Scheme of a language workbook for IXs

AKU SLOs and language book :

Unanimously, AKU board has laid its foundation deep for implementation of language program in
schools for language acquisition via its well defined SLOs. These well structured SlOs require an in
depth understanding and extensive planning for achieving the pre determined productive outcomes.
Since no book alone could cater all the needs of students and facilitator , therefore these intensive
SLOs also cannot be achieved by implementation of a single book in the language syllabus.

To align the students with the SLOs of AKU EB , a holistic review of the content is required and a well
defined intensive framework is required that will cater for students academic needs.

Evaluation of my teaching :

On the basis of my training , experience , observation and knowledge I have evaluated my

own language teaching of last two years as follows :

Since , I have been given a free hand to choose and pick quality reading and listening
scripts; apart from given syllabus book [ Oxford Progressive English] , and the most
communicative and constructive activities - I have found them very useful for my students on
the basis of their interest and improvement. A number of handouts and worksheets have
been shared throughout the year with students to enrich learning and for achieving our SLOs
in a more dynamic and fruitful manner.

However , since it has been an unsystematic practice which occurred on basis of weekly
planning and post evaluating my lessons , I strongly feel that this entire content and plan
should be well synchronize in form of a workbook for students .

Substance of workbook for students:

This workbook intends being broad and balance , will :

A. Provide a range of quality learning and practice material specified for specific
SLOs.

B. Each genre of writing will be presented with strictly correlated :

B (i) reading text for MCQs, CRQs and ERQs ,

B (ii) listening activity ,

B (iii) interrelated grammar practice ,

B (iv) writing model/specimen ,

B (v) vocabulary bank for writing ,

B (vi) worksheets for reinforcing features of genre of writing,

B (vii) practice questions ,

B (ix) checklist for self editing , peer editing rubrics and teacher feedback

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 Scheme of a language workbook for IXs

B (x) further practice tasks.

Features of workbook for students:

A. An index will be included to make easy reference.

B . Be adaptable to the needs of students .
C . Involve and interact students.
D . Be students self-directed learning material for revision purposes .
E . No superfluous information will be covered .
F. Facilitate a smooth transition between different key stages of learning.

G. There will be no bias in content, such as over-generalization and stereotyping. The

content and illustrations will not carry any form of discrimination on the grounds of
gender, age, race, religion, culture, disability etc., nor do they suggest exclusion.

H. The sources of information will be appropriately indicated.

Compilation of book and realization of SLO :[SPECIFICATIONS FPOR LEVEL IX ONLY]

GENRE: INFORMAL LETTER AND EMAIL WRITING

listening 1.1.3 recognize (and use) conversational strategies such as
acknowledgement, interruptions, inquiry, reply,
agreement and disagreement
Listening 1.1.4 recognize (and respond to) direct questions,
frequently used commands and non-verbal signals in
familiar context
Reading 2.1.4 deduce the meaning of words from their context;
Reading 2.1.10 develop an understanding of the contents of a given
passage
Grammar - Use contractions and modal verbs.
writing 3.1.1 exhibit an understanding of how to complete
different forms, e.g. examination forms, passport
application, bio data
Writing 3.1.2 compose an informal note, e-mail, letter to friends
or family;

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 Scheme of a language workbook for IXs

GENRE: NARRATIVE WRITING

Listening 1.1.4 recognize (and respond to) direct questions,
frequently used commands and non-verbal signals in
familiar context
Listening 1.1.5 comprehend the topic of discussion, theme, main
idea and moral after listening to a conversation
Listening 1.1.6 recapitulate the main points of a conversation
Listening 1.1.7 reproduce heard information in conversational form
Listening 1.1.8 respond to questions regarding places and things in
oral descriptions; * 1.1.9; * 1.1.10;
Listening 1.1.9 recognize mood and personality traits from
conversation
Listening 1.1.10 follow a sequential account of an incident or event
Reading 2.1.4 deduce the meaning of words from their context

Grammar 3.1.12 use language structures correctly, such as verb-

subject agreement, sentence construction,
conjunctions, adverbial and subjective clauses,
conditional clauses
Grammar 3.1.13 use synonyms, antonyms, similes, metaphors,
idioms, proverbs, and phrasal verbs;
Writing 3.1.9 convey real or imagined events/accounts coherently
in chronological order
Writing 3.1.10 deploy accurate punctuation, range of vocabulary
and correct spelling
Writing 3.1.11 write a paragraph of five to ten sentences without
grammatical errors
Writing 3.1.14 develop a text according to its purpose in a coherent
and systematic manner
Writing 3.1.15 rectify errors in texts

Concluding Remarks

9. Knowledge transmission alone is no longer adequate, as the realm of knowledge is infinite. Providing
students with knowledge alone is inadequate. Rather, we have to equip them with a repertoire of skills for
acquiring and building up knowledge and instil in them a positive attitude for life-long learning.

10. Textbooks play an important role in supporting learning and teaching in schools. Textbooks should
enable students to learn how to make use of different ways of learning. They should also provide an
appropriate amount of quality texts for students to read to learn independently. It is also important to

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 Scheme of a language workbook for IXs

ensure that there is no excessive information in order to leave room for students to learn how to learn.
Students will then have opportunities for developing diverse skills of learning according to their interests,
needs and abilities.

11. The Guiding Principles listed above cover the major criteria for selecting, writing and evaluating quality
textbooks. Further details and examples specific to different KLA / subject curricula can be found in the
relevant curriculum or subject guides, or subject-specific textbook guidelines where appropriate.

12. This set of Guiding Principles supercedes the Guiding Principles for Quality Printed Textbooks dated
September 2014.

Textbook Committee, Education Bureau

June 2016

Skills and Student Learning Outcomes of the Examination Syllabus Part I (Class IX) Skills Student
Learning Outcomes Cognitive Levels5 K U A 1. Listening and Speaking Candidates should be able to:
1.1 Listening and speaking in instructional, descriptive and narrative communicative contexts 1.1.1
recognize how stress and intonation contribute to meaning e.g. courtesies and some humour; *
1.1.2 interpret (and give) oral directions and instructions and identify essential and finer points of
details; * CA6 1.1.3 recognize (and use) conversational strategies such as acknowledgement,
interruptions, inquiry, reply, agreement and disagreement; * CA 1.1.4 recognize (and respond to)
direct questions, frequently used commands and non-verbal signals in familiar context; * CA 1.1.5
comprehend the topic of discussion, theme, main idea and moral after listening to a conversation; *
1.1.6 recapitulate the main points of a conversation; * 1.1.7 reproduce heard information in
conversational form; * 1.1.8 respond to questions regarding places and things in oral descriptions; *
1.1.9 recognize mood and personality traits from conversation; * 1.1.10 follow a sequential account
of an incident or event; * 1.1.11 interpret between facts, ideas and opinions; * 5 K = Knowledge, U =
Understanding, A= Application (for explanation see Section 7: Definition of command words used in
Student Learning Outcomes and in Examination Questions). 6 CA = Classroom Activity, not to be

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 Scheme of a language workbook for IXs

assessed under examination conditions. The National Curriculum has oral language use in interaction
and teachers should use such interaction as the main classroom activity in meeting these objectives.
For examination purposes, however, only listening will be tested. The production elements
(speaking) of the National Curriculum SLOs are bracketed to indicate that it is the receptive
(listening) which will appear in the examination. Latest Revision June 2012 Page 15 NOTES Latest
Revision June 2012 Page 16 K U A 1.1.12 relate a written story from memory; * 1.1.13 deduce the
meaning of words from the context; * 1.1.14 identify speakers point of view, purpose and attitude
(stated and implied); * 1.1.15 exhibit values and attributes such as, tolerance, humanism, patience,
equity, justice, honesty, empathy, dignity, equality, diversity etc., for better participation in the
global society. * 2. Reading Candidates should be able to: 2.1 Reading instructional, descriptive and
narrative. 2.1.1 skim descriptive, narrative and instructional text for key information; * 2.1.2
interpret the relations between the parts of a text by identifying the topic sentences (main ideas)
and their relation with other sentences; * 2.1.3 predict what follows by looking at initial sentences of
passages and anticipating endings; * 2.1.4 deduce the meaning of words from their context; * 2.1.5
recognize the probable sources and functions of given extracts from different kinds of texts, e.g. a
page of a dictionary, a greeting card verse, a questionnaire; * 2.1.6 use information from textbooks,
resources and dictionaries, using drawings, diagrams, tables, headings, margin notes, index, glossary,
graphics, maps etc; * 2.1.7 recognize connective devices in their reading e.g. but, when, first, after,
next; * 2.1.8 recognize the authors purpose and point of view; * 2.1.9 summarize a text by
identifying the main idea and supporting details; * 2.1.10 develop an understanding of the contents
of a given passage, questionnaire, form, leaflet, prospectus and brochure; * 2.1.11 suggest implicit
meanings of a text and identify how they are implied in e.g. choice of words, rhythm of sentences; *
Latest Revision June 2012 Page 17 NOTES Latest Revision June 2012 Page 18 K U A 2.1.12 compare
characters in a literary selection to near similar ones in the real life; * 2.1.13 exhibit values and
attributes such as, tolerance, humanism, patience, equity, justice, honesty, empathy, dignity,
equality, diversity etc., for better participation in the global society. * 3. Writing Candidates should
be able to: 3.1 Writing instructional, descriptive and narrative texts and texts used for
interpersonal/transa ctional communication 3.1.1 exhibit an understanding of how to complete
different forms, e.g. examination forms, passport application, bio data; * 3.1.2 compose an informal
note, e-mail, letter to friends or family; * 3.1.3 compose informal dialogue in a given situation; *
3.1.4 compose instructions, explanations, biographies, using sentence connectives like but, when,
first, after, next etc; * 3.1.5 narrate by using given pictures, symbols, outline or key words/phrases; *
3.1.6 summarize a given text; * 3.1.7 develop a paragraph based on classification of objects and
familiar concepts; * 3.1.8 deploy presentational devices in text, e.g. bullet points, subheadings; *
3.1.9 convey real or imagined events/accounts coherently in chronological order; * 3.1.10 deploy
accurate punctuation, range of vocabulary and correct spelling; * 3.1.11 write a paragraph of five to
ten sentences without grammatical errors; * Latest Revision June 2012 Page 19 NOTES Latest
Revision June 2012 Page 20 K U A 3.1.12 use language structures correctly, such as verb-subject
agreement, sentence construction, conjunctions, adverbial and subjective clauses, conditional
clauses etc. (refer to pages 8 and 9); * 3.1.13 use synonyms, antonyms, similes, metaphors, idioms,
proverbs, and phrasal verbs; * 3.1.14 develop a text according to its purpose in a coherent and
systematic manner. * 3.1.15 rectify errors in texts; * 3.1.16 exhibit values and attributes such as,
tolerance, humanism, patience, equity, justice, honesty, empathy, dignity, equality, diversity etc., for
better participation in the global society.