Below are the outlines of the eight suggested modules.

For illustration purposes, schemes of

work for the modules are provided at www.edb.gov.hk/en/curriculum-development/kla/eng-
edu/index.html. The schemes of work provide teachers with detailed information about the
kinds of activities and materials they might like to use, as well as suggestions about how to
cater for learner diversity. Teachers may refer to the schemes of work for ideas, select and
adapt the suggested activities, or make use of other materials available on the market.

LANGUAGE ARTS

Learning English through Drama

General Description
In this module, drama is used as a medium through which learners engage in purposeful
communication. Learners will have the opportunity to read/view and appreciate drama
texts/performances. Drama activities which offer an extensive range of contexts and
roles will be used to boost learners’ self-confidence in using English, and to develop
their language skills, notably their pronunciation and oral skills, as well as generic skills
such as creativity, and communication, collaboration and critical thinking skills.
Learners may be asked to participate in the production of a dramatic performance at the
end of the module.

Learning Targets
To develop learners’ ability to:
 respond to characters, events, issues and themes in dramatic texts through oral, written
and performative means
 reflect on the way in which writers use language to create effects
 give expression to imaginative ideas or their own experience through creating drama
 participate with others in planning, organising and presenting dramatic performances
 understand how the English language works in the context of drama, and how dramatic
texts are organised and expressed, and apply this understanding to their learning and use
of the language

31
Learning Objectives
1. To strengthen learners’ skills of understanding and interpreting dramatic texts
through reading and writing
2. To enhance learners’ oral skills by encouraging them to experiment with language
in different roles and dramatic contexts
3. To strengthen learners’ creativity through script writing, oral activities and dramatic
performances
4. To help learners reflect on and evaluate their own performance and those of
others

Content
The module comprises three parts.

Part 1 focusses on equipping learners with the knowledge and understanding of the
basic skills needed for performing in drama and writing scripts.

Part 2 focusses on providing learners with the experience of writing short scenes and
performing dramatised reading.

Part 3 focusses on providing learners with the experience of producing and performing
a play.

Time Allocation
Teachers should exercise their discretion in the time allocation for this module.

Assessment
Below are some suggested assessment practices that teachers are encouraged to adopt to
inform learning and teaching. More information on public assessment for the modules in
the Elective Part is provided separately in Chapter 5.

32
Assessment in the Drama module will focus on learners’ demonstration of their ability
to:
 use stress and intonation, verbal and non-verbal ways of conveying feelings,
emotions and motivations
 use a familiar story to write a short play script
 evaluate scripts given a set of criteria
 perform dramatised reading
 produce and perform a play
 evaluate a performance given a set of criteria

A range of oral and written activities in the course of the module can be used for
assessing learner performance. These include:
 quizzes
 process writing
 play scripts
 role-plays
 group rehearsals and performances

Learning English through Short Stories

General Description
This module introduces learners to the world of short stories, encouraging them to read,
write and tell them. Learners will be engaged in different activities which aim to develop
their understanding of the major features of short stories, their language skills, cultural
awareness, critical thinking skills and creativity. Learners will either write their own
story or develop a given story outline at the end of the module.

Learning Targets
To develop learners’ ability to:
 understand the major features of short stories (e.g. theme, character, plot)
 respond and give expression to the imaginative ideas and feelings expressed in short
stories through oral, written and performative means
 understand how the English language works in short stories and apply this
understanding to their learning and use of the language

33
Learning Objectives
1. To help learners understand the concepts of narration, setting, character, theme
and symbol, as well as consider ways of creating mood, and of writing good
story openings, closings and dialogue
2. To help learners apply the concepts and techniques they have learned in their
own writing
3. To enhance learners’ skills and interest in reading and appreciating short stories
from a wide variety of sources
4. To help learners talk about works of fiction in an informed way
5. To introduce learners to storytelling as an art form

Content
The module comprises three parts.

In Part 1, learners are introduced to the aims, design and content of the module. They
will learn to identify and understand the key features of a short story, and read short
stories with appreciation.

In Part 2, learners read and write specific aspects of a short story such as setting,
character, theme, dialogue, opening and closing. They will also start to write their own
story for the module by gathering ideas and producing drafts.

In Part 3, learners practise oral and story telling skills by sharing a story of their own
choice with the class. They will finalise the draft for their module story and perform it to
the class.

Time Allocation
Teachers should exercise their discretion in the time allocation for this module.

Assessment
Below are some suggested assessment practices that teachers are encouraged to adopt to
inform learning and teaching. More information on public assessment for the modules in
the Elective Part is provided separately in Chapter 5.

34
Assessment in the Short Stories module will focus on learners’ demonstration of their
ability to:
 understand concepts and techniques of short story writing
 apply this understanding to create short examples
 produce a written short story
 comment helpfully on the work of others
 tell or perform stories orally
 read and comment on a number of short stories

A range of activities will be used for assessing learner performance, including:

 short pieces of writing
 an end-of-course short story
 oral performances

Learning English through Poems and Songs

General Description
This module introduces learners to a variety of poems and songs with themes that are of
interest to them. Learners will engage in different activities that aim to develop their
appreciation of the themes and emotions expressed in poems and songs, acquaint them
with poetic language and features, enhance their cultural awareness, stimulate their
imagination, and foster their creative use of English. Throughout the module, learners
will write/rewrite poems or lyrics and present them through various means. Learners
will also produce a journal that contains their own reflections on poems/lyrics they have
read in the module.

Learning Targets
To develop learners’ ability to:
 understand and appreciate a range of poems and songs
 respond and give expression to the imaginative ideas, moods and feelings expressed
in poems and songs through oral, written and performative means
 understand how the English language works to convey themes and evoke feelings in
poems and songs, and apply this understanding to their learning and use of the
language

35
Learning Objectives
1. To help learners understand the themes, structure, features and language in various
poetic forms and songs
2. To help learners understand how moods and feelings are conveyed in poems and
songs
3. To help learners apply the knowledge and techniques they have learned in their
own creative production or appreciation of poems and songs

Content
The module comprises five parts.

Part 1 is an introductory component that helps learners understand what the module will
cover and what will be required for the Poem and Song Journal, which is a
collection of student-selected poems and songs with their personal responses.

Part 2 introduces learners to various poems and songs. Learners will learn to identify
and understand their features, structure, language and themes as well as appreciate them.
This part also covers the vocabulary and techniques (e.g. simile, metaphor, rhyme,
rhythm) that are used to create feelings, moods and meaning in poems and songs.

In Part 3, learners focus on reading and writing different types of poems, such as
acrostics, shape poems, limericks, haikus and ballads. Learners will learn the
characteristics and features of each of these different types of poem. They will also be
encouraged to express various themes and personal feelings by producing poems of their
own.

Part 4 focusses on songs. Opportunities are provided for learners to read and identify
the language features of song lyrics, to listen to and appreciate songs as well as to
write/rewrite lyrics. Learners will also be introduced to a musical and have the chance of
performing a song.

In Part 5, learners give a presentation or performance based on the poems or songs that
they have selected.

36
Time Allocation
Teachers should exercise their discretion in the time allocation for this module.

Assessment
Below are some suggested assessment practices that teachers are encouraged to adopt to
inform learning and teaching. More information on public assessment for the modules in
the Elective Part is provided separately in Chapter 5.

Assessment in the Poems and Songs module will focus on learners’ demonstration of
their ability to:
 understand and appreciate the themes and language of poems and songs
 apply some of the techniques they have learned in the creative production of poems
and song lyrics
 revise their own poems and songs for content/desired effects
 perform poetry

Assessment will focus primarily on the written and spoken work produced by learners.
This will include:
 written personal responses to poems and songs
 creative work, such as original haikus and rewritten lyrics
 presentations and performances
 work that demonstrates the creative use of language in real-life contexts

Learning English through Popular Culture

General Description
In this module, learners will be provided with opportunities to extend their range of
English abilities through exploring popular culture. They will be exposed to an array of
popular culture texts covering a range of text types, such as reviews, newspaper/
magazine columns, photo captions, advertisements and commercials. They will engage
in different activities which aim to increase their critical thinking, creativity and cultural

37
awareness. At the end of the module, they will present a selection of their work in a form
that is agreed upon between them and the teacher (e.g. a time capsule, an online
publication, a newspaper-type publication).

Learning Targets
To develop learners’ ability to:
 understand a variety of written and spoken texts related to popular culture
 analyse popular culture texts to understand the typical features, language and
structures
 respond and give expression to experiences, events, ideas, characters or issues
through creative writing, performance and personal reflections
 understand how the English language works in different texts in popular culture and
apply this understanding to their learning and use of the language

Learning Objectives
1. To help learners understand and interpret ideas, information, facts, opinions and
intentions presented in written and spoken texts related to popular culture
2. To help learners develop the vocabulary, language, format and styles used in
various texts of popular culture
3. To help learners apply the knowledge and skills they have learned in their
creative production and appreciation of popular culture texts

Content
This module is divided into three parts.

In Part 1, learners are introduced to the basic concepts involved in this module, such as
what popular culture means and what defines popular culture texts. They also need to
consider the form that the end-of-module presentation of work will take.

In Part 2, learners are introduced to different text types that are tied to different areas of
popular culture (e.g. photo captions, comic strips, columns, advertisements and
commercials, and reviews). Learners are provided with opportunities to learn about the
content, language and stylistic features that are typically associated with the text type in
question, and to produce the text type using a process approach.

38
In Part 3, learners give presentations of the work that they have produced.

Time Allocation
Teachers should exercise their discretion in the time allocation for this module.

Assessment
Below are some suggested assessment practices that teachers are encouraged to adopt to
inform learning and teaching. More information on public assessment for the modules in
the Elective Part is provided separately in Chapter 5.

Assessment in the Popular Culture module will focus on learners’ demonstration of their
ability to:
 understand and interpret ideas and information in different popular culture texts
 identify the distinguishing language and stylistic features of different popular culture
text types
 identify the purpose and intended audience for different popular culture texts
 apply their knowledge and understanding of the language and characteristic features
of popular culture texts in their own production
 revise a popular culture text for content/desired effects
 present their work orally

Assessment primarily focusses on the work produced by learners during the course of
the module. This includes:
 short reviews of films
 column contributions (e.g. horoscopes, fashion and style, advice)
 captions (e.g. photo captions, cartoon captions)
 comic strips
 presentations
 group discussions

39
NON-LANGUAGE ARTS

Learning English through Sports Communication

General Description
This module helps learners learn to read/view and produce a range of texts related to
sports. Learners will also learn vocabulary and expressions related to sports, the skills
and strategies sports writers and broadcasters employ to create their texts, the sales pitch
in promotional and advertising materials about sports, the ways in which fans express
their support, etc. Towards the end of the module, learners will produce a selection of
texts for a sports display, media programme or magazine.

Learning Targets
To develop learners’ ability to:
 understand a variety of written and spoken texts related to sports
 analyse sports-related texts to understand typical features, language and structures
 organise and present information and ideas on a sports-related topic
 understand how the English language works in different sports-related texts and
apply this understanding to their learning and use of the language

Learning Objectives
1. To familiarise learners with the various elements of sports writing, such as types,
styles and conventions
2. To help learners develop the skills needed to create written and spoken materials
related to sports
3. To reinforce learners’ language skills and learning strategies through providing
them with the opportunities to produce texts for sports coverage and promotion

Content
The module has three different types of lesson.

There are writing workshops that examine different types of sport-related text and lead
to writing practice. Writing activities will cover fan pages/player profiles, product
reviews, sports articles, surveys and reports, etc.

There are lessons that concentrate on developing learners’ speaking skills. Oral activities
will cover presentations, interviews, discussions, etc.
40
There are other lessons intended to offer variety and keep learners well-motivated.
Activities include quizzes, films and songs, etc. There will also be a display of work
done relating to the learners’ own school.

Time Allocation
Teachers should exercise their discretion in the time allocation for this module.

Assessment
Below are some suggested assessment practices that teachers are encouraged to adopt to
inform learning and teaching. More information on public assessment for the modules in
the Elective Part is provided separately in Chapter 5.

Assessment in the Sports Communication module will focus on learners’ demonstration

of their ability to:
 speak and write appropriately about one or more sports
 gather and organise information
 develop materials about sporting activities in the school

A range of oral and written activities in the course of the module can be used for
assessing learner performance. These include:
 presentations
 sports articles
 sports product reviews
 fan pages
 survey reports

41
 Learning English through Debating

General Description
This module introduces learners to the format and principles of debating, and its value as a
powerful language learning tool. Learners will be engaged in a broad range of
activities which aim to enhance their presentation, argumentation, critical thinking,
collaboration and information skills, increase their world knowledge and develop their self-
confidence. Learners will take part in a debate towards the end of the module.

Learning Targets

To develop learners’ ability to:

 converse and argue about points of view persuasively and confidently
 participate with others in planning, preparing for and carrying out a debate
 generate, research, relate, connect, develop, refine, justify and apply ideas
 define and solve problems by considering related factors and exploring options
 understand how the English language works in the context of a debate and apply this
understanding to their learning and use of the language

Learning Objectives
1. To familiarise learners with the format, basic set up and rules of a debate
2. To teach learners how to research and prepare for a debate
3. To help learners develop the skills for debating, in terms of content, structure and style
4. To enhance learners’ debating skills by providing them with the opportunities to
participate in debates

Content
The module comprises three parts.

In Part 1, learners participate in a range of activities which help them understand the
fundamental idea and the basic set up of debating as well as the idea of rhetoric.

Part 2 aims at helping learners develop the range of skills necessary for debating, such
as defining motions, researching information, analysing underlying principles and
assumptions, working on arguments and examples, structuring arguments logically,
preparing speeches and rebuttals, and using appropriate delivery techniques.

Part 3 provides an opportunity for learners to participate in a debate where they will apply
42
their knowledge and skills in argumentation, organisation, collaboration, oral presentation
and self/peer assessment.

Time Allocation
Teachers should exercise their discretion in the time allocation for this module.

Assessment
Below are some suggested assessment practices that teachers are encouraged to adopt to
inform learning and teaching. More information on public assessment for the modules in the
Elective Part is provided separately in Chapter 5.

Assessment in the Debating module will focus on learners’ demonstration of their ability to:
 identify issues and problems
 research, analyse and organise information
 develop and elaborate arguments to justify or apply ideas
 plan and produce coherent and structured texts to achieve intended purposes
 use debating skills appropriately

A range of oral and written activities in the course of the module can be used for
assessing learner performance. These include:
 quizzes
 group discussions
 role-plays
 presentations
 writing scripts for speeches
 debates

43
 Learning English through Social Issues

General Description
In this module, learners will be provided with opportunities to develop and consolidate their
language skills through exploring and researching social issues they are interested in. They
will be exposed to a variety of resources through which they will learn to define
issues/problems, analyse information, understand the arguments and use of language in the
texts on these issues, and express their points of view about the issues through speaking or
writing. At the end of the module, they will present their views or arguments on a selected
social issue through various oral and/or written means.

Learning Targets
To develop learners’ ability to:
 understand a variety of written and spoken texts on social issues
 understand how a social issue may be defined, analysed, perceived, researched and
presented in a spoken or written text
 analyse texts on social issues in order to understand their structural and linguistic
features
 identify and define problems from gathered information, consider related factors, draw
conclusions, explore options or solutions, and justify views or arguments
 develop and refine ideas, plan, organise and carry out presentations on particular issues
 understand how the English language works in different texts on social issues and apply
this understanding to their learning and use of the language

Learning Objectives
1. To help learners understand and interpret ideas, information, facts, opinions,
intentions and arguments presented in written and spoken texts on social issues
2. To help learners develop the skills of understanding and evaluating social issues from
various perspectives
3. To develop learners’ abilities to evaluate information from various sources and
carry out research using different methods
4. To enhance learners’ ability to plan and produce coherent and structured texts
through providing them with the opportunities to present information, views or
arguments on particular issues

44
Content
The module comprises three parts.

Part 1 is an introductory component that presents the idea of social issues and gives learners
the opportunity to consider various ways social issues may affect them personally, their
society and the world around them. Learners practise reading, identifying and writing
definitions, causes and effects, and solutions to social problems.

Part 2 introduces learners to the idea that social issues can be looked at from different
perspectives. They learn how to follow an argument and research a social issue. They
also develop strategies for evaluating information from different sources, and techniques for
citing and acknowledging sources.

In Part 3, learners identify a social problem they are interested in, and carry out research on
it. They will define the issue, examine it and analyse it from different perspectives. Learners
may choose to present their work in formats such as a letter to the editor, a pamphlet or a
report.

Time Allocation
Teachers should exercise their discretion in the time allocation for this module.

Assessment
Below are some suggested assessment practices that teachers are encouraged to adopt to
inform learning and teaching. More information on public assessment for the modules in the
Elective Part is provided separately in Chapter 5.

Assessment in the Social Issues module will focus on learners’ demonstration of their
ability to:
 understand and interpret ideas and information in texts on social issues
 follow and evaluate arguments
 write about a social issue
 analyse and evaluate information from various sources
 carry out simple research using methods such as surveys and interviews
 summarise a passage
 present a written or spoken text that incorporates a definition of a social problem, its
causes and effects, and offers solutions to it

45
A range of oral and written activities in the course of the module can be used for
assessing learner performance. These include:
 quizzes
 paragraphs written on definitions, causes, effects and solutions
 evaluation of information
 questionnaires and interviews
 written or spoken presentations

Learning English through Workplace Communication

General Description
This module introduces learners to different text types related to the workplace.
Learners will engage in a range of workplace tasks (e.g. making and handling telephone
enquiries and complaints, writing memos) which aim to develop their knowledge and
skills to use the language in a practical way and gain confidence in using English to
communicate with others about work-related matters. Learners will develop language skills,
presentation skills, organisation skills and interpersonal skills in the process. At the end of
the module, learners will perform a series of communication tasks that simulate real work
situations.

Learning Targets
To develop learners’ ability to:
 establish and maintain relationships and routines in the workplace context
 produce or exchange a range of workplace-related messages, both oral and written
 analyse, organise, integrate and present information, messages and views with
suitable reasoning and strategies, and produce texts appropriate to the purpose, context
and audience in the workplace
 identify and define problems from given information, explore and discuss options, and
solve the problems
 understand how the English language functions in work-related contexts and apply this
understanding to their learning and use of the language in real life

Learning Objectives
1. To familiarise learners with the different types of workplace correspondence
2. To develop learners’ understanding of the vocabulary, language, formats, styles and
conventions used in spoken and written communication in the workplace
3. To help learners apply the knowledge and skills they have learned in their
production of workplace-related texts
46
4. To enhance learners’ ability to carry out workplace-related activities through
providing them with opportunities to practise and demonstrate their language and
communication skills in simulated tasks

Content
The module has three different types of lesson.

There are lessons that concentrate on work-related reading and writing texts and activities,
including business memos, letters, e-mails, sales/promotional materials, meeting agendas
and minutes.

There are lessons that concentrate on listening and speaking activities which help develop
skills in handling spoken communication in the workplace. Activities will cover telephone
enquiries and complaints, sales presentations and job interviews.

There are other lessons which allow learners to develop work-related vocabulary and discuss
business concepts. Learners will also plan and make a final presentation/performance of the
work-related texts that they have produced in the course of the module.

Time Allocation
Teachers should exercise their discretion in the time allocation for this module.

Assessment
Below are some suggested assessment practices that teachers are encouraged to adopt to
inform learning and teaching. More information on public assessment for the modules in the
Elective Part is provided separately in Chapter 5.

Assessment in the Workplace Communication module will focus on learners’ demonstration

of their ability to:
 write appropriate texts
 speak in a suitable style for workplace purposes
 organise and convey information relevant to a workplace-related situation

47
 A range of the following activities from the module can be used for assessment
purposes:
 short oral tasks
 short writing tasks
 presentation/performance of workplace-related tasks
 quizzes

2.3.7 Broad Learning Outcomes

The following broad learning outcomes provide an overall picture of what learners should be
able to do in English by the end of S6. They form the assessment objectives for English
Language at the senior secondary level.

Reading

 Understand and interpret the purpose and meaning of a broad range of texts
 Identify the main theme and key details of a broad range of texts
 Identify the contextual meaning of words and phrases
 Interpret the tone and mood of a writer
 Distinguish and evaluate views, attitudes or arguments in fairly complex texts
 Understand the use of a range of language features in fairly complex texts
 Interpret, analyse, select and organise ideas and information from various sources

Writing

 Write texts for different contexts, audiences and purposes with relevant content and
adequate supporting detail
 Convey meaning using a range of vocabulary, linguistic devices and language patterns
appropriately and accurately
 Plan and produce coherent and structured texts with ideas effectively presented and
developed
 Write texts using appropriate tone, style and register and the salient features of different
genres
 Draft and revise written texts

48
Listening

 Understand and interpret the purpose and meaning of a range of spoken texts
 Identify the key details of a range of spoken texts
 Interpret speakers’ feelings, views, attitudes and intentions
 Understand speakers with a range of accents and language varieties in speech delivered
at a moderate pace
 Understand the use of a range of language features in fairly complex spoken texts

Speaking

 Express information and ideas (e.g. personal experiences, feelings, opinions,

imaginative ideas and evaluative remarks) with suitable elaboration
 Convey meaning using a range of vocabulary and language patterns appropriate to the
context, purpose and audience
 Establish and maintain relationships/spoken exchanges using formulaic expressions and
appropriate communication strategies (e.g. making an appropriate opening and closing,
negotiating meaning, making suggestions, using appropriate degrees of formality)
 Produce coherent and structured speeches with ideas effectively/clearly presented and
developed
 Pronounce words clearly and accurately
 Use appropriate pace, volume, intonation, stress, eye contact and gesture to support
effective communication

49
2.5.3 Enrichment Components

To add variety to the English Language curriculum, broaden students’ learning experiences and
cater for their diverse needs and interests, the following elements are to be incorporated:

Language Arts Elements3 Non-language Arts Elements3

Drama Sports Communication
Short Stories Debating
Poems and Songs Social Issues
Popular Culture Workplace Communication

Schools are encouraged to use the above elements to extend and deepen learning and enrich
students’ language learning experiences. Based on school contexts and students’ needs, teachers
are free to decide which of the above elements to teach, the breadth and depth of teaching, as well
as the amount of time to be allocated to the enrichment components. The incorporation of these
elements in the school-based curriculum aims to widen students’ language exposure and heighten
their language and cultural awareness, as well as to provide opportunities for application and
integrative use of language and generic skills (e.g. creativity, critical thinking skills,
communication skills).

The above elements can be flexibly and easily integrated into different modules of learning
suggested in this Guide. The table below shows some examples:

Suggested Modules and Enrichment

Suggested Activities
Units Components

Getting along with Others  Drama  Developing a script and role-

 Friendship and Dating  Poems and Songs playing a scene on the conflict
 Sharing, Co-operation, between two friends
Rivalry  Listening to songs about friendship
and love and understanding the
theme and figurative language used
in the lyrics

Study, School Life and Work  Popular Culture  Writing a letter for a newspaper
 Study and Related  Workplace column to offer advice on teenage
Pleasure/Problems Communication problems
 Experiments and Projects

3
These elements are taken from the eight elective modules of the Elective Part of the previous curriculum. Under the
optimising arrangements in 2021, there is no division between the Compulsory and Elective Parts.

15
 Occupations, Careers  Conducting a mock job-interview in
and Prospects a Career Expo

Cultures of the World  Poems and Songs  Reading poems and listening to folk
 Travelling and Visiting  Popular Culture songs about other places and
 Customs, Clothing and cultures
Food of Different Places  Reading reviews on travel blogs and
websites to plan trips and itineraries

Wonderful Things  Short Stories  Reading stories/biographies of

 Successful People and  Sports Nobel laureates
Amazing Deeds Communication  Watching documentaries of famous
 Great Stories athletes
 Precious Things

Nature and Environment  Debating  Conducting a debate on

 Protecting the  Social Issues environmental conservation vs
Environment economic development
 Resources and Energy  Designing a questionnaire and
Conservation conducting a mini-survey on
 Biodiversity sustainable development
 Animal Protection

The Individual and Society  Short Stories  Reading and analysing the theme
 Crime  Social Issues and plot of a detective story
 Human Rights (personal  Giving a speech on
rights, civic rights, discrimination/the importance of an
respect) inclusive community

Communicating  Social Issues  Discussing the pros and cons of

 The Media and  Workplace social media and suggesting
Publications Communication solutions to problems caused
 The Internet  Writing a memorandum to staff on
cyber security at the workplace

Technology  Debating  Conducting a debate on whether

 Changes Brought about  Social Issues Artificial Intelligence does more
by Technology harm than good
 Writing an article about how
technology changes the ways
students learn

Leisure and Entertainment  Sports  Writing a proposal to suggest a new

 The World of Sports Communication sport to be included in the Olympic
 “Showbiz”  Drama Games/a new city to host the
Olympic Games
 Recreating the ending of a play/
musical

16
 Appendices

Appendix 1
Language Items and Communicative Functions for Key Stages 3 – 4
(Secondary 1 – 6)
Language Items
Examples
and Communicative Functions
Use adjectives, adverbs, formulaic Exercise will make you healthier and stronger.
expressions, etc. to make comparisons and You cannot expect more pay for less work.
give descriptions of processes and situations John walks and talks like his father.
Although the twins look alike, they are very different in character.
Nancy is the girl in an old-fashioned, blue, tattered dress.
After two months, we found the missing ring under the carpet.
The children are upset to hear that the picnic has been cancelled.
It’s kind of you to help.
Tom is old enough to travel by himself.
To a large extent, the two pieces of work are similar in terms of
content.
It’s an own goal! What a blunder!
Use the simple present tense, gerunds, Greed is not the only force that moves the world.
conditionals, etc. to make general statements Hong Kong is a financial centre.
about the world and “universal truths” If there is a thunderstorm, you should not swim in the sea.
The plane leaves for Beijing at seven o’clock tonight.
Swimming is a popular sport in Hong Kong.
Surfing the Internet is a very popular pastime among Hong Kong
teenagers.
Use a variety of tenses, the passive voice, The volcano last erupted in 1960.
reported speech, adverbs, etc. to refer to He said that he used to swim for half an hour every morning.
events in the past, present and future and to I may have thrown away the book by mistake.
the frequency with which things occur My brother is working as a nurse in a local hospital for the time
being.
I was watching the stars when I saw a strange flying object.
Manchester United will be playing against Millwall in the FA
Cup Final.
He has been talking on the cell phone for two hours already.
I will get in touch with you sometime next week.
Security in the region is threatened by the recent bomb attacks.
He has worked in this bank for twenty years.
He has been working since January.
She said she would arrive before noon.
She has been the Chief Executive Officer of that company for
seven years.
Use conditionals, inversions, formulaic Had it not been for my teacher, I would never have had the
expressions, etc. to express gratitude and confidence to finish this project.
regret May I take this opportunity to express our deepest gratitude to all
our teachers for their guidance, patience and support.
If you had come earlier, you would have met Michael Jordan.

79
 Language Items
Examples
and Communicative Functions
I’m sorry I won’t be coming to your graduation ceremony.
It’s a pity that the concert has to be cancelled because of the typhoon.
I wish I could take back my words.
I wish I had been more careful with my spending.
Use adjectives, inversions and formulaic Never have I seen such a badly put together documentary.
expressions to pay a compliment or make a Well done!
criticism How clever of you to think of all that!
Our students were deeply impressed by the love and respect with
which the elderly were treated in your centre.
Use formulaic expressions, adverbial clauses, I’ve had enough of this nonsense.
etc. to make a complaint I’m afraid that the noise your dog makes has kept us awake all
night.
What a nuisance it is to have to fill in so many forms!
You have shown no improvement in your behaviour even though
you have been warned several times.
Use adverb phrases and adverbial clauses of We have put more chairs in the school hall in order that more
reason, concession, result, etc. to justify one’s people can be accommodated.
behaviour, decision and point of view in a As a result of the new law, many foreign workers are allowed to
variety of situations work in Hong Kong.
Owing to the heavy rain, the concert was cancelled.
The two friends have fallen out due to a misunderstanding.
Mr. Lee has decided to stop selling deep-fried snacks in the tuck
shop because of parental pressure.
Use adjectives, adjective phrases, formulaic It’s difficult to describe my feelings at the airport. I was thrilled
expressions, etc. to describe one’s feelings about studying abroad, sad to leave my family and friends, a little
and responses to happenings and states of anxious about adapting to a new place, and intensely aware that I
affairs in some detail had to make something of myself.
The runners were too tired to move after the marathon.
Embarrassed by his careless blunder, John went all red in the face.
You must be joking!
What a shame!
Use modals and formulaic expressions to ask We would be grateful if you could supply us with information on
for and give advice on a variety of matters university education in the United Kingdom.
Could you give us some hints on how to solve the problem?
Why don’t you add more illustrations to your project?
Perhaps you should discuss this with your parents.
Yes, it is a good idea for our students to take part in voluntary
service.
Use modals and formulaic expressions to ask Can you pass me the salt, please?
for favours and assistance Could you tell me where the supermarket is?
Do you mind changing seats with us, please?
I should be grateful if you would let me have the results as soon
as possible.
Use modals and formulaic expressions to You ought to report the incident to the police.
express obligations and prohibitions Under no circumstances should you touch this button.
Use modals and formulaic expressions to Can you give me a hand?
request, offer, accept and decline help What can I do for you?

80
 Language Items
Examples
and Communicative Functions
Is there anything I can do for you?
Thank you, that’s very kind of you.
No, thank you. I can finish this project on my own.
Use modals, appropriate verbs and formulaic Please feel free to make suggestions.
expressions, etc. to invite, make and refuse Let’s make a card for mum and dad’s wedding anniversary.
suggestions and proposals I suggest that you help create a school garden to grow vegetables.
A: Why don’t we bring our own tents to the campsite?
B: That may not be a good idea. A typhoon is approaching. I’d
rather sleep indoors.
I’m afraid that your proposal has been rejected by the committee.
Use modals, formulaic expressions, etc. to Excuse me, we’re students from Man Yiu College. We’re
seek information collecting the views of visitors on Hong Kong. Can you spare us
a few moments?
Use imperatives, sequence words and The Museum of Tea Ware is in Hong Kong Park. Go by MTR.
formulaic expressions, etc. to give Get off the train at Admiralty. Then, take the Pacific Place exit.
instructions in a variety of contexts From there, it’s only a 5-minute walk.
First, search in the library catalogue for all the books on this
topic. Scan the contents page and index to locate useful
information. Next, collect illustrations, photos or make your own
models. After that, you should carefully consider your own views
on the matter. Then, organise and present your materials in an
interesting manner. Finally, make sure you hand in your work on
time.
Use formulaic expressions, etc. to make and I’m afraid Mr Chan is at a meeting. Can I take a message?
answer telephone calls Would you like to leave a message?
Use modals, formulaic expressions, I can see that you have put a great deal of effort into this project.
adjectives, the passive voice, etc. to make Never have I seen such marvellous work before!
observations It was observed that most students in this class preferred to have
a packed lunch.
He was overheard criticising the project.
Use modals, formulaic expressions, I am writing to enquire about the possibility of being exempted
adjectives, etc. to make enquiries from the oral examination.
I should be grateful if you could inform me of the procedures I
have to follow in order to apply for this job.
Use adverbial clauses, modals and formulaic With reference to your request for a replacement for the disc you
expressions, etc. to deal with enquiries and bought recently, I regret to inform you that this title is already
respond to requests or complaints sold out.
I write to clarify the possible misunderstanding which might have
arisen during the meeting between the two parties.
I represent the Students’ Union of our school and wish to
apologise for the late payment for our purchases from your
company.
Let me apologise on behalf of the company.
We deem it necessary to ban smoking in our shopping centre.
Should you have any queries, please contact me directly.

81
 Language Items
Examples
and Communicative Functions
Use a variety of tenses, prepositions, According to the statistics, there has been a sharp rise in the
formulaic expressions, adjectives, adverb number of visitors from Mainland China during the last eight
phrases, adverbial clauses, the passive voice, months.
etc. to express factual information As a matter of fact, more and more university students take up
part-time jobs nowadays for a variety of reasons. Some do it
because they have a real need to pay their increasingly high
tuition fees.
UNICEF’s work is guided by the Conventions on the Rights of
the Child.
Family problems have become more and more acute these days.
Use a variety of tenses, prepositions, The school authority plans to build a new wing next to the hall
adjectives, adverb phrases, adverbial during the summer holiday.
clauses, the passive voice, etc. to present A 4% increase in spending on education has been planned.
plans I’m going to send you an email as soon as I get to Canada.
Use a variety of tenses, the passive voice, Considering the figures provided by the government, it is evident
adverb phrases, adverbial clauses, etc. to that the economy has been enjoying a rebound.
find and provide evidence for a particular It has been proved that passive smoking is extremely dangerous
conclusion to health.
As a result of the strengthened police protection scheme for
witnesses, more crimes were reported last month.
There is no information as to which political parties are the more
popular among the public, and so a survey is being carried out by
local experts.
The candidate is likely to win the election since she is way ahead
of her opponent according to a recent poll.
Use imperatives, modals, adjectives, Stop buying electrical appliances or products that are not energy-
adverbial clauses, formulaic expressions, efficient.
rhetorical questions, etc. to give and justify In order to stop bullying, victims of bullying must be convinced
recommendations and make proposals that they can do something about it.
I feel strongly that the government should redouble its efforts to
stop discrimination against the disabled.
It is of the utmost importance for the government to review Hong
Kong’s language policy.
Would it not make more sense to promote the use of canvas bags
instead of plastic bags?
Another alternative is to encourage manufacturers to use recycled
paper as far as possible.
Use the simple present tense, adverb I really appreciate your firm stance on environmental issues.
phrases, adjectives, gerunds, conditionals, I am very frustrated by the lack of public swimming pool
formulaic expressions, etc. to express facilities in my neighbourhood.
personal feelings, opinions and judgements, Creating more job opportunities should be the most important
and present arguments issue on the agenda.
If the clubhouse had publicised its new policy better, the reactions
from residents would have been more supportive.
In my opinion, child abuse has already become a major social
problem in Hong Kong.

82
 Language Items
Examples
and Communicative Functions
I’m afraid family problems have become more and more acute
these days.
Use a variety of tenses, the passive voice, I’ve just read about a topic which worries me a lot: drug abuse.
adverb phrases and adverbial clauses, There is no doubt that parents are very concerned about recent
formulaic expressions, etc., to give reports of bullying.
presentations on a variety of topics First of all, I would like to talk about the arrangements for the
proposed trip.
I would like to conclude with the following suggestions: …
My findings can be summarised as follows: …
Use a variety of tenses, modals, adverb Should we begin our discussion with the first item on the agenda?
phrases, adverbial clauses, formulaic In that case, do you think it’s a good idea to bring in more native
expressions, etc. to participate in and sustain speakers even though it may increase our budget?
group discussion May I finish my point first before you voice your opinion?
Do you mean you don’t agree with the idea at all?
Well, yes, to a certain extent.
It seems we all think differently and it is quite impossible for us
to come to a consensus. Shall we take a vote?

83