Language Learning Support Section

Abstract

R & D Background

Purpose & Design

Action Plan

Findings & Analysis

Implications

Remarks

> Action Plan

The writing component in two textbook units, one in P4 and another in P5, was designed to pilot the strategies of using life events to address students’ cognition, affection and action domains to develop their target values and attitudes. The core teachers first matched the themes of the two teaching units with the relevant priority values and attitudes and selected suitable values-laden life events relevant to students’ life experiences and interest to create the learning experiences for them. After piloting the units successfully, the teachers then planned the school-based English Language curriculum holistically using the same approach. Since the primary focus of the project was on improving their students’ performance in writing, the target values to be infused were often closely connected with the themes and the tasks at the pre-, while- or/and post-writing stages.

Themes of textbook units & writing tasks	Target priority values	Life events	Domains the activities addressed and tasks or products relevant to the values education component
Primary 4
(The first piloted unit) "Making improvement" Making a pledge to realise a resolution in writing	Commitment	Making self-improvement: achieving a resolution	*As pre- and post-writing activities* 1. Cognition Telling the differences between daydreams and resolutions Giving examples of actions required for realising resolutions 2. Affection Thinking of a resolution that matters to them personally 3. Action Making a pledge to realise their resolutions in writing and inviting their parents or guardians to be their witnesses Making concrete action plans to realise their resolutions Putting the plan into action and keeping a record of their actions
Primary 5
(The second piloted unit) “Be considerate” Writing an article to give advice on good manners on public transport	Care for others	How to behave in public places	*As pre-, while- and post-writing activities* 1. Cognition Discussing why it is important to have good manners Giving examples of good manners at home or school, on public transport and in other public places Writing an article to give advice on good manners on public transport 2. Action Making entries in their “My Good Manners Diary” to record their good manners at school or in public areas in the week and sharing them with their peers in class
“Lost and found” Writing an open-ended picture story about finding a lost bag	Integrity	How to handle a lost property	*As post-writing activities* 1. Cognition Telling which characters’ actions in the story endings written by different groups best matched with what they would do if they encountered the same situation and explaining why Discussing what actions to take if they found a lost item in the school playground, at a restaurant, on a means of public transport or in a park 2. Affection Making an entry in a writing journal to share an experience of losing something important, describe how they felt and whether the lost item was found in the end 3. Action Designing a poster to promote an appropriate way to handle someone’s lost item for display on the school campus
“In and about in Hong Kong” Writing a report on interviews with teachers about the places they visited in Hong Kong	Respect	Disputes caused by the influx of mainland Chinese tourists in Tung Chung	*As post-writing activities* 1. Affection Presenting different viewpoints and feelings of the residents, mainland tourists or shop owners in Tung Chung after group discussion 2. Cognition Giving suggestions on the respectful things different stakeholders could do to improve the situation
“Fun with making things” Writing instructions on making a simple Chinese New Year dish or decoration	National identity	Celebrating the Chinese New Year	*As pre-, while- and post-writing activities* 1. Affection Expressing their feelings about the Chinese New Year and what they like best about the festival 2. Cognition Discussing why the Chinese New Year is celebrated lavishly in Hong Kong Understanding more about the Chinese culture through: i. learning to make a simple Chinese New Year dish or decoration of their choice using YouTube videos ii.writing: a. an introduction about the symbolic meaning of the Chinese New Year dish or decoration, and b. instructions with drawings to teach others how to make it iii. Reading a simple text to learn about the festivals and public holidays of the mainland and Hong Kong iv. Identifying the similarities and differences between the festivals and public holidays of the two places and discussing possible reasons for them Identifying the location of Hong Kong on the map of the People’s Republic of China
“News and events: Accidents” Writing a diary entry about an accident	Responsibility	News about the accident of a school bus running onto the pavement which caused two deaths and numerous people injured in North Point	*As pre- and post-writing activities* 1. Cognition Explaining the causes of the school bus accident after reading a simplified news article about it Identifying the value embedded in the event Presenting authentic examples of accidents or undesirable things that happened caused by others’ carelessness after group discussion 2. Action Giving examples of the things they would do at home, school or in public places to help maintain the collective well-being of the community through acting responsibly in their writing journals