[Junior Forms] Provide more opportunities to students to do process and collaborative writing for the purpose of peer learning Use of different tools/ graded activities to cater for learners’ diversity. Conduct more creative writing instead of spoon-feeding students with stock phrases and writing framework at an early age which possibly discourage them from writing [Senior Forms] Allow teachers to do focused marking so as to revisit some critical mistakes that students must pay attention to Focus more on content, organisation and style instead of merely grammatical accuracy Relate writing tasks to daily life and experience so that students find writing tasks relatable and meaningful [Administration] Reduce the number of writing tasks for each academic year so as to leave room for teachers to spend more time on quality teaching of writing rather than meaningless marking
Students in Hong Kong, from my perspective, lack intensive and extensive reading, unless they have already developed their habits since childhood. At school, students are taught comprehension passages in a boring way. Teachers often explain words and summarise ideas; then students move to comprehension questions. As a result, reading lessons are not interesting to both the students and teachers. I have not come up with clues that can help me teach reading effectively and interestingly. However, I would try to include some videos and higher-order questions, like evaluating tone and attitude and making inferences, to motivate them to think beyond the passage. I always believe that they should go beyond the test and DSE, and be more interested in reading. Students at my schools are encouraged to read newspaper and English books during morning reading sessions. In class, I try to spare a few minutes to read newspaper with them. Now, we have a new initiative at school with the hope...