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English Textbook Content Specification Table
English Textbook Content Specification Table
Content Specification Table (pdf) A comparison of KangHsian Wonder World referenced against Hanlin Here We Go, the commonly used English textbooks in Taitung County. (This version replaces the earlier one which compared HESS e-Star, HESS Story.com, Hanlin Dino, Kanghsian Hello Kids, against KangHsian Follow Me.) This chart shows where the content is common across all volumes in the series and where it is different. This chart can help inform teachers about transfer students' learning situations and can also facilitate specification of the 共同評量 test items for English. Sheet 1 may be confusing because its organized by books. Sheet 2 is a consolidated comparison chart of common content organized by grade level.
Content Specification Table (pdf) A comparison of KangHsian Wonder World referenced against Hanlin Here We Go, the commonly used English textbooks in Taitung County. (This version replaces the earlier one which compared HESS e-Star, HESS Story.com, Hanlin Dino, Kanghsian Hello Kids, against KangHsian Follow Me.) This chart shows where the content is common across all volumes in the series and where it is different. This chart can help inform teachers about transfer students' learning situations and can also facilitate specification of the 共同評量 test items for English. Sheet 1 may be confusing because its organized by books. Sheet 2 is a consolidated comparison chart of common content organized by grade level.
Some takeaways:
- Grade 3 has lots of common (共同) content across all textbooks. It is easy to make a 共同評量 that is fair to all students in Taitung County
- Grades 4 and 5 have less content in common, but there is still a wide area of topical overlap which can make a 共同評量 that is fair to all students in Taitung County, IF teachers use Here We Go or Wonder World.
Wonder World and Here We Go both teach countries using Yes/No and interrogative questions. Wonder World does not have dedicated grammar lessons at the 6th grade level. Instead, grammar boxes are used to remind students of be-verb conjugations. The optional learning teaches about flag designs, and the reading section has short narratives about international friends which review previous structures like preferences and leisure activities. Here We Go still has an animated short to review be-verb conjugations, and the optional learning also discusses international friends and landmarks from their respective countries. Here We Go reading summarizes the unit story and teaches sequence of events as a narrative structure.
🚨🚧Here We Go devotes two units to discussing symptoms, spending one unit on pained body parts. Wonder World glosses over body parts and emphasizes symptoms only. Teachers using Wonder World should be sure to teach body parts when explaining symptoms and illnesses. 🚧🚨
Both Wonder World and Here We Go teach approximately the same vocabulary about illnesses and symptoms with the same Yes/No and interrogative questions. However, Wonder World teaches these together in one unit and ignores pain in body parts, while Here We Go responds to "What's wrong?" with hurt body parts in unit 1 and continues symptoms/illnesses in unit 2 with Yes/no questions. Wonder World springboards from the topic of countries by teaching culturally different cold remedies and health systems in the reading and optional learning sections. Meanwhile Here We Go teaches verb/subject matching (hurts/hurt) and first aid techniques in unit 1 grammar and optional learning, respectively. Unit 2 grammar teaches verb/subject matching (have/has) and health tips in the grammar and optional learning sections.
🚨🚧Here We Go teaches the foods in the context of meals, breakfast, lunch and dinner. Wonder World introduces meals in the next unit about routines. Teachers using Wonder World may consider introducing the concepts of 3 meals at this time. 🚧🚨
🚨🚧Wonder World teaches the meals of the day in this unit with respect to time of day. Wonder World uses also uses Yes/No questions, whereas Here We Go only uses interrogatives. Teaches using Here We Go should also practice and review Q&A with yes/no questions.🚧🚨
Wonder World teaches daily routine vocabulary with Yes/No questions and interrogatives. Wonder World also introduces the concepts of 3 meals in this unit since they can be defined by the time of day. The optional reading and culture lessons teach healthy routines and different types of breakfast food around the world. In contrast Here We Go teaches routines only with interrogatives. The grammar lesson teaches verb/subject agreement with helping verbs and main verbs, and the optional learning tasks students with describing their daily routines.
Wonder World 8 Unit 1 / Here We Go 7 Unit 3
Wonder World 8 Unit 1 / Here We Go 7 Unit 3
🚨🚧Here We Go teaches leisure activity vocabulary in the context of "free time" and "weekends", whereas Wonder World only uses "free time" Teachers using Wonder World should be sure to teach the occurrence of "free time" such as weekends, after school, etc. 🚧🚨
Wonder World teaches leisure activity vocabulary with Yes/No questions and interrogative questions. The optional reading and cultural lessons teach respect for nature, the advantages of outdoor activities, and popular physical activities in other countries. In contrast Here We Go teaches activity vocabulary with interrogatives querying "free time" and "on weekends." The grammar lesson teaches the different types of verb transformations in the third person singular (-s, -es, -ies) and the optional learning also teaches the positive aspects of outdoor, physical activities and classification of indoor/outdoor activities.
🚨🚧Here We Go only teaches occupations in book 2 unit 4 (3rd grade) . Teachers using Here We Go should consider integrating periodic reviews of occupation vocabulary in the 5th grade unit on locations 🚧🚨
Wonder World teaches occupations with Yes/No questions and interrogative questions. The optional reading and culture lessons showcase individuals who work many jobs/gigs and also service dogs.
🚨🚧Here We Go reviews locations vocabulary to teach past tense be-verb, but only in the context of yesterday. Wonder World teaches different time frames in the past in this unit because locations are reviewed in the next unit. Teachers using Here We Go should be sure to diversify the time frames. 🚧🚨
Wonder World teaches the past tense be-verb with Yes/No questions and interrogative questions in the context of different time frames in the past (days, hours ago). The optional reading lessons apply knowledge of past tense to narrate a crime incident and instructions in a scavenger hunt. The cultural learning section contrasts phone technology in the past with present day smartphones. In contrast Here We Go uses review of locations vocabulary to teach the past tense be-verb with Yes/No questions and interrogatives. The grammar lesson highlights the morphosyntax of be-verb in past tense and the optional learning uses landmark locations in Taiwan to practice the past tense be-verb.
🚨🚧Wonder World units 3-4 correspond to unit 1 in Here We Go. Wonder World DOES NOT teach past tense forms of regular verbs. Teachers using Wonder World have to carefully consider which past tense verbs they will teach implicitly or explicitly, and must adjust the language input accordingly. 🚧🚨
Wonder World uses review of locations vocabulary and different time frames to teach the past tense be-verb with Yes/No questions and interrogatives. The optional reading lessons apply knowledge of past tense to recall memories of field trips to the museum and fun with friends. The cultural learning compares the National Palace Museum with the Louvre in France. In contrast Here We Go unit 1 corresponds to this material. Here We Go unit 2 teaches regular verbs in past tense, which is an area not covered by the Wonder World series.
Locations and places in the neighborhood are a common topic in grade 5 (Follow Me 6, e-Star 5, Dino on the Go 5, Hello Kids 6, Story.com 6). The lesson content is usually the Q & A pattern: Where are you going? Are you going to the <place>? Where is the <place>? Vocabulary and concepts consist of proper names, subject pronouns, and typical vocabulary like supermarket, post office, hospital, school. If the typical textbook content is not challenging enough, you can intersect transportation vocabulary that occurs in subsequent units or higher level books, like How can we/I get to the <place>? Or associate the places with other verbs/activities, like I read books at the library. Associating places with particular modes of transportation and activities provides the foundation which enables students to infer what is implied by partial information.
School subjects are a common topic in grade 5 (Follow Me 6, e-Star 5, Dino on the Go 5, Story.com 7) . The lesson content is usually the Q & A pattern: What subject(s) do you like? What's your favorite subject? Do you have <subject> on <day of the week>? Vocabulary and concepts consist of proper names, subject pronouns, and typical vocabulary like English, Chinese, social studies, PE, science, math, music, art, history. If the typical textbook content is not challenging enough, you can associate the school subjects with verbs/activities, like I play the recorder in music class or I play basketball in PE class, or I like to draw and paint pictures. Associating subjects with particular activities provides the foundation which enables students to infer what is implied by partial information.
Days of the week are a common topic in grade 5 (Follow Me 6, e-Star 5, Dino on the Go 5, Story.com 6). The lesson content is usually the Q & A pattern: What day is today? it's <day>. Is today <day>? These units are difficult to teach because their simplicity makes it so boring, yet the students still need to focus on memorizing the order of the days and also their spelling. If the typical textbook content is not challenging enough, you can associate the school subjects with verbs/activities, like I go to the park on Saturday, or I go home after lunch on Wednesday. Associating subjects with particular activities provides the foundation which enables students to infer what is implied by partial information.
Countries are a common topic in grade 6 (Follow Me 7, e-Star 7, Dino on the Go 7). The lesson content is usually the Q & A pattern: Where is he/she from? Where are they from? Vocabulary and concepts consist of country names, flags, and icons. If the typical textbook content is not challenging enough, you can intersect countries with famous people and foods. Food vocabulary intersects with Follow Me 7 (6th grade) and Hello Kids and Dino 6 (5th grade) and e-Star 5 (5th grade). Associating countries with famous people and icons builds on students' nascent world knowledge and helps develop it further.
Academic years 108 and 110 use the Follow Me series from Kang Hsian. Summative exams occur 3 times per semester, making each exam span approximately 2 units. Follow Me will eventually be phased out and replaced by Wonder World to keep pace with the 12-Year Curriculum. This page is a dumping ground for links and games related to Follow Me (and eventually Wonder World) lessons.
Academic years 107, 109, and 111 use the Story.com series from Hess. Summative exams occur 3 times per semester, making each exam span approximately 2 units. This page is a dumping ground for links and games related to Story.com lessons in books 7-8.
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