English & French Photo Album

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 empower students by promoting their self-management skills, empathy, resilience and integrity
  • Major Concern 2: To nurture students to become self-directed learners


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 S.1 - S.3
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.

School-based Teaching Material (S1 - S3), S3 Reading Comprehension Sections taken from different Reading Anthologies and New Foundation Get Ready for the HKDSE English Reading Paper 1 and Listening Paper 3 will be used as the central texts, while the Longman Elect 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.

School-based Teaching Material (S1 - S3), S3 Reading Comprehension Sections taken from different Reading Anthologies and Performance Plus Task-Based Listening (Level 3) (4th Edition) will be used as the central texts, while the Longman Elect 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 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 The Longman Elect NSS series of books (Theme Book, Reading Skills, Writing Skills, Listening Skills, Poems and Songs, Short Stories and Social Issues) 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 Gweilo by Martin Booth

 

NSS MODULES
Under the NSS Curriculum, students should study at least 3 modules in the course of three years. At our college, the students study 4 modules so they have more subject knowledge and the confidence to do well in the HKDSE.

The following are the modules that will be offered to students from S.4- S.6

S.4         Poems and Songs
S.5         1. Short Stories
S.5         2. Social Issues
S.6        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.
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OUR HOMEWORK REQUIREMENTS

 

  • All homework assignments should be clearly recorded on the blackboard.
  • Teachers should ascertain that students have recorded the homework in their Student Handbooks.
  • At least 2-3 pieces of homework should be assigned per week (2 written and 1piece 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.
  • If teachers ask students to complete classwork at home, they should explain this clearly to the students and ask them to record it in their Student Handbook.
  • Homework assigned must be completed to an acceptable standard
  • Homework assigned is due the next day at 8:15 a.m. (unless specified otherwise).
  • 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.
  • Students should write their homework neatly and date their work.
  • Students should use a blue or black pen to do their work.
  • 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).
  • Students who do their homework well will be acknowledged on the Achievement Chart.
  • Students who fail to do homework or do it badly should be asked to redo the homework the same day in the school library.

 

 

 

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-November 2017 (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 2018 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 –April 2018 (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 2018 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 2

Listening and Integrated Skills

30%

Paper 3

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
  • DEAR - Drop Everything And Read - 20 minutes every Tuesday (Newspapers), Wednesday (Books) and Thursday (Educational Video Clips) morning is allocated for reading. The whole school reads in silence and students write a short summary and reflection on what they have read in the newspaper or book. On Thursdays, they watch a video clip and answer questions based on the clip. 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 3.45 to 5pm. Ms. Patricia Macgregor is in-charge of the ETR.

 

FRENCH LANGUAGE

COURSE 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.

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

FRENCH CURRICULUM S.1 - S.3
This curriculum is intended to give to students a first-time approach of the French language. They will develop their language ability to acquire all the grammar, conjugations and basic vocabulary they need for their S.6 examination. S.1 and S.2 students will use Voila! 1-2 as their textbook and an exercise book. S.3 students will use Tricolore Total as their textbook as well as an exercise book.

 

S3 Students prepare for the GCSE Exam in the following fall session.

FRENCH CURRICULUM S.4 - S.6
S.4 and S.5 students will prepare for the HKDSE examination. S.4 students following off campus classes will use school based materials and receive a supplementary period from the senior French teacher. S.5-S.6 students will use Edexcel French for AS level as their textbook. This textbook will prepare the students to take their examination.

 
ASSESSMENT

S.1 - S.3

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

 

Area

Details

Weighting

(S.1-3)

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.)

12.5%

Speaking

·         Lesson participation (frequency and quality)

·         Individual, pair and group work

·         Oral projects given in advance (presentation, dialogue, etc.) can sometimes replace written projects

12.5%

Listening

·         Regular listening exercises, radio/DVD exercises, etc.

·         One listening test per unit

12.5%

Tests

·         One vocabulary or grammar quiz per unit

·         One unit test per unit covering all vocabulary, grammar, structures and topics from the unit

12.5%

 

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

 

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.

 

S.4

For S.4, 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.
  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.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, 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

 

Area

Details

Weighting

(S.4)

Writing

· One written project per unit given in advance (text, letter, essay, etc.)

·  Approximately 5 homework assignments per unit* (short or long compositions, worksheets, homework exercises, articles, etc.)

10%

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

10%

Listening

·  Regular listening exercises for practice (radio/DVD exercises, etc.)

·  One listening quiz per unit

10%

Tests

·  At least one vocabulary and grammar quiz per unit

·  One unit test per unit (covering all vocabulary, grammar, structures and topics from the unit)

10%

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

 

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S.5 - S.6

For S.5-6, 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. 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.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.

 

ASSESSMENT BREAKDOWN

 

Area

Details

Weighting

(S.5)

Weighting

(S.6)

Writing

·  One written project per unit given in advance (text, letter, essay, etc.)

·  Approximately 5 homework assignments per unit* (short or long compositions, worksheets, homework exercises, articles, etc.)

10%

10%

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

10%

10%

Listening

·  Regular listening exercises for practice (radio/DVD exercises, etc.)

·   One listening quiz per unit

10%

10%

Tests

·  At least one vocabulary and grammar quiz per unit

·  One unit test per unit (covering all vocabulary, grammar, structures and topics from the unit)

10%

10%

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


FRENCH ACTIVITIES
The following is a list of activities provided by the school to help students learn and experience French beyond the classroom.

  • Speech Festival – Textes En Fêtes
  • Drama workshop
  • Poetry workshop – Printemps des Poètes
  • Short Story competition - Fête de la Francophonie
  • School trips: concerts, art exhibitions
  • Movie of the Month
  • French Day in school: Paris postcard competition and “crêpes” sale
  • Study tours
  • Informal sharing sessions
  • Display of good work
  • Display of good work on the School Website
  • Magazine subscriptions
  • Signs in French
  • Posters with French Proverbs
  • Dance Off Competition

 

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

 

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YEARLY FUNCTIONS AND ACTIVITIES

 

VPET – Champions of the VPET Inter-school Competition

Agnes Wong (5M21), Chloe Catolico (5M03) and Jemima Badajos (5M01)

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Hear This!  First Ever Online Radio Drama Festival.

In spite of the suspension of classes due to the coronavirus, our college continued to provide students with the opportunity to learn and develop useful skills from the comfort of their own homes. One such activity that 4D and 4I students participated in and thoroughly enjoyed is Hear This!, an online radio drama festival, the first of its kind in Hong Kong (and perhaps throughout education history!).

             

Hear This! was initiated by Ms. Tanya Kempston, Lecturer of the Faculty of Education at the University of Hong Kong. Although other schools were invited to take part, our school was the only school that availed of this golden opportunity.

 

The festival involved five days of preparatory work followed by one day of performance in May, all done via ZOOM.  The Hong Kong University student mentors guided our students, who worked in small groups, to produce their own skits.  The grand finale was a testament to the creative abilities of our students who put up a fantastic show with their expressive voices, imaginative scripts and excellent sound effects.

 

Special awards like Most Unusual Sound Effects, Most Surprising Story and Best Dialogue were given to the groups but it sure was a difficult task for the judges to decide on the winners.

 

The festival was a great way for our students to improve their English proficiency in a fun and engaging way. Students also learned that despite the pandemic, they need to be flexible and resilient, but most importantly, to enjoy themselves even when times are tough. After all, the show must go on (line)!

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Inter-School Debates

HKSSDC Round 1 Winners – The Junior Debate Team

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HKSSDC R1 Winners - Seniors

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HKPTU Inter-school Debates – 2nd Runners-up

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Magazines International -(Young Writers English Writing Competition)

MOHAMED IBRAHIM Hassan Ahamed (4R14) and PATEL Jatin Ashokkumar (4R19) (In the top 50)

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Gender Equality Assembly Model UN 2019 - Finalists

BRAR Rajwinder (3H03), SUMAN Tanvi (3H25), TSANG Wing Ki (3H29), ELBESHLAWY Malak Ahmed Farouk (4D06), PENAS Hannah Kaye Ramiento (4D18), WONG Yui (5M21) and MAGRAMO Pia Samantha Codiamat (6T15)

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U.S. Consulate General Hong Kong and Macau’s 2020 American Culture Writing Contest

Honorable mention - Yenny Chan (2C04) and Matrideep Gurung (4I10)

  • The college was also awarded a certificate of appreciation for being among 3 schools with the most number of submissions.

 

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Hong Kong Schools Speech Festival Winners - 2019-2020

 

No

Category

Position

Name of Student

1.           

Words and Movement

2nd

S2R

2.           

Words and Movement

1st

S4I

3.           

Words and Movement

2nd

S4R

4.           

Choral Speaking

Merit 82 marks

S2D

5.           

Choral Speaking

Merit 82 marks

S2P

6.           

Solo Prose Reading

2nd

Asif Anusheh S3H 1

7.           

Solo Verse Speaking

3rd

Chong Wing Yu Christy 1C

8.           

Solo Verse Speaking

3rd

Mohammad Hussain 2R 21

9.           

Solo Verse Speaking

3rd

Suman Tanvi 3H

10.       

Solo Verse Speaking

Merit

Lo Tak Chung Henry 2R 20

11.       

Choral Speaking

2nd

3H

12.       

Choral Speaking

Merit

3CT

13.       

Dramatic Duologue

Merit

Limbu Priya 3E

Thapa Rosemary 3H

14.       

Dramatic Duologue

Merit

Limby Saima 3H

Soriano Yarrah Danielle San Felipe 3H

15.       

Dramatic Duologue

Proficiency

Bhumi Gurung 1C

Shmiriti Gurung 1C

16.       

Dramatic Duologue

Merit

Adhikari Rajbi 4D 1

Singh Jaskeet 4D 20

17.       

Public Speaking Team

Merit

Wilhelm Chan 6P 1

Edmond Chu 6P 4

Ken Yao 6P 17

18.       

Solo Prose Reading

2nd

Mohammad Murrad 2I

19.       

Solo Prose Reading

3rd

Suffyan Nasir 2I

20.       

Solo Prose REading

Merit

Chan Hei Long, Harry 2P

21.       

Dramatic Duologue

Merit

Ghimire Akirti 2I

Rai Yacha 2I

22.       

Solo Verse Speaking

2nd

Chow Wing Hay, Brianna 2I

23.       

Solo Verse Speaking

2nd  

HANUJA Kanak 1M 16

24.       

Solo Verse Speaking

3rd

AHMED Deena IM 01

25.       

Solo Verse Speaking

3rd

Yuen Hong Yui 1J

26.       

Solo Verse Speaking

Merit

BARGO Luella Andrea IM03

27.       

Solo Verse Speaking

Merit

 GOYAL Oorvi IM 14

28.       

Solo Verse Speaking

Merit

LEUNG Jacob IM 18

29.       

Solo Verse Speaking

Merit

THAPA Kritika IM 31 

30.       

Solo Verse Speaking

Merit

BRAR Gurleen Kaur IM 4 

31.       

Solo Verse Speaking

Merit

CHOY Yan Tung 1M 11

32.       

Solo Prose Reading

Merit

SINGH Avi Sandhu IM 

33.       

Solo Verse Speaking

Merit

Sum Wing Hei 1E

34.       

Solo Verse Speaking

Merit

Cheng Chen En Alexander 1B

35.       

Solo Verse Speaking

Merit

Kamata Shinori 1C

36.       

Solo Verse Speaking

Merit

Komal Brar 2R 4

37.       

Solo Verse Speaking

Merit

Wong Shun Sum 1B

38.       

Solo Verse Speaking

Merit

Elbe Shlawy Maryem Ahmed Farouk 1M 12

39.       

Solo Verse Speaking

Merit

Anmol Singh Sandhu 2R 25

40.       

Solo Verse Speaking

Merit

BALAJI Samridhi

41.       

Solo Verse Speaking

Merit

Momna Bashir 4I 2

42.       

Solo Prose Reading

2nd

Tasnia Nawal 4D 17

43.       

Solo Prose Reading

Merit

Lamim Muhaiminur Rahman 1C

44.       

Solo Prose Reading

Merit

Elisa Rahman  2R 24

45.       

Solo Prose Reading

Merit

BALAJI Samridhi

46.       

Solo Prose Reading

Merit

Wrishika Gurung 4I

47.       

Solo Prose Reading

Merit

Tseng Jun Long Maximilian 4R

48.       

Solo Prose Reading

Merit

Karndeep Singh 4R

49.       

Dramatic Duologue

Merit

Das Annesha 3H

Limbu Taaj 3H

50.       

Improvised Dramatic Scenes

3rd

BADAJOS Julianna Jemima   5M 1

BHATTI Taranpreet Singh       5M 2       SAJJAD Samareen Ali 5M 17

 

 

 

English Builder

 

Outstanding Students (Series Rankings)

 

September2019–May2020Class

 

Name

Ranking

Prize

Level

 

 

 

 

 

1M

 

 

Ashraf Abdullah Atique

 

16

 

 

Distinction

 

 

EB Level 1

 

 

1M

Jimee Nishwan

31

Distinction

EB Level 1

 

 

Hang

 

 

 

 

 

 

 

1M

 

Khanuja Kanak

 

2

 

First Runner-Up

 

EB Level 1

 

1M

 

 

Qureshi Muhammad Hassan

24

 

Distinction

 

 

 

EB Level 1

 

 

 

2I

 

Rai Yacha

 

44

 

Distinction

 

EB Level 2

 

2P

 

Wong Tsz Ho

 

43

 

Distinction

 

EB Level 2

 

2R

 

Wong Kyle Bok Ho

30

 

Distinction

 

EB Level2

 

4D

 

Singh Sukhjeet

 

11

 

Distinction

 

EB Level 4

 

4I

Wong Yan Kit

22

Distinction

EB Level 4

 

Our students attending an inspiring talk by Ms Eva Schloss, a holocaust survivor, at the Asia Society

 

Self Photos / Files - 11

Self Photos / Files - 12

 

FRENCH DEPARTMENT

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

Self Photos / Files - 13

 

Promotion for the French Club

Self Photos / Files - 14

 

The French Club

Self Photos / Files - 15

 

The French Room – School Open Days

Self Photos / Files - 16

 

DEPARTMENT STAFF LIST

Name

Classes

Ms Tahira Bibi

Teaching Assistant

Remedial Classes for S.1-S.5 & Enrichment Class S.1

Ms Muriel Weng

S.1 and S.6 English, *S.1 Coordinator

*Teacher Advisor of the Senior Debate Team

*SBA & Activities Coordinator

Miss Jeannie Lee

S.2 and S.6 English, *S.6 Coordinator

*S.6 Mock Interviews

Ms Nalini Fernandes

S.4 English, *S.4 Coordinator

*S.1 English Debate Club

Ms Iris Chan

S.1 English

*Teacher in charge of Reading Awards and Posters

Miss Cathy Chan

S.2 and S.6 English, *English Ambassadors Scheme

Mr Kelvin Cheung

S.3 and S.6 English, *S.3 Coordinator

*Teacher Advisor of the Junior English Debate Team

* Teacher in charge of Battle of the Books

Mrs Sheena Jolly

 S.1 and S.3 English

*Junior Forms Coordinator *Teacher in Charge of Achievement Charts, Student of the Month Awards and the Literary Society

*Teacher in charge of The Literary Society

 

Mr Carl Carabio

S.1, S.2 and S.5 English, *ETR Coordinator

*Teacher in Charge of Writing Competitions

Ms Caroline Sinkari

S.1, S.3, S.5 and S.6 French

Miss Jojo Lee

S.2 and S.5 English, *S.2 Coordinator *Speech Festival Assistant Coordinator

 

Ms Rachel Taylor

S.3 and S.5 English, *Teacher in Charge of Speaking, Budding Poets and Scrabble Competitions

 

Ms Christelle Sasso

S.1, S.2, S.3 and S.4 French

Ms Priscilla Wu

S.3, S.4 and S.5 English, *Speech Festival Coordinator

*English Resource Books

 

 

Ms Petunia Kingsley

S.4 and S.5 English, * Teacher Advisor of the Senior English Debate Team, *S.5 Coordinator *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.

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.

 

Self Photos / Files - 17