Set up a form based on the curriculum guide to check the coverage

							                                 Tin Shui Wai Methodist College
                                  2003-2004 English Department
                                 Minutes for the 2nd Panel Meeting

Date: February 18, 2004
Time: 4:00p.m. – 6:30p.m.
Venue: Room 106
Chairlady:   Ms. Caren Lam Ngai Wai
Present:     Ms Choc Cheung Kei Oi, Ms Austen Lau Chui Tsing, Ms Caren Lam Ngai Wai, Ms
             Melissa Lee Pui Ka, Ms Annie Mak Ho Yi, Ms Sandra Scott, Ms Jaqueline Tse Ka Yin,
             Ms Stella Wong Sau Lin, Ms Stephanie Yim So Kuen, Ms Candice Chan Lai Po , Mr
             Leo Cheung Yuk Ting
Absent with Apology: Ms Rachel Chan Wai Man, Ms Chi-mei Poon
Secretary:   Ms. Choc Cheung Kei Oi

1.    Approval of this meeting’s agenda

2.    Approval of last meeting’s minutes
      Corrections were made on the spellings of Mak Ho “Yi” and Lau Chui “Ching”

3.    Introduction of student teachers from CUHK B.Ed. Programme

        3.1 Caren introduced and welcomed the two new student teachers, Leo and Candas. They
            will teach 2D and 2E English from February 23 to March 20.

        3.2 Candas and Leo will also visit other classes in their spare time to learn from other’s
            experience; teachers will be informed in advance of their visits.

        3.3 In order to increase their exposure to the teaching environment, they will also participate
            in other school activities e.g. parents day, class teacher assistant.

        3.4 Stephanie and Caren will be responsible for the student teacher programme this year


4.    Evaluation of student performance (40 minutes)

      Caren emphasized that since form meetings had been held to discuss student’s performance in
      term work and 1st term exam, only the whole picture of how students had performed in
      different forms would be presented by each form coordinator. Book inspection should be
      presented followed by first term examination evaluation.

      Caren also reminded form coordinator to submit the Book Inspection Record on or before
      February 27.

      4.1 Book Inspection

      Since Rachel (Form 1 coordinator) is on Sick Leave, the progress for Form 1 will be reported
      in the Form Coordinator Meeting. Refer to the Minutes of the 9th Form Coordinator Meeting .

      4.1.2 Form 2
      Type of homework chosen: Writing and Dictation
Expectation:
Students were expected to write three pieces of writings with more than 120 words each—“The
most memorable day”, “A personal letter about health” and “A personal letter about shopping
letter”.

Facts observed:
Students were good at organization and creativity but weak in sentence patterns and logics.
For dictation, weak students were not willing to recite and there was a wide range of ability
among students.

Explanation
For dictation, most students could not match the sound of words with the meanings of words.

Reflection and recommendation:
Concept Map and brainstorming of ideas would help students collect ideas before writing.
Dictation passages should be read clearly, i.e. word by word, and a teaching assistant was
requested to help collect homework and provide help for the weaker students.


4.1.3 Form 3
Type of homework chosen: Dictation and Writing

Expectation:
For writing, students were expected to produce writings with about 180 words by the end of the
first term and understand the format and style of story writing and letter writing. They were
also expected to apply the words learned in the related themes to their writings.

For dictation, students are expected to know the spellings of words in modules learnt, to study
and revise at home, and to get a pass in every dictation.

Facts observed:
For writing, a lot of Chinglish sentence structures were found and more than half of the form
could not write enough words, and the strengths were good organization and ideas.

For dictation, students lacked motivation to revise, experienced difficulties in understanding
meanings of words and analyzing long sentences.

Explanation
Students are not familiar with phonics and weak in understanding sentence structure.

Reflection and recommendation:
For writing, four suggestions were made: sample essays, guidelines with the first and last
paragraph included, supply of vocabulary and an award scheme that encourages students to use
the words learnt.

For dictation, graded dictation areas are suggested for students with different abilities, i.e.
students with lower ability may opt for dictation passages with fewer words.

4.1.4 Form 4
Since the book inspection for Form 4 was rescheduled to February 24, the progress for Form 4
will be reported in the Form Coordinator Meeting. Refer to the Minutes of the 9th Form
Coordinator Meeting .
4.1.5 Form 5
Type of homework chosen: Writing

Expectation:
Students are expected to expose to the format of different genres, master how to write stories
and letters, learn from teacher’s feedback, show improvement in their language, and familiarize
with the requirements in HKCEE

Facts observed:
The strengths were enough words, right format used for different genres while the weaknesses
were poor spelling and sentence structure.

Explanation:
There has been enough practices so there were abundant ideas in writing stories and letter.
 Illustrative notes and teacher’s guidance were frequently provided. However, it was found
 that students lack vocabulary and are poor in grammar knowledge

Reflection and recommendation:
The number of practices and illustrative notes should be maintained and include vocabulary
lists for HKCEE hot topics, provide sample essay when returning assignments to students, and
strengthen the coherence between F.4 and F.5.

Type of homework chosen: Extended tasks (Integrated listening, reading and writing)

Expectation:
Students are expected to understand the situation and nature of the tasks, to be able to take
notes from the recording material, extract appropriate information from the data file and
organize the information to complete the tasks

Facts observed:
Strengths – students could understand the situation and nature of tasks, extract information
from table, and complete short task like filling in table
Weaknesses – students are unable to take notes from the recording, extract information from
  long text and organize the information to complete long tasks

Explanation:
The situations were easy to comprehend and the nature of tasks was very similar each time.
 Therefore, students had no focus in listening to the recording material. Also, they lack
 patience and easily gave up.

Reflection and recommendation:
Teaching of note-taking with transparencies, photocopying long tapescript to students and past
paper drilling should be maintained. There should be more note taking practice and practice on
organizing information. In addition, difficult listening practice exercise book should not be
chosen.

4.2 First term examination

Caren suggested form coordinators evaluating paper by paper, identifying student’s strengths
and weaknesses, and suggestions for improvements. She also reminded panel members to
check past papers so that the same questions would not appear for two consequent years and it
was important to collect all listening examination materials.

4.2.1 Form 2
Paper 1
Students were asked to write a letter about fashion, a letter about shopping and a story.
It was found that students were strong in organization but weak in grammar. Grammar
mistakes like “there have”, “will played” and “his go to” often appeared.
More worksheets were suggested to help alleviate this problem.

Paper 2
Reading comprehension, reported speech, wh-question, adjectives and vocabulary were
assessed.
Students were too lazy to revise vocabulary, and they had difficulties in doing reading
comprehension and reported speech.
It was suggested more practice on grammar be done.

Paper 3
Multiple choice and fill in the blanks were assessed.
Students could not understand the content of the tape and extract information.
More daily practice is needed.

Paper 4
Dialogue reading between two students was assessed.
Students were polite to both the examiner and group member but they were weak in
pronunciation and intonation.
More oral lessons were recommended and teachers should advise students to listen to more
English.

4.2.2 Form 3
Paper 1
The passing rate was between 60% and 70%. Most students met the word requirement of 180
words.
Students were found particularly weak in producing correct sentence pattern. They frequently
used mixed tenses and were not careful in reading instruction. However, most students met the
requirement of content and organization.

Paper 2
The passing rate was between 20% and 30%. The low passing rate may due to the complexity
of grammar items learnt in Form 3 and the tight schedule for teaching grammar.
Students generally improved in answering in complete sentences and performed better in
gerund, to-infinitives and modal verbs, but it was found that they did not revise vocabulary and
confused reported speech with passive voice.

Paper 3
The results were generally satisfactory.
Students were weak in spelling names, address, and recognizing numbers.
Supplementary teaching materials on names, address and numbers were recommended.

Paper 4
Reading aloud in groups of three was assessed.
Students performed very well and worked hard. It is because a list of vocabulary was provided
before the examination for students to study.
     It is suggested the venues for examination was best allocated in classrooms and student helpers
     for each class were needed to monitor students’ discipline.


     4.2.3 Form 4
     Paper 1
     The passing rate was 30%.
     Students were familiar with the style for narrative writing but they lacked ideas.
     Mind mapping should be introduced to help students think.

     Paper 2
     The number of pass was one in the form. The low passing rate is due to both the nature of
     paper 2, which requires student a strong grasp of grammar foundation and the poor learning
     attitudes of students.
     Students were familiar with the format of the examination but they were very weak in grammar.
     More practice and drilling were suggested.

     Paper 3
     The number of pass was one in the form.
     Students were weak in spelling and note-taking.
     It was suggested students learn to use abbreviations and some note-taking skills. More
     dictation would also help students collect a large vocabulary bank.

     Paper 4
     The passing rate was 32%.
     Most students were familiar with the examination format but they were weak in grammar.
     More practice was recommended.

5.   Evaluation and discussion of Speech Festival – MHY

     Annie reported out of 33 entries this year, 19 attained proficiency and 7 merits, including one
     first-runner up and one second-runner up. Two students were late for the events and they were
     disqualified and one student did not show up in the event.

     She reminded that students should be punctual in future events and she also thanked Sandra for
     recording all the poems for teacher and student as reference.

     Sandra brought out that one of the adjudicators was not friendly at all and penalized students
     making dramatic presentation.

     Austen raised the question if there would be a quota each trainer trains as she experienced
     difficulties to train nine students. Caren responded that a better division of labor would be
     considered in future.

     Stella asked if the event was open to Form 4 and Form 5 students and if there would be Choral
     speaking. Annie invited comments from panel members. After some discussions, it was
     finalized that all students were encouraged to participate in the event. Inter-class Choral
     Speaking Competition will be implemented in Form 1 next year. The best team would be
     selected to take part in the Speech Festival; therefore, training sessions for this event should be
     included in the Scheme of Work next year.

6.   Evaluation and discussion of Extensive Reading Scheme (15 minutes) – TK2 and CKO
     Jacqueline reported the ERS books in stock this year. There are 93, 177, 182, 48, 19 and 10
     books for Level 1, 2, 3, 4, 5, and 6, respectively. About 20 books arrived in late October and
     they would be added to the list soon.

     Choc reminded teachers of the followings:
     1      Teachers should monitor the class during the ERS lessons
     2      A student helper is needed for each class to tidy up the bookshelves after lesson.
     3      Subject teachers should check students’ progress
     4      Students can only return the ERS books at lunch time or after school.
     5      Subject teacher should submit the names of three students achieving the high scores in
            ERS each class to Choc or Jacqueline on or before February 27.
     6      An ERS Progress Chart should be posted in the classroom to boost the reading
            atmosphere.
     7      If students cannot achieve the minimum requirement, they will be required to stay in
            during the summer holiday until they reach the requirement, or they need to work on a
            number of full book reports.

     After the evaluation, discussions were mainly on how to conduct ERS lessons effectively as
     raised by Stella. Sandra suggested pairing students up so that they could check each other’s
     progress and recommended to use short articles to replace the big book. Stephanie said that
     she would ask students questions about the books or ask students to report orally the summary
     of the books.

     Panel members also proposed that students be allowed to return ERS books during the ERS
     lesson. Caren will follow up.

     Since the time allotted for discussion was over, Caren invited members to give comments to
     Choc and Jacqueline after the meeting.

7.   Evaluation and discussion of Enhancement Scheme

     Stephanie reported that two enhancement classes had been tailored for Form 3 low achievers
     with 7 sessions each.

     According to the evaluation forms students filled, it was found that they realized the reason for
     participating in the course—weak English foundation. They also stated that they were forced
     by their “mother” to take the course.

     For the 2nd Term, two enhancement courses are expected to be held for Form 3 low achievers
     and the middle stream of Form 2. Also, a summer bridge program held by an organization will
     also be considered, but seats are limited. For Form 1 students, a performing arts program or
     phonics program may be implemented



8.   Evaluation and discussion of I.T. in teaching
     MMLC

     Caren reported that the MMLC said established in May 2003. Due to some technical problems,
     it was not untilized to teach English the until the 3rd cycle. Each class is allocated a double-
     period lesson per two cycles because of the limited resource.
      She reported that our department has subscribed Live English (interactive I.T. English
      magazine) bimonthly for 2 years (August 2003 – June 2005), which costs $12,000 each year.
      The aim of using Live English is to allow students to have some freedom on what he/she wants
      to learn and learn at his/her own pace. However, we experienced problems of loss and damage
      of CDs and microphone cover. I.T. technician will find out who the last students is and he/she
      has to pay for it. Therefore before the lesson starts, teacher should ask students to report
      damage, and before the lesson ends teacher should if there are enough copies of CDs and
      magazine and file them according to the numbers and lock them)

      If technical support is needed, inform the technician in advance.

      The supervision function of infinity system cannot be used, it is advised to stand at the back of
      the classroom to monitor students’ work.

      Others
      The English Department homepage has been created by LPK and I.T. technician. On the
      department page, English Club homepage, new photos, useful website linkage, teacher’s
      homepage, teaching notes for students to download, online dictionary and student homepage
      and assignment have been uploaded.

      Caren encouraged members to upload some good book reports, writings and projects onto the
      website.

9.    Introduction of Teacher Handbook (20 minutes) – LNW

      Caren introduced the purpose of the Teacher Handbook. It is to allow teachers in the English
      Department to access department related affairs easily. There are 7 sections: panel members,
      programme plan, curriculum planning, assessment, extensive reading scheme, teaching
      resources and others.

      Design of which is meant to be used for long term purpose and for the ease of renewing
      information every year. Therefore, a 2-ring folder is used. Information was only printed on one
      side and there was no page number as it may be different every year. For the purpose of quick
      referencing, there is a color cover page for the ease of searching information

      Caren thanked for the contribution of all parties that selected and combined the wonderful
      work of.

      Curriculum planning:
      Coverage of school-based curriculum of different forms will be reported in the last panel
      meeting held at the end of the school term

      Assessment:
      Teacher should follow 4.3 in writing instructions for candidates in examination papers in the
      Teacher Handbook.

10.   Introduction of Summer study tour
      Melissa distributed some pamphlets about the summer study tour to the members. The cost for
      a three-week tour is $17980, in which a $1000 scholarship would be given to students. Ten
      students so far have shown interest in the event and the deadline is March5. A teacher can
      accompany students at no extra charge if the tour is made up of a minimum of 15 students.
11.   Introduction of guidelines in using teaching resources (5 minutes) – LCC and LNW
      Caren introduced the aim of the guidelines. It is a reference for the distribution of resources,
      what to buy in the future and easier for teachers to look for the resources needed.

      She also thanked Austen and I.T. technician Ah Yiu for their great helping hands in tidying up
      all the teaching resources. They have spent about 30 hours to help keep the bookshelves clean
      and tidy.

      Details of teaching resources can be found on page 51 of the Teacher Handbook.

      Caren reminded teachers to state the source when making supplementary worksheets or notes
      from the Scheme-based folders (Bookshelf 7.) and do not enter anything new onto the
      bookshelf. New items should be handed to Austen, and she would film them.

12.   Purchasing books for student’s use in library (5 minutes) – LNW
      Purchase last year was over the budget given and for this year, there is $1000 left. She invited
      members to recommend books to be bought.


13.   A.O.B.
      a) form reports

       The table below shows the status items submitted.
                                            S1          S2             S3          S4          S5
       progress report                                  √              √           √           √
       scheme of work                                   √
       form meeting agenda and minutes                  √
       form folder                                      √              √
       health education curriculum                                                 √           √

      b) student questionnaire
         Questionnaires with 25 questions about their English learning performance and attitude are
         to be completed before 24/2.

      c) circular matters
         Caren reported that circulars sent were lost. It was suggested to check Chi-mei’s desk.

      d) marking schemes for writing
         A standardized writing marking scheme will be discussed in future meetings on the full mark
         and marking criteria.

      e) English Week
         After discussing the workload and activities to be held, English Week was renamed English
         Festival and Sandra agreed to help organize it.

      f) English Society
        Sandra informed the members that a Singing Competition and a Cooking Class would be
         organized. She also promoted a Bush Dance on April 24 and a Writing Competition held by
         Native English Teacher Association. The deadline for the writing competition is March 31.
14   There being no other business, the meeting adjourned at 6:30pm.

     Respectfully submitted by
     Choc Cheung Kei Oi