W. C. Leung - English Department

Transcription

Professional Development Course 2008-2009
BWC038 PDC-ES (LA)
ENG0231E Learning English through Poems, Songs and the Mass Media
W. C. Leung
BWC038 Teaching English through Language Arts at Secondary Level
Learning English through Poems, Songs and the Mass Media (ENG0231E)
Assessment detail:
Participants should produce a portfolio containing selected and significant pieces of
work produced at various stages during the module.


Portfolio content should include work related to each of the three key areas
(poems, songs, media and/ or electronic texts)
It must include a sample/ samples of the following:
i. their personal response to selected pieces;
ii. their own individual creative writing of poems/ song lyrics;
iii. one pedagogically appropriate classroom LA activity deriving from (a)
selected text(s) of each of the three key areas;
iv. a statement of rationale justifying the inclusion of the selected pieces; and a
discussion of their relevance to the implementation of a language arts
curriculum. (about 750 words).
Poem:
What the Marriage Counsellor Said by Bonnie Day
Song:
Vincent by Don McLean
Film:
About a Boy
The copyright of this material belongs to the original author. We are
grateful for them in granting us the right to share with other
teachers. Please fully acknowledge the sources and the teacher.
BWC038 PDC-ES (LA)
W. C. Leung
1.
Poems
Lesson plan for a poem titled ―What The Marriage Counsellor Said‖ written by Bonnie Day
Target group : F.3 students
Number of lessons : 4
Objectives : Students are able to :
1. enjoy reading the poem
2. know what the poem is saying
3. recognize the mood and tone of the poem
4. notice the sound and structure of the poem
5. understand the theme of the poem
6. share their feelings and thoughts with others after reading the poem
7. write a poem (free verse)
Pr-reading activities
It serves to introduce the poem, generate students‘ interest and arouse their curiosity
and anticipation. (Teacher broadcasts the music video clip ―Wedding
March‖-YouTube-Wedding March Live)
1. What is the event that you usually hear such a piece of music ?
2. What do you think about a happy marriage ?
Happy Marriage
3. What is your advice to a young couple who are going to get married ?
BWC038 PDC-ES (LA)
W. C. Leung
While-reading activities
1. First reading – Try to enjoy the poem by reading slowly and write down your
thoughts about it.
Double-entry Journal -- Enjoyment
Activity 1
The poem
My thoughts about it
What the marriage counsellor said
(By Bonnie Day)
Love is the touch of flesh to flesh:
of cool and tender fingertips
that seek or cling or intermesh.
Love is the feel of lips on lips.
But love is something more than this.
Love is the touch of mind to mind,
more intimate than lips that kiss
or fingers intertwined.
Love‘s the response of thought to thought
Of soul to soul, of heart to heart.
Lacking in these, the joy love brought
Shatters to fragments and falls apart.
BWC038 PDC-ES (LA)
W. C. Leung
2. Second reading – Sort out the poem‘s meaning by using your imagination. Get a
picture in your head of what is happening. Then underline the two most important
words in each line. The words that describe what is happening or that give you a
strong feeling or image.
Double-entry Journal -- Meaning (Two Per Line)
The poem
Activity 2
(By Bonnie Day)
BWC038 PDC-ES (LA)
W. C. Leung
3. Third reading – Analyze the poem‘s structure and language, look to see if it rhymes,
how it‘s shaped, and what images it uses. (Teacher can give guidance if necessary.)
Double-entry Journal – Structure and Language
The poem
Activity 3
(By Bonnie Day)
BWC038 PDC-ES (LA)
W. C. Leung
4. Fourth reading – How does the poem make you feel? What mood is created, and
how does if affect you? As you read the words, you are thinking something.
Remember to write down what you feel about what you are reading.
Double-entry Journal – Feeling
Activity 4
The poem
(By Bonnie Day)
BWC038 PDC-ES (LA)
W. C. Leung
Post-reading activities
1. After reading the poem, take a minute to think.
a) Do I have a clear picture of the poem in my head?
b) What particular words or images come to my mind?
c) What is the theme of the poem?
2. You can share with the classmate sitting next to you. Discuss what you think the
poems means and use particular words to support your ideas.
3. Write a poem modeled on what you have read. You could create a poem with similar
organization. Use some of the same language, but with different content. For example
you can describe another kind of feeling, people or person, a thing or a place, such as
hatred, friends, brother, sister, parents, family, school, etc. (There is no need to rhyme
if you don‘t like. That‘s up to you!)
e.g.
of
that
is the
and
or
of
or
is the
But
more
or
:
.
of
is something
is the
than
than this.
of
.
‗s the
Of
to
Lacking in these, the
of
, of
and
to
.
(The example given above is just for your reference. Of course, you can write your own
poem.)
*The 1st to 4th reading and the Double-entry Journal are adapted from Reader‘s Handbook—A
Student Guide for Reading and Learning)
BWC038 PDC-ES (LA)
W. C. Leung
Suggested Answers
Pr-reading activity
1. What is the event that you usually hear such a piece of music ?
A wedding
2. What do you think about a happy marriage ?
A happy marriage is full of wonderful memories, loving thoughts and many hopes
for a blissful and exciting marriage to come.
3.. What is your advice to a young couple who are going to get married ?
There is no simple way to enjoy a happy relationship and create a life that is full
of blissful feelings. The advice is spending some quality time with each other and
paying more attention to one another. The marriage can be in a happy situation
overall.
While-reading activity
1. First reading – Try to enjoy the poem by reading slowly.
Double-entry Journal -- Enjoyment
Activity 1
The poem
(By Bonnie Day)
e.g. I think that‘s an intimate relationship.
It‘s romance and the couple are happy.
BWC038 PDC-ES (LA)
W. C. Leung
2. Second reading – Sort out the poem‘s meaning by using your imagination. Get a
picture in your head of what is happening. Then underline the two most important
words in each line. The words that describe what is happening or that give you a
strong feeling or image.
Double-entry Journal -- Meaning (Two Per Line)
The poem
Activity 2
What the marriage counsellor said e.g. Writer tells us the meaning of love
and the important things love
(By Bonnie Day)
should have. Without these, the joy
of love won‘t last long.
BWC038 PDC-ES (LA)
W. C. Leung
3. Third reading – Analyze the poem‘s structure and language, look to see if it rhymes,
how it‘s shaped, and what images it uses.
Double-entry Journal – Structure and Language
The poem
Activity 3
What the marriage counsellor said There are Three 4-line stanzas and there
are rhymes and regular rhythm.
(By Bonnie Day)
Rhyme Scheme
a
b
Rhythm
a
b
But love is something more than this. a
b
a
b
Love‘s the response of thought to thought a Love‘s the response of thought to thought
b Of soul to soul, of heart to heart.
Lacking in these, the joy love brought a
b
I like the image of joy that is like a thing
that can shatter to fragments and fall
apart.
Compare and contrast
flesh to flesh --- mind to mind
--- thought to thought
lips on lips --- soul to soul
--- heart to heart
BWC038 PDC-ES (LA)
W. C. Leung
4. Fourth reading – How does the poem make you feel?
What mood is created, and
how does if affect you? As you read the words, you are thinking something.
Remember to write down what you feel about what you are reading.
Double-entry Journal – Feeling
Activity 4
The poem
(By Bonnie Day)
This poem gives me a feeling that
love is romance, not only physically
but also mentally and spiritually.
Post-reading activities
1. After reading the poem, take a minute to think.
a) Do I have a clear picture of the poem in my head?
(Students‘ own answer)
b) What particular words or images come to my mind?
c) What is the theme of the poem?
The writer wants to tell us that the important things in marriage is sharing the
feeling , listening to each other. They are more important than physically feeling,
such as ‗touch of flesh to flesh, the feel of lips on lips‘.
BWC038 PDC-ES (LA)
W. C. Leung
2.
(Student‘s own answer.)
3. (Student‘s own answer.)
*The 1st to 4th reading and the Double-entry Journal are adapted from Reader‘s Handbook—A
Student Guide for Reading and Learning.
BWC038 PDC-ES (LA)
W. C. Leung
Double Entry Journal Rubric
Total:
10
Score
8
Both the quotation chosen
6
4
The quotation chosen
/40
2
Quotation
The quotation chosen
and
and the response demonstrate and the response demonstrate and the response demonstrate and/or the response
and response do not
response
thought and insight into the
thought and some
thought and some
demonstrate some
demonstrate
work.
understanding of the work.
consideration of the work.
consideration of work.
consideration of the
work.
Focus of
The response is tightly
The response is focused and The response is focused and The response lacks focus The response is
response
focused and consists of
consists primarily of
consists of equal parts insight and consists mostly of
unfocused and consists
thoughtful insights rather
thoughtful insights rather
and summary.
entirely of summary
than summary.
than summary.
summary, though some
thought is present.
Connection
In the response, connections In the response, connections In the response, some
In the response, some
to literature
are always made to the
are always made to the
connections are made to literature are missing or
literature. Ample evidence
literature. Sufficient evidence literature. Evidence from the the literature. Evidence
inaccurate. Little
from the work is provided –
from the work is provided –
evidence from the work
Writing
connections are made to the
work is provided – through
from the work is some-
Connections to the
through specific quotations – through specific quotations – quotations – to support the
-times provided –through is provided to support
to support the focus of the
to support the focus of the
quotations – to support
response.
response.
focus of the response.
the focus of the
the focus of the response. response.
Response is well written and Response is clearly written
Response is somewhat
Response is somewhat
free of distracting errors.
and essentially free of
clearly written but contains a clearly written and is
written and is riddled
distracting errors.
few distracting errors.
with distracting errors.
riddled with distracting
Response is poorly
errors.
The copyright of this material belongs to the original author. We are grateful for them in granting us the right to share with other teachers. Please fully
acknowledge the sources and the teacher.
BWC038 PDC-ES (LA)
W. C. Leung
Rubric
Poetry Writing
Mark:____________/16
Performance
Criteria
Accomplished
4
Competent
3
Developing
2
Beginning
1
Marks
Poem has a
Creativity
wonderful choice
of words which
create the
appropriate
mood. Great use
Poem has a good
choice of words.
Tried to be
Lacks
Good use of
imaginative.
imagination.
imagination.
of imagination.
The illustration/
Illustration
drawings add to
the purpose and
interest of the
poem. Highly
original and
Ideas
and
Content
creative.
drawings are
appropriate for
the purpose and
interest of the
poem. Original
and creative.
Ideas are clear
Ideas are clear
and original.
but general and
predictable.
Student shows a
good
understanding of
Skills
The illustration/
the meaning and
structure of the
model poems,
adapting own
style.
Student clearly
shows an
understanding of
the structure of
the model poems
read and has the
ability to use it.
The illustration/
drawings are
The illustration
related to the
/drawings are not
poem but not
appropriate for
highly original or
the poem.
creative.
Ideas are clear
but more
development of
No clear ideas.
ideas is needed.
Student
shows
a basic
Student has not
understanding of
shown an
the structure of
understanding of
the model poems
the structure of
read and has
the poems read
attempted to use
as models.
it.
Total:
Teacher‟s comment:
The copyright of this material belongs to the original author. We are grateful for them
in granting us the right to share with other teachers. Please fully acknowledge the
sources and the teacher.
BWC038 PDC-ES (LA)
W. C. Leung
Individual Creative Writing
Poem
Title: Waiting
Do come!
Come please!
How lonely and insecure I feel.
The restaurant is quiet and
there is no one talking.
It is getting dark and
the candle keeps burning.
Turn around several times
to look for you.
Keep my eyes closed
to pray for your safe arrival
Is there an accident?
Empty plates, a bottle of wine and
I are waiting for you.
Do come please!
That‘s our Wedding Anniversary Day!
BWC038 PDC-ES (LA)
W. C. Leung
References
1. Barlow, A.(Ed.). (1993). The Calling of Kindred: Poems from the English-speaking
World. Cambridge: Cambridge University Press.
2. Carter, R. (1996). Look both ways before crossing: developments in the language and
literature classroom. In R. Carter & J. McRae (Eds.) Language, Literature & the
Learner: Creative Classroom practice. Harlow, U.K.: Addison Wesley Longman.
3. Robb, L. (2002). Reader’s handbook: a student guide for reading and learning.
Wilmington, Massachusetts: Great Source Education Group.
4. Saving a marriage.com
5. http://engres.ied.edu.hk
6. Yahoo.com – Wedding March (music)
7. http://www.6traits.cyberspaces.net/rubric2.html
7. http://www.glef.org/Assessment/resources.html
.
BWC038 PDC-ES (LA)
W. C. Leung
Personal response to the poem „What The Marriage Counsellor Said‟
written by Bonnie Day
I think that is a romance poem. The writer tells us love is very important
in our marriage. Love is something about physical feeling and the response of thought
to thought. Communication and listening to each other make the marriage last longer.
Otherwise, the joy of love will shatter to fragments and fall apart. That‘s a warning to all
couples.
I loved this poem at first sight. I also wanted to share this wonderful
poem with my students. So I chose this poem to design the classroom activities.
Group work: Poem
Selected poem: Victoria Park
Poet: Woo See-Kow
Source: Fifty-fifty : new Hong Kong writing edited by Xu Xi. Hong Kong : Haven Books,
c2008
Target group: S4/S5
No. of lessons: 5-6
Objectives: Students are able to:
1. understand the theme of the poem
2. recognize the mood conveyed in the poem
3. use descriptive language to describe a person and an event
4. appreciate the poem
5. enhance their presentation skills
6. write a poem (free verse)
BWC038 PDC-ES (LA)
W. C. Leung
Stages
Pre-reading Stage
-Teacher asks students if they have visited Victoria Park and let them share their
experiences.
-Teacher shows students a power point of activities/functions in Victoria Park.
-Teacher asks them to guess what the theme of the targeted poem: Victoria Park is.
While-reading Stage

1st reading: Teacher reads aloud the poem. (Appendix 1)

2nd reading: Students are assigned to fill in a set of worksheet to
find adjectives, adjective phrases, verbs, verbal
phrases, nouns and noun phrases to describe the girl,
the poet, the poet‘s incident in childhood and the
commemorative programme.
(Appendix 2)

3rd reading:
Students read the poem and watch one of the following:
BBC News - June 4, 1989, Tiananmen Square
http://www.youtube.com/watch?v=XJBnHMpHGRYMassacre
毋忘六四 - 血染的風采(Don‟t forget June Fourth- blood stained glamour)
(http://www.youtube.com/watch?v=gHusFlwVIjU&feature=related
支聯會悼念六四 18 周年國殤晚會︰晚會播放『血染的風采』
(Commemorative function of June Fourth Incident in Hong Kong in 2007)
http://www.youtube.com/watch?v=dE5dLbh_ThY&feature=related

4th reading:
Students are divided into groups to draw pictures of different
stanzas and write down notes for a 3-min presentation.
(Appendix 3)
Post-reading Stage
* Groups present and introduce their drawings to the class.
*
Teacher leads students to analyze the theme of the poem.
*
Each student is given a worksheet with a photo/picture of Hong Kong landmark (in
total 4 photos). (Appendix 4)
They share their stories, ideas and feelings of the landmarks in a group of four.
Each student writes a poem of free verse on the assigned photo with the help of the
mind map. (Appendix 5) (Appendix 6)
*
*
BWC038 PDC-ES (LA)
W. C. Leung
Appendix 1
Victoria Park
Woo See-Kow
Thousands upon thousands
of candlelights
dotted Victoria Park
She handed me a leaflet
in neat short phrases
heralded
the injustices
the cruelties
the things
I must not forget
Her fiery eyes
firm matter-of-fact voice
sheltered
the blazing compassion
shielded
a tender heart
Fighting her battle
preaching her cause
by the park‘s swimming pool
where I once almost drowned
as a boy
Red eyes and white-prune fingertips
staying in the water for too long
drenched with too much chlorine
I was there
candle burning in my hand
for a reason
We were on the same side
watching her quietly
from a crowd
all I could think of
was to tell her
how beautiful she looked
in the soft candlelight
and
she was gorgeous
even
when
she was
mad
BWC038 PDC-ES (LA)
W. C. Leung
Worksheet1
Appendix 2
Write down the descriptive language to describe the girl, the poet, the poet‟s
incident in childhood and the commemorative programme.
The girl
Adjectives
&
Adjective
phrases
Nouns &
Noun
phrases
Verbs &
Verbal
phrases
The poet
Adjectives
&
adjective
phrases
Nouns &
Noun
phrases
Verbs &
Verbal
phrases
BWC038 PDC-ES (LA)
W. C. Leung
The poet’s incident in childhood
Adjectives
& Adjective
phrases
Nouns &
Noun
phrases
Verbs &
Verbal
phrases
The commemorative programme
Adjectives
&
Adjective
phrases
Nouns &
Noun
phrases
Verbs &
Verbal
phrases
BWC038 PDC-ES (LA)
W. C. Leung
Worksheet 1
Suggested Answers
Write down the descriptive language to describe the girl, the poet, the poet‟s
accident in childhood and the commemorative programme.
The girl
Adjectives &
-
Adjective phrases
Nouns &
Shielded
on the same side
beautiful
gorgeous
mad
- her fiery eyes
- firm matter-of-fact voice
- the blazing compassion
- a tender heart
Noun phrases
Verbs &
- handed me a leaflet
- Fighting her battle
- preaching her cause
Verbal phrases
The poet
Adjectives &
-
on the same side
-
the things I must not forget
the park‘s swimming pool where I once almost
drowned
as a boy
candle burning in my hand for a reason
Adjective
phrases
Nouns &
Noun phrases
Verbs &
Verbal phrases
-
must not forget
watching her quietly from a crowd
think of
tell
BWC038 PDC-ES (LA)
W. C. Leung
The poet’s incident in childhood
Adjectives &
Adjective
phrases
Nouns &
-
Noun phrases
Red eyes and white-prune fingertips staying in the
water for too long drenched with too much
chlorine
Verbs &
Verbal phrases
The commemorative programme
Adjectives &
Adjective
phrases
Nouns &
Noun phrases
-
Thousands upon thousands of candlelights
A leaflet in neat short phrases heralded the injustices
the cruelties the things
Red eyes and white-prune fingertips staying in the
water for too long drenched with too much chlorine
a crowd
soft candlelight
Verbs &
Verbal phrases
BWC038 PDC-ES (LA)
W. C. Leung
Appendix 3
Worksheet 2
Draw picture(s) of Stanza _______ and mark down some notes for the 3-min group
presentation. (If you need more paper, tell the teacher). Choose one or more group
representatives to present your drawing.
BWC038 PDC-ES (LA)
W. C. Leung
Appendix 4
The Peak
BWC038 PDC-ES (LA)
W. C. Leung
The Wishing Tree
TST Clock Tower
BWC038 PDC-ES (LA)
W. C. Leung
BWC038 PDC-ES (LA)
W. C. Leung
Appendix 5
Title
Others
Topic
Others
Others
P
O
Imagery
The copyright of this material belongs to the original author. We are grateful for them in
granting us the right to share with other teachers. Please fully acknowledge the sources and
the teacher.
Poetry Writing
Name: __________ (
create the appropriate
Class: _______
Class No.:______
Competent
3
Developing
2
Mark:____________/16
Beginning
1
imagination.
choice of words.
Good use of
Tried to be
Lacks
imaginative.
imagination.
imagination.
on
Ideas are clear
Ideas are clear
and original.
but general and
predictable.
good
understanding of
the meaning and
structure of the
model poems,
adapting own
style.
Marks
ratio
n
Illus
trati
Poem has a good
Student shows a
Skills
Appendix 6
Illust
mood. Great use of
choice of words which
Poem has a wonderful
imagination.
Great use of
Ideas
and
Content
the appropriate mood.
Criteria
of words which create
)
Accomplished
4
Performance
has a wonderful choice
Creativity Poem
BWC038 PDC-ES (LA)
W. C. Leung
Student clearly
shows an
understanding of
the structure of
the model poems
read and has the
ability to use it.
Ideas are clear
but more
development of
No clear ideas.
ideas is needed.
Student
shows
a basic
Student has not
understanding of
shown an
the structure of
understanding of
the model poems
the structure of
read and has
the poems read
attempted to use
as models.
it.
Total:
The copyright of this material belongs to the original author. We are grateful for them in
granting us the right to share with other teachers. Please fully acknowledge the sources and
the teacher.
BWC038 PDC-ES (LA)
W. C. Leung
Personal response to the song „Vincent‟ (Don McLean)
When I heard this song for the first time, I felt that the melody was
very beautiful and the singer (Don McLean) sang very well but I didn‘t know the
lyrics at all. I was looking at the lyrics and listening to the song at the same time when
I was attending a refresher course at Institute of Language in Education (ILE) in 1993.
The lecturer, Mike Murphy, let us listen to the song and gave us the lyrics. He wanted
us to appreciate this song and the language used. I had a deep feeling at that time. He
even showed us the poems written by two former students who gave response to the
song ‗Vincent‘.
Written After the 1st Creative Writing Session on „Vincent‟ by Don McLean
I‘d heard the song many times before
and know what it is about
but had never appreciated it
so deeply
nor been so touched
until that session.
McLean‘s poetic words,
Vincent‘s world of nature‘s hue and
Mike‘s background information
all merged into
a picture of self-sacrificial beauty.
Starry starry night,
why is it that
we often appreciate
another‘s worth only after
it is lost?
Chiu Yee-ling
The copyright of this material belongs to the original author. We
are grateful for them in granting us the right to share with other
BWC038 PDC-ES (LA)
W. C. Leung
To Vincent
Vincent, I feel pity for you
Being able to think is a gift,
but this gift seems to bring you nothing but pain.
Maybe you have thought too much.
Queries, paradoxes and anger filled up your brain,
but there were no answers.
So, you decided to rescue yourself
by leaving the world.
Vincent, your life was a tragedy,
and you proved this by giving your life
a tragic ending.
Catherine Lai
That was a very good atmosphere for us to learn English through songs.
At that time, I like it very much.
Last year, I attended a one-day course in Hong Kong University. The
lecturer let us listen to several songs. One of them was ‗Vincent‘ by Don McLean. He
taught us how to appreciate this song. He told us that the lyrics was written like a
poem. There were rhyming words, allusion, alliteration and repetition. It was a
writer-based song. The song-writer wanted to show the meaning of Van Gogh‘s
paintings and Van Gogh‘s life through his lyrics. It was touching.
So I think that would be good to show this song to my students and let
them know how to appreciate a good song. That‘s the reason why I choose this song
as a piece of work in my portfolio.
BWC038 PDC-ES (LA)
W. C. Leung
Individual Creative writing of song lyrics
(Melody of Twinkle, Twinkle, Little Star)
Winky, Winky, little girl,
How pretty and nice you are!
Up and down the stairs so quick,
Like a little ball bouncing around.
As you are so lovely,
All the people want to kiss,
Hope you grow up happily,
That‘s all of us want to see.
Winky, Winky, oh, my dear,
I pray for you every day.
II. Songs
Lesson plan for a song titled ―Vincent‖ (By Don McLean)
8. appreciate a song
9. know what the song is saying
10. analyse a song to examine what message conveyed
11. identify the person, places and events addressed
12. interpret song lyrics based on contextual clues
13. share their feelings and thoughts with others after listening to the song
14. write a song lyrics
The following are the classroom activities for the song ‗Vincent‘
1. Pre-listening activity
Before sharing the song, students read an article which is the biography of Vincent
Van Gogh
BWC038 PDC-ES (LA)
W. C. Leung
Vincent van Gogh: Overview
Birth Year : 1853
Death Year : 1890
Country : Netherlands
Vincent van Gogh, for whom color was the chief symbol of expression,
was born in Groot-Zundert, Holland. The son of a pastor, brought up in
a religious and cultured atmosphere, Vincent was highly emotional
and lacked self-confidence. Between 1860 and 1880, when he finally
decided to become an artist, van Gogh had had two unsuitable and
unhappy romances and had worked unsuccessfully as a clerk in a
bookstore, an art salesman, and a preacher in the Borinage (a dreary
mining district in Belgium), where he was dismissed for
overzealousness. He remained in Belgium to study art, determined to
give happiness by creating beauty. The works of his early Dutch period
are somber-toned, sharply lit, genre paintings of which the most
famous is "The Potato Eaters" (1885). In that year van Gogh went to
Antwerp where he discovered the works of Rubens and purchased
many Japanese prints.
In 1886 he went to Paris to join his brother Théo, the manager of
Goupil's gallery. In Paris, van Gogh studied with Cormon, inevitably
met Pissarro, Monet, and Gauguin, and began to lighten his very dark
palette and to paint in the short brushstrokes of the Impressionists.
His nervous temperament made him a difficult companion and
night-long discussions combined with painting all day undermined his
health. He decided to go south to Arles where he hoped his friends
would join him and help found a school of art. Gauguin did join him but
with disastrous results. In a fit of epilepsy, van Gogh pursued his
friend with an open razor, was stopped by Gauguin, but ended up
cutting a portion of his ear lobe off. Van Gogh then began to alternate
between fits of madness and lucidity and was sent to the asylum in
Saint-Remy for treatment.
In May of 1890, he seemed much better and went to live in
Auvers-sur-Oise under the watchful eye of Dr. Gachet. Two months
later he was dead, having shot himself "for the good of all." During his
brief career he had sold one painting. Van Gogh's finest works were
produced in less than three years in a technique that grew more and
BWC038 PDC-ES (LA)
W. C. Leung
more impassioned in brushstroke, in symbolic and intense color, in
surface tension, and in the movement and vibration of form and line.
Van Gogh's inimitable fusion of form and content is powerful;
dramatic, lyrically rhythmic, imaginative, and emotional, for the artist
was completely absorbed in the effort to explain either his struggle
against madness or his comprehension of the spiritual essence of man
and nature.
(Source:www.vangoghgallery.com)
Have you heard about this man? What do you think about him?
2. While-listening activities
a) The song you are going to listen is a tribute to Van Gogh and his art by a singer
and a songwriter who was moved by the artist‘s life story as well as his
paintings.
(Give students the song lyrics and play the song ‗Vincent‘ by Don McLean and
let students go over the lyrics with a highlighter. Ask students to find the
theme in McLean‘s song.)
Don McLean
"Starry Night"
Van Gogh
(http://www.lyricsmode.com/lyrics/d/don_mclean/vincent.html)
BWC038 PDC-ES (LA)
W. C. Leung
Vincent by Don McLean
Starry, starry night
Paint your palette blue and gray
Look out on a summer's day
With eyes that know the darkness in my soul...
Shadows on the hills
Sketch the trees and the daffodils
Catch the breeze and the winter chills,
In colors on the snowy linen land.
Now I understand
What you tried to say, to me
And how you suffered for your sanity
And how you tried to set them free:
They would not listen; they did not know how -Perhaps they'll listen now.
Starry, starry night
Flaming flowers that brightly blaze
Swirling clouds in violet haze
Reflect in Vincent's eyes of china blue
Colors changing hue
Morning fields of amber grain
Weathered faces lined in pain
Are soothed beneath the artist's loving hand.
Now I understand
They would not listen; they did not know how-Perhaps they'll listen now.
For they could not love you
But still, your love was true
And when no hope was left inside
BWC038 PDC-ES (LA)
W. C. Leung
On that starry, starry night
You took your life as lovers often do-But I could've told you, Vincent:
This world was never meant
For one as beautiful as you.
Starry, Starry night
Portraits hung in empty halls
Frameless heads on nameless walls
With eyes that watch the world and can‘t forget
Like the strangers that you've met
The ragged men in ragged clothes
The silver thorn, a bloody rose
Lie crushed and broken on the virgin snow.
Now I think I know
They would not listen; they're not listening still-Perhaps they never will.
[Vincent van Gogh (1853-1890) Dutch Painter]
(Source: www.vangoghgallery.com)
b) Don McLean earned international fame with the song ‗Vincent‘. When first
released, the song was played daily at the Vincent Van Gogh museum.
Do you like the song? Why? /Why not?
c) What is the singer trying to say about Van Gogh? Can you put the message in
one sentence?
d) Students read their sentence out loudly one by one.
BWC038 PDC-ES (LA)
W. C. Leung
e) Some people say that the lyrics of the song ‗Vincent‘ is like a poem. Can you
find some elements of poetry in the song to support this statement ?
f) By referring to ‗Understanding the lyrics and Van Gogh‘s Life and the Chinese
translation of the lyrics given below, write your thoughts about the lyrics in the
Double-entry Journal. (Just write down what you want to say)
Starry, Starry Night Lyrics
Understanding the lyrics and Van Gogh's Life.
Below are the lyrics to Don McLean's hit song Vincent (Starry, Starry
Night) and a comparison to Van Gogh's Actual Life.
Expressing Van Gogh's inspiration for the painting.
Starry, starry night.
However, one line says :
Paint your palette blue and grey,
"Look out on a summer's day."
Look out on a summer's day,
which is a false statement as Van Gogh was in an
With eyes that know the darkness in my soul.
asylum at Saint-Remy, and was not able to paint
Shadows on the hills,
picture from an actual view point, it is strictly from his
Sketch the trees and the daffodils,
mind.
Catch the breeze and the winter chills,
In colors on the snowy linen land.
These are references to other
Van Gogh paintings.
Flaming flowers that brightly blaze, Swirling clouds in violet haze,
 Flaming Flowers: The
Reflect in Vincent's eyes of china blue.
Sunflower Series
Colors changing hue, morning field of amber grain,
 Swirling Clouds: Starry
Weathered faces lined in pain,
Night
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BWC038 PDC-ES (LA)
W. C. Leung
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BWC038 PDC-ES (LA)
W. C. Leung
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BWC038 PDC-ES (LA)
W. C. Leung
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BWC038 PDC-ES (LA)
W. C. Leung
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BWC038 PDC-ES (LA)
W. C. Leung
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BWC038 PDC-ES (LA)
W. C. Leung
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BWC038 PDC-ES (LA)
W. C. Leung
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BWC038 PDC-ES (LA)
W. C. Leung
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(Source: www.vangoghgallery.com/painting/starrynightlyrics.html)
Vincent
(Don McLean)
Starry, starry night 繁星點點的夜裡
Paint your palette blue and gray 調色盤上只有藍與灰
Look out on a summer‘s day 在夏日裡出外探訪
With eyes that know the darkness in my soul 用你那洞悉我靈魂幽暗處的雙眼
Shadows on the hills 山丘上的陰影
Sketch the trees and daffodils 描繪出樹與水仙花
Catch the breeze and the winter chills 捕捉微風與冬天的冷冽
In colors on the snowy linen land 用那如雪地裡亞麻般的色彩
Now I understand what you tried to say to me 如今我才明白，你想說的是什麼
How you suffered for your sanity 當你清醒時你有多麼痛苦
How you tried to set them free 你努力的想讓它們得到解脫
They would not listen, they did not know how 但他們卻不理會，也不知該如何做
Perhaps, they‘ll listen now 也許，今後他們將會明瞭
Flaming flowers that brightly blaze 火紅的花朵燦爛的燃燒著
Swirling clouds in violet haze 漩渦似的雲飄在紫羅蘭色的霧裡
Reflect in Vincent‘s eyes of china blue 映照在文生湛藍的眼瞳裡
Colors changing hue 色彩變化萬千
Morning fields of amber grain 清晨的田園裡琥珀色的農作物
Weathered faces lined in pain 佈滿風霜的臉羅列著痛苦
BWC038 PDC-ES (LA)
W. C. Leung
Are soothed beneath the artist‘s loving hand 在藝術家憐愛的手下得到撫慰
Now I understand what you tried to say to me 如今我才明白，你想說的是什麼
And how you tried to set them free 你努力的想讓它們得到解脫
They would not listen, they did not know how 但他們卻不理會，也不知該怎麼做
Perhaps, they‘ll listen now 也許，現在他們知道了
For they could not love you 因為當初他們無法愛你
And still your love was true 但你的愛依然真實
And when no hope was left inside 當燦爛的星空裡
on that starry, starry night 不存一絲希望
You took your life as lovers often do 你像許多戀人一樣，結束了自己的生命
But I could have told you, Vincent 但願我能告訴你，文生
This world was never meant
for one as beautiful as you 這個世界根本配不上一個美好如你的人
Portraits hung in empty hall 一幅幅的肖像懸掛在空盪盪的大廳裡
Frameless heads on nameless walls 無鑲框的臉倚靠在寂然的牆上
With eyes that watch the world and can‘t forget 配上一雙看遍世事且永不遺忘雙眼
Like the strangers that you‘ve met 就像你曾遇見的陌生人
The ragged man in ragged clothes 那些衣衫襤褸的人們
The silver thorn of bloody rose 也像血紅的玫瑰上銀色的刺
Lie crushed and broken on the virgin snow 斷裂並靜臥在初下的雪上
Now I think I know what you tried to say to me 我想我已明白，你想說的是什麼
Then how you tried to set them free 你努力的想讓它們得到解脫
They would not listen, they‘re not listening still 但他們卻不理會，現在依然如此
Perhaps, they never will...也許，他們永遠不會……
(Source: http://TW.Knowledge.Yahoo.com/question/question?qid=1609020205090)
Double-entry Journal
Your thoughts
(Students listen to the song once again before they do the work.)
Lyrics
Lyrics
BWC038 PDC-ES (LA)
W. C. Leung
Flaming flowers that brightly blaze, Swirling
clouds in violet haze,
Reflect in Vincent's eyes of china blue.
Colors changing hue, morning field of amber
grain,
Weathered faces lined in pain,
For they could not love you,
But still your love was true.
And when no hope was left in sight
On that starry, starry night,
You took your life, as lovers often do.
But I could have told you, Vincent,
This world was never meant for one
As beautiful as you.
Portraits hung in empty halls,
Frameless head on nameless walls,
With eyes that watch the world and can't forget.
Like the strangers that you've met,
The ragged men in the ragged clothes,
The silver thorn of bloody rose,
Lie crushed and broken on the virgin snow.
Now I think I know what you tried to say to me,
How you suffered for your sanity,
How you tried to set them free.
They would not listen, they're not listening still.
Perhaps they never will...
g) Share your thoughts with the classmate sitting next to you. (Remember to speak in
English)
3. Post-listening activities
BWC038 PDC-ES (LA)
W. C. Leung
a)After listening to the song ‗Vincent‘, some people gave their response by writing
a poem, an article or a letter. The poems given below were written by two persons.
After reading the poems, try to write your response in the form of letter to Vincent.
Written After the 1st Creative Writing Session on „Vincent‟ by Don McLean
I‘d heard the song many times before
and know what it is about
but had never appreciated it
so deeply
nor been so touched
until that session.
McLean‘s poetic words,
Vincent‘s world of nature‘s hue and
Mike‘s background information
all merged into
a picture of self-sacrificial beauty.
Starry starry night,
why is it that
we often appreciate
another‘s worth only after
it is lost?
Chiu Yee-ling
BWC038 PDC-ES (LA)
W. C. Leung
To Vincent
Vincent, I feel pity for you
Being able to think is a gift,
but this gift seems to bring you nothing but pain.
Maybe you have thought too much.
Queries, paradoxes and anger filled up your brain,
but there were no answers.
So, you decided to rescue yourself
by leaving the world.
Vincent, your life was a tragedy,
and you proved this by giving your life
a tragic ending.
Catherine Lai
b) Write your own lyrics by using the melody of ‗Vincent‘. You can just write a few
verses.
BWC038 PDC-ES (LA)
W. C. Leung
Suggested Answer
1. Pre-listening activity
Have you heard about this man? What do you think about him?
2. While-listening activities
a) The song you are going to listen is a tribute to Van Gogh and his art by a singer
and a songwriter who was moved by the artist‘s life story as well as his
paintings.
(Give students the song lyrics and play the song ‗Vincent‘ by Don McLean and
let students go over the lyrics with a highlighter. Ask students to find the
theme in McLean‘s song.)
b) Don McLean earned international fame with the song ‗Vincent‘. When first
released, the song was played daily at the Vincent Van Gogh museum.
Do you like the song? Why? /Why not?
(Student‘s own answer)
c) What is the singer trying to say about Van Gogh? Can you put the message in
one sentence?
Vincent Van Gogh was a great artist but the people of his contemporary didn‘t
get the message he conveyed in his paintings and didn‘t understand him, so he
killed himself.
d) Students read their sentence out loudly one by one.
e) Some people say that the lyrics of the song ‗Vincent‘ is like a poem. Can you
find some elements of poetry in the song to support this statement ?
e.g. Rhyming words: gray, day how, now blaze, haze halls, walls
Allusion: the darkness in my soul Flaming flowers that brightly blaze,
Swirling clouds in violet haze The silver thorn, a bloody rose
Repetition: Starry, Starry night The ragged men in ragged clothes
Alliteration: brightly blaze suffered, sanity
BWC038 PDC-ES (LA)
W. C. Leung
f) Student‘s own answer
g) Share your thoughts with the classmate sitting next to you. (Remember to speak
in English)
3. Post-listening activities
a)After listening to the song ‗Vincent‘, some people gave their response by writing
a poem, an article or a letter. The poems given below were written by two people.
After reading the poems, try to write your response in the form of letter to
Vincent.
b) Write your own lyrics by using the melody of ‗Vincent‘. You can just write a few
verses.
BWC038 PDC-ES (LA)
W. C. Leung
Rubric
Letter Writing
(
) Class: _______ Class No.:_____ Mark:____
/16
Accomplished
Format
Competent
Name:__________
Meets all the requirements for an informal M IIITLLFUM
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W. C. Leung
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W. C. Leung
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BWC038 PDC-ES (LA)
W. C. Leung
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Comments:
BWC038 PDC-ES (LA)
W. C. Leung
Rubric
Category
Accomplished
Name: __________
(
Lyrics Writing
) Class: ______ Class No.:____
Competent
Developing
Mark:____ /16
Creativity Th
e song has a
wonderful
choice of words
which create
Beginning
the appropriate
mood. Great
use of
imagination.
and
Content
Skills
Ideas
Creativity
Ideas are clear
Ideas are clear
Ideas are clear
and original.
but general and
predictable.
but more
development of
ideas is needed.
Student shows
a good
understanding
of the meaning
and structure of
Student clearly
shows an
understanding
of the structure
of the model
Student
shows a basic
understanding
of the structure
of the model
the model song,
adapting own
style.
song and has
the ability to
use it.
song and has
attempted to
use it.
No clear ideas.
Student has not
shown an
understanding
of the structure
of the song as
model.
BWC038 PDC-ES (LA)
W. C. Leung
References
2. Murphey, T. (1992). Music & Song. Oxford [England]; New York: Oxford
University Press.
3. http://engres.ied.edu.hk
4. http://www.lyricsmode.com/lyrics/d/don_mclean/vincent.html
4. http://writingfix.com/
5. http://www.vangoghgallery.com/painting/starrynightlyrics.html
BWC038 PDC-ES (LA)
W. C. Leung
A statement of rationale justifying the inclusion of the song „Vincent‟
and a discussion of its relevance to the implementation of a language
arts curriculum
I chose the song ‗Vincent‘ sung by Don McLean in my lesson plan because the
lyrics in the song is meaningful and the melody is beautiful. The song was quite popular for a
long period of time. Some teachers highly recommend the song as the teaching material in the
classroom to teach students to learn Language Arts. The lyrics written is like a poem. When
students read the lyrics, it seems that they look at clouds, sky, stars, snowy land, weathered
faces etc. The content of the song is very touching.
There is rich information on Internet about the great artist, Vincent Van Gogh,
mentioned in the song. So students can know the background history of the artist. Then they
will have deep feeling when they are listening to such a beautiful song. They can learn how to
appreciate the song and understand the theme of the song. Students will have the chance to
learn how the moods and feelings are conveyed in a song and know the structure and features
of the song. They will also get the message that the songwriter and the singer, Don McLean
want to send.
Students can express their thought about the song and share their thought with their
classmates and teacher. They can give response to the main character, Vincent Van Gogh by
BWC038 PDC-ES (LA)
W. C. Leung
writing a letter to him and try to write their own lyrics by making use of the model song.
So, the inclusion of this beautiful song ‗Vincent‘ and the lessons carefully planned
are relevant to the implementation of a language arts curriculum.
Date : 21st April,2009. (Week 1)
Group Work
BWC038 PDC-ES (LA)
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A Summary on the Group Presentation for “Advertising Jingles”
1. Type of music given:
Lively, cheerful, relaxing, light-hearted, romantic
2. Images provoked in mind
Sunshine, a beach in Hawaii, couple/lovers, girls in bikini, holiday resort
3. Product to be sold with the piece of music
Holiday-package at Hawaii from a travel agency named ALOHA.
4. Outline of the story in the commercial:
a) The story is set on a sunny day at a beautiful beach in Hawaii.
b) The commercial begins with some wide shots of the beach from different angles,
followed by some close-up shots of the smiling faces and relaxed people lying on
the beach, as well as girls in bikini.
c) A couple on their honeymoon trip arrive the beach and upon seeing the bright
sunshine, immediately get changed into swimsuits.
d) The couple is greeted by representatives dancing to them, putting flower rings
round their necks and offering them cool drinks.
e) The screen then shows five tag lines made up with the five letters in the agency‘s
name, each line to be accompanied with a relevant picture.
5. Tag lines to go with the jingles:
ALOHA
A  Amazing moment in your life, an unforgettable honeymoon experience.
L  Live band at the beach, specially organized to mark your precious occasion.
O  ―O-la-la‖, the exclamation you would make when you indulge in the yummy
seafood, fresh fruit and cool drinks.
H  Heavenly accommodation you can enjoy at seaside resort hotels.
A  Affordable price to make your honeymoon plan come true.
6. Follow-up work/ extended learning after class
*See our design of another classroom activity inspired by this lesson on the next page.
BWC038 PDC-ES (LA)
W. C. Leung
An Activity Adapted from the Idea of Using Advertising Jingle in the Classroom
Activity: Students in groups of 4 will be asked to make a one-minute video clip
involving the use of advertising jingle based on the situation given below.
(This can be done as a follow-up assignment after they have tried out the
class activity of selling a product on page 1.)
Situation
In the first month of every new school year, the ECA Team will invite each school
club to produce a one-minute promotional video clip with a jingle for the purpose of
attracting and recruiting members. The video clips from all the clubs will then be
collected and be played on a big television at the school playground during lunchtime
everyday for 2 weeks in October. As the committee members of your club, you need
to choose a jingle that can best reflect the characteristics and appeal of your club for
the making of the video clip.
* Groups will draw from choices below to decide which school club they need to
advertise.
Social Service Club
Debating Club
Debating Club
Red Cross
Astronomy
Club
Astronomy Club
Drama Club
m
Club
C
Some helpful questions to ask when making the video-clip:
- Which adjectives could best describe the type of music in the jingle your group
BWC038 PDC-ES (LA)
W. C. Leung
has chosen? What emotions does the jingle provoke?
-
What images come to your mind when you listen to the jingle?
How are those images and emotions be related to the characteristics of your club?
What is the storyline or pictures to go with your jingle in the video clip?
Any taglines or catchy phrases to go with the jingle?
Any voice-over for the video clip?
ot
BWC038 PDC-ES (LA)
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Rubrics for one-minute video made to promote a school club
PreparednessObj
ectives are made
clear; objectives
are achieved.
Preparedness
Objectives are
made clear;
objectives are
achieved.
The student is
somewhat
prepared, but it
is clear that
rehearsal was
lacking.
Student does not
seem at all
prepared to
present.
Acting &
Speaking
Acting &
Speaking
S
t
u
d
e
n
t
i
s
c
o
m
p
l
e
t
e
l
y
p
r
e
p
a
r
e
d
a
n
d
h
BWC038 PDC-ES (LA)
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Date: 28th April, 2009
Group Work
Class Activity - Songs
Group Work
1. Theme : Environment
2. Reasons for choosing this topic
There are two areas in the NSS module, nature and environment. They are
protecting the environment and resources and energy conservation in F.1-F.3.
Therefore, we choose this topic as our theme.
3. Target: F.3
4. Aims : Let the students know how to protect the environment and work out some
solutions.
5. Collections of songs
i.
Cute Animal Christmas song – wild-life environment,
Aim: To raise the problems
BWC038 PDC-ES (LA)
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http://www.youtube.com/watch?v=yt-K5w1PFMo
Task 1: Listen to the following song.
(A) Animals' Christmas Song – Lyrics
Hi there Internet
We don't want you to fret
but we are not doing splendidly
It is very cold
out here in the snow
without our friend David Bellamy
http://en.wikipedia.org/wiki/David_Be...
Bill Oddie's doing stuff,
but it's not enough
so can you do one thing for me
http://en.wikipedia.org/wiki/Bill_Oddie
trumpets
We have had to fight
for every single bite
while you scarf your Christmas tea
http://www.urbandictionary.com/define...
That is why we say
Oh yes yet again
can you do one thing for me
Breathing places space to roam
somewhere that I can call my home.
Wish I could be safe and sound
In a bucket beneath the ground.
Daba Daba dum
BWC038 PDC-ES (LA)
W. C. Leung
Wish I had a home for Christmas
Merry Christmas
And a Happy New Year
Task 2: Writing a Christmas card.
What feelings do you have after listening to the song? Do you feel happy or sad
for the animals? Is there anything you would like to tell them? Which animal do you
want to communicate with?
As Christmas is about to come, write your message on a Christmas card to one of
the animals in the MV in about 150 words.
Dear __________,
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________
_________________________________
_________________________________
_________
________,
_________
(B) MTV Switch - Green Song
Green song – habitat and human destruction,
Aim: To figure it out who has the responsibility for this issue
http://www.youtube.com/watch?v=Bg0QminAPMM
LYRICS:
The environment is dying, we need a solution fast.
If we don‘t find a big old plan, this simply will not last.
We don‘t wanna freak anybody out,
We don‘t wanna make a scene.
BWC038 PDC-ES (LA)
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Wed rather sweep it under the mat,
But instead, well paint it green.
Green, green, green, well paint it green.
It doesn‘t really matter what it is,
What it does or why it stinks
Or what it means as long as it is green.
It doesn‘t really matter what it burns,
Or what it makes or what it kills
Or what its for, as long as it is green.
Green, green, green, green, lets make it green.
Politicians feed us crap, celebrities are the same.
Its mostly about how green they are and who deserves the blame.
How green you are is not how much you give,
Or how loud you are, its how you live.
So know your greens and think a bit.
Because you don‘t have to be green to be green
Task 4: Double Entry Journal
What feelings do you have after listening Your thought
to the song? Write down your thought
after hearing certain lyrics in the right
column. Complete the following double
entry journal. Lyrics
1) T2) P3)
h o
e l
i
e
n
v
i
r
o
t
i
c
i
a
n
_
_
_
_
_
_
_
_
_
_
BWC038 PDC-ES (LA)
W. C. Leung
n
m
e
n
t
_
d
y
c
_
_
_
_
_
_
_
_
_
_
i
n
g
r
a
p
_
_
_
,
,
w
e
c
e
l
e
b
r
_
_
_
_
_
_
_
_
i
s
n
e
e
d
a
s
o
l
u
t
i
o
n
f
a
s
s
f
e
e
d
u
s
i
t
i
e
s
a
r
e
t
h
e
s
a
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
BWC038 PDC-ES (LA)
W. C. Leung
t.
me.
_
If we don‘t
find a big
old plan,
this simply
will not last.
Its mostly
about how
green they
are and who
deserves the
blame.
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
BWC038 PDC-ES (LA)
W. C. Leung
(C) My Favourite Things
Aim: To give some suggestions and solutions for the issue
http://www.youtube.com/watch?v=6C48AMyV64Q or
Task 6: Writing an article
Write an article to our school newsletter. Suggest solutions to make a green world.
Assessment Rubrics for Writing
Marks Accuracy &
Planning &
Rele appropriacy of
organization (O)
vance language patterns,
&
vocabulary,
adequ spelling and
acy of punctuation (A)
conten
t for
purpo
se (C)
Relev
ance
&
adequ
acy of
conten
t for
purpo
se (C)
Appropriacy of
tone, style &
register to genre
(G)
10 Content
entirely
fulfills or
exceeds the
requirements
of the
question
10
BWC038 PDC-ES (LA)
W. C. Leung
 Content only just satisfies the
requirements of the question
 Partly relevant
 Some ideas but poorly developed
 SB G
i r2e
mi n
p e e
3
l f r
e
a
i l
s n l
e t y
n r
t o a
e d p
n u p
c c r
e t o
s o p
r r
a y i
r
a
e a t
n e
g d
e
f
n c e
e o a
r n t
a c u
l l r
l u e
y d s
i
a n u
c g s
c
e
u p d
r a O
a r c
t a c
e g a
l r s
y a i
p o
c h n
o s a
n . l
s
t Oa
r t w
u h a
c e r
t r e
e
n
d p e
. a s
r s
C P
o a1
n r
t
a
e
g
n r
t
a
p
s
h
h s
o
w r
s
e
f
v l
e
e
r
c
y t
 Short simple sentences are generally accurate. Only scattered attempts at longer, more complex sentences
 Grammatical errors often affect meaning
4-5
l
i
m
i
t
e
d
a
t
t
e
m
p
t
s
s
o
m
e
a
t
t
e
m
p
t
t
o
o
r
g
a
f
n
u i
l
z
f
e
i
l
t
l
o
p
t
i
h c
e
s
 S
r
o
e
m
q e
u
t
o
BWC038 PDC-ES (LA)
W. C. Leung
Oa
c g o
c r f
a a
s p a
i h u
o s d
n i
a a e
l r n
e c
a
e
t g
t e i
e n s
me
p r s
t a h
s l o
l w
a y n
r
e d
e
mf 
a i
d n
e e
d
t .
o
S
u o
s m
e e
i
r
e
m
e
n
t
s
o
f
t
h
e
q
u
e
s
t
i
o
n
I
n
t
e
r
m
i
t
t
e
n
t
l
y
ms
o i
r m
e p
r
l
e
c e
l
o
e
mc
v
p o
a
l h
n
e e
t
x s  S
i
o
s v
m
e e
e
n
t t
i
e i
d
n e
e
u
s
e
o
f
s
i
m
p
l
e
c
o
n
n
e
c
t
i
v
e
s
a
n
d
s
e
q
u
e
n
c
e
r
s
t
o
l
i
n
k
i
d
e
a
s
BWC038 PDC-ES (LA)
W. C. Leung
c s
e
s w
 Gi
r t
a h
mi
mn
a
t a
i n
c d
a
l b
e
e t
r w
r e
o e
r n
s
p
s a
o r
ma
e g
t r
i a
mp
e h
s s
 A
a
f l
f i
e m
c i
t t
e
md
e
a r
n a
i n
n g
g e
 V
o o
c f
a
b c
u o
l n
a n
r e
a
s
b
u
t
n
o
t
d
e
v
e
l
o
p
e
d
.
BWC038 PDC-ES (LA)
W. C. Leung
y c
t
i i
s v
e
c s
o
ma
mn
o d
n
p s
l e
a q
c u
e e
n
a c
n e
d r
s
s
o a
mr
e e
t
i u
ms
e e
s d
u
s
e
d
a
p
p
r
o
p
r
i
a
t
e
l
y
 M
o
s
t
c
a
p
p
r
o
p
r
i
a
t
e
l
y
BWC038 PDC-ES (LA)
W. C. Leung
o
m
m
o
n
w
o
r
d
s
a
r
e
s
p
e
l
t
c
o
r
r
e
c
t
l
y
,
w
i
t
h
b
a
s
i
c
p
u
n
c
t
u
a
t
i
o
n
BWC038 PDC-ES (LA)
W. C. Leung
b
e
i
n
g
a
c
c
u
r
a
t
e
BWC038 PDC-ES (LA)
W. C. Leung
Personal response to the movie „About a Boy‟
I saw the film ‗About a Boy‘ two years ago when I prepared SBA lessons
for F.4 students. I found that the film is meaningful and the students liked to watch it.
One of the main characters, Marcus is a 12-year-old son of a divorced
mother. He is having problems at home and at school. He is always bullied by
classmates at school and his mum is always depressed and crying. She has committed
suicide for several times. It is really close to my students‘ real lives.
My school is a Band 1-2 secondary school situated in an estate in Tai Po,
which is a low socio-economic area. In my class, there are many students who have
broken family and some are always bullied by other students. Some single mothers
are crying on the phone when they are talking about their family problems and their
worries with me.
Another main character, Will Freeman, is a 36-year-old single man who
wants to have a life without responsibilities. He is self-centered and wants to live a
life as an island.
In the film, Will meets Marcus. In spite of Will‘s determination to stay
aloof from long-term commitments, he begins to care about Marcus and he tries to
teach the boy how to be accepted by his peers. Marcus, in turn, teaches Will how to
care about someone other than himself.
The film is set up like a romantic comedy. Although it deals with some
serious problems, it is a film which is easily understood and which makes the
audience laugh. The dialogue is well written. It sounds very natural and is quite
touching. Another highlight of the film is its original soundtrack by Badly Drawn Boy.
The musician uses guitars and violins to create the right mix of serious and fun music.
I think ―About a Boy‖ is a mirror of the modern society. The plot is very
realistic and the connection between many different characters is very well done.
This film conveys a very positive message: ‗No one is an island.‘ ‗Meaningful
relationships are what life is all about.‘
I hope my students can get the message of the film. There is always hope
even you are in the time of adversity. Try to build up good relationships with others to
lead a meaningful life.
BWC038 PDC-ES (LA)
W. C. Leung
II. Film
Lesson plan for a film ―About a Boy‖
1. appreciate a film
2. know what the film is saying
3. analyse a film to examine what message conveyed
4. identify the person, places and events addressed
5. share their feelings and thoughts with others after seeing the film
6. express their opinions in a group discussion
7. write a film review
The following are the classroom activities for the film ‗About a Boy‘
3. Pre-viewing activities
a) Ask the students the types of film they know.
b) The teacher introduces different genres of films based upon subject matter.
Different genres of films based upon subject matter









Police Thriller
Western
War
Gangster
Science Fiction
Social Problems
Musicals
Melodrama
Serials
c) Ask students whether they would be happy if they need not work for money.
Why? / Why not?
BWC038 PDC-ES (LA)
W. C. Leung
2. While-viewing activities
a) Students are given the viewing guide. They are asked to study the viewing
guide before they see the film ―About a Boy‖. While seeing the film, they
have to pay attention to the plot and then finish the viewing guide.
(Length of the film: about 1hour and 40 minutes i.e.
lessons)
Gallery of photos from Universal Pictures' romantic comedy/drama,
"About a Boy," featuring Hugh Grant, Rachel Weisz, Nicholas Hoult and
Toni Collette.
Film Photos
Click on any thumbnail to view a larger photo.
Copyright © 2002 Universal Studios. All Rights Reserved.
BWC038 PDC-ES (LA)
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Cast & Crew
Directors: Paul & Chris Weitz
Producers: Jane Rosenthal, Robert DeNiro, Brad Epstein,
Tim Bevan & Eric Fellner
Executive Producers: Nick Hornby & Lynn Harris
Screenplay By: Peter Hedges and Chris & Paul Weitz
Based on the Novel By: Nick Hornby
Director of Photography: Remi Adefarasin
Production Designer: Jim Clay
Editor: Nick Moore
Costume Designer: Joanna Johnston
Music By: Badly Drawn Boy
Casting: Priscilla John
Art Director: Gary Freeman
Set Decorator: John Bush
Will - Hugh Grant
Marcus - Nicholas Hoult
Rachel - Rachel Weisz
Christine - Sharon Small
Fiona - Toni Collette
Ellie - Nat Gastiain Tena
Suzie - Victoria Smurfit
Photo: © 2002 Universal Studios. All Rights Reserved.
BWC038 PDC-ES (LA)
W. C. Leung
Viewing Guide
Question
Notes
1. At the beginning of the film, Will
refuses to be a baby‘s godfather. Why?
2. Will does not need to do work for
money. Do you know why? Does he
enjoy his life?
3. Why does Will join the SPAT? How
does he make himself able to join it?
4. When Will meets Marcus in Regent‘s
Park, an unusual thing happens. What
is that?
5. Marcus sees his mum commit suicide at
home. What is his feeling?
6.Marcus stands on the stage to sing a
song for his mother. Is it a great
challenge to him, Why? Why does he
insist on doing so?
7.At last, Will comes to sing a song with
Marcus on the stage. Do you know
why?
What is the message you think this
film wants to convey to the audience?
/What is the theme of this film?
b) Share what you have written with your classmate sitting next to you. After
that, hand in your Viewing Guide.
BWC038 PDC-ES (LA)
W. C. Leung
3. Post-viewing Activities
a) Students are divided into groups to have a discussion. Each group consists of 5
students. They have to talk about in which ways school can help those students
who are bullied in school and have single parents.
b) Ask students to write a film review on ―About a Boy‖.
BWC038 PDC-ES (LA)
W. C. Leung
Suggested Answers
1. Pre-viewing activities
a) Ask the students the types of film they know.
Action, adventure, animation, biopic, comedy, documentary, drama, fantasy,
historical, horror, musical, mystery, romance, romantic comedy, science fiction,
thriller
b) The teacher introduces different genres of films based upon subject matter.
c) Ask students whether they would be happy if they need not work for money.
Why? / Why not?
Students‘ own answer.
Viewing Guide
Question
Notes
1.At the beginning of the film, Will It‘s because he doesn‘t want to take any
refuses to be a baby‘s godfather. Why? responsibility.
2.Will does not need to do work for Will doesn‘t need to do work for money
money. Do you know why? Does he because in 1938, his father wrote a very
enjoy his life?
successful Christmas song and received
royalties. Since his death, the royalties has
come to Will. It seems that he enjoys his
life.
3.Why does Will join the SPAT? How Will joins this single parents‘ group in
does he make himself able to join it?
hopes of meeting beautiful single mothers.
He pretends that he is a single father and
he invents a two-year-old son called Ned.
4.When Will meets Marcus in Regent‘s Marcus kills a duck accidentally by
Park, an unusual thing happens. What is throwing a loaf of bread at it.
that?
5. Marcus sees his mum commit suicide at He is very frightened. He thinks he will
home. What is his feeling?
never forget it.
BWC038 PDC-ES (LA)
W. C. Leung
6.Marcus stands on the stage to sing a Yes, that‘s a great challenge to him
song for his mother. Is it a great because his classmates bully him and tease
challenge to him, Why? Why does he him. He insists on doing so because he
insist to do so?
wants his mum to know that he loves her.
7.At last, Will comes to sing a song with It‘s because Will cares about Marcus. He
Marcus on the stage. Do you know wants to support him. Despite Will‘s
why?
commitment to noncommitment, he finds
himself slipping into the role of father and
friend for Marcus.
8.What is the message you think this film ‗No one is an island.‘ ‗Meaningful
wants to convey to the audience? /What relationships are what life is all about.‘
is the theme of this film?
BWC038 PDC-ES (LA)
W. C. Leung
Rubric
A Film Review
Name: __________________(
Class: _______
Competent
Developing
Directly relevant .
Somewhat .
Remotely
Information shows
Student fails to
relevant . Basic
full knowledge.
elaborate.
ideas.
Organisation
Beginning
Totally unrelated.
Student does no have a
grasp of the
information.
Good organisation, events are logically
OSNSDUVVNMSVW
RW
W
ordered, sharp sense of beginning and end.
roouQ
enoIoe oG
pe oeR
oo
gm
t puta cnce srer rferr
ae paabatadtalykefkk
noolil bebs lm
l re
ior rile uru ym
if derhd
srgtts leld anr ineai
ega iyt asae arge scnss
dannaortrs c&qpecp
,ni gor yyc cSauleol
is fef Lr upne asna
ese d i veii rednyely
vadeisnavspal t scys
et, tnodret tlg t
ni afmilci eirgrian
toe ioes e ov nar eoo
snvlrwpdne ggm
a fnf
,e sm
he , s r m
meer
a n aac twa amrwwe
ret stti s aomra ea f
Some details are non-supporting to the subject.
Vocabulary is varied, supporting details need work.
Only a few minor errors.
Content
Accomplished
)
evs pi f unr mr nsre
e eosi ptda e cer
snmcnkc p,s r ra ecfe
ota i e o . rnsoen
m
skf tdr d a od,m
rc
e e i ce t e nr pee
wj c ht i t ds/ w
lns
hun ya na
orec.
am
ot .i gi s dr ite
tp o l l pi tes
s s ds e ss td.
jae s . e l tpe
BWC038 PDC-ES (LA)
W. C. Leung
urnu t l l re nw
m
os b a a i al i
pue j i c ncl ct
yn. e l k gti oh
d c s . nr
, t
" rgrs
.
vc e eo
s
i o ae cm
t
vl dr te
a
i o er l
r
du roym
t
. r .r .i
a
"
ss
.
. t
n
a
d
k
e
e
s
n
.
d
a
r
e
u
n
c
l
e
a
r
.
Mark Allocation
Descriptors/marks 25 20 15 10 5 0
& adequacy of content for purpose
25
Relevance
20 15 10 5 0
Relevance & adequacy of content for
purpose
BWC038 PDC-ES (LA)
W. C. Leung
purpose
Appropriateness of tone, style & register,
appropriateness of features for genre
Passing mark: 40
BWC038 PDC-ES (LA)
W. C. Leung
Rubric
Group discussion
Name:
Level
Criteria
(
)
5
4
Very
Above
good
average
Class:
3
Good
2
Below
1
Poor
average
0
Very
poor
Aggregate
Pronunciation/
Delivery techniques
8
6
4
2
Expressing
1
information
10
& ideas/Use
of organizing
techniques to
convey
meaning
Expressing
information
& ideas/Use
of organizing
techniques to
convey
meaning
Accuracy and
appropriateness of
vocabulary &language
10
8
6
4
2
1
10
8
6
4
2
1
patterns
Use of formulaic
expressions and strategies
to establish
and maintain interaction
Total
Comment:
/40
BWC038 PDC-ES (LA)
W. C. Leung
A statement of rationale justifying the inclusion of the film “About a
Boy” and a discussion of its relevance to the implementation of a
language arts curriculum
I think the film ―About a Boy‖ is both educational and entertaining. It
is an adorable romantic comedy that is full of humour and sarcasm. It shows you that
one spontaneous decision can sometimes add meaning to your life.
"About a Boy" is rated PG-13 for brief strong language and some
thematic elements. The problems mentioned in the film are commonly found in Hong
Kong society. There are many divorced fathers and mothers in Hong Kong and
bullying is common in Hong Kong schools. Students are familiar with these issues
because they are close to them. So they would be interested in the film and want to
talk about the plot and share their opinions and give their response.
It is a good idea to make use of mass media, especially a good film to
help students learn language arts through the scene, the lines, music, songs, sound
effects, camera shot, the actors and actresses‘ performance. It also helps students
develop critical thinking by criticizing a film through the writing of film review and
by sharing their opinions with their fellow students.
Through the group discussion, they would like to find out ways to help
peers
to tackle the problems they face and they would learn to be tough and positive when
they face the similar problems.
So, I think the inclusion of this film ―About a Boy‖ and the classroom
activities mentioned above are relevant to the implementation of a language arts
curriculum.
BWC038 PDC-ES (LA)
W. C. Leung
References
1. Hornby, N. (2003). About a boy. Pearson Education Limited
2. Mok, A. (2001). Task-based Learning, Language Arts and the Media: A Resource
Book for Secondary English Teachers. INSTEP (In-Service Teacher Education
Programme), The Faculty of Education, The University of Hong Kong, Hong
Kong.
4.http://www.youtube.com/results?search_type=&search_query=about+a+boy+o
fficial +trailer&aq=0&oq=About+a+boy+official+trail
5. http://movies.about.com/library/weekly/aaboutaboyreview.htm
6. resources.hkedcity.net/kla.php?action=&curriculum={"kLA":"English L...
7. DVD: About A Boy (2002). Universal Studio.
BWC038 PDC-ES (LA)
W. C. Leung
GROUP 35E
Work
Group
Group Members: Choy Wan-yin, Wendy; Chung Ka-kei; Ho Lai-ping;
Leung Woon-ching; Man Kam-fan
Group Work: Mass Media
Selected movie: Funny Games
Theme – Violence & Censorship
Target group : F. 6 students
Objectives:
1. Students are able to know the theme in the movie.
2. Students can express their feelings after watching a movie through discussion.
3. Students know how to voice their opinions by writing a letter to editor.
Pre-viewing activities:
- Ss are assigned to read and give feedback to a news article displaying a situation:
A violent movie was broadcast on TVB Pearl channel during the prime time
(9:30p.m.) with parental guidance sign and Television and Entertainment Licensing
Authority has received over 300 complaints.
- Ss are taught how to write letters to the editor.
- Ss revise the discussion skills.
-
Ss are given (guidelines of censorship).
While-viewing activity
- Ss watch a film clip of the violent movie, Funny Game and jot down some notes
on a piece of paper. (Viewing Guide)
Post-viewing activities
- Ss draw role play cards and discuss the question: ‘Violent movies should not have
been broadcast on TV during prime time’ with classmates playing the same role
(5 students/ group).
- Representatives from each group hold a forum on the topic: ‘Violent
-
movies should not have been broadcast on TV during prime time’ (Rubric)
Each student is assigned to write a letter to the editor on the situation.
(Rubric)
BWC038 PDC-ES (LA)
W. C. Leung
A news article
TVB Pearl Broadcast Funny Games
Over 300 Complaints Received
Up to now, Television and Entertainment Licensing Authority has
received over 300 complaints since the movie, Funny Games was broadcast last
week on TVB Pearl channel during the prime time (9:30p.m.) with parental guide
sign.
In order to attract viewers, some terrifying scenes and violent actions
were shown as the poster mentioned ‘the most terrifying movie’. Some viewers,
especially parents doubt if it is suitable to broadcast such a ‘terrifying movie’ on
TV during the prime time.
On the other hand, many viewers think that it is acceptable. It seems
that it is a controversial issue.
Guidelines of censorship
GENERIC CODE OF PRACTICE
ON TELEVISION PROGRAMME STANDARDS
BROADCASTING AUTHORITY
12 DECEMBER 2008
Chapter 6 Violence
GENERAL PRINCIPLES FOR ALL CATEGORIES OF SERVICES
1. Real-life violence takes many forms: "physical" violence which is conflict in which
BWC038 PDC-ES (LA)
W. C. Leung
blows are exchanged, weapons are used or injuries or pain are inflicted by whatever
means; "mental" violence in the form of persecution, bullying, intimidation,
humiliation, cruelty or verbal aggression.
2.The depiction of violence on television should be handled with extreme care by the
licensee. The degree and type of violence and the detail which can be shown depend
upon context and the service on which it is shown. (For details on the standards for
programmes targeting children, please see Chapter 7 Protection of Children).
SPECIFIC APPLICATIONS FOR DIFFERENT CATEGORIES OF
SERVICES
DOMESTIC FREE TELEVISION PROGRAMME SERVICES
3. All depictions of violence should be relevant and necessary to the
development of character, or to the advancement of theme or plot. No violence for its
own sake or purely for dramatic attraction is allowed. Gratuitous or excessive
depictions of violence, sadistic or other perverted practices, gore, pain or physical
suffering are not acceptable. Callousness or indifference to suffering experienced by
victims of violence should be avoided.
4.Extreme caution must be exercised in any themes, plots or scenes which
mix sex and violence, including rape and other sexual assaults.
5.The licensee should take great care in the depiction of violence against women,
children or older people, particularly in an abusive context. Incitement to violence
against specific groups identified by race, national or ethnic origin, colour, religion,
gender, sexual orientation, age, mental or physical disabilities should not be
permitted.
6.Suicide and suicidal attempts should be handled with discretion and care,
particularly in the case of programmes appealing to children and popular drama
serials. There should be no detailed demonstration of the means or method of suicide.
Care also needs to be taken over the use of words to describe the event.
7.The use of animals in violent acts, consistent with plot and character
delineation, should be in conformity with accepted standards of humane treatment. It may
also be helpful to indicate that no harm was caused to the animals in an announcement
given at the start of the programme.
8.In depicting violence in one form or another, the time of day at which it is
shown and the likely presence of children in the audience must be taken into account
BWC038 PDC-ES (LA)
W. C. Leung
Physical and psychological violence, or violent or assaultive language which threatens or
encourages the use of violence may not be presented in such a manner as to cause alarm
or distress to children within the family viewing hours. At other times any portrayal of
violence, whether physical, verbal or psychological, must not be too frequent or impactful
and must be essential to the story line or programme context Feature films and telemovies
of a violent nature should not be scheduled before 9:30p.m. Violence may only be
realistically depicted after 11 :30p.m. if the scenes are justifiable in context and not overly
frequent. Depictions, however, should not be unduly bloody, sadistic or horrific.
DOMESTIC PAY TELEVISION PROGRAMME SERVICES
9. The portrayal of sexual violence and the treatment of specific groups must conform
with the rules set out in paragraphs 4 to 5 of this chapter.
10. For domestic pay television programme services, physical and psychological
violence, or violent or assaultive language which threatens or encourages the use of
violence may not be presented in such a manner as to cause alarm or distress to children
or young viewers in programmes or on channels targeting children or young viewers.
Realistic depictions of violence must be appropriate to the programme
context when they are shovvn in other programmes or on other channels.In any
programmes or on any chalmels restricted for adults, violence with a higher degree of
realism or impact may be depicted when justified by the context.
11. Sustained or excessively detailed acts of violence are not permitted.
NON-DOMESTIC TELEVISION PROGRAMME SERVICES
General
12.Non-domestic television programme services should have respect for the
cultural, religious, and racial sensitivities of the intended recipient countries and places.
Subscription Services in Hong Kong
13.These services may enjoy a more relaxed standard than a free -to-air
television service in respect of the portrayal of violence subject to sufficient
safeguards against children's access to adult material. Violence with a higher degree of
realism or impact may be depicted when justified by the context in programmes or on
channels restricted for adults. Nevertheless, sustained or excessively detailed acts of
violence are not permitted.
OTHER LICENSABLE TELEVISION PROGRAMME SERVICES
BWC038 PDC-ES (LA)
W. C. Leung
Services Intended for Members of the General Public in HK
14. The licensee must comply with the rules set out in paragraphs 9 to 11 above.
Services Intended for Hotel Guests and Other Special Interest Groups
15. The licensee must comply with the rules set out in paragraph 11 above.
Chapter 7 Protection of Children
GENERAL PRINCIPLES FOR ALL CATEGORIES OF SERVICES
1.The licensee should be vigilant on the likely effects of all material shown on
television on children. Children covers a wide age range. It is, therefore, necessary
for the licensee to exercise judgement on the capacity of children in different age groups
in coping with the depiction and treatment of material which may not be suitable for
them.
2.No advantage should be taken of children's natural credulity and sense of
loyalty and no false hopes should be raised. The licensee should ensure that scenes likely
to frighten, unnerve or cause pain to children should not be permitted in programmes
targeting children.
SPECIFIC APPLICATIONS FOR DIFFERENT CATEGORIES OF
SERVICES
DOMESTIC FREE TELEVISION PROGRAMME SERVICES
3.For domestic free television programme services, the rules set out in
paragraphs 4 to 10 below must be observed during family viewing hours or at times when
there is a large audience of children or young viewers. In applying the rules, the BA will
have regard to the spirit and letter of the standards on programme scheduling and take
into account whether the licensee has made reasonable and conscious efforts to comply
with the relevant rules.
4.Scenes in which pleasure is taken in the infliction of pain or humiliation
upon others should be avoided.
5.Scenes in which the infliction or acceptance of pain or humiliation is associated with
sexual pleasure should be eliminated.
BWC038 PDC-ES (LA)
W. C. Leung
6.The portrayal of dangerous behaviour easily imitated by children should be
avoided. This applies especially to the use in a manner likely to cause serious injury, of
knives and other offensive weapons, articles or substances which are readily
accessible to children.
7.Ingenious and unfamiliar methods of inflicting pain or injury, which are
capable of easy imitation, should be avoided. These include, for example, rabbit
punches, suffocation, sabotage of vehicles and booby traps.
8.Smoking or drinking of alcoho lic beverages by minors should not be
presented in a favourable light.
9.References to the consumption of illegal drugs should only be made where
absolutely justified by the story line or programme context.
10. Care must be taken in the treatment of theme s dealing with gambling,
prostitution, crime, or social or domestic conflict.
11. The following rules should apply to children's programmes:(a) Disrespect for law and order, adult authority, good morals and clean living should be
strictly avoided.
(b) Children's programmes should be wholesome and in general designed to impart a broader
knowledge of the world around them, to encourage the habit of acquiring knowledge, to
stimulate active interest in sports and hobbies and to promote appreciation of spiritual and
moral values.
12.There should be a balanced mix of programmes to cater for the needs of
children of different age groups, and a balanced mix of different types of programmes, such
as drama, comedy, sports, current affairs and cartoons, on each language service. Whilst it
may not always be possible to ensure that a balanced mix is attained on a daily basis, the
children's programmes over a period of time, say one week, should in the aggregate offer a
balanced mix of different types of programmes for different age groups of children.
13.The BA requires that a children's programme provided for fulfillment of the
relevant licence conditions shall not be shown more than twice within any period of
24 months, subject to the proviso that the BA may specify a different frequency of
repeats in respect of any specific children's programme. For the purpose of the
above, repeating the same children's programme during a different session/time slot
once on the following day or the following weekend for the benefit of children
attending bi-sessional schools should not be regarded as a repeat. In any event a
BWC038 PDC-ES (LA)
W. C. Leung
repeat programme should be so identified in advance either on air or in the published
programme schedule, if it is shown within a week since its last broadcast.
(Adapted from Generic Code of Practice on Television Programme Standards,
Broadcasting Authority ,12 December 2008)
BWC038 PDC-ES (LA)
W. C. Leung
Viewing Guide
Funny Game (2008)
Question Notes Describe the main
characters in the movie.
Notes
Describe the main characters in the
movie.
Describe the main characters in the
movie.
What are the conflicts you can see
between the characters?
How does the sound effect affect your
mood while watching the movie?
Why does such incident happen in a city?
What is the message conveyed in the
movie?
BWC038 PDC-ES (LA)
W. C. Leung
Role play cards
Director of Funny Game:
Parent of teenage children:
You have to deal with public complaints You are shocked by some violent scenes
and adverse publicity in newspapers appearing on TV during the prime time.
and are responsible to the society.
You are worried that the
violent behaviour would produce bad
effects on teenagers.
An artist:
You like such an exciting movie. It is
just a crime in a society. There is no
Spokesman from the Television and
Entertainment Licensing Authority:
You advise that parents should
big deal.
accompany their children and guide
them while watching such violent
movie.
A F.6 student:
An educationist:
You feel very uneasy and unhappy when You think teenagers today are overwatching such a movie. You express protected. They should learn how to
your feelings and voice your opinions. deal with unexpected incidents.
A psychologist:
A school social worker:
You think young people are usually
You are very concerned about the ways
curious. It is not a good idea to censor in which violent actions are adopted to
everything before they reach the convey the message in the mass media.
teenagers.
BWC038 PDC-ES (LA)
W. C. Leung
Rubric of forum discussion
Level
Criteria
5
4
Very
Above
good
average
3
Good
2
Below
1
Poor
average
0
Very
poor
Aggregate
Pronunciation/
Delivery techniques
8
6
4
2
Expressing
1
information
10
& ideas/Use
of organizing
techniques to
convey
meaning
Expressing
information
& ideas/Use
of organizing
techniques to
convey
meaning
Accuracy and
appropriateness of
vocabulary &language
10
8
6
4
2
1
10
8
6
4
2
1
patterns
Use of formulaic
expressions and strategies
to establish
and maintain interaction
Total
/40
BWC038 PDC-ES (LA)
W. C. Leung
BWC038 PDC-ES (LA)
W. C. Leung
Rubric
A Letter To Editor
Name:
Class:
Skill Components
Evid
enc
e of
Mas
tery
Co
mp
osin
g 3
Com 2
posi 1
ng 0
4
Clear outst
,
andin
purp g
osef stron
ul,
g
and adeq
addr uate
esse mini
s the mal
inte not
nde evide
d
nt
audi
ence
appr
opri
ately
in an
orga
nize
d
man
ner.
Style
Appropriate vocabulary, tone and style to
take into account the nature of the
4
3
2
1
0
relationship with, and the knowledge and outstanding strong adequate minimal not evident
interests of, the recipients.
BWC038 PDC-ES (LA)
W. C. Leung
Content
4 Co
nve
M
4ech
outst
ntio
ns 3
Con 2
vent 1
ions 0
anic 3
s 2
Mec 1
hani 0
cs outst
andin
Follo outst Writ andin
g
ws
stron
lette g
with stron
g
r
accu g
adeq
conv g
uate
enti adeq spell uate
mini
ons, uate ing, mini
mal
and mini gra mal
not
uses mal
mm not
evide
form not
ar
nt
ats, evide and nt
Highlights central ideas.
3
2
1
0
andin
stron
es
4
g
rate adeq
and nt
punc
spaci
tuati
ng
on.
evide
that
cont
ribut
e to
the
lette
r’s
read
abilit
y
and
impa
ct.
Mark Allocation
0
purpose
Accuracy & appropriateness o
vocabulary, language patterns
Accuracy & appropriateness of
BWC038 PDC-ES (LA)
W. C. Leung
R
e
v
o
fA
o
p
c
a
b
u
l
a
r
y
& ,
rp
r
g
o
e
p
rn
ir
ae
tP
l
e
a
n
n
e
l
e
v
a
n
c
e
a
l
d
e
q
u
a
c
y
a
n
g
u
a
g
e
o
f
p
a
c
o
n
t
e
n
t
f
o
r
p
u
r
p
t
t
e
r
n
s
s
n
si
n
g
o
f
&
t
o
r
n
g
e
a,
n
si
tz
ya
lt
i
e
o
n
&
r
e
g
i
s
t
e
BWC038 PDC-ES (LA)
W. C. Leung
ose
Passing mark: 40
Passing mark: 40

W. C. Leung - English Department

Transcription

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