I. Learning objectives

To understand the role of the government in the economy of Hong Kong

To understand the Principle of ‘Big Market, Small Government’

To examine the effectiveness of the measures introduced by the Government
in dealing with the financial tsunami

To reflect on the role of different stakeholders in society in the economic
development

To develop vocabulary for deepening the understanding of the role of the
government in economic development

To enhance listening skills in extracting information related to the
effectiveness of the measures introduced by the Government

To strengthen writing skills in expressing views on the issue
II. Prior knowledge

The characteristics of the economy of Hong Kong

The role of the government in shaping the economy of Hong Kong
III. Suggested no. of lessons: 6
IV. Suggested learning activities
Lesson 1-2
1. Before the lesson
Ask students to do Activity 1 and read Sources 2 and 3 of Activity 2 at home. Tell
them to look up new words in the dictionary and think about the questions.
2. Recap and Activity 1:
Discuss Activity 1 to recap what students have learnt about the role of the
government in shaping the economy of Hong Kong.
3. Activity 2:
Give out p.3 and p.5 of Activity 2. Go through ‘Useful Words’ on p.6 with
students so that they have a better understanding of the key terms related to the
activity. Study Sources 2 and 3 with students and help them identify the main
ideas of the sources. Ask students to discuss the questions on p.5 in groups,
then report to the class. After the whole class discussion, conclude that ‘Big
Market, Small Government’ is the guiding principle in the Government’s role in
economic development.
4. Before the end of the lesson
Distribute Activity 3. Ask students to prepare Sources 4 and 5 and do “Have a
Guess” at home.
Lesson 3-4
5. Activity 3

Go through ‘Useful Words’ on p.14 with students so that they have a better
understanding of the key terms related to the activity. Discuss Sources 4
and 5 with students and check the answers of “Have a Guess”.

Have students watch the video clips of Source 6. If students have difficulty
understanding the clips, distribute the script of the clips for their reference.
Discuss question 2(i) with the class.

Guide students to think about the strengths and weaknesses of the
Government’s role in economic affairs. Have students work in groups and
ask them to suggest at least one strength, weakness and recommendation
for improvement for question 2(ii). Discuss students’ answers and
encourage them to challenge each other’s views.
11.01
6
Activity 4

Give out Activity 4. Briefly introduce the background of Activity 4 to
students. After setting the scene, divide the students into four groups.
Have each group study one of the excerpts in question 1 and find out who
is saying the excerpt.

Ask the group to share the excerpt they have just read especially on whom
the person is and what he/she does. Then, ask students to do question 2.
When students finish, discuss question 2 in class.

Have students discuss question 3 in groups to share their views on the
issue.

Before the end of the lesson, conclude that although the Government has
a significant economic role to play, it faces certain limitations. If our
economy is to continue to flourish, the Government has to make
improvements to existing policies and every one in the society should join
hands to face the challenges and sustain our economic success.
Lesson 5-6
7.
Activity 4 (continued)
Ask students to present their views and offer them cues to discuss who else
face problems in the financial tsunami and who can help.
8.
Activity 5
Give out Activity 5. Have students discuss in groups about whether the
Government should intervene more or less in economic affairs. Remind
students to go back to Activity 1-4 and reflect on what they have learnt in the
lessons before writing.