This package of materials was developed in collaboration with the following teachers:

Wendy Arnold, Lau Chi Wa Irene, Hui Sze Lai Celia, Chan Kit Wah Cathy.

The materials were developed through a series of TeleNex workshops and have been piloted in Hong Kong primary classrooms.

Students need to be able to distinguish between essential key words which carry meanings, and words which can be ignored for note-making purposes. Activities are provided in which students expand and contract sentences to help raise their awareness of the kinds of word classes that carry information essential for making notes. In the activities in this package, verbs, adjectives and adverb groups carry meanings. Students need to be able to spot the key words and transfer them from sentences for the purpose of making notes. (Nouns are already provided in the note making worksheets).

It is a good idea to enlarge the Animals, Rides and Information sheet worksheets to A3 size on the photocopier because students will be working in pairs or groups and will therefore need a large copy between them.

If students use the highlighted version, they are not required to find the information. Instead, they simply transfer the highlighted information to the correct boxes in the Rides and Animals worksheets.

It is a good idea to enlarge this worksheet to A3 size on the photocopier because students will be working in pairs or groups and will therefore need one large copy between them.

The reading race instructions are suitable for students who are already familiar with terms such as adverb, adjective and verb.

Monitoring helps the teacher to identify problems that need to be dealt with on an individual basis. It also enables the teacher to make a note of problems that are common to many students. These problems can then be focused on during whole-class feedback.

It is not always necessary to go into grammatical explanations with KS2 students. If students are encouraged to notice patterns and work things out for themselves they can start to form their own rules and this can help make the target language more meaningful and memorable.

Attractions	What can they do?	What are they like?	What can you see/do/visit?
sharks	kill	dangerous	visit shark aquarium see 70 sharks walk through underwater tunnel
dolphins	jump dive somersault	intelligent	visit Dolphin University learn about caring for marine animals
sealions	do tricks clap walk	adorable amusing funny	visit Ocean Theatre
pandas		14 years old 95kg friendly	learn about an endangered animal learn how to save pandas from extinction

Rides

Attractions	What does it do?	What is it like?	What can you do?
roller coaster	twists turns loops	very exciting	enjoy Hong Kong's longest roller coaster
crazy swing	goes backwards and forwards swings high and low	exciting a huge swing	scream your head off
cable car	rises and falls	fascinating wonderful breathtaking	see all of Ocean Park see the South China Sea
ferris wheel	goes round and round	relaxing fun 27 metres tall	ride on the ferris wheel with all of the family

	For less confident students, or if you feel that your students need more guidance, work through Steps 8-10 as indicated, in Step 11 give them the worksheet entitled Information sheet (highlighted) which has the key information highlighted in bold. Ask them to put the bolded information into the correct boxes in the Animals and Rides worksheets.
	For more confident students who are already familiar with the grammatical focus of this package, or for students who do not require such highly structured activities and are confident meeting unfamiliar vocabulary, you can miss out Steps 8-10. Ask students to use their own ideas along with the information sheet in order to complete the tables in the Rides and Animals worksheets.
	This adaptation is for more confident students who are already familiar with terms such as adverb, adjective and verb. If your students are already familiar with the labels used for word classes (ie verbs, adverbs, adjectives) you can give them the Reading race instructions in order to find information in the Information sheet. They can use the information obtained through the reading race in order to complete the Rides and Animals worksheets.  How to carry out the Reading race: 1. Put students into groups of four.  2. Explain that you have a set of instructions for each group on pieces of paper on your desk.  3. Appoint a team leader in each group who must come to your desk and ask for an instruction which they have to take back to their group and read out to the group.  4. The other students in the group should scan the Information sheet, find the answer and write it in note-form in the table on the Rides or Animals worksheet.  5. The team leader then returns to the teachers desk, tells her/him the answer and collects the next instruction. 6. Explain that the race continues until one group has found all the information.  7.  The teacher then feeds back the answers with the whole class.

Note:

The reading race can give students the opportunity to practise reading, speaking, listening and writing skills through an enjoyable activity. However, good organisation and classroom management skills are important in order to maximise purposeful talk and minimise unnecessary noise. 

Make sure that every group is clear about individual responsibilities and that individuals are given a responsibility that they are capable of carrying out confidently. You will need to ensure that each group has someone who is responsible for the following: collecting the instruction and reading it out; looking for the answer in the text; writing the answer; returning to the teachers' desk to say the answer and collect the next instruction.

The corrections are in bold: