教學實踐資源庫

 

Sharing of Teaching Resources: English as an eye opener to the world of learning

 
Teachers' Information
  • Ms TSANG Wing-shan, Ms MAN Siu-mei
  • TWGHs Sun Hoi Directors’ College
  • Teachers presented with the Certificate of Merit of Chief Executive’s Award for Teaching Excellence (2018/2019)
  • Subjects Taught: English Language
 
Teaching Philosophy
Our education goal is to encourage our students to get out of their comfort zone in learning the language. English is not only a subject; students are expected to immerse themselves in authentic English environment where they can use and practise their English.
 
Teachers' Sharing
Effective learning and teaching both inside and outside the classroom has always been the prime goal in our English Department. We advocate an integrated approach in English Language Education and expose our students to a wide range of learning activities, competitions and assessments through our three-tier learning mode, which includes:
  1. Learning activities designed for the language classroom
  2. Intra-school learning activities
  3. Inter-school learning activities
 
The English Department promotes Language across the Curriculum and we collaborate with other KLAs in creating learning opportunities for students in the three-tier learning mode and organising experience exchange activities effectively and efficiently.
 
Using data and evidence collected from various sources, the English Panel builds a consensus on the learning objectives, teaching strategies, school-based materials and effective assessment modes for our school-based English curriculum. For example, we conduct the VARK survey annually to learn about the learning styles of students. Based on the data collected, we strengthen and adjust our learning and teaching strategies to better cater for learner diversity in classroom. Effective grouping of students of different learning abilities and preferences facilitates positive peer support and collaboration among students. Group work and presentations, self-evaluation and peer evaluation are typical practices to nurture our students to be self-directed learners.
 
With the data and information collected from various sources, including the formal assessments, survey on students’ learning preferences and family background, we design differentiated school-based target-oriented booklets to support and address learning needs of students from different ability groups.
School-based Booklets Target students Tier of learning mode Focus
Social Issues Booklets S1 to S3
  • Learning activities designed for the language classroom
To provide reading and writing practices in thematic current issues in line with DSE topics (S1 to S3) and LaC elements (S1)
Speaking Handbook S1 to S6
  • Learning activities designed for the language classroom
  • Self-directed learning outside classroom
To provide samples of formulaic expressions with illustrated examples to facilitate students’ home study
Extensive Reading Scheme Report S1 to S3
  • Self-directed learning outside classroom
To encourage and facilitate extensive reading at students’ own pace
Reading and Viewing Journal S4 to S5
  • Self-directed learning outside classroom
To support senior students in preparation for the SBA Individual Presentation and Group Interaction
 
Working in line with the school’s language policy in promoting Language across the Curriculum (LaC), Reading across the Curriculum (RaC) and STEM/STREAM education on a whole school approach, English teachers act as resource persons for other KLA teachers and work collaboratively to incorporate LaC and STEM elements into the lessons for junior forms. In the S1 Social Issues Booklet, we deliberately include target language features commonly identified in the four LaC subjects at our school to facilitate students’ understanding and authentic application in the content subjects.
LaC subjects Language features
History Simple Past Tense
Integrated Science Passive Voice
Mathematics Compare and Contrast
Geography Describing trends
 
Some of the language features used in LaC subjects at our school are not included in our S1 English curriculum, for example, passive voice of verbs. In order to bridge the gap, we introduce the grammar items in the Social Issues Booklets (including only passive voice in simple present and past tenses). Students would become more aware of the form and functions of the language features when they come across the content in the LaC subject textbooks.
 
Learning English is not limited only to English lessons but also in cross-curricular classroom. It is our mission to help students make meaningful connection between the English language (including Language Arts) and different subjects to extend and enrich students’ learning experiences.
 
Sharing of Resources
Teaching Practices
 
Sharing Teaching Materials
 
 
 
     
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