I. Learning objectives
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To
To understand
understand the
the importance
daily activities
of banking
of traditional
services
ruraltovillagers
people from different social strata
To recognize
compare and
contrast the
featuresofand
traditional
and festivals
To
the conflicting
interests
the functions
banks andofthe
public incustoms
Hong Kong
in rural villages
To analyse the issue of closing of bank branches from different perspectives
To know the means of living of traditional rural villagers
To
howorigin
to strike
balance
between
corporate
interests
To reflect
know the
and adesign
of walled
villages
in Hong
Kongand public interests in the
To understand
the functions
andKong
importance of the ancestral halls in walled villages
economic
development
in Hong
To develop vocabulary for deepening the understanding of the financial services industry
Skills:
develop
vocabulary
deepeninga the
understanding
of issue
the traditional rural life in

To apply
speaking
skills for
in discussing
better
solution to the
Hong Kong.

To strengthen report writing skills in expressing views on the issue
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To train oratory skills in group discussion sessions and propose solutions to issues that
arise.
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To train skills of presenting in writing reasons for their choices.
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To learn how to make comparison between different historical issues.
II. Prior knowledge
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Background knowledge about the distribution of the early settlers in Hong Kong
The history and the distribution of the Five Great Clans
The history and origin of traditional religions and festivals in rural villages
III. Suggested no. of lessons: 6
IV. Suggested learning activities
Activity 1-2
1. Recap and get started
Recap what students have learnt about the early settlers in Hong Kong and the
five great clans in their textbook by finishing Activity 1. Next, go through the
useful words with students and tell them these words will be used for
discussion in Activity 2.
Conduct a survey in class to find out the number of classmates who have the
surnames of the five great clans. Afterwards, students will conduct an interview.
The details of the interview guide will be provided. Students may identify
whether they have classmates from the five great clans or to share with
classmates where their ancestors and family members of earlier generations
(grandfather or father) come from and how they have made a living in early
Hong Kong
Activity 3 and 4
1. Before the Activity
Ask students to identify the daily activities of villagers in traditional rural villages
in Activity 1. Go through the useful words with students
2. Recap and get started
Recap what students have learnt about the lives of rural villagers.
3. Activity
Ask students to form groups of four. Each student is required to tell the group
members how he/she spends a day.
Then, each student uses the guided questions to get more information from
others.
After the sharing, students are required to fill in a time table for his/her
classmate. Then, in Activity 4, each student is required to write his/her
preference whether he/she likes to have rural life or modern life.
Activity 5
1. Before the Activity
Ask students to identify the customs and festivals of traditional rural villages.
2. Recap and get started:
Recap what students have learnt about customs and festivals in traditional rural
villages. Go through the useful words with students.
3. Activity
Ask students to study the pictures and short passages about the Tin Hau
festival and the Dajiao in Hong Kong. They shall learn to make comparison
between the two festivals. Teachers can give hints (e.g. the date, origin and
functions of the two festivals) to students to help them to make proper
comparisons.
Ask students to select one traditional festival and collect information about it.
Activity 6-7
1. Before the Activity:
Ask students to find out the origin and the purposes of building the walled
villages.
2. Recap and get started:
Recap what students have learnt about the origin and location of the walled
villages in Hong Kong. Go through the useful words with students and ask them
to do the matching exercise.
3. Activity
Ask the students to conduct a survey in a class and vote to select the most
popular occupation among students in traditional rural Hong Kong. Students
shall need to collect opinions from other classmates and write down the
reasons for the popularity of that occupation.
Activity 8-9
1. Before the Activity:
Ask students to find out the origin of the walled villages.
2. Recap and get started:
Recap what students have learnt about the origin and location of the walled
villages in Hong Kong. Go through the useful words with students.
3. Activity
3. Activity
Ask students to study the pictures and short passages about the Tin Hau
In
Activity
8, Dajiao
ask students
to Kong.
compare
the they
layout
plantoofmake
Kat Hing
Wai andof
Sam
festival
and
in Hong
Then,
learn
comparison
the
Tung
Uk,
then
make
a
comparison
between
the
two.
Students
are
required
to
two festivals. Teachers can give hints (e.g. the date, origin and functions of the
write
down thetosimilarities
and
difference
two proper
walled villages.
two festivals)
students to
facilitate
themoftothe
make
comparison.
Ask students to select one traditional festival and collect information about it.
In Activity 9, ask students to study the picture and describe the architectural
Lesson
features
of the6-7
ancestral hall. Afterwards, the teacher shall discuss with a group
of classmates the following questions. Hints and vocabularies can be provided
to facilitate the discussion. The topics for discussion include the following items.
1. Can you describe the architectural features of the ancestral hall?
2. Why are there tables inside the ancestral hall and food on the tables?
3. What are the other functions of the ancestral hall?