Diploma Yi Jin English Language

Transcription

1 Diploma Yi Jin English Language Module 1 Making Friends Student version 2017/18

2 Revised by: Subject Expert: Ms Sheris Yip and Mr Ricky Wong Dr Esther Tong Hong Kong Community College The Hong Kong Polytechnic University Copyright Federation for Self-financing Tertiary Education 2017 All rights reserved. No part of this material may be reproduced in any form by any means without permission in writing from Federation for Self-financing Tertiary Education.

3 Contents Unit 1 How well do you communicate with others? Introduction 3 Learning outcomes 4 Activity 1.1 Making introductions 5 Activity 1.2 Introducing new friends 6 Activity 1.3 Tell us about... 7 Activity 1.4 Self-reflection 8 Activity 1.5 Communication is the key 9 Activity 1.6 Sandy Kwan on communication 11 Activity 1.7 Your communication style 12 Activity 1.8 Communicating with parents 13 Activity 1.9 Communicating with teens 14 Activity 1.10 Writing a composition 15 Unit 1 Vocabulary List 16 Unit 2 Friendship Introduction 19 Learning outcomes 20 Activity 2.1 Famous quotations 21 Activity 2.2 Understanding friendship 22 Activity 2.3 Describing friends 23 Activity 2.4 Vocabulary development 24 Activity 2.5 Opposites 25 Activity 2.6 Best friends past and present 26 Activity 2.7 Discussion 27 Activity 2.8 Best friend: self-reflection 28 Activity 2.9 Handling peer pressure 31 Activity 2.10 Negative peer pressure 32 Activity 2.11 When good friends go bad 34 Activity 2.12 Self-reflection 35 Unit 2 Vocabulary List 36 Unit 3 Study life Introduction 39 Learning outcomes 40 Activity 3.1 Being a student 41 Activity 3.2 Student life 42 Activity 3.3 Improving study skills 43 Activity 3.4 Are you an effective learner? 44 Activity 3.5 Student interview 45 Activity 3.6 Top 10 skills for students 46 Activity 3.7 Your study area 51 Activity 3.8 The best study environment 52 Activity 3.9 Self-reflection 53 Activity 3.10 Wasting time 54 Activity 3.11 Setting priorities 55 Activity 3.12 Personal time survey 56 Activity 3.13 Writing a composition 57 Portfolio Item #1 58 Unit 3 Vocabulary List 60

4 English Module 1 Making friends Unit 1 How well do you communicate with others?

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6 English Language student version: Module 1 Unit 1 3 Introduction Welcome to the Diploma Yi Jin English course, and to its first module, Making friends. In this, the first of this module s three units, we look at the topic of Communication. Our focus will be on the ways people communicate with each other when they are studying, when they are at work, and when they are with their friends. During this module and all other modules in the course you will often be asked to work with a partner or in a small group of students to complete different tasks. Feel free to share information and to help each other to practise English as much as possible.

7 English Language student version: Module 1 Unit 1 4 Learning outcomes By the end of this unit, you will be able to: Introduce yourself and others to new friends using common expressions. Formulate and answer questions related to personal information and characteristics. Discuss concepts relating to your life, habits and experiences. Identify and correct potential communication breakdowns. Apply what you have learnt in this unit to analyse the ways in which you communicate with others, and to describe your own communication style. Identify and express key communication information related to friends and family in an interview. Identify and pronounce single consonants. Use simple present tense in suitable context

8 English Language student version: Module 1 Unit 1 5 Activity 1.1 Making introductions Let s begin by working with a partner on a communication activity. Each of you will interview a student in the class whom you do not know very well. You will prepare for your interview by using this worksheet to write some interview questions. Tips Use the hints below to write your questions. The first one has been done for you as an example. For question 7, you can add any other question you would like to ask. Hint Question Answer 1 Name? What is your name? 2 Where / live? 3 Family? 4 Summer job? 5 Hobbies? 6 Ideal job? 7 Your own question When you have written your questions, find another partner in the class whom you do not know very well. Take turns to interview each other using the interview questions you have prepared. Make a brief note of their answers.

9 English Language student version: Module 1 Unit 1 6 Activity 1.2 Introducing new friends You and your partner should now join with another pair of students and take turns to introduce each other. Use the information you have noted down to introduce your partner to the rest of the group. Start like this: Hello everybody! My name is Janet. This is my partner, Sarah. Let me tell you a few things about Sarah When everybody in your group has been introduced, elect one person to be your group representative. Your representative will briefly introduce all the members of your group to the whole class, starting with himself/herself. You can start your group introduction like this: Hello classmates. My name is I d like to introduce you to all the members in my group. First, let me introduce (name)

10 English Language student version: Module 1 Unit 1 7 Activity 1.3 Tell us about... In this activity, you continue working with your small group of classmates. We are now going to play a board-game called Tell Us About. This is a discussion game that will help you to find out more information about the people in your group. Place the board game on a table and sit facing each other. Take turns throwing the dice, and do your best to speak for 1 minute on each topic. Don t be shy! You can say anything you like about the topic, but make sure you practise your English as much as possible.

11 English Language student version: Module 1 Unit 1 8 Activity 1.4 Self-reflection Throughout this course you will be asked to write brief self-reflections on the work you have done in class. You should keep all of your self-reflections in a file, along with all of your other course work. Your first self-reflection task is to write a brief report on the new friends you have made on the Diploma Yi Jin course. You can include information on any of the following points in your self-reflection: the people you have been introduced to the people you would like to be good friends with interesting facts/information about your new friends how you feel about studying on this course. When you have completed your self-reflection, put a copy in your individual portfolio.

12 English Language student version: Module 1 Unit 1 9 Activity 1.5 Communication is the key The main topic of this unit is communication. You have already completed a number of communication activities in which you asked and answered questions with other students. Now let s think about different phrases that include the word communication. Work with a partner and look at the phrases in the box below. What do you think these phrases mean? Discuss each one and write down a brief definition for it in the space provided. One example has been done for you. Phrase Meaning Miscommunication Miscommunication describes a situation in which someone does not communicate properly or clearly. It can also mean that the wrong information or meaning is given to someone. Face-to-face communication Communication breakdown Workplace communication E-communication Communication skills

13 English Language student version: Module 1 Unit 1 10 Continue working with your partner or small group. Think about the different types of communication presented above. Write two examples for each type in the table on the following page. Be prepared to share your answers with the rest of the class. Communication type Example 1 Example 2 Miscommunication Face-to-face communication David told me the meeting was on Friday morning, but actually it was on Friday afternoon! The sales assistant told me the shop would be open at 9:00 am. Actually, the shop did not open until 10:30 am. Communication breakdown Workplace communication E-communication Communication skills Everyone suffers from the problem of miscommunication at some time in his or her life. Can you think of a time when you had a problem communicating with someone? Work with a partner and exchange stories about what happened in the situation. Consider the following points: who was involved in the communication when and where the communication took place the main reason for the communication problem what could have been done to avoid or solve the problem.

14 English Language student version: Module 1 Unit 1 11 Activity 1.6 Sandy Kwan on communication In this activity, we are going to listen to a student called Sandy Kwan talking about how she communicates with her family and friends. Read the list of questions below, and prepare an answer for each one by listening to the interview with Sandy Kwan. 1 Who does Sandy communicate best with in her family? 2 What reason does Sandy give for not communicating well with her brother? 3 How do Sandy and her best friend Kiki help each other? 4 What problems does Sandy have in communicating with people? 5 What does Sandy find difficult about communicating in English? 6 Give two examples of online communication which Sandy uses. 7 What would Sandy like to improve about her English communication? When you have finished, compare your answers with a partner before receiving feedback from your teacher.

15 English Language student version: Module 1 Unit 1 12 Activity 1.7 Your communication style Not everyone communicates in the same way. Some people find it very easy to talk to strangers or speak in front of a group. Others find public speaking very difficult. How about you? The statements below are all about how you communicate. Complete each statement with information about your own style of communication. I communicate best with I don t like talking to people who When I speak in front of a group I find it difficult to talk to people who The best thing about electronic communication is I would like to improve Work with a partner and take turns sharing the information you have noted down about your communication style. Listen to the information given by your partner, and compare his/her sentences with your own. Ask your partner further questions about the information given in each statement. Use the examples below to help you ask your partner questions: Can you tell me more about That s interesting, can you say more about Why do you say / think that You said can you explain a bit more about

16 English Language student version: Module 1 Unit 1 13 Activity 1.8 Communicating with parents We have already talked about your own communication style, and situations in which there is miscommunication between you and another person. We will continue to focus on communication breakdowns in the final activities in this unit. In this activity, work with a small group of your fellow students to discuss the following questions. Make brief notes of your answers, and be prepared to share what you have discussed with the rest of the class. 1 Can you remember a time when you had a terrible communication breakdown with someone in your family? What happened? How did you solve the problem? 2 Some teens find it very difficult to talk to their parents. Why do you think this is so? 3 Suggest two things teens can do to make it easier to communicate with parents and people from the older generation. 4 What is the best way to get what you want from your parents? Have you learned any tricks over the years?

17 English Language student version: Module 1 Unit 1 14 Activity 1.9 Communicating with teens Below is an article giving advice to parents who need to have better communication with their teenage children. Read the article and fill in each missing blank with one word. The first example has been done for you. Communicating with teens Parents! When was the last e.g. time you and your teen really talked? If you (1) remember, then it s time to re-establish communication and rebuild a strong relationship with (2) son or daughter. It s not too late to start now. It may be that you and your teen do not get the (3) to talk much because of busy schedules. Perhaps when you do talk, it turns into (4) argument. Or maybe you re talking, but your teen is not. Whatever your situation, the following tips can (5) you open channels of communication with your teenager. Respect each (6), even if you have differences. When your teen was younger, they believed every (7) you said. But teenagers develop their (8) ideas. It s normal for both of you to disagree sometimes. Instead of arguing about differences in opinion, create an environment where it s safe for (9) of you to express your ideas. Give each other a chance to speak. Even if you have differences, it is usually possible to find some common ground. Pay attention. When your teen wants to (10)_ to you, make eye contact. Put aside what you are doing to let them know you are listening. Show you are interested by focusing on what they are (11). Ask questions and encourage them to speak. When you want to start a conversation, make (12) you choose a time when your teen has free time to listen and speak with you. If you see that your teen is busy or needs peace and quiet, delay your talk (13) later. Always look for the best moment to talk. Talk with your teen daily. Breakfast, lunch and dinner offer great opportunities for a (14). Every day, try to have at least one meal together with your teen. Take them out to (15) or dinner once in a while. Share something interesting you read or heard on the radio. When you say goodnight, spend a few (16) talking about how the day went for each of you. Write notes. If your teen will not listen, break the ice with a (17). Hand it to your teen or put it under their door. Keep it short, simple, and from the heart. You could (18) something like, I'm sorry, You re great! or, Want to go out for lunch? If your teen has difficulty sharing their (19) with you in person, suggest that they write them down. Give them a Let s Talk journal and ask them to write whatever is on their mind, then invite them to share the journal (20) the time is right. Give encouragement. They may not show it, but teenagers love to be praised. Remember to point out your teen s good points. Praise (21)_ they did well. Encourage your teen in their studies. You ll raise their self-esteem while opening the door to better communication. When you have finished, compare your answers with a partner.

18 English Language student version: Module 1 Unit 1 15 Activity 1.10 Writing a composition Write a short composition about a miscommunication or communication breakdown you have experienced in the past. This could be with a friend, family member or teacher. Briefly describe what happened, and how you solved the problem.

19 English Language student version: Module 1 Unit 1 16 Module 1 Unit 1 Vocabulary You can obtain examples of the following words from a dictionary and write the Chinese next to each word. Produce a sentence using each word and ask your teacher to look at it. 1. ability (n) ( ) 2. brief (adj) (v) ( ) 3. communicate (v) ( ) communication (n) ( ) 4. describe (v) ( ) description (n) ( ) 5. encouragement (n) ( ) encourage (v) ( ) 6. generation (n) ( ) generate (v) ( ) 7. member (n) ( ) 8. involve (v) ( ) 9. praise (v) (n) 10. teen (n) ( ) teenager (n) ( ) teenage (adj) ( )

20 English Module 1 Making friends Unit 2 Friendship

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22 English Language student version: Module 1 Unit 2 19 Introduction In this unit we will focus on the topic of friendship and why friends are important to all of us. We will begin by discussing and analysing some famous quotations about friends and friendship. We ll then try to describe the people we call friends. Friends can have a positive or negative influence on us, so in the second part of this unit we will look at the concept of peer pressure, and discuss how our friends can sometimes change what we do for the better or for the worse.

23 English Language student version: Module 1 Unit 2 20 Learning outcomes By the end of this unit, you should be able to: Interpret different quotations and attitudes towards friendship, and express them in your own words. Use a range of adjectives to describe friends. Recognize common prefixes and suffixes, and use them to form words of opposite meaning. Discuss the importance of friendship and close relationships. Use the appropriate verb tenses to describe and compare friends in the past and present. Use a number of common phrases to express your opinions and preferences. Discuss the concept of peer pressure and some possible negative consequences.

24 English Language student version: Module 1 Unit 2 21 Activity 2.1 Famous quotations In this unit, we are going to look at the topic of friends and friendship. Let s begin by looking at a famous quotation about friendship: To have good friends, you must be a good friend. What do you think this quotation means? Work with a partner to try to explain the statement. Do you agree or disagree with the statement? Think of ways that good friends treat each other. Make a list of different ways you can think of in the space below.

25 English Language student version: Module 1 Unit 2 22 Activity 2.2 Understanding friendship Let s try to learn more about friendship by looking at a few more quotations. Work in small groups and discuss the four quotations below. Discuss the meaning of each of the quotations, and be prepared to share your answers with the rest of the class. True friendship is like sound health; the value of it is seldom known until it be lost. A friend is one who walks in when others walk out. A friend is one who believes in you when you have ceased to believe in yourself. Everyone is a friend, until they prove otherwise.

26 English Language student version: Module 1 Unit 2 23 Activity 2.3 Describing friends Below is a list of adjectives we often use to describe people. Match each adjective with the dictionary definitions given below. See Module I, Unit 3, page 101 for additional work on adjectives. 1 happy and optimistic Funny 2 aware of other people s feelings Reliable 3 always good in quality or performance Thoughtful 4 causing laughter or amusement Honest 5 careful not to cause inconvenience or hurt to others Cheerful 6 free of lies or deception Understanding 7 able to wait without complaining or being upset Considerate When you have finished, double-check your answers with a partner.

27 English Language student version: Module 1 Unit 2 24 Activity 2.4 Vocabulary development So far we have looked at a lot of new adjectives to describe people. One of the best ways to remember new words is to use them in a sentence. Let s practise using the new vocabulary we have learnt by writing sentences with those words. Choose any four adjectives from Activity 2.3 that are new or unfamiliar to you. For each adjective, write a sentence which includes that word. For example, if you choose the word honest you could write something like this; Tom was not totally honest with his parents. Now you have a try. First select your adjectives and write your sample sentences in the spaces below. Adjective 1: Sample sentence: Adjective 2: Sample sentence: Adjective 3: Sample sentence: Adjective 4: Sample sentence: When you have finished, work with a partner and compare your sample sentences. Be prepared to share what you have written with the rest of the class.

28 English Language student version: Module 1 Unit 2 25 Activity 2.5 Opposites Working with a partner or small group, write down the adjectives with the opposite meaning in the space provided below. When you have finished, double-check your answers with another pair of students. Adjective Opposite Funny Reliable Thoughtful Honest Cheerful Understanding Considerate

29 English Language student version: Module 1 Unit 2 26 Activity 2.6 Best friends past and present Your best friend when you were a primary school student is probably not the same best friend you have now. Our friends and interests change as we get older. Working with a partner, give a brief description of your best friend when you were in primary school, and the person you now call your best friend. Begin like this: Student A: OK, let me go first. My best friend when I was very young was called Raymond. Student B: What was Raymond like? Can you describe something about his personality? Student A: Well, yes. Raymond was very

30 English Language student version: Module 1 Unit 2 27 Activity 2.7 Discussion Working in small groups, discuss the following questions about friends and friendship. Make brief notes of the points you discuss under each question, and be prepared to share your answers with the rest of the class. 1 Are friends more important to you now than they were in secondary school? Why? 2 How do you tell the difference between true friends and false friends? 3 What is a best friend? Is it possible to have more than one best friend at the same time? 4 In your secondary school, were there students who did not have many friends? Was there anything you could do about it? 5 What are the benefits of having friends who are very different from you?

31 English Language student version: Module 1 Unit 2 28 Activity 2.8 Best friend: Self-reflection Below is a description a student has written about her best friend Mei. Spend a few minutes reading the self-reflection. I think that I am very lucky because I have a lot of friends. Among my best friends is Mei. Like me, Mei is 18 years old. We both live in Kwun Tong and see each other almost every day. She is my neighbour, and we are now classmates as well. What I most like about Mei is that she is considerate, caring, and very honest. When her friends have difficulties, she always tries her best to help them. When we arrange a meeting, Mei is always there on time. She is one of the most reliable people I know, and I really like that about her because most of my other friends are always late, or they just cancel our meetings at the last minute. Although we like similar things, our personalities are different. I like being with lots of people and going out a lot. Mei is very quiet, and does not really like talking to people she does not know. But there is mutual trust and a perfect sympathy between us, so we are very close friends. Mei is one of the best students in my class. I like working with her on projects because I learn a lot from her. I think as time goes by, our friendship will grow deeper and deeper.

32 English Language student version: Module 1 Unit 2 29 Think about the person you now call your best friend. Think about all the reasons you like this person and the adjectives you can use to describe him or her. Use the mind map below to note down as much information as you can about your friend. Simple points and words are all you need to start the mind map, so keep it simple. honest reliable My Best Friend funny

33 English Language student version: Module 1 Unit 2 30 In the space below, write a short article about your best friend using the information you have already prepared in the mind map. Write the description in three paragraphs, giving as much information as you can about your friend.

34 English Language student version: Module 1 Unit 2 31 Activity 2.9 Handling peer pressure It s good to have friends, but sometimes our friends can give us a lot of peer pressure. Peer pressure happens when we feel that a group of friends wants us to do something or think something, and that if we refuse, they may no longer accept us. Work in small groups and discuss the following questions, which are all about peer pressure. Make brief notes of your answers. Choose a representative to report your answers back to the rest of the class. 1 When you were at secondary school, did you experience peer pressure when you were with your friends? Can you give any examples? 2 From your experience, what things do friends ask each other to do that may cause a lot of peer pressure? 3 How do friends try to pressure each other to do things? Are there any special tricks that are used in your experience? 4 Can you think of any ways to say no or get out of a difficult situation without damaging the friendship?

35 English Language student version: Module 1 Unit 2 32 Activity 2.10 Negative peer pressure Sometimes people want to be accepted by a friend or a group of friends. For young people, this can mean doing things that they would not normally do. We call this negative peer pressure. Let s practise a role-play in which someone gets a lot of negative peer pressure from their friends. Work in groups of three or four for this activity. Read the situations below and role-play each one with the members of your group. Situation 1: One of your friends wants you to exclude someone you are friends with. They have told you that if you don t do what they say, they will not talk to you anymore. Situation 2: You are asked by a group of your friends to have a cigarette with them. You do not smoke. They have told you that nobody will find out. Situation 3: You have noticed that two of your friends have recently had tattoos put on their arms. Your parents would be very unhappy if you had a tattoo. Your best friend has told you that if you don t get it done, it will mean that you are not loyal to them, and they will never speak to you again. Now decide which member of your group will experience the negative peer pressure. What will the other members of the group say to persuade them? How can the negative peer pressure be rejected? Think about these points. When you have finished planning what to say in each situation, act out your role-play. Begin like this: Student A: Hi, so are you coming with us to have a tattoo done? Student B: Thanks for inviting me, but I don t think I ll join you guys. Student A: Oh, come on! It will be fun look at this cool one I got done last week. Student B: Well actually, I don t like tattoos and won t have one done, so maybe it s better you guys go on your own. Student A: What? But we re all getting one done. Just a small one is no big deal. Come on, we ll have a great time. Student B: Thanks, but it s really not for me. I ll catch up with you guys later.

36 English Language student version: Module 1 Unit 2 33 Work with the other members of your role-play team to answer the following questions about each situation: 1 How well do you think you performed during the role-play? 2 Did you find it difficult to persuade your friend / say no? Why / why not? 3 Do you think that you would be able to use the skills you learned in the role-play in a real peer pressure situation? 4 Which situation did you find most difficult? Why?

37 English Language student version: Module 1 Unit 2 34 Activity 2.11 When good friends go bad How do you think you would handle difficult situations with your friends? For each situation given below, answer these three questions: How would this make you feel? What is a positive way to deal with it? What is a harmful way to deal with it? Situations 1 Your friend starts behaving in ways that you think are wrong (taking drugs, stealing, being rude, etc.). 2 You find out your friend has been telling stories about you that aren t true. 3 Your friend keeps saying or doing something that hurts your feelings. 4 Your friend invites you to go swimming, but calls back an hour later to cancel. You find out your friend went swimming with someone else. 5 Two friends of yours are having an argument with each other. They demand that you choose between them. You don t want to lose either of them. 6 Your friend wants to spend more time with you than you want to spend with him or her. You like this person very much, but you want more freedom to see other people, too.

38 English Language student version: Module 1 Unit 2 35 Activity 2.12 Self-reflection Write a brief comment about your own experiences of negative peer pressure. You may write about something which has happened to you recently, or something that happened a long time ago when you were at school. Include information on any of the following points in your selfreflection: background information on what happened the people involved how you felt at the time the final result of the negative peer pressure. When you have completed your self-reflection, put a copy in your individual portfolio.

39 English Language student version: Module 1 Unit 2 36 Module 1 Unit 2 Vocabulary You can obtain examples of the following words from a dictionary and write the Chinese next to each word. Produce a sentence using each word and ask your teacher to look at it. 1. amusement (n) ( ) 2. aware (adj) ( ) awareness (n) ( ) 3. believe (v) ( ) belief (n) ( ) 4. cheerful (adj) ( ) 5. considerate (adj) ( ) 6. influence (n) (v) ( ) 7. optimistic (adj) ( ) 8. performance (n) ( ) 9. serious (adj) ( ) 10. thoughtful (adj) ( )

40 English Module 1 Making friends Unit 3 Study life

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42 Introduction English Language student version: Module 1 Unit 3 39 In this final unit of the first module, we focus on study life and some of the key factors that affect students. The unit s main aim is to help you reflect on the way you study, and to think of ways to improve your own study habits so that you can be a more successful student. We will also discuss your own situation as a student, and some of your likes and dislikes when it comes to studying. Additionally, we will look at skills you can improve to make you a more efficient and effective student.

43 Learning outcomes English Language student version: Module 1 Unit 3 40 By the end of this unit, you should be able to: Discuss your feelings about being a student, and about study life. Use common language structures to analyse and describe your study skills, habits and preferences. Discuss the concept of being an effective learner, and identify aspects of your own learning you think you could change or improve. Summarize information in a text. Acquire and apply new study skills. Use prepositional phrases to describe your own study environment. Use common language structures to set and express your own priorities. Describe the importance of time management in your life, and assess your own use of time.

44 Activity 3.1 Being a student English Language student version: Module 1 Unit 3 41 What kind of student are you? Work with a partner and answer the following questions about being a student. Compare your answers with your partner, and be prepared to report your answers back to a group of students. Do you prefer to study during the day or at night? Are you good at managing your time? Is there anything you would like to change or improve about the way you study? When you finish a big assignment, do you reward yourself? If yes, how? After you have discussed these questions with your partner, you will join with another pair of students to discuss your answers to the four questions above.

45 Activity 3.2 Student life English Language student version: Module 1 Unit 3 42 Studying is important because good qualifications are important for success in life. Student life can be difficult, however. Read the statements below about student life, and tick the ones you agree with or that describe you. Not having enough money to spend on books, travel and food. Not getting enough sleep. Not eating a proper breakfast in the morning. Not eating a healthy diet during the day. Staying up late at night and getting up too early in the morning. Working too many hours in a part-time job. Not having enough peace and quiet to study at home. Always asking Mum and Dad for money. Now compare the statements you have ticked with those of a partner. Are there any similarities between your answers and your partner s?

46 Activity 3.3 Improving study skills English Language student version: Module 1 Unit 3 43 Every student can take action to improve their study skills. Study skills include being able to read and understand information, being good at listening to lectures and taking notes, being good at organizing information and revising for exams, and so on. Can you think of any ways to study more effectively so that you could perform better in your course work? Think of two things you would like to improve. Complete the sentences below, and give any supporting information to explain your choices. There are several things I could do to improve my study skills. The first one is The second one is When you have finished the writing task, work with a small group of students and compare what you have written.

47 Activity 3.4 Are you an effective learner? English Language student version: Module 1 Unit 3 44 This questionnaire may help you to find out where you can start to improve your study skills. Read each of the questions and tick yes or no to answer each one. Questions Yes No 1 Do you plan, make a rough copy of, and check your homework or assignment before copying it out neatly? 2 Do you regularly revise a subject even if exams or tests are not due for some time? 3 If you are having problems with a subject, do you talk to your teacher about it? 4 Do you complete your homework or assignments in advance of their deadlines? 5 Do you have a place at home where you can study without being disturbed? 6 Do you take notice and act upon the comments and suggestions your teachers make about your work? 7 Do you keep a record of the new vocabulary you use in each subject? 8 Do you use the library, Internet or other learning aids regularly to help with your studies? 9 Do you always keep your exercise books or folders in good order and up to date? 10 Can you easily spot the main points of a topic when reading a textbook and make extra notes from them? 11 Do you plan your use of time by writing down what you have to do and by when? 12 Do you know ways of improving your memory when revising? 13 Do you plan ahead for tests and examinations? 14 Do you forget about schoolwork once you have finished studying? Your test results If you answered yes to at least eight questions, you are on your way to becoming an effective learner. If you answered no to at least eight questions, there is a lot you can do to become a more effective learner. Work with a partner and discuss your yes/no answers to the questions. Were you surprised by your results? Why or why not?

48 Activity 3.5 Student interview English Language student version: Module 1 Unit 3 45 In this listening activity, you are going to hear a student called David being interviewed about his study habits. Read the questions below, and prepare to answer them as you listen to the interview. 1. The following statements are true except A. David often finishes his assignments late. B. David starts working on his assignment a few days before they are due. C. David likes a lot of time to think about how he is going to do the assignment. D. David is not the only child in his family. 2. David thinks he works better if he has some. 3. David s brother is at school. 4. Why does David s brother let David use the computer first? 5. David has no problem working at home because A. David and his brother share a computer. B. his family helps him a lot with his studies. C. there is noise from the TV. D. he always make sure he keeps thing up to date. 6. What time does David like to work at home? 7. It is important for David to keep all his notes and files. 8. Decide whether the following statements are True, False or Information is Not Given by writing T, F or NG respectively. i. ( ) David sleeps very well before a test. ii. ( ) David does not get nervous before an exam. iii. ( ) David knows the exam questions in advance. Now compare your answers to the questions above with another student. Then listen to the feedback from your teacher to see how well you have answered these questions.

49 Activity 3.6 Top 10 skills for students English Language student version: Module 1 Unit 3 46 No matter what kind of student you are, or where you are studying, you will need to develop your skills in order to be a good student. Work with a partner for this activity. Read the following article on the 10 skills needed to be a good student. Make brief notes on each of the 10 skills mentioned, and take turns summarizing the key points mentioned in the article. Student A will summarize points 1, 3, 5, 7, and 9. Student B will summarize points 2, 4, 6, 8, and Time management There are just 24 hours in each day. What you do with that time makes all the difference. Getting your free time under control now will help prepare you for managing the extra time you need for study assignments. Start using a daily planner. This could be a diary you keep in your bag, an online version you maintain at home, or both. It s easy to over-schedule or double-book if you aren t careful. Manage your time wisely and you ll get the maximum out of each day. Time management: Summary Just 24 hours in each day Use time effectively Learn how to manage free time now as it will help later when studying Use a daily planner e.g. a diary to plan schedule Manage time well and be more efficient.

50 English Language student version: Module 1 Unit Good study habits If you ve got them, great. If not well, there s still time to develop them. Good study habits include these four basics: Always be prepared for class, and attend classes regularly. Complete assignments thoroughly and on time. Review your notes daily rather than doing last-minute study the night before. Set aside quiet time each day for study even if you don t have homework or a test the next day! Good study habits: Summary Everyone can develop good study habits such as: - be prepared for / attend class regularly - finish assignments on time - review your notes daily - set aside quiet study time each day 3 Set goals you can achieve It s important to set goals, as long as you can reach them. Setting goals that are too high means that you may fail before you begin! Set goals you can achieve: Summary

51 English Language student version: Module 1 Unit Concentration Listen to your teacher and stay focused. Be sure that you understand the lesson. If you don t understand something, ask questions! You ve heard it before, but the only dumb question is the one you don t ask is absolutely true. If you ve been paying attention, it definitely won t be a dumb question. Concentration: Summary 5 Good note-taking You can t write down everything the teacher says but, you do need to write down the important material. Be sure to do a follow-up check after a test by going back over your notes to see if your notes contain the answers to questions asked on the test. If not, you need to ask to see a classmate s notes or check with the teacher for help on improving your note-taking. Studying with a partner is also a good idea, but make sure you do study! Don t turn it into a socializing or fun meeting. Note-taking should be in the form that s most helpful to you. If you re more of a visual person, try writing notes on different coloured index cards. Music can also be a good memory aid as long as you don t find it distracting. Good note-taking: Summary 6 Completion of assignments Teachers assign homework for a reason. While it may be annoying to finish, it definitely has a purpose. Put your homework to good use. Remember, you ll only get out of it what you put into it!

52 English Language student version: Module 1 Unit 3 49 Completion of assignments: Summary 7 Review of daily notes Don t wait until the night before the test to review your notes. Go over your notes each day while the lecture is still fresh in your mind. Add any missing pieces. Compare your notes with a classmate s notes. This isn t cheating it may be helpful to both of you. Review of daily notes: Summary 8 Organizational skills Keeping yourself organized will save you valuable time and allow you to do everything you need to do. Remember: A place for everything and everything in its place. Keep all your study materials (calculator, planner, books, notebooks, laptop, etc.) in one convenient location. Organizational skills: Summary 9 Motivation You need to be motivated to learn and work hard, whether or not you like a specific subject or teacher. Self-motivation can be extremely important when you aren t particularly excited about a class. If you must, view it as an obstacle you must overcome. Then, set your mind to it and do it no excuses. Success is up to you!

53 English Language student version: Module 1 Unit 3 50 Motivation: Summary 10 Commitment You ve started the course, now you need to complete it. Do the best and get the most out of it that you can! Your commitment will pay off in the end. Commitment: Summary

54 Activity 3.7 Your study area English Language student version: Module 1 Unit 3 51 Having a special place to study is an important part of being a student. If you always work in this one place, your brain will begin to switch into study mode as soon as you sit down. In this activity, we are going to discuss and describe the area at home where you study. A perfect study area must be: quiet; free from distractions; comfortable; have good lighting; and have a comfortable temperature. In the real world, the first two are difficult to achieve! There is no perfect place to study, only one in which you are able to study. In the space below, draw a rough sketch of your study area at home. Add in all the main items such as the desk, chair, computer, bookshelf, etc. When you have finished your sketch, work with a partner and describe your study area. Is there anything you would like to change or improve about where you study?

55 Activity 3.8 The best study environment English Language student version: Module 1 Unit 3 52 Work with your small group, taking turns in answering the following questions about the way you like to study. Give reasons and explanations for your answers. 1 When you study, do you need silence, or do you like some background music? 2 Do you study best when sitting or lying down? 3 Do you study better on your own, or with a group of people? 4 How much time do you spend studying in the library? Be prepared to report back on your discussion to the rest of the class.

56 Activity 3.9 Self-reflection English Language student version: Module 1 Unit 3 53 Write a brief comment about your life as a student. Include in your self-reflection information on any of the following points; how you feel about being a student; your study habits; and the study skills you would like to improve. When you have completed your self-reflection, put a copy in your individual portfolio.

57 Activity 3.10 Wasting time English Language student version: Module 1 Unit 3 54 In this section of the unit, we are going to discuss time management. Time management can be described as the skill of organizing your time efficiently. Work with a partner and answer the following questions about time management: 1 Why is time management so important for students? 2 What problems do students with poor time management skills experience? 3 Many people think students waste too much time doing things that are not important. Do you agree with this? Are there any things you do that might be a waste of time? Do you waste time in any of the ways listed above? Work with a partner and discuss ways you think you could save time in your week.

58 Activity 3.11 Setting priorities English Language student version: Module 1 Unit 3 55 A priority can be described as something which is more important than something else. For example, we can say: Finishing my assignment is my biggest priority this week. I ll meet my friends when I have finished. As a student, you have many different priorities, so it is important to put them in the right order. Some students do not know how to manage their time well, or how to set their priorities. One of the best ways to set your own priorities is to make a to do list in which everything is listed in order of importance. Work with a partner and set your own to do list of the things you have to finish today, this week, and this month. The table below is divided into three sections. Note down all of your study tasks and assignments in the table. Today This week This month Continue research on essay Meet project group and decide on final topic Submit English essay

59 Activity 3.12 Personal time survey English Language student version: Module 1 Unit 3 56 Setting priorities is important, but understanding how you are using your time is also important. In this activity, we are going to complete a personal time survey. This survey will help you to estimate how much time you spend on different activities each week. Follow the steps below to complete the survey. Step 1: Estimate the amount of time you spend on each of the items in the survey form. Step 2: When you have estimated the time spent on each item, multiply the number by seven. This will give you the total time spent on the activity in one week. Step 3: After each item s weekly time has been calculated, add all these times for the grand total. Step 4: Subtract this from 168: the total number of hours in a week. Number of hours of sleep each night Activity Hours 7 Total Number of hours for shower/hair/looking good per day Number of hours for meals/snacks per day including preparation time Average amount of travel time per day Average number of hours per day for (clubs, sports, hobbies, etc.) Number of hours per day for personal matters such as shopping, going to bank, etc. Number of hours for part-time job Number of hours in class per week Number of hours per day dating, meeting friends, etc. Be honest! Now add up the totals: Subtract the total number from 168 This number is the total number of hours you have left to study Work with your partner and discuss the results of your personal time survey. 1 Are there any activities which seem to take up a lot / too much of your time? Which ones? 2 Is there any way to cut down on activities that are not so important, or to increase your study time? What would you change?

60 Activity 3.13 Writing a composition English Language student version: Module 1 Unit 3 57 Write a short composition about the way you manage your time as a student. Include descriptions of any of the following in your composition: your study habits your priorities for study how you manage your time ways in which you could improve your time management.

61 Portfolio Item # 1 Module 1- Making Friends Please write at least 150 words on the following topic. 1.) Write about one thing you must do in your life. You may want to write about: What it is When you must do it Why you must do it How you do it Remember: Stay on the topic English Language student version: Module 1 Unit 3 58 Your writing should include an introduction, body and a conclusion Write in paragraphs Use correct spelling and punctuation. Tips: Basic essay writing Most DYJ writing tasks can be completed following a basic structure: Introduction- Introduce your topic, what you are going to write about, and the main point of your writing (this is your thesis statement, or topic sentence). Body- The information (details) of your essay. The information should support your main point. Conclusion- The end. Repeat your main point and finish your essay.

62 Steps: English Language student version: Module 1 Unit ) Choose your topic. one thing you must do in your life 2.) Outline your ideas. What it is Why you must do it When you must do it One thing you must do in your life How you do it 3.) Figure out your thesis statement and introduction. Although homework can be boring and difficult, I should do it because it will be important for my future. 4.) Write your body, and main points of the essay. 5.) Write the conclusion. 6.) Proofread your essay.

63 English Language student version: Module 1 Unit 3 60 Module 1 Unit 3 Vocabulary You can obtain examples of the following words from a dictionary and write the Chinese next to each word. Produce a sentence using each word and ask your teacher to look at it. 1. achieve (v) ( ) achievement (n) ( ) 2. affect (v) ( ) 3. concentrate (v) ( ) concentration (n) ( ) 4. effective (adj) ( ) 5. efficient (adj) ( ) 6. force (n) (v) ( ) 7. revise (v) ( ) revision (n) ( ) 8. success (n) ( ) successful (adj) ( ) succeed (v) ( )

64 Module 1 Language Focus

65 Module 1: Making friends Language Focus (1): Phonics (Consonants) Phonics is the basic part of learning to read the language. It is the relationship between sounds (phonemes) and their spellings (graphemes). Therefore, learning phonics helps you read and spell words. Language in Context Diagnostic Exercise: In pairs, read aloud the following passage which tells we need more than online friends. Circle the words that your partner may not pronounce clearly or accurately. Technology has shifted the definition of friendship in recent years. With the click of a button, we can add a friend or make a new connection. However, having hundreds of online friends is not the same as having a close friend you can be with in person. Online friends can't hug you when a crisis hits, visit you when you're sick, or celebrate a happy occasion with you. Our most important and powerful connections happen when we re face-to-face. Therefore, make it a priority to stay in touch in the real world, not just online. There are two types of letters in the alphabet: consonants and vowels. The basic difference is how the sound is produced through the mouth.

66 Consonants Exercise 1 (Diagnostic Exercise): Some basic ideas of how our lips move with the sounds: In pairs, try to pronounce the sounds and see how the lips of your partner move.

67 A consonant is a speech sound that's not a vowel. The sound of a consonant is produced by a partial or complete obstruction of the air stream by a constriction of the speech organs. Read the examples and listen to the sound. Single Single Sound examples letter letter Sound examples p /p/ pig, pen, page, park b /b/ bay, be, book, bug t /t/ to, take, ten, tuna d /d/ day, do, did, dog f /f/ fat, food, fan, fun van, voice, vote, v /v/ very c, k /k/ Ken, kit, king, game, go, gum, get g /g/ come* h /h/ hot, he, happy, hug g, j /j/ suggest, general, joy, jump, jam, l /l/ lamb, let, lily, look m /m/ mother, make, milk, mood n /n/ new, next, not, number r /r/ run, read, rose, rock c,s /s/ sun, same, so, cent* x, z /z/ xylophone, zebra w /w/ we, walk, work, warm y /y/ yes, yolk, yoyo, yummy *Letters c, q, z do not represent phonemes that are identified by their own name. These sounds go with like-sounding phonemes from the list above: C /s/ in cent or /k/ in come Q /kw/ in question and queen Z /z/ in xylophone and zebra

68 Exercise 2 Pair up with a classmate. Listen to his/her sentence and find out which word in the brackets he/she has said. 1. He lost his (cap/map) on his way to school. 2. Susan saw some (jeans/beans) near the market. 3. Can you smell the (sock/cock)? 4. We enjoyed the interesting (play/day) in Australia. 5. The bug only glows in the (night/light) 6. Please press the (button/bottom) of the box. 7. May gave us the (three/free) tickets. 8. Could you (tick/pick) the menu for me? 9. Tony (taught/ bought) his dog something funny. 10. Please (collect/correct) the paper for the teacher. Exercise 3 - Having fun: Tongue twister is a very useful and interesting way to help you read English words carefully. Let s start with something easy: 1. Kitty kissed a kitten in the kitchen. 2. The witty witch switches on the fridge. 3. Three free flows show how the wind blows. 4. The big bug bit the pretty bull. 5. We wonder whether the weather in winter is fine. Here comes more challenging ones: 1. Peter Piper picked a peck of pickled peppers, A peck of pickled peppers Peter Piper picked. If Peter Piper picked a peck of pickled peppers, Where's the peck of pickled peppers Peter Piper picked? 2. I saw Susie sitting in a shoe shine shop. Where she sits she shines, and where she shines she sits. 3. The thirty-three thieves thought that they thrilled the throne throughout Thursday. 4. I scream, you scream, we all scream for icecream! 5. How many cookies could a good cook cook If a good cook could cook cookies? A good cook could cook as much cookies as a good cook who could cook cookies.

69 Exercise 4 Initial Consonants c, q and z An initial consonant is the first consonant letter sound of a word. When two consonant letters come together to form a single letter sound, they will become initial consonant digraphs. For example, shell/what/chalk/that. When two or more consonant letters blend together, each sound can be heard and they are called consonant blends such as bl/ br/sc and spl, etc. 1. Work in pairs and read the following letter-sound riddle aloud. You can eat popcorn, cones and chips and drink coke in me. Zebra is now on in me and its cinematography is beautiful, gorgeous and marvelous. People comment on costumes and performances of actors in me. People in the city always consider me as a central place for paying cash for entertainment. I am famous in China and the Chinese like me. I am quiet and friends like getting together in me. What am I? a. The answer of the riddle is b. Write the initial letter of the answer: c. Underline all the words beginning with that letter in the riddle. d. Read the riddle again. Is that letter pronounced the same in all these words? Yes / No e. Are there any other words with the said initial consonant sounds? Discuss with your classmates and complete the list below by choosing the correct words from the above riddle. (1) Hard c with /k/ sound (2) Soft c with /s/ sound corn cinema

70 f. What are the two sounds related to this letter? Circle the correct answer below: i. If c is pronounced as /k/, it is called a hard c/soft c. It precedes letters a, e, i, o, u. ii. If c is pronounced as /s/, it is called a hard c/soft c. It precedes letters a, e, i, o, u. g. Give three examples of words with the consonant sounds of /kw/ as in quiet? h. Which word in the riddle features a starting consonant /z/? i. Give an example of word with the consonant sounds of /z/ without the letter z. Exercise 5 - Read aloud Now read the short paragraph again. Pay attention to the phonetic features of consonants. Technology has shifted the definition of friendship in recent years. With the click of a button, we can add a friend or make a new connection. However, having hundreds of online friends is not the same as having a close friend you can be with in person. Online friends can't hug you when a crisis hits, visit you when you're sick, or celebrate a happy occasion with you. Our most important and powerful connections happen when we re face-to-face. Therefore, make it a priority to stay in touch in the real world, not just online. Some useful videos to learn more about phonics:

71 Module 1 Making Friends Language Focus (2): Simple Present Tense Study the following passage: I love my friend Lucy because she is really funny and we have similar interests. She also helps me with my school work in any way that she can. Most importantly, she understands when I need my space, and gives it to me accordingly. We use the simple present tense to talk about things in general, including 1. Facts and universal phenomena a. I love my friend Lucy. b. She is really funny. c. She understands when I need my space. d. We need oxygen. e. Oil floats on water. f. Cats eat fish. g. Billy looks like his mother. h. Susan and Mary are good friends. 2. Habits a. We have similar interests. b. She (also) helps me with my school work in any way she can. c. Toby plays basketball every Saturday. d. The café opens at 7:00 in the morning. e. My friends go to school on foot. f. I grow some vegetables on the balcony. Form of the simple present tense i. He/ She/ It/ Mary (Third-person singular) ii. I/ We/ You/ They/ Mary and Peter. (Other subjects) - is - does/ looks/ likes/ goes. (main verb + s/es) - am/ are. - do/ look/ like/ go. (main verb no change/ infinitive)

72 Exercise 1 Make sentences using the simple present tense with the subjects given. 1. I. 2. He. 3. She. 4. They. 5. Sally. 6. David and Connie. 7. Lions. 8. Her best friend. The Simple Present Tense Negative a. be is/ am/ are i. I am not a football player. ii. He/ She/ It/ Mary (Third-person singular) is not tired. iii. We/ You/ They/ Mary and Peter. (Other subjects) are not hardworking enough. b. other verbs i. He/ She/ It/ Mary (Third-person singular) ii. I/ We/ You/ They/ Mary and Peter. (Other subjects) does not do not work at weekends. like apples. go swimming often. (**no s/es needed for any subjects)

73 Exercise 2 With reference to the sentence in the left column, make another sentence using the simple present tense in its negative form. e.g. The sun rises in the east. The sun does not rise in the west. e.g. Sally likes swimming. Sally does not like running. 1. It is hot in the summer. 2. The books are light. 3. The shoes belong to Peter. 4. Stephanie takes the MTR to school. 5. Marco and Lucy write with their right hand. 6. I play the piano well. 7. I am clever. The Simple Present Tense Yes/ No Questions 1. be - is/ am/ are Statement Question i. I am clever. i. Am I clever? ii. You/ We/ They/ are good students. ii. Are you/ we/ they/ good students? iii. He/ She/ It/ is naughty. iii. Is he/ she/ it/ naughty? 2. other verbs Statement Question i. I/ You/ We/ They/ like running. i. Do I/you/ we/ they/ ii. He/ She/ It/ likes sleeping. ii. Does he/ she/ it like running? sleeping?

74 The Simple Present Tense Information/ Wh- Questions 1. be is/ am/ are Wh- + is/am/ are + subject +..? Statement The desk is 100 years old. The desk is 100 years old. The boys are in the kitchen. The boys are in the kitchen. Question What is 100 years old? How old is the desk? Who are in the kitchen? Where are the boys? **If the wh- word is the subject of the sentence, you have no need to change the word order while making the question. 2. other verbs Statement Wh- + do/ does + subject + verb +.? Question His parents enjoy jogging in the park. His parents enjoy jogging in the park. His parents enjoy jogging in the park. The monkey eats worms. The monkey eats worms. Liz reads a newspaper every day. Liz reads a newspaper every day. Liz reads a newspaper every day. Liz reads a newspaper every day. What do his parents enjoy in the park? Where do his parents enjoy jogging? What do his parents do in the park? What eats worms? What does the monkey eat? Who reads a newspaper every day? What does Liz read every day? How often does Liz read a newspaper? What does Liz do every day? **If the wh- word is the subject of the sentence, you have no need to change the word order while making the question.

75 Exercise 3 Construct Wh- and Yes/No questions with reference to the answers given. Question Answer 1. Who goes to the library every Sunday? Mr. Leung goes to the library every Sunday. 2. Mr. Leung goes to the library every Sunday. 3. Mr. Leung goes to the library every Sunday. 4. Mr. Leung goes to the library every Sunday. 5. Yes, Mr. Leung goes to the library every Sunday. Exercise 4 The following passage is about maintaining friendship. Complete the passage with the correct form of the verb given in the brackets. It e.g. is not (be/ not) easy to maintain friendship. I 1. (try) my best to see my friends as often as I can. Sometimes, we 2. (go) to a party, 3. (visit) a newborn baby, or 4. (make) a date for lunch. However, it 5. (be) impossible that I 6. (meet) all my friends often. Therefore, I 7. (make) use of technology. I 8. (use) Facebook, Twitter, or other social media. Some people argue that technology 9. (hurt) friendships, because it 10. (not/ encourage) people to see their friends face-to-face. At the extreme, this 11. (be) a bad thing, but for me, at least, technology 12. (let) me keep in touch with more friends in a more efficient way. I 13. (feel) more up-to-date and a stronger sense of connection. How 14. you (maintain) friendship with your friends?

76 Further Practice Write a short paragraph to introduce your friend. You may describe him/ her using the simple present tense.

77 Diploma Yi Jin English Language Module 2 Leisure and entertainment Teacher version 2017/18

78 Revised by: Subject Expert: Ms Sheris Yip and Mr Ricky Wong Dr Esther Tong Hong Kong Community College The Hong Kong Polytechnic University Copyright Federation for Self-financing Tertiary Education 2017 All rights reserved. No part of this material may be reproduced in any form by any means without permission in writing from Federation for Self-financing Tertiary Education.

79 Contents Unit 1 How do you spend your leisure time? Introduction 3 Learning outcomes 4 Activity 1.1 How do you spend your leisure time? 5 Activity 1.2 Talking about leisure 6 Activity 1.3 Leisure time survey 7 Activity 1.4 Scheduling activities 8 Activity 1.5 Free time 10 Activity 1.6 Quotations 11 Activity 1.7 Test your writing 12 Activity 1.8 Hobbies 13 Activity 1.9 Mind-mapping 14 Activity 1.10 Writing about your hobbies 15 Activity 1.11 Leisure club 16 Unit 1 Vocabulary List 17 Unit 2 Selecting entertainment Introduction 21 Learning outcomes 22 Activity 2.1 Selecting entertainment 23 Activity 2.2 Talking about entertainment 24 Activity 2.3 What kind of movie would you like to see? 26 Activity 2.4 Selecting a movie 28 Activity 2.5 GenS concerts in Hong Kong 29 Activity 2.6 Music preferences 30 Activity 2.7 Classical music I 32 Activity 2.8 Classical music II 34 Activity 2.9 Adjectives and adverbs of degree 36 Activity 2.10 Personal music preferences 37 Activity 2.11 Making a date 39 Unit 2 Vocabulary List 41 Unit 3 Enjoying movies Introduction 45 Learning outcomes 46 Activity 3.1 Talking about movies 47 Activity 3.2 How are films developed? 49 Activity 3.3 Storyboards 51 Activity 3.4 History of HK film 54 Activity 3.5 Movie stars 57 Activity 3.6 Who are your favourite movie stars? 58 Activity 3.7 Radio reviews 59 Activity 3.8 Reading movie reviews 60 Activity 3.9 Movie review vocabulary 62 Activity 3.10 Analysing movie reviews 63 Activity 3.11 Writing a movie review 65 Assignment 1 67 Unit 3 Vocabulary List 68

80 English Module 2 Leisure and entertainment Unit 1 How do you spend your leisure time?

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82 English Language student version: Module 2 Unit 1 3 Introduction In this unit we are going to look at how people spend their leisure time and discuss some of the favourite pastimes of young people in Hong Kong. You will learn new vocabulary related to typical free-time activities, and discuss what types of hobbies and activities people enjoy. People use their free time in many different ways, and it will be interesting to find out what some of the most popular free time activities are amongst your classmates, and to compare your interests outside of study. At the end of the unit we will conduct a small survey to help us find out what people are interested in and where their time is spent when they are not studying.

83 English Language student version: Module 2 Unit 1 4 Learning outcomes By the end of this unit you will be able to: Use words and expressions related to leisure and entertainment. Describe your preferences and habits in terms of leisure activities. Use English phrases to express opinions. Describe and discuss the features and advantages of some types of leisure activity. Create a mind-map to help elicit ideas and organize your writing. Identity and pronounce consonants digraphs and blends. Use simple past tense in suitable context. Form questions with correct structures.

84 English Language student version: Module 2 Unit 1 5 Activity 1.1 How do you spend your leisure time? Choose appropriate phrases from the list below to complete the sentences. There is no one correct. rest read a book watch TV surf the Internet talk with friends listen to music work on my hobby cook and eat go camping go hiking have a barbeque see films in the cinema go to concerts be with my family go to the beach go shopping When it is really hot and humid outside, all I want to do is to Sometimes I am so tired when I finish my work that, whenever I can, I When I get together with friends, our favorite activity is to In the evening after school/work I like to When the weather is cool and dry I always try to On the weekends it is wonderful to When you have finished, work with a partner and compare your sentences. Be prepared to share what you have written with the rest of the class.

85 English Language student version: Module 2 Unit 1 6 Activity 1.2 Talking about leisure Look at the list of typical free time activities. Add three more activities to the list, then rank the activities, from those that you enjoy most in your leisure time down to the activities that you do not prefer or may never do. Use 1 for your favorite activity, and 10 for the least favorite. Rank ( ) sleep ( ) shop ( ) play video games ( ) watch TV ( ) surf the Internet ( ) listen to music ( ) meet with friends ( ) ( ) ( ) When you have finished, compare your list with a partner, using the following questions as a guide: Are your lists different? Which activities do you both seem to enjoy? Which activities did you rank very differently from your partner? Did your partner add any new and interesting ideas for leisure time activities to the list? Do you think you might try something new?

86 English Language student version: Module 2 Unit 1 7 Activity 1.3 Leisure time survey Leisure time means the time that you are free to choose what you want do to. Do you think you could make better use of your free time? Complete the survey below by ticking Agree, Disagree or Not sure. I usually do the same things in my leisure time. I am often bored when I have free time. I just do whatever my friends want to do. There is a wide variety of free-time activities in Hong Kong. I really like trying new and different things. Going hiking in country parks is too much work. Museums are really interesting. I can t afford to do things that cost a lot of money. Agree Disagree Not sure Now work with a partner or small group and share your responses to the survey. Discuss the following questions: How important is your leisure time? Are you satisfied with your leisure time activities? Would you consider trying something new in your leisure time? What kinds of activities would you like to try?

87 English Language student version: Module 2 Unit 1 8 Activity 1.4 Scheduling activities Do you know that the Leisure and Cultural Services Department manages 54 parks and gardens, 37 swimming pools, 14 museums, 32 fitness and workout rooms and 65 small and large libraries? There are 19 separate sports and fitness facilities that you can reserve. You can book these online. Work in a small group. Use the calendar provided. Fill in the dates and times when you and your group members are free. Try to decide which of the activities listed below you would all like to do together so you can book the facilities in advance. The facilities are available in the time blocks below the calendar. Try to use some of these useful phrases: What about How about Making suggestions What do you think about One idea is Disagreeing I understand what you are saying. I agree except that That may be so, but have you thought about There may be a problem with that. Agreeing That s a good idea. I feel the same way. I think we are saying the same thing. I think you have a good suggestion. Clarifying I m not sure what you mean. Do you mean that / Are you saying that Could you explain what you mean? I don t understand could you repeat that? LCSD sports and fitness facilities Archery range Activity room Badminton court Basketball court Bowling green rink Canoeing area Sport climbing facilities Dance room Fitness facility Football pitch Gateball court Golf facility Hockey rink Rope course Rugby pitch Sailing area Squash court Table tennis Tennis court

88 English Language student version: Module 2 Unit 1 9 LCSD Facilities Booking Time Blocks Morning: 7:00 AM to 1:00 PM Afternoon: 12:00 PM to 7:00 PM Evening: 6:00 PM to 11:00 PM Once your group has decided on which activities you d like to do, and the facilities you ll need to book, share your plans with the rest of the class. Which activities seem to be most popular with the whole class?

89 English Language student version: Module 2 Unit 1 10 Activity 1.5 Free time In this listening activity, we are going to hear two friends talking over how they will spend a Saturday afternoon together. Read the questions below, and prepare to answer them as you listen to the interview. 1 What is one thing they don t always do in their free time? a. Play Guitar Hero b. Go to a museum. c. Look around shops 2 Why will they be able to pay a lower entrance fee at the museum? 3 They decide to visit the Space Museum: true or false? 4 How will they find out how to get to Tai Po Kau? 5 Why does your friend want to do something outside? 6 A quiet natural place is a change of pace compared to the city. The underlined phrase means: a. strange b. less costly c. speedier d. pleasant difference Compare your answers to the questions above with a classmate s answers. Then listen to the feedback from your teacher to see how well you have answered these questions.

90 English Language student version: Module 2 Unit 1 11 Activity 1.6 Quotations What do these quotations mean to you? Work in a small group. First try to rewrite each of the quotations in your own words. Then try to think of an example to illustrate each one. Be prepared to share your group s answers with the rest of the class. In your own words Example In your own words Example In your own words Example In your own words Example In your own words Example In your own words Example The best intelligence test is what we do with our leisure. Laurence J Peters Leisure is the Mother of Philosophy. Thomas Hobbes We are closer to the ants than to the butterflies. Very few people can endure much leisure. Gerald Brenan All intellectual improvement arises from leisure. Samuel Johnson In our leisure we reveal what kind of people we are. Ovid Leisure is empty time. Anne Vaughn, Countess of Carberry

91 English Language student version: Module 2 Unit 1 12 Activity 1.7 Test your writing Now that you ve worked together to explain the quotations in Activity 1.6, you will join up with another group to play a game. The group you join up with will be your opponents. Taking turns, one group reads aloud its own version of one of the quotations, as well as an example. The other group then has one try to guess which quotation is being referred to. Each time one of the groups guesses correctly, the other group scores a point. To make it clear which quotations you re talking about, you may want to label each one with a letter or number as you present it to your opponents. Finally, if you found any quotations that were particularly difficult to guess, note them down in the space provided. Scoreboard Points for Group 1 Points for Group 2 Difficult quotations

92 English Language student version: Module 2 Unit 1 13 Activity 1.8 Hobbies There is an old Jewish proverb that takes a humorous view of hobbies: When a habit begins to cost money, it s called a hobby. But not everyone thinks so. Many people think that having one or more hobbies can give people a healthy balance in their busy lives. Below is an article explaining how important hobbies can be to relieve the stress of modern life. Read the article and fill in each of the missing gaps with one word. The first example has been done for you. Stress has become the most common problem in our lives. It s hard to find a person e.g.who is not worried at some time or another. The increasing competition in every part (1) life adds yet more worry. Each one of (2) wants to move forward in life as quickly as possible and we never seem to have enough time. Stress has severe negative effects (3) people s health, spirit and happiness. We all reach a point when we need to stop for a (4) and think about what is causing stress and how to make life more pleasant. This is when hobbies can make a difference. Hobbies allow us to relax and enjoy the things we (5) really interested in. The definition of a hobby is basically an activity (6) someone enjoys doing during his/her spare time. Different people have (7) hobbies. It all depends upon the particular likes and interests of a person. (8) stimulate our minds and help us to relax at the same time. Hobbies can help us to stop worrying (9) daily chores, office or school work and family responsibilities, and just please ourselves (10) doing something that gives personal satisfaction. It is important to take a (11) from boring chores and become active in something that we have always (12) to do. Time well spent on a hobby will lead to a fresh mind and consequently increased focus back on (13) or study. There are all kinds of hobbies to choose from. Some people like indoor activities and others are more excited about being (14). Those with artistic talents can always go for painting, sculpture, music or writing. A person can have several hobbies depending upon his/her moods. But the crucial aspect is to have a hobby that can play a significant role in removing (15). No matter what hobby you have, the end (16) is the same, that is, gaining great pleasure and satisfaction. Hobbies are also personally satisfying (17) there are no deadlines, no rules and no pressure to perform. Spend as much (18) as you want. No one is going to talk about the end result. All you have to do is to please (19). One can develop new skills and discover unknown talents. Individuals can expand their horizons, (20) new contacts, develop relationships and get the most (21) of life. Source: adapted from When you have finished, compare your answers with a partner.

93 English Language student version: Module 2 Unit 1 14 Activity 1.9 Mind-mapping Work in a small group. Brainstorm all that you know about hobbies. These may be hobbies that you had when you were younger, or one that you have only heard about. Try to add as many items to your mind map as you can. Hobbies

94 English Language student version: Module 2 Unit 1 15 Activity 1.10 Writing about your hobbies In this activity you will write about a hobby. Perhaps you had a hobby when you were younger. You can write about that. You can write about a hobby you have now. If you do not have a hobby, think of one that you might like to try, and write about that. You will write a paragraph. In the first sentence state what your hobby is or what hobby you would like to try. In the next three or four sentences, explain what your hobby involves, or what you think you would need to have or do for the new hobby you would like to try. Then write one sentence that states the benefit you get from your hobby, or what benefit you would like to get from the new hobby you would like to try. The last sentence should state whether or not you think hobbies are a good use of leisure time, and why you think so. When you have completed your self-reflection, put a copy in your individual portfolio.

95 English Language student version: Module 2 Unit 1 16 Activity 1.11 Leisure club Work in a small group. You are part of a bigger group of friends that has decided to form a leisure club. The purpose of the club is to plan interesting activities for members, either at low or no cost. Your group is the organizing committee. You need to plan activities for everyone in the club. You will start by planning a series of things to do on one weekend. 1 First, brainstorm as many possible leisure time activities that you can think of, and make a list. Include hobbies if anyone in the group would like to share their hobby as an activity. 2 Decide how many people are in your club. 3 Then decide if your group would primarily like indoor or outdoor activities, or a mix of the two. 4 Draft a plan of activities for one weekend. Use the time outline below to help you plan. Saturday Morning Afternoon Evening Sunday Morning Afternoon Evening 5 Now share your activities plan with the rest of the class. Which group has the most interesting leisure time activities plan? 6 Make a class brochure of possible weekend activities.

96 English Language student version: Module 2 Unit 1 17 Module 2 Unit 1 Vocabulary You can obtain examples of the following words from a dictionary and write the Chinese next to each word. Produce a sentence using each word and ask your teacher to look at it. 1. afford (v) ( ) 2. concert (n) ( ) 3. crucial (adj) ( ) 4. cultural (adj) ( ) 5. develop (v) ( ) 6. leisure (n) ( ) 7. museum (n) ( ) 8. natural (adj) ( ) nature (n) ( ) 9. surf (v) ( ) surfing (n) ( ) 10. variety (n) ( ) various (adj) ( )

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98 English Module 2 Leisure and entertainment Unit 2 Selecting entertainment

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100 English Language student version: Module 2 Unit 2 21 Introduction In this unit we discuss the many different types of entertainment that are available to us in Hong Kong and make decisions about our own preferences for selecting entertainment. We will talk about different kinds of entertainment such as movies, cultural shows, and concerts. We all have different preferences when choosing what to do in our spare time, and you will learn how to discuss your own habits and preferences.

101 English Language student version: Module 2 Unit 2 22 Learning outcomes By the end of this unit, you will be able to: Describe different types of entertainment that are available in Hong Kong. Express preferences about different types of entertainment. Use specific vocabulary to describe and discuss different types of entertainment. Describe and compare preferences using adjectives and adverbs, including adverbs of degree. Suggest entertainment options, and make arrangements to attend an entertainment event with a friend.

102 English Language student version: Module 2 Unit 2 23 Activity 2.1 Selecting entertainment Let s say that you have won two free tickets to a night of entertainment in Hong Kong. You can use the tickets for a Hong Kong film, a foreign film, or a live concert of either classical or pop music. Discuss these options with a partner. Explain to your partner why you prefer one or the other of the options. Start your conversation using one of the sentences or phrases below: Wow, free tickets! What shall we use them for? We can use them for a film or a live concert. I d really like to go see a film Would you like to see a Hong Kong film or a foreign film? Do you like live concerts? Yes, have you seen XYZ? Do you like pop music or classical music more? I like some kinds of What about Yes I like that idea We could see Well, I would rather see When you have decided which type of entertainment you would like to see with your free tickets, decide what specific current film or concert you would prefer. Tell the rest of the class what you have chosen.

103 English Language student version: Module 2 Unit 2 24 Activity 2.2 Talking about entertainment Three main kinds of entertainment are classical music, pop music and films. Each has its own vocabulary. Look at the examples under each category. Work with a partner and add three more examples under each. Classical music orchestra quartet duet composer soloist conductor Mozart Pop music electric guitar drums music videos dance music dancers love songs Aaron Kwok Film Hong Kong films foreign films action comedy drama thriller Avatar Now use the words from the lists to complete the sentences that follow. 1 The Hong Kong Chinese Orchestra and the Hong Kong Philharmonic Orchestra play music. 2 Mozart was a of classical music. 3 In an orchestra, the person who directs all the musicians is the. 4 A group of four musicians is a. 5 A is when two musicians play together. 6 A musician playing or singing alone is called a. 7 Pop music usually includes electronic instruments such as and synthesizers. 8 Many pop songs are considered music. 9 Music videos often feature pop stars singing alongside. 10 films usually have fast car chases and fight scenes. 11 Audiences enjoy a because it makes them laugh. 12 Special effects are used in films such as. 13 A is usually about relationships and people s feelings. 14 In a, the audience is surprised by unexpected twists and turns in the story.

104 English Language student version: Module 2 Unit 2 25 Next, using the words you added to the three lists above, write a sentence of your own for each of the three types of entertainment. When you are done, be prepared to share your sentences with the rest of the class Discussion questions How would you describe the difference, if any, between films made in Hong Kong and foreign films? Do you consider films made in China to be foreign films? Why or why not?

105 English Language student version: Module 2 Unit 2 26 Activity 2.3 What kind of movie would you like to see? Most movies shown in Hong Kong fall into seven categories (these types of movies are also called genres): action thrillers animation gangster movies ghost stories romantic comedies special effects swordsman dramas. And here is a list of some recent movie titles; each movie is an example of one of the genres listed above: Au Revoir Taipei Avatar Mission Impossible Election Hero Infernal Affairs McDull the Pineapple Bun Prince Red Cliff and Red Cliff II Storm Rider: Clash of the Evils Where Got Ghost? Fast and Furious All s Well, Ends Well Hong Kong Ghost Stories Inception

106 English Language student version: Module 2 Unit 2 27 Now read the seven definitions below, and fill in the blanks by matching each description with a genre of film from the list above. Then match two movie titles from the second list to each definition and genre. You can also add more movie titles as examples of each genre if you like. 1 fast-paced, lots of action such as car chases and fights; usually there is a great sense of urgency to prevent some terrible thing from happening. Titles: 2 these films deal with triads, good police and corrupt police, and often have competing groups fighting over power or territory; usually serious, sometimes violent; sometimes considered dark. Titles: 3 funny, silly, even foolish; usually a happy ending when love overcomes all obstacles. Titles: 4 set in historic times with authentic costumes and settings; featuring great heroes and villains, lost love, battles and tragedy. Titles: 5 involving characters who come back from the dead to seek help or interfere with humans; sometimes sad, sometimes emotional; sometimes using horror for frightening effects. Titles: 6 computer-generated movies using illustrated or cartoon-like characters and settings instead of human actors. Titles: 7 movies that rely heavily on computer graphics and other filming and editing tricks to create effects that we see as real. Titles:

107 English Language student version: Module 2 Unit 2 28 Activity 2.4 Selecting a movie Look through the list of films in Activity 2.3. Choose three that you would like to see. You may choose one you have already seen because you would like to see it a second time. Make a few notes about why you would like to see each of the three films or why you wouldn t mind seeing it a second time. 1 Movie title: Why? 2 Movie title: Why? 3 Movie title: Why? When you have completed your notes, share your choices and reasons with a partner. Discuss the films you chose, and the reasons why you would like to see these films. Try to agree on three of the same films, and rank them in order of preference. When you and your partner have agreed on the top three films you would like to see, join another pair to form a group of four. See if all four of you can agree on one single film that you would all like to see. Be prepared to share your group s choice with the rest of the class. As you discuss your movie choices, try to use these sentences and phrases (you will see that you will be reviewing some of the ones you used in Activity 2.1): Let s compare lists of movies What types of movie genres do you like? Have you seen? This movie is my first choice because I like I prefer to see movies that are about What about Yes I like that idea We could see Well, I would rather see

108 English Language student version: Module 2 Unit 2 29 Activity 2.5 GenS concerts in Hong Kong We can listen to music on the radio, computer, MP3 player or iphone, as well as going to live concerts. In this listening activity, you are going to hear an interview with Wong Chi-chung about the GenS concerts in Hong Kong. Read the questions below, and prepare to answer them as you listen to the interview: 1. The interviewer mentions that Hong Kong pop music is often considered and unimaginative. 2. How does Wong Chi-chung describe local Hong Kong musical talent? A. They do not know how to sing. B. They can write music. C. They are mature. D. They pay for their own instruments. 3. Decide whether the following statements are True, False or Information is Not Given by writing T, F or NG respectively. i. ( ) All the performers have written their own music. ii. ( ) The artists in the GenS concerts come from many various backgrounds. iii. ( ) Vicky Fung works as a lawyer. 4. Jonathan Wong studied and modern dance in the United States. 5. Why does Wong Chi-chung call Louis Cheung a human beatbox? 6. Ketchup A. is a one-man band. B. is an Indian band. C. is the only band which sings in English. D. performs jazz. 7. Name the jazz musician mentioned in the interview. 8. Wong Chi-chung states that the GenS concerts will be a real for those having doubts about Hong Kong music.

109 English Language student version: Module 2 Unit 2 30 Activity 2.6 Music preferences List the kinds of music you listen to: My favorite kinds of music are: I like but my very favourite is. I usually listen to but sometimes I listen to. I used to listen to all the time, but nowadays I like to listen to. When and where do you listen to music? How often do you listen? How do you listen to music? I like to listen to all the time. I prefer to listen to late at night. When I am exercising I often listen to. When I ride the MTR I listen to on my MP3 player / ipod. What live music events have you gone to recently? Classical music? Jazz? Pop concerts? Clubs? What upcoming live music events are you planning to attend? If I can get tickets I want to go see. This weekend I could go see. What is your opinion of the Hong Kong music scene? I think the HK music scene is great / okay / not as good as X / a bit boring / world-class. Why?

110 English Language student version: Module 2 Unit 2 31 After writing down your answers, share your opinions about Hong Kong music with a partner or in a small group. After your discussion, write a paragraph that describes your opinions about music in general, and what you think of the music scene in Hong Kong. Use your notes from above, and add other information from your discussion with your classmates. Use one of the following topic sentences: Music is not very important to me, but when I listen to music I like I listen to music a lot, and my favorite kind(s) of music is/are When I listen to music I usually listen to There are many choices / not enough choices of music to listen to in Hong Kong. When you have completed your self-reflection, put a copy in your individual portfolio.

111 English Language student version: Module 2 Unit 2 32 Activity 2.7 Classical music I Read the reviews of two classical music performances and answer the questions below the text. The Hong Kong International Chamber Music Festival, City Hall, Wednesday July 7 The Hong Kong International Chamber Music Festival is definitely a welcome addition to the Hong Kong classical music scene and was well-attended on opening night. The evening began with Haydn s String Quartet, Op. 64, No. 5 (the Lark ), performed by the New Helsinki Quartet. While the playing was excellent, the piece sounded a bit ordinary. Next was Schumann s Adagio & Allegro in A flat Major Op. 70, performed by Trey Lee (cello) and Peter Jablonski (piano). Originally written for horn and piano, Trey Lee s cello playing convinced me that in this piece, it is superior to the horn. Ending the first half of the concert was Glinka s Grand Sextet in E flat Major, a relatively little heard and recorded piece. It is a very interesting work by a talented young composer who was just simply enjoying himself. The musicians played it with obvious enjoyment too, to the delight of the audience. After the interval came Mendelssohn s Octet in E flat Major, Op. 20. The performance was so good that it is an example of exactly why I go to live concerts. Dan Zhu (violin), playing some of the most beautiful lines, performed with power and poetry. Together with him were Grzegorz Kotow (violin), Andrew Ling (viola), Trey Lee (cello) and the New Helsinki Quartet, who all played excellently. Source: based on a review from 2009 by Satoshi Kyo The Hong Kong Chinese Orchestra The Hong Kong Chinese Orchestra, founded in 1977, is a cultural combination of traditional Chinese instruments, with the musicians grouped in the manner of a Western orchestra. The orchestra played at Carnegie Hall s Festival of Chinese Culture entitled: Ancient Paths, Modern Voices. On entering the hall, every member of the audience was given a small Chinese hand drum with beads attached to two strings on the sides. The plan was for the audience to participate in the end of the final piece, The Yellow River Capriccio by Cheng Dazhao. It is as fascinating to see the orchestra as it is to hear it. In place of the Western strings there are sections of Chinese string instruments, including (from high to low) gaohu, erhu, zhonghu, gehu and bass gehu. There are also plucked strings, winds and percussion galore, especially drums and gongs. The first piece, by Law Wing-fai, was my favorite, sounding something like a dramatic movie sound track.

112 English Language student version: Module 2 Unit 2 33 Guo Wenjing s Three Melodies of West Yunnan involved crashing gongs and pounding rhythms. Finally it was time for Mr Cheng s Yellow River Capriccio. Before it started Director Yan Huichang rehearsed the audience of hand drum players. During the performance people in the hall became completely involved, banging their hand drums, shouting like martial arts warriors and creating a great amount of noise. It was breathtaking! 1 List three composers and three titles of Western classical music. Composers: 1.) 2.) 3.) Titles: 1.) 2.) 3.) 2 List five kinds of Western classical music instruments. 1.) 2.) 3.) 4.) 5.) 3 List two composers and two titles of classical Chinese music Composers: 1.) 2.) Titles: 1.) 2.) 4 List at least five kinds of classical Chinese music instruments. 1.) 2.) 3.) 4.) 5.)

113 English Language student version: Module 2 Unit 2 34 Activity 2.8 Classical music II Re-read the reviews of two classical music performances and underline the adjectives you find that are used to describe the musical performances and performers being reviewed. The Hong Kong International Chamber Music Festival, City Hall, Wednesday July 7 The Hong Kong International Chamber Music Festival is definitely a welcome addition to the Hong Kong classical music scene and was well-attended on opening night. The evening began with Haydn s String Quartet, Op. 64, No. 5 (the Lark ), performed by the New Helsinki Quartet. While the playing was excellent, the piece sounded a bit ordinary. Next was Schumann s Adagio & Allegro in A flat Major Op. 70, performed by Trey Lee (cello) and Peter Jablonski (piano). Originally written for horn and piano, Trey Lee s cello playing convinced me that in this piece, it is superior to the horn. Ending the first half of the concert was Glinka s Grand Sextet in E flat Major, a relatively little heard and recorded piece. It is a very interesting work by a talented young composer who was just simply enjoying himself. The musicians played it with obvious enjoyment too, to the delight of the audience. After the interval came Mendelssohn s Octet in E flat Major, Op. 20. The performance was so good that it is an example of exactly why I go to live concerts. Dan Zhu (violin), playing some of the most beautiful lines, performed with power and poetry. Together with him were Grzegorz Kotow (violin), Andrew Ling (viola), Trey Lee (cello) and the New Helsinki Quartet, who all played excellently. Source: based on a review from 2009 by Satoshi Kyo The Hong Kong Chinese Orchestra The Hong Kong Chinese Orchestra, founded in 1977, is a cultural combination of traditional Chinese instruments, with the musicians grouped in the manner of a Western orchestra. The orchestra played at Carnegie Hall s Festival of Chinese Culture entitled: Ancient Paths, Modern Voices. On entering the hall, every member of the audience was given a small Chinese hand drum with beads attached to two strings on the sides. The plan was for the audience to participate in the end of the final piece, The Yellow River Capriccio by Cheng Dazhao. It is as fascinating to see the orchestra as it is to hear it. In place of the Western strings there are sections of Chinese string instruments, including (from high to low) gaohu, erhu, zhonghu, gehu and bass gehu. There are also plucked strings, winds and percussion galore, especially drums and gongs. The first piece, by Law Wing-fai, was my favorite, sounding something like a dramatic movie sound track.

114 English Language student version: Module 2 Unit 2 35 Guo Wenjing s Three Melodies of West Yunnan involved crashing gongs and pounding rhythms. Finally it was time for Mr Cheng s Yellow River Capriccio. Before it started Director Yan Huichang rehearsed the audience of hand drum players. During the performance people in the hall became completely involved, banging their hand drums, shouting like martial arts warriors and creating a great amount of noise. It was breathtaking!

115 English Language student version: Module 2 Unit 2 36 Activity 2.9 Adjectives and adverbs of degree Adjectives are words that describe nouns. For example: a big drum a lovely melody an interesting composition Adverbs further describe the noun by modifying the adjective. The adverb qualifies the adjective by degree making it greater or not quite so much. Please see Module 2, Unit 3, page 69 for more information on adverbs. For example: A very big drum more than ordinarily big A completely lovely melody extremely lovely A slightly interesting composition a little bit interesting or somewhat interesting, not as interesting as it might be Look at the arrow below. At one end is the adverb phrase a little bit. At the other end is the term completely. Add the other adverbs to the arrow, following the order of degree from a little bit to completely. When you are done, compare your answers with the rest of the class. a little bit completely very totally somewhat slightly What other adverbs do you know? Where do they fall on the degree line? Share your ideas with the rest of the class. Now use adverbs to complete the following sentences. 1 That singer has a beautiful voice. 2 The music of the erhu makes me feel sad sometimes. 3 The traditional music of India is different from what I am used to. 4 I find classical music boring. 5 The theme music for the film Titanic is romantic. Now create three sentences of your own that describe music using adjectives and adverbs. Share your sentences with the rest of the class

116 English Language student version: Module 2 Unit 2 37 Activity 2.10 Personal music preferences Listen to the two pieces of music your teacher plays, and write down the adjectives and adverbs that you think describe the music. Write the terms under the headings in the columns below. Adjectives: Western classical music Adjectives: Chinese classical music Adverbs: Adverbs:

117 English Language student version: Module 2 Unit 2 38 After listening, compare your list of adjectives and adverbs with a partner. Talk to your partner about how you describe the two kinds of music. Words that I think describe Western classical music Words that I think describe Chinese classical music The kind of music I prefer is I prefer this kind of music because Use the notes from the activity above to write a paragraph that compares these two kinds of music. 1 In the first sentence, identify the two different kinds of music that you heard. 2 In the next several sentences, use adjectives and adverbs to describe the Western music selection: e.g. the music was energetic / unfamiliar / totally boring the music made me feel very sad/happy/romantic 3 Then write several sentences that describe the Chinese music selection: e.g. the music was energetic / completely unfamiliar / boring the music made me feel somewhat sad / happy / a little bit romantic / 4 Then write a sentence that states which kind of music you prefer: If I had to choose between the two kinds of music I would prefer to listen to I like both kinds of music but the one I like best is I don t care for either kind of music, but I would prefer to listen to more than 5 Finally, write a sentence that explains why you prefer one kind over the other. You may refer to the words you used to describe the different kinds of music and the way it makes you feel to explain why you prefer one or the other: My reason for preferring x over y is because I like music that makes me feel happy/sad/romantic/energetic I prefer to listen to music that I am familiar with / can understand / is loud / is soft

118 English Language student version: Module 2 Unit 2 39 Activity 2.11 Making a date You and your good friend like to get together once a week to enjoy live entertainment or see films. The problem is, you are both very busy, so it is difficult to find times when you are both free. You also have slightly different tastes in films and music, so you have to negotiate in order to decide what kind of entertainment you can enjoy together. Work with a partner. You will play the role of either A or B. Partner A has one diary and entertainment preferences, and Partner B has another diary and entertainment preferences. You and your partner together must try to come up with a date that you are both free and that has the kind of entertainment that you would both enjoy seeing together. Role A Likes: all kinds of pop music, heavy metal, techno; action films, martial arts films, films with special effects, animation, foreign films, not too keen on classical music or jazz Schedule Mon sports practice 7:00 to 10:00 pm Tues free in the evening Wed meeting parents for dinner Thurs English class from 8:00 to 10:30 pm Fri have to take out-of-town guest to Temple Street night market Sat free all day Sun take Grandparents to dim sum and then shopping but maybe free in the evening Role B Likes: dance music, Chinese folk music, some pop music (mainly love songs), Chinese opera; prefers films that are romantic, likes Chinese historical dramas, likes some Hollywood films, not too keen on jazz, classical music is okay Schedule Mon free in the evening Tues deadline for project, need to work late Wed evening is free Thurs free Fri need to do some shopping Sat charity walk all day, VERY tired in the evening Sun big family dinner in the afternoon

119 English Language student version: Module 2 Unit 2 40 Start your conversation: A What days are you free? B I m free on Monday. Are you? A No, I B Well, what about A B Once you and your partner have agreed on a free evening together, decide what you want to see. Continue your conversation: A Do you want to go to a concert or see a film? B Let s see what s on that evening. A We could see B Or, we could A B

120 English Language student version: Module 2 Unit 2 41 Module 2 Unit 2 Vocabulary You can obtain examples of the following words from a dictionary and write the Chinese next to each word. Produce a sentence using each word and ask your teacher to look at it. 1. action (n) ( ) 2. animation (n) ( ) 3. character (n) ( ) 4. classic (n) (adj) ( ) classical (adj) ( ) 5. comedy (n) ( ) 6. drama (n) ( ) 7. genre (n) ( ) 8. orchestra (n) ( ) 9. perform (v) ( ) 10. preference (n) ( ) 11. slightly (adv) ( )

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122 English Module 2 Leisure and entertainment Unit 3 Enjoying movies

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124 English Language student version: Module 2 Unit 3 45 Introduction In this unit we focus on movies, one of the most popular pastimes in Hong Kong. We will look at different types of movies, and discuss the way movies are developed. You will have the chance to talk about the types of movies that you like the most, and to share your thoughts on different movie stars. You are more likely to find movies you will enjoy if you know what kind of film you are going to see, and what other people think about it. You will therefore learn to read and understand movie reviews, and to analyse the opinions of different reviewers. You will end the unit by writing a movie review of your own.

125 English Language student version: Module 2 Unit 3 46 Learning outcomes By the end of this unit, you will be able to: Identify and use vocabulary to classify, describe and review movies. Ask and answer questions about the ways in which movies are developed. Construct a narrative using a storyboard. Discuss movies in terms of likes and preferences. Listen to a radio review and answer comprehension questions. Analyse and discuss the language of movie reviews. Make recommendations and provide critiques of movies.

126 English Language student version: Module 2 Unit 3 47 Activity 3.1 Talking about movies Work with a partner. Write down the titles of 3 5 films you have seen, or would like to see Use your list of films and the words from the boxes below to complete the dialogues that follow. Read the dialogues aloud with your partner. Fill in the blanks with different words from the lists, then read the dialogues again. Film types (genres) animation gangster film thriller comedy love story foreign film Hollywood film swordsmen drama science fiction Film vocabulary nouns director/directing actors/acting soundtrack cinematography/editing costumes star(s) / supporting role(s) stunts animation special effects Dialogue 1 A: Hi. B: What are you doing this evening? A: I thought about going to see a film. Want to come? B: Maybe. What are you going to see?

127 English Language student version: Module 2 Unit 3 48 A: There s a new playing at Citiplaza. B: That kind of film is okay. What about a? A: Sure, why not? B: Have you seen? A: No. What do you know about it? B: I ve seen it once, but I d like to see it again. A: What s your opinion? B: The is/are good and the is/are very beautiful A: What about the? B: It s okay. I ve seen better. A: I don t mind seeing it. B: Good. It starts at 7:30 PM. Dialogue 2 A: I m going to go see. B: What kind of film is it? A: It s a. B: Oh yes, I ve heard it has really good but not very good. A: I read a review that said the is excellent. B: But you can t always trust a reviewer s opinion. A: That s true. My sister saw the film and she said the was not too bad. B: Did she like the film overall? A: Yes, she recommended it, but she thought the was only average. B: Well, let s give it a try and decide for ourselves. A: Okay, good. Be prepared to read your dialogue aloud to the rest of the class.

128 English Language student version: Module 2 Unit 3 49 Activity 3.2 How are films developed? Films tell a story. The writer decides how to tell the story: Who are the main characters and minor characters? What about them? What special features or problems do they have? When is the story taking place present, past, future? Where is the story taking place? Why is the story being told? Why should we care about the characters? The basic outline of a film script is called the concept. Read the following brief story concepts. Answer the five W questions after each outline. A shy young man lives with his grandmother in present-day Tseung Kwan O. The wise grandmother arranges for her grandson to meet a young woman. A romance develops between them. An old boyfriend of the young woman appears and tries to break up the romance. The shy young man discovers his bold and brave self and defends his girlfriend. The couple gets married. Who What When Where Why It is after A criminal thinks he is smarter than everyone because he cheats at gambling and always wins. His crime spree takes place in Hong Kong, Singapore, Bangkok and Macau. He becomes bolder and bolder and more reckless. A detective who is old and tired is the only one who is brave and smart enough to outwit the criminal. The detective sets up a trap and catches the criminal. Who What When Where Why

129 English Language student version: Module 2 Unit 3 50 In the 1960s a divorced single mother in Mong Kok finds a new love and new life and everyone is very happy. But then she gets a terminal illness and the rest of the story is about how everyone else deals with the inevitable sadness and loss of the beloved person. Who What When Where Why In the future, astronauts land on the moon and find all kinds of mischievous little creatures living there. They play funny tricks on the astronauts. An evil entrepreneur tries to exploit the natural resources on the moon. This will destroy the natural environment. The astronauts join forces with the local moon creatures and trick the evil entrepreneur into giving up his plans, as well as making a fool of him. Who What When Where Why Now compare your answers with your partner s. Do any of these outlines remind you of films you have seen? Write down the titles of the films. Describe the films you have seen to your partner.

130 English Language student version: Module 2 Unit 3 51 Activity 3.3 Storyboards Once a writer has a concept for a film or animation, the next step is creating a storyboard. A storyboard tells the story scene-by-scene, almost like a comic book. This is one step in the process in which films are developed in Hollywood. Source: Didier Konings Concept Art Work with a partner. Complete the information in the spaces below to tell the story of what is happening in each frame. Frame 1: Frame 2:

131 English Language student version: Module 2 Unit 3 52 Frame 3: Frame 4: Frame 5: Frame 6: Frame 7: Frame 8: Frame 9:

132 English Language student version: Module 2 Unit 3 53 Activity 3.3 optional worksheet Fill in the following blank storyboard template with your own story. Your storyboard should show at least some of the following information: What characters are in the frame, and how are they moving? Where are the characters? What is it like in that place? What are the characters saying to each other, if anything? How much time has passed between the last frame and the current one? Where is the camera in the scene? Close, or far away? Is the camera moving? After you have finished, explain your storyboard to another pair of students.

133 English Language student version: Module 2 Unit 3 54 Activity 3.4 History of HK film Read the following short history of the Hong Kong film industry. Underline any words that you do not know. Compare the list of words you underlined with a partner or small group. Work together to define as many of the underlined words as you can. Make a class list of all the words that were underlined. Write meanings for them in your own words. Write sentences using each of the words. Put a copy in your individual portfolio. Then answer the questions that follow. The Hong Kong movie industry China is known for its beautiful art films and Hong Kong is famous for its action and gangster films, choreographed fight scenes, fancy gun play, motorcycle chases, and beautiful women. At one time the Hong Kong movie industry was the world s third largest behind India and the United States. The golden period for the industry was between 1986 and In 1992, the industry grossed a record $155 million. Hong Kong films are known as action movies in much of the world. They generally fall into five categories: action thrillers, gangster movies, romantic comedies, swordsmen dramas and ghost stories. Hong Kong action movies are famous for their quick editing, fast motion action, cheap trick photography and fights between sword-wielding kung-fu warriors leaping into the air and doing a couple of flips before kicking an opponent in the face. Hong Kong movies, especially those on video, are popular around the world. Famous Hong Kong movie stars such as Jackie Chan and Chow Yun Fat are known internationally. Film directors such as Quentin Tarantino have been influenced by Hong Kong-style choreographed action and even Hong Kong-style plots. The Hong Kong filmmaker John Woo, the director of Face/Off, has done well in the United States. History of Hong Kong Films Many founders of the Hong Kong film industry have their roots in Shanghai. The most notable of these were producers Sir Run Run Shaw, founder of Shaw Bros., and Raymond Chow of Golden Harvest, the man who made big stars out of Bruce Lee and Jackie Chan. After World War II, Hong Kong films featured romances with Zhou Xuan and Grace Chang (GeLan), Mandarin-language musicals and Cantonese-language comedies, operas and martial arts dramas. The modern Hong Kong film industry really began with the release of the classic Bruce Lee films in the 1970s, which were financed in part by American investors. The industry was at its peak in the mid 1980s when it produced dozens of critically-acclaimed box office successes. And movie fans went to theaters almost every night. Among the films produced in this period were Jackie Chan s Police Story and John Woo s A Better Tomorrow with Chow Yun-fat. At its peak Hong Kong produced about 300 films a year but many were of poor quality. Pop idols and beauty queens were picked over talented actors. At the time the actor

134 English Language student version: Module 2 Unit 3 55 Anthony Wong Chau-Sang said It s really frustrating... No one is professional. No script. The directors don t know what they re doing. And the actors or actresses, they just stand there, not acting, just pretending to do something. Decline of the Hong Kong movie industry The number of films produced in Hong Kong declined from 234 in 1993 to 40 in Around 90 films were made in Hong Kong produced 57 films in 2005 and 51 in There were only 46 theaters in Hong Kong in the mid 2000s, one third as many as the early 1990s. In the late 1990s and early 2000s films were often made in less than a month on a budget of as little as US$200,000 and left audiences bored and reaching for their cell phones. The decline is often evident in the way Hong Kong films are made. Sometimes financing is insufficient, so scripts and retakes are omitted. Film crews consist of little more than actors and cameramen, and the number of choreographed stunt scenes has been reduced from ten to three. The decline has also been attributed to a tendency to make repeated sequels to successful films instead of coming up with new films. The Hong Kong movie industry has also been hurt by competition from Hollywood, pirated VCDs and DVDs, rising star salaries, higher ticket prices, competition from karaoke bars, and the poor quality of scripts. Jackie Chan told a reporter We don t have our own [film] culture anymore in Hong Kong. I don t see any way Hong Kong films can break through. If you give a ticket to a local person and said Hong Kong film or U.S. film, I bet you $100 they go for the American film. Source: 1 When the international audience thinks of Hong Kong films, they think of: A. action movies B. a golden period C. art films D. the third largest 2 What are the five general categories of Hong Kong films? 1.) 2.) 3.) 4.) 5.) 3 What are three filming techniques that make Hong Kong movies famous? 1.) 2.) 3.)

135 English Language student version: Module 2 Unit True/False: Quentin Tarantino is a Hong Kong-based film director. 5 Which famous actor starred in Hong Kong films in the 1970s? 6 Which two actors were box office successes in Hong Kong during the 1980s? 7 True/False: There were more films produced in Hong Kong in 1998 than in The number of theatres in Hong Kong in the early 1990s was: A. 138 B. 46 C. 234 D The Hong Kong film industry s decline is attributed to not enough money, small film crews, a reduced number of stunt scenes and: 10 Do you agree with the final paragraph? Explain your answer, and try to give some examples.

136 English Language student version: Module 2 Unit 3 57 Activity 3.5 Movie stars Read the three short biographies from a website on Hong Kong film icons and fill in each of the missing gaps with one word. The first example has been done for you. Maggie Cheung Maggie Cheung e.g. was born on September 20, 1964, in Hong Kong, and moved at the age of eight with her family to England. After finishing secondary (1), she returned to Hong Kong, where she began modelling and appearing in commercials. In 1983 she participated (2) the Ms Hong Kong pageant, winning first runnerup, which proved not to be a detriment since she went on to become a star of both Hong Kong television and film. She has over 70 films to her credit since starting her career in She is the first Asian actress to win a prize at the Cannes Film Festival. After 25 years of making movies, she decided to retire from acting to pursue a career as a film composer. She (3) like to compose music and paint, after fulfilling her acting potential. Cheung is multilingual, having learned to (4) English, Mandarin and French in the course of her career. Her native (5) is Cantonese. Source: Sandra Ng Sandra Ng was (6) in Hong Kong, on August 2, She attended St. Stephen s Girls College. Encouraged by her parents, she began her entertainment career at the age of 16. She is most known through her comic roles, where she often pokes fun at her plain looks. She has frequently collaborated (7) Stephen Chow, notably (8) All For The Winner, Magnificent Scoundrels and Royal Tramp, (9) others. In a career spanning over 20 years, she has made over 100 films and TV (10). She co-hosted Club Sparkle, a celebrity talk show, during the first half of 2009 and is also a radio personality for CRHK. Her radio program, He She Hit, aired (11) 12 am (12) 2 am on Monday to Friday. She has a daughter (born in 2006) with (13) husband, film director Peter Chan. Source: Jackie Chan Jackie Chan was born into a poor family in Hong Kong on April 7, His father (14) a cook, but together they practiced kung fu every morning. When he was 7, his father took a job as a cook in Australia, but Jackie stayed in Hong Kong and was enrolled in the China Drama Academy. For the next 10 years he learned martial arts, acrobatics, singing and acting. At 17, he graduated, but the only work he (15) find was as a stuntman in local films. Then the Hong Kong film industry declined and he worked for a time in Australia (16) a restaurant and on a construction site. In 1976, when he was 21 years old, he was invited back (17) Hong Kong by Willie Chan to star (18) New Fist of Fury. Jackie soon began to add his own ideas about humor and the way stunts were choreographed and his films (19) big hits. Source:

137 English Language student version: Module 2 Unit 3 58 Activity 3.6 Who are your favourite movie stars? Who are some of your favorite movie stars? Write down the names of some of them. Write down as much information as you can about these stars. Write down some of the things you would like to find out about them. Star s name What films? Interesting information about the star What you like about the star Things you d like to know more about the star Star s name What films? Interesting information about the star What you like about the star Things you d like to know more about the star Now work in small groups and tell each other about your favorite stars. Find out if others in the group have new information about the stars you like. Write a profile of one of the stars you like. First make notes about the star: Name Age What you like about the star Kinds of films Interesting facts What you would like to find out about the star Now write a paragraph using your notes. When you have completed your star profile, put a copy in your individual portfolio.

138 English Language student version: Module 2 Unit 3 59 Activity 3.7 Radio reviews In this activity, you are going to listen to two radio reviews of current films, The Jade and the Pearl, which is a costume comedy, and Connected, which is a thriller. Read the list of questions below, and prepare to answer each one by listening to the reviews. The Jade and the Pearl 1 The Jade and the Pearl is a costume. 2 The reviewer thinks the film is too and too. 3 List one of the good aspects of the film according to the review. 4 List one of the bad aspects of the film according to the review. 5 If the film had better editing, then the pace would be and the film would be. 6 The reviewer recommends that, instead of going to see the film, you should. Connected 7 Connected is a. 8 The kidnap victim gets help by using a. 9 The hero is an who takes a chance to do something great. 10 The typical parts of a thriller are in the film. They are: 11 Does the reviewer recommend the film? Yes No

139 English Language student version: Module 2 Unit 3 60 Activity 3.8 Reading movie reviews How do you choose which films to see? Many people read reviews of films so that they can decide what they might like to see. Some reviews are positive, and some are negative. (We may not always agree with the reviewer s opinion!) Read the following four film reviews. Give each film a score of 1 star to 5 stars based on the review. 5 stars is excellent, and 1 star is very poor. After you have awarded stars, compare your decisions with a partner. For now you may ignore the numbers before the underlined expressions. They will be used in Activity 3.9. * ** *** **** ***** Break Up Club This film has some good stuff and some bad. Break Up Club features fine performances and some honest observations on young love. Those who want an honest look at Hong Kong relationships will find much to like about the film. Those looking for something a little more (1) sophisticated well, you may wish to keep looking. Joe, (2) a go-nowhere guy, is determined to win back his ex-girlfriend Flora. To do so, he uses an online website called Break Up Club, which can only be accessed at an O Café. The website asks Joe to enter the names of another loving couple that he d like to (3) break up in order to win back Flora. Joe decides, why not? Both Chan, who plays Joe, and Sit, who plays Flora, are very good in their roles. Break Up Club is most definitely a local Hong Kong film, in that it easily shows the lives of the typical young Hong Kongers. However, if you were to look more deeply, you d think that Hong Kong kids would actually be upset about the film because, well, it makes them look pretty bad. Once a Gangster Young and Dangerous is a triad movie (4) satire about aging gangsters forced into a (5) potential gang war where there can only be one winner. The winner gets to be head of the Wo Yee Sing triad, while the loser gets absolutely nothing. However, Roast Pork (Jordan Chan) wants to be the loser. His boss Kerosene a (6) hilarious Alex Fong Chung-Sun wants Roast Pork to have to deal with the gang s large debt. Can Roast Pork find a way to get out of the triad election and continue his dream profession, to be a chef? The film was obviously done (7) on the cheap and it shows. It s a fun story but not a quality film.

140 English Language student version: Module 2 Unit 3 61 The Actresses A bit difficult to understand but still enjoyable for regular audiences, the Korean film The Actresses is a smart and entertaining look at fame, media, and the actresses at the centre of it all. The Actresses can be enjoyed even without much knowledge of the Korean entertainment industry. However, having such knowledge is a huge help. The film is about a fictional Christmas Eve Vogue (8) magazine shoot with the top Korean actresses in attendance, each playing themselves. The five women battle to see who arrives first or last before looking each over and competing. The shoot has problems and runs overtime, giving the women time to speak, argue and possibly become friends. Will they be friendly or be ready to kill each other by Christmas? Since we love watching the beautiful and famous to play a fun game, The Actresses effectively uses our curiosity about celebrities to tell us that we ve been (9) misled by the media, and it does this in a lively and (10) witty fashion. Ocean Heaven No kung fu, no problem. Jet Li doesn t fight in Ocean Heaven. The film surprises the audience in just how straightforward and simple it is. This is a (11) worthy little drama. Jet Li (12) stars as the father of a mentally handicapped 22 year-old son, Dafu. The film begins with the father attempting to drown himself and his son in the ocean. The double suicide attempt is understandable; he s suffering from liver cancer, and thinks nobody can take care of Dafu after his passing. But Dafu escapes and leads his father to believe that the future must intend something else for his son. The story progresses realistically, with (13) plot development at the right times and by the right people. Ocean Heaven details the father s daily struggle to establish Dafu s future, shown as much through action as through dialogue, such as the father teaching Dafu how to dress himself. The actors help tremendously. Jet Li s performance is a success in that the actor makes you forget that you re watching Jet Li, martial arts superstar. This is a simple tale about a man who cares for his son. Jet Li reportedly took only a single dollar to work on Ocean Heaven, because of the film s (14) humanitarian message. Discuss with your partner and decide which of the four films you would like to see most, and which you would be least likely to see. Perhaps you would like to see all of them or none of them. Be prepared to share your choices with the rest of the class

141 English Language student version: Module 2 Unit 3 62 Activity 3.9 Movie review vocabulary Match the best meaning with the underlined words and phrases from the reviews in Activity 3.8. Work with a partner. When you are done, go over all the answers with the whole class. 1 sophisticated having merit or value 2 go-nowhere guy believed the false information given by TV, radio, newspaper, the Internet and magazines 3 break up extremely funny 4 satire technique or way of telling a story 5 potential with little money, economically 6 hilarious a person who is not ambitious; lazy 7 on the cheap cultured and intellectual 8 magazine shoot taking fashion photos for a magazine 9 misled by the media end a close relationship 10 witty showing compassion for human problems 11 worthy a silly version of something more serious; imitating something in a funny way 12 stars (verb) clever and funny 13 plot development possible; likely to happen 14 humanitarian message being the most important role in a movie

142 English Language student version: Module 2 Unit 3 63 Activity 3.10 Analysing movie reviews Movie reviews tell the reader the basics of the movie title, type of film, plot or story, main actors, sometimes supporting actors and an opinion about the film. Reviews almost never tell how the story ends because that would spoil it for anyone who had not seen the film. Read the following review. Note where the writer includes: title; type of film; plot or story; actors; and opinion. Crossing Hennessey tells the story of Loy and Oi Ling, who work on opposite sides of Hennessey Road in Wanchai. They are both single, and their families want them to meet and perhaps fall in love. Audiences may think they are going to see a romantic comedy, but the film is not very romantic. It is more like a drama with comic moments. Stars Jacky Cheung and Tang Wei give believable performances as ordinary middle-aged singles who could do with some luck in love. However, the strong supporting roles of the families, friends and other love interests of the two main characters give the film a star rating and make it exceptional. The film shows a mature relationship slowly opening in fits and starts, and not a typical trendy glamorous story of young love. The screenplay is thoughtful and intelligent, giving us a new perspective on life in today s Wanchai. Now look at the review again on the next page and mark where the reviewer has noted the different parts of the review. The first example has been done for you. title type of film plot or story actors opinion.

143 English Language student version: Module 2 Unit 3 64 Marked version Example: Title Crossing Hennessey tells the story of Loy and Oi Ling, who work on opposite sides of Hennessey Road in Wanchai. They are both single, and their families want them to meet and perhaps fall in love. Audiences may think they are going to see a romantic comedy, but the film is not very romantic. It is more like a drama with comic moments. Stars Jacky Cheung and Tang Wei give believable performances as ordinary middle-aged singles who could do with some luck in love. However, the strong supporting roles of the families, friends and other love interests of the two main characters give the film a star rating and make it exceptional. The film shows a mature relationship slowly opening in fits and starts, and not a typical trendy glamorous story of young love. The screenplay is thoughtful and intelligent, giving us a new perspective on life in today s Wanchai.

144 English Language student version: Module 2 Unit 3 65 Activity 3.11 Writing a movie review Work in a small group. Discuss some of the films you have seen recently. You will choose one of the films, and write a short review. It might be a film that you thought was very good or very bad. A review usually comments on: The story sometimes called the plot. The best way to do this is to explain the whole story in the fewest possible words. Example: boy meets girl; boy loves girl; girl leaves boy; boy wins back love of girl. The acting how believable the actors are in the roles they play. Sometimes how funny they are or how frightening or how well they perform physically like Jackie Chan. The cinematography since we watch a film, how it looks is important. Is it very beautiful or artistic? Does it give the effect of being romantic or frightening or exciting? Type of film comedy or action or thriller or drama. If it is supposed to be a comedy, is it funny? What makes it funny? If it is an action or thriller or drama, is it successful? Is the audience excited or bored? The music sometimes called the soundtrack. Do you notice the music? Does the background music help to make the film better? Is the music pleasant or distracting? Special effects not all films use special effects. You might describe what kinds of special effects, e.g. computer graphics or acrobatic effects like the ones in martial arts films. If a film uses special effects, is the quality good or not? Dialogue what the actors say to each other. When the actors speak, does it sound natural and realistic? Is it interesting? Is there too much, or not enough? Costumes, make up, setting what the actors wear, how they look and where the story takes place. Sometimes reviews comment on these things if they are important or stand out in the film. In order to write the review, jot down notes about the film in the following outline: 1 Explain the plot, that is, the basic story. 2 Comment on the actors, e.g. whether you thought their performances were good or not, believable, funny, sincere or had some other qualities. 3 Give your opinions about one or more items from this list: the story acting cinematography comedy action

145 English Language student version: Module 2 Unit 3 66 music special effects dialogue costumes, make up, setting any other aspects of the film you think are worth noting 4 What is your overall impression of the film? Then, using your notes, write a short review. The first sentence can start: [name of film] is a film about The next sentence can mention the main stars of the film: The starring roles are played by The next few sentences are your comments on different aspects of the film: The quality of the acting is The musical score was effective/distracting/lovely Special effects were done well / done poorly / fantastic The dialogue was difficult to follow / unrealistic / very witty / very natural As comedy goes, this was one of the funniest / the least funny / the stupidest films I have ever seen In the last sentence, give advice to the reader about whether or not you think they should see this film: I highly recommend Worth seeing on DVD Don t waste your money This is a film for children, not adults If you like action films / comedies / drama / thrillers / special effects films, then you will like this one / you should avoid this one / you might like this one because When you have completed your review, read it aloud to the others in your group, and listen to their reviews. Put a copy of your review in your individual portfolio.

146 English Language student version: Module 2 Unit 3 67 Assignment 1 (10%) Question Write about 200 words on the following topic: (Your teacher will tell you the topic.) Do you agree or disagree with this statement? Write an article for your school magazine stating your opinion, and giving reasons and examples to support your point of view.

147 English Language student version: Module 2 Unit 3 68 Module 2 Unit 3 Vocabulary You can obtain examples of the following words from a dictionary and write the Chinese next to each word. Produce a sentence using each word and ask your teacher to look at it. 1. acting (n) ( ) 2. competition (n) ( ) 3. decline (v) (n) ( ) 4. frustrating (adj) ( ) 5. insufficient (adj) ( ) 6. notably (adv) ( ) 7. potential (n) (adj) ( ) 8. recommend (v) ( ) 9. reviewer (n) ( ) 10. romantic (adj) ( ) 11. satire (n) ( ) 12. stunt (n) ( ) 13. technique (n) ( )

148 Module 2 Language Focus

149 Module 2 Leisure and Entertainment Language Focus (1): Phonics (Consonants Digraphs and Blends) Language in Context Diagnostic Exercise: How well do you know about the China s film industry? In pairs, read aloud the following passage which will give you some information about it. Circle the words that your partner may not pronounce clearly or accurately: China's film industry is growing at breakneck speed. As the number of middle-class people is expanding, so too is the number of new cinemas opening. A huge population shift from the countryside to urban areas is fueling demand for more cinema screens. Fifteen new screens are being added every day. There are now approximately 23,600 screens in China, which is 475 percent more than there were in The USA has 40,000 screens. The forecast is that China will overtake America in the near future. China's movie industry is thriving. It has experienced year-on-year growth of 27 per cent and 36 per cent in the past two years. Much of this success has been without the help of Hollywood blockbusters. There are 21 consonant letters and 24 consonant sounds (phonemes) in English. Consonant sounds are represented by a single consonant or a combination of the consonant letters.

150 Practice the consonant sounds below according to the corresponding cued articulation. 1. Voicing Contrast Practice The fricative phonemes and consonant stops are divided into the table below in terms of articulation and voicing. Pronounce the sounds below with the help of their corresponding cued articulation. Table 1 Voicing contrast in English fricatives Cued Articulation Voiceless (without vibration) Voiced (with vibration) The lower lip against the teeth The air is to be let out between the tongue and teeth The tongue near the gums Put the tongue between the teeth Place the fingers on throat.

151 Table 2 Voicing contrast in English stops Cued Articulation Unvoiced Voiced The lips closed: The tongue near the gums: the index finger makes a wavy line in the air, moving forward The tongue bunched up: NA The back of the tongue is against the palate Reference: Discuss the following questions with your classmates and circle the correct answers. a. When consonant sounds are made, is there any obstruction of airflow? Yes/ No b. What about vowel sounds, is there any obstruction of airflow? Yes/ No

152 Exercise 1 Read aloud Read aloud the following paragraph again and pay attention to the phonetic features of consonant diagraphs and blends. China's film industry is growing at breakneck speed. As the number of middle-class people is expanding, so too is the number of new cinemas opening. A huge population shift from the countryside to urban areas is fueling demand for more cinema screens. Fifteen new screens are being added every day. There are now approximately 23,600 screens in China, which is 475 percent more than there were in The USA has 40,000 screens. The forecast is that China will overtake America in the near future. China's movie industry is thriving. It has experienced year-on-year growth of 27 per cent and 36 per cent in the past two years. Much of this success has been without the help of Hollywood blockbusters.

153 Module 2 Leisure and Entertainment Language Focus (2): Simple Past and Present Perfect Tense Study the following passage: Last January, I took my girlfriend out to a romantic dinner for two. We went to a seafood restaurant on Aberdeen Harbour. Even though it was a cool evening, we decided to sit outside to eat our meal. Since last January, I have not taken my girlfriend out to a romantic dinner for two. We have not gone to a seafood restaurant on Aberdeen Harbour. We have not sat outside to eat our meal. We have already broken up. (Adapted from Diploma Yi Jin Textbook. Module 3 Unit 2: P.57) Notes: The verbs took, went, was, and decided talk about an action that happened at a specific time in the past. (Simple past tense) The verbs have (not) taken, have (not) gone, have (not) sat and have broken up talk about an action which started in the past and has continued up to now. (Present perfect tense) A. The Simple Past Tense The Simple Past Tense is used: 1. To talk about an action that happened at a specific time in the past. e.g. The First World War started in e.g. Last January, I took my girlfriend out to a romantic dinner for two. We went to a seafood restaurant on Aberdeen Harbour. Even though it was a cool evening, we decided to sit outside to eat our meal. 2. To talk about an action that often happened and finished in the past. e.g. Emily played table tennis almost every Sunday when she was young. B. The Present Perfect Tense The Present Perfect Tense is used: 1. To emphasize the present result of a past action e.g. I have lost my key. I cannot enter my house. 2. To talk about an action which started in the past and has continued up to now; e.g. Mrs. Tang has taught English for 10 years.

154 e.g. Since last January, I have not taken my girlfriend out to a romantic dinner for two. We have not gone to a seafood restaurant on Aberdeen Harbour. We have not sat outside to eat our meal. We have already broken up. 3. To talk about an action which happened in the past and may happen again e.g. The machine has broken down twice this week. 4. Not with a finished time or the specific time when something happened. e.g. I have done my homework this morning. (X) 5. With for + a period of time or since + the beginning of a period of time to show that an action has continued up to the present. C. Verb Form 1. Regular Verb In English grammar, a regular verb is a verb that forms its simple past tense and perfect tense (named the past participle) by adding d or ed/ied to the base form. Formation: i. Add -ed Infinitive Past Simple Past Participle (Present Perfect) act acted acted cross crossed crossed mix mixed mixed ii. Add -d when the verb ends in a single -e Infinitive Past Simple Past Participle (Present Perfect) love loved loved like liked liked move moved moved iii. Change -y to ied Infinitive Past Simple Past Participle (Present Perfect) cry cried cried try tried tried study studied studied

155 iv. Add -ed only when the last letter -y follows a vowel, except for those irregular verbs: Infinitive Past Simple Past Participle (Present Perfect) enjoy enjoyed enjoyed annoy annoyed annoyed decay decayed decayed v. Sometimes you need to double the last letter before you add -ed : Infinitive Past Simple Past Participle (Present Perfect) fit fitted fitted stop stopped stopped thin thinned thinned Exercise 2 Write out the Past Simple and Past Participle of the following regular verbs. Infinitive Past Simple Past Participle 1. want 2. visit 3. study 4. tie 5. hop 6. jump 7. beg 8. save 9. believe 10. spot 11. lie 12. rub 13. notify 14. drag 15. climb 16. wash 17. pray

156 18. pull 19. decay 20. empty 21. shorten 22. try 23. smoke 24. carry 25. ban 26. boil 2. Irregular Verb In English grammar, an irregular verb is a verb that does not follow the usual rules for verb forms. Exercise 3 Write out the Past Simple and Past Participle of the following verbs. Infinitive Past Simple Past Participle 1. find 2. go 3. be 4. bring 5. sit 6. buy 7. hear 8. break 9. sell 10. ride 11. bite 12. stand 13. eat 14. dig 15. fall 16. give 17. leave

157 18. lose 19. take 20. tell 21. choose 22. begin 23. fly 24. do 25. make 26. come 27. wake 28. shoot 29. blow 30. sleep 31. say 32. drink 33. shine 34. keep 35. pay 36. write 37. run 38. know 39. has/have 40. get Exercise 4 Complete the following sentences with Simple Past Tense. 1. The children (be) here a few minutes ago. 2. you (eat) anything this morning? 3. The thief (tell) the police his name when he was arrested. 4. I (think) that they were honest people. 5. The car (not go) fast enough to win the race yesterday. 6. This box (be) too heavy. I could not carry it. 7. How you (brush) your teeth this morning?

158 8. Tammy (not be) happy at the party last night. 9. The soldier (fight) hard in the First World War. 10. The postman (leave) you this letter just a moment ago. Exercise 5 Complete the following sentences with Present Perfect Tense. 1. You don t need to water the plant. I (water) it already. 2. That boy (steal) money from his friends many times this month. 3. The lift (just / break) down. We need to use stairs. 4. Mr. Booth (already / drink) four bottles of beer. He is now in the toilet. 5. I (know) Jack for several years. 6. The boss is here. He (not leave) the office yet. 7. What a boring film! It is the most boring film I (ever / see). 8. Harry Potter is a very popular book. The publisher (already / translate) it into twelve languages. 9. You can see my bicycle. I (repair) it already. 10. Ivan (lose) Gary s number, so he cannot contact him.

159 Sentence Types: Exercise 6 Rewrite the following sentences with reference to the example shown below. e.g. He broke the window yesterday. (Simple Past) Negative Statement: He did not break window yesterday Yes-No Question: Did he break the window yesterday? Wh-Question (1): Who broke the window yesterday? Wh-Question (2): What did he break yesterday? Wh-Question (3): When did he break the window? 1. They ate all the biscuits in the classroom. Negative Statement: Yes-No Question: Wh-Question (1): Wh-Question (2): Wh-Question (3): 2. Mrs. Lee was very angry last night. Negative Statement: Yes-No Question: Wh-Question (1): Wh-Question (2): Wh-Question (3): 3. You believed the story for no reason. Negative Statement: Yes-No Question: Wh-Question (1): Wh-Question (2): Wh-Question (3):

160 4. The teacher has chosen some good students for the competition. Negative Statement: Yes-No Question: Wh-Question (1): Wh-Question (2): Wh-Question (3): 5. They have been to Japan since two weeks ago. Negative Statement: Yes-No Question: Wh-Question (1): Wh-Question (2): Wh-Question (3): 6. The policeman has found the lost property in the house. Negative Statement: Yes-No Question: Wh-Question (1): Wh-Question (2): Wh-Question (3): Exercise 7 Fill in the blanks with for or since. 1. Ronald is a good friend of mine. We have known each other years. 2. We haven't gone to the supermarket weeks. 3. Mr. Hill has taught in our school My little brother is in bed. He has been ill several days. 5. It hasn t rained months. The rivers have dried up.

161 6. Anthony has been our monitor the beginning of this term. 7. It has been raining a whole week. 8. I m hungry. I haven t eaten anything breakfast. 9. How are your parents? I haven t seen them quite a long time. 10. We have raised $500 for charity March.

162 D. Comparison between the usage of Simple Past Tense and Present Perfect Tense: Specific Time in the Past Emphasis on the Present Result Simple Past Present Perfect Exercise 8 Complete the following dialogues with either Simple Past Tense or Present Prefect Tense. 1. A: (you / ever / be) to Florida? B: Yes, we (go) there on holiday two years ago. A: (you / have) a good time? B: Yes, it (be) great. 2. A: Where s Alan? (you / see) him? B: Yes, he (go) out a few minutes ago. A: And Rachel? B: I don t know. I (not / see) her. 3. Rose works in a factory. She (work) there for six months. Before that she (be) a waitress in a restaurant. She (work) there for two years, but she (not / enjoy) it very much. 4. A: Do you know Martin s sister? B: I (see) her a few times, but I (never / speak) to her. (you / ever / speak) to her? A: Yes, I (meet) her at a party last week. She s very nice.

163 Exercise 9 Read the following passage about a kind of popular leisure activity. Underline the verbs in Simple Past Tense and Present Perfect Tense and discuss why such tense is used. Many children have collected stamps. Stamp-collecting did not start until As time passes, there have been more and more stamp-collectors. Not only children, but also men and women have ever collected stamps. In 1921, America began selling stamps to the collectors. Up to now, in some countries, there have even been lessons on stamp-collecting in schools. People have become more and more interested in stamps. Every picture on a stamp they bought had a meaning in it. It might be the head of a famous person or an important place. Each stamp told us a story. Further Practice Write a short paragraph to introduce a popular leisure activity. You may describe how much people enjoyed it in the past in Simple Past Tense and at present in Present Perfect Tense. References: Ann On / Domingo Cheng (2009). Practice in Tenses & Prepositions for Primary 3-4 (P.21-22, 26, 31-32, 34, 52-53, 56-57). Junius Publications. Hong Kong. Dr. Cheng Ming Chun (2011). Effective Grammar Tests Form 2 (P.46). Goodman Publisher. Hong Kong. Leo C.F. Leung. Cloze & Comprehension For F.1 Students Passage 33 (P.75). Hong Kong Exam and Research. Hong Kong. Raymond Murphy (2010). Essential Grammar In Use (Third Edition) (P.51). Cambridge University Press. Hong Kong.

164 Module 2 Leisure and Entertainment Language Focus (3): Questions Study the following questions enquiring about the leisure and entertainment of your country. Identify the two main types of questions used. Your country 1. What are the most popular destinations for tourists in your country? 2. What makes them popular? 3. Are they popular with both natives and tourists? 4. Have you visited them? Why/why not? 5. Is there any special period when tourists visit your country? 6. What special provisions does your country make for tourists? 7. How important is the tourism industry for your country? Reference: Teflpedia. (2016) Holiday conversation questions Your Country. Retrieved from What are the two main types of questions? ================================================================== Notes: Yes-No Question : When forming Yes/No question, there will be an inversion of auxiliary verbs or modal verbs. Wh-questions : Wh-questions are formed with use of Interrogative Pronouns, Adjectives Adverbs. A. Yes-No Questions When forming Yes/No question, there will be an inversion of auxiliary verbs or modal verbs. Examples: 1. Are they popular with both natives and tourists? 2. Have you visited them? Why/why not? 3. Is there any special period when tourists visit your country?

165 i. Verb-to-be Tenses Statement Yes/No Question Present Simple Students are busy. Are students busy? Present Continuous* Students are being busy. Are students being busy? Present Prefect Students have been busy. Have students been busy? Past Simple Students were busy. Were students busy? Past Continuous* Students were being busy. Were students being busy? Past Perfect Students had been busy. Had students been busy? Future Simple Students will be busy. Will students be busy? Other Modals Students must be busy. Must student be busy? *Note: The Continuous Tenses are seldom used in verb-to-be, though theoretically possible. Exercise 1 Transform the statement into Yes/No question with the use of auxiliary verbs or modal verbs. Tenses Statement Yes/No Question Present Simple She is angry. Present Continuous* She is being angry. Present Prefect She has been angry. Past Simple* She was angry. Past Continuous She was being angry. Past Perfect She had been angry. Future Simple She will be angry. Other Modals She may be angry.

166 ii. Other verbs Tenses Statement Yes/No Question Present Simple* Cats catch mice. Do cats catch mice? Present Continuous Cats are catching mice. Are cats catching mice? Present Prefect Cats have caught mice. Have cats caught mice? Past Simple* Cats caught mice. Did cats catch mice? Past Continuous Cats were catching mice. Were cats catching mice? Past Perfect Cats had caught mice. Had cats caught mice? Future Simple Cats will catch mice. Will cats catch mice? Other Modals Cats must catch mice. Must cats catch mice? *Mind the difference of auxiliary verbs in forming Yes/No questions between verb-to-be and other verbs. Exercise 2 Transform the statement into Yes/No question with the use of auxiliary verbs or modal verbs. Tenses Statement Yes/No Question Present Simple* He makes complaints. Present Continuous He is making complaints. Present Prefect He has made complaints. Past Simple* He made complaints. Past Continuous He was making complaints. Past Perfect He had made complaints. Future Simple He will make complaints. Other Modals He can make complaints. Exercise 3 Transform the statement into Yes/No question with the use of auxiliary verbs or modal verbs. Mind the tense and type of verbs. The first one has been done for you as an example. e.g. Your mother was at home. Was your mother at home? 1. He has been interested in sports. 2. Sarah was wearing a brown coat in the party last night.

167 3. The post office may be near the police station. 4. Tina teaches Mathematics to young children. 5. Tim spent most of the time on his work. 6. Many candidates had been late for the examination. 7. Silvia is doing a German course at the moment. 8. The postman has given a letter to her. 9. Winter is much shorter than before. 10. Visitors can see the mountains from the windows. B. Wh- Questions with question words The following words are called Question Words because we often use them to form questions. They can also be called Interrogative Pronouns, Adjectives and Adverbs. The most common are: who whom whose what which when where why how* how+adj./adv. * How can be used twice. Exercise 4 Divide the above question words into the following three categories: Interrogative Pronouns Interrogative Adjectives Interrogative Adverbs / /

168 i. Interrogative Pronouns: Who / Whom / What / Which 1. We use who, and whom to refer to people. Who broke my cup? Tommy broke it. (as subject) Who / Whom did they punish? They punished everyone. (as object) 2. We use what to refer to things or events. What happened? An accident happened. (as subject) What makes them popular? Advertisements make them popular. (as subject) What did you advise him? I advised him to keep calm. (as object) What are the most popular destinations for tourists in your country? They are Japan and Korea. (as object) 3. We use which to refer to people or things when the choice is restricted. Which of you knows the answer? No one knows the answer. (as subject) Which do you prefer, a mango or an orange? I prefer an orange. (as object) Exercise 5 Change the following questions into questions by using Interrogative Pronouns (who/whom/what/which) in place of the word(s) underlined in the original. Mind the use of auxiliary verbs between the question word as subject and as object. The first one has been done for you as an example. e.g. He is doing homework. What is he doing? 1. David has won the first prize in the singing contest. 2. Nancy is my cousin. 3. He had given his girlfriend a bunch of flowers. 4. Either Gandhi or Star Wars is the best film of the year. 5. I bought a new handbag last week.

169 ii. Interrogative Adjectives: Whose / Which / How / How + adj. 1. We use whose to refer to people. Whose bicycle is this? This is Peter s bicycle. Whose work was done to satisfaction? My work was done to satisfaction. 2. We use which to refer to people or things when the choice is restricted. Which customer should I serve? You should serve the tallest customer. Which eye hurts? My left eye hurts. 3. We use how to describe the state of people or things How are you? I am fine. How is your wedding? It is fantastic. 4. We use how + adjectives to ask for specific information How old is your brother? He is 17 years old. How wide is the river at this point? It is about 500 meters wide. How important is the tourism industry for your country? It is the most important. Exercise 6 Change the following questions into questions by using Interrogative Adjectives (whose/which/how/how+adj.) in place of the word(s) underlined in the original. Mind the use of auxiliary verbs between the question word as subject and as object. 1. Kitty will sell three pairs of trousers next week. 2. My uncle was giving a kid a MP3 recorder. 3. That cat is the fattest. 4. She had spent $800 on this jacket. 5. The conference is about 20 feet square.

170 iii. Interrogative Adverbs: When / Where / Why / How / How + adv. 1. We use when to refer to time or date or day. When will you book the tickets? I will book the tickets tomorrow. When did he tell you the news? He told me the news an hour ago. 2. We use where to ask for places or locations. Where did you buy the handbag? I bought it in London. Where shall I put these boxes? You may put them in the corner. 3. We use why to ask for reasons. Why did you break your promises? I broke my promise for public interest. Why should I believe you? You should believe me because I tell the truth. 4. We use how to show the way something is done. How can you do so many tasks? I can do so many tasks by working round the clock. How can I get there faster? You can get there faster by taxi. 5. We use how + adverbs to ask for specific information. How fast can you run? I can run 100 meters in 12 second. How early can you come tomorrow? I can come at six thirty. Exercise 7 Change the following questions into questions by using Interrogative Adjectives (when/where/why/how/how+adv.) in place of the word(s) underlined in the original. 1. Chi Ming will come home at eight o clock in the evening. 2. She is putting the vase on the shelf. 3. Many people have learnt English since they were born. 4. He finally tackled the problems with his friend s help. 5. They had returned to school for the Christmas party.

171 Exercise 8 Fill in the blanks with the most appropriate question words. 1. Octopus card is this? It is mine. 2. is your wedding? It is at the end of the year. 3. are you doing at the moment? I am writing a book report. 4. one of you ate my cake? I did. 5. are you from? I am from Russia. 6. will you arrive? I will get there in half an hour. 7. did you give the old records to? I gave them all to Alex. 8. should I put there glasses? Put them in the sideboard. 9. is your mother today? She is feeling much better. 10. were you late again? Because I overslept this morning. 11. did you solve this puzzle? I solved it with Karen s help. 12. do you like better, sushi or pizza? I prefer Pizza. 13. is your best friend at school? Wendy is my best friend. 14. did you see acting suspiciously just now? I saw Leo. 15. did you make this hole? Because I planted a tree here. 16. suggestion did you make? I suggested going on a picnic. 17. shall we go this afternoon? Let s go to Lantau Island. 18. is your uncle? He is an architect. 19. did you persuade him to join us? I told him it was fun. 20. sports shoes are these? These are my brother s. Exercise 9 Fill in the blanks with how + adjective / adverb (far / long / old / many / fast / much / big / heavy / often / deep) 1. away is the MTR station from here? It is ten minutes walk. 2. do you see your grandparents? I see them twice a month. 3. is this river? It is over 500 km in length. 4. stamps are there in your collection? There are do you charge for a haircut? We charge $ can a deer run? It can reach the speed of over 120 k.p.h. 7. is this well? It is at least 30 metres in depth. 8. is this suitcase? It weighs at least 20 kilograms. 9. is your car? It can seat six passengers. 10. old coins are there in your collection? 237 old coins.

172 Exercise 10 Study the following questions enquiring about your next holiday. Your next holiday 1. Which country do you prefer? 2. When are you setting off? 3. How long are you going to stay? 4. Who are you going to go with? 5. Which accommodation will you stay in? 6. What special things do you plan to do? 7. What kind of food do you plan to try? 8. How much will you spend on the trip? Reference: Teflpedia. (2016) Holiday conversation questions Your Country. Retrieved from Further Practice Write a set of questions enquiring about ONE type of leisure or entertainment of your friends with different question words. References: Ann On / Domingo Cheng (2006). Practice in Articles & Pronouns & other related topics (P.57-62). Junius Publications. Hong Kong. Teflpedia. (2016) Holiday conversation questions Your Country. Retrieved from

173 Diploma Yi Jin English Language Module 3 Amazing deeds and people Student version 2017/18

174 Contents Unit 1 Successful people Introduction 3 Learning outcomes 4 Activity 1.1 What is success? 5 Activity 1.2 The rules of success 6 Activity 1.3 Stating rules and advice 7 Activity 1.4 Successful people Gordon Wu 8 Activity 1.5 Successful people Anson Chan 10 Activity 1.6 Anson Chan s rules for success 12 Activity 1.7 Sports superstars 14 Activity 1.8 More successful sports stars 17 Activity 1.9 Successful ordinary people 18 Activity 1.10 Your ideas about success 19 Unit 1 Vocabulary List 22 Unit 2 Amazing deeds Introduction 25 Learning outcomes 26 Activity 2.1 What is amazing? 27 Activity 2.2 Deeds are extraordinary actions 28 Activity 2.3 What are amazing deeds? 29 Activity 2.4 The amazing deeds of Professor Charles Kuen Kao 30 Activity 2.5 Life without broadband 33 Activity 2.6 Introduction of Professor Kao 34 Activity 2.7 Optical fiber Christmas tree 35 Activity 2.8 Teenager climbs Mt Everest amazing! 36 Activity 2.9 Four amazing deeds 39 Unit 2 Vocabulary List 41 Unit 3 Great stories Introduction 45 Learning outcomes 46 Activity 3.1 What makes a story? 47 Activity 3.2 Character, setting and plot 48 Activity 3.3 Read a short story 49 Activity 3.4 Analysing the short story 52 Activity 3.5 Verb tense in story telling 53 Activity 3.6 Dialogue 54 Activity 3.7 Parts of a story 55 Activity 3.8 The beginning, middle and end of Recycling 57 Activity 3.9 Planning a story 58 Activity 3.10 Write a story draft 61 Portfolio Item # 3 62 Unit 3 Vocabulary List 63

175 English Module 3 Amazing deeds and people Unit 1 Successful people

176 English Language student version: Module 3 Unit 1 3 Introduction In this unit we look at what success means, and the qualities that are needed to become successful. You will explore the profiles of four successful people in Hong Kong and China. One goal of this unit is to develop your own concept of success and what it takes to be successful. Finally, you ll combine all these things into an essay about success.

177 English Language student version: Module 3 Unit 1 4 Learning outcomes By the end of this unit, you will be able to: Define what success means. Describe the qualities of successful people. Write correct statements of advice or rules. Read for specific information. Conduct an interview and record information. Write an essay on the theme of successful people. Identify short and long vowels. Pronounce words that rhyme. Use conjunctions in a suitable context. Use simple future tense in a suitable context.

178 English Language student version: Module 3 Unit 1 5 Activity 1.1 What is success? Before we look at some very successful people, let s discuss what it means to be successful. Michael Jordon, the successful and famous basketball star, said: I ve failed over and over and over again in my life, and that is why I succeed. David Frost, a famous television personality, said: Don t aim for success if you want it; just do what you love and believe in, and it will come naturally. Theodore Roosevelt, a very popular and successful President of the United States, said: The most important single ingredient in the formula of success is knowing how to get along with people. These are three very successful people with three very different ways to explain success. What does success mean to you? Complete the statement below and then share what you have written with a partner. What success means to me: 1 How do your statement and your partner s statement compare? 2 Does either statement give a definition of success? 3 Does either statement give an example? 4 Is either statement more about a personal view or a general view? 5 Do you understand your partner s ideas about success? 6 Do you agree with your partner s statement?

179 English Language student version: Module 3 Unit 1 6 Activity 1.2 The rules of success Cherie Carter-Scott is a life coach and a very successful writer. She wrote a book titled If Success Is a Game, These Are the Rules. The book explains ten rules that help people to be more successful. The first rule is: Rule 1: The meaning of success does and should differ from person to person Work together in a small group and think of three more rules that might help people to be successful. When the group is done, share the list with the rest of the class. Your group s rules for being successful: Try to create a list of ten rules for success that everyone in the class agrees upon. When you are done, compare the class s list with the rules from Carter-Scott s book. Take notes on the class s list of ten rules. Carter-Scott s rules for winning the game of success: 1 The meaning of success does and should differ from person to person. 2 You have to be emotionally committed to progress to get started and sustain the effort. 3 Believe that you can trust yourself to become successful. 4 You need goals to focus your attention. 5 Pick the actions that link you toward your goals. 6 Keep your eyes open for new opportunities that fit your goals. 7 Setbacks provide learning that will help you make better future progress. Keep persevering! 8 Time, relationships, and finances should be carefully developed and employed to give you the best boost. 9 Keep an open mind about what is required next as you make progress, because new challenges present the need for changed directions and methods by you. 10 Success is all about becoming, not arriving, so keep going with new goals!

180 English Language student version: Module 3 Unit 1 7 Activity 1.3 Stating rules and advice Making rules and giving advice are usually done in the 2nd person; that is, they state you should do or not do something. For example: 1st person I challenge myself. 2nd person You should challenge yourself. (Or simply Challenge yourself. ) 3rd person People should challenge themselves. 1st person I eat fresh fruit and vegetables to stay healthy. 2nd person You need to eat fresh fruit and vegetables to stay healthy. (Or Eat fresh fruit and vegetables to stay healthy. ) 3rd person Everyone needs to eat fresh fruit and vegetables to stay healthy. Change the following sentences into 2nd person. Example: I ought to give myself time to succeed. You ought to give yourself time to succeed. Give yourself time to succeed. 1 I need to remember that everything starts at the beginning. 2 Everyone should know that success means different things for different people. 3 We need to allow others to help us succeed. 4 It is necessary to remember that there is no substitute for hard work. Now give advice to your partner on the following topics. Use the 2nd person: about losing weight about getting more fit about meeting a boy or girl about getting better at a sport about having greater success in studies Now check back through your list of rules for success. Are they written in the 2nd person? If not, how would you rewrite them in the 2nd person?

181 English Language student version: Module 3 Unit 1 8 Activity 1.4 A successful person Gordon Wu Gordon Wu is one of Hong Kong s most successful people. Read the biography of Gordon Wu and select the correct word to complete each blank. The first example has been done for you. Gordon Wu s family e.g.were are/were pig farmers in Pokfulam in the years before WWII. His father, Wu Chung, could see (1) what/that motor cars were going to have a great future in Hong Kong. Gordon s father managed to acquire a motor car (2) by/with a partner and began the first taxi business in Hong Kong. He was so successful that he was able to (3) bring/send Gordon abroad to school. At 17, Gordon Wu went to Canada to study and (4) besides/eventually attended Princeton University, where he received a degree in civil engineering. When Gordon Wu returned to Hong Kong, he helped to (5) making/make the family taxi business a great success. He eventually sold the taxis to the drivers (6) and/so they could become their own independent businessmen. He went (7) in/on to contribute to Hong Kong s infrastructure development. When his Hopewell Centre was opened in 1980, it was Hong Kong s (8) taller/tallest building. The Panda Hotel that he built (9) at/in the New Territories was the largest in Hong Kong in Gordon Wu has also been very involved in the rebuilding of the new China. He built (10) a/the first 5-star hotel in China. He introduced cutting-edge technology there contributing greatly to development (11) for/of the PRC s infrastructure. He is also known as Asia s Mr Fixit. The Guangzhou Shenzhen Superhighway and the Guangzhou Zhuhai West Superhighway (12) is/are thanks to Gordon Wu. He has also built power stations that generate electricity in the Pearl River Delta, the Philippines (13) or/and Indonesia. One government leader called him the man who turned the lights on. The keys to Gordon Wu s great success are (14) her/his ability to detect and evaluate opportunities in commerce and in life and then to maximize the returns. His son also says of him, His ability (15) asking/to ask questions to gain understanding is amazing. Gordon Wu s own advice on succeeding (16) has/is, You have to earn money the hard way, because no-one will serve it up to you on a silver platter. Source: Bio from Excerpted from a citation by City U s Prof. Benjamin Tsou Ka-yin in presenting GW s honorary Doctorate in Social Science.

182 English Language student version: Module 3 Unit 1 9 Based on the Gordon Wu biography, decide if each statement below is true, false or the text doesn t say. 1. Gordon Wu s father was the first pig farmer in Pokfulam. 2. There were no motorcars in Hong Kong when Gordon Wu was a boy. 3. All of Gordon Wu s education was outside of Hong Kong. 4. Taxis were sold to the drivers so they would be better drivers. 5. The Hopewell Centre is Hong Kong s tallest building. 6. The superhighways in Guangzhou are examples of China s infrastructure. 7. Gordon Wu is called the man who turned on the lights because he helped to build electric power stations. 8. The ability to detect and evaluate opportunities and maximize returns have made Gordon Wu a successful businessman. 9. Gordon Wu s son is critical of the way his father asks questions. True False Doesn t say Explain what you think it means to make money the hard way because no one will serve it up to you on a silver platter. Once you have written down your ideas, explain them to a partner.

183 English Language student version: Module 3 Unit 1 10 Activity 1.5 A successful person Anson Chan Anson Chan is another of Hong Kong s most famous and successful people. In this activity we are going to listen to an interview with Paul Wong, who is writing a biography on the life of Anson Chan. He was interviewed on a radio show about some of the things he learned about this very successful Hong Kong woman. Read the list of questions below and prepare to answer each one by listening to the interview with Paul Wong. 1 What do most people call Anson Maria Elizabeth Chan Fong On-sang? 2 Anson Chan was born in and moved to when she was 8 years old. 3 Anson Chan came from a small family. True/False 4 When she was 10 years old, Anson Chan lived with her. 5 What qualities did Anson Chan learn from living with her grandmother? Complete the list. duty towards family being upright 6 How did Anson Chan afford to go to university? 7 How many women worked for the Hong Kong Civil Service in 1962? 8 In 1970 Anson Chan was the first to be the Assistant Financial Secretary. 9 What is one other first for Anson Chan?

184 English Language student version: Module 3 Unit Chan was often described during this era as an Iron Lady, with an iron fist in a velvet glove. What does the phrase iron fist in a velvet glove say about Anson Chan? Write your ideas in the space below.

185 English Language student version: Module 3 Unit 1 12 Activity 1.6 Anson Chan s rules for success Anson Chan also has rules for success. Read a segment of her speech given at the Diocesan Girls School 140th Anniversary Speech Day. Find five rules for success and write them on the lines below. Hint they are all in the 2nd person. The following is a transcript of the speech given by the Chief Secretary for Administration, the Hon Mrs Anson Chan, GBM, JP, at the Diocesan Girls School 140th Anniversary Speech Day on January 25, 2000: I have tried to live my life by a few golden rules which I have developed by trial and error, and I would like to share them with you in the hope that they will guide you through life: First and foremost, be true to yourself in all that you do. Know who you are and don t pretend to be anyone else. Develop a sense of values founded on a clear understanding of the difference between right and wrong. Conduct yourself with honour and integrity so that you can be your own best friend. If you are, then you will be a true friend to those around you. Remember what Eleanor Roosevelt once said: Nobody can make you feel inferior without your consent. Set your goals high, but not so high as to be unattainable. Know your own capabilities and limitations. Strive always to do your best, but that does not mean you always have to be the best. Accept that you will make mistakes, but always try to learn from them. You will learn more from life s mistakes than from any textbook. Pursue your goals with cheer and vigour. If you stumble, as you will, pick yourself up and remember what made you stumble. Look on these mistakes as learning experiences. Remember that the only mistakes that are unforgivable are those we repeat. The only challenges that are frightening are those we make no attempt to meet. Every challenge that you meet and conquer will boost your confidence and self-respect and make you a better person. Every obstacle that you overcome will provide you with the stepping stone to reach even higher. For most of us, life will not be plain sailing. There will be successes and failures, tears and joy. Don t despair as you meet the mean and ugly side of life. I have found that life can be beautiful for those who are willing to find that beauty and each one of you can add to that beauty through your talent, care and commitment. Finally, be generous in all things, but mostly in sharing your joy with your loved ones. In times of trouble look first to your family for guidance and support; in times of joy, turn first to them to share the moment. A loving and caring family is by far the greatest treasure one could hope for in life. Excerpted from

186 English Language student version: Module 3 Unit 1 13 Your list (a sample is provided): Be true to yourself in all that you do. Now work in a small group. Discuss Anson Chan s golden rules. All the rules are useful and important. Try to rank the list with the most important first and then the rule or rules that you think may be less useful and important. When you are done, compare your group s list with another group

187 English Language student version: Module 3 Unit 1 14 Activity 1.7 Sports superstars Work with a partner. Read through the fact sheets on professional basketball player Yi Jianlian, and the most successful diver ever, Guo Jingjing. A: Ask your partner questions about Yi Jianlian. B: Ask your partner questions about Guo Jingjing. Complete the interview sheets with the information you get from your partner. Try not to show your partner your information sheet or your list of questions. Instead, answer your partner s questions based on the information you have. If you are not clear about something your partner says, ask for clarification. For example, you might ask: Can you repeat that? Would you spell that for me? I don t understand. Could you say it in a different way? Are you saying? I think I understand what you mean. Do you mean? I m not sure, but I think you are saying. Is that right? Student A What sport does Yi Jianlian play? Where is he from, and how old is he? Is he very tall? What teams has he played for? Is he a professional player or is he an amateur? Does he have any commercial sponsors? Does he enjoy what he does? What does he say about it? What do you think about Yi Jianlian? Student B What is Guo Jingjing s sport? Where is she from and how old is she? Is she short or tall? Is she famous in her sport?

188 English Language student version: Module 3 Unit 1 15 What are some of her accomplishments? Does she have any commercial sponsors? Does she enjoy what she does? Is she popular? What do you think about Guo Jingjing? Yi Jianlian Quote about playing with the Washington Wizards: I think this is the best team for me because I really feel good about my teammates over here. We all play together, stay together. We have a lot of young guys that stay together and just have fun, go on the court and play hard. Personal data Born 1987 in Heshan, Guangdong 2.13 m tall Weighs 113 kg Career history Pro Basketball in China NBA with Guangdong Southern Tigers ( ) Pro basketball in US NBA with Milwaukee Bucks ( ) New Jersey Nets ( ) Washington Wizards ( ) Guangdong Southern Tigers (2011) Dallas Mavericks (2012) Texas Legends (2012) Guangdong Southern Tigers (2012 present) Career highlights and awards 4 CBA Champion ( , 2013) 2 CBA Finals MVP (2006, 2013) 4 CBA Domestic MVP ( ) 9 CBA All-Star ( , ) 2 CBA Slam Dunk Leader (2015, 2016) 2 FIBA Asia Championship MVP (2011, 2015) Fluent in Mandarin and Cantonese Studying English Sponsored by Coca Cola and Yili, Adidas, and now Nike In 2003, Yi was featured in TIME magazine s August 24, 2003 article titled The next Yao Ming. Source:

189 English Language student version: Module 3 Unit 1 16 Guo Jingjing Quote in preparation for the Beijing Olympics: I hope I win another gold. It is my goal. But still, I have to work hard to get there. China Daily reports: Guo Jingjing s alleged romance with Kenneth Fok, the grandson of late Hong Kong tycoon Henry Fok, has captured the imagination of a country that seems to have become as interested in the private lives of its athletes as in their athletic performances. Guo happens to offer the ideal combination of talent and a gossip-worthy private life, juggling her Olympic gold medals and her personal relationship with Kenneth Fok with ease. Personal data Born 1981 Baoding, Hebei Height 1.63 m Weighs 49 kg Career history Guo Jingjing is known as the Diving Princess in China. She is the most successful diver of all time, having won 10 world championship gold medals and four Olympic crowns. Career highlights and awards 1995 World Cup 1st Synchronized Platform & 3 m Synchronized Springboard 1999 World Cup 1st 3 m Synchronized Springboard; 3rd 3 m Springboard 2000 World Cup 1st 3 m Springboard; 2nd 3 m Synchronized Springboard 2001 World Championships 1st 3 m Springboard & Synchronized Springboard 2002 World Cup 1st 1 m & 3 m Springboard; 2nd 3 m Synchronized Springboard 2002 Asian Games 1st 3 m Springboard & Synchronized Springboard 2003 FINA Diving Grand Prix (Australia/China) 1st 3 m Springboard & Synchronized Springboard 2003 World Championships 1st 3 m Springboard & Synchronized Springboard 2004 World Cup 1st 3 m Synchronized Springboard; 2nd 3 m Springboard 2004 Olympic Games 1st 3 m Springboard & Synchronized Springboard 2005 World Championships 1st 3 m Springboard & Synchronized Springboard 2006 Asian Games 1st 3 m Synchronized Springboard 2007 World Championships 1st 3 m Springboard & Synchronized Springboard 2008 Olympic Games 1st Women s 3 m Synchronized Springboard 2008 Olympic Games 1st Women s 3 m Springboard 2009 World Championships 1st 3 m Springboard & Synchronized Springboard Sponsored by McDonald s, Coca Cola and Toshiba. Source: viewtopic.php?t=14308&sid=3b79f80c69dec169a5c5fddaa73818b4

190 English Language student version: Module 3 Unit 1 17 Activity 1.8 More successful sports stars There are many world-class sports stars. We have just looked at two of them. Work in a small group. Think of other successful sports stars that you admire. Make a short list of your favourites. Discuss why you think they are so successful is it being competitive? Is it being fit? Is it being disciplined? Is it natural talent? Once you have chosen your list of successful sports stars and the reasons you think they are so successful, share your responses with the rest of the class. List of sports stars Reasons for success

191 English Language student version: Module 3 Unit 1 18 Activity 1.9 Successful ordinary people Applying the rules for success does not always mean becoming rich and famous. For some people, achieving ordinary things is a great success. For other people, doing an ordinary job exceptionally well makes them very successful. Think about someone you know or know about who is successful at what they do. It might be a very good teacher, or it might be a taxi driver or bus driver who is particularly safe, courteous and helpful. It might be a brave firefighter. It might be a mother or father who serves as an excellent role model. Write a few notes to describe this person, and then share what you know about him or her with your partner. Answer the questions below and then tell your partner about him or her. After you have exchanged information with your partner, see if you have discovered any new rules for success. If you have, then write them down on the lines below. Who is this person? Why do you think this person is successful? Can you think of any rules for success that this person may use to achieve success? Rules of success for ordinary people:

192 English Language student version: Module 3 Unit 1 19 Activity 1.10 Your ideas about success Write a short essay with the title Nothing Succeeds Like Success. Think of the different rules of success that were discussed, and the examples of successful people. Remember Cherie Carter-Scott s first rule: The meaning of success does and should differ from person to person. You may think of someone you know personally who may not be famous or wealthy, but who you think is successful. Follow these steps to plan your essay. Step 1 What is your definition of success? Write your own definition of success. I think that success means x, y and z Success means x, y and z The definition of success should be x, y and z. Step 2 How do people achieve success? List rules or qualities that successful people need to achieve their goals. There may be one or more rules for success. In order to be successful, you should / need / ought to Step 3 Give an example of a famous successful person. Write their name and describe something they have done that you consider successful. Their achievement should be an example of the rule(s) you listed in Step 2. Person A is an example of a successful person. [then write a sentence that tells what they have done or what they do]

193 English Language student version: Module 3 Unit 1 20 Step 4 Select another example of a person who you think is successful. This may be another famous person or someone you know personally. This may be someone you admire or who you think is a good personal role model. Explain what you think they do in life that makes them successful. Describe what you admire most about this person. Another example of a successful person is B. I think they are an example of a successful person because I admire the way they Step 5 As a conclusion, show how your examples of successful people are connected to your definition of success. Person A and Person B are successful according to my definition of success which is x, y and z. According to my definition of success x, y and z Person A and Person B are truly successful people. I would like to be successful applying my definition of success x, y and z just as Person A and Person B are successful. Once you have written a sentence or two for each step, combine the sentences into one paragraph and write it below. Put a copy of your essay in your personal portfolio.

194 English Language student version: Module 3 Unit 1 21

195 English Language student version: Module 3 Unit 1 22 Module 3 Unit 1 Vocabulary You can obtain examples of the following words from a dictionary and write the Chinese next to each word. Produce a sentence using each word and ask your teacher to look at it. 1. accomplishment (n) ( ) accomplish (v) ( ) 2. admire (v) ( ) 3. amazing (adj) ( ) 4. award (v) (n) ( ) 5. career (n) ( ) 6. commercial (adj) ( ) 7. deed (n) ( ) 8. highlight (v) (n) ( ) 9. ordinary (adj) ( ) 10. provide (v) ( )

196 English Module 3 Amazing deeds and people Unit 2 Amazing deeds

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198 English Language student version: Module 3 Unit 2 25 Introduction In this unit you will learn about some amazing deeds. These are outstanding accomplishments that most people are unable to achieve. First we will look at what it is to be amazing. Then we will consider some amazing deeds, both large and small. Finally, you will prepare an oral presentation on a recent amazing deed.

199 English Language student version: Module 3 Unit 2 26 Learning outcomes By the end of this unit, you will be able to: Define what it means to be amazing. Describe amazing actions of everyday people. Explore the work of Professor Charles Kuen Kao, Nobel Laureate in Physics. Write a reflection on life without a cell phone. Analyse and compare amazing deeds. Present an account of an amazing deed.

200 English Language student version: Module 3 Unit 2 27 What is amazing? Activity 2.1 What is amazing? Look at the scale. One end of the scale is ordinary. The other end of the scale is amazing. Below is a list of adjectives that can be put onto the scale. Work with a partner and decide where each of the words should go on the scale. Ordinary Amazing X X awesome incredible marvellous surprising unbelievable plain common nice okay good helpful remarkable Can you add any more adjectives to the list? Compare your answers with the rest of the class.

201 English Language student version: Module 3 Unit 2 28 Activity 2.2 Deeds are extraordinary actions Deeds are achievements or actions that are more than ordinary. Sometimes the word feat is used, which also means something extraordinary. ( Feat is pronounced like feet.) People usually go out of their way or work very hard to achieve these deeds. Work in a small group. Look at the pictures. How would you describe them? First describe the action that is going on. Then choose one or more adjectives to describe the deed. Two generations Doctor dog Sichuan earthquake

202 English Language student version: Module 3 Unit 2 29 Activity 2.3 What are amazing deeds? Work in a small group. Think of some examples of amazing deeds that have been in the news or that you know about from your own experience. Make a list of these deeds. Why are they amazing? Be prepared to share them with the rest of the class. Amazing deeds

203 English Language student version: Module 3 Unit 2 30 Activity 2.4 The amazing deeds of Professor Charles Kuen Kao Think about the way we get news from all over the world. Think about digital photos friends send to you when they are on holiday. Do you use Facebook or watch YouTube? None of these things would be possible without the modern information superhighway. Many people were involved in developing the communication technology we all use today. Some played a small part. Others, such as Professor Charles Kuen Kao, made contributions that are amazing. Read the following brief profile of Professor Kao and answer the questions that follow. Sir Charles Kuen Kao is a pioneer in the development and use of fiber optics in telecommunications. He is known as the Godfather of Broadband, the Father of Fiber Optics and the Father of Fiber Optic Communications. He was awarded half of the 2009 Nobel Prize in Physics for groundbreaking achievements concerning the transmission of light in fibers for optical communication. In 1999 he was named Asian of the century by American Asia Week and CNN as The person who contributed most to the betterment of Asia in the past 100 years. He was also awarded Hong Kong s Grand Bauhinia Medal, to recognize his life-long and highly significant contribution to the well-being of Hong Kong. Kao first proposed that a high-purity glass fiber could be used for long-distance information transfer and replace copper wires which were then used for telecommunication. He developed important techniques and structures for glass fiber waveguides, and contributed to the development of different fiber types and system devices. The development of optical fiber technology transformed global telecommunications and information technology. Many of us today take for granted our ability to communicate on demand. This has only become possible because of the development of silica fiber as a high bandwidth, light-carrying medium for the transport of voice, video, and data. Optical fiber is the concrete of the information superhighway. Kao predicted the use of modern under-sea communications cables. In 1983 he said that the bottom of the world s oceans would have many fiber optic cables. This was five years ahead of the time that the first trans-oceanic fiber-optic cable was put into service. By the end of 1998, there were more than 215 million kilometers of optical fiber installed for communications worldwide. The efforts of Prof Kao and his fellow researchers created the basis of modern fiber optic communications. Their creative application of materials science and engineering and chemical engineering to every aspect of fiber materials composition, characterization, and manufacturing, their understanding of the strict requirements placed on the fiber by the performance needs of the telecommunications system, and, above all, their dedication to achieving their vision, were all critical to their success. Source: Wikipedia cite_note-0 and

204 English Language student version: Module 3 Unit Sir Charles Kuen Kao is a pioneer. What does the underlined word mean? A. the first to do something B. an organizer C. one who promotes an idea D. one who carefully prepares 2 What are groundbreaking achievements? A. related to civil engineering B. underground C. impossible but true D. original and important 3 How many years are in a century? 4 What was used for long-distance communication before optical fiber was used? 5 What phrase means the same as the underlined word? Optical fiber technology transformed global telecommunications. A. transferred to a new location B. changed in a new and better way C. altered the terminology D. translated to different languages 6 When we take something for granted we: A. take it to mean something solid B. move something from one place to another C. don t think about why it happens D. take it for free 7 Optical fiber is the concrete of the information superhighway. What does this mean? Give an example. 8 When was the first trans-oceanic fiber-optic cable put into service?

205 English Language student version: Module 3 Unit The writer lists three things that were critical to the success of Prof. Kao s work. The first one is creative application of materials science and engineering and chemical engineering to every aspect of fiber materials composition, characterization and manufacturing. What are the other two? 10 Which of these things does the writer consider the most significant?

206 English Language student version: Module 3 Unit 2 33 Activity 2.5 Life without broadband Do you think that Prof. Kao s achievements are amazing? Can you imagine what life would be like without the ease and convenience of the instant communications we enjoy? Write your answers to the following questions. I think that Prof. Kao s deeds are amazing because: My life without broadband would be: If I did not have a cell phone, life would be: Text messaging is important to me because: Instant news is important because:

207 English Language student version: Module 3 Unit 2 34 Activity 2.6 Introduction of Professor Kao Watch and listen to the introduction of Professor Charles Kuen Kao at the Nobel Lectures in Physics in As you listen, follow along with the transcript of the introduction below and fill in the missing words Nobel Prize for Physics Charles Kao Introduction Good morning and warmly welcome to the Nobel Lectures in Physics for The physics prize this (1) is awarded for work that has had a profound effect not only on science but on directly to all of us in our (2). It has become quite common that we can phone someone in another continent on another part of the world and speak to her or him as if the person was in the same (3), the sound quality and the fidelity is so high. We have also become used to following news, (4) and (5) from various parts of the world, when events appear in real time. These things are very natural and common for us. And if we look back a decade or two we realize that that this is (6) that has really happened and had a profound (7) on our daily life. Also the instant connection that we have to various (8) sources all over the world is present today and we get the information that we need in terms of (9), (10), (11) and so on. These things that are present and very useful for us today in (12) are very much due to the work of this year s Nobel laureates in physics. And the prize this year is divided into two parts: one for the work on optical fibers for (13) communication and the other half for the invention of a CCD sensor which allows digital photography and video. So we will have three lectures, the first one given then to describe the work on (14), the work that awards Dr Charles Kuen Kao to one half of the prize, so let me say just a few words about Dr Kao. He was born (15) in Shanghai. He moved to (16) and later went to England, where he got his PhD in electrical engineering in He was already then (17) at the Standard Telecommunication Laboratories in Harlow, England. He worked there for quite a long (18). He became director of engineering and then after a few decades actually he also went back to Hong Kong where he became the vice chancellor of the (19). He was retired in Dr Kao, the motivation for the prize to Dr Kao is for ground-breaking (20) concerning the transmission of light in fibers for optical communication.

208 English Language student version: Module 3 Unit 2 35 Activity 2.7 Optical fiber Christmas tree _world_record_ html In the news report below, the verbs are missing. Fill in the blanks with the correct form of each verb. Hong Kong s Amazing Optic Fiber Christmas Tree Fibre-optic Christmas trees 1.(be) available in many shops but if you 2.(want) to see the world s largest example, you ll need to 3.(visit) Hong Kong. A giant fibre-optic Christmas tree has 4.(be) lit up in a Hong Kong shopping mall. In addition to being the world s largest of its type, it 5.(be) also said to carry a record number of lights more than four million. The tree 6.(turn) on by Professor Charles Kao, the first person to publicly propose the use of fibre optics for communication. Professor Kao 7.(work) on optical fibre technology while working for ITT in Europe and the US, and he 8.(serve) as vice chancellor of the Chinese University of Hong Kong from 1987 to In 2009 he 9.(receive) half of the Nobel Prize in Physics for groundbreaking achievements concerning the transmission of light in fibers for optical communication. (The other half 10.(award) to Willard Boyle and George Smith of Bell Laboratories for their invention of the CCD sensor.) The fibre-optic Christmas tree 11.(use) to raise funds for The Charles K. Kao Foundation for Alzheimer s Disease, a charity founded earlier this year by Professor Kao and his wife, Gwen Kao. Professor Kao 12.(be) himself an Alzheimer s patient. Source: giant-fibre-optic-christmas-tree-in-hong-kong-mall

209 English Language student version: Module 3 Unit 2 36 Activity 2.8 Teenager climbs Mt Everest amazing! In 1953 Sir Edmond Hillary and Sherpa Tenzing Norgay were the first to climb to the top of the highest mountain in the world, Mount Everest. On May 22, 2010, American teenager Jordan Romero became the youngest person ever to reach the top of Mount Everest. He was 13 years old. Amazing! Read the one half of an article about Jordan that you have been given below. Your partner will read the other half. You and your partner will ask each other for information to complete the whole article. Make sure your partner understands your questions. If you do not understand what your partner says, ask for clarification: Could you repeat that? How do you spell that? Could you say that in another way? I didn t catch that, could you say it again? Are you saying? What does mean?

210 English Language student version: Module 3 Unit 2 37 Amazing teen achieves next to last goal Part A Jordan Romero achieved his goal to climb Mt Everest, the world s highest mountain at 29,035 feet in May He was 13 years old at the time, the youngest person ever to reach the top. Truly an amazing deed. He is close to accomplishing his goal of climbing the highest mountains peaks of each of the seven continents. He was inspired to climb the tallest mountains of each continent when he saw a painting of the seven continents highest mountains in the hallway of his school. The last mountain on his list is Mt Vinson in Antarctica. Source: Questions about Part B When did Jordan Romero begin climbing? What was the first mountain he climbed? What was special about the first mountain he climbed? What are the other mountains he climbed? How high are those mountains? What is so amazing about his climb on the mountain in North America? What other things does Jordan like to do besides climbing mountains? When you have written down all your answers, compare what you have written down with the half of the article your partner has. Try to complete the whole article.

211 English Language student version: Module 3 Unit 2 38 Amazing teen achieves next to last goal Part B This amazing young teen began climbing mountains at the age of just 10, becoming the youngest American to summit Africa s famous Mt Kilimanjaro. His other awesome achievements include being the world s youngest climber to scale Mt Elbrus in Europe at 15,510 feet and South America s Mt Aconcagua at 22,841 feet. More incredible, he is also one of only two climbers to reach the summit of North America s 20,320-foot Mt McKinley. In addition to climbing mountains, Jordan enjoys anything exciting that he can do out of doors: BMX, DH biking, mountain biking, skateboarding, rock jumping, and snowshoeing. Source: Questions about Part A When did Jordan Romero achieve his recent goal? How old was he? Why is his age special? What is his overall goal? How many mountains has he climbed so far? What made him want to do this? What is the last mountain for him to climb? When you have written down all your answers, compare what you have written down with the half of the article your partner has. Try to complete the whole article.

212 English Language student version: Module 3 Unit 2 39 Activity 2.9 Four amazing deeds Work in a small group. Read through the four accounts of amazing deeds. Think of a title for each of these amazing deeds. The title should give an idea about the deed itself. In your group decide which of the amazing deeds you think is most interesting or most powerful. Prepare to make a short oral presentation to the rest of the class about the amazing deed. Aim to present your talk without writing a full script or reading directly from your notecards. Note down ideas and points on your notecards to help guide you through your presentation. This will make your delivery more natural and interesting for the audience. 1 Title: 33 miners were trapped underground for 69 days before they were rescued. No one in the history of mining has been trapped for so long and come out alive. A cave-in at the gold and copper mine in Chile trapped the miners on August 5, For the first 17 days, before they had made any contact with the people above ground, they had only enough food and drink for 48 hours. They managed to carefully ration this to survive. Once they were discovered alive, tubes were drilled down so they could get supplies. While the rescue effort was underway, the miners kept their spirits up even though they knew that the rescue could fail at any time. After more than two months the miners were pulled to safety one-by-one through a hole that had been drilled through ½ mile of very hard rock. 2 Title: Two Cathay pilots were preparing to land at Chek Lap Kok in April 2010 when both engines failed. There was the possibility that the plane, with more than 300 passengers on board, would not make it to the runway, but fall into the sea. The pilots managed to land the plane safely even though one engine did not work at all, and the other engine was stuck at 70% power. This meant that the plane had to land faster and harder than normal. Six of the eight tires on the plane exploded on landing. It could have been a disaster. The two pilots were considered to have demonstrated amazing skill at maneuvering the large plane with such serious problems, and still landing it safely. 3 Title: Won Fuk-wing quit his job as a truck driver in He decided to become a volunteer to help people wherever he could. He took seven months to walk from Hong Kong to Beijing to raise money for the Chinese Marrow Donor Program. He donated his own savings to this charity. He went immediately to Sichuan Province after the huge earthquake there in He had been volunteering at an orphanage when another earthquake hit in He managed to rescue four people. As he returned to rescue more, an aftershock caused the building to collapse further, and he was crushed. His amazing humanitarian spirit is a great inspiration to the Hong Kong people.

213 English Language student version: Module 3 Unit Title: Three teenagers from Fiji, one 14 and the other two 15 years old, survived 55 days floating in the Pacific Ocean in a small boat. On their way between two islands, they ran out of gas. They drank rain water that collected in the bottom of the boat. They ate fish that jumped in the boat. A sea bird landed on the boat, and they caught it and ate it raw. Search planes flew over thousands of square kilometres of open ocean, but never saw the boat. The boat drifted more than 1,300 km before they were rescued by a fishing ship. The ship s crew were amazed to see the small boat so far out in the ocean. Once the boys were rescued, they were a little bit afraid to call their relatives because they had borrowed the boat without permission. But their families were overjoyed to know they were safe. You now need to prepare a presentation. Here s how to structure your presentation in four parts: Step 1: Prepare an introduction State which of the four amazing deeds you have chosen, along with the title your group has created. Try to state in one sentence what the amazing deed was. Step 2: Tell when and where this amazing deed took place State who the main people in this amazing deed are. Step 3: Explain why what they did is amazing Give some facts that are examples of why this was an amazing deed. Step 4: Explain the group s opinion about this amazing deed Inspiring? Unbelievable? Historic? Make notes for the four parts. Practise your presentation. Make your presentation to the class. Be prepared to answer questions.

214 English Language student version: Module 3 Unit 2 41 Module 3 Unit 2 Vocabulary You can obtain examples of the following words from a dictionary and write the Chinese next to each word. Produce a sentence using each word and ask your teacher to look at it. 1. awesome (adj) ( ) 2. earthquake (n) ( ) 3. extraordinary (adj) ( ) 4. goal (n) ( ) 5. incredible (adj) ( ) 6. inspiration (n) ( ) 7. possibility(n) ( ) 8. marvellous (adj) ( ) 9. helpful (adj) ( ) 10. repeat (v) ( ) 11. surprising (adj) ( ) 12. survive (v) ( )

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216 English Module 3 Amazing deeds and people Unit 3 Great stories

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218 English Language student version: Module 3 Unit 3 45 Introduction In this unit you learn what makes a good story. You will look at the parts of a story and analyse some examples. You will also read a short story and see how the parts of the story fit together. After learning about what makes a story, you will create ideas to write your own story. Once you have developed your ideas, you will write a final version of an original short story.

219 English Language student version: Module 3 Unit 3 46 Learning outcomes By the end of this unit, you will be able to: Define character, setting and plot. Develop ideas for character, setting and plot. Read and analyse a short story. Use the past tense correctly. Write dialogue. Distinguish the beginning, middle and end of a story. Write an original short story.

220 English Language student version: Module 3 Unit 3 47 Activity 3.1 What makes a story? Everyone knows some stories. Some are happy; some are sad; others are exciting. Some stories teach a lesson. Stories in movies and books all have three main elements: Characters the people in the story Setting the time and place of the story Plot what happens in the story. Have you seen the famous movie Titanic? Below is a list of some of the main features of the story: 1912 the ship sinks their love is forbidden a rich young girl the young man drowns they fall in love they meet in secret anyway a luxury ship the young girl is saved and lives to tell their sad story a poor young man the Atlantic Ocean Match the list of story features from Titanic with the three elements that make up a story. Make sure you list the features of the plot in the order they occur in the movie. Characters Setting Plot

221 English Language student version: Module 3 Unit 3 48 Activity 3.2 Character, setting and plot Let s look at character, setting and plot in more detail. Think of stories you have read or movies you have seen to help you think of ideas. Who can be characters? Add to the list below. old man young woman magical ghost criminal policewoman animals?? Setting what and when are some times and places for a setting? Time now a long time ago the future in the summertime??? Place Hong Kong a restaurant a flat outer space??? Plot what happens Ordinary day-to-day things are not so interesting. In a story something needs to happen that is out of the ordinary. Look at the examples below, then add more ideas for plots: a problem needs to be solved there is a fight and someone must win someone is unhappy how to help them good luck brings some bad luck???

222 English Language student version: Module 3 Unit 3 49 Activity 3.3 Read a short story Read the story below about a family that has some problems. First read through the story to get an idea of what it is about. Are the characters and setting familiar to you? Do you know of families that do these things? Do you understand what happened? Can you tell that the characters were changed at the end? Recycling The Lees were a traditional family. Dr Lee had been a family medical doctor. He was short and round and bald. He smiled a lot and made people feel comfortable around him. He worked hard all his life and was now retired. He and his wife lived in a nice flat in North Point. Mrs Lee was small and wiry. She was like a busy little bird, always tidying up, arranging things, planning and organizing. She was very efficient and took care of all the family business. The Lees had collected many things over the years. Their flat was a bit crowded as a result. Dr Lee loved all his old things old furniture, old paintings, old magazines, old lamps and vases, and collections of stamps and chops. Mrs Lee did not like old things so much. She often tried to rearrange the flat and get rid of the old things. Mrs Lee liked new and modern things. Sometimes Mrs Lee got her way. Sometimes Dr Lee persuaded her how much he wanted to keep certain things. It went on like this for some years. Their only son, Sam, got married. The Lees were very pleased for their son, but they did not like to show this too much. They were polite to their new daughter-in-law, whose name was Pearl. However, they kept most of their feelings to themselves and did not give very much attention to Pearl. This made Pearl a little sad. She liked her husband s parents, but she felt that they did not like her very much. She did not know what to do to encourage her parents-in-law to like her. After Sam and Pearl had been married for a few months, Mrs Lee had one of her moods and decided that the flat needed to be re-organized to make more space. She said in particular that an old desk had to go. The desk had been in Dr Lee s medical office for years and years. It was a wooden desk with a roll top, and many little drawers, even a secret drawer. It was rather special to Dr Lee, just like an old friend. It was filled with scraps of paper, photos, stamps, letters, and all kinds of things that Dr Lee had not looked at in years. He felt that he really loved that desk, but Mrs Lee was firm. He knew she was right that the desk served no purpose any more. It was just gathering dust. And he admitted that it did take up a lot of space. Sadly he agreed that the desk could be given away. Mrs Lee put it out on the street, knowing that sometimes old furniture was repaired and cleaned up and sold for a small profit. Or someone broke it up and used it for fire wood. In either case, she was very pleased that it was gone. Soon after, their son and his new bride bought a small flat in Tin Hau and began to fix it up. They both worked but still they were on a budget, and so they looked for bargains to

223 English Language student version: Module 3 Unit 3 50 furnish their flat. They looked for things on sale at Ikea and in the newspapers and notices at the grocery stores. They checked for bargains on ebay. Pearl frequently passed by a used furniture shop just to see what there was. One day she saw a wonderful roll top desk. This is great, she thought. I have always wanted one of these. It will be perfect as a computer desk, something we really need. And it s much nicer than the modern ones. She bargained a little bit and got it for a good price. The shop agreed to deliver it the next day. The following week, Dr and Mrs Lee were going to visit Sam and Pearl in their new flat. The newlyweds had been working hard to make the flat very nice and were excited to show it off. Pearl was nervous however. She was afraid that her parents-in-law would not approve of her taste. She made all kinds of snacks and treats to serve, hoping that everyone would relax and enjoy themselves in their new home. When Dr and Mrs Lee arrived, Sam showed them all around the flat, proudly explaining what a good shopper his wife was and how they had managed to save so much money that way. The daughter-in-law quietly watched and smiled and held her hands together tightly, she was so worried. All at once Dr Lee gasped and pointed. What is that desk? he whispered. Pearl s heart sank. Oh that, said Sam. Isn t it a great computer desk? My wonderful wife found it at a used furniture store. We really love it. But, but. It s just like my old favorite office desk. Only it looks so new and clean, I m not sure. Oh, come now, said Mrs Lee. How can it be. I put it on the street. I thought it would end up as fire wood. It was in pretty bad shape. Pearl finally spoke up. It s from the used furniture shop not far from here. We really needed a computer desk and this was just perfect. I don t know where it came from before that. Well it looks nice, admitted Mrs Lee. Pearl smiled broadly. She felt very good about her mother-in-law s compliment. Dr Lee kept stealing glances at the desk. Finally he asked if he could look inside the desk. Sam said, We leave the top closed to prevent dust getting on the computer. Go ahead and open it. Dr Lee rolled back the top. He stared at it for a long time. He put his fingers lightly all over the surface of the desk. Then he stopped at a piece of the carved wood decoration along one side. He pulled on it and out came a long thin drawer. Sam and Pearl both gasped. They had no idea the drawer was there. And then, Dr Lee reached two fingers into the drawer and lifted out a small old black and white photograph. He looked closely at it and handed it to his wife. Guess who? he asked.

224 English Language student version: Module 3 Unit 3 51 Mrs Lee looked at the photo for a long time. Then she looked lovingly at her husband and handed the picture to Sam. It s us, she said. Sam and Pearl studied the picture. It was a handsome young couple with a small boy. Sam hugged his wife. What a shopper! he declared. You found my childhood! Dr Lee was beaming. He too hugged Pearl and she thought that maybe there was a tear at the corner of each eye. He held both her hands in both of his hands and squeezed them tightly. This is wonderful. You are wonderful. I am so happy to know that my desk is in such a good home. Why it is like having my first grand uh my first grand-desk! Everyone laughed and laughed. Pearl was extremely happy to be accepted in such a wonderful way. Mrs Lee was so happy for her husband that she kept patting his knee and teasing him asking what other secrets he had. Sam kept saying what a great shopper his wife was and admiring their new old desk. Everyone knew that the desk would have a long and happy life.

225 English Language student version: Module 3 Unit 3 52 Activity 3.4 Analysing the short story Read through the story again and complete the outline. Setting: Where does the story take place? When does the story take place? Who are the characters? Describe them. Plot what happens? Complete the outline below paragraph by paragraph. Part 1 Paragraph 1 Dr Lee loves old things but Mrs Lee Paragraph 2 Sam and Pearl are married but Pearl is worried Paragraph 3 Dr Lee loves his old desk but Mrs Lee Part 2 Paragraph 4 Pearl is a good shopper and she finds a perfect Paragraph 5 Sam and Pearl invite Dr and Mrs Lee to Part 3 Pearl is nervous because The computer desk turns out to be Everyone is happy because

226 English Language student version: Module 3 Unit 3 53 Activity 3.5 Verb tense in story telling Stories are usually about something that happened in the past. That is why most of the verbs are in the past tense. Even a story that is set in the future uses past tense verbs. Read the sample from the story Recycling. Underline all the verbs. Are most of them the past tense? Their only son, Sam got married. The Lees were very pleased for their son, but they did not like to show this too much. They were polite to their new daughter-in-law whose name was Pearl. However they kept most of their feelings to themselves and did not give very much attention to Pearl. This made Pearl a little sad. She liked her husband s parents, but she felt that they did not like her very much. She did not know what to do to encourage her parentsin-law to like her. Change the following verbs to the past tense. tell say ask look write see inquire feel cry laugh

227 English Language student version: Module 3 Unit 3 54 Activity 3.6 Dialogue When you work with a partner and talk to each other, that is an example of dialogue. Many stories use dialogue so that we hear what the characters say to each other. The story Recycling uses dialogue: He looked closely at it and handed it to his wife. Guess who? he asked. Mrs Lee looked at the photo for a long time. Then she looked lovingly at her husband and handed the picture to Sam. It s us, she said. Sam and Pearl studied the picture. It was a handsome young couple with a small boy. Sam hugged his wife. What a shopper! he declared. You found my childhood! You can see that the words that are spoken are inside quotation marks and followed by speaking verbs in past tense: Guess who, he asked. It s us, she said. What a shopper! he declared. Work with a partner and write a short dialogue with four lines. For example: We are supposed to write a dialogue, said Partner 1. What should we write? asked Partner 2. Partner 2 replied, We can write about the weather. Okay, said Partner 1. Now write a dialogue with your partner. Partner 1 said/asked, Partner 2 said/replied/declared, Partner 1 said/replied/asked/declared/shouted, Partner 2 said/replied/asked/declared/shouted, Be prepared to read your dialogues aloud to the rest of the class.

228 English Language student version: Module 3 Unit 3 55 Activity 3.7 Parts of a story A story has a setting, character and plot. It also has a beginning, middle and end. Guilty Conscience

229 English Language student version: Module 3 Unit 3 56 Which of the squares tell the beginning of the short story? Describe what is happening in those squares. Which of the squares tell the middle of the story? What is going on in those squares? Which of the squares tell the end of the story? Have the characters changed in any way from the beginning to the end? If so, how have they changed?

230 English Language student version: Module 3 Unit 3 57 Activity 3.8 The beginning, middle and end of Recycling Let s look at the beginning, middle and end in more detail. The beginning sets the scene, introduces the characters and lets us know when and where. The middle is where we can begin to see what the problem is. The end is when the problem is solved and the characters are changed in some way. The story Recycling has a beginning, middle and end. Look at Parts 1, 2 and 3 under Plot in Activity 3.4. Part 1 is the beginning of the story. It sets the scene and tells us who the characters are, and when and where the story takes place. Part 2 is the middle of the story. We learn the Dr and Mrs Lee disagree on some things, and that Mrs Lee gets rid of Dr Lee s favorite old desk. We also learn that Pearl wants to be accepted, and that she is worried about this. Part 3 is the end of the story. We find out that Pearl has chosen Dr Lee s favorite old desk and given it a new home. Everyone is pleased and very happy with the new arrangement.

231 English Language student version: Module 3 Unit 3 58 Activity 3.9 Planning a story Writing a story is like a comic strip, but instead of drawing information in pictures and words, only words are used to create the story. The parts of the story are like the boxes in the comic strip. There is a beginning, the middle with several parts, and the end. Work in a small group. Look at the table below which has suggestions for characters, settings and plots. Discuss these in your group. Pick a set of characters, a setting and a plot that you think will make a story. You can add new ideas. Characters Settings Plots New immigrant from the mainland Old hawker Pretty salesclerk at Wing On Department Store Male primary school teacher Good policeman Bad policeman Cat at the SPCA shelter Woman from outer space?????? Mong Kok The Peak Tokyo Happy Valley Racetrack Chek Lap Kok Airport MTR Jumbo Restaurant, Aberdeen Present time 30 years in the future The Qing Dynasty?????? I Something valuable has been stolen. Two people are suspected. Someone discovers the real thief and it is not the two people suspected. II A young policeman works with an older policeman. There is a problem between them. One of them reports the problem but no one believes him. He proves that he is right. III A young man from the Mainland works at the SPCA. A young woman comes to adopt a cat. The woman is actually from outer space. The man falls in love with her. The cat I A new teacher faces a class of II A flight attendant finds a package under the seat III Late at night, a hawker sees IV Two good friends discover that they both V A salesclerk finds out that the boss

232 English Language student version: Module 3 Unit 3 59 Complete the outline by writing answers to the following questions. Characters Who are they? What do they look like? If they have names, what are they? Setting Where does the story take place? When does the story take place? Plot What happens Choose one of the plot outlines. You will need to add details. You can even change the story any way that you think will make it interesting. You may want to jot down notes or make a simple outline, or even sketch the plot in a comic strip format. The beginning sets the scene, introduces the characters and lets us know when and where. Who are the characters? (you need at least two) What are their names? What is their relationship to each other? What do they do? What are they like? How do they talk to each other? Where are they?

233 English Language student version: Module 3 Unit 3 60 What is the place? When does the story take place? In the present? In the past? Time of year? Time of day? The middle is where we can begin to see what the problem is. What happens: To the characters? Between the characters? Against the characters? The end is when the problem is solved and the characters are changed in some way. How is the problem solved? How are the characters changed? Is the ending happy or sad? Do we learn a lesson at the end?

234 English Language student version: Module 3 Unit 3 61 Activity 3.10 Write a story draft Write your story in three paragraphs. Paragraph 1 is the beginning. Paragraph 2 is the middle. Paragraph 3 is the end. Think of a title for your story. Read the story aloud. Can you follow the plot? Do you understand what happens? Check your writing. Does paragraph 1 introduce all the characters? - Do we know how the characters are related to one another? - If the characters talk to one another, is the dialogue written correctly? - Is the reader clear when the story takes place? - Is the reader clear where the story takes place? - Are the verbs written correctly in the past tense? Does paragraph 2 explain what the problem is and why there is a problem? - Is the problem something out of the ordinary? - Do you think the reader wants to find out how the problem is solved? - If the characters talk to one another, is the dialogue written correctly? - Are the verbs written correctly in the past tense? Does paragraph 3 explain how the problem is solved? - Does the reader understand what happened to solve the problem? - Is it clear how the characters have changed in some way? - Does the reader feel happy or sad about the ending? - If your story teaches a lesson, is the lesson clear? If the characters talk to one another, is the dialogue written correctly? Are the verbs written correctly in past tense?

235 English Language student version: Module 3 Unit 3 62 Portfolio Item # 3 Module 3 - Amazing Deeds and People Please write at least 150 words on one of the following topics (your teacher will tell you which topic). 1.) Who is your hero? Write a presentation on your hero. Remember, a presentation should have an introduction, body, and a conclusion. You may want to write about: Why is this person your hero? What amazing things have they done? What would you say to your hero if you met them? Any other information about your hero you feel is important. 2.) If you want to be successful, luck and hard work is more important than education. Do you agree or disagree with this statement? Write an argument to persuade the reader of your point of view. In your writing you should give reasons to support your argument. 3.) Write a fictional story. Plan and then write your story following activities 3.9 and 3.10.

236 English Language student version: Module 3 Unit 3 63 Module 3 Unit 3 Vocabulary You can obtain examples of the following words from a dictionary and write the Chinese next to each word. Produce a sentence using each word and ask your teacher to look at it. 1. adopt (v) ( ) 2. believe (v) ( ) 3. conscience (n) ( ) 4. declare (v) ( ) 5. dialogue (n) ( ) 6. discover (v) ( ) 7. format (n) ( ) 8. inquire (v) ( ) 9. plot (v) (n) ( ) 10. outline (v) (n) ( ) 11. relationship (n) ( ) 12. scene (n) ( ) 13. version (n) ( )

237 Module 3 Language Focus

238 Module 3 Amazing Deeds and People Language Focus (1): Phonics (Vowels) Language in Context Diagnostic Exercise: Mrs Anson Chan Fong On-sang is one of the famous and successful celebrities in Hong Kong. She has her own rules for success. Below is a segment of her speech given at the Diocesan Girls School 140th Anniversary Speech Day. In pairs, read aloud it with your classmate. Circle the words that your partner may not pronounce clearly or accurately: I have tried to live my life by a few golden rules which I have developed by trial and error, and I would like to share them with you in the hope that they will guide you through life: First and foremost, be true to yourself in all that you do. Know who you are and don t pretend to be anyone else. Develop a sense of values founded on a clear understanding of the difference between right and wrong. Conduct yourself with honour and integrity so that you can be your own best friend. If you are, then you will be a true friend to those around you. Remember what Eleanor Roosevelt once said: Nobody can make you feel inferior without your consent. A. Phonograms with Long Vowels Phonograms are groups of ending letters that the rime and spelling are the same. Some long vowel phonograms are ame in name and game. Make you own new words with the same rime. Exercise 1 Long Vowels Long Vowels Phonogram Examples with the long vowel phonogram 1 Long a ay day ace place ake make ail mail ame game ane mane ain pain 2 Long e eal meal Your words

239 eat eat eam scream eed need eep jeep eet meet 3 Long i ight bright ind find ild wild ice price 4 Long o ow show one bone old hold 5 Long u ew new ue fuel

240 B. Magic e The Magic e is an addition of an e after a vowel followed by a consonant. It changes the vowel sound from a short vowel sound to a long vowel sound. It also makes the letter a, e, i, o, u say their own names. However, the 'e' at the end is not pronounced, as in ate and hate. Exercise 2 Read aloud the pairs of words below. Distinguish the short and long vowel sounds clearly. Vowels Words with Magic e at ate hat hate plan - plane van vane a cap - cape mad - made rat - rate fad fade mat - mate Sam same gap - gape pan - pane scrap -scrape e pet Pete bit - bite rid - ride slim -slime trip tripe i fin - fine rip - ripe spin spine win wine kit - kite shin - shine strip - stripe quit - quite slid - slide Tim - time o hop - hope mop-mope not - note rop rope u cub cube plum - plume hug - huge us use cut - cute tub - tube Exercise 3 Complete the following table with your own pair of words. Vowels Words with a short vowel sound Corresponding words with Magic e a e i o u

241 C. Having Fun Exercise 4 Tongue Twisters Work in pairs with your classmates and read aloud the tongue twisters below. Then, underline the words with Magic e in the tongue twisters. 1. The naughty cute rat ate apples and grapes today. 2. During the trip, I ride a bike, fly a kite, take a flight, hike on a dyke, play on the slide, eat chips on the slide and drink some wine. We have quite a good time. 3. Use the blue tube to glue the food. 4. It makes me mad that my mum made me wear the hat I hate. 5. See my thin white fine bright kite shine in the sky tonight. Exercise 5 Error-Correction Steve has written a card to his Peter. However, he was very careless and made lots of spelling mistakes. In pairs, read the letter aloud with your classmate. Dear Pet, How are you? I am having a good tim in Wals. The weather here is fin every day. I have mad friends with a man called Mik and his wif whos nam is Kate. Now we are good mats. I will give you a call on the phon when I arriv. Pleas pick me up at nin. Best, Stev What make mistakes did you find? Write the error words in the Mistake Column and the correct spellings next to them. Mistakes Corrections Mistakes Corrections

242 Exercise 6 Rhyme Making Create a rhyme by filling in the blanks. Try to make it as interesting as possible. The first one is the example for your reference. There was once a black snake, Who wore a big black chain She slept on a fuzzy pink lake, Having a plate of cheesecake. There was once a lovely white goose, Who slept on a bed made of spruce, She rose in the morn, Ate a full cup of corn, And then went to visit the moose. Exercise 7 Read aloud Now read aloud the following passage again. Pay attention to the phonetic features of vowels. I have tried to live my life by a few golden rules which I have developed by trial and error, and I would like to share them with you in the hope that they will guide you through life: First and foremost, be true to yourself in all that you do. Know who you are and don t pretend to be anyone else. Develop a sense of values founded on a clear understanding of the difference between right and wrong. Conduct yourself with honour and integrity so that you can be your own best friend. If you are, then you will be a true friend to those around you. Remember what Eleanor Roosevelt once said: Nobody can make you feel inferior without your consent.

243 Module 3 Amazing Deeds and People Language Focus (2): Conjunctions Study the following conversation: Raymond: Have you ever heard of a singer songwriter called Nina Simone? Alice: No, but I would like to know more about her. Raymond: She wrote a song called Ain t Got No I Got Life. Although I am not passionate at music, this song is moving. Alice: Perfect! What s it about? Raymond: In the lyrics, she keeps on repeating despite the fact that she has got no home, money, shoes, mother etc., she is till happy since she has got her hair, heart, brains and most importantly, her life. Alice: It is encouraging! Despite being lack of interest in music, I would like to listen to the song. ============================================================= We use various conjunctions and connectives to link subordinate and main clause. A. But & Although But can be used to connect two sentences. - I have not heard of Nina Simone, but I would like to know more about her. - The café was crowded, but we found a table. - Nick has a car, but it doesn t often drive it. We can also use Although. After Although, we use a subject + verb: - Although I am not passionate at music, this song is moving. - Although the café was crowded, we found a table. - Although Nick has a car, he doesn t often drive it. The subordinate clause of Although can be placed at the end of the sentence. - We found a table, although the café was crowded. * We never use Although and But in the same sentence as there will be no main clause in the sentence. - Although the café was crowded, but we found a table. (Wrong)

244 Compare the meaning of although and because : - We went out although it was raining heavily. - We didn t go out because it was raining heavily. B. In spite of & Despite After in spite of or despite, we use a noun, a pronoun (this/that/what etc.) or -ing: - In spite of the rain, we enjoyed our holiday. - I didn t get the job in spite of having the necessary qualifications. - She wasn t well, but in spite of this she continued working. - In spite of what I said yesterday, I still love you. Despite is the same as in spite of. We say in spite of, but despite (without of): - Despite being lack of interest in music, I would like to listen to the song. - She wasn t well, but in spite of this she continued working. (not despite of this) You can say in spite of the fact (that) and despite the fact (that) - Despite the fact that she has got no home, money, shoes, mother etc., she is till happy since she has got her hair, heart, brains and most importantly, her life. - I didn t get the job in spite of the fact (that)/ despite the fact (that) I had the necessary qualifications. Comparison i. in spite of and because of: - We went out in spite of the rain. - We didn t go out because of the rain. ii. although and in spite of/despite: - Although the traffic was bad, we arrived on time. - In spite of the traffic, we arrived on time. (not in spite of the traffic was bad) - I couldn t sleep although I was very tired. - I couldn t sleep despite being very tired. (not despite the traffic was bad)

245 iii. Though is the same as although: - I didn t get the job though I had the necessary qualifications. In spoken English we often use though at the end of a sentence: - The house isn t so nice. I like the garden though. (=but I like the garden.) - I see them every day. I ve never spoken to them though. (=but I ve never spoken to them) Even though (but not even alone) is a stronger form of although: - Even though I was really tired, I couldn t sleep. (not Even I was really tired ) Exercise 1 Ian is writing to his parents from Africa. Complete his letter with the connectives and, but or although. If no connective is needed, put a X in the blank. 1. Although I m starting this letter now, 2. I can t post it yet. We re camping in South Africa 3. there aren t any post boxes nearby. We ve been in the bush for three days now 4. I m still not used to it. 5. it s really quiet at night, 6. I still can t sleep very well. I m using an air bed to sleep on 7. the ground still feels really hard. On our second day in the brush, we went in search of lions. 8. we went to bed early the night before, 9. Tom and I were still late for breakfast. I guess we were too excited when we went to bed 10. couldn t sleep. We thought that looking for lions would be very frightening 11. we enjoyed it very much. However, 12. we waited patiently 13. quietly for over two hours, 14. we didn t see any lions. Never mind. Maybe we ll see some today.

246 Exercise 2 Make one sentence from two. Use the word(s) in brackets in your sentences. 1. I couldn t sleep. I was very tired. (despite) I couldn t sleep despite being very tired. 2. They have very little money. They are happy. (In spite of) 3. My foot was injured. I managed to walk home. (although) 4. I enjoyed the film. The story was silly. (in spite of) 5. We live in the same street. We hardly ever see each other. (despite) 6. I got very wet in the rain. I was only out for five minutes. (even though) C. Since, as and because We use the connectives since, as and because to show the reason for something. They are always followed by a subordinate clause. We can put since and as at the beginning or in the middle of the sentence. We normally put because in the middle of the sentence. Since/As it was raining heavily (reason), we couldn t go mountain-biking. The day ended perfectly since/as/because we saw a wild panda (reason). We use so to show the result of something. We normally use so in the middle of a sentence. It was raining very heavily so we couldn t go mountain-biking (result).

247 Exercise 3 Put the words in each clause below in the correct order. Then join the two clauses together using since. as or because. Write the words on the lines provided. 1. Ben/ tomorrow/ to the Mai Po Marshes/ is going/ some photos/ he wants/ of rare birds/ to take Ben is going to the Mai Po Marshes tomorrow since/as/because he wants to take some photos of rare birds. 2. a doctor/ to see/ I had to go/ my face/ scratched/ a kangaroo 3. any white dolphins/ we/ on our boat trip/ didn t see/ our money/ refunded/ the tour company 4. are building/ people/ in isolated areas/ more houses/ wild animals and birds there/ endangered/ are becoming/ a lot of 5. yesterday/ we all really disappointed/ felt/ any crocodiles/ didn t see/ we

248 Exercise 4 Put the words in each clause below in the correct order. Then join the two clauses together using so Write the words on the lines provided. 1. this year/ a great time/ had/ they/ next year/ are going to go/ Tim and Chris/ on another eco-holiday 2. to go on holiday/ have decided/ to Australia/ my parents/ want to see/ they/ koalas and other interesting wildlife Exercise 5 Fill in the blanks with the connectives or conjunctions you have learnt in this unit. Tracy: Do you like our class? Patrick: Yes, they are friendly. Tracy: 1. I don t like them. Patrick: It surprises me. Why? Tracy: Well, some of them are nice 2. they want to take advantage of you. Patrick: Umm. I don t think so. Tracy: 3. my feeling, I can see some of the good virtues of them. Patrick: It s right. I think everybody has something we can appreciate 4. no one is perfect Tracy: Maybe I should learn more from your positive attitude. Patrick: Yes. For instance, last Friday, 5. being uncomfortable, Kenneth was willing to teach me Mathematics. Tracy: And Amy often reminds me of the deadlines of assignments 6. I always forget. Patrick: 7. you see. They are worth-appreciating. Tracy: Thanks for your inspiration.

249 Further Practice Write a short story about a classmate of yours with the conjunctions learnt in this unit.

250 Module 3 Amazing Deeds and People Language Focus (3): Simple Future Tense Study the following conversation: Tommy: Hey Karen, have you seen this? The Computer Club will hold a Hi-tech Fair next Saturday. Karen: Yes, I know. Several companies are going to display their latest equipment there. It will be really interesting! Tommy: Are you going to go? Karen: Yes, but I need to find someone to go with. Tommy: I ll go with you if you like. I ll meet you in the library after lunch that day. Karen: Great, but I probably won t be free until three o clock. Tommy: That s fine. I ll be waiting for you at three. Karen: Perfect. See you then. ================================================================== We use the simple future tense to talk about the future. We use the simple future tense. A. will 1. We can use the simple future tense in the following situations: - When we predict a future event or situation (but are not sure about it), e.g. Experts believe that every home will have a computer within the next ten years. - When we make decisions at the time of speaking, e.g. They cost $20 for one or $30 for two. In that case, I ll have two. 2. Positive and negative statements We form positive and negative statements in the simple future tense like this. The Computer Club will hold a Hi-tech Fair The Computer Club will not/won t hold a next Saturday. Hi-tech Fair next Saturday. You will/ ll enjoy this game. You will not/won t enjoy this game. We will/ ll do the jigsaw together. We will not/won t do the jigsaw together. I will meet you in the library after lunch that I will not/won t meet you in the library after day. lunch that day. The Hi-tech Fair will be really interesting. The High-tech Fair will not/ won t be really interesting. In formal English, we can use shall with I and we. However, in spoken English, we use will for all persons.

251 3. Asking and answering questions We ask and answer questions in the simple future tense like this. Will I see you again? Yes, you will. No, you will not/ won t. Will you call me later? Yes, I will. No, I will not/ won t. Will we come back here Yes, we will. No, we will not/ won t. again? Will robots become more Yes, they will. No, they will not/ won t. common? Will Ann remember to come? Yes, she will. No, she will not/ won t. Exercise 1 A student reporter interviewed Mr Chan, the organizer of the Hi-tech Fair, for the school magazine. Write the reporter s questions using the notes in the bracket. Then complete Mr Chan s answers using the information on the note sheet below. Remember to use the correct form of the verbs. The Hi-tech Fair In the school hall on 6/4 Desktop & notebook computers & digital cameras on display (no mobile phones) Opening ceremony at 9.00 am Hundreds of new educational programmes Bigger than last year s fair about twice as Several training sessions for students many stalls Stalls for 10 local companies 20 special offers for students Example: 1. (fair/ be/ 5 th April/on) Q: Will the fair be on the fifth of April? A: No, it won t. It ll be on the sixth of April. 2. (gymnasium/in/it/be) Q: A:

252 3. (opening ceremony/there/ be) Q: A: 4. (fair/bigger than last year s/be) Q: A: 5. (any training sessions/be/for students/there) Q: A: 6. (there/any mobile phones/be/on/display) Q: A: 7. (for students/there/any special offers/be) Q: A: 8. (how many/have stalls/local companies/at the fair) Q: A:

253 B. Be going to 1. We also use be going to to talk about the future. We use it to express a greater degree of certainty than will. We can use be going to to: - Talk about what we think will happen soon (when we are sure about it), e.g. Look at those black clouds. It s going to rain. - Talk about what we have already arranged or decided to do, e.g. I m going to buy that notebook computer I saw last week. 2. We form positive and negative statements with be going to like this. I am/ m going to buy a new mobile phone. You are/ re going to fail the Maths test. We are/ re going to go China. They are/ re going to stay in a guest house. It is/ s going to be a wet day. I am not/ m not going to buy a new mobile phone. You are not/aren t going to fail the Maths test. We are not/ aren t going to go to China. They are not/aren t going to stay in a guest house. It is not/ isn t going to be a wet day. 3. We ask and answer questions with be going to like this. Am I going to get better? Yes, you are. No, you are not/ aren t. Are you going to help me? Yes, I am. No, I am not/ m not. Are we going to have a Yes, we are. No, we are not/ aren t. debate? Are they going to keep their Yes, they are. No, they are not/ aren t. old computer? Is Michael going to come to the party? Yes, he is. No, he is not/ isn t.

254 Exercise 2 Steve, Amy and Nick are chatting online about what they are going to do this weekend. Complete their conversations using the correct form of be going to and the verbs in the word box. You can use some of the verbs more than once. arrive be have help buy enjoy stay show come do visit study get up go Steve: What 1. are you going to do this weekend, Amy? Amy: I 2. my brother Alex choose a new notebook computer tomorrow. After that, we 3. to his flat. He 4. me how to use his digital camera. What about you? What 5. you? 6. it a busy weekend for you? Steve: Yes, it is. First of all, I 7. my grandparents in Yuen Long tomorrow afternoon. They ve decided they 8. a DVD player but they ll need my help to set it up. After that, we 9. a seafood dinner with some of their friends in Lau Fau Shan. Nick: It sounds like you 10. a very full day. Steve: Yes, I am. Sunday 11. really busy too. In the morning, I 12. very early to go the airport. My sister and her family 13. to Hong Kong for a while as part of their holiday. They 14. at the airport at eight o clock in the morning. Amy: How long 15. they with you? Steve: They 16. in Hong Kong for over a week. Then they 17. to the Philippines. I

255 think they 18. on the eco-tour there. What about you, Nick? What 19. you this weekend? Nick: Nothing. I 20. Maths and History all weekend. It 21. really boring! I 22. myself at all. Exercise 3 Fill in the correct verb form in the following Paul: 1. you (hear) a song called Whatever will be, will be? Michael: No, but I 2. (like) to know more. Paul: Sure. It s a song by Doris Day. One day, the singer 3. (ask) her mum, What 4. I (be) in the future? Her mum answered, Whatever will be, will be. The future 5. (be) not ours to see. Michael: It s really meaningful. What 6. you (want) to achieve in the future? Paul: Well, there 7. (be) so many amazing people in the world. I think there must be someone I can 8. (look) up to. Michael: Who would you prefer? Paul: I 9. (love) playing football. I think Messi is my idol. I 10. (want) to be as successful as him some day. How about you? Michael: There 11. (be) another song which suits what I think. The song is called The greatest love of all. There is a line like this: I decided long ago, never to walk in anyone s shadows. I hope you 12. (learn) this in the future. Paul: Perfect!

256 Further Practice Future is not yet decided. Write a short essay of your favourite future.

257 Diploma Yi Jin English Language Module 4 Travel Student version 2017/18

258 Revised by: Subject Expert: Ms Sheris Yip and Mr Ricky Wong Dr Esther Tong Hong Kong Community College The Hong Kong Polytechnic University Copyright Federation for Self-financing Tertiary Education 2017 All rights reserved. No part of this material may be reproduced in any form by any means without permission in writing from Federation for Self-financing Tertiary Education.

259 Contents Unit 1 Different countries, different cultures Introduction 3 Learning outcomes 4 Activity 1.1 Describing/comparing Hong Kong people and culture 5 Activity 1.2 Where have you travelled? 7 Activity 1.3 Which country would you like to visit? 8 Activity 1.4 Write a postcard 9 Activity 1.5 Compare Hong Kong and Papua New Guinea 10 Activity 1.6 Comparative sentences 11 Activity 1.7 Comparing vacation destinations 12 Activity 1.8 Selecting vacation destinations 17 Activity 1.9 Round the world tour 19 Activity 1.10 Describing music of different countries 21 Activity 1.11 Describing foods of different countries 23 Activity 1.12 Writing about food in Hong Kong 26 Unit 1 Vocabulary List 27 Unit 2 Food, clothing and culture Introduction 31 Learning outcomes 32 Activity 2.1 Food and cooking 33 Activity 2.2 All about food 34 Activity 2.3 Combining sentences 35 Activity 2.4 Writing about a memorable meal 37 Activity 2.5 Talking about clothes 39 Activity 2.6 A national costume for Hong Kong 40 Activity 2.7 What fashion designers say 42 Activity 2.8 The language of clothes 43 Activity 2.9 A fashion image 44 Activity 2.10 Listening to a conversation about the language of clothes 45 Activity 2.11 Food culture 46 Activity 2.12 Hong Kong popular culture quiz 47 Unit 2 Vocabulary List 48 Unit 3 Travel and transportation Introduction 51 Learning outcomes 52 Activity 3.1 Travelling around Hong Kong 53 Activity 3.2 Collecting data on transportation in Hong Kong 54 Activity 3.3 What are your opinions about transportation in Hong Kong? 56 Activity 3.4 Travelling in China: Selecting a budget tour 57 Activity 3.5 What to pack? 62 Activity 3.6 Packing advice 64 Activity 3.7 Travel notes to travel blog 66 Activity 3.8 The information counter 69 Activity 3.9 Talking to fellow travellers 70 Portfolio Item # 2 72 Unit 3 Vocabulary List 73

260

261 English Module 4 Travel Unit 1 Different countries, different cultures

262 English Language student version: Module 4 Unit 1 3 Introduction Welcome to Module 4 Travel. In this first unit in Module 4 we look at the topic of travel, which is something most of us love to do when we have the chance. Travelling to different countries means experiencing different cultures, meeting different types of people, and eating different kinds of foods. In this unit you will discuss your own travel experiences and preferences in terms of where to go, and what to do when you get there. You will compare different countries, and describe some of the main features of holiday destinations. If you have never had the chance to travel much, this unit may give you some interesting ideas for places you could go in the future!

263 English Language student version: Module 4 Unit 1 4 Learning outcomes By the end of this unit, you will be able to: Describe differences between countries and cultures. Describe music and food of different countries and cultures. Discuss possibilities using the conditional. Write comparative sentences and paragraphs. Participate in group discussions. Identify and pronounce vowels, including digraphs and diphthongs. Change active sentences into their passive forms. Use common prepositions in appropriate context.

264 English Language student version: Module 4 Unit 1 5 Activity 1.1 Describing/comparing Hong Kong people and culture Imagine that, among the foreign tourists on Nathan Road / The Peak, there are some aliens from another planet. They know nothing about humans and human cultures. But they are friendly, and would like to learn about you and how you live, and what is important to you. How would you describe Hong Kong and its people and culture to them? Use the questions in Part I to note down a few ideas, then share them in a small group. Part I How do Hong Kong people: generally dress? make their living? do business with each other? What do they: generally eat? generally drink? do in their leisure time? What is family life in Hong Kong like? What are people s homes like? Do people have pets? What kinds of pets? What makes Hong Kong people happy or sad? What are some examples of popular entertainment? Part II Now think about how Hong Kong people are different from people in: China? Taiwan? Singapore? Canada? Japan? The UK?

265 English Language student version: Module 4 Unit 1 6 Part III What are three good things you think about Hong Kong and its people? What are three not so good things you think about Hong Kong and its people? How many other students in the class agree with your lists?

266 English Language student version: Module 4 Unit 1 7 Activity 1.2 Where have you travelled? Where have you travelled? Share this information with a partner. What place did you find to be the most interesting or unusual? Why? Maybe you have never been outside of Hong Kong. If that is the case, what is the most interesting or unusual place you know of in Hong Kong?

267 English Language student version: Module 4 Unit 1 8 Activity 1.3 Which country would you like to visit? Pick a country you have never been to before and try to answer the following questions: 1 What attracts you to this country? 2 What do you think it is like to live there? To visit? 3 How would you get there? 4 What would the native people be like? 5 What kinds of food would the people eat? 6 What would the weather be like? 7 What kinds of things would you do there (e.g. shopping, sightseeing, hiking)? 8 What sorts of things would you need to bring with you (e.g. warm clothing, bathing suit, binoculars, camping gear)? 9 What kind of souvenirs do you think you would like to bring back to Hong Kong?

268 English Language student version: Module 4 Unit 1 9 Activity 1.4 Write a postcard Imagine you have made a trip to the country you discussed in Activity 1.3. Write a postcard from there to your friend in Hong Kong. Write the postcard in the 1st person, and in complete sentences. Tell your friend: Where you are e.g. I am now in What the weather is like e.g. sunny, rainy, cold, miserable, wonderful, perfect Some of the things you have seen e.g. museums, countryside, shops, castles, mountains, beaches The most interesting or amazing thing you have seen or done What the people are like What you plan to do before you leave Whether or not you are having a good time

269 English Language student version: Module 4 Unit 1 10 Activity 1.5 Compare Hong Kong and Papua New Guinea Work with a partner. Look over the profiles of the two places in the following table. Then fill in the Hong Kong parts that are incomplete. Hong Kong 427 sq. miles / 1,106 sq. km Kowloon peninsula and 263 islands Population approx. 7 million Most people live in cities and built-up areas like new towns 67% is grassland, scrub and woods Coastline 733 km The official languages of business and government are The language commonly used is Papua New Guinea 178,000 sq. miles / 462,000 sq. km Mainland and 600 small islands Population approx. 5 million Most people live in small villages in rural areas 75% covered in rainforest Coastline 5,152 km The official language of business and government is English. The language commonly used is Tok Pisin. Staple foods: Staple foods: wild sago, breadfruit, yams, taro, sweet potatoes, rice, pork, chickens, wild birds, turtles, fish and shellfish Most people make a living from sectors Most people make a living on small farms. A small number of HK people work in industry Education: % of the people completed secondary education; % received tertiary education. The main influence on culture is A small number of local people work in mining and oil industries. Education: Fewer than 60% complete 6th grade; about 10% enrol in secondary school. The main influence on culture is village life. Tourism is Tourism is undeveloped. Close ties to Close ties to Australia

270 English Language student version: Module 4 Unit 1 11 Activity 1.6 Comparative sentences Complete sentences that compare the country of Papua New Guinea and the territory of Hong Kong: 1 The area of Papua New Guinea is 400 times larger than Hong Kong. 2 Both Hong Kong and Papua New Guinea have a mainland and many islands. 3 Even though Hong Kong is much smaller in area, it has a larger population. 4 In Hong Kong most people live in cities, while in Papua New Guinea most people live in small villages. 5 Two thirds of Hong Kong s land is covered in grassland, scrub and woods. In Papua New Guinea, three quarters of the land is covered by tropical rainforest. Write five more sentences comparing Hong Kong and Papua New Guinea with the information you provided to complete the profile in Activity 1.5. Be prepared to share one or more of your sentences with the rest of the class

271 English Language student version: Module 4 Unit 1 12 Activity 1.7 Comparing vacation destinations Read the vacation advertisements for the following four countries and answer the questions below. Fiji Fiji is blessed with 333 magnificent islands. Set in the tropical South Pacific, it is surely the essence of a tropical island paradise. White sandy beaches, swaying coconut trees, pristine oceans and waterways and a range of things to do, with something for every traveller. Relax in our 5-star resorts, stroll on our glimmering white beaches at sunset, snorkel, dive, surf or kayak in the sea, whitewater raft our clear and clean waterways, cruise the ocean around our mainland and outer islands, trek our rainforests, backpack the outer islands, visit our welcoming villages and experience sustainable living or immerse yourself in our unique culture and history. And our most precious asset? Smiling, generous, relaxed Fijians who greet you and everyone they meet with our famous and welcoming Bula. And then there is Fiji s world class rugby team! Stay in one of our many eco-resorts, lodges, backpackers or a village homestay. Trek mountain trails, and take in a swim under a waterfall. Visit caves, and listen to traditional stories of great chiefs and tribal wars. Backpack our outer islands. White-water raft our pristine rivers, or surf our world famous waves. English is the official language but Fijian and Hindi are spoken by many. Source: based on New Zealand Our extraordinary geography delivers amazing scenery. Snowcapped mountains and active volcanoes, rushing rivers and crater lakes, fiords and forests, wild beaches and lonely lighthouses you name it, we ve got it: Forests, farms and holiday homes the islands of New Zealand have a special charm. The island of Rakiura is a southern paradise and home to the newest national park. It s a place for hiking, bird watching and star gazing. Waiheke is a picturesque blend of farmland, forest, beaches, vineyards and olive groves. Great Barrier has the kind of rugged, untouched beauty that appeals to adventurers.

272 English Language student version: Module 4 Unit 1 13 With more than 15,000 kilometres of coastline, New Zealand knows all the moods of the sea. On the east coast, the Pacific Ocean plays along bays and beaches where white sand, surf and calm harbours provide endless kinds of fun. On the west coast, the wild Tasman Sea breaks against rugged cliffs, weathered rocks and long stretches of black sand. Drive the Twin Coast Discovery Highway that includes both the east and west coasts. In the far south, the trip along the Catlins coast is famously photogenic. Taranaki s Surf Highway 45 is a west coast experience for people who want to find some of the best surf in the country. Pack your sandals, shorts and sunblock, and always be prepared for spontaneous picnics. Wherever you are in New Zealand, you re never far from a day at the beach. English is the common and everyday language of New Zealand and Maori is the other official language of New Zealand. Source: based on information from Costa Rica Costa Rica is the ideal tropical paradise for your vacation. Tourists can enjoy the glistening beaches and see whales and dolphins play. For nature lovers there is a great variety of exotic wildlife and tropical plants. Butterflies and orchids, crocodiles and sharks, turtles and toucans are everywhere. The rainforest covering the mountains are a paradise for ecotourism. Life is good in Costa Rica, a friendly, democratic and peaceful country. For an action vacation you can surf, hike, go rafting, canopying, diving, deepwater fishing and snorkelling. There are vacations for a low budget as well as more exclusive resorts. Costa Rica is renowned for its impressive variety of small hotels; however, there are also a handful of larger luxury resorts in Costa Rica. For relaxation there are beautiful unique golf courses and luxury spas. The hotels have all the modern comforts in the most private and secluded environments. Costa Rica has some of the best sport fishing in the world. The Pacific side has incredible fishing for sailfish, marlin, dorado, tuna, wahoo, roosterfish, snapper, and more. The Caribbean side and northern regions of Costa Rica are famous for big tarpon and big snook. The official language is Spanish and the second language for many people is English. Source:

273 English Language student version: Module 4 Unit 1 14 Egypt Most people who think of Egypt think of antiquities. Certainly it is a prime location to see a great heritage from the ancient world, including pyramids and wonderful temples, but it is also part of the Holy Land, and tours to Christian and other religious monuments are popular. For thousands of years, Egypt has been the playground of emperors and kings. It is probably one of the oldest vacation spots. Early Greeks, Romans and others went there just for fun, and to see the wonders of some of humankind s earliest achievements. But Egypt offers much more than pyramids and monuments. Egypt also features: Red Sea scuba diving nature and desert treks golf fishing birding expeditions trendy night spots luxury hotels five star restaurants romantic cruises down the Nile on festive river boats a night at the grand opera (which is a cultural experience like none you have ever experienced). Egypt is a land bustling with life, sound, visual beauty and excitement. More than anything else, we want you to think of Egypt as fun. The official language of Egypt is Arabic, and English and French are also widely understood. Source: based on Questions Fiji 1. Where is Fiji located? 2. Pristine oceans are A. unpolluted B. primitive C. blue D. colourful

274 English Language student version: Module 4 Unit According to the extract, one can enjoy the following activities in Fiji except A. staying in a village homestay. B. glimmering white beaches at sunset. C. trekking mountain trails. D. visiting the welcoming villages. 4. Complete the following passage with one word in each blank. Fiji is an archipelago made up of 333 (i). Fijians are always ready to welcome travellers by saying (ii), which means Hello in English. Travellers from Hong Kong do not have problems to get around Fiji as English is one of the official (iii) of Fiji. New Zealand 1. The advertisement lists many features such as mountains, volcanoes, lakes and forests, but primarily it features islands and of New Zealand. A. people B. forests C. coastlines D. languages 2. If you were an adventurer, you should visit. 3. Decide whether the following statements are True, False or Information is Not Given by writing T, F or NG respectively. i. ( ) Walheke features the most attractive beaches of New Zealand. ii. ( ) The wild Tasman Sea is on the east coast of New Zealand. iii. ( ) Only English is spoken in New Zealand. 4 If you like to surf, where would you drive to find the best place for it? Costa Rica 1. In the first paragraph of the extract, ideal tropical paradise means A. the best of its kind B. a good idea C. an economical choice D. an example of 2. Name any four examples of exotic wildlife and tropical plants. 3. Why do you think the advertisement makes a point of saying Costa Rica is a friendly, democratic and peaceful country? A. To assure travellers that the place is safe to visit. B. To let travellers know that there are many investment opportunities in Costa Rica.

275 English Language student version: Module 4 Unit 1 16 C. To persuade travellers that Costa Rica is a better destination than other Latin American countries. D. To tell travellers that the Communist Party does not exist in Costa Rica. 4. List the names of at least three fishes from sports fishing. 5. Where can a traveller with low budget stay in Costa Rica? Egypt 1 The first paragraph states that Most people who think of Egypt think of antiquities. Antiquities are A. very old things. B. very expensive things. C. things from the desert. D. jewelry. 2. Decide whether the following statements are True, False or Information is Not Given by writing T, F or NG respectively. i. ( ) There were foreign tourists and visitors to Egypt in ancient times. ii. ( ) The advertisement is promoting modern Egypt more than ancient Egypt. 3. Which of following is an outdoor activity to be enjoyed in Egypt according to the extract? A. enjoying a meal in a 5-star restaurant B. scuba diving C. staying in a luxury hotel D. looting a pyramid 4. Complete the following passage with one word in each blank. Nowadays, Egypt is a popular destination for travellers around the world for different purposes. People interested in the ancient world travel to Egypt to see (i) and temples. Culture lovers can also (ii) a night at the grand opera. Although the official language of Egypt is Arabic, many Egytians can (iii) English and French.

276 English Language student version: Module 4 Unit 1 17 Activity 1.8 Selecting vacation destinations Get into small groups. Discuss the pros (good things) and cons (bad things) of each of the four countries and the advertisements. Use the outlines below to take notes on the points that come up in your discussion. Fiji Pros Cons New Zealand Pros Cons Costa Rica Pros Cons Egypt Pros Cons

277 English Language student version: Module 4 Unit 1 18 In your discussion, use the gambits provided to introduce your ideas: Offering your opinions: I think that In my opinion It seems to me You may not agree, but I would say that Disagreeing: Well, I m not so sure. Perhaps, but I know what you mean, but I think I have an alternative / different view / idea. Agreeing: I agree. I like that idea/point. Yes, why not? I think the same thing. Clarification: I m not sure what you mean. Could explain what you mean? I m not sure I understand. Could you please repeat that? After you have discussed each of the vacation destinations, decide amongst yourselves which of the four places is most appealing to your group as a vacation destination. From your notes, list the reasons why you chose one country over the other three. Be prepared to explain your choices to the rest of the class. The group s #1 choice is The reasons for our choice are:

278 English Language student version: Module 4 Unit 1 19 Activity 1.9 Round the world tour Work in groups of 3 or 4 for this activity. You are all members of the travel club. You have been asked to plan a round-the-world tour for students at your college. Discuss the places you would like to visit by following the guidelines below. Research possible places to visit by using information you can find in the library or online, and be prepared to give a short presentation on your world tour during the next lesson. 1 On your world tour, you must visit the following places: A country in Asia famous for great food. A country in Africa where you take a boat trip on one of the world s longest rivers. A country in South America famous for its great music. A country near the equator. 2 On your world tour, you must do the following: Go skiing in a cold country. Buy a designer handbag or watch. Visit a famous ancient site in Europe. See a live soccer match in South America. Take a cruise ship across an ocean. Climb to the top of a famous mountain.

279 English Language student version: Module 4 Unit 1 20 When you have finished planning your world tour, work with a student from another group and take turns to describe the places you will go and the things you will do. Begin like this; Student A: Student B: Mary, would you like to go first? I d like to hear about your world tour! Yes, sure. To start the tour, we would like to visit... Take a survey to find out which of the four countries seems to be the most popular in the class, and the reasons for the choices.

280 English Language student version: Module 4 Unit 1 21 Activity 1.10 Describing music of different countries Listen to the music selections. You may like or may not like the different kinds of music. Choose adjectives from the list below that you think describe the music. Share your list of adjectives with a partner. Complete the sentences that describe each of the three different kinds of music. happy exciting unpleasant funny folksy melancholy mysterious young silly traditional rhythmic beautiful trendy romantic popular for dancing elegant crazy interesting ugly sexy different Shamisen music from Japan This kind of music sounds It reminds me of People who like this kind of music may also like The musicians must be This kind of music makes me feel The atmosphere this music creates is I would like to hear more of this kind of music: yes/no/maybe. Oud music from Tunisia/Morocco This kind of music sounds It reminds me of

281 English Language student version: Module 4 Unit 1 22 People who like this kind of music may also like The musicians must be This kind of music makes me feel The atmosphere this music creates is I would like to hear more of this kind of music: yes/no/maybe. Fado music from Portugal This kind of music sounds It reminds me of People who like this kind of music may also like The musicians must be This kind of music makes me feel The atmosphere this music creates is I would like to hear more of this kind of music: yes/no/maybe.

282 English Language student version: Module 4 Unit 1 23 Activity 1.11 Describing foods of different countries What do you think about these foods from around the world? Write a sentence that expresses your opinion about each of these foods and then share your reactions with a partner. Your sentence may start with: I think this kind of food is This type of food makes me feel If I had to eat this food, I would Use some of the words below to describe food. You can add your own words to the list. delicious disgusting terrible wonderful Fried tarantulas, Cambodia tasty gross tempting smelly sickening hungry sick Fried whole legs, fangs and all tarantulas have become a delicacy tourists come from far and wide to try. They cost only a few cents and supposedly taste delicious, as they are best plucked straight from their nest in the ground and pan-fried with a bit of garlic and salt. They re supposed to taste a bit like crickets or chicken, and are crispy on the outside with a gooey body on the inside. Your opinion:

283 English Language student version: Module 4 Unit 1 24 Casu Marzu, Sardinia Casu Marzu means rotten cheese and is most commonly referred to as maggot cheese. The sheep s milk cheese has had the larvae of the cheese fly introduced into it. Fermentation occurs as the larvae digest the cheese fats, and the texture becomes very soft with some liquid seeping out. The cheese has to be eaten when the maggots are still alive because when they are dead it is considered to be toxic. Your opinion: Lunch meat, Europe Lunch meat made from boiled animal heads. Many European nations make this. It s basically a jellied meat product made by boiling a whole head, and other scraps of meat, then chilling it into a loaf to be sliced and eaten cold. Your opinion:

284 English Language student version: Module 4 Unit 1 25 Kangaroo, Australia Ten years ago it was considered strange to eat kangaroo, but Australian chefs have made it popular. Most people won t have ever tasted kangaroo. It is a sweet, strongtasting meat, its texture and taste described as somewhere between venison and liver. It s a very strong-tasting meat. Your opinion: Escamoles, Mexico These are the eggs of the giant black Liometopum ant, which makes its home in the root systems of certain plants. Collecting the eggs is an unpleasant job, since the ants are highly venomous. The eggs have the consistency of cottage cheese. The most popular way to eat them is in a taco with guacamole. Escamoles have a surprisingly pleasant taste: buttery and slightly nutty. Your opinion:

285 English Language student version: Module 4 Unit 1 26 Activity 1.12 Writing about food in Hong Kong Of all the different kinds of food available in Hong Kong which is your favourite? Is it Thai? Chiu Chow? Japanese? French? Mexican? In this activity, you will write a short paragraph to describe the kind of food you like best. First, answer the following questions: 1 What country does it come from? 2 Where can someone find this food to eat in Hong Kong? 3 Is the food available in other countries? 4 What are the dishes like? 5 Why do you like this kind of food? Now, making use of your answers to the questions, write a paragraph. Remember to use complete sentences. Put a copy of this paragraph in your portfolio. Start your paragraph as follows: I can choose to eat food from many different countries in Hong Kong. My favourite food is

286 English Language student version: Module 4 Unit 1 27 Module 4 Unit 1 Vocabulary You can obtain examples of the following words from a dictionary and write the Chinese next to each word. Produce a sentence using each word and ask your teacher to look at it. 1. abilities (n) ( ) 2. destination (n) ( ) 3. delicious (adj) ( ) 4. elegant (adj) ( ) 5. essence (n) ( ) 6. homestay (n) ( ) 7. immerse (v) ( ) 8. mysterious (adj) ( ) 9. sightseeing (n) ( ) 10. souvenir (n) ( ) 11. tasty (adj) ( ) 12. traditional (adj) ( ) 13. trendy (adj) ( )

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288 English Module 4 Travel Unit 2 Food, clothing and culture

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290 English Language student version: Module 4 Unit 2 31 Introduction This unit gives you the opportunity to read about, listen to and discuss the international influences on Hong Kong s food, clothing and culture. The topics range from concrete knowledge about cooking to reflecting on how the clothes we wear communicate information to others. You will also explore the rich pop culture of Hong Kong.

291 English Language student version: Module 4 Unit 2 32 Learning outcomes By the end of this unit, you will be able to: Discuss food and cooking using relevant vocabulary. Combine short sentences into longer complex sentences. Write a paragraph about a personal eating experience. Describe the clothing people wear. Discuss the universal language of clothes. Identify examples of pop culture in Hong Kong.

292 English Language student version: Module 4 Unit 2 33 Activity 2.1 Food and cooking Everyone likes to eat. But does everyone like to cook? Interview your partner about cooking and food. Use the phrases in the left-hand column and write the complete questions in the middle column. Use these questions to ask your partner about cooking and food. Jot notes from your partner s answers in the right-hand column. The first question has been done for you. Things to find out if your partner knows how to cook what he/she cooks if your partner enjoys cooking if your partner likes food cooked at home who else cooks at home if your partner likes food cooked at a restaurant if your partner likes fast food if your partner likes dai pai dong food if your partner likes banquet food your partner s favourite food Write out the complete correct question in this column Do you know how to cook? What your partner tells you Now join another pair of students. Introduce your partner to the other pair and, using your notes, tell them about your partner s ability to cook, and the kinds of food that they enjoy. In the group of four, find out: 1 Who enjoys cooking the most? 2 Who cannot cook at all? 3 Who eats most meals in restaurants? 4 Who eats at home most of the time? 5 What is the most popular kind of food?

293 English Language student version: Module 4 Unit 2 34 Activity 2.2 All about food This task might make you hungry! Work in a small group. Find the correct words from the list below to complete the sentences. recipes cookbooks snacks breakfast lunch dinner meat vegetables fish rice noodles oil salt/salty spice/spicy sweet hot steamed fried baked boiled knives pots and pans forks chopsticks spoons bowls plates restaurant home café hamburger steamed fish pizza cheese soup 1 Thai food is and has a hot taste. 2 Directions for cooking certain dishes are called. 3 Collections of recipes are found in. 4 Small amounts of tasty food between bigger meals are. 5 People who eat three meals a day usually have breakfast, and. 6 Sugar and honey make food. 7 Four different ways food can be cooked are boiled,, and. 8 Eating utensils include forks,, and. 9 Food is usually cooked using. 10 Places to eat are at home, in a or in a. Use the same list of food words to create a mind map about food. You can add more of your own words, phrases and ideas to the list, and you can also add more topics to the mind map. Food

294 English Language student version: Module 4 Unit 2 35 Activity 2.3 Combining sentences One way to develop writing is to start with short simple sentences. These sentences can then be combined in different ways to make more interesting complex sentences: connecting two sentences using and or another connector such as: but, however, in addition, because, even though; using pronouns to refer to previously stated information such as: it, he, she, they, we; using adverbs to show time such as: then, after, before, once, ever; and using prepositions to connect two different things such as: at, from, through, in, on, to. Look at the example below, then make up your own more interesting complex sentences combining the last three sets of short simple sentences. 1. I like to eat spicy food. Thai food is spicy. I like to eat Thai food. I like to eat spicy food. Thai food is spicy so I like it. 2. I took a holiday. I visited Thailand. 3. I ate Thai food. The food was spicy. The food was delicious. 4. Mum bought some vegetables. The supermarket sold the vegetables. Mum prepared the dinner. Now look at another example that uses a longer piece of writing. It uses pronouns, adverbs, prepositions and connecting words to combine the sentences in the following story to make it shorter and more interesting. The first few sentences are completed as an example.

295 English Language student version: Module 4 Unit 2 36 My Most Memorable Meal I took my girlfriend out to dinner. I wanted to have a romantic dinner for two. It was in January. My girlfriend and I went to a seafood restaurant. The restaurant was in Aberdeen. The restaurant was on Aberdeen Harbour. We could sit outside and eat our meal. The evening was cool. My girlfriend and I decided to try eating outside anyway. My girlfriend and I ordered our meal. My girlfriend and I ordered a steamed fish. My girlfriend and I ordered vegetables. My girlfriend and I decided to leave the table to look at the sea view. We met some friends and started talking. Because we were talking, we did not pay attention to our table. We didn t see the waiter bring our food. A cat did see the waiter bring the food. We went back to the table. We saw a cat disappear with our fish. I tried to catch the cat. I fell over the rail and into the sea. The cat escaped. The cat took the fish. I was soaking wet. My girlfriend first shouted. Then my girlfriend laughed. She laughed so much I had to laugh too. The waiter was very sorry about the cat. The restaurant offered a free meal. We said no thank you. We decided to get a pizza and go home. I was warm and dry at home. I was so cold and hungry that the pizza was the best I ever had. My Most Memorable Meal In January, I took my girlfriend out to a romantic dinner for two. We went to a seafood restaurant on Aberdeen Harbour. Even though it was a cool evening

296 English Language student version: Module 4 Unit 2 37 Activity 2.4 Writing about a memorable meal In this activity you will write about a meal you remember best A Memorable Meal. The meal may be something your mother cooked, or it may have been something you had in another country. It could have been the most delicious meal you ever had or the worst experience you ever had with food! Step 1 Write a short answer to each question below that relates to the meal you are going to tell about. 1 Where the meal took place. Examples: a seafood restaurant on Aberdeen Harbour; at home; at McDonald s; in the school cafeteria 2 When? Examples: last year, when I was a boy/girl, at Chinese New Year in Who was there? Examples: My family, my friends and I; all the members of the Ramblers Club 4 Was it a special occasion? Examples: a wedding celebration, the end-of-exam period, the beginning of summer vacation 5 What kind of food? Examples: seafood, yum cha, fast food, special banquet food 6 How did it taste? Examples: delicious, terrible, average 7 What unusual thing happened? Examples: spilled food, became ill, forgot my wallet, fell in love 8 What was your overall impression of the meal? Examples: wonderful, embarrassing, very funny, changed my life Step 2 Write a complete sentence using each of your answers above. For example: 1 a seafood restaurant on Aberdeen Harbour: We went to a seafood restaurant on Aberdeen Harbour.

297 English Language student version: Module 4 Unit at home: I was having dinner with my family at home. 3 at McDonald s: My friends and I ate lunch at McDonald s every Saturday. 4 in the school cafeteria: My school had a cafeteria where students could eat their lunch. Step 3 Combine the sentences to form more complex sentences to make an interesting paragraph. connect two sentences using and or another connector such as but, however, in addition, because, even though use pronouns to refer to previously stated information it, he, she, they, we use adverbs to show time then, after, before, once, ever use prepositions to connect two different things at, from, through, in, on, to remember to write in the past tense since you are writing about an event that took place in the past. When you have finished your paragraph, read it to a partner. Listen to your partner s story, and tell him/her what you think about their Memorable Meal.

298 English Language student version: Module 4 Unit 2 39 Activity 2.5 Talking about clothes Have you heard the expressions clothes make the man and dress for success? Write your own explanation of what each quote means and try to give an example. Share your ideas with a partner. Clothes make the man. Dress for success.

299 English Language student version: Module 4 Unit 2 40 Activity 2.6 A costume for Hong Kong Uniforms help us identify the kind of jobs people do. We all know a police officer by his or her uniform. We know which schools students attend because of their uniform. We can identify nurses and doctors by the special clothes they wear. National dress or clothing is something like a uniform. It is supposed to express something about the identity of a country or a region or an ethnic group. The term dress used in this way means clothing for men and women. For example: The national dress of Japan is the kimono. In Bhutan the national dress is the gho for men and the kira for women. Source: Source: rvobsB The national dress of India includes the sari for women and the kurta for men. Source: Source:

300 English Language student version: Module 4 Unit 2 41 What about the way people dress at festival time in Hong Kong? Work with a partner / small group to decide what type of traditional costumes people wear during Chinese New Year. What items do women usually wear? What items do men usually wear? What items do children usually wear? Be prepared to share your group s Hong Kong costume with the rest of the class.

301 English Language student version: Module 4 Unit 2 42 Activity 2.7 What fashion designers say 1 Work with a partner and read the following quotations by three world-famous fashion designers. Discuss each quotation. Decide if you agree or disagree with each quotation and give reasons. It s always the badly dressed people who are the most interesting. ~Jean Paul Gaultier Agree/Disagree Fashion is architecture: it is a matter of proportions. ~CoCo Chanel Agree/Disagree I don t design clothes, I design dreams. ~Ralph Lauren Agree/Disagree 2 Choose any two of the quotations and rewrite them in your own words in the space provided.

302 English Language student version: Module 4 Unit 2 43 Activity 2.8 The language of clothes Two students in a design school are talking about a book one of them has read, The Language of Clothes, by Alison Lurie. On the back of the book it says: Even before we speak to someone in a meeting, at a party, or on the street, our clothes often express important information (or misinformation) about our occupation, origin, personality, opinions, and tastes. And we pay close attention to how others dress as well; though we may not be able to put what we observe into words, we unconsciously register the information, so that when we meet and converse we have already spoken to one another in a universal tongue. Look at the four pictures of people below and notice how they are dressed. What judgments can you make about these people by the way they look? Which country do they come from? Hong Kong, Korea, or foreign countries What sort of personality do they have? friendly, serious, intelligent, thoughtful, kind, impolite, funny What kind of work do they do? office work, movie stars, hotel reception, sales What can you say about their style of clothing? modern, popular, expensive, trendy, professional, economical