Learning Objectives

Resources

Remarks

Language Forms and Communicative Functions

Language Skills

• Use prepositions to indicate means, e.g. She travels to work by train.
• Use the simple present tense to talk about habitual actions, e.g. My father goes to work by train.
• Use adjectives to make comparisons, e.g. The most popular means of transport was the MTR.
• Use imperatives to give instructions or directions, e.g. Cross the footbridge near the supermarket.
• Use connectives to link similar ideas, e.g. Then go along Middle Road.

Writing:

• Gather and share information, ideas and language by using strategies such as brainstorming, listing, questioning and interviewing
• Writing out a piece of work by presenting writing using appropriate layout and visual support including illustrations, tables and charts where necessary
• Adding personal ideas and information when a model is provided, such as filling gaps
• Plan and organize information and ideas by identifying purpose and audience for a writing task
• Develop written texts by using appropriate format and conventions when writing notes and greeting cards

Reading:

• Identify linking words or phrases to understand the connection between ideas

Listening:

• Recognizing alliterative and rhyming words in activities such as listening games
• Listen for specific information

1. Ways of Travelling in Hong Kong
2. Comparing the Means of Transport in Hong Kong
3. Write a Poem about Your Favourite Means of Transport
4. Going Around Tsim Sha Tsui
5. A Visit to the Peak

Brief Description:
Writing tasks about transportation and ways to travel around Hong Kong

User Tips:

• Click 'Ways of Travelling Hong Kong' to listen to a conversation and find out how different people travel to school. Then, students can do a survey on how parents travel to work and write a report on it.
• Click 'Comparing the Means of Transport in Hong Kong' to read and compare the transportation in Hong Kong.
• Click 'Writing a poem about your favourite means of transport' to listen to a poem and write a poem about buses or trains.
• Click 'Going around Tsim Sha Tsui' to read and write instructions showing a friend how to go to different places.
• Click 'A Visit to the Peak' to read and write postcards about the Peak and Peak Tram.

Learning Objectives

Resources

Remarks

Language Forms and Communicative Functions

Language Skills

• Vocabulary:
  • Names of places and scenic spots in Hong Kong, e.g. the Big Buddha, Hong Kong Wetland Park
  • Compound words, e.g. butterfly, goldfish
  • Prefixed words, words with prefixes un-, dis-, in-, im-, and re-, e.g. unpleasant, disappointed
  • Suffixed words, words with suffixes -er, -or, -ist, and -(r)ess, e.g. tourist, reporter, waitress

Reading:

• Use the known parts of words or word association to work out the meaning of unknown words
• Work out the meaning of an unknown word or expression by using visual clues, context and knowledge of the world

Writing:

• Write paragraphs which develop main ideas
• Use appropriate formats, conventions and language features when writing a variety of text types, e.g. emails

Discover Hong Kong

An Unlucky Day

A Day on Cheung Chau Island

Treasure Hunt

Brief Description:
A list of activities about travelling around Hong Kong and solving problems with knowledge on compounding and affixation

User Tips:

• Teachers can read the 'Activity Plan' and 'Teachers' Notes' of each task before using the resources.
• In 'Discover Hong Kong', students can learn names of places and scenic spots in Hong Kong and play activities to learn compound words.
• In the task 'An Unlucky Day', students can learn the use of prefixes.
• In 'A Day on Cheung Chau Island', students can read information about Bun Festival and learn the use of suffixes.
• Students can solve puzzles and problems in 'Treasure Hunt' with knowledge on compounding and affixation. Students can choose 'Story Mode' or 'Practice Mode' to start.
• Authorware 6 is required to view the interactive tasks.

Learning Objectives

Resources

Remarks

Language Forms and Communicative Functions

Language Skills

•  Asking for and making simple suggestions, e.g. What would you suggest we do? If you walk around the Peak, you will…
• Using adjectives to make comparison, e.g. I heard that the Tsing Ma Bridge is the longest suspension bridge in the world.

• Identify the gist or main ideas in simple spoken texts with the help of cues
• Recognize language patterns and vocabulary items previously encountered in new spoken texts

• Plan and organize information, express own ideas and feelings by identify purpose and audience for a writing task

mms://wmedia.hkedcity.net/archive/etv/2/ento618_450k.wmv

User Tips:

• Teachers can elicit students’ suggestions about scenic spots in Hong Kong before watching the programme.
• Download Photo Quiz and ask students to find out some tourist attractions in Hong Kong
• Students can find more information about scenic spots in Hong Kong and write a brochure for tourists about ‘Around Hong Kong in Seven Days’.
•  Teachers can download 'Teachers’ notes’ for more activities.

Learning Objectives

Resources

Remarks

Language Forms and Communicative Functions

Language Skills

• Vocabulary: names of different places in Hong Kong

Speaking:

• Present information, ideas and feelings clearly and coherently

Writing:

• Draft, revise and edit written texts with teachers and / or peer support by re-reading the draft and correcting spelling, punctuation, grammar and vocabulary

http://cd1.edb.hkedcity.net/cd/languagesupport/resource/English/56_process_writing/index.htm

Brief Description:
A learning pack guiding students to write about the scenic spots in Hong Kong

User Tips:

• Teachers can read the overview before planning the speaking and writing activities.
• Teachers can download the mind-map to help students to organise the ideas before doing speaking or writing tasks.
• Students can do peer assessment using the checklist.

Learning Objectives

Resources

Remarks

Language Forms and Communicative Functions

Language Skills

• Vocabulary: different places in Hong Kong, e.g. The Peak, Ocean Park

Writing:

• Plan and organize information, and express own ideas and feelings by identifying purpose and audience for a writing task

Reading:

• Scan a text to locate specific information by using strategies such as looking at headings and repeated words

http://cd1.edb.hkedcity.net/cd/languagesupport/resource/English/16_process_writing/index.htm

Brief Description:
A writing task about how to produce a leaflet to introduce Hong Kong to tourists

User Tips:

• Teachers can read the 'Unit Plan' before planning different stages in process writing.
• Teachers can download worksheets, e.g. mind map, to help students organize their writing.
• Students can make use of the web-sites listed below to find information about scenic spots in Hong Kong.