英文口語課的真正意義 The Real Purpose of an English Speaking Session
學英文唔只係學語言，仲係學點樣同人溝通、傾聽同分享想法。有時更加想學生接觸唔同口音、唔同文化背景的人，所以呢個就係我組織 English speaking session 的目的。
English isn’t only about language — it’s about how you connect, listen, and share ideas with others. Apart from that, English speaking session also helps my students to adapt to different accents and enhance their cultural sensitivity from guest speakers.
🇩🇪 感謝德國嘉賓 Tom Special Thanks to Our German Guest, Tom
🇩🇪 好多謝我德國朋友 Tom Flaskamp 百忙之中抽空出席！我一邀請佢，佢即刻答「Yes! Sure!」，完全係德國人風格：準時、可靠，令大家都好放心。佢同學生的互動自然有趣，之後仲給了我非常正面和有建設性的反饋。佢的鼓勵和讚賞，令我對自己的教學路更有信心。謝謝你一直的支持！
Special thanks to my friend Tom Flaskamp for joining us! He said “Yes! Sure!” right away when I invited him, even though his work schedule is crazy busy. True to his German style: always punctual, always reliable. That gave us all a peace of mind. His interaction with the students was fun and natural, and afterwards he gave me very positive and constructive feedback. His encouragement and compliments gave me even greater confidence to push forward in my teaching journey. Thanks for always being supportive!
🗣️ 小班制：每個人都有機會開口 Small Group Format: Everyone Gets to Speak
今次特意以小組形式進行，4–5 位學生，等每個人都有機會發言、發問，真正融入對話。
This time I kept the size small — just 4–5 students in the session. That way, everyone had a chance to speak up, ask questions, and really join the conversation.
學生自選題目做 Mini-Presentation Student-Led Mini-Presentations
學生今次自己揀題目做 mini-presentation：有學生講人生意義，有學生講同動物相處的經歷，仲有學生好有心整 PowerPoint 講「1-day blinding stew」！之後大家互相發問交流，氣氛非常熱烈。
The students did mini-presentations on topics they picked themselves. Some shared thoughts on the meaning of life, one talked about their love for animals, and another even made a PowerPoint to explain the “1-day blinding stew” story. The Q&A afterwards was lively, with everyone asking and answering questions.
🧠 記憶學習法：親身經歷最難忘 Memory Research: Personal Experience Sticks the Most
最後玩咗 2 truths and 1 lie，大家笑到停唔到。我在大學時主力研究記憶學習法，深知親身經歷最能觸發情感，令學習內容更有意義、更易記住。而今次課堂，我真真正正親眼見到這個原理有多有效。
We also had some fun — students had to share their embarrassing experiences in the game 2 truths and 1 lie that had everyone laughing. Back in university, I did research and read a lot about memory. One thing I learned is that personal experiences stick the most. They trigger emotions and make content more meaningful. And I could really see that here.
最令我感動的一刻 The Moment That Moved Me Most
最令我驚喜係，一個平時最怕講英文嘅學生，今次竟然講得最多。睇到佢哋愈嚟愈有自信，真係好感動。這些，正是我熱愛教學的原因。
One of the quieter students actually ended up talking the most, which made me so happy. These are the moments when I see confidence building. I always tell my students: learning doesn’t stop at the classroom door. Sessions like this remind me why I love teaching. 🌱
了解更多 Polly 的教學理念及課程：pollyoxford.com
Learn more about Polly’s teaching approach and courses: pollyoxford.com
香港英文會話小組補習 英文口語訓練香港 個別學習差異教學 記憶學習法 小班英文補習 英文自信心建立 港大牛津教學經驗 IELTS口語補習 DSE英文補習 pollyoxford.com English speaking group Hong Kong individual learning differences small group English tutor Oxford HKU tutor student confidence English cultural awareness English learning
口語課以小班形式進行，每次 4–5 位學生，適合任何英文程度。無論是平時較安靜、不敢開口的學生，還是希望提升表達流暢度的學生，小班環境能確保每位學生都有充足的發言機會，循序漸進建立自信。
The speaking sessions are conducted in small groups of 4–5 students and are suitable for any level of English. Whether a student is naturally quiet and hesitant to speak, or simply wants to improve fluency, the small group format ensures every student has sufficient speaking time and the space to build confidence at their own pace.
真實的英語溝通不只是語法正確——還需要適應不同口音、理解不同文化背景的表達方式。邀請外籍嘉賓參與課堂，讓學生在安全、輕鬆的環境中接觸真實語境，提升文化敏感度，為將來在國際環境中溝通打好基礎。
Real English communication is not just about correct grammar — it requires adapting to different accents and understanding expressions across cultural backgrounds. Inviting guest speakers exposes students to authentic language in a safe and relaxed environment, building cultural sensitivity and preparing them for communication in international contexts.
Polly 畢業於香港大學教育學院，並取得牛津大學應用語言學碩士學位。她在大學期間深入研究記憶與學習的關係，了解到親身經歷最能觸發情感連結，從而令學習內容更有意義、更易記憶。因此，她的課堂設計刻意融入個人化元素，例如讓學生自選題目做 mini-presentation，以及透過遊戲引發真實情感反應。
Polly graduated from the Faculty of Education at HKU and holds an MSc in Applied Linguistics from Oxford. During her university years, she conducted in-depth research into memory and learning, finding that personal experiences trigger emotional responses that make content more meaningful and memorable. Her lesson design deliberately incorporates personalised elements — such as student-chosen presentation topics and games that elicit genuine emotional reactions.
每位學生的學習風格、性格和強弱項都不同。Polly 根據多年港大及牛津教學研究經驗，為每位學生建立個人學習檔案，因應個別差異調整教學節奏、內容和方式。例如在口語課中，她觀察到較內斂的學生在小班環境下反而發言最多，這正是她刻意將班級控制在 4–5 人的原因。
Every student has a different learning style, personality, and set of strengths and weaknesses. Drawing on years of teaching research from HKU and Oxford, Polly builds a personal learning profile for each student and adapts the pace, content, and approach accordingly. For example, in speaking sessions, she has observed that quieter students often end up speaking the most in a small group setting, which is precisely why she keeps the group size to just 4–5 students.
Polly 相信學習不應止於課室。課外支援包括：提供學術文章及學習資源、WhatsApp 即時解答疑問（9成訊息一分鐘內回覆）、批改習作並給予詳細書面反饋，以及不定期舉辦 English speaking session，讓學生有更多真實練習英文的機會。
Polly believes learning should not stop at the classroom door. Support outside of lessons includes: sharing academic articles and learning resources, instant WhatsApp responses to queries (90% of messages replied to within one minute), written feedback on assignments, and occasional English speaking sessions that give students additional opportunities to practise English in a real and interactive setting.
歡迎瀏覽 pollyoxford.com 了解更多，或 WhatsApp +852 6613 0968 直接查詢。
Please visit pollyoxford.com or WhatsApp +852 6613 0968 to enquire.
