Student B - English Department - Resources

Transcription

Professional Development Course 2008-2009
ENG0231E Learning English through Poems, Songs and the Mass Media
BWC038 PDC-ES (LA)
B
The Hong Kong Institute of Education
Department of English
PDC on Teaching English Through Language Arts at Secondary Level
ENG 0231
Assignment:
Working portfolio of Using Poems, Songs and the Mass Media to teach English
Lecturer: Mr. Nicholas Wong
Submission Date: 26 June 2009
Student: B
1
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)
B
Writing Simple Poems
To write an acrostic poem
To write an adjective poem
Target: S.1 (CMI Band 3)
Lesson: 4 periods
Objectives:
At the end of the lessons, students are able to
1. understand the form of acrostic poems,
2. appreciate the acrostic poem,
3. write an acrostic poem.
Activity 1
1. Tell students the form of Acrostic poems which is to spell out a word with the first
letter of each line.
2. Write a word in capital letters being spelled down on the blackboard as an example:
FRIEND
3. Ask students to spell the word with the first letter of each line. Also check up the
dictionary to find out the words if necessary.
Example 1
Funny
Real
Interesting
Enjoyable
Nice
Delightful
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Example 2
1. Write a word in capital letters being spelled down on the blackboard as an
example: SUSAN
2. Ask students to spell the word with the first letter of each line. Also check up
the dictionary to find out the words if necessary.
3. Teacher gives an example on the blackboard and explains that acrostic poems
could be more than one word in a sentence
Sporty
Usually funny
Sometimes naughty
Always friendly
Never quiet
4. Students are instructed to write his/her poem in worksheet 1 in class.
5. Students share their poem in class
6. Students are asked to write a poem about his/her best friend at home.
Activity 2
Example 1
1. Write a name in capital letter being spelled down on the blackboard as an example:
PETER
2. Ask student to write a sentence with a first letter of each line. Also check up the
could be written in sentences.
4. Students are asked to read the poem in class.
Plays football badly
Eats all the time
Talks very quickly
Enjoys sleeping a lot
Runs very slowly
My friend’s name is Peter
5. a. Students are instructed to do an acrostic poem at home.
b. Students are instructed to get online to have more examples and exercise on
acrostic poem
5
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BWC038 PDC-ES (LA)
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http://www.readwritethink.org/materials/acrostic/
http://www.holycross.edu/departments/socant/dhummon/
Activity 3
1. Teacher introduces Adjective Poem to students.
Example: 1
1. Use Wu Jun (one of a team members of Fahrenheit, a Taiwanese Pop Group) as an
example.
2. Ask students to give out some adjectives to describe Wu Jun.
3. With the adjectives given by the students, teachers write Adjective poem on the
blackboard as below:
Wu Jun
Wu Jun is handsome
Wu Jun is handsome, sexy
Is handsome, sexy, popular
Handsome, sexy, popular, Taiwanese
Singer
2. Tell students the pattern of Adjective Poems:
Line 1: Noun
Wu Jun
Line 2: Same noun + is or are + adjective 1
Wu Jun is handsome
Line 3: Same noun + is or are + adjective 1, adjective 2
Line 4: Is or are + adjective 1, adjective 2, adjective 3
Line 5: Adjective 1, adjective 2, adjective 3, adjective 4
Line 6: New related noun
Singer
4. Ask students to read the poem aloud.
5. Ask students to write an acrostic poem
6. Share their poems in class
6
Name: ____________________
BWC038 PDC-ES (LA)
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Worksheet 1
Class: __________________________
Discuss with your partner about one of your classmates. Use his/her name to write
an acrostic poem. In your poem, write a name in capital letters being spelled down on
the worksheet and spell out a word with the first letter of each line.
My friend is ________________ .
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Worksheet 2
Name: ____________________
Class: __________________________
With the help of a picture of your best friend, write an acrostic poem about him/her.
You should write his/her full name. Write a sentence with a first letter of each line
My Best Friend is ______________________ .
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Worksheet 3
Name: ____________________
Class: __________________________
Write an adjective poem about your favourite pop singer.
My favourite pop singer is __________________________ .
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Assessment Rubrics for writing Acrostic Poems and Adjective Poems
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Reference:
1. Nelson, A., Potter, J.,Rigby, S., & Wong, K. (2007). Longman Activate JS1A:
Pearson Education Asia.
2. Nelson, A., Potter, J.,Rigby, S., & Wong, K. (2007). Longman Activate JS1B:
7. Potter, J., Rigby, S. & Wong, K. (2009). Longman Activate New Senior Secondary
Theme Book: Pearson Education Asia.
8.Holmes, V.L. & Moulton, M.R. (2006). Writing Simple Poems: Cambridge
University Press.
9. Robb, L., Klemp, R. & Schwartz, W. (2009). Reader’s Handbook: Great Source.
10. Education Department, Curriculum Development Institute, English Section,
(2002): The Learning and Teaching of Poetry (Secondary 1 – 3), A Resource
Package
11. Lecture Handouts
12. Readwritethink.org
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BWC038 PDC-ES (LA)
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Teaching English through Songs
Theme: Keeping Pets
Lessons: 4 periods
Title of the Song: “How much is the doggie in the window”
Objectives:
By the end of the lessons, students will be able to
1. sing the song
2. guess the lyrics of the song.
3. identify the rhyming words and the images used in the song.
4. describe the feelings conveyed in the song.
5. analyze the theme of the song.
6. write a tag line with their own ideas.
Students are divided into groups of four
Activity 1 – musical reactions
1. Play a piece of music “How much is the doggie in the window” to the students and
lyrics will not be shown. (http://www.englishbox.de/song1.html)
2. Ask students to close their eyes as they listen what they feel about the piece of
music.
3. Ask them whether they enjoy the music or not. They are instructed to write some
adjectives or few words in their worksheet.
4. Brainstorm: What is this song about?
5. Tell students this were the background music for an advertisement and a film, what
they think the advertised product would be.
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Activity 2 – Play the song “How much is the doggie in the window” sung by Patti
Page without showing the lyrics
After listening,
1. Ask students to tell the names of animals they listen. Teachers write the names of
animals on the blackboard.
2. Ask students how many types of barking. Two types of barking are heard in the
song. Students may tell teachers one is big and the other is small.
3. Students are given a worksheet to do.
4. Suggest a title for the song?
Activity 3 Play the music video “How much is the doggie in the window”
http://www.youtube.com/watch?v=2AkLE4X-bbU
1.
2.
3.
4.
By the end of the song, would the singer buy the dog?
What do you think about the singer?
Students are asked to do the worksheet
They were prepare to promote dog products to customer.
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Worksheet 1
Learning English through songs
Name:________________ Class:___________
1. Write two or three adjectives to describe the song.
________________
_________________
________________
_________________
____________________
____________________
2. What is this song about?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3.If this were the background music for an advertisement and a film, what do you
think the advertised product would be?
___________________________________________________________________
___________________________________________________________________
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Worksheet 2
Name:________________ Class:___________
A) Match the following animals in the left columns with the right columns.
Dog
a.__________
Parrot
b.__________
Kitten
c.__________
Bunny
d.__________
Goldfish
e.__________
Suggest a title for the song?
__________________________________________________________________
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B) What do they eat?
a.__________
worm
b.__________
peas
c.__________
carrot
d.__________
bone
e.__________
fish
Mushr
oom
cake
What do you eat?
____________________________________________________________________
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Worksheet 3
Name:________________ Class:___________
A) Listen to the song” How much is the doggie in the window” and fill in the
blanks to complete the lyrics below.
LYRICS
Artist: Patti Page
How much is that doggie in the window? *(arf! arf!)*
The one with the waggley ____________
I do hope that doggie's for ___________
I must take a trip to ___________
And leave my poor sweetheart alone
If he has a dog, he won't be lonesome
And the doggie will have a good home
I read in the paper there are _____________ **(roof! roof!)**
With flashlights that shine in the dark
My love needs a doggie to ____________ him
And scare them away with one _________
I don't want a __________ or a ___________
I don't want a _____________ that talks
I don't want a bowl of little fishes
He can't take a _____________ for a walk
The one with the waggley tail
I do hope that doggie's for sale
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B) Find the word(s) which rhyme with the following words.
Tail: _________________
Dark: ________________
Lonesome: ___________________
bunny: __________________
C) Answer the following questions
1. Did the woman buy a dog?
_____________________________________________________________________
2. Whom did the woman buy the dog for?
_____________________________________________________________________
3. Why did the woman need to buy a dog?
_____________________________________________________________________
4. What did the word “sweetheart” stand for?
_____________________________________________________________________
5. Write the commercial tag lines to sell the dog or products for pets.
Present the tag lines and the story to the class and let’s see how many of you here will
buy your product.
_____________________________________________________________________
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Assessment rubric
Worksheet 1
Name:________________ Class:___________
1. Write two or three adjectives to describe the song.
________________
_________________
____________________
________________
_________________
____________________
(students’ own interpretation: eg. Lovely, adorable, sweet….)
2. What is this song about?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
(students’ own interpretation: eg. A lady wants to buy a dog in a pet shop.)
3.If this were the background music for an advertisement and a film, what do you
think the advertised product would be?
___________________________________________________________________
___________________________________________________________________
(Students’ own answer)
Q.1
Mark
comments
3
3 sensible adjectives
2
2 sensible adjectives
1
1 sensible adjective
0
Totally irrelevant adjective or no content
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Q.2
Mark
Content
5
A sensible answer with no grammatical
mistake in a sentence
3
A sensible answer with few grammatical
mistake, but it does not impede the
understanding of the meaning.
1
A sensible answer with some grammatical
mistake, but it does not impede the
understanding of the meaning.
0
No answer or totally inadequate answer
Q.3
2 marks for a sensible answer with no grammatical mistakes
1 mark for a sensible answer with grammatical mistake
0 mark for no anwer
Assessment rubric
Worksheet 2
Name:________________ Class:___________
A) Match the following animals in the left columns with the right columns.
Dog
a.____rabbit______
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Parrot
b.___kitten_
Kitten
c.____parrot______
Bunny
d.___goldfish_______
Goldfish
e.___dog_______
Suggest a title for the song?
_____________(any sensible answer)____________________________________
B) What do they eat?
a.___carrot_______
worm
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b.__fish________
peas
c.___peas_______
carrot
d.___worm_______
bone
e.___bone_______
fish
Mushr
oom
cake
What do you eat?
_______________(any sensible answer)___________________________________
Total: 12 mark (1 mark each)
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Keys for Worksheet 3
How much is the doggie in the window (Lyrics)
CHORUS
I must take a trip to California
CHORUS
I read in the paper there are robbers **(roof! roof!)**
My love needs a doggie to protect him
And scare them away with one bark
I don't want a bunny or a kitty
I don't want a parrot that talks
He can't take a goldfish for a walk
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BWC038 PDC-ES (LA)
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Learning English through films
Target students: Senior secondary (CNI Band 3)
Lessons: 8 periods
Lesson Plan
Film Title: Babe
The genre: Adventure | Drama | Family | Fantasy
Objectives:
1. Understand the skills to see a poster of a movie
2. understand the way to appreciate a film
3. to write a film review
A. Previewing Activities
1. Teacher Show the poster of the film and ask students to guess what they can see on
the poster and complete the worksheet. Students are ready to report what they
have interpreted from the poster.
2. Students watch the film trailer two times and jot down what they hear and what
they think or feel in a worksheet. http://matttrailer.com/babe_1995. Students are
ready to report what they have seen from the trailer.
B. Film viewing
C. Understanding the film Activities
1. Students are asked to write their favourite dialogues of the animal characters
2. Write a summary of the film.
Reference
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BWC038 PDC-ES (LA)
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7. Potter, J., Rigby, S. & Wong, K. (2009). Longman Activate New Senior Secondary
Theme Book: Pearson Education Asia.
8. Robb, L., Klemp, R. & Schwartz, W. (2009). Reader’s Handbook: Great Source.
9. Education Department, Curriculum Development Institute, English Section, (2002):
The Learning and Teaching of Poetry (Secondary 1 – 3), A Resource Package
10. Readwritethink.org
12. How much is the doggie in the window sung by Patti Page
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Worksheet 1
Name:__________________ Class:_________
This is a poster of a movie. Work in groups and fill in the questions below.
1. What can you see in the foreground of this poster?
________________________________________________________
2. What can you see in the background of this poster?
________________________________________________________
3. The tagline is ___________________________________________
4. What is the story about?
_________________________________________________________
Why is there a sun in the background?
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_________________________________________________________
5.What is the genre of this film?
_________________________________________________________
Worksheet 2
Name:__________________
Class:_________
Watch the trailer (http://matttrailer.com/babe_1995) and predict and discuss what you
can see in the film.
First viewing
1. What is title of the film?
_____________________________________________________________________
2. What is the genre of this film?
Please tick the appropriate box(es) below.
Genres:
Adventure
Animation
comedy
crime
fantasy
horror
family
mystery
romance
drama
biography
thriller
action
opera
fable
3. Give your reason why you tick the above box(es)
_____________________________________________________________________
_____________________________________________________________________
4. What animals can you see?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. Where do the scenes in this film take place?
_____________________________________________________________________
_____________________________________________________________________
5. Can you see any humans? Are they the main characters? Why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2nd viewing
1. What does the beginning of the trailer tell you about the film?
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_____________________________________________________________________
2. What is the middle part of the trailer about?
_____________________________________________________________________
3. What is the dramatic climax?
_____________________________________________________________________
4. Is there any voice-over narration? What is the purpose of the voice-over?
_____________________________________________________________________
5. According to the narrator, what the pig is trying to find his destiny?
_____________________________________________________________________
6. Is the pig successful to find his destiny?
_____________________________________________________________________
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Worksheet 3
Name:______________________ Class:_________________
About the Characters
I. Look at the pictures below. They are the main characters in the film. Please fill in
your favourite dialogues of the characters.
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Worksheet 4
Name:______________________ Class:_________________
About the plot
I. Look at the pictures below. They are the key scenes in the film. Write captions
for them to complete the storyboard of the film.
Storyboard
1.________________________
2. ______________________
________________________
_______________________
________________________
______________________
3.__________________
4.____________________
___________________
_____________________
____________________
______________________
___________________
_______________________
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5.____________________
6.___________________
_____________________
__________________
_____________________
__________________
II. Please write the summary of the film according to the storyboard.
What is your rating of the film?
Please circle: 5/4/3/2/1
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Keys
Worksheet 1
Name:__________________ Class:_________
_______a horse, a sheep, a dog, a duck, three mice and a pig
_______2 humans, a farm house, mountains and a sun
3. The tagline is ___A little pig goes a long way
_________ Students’ interpretation
________ hope
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____________fable/animation/adventure
Worksheet 2
Name:__________________
Class:_________
First viewing
_____(Babe)__________________________________________________________
_
Genres:
Animation
∕
comedy
horror
family
∕
biography
thriller
Adventure
∕
∕
crime
fantasy
mystery
romance
drama
action
opera
fable
∕
∕
___________(student’s own answer)________________________
____pig, cat, horse, dogs. Cock, hens, duck, cow
__________________________(a farm)
_____________________________________________________________________
______Students’ own interpretation)______________________________________
2nd viewing
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Assessment Rubric for Worksheet 3
Task fulfillment
Descriptions
5
Totally relevant content with no grammatical
mistakes
4
Relevant content with few grammatical
mistakes
3
Relevant content with some grammatical
mistakes
2
some irrelevant content with few grammatical
mistakes
1
Some irrelevant content with many
grammatical mistakes
0
Totally irrelevant content
I. Write captions
Task fulfillment
Descriptions
5
mistakes
4
mistakes
3
mistakes
2
mistakes
1
0
II.
Writing a summary
35
1
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2
3
4
An appropriate Hard to find
introduction
few
some
substantial
All
captions Hard to find
summary
included
few
some
substantial
Ideas supported Hard to find
with details
few
some
substantial
Reference:
1. Babe, Universal Studio
2. Lecture handouts
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PDC – Curriculum Renewal with Language Arts: Principles and Process
ENG 0229E
Assignment:
Action Plan for Curriculum Renewal
Lecturer: Ms Jenny Lim and Ms Carrie Li
Student: B
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BWC038 PDC-ES (LA)
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Part 1
I. Planning for curriculum renewal
The existing curriculum of S.4 to S.7 is examination oriented. With
the NSS curriculum, the language arts materials should be
inserted into the curriculum. Though the public examination is
important, we should strike a balance between examination and
language arts learning. Language arts learning can be useful
for learning English and life-long learning.
II.
Creating a vision
Through Language arts, students should be able to learn English
language effectively and in a fun way. With the use of
authentic English materials, students will equip themselves in a
life-long learning.
III.
Analyzing the existing program
As language arts teaching has been introduced in lower
secondary, students well receive the use of language arts
materials. However, few language arts materials are in use for
the upper forms as examination is considered the priority. In our
curriculum of upper forms, we do use films and short stories to
teach English, but few poems. Through SBA, students should
read four different texts for two years. Speaking skills and
reading skills are enhanced. With the introduction to more
language arts learning, listening, reading, speaking and writing
should be further enhanced.
The existing scheme of work is
textbook-based. Language arts learning should be introduced
to cater for the needs of students.
IV. Planning for action
Multi-literacies should be promoted through language arts
learning. Students are exposed to authentic text to promote
lifelong learning. Our language arts curriculum would include
Learning English through poems and songs, short stories and
popular culture.
V.
Revising the programme
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More student-oriented programmes will be introduced.
Teachers should instill Creativity and collaborative learning into
students. Inter-class competition, developing student portfolio,
inter-school competition should be encouraged.
VI. Implementating
Formative assessment should be introduced.
Continuous
assessment marks would be a part of the assessment of students’
effort. Assessment rubrics should be used to comment students’
assignment both in class or at home. Learner’s diversity would
be observed and extra-lessons would be given to academic low
achievers students.
VII. Programme Evaluation
Panel meetings will be held regularly to monitor the programme
implementation. Questionnaires to students will be collected
after each term to see the attitude of students. Teachers’
observation will be also very important to oversee effectiveness
of the new curriculum.
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Part II Progression plans from Junior to senior forms
The progression plans from junior to senior forms (Poems and Songs)
Junior Secondary 1
Module/The
me
Poems
Songs
Teenage Life
Theme: Making Friends
- Introduce Acrostic poems,
Unit 1 Making - http://www.readwritethink.org/mate
Friends
rials/acrostic/
- http://www.holycross.edu/departm
ents/socant/dhummon/
acrostics/teachers/BurkeAcrostic.ht
ml
- (My new friend, pp. 17-19, Longman
Activate JS1A)
- (Writing Simple Poems, pp.18-20,
Vicki L. Holmes and Margaret R.
Moulton, Cambridge 2006)
- To write an acrostic poem
- Introduce Adjective poems.
- http://www.tooter4kids.com/forms_
of_poetry.htm
- (Writing Simple Poems, pp.21-24,
Moulton,, Cambridge2006)
- To write an adjective poem
- Students read their own poems in
Enjoy and listen to the
song about friendship:
-Toy story - You’ve got
a friend in me
Identify language
features: -repetition,
rhymes, rhythm
and contractions
http://www.youtube.c
om
/watch?v=zB2gPZRsz0
Q&feature=related
Lyrics
http://www.stlyrics.co
m/
lyrics/classicdisney/
youvegotafriendinme.
htm
class
Extended Activities
-Share their poems mounted on the
class notice board
-Keep a student journal of poems
Extended Activities
-Gap filling
-Write a Song
Dedication to friends
4
The World
Around Us
Unit 3 On
Holiday
Theme: Holiday
- Understand the structure of poetic
features: Stanza, lines. Rhyming
words, mood
- (Holiday Happiness, pp.57-59,
Longman Activate JS1A)
-http://www.epsbooks.com/external/re
ad_write_think/Rhyming_Pictures.pdf
-http://www.millikin.edu/aci/crow/basi
cs/frost3.html
- Use the poem Shy by Mary Ann
Hoberman to teach stanza, Rhyme
and mood
(The Learning and Teaching of poetry
(S.1-S.3) pp.4-5, English Section,
Curriculum Development, Education
Department 2002)
Extended Activities
-Students share the poems in class and
the morning assembly
Culture of the
World
Unit 7
Fantastic
Food
Theme: Food
-Writing a shape poem
(Fantastic Food, pp57-58, , Longman
Activate,JS1B)
- (Word whirls and other shape poems
by John Foster OUP)
- Working in groups of four to discuss
BWC038 PDC-ES (LA)
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Listen to commercial
songs to promote
tourism
1. Fantasy Korea
om
/watch?v=zRivetRNww
s
2. Sydney Tourism
Commercial
om/
watch?v=_LOhQTtStHI
Extended Activities
How about Hong
Kong:
Students can search
“Discover Hong Kong”
to find out the lyrics
and who sings our
commercial song for
tourism.
-Comparing songs
-Filling in lyrics
Watch the music
video: Food Song
om/
watch?v=S3dPXxPGb
mM
Ask the student to
5
what their favourite food is and why
they like it.
- Students write a shape poem of their
favourite food
BWC038 PDC-ES (LA)
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name the names of
the fast food
restaurants.
Discuss in their group
which their favourite
restaurant is and why
Extended Activity
Share their poems mounted on the class
Extended Activity
notice board
Keep a student journal of poems
Fill in Lyrics
Class/School Activities
- all poems should be published in
school magazine
- display student poems in School Open
Day
- participation in the solo-verse
speaking competition of the Hong
Kong Speech Festival
-Song dedication
-Singing contest
Junior Secondary 2
Module/The
me
Poems
Leisure and
Entertainmen
t
Theme: Shopping
- Writing a Diamante
- (Fashion, pp.17-19, Longman
Activate, JS2A)
- (Writing Simple Poems, Unit 15,
Diamante, Vicki L. Holmes and
Margaret R. Moulton, Cambridge)
- study rhyming scheme, simili and
repetition
(Reader’s Handbook)
Extended Activities
Unit 1
Shop till you
drop
Songs
Watch a music video:
The shopping song
with lyrics
om/watch?v
=DUpH6BMomZ8&feat
ure=related
Extended Activities
- gaping filling
- Ask students to
prepare a shopping
6
Teenage Life
Unit 5
Modern Life
BWC038 PDC-ES (LA)
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-Recite their poems in the morning
assembly
class notice board
list in English
- Ask them to get
online to find out the
song about food and
share with classmates
in class.
Theme: A Modern Life
- Writing Haiku
- (Beach, Firework, pp.17-19,
Longman Activate JS2B)
- (Unit 17, Haiku, Writing Simple Poems,
Moulton, Cambridge)
- study alliteration, exaggeration,
figurative language, free verse,
mood
(Reader’s Handbook)
Extended Activities
Watch and listen to
two music videos:
Rocko’s Modern Life
Recycle
om/
watch?v=kyZbw8waV
wk
Environment Love
Song
om
/watch?v=OtvlIVOeKh
U
-Analyze two different
styles of music videos
in terms of feelings,
mood and rhythms
Extended Activities
-Student read the poems in class and
the morning assembly
class notice board
Students write the
ways to protect our
environment in daily
life
Animals and
Nature
Unit 7 Pets
Theme: Pets
Writing a poem
- (Cats, pp.57-59, Longman Activate
JS2B)
- study idiom, imaginary, Lyric poem,
metaphor, voices and tone
- (Reader’s Handbook)
Watch two music
video:
Kitties singing Joy Joy
Joy
om/watch?
v=L6yzjDXp_og&featur
7
Extended Activities
-Performing poems in class and
assembly hall
class notice board
BWC038 PDC-ES (LA)
B
e=related
How much is that
doggy in the window
om/
watch?v=HTPMkVHUs
NU
Extended Activities
-Analyze two music
videos in terms of
feelings, mood and
rhythms
Class/School activities
- Inter-class Poem competition
- Participation in young poet society in
school
-participation in the solo-verse speaking
of the Hong Kong Speech Festival
-Write song review
-Singing contest
Junior Secondary 3
Module/Theme Poems
Teenage Life
Unit 1 Hobbies
Songs
Theme: Hobbies
Poetic features:
a. Alliteration
b. Assonance
c. Contrast
d. Metaphor
e. Onomatopoeia
f. Personification
g. Repetition
h. Tone and Voice
(Computer Game,pp.17-19, Longman Activate JS3A
http://www.readwritethink.org/lesson_
images/lesson909/OnomatopoeiaWorksheet.pdf
-( The Sea by Reeves, pp.39-41, The Learning and
Teaching of poetry (S.1-S.3) English Section,
Different types of Mu
Video
Youtube.com
Discussion on -Textua
analysis of
MV
-A Star’s image and
development
-A treatment for MV
-Role play and deba
Extended Activities
Research on singers
Produce a profile of
singer
8
BWC038 PDC-ES (LA)
B
Curriculum Development, Education Department
2002)
More poems on The Learning and Teaching of Poetry
(Secondary 1-3), English Section, Curriculum
Development Institute, Education Department 2002
Extended Activities
-Performing poems in class and assembly hall
-Share their poems mounted on the class notice
board
Leisure and
Entertainment
Unit 5 On the
Box
Theme: Entertainment
Performing a choral reading of a poem ,Jimmy Jet
and His TV Set, pp17-19, Longman Activate, JS3B
- learn to read poem together
- learn to read the line and stanzas
- the speed, tone, facial expression, gestures and
body language
Extended Activities
Leisure and
Entertainment
Unit 6 Healthy
Life Styles
Listen to a rap song
Mad TV- Neverland R
Song
http://www.youtube
watch?v=EpbE9_BfS6
&feature=PlayList&p=
E4FF75EC5533E3D3&
playnext=1&playnex
from=PL&index=49
Performing poems in class and assembly hall
board
-the rhythms, tone,
feelings, messages,
rhyming scheme
Extended Activities
A Rap song competi
Theme: Healthy Lifestyles
Poems on vegetables by Meish Goldish, pp.27-39,
Longman Activate JS3B
More funny poems:
http://poetry4kids.wordpress.com/tag/funny-poems/
The vegetable songs
http://www.youtube
watch?v=f6UraPVLO
-the rhythms, tone,
feelings, messages,
rhyming scheme
-Use a writing frame to write a poem
Extended Task
Performing poems in class and assembly hall
Extended Activities
9
BWC038 PDC-ES (LA)
B
board
Gap filling
Class/School activitie
- Inter-class Poem competition
- Participation in young poet society in school
-participation in the solo-verse speaking and choral
speaking of the Hong Kong Speech Festival
Rap song competitio
-To write a letter to th
editor on how we sho
have a healthy life st
-a debate on having
healthy life style
Senior Secondary 1
Module/The
me
Poems
The World
Around us
Theme: Travelling
Poem: Terra Nullius
http://asauthors.org/web_of_poers
/Rush/poems/terra_nullius.html.
Rhyming scheme, mood, tone, visual
imagery
Learning about the poet :Philip Rush
http://www.philiprush.com.au/
Write a profile of a poet, Philip Rush
Travel poems
http://www.poemhunter.com/poems/travel
/page-1/
Writing a poem on travelling
Rhythmic pattern to the sound and stresses
the theme of the poem should be observed
Unit 3
A Friend from
Australia
Songs
Review of
different types of
music
Canto pop,
classical , folk,
hip-hop and jass
Working in groups:
Choose an English
favorite song and
Write a review.
Use a powerpoint
to present your
review.
10
Crime and
Detection
BWC038 PDC-ES (LA)
B
Theme: Crime
A Smuggler’s Song by Rudyard Kipling
http://www.youtube.com/watch?v=q8LtOI
N1G4I
-Revision of poetic devices:
Alliteration, illusion, exaggeration, figurative
Language, free verse, idiom, imaginery,
lyric poem, metaphor, mood,
onomatopoeia, personification, repetition,
rhyme scheme, rhyme, rhythm, similie,
stanza, symbol, tone and voice
(Reader’s poem)
Extended Activities
A Smuggler’s
Song, sung by
Peter Dawson
http://www.youtu
be.com/
watch?v=SZmO3
oRsSoU
&feature=related
Practice to sing
the song aloud
together in class
Extended
activities
Sing the song in
the morning
assembly
together
Writing a grammatical poem
Class/School
Activities
Poem writing competition
Exhibition on Poets
Participation in School Speech Festival
Singing contest
Song review
Inter-school music
festival
Senior Secondary 2
Module/Theme Poems
Teenage life
Songs
Theme: Friendship
Love and Friendship by Emily
Bronte
http://www.online-literature.com/
bronte/1349/
-Analysis of poems
- use imagery, similes and
Listen to the song
http://www.youtube.com/
watch?v=ALU8QP86IWE
-Use imagery
-change the lyrics
Extended Activities
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BWC038 PDC-ES (LA)
B
metaphors, rhymes
-Research on Emily Bronte,the
poet
-Sing in class
-Writing argumentative
essays on Learning English
through songs
-Write a poem based on a picture
Class/school Activities
http://www.jimmyspa.com/
Song dedication
(with own messages to
parents or friends)
Inter-schools singing
contest
Song or music video
review on school
magazine or SCMP
-Set up a poet’s society
-Poem writing competition
Exhibition on Poets
-Participation in School Speech
Festival
Senior Secondary 3
Module/Theme Poems
Study and
school Life
Songs
Them: Study
Revision of poetic devices:
Alliteration, illusion,
exaggeration, figurative
Language, free verse, idiom,
imaginery, lyric poem,
metaphor, mood,
onomatopoeia,
personification, repetition,
rhyme scheme, rhyme,
rhythm, similie, staza, symbol,
tone and voice
(Reader’s poem)
-Critique on a Music video
Thriller- Michael Jackson
http://www.youtube.com/
watch?v=9Xs9OQHpwDE
-Group Discussion
On Textual analysis
Star image and
development
Censorship and
complaint
Role play and debate
-Write a letter of complaint
about the sex and
violence of a music video
Writing poems
12
-Use different sentence
structures and vocabulary to
write poems
-Critiques on poets and
poems.
-Try out sample examination
papers
- Write argumentative essays
on the topic ‘Learning English
through poetry’
BWC038 PDC-ES (LA)
B
Extended Activities:
Group Project:
Produce a Music Video
Extended activities:
Comments on poems and
poets
Write free verse
-Students’ poem portfolio
exhibition on school open
day or parents’ day
-Poem writing competition
-Student Poems sent to school
magazine or SCMP
-Students are free to
participate in any events in
Hong Kong School Speech
festival
-Singing contest
-Song dedication
-Inter-schools singing
contest
- Song or music video
review on school
magazine or SCMP
Total: 45 hours
13
BWC038 PDC-ES (LA)
B
Sample materials
Writing Simple Poems
To write an acrostic poem
To write an adjective poem
Lesson: 4 periods
Objectives:
1. understand the form of acrostic poems,
2. appreciate the acrostic poem,
3. write an acrostic poem.
Activity 1
1. Tell students the form of Acrostic poems which is to spell out a word with the first
letter of each line.
2. Write a word in capital letters being spelled down on the blackboard as an example:
FRIEND
3. Ask students to spell the word with the first letter of each line. Also check up the
Example 1
Funny
14
BWC038 PDC-ES (LA)
B
Real
Interesting
Enjoyable
Nice
Delightful
Example 2
1. Write a word in capital letters being spelled down on the blackboard as an
example: SUSAN
2. Ask students to spell the word with the first letter of each line. Also check up
the dictionary to find out the words if necessary.
could be more than one word in a sentence
Sporty
Usually funny
Sometimes naughty
Always friendly
Never quiet
4. Students are instructed to write his/her poem in worksheet 1 in class.
5. Students share their poem in class
6. Students are asked to write a poem about his/her best friend at home.
Activity 2
Example 1
1. Write a name in capital letter being spelled down on the blackboard as an example:
PETER
2. Ask student to write a sentence with a first letter of each line. Also check up the
15
BWC038 PDC-ES (LA)
B
could be written in sentences.
4. Students are asked to read the poem in class.
Plays football badly
Eats all the time
Talks very quickly
Enjoys sleeping a lot
Runs very slowly
My friend’s name is Peter
5. a. Students are instructed to do an acrostic poem at home.
b. Students are instructed to get online to have more examples and exercise on
acrostic poem
- http://www.readwritethink.org/materials/acrostic/
- http://www.holycross.edu/departments/socant/dhummon/
Activity 3
1. Teacher introduces Adjective Poem to students.
Example: 1
1. Use Wu Jun (one of a team members of Fahrenheit, a Taiwanese Pop Group) as an
example.
2. Ask students to give out some adjectives to describe Wu Jun.
3. With the adjectives given by the students, teachers write Adjective poem on the
blackboard as below:
Wu Jun
Wu Jun is handsome
Singer
2. Tell students the pattern of Adjective Poems:
Line 1: Noun
Wu Jun
Line 2: Same noun + is or are + adjective 1
Wu Jun is handsome
Line 3: Same noun + is or are + adjective 1, adjective 2
16
Line 4: Is or are + adjective 1, adjective 2, adjective 3
Line 5: Adjective 1, adjective 2, adjective 3, adjective 4
Line 6: New related noun
BWC038 PDC-ES (LA)
B
Singer
4. Ask students to read the poem aloud.
5. Ask students to write an acrostic poem
6. Share their poems in class
Name: ____________________
Worksheet 1
Class: __________________________
Discuss with your partner about one of your classmates. Use his/her name to write
an acrostic poem. In your poem, write a name in capital letters being spelled down on
the worksheet and spell out a word with the first letter of each line.
17
BWC038 PDC-ES (LA)
B
My friend is ________________ .
Worksheet 2
Name: ____________________
Class: __________________________
With the help of a picture of your best friend, write an acrostic poem about him/her.
You should write his/her full name. Write a sentence with a first letter of each line
18
BWC038 PDC-ES (LA)
B
My Best Friend is ______________________ .
Worksheet 3
Name: ____________________
Class: __________________________
Write an adjective poem about your favourite pop singer.
19
BWC038 PDC-ES (LA)
B
My favourite pop singer is __________________________ .
Assessment Rubrics for writing Acrostic Poems and Adjective Poems
20
BWC038 PDC-ES (LA)
B
Appendix
21
BWC038 PDC-ES (LA)
B
Toy Story – You’ve Got A Friend In Me Lyrics
You've got a friend in me
When the road looks rough ahead
And you're miles and miles
From your nice warm bed
You just remember what your old pal said
Boy, you've got a friend in me
Yeah, you've got a friend in me
If you've got troubles, I've got 'em too
There isn't anything I wouldn't do for you
We stick together and can see it through
Cause you've got a friend in me
Some other folks might be
A little bit smarter than I am
Bigger and stronger too
Maybe
But none of them will ever love you
The way I do, it's me and you
Boy, and as the years go by
Our friendship will never die
You're gonna see it's our destiny
Sydney Tourism commercial by Parag Sankhe
22
BWC038 PDC-ES (LA)
B
Lyrics
I’ve been to the cities that never close down, from NEW York to view
and old London Town. But no matter how far or how I roam. I still call
Australia home.
Recycle
"You can't fight city hall, you can't fight corporate America, they are big and we are
small, you can't fight city hall"
"R-E-C-Y-C-L-E recycle, C-O-N-S-E-R-V-E conserve, don't you P-O-L-L-U-T-E,
pollute the rivers sky or sea, or else you're going to get what you deserve"
The Doggie In the Window
Patti Page
Words and Music by Bob Merrill
Peaked at # 1 in 1953
CHORUS
I must take a trip to California
CHORUS
I read in the paper there are robbers **(roof! roof!)**
My love needs a doggie to protect him
And scare them away with one bark
I don't want a bunny or a kitty
23
BWC038 PDC-ES (LA)
B
I don't want a parrot that talks
He can't take a goldfish for a walk
TRANSCRIBER'S NOTE: "*(arf! arf!)*" sounds like a small dog, perhaps
Pekingese. **"**(roof!
roof!)**" is a bigger dog, maybe a German Shepherd.
The progression plans from junior to senior forms (Short stories)
Junior Secondary 1
Module/Theme Short stories
Teenage Life
Unit 1 Making
friends
Theme: Friendship
Writing a description (pp14-16, Longman Activate
JS1A)
Brainstorm with your group to use a mind map to
write a description of your friend in simple present
tense
Extended activities
Share the short description in class
Family Matter
Unit 2
Theme: Love
Use a mind map to write a diary
Use a short story to
- learn the plot
- the Characters
- your feelings about the story
- guess what will happen next in the story
24
BWC038 PDC-ES (LA)
B
- write a reading journal entry
- use the simple present tense to describe the
characters
- use simple future to guess what happens next.
-Introduce the guide to read a story: setting,
characters, Plots, narrators, dialogue, voice
Book cover design competition
All designed work mounted on the notice board in
school areas
Unit 4 Festival
Theme: Christmas
Learn an example of a reader’s theatre “What
Wendy really wants for Christmas”
Fill in the character cards with adjectives to describe
the characters.
Characterization
plot
Then, students use their voices to show the actions
and feelings of characters in a script provided.
Extended Activities
Reader’s theatre
Animals and
Nature
Unit 5 Exploring
nature
Theme: Love
Read a fable pp.17-19
- to understand the characters, their feelings, the
setting and the plot.
- Write a short fable.
Further reading:http://www.aesopfables.com
Extended Activities
Use a story, “Song of Spring” to study a fable
- to understand the characters, their feelings, the
setting and the plot.
Reading award scheme
Inter-class Reader’s theatre competition
Junior secondary 2
25
BWC038 PDC-ES (LA)
B
Module/Theme
The World
Around us
Unit 3 Believe it
or not
Theme: Loyalty
An amazing animal pp.57-59, Longman Activate JS2A
Summarise the story in a comic strip
i.
setting
ii.
characters
iii.
plot
Read one of the Aesop fables, then draw a comic
strip
Further reading:http://www.aesopfables.com
Graphic Novels
Http://www1.ncte.org/store/books/126835.htm
Snoopy comic strip
Extended Activities
Newspaper cutting exercise
Book reports
Presentation on their comic strip
All designed work mounted on the notice board in
school areas
Teenage Life
Unit 5
Modern life
Theme: modern Life
Writing a short story
Students use a comic strip to write a short story
They would make notes about its setting, characters
and plot.
The story includes: Title, introduction, middle
paragraph(s) and closing paragraph.
Extended activities
Students do a oral presentation about their short story
in class
Animals and
Nature
Unit 7 Pets
Theme: keeping Pets
An article from the SPCA about stray dogs
http://www.spca.org.hk/
Students think about the feeling of both owners and
the dogs
Taking the shoes of owners and dogs, students give
out their opinions.
Extended task
26
BWC038 PDC-ES (LA)
B
Write a letter to your mum not buy a dog as birthday
present to your sister.
Reading award scheme
story writing competition
Junior secondary 3
Teenage Life
Unit 2 Teen
Problem
Theme: Teen Problem
Reading three letters about teen problem
Learn the adjectives to describe people’s personality
Learn modal words and conditional sentences
Then write a letter of advice
The World
Around us
Unit 3 Making
a living
Theme: Applying for a job
Re-write the ending of the story
Animals and
Nature
Unit 7 the
great
ooutdoor
Theme: Outdoor activities
Learn to write captions and dialogues
Write a picture composition
Animals and
Nature
Unit 8 The
animal world
Theme: The animal world
Reading two stories about how animal help humans.
Understand the plot, characters, settings and
vocabulary
Then write an argumentative essay about animal
rights
Class/school activities
Sharing the essay in class and in the morning
assembly
Progression plan of Senior Secondary
Reading and appreciating a short stories
(using a short story: the song of spring)
Reading process
1.
Introducing the
module
2-3
Pre-reading skills
- group work discussion
4-5
Character Analysis
Character types
27
- understand the
features of short
stories
-Course content
-A portfolio
-A learner’s journal
- Assessment
- Visual Aids
- KWL
- predicting the
storyline using opening
and closing sentences
Task: KWL chart
- what students know
- what students want
to find out
- what students
learned
After reading book
cover and opening
paragraph and
studying the
graphics, students fill
out the Response
Journal Form for
predicting
6-7
8-9
Conflicts Analysis
1. Person vs person
2. Person vs society
3. Person vs nature
Conflicts Analysis
6. Person vs person
7. Person vs society
8. Person vs nature
BWC038 PDC-ES (LA)
B
-Protagonist
-Antagonists
Character analysis
I. Characterization
-understand physical
appearance,
personality traits,
feelings & behavior
Task: Character Map
-understand actions,
thoughts and
feelings, interactions
with other characters
Task: Attribute Web
II.
Discuss a character in
a story
III. Writing a character
profile cardName,
appearance,
Personality and
other details
IV. understand the
character’s
conversation. The
dialogues help
students to
understand the
characters
10-11
Style Analysis
Looking for clues,
repeated words,
word choice,
28
4. Person vs self
5. Person vs fate
9. Person vs self
10. Person vs fate
Understand the
central conflict of the
story
How it introduced
and resolved
Understand the central
conflict of the story
How it introduced and
resolved
Task:
1. Event Map
2. Comparison and
contrast
3. A Venn Diagram
Extended activities
BWC038 PDC-ES (LA)
B
sentence structure
and length, literary
devices, such as
figurative
language, symbols,
dialogue, and
imagery.
Task:
4. Event Map
5. Comparison and
contrast
6. A Venn Diagram
Extended activities
Role-play
Role-play
12-13
14-15
Plot Analysis
Plot Analysis
-Brainstorm story ideas -Brainstorm story ideas
-Learn about the
-Learn about the
elements of plots
elements of plots
-Use the story to make -Use the story to make
a plot diagram:
a plot diagram:
Exposition, rising
Exposition, rising
action, climax, falling action, climax, falling
action and resolution action and resolution
Extended activities
Extended activities
-Write up a pot
diagram
-Do a presentation of
the story
-Write up a pot
diagram
-Do a presentation of
the story
17
Understand Setting
Where does the story
happen?
18
Symbol
Looking for contextual
clues to help them
16
Understand Setting
Where does the story
happen?
When is it?
Students can look for
clues about setting in
the opening
paragraphs of the
story.
19
Theme
Students should learn
to understand the
29
BWC038 PDC-ES (LA)
B
When is it?
Students can look for
clues about setting in
the opening
paragraphs of the
story.
figure out what a
symbol means.
Symbols could be a
person, place, thing or
event used to represent
something else.
theme of a story
through making
inferences and
guesses. Sometimes,
the author will make
a clear statement
about theme in a
statement or a
paragraph.
20
Dialogue analysis
It can move the plot
along and reveal a lot
about the character
21
Understand Point of
view
First-person point of
view (I, We, the
narrator)
Third-person point of
view (He, she, they and
Narrator)
The story is told by
different characters.
Students should know
who is/are in the story
or who stands outside
the story.
22-23
Literature Circles
Understand the
thoughts of
characters by
quoting evidence
from the text.
26-27
Writing a
recommendation of a
short story to a friend
28-29
Brainstorming ideas
using graphic
organizers
-story title
-genre
-theme
-point of view(1st
person or 3rd person
narration
- the plot
Task:
Graphic organizers
Mood
Students under words,
phrases and images
to create mood.
24-25
Writing a review of a
short story
30
BWC038 PDC-ES (LA)
B
-Character map or
character profile
card
-Setting map
-Resolution Map
Task:
Students tell the
structure of the story
to his group mates
30-31
Freeze frames
Think about ten or
more tableau of
their stories.
Then write dialogues
insides the speech
bubble in the
tableau.
32-33
Writing dialogues
36
Making a mind map of the
theme
34-35
Writing an opening
and ending
paragraph of a story
37
Writing a short story
38-39
Learn how to perform to tel
story
-Listening to storytelling
examples on the internet
http://resources.edb.gov.
hk/story_telling/
-Watching a storytelling
performance
http://www.story-telling.co
/References/Resources.htm
40
Learn how to write a
storytelling review.
Extended activities
Discuss in a group to
41
Make storyboard and note
card to tell a story
http://www.story-telling.com
/References/Resources.ht
m
42-43
Giving a storytelling
performance
Preparing for a storytelling
performance
Class/school activities
31
comment a story telling
performance
Extended activities
http://resources.edb.gov. Telling a story using a
hk/story_telling/
storyboard and note cards
BWC038 PDC-ES (LA)
B
Perform a storytelling in clas
Perform a storytelling in a
morning assembly
Share students own story
44
Self-evaluation
45
Evaluation
Write evaluations in their
portfolio
46
Preparation for the
examination
46 hours
Charlie and the chocolate factory by Roald Dahl
Http://departments.weber.edu/teachall/
reading/prereading.html1#StrategiesPriorKnowledge
Sample materials
Pre-reading Activity 1
A) Spring is one of the seasons of the year. Please discuss with your
group and write some ideas about “Spring” in the spider web as
many as possible. The first one has been done for you as an
example.
32
BWC038 PDC-ES (LA)
B
Green
Spring
B) Working in a group. You are about to read a short story called
“The Song of Spring”. Look at the book cover of the story. What can
you see in the picture? What do you think how much it is related to the
word ‘Spring’.
33
BWC038 PDC-ES (LA)
B
a) I can see the following
things:___________________________________________
_____________________________________________________________________
b) Do you see any birds’ nests in school or in the countryside? What is it
made of?
_____________________________________________________________________
c) What do you think the large bird is doing in the nest?
_____________________________________________________________________
_____________________________________________________________________
d) How many nestlings (baby birds) can you see? Please use a pen to
colour them.
_____________________________________________________________________
e) What do you expect to know about the story?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
34
BWC038 PDC-ES (LA)
B
Now, read the story.
While –reading Activity 1
Scene-Setting: The Song of Spring
Ask the student where the scene is set.
Name:______________________________________
Date:__________________
A) In the text on P.56, it reads,
“There was once a little bird who lived in a tree on the edge of a wood.
In Spring, she chose a site for her new nest and gathered twigs and
moss to build it.”
Draw a picture of the scene and name the material for building a nest.
Little Bird’s nest
Vocabulary:
35
BWC038 PDC-ES (LA)
B
1. twigs - a thin branch of a tree 小樹枝
2. moss - a small green plant spreads over damp trees 苔蘚
While-reading Activity 2
Name:______________________________________
Date:__________________
Fill in the Story Map.
Story: ____________________________________
Genre:______________________
Setting:
Characters
Conflict
Beginning
Middle
End
Solution
36
BWC038 PDC-ES (LA)
B
While-reading activity 3
Name:______________________________________
Date:__________________
Fill in the Character map below.
Description
Feelings/How did
she feel?
Little bird
Personality
Behaviour/
What did she do?
Discuss in your group write some adjectives to describe the personality
of the little bird.
37
BWC038 PDC-ES (LA)
B
Name:______________________________________
Fill in the Character Map below
Feelings
Date:_________________
Description
Cuckoo
Personality Traits
Behaviour
Discuss in your group write some adjectives to describe the personality
of the little bird.
38
BWC038 PDC-ES (LA)
B
Vocabulary:
Cuckoo- a kind of birds that like leaving their eggs in nests of other birds.
布穀鳥
Name:______________________________________
Cause and Effect
Date:_________________
Little bird and the Cuckoo
1. Why did the little bird build a
nest in a tree?
Because
2. Why didn’t she leave the
unhatched egg?
Because
3. Why did she feed the cuckoo?
Because
4. Why did she so proud of the
cuckoo at the end?
Because
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BWC038 PDC-ES (LA)
B
Vocabulary:
1. unhatched egg –young bird still does not come out from the egg
2. cuckoo- a bird with a call that sounds like its name. Cuckoot likes
leaving its eggs in nests of other birds.布穀鳥
Name:______________________________________
Character Analysis
Date:_________________
A) What do you think about the characters?
The Little Bird
Text Quotes
What I think about it
“It has never happened
before.”pp.56-57
“Soon I shall hear that first little tap
tap,”pp.57-58
“Then I shall see my darling little
children. I can hardly wait.”p.58
“All right, I will feed you, but you
must promise me not to harm any
of my other babies.”p.61
“If you do, I will push you right out
of the nest. Do you understand
me?”p.61
“That’s my boy.”p.62
B) What do you think about the cuckoo?
The Cuckoo
Text Quotes
“Quark!” P.61
“Cuckoo! Cuckoo!”P.62
“The baby cuckoo stared at its mother and opened its beak.
already wanted food.”p.61
It
40
BWC038 PDC-ES (LA)
B
If the little bird did not want to feed the cuckoo, what would happen to
the cuckoo
________________________________________________________________
________________________________________________________________
Name:______________________________________
Event Map
Date:_________________
41
What happened?
BWC038 PDC-ES (LA)
B
When did it
happen?
Event Map
Where did it
happen?
Who was
involved in the
event?
Post –reading Activity 1
Name:______________________________________
Date:_________________
Develop comic strips with dialogues of the story. Then present your
work before the class.
42
BWC038 PDC-ES (LA)
B
______________________________
______________________________
___________________________
___________________________
__________________________
__________________________
_____________________________________
_____________________________________
Post-reading Activity 2
Group Discussion (5 minutes)
1. The Mother’s Day is coming. The school is going to organize an
event for celebrating the Mother’s Day. You are asked to prepare
43
BWC038 PDC-ES (LA)
B
a speech in the morning assembly.
You are going to discuss:
-What you feel about your mother
-What the most impressive thing(s) she does or did to you
-What you spoke or did to hurt your mother the most.
-What present you will buy to her and why
-Anything you think is important
Individual Presentation (1 minute)
What will you promise your mother to do before the final examination?
The progression plans from junior to senior forms (popular culture)
Junior Secondary 1
Module/Theme Popular culture
44
Teenage Life
Unit 1 Making
friends
BWC038 PDC-ES (LA)
B
Theme: Friendship
Text types:
Homepage with captions (Longman Activate,
pp4-7, JS1A)
- Free time activities
- Adjectives describing people
- Ask yes/no questions in simple present tense
Extended activities
Get on line to see different websites
Family Matter
Unit 2
Theme: Love
Text types:
Writing your diary on a blog (Longman Activate,
pp24-25, JS1A
Use possessive nouns, adjective and pronouns and
the simple past tense to write a blog.
Extended activities
Writing your own blog
Unit 4 Festival
Theme: Christmas
Text types:
Read a magazine article
Learn vocabulary about nationalities, languages
and Christmas items.
Use adjectives to describe a picture
Extended Activities
Conducting a survey about Christmas
Write a survey report
Nature and
nature
Unit 5 Exploring
nature
Theme: Hiking
Read an information sheet,
photo captions,
a notice
Learn vocabulary on hiking and things in nature
Extended Activities
Writing a notice about nature
45
BWC038 PDC-ES (LA)
B
Junior Secondary 2
Leisure and
Entertainment
Unit 1 shop till
you drop
Theme: Shopping
Text types: (Longman Activate JS2A)
Information from the internet
A survey
An online poll
Learn vocabulary about buying and selling
Extended activities
Designing a brochure
Movie magic
Unit 2
Theme: film review
Film review
A profile
Learn vocabulary of types of films and people who
work in films
Extended activities
Watch a movie then write a film review
The World
around Us
Unit 3 Believe it
or not!
Theme: Something unusual
Magazine extracts
Learn names of animals and body parts
Learn nouns with suffixes
Use conditional sentences
Question phrases
Extended activities
Preparing a comic strip
Animals and
Nature
Unit 7 The
environment
Theme: Environmental protection
Text types: (Longman Activate JS2B)
A blog entry
Readers’ comments
Photo captions
46
BWC038 PDC-ES (LA)
B
-vocabulary on types of waste and environmental
problems
Extended activities
Writing a letter to the editor
Giving an oral presentation
Junior Secondary 3
Teenage Life
Unit 1 Hobbies
Theme: Hobbies
Text type:
Magazine articles
Learn names of hobbies suffixes
Learn the past tenses and reporting questions
Extended activities
Writing a survey report
The World
Around Us
Unit 3 Making a
living
Theme: Job application
Text types:
Printout of a webpage
Learn names of jobs and phrases describing one’s
strengths
Extended activities
Write an letter applying for a job
Unit 4 Charity
Theme: Charity
Text types:
A poster
A flyer
A printout of a webpage
Learn vocabulary of fundraising events
Form antonyms using prefixes
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BWC038 PDC-ES (LA)
B
Comparing and commenting on amounts
Extended activities
Writing an article about a social problem and
solutions
Unit 6 Healthy
Lifestyles
Theme: Healthy lifestyles
Text types
An article
A sticker
A leaflet
A handout
Learn words of food and physical activities
Extended activities
Write a letter of complaint
Progression plan of Senior Secondary
Popular culture
1.- 2
Introducing the module
- understand the features of
popular culture
-Course content
-A portfolio
-A learner’s journal
- Assessment
3-4
Create a photo captions
-SCMP
-Magazine
-messages
7-8
Write a photo essay based on a
theme
9-10
Comic strip
Read a comic strip
Brainstorm ideas for a
comic strip
Learn about the features of
a comic strip
http://comics.com/peanuts
5-6
Write a photo
essay based
on a theme
Discussion and individual
presentation of a photo
caption based on a theme
11-12
Create a
comic strip
Comic strip
plots
Create
characters
Dialogues
Share comic
48
BWC038 PDC-ES (LA)
B
strips with
each other in
class
13-14
Create a comic strip
Comic strip plots
Create characters
Dialogues
15-16
A review of a TV
programme
A TV programme is shown in
class
Share comic strips with each other
in class
Discussion
Presentation
19-20
A film is shown in class
Trailer
Viewing
21-22
Character analysis
Plot analysis
Setting analysis
17-18
Write a review
of a TV
programme
Learning
about writing
a review
23-24
Write a film
review
27-28
25-26
Create an advertisement
Learning about advertisement
Different types of advertisement
shown
- Newspaper
- SCMP, RECRUIT
internet
http://www.police.gov.hk/hkp
home/english/recruitment/phy.htm
The characteristics of
advertisement
29-30
Learning a
music video
The
characteristics
of music video
31-32 Comment a music video
Music video
33-34
Create a music video in
group
35
Share
students’
music video
36
Share students’ music video
37
38
Share students’ music video Read an
advice
column
39-40
Write an advice-seeking letter
41-42
Write a reply to an
advice-seeking letter
43-44
Presentation
for their
49
BWC038 PDC-ES (LA)
B
project
45.
Self-evaluation
46
Evaluation
Write evaluations in their
portfolio
47
Preparation
for the
examination
47 hours
Sample materials
Worksheet 1
Name:__________________ Class:_________
________________________________________________________
________________________________________________________
3. The tagline is ___________________________________________
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BWC038 PDC-ES (LA)
B
_________________________________________________________
_________________________________________________________
_________________________________________________________
Worksheet 2
Name:__________________
Class:_________
First viewing
_____________________________________________________________________
Genres:
Adventure
Animation
comedy
crime
fantasy
horror
family
mystery
romance
drama
biography
thriller
action
opera
fable
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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BWC038 PDC-ES (LA)
B
_____________________________________________________________________
2nd viewing
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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BWC038 PDC-ES (LA)
B
Worksheet 3
Name:______________________ Class:_________________
About the Characters
I. Look at the pictures below. They are the main characters in the film. Please fill in
your favourite dialogues of the characters.
53
BWC038 PDC-ES (LA)
B
54
BWC038 PDC-ES (LA)
B
55
BWC038 PDC-ES (LA)
B
Worksheet 4
Name:______________________ Class:_________________
About the plot
I. Look at the pictures below. They are the key scenes in the film. Write captions
for them to complete the storyboard of the film.
Storyboard
1.________________________
2. ______________________
________________________
_______________________
________________________
______________________
3.__________________
4.____________________
___________________
_____________________
____________________
______________________
___________________
_______________________
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BWC038 PDC-ES (LA)
B
5.____________________
6.___________________
_____________________
__________________
_____________________
__________________
II. Please write the summary of the film according to the storyboard.
What is your rating of the film?
Please circle: 5/4/3/2/1
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BWC038 PDC-ES (LA)
B
Keys
Worksheet 1
Name:__________________ Class:_________
_______a horse, a sheep, a dog, a duck, three mice and a pig
_______2 humans, a farm house, mountains and a sun
3. The tagline is ___A little pig goes a long way
_________ Students’ interpretation
________ hope
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BWC038 PDC-ES (LA)
B
____________fable/animation/adventure
Worksheet 2
Name:__________________
Class:_________
First viewing
_____(Babe)__________________________________________________________
_
Genres:
Animation
∕
comedy
horror
family
∕
biography
thriller
Adventure
∕
∕
crime
fantasy
mystery
romance
drama
action
opera
fable
∕
∕
___________(student’s own answer)________________________
____pig, cat, horse, dogs. Cock, hens, duck, cow
__________________________(a farm)
_____________________________________________________________________
______Students’ own interpretation)______________________________________
2nd viewing
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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BWC038 PDC-ES (LA)
B
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Task fulfillment
Descriptions
5
mistakes
4
mistakes
3
mistakes
2
mistakes
1
0
I. Write captions
Task fulfillment
Descriptions
5
mistakes
4
mistakes
3
mistakes
2
mistakes
1
0
II.
Writing a summary
60
1
BWC038 PDC-ES (LA)
B
2
3
4
An appropriate Hard to find
introduction
few
some
substantial
All
captions Hard to find
summary
included
few
some
substantial
Ideas supported Hard to find
with details
few
some
substantial
Reference:
1. Babe, Universal Studio
2. Lecture handouts
Reference
1. Nelson, A., Potter, J.,Rigby, S., & Wong, K. (2007). Longman Activate
JS1A: Pearson Education Asia.
JS1B: Pearson Education Asia.
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BWC038 PDC-ES (LA)
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7. Potter, J., Rigby, S. & Wong, K. (2009). Longman Activate New Senior
Secondary Theme Book: Pearson Education Asia.
8. Jones, H.A., Richards, J.C., (2009). Star SUMMIT 4A: Star Publishing Ltd.
9. Jones, H.A., Richards, J.C., (2009). Star SUMMIT 4B: Star Publishing Ltd.
10. Jones, H.A., Richards, J.C., (2009). Star SUMMIT 5A: Star Publishing Ltd.
11. Jones, H.A., Richards, J.C., (2009). Star SUMMIT 5B: Star Publishing Ltd.
12. Jones, H.A., Richards, J.C., (2009). Star SUMMIT 6: Star Publishing Ltd.
13.Holmes, V.L. & Moulton, M.R. (2006). Writing Simple Poems:
Cambridge University Press.
14. Robb, L., Klemp, R. & Schwartz, W. (2009). Reader’s Handbook:
Great Source.
15. Education Department, Curriculum Development Institute, English
Section, (2002): The Learning and Teaching of Poetry (Secondary
1 – 3), A Resource Package
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BWC038 PDC-ES (LA)
B
Learning English through Story and Drama
ENG 0230E
Assignment:
Lecturer: Mr. Derrick Stone
Student: B
Student No.
1
BWC038 PDC-ES (LA)
B
Rationale for choosing the short story, The Song of Spring
The story of Spring is a simple story from “The Teddy Bears’ Picnic and other
stories” published by Parragon Book, UK in 2002. As this story is simple and easy to
understand, it is suitable for the students with shaky foundation in English. The
story is a fable about a little bird rearing her chicks and a cuckoo. One day, she
found that the cuckoo was hatched in her nest and she warned the cuckoo not to hurt
her chicks before feeding the cuckoo. At last, all her chicks flew away but the
cuckoo stayed.
The genre of the story is love and fable Although the cuckoo is an ‘adopted
child’, the little bird was proud of his stay with her in the nest. Actually, the little
bird was out of her expectation that she did not look for any repayment of the cuckoo.
The cuckoo kept his promise not to hurt any chicks in the nest and loved the little bird
as natural mother.
This teaching package is for Secondary 4 students in a band three CMI school.
Most of them are weak in English foundation. There will be eight lessons for the
learning activities which are divided into three stages, including Pre-reading activities,
While-reading activities and Post-reading activities
The objectives of the activities are as follows:
Pre-reading activities:
1. Arouse the students to read the story through brainstorming.
2. Arouse the interest in the theme of the students
While-reading activities
1. Students fill in the character maps to analysis the characters.
2. Students would understand the genre of the story;
3. Students demonstrate a more critical understanding of the story
Post-reading activities
Students need to reflect on the main theme of love of the story by drawing comic strip,
discussing with their classmates, individual presention, write personal responses to the
story and do a radio drama.
2
BWC038 PDC-ES (LA)
B
Pre-reading Activity 1
A) Spring is one of the seasons of the year. Please discuss with your group and
write some ideas about “Spring” in the spider web as many as possible. The
first one has been done for you as an example.
Green
Spring
3
BWC038 PDC-ES (LA)
B
B) Working in a group. You are about to read a short story called “The Song of
Spring”. Look at the book cover of the story. What can you see in the picture?
What do you think how much it is related to the word ‘Spring’.
a) I can see the following things:___________________________________________
_____________________________________________________________________
b) Do you see any birds’ nests in school or in the countryside? What is it made of?
_____________________________________________________________________
c) What do you think the large bird is doing in the nest?
_____________________________________________________________________
_____________________________________________________________________
d) How many nestlings (baby birds) can you see? Please use a pen to colour them.
_____________________________________________________________________
e) What do you expect to know about the story?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Now, read the story.
4
BWC038 PDC-ES (LA)
B
While –reading Activity 1
Scene-Setting: The Song of Spring
Ask the student where the scene is set.
Name:______________________________________ Date:__________________
A) In the text on P.56, it reads,
“There was once a little bird who lived in a tree on the edge of a wood. In
Spring, she chose a site for her new nest and gathered twigs and moss to build
it.”
Draw a picture of the scene and name the material for building a nest.
Little Bird’s nest
Vocabulary:
1. twigs - a thin branch of a tree 小樹枝
2. moss - a small green plant spreads over damp trees 苔蘚
5
BWC038 PDC-ES (LA)
B
Name:______________________________________ Date:__________________
Fill in the Story Map.
Story: ____________________________________
Genre:______________________
Setting:
Characters
Conflict
Beginning
Middle
End
Solution
6
BWC038 PDC-ES (LA)
B
While-reading activity 3
Name:______________________________________ Date:__________________
Fill in the Character map below.
Description
Feelings/How did she
feel?
Little bird
Personality
Behaviour/
What did she do?
Discuss in your group write some adjectives to describe the personality of the
little bird.
7
BWC038 PDC-ES (LA)
B
Name:______________________________________ Date:_________________
Fill in the Character Map below
Feelings
Description
Cuckoo
Personality Traits
Behaviour
Discuss in your group write some adjectives to describe the personality of the
little bird.
Vocabulary:
Cuckoo- a kind of birds that like leaving their eggs in nests of other birds.布穀鳥
8
BWC038 PDC-ES (LA)
B
Name:______________________________________ Date:_________________
Cause and Effect
Little bird and the Cuckoo
1. Why did the little bird build a nest in
a tree?
Because
2. Why didn’t she leave the unhatched
egg?
Because
3. Why did she feed the cuckoo?
Because
4. Why did she so proud of the cuckoo
at the end?
Because
Vocabulary:
1. unhatched egg –young bird still does not come out from the egg
2. cuckoo- a bird with a call that sounds like its name. Cuckoot likes leaving its eggs
in nests of other birds.布穀鳥
9
BWC038 PDC-ES (LA)
B
Name:______________________________________ Date:_________________
Character Analysis
A) What do you think about the characters?
The Little Bird
Text Quotes
“It has never happened
before.”pp.56-57
“Soon I shall hear that first little tap
tap,”pp.57-58
“Then I shall see my darling little
children. I can hardly wait.”p.58
“All right, I will feed you, but you
must promise me not to harm any of
my other babies.”p.61
“If you do, I will push you right out of
the nest. Do you understand
me?”p.61
“That’s my boy.”p.62
B) What do you think about the cuckoo?
The Cuckoo
Text Quotes
“Quark!” P.61
“Cuckoo! Cuckoo!”P.62
“The baby cuckoo stared at its mother and opened its beak. It already wanted
food.”p.61
If the little bird did not want to feed the cuckoo, what would happen to the cuckoo
________________________________________________________________
________________________________________________________________
10
BWC038 PDC-ES (LA)
B
Name:______________________________________ Date:_________________
Event Map
What happened?
When did it happen?
Event Map
Where did it happen?
Who was involved
in the event?
11
BWC038 PDC-ES (LA)
B
Name:______________________________________ Date:_________________
Develop comic strips with dialogues of the story. Then present your work before the
class.
______________________________
______________________________
___________________________
___________________________
__________________________
__________________________
_____________________________________
_____________________________________
12
BWC038 PDC-ES (LA)
B
Post-reading Activity 2
Group Discussion (5 minutes)
1. The Mother’s Day is coming. The school is going to organize an event for
celebrating the Mother’s Day. You are asked to prepare a speech in the morning
assembly.
You are going to discuss:
-What you feel about your mother
-What the most impressive thing(s) she does or did to you
-What you spoke or did to hurt your mother the most.
-What present you will buy to her and why
-Anything you think is important
Individual Presentation (1 minute)
What will you promise your mother to do before the final examination?
13
BWC038 PDC-ES (LA)
B
Name:______________________________________ Date:_________________
The Mother’s Day is coming. If you were the cuckoo, what do you like to say to
thank your mother, the little bird. You begin your letter “Dear Mother,”
--
14
BWC038 PDC-ES (LA)
B
To do a Radio Drama
Work in Groups of four to perform a radio drama. The roles are as follows:
Narrator 1
Narrator 2
The Little Bird
The Cuckoo
Students record their radio drama on the CDs and ready to play during the class for
assessment.
Reference:
15
BWC038 PDC-ES (LA)
B
1.
16
BWC038 PDC-ES (LA)
B
17
BWC038 PDC-ES (LA)
B
18
BWC038 PDC-ES (LA)
B
19
BWC038 PDC-ES (LA)
B
20
BWC038 PDC-ES (LA)
B
21
BWC038 PDC-ES (LA)
B
22
BWC038 PDC-ES (LA)
B
23
BWC038 PDC-ES (LA)
B
24
BWC038 PDC-ES (LA)
B
Assessment Rubrics
For Post-Reading Activity 1 and While-Activity 1
Assessment Rubric for Drawing
Performance
indicator
1
2
3
4
Creativity and
Originality
Piece is
finished but no
evidence of
creativity and
originality
Piece includes
an idea, but
lacks
originality
Piece includes
some unique
ideas
Piece includes
many unique
ideas
Effort and
Perseverance
Piece is
incomplete
Piece is
completed
with minimal
effort
Piece is
complete with
good effort
Piece is
complete with
substantial
effort
Concept
Understanding
Piece was
Piece was
created but
created but it
does not depict is unclear
the image
Piece was
created to
present a clear
image
Piece was
obvious
planned and
created
(Source: Assessment Rubric for Drawing from
http://www.learnnc.org/lp/media/lessons/greengrowing/farmville/drawingrubric.pdf)
25
BWC038 PDC-ES (LA)
B
For While-activity 2 to 7
26
BWC038 PDC-ES (LA)
B
For Post-reading activity 2
27
BWC038 PDC-ES (LA)
B
For Post-reading activity 2
28
BWC038 PDC-ES (LA)
B
Teaching English through Drama
Level: S.2 (CMI Band 3)
Prior knowledge: Students have read the story book called The Singing Beard in the
reader’s lesson
Genre: fable
Objectives: At the end of the lessons, students should be able to
-understand the feeling and thought of the characters
- know verbal and non-verbal techniques used in acting
-perform a drama
-understand the elements of a play script, including setting, characters, theme, plot,
dialogue, stage directions.
-write a script
Learning Activities
Task 1: A guided tour
Students are led by teachers touring a kindergarten online. http://www.cannan.edu.hk/
(Rationale: Therefore, students have a general idea about the setting of a
kindergarten.)
Task 2: Role of the wall.
Teachers stick the big posters of the main characters on the blackboard. Ask the
students to think about the personalities of the characters. They should describe both
the positive and negative sides of each character. They feel free to raise any
questions about the characters. Then, teachers discuss the main characters with the
students.
Here are some adjective to describe personalities
Self-content
adventurous
selfish
honest
obedient aggressive humble naive
conservative disobedient cheerful agreeable amiable confident
A.
Character: Bernard:
29
BWC038 PDC-ES (LA)
B
Personality
Positive
Negative
Anything you would like to ask him.
____________________________________________________________________
B.
Character: Toy train
Personality
Positive
Negative
____________________________________________________________________
C.
Character: Toy duck
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BWC038 PDC-ES (LA)
B
Personality
Positive
Negative
____________________________________________________________________
(Rationale: Teachers can see whether the students understand the characters of
the drama or not. After the discussion, students have a general picture of the
characters)
Task 3 Freeze –frame
Student-actors are asked to role-play the following scene.
Bernard Bear: I’m a great favourite in the nursery. All the children loved to play
with me, and best of all they liked to make me talk. If you shook, poked and patted
me in the right way, you could have quite a long conversation with me. It was
lovely for the children.
Narrator: Bernard Bear was not content with the sounds he could do better. One
day, a little girl brought a musical box to the nursery. When the children opened
the lid a little dancer inside turned round and round, and music played. It was quite
soft and tinkling, but everyone could hear that the musical box played “Twinkle,
twinkle, little star.”
Bernard: If a silly thing like that can sing a tune, then surely a clever bear like me
can do it. It’s time I started to practice. Grrrrr. Grrrrr. Grrrrr. Hmmmm. Hmmm.
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BWC038 PDC-ES (LA)
B
Hmmm. I want to be able to sing to the children who played with me.
Toy train: You should think yourself lucky. I can only whistle to humans. At
least you can say a few words.
Toy duck: Yes, I agree with you. If you squeeze me very hard, I sometimes squeak
but even that doesn’t work if I’ve been left in the bath for a long time.
Bernard: I don’t agree with you. I ‘m not being content with what I can do
already, but I am an ambitious bear. I want to impress everyone I meet. I want
people to say “Oh, yes, we know Bernard Bear. Isn’t he amazing?” That’s want I
want.
Toy train: You should be careful, Bernard. You might make matters worse, not
better, with all your practicing.
( Rationale: While role-playing, students will be stopped at any time by the
teacher and be asked their feelings and thoughts of the characters in the
freeze-frame. It will help students to understand the characters and the plot in
details.)
Task 4 Vocal Characterization
Students will read through the radio drama “The Singing Bear”.
(Rationale: Each of them will pay attention to the Pronunciation, stress,
intonation and rhythm of the speeches of characters.)
Task 5 Perform a play
Students are asked to discuss how to perform a drama with props, sound effects and
background music so as to create the environment and atmosphere of the play.
(Rationale: After the preparation, they will make good use of the opportunity to
perform a play)
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BWC038 PDC-ES (LA)
B
Task 6 Write your own script
The narrator says at the end of the play,” Perhaps Bernard will get his voice back after
all. I hope so, don’t you?” Working in your group, develop a new ending of the
play with 10 or more exchanges.
(Rationale: After the play, students have full understanding of the play and may
have more ideas about the new development of the play.)
33
BWC038 PDC-ES (LA)
B
Appendix
Drama
The Singing Bear
(A drama adaptation from The singing bear)
Characters
Narrator
Bernard Beard
Toy train
Toy duck
Miss Tammy, the teacher
Children
Narrator: Once upon a time, there was a teddy bear who made a deep, growling
sound. When you poked his tummy he made a friendly, humming sound. And
when you patted him firmly on the back, he said quite distinctly, “Hello! I’m Bernard
Bear!”
Bernard Bear: I’m a great favourite in the nursery. All the children loved to play
with me, and best of all they liked to make me talk. If you shook, poked and patted
me in the right way, you could have quite a long conversation with me. It was lovely
for the children.
Narrator: Bernard Bear was not content with the sounds he could do better. One
day, a little girl brought a musical box to the nursery. When the children opened the
lid a little dancer inside turned round and round, and music played. It was quite soft
and tinkling, but everyone could hear that the musical box played “Twinkle, twinkle,
little star.”
Bernard: If a silly thing like that can sing a tune, then surely a clever bear like me
can do it. It’s time I started to practice. Grrrrr. Grrrrr. Grrrrr. Hmmmm. Hmmm.
Hmmm.
Narrator: Poor Bernard! It didn’t matter what he did or how hard he tried, he could
only make the noises he had always been able to make. He wanted to be able to sing
to the children who played with him.
34
BWC038 PDC-ES (LA)
B
Toy train: You should think yourself lucky. I can only whistle to humans. At least
you can say a few words.
Toy duck: Yes, I agree with you. If you squeeze me very hard, I sometimes squeak
but even that doesn’t work if I’ve been left in the bath for a long time.
Bernard: I don’t agree with you. I ‘m not being content with what I can do already,
but I am an ambitious bear. I want to impress everyone I meet. I want people to
say “Oh, yes, we know Bernard Bear. Isn’t he amazing?” That’s want I want.
Toy train: You should be careful, Bernard. You might make matters worse, not
better, with all your practicing.
Narrator: Bernard listened hard when the children in the nursery had their sing
lessons. He had soon learned the words and the tunes, but he still couldn’t sing the
songs! So Bernard listened even harder to what the teacher had to say.
Miss Tammy: Now children, life up your heads and take deep breaths. I’m going to
open the window so that you can breathe in all that lovely fresh air. Then we’ll sing
this song as loudly as we can.
Children: Yes, Miss Tammy
Miss Tammy: Let’s see if we can’t wake up Bernard Bear over there and make him
growl?
Bernard Bear: I’m not asleep, actually.
Narrator: When the children had gone home at night, Bernard thought about what
Miss tammy had said.
Bernard: I must fill myself up with more fresh air.
(Bernard hopped over to the window and open it with his paw.)
Bernard: Now, the way to get most fresh air will be to sit on the windowsill. Let’s
see. If I put one leg this side and the other leg this side, I can just balance.
(Bernard took a deep breath. He took a deep breath again. And again. He then
35
BWC038 PDC-ES (LA)
B
lost his balance and fell right out of the window.
(Sound effect: Plop!Bernard fell heavily on to the floor below the window. His face,
paws and tummy were muddy. )
2 scene sunny day. Teachers and children found Bernard on the floor.
Miss Tammy: Let’s have a look at that bear. Oh Dear, Bernard has been outside all
night, I think. I’ll have to take him home with me and clean him up.
Narrator: Bernard was cleaned by the teacher. Bernard felt that he had had a lucky
escape.
In nursery,
One kid: What do you say, today, Bernard? (sharking him gently)
One kid: Don’t you want to talk to us, Bernard? Tell us who you are
Bernard: If only I hadn’t tried to sing, I had a lovely voice before, but now I’m just
as silent as most other teddy bears. I should have been happy with who I was.
Narrator: Bernard certainly had learnt his lesson, and a few days later, when one of
the children gave him a little shake, he found himself making a tiny noise. He said,
Grrr. Grrr. Grrr.
Perhaps Bernard will get his voice back after all, I hope so, don’t you?
36
BWC038 PDC-ES (LA)
B
Assessment rubric for Task 5
Peer Assessment
Assessment
Criteria
Very
Good
Good
Can be
better
4
3
2
Must
work
harder
1
Have not
tried
Sub-Total
0
Projection,
Pronunciation
&
Enunciation
Creative
non-verbal
expression
Blocking- the
effective use
of stage areas
Team workserious and
collaborative
Total
Comments:
Adapted from THEATRE NOIR
Assessment rubric for Task 6 Writing a script
Grade
comment
37
BWC038 PDC-ES (LA)
B
Excellent
Original ideas
More than 10 exchanges
Clearly indicate the characters’ point of view
Good
Mostly original ideas
10 exchanges
Words that mostly describe the characters’ point of view
Fair
Few original ideas
Few exchanges
Give little idea about the characters
Poor
No original ideas
Give very little idea about the characters
Adopted
from :http://thinkfinity.org/PartnerSearch.aspx?Search=True&orgn_id=9&subject=a
ll&partner=all&resource_type=all&q=rubric&grade=all
Reference
1. Robb, L., Klemp, R. & Schwartz, W. (2009). Reader’s Handbook: Great
Source.
2. Lecture Handouts
3. Handout from Theatre Noir
38

Student B - English Department - Resources

Transcription

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