English & French

 

 

 

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

Major Concern 1:

To further enhance students’ learning capacity for lifelong learning

 

Major Concern 2:

To promote the well-being of students and enable them to flourish through positive education

 

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.
  
  Progressive English (S1-S2), Junior Oxford Advanced Listening (S1-S2), School-based Teaching Material (S3), S3 Reading Comprehension Sections taken from different Reading Anthologies and Performance Plus Task-Based Listening (Level 3) (4^th Edition) will be used as the central texts, while the Success in 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.

Progressive English (S1-S2), Junior Oxford Advanced Listening (S1-S2), School-based Teaching Material (S3), S3 Reading Comprehension Sections taken from different Reading Anthologies and Performance Plus Task-Based Listening (Level 3) (4^th Edition) will be used as the central texts, while the Success in 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 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 IGNITE Reading and Writing Skills 5A Set A and Performance Plus 4 HKDSE Listening and Integrated Skills. The grammar book for S4 to S6 is Success in Grammar 4 (Oxford).  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       The Lord of the Flies by William Golding

 

NSS MODULES

Under the revised curriculum, the NSS Modules are subsumed into the main curriculum. The following modules are infused into the daily lessons with an emphasis on Values Education and National Education.

 

Poems and Songs

Short Stories

Social Issues

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

Form	Textbooks	Short Stories/Myths/Shakespeare	Poetry	Readers/ Reading Lists	Newspapers/Newspaper Articles	Online Resources	Projects	SBA
1	1. Longman Elect 2.Grammar Book JS1 – Richard Booker – Longman 3.Junior Oxford Advanced Listening	Short story: Anti-snore Machine Shakespeare: The Merchant of Venice Greek Myth: Theseus and the Minotaur King Midas	1. Eldorado – Edgar Allen Poe 2. Old David Smail – Robert William Service 3. The Sounds in the Evening – Eleanor Farjeon	1. Island of the aunts –Eva Ibbotson – Macmillan Children’s Books   2. Charlotte’s Web by E B White	South China Morning Post, Young Post, The Standard	*E Builder *TED Talks *You Tube Clips *BBC	A creative invention addressing a Social Issue based on the short story Anti-snore Machine	*Individual Presentations on films and group discussions on social and current issues
2	1.Longman Elect 2.Grammar Book JS2 – Richard Booker – Longman 3.Junior Oxford Advanced Listening	Short story: Equal Rights Shakespeare: A Midsummer Night's Dream Greek Myth: Perseus	1. Timothy Winters – Charles Causely 2. Little Abigail and the Beautiful Pony - Shel Silverstein 3. The Mouse – Laura E. Richards	1. The Boy in the Striped Pajamas – John Boyne   2. Holes by Louis Sachar	South China Morning Post, Young Post, The Standard	*E Builder *TED Talks *You Tube Clips *BBC	A sketchbook focusing on teenage issues based on A Midsummer Night’s Dream	*Individual Presentations on films and group discussions on social and current issues Choral Performances
3	1.Longman Elect 2.Grammar Book JS3 – Richard Booker – Longman	Short story: The Flying Machine Shakespeare: Macbeth Greek Myth: The Tale of Achilles	1. The Bully Asleep – John Walsh 2. The Pied Piper of Hamelin – Robert Browning 3. Giants – Lydia Pender	1. Wonder by R J Palacio 2. The Little Prince by by Antoine de Saint-Exupéry (Author), Katherine Woods (Translator)	South China Morning Post, Young Post, The Standard	*E Builder *TED Talks *You Tube Clips *BBC	A booklet focusing on mental disorders based on Macbeth	*Individual Presentations on films and group discussions on social and current issues Choral Performances
Reading skills	Proofreading	Skimming, Scanning and Intensive Reading Skills Acquire, extract and discern the correct information relevant to the task, Understanding writer’s thoughts, feelings and messages conveyed in the short story, Identifying and understanding the use of plot and structure	Understanding writer’s thoughts, feelings and messages conveyed in the poem, Identifying and understanding the use of literary devices	Skimming, Scanning, Intensive and Extensive Reading Skills. Understanding writer’s thoughts, feelings and messages conveyed in the reader.  Identifying and understanding the use of setting and character.	Skimming, scanning, reading for specific information, prediction, inferring meaning in a text	*Skimming *Scanning *Intensive Extensive Reading Skills	*Skimming *Scanning *Intensive Extensive Reading Skills *Critical Analysis *Acquire, extract and discern the correct information relevant to the task, *Understanding writer’s thoughts, feelings and messages conveyed	*Skimming *Scanning *Intensive Extensive Reading Skills *Critical Analysis *Acquire, extract and discern the correct information relevant to the task, *Understanding writer’s thoughts, feelings and messages conveyed
Writing Skills	* Sentence construction, * sentence patterns * Paragraphs * Essay writing skills – short and long	Respond to and make use of given information Express personal opinions, Respond to themes, messages, characters, setting and mood in the short story and express own opinion. Analyse various elements in short story. Respond to themes and messages in the poem and Greek myth and express own opinion	Respond to themes, messages and literary devices in the poems and express own opinion	Respond to themes, messages, characters, setting and relationships in the reader and express own opinion.	Commentary, letter to the Editor, summarizing, reporting information, argumentative writing Journal writing, Analysing and responding to presented information	*Writing short and long tasks *Analysing and responding to  presented information using a variety of question and text types	*Understanding and paraphrasing required information *Using appropriate genres of writing *Compiling of information	*Note-taking skills * Summarizing skills * Paraphrasing skills

 

Senior Forms

Form	Textbooks	Short Stories/Myths/Shakespeare	Poetry	Readers/ Reading Lists	Newspapers/Newspaper Articles	Online Resources	Projects	SBA
4	1. IGNITE Reading and Writing Skills 5A Set A 2. Performance Plus 4 HKDSE Listening and Integrated Skills 3. Success in Grammar 4	* Department resources	1.      Acrostic poems 2.      Shape Poems 3.      Haiku 4.      Limericks 5.      Narrative Poem 6.      Free Verse	The Curious Incident of the Dog in the Night-time by Mark Haddon	South China Morning Post, The Standard	*E Builder *TED Talks *You Tube Clips *BBC	A them-based booklet//magazine on Poems/Songs	*Individual Presentations on books Group discussions on the reader Choral Performances
5	1. IGNITE Reading and Writing Skills 5A Set A 2. Performance Plus 4 HKDSE Listening and Integrated Skills 3. Success in Grammar 4	1.      Charles by Shirley Jackson 2.      Smart Ice-cream by Paul Jennings 3.      The Gift of the Magi – O Henry 4.      The Open Window – HH Munro 5.      The Story Teller – H H Munro 6.      The Toys of Peace – H H Munro 7.      Short stories by Roald Dahl and Jeffrey Archer	* Department resources	The Lord of the Flies by William Golding	South China Morning Post, The Standard Social topics on: 1.      Ideal Beauty 2.      Shark Finning 3.      Aging problem 4.      Drugs 5.      Suicide 6.      Poverty 7.      Global warming 8.      Minimum wage	*E Builder *TED Talks *You Tube Clips *BBC	A newspaper addressing a Social Issue	*Individual Presentations on films Group discussions on the reader Individual presentations on a book of their choice focusing on a Social Issue
6	1. IGNITE Reading and Writing Skills 5A Set A 2. Performance Plus 4 HKDSE Listening and Integrated Skills 3. Precise Communicative Grammar for the HKDSE	* Department resources	* Department resources	* Department resources	South China Morning Post, The Standard Workplace Communication topics: 1.      Professions 2.      Job opportunities 3.      Companies and Industries in Hong Kong 4.      Brands and brand names 5.      Marketing and advertising	*E Builder *TED Talks You Tube Clips *BBC	Workplace Communication - CSR	*Individual Presentations on a company/industry and group discussions on a documentary
Reading skills	*Skimming *Scanning *Intensive Extensive Reading Skills *HKDSE Skills for the Reading Paper	Analysis of short story. 1.      Plot diagram 2.      Characters 3.      Setting 4.      Themes 5.      Symbols 6.      Point of View 7.      Stream of Consciousness 8.      Dialogue	Analysis of a poem 1. Mood 2. Setting 3. Theme 4. Characters 5. Tone 6. Literary Devices	Skimming, Scanning, Intensive and Extensive Reading Skills. Understanding writer’s thoughts, feelings and messages conveyed in the reader.  Identifying and understanding the use of setting and character.	Analysis of Social Issues 1. Definition 2. Causes and effects 3. Presenting solutions	*Skimming *Scanning *Intensive Extensive Reading Skills *HKDSE Skills for the Reading Paper	*Skimming *Scanning *Intensive Extensive Reading Skills *Critical Analysis *Acquire, extract and discern the correct information relevant to the task, *Understanding writer’s thoughts, feelings and messages conveyed	*Skimming *Scanning *Intensive Extensive Reading Skills *Critical Analysis *Acquire, extract and discern the correct information relevant to the task, *Understanding writer’s thoughts, feelings and messages conveyed
Writing Skills	*Writing short and long tasks *Analysing and responding to  presented information using a variety of question and text types * HKDSE Skills for the Writing Paper and Extended Writing Tasks in the Listening Paper	1.      Review of a short story 2.      Making a plot diagram 3.      Descriptions of settings and characters 4.      Analysis of a short story 5.      Recommending a short story (Letter to a friend) 6.      Writing a short story	1.      Analysis of a poem 2.      Analysis of a song 3.      Writing a commentary 4.      Writing a poem/song 5.      Reflection of a poem/song 6.      Letters (Letter of Advice, Reply to a Letter, Letter to the Principal/Editor, etc.)	Respond to themes, messages, characters, setting and relationships in the reader/book and express own opinion.	1.      Analysis – definition, causes, effects and possible solutions 2.      Report 3.      Letter to the editor 4.      Project (can be done in pairs or groups) 5.      Overview of an industry 6.      Report on a brand 7.      Business emails – asking for information and replying to an enquiry 8.      Memo 9.      Proposal 10.  Agendas and Minutes 11.  Leaflet	*Writing short and long tasks *Analysing and responding to  presented information using a variety of question and text types * HKDSE Skills for the Writing Paper and Extended Writing Tasks in the Listening Paper	*Understanding and paraphrasing required information *Using appropriate genres of writing *Compiling of information	*Note-taking skills * Summarizing skills * Paraphrasing skills

 

OUR HOMEWORK REQUIREMENTS

1. All homework assignments should be clearly recorded on the blackboard or google classroom.
2. Teachers should ascertain that students have recorded the homework in their Student Handbooks.
3. At least 2-3 pieces of homework should be assigned per week (1 written and 2 pieces to prepare for lessons. For example, reading a short story/poem and finding out the meanings of words, watching a video clip in preparation for a lesson, etc.
4. If teachers ask students to complete classwork at home or online, they should explain this clearly to the students and ask them to record it in their Student Handbook or make a note of it.
5. Homework assigned must be completed to an acceptable standard
6. Homework assigned is due the next day at 8 a.m. (unless specified otherwise).
7. Homework in the form of worksheets and loose leaf must bear the full name of the student, their class, class number and teacher’s name on the top of every sheet. Grammar books when submitted must have these pieces of information clearly marked on the front page.
8. Students should write their homework neatly and date their work.
9. Students should use a blue or black pen to do their work.
10. Late submission or non-submission of homework will automatically result in a detention class the same day (unless the teacher decides that circumstances dictate another date of detention being used).
11. Students who do their homework well will be acknowledged on the Achievement Chart.
12. Students who fail to do homework or do it badly should be asked to redo the homework the same day in the school library or on ZOOM ETR lessons.

 

ASSESSMENT

CONTINUOUS ASSESSMENT S.1- S.3

Students are given assessment marks in two areas:

• 1. Continuous Assessment – This consists of marks given for daily homework, projects, worksheets, dictation, pre-writing activities, outlines, edited drafts, speaking exercises, listening comprehension exercises, 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. The weightings are shown in the table below:

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

Assessment will cover four key skills: speaking, listening, reading, and writing.

* Uniform Test – October 24- 30 2023 (Same paper for all Curriculum Sets) A 70-minute paper based on the Units taught, testing mainly listening and writing skills.

*First Term Examination – January 2024
Paper I – Composition – 1hr (Same paper for all Curriculum Sets)
Paper II – Section A: Reading Comprehension, Section B: Grammar and Usage and Section C: Extended Writing (Short Stories/Poems)
Length of Paper II - 1 ½ hrs for S.1 and S.2 and 2hrs for S.3
(Section A and B, except for vocabulary, are common to all Curriculum Sets)

*Uniform Test –14-19 March 2024 (Same paper for all Curriculum Sets) A 70-minute paper based on the Units taught, testing mainly reading comprehension, grammar and writing skills.

*Second Term Examination – June 2024
Paper I – Composition – 1hr (Same paper for all Curriculum Sets)
Paper II – Section A: Reading Comprehension, Section B: Grammar and Usage and Section C: Extended Writing (Reader)
Length of Paper II - 1 ½ hrs for S.1 and S.2 and 2hrs for S.3
(Section A and B, except for vocabulary, are common to all Curriculum Sets)

CONTINUOUS ASSESSMENT S.4 – S.6
Students are given assessment marks in two areas:

1. Continuous Assessment – This consists of marks given for daily homework, projects, worksheets, dictation, pre-writing activities, outlines, edited drafts, speaking exercises, listening comprehension exercises, 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.

	Continuous Assessment	End-of-term Examinations
S.4 – S.6	40%	60%

The weightings are shown in the table below:
Assessment will cover four key skills: Speaking, Reading, Listening, and Writing.
A breakdown of students’ English marks in each of these areas will be shown in their report cards.

ASSESSMENT BREAKDOWN

Paper	Skills
Paper 1	Reading	20%
Paper 2	Writing	25%
Paper 3	Listening and Integrated Skills	30%
Paper 4	Speaking	10%
	School-based Assessment	15%

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
• Inquiry-based Learning
• Varied SBA Tasks
• DEAR – Drop Everything And Read – 35 minutes every Day 1, Period 1, (books of their choice) morning is allocated for reading. The whole school reads in silence and students will be asked to share about the book they have read. For the rest of the lesson they will watch video clips prepared by the school. 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 4 to 5pm. Mr. Donald Ward is in-charge of the ETR.  ETR will be conducted when we have whole day school.

 Is it not enjoyable to learn and practise what you learn? – Confucius

 

FRENCH LANGUAGE 

 

  

MISSION STATEMENT

 

• The Department’s mission is :

 

• To develop students’ ability to understand French language and culture from a variety of registers and to enable them to communicate confidently and clearly in the target language through skills in four areas – Listening, Speaking, Reading and Writing.

 

• To equip them to become resourceful, versatile and effective independent learners in their academic, professional and personal lives and become respectable citizens of our increasingly globalized world.

 

• To help them to become proficient in biliterate and trilingual communication for better study and life via collaborative learning and by imputing a variety of resources.

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.

 

• Professional teachers will prepare students for the Cambridge International AS Level/DELF (French Examination HKDSE)

 

• 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

 

In DLKP College, French is offered as a second language in junior forms and an elective in senior forms. The French curriculum helps non-Chinese speaking students discover French culture and develop their ability to become independent learners in the French language aiming at B2 level.

At the end of S6, students will be ready for the French Examination HKDSE ( AS Level / DELF )

 

New: French will be introduced to all S1 as a new subject in the Minds + program. The objective is to introduce French language and French culture also to the Chinese students.

FRENCH CURRICULUM S.1- S.3

Beginning in Form 1, non-Chinese speaking students will be taking French classes.

French curriculum for S1 students is intended to give the non-Chinese speaking students a first-time approach of the French culture and language.

They will start from the beginning level and gradually will develop their language ability to acquire all the grammar, conjugations, and basic vocabulary they will need for their S.6 examination if they decide later to choose French as an elective in senior forms.

By the end of S3, the targeted level will be A2/B1

 

S.1, S.2 and S.3 will use Adomania^1,2,3, textbook and exercise^1,2,3, book. The four language skills will be taught (listening, speaking, reading and writing). There is also a grammar component at every year level and students are given the opportunity to hone and revise all the skills taught via e-learning platforms or various exercises.

 

 

FRENCH CURRICULUM S.4-S.6

From Form 4 onwards, students who will choose French as an elective will be taught the necessary skills to take the HKDSE in Form 6 ( DELF examination from 2025) and reach B2 level.

Our French HKDSE results are consistently far better than the Hong Kong norms and our students have achieved very good results in the past years.

 

S.4, S.5 and S.6 students will prepare for the French HKDSE (DELF examination )

and will work with their books and teaching material prepared from teachers. They will also use various resources for example: Aqa A level year 1 and Aqa level year 2 French, Delf Text books and French Grammar workbook for support in grammar. The four language skills will continue to be taught (listening, speaking, reading and writing).

From 2025 onwards, students will prepare for HKDSE -DELF which will allow them to take examinations according to their learning process.

 

Under the new arrangements, candidates who take one examination can obtain two certificates at the same time: HKDSE and DELF (National Life Diploma) under the French Ministry of Education.

 

Mobile technology is frequently used to engage students and make learning more interactive and fun.

 

To further enhance students’ learning capacity for lifelong learning, Enquiry, Collaborative learning, problem-solving skills and creativity is adopted in lessons in the classroom and beyond. 

 

 

Une nouvelle langue est une nouvelle vie.

A new language is a new life.

 

CONTINUOUS ASSESSMENT

 

S.1 – S3

 

For S.1-3, the passing mark is 50%. The mark descriptors are given in the table below.

 

Students are given assessment marks in two areas:

1. 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.
2. 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

 

 Assessment Breakdown S1-S3

 

Area	Details	S.1	S.2	S.3
Writing	· One written projects per unit given in advance (text, poster, brochure, letter, etc.) · Approximately 3 homework assignments per unit* (worksheets, pages from exercise book, short compositions, etc.)	20 %	20 %	20%
Reading	· Class work, homework or projects based   on the reader short articles or texts with reading comprehension tasks	20%	20%	20%
Listening Speaking	· Listening : LE exercises, radio exercises, DVD exercises · One listening test per unit · Speaking: Individual, pair and group work	25 %	25 %	20%
Dictation	· End of units dictations	5%	5%	5%
Tests and Uniform Test	· End of unit quizzes, grammar   tests,   Listening comprehension tests · UT: Listening, language use, reading and writing paper	25%	25%	30%
Classroom Performance	· Attentiveness and Participation	5%	5%	5%
Summer Homework	· Marks to be a part of the writing and speaking components.

*Note: One unit lasts between 2-4 weeks.

Assessment breakdown subject to change.

 

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.

 

An End-of-term Examination – This will be conducted at the end of a school term. The examination paper will include a writing part, an oral ( with listening comprehension ) part and a reading part.

 

 

S.4 - S.6

 

For S.4, the passing mark is 40%. The mark descriptors are given in the table below.

 

Students are given assessment marks in two areas:

1. Continuous Assessment – This consists of marks given for daily homework, projects, worksheets, dictation, pre-writing activities, outlines, edited drafts, speaking exercises, listening comprehension exercises.
2. An End-of-term Examination – This will be conducted at the end of a school term. The examination paper will include a writing part, an oral ( with listening comprehension ) 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.
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 - S.6

For S.5 - S.6, the passing mark is 40%. The mark descriptors are given in the table below.

 

Students are given assessment marks in two areas:

1. 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.
2. 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 together with an Oral ( with listening comprehension ) examination.

 

The weightings are shown in the table below:

 

	Continuous Assessment	End-of-term Examinations
S.5	40%	60%
S.6	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.

 

 

Area	Details	Weighting S.4	Weighting S.5	Weighting S.6
Writing	· Compositions, projects, homework exercises	15 %	15 %	15 %
Reading	· Class work and homework based on the reader, texts, articles with reading comprehension tasks.	15%	15%	15%
Speaking	·  Lesson participation (frequency and quality) · Individual, pair and group work, oral participation during lessons · Oral projects given in advance (presentation, dialogue, etc.) can sometimes replace written projects	20%	20%	20%
Listening	· Regular listening exercises for practice (radio/DVD exercises, oral discussion , etc.)	20%	20%	20%
Tests & Uniforms tests	· End of unit quizzes, dictation, grammar tests, listening tests. UT: Language use, reading and writing paper    Listening paper	30%	30%	30%

*Note: One unit lasts between 4.5-5.5 weeks.

Assessment breakdown subject to change.

  

Uniform Tests and Examinations

Term 1

* Mock for S6 students – 2023

* DSE French Examination for S6 students- October 2023

* Uniform Test – October 2023

A 60-minute paper based on the Units taught, testing mainly language use, listening, reading       comprehension & writing skills.

* First Term Examination – January 2024

Length of Paper – 1 h and 15 minutes  for S1, 1 ½ hrs S2 and or for S3 (  1h and 40 min for Paper 1 and 30 min for Paper 2 )

 

Term 2

* Uniform Test – March 2024

A 60-minute paper based on the Units taught, testing mainly language use, listening, reading comprehension & writing skills.

* Second Term Examination – June 2024 

Length of Paper – 1 h and 15 minutes for S1, 1 ½ hrs S2 and or for S3 (1h and 40 min for Paper 1 and 30 min for Paper 2)

 

OPPORTUNITIES PROVIDED BY THE COLLEGE

 

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 and appreciate a multicultural environment.  When learning the French language, they have the chance to become also trilingual global citizens with skills that will help them to be successful both in their academic studies and their career path. 

 

Aside from the activities and project-based learning that takes place in the classrooms, students are offered numerous activities organized each year to arouse students’ interest in learning French and experience French culture.

The following list highlights some of the many platforms available on campus for students to experience, enjoy and learn French at HKMA.

  

FRENCH ACTIVITIES

The following is an example of activities provided by the school to help students learn and experience French beyond the classroom if the situation allows it.

Morning Assemblies French Speech Festival Competition French Dictation Poster Competition Campus TV French Club The Junior Library reading events Extra-Curricular Activities conducted in French Multi-cultural Days Excursions Exhibitions French May French movies outings Drama Hk-France Prize for Social Innovation Collaboration with schools Sharing sessions Display of good work Display of good work on the School Website Posters with French Proverbs Educative Games Collaborative and Inquiry Based Learning activities and projects.

 

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

 

French Remedial Lessons – Students from all forms, who have difficulties attaining proficiency in the language, will be given remedial lessons after school by external tutors.  This is done to help them cope with learning the different skills and catch up with the rest of the class.

*ZOOM classes will be organized for the students who need help most.

 

Tutorial Lessons – Students in S6 will be given extra help after school so they can do well in the HKDSE.  They will be taught by teachers of the French Department.

S6 students are also offered the possibility to prepare for DELF examination if they wish to continue after their HKDSE examination.

Flipped Classroom – This mode of teaching is practiced by the French Teachers to help our students to be responsible for their learning and to make French lessons more interactive.  Flipped Classroom activities enhance students to be more independent and responsible learners.

 

Inquiry-based Learning –This approach to teaching and learning is employed to empower students to be independent learners so they can find information that could be used to complete work done in class and assignments. Inquiry-based Learning is also used for projects and debates.

 

Collaboration is Necessary to Achieve Our Goals – The school cannot work alone, if it hopes to achieve what is declared in the Mission Statement.  Collaboration with parents is crucial in realizing our goals.  Parents should not hesitate to contact the French teachers if they have suggestion, any concern about their children learning process or if they wish to know more about the French curriculum or the benefits of learning French for their children.

  

Growth mind set approach -French teachers will continue to equip students to identify their strength, self-understanding and self-appreciation in order to develop a positive and Growth Mindset attitude with activities in the class and outside the classroom.

ENGLISH- YEARLY FUNCTIONS, COMPETITIONS AND ACTIVITIES

2022-2023

 

Poster Design Competition

Three of the winning entries

Theme: HOPE

 

3T 09 CHUM Tsz Yuet Jane

 

3T 23 LI Yan Nok, 3T 24 LO Tsz Ching

 

1E 10 CHUNG Yuen Lam, 1E 16 KWOK Sheung Yu

 

 

JC Poetic Heritage Translation Awards 2023 - City University of Hong Kong 

 CHAN Hin Sing Lewis 5M(1)

 

 MI Young Writers Award 2023

Ng Cheuk Lok Adem 3C( 25) - Outstanding (Junior)

 

 

HKYWA 2023 (Hong Kong Young Writers’ Award)

 

Poon Hiu Tung 1B24 - Highly Commended in the Hong Kong Young

Writers’ Award

 

Hong Kong Youth Scrabble Champions Tournament

Ng Cheuk Lok Adem 3C25 – Champion, Best Under-16 player and High Word Prize Winner

 

Inter-School Debates

HKSSDC Grand Finals 1^st Runners up – The Junior Debate Team    

HWANG Taewon Kian (3C 17), SHETTY Disha Deepak (3C 29) and NOVENO Patricia Joanne Crisostomo (3E 27).  Best Speaker Disha Deepak

 

 HKSSDC Grand Finals Champions – The Senior Debate Team

 Amna Iqbal 4D (9), Cyrus Yuen 4D (21) and Noya Ubead 5E (25)

 

74^th Hong Kong Schools Speech Festival Winners

2022-2023
74^th Hong Kong Schools Speech Festival Results

Name	Class	Class No.	Competition	Mark	Award
HUI Wai Yau, Jayla	1B	13	Solo Verse Speaking, S1 Girls	87	First
GURUNG Pristha	1B	9	Solo Verse Speaking, S1 Girls	86	Second
LEE Ka Man, Erin	1E	19	Solo Verse Speaking, S1 Girls	88	Second
Mujeebur Rahman Mubasshira	1C	33	Solo Verse Speaking, S1 Girls	88	First
CHEUNG Tin Yu, Kate	1B	4	Solo Verse Speaking, S1 Girls	87	Third
AISHVEER-KAUR	2C	3	Solo Verse Speaking, S2 Girls	89	First
VAZIRANI Bhavisha	2C	32	Solo Verse Speaking, S2 Girls	87	Second
Ng Tsz Wing, Fiona	2I	28	Solo Verse Speaking, S2 Girls	89	First
KHANUJA Kanak	4H	15	Solo Verse Speaking, S4 Girls	88	First
CHAN Yuen Yan, Yenny	4R	5	Solo Verse Speaking, S4 Girls	86	First
UBEAD Noya	5E	25	Solo Verse Speaking, S5 Girls	85	Third
ARISTAN Samantha Gabrielle	5E	1	Solo Verse Speaking, S5 Girls	86	First
CHUNG Kwun Yin, Elston	2I	13	Solo Verse Speaking, S2 Boys	86	Second
HWANG Taewon Kian	3C	17	Solo Verse Speaking, S3 Boys	84	Third
TAI Ka Ho, Ian	3H	26	Solo Verse Speaking, S3 Boys	89	First
NG Cheuk Lok, Adem	3C	25	Solo Verse Speaking, S3 Boys	87	First
LAM Pui Tsun, Hugo	5P	9	Solo Verse Speaking, S5 Boys	90	First
CHAN Hin Sing, Lewis	5M	1	Solo Verse Speaking, S5 Boys	86	Second
RAI Sayaa	3C	27	Solo Prose Reading, S3 Girls	85	Third
GURUNG Brickcha	3C	12	Solo Prose Reading, S3 Girls	89	Second
TURINGAN Stephanie Gabrielle	5E	24	Solo Prose Reading, S5 Girls	88	Third
PACIS Alexa Vernice Soriben	5W	19	Solo Prose Reading, S5 Girls	84	Third
UBEAD Noya	5E	25	Solo Prose Reading, S5 Girls	87	First
CHAN Charlotte	6T	2	Solo Prose Reading, S6 Girls	86	Third
BALAJI Samridhi	6A	1	Solo Prose Reading, S6 Girls	85	Second
TSANG Wing Ki, Winki	6T	19	Solo Prose Reading, S6 Girls	88	First
ULLAH Ayaan	1C	29	Solo Prose Reading, S1 Boys	86	Second
Chhetri Jeremy Ninsan	1C	3	Solo Prose Reading, S1 Boys	85	Third
ANNAM Vihaan	2C	5	Solo Prose Reading, S2 Boys	88	First
HARTLEY-VEITCH Max S. Chun Hei	3C	15	Solo Prose Reading, S3 Boys	87	Third
CHO Cheuk Wang, Matthew	4H	8	Solo Prose Reading, S4 Boys	89	Second
KHAN Abdul Mahad	5E	13	Solo Prose Reading, S5 Boys	85	Third
BAMUNUSINGHE Kavindu	5E	2	Solo Prose Reading, S5 Boys	85	Third
BRAR Singh Karamjit	5W	5	Solo Prose Reading, S5 Boys	86	Second
RANA Jong Shan	6F	16	Solo Prose Reading, S6 Boys	87	First
VILLAMOR Lester Aaron Antonio	6P	15	Solo Prose Reading, S6 Boys	86	Second
Tse Yu Hung, Richard	3C	34	Public Speaking Solo, S3 and 4	85	Third
RANA Jong Shan	6F	16	Shakespeare Monologue, Age 15 and over	85	Second
SINGH Gurpreet	5W	24	Shakespeare Monologue, Age 15 and over	84	Third
DAS Annesha	6F	8	Dramatic Duologue, S5 and 6	85	Second
LIMBU Taaj	6F	14	Dramatic Duologue, S5 and 6	85	Second

 

 English Builder Series Ranking 2022-2023

 

 Speak Up – Act Out! On Air! Improvised Drama Competition - 3^rd Place

Ng Cheuk Lok Adem 3C( 25), TAI Ka Ho Ian 3H( 26), WAN Tsz Yiu Yoyo 3H (29), LAU Ching Yin Lucas 3T (18), WONG Pak Yan Isaac 3C (36) and MA Yee Man Coco 3E (21)

 

Speak Up – Act Out! On Air! Improvised Drama Competition – 3^rd Place

 

IQBAL Amna 4D (9), Matilde GRAZI (4D (22), BARUA Katrin Kripa 5E (3), MOHAMMAD Hussain 5W (17), RAHMAN Fatema Elisa 5W (21), RAI Yacha 5W (22), AFANDI Jasmine 5P (1) and HUI Wai Yan 5L (12)

 

Hong Kong School Drama Festival 2023/23

Class 4H

Awards for Outstanding Script, Outstanding Director, Outstanding Performer, Outstanding Audio-visual Effects and Outstanding Cooperation

 

The English Debate Team 

 

FRENCH DEPARTMENT

French Teachers: Madame Sinkari (left) & Madame Sasso (right )

 

 

 French Teachers with Principal Ms. Elisa Wong for Cultural Day.

 

 

Sumeet Kaur (6F) and Gurbaksh Kaur (6R) winners of the Dennis and Anne Beaver Foundation Scholarship. 2019-2020 

 

French Club

 

 

French Club Committee 2023-2024

       

  

French Club Promotion Day 2023-2024 

     

 Encounter with parents and PTA representatives on Open Days. 

 

 Discovering French Culture

 

School Virtual Open Days 2020

 

 

 

French Drama. Virtual Open Days 2020 

 

 

 

  

 

Outing with Senior forms to see a French movie.

  

FRENCH TEACHERS

Ms Christelle Sasso-Kalashi	S1,S2,S3 and S4 French
Ms Caroline Gasmi-Sinkari	S1,S3,S5 and S6 French  *Coordinator of French

 

DEPARTMENT STAFF LIST

Name	Classes
Mr Ross Luo	Teaching Assistant Remedial Classes for S.1-S.5 & Enrichment Class S.1
Mr Donald Ward	S.1, S.2  and S.4 English * Assist with the HKU Micro-teaching Programme * Teacher in Charge of ETR
Miss Jeannie Lee	S.2, S.4 and S.6 English *S.6 Coordinator *S.6 Mock Interviews
Ms Nalini Fernandes	S.6 English *S.1 English Debate Club
Ms Iris Chan	S.1 and S.6 English * S.1 Coordinator *Teacher in charge of Reading Awards *Teacher in charge of the Poster Design Competition
Miss Cathy Chan	S.1 and S.6 English and S.4 Literature in English SBA Assistant Coordinator * Teacher in charge of the Student Ambassador Programme
Mr Kelvin Cheung	S.3 and S.6 English *S.3 Coordinator *Teacher Advisor of the Junior English Debate Team
Mrs Sheena Jolly	S.3 and S.5 English *Junior Forms Coordinator *Teacher in Charge of Student of the Month Awards *Teacher in charge of The Literary Society
Mr Alvin Li	S.2 and S.5 English *Teacher in Charge of Writing Competitions * Teacher in Charge of Battle of the Books
Miss Jojo Lee	S.2 and S.5 English *S.2 Coordinator *Festival Assistant Coordinator
Ms Rachel Taylor	S.3 and S.5 English *Teacher in Charge of Speaking, Budding Poets and Scrabble Competitions
Miss Deena Thinakaran	S1 and S4 *Teacher in Charge of Teaching Resources * Speech Festival Assistant Coordinator
Ms Petunia Kingsley	S.4, S.5 and S.6 English * S.4 and S.5 Coordinator * Teacher Advisor of the Senior English Debate Team *Head of Department

 

 

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 and online.

 

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.  Students are also given copies of Reading Lists to encourage them to read extensively.  Parents could read with their children, talk about the books read and buy books for their children to read.

 

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, complete the assignments set for them and motivate them to participate in school activities and competitions.

 

“Education is the most powerful weapon which you can use to change the world.”

 

Nelson Mandela