6

2001-2002 1. 18 1996 9 8 350 2. 01-02 -1-2006/9/8

3. 3.1 2001-2002 1A 1B 1C 1D 1E 2A 2B 2C 2D 2E 3A 3B 3C 3D 3E 4A 4B 4C 4D 4E 5A 5B 5C 5D 5E 6A 6B 6C 32 32 32 32 32 32 32 32 32 32 32 32 32 32 32 30 30 30 30 30 30 30 30 30 30 30 30 30 870 17 17 15 16 16 14 17 16 17 15 18 16 17 17 16 17 18 18 15 18 13 17 15 14 14 15 17 21 455 17 17 19 18 18 19 16 16 15 17 16 17 15 15 16 17 15 15 16 15 18 14 14 17 11 14 11 7 436 34 34 34 34 34 33 33 32 32 32 34 33 32 32 32 34 33 33 31 33 31 31 29 31 25 29 28 28 891 106 106 106 106 106 103 103 100 100 100 106 103 100 100 100 113 110 110 103 110 103 103 0.96 103 0.83 0.96 0.93 0.93 102 3.2 3.3 01-02 -2-2006/9/8

3.4 17 1.9 9 1 邨 29 3.3 邨 31 3.5 23 2.6 邨 218 24.4 63 7 55 6.2 68 7.6 10 1.1 18 2 7 0.8 邨 35 3.9 14 1.6 6 0.7 邨 27 3 邨 6 0.7 6 0.7 2 0.2 5 0.6 21 2.4 2 0.2 6 0.7 30 3.4 9 1 5 0.6 5 0.6 5 0.6 12 1.3 4 0.5 61 6.9 3 0.3 23 2.6 1 0.1 3 0.3 2 0.2 4 0.5 2 0.2 3 0.3 1 0.1 3 0.3 8 0.9 1 0.1 1 0.1 3 0.3 2 0.2 6 0.7 1 0.1 2 0.2 1 0.1 3 0.3 1 0.1 邨 4 0.5 1 0.1 邨 1 0.1 2 0.2 891 100 2001-2002 4. 4.1 28 1 1:1.4 ( 1 1 4 1 4 3 27 1 1 1 1 1 2 10 58 1 1 4 1 3 3 27 1 1 1 1 0 2 4 50 4.2-2 7 1 MISS PANNU 01-02 -3-2006/9/8

4.3 2001-2002 80-83 ( 19 91-95 97-99 ( ( 85-88 ( 18 90-94 ( 95-97 ( 98 ( 99 ( ( 13 91-95 ( ( 11 96-99 ( 77-79 ( 22 94-96 ( 8 96-98 97-99 83-88 ( 13 94-96 97-00 ( 91-94 (, 6 94-96 (, ( 98 ( 98-00 ( 91-95 7 97 99-01 ( ( 91-93 ( 14 94-98 ( 92-95 5 95-97 99 ( 93-96 ( 4 00-02 ( ( 97-99 ( : 3 85-89 ( 7 97-99 ( 96-99 ( 2 99-00 ( : 1A 97-99 ( 3 1B 97-00 ( 2 1C 95-98 ( 4 99-01 1D 96-99 ( 2 99-00 ( 1E 95-98 ( 2 2A 99-01 ( 1 2B 97-00 (,,, 2 2C 97-99 ( 1 99-01 ( 2D 87-89 13 2E 94-97 5 3A 94-96 ( 4 96-98 ( 3B 97-00 ( 2 3C 97-99 (,,, 3 3D 97-99 ( 1 99-01 ( 01-02 -4-2006/9/8

2001-2002 3E 96-99 ( 3 4A 95-98 ( :4 4B 99-01 ( 1 4C 97-99 ( : 3 4D 99-00 4 95-98 ( 4E 95-97 (5 00-02 ( 3 5A 97-99 ( ( 5B 97-99 ( 1 99-01 ( 5C 95-98 ( 4 99-01 5D 95-98 ( 2 5E 96-98 ( 4 6A 96-99 ( 1 00-01 ( 84-87 ( 14 6B 94-96 University of Leeds(Teaching English to Speakers of other Languages 97-99 ( 6C 95-98 ( 3 98-99 ( 95-98 ( 4 99-01 ( 87-91 ( 10 98-00 00-02 ( ( ( 96-99 ( 1 85-87 ( 11 89-91 Miss Pannu 95-96 96-97 98-99 94-98 99-01 University of Bristol (B.Ed. (Teaching English as a Foreign Language University of Durhem (M.A.in Counselling University of Manitoba (B.Sc Bachelor of Science, Botany and Zoology 1. University of Manitoba (B.Ed Biological of Science, General Sciences. 2. (CTESL Certificate in Teaching English as a Second Language 1 4.4 6 1-5 6-10 11-15 16-20 20 33 5 7 2 1 4.5 83% 71% 23% 6% 01-02 -5-2006/9/8

2001-2002 4.6 4.7 4.7.1 4.7.2 4.7.3 4.7.4 4.7.5 4.7.6 4.7.7 4.7.8 Ms Pennu 4.7.9 Ms Pennu 2001-2002 4.7.10 4.7.11 4.7.12 4.7.13 4.7.14 4.7.15 4.7.16 01-02 -6-2006/9/8

4.8 2001-2002 4.8.1-2001 2002 101 - - 7 7 4.8.2-2002 1-17 - 2002 5 7 8-2001 12 1 2002 1 7-2002 3 12 3 14 Teaching English Through Drama Spelling Workshop 4.8.3-2002 3 20 01-02 -7-2006/9/8

2001-2002 5. 5.1 5.1.1 5.1.2 5.1.3 5.1.4 5.1.5 5.1.6 5.2 5.2.1 5.2.2 5.2.3 55 5.2.4 5.3 5.3.1 5.3.2 5.3.3 5.3.4 5.3.5 5.3.6 5.3.7 5.3.8 5.3.9 5.3.10 5.3.11 5.4 5.4.1 5.4.2 5.4.3 5.4.4 5.4.5 5.5 5.5.1 5.5.2 5.5.3 5.5.4 5.6 5.6.1 5.6.2 5.6.3 5.7 5.7.1 5.7.2 5.7.3 5.7.4 5.7.5 5.7.6 5.8 5.8.1 01-02 -8-2006/9/8

2001-2002 6. 6.1 6.1.1 96 9 6.1.2 99 8 6.1.3 9 6 3 4 2002/2003 2000 7 2002 9 6.2 6.2.1 9 6.3 6.3.1 1. 1.1-2. 2.1 - - 3. 3.1 - - 4. 4.1-5. 5.1-5.2-6. 6.1 6.1.1 1/9/2001 31/8/2002 1-6.1.2 1/11/2001 31/8/2002 3 6.1.3 15/11/2001 31/3/2002 1 6.2 6.2.1 1/2/2002 31/8/2002 1-6.3 ( 6.3.1 (9 6 1-6.3.2-146 6.4 6.4.1 6.4.1.1-48 6.4.1.2-6.4.2 6.4.2.1-84 6.4.2.2-87 Macromedia Flash Macromedia DreamweaverAdobe Photoshop 01-02 -9-2006/9/8

2001-2002 - - - 6.3.2 1. - - - - - - - - - - 2. - - 15% 3. - - - 6.3.3 1. - - 2. - - - - - 6.3.4 1 2 - - 70% - - - - 3. - - 97% - - - 01-02 -10-2006/9/8

6.3.5 2001-2002 1. - - 濶 - - 01 12 2. - 24/9-24/9 - - - - 3. - - 2 400 - - 1200 - - - - 6.3.6 1. - - 4 2 1 1-100% 2. - - ( 3. - - - - 4. - ( - 8:20 5. - - - - - - - - 6.3.7 1. - - - - 2. - - - 20% - 80% 3. - 4-6 - - - - 01-02 -11-2006/9/8

6.3.8 2001-2002 - 2 SAMS 1. - SAMS SAMS - - SAMS SAMS SAMS 2. - - - - 3. - - 4. - - - - 6 - - - 6.3.9 1. - - 12.55% - - - - - - - - 2. - - 3. - - 8.91% 4. - - 5. - - 50% 6. - - - - - Oxford Reading Tree - - - - - 7. 7.1 7.1.1 / 11 2 10 10 4 2 2 2 1 0 1 2 2 0 1 50 11 2 9 10 4 2 2 2 1 0 1 2 2 0 1 50 11 2 9 10 4 2 2 2 1 1 1 2 2 0 1 50 11 2 9 10 4 2 2 2 1 1 1 2 2 0 1 50 11 2 9 10 4 2 2 2 1 1 1 2 0 2 1 50 11 2 11 10 4 2 2 2 1 1 1 2 0 0 1 50 01-02 -12-2006/9/8

7.2 2001-2002 7.2.1-7.2.2-7.2.3-1998 2000 7.2.4 Objectives Implementation plans Performance 1. To develop a co-teach phonics programme of P.1-4 2. To develop the PSED Scheme of P.6 - Each level has a level coordinator to work with the NET to design the packages on phonics teaching and co-teach with them. - The PSED NET and LET assist in making P.6 teaching packages and co-teach with SETs (Focus on creative writing. - Systematic teaching packages on phonics for P.1-4 were developed. - Suitable teaching materials were designed. - Teaching packages on free writing rather than creative writing were developed according to four writing stages. 3. To develop the - P.5 and P.6 students are - 70% P6 students had attended an interview enrichment programme of sponsored to attend the preparation programme in the first term. P.5-6 enrichment programme on - 60% P5 and P6 students had attended the Saturdays for the whole enrichment programme throughout the year. whole year. Suggestions: - Since pupils pick up the sounds very quickly, it was suggested that a sharing time could be added as one of the elements in phonics lessons. - Individual differences should be catered by groupings in phonics lessons if time is available. - In P.6 writing lessons, pupils should have more chances to have group discussion with the NET in order to expand their ideas and get more feedback on their output. - After finishing the group writing, pupils should be encouraged to work on individual writing to further develop their writing skills. - P.6 pupils should have chances to attend a mock interview. - The class size of the enrichment programme should be reduced to 15 if the emphasis is on oral English. 7.2.5 1. - - - - 2. - - - 01-02 -13-2006/9/8

2001-2002 7.2.6. - - (8 (6 (6 (8 (14 7.2.7-7.2.8 - OK 7.3 New On Target English Oxford ( ( ( ( ( 24 ( 7.4 7.4.1-7.5 7.5.1-7.5.2-7.5.3-01-02-14- 2006/9/8

2001-2002 7.5.4 9/2001 10/2001 11-12/2001 12/2001 2/2002 3/2002 4/2002 37 5/2002 (2002 6/2002 Big ( 7/2002 P.1 P.2 P.3 P.4 P.5 7-8/2002 Keep fit keep fit Big 01-02 -15-2006/9/8

2001-2002 7.6 7.6.1 1. - - - 1.2 - - 2.1 1-45 12-50 - 30 2-5 3.1 - - 3.2-32 - 6 14 12 - - 2 - - - - 7.6.2 1. - - 100% 2. - - 21 3. - - - 01-02 -16-2006/9/8

2001-2002 7.6.3 Plan Report Objectives Implementation plans Performance 1. To arouse pupils interests in learning English 2. To develop pupils confidence in learning English - introducing free writing in P.2 and P.6 - introducing Video Watching Time (5 mins. every day in P.1 P.3 - organizing spelling activity: Spelling is Fun in P.1 - P.3 - organizing language activities after the final examination such as singing contest and inter-level Q&A competition 3. To build up good reading habits - conducting reading lessons for P.6 - More than 80% of P.2 pupils submitted 24 pieces of writing in a yearmore than 4 teaching packages on writing for P.6 were developed. - Pupils did not watch any videos as computers were not ready for use. - More than 40% of the pupils got more than 3 marks out of 5, 6 or 7 in their spelling cards before each examination. - 1 level activity (Q&A competition was organized after the final examination. - implementing SBA in P.1 and P.2 - More than 80% of the pupils were active in participating in activities. - implementing SBA in P.1 and P.2 - More than 80% of the pupils have the experience of being Little Teachers - recommending suitable readers for P.3-P.6 - Suitable reading materials were selected and the scheme was developed. - More than 80% of the pupils have read all the recommended readers Suggestions: - Teachers found that the teaching packages were useful. However, adjustment needs to be made to suit pupils ability. - For writing, teachers found that follow-up work should be carefully done to ensure that pupils can grasp the target learning points and they can correct the mistakes. - Teachers found that the Q&A competition was exciting and enjoyable for pupils. Pupils could really get the chance to comprehend questions and give responses. If possible, the questions set for the competition can be on all different aspects instead of only on General Studies. It was suggested that a cross-curriculum competition could be organized. - For reading lessons, teachers suggested to expose pupils to different text-types instead of only the set readers to arouse pupils interests in reading. 01-02 -17-2006/9/8

7.6.4 - - 2001-2002 1 - - 2. - - - - 7.6.5 1. - ( - - - ( 2. - - 90% 5 - - 80% - - 7.6.6 1. - - - - - - - / 10 /2001 5 /2002 4 /2002 5 /2002 6 /2002 - Big 6 /2002 7/2002 7 /2002 7 /2002 01-02 -18-2006/9/8

2001-2002 7.6.7 1. - - 2. - - 3. - - - - - - - 没 7.6.8 1. - - 60 7.5% -,10 2. - -, 5 3. - - 70% - - 23/10/2001 4-5/12/2001 7/5/2002 3/5/2002 3/3/2002 1 (5C 2 (5A 6/6/2002 1 50 6B 2 50 4C 3 50 6C 4 50 6C 5 50 5D 6 50 4C 7 50 4E 7.6.9 1 G14 - - 2 - - 3. - - 01-02 -19-2006/9/8

2001-2002 - - 8. 8.1 8.1.1 100 87/170 51.18% 93/174 53.45% 168/170 63.53% 78/162 48.15% 56/162 34.57% 78/162 48.15% /163 /163 /163 88/164 53.66% 51/164 31.10% 64/164 39.02% /147 /147 /147 47/85 55.29% 42/85 49.41% 35/85 41.18% 1 100 2 1 8.1.2 $3000 6A 6C $1000 1E 2A 3D 4B 5B 6A 1C 2B 3C 4A 5A 6A 1D 2E 3A 4E 5C 6B 5D $250 1E 8.1.3 1B 2C 3D 4A 5A 6A 1E 2A 3C 4B 5B 6A 1D 2C 温 3D 4D 5B 6B 1E 2A 3B 4A 5C 6A 01-02 -20-2006/9/8

2001-2002 8.1.4 8 10 8 35 55 254 370 100 80 26 70 80-100 60-80 15 50-70 50-79 40-59 28 30-49 69 40 13 30-40 12 20-29 24 49 01-02 -21-2006/9/8

8.2 23/10/2001 1 2 4 100 3 4 5 4 100 6 7 8 200 4-5/12/2001 1 2 100 3 200 4 4 100 5 6 7 8 9 7/5/2002 1 50 2 50 3 50 4 100 5 50 6 50 7 50 8 50 9 50 10 50 11 12 13 14 15 16 3/5/2002 1 50 2 50 3 100 4 50 5 100 6 4 50 7 50 8 50 9 50 10 50 11 100 12 100 13 4 50 3/3/2002 1 2 1 (5C 2 (5A 6/6/2002 1 50 6B 2 50 4C 3 50 6C 4 50 6C 5 50 5D 6 50 4C 7 50 4E 2001-2002 ( (6C ( ( (5A ( (6C ( ( (6A ( (5C ( (5E ( (5C ( (5C ( (5C ( ( (5A ( (5A ( (5E ( (5C ( ( 6B ( 4C ( 5B ( 4C ( 6C ( 5D ( 4C ( 5D ( 4E ( 6C ( ( ( ( ( 5D ( 4E ( 6B ( 4C ( 4C ( 4C ( 4C ( ( 5D ( 4C ( 3E ( 5D ( 3E ( 4C ( ( (5C ( 01-02 -22-2006/9/8

9. 9.1 0 2 0 0 0 1 1 2 1 1 1 1 1 1 12 2001-2002 9.2 9.3 1 - - - 2 - - 80% 3. - - 60% - - 13 - - 19 12-0102 - 19 16 - - - 15 4. - - - - - - - 5. - 8 / 01-200 - - 13 - - 18 - - - - 18 - - 23 14 6. - - 90% - - 80% - - - 01-02 -23-2006/9/8

10. 2001-2002 10.1-10.2 - - 10.3 1 - - 2 - - 3. - - - - 10.4 26/8/01 17/1/02 7/2/02 3/10/01 12/12/01 18/4/02 9/5/02 10/5/02 10.5-10.6-01-02-24- 2006/9/8

2001-2002 11. 1. 1. : : 1.1 13,441,743.75 1.1 13,400,347.25 1.2 1,478,875.00 1.2 1,009,863.49 1.3 342,376.50 1.3 1.4 16,380.00 1.3.1 2,834.07 1.5 107,440.00 1.3.2 2,556.00 1.6 14,000.00 1.3.3 13,021.18 1.7 200.00 1.3.4 7,000.00 1.8 1,250.00 1.3.5 4,500.00 1.9 6,560.00 1.3.6 673.88 1.10 5,600.00 1.3.7 8,238.00 1.11 145,500.00 1.3.8 $300037,971.00 1.3.9 5,488.10 : 1.3.10 2,351.20 1.12 13,690.00 1.3.11 2,543.85 1.13 5,750.00 1.3.12 20,954.90 1.14 14,828.00 1.3.13 165,641.53 1.15 55,000.00 1.3.14 14,702.91 1.16 259,680.00 1.3.15 1,450.00 1.17 6,500.00 1.3.16 586.00 1.18 6,500.00 1.3.17 22,060.00 1.19 550,000.00 1.3.18 21,993.00 1.3.19 696.20 1.3.20 8,503.20 1.3.21 38,182.42 1.3.22 70,334.90 1.3.23 7,019.70 1.4 4,667.80 1.5 88,904.74 1.6 25,459.40 1.7 200.00 1.8 1,200.20 1.9 4,779.00 1.10 4,160.00 1.11 ( 77,354.76 : 1.12 10,865.60 1.13 5,358.30 1.14 15,876.00 1.15 613,550.54 1.16 492,694.00 1.17 6,186.28 1.18 12.974.95 1.19 ( 613,550.54 : 16,471,873.25 : 16,847,294.89 01-02 -25-2006/9/8

2001-2002 2. 2. 2.1 5,000.00 2.1 4,950.00 2.2 30,000.00 2.2 29,955.23 2.3 10,000.00 2.3 10,000.00 2.4 5,000.00 2.4 4,630.90 2.5 188,600.00 2.5 172,603.60 2.6 407,000.00 2.6 406,537.80 : 645,600.00 : 628,677.53 3. 3. 3.1 55,209.88 3.1 ( 33,870.00 3.2 89,425.32 3.2 ( 58,478.47 : 144,635.20 : 92,348.47 : 17,262,108.45 : 17,568,320.89 : - $18,000.00 $12,180.00 - $30,000.00 $9,704.76 - $7,470.00 : $77,354.76 : $23,550.00 $26,819.00 $16,380.00 - $7,162.00 $16,866.47 $1,571.00 : 92,348.47 : $270,409.35 $165,401.69 $177,739.50 : $613,550.54 01-02 -26-2006/9/8

2001-2002 12. 12.1 12.2 12.2.1 12.2.1.1 12.2.1.2 12.2.1.3 12.2.1.4 12.2.1.5 12.2.1.6 12.2.2 12.2.2.1 12.2.2.2 12.2.2.3 55 12.2.2.3.1 12.2.2.3.2 12.2.2.3.3 12.2.2.3.4 12.2.2.3.5 12.2.2.3.6 12.2.2.3.7 12.2.2.4 12.2.3 12.2.3.1 12.2.3.2 55 12.2.3.3 12.2.3.4 12.2.3.5 12.2.3.6 12.2.3.7 12.2.3.8 12.2.3.9 12.2.3.10 12.2.3.11 01-02 -27-2006/9/8

2001-2002 12.2.4 12.2.4.1 12.2.4.2 12.2.4.3 12.2.4.4 12.2.4.5 12.2.5 12.2.5.1 12.2.5.2 12.2.6 12.2.6.1 12.2.6.2 12.2.6.3 12.2.6.4 12.2.7 12.2.7.1 12.2.7.2 12.2.7.3 12.2.7.4 12.2.7.5 12.2.8 35% 35% 30% 35% 15% 13% 63% 84% 12.3 12.3.1 12.3.2 12.3.2.1 4 12.3.2.2 12.3.2.3 12.3.2.4 12.3.2.5 12.3.2.6 12.3.2.7 12.3.2.8 01-02 -28-2006/9/8

12.3.2.9 2001-2002 12.3.3 12.3.3.1 12.3.3.2 12.3.3.3 12.3.3.4 12.3.3.5 302 12.3.3.6 12.3.3.7 12.3.4 12.3.4.1 12.3.4.2 ( 12.3.4.3 12.3.4.4 12.3.4.5 12.3.4.6 12.3.5 55 01-02 -29-2006/9/8