課程
學習領域/學科天地英文

 

 

 

 

Welcome to our web site!

This page with bring about a greater insight into the English Language

Curriculum of HKJCC Chan Nam Cheong Memorial School.

AIM & OBJECTIVES

The aims and objectives of our English Language Department is to :

  •  improve the Composition writing skills, Comprehension skills, and Dictation skills of our pupils;

  • incorporate more meaningful activities into our English curriculum to ensure that a task-based approach in undertaken to make learning interesting for our pupils;

  • build pupils’ confidence in the use of the English Language;

  • create an English-learning environment for our pupils.

CURRICULUM

The aims of the English Language curriculum in Hong Kong are as follows:

  • [Under Constrution]

  • to enable every student living into the twenty-first century to be prepared for the changing socio-economic demands resulting from advancement in information technology, including the interpretation, use and production of materials for pleasure, study or work in the English medium.
 

The Subject Target for English Language is therefore for learners to develop an ever-improving capability to use English

  • to think and communicate;
  • to acquire, develop and apply knowledge;
  • to respond and give expression to experience ;

[Under Constrution]

 

(extracted form Syllabuses for Secondary Schools

English Language Sceondary 1 -5 [1999]

Prepared by The Curriculum Development Council,

The Education Department, Hong Kong SAR)

As a special school, ChanNamCheongMemorialSchool has the flexibility to adjust our curriculum according to the needs of our students. One of the specific aims of the Special Education Curriculum is to "develop in children the ability to express their thoughts and feelings through speech or other modes of expression. " (Guide to Curriculum for Maladjusted Children, 1998)

 

The existing curriculum in Hong Kong is academically-inclined with emphasis on cognitive development and less consideration on pupils’ individual needs, abilities, interests, potentials and developmental history. Apart from this, personal and social development, self-understanding and various levels of life skills training have not been explicitly included in the curriculum as a unique subject. Therefore, when planning the curriculum for maladjusted children, their special needs should be taken into consideration. Besides the basic academic and cultural subjects, there should be appropriate weighting of learning areas in personal and social development. 

 

Thus, in planning for the English Language Curriculum for our school, we have decided to make the learning of the English Language fun with many activitiesas possible to dvelop each individual’s potentials. . The department adopted the text book, English Today - A Task-based Approach for our Form 1 to Form 3 pupils. The many tasks and activities found in the text book were challenging, interactive and educational. We had also planned many other activities throughout the entire academic year to make learning a continual process for our students.

 

One of the main features of our curriculum is to have 2 periods a week per class of co-teaching. The Native-Speaking English Teacher is to conduct Oral and Listening Skills with each class. The role of the local teachers in the class is to assist the NET when the pupils are unable to comprehend or understand what is taught to them, and also to handle any disciplinary problems that may arise. This arrangement has proven to be useful for our situation and it has seen success in the academic year 2000/2001.

ACTIVITIES

  • HK Speech Festival 2017

Sep - Dec 2017

  • English Handwriting Competition

Oct 2017

  • Chinese-English Vocabulary Quiz - Topic: National Education

Jan 2018

  • Word-Forming Competition

Mar 2018

  • Visit - Interview the Tourists

Apr 2018

  • Form 1 Project-Based Learning Topic: My Favourite Sport

May 2018

  • Form 2 Project-Based Learning Topic: My Favourite Sport

May 2018

  • Form 3 Project-Based Learning Topic: My Favourite Sport

May 2018

  • English Board

Sep 2017 - Jun 2018

  • After-school English Remedial Classes

Oct 2017 - Jun 2018

  • Recess English Activities

Sep 2017 - Jun 2018

NET

A NET EXPERIENCE

I first came to visit Hong Kong in 2005 whilst I was working as the special needs manager for a large international school in Bangkok, Thailand. I had always wanted to live in Hong Kong but it was not until January 2015 that I decided it was “now or never”.

I applied and was accepted on the NET scheme and started work in a school in Tuen Mun in September 2015. However, whilst I liked the school I had spent most of my teaching life working with special needs and particularly boys with social, emotional and behavioural problems in England and I missed that challenge.

[Under Constrution]

I have now been working at the school several weeks and am in the second week of teaching pupils at the school. My first impressions of the school have proven accurate with all the staff being very helpful, friendly and supportive. I teach with Chinese teachers in my class and am learning from them about the standards and expectations of teachers in the school.

The children have social and emotional difficulties and this can present as very challenging behaviour particularly at the start. I am teaching a subject many of the boys don’t understand or have had poor experiences in. I have had to be patient and sympathetic to this whilst still trying to teach and expecting good behaviour. I have found that as the boys are getting to know me they seem more relaxed in my class and are listening more. Some of them have a real desire to talk to me and this is really heartening for me.

Yesterday I was sick and at the start of class I drew a picture showing me being ill. The boys provided the words to the picture and I said I was sorry to have not seen them. We then carried on with the lesson. All the boys were well behaved and listened which was a bit different from last week’s lesson. I asked what the difference was and they told me they wanted to be kind to me because I was sick! I thought this was really nice and showed that building good relationships and having a sense of humour is so important.

It is early days but I feel very positive. I hope as the year progresses pupils will continue to grow in enthusiasm and communicate effectively and confidently in English.

Lee Ferguson

NET teacher from England

September 2017

 

 

TEACHERS’ REMARKS

Ms Ms Lam Siu Pui
Form 4 Co-ordinator
Form 6 Co-ordinator
Panel Chairman

It’s really a challenge to be an English teacher in this school. Due to the students’ previous schooling experiences, many of them have a poor foundation in English. There is no single way to motivate them to learn. The most important thing is for us to encourage them to participate in class.

 

   

Ms Tai Cheuk Ying
Form 1 Co-ordinator

The greatest challenge in junior forms is tackling the behavioral problems during the lessons. Sometimes they are co-operative and they can finish tasks. However, if some students are out of control during the lessons, teachers may need a lot of time to deal with the students. Therefore, teachers need to be very understanding and build a good relationship with students in order to make a better lesson.

   

   

Mr Ho Sui Keung
Form 2 Co-ordinator
Form 4 Co-ordinator

Form

 I joint this school as an English Teacher on 1 Sept 2009. The teaching environment can give me a lot of excitement in teaching. This is because most students are very active so that the daily teaching plan for each class is different, in order to cater for the requirements of each class. In my viewpoint, learning and teaching are both important elements in the design of the lesson plan for every class.

 

 

   

Mr Fung Ka Leung

I enjoy being an English teacher in this school. Many students like to learn English by reading books, watching TV programme, writing diary and talking with the teachers, including our NET. Many students enjoy English activities, so they can learn effectivly and happily.

Reading Programme

Form 3 Co-ordinator

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