Transcript 投影片 1 - Pui Ching Middle School

DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Paper 3 Listening & Integrated Skills
Unit 4 Nature and the Environment
Skills Development
Listening skill: noting specific information (rules, regulations and suggestions)
Exercise 1
Listening skill: identifying specific information – environmental issues
Exercise 2
Listening skill: identifying specific information – cause and effect
Exercise 3
Exam skill: collating & summarising information
Exercise 4
Writing skill: reports
Exercise 5
Writing skill: letters to the editor
Exercise 6
Practice Paper
Part A:
Part B:
Data File
Task 1
(Section 1)
(Section 2)
Task 2
Task 5
Task 8
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Task 3
Task 6
Task 9
Task 4
Task 7
Task 10
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
SKILLS DEVELOPMENT
Learning focus
Listening for specific information
• rules, regulations & suggestions
• environmental issues
Listening for cause and effect
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Learning focus
Collating and summarising
information EXAM SKILL
Writing reports and letters to the
editor
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Listening skill: noting specific information (rules,
regulations and suggestions)
The imperative can be used to:
•
state rules or regulations
•
give advice
•
make suggestions
•
give instructions, etc.
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Imperatives are often used in rules and regulations. The
imperative uses a bare infinitive. To form the negative, use
‘do not’ or ‘don’t’.
Switch off electrical appliances when not in use to
save energy.
Do not leave air conditioners running when you leave
a room.
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Rules, regulations and suggestions can be stated using
modal verbs.
You should/must/could put used paper into the
recycling bin.
A rule or regulation can be stated using ‘is/are’ or ‘is
not/are not’.
Cars are not allowed in Discovery Bay.
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Often suggestions are given with rules and regulations,
so listen carefully for these.
Why not … ?
Have you considered … ?
You could …
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Exercise 1
You are Tom, a Senior Secondary 1 student. You and
your classmate, Jane, are doing a project about the
environment. You are talking about things students
could do to be more environmentally friendly.
Listen to the conversation and fill in the note sheet below.
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Be a green student!
Classrooms
• recycle cans and paper
• switch off air conditioners and lights
use the
imperative
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Recycling bins
Where? playground
What?
(used) paper, cans, plastic
How?
put rubbish into correct recycling
bins
Library
• donate unwanted books and magazines
use the
imperative
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
TAPESCRIPT
Tom:
I see, so what would you suggest
students do?
Jane:
How about asking them to donate
unwanted books and magazines?
Tom:
That's a great idea! Let me write
it down.
Announcer:This is the end of the recording
for Exercise 1.
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Unit 4 Nature and the Environment
EXAM
POINTER
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
!
Use your preparation time effectively
Read and use the information in the data file
(including the note sheet you are asked to complete
while listening).
Write your listening task answers in pencil
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Listening skill: identifying specific information –
environmental issues
It is important to have a good vocabulary to be
able to identify key information while listening. For
a topic such as the environment, there are
commonly used terms and expressions you will be
expected to know.
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Review the following language examples related to
environmental issues.
When you are listening to tasks that
include specialised terms, don’t
worry. You are being tested on your
ability to understand, process and use
information that you hear and read in
the Exam; not your knowledge of
specialised words or expressions.
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Language Examples
materials
gases
plastic
styrofoam
aluminium paper
silver
gold
tin
bronze
carbon dioxide (CO2)
carbon monoxide (CO)
oxygen (O2)
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Language Examples
materials (the
state of)
(non-)biodegradable
recyclable
reusable
sustainable
green ideas
solar energy
solar panels
hot water panels
recycling bins
water-saving
electricity-saving
gas-saving
tree-planting
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Language Examples
pollution
effects
littering
noise pollution
dumping
air pollution
waste/rubbish
light pollution
sewage
oil spill
floods
global warming
health problems
rising temperatures
climate change
salination
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Exercise 2
You and Jane need to prepare a poster on global
warming as part of your project on the environment. You
are discussing what to include in your poster. Listen to
the conversation and enter the information in boxes  .
Make sure you
are clear about
what you need
to listen for.
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
GLOBAL WARMING
 CO2 is released
 the sun makes
solar energy
because we pollute
our environment
 the energy
travels to
the Earth
 some infrared
radiation leaves
the Earth
 CO2 causes
some
energy is
absorbed
heat to be
trapped
 temperatures
rise
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
TAPESCRIPT
Jane:
And to make this clearer, why
don't you draw a thermometer to
show temperatures rising?
Tom:
Great idea. That'll definitely
illustrate temperatures rising more
effectively.
Announcer:This is the end of the recording
for Exercise 2.
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Listening skill: identifying specific information –
cause and effect
To identify cause and effect, pay particular
attention to words or expressions used to:
•
give reasons
•
give results
•
consider possible cause and effect, e.g.
‘if’-clauses
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Let’s look at some language examples to express
cause and effect.
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Language Examples
giving reasons
due to
the reason (for this) is
because (of)
giving results
so
therefore
consequently
hence
as a result
the result is
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Language Examples
using active
voice
A destroyed ...
B
...
A caused ...
B (to happen)
...
using passive
voice
B was destroyed by A
...
...
B was caused by ...
A
...
using if-clauses
if ...
A happens, then B
... will occur.
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Exercise 3
As part of your project you and Jane are looking for
ways in which to make your school more
environmentally friendly. Jane is talking to Mr Li about
the catering services in your school canteen. As you
listen, tick the relevant boxes and fill in any other
missing information on the note sheet below.
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Last year’s caterer:
•
poor quality food/food was poor/wasn’t good
_______________________________________________________
_______________________________________________________
•
not environmentally friendly (because of the amount of
_______________________________________________________
waste produced)
_______________________________________________________
Students would like:
•
an environmentally friendly caterer
_______________________________________________________
_______________________________________________________
•
good value lunchboxes
_______________________________________________________
_______________________________________________________
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Mill’s Cafeteria
Wen’s Canteen
Fan’s Kitchen
20
16
15
Price (per
box) HK$

 metal
Type of
container
Paper 3 Listening & Integrated Skills
 metal
 metal
Styrofoam
 Styrofoam

 Styrofoam
 cardboard
 cardboard
 cardboard
 plastic
 plastic
 plastic

(biodegradable)
(biodegradable)
(biodegradable)

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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Mill’s Cafeteria
Cutlery
Comments/
Questions
Paper 3 Listening & Integrated Skills
Wen’s Canteen
Fan’s Kitchen
 disposable
 disposable

 disposable
chopsticks

 students bring
their own
 plastic
 metal
chopsticks
 students bring
their own
 plastic

 metal
chopsticks
 students bring
their own
 plastic
 metal
What happens
to leftover
food?
Is the cutlery
biodegradable?
-
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
TAPESCRIPT
as Styrofoam boxes, is bad.
Mr Li:
That's a good point. Thanks for
your help, Jane. Now we just
need to ask Mill's Cafeteria and
Wen's Canteen to get back to us
about our questions so that we
can make our final decision.
Announcer:This is the end of the recording
for Exercise 3.
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Exam skill: “collating & summarising information”
In Part B of the Exam, you may be required to
summarise information from several sources in the
Data File, including listening notes. You need to
demonstrate your ability to select information
and combine data to complete a task.
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
To do this, you need to:
•
identify the information you need
•
retell the information in your own words, i.e.
summarise it effectively
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Exercise 4
You are a member of the Green Society of Wan Chai
School. Four students have written blog entries on the
society’s website. Underline the information you think is
important. Then, summarise each entry into one
sentence. The first one has been done for you as an
example.
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Student is impressed by the new recyclable lunchboxes.
Wong Tai Man, 5B
15/09/20_ _
I am very pleased with the many changes I see this year in school. Out of all
the things, I am most impressed by the new lunchboxes the catering
company provides. All the containers are made of metal, which means they
can be washed and reused. The lunches are a little more expensive this year,
but it’s well worth it since it helps the environment.
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
[model answers]
Student recommends watching (AI Gore’s) An Inconvenient
Truth.
Nancy King, 5A
17/09/20_ _
I always thought that it’d be torture to watch Al Gore’s An Inconvenient
Truth. To my surprise, it wasn’t that difficult to understand and it was
actually a fascinating documentary. It inspired me to be more diligent about
not wasting things and to be more environmentally aware. I highly
recommend watching it!
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Student is shocked at how much food students are wasting.
Janice Mok, 3B
18/09/20_ _
I was really shocked to see the amount of food thrown away at lunchtime. In
the past, the lunch providers dealt with the leftovers, and I never actually
saw how much food was thrown away by students. With the new lunch
provider, we need to throw our leftover food into a special bin. I was so
shocked to see how much food is wasted. Students should not take food they
are not going to eat. In addition, they should serve themselves smaller
portions. With so many people starving around the world, we should not
waste food.
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Student suggests using solar energy at school.
Raymond Lo
19/09/20_ _
I have a friend who studies at St Robert’s Secondary School. He tells me that
their school is installing solar panels on their rooftop, and they will be using
these to reduce their use of electricity generated by burning gas, coal or oil.
I’m aware that solar energy from a small number of panels is limited and no
school can run on solar energy alone, but I think it will certainly help save
energy. Can our school also consider installing solar panels? I think the
Green Society should look into this, and if it’s viable, try to convince our
school to go green in its electricity use.
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Writing skill: reports
A report is a text that is based on facts. It presents
information in an organised and unbiased way, i.e. it
is objective. It should also be impersonal. Thus, it is
better to write a report using:
 the passive voice
 the third person
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Reports usually contain headings and subheadings.
Information is presented in paragraphs that are cohesive.
Cohesive paragraphs contain:
•
topic sentences
•
logically-organised supporting sentences
•
connectives
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Reports commonly use:
•
present simple
•
present perfect
•
past simple
•
present continuous
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Let’s look at an excerpt of a report.
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
heading
Report on the Government’s efforts to
combat environmental problems in Hong Kong
present perfect
The increasing impact of pollution in Hong Kong has
resulted in the Government taking further measures to
fight pollution.
cohesive
paragraphs
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Unit 4 Nature and the Environment
subheading
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Air pollution
topic sentence
present
simple
Fine particulates released by motor vehicles, factories,
construction sites and power companies are the main
cause of deteriorating air quality in Hong Kong. To
reduce the concentration of air pollutants, the
Government set up the Air Pollution Control
Ordinance (APCO). This ordinance gives the
Environmental Protection Department (EPD) the
power to control air pollution from industry,
commercial operations and construction work. The
EPD can issue notices to warn about excessive
emissions of air pollutants. They can also prosecute
offenders.
cohesive
paragraphs
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Unit 4 Nature and the Environment
subheading
topic sentence
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Noise pollution
passive
The Noise Control Ordinance was developed to
control noise created by construction work. Noisy
construction work in populated areas is not allowed
between 7.00 pm and 7.00 am or at any time on
general holidays, unless prior approval has been
granted. Certain equipment is also subject to time
restrictions. Hand-held percussive breakers and air
compressors must comply with noise emission
standards and be issued with a noise emission label
from the EPD.
cohesive
paragraphs
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Percussive pile-driving is allowed on weekdays only
with prior approval, in the form of a Construction
Noise Permit from the EPD. Builders should take
measures to minimise noise when they carry out
noisy work such as pile-driving near a school or a
hospital. Operators who do not comply with the rules
set by the EPD can face prosecution.
cohesive
paragraphs
present continuous
Another approach that the government is taking is ...
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Exercise 5
You are going to complete a report shown below using
information from the exercises you have completed in this
unit.*
* To complete the report below, use information
from your completed notesheets in:
•
Exercise 1, page 2
•
Exercise 3, page 4
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Situation: You and Jane are going to write a report on
environmental initiatives at Hong Kong School.
A report’s conclusion
is a summary of
the main body of
the report. Use the
conclusion of this
report to help plan,
organise and draft
its main body.
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Report on environmental initiatives at
Hong Kong School
Introduction
It is essential for everyone to try and help to reduce
global warming. The purpose of this report is to
discuss how Hong Kong School can do this by
taking various environmentally friendly measures.
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
[model answer]
School-based initiatives
Following detailed consideration of three potential lunch
providers, the school chose Wen’s Canteen. The decision was
the fact that
based on the price of their lunchboxes and _______________
their lunch containers are biodegradable.
_________________________________________________
_________________________________________________
_________________________________________________
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Student-based initiatives
Students could do more to be environmentally friendly. They
recycle cans and
should make more effort to ___________________________
paper
________________________________________________
.
There are recycling bins clearly marked on the school
playground, so it is easy for students to put their rubbish into
the correct recycling bins.
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Besides recycling rubbish, students are encouraged to recycle
books and magazines
________________________________________________
.
donating unwanted books
Students can do this by ______________________________
and magazines to the school library.
_________________________________________________
Finally, students should ensure that air conditioners and ____
lights are switched off before they leave a
_________________________________________________
classroom.
_________________________________________________
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Conclusion
To conclude, by choosing an environmentally friendly lunch
provider, Hong Kong School is helping to reduce global
warming. Besides school-based initiatives, there are also a
variety of ways students can help the environment. For
example, by doing something as small as throwing old
newspapers into a recycling bin, students can make a positive
impact on the environment.
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Writing skill: letters to the editor
Letters to the editor are persuasive.
They are usually written in response to:
•
another letter
•
an article
•
something that is being
discussed in the community
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Carefully study the three examples of letters to the
editor, paying special attention to their format and
to the notes in blue.
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Example 1
<in response to another letter>
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
salutation
opening (clear
reference to
letter)
writer’s
purpose
Paper 3 Listening & Integrated Skills
Dear Sir or Madam
I would like to respond to Mr Smith’s letter of 10
April 20_ _ about litter left at barbecue pits in our
country parks.
I completely agree with Mr Smith’s letter about the
need for stricter monitoring of barbecue pits and litter.
When I walk in Sai Kung Country Park on a Sunday
morning, I am regularly shocked and horrified at the
mess the barbecue pits are left in.
reason for opinion
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Unit 4 Nature and the Environment
suggestion
- describe benefit
of suggestion
‘call for action’
writer’s name
where the writer
lives (district)
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
To make people aware of the problem, I think the
barbecue pits should not be tidied up by cleaners for
one month. Perhaps if people saw the mess, they
would make more of an effort to clean up after they
had finished using the barbecue pits.
Let’s all make an effort to keep our country parks
clean!
Peter Wong
Sheung Wan
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Example 2
<in response to an article>
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Unit 4 Nature and the Environment
salutation
opening
- clear reference
to article
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Dear Editor
I read with interest your article on 12 April 20_ _
about recycling books.
Books are expensive to buy and take a great deal of
natural resources and energy to produce.
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
writer’s purpose
(inferred: to
congratulate
Hong Kong
School’s Student
Council)
I was delighted to read that Hong Kong School’s
Student Council is organising a book exchange. I
think it is such a great idea to have students bring in
their unwanted books to the school’s book exchange
and trade them in for other books they want to read.
benefit of
Student
Council’s action
This is a wonderful example of how we can easily
recycle goods and make a difference to the
environment. Well done, Hong Kong School! I hope
other schools follow your outstanding example!
writer’s name
where the writer
lives (district)
‘call for action’
Jane Wu
Sha Tin
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Example 3
<in response to something that is being discussed in the
community>
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Unit 4 Nature and the Environment
salutation
opening
- clear reference
to an issue +
writer’s purpose
reasons for
opinion
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Dear Editor
I am writing with great concern about the air
pollution problem around the Fortress Road
neighbourhood.
There are countless vehicles that run through this
area each day, and the pollution that is created is
becoming unbearable. Many residents have even
been developing coughs as a result of breathing in
this polluted air.
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Unit 4 Nature and the Environment
‘call for action’
writer’s name
where the writer
lives (district)
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
I know this problem is not unique to my
neighbourhood, so I sincerely hope the problem will
be looked into as soon as possible.
Josh Poon
Causeway Bay
P.10
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Language Examples (for letters to the editor)
I would like to respond to/comment on …
I completely agree/disagree with …
I was shocked/horrified/upset/delighted/disgusted …
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Use the following strategy when writing letters to
the editor.
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Unit 4 Nature and the Environment
to write
letters to the
editor
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
STRATEGY
 Identify, collate and organise information.
 Draft your letter. Take care to:
• be formal, direct, persuasive and polite
• use passive voice and third person
• use rhetorical questions for added persuasive
effect but use sparingly
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Look at the letter to the editor on page 12. You are
going to respond to Andy Cheng’s letter in Exercise 6.
Make sure you follow these steps when writing your
letter:
STEP
Read all the instructions you are
given carefully.
STEP
Identify & collate your information.
STEP
Plan & organise your content
appropriately.
STEP
Check & edit your draft.
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Read the information on the following page.
Use the skills you have learned in this unit to
complete your letter on page 13. In addition, follow
Exercise 6’s instructions carefully.
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Letter to the editor about noise pollution
Dear Editor
I would like to draw attention to the serious noise pollution
residents in Golden Lights Building are experiencing.
Each day construction work on First Street begins at 10.00
am, including Saturdays and Sundays. The pile-driving
continues all day, and the noise is appalling.
Is this much noise pollution allowed? I sincerely hope this
dreadful situation is investigated and stopped soon.
Andy Cheng
Ma On Shan
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Excerpt of a report on pollution control in Hong Kong
How Hong Kong Combats Environmental Problems
The increasing impact of pollution in Hong Kong has resulted in
the Government taking further measures to fight pollution.
Noise pollution
The Noise Control Ordinance was created to control noise from
construction work. Noisy construction work in populated areas is
not allowed between 7.00 pm and 7.00 am or at any time on
general holidays, unless prior approval has been granted.
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Certain equipment is also subject to time restrictions. Hand-held
percussive breakers and air compressors must comply with noise
emission standards and be issued with a noise emission label from
the EPD. Percussive pile-driving is allowed on weekdays only with
prior approval, in the form of a Construction Noise Permit from the
EPD. Builders should take measures to minimise noise when they
carry out noisy work such as pile-driving near a school or a
hospital. Operators who do not comply with the rules set by the
EPD can face prosecution.
Another approach that the government is taking is …
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Exercise 6
Write a letter to the editor in response to the letter by Andy
Cheng. You will find the letter and relevant information on
the previous page.
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
[model answer]
Editor
Dear _______________________
I would like to respond to Andy Cheng’s letter of 8 May
the noise pollution caused by
20_ _ about ________________________________________
construction work on First Street.
__________________________________________________
__________________________________________________
__________________________________________________
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
According to the Noise Control Ordinance, percussive piledriving is allowed on weekdays only with prior approval, in
Construction Noise Permit from
the form of a _______________________________________
the EPD
_________________________________________________
.
In addition, builders should take measures to minimise ______
noise when they carry out noisy work such as pile__________________________________________________
driving near schools.
__________________________________________________
__________________________________________________
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Do these contractors have a permit? Are they really taking
measures to reduce noise whilst pile-driving?
As someone who has experienced a similar problem, I believe
the residents of Golden Lights Building would appreciate
some peace and quiet. As such, I hope this problem can be ___
looked into very soon.
__________________________________________________
__________________________________________________
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Steven Yau
Hong Kong Secondary School
Ma On Shan
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Unit 4 Nature and the Environment
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Paper 3 Listening & Integrated Skills
PRACTICE PAPER
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Part A
Situation: You are Lindsay, a Senior Secondary 2 student at
Sai Kung College. You and your classmates, Alex and Michael,
have teamed up to work on a school project on global warming
and environmental protection.
You will have a total of four tasks to do.
Follow the instructions in the Question-Answer Book and on
the recording to complete the tasks. You will find all the
information you need in the Question-Answer Book and on the
recording.
You have two minutes to familiarise yourself with Tasks 1 – 4.
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
TAPESCRIPT
of four tasks to do. Follow the
instructions in the QuestionAnswer Book and on the
recording to complete the tasks.
You will find all the information
you need in the Question-Answer
Book and on the recording. You
have two minutes to familiarise
yourself with Tasks 1 - 4.
(two minute pause)
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Unit 4 Nature and the Environment
Task 1
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
(14 marks)
You and Alex are discussing your plans for your project.
Listen to the conversation and fill in the note sheet below.
You have 30 seconds to study the note sheet. At the end of the
task, you will have one and a half minutes to tidy up your
answers.
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Unit 4 Nature and the Environment
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Paper 3 Listening & Integrated Skills
[model answers]
When is the project due?
(1) 3 January
__________________________________________________
__________________________________________________
What environmental concepts will we include?
(1) ozone depletion, (1) greenhouse effect
_________________________________________________
_________________________________________________
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
What major events should we include?
Year
What happened?
(1) rise in levels of CO2 in
atmosphere linked to global
warming
(1) 1938
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
What major events should we include?
Year
What happened?
Name: (1) Toronto Conference
(1) 1988
Details: (1) first major meeting
between governments and
scientists on combating
climate change
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
What major events should we include?
Year
What happened?
Name: (1) Kyoto Protocol
(1) 1997
Details: (1) introduced to reduce
greenhouse gases
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
In what format will we present it?

poster
 brochure
 video
 website
(1) 
What other issues do we need to handle?

(1) copyright of pictures and videos
_______________________________________________

(1) way of paying for a website address
_______________________________________________
End of Task 1
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
TAPESCRIPT
pay for a website address as well.
Lindsay:
Website addresses are quite
cheap nowadays, but I'll make
sure to look into it.
Announcer:This is the end of Task 1. You
have one and a half minutes to
tidy up your answers.
(one and a half minute pause)
T35-36
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Unit 4 Nature and the Environment
Task 2
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
(17 marks)
You and Michael are talking about the impacts of global
warming. You are taking notes. As you listen, complete the
note sheet below.
You have 30 seconds to study the note sheet. At the end of the
task, you will have one and a half minutes to tidy up your
answers.
P.3
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
[model answers]
What are the impacts of global warming?
Impacts on environment
What can this lead to?
 (1) melting of polar ice
 rise in sea levels
caps
 increased flood risk
 (1) increased release of
methane
 (1) some animals’
habitats (being) wiped out
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Impacts on environment
What can this lead to?
 (1) more extreme
weather conditions
 (1) increased heat- and
cold-related diseases
e.g. (0.5) heat waves,
(0.5) hurricanes
 (1) decreased ecological
productivity
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Impacts on human society
What can this lead to?
 (1) damage to
transportation systems
 (1) increased
maintenance costs
 (1) increased travel
costs
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Impacts on human society
What can this lead to?
 (1) (dramatic) increase
in spread of diseases
 (1) increased mortality
rate
e.g. (0.5) dengue fever,
(0.5) malaria
 (1) decreased labour
productivity
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Impacts on human society
What can this lead to?
 (1) decreased crop
yields
 (1) food shortage
 (1) starvation
End of Task 2
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
TAPESCRIPT
Michael:
That's right. Everyone has the
responsibility to take care of our
planet. We should act now - it's
better late than never.
Announcer:This is the end of Task 2. You
have one and a half minutes to
tidy up your answers.
(one and a half minute pause)
T36-37
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Unit 4 Nature and the Environment
Task 3
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
(14 marks)
You and Michael are now discussing some facts and figures
about global warming. As you listen, tick the relevant boxes
and fill in any other missing information on the note sheet
below.
You have 30 seconds to study the note sheet. At the end of the
task, you will have 30 seconds to tidy up your answers.
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Facts and figures
•
Temperature rise in the past 100 years:
(1) 0.74˚C +/– 0.18˚C
_______________________________________________
•
Predicted temperature rise in the next 100 years:
(1) 1.1˚C to 6.4˚C
_______________________________________________
•
Rise in sea levels in the past 40 years:
(1) 1.8 mm per year
_______________________________________________
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Hong Kong’s case
It is estimated that:
•
(1) 2.4 mm
sea levels have risen __________________
per year.
•
(1) 0.23˚C
temperatures are expected to rise by __________________
(1) decade
(1) ten/10
per ___________________
every ___________________
years.
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Movies mentioned
•
The Day After Tomorrow
•
(1) An Inconvenient Truth
_______________________________________________
_______________________________________________
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Animals mentioned
a) birds
b) ringed seals
 (1)
c) white possums
 (1)
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Animals mentioned
d) koalas
e) salmon
 (1)
f) grizzly bears
 (1)
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Animals mentioned
g) butterflies
h) dinosaurs
i) emperor penguins
 (1)
 (1)
End of Task 3
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Unit 4 Nature and the Environment
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Paper 3 Listening & Integrated Skills
TAPESCRIPT
public about the effects of global
warming.
Michael:
Al Gore making films? This is
something I have to see!
Announcer:This is the end of Task 3. You
have 30 seconds to tidy up your
answers.
(30 second pause)
T38
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100
Unit 4 Nature and the Environment
Task 4
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
(14 marks)
You and Alex are asking Mr Chu for ideas on drafting
guidelines regarding environmental protection at school.
Listen to the conversation and note down Mr Chu’s advice on
the table below.
You have 15 seconds to study the table below. At the end of
the task, you will have one minute to tidy up your answers.
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
[model answers]
Ideas for School Guidelines on Environmental Protection
Content
•
(1) avoid setting thermostat below 25˚C
•
(1) use fewer polystyrene boxes, (1) bring your own
lunchbox
•
(1) bring your own water bottle and (1) don’t waste
water when using water fountains
•
(1) recycle paper, bottles and cans
•
(1) use refillable pens
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Ideas for School Guidelines on Environmental Protection
Slogan
•
(1) save nature, secure our future
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Ideas for School Guidelines on Environmental Protection
Language
•
(0.5) precise and (0.5) concise
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Ideas for School Guidelines on Environmental Protection
Layout
•
(1) add images and graphics, but (1) make sure they
don’t overshadow the words
•
(1) use bullet points
•
(1) use a variety of font sizes
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Ideas for School Guidelines on Environmental Protection
Tone
•
(1) a mixture of formal and informal
End of Task 4
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
TAPESCRIPT
Lindsay:
Use refillable pens? That's a good
idea! Thanks for all of your
comments and suggestions, Mr
Chu!
Announcer:This is the end of Task 4. You
have one minute to tidy up your
answers.
(one minute pause)
T39-40
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107
Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Part B
Situation: You are Sammy Liu. You work for a local
environmental group, Green Life Foundation, as an assistant to
the school education officer, Fred Smart.
You will listen to a conversation between Fred Smart and some
students at Hong Kong Secondary School about how to
celebrate Earth Day. As you listen, you can make notes on
page 2 of the Data File.
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Before the recording is played, you will have five minutes to
study the Question-Answer Book and the Data File to
familiarise yourself with the situation and the tasks in Section
1 and Section 2. Keep in mind that you must attempt the tasks
in EITHER Section 1 OR Section 2. Do not attempt to do both
sections.
Complete the tasks by following the instructions in the
Question-Answer Book and on the recording. You will find all
the information you need in the Question-Answer Book, the
Data File and on the recording.
You have five minutes to familiarise yourself with Part B and
the Data File.
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Note sheet for a discussion at Hong Kong Secondary School
Proposed activities at Hong Kong Secondary School
Tree planting
Details:

students will plant trees and flowers around the
school

will take place on 22 April/Earth Day
DF - 1
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Reason(s):

beautify school environment

improve air quality
DF - 1
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Green Trade Fair
Details:

students will trade unwanted goods with their
schoolmates

will take place on Saturday, 26 April
DF - 1
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Reason(s):

cut down on rubbish

save on the resources required to produce the
unwanted goods
DF - 1
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Class competition
Details:

classes compete to be the most environmentally
friendly

will be held over April
DF - 1
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Reason(s):

encourage students to be creative

increase students’ sense of responsibility for the
environment
DF - 1
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Environmental game show
Details:

class representatives will answer questions about the
environment

will take place on 25 April
DF - 1
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Reason(s):

make learning about the environment more exciting

raise awareness about the environment
DF - 1
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Remarks
–
get parents involved
–
get sponsorship from local businesses
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118
DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
Some features of ‘green’ homes
–
solar panels to generate energy
–
rainwater catchments to collect rainwater
–
on-site sewage systems to reduce pollution
DF - 1
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
TAPESCRIPT
Mr Smart: Indeed. As far as I know, most
green homes also install on-site
sewage systems to reduce
pollution.
Amanda:
On-site sewage systems? Sounds
to me like green homes are really
sophisticated.
Mr Smart: You're absolutely right. There are
T40-42
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Section 1
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Unit 4 Nature and the Environment
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
Part B - Section 1
Task 5
(16 marks)
Complete the table below, giving the details and benefits of the
proposed activities. Refer to the notes you made on page 2 and
information from page 4 of your Data File.
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
[model answers]
Activity
Details
Benefits
• (1) students will plant
trees and flowers
around the school
• (1) beautifies the
school environment
DF 1
DF 1
Tree planting
•
Date: (1) 22 April/
Earth Day
• (1) improves the air
quality
DF 1
DF 1
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Activity
Green Trade
Fair
Paper 3 Listening & Integrated Skills
Details
Benefits
• (1) students will
trade unwanted
goods with their
schoolmates
DF 1
• (1) cut down on
rubbish
DF 1
•
• (1) saves resources
required to produce
the unwanted goods
Date: (0.5) Saturday,
(0.5) 26 April
DF 1
DF 1
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Activity
Class
competition
Paper 3 Listening & Integrated Skills
Details
Benefits
• (1) classes will
compete against each
other to see which
class can be the most
environmentally
friendly
DF 1
• (1) encourages
students to be
creative
DF 1
•
• (1) increase students’
sense of
responsibility for the
environment
Date: (1) over the
month of April
DF 1
DF 1
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Activity
Environmental
game show
Paper 3 Listening & Integrated Skills
Details
Benefits
• (1) class
representatives will
answer questions
about the
DF 1
environment
• (1) make learning
about the
environment more
exciting
DF 1
•
• (1) raise awareness
about the
environment
DF 1
Date: (1) 25 April
DF 1
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Unit 4 Nature and the Environment
Task 6
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
(21 marks)
Complete the script for a PowerPoint on household greening
below. Refer to your notes on page 2 and information from
pages 4 – 8 of the Data File.
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
[model answer]
A green home for everyone
PowerPoint Slide 1
Electricity usage
Our number one priority when trying to go green is
to minimise the amount of electricity we use at home.
(1) We can do this simply by turning off all lights and
electrical appliances when they are not in use.
DF 5
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
PowerPoint Slide 1
(1) Additionally, we can replace our standard light
bulbs with compact fluorescent bulbs
DF 5
and
purchase more energy efficient appliances like (1)
refrigerators with an energy efficiency rating of ‘1’.
DF 4
(1) Finally, avoid clothes dryers; instead, hang
your wet clothes outside to dry.
DF 4
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
PowerPoint Slide 2
Paper 3 Listening & Integrated Skills
Water usage
Water is another huge drain on our resources. As
such, it is important that we conserve it. An easy
way to do this is to (1) shorten our showers by two to
three minutes.
DF 6
It is also helpful to (1) wash
fruits and vegetables in a bowl of water instead of
running water.
DF 6
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(1) Also, before running washing machines or
dishwashers, make sure they are full.
DF 6
Besides the previously mentioned tips, it may be
worth considering (1) upgrading toilets to water
efficient models.
DF 6
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DEVELOPING SKILLS Set B Book 5
Unit 4 Nature and the Environment
PowerPoint Slide 3
Paper 3 Listening & Integrated Skills
Housekeeping
It is important that we use environmentally friendly
products for housekeeping, such as (1) non-toxic air
fresheners.
DF 3
As for cleaning, we can (1) use
natural materials like soap, baking soda, vinegar or
lemon juice.
DF 3
Also, before purchasing (1)
rubbish bags, make sure they are biodegradable.
DF 3
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PowerPoint Slide 4
Paper 3 Listening & Integrated Skills
A ‘green’ home
Many designers and architects today are trying to
create eco-friendly houses. Many of them are (1)
made from environmentally friendly materials,
DF 4
and have eco-friendly features such as (1) large
windows to let in more natural light.
DF 4
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If you are considering building a house, you might
want to think about installing (1) solar panels to
generate energy
DF 1
as well as (1) rainwater
catchments to help collect rainwater.
DF 1
Apart from this, an (1) on-site sewage system can be
installed to further reduce pollution.
DF 1
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Unit 4 Nature and the Environment
Task 7
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
(19 marks)
Complete the survey report below, using information from
pages 4, 8 – 10 of the Data File.
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[model answer]
Green Life Hong Kong
Survey Report
Background
(0.5) To find out how well secondary school students
.......................................................................................................
DF 7
understand global warming,
a survey was
.......................................................................................................
conducted by Green Life Hong Kong (0.5) between
.......................................................................................................
DF 7
February and May 20_ _ .
.......................................................................................................
.......................................................................................................
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DF 7
(0.5) Five schools participated in the survey,
.......................................................................................................
and (0.5) 3 000 questionnaires were collected
.......................................................................................................
DF 9
It was found that students
afterwards.
.......................................................................................................
generally had the following misconceptions about
.......................................................................................................
global warming.
.......................................................................................................
.......................................................................................................
.......................................................................................................
.......................................................................................................
.......................................................................................................
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Misconceptions
#1
(1) The first misconception students had was about
.......................................................................................................
the cause of global warming. DF 9 (1) 70% of the
.......................................................................................................
students surveyed believed that ozone depletion
.......................................................................................................
DF 9
In fact,
was to blame for global warming.
.......................................................................................................
(1) the cause of global warming is the greenhouse
.......................................................................................................
DF 8
effect.
.......................................................................................................
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#2
(1) The second misconception was related to the
.......................................................................................................
DF 9
(1) Over half of
cause of extreme weather.
.......................................................................................................
the students surveyed (60%) believed that ozone
.......................................................................................................
DF 9
depletion was the cause of extreme weather,
.......................................................................................................
when in fact, (1) El Niño/La Niña is to blame for this.
.......................................................................................................
DF 9
.......................................................................................................
.......................................................................................................
.......................................................................................................
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Unit 4 Nature and the Environment
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Paper 3 Listening & Integrated Skills
#3
(1) The final misconception was about the cause of
.......................................................................................................
DF 9
(1) More than half of the students
El Niño.
.......................................................................................................
surveyed (60%) thought that global warming causes
.......................................................................................................
DF 9
(1) Although global
El Niño events.
.......................................................................................................
warming is likely to increase the intensity and/or
.......................................................................................................
DF 6 it does not
frequency of El Niño events,
.......................................................................................................
cause them. (1) El Niño is actually a naturally
.......................................................................................................
DF 6
occurring phenomenon.
.......................................................................................................
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Conclusion
The survey results indicate that (1) students need
.......................................................................................................
more education on climate change and global
.......................................................................................................
DF 2
To do this, we believe (1)
warming.
.......................................................................................................
schools should allocate more resources to educate
.......................................................................................................
students so that they become more environmentally
.......................................................................................................
DF 7
conscious.
.......................................................................................................
.......................................................................................................
.......................................................................................................
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Paper 3 Listening & Integrated Skills
Section 2
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Unit 4 Nature and the Environment
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Paper 3 Listening & Integrated Skills
Part B - Section 2
Task 8
(18 marks)
Write a summary of the environmental programmes at Hong
Kong Secondary School. Refer to the notes you made on page 2
and information from page 12 of your Data File.
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Unit 4 Nature and the Environment
Paper 3 Listening & Integrated Skills
[model answer]
Proposed Activities
1) Tree planting
In this activity, (1) students will plant trees and
flowers around the school.
DF 1
This will
benefit the school by (1) beautifying the school
environment
air quality.
DF 1
DF 1
and (1) improving the
This activity will take place
on (1) 22 April/Earth Day.
DF 1
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2) Green Trade Fair
(1) Students will trade unwanted goods with their
fellow schoolmates in this activity.
DF 1
(1) It
is hoped that this will cut down on the amount of
rubbish created by simply throwing away
unwanted goods.
DF 1
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(1) It would also be a good way to save on resources
required to produce them.
DF 1
This activity is
scheduled to take place on (0.5) Saturday, (0.5)
26 April.
DF 1
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3) Class competition
(1) Classes will compete against each other to see
which one is the most environmentally friendly.
DF 1
The competition will (1) encourage
students to be creative as they will probably need
to come up with interesting ways to minimise their
impacts on the environment.
DF 1
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Paper 3 Listening & Integrated Skills
(1) It will also increase students’ sense of
responsibility for the environment.
competition will be (1) held over April.
DF 1
The
DF 1
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4) Environmental game show
(1) Student representatives from each class will
answer questions about the environment in the
game show.
DF 1
(1) This would make learning
about the environment more exciting
DF 1
and would help (1) raise awareness about the
environment.
DF 1
held on (1) 25 April.
This game show will be
DF 1
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Considerations
(1) Students should make sure to get parents
involved.
DF 1
(1) Additionally, they should get
sponsorship from local businesses to support the
proposed activities.
DF 1
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Unit 4 Nature and the Environment
Task 9
DEVELOPING SKILLS Set B Book 5
Paper 3 Listening & Integrated Skills
(22 marks)
Complete a speech on household greening below. Refer to
your notes on page 2 and information from pages 12 – 14,
16 – 18 of the Data File.
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[model answer]
Topic: Let’s go green at home!
and welcome to
Good afternoon ladies and gentlemen, .........................................
today’s seminar entitled (1) ‘Green home, green life’.
.......................................................................................................
DF 11
(0.5) I’m Fred Smart, Situation
(0.5) the
.......................................................................................................
school education officer of Green Life Hong Kong,
.......................................................................................................
Situation
and today I will be talking about what we
.......................................................................................................
as individuals can do at home to be more
.......................................................................................................
environmentally friendly.
.......................................................................................................
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Here are some statistics to give you a general idea
.......................................................................................................
of Hong Kong’s current environmental situation.
.......................................................................................................
With regard to greenhouse gases, (1) household
.......................................................................................................
energy use actually contributes a significant 24% of
.......................................................................................................
the greenhouse gases produced in Hong Kong every
.......................................................................................................
DF 12
day.
And, according to statistics, (1) Hong
.......................................................................................................
Kong’s annual mean temperature has been on the
.......................................................................................................
DF 16
rise between 1950 and 2000.
.......................................................................................................
.......................................................................................................
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(1) As for the annual total number of hours with
.......................................................................................................
reduced visibility, there has been a steady increase
.......................................................................................................
between 1980 and 1990. DF 16 (1) From 1990 to 2010,
.......................................................................................................
however, the number leapt dramatically from 300
.......................................................................................................
hours to 1100 hours. DF 16 Figures like these are
.......................................................................................................
frightening, but we can do something about it.
.......................................................................................................
.......................................................................................................
.......................................................................................................
.......................................................................................................
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Paper 3 Listening & Integrated Skills
In terms of electricity, we should (1) turn off all lights
.......................................................................................................
and electrical appliances when they are not in use.
.......................................................................................................
DF 15
To further reduce energy consumption, we
.......................................................................................................
can (1) replace standard light bulbs with compact
.......................................................................................................
Also, (1) we can use
fluorescent bulbs. DF 15
.......................................................................................................
more efficient appliances, like refrigerators with an
.......................................................................................................
DF 17
energy efficiency rating of ‘1’,
and (1) say
.......................................................................................................
no to clothes dryers – we can hang our wet clothes
.......................................................................................................
DF 17
outside to dry instead.
.......................................................................................................
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Besides these green tips, it is also important to pay
.......................................................................................................
attention to the products used for housekeeping. (1)
.......................................................................................................
We should, for example, use non-toxic air fresheners
.......................................................................................................
DF 11
to create minimal damage to the environment.
.......................................................................................................
As for cleaning, (1) try to use natural materials like
.......................................................................................................
DF 11
soap, baking soda, vinegar, or lemon juice.
.......................................................................................................
And before purchasing (1) rubbish bags, make sure
.......................................................................................................
DF 11
they are biodegradable.
.......................................................................................................
.......................................................................................................
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Those who can afford more may want to consider
.......................................................................................................
designing a ‘green’ home. This can be done by, for
.......................................................................................................
example, installing (1) solar panels to generate
.......................................................................................................
DF 1
and (1) rainwater catchments to
energy,
.......................................................................................................
DF 1
Moreover, an (1)
help collect rainwater.
.......................................................................................................
on-site sewage system can be installed to reduce
.......................................................................................................
DF 1
pollution.
.......................................................................................................
.......................................................................................................
.......................................................................................................
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(1) Each one of us should do our part in making
.......................................................................................................
Hong Kong a greener place to live. And as you can
.......................................................................................................
see, there are many simple ways to make a big
.......................................................................................................
difference to the environment. You can do it! Go
.......................................................................................................
DF 10
green and do your part for our planet.
.......................................................................................................
.......................................................................................................
.......................................................................................................
.......................................................................................................
.......................................................................................................
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Unit 4 Nature and the Environment
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Paper 3 Listening & Integrated Skills
Task 10 (19 marks)
Complete a letter to the editor expressing your view on an
eco-tax. Refer to the information on pages 12, 14, 15 and 18
of your Data File.
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[model answer]
Dear Editor
..........................................
(1) the editorial
I am writing in response to ...........................................................
DF 13
entitled, Green Tax? Greedy Tax?
(1) on
.......................................................................................................
DF 13
23 December 20_ _.
(1) We at Green Life
.......................................................................................................
would like to express our wholehearted support for
.......................................................................................................
the introduction of the tourist eco-tax. DF 10
.......................................................................................................
.......................................................................................................
.......................................................................................................
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While we understand the concerns you expressed,
.......................................................................................................
we believe the green tax will prove to be extremely
.......................................................................................................
beneficial over time.
.......................................................................................................
.......................................................................................................
There are many advantages to introducing a tourist
.......................................................................................................
eco-tax. To begin with, (1) the money accumulated
.......................................................................................................
DF 13
can be spent on
(1) conservation projects
.......................................................................................................
DF 13
as well as (1) ‘green’ education
.......................................................................................................
DF 17
programmes.
.......................................................................................................
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(1) The tax could even give tourists more incentive
.......................................................................................................
to conserve the environment, and make people think
.......................................................................................................
DF 17
twice before polluting the environment.
.......................................................................................................
Ultimately, this will lead to (1) a better local
.......................................................................................................
DF 17
environment.
.......................................................................................................
.......................................................................................................
It is important to note that this method of taxation
.......................................................................................................
has previously been tested in other countries.
.......................................................................................................
.......................................................................................................
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DF 14
(1) The Maldives,
for example, has
.......................................................................................................
imposed an obligatory (1) US$3 per day tax on each
.......................................................................................................
DF 14
(1) It is hoped that the money
tourist.
.......................................................................................................
collected can help offset the costs for addressing
.......................................................................................................
DF 14
Similarly, (1) the Balearic
climate change.
.......................................................................................................
DF 17
Islands implemented a tourist eco-tax
.......................................................................................................
(1) hoping that it would help reduce environmental
.......................................................................................................
damage caused by the large number of tourists.
.......................................................................................................
DF 17
.......................................................................................................
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Paper 3 Listening & Integrated Skills
(1) Everyone has a responsibility to protect the
.......................................................................................................
DF 10
environment,
including tourists and
.......................................................................................................
locals. Let’s work together to create a better
.......................................................................................................
environment.
.......................................................................................................
.......................................................................................................
Sammy Liu
.....................................................
Green Life
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