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Case studies: Sample teaching, learning and assessment sequences

HKTA The Yuen Yuen Institute No. 1 Secondary School


HKTAYY1 is an aided co-educational CMI school located at Kwai Chung where Miss Yeo Shua-hoon has taught English for 14 years. During the school year 2004-2005, Miss Yeo designed a small scale extensive reading and oral assessment programme for her S4 students in preparation for the school-based assessment component of the new CE English syllabus.

The assessment task designed by Miss Yeo was later adapted into one of the sample assessment tasks called Book Promotion, in which the students had to discuss why a particular book should be promoted for use in the lower forms. In the reading programme, Miss Yeo first formed her students into groups and let them choose their own story books from a set of simplified readers called Seriously Silly Stories written by Laurence Anholt and published by Orchard Books, which she thought suited her students' interests and level. Then each student was given a log book to record the things they had learnt from their reading. All students were taught three main types of skills, namely, thinking skills based on 'six thinking hats', dictionary skills and pronunciation skills. Students were then asked to read the book on their own, write a short book report and prepare for their presentations and interactions. Peer assessments were also undertaken for the individual presentations.

Miss Yeo was generally very pleased with the way students responded to the activities and with their willingness to interact and engage with the task. However, she found that quite a number of students were very note-dependent. If she were to repeat the unit, she would ask students to put aside their notes and try to express their ideas in a more natural way, which would require some more intensive training.


Teacher Miss Shua-hoon Yeo
Class 4A
MOI CMI
Name of Task Book promotion to the junior form students
Click here to view the sample assessment task adapted from Miss Yeo's assessment which includes a brief description of the six thinking hats.
Oral text-type Individual presentation/oral interaction
Type of genre Print Fiction
Name of the book Ghostyshocks and the Three Scares
Description of the pre-assessment activities
  1. Students were formed into groups of three.
  2. Students chose their own books.
  3. Each student was given a log book. They had to write down who their group members were and why they chose their books.
  4. Students were taught three types of skills:
    a. thinking skills (based on the six thinking hats)
    b. dictionary skills
    c. phonetics/pronunciation
  5. Students were asked to write everything they learnt in their log books.
  6. Students wrote an individual book report of 250 words.
To view a student's book report

To view the teacher describing the pre-assessment activities.


To view students preparing for the group interaction, identifying and discussing the good points of their book.
Description of the assessment task
  1. For the individual presentation, students from the same reading group presented the common book that they had read. Students also did peer assessment for the individual presentations.
  2. For the group interaction, four students in a group read different books. They needed to promote their books and agree on the best one for the junior form students.


To view the teacher describing the assessment task.
Feedback/Comments regarding the assessment task

To view a student presentation.

To view a completed peer assessment form done by a student.


To view Miss Yeo's specific comments regarding one student's presentation, Kiky. Below is a summary of what Miss Yeo says about Kiky's presentation

  1. I admire the student's use of gestures and good eye contact.
  2. Her opening and closing are good.
  3. She finished her presentation within the scheduled time limit.
  4. The speed is slightly irregular, so I just marked her naturalness and fluency as average.
  5. She had quite a number of grammatical mistakes.
  6. Her voice is good and she articulated in such a way that it was a real story. She made it exciting for the audience.
Note how positive the teacher is in her feedback. Even though Kiky still needs a lot of development in her speaking skills, it is important to emphasise her strengths, not just her areas for improvement.



To view Miss Yeo talking about how her students react in front of the camera in general
  1. Get students to hold the video camera themselves so they feel more relaxed.
  2. Make sure students are comfortable with a video camera before assessment begins.