Lighthouse for Hong Kong Integrated Practice: Book 9
A comprehensive English language practice workbook designed for Hong Kong students, focusing on reading comprehension, thematic vocabulary expansion, and practical grammar applications across five core units.
강좌 개요
Course Summary
A comprehensive English language practice workbook designed for Hong Kong students, focusing on reading comprehension, thematic vocabulary expansion, and practical grammar applications across five core units.
Master English communication through immersive themes—from international cuisine to modern detective mysteries.
✅ Target Learners & Outcomes
Target learners: Upper Primary to Junior Secondary ESL/EFL learners (adaptable by difficulty level)
By the end of the course, students will be able to:
- Read for meaning: identify main ideas, details, inference, and text structure across narrative & informational texts.
- Build usable vocabulary: learn topic words + collocations and apply them in speaking and writing.
- Use grammar in context: apply key structures accurately in dialogues, descriptions, and short paragraphs.
- Communicate confidently: role-play, present ideas, and write short task-based outputs with clear purpose.
🧭 Course Structure at a Glance
Each unit follows a repeatable learning cycle:
- Hook & Question → activate background knowledge
- Input & Discovery → reading/listening + vocabulary noticing
- Guided Practice → scaffolded grammar + controlled production
- Real-World Output → task, dialogue, pitch, report, or paragraph
- Check & Extend → exit ticket + differentiated extension
🗓️ Syllabus Roadmap (5 Core Units)
| Unit | Theme | Reading Focus | Vocabulary Focus | Grammar Focus | Main Output |
|---|---|---|---|---|---|
| 1 | International Cuisine | Jigsaw reading & text evidence | Ingredients, tools, cooking verbs | need vs need to, enough/plenty of | Party shopping dialogue + food profile |
| 2 | Restaurant of the Future | Review vs journal | Courses, dining items, evaluation words | another/other, prefer…to… | Future restaurant pitch (3-course menu) |
| 3 | Let’s Have a Party! | Narrative + leaflet comparison | Party supplies & collocations | whose, indefinite pronouns, present continuous | Surprise party plan + timeline |
| 4 | Modern Detectives | Logic reading & evidence | Crime scene nouns | reported speech (backshifting), -ed/-ing adjectives | Witness report + detective reasoning |
| 5 | Once Upon a Time | Narrative structure | Fantasy vocab | adverbs of manner, which/both | Book report + creative paragraph |
Note: Page references can be inserted under each unit if needed (e.g., “Pages 2–9”).
Unit 1 — 🍜 Exploring Global Flavors: International Cuisine
📖 Overview
This unit builds cultural awareness through global food texts, while practicing cooking vocabulary and two high-utility grammar sets: need vs. need to and enough/plenty of.
1) The Setup
Big Question: Is one person’s “weird” food another person’s favorite treasure?
Learning Objectives (SWBAT):
- Cognitive: Identify international dishes, countries of origin, and nationalities.
- Skill-based: Describe cooking processes using action verbs; use need / need to and enough / plenty of / not enough accurately.
- Affective: Show curiosity and respect toward diverse food traditions.
2) Core Knowledge Components
A. Key Vocabulary (Nouns)
- Ingredients: cocoa powder, icing sugar, oysters, pasty, black pudding, turnip, grain, oats
- Places/Nationalities: British, American, Mexican, Vietnamese, Japanese, Indian; Cornwall, Hong Kong, London
- Tools: frying pan, cheese knife, paper cake cases, bowl
B. Grammar Rules (In Use)
- Need vs. Need to
- need + noun → “I need a spoon.”
- need to + verb → “I need to mix the batter.”
- Quantity
- enough (sufficient), plenty of (more than enough), not enough (insufficient)
- Word formation
- Country → Nationality (e.g., Vietnam → Vietnamese)
C. Language Skills (Verbs)
- Cooking actions: melt, mix, spoon, bake, sprinkle, chew, swallow
- Cooking verbs (-ing): slicing, frying, boiling, stir-frying, stirring, chopping, peeling
3) Learning Flow (The Flow)
Chunk 1 — Activation (The Hook)
Activity: Guess the Ingredient
Show close-up photos (black pudding / pasty / raw oysters). Students describe using adjectives (slimy, aromatic, rich) before revealing answers. Connect to the “Strange food…” reading.
Chunk 2 — Acquisition (Input & Discovery)
Jigsaw Reading
- Group A: cupcake letter
- Group B: UK snack text
Task: Complete a Food Profile (dish name, texture, origin/story, “Would you try it?”).
Chunk 3 — Practice (Scaffolded Skills)
- Vocabulary: Chef’s Maze—match chefs to actions to internalize -ing verbs.
- Grammar: Kitchen Chaos role-play—switch between need + noun and need to + verb.
Chunk 4 — Application (Real-World Output)
Task: International Party Planner
Pairs receive a Shopping List + Inventory. Write and perform a dialogue using:
- enough / not enough / plenty of
- at least 4 cooking verbs
- at least 2 nationality words
✅ Output Example Frame
- “We have ___, that’s plenty of ___.”
- “We don’t have enough ___. We need to buy ___.”
4) Review & Extension
Common Misconceptions
- Nationality ≠ preference: People don’t only eat food from their own country.
- Raw ≠ unprepared: Raw means not cooked by heat.
Differentiation
- Support: Sentence starter mat
- “I need a ___ to ___ the ___.” / “We need to ___ because ___.”
- Challenge: Write a short paragraph about a “strange” food from your culture using 3 cooking verbs + 2 texture adjectives.
✅ Exit Ticket (3–5 minutes)
- Choose: “I need / I need to” (3 items)
- Fill: enough / plenty of / not enough (3 items)
Unit 2 — 🍽️ Dining Innovation: The Restaurant of the Future
📖 Overview
Students explore restaurant concepts through reviews and journals, building dining vocabulary and practicing another/other and prefer…to….
1) The Setup
Big Question: Does a great restaurant need a “cool” theme—or just healthy food and a quiet atmosphere?
Learning Objectives (SWBAT):
- Cognitive: Identify meal courses and restaurant concepts (themed vs. health-focused).
- Skill-based: Use another/other correctly; express preferences with prefer…to…
- Affective: Evaluate pros/cons of different dining environments.
2) Core Knowledge Components
A. Key Vocabulary
- Courses: appetiser/starter, main course, dessert, side dish
- Dining items: serving tray, coaster, pepper pot, salt cellar, menu, bill, cash register
- Concepts: theme restaurant, health-conscious, environmentally-friendly, vegan, superfood
- Dishes: Boom Burger, Super Spaghetti, quinoa, Caesar salad, banana split, risotto
B. Grammar Rules (In Use)
- another = one more singular item → “another salad”
- other = plural items / alternatives → “other dishes”
- prefer A to B → “I prefer pizza to salad.”
C. Key Verbs
order, share, recommend; describe (cramped, refreshing, unique); evaluate (costly/overpriced, flavoursome)
3) Learning Flow
Chunk 1 — Activation (The Great Debate)
Show images of two contrasting restaurants. Students choose and justify: “I prefer ___ to ___ because ___.”
Chunk 2 — Acquisition (The Anatomy of a Meal)
Build a vocabulary wall from the restaurant review + tools list.
Task: Map the customer journey: menu → order → eat → bill → cash register.
Chunk 3 — Practice (Language of Choice)
- Another/Other Shopping Game
- Preference Survey Role-play using a menu set
Chunk 4 — Application (Innovation Lab)
Task: Design a Restaurant of the Future
Requirements:
- 3-course menu
- at least 1 vegan or superfood item
- 3 reasons (quiet/healthy/unique/eco-friendly)
Pitch Frame:
- “Our restaurant is ___ because ___.”
- “I prefer our ___ to our ___ because ___.”
4) Review & Extension
Misconceptions
- ❌ “prefer than” → ✅ “prefer…to…”
- another + plural is wrong (“another apples”)
Differentiation
- Support: Picture menu template
- Challenge: 100-word restaurant critique using 3 idioms + prefer…to…
Unit 3 — 🎉 Social Celebrations: Let’s Have a Party!
📖 Overview
Students read narratives and leaflets, practice event vocabulary and collocations, and use present continuous, whose, and indefinite pronouns.
1) The Setup
Big Question: What goes on behind the scenes to make a celebration “perfect”—and can a surprise ever go wrong?
Learning Objectives (SWBAT):
- Identify party supplies and planning actions.
- Use present continuous for preparation.
- Ask/answer ownership questions using Whose…?
- Use someone/anyone/everything/no one accurately.
2) Core Knowledge Components
Vocabulary
party favors, plastic cutlery, paper plates, decorations, banners, confetti, balloon animals, party masks, mirrorballs
Collocations: throw a party, put up decorations, blow up balloons
Grammar
- Whose + noun? / Name’s + noun
- Indefinite pronouns: some-/any-/every-/no- + -one/-body/-thing
- Present continuous: “We are preparing snacks.”
3) Learning Flow
- Mystery party bag → “Whose is this?”
- Reading: story + leaflet comparison → Party Timeline + service evaluation
- Practice: riddles + Lost & Found roleplay + “Indefinite Detective”
- Output: Ultimate Surprise Plan (what we are doing now + checklist + surprise twist)
4) Review & Extension
Misconceptions: who’s vs whose, any vs some
Differentiation: verb–noun anchor chart / advanced review writing
Unit 4 — 🕵️ Mystery and Logic: Modern Detectives
📖 Overview
Students use evidence and logic to solve mysteries while mastering reported speech and -ed/-ing adjectives.
1) The Setup
Big Question: How do detectives use small clues and logical thinking to find the truth?
Learning Objectives (SWBAT):
- Learn crime-scene vocabulary.
- Apply reported speech backshifting (present → past).
- Use reasoning to justify conclusions with evidence.
2) Core Knowledge Components
Vocabulary: evidence bag, magnifying glass, fingerprint, footprint, bloodstain, broken glass, strand of hair
Grammar: reported speech tense shift; -ed (feeling) vs -ing (cause)
3) Learning Flow
- Spot the difference → similar/different
- Logic reading: turning points and clues
- Practice: convert witness statements into a police report
- Output: Alien Interview (reported speech + -ed/-ing adjectives + invented clue)
4) Review & Extension
Common errors: missing tense shift; adjective confusion; glass-direction logic
Support: tense transformation chart / picture vocab cards
Challenge: closing argument using evidence
Unit 5 — 🏰 Narrative Wonders: Once Upon a Time
📖 Overview
Students learn narrative structure and book-report writing while practicing adverbs of manner and which/both structures.
1) The Setup
Big Question: Does a hero need magic—or do choices define the hero?
Learning Objectives (SWBAT):
- Identify setting/characters/plot points; understand book report structure.
- Use adverbs of manner; apply “which of…” and “both of…”.
- Show empathy and evaluate characters’ decisions.
2) Core Knowledge Components
Vocabulary: knight, wizard, dwarf, unicorn, dragon; castle, dungeon, potion
Grammar: adjective → adverb (-ly), irregular adverbs (good→well, fast→fast), which/both
3) Learning Flow
- Narrative hook discussion
- Book report modeling (intro/body/conclusion)
- Practice: sequencing flowchart + adverb fill-in + which/both comparisons
- Output: 5-sentence creative paragraph + mini book report