1 school-based writing curriculum 2 external support … · grammar in context & kwun tong ......

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,


proofreading ws ( school based

)used in editing


for remedial use

P3 /

P4 /

P5 /

P6 / Welcome Writing tasks



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

Primary Literacy Programme – Reading

& Writing ( PLP-RW )

Different courses conducted by another NET

~ Creative Writing Courses

~ Ambassador Courses

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

Email

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,


Professional Sharing and Development - EEGS,


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

.


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.


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 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 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.


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.



1112 First phase- BEEREPOOT Yke Sophie

& XU Guangjia STARK


1112 Second Phase- STARK Claire Marie &

CHEUNG Wai Yin , Winnie


1213 First Phase- GIRGIS Robert Adel

& YUNG Yuk Tsz

http://www.ktbwcs.edu.hk/learn/eng/eng_pic/DSC_0001.JPG




1213 Second Phase- GIRGIS Robert Adel

& CHU Kin Hang

http://www.ktbwcs.edu.hk/learn/eng/2012-13RuralSchoolServiceProject(2st semester)/DSC_0005.JPG



Inter-primary schools interactive activities were held.

Mid- Autumn Festival Carnival



Lunar New Year Carnival



Closing Ceremony of Rural School Service Project



English assembly on Wednesdays

Pupils are gathered together in the school hall to play

language games / watch pupils’ performances.

Reading time On Mondays , Tuesdays and Wednesdays

“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

http://www.lcsd.gov.hk/CE/CulturalService/ab/tc/saes/saas1112_06.htm

“Groovy Magic!” English Musical Theatre Animateur Scheme

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.

http://hk-mg61.mail.yahoo.com/neo/launch?.rand=basqp7i6k5rt3

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

1 school-based writing curriculum 2 external support … · grammar in context & kwun tong ......

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