MT - English Department - Resources

The Hong Kong Institute of Education
Faculty of Languages, Arts and Science
Teaching English through Language Arts at
Secondary School (BWC 038)
Learning English through
Poems, Songs and the Mass Media
ENG0231E
April – June 2009
Tutor: Dr. Timothy Taylor
Portfolio Assignment
Name: MT
Table of Contents
1.0 Introduction
1.1 My School
1.2 My students
1.3 My Self
1.4 Teaching Language Arts
2.0 Poems
2.1 Rationale for teaching poems
2.2 Group Lesson Plan for selected Poems
2.3 Additional resources
2.4 Creative Writing on Poem
3.0 Songs
3.1 Rationale for teaching songs
3.2 Group Lesson Plan for Songs
3.3 Individual Lesson Plan for selected Songs
4.0 Films
4.1 Rationale for teaching films
4.2 Group Lesson Plan for Films
4.3 An extended film review
5.0 Conclusion
1
1.0 Introduction
2.0 Poems
2.1 Rationales for teaching poems
We hope to develop students‟ ability in

Understanding and appreciating a range of poems

Responding to the ideas, moods and feelings expressed in the poems in oral and
written forms.

Understanding how the English language works to convey meaning and
feelings in the poems.

Applying their understanding to the use of their English language and their
learning.
2.2 Group Lesson Plan for selected Poems
A. Level: Secondary 2 of mixed abilities, CMI Band 2 School
Class size: 40, boys.
Module: My Hero
B. Previous knowledge of students

Students are able to support their ideas with reasons.

Students have learnt simple adjectives to describe people. (e.g. handsome, smart)

Students have learnt relative clause (who & which ).
C. Poems chosen
My Hero – by Don Bendell
My Hero – by Andrea
D. Rationale for choosing these 2 poems:

The 2 poems have the same theme.

The 2 poems are simple in a way that the messages are explicit.

The 2 poets are of different backgrounds and cultures. Ss can be exposed to
2
different perspectives of the same theme.
E. Learning objectives:

To teach Ss appreciate good poems.

To nurture Ss to adopt a more positive attitude towards other people and the
appreciation of what these people and the Ss have contributed.

To generate Ss a variety of words that describe qualities of a hero.

To teach Ss the poetic features in the poems: Rhymes (aabb or abab).

To teach Ss to write a poem using their personal experience and articulating
their own feelings, based on the template of relative clause.
F. Learner outcomes:

Ss are able to use relative clause.

Ss are able to write a poem with a rhyme scheme.

Ss are able to use more adjectives to describe the qualities of a person.

Ss are able to write a two four-line stanza poem.
G. Assessment

Peer and teacher assessment
H. Duration of lesson: a Triple-lesson (120 minutes)
3
Procedures
Part One: Introducing the theme (HERO)
Stage
Motivation
and lead-in
Duration Activities
5 min
-Ss are divided into 10 groups of four and
get a set of photos (two copies per group)
and a worksheet
-Ss discuss: who are they in the photos?
Do you think they are heroes? Why?
-Ss put down on the worksheet how much
they know about the people
15 min
-A representative from each group reports
back in front of the class
-T takes 3 examples to show how to
describe a hero with 15 adjectives chosen
by the teacher (There are in total 15
vocabulary items chosen for students,
some are common and some are more
difficult, some items can be found in
the poems followed.)
-T guides Ss to think about and respond on
the following questions:
(1) Must heroes be physically strong like
Superman?
(2) Must heroes be famous and intelligent
like Stephen Hawking?
(3) What about ordinary people? Can they
be heroes?
-T introduces the first poem by showing
two pictures of soldiers
4
Materials
-Five sets of photos
(2 copies per set)
-Worksheet 1
-PowerPoint
Part Two: Focusing on meaning and language of the poem called Hero by Dan
Bendell
Stage
Focus on
meaning:
Before reading
Duration Activities
2 min
-T introduces the poem called Hero by
saying: Here is a poem called Hero. Let’s
feel what the poet is going to tell us.
-T guides Ss to look at the following clues
about the poem‟s meaning
(1) title
(2) any words that are repeated or stand
out
(3) the first and last few lines
5 min
-Ss do the first reading just for enjoyment
and share their first thought about the
poem
During
reading:
(1) Look at
denotation and
connotation
3 min
2 min
(2) Think
about what is
unusual and
important
(3) Explore
your feelings
about the
poem
Max. 3
min
After reading:
(1) Decide
What the poet
is saying
20 min
5 min
Materials
A poem called Hero
by Don Bendell
-T tells Ss to look at two words
(1) man (stanza 5, line 4)
(2) tall (stanza 6, line 4)
-T asks Ss the definition of the words
MAN and TALL (denotations)
-T asks if the denotations fit the poem and
then asks Ss to read the following lines
and guess the poem‟s meaning in context
(1) I‟m not a hero, just a man.
(2) Instead, be heroes one and all,
Let‟s teach our children to stand tall
-Ss and T discuss the poem‟s meanings
(connotation)
-T asks Ss to think about any important or
unusual words, sounds or images and, if
any, Ss share their ideas
-T asks Ss to read again and put down
questions, comments and responses as
they read. e.g. Does the poem relate to
anything in your life? Does it remind
you of any other poems you‟ve read?
-T asks Ss: Are you getting closer to
understand what the poem means?
-Ss put down in their own words: what the
poet is saying
-Ss work in groups of four, share their
ideas and put them down on a sheet of A3
paper using markers
-Each group shares their ideas (about
1min)
5
10 sheets of A3 paper
and 10 makers
(2) Try
paraphrasing
8 min
Focus on
language:
Noticing a
poem‟s images
8 min
4 min
Follow up
Next
day
-Their work is displayed on the wall of the
classroom
-T concludes: Ss‟ ideas and brings out the
concepts of „everybody can be a hero‟
-T looks at stanzas one and two with Ss
and tells Ss to decide what the poet is
saying and to paraphrase the stanza
-Looking at stanzas one and two, T tells Ss
to use their imagination to picture the
situation and guess what job the poet does
-Ss describe their mental picture of the
two stanzas
-T shows a picture he/ she has drawn
about his/ her mental picture of the two
stanzas
-Ss work in groups of four and draw a
simple story board (pictures and simple
dialogues) to visualize their „story‟ in the
two stanzas as homework
-T tells Ss it is a competition and the mark
allocation is as below:
*Relevance and creativity: 10 (ideas,
sensory description---sight, hearing, smell,
touch, taste)
*Attractiveness: 5
*Language: 5
Total: 20
-T displays the work on the wall and
encourages Ss to appreciate others‟ work
during their spare time
-Ss put down questions or areas that they
like about a particular piece of work on a
Post-it note and stick on that piece of work
-Ss and T give marks to each piece of
work and the group with the highest marks
will be given a prize group during lesson
(5 min)
6
Teacher‟s mental
picture of stanzas one
and two
10 sheets of A3 paper
-sticky notepad
Part Three: Focusing on sound and structure of the poem called My Hero by Andrea
and writing their own poem
Stage
Focus on
sound
Duration Activities
4 min
-Ss receive worksheet 2 and read the poem called
My Hero by Andrea
-Ss put down and share their feelings about it
3 min
Materials
-A poem called
My Hero by
Andrea
-Worksheet 2
-T selects some Ss to read out what they have
written.
10 min
-Ss work in a pair and read aloud the poem to
their partner
-Ss are told to pay attention to the pattern of sound
when they read aloud.
-Ss identify the rhyme scheme in the poem and
complete Part B of the worksheet with their
partner
3 min
-Ss think about who their hero is and put it down
on the worksheet
Focus on
structure
5 min
10 min
5 min
-Ss identify the adjectives used in the three poems
given
-Compare their answers with their partners‟
-Ss find out the common sentence pattern used in
the three stanzas
-T teaches Ss relative clauses using an example
from the poem
-Ss write two relative clauses using the given
templates
-Ss read to their partners and feedback on each
other‟s work
-T talks about the assignment(s)
-Ss start their work
-Ss may ask questions, if any
-T plays the song called HERO by Mariah Carey
at youtube to draw Ss to the context of hero :
http://www.youtube.com/watch?v=lMNyq-6M-mc
or type Harry Potter Music Video #33 – Hero
Assignment 1
1. Using the adjectives and phrases given to
write a four-line poem of Naruto as a
hero.
Assignment 2
7
-Three poems
1.
2.
Personal Inventory – Write the qualities
of other people‟s and Ss‟ own hero.
Assignment – Using Ss‟ personal
experience, write two four-line stanzas
of their hero (using the relative clause
sentence pattern and trying to create a
rhyme pattern).
Enrichment Activity
1. Display the final poem with Art
Designed Border of student‟s choice.
2. Students may choose to send the poems
to the heroes via email to show their
appreciation.
8
Hero
By Don Bendell
I feel like I'm an ordinary guy
They treat me strange, so tell me why.
I always try to do what's right.
That doesn't mean I don't feel fright.
I do feel fear. I do get scared.
That time was just because I cared.
I might get hurt or maybe die,
But I can't just sit idly by.
Why do they all say I'm so brave?
That situation simply was real grave.
I'm sure that others would do like me.
But not so folks would jump with glee.
Then shake my hand and slap my back,
And tell me that I have a knack
To be a hero and make them proud
And say a word to the grateful crowd.
For I believe that fear is strong.
But I cannot do what is wrong.
I simply just do what I can.
I'm not a hero, just a man.
So please do not treat me so kind.
It's something that still blows my mind.
Instead, be heroes one and all.
Let's teach our children to stand tall.
9
Name: _______________________
Class: F. 2 (
Worksheet 2
st
Part A: 1 reading
My Hero
My hero is not a fireman
who each and every day
saves houses, buildings, families
from matches gone astray.
My hero is not a policeman
who, while walking his normal beat
may sometimes take in prisoners
with *shackles on their feet.
My hero is not an actor
whom many a part will play
on TV, or the big screen
and perhaps even Broadway.
My hero was a soldier
who for his country fought.
Many deaths and disabilities
was all that war has brought.
My hero is a talented man
who has published his first book.
A husband, friend and father
and sometimes even cook.
My hero is a special man
for which I am very glad.
You can call him by his name
as for me, I call him Dad.
2003 Andrea
10
)
*shackles noun. a ring or other fastening, as of iron, for securing the wrist or ankle.
1. Read the poem and write down your feelings about it.
Quote
____________________________
____________________________
____________________________
____________________________
____________________________
My Reflections
____________________________
____________________________
____________________________
____________________________
____________________________
Part B: 2nd reading
Read the poem again and answer the following questions.
(I) Organization of lines
1. How many stanzas are there in the poem?
______
2. How many lines are there in each stanza?
______
(II) Rhyming words
Pair work. Read the poem aloud to your neighbor. There are rhyming pairs in the poem.
How many pairs can you find? What are they? Where do you find them? Can you think
of other words that rhyme with them? Fill out the table below.
Stanzas
Rhyming words
1st stanza
day; astray
Lines
Own examples
RS
2; 4
bay; clay
XaXa
11
(III) Sentence Pattern
Activity 1
Study the following poems.
Poem 1
My hero is a talented man
who has published his first book.
A husband, friend and father
and sometimes even cook.
Poem 2
My hero is my handsome English Teacher
Who preached me not to go astray.
Giving me tones of homework
And I finally got an “A”.
Poem 3
My hero is not the unbeatable Batman
Who uses different lethal weapon.
He kills my lovely Catwoman
and ultimately the evil Penguin.
.
12
1. Write the adjectives used in the 3 poems
POEM 1
POEM 2
POEM 3
2. Identify and write the common sentence pattern used in the 3 poems.
13
Activity 2 - Relative Clause
Write two sentences by using relative clause.
Main Clause
Relative
Pronoun
My hero is noun phrase Who
Clause
My hero is my handsome Who
English teacher
My hero is not the
Who
unbeatable Batman
preached me not
to go astray.
uses different
lethal weapon.
Verb + complement
Part C: 3rd reading
Who is your hero? Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
14
Name: _____________________
Assignment 1
Write a four-line poem of Naruto as your hero. Check your poem if they have a rhyme
scheme. Write the scheme using a & b in the RS column
My Hero
Line 1 My hero is _____________ Naruto
__
Line 2 who _________________________
__
Line 3 _____________________________
__
Line 4 _____________________________
__
Brave
Grave
Safe
RS
Never
say die
Almighty
Talented
Kills enemy and
monster
Helps his friends
Powerful
Fox
Clever
15
Protects his village
Assignment 2
Personal Inventory
Try to write the qualities of a hero who others consider in the space.
Other people’s Hero: ___________________
Appearance:
Personality:
Ability:
Habit:
Likes:
Dislikes:
Family life:
Careers:
Others:
Now look at the qualities you have listed and pick 2-3 qualities that you want to include in your poem.
1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
16
Try to write as many qualities of your hero as you can in the space.
Your Hero: ___________________
Appearance:
Personality:
Ability:
Habit:
Likes:
Dislikes:
Family life:
Careers:
Others:
Now look at the qualities you have listed and pick 2-3 qualities that you want to include in your poem
1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
Use your personal experience to compose a poem of your hero, adding a
picture of your hero.





A two four-line stanza poem.
The first stanza is other people’s hero; the second stanza is your real
hero.
Use adjectives to describe the qualities of the heroes.
Use relative clause.
Have a rhyme pattern
17
Assignment 3
Name: _________________________
My Hero
Stanza 1
Line 1 My hero is not
RS
____
Line 2
____
Line 3
____
Line 4
____
Stanza 2
Line 1 My hero is
____
Line 2
____
Line 3
____
Line 4
____
Photo of my hero:
18
Worksheet 2 - Answers
1. Read the poem and write down your feelings about it.
Quote
_____students’ own answers_________
My Reflections
_____students’ own answers_________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
Part B: 2nd reading
Read the poem again and answer the following questions.
(I) Organization of lines
1. How many stanzas are there in the poem? __6__
2. How many lines are there in each stanza? __4__
(II) Rhyming words
Pair work. Read the poem aloud to your neighbor. There are rhyming pairs in the poem.
How many pairs can you find? What are they? Where do you find them? Can you think
of other words that rhyme with them? Fill out the table below.
Stanzas
Rhyming words
Lines
Own examples
RS
1st stanza
day; astray
2; 4
bay; clay
XaXa
2nd stanza
fought; brought
2; 4
caught; taught
XaXa
3rd stanza
book; cook
2; 4
took; look
XaXa
4th stanza
glad; dad
2; 4
cat; pat
XaXa
19
(III) Sentence Pattern
Activity 1
Study the following poems.
Poem 1
My hero is a talented man
who has published his first book.
A husband, friend and father
and sometimes even cook.
Poem 2
My hero is my handsome English Teacher
Who preached me not to go astray.
Giving me tones of homework
And I finally got an “A”.
Poem 3
My hero is not the unbeatable Batman
Who uses different lethal weapon.
He kills my lovely Catwoman
and ultimately the evil Penguin.
.
20
Write the adjectives used in the 3 poems
POEM 1 Talented
POEM 2 Handsome
POEM 3 Unbeatable, lethal, lovely, evil
Identify and write the common sentence pattern used in the 3 poems.
Relative clause using relative pronoun WHO.
21
Activity 2 - Relative Clause
Write two sentences by using relative clause.
Main Clause
Relative
Pronoun
My hero is noun phrase Who
Clause
My hero is my handsome Who
English teacher
My hero is not the
Who
unbeatable Batman
preached me not
to go astray.
uses different
lethal weapon.
Students‟ own answers
22
Verb + complement
Name: _____________________
Assignment 1
Write a four-line poem of Naruto as your hero. Check your poem if they have a rhyme
scheme. Write the scheme using a & b in the RS column
My Hero
Line 1 My hero is
Line 2 who
Line 3
mighty
RS
Naruto
is very brave
a
He kills all the enemies
X
Line 4 and makes sure his friends are safe.
Brave
Grave
Safe
X
Never
say die
Almighty
Talented
a
Kills enemy and
monster
Helps his friends
Powerful
Fox
Clever
23
Protects his village
Assignment 2
Personal Inventory
Try to write the qualities of a hero who others consider in the space.
Other people’s Hero: ___________________
Appearance:
Personality:
Ability:
Habit:
Likes:
Dislikes:
Family life:
Careers:
Others:
Now look at the qualities you have listed and pick 2-3 qualities that you want to include in your poem.
1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
24
Try to write as many qualities of your hero as you can in the space.
Your Hero: ___________________
Appearance:
Personality:
Ability:
Habit:
Likes:
Dislikes:
Family life:
Careers:
Others:
Now look at the qualities you have listed and pick 2-3 qualities that you want to include in your poem
1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
Use your personal experience to compose a poem of your hero, adding a
picture of your hero.
 A two four-line stanza poem.
 The first stanza is other people’s hero; the second stanza is your real
hero.
 Use adjectives to describe the qualities of the heroes.
 Use relative clause.
 Have a rhyme pattern
25
Assignment 3
Name: _________________________
My Hero
Stanza 1
Line 1 My hero is not
RS
____
Line 2
____
Line 3
____
Line 4
____
Stanza 2
Line 1 My hero is
____
Line 2
____
Line 3
____
Line 4
____
Photo of my hero:
26
PowerPoint Presentation of Hero Lesson 1
(A) Who are heroes?
Why do you think so?
Set A: Write down your words.
Who?
Words to describe them?
(adjectives, nouns, examples, etc)
Michael Phelps
Andy Lau
Jill & Kelvin
Stephen Hawking
Batman
Nurses
27
(B) Who are heroes?
Why do you think so?
Set B: Write down your words.
Who?
Words to describe them?
(adjectives, nouns, examples, etc)
Bruce Lee
Liu Xiang
Doctors
Superman
???
Edison Chen
28
(C) Who are heroes?
Why do you think so?
Set C: Write down your words.
Who?
Words to describe them?
(adjectives, nouns, examples, etc)
Donald Tsang
Spiderman
Firemen
Michael Jordan
Beatles
Harry Potter
29
(D) Who are heroes?
Why do you think so?
Set D: Write down your words.
Who?
Words to describe them?
(adjectives, nouns, examples, etc)
Mother Teresa
Jackie Chan
Obama
???
Policemen
Fantastic Four
30
(E) Who are heroes?
Why do you think so?
Set E: Write down your words.
Who?
Words to describe them?
(adjectives, nouns, examples, etc)
Martin Luther King
Princess Diana
Soldiers
Tung Chee Hwa
Ronaldo Cristiano
Peter Pan
31
What makes Superman a hero?
Superman has special power. He
can fly in the sky. He is strong and
muscular. Also, he is righteous.
What makes Stephen Hawking a
hero? Is he strong?
Stephen Hawking is an intelligent
scientist. He is smart and talented.
His knowledge inspires people.
32
Do you know his name? Is he
famous? Is he a hero?
Firemen are heroes because they
are strong and brave. They are
always helpful when people are in
danger.
What do you think about soldiers?
Are they heroes?
33
What can you see when you look at
the mirror? Can you be a hero?
Vocabulary items about heroes
1. Special
6. Courageous
11. Attractive
appearance
2. Powerful
7. Talented
12. Strong character
3. Famous
8. Unusual
13. Confident
4. Muscular
9. Intelligent
14. Righteous
5. Brave
10. Humorous
15. ?????
34
2.3 Additional content
Grasping the Poetry Idea
Class work done on 26/04/2009
This is Just to Say
Poetry Idea 1: Temptation is hard to resist
Poetry Idea 2: The plums are really precious
Poetry Idea 3: Insincere apology
Poetry Idea 4: Stolen food tastes better.
Les Etiquette Jaunes
Poetry Idea 1: Be true to yourself / keep or hold on to your beliefs
Poetry Idea 2: The pot can‟t stop time flies away
Poetry Idea 3: The nature may make us sad
Poetry Idea 4: How do you see yourself in things?
Thirteen Ways of Looking at a Blackbird
Poetry Idea 1: Philosophy of life
Poetry Idea 2: We never stop and feel our surroundings
Poetry Idea 3: The blackbird flies around to see things from different angles
Poetry Idea 4: The unity of human and nature
Poetry Idea 5: How has one thing in your life changed over time
Poetry Idea 6: X ways of looking at Y
35
Group poem – Haiku, death and acrostic
Haiku
Water Lily sinks,
Willows weep for withered leaves,
Wintry showers tints.
Death
Seeing you again
I talked to your trembling lips,
Rubbing my frozen purple fingertips.
“Please don’t die. Don’t leave me behind!”
It kept churning inside my mind.
You looked at me with your weary eyes,
Answering me by heaving a long deep sigh.
Death does tear me apart.
It is a total eclipse of my heart.
I tumbled down on my bended knees.
Who would ever so much love me?
“Sorry, I cannot live twice.
I am now as cold as ice.
My dear. Shed your woes and pain
Or my love will be in vain.”
You now rest in a peaceful place,
Where I can meet the same old face
One day.
36
Acrostic Poem
Doing
Evil things
Assure you
To
Hell!
Don’t
Even
Attempt
To
Hide!
37
2.4 Creative Writing on Poem
My poem:
Lucky one
You are my closest friend
Who always reads my mind.
The one who accompanies me
Even in arduous times.
Now that you are away
To start your whole new life.
Wishing you the best each day
Is what I pray all night.
Though you may seem distant
You are always in my mind.
Your strength makes me strong;
Your words keep me smile.
Knowing a friend like you
Is the best luck in my life.
No one understands me well enough
No one can replace you.
38
Extended response to a poem
Until Gran Died by Wes Magee
The minnows I caught
Lived for a few days in a jar
Then floated side-up on the surface.
We buried them beneath the hedge,
I didn‟t cry,
But felt sad inside.
I thought
I could deal with funerals
I didn‟t cry,
But felt sad inside.
I thought
I could deal with funerals
That is
Until Gran died.
And when she died
I went to the funeral
That is
Until Gran died.
The goldfish I kept in a bowl
Passed away with old age.
Mum wrapped him in a newspaper
And we buried him next to a rose
bush,
With relations dressed in black.
They cried, and so did I.
Salty tears ran down my face.
Oh, how I cried.
Yes, I thought
I could deal with funerals
That is
I didn‟t cry,
But felt sad inside.
I thought
I could deal with funerals
That is
Until Gran died.
My cat lay stiff in a shoebox
After being hit by a car.
Dad dug a hole and we buried her
Until Gran died.
She was buried in a graveyard
And even the sky wept that day.
Rain fell and fell and fell
And thunder sobbed far away across the town.
I cried
And I cried.
I thought
I could deal with funerals
Under the apple tree.
That is
Until Gran died.
39
I like this poem because it expresses the feelings of a grandchild who lost his
grandparent from the point of view of a small kid. The poet can compare the difference of
the sadness of losing a grandparent to losing other things in the child‟s life.
The poem first talks about the death of different living things. When they died, they
were all buried in some ways. Just like a human being, we will be buried when we die. I
particularly like the chorus part which keeps repeating, just like a child who thinks he is
very strong and can handle funerals with no problems. From the minnows, the goldfish,
and even the cat, the child could deal with the sadness he had. He only felt sad inside, but
he never shed a tear. To a child, losing a pet can be something big already. Children feel
sad when losing something they love. Yet, nothing can be compared to the love of his
grandmother. As the poem goes, „when she died, I went to the funeral…they cried, and so
did I.” The child did not cry when losing other things in his life, such as minnows,
goldfish and even his cat. However, there is a big contrast to losing his grandmother. He
cried and cried and cried, just like the rain fell and fell and fell. The weather that day
echoed the mood of the child because it says, „even the sky wept that day…and thunder
sobbed far away across the town.‟
This poem vividly shows a child‟s sadness by comparing the normal strong kid to a
fragile one when he really needs to deal with real funerals. Losing someone you love is
totally different from losing other things. No matter how strong you think you are, you
will not realise how you will react until the day it really comes. Therefore, the line „I
thought I could…‟ is cleverly used throughout the poem in a way that can express the
unexpected sadness of the child who lost his grandmother and can illustrate the love
between the grandchild and the grandmother clearly.
40
3.0 Songs
3.1 Rationale for teaching songs
We hope to develop students‟ ability in
 Understanding and appreciating a range of songs
 Responding to the ideas, moods and feelings expressed in the songs in oral and
written forms.
 Understanding how the English language works to convey meaning and
feelings in the songs.
 Applying their understanding to the use of similes and metaphors in written
forms.
3.2 Group Lesson Plan for Songs
A. Level: Secondary 4 of mixed abilities, CMI Band 2 School
Class size: 40 (co-ed)
Module: Love
B. Previous knowledge of students
 Students are able to use adjectives to articulate their feelings and moods.
 Students are able to write short poems.
 Students are able to write personal letters
C. Songs chosen
Annie‟s Song (You Fill Up My Senses) – by John Denver
She – by Elvis Costello
D.

Rationale for choosing these 2 songs:
The 2 songs have the same theme, using different figurative language: simile &
metaphor.
E.




Learning objectives:
To teach Ss to appreciate good songs.
To generate Ss a variety of approaches to articulate love & feelings.
To teach Ss the poetic features in songs: simile & metaphor.
To teach Ss to write responses using their personal experience and feelings.
41
F.
Learner outcomes:



G.
H.
Ss are able to relate love to nature
Ss are able to write similes and metaphors to describe love
Students are able to write a love letter including poetic features.
Assessment
 Peer and teacher assessment
Duration of lesson: a double-lesson (80 minutes)
42
Lesson 1 – Annie’s Song by John Denver
Stages
Duration Activities
Lead in
10 mins
Materials
1. T shows the PPT and asks Ss what
- Before reading
love is and how it makes people feel.
-To arouse Ss‟
The pictures can help T elicit
interests
responses from Ss.
-To enhance Ss‟
creativity
 Worksheet 1
 3 pieces of
music
 3 video
2. T distributes Worksheet 1 and plays
excerpts
the 3 pieces of music. Ss use their
 Jimmy‟s
imagination to create their own story
pictures
for each of the music.
-To let Ss interact
3. Ss are invited to choose one of their
with classmates
stories and share with classmates.
-To provide visual
4. T may play the video excerpts of the
and audio stimuli to
music (Youtube) and share the actual
Ss
stories of the chosen music with Ss.
-To stimulate Ss to
5. T shows some pictures drawn by
think more deeply
Jimmy, a famous artist in Taiwan, and
for
stimulates Ss to think more about the
the
(cognitively)
topic
and
theme: love.
broaden Ss‟ horizon
to some authentic
materials.
Focus on Meaning
- Before reading
-To
arouse
Ss‟
interest of the topic.
5 mins
6. T asks Ss,
-
-„What does love mean to you?‟
- „How do you relate love to nature?‟
7. Ss use their imagination to draw a
picture composing the ideas of Love
& Nature. (individual work)
8. Draw on Worksheet 2.
43
Worksheet 2
Focus on Meaning
and
3 mins
9. Ss read to each other the lyrics of
Annie‟s Song (You Fill up my
Language
highlight
Annie‟s Song.
Senses).
-First reading
-To
- Lyrics of
the
10. T highlights what Ss should
features of literary
notice
when appreciating the
texts.
lyrics – theme and similes.
11. T explains what simile is.
Focus on Language
-Listening
8 mins
help
understand
- MTV of
Annie‟s Song.
13. T plays the song
&
14. Each group is required to discuss
Second Reading
-To
12. Ss form 10 groups of 4.
Ss
and interpret a simile in the poem
the
using their five senses – hearing,
language used in the
sight, touch, taste and smell.
text.
Annie‟s Song.
- Worksheet 3
A-E.
15. Each group is responsible for 1
-To encourage Ss to
line. 2 groups will work on the
practise
same line.
spoken
English and share
16. Ss write their interpretation down
ideas in groups.
Focus on Language
on Worksheet 3.
10 mins
17. One student of each group
-Ss can appreciate
presents their ideas in front of the
their peer‟s work.
class in 1 min.
-Ss
- Lyrics of
can
compare
their interpretations
with other groups
Focus on Language
4 mins
18. Ss write a sentence using simile
- Responding
to describe their own picture of
-Ss practise using
Love + Nature on Worksheet 2.
similes.
19.
Ss show their pictures to their
-Ss practise spoken
groups
and
English.
interpretation of Love and Nature
in their similes.
44
explain
their
 Worksheet 2
Lesson Two: Metaphors
Stage
Introduction
Duration
3 mins
Activities
Materials
1. T recaps on the previous lesson and the
use of similes.
Lead-in
8 mins
2. Ss listen to the song “She” and
describe „She‟ in the song.
activity
- The song “She”
(3:04)
3. T elicits responses from Ss.
Focus on
15 mins
4. T gives out the lyrics to Ss.
language:
5. Ss watch the MTV of „She‟.
Metaphors
6. T tries to prompt Ss to identify a stanza
- Lyrics of “She”:
40 copies
which describes „She‟ as a star.
(introduce)
7. T describes the context of the film.
8. T focuses on the metaphors used in the
song.
7 mins
(apply)
1. Ss are divided into groups of four.
- a bag, a water
2. Each group is asked to draw a real
bottle, a bar of
object from a bag prepared by T.
3. Each group is asked to use their
soap, an eraser, a
bar of dark
imagination to relate the object to
chocolate and a
someone they love / admire / respect.
sweet
and complete two lines beginning with
„He / She may be …‟ with a metaphor.
5 mins
Each group presents their work.
~3 mins
T gives out the assignment guidelines to
(Module
Ss and asks them to write a love letter to
round-up)
someone they love, admire or respect by
using metaphors and similes. The letter
will be displayed on Valentine‟s Day.
Students are required to add in
illustrations and print it out.
45
 Assignment
guidelines
Annie's Song (You Fill Up My Senses)
John Denver
You fill up my senses
Like a night in a forest
Like a mountain in springtime
Like a walk in the rain
Like a storm in the desert
Like a sleepy blue ocean
You fill up my senses
Come fill me again
Come let me love you
Let me give my life to you
Let me drown in your laughter
Let me die in your arms
Let lay down beside you
Let me always be with you
Come let me love you
Come love me again
46
She
Elvis Costello
She may be the face I can't forget
The trace of pleasure or regret
May be my treasure or the price I have to pay
She may be the song that summer sings
May be the chill that autumn brings
May be a hundred different things
Within the measure of a day
She may be the beauty or the beast
May be the famine or the feast
May turn each day into a heaven or a hell
She may be the mirror of my dreams
The smile reflected in a stream
She may not be what she may seem
Inside her shell
She who always seems so happy in a crowd
Whose eyes can be so private and so proud
No one's allowed to see them when they cry
She may be the love that cannot hope to last
May come to me from shadows of the past
That I'll remember till the day I die
She may be the reason I survive
The why and wherefore I'm alive
The one I'll care for through the rough in ready years
Me, I'll take her laughter and her tears
And make them all my souvenirs
For where she goes I've got to be
The meaning of my life is
She…
She, oh she
47
Name: _________________________________
Theme: Love (Worksheet 1)
Part A: Your teacher is going to play three pieces of music. Listen to them and write
down how you feel? Also, there is a love story behind the music. Try to use your
imagination and create the story for the music.
Music 1:
Your feeling?
When?
Where?
What happened?
When?
Where?
What happened?
When?
Where?
What happened?
Happy □
Excited □
Relaxed □
Sad □
Passionate □
Romantic □
Other:
Music 2:
Your feeling?
Happy □
Excited □
Relaxed □
Sad □
Passionate □
Romantic □
Other:
Music 3:
Your feeling?
Happy □
Excited □
Relaxed □
Sad □
Passionate □
Romantic □
Other:
48
Name: ________________________________
Worksheet 2
Draw a picture with your imagination, composing the ideas of love and nature.
LOVE + NATURE =
?
_____________________________________________________________________________
49
Name: ________________________________
Worksheet 3 A
Use 5 senses to interpret the meaning of the simile used in the song.
Love is like a night in the forest
How do you feel about the simile?
50
Name: ________________________________
Worksheet 3 B
Use 5 senses to interpret the meaning of the simile used in the song.
Love is like the mountains in springtime
How do you feel about the simile?
51
Name: ________________________________
Worksheet 3 C
Use 5 senses to interpret the meaning of the simile used in the song.
Love is like a walk in the rain
How do you feel about the simile?
52
Name: ________________________________
Worksheet 3 D
Use 5 senses to interpret the meaning of the simile used in the song.
Love is like a storm in the desert
How do you feel about the simile?
53
Name: ________________________________
Worksheet 3 E
Use 5 senses to interpret the meaning of the simile used in the song.
Love is like a sleepy blue ocean
How do you feel about the simile?
54
Name: ________________________
Date: ___________________
Assignment
My love letter
Situation
Valentine’s Day is coming. After reading the lyrics of the songs ‘Annie’s Song’ and ‘She’, you have
decided to give your loved one a big surprise – to send him/her a love letter! Follow the guidelines
below and write the letter by using metaphors and similes in about 100 words.
Para 1
Step 1
Write down one thing you love about him / her. What is the first thing you think of? e.g. being sweet to you.
Step 2
Now turn your thoughts into a sentence that begins "I love you because". Then write down one or two
reasons why that is important to you or how that makes you feel.
Step 3
Compare the thing mentioned in step 1 with 3 - 4 scenarios by using ‘like…’
e.g. I love you because you are so sweet. You often make me happy and give me little gifts. Your
sweetness is like a stroll on a beautiful beach, a … , a …..Without you, I cannot live.
55
Para 2
Close your eyes and think of
your love. What object can
you associate with him/her?
Why?
e.g 1. balloons
e.g 2. perfume
Start your paragraph with
You are (an object) …
Give three reasons to support your answer.
Para 3
Ending. State your love to your loved one once again.
56
e.g 3. a water
bottle
Others
Dear ____________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Love always
______________________
57
PowerPoint Presentation of Song (Lesson 1)
What is love?
What does love make you feel?
• Music 1
• Music 2 --- Song
• Music 2 --- Music Only
• Music 3 --- Music Only
• Music 3 --- Song
(A) Movie: Titanic
How do you feel?
58
(B) Movie: Love Actually
What is your feeling?
(C) Movie: Ghost
What’s your feeling?
59
Love is like a scale…
Love is like a maze…
60
Love is like… ?
61
3.3 Individual Lesson Plan for Songs
A. Level: Secondary 3, EMI Band 1 School
Class size: 40 girls
Module: Love



B. Previous knowledge of students
Students are able to use adjectives to articulate their feelings and moods.
Students are able to write short poems.
Students have learnt rhymes, rhyme scheme.
C. Songs chosen
Lemon Tree – by Fool‟s Garden
Don‟t Know Why – by Norah Jones

D. Rationale for choosing these 2 songs:
The 2 songs have the same theme, using figurative language: metaphor.


E. Learning objectives:
To teach Ss to appreciate good songs.
To generate Ss a variety of approaches to articulate love & feelings.


To teach Ss the poetic features in songs: metaphor.
To teach Ss to write responses using their personal experience and feelings.


F. Learner outcomes:
Ss are able to write metaphors to describe love
Students are able to rewrite the lyrics of the song by adding poetic features.

G. Assessment
Peer and teacher assessment
H.
Duration of lesson: a double-lesson (80 minutes)
62
Lesson 1 – Lemon Tree by Fool’s Garden
Stages
Duration
Lead-in
activity
5 mins
Activities
- T asks Ss to express the feelings of love
Materials
- Worksheet 1
based on the kinds of fruits they see. E.g.
apple, lemon, strawberry, durian, etc.
- Ss are asked to express what they think.
Focus
Meaning
on
10 mins
the name of the song.
Ss to practise
- Ss are asked to answer the questions in
spoken English
worksheet 2.
and share ideas
- Ss are asked to draw a picture in groups of
in groups.
- Worksheet 3
4 to show the images shown in the lyrics.
-Ss
can
Each group will draw a picture of one
appreciate their
stanza.
peer‟s work.
- Ss stick their pictures on the blackboard.
- Ss walk around to look at their classmates‟
can
compare
- Worksheet 2
without playing the song. T won‟t tell Ss
-To encourage
-Ss
- T shows Ss the lyrics of Lemon Tree
their
work.
interpretations
with
other
groups
Focus
on
. to highlight
use
of
present
song
2. Ss then compare what they have drawn
with the cartoon shown on the music
video.
continuous
tense
1. T plays the music video of the song and
asks Ss to listen to it again.
Language
the
25 mins
in
3. Ss are asked to work in groups of 4 and
the
rewrite one stanza of the lyrics.
4. They will have to perform the stanza in
front of the whole class.
63
- Worksheet 4
Lesson Two: Way Back Into Love by Schlesinger, Adam
Stage
Duration
5 mins
Lead-in
Activities
Materials
- T asks Ss to draw a picture describing
- Worksheet 5
themselves if they have a problem
activity
remained unsolved or they have
something they don‟t understand.
Focus
on
Meaning
15 mins
- T gives the lyrics to Ss.
- Ss work in groups of 4 and each group
-To encourage
has to respond to one stanza.
Ss to practise
- Ss share their ideas with other
spoken
English
- Worksheet 6
classmates.
and
- T plays the video clip of the song and let
share ideas in
Ss listen to it.
groups.
Focus on
5 mins
- T asks Ss to identify the rhymes found
- Worksheet 7
in the song by filling in worksheet 7.
language:
Rhyme
Language
pattern :
15 mins
- T explains the use of present perfect
tense in the song
Present
- Ss work in groups of 4 and write a new
perfect
verse by using the pattern - present
continuous
perfect tense.
tense
64
- Worksheet 8
LEMON TREE
By Fool's Garden
I'm sitting here in a boring room it's just another rainy
Sunday afternoon I'm wasting my time I got nothing to do
I'm hanging around I'm waiting for you
But nothing ever happens- and I wonder
I'm driving around in my car I'm driving too fast
I'm driving too far I'd like to change my point of view
I feel so lonely I'm waiting for you
But nothing ever happens- and I wonder
I wonder how I wonder why yesterday you told me
'bout the blue blue sky and all that I can see is just a yellow lemon-tree
I'm turning my head up and down
I'm turning turning turning turning turning around
And all that I can see is just another lemon-tree
I'm sitting here I miss the power I'd like to go out
taking a shower but there's a heavy cloud inside my head
I feel so tired put myself into bed where nothing
ever happens- and I wonder
Isolation - is not good for me
Isolation - I don't want to sit on a lemon-tree
I'm steppin' around in a desert of joy Baby anyhow I'll get another toy and everything will
happen-and you'll wonder
I wonder how I wonder why yesterday you told me
'bout the blue blue sky and all that I can see is just another lemon-tree
I'm turning my head up and down
I'm turning turning turning turning turning around
And all that I can see is just a yellow lemon-tree
Link: http://www.youtube.com/watch?v=W3x4HvXTyGQ
65
Way back into love by Schlesinger, Adam
I've been living with a shadow overhead
I've been sleeping with a cloud above my bed
I've been lonely for so long
Trapped in the past, I just can't seem to move on
I've been hiding all my hopes and dreams away
Just in case I ever need them again someday
I've been setting aside time
To clear a little space in the corners of my mind
All I want to do is find a way back into love
I can't make it through without a way back into love
Oh oh oh
I've been watching but the stars refuse to shine
I've been searching but I just don't see the signs
I know that it's out there
There's got to be something for my soul somewhere
I've been looking for someone to shed some light
Not just somebody just to get me through the night
I could use some direction
And I'm open to your suggestions
All I want to do is find a way back into love
I can't make it through without a way back into love
And if I open my heart again
I guess I'm hoping you'll be there for me in the end
There are moments when I don't know if it's real
Or if anybody feels the way I feel
I need inspiration Not just another negotiation
All I want to do is find a way back into love
I can't make it through without a way back into love
And if I open my heart to you
I'm hoping you'll show me what to do
And if you help me to start again
You know that I'll be there for you in the end
Link: http://www.youtube.com/watch?v=2vS49_v4ZlU
66
Name: ________________________________
Worksheet 1
Describe what your feeling towards love is when you see these fruits.
67
Name: ________________________________
Worksheet 2
Where?
What can you see?
Stanza 1
Stanza 2
Stanza 3
Stanza 4
Stanza 5
Stanza 6
Suggest a title for this song: _______________________
68
How does he feel?
Name: ________________________________
Worksheet 3
Work in groups of 4 and draw a picture of stanza ____
69
Name: ________________________________
Worksheet 4
Rewrite the lyrics of stanza _____
70
Name: ________________________________
Worksheet 5
Draw a picture describing yourself if you have a problem
remained unsolved / you have a question in mind.
71
Name: ________________________________
Worksheet 6
Your response (e.g. the mood, the image, the
meaning)
Stanza 1
Stanza 2
Stanza 3
Stanza 4
Stanza 5
72
Name: ________________________________
Worksheet 7
Rhyming words
Work in pairs. Read the lyrics aloud to your neighbour. There are rhyming
pairs in the song. How many pairs can you find? What are they? Where do you
find them? Can you think of other words that rhyme with them? Fill out the
table below.
Stanzas
Rhyming words
Lines
Own
examples
RS
1st stanza
overhead; bed
1; 2
set; said
aa
73
Name: ________________________________
Worksheet 8
Rewrite the lyrics of stanza _____
74
Suggested Answers
Name: ________________________________
Worksheet 1
Describe what your feeling towards love is when you see these fruits.
Fresh, sweet, hard, tempted
Sour, being rejected
Delicate, sweet and sour
Special, rich, creamy, delicious
Juicy, fresh, delicate
Fragrant, juicy, sweet
75
Name: ________________________________
Worksheet 2
Where?
Stanza 1
In a room
What can you
see?
Rain
Stanza 2
In a car
Road
Stanza 3
Not mentioned Yellow lemon
tree
Puzzled, confused
Stanza 4
In a room
Bed
Stanza 5
A desert
Another toy
Puzzled, confused,
tired
Happy
Stanza 6
Not mentioned Another lemon
tree
Suggest a title for this song: _____Lemon Tree______________
76
How does he feel?
lonely
Bored
Confused
Name: ________________________________
Worksheet 3
Work in groups of 4 and draw a picture of stanza ____
Students’ answer
77
Name: ________________________________
Worksheet 4
Rewrite the lyrics of stanza _____
Students’ answer
78
Name: ________________________________
Worksheet 5
Draw a picture describing yourself if you have a problem
remained unsolved / you have a question in mind.
Student’s own answer
79
Name: ________________________________
Worksheet 6
Stanza 1
Your response (e.g. the mood, the image, the
meaning)
The writer is sad because she can’t figure out
what has gone wrong. She is lonely and can’t
start a new relationship.
Stanza 2
The writer is keeping herself alone to think
over her issue. Deep down she wants to get
back into love.
Stanza 3
She can’t find a way out. It’s like she’s in the
dark but there’re no stars to give her light.
Or she’s lost and there’re no signs giving her
the right directions.
Stanza 4
She is afraid of opening her heart again
because she’s scared of getting hurt again.
She needs someone who really feels the same
way as she feels.
Stanza 5
She finally opens herself to someone. She
hopes that person can show her what to do
and she promises she’ll be there for him
forever.
80
Name: ________________________________
Worksheet 7
Rhyming words
Work in pairs. Read the lyrics aloud to your neighbour. There are rhyming
pairs in the song. How many pairs can you find? What are they? Where do you
find them? Can you think of other words that rhyme with them? Fill out the
table below.
Stanzas
Rhyming words
Lines
Own
examples
RS
1st stanza
overhead; bed
1; 2
set; said
aa
1st stanza
Long; on
3; 4
Along; Hong
bb
2nd stanza
Away; someday
5; 6
Day; bay
cc
3rd stanza
Shine; signs
12; 13
Fine; nine
dd
3rd stanza
There; where
14; 15
Fair; chair
ee
3rd stanza
Light; night
16; 17
Bright; bite
ff
3rd stanza
Direction;
suggestions
18; 19
Dictation;
correction
gg
5th stanza
You; do
29; 30
Blue; too
hh
81
Name: ________________________________
Worksheet 8
Rewrite the lyrics of stanza _____
Students’ answer
82
4.0 Films
4.1 Rationale for teaching film
We hope to develop students‟ ability in
 Understanding and appreciating a range of films
 Responding to the ideas, conflicts and feelings expressed in the films in oral
and written forms.
 Understanding how the English language works to convey meaning and
feelings in the films.
 Applying their understanding to the use of their English language and their
learning.
4.2 Group Lesson Plan for Films
A. Level: Form Four, Band 1 EMI, Co-ed
Class size: 40 (20 boys and 20 girls)
Module: Family
B. Previous knowledge of students

Students are able to support their ideas with reasons.

Students have learnt connectives to link ideas.

Students have learnt how to write informal letters.
C.
Films chosen:
Charlie and the Chocolate Factory
Little Miss Sunshine
Love Actually
D.
Rationale for choosing these 3 films:

They have the same theme - family

The films are interesting and the messages are positive and easy to follow.
E.
Learning objectives:
 To teach Ss appreciate good films
 To nurture Ss to adopt a positive attitude towards other people
 To help Ss understand what family really means
 To help Ss evaluate what parental love is
 To help Ss think critically when they have to make choices in their lives
 To teach Ss the use of camera shots in films
83
F. Learner outcomes:




Ss are able to name some camera shots commonly used in films, e.g.
close-up, high angle shoot, wide shoot…
Ss are able to talk about how camera shots help explain characters
Ss are able to write persuasive writing
Ss are able to think critically and give reasons to their choices
G. Assessment
 Peer and teacher assessment
H. Duration of lesson: a Triple-lesson (120 minutes)
84
Part 1 – Charlie and the Chocolate Factory
Lesson 1 – watching the video clip of the Golden ticket
Stages
Before
Duration
and 15 min
Activities
Materials
1. Ss are divided into 4 groups, -Charlie and the
While viewing
each 10. Each group will be
chocolate factory Part 4
-
To let Ss
focusing on the background
-http://www.youtube.com
understand
of one of the children –
/watch?v=xad7iOBfI2ac
the use of
Augustus Gloop, Violet
It is the clipping when
settings.
Beaurgarde, Vercua Salt and Charlie has got the
Ss practise
Mike Teavee.
-
speaking
skills to
share their
opinions.
2. T has to ask the following
question:
-
Golden ticket to Wonka‟s
factory and return home.
His family is excited for
When the other 4
him, yet Charlie is on the
children are reading
horn of dilemma for he
aloud the details of the
could have sold the ticket
Golden ticket to the
for money and for food.
Wonka‟s chocolate
factory, pay attention to
the backgrounds, what
do the backgrounds tell
you about the children?
3. T distributes Ss Worksheet 1.
4. T plays Charlie and the
chocolate factory Part 4.
5. Ss discuss in groups and
present their answers in class.
85
-Worksheet 1 A-D
After viewing
-
15 min 6. T distributes Worksheet 2. Ss
To let Ss
have to play a scene in Part 4-
practise
Charlie takes his Golden ticket
persuasive
home and puzzles whether to
skills.
sell it or not.
Worksheet 2 A - B
7. Ss have to form groups of 3.
One will play the role of Charlie,
one will play the role of Good
Angel and one will play the role
of Bad Angel.
8. Good Angel has to persuade
Charlie to sell the Golden ticket;
Bad Angel has to persuade
Charlie to go to Wonka‟s family;
Charlie has to make a decision
according to their persuasion at
the end.
9. T picks 3 “Charlies” and they
have to explain why they make
that decision.
Responding
to 5 min
10. Assignment
Worksheet 3
the film
- S can choose the role; they can be
- Written
Grandpa Joe, Mr. Bucket or Charlie.
Assignment
Ss have to decide whether to sell the
Golden ticket or not, support the
decision with at least 3 reasons and
write about 200 words.
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Lesson 2 – watching the video clip of the spoiled child and Mr Wonka offering his
chocolate factory to Charlie
Stages
Duration
Lead in / Before 5 mins
viewing
-To draw Ss‟
attention to
different ways of
Activities
Materials
6. T elicits response from Ss on
their ideal parental love.
parental love.
25 mins
While viewing
-To let Ss interact
with classmates
-To provide
visual and audio
stimuli to Ss
-To stimulate Ss
to have higher
level of thinking.
Focus
on
Meaning
Responding to
the film
- Written
Assignment
10 mins
7. T distributes Worksheet 4 and
Ss are shown the video clip
of the spoiled child.
8. The close-up of the spoiled
child‟s daddy is frozen.
9. T asks Ss to complete
worksheet 4.
- Charlie and the
chocolate factory
Part 8
http://www.youtu
be.com/watch?v=
HqlrsUgGov4
10. Ss are divided in groups of
four and share their views on
the issue.
- Worksheet 4
11. T shows the video clip
(1:36:38 – 1:39:03) about Mr
Wonka offering to give
Charlie his chocolate factory.
- Charlie and the
chocolate factory
Part 10
http://www.youtu
12. S then writes a letter to Mr
Wonka explaining their
decision.
be.com/watch?v=
kEVNg8HnO38
- Worksheet 5
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Part 2 – Little Miss Sunshine
Stage
Duration Activities
(Motivation) 3 mins
-Ss are encouraged to answer the warm up
Before
questions on the worksheets
Viewing
5 mins
st
1 Viewing
-Ss are asked to watch the video clip of Little
Miss Sunshine (First 4 minutes) and try to write
down any words (adj, n, etc…) best describe the
characters and their feelings
-T invites Ss to share the words/ideas they have
Materials
-Worksheet
6 (Before
Viewing)
-VCD
-Worksheet
6 (First
Viewing)
written down
2nd Viewing
8 mins
-Ss are asked to form groups of four and each
group chooses a character to pay attention to.
- Ss then watch the video again but with different
focus (camera shots chosen to explain characters)
and complete the section concerned on the
worksheet
-Different groups take turn to share their answers
-VCD
-Worksheet
6 (Second
Viewing)
with their classmates
- T comments on their answers
(with focus on Olive‟s part)
After
Viewing
4 mins
-Ss are shown the movie trailer and they are
required to make guesses or predict what would
happen to the family
http://www.youtube.com/watch?v=VWyH_twcM
l0
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-Video clip
on Youtube
-Worksheet
6 (After
Viewing)
Part 3: Love Actually
Stage
Pre-viewing
Duration Activities
Materials
5 mins
-T tells Ss they are going to watch
some film clips about the third family.
-T asks Ss these questions: “Will you
tell your parents if you are in love
with a girl / a boy?” “How will they
react if you do?” “How do you think
they should react?”
-T introduces one of the stories in the
film “Love Actually” that is about a
father Daniel and his son Sam
While-viewing 15 mins
-Ss watch Scene A and talk about the
relationship between the father and
the son and the symbolic meaning of
the Titanic scene in context
-T tells Ss: With the support from his
father, Sam learnt how to play the
guitar and hoped to win Joanna‟s
attention and love at the school
concert. After the concert, Sam did
not feel Joanna had noticed him at all
and she was going to the airport that
night. He felt frustrated. Guess
how the father would react and
explain
-Ss watch Scene B and talk about the
relationship between the father and
the son and the symbolic meaning of
the Titanic scene in context.
Post-viewing
Assignment
Ss are asked to express their feelings
towards their relationship with their
parents by writing a diary entry.
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Scene A from Love
Actually
Scene B from Love
Actually
Remarks for Part Three:
Summary of Scene A:
At night, Sam could not sleep and told Daniel some „terrible news‟. Sam told Daniel
that Joanna (a girl Sam loved secretly but he had no chance to talk her) was going back to
America very soon. Sam felt really upset. Daniel was patient enough to listen to Sam
and supported him as Daniel understood having someone we love was part of everyone‟s
life. The scene shows the trust and support between the father and the son.
Summary of Scene B:
Daniel cheered Sam up and encouraged him to go to the airport and say goodbye to
Joanna, which was the last chance before she left. Eventually, Sam successfully said
goodbye to Joanna and Joanna gave him a kiss. Sam felt satisfied and was thankful to
Daniel. It shows how the father and the son can support and trust each other and this is
important in the growth of the son.
Symbolic meaning of the Titanic scenes:
Scene A---The Titanic flying scene represents the trust between the father and the son: Do
you trust me? I trust you.
Scene B---When the father hugged the son, the son opened his arm as if he was flying
like the Titanic flying scene before. It echoes with Scene A showing the supportive and
trusting relationship between the father and the son.
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Name: ___________________________
Date: _____________________
Worksheet 1A
You should pay attention to the background when Augustus Gloop is reading aloud the
details of the Golden ticket to the Wonka‟s chocolate factory.
Depict the setting?
1. ______________________________________
2. ______________________________________
3. ______________________________________
4. ______________________________________
What does the setting of the background tell you about Augustus Gloop?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
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Name: ___________________________
Date: _____________________
Worksheet 1B
You should pay attention to the background when Veruca Salt is reading aloud the details
of the Golden ticket to the Wonka‟s chocolate factory.
Depict the setting?
1. ______________________________________
2. ______________________________________
3. ______________________________________
4. ______________________________________
What does the setting of the background tell you about Veruca Salt?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
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Name: ___________________________
Date: _____________________
Worksheet 1C
You should pay attention to the background when Violet Beauregarde is reading aloud
the details of the Golden ticket to the Wonka‟s chocolate factory.
Depict the setting?
1. ______________________________________
2. ______________________________________
3. ______________________________________
4. ______________________________________
What does the setting of the background tell you about Violet Beauregarde?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
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Name: ___________________________
Date: _____________________
Worksheet 1D
You should pay attention to the background when Mike Teavee is reading aloud the
details of the Golden ticket to the Wonka‟s chocolate factory.
Depict the setting?
1. ______________________________________
2. ______________________________________
3. ______________________________________
4. ______________________________________
What does the setting of the background tell you about Mike Teavee?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
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Name: ___________________________
Date: _____________________
Worksheet 2A
Imagine you are the Good Angel, you are now going to persuade Charlie to sell the
Golden ticket to the Wonka‟s factory and help the family.
What would you say?
Jot down the points below and present your arguments to Charlie.
Try to organize your points and use signposts.
I am the Good Angel
Charlie, I am the Good Angel, you should sell your ticket for………..
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Name: ___________________________
Date: _____________________
Worksheet 2B
Imagine you are the Bad Angel, you are now going to persuade Charlie to visit the
Wonka‟s factory.
What would you say?
Jot down the points below and present your arguments to Charlie.
Try to organize your points and use signposts.
I am the Bad Angel
Charlie, I am the Bad Angel, you should not sell your ticket for…..
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Name: ___________________________
Date: _____________________
Worksheet 3
Assignment
You can choose a role. You can be Grandpa Joe, Mr. Bucket or Charlie.
You have to decide whether to sell the Golden ticket or not from the point of view of your
role, support the decision with at least 3 reasons and write about 200 words.
Reminder:
 You should use a paragraph to write only ONE reason.
The layout of the paragraph should include:
 Topic sentence
 Elaboration

 Evidence
 Conclusive statement
You should use connectives as signposts.
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
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Name: _______________________
Date: _____________________
Worksheet 4
Read the questions first before you watch the video clip.
1.
2.
3.
4.
5.
What do you think the father is thinking?
Do you think he is worried about his daughter?
What do you think about the daughter‟s behaviour? What about yourself? Do you
behave similarly as the daughter does?
Do you think the way he shows his love to his daughter is appropriate?
Why do you think a close-up is used?
Now, watch the video clip and put down your thoughts on the note sheet below.
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Duration of video clip: 1:36:38 – 1:39:03
Scripts:
GRANDMA:
CHARLIE:
CHARLIE:
MOM:
DAD:
DAD:
CHARLIE:
MOM:
WONKA:
I think there's someone at the door.
Hi, Mom.
Mom. Dad. We're back.
Charlie.
Charlie.
Goodness.
This is Willy Wonka. He gave us a ride home.
I see that.
You must be the boy's…
DAD:
WONKA:
GRANDPA:
WONKA:
Parents?
Yeah. That.
He says Charlie's won something.
Not just some something. The most ''something'' something of any something
that's ever been. I'm gonna give this little boy my entire factory.
GRANDPA: You must be joking.
WONKA: No, really. It's true. Because you see, a few months ago, l was having my
semi-annual haircut and I had the strangest revelation. In that one silver hair I
saw reflected my life's work my factory, my beloved Oompa-Loompas. Who
CHARLIE:
MOM:
WONKA:
GRANDPA:
WONKA:
would watch over them after I was gone? I realized in that moment: I must find
an heir. And l did, Charlie. You.
That's why you sent out the golden tickets.
(whispering to her husband) What are Oompa-Loompas?
I invited five children to the factory and the one who was the least rotten would
be the winner.
That's you, Charlie.
So, what do you say? Are you ready to leave all these behind and come live with
me at the factory?
CHARLIE: Sure. Of course. I mean, it's all right if my family come too?
WONKA: Oh, my dear boy, of course they can't. You can't run a chocolate factory with a
family hanging over you like an old, dead goose. No offense.
GRANDPA: None taken, jerk.
WONKA: A chocolatier has to run free and solo. He has to follow his dreams. Gosh darn the
consequences. Look at me. I had no family, and I‟m a giant success.
CHARLIE: So if I go with you to the factory, I won't ever see my family again?
WONKA: Yeah. Consider that a bonus.
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Name: _______________________
Date: _____________
Worksheet 5
Writing Task
Read the following conversation between Charlie and Mr Wonka.
Are you ready to leave all these behind and come
live with me at the factory?
It's all right if my family
comes too?
Oh, my dear boy, of course they can't.
You can't run a chocolate factory with a
family hanging over you A chocolatier has
to run free and solo.
Look at me. l had no family, and I’m a giant
success.
So if I go with you to the
factory, I won't ever see my
family again?
If you were Charlie, what would you do? Would you accept Mr Wonka‟s offer?
Write a letter to tell Mr Wonka what your decision is.
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101
102
Name: _______________
Class: _______ (
)
Worksheet 6 (Movie: Little Miss Sunshine)
Before Viewing
1.
What is “Family” meant to you?
_________________________________________________________________
_________________________________________________________________
2.
Why is family so important to all of us?
_________________________________________________________________
_________________________________________________________________
First Viewing (0”00-4”05)
Characters
What words would you use to describe
this character?
1. Daughter Olive
2. Father Richard
3. Brother Dwayne
4. Grandpa
5. Mother Sheryl
6. Uncle Frank
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What is your feeling about this
character?
Second Viewing (0”00-4”05)
Close up
Medium shot
Long shot
Wide shot
High–angle shot
Low-angle shot
Point of view shot
etc
Characters
Camera shot(s) used
(choose 1 to discuss)
Why does the director use these camera techniques?
What meaning do you think this conveys?
1. Daughter Olive
E.g.) close-up
- to show the emotion/ facial expression of Olive (has a
dream of winning beauty contest)
2. Father Richard
3. Brother Dwayne
4. Grandpa
5. Mother Sheryl
6. Uncle Frank
After Viewing (Optional: Movie Trailer)
1.
What is your impression on this family? What do you think would happen to them?
Hurry Up! We must go to
California on time…
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4.3 An Extended Film Review
Film Review – Freaky Friday
The theme of this film is basically about parent-child relationship. It is a very good movie
to be watched by both adults and teenagers. It is such a good laugh as well because the
lesson of communication and understanding each other‟s needs is taught in a comic way.
You will never feel bored and the setting is so close to us.
The film is mainly about Anna‟s family. Anna is a high school student who has a passion
for her rock band and fancies a boy at school. Her little brother, Harry, is a mischievous
boy who loves playing tricks on her and he feels excited when he can make Anna yell and
scream at him. Anna‟s mom, Tess, is a professional psychiatrist whose life is busy with
patients‟ problems and she is in the process of arranging her wedding party, which is her
second marriage.
The film begins when Jamie Lee Curtis (Mother/Dr Tess Coleman) and Lindsay Lohan
(daughter/Anna) have no real communication at home and they both focus on what they
want in their lives. Anna is discontented with the way her mom treats her.
She feels her
mom does not respect her and understands her. For example, she is told to keep quiet
whenever her little brother makes her mad.
Her mom keeps rejecting her requests, such
as having her ear cartilage pierced. Her mom does not believe her when she tells her it is
not her fault when her English teacher gives her “F” grade on her assignment and she is
bullied.
Anna‟ mom is simply too busy with her own life and spends relatively little time with her
daughter and she keeps thinking what she does is for the best of her daughter. The two of
them keeps arguing until one Thursday evening when they have a fight in a Chinese
restaurant, a Chinese old waitress gives them two enchanted fortune cookies to eat. The
freaky thing happens on Friday morning when they find out they are trapped in each
other‟s body, literally being forced to walk in each other‟s shoes. They are then forced
to live as who they look but the problems arise because Tess is going to have her
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rehearsal dinner on Saturday and Anna is going to have her rock band‟s big audition on
the same night.
Of course, Tess finally realises how Anna passes her day at school, being bullied or
unfairly treated by her English teacher. Anna accidentally finds out how much her little
brother likes her, how hard her mom works and what kind of man she is marrying to.
Until then, with the understanding of each other and being able to let go of their own self,
they finally switch back to who they are during the rehearsal dinner.
There are a lot of funny scenes in the movie which makes it very entertaining.
For
example, how Anna‟s mom plays in the rock band audition, how Anna acts like a
professional psychiatrist and does her book promotion on TV. They just play their role so
well. I particularly admire Jamie Lee Curtis. I think her acting skill is really awesome.
With the look of a 40-year-old woman, somehow she can just play like a teenage girl,
with all those facial expressions, gestures and intonation. That certainly makes this movie
a good watch.
I highly recommend this movie to both parents and teenagers. I think it is worth
discussing the issues in the movie after viewing it. That can surely improve their
communication and understanding.
Teenagers especially will find this movie
thought-provoking because sometimes they are just too self-centred and forget the people
around them.
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5.0 Conclusion
Poems, songs and films may seem like three different types of genres, but they
are related to one another indeed. They are usually means of expressing feelings, moods
and messages. Students can learn language not only for the forms or structures, but the
meaning behind the text, which makes them not only being a literate, but also being
literacy.
These genres usually carry a theme so students can be exposed to different
types of genres based on the same theme. For example, I can show students some film
clips about love – Notting Hill. Then I can play the song „She‟ in the movie and let them
read the lyrics of the song, talking more about the literary techniques used in the song and
finally ask them to write another poem similar to the one they read.
Language arts can really help students learn English in an authentic way.
Providing a means for students to discuss, it is much easier for students to express their
feelings, respond to the texts and learn the language patterns in a meaningful way.
Language arts can stimulate students‟ interests, motivate them and let them know that
learning English can be fun and related to their life. Students‟ creativity can also be
enhanced as language arts always encourage students to respond and express what they
think, such as writing a poem, rewriting lyrics or analysing film characters.
After joining this course, I have found that applying language arts in English
language teaching is manageable and beneficial. It is also better to incorporate the
elements of language arts in the junior forms when students are more willing to express
their ideas and they are more creative. It can certainly pave the way smoothly to the NSS
curriculum if students are taught with language arts genres in their junior secondary. I
will certainly apply what I have gained in this course into my teaching in the future. I can
add in these language arts elements based on the module themes in the course book. I am
sure that students can benefit from the use of language arts.
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