Unit: A Visit to Hong Kong
Task 1: Planning a One-day Itinerary for the Recruitment Exercise
- LT 3.1 - LT 3.11 (pp. 115-134)
- Brochures on travelling around Hong Kong
- ETV Programme – Around Hong Kong in Seven Days - Games and activities in Chapter 3.1 (pp. 216-228) - Video clips of the tryout lessons (for teachers’ reference)
Procedures
4. Ask pupils to read the conversation about holiday plans in the textbook*1and highlight the use of the future tense to talk about future events.
5. Ask pupils to read the poem ‘Wonderful Hong Kong’ in the textbook*2. Introduce the features of poems (e.g. repetition and rhymes) and some new scenic spots and verb phrases.
6. Share-write a verse (LT 3.1) with pupils before they write their own poems to further consolidate the learning of the newly learnt vocabulary and phrases.
7. Engage pupils in a ‘Guessing Game’ to help them revise the vocabulary learnt. (For details about the game, please refer to pp. 216-220.)
Part B: Knowing different types of tours and means of transport
1. Show pupils some brochures*3 about travelling around Hong Kong. Introduce the features of brochures (e.g. contents page and headings).
2. Introduce different types of tours (e.g. shopping and dining tour, nature tour, heritage and museum tour) by using different brochures. Elicit from pupils the scenic spots they can find in different brochures. Write the ideas on the blackboard.
*1 Longman Welcome to English 4B (2005) Chapter 3 (pp. 17&18)
*2 Longman Welcome to English 4B (2005) Chapter 3 (p. 24)
*3 Hong Kong Family Fun Guide Hong Kong Nature Kaleidoscope Hong Kong Wetland Park
Places Activities
(Where will they go?) (What will they do there?) Ocean Park
Tsim Sha Tsui
see the sea animals go on the rides
watch the dolphin show
visit the Hong Kong Space Museum visit the Hong Kong Science Museum
the development of paradigmatic associations.
A Tree Diagram of Different Tours
4. Encourage pupils to read the brochures about travelling around Hong Kong to enrich their vocabulary bank.
5. Introduce different means of public transport mentioned in the brochures. Ask pupils to organise them in a tree diagram to show the hierarchical arrangement of a lexical set.
A Tree Diagram of Public Transport
6. Extend the table of places and activities by adding one more column on ‘transport’.
A Table of Places, Activities and Transport Places
(Where will they go?)
Ocean Park see the sea animals
go on the rides
watch the dolphin show
by bus Activities
(What will they do there?)
Transport
(How will they get there?)
overseas student at the airport and tells him about the planned trip. Have pupils do the role play.
8. Refer pupils to the textbook*5 for the itinerary that the Junior Ambassador has planned for the overseas student. Highlight the use of connectives to express sequences.
9. Engage pupils in a listening task (LT 3.2 Part A) in which some more vocabulary about scenic spots, activities and means of transport are introduced.
10. After checking the answers, ask pupils to write the itinerary (LT 3.2 Part B) using the connectives to show the sequence.
Part C: Writing a one-day itinerary
1. Tell pupils that the ‘Junior Ambassador Programme’ is recruiting members to organise tours for overseas students and they have to design and present a one-day itinerary for the recruitment exercise.
2. Brainstorm ideas for an itinerary with pupils and have them complete the one-day itinerary for the recruitment exercise (LT 3.3).
3. Demonstrate how to present the itinerary orally and highlight the success criteria (e.g. suggest suitable places and activities, speak loudly and clearly, stand properly).
4. Tell pupils that they will give feedback on their classmates’ presentations using the feedback sheet. Introduce useful phrases for giving peer feedback.
• I think you should ...
• It’s good that you can ...
e.g. • tell us more about what people
can do in
• stand properly
• speak up
• look at your friends
• relax
➔
*4 Longman Welcome to English 4B (2005) Chapter 4 (pp. 25&26)
*5 Longman Welcome to English 4B (2005) Chapter 4 (pp. 29&30)
improvement.
6. Invite a representative from each group to do the presentation in front of the class and other groups to give feedback based on the success criteria.
7. Provide pupils with the website of Hong Kong Tourism Board*6and encourage them to collect more information about the scenic spots in Hong Kong.
*6 Website of Hong Kong Tourism Board:
http://www.discoverhongkong.com/login.html
Part A: Knowing more about Hong Kong
1. After announcing that all the pupils can become Junior Ambassadors, tell pupils that a group of overseas students are coming to Hong Kong and they have to plan a two-day itinerary for them.
To give them more ideas for planning the itinerary, show pupils the ETV programme Around Hong Kong in Seven Days*7.
2. Before watching the ETV programme, remind pupils to pay attention to the sequence in which the tourists visited the different places in Hong Kong, what they did there and how people described these places.
3. Ask pupils to finish the activity sheet (LT 3.4 Part A) while watching the ETV programme.
4. Elicit adjectives for describing the scenic spots and activities (e.g. attractive, wonderful).
Develop word association skills by highlighting that some of the adjectives are the synonyms, i.e. words with similar meaning.
5. Have pupils play a ‘Domino Game’ on synonyms of adjectives to revise the adjectives learnt.
(For details about the game, please refer to pp. 221-224.)
6. Ask pupils to complete the diary (LT 3.4 Part B) using the appropriate adjectives. Remind pupils that there can be more than one answer and encourage them to suggest different synonyms.
7. Check the answers with pupils and elicit from them different possible answers. Prompt them to use different synonyms to give lexical richness.
8. Engage pupils in a ‘Board Game’ to consolidate the learning of the target vocabulary and sentence structures in a fun way. (For details about the game, please refer to pp. 225-228.)
Adjectives e.g.
wonderful well-known
big
attractive famous
giant
*7 http://etv.hkedcity.net/Home/Pages/ResourceList.aspx?catId=12096&subId=2&specialFirst=False
=
1. Tell pupils that they have to discuss in groups and design a detailed itinerary for some overseas students. Before the discussion, introduce to pupils the language for interaction.
2. Ask pupils to discuss in groups of four. Based on the interests of the overseas student assigned to the groups (LT 3.5), pupils design a two-day itinerary for him/her (LT 3.6). They need to describe the scenic spots and state what the overseas student will do / eat / see / play there, when he/she will arrive there and how long it will take to get there.
3. Tell the group that they are going to present the itinerary. Assign different roles to pupils to facilitate the group presentation. Before the actual presentation, revisit the criteria for doing a good presentation and the useful phrases for giving peer feedback.
4. Provide a framework for the presentation (LT 3.7). Allow time for pupils to do the rehearsal for the group presentation.
5. Introduce the self-assessment form (LT 3.8) and guide pupils how to use it to reflect on their own learning. Invite them to share what they have learnt from the self-assessment.
Language for Interaction:
Shall we start?
Today, we are going to design a 2-day itinerary.
What’s your suggestion? / Do you have any suggestions?
I think .
Which place will we go first / next?
I think we will take them to Aberdeen first. / Let’s go to Aberdeen first.
Do you agree? Yes, I do.
Do you think so?
Yes, I think so. / Yes, you’re right. / That’s a good/bright idea.
No, I don’t think so. / No, I don’t agree with you because . Can you repeat that please? / Pardon? / I beg your pardon.
Can you spell ‘Golden Bauhinia’ for me?
How do you spell ‘Golden Bauhinia’?
feedback sheet (LT 3.9) for each group presentation and give constructive feedback on the content, organisation and presentation techniques. Highlight the good points that pupils have shown in their presentations and give suggestions for improvement.
7. Based on the feedback from the teacher and their peers, pupils revise the two-day itinerary (LT 3.6) and write an e-mail (LT 3.10) to the overseas students, highlighting some of the interesting places they will visit during their trip in Hong Kong.
8. Help pupils revise the target vocabulary and the sentence structures by giving a dicto-comp (LT 3.11).
Read aloud the first and second paragraphs of the e-mail and ask pupils to fill in the missing words. Have pupils complete the last paragraph using their own ideas or with the help of the picture prompts.
Cherry wants to write a poem about Hong Kong. Can you help her?
Choose some scenic spots in Hong Kong and write what you can do there.
Wonderful Hong Kong
Come
to wonderful Hong Kong So many things to doGo on the rides at Disneyland And meet Mickey Mouse there too!
Come to wonderful Hong Kong So many things to do
Come to wonderful Hong Kong So many things to do
Come to wonderful Hong Kong So many things to do
Adapted from Longman Welcome to English 4B (2005) Chapter 3 (p. 24)
Part A
David and his family will go on a tour to Hong Kong. David’s grandmother is asking what they will do. Listen and write the times.
Adapted from Longman Welcome to English Listening Skills 4B (2005) Chapter 4 (p. 10)
Time Activity
a
b
c
d
e
f
g
Meet at the hotel
Visit the Ten Thousand Buddhas Monastery in Sha Tin
Visit an old village
Have a Chinese banquet in Tai Po
Visit High Island Reservoir
Visit the bird market in Mong Kok
Arrive back at the hotel
Part B
Write about David’s tour in Hong Kong. Use words like ‘first’, ‘then’, ‘next’, ‘after that’
and ‘finally’.
First, David will visit the Ten Thousand Buddhas Monastery in Sha Tin.
Part A
David and his family will go on a tour to Hong Kong. David’s grandmother is asking what they will do. Listen and write the times.
(Answer Keys)
Adapted from Longman Welcome to English Listening Skills 4B (2005) Chapter 4 (p. 10)
Time Activity
a
b
c
d
e
f
g
Meet at the hotel
Visit the Ten Thousand Buddhas Monastery in Sha Tin
Visit an old village
Have a Chinese banquet in Tai Po
Visit High Island Reservoir
Visit the bird market in Mong Kok
Arrive back at the hotel
8:45 am
10:15 am
11:30 am
12:30 pm
1:15 pm
4:45 pm
6:00 pm
Part B
Write about David’s tour in Hong Kong. Use words like ‘first’, ‘then’, ‘next’, ‘after that’
and ‘finally’.
(Answer Keys)
First, David will visit the Ten Thousand Buddhas Monastery in Sha Tin.
Then, he will visit an old village. Next, he will have a Chinese banquet in Tai Po. After that, he will go to High Island Reservoir. Finally, he will visit the bird market in Mong Kok.
Itinerary
The ‘Junior Ambassador Programme’ is recruiting members to organise tours for the overseas students. Design a one-day itinerary for the recruitment exercise.
Example Hotel
Tsim Sha Tsui
(watch a performance)
Wan Chai
(see the Golden Bauhinia)
Causeway Bay (go shopping)
The Peak
(look at the view of Hong Kong)
Hotel
Activities buy clothes and see birds
eat food from different Asian countries
visit the largest seated Buddha in Asia
visit the Golden Bauhinia
see the beautiful view of Hong Kong
visit the Tsing Ma Bridge and eat roast goose
go swimming and eat seafood visit temples
Day ( )
( 1 ) ( )
( )
( )
( ) ( 7 )
ETV programme: Around Hong Kong in Seven Days Part A
Mr and Mrs Martin visited some scenic spots in Hong Kong. Find out the order of the scenic spots in which they visited. Write the numbers in the correct brackets. Then match the activities with the scenic spots.
Scenic Spots Po Lin Monastery and the Big Buddha
The Peak
Tsing Yi Island and Sham Tseng
Bird Street and Women’s Street Repulse Bay and Aberdeen
Kowloon City
Wong Tai Sin Temple and Chi Lin Nunnery
• •
•
•
• •
• •
•
•
•
•
• •
•
Date: 7th May, 2009 Weather: Sunny
We had a/an trip in Hong Kong and we visited many
scenic spots. First, we went to the Peak. The view from the Peak was . Then, we went to Lantau Island to see the Buddha. After that,
we went to Kowloon City. It is a/an place. You could find
different restaurants there. Next, we travelled across the Tsing Ma Bridge and
went to Sham Tseng. We had some dishes for dinner. The
roast goose was really .
Part B
Mr and Mrs Martin write about their trip in their diary. Please help them complete it.
Fill in the blanks with suitable words.
Day (2)
(1) (4)
(6)
(5)
(3) (7)
Activities buy clothes and see birds
eat food from different Asian countries
visit the largest seated Buddha in Asia
visit the Golden Bauhinia
see the beautiful view of Hong Kong
visit the Tsing Ma Bridge and eat roast goose
go swimming and eat seafood visit temples
ETV programme: Around Hong Kong in Seven Days Part A
Mr and Mrs Martin visited some scenic spots in Hong Kong. Find out the order of the scenic spots in which they visited. Write the numbers in the correct brackets. Then match the activities with the scenic spots.
(Answer Keys)
Scenic Spots Po Lin Monastery and the Big Buddha
The Peak
Tsing Yi Island and Sham Tseng
Bird Street and Women’s Street Repulse Bay and Aberdeen
Kowloon City
Wong Tai Sin Temple and Chi Lin Nunnery
• •
•
•
• •
• •
•
•
•
•
• •
•
Date: 7th May, 2009 Weather: Sunny
We had a/an wonderful trip in Hong Kong and we visited many famous scenic spots. First, we went to the Peak. The view from the Peak was beautiful. Then, we went to Lantau Island to see the Buddha. After that, we went to Kowloon City. It is a/an interesting place. You could find different restaurants there.
Next, we travelled across the Tsing Ma Bridge and went to Sham Tseng. We had some nice dishes for dinner. The roast goose was really delicious.
Part B
Mr and Mrs Martin write about their trip in their diary. Please help them complete it.
Fill in the blanks with suitable words. Accept any reasonable answers.
(Answer Keys)
Big
Overseas student: Ben He likes:
◆ birds
◆ exciting things
◆ beautiful places
◆ sea animals
Overseas student: Sue She likes:
◆ the countryside
◆ things about the space
◆ meeting cartoon characters
◆ beaches
Overseas student: Ann She likes:
◆ seafood
◆ shopping
◆ beaches
◆ sight-seeing
Overseas student: Lulu She likes:
◆ eating
◆ the Chinese culture
◆ sea animals
◆ meeting cartoon characters Interests of overseas students
Overseas student: Hans He likes:
◆ beautiful views
◆ science
◆ shopping
◆ visiting temples
Overseas student: Ricky He likes:
◆ swimming
◆ the Chinese culture
◆ museums
◆ seafood
Overseas student: Danny He likes:
◆ old buildings
◆ sight-seeing
◆ temples
◆ the countryside
Overseas student: Fanny She likes:
◆ exciting things
◆ animal shows
◆ birds
◆ things about the space
✄
Day 1 Scenic Spots Activities
Morning
Afternoon
Evening
Design a two-day itinerary for the overseas student based on his/her interests.
Think about where you will take him/her and what he/she can do / eat / see / play there.
Day 2 Scenic Spots Activities
Morning
Afternoon
Evening