|
 |
 |
| Primary 1 - 3 |
| Promoting Shared Reading
and Developing Phonics and Vocabulary Building Skills: "Using
My Five Senses" |
| |
(Some of the activities have been tried out
in CUHKFAA Thomas Cheung School and TWGHs Kwan Kai Ming Primary School) |
| |
|
| This exemplar shows how: |
| ** |
teachers help young learners see connections
in their learning when they link the storybook to the textbook and
other resource materials rather than treating them separately; |
| ** |
shared reading and other enjoyable learning
activities can enhance learner motivation and confidence; |
| ** |
teachers provide meaningful contexts for developing
not only learners' reading skills, but also a range of other language
and enabling skills, such as phonics and vocabulary building, which
are important to successful language learning; and |
| ** |
teachers help learners develop their generic
skills, notably communication skills and creativity, as well as the
fundamental intertwining ways of learning and using knowledge such
as communicating, conceptualizing and inquiring |
| Learning and Teaching
Process |
| Planning Stage |
| Teachers work
as a team to: |
- identify a theme/module to work on;
- choose a storybook that is suitable for the learners (e.g.
an interesting and relevant topic, appealing illustrations, appropriate
degree of difficulty in language, repeated use of vocabulary items
and sentence structures); and
- identify the vocabulary items, letter sounds, communicative
functions, and grammar items and structures to focus on.
|
| Learning and Teaching
Stage |
<< Back |
|
|
|
|
|
|
