“Enhancing the Interface between the Junior Secondary and the Three-year Senior Secondary English Language Curricula through Promoting the Learning and Teaching of Language Arts” Workshop & Sharing on Using Fiction to Enhance the Interface Curriculum Development Institute & Language Learning Support Section • Liu Po Shan Memorial College • Po Kok Secondary School • United Christian College (Kowloon East) 15th June 2006 Topic Overview How the use of fiction can help to enhance the interface  To attain the targets and objectives of the Experience Strand  Effective use of fiction helps to prepare students for the SBA and NSS elective module of ‘Short Stories’  Fictional texts are effective in  motivating reading and cultivating a reading habit  teaching students how to read on their own  providing a variety of contexts for using English  Generic skills (4Cs) and culture are best developed through fiction Getting ready to teach fiction Fundamental skills  Reading skills (the ‘what’)  Reading strategies (the ‘how’)  Vocabulary building skills Refer to Curriculum Guides Reading Skills 1. Skills for treating the text as a whole  Predictive skills  Extracting specific information ~ Reading the lines  Getting the general picture  2. Skills for detailed comprehension and text analysis Inferring opinion and attitude ~ Reading between the lines ~ Reading beyond the lines  Deducing meaning from context  Recognising function and discourse patterns and markers Jeremy Harmer The Practice of English Language Teaching Reading Strategies Reading for meaning using  pictorial clues  contextual clues  comparison --- what they are going to read with their prior knowledge Associating spoken sounds with printed letters by  sounding out individual letters and combining them together  looking at letter sequence and chunks within words Studying sentence structures and identifying unfamiliar words using knowledge of grammar (verb tense, s-v agreement …)  spelling patterns and root words (suffixes, prefixes, verb endings, plurals …)  Basic strategies for reading  S Q  3R  Survey Question Read Recall Review Strategies for interactive reading      Q V P C R Question Visualise Predict Connect Respond • Bringing your own experience and knowledge to the story • Making connection with what you know about similar people or people in your own life Thinking about • the meaning of the story • the feelings evoked • how it adds to your understanding of people and event What is fiction? Definition • A type of literature that describes imaginary people and events Oxford Advanced Learners Dictionary • Its purpose is to present a view of the world that entertains or informs the reader. • Novels and short stories Print and non-print materials Categories of fiction • fairy tale • mythology • legend / folk tale • fable • fantasy • science fiction • historical fiction • • • • • • • real-life fiction adventure mystery thriller crime humour diary novel Language features of narrative text • Nouns that identify specific characters and places • Adjectives that provide accurate descriptions of the characters and settings • Verbs that illustrate the actions in the story • Time words that connect events, indicating when they occurred. Elements of a story Setting Location & time Characters The people & their relationship 5 Elements Plot/ story line Actions and events Style Writing techniques Theme Main idea (Message / Coda) The structure of a story PLOT Plot Initiatin g event(s) Complication Problems & conflicts Climax Resolution (Outcome) Sequence of events Orientation Applying theories into practice Discussion 1. Why is it useful for students to • know the story elements • analyse the plot of the story? 2. What activities can be given to students to demonstrate their knowledge of the plot concept and put it to use? Please refer to handout A plot figure Main character Orientation Initiating event Complication Climax Resolution Story outcome A story map figure King Midas Orientation He got a reward complication His daughter became a gold statue His golden touch was taken away A story map of Charlie and the Chocolate Factory Charlie is the only child left Climax Augustus is sucked up … Charlie gets the last ticket with the money he picks up … Initiating event(s) Orientation/ Exposition •Charlie •The Wonka factory Mr Wonka puts 5 golden tickets in the choco bars Complication Mystery: •Why is the visit arranged? •What will happen to the children? Charlie inherits the factory Story outcome Resolution Solution of mystery Using the plot structure to guide their summary writing Planning to Teach the Story Questions for consideration  Which level of students does the story suit?  What are the strengths and weaknesses of the story?  How many lessons will you use to teach this story?  How do you expect the students to read it? (Independently? With T’s support? At home? In class?) Thinking about the treatment  What will you focus on?  Plot?  Characterization?  Writing techniques?  Messages?  Language function /structures / vocabulary? Theme  Generic skills? Special features  What task(s) can be set? Language features  What strategies / activities to use? Lesson Procedure Pre-reading stage Why? To activate learners’ schemata How? Build up knowledge of the topic Recall previous knowledge and experience When? In class --- Teacher-guided What? The setting, theme, character, author, etc While-reading stage How? (under T’s guidance)  First reading (at home / in class) -- reading through whole story / section  (in class) Teacher-directed reading of significant parts What?  understanding the gist and details  responding to the writer  connecting the story to reader’s mind and experience Post-reading Stage What?  Integrative use of skills and creative expression to show interpretation & appreciation  Purposeful and selective re-reading  Careful studying of the author’s words for meaningful language work & increasing pleasure in using it in context How?  Extended tasks and projects Activities and Strategies Please work in pairs. Sort them out ! Task: Classify the activities according to focus and lesson stage Key to Success Key to Success  Teach students how to read and respond --do not just test  Teachers must have a habit of & love for reading  Share reading with students  Act as a resource person  Get them into the habit of reading for pleasure every day  DEAR  USSR Teaching Examples from the Seed Schools Po Kok Secondary School ~ Matilda (Print to non-print) Focuses: • Teaching reading strategies • Using extension activities Liu Po Shan Secondary School ~ Charlie and the Chocolate Factory (Non-print fiction) Focuses: • Pre-viewing • Extension activities United Christian College (Kowloon East) ~ Charlie and the Chocolate Factory (Print and non-print fiction) Focuses: • Plot and characters • Language in context Enhancing the Interface Through Language Arts A Summary The Road to NSS Preparation in S3 What do we need to provide for students? CORE New Senior Secondary Curriculum ELECTIVES Language Arts Non-Language Arts Exposure to a wide range of text-types, both print and non-print Encouragement to read and view widely Exposure to English speaking cultures through imaginative texts Opportunities to give a personal response to texts Activities which involve Critical evaluation and higher-order thinking Provide meaningful grammar practice In context Teach specific features of texts Opportunities to learn collaboration and communication skills Activities to enhance motivation Encouragement to be creative Opportunities to experience different forms of assessment Quality feedback Opportunities to reflect upon and improve their own performance A journey of a thousand miles begins with a single step See you next year! Useful reference • Class Readers --- Jean Greenwood (Oxford University Press) • Using Readers in language teaching --Tricia Hedge (Macmillan) • Teaching Literary Elements with Short Stories --- Tara McCarthy (Scholastic professional books) • English Language Curriculum Guide (P1-6) The Teaching of Reading Skills (Appendix 5)