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1 | Name | English Name | Proposed Topic for Assignment (Individual Teaching Plan) | Possible Subtopics | Student Comments (Explanation or Justification of Topic, Planned Activities, Possible Text types, Materials, etc) | Textbook Reference (Title, Publisher, Year of Publication, Target grade level, page numbers) | Instructor Comments | |||||||||||||||||||
2 | 1 | DHAR, ISHA ADITI | Isha | Movies and genres, reviews | introduction to genres, elements of a film, role-plays, film reviews, planning for a film week at school | Movies are a popular topic for young students. It is a good starting point for a useful discussion, exchange of views, a learning some meaningful vocabulary and grammar. It would give the students a good opportunity to express their personal ideas and learn from fellow students' experiences. 1. The initial lesson would begin with a general discussion about: your favorite film; a recent movie that you have watched; do you prefer watching films in cinema or at home. The teacher would then try to elicit different components of a film: narrative, cinematography, mise-en-scene, sound, and editing. Then the teacher would show different pictures to students portraying different genres, and try to elicit the names of different genres from students. The teacher would use the worksheet to teach movie vocabulary and have SS talk about movie genres. Teacher would disclose more details about relevant genres and then have students do the related matching activity in pairs. They can also write their own sentences and then in groups, have a conversation. Finally, there would be some movie genres-vocabulary enhancing activities(crossword, matching activities), and making simple sentences with target words such as soundtrack, plot, theme, blockbuster etc 2. Grammar in context lesson, wherein teacher would teach passive voice, adjectives, and use of participles as adjectives to students, through authentic movie-based texts.Students try to decipher the rules for using passive voice and find out differences between passive and active voice. Teacher can then elaborate more on the appropriate form and structure. Students would be given another authentic text to try to highlight use of participles as adjectives. 3. Third lesson would be a reading lesson that starts with schema building activities and watching a movie trailer. The main portion of the lesson is a reading comprehension, wherein students would be given a modified version of an authentic movie text, in the middle of the lesson. Initially, they would have to complete a jig-saw reading activity and decipher the order of the movie review. After that, the teacher can disclose the actual order of the text. Following this, students can individually complete writing the answers to the questions and then discuss with partners. This would be followed by a whole-class discussion. They need to read and re-read the text for key vocabulary and pointers to answer questions. Finally, it would end with a speaking activity to practice speaking about movie reviews from students' own experiences and from what they have learnt in the lesson. They shall engage with their partners for discussions and then have pair-wise presentations for whole-class interaction and knowledge. (80 minutes) 4. The fourth lesson would start with teacher giving worksheets for character name and face matching (of a particular movie) and then character description, related to a particular movie. Students plan a summary of the target movie by arranging the jumbled up sentences about the movie in the correct order. This would be the starting point, and eventually they would plan to write a movie review on their own by reading a sample movie review provided to them. This would be followed by an extensive listening activity, where students would hear 4-5 speakers talk about their favorite movies and their reasons for liking/disliking a movie or a character. This would be followed by a matching task related to the audio, an understanding gap fill. The teacher can extend the listening task by introducing a dicto-gloss element. Students would hear the extract and then reconstruct it into their own words, using simple present tense, and simple passive and suitable adjectives. They can even work in groups to complete this task. This would be then followed by group presentations. 5. The focus would be more on individual role-plays and presentations. Teacher would initiate students into role-plays, by pairing up the students, and giving them a background and situation. Also, the teacher shall provide 4-5 groups some picture cards-cues of different situations related to movies. Students have to put the pictures together to build up an interesting story. They need to write down the whole story (200-250 words), and then one representative from each group would come out to read the story aloud in front of the whole class. The best story chosen would get a special prize by the teacher. Students can add on their own details to the story, to make it more interesting. To finish the lesson, teacher will provide some worksheets for students to re-check their understand of movie-related vocabulary, and some easy inferencing questions. 6. The theme of the final lesson would be talking and writing about a film of the student’s choice, and thereafter planning a film week at their school. They would first make a poster about their favorite movie with relevant details. Next, the students would design a poster in groups to plan a film week at their school. They may include: • What activities would be included in the film week (film showing, director’s talk, film making workshops) • Who would be the main organizers and sponsors of the film week • Where the film week would be held at school (school hall, English corner) • Any other details Materials used: student worksheets, Teacher PPT, listening audio about people talking about their favorite movies, flash-cards. | Target grade level: F-2 Internet websites: British Council online resources on movie reviews; https://www.englishlessonplanner.com/plans/4672 http://film-english.com/2010/12/05/favourite-films-of-all-time/ https://www.educationworld.com/a_lesson/writing-bug/what-is-your-favorite-movie.shtml Books: Cambridge OBJECTIVE KET, Cambridge University Press, 2011, Pages 50,51, 54 | |||||||||||||||||||
3 | 2 | KWAN, WING SUM | Crystal | Entertainment parks | - In Hong Kong - In U.K. - International | Explanation of topic: My teaching unit is about entertainment parks, so some parks in Hong Kong, U.K. and other countries will be included. As there are 6 teaching packs (reading, writing, listening, speaking, grammar and vocabulary), one entertainment park will be explored in each teaching pack. Planned activities: Reading- Write down what to expect in entertainment parks--> Read a text about the entertainment park--> Comprehension exercise--> Discuss the exercise’s questions Writing- A piece of leaflet writing is provided to discuss what to ‘recycle’ in writing entertainment parks--> Class sharing and lecturing in the ideas, structure and sentence pattern in the leaflet writing--> Finish a leaflet writing Listening- Teach the related vocabulary of entertainment parks as preparation--> Do the listening exercise--> Discuss answers in groups--> Discuss answers as a whole class Speaking- Teach related vocabulary of entertainment parks--> Discuss in groups--> Share discussion ideas and teach as a whole class Grammar- Compare 2 sentences (1 with modal verb and 1 without it) and identify the modal verb --> Discuss in class--> Complete grammar exercises--> Teach and discuss answers in the class--> Write their own sentences with modal verbs under the topic of entertainment parks in a short paragraph--> Discuss in groups and as a class afterwards Vocabulary- With different scripts of entertainment parks given, 2 students in a group have role-play (1 is the entertainment officer and 1 is the visitor) and ask each other questions--> With the written notes, students with the same role discuss answers (6 students in a group) and reconstruct the whole script--> Discuss answers as a whole class and teach the new vocabulary | Life Intermediate (Hong Kong edition), Cengage ELT, 2018, Secondary 3, pages 9- 20 | |||||||||||||||||||
4 | 3 | LAM, YAN YIN | Rebekah | Cultural heritage of Hong Kong | 1) types of cultural heritage 2) historical background (original purpose/ usage) 3) components (what it's made of/ is involved) 4) application (where, when & how to use it) 5) preservation | Explanation of topic: Inherenting long history and development of China, Hong Kong has much to showcase. The teaching package is hoped to draw students' interests on the rich culture and customs of Chinese. Planned activities: Reading: Writing: Listening: Speaking: | ||||||||||||||||||||
5 | 4 | LU, SI | Lucy | Popular Culture in Hongkong | Food Delivery | |||||||||||||||||||||
6 | 5 | THINAKARAN, DEENA RAVI | Deena | Superheroes/Villains | Personality traits, vocabs linked to fiction | Superheroes and villains are something which could be known in most households. Also, in recent years, there are is an increase of these films and the introduction of various characters which would be of interest of junior form students. | ||||||||||||||||||||
7 | 6 | WONG, CHIK YAN | Cherry | The rise of social media | social media (cause, impacts, solutions) | Both topics are too broad. You can focus the second one on some specific aspect of technology. | ||||||||||||||||||||
8 | 7 | YU, JINGSHAN | Sammy | 1. Environment change and its effects on HK | 1. Climate change, typhoon, its aftermath, the effectiveness of certain actions, e.g.no plastic straw or bag, its implications for us, teenagers in particular; 2. social networking websites/apps, e-learning, e-book, etc | 1. With students experiencing a ‘super’ typhoon not long ago, climate change and its negative effect is no longer invisible to students. Therefore, it’s the right time for students to learn about this phenomenon and what changes it has brought about. Reading articles in newspaper, blog, magazine will be introduced to students to hone their reading skills, as well as group discussion strategies will also be introduced to help students to conduct it. | Pilot’s NSS English Language. Teach & Practice for the HKDSE Paper 1 and Paper 2, Hong Kong: Pilot Publishing Co. Ltd. 2009. P. 79 | |||||||||||||||||||
9 | 8 | AU, CHING SHAN | Anthea | Pet keeping in Hong Kong | 1. The best companions 2. Be a responsible pet owner 3. Adopting, no buying! 4. Free lives from suffering - animal rights | Explanation of topic: Pet keeping has become a trend in HK. However, the problems of pet cruelty and stray dogs and cats are not rarely seen, and most teens do not have a correct idea on pet keeping. After this unit, students are expected to: i) understand the phenomenon of pet abandon and pet cruelty in Hong Kong, ii) build up a sense of responsibility as an owner and a citizen, and iii) show respect to animal lives after having a basic understanding on the theme of animal rights. For language learning, student will be able to: i) review the use of different tenses, ii) build a list of animals and pets-related vocabularies and phrases, iii) revise the use of modal verbs, and iv) understand the structures and principles of Conditional Type 2, and identify the difference among Conditional Type 0, 1 and 2. Planned activities (S.2 ss): i) warm up worksheet “Understanding your pets” (VOCAB BUILDING+ SENTENCE WRITING) - a matching table for students to link different pets (i.e. dogs, cats, hamsters) with corresponding body parts (i.e. fur, claws) and features (i.e. barking, purring) - a sentences completion task using Conditional Type 0 (e.g."If a cat purrs and looks relaxed, it is happy.) and Type 1. ii) "8 myths about companion pets" (VOCAB BULIDING + READING) - a fact folders worksheet to increase students interests and awareness in animal issues by giving studnets some impressive facts about pets (i.e. Are dogs colour blind? Can cats taste sweetness?). It helps improve students understanding of the physical difference between humans and animals so as to build a sense of animal caring. iii) “How to be a responsible pet owner?” (SKIMMING and GROUP DISCUSSION) **understanding pet issues in individual level** – an article about pet owner's duties will be distrubuted for reading first. Then students will have to discuss with their groupmates what a responsible owner should do to keep their pet in good health condition in the stages of puppyhood, adolescence, adulthood and seniority. The ideas (from both the article and their own thoughts) should be written in a A4-size notecard and presented in sentences using modal verbs. iv) NEWS ARTICLE reading – stray dogs problem in Hong Kong (READING COMPREHENSION) **understanding pet issues in social level** – students will get information about the reasons and seriousness of the above-mentioned problem in Hong Kong. Problems of dog factory for commercial purpose and companion pets abandon will become the main focus. It helps students to be aware of the issue of animal cruelty in Hong Kong. v) “If I were a stray dog, …… ” (WRITING) – an imaginary topic related to stray pets which students have to imagine themselves as a stray dog in a modern city like Hong Kong and finish the passage by using Conditional Type 2. Before handing out the writing piece, a video about stray dog and pet abandon (most probably the world from a stray dog's perspective) will be shown in class. Students are expected to summarize the ideas learnt in previous lessons and think about the needs of homeless dogs. vi) SPCA VIDEO showing the issue of sheltered dogs in Hong Kong (VIDEO-PLAYING and GROUP PRESENTATION) **understanding pet issues in community level** – The video will present the real situation of dogs in NGOs. Students can have a brief knowledge about the goals of animal protection NGOs in Hong Kong. Students will have to brainstorm possible ideas for dog adoption promotion in school-level before being introduced to a more sophisticated political term - animal rights. vii) "The importance of animal rights" (READING) **understanding pet issues in international level** - compare the situation of animal/pet related legislation among different countries and cities and introduce students the norms of animal rights. Positive values like respecting all kinds of lives, conscience repsonsibility and anti-cruelty will be presented. The importance of animal rights in a civilized community/world will be addressed. | 1. New Treasure Plus 1A, Oxford University Press. 2010 (Unit 3: Sweet friends pp.51-65) S.1 2. New Treasure Plus 1A (Second Edition), Oxford University Press. 2017 (Unit 4: Animal friends pp.93-124) S.1 3. Longman Reading Anthology 2 (Red Series), Peason Education Asia Limited. 2012 (Unit 8: Coconut crabs pp.44.49 + Unit 20: Sharks pp.118-123) S.2 4. Longman English EDGE JS 2A, Peason Education Asia Limited. 2017 (Unit 4: How do animals communicate? pp.64-67 + pp.71-75) S.2 | You've included enough detail to make the "Pets" topic more suitable for secondary students. Just be aware that this topic is often quite boring and not age-appropriate for teenagers or adolescent stduents. | ||||||||||||||||||
10 | 9 | CHAN, CHUN HO | David | Reality TV Shows & Celebrities | 1. Types of Reality TV Shows 2. Production of Reality TV 3. Reality TV: Attractiveness and Controversies 4. Reality TV Celebrities | Target: F.3 students Planned Activities: - Watching video clips of reality TV shows - Students speak about their favourite reality TV shows - Teacher conducts a short survey about students’ viewing habits - Students read texts about different reality TV shows. - Introducing some famous reality TV celebrities and their stories - Students take part in a discussion about the positive and negative aspects of reality TV shows - Writing proposal Possible text type: Feature Articles Proposal TV Show Review Materials: PPT, video clips, student W.S. | This topic is too common throughout the curriclum. It's too general - not focused enough on coherent cultural, historical or anthropological issues that would be more appropriate for secondary students. Reconsider the topic or narrow the focus. | |||||||||||||||||||
11 | 10 | CHAN, YING SHUEN | Isabella | A Multilingual Internet? | learn different vocabularies about digital communications | Teacher explains new vocabulary and phrases from the text ‘A Multilingual Internet.’ Planned activities: (Target:S3 students) Activity 1 (Pre-reading): Discuss what kinds of social media platforms do students use nowadays. (group task) Materials: show students different picture cards which include icons of social media platforms Activity 2 (While-reading): Use iPads in class to browse English learning websites, conduct a research on using social media sites Materials: picture cards, memo stickers, A3 papers for drawing mind maps, worksheets, iPads (individual task) Activity 3 (Post-reading): Discuss with students the convenience and advantages of multilingual internet. Students give presentation and write on the blackboard. Materials: blackboard | Upstream, Upper Intermediate B2+ (Express Publishing, 2007, page 8-9) | |||||||||||||||||||
12 | 11 | CHEUNG, KING LUN KIRIN | Kirin | How indispensable technology is to our lives? | 1. The benefits and harm brought to the society by technology development 2. Let students know that techinology is a double blade sword | Target: Form 3 students Explanation of Topic: - Some say that the rise of technology benefits the world becuase of its application to pharmaceutical industry and other fields, yet some say that it does more harm than good because it causes internet addiction. In this Unit, we will take different voices into account and let students decide which stance they prefer taking. Proposed Activities: 1. Reading: - An Article about the role texting plays in language change (i.e. using abbreviation while texting) 2. Writing: Argumentative Essay: Given that the E-sports industry is such a lucrative one, which generates millions of dollars of revenue a year, and still growing. Do you agree that schools in Hong Kong should set up a subject dedicated to equipping students to engage in the E-sports industry (i.e. as professional players, commentator, caster, backstage, etc)? 3. Listening: TBC 4. Speaking: - Role play: Students will be in groups of 4 members, they will take up different roles, such as parents, teachers, E-sports team manager and professional E-sports players, so as to debate whether E-sports is beneficial to the society from various perspectives in the long run. Possible Text types: - Interview script - Newspaper/ Magazine Article - Blog entry - Argumentative Essay | Ok for some lessons, not a whole unit. Consider a slightly broader topic that will explore other aspects of online culture besides only sports. | |||||||||||||||||||
13 | 12 | CHIVA, JOHN ANTHONY | John | Planning and delivery of a TSA presentation. Student skills to focus related to the grading criteria and include: the physical skills in presenting, organisational, vocab ect.The topic is, 'Performing Arts Night' | Body language when presenting: Posture; gestures; facial expressions and eye contact. | TSA from 'Longman Activate Js3B'. Topic fits with SOW this term. Group work on vocabulary, ability to generate reasons and examples with a focus on ‘ideas and organisation’. Materials: Plickers cards, postit notes, PPT, timer, handouts, laser pointer and black board. Activities individual planning, group work and presentation; teacher guided with regular feedback and assessment of its application to students work. | Longman Activate JS3B', Peason, 2012, 2nd ed. secondary 3, page 17. | I changed it yesterday. How is this? Can I speak with you tommorrow? Sure, let's discuss it. | ||||||||||||||||||
14 | 13 | CHOW, LAI PING KENNIE | Kennie | 1.Teenage Obesity/2.Housing Problem in HK/3.Mental Health Problems Which one will you choose? Include 'Possible Subtopics' and some lesson ideas in 'Student Comments' | 1.teenage obesity: an increasingly serious / expanding health problem.(1) the definition of obesity (2)the (common)causes of obesity(3)the living habits of the obese(4)implications: let students understand the possible harms of obesity | Reading: Oxford textbook/news clippings/magazines/.articles2.Writing:Questionnaires, interview scripts, in.group work for collecting obese' living habit(3)Speaking:Group presentation/role play(TBC)Listening:youbtube/videos etc | Oxford English 1B(Teacher's Ed.) 2014/Oxford English 2B(Teacher's Ed.) 2014 | |||||||||||||||||||
15 | 14 | CHU, WING TUNG | Erica | The World’s Greatest Innovators | 1. Learn to appreciate and understand innovators’ contribution to humanity. 2. Develop interest in innovation 3. Learn to be a innovation aligned with | Grade S3; Longman Js3B with focus on LaC align with STEM. Group work: Presentation of their innovations. Writing:(Short): Facebook profile about an innovator; (Long) My innovation. | Longman English EDGE JS 3B, Peason Education Asia Limited. 2017. Listening Task: https://www.youtube.com/watch?v=yXcPa_MoGpg&feature=youtu.be | |||||||||||||||||||
16 | 15 | FAN, LAI LAM | Agnes | 1. Popularity on Internet | 1. How to start a vlog? 2. Famous Youtubers 3. 'Glamorous' life on Social Platforms | Target students: S1 Reading (Text type): Article Blog Entry Listening: Radio program Interview Writing: Article Vlog transcript Grammar item: TBC Spaeking: Read the vlog transcript | Longman English EDGE JS1B, Pearson Education New Junior Thematic Anthology 1, Set B, Oxford Developing skills Grammar and Usage, Set B, Aristo Performance Plus 1, Pilot Publishing Company Ltd | |||||||||||||||||||
17 | 16 | FENG, NIANNIAN | Alice | Animals are Friends | 1. Animals around us (pets) 2. Animals at large (wild animals) 3. How to protect and get along well with our animal friends on the earth | Target Grade Level: F.1 Explanation of topic: Animal is a part and parcel of our life. Pets are members of our family, however, wild animals are also members of family "the earth". Thus, students need to learn more about wild life and their living conditions, which is closely related to human activities. Planned activities 1. Warm up: introduce topic, show Ss a video clip of lovely pets. 2. Speaking: do an interview in pairs ( "What pets have you ever raised any pet?" "How do you like your pets?" "Why do you keep a dog?") 3. Reading: read "Ten reasons why dogs are man's best friends" (vocab building, reading comprehension) 4. Writing: learn how to write a diary, "My dog, my buddy" 5. Listening (extensive knowledge): "For Animals, Plastic Is Turning the Ocean Into a Minefield" 6. Collaborative learning(integrated skills): the outcome is designing a poster related to the topic "less plastic, better planet" 1) 4 in group, each one is distributed a piece of reading material 2) discuss in group, get over information gap/opinion gap with the help of each other 3) Extract 3-5 key points from reading materials, and design a poster with them. | New Tresure Plus 1A, Oxford University Press, Unit 4 Animal friends, F1, pp.93-105 | This is a primarly level topic, not appropriate for secondary students. | ||||||||||||||||||
18 | 17 | FONG, TING | Renee | Dating in secondary schools | Possible reasons for such phenomenon Pros and Cons of dating in secondary schools Possible solutions to this controversial issue | Target Grade Level : F.4 Explanation of topic: Those who start dating in secondary schools are usually as labelled as ‘bad students‘. Is it true? By digging deeper into this controversial social issue, student are able to give their reflection on it and convey their opinions with all the given reading materials and information gathered by themselves. Planned activities A) Reading 1. Introduce the topic by going through different articles in the textbook concerning dating. 2. Reading the articles helps build up students' vocabulary on the topic. 3. Students learn the sentence structures and grammar items from the articles. 4. Teacher can introduce more language input to prepare them for their writing task on the same topic. B) Writing 1. Idea generation - Worksheets for students to voice their opinions on the topic and to understand why they have to learn and dig deeper into the topic. 2. Proliferation - Students get to share their opinions with each other in groups to gather more ideas on the topic before searching for information and statistics to support their ideas. They then move onto the planning part of their writing. 3. Improvement - Students write their drafts before working on the writing task. The teacher will show them good and unsatisfactory work after marking. They get to learn from their classmates and finally work on the writing task. 4. Possible text types - Article, Letter to the editor, Email, Poster, Speech, Argumentative Essay, etc. C) Listening 1. Introduce ways of presenting numbers and other statistics to ensure that students know how to show their findings in their writing task in order to support their ideas. 2. Teach students how to predict information by analyzing the questions before listening to the recordings. It helps with the writing tasks in paper 2 and the integrated tasks in paper 3. D) Speaking 1. With the work and langauge input in reading, writing and listening lessons, students will be more capable on idea generation. 2. Presentation and interaction skills will be taught in speaking lessons to ensure that students are able to present their ideas on the issue verbally with confidence. 3. Student will work in groups and will be given past DSE papers to practice their speaking skills in lesson. Peer evaluations will be an important means to help them realize their strengths and weaknesses in this paper. Materials needed 1. Worksheets 2. E-learning tools and applications (e.g. Computer, Google search engine, Website of newspapers, PowerPoint, etc.) 3. Textbooks and E-books 4. Past HKDSE papers | 1. Ignite Reading and Writing Skills for HKDSE (Book 4, for Secondary 4) (Unit 1: Hand in Hands) 2. Ignite Reading Question-Answer Book (Book 4, for Secondary 4) (Unit 1: Hand in Hands) 3. Ignite Writing Question-Answer Book (Book 4, for Secondary 4) (Unit 1: Hand in Hands) 4. Ignite Reading-Writing Builder (Book 4, for Secondary 4) (Unit 1: Hand in Hands) (2015 Edition, Published by Pearson) 5. Macmillan English Grammar In Context (Essential)(Published in 2018 by Macmillan) 6. Developing Skills Connect Grammar Book 1 (For Secondary Learners) (Published in 2017 by Aristo) 7. Developing Skills for HKDSE Listening and Integrated Task (Book 4 Set A) (Published in 2015 by Aristo) | Choice of themes, texts, activities etc must be age appropriate. Friendship can be a topic for any grade or maturity level, but it is often presented in a simplistic way more appropriate for primary students, so try to avoid that. | ||||||||||||||||||
19 | 18 | LAU, HIU LAAM | Serena | Bullying in school | 1. interpersonal relationship; 2. personalities and characteristics of people; 3. possible ways to deal with bullies | Target grade: S. 2 students with weak English ability; Justification of topic: relationship in teenage years can be rough for students, apart from teaching students the relevant phrases or vocabularies to describe the situation, this unit should be able to provide the opportunity to their own experience as well | ||||||||||||||||||||
20 | 19 | LI, LAI NA | Natalie Li | Being Your Own Master with Money (Junior Secondary Money Management) | 1. Teaching children about "needs" and "wants" 2. Understanding different types of electronic money 3. Traits of a money smart child | Explanation of Topic Hong Kong Teenagers love to shop. Stores are everywhere and we love a little retail therapy. This means lots of spending decisions. There is more to spend on than ever before, and kids can make costly mistakes. Sound money management skills are therefore essential, especially for school children faced with so much choice. Planned Activities Grammar: Learning the modal verb ‘should, must, ought to’. Vocabulary: Learning words of different expenses through ‘Laisee Money Budget Planner’ and to distinguish ‘want’ and ‘need’ Need (essential): food, clothing, shelter, education Want (non-essential) Shopping: toys, comic books, TV games, Gadgets, outfits/clothing, ect. Leisure expenses: Sports activities, interest class, traveling, Concerts, ect. School needs: stationery, study tours, reference books/reading materials. Writing: Imaginary Writing through using some adverb (Firstly, Secondly, thirdly) Students are taught to "Divide Money Into Three Parts" to learn the concepts of "Save", "Spend" and "Share". Title: One day, you are the winner of lucky draw, and get $1000,000 dollars, what is your plan? Speaking 1. Four students in a group 2. For the first part, students interview with each other for (a) Where does the money come from? (b) Where do you spend money for? List out some example (c) Do you have any saving goals? 3. For the secondary part, group discussion (a) Students need to discuss on the topic ‘Traits of being a money smart students’. (b) A representative from each group will share their ideas to other students. Reading Understanding different types of electronic money 1. Octopus card 2. EPS 3. Credit card 4. Ali Pay, Wechat Pay, Apply Pay & Samsung Pay Sharing some news articles about ‘e-wallet’ in Hong Kong | Longman English Edge JS2A | This topic is too general and overdone. If you want to choose an environmental-themed topic, it must be more focused and age appropriate. Please have a look at the blogpost giving guidance on choosing topics again. | ||||||||||||||||||
21 | 20 | LI, TING FUNG | Jimmy | Giving a Helping Hand to Local People | What are the needy people in our society? What difficulties are they facing? What fundraising activities are common in Hong Kong? Why do we need to help the needy people in our society? How can we promote "lending a helping hand" among people in Hong Kong? | Explanation or Justification of Topic: This unit provides students an opportunity to raise their awareness of different needy people in Hong Kong, enabling them to develop a sense of sympathy and empathy. They have to think about their difficult lives, trying to put themselves in others' shoes. They would be even guided to reflect some "dark sides" behind such a prosperous city like Hong Kong. Planned Activities: Students are expected to complete several tasks for this unit. (A) A poster design (warm-up); (B) A proposal writing to the school principal/ a charitable organization about a fundraising event (writing task); (C) A TV news report activity (role-play as interviewers and the needy people in Hong Kong- asking about their lives- speaking task). Other activities also include matching, guessing, jigsaw reading, etc. Possible Text types news articles, reports (e.g. about the living standard or problems of the needy people), different charts/bars showing statistics Materials worksheets, teaching PPTs, etc (all are prepared by the teacher) | New Treasure Plus 2A or 3A | Topic two is better unless you focus topic one more, such as on 'knowing our cultural heritage in HK'. | ||||||||||||||||||
22 | 21 | LI, YUELIN | Iris | Amazing Experiences | 1) world-class amazing experience 2) your own amazing experience | Target students: F.1 Explanation of Topic: By showing a lot of pictures describing amazing experiences, T introduces the topic of amazing experiences and gets students to talk about some more amazing things that people do. Planned activities: 1. Discussion: What was the last exciting or unusual experience you had? What did you do? How did it make you feel? 2. Watch a video clip relevant to this topic 3. Reading activities: Analysis of two texts about amazing experiences by group work 4. Write a story about one's own amazing experience 5. Grammar items taught in context relevant to this topic Possible text type: Blog entry Newspaper articles Materials: PPT, Worksheets | Target grade level F.1 Longman English Spark! Pearson Education Asia Limited 2017 Unit4 | This topic is too general and overdone. If you want to choose an environmental-themed topic, it must be more focused and age appropriate. Please have a look at the blogpost giving guidance on choosing topics again. | ||||||||||||||||||
23 | 22 | LIANG, YIN | Peggy | International students and Culture Shock | Spark! JS3B, Pearson,Unit 8 Culture (pp.61-80) | |||||||||||||||||||||
24 | 23 | TANG, TSZ WAI | Patrick | Smart buying and selling | 1. How do sellers sell, actually? 2. How to be a smart consumer? 3. How to avoid excessive buying (advertisements & shopping behaviours)? | Target students: F.2 Explanation of Topic: Buying and selling are undoubtedly inextricably linked. While sellers try every means to encourage people to buy something, how can we teach people to be smart consumers? On the other hand, living in such a highly materialistic society as Hong Kong, how can we avoid excessive buying which is regarded as a lifestyle in advertisements? Planned Activities: 1. Vocabulary Building - Words related to selling (used in leaflets, brochures and sales presentations) - Word families (prefixes and suffixes) - Means to test their vocabulary knowledge and usage: Gap filling exercises in paragraph, students' taking notes for each vocabulary item in the curriculum with the Chinese meaning, part of speech and sentence examples, a cloze passage and finally playing Party Guess with the whole class to stimulate their thinking and to ask them to describe the vocabulary in detail 2. Grammar: - Comparative and superlative adjectives - Comparing quantities - Using too many, too much, too few, too little and enough to talk about quantities - Using as + adjective + as - Using the same as and different from - Using like and alike - Means to test their grammatical knowledge and usage: Gap filling exercises in paragraph in their grammar exercise book, students' taking notes for each grammar item in their note-taking exercise book, a grammar test in paragraph and teacher's inviting students to come out to the front and/or to demostrate the usage of each grammar item above 3. Integrated Tasks: - Listen to a conversation about the feature of different products and complete notes - Role play: discuss which product to sell at a school fair and how to sell it - Write a sales presentation script for the chosen product (Steve Jobs' presentations on Apple products can be played) Possible Text Types: - A shopping guide - A promotional leaflet - A sales presentation script Materials needed: - Self-made vocabulary worksheets - PowerPoints prepared by teacher - Steve Jobs' presentation videos on Apple products and a brief transcription of his presentations - Sample of a sales presentation script for a certain product | 1. Oxford English 2A (Teacher's Edition), Oxford University Press Unit 1: Smart buying and selling (pp. 2-23) 2. CLASSROOM Grammar for Secondary Schools (S.2), CLASSROOM Publications Limited | |||||||||||||||||||
25 | 24 | TONG, HO YAN | Natalie Tong | Raising Public Awareness on Environmental Protection | 1. Types and Causes of Environmental Damage in Hong Kong 2. Negative Impacts on Hong Kong Environment and its society 3. Ways to raise Hong Kong public awareness on Environmental Protection | Target students: F.2 Explanation of Topic: Hong Kong has a number of environmental issues and people normally have a low level of awareness regarding the problem. It will directly affect Hong Kong's well-being so remedial actions should be done to solve the problem. Planned activities: 1. Worksheet for Vocabulary Building - A fill in the blanks exercise to let students learn different vocabulary items about environmental issues in Hong Kong (e.g.: Hong Kong high-rise buildings) 2. Writing: article -Students are asked to write an article in the school magazine, talking about the causes of environmental damage and ways to save Hong Kong environment 3. Grammar: The Present Perfect Tense Students are required to ask questions and give answers using the present perfect tense about their daily habits to save the environment 4. Speaking: Group Discussion -Divided into groups of 4, students need to suggest some activities for the School Environmental Friendly Day and talk about the advantages of holding the activity Possible Text types: Feature article Newspapers article Materials: Worksheets Videos PowerPoints Google Forms | 1. New Treasure Plus 2A, Oxford University Press. (Unit 3: Grow a sustainable future pp.65-94) S.2 | |||||||||||||||||||
26 | 25 | TSANG, SZE YU | Anthony | Teenage Stress / Anxiety | 1. Different Sources of Teenage Stress (Overview) 2. Focus: Interpersonal Relationships, Self-esteem (Letter of Seeking for Advice and Letter of Giving Advice) 3. Solutions (Language Patterns: Giving Advice, Making Suggestions, Talking about Possibility, Talking about Obligation and Outcome) | When children come to puberty, they face a lot of changes, be they physical or mental. These changes make them feel stressed. This topic can arouse their interest because they may think someone (i.e. the textbook or the teacher or the main character of the reading materials) really understands them. They must be interested in knowing how to cope with stress by learning from those mentioned the reading materials. Planned Activities: to identify common teenage problems they face (UNIT OPENING + VOCABULARY) to read passages to understand why the problems occur and how they can overcome the problems (READING + VOCABULARY) to identify certain grammar items from the reading materials and learn how to use them (GRAMMAR) to listen to radio programmes or interviews to identify certain teenage problems and related suggestions (LISTENING) to inverview classmates to know their emotions and to give advice (aim: to elicit empathy) (SPEAKING) to write a letter to cheer up a teenage friend who is also facing some teenage problems (WRITING) Possible Text Types: blog, email, letter (of seeking for advice and giving advice), news article Materials: reading passages and questions, vocabulary and grammar worksheet, listening exercise, writing instructions, interview instructions, model writing, model speaking, PPT | Oxford English 1B, Oxford, 2010, S1, P.27, 31 New Treasure Plus 1B, Oxford, 2017, S1, P.98, 100 (1B Unit 8) Developing Skills Link 3A, Aristo, 2017, S3, P.74, 75 (3A Unit 4) Some other pages which may help build up vocabulary | |||||||||||||||||||
27 | 26 | TSANG, WING MAN | Vivian Tsang | Poverty in a Rich Society | - Living condition in Hong Kong’s poorest district （coffin’s cubicles, caged home, subdivided flat） - How poor people struggle for their lives? (elderly cardboard collectors) - Wealth gap in Hong Kong (Income inequality) - What can students do to help the poor in Hong Kong? | Explanation of Topic - The problem of local poverty in Hong Kong is getting more and more serious. The number of impoverished Hongkongers keeps rising. With nearly one in five people living below the poverty line, it is crucial and meaningful to let students understand the unpleasant living conditions of the poor and guide students to think of some ways to help the underprivileged. It is hoped that this topic can cultivate students’ empathy and foster gratitude in them. Planned Activities 1. Experience the life inside a coffin cubicle - Separate students into groups. Ask them to build temporary coffin cubicles using cardboard. Then, ask some students to get in these ‘coffin cubicles’ and do some stretching or perform some simple everyday tasks. Ask students to share their feeling of the experience. 2. My Week in Lucky House: The horror of Hong Kong’s coffin homes - Show students a video clip on the life in coffin homes. Then, ask students to discuss the potential danger and risk of living in coffin homes. 3. Cause of Poverty in Hong Kong - Divide students into groups. Ask them to think of possible reasons that may lead to poverty. Conduct this activity as a competition. The team that is able to suggest the most reasons wins. 4. Cloze Dictation - Play the video clip on Hong Kong Poverty. Replay the video clip with the speaking commentary only. Students have to complete a cloze dictation worksheet while listening. 5. A letter to the Editor - Students learn how to write a letter to the editor addressing the problem of local poverty in Hong Kong. Students have to suggestion some possible and efficient ways to help the underprivileged. Possible Text types - Newsletter article - Letter to the Editor - Feature article - Website Materials - Students’ worksheet - Video clips on coffin cubicles and poverty in Hong Kong - Two Newsletter articles extracted from South China Morning Post - A feature article on how to survive under poverty line | - Oxford English 2A, Oxford University Press, 2018, Secondary 2 - Longman Activate JS2A, Longman, 2012, Secondary 2 - Longman Activate JS3A, Longman, 2012, Secondary 3 | |||||||||||||||||||
28 | 27 | TSE, HIU LAM | Veronica | Lending a Hand | 1) social issues 2) fundraising activities 3) types of volunteer workers | Raise ss awareness of some common issues around the world and the roles to play of different parties to reduce the seriousness of the issues. Possible text types: poster, blog entry Materials: webpage and/or brochures of charities, videos, worksheets Planned activties: Showing a video of the disadvantaged to discuss the problems they are encountering Inviting them to bring materials e.g. leaflets from the charities and other parties for dicussion Creating posters in groups for a fundraising activtiy | Longman Elect JS3A, 2012, S.3 | |||||||||||||||||||
29 | 28 | WONG, CHI KAI ERIC | Eric | Latest Tech ----->Latest cutting-edge techology that influences our everyday life New topic focuses on advance tech (interesting examples) and everyday life (relevant to ordinary people) | 1. Technological advancement 2. Fields where cutting-edge tech is applied 3. Relevance to layman's life / everyday life | Explanation: 1. Cutting-edge technology this day can be the common tech we use ten years later. The latest tech like smart phones seem to lose the interests of the followers already. It is the time to let the teenagers have another wave of impact to understand the how far the tech has really gone and inspire some of them to be an owner of their future inventions. Planned Activities: 1. Read the articles about cutting-edge tech [Reading] 2. Discussion about how the tech can change people's lives [Speaking] 3. Get to know new functions from the devices of new tech [Listening] 4. Design new devices that can improve people's lives [Writing] Text types: 1. Internet articles Materials: 1. videos | ||||||||||||||||||||
30 | 29 | WONG, HOI YAN | Chelsea | Save the endangered animals | 1. What are endangered animals? 2. Reasons for the animals becoming endangered 3. How human behavior harm them 4. How to protect them | Watching video about environmental-friendly, use Padlet to generate ideas with whole class write an article to arouse people's awareness on protecting the environment and endangerd animals or wirte a personal letter to a friend to suggest him / her how to be environmental-friendly in daily life Explanation: More and more animals become endangered nowadays, It is very criticcal for human to do something to protect the animals. So it is very important for the students to learn about the endangered animals and this topic. Planned Activities: 1. Read the articles about endangered sea turtles (Reading) 2. Individual Presentation about the ways to protect endangered animals (Speaking) 3. Write an leaflet to raise people's awareness on protecting endangered animals Possible text types 1. Newspaper articles 2. Leaflet Materials 1. Short videos 2. Stories 3. Newspaper articles 4. Blog | CLASSROOM Readig Spotlight, 2018, Secondary 1 | |||||||||||||||||||
31 | 30 | WONG, PUI YEE | Zoei | Connected with tech-->Technology in everyday life | 1. Technology gadgets, 2. Techlonogy in everyday life | Explanation of Topic - Technology is important in today’s world because it serves a variety of functions in many of most important aspects of modern society. Whether we are working or resting, we are always using technology. It is everywhere and all the time. Its use has made life easy. We need technology. Each of us has our own views regarding technology which is significant and helpful. In this topic, inspiring students to be aware of latest technology, students can get more information of technology and hopefully it encourages students to explore more in this topic because technology they are surrounded by technology. Planned Activities 1. Read a magazine article about going tech-free - Read the article. Students learn vocabulary of tech-free activities, actions verbs and health benefits of going tech-free. Also, they realize modal verbs for giving advice. 2. Explore technology in everyday life - Separate students into groups. Ask them to talk about everyday tech gadgets. In their discussion, they can talk about what tech products do they use and what do them use those products for. Throughout, students can recognize a list of tech products and devices and some tech-related phrasal verbs. 3. Think about the important part of technology in our life. - Students are taught to use conditional sentences (Type 2) to describe imaginary or untrue situations which would result if we do not have technology in our life. 4. Design a new innovative gadget that benefits society - Divide students into groups. Ask then to brainstorm some ideas for their innovation gadget. 5. Write a presentation to introduce its function(s) and feature(s) - Students complete a graphic organizer for some beginning ideas for their innovative gadget. They should think about the features and functions of their products. Students are encouraged to draw their innovative gadget with the features of the gadget. At the last, they write a presentation of the new innovative gadget in a group. They present their gadget in a creative way. Possible Text types - Magazine article - Presentation (mini-drama, song, advertisement, interview, guide) Materials - Reading article - Students’ worksheet - A guide of brainstorming an innovative gadget - A feature article on how to write a presentation | The overall topic of "Connected with Tech" is too general, but it may be possible to choose appropriate tech-related themes and sub-topics for an overall unit topic. Consider how to make it more focused and grade-level appropriate. | |||||||||||||||||||
32 | 31 | WONG, YUEN TING JAMIE | Jamie | Film Appreciation | 1. Genre 2. Components of a story 3. Element of a movie 4. Opinion expression | Aim Film is a type of arts which presents messages through scenarios, scripts, background music, clothes and even the venues. Students are encouraged to appreciate a film besides its plot. Objectives Students will be able to write a film review. Suggested Activities 1. Genre Identification: Kahoot Show the students some movie posters and trailers and ask them to identify the genre of the movies 2. Movie Summarization: After watching a short video clip, students should work in groups to describe it in 4 sentences. | Longman English Edge JS 2A (2017 Edition), Secondary 2 | |||||||||||||||||||
33 | 32 | XIE, BINGJIE | Charlotte | online addiction | - students' most favorite websites or apps (e.g. social networking sites and video games);reasons for it - signs of online addiction; reasons why students are obsessed with these websites or apps - the advantages and disadvantages of soical networking sites and video games - should students be allowed to use mobile phone in school | Target Grade Level: F.3 Explanation or Justification of Topic - Most of the students in my school are obsessed with playing mobile/video games. Some of them play the games until midnight, while some play during lessons / recess time. There are two major reasons for selecting this topic: one is that students are familiar with this topic and they can be internally motivated when introduced to this topic; the other is that it is hoped that through the learning of the lessons, students can develop proper attitudes towards mobile/video gaming, so that they can make a better balance between study and playing mobile/video games. Planned Activities - e-learning activity employing Nearpod - using a contextualised approach to teach students “passive voice” - jigsaw reading with group members - organising a debating activity for students - writing a letter to the editor Possible Text types - newspaper articles - presentations - interviews - debates Materials - https://www.scmp.com/news/hong-kong/health-environment/article/2131654/why-taking-video-games-another-level-can-lead - https://www.scmp.com/news/hong-kong/education-community/article/2099202/one-10-hong-kong-primary-school-pupils-face-video - https://www.scmp.com/tech/china-tech/article/2148629/homework-not-games-reason-why-chinas-teens-go-online-games-publisher - https://www.washingtonpost.com/news/sports/wp/2018/09/17/is-the-future-of-esports-in-your-pocket-mobile-gaming-is-already-huge-and-getting-bigger/?noredirect=on&utm_term=.438e20694d4f - https://www.lib.umich.edu/blogs/eaten-grue/rise-mobile-games-factors-contributing-their-success - https://www.youtube.com/watch?v=vh8trMecSAQ - https://www.youtube.com/watch?v=gfnyMyCZjqA - https://www.youtube.com/watch?v=UHYFtYpXL70 - https://www.bigfishgames.com/blog/stats/most-popular-mobile-game-genres/ | - School-based teaching materials (mainly reading and speaking) - New Treasure Plus, 3B, Oxford, 2017 | |||||||||||||||||||
34 | 33 | YAM, CHI LOK | Constance | 1. Plastic surgery 2. Effects of Facebook on real life | 1. Thematic vocabulary 2. Listening skills 3. Transition words and phrases 4. Writing a two-sided argumentative essay | |||||||||||||||||||||
35 | 34 | YU, ON KI | Angel | Travelling in London | 1. World-famous landmarks 2. Local culture 3. Proper manner as a tourist 4. Travel planning | Traget grade: Secondary 1 Explanation Travelling around the world has become a trend among HK people. Students will get to know more about famous tourists spots all over the world. Planned activities Reading: magazine article about USA Writing: travel blog Listening: radio programme about travelling in Asia Speaking: presentation on travel blog Text types magazine article travel blog Materials pre-task worksheets | Longman English EDGE JS 1B, Peason Education Asia Limited. 2017. | The overall topic needs to be much more specific and age-appropriate than "travelling around the world". Refer to the blogpost with guidelines on choosing topics. | ||||||||||||||||||
36 | 35 | LEUNG, SZE WUN | Vivien | 1. How technology assists and hinders our lives | The overall topic is too general, but it may be possible to choose appropriate tech-related themes and sub-topics for an overall unit topic, but there is no details given here yet. Read the guidelines on choosing a topic from the blogpost and consider how to make it focused and grade-level appropriate. | |||||||||||||||||||||
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