Explain/give reasons: You are now being asked to say why something you have already described is happening. Use ‘because’ to help you answer

these questions. There are often two marks awarded for giving just one reason. Where this

happens you will be expected to give a simple statement and its

elaboration.

Command words tell you exactly what type of information the examiner wants.Command words tell you exactly what type of information the examiner wants.

Compare: Write what is similar and different between

two pieces of information. Use

the word ‘whereas’ to help you compare.

Describe: Just write what you see. You may

be asked to describe what you see on a photo,

graph or map. Do not explain if you are only

asked to describe.

Justify: You could be asked to justify a decision you have made. Explain your choices in terms of why they are better than

other options open to you.

Suggest: This is similar to explain but

tells you that you are expected to

bring in ideas and understanding of our

own and is not provided on the

paper.

What is meant by?: You are being asked to give a

definition of a geographical term. You must know the main terms for each of the

four Units. When asked for a definition, giving an example

is not enough.

Measure: You may be asked to measure on a

map or graph. Don’t guess – measure

accurately using the scale provided.

• Flashcards: On small cards, summarise a case study into one (or both) sides of the cards and refer to it regularly. Make sure that you include key facts and number as you condense the case study to fit the card.

• Colour coding: colour code large pieces of text into sections. For example, it could be the social, economic and environmental impacts of the London Docklands Redevelopment

• Memory tests: You could look at an important diagram (erg the cross section of a meander) for 20 seconds, then cover it over and draw what you remember. Then give yourself another 20 seconds to see what you missed and add it in. Eventually, you will be able to draw the sketch without looking at a copy.

• Key words test: You could ask someone to read out 10 definitions and you have to say what the key word is. Then you could try it the other way around which is harder with someone giving you a key word to define.

• Spider diagrams (mind maps): Write a key theme in the centre of an A3 piece of paper. Write the sub-themes around it with important ideas and case studies to back them up. Look at the example of migration on the next page to help you. Stick your finished spider diagram somewhere visible where you will be able to refer to it often (e.g. fridge door, bedroom ceiling ).

• Practice exam questions: Look at the examples of past case study questions. Practice writing responses to these questions using the flashcards or colour coded case studies you have created.

• Summarising: Condense a section of text into a set number of bullet points.

• Reading aloud: Read a case study summary aloud, then try to say aloud all the facts and figures you remember without the summary. You could also read your keyword lists aloud.

• Repeated writing: Copy out pieces of information more than one time (five times would be appropriate). The repetition will help you to fix the facts in your memory.

But I don’t know how to revise! Here are some strategies you could use…But I don’t know how to revise! Here are some strategies you could use…

Write a definition of each of the following terms:

Package holidayEcotourismMass TourismExternal factors Extreme EnvironmentAdventure HolidaysConservation StewardshipTourist area/resort life cycle model

Explain the reasons behind the growth in mass tourism. (4)

Positive Negative

Working with a partner complete the star diagrams below for Mass tourism.

Factfile:-11-12 million tourists visit the country each year.55%-Asia25-30% -Europe.

Tourist numbers have fluctuated following the tsunami of 2004,Bird flue and unrest in Bangkok.

Exam question:-

Describe one feature of mass tourism.

You have two minutes to answer the question above.

Mass tourism is organised tourism (1) for large numbers (1) of peoplegoing on holiday to the same place (1).(2 marks)

Tourism in extreme environmentsTourism in extreme environmentsWHY has this development taken place ?

WHO are these people?

WHEREcould this

photograph have been

taken?

WHAT are these people doing?

WHEN was this photograph taken?

DESCRIBE HOW A NAMED AREA WITH AN EXTREME ENVIRONMENT IS COPING WITH AN INCREASING NUMBER

OF TOURISTS

Examiners look for an answer which has:Understood and answered THIS question, not just written lots of information about an extreme environment tourist areaMade each point clearlySupported each point with relevant detailOrganized the answer to build up a logical description To produce a good answer it is necessary to deconstruct the question. This means making sure you are aware of the different part of the question. You have to answer ALL parts if you are to reach the highest level 

So underline or highlight the key parts of the question

DESCRIBE HOW A NAMED AREA WITH AN EXTREME

ENVIRONMENT IS COPING WITH AN INCREASING NUMBER OF TOURISTS

DESCRIBE so not explainNAMED AREA – must use a case study. Along with the command word of describe it means that you must use details of a named area – a mere name would not be enoughCOPING - coping means that the questions is not answering for consideration of causes, efforts but rather responses INCREASING this is very significant word because it would allow a good answer to show that the problem of coping is getting greater due the increasing number of visitors.

A typical C grade answer has information which gives detail about a named area but is not sufficiently linked closely enough to the needs of the question

An A* grade answer answers all parts of the question and makes use of detailed case study information closely related to the way that the question is wording.

Always write at a minimum of level 2Always write linked statements, because this triggers access to level 2. No matter how many simple unlinked statements used in your answer it will remain in level 1.

Linking two or more of these statements, by means of a conjunction or another ‘joining’ word, means that there has been some development or elaboration of a simple or basic fact or idea.

Reaching Level 3

For Level 3, you need to bring in a case study, e.g.

‘… For example,

In Nepal they try to make sure local people earn a decent living from tourism. Local people are trained as guides giving them the skills to do the job effectively. This gives these people the confidence to get involved in tourism and start their own business. The setting of a minimum level of skill for porters through training, improves the service to tourists and a higher income can be expected. Between 1996 and 1998 there was a 50% rise in the number of households involved in tourist related activities. The training courses increased

HOW NEPAL TRIES TO COPE WITH THE DEVELOPMENT OF A TOURIST INDUSTRY. Encourage tourists to visit a wider area and not concentrate in a few areas such as the trail to Everest Base camp. Also to try and extend the tourist season. At the moment c50% of the annual total visits are in the two months of October and November. This is done by restricting the number of tourists to certain areas or by reducing prices for people who visit less frequented areas or visit out of the peak seasonReduce the amount of firewood used by locals and tourists and so decrease the rate of deforestation. Use appropriate technology, such as micro-hydro schemes. In one area the firewood consumption was reduced by 60% between 1996 and 1998Cut down the number of people camping in unauthorised sites. The number of designated campsites have been increased and they have been advertised more widelyDecrease the difference in the amount of money gained from tourism between different parts of the country and different groups of people. The income from tourism is more fairly shared between the government and the areas where the revenue is created

Make sure local people earn a decent living from tourism. Local people are trained as guides giving them the skills to do the job effectively. This gives these people the confidence to get involved in tourism and start their own business. The setting of a minimum level of skill for porters through training, improves the service to tourists and a higher income can be expected. Between 1996 and 1998 there was a 50% rise in the number of households involved in tourist related activities. The training courses increased the basic daily income for porters and pack animal operators by 30%

Get local people involved in the decision-making process regarding tourism matters. This increases the support and co-operation of the locals for conservation projects. It makes use of local knowledge to the benefit of the tourists and the environment.

Time for reflection

!

•Working with a partner talk for one minute about the content of today's lesson

What went well?Where you need to revise in more depth.Be honest with your self