Comprehensive English learning to equip yourself for the future

Tai Po Old Market Public School Taking "biliteracy and four languages" as the development framework, Principal Zhang Lizhu adheres to the concept of comprehensive support for English teaching and integrates various resources to allow students to deepen their English abilities in a life-oriented and interesting experience. With 5E (Explore, Engage, Enrich, Enhance, Empower) as its core strategy, the school integrates English teaching into multiple subject areas by designing school-based special courses and activities, creating an immersive language environment, and promoting interdisciplinary collaboration to comprehensively strengthen students' comprehensive abilities in English listening, speaking, reading, and writing.

Student-centered 5E strategies throughout English learning

The school implements the student-centered principle and systematically applies the 5E teaching strategy to English teaching at all grades, guiding students to explore diverse topics, actively engage in learning activities, and improve language skills through rich learning experiences.

In the junior primary school, foreign teachers use intuitive and interesting teaching media such as picture books and storybooks to stimulate students' interest in English and guide students to express boldly; in the second and third grades, they carry out cross-curricular reading projects and design a variety of experiential learning activities to help students deepen their English application abilities during exploration.

The senior grade level focuses on in-depth exploration and builds a complete learning chain of "reading-writing-creation-reporting" around core topics such as Chinese culture. Through various forms such as special reports and achievement displays, combined with cross-curricular learning resources, we help students find their own learning methods and fully demonstrate their English learning achievements.

Interdisciplinary integration of English to consolidate knowledge and strengthen application

Principal Zhang emphasized: "Interdisciplinary teaching makes English learning more relevant to life, helping students to connect different knowledge areas closely, understand the practical significance of learning, and lay a solid foundation for learning at the secondary school level." The school has established English general knowledge courses in 2008, which were later adjusted to English science and English humanities. Fixed teaching times are set aside every week, and English is the medium of instruction to help students transition to English-taught courses at the secondary school level. In terms of classroom design, the junior primary school focuses on topics that students are interested in. After teaching relevant content in English classes, cross-subject display activities are carried out, and relevant English readings are provided to guide students to transfer the English knowledge they have learned to life situations, so as to achieve the goal of "thinking, speaking, hearing and using".

In the senior year, the learning horizons are expanded from the personal level to Hong Kong, the country and even the world, with "Cultures Around the World" as the core theme to deepen interdisciplinary cooperation. The fourth grade organized students to visit the Mai Po Wetlands and write travel notes in English around the famous places in Hong Kong, combining the animal conservation knowledge of the Chinese Language and Science subjects and the humanities. The fifth grade students were led by foreign teachers to read books on Hong Kong cultural characteristics, and collaborated with the visual arts department to use AI technology to design Chinese vases and introduce the Hong Kong elements in the works in English. The fifth grade students were arranged to participate in overseas exchange groups in Beijing, Shanghai or Hangzhou, and after returning to Hong Kong, they made a "Lap Book" (folded book) to share their experiences.

In addition, the school also organizes students to participate in the Education Bureau's "Treasure China" course, where they study Chinese cultural materials through inquiry-based learning and introduce the characteristics of each place in English. The school's interdisciplinary English learning covers classroom teaching, outdoor practice, overseas exchanges and other forms, combined with diverse learning experiences, allowing students to naturally contact and use English flexibly in different situations, which not only promotes the internalization of knowledge, but also enables them to master English skills in depth and experience the fun and practicality of learning.

Apply technology to keep pace with the times and effectively improve English skills

Facing the development trend of digital education, the school keeps pace with the times and introduces electronic tools to provide efficient and independent English learning support. For example, the "Lingo tasks" AI learning system is introduced and combined with the "Process Writing" teaching method to guide students to use the system in the editing process of writing, focusing on improving grammar use, vocabulary accumulation and chapter organization skills. In the process of using AI tools, students need to make self-corrections first, and then compare the AI's suggestions to analyze the advantages and disadvantages. The teacher implements a "learner-centered" teaching model by examining students' correction ideas, summarizing common mistakes and explaining them in class.

In addition to AI systems, the school extensively uses platforms such as Padlet and Google Classroom to build a space for peer learning and communication. Students can share English writing on the platform, record real learning situations, and improve their language skills through mutual learning and communication. In addition, the school arranged for senior students to carry out an English webpage production project, collect information independently around Hong Kong characteristics and Chinese culture, practice questioning skills through inquiry-based learning, and cultivate independent learning and problem-solving abilities.

Construct English context and create a display platform

The school is committed to creating an immersive English context, with four foreign teachers and local teachers teaching jointly to create more opportunities for students to use English. The school carries out diversified English activities to create a strong language learning atmosphere, covering students of all grades and abilities. For example, we carry out activities such as English weather reports, karaoke, and campus video shooting to integrate English applications into campus life; we have established nearly 20 English activity groups, covering multiple fields such as story creation, animal ambassadors, and English debates.

In terms of gifted education, foreign teachers lead small project studies, "Reading Circles", science societies, etc. to provide further development space for students with a good English foundation. In addition, the school provides students with channels to express their emotions and record their lives by publishing "Creative Garden" and English anthology, and setting up a "gold list" at the school gate to display the works of outstanding students, and improve their English application abilities in diverse displays.

Integrate educational resources to enrich learning experience

The school actively introduces off-campus professional resources to empower students in their English learning. Over the years, the school has maintained close cooperation with the Education Bureau’s English for Foreigners Education Section and the School-Based Curriculum Support Section to carry out a series of special activities and continue to optimize the school-based curriculum. For example, I participated in the Education Bureau’s “Saying of Wisdom” and won the “Commendable Award” for two consecutive years. Earlier, the school organized students to participate in English radio activities. The students had English interviews with the DJ, shared their English learning process and experiences, and gained valuable display opportunities.

Deepen reading promotion and enjoy reading

In order to promote the culture of English reading on campus, the school has formulated a systematic strategy to recommend designated reading materials for students around different teaching themes, combined with an electronic reading platform and layered reading tasks, to guide students to use reading skills, understand the core of the text in independent exploration, and gradually immerse themselves in the world of English reading. In terms of activities, the school focuses on cross-disciplinary collaboration, cooperating with the Mandarin Department to carry out reading booth games and themed lectures; combining with the Physical Education Department to design reading and practical activities related to resilience; through "Book Character Day", students can become characters in the book, participate in fashion shows and introduce the content of the book, understand the meaning of READ (Resilience, Empowerment, Appreciation, Delight) through the experience, and enjoy the fun of English reading.

Refined manpower allocation to facilitate smooth connection

The school attaches great importance to primary one transition support to help students gradually adapt to the pace of English teaching. In the first grade, ten English classes are arranged every week, with three foreign teachers and one local teacher cooperating in teaching, with flexible division of labor according to different teaching needs: the Phonics course is taught by foreign teachers and local teachers together; the reading class is taught by three teachers in groups, encouraging students to boldly use English expressions. In addition, the school offers a "Doctoral Chinese Language Class" in the summer to help students consolidate their English skills. There are no exams in the first semester, and English silent reading scores in the first eight weeks are not scored, effectively reducing students' adaptation pressure.