Po On Commercial Association Wong Siu Ching Secondary School

 

Name of Awarded Teacher  :  Lo Yuk Fong

 

Outstanding Performance in Curriculum Design and

Implementation in Junior Forms

 

Introduction

English is learnt best through maximum exposure to an English environment, both inside and outside the classroom.

To enable maximum exposure, I strongly advise students to read as much as possible. Reading plays an important part in the curriculum.  Continuous reading helps to improve students’ English proficiency, but class time is very limited.  Many of our students have benefited from the Extensive Reading Scheme since its implementation.  The scheme is individualized and students can do a lot on their own, reading at their own levels and pace.  They are encouraged to take the books home and read anywhere and anytime they want.  To make the scheme a success, teachers’ monitoring and support are of vital importance.  I encourage them to set targets and record their work systematically in their exercise books specially designed for this purpose.  I reward them publicly if they have done well.  Peer influence and competition are valuable motivators, driving many students to work hard.

Besides the Extensive Reading Scheme, I encourage my students to read English newspapers.  Reading the newspaper not only raises students’ awareness of current events in Hong Kong and other parts of the world, it also takes them outside the classroom.

As newspapers can be intimidating, initially I read with my students in class.  Later, I advise them to read at home as well.  I find it worthwhile to start with something easy and interesting.  Students always have great fun reading the comic strips or working on the word games.  In order to promote reading English newspapers in Form One, I have also prepared the ‘Siu Ching Morning Post’.  It is a ‘newspaper’ including articles, letters, from different sources and follow-up exercises.  By doing so, I can choose the right reading materials for my students  in terms of length, variety and level of difficulty.  In addition, the exercises can be interactive and serve different purposes.  For example, open-ended questions can be added to invite students to express their opinions or feelings on current issues.  Students can also be encouraged to read online when related websites appear on the newspaper.  The assignments can also help to consolidate language items taught.  Besides written assignments, they can be turned into oral activities, for example, role-plays or debates as well.

As a teacher of English, I have tried my best to provide an English environment, especially in the classroom.  However, many students are afraid of making mistakes.  They just keep quiet and are tongue-tied.  The phobia of making mistakes hinders their learning process.  I inculcate in my students that making mistakes is unavoidable.  I also try to create a learning environment where risk-taking is encouraged because students learn a lot from their own mistakes.

Very often, teachers find it difficult to get students speak up, even in oral lessons.  In recent years, I have tried ‘Jazz Chants’ with my Form One students and they have enjoyed the lessons very much.  Jazz Chants introduce students to the characteristics of spoken English, including intonation, stress and rhythm.  With careful selection of the right chant, the oral lesson can be turned into a multi-purpose one incorporating listening and revision of language items.  In order to build up students’ confidence to speak in public, we encourage every student to take part in the ‘Lunchtime Show’.  Students perform in English in different ways, including drama, simulation, demonstration, tongue-twisters and so on.  Students enjoy it very much as there is great fun.  It provides a valuable chance for students to work closely together, too.

I continuously modify my teaching strategies to improve the quality of teaching.  It is hoped that all my students will enjoy every English lesson and continue learning English on their own beyond the classroom.

 

 

Remarks of the Assessment Panel

Ms Lo is a dynamic and resourceful teacher who sets clear objectives for her lessons.  Her lessons are well-organised, lively and interesting and her teaching style interactive.  She gives clear instructions for her students to follow and monitors their progress closely.  In charge of the Form One language curriculum, Ms Lo makes very sensible use of the coursebooks, selecting only topics she finds interesting and relevant to the students.  Apart from making use of the set textbooks, she also supplements her curriculum with interesting learning materials.

Ms Lo is a highly committed and competent teacher who is eager to improve her teaching practice.  Her readiness to try out innovative teaching ideas and her contribution to the language development in the school are commendable.