Preface - EDB

Preface The English Language Curriculum and Assessment Guide (Secondary 4-6) states that, in the Learning English through Popular Culture module, ‘learners will be provided with opportunities to extend their range of English abilities through exploring popular culture’ (p.37).

Based on the suggestions in the Curriculum and Assessment Guide the content for this module comprises three parts, where:

Part 1 introduces the basic concepts involved in popular culture. It also provides learners with opportunities to establish their own definition of popular culture and consider how generational and cultural influences affect understandings of popular culture.

Part 2 introduces different text types from various areas of popular culture such as photo captions, comic strips, columns, advertisements and commercials, and reviews. Learners are taken through the content, language and stylistic features that are usually associated with each text type and are given an opportunity to produce an example of each text type.

Part 3 enables learners to reflect on their learning about popular culture and contribute their best examples to a time capsule in the form of a website.

RationaleIn NETworking: Using Popular Culture in the English Classroom, you will find teaching and learning resources that are designed to support the Learning English through Popular Culture elective module in the Three-year Senior Secondary English Language Curriculum.

Although this resource package is designed to be a companion to the Popular Culture elective module, it is hoped that teachers will also find the materials useful as an integral part of the school-based English Language curriculum.

In the lessons and materials presented here, efforts have been made to include traditional texts, audio-visual components and other forms of information technology. Information technology can be used as an effective and motivating tool for broadening students’ perspectives of popular culture that are relevant to their lives. We encourage teachers to explore these and other forms of information technology in the teaching of these materials.

This publication cites several Internet links. At the time of printing, these links were all live. Teachers are reminded to check links before using them in lessons to ensure they are current. An Internet search engine can be used to find similar links if the ones cited are no longer active.

Contents

PrefaceRationale

Part 1 What is Popular Culture? Popular Culture Survey

Defining Popular Culture

What’s Hot and What’s Not

Part 2 Unit A Caption and Photo Stories Introducing Captions

Analysing and Creating Captions

Introducing Photo Stories

Creating a Themed Photo Story

Publishing Photo Stories

Extension Activity: Creating Films

Unit B Comic Strips Introducing Comic Strips

Stereotypes and Themes: Different Perspectives

Analysing Visual Techniques

Analysing Language Techniques

Creating Characters

Producing Comic Strips

Unit C Advice Columns Introducing Advice Columns

Writing Letters Seeking Advice

Oral Linking Activity

Writing Letters Giving Advice

Extension Activity: Video

Creating an Advice Column

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Contents

Unit D Advertisements and Commercials Introducing Advertisements

Analysing Print-based Advertisements

Altering Images

Analysing Infomercials

Internet Advertisements

Review and Presentation of Advertisements

Producing Advertisements

Unit E Reviews Introducing Reviews

Analysing Reviews

Making Judgments and Justifying Points of View

Writing Reviews

Publishing Reviews

Part 3 Compiling a Time Capsule Compile Previous Work

Reflection

Time Capsule Creation

Appendix Cooperative Learning Strategies for the Popular Culture Classroom

List of Common English Contractions

Create Your Own Website

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Resource CD Contents

Part 1 What is Popular Culture? Handouts

Worksheets

Part 2 Unit A Caption and Photo Stories Handouts

Worksheets

Assessments

Media

Answers

Unit B Comic Strips Worksheets

Answers

Unit C Advice Columns Handouts

Worksheets

Assessments

Media

Answers

Unit D Advertisements and Commercials Handouts

Worksheets

Assessments

Answers

Unit E Reviews Worksheets

Media

Answers

Part 3 Compiling a Time Capsule Handouts

1Part 1What is Popular Culture?

What is Popular Culture?

Part 1

Sections: Popular Culture Survey



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2 Part 1What is Popular Culture?

What is Popular Culture?

1. Introduction

In this unit, students will develop a definition of popular culture. They will consider what popular culture means to people from a variety of generations and cultures. They will decide on current fads and trends and compare these to a previous period in history. By doing so, they will learn about the concept of a time capsule. Students will also have the final project of creating an online time capsule explained to them.

2. Objectives

• Establish a personal concept of what popular culture is• Analyse generational and cultural influences on defining popular culture• Apply understanding to examine and compare a previous time period to their own• Understand the notion of a time capsule and what is expected of them for the final

project

3. Prior Knowledge/Learning

• Familiarity with current trends and fads for teenagers • Knowledge of fashion, music, films and their historical significance in various time

periods• Awareness of different trends and fads around the world• Skills in group discussion

4. Overview of Activities

1. Popular Culture Survey Understand differences between generations in their use of popular culture products.

2. Defining Popular Culture Create a list of typical popular culture products in order to group, categorise and then construct a definition of popular culture.

3. What’s Hot and What’s Not Examine popular culture in different eras and make comparisons to contemporary popular culture; to understand the concept of a time capsule. Create an ongoing record of current fads that will be used in the final project. Understand the time capsule project.


Popular Culture

Culture can be used to mean the collective attitudes and behaviour of a particular group of people. It can also be used to refer to the development and height of intellectual achievements, manners and arts.

Popular culture is used to refer to aspects of contemporary life, objects and patterns of behaviour which are widespread and generally accepted within a society. Popular culture mainly covers the areas of fashion, music, film, technology, media and activities of people. What is considered ‘popular’ changes frequently and differs between age groups, countries and ethnic groups.

Popular Culture Survey

In this section, students:

1) complete a cross-generational survey requiring them to think about differences between what they and their parents’ or grandparents’ generation read, watch, listen to and do; and

2) write a paragraph identifying what popular culture means to teenagers rather than other groups of people.

Teacher Tips: Language Describing Popular Culture

Fad – a form of behaviour that is considered novel in some way and followed enthusiastically by a large proportion of the population for a short time until the novelty fades. Fads usually have an obvious beginning and end.

Trend – similar to a fad and may start off as a fad, but becomes more permanent and influential within a wider group of people. Trends become accepted within the mainstream of a society.

Mainstream – the current dominant behaviours, thoughts, styles and beliefs of a society.

Alternative – people or activities following unconventional behaviours, thoughts, styles and beliefs when compared to the mainstream. These may become more mainstream as time passes.

Fringe – people or activities considered to be extreme compared to the mainstream. Usually fringe activities have a relatively small number of people participating and will not become mainstream.


Worksheet 1.1: Generational Survey is designed to give students an opportunity to discuss with their peers and parents what current trends are in different age groups.

Suggested Procedures

1. Before the popular culture lesson, give students Worksheet 1.1: Generational Survey. Students survey parents, grandparents or others about their current viewing, listening, reading, watching and discussion choices.

2. In pairs, students compare their findings from the survey. Students work together to fill in the ‘Friends/Me’ side of the survey form.

3. Students form groups of 4 and decide what the main differences are between the generations in terms of each item. Groups report their main findings to the whole class. The teacher notes on the board as findings are presented. Students use this information to write a paragraph about popular culture differences between older and younger people.

Generational survey

RNCT, NET Section, CDI, EDB, HKSAR Worksheet 1.1: Generational Survey

Name:____________________ Class: _________

1. Ask parents or grandparents to complete the prompt. They can give more than one answer for each box.

2. In pairs, compare your findings from the survey.3. In groups of 4, fill in the ‘Friends/Me’ column of the survey form.

Parents/Grandparents Friends/MeI listen to …

I read …

I watch …

I do (activities)…

I talk with friends about …

I use … websites

I use … email account

I use … social networking site

My favourite ‘slang’ word is …

My favourite celebrity is …

4. In the same group, decide what the main differences are between generations in terms of each item.

Worksheet 1.1: Generational Survey



In this section, students use a word bank to decide which of the words can identify popular culture.

In Handout 1.1: Word Bank, students work together to identify what they believe represents or does not represent popular culture. Students complete Worksheet 1.2: Concept Map as a summary of their discussion. For words they are not sure of, or they cannot decide on, they can choose the ‘maybe’ column. Worksheet 1.3: Categories is designed for students to use as a way of grouping and categorising their list of words which represent popular culture. Once they have finished this step, creating a definition of popular culture should be easier.

Worksheets 1.2: Concept Map and 1.3: Categories can be photocopied on to A3-size paper to make a more effective tool in the group work and posting activity.

Teacher Tips: How to Write Definitions

There are three parts to writing a definition.

1) Item = the thing being defined

2) Class = the general group the item belongs to

3) Special features = the defining or main information about the item that makes it different from other members of its class

The formula is:

Item (verb ‘to be’, usually ‘is’ or ‘are’) class (which, that) (verb) special features.

Example: Give a definition of ‘a dictionary’.

A dictionary is a book that lists words alphabetically, giving their meanings.

A dictionary is a book that gives the meanings of words.


Handout 1.1: Word Bank

Word Bank

RNCT, NET Section, CDI, EDB, HKSAR Handout 1.1: Word Bank

Decide which of the following words are representative of popular culture and which are not. If you are unsure, write the words in the ‘Maybe’ column of your Concept Map Worksheet.

AdvertisingMagazinesHairstylesFootballArchitectureLanguageComic stripsTraditionsModelsMusiciansEconomicsClassical musicIdentityBody piercingArt galleries

BeliefsComputer gamesCamerasBooksArt MuseumsGraffitiRadio stationsCelebritiesValuesFilmsAdvice columnsCountrysideMobile phonesMusic videosClothing

Comic booksSkateboardingAttitudesReviewsBasketballKaraokeActorsNewspapersCarsFoodCantopopTattoosCities

Concept Map

RNCT, NET Section, CDI, EDB, HKSAR Worksheet 1.2: Concept Map

Group: ____________________________________ Class: ________

Use the Word Bank Handout to complete the map below. In your group, decide whether each word is an example of popular culture or not. If you can’t decide as a group, put it into the ‘Maybe’ column.

Popular Culture

No Yes Maybe

Categories

RNCT, NET Section, CDI, EDB, HKSAR Worksheet:1.3: Categories

1. Using the ‘Yes’ column of the Concept Map Worksheet, put similar ideas together in the ‘Popular Culture’ column on this page.2. Create a category label for each group. Write the label in the ‘Category’ column.

Popular Culture Category

e.g. HairstylesBody piercingClothingTattoos

Fashion

Worksheet 1.2: Concept Map

Worksheet 1.3: Categories


1. Organise students into groups of 4.

2. Give students Handout 1.1: Word Bank and Worksheet 1.2: Concept Map. Explain that they must discuss each word and decide to which column the word belongs in the concept map.

3. Students share their answers by posting their finished concept maps on the classroom walls. Students look at other groups’ maps and decide if they agree with the categorisation.

4. As a whole class, examine any disagreements among groups and the words in the ‘Maybe’ list. Try to categorise the items in the ‘Maybe’ list as either popular culture or not popular culture.


5. Once the lists are finalised, students move to Worksheet 1.3: Categories. Students work in groups putting similar ideas together as in the example on the worksheet.

6. Students decide on a label for each cluster of words and record the label in the ‘Category’ column.

7. As a whole class, note the labels on the board. Use the labels to create a definition of popular culture. Write the definition on the board.

8. Introduce the concepts and continuum of ‘Fad’, ‘Trend’, ‘Mainstream’, ‘Alternative’ and ‘Fringe’ to students. Ask students to decide which word from the continuum they would use to describe items such as sushi, iPod, disco music and skinny jeans.

9. Refer back to the survey forms, the concept maps and the definition. Ask students to discuss in small groups:

• if they think their parents would agree with their choices and definition of popular culture; and

• if teenagers in another country such as Japan or America would agree with their choices and definition of popular culture.

10. Students give feedback from their groups.

11. Students write a reflective paragraph on what they have discussed in class.

Extension Idea

After completing number 7 above, students return to the Categories worksheet.

Students try to add more ideas in the popular culture column by including things that other cultures or generations may define as popular culture. For example, if a label is ‘films’, and ‘videos’ is in the popular culture column, students could add ‘anime’, as a Japanese form of popular culture.

In doing this activity, students will be adding to their knowledge of the wider world and how popular culture can be defined across cultures.


In this section, students read information about popular culture from previous eras, with a view to understanding the concept of a time capsule.

In Handout 1.2: Popular Culture in Previous Eras, students get a snapshot of events and popular culture trends from the 1970s and 1990s. As students may not have a lot of knowledge about these eras, teachers may want to download some images of the items mentioned in the handout to prompt students’ thinking.


In Worksheet 1.4: Prediction Activity, students complete information about popular culture today and make predictions about what could be considered popular culture in the future.

In Handout 1.3: Final Project students will be given information about the time capsule project at the end of the unit. Using collective information about popular culture now, students create a ‘What’s Hot and What’s Not’ monthly T-Chart. If this unit will be taught over a longer period of time, the T-Chart could be added to each month and guide what will be included in the students’ time capsule.

Note: Each unit in this resource has a task attached to it. Assessment forms are also provided for each task. These tasks are designed to be used in the time capsule at the end of the module. Students can use the assessment forms and any feedback to improve their tasks throughout the module, in preparation for submitting their work in to the time capsule.

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Final Project

RNCT, NET Section, CDI, EDB, HKSAR Handout 1.3: Final Project

A time capsule has traditionally been a solid container which is filled with items from a particular time period and buried. It is then dug up at a much later time to be opened as a reminder of the things that were important at the time it was buried.

Your class will create a time capsule which represents current popular culture. Your time capsule will be contained within a class webpage rather than a solid container. This webpage will be able to be viewed forever as a representation of what popular culture meant for your class in your time.

Your class will complete individual and group projects throughout the popular culture module. These projects will include text types such as a photo story, seeking advice and giving advice letters, advertisements, cartoons and a review. Each of these projects will receive feedback for improvement from your peers and teacher. When you have finished the module, you will have the opportunity to revise and improve your work. All of your projects will then be uploaded to the webpage.

As there will be a lot of projects to upload, you will need to design your webpage for easy viewing. Your page needs to include examples of all the above text types.

As the webpage is a reflection of current popular culture, your class will want to think about:

• images and ideas that reflect current popular culture• using pull-downs effectively• using side bars effectively• using hyperlinks effectively• using copyright free materials• which projects should have the most screen space• if there will be any movement on the page• if there will be any music on the page• the appropriateness of all materials

Remember your time capsule webpage will be able to be accessed forever. Think carefully about what it will include. Make sure it accurately represents current popular culture.

Handout 1.3: Final Project

Handout 1.2: Popular Culture in Previous Eras



1. Draw a table on the board with 4 columns. Write ‘1970s’ as the heading. Label the 4 columns as:• Social life• Music/Film/Actors • Fashion• Technology/Gadgets

2. Students come up to the board and write their ideas about what popular culture would have meant in the 1970s according to the headings. If students have trouble, use questions to direct their thinking such as, ‘Did they have iPods in the 1970s? If not, then what did they have?’ Alternatively, show students some images of the items mentioned in the Music/Film/Actors, Fashion and Technology/Gadgets columns of Handout 1.2: Popular Culture in Previous Eras.

3. Using the information on the board, introduce the notion of a time capsule. Explain that many of the things written are different from what we have, think or do now. The information the students have written could be considered a time capsule for the 1970s era. Ask if there is any information missing that would be good to include in a time capsule.

4. Give out Handout 1.2: Popular Culture in Previous Eras and Worksheet 1.4: Prediction Activity to students.

5. Using a Think, Pair, Share model (see appendix) students

Think: Read Handout 1.2: Popular Culture in Previous Eras. Students complete the columns for ‘Today’ and ‘2026’ in Worksheet 1.4: Prediction Activity.

Pair: Students share their ideas in pairs or a small group.

Share: Record the ‘Today’ information. • To do this, set up a T-Chart on a wall (draw a capital ‘T’ on a large piece of

paper). On one side of the T-Chart heading, write ‘What’s Hot’. On the other heading, write ‘What’s Not’. Students use the ‘Today’ information from Worksheet 1.4: Prediction Activity to complete the ‘What’s Hot’ column.

6. To complete the ‘What’s Not’ column, students need to think about what used to be considered a fashionable thing to do, see, listen to, talk about and is no longer popular. Explain that this T-Chart will be updated over the next few months to map fads and help the students decide on material to be included in their final product, the time capsule.

7. Distribute Handout 1.3: Final Project to students. Give them time to read the information. Explain further if necessary and answer queries.

11Part 2: Unit ACaptions and Photo Stories

Captions and Photo Stories

Part 2: Unit A

Sections: Introducing Captions






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12 Part 2: Unit ACaptions and Photo Stories

Captions and Photo Stories

1. Introduction

In this unit, students will write formal and informal photo captions. In groups, they will use a story board to plan and produce a photo story.

2. Objectives

• Establish what captions are and their purpose in popular culture texts• Analyse typical language structures used in captions• Apply their understanding of photo captions to create formal and informal captions• Identify different types of camera shots and angles and their effects• Plan and create a themed photo story in a group• Assess and provide feedback on three other groups’ photo stories


• Awareness of common plot structure techniques• Familiarity with language features such as the present tense for immediacy, active

verbs to describe what a person is doing and conjunctions to join phrases• Experience with informal caption writing, e.g. using captions on the Internet in online

photo albums and social networking sites on the Internet• Knowledge about camera shots and angles


1. Introducing Captions Understand what captions are, where they are found, what information they contain and their purpose in popular culture texts.

2. Analysing and Creating Captions Analyse typical language structures used in caption writing.Create formal and informal captions for pictures.

3. Introducing Photo Stories Understand different types of camera shots/camera angles and their effects.Explore a variety of photo stories and their purposes.

4. Creating a Themed Photo Story Create a storyboard for a themed photo story.Create a photo story using a mobile phone or digital camera images based on a story board.


5. Publishing Photo Stories Publish photo stories in hard copies or on a class webpage.Complete a peer assessment rubric.

6. Extension Activity: Creating Films Using raw film footage on popular culture topics to create an edited, narrated and subtitled film.

Captions

A caption is one to two sentences added under a photograph that says something about the photograph.

Often, captions are factual and formal, e.g. names of people in the photograph, which are seen in newspapers and brochures. Formality can be understood in terms of the choice of vocabulary, tone, sentence structures and where the caption is found.

Captions can also be used more informally such as when photographs are uploaded for friends on a social networking page. These can be used to catch viewers’ attention, e.g. What a fantastic goal!

A good caption is concise while providing key information about a photograph. Captions answer some of the ‘wh’ questions, usually use grammatically correct sentences and the simple present and simple past tense.

Introducing Captions


1) become aware of what a caption is and what information a caption contains;

2) identify where photographs with captions can be found; and

3) talk about how their photographs are related thematically to popular culture.

Worksheets 2A.1: Introducing Captions and 2A.2: A Closer Look at Captions are designed to provide students an opportunity to think about captions and their relationship to the photograph they are written for. Students will also examine the ideas of intended audience, formality and effectiveness. Thematic links between their photographs and how they relate to popular culture will also be considered.


Introducing Captions

RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2A.1: Introducing Captions

Name: __________________________ Class: ________ ( )

A. Answer the following questions about the photographs you have collected:1. Where did you find this photograph?2. Who do you think is the audience for this photograph? How can you tell it is aimed at that

particular audience?3. What is happening in the photograph?4. Are there any words below the photograph? 5. What information do the words give you about the photograph? Why do you think these

words were chosen for the picture captions?6. What does this photograph tell us about popular culture?

PHOTOGRAPH 1

1. ______________________________________________________________________

2. ______________________________________________________________________

______________________________________________________________________

3. ______________________________________________________________________

4. ______________________________________________________________________

5. ______________________________________________________________________

______________________________________________________________________

6. ______________________________________________________________________

PHOTOGRAPH 2

1. ______________________________________________________________________

2. ______________________________________________________________________

______________________________________________________________________

3. ______________________________________________________________________

4. ______________________________________________________________________

Worksheet 2A.1: Introducing Captions

A Closer Look at Captions

RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2A.2: A Closer Look at Captions Answers

Name: __________________________ Class: ________ ( )

1. Look at the photographs only. What is happening in each photograph?

a) ________________________________________________________________

b) ________________________________________________________________

c) ________________________________________________________________

d) ________________________________________________________________

2. Now look at the captions in A and B. Do they tell you everything that is happening in

the photograph? A: Yes / No

B: Yes / No

A. Student protestors march inDhaka before yesterday’s riot.

C. Hanging out with the locals. D. Winners of the Ms Fame Square Fashion Show in Kwun Tong.

B. On our way to the concert – so exciting!

Worksheet 2A.2: A Closer Look at Captions



1. Before the lesson, ensure students collect two different photos, with or without captions, that they consider represent an aspect of popular culture. The photos should come from a variety of media such as newspapers, magazines, online sites, pamphlets and brochures. Remind students that the photos need to be related to each other and students will need to explain the connection. Have a supply of photos for those students without their own.

2. Using a Think, Pair, Share model (see appendix)

Think: Students complete Worksheet 2A.1: Introducing Captions about their own photographs.

Pair: Students share their worksheet answers with a partner.

Share: Students share their answers within a small group or with the whole class.

3. Students work through Worksheet 2A.2: A Closer Look at Captions by themselves or in pairs.

4. Check answers once students have completed the work. Emphasise that some captions are more formal than others. This reflects where the photograph comes from and who the audience may be. Students will need to be aware of the differing levels of formality and use these appropriately when writing their captions. Also point out that captions answer some of the ‘wh’ questions such as ‘who’, ‘what’, ‘where’, ‘when’, ‘why’ and ‘how’, but usually don’t answer all of them.

Extension Idea

Students could publish the photographs they bring to class on the classroom wall. The class could then be given time to examine the various photographs and decide which photographs and captions work best together to represent a theme of popular culture. Students could also move the photographs into themed groups that represent different areas of popular culture.



1) analyse the common language and grammar structures found in captions; and

2) write some formal and informal captions.

Worksheets 2A.3: Analysing Captions and 2A.4: Creating Captions are designed to build on students’ knowledge of captions from the ‘Introducing Captions’ section. Students are asked to analyse the common language features of captions and then apply this knowledge to create their own captions.



1. Give students Worksheet 2A.3: Analysing Captions. Students look at each photograph and caption and answer the questions on the worksheet.

2. Check answers with students. Create a checklist of caption guidelines on the board.

3. Give out Worksheet 2A.4: Creating Captions. Students write captions appropriate to the photograph and possible audience, using the checklist.

4. Students post their worksheets around the classroom for classmates to read. Students choose which captions they like best by drawing smiley faces next to their top three choices.

Worksheet 2A.4: Creating Captions

Analysing Captions

RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2A.3: Analysing Captions

Name: __________________________ Class: ________ ( )

After examining each photograph and reading the captions, answer the following questions:

1. How many words on average do these captions usually have? _________

2. Which tense is usually used in the captions? _______________________

3.a In which captions are articles and conjunctions used? ______________

.

.

A. Music industry experts say CDsales have dropped 44% in the past year, but they are optimistic about online sales increasing.

C. Uploading my new video. Check it out!

B. Karaoke Queens!! Chloe and I enjoy ourselves in Mongkok.

D. To keep Hong Kong shoppers happy, new makeup appears every two months in big department stores.

Worksheet 2A.3: Analysing Captions

Creating Captions

RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2A.4: Creating Captions

Name: __________________________ Class: ________ ( )

Write captions for the following photographs. You will need to consider:a) what is happening in the picture;b) which ‘wh’ questions you will answer in the caption; andc) where the photograph will be seen e.g. media, book, social networking

site, web.

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________


Teacher Tips: Checklist for Captions

• Should be short (1 – 2 sentences).• Answer some of the ‘wh’ questions.• The simple present tense is usually used in the first sentence. This gives

immediacy to the caption and photograph. The simple past tense is used when answering the ‘when’ question and is usually used in the second or third sentence. This provides more context and background about what happened.

• Can be formal or informal depending on the intended audience. Formality can be seen in sentence structures, vocabulary choice and tone.

• Formal captions use grammatically correct sentences, including articles and conjunctions.

• Opinions may be found in informal captions but not in formal ones.• Give more information than what can be seen in the picture such as the

name of an event, or more information about what happened previously.• Should not include phrases such as ‘In this picture …’, or other irrelevant

information, as captions need to be short and concise with only the important information included.

• Can be used as ‘teasers’ which draw the reader into an article, website or company advertising a product.


Photo stories are a way of telling a story through a series of images and subtitles. There are two types: narrative (tells a story through images without the use of words) and thematic (photos are grouped together around a central theme).

Photo stories can have different purposes such as to: – entertain – to tell a story, to inform; – express a message – environmental concern, homelessness, etc;– record a specific historical event;– summarise – an event, a travel experience etc, to show an experience or event over a

specific time frame;– show procedures; and– advertise something.


Thematic photo stories are held together by the theme. The theme might be obvious or more subtle. It could be something simple such as markets in Hong Kong, or it may be more obscure such as a particular colour or shape within the frame that ties the photographs together.


1) identify the effects of using a variety of camera shots and angles;

2) become familiar with the features of photo stories as a text type; and

3) view a variety of photo stories.

Handout 2A.1: Camera Shots and Angles is designed to give students information about the use and impact of these techniques.

Handout 2A.1: Camera Shots and Angles

Camera Shots and Angles

RNCT, NET Section, CDI, EDB, HKSAR Handout 2A.1: Camera Shots and Angles

Extreme Long Shot (ELS)Effect: This is used to set a scene or establish asetting. It is good for framing and to show large groups of characters in a situation.

Long Shot (LS)Effect: The audience can see the whole body of the person as well as some surroundings. This is used to give room for characters to move. It can also show the isolation of a character.

Medium Shot (MS)Effect: Characters are seen from the waist up. This is good for showing people interacting andconversing. The audience is more emotionallyinvolved.

Close Up Shot (CU)Effect: Only a small part of a character can be seen,such as their head or hands. This engages the audience emotionally and is used to give emphasis to the character, not the background.



1. Show students at least one narrative and one thematic example of photo stories from the Internet. To find examples, type ‘What is a photo story?’ into the tool bar of a search engine. Examples may also be found on the back page of the South China Morning Post. Find examples that are appropriate for your students. Show photo stories as a slideshow or print and display them on the classroom walls for students to refer to.

2. Ask students to define photo stories and the different types of photo stories that exist. Point out any captions that are present and how they add to the narrative or thematic message in the images.

3. Give out and explain Handout 2A.1: Camera Shots and Angles. Alternatively, get students to suggest the effects of various camera angles and shots. Students use this information and apply it to the photos they brought to class and the photographs from previous worksheets. Students should also think about the effects of each of these techniques and why they were selected.

4. Students present one picture and share the camera techniques and their effects, in small groups or with the whole class.

5. For consolidation, make a matching activity with the information in Handout 2A.1: Camera Shots and Angles where the students need to match the type of angle or shot and its effect.

Teacher Tips: Checklist for Storyboard Comparisons

After completing this section, students should be aware that:

• using different camera angles and shots gives greater depth to a viewer’s understanding of a story or message;

• using a variety of camera shots and angles can create particular moods; • carefully selecting images is important to ensure that the story can be both

understood and is visually interesting to a viewer;• carefully sequencing images can create different storylines and meanings;

and• captions are important for adding details to the images and therefore

improving the viewer’s overall understanding of the images.


Handout 2A.2: Photo Story Examples A and B provide students with two examples of a photo story which they can compare in Worksheet 2A.5: Photo Story Comparisons.

Storyboard A

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Handout 2A.2: Photo Story Exam

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Soon good grades began to fall. The hill to clim

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But then, Zoe started to spend tim

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…and at school. Zoe w

as doing very w

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Wait! W

hat if you re-sequence and re-w

rite Zoe’s story? (Storyboard B)

Last year, Zoe and her parents were

very happy. Life was good at hom

e…

Handout 2A.2: Photo Story Examples A and B

Photo Story Comparisons

RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2A.5: Photo Story Comparisons

Name: __________________________ Class: ________ ( )

Read versions A and B of the photo story and answer the following questions:

1. How many different camera angles are there in Storyboard A?

_______________________________________________________________

2. How do camera angles affect the mood of the story?

_______________________________________________________________

_______________________________________________________________

3. What is different about the images in Storyboard A and Storyboard B?

_______________________________________________________________

_______________________________________________________________

4. How does the image selection in Storyboard B make the story different?

_______________________________________________________________

_______________________________________________________________

5. How does the image sequence in Storyboard B make the story different?

_______________________________________________________________

_______________________________________________________________

6. Write the captions for Storyboard B in the spaces provided on Handout 2A.2:Photo Story Example B.

Worksheet 2A.5: Photo Story Comparisons



1. Students look at the storyboards on Handout 2A.2: Photo Story “Examples A and B” individually and answer questions 1 – 5 on Worksheet 2A.5: Photo Story Comparisons.

2. Check answers 1 – 5 with the class.

3. Students view Storyboard A – Music from the Media folder (captions and music, no narration). Ask how the music affects their understanding of the story.

4. Students view Storyboard A – Narration from the Media folder (captions and narration, no music). Ask if the use of narration instead of music changes their perception of the story.

5. Students view Storyboard B from the Media folder (one caption only, no narration or music).

6. In pairs, students consider the change in image selection and sequence and then write captions to complete Storyboard B (number 6 on Worksheet 2A.5: Photo Story Comparisons).

7. Select pairs to read aloud their captions for Storyboard B as the class watches the media file.

Extension Idea

Give students the Storyboard B project file (Storyboard B in the Media folder) and ask them to add their captions to Storyboard B at home and bring them to class. Watch some of the photo stories in class. Use these viewings as a way of examining the effectiveness of the captions as well as a way of introducing ideas on how to improve the photo stories, such as adding effects and transitions to make the photo story more visually interesting.



1) use a storyboard to plan a themed photo story; and

2) use their storyboard to create a photo story using images from a mobile phone or digital camera.


Worksheet 2A.6: Storyboard Template has been designed for students to use as a planning tool in the creation of their photo story.


1. Organise students into groups of 4. Inform students that they will produce a photo story like the one they analysed previously. They need to plan their photo story using a storyboard. Remind students that their photo story should represent some popular culture theme and the photographs should have a thematic message or be a narrative. They also need a title for their photo story. Their photo story should have 6 – 8 frames. Go over Assessment Form 2A.1: Creating a Photo Story with the students.

2. Give each group a storyboard template. Group members decide what kind of photo story they will create. Teachers may give guidelines on photo story types and possible content such as:• Narrative – Tell a story• Informative – Did you know...?• Biographical – A day in the life of a student/musician/designer/skateboarder• Educational – Our message (e.g. young people paving the way/where our clothes

come from/the dangers of social networking/why young people …)• Instructional – How to... set up a social networking page/start a band/draw a comic

strip• Opinion – The best... fashion/music/sport in Hong Kong

Worksheet 2A.6: Storyboard Template

Storyboard Template

RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2A.6: Storyboard Template

Group: __________________________ Class: ________ ( )

1. In groups of four, plan a photo story using the storyboard provided. Include the pictures and captions in the spaces marked.

The title of our photo story is _______________________________________The theme of our photo story is _____________________________________The elements of popular culture in our photo story are: ______________________________________________________________

Type of shot: ___________Angle: ________________What we need:________________________________________________________________________________________

Type of shot: ___________Angle: ________________What we need:________________________________________________________________________________________

Type of shot: ____________Angle: _________________What we need:____________________________________________________________________________________________


3. Students complete the template by deciding on a photo story type (narrative or thematic). They then decide on the content of their photo story. They need to sketch each photograph and create a caption for each. They should also write what they will need to create each shot e.g. props, time of day.

4. Give students time to collect the images and edit them into a photo story with captions.



1) publish their photo stories;

2) provide feedback to each other in a peer assessment form; and

3) rework their photo stories using other students’ feedback before submitting them for assessment.

The Assessment Form 2A.1: Creating a Photo Story is designed to be used by students for peer evaluation. This form can also be used by teachers for the final assessment.

Assessment Form 2A.1: Creating a Photo Story

Creating a Photo Story

RNCT, NET Section, CDI, EDB, HKSAR Assessment Form 2A.1: Creating a Photo Story

Date:Task: Creating a Photo StoryGroup being assessed:

______________________________________________________________

Please tick: Needs Work

Fair Good Very Good

A. Content1. The photo story has a clear theme or story line.

2. The photo story clearly relates to current elements of popular culture.

3. The captions give us more information than is given in the photographs.

4. The captions answer some of the ‘wh’ questions we could ask about the photographs.

5. The photo story has a title.

B. Language and Style1. The captions are an appropriate length.

2. The captions use the correct tenses.

3. The captions’ tone is appropriate for the images and imagined audience.

4. The captions add interest to the images.

5. TThe captions use grammatically correct sentences,including articles and conjunctions.

6. The choice of camera angles and shots makes the photo story more effective.

C. Organisation1. The photo story photographs are organised in a way

that can be clearly understood as a whole.

2. The captions relate to the image, they are attached to.

D. CommentsOur group liked _____________________ because _______________________________

_________________________________________________________________________

We felt ____________________________ could be improved because ________________

_________________________________________________________________________

Other comments: ___________________________________________________________

_________________________________________________________________________



1. Students publish their photo stories and display on the walls of the classroom. Explain how to be a ‘critical friend’ when giving feedback to classmates.

2. Give groups three assessment forms to complete after they have looked at three other groups’ work and had a discussion about each photo story.

3. Students revise their photo stories taking the peer feedback into account.

4. The final photo stories can be presented to the teacher in hard copy or by using software such as Microsoft PowerPoint, MovieMaker or Photostory3 for Windows.

5. Photo stories may also be later displayed in hard copy around the school, or in soft copy on the class or school website.

6. Once the task has been assessed, students can use the Assessment Form as a guide to improve their product. Give students time to work with their group to improve their product for the time capsule.



1) edit raw film clips to create a documentary or narrative around a popular culture topic (advertising, music or social networking); and

2) add titles, credits, special effects, subtitles and a voiceover using film editing software to produce a complete film.

The unedited clips from the Clipit 2009 Popular Culture DVD are available on the Resource CD. Each clip contains three to four minutes of video footage featuring images that depict one of the following popular culture themes:

• Advertising• Music• Social Networking

Students can use these unedited clips to do a project in which they create their own Clipit film by adding voice-over commentary and subtitles to the clip of their choice in the style of a news documentary.

Note: In the end credits, students should acknowledge themselves and anyone who has helped them in creating the film. They should also be careful to reference all their sources of information.



1. In groups of 4 – 5, the students select an unedited clip and brainstorm ideas on how to create a storyline about the images.

2. Students consider how to sequence the images in the video footage to create their storyline.

3. Students conduct research to get valid and reliable facts and figures to support their storyline.

4. Students use film editing software to sequence the images, create smooth transitions between the images and add other special effects such as slow motion, fade out and freeze frame.

5. Students write the script for the storyline narration and submit it to the teacher for feedback.

6. Students revise and edit their script and make any necessary adjustments to the images.

7. Students add a title at the beginning of the film and credits at the end.

8. Students use film-editing software to add voice-over commentary and subtitles to the film.

9. Students burn the film on to a disc in AVI or WAV format and submit it to the teacher for assessment.

27Part 2: Unit BComic Strips

Comic Strips

Part 2: Unit B

Sections: Introducing Comic Strips




Creating Characters


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...... 33

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28 Part 2: Unit BComic Strips

Comic Strips

1. Introduction

In this unit, students will analyse cultural differences and the typical visual and language techniques used in comic strips. They will examine common themes and stereotypes and how characters are portrayed. They will create their own character in preparation for producing a comic strip.

2. Objectives

• Establish what comic strips are, their purpose and common themes• Analyse typical visual and language techniques used in comic strips• Apply understanding to create a comic strip character• Plan and produce a comic strip


• Production of photo stories with captions• Familiarity with language features such as contractions, slang and onomatopoeia to

make comic strips more interesting and authentic• Knowledge of image composition such as camera angles, camera shots and their

effects• Awareness of stereotypes and common character traits used in popular culture texts• Familiarity with websites and computer applications that use drag and drop techniques• Skills in creating a character


1. Introducing Explore the structure of comic strip plots in terms of how storylines are reduced to a few frames and ordered for ease of reading.Examine a variety of comic strips from different cultures to study humour and different perspectives in popular comic strips.

2. Stereotypes and Themes: Different Perspectives

Understand the notions of stereotype and common themes and how they are represented in comic strips.

3. Analysing Visual Techniques Analyse common visual representations used in comic strips in terms of emotions, perspectives and symbols.


4. Analysing Language Techniques Analyse common language techniques and scripting used in comic strips in terms of contractions, slang and onomatopoeia. Consolidate and apply techniques.

5. Creating Characters Examine ways that characters’ personalities are expressed in comic strips in terms of stereotypes, appearances, facial expressions and what they say.Create a character in preparation for producing a comic strip.

6. Producing Comic Strips Produce a comic strip.

Comic Strips

Comic strips combine images and text in linked, horizontal panels which tell a story, comment on a political decision or display humour. Only the essential elements of a story or situation are given. The images are the most important element with narrative boxes, speech and thought bubbles of characters included to add information. Emotions and emphasis are shown through bold lettering and the use of symbols, such as music notes, to illustrate singing.

Comic strips became part of popular culture when they were seen in newspapers. Comic books were created to re-issue favourite comic strips. The invention of comic books allowed storylines to become series, and new characters and plots were created. Comic strips can now be found in a variety of media and have evolved into graphic novels.

What is considered a humorous comic strip in one culture or country may not be considered funny to people from another background. However, many comic strips deal with fundamental human experiences and therefore can be appreciated across cultures. Political comic strips may only be understood by readers who are aware of the situation or decision that the comic strip portrays.

Characters in comic strips are usually likeable and have their own ‘quirkiness’ or way of viewing life which adds to the humorous element of the comic strip. Most characters stay the same age throughout the lifetime of the strip and many comic strip characters are animals.


Introducing Comic Strips


1) think about what comic strips are, where they are found, what information they contain and their place in popular culture;

2) examine ways that comic strips tell stories;

3) analyse common character relationships and traits in popular comic strips; and

4) compare how humour differs between Chinese and Western comic strips.

Using comic strips that focus on humour may be less challenging than those which focus on political comment. However, students should be aware that comic strips are written for different purposes. It might also be helpful to focus on comics strips that are easily obtainable for students such as those featured daily in the South China Morning Post (SCMP) or in the SCMP Sunday Young Post Section.

Worksheet 2B.1: Introducing Comic Strips is designed to make students aware of the basic elements of a comic strip (frames, images, speech bubbles and narration boxes) and how they work together to tell the story. Worksheet 2B.2: A Closer Look at Comic Strips helps students identify where comic strips are found, where they are set and what kinds of characters are commonly portrayed.

Teacher Tips

• The boxes in a comic strip are called panels or frames• Comic strips are usually horizontal and read left to right and top to bottom• The boxes at the top or bottom of a frame are narration boxes. They

are used to give more information about the story or situation. They are sometimes spoken by someone who is not in the physical frame. If they are spoken, they will have speech marks.

Common themes in comic strips

• Family relationships – siblings, absent or foolish parents, parent/child relationships

• Friendship• Moral lessons• Superheroes• Social comment• Strange ways people behave• Looking at social norms in a different way


Introducing Comic Strips

RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2B 1: Introducing Comic Strips

Choose one of your comic strips to look at closely and answer the following questions.

1. What does the comic strip use to tell a story?

_______________________________________________________________________

2. How is this different from reading a story in a book?

_______________________________________________________________________

3. What is the purpose of the frames?

_______________________________________________________________________

4. Without frames, would the comic strip be easy to read? Why/Why not?

_______________________________________________________________________

5. Could there be fewer frames in this comic strip? If not, why? If so, how?

_______________________________________________________________________

6. If there were only pictures in the comic strip, do you think you would understand the

story? Why/Why not?

_______________________________________________________________________

7. What order do you read the speech bubbles in?

_______________________________________________________________________

8. How do the speech bubbles and narrative boxes add to the comic strip?

_______________________________________________________________________

Worksheet 2B.1: Introducing Comic Strips

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Worksheet 2B.2: A Closer Look at Comic Strips



1. Ask students to collect examples of two comic strips that they find humorous. Encourage them to collect examples of English and Chinese comic strips from a variety of media sources such as newspapers, magazines or downloaded from the Internet. Have a supply of such comic strips for those students without their own.

2. Write ‘Why are comic strips considered a popular culture text?’ on the board. Use a Write, Pair, Share model (see appendix).

Write: Students spend 2 minutes reading the question, reflecting on it and writing the answer by themselves.

Pair: Students share their answers with a partner.

Share: Pairs of students come together to create groups of 4. They discuss their answers and choose one answer to share with the whole class.

3. Students complete Worksheet 2B.1: Introducing Comic Strips by themselves.

4. Check answers. Ensure students can support their answers with examples from their comic strip. Students can use the visualiser to show their comic strip to the class when giving answers. By the end of this activity, students should understand that comic strips:• use images, speech bubbles, thought bubbles and narration boxes to tell the story • divide the story into manageable segments using frames which can also suggest

time changes• should be read left to right• have succinct story lines• use speech bubbles, thought bubbles and narration boxes to help the reader fill in

gaps in the storyline.

5. Present two comic strips that you have collected, explaining:• the name of the comic strip and where you found it• what you like and dislike about the comic strip and its ‘look’• where and when (time period) the comic strip is set• the relationship between the characters• the character traits of the main characters.

6. Students work in pairs to share the comic strips they have collected. They fill in Worksheet 2B.2: A Closer Look at Comic Strips.

7. Students join with another pair to compare their answers.


8. Draw columns on the board with the following headings:• Source• Setting• Relationship between characters• Character traits

9. Discuss answers as a whole class and fill in the chart on the board. Try to find trends for each column.



1) examine humour in comic strips;

2) understand and identify stereotypes in comic strips; and

3) profile and compare characters in terms of gender, race, ethnicity, religion, class and age.

Teacher Tips: Critical Thinking

This section offers students an opportunity to think critically and examine different viewpoints. The notion of ‘stereotypes’ will arise. When comparing comic strips from different cultural contexts, teachers need to facilitate students’ discussions to ensure that there is an open and objective atmosphere in the classroom. Teachers will need to be sensitive in their dealing with this aspect.

The aim of this section is for students to realise that every person understands the world differently. Even within one culture, such as Chinese culture, each person has had a different upbringing and range of life experiences. They have different personalities, family groupings, interactions and access to money and other resources. All of these things affect the way they perceive the world. There may be some commonalities such as what a particular group of people finds funny, but humour is ultimately a personal understanding.


Character Profile Mind Map

RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2B.3: Character Profile Mind Map

Name: __________________________ Class: ________ ( )

Look at two characters in your comic strip. Profile the two characters’ gender, age, ethnicity, Socioeconomic Status (SES), appearance and personality, and map notes below:

personality

appearance

Socioeconomic

Status (SES)

ethnicity

age

gender

Character name

Worksheet 2B.3: Character Profile Mind Map

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1. 2. 3. 4. 5. 6. Worksheet 2B.4:Character Profile Comparison Table



1. Put students into groups of 4. Ensure that they have at least one comic strip from a Chinese and Western background/context. Students discuss the following questions and keep notes about their answers with examples from their comic strips as needed. They do not need to reach a consensus.

2. Does a comic need to be funny? Why?

3. Which is the funniest comic strip in terms of language/topic/pictures. Why?

4. Is the humour the same/different in Western/Chinese comics? How do you know?

5. How does your background influence what you find funny?

6. Have an open class discussion about each of the above questions.

7. During the class discussion, introduce and explain the following terms as they relate to stereotypes: gender, race, ethnicity, class, religion and age.

8. In groups, students complete Worksheet 2B.3: Character Profile Mind Map.

9. Each group orally presents their character profiles to the class.

10. Students listen and complete the table in Worksheet 2B.4: Character Profile Comparison Table.

11. Groups consider the two characters from their comic strip and decide how the characters would be different if they:

• came from different places;• were male/female;• were younger/older;• wore different clothing; and/or• looked, behaved, acted and spoke differently.

12. As a consolidation activity for homework, students write a paragraph summarising how their characters would be different.



In this section, students look at:

1) emotions/feelings and how they are commonly represented and drawn; and

2) perspective used to show power relationships, etc. (All artists/writers use common symbols but with subtle differences.)

Teacher Tips

• Visual techniques in comic strips include the drawings, speech bubbles, narration boxes and symbols.

• The visuals of a comic strip give us the most important information about a storyline.

• The words in speech bubbles and narration boxes give the reader further information.

• Visual cues can be combined to ensure the reader understands the intention. For example, to show an angry character, they would be frowning. Around their head could be movement lines and the speech bubble might be jagged with letters written in bold and finished with exclamation marks.

• Symbols can be used to explain something quickly rather than it being written in a narration box or a speech bubble. An example of this would be using an image of a light bulb above a character’s head in a thought bubble to show the character has an idea.

• Just as different camera angles and positions are used in a film to make it more interesting, a comic strip artist uses a variety of angles and points of view to create emphasis and perspective. For example, angry parents might be drawn from a low angle so the reader feels like the child being scolded.



1. Using a projector or visualiser, show students a comic strip. Ask students to label everything they can see in the strip (frame, character, speech bubble, narration box, symbols and movement lines).

2. Create sets of a cut-up comic strip. Put students into groups of 4. The comic strip needs to have 4 – 6 frames, a clear storyline and no written text.

3. Students work in their group to put the frames into the correct order.

4. Ask students what visual clues they used to help them understand the order of the story. Write their answers on the board.

5. Present a variety of comic strips or frames that show students examples of:

• a character shouting • a character moving• a variety of emotions – sad, excited, angry, confused• a character thinking• a bell ringing (or similar)• something weird happening

For each example, ask students what visual clues they can see which help them understand the action or emotion. They will need to look at the setting, characters’ body positions and facial expressions as well as changes or additions of lines, speech bubbles and symbols.

6. In groups of 4, students create and draw symbols and images to show the following:

• electric shock • ghost• anger• poison • time moving • feeling hot • rain• night

7. Groups post their drawings around the classroom. Students walk around and put smiley faces on the drawings they think convey the message the most effectively.

8. The whole class discusses which visual techniques work best for each item on the list and why.



Comics contain a rich, varied collection of native English. The language is often informal, everyday speech which exposes students to a variety of natural speech patterns. Comics are an excellent source of colloquial language, including slang, idioms, contractions and ellipsis. Above all, they expose students to language at play.

Comics can also provide students with special cultural knowledge and can give examples of vocabulary related to current trends and fads. Comics can help develop communicative competence, including non-verbal communication, because they show the gestures and body language of the characters.

It is important to choose comics for use in class carefully because some vocabulary is too colloquial or the topic is too closely linked to a particular culture, and comics like this may be difficult for students.

As well as helping students with vocabulary, comics can be used to introduce grammatical and punctuation points. Since students will find these grammatical points embedded in a story with a logical structure, they will be better able to remember the grammar.

In this section, students will look at the language of comics, including examples of:

1. Sound effects – onomatopoeia 2. Interjections 3. Colloquial language – terms4. Colloquial language – contractions, word reductions and ellipsis5. Contrastive stress 6. Punctuation

Teacher Tips: Sound effects – onomatopoeia

Comics are one of the best places to find examples of onomatopoeia. ‘Onomatopoeia’ is an ancient Greek term meaning ‘name-making’ because the words represent sounds.

Onomatopoeia are used in comics to intensify a scene; they help bring comics to life. They are especially common in scenes involving fighting. Batman is one comic strip with many examples of onomatopoeia. If you look at a frame from a Batman comic and take away the onomatopoeia, you will see how it loses its intensity.

The meaning of onomatopoeia is not always obvious to second language learners, so as a first step, give students some comics with onomatopoeia which are easier to guess. Some common onomatopoeia found in comics include those on Worksheet 2B.5: Onomatopoeia.


Worksheet 2B.5: Onomatopoeia

Onomatopoeia

RNCT, NET Section, CDI, EDB Worksheet 2B.5: Onomatopoeia

Part A (first lesson): Match the onomatopoeia with their meanings by drawing a line between them, as in the example.

1. ding dong a. hitting something

2. ring ring b. telephone

3. meow c. car horn

4. whack d. something breakable dropped

5. buzz e. explosion

6. crash f. eating noodles; drinking

7. swish g. biting something hard

8. slurp h. insect flying around

9. tick tock i. doorbell

10. bang j. move quickly through air

11. beep beep k. clock

12. boom l. cat

13. plop m. gun shot

14. chomp n. something dropped into water

Part B (next lesson): Highlight the onomatopoeia you found in your comics. Write a list of those onomatopoeia with their meanings below.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________


1. Use the visualiser to show students some comic strips with onomatopoeia. Use a comic strip where the gestures and facial expressions make the meanings clear.

2. Ask students to listen for words that imitate a sound. Give them an example – you could bang your books down on the desk and say ‘bang’. Read the comic aloud to the students.

3. Ask students what ‘sound’ words they heard and highlight these on the visualiser.

4. Explain that these words are called ‘onomatopoeia’. Write the word on the board and tell students it is of Greek origin and explain the meaning. See the Teacher Tips box. Ask students to repeat the word to practise the pronunciation.

5. Ask students to read some of the comics after you, emphasising the onomatopoeia.

6. Students do Worksheet: 2B.5: Onomatopoeia, Part A.

7. For homework, students find at least 5 comics which have examples of onomatopoeia and bring them to the next lesson.

8. In the next lesson, students work in groups of 4 to do Worksheet 2B.5: Onomatopoeia, Part B.


Interjections

Interjections are common in everyday spoken English. Comics are a rich source of interjections and therefore useful tools to show these in context.

Teacher Tips: Use of interjections

Some common interjections found in comics are listed below with examples. They are usually found at the start of a sentence and they should be used sparingly. They are expressions with strong feeling or emotion.

‘Boo hoo’ indicates crying, e.g. ‘Boo hoo, Annie’s not coming to visit me.’

‘Eek’ shows unpleasant surprise, e.g. ‘Eek, it’s all mouldy inside.’ ‘Ugh’ is similar as it shows disgust.

‘Er’ or ‘um’ are commonly used when hesitating, ‘Um, let me think about that.’

‘Ha-ha’ shows laughter. It can also be used for making fun of someone, e.g. ‘Ha-ha, he’s all wet – he fell over in the mud.’

‘Huh’ can show surprise. e.g. ‘Huh, what did he say?’ It can also show that you didn’t understand what someone said and you want it repeated, but it is not very polite to use it in this way.

‘Ick’ shows disgust, e.g. ‘Ick, he picked it up off the floor and ate it.’

‘Oh’ is one of the most commonly expressed interjections. One common use is to express surprise, e.g. ‘Oh, it’s a beautiful day now.’ (after it was raining before)

‘Oops’ or ‘whoops’ are used when you make a mistake or do something clumsy, e.g. ‘Oops, I shouldn’t have done that.’

‘Ouch’ and ‘ow’ are used when you feel sudden pain, e.g. ‘Ouch, I just hit my elbow.’ or ‘Ow, that hurt, don’t hit me again.’

‘Phew’ normally shows relief, e.g. ‘Phew, glad he didn’t tell the teacher I did it.’

‘Poof’ shows something has disappeared suddenly, usually by magic, e.g. ‘Poof, the bird just disappeared into thin air.’


Teacher Tips: Use of interjections

‘Psst’ is used when you want to get someone’s attention without someone else noticing you are getting their attention, e.g. ‘Psst, did you hear what he said? Isn’t that silly.’ ‘Ssh’ is used to ask for silence, e.g. ‘Ssh, the teacher’s coming.’

‘Uh-oh’ is used to show you are in trouble or you have done something wrong, e.g. ‘Uh-oh, Dad will be really angry I broke that.’

‘Wow’ shows surprise, e.g. ‘Wow, look at that, isn’t it amazing?’

‘Yuck’ shows disgust, e.g. ‘Yuck, this tastes disgusting.’

‘Yum’ or ‘yummy’ mean something tastes good, e.g. ‘This muffin’s really yummy.’


1. Prepare a collection of comics with interjections which clearly show their use.

2. Show these on the visualiser and ask students to guess their meanings.

3. Give students a list of commonly used interjections, such as those in the Teacher Tips box.

4. Give students, who are in groups of 4, a number of prepared comic strips with the words in place but the interjections deleted.

5. In their groups, students have time to discuss which interjections could be used to fill in the spaces.

6. Go through answers with the students, offering help if necessary.


Teacher Tips: Colloquial language

Comics expose students to colloquial language, including idioms, reduced forms – such as contractions, word reductions and ellipsis – as well as slang.

Colloquial terms tend to stay in the language for a long time and to be fairly stable. Slang, on the other hand, may become dated or die out fairly quickly. It can also sometimes be accepted into colloquial or standard English.

Comics also provide students with special cultural knowledge and can give examples of vocabulary related to current trends and fads. For example, Archie comics were said to be a mirror to the fads, fashion and trends of the 1960s in America.

Worksheet 2B.6: Activities with Comics

Activities with Comics

RNCT, NET Section, CDI, EDB Worksheet 2B6: Activities with Comics

Match these colloquial or slang terms with their meanings by drawing a line between them, as in the example.

1. stinky a. goodbye

2. pal b. policeman

3. shove c. smelly

4. puny d. push

5. typo e. friend

6. cop f. dollar

7. see ya g. very small

8. buck h. spelling mistake

Find 2 more examples of colloquial or slang terms from comic strips andput the meanings next to them.

1. _____________________________________________________

2. _____________________________________________________

Colloquial language – Colloquial terms

Comics are an excellent source of colloquial language.



1. Ask students if they can think of any slang expressions in English.

2. Make a list of these on the board with their meanings.

3. Ask students to do Worksheet 2B.6: Activities with Comics. Students can add 2 more examples from those suggested in class or they can be asked to do this part by themselves for homework.

Colloquial language – contractions, word reductions and ellipsis

Contractions and word reductions

Comics are an excellent source of contractions and word reductions. These are very common in everyday spoken language and informal writing and are therefore often found in comics.

Teacher Tips: Contractions and word reductions

1. Contractions

Contractions are words or groups of words with one or more letter(s) replaced by an apostrophe (’), e.g. ‘can’t’ for ‘cannot’ or ‘won’t’ for ‘will not’. They are extremely common in speaking and informal writing but are usually discouraged in more formal writing types (see appendix).

Make sure students know that contractions are more normal in spoken English than non-contracted forms, which are normally used for emphasis. In normal spoken English, for example, ‘I won’t do it.’ is used, whereas the non-contracted form ‘I will not do it.’ would only be used to make the meaning stronger.

2. Word reductions

Reductions are reduced forms of English words, e.g. ‘want to’ becomes ‘wanna’. Reductions are not real words but they are commonly used in informal spoken English especially among native English speakers and are commonly found in comics which portray this use of English. Students should be careful not to use these in formal situations such as examinations or interviews. Also, students who are not very fluent in English would be advised to be aware of them to help their listening skills but to avoid using them in their own speech. Other common examples are:

gonna/gunna – going tohafta – have tomusta – must havedunno – do not know



1. Show an example of one or more comics on the visualiser which have examples of contractions and word reductions.

2. Ask students to point out the words which are contractions and word reductions.

3. Highlight these contractions and word reductions.

4. Ask students to find examples of contractions and word reductions in their comics and to highlight them.

5. With a partner, ask students to practise reading the comics until they are fluent.

Ellipsis

Ellipsis is the omission of one or more words from a sentence or construction and is commonly found in comics.

Teacher Tips: Ellipsis

Comics often use ellipsis as it is common in native speech patterns.

Some examples are:

‘Nice day’. in place of e.g. ‘What a nice day it is, isn’t it?’‘Leaving?’ in place of e.g. ‘Are you leaving now?’‘Kids with bikes.’ in place of e.g. ‘There are kids with bikes.’‘Maybe a balloon for Adam.’ in place of e.g. ‘Maybe I will buy a balloon for Adam.’

There could be an omission of one or two items from a construction in order to avoid repeating something.

e.g. ‘I’ve just seen him, but they haven’t (just seen him)’.



1. Show the above examples, e.g. ‘Nice day.’ on the visualiser, asking students to suggest which words could be missing. Write those in – there could be more than one answer.

2. Give students prepared comics which have examples of ellipsis. Ask them in pairs to find the examples and highlight them.

3. Ask 3 or 4 pairs to show their examples on the visualiser telling the class what words are missing.

Contrastive stress


1. Find examples of contrastive stress in comics and show some on the visualiser.

2. Ask students which word(s) they think should be emphasised and how they know that.

3. Read the comic strip aloud and ask students to repeat it after you a few times, emphasising the stressed words.

4. Ask students to practise reading it aloud with their partners.

5. Ask students to find examples in other comics and practise reading them aloud with their partners.

Teacher Tips: Contrastive stress

In comics, contrastive stress can be shown with the use of capitals, bold, underlines or italics.

Stress is important as it can change the whole meaning of an utterance.

e.g. THIS cup is his. (not that one) This CUP is his. (not the saucer though) This cup IS his. (it definitely belongs to him, after someone has said it is not his) This cup is HIS. (not someone else’s)

Stress is important as it is easy to tell when someone is not a native-like speaker if the stress is wrong. Reading comics aloud is a good way to practise this use of stress.


Punctuation

A final point to look at in teaching the language of comics is the use of punctuation. There are various conventions of typeface and punctuation in comics. Some which are worth pointing out may be:

1. repetition of punctuation marks;2. ellipsis; and 3. nonsense symbols.

Teacher Tips: Punctuation

1. Repetition of punctuation marks

Punctuation can indicate a variety of pauses and emotional states. Punctuation as well as letters can be repeated for emphasis, e.g. ‘eeek!!’; ‘aaah!!’; ‘me??’; ‘reeally??’.

Other points:

The ‘?!’ combination is often used for shouted questions, e.g. ‘What did you say?!’

Onomatopoeia are often followed by exclamation marks, e.g. ‘Crash!’

Note: Some comic frames may only feature a single punctuation mark like a question mark or exclamation mark, or one word, often an example of onomatopoeia with appropriate punctuation, e.g. ‘Bang!’.

2. Ellipsis

A row of three full stops (…) will show that one or more words has/have been omitted from a sentence or construction. Ellipsis can also be used to indicate a pause in speech or an unfinished thought. Other more complicated uses do not need to be taught.

3. Nonsense symbols such as #*?@&! normally indicate a swear word.



1. Revise common punctuation marks with students, such as full stops, commas, exclamation marks and question marks.

2. Introduce the use of ‘!?’ and double punctuation marks by showing examples on the visualiser. Ask students if they know why these might be used instead of single ones.

3. On the visualiser, show a comic with various types of punctuation deleted and ask students to insert appropriate punctuation.

4. Ask students to read the comic aloud in pairs to show the emphasis the writer intended and ask them to justify their use of certain punctuation.

Consolidation and application of language techniques


1. Ask students to bring in some comics. These must have at least four frames in them and should have clear settings, facial expressions and gestures.

2. Ask students to make a photocopy of their comics and then white out the language, including any punctuation on the original.

3. Ask them to put their name on the back.

4. Collect the comic strips from the students and check they fulfil the criteria.

5. In the next lesson, give these comics to other students, not to the original students.

6. Students fill in the bubbles with suitable language and punctuation.

7. Collect the comics and choose some of the best.

8. Next lesson, ask the new writer and the person who brought in the comic strip to present their versions to the class using the visualiser to show the comic whilst role playing the characters, if possible.

9. Ask the new writer to talk about any special language features they used.

10. Ask the class to give any feedback about the different versions and/or comment on the language.


Creating Characters


1) identify and describe character traits of a particular comic character(s);

2) create their own comic character(s); and

3) participate in a question and answer roundtable or Inside – Outside – Centre.

Worksheet 2B.7: Comic Character Profile is designed to give students an opportunity to describe a comic character(s).

In Worksheet 2B.8: My Comic Character Profile students will create a comic character(s) and determine their character traits.

Worksheet 2B.9: Comic Character Q&A will be used as a questioning tool for students to find out about other classmates’ characters.

Teacher Tips

1. Students can get factual information, e.g. gender, age, ethnicity, appearance, about a character by looking at an image.

2. Students will need to be creative to describe certain character traits that are not physically obvious e.g. personality, socioeconomic status, language use.

3. The teacher needs to decide which option to take in the comic character creation section. The character creation activity can be done as a pen-and-paper, scissors-and-old-magazines or online activity.


Worksheet 2B.7: Comic Character Profile

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Worksheet 2B.9: Comic Character Q&A

Worksheet 2B.8: My Comic Character Profile



1. Download a common comic character image and project it on the screen.

2. Students brainstorm information about the character (refer to Worksheet 2B.3: Character Profile Mind Map) and record their answers.

3. Ask students to discuss in pairs what the character is:• doing;• thinking; and• feeling.

4. Give students Worksheet 2B.7: Comic Character Profile to complete.

5. Check answers.

6. Decide which option students will use to create their own comic character.• Pen-and-paper: students draw their comic character.• Scissors-and-old-magazines: students find and cut out images (bodies/faces) to

be their comic character(s).• Online: students use an application, such as MyWebFace.com, to sketch their

comic character.

7. Give students Worksheet 2B.8: My Comic Character Profile. Explain to students that they will:

• work individually to create their comic character;• put their comic character(s) on Worksheet 2B.8: My Comic Character Profile; and• complete the descriptors on the worksheet using their imagination as well as the

language they have learned in the stereotype, language and character sections.

8. Give students Worksheet 2B.9: Comic Character Q&A. Explain the question levels, sample verbs and question starters on the worksheet.

9. In the Information & Question Generator Box, students should write 2 – 3 questions for each level.

10. Arrange students into an Inside – Outside – Centre formation (see appendix). Ensure students have Worksheet 2B.8 My Comic Character Profile and Worksheet 2B.9 Comic Character Q&A and a pen with them.

11. Students on the inside fold their worksheet (2B.8) so that they can see their comic strip character traits and that their partner can see the comic character image. Students on the outside ask their partner 2 – 3 questions and take notes in the Notes on Comic Characters box (2B.9). Outside students rotate and repeat several times.


12. Switch roles whereby outside students fold their worksheet (2B.8) so that they can see their comic strip character traits and their partner can see the comic character image. Inside students ask their partner 2 – 3 questions and take notes (2B.9). Rotate and repeat.

13. Move students a final time. In this new pair, students report to each other about a favourite character they have just learned about.


In this section, students produce a comic strip.

This is a consolidation activity. Students will use all aspects they have learned in this section. It could be used for an assessment.

Worksheet 2B.10: Comic Strip Creation

Comic Strip Creation

RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2B.10: Comic Strip Creation

Name: __________________________ Class: ________ ( )

In this activity you will create your own comic strip. There are 11 steps to follow:

1. Decide if you will use paper-and-pen, scissors and magazines or an on-line applicationto generate your comic strip.

2. Mind map story ideas. Think about the specific content: who (characters), where(setting), what (action), how (the way the action happens) and why (the reasons/motivations the characters do what they do).

3. Use the comic character(s) that you created in the previous activity and consider focusing on the character’s gender, age, ethnicity, class, appearance and/or personality.

4. Consider using specific visual and language techniques.5. Determine the number of comic strip frames that you will use (1 – 3).6. Complete the setting and background.7. Insert your character(s).8. Add speech/thought bubbles.9. Copy the comic strip text.10. Apply colour if needed.11. Post, upload and/or publish.12. Read, listen and respond to feedback.

My comic strip

Who? Where? What? How/Why?



1. Give students Worksheet 2B.10: Comic Strip Creation. Go over instructions and steps on the worksheet. Remind students what they have learnt about comic strips in this section. Answer any questions.

2. Give students time to complete the task.

3. Once the task has been completed, students can get feedback from classmates on ways to improve their product. Give students time to revise their work for inclusion in the time capsule.

53Part 2: Unit CAdvice Columns

Advice Columns

Part 2: Unit C

Sections: Introducing Advice Columns






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54 Part 2: Unit CAdvice Columns

Advice Columns

1. Introduction

In this unit, students will learn about letters seeking advice and letters giving advice which could be found in an advice column suitable for a teenage reader. In groups, they will design an advice column including four letters to seek advice and four reply letters offering advice. Students will have the option of using their letters in a podcast.

2. Objectives

• Establish what advice columns are and the part they play in popular culture• Analyse the structure of letters in advice columns• Analyse the language of letters in advice columns• Plan and write letters seeking advice• Plan and write letters offering advice• Design and write an advice column in a group or produce a podcast on giving advice• Assess an advice column or podcast and provide feedback to another group


• Knowledge of conventions for letter writing• Familiarity with language features such as using modal verbs in giving advice, and

alliteration, for emphasis in headings and names• Knowledge of conventions of podcasts• Familiarity with podcasting technology


1. Introducing Advice Columns Understand what advice columns are, where they are found, what information they contain and the part they play in popular culture.

2. Writing Letters Seeking Advice Analyse typical language structures and the overall structure of a letter seeking advice in a typical advice column. Write letters seeking advice.

3. Oral Linking Activity Practise seeking and giving advice through an oral activity.


4. Writing Letters Offering Advice Analyse typical language structures and the overall structure of a letter giving advice in a typical advice column. Write letters giving advice.

5. Extension Activity: Video Practise seeking and giving advice through a listening activity.

6. Creating an Advice Column – Option 1

Create an advice column which could be found in a magazine suitable for teenage readers.

7. Creating an Advice Column – Option 2

Record an advice column as a podcast.

Introducing Advice Columns


1) become aware of what advice columns are and the function of advice columns;

2) identify various places where advice columns can be found; and

3) analyse language and structural features of advice columns.


Teacher Tips: Advice Columns

Advice columns have been part of popular culture for more than a century. They mirror various aspects of popular culture at any given time. The fact that people can ask for advice anonymously from others about situations they may not like to discuss with people they know has made them popular.

There are different types of advice columns for different people on different subjects. Typically advice columns focus on relationships, dating, etiquette, money, work, health, computers and parenting.

Advice columns share various features.• Letters seeking advice are usually anonymous. Advice columnists are

often women, although some men also write columns. The writer asking for advice normally uses a pseudonym as does the column writer. The column writer is commonly known as an ‘agony aunt’ or ‘agony uncle’. ‘Ann Landers’ and ‘Dear Abby’ have been well-known columnists.

• Although the problems are related to the person who wrote the question, they are often universal in nature so they attract other readers who can relate to the problem too.

• They also share a similar structure and some language features.

Advice columns make readers feel that they can take part in their favourite newspapers or magazines, and columns are popular in lifestyle sections of these publications. Asking for advice and seeking replies is now also popular on Internet websites.

Advice columns remain popular and have adapted to the changing needs of the times and people. If you look at examples over many years, you can see that the columns reflect how society’s attitudes have changed over time, e.g. attitudes to sex and marriage are often different now from 50 years ago. Advice columns therefore make an important contribution to popular culture.

Probably the most easily obtainable columns suitable for students are in the Young Post section of the South China Morning Post. Others can be found on the Internet.

The purpose of the following Think, Pair, Share activity is for students to start thinking about advice columns and the types of columns available and where columns can be found. If possible, students should also look at common language and structural features.

The purpose for Worksheet 2C.1: Matching Topics is to familiarise students with common topics in advice columns.



1. Ask students to bring two examples of advice letters to class from newspapers, magazines or downloaded from the Internet. Have a supply of advice letters collected from various media sources that can be used in class as extra resources.

2. Using a Think, Pair, Share model (see appendix) students

Think: Students review their letters to see:• where the advice columns are from; • what sort of problems are in the advice columns; and• similarities between the letters in terms of structure or language, such as the

length, use of modals, imperatives, common phrases offering suggestions, e.g. Have you thought of…, How about…

Pair: Students share their findings with their partner.

Share: Students share their thoughts with the class.

3. Share information from the Teachers Tips about advice columns, eliciting from students some of the common features.

Worksheet 2C.1: Matching Topics

Matching Topics

RNCT, NET Section, EDB, HKSAR Worksheet 2C.1: Matching Topics

3. __I keep hearing a lot about organic food. Do you think…

4. __I know accessories can make or break my look, so what do you…

5. __I can’t decide whether to buy the XOP2 or the SK7 tablet. The XOP2 is more up-to-date but the other is cheaper…

1. __Sitting at your desk every day is great for your exam results perhaps, but remember to get regular exercise…

2. __I thought this girl was my

best friend – we have been friends for a year now – but I heard…

Advice columns can focus on problems such as:

a. relationshipsb. sexc. etiquetted. healthe. dietf. computers/gadgetsg. fashion

What do you think the problems are in the following excerpts from letters? Match the letters, a, b, c, etc, to the following numbered excerpts.


Teacher Tips: Language

• Headings: Advice columns usually use clever headings for letters to attract readers. These are short and catchy and, wherever possible, reflect the content of the letter. The title of your letter may also use alliteration – the repetition of the first consonant of the word – to make it sound more interesting, e.g. Fighting for Freedom.

• Names: The writer normally uses a pseudonym (not their real name), so they can remain anonymous. This name will often reflect the topic of the letter and/or where they live, e.g. Young Lover in Yuen Long. Sometimes alliteration is used in the name to make it stand out more, e.g. Excessive Exerciser.

• Vocabulary: Informal language is often used in letters. This helps writers and readers feel more like they are friends. Some examples of such expressions might be ‘nerd’ (studious and intelligent person, who may be shy and considered unattractive by most), ‘sunnies’ (sunglasses), ‘mates’ (friends), ‘glam’ (glamorous), ‘fave’ (favourite) or ‘awesome’ (great). The best way to stay current is to read materials aimed at native English-speaking teenagers or listen to their conversations as this language constantly changes. Popular words quickly become outdated. You may check online for current slang or ask a NET.

• Abbreviations: The use of abbreviations is common, such as ‘’cos/’cause’ for ‘because’.

• Contractions: The use of contractions is common, such as ‘it’ll’, ‘should’ve’.

4. Ask students to reflect on how reading the letters and replies makes them feel. • Can they relate to the problems/issues? • Would they read such columns regularly?• Would such columns encourage them to buy the newspaper or magazine where

they found the column?• If they were to write such a letter, what problems/issues would they request advice

on?

5. Students complete Worksheet 2C.1: Matching Topics.

6. Check answers.


In this section, students become familiar with the structure and the language used in a letter to seek advice.


Worksheet 2C.2: Matching Headings

Matching Headings

RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2C.2: Matching Headings

Name: ______________________ Class: _____

1. Match the following letter parts to the headings in the box below.

Heading Letter number e.g. 4A. Boring boyfriendB. Forgotten by friendsC. History repeats itselfD. Hope to be healthyE. Mean mumF. Gorgeous girl

2. Highlight the examples of alliteration in the headings above.

3. It’s been four weeks since I got a phone call from anyone…

4. It’s been three years now since my boyfriend and I started going out. He’s a great guy but not very exciting…

5. I’ve been told that my BMI is over 25 and I need to lose weight or risk diabetes when I get older…

1. I’m 15 and my mum won’t let me wear short skirts at weekends while I’m out with my friends in town. I’ve got a great figure and look good in short skirts…

2. Last weekend I saw a great looking girl but I didn’t know how to approach her…

6. I’ve got this real thing for my History teacher and I think he might feel the same way. He’s only a few years older than me ’cause he’s just a new teacher. I’m not sure if it’s ok to date him. This isn’t the first time I’ve fallen for a teacher either.

Letter Seeking Advice 1

RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2C.3: Letter Seeking Advice 1

Name: _______________________ Class: ____

Here is an example of a letter seeking advice.

Label the sections of the letter in the boxes on the right, using the words from the top box.

Draw arrows to link the sections of the letter to the boxes.

Dear Aunt Ada,

I always feel that I just don’t look stylish like my friends because I have no money to buy anything at all trendy. I don’t even have enough to buy fashion magazines which could inspire me. I’ve tried checking fashion websites but I don’t have my own computer so that’s hard.

Please tell me how to be stylish without heaps of money.

Fashion Fiasco in Fanling

Describe the problem Greeting Ask for advice

Explain writer’s actions and result Sign name (pseudonym)

Letter Seeking Advice 2

RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2C.4: Letter Seeking Advice 2

Name: ____________________ Class: ____

Label the parts of the letter by writing the name of each part in the boxes on the right.Draw lines to identify the sections in the letter. Refer to Worksheet 2C.3: Letter Seeking Advice 1 for help.

Dear Aunt Dora,

I have noticed that people keep their distance when I am talking to them. They seem to come up to me but then they back away. I recently approached an attractive girl in my class to ask her out on a date. She smiled at me but when I started talking, she backed away a bit and seemed keen to go away. I’m afraid something is wrong. I’ve asked one of my friends but he didn’t say anything and I feel too embarrassed to ask anyone else. My parents are busy working so I don’t want to bother them.

Please help me!

Distance Dilemma

Worksheet 2C.4: Letter Seeking Advice 2

Worksheet 2C.3: Letter Seeking Advice 1

The purpose of Worksheet 2C.2: Matching Headings gives students practice in identifying suitable headings for letters. This will help them create headings in the advice column they will write later. Worksheet 2C.3 Letter Seeking Advice 1 and Worksheet 2C.4: Letter Seeking Advice 2 give students practice in identifying different parts of letters seeking advice.



1. Show students a few typical advice columns and ask them to focus on the language and techniques used in the headings and suggest why they are suitable for specific advice column letters.

2. Revise what alliteration means and give examples. Ask students to give some examples.

3. Give students Worksheet 2C.2: Matching Headings to complete. It is designed to teach students about suitable headings for letters seeking advice in an advice column and how alliteration can be used to increase their effectiveness.

4. Give students Worksheet 2C.3: Letter Seeking Advice 1.

5. Go through the parts of the letter with the students. Ask them if they know why the writer and the columnist have not used their own names. Ensure they understand the idea of an ‘agony aunt’ and the use of a pseudonym.

6. Ask students to match up the parts of the letter by putting the words from the top panel into the appropriate boxes on the right hand side. Then ask them to draw a line between the boxes and the parts of the letter.

7. Give out Worksheet 2C.4: Letter Seeking Advice 2. Students complete this worksheet in the same way they did the previous one.


In this section, students link letters seeking advice to letters giving advice in an oral activity. It is designed to get students thinking about problems and solutions. The activity cards offer prompts for students. Cut up the cards before the lesson and laminate them for future use.


Activity Resource 2C.1: Problem Cards

Advice Columns______________________________________________________________

RNCT, NET Section, CDI, EDB, HKSAR Activity Resource: 2C.1: Problem Cards

Problem Cards

My friend doesn’t call me anymore so…

My boy/girlfriend says he/she doesn’t want to be with me anymore and…

I want this great gadget but my mum says it’s too expensive and…

I like to watch ‘Hong Kong’s Next Top Model’ but my mum says it’s not suitable and…

I want to try speed dating but…

I think someone’s hacked into my email account and sent me…

One of my friends has offered me to drugs and…


1. Put students into two circles, one inside the other. Students do an Inside – Outside – Centre activity (see appendix).

2. Give students in the inner circle problem cards. Students read their problem to their partner and the partner must give a solution. The inside circle then moves clockwise so each student has a new partner.

3. Keep the activity moving quickly with only 1 minute for each problem to be asked and answered. Give weaker students more time, if necessary.

4. Give more able students time to make up their own problems and let them provide their own solutions. For very weak students, provide sample questions and answers. Let them first do an activity in which they find the person whose solution card matches their problem card.

5. After students finish, ask them to give feedback on what sort of language they used to give their advice. Write their suggestions on a visualiser and use the ideas to produce a handout, if necessary.



In this section, students become familiar with the structure and language of a letter giving advice.

Handout 2C.1: Language Tips on Letters Giving Advice provides information about the language of letters giving advice. Worksheet 2C.5: Letter Giving Advice and Worksheet 2C.6: Reply to ‘Distance Dilemma’ are designed to reinforce students’ knowledge of letters giving advice and give them a chance to reply to a letter seeking advice.

Handout 2C.1: Language Tips on Letters Giving Advice

Language Tips on Letters Giving Advice

RNCT, NET Section, CDI, EDB, HKSAR Handout 2C.1: Language Tips on Letter Giving Advice

• Language for sympathising: To show we understand how someone feels,

we use language to sympathise with them. Some examples are:

It’s not a good feeling to be let down by your boyfriend.

It’s perfectly understandable that you would feel disappointed about…

It’s all right for you to feel like this/upset about…

• Expressions for offering advice: Here are some:

I think you should…

Have you thought about…(+ing)?

Why don’t you…?

My advice (to you) would be to…

If I were you, I would…

If I were in your position, I would…

I suggest you…; I’d like to suggest (+ing)…

• Imperatives: The use of imperatives is common in letters giving advice, e.g.

Don’t forget to listen to your friend’s side of the argument too.

Be ready to accept her apology and move on from there.

Keep fit and active.

• Modal verbs: These show different degrees of possibility. Note: ‘Must’ for

offering very strong advice, e.g. You must not let anyone take advantage of

you. Some other examples are:

You should wash your face carefully.

You should not eat too many fatty foods.

You need to keep some things in mind.

Letter Giving Advice

RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2C.5: Letter Giving Advice

Name: _______________________ Class: _____

Read the reply letter to ‘Fashion Fiasco in Fanling’ and do the following:

1. Highlight the paragraph which shows the columnist has read and understood

the letter and sympathised with the writer of ‘Fashion Fiasco in Fanling’.

2. Underline at least 3 examples of modal verbs and imperatives.

3. Circle an expression offering advice, e.g. ‘I suggest…’, ‘Have you

thought about …’

Dear Fashion Fiasco in Fanling,

Keeping up with fashion trends certainly can be a problem for many teenagers like you, because it makes you feel different from your more affluent peers. I’msure you feel somewhat left out and this may in turn lead to a feeling of unworthiness. That is natural when you think you do not look your best.

You say you have no money to spend on keeping up with fashion, but there are a few ways around it. Use the money you do have wisely and put it towards the latest accessories. Teenage fashions change very quickly so you don’t need to spend a lot. Spend enough to buy a few new accessories, such as costume jewellery, belts and handbags. These can be used to liven up your outfits and make you look more fashionable.

These accessories don’t need to cost you an arm and a leg. First, try the market stalls. There are some around Fanling. Secondly, have you thought about checking out secondhand shops, which sell used clothes and accessories? Thirdly, see if your best friends are willing to swap, so you don’t have to buy so many things yourself and still have options.

Finally, although this advice might not sound fashion-related, you should watchwhat you eat and make sure you get enough exercise and sleep, because if your body doesn’t look good, it won’t matter what you wear, you won’t look your best!By having a healthy glow, you’ll stand out in the crowd even without the most expensive or up-to-date fashions.

Aunt Ada

Reply to ‘Distance Dilemma’

RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2C.6: Reply to ‘Distance Dilemma’

Name: ____________________ Class: ____

Read the letter from ‘Distance Dilemma’ again. Using similar language

structures to those in the reply to ‘Fashion Fiasco in Fanling’, write a reply to

‘Distance Dilemma’. Your reply should be no more than 150 words.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Worksheet 2C.6: Reply to ‘Distance Dilemma’

Worksheet 2C.5: Letter Giving Advice



1. Give students Worksheet 2C.5: Letter Giving Advice with the reply to the ‘Fashion Fiasco in Fanling’ letter. Explain that a letter giving advice should offer useful advice but it is also often light-hearted and fun. The tone depends on the advice column, and where it is found, as some columns are more serious than others. Ask students if they think this is more serious or light-hearted.

2. Students complete Worksheet 2C.5: Letter Giving Advice whilst referring to Handout 2C.1: Language Tips on Letters Giving Advice.

3. Go over answers with students.

4. Students complete Worksheet 2C.6: Reply to ‘Distance Dilemma’.


In this section, students revise what they have learnt about writing letters seeking and giving advice. They also practise listening and note-taking skills.

Worksheet 2C.7: Write to Dr Dave is designed to offer listening and note-taking practice for students, whilst Worksheet 2C.8: Video Clip Reply Letter gives students another chance to practise writing a letter giving advice.


Write to Dr Dave

RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2C.7: Write to Dr Dave

Name: ____________________ Class: ____

Scenario: Tim tells his classmate, Mario, about his problem and seeks his advice. Mario listens to Tim and suggests that he should write to an advice column to get a better reply.

Tim’s description of the problem is quite long and not very clear. A good letter to an advice column seeking advice must be short and concise. Watch and listen carefully to the video clip and help Tim summarise his concerns and submit the letter to the advice columnist, Dr Dave, in the magazine ‘Teen Scene’.

Listen to the recording and make notes.Remember to keep the most important points. Write between about 80 and 150 words.

Tim’s problem

girl skin confidence

Worksheet 2C.7: Write to Dr Dave

Video Clip Reply Letter

RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2C.8 Video Clip Reply Letter

Name: _______________________ Class: ____

You are Dr Dave. On your TV show, you have already replied to the letter from Tim, but you thought his problems were relevant to other teenagers so you write a reply letter for your magazine column.

1. Watch the video clip and take notes on what you said.

Notes:

Dr Dave’s advice

physical psychological

skin confidence

Worksheet 2C.8: Video Clip Reply Letter


1. Tell students they will watch and listen to a video clip of a conversation between two classmates. One of them, Tim, has a problem. He asks his classmate, Mario, for advice but Mario says he should instead write to an advice column to seek better advice than he can give him.

2. Students watch, listen and make notes on Worksheet 2C.7: Write to Dr Dave.

3. Students write the letter for Tim. Remind students that the letter should be short and concise.

4. Students swap letters with a partner, and check the letter for the bulleted points at the end of the worksheet.


Transcript of Video Clip 1

Tim: Hi Mario.

Mario: Hi Tim. How’s it going?

Tim: Yeah, ok I guess. Well, actually have you got a minute? I’d like to talk to you about something that’s been bothering me.

Mario: Sure. What is it?

Tim: I’ve been trying to get this really cute girl to pay attention to me but it’s just not happening. She seems to be put off by me and I can’t work out why. You know it’s really a drag, and it’s got me kind of depressed.

Mario: Tell me more, Tim. Perhaps I can help you.

Tim: Well, every day I see this girl, she’s in the year above me and she’s kind of pretty. She’s got gorgeous brown flowing hair, and I’ve got this problem – my skin’s really bad ’cos I’ve got lots of spots. See, they’re all over here and here and some days I’ve even got them on my chin. I scrub my face a whole lot and use all kinds of creams but it doesn’t seem to make any difference at all. I’ve tried using lots of different things but nothing seems to do any good for my skin. I feel kind of awkward talking to girls now ’cos I know how I look and I don’t have any confidence. I’ve got these patches here that are really bad. I want to get a girlfriend. You know it’s really important to me. What do you think I should do?

Mario: I think it’d be best, you know, if you got some advice from someone older and wiser than me! How about writing to Dr Dave, you know, in ‘Teen Scene’ magazine and asking him what he thinks. I could help you with the letter…

5. Students watch and listen to the video clip of Tim and Mario again, if necessary.

6. Assign students the role of expert Dr Dave. They listen to the reply on the video clip from Dr Dave and make notes using the graphic organiser on Worksheet 2C.8: Video Clip Reply Letter. Revise note-taking skills, if necessary.

7. On Worksheet 2C.8: Video Clip Reply Letter, students write a letter giving advice of no more than 150 words. This is based on Dr Dave’s video clip.

Extension idea

Students make a short video clip in the role of Dr Dave for different teenage problems using the following scripts.


Transcript of Video Clip 2

Dr Dave: It seems that Tim’s got major problems with both his skin and his confidence, which are probably related. He’s got some skin blemishes. This is normal for adolescents but it is still troubling. Tim needs to divide his problem into a physical and a psychological part. Let’s talk about what he can do about the physical part first as that’s probably the easier part to deal with right now.

Tim’s got acne. Although it’s not normally a lifelong condition, it can cause all sorts of problems, including scarring if it goes untreated. It’ll be necessary for Tim to see a dermatologist who can help him deal with it before it gets to this point.

Tim can do some things on his own too. He says he scrubs his face but this is not the best thing for it. The skin’s delicate and scrubbing won’t help. It’s probably going to damage his skin in fact. I wouldn’t recommend that at all. He’s better off just gently cleaning his face. He can either use a cleanser that a doctor recommends or find a knowledgeable pharmacist.

Aside from external skin care, Tim needs to take care of his general health. He should exercise regularly, at least three times a week, as that will help clear out his pores. It’s also important that he avoids greasy takeaway foods. Eating at home whenever he can will help to control how much oil, salt and sugar he is eating.

Next is Tim’s psychological issue with the girl he wants to attract. I don’t think it’s his skin that will stop him attracting her – it is more his self-confidence.

I suggest that he approach the girl somehow. Let her know that he likes her and see if she responds well to him. If he’s too embarrassed to approach her directly, he can find out who her friends are. Find some way to be around them when she is likely to come by. This is a good chance for him to improve his relationship skills with more people and gain social confidence. Even if she rejects him, not all’s lost for Tim – it’s good practice for him and I’m sure this won’t be the only girl in his life!



In this section, students have a choice of two culminating activities of the Advice Column Unit. They can either write letters for an advice column in a newspaper or magazine, or they can write letters which can be used in a podcast.

Handout 2C.2: Final Assessment – Option 1 Advice Column and Assessment Checklist 2C.1: Option 1 Advice Column are used for the first option, writing to an advice column.

Handout 2C.3: Final Assessment – Option 2 Advice Podcast, Assessment Checklist 2C.2: Option 2 Podcast and Handout 2C.4: Tips for Producing a Podcast are for the second option, writing for a podcast.

Handout 2C.2: Final AssessmentOption 1 Advice Column

Assessment Checklist – Option 2 Podcast

RNCT, NET Section, CDI, EDB, HKSAR Assessment Checklist 2C.2: Option 2 Podcast

Assessment group names: __________________________________________________Date: _________________

Task: Write letters seeking and giving advice and record a podcast.Please tick: Needs

workFair Good Very

goodA. Content of the letters

1. The letters giving advice appropriately answer those seeking advice.

2. The introduction clearly states the purpose for seeking advice.

3. The conclusion thanks the listeners.

4. The content is suitable for letters on a podcast as it is of a general nature, i.e. it could relate to more people than just the person asking the question.

5. The topics appeal to teenage listeners.

B. Language of the letters

1. The letters use an appropriate tone.

2. The letters use language structures commonly found in advice letters.

3. The language is grammatically correct.

4. The pseudonyms are suitable.

C. Structure/Organisation of the letters

1. The letters contain all the necessary elements of letters found in an advice column.

2. The letters are an appropriate length.

D. Recording of the podcast

1. The voices are clear and pleasant to listen to.

2. The pronunciation is correct.

3. The music is suitable.

4. The music is played at suitable times.

Assessment Checklist 2C.1: Option 1 Advice Column

Final Assessment – Option 1 Advice Column

RNCT, NET Section, CDI, EDB, HKSAR Handout 2C.2: Final Assessment – Option 1 Advice Column

Name: ____________________ Class: ____

Group project – write an advice column

Work in groups of 4 to design and write an advice column for the magazine ‘Teen Scene’. The topics of the letters must all be different and can focus on:

• health (e.g. fitness, weight, nutrition, skin, hair, makeup)

• relationships (e.g. among siblings, friends, boyfriends and girlfriends)

• fashion (e.g. clothes, colours, accessories)

Write 4 letters seeking advice. Each letter must be between 80 and 150 words.

Write 4 reply letters offering advice to the letters seeking advice which your group has written. You should not write the reply to the letter you wrote. Each letter must be between 150 and 250 words.

Use photographs or illustrations of the 4 experts who reply to the letters. Write a short caption under each, to give the expert’s name and to say something about their experience.

(See the column in the Young Post section of the South China Morning Post, as an example, or refer back to the caption writing chapter in this book.)

You may design the column as you like.

The letters should fulfill the criteria set out in the Assessment Checklist – Option 1 Advice Column.


Handout 2C.3: Final Assessment – Option 2 PodcastFinal Assessment – Option 2 Podcast

RNCT, NET Section, CDI, EDB, HKSAR Handout 2C.3: Final Assessment Option 2 Podcast

Name: __________________ Class: ____

Group project – record an advice column as a podcast

Work in groups of four to write and record a podcast for the Radio Programme ‘Teen Time’. The topics of the letters must all be different and can focus on:

• health (e.g. fitness, weight, nutrition, skin, hair, makeup)

• relationships (e.g. among siblings, friends, boy and girl, but notquestions relating to sex)

• fashion (e.g. clothes, colours, accessories)

Write 4 letters seeking advice. Each letter must be between 80 and 150 words. Write 4 reply letters offering advice to the letters seeking advice. You should not write the reply to the letter you wrote. Each letter must be between 150and 250 words.

Write and record an introduction to the radio programme.

Record the 4 letters seeking advice and the 4 letters offering advice. Write and record some comments between the letters.

Write and record a conclusion to your podcast.

Listen to podcasts related to teenage life at the following ‘Teen Time’ link:http://programme.rthk.hk/channel/radio/programme.php?name=radio3/teentime&d=2011-10-14&p=518&e=157514&m=episode

The letters and recordings should meet the criteria set out in the Assessment Checklist – Option B Podcast.

See Handout 2C.4: Tips for Producing a Podcast for more notes about making a podcast.

Assessment Checklist – Option 2 Podcast

RNCT, NET Section, CDI, EDB, HKSAR Assessment Checklist 2C.2: Option 2 Podcast

Assessment group names: __________________________________________________Date: _________________

Task: Write letters seeking and giving advice and record a podcast.Please tick: Needs

workFair Good Very

goodA. Content of the letters

1. The letters giving advice appropriately answer those seeking advice.

2. The introduction clearly states the purpose for seeking advice.

3. The conclusion thanks the listeners.

4. The content is suitable for letters on a podcast as it is of a general nature, i.e. it could relate to more people than just the person asking the question.

5. The topics appeal to teenage listeners.

B. Language of the letters

1. The letters use an appropriate tone.

2. The letters use language structures commonly found in advice letters.

3. The language is grammatically correct.

4. The pseudonyms are suitable.

C. Structure/Organisation of the letters

1. The letters contain all the necessary elements of letters found in an advice column.

2. The letters are an appropriate length.

D. Recording of the podcast

1. The voices are clear and pleasant to listen to.

2. The pronunciation is correct.

3. The music is suitable.

4. The music is played at suitable times.

Tips for Producing a Podcast

RNCT, NET Section, CDI, EDB, HKSAR Handout 2C.4: Tips for Producing a Podcast

Plan your podcast carefully.

• Decide who will present which letters.

• Create an outline and plan of your show, e.g:

Introduce your show by quickly explaining and highlighting the purpose of your

podcast. Make it interesting, to grab your audience’s attention. Then say who

you are and what you’re going to talk about:

e.g. ‘This is (your name/s) and today I/we’re going to talk to you about (topic).’

Use about 30-60 seconds.

Introduce a music jingle (a song which contains a catchy combination of words

or sounds) of about 30-60 seconds.

Introduce and read your first letter seeking advice:

e.g. ‘Our first letter for today is from ‘Trapped in Tin Shui Wai’. Let’s hear what

he has to say.’

Introduce and read the corresponding letter giving advice by saying:

e.g. ‘Now let’s hear what Dr Dave has to say about this problem.’

When the letters have been read out, end with a comment:

e.g. ‘Hope that was helpful to you, ‘Trapped in Tin Shui Wai’.’

Repeat with the next letter.

Take a short break of about 30 seconds and play the music again, to give the

listeners time to take in what has been said so far.

Repeat with the other letters. Vary the introductory and closing comments,

e.g. ‘Well, here’s another letter that looks interesting.’; ‘There was some great

advice there.’

Make some closing remarks, thanking the listeners for joining you. Talk about

your next show in an interesting way to make the audience listen again. Use

1-2 minutes. You can also give information for the audience to contact you, e.g.

a website or email address.

Use the music jingle for about 1 minute to close the podcast.

Other tips:

• Write your script first and practise, before you record, until it is smooth.

• You can do it with 2 hosts and have a dialogue between them.

• For more details, see www.voices.com/podcasting

Handout 2C.4: Tips for Producing a Podcast

Assessment Checklist 2C.2:Option 2 Podcast



1. Students work in groups of 4 to write an advice column for the magazine ‘Teen Scene’. The topic of each letter must be different and can focus on the following issues:

• health, e.g. fitness, weight, nutrition, skin, hair, makeup

• relationships, e.g. among siblings, friends, boyfriends and girlfriends

• fashion, e.g. clothes, colours, accessories

2. Students write 4 letters seeking advice. Each letter should be between 80 and 150 words.

3. Students then rotate the letters and write a reply letter giving advice. Each letter must be between 150 and 250 words.

4. Students should use photographs or illustrations of the 4 experts who reply to the letters. They should also write a short caption for each, giving the expert’s name and include something about their experience.

(The column in the Young Post section of the South China Morning Post can be shown as an example, or students can refer to the caption writing chapter in this book.)

5. Students can design the column as they like.

6. The letters should meet the criteria set out in Assessment Checklist 2C.1: Option 1 Advice Column. Teachers can adjust this if necessary.

If students are creating a podcast, they can look at Handout 2C.4: Tips for Producing a Podcast. If extra speaking and listening practice is needed, a podcast is a good alternative. Students will also need to complete the following procedures.

7. Write and record an introduction to the radio programme of the podcast.

8. Record the 4 letters seeking advice and the 4 replies offering advice. Write and record some comments between the letters.

9. Write and record a conclusion to the podcast.

10. The letters and recordings should meet the criteria set out in Assessment Checklist 2C.2: Option 2 Podcast.

11. Once the task has been completed, students can use the Assessment Checklist as a guide to improve their product. Give students time to work with their group to improve their product for the time capsule.

71Part 2: Unit DAdvertisements and Commercials

Advertisements and Commercials

Part 2: Unit D

Sections: Introducing Advertisements

Analysing Print-based Advertisements

Altering Images





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72 Part 2: Unit DAdvertisements and Commercials

Advertisements and Commercials

1. Introduction

In this unit, students will identify and analyse the techniques and strategies used in static and moving advertisements. In groups, they will review advertisements and present their findings to the class. They will also produce an advertisement.

2. Objectives

• Establish what advertisements are and their purpose• Analyse images and typical language structures used in advertisements• Apply understanding to create a presentation on advertisements• Plan and produce an advertisement in a group


• Production of photo stories with captions• Knowledge of language features such as adjectives and adverbs to make advertisements

more interesting and convincing• Knowledge of image composition such as camera angles, camera shots and their

effects• Awareness of images being altered and how to do it• Experience in filming video images• Skills in creating PowerPoint slides


1. Introducing Advertisements Understand what advertisements are, where they are found, what information they contain and their purpose in popular culture.

2. Analysing Print-based Advertisements

Identify typical language structures and use of images in print-based advertisements.

3. Altering Images Understand the notions of stereotypes and ideals and how they affect advertising.Analyse different ways images can be altered for a variety of effects.

4. Analysing Infomercials Examine persuasive language techniques used in infomercials.


5. Internet Advertisements Examine advertising strategies used on the Internet.

6. Review and Presentation of Advertisements

Research and review advertisements for a group presentation activity.

7. Producing Advertisements Create a photo story in preparation for producing an advertisement.Produce an advertisement.

Advertisements

It is difficult to go anywhere without seeing some form of advertising. Advertisements can come in many different forms. They can be static, such as in a magazine or on a billboard, or moving, such as on television or the Internet. They may also be static on a moving object, such as on a bus or T-shirt, or come in the form of free product giveaways.

Companies and businesses use advertising to promote their products and services. Advertisements are successful if they get a particular consumer or part of the target audience to make a decision to buy their product.

Advertisements use a combination of images and words to send the consumer a message. Everything in an advertisement has been chosen for a reason. Images can be manipulated to create a particular message through cropping, camera angle choice and photo manipulation. The message is then reinforced through the use of persuasive language, colour and music in both moving and static advertisements.

A range of persuasive language techniques including superlatives, imperatives, repetition, puns and slogans are used in advertisements to help convince a consumer to buy the product.

When advertising companies build an advertising campaign, they can choose from a variety of strategies to appeal to particular target audiences. Tactics such as comparisons between products, celebrity endorsements, expert opinions, branding and sex appeal are commonly seen in advertising. Emotive approaches, such as showing the warmth of family and friends and getting on the bandwagon, have also been used successfully.

Introducing Advertisements


1) think about what advertisements are, where they are found, what information they contain and their place in popular culture; and


2) complete a worksheet.

Worksheet 2D.1: What Do We Mean By ‘Advertisements’? is designed to give students an opportunity to think about what advertisements are and where they can be found. Some items are obviously advertisements and others, e.g. T-shirts, will require discussion. For example, not all T-shirts are advertisements but some may advertise a product on the front or back. This can also raise the issue of whether a logo is an advertisement on its own.


1. Students work in pairs to complete Worksheet 2D.1: What Do We Mean By ‘Advertisements’? They discuss which items could be considered advertisements. They then answer the questions individually.

2. Students move into groups of four and share their decisions and answers to the questions.

3. Create a general class consensus on what is meant by advertisements and where they can be found. Have an open discussion about:

• what issues were discussed in their decision making, and • their answers to the questions on an advertisement-free environment and the best

advertisement.

Worksheet 2D.1: What Do We Mean By ‘Advertisements’?

What Do We Mean By ‘Advertisements’?

RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2D.1: What Do We Mean By ‘Advertisements’?

Name:____________________ Class: _____ ( )

Work in pairs to decide which of the following are advertisements. Tick the ‘Yes’ box for those you agree are advertisements and the ‘No’ box for those you think are not. You must be able to say why you decided an item is an advertisement.

1. What is the strangest place you have ever seen an advertisement? ______________________________________________________________

2. Can you think of anywhere that is an ‘advertisement-free’ area? ______________________________________________________________

3. What is one of your favourite advertisements? Why do you like it? ____________________________________________________________________________________________________________________________

4. Why do you think we have advertisements? ____________________________________________________________________________________________________________________________

Yes No Yes No

postcards art work

billboards T-shirts

DVD/CD covers television programmes

computer games newspapers

magazine covers taxis

cartoons/comics television guides

picture books exterior of airplanes

sports clothing free give-aways

MTR signs books

web pages film guides

food packaging buses


Advertisement Analysis

RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2D.2: Advertisement Analysis

Name:_____________________ Class: ____ ( )

A. Look at one of the advertisements you have collected and answer the following.

1. Where does your eye go first in the advertisement? Why?_________________________________________________________________

2. Describe the image.Topic: ______________________________________________________________Colours: _____________________________________________________________Size: _______________________________________________________________Location in the advertisement: ___________________________________________Why do you think this image was chosen? ____________________________________________________________________

3. Describe the words.Colours: ____________________________________________________________Size: _______________________________________________________________Variety: _____________________________________________________________Why do you think they are presented in this way? ___________________________________________________________________

4. Who do you think this advertisement targets? Think about age, gender and culture.___________________________________________________________________

5. Why do you think this particular audience has been targeted?__________________________________________________________________

6. Are there any logos (symbols or small designs that identify the company selling the product)? Yes / No

7. Are there any slogans (short, memorable phrases that are easy to remember or grab your attention)? Yes / No

8. What aspects of popular culture does this advertisement use? ______________________________________________________________________________________________________________________________________

Worksheet 2D.2: Advertisement Analysis

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Worksheet 2D.3: Summary of Techniques

Analysing Print Advertisements

In this section, students identify and record different advertising techniques they find in various advertisements. Students will also fill in a summary organiser that will be revisited throughout the unit.

In Worksheet 2D.2: Advertisement Analysis, students begin to examine various elements of an advertisement (such as image, text, slogans and logos) and identify the target audience. They are also asked to think about why each of these elements is used and how their advertisements relate to popular culture.

Worksheet 2D.3: Summary of Techniques is designed for students to summarise the techniques they have learnt. This worksheet will reappear later in the unit so students can add information.


Teacher Tips: Common Elements in Advertisements

Each advertisement targets a particular group. Every element of the advertisement is there for a reason. It is the combination of these elements that makes an advertisement successful and appealing to the target audience.

Eye movement is often manipulated in advertisements. Something in the advertisement will be added to attract the eye of the viewer. It may be a colour, shape or object. The layout of the advertisement may set a path for the viewer’s eye to follow until they have seen the whole advertisement. Often the viewer’s eye is directed to the most important part of an advertisement.

Image is deliberately selected. The colour, size, content and placement of the image will affect the overall meaning and appeal of the advertisement. Images often conform to ‘ideals’, such as representing people who are young, slim, light-skinned, well dressed with clear skin and shiny hair.

Text can have various sizes, colours and font type to attract attention. Sizes may vary depending on the importance of the word or phrase. Colours and unusual font types will attract a viewer’s attention. There may be more than one font type in the advertisement.

Colour usually serves a purpose in an advertisement. It can be to catch the viewer’s attention, or to symbolise something, for example ‘white’ stands for ‘pure and clean’. Colours can also be used to get a particular emotional response from the viewer, such as bright colours creating an uplifting feeling.

Logos are symbols or small designs that identify the company selling the product. Companies use logos as a form of branding so audiences instantly recognise their products, e.g. the golden arches of McDonald’s restaurants.

Slogans are short phrases that are easy to remember or grab an audience’s attention. Companies use these as a form of branding and to help people remember a product.

Alliteration is used to make advertisements sound clever and catchy. It is usually easier to remember alliteration.

Target audiences are a specific group of people that the advertisers aim to attract. Usually this group has been identified through market research. The group’s gender, age, ethnicity and income range will have been considered.



1. Before the lesson, ensure students collect two different print advertisements that they consider represent an aspect of popular culture. The advertisements can come from a variety of media, such as newspapers, magazines, pamphlets and brochures. Remind students they will need to be able to explain how the advertisements represent popular culture. Have a supply of such advertisements for those students without their own.

2. Students complete Worksheet 2D.2: Advertisement Analysis by themselves using the advertisements they have collected.

3. Students share their answers in small groups. Students share their group’s most interesting advertisement with the whole class. Introduce advertising terminology and language as the examples are raised. Note them on the board with examples. Students should understand ideas such as eye movement around an advertisement, the interaction of images and words, target audience, logos and slogans and their effects.

4. Students fill in the ‘Print Advertisements’ circle on Worksheet 2D.3: Summary of Techniques using the technical advertising information they have learnt, including an example.

Altering Images


1) become aware of various ways of altering an image, the purpose of altering images and how altered images can change our perceptions;

2) practise cropping pictures to improve composition; and

3) prepare for the advertisement they will produce at the end of the unit.

Handout 2D.1: Cropping Images is designed to give students information about different ways of cropping an image. Students apply this knowledge in Worksheet 2D.4: Photo Cropping Activity.

Prepare some video clips from YouTube with extreme altering of images (losing weight, looking years younger/older or extreme makeovers, professional Photoshop editing) to show in class.

Examples are:http://www.youtube.com/watch?v=AhXIZOu5RlI&feature=relatedhttp://www.youtube.com/watch?v=N3U2u1IC78Uhttp://www.youtube.com/watch?v=fgzvlJqtiYc&feature=endscreen&NR=1


Cropping Images

RNCT, NET Section, CDI, EDB, HKSAR Handout 2D.1: Cropping Images

Images in advertisements are carefully selected and edited so that a product is advertised in the most appealing way and the advertisement reaches its target audience. Cropping images is a common technique. There are several ways in which an image can be cropped. The images below, while coming from the same photograph, may be cropped to sell different products.

1. Removing unwanted details to emphasise the subject or the part of the image that is important

An image can be made more powerful and effective if there is less for the viewer to look at.

Handout 2D.1: Cropping Images

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Worksheet 2D.4: Photo Cropping Activity


1. Put students into pairs. Students look at a range of advertisements including those they collected for class as well as any supplied by the teacher. Students make a list of the types of people they see in the advertisements and describe the physical characteristics of these people.

2. Students write their list of physical characteristics on the board. Use this as a way to start a whole class discussion on ‘physical ideals’. Ask students if they noticed any overweight people, people with pimples or people from different cultures in their advertisements. Follow these questions by asking students why these people are or are not represented.


3. Show students some video examples of images which have been altered by programmes such as Photoshop from YouTube.

4. Give students Handout 2D.2: Cropping Images. Give students time to read the handout.

5. Give students the photo cropping activity to do. In pairs, students decide which 2-3 areas of the crowd photograph they would crop. Students decide what kind of products these new images could advertise.

6. Students share their ideas with other pairs.



1) watch infomercials to identify persuasive language techniques used in advertising; and

2) practise creating an infomercial script to prepare for the advertisement they will produce at the end of the unit.

The word ‘Infomercials’ comes from a combination of the words ‘information’ and ‘commercials’. Infomercials are television programmes that promote a product. A variety of products are promoted this way, especially kitchen tools, beauty products and sports or exercise equipment. These commercials are presented in the form of short documentaries, news programmes or talk shows. They usually include a discussion of a specific product and a demonstration. They are usually aired outside primetime, such as very late at night. They differ from traditional television advertisements as they target an immediate sale, usually include a toll-free number and often have extra products they give away free to the first callers. Due to this need for immediate action from the consumer, infomercials use a lot of persuasive language techniques.

Worksheet 2D.5: Identify the Techniques is designed to give students an opportunity to listen to a range of infomercials to identify specific language techniques. The effects of each technique should be identified in the group discussions.


Teacher Tips: Effects of Techniques Used in Infomercials

Celebrity Endorsement/Expert Opinion: Celebrities are seen as models in society. They are famous and usually have a fan base. Experts are very knowledgeable about a particular domain because they have done a lot of research about their area. Audiences will buy the product because the celebrity has said it is something they use or the expert has said it is a good product.

Testimonials: These are from people who have used the product and are satisfied or happy with the result. This encourages an audience to believe that the product will work for them too.

Imperatives/Call to action/Special TV offer: Infomercials rely on audience members calling immediately to buy products. These techniques encourage the viewer to take quick action.

Repetition: Presenters may repeat phrases or facts and information about a product to make it appear that they are speaking the truth. The audience will be more likely to believe them and buy the product.

Rhetorical questions/speaking directly to the audience: These techniques are used as a way for the presenter to form a relationship with the viewer, as though they are the audience’s friend.

Comparisons: The advertiser’s product is compared to a similar product to show why their product is superior.

Superlatives/Hyperbole/Exaggeration: These are all used as a way of emphasising that a product is the best one available.

Alliteration: This makes a presenter sound smooth and attracts the audience’s attention.


Identify the Techniques

RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2D.5: Identify the Techniques

Name:_______________________ Class: ____ ( )

Below are some common advertising language techniques used in infomercials. Watch the infomercials and write the example you hear in the advertisement.

Technique Infomercial 1 Infomercial 2 Infomercial 3 Infomercial 4Celebrity Endorsement (e.g. Cilla Bling is here today

to …)

Imperatives/Call to action(e.g. Call now. Pick up the

phone.)

Repetition(e.g. You’re going to be in a

great mood. You’re going to

be …)

Rhetorical questions(e.g. Do you want a slimmer

body?)

Comparisons (e.g. between

older and newer products or

between similar products)

Technique Infomercial 1 Infomercial 2 Infomercial 3 Infomercial 4

Worksheet 2D.5: Identify the Techniques

Summary of Techniques

RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2D.3: Summary of Techniques

Name:_________________________ Class: ____ ( )

Fill in circles 1, 2 and 3 below with the techniques used in each type of advertisement as you learn about them in class. When all three circles are completed, fill in the overlapping circles with common techniques used in all the advertisement types.

2. Infomercials

3. Internet Advertisements

1. Print Advertisements



1. Type ‘infomercial examples’ into YouTube. Select several infomercials from YouTube to show students (e.g. Neato XV-11, Bullet Express, ProActive, Turbo Jam).

2. Go over Worksheet 2D.5: Identify the Techniques with students to ensure they understand all the techniques they are looking for.

3. Students watch and listen to infomercials and complete the worksheet. Infomercials may need to be seen more than once or may be stopped as techniques arise for students to record their answers.

4. Students share their answers in groups.

5. Students then go back to Worksheet 2D.3: Summary of Techniques. They complete the circle on infomercial techniques using the technical advertising information they have learned. They should also give an example.



In this section, students consider what kinds of advertisements are found on the Internet, the techniques they use and how they are similar to and/or different from more traditional forms of advertisements.

Worksheet 2D.6: Internet Advertising is designed to be used as a place to brainstorm and record information about common types of advertisements students can find on the Internet. Students then fill in the graphic organiser on Worksheet 2D.3: Summary of Techniques comparing Internet advertisements with print and infomercial advertisements.

This lesson could be done in two ways. Take students to the computer room to work independently on the worksheets or, alternatively, go through examples of Internet advertising in the classroom using a computer linked to the Internet, projector and screen.

Examples of advertisements seen on the Internet are: banner advertisements on blogs, emails and places such as YouTube; spam in email accounts; advertisements before videos on news programmes; and pop-ups on websites.

Students may raise the issue of unsolicited pornographic advertising on the Internet and teachers will need to decide how best to deal with this issue.



Internet Advertising

RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2D.6: Internet Advertising

Name:_____________________ Class: ____ ( )

1. Find as many different types of advertising on the Internet as you can. Write the advertising type name in the circles, then the techniques you can see in that kind of advertisement in the linking rectangular boxes.

2. Add more boxes as you need them.

Internet Advertising

Worksheet 2D.6: Internet Advertising

Summary of Techniques

RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2D.3: Summary of Techniques

Name:_________________________ Class: ____ ( )

Fill in circles 1, 2 and 3 below with the techniques used in each type of advertisement as you learn about them in class. When all three circles are completed, fill in the overlapping circles with common techniques used in all the advertisement types.

2. Infomercials

3. Internet Advertisements

1. Print Advertisements


1. Put students into pairs. Give each pair Worksheet 2D.6: Internet Advertising.

2. Students work together to identify different types of advertisements that can be found on the Internet. As they identify advertisement types, students also need to note techniques that the advertisements use.

3. Students share their ideas and information with the whole class.

4. Students go back to Worksheet 2D.3: Summary of Techniques. They complete the circle on Internet advertisement techniques. Students complete the central circles with similarities between Internet advertisements and infomercials.



Worksheet 2D.7: Presentation Preparation Template

Assessment 2D.1: Advertisement Presentation

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1) work in groups to apply knowledge they have gained when analysing advertisements;

2) find three advertisements from within popular culture that target teenagers;

3) analyse and compare the advertisements; and

4) present their findings to the class in an oral presentation.

Worksheet 2D.7: Presentation Preparation Template is designed to give students a template for analysing and comparing advertisements in preparation for their presentation. The template is generic so that students can use it for one particular type of advertising, such as print based, or for a variety of advertisements. The Assessment 2D.1: Advertisement Presentation can be used by students as a form of peer assessment. Teachers can also use the assessment form for assessment purposes. Students can hand in their scripts as part of their assessment.


Advertisement Presentation

RNCT, NET Section, CDI, EDB, HKSAR Assessment 2D.1: Advertisement Presentation

Group Names: _____________________________________________________________

Category 1 2 3 4Posture and

Eye Contact

Slouches or appears

too casual and does not

maintain eye contact

with audience during

presentation.

Slouches or appears

too casual but

establishes good eye

contact with audience

during most of

presentation.

Stands straight. Maintains

eye contact with audience

during most of

presentation.

Stands straight and looks

confident and relaxed.

Maintains eye contact with

audience during most of

presentation.

Clarity Often mumbles, cannot

be understood or

mispronounces a lot of

words.

Speaks clearly and

distinctly most of the

time. Mispronounces a

few words.

Speaks clearly and

distinctly almost all the

time, but mispronounces

a few words.

Speaks clearly and distinctly

almost all the time.

No mispronunciations

Enthusiasm Very little use of facial

expression or body

language. Does not

generate much interest

in topic being

presented.

Facial expressions and

body language are used

to try to generate

enthusiasm, but seem

insincere.

Facial expressions and

body language sometimes

generate a strong interest

and enthusiasm about the

topic in others.

Facial expressions and body

language generate a strong

interest and enthusiasm

about the topic in others.

Does not show an

adequate

understanding of the

topic.

Content Understands the main

points of the topic and

presents those with

ease.

Clearly understands the

topic fully and presents

information with ease.

Understands the topic fully

and presents information

convincingly.

Analysis Has trouble picking out

the dominant elements

and/or describing their

effects.

Describes a few

dominant techniques

used by the advertisers,

but has difficulty

describing their effects.

Accurately describes

some dominant

techniques used by the

advertisers and begins to

describe their effects.

Accurately describes several

dominant techniques used

by the advertisers and

accurately describes their

effects.

Few ideas are

presented in a logical

order and are difficult to

follow.

Organisation Most ideas are

presented in a logical

order that is mostly

easy to follow.

Ideas are presented in a

fairly logical order that

makes it reasonably easy

to follow.

Ideas are presented in a

logical order that makes it

easy and interesting to

follow.

Vocabulary Uses words or phrases

that are not understood

by the audience. Uses

very few advertising

terms and phrases.

Uses vocabulary

appropriate to the

audience. Occasionally

uses advertising terms

and phrases in

explanations.

Uses vocabulary

appropriate to the

audience. Uses some

advertising terms and

phrases correctly in

explanations.

Uses vocabulary appropriate

to the audience. Uses many

advertising terms and

phrases correctly in

explanations.


1. Put students into groups of 3. Inform students that they will be preparing and presenting a short review of three advertisements. Go over the evaluation form with students. Point out that the content as well as their presentation skills will be assessed.

2. Using pages 34-37 of Unit 2 in the NETworking: Workplace Communication in the English Classroom book, go over key points that may be useful for your students’ presentations. Focus on the areas of purpose, planning, oral presentation techniques that could be useful, and tips for practice.

3. Give each group Worksheet 2D.7: Presentation Preparation Template. Group members use the template to make notes about each advertisement and plan their presentation.

4. Students decide who will present each advertisement. They use their notes to write their presentation. Stronger students may be able to present their ideas using only their notes.

5. Students practise their presentations.

6. Students present their advertisement reviews. They should display their advertisements under a visualiser or from the Internet.

7. Other groups use Assessment 2D.1: Advertisment Presentation to peer mark the presentation.


In this section, students work in groups to plan and produce an advertisement based on a product in popular culture which targets a teenage audience.

The final product for this unit can be completed in several ways. Throughout the course of the unit, students have examined the techniques used in static and moving advertisements. Depending on student ability, interests and the time available, teachers may ask students to produce a static image, an animated PowerPoint resembling a pop-up advertisement, or a 20-second video advertisement. The video advertisement could be in the form of an infomercial or a standard television advertisement.

Static images can be produced by individual students or in groups. Moving advertisements are more suited to group productions. Preparation will vary according to which advertisement type students produce. Worksheet 2D.8: Static Image Template is more suitable for preparation of a static image. Worksheet 2D.9: Animation Template and Worksheet 2D.10: Storyboard Template are designed to be used as preparation for moving advertisements.

Note: Assessment Form 2D.2: Advertising Product is a generic form. Teachers will need to modify the templates to suit the assessment task being set.


Static Image Template

RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2D.8: Static Image Template

Group: __________________________ Class: ________ ( )

The product we are advertising is _______________________________________The advertising strategies we are using are:Image(s): ____________________________________________________________________________________________________________________________________Text: ____________________________________________________________________________________________________________________________________Slogan: ____________________________________________________________Colours: ___________________________________________________________Logo: _____________________________________________________________

DESIGN

Worksheet 2D.8: Static Image Template

Animation Template

RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2D.9: Animation Template

Group: __________________________ Class: ________ ( )

The product we are advertising is _______________________________________The advertising strategies we are using are:Image(s): ____________________________________________________________________________________________________________________________________Text: ____________________________________________________________________________________________________________________________________Slogan: ___________________________________________________________Colours: ____________________________________________________________Logo: _____________________________________________________________Music: ____________________________________________________________

Background: ___________________________________Image: _________________Text: __________________________________________ Movement: ___________________________________________________________

Background: ___________________________________Image: _________________Text: __________________________________________ Movement: ___________________________________________________________

Worksheet 2D.9:Animation Template


Storyboard Template

RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2D.10: Storyboard Template

Group: __________________________ Class: ________ ( )

The product we are advertising is _______________________________________The advertising strategies we are using are__________________________________________________________________

Type of shot: ____________Angle: _________________Movement: ______________________________________________What we need:______________________________________________



Worksheet 2D.10: Storyboard Template

Advertising Product

RNCT, NET Section, CDI, EDB, HKSAR Assessment Form 2D.2: Advertising Product

Date:Task: Producing an AdvertisementGroup: _________________

Please tick: Needs Work

Fair Good Very Good

A. Content1. The product being advertised is clear.

2. The advertisement clearly relates to current elements of popular culture.

3. The advertisement includes effective use of text/voiceover.

4. The advertisement includes effective image(s).

5. The advertisement uses a variety of camera shots and angles appropriately and effectively.

6. The advertisement uses colour effectively.

7. The advertisement includes a logo.

8. The target audience is clear.

B. Language and Style1. The text/voiceover uses particular advertising

technique(s).

2. The text/voiceover includes a slogan.

3. The text/voiceover uses an appropriate tone for the intended audience.

4. The text/voiceover adds interest to the image(s).

5. TThe composition of the advertisement is effective.

C. Structure1. The advertisement is organised in a way that can be

clearly understood as a whole.

2. The text/voiceover relates to the image(s) they are attached to.

D. CommentsThe most effective part of the advertisement is _____________________ because _______

_________________________________________________________________________

_________________________________________________________________________

An area that could be improved is _____________________because _________________

_________________________________________________________________________

_________________________________________________________________________

Assessment Form 2D.2: Advertising Product



1. Inform students that they will prepare and present a popular culture advertisement targeted at a teenage audience. Go over the assessment form with students.

2. Organise students into groups. Go over the preparation worksheet that is designed

for the task.

3. Remind students that their advertisement is targeted at teenagers and must have elements of popular culture and use advertising strategies that they have learned in the unit. Refer students to previous units such as photo captions and types of shots that will help them with their particular advertisement type.

4. Give students time to plan and produce their advertisement.

5. Students hand in their finished product. From Assessment Form 2D.2: Advertising Product create an appropriate assessment form for the type of advertisement the students have produced.

6. Once the task has been assessed, students can use the Assessment Form as a guide to improve their product. Give students time to work with their group to improve their product for the time capsule.

89Part 2: Unit EReviews

Reviews

Part 2: Unit E

Sections: Introducing Reviews

Analysing Reviews


Writing Reviews

Publishing Reviews

.....................................................

........................................................

.....

............................................................

......................................................

92

95

101

105

106

90 Part 2: Unit EReviews

Reviews

1. Introduction

In this unit, students will familiarise themselves with the content, features, language and structures typically found in popular culture reviews.

Students will then read, write and edit reviews as well as give feedback to their peers.

2. Objectives

• Identify the content, features, language and structures typically found in popular culture reviews

• Make judgments about popular culture products• Justify points of view in writing• Select, create, develop and organise content for a popular culture review• Write a popular culture review


• Informal review writing • Knowledge about the structure of reviews• Knowledge about some common language features of reviews


1. Introducing Reviews Understand what reviews are, where they are found, what information they contain and what purpose they serve in popular culture.

2. Analysing Reviews Analyse the elements in a review and some language structures used in review writing.

3. Making Judgments and Justifying Points of View

Understand the process for determining which media should be reviewed.Explore a variety of media and determine what should be reviewed and what judgments should be made.Identify supporting information to justify points of view.

4. Writing Reviews Write a review of a popular culture product.

5. Publishing Reviews Publish reviews in hard copy or on a class webpage.Complete a peer assessment rubric.


Popular Culture Reviews

In their free time, people often watch television shows and films, listen to music, visit online websites and play video games. With so many entertainment choices available, how do people choose which television programme or film to watch, song to listen to, or game to play?

A lot of the time, people learn about a television show, film, song or video game from a friend or family member. Some people follow popular culture trends that are covered on television and in magazines while other people’s choices are influenced by reviews that are written about individual shows, films, songs and games.

Popular culture reviews are usually found in newspapers, magazines, television and on entertainment websites. Reviews not only give readers information about a show, film, song or game, but also make recommendations on what/what not to view, listen to and play. Although popular culture reviews can be positive or negative, their main purpose is to inform the reader.

A good popular culture review is a balance of factual information and a well-supported recommendation based on personal experience.

Reviews____________________________________________________________________________________

RNCT, NET Section, CDI, EDB, HKSAR


In their free time, people often watch TV shows and films, listen to music, visit online websitesand play video games. With so many entertainment choices available, how do people choose which TV programme or film to watch, song to listen to, or game to play?

A lot of the time, people learn about a TV show, film, song or video game from a friend or family member. Some people follow popular culture trends that are covered on TV and in magazines while other people’s choices are influenced by reviews that are written about individual shows, films, songs and games.

Popular culture reviews are usually found in newspapers, magazines, television and onentertainment websites. Reviews not only give readers information about a show, film, song or game, but also make recommendations on what/what not to view, listen to and play.Although popular culture reviews can be positive or negative, their main purpose is to inform the reader.

A good popular culture review is a balance of factual information and a well-supported recommendation based on personal experience.


The Year of the Dragon!

RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2E.1: The Year of the Dragon!

Name: __________________________ Class: ________ ( )

Read the review below and note answers to the following questions in the mind map (circle 1).• What is being reviewed? What type of review is it?• Map the main points (W5+H).• Is it a positive, negative or neutral review?

4. ______

3. ______

2._______

1. ______


Review 1: The Year of the Dragon!Your wait is almost over…the new, exciting installment of Dragons from the Dungeon is

about to hit the Hong Kong gaming community. A sneak peek and an hour’s game time

reveal that Dragons from the Dungeon: Darkness Destroyed has incredible fantasy

role-playing action that allows gamers to employ new open-world and roam-around

freedom. Gamers can use ultra-modern technology or more traditional swords and magic

to defend against the deadly dungeon dragons. Darkness Destroyed is not only the best

of the Dragons from the Dungeon series, but also the most exciting game in the current

gaming market. It is captivating!

Worksheet 2E.1: The Year of the Dragon!

A Toe Curler!

RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2E.2: A Toe Curler!

Name: __________________________ Class: ________ ( )


4. ______

3. ______

2._______

1. ______


Review 2: A Toe Curler!Is it possible to have a Hong Kong film that does not involve martial arts, triads, or a sickly

sweet romance? In a word, yes. Produced by local film company ICU, Trail Walker steers

clear of kung fu, gangsters and romantic relationships. Instead, it follows the crazy

determination of a young teen as he prepares for the 100km Oxfam Trailwalker. The film

begins at the end as we watch Stephy Coolio cross the finish line on feet blistered,

bleeding and lacking toe nails. The viewer is then propelled back in time to the tragic

event that motivates the teenager to embark on a remarkable journey that is bigger and

more challenging than the MacLehose Trail. Trail Walker is riveting. It is a cinematic

journey not to be missed. Go see it!

Worksheet 2E.2: A Toe Curler!

Introducing Reviews

In this section, students become aware of what a review is and what information a review contains. Students are asked to identify some general features of a popular culture review.

Worksheets 2E.1: The Year of the Dragon!, 2E.2: A Toe Curler!, 2E.3: Reality Television?, and 2E.4: Hawkers’ Delight! are designed to provide students with an opportunity to think about reviews, specifically the information they contain, their source and their purpose in popular culture.

The worksheets are short popular culture reviews of a video game, film, television show, film and music recording. The sources of those reviews may represent a variety of media such as newspapers, magazines and/or websites.


Reality Television?

RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2E.3: Reality Television?

Name: __________________________ Class: ________ ( )


4. ______

3. ______

2._______

1. ______


Review 3: Reality Television?Some things in life are not worth waiting for. A case in point is the latest reality television

show The King Family in Hong Kong. This is 25 minutes of your life that you will never get

back if you sit down to watch. It is a waste of time. This latest version of so-called reality

television follows the King family as they first arrive in Hong Kong after the mother, Mimi,

has been hired by a large investment bank. The failing of the show lies with its obsessive

focus on the father, Bo, who spends his unemployed days discovering the city and, more

often than not, complaining about it. The worst part of the focus on the father is not

necessarily his loutish behaviour, but the fact that we don’t really care…about anything

this family does. Viewing is not recommended.

Worksheet 2E.3: Reality Television?

Hawkers’ Delight!

RNCT, NET Section, CDI, EDB, HKSAR Worksheet 2E.4: Hawkers’ Delight!

Name: __________________________ Class: ________ ( )

Read the review below and note answers to the following questions in the mind map (circle 4).• What is being reviewed? What type of review is it?• Map the main points (W5+H). • Is it a positive, negative or neutral review?

4. ______

3. ______

2._______

1. ______


Review 4: Hawkers’ Delight!The reason the local band The Fishballs only has three albums is that they do not like to

spend time in a studio recording their music. With Live in HK, recorded at Mongkok

Stadium earlier this year, The Fishballs give fans a fourth album that is their most

energetic CD to date. This energy seems to come from the freedom of not being confined

to the studio. It is infectious. Guitars, drums and horns combine with lead singer Dan Tart’s

swaggering vocals to produce a strong sound that celebrates live performance. From the

opening song, ‘Bones in the Skin’, to the final, track ‘Bamboo Skewer’, The Fishballs’

daring new album will no doubt whet the appetite of hungry fans.

Worksheet 2E.4: Hawkers’ Delight!


1. Use a Reading Jigsaw model (see appendix) so that students collaborate to complete Worksheets 2E.1, 2E.2, 2E.3 and 2E.4.

2. Assumption: students are starting from a base group (4 students).

3. Group students in expert reading groups A, B, C and D.

4. Give out corresponding worksheets (i.e. 2E.1, 2E.2, 2E.3 and 2E.4).

5. Students read a review and respond to questions on their worksheet by mapping notes on the graphic organiser.


6. Students share and consolidate their understanding of the review and their worksheet within their small expert group: groups A, B, C or D. Students must ensure all members in their expert group understand the answers to the questions on the worksheet.

7. Students return to their original group (base group).

8. In each group, Student A orally summarises the information about their review (2E.1) while students B, C and D take notes by completing the graphic organiser on their worksheets (2E.2, 2E.3 or 2E.4).

9. The process continues with Student B until Student D has presented and all students have completed their worksheets (2E.1, 2E.2, 2E.3 or 2E.4).

10. On the board, chart the main points of each review for students’ reference.

11. Highlight common features in the four reviews.

Extension Activity

12. Draw a mind map on the board and ask students to copy one on an A4 sheet.

13. In the centre circle, students write the title of a popular culture product (video game, film, television show or music recording) that they have recently experienced. Students should choose a different product type from the review they read earlier.

14. Students then map some main points about the product and make or not make a recommendation.

15. In pairs, students give a mini-oral presentation about a video game, film, television show or music recording.

Reviews____________________________________________________________________________________

RNCT, NET Section, CDI, EDB, HKSAR

4. Give out corresponding worksheets (i.e. 2E.1, 2E.2, 2E.3, and 2E.4).5. Students read a review and respond to questions on their worksheet by mapping notes

on the graphic organiser.

6. Students share and consolidate their understanding of the review and their worksheet within their small expert group: groups A, B, C or D. Students must ensure all members in their expert group understand the answers to the questions on the worksheet.

7. Students return to their original group (base group).

8. In each group, Student A orally summarises the information about their review (2E.1)while students B, C and D take notes by completing the graphic organiser on their worksheets (2E.2, 2E.3, or 2E.4).

9. The process continues with Student B until Student D has presented and all students have completed their worksheets (2E.1, 2E.2, 2E.3, or 2E.4).

10. On the board, chart the main points of each review for students’ reference.

11. Highlight common features in the four reviews.

Extension Activity

12. Draw a mind map on the board and ask students to copy one on an A4 sheet.

13. In the centre circle, students write the title of a popular culture product (video game, film, TV show or music recording) that they have recently experienced. Students should choose a different product type from the review they read earlier.

14. Students then map some main points about the product and make or not make a recommendation.

15. In pairs, students give a mini-oral presentation about a video game, film, TV show or music recording.

Title


Analysing Reviews

In this section, students analyse:

1) the structural elements;

2) the common language structures; and

3) the vocabulary of popular culture reviews.

Language Structures in Popular Culture Reviews

Popular culture reviews have common language structure patterns that can be identified and used.

In the extension activity in ‘Introducing Reviews’, students presented a brief and informal popular culture review of a product they recently experienced. The following activity introduces students to the structural elements of a product review, using popular culture product reviews as examples.

Worksheets 2E.5, 2E.6, 2E.7 and 2E.8 are designed to build on their knowledge of reviews from the ‘Introducing Reviews’ section. Students are asked to identify the structural elements of reviews and analyse the common language features of reviews.

Teacher Tips: Structural Elements of a Popular Culture Review

•

•

•

•

•

Although popular culture reviews (e.g. video games, television shows, film or music) do not share similar content, they do share similar structural elements. In general, a popular culture review includes: an interesting opening line or hook; the body describing the product’s content; and a recommendation.A popular culture review usually starts with an interesting opening line to hook readers’ interest. It quite often includes some factual information (e.g. the product name).The body of the review highlights selected details or features of the product (i.e. details that the reviewer particularly likes or dislikes). The final sentence or paragraph usually includes a summary and a recommendation.


The

Year

of t

he D

rago

n!

RN

CT,

NET

Sec

tion,

CD

I, ED

B, H

KS

AR

W

orks

heet

2E.

5: T

he Y

ear o

f the

Dra

gon!

Stru

ctur

al E

lem

ents

of a

Rev

iew

____

____

____

____

___

____

____

____

____

___

____

____

____

____

___

____

____

____

____

___

____

____

____

____

___

____

____

____

____

___

Lang

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Stru

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+ no

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2. (pro

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3. sim

ple

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4. com

para

tive/

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ctiv

es

5. pass

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e:

____

____

____

____

____

____

__

C

lass

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____

_ (

)

A. R

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In th

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feat

ures

that

are

in th

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and

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vide

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exam

ple.

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iew

1: T

he Y

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Dra

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Your

w

ait

is

alm

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over

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g

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ent o

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bout

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ong

Kon

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unity

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and

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our’s

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veal

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rago

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the

Dun

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d ha

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cred

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fant

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act

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that

allo

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to

empl

oy n

ew o

pen-

wor

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nd r

oam

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freed

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Gam

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can

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ultra

-mod

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tech

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gy o

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tradi

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and

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o de

fend

aga

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the

dead

ly d

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arkn

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Des

troye

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not

only

the

bes

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the

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gons

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m t

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on

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s, b

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lso

the

mos

t exc

iting

gam

e in

the

curr

ent

gam

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mar

ket.

It is

cap

tivat

ing!

Worksheet 2E.5: The Year of the Dragon!

A To

e C

urle

r!

RN

CT,

NET

Sec

tion,

CD

I, ED

B, H

KS

AR

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A To

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____

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____

____

____

____

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____

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hat

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we

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ney

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mis

sed.

Go

see

it!

Worksheet 2E.6: A Toe Curler!

Teacher Tips: Language Structures in Popular Culture Reviews

• Although popular culture reviews do not share similar content, they do share some similar language structures.

• Language structures common to reviews include: adjectives + noun, noun + ‘to be’ + adjective, passives etc.

• The effect of using the passive voice in popular culture reviews is to emphasise the doer or the thing done by placing it at the end of the sentence: ‘The new film was created by Hong Kong film makers.’


Rea

lity

Tele

visi

on?

RN

CT,

NET

Sec

tion,

CD

I, ED

B, H

KS

AR

W

orks

heet

2E.

7:R

ealit

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levi

sion

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____

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Exa

mpl

e

1. adje

ctiv

e(s)

+ no

un

2. (pro

)nou

n+

‘to b

e’+

adje

ctiv

e

3. sim

ple

pres

ent t

ense

4. com

para

tive/

supe

rlativ

e

adje

ctiv

es

5. pass

ive

Nam

e:

____

____

____

____

____

____

__

C

lass

: ___

____

_ (

)

A. R

ead

the

revi

ew b

elow

. B.

In th

e se

cond

box

, lab

el th

e el

emen

ts o

f the

revi

ew.

C.I

n th

e th

ird b

ox, c

heck

lang

uage

feat

ures

that

are

in th

e re

view

and

pro

vide

an

exam

ple.

Rev

iew

3: R

ealit

y Te

levi

sion

?

Som

e th

ings

in li

fe a

re n

ot w

orth

wai

ting

for.

A ca

se in

poin

t is

the

late

st re

ality

tele

visi

on s

how

The

Kin

g Fa

mily

in H

ong

Kon

g.Th

is is

25

min

utes

of y

our l

ife th

at y

ou w

ill

neve

r ge

t bac

k if

you

sit d

own

to w

atch

. It i

s a

was

teof

time.

Thi

s la

test

ver

sion

of

so-c

alle

d re

ality

tel

evis

ion

follo

ws

the

Kin

g fa

mily

as

they

firs

t arr

ive

in H

ong

Kong

afte

r th

e m

othe

r, M

imi,

has

been

hi

red

by

a la

rge

inve

stm

ent

bank

. Th

e fa

iling

of t

he s

how

lie

s w

ith i

ts

obse

ssiv

e fo

cus

on t

he f

athe

r, B

o, w

ho s

pend

s hi

s

unem

ploy

ed d

ays

disc

over

ing

the

city

and

, m

ore

ofte

n

than

not

, co

mpl

aini

ng a

bout

it.

The

wor

st p

art

of t

he

focu

s on

th

e fa

ther

is

no

t ne

cess

arily

h i

s lo

utis

h

beha

viou

r, bu

t th

e fa

ct t

hat

we

don’

t re

ally

car

e…ab

out

anyt

hing

this

fam

ily d

oes.

Vie

win

g is

not

reco

mm

ende

d.

Worksheet 2E.7: Reality Television?

Haw

kers

’ Del

ight

!

RN

CT,

NET

Sec

tion,

CD

I, ED

B, H

KS

AR

Wor

kshe

et 2

E.8:

Haw

kers

’ Del

ight

!

Stru

ctur

alEl

emen

ts o

f a R

evie

w

____

____

____

____

___

____

____

____

____

___

____

____

____

____

___

____

____

____

____

____

____

____

____

____

_

____

____

____

____

_

Lang

uage

Str

uctu

reY/

N

Exa

mpl

e

1. adje

ctiv

e(s)

+ no

un

2. (pro

)nou

n +

‘to b

e’+

adje

ctiv

e

3. sim

ple

pres

ent t

ense

4. com

para

tive/

supe

rlativ

e

adje

ctiv

es

5. p

assi

ve

Nam

e:

____

____

____

____

____

____

__

C

lass

: ___

____

_ (

)A.

Rea

d th

e re

view

bel

ow.

B.In

the

seco

nd b

ox, l

abel

the

elem

ents

of t

he re

view

.C

.In

the

third

box

, che

ck la

ngua

ge fe

atur

es th

at a

re in

the

revi

ew a

nd p

rovi

de a

n ex

ampl

e.

Rev

iew

4: H

awke

rs’ D

elig

ht!

The

reas

on th

e lo

cal b

and

The

Fish

balls

only

has

thre

e

albu

ms

is th

at th

eydo

not

like

to s

pend

tim

e in

a s

tudi

o

reco

rdin

g th

eir

mus

ic.

With

Liv

e in

HK

,re

cord

ed a

t

Mon

gkok

Sta

dium

ear

lier

this

yea

r,Th

e Fi

shba

llsgi

ve

fans

a f

ourth

alb

um t

hat

is t

heir

mos

t en

erge

tic C

D t

o

date

. Th

is e

nerg

y se

ems

to c

ome

from

the

fre

edom

of

not b

eing

con

fined

to th

e st

udio

. It i

s in

fect

ious

. Gui

tars

,

drum

s an

d ho

rns

com

bine

with

lea

d si

nger

Dan

Tar

t’s

swag

gerin

g vo

cals

to

pr

oduc

e a

stro

ng

soun

d th

at

cele

brat

es l

ive

perfo

rman

ce.

From

the

ope

ning

son

g,

‘Bon

es in

the

Ski

n’ t

o th

e fin

al t

rack

‘Bam

boo

Skew

er’,

The

Fish

balls

’ dar

ing

new

alb

um w

ill no

dou

bt w

het t

he

appe

tite

of h

ungr

y fa

ns.

Worksheet 2E.8: Hawkers’ Delight!


1. Put students in the same expert reading groups (A, B, C, D) from the first section.

2. Give students corresponding worksheets, 2E.5 The Year of the Dragon!, 2E.6: A Toe Curler!, 2E.7: Reality Television? or 2E.8: Hawkers’ Delight!.

Note: Ensure that students receive a different review from the one used earlier.

3. Students read the popular culture review in the first box.

4. Students identify the three main structural elements of the review (opening hook, body, recommendation) in the second box.

5. Students scan the review for the five specific language structures in the first column of the third box and indicate or in the second column.

6. In the third column, students copy one example for each structure they find in the review.


7. Students return to their base group.

8. Give students worksheets so that every student has all four i.e. 2E.5, 2E.6, 2E.7 and 2E.8.

9. Students take turns presenting the structural elements and language structures that they found in their review while classmates take notes.

10. As a suggestion, students consolidate the language structures from the four reviews into one larger table. Students then add their own examples. The table is then used as a reference bank.

Vocabulary of Popular Culture Reviews I

Popular culture reviews often contain technical vocabulary related to a specific product type. This is an opportunity for vocabulary building. Worksheets 2E.9, 2E.10, 2E.11 and 2E.12: Vocabulary Rating Scale provide a starting point for vocabulary building as students rate their knowledge of individual vocabulary items from the known to the unknown.

Voca

bula

ry R

atin

g Sc

ale

RN

CT,

NET

Sec

tion,

ED

B, C

DI,

HKS

AR

W

orks

heet

2E.

9: V

ocab

ular

y R

atin

g Sc

ale

Nam

e: _

____

____

____

____

_

Cla

ss: _

____

_(

)

A.

Rea

d th

ere

view

on

Wor

kshe

et 2

E.5

: Yea

r of t

he D

rago

n!

B.

For e

ach

of th

e fir

st fi

ve w

ords

, put

a ti

ck in

the

colu

mn

if yo

u kn

ow it

, hav

e se

en it

or h

eard

it, o

r if y

ou h

ave

no id

ea w

hat t

he

wor

d m

eans

.

C.

Com

plet

e th

e ta

ble

by a

ddin

g fiv

e m

ore

wor

dsor

phr

ases

from

the

revi

ew a

nd ti

ckin

g th

e ap

prop

riate

col

umns

.

Wor

d/Ph

rase

Kno

w it

Seen

it /

hear

d it

No

idea

in

stal

lmen

t ✓

✓

1.hi

t2.

com

mun

ity3.

snea

k pe

ek4.

role

-pla

ying

5.ga

mer

s6. 7. 8. 9.

10.

Worksheet 2E.9: Vocabulary Rating Scale

Voca

bula

ry R

atin

g Sc

ale

RN

CT,

NET

Sec

tion,

ED

B, C

DI,

HKS

AR

W

orks

heet

2E.

10:V

ocab

ular

y R

atin

g Sc

ale

Nam

e: _

____

____

____

____

_

Cla

ss: _

____

_(

)

A.

Rea

d th

ere

view

on

Wor

kshe

et 2

E.6

:A T

oe C

urle

r!

B.

For e

ach

of th

e fir

st fi

ve w

ords

, put

a ti

ck in

the

colu

mn

if yo

u kn

ow it

, hav

e se

en it

or h

eard

it, o

r if y

ou h

ave

no id

ea w

hat t

he

wor

d m

eans

.

C.C

ompl

ete

the

tabl

e by

add

ing

five

mor

e w

ords

/phr

ases

from

the

revi

ew a

nd ti

ckin

g th

e ap

prop

riate

col

umns

.

Wor

d/Ph

rase

sK

now

itSe

en it

/hea

rd it

No

idea

mar

tial

art

s ✓

✓

1.tri

ads

2.ro

man

ce3.

prod

uced

4.fo

llow

s5.

cine

mat

ic6. 7. 8. 9.

10.



Voca

bula

ry R

atin

g Sc

ale

RN

CT,

NET

Sec

tion,

ED

B, C

DI,

HKS

AR

Wor

kshe

et 2

E.11

: Voc

abul

ary

Rat

ing

Scal

e

Nam

e: _

____

____

____

____

_

Cla

ss: _

____

_(

)

A.

Rea

d th

ere

view

on

Wor

kshe

et 2

E.7

:Rea

lity

Tele

visi

on?

B.

For e

ach

of th

e fir

st fi

ve w

ords

, put

a ti

ck in

the

colu

mn

if yo

u kn

ow it

, hav

e se

en it

or h

eard

it, o

r if y

ou h

ave

no id

ea w

hat t

he

wor

d m

eans

.

C.

Com

plet

e th

e ta

ble

by a

ddin

g fiv

e m

ore

wor

ds/p

hras

esfro

m th

e re

view

and

tick

ing

the

appr

opria

te c

olum

ns.

Wor

d/Ph

rase

sK

now

itSe

en it

/hea

rd it

No

idea

wor

th

✓

✓

1.re

ality

2.w

aste

3.ve

rsio

n4.

faili

ng5.

focu

s6. 7. 8. 9.

10.


Voca

bula

ry R

atin

g Sc

ale

RN

CT,

NET

Sec

tion,

ED

B, C

DI,

HKS

AR

W

orks

heet

2E.

12: V

ocab

ular

y R

atin

g Sc

ale

Nam

e: _

____

____

____

____

_

Cla

ss: _

____

_(

)

A.

Rea

d th

ere

view

on

Wor

kshe

et 2

E.8

:Haw

kers

’ Del

ight

!

B.

For e

ach

of th

e fir

st fi

ve w

ords

, put

a ti

ck in

the

colu

mn

if yo

u kn

ow it

, hav

e se

en it

or h

eard

it, o

r if y

ou h

ave

no id

ea w

hat t

he

wor

d m

eans

.

C.

Com

plet

e th

e ta

ble

by a

ddin

g fiv

e m

ore

wor

ds/p

hras

esfro

m th

e re

view

and

tick

ing

the

appr

opria

te c

olum

ns.

Wor

d/Ph

rase

sK

now

itSe

en it

/hea

rd it

No

idea

reas

on

✓

✓

1. a

lbum

2.st

udio

3. fa

ns4.

ener

getic

5.in

fect

ious

6. 7. 8. 9.

10.



1. Students refer to one worksheet, 2E.5 The Year of the Dragon!, 2E.6: A Toe Curler!, 2E.7: Reality Television? or 2E.8: Hawkers’ Delight!, that they have not read.

2. Students read the review on the worksheet.

3. Give students Worksheets 2E.9, 2E.10, 2E.11 and 2E.12: Vocabulary Rating Scale.

4. For each of the five given words, students put a tick in the appropriate column to indicate if they know the word, have seen or heard the word, or if they have no idea what the word means.

5. Students complete the table by adding five more words from the review and indicating their level of vocabulary knowledge by ticking the appropriate box.

6. A popular culture word bank can be created as a visual reference to be posted in the classroom and for students’ independent study.

7. Teachers will target some of the unknown vocabulary in the following activities.


Vocabulary of Popular Culture Reviews II

Once students have rated their vocabulary knowledge, they require strategies to increase their lexical knowledge. There are many vocabulary building strategies that can be used, from labelling and matching to mapping and defining. Worksheet 2E.13: Vocabulary Building is an adaptation of a concept map in which students focus on individual vocabulary items.


1. Students refer to Worksheets 2E.9, 2E.10, 2E.11 and 2E.12: Vocabulary Rating Scale.

2. Determine the vocabulary items that are to be targeted in this activity.

3. Distribute Worksheet 2E.13: Vocabulary Building.

4. For each vocabulary item, students write the word in the centre box.

5. In box A, students write the sentence from the review that contains the vocabulary item.

Worksheet 2E.13: Vocabulary Building

Voca

bula

ry B

uild

ing

RN

CT,

NET

Sec

tion,

ED

B, C

DI,

HKS

AR

Wor

kshe

et 2

E.13

: Voc

abul

ary

Bui

ldin

g

Nam

e: _

____

____

____

____

_

C

lass

: ___

___(

)

A.

Writ

e a

wor

d fro

m y

our r

evie

w in

the

cent

re b

oxan

d co

py th

e se

nten

ce in

the

top

left

box.

B.

Writ

e a

defin

ition

in y

our o

wn

wor

ds.

C.

Writ

e at

leas

t one

syn

onym

and

one

ant

onym

.

D.

Use

the

wor

d in

a n

ew s

ente

nce.

A. S

ente

nce:

B. D

efin

ition

in y

our o

wn

wor

ds:

C. S

ynon

ym/A

nton

ym:

D. N

ew s

ente

nce:

Wor

d:


6. In box B, students write a definition in their own words based on the context or a concordance check.

7. In box C, students check a dictionary to write a synonym and antonym for the word.

8. In box D, students use the word in a new sentence (i.e. new context).



1) make judgments about student-created films and justify their points of view; and

2) make judgments about popular culture products and justify their points of view.

Making Judgments about Student-created Films

and Justifying Points of View

Before students can write a review, they should first practise making judgments about popular culture products and justifying their points of view.

Worksheet 2E.14: PMI Part A and PMI Part B guides students as they watch:

• the short Clipit 2009 film, ‘Don’t Drown in the Sea of Advertisements!’ created by students at Heep Yunn School; and either

• ‘Initiative of Tears and Smiles’ created by students at Shau Kei Wan Government Secondary School; or

• ‘Technology – Treasure or Trash?’ created by students at Buddhist Hung Sean Chau Memorial College.


Worksheet 2E.14: PMI: Part A

Worksheet 2E.14: PMI: Part B

PMI:

Part

A

RN

CT,

NET

Sec

tion,

ED

B, C

DI,

HKS

AR

Wor

kshe

et 2

E.14

:PM

IPar

t A

Nam

e: _

____

____

____

____

_

Cla

ss: _

____

_(

)

A.

Wat

ch th

e sh

ort f

ilm‘D

on’t

Dro

wn

in th

e S

ea o

f Adv

ertis

emen

ts!’

crea

ted

by s

tude

nts

at H

eep

Yunn

Sch

ool.

B.

Com

plet

e th

e P

MIb

y no

ting

posi

tive/

nega

tive

elem

ents

in th

e fil

m a

ndan

ythi

ng y

ou fi

nd p

artic

ular

lyin

tere

stin

g.C

.C

ompa

re y

our P

MI w

ith a

par

tner

’s P

MI.

Plus

Min

usIn

tere

stin

g

n

arra

tor’

s vo

ice

is c

lear

an

d l

ivel

y

to

o g

ener

al, n

o sp

ecif

ic p

eopl

e pr

ofil

ed

posi

tive

mes

sag

e, s

tron

g p

oin

t of

vie

w

PMI:

Part

B

RN

CT,

NET

Sec

tion,

ED

B, C

DI,

HKS

AR

Wor

kshe

et 2

E.14

:PM

IPar

t B

Nam

e: _

____

____

____

____

_

Cla

ss: _

____

_(

)

A.

Wat

ch th

e sh

ort f

ilm__

____

____

____

____

____

____

__cr

eate

d by

stu

dent

s at

___

____

____

____

____

____

____

_.B

.C

ompl

ete

the

PM

Iby

notin

g po

sitiv

e/ne

gativ

e el

emen

ts in

the

film

and

anyt

hing

you

find

par

ticul

arly

inte

rest

ing.

C.

Com

plet

e th

e re

com

men

datio

n st

atem

ent a

t the

bot

tom

of t

he p

age.

D.

Pre

pare

to p

rese

nt y

our P

MIo

rally

to y

our c

lass

mat

es.

Plus

Min

usIn

tere

stin

g

Irec

omm

end/

don’

trec

omm

end

the

film

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

beca

use

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____


1. Give students Worksheet 2E.14: PMI: Part A and explain how to complete a Plus/Minus/Interesting (PMI) worksheet.

2. Students watch the short film, ‘Don’t Drown in the Sea of Advertisements!’ created by students at Heep Yunn School.

3. Students complete the Plus/Minus/Interesting (PMI) worksheet by noting positive and negative elements in the film as well as anything that they found particularly interesting.

4. Students compare their answers with a partner’s PMI.


5. Students share their answers with the class. Shared information is recorded on the board as a class PMI.

6. Highlight common elements in the class PMI (e.g. comments about the film’s beginning, middle, end, narration, subtitles, special effects, music, topic, etc.).

7. Write ‘I do/don’t recommend this film because…’ on the board.

8. Instruct students to decide if they want to recommend the film (or not) based on the information they have noted in their PMI. That is, students must justify their point of view by citing specific examples from the film.

9. Using their PMI and sentence prompt, students exchange their recommendations with classmates in their group.

10. Students refer to Worksheet 2E.14: PMI: Part B.

11. Arrange for half the class to view ‘Initiative of Tears and Smiles’ and the other half of the class to view ‘Technology – Treasure or Trash’.

12. Students watch their assigned film and complete the PMI and recommendation statement at the bottom of the page.

13. Set up an Inside–Outside–Centre (see appendix).

14. Students orally report their recommendations.

15. Students write their film recommendations with a strong justification for their point of view.

Making Judgments about Popular Culture Products

and Justifying Points of View

Students have practised making judgments about short films and justifying their points of view. Now, they will focus on making judgments about other popular culture products (i.e. video games, television shows, or music recordings) and justifying their points of view.

Note: this activity could be assigned as homework.

Worksheet 2E.15: PMI Popular Culture Product guides students as they review a popular culture product.


Worksheet 2E.15:PMI: Popular Culture Product

PMI:

Popu

lar C

ultu

re P

rodu

ct

RN

CT,

NET

Sec

tion,

ED

B, C

DI,

HKS

AR

Wor

kshe

et 2

E.15

:PM

IPop

ular

Cul

ture

Pro

duct

Nam

e: _

____

____

____

____

_

Cla

ss: _

____

_(

)

A.

Pop

ular

cul

ture

pro

duct

: ___

____

____

____

____

____

___

entit

led

____

____

____

____

____

____

____

____

____

___.

B.

Com

plet

e th

e P

MIb

y no

ting

posi

tive/

nega

tive

elem

ents

in th

e fil

m a

ndan

ythi

ng y

ou fi

nd p

artic

ular

ly in

tere

stin

g.C

.C

ompl

ete

the

reco

mm

enda

tion

stat

emen

t at t

he b

otto

m o

f the

pag

e.D

.P

repa

re to

ora

lly p

rese

nt y

our P

MIt

o yo

ur c

lass

mat

es.

Fact

s ab

out P

rodu

ctPl

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1. Before the lesson, ask students to bring one popular culture product that they are familiar with to class (e.g. a video game, a television show DVD, a music recording). Have a supply for students without their own popular culture product.

2. Give students Worksheet 2E.15: PMI Popular Culture Product.

3. Students complete the PMI about their popular culture product.

4. Set up an Inside–Outside–Centre.

5. Students orally review their popular culture product by:

– summarising its content;– comparing its positive and negative aspects;– emphasising anything interesting; – expressing a strong point of view supported with specific examples; and– making a recommendation based on earlier justifications.


Writing Reviews


1) consolidate the structural elements, the common language structures and the vocabulary of popular culture reviews; and

2) write a popular culture product review that includes a strong judgment, justifications for the judgment and a recommendation.

Worksheet 2E.16: Planning a Popular Culture Review is a template for students to follow while they are writing their popular culture review.

Worksheet 2E.16: Planning a Popular Culture Review

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1. Re-distribute the popular culture products that students brought to class for the previous activity.

2. Ask students to watch a television show, listen to a music recording or play a video game before the lesson.

3. Give students Worksheet 2E.16: Planning a Popular Culture Review.

4. Remind students of the activities they have done in this section.

5. Explain Worksheet 2E.16: Planning a Popular Culture Review.

6. Check Worksheet 2E.16: Planning a Popular Culture Review before students begin writing their review.

7. Allow time for students to write their popular culture review.

8. Once the task has been completed, students can get feedback from classmates on ways to improve their product. Give students time to revise their work for inclusion in the time capsule.

Publishing Reviews

After students have written their reviews, there are several possible follow-up activities. Aside from peer and teacher assessment, it is strongly recommended that different modes of publishing students’ written work be explored.


1. Publish students’ popular culture reviews in one or more of the following ways:

• Post reviews on the classroom walls so students can read their peers’ work during a ‘Four Corners’;

• Share reviews during an Inside–Outside–Centre;

• Upload reviews to the school website;

• Publish reviews in the school newspaper; and/or

• Broadcast reviews on Campus TV and/or morning assembly ‘radio’.

107Part 3Compiling a Time Capsule

Compiling a Time Capsule

Part 3

Sections: Compile Previous Work

Reflection


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...................................................................... 109

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108 Part 3Compiling a Time Capsule

Compiling a Time Capsule

1. Introduction

In this unit, students will compile texts they have completed during the unit to contribute towards the class time capsule. They will reflect on what they have learned in the unit and how their understanding of popular culture has changed.

2. Objectives

• Collect texts they have completed to contribute to a time capsule • Analyse and reflect on their learning throughout the unit• Create a class webpage as a time capsule


• Familiarity with creating webpages • Knowledge of uploading material to the Internet• Awareness of webpage composition• Skills in group discussion


1. Compile Previous Work Collate completed products from each unit. Decide the best products to submit for the time capsule.

2. Reflection Write a reflection on what has been learned about popular culture throughout the unit and how students’ definitions of popular culture may have changed.

3. Time Capsule Creation Contribute to the creation of the class time capsule.


Compile Previous Work


1) compile their completed individual and group products from the module; and

2) choose their best pieces to submit for the time capsule.


1. Students collect hard copies of their projects and the feedback/assessment forms. Write the following list on the board to help them. Add to the list if students have completed extension or other activities.

• Photo Stories• Seeking Advice and Giving Advice Letters• Podcasts• Advertisements• Comic Strips• Reviews

2. Using the feedback and assessment forms, students identify which pieces of work they want to submit to the class website. To help with classroom management, give students a set time to look at each project. Students can look at their own projects first. They can then move into the different groupings for each of the group projects. In order to control content, give students a minimum number of projects to submit to the website. Having a folder (hard or soft) for students to submit copies of projects to will also help with management of the time capsule.

3. Students submit their copies for the class website.

Reflection


1) write a reflection on what they have learned in the popular culture module; and

2) write about how their perception of popular culture has changed.

Handout 3.1: Popular Culture Products can be used to remind students of the different areas of popular culture they have examined during the module.


Handout 3.1: Popular Culture Products

Popular Culture Products

RNCT, NET Section, CDI, EDB, HKSAR Handout 3.1: Popular Culture Products

Below is a list of the projects you have completed during the Popular Culture Module. Your task is to decide which of the projects represent your best work. You should look at your individual work and discuss with your group members which projects you wantto submit to the class time capsule.

Project Notes Tick to submitPhoto Stories

Seeking Advice and Giving Advice Letters

Advertisements

Comic Strip(s)

Reviews


1. Students read Handout 3.1: Popular Culture Products, the class definition of popular culture, the generational survey findings and the reflection paragraph they wrote in Part 1.

2. Write on the board:• What is the most interesting thing I have learnt in the popular culture unit?• How has my thinking about popular culture changed since I began the popular

culture module?

3. Give students time to write their answers.

Extension Idea

Students could read each others’ reflection paragraphs and identify some interesting quotations that could be uploaded to the class webpage as part of the time capsule.



In this section, students work in groups using specific guidelines to design a webpage that could be used for their time capsule. A class vote is taken on the best design.

Students refer to Handout 3.2: Final Project for guidelines on what the time capsule webpage will include.

It is suggested that the time capsule be created in the form of a webpage on the school website. This will create a permanent record of current popular trends. If classes do this over several years, students will be able to see how popular culture has changed over those few years within their student population.

If it is not possible to create a webpage on the school website, students may be able to use free software, Create Your Own Websites (see appendix), to create the class time capsule.

Time capsules may also be published in a more traditional format by using hard copies of students’ products and creating a time capsule board or wall. Whatever format is used, the procedures for this section remain the same.

Handout 3.2: Final Project

Final Project

RNCT, NET Section, CDI, EDB, HKSAR Handout 3.2: Final Project

A time capsule has traditionally been a solid container which is filled with items from a particular time period and buried in the ground. It is then dug up at a later time to be opened as a reminder of the things that were important at the time it was buried.

Your class will create a time capsule which represents current popular culture. Your time capsule will be contained within a class webpage rather than a solid container. In the future, the webpage will be viewed as a representation of what popular culture meant for your class, in your time.

Your class will complete individual and group projects throughout the popular culture module. These projects will include text types such as a photo story, seeking advice and giving advice letters, advertisements, cartoons and a review. Each of these projects will receive feedback for improvement from your peers and teacher. When you have finished the module, you will have the opportunity to revise and improve your work. All of your projects will then be uploaded to the webpage.

As there will be a lot of projects to upload, you will need to design your webpage for easy viewing. Your page needs to include examples of all the above text types.

As the webpage is a reflection of current popular culture, your class will want to think about

• images and ideas that reflect current popular culture• using pull-downs effectively• using side bars effectively• using hyperlinks effectively• using copyright free materials• which projects should have the most screen space• if there will be any movement on the page• if there will be any music on the page• the appropriateness of all material

Remember your time capsule webpage will be able to be accessed for a long time into the future. Think carefully about what it will include. Ensure you don’t use any copyright material, images and music. Make sure it accurately represents whatpopular culture means for your class at this time.



1. Put students into groups of 3 – 4. Distribute A3 paper to each group.

2. Students use Handout 1.2: Final Project as the guideline for designing a time capsule webpage. Students draw the design on to the A3 paper.

3. Groups display their designs on the classroom walls.

4. Individually students go around the classroom and vote for the design they think works best for the time capsule by putting a star next to their favourite.

5. The design with the most stars will act as a template for the webpage.

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Think, Pair, Share

1. Teacher sets a problem or asks for a response.

2. Students think alone for a specified time = no talking!

3. In pairs (= 2), students discuss the problem or give responses.

4. Students share with their group and/or groups share with the class.

Write, Pair, Share

1. Students think and write for a specified time = no talking!

2. Remaining procedure as above in Think, Pair, Share.

Jigsaw

This activity is characterised by participants within a cooperative ‘base group’, each becoming an ‘expert’ on different aspects of one topic or task.

1. Before presenting and teaching to the ‘home group’, students form ‘expert groups’. Expert groups comprise individuals from different home groups who have the same assigned topic.

2. Together, expert group members study their topic and plan effective ways to teach or communicate important information when they return to their home groups.

3. Participants return to their home groups and take turns presenting information from their respective expert groups. Alternatively, each expert group can display their information on paper.

Appendix 1: Cooperative Learning Strategies for the Popular Culture Classroom

Appendix 1Cooperative Learning Strategies for the Popular Culture Classroom

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Inside–Outside–Centre

1. Students form concentric circles so that they are face-to-face with a partner.

2. Pairs perform designated task, e.g. orally present information, discuss question.

3. Students rotate to face new partners and repeat/continue task.

Four Corners

1. Teacher labels each of the four corners of the classroom e.g. TV show reviews; Film reviews; Music reviews; and Video game reviews.

2. Teacher posts any relevant materials e.g. students’ popular culture product reviews. 3. Students go to an appropriate corner i.e. a review type that they have not written. 4. Students pair up and discuss e.g. read one of the reviews and discuss.

Appendix 1Cooperative Learning Strategies for the Popular Culture Classroom

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Appendix 2: List of Common English Contractions

Appendix 2List of Common English Contraction

aren't are not

can't cannot

couldn't could not

didn't did not

doesn't does not

don't do not

hadn't had not

hasn't has not

haven't have not

he'd he had; he would

he'll he will

he's he is; he has

I'd I had; I would

I'll I will

I'm I am

I've I have

isn't is not

let's let us

mightn't might not

mustn't must not

she'd she had; she would

she'll she will

she's she is; she has

shouldn't should not

that's that is; that has

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there's there is; there has

they'd they had; they would

they'll they will

they're they are

they've they have

we'd we had; we would

we're we are

we've we have

weren't were not

what'll what will

what're what are

what's what is; what has

what've what have

where's where is; where has

who'd who had; who would

who'll who will

who're who are

who's who is; who has

who've who have

won't will not

wouldn't would not

you'd you had; you would

you'll you will

you're you are

you've you have

Appendix 2List of Common English Contraction

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Appendix 3: Create Your Own Website

Appendix 3Create Your Own Website

As suggested in Part 3: Compiling a Time Capsule, teachers may want to create an on-line version of a time capsule.

Below are some ideas on how that could be done.

1. Use the school website if possible. Using your school website has the advantage of having technical support from an IT person. If each class creates a time capsule page, after a few years there will be a record of popular culture information over a few years. This could then be used for future popular culture units as exemplars and for comparison purposes.

2. http://www.sites.google.com – allows classes to create free websites that can be for public or private viewing. Templates are available.

3. Microsoft Publisher – has a webpage creation function within the programme.

Preface - EDB

Documents

Transcript of Preface - EDB