CONTENTS

ACKNOWLEDGEMENTS

FOREWORD

Chapter 1 Instructional Design for “Descriptive Report”

1.1 Scheme 1

1.2 Scheme 2

1.3 Teaching Tips

Chapter 2 Learning and Teaching Materials for “Descriptive Report”

2.1 Brief Notes on Descriptive Report

2.2 Question Analysis

2.3 Guided Writing

2.4 Suggested Topics of Writing Assignments

2.4.1Questions with Effective Communication in HKCEE Chemistry Paper I – Descriptive Report

2.4.2Suggested Writing Topics for NSS Chemistry Curriculum and NSS Combined Science (Chemistry Part) Curriculum – Descriptive Report

2.5 Assessment Rubric for Writing Assignment

REFERENCES

Acknowledgements

ACKNOWLEDGEMENTS

Wewouldliketoexpressoursinceregratitudetothefollowingpersonsandorganisationsfortheirsupporttothepublicationofthisbooklet.Inthefirstplace,wewouldliketothankTrueLightMiddleSchoolofHongKongforofferinginformationaboutthescheme“Whole-schoolApproachtoEnhancingStudents’LanguageProficiency”whichisausefulreferencetoconstructthisbooklet.Oursincerethanksalsogototwoteachersofthisschool;theyareMsCHUSuk-chingandMsCHAUYee-lingwhonotonlysharedvaluableexperiencesonpromotingreadingandwritingstrategiesinChemistry,butalsohelpeddesignthereadingandwritingactivitiesforchemistryspecificgenresandcompilerelatedteachingmaterials.

Secondly,wewouldliketosendourheartfeltappreciationtoProfSHUMShiu-keeMark,Head,DivisionofChineseLanguageandLiterature,FacultyofEducation,TheUniversityofHongKong;ProjectDirector,SupportCentreforTeachersusingChineseastheMediumofInstruction(CMICentre).WearegratefultoMsPANGYuen-wahEmily,ProjectManager,CMICentreandthefollowingteacher-researchersincludingMrLOWai-cheung,MrCHANWai-fatandMrCHANKam-yuen.TheyprovidedusefulinformationontheresearchintoChemistrySpecificGenresaswellasprofessionaladviceondevelopingthisbooklet.

Besides,thanksshouldalsogotothefollowingchemistryteacherswhotookanactivepartinthefocusgroupandcarriedouttheteachingactivitiessuggestedinthebooklet.Theysharedtheirpracticalexperiencesandofferedcommentsonfurtherimprovementsontheactivities.Theircontributionshavegreatlyenrichedthecontentofthebookletandtheyare:

MsCHANChor-yan(C&MASunKeiSecondarySchool)

MsWONGWai-yin(BuddhistHungSeanChauMemorialCollege)

MrCHEUNGKa-ho(BuddhistHungSeanChauMemorialCollege)

MrPUNKwong-cheung(SKHTsangShiuTimSecondarySchool)

MrCHOWSon-i(SKHTsangShiuTimSecondarySchool)

MrJIETjie-kong(ChristianAllianceS.C.ChanMemorialCollege)

DrHUIChi-kuen(SingYinSecondarySchool)

MsYUENSze-nga(SingYinSecondarySchool)

Lastbutnotleast,wewanttoexpressourdeepestgratitudetotheHongKongExaminationsandAssessmentAuthorityforallowingustoreproducethequestionsfromtheHongKongCertificateofEducationExaminationpapers.

ScienceEducationSection

EducationBureau

2011

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Foreword

FOREWORD

What is Subject Specific Genre?

Theorganisationofalanguageiscalled“Genre”.Everysubjecthasitsuniquenatureandcontent;thewayofthinkingaswellastheformofexpressionisalsodifferent.Thesefeaturesarereflectedonthestyleoflanguageandthereforeeachofthesubjectshasauniquegenre,whichiscalled“SubjectSpecificGenre”.1

Differentsubjectspecificgenreshavedifferentcommunicativefunctionswhichwouldinturndevelopdifferentfeaturesofgenres.Theprocessofusingagenretoattainaspecificcommunicativefunctioniscalledgenrestructure.Havingagoodgraspofdifferentgenrestructurescanhelpstudentsorganisevariouswritingmaterialsmoreappropriately.Notonlydoeseverygenrehaveitsuniquelanguagestructure,italsohasitsownlanguagefeatures.Languagefeaturereferstothegrammaticalcharacteristicscommonlyfoundinthatgenreincludingtheuseofvocabulary,sentencepatternsandothers.1

Therelationshipbetweengenre,writingandlearning

Languagecanhelpusconstructknowledgeanditplaysanimportantroleinlearningandteaching.Studentsshouldhaveasoundlanguagefoundationsoastoconstructcontentknowledgeefficientlyandcarryoutcriticalthinking.Writingistheoutcomeofaseriesofprocedureslikeknowledgeinput,processingandknowledgeoutput.Theseprocedurescanhelpstudentsclarifyandconsolidatetheknowledgetheyacquired.Therefore,teachingstudentstousesubjectspecificgenreinwritingchemistryessayscanhelpthemenhancetheirabilityofexpressingscientificconcepts.1

Ontheotherhand,therearesomesuggestedlearningandteachingactivitiesrelatedtotheNSSChemistryandCombinedScience(ChemistryPart)curricula;“readingandwriting”isoneoftheexamples.Chemistryteacherscantakethisopportunitytoteachstudentstowritewithchemistryspecificgenreinordertoimprovestudents’abilityofexpressingchemistryknowledge.Thiscanalsoarousetheirinterestsinlearningchemistry.

1岑紹基、謝錫金、祁永華、鄺偉良、陳偉發、勞惠昌、陳曦圖、謝翰章(2003)。《中學會考化學科專科語體資料冊》(第二版)。香港：香港大學教育學院母語教學教師支援中心。

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Foreword

Thedesignandcontentofthisbook

Inordertoassistchemistryteacherstoteachsubjectspecificgenres,andalsohelpstudentsexpresscontentknowledgewiththeuseofsubjectspecificgenresandultimatelyhelpthemimprovetheirwritingskillsinchemistry,theScienceEducationSectionofCurriculumDevelopmentInstitutehascompiledWritingwithChemistrySpecificGenres-TeachingGuideforteachers’referenceandusage.

Theteachingguidehasatotaloffourbooklets.Eachbookletintroducesonecommontypeofchemistryspecificgenres:

WritingwithChemistrySpecificGenres-TeachingGuide1─DescriptiveReport

WritingwithChemistrySpecificGenres-TeachingGuide2─ProceduralAccount

WritingwithChemistrySpecificGenres-TeachingGuide3─CausalExplanation

WritingwithChemistrySpecificGenres-TeachingGuide4─Comparison

Thearrangementofcontentsfortheabovefourbookletsissimilar.Eachbooklethastwochapters;theyare“InstructionalDesign”and“LearningandTeachingMaterials”forChemistrySpecificGenres.Chapterone“InstructionalDesign”providestwoteachingschemesfortheaforementionedgenre.Eachschemeconsistsofaseriesofteachingactivitieswhichisdesignedtohelpchemistryteachersteachchemistryspecificgenresinasystematicway.Asfortheworksheetsandreferencesadoptedintheteachingschemes,theyareallputinchaptertwo“LearningandTeachingMaterials”.

Thisbookhasalreadybeenuploadedontothewebsite“WritingwithChemistrySpecificGenres”oftheEducationBureauforteachers’reference.

(Website:

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Chapter1 InstructionalDesignfor“DescriptiveReport”

“DescriptiveReport”isoneofthecommonlyusedchemistryspecificgenres.Itsmajorfunctionistodescribetheattributes,properties,activitiesofthingsortheoccurrenceofphenomena.Thisgenrehelpsstudentsconstructchemicalknowledge,withtheaidofconcreteexamplesanddiagrams,inaconciseanddirectway.Thisgenreisalsocharacterisedbyitsfrequentuseofnoun-basedterminology.

1.1Scheme 1

LevelofStudents:SecondaryFour

Genre:Descriptive Report

Topic:NSS Chemistry Curriculum Topic II “Microscopic World I” and

NSS Combined Science (Chemistry Part) Curriculum Topic II “Microscopic World”

ImplementationPeriod:InitialtointermediatephaseofSecondaryFour

Key Points / Teaching Activities / Learning and Teaching Materials / Estimated Time
Teachstudentscommonvocabularyandsentencepatternsofthewritingtopics,communicativefunction,genrestructureandlanguagefeaturesof“DescriptiveReport” / (I)BriefNoteson“DescriptiveReport”
-Introducethegenre“DescriptiveReport”
- UseQuestion4ofHKCEE1999ChemistryPaperIasamodelessaytoanalysethestructureandfeaturesof“DescriptiveReport” / BriefNotesonDescriptiveReport
(Section2.1ofthisbooklet) / 10
minutes
Developstudents’abilityofanalysingquestions
Teachstudentshowtojudgethemostsuitablegenreforeachquestion
Leadstudentstomakeuseofrelevantchemicalknowledgeof“MicroscopicWorld” / (II)QuestionAnalysis
-FinishWorksheet1
-DiscussanswersofWorksheet1
Reviewcommonvocabularyandsentencepatternsofwritingtopicsof“DescriptiveReport”
Discussimportantnotesofrelevantchemicalknowledgewhenansweringquestions / Worksheet1:
QuestionAnalysis
(Section2.2ofthisbooklet) / 20
minutes

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Chapter1 InstructionalDesignfor“DescriptiveReport”

1.1 Scheme 1

Key Points / Teaching Activities / Learning and Teaching Materials / Estimated Time
TeachstudentshowtoorganiseinformationbyusingGraphicOrganiser
Withtheaidoftheparagraphformattingandvocabularyprovidedinthewritingframework,helpstudentsrecognisegenrestructureandvocabularyof“DescriptiveReport” / (III)GuidedWriting
-Reviewchemicalknowledge relatedtothequestion
-FinishWorksheet2ingroups
-Grouppresentation
-Finishhomework:Worksheet3 / Worksheet2:
GuidedWriting-
GraphicOrganiser (Section2.3ofthisbooklet)
Worksheet3:
GuidedWriting-
WritingFramework (Section2.3ofthisbooklet) / 30
minutes
Reviewthegenrestructureandlanguagefeaturesof“DescriptiveReport”withstudents
Helpstudentsmasterthefeaturesof“DescriptiveReport”andexpresschemicalknowledgeinaclearandlogicalmannerthroughwriting“DescriptiveReport” / (IV)WritingAssignmentsfor“DescriptiveReport”
-Reviewthegenrestructureandcommonvocabularyof“DescriptiveReport”
-Applythegenre“DescriptiveReport”towriteanessayrelatedto“MicroscopicWorld”
-DistributeAssessmentRubrictostudentsandleadamorein-depthdiscussionwithstudents / BriefNotesonDescriptiveReport
(Section2.1ofthisbooklet)
SuggestedWritingTopicsforNSSChemistryCurriculumandNSSCombinedScience(ChemistryPart)Curriculum-
DescriptiveReport
(Section2.4.2ofthisbooklet)
AssessmentRubricforWritingAssignment
(Section2.5ofthisbooklet) / 40
minutes

1.2 Scheme 2

LevelofStudents:SecondaryFour

Genre:DescriptiveReport

Topic:NSSChemistryCurriculumTopicII“MicroscopicWorldI”and

NSSCombinedScience(ChemistryPart)CurriculumTopicII“MicroscopicWorld”

ImplementationPeriod:InitialtointermediatephaseofSecondaryFour

Key Points / Teaching Activities / Learning and Teaching Materials / Estimated Time
Teachstudentscommonvocabularyandsentencepatternsofthewritingtopics,communicativefunction,genrestructureandlanguagefeaturesof“DescriptiveReport” / (I)BriefNoteson“DescriptiveReport”
- Introducethegenre“DescriptiveReport”
- UseQuestion4ofHKCEE1999ChemistryPaperIasamodelessaytoanalysethestructureandfeaturesof“DescriptiveReport” / BriefNotesonDescriptiveReport
(Section2.1ofthisbooklet) / 10
minutes
Letstudentsdevelopadeeperunderstandingaboutthegenrestructure “DescriptiveReport” / (II)“OnlineInteractiveExercise”
- Studentsshouldfinish“OnlineInteractiveExercise:HKCEE2002ChemistryPaperIQuestion5”bythemselvesathomeorinschool’scomputerroom. / OnlineInteractiveExercise
(Website: / 20
minutes

1.2 Scheme2

Key Points / Teaching Activities / Learning and Teaching Materials / Estimated Time
Reviewthegenre structureandlanguagefeaturesof“DescriptiveReport”withstudents
Helpstudentsmasterthefeaturesof“DescriptiveReport”andexpresschemicalknowledgeinaclearandlogicalmannerthroughwriting“DescriptiveReport” / (III)WritingAssignmentsfor“DescriptiveReport”
-Reviewthegenrestructureandcommonvocabularyof “DescriptiveReport”
-Applythegenre“DescriptiveReport”towriteanessayrelatedto“MicroscopicWorld”
-DistributeAssessmentRubrictostudentsandleadamorein-depthdiscussionwithstudents / BriefNotesonDescriptiveReport
(Section2.1ofthisbooklet)
SuggestedWritingTopicsforNSSChemistryCurriculumandNSSCombinedScience(ChemistryPart)Curriculum-
DescriptiveReport
(Section2.4.2ofthisbooklet)
AssessmentRubricforWritingAssignment
(Section2.5ofthisbooklet) / 40
minutes
Assessstudents’progressinapplying“DescriptiveReport”inwritingchemistryessays / (IV)Assessment
-Incorporatequestionswitheffectivecommunicationintotestsorexaminationsandtherequiredgenreforthesequestionsis“DescriptiveReport”
-Teachersmaysetquestionsonothertopics / QuestionswithEffectiveCommunicationinHKCEEChemistryPaperI-
DescriptiveReport
(Section2.4.1ofthisbooklet)
SuggestedWritingTopicsforNSSChemistryCurriculumandNSSCombinedScience(ChemistryPart)Curriculum-
DescriptiveReport
(Section2.4.2ofthisbooklet) / 40
minutes

1.3 TeachingTips

Itisproposedthatteachersmayteachstudents“DescriptiveReport”duringthebeginningperiodofthelearningandteachingprocessofNSSChemistryCurriculum(thatistheinitialtointermediatephaseofsecondaryfour).Thiscanhelpstudentsmastertheskillsofhowtodescribetheattributesandpropertiesofchemicalsubstances.

Bothteachingschemes1and2arecomprisedoffourteachingactivities.Teachersmaychooseeitheroneoftheschemesaccordingtotheirpreference.

Teachersmayadjusttheweightingofassessmentcriteriainaccordancewithstudents’aptitudeandotherfactors.

Studentssolelyfollowingthegenrestructureof“DescriptiveReport”inwritingessayscanalreadyattainspecificcommunicativefunctionforthatgenre.However,ifstudentsaremorecompetent,teacherscanadvisestudentstopaymoreattentiontothearrangementofparagraphsandtransition.Teacherscanalsoencouragethemtosummarisethemainpointsorexpresstheiropinionintheclosingparagraphinordertomakethewholeessaywell-structuredandmorecoherent.

Teachersmayincorporatequestionswitheffectivecommunicationintotestsorexaminationsinordertoevaluatestudents’learningprogressinapplying“DescriptiveReport”inchemistrywriting.

Teacherscandirectlyuseworksheetsprovidedinthisbooklettoteachchemistryspecificgenres.Theycanalsoconsultthedesignofworksheetsandtailor-maketeachingmaterialsforstudentsonothertopics.

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NOTE

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Chapter2 LearningandTeachingMaterialsfor“DescriptiveReport”

2.1 BriefNotesonDescriptiveReport

Commonvocabularyandsentencepatternsofthewritingtopics

Describe...

Giveadescriptionof...

Statetheprinciple...

Whataretheproperties/functionsof...?

CommunicativeFunction

Todescribetheattributes,properties,activitiesofthingsortheoccurrenceofphenomena

Structure

PartsoftheStructure / ContentsandFunctions
Generalstatement / -Topointoutthethingsorphenomenatobedescribedwithinacertainscopeandprovideanexplicitbasisforlaterdescriptions
Descriptions / -describetheattributes,properties,activitiesofthingsortheoccurrenceofphenomena
-use“anindividualparagraphforonefocus”;sub-headingcanbeplacedatthebeginningofeachparagraph
-uselabelledillustrations,diagrams,figures,tablesandexamplestoaccompanyandsupportthewrittentext(optional)

LanguageFeatures

LanguageFeatures / Examples
Repeateduseofsubjectnametoemphasisethetopic / ---
Usewordsexpressingdefinition / is/area…of,refersto,canbeseenas,called
Usewordsexpressingcharacteristics
orclassification / consistsof,iscomposedof,comprises,
isclassifiedas,iscategorisedas,belongto,
aregroupedinto
Usewordsexpressingaddinginformation / furthermore,inaddition,also,apartfromthis,aswellas,whatismore,
notonly…butalso,which(surroundedbycommas)
Usealotofadjectives / ---

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Chapter2 LearningandTeachingMaterialsfor“DescriptiveReport”

Sample Text

Structure / SuggestedAnswer / Language
Features
Generalstatement
1 / Magnesium chloridecontainstwoelements,magnesiumandchlorine. / Repeated
use of subject name
Use words expressing
definition /
characteristics
orclassification
____Use words expressing adding information
Description
A / Eachmagnesiumatomdonatesitstwooutermostelectronstoformamagnesiumionandeachchlorineatomacceptoneelectrontoformachlorideion.Thenastableioniccompound, magnesium chloride,willbeformed.
Description
B / Inaddition,theelectrondiagramofmagnesium chlorideisshownbelow:

Generalstatement
2 / Tetrachloromethanecontainstwoelements,chlorineandcarbon.
DescriptionA / Eachcarbonatomsharesapairofelectronswitheachofthefourchlorineatomstoformastablecovalentcompound,tetrachloromethane.
DescriptionB / Moreover,theelectrondiagramoftetrachloromethaneisshownbelow:

2.2 Question Analysis

Worksheet1

Readthefollowingquestioncarefully.Underlinethekeywordsonthetopictodeterminethetypeofgenrestobeused,andputdownthenameofthegenreinpart(1).Afterthat,findtherelevantchemicalknowledgefromtextbooksorotherwaysaccordingtotheprompt(a,b,c),andwritedowntheimportantnotesinpart(2).

(1) Thewritinggenrerequiredfortheanswer:

(Hint:descriptivereport/proceduralaccount/causalexplanation/comparison)

(2) Relevantchemicalknowledge:

a.

b.

c.

2.2 Question Analysis

SuggestedAnswerforWorksheet1

Readthefollowingquestioncarefully.Underlinethekeywordsonthetopictodeterminethetypeofgenrestobeused,andputdownthenameofthegenreinpart(1).Afterthat,findtherelevantchemicalknowledgefromtextbooksorotherwaysaccordingtotheprompt(a,b,c),andwritedowntheimportantnotesinpart(2).

(1)Thewritinggenrerequiredfortheanswer: descriptive report

(Hint:descriptivereport/proceduralaccount/causalexplanation/comparison)

(2) Relevantchemicalknowledge:

a.The methods of combination of atoms / Types of bonding

b.The stability and electron configuration of noble gas atom

c.Draw the electron diagrams to represent electron structures of compounds

2.3 Guided Writing

Worksheet2

Thewritinggenrerequiredforthefollowingquestionis“DescriptiveReport”.

WritedowntheanswersbrieflyandorganisethemintotheGraphicOrganiser.

2.3 Guided Writing

SuggestedAnswerforWorksheet2

Thewritinggenrerequiredforthefollowingquestionis“DescriptiveReport”.

WritedowntheanswersbrieflyandorganisethemintotheGraphicOrganiser.

2.3 Guided Writing

Worksheet3

AccordingtotheinformationwritteninWorksheet2,answerthequestioninthefollowingWritingFramework.Theframeworkindicatestheparagraphsandthestructureofthegenre.Thevocabularysuggestedintheframeworkarethelanguagefeaturescommonlyusedin“DescriptiveReport”.Yet,similarwordingscanbeusedinstead.

Paragraph / Structure / Answer
1 / Generalstatement / - Words expressing definition(example: is/are a …of)
- Words expressing characteristics or classification
(examples: consists of, is classified as, belong to )
2 / Description1 / - Repeated use of subject name
- Words expressing adding information
(examples:inaddition,also,furthermore)
Diagram1
3 / Description2 / - Repeated use of subject name
- Words expressing adding information
(examples: in addition, also, furthermore)
Diagram2

2.3 Guided Writing

SuggestedAnswerforWorksheet3

AccordingtotheinformationwritteninWorksheet2,answerthequestioninthefollowingWritingFramework.Theframeworkindicatestheparagraphsandthestructureofthegenre.Thevocabularysuggestedintheframeworkarethelanguagefeaturescommonlyusedin“DescriptiveReport”.Yet,similarwordingscanbeusedinstead.

Paragraph / Structure / Answer
1 / General statement / Atoms can attain the noble gas electronic structureseither by sharing their outermost shell electrons or by the formation of an ionic bond.
2 / Description 1 / When atoms of non-metal combine, they tend to share their valence/outermost shell electrons to form molecules. Using hydrogen chloride as an example, the hydrogen atom and the chlorine atom combine by sharing their outermost shell electrons.The hydrogen atom attains theelectronic structure of the noble gas, helium while the chlorine atom also attains theelectronic structure of the noble gas, argon.
Diagram 1 / The electron diagram of hydrogen chloride is as follows:

3 / Description 2 / In addition, when a metal and non-metal combine, atoms of the metal donate electrons (to atoms of the non-metal) to form cations (positive ions/metallic ions), while atoms of the non-metal accept electrons to form anions (negative ion/non-metallic ions). Using sodium chloride as an example, the sodium atom loses its outermost shell electron and forms a positive sodium ion, attaining theelectronic structure of noble gas, neon, while the chlorine atom gains the electron released from the sodium to form a negative chloride ion, attainingtheelectronic structure of the noble gas, argon.
Diagram 2 / The electron diagram of sodium chloride is as follows:

2.4 SuggestedTopicsofWritingAssignments

2.4.1QuestionswithEffectiveCommunicationinHKCEEChemistryPaperI–DescriptiveReport

WritingTopic / Curriculum
Topic
CE95
Question4 / ‘Whenatomscombine,theytendtoattainnoblegaselectronicstructures.’
Discusshowatomscanattainthenoblegaselectronicstructures.Inyouranswer,youshouldgivesuitableexamplesandtheelectronicstructuresoftheproductsformed. / IonicCovalentBonds
CE99
Question4 / Withthehelpofelectrondiagrams,describetheformationofmagnesiumchlorideandtetrachloromethanefromatomsofrelevantelements. / Ionic
CovalentBonds
CE02
Question5 / Usingalkenesasanexample,describethecharacteristicsofmembersofahomologousseries. / Alkanes
Alkenes
CE03
Question5 / Plasticwastescauseenvironmentalproblemsinmoderncities.Suggestpossiblewaysoftreatingplasticwastes,anddiscusstheiradvantagesanddisadvantages. / Plastics

Remark:AllquestionsfromtheHongKongCertificateofEducationExaminationpapersarereproducedbypermissionoftheHongKongExaminationsandAssessmentAuthority.

2.4.2SuggestedWritingTopicsforNSSChemistryCurriculumandNSSCombinedScience(ChemistryPart)Curriculum–DescriptiveReport

WritingTopic / NSSChemistry / NSS
CombinedScience
(ChemistryPart)
Describetheprinciplesandprocessesinvolvedinevaporation,distillation,crystallisationandfiltrationasexamplesofphysicalseparationmethods. / TopicI
PlanetEarth / TopicI
PlanetEarth
Writeanessayontheapplicationsofmaterialssuchasgraphiteandaluminiuminrelationtotheirstructures. / TopicII
MicroscopicWorldI / TopicII
MicroscopicWorld
Describetheoccurrenceofmetalsandtheirusesindailylife. / TopicIII
Metals / TopicIII
Metals
Describethenatureofcommonacid-baseindicators. / TopicIV
AcidsandBases / TopicIV
AcidsandBases

1

Chapter2 LearningandTeachingMaterialsfor“DescriptiveReport”

2.5 Assessment Rubric for Writing Assignment

Teacherswritescoresandfeedbackintheappropriateboxes.

(1)Contentknowledge(10marks)

Excellent
(9-10marks) / Good
(6-8marks) / Average
(3-5marks) / Needtoimprove
(0-2marks)

(2)Structure(6marks)

Excellent
(5-6marks) / Good
(3-4 marks) / Average
(2marks) / Needtoimprove
(0-1mark)

(3)UseofLanguage(4marks)

Excellent
(4marks) / Good
(3 marks) / Average
(2marks) / Needtoimprove
(0-1mark)

(4)Feedback

1

REFERENCES

REFERENCES

1. 岑紹基、謝錫金、祁永華、鄺偉良、陳偉發、勞惠昌、陳曦圖、謝翰章(2003)。《中學會考化學科專科語體資料冊》(第二版)。香港：香港大學教育學院母語教學教師支援中心。

2.岑紹基等(2005)。《中學會考化學科專科語體資料冊》(光碟)。香港：香港大學教育學院母語教學教師支援中心。

3. 岑紹基、祁永華(2008)。《公營學校語文及學習優化計畫：以專科語體教學促進跨學科語文與學習》。香港：香港大學教育學院中文教育研究中心暨母語教學教師支援中心及教育局質素保證分部。

4. 岑紹基、祁永華、湯建國、羅燕琴、林偉業、勞惠昌、陳偉發、陳錦源、潘廣祥、彭遠華(2008)。《促進化學科學習的閱讀及寫作計畫─學習活動示例》。香港：香港大學教育學院中文教育研究中心暨母語教學教師支援中心及教育局科學教育組。

5. 香港大學教育學院母語教學教師支援中心網頁。

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NOTE

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