1 School-based writing curriculum
2 External support and the development of Reading Workshops
3 Professional sharing and development
4 English Language-rich Environment
5 E-learning
School-based writing tasks ( Elect )
10-11 11-12 12-13
P1 / Writing tasks Writing tasks
P2 / Writing tasks,
Scoring guide ( school based )
proofreading ws ( school based )
Writing tasks,
Scoring guide ( school based )
proofreading ws ( school based
)used in editing
proofreading ws ( school based )
for remedial use
P3 /
P4 /
P5 /
P6 / Welcome Writing tasks
Scoring guide ( school based )
proofreading ws ( school based )
Text-book:
Welcome
P1-6
Text-book:
Elect P1-5; Welcome P6
Text-book:
Elect P1-6
/ -The format of the scoring guide of the writing task is similar the
one in assessment so that students /parents are easier to follow.
-Following the PIE model, teacher used common mistakes found in
the writing to design proofreading ws for remedial use. The ws
would be used at the stage of editing next year.
Advantage :
- demonstrate how to do proofreading together , more focusing
collect data – strength ( content ); weakness ( language items )
# Scoring guide ( school based ) – experience learnt in 1011 when
we implemented the Grammar in Context Programme.
( External support brought in snergy )
-use the proofreading ws
designed in 1112 for editing
Advantage: to arouse the
awareness of the language
items ; may also show how to
improve the content
- design another set of
proofreading ws for remedial
Reading Workshops & External support
PLP-R / RW Another NET Grammar in Context
10-11 11-12 12-13 10-11 11-12 12-13 10-11 11-12 12-13
P1 PLP-
RW
PLP-
RW
PLP-
RW
P2 PLP-R PLP-
RW
PLP-
RW
P3 PLP-R (PLP-R) PLP-
RW
PLP-R
P4 Reading
Workshops 3 plans 2plans
P5 Cambridge
Programme
2 plans 2 plans
P6 Interview skills 2 plans 3 plans
After school classes
- P5,6 Creative Writing ; P1-6
English ambassadors ; Lunch
break activity
- 12-13 Cambridge Programme +
> after school courses
- Interview skills – materials
developed
Integrate
with
EEGS ,
Learning
Community
Integrate
with
EEGS ,
YCME
EEGS,
Grammar in Context & Kwun Tong Learning Community
(2011-12) EDB officer co-plans with the core team members. In 2011-12, five unit plans were
developed. Here are the details,
Level Book
( Elect )
Chapter Title Text-type
1 P5 5B 4 A talking snake Narrative( imaginative)
2 P4 4B 4,5 Be a star pupil letter
3 P4 reader Paper bag princess Book report
4 P.5 6A 7 Students’ Day Narrative( imaginative)
5 P.4 5A 5,6 3 countries I have
visited
Postcard
EEGS & Grammar in Context (2012-13)
EDB officer co-plans with the core team members. In 2012-13, five unit plans were
developed. Here are the details,
Level Book
( Elect )
Chapter Title Text-type
1 P4 4A 5,6 When my ____
was in Primary 4
Report
2 P4 4B 1,2 Kowloon Walled
City Park
3 P4 4B 3,4 Book Report +
Paper Bag
Princess
Book report
4 P.6 6B 3,4 Rubbish
Monster
Letter
5 P.6 6B 7 A Farewell
Speech
Farewell speech
On 26 April 2012, teachers from four different schools
came to our school and observed a pre-writing lesson.
Pupils’ performance and lesson scaffolding were much
appreciated.
Professional Sharing and Development - EEGS,
Grammar in Context & Kwun Tong Learning Community
Professor Maurice Galton’s visit
Professor Maurice Galton visited our school on 16 March, 2012. He
observed an English lesson and appreciated our pupils’ performance
and English competency. After the lesson observation, Professor
Galton, EDB officers and our school representatives had a thorough
discussion on the development and strategies of small class teaching.
Professional Sharing and Development - EEGS,Grammar in Context & Kwun Tong Learning Community
Professional Development
NET Section Professor Galton’s Visit
John Ng ( Baptist University) Learning Community
Kowloon Tong Bishop Walsh Catholic School
English Programme : Grammar in Context
Improving the teaching and
learning of grammar is the focus
area of our English teachers. Our
school has been working with the
EDB officer of the English
Learning Support Team for two
years and developed unit plans
with the good use of reading
materials and familiar real life
situations to help students learn
tense usage. We also designed
Kwun Tong Learning Circle 2011-12
numerous writing tasks for students to use different tenses (simple present,
simple past, simple future and present perfect tenses) in context. A careful
analysis of the students writing and their performance on the pre and
post-tests showed that, as a result of this project, s tudents had become more
aware of how to use different tenses appropriately in context.
To share our school practices in the learning and teaching of English Language, please
browse the following web cases in the LLSS websites.
2010-11
P.6 - Unit 6 Memories of school life & Unit 7 Our graduation ceremony
Task: Write an article for a booklet “School life” for all P6 students
http://cd1.edb.hkedcity.net/cd/languagesupport/article/english/writing/writing05/index.htm
2011-12
P4 - Chapter 5 Have you done it yet? & Chapter 6 Out and about in HK
Task: Write a postcard
http://cd1.edb.hkedcity.net/cd/languagesupport/article/english/writing/writing08/index.htm
P.5 –Chapter 7 Let's celebrate
Task: Write a story
http://cd1.edb.hkedcity.net/cd/languagesupport/resource/english/132P/index.htm
• There are two big display boards on the third floor.
A theme is set when we decorate the boards, for
example, animals, dinosaurs, the Botanical and
Zoological Gardens and the famous people in the
world.
• There are also pictures hung on the iron railings.
All the pictures match up with the theme.
• The sentences or words are in English, Chinese
and Putonghua phonetic symbols so that the
students can learn the languages at the same time
when they look at the displays.
Language rich environment
• There are also display boards on each
floor where the students study.
• The content is about what the students
have learnt so that they can revise on the
language focus when they look at the
boards; or what they are going to learn
very soon so that they can prepare for the
new lessons.
• Students’ good works are displayed for
encouragement at the same time.
To display easy access to reading materials (e.g.
posters, signs, notices) in different parts of the school.
Corridor display ( curriculum / thematic )
English Language-rich Environment
Display board on the 3rd Floor
.
English Language-rich Environment
In 2012-13 games would be used to
encourage pupils to read the displays
regularly.
Display board on the 3rd Floor
Famous people’s sayings are displayed.
English Language-rich Environment
To encourage pupils to
read the displays regularly,
relevant activities were
conducted.
<<Champions of the activities>>
P.6 P.5 P.4
P.3 P.2 P.1
English Language-rich Environment
English day on Tuesdays
English activities are organized in the lunch recess.
Pupils collect stamps on the record sheet and receive
presents at the end of the school year.
English Language-rich Environment
English assembly on Wednesdays
Pupils are gathered together in the school hall to play
language games / watch pupils’ performances.
English Fun Days
Themed based activities are organized for pupils to
play after the examination in the 2nd term.
English Language-rich Environment
Happy English Programme
For broadening students’ view in learning, the school has participated in the “Happy English” Programme which is a joint programme of Hong Kong Rural School Council and the Chinese University of Hong Kong.
It provided chances for students to communicate with the CUHK exchange students coming from the Mainland or different overseas countries. It also motivated students to take more initiative in using English or Putonghua in their daily life through participating the wide range of activities organized by the Council.
English Language-rich Environment
Happy English Programme
1213 First Phase- GIRGIS Robert Adel
& YUNG Yuk Tsz
Happy English Programme
1213 Second Phase- GIRGIS Robert Adel
& CHU Kin Hang
Inter-primary schools interactive activities were held.
Mid- Autumn Festival Carnival
Happy English Programme
Inter-primary schools interactive activities were held.
Lunar New Year Carnival
Happy English Programme
Inter-primary schools interactive activities were held.
Lunar New Year Carnival
Happy English Programme
Inter-primary schools interactive activities were held.
Closing Ceremony of Rural School Service Project
Happy English Programme
English Language-rich Environment
English assembly on Wednesdays
Pupils are gathered together in the school hall to play
language games / watch pupils’ performances.
“Groovy Magic!” English Musical Theatre Animateur Scheme
“Groovy Magic!” English Musical Theatre Animateur Scheme is a
comprehensive musical theatre education project for primary and
secondary schools. It aims to engage the teachers, students and the whole
school in the unique art form of musical theatre, and develop the artistic
abilities of students on becoming a well-versed and confident performer on
stage. The project consists of two programmes: “Musical Theatre
Programme” and “Song-and-Dance Programme”, for primary and
secondary schools with various experiences in musical theatre production.
On completion of the year-long training course, the English
musical ,Aladdin and the Magic Lamp,will be produced and performed by
our students, through collaboration between schools and theatrical
professionals.
For more details, please go to this website:
http://www.lcsd.gov.hk/CE/CulturalService/ab/tc/saes/saas1112_06.htm
English Musical (2012-13) To celebrate our school’s jubilee, the English musical team proudly
presents our show in the graduation ceremony. The main theme of the show
is about love which is also the core value of the school. Just like the show
last year, this time we have songs and dances to bring out the message
behind the story. Students are enjoying the practices and some are
becoming better actors or actresses.
This is a story about the "Kidnapping" Nativity. It is not a true story. It
is about love. We don't need to be greedy like the kidnappers. If we have
love in our hearts, we will be rich. The love from Jesus is forever. The love
is also the core value of Kowloon Tong Bishop Walsh Catholic School. With
love, we can be better students.
E-learning
1 WELNET
1.1 Use the concept of blended learning: integrate grammar exercises, phonics
and reading with the textbooks. Conduct blended learning activities twice a
school year in class.
1.2 To use the e-resources in WELNET to set preparation, consolidation and
extension assignments as self-learning activities at home using the concept of
blended learning.
- (P-1-6) In each chapter,
(before teaching)-pre-lesson assignmentsgrammar tutorials + 1 /2 exercises
(while teaching)- consolidation assignments-grammar/writing exercises
(after teaching)-extension assignments-One extended reading
1.3 To cater for learners’ diversity
1.3.1 To implement a phonics programme in WELNET for average and brighter
pupils. (P1 second term- P6)
1.3.2 Two groups of pupils were formed in each class. Group 1: 10 pupils weaker
in English; Group 2 : other than the last 10.
1.3.3 Phonics exercises in WELNET were assigned to Group 2 (average and
brighter) pupils in each cycle.
E-learning
2 Elect website:
- A passage a week
- E- homeowrk
- E- dictation
3 School-web
3.1 PLP-RW :
3.2 School-based materials
3.2.1 Solo-verse speaking
3.2.2 Interview skills
3.3 Useful website
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