Hong Kong Baptist University

Department of Education Studies

EDUC4035 Language Arts and Enrichment Activities (Primary)
Semester 2, AY 2023-2024
Course Outline (Section 01)

Instructor: Ms. Isabelle Lok

Email: isabellelok@hkbu.edu.hk
Time: Tuesday 11:30 - 13:20 (AAB 204), Thursday 12:30 – 14:20 (AAB 504)

Course Aims

This course aims at enabling students to understand the value and role of language arts and
enrichment activities in ELT, as well as to develop a repertoire of effective practices, with an
emphasis on the experiential dimension of language use, both inside and outside the primary
classroom.

Course Objectives

Specifically, this course aims to:

 facilitate students' understanding of the role of language arts and enrichment activities
in ELT;
 foster in students the enjoyment and value of language arts as expressed in the
primary English language curriculum;
 develop students' perceptiveness about the major features of short stories, dramatised
texts, poems, songs and popular culture texts for pedagogical purposes;
 develop students' ability to use language arts for enhancing secondary learners'
generic skills such as communication, critical thinking, creativity, and collaboration;
 and develop in students a repertoire of effective strategies to plan, implement and
evaluate language arts and other English enrichment activities.

Topics

Introduction
a) Overview of language arts and enrichment activities in English language education
b) Values of children's literature in the primary English classroom
Language arts for primary learners
a) Forms of language arts
b) Approaches to teaching language arts
c) Developing language and generic skills through literary genres
d) Appreciating and responding to literary texts
Developing creative and responsive strategies
a) Strategies to respond to literary texts
b) Literary grammar

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Planning and evaluating language arts activities
a) Aligning language arts strategies with the general English programme
b) Planning a unit of work
c) Evaluating language arts activities
Learning English through enrichment activities
a) Creating an English-rich learning environment
b) Designing English enrichment activities
c) Planning and organising English enrichment activities
d) Evaluating English enrichment activities

Course Intended Learning Outcomes (CILOs)

CILO By the end of the course, students should be able to:

CILO 1 articulate the role of language arts and enrichment activities in ELT;

CILO 2 outline the key concepts and theories in language arts instruction;

foster learners' literary appreciation and personal sensitivity through language arts
CILO 3
suitable for primary school children;

enhance learners' development of language and generic skills through language arts
CILO 4
and enrichment activities;

use effective strategies to teach language arts and organise English enrichment
CILO 5
activities; and

plan and respond to language arts and enrichment activities in the context of a
CILO 6
primary school.

Teaching & Learning Activities (TLAs)

CILO
Type of TLA
alignment
Lecture / Instructor input
Although a lecture is basically one-way communication of information from the
instructor to a large number of students it is enhanced by the use of the desktop
computer system that allows the instructor to switch between visualiser, video
and the internet. A lecture is now multimodal in its presentation - an instructor's
1-4
input is supplemented by video clips and interactive websites. With the growing
use of interactive mode of teaching and learning, the straight lecture method is
used less frequently than other strategies.

2
 Discussion
Discussion facilitates interaction and provides opportunities for immediate
comments and feedback from the instructor and between students. Students are
involved in discussing various issues in small groups and whole class contexts
1-3
thus contributing to the exchange of ideas and the deepening of conceptual and
practical understandings in the classroom.
Concept Mapping
Students design and use versions of concept mapping as a teaching & learning
4,5 activity and for purposes of assessing their own students' understanding of the
texts studied in Language Arts.

Experience Sharing
Students share their experiences with literature on an e-learning wiki forum and
2,3 through these shared reflection they learn to devise better and more effective
engagement strategies for teaching future students. The narratives are discussed
among group members and the instructor as collaborative dialogues to help
members constructing their concepts in education. Narratives can be a powerful
means of teacher professional development.

In Class Workshops & Micro teaching

Students in small groups engage in a cyclical process of planning, action,
observation, and reflection of their teaching practice. Their experiences are
shared among peers on the class wiki with the purpose of developing reflective
abilities so as to enhance teaching and learning.
Micro-teaching involves a scaled-down and focused classroom situation: scaled-
4-6
down in terms of class size and lesson length, and focused in terms of teaching
tasks and specific skills involved. In practice, a student / students teach a short
lesson or part of a lesson of thirty minutes with their peers as pupils. The whole
process will normally be video-recorded. The presentation is followed by
discussion on the lesson by the instructor and students. This activity emphasises
the student's self-analysis of his / her own lesson as well as feedback from the
instructor and fellow students. Besides teaching ability, micro-teaching also
aims to develop in students the ability to reflect on their teaching.

Course Contents:

Session Dates Lecture Topics

1 11 Jan Course Introduction
The Value of Language Arts Activities

2 16 Jan Story-telling & Using Big Books Language Arts Workshop (Part 1)

3 18 Jan Using Big Books/ Reading Books to develop activities (Part 2)/
Conceptualising: short text analysis and material design practise
(group activity)

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 4 23 Jan Teaching Poetry & Activating Poetic Skills Arts Workshop (Part 1)

Using Poetry to develop activities (Part 2)

5 25 Jan Using Films and Videos Language Arts Workshop (Part 1)

6 30 Jan Using Films & Videos to develop activities (Part 2)

7 1 Feb Teaching Drama Skills and Techniques Language Arts Workshop

 Sequence for micro-teaching to be decided

 Please look for a partner before this date

8 6 Feb Using Popular Culture Language Arts Workshop

 Conceptualising: Short text analysis and material design (due

today; 6 February at 11:59 p.m.

9 8 Feb Practising:
Micro-Teaching
Chinese New Year Break – no classes on 13th and 15th February
10 20 Feb Practising:
Micro-teaching

11 22 Feb Practising:
Micro-teaching

12 27 Feb Practising:
Micro-teaching

13 29 Feb Practising:
Micro-teaching

* These main topics are to be covered but the time at which they will be dealt with
may vary.

Lecture Materials, Textbook & Assigned Readings

The following course materials may be accessed at this course’s page via the HKBU Moodle
site: http://buelearning.hkbu.edu.hk/login/index.php
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  Course outline (the current document) that specifies the course aims, assessment
methods, schedule of lectures and references. It is stored in the “Course Materials”
folder.
 Lecture materials are available after each session. You are welcome to bring your
own computer / portable device(s) to access these files in class.
 Readings. Relevant readings will be suggested. You should not limit yourself to the
“suggested readings” but try to build up your knowledge base by reading beyond what
is required (e.g., “keyword search” at BU’s library on topics that interest you). This is
necessary for writing your term paper.

Assessment Tasks

CILOs
Weightings Descriptors Word limit
addressed

Assignment 1:
Conceptualising
You will be given a short CILO 1, CILO
Short text analysis 20%
story and asked to write 2, CILO 3,
and material 500-600 words
about how you will use it CILO 4, CILO
design (Individual)
for teaching English. 5, CILO 6
Deadline: 6 Feb,
11:59 p.m.

Each student should teach

Assignment 2: 40% on his or her own for 20
CILO 3, CILO
Practising minutes/ 30 minutes as a
4, CILO 5,
(Individual / pair.
CILO 6
Micro-teaching Pair)
Assignment 3:
2000-2500
Theorising A paper should be written
40% words CILO 1, CILO
in response to a question / (excluding 2, CILO 3,
Term paper topic given by the
(Individual) references and CILO 4
instructor, which should appendices)
Deadline: draw on insights from
theoretical books.

Mark-Grade Conversion Table for Undergraduate Level Courses

Final Score Grade Academic Performance

At or above 85 A

5
 84.99 - 80 A- Excellent
79.99 - 75 B+
74.99 - 70 B
Good
69.99 - 65 B-
64.99 - 60 C+
59.99 - 55 C
Satisfactory
54.99 - 50 C-
49.99 - 45 D Marginal Pass
Below 45 F Fail

Descriptions of the Assignments

These assignments are integral to the design of this course, and they all serve to prepare you
to plan out a coherent lesson using language arts techniques.

CONCEPTUALISING

Short text analysis and material design – Individual (20%)

 The purpose of this assignment is to help you locate the teaching focuses of a text.
 The whole class is given a text to read. You will then analyse how it is worth for
teaching particular language points or morals of the story.
 Please note that this is not a literary analysis assignment. You should instead focus on
how the text may be turned into teaching activities.
 There is no need to write an essay for this.

PRACTISING

Micro-teaching and accompanying materials – Individual / Pair (40%)

 This assignment accounts for 40% because apart from teaching (i.e., live delivery),
you also need to prepare some materials.
 If you do not have any idea about the topics, go to a chapter in a Longman or Oxford
textbook (e.g. Longman Express). The book will give you some concrete background
against which you can make some safe assumptions about your “target students” (e.g.
the vocabulary they have learnt, the grammar items they have been introduced to, etc.)
Imagine that your students have learnt the chapter (you can decide it yourself, e.g.
which level, 1st or 2nd term, etc.), and your language arts activit(ies) should aim to
move the learners beyond the chapter.
 Then you should go on and identify the material itself and design suitable activities.
These two websites may give you some ideas:

o http://www.edb.gov.hk/en/curriculum-development/kla/eng-
edu/references-resources.html
o http://minisite.proj.hkedcity.net/edbosp-eng/eng/home.html
o You can also use apps and websites that are suitable (Make sure they are for
EFL learners but not native speaker children).

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 o Please acknowledge the source(s) if you use any of these.

On the teaching day

 Team-teaching is possible in this course. It expands your options.

Real-time (in-class)
Individual: 20 minutes (max)
Pair: 30 minutes (max)

 You can decide how much you want to teach. Generally, anything between 2 and 4
tasks is good (“clarity” and “purpose” are more important than teaching a lot). Please
divide the tasks among yourselves. For example, one after another comes up to teach
for 15 minutes, or each task is taken up by a different person, or a difficult task is
handled by two people (e.g. in the case of a play). Just prepare the amount you will
need for your duration. Do not over-prepare.
 Language arts methodology in this course refers to telling a story, teaching a poem,
using a part of a film or a video for teaching, introducing a drama technique, doing an
experiment, or using an app to teach (e.g. the story is on the app). The baseline is
there must be a “text” which gives the linguistic input. Of course, you are welcome to
combine these elements in your lesson; for example, you can teach a poem before
telling a story, or you play a film and teach its songs.
 Your micro-teaching is not expected to cover a full activity or finish a full text (when
it is long). In real-life, such activities are often carried out over days, weeks, or
months. You should aim to demonstrate giving instructions, carrying out a significant
part of an activity that involves students’ multi-modal use of the target language (e.g.,
demonstrating the use of a short film, or demonstrating a drama technique, asking
student to respond to a piece of literature). Remember the following techniques—
recommended by the EDB when teaching in a primary school:

 You may or may not use PowerPoint for presentation, as this is a language arts lesson.
Please avoid spending a long time on presenting grammar points (This does not mean
you cannot discuss grammar. You have to do it briefly and it should be related to the
story).
 While you can ask your students (i.e. your peers) to come in front of the classroom to
perform some activities, please also try to make use of the traditional seating
arrangement as in a typical HK classroom. For example, it is not desirable to ask your
peers to sit on the floor for the whole lesson and listen to you, as in a kindergarten
classroom setting. You can, however, arrange the desks and chairs in a way you feel
useful.

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  You should submit a team lesson plan (for the required duration only) and the
worksheets (if any) to the instructor. You should prepare enough copies of the
worksheets (if any) for your fellow students. You do not have to write a reflection
afterwards.

• Rearrangement: You can freely swap your assigned timeslot with another classmate.
Please do it as early as possible and inform the instructor early in the course. Your
micro-teaching is the same as any other assignments. Please submit medical or
emergency proof when you wish your timeslot to be re- allocated.

You will be given a group mark and overall comments after all micro-teaching assignments
have been conducted.

THEORISING

Term paper – Individual (40%)

 You are expected to write a paper that addresses some questions relating to language
arts and literacy practices.
 You should cite proper sources to show how you have drawn insights from the
literature in your discussions. Conventions of academic writing should be adhered to
(e.g. integral and non-integral citations).
 Topic will be announced in class.

Deadlines

 Short text analysis and material design: 6 February at 11:59 p.m.

 Micro-teaching: 8 -19 February (in class)
 Term paper: 29 April (Monday) 11:59 p.m.

Submitted after the deadline but before the 7th day: 20% off the mark of the assignment
Submitted after the 7th day: F (unless in exceptional cases)

Other policies

1. Your assignments will be submitted to Turnitin (on HKBU Moodle). Originality is

valued in this course and excessive copying without proper acknowledgements will be
penalised.
2. For the term paper, you can check your similarity rate once and make further
amendments before your final submission.
3. You can submit your work to the final submission box once. Re-submission is not
allowed.
4. Do not send your assignment to the instructor’s mailbox. Your assignment might
get overlooked and accidentally misplaced.

Statement about Generative AI Tools use in Assessed Assignment Tasks

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 1. Given the proliferation of generative AI tools and their utility in teaching and
learning, in alignment with the University’s relevant principles, the default
approach is that students are empowered and guided to use generative AI tools
in assessed assignment tasks. Such use must align with the University’s
academic integrity guidelines for students while ensuring they are achieving
the PILOs and CILOs.
2. In this course, generative AI tools can be used in the following assignment
tasks in the specific way mentioned:

 Assignment 1: (Conceptualising): Generative AI tools can be used for the

following functions: brainstorming ideas, checking definitions, generating
images, short translations (e.g. words, phrases), proofreading; visualising
information;
 Assignment 2: (Practising): Generative AI tools can be used for the following
functions: brainstorming ideas, checking definitions, generating images, short
translations (e.g. words, phrases), proofreading, assisting in the creation of the
materials/action plans; a source of feedback on the action plan or created
materials.
 Assignment 3: (Theorising): Generative AI tools can be used for the following
functions: brainstorming ideas, checking definitions, generating images, short
translations (e.g. words, phrases), proofreading, assisting in the creation of the
materials/action plans; a source of feedback on the action plan or created
materials.

3. All use of generative AI should be declared and acknowledged using the

template provided on Moodle.

References

Andrews, R. (2011). Reframing Literacy: Teaching and learning in English and Language
Arts. New York: Routledge.

Barchers, Suzanne I. (2006). More readers theatre for beginning readers / Suzanne I. Barchers
and Charla R. Pfeffinger. Westport, Conn.: Teacher Ideas Press.

Barchers, Suzanne I. (2007) Getting ready to read with readers theatre / Suzanne I. Barchers
and Charla R. Pfeffinger. Westport, Conn.: Teacher Ideas Press.

Bickley, G. (2003). For the record, and other poems of Hong Kong. Hong Kong: Proverse.
Copeland, B. S, & Messner, P. A. (2006). Using picture books to teach language arts
standards in grades 3-5. Westport: Libraries Unlimited.

Cox, C, (2008). Teaching language arts: A student-centered classroom. Boston:

Pearson/Allyn and Bacon Publishers.

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Curriculum Development Institute. (2000). Let’s experience and appreciate poetry (key
stages 1 & 2). Hong Kong: Government Printer.

Donoghue, M. R. (2009). Language arts: Integrating skills for classroom teaching/ Thousand
Oaks, CA: Sage Publications.

Fennessey, S. M. (2008). Language arts lessons for active learning, grades 3-8/ Sharon
Portsmouth, NH: Heinemann.

Groeber, Joan F. (2007) Designing and using rubrics for reading and language arts, K-6. Joan
F. Groeber. Thousand Oaks, CA: Corwin Press.

Falvey, P., & Kennedy, P. (Eds.). (1997). Learning language through literature: A
sourcebook for teachers of English in Hong Kong. Hong Kong: Hong Kong
University Press.

Foale, J, & Pagett, L. (2009). Creative approaches to poetry for the primary framework for
literacy. New York: Routledge.

Frey, N., (2006). Language arts workshop: Purposeful reading and writing instruction
. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.

Goodwin, J. (2006). Using drama to support literacy: Activities for children ages 7 to 14.
Paul Chapman: London.

Greenlaw, J., & Jazlin V. E., (Eds.). (2005). English language arts and reading on the
Internet: A resource for K-12 teachers. Upper Saddle River, NJ:
Pearson/Merrill/Prentice Hall.

Gunning, T. G. (2013). Creating literacy instruction for all students (8th ed.). Upper Saddle
River, NJ: Pearson Education.

Hennings, D. G. (2000). Communication in action: Teaching literature-based language arts.

Boston: Houghton Mifflin Co.

Kennedy, P., & Falvey, P. (Eds.). (1998). Learning language through literature in primary
schools: A resource book for teachers of English. Hong Kong: Hong Kong
University Press.

Lewis, D. (2001). Reading contemporary picturebooks: Picturing text. London:

Routledge/Falmer.

Lim, S. G., & Richards, P. (Eds.). (2001). Moving poetry: Hong Kong children’s poems.
Hong Kong: Hong Kong University Press.

Murphy, M. (1993). Using poems in schools. Hong Kong: Government Printer.

Tchudi, S., & Mitchell, D. (1999). Exploring and teaching the English language arts. New
York: Longman.
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Tompkins, G. E. (2006) Language arts essentials. Upper Saddle River, NJ: Pearson/Merrill
Prentice Hall.

Strickland, D. S. (2004) Language arts: Learning and teaching. Belmont, CA:

Thomson/Wadsworth.

Wagner, B. J. (1998). Educational drama and language arts: What research shows.
Portsmouth, NH: Heinemann.

Whiteson, V. (Ed.). (1996). New ways of using drama and literature in language teaching.
Alexandria, VA: Teachers of English to Speakers of Other Languages.

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 Assessment of Short Text Analysis and Material Design (20%) Student Teacher: ________________________________________

Outstanding*
Needs improvement Average Good Excellent
Pass D A
C- /C/ C+ B-/B B+ A-

The teacher has identified the linguistic and non-linguistic

1 9 9.5 10 10.5 11 11.5 12 12.5 13 13.5 14 14.5 15 15.5 16 16.5 17 17.5
goals of using the text – with sufficient clarity.

The teacher has made useful observations of the text and

suggest how it can be used for teaching.
2 9 9.5 10 10.5 11 11.5 12 12.5 13 13.5 14 14.5 15 15.5 16 16.5 17 17.5

The teacher has identified sections of the text he / she wishes to

use for teaching. The identified sections are useful for
3 delivering his/her teaching goals. 9 9.5 10 10.5 11 11.5 12 12.5 13 13.5 14 14.5 15 15.5 16 16.5 17 17.5

The teacher describes the teaching activities he / she will use

with the text – with sufficient clarity.
4 9 9.5 10 10.5 11 11.5 12 12.5 13 13.5 14 14.5 15 15.5 16 16.5 17 17.5

5 10 10.5 11 11.5 12 12.5

The teacher gives illustration of the activities (through mock 9 9.5 13 13.5 14 14.5 15 15.5 16 16.5 17 17.5
question and answers, sample worksheets, etc.)

Please do not submit a lesson plan.

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 *This is referenced against the ‘Grade-point scale’. The full mark of this form is 100 (e.g., an A is equivalent to a mark of 85).

Assessment of Micro-teaching (40%) Student Teacher: ________________________________________

Average Excellent Outstanding*

Needs improvement Good
Overall structure Pass B-/B A- A
C- /C/ C+ B+

1 The lesson has a good balance between linguistic and non- 4.5 4.9 5 5.5 6 6.4 6.5 7 7.4 8 8.4 8.5 9
linguistic outcomes (everyday concepts). 7.5 7.9

Worksheets / teaching aids / PPT slides / materials can support

2 4.5 4.9 5 5.5 6 6.4 6.5 7 7.4 7.5 7.9 8 8.4 8.5 9
the understanding of the text as well as the language focus.

The lesson focuses are sharp (related to, e.g. story elements,
5 5.5 6 6.4
3 morals or certain linguistic points). 4.5 4.9 6.5 7 7.4 7.5 7.9 8 8.4 8.5 9
Choice of the activities
The lesson uses activities that enhance learners’ broader
4 appreciation and comprehension of the text (i.e. story, poem, 4.5 4.9 5 5.5 6 6.4 6.5 7 7.4 7.5 7.9 8 8.4 8.5 9
film, drama script, etc.).
The lesson uses activities that tap a variety of sensory modes
5 (e.g. seeing, hearing, speaking, thinking, etc.) 4.5 4.9 5 5.5 6 6.4 6.5 7 7.4 7.5 7.9 8 8.4 8.5 9
Organising and pedagogical structure
6 Teacher makes clear the purpose / relevance of the activities. 4.5 4.9 5 5.5 6 6.4 6.5 7 7.4 7.5 7.9 8 8.4 8.5 9
The activities have clear directions (e.g. one leads to another.)
5 5.5 6 6.4
7 and the stages are clear. 4.5 4.9 6.5 7 7.4 7.5 7.9 8 8.4 8.5 9
Delivering literacy content
8 Teacher tells learners what to do and the instructions are at the 4.5 4.9
5 5.5 6 6.4 6.5 7 7.4 7.5 7.9 8 8.4 8.5 9
right level for primary schoolers.

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 Teacher provides enough practice (e.g. repetitions, 6.5 7 7.4
9 4.5 4.9 5 5.5 6 6.4 7.5 7.9 8 8.4 8.5 9
paraphrasing, slowing down, etc.).

Teacher helps students to chunk words, look inside word

10 4.5 4.9 5 5.5 6 6.4 6.5 7 7.4 7.5 7.9 8 8.4 8.5 9
patterns and beyond the word patterns.

*This is referenced against the ‘Grade-point scale’. The full mark of this form is 100 (e.g., an A is equivalent to a mark of 85).

Other comments

 There can be more “shared reading” elements.

 The transition from one part to another part needs to be clearer.
 You can improve your instructions, e.g. by simplifying / shortening your sentences.
 Encourage students to predict the story.
 Some parts are conceptually difficult for primary learners.
 Make sure of the pictures / direct them to visual cues.
 Try not to cover too many in a lesson.
 The _____________________________ part can be lengthened.
 Some parts are a bit drawn out.
 You can speak more slowly / slow down.
 Try to develop strategies to gather attention (e.g. clapping, using a short phrase).
 Clear handwriting on the board.
 Appropriate feedback given.
 Good questioning skills.
 You encouraged predictions.
 Good use of actions / movements to aid illustrations.
 Pleasant reading of the story / poem / verse / rhyme.
 The pace was right and comfortable.
 Good strategy to gather students’ attention.

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15
 Assessment of Term Paper (40%) Student Teacher __________________________________

Needs
Fail Very weak Average Good Excellent
improvement

PART I
Short Essay 16 17 28 29 30 or
22 23 24
(35%) or below 18 19 20 21 25 26 27 above

 Relevant content
 Demonstrates a good level of understanding
 Up-to-date and relevant to HK classrooms
 (Some) information presented is not necessary or they do not cut to the chase.
 Insufficient explanation of some ideas in your literature.
 Not enough careful selection of material to present.
 Information is presented linearly / without logical progression. 
 Sentences are unclear due to errors.
 Sentences are unclear due to technical terms (please use your own words).
 The ideas conveyed are just somewhat clear.
 Some concepts are mentioned together. It is not easy to follow them.
 Need to help the reader see the significance of the topic / argument.

PART II
16 28 29 30 or
Reviewing a 17 18 19 20 21 22 23 24 25 26 27
or below above
Study (35%)

 Some original  Connection between the literature presented and your arguments is not clear.
and insightful  Need more real-life examples to support your claims.
analysis(ses)  Not enough criticality in the analysis(ses).  
 An ability to  Arguments are unclear, or they do not cut to the chase.
probe into the  There should be more research-informed discussion.
topic.  Sentences are unclear due to errors. 
 Suggestions  Need to help the reader see the significance of the topic / argument.
are sound  Digression from the topic.
 Sentences are unclear due to technical terms (please use your own words).

Organisation and 5.5

6 7 8 9 10 11 12 13 14 or above
clarify (15%) or below

 Ideas are clearly arranged.

 The parts are connected, and they support your argument(s).
 (Some) information is not necessary.  
 Lack of coherence between the parts.
 Focus of each part is not clear.     
 Lack of coherence between sentences and ideas.
 Ineffective topic sentences / concluding sentences.  
 Unclear due to ineffective presentation.
 Insufficient explanation of some ideas.
 Ideas are somewhat clear but not strong enough.

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Academic conventions 5.5
6 7 8 9 10 11 12 13 14 or above
and style (15%) or below

 Accurate language
 Adherence to academic conventions.
 The sources cited are credible.
 Sources of (some) ideas have not been acknowledged.
 Some in-text citations are not found in the reference list.
 Your ideas and others’ ideas are not clearly separated.
 Errors in word choice / grammar / typos which affect understanding.
 The tone is not wholly appropriate, e.g. personal, informal comments.
 There are typographical errors. (e.g. parenthesis, year, spacing errors)
 More relevant sources should be cited.



*This is referenced against the ‘Grade-point scale’. The full mark of this form is 100 (e.g., an A is equivalent to a
mark of 85).

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 Hong Kong Baptist University

Department of Education Studies

2nd Semester, AY2023-24

Programme: BA (Hons) in ELL and BEd (Hons) in ELT

Course: EDUC 4035 Language Arts and Enrichment Activities (Primary)
(Section 01)

Instructor: ____________________________________________________
Student name: ____________________________________________________
Student ID: ____________________________________________________
Date of submission: ____________________________________________________

Declaration:

I declare that this whole assignment represents my own work, and that it has not been previously included
in any assignment or academic work submitted to the University or to any other institution for a degree,
diploma or any other qualification.

In abiding by the procedures governing students’ academic integrity, I have approached the task with
honesty in citing published and non-printed sources. Both direct citations and paraphrases are properly
acknowledged within the main text. Full details of the cited sources are provided in the end-text list of
references. These sources of reference may refer to book chapters, articles in edited books, journals and
newspapers, as well as websites on the Internet. I also understand that the instructor, or other relevant
University staff, might conduct electronic or non-electronic checks for unoriginal materials on this
assignment. I do not object to this assignment being subjected to these checks.

Student signature: ___________________________

Date: ___________________________

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