Teachers should start by explaining to students that in Part 2 of the module, they will learn how to collect information of social issues beyond the typical means of websites and books.
Students should be encouraged to, or required to (teachers can decide), use a combination of secondary sources like websites, newspapers and books, and the primary research methods they are going to learn in Part 2 for their research project.
It is also a good time to discuss with students or remind them of the requirements of their research project. (e.g. What assessment learning activities exactly do students need to do?
How long are the learning activities expected to be? How should students be grouped? What research methods should students use? When is the submission deadline?) Teachers could also refer students to the Research Project Form in the Supplementary Materials Section to guide students in their project.
Learning Activity 1 30 minutes (pair work)
(a) This learning activity prompts students to think about the different possible research methods.
(b) Teachers should explain the general differences between primary sources and secondary sources to students before they answer (b):
Primary sources refer to the information collected directly from the research subjects (i.e. the parties involved in the research topic). The research of primary sources is known as primary sources. It is a means journalists heavily rely on to gather information.
Secondary sources usually contain ‘generalisation, analysis, synthesis, evaluation or evaluation of the original information’ (‘Secondary Source’ in Wikipedia, 2008). Common secondary sources include textbooks, academic journals, newspapers, documentaries and websites.
(c) Answers:
1. S 2. P 3. S 4. S 5. S 6. P
The table below summarises the advantages and disadvantages of primary research when compared with secondary research. Teachers may go over it with students if considered appropriate.
Primary research
Advantages Disadvantages Biases and inaccuracies can be checked. It is not readily available and is
time-consuming to conduct.
Primary research allows the subjects’
‘voice’ to be heard and therefore makes the findings more representative.
Response rate may be low and selection non-random. This affects the reliability of the research.
There may be a lack of secondary sources for some issues (e.g. when they have not yet been reported or studied).
Primary research is difficult to do with some issues (e.g. when they take place in another country).
Secondary research
Advantages Disadvantages
Readily available. Information and opinions may be
distorted in the process of interpretation and synthesis.
Usually well organised. This makes comprehension of the topic easier, so it is particularly good in the early stages of research.
Secondary research does not contain the subjects’ ‘voice’. Reliability may be questioned.
(d)
1. __C__ 2. __D__ 3. __G__ 4. __A__
5. __H__ 6. __B__ 7. __F__ 8. __E__
Learning Activity 2 40 minutes (group work)
Teachers should choose excerpts from a documentary video that contain observation study before the lesson. Below are some useful sites where documentary videos can be viewed for free:
http://search.rthk.org.hk/search/index.php
http://search.bbc.co.uk/cgi-bin/search/results.pl?q=&scope=all&tab=av&recipe=all&x=46&y
=11 http: www.youtube.com
Below are two videos which teachers can consider using:
1. Cross River Gorilla Conservation
http://www.youtube.com/watch?v=13Toh3Q4Vrk 2. Guardians of the Sea: Wild Dolphins
http://www.youtube.com/watch?v=InUrAHyggDY
Teachers should go through the questions before students watch the documentary excerpts, so that they know what to pay attention to.
Answers to the questions vary from one documentary to another. Teachers should accept any reasonable answers.
The focus of this learning activity is not on assessing students’ listening skills but their understanding of the purpose and use of observation as a research tool. Teachers should
Learning Activity 3 40 minutes (group work)
Before this activity, teachers should tell students that they will be presenting their research findings and analyses of a social issue in Part 3 ‘Final Presentation’ of this module. Teachers should help students to form groups latest at this point so that they can start working together, as the observation findings of this activity can form part of the oral or written presentation later. Students should be encouraged to choose a social issue that interests them so that they will be motivated to find out more. They should also be reminded to decide on some specific items to observe so that they will be able to record their observations.
Teachers should go through the guidelines for observation study before students start designing their own observation. This link provides further information about observation and primary sources: http://owl.english.purdue.edu/owl/resource/559/07/. Students should be asked to report their observation findings to another group in the following lesson.
Learning Activity 4 40 minutes (pair work) (a) &
(b)
Suggested answers: (The numbers in brackets show the suggested order, but any reasonable answer should be accepted.)
A. Introduce yourself (2)
B. Give the list of questions to the interviewee
C. Explain the research findings that you have gathered so far to the interviewee in detail
D. Say how long you think the interview will last (4 / 5)
E. Ask the interviewee politely for permission to interview him / her (4 / 5) F. Approach the interviewee politely (1)
G. Introduce the purpose of the interview (3) H. Wait for people to approach you
I. Ask the interviewee for permission to record the interview (6) (c) Answers:
1. My name is … (A)
2. Answer my questions now.
3. It will take around … minutes. (D) 4. Excuse me. (F)
5. Hey, you.
6. I am working on a research project on… (G) 7. I wonder if you could answer a few questions. (E) 8. This is urgent. You must help me.
9. I would like to find out more about … (E) 10. Just give me ten minutes, okay?
11. May I record your interview? (I)
Learning Activity 5 40 minutes (pair work)
Teachers will need to play the interviews on Tracks 1-2 of the CD for Question(c) of this activity. They need to make sure they do not give students the handout for Learning Activity 6 at this point as the tape script may give away some of the answers.
Suggested answers:
(a) Follow-up questions can be asked when the answers given by the interviewee are insufficient, irrelevant or vague.
(b) The interviewer should try to predict the answers and prepare some follow-up questions before the interview. However, the interviewer should listen actively on the spot to decide whether to ask follow-up questions and what questions to ask.
(c) Interview Two is better because more answers are elicited and the answers are more specific and clear. This is achieved by asking follow-up questions.
Tape script for Interview 1 A: Hi.
B: Hi.
A: My name is Kira. I am collecting opinions on the conservation of historic buildings for a school project. Would you mind if I ask you a few questions?
B: No, not at all.
A: Thank you. So to begin, how would you define historic buildings?
B: Erm, any building that has been in existence for a long time.
A: I see. So, can you think of any examples?
B: Well, let me see. The clock tower in Tsim Sha Tsui, you know the one next to the Star Ferry Pier. Hmm…I don’t know if I would say the Queen’s Pier is historic. Many people think it is. But, honestly, I don’t know.
Catering for Learner Diversity
For less advanced students:
Students can be asked to jot notes while the interviews are played. You may then ask students to report the information they have noted down for each of the interviews and guide students to decide which interviewer has elicited more information from the interviewee and how the interviewer has made this possible.
Alternative for more advanced students:
Students can be chosen to role-play the two interviews.
B: Of course economic development should give way to conserving heritage. These old buildings are the footprints left behind by the older generations. Once they are gone, they are gone forever. I just can’t stand seeing these buildings being torn down. I am sure there are other ways.
A: Okay. That’s all. Thank you very much for your time.
B: My pleasure.
Tape script for Interview 2 A: Hi.
B: Hi.
A: My name is Kira. I am collecting opinions on the conservation of historic buildings for a school project. Would you mind if I ask you a few questions?
B: No, not at all.
A: Thank you. So to begin, how would you define historic buildings?
B: Erm, any building that has been in existence for a long time.
A: I see. But when you say a long time, what exactly do you mean?
B: Erm, could be fifty, sixty years or more. But, I don’t think age of the building is the only thing. The key is whether the architectural style is very different from what we can see today.
A: Do you mean the architectural value is even more important than how long it has stood?
B: Yes.
A: So, can you think of any examples?
B: Well, let me see. The clock tower in Tsim Sha Tsui, you know the one next to the Star Ferry Pier, is a good example.
A: I see. Can you think of any more examples?
B: Hmm…I don’t know if I would say the Queen’s Pier is historic. Many people think it is.
But, honestly, I don’t know.
A: Right. I wonder if you could tell me a bit more about the Queen’s Pier. Why is it difficult to decide whether it is a historic building?
B: Somehow I feel that these people’s claim that Hong Kong people have a collective memory of this place is an exaggeration. At least, I myself do not find this place particularly memorable.
A: I see. Then why do you think historic buildings should be conserved?
B: Of course they should be conserved. They are very important for people’s cultural identity and their pride of this place.
A: Can you elaborate on that a bit?
B: Yeah, erm, I mean the historic buildings remind us of the past of this place — how our grandparents led their lives, what struggle our parents had to go through in their childhood before we have today’s achievement. This gives us a sense of pride, doesn’t it?
A: Yes. So, when conserving a historic building is in conflict with a development project, what do you think should be done?
B: Of course economic development should give way to conserving heritage. These old buildings are the footprints left behind by the older generations. I just can’t stand seeing
A: Other ways?
B: Renovation for example.
A: Right. Okay, that’s all. Thank you very much for your time.
B: My pleasure.
Extra follow-up questions commonly used in interviews: (Teachers can elicit more from students and put them on board.)
Could you explain that in more detail?
Can you give me an example?
When you say the idea / proposal is good, in what way is it good?
What exactly do you mean by that?
So, are you saying that …?
Sorry, I’m not with you. Do you mean …?
Learning Activity 6
20 minutes (individual work)
This activity underscores for students the questions they could ask for elaboration of ideas.
Teachers may go over the answers with students and ask them if there are any other ways of asking for such information.
Answers:
1. what exactly do you mean 2. Do you mean
3. Can you think of
4. I wonder if you could tell me a bit more 5. Can you elaborate on that a bit
6. Other ways Learning Activity 7 30 minutes (pair work)
The role cards are just to give students some ideas of what they can say during the interview. Students should be discouraged from reading from the cards but encouraged to use the expressions learnt in Learning Activities 4 and 5.
Role card A Situation:
You are a reporter for your school’s campus magazine. You plan to write an article about slimming culture. You are interviewing a social worker who runs an eating disorder support group to find out more about the phenomenon. To gather as much information as possible, you need to ask follow-up questions. Do the following during the interview:
1. Start the interview by politely introducing yourself and explaining why you are
Catering for Learner Diversity
For less advanced students:
You can provide some sentence starters for students, such as the ones below:
My name is…and I am from…
I am planning to write… and I am trying to find out more about…
Would you mind sparing a few minutes to answer a few questions?
My first question is…
Here comes my second question…
Thank you very much indeed for your time.
Alternatively, ask students to prepare fewer questions to ask, e.g. ask for two reasons only and ask two follow-up questions, or simplify the role cards to make the activity less challenging.
Situation:
You are a social worker who runs an eating disorder support group.
Use the information below to answer the questions the interviewer asks you.
Your response:
Most teenagers are concerned about their weight:
1. there is peer pressure (If the interviewer asks a follow-up question, provide statistics that if a teenager has a friend who is on a diet, he / she is twice as likely to go on a diet)
2. advertisements suggest that to be thin is the only standard of beauty (If the interviewer asks a follow-up question, add details about why and how advertising works, e.g. they use well-known youth role models, they use distorted ‘before-and-after’ photos, they sponsor television programmes about weight control)
3. some teenagers believe that to be thin means popularity and success (If the interviewer asks a follow-up question, tell him / her that actually if one pays too much attention to weight, one misses other valuable things in life and one’s social life will eventually be affected)
.Role card B