Primary 6 English Language

General Observations of Student Performances

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Progression of Student Performances

P3 TSA2004 P6 TSA2007

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Percentages of Students Achieving English Language Basic Competency in 2004 – 2007

Year TSA 2004 TSA 2005 TSA 2006 TSA 2007

P.3 75.975.9 78.8 79.4 79.5

P.6 -- 70.5 71.3 71.371.3

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Progression of Student Performances

LISTENINGP.3 TSA 2004 P6 TSA 2007

• key words - numbers & letters

- cues with options

• intonation• sounds

•specific information

- identifying information with pictorial cues

intonation sounds

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P.6 Student Performances in 2007

ListeningStrengths•key words•sequencing•connection between ideas

•simple inference skills (with pictorial clues)

Weaknesses• main ideas• inference skills

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Progression of Student Performances

READINGP.3 TSA 2004 P6 TSA 2007

•key words (with pictorial cues)

•main ideas (in a sentence)

• connection between ideas (in a sentence)

• specific information• unfamiliar words

• main ideas (a stanza in a poem)

• simple inference

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P.6 Student Performances in 2007

ReadingStrengths• text-types• locating information

• personification (riddles)

Weaknesses•main ideas•rhymes (end

consonants differed in spelling)

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Progression of Student Performances

WRITINGP.3 TSA 2004 P6 TSA 2007

Content • gave limited information

Language •made grammatical mistakes in simple sentences•provided a small range of vocabulary with many spelling mistakes

Content•provided some details•showed an attempt to give justification

Language•made many grammatical mistakes in longer sentences

•provided a wider range of vocabulary but with many spelling mistakes

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Progression of Student Performances

SPEAKINGP.3 TSA 2004 P6 TSA 2007

Read Aloud • made mistakes in pronunciation, e.g. ‘cute’, ‘name’• dropped end consonants, e.g. ‘kind’, ‘loves’• showed difficulty with blends, e.g. ‘friends’, ‘children’

Picture Descriptions•provided brief answers (one to two-word answers)

•lacked vocabulary to express their ideas

Presentations• had difficulty

completing the tasks

• used a limited range of vocabulary & basic sentence patterns

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ConclusionLISTENING

•Exposure to different spoken texts including advertisements, poems and instructions

READING

•Difficulty in using supporting details to deduce main ideas

WRITING

•Spelling mistakes in rudimentary words – inadequate grasp of phonics

•Literal translation from Chinese – inadequate grasp of language structures

SPEAKING

•Limited range of vocabulary and basic sentence patterns

•Difficulty in elaborating on the picture cues

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END

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