English & French Photo Album

COURSE OBJECTIVES

The Department’s mission is to provide students with a rich and varied English Language Environment and Experience so that they can achieve Excellent Standards in Language Learning and Acquisition; equipping them to be resourceful, versatile and respectable citizens of our Global Society.

 

Communication, or communicating in English, is at the heart of English language acquisition, whether the communication takes place face-to-face, in writing, or through the reading of literature. Through the study of English, students aim to gain-

  • A detailed knowledge and understanding of the many cultures that use the language.
  • Connections to additional bodies of knowledge.
  • Through comparisons and contrasts students are able to develop greater insight into their primary language and culture, Chinese, and realize that multiple ways of viewing the world exist.
  • Participation in multilingual communities at home and around the world in a variety of contexts and in culturally appropriate ways, through the combination of communication, cultural, connective and comparative knowledge.

The teaching of English Language at the junior secondary level aims to provide students with a solid foundation developed via differentiated curricula that take into account different English abilities. Where possible, teaching will be based on contexts, role-plays and authentic situations where English is used.

 

YEARLY DEPARTMENT MAJOR CONCERNS

  • Nurture our students with a positive character and prepare our students to be global citizens
  • Help our students to take the initiative to learn and continue to raise their academic performance


ENGLISH LANGUAGE

CURRICULUM

  • CURRICULUM SETS
    Students at HKMA David Li are grouped into different sets according to their language abilities. This is to cater to learner diversity and to stretch the abilities of the students so that they can achieve higher levels of language proficiency.

    The following is a detailed explanation of the different sets, their purpose and aims.

    S.1 - S.3
    Each student in Secondary 1 - 3 is placed in a Curriculum Set.

    There are 3 Curriculum Sets in each year: Proficient, Developing and Emergent. A student is placed into one of these sets according to the mark they achieved in the Hong Kong English Attainment Test, internal examination(s) continuous assessment (if applicable), attitude and behaviour in class and through teacher recommendation.

    It is useful to think of the Curriculum Sets as ‘bands’ of current achievement. Curriculum Sets are designed to create relatively homogeneous groups, in order to help teachers to better meet the needs of students at different achievement levels.

    S.4 - S.6

    Students in Secondary 4 - 6 are placed in classes according to the subject options that they have chosen.

    There is no ‘formal’ use of Curriculum Sets at these levels. Whilst time and effort will be put into teaching English as a functional language, students are also expected to complete a curriculum, which prepares them for the HKDSE public examination that they have to sit.
  • ENGLISH CURRICULUM S1 - S3

  • PROFICIENT SET S.1 - S.3
    This curriculum is intended for students who have achieved a level of English competency at a near-native speaker level. The course aims to expose students to slightly more complex examples of the genres taught at all levels of junior English. There is a relatively generous use of novels, poetry and media in developing students’ language skills. There is also a grammar component at every year level.

    School-based Teaching Material (S1 - S3), S3 Reading Comprehension Sections taken from different Reading Anthologies and New Foundation Get Ready for the HKDSE English Reading Paper 1 and Listening Paper 3 will be used as the central texts, while the Longman Elect Grammar Book will also be used at every year level. In addition, the following novels/readers will be used:

    S.1 Island of the aunts by Eva Ibbotson
    S.2 The Boy in the Striped Pajamas by John Boyne
    S.3 Wonder by R.J. Palacio

  • DEVELOPING SET S.1 - S.3
    This curriculum is intended mainly for students who are studying English as a second language (ESL). Teaching will employ a more structured, grammar-based approach in helping students to acquire the relevant language skills in order to be able to communicate clearly and effectively. Students are also exposed to a range of genres via drama, poetry, simplified novels and readers.

    School-based Teaching Material (S1 - S3), S3 Reading Comprehension Sections taken from different Reading Anthologies and Performance Plus Task-Based Listening (Level 3) (4th Edition) will be used as the central texts, while the Longman Elect Grammar Book will also be used at every year level. In addition, the following novels/readers will be used:

    S.1 Charlotte’s Web by E B White
    S.2 Holes by Louis Sachar
    S.3 The Little Prince by Antoine de Saint-Exupéry (Author), Katherine Woods (Translator)

  • EMERGENT SET S.1 - S.3
    This curriculum is also intended for students who are studying English as a second language (ESL), though it may need more time devoted to language fundamentals. Like with the Developing Set, teachers teaching this set will employ a more structured, grammar-based approach. This will help students acquire the relevant language skills in order to be able to communicate clearly and effectively. However, teaching materials are tailored so as to focus more on core competencies. Students are also exposed to a range of genres via drama, poetry, simplified novels and readers.
    The textbooks, readers, and content topics will be the same as the Developing Set at each year level.
    The weightings are shown in the following table:

  • ENGLISH CURRICULUM S.4 - S.6
    The curriculum is aimed at teaching English as a functional language whilst the focus is to prepare students for the relevant public examination, i.e. HKDSE. Therefore, the work undertaken is a combination of school based and government-mandated curriculum.

    The central texts for S.4-6 are The Longman Elect NSS series of books (Theme Book, Reading Skills, Writing Skills, Listening Skills, Poems and Songs, Short Stories and Social Issues) In addition the following novels/readers will be used:

    S.4 The Curious Incident of the Dog in the Night-time by Mark Haddon
    S.5 Gweilo by Martin Booth

  • NSS MODULES
    Under the NSS Curriculum, students should study at least 3 modules in the course of three years. At our college, the students study 4 modules so they have more subject knowledge and the confidence to do well in the HKDSE.

    The following are the modules that will be offered to students from S.4- S.6

    S.4 Poems and Songs
    S.5 1.Short Stories
    S.5 2.Social Issues
    S.6 Workplace Communication

    READING AND WRITING
    Reading and Writing are two key skills that are taught using a variety of authentic resources and teaching strategies. The ultimate goal is to get students to enjoy learning, particularly reading (reading intensively and extensively) so they can equip themselves with more knowledge and use English naturally, fluently and confidently. The tables below will give you a brief idea about the resources used, some of the strategies employed to teach Reading and Writing and the seamless transition from the Junior to the Senior Forms so our students are better geared to cope with the challenges of the HKDSE.

Junior Forms
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Senior Forms

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ASSESSMENT
Students are given assessment marks in two areas:

1. Continuous Assessment – This consists of marks given for daily homework, projects, worksheets, dictation/dictogloss, reading journals, pre-writing activities, outlines, edited drafts, essays (short and long writing tasks), speaking exercises, reading comprehension exercises, listening comprehension exercises, literature, NSS Modules and uniform tests.

2. An End-of-term Examination – This will be conducted at the end of a school term, with S.6 examinations to be held after their last classes but before their public examinations. All students will sit the same papers, which are aligned to the contents and formats of the HKDSE. Assessment will cover four key skills: Speaking, Reading, Listening, and Writing.

 

  Continuous Assessment End-of-term Examinations
S.1 – S.3 50% 50%
S.4 – S.4 40% 60%

 

RICH LANGUAGE ENVIRONMENT


Students at HKMA David Li Kwok Po College are privileged to be studying in an EMI school that creates the right atmosphere for learning, offering them myriad opportunities to learn English in authentic contexts.

 

Students are taught to think outside the box and on their feet; and learn and use English not just for examinations but also for practical purposes that will equip them with the skills necessary for pursuing their education in the tertiary sector and for a successful career path.

 

Aside from the activities and project based learning that take place in the classrooms, students are offered multitudinous occasions to learn and use English on campus. The following list highlights some of the many platforms available on campus for students to experience and enjoy English at HKMA.

  • Morning Assemblies
  • Hong Kong Schools' Speech Festival Competition
  • Campus TV
  • English Club
  • The Literacy Centre
  • Extra-Curricular Activities conducted in English
  • Voluntary Services
  • Multi-cultural Days
  • Inter-school Competitions
  • Debates
  • Overseas Exchange Programmes
  • English Department Week – Competitions and Interactive Drama
  • Bulletin Boards
  • Drama
  • Inter-school Oral Practice
  • Scrabble Competitions
  • Role-plays
  • Public Speaking
  • Word Games
  • Impromptu Speaking
  • Quiz Programmes
  • Talent Shows
  • Samples of Good Writing Posted on the School Website
  • Inter-class and Inter-school Competitions (Debates, Drama, Speech,etc.)
  • Projects
  • DEAR - Drop Everything And Read - 20 minutes every Tuesday (Newspapers), Wednesday (Books) and Thursday (Educational Video Clips) morning is allocated for reading. The whole school reads in silence and students write a short summary and reflection on what they have read in the newspaper or book. On Thursdays, they watch a video clip and answer questions based on the clip. The purpose of DEAR is to inculcate a good reading habit in students and help them to reflect on what they have read, which is a vital skill in acquiring English Language Excellence.
  • English Tutorial Room – students are referred to the ETR by their teachers for remedial work, or they take the initiative to go to the ETR for extra help. The ETR is open on Tuesdays, Wednesdays and Thursdays from 3.45 to 5pm. Ms. Patricia Macgregor is in-charge of the ETR.

 

FRENCH LANGUAGE

COURSE OBJECTIVES


In line with the school’s mission and vision in creating a multi-cultural environment and broadening students’ cultural understanding, students are required to study at least one language beyond their mother tongue.

The provision of French Language helps the College to achieve the above mission. It meets the needs of students who are not proficient in Chinese Language though need a second language with which to satisfy external academic requirements.

CURRICULUM

FRENCH CURRICULUM S.1 - S.3

This curriculum is intended to give to students a first-time approach of the French language. They will develop their language ability to acquire all the grammar, conjugations and basic vocabulary they need for their S.6 examination. S.1 and S.2 students will use Voila! 1-2 as their textbook and an exercise book. S.3 students will use Tricolore Total as their textbook as well as an exercise book.

S3 Students prepare for the GCSE Exam in the following fall session.

FRENCH CURRICULUM S.4 - S.6

S.4 and S.5 students will prepare for the HKDSE examination. S.4 students following off campus classes will use school based materials and receive a supplementary period from the senior French teacher. S.5-S.6 students will use Edexcel French for AS level as their textbook. This textbook will prepare the students to take their examination.

 
ASSESSMENT

S.1 - S.3

 

For S.1-3, the passing mark is 50%.

Students are given assessment marks in two areas:

 

  • Continuous Assessment – This consists of marks given for daily homework, projects, worksheets, dictation, pre-writing activities, outlines, edited drafts, speaking exercises, listening comprehension exercises, quizzes and unit tests.
  • An End-of-term Examination – This will be conducted at the end of a school term. The examination paper will include a writing part, a listening part and a reading part.

 

The weightings are shown in the table below:

 

  Continuous Assessment End-of-term Examinations
S.1
50% 50%
S.2 50% 50%
S.3 50% 50%

 

Assessment will cover four key skills: speaking, listening, reading, and writing. However, the large volume of tasks that a student undertakes does not permit separate marks being given to each of the above areas in his/her report card. Nevertheless, teachers will bear in mind the need to pay attention to each of these skills in order to avoid over-assessment or under-assessment of an individual skill.

Examples of activities for assessment are given below:

 

  • 1. Speaking - information gap, oral interviews, informal oral feedback, oral reports, news casting, story retelling, improvisations, role-plays, simulations, debates, class discussion, speeches, oral participation during lessons.
  • 2. Listening - class discussion, workbook exercises, identifying information from sources, summarizing stories, dictation
  • 3. Reading - pronunciation/phonics practice, literature response journals, reading comprehension exercises, discussion group, cloze passages, story map, reading logs
  • 4. Writing - pre-writing activities, outlines, rough drafts, edited drafts, publications, books, PowerPoint presentations, self-assessment

 

For each Unit of work, students will be assessed and given a minimum of one grade for each of the areas mentioned above. Teachers will be expected to keep accurate and up-to-date records of all students’ assessment, which will be checked regularly by the year coordinators.
As French is a language not-spoken outside of the classroom, the students will be encouraged to speak French during lessons by awarding them a mark for their oral participation during lessons.

 

S.4

For S.4, the passing mark is 50%.
Students are given assessment marks in two areas:

 

  •  a. Continuous Assessment – This consists of marks given for daily homework, projects, worksheets, dictation, pre-writing activities, outlines, edited drafts, speaking exercises, listening comprehension exercises.
  • b. An End-of-term Examination - This will be conducted at the end of a school term. The examination paper will include a writing part, a listening part and a reading part.

 

The weightings are shown in the table below:

 

  Continuous Assessment End-of-term Examinations
S.4
40% 60%

 

Assessment will cover four key skills: speaking, listening, reading, and writing. However, the large volume of tasks that a student undertakes does not permit separate marks being given to each of the above areas in his/her report card. Nevertheless, teachers will bear in mind the need to pay attention to each of these skills in order to avoid over-assessment or under-assessment of an individual skill.

Examples of activities for assessment are given below:

 

    • 1. Speaking - information gap, oral interviews, informal oral feedback, oral reports, news casting, story retelling, improvisations, role-plays, simulations, debates, class discussion, speeches, oral participation during lessons.
    • 2. Listening - class discussion, workbook exercises, identifying information from sources, summarizing stories, dictation
    • 3. Reading - pronunciation/phonics practice, literature response journals, reading comprehension exercises, discussion group, cloze passages, story map, reading logs
    • 4. Writing - pre-writing activities, outlines, rough drafts, edited drafts, publications, books, PowerPoint presentations, self-assessment

 

S.5-6

 

For S.5-6, the passing mark is 50%.
Students are given assessment marks in two areas:

  • a. Continuous Assessment - This consists of marks given for daily homework, projects, worksheets, dictation, pre-writing activities, outlines, edited drafts, speaking exercises, listening comprehension exercises, quizzes and unit tests.
  • b. End-of-term Examinations - These will be conducted at the end of the school term. The two examination papers are divided into: Language & Reading and Continuous Writing.

 

The weightings are shown in the table below:

 

  Continuous Assessment End-of-term Examinations
S.5
40% 40%
S.6 40% 40%


FRENCH ACTIVITIES

The following is a list of activities provided by the school to help students learn and experience French beyond the classroom.

  • Speech Festival – Textes En Fêtes
  • Drama workshop
  • Poetry workshop – Printemps des Poètes
  • Short Story competition - Fête de la Francophonie
  • School trips: concerts, art exhibitions
  • Movie of the Month
  • French Day in school: Paris postcard competition and “crêpes” sale
  • Study tours
  • Informal sharing sessions
  • Display of good work
  • Display of good work on the School Website
  • Magazine subscriptions
  • Signs in French
  • Posters with French Proverbs
  • Dance Off Competition

 

‘C'est cette combinaison entre la permanence et la variation qui constitue l'histoire de la langue’.(Émile Littre)

 

Yearly Functions and Activities


SPEECH FESTIVAL

 

Words and Movements

 

 

Words and Movements

 

 

Dramatic Duologue

 

 

Choral Speaking

 

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DEBATE COMPETITIONS

 

City University of Hong Kong Debating Challenge

 

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Debate with Our Lady Of The Rosary College

 

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NESTA Debate Competition with St. Louis School

 

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ENGLISH WEEK

 

 S2 Pentathlon

 

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S4 Sing for a Cause

 

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S5 Situational Skit

 

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WRITING COMPETITIONS

 

Hong Kong Primary and Secondary School English Writing Competition

 

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 The International New York Times Writing Competition

 

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 FRENCH SPEECH COMPETITIONS

 

6th Dragages Hong Kong French Speech Competition

 

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Visit to the Lycée Français International de Hong Kong.

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Visit to the Lycée Français International de Hong Kong.

 

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Department Members

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Home School Cooperation

The information presented in this website should give you a clear picture of the work done by the English Language Teachers at HKMA David Li Kwok Po College, to accomplish the high ideals of the school's Mission Statement and that of the English Department's.


However, the school cannot work in isolation, if it hopes to effectuate what is declared in the Mission Statements. Collaboration with parents is crucial in realizing our goals. 


How can parents help? Communication is the key. Parents should communicate with their children on a daily basis, to learn more about their children's progress and work at school. 


The English Teachers have furnished students with copies of the assessment criteria. This is to foster a culture of transparency and accountability. Students will know how their work is assessed and what the expectations of various written and oral tasks are. Parents can learn about this form of assessment by talking to their children about it.


If parents are keen to find out more about English Lessons and their children's performance at school, they are more than welcome to communicate with the English Language Teachers via the school's intra-mail or student handbook.


For students to excel in English, we need to work together as a team. We at HKMA David Li Kwok Po College aim to provide the best education for your children. As for parents, you can assist us in our endeavour by exposing your children to a rich English Language environment (English TV, Radio, Films and the Internet) and by encouraging your children to read English Books, speak in English and complete the assignments set for them.

 

 

The way positive reinforcement is carried out is more important than the amount. – B.F.Skinner