Learning English Through Poems, Songs and the Mass Media

Transcription

Professional Development Course 2008-2009
ENG0231E Learning English through Poems, Songs and the Mass Media
BWC038 PDC-ES (LA)
Suzanne
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.
¾
Portfolio content should include work related to each of the three key areas
(poems, songs, media and/ or electronic texts)
¾
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).
Theme:
Nature (poem) / Dating (Song) / Parent-Child relationship (Film)
Poem:
The Wild Swans at Coole by William Yeats
Song:
Last Christmas by Wham!
Same Old Lang Syne by Dan Fogelberg
Film:
Finding Nemo
Freaky Friday
Matilda
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.
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Suzanne
Contents Page
1.0 Poems
1.1 Rationale for teaching poems
1.2 Group Lesson Plan for Selected Poems
1.3 Creative Writing
2.0 Songs
2.1 Rationale for teaching songs
2.2 Group Lesson Plan for songs
2.3 Individual Lesson Plan for Selected Songs
3.0 Films
3.1 Rationale for teaching film
3.2 Group Lesson Plan for Film
3.3 An Extended Film Review
4.0 Conclusion
Reference List
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1.0 Poems
1.1 Rationale for teaching poems
I believe the teaching of English through poems should be undertaken at my school.
According to the Collins Cobuild dictionary, a poem is ‘a piece of writing in which the words are
chosen for their beauty and sound and are carefully arranged, often in short lines which rhyme’.
The aesthetic aspect of poetry makes language learning more juicy and delicious. Without poetry, the
learning of English will be dry and boring and the learner will not be able to appreciate the beauty of
the language.
The careful choice of words and arrangement of sounds as well as the rhyme in poetry can help raise
the learner’s language awareness and give her a better understanding of the power of effective
language use and the fun of word play. The writing of poems will also give a sense of achievement to
the students and thus boost their confidence in learning English.
The teaching of poems addresses the experiential dimension of the English language curriculum. We
can find poems that address almost any theme. Through poems, the teacher can more easily elicit
feelings and personal responses from students.
In our school, the teaching of poetry can be part of the formal curriculum. Poems
may be included in a theme-based module as one of the texts to enrich the content of that module.
Alternatively, they can be taught in the oral or language arts lessons.
Considerations should be given to the choice of poems. A collection of recommended poems can be
compiled, graded by level of difficulty and categorized by theme or genre. Teachers then can choose
the most suitable ones to teach to their class.
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1.2 Group Lesson Plan for Selected Poems
Group Lesson Plan for Songs (Group 1) Theme of lesson: nature and the cycle/changes of life Level of students: F.4 School context: an EMI school in which students have exposure to poetry in their junior forms Number of lessons and length of time: 3 lessons (120 minutes) A. Learning objectives: 1. 2. 3. 4. To address the themes of Nature and Cycle of Life through poetry. To explore the central ideas of the two poems about swans. To elicit personal responses from students to the meanings of the poems. To introduce to students the sound, structure of Haiku and some literary features of poetry like rhyme. To teach students descriptive language for describing things. 5. B. The Lesson Plan Poem Activities Duration Swan Haiku (40 mins) 1. T shows the book cover of the fairy tale Ugly Duckling and asks Ss to recall the story. (Sets the scene and provides a vivid image to facilitate Ss’ understanding of the poem.) 2. T shows the picture of a young swan side by side with the haiku and read the poem out slowly, explaining the difficult words cygnet and preening (1st reading) 3. 2nd reading: Ss group in 4 and discuss the central ideas of the poem. 4. Ss share their opinions on the central ideas with the rest of the class. Expected central ideas: a) Life is full of changes; b) There are always hopes – what we are now isn’t equal to what we will be. rd
5. 3 reading: Ss read in groups to identify the linguistic features a. the adjectives used – grey, dirty; b. the tense used – simple present 5 mins 2 mins 5 mins 10 mins 3 mins The copyright of this material belongs to the original author. We are
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6. Ss read for the sound and structure of a haiku and complete the worksheet a. How many stanzas are there? – 1 b. How many lines are there? – 3 c. How many syllables are there in line 1,2,3? – 5,7,5 respectively d. Are there any words which have contrast meaning? – cygnet vs swan; today vs tomorrow e. The special feature of a haiku? – captures a single moment in nature. (Inductive approach) 7. T summaries the features, sound and structure of a haiku. 10 mins 5 mins The Wild Swans at Pre‐reading Coole by William 1. T shows a picture about swans swimming in a lake in Butler Yeats
the beginning of the lesson & asks Ss their feelings (80 mins) about the swans. (‘Swan Lake’ is played as the background music.) 1st reading 1. T gives out the poem and reads it slowly stanza by stanza, goes through the vocabulary with the students. nd
2 reading 1. T plays a video in which the poem is read with emotion 3 mins 5 mins 10 mins 7 mins http://www.youtube.com/watch?v=J9ol7jtKY8Y
2. T asks Ss to note the poem’s title & underline all the words/phrases that describe the swans in the poem to create the swan’s image. rd
3 reading (close reading: focus on meaning) 1. T shows the picture of the first stanza again and asks Ss about the setting of the poem. z Time of the day z Season/month z Place z Mood/environment The copyright of this material belongs to the original author. We are
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2(a) Jigsaw approach (Ss form groups of 4 and each group is responsible for one section only.) Section 1: The second & third stanzas call up old memories & emotions of the poet. z Which line in the poem shows this? z What does the poet remember? z How did he feel when he saw the swans for the first time? Section 2: The third to fifth stanzas describe the present feelings of the poet. z How does he feel when he sees the swans again? z Is his feeling the same as before? z What are the changes in him? Ss report their discussion results. 2(b) Group work: all groups work on the worksheet about the following: 1. Complete the table of comparison which shows the changing feelings of the poet between now & then. 2. Discuss the central ideas of the poem. z The vitality, passion, aspiration & freedom of youth z Fear of ageing & loss of inner fire & inspiration to create z Longing for the past z Changes of life & the cycle of nature & life 3. T elicits responses from Ss. 4th reading (focus on sound and structure) Ss work in groups to find out the rhyming scheme and the structure of the poem. Post reading (Homework) 1. Ss write reflections on the following questions. (Individual work) a. What do you think about the image of the swans as presented in the poem? b. How are the swans different from the poet? c. Can you find the “swan spirit” in any of the people 10 mins 10 mins 10 mins 10 mins 10 mins 5 mins The copyright of this material belongs to the original author. We are
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you know? Who is he/she? d. Do you think you have this spirit in you? Why or why not? The copyright of this material belongs to the original author. We are
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The Ugly Duckling
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The Swan Haiku
Swan Haiku
http://wordsplash.blogspot.com/2007/03/swan-haiku.html
A cygnet today
preening grey, dirty feathers
is tomorrow's swan.
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The Swan Haiku – Worksheet
1
The central ideas of the poem:
2
The linguistic features
a
List the adjectives that describe the swan?
b
What is the tense of this poem?
3
The sound and structure of a haiku
a
How many stanzas are there?
b
How many lines are there?
c
How many syllables are there in line 1, 2, 3?
d
List the pairs of words that have contrast meanings?
e
How is a haiku different from the other poems you have read?
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The Wild Swan at Coole ~ William Butler Yeats
2nd
reading (focus on meaning) 1. What words or phrases are used by the poet to describe the swans? Do these words/phrases echo those given by you/your classmates given in the beginning of the lesson? 2.
What kind of image is created by the poet for the swans? 3rd reading (focus on meaning) Understanding the setting of the poem (1st stanza) Time of the day: Season/month: Place: Mood/environment: The copyright of this material belongs to the original author. We are
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Group work
(a) Each group will be assigned to work on ONE of the following sections only. Each group needs to report their discussion results. Section 1 The second and third stanzas call up old memories and emotions of the poet. Which line in the poem shows this? What does the poet remember? How did he feel when he saw the swans for the first time? Section 2 The third to fifth stanzas describe the present feelings of the poet. How does he feel when he sees the swans again? Is his feeling the same as before? What are the changes in him? The copyright of this material belongs to the original author. We are
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(b) A table comparing the changing feelings of the poet between now and then Copy the lines from the poem which show how the poet felt in the past and how he feels now into the table below. Give your comments in the last column of the table. Quotes Your Comments Past feelings of the poet Present feelings of the poet What are the central ideas in the poem? 1. 2. 3. 4th reading (focus on sound and structure) 1 Work out the rhyming scheme of the poem. What kind of rhyming pattern does the poem have? 2 How many stanzas does the poem have and how many lines are there in each of the stanzas? 3 Do you think the poem has a neat organization? Explain. The copyright of this material belongs to the original author. We are
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Post reading (Homework)
1. Write a reflection journal of about 100‐150 words on the poem. The following questions help to guide you to write your reflections. z What do you think about the image of the swans as presented in the poem? z How are the swans different from the poet? z Can you find the “swan spirit” in any of the people you know? Who is he/she? What makes you think so? z Do you think you have this spirit in you? Why or why not? The copyright of this material belongs to the original author. We are
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~ Wild Swans at Coole ~
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The Wild Swans at Coole by William Butler Yeats
http://www.bartleby.com/148/1.html
THE TREES are in their autumn beauty, The woodland paths are dry, Under the October twilight the water Mirrors a still sky; Upon the brimming water among the stones Are nine‐and‐fifty swans. The nineteenth Autumn has come upon me Since I first made my count; I saw, before I had well finished, All suddenly mount And scatter wheeling in great broken rings Upon their clamorous wings. I have looked upon those brilliant creatures, And now my heart is sore. All’s changed since I, hearing at twilight, The first time on this shore, The bell‐beat of their wings above my head, Trod with a lighter tread. Unwearied still, lover by lover, They paddle in the cold, Companionable streams or climb the air; Their hearts have not grown old; Passion or conquest, wander where they will, Attend upon them still. But now they drift on the still water Mysterious, beautiful; Among what rushes will they build, By what lake’s edge or pool Delight men’s eyes, when I awake some day To find they have flown away? The copyright of this material belongs to the original author. We are
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Creative Writing
A. An original poem
The Street Musician and the Young Woman
She stepped out of home
Overwhelmed by small irritations of life
So much so that
Rather than to live
She would choose to die
Steps slow, heart heavy laden
She trod down the street
With an empty soul
When out of a sudden
She was caught touched and moved
By the soothing melody
Played by a street musician
In little quick paces
She ran up the flyover
Her spirits elevated
Every step she made
There she discovered
Engaged in performance with a banjo
The lonely, elderly blind street musician
In an instant she was awoken
Her grievances were no real misfortune
Her grief not real sorrow
“With dignity and courage he can face life
Then why can’t I?”
A pedestrian passed by
Leaving a coin behind
Humbly she drew from her wallet
Her price to pay
For what she gained
From the old, dignified street musician
B.
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An extended response to a poem
Not Waving but Drowning by Stevie Smith
Nobody heard him, the dead man,
But still he lay moaning:
I was much further out than you thought
And not waving but drowning.
Poor chap, he always loved larking
And now he's dead
It must have been too cold for him his heart gave way,
They said.
Oh, no no no, it was too cold always
(Still the dead one lay moaning)
I was much too far out all my life
And not waving but drowning.
In Stevie Smith’s Not Waving but Drowning, the poet tells the story of a man who
was drowning but mistaken for waving by the onlookers and at last, not getting any
help and not rescued, he died.
Beyond the surface there is another level of meaning in the poem. ‘Dead but still
alive’ is a description of some people’s situations in life. When nobody hears you,
you are dead to the world. There are people close around, but nobody understands
your feelings or your needs and problems. That is why the dying man complains in
the third stanza that the sea is always too cold - People are too cold, too distant, too
detached from one another.
The poet has effectively painted a ridiculous scene of how someone’s cry for help
is mistaken for joy. True, many people would wear a mask when going about their
life: at school, in the workplace or even at home. However, it is important for them
to at least have someone who cares about them and knows them well enough to see
when something is going wrong in their lives. This can often be the lifeline that
saves one from drowning.
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In the second stanza, there is a change in point of view from the drowned man to
the onlookers. They say, ‘Now he’s dead.’ Yet another message from the poem is
that there is hope in desperation: maybe the man is not quite dead. He ‘still lay
moaning’. He still hopes his voice can be heard and that something which is wrong
in his life can be put right.
It is better late than never to act, to show love and kindness to each other.
Songs
Rationale for teaching songs
Like poems, the teaching of English through songs should be undertaken at my school. There are
several reasons to use songs in the English classroom.
First, songs are a good tool to motivate students. The sound and music make the atmosphere of the
lesson more relaxing and welcome to the students. In fact, most teenagers enjoy listening to songs
and songs can bring a change or a break to the classroom routine.
Next, songs are a powerful means to involve the students and so bring about personal responses.
Through sharing their feelings and life reflections with classmates, the students can learn from one
another and benefit in personal growth.
Third, songs are a good way to combine teaching with entertainment and they allow the integration of
the four language skills naturally. Learners can practice listening by following the lyrics of a song;
they can practice reading when they read the lyrics for the meaning of the song; they can practice
pronunciation and speaking when they sing or perform their favourite songs. When students work to
rewrite the lyrics of a song, they do not just practice writing, they exercise their imagination and
creativity as well.
Then there are songs which serve perfectly the purpose of teaching sentence structures like
conditionals and passive voice. Some can even teach slang and idioms in an authentic way.
With the availability of computers and the internet in very classroom, incorporating songs in the
English classroom has become an easy task in our school. Songs should better be chosen to match the
teaching theme for content and language enrichment. Considerations should be given to the level of
difficulty and appropriateness in language and social context.
Group Lesson
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Group Lesson Plan – Songs (Group 1)
Theme of lesson
Level of Students
School context
Dating: Broken relationship
S5
EMI school in which students have exposure to songs in
their junior forms and have reasonable standard of English
Length of Time
3 lessons (120 minutes)
Learning objectives
By the end of the lesson, students should be able to:
1. identify the central idea of the songs
2. understand and appreciate the song lyrics
3. give personal feelings/responses to the songs in an
intelligent way
4. understand the features of narrative songs
5. rewrite narrative song lyrics into a dialogue (from
reported to direct speech)
Texts
1. Last Christmas – Wham!
2. Same Old Lang Syne – Dan Fogelberg
Resources/References Song 1: http://www.youtube.com/watch?v=3354flS1KJs
Song 2: http://www.youtube.com/watch?v=IhjYbfK9vrk
Teaching Materials Worksheets, Computer & Projector
Time
allocation
1 min.
5 mins.
10 mins.
15 mins.
9 mins.
Teaching steps
Purpose
1. T plays the introduction of Song 1
and asks Ss to guess the setting, the
mood of the song.
2. T gives out Worksheet 1 and asks Ss
to jot down the key lyrics/words of
Song 1 when they listen to the song.
3. T plays Song 1 again and asks Ss to
focus on and guess the age,
appearance and the mood of the
main character (Worksheet 2).
4. T presents the song lyrics of Song 1
to the Ss and shows the music video.
Ss complete Worksheet 3.
5. In groups, Ss discuss the
central/poetry ideas (reunion of
Lead-in activities
Characterization &
Scene setting
Problem, Outcome &
Resolution
Central/Poetry ideas
Features of
ex-lover at a festive season, love can
hurt) and the features (setting,
characters, story plot, narration,
past tense) of Song 1 (Worksheet 4).
5 min.
10 mins.
15 mins.
5 mins.
30 mins.
15 mins.
1. T presents a picture of Christmas
Eve and asks: What do people do at
that time? Who do they want to be
with?
2. T presents the song lyrics of Song 2
to Ss and asks Ss to do the
characterization, setting.
(Worksheet 5)
3. T plays Song 2 and asks Ss to
identify the story plot, the changes
of mood and the central ideas of the
song. (Worksheet 6)
4. T plays Song 2 again and asks Ss to
work out the rhyming scheme
(ABCB) of the song.
5. In groups, Ss rewrite Stanzas 6 – 8
into a dialogue and act out the
scene. (Worksheet 7)
6. Creative response: Ss are write a
diary entry from the view point of
one of the characters in either Song
1 or Song 2. (Worksheet 8)
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narrative songs
Lead-in activities
Characterization &
Scene setting
Central / Poetry ideas
Sound/Structure
Language: Direct &
Indirect Speech
Personal response
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WORKSHEET 1
First Listening
Listen to the song and write down the key lyrics that you hear or any words that speak to you.
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.
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Suzanne
WORKSHEET 2
Second listening
Now you are going to hear the song again. Answer the following questions.
How old do you imagine the singer to be?
What do you think the singer look like?
What is the setting of the song?
What might he be doing?
Is the mood of the song the same as your prediction? Explain
your answer.
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.
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Suzanne
WORKSHEET 3
Third Listening
Now you are going to watch the music video of the song Last Christmas by Wham!
Structural components
Discuss the following questions after viewing.
Your analysis
PROBLEM
- What happened to the characters?
- What problem did the characters have?
OUTCOME
- What happened in the end?
RESOLUTION
-What have the characters learned from the story?
grateful for them in granting us the right to share with other teacher.
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WORKSHEET 4
Post-listening activity
After listening to the song ‘Last Christmas’, answer the following questions.
What is the central idea of the song?
The song ‘Last Christmas’ is an example of ‘narrative song’.
Can you work out the characteristics of the song?
Do you like the story narrated in the song? Justify your
answer.
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)
Suzanne
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)
Suzanne
WORKSHEET 5
Read the song lyrics of Same Old Lang Syne and fill in the following table.
Structured components
Scene Setting
Your analysis
When?
Where?
Characterization
Character 1
Character 2
Who?
Age?
Appearance?
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.
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WORKSHEET 6
Now you have listened to Same Old Lang Syne by Dan Fogelberg. Identify the moods at different stages of the song.
In the grocery store
At the checkout stand
Action / Body Language:
Mood:
Mood:
Cause of mood:
Cause of mood:
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In the car
Alone in the car park
Mood:
Mood:
Cause of mood:
Cause of mood:
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WORKSHEET 7
Rewrite the following stanzas into a dialogue between her and me. You may give names to the characters. You can add any details to make the
dialogue more interesting.
She said she'd married her an architect
Kept her warm and safe and dry
She said she'd like to say she loved the
man
but she didn't want to lie
I said the years had been a friend to her
and that her eyes were still as blue
But in those eyes I wasn't sure if I saw
doubt or gratitude
She said she saw me in the record store
and that I must be doing well
I said the audience was heavenly
but the traveling was hell
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WORKSHEET 8
Imagine
magine you were one of the characters in Song 1 or Song 2. Write a diary entry
about meeting your ex-lover.
Song title: Last Christmas
Character: Singer
Same Auld Lang Syne
Ex-girlfriend
Dear Diary,
Song 1
Last Christmas ~ Wham
Chorus:
Last Christmas
I gave you my heart
But the very next day you gave it away
This year
To save me from tears
I'll give it to someone special
Chorus
Once bitten and twice shy
I keep my distance
But you still catch my eye
Tell me baby
Do you recognize me?
Well it's been a year
It doesn't surprise me
"Merry Christmas"
I wrapped it up and sent it
With a note saying "I love you"
I meant it
Now I know what a fool I've been
But if you kissed me now
I know you'd fool me again
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Chorus x2
ooooo
oh oh baby
A crowded room
Friends with tired eyes
I'm hiding from you
And your soul of ice
My god I thought you were
Someone to rely on
Me?
I guess I was a shoulder to cry on
A face on a lover with a fire in his heart
A man under cover but you tore me apart
oh oh
Now I've found a real love you'll never fool me again
Chorus x2
SPECIALLLLLL
A face on a lover with a fire in his heart ( Gave you my heart)
A man under cover but you tore me apart
Maybe, Next year I'll give it to someone
I'll give it to someone special.
special.
Song 2
Same Old Lang Syne
(Dan Fogelberg)
Met my old lover in the grocery store,
The snow was falling Christmas Eve.
I stole behind her in the frozen foods,
And I touched her on the sleeve.
She didn't recognize the face at first,
But then her eyes flew open wide.
She went to hug me and she spilled her purse,
And we laughed until we cried.
We took her groceries to the checkout stand,
The food was totalled up and bagged.
We stood there lost in our embarrassment,
As the conversation dragged.
We went to have ourselves a drink or two,
But couldn't find an open bar.
We bought a six-pack at the liquor store,
And we drank it in her car.
We drank a toast to innocence,
We drank a toast to now.
And tried to reach beyond the emptiness,
But neither one knew how.
She said she'd married her an architect,
Who kept her warm and safe and dry,
She would have liked to say she loved the man,
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But she didn't like to lie.
I said the years had been a friend to her,
And that her eyes were still as blue.
But in those eyes I wasn't sure if I saw,
Doubt or gratitude.
She said she saw me in the record stores,
And that I must be doing well.
I said the audience was heavenly,
But the traveling was hell.
We drank a toast to now.
And tried to reach beyond the emptiness,
But neither one knew how.
We drank a toast to time.
Reliving in our eloquence,
Another 'auld lang syne'......
The beer was empty and our tongues were tired,
And running out of things to say.
She gave a kiss to me as I got out,
And I watched her drive away.
Just for a moment I was back at school,
And felt that old familiar pain .........
And as I turned to make my way back home,
The snow turned into rain ..............
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Individual Lesson Plan for Selected Songs
Theme of Lesson
Personal Growth: Graduation
Level of Students
S5
School Context
EMI school in which students have exposure to songs in their
junior forms and have reasonable standard of English
Number of Lessons
& Length of Time
Learning Objectives
By the end of the lesson, students should be able to:
1. understand the lyrics and the mood of the music
2. relate personal experiences of graduation to the songs and
give responses in an intelligent ways
3. point out the structure and rhyme schemes of chosen songs
4. understand the figurative use of language in the songs
5. write a speech to deliver at the graduation ceremony
Texts
1. Song 1: You Raise Me Up (Josh Groban)
2. Song 2: Farewell
Resources
Song 1: http://www.youtube.com/watch?v=6VqRlO3wa1A
Song 2: http://www.youtube.com/watch?v=6Q8W491acnE
Teaching Materials
Worksheets, Computer & Projector
Time
allocation
Teaching steps
Purpose
10 min.
1. T shows pictures of school life and prompts Ss
to talk about their feelings in different
occasions.
2. Ts asks Ss what they did when they were
down
3. Ss share with neighbours people who have
played an important role in their growth and
how
Lead-in activities
15 mins.
4. T gives out lyrics of Song 1 (handout 1) and
plays the song.
Lesson 1
Setting &
Central ideas
5. Ss in groups discuss who the ‘you’ in the song
might be and what that person has done.
(worksheet 1)
6. Ss share their ideas with class.
15 mins.
7. T shows the music video and draws Ss’
attention to the figurative use of language in
the song.
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Exploring figurative
meaning
8. Ss complete Worksheet 2 in groups.
9. T leads Ss to share their findings.
Lesson 2
10 mins
8 mins
10 mins
12 mins
1. T shows the video of Song 2 (without music)
to Ss and let Ss guess the setting by just
viewing the images.
2. T gives out song lyrics (handout 2). Ss read,
discuss the mood and predict the type of
music that would match the song.
3. T plays the video then Ss share if their guesses
are right or wrong by comparing them with
the video. (worksheet 3)
4. T directs Ss’ attention to the structure and
rhyme of the songs. Ss mark them on Handout
2.
5. Ss in groups share their happy and sad
moments at school. (worksheet 4)
6. T plays video again. Ss plan their content for a
speech at the farewell assambly.
7. Ss write speech as homework. (worksheet 5)
Pre-listening activities
Setting
Predicting, music &
mood
Structure & sound
Personal responses
Extended writing
BWC038 PDC-ES (LA)
Suzanne
Handout 1
"You Raise Me Up" JOSH GROBAN
http://www.youtube.com/watch?v=6VqRlO3wa1A
When I am down and, oh my soul, so weary;
When troubles come and my heart burdened be;
Then, I am still and wait here in the silence,
Until you come and sit awhile with me.
You raise me up, so I can stand on mountains;
You raise me up, to walk on stormy seas;
I am strong, when I am on your shoulders;
You raise me up... To more than I can be.
(x 2)
There is no life - no life without its hunger;
Each restless heart beats so imperfectly;
But when you come and I am filled with wonder,
Sometimes, I think I glimpse eternity.
You raise me up, so I can stand on mountains;
You raise me up, to walk on stormy seas;
I am strong, when I am on your shoulders;
(x 2)
BWC038 PDC-ES (LA)
Suzanne
Handout 2
Farewell
http://www.youtube.com/watch?v=6Q8W491acnE
We used to be frightened and scared to try
Of things we don't really understand why
We laugh for a moment and start to cry
We were crazy
Now that the end is already here
We reminisce 'bout old yells and cheers
Even if our last hurrahs were never clear
Farewell to you my friends
We'll see each other again
Don't cry 'cause it's not the end of everything
I may be miles away
But here is where my heart will stay
With you, my friends with you
Yesterday's a treasure, today is here
Tomorrows' on its way, the sky is clear
Thank you for the mem'ries of all the laughters and tears
And not to mention our doubts and our fears
The hypertension we gave to our peers
It's really funny to look back after all of these years
Farewell to you my friends
We'll see each other again
Don't cry 'cause it's not the end of everything
I may be miles away
But here is where my heart will stay
With you, my friends with you
(x 2)
BWC038 PDC-ES (LA)
Suzanne
Worksheet 1
After listening to the song You Raise me Up, answer the following questions.
1.
Who do you think ‘you’ might be?
____________________________________________________________________
Reasons:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2.
Make a list of things that ‘you’ have done for the singer.
What ‘you’ have done
Result
Worksheet 2
Make a list of the phrases that are used figuratively in the song and explain their
meanings.
Phrase
Meaning
e.g. raise me up
Think good of me, talk positively about me, have
confidence in me
BWC038 PDC-ES (LA)
Suzanne
Worksheet 3
Read the lyrics of the song Farewell, make guesses of the setting and the mood by
filling in the middle column of the table.
My guess
The music video
Setting
Where?
When?
Who?
What?
Mood & Music
Verse 1
Verse 2
Chorus
Now you will watch the video. Complete the right-hand column afterwards.
BWC038 PDC-ES (LA)
Suzanne
Worksheet 4
Think of the different moments in your school life. Make a list of the five most
memorable ones.
Time and place
Event
Your feeling
Below are the special moments experienced by the singer of the song Farewell.
Write down one example of these moments in your school life.
Frightened and scared to try
Things happen and you didn’t understand why
Laugh for a moment and start to cry
Yell and cheer
BWC038 PDC-ES (LA)
Suzanne
Worksheet 5
You are going to make a speech during the farewell assembly for S5 students on
behalf of your class. Plan the content and write the speech in about 300 words.
You should include the following in the speech:
9 Aspects of school-life you would like to share
9 People you want to thank
9 Encouraging words to graduates
BWC038 PDC-ES (LA)
Suzanne
4.0 Films
4.1 Rationale for teaching film
The teaching of English through film should be undertaken at my school for a number
of reasons.
First, film is a powerful tool to engage students. The combination of sound and
moving images provides the perfect means to access and understand different worlds,
both real and imagined. The special effects created by various filming techniques
provoke reactions and responses from the viewers. Through film viewing, teenagers’
horizons are broadened and they can learn life lessons through the characters’
experiences in the stories.
Next, film is one of the most authentic media to integrate the four skills in English
teaching. People naturally watch movies in their daily life and students will see it as an
entertaining way of learning English. They can learn listening and speaking from film
watching directly. Indirectly, through reading and writing film reviews, they can
practice reading and writing skills. Then there are also the input of vocabulary and
English usage.
Film can be used as a teaching tool both in the English classroom as part of the formal
curriculum and also beyond the lesson time as co-curricular activity. Attention should
not be given to comprehension alone. Teachers should aim at interpretation and
appreciation of the film as well as response to its central ideas. To achieve these
purposes, concentrating on a few carefully selected short clips will work better than
watching a film once from beginning to end. Moreover, students should be taught film
language like the different types of shots and their functions as well.
In the choice of films, considerations should be given to appropriate themes, suitable
types and also avoidance of sex and violence.
BWC038 PDC-ES (LA)
Suzanne
4.2 Group Lesson Plan for film
Teaching English through Poems, Songs and Mass Media (Eng 0231)
Group Lesson Plan (Film / Mass Media)
Group 1: Suzanne Wong, Maygee Wong, Christina Yan & Agnes Chow
Theme
Level of Students
School Context
Number of lessons
Learning Objectives
Parent-Child Relationship
Secondary Three
EMI school in which students have exposure to poems and
songs in their junior forms and have reasonable standard of
English
By the end of the lessons, students should be able to:
1. relate their life experience from the chosen film clips.
2. give personal feelings or responses to the clips they
have viewed in an intelligent ways.
3. understand and discuss the effects of sound/music on
mood.
Texts / Resources
Teaching materials
Finding Nemo
Freaky Friday
Matilda
Worksheets, Computer & Projector
BWC038 PDC-ES (LA)
Suzanne
Lesson 1 – Focus on Life Lesson
Time
allocation
5 mins
10 mins
Teaching steps
•
T writes a question ‘What makes an ideal parent?’
on the bb and elicits free responses from Ss.
•
T gives out a checklist of qualities of parents and
asks Ss to choose the 5 most important ones.
•
Ss compare the choices with neighbors.
Purpose
Lead-in activity
Characterization
& Central Idea
Matilda
1. T shows Clip A to Ss and asks them to establish the
characters of the chosen clip.
10 mins
15 mins
2. T shows Clip A again and asks Ss to focus on the
style of parenting of Mr. & Mrs. Wormwood.
Finding Nemo
1. T shows Clip B to Ss and asks them to establish the
character s of the chosen clip.
Characterization
& Central Idea
Focus on Life
Lesson
2. T shows Clip B again and asks Ss to focus on the
style of parenting of Marlin.
Post-viewing activity: Group discussion
•
In groups of 4, Ss compare and contrast the two
parenting styles.
•
Do you think there are real parents like them?
Support your views with examples in your daily
lives.
Compare and contrast the different styles of parenting
Clip A: Matilda http://www.youtube.com/watch?v=nNKrEmcSZ-k (0’40” – 4’00”)
Clip B: Finding Nemo http://www.youtube.com/watch?v=SxyNSyqN6d8 (0’31” – 4’28”)
BWC038 PDC-ES (LA)
Suzanne
Choose 5 most important qualities that make an
ideal parent from the following checklist.
caring
kind
considerate
understanding
rich
handsome / pretty
protective
gentle
open-minded
educated
funny
thoughtful
knowledgeable
cheerful
easy-going
strict
polite
good at cooking
clean & tidy
patient
fair
others
BWC038 PDC-ES (LA)
Suzanne
Clip A Who are they?
Name / Role:
Age:
Appearance:
Name / Role:
Age:
Appearance:
Name / Role:
Age:
Appearance:
Name / Role:
Age:
Appearance:
BWC038 PDC-ES (LA)
Suzanne
Clip B Who says this?
There's over 400 eggs. Odds
are, one of them is bound to
like you.
Name / Role:
Coral, honey, these are
our kids we're talking
about. They deserve the
best
Name / Role:
BWC038 PDC-ES (LA)
Suzanne
In groups of four, compare and contrast the parenting styles of the viewed
clips. [List at least 5 items.]
Matilda’s parents
• uncaring
Nemo’s parents
• caring
Do you think there are real parents like them? Support your views with
examples in your daily lives.
BWC038 PDC-ES (LA)
Suzanne
Lesson 2 – Focus on Life-lesson & Language
Time
allocation
2 mins
38 mins
Teaching steps
Purpose
•
T asks Ss if they have been detained before and
what their feelings are.
Lead-in activity
•
T asks Ss to describe their parents’ reaction
towards their detention.
Freaky Friday
1. T shows Clip C to Ss and pauses at 6’08”.
2. In group of 4, Ss discuss what will happen and
explain.
Setting
Prediction
Script writing
Role play
3. Ss write a dialogue between mother and daughter.
Problem-solving
4. Ss act out the scene.
for future use.]
[T records the performance
5. Ss vote for the best dialogue & the best
performance.
6. T shows the rest of Clip C (the film version).
7. Ss discuss and suggest ways to settle the dispute
between mother and daughter.
Clip C: Freaky Friday part 2 (4’06” – 7’42”)
http://www.youtube.com/watch?v=MD1lRZ6jvIw&feature=related
BWC038 PDC-ES (LA)
Suzanne
Have you or your friend ever been detained before?
Yes
No
Use an adjective to describe your / your friend’s feeling about the detention.
What about your / your friend’s parents’ reaction towards the detention?
You are about to watch a clip from the movie ‘Freaky Friday’. In groups of
four, predict what will happen and justify your prediction.
What will happen next?
Reason for prediction
BWC038 PDC-ES (LA)
Suzanne
Based on your prediction, write a dialogue between mother (Tess) and
daughter (Anna).
BWC038 PDC-ES (LA)
Suzanne
While you are enjoying your classmates’ performance, choose the
winners for:
z The Best Dialogue
z
The Best Performance
The Best Dialogue
Name:
The Dialogue I like best is produced by Group
__________.
I like the dialogue because:
The Best Performance
Name:
The performance I like best is produced by Group
__________.
I like the performance because:
BWC038 PDC-ES (LA)
Suzanne
Can you help to settle the dispute between
mother (Tess) and daughter (Anna)?
Solution(s)
Reason(s) for your
suggestions
BWC038 PDC-ES (LA)
Suzanne
Lesson 3 – Focus on Technical Aspects of Film: Sound and Images
Time allocation
5 mins
10 mins
Teaching steps
•
T plays some sound tracks and asks Ss to
describe the mood / feeling.
Finding Nemo
•
15 mins •
T plays Clip D and asks Ss to focus on the music
and sound.
T elicits answers from Ss and introduces the
relationship between sound/music and mood.
Purpose
Lead-in activity
Understand &
discuss the
effects of sound
and mood.
Freaky Friday
•
T plays Clip C (without showing) and asks Ss to
draw the facial expression on a face.
•
Ss explain their drawings.
•
T plays Clip C again.
•
T shows the previous clips [clips from previous
lesson] and asks Ss to add sound / music to their
clips to create a mood for their performance (as
assignment).
10 mins
Soundtrack: http://www.freesoundtrackmusic.com/
Clip C: http://www.youtube.com/watch?v=MD1lRZ6jvIw&feature=related [4’06” – 7’42”]
Clip D: http://www.youtube.com/watch?v=Cqb0L1CCgiU&feature=related [7’40” –
8”10”]
BWC038 PDC-ES (LA)
Suzanne
Describe your feeling when you hear the
following music.
Clip 1:
Clip 2:
Clip 3:
BWC038 PDC-ES (LA)
Suzanne
Listen closely to the sound / music.
Draw my expression.
BWC038 PDC-ES (LA)
Suzanne
Appendix 1
Dialogue Rubric
Content
Accuracy
4
3
2
1
Speaker
Speaker
Speaker
Speaker uses few
consistently
generally uses
sometimes
of the appropriate
uses the
the
uses the
functions and
appropriate
appropriate
appropriate
vocabulary
functions and
functions and
functions and
necessary to
vocabulary
vocabulary
vocabulary
communicate.
necessary to
necessary to
necessary to
communicate.
communicate.
communicate.
Speaker uses
Speaker
Speaker has
Speaker makes
language
usually uses
some
many errors in
correctly,
language
problems with
language usage.
including
correctly,
language
grammar,
including
usage.
spelling, word
grammar,
order, and
spelling, word
punctuation.
order, and
punctuation.
Fluency
Presentation skills
Speaker
Speaker has
Speaker has
Speaker hesitates
speaks clearly
few problems
some
frequently and
without
with
problems with
struggles with
hesitation.
hesitation,
hesitation,
pronunciation and
Pronunciation
pronunciation,
pronunciation,
intonation.
and intonation
and/or
and/or
sound natural.
intonation.
intonation.
•
•
•
•
Has clearly
Shows
•
Little to no
prepared in
prepared
minimal
advance
advance
somewhat
preparatio
preparation
Cards not
in advance
n
evident
read from,
•
Has
•
Cards
•
Often
•
Continually
but
consulted
reads from
reads from
consulted
frequently
cards
cards
frequently
and
enthusiastic
sometime
enthusias
distract
s read
m
listener
•
Little
•
Gestures
from
•
BWC038 PDC-ES (LA)
Suzanne
Some
•
Unenthusiastic
enthusias
m
Comprehensibility
Listener
Listener
Listener
Listener
understands all
understands
understands
understands little
of what the
most of what
less than half
of what the
speakers are
the speakers
of what the
speakers are
trying to
are trying to
speakers are
trying to
communicate.
communicate.
trying to
communicate.
communicate.
BWC038 PDC-ES (LA)
Suzanne
Appendix 2
Role Play Rubric
Group:
(5 = Excellent; 4 = Good; 3 = Average; 2 = Needs improvement; 1 = Not appropriate)
Scoring criteria
5
4
3
2
1
Relates to audience.
Provides a fluent version of scenario.
Role plays scenario with feeling and
expression.
Varies intonation.
Presents characters appropriately.
Gives the scenario its full range.
Breaches are easily identified.
Scale:
30 – 35 [A]
25 – 29 [B]
19 – 24 [C]
Excellent
Good
Average
13 – 18 [D]
7 – 12 [F]
Needs
Not
appropriate
improvement
Total:
Comments
BWC038 PDC-ES (LA)
Suzanne
4.3 An extended film review
Title of Film: Dark Water
Director: Walter Salles
Plot Summary:
In New York City, Dahlia Williams has just divorced from her husband and
is fighting for the custody of their daughter Cecilia. She has very limited
means, so she moves with Cecilia to an old small apartment on an island
near Manhattan. Overlooking a stain of water on the ceiling of the
bedroom, Dahlia takes the flat. Once living in the apartment, she is
seriously disturbed by a continuous drip of dark water in the bedroom.
Meanwhile, Cecilia finds a Hello Kitty bag on the roof of the building.
Dahlia hands it over to the caretaker. Soon after this, the school teacher tells
Dahlia that Cecilia has an imaginary friend called Natasha.
In spite of her severe migraines and nightmares, Dahlia decides to
investigate, and she discovers a tragic accident. Natasha is in fact the
daughter of a couple living one floor above Dahlia’s. The father is away
from home and the mother is ill at hospital. Natasha is left behind by
herself and she ends up drowned in the water tank at the roof top.
The spirit of Natasha haunts Cecilia and her mother. When Dahlia finally
decides to move out of the apartment, Natasha turns wild and tries to take
Cecilia. Dahlia, out of love for her daughter, chooses to stay with Natasha.
Cecilia goes to live with her father after her mother’s death.
Personal response:
I watched the film one weekend on TV just for entertainment and found
that it is more than a mere sensational horror film. The theme is about
separation, abandonment, love and sacrifice.
The parents of both Cecilia and Natasha are separated, with Cecilia’s being
divorced and Natasha’s for unknown reasons. Both girls face loneliness
and they become friends. While Natasha is obviously abandoned, Cecilia
feels a strong fear of the same fate, waiting for the result of her parents’
legal dispute.
BWC038 PDC-ES (LA)
Suzanne
On the other hand, Dahlia faces great stress being a single parent raising a
young child alone. There are the needs to earn a living, to help her
daughter adapt to the new school, to consult the lawyer for strategy to win
the custody of Cecilia, to approach different people to have her ceiling
fixed and on top of all, to investigate the dark water mystery alone.
Dahlia’s love for Cecilia is best evidenced by her appeal to Natasha to take
her instead of Cecilia. Natasha being a lonely ghost wants a companion,
either a playmate or a mother and Dahlia chooses to sacrifice her life so that
Cecilia can live on. This theme of sacrifice out of love offsets the evil feeling
created in the film previously.
The film is a scary one but does not rely on visual effects like blood, fights
or physical struggles. The director and actors have created a gloomy and
scary atmosphere subtly. Through similarities and contrasts between
Cecilia and Natasha, the viewer feels both scare and pity for the ghost girl.
Many of the scenes in the apartments are gloomy. The effective use of
lighting builds a strong sense of mystery and tension throughout.
Personally, I do not have a liking for horror films in particular. They are too
scary. Yet Dark Water is one I have watched recently. The memory is fresh.
More importantly, it has a message to tell and it has told it effectively.
Conclusion
It is worthwhile to incorporate language arts in English teaching. The immediate
implementation of the New Senior Curriculum in the coming September is a good
chance to bring about this change. All of the three LA genres covered in this module poems, songs and film- address the experiential dimension of the NSS curriculum. All
of them offer great rooms for imagination and creativity. They are all good tools to
bring out personal feelings and responses from students. They are also channels for
life reflections and learning life lessons.
In this professional development course, I have learnt that language arts make English
lessons more engaging and enjoyable. They are good means to teach English in an
integrated approach. I am also recommended many good books and internet resources
as well as demonstrated many useful strategies on teaching English through language
BWC038 PDC-ES (LA)
Suzanne
arts. In the choice of resources, I have learnt that theme-based material should
supersede thematically unrelated texts and assignments.
When I get back to my school, I will try out the lessons plans we have designed in this
course. I will bring the above messages about language arts to my fellow teachers. I
can show them the LA resources packs and lesson plans we have produced here at IEd
so that more teachers will be involved in trying them out.
Last but not least, in order to be a resourceful and knowledgeable teacher of English,
one needs to have more exposure to language arts. She should create for herself more
mental space to read poems, listen to songs and watch films but not devote all her time
to marking and clerical and administrative duties.
BWC038 PDC-ES (LA)
Suzanne
Reference List
Dark Water (2005) Retrieved May 30, 2009 from http://www.imdb.com/title/tt0382628/
Golden, J. (2001) Reading in the Dark: Using Film as a Tool in the English Classroom.
Urbana, IL: National Council of Teachers of English
Film in the Classroom, Film and English. Retrieved June 2, 2009 from
http://www.filmeducation.org/staffroom/film_in_the_classroom/film_and_english/
Graduation Songs. Retrieved May 29, 2009 from
http://musiced.about.com/od/lessonsandtips/a/graduationsongs.htm
Murphey, T. (1992) Music and Song (Resource Books for Teachers), UK: Oxford
Robb, L. (2002). Reader’s Handbook: A Student Guide for Reading and Learning,
Wilmington, Mass: Great Source Education Group
Stevie Smith (1902 - 1971 / England) Not Waving but Drowning. Retrieved May 28, 2009
from http://www.poemhunter.com/poem/not-waving-but-drowning/

Learning English Through Poems, Songs and the Mass Media

Transcription

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