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Learning English through Popular
CultureNSS Network Informal
GatheringJune 25th 2010
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Promote sharing ofexperiences
ideasresources
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NSS Network E-grouphttp://groups.yahoo.com/group/NSSnetwork
/
handout
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Getting to know one another
• Tell your group members:
– Your name– Your school– Levels and no. of classes
you’re teaching
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Warm-up activity• Follow the instructions to play the game.• Listen carefully!• Slap/escape when you hear the word
“module(s)”
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School sharing: GCC&ITKD Lau Pak Lok Sec
SchoolMs Au Yong Tan Fung
Ms Luk Wing YanMs Ma Ho Yan
Ms Lai Wing Yee
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Students:• Average ability• Weaker in this year’s S4
Background
School background
Teachers:• Experienced in teaching LA• Developing expertise in
designing materials• Planning group set up
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Rationale
• Variety of text types• Interesting topics for students• Can include SBA tasks • Not much ready-made material available
School-based module on popular culture
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Arrangement for teaching the electives
Year Term 1 Term 2
SS1 Core Popular Culture
SS2 Poems and SongsWorkplace
Communication
SS3 Core Core
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Module overviewNo of lesson
sContent
2 Defining popular culture
4 Introducing heroes and villains
10Superhero movie review and
discussion
8 Real life heroes and villains
6 Advertising and movie trailers
6Final task – writing a scene from a
movieExtra-curricular programme
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• Supporting decisions• Vocabulary related
to superheroes• Describing
appearance and character
Introducing heroes and villains
1. Categorising famous people
2. Reading about comic book heroes
3. Creating a superhero
• Defining popular culture
• Asking questions• Reporting
Defining popular culture1. Categorising pictures2. Class survey3. Report and definition
ObjectivesActivities
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Categorising pictures
Report and definition
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• Describing character, justifying opinions
• Discussion skills and language
• Vocabulary for giving opinions of a movie
Superhero movie review and discussion
1. Commenting on characters in a movie
2. Evaluating a student discussion
3. Writing a review4. Comparing two
movies
ObjectivesActivities
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Work on “Spiderman”
• Plot summary, setting and characters
• Vocabulary work on the plot summary
• Comparing the characters of Peter and Harry
• Discussion questions• Writing a letter to
Mary Jane
• Which is the most important event in the story?
• Who is a better boyfriend for MJ – Peter or Harry?
• What kind of superpowers would you like to have?
Discussion
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watching a student interaction
http://www.hkedcity.net/article/project_sba_eng_present/ep4/
assessment rubric
reading and writing a review
SBA task
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• Reading and listening skills
• Speaking
Advertising and movie trailers
1. Reading about advertising techniques
2. Analysing a movie trailer3. Writing a voice-over
• Listening and reading skills
• Language features of a biographical article
• Presentation skills
Real life heroes and villains
1. Watching an interview with a famous person
2. Reading a biographical article
3. Writing a biographical article
4. Giving a presentation
ObjectivesActivities
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biography
preparing presentation
sample presentation
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adverts
movie trailers
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• Dialogue writing• Understanding
assessment criteria
Final task – writing a scene from a movie
1. Learning features of a screenplay
2. Watching and evaluating a student movie
3. Writing a scene from a movie in the format of a screenplay
4. Recording the scene (optional)
ObjectivesActivities
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sample screenplay
students’ work
With thanks to staff and students at NLSI Lui Kwok Pat Fong College
assessment rubric
The Metalmen
School Hero
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Assessment – Portfolio Contents
1A paragraph about popular culture in Hong Kong
2 Letter to Mary Jane
3 Movie discussion evaluation
4 Movie review (with evaluation rubric)
5A biography of a famous person (with evaluation rubric)
6Presentation about a famous person evaluation
7Movie trailer voice over (with evaluation rubric)
8 Movie screenplay (with evaluation rubric)
9 400 word essay
10 My reflections an this module
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Do you remember that Harry’s father said bad things about you. Harry didn’t speak up for you. That shows that he was cowardly and weak. A good boyfriend shouldn’t do it
Letter to Mary Jane
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Extract from movie review
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Assessment
The marks for the portfolio relate to students term marks for English:
- Two pieces of writing (Letter to Mary Jane and a movie review)
- Movie Clip- SBA (Group Discussion)
Examination- Writing Paper
Write one long essay in about 400 words
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Responses from students and teachers
Teachers• Watching the sample
group discussion is particularly useful
• Students learn many useful phrases and expressions from the movie reviews
• Too much focus on movies, may include issues like social networking
• Students need more help in writing a persuasive letter and a voice-over
Students• Love to make a movie
clip• Find the topics
interesting• Particularly interested
in analyzing the technical aspects e.g. camera angles
• Advertising skills like use of humor can attract students’ attention
• Writing a voice-over for a movie trailer is too difficult for them
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Improvements for the future
• Provide a wider variety of text types and media for students to study (eg social networking media, etc)
• Need to introduce new elements each time – after all, this is popular culture……
• Include an exam-type writing task at the end of the module
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Thank you!Any questions?
http://cd1.edb.hkedcity.net/cd/languagesupport/resource/english/88S/
index.htm
For downloading worksheets etc:
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Sharing resources
Refer to the form and material you brought with you
Share your texts with the group
Check out the
recommend-ations on the NSS
Network E-group!
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Useful websites (from e-group)
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Thank you!
Please don’t forget the evaluation form