reading patterns in geography - lacpd patterns in geography teacher: ms lau ... ‘on learning to...

Reading patterns in geography

Teacher: Lau Mui Sin, Consultant: John Polias

Baptist Lui Ming Choi Secondary School Mentoring Program 06-07 27


Teacher: Ms Lau Mui Sin

Subject: Geography

Students: Form 1

Topic: Land use patterns and issues

Contents Scheme of Work

Aims and objectives

Notes from first mentoring meeting

Genres in school Geography

Implementation plan

Reflection

Appendix A

Appendix B

Appendix C

Reflection

Appendix D

Reflection

Field Trip

Introduction

Sites en route

Walking from Sheung Wan to Central

Revision of changing land uses between Sheung Wan and Central

Students’ work

Overall evaluation of the mentoring program

A review on the relationship between language and Geography learning




Scheme of work Resources Exploring Geography Vol 1A ,Oxford, 2005 edition

Mini School Atlas, Ling Kee, 2005 edition

Aims and objectives To help students to:

– learn basic map reading skills

– understand basic geographical concepts by learning about Hong Kong and its environs

– extract and arrange spatial information from a variety of sources (eg maps, photographs, report)

– understand spatial concepts of location and spatial interactions which help to explain the distribution of features on the earth’s surface at a local level.

Term

Topic

Content and concepts

Skills

Map reading skills

Values and attitudes

Remarks

1

How do we know where we are?

Location, scale, direction, symbols, measuring distance

Studying maps, plans Basic map reading skills

Being ready to apply learnt map skills to solve problems in daily life.

Longitude, latitude, continents, oceans

Using atlas to find place and information, learning the names and distribution of continents and oceans.

Knowing about our world

Vocab lists for revision

2

Scramble for land

Urban land uses

Differentiating urban and rural land uses

Distribution of land uses in HK

Knowing more about HK

Characteristics of CBD

Identifying urban land uses: photo interpretation Describing and explaining the characteristics of commercial land uses.

Locating commercial land use Applying map reading skills on urban areas

Learning activity: Field trip to Central

Land use conflict Remedial measures: using our land in a better way

Distribution of industrial and residential land uses Identifying conflicting land uses

Comparing the land use characteristics of a new town and an old district in the inner city of HK, using statistics, maps and photos

Valuing the importance of planning work. Learning about the controversies of urban renewal.




Fixing our cities’ problems

Urban problems in HK: housing problems, environmental problems, traffic congestion Solutions to the urban problems Making our city a better place to live

Identifying urban problems and their causes from photos. Reading tables and graphs

Answering questions by quoting map evidence

Learning about the importance and personal responsibility for environmental protection

Suggested activity: presenting on urban land uses in other cities

Language objectives Students develop their vocabulary by using and understanding language used in the following genres.

Genres

Purposes of the text Language used to achieve the generic purpose Topics

Description

To provide information about events, concepts, ideas, features, characteristics, objects and people.

Use present tense for descriptions of objects or features on map or figures, eg – A is commercial land use. – The living environment near X is poor. – There are pollution problems at Y, eg air and

noise pollution from busy road traffic – There are commercial activities… – The characteristics of the CBD are…

Ch 1: Identifying map symbols Ch 2: Identifying land use types Ch 3: Describing the problems.

Explanation (Factorial — non-temporal)

To provide reasons for things being the way they are. Sample tasks are: – State the reasons for… – Give reasons explaining… – List three reasons for…

– The reasons are…… – It is because….

Presenting personal views: – I think that… – I agree with the statement that…

Ch 2.2 Ch 3.3

Making sense of visual texts Reading visual texts, eg diagrams, photos, maps, statistical graphs to solve data-based questions




Notes from first mentoring meeting Rationale: Language plays an important role in learning. Language = learning.

In Geography, the connections between linguistic items and visual items (eg photos, maps, statistical graphs) are strong. Learners are required to get information from the visual texts and incorporate that as a written text.

Generic patterning in Geography Refer to the table of suggested genres and patterns in Geography (Genres in school Geography). These genres are patterns of organization and language and so, to learn the technical terms (sets of vocabulary) that constitute Geography, it is effective to learn these technical words within the text patterns. This suggests the importance of any teaching strategies to focus on meaning. In other words, learning technical vocabulary is done through activities such as discussion, text reading, group work, and problem-solving.

Learning patterns from low to high forms in schooling tend to spiral up from simple to complex generic activities (eg description is simpler than explanation) and out as clusters of genres become more complex (eg sequential explanations are simpler than causal explanations.)

DESCRIPTION AND EXPLANATION IN GEOGRAPHY

Description and explanation are the commonly used organisational and linguistic patterns in F.1 Geography.

Describing geographic features:

Description — What are the features of the CBD?

Classification — What are the different land uses in the Central District of Hong Kong?

Comparison — How does land use in Central District compare with Kwun Tong?

Explaining geographic features:

Sequential — Explain the water cycle.

Sequential — How do floods occur?

Factorial — Why is Central District full of commercial blocks?

Consequential — What are the consequences of urban renewal in Kwun Tong?




Genres in school Geography

Knowledge and activity domains Genre Purpose

Recording and accounting for change over time

Biographies retell events in a person’s life

Factual Recounts recount environmental event or community over time

Describing and organising geographical features

Descriptions describe multiple aspects of places or physical phenomena

Comparisons compare features of places or natural phenomena

Components describe component parts of physical or human phenomena

Classifications describe different kinds of physical or human phenomena

Explaining geographical features and/or phenomena

temporal

Sequential Explanations explain a physical phenomenon by presenting the events producing the phenomenon in chronological order

non-temporal

Factorial and Consequential Explanations

explain the multiple factors that contribute to or are the consequences of particular phenomena

Theoretical Explanations define and illustrate a theoretical principle

Exploring issues in geography

Arguments

present arguments on an issue in geography in order to persuade the reader/listener to agree with a particular point of view — some may also request some action to be taken

Discussions present the case for more than one point of view about an issue

See also van Leeuwen T & Humphrey S (1996) ‘On learning to look through a geographer’s eyes’ In Ruqaiya Hasan & Geoff Williams (eds) Literacy in society. London, Longman.




Implementation plan

Topic: Scramble for land

Chapter 2.1 How is our urban land used?

Chapter 2.2 Why is Central District full of commercial blocks?

Teaching schedule

Period Genre Topics Purpose

Nov 06 Description Describe the differences between urban and rural areas. Compare differences between places.

Jan 07 Description Identify urban land uses. Describe features of places.

Characteristics of Central Business District. List the features of a specific land use.

Feb 07 Explanation Why are there so many commercial firms in Central District?

Provide factors which contribute to this phenomenon

Field excursion to Central Applying the map reading skills, to get first hand experience of observing the characteristics of commercial land uses in HK.




Teaching plan Chapter 2.1: How is our urban land used?

OBJECTIVES

Students should learn to:

– describe land uses in urban areas and rural areas

– make comparison between urban areas and rural areas

– identify and describe different urban land uses

– interpret photos

– read maps.

TEACHING STRATEGIES AND PROCEDURES

Part 1: Differences between urban areas and rural areas

Topic Content Remarks

Describing rural and urban areas

– 2 sets of photos are given on power-point slides – Brainstorming: Students give description – Record words on blackboard (divide into two groups) – Ask students to summarise the characteristics of words in each group;

(Hint: come up with words like: city, town, countryside, village)

Refer to Appendix A for photos Refer to Appendix A

Consolidation – Students complete table 1.

Refer to Appendix A and Appendix D Comparison

– Students use the information of Table 1 to write a comparison of urban areas and rural areas.

– Students should fill in the blanks for description of photo set A. Then write out a short paragraph for photo set B.

Part 2: Different types of urban land uses

Topic Content Remarks

Names of places or buildings

– Photos of six places are given on power-point slides; students are required to name the building or places.

What are the uses of those places?

– Teacher demonstrates the description of uses of the building by suggesting the following sentence pattern: We + verb + here eg We live here.

Refer to textbook pp.38-39

Identify land uses

– Teacher introduces the concept of land use. – Students are required to name the activities, eg shops, offices, library,

factories – Students name the land uses.

Consolidation – Students identify different land use types

– on photos – on map and aerial photos.

Worksheet Appendix A refer to textbook p.40




Teaching plan Chapter 2.2: Why is Central District full of commercial blocks?

OBJECTIVES

Students should learn to:

– locate the commercial land uses in Hong Kong

– identify the characteristics of commercial land uses and define the CBD

– classify a good according to high or low order and a location according to convenience

– explain the land use characteristics of the commercial business district, including the concept of competition and its relationship to land rent

– interpret photos

– read maps.

TEACHING STRATEGIES AND PROCEDURES

Topic Content Content / Strategies Activity / Remarks

Why is Central District full of commercial blocks?

What is the CBD? How is land used in a CBD?

– Introduction: Photos of commercial land use in HK – Revise the characteristics of Commercial land use – Use of a large-scale map in the atlas to illustrate

the land use in a CBD. – Location of CBD: aerial photo – Characteristics of CBD in HK

PowerPoint Map, fig.1 p.45 Atlas pp.34-35 Worksheet: How is land used in a CBD?

Why are there so many business firms in Central District? – the most convenient

location – a symbol of status – other activities cannot

afford high land prices /rent

– Use photos (on PowerPoint) to introduce the activity.

– Discussion on choosing a location for setting up a shop.

– Write up the main points and sharing of ideas & suggestions.

– Conclusion: (pp.47-48)

Worksheet: Where to set up a shop? (See Appendix B and Appendix D for student examples.). Group discussion. Discuss with students the reasons why there are so many business firms in Central District—use PowerPoint




Reflection SETTING THE CONTEXT / DISCUSSION

Students actively participated in describing the photos.

Students could point out the characteristics of city and countryside correctly. Their answers were close to the expected ones.

They could use relevant descriptive language to describe the characteristics of the photos.

They showed an ability to understand the meaning of the concept of urban and rural areas and, with support, terms such as commercial and residential.

They could summarise the characteristics of two sets of photos.

WRITING TASKS

Students could choose the correct answer from Table 1.

They could write the comparison in Table 2.

The description of photo set A served as a sample and most students used the model sentence pattern provided to describe photo set B.

The students were able to use in their writing the different language patterns (lexis and grammar) that were used in the setting the context/discussion section.

EVALUATION

This exercise reveals that students have the ability to organise information from visual texts into relevant, meaningful written (combined with visual) texts.

The effectiveness of using technical terms to describe geographical concepts, eg urban and rural land uses, supports the idea of learning vocabulary through meaningful, contextualised activities.




Appendix A Worksheet

Topic: The differences between rural areas and urban areas.

TABLE 1

Task: Compare photo set A and B and complete Table 1. Cross out the wrong answers.

Photo set A Photo set B

Height of buildings Tall / Short Tall / Short

Buildings Specially designed / Simple Specially designed / Simple

Use of buildings Other uses:

Living / Shops Farmland / fish ponds

Living / Shops Farmland / fish ponds

Type of land use City / Countryside City / Countryside

TABLE 2

Compare the features of photo set A and B by filling in the gaps in the sentences given.

Photo set A Photo set B

There are ______ , ______________ buildings, eg shops, offices, banks. This is an ___________ area. It is usually called a town or city.

Refer to your Atlas (map of Hong Kong). Name some places as examples for photo set A and B (Wan Chai has been provided as one example.)

Photo set A Photo set B Wan Chai




PHOTO SET A

Dense buildings

Commercial buildings

Container terminal

Park

Hung Hom Railway Terminal

Road / flyover

Dense buildings

Commercial buildings




PHOTO SET B

Fields

Fish ponds

Fields

Trees / woodland Village houses

Fields

Village

Woodland

Fish ponds

Village houses

Village houses




Identify the following land uses.

Photo F …………………………………………………

Photo G …………………………………………………

Photo B: ………………………………………

Photo C: ………………………………………

Photo D: ………………………………………

Photo E: ………………………………………

Photo G: ………………………………………

Photo F: ………………………………………

Photo A: ………………………………………




Appendix B Worksheet Name _______________ Class _____ ( )

Study the photos below showing the commercial land use found in Central District.

X Y Z

Banking Retailing Hotel

a. Name the commercial activities X, Y and Z.

Central Business District is a commercial heart of a city. The short form "CBD" is often used. Source: http://en.wikipedia.org/wiki/Central_business_district

b. Study the maps carefully. Where are the CBDs in Hong Kong?

Central District and Tsim Sha Tsui

1. What characteristics of the Hong Kong CBD are shown by the photos? (Write your answers in the table with the help of the words provided in the grey box.)

retail shops, expensive goods, banks, convenient location, transportation facilities, pedestrians, traffic, commercial activities

Photo Characteristic

(Hint: What types of activities are found?)

There are commercial activities, such as banks and retail shops selling expensive goods.




Photo Characteristic

Guiding question: How can people get there?

It’s a convenient location with good transport facilities.

Guiding question: What are the differences between daytime and night time?

In the daytime, there are a lot of pedestrians and traffic. However, it is quiet during holidays and at night.

d. Suppose you are planning to set up

(i) a $10-shop (a shop selling most things at $10 each).

(ii) a shop selling expensive jewellery.

Would you choose to set up your shop in Central District or Tin Shui Wai? Give THREE reasons to support your answer.

(i) a $10-shop

Tin Shui Wai

• The rent is low.

• There are many public housing estates.

• There will be many customers.

• Most of the residents have a low income so they can only afford to buy cheaper goods.

(ii) a shop selling expensive jewellery

Central District

• It is the most convenient location. Customers and business partners can reach this place easily.

• There are many high quality and expensive retail shops.

• Only these commercial activities can pay the high rents.

• A better image is created when setting up a shop in the CBD.




Appendix C These comments are of a videoed lesson. The suggestions are extracts from the consultant’s comments with the teacher’s responses to the comments being the feedback/reflection.

Item Suggestions/Comments Feedback / reflection

Questioning skills

a. Is what you are asking worth asking or not?

As a warm-up question, sometimes a casual question serves the purpose to engage the students’ attention. This is an easy question and all students should know the answer. HSBC is a common name to them.

b. questions help students to be a skilled reader

Good suggestion. It can develop the strategic competence of the students.

c. good question: getting the geographer’s perspective, eg How do you know the goods are expensive?

Working on lexical items:

– headquarter

– retailing

– convenient

a. Writing words on blackboard: provide students with the visual for the new vocab. items.

b. Plant them in students’ short-term memories

Yes, I agree ‘learning is more effective when the students see the image’. Sounds (phonological effect) can stay in memory too.

c. expansion of definition

d. both language and visual support are needed

I agree.

d. handling ‘abstract’ terms, eg convenient

This concept is not new to the students. Different type of transport means are shown in textbook and students may get the concepts clearly after reading the figure. The major difficulty is how to become familiar with the term.

Dilemma: how long should we spend on every individual terms / lexical items.

Activity a. reorganising images of buildings according to their purposes

Students understand there are different types of land use, but they need to learn more specifically about commercial land use in relation to the concept of CBD.

b. there was teacher-student and student-student interaction through activity

The activity helped the students to apply the concepts learned in the lesson.

Getting students involved a. students had to be clear about

the flow of lesson That’s necessary in order to get students involved in the learning activity.

My suggestion is that individual lexical items are best learned during discussion and activities if the support for the activities is clear enough and if there is the possibility for students to use and re-use the technical terms. If the tasks cannot be completed successfully, then the students have not understand the technical terms nor their meaning so more time needs to be spent and more explicit support provided.




b. writing answers on the board after individual work

c. discuss the written answers on the board

It was suggested to discuss the written answer individually with the student who wrote it. To get more students involved, the teacher chose to discuss with the whole class after all answers were written.

d. getting students to use the vocabulary, both written and orally. Teachers should get students to talk more.

e. demonstration by teacher

The participation of the students in the activity shows that they:

1. were eager to speak or voice their opinion

2. understood the key concepts of the lesson.

f. the use of photos / slides: the role of textbook

It doesn’t mean the picture on the slide is better than the one in the textbook. The textbook can be a reference.

1. Vocabulary building strategies

– visual and oral support

– activity eg arrange photo images

– writing definitions on the blackboard

– guiding the students to use the sets of vocabulary as a way to encourage more talk.

2. Systematic construction of knowledge. For example, setting up the taxonomy of land use types using images of each.

Commercial land uses

Retailing

Hotel

Banking

Offices

Others

image

image

image

image

image




3. Teacher-student and student-student interaction is helpful:

– not only to get students involved in learning

– also to give them more chance to use the language, ie to create a ‘healthy’ atmosphere in using the language.

4. Teacher can demonstrate by doing the first one. This serves as the support to the students. Then students can paraphrase the terms.

5. To set clear objectives for each lesson is important but there may not be enough time to go through everything from the images and textbook so focus the lesson on some key geographical concepts.

Reflection Students have a good foundation of technical terms on urban land uses and photo interpretation skills.

Students managed to follow the progressive steps to learn more about the concept of CBD but they need more information and instruction should be provided on the key concepts of convenient location and land rent

Students participated actively during the discussions and idea sharing session. They were eager to share their ideas in written and oral form.

When doing worksheet part c, students managed to link up the given terms in their writing.

In the learning activity, simple terms such as rich and cheap were used orally.

A supportive and friendly atmosphere was created through teacher-student and student-student interaction.




Appendix D Students’ responses to worksheet tasks




STUDENTS’ NOTES FOR DISCUSSION

A

B




Reflection Students:

• are able to apply the learned concepts of convenient, different income group. • have a good understanding of the commercial land use concept. They have the ability to relate

different commercial activities to buying behaviour. • show an awareness that the price of a product may affect the location of the retail outlet. This may

be a good foundation for the teacher to explain the concept of order of a good. • have a good knowledge of English terms specific to the field, eg customers, travellers, tourists.




Field trip

Date: 15-2-2007

Time: 8:30am – 1:30pm

Site: Sheung Wan to Central

Participants: 2 teachers, 3 alumni, 10 student helpers, 39 students from classes 1A to 1E

SCHEDULE

Time

Event

8:30am

Assembly at school

9:30m

Arrive Sheung Wan Western Market

9:30am–10:30am

The activity is in the form of an orienteering competition. Each group of students set off at a five-minute interval. They should finish all activity within 2 hours and hand in the answer sheets. The transect will be distributed to each group after they hand in the answer sheets.

1:30pm

Arrive school car park and dismiss.

This field trip is a school-based project which is subsidized by the Capacity Enhance Grant 2006-2007 of the school.

In the field trip, students have the opportunity to:

– apply the learnt concepts, eg convenient location

– observe the different types of urban land uses

– apply map reading skills and learn to use a compass

– enhance the acquisition of other skills such as communicative, collaborative and problem-solving skills.




Date: 10th March, 2007 (Saturday)

Time: 8:30 am to 1:30 pm

Venue: From Sheung Wan (Western Market)

To Central (Hong Kong City Hall)

Name: ………………………………….

Class: …………. Class No.: ………….

Group: …………………………………

Departure Time: ……. : ……. am

Arrival Time: ……. : ……. am / pm




Introduction

Welcome to our Field Visit!

It is believed that all of you have learnt about the land use classification and characteristics in your textbooks, however, have you tried to distinguish these kinds of land uses by yourself? Did you try to determine the commercial, industrial, residential, institutional and recreational land use by your own? If so, congratulations, you will have a chance to practise more; if not, you are going to try this by yourself today!

In this field visit, you will have a chance to walk from Sheung Wan to Central by our planned route. In this journey, you will not only be looking around, you will need to finish the questions included in this Field Visit Guide. The more you pay attention, the more you can answer. And you may get a surprise afterwards!

I hope all of you enjoy the trip!

Materials needed 1. Field visit guide and question book

2. Answer book

3. Map

4. Photos

5. Digital camera

Instructions You should:

– fill in the answers on the answer sheet provided

– answer in English, unless specified by the question

– be careful when crossing the roads

– walk along with your leader and group members

– pay extra attention to the buildings and surroundings along the journey, as you need to rearrange the given photos in order.




Sites en route (9 marks)

Study the following photos first. Please pay attention to the buildings and nooks (角落) along the journey. Then, rearrange the following photos so that they are in the order they appear from Sheung Wan to Central by writing the letters in the table below.

A B C

D E F

G H I

Answers

1. 2. 3.

4. 5. 6.

7. 8. 9.




Walking from Sheung Wan to Central

Let’s start from the WESTERN MARKET in Sheung Wan.

Checkpoint 1 Western Market

1. What was the Western Market in the past? (0.5 mark)

A. Cinema B. Police Station

C. Food market D. Prison

2. When was the Western Market built? (0.5 mark)

A. 1886 B. 1896 C. 1906 D. 1916

Next to the backdoor of WESTERN MARKET, there is a place named SHEUNG WAN FONG, which is an ideal spot to orientate yourself to the traditional trades and shopping streets in Sheung Wan. And there is a plaque to mark the completion of Sheung Wan Fong (Phase 1).

3. According to the plaque, when was Sheung Wan Fong unveiled? (1 mark)

After leaving the Western Market, cross the street. Walk along MORRISON STREET, passing by SHEUNG WAN POST OFFICE, cross WING LOK STREET and you will arrive at a compass-like open space (opposite the Sheung Wan Municipal Services Building & Cooked Food Centre).

4. Standing in the centre of the open space, which direction are the Sheung Wan Municipal Services Building and the Cooked Food Centre located? (0.5 mark)

A. SE B. S C. SW D. W

Go towards the west (facing Nanyang Commercial Bank), cross the street and reach BONHAM STRAND after passing the WING LOK STREET PUBLIC TOILET. Walk along BONHAM STRAND and pay attention to the surrounding shops.

Checkpoint 2 Bonham Strand & Bonham Street West

You will find Nam Pak Hong Association (南北行公所) in BONHAM STRAND.




5. *BONUS QUESTION*

Which of the following is NOT the work of Nam Pak Hong Association? (2 marks)

A. Buying goods and products for Nam Pak Hong

B. Maintaining the public security within the district

C. Participating in fire control works

D. Setting up the “Nam Pak Hong Ordinance”.

When you arrive at the intersection of BONHAM STRAND and BONHAM STRAND WEST, cross the street and turn into BONHAM STRAND WEST.

6. As you can see, shops in Bonham Strand and Bonham Strand

West are selling similar products, so these two streets are called ………………………… (1 mark)

Take a quick look at BONHAM STRAND WEST. Now continue to walk along BONHAM STRAND and you will arrive at QUEEN’S ROAD WEST (you should be able to see an HSBC branch). Then, cross the road by using the traffic lights and walk up POSSESSION STREET. Remember to pay attention to the surrounding land use zoning.

Checkpoint 3 Possession Street

7. Which type of land use can be found along Possession Street? (0.5 mark)

A. Residential B. Commercial

C. Recreational D. Mixed (Commercial-residential)

8. What kind of product is sold on the ground floor of the Hollywood Centre? (0.5 mark)

A. High-order goods B. Low-order goods

When you reach the intersection of POSSESSION STREET and HOLLYWOOD ROAD, turn right and go forward and you will see a park. Go into the park and take a look at the displayed historical photos.

Checkpoint 4 Hollywood Road Park

Take a group photo in front of the park. (1 mark)

9. There is an historical photo showing Man Mo Temple. When was the photo taken? (0.5 mark)




10. There is another photo showing the destruction of Tai Ping Shan Street by a natural hazard in 1874. What kind of natural hazard took place? (0.5 mark)

11. The Hollywood Road Park is an example of ………………………………. land use. (1 mark)

Go to the entrance of the park and you will face HOLLYWOOD ROAD.

12. What product (starting with ‘C’) is sold in the shops at 228 and 230 Hollywood Road? (1 mark)

At the entrance of the park, turn left and walk along HOLLYWOOD ROAD—look at the surrounding shops.

13. What kind of product is typically sold along Hollywood Road? (1 mark)

14. As similar goods are sold along Hollywood Road, there is another name for Hollywood Road. What is it? (Hint: refer to the signs along the road) (1 mark)

When you reach the intersection of HOLLYWOOD ROAD and LOK KU ROAD, walk down the slope to UPPER LASCAR ROW on the right.

Checkpoint 5 Upper Lascar Row

Walk along UPPER LASCAR ROW.

15. List 10 goods that are sold in the antique shops of Upper Lascar Row. (5 marks)

At the end of UPPER LASCAR ROW, turn right, go up to LADDER STREET and return to HOLLYWOOD ROAD. Cross the road to MAN MO TEMPLE.

Checkpoint 6 Man Mo Temple

Read the history of Man Mo Temple on the boards near the entrance.

16. According to the ‘Introduction to Man Mo Temple”, what are the literal meanings of ‘Man’ and ‘Mo’? (2 marks)

17. When was Man Mo Temple built? (0.5 mark)




18. Who was the donor of the pair of unicorns in front of the temple? (For this question, you may answer in Chinese) (1 mark)

Checkpoint 7 Hollywood Road

After you leave Man Mo Temple, cross the road, turn right and go straight along HOLLYWOOD ROAD.

19. *BONUS QUESTION*

Hollywood Road is the …………….. street built in Hong Kong. (2 marks)

A. first B. second C. third D. tenth

20. On your right, you will see a building with a glass wall. What is the name of this building? (1 mark)

21. From the exterior of this building, what kind of building is it? (0.5 mark)

A. Low-income residential B. Middle-income residential C. High-income residential

Now continue along HOLLYWOOD ROAD, past GOUGH STREET and S.K.H. Kei Yan Primary School. You will then come to ABERDEEN STREET.

22. Look around. What has the government done for greening this street? Write down ONE example. (1 mark)

23. Find the sign “Dr. Sun Yat-Sen Historial Trail no.10…..The Alice Memorial Hospital & the College of Medicine for Chinese, Hong Kong”. When was The Alice Memorial Hospital built? (0.5 mark)

Leave the sign and go straight ahead. Keep walking after passing PEEL STREET.

24. Find Hollywood Road no.72 (永活樓). Count the number of floors of this building: ……….. (1 mark).

Leave the sign. Turn right when you see ELGIN STREET on your right.




Walk up the slope to ELGIN STREET, turn left into STAUNTON STREET and walk along it.

This area is called SOHO District. Look around the area and take a group photo in front of the shops that impress you most. (1 mark)

25. Notice the shops on the ground floor. What type of shops are these? (1 mark)

Turn left into SHELLEY STREET (you may see the escalator). Walk down the slope, turn right and re-enter HOLLYWOOD ROAD. Keep walking until you see the Central District Police Station.

Checkpoint 9 Central District Police Station

26. When was the Central District Police Station that locates

at the Hollywood Road built? (0.5 mark)

A. 1889 B. 1899 C. 1909 D. 1919

Cross the road to the opposite side of the Central Police Station. You will soon arrive at the border between HOLLYWOOD STREET and POTTINGER STREET. Walk down POTTINGER STREET.

Checkpoint 10 Pottinger Street

27. Pottinger Street has a paved surface and is not smooth. Not only does this help the pedestrians, but it also allows the rainwater to be easily channelled to the two sides of the road. What is the other name of this street? (You may answer in Chinese) (1 mark)

Keep walking down the slope. Cross the road at QUEEN’S ROAD CENTRAL. Continue to walk down POTTINGER STREET. After you pass the shop “蛋撻王” and reach DES VOEUX ROAD CENTRAL, turn right and walk along it. There are many high-rise buildings (eg World-wide House) along this street.

Checkpoint 8 The SOHO District




Checkpoint 11 Des Voeux Road Central (Entering Central)

28. Describe the height of the buildings. The buildings here are much ………………………… than those you saw before in Sheung Wan.

29. Name two buildings as an example. (You may answer in Chinese.) (1 mark)

30. Along the DES VOEUX ROAD CENTRAL, there are many bank headquarters. Name TWO as examples. (2 marks)

31. What type of land use is found along Des Voeus Road Road Central? (1 mark)

Walk to the intersection of DES VOEUX ROAD CENTRAL and PEDDER STREET. You will arrive at the Louis Vuitton store in “THE LANDMARK”.

32. List 3 transport means which can be found at this intersection. (1.5 marks)

33. In a few words, describe how easy it is to get to Des Voeux Road Central, ie its accessibility. (1 mark)

Checkpoint 12 The Landmark

Take a group photo in front of THE LANDMARK. (1 mark)

34. The buildings around are mainly (wholesale / retail) shops selling (high-order / low-order) goods. Give one example ………………………………… (3 marks)

Continue to walk along DES VOEUX ROAD CENTRAL. You will see THE GALLERIA and PRINCE’S BUILDING on the opposite side of the road.

36. Along DES VOEUX ROAD CENTRAL, apart from the high rising buildings, there are some little stalls on the roadside. What are they selling? (0.5 mark)

A. Stacks B. Books and newspapers / magazines

C. Comics D. Calligraphy and painting




35. Summarise the answers of questions 31-36, list TWO reasons to explain the land use along Des Voeux Road Central. (2 marks)

Turn left and cross the road in front of the HSBC headquarters. Go into STATUE SQUARE.

Checkpoint 13 Statue Square

37. Inside STATUE SQUARE, there is a statue. Who is he / she? (0.5 mark)

38. From 1870-1910, he / she was the chief manager of the ……………………………………………………… (0.5 mark)

On the other side of STATUE SQUARE, there is a flat rock with words introducing the history of the LEGISLATIVE COUNCIL BUILDING.

Checkpoint 14 The Legislative Council Building

39. What was the Legislative Council Building used for between 1899 and 1910? (0.5 mark)

40. Name the Greek goddess standing on the roof of the Legislative Council Building. (0.5 mark)

41. The Legislative Council Building is located at No.8 ………………………… street. (0.5 mark)

Go straight along the road between the LEGISLATIVE COUNCIL BUILDING and STATUE SQUARE in the direction of CHATER ROAD, then turn right. When you come to the intersection of CHATER ROAD and JACKSON ROAD, cross the road to a Cenotaph (和平紀念碑).




Checkpoint 15 Cenotaph 和平紀念碑

Take a group photo in front of the stele. (1 mark)

42. When was the Cenotaph built? (1 mark)

A. 1903 B. 1913 C. 1923 D. 1933


The Cenotaph was built to commemorate (remember) the people who died in ……………………………….

(Hint: Which TWO battles?)

Leave the Cenotaph, face THE HONG KONG CLUB BUILDING and use the zebra-crossing to cross the road. Walk along and pass the RITZ-CARLTON HOTEL and the AIA TOWER. Cross the road again when you see STARBUCKS on the opposite side.

44. Look at the buildings around you (eg AIA Tower, Bank of China). What building material is commonly used for the walls? (1 mark)

45. Name ONE advantage (positive point) and ONE disadvantage (negative point) of using such material. (4 marks)

46. Write a simple description of the appearance of these buildings. (1 mark)

Checkpoint 16 Hong Kong City Hall

Walk up the flyover (grey in color).

47. While you are walking on the flyover, look to the direction of the Hong Kong City Hall car park. Count the driving lanes of Connaught Road Central. (1 mark)

At the end of the flyover, look at the building (refer to the adjacent photo) on your right at Tamer Site (添馬艦).

48. Write down the name of that building. (You may answer in Chinese) (1 mark)




Walk down the flyover and turn right. Walk along the pedestrian road.


What is the use of land on your right inside the wall (refer to the following photos)? (2 marks)

When you see “3 Edinburgh Place” building, cross the road. Turn at the corner in front of you. Walk along until Hong Kong City Hall is on your left.

Checkpoint 17 Hong Kong Planning & Infrastructure Exhibition Gallery

Visit the Hong Kong Planning & Infrastructure Exhibition Gallery on the right hand side of the City Hall. Finish the questions below.

50. In the 'Quality Living Environment’ zone, how many new towns are there in Hong Kong? What features do the next generation new towns have? (3 marks)




51. Name 3 tourist attractions in Hong Kong that are mentioned in the 'Tourist Hub of Asia’ zone. (3 marks)

*Super Question*

Where along the route can you find this feature? (3 marks)




Revision of changing land uses between Sheung Wan and Central

Group: …………………………………… Total Marks: ………..

Fill in the empty boxes with appropriate land uses according to the landmark in the right column.

1

Western Market

2

Sheung Wan Municipal Services Building

3

Hollywood Centre

4

Hollywood Road Park

5

Man Mo Temple

6

CentreStage

7

永活樓

8

The SOHO District

9

Central District Police Station

10

World-Wide House

11

Bank’s headquarters

12 The Landmark

13 The Statue Square

14 The Legislative Council Building

15 Hong Kong Planning & Infrastructure Exhibition Gallery

Hong Kong City Hall




Students’ work




Convenient transport

Order of a good




Overall evaluation of the mentoring program A review on the relationship between language and Geography learning Geography, as a new subject for F.1 students, emphasises the knowledge to explain the spatial relationships of different phenomenon and interactions between nature and people. To bridge F.1 students with this new EMI subject, map reading skills are chosen as the major focus in the first term. In the second term, land uses and problems of the local community are chosen.

The use of visual aids and guided questions One of the characteristics of learning Geography is to use visual aids, e.g. photos or diagrams, to introduce, discuss and develop the concept. In the discussions, the reading and the viewing of videos allow the students to develop the technical terms used in Geography. The students’ performance in the uniform test on identifying urban land use types and handling the language for describing showed the importance of understanding how visuals are used in Geography.

Knowledge construction in a systematic way To assist the processes of knowledge storage and knowledge retrieval, construction of knowledge in a systematic is effective. The implementation of progressive steps and the suggested systematic flow chart in Chapter 2.2 can enhance the efficiency of teaching and learning.

Interactive learning activities: to involve students in speaking and writing the language It is not easy to motivate students to speak up in English in a Geography lesson. To get them involved in activities is an effective means. The decision-making activity in Chapter 2.2 not only helps learners to develop higher-order thinking, but also gives them more opportunities to speak the specialised terms. It is only when students know how to use the words orally that they can better memorise the terms and learn the concepts. This is learning vocabulary in context and not in isolation.

Writing-to-learn: a guided process with demonstration by the teacher The belief that the ‘teacher is a guide, not a task master’ is helpful when preparing students to write a comparison to show their understanding of the concepts of urban and rural (Chapter 2.1). Discussing, summarising information from different photos, comparing, and problem-solving all help students to complete the descriptions of the urban areas and finally write out the description of the rural areas by themselves. The same strategy was employed when teaching the characteristics of the CBD in Hong Kong. Of course, the latter topic was more difficult than the former one.

Focus on some language patterns Describing and explaining are two basic meaning patterns in Geography. Undoubtedly, explanations require higher level thinking skills. To construct Factorial Explanations of the spatial distribution of the CBD involves many difficult concepts behind, for example, land rent and accessibility. The description part is a good foundation for the explanation. Generally, to focus on one or two language patterns as well as some key concepts may help to use effectively the limited time of each lesson. And this may benefit the learning of higher-order thinking skills such as discussion and evaluation, which students need in the higher forms.




A reflection on whether language shapes the way we teach

EMI AND CMI

It might be thought that using English as the medium of instruction to teach Geography requires new or different strategies. They may be necessary in the learning of abstract or technical lexical items. However, even students learning in Chinese may not understand the Chinese term. This means that translation does not mean explanation or real understanding. What we can see is that strategies that make the pedagogical process effective is relevant in both EMI and CMI teaching.

What is the way forward in Geography teaching? Going on a field excursion is a useful tool to further develop, consolidate and even test students’ understanding. From the students’ performances with the worksheet on the field trip from Sheung Wan to Central, it is clear that they had a good understanding of different types of urban land use. With only their worksheet and each other, they managed to identify the land uses correctly and technically. Learning experiences such as interactive activities or field excursions are helpful in enhancing the effects of classroom learning. However, there are more abstract concepts that are not necessarily enhanced outside the classroom and need the teacher’s direct involvement and guidance. For example, the concept of accessibility was not accurately understood on the field trip even under the guidance of other questions. Accessibility is a concept that would need to be developed through other activities in the classroom.

About the program

TO PROVIDE USEFUL MATERIALS ON A THEORETICAL BASIS

Written materials on, for example, vocabulary development, genres in school Geography, Consequential Explanations, and expressing opinions and uncertainty were provided to the teacher. These were helpful in designing and implementing teaching strategies.

THOUGHT-PROVOKING EXPERIENCE OF THE SHARING SESSION.

It is difficult to separate language and learning. How is Geographical meaning constructed through language? In Geography, knowledge is mostly constructed through visuals and language items. Students may also be motivated to get the meaning of the abstract or technical terms through interactive activities or field excursions and, in both of those, language and visual texts are used as are actions. It is my belief that for teaching subjects in an EMI context, the subject content should be the focus. And from this mentoring program, it is encouraging to see that the development of language across the curriculum is essentially teaching Geography through English and not focusing on teaching English through Geography.

reading patterns in geography - lacpd patterns in geography teacher: ms lau ... ‘on learning to...

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