English Language


 

Aims

  • To improve the English learning of our students
  • To provide our students with different ways English is used
  • To develop students' English language proficiency and competency
  • To prepare our students for higher education
  • To provide a rich language environment by using English in the lesson at all times and by changing the classroom decoration regularly
  • To adopt a Balanced Literacy Approach in the teaching of English by designing activities and lessons which will help students to develop their reading, writing, listening, speaking, viewing and representing skills
  • To teach the 12 reading comprehension strategies and encourage students to develop love of reading
  • To teach the 6 traits of writing
  • To improve students' writing skills through process writing and other writing tasks
  • To focus on interactive learning experiences, e.g. provide opportunities for students to enhance their English skills through a variety of interclass and school wide English activities (Speech Festival, Poetry Café, Spelling Bee, and inter-school competitions)
  • To improve students' creativity and critical thinking skills in English
  • To cater for learners' diversity and promote self-learning
Reading Programme

P.1 to P.6 pupils are encouraged to read English story books regularly to build their language awareness to master the English language.

Our school participates in the PLPR-W programme offered by the Native English Teacher (NET) section of Education Bureau that emphasizes reading and writing. Each week, P1-P3 students have the opportunity to enjoy three lessons which are co-taught by the NET and Local English Teacher (LET).

This year we have joined the pilot programme called Development of Text Sets (DTS) for classes 1DS, 1EL and 2EL, which is also offered by the Native English Teacher (NET) section of Education Bureau.

“A text set is a collection of materials, composed of diverse resources on a specific subject matter, genre, or theme. Text sets can include information form online and print-based sources at various reading levels.”

(adapted from Lent, 2012)

These classes will have one module of PLPR-W replaced by the DTS implemented in the second term.

 
Phonics ( P.1 - P.6 )
Students learn that the letters of the alphabet are actually symbols of specific speech sounds. When they recognize the sound symbol relationship of words, they learn to decode words for meaning. Reading decodable books provides learners with opportunities for practice in decoding. The more they read, the faster they can decode.

 

To develop phonemic awareness, Phonics is taught on a daily basis. Using picture cards, beginning
with initial consonant sounds. 

 
Connection of the sound to the symbol is made one at a time. When students sound out the letter symbols to read words, they are decoding. Conversely, when they write out the letter symbols for words or attempt word building exercises, they are encoding or making the spelling connection.
 
Children learn the short vowels before helping them to discover the rules for the long vowels; after which, they are trained to discriminate the r-controlled and the variant vowel sounds.
 
Phonics is taught in context so that students can practice blending sounds and decode meaningful words and sentences. In this way, they begin to READ.
 
 
Ability Grouping

Pupils are grouped according to their abilities. On the one hand, there is the core curriculum which is followed closely when teachers teach students. On the other hand, there are adaptations to the core curriculum in order to cater for learner' differences. Since pupils are placed into different classes according to their abilities, weaker students shall have more support from their teachers as well. 

 
E-learning

There are a wide variety of e-learning platforms and resources that are available for students, including WELNET, My Words Junior, Achiever, Nearpod, Google Classroom and Raz-kids. All our students have an opportunity to use at least one, if not more, of the above platforms. Teachers teach and assist students in gaining access to the platforms. Once done, pupils can access those platforms on their own and do homework and exercises without teacher's support. Having these platforms help in many aspects in students' development including positive self-directed learning.

 

English Camp (P.5)

It was clear that what the students needed was to take part in an environment with fun-filled activities thtat encouraged play, having fun and setting the students' minds to thinking and communicating in English. Students were guided through a series of challenges and tasks that prompted their use of the English language in ways that were both fun and challenging.
 

 

 
Lunch Reading
Reading is one of the essential elements to effective learning and a way in which students can discover their interests in a particular topic(s).  Our school has designated Thursdays as our school's English Day. As such, students are required to choose English books of their interest to read during lunch time, a measure implemented to enrich and develop students reading habits and interests in the language.

 

English activities

Our school offers different in-school English activities to build up students' habit in using what they have learnt and to create a rich environment for their learning.  Drama, Buddy Reading and Board Games are some of the many activities that aim to motivate students to learn English and explore the fun of the learning the language.

 
 
Our Team
 
 
Third row: Ms Beeler Debora Louise  Ms Li Kar Hei  Ms Chan Wai Wa  Mr Kenton Mcelnone   
                 Mr Lee Raymond Chi Wing  Mr Tsang Hang Fung
        
Second row: Ms Ip Yuen Ying  Ms Wong Pak Ngan  Ms Lee Soo Ling  Ms Rachael Haub  Ms Emma Yokules
                  Mr Mok Pui Wai   Ms Ho Yat Ping
   
Front row: Ms Ma Wai Lam  Ms Cheung Ka Yin  Ms Ng Mei Ha  Mr Hui Charn Lam  Principal Cheung Wai Ching        
                 Ms Kaur Ramandip  Mr Mak Tsz Fung