Module:	Cultures of the World
Unit:		Customs, Clothes and Food Different Places
Unit:		Travelling and Visiting
Project: 	Proposal for a Travelling Award

Description
The Youth Association has organized a Travelling Award Scheme for secondary students in Hong Kong. To win the Award, learners have to write a proposal for a trip. In the proposal, they have to tell where they want to go with reasons, how they will prepare for the trip and what they expect to learn. They can add any points they find relevant and interesting. To make the proposal appealing, they can also add pictures and drawings, etc.

5 Fundamental Intertwining Ways of Learning and Using Knowledge
	Communicating 	(Learners write a proposal for a travelling award.)
	Conceptualizing 	(Learners organize their knowledge about the possible benefits of travelling, both to the recipient of the award and what he/she can achieve through the trip.)
	(Learners apply their knowledge of the main features of a proposal.)
	Inquiring	(Learners find out, explore, construct and use knowledge about the country/countries they intend to visit.)
	Reasoning	(Learners justify their choice of destination and suggested itinerary.)
	Problem-solving	(Learners identify and analyze the purpose of the award, apply their knowledge of the country/countries they propose to visit and write an interesting and appealing proposal.)

Learning Targets (KS3) (Only relevant parts of the Learning Targets in the syllabus are presented below.)
To develop an ever-improving capability to use English
•	to exchange points of view about feelings, interests, preferences, ideas, experiences and plans (IDb)
•	to obtain and provide objects, services and information in real and simulated situations (IDe)
•	to provide or find out, select, organize and present information on familiar and less familiar topics (KDa)
•	to interpret and use more extensive information through processes such as describing, comparing, explaining, predicting, inferring (KDb)
•	to identify and define problems from given information, consider related factors, solve the problems and explain the solutions (KDd)
•	to clarify and develop ideas by making revisions to own written texts through personal reflection and talk with others (KDe)
•	to understand how the English Language works in relation to basic differences between formal and informal contexts and how different texts are organized and expressed; and apply this understanding to one’s learning and use of the language (KDf)

Learning Objectives
•	Text-types
maps and legends
pamphlets
proposals
stories
schedules
brochures
journals
reports

•	Vocabulary
Names of countries, proposed activities, possible benefits

•	Language Items & Communicative Functions (KS3)
e.g.	Use the simple present tense, gerunds, conditionals, etc, to make general statements about the world and “universal truths”	
	If you look across the desert, the pyramids are the only things you see.	
e.g.	Use a variety of tenses, passive voice, reported speech, adverbs, etc, to refer to events in the past, present and future and to the frequency with which things occur	
	We will help them know more about Hong Kong.	
e.g.	Use adjectives, adjective phrases, common expressions, etc to describe one’s feelings and responses to happenings and states of affairs	
	It will be a dream come true.	

•	Language Skills
1.	Reading (KS3)
	Understand, interpret and analyze different written texts
•	make use of the knowledge of the world to make sense of the written text
•	acquire, extract and organize information relevant to specific tasks
•	understand the use of discourse markers
•	differentiate fact from opinion
•	identify implied meaning through inferencing
•	recognize how written conventions affect meaning and cohesiveness
•	understand how sentences and parts of a sentence relate to each other
•	understand the use of discourse markers
•	know what a word or phrase refers to in the previous or subsequent context
2.	Writing (KS3)
	Present information, ideas and feelings clearly and coherently
•	evaluate and make use of given information to complete specific tasks
•	describe, express or explain ideas, feelings and experiences
•	produce written texts appropriate to context, purpose and audience
•	use strategies to arouse and sustain readers’ interest
•	plan and organize ideas, and use appropriate cohesive devices
•	use a wide range of language patterns for various purposes
•	use appropriate tone, style and register for various purposes

•	Language Development Strategies (KS3)
•	Develop thinking skills
•	reasoning skills
•	analyze data and situations systematically for better understanding or solving problems
•	think creatively
•	Develop reference skills
•	read broadly for specific purposes
•	Develop information skills
•	collect and store information systematically in the form of notes, records, computer discs, etc.
•	adapt simple materials, text-types, charts & tables for various purposes
•	employ graphic forms (charts, tables, time-lines, etc.) to aid the presentation of ideas
•	Plan, manage and evaluate own learning
•	set meaningful realistic goals and determine what information or resources are necessary for completing a task
•	schedule one’s study and maximize the fruitfulness of one’s own time and efforts
•	make arrangements for gathering information, data and ideas in support of one’s learning
•	Develop self-motivation
•	reflect positively about one’s learning experiences
•	cultivate one’s perseverance and the power of innovativeness
•	Work with others
•	identify and assume different roles in group activities such as leader, partner
•	employ simple negotiation skills to reach consensus or compromise

•	Attitudes
•	Keenness to participate in activities leading to improvement of knowledge and skills in the language (KS1)
•	An awareness of English as an international language of communication (KS2)
•	Respect for the different cultures of the English speaking world (KS2)