The lesson was student-led as students had to share their experience and feelings with partners before the group interaction. Pairwork and group work were designed in the class to enhance students’ active involvement. After the speaking activity, a newspaper article relevant to the theme of the task was assigned for students’ further reading that would be the learning material for the upcoming lesson. 

这堂课以学生为中心，因为学生必须在小组互动之前与组员分享他们的经验和感受。课堂上还设计了结对合作和小组合作，以提高学生的参与积极性。口语活动结束后，老师还布置了一篇与口语任务主题相关的报刊文章，供学生进一步阅读，以作为下节课的学习材料。

Self-directed learning was also promoted in the lesson since students were asked to watch another YouTube video for additional information that would be discussed in the following sessions. 

这堂课亦促进了学生的自主学习，因为学生被要求观看另一段YouTube视频以获取更多信息，这些信息将在接下来的课程中进行讨论。

During the lesson demonstration, teachers, being the observers, sat at the back of the classroom and took notes. After the 45-minute lesson, teachers were formed into groups and shared their observations. 

The Academic Affairs Advisor, Dr Stanley WONG, guided teachers to analyse Principal KAM’s lesson and provide positive and corrective feedback. Additionally, Dr WONG went through the lesson plan that Principal KAM had prepared with teachers, showing them the required components of a lesson plan, including motivation, development and consolidation stages. 

示范课期间，教师们作为观察员坐在教室后面，边观察边做笔记。45分钟的观课结束后，教师们分成小组，互相交流观课心得。DSE教务顾问黄兆雄博士则指导教师分析金校长的课堂，并提出正面和纠正的意见。此外，黄博士亦与老师们一起检视金校长所准备的教案，让老师们进一步了解一堂课所需的元素，包括动机、发展和巩固等阶段。