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.