Poemsongs09(C.Y.)

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With the introduction of poems in the syllabus, students can learn to

appreciate beautiful pieces of works, understand poetic language and

features. They can broaden their vocabulary bank. They can also be

encouraged to interact with the texts actively. Their imagination can be

stimulated and thus they can use English in a creative way by writing their

own piece of poems. In short, students can experience the beauty ofEnglish through poetry.

Though we do not take Poems and Songs as an elective in NSS, we have

Popular Culture, in which poems should also play a part. Poems should be

taught more systematically and in a fun way in junior forms. Shape poetry,

limerick, haikus, ballads should be introduced so that students have a

clearer idea about the characteristics of different types of poems. When

they get promoted to higher forms, they should be a bit more prepared tohandle the module of Popular Culture. Besides, as there are poems in the

reading and listening parts of TSA, students may not be scared of this

kind of text-type if poetry is taught spirally and more thoroughly in junior

forms.

One obvious concern is the selection of appropriate materials for our

students. As many poets would like to use lots of poetic devices like

metaphors, metonymy and difficult vocabulary, students may find it

difficult to understand the hidden messages conveyed between the lines.

Their understanding is further hindered if students have limited

knowledge about the background of the poets. So, poems must be chosen

according to studentsinterest, needs and ability.

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Theme of lesson: explore the cycle/changes of life through nature

Level of students: F.4

School context: an EMI school in which students have exposure to poetry in their

junior forms

Number of lessons and length of time: 3 lessons (120 minutes)

A. Learning objectives:

1. To address the themes of Natureand Cycle of Lifethrough poetry.

2. To explore the central ideas of the two poems about swans.

3. To elicit personal responses from students to the meanings of the poems.4. To introduce to students the sound, structure of Haiku and some literary

features of poetry like rhyme.

5. To teach students descriptive language for describing things.

B. The Lesson Plan

Poem Activities Duration

Swan Haiku

(40 mins)

1. T shows the book cover of the fairy tale Ugly

Duckling and asks Ss to recall the story. (Sets thescene and provides a vivid image to facilitate Ss

understanding of the poem.)

2. T shows the picture of a young swan side by side

with the haiku and read the poem out slowly,

explaining the difficult words: cygnet and preening

(1st

reading)

3. 2nd

reading: Ss are asked to group in 4 and discuss

the central ideas of the poem.

4. Ss are invited to share their opinion on the central

ideas with the rest of the class.

Expected central ideas:

a) Life is full of changes;

b) There are always hopeswhat we are now isnt

equal to what we will be.

5. 3rd

reading: Ss are asked to read in groups to identify

the linguistic features

a. the adjectives usedgrey, dirty;

5 mins

2 mins

5 mins

10 mins

3 mins

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b. the tense usedsimple present

6. Ss read for the sound and structure of a haiku and

complete the worksheet

a. How many stanzas are there?1

b. How many lines are there?3

c. How many syllables are there in line 1,2,3? 5,7,5

respectively

d. Are there any words which have the contrast

meaning?cygnet vs swan; today vs tomorrow

e. What is the use of a haiku?

captures a single moment in nature. (Inductive

approach)

7. T summaries the features, sound and structure of a

haiku.

10 mins

5 mins

The Wild Swans at

CoolebyWilliam

Butler Yeats

(80 mins)

Preparation: Ss are asked to draw pictures of the poem

to illustrate its meaning. Ss can then compare their

drawing with the powerpoint in the lesson.

Pre-reading

1.

T shows a picture about swans swimming in a lake atthe beginning of the lesson & asks Ss their feelings

about the swans. (Swan Lake is played as the

background music.)

1st reading

1. T reads the poem slowly stanza by stanza, goes

through the vocabulary & shows pictures of the

scenes of each stanza as portrayed in the poem.

2. T asks Ss to note the poems title & underline all the

words/phrases that describe the swans in the poem

in order to create the swans image.

2nd

reading (close reading: focus on meaning)

1. T shows the picture of the first stanza again and asks

Ss about the setting of the poem.

Time of the day

Season/month

3 mins

10 mins

10 mins

10 mins

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Place

Mood/environment

2(a) Jigsaw approach (Ss are asked to form groups of 4

and each group is responsible for one section only.)

Section 1: The second & third stanzas call up old

memories & emotions of the poet. Which line in the

poem shows this? What does the poet remember?

How did he feel when he saw the swans for the first

time?

Section 2: The third to fifth stanzas describe the

present feelings of the poet. How does he feel when

he sees the swans again? Is his feeling the same as

before? What are the changes in him?

Ss are asked to report their discussion results.

2(b) Group work: all groups have to work on the

worksheet about the following:

1. Complete the table of comparison which shows the

changing feelings of the poet between now & then.

2. Discuss the central ideas of the poem.

The vitality, passion, aspiration & freedom of youth

Fear of ageing & loss of inner fire & inspiration to

create

Longing for the past

Changes of life & the cycle of nature & life

3. T elicits responses from Ss.

3rd

reading (focus on sound and structure)

Ss are asked to work in groups to find out the rhyming

scheme and the structure of the poem.

Post reading (Homework)

Ss are asked to write reflections on the following

questions and hand in their work on the next day.

(Individual work)

a. What do you think about the image of the swans as

presented in the poem?

b.

How are the swans different from the poet?

10 mins

10 mins

10 mins

10 mins

5 mins

2 mins

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c. Among the people you know, can you find the swan

spirit in them? Name one of the persons you know.

d. Do you think you have this spirit in you? Why or why

not?

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The Ugly Duckling

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The Swan Haiku

Swan aikuhttp://wordsplash.blogspot.com/2007/03/swan-haiku.html

A cygnet today

preening grey, dirty feathers

is tomorrow's swan.

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The Swan Haiku Worksheet

1 The centr al ideasof the poem:

2 The lingui stic features

a Can you find the adjectives used to describe the swan?

b What is the tense of this poem?

3 The sound and structure of a haiku

a How many stanzas are there?

b How many lines are there?

c How many syllables are there in line 1, 2, 3?

d Are there any words which have the contrast meaning?

e What is the use of a haiku?

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The Wild Swans at Coole byWilliam Butler Yeats

http://www.bartleby.com/148/1.html

THE TREES are in their autumn beauty,

The woodland paths are dry,

Under the October twilight the water

Mirrors a still sky;

Upon the brimming water among the stones

Are nine-and-fifty swans.

The nineteenth Autumn has come upon me

Since I first made my count;

I saw, before I had well finished,

All suddenly mount

And scatter wheeling in great broken rings

Upon their clamorous wings.

I have looked upon those brilliant creatures,

And now my heart is sore.

Alls changed since I, hearing at twilight,

The first time on this shore,

The bell-beat of their wings above my head,

Trod with a lighter tread.

Unwearied still, lover by lover,

They paddle in the cold,

Companionable streams or climb the air;

Their hearts have not grown old;

Passion or conquest, wander where they will,

Attend upon them still.

But now they drift on the still water

Mysterious, beautiful;

Among what rushes will they build,

By what lakes edge or pool

Delight mens eyes, when I awake some day

To find they have flown away?

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The Wild Swan at Coole ~ William Butler Yeats

Preparation

1.

Draw a picture to illustrate the meaning(s) of the poem. It can be a cartoon

picture.

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1st reading (focus on meaning)

1. What words or phrases are used by the poet to describe the swans? Do these

words/phrases echo those given by you/your classmates given at the beginning

of the lesson?

2. What kind of image is created by the poet for the swans?

2nd reading (focus on meaning)

Understanding the setting of the poem (1st

stanza)

Time of the day:

Season/month:

Place:

Mood/environment:

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Group work

(a) Each group will be assigned to work on ONE of the following sections only. Each

group needs to report their discussion results.

Section 1

The second and third stanzas call up old memories and emotions of the poet.

Which line in the poem shows this? What does the poet remember? How did he

feel when he saw the swans for the first time?

Section 2

The third to fifth stanzas describe the present feelings of the poet. How does he

feel when he sees the swans again? Is his feeling the same as before? What are

the changes in him?

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(b) A table comparing the changing feelings of the poet between now and then

Copy the lines from the poem which show how the poet felt in the past and how

he feels now into the table below. Give your comments in the last column of the

table.

Quotes

Your CommentsPast feelings of the poet Present feelings of the

poet

What are the central ideas in the poem?

1.

2.

3.

3rd reading (focus on sound and structure)

1 Work out the rhyming scheme of the poem. What kind of rhyming pattern does

the poem have?

2 How many stanzas does the poem have and how many lines are there in each

of the stanzas?

3 Do you think the poem has a neat organization? Explain.

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Post reading (Homework)

Write a reflection journal of about 100-150 words on the poem. The following

questions help to guide you to write your reflections.

What do you think about the image of the swans as presented in the

poem?

How are the swans different from the poet?

Among the people you know, can you find the swan spirit in them? Name

one of the persons you know.

Do you think you have this spirit in you? Why or why not?

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~ Wild Swans at Coole ~

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a Writing a poem

Come and

Have a look!

Reindeer are pulling the sleigh!

In a moment,

Santa Claus will come!

There are presents

In the bag dragged by our guest

Nothing happens? Oh!

Astorm has scared him away!!

b An extended response to a poem

To Daffodils - Robert Herrick

Fair Daffodils, we weep to see

You haste away so soon;

As yet the early-rising sun

Has not attaind his noon.

Stay, stay,

Until the hasting day

Has run

But to the even-song;

And, having prayd together, we

Will go with you along.

We have short time to stay, as you,

We have as short a spring;

As quick a growth to meet decay,

As you, or anything.

We die

As your hours do, and dry

Away,

Like to the summers rain;

Or as the pearls of mornings dew,Neer to be found again.

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The central ideas of the poem To Daffodilsis that life of nature is

short and the poet laments that beautiful things do not last long. He begins

by saying that we are sad to see the beautiful daffodils haste away so fast.

They die even before noon. I can feel the mourning of the poet towards

the daffodils. Then he urges the daffodils to stay with the evening prayers

who will accompany them. In fact, he is comparing humans to flowers as the

life of men is also short. Both of them grow very fast and will pass away

soon. To him, life is as short as spring, is like summer s rain, is like

mornings dew which vanishes very soon. The mood of the whole poem is sad

as he uses words like weep, decay, die, dry away etc.

I agree with the poet that life is short and thus we should treasure what

we have now. Though we are busy, we should be with our parents moreoften as they are getting older and older. We should love them, treat them

better with patience and we will not regret when they are no longer with us.

Besides, as life is short, we should not waste time. We should do something

meaningful. After all, it is more bless to give than to receive.

I think the poem is worth being taught as it is very meaningful. Concerning

the sound and structure, there are lots of rhymes, like soon-noon; stay-day;

song-long; spring-anything; die-dry; rain-again. The structure is very neat.

The number of syllables in the corresponding lines of the two stanzas is

the same. For example, line 1 of both stanzas has 8 syllables while line 2

has 6 etc. For language, similes can be taught in this poem.

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Teaching songs can attract students attention in class as normally

teenagers like listening to music. After all, songs are easily obtainable

from albums or youtube on the Internet. It is not difficult to find songs

with suitable themes and levels. In short, teaching songs suits students needs and interest. It is a way to get students exposed to authentic and

natural language.

Besides, from the song lyrics, vocabulary, grammar items can be brought

about. Many lyrics are even written with poetic features. With proper

prompt, students can respond to the songs and understand the moods and

feelings conveyed and relate them to their personal life experience.

Using songs is practical in my school since students really enjoy listening to

music. Songs with the same themes as in the chapters of the textbooks

can be introduced as the lead-in activity. More open-ended questions can

be raised to elicit their response instead of merely asking students to fill

in the blanks, which to a large extent is meaningless. Students may even be

asked to write reflective journal to express their personal feelings

towards the lyrics.

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Theme of lesson Broken relationship

Level of Students S5

School context EMI school in which students have exposure to songs in

their junior forms and have reasonable standard of English

Length of Time 3 lessons (120 minutes)

Learning objectives By the end of the lesson, students should be able to:

1. identify the central idea of the songs

2. appreciate the song lyrics

3. give personal feelings/responses of the songs in an

intelligent ways4. understand the features of narrative songs

Texts 1. Last ChristmasWham!

2. Same Old Lang SyneDan Fogelberg

Resources/References Song 1:http://www.youtube.com/watch?v=3354flS1KJs

Song 2:http://www.youtube.com/watch?v=IhjYbfK9vrk

Teaching Materials Worksheets, Computer & Projector

Timeallocation

Teaching steps Purpose

1 min.

5 mins.

10 mins.

15 mins.

9 mins.

1. T plays the introduction of Song

and asks Ss to guess the setting and

the mood of the song.

2. T gives out Worksheet 1 and asks Ss

to jot down the key lyrics/words of

Song when they listen to the song.

3. T plays Song again and asks Ss to

focus on and guess the age,

appearance and the mood of the

main character (Worksheet 2).

4. T presents the song lyrics of Song

to the Ss and shows the music video

and complete Worksheet 3.

5. In groups, Ss discuss to find the

central/poetry ideas (reunion of

ex-lover at a festive season, love can

Lead-in activities

Characterization &

Scene setting

Problem, Outcome &

Resolution

Central/Poetry ideas

Features of

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hurt) and the features (setting,

characters, story plot, narration,

past tense) of Song (Worksheet 4).

narrative songs

5 min.

10 mins.

15 mins.

5 mins.

30 mins.

15 mins.

1. T presents a picture of Christmas

Eve. What will Ss do at that time?

Who do they want to be with?

2. T presents the song lyrics of Song 2

to Ss and asks Ss to do the

characterization and setting.

(Worksheet 5)

3. T plays Song 2 and asks Ss to

identify the story plot, the changes

of mood and the central ideas of the

song. (Worksheet 6)

4. T plays Song 2again and asks Ss to

work out the rhyming scheme

(ABCB) of the song.

5. In groups, Ss are asked to rewrite

Stanzas 68 into a dialogue and act

out the scene. (Worksheet 7)

6.

Creative response: Ss are asked towrite a diary entry from the view

point of one of the characters in

either Song or Song 2. (Worksheet

8)

Lead-in activities

Characterization &

Scene setting

Central / Poetry ideas

Sound/Structure

Language: Direct &

Indirect Speech

Personal response

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Song 1

Last Christmas ~ Wham

Chorus:

Last Christmas

I gave you my heart

But the very next day you gave it away

This year

To save me from tears

I'll give it to someone special

Chorus

Once bitten and twice shy

I keep my distance

But you still catch my eye

Tell me baby

Do you recognize me?

Well it's been a year

It doesn't surprise me

"Merry Christmas"

I wrapped it up and sent it

With a note saying "I love you"

I meant it

Now I know what a fool I've been

But if you kissed me now

I know you'd fool me again

Chorus x2

ooooo

oh oh baby

A crowded room

Friends with tired eyes

I'm hiding from you

And your soul of ice

My god I thought you were

Someone to rely on

Me?

I guess I was a shoulder to cry on

A face on a lover with a fire in his heartA man under cover but you tore me apart

oh oh

Now I've found a real love you'll never fool me again

Chorus x2

SPECIALLLLLL

A face on a lover with a fire in his heart ( Gave you

my heart)

A man under cover but you tore me apart

Maybe, Next year I'll give it to someone

I'll give it to someone special.

special.

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Worksheet 1

First Listening

Listen to the song and write down thekey lyrics

that you hear or anywords

that speak to you.

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Worksheet 2

Second listening

Now you are going to hear the song again. Discuss the following questions.

1. How old do you imagine the singer to be?

2. What do you think the singer look like?

3. What is the setting of the song?

4. What might he be doing?

5. Is the mood of the song the same as your prediction?

Explain your answer.

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Worksheet 3

Third Listening

Now you are going to view the music video of the song Last Christmas by Wham! Discuss the following questions.

Structural components Your analysis

PROBLEM- What happened to the characters?

- What problem did the characters have?

OUTCOME

- What happened in the end?

RESOLUTION

-What have the characters learned from the story?

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Worksheet 4

Post-listening activity

After listening to the song Last Christmas,try to answer the following questions.

1. What is the central idea of the song?

2. The song Last Christmasis an example of narrative song.Can you work out the characteristics of the song?

3. Do you like the story narrated in the song? Justify youranswer.

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Song 2

Same Old Lang Syne

Dan Fogelberg)

Met my old lover in the grocery store,

The snow was falling Christmas Eve.

I stole behind her in the frozen foods,

And I touched her on the sleeve.

She didn't recognize the face at first,But then her eyes flew open wide.

She went to hug me and she spilled her purse,

And we laughed until we cried.

We took her groceries to the checkout stand,

The food was totalled up and bagged.

We stood there lost in our embarrassment,

As the conversation dragged.

We went to have ourselves a drink or two,

But couldn't find an open bar.

We bought a six-pack at the liquor store,

And we drank it in her car.

We drank a toast to innocence,

We drank a toast to now.

And tried to reach beyond the emptiness,But neither one knew how.

She said she'd married her an architect,

Who kept her warm and safe and dry,

She would have liked to say she loved the man,

But she didn't like to lie.

I said the years had been a friend to her,

And that her eyes were still as blue.

But in those eyes I wasn't sure if I saw,

Doubt or gratitude.

She said she saw me in the record stores,

And that I must be doing well.I said the audience was heavenly,

But the traveling was hell.

We drank a toast to innocence,

We drank a toast to now.

And tried to reach beyond the emptiness,

But neither one knew how.

We drank a toast to innocence,

We drank a toast to time.

Reliving in our eloquence,

Another 'auld lang syne'......

The beer was empty and our tongues were tired,

And running out of things to say.

She gave a kiss to me as I got out,

And I watched her drive away.

Just for a moment I was back at school,And felt that old familiar pain .........

And as I turned to make my way back home,

The snow turned into rain ............

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Worksheet 5

Now you are going to read the song lyrics. Write down your analysis in the following table.

Structured components Your analysis

Scene Setting

When?

Where?

Characterization Character 1 Character 2Who?

Age?

Appearance?

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Worksheet 6

Now you are going to listen to Same Old Lang Syne by Dan Fogelberg. Identify the moods at different stages of the song.

In the grocery store

Action / Body Language:

Mood:

Cause of mood:

At the checkout stand

Action / Body Language:

Mood:

Cause of mood:

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In the car

Action / Body Language:

Mood:

Cause of mood:

Alone in the car park

Action / Body Language:

Mood:

Cause of mood:

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She said she'd married her an architect

Kept her warm and safe and dryShe said she'd like to say she loved themanbut she didn't want to lie

I said the years had been a friend to herand that her eyes were still as blueBut in those eyes I wasn't sure if I sawdoubt or gratitude

She said she saw me in the record storeand that I must be doing wellI said the audience was heavenlybut the traveling was hell

Worksheet 7

Rewrite the following stanzas into a dialogue between her and me. You may give names to the characters. You can add any details to make thedialogue more interesting.

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Worksheet 8

Imagine you were one of the characters in Song or Song 2. Write a diary entryabout meeting your ex-lover.

Song title: Last Christmas Same Auld Lang Syne

Character: Singer Ex-girlfriend

Dear Diary,

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Theme of lesson Support and Love

Level of Students S5

School context EMI school in which students have exposure to songs in their

junior forms and have reasonable standard of English

Length of Time 3 lessons (120 minutes)

Learning objectives By the end of the lesson, students should be able to:

1. identify the central idea of the songs.

2. appreciate the song lyrics.

3. understand the importance of support to disaster victims.

4. give personal feelings/responses of the songs in an intelligent

ways.

5.

learn positive and negative words.

Texts 1. Bridge Over Troubled WaterSimon and Garfunkel

2. We are the WorldA group of Artists

Resources/References Song 1a Bridge over Troubled Water:

http://www.youtube.com/watch?v=GYKJuDxYr3I

Song 1b (Chinese version for the Flooding Disaster in 1991)

http://www.youtube.com/watch?v=L5kGO4sGe2M

Song 2 : We are the World

http://www.youtube.com/watch?v=NJaHISj2Z7E&feature=related

Teaching Materials Worksheets, Computer & Projector

Time

allocation

Teaching steps Purpose

7 mins

6 mins

6 mins

1. T asks Ss if they have experienced any troubles before

and asks them what their feelings were when they

faced those troubles and what they needed most atthat time.

2. T shows the pictures and asks Ss what they feel about

them. T introduces the song title Bridge over

Troubled Water, asks Ss to guess its meaning and

what they expect the song is about. (Worksheet 1)

3. T plays Song 1a and asks Ss to write down as many

key words as possible. (Worksheet 2)

4. T plays Song 1a again and asks Ss to focus on the

mood of the singer and the pianist.

5. In groups of 4, T asks Ss to read the lyrics and figure

Lead-in activities

Prediction

Mood setting

Mood setting /

Central ideas

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5 mins

3 mins

8 mins

5 mins

out the central ideas and how the mood changes.

(Worksheet 3)

6. T asks Ss to read the lyric again and find out all the

words that show negative meaning and positive

meaning. (Worksheet 4)

7.

T plays Song 1b and asks Ss to guess why the song is

translated to Chinese (Ans: because of the disastrous

flooding incident in 1991) and what the lyrics are

about.

8. In groups of four, T asks Ss to compare the two

versions and find out the similarities and differences.

(Worksheet 5)

Language item:

Positive and

negative words

Prediction

Compare and

contrast

5 mins

15 mins

10 mins

15 mins

10 mins

25 mins

1.

T shows the pictures and asks Ss what they think

about them.

2. T gives Ss the lyrics. In groups of 4, T asks Ss to

choose one stanza to work on. Ss are asked to mime

the lyrics and perform.

3. T plays Song 2 (without showing the video). Ss are

asked to discuss the central ideas of the song in

groups. (Worksheet 6)4. T plays Song 2 again with the MTV, asks Ss how they

feel about the MTV and if they have more

understanding of the message spread in the song.

5. T shows pictures of Sichuan Earthquake and asks

them to share their feeling towards the incident and

what we can do to help the victims. (Worksheet 7)

6. In groups of 4, T asks Ss to draw a poster to appeal

for support from their classmates to offer help to thevictims and present the posters to the class.

(Worksheet 8)

7. Homework: T asks Ss to write a letter from the angle

of a victim to talk about his/her feelings, recent life

and thoughts. (Worksheet 9)

Lead-in activities

Familiarize with

the lyrics; small

performance

Central ideas

Personal

response

Creative work

Personal

response

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Song 1a

Bridge over troubled Water ~ Simon and Garfunkel

When you're weary

Feeling small

When tears are in your eyes

I will dry them all

I'm on your side

When times get rough

And friends just can't be found

Like a bridge over troubled water

I will lay me down

Like a bridge over troubled water

I will lay me down

When you're down and out

When you're on the street

When evening falls so hard

I will comfort you

I'll take your part

When darkness comesAnd pain is all around

Like a bridge over troubled water

I will lay me down

Like a bridge over troubled water

I will lay me down

Sail on Silver Girl,

Sail on by

Your time has come to shine

All your dreams are on their way

See how they shine

If you need a friend

I'm sailing right behind

Like a bridge over troubled water

I will ease your mind

Like a bridge over troubled water

I will ease your mind

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Song b

(adapted from Bridge over Troubled Water for the disastrous flooding incident in China in 1991)

Ooh...

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Worksheet 1

Bridge over Troubled Water means.

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Worksheet 2

First Listening

Listen to the song and write down the key lyricsthat you hear.

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Worksheet 3

1. Listen to the singer and the pianist again. With the help of the lyrics, how and

why does the mood of the song change? Explain your answers.

2. The central ideas of the song:

Mood

because

Mood

because

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Worksheet 4

Write down the positive words (in the heart) and the negative ones (in the

lightning).

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Worksheet 5

Compare the two versions of the song and find out the similarities and differences.

Bridge over Troubled Water Chinese Version

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Song 2

We are the World ~ Michael Jackson

There comes a time

When we head a certain call

When the world must come together as one

There are people dying

And it's time to lend a hand to lifeThe greatest gift of all

We can't go on

Pretending day by day

That someone, somewhere will soon make a change

We are all a part of

God's great big family

And the truth, you know love is all we need

[Chorus]

We are the world

We are the children

We are the ones who make a brighter day

So let's start giving

There's a choice we're making

We're saving our own lives

It's true we'll make a better day

Just you and me

Send them your heartSo they'll know that someone cares

And their lives will be stronger and free

As God has shown us by turning stone to bread

So we all must lend a helping hand

[Chorus]

We are the world

We are the children

We are the ones who make a brighter day

So let's start giving

There's a choice we're making

We're saving our own lives

It's true we'll make a better day

Just you and me

When you're down and out

There seems no hope at all

But if you just believe

There's no way we can fall

Well, well, well, well, let us realizeThat a change will only come

When we stand together as one

[Chorus]

We are the world

We are the children

We are the ones who make a brighter day

So let's start giving

There's a choice we're making

We're saving our own lives

It's true we'll make a better day

Just you and me

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Lead in activities

Worksheet 6

The central ideas of the song:

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Worksheet 7

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1. How do you feel about the incident?

2. How can we help the victims?

Help Box

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Worksheet 8

Write a letter from the angle of a victim (either from Sichuan

earthquake or from African starvation) to talk about your feelings, recent life and

thoughts.

Dear helpers,

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Worksheet 9

Draw a poster to appeal for support from your classmates to offer

help to those victims.

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It is always a good idea to use films in class. Apart from making lessons

more interesting and enjoyable, these materials provide samples of

authentic language use. Films are in fact stimuli for learning English.

Students can learn vocabulary, sentence structures, idioms, slangs,

stress, rhythm and intonation from watching the movies. Students can beaware of the actors body movement, gesture, facial expressions, eye

contact etc, which all form part of our daily communication.

If video films are tied with graded readers, the effect can be even more

powerful. Students can understand the setting of the story more clearly,

when the sound effect, framing and camera movement etc all add meaning

to the story. The personality of the characters can be reflected more

vividly with this kind of visual aid. Thus, students may find it easier tounderstand the plot development and the characters.

With careful chosen film excerpts and a good design of classroom

activities, students will be encouraged to view the clips actively, as there

is always a focus for them to pay attention to while watching and then

thorough discussion can be carried out. Students can respond to the clips

more actively while critical thinking and creativity can be developed.

With the introduction of SBA in senior forms, non-print fiction and

non-print non-fiction are the text types students have to explore. It is

good to incorporate film clips in lessons. In my school, movies are

sometimes shown. But we normally display the whole film once and for all

with few follow-up activities. So, carefully planning of the lessons with

good guiding questions is needed. Thus, students will be greatly benefited

if we use films in a more pedagogical way rather than just regard them as

a means of entertainment in class.

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Theme Parent-Child Relationship

Level of Students Secondary Three

School Context EMI school in which students have exposure to poems

and songs in their junior forms and have reasonable

standard of English

Number of lessons 3 lessons (120 minutes)

Learning Objectives By the end of the lessons, students should be able to:

1. learn adjectives to describe people.

2. relate their life experience from the chosen film

clips.

3. give personal feelings or responses to the clips

they have viewed in an intelligent ways.

4. understand and discuss the effects of

sound/music on mood.

Texts / Resources Finding Nemo

Freaky Friday

Matilda

Teaching materials Worksheets, Computer & Projector

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Lesson 1Focus on Life Lesson

Time

allocationTeaching steps Purpose

5 mins

10 mins

10 mins

15 mins

T writes a question What makes an ideal

parent? on the bb and elicits free responses

from Ss.

T gives out a checklist of qualities of parents and

asks Ss to choose the 5 most important ones.

Ss can compare the choices with neighbors.

Matilda

T shows Clip A to Ss and asks them to establish

the characters of the chosen clip.

T shows Clip A again and asks Ss to focus on the

style of parenting of Mr. & Mrs. Wormwood.

Finding Nemo

T shows Clip B to Ss and asks them to establish

the character s of the chosen clip.

T shows Clip B again and asks Ss to focus on the

style of parenting of Marlin.

Post-viewing activity: Group discussion

In groups of 4, Ss are to compare and contrastthe two parenting styles.

Do you think there are real parents like them?

Support your views with examples in your daily

lives.

Lead-in activity

Characterization

& Central Idea

Characterization

& Central Idea

Focus on LifeLesson

Compare and contrast the different styles of parenting

Clip A: Matilda http://www.youtube.com/watch?v=nNKrEmcSZ-k(040 400)Clip B: Finding Nemo http://www.youtube.com/watch?v=SxyNSyqN6d8(031

428)

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Choose 5 most important qualities that make

an ideal parent from the following checklist.

caring kind considerate

understanding rich handsome / pretty

protective gentle open-minded

educated funny thoughtful

knowledgeable cheerful easy-going

strict polite good at cooking

clean & tidy patient fair

others

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Clip A Who are they?Name / Role:

Age:

Appearance:

Name / Role:

Age:Appearance:

Name / Role:

Age:Appearance:

Name / Role:

Age:

Appearance:

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Clip B Who says this?

There're over 400 eggs.

Odds are, one of them is

bound to like you.

Name / Role:

Coral, honey, these are

our kids we're talking

about. They deserve the

best.

Name / Role:

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In groups of four, compare and contrast the parenting styles of the

viewed clips. [List at least 5 items.]

Matildas parents Nemos parents

uncaring caring

Do you think there are real parents like them? Support your views with

examples in your daily lives.

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Lesson 2Focus on Life-lesson & Language

Time

allocationTeaching steps Purpose

2 mins

38 mins

T asks Ss if they have been detained before and

what their feelings were.

T asks Ss to describe their parents reaction

towards their detention.

Freaky Friday

T shows Clip C to Ss and pauses at 608.

In group of 4, Ss are to guess what will happen

and explain.

Ss are to write a dialogue between mother and

daughter.

Ss are to act out the scene. [T records the

performance for future use.]

Ss are to vote for the best dialogue & the best

performance.

T shows the rest of Clip C for the film version.

Ss are to discuss and suggest ways to settle the

dispute between mother and daughter.

Lead-in activity

Setting

Prediction

Script writing

Role play

Problem-solving

Clip C: Freaky Friday part 2 (406 742)

http://www.youtube.com/watch?v=MD1lRZ6jvIw&feature=related

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1. Have you or your friend ever been detained before? Yes No

2. Use an adjective to describe your / your friends feeling about the

detention.

________________________________________________________

3. What about your / your friends parents reaction towards the

detention?

_______________________________________________________

4. You are about to watch a clip from the movie Freaky Friday. In

groups of four, predict what will happen and justify your prediction.

What will happen next? Reason for prediction

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Based on your prediction, write a dialogue

between mother (Tess) and daughter (Anna).

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While you are enjoying your classmates performance, choose the

winners for:

The Best Dialogue

The Best Performance

based on the rubrics provided.

The Best Dialogue

Name:

The Dialogue I like best is produced by Group

__________.

I like the dialogue because:

The Best PerformanceName:

The performance I like best is produced by Group

__________.

I like the performance because:

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Can you help to settle the dispute between

mother (Tess) and daughter (Anna)?

Solution(s)Reason(s) for your

suggestions

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Lesson 3Focus on Technical Aspects of Film: Sound and Images

Time

allocationTeaching steps Purpose

5 mins

10 mins

15 mins

10 mins

T plays some sound track and asks Ss to describe

the mood / feeling.

Finding Nemo

T plays Clip D and asks Ss to focus on the music

and sound.

T elicits answers from Ss and introduces the

relationship between sound/music and mood.

Freaky Friday

T plays Clip C (without showing) and asks Ss to

draw the facial expression on a face.

Ss are to explain their drawings.

T plays Clip C again.

T shows the clips from the previous lesson and

asks Ss to add sound / music to their clips to

create a mood for their performance (as

assignment).

Lead-in activity

Understand &

discuss the

effects of sound

and mood.

Consolidation

Soundtrack:http://www.freesoundtrackmusic.com/Clip C:http://www.youtube.com/watch?v=MD1lRZ6jvIw&feature=related[406

742]

Clip D:http://www.youtube.com/watch?v=Cqb0L1CCgiU&feature=related[740

810]

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Describe your feeling when you hear the

following music.

Clip 1:

Clip 2:

Clip 3:

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Listen closely to the sound / music.

Draw my expression.

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Life is beautifulis a movie about comedy, drama, romance and war. In

1939 in Italy, carefree Jewish Guido, who works as a waiter, falls in love

with Dora, a school teacher, who later dumps her fianc and gets married

with Guido. They have a son called Giosie. One day, Guido and Giosie are

arrested and sent to the concentration camp. In order to help his son

survive the horrors, Guido disguises Holocaust as just a game and tells

Giosie that they have to try hard to win the grand prize a real tank.

One of the themes of the movie is about love. Guido is a great father. He

loves his son Giosie very much. He uses his imagination to convince him

that they are engaging in a game to win a great prize. All he does issimple to keep Giosie safe and protect him from the vile truth. Even

though Guido has to do the exhausting physical work in the camp, when he

meets Gisoie, he smiles and does not want to make him worried or afraid.

Dora, who is a non-Jewish, demands to be taken to the concentration

camp too after she knows that her beloved ones are caught. She should

have known that life will be very harsh there but she insists on doing so.

Later, Guido attempts to free Dora but is killed by the Nazi SS. We can

see the true love in the family.

Besides, it also tells us to deal with adversity with an optimistic mind.

Though the life in the concentration camp is brutal, Guido is still

optimistic. With his wits and creativity, he always finds a positive way to

tell the story even though things are not good to him at all. We should

learn from him indeed. There are always ups and downs in our lives. We

should not always grumble but try our best to find ways out. In case

something is out of our control, we should face it bravely and change ourattitude towards it. Life then becomes easier.

From the film, we can also see the cruel life in the days of Nazi rule.

Racial discrimination was there in the society. There was a scene in the

movie showing the sign reading Jewish and dogs are not allowedon the

window of shops. Whats more, Jewish were sent to the concentration

camp with an overcrowding living environment. They were not arrested

because of committing any crimes, but merely their race. How ridiculous

it was! Men were tortured by doing physically demanding work while old

people and kids were sent to the gas chamber. This kind of unfair

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treatment is totally unreasonable but once existed in our world.

Concerning the characters, I love Guido the most. He is a humorous,

happy and imaginative man. He is also witty. He is so smart when a German

officer needs a translator. Though he does not know German, he pretends

he does and makes up the rules for the Hide and Seek game, stating that

Giosue cannot cry, ask for mother or snacks during the process. He is so

brilliant to hide his son from the truth, which is scary and

life-threatening. He is also willing to sacrifice. Knowing the danger of

being caught and killed, he still tries his best to find ways to free his wife.

Before that, he hides Giosie in a junction box to prevent the officers

from finding him. He is such a thoughtful father! It is really touching to

find Guido marches in a funny way when he knows his son sees him from

the junction box in order to hide from the fact that he is going to beshot.

It is really a great movie, showing the holocaust in a different way, but

embedded with the ideas of love, sacrifice, optimism and war. No wonder

it won a number of Oscar prizes.

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Poems, songs and films are good text types to teach our students the

language as they are all wonderful, natural and authentic materials. With

a careful design of lesson activities, these devices can help students

learn better English by achieving targets under the Interpersonal,

Knowledge and Experience Strands: For example, students can discuss,

argue and justify their ideas and feelings with others; can learn the

poetic features in poems and songs; can respond to characters, plots and

themes in films and relate them to their own experience.

What I learn in the course is that we should incorporate language arts

into our daily teaching. They should not be regarded as a separate issue

and taught in an isolated way. In fact, language arts elements like poems,

songs, movies, short stories with different themes and levels are easily

accessible. We should make good use of them in our lessons. We should

let students respond more to the text by asking more meaningful and

open-ended questions, instead of just asking about the facts or filling in

the blanks for the song lyrics. More creative writing tasks can be set likeputting themselves in one of the characters and situations and then

writing journals. In this way, students will enjoy learning English more as

they become active participants in and outside lessons.