- To develop an ever-improving capability to use English;
- To provide students the opportunity for the enhancement of their language proficiency and learning capacity; and
- To enhance students’ whole-person and intellectual development.
Progression from English Language Learning Support
In order to students’ English proficiency, the school joined various programs in this two consecutive years. We collaborated with the Education Bureau to better our school-based curriculum development for Primary 4 English. Students have gone through practices of process writing. We also cooperated with The Centre for Enhancing English Language and Teaching (CEELT) of the Faculty of Education at The Chinese University of Hong Kong (CUHK) to diversify the reading strategies used in Primary 5 English. With the experience and resources gained and the materials prepared in hand, we would further stretch the use of them and students of different levels could be benefited.
Tell me your reading response!
Task- based Learning Approach
Task-based learning approach was adopted to facilitate the integrative use of language in meaningful and purposeful contexts. Different learning activities were designed to meet the objectives of the tasks. Coherence on vocabulary, text types, phonics, grammar items and language structures was ensured in the thematic tasks. Through these purposeful language and teaching activities, we hope to provide our students with a scaffold to develop, practise, recycle and consolidate the knowledge and skills needed for the completion of the unit tasks or extended task in the end. We believe that effective tasks lead to successful learning.
(A) Primary Literacy Programme-Reading and Writing (P.1-3)
Students in P.1-P.3 are taught by the NET in collaboration with their class English teachers. Reading and writing skills which based on the theme books are being taught during the year. Many of the activities are closely related to the skills planned by the NET and English teachers during meetings every week. Students participate in oral discussions, shared reading, group and pair work activities. Students’ work is examined and placed in an individual portfolio to be taken home at the end of each academic year.
(B) Reading Workshop for P.4-6
A part-time NET is employed to implement the Reading Workshop for P.4 – P.6 students. Different reading strategies are introduced to enhance the students’ reading skills.
What do you know about energy?
(C) P.4-6 School-based STEM reading module
Our school-based reading programme will be optimised with the enrichment of STEM readers, science activities and tailor-made reading tasks. Two STEM reading module will be introduced. There is practical application of target grammar and language structures in scientific contexts. Students will be exposed to various scientific texts, carry out experiments and record the results and findings in their school-based booklets.
(D) e-reading platform
To promote e-learning and cultivate students’ reading interest, collections of fiction and nonfiction stories from the e-reading platform are provided to enrich the students’ reading experience. Students are encouraged to read according to their reading levels.
Various kinds of activities are conducted throughout the school year, such as morning assembly, English mini talk, project learning, quiz competition and English Drama group. Activities are appropriate to their levels, reinforce students’ vocabulary and strengthen their language skills.
Do you know this consonant?
Every Wednesdays, we launch morning assembly and do prayer in English. Students immerse in the English language environment. There are booth games and clips appreciation occasionally. Students are eager to participate in the activities.
All classes are invited to perform a play, share their personal experiences, opinions on hot topics, reflections upon a book they read or any topics they like to share. Both speakers and audience find the talks inspiring and interesting. The talks not only train students’ confidence in speaking English but enable them to improve their teamwork skills as well.
It aims at building up students’ generic skills and independent learning capabilities. By launching project learning in each level, students develop generic skills, acquire and construct knowledge through a variety of learning experiences like setting objectives, collecting and processing information, analyzing information, presenting ideas and reflecting their own opinions.
English Quiz Competition
To engage and enlighten the students, the English Quiz Competition was held for all P.1-6 students. It was conducted in an interactive way and the teams participated with great enthusiasm. The quiz comprised of various questions such as riddles and open-ended questions. Students thoroughly enjoyed the interesting and challenging rounds.
This school year, we would like to provide more opportunities for our students to learn English alongside regular school studies. Therefore the Cambridge English Course is held. There are six classes including 2 classes of Starters, Movers and Flyers respectively, which are taught by experienced NETs. The course materials are designed under a topic-based curriculum covering all essential areas of the Starters, Movers and Flyers levels; listening, speaking, reading, writing and grammar. It also prepares our students for the internationally-recognised Cambridge English examinations.
Fun Fun English
Fun Fun English is one of the English programmes for P.1-3 and P.6 pupils. It is organised by a great team of volunteers from the church who are eager to dedicate to support the English Language development of children. They provide a language rich environment with various fun and interactive learning activities such as storytelling and singing English songs.
We believe that learning English can occur in many different forms. Students can definitely gain a lot from watching online drama performance of native English speakers. We enjoy the videos created by The Absolutely Fabulous Theatre Connection (AFTEC) and Shakespeare4All Co. Ltd (S4A). Not only can students be indulged in English language through the in-school pre-show workshops and the theatre performance, but they also can learn a moral lesson from the play.
We are waiting for the show!
Online Storytelling project (Imagine Adventure)
In order to activate students’ imagination and enhance students’ listening skills, students learn English through verbal (tones, inflections) and non-verbal cues (facial expressions). P.4-6 joined an online project to listen to an international storyteller narrating an exciting shipwreck and personal growth adventure.
What is this drama about?
To further promote students to appreciate the beauty of language arts, we have made use of the Dazzling Stage in the school hall. Not only does it raise students’ language awareness, including pronunciation, tone and expression, it also allows students to learn various drama techniques, including frozen moment, still-image and thought-tracking, narrated mime, re-enactment and hot seating, interview and conscience alley. Starting from the sentence patterns or language focus taught in the chapter, students worked on the script together. They prepared props and did rehearsal and finally they perform on the stage. Having the performance on stage also helped to boost their confidence in using English.
Oh no! What happened here?