about your school, TST College. How many subjects do you study at Form 3 level? Which subjects are your favourites? Who are your favourite teachers? Mum said I should learn Putonghua in Hong Kong. Does your school offer Putonghua classes? I heard that schools in Hong Kong usually have lots of tests and exams. Is that true? How much time do you spend on your studies every day?You know I love volleyball. Does your school have a volleyball team? If yes, are there any inter-school competitions? Does the team perform well? Which extra-curricular activities are the most popular in your school? I also like singing a lot. Do you have a school choir? How could I join all these activities? Are there other clubs as well?I’m really looking forward to seeing you in Hong Kong soon. Love, Kathy

Report 2008 Report 2008 -- Interpreting DataInterpreting Data

Item no. Option Score/Grade School percentage Territory-wide percentage1. Content 0 37.5% 13.2%

1 56.3% 17.9%2 6.3% 41.5%3 0.0% 22.0%4 0.0% 5.4%

U# 0.0% 0.0%2. Organisation 0 62.5% 15.7%

1 37.5% 29.5%2 0.0% 54.8%

U# 0.0% 0.0%3. Language 0 50.0% 13.9%

1 50.0% 23.4%2 0.0% 45.7%3 0.0% 14.6%4 0.0% 2.5%

U# 0.0% 0.0%4. Features 0 43.8% 12.2%

1 50.0% 15.4%2 6.3% 72.4%

U# 0.0% 0.0%

SubSub--paper 9EW3 Writingpaper 9EW3 Writing

Last week, you went on a three-day camping trip. You promised your teacher you would write a short article for the school magazine. To help you write your article, you can use the following pictures. They show what you saw and did during the trip. Describe what happened in about 150 words.

Report 2008 Report 2008 -- Interpreting DataInterpreting DataWriting (9EW1Writing (9EW1))

campfire –singing/telling stories

?mountain

climbing/hikingcanoeing putting up a tentputting up a tent

group game/games

Item no. Option Score/Grade School percentage Territory-wide percentage1. Content 0 43.8% 11.0%

1 43.8% 19.1%2 12.5% 42.5%3 0.0% 22.6%4 0.0% 4.8%

U# 0.0% 0.0%2. Organisation 0 56.3% 11.9%

1 18.8% 26.3%2 25.0% 61.9%

U# 0.0% 0.0%3. Language 0 56.3% 10.8%

1 43.8% 24.4%2 0.0% 48.2%3 0.0% 14.5%4 0.0% 2.2%

U# 0.0% 0.0%4. Features 0 50.0% 20.1%

1 25.0% 16.5%2 25.0% 63.4%

U# 0.0% 0.0%

Report 2008 Report 2008 -- Interpreting DataInterpreting Data SubSub--paper 9EW1 Writingpaper 9EW1 Writing

Writing (9EW2Writing (9EW2))Report 2008 Report 2008 -- Interpreting DataInterpreting Data

Your teacher has asked you to write an article for the school newsletter telling new students about the clubs/activities at your school.

Write your article using your own or some of the ideas from the following mind map in about 150 words.

time

place

teacher-in-charge

how often

information

make friends

learn new things?

trips

reasons to join

?

Computer

Drama

Art

different clubs

Clubs/ Activities

Item Analysis Item Analysis –– (Sorted by Basic Competency)(Sorted by Basic Competency)

Listening Listening

Q. 06 In stanza 1, Q. 06 In stanza 1, ‘‘placeplace’’ and and ‘‘spacespace’’ are two rhyming words.are two rhyming words.

a)a) Find two rhyming words in stanza 2 Find two rhyming words in stanza 2 (rhymes)(rhymes)

b)b) Find two rhyming words in stanza 3Find two rhyming words in stanza 3

Item Analysis Item Analysis –– (Sorted by Basic Competency)(Sorted by Basic Competency)

Reading Reading

Part 2. Q 02.Part 2. Q 02.

Which of the following has the same meaning as the word Which of the following has the same meaning as the word ‘‘cuisinescuisines’’ in paragraph 2, line 6?in paragraph 2, line 6?A.A. restaurantsrestaurantsB.B. shopsshopsC.C. types of food types of food (unfamiliar word)(unfamiliar word)D. foreign foodD. foreign food

2008200820072007

identify main ideasidentify main ideascapable of inferring information from capable of inferring information from

some complex textssome complex texts

identify main themesidentify main themespredict development of a story based predict development of a story based

on cueson cues

infer a writerinfer a writer’’s point of view; s point of view; interpret the meaning of unfamiliar interpret the meaning of unfamiliar

words and expressions; words and expressions; identify literary terms in poetry with an identify literary terms in poetry with an

example example

distinguish views and attitudes in distinguish views and attitudes in articles; infer a writerarticles; infer a writer’’s point of view; s point of view; distinguish fact from opiniondistinguish fact from opinion

interpret the meaning of unfamiliar interpret the meaning of unfamiliar words; meaning of words from dictionary words; meaning of words from dictionary entriesentries

analyseanalyse and integrate information; and integrate information; identify main characters in book reviews identify main characters in book reviews using contextual cluesusing contextual clues

analyseanalyse and integrate information from and integrate information from different text types and use contextual different text types and use contextual cluesclues

Student Performance in TSA 2007 and TSA 2008Student Performance in TSA 2007 and TSA 2008

ReadingReading


ListeningListening

2008200820072007

use contextual clues use contextual clues integrate skills integrate skills –– listening with a listening with a written description to complete a written description to complete a chart/activity form chart/activity form

infer information from a dialogueinfer information from a dialogueinfer information from a dialogueinfer information from a dialogue

integrating information in formsintegrating information in formsidentify rhymesidentify rhymescomplete a note form with listening complete a note form with listening

and reading combinedand reading combined

extract and sequence events from extract and sequence events from a dialoguea dialogue

identify rhyming words in a poemidentify rhyming words in a poem


WritingWriting

misspelled wordsmisspelled wordslimited range of vocabularylimited range of vocabularyerrors using correct tenseserrors using correct tenses

misspelled wordsmisspelled wordslimited range of vocabularylimited range of vocabularyfamiliar language patternsfamiliar language patterns

could use simple sentences with could use simple sentences with connectivesconnectives

sentences with connectives, i.e. also, sentences with connectives, i.e. also, therefore, and after therefore, and after

write write organisedorganised paragraphs when paragraphs when pictorials are providedpictorials are provided

relevant ideas provided with given relevant ideas provided with given pictorial cues; write pictorial cues; write organisedorganisedparagraphsparagraphs

capable of some elaboration in writing capable of some elaboration in writing articles, emails, or descriptive passagesarticles, emails, or descriptive passages

provide supporting detailsprovide supporting details

using correct format in writing letters using correct format in writing letters and so on and providing more detailsand so on and providing more details

details to support main ideasdetails to support main ideas

2008200820072007

TSA 2008TSA 2008English LanguageEnglish Language

Secondary 3Secondary 3

Thank youThank you

english language secondary 3 secondary 3secondary 3€¦ · preposition effectively to close the...

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