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No more spoon-fed education in Hong Kong classrooms, please. Well, haven't we heard that idea before.

For years, introducing what is known as 'task-based learning' into our classrooms has been much discussed but has failed to become a reality.

But all that is about to change.

As of this September, all Form One English classes in secondary schools will have to adopt a more lively, flexible and activity-led teaching method.

While some have their doubts about the practicality of this more liberal teaching method, others see this initiative as the first step towards dropping the deep-rooted mechanical teaching style.

Veteran educator Wendy Lam Yuen-kwan, for one, believes this less textbook-based style of teaching and learning is beneficial to students. She said the new approach would facilitate a more lively learning process while meeting the targets set by the syllabus.

'Task-based teaching consists of a more genial context, in which students can learn meaningfully and purposefully. And we're not talking about one task alone, but diverse ones with different functions,' she said.

The senior English lecturer at the Hong Kong Institute of Education (HKIEd) was addressing an audience of more than 200 at a secondary school teachers forum organised by Young Post last Saturday.

Instead of relying totally on textbooks, Ms Lam strongly recommended music, cartoons and films to be used as tools for task-based teaching through which students can learn through enjoyment.

But just how do teachers actually go about using this method in English teaching?

A task means an activity that offers 'opportunities for purposeful and contextual uses of language'. Ms Lam explained: 'Five elements should be included in the task-based approach: a purpose, a context, a product, involving pupils in thinking and doing, and helping to expand their existing knowledge and skills.'

She added that a wide range of activities could be used in classes including role-play games with specified situations, newspaper and book reading, poetry reading and drama. Through these lively activities, students learn how to communicate with others and essential skills of problem-solving, reasoning, inquiring and conceptualising, Ms Lam said.

The idea is, the teacher should not be the only voice in classrooms.

However, some teachers are not as convinced.

Native English Teacher (NET) Maria Londy of Yan Chai Hospital Lim Por Yen Secondary School said maintaining discipline in a class of 40 would be very difficult, especially in lower band schools.

But noting that it was a problem originated from the education system, not the approach, Ms Lam responded by suggesting some small group activities would allow more students to get involved. 'When students get interested, they are not easily distracted,' she said.

Ms Lam also suggested that a newspaper is another good tool that teachers could use in classes.

Indeed, Young Post will undergo a revamp this summer to further enhance its 'educational and fun' image.

Its editor Kevin Kwong told the forum that he hoped the paper would maintain its usual high journalistic standards while catering to the needs of teachers and students.



Form One classes to adopt more flexible, task-based approach