Annie: In this project, I have learned to be more careful in designing materials to make them user-friendly, and to think in a more student-oriented way. I have also learned that it is always useful to prepare an extended task and to use more songs and videos in grammar teaching.

Carmen: I have learnt how to design different learning materials and activities for different levels of students. I have learnt how to organize the lesson plan in a way that students can follow easily and how to present the grammar objectives clearly. I have also gained lots of inspiration from the sharing of the student teachers such as the selection of an appropriate text to introduce a grammar item and the use of pictures to explain abstract concepts.

Celine: I learned a lot from my peers about how to include creative ideas through songs and videos in the teaching of conditional sentences, how to use a game to find out the murderer in the teaching of “modal + have + past participle” for making deductions. I also benefit from modifying my own lesson plan with the comments from my peers.

Chloe: This project enables me to realize that English teachers should be lifelong learners. I saw many experienced English teachers striving for suggestions on improving their lessons. It let me realize that teachers should be life-long learners. We should never stop improving ourselves.

Colin: I was not confident of designing lessons before participating in the project. I was not familiar with how to contextualise grammar teaching. Through the project, I learned a lot about grammar teaching and lesson planning. Yet, this is not the end of my learning process. The project has made me become more aware of the importance of effective lesson teaching, so I will continue to look for new and interesting approaches to help my students learn English and grammar.

Elaine: I pay more attention to the transition between different activities, and I have become more confident of teaching readers with effective teaching skills.

Gideon: I got more ideas about different innovative strategies to be used in an English grammar lesson.

Gwangmin: It was a great opportunity for me to participate in this project to learn a variety of things to prepare myself to become a teacher. It allowed me to reflect on my learning at HKIED as well as to prepare for the future.

Heather: In this project, I learnt

  • How to design a more innovative lesson plan;
  • How to make a lesson suitable for students with different learning styles and of different levels;
  • How to gradually increase the level of difficulties of the grammar topics to be taught.

Janet: (Grammar Project) I have definitely enhanced my knowledge and skills in designing English grammar lessons. I have learned how to construct grammar lessons in meaningful contexts. I have also realised the advantage of including current events when designing instructional materials. My understanding of English grammar is deepened – especially in terms of how different meanings are made through different grammatical choices.

(Reader Project) It is a great opportunity for me to know more about how to teach readers and how to include different activities in reader lessons. I believe I have made great improvements through the process of drafting and revising. Comments and suggestions from teachers and peers have greatly inspired me.

Jason Ma: After joining this project, I think I have more confidence in using the task-based approach and have become more efficient in lesson planning. I think I am more ready than ever to become a real teacher.

Jason Poon: (Grammar Project) I realise that it is important for students to learn grammar forms as well as to understand the meanings conveyed through different forms. It is important for teachers to design a meaningful context when introducing grammar items, so that students can notice in what situations certain items are used.

(Reader Project) This project has consolidated my knowledge about the pedagogical theories and teaching skills acquired during my 5-year study at EdUHK. I can apply them during the lesson planning and materials development in this project. This project has given me a golden opportunity to turn theory into practice.

Karena: The professional exchange among peers and between the project leader and us has reminded me of the importance of being student-oriented when planning lessons. I learnt a lot about how to design authentic contexts and meaning-driven lesson plans.

Katy: The most important thing I learnt in the process is how to strike a balance between creativity, effectiveness and applicability. Previously, I always prioritised creativity when planning lessons. But after revising my lesson plans several times, I paid more attention to their practicality. This prompted me to think critically about how to put new ideas into practice.

Naomi: In terms of lesson design, I think I gradually learned to use more multimedia resources in my lessons as I discovered they are what most students would love to learn with. In terms of personal growth, I have become more willing to express myself because the positive atmosphere created in the weekly meetings allowed me to share my thoughts comfortably.

Nichole: This project makes me believe that learning English is more than learning a language. We should treat and teach it as a communication tool. An authentic context and opportunities to use English for communication are important in English lessons.

Paula: This project has prepared me for my teaching career. I have learned many practical teaching skills (e.g. materials development skills, classroom management skills), and I have acquired a deeper understanding of some theoretical concepts, such as inductive learning and scaffolding.

Renee: The project benefits me in terms of how to conduct professional discussions, how to modify lesson plans (e.g. providing an interesting context), and how to simplify instructions for learners.

Sharon: As a teacher, I have learnt the importance of using student-friendly language. I have also recognised the need to share the lesson objectives with students and to have natural transitions between activities. As an observer of my peers’ teaching, I could draw on their strengths and recognise some common teaching problems, which serve as reminders for my future teaching.

Winnie: This project brought me some innovative ideas and activities to teach grammar, and raised my awareness of relating grammar to daily experience.

Yvette: I have learned a lot about how to give students language input with the help of songs and games. Also, an appropriate context does help students understand the meaning of particular grammar items.