Pop Culture

i
Contents

Page
PREFACE i
ACKNOWLEDGEMENTS iii

STUDENTS HANDOUTS

Photo Captions S1

Comic Strips S15

Columns
Advice S24
Fashion S34
Horoscopes S44
Gadgets S49

Advertisements and Commercials S55

Previews and Reviews
Movie Trailers S73
TV Shows S87
Music Reviews S99
Video Games S105

TEACHERS NOTES

Photo Captions T1

Comic Strips T16

Columns
Advice T35
Fashion T47
Horoscopes T60
Gadgets T68

Advertisements and Commercials T78

Previews and Reviews
Movie Trailers T97
TV Shows T115
Music Reviews T134
Video Games T143

Activity Glossary T152

CD Track Listing T154
Learning English through Popular Culture

i

Preface

This resource package is designed and developed in support of the English Language Curriculum and
Assessment Guide (Secondary 4 6) (2007) and the Suggested Schemes of Work for the Elective Part
of the Three-year Senior Secondary English Language Curriculum (Secondary 4 6) (2007)
. It provides
learning resources and teaching ideas for the development and implementation of the elective module
Learning English through Popular Culture.

Aims
This package provides students with the opportunity to enhance their ability in English through
exploring popular culture. Through exposure to a variety of text-types, students will increase their
cultural awareness and appreciation of how language is used to create meaning, value and identity in
popular culture. The materials and activities in this package aim to:
expose students to a range of popular culture texts, and show how they are constructed
to appeal to different audiences;
help students to approach popular culture texts analytically and creatively;
enable students to exercise their critical thinking skills to respond to and analyse popular
culture texts and to use their creative imagination to produce their own texts.

How to use this resource package
This resource package comprises a resource file and a CD-ROM. It provides a rich source of material
which is likely to take more time to cover than the 33 hours suggested in the SoWs. Teachers are
therefore encouraged to take a selective approach to the materials in order to manage the available
time and freely adapt them to suit their school contexts and students needs, interests and abilities.

Resource File
The resource file is for teachers handy reference. It consists of students handouts (indicated by
the page number prefix S), teachers notes (indicated by the page number prefix T) and an
activity glossary. Students handout references are indicated by, e.g. S22 in the left-hand margin of
the teachers notes for ease of cross-referencing.

The handouts cover the text-types suggested in the scheme of work for the module, namely photo
captions, comic strips, advertisements and commercials, columns and reviews, and follow this order.
Two sections additional to those in the scheme of work, which focus on gadget columns and movie
trailers, are also included. A mix of authentic (e.g. photo captions) and semi-authentic (e.g. movie
trailers) texts has been included.

The learning activities on the students handouts are categorised according to the main skill / system
practised. These are represented by the following icons:

Speaking Listening Reading Writing Grammar

Materials have been pitched to cover a wide range of student interests and abilities. The text-types
gadget columns and video game reviews are pitched at a more challenging language level and appear
towards the end of the package for this reason. Supplementary activities have also been suggested,
which tend to be for students who would benefit from further challenge or practice of that text-type.
These are indicated by an asterisk (*) following the learning activity number in the teachers notes and
on the students handouts.

From this point forwards referred to as SoWs

ii

The suggested activities engage students in a variety of ways, encouraging personal response,
discussion, demanding critical thinking and appreciation, and providing stimuli for creative work.
Additional suggestions to support teachers in catering for students who need more challenge and
students who need more support are contained in outlined boxes in the teachers notes for ease
of reference. Within the teachers notes sections appear language notes and support with word stress
(where stressed syllables appear in bold). Likewise, additional resources are included in the last
section of the teachers notes for each text-type where relevant information and / or lesson ideas for
students of varied needs are available. Resources with simple or fewer options more suitable for
students who need limited tasks are marked by one star (). More complex resources appropriate for
students who need more challenge are indicated by two stars () and those with three stars
() are considered very challenging for senior secondary students.

Teachers are advised to follow the copyright agreements regarding the use of the photos on pages S1
and S2 as well as the music review on page S103. They should make use of the Hong Kong Copyright
Licensing Association (HKCLA) Monthly Reporting Form (accessible at
http://hkcla.org.hkservice( instruction purpose(photocopying for instruction, or in the CD-ROM of this
package) to inform HKCLA of the number of photocopies made for students.

Suggested time allocations have been provided for each activity for teachers reference during lesson
planning. However, the suggested time is for indicative purposes only and will vary according to
students needs and abilities. Teachers should use their professional judgement after reading the
materials to gauge appropriate timings with a particular group of students in mind.

An activity glossary has been included for teachers reference on page T152. This provides definitions
of learning and teaching activities that have been referred to in the teachers notes should the teacher
need them. The following symbol Glossary appears after the name of the activity. The items in the
glossary are arranged in alphabetical order.

CD-ROM
The CD-ROM consists of an electronic version of the learning and teaching materials in this resource
package
, as well as a range of recordings covering all text-types in the resource package. The
recordings include conversations, pronunciation models, descriptions, adverts and a movie trailer voice-
over. A CD Track Listing page is included on page T154 of the package for teachers easy reference.

The CD-ROM also contains either flashcards or a PowerPoint version of the flashcards to be used in the
Fashion Columns text-type section as well as materials needed for a card game used in the Gadget
Columns text-type section.

References to websites where useful language learning and teaching materials can be accessed are
included throughout the package. The weblinks or addresses which were accurate at the time this
package was published may be subject to change. Teachers might like to make use of a search engine
to regain access to any resources that have been relocated, or may look for similar resources on the
web.

To further support the implementation of the module, other relevant online teaching resource materials
have been developed and can be accessed at the English Language Education Section website
<http://cd.edb.gov.hk/eng>.

The copyrighted images used in some activities of this resource package could only be reproduced in
the print version according to their terms of use and are therefore not available in the electronic version.
Teachers might like to refer to the print version for the use of such activities with students.
iii

Acknowledgements

We are most grateful to the writers of this package, Kathryn Chamberlain and Rosie McLaughlin,
teachers and trainers in the Teacher Development Unit at the British Council Hong Kong, for their
expert input and considerable efforts in developing this resource package. We would also like to extend
our gratitude to the following British Council staff for their participation in photo shoots and assistance
in recording the audio tracks for this package:

Neil Ballantyne

Ania Butler

Ken Fung

Simon Gillow

Maria Hills

Mel Hutton

Kathryn Kelly

Charlotte Thompson

J ohnny Towey

Brett White

Dale Whitlock

Roxanne Wong

Samantha Yeung

Special thanks are due to Ian Roberts for his untiring efforts in editing and producing the audio tracks,
also to William Chan and the British Council IT team for their technical assistance and endless
patience.

We are much obliged to the following organisations for permission to reproduce copyright material:

Atlantic Syndicate for Calvin & Hobbes comic strip

Garageband, Apple Software for sound effects and background music

King Features for Peanuts comic strip

South China Morning Post for photos / captions and music review

UGO Entertainment, Inc. and Heromachine.com for image items

www.hasslefreeclipart.com for clipart items

www.iClipart.com for clipart items

Items from websites, such as taglines from movies or advertising slogans included in this package have
been clearly referenced and acknowledged and are understood to fall under the rule of educational fair
use.
Photo Captions S 1
I ntroducing Photo Captions

Learning Activity 1
Speaking
Talking about magazines and newspapers

Whats your favourite magazine / newspaper? Why?
I f you dont read any, why not?
I n popular newspapers, what types of stories do you typically find (e.g.
politics, entertainment, sports news)?
Are the photographs usually in colour or black and white?
How important do you think the photographs are?
What do we normally see below the photographs?

Learning Activity 2
Speaking, Listening and Reading
Discussing topics in newspaper photos

A Speaking and Listening What are the photos about?

Look at the selection of photos and answer the questions with your group:

Whats happening in the photo?
Where do you think it is?
Describe the people / objects shown.
Can you guess the storys topic (e.g. politics, entertainment, sports news)?

A caption is an important piece of information to help us
understand the photograph.
(n.) A title, short explanation, or description accompanying an
illustration or photograph
1.

Please refer to the print version
for the photographs used in this activity.

Photo 1
Photo Captions S 2

6.
2.
3.
4.
5.

Photo 3

Photo 2

Photo 4

Photo 5

Photo 6

Photo Captions S 3
B Reading Matching captions to photos

Read the captions and match them to the photos. Write the caption in the box
under each photo.

One of the six Chinese GODS OF WEALTH delivers red packets (better
known as LAI SEE) to taxi drivers in Hunghom.

Firemen from the New Territories East win the final of the dragon boat
race in Shing Mun River, Shatin.

FSD (Fire Services Department) officers rescue villagers from On Leung
Village, near Lok Ma Chau in the New Territories after heavy flooding
from Typhoon Sam trapped them in their homes.

Students from Shanghai show off their martial arts skills at The
University of Hong Kong. From left, Kang Meng, Sun Pingping (middle)
and Wang J ie.

Rangers defender Chan Wai-ho (second left) tips over during a moment
of Zen in Hong Kong football team's training at Siu Sai Wan.

NBA star Yao Ming meets with youngsters in a seminar organised by The
Dragon Foundation at Queen Elizabeth Stadium, Wan Chai.

C Reading and Speaking What do the captions tell us?
Check by reading each caption and discuss with your partner.

Does each caption tell us ...WHO? ...WHERE?...WHAT?

Who? Where? What?
Caption 1

Caption 2

Caption 3

Caption 4
Caption 5

Caption 6

Do the photo captions tell us the writers opinion?

Learning Activity 3
Grammar
Tenses used in photo captions

Look at the first two examples of photo captions.

a) What tense do they use for the first verb? > Present perfect?
> Past simple?
> Present simple?

Photo Captions S 4
b) Look at this caption:

Photographers patiently wait to catch a glimpse of Singaporean singer Katy Wu
during her second visit to Hong Kong last week.

(i) When did Katy Wu visit Hong Kong? ________________
(ii) When did the photographers wait? ________________

c) Now look at another caption:

Shoppers flock to the new Mega Mall in Lok Fu which opened yesterday.

(iii) When did the Mega Mall open? ________________
(iv) When did the shoppers flock to the MegaMall? ________________

Learning Activity 4
Writing
Caption writing tips

You work for a local newspaper. You have been asked to write some caption
writing tips for a new trainee journalist. Make a list of dos and donts.

Think about these things when writing your tips:
People in the photo
When and where
Opinions
Length
Tenses
Articles (a, an, the) / conjunctions (and, but)
Adjectives

Do
- use present simple in the first line

Dont
- write in headline style (abbreviated,
omitting words such as the, an, and)
Photo captions use the present simple to describe what is
happening in the picture even though the event usually happened in the
past. We can use the past simple to add information later in the
caption, e.g. to say when it happened.

Shoppers flock to the new MegaMall in Lok Fu which opened yesterday.

present simple past simple
Photo Captions S 5
Learning Activity 5
Grammar and Vocabulary
Noun phrases in photo captions

Use the nouns and adjectives below to make noun phrases.
Choose one or two words from group 1, then add words from group 2.

e.g. fifty-year-old London shop owner...
(1) (2) (2) (2)

+

Write your ideas here:

Share your ideas with your partner.
Photo captions use noun phrases to describe the people / objects in
the picture. A number of nouns can be used together. Sometimes
adjectives are also added before the nouns. Look at this example:

Local fish-stall worker Nora Wing...

adjective nouns used noun noun
together as
adjective
old
local
young
big
happy
worried
new
retired
fifty-year-old
traditional
shop
students
Hong Kong
owner
manager
school
teacher
street
bus
bank
customers
driver
market
crowds
Mongkok
shoppers
worker
London
1 2
Photo Captions S 6
Analysing Photo Captions

Learning Activity 1
Reading and Speaking
Photo captions true or false quiz

Work in pairs to do the True / False quiz:

True False
1. Photo captions are usually 100 words or more.

2. Photo captions do not give information about people in the
picture.

3. Photo captions always tell us when something happened.

4. Photo captions must start with The picture shows.

5. Photo captions often use present simple to describe the
actions in the picture.

6. Photo captions do not usually give opinions (e.g. an
unhappy boy).

7. Photo captions usually use active verbs (e.g. ...flowers
bloom early).

8. Photo captions use lots of adverbs to describe the way the
event happened.

9. Captions usually include a word / phrase before or after
the subject to explain who / what the subject is (e.g.
Stephen Chow, Hong Kong actor, ...).

10. Captions summarise the key facts of the story and tell us
extra information that we may not know from the
photograph alone.

Learning Activity 2
Good and bad captions

Look at the picture below and decide which sentence is best for a photo caption.
Why?

(i) Lots of people in Hong Kong like shopping.

(ii) Shoppers flock to the new Mega Mall in Lok Fu which
opened yesterday.

Your teacher will show you some more photos and captions. Work in pairs. Decide
which text is better to use as a caption for the photo and say why.
Please refer to
the print version
for the
photograph used
in this activity.

Shopping
Mall
Photo Captions S 7
Learning Activity 3*
Reading
I nvestigating photo captions

Collect photos and their captions from an English-language newspaper or
magazine. Fill in the table (you might not be able to fill in all columns for each
caption).

S
e
c
o
n
d

v
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r
b

(
t
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F
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t

v
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b

(
t
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n
s
e

u
s
e
d
?
)

T
o
t
a
l

n
u
m
b
e
r

o
f

w
o
r
d
s

W
h
e
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?

W
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?

W
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?

W
h
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?

C
a
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1

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2

C
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3

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4

C
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5

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6

Photo Captions S 8
Cropping and Editing Photos

Learning Activity 1
Speaking and Writing
Changing the meaning of photos

A Speaking What is this photo about?

Go to http: / / www.media-awareness.ca/ english/ resources
/ educational/ handouts/ consumerism/ choosing_editing_photos.cfm to learn about
the ways in which newspaper photos may be surprising.

B Speaking Changing the meaning of a photo

Now practise altering a photo so that it could have a different meaning. Some
ideas you can use:

remove a person / people from the photo
focus on just one small area of the photo
remove an important object from the photo
focus on one person from a crowd scene
remove a hand so the viewer does not see the gesture being made
show from the neck up only of a pregnant woman
remove / change a name / sign from a building
crop a photo of a sporting event to change the result (e.g. cut off the
winner of a race)

Can you think of any other ways to change a photo?

C Writing Two photos two captions

Using the two different versions of your photo, write a different caption for each
one. Remember the dos and donts of caption writing.

D Writing Giving constructive peer feedback

Check your partners captions against your do and dont list. Has s/ he followed
the rules?

Yes, her / his caption is
very good because

(explain why)
The caption is OK, but
needs some work on

(which rules did s/ he
forget to use?)
No, she / he needs to
make it better by

(what are your
suggestions?)
Cropping a photo means cutting part of it off. Editing a photo
means changing something in the photo so it looks different.
Photo Captions S 9

Please refer to
the print version
for the photographs used
in this activity.

Close-up

Extreme close-up

Extreme long shot

Long shot

Medium shot
Producing a Photo Story

Reading
Camera shots and angles

Before you take your photos, you must think about what you want to show. What
is the subject of your picture? I s it a person, a place, an action, or a small detail /
part of one of those?

A picture like this, showing a
landscape or buildings from far
away, is called an extreme long
shot. These are often used to set
the background of the story.
This picture is
a close-up.
And finally, this is a medium shot.
I n this picture, we can only see the
top half of the person.
I n this picture we
can see the whole
person.
I t is called a long
shot.
You can also use
an extreme
close-up to focus
on a small detail.

Photographers use different types of shots to help them to achieve
the effect they want.
Photo Captions S 10

High-angle
shot

Eye-level shot

Low-angle shot

Reverse-angle shot

Task: Find examples of each type of camera shot and angle. Make a poster and
label each example.

Telling a story in photos and choosing captions

Use http: / / www.bbc.co.uk/ cbbc/ presspack/ skillsroom/ tellingastory_photos.shtml
to practise putting photos into a sequence and adding captions.

A low-angle shot has the
camera looking up at the
subject, making her / him seem
big, powerful or threatening.
A high-angle shot positions the camera above
eye-level, looking down on the subject. This can
make the subject appear small, helpless, weak or
vulnerable.
A shot at eye-level
is neutral.
Usually, the camera looks at the subject, but
a reverse-angle shot (or point-of-view
shot) shows us what the subject is seeing.
Camera angle is also important. Using different camera angles adds
variety as well as information. Look at the examples below:
Photo Captions S 11
Learning Activity 3
Speaking, Listening and Writing
Planning and producing a photo story

Working in a small group, you are going to make your own photo story with
captions. These are the steps you should follow:

Step 1: Choose a theme for your story
First, you must decide what your photo story is about. Your
teacher may give you some topic ideas.

Step 2: Brainstorm story ideas
Brainstorm story ideas with your group and write notes / make a mind map.

Step 3: Make a storyboard
Now use the storyboard on S12. Draw / write your ideas in the
boxes. You also need to think about locations. For each shot
on the storyboard, discuss where you will take the photo and
write the location under the picture. Remember, it is best to
use only a small number of locations and it will be easier for
you if they are close to each other.

Step 4: Choose a j ob
Before you start taking photos, you must decide what job each person in
your group will do. Here are some ideas: photographer, model(s), props
person, costume / make-up person, director.

Step 5: Plan your photo shoot
Write a list of all the things you will need to take on the photo
shoot (e.g. props, costume, camera, notes and storyboard ideas)
and who will bring them. Finally, make a plan with your group
about when and where you are going to meet to take your
photos. Check that everybody knows what they need to bring.

Photo Captions S 12
Step 3: Make a Storyboard

This storyboard is your plan for the final photo story. Work with your group and decide what the main events are in your story. Then,
write notes or draw a quick sketch in each box to explain what that photo will be of. Also, write where you could take the photo.

1. Where?.............................. 2. Where?.............................. 3. Where?.............................. 4. Where?..............................
5. Where?.............................. 6. Where?.............................. 7. Where?.............................. 8. Where?..............................
Photo Captions S 13
Learning Activity 4
Speaking, Reading and Writing
Producing captions for your photo story

A Speaking Putting your photos into a sequence

Now you should have a selection of photos. With your group, choose the
best ones for the final photo story and put them in order.

Put these sequencing words in order (some of them have the same
meaning):

f i nal l y af t er t hat nex t t o begi n w i t h sec ondl y

Talk to your partner and practise telling the story. You can write notes if
you want to.
Remember: Who? Where? When? What?

B Speaking and Reading Revision of caption writing tips

Do the quiz below to remind you about caption writing. Circle the
correct option.

1. A photo caption
should be about 5 / 15
/ 50 words long.
2. Photo captions
usually use past
simple / present
simple / past
continuous in the first
line.
3. The main people in
the photo are / are
not usually identified.
4. You do / do not
need to use articles (a,
an, the) or
conjunctions (and, but)
in photo captions.

5. Photo captions
usually give the
writers opinion /
just the facts.
6. Photo captions often
include information
about when / where
/ who / why / what.
7. Photo captions do /
do not give us extra
information that we
didnt know from the
photograph alone.
8. I t is necessary /
unnecessary to give a
description of the
photo, e.g. This photo
shows

C Writing Photo captions for your story

Now write a caption for each photo in your story. Remember the caption
writing tips!

With your group, you should discuss the captions and choose the best
ones to add to your final photo story. There must be at least two captions
from each group member.
Photo Captions S 14
D Peer feedback A photo story

Finally, look at another groups captions and answer these questions:

Did they:

Yes No Not
sure
Not
applicable
...use present simple in the first line?

...use past simple later to give us information
about when the event happened?

...tell us about the people in the picture by
using adjectives and a noun phrase?

...make their caption too long?

...give us their own opinions?

...use the caption to give us extra information
that we didnt know from looking at the
photo?

...use descriptive words like beautiful or
terrible to describe things which we already
knew from the picture?

...accurately describe the photo?

Tell the other group what you thought of their work. Use the sentence
starters below to help you:

Advice to help them improve their work:

Give them some positive feedback:

You could try (adding / removing / changing) ...
Why not think about (ordering / listing) ... ?
Next time, why dont you (change / cut /
swap) ?
How about (reversing / changing) ... ?
We think your captions are ...
The story is ...
You have ... well.
We really like ...

Comic Strips
S 15
I ntroducing Comic Strips

Learning Activity 1
Speaking
What do you know about comic strips?

I nstructions

You need: four people, a counter each, a coin
To play: Toss the coin. Heads: move two places. Tails: move one place.
Winner: The person to answer the most questions

Start
1 Ask two people in your
group about what comics
they read and why they like
them.
2 True or False?
Comics started to appear in
the 1800s and were meant
to be funny.

3 True or False?
A small comic-like book
appeared in China
as early as the 1900s.

4 What was the first animal
comic cartoon character?
a) a dog b) a mouse
c) a cat
5 What do the following
three words mean?
a) Manga b) Manhua
c) Anime
6 True or False?
McMug is sillier than
McDull.
Why / Why not?

7 Which one is a superhero
and how do you know?
a) Crayon Shin-chan*
b) Doraemon
c) Astro Boy
d) Calvin (and Hobbes)
8 Which type of comic strip
do you think is most popular
with teenagers these days?
a) action b) funny
c) relationship stories
d) stories about society

* Also known as Laap Bat Siu San

Learning Activity 2
Character and Story

Read some information about two characters you will see in a comic strip in
Learning Activity 3. Answer the questions in pairs.

A Reading Characters

Calvin is a young American boy. He has a toy tiger called Hobbes.
He also has a very good imagination. I n the story youre going to
read, its evening time, and Calvin doesnt want to go to bed.
How does a little boy avoid going to bed?
Calvin
Calvins mother cares about her son and wants to make sure he has
a healthy daily routine, including going to bed on time.
What does Calvins mother do to make him go to bed?
Calvins mother

Comic Strips
S 16
B Vocabulary Preparing for the story

Vocabulary check
Match the words to make phrases. What do phrases 24 mean?

Example: (1) say (1) (d) say goodnight (a) motion
(2) A broom (b) for bed
(3) Slow (c) stick
(4) Get ready Example: (d) goodnight

All these phrases are used in the comic strip. What happens in the story?

Learning Activity 3
Reading, Speaking and Grammar
Working with the story

A Reading What happens in the story?

You need: six story strips from your teacher for your group.
Activity: Read the strips. Can you guess the order of the story? Your
teacher will show you the comic strip after you have finished.

B Reading Preparation for role- play

Look below at the lines used by Calvin and his mother. Use the phrases to
describe the way they are speaking at different moments in the story. Two
phrases have the same meaning.

whispering softly 9 starting to get louder speaking slowly
speaking normally raising her / his voice speeding up
e.g. whispering
softly

1. Mother: Good
night, Calvin.
2. Mother: All
right, where are
you?!
3. Calvin: I cant!
I m trapped in...
4. Mother: Now
hurry up!
5. Calvin: Ahh!
Time snap!
Maybe this strip
goes first...
And then,
this one?

Comic Strips
S 17
C Speaking Role- play

You need: to see the Calvin and Hobbes comic strip
Activity: Work in pairs. Choose a character to play. Read out the dialogue
in the cartoon using speed, volume (be quiet or be loud) and body
movements to bring the story to life.
Feedback: Role- play the comic strip to another pair of students.
Get feedback from them about (a) pronunciation (b) speed and
loudness (c) use of face and body.

D Grammar and Vocabulary Summarising the story

Circle the correct phrases below to complete a summary of the story.

Calvin is supposed to be (1) on the sofa / in bed.

He doesnt feel like going to bed, (2) so / then he puts a broomstick in his bed
(3) instead / as well. His mother comes (4) to speak / to say goodnight,
and finds the broomstick.

She (5) has / starts to shout for Calvin.
I n a different part of the apartment,
Calvin is (6) moving in / going on
slow motion. He (7) prevents / pretends
he cannot move any quicker to avoid
(8) to go / going to bed.

When Calvins mum (9) loses / raises her
voice, Calvin quickly changes pace
(10) but / and runs to bed saying that
he has had a time snap.

Say good night,
Calvin more
sweetly next
time.
Try saying all
right, where are
you?! a little
more loudly.
Pronounce
Calvins first line
more slowly and
deliberately.
Pronounce the
p in time snap
more clearly.
Calvin!
Calvin!

Comic Strips S 18
Features of Comic Strips

Learning Activity 1
Speaking and Vocabulary
How do comic strips work?

A Vocabulary Parts of a comic strip

Draw lines from the labels to the parts of the comic strip.

B Speaking One- minute challenge

You need: four people to play this speed game
Activity: Write your names in the column. Answer all the questions next to your
name within one minute. The tallest person in the group starts first.

Your names

Panels Gutters Balloons Speed lines
Does every
image have a
panel?
Whats a
gutter?
Which character
speaks most?
What do the
speed lines in
panel 2 show?
Which panels
show the
setting?
How are
gutters used in
panels 1, 2 & 3?
How is speech
shown in slow
motion?
Are there any
lines in panels
4-10? Why /
Why not?
How many
panels show
Mum, Calvin
and both?
How does the
gutter show
time between
panels 4-8?
Which character
has coloured
speech balloons?
What do the
speed lines
show in the last
panel?
How many
panels show
slow motion?
Difference
between panel
and gutter?
Why is NOW in
capitals and
larger?
Are speed lines
always
straight?

Panels These are the boxes that
show the action and dialogue.
Gutters These are the spaces
between the panels. They mark
changes in time and place.
Speech balloons These shapes are
used to show who is speaking and
what they are saying. They are made
of the balloon / bubble and the tail.
Speed lines These lines show the
speed and direction the character is
moving in. They can also sometimes
show you how a character is feeling.

for the comic strip used in this activity.

Calvin and Hobbes comic strip

Comic Strips S 19

Learning Activity 2
Listening and Note-taking
Use of comic strip features

Listening and Note-taking Describing a comic strip

Read the comic strip below. The three characters are Lucy (the girl), Linus (the
boy), and Snoopy (the dog). Did you enjoy the story? Which parts did you like?
Now listen to a description of the strip and make notes about storyline and comic
strip features. Before you listen, number the panels from left to right so you can
follow easily.

Example:
Panels 1-2 show setting and introduce Snoopys nose-boxing glove
Lucy makes fun of Snoopys nose-glove.
Linus ________________ her that Snoopy is a champ.
Lucy needs a ___________________ to win.
Panels 3-4
show the beginning and ______________ of the fight.
The gutters divide the fight into three ______________ .
Panels 7-8 also use onomatopoeia: POW! and _____________.
Panels 5-8

This time, its ______________ wearing the boxing
glove on her nose.
Panel 9 (the last panel)
Panels
1-2
Panels
3-6

Panels
7-9
Lucy
strategy
warns
middle
stages
WHAM!
glove

for the comic strip used in this activity.

Peanuts comic strip

Comic Strips S 20
a
c
d

Learning Activity 3
Writing
Working with dialogue

A Reading Balloons and captions

Below you can see some speech balloons (a-b), a thought bubble (c), and a
caption box (d). Match the phrases to the shapes and explain your choices to
your partner.

(1) Calvin isnt in
bed, she
thought.

(2) One minute
later
(3) Get to bed
this minute,
Calvin!, she
shouted.
(4) She said,
Calvin, where are
you?.

B Vocabulary Words to describe speech

(a) Put the words below under the correct comic shape. The words are in four
groups: said, shouted, thought or time / place. You may look up the words
from a dictionary if you need to.

remarked imagined guessed

wondered the following day screamed

later that day shrieked in the kitchen

yelled mentioned told (me / you)

= said

= shouted

= thought

contains
time / place

(b) Why are all the verbs in past simple tense?
b

Comic Strips S 21
C Writing Dialogue

You need: to write the thoughts and speech for panels 7, 8 and 9 of the strip.
Activity: Work in pairs. Look at panels 7, 8 and 9 on S19. Think about,
discuss and decide what Linus (the boy) is thinking and might say.

Panel 7 The fight starts
Look at Linus hair. I ts standing on end! What is he thinking?

Make notes on how Linus is feeling here:

Example: Panel 7 shocked and afraid

Panel 8 I n the middle of the fight
Linus is standing back from the fight. Whats he thinking now?

Panel 9 The fight ends
What is Linus thinking now: what does he want to say to Lucy? What does
Linus actually say to Lucy?


Comic Strips S 22
Writing
Superhero profiles

Read the descriptions of these two female superheroes. Write (H) next to
descriptions of Hypatia and (C) next to descriptions of Calista.

`

Example: Shes got a two-colour top on
and her insignia is a bolt of lightning. (H)
(1) Shes wearing dark leggings with
protective boots, which form an electric
field around her legs. ____
(2) Her weapons are zoom wands, which
are hand-held magnetic tools. ____
(3) She has a cape which makes her
invisible. ___
(4) Shes wearing magnetic ballet flats,
which allow her to fly near the ground. ___
(5) Her weapons are a bow and arrows,
which are strong enough to go through
walls, and a transfixer disc, which can
freeze a person instantly. ___
Write a description of each characters
helmet or mask. What are they for?
Superheroes always have bad
characters to fight against and protect
people from. For example, Batman often
protects people from Catwoman. These
characters are called villains, baddies,
and the worst one is called the arch
enemy.
Superheroes usually have one
weakness, for example, Superman loses all
his powers when hes near the mineral
kryptonite. Villains often exploit these
weaknesses.
Write a description of either
Hypatias or Calistas arch enemy.
Whats her / his name? What does
s/ he wear? Any special powers? What is
your superheros one weakness, and
how does her / his arch enemy use it? T
h
e
s
e

i
m
a
g
e
s

p
r
o
v
i
d
e
d

c
o
u
r
t
e
s
y

o
f

U
G
O

E
n
t
e
r
t
a
i
n
m
e
n
t
,

I
n
c
.

a
n
d

H
e
r
o
m
a
c
h
i
n
e
.
c
o
m

Hypatia (pron: hi PAY sha) the name of a 4
th
century female Greek-Egyptian mathematician, philosopher and astronomer.
Calista (pron: ka LIS ta) means most beautiful in Greek. Calista was a huntress in a Greek myth.

Comic Strips S 23
Learning Activity 5
Writing
Tips for comic strip writing

A friend has written some points for new family and relationship comic
strip writers at your school. Unfortunately, she made some factual
mistakes. Read her list and improve it, changing the mistakes.

Comic strip stories make sure there are lots and lots of problems.

Family characters have around ten characters and make sure they are all
different, e.g. different clothes and hair. The story should involve all of
them.

Panels use panels to show the action. Every panel should have an action
scene in it: conflict, drama, conflict, drama!

Gutters dont worry about gutters. Theyre not important.

Speed lines use as many speed lines as you can to create action and
adventure. Use as many stars as possible.

Speech balloons or thought balloons every panel should have a speech or
thought bubble to keep the readers interested. Put in a lot of dialogue.

Sounds if you have action, make sure you include at least ten sorts of
sounds (onomatopoeia), like smash!, thwack! and pow!

POW!!
WHAM!

Advice Columns
S 24
I ntroducing Advice Columns

Learning Activity 1
Speaking and Reading
Talking about problems

A Speaking Whats the matter?

What problem
does each
picture show?
Discuss the
problems with
your partner.
Who would you talk to if you had one of
these problems?
a
b
c
d
e
f g
h

Advice Columns
S 25
B Reading and Speaking Text quiz

Work in a pair or small group. Look at the example text and answer the
questions. Tick () the correct answer a, b, c or d.

1. Where might the text come from?

a) Apple Daily c) a Manga book
b) South China Morning Post d) a teenage magazine

2. Who wrote the first part (Dear Annie)?

a) a 16-year-old girl c) a 40-year-old businessman
b) a 25-year-old man d) a housewife

3. Which clues helped you to decide? (tick more than one)

a) vocabulary c) topic
b) informality d) text-type: a letter

4. Why is the person writing?

a) to give an opinion c) to entertain
b) to describe an event d) to get advice

5. Who is the person writing to?

a) a friend c) her / his mother
b) a doctor d) an agony aunt / uncle

An advice column is a column in a magazine or newspaper written to help

people with their problems. It is written by an advice columnist (also known as an
agony aunt, or agony uncle if the columnist is male). The name "aunt" is used because
the image presented is often of a woman providing comforting advice and wisdom.
Agony describes a feeling of strong pain or a sad or difficult situation.
Dear Annie
How can I make a guy notice me? There is a guy I like at my school but there are lots of other girls
who like him. What should I do so he notices me?
Invisible in Tuen Mun

Dear I nvisible
Getting a popular guy to like you is always difficult - and often not worth the heartache. I f youre
lucky enough to get him, there are always plenty of other girls trying to steal him away. However,
one good way is to chat with his mates. Then, when your cute boy comes by, its much easier to
connect cause youre already hanging out with his friends. I t might not totally succeed of course,
but at least it is good practice getting comfortable talking to boys.
Good luck!
Annie

Advice Columns S 26
6. Which picture best shows the magazine agony aunt for this magazine?

Learning Activity 2
Reading and Vocabulary
Typical problems

A Reading What type of problem is it?

Here are some letter headings from a magazine problem page. Put each
one into the correct type of problem group in the table below (some may
go in more than one group).

Type of problem Heading number
Family
Body / Health
Relationships / Love
School
Morals
(right or wrong behaviour)

Money
Mums new man
Wor r i ed I m t oo f at
I l ove my t eac her
Ti r ed al l t he t i me
My f r i ends a t hi ef
Dat i ng di sast er
Hi s br o beat s hi m up
Wi l l I ever gr ow ?
Sec r et smok er
I w ant a boyf r i end
Ex am st r ess
My mat es ar e r i c her t han me
1 2 3
4 5
6 7 8
9
10
11 12
a b c d e

Advice Columns S 27

B Vocabulary Alliteration
Look at these problem letter headings from a magazine:

What do you notice about the beginning sounds of the words?
This is called Alliteration.

Alliteration is when we use words beginning with the same (consonant)
sounds. This technique is used in poetry, newspapers, adverts and songs.

Look at the example headings from Learning Activity 2A on page S26.
Circle the ones that use alliteration.

C Vocabulary Slang and informal language in magazines
The problem pages in magazines often use abbreviations (shortened
words), slang and informal language.

(a) Read the sentences, then work with your partner to guess what the
underlined abbreviations mean:

1. My parents think my big bro is cleverer than me. He is 16 and I am 14.

2. I have to choose what to study at college next year. My fave subject is
art but my father says I have to study something useful like business.

3. I am worried cause my exams are coming soon.

4. My best friend always wears really glam clothes but I cant afford to
buy such beautiful things.

5. I have a great boyfriend, but his ex is always calling him and trying to
get him to be her boyfriend again.

6. I have a problem with my little sis. She is always coming into my room
and playing with my stuff.

Shortened word: Full word:
1. bro
2. fave
3. cause / cos
4. glam
5. ex
6. sis
Teacher Trouble Bully Big Brother
Friends have forgotten me

Advice Columns
S 29
Advice-seeking Letters

Learning Activity 1
Speaking
What do you think?

Look at the five problem letters from the previous activity. Finish the
sentences below with the number of the problem letter. Tell your partner.

Learning Activity 2
Reading, Writing and Speaking

A Reading A typical problem letter structure

The problem Im most likely to have is in letter number
The problem Im least likely to have is in letter number
The easiest problem to solve is in letter number
The most difficult problem to solve is in letter number
The most unusual problem is in letter number
The most understandable problem is in letter number
I know someone who has had the same problem as letter
The person Id most like to help is the one in letter
Im in Secondary 5 and
my exams are coming soon. Im
really stressed about it all. I cant
sleep and I always feel sick before
going to school.

I know Im going to fail. I just feel
so useless. Can you help me?

Worried Winnie, Yuen Long
1. I ntroduction to letter
writer & background of
problem
2.Writers feelings
3. Further details of problem
4. Further feelings
& conclusion
5. Request for help / advice
6. Signature: usually
a false name
summarising the
writers feelings /
problem


Advice Columns
S 30
B Speaking Brainstorming ideas

Choose one picture (a-h) from Learning Activity 1A on S24 (Talking about
problems) and write a short description of the problem.

Who is the writer?
What is the problem?
How does s/ he feel?

C Writing First draft of a problem letter

I ndividually, write a short letter to the agony aunt (try to write at least 50
words) and remember to use this general structure:

1. I ntroduction to writer and problem
2. Explain feelings
3. Give further details of the problem and its effects
4. Final summary of feelings and conclusion
5. Request for help / advice
6. False name signature (try to use the same first letter for each word,
e.g. Worried Winnie; Anxious in Aberdeen)

D Speaking Problems role- play

Work in a pair. Your teacher will give you one of the five advice letters.
Each letter has two (or more) characters involved in the problem. Choose
a character each and prepare what you will say (write notes) and then
practise your role-play together.

Things to think about for the role-play:

Do they both
know there is
a problem?
What is the
relationship between
the characters?
What kind of person is your character? How will
s/he react to what the other person says? (e.g.
will s/he be angry / surprised / upset?)
How does
your
character
feel?

Advice Columns
S 31
Advice-giving Letters

Learning Activity 1
Writing and Peer Assessment
Alliteration

Look at the first draft problem letter you wrote and think of a suitable
heading. Remember, magazine headings are usually short (three or four
words only) and often use alliteration (words beginning with the same
sound / letter, e.g. Bully Big Brother, Teacher Trouble).

Compare your heading with your partners and tell them your opinion of
their heading using the sentence starters in the boxes.

Your letter heading
needs to

(e.g. be shorter, be
more exciting, use
alliteration)

Your letter heading is

(positive / negative
adjective)

Next time, try to

Learning Activity 2
Reading and Text Analysis
An advice- giving letter

Here is a problem letter with the agony aunts reply. Label each part of
the reply using the comments from the next page (a-e). Write the letter
on the small line. The first one has been done for you.

Im in Secondary 5 and my exams are coming soon. Im really stressed about it. I
cant sleep and I feel sick every day before I go to school. My father really wants
me to get good results but I know Im going to fail. I just feel so useless. Can you
help me?

Dear Winnie

First of all, it is quite natural to feel anxious about big events like this, so talk
to your mates and you will find out you are not the only one whos worried.
( a)
You could have a chat with your favourite teacher about it and maybe s/ he
can help you to make a study plan so that you feel in control. ___
Of course, it is an important time, but take time off to do things that you
enjoy, like spending time with mates, going to the cinema or doing sports.___
Spending some time relaxing will help you to feel refreshed for studying and
will help you to sleep better too. ___
Good luck! ___

Advice Columns
S 32

Learning Activity 3
Grammar and Speaking
Ways of giving advice

A Grammar and Vocabulary Language for giving advice

All the sentences below are used to make suggestions and give advice,
but how are they formed? Do the sentences below use:
(1) an imperative (2) a modal verb or (3) a question form?

Write the number (1), (2) or (3) and underline key words or punctuation.
The first one has already been done for you.

a. You could try talking to her. (2)
b. How about discussing it with your parents?
c. Do some sport.
d. Have you tried going to after-school tutorials?
e. You may find it helpful to ask your friend what she thinks.
f. I t might be a good idea to meet some new friends.
g. Perhaps you should speak to your teacher.
h. Eat more healthily.
i. Why dont you join a sports team?
j. Talk to your doctor about it.

B Speaking Sentence stress in advice- giving phrases
Practise saying the phrases with your partner. Because youre speaking,
think about the stressed words or syllables. Heres an example:

b. I nstruction using
an imperative
(e.g. do)
c. Signing off in a
friendly way with
encouragement
d. Suggestion / Advice using
modal verbs (e.g. could /
must)
e. Conclusion &
explanation of
advice given
(reasons)
a) Description of
problem /
reassuring comment
(e.g. dont worry its
OK to feel this
way) / information
(e.g. most
teenagers have this
problem)
How about discussing it
with your parents?

Advice Columns
S 33
Learning Activity 4
Writing
An advice- giving reply letter

Can you remember the guidelines for the structure of an advice-giving
reply letter?

Fill in the missing words in the sentences below.

An advice-giving reply letter usually follows this structure:

1. Repeating description of ______________ / a reassuring ____________ /
information.

2. _______________ / advice using ___________ verbs.

3. Instruction using an ______________________.

4. Conclusion and ________________ of advice given.

5. Signing off in a ___________________ and encouraging way.

*The order of 2 and 3 above can be changed around.

Now your teacher will give you instructions for writing an advice-giving
letter to answer some of the problems you and your classmates wrote
about in your first drafts.


Fashion Columns
S 34
Fashion Columns

Learning Activity 1
Speaking
How important are clothes to you?

I nstructions

You need: a pencil, two people to play
To play: Use Washing Line A and draw your favourite outfit on it.
Take a maximum of three minutes. When youve finished, describe
it so that your partner can draw the same on Washing Line B.

Washing Line A

Washing Line B

Speaking

Why are these clothes your favourites? What would you do if you ever lost them?


Fashion Columns
S 35
A
Patterns and Fabrics
B
Basic Clothing (Basics)

Learning Activity 2
Listening and Vocabulary
Clothes bingo

You need: to choose a card to play the bingo game: A, B or C.
To play: Your teacher will show you pictures of items of clothing. I f you have
the word(s) for the item, cross it off your card. Shout Line if you
cross out a horizontal, vertical or diagonal line. Shout House if you
cross off all your words.

checks / checked
stripes / stripy /
striped
spots / spotty /
spotted
plain woollen leather
cotton linen denim
a suit trousers a jacket
a skirt a tie a shirt
a jumper or a
sweater
a dress a blouse

Fashion Columns
S 36

Learning Activity 3
Listening and Speaking
Lost property

A Speaking Lost and found
Have you ever lost any clothes? What did you lose and where did it happen? Did
you ever recover the clothes? How important were the clothes to you and why?

B Listening and Form-filling Lost property office
You will hear a recording of a woman calling the lost property office of a taxi
company to explain that she has left some clothes in the back of a taxi. Listen to
the conversation and complete the taxi office lost property form.

Date: 29 February (Version A)
Time of pick-up: ________________________
Place of pick-up: Albion ___________________
Items lost: (see below)
(1)
________ tight-
fitting
_______-
_______
_______ _______ _______
(2)
_______

_______ _______-
_______
orange _______

cargo
pants
(3)
_______

_______

_______

light blue _______

_______

C
Casual Clothing and Accessories
bling (bling) a hoodie* cargo pants
a trucker cap skinny jeans trainers
leggings a T-shirt loose-fit jeans
*a hoodie is a short name for a hooded top, sweatshirt or jacket (may also be spelled hoody)

Fashion Columns
S 37
Person A
Person B
Learning Activity 4
Vocabulary and Speaking
Ordering adj ectives to describe clothes

Sometimes we need to describe clothes in detail to another person. Read the
following conversation. Where is Person A, and where is Person B? How many
times is the jacket described by the end of the conversation? Now read aloud the
conversation with a partner: the words in bold show the stress in the sentence.

(quality) (colour) (fabric / (feature)
style /
pattern)

Learning Activity 5
Vocabulary
Describing clothes
Use the words in the box to describe some mens clothes.

1 2 3 4
(1) I need my jacket. Im cold.
(2) Which jacket?
(3) The warm one with a hood.
(4) The black one?
(5) Yeah, the warm, black woollen one with a hood.
1 T-shirt
a T-shirt
2 Shirt
a grey and shirt
3 Jeans
black jeans
4 Jacket
a jacket
One word is not
needed:

stripy
with a hood
fleece
blue
white
front
baggy

Please refer to
the print
version for the
images used in
this activity.
T-shirt

Shirt

J eans

J acket

Fashion Columns
S 38
Learning Activity 6
Fashion column titles

A Reading Fashion column titles

I nstructions

You need: a coin, two people to play
Activity: Read the fashion column titles below. Toss a coin. I f you throw
heads, put a circle around a title of a column that tells you what to
wear. I f you throw tails, put a rectangle around a title of a column
that tells you what to avoid wearing.

B Language Study Fashion column titles

Discuss the following language questions with your partner.

Lovely Lush Looks Poppys Big Mistake
Ten Fashion No-Nos Style Council
Glam and Gorgeous Heavenly Hot Heels
What on earth was s/ he thinking? How not to
1 Whats a no-no: a suggestion or a warning? Who says it and who are
they talking to? What are they talking about? Can you give an example?
2 What kind of mistake did Poppy, the film star, make? Where was she?
Who saw her? (Remember, this is a fashion column title.)
3 What type of phrase might come after, How not to? I s this column
telling you to do something, or to avoid doing something?
4 What do the titles, lovely lush looks, heavenly hot heels and glam
and gorgeous all have in common? (Clue: look at the first letter)
5 Does a council usually have authority? What sort of authority does a
style council have?
6 What on earth was s/ he thinking? This is a very popular phrase used
in fashion commentary these days to say (choose one): (a) s/ he made a
good choice of clothes; (b) s/ he didnt co-ordinate her / his clothing very
well; (c) s/ he looked ridiculous. Can you say the phrase using the words
in bold to help you with correct sentence stress? (Remember, there is no
answer to this question; its an exclamation, like oh no!.)

Fashion Columns
S 39
Learning Activity 7
Preparing to write
fashion columns
A Language Study Fashion columns

Activity: Read the paragraphs below. The phrases come from three types of
fashion columns.
Put a star next to phrases about current styles, an unhappy
face next to phrases about fashion mistakes, and an arrow
next to phrases about adapting looks. Which key language clues
helped you decide? The first three are examples.

(a) The ancient Greek or Grecian look is a huge trend. This is an off-the-
shoulder, flowing knee-length dress.
(1) Clue: a huge trend

(b) Candy drew attention to her toes with some eye-catching nail polish
big no-no with such a colourful dress.
(2) Clue: big no-no + past simple tense telling us something has
already happened.

(c) Dress this look up by adding a flowery scarf at the neck.
(3) Clue: dress this up make it more formal; adapt it.

(d) Pippas big toe was on the catwalk five minutes before the rest of her
cover those feet up and get out of sandals!
Clue:

(e) Polka dots are still in style, and bright polka dots are totally awesome for this
summers beach parties.
Clue:

(f) Sixties style ties are massive on the male catwalk. Get one in your
wardrobe today!
Clue:

(g) A mix of designer label and high-street styles. Works well if you dress it down
with sunglasses and bling. Original and cool.
Clue:

(h) How NOT to co-ordinate: the secret to mix-and-match is not to stick to
one colour only. Unfortunately, Betty doesnt seem to know this. Hey, Betty,
get some fashion sense!
Clue:

(i) Accessorise with a silk scarf for a more sophisticated look.
Clue:


Fashion Columns
S 40
(2) Stripes are
B Vocabulary Review Preparing to write

Activity: Match the beginnings and endings of the phrases to review
language you studied in the last section. Try to do this without
looking at the last task.

Speaking

Which phrases are about current styles, fashion no-nos and adapting looks?

(1) Works well
(3) Dont draw attention
(4) The secret to
(5) This spring
(a) to large feet by
wearing open-toe sandals.
(b) mix-and-match is not
to ...
(c) still in style.
(d) by wearing it with
flip-flops.
(e) if you dress it up
with flashy earrings.

(f) is all about smart
suits.

(6) Dress this down

Fashion Columns
S 41
Learning Activity 8
Writing
Your fashion columns

A Brainstorming Deciding the type of column

1 In small groups of three or four, decide which type of column you would
prefer to write. The options are (1) current styles, (2) fashion no-nos, or
(3) adapting looks. You will write four columns to go with four photos.

2 Before you write, you need to decide who is taking the following roles:
(a) Photographer
- responsible for choosing the location of the shots (inside /
outside) and the types of shots (see photo captions for ideas)
(b) Wardrobe
- responsible for advising on clothes collections to best fit
the type of column you are writing, for example, if you are writing
a no-no column, the clothes may be completely different from
those for a current styles column
(c) Stylist and / or Model(s)
- both responsible for styles, accessories, hair and make-up for the
four key shots to create the column type you have chosen

B Planning and writing Early collection and drafting

1 IMPORTANT: Before you start any writing, Wardrobe and Stylist / Model
must find appropriate clothes for the column type you have decided. This
means you should organise a time slot for the team to meet in order to
plan. Use the Photo Template on the next page to help you plan. Enlarge it
to A3.

2 Once you have your four outfits or adaptations of one or two outfits, take
some early shots to get an idea of how the final photo will look. This will
help you think about what you want to say in your column.

3 Using the early shots, start to plan your column. If there are four
people in your group, draft one column each. Each column should be 15-
30 words. Use the Fashion Glossary (S43) to help you.

C Revising and Editing Final photo shoot and peer-editing

1 Select the best early shots, and plan to take the final shots. Remember
good lighting, clear backgrounds and use of make-up can all add to the
impact of your photos.

2 Re-draft your early column, checking you have used the language you
have studied and making sure that you dont repeat what a team member
has already written. Revise and edit each others work.

3 Finally, use an exciting, but readable font and use colour to increase
impact.


Fashion Columns
S 42
(Optional) Photo Template

1

2
Title:

3

4

F
a
s
h
i
o
n

C
o
l
u
m
n
s


Fashion Columns
S 43
Fashion Glossary Useful words and phrases

Hot
Heavenly
Stunning
Glam (glamorous)
Gorge (gorgeous)
Wicked
Rockin (rocking)
A-list (meaning the best list)
How to get it right
Look the part with
Try it, buy it, wear it, love it
Hot off the runway
The perfect (jacket) to wear with
Dazzle them with
Fabulous!
Worth the splurge (worth spending a
lot of money on)
Add your own words & phrases:

Big mistake
No-no
Step away from the (trousers / dress)
Faux pas (from French a word which means
it should never be done, a habit / choice to
avoid, e.g. a fashion faux pas)
Made for the bin
Whoops!
What the heck?
Less stylish (than your grandmas
clothes)
Wonder if he looked in the mirror
before he came out
Not for the faint-hearted!
Add your own words & phrases:

Positive
Negative

Horoscope Columns
S 44
Horoscope Columns

Learning Activity 1
Horoscope signs

A Vocabulary Horoscope signs

B Vocabulary Personality adj ectives quiz

Work in a pair / small group. Read the example sentence, then choose the best
meaning for each underlined word. Use a dictionary if you need to.
Decide if each word has a positive or negative meaning. Write + or next to the
words.

1. Sarah is very laid-back. I have never seen her get angry.

a) She is very friendly.
b) She is funny.
c) She is a relaxed person.
Write the names of the animals.

Why are there 12 animals? What do they
represent?

What year is it now?

What animal year were you born in?

What type of horoscope is this?

Horoscope Columns
S 45

2. My brother is very stubborn and he thinks he is always right!

a) He is stupid.
b) He doesnt like thinking.
c) He doesnt like to change his mind.
3. My best friend can be very frank sometimes so I try not to ask her opinion.

a) She is always very happy.
b) She easily gets angry and in a bad mood.
c) She is honest, but too direct.
4. I think I am generous. I always try to give money to people who need it.

a) I will share what I have with others.
b) I have a lot of money.
c) I am a very selfish person.
5. My little sister is so bossy. She always shouts at me when we play games.

a) She is very quiet.
b) She tells me what to do.
c) She always listens carefully.
6. J immy doesnt like answering questions in class because he is so shy.

a) He doesnt know the answers.
b) He is very loud.
c) He is afraid that people will laugh at him.
7. My father is optimistic that his business will be successful this year.

a) He thinks he is the best.
b) He has a positive feeling about the future.
c) He is worried about the future.
8. My romantic boyfriend bought me flowers and wrote a poem for my birthday.

a) He shows feelings of love.
b) He is good-looking.
c) He is rich.
9. Most students in our class are very intelligent and can answer all the questions.

a) They are very hard-working and always do their homework.
b) They are very lucky.
c) They are good at learning and understanding things quickly.
10. Angela is very sensible - she eats healthy food and goes to bed early on school nights.

a) She thinks carefully about her actions and makes good decisions.
b) She is very worried about getting fat.
c) She is very sensitive.
11. My auntie is very patient and is never in a hurry when I want to discuss my
problems.

a) She gets angry quickly.
b) She is kind and takes time to help others.
c) She likes talking to people.
12. Kitty is an adventurous girl. She is always trying different sports.

a) She is very careful.
b) She is very busy.
c) She likes to do new things.


Horoscope Columns
S 46
C Speaking, Listening and Pronunciation
Horoscope dictation and information exchange

Do you know any other horoscope signs?
a) Listen to the horoscope names being pronounced. Some are for Chinese
horoscopes while others are for Western star signs. As you listen, write down the
names in the correct columns (Chinese / Western).

b) Your teacher will give you some information. Work in a pair so you are
students A and B. Do not show your information to your partner. Ask each other
questions to complete the table.

D Vocabulary and Speaking Personality adj ectives

Look at the information about each horoscope. Decide which personality adjective
from Learning Activity 1B matches each sign and write it on the line.

Which
star sign
are you?
Is the
description of
your personality
true or not?
Capricorn doesnt
like to be told what to
do s/he thinks s/he
knows best.
__________________
Scorpio has strong
feelings and isnt
afraid to tell you
what s/he thinks.
__________________
Sagittarius doesnt
like to do the same
things every day.
__________________
Aquarius is an
original thinker and will
always share with
others.
__________________
Libra is balanced,
calm and easy-going.
__________________
Leo is a good
leader and believes
he will succeed.
___________________
Pisces is very
sensitive and doesnt
like speaking to
strangers at parties.
__________________
Aries is often talkative and
likes telling people what to do.
e.g. bossy
Taurus supports others
and always has time for
them.
_________________
Gemini is quick-
thinking and has the
power of two brains!
_________________
Cancer is very
thoughtful, cares about
others and is always in love!
__________________
Virgo always thinks
about the results of her /
his actions.
___________________

Horoscope Columns
S 47
Learning Activity 2
Reading
Magazine horoscopes

Read the three Chinese horoscopes and discuss the questions below with your
partner.

Comprehension (circle the correct animal):

a) Who will have a bad day?

b) Who might meet a new boy / girlfriend?

c) Who should be careful not to argue?

d) Who will feel quite tired?

e) Who might receive some money?

Language:

f) Which verb is used to make a prediction about something that is certain to
happen?

Rooster
1969, 1981,
1993, 2005

You may receive help from someone
special today and the meeting may
even develop into a love affair. Be
careful when doing exercise and
getting in and out of vehicles.
Decisions you make on this day will
be the right ones.
Dog
1970, 1982,
1994, 2006

Try to control your temper today. I t is
not worth harming the relationship
between you and your friends over
unimportant matters. Your financial
luck does not look good. Avoid
lending money to anyone. The result
will not be good.
Pig
1971, 1983,
1995, 2007

You will be surprised by a gift or a
financial opportunity which arrives on
your doorstep today. You should also
pay attention to your health, because
you might find your energy levels are
very low.

Horoscope Columns
S 48
g) Which verbs are used to describe possible events or feelings in the future?

h) What form is used to tell us what to do? Underline three examples.

Structure and content:

i) About how many words are in each horoscope?

j) How does the horoscope address the reader? (circle one) we / they / you

k) What topics are included in these horoscopes? Cross out the ones which
are not used:

emotions (feelings)

relationships

school / work

finance (money)

decisions

health

entertainment

the past

l) I n the topic boxes above, write which horoscope (rooster, dog, pig)
mentions that topic. You may need to write more than one animal for
each topic.

Learning Activity 3
Writing
Horoscopes for your classmates

Complete the sentences:

Now use some of your ideas to write horoscopes for your classmates or teachers.
Write which star sign each horoscope is for at the top (and use / draw an image if
you want to).
You will

You might

Today will be a(n) day.

Try to

Be careful about

Dont

You are very at the moment.

Dont be afraid to

This is a good time to

Gadget Columns
S 49
A mobile phone that allows you to
photograph your contacts and send e-mails to
them.

Why?
An electronic tin opener that you dont
have to turn or wind.

Why?
Long-reach toenail cutters that allow
you to cut your toenails without bending
forward.

Why?
A wind-up computer that doesnt need
electricity.

Why?

Gadget Columns

Learning Activity 1
Speaking
Gadgets? Who needs them?

Choose the correct definition of the word gadget

(a) an object for children to play with
(b) a large pink or yellow fruit
(c) a small, useful, cleverly-designed machine

I nstructions

You need: two people to discuss ideas
To play: Rank the gadgets you see below on a scale of 1-4, and give
reasons for your opinions
1 = I really need this gadget
4 = I cant imagine anyone who would need this gadget

Please refer to the
print version for the
images used in this
activity.

Mobile phone

Electronic
tin opener

Toenail
cutters

Computer

Gadget Columns
S 50
Learning Activity 2
Meeting a persons gadget needs

You need: four people to play; choose a person / card to play with
To play: Read the four descriptions of gadgets below and decide which one
your character really needs. J ustify why you should have this gadget
to the people in your group.

Coming top of our list this month for easy self-care
gadgets are these fabulous, easy-to-use, stainless steel
long-reach toenail cutters, which mean you dont have to
bend or crouch to give yourself a pedicure. Improved
cutting means less squeezing on the nail and the plastic
handle gives extra grip. Designed for ease and comfort.

Thanks to this savvy, flip phone, you can now not only receive
phone calls and texts, but can keep photos of all your contacts and
send them e-mails. The phones embossed edges and sleek
design all weighing just 125 grams means its as slim as you need.
Featuring a touch-screen, a stylus, a 2-megapixel camera, an MP3
and browser with seven megabites of internal memory and
supporting USB 2.0 and Bluetooth connections, it is a model to be
prized.

This powerful, yet simple electronic tin opener
allows you to save time while cooking. Opening
up to 5 tins a minute, its the fastest model on the
market. Made of stainless steel and with a magnetic
holder for the tin lid, the machine works effortlessly.
It includes a removable blade and ergonomic design
and will fit well into a small kitchen.

Announced as the low-cost computer for the
masses, this light-weight, cheap, wind-up computer
is the brain-child of an American university professor.
The model is known for its durability and easy
functioning, and works by using a crank handle.
Turning the crank means the computer will run
for up to 30 minutes.
Please refer to the
print version for
the images used
in this activity.

Mobile phone

Electronic tin
opener

Toenail
cutters

Computer

Gadget Columns
S 51

Learning Activity 3
Grammar, Vocabulary and Listening
Describing and selecting gadgets

A Language Study Evaluating gadgets
Look at the list of expressions below from the gadget columns. Use the
questions to discuss the language you see in the box.

(a) Savvy, flip phone
(b) Not only but (also)
(c) The (phones) means its
(d) Featuring a , it is a model to be prized
(e) This powerful, yet simple allows you to
(f) I ts the fastest model
(g) Made of the machine works effortlessly
(h) I t includes (a)
(i) Coming top of our list this month for
(j) This easy-to-use
(k) I mproved (cutt)ing means
(l) This is the brain-child of
(m) The model is known for its (durability and ease)

1 Which phrase can we use to show that there are at least two
good things about this gadget?

2 Which phrase(s) suggest(s) this gadget is one of the best?

3 Which phrase tells us the gadget is famous for something?

4 Look at the following phrases. Are they positive or negative?
What do they mean? (Use a dictionary.)

Savvy | powerful yet simple | works effortlessly | coming top of
the list | easy-to-use | improved (cutt)ing | is the brain-child of
5 Write your favourite phrase below. Why do you like it?


Gadget Columns
S 52

B Reading Parts of a gadget column
Match the parts of a gadget column with the example phrases.

Parts of column:
(a) describe and evaluate the gadget
using positive adjectives (1)
(b) mention size / where it can go
( )
(c) describe the material it is
made from ( )
(d) describe the main benefit
( )
(e) describe what the main benefit
means practically (speed / quantity) ( )
(f) describe extra features /
equipment it has ( )
(g) say how excellently it runs /
works evaluation ( )
(h) say how fast it can do
something evaluation ( )
Example phrases:
(1) This powerful, yet simple electronic tin
opener
(2) allows you to save time while cooking.
(3) Opening up to five tins a minute,
(4) its the fastest model on the market.
(5) Made of stainless steel and with a
magnetic holder for the tin lid,
(6) the machine works effortlessly.
(7) It includes a removable blade and
ergonomic design
(8) and will fit well into a small kitchen.
NB: Some sentences describe and positively evaluate at the same time.

C Language Study* Information packaging
Gadget columns include layers of phrases to help describe and evaluate the use
and effect of the item. Study the following sentences from the texts on S50 to
see how ing and ed participles / adjectives and noun phrases are used
persuasively.

the machine works effortlessly.
Made of stainless steel
and
with a magnetic holder for the tin lid,
1 describe what its made
of using a past participle
2 link the phrases with and
3 describe the features using
with + a noun phrase
4 then make an exciting claim about
the product

Improved cutting
means less squeezing on the nail
and
the plastic handle gives extra grip.
1 describe a new feature using
a past participle
2 describe the result of the
feature using means
3 link the phrases with and
4 describe the result of another
feature

Gadget Columns
S 53

D Listening Choosing gadgets

(a) Listen to Murat Bradley, Nina Christensen, the mother of Martha Abdou and
J ulia Chen saying which gadget they would prefer to have and write the gadget
number (1-4) in the box next to the name.

(b) Listen again, and make notes on why they would like these gadgets.

Murat

Nina

Marthas mother

J ulia

(a) Murat
(b) Nina
(c) Marthas mother
(d) J ulia
4 the electronic tin opener
3 the long-reach toenail cutters
2 the wind-up computer
1 the mobile phone

Gadget Columns
S 54

Learning Activity 4
Speaking and Writing
Teacher needs a gadget

A Speaking Teachers gadgets

Work in groups and discuss the questions below following the instructions on who
should lead the discussion.

B Writing A gadget column

I n the year 2023, the following gadgets have been voted as the most useful
inventions for teachers. Choose one and write a column to describe and evaluate
how good the product is. Use the phrases youve seen in the previous learning
activities to help you write.

1 An intelligent classroom board
finds images, text and music to create a lesson as a teacher speaks into the
microphone
has settings: serious lesson, fun lesson, dramatic lesson
has a personality and speaks to the students about how its feeling that day
makes coffee / tea for the teacher; invents and makes sweets for students

2 Classroom management glasses
allow a teacher to see who is concentrating and who is day-dreaming
allow a teacher to understand why a student may not be working
tells a teacher when the students need a change of activity (slower, faster,
more exciting)
send a gentle beam of light to focus students who cant follow

3 A homework filter
automatically sorts homework into interesting, OK, and boring to read
automatically finds all grammar and vocabulary mistakes and finds fun ways
to help the students learn the correct form
automatically finds websites to help the student improve based on her / his
problems
helps the teacher to see if the student has copied any work

1 For the person with the longest hand:
What sorts of duties does your teacher have at work? List at least four.
2 For the person with the shortest hair:
Which jobs do you think take her / him the longest amount of time? List at
least two.
3 For the person with the smallest pencil-case:
What types of gadgets do you think the teacher uses to help her / him with
work duties?
4 For the quietest person in the group:
What types of gadgets would you invent to help the teacher with her / his
work?

Advertisements and Commercials
S 55
Advertisements

Learning Activity 1
Speaking
Logos and slogans

A Speaking I ntroduction

Where do we see adverts? Brainstorm ideas with your partner. How many ideas
have you got?

B Speaking Logos

Your teacher will give you a card with some words on it. You need to draw a
picture to make your partner say each word.

Companies use a logo to make people remember their company easily so

it needs to be simple. They usually use simple shapes and bold colours. Some
companies use the letters of their name in their logo.

C Speaking and Listening* Products and brands

Your teacher wants to buy a new shirt and has been doing some online shopping.
Listen to your teacher telling you how much the different shirts cost.

Price of a simple white shirt

Emporio Armani shirt = HK$_______
Giordano shirt = HK$_________
Thomas Pink shirt = HK$_______

Questions

(1) Which is the most expensive shirt?

(2) Why? (a) materials used
(b) advertising
(c) designers skill
(d) expensive = better
(e) other (what?)
Are the quality of the product and the price connected in any way?

www.thomaspink.com
www.emporioarmani.com
www.hk.e-giordano.com

S 56

D Speaking Slogans

What phrases are used for these companies or products?
Complete the phrases using words from the box on the right.

What do you know about slogans?

True or false? Correct the false sentences.

1. Slogans are often easy to remember.

2. They use long sentences with many words.

3. They always include the company or products name.

4. The wording of a slogan summarises the values, qualities or
intentions of a company.

These are called slogans. Advertisers use them to help people
remember a company or brand. An advertising slogan should be short and
simple.
a) McDonalds _____________________

b) Motorola _____________________

c) Adidas _____________________

d) Nike _____________________

e) Hong Kong _____________________

impossible
is
Im
it
world
hello
city
do
it

S 57
Learning Activity 2
Grammar and Vocabulary
Features of advertising slogans

A Grammar What language do advertising slogans use?
Which advertising slogan do you like best? Why? Tell your partner.

Pure snacking. Pure snacktivity (KP Peanuts)*

Your local family-run business in its 14th year trading under the same name*
(Rico Windows)

Here are some language features often
used in slogans:

rhyme (words that have the same sound)
alliteration (words beginning with the same sound, esp. consonant sound)
made-up words (often joining two other words into a new word)
puns (using words to mean something different from usual)
single words (one word only)
triplets (words or phrases repeated three times)

Look at the slogans below. Which of the language features in the box do
they use? Some examples may have more than one feature.

Slogan (+ company or product)* Language feature
1. New. Fast. Efficient.
(Air France)

2. Britains Best Business Bank
(Allied I rish Bank)

3. Chineasy
(Amoy soy sauce)

4. Brilliant cleaning starts with Finish.
(Finish cleaning products)

5. Because the Citi never sleeps.
(Citibank)

6. Think.
(I BM computers)

7. Grace Space Pace
(J aguar cars)

8. Youll Wike it too.
(Wike Farms cheese)

9. Dont just book it, Thomas Cook it.
(Thomas Cook travel agents)

10. Milks gotta lotta bottle.
(Milk)

11. A newspaper, not a snoozepaper.
(Mail on Sunday)

12. Dont dream it. Drive it.
(J aguar cars)

Get Rich quick
(Kenco Really Rich coffee)*
*From the website of ADslogans Unlimited (http: / / www.adslogans.co.uk)

S 58

B Vocabulary The top 20 advertising words
Below you can see the top 20 words used in advertising slogans* (not in
order). Guess the five most popular words and circle them. Compare your
choices with your partners. (Your teacher will show you the words in order
of popularity after you finish.)

Now write three sentences using at least three of the top 20 slogan words in
each one. You may add a noun, preposition, article or conjunction if
necessary, but remember: a slogan should be short and simple. Here is an
example using four of the top 20 words:

Now its your turn. Write slogans for the products in the boxes.

1. A car

2. Shoes

3. A drink

C Reading and Vocabulary Tips for slogan writers
Read the tips about slogans below and put them in the correct box. One
has already been done for you.

a) be memorable (easy to remember)
b) usually use the product / brand name
c) be negative
d) copy other peoples slogans
e) be simple
f) make the reader say oh yeah? or so
what?
g) include a key benefit / advantage
h) be too difficult to understand
i) be believable
j) use difficult technical or formal words
k) give positive feelings about the brand
l) differentiate the brand (tell the
customer why it is special)
More people like our chocolate
A good slogan SHOULD
be simple (e)
A good slogan SHOULDNT

our
choice
people
first
world
only
your
quality
taste
new
most
you
great
we
more
like
Top 20 advertising words
better
dont
good
best
*From the website of ADslogans Unlimited (http://www.adslogans.co.uk)

S 59

Now, using what you have learnt about slogans read the following six
examples* and decide if they are good or bad advertising slogans. Tell
your group. What language features do they use?

1.

2.

3.

4.

5.

6.

D Grammar I mperatives in slogans

Slogans also use:
Imperatives (giving instructions)
e.g. Just do it [Nike]

Read the sentences and underline the examples of imperatives. Not every
sentence has one so be careful. Remember to look at the verbs.

a) Dont buy anything else.
b) Come to our shop today!
c) We think we are the best.
d) Try our sandwiches first.
e) I f you need shoes, we have the biggest choice.

What kind of language do the other sentences use?

*From the website of ADslogans Unlimited (http: / / www.adslogans.co.uk)
Ti c Tac . Sur el y t he best t ac t i c .
To save and i nvest , t al k t o Nat w est .
Tak e a l ook at us now
I t doesnt l ook l i k e you c an af f or d i t
E-c ont ent sol ut i ons t hat pow er B2B e-c ommer c e
Beanz meanz Hei nz

S 60
Commercials

Learning Activity 1
Listening, Speaking and Reading
Analysing advertisements

A Listening and Watching An American TV commercial

Your homework assignment is to watch a commercial (your teacher will
give you the website address). Answer the questions:

Circle the ad that you watched: Pepsi Levis

1 Are there any signs for the product? What do we call these?
2 Is music used? How?
3 Write some of the language used.
Is there a phrase connected with the product?
4 Is dance or movement used? How?
5 Are any of the key advertising words used?

B Speaking I nformation exchange

Now talk to someone from the other group and tell them your answers.

Work together to fill in the information in the boxes below about both
adverts:

ADVERTI SI NG

I mage
Wor ds Sound
dancing
rap music you

S 61
C Speaking Target markets

Images are very important in advertisements. You should also think
about the target market who is going to buy that product? What images
would appeal to them?

Find four target markets and underline them:

appleorangepearhousewivesbananapeach
bookmagazineteenagerswebmagpamphlet
chairstooltablemirrorbenchworkingwomen
rabbitchickenmonkeyretiredpeoplemouse

Here are some products / advertisement types:

Advertisement Picture Advertisement Picture
1. mobile phone 5. sweets

2. digital camera 6. a bank

3. washing-up liquid 7. diet drink

4. a holiday company 8. a local family restaurant

Which pictures would you choose to advertise the above products? Why?

a. b. c. d.

e. f. g. h.

Tell your partner about your choices and why you chose them.

Target markets are divided by:
- age (child / teen / young adult) - income (less wealthy / wealthier)
- gender (male / female) - needs, interest, culture, history

S 62
D Reading* Lines of appeal

a) Your teacher will give you some links to
advertisements on the I nternet. Your
homework task is to watch the adverts and
answer the questions below.

Which of the adverts use / show
1. comparison
2. the support of someone else
3. the product in an unusual way
4. glamour
5. ways of improving our lives
6. a problem-solution structure
7. reference to small or large
budgets?

Set 1 Advert A Advert B Advert C Advert D
What is the advert
selling?

Maxi
eyeshadow

Which of the techniques listed above do these adverts use?

Set 2 Advert A Advert B Advert C Advert D Advert E
What is the advert
selling?

Twizzlers
candy

Set 3 Advert A Advert B
What is the advert
selling?


Set 4 Advert A Advert B Advert C
What is the advert
selling?
Mobile phone


What is the advert
selling?


What is the advert
selling?

Model toys


S 63

To appeal to you means that something is interesting or attractive to
you. Advertisers want their adverts to appeal to you so they use special
techniques called lines of appeal which make their adverts interesting or
attractive. These are the ways advertisers try to communicate with you.
They usually try to make connections with your desires or fears.

b) Match the line of appeal with the description. Some examples have
already been done for you.

Line of appeal Description
a. novelty
5
1. Some adverts just use the brand name
and images without telling us about the
product, because it is so well-known.
b. celebrity appeal 2. This means using factual information
(numbers / statistics / graphs) to prove
that it is a good product.
c. peer pressure (need to
be part of a group);
bandwagon
3. Using the idea that the product will
make us more attractive to the opposite
sex.
d. brand appeal
1
4. This technique makes us feel that if we
dont have this product / do this
activity, we will be left out of the group.
e. credibility (giving
evidence)
5. Telling us that this is the new updated
version, so it must be better and more
improved than the old product.
f. emotions / feelings 6. This means that the product is shown to
have amazing powers or it shows the
product in unrealistic situations or doing
things it may not really do.
g. products doing amazing
things (misleading
vividness)
6
7. Showing us how this product can make
us look / behave differently.
h. sex appeal 8. Using a famous person to advertise the
product makes us think that if that
person uses it, it must be a good
product.
i. reinvent / improve /
change yourself
7
9. Using positive connections between the
product and good thoughts (happiness /
love / family togetherness, etc.)
j. hopes and dreams
(social ladder appeal)
10. Making associations with rich / powerful
people so that we feel owning the
product will make us become like those
rich / powerful people or have the same
lifestyle as them.


S 64
c) Now read some descriptions of adverts and decide which line of appeal
they are using. Write the letter in the box. One has been done for you.

E Listening Lines of appeal

Listen to three radio commercials and fill in the table.

Listening 1 Commercial 1 Commercial 2 Commercial 3
(a) What is the
commercial
selling?

(b) Circle the
line of appeal
the commercial
uses.

Novelty
Celebrity appeal
Emotions
Credibility
Novelty
Celebrity appeal
Emotions
Credibility
Novelty
Celebrity appeal
Emotions
Credibility
(c) Why did
you choose
that line of
appeal? Did
you hear any
words or
phrases that
helped?

4. Some action toys
(soldiers, etc.)
driving across a
desert shooting
each other.
1. Three old ladies looking at
their shiny new shopping
trolleys are very surprised
when they see the fourth
one still uses a bag.
2. Before (dirty and yellow) and
after (shining white) pictures of
teeth show us the effect of the
toothpaste used.
3. J oey Yung
singing in a
KTV bar.
6. A happy family enjoying
their dinner in a fast
food restaurant.
7. A boy who has just used his new
hair gel with a big group of girls
following him along the street.
8. A doctor showing
the results of a test for
a skin cream he tells
us 95% of people
saw a difference.
9. A computer
salesman
explaining the
features and
benefits of
their latest PC.
5. A woman
wearing a fur
coat driving a
Mercedes Benz.
10. J ust one word
written in a famous
style on a red and
white
background.

g


S 65

Listening 2 Advert 1 Advert 2 Advert 3
(d) Whats the
product name?
How many
times do they
say it?
Write down the
slogan you
hear.

(e) Write down
an example of
words with the
same or similar
sounds
(alliteration or
rhymes) that
you hear.

(f) How quick is
the speakers
voice? (circle
one)

How does this
make you feel?
(e.g. excited /
bored)

Very slow
Average
Fast

Very slow
Average
Fast

Very slow
Average
Fast

Which advert did you like best? Why? Tell your partner.

S 66
Learning Activity 2
Speaking, Reading and Writing
Making advertisements and commercials

A Speaking What can you remember?

Think about what you have learnt about adverts and commercials and
write the main features in the correct category below. One example has
been done for you.

Main features of an advert or commercial:

logosloganphotosvocabulary colour
voice effect grammarbrand namemusic

These features of an advert are used together in order to give us a line
of appeal, which is dependent on the target market.

B Writing Brainstorming ideas for an advert

You are going to brainstorm some ideas for an advert. Work in a group of
three or four students. Your teacher will give you a card with a product
and a target group, and some blank paper. Follow the steps on S67.

Sound Wor ds
logo
I mage

S 67
Suggested steps for creating an advertisement:

Step 1: Discuss the target group
The following questions might help...
What does this group like doing in their free time?
What are these people interested in?
Who are their heroes?
What do they dislike?

Step 2: Discuss the product
The following questions might help...
How would you describe the product ?
(taste / colours / appearance)
Think of a special point that makes this product
better than its competitors (e.g. it is the only fizzy
drink that wont make your teeth fall out)
How expensive is your product?
What is the name of your product?

Step 3: Design a logo
Remember:
It should be simple
It should be memorable and recognisable
It shouldnt use too many different colours / shapes
It should have a link to your product (e.g. if you are
selling ice-cream, your logo probably wouldnt have a
picture of a car on it)

Step 4: Write a slogan
Try to:
Use some of the top 20 words
Use a language feature (rhyme / alliteration /
imperative, etc.)
Make it memorable

Step 5: Brainstorm the types of images you will use in your
advert

Step 6: Start drawing a rough sketch plan of your ideas


S 68
C Reading, Speaking and Pronunciation Making a radio commercial

Unfortunately someone has dropped coffee on this radio advert script and
covered some words. Can you remember the missing words? Write them
next to each coffee stain.

Speaker 1:

98.2% of (a) _________ experience skin problems. (b) _______

of peoples pocket money is spent on (c) ______________ skin solutions.

(d) ______ of teens would rather stay (e) ____ _______ than go out

when they have spots.

Doctor Lau Long is in the studio with us today. So doctor, what do you

(f) _______________ ?

Speaker 2 (Doctor):

The (g) ______ new (h) _______ on the market is Zit-out spot cream.

We tested it on Secondary 3 and Secondary 5 students. (i) ________

out of ten students had no more (j) _______ after a week of using Zit-out.

70% said they had more pocket money to spend on (k) _____________ .

Seven out of ten students reported an improved (l) ________ ______ after

using Zit-out.

These results are (m) ___________ !

Speaker 1: Zit-out So you dont have to (n) _________ out!


S 69

Now work with a partner to write your own radio advert script. I t should
be no longer than 30 seconds. Underline any words which you think need
to be stressed and decide what kind of voice should be used to read it (e.g.
fast and exciting, slow and romantic).

A radio commercial for (product name)

_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

Practise saying it together, then record it.


S 70
Speaking, Vocabulary and Listening
Selling products

As well as using advertising, companies spend a lot of time and money
thinking about where / how people can buy their products. Shops are
carefully designed to encourage us to spend our time and money in them.

A Speaking Whats your favourite shop?
(a) Ask your partner some questions about her / his favourite shop. Here
are some ideas:

Which is your favourite shop / shopping mall and why?
Describe your favourite shop How big is it?
What colours do they use inside the shop?
Are there any special smells in the shop?
What do you see in the window displays?
Can you describe the design modern or old-fashioned (retro)?
What is the lighting like dark or bright?
What can you hear?

(b) Look at these pictures and say which shop you would prefer to visit
and why.

1 2 3
4 5
6
7

S 71
B Vocabulary Elements of a shopping mall

Choose the three most important elements of a shopping mall for you:

size|temperature|building age|window displays|architectural design
seats|merchandise|lighting|music|types of shops|refreshments|other?

Write your top three in the Student A box. Compare with your partner and
write her / his answers in the Student B box. Explain and justify your
choices and between you, choose a joint top three.

C Listening A Hong Kong shopping mall

Listen to two shoppers talking about their favourite shopping mall and
answer the questions.

Speaker 1
Has she been to the shopping mall
before?
Yes / No
Why did she come to the shopping
mall?

Does she know what the time is? Yes / No

Write down three reasons why she
likes the shopping mall.

What problem does she mention?

Speaker 2
Is he happy about going to the
shopping mall?
Yes / No
Has he been to this shopping mall
before?
Yes / No
Does he like going into the shops
with his girlfriend?
Yes / No

Write down three reasons why he
does / doesnt like the shopping
mall.

How long has he been at the
shopping mall today?

Student A:

1.
2.
3.
Student B:

1.
2.
3.
Our top three:

1.
2.
3.


S 72
The six key points mentioned in the listening were:

use of space
time
temperature
modernity
lighting
music

A popular pastime in Hong Kong is shopping. Before going on to the
following questions, guess how many hours your partner spends at
shopping malls a week. Were you right? Who spends the most time
shopping? Do you think people spend too much time shopping?

Here are three questions about shopping malls:

1. Can you see any clocks? How does that make you feel?

2. Does it feel very crowded? Why / Why not?

3. What do you notice about the design of the mall?

Write three more questions youd like to answer.

4.

5.

6.

Your homework assignment is to go to a shopping mall (a) with your
parents, (b) one or two classmates or (c) a friend, and write down your
answers to the six questions, along with any other interesting
observations. You are going to report back in the next lesson about what
you discovered.


Previews and Reviews: Movie Trailers S 73
Previews and Reviews: Movie Trailers

Learning Activity 1
Movies and preferences

A Vocabulary Types of movies

Can you complete the eight types of films below by writing the final letters
of each word? Try and do it in a minute.

B Speaking Talking about your favourite movie

I nstructions

You need: four people, a paperclip and a pencil / pen
To play: Everyone answers question 1, then spin the paperclip and talk
about the topic it stops at

1. Whats your
favourite movie ?
2. Where is the film set
(place / time) and what
do you like about that?
3. What kind of movie
is it and what type of
action do you see in it?
4. Who stars in it and
what do you like about
her / his acting?
5. How do the
characters change in
this movie?
6. Whats the movie
soundtrack like: modern,
traditional, classical?
Do you like it?
7. What sort of
scenery do you see in
this movie? Do you
like it? Why?
8. What kind of
ending does it have?
Why does it appeal to
you?


Learning Activity 2
Reading
Describing movies

A Reading Descriptions of movies

Have you seen any of the films below? Match the titles of the films with
the descriptions. Some have been done for you.

(1) Chicken Run a. A romantic comedy about an undercover
journalist who returns to her high school.
(2) Never Been Kissed b. A mythical martial arts film set in China: an
example of wu xia.
(3) Billy Elliot
f
c. An animated comedy about chickens trying to
improve their lives on a farm.
(4) Crouching Tiger,
Hidden Dragon
d. A futuristic fantasy drama about what happens
to the last person on earth.
(5) Beowulf
h
e. A coming- of- age film about three teenagers
realising their ambitions.
(6) I Am Legend
d
f. A rags- to- riches comedy drama about a boy
who wants to dance.
(7) Sandbox Sailors g. An action comedy buddy cop film starring a
famous Hong Kong actor.
(8) Rush Hour 2 h. A digitally animated action drama based on an
epic poem about a warrior fighting a monster.

B Vocabulary Useful phrases

Choose three new words or expressions (in bold) from the table above
and write them in circles 1-3. Think of an example of another film for each
word or phrase. Write them in the larger circles.

1. 2.

3.



Learning Activity 3
Working with images and text

This activity helps you to consider the way posters are used to inform
people about and promote movies. Before you start, read the following
title, Sandbox Sailors: what do you think it means?

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Learning Activity 4
Writing and Vocabulary
Three- minute paper

A Writing Writing about a movie poster

Now you have shared information with your partner about the images and words
in this movie poster, summarise the information about the movie in a three-
minute paper. Use the words in the box to help you and write as much as you can
in three minutes.

Title Location Culture
Female / Male characters Activities Story

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________


B Vocabulary Film publicity

Match the words with the definitions. Where would you find these items?

(a) This is when you
tell people about the
characters, story and
action in a movie
before the movie is
in the cinema.

(b) This is the short
phrase you use on
the movie poster to
describe and sell the
film to people.

(c) This is the
name of an article
that critics write to
say what was good
and bad about a
film. The writer
sometimes rates
the film, e.g.,
four stars.

(d) This is the voice
you hear when you are
watching a movie
trailer. I t tells you
about the story,
characters, director,
actors, and how good
the film is.

Does the S Sa an nd db bo ox x S Sa ai il lo or rs s movie have a tagline?

C Discussion Choosing your favourite tagline

Below, you will see some taglines from modern and older American
movies. Read them and share your ideas about which ones appeal to you
and why. Match some techniques with the taglines below.

1. For anyone who has ever wished upon
a star.
Pinocchio (1940)

2. They had a date with fate in
Casablanca.
Casablanca (1942)

3. Come to Laugh, Come to Cry, Come to
Care, Come to Terms.
Terms of Endearment (1983)
4. They're not just getting rich...they're
getting even.
Trading Places (1983)

5. Be afraid. Be very afraid. The Fly (1986)

6. Same Make. Same Model. New
Mission.
Terminator 2: Judgment Day
(1991)

7. There are 3.7 trillion fish in the ocean.
They're looking for one.
Finding Nemo (2003)
Taglines retrieved from http: / / www.filmsite.org/ taglines.html
Techniques

(a) Repetition of words or
structures
(b) Use of words with an
opposite meaning
(c) An imperative
(d) Rhyme
(e) A phrase about the
intended audience
(f) The use of an
exaggerated number /
image
A tagline

A voice-over

A review

A preview



D Vocabulary Review Film vocabulary

Check if you can remember what the words in bold mean before you do
the following activity. (e) and (f) may contain new words. Check them in
the dictionary. Complete the sentences using films you have seen.

(a) The film that has the most interesting time setting is
(b) The best soundtrack I can remember is
(c) My favourite movie character is in
(d) The most epic scenery I ve seen is in
(e) The worst plot I ve ever seen is in
(f) The climax of a film is when

(g) The funniest tagline I ve read is

(h) I never / always read movie reviews before I see the film because

(i) A good movie trailer preview should be

(j) The best voice-overs are done by



Learning Activity 5
Listening
How do movie trailers work?

Your homework assignment is to watch three movie trailers of your
choice (your teacher will give you some ideas) and answer the following
questions. You will talk about your notes to a classmate so make sure
you do a good job.

(1) Watching without the sound
Make short notes about:
(a) the scenery
(Where is it set?)

(b) the action
(What happens?)

(c) the special effects
(How is the movie made dramatic?)

(d) the characters expressions
(What roles do the characters play?)

(e) the words that come on screen
(What associations are made with the film?)

(2) Watching with the sound
Answer the following True / False questions:
(a) the voice is female
(b) the narrator speaks continuously
(c) the narrator speaks very quickly
(d) the narrator uses pauses to create mood and for
dramatic effect

(e) you only hear the narrator in between the dialogue
and action shots

(f) the dialogue is in English
(g) there is some dialogue from the film in the trailer



Learning Activity 6

A Listening Movie trailer voice-overs

You are going to hear two voice-over actors doing auditions for the movie
trailer for Sandbox Sailors. Which voice-over actor do you think will
get the job and why? Take notes on the delivery while you listen and then
share your ideas afterwards.

Delivery Actor 1 Actor 2
Intonation and Stress
does this help with
emphasis?

Pitch and Volume is it
too high, too low, too fast,
too slow, or just right?

Pausing are there
enough pauses in the
right places for the
audience to follow?

Drive and Energy
does the voice-over make
you want to see the film?

B Writing Summarising your ideas

What makes a good movie trailer voice-over?

It should be
It should
There should be



S 82
C Speaking Practising a good delivery

Your teacher will give you some lines from a movie-trailer voice-over
script. I n pairs, practise delivering the lines for impact. Give feedback to
each other on the following areas:

Star rating for overall delivery

Give your partner a number of stars for overall delivery including their
enthusiasm and energy. Make practical suggestions for how s/ he can
improve.

D Reading and Speaking Giving support and advice

Match the heads and tails of these sentences and choose the best
supportive comments for your partner to improve next time.

1. Next time, try lowering

a. a pause before you
2. Why dont you speak more b. your voice a bit when

3. You could take c. voice when you

4. Raise your d. loudly and quickly when

I ntonation and Stress
Pitch and Volume
Pausing

S 83
Learning Activity 7
Reading, Vocabulary and Speaking
Organising ideas for impact

A Reading Organising the voice-over of a movie trailer
(a) Your teacher will give you some strips with the movie trailer voice-
over lines from Sandbox Sailors. Work in groups and put the lines in the
right order.
(b) Now that you have ordered the lines of the trailer, with your group
discuss how the lines are organised for impact. Read the lines and decide
which ones best match the six parts of the voice-over.

(1) On a Caribbean island
(2) In the heat of the city
(3) Three teenagers find their futures

(A) The title of the film and
the tagline / strapline
(4) A poet picks up her pen
(5) A boy begins to dance
(6) And a singer finds his voice

(B) Information about the
director and the film
(7) Words will be written
(8) Salsa will be danced
(9) And Cuban rap will begin

(C) Time and place setting
and summary of story
(10) The new and rising Cuban
director, Maria Marino
(11) Creates a myth to save us all:
(12) Art against struggle
(13) And creativity will find a way

(D) Names of the famous
actors starring in the film
(14) Ruby Gonzalez
(15) Fernando Herrero
(16) And Mini Del Monte

(E) The main decisions or
actions that start the story
(using present simple
tense)
(17) Unless you have a dream, you
cant live it
(18) Sandbox Sailors

(F) The main events in the
story (using future forms)

B Language Study Techniques for voice-overs with impact
Take a look at the lines from the trailer below and circle Yes or No and tick
the number of times you see the phrase used.

Language from the trailer

Are any
structures
repeated?
2
times
3
times
(a) On a Caribbean island;
In the heat of the city
Yes / No
(b) picks up; begins; finds

Yes / No
(c) will be written; will be danced;
will begin
Yes / No



S 84
C Language Study Matching words and techniques

(a) When you repeat a
sound, word, phrase,
or structure

(b) When you say /
write a phrase or
structure twice
(c) When you say /
write a phrase or
structure three times

D Vocabulary Working with action vocabulary*

How does the voice-over tell you about the actions in the movie? Can you
remember the phrases? Write the letters in the middle column.

(1) They find (a) rising director
(2) To pick up (b) a myth
(3) To begin (c) their future
(4) He finds (d) to dance
(5) A new and (e) a pen
(6) To create (f) his voice

E Speaking Discussing language techniques and your strengths

Movie trailers use images and action, music soundtracks and language to
create an appeal. The diagram below shows the language we need to
think about when we make a movie trailer. We have looked at the
organisation, the use of repetition in couplets and triplets, and the use of
tenses and phrases to describe the main action.

Diagram of language in a movie trailer

Which of these levels: 1, 2 or 3, do you think you will be strongest at and
which will you need to work on when you write your own movie trailer?
How can you share your skills? Discuss your ideas with your group.
(1) Organisation into 6 general parts
(2) Repetition, couplets, triplets
(3) Tenses & phrases
1 A couplet 2 A triplet 3 Repetition


S 85

Learning Activity 8 Listening, Writing and Speaking
Making your own movie trailer voice- over

A Speaking Organising yourselves

B Viewing, Listening and Writing Researching movie trailers
Copy and use the following research grid for each movie trailer you watch.

I mages

Soundtrack(s)
Type of
voice: e.g.
male / female
Sections of
voice-over
e.g. fast moving,
action-packed

use of uplifting
background
music
adult male narration and
dialogue used in
selected scenes

Trailer ___

Film type:
e.g. kung fu

__________

C Writing and Speaking Producing a movie trailer voice- over
Use the planning grid on S86 to structure your voice-over.

will you work with?
trailers will you watch as research?
Action-adventure
Chinese martial arts
Drama
Comedy / Romantic comedy
Horror
Manga / Anime
your voice-over. Either:
do a new voice-over for an
existing trailer or
do a voice-over for a movie that
you invent


S 86

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Reviews: TV Shows

S 88
C Discussion How are adults different from you?

Preparation You have just considered some types of TV shows that you
watch, and the ones a small child and an older person might watch. Now
consider how your tastes and habits in TV watching are different from
your parents or the adults around you. Take a moment to complete the
table below before you start your discussion.

Discussion Use the table you have completed above to have a
discussion. The discussion question is How are your parents / adults
around you different from you in their TV viewing habits and what are the
reasons for this?

Circle the correct answer.

(1) The average person watches the equivalent of seven years / nine years of
TV during their lifetime.

(2) TV viewing has been described as the most / least common human activity.

(3) The most-watched programme in Britain by 2000 was a comedy / drama.

(4) TV commercials are the most / least effective way of selling products.

Ive noticed
that
It might be
because I think
I dont think
that

Reviews: TV Shows

S 89
Learning Activity 2
Speaking and Listening
Class viewing survey

A Speaking Preparing the survey

(a) How much do you know about your classmates TV viewing habits?
Circle an answer.

Work in groups of four. Each team mate should choose three people in
the class and ask them the following questions about their TV viewing
habits.

(b) To prepare, complete the following with wh-question words:

Example: Which types of TV shows do you watch most?

(1) _____________ time of day do you watch these shows?

(2) _____________ decides what you watch on TV?

(3) _____________ do you watch these programmes?

B Speaking and Listening Doing the survey

Your teacher will give you three survey cards so you can find out about
your classmates viewing profiles. Stand up and ask your classmates the
questions above. Keep careful note of the answers as youll need the
information later.

C Listening Preparing for the survey feedback

(a) Listen to the following conversation. You will hear two people talking
about the results of a similar survey they did. They are describing the bar
chart on S90. Write the four types of TV shows mentioned next to the bar
chart.
Which types of TV
shows do you watch
most?
Well, I tend to
watch a lot of
sport...
I watch loads of
documentaries.
Er, I vary between
watching the chat
shows and
cartoons...

Reviews: TV Shows

S 90
P
e
r
c
e
n
t
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g
e

o
f

r
e
s
p
o
n
d
e
n
t
s

0
10
20
30
40
50
60
70
80
1 2 3 4
Types of TV
shows

(b) What do the following words and phrases mean? Match them with
the sentences below. One phrase is used twice.

a pattern of preference
most (probably over 70%)
a large number (probably over 60%)
only a small number of people

(1) The majority of people said that
(2) The people who liked () were in the minority.
(3) Quite a high proportion of people said
(4) Only a low proportion of people said
(5) There seems to be a trend towards

D Speaking Preparing the results of your survey

(a) Now, return to your class survey. I n your team, you should have
information about several people in your class. Use your calculator to
work out the percentages of people who like different types of
programmes.
1 _______________

2 _______________

3 _______________

4 _______________
TV Viewing Habits

Reviews: TV Shows
S 91
Questions to consider when preparing the results of your survey

Data
1 Whats the most popular type of programme and why?

2 Whats the least popular type of programme and why?

3 Whats the most popular viewing time and why?

4 Whats the least popular viewing time and why?

5 How many students had balanced viewing profiles (i.e. they watch a
mix of shows)? How many had narrow viewing profiles (i.e. they
only watch one / two types of shows)?

6 How many students have control of what programmes they watch on
TV and when they watch them? If they dont have control, who does
and why?

Interpretation
7 In your opinion, do students watch TV to relax, to learn, to be
entertained, or to waste time? Is it a combination of these things?

8 In your opinion, do students watch the right types of programmes?

9 In your opinion, do the students in your class have enough control
over their viewing habits? What makes you say this? What would
happen to their viewing habits if they had more or less control?

10 What types of recommendations do you think would help your class?

(b) You will do a presentation to the class of the findings in your class
survey, but how will you do it? Have a brief discussion about the following:

Activity How will you
do it?
Who will do it?
Two to three names
1 Create or draw and label the
bar chart

2 Describe the data (and write it
down in a script)

3 Interpret the data (and write it
down in a script)

4 Make two helpful
recommendations

5 Present (everyone must do this
but who is doing which part?)
All group
members


Reviews: TV Shows

S 92

Learning Activity 3
Speaking, Listening and Writing
Watching a popular TV show

A Speaking Preparing to watch

Which TV show was the most frequently watched or most popular in your
class? What reasons did people give for watching this type of show? You
are going to watch this programme for homework to investigate why it is
so popular in your class.

Brainstorm First of all, brainstorm some ideas to describe what might be
so appealing about the programme.

B Homework Assignment Watching a TV show

Watch the TV show at home. While watching, decide if your classs ideas
were correct. Are there any other reasons why people like the show so
much? Share your ideas with your classmates in the next period.

I ts divided into () sections.
They are about ( minutes) long.
(Describe the parts)
Why might they appeal to an audience?
The characters are
/ The host is
(Describe her / his
personality)

The secret to a
TV shows success
Whats the main
content of the
programme &
why is this
interesting?
The reason why
the programme
remains so popular
is that
This programme is
designed to entertain /
shock / revolt / inform /
educate / thrill / excite /
make you feel

Reviews: TV Shows

S 93

Learning Activity 4
TV reviews

A Reading Whos writing?

(a) Read the following TV reviews. Most are written by TV programmers,
but two are written by viewing members of the public.
Can you tell which ones are which? How do you know?

Review
TV Public
(1) This exciting fantasy-drama series from the writer,
Bowles Chan, cleverly uses the same plot as the Matrix
movies. Split between two worlds: a 3-D planet-based
world, and a space-age, hyper-technical 4-D one, it has
non-stop action, and stars the unstoppably handsome
Kit Hipster, as a flying martial arts space-boy. The
show sets its own standard in fantasy. Not to be
missed.

(2) A profile of father and son, Ken and J ack Lo, who
complete and win awards in the same triathlon, this
intriguing series follows the personal and physical
challenges the men go through during the race. A deep
and cuttingly honest account of the nature of family
relationships. Get out your tissues and get ready to
blub.

(3) I f you have watched your entire DVD collection
twice, have run out of anything else to do, and are
really looking for ways to waste your time on
purposeless living, then this utter nonsense is for you.
Watch men and women locked into a factory for a day,
trying to work out how to use the shoe-making
equipment mostly with unproductive results and the
most mind-numbing tedious conversation ever
broadcast on TV. Get it off the box.


Reviews: TV Shows

S 94
(4) Lively banter, witty quips and original commentary
from this new chat show programme co-hosted by
Samantha Lo and Rodney Blythe, the show sends up all
and any ridiculous regional news stories of the week
and makes light of the celebrity glitz scene. A must-see
relaxant to let it all go after a hard working week.

(5) Cherry Yeung keeps us up-to-date by taking a rare
and intelligently critical look at the Hong Kong, Beijing
and Shanghai arts, movie, comedy and drama scenes.
Be ready for high-brow critique, post-colonial
commentary and popular culture commentary in this
fascinating and illuminating series.

(6) Even though this programme is overly sentimental
and indulgent (its full of people with bad-luck stories),
the aim seems to be to show people facing their
problems and finding practical, step-by-step ways of
overcoming them. I ts supposed to be a documentary,
but its easy to tell that some parts are dramatised to
keep viewers watching. Overall though, its a pretty
good show.

(b) Can you match the titles to the shows in Part (a) above? Some are
already done, and one title is extra.

(a) Factory Challenge _____
(b) Smart Arts China _____
(c) Heartbreakers _____
(d) Family Feats 2
(e) Lumaria 9 _____
(f) Cue the Lights 4
(g) Finding your Feet 6

(c) Tell your partner which shows you would / wouldnt watch and why.


Reviews: TV Shows
S 95
B Vocabulary Positive and negative language
Look at the TV reviews from Part A again. Use a coloured highlighter pen
or simply underline the words that show that the review is a more positive
or negative one. The first text has been done as an example for you.

C Vocabulary Word class
Using the example above, what types of words and phrases are used to
express positive or negative judgements about programmes?
Circle the correct word or phrase.

(a) This exciting fantasy-drama

adjective / adverb
(b) It cleverly uses the same plot

adjective / adverb

(c) the unstoppably handsome Kit Hipster

adjective + noun /
adverb + adjective
(d) The show sets its own standard in
fantasy
verb phrase /
adverbial phrase
(e) Not to be missed

active voice /
passive voice

D Vocabulary Formal or informal*
Now listen to the following phrases read out by your teacher or your
partner, and decide if you think they are more or less formal and more
positive or more negative. Be careful: there may not be examples for
every category!

Formal phrases Informal phrases

Positive

Negative

(1) This (a) exciting fantasy-drama series from the writer, Bowles
Chan, (b) cleverly uses the same plot as the Matrix movies. Split
between two worlds: a 3-D planet-based world, and a space-age,
hyper-technical 4-D one, it has non-stop action, and stars the
(c) unstoppably handsome Kit Hipster, as a flying martial arts space-
boy. The show (d) sets its own standard in fantasy.
(e) Not to be missed.

Reviews: TV Shows
S 96
Learning Activity 5
Writing
Writing a TV review

A Preparing to write Brainstorming and organising

(a) Choose a show Which TV show are you very familiar with? This
can be the one that you watched for the homework assignment at an
earlier point.

(b) Describe and evaluate Youre going to write a review for your
own blog page about this show. First, decide some descriptive
phrases you would use to describe the type of show and some
evaluative phrases (positive / negative).

(c) Organisation Think about the organisation of a review. In what order
would you cover these areas? (There is no single correct order.)

The title of
the show

How well or
badly it has
been
directed /
produced

Reasons why
you should
or shouldnt
watch this
show

Who stars in
it and how
well they act
/ how good
they look

The type of
show

(d) Practice Before you start drafting your own review, see if you can
complete and analyse the two practice texts on S97.


Reviews: Music
S 97

Words to use to complete Review A
funniest hilarious laugh-a-minute
original typical
Review A
Apple Pies is the (1 funniest) comedy series youll see on TV. The plot
is realistic and (2 ) and makes the best use of the variety of
(3 ) characters that you might meet in any high school yard.
Not only is it a (4 ) show, but it will get you thinking about
your own interpersonal problems and possible solutions to them. Starring
the (5 ) Kat Yau and Jade To, it offers the best laugh on TV.

Words to use to complete Review B
thought-provoking deals with
quick-paced but deep skilful made-for-TV
Review B
If you like dramas, then youll love Crack of Dawn, a new
(6 ) series from the gifted director Bluey Au-Yeung. Set in
the New Territories, the drama (7 ) two generations of the So
family and the ways they have learnt to cope with a changing Hong Kong.
(8 ) at the same time, the series stars the
(9 ) Ho brothers (graduates of the prestigious APA in Wan Chai).
Never a dull moment in this heated and (10 ) series.

Analysis
Answer the following questions. If you answer false, say what the real
sentence should be.

Review A Review A Review A Review A Review A Review A

(1) Review A starts with a positive comment. True / False

(2) It continues with a description of plot and character. True / False

(3) The next sentence says what time the show is on. True / False

(4) It finishes with a two-part sentence which tells us
who the actors are and also makes a positive
comment. True / False

Review B Review B Review B Review B Review B Review B

(5) Review B starts by addressing the reader. True / False

(6) It tells us who the actors are at the beginning. True / False

(7) In the second sentence, it describes the
main content of the series. True / False

(8) It doesnt use any evaluative language. True / False
Reviews: TV Shows


Reviews: Music
S 98
B Writing Drafting your review

Use the box below to write your first draft of the TV show review you have
chosen to do. Remember that your review will be a mix of:
(a) naming programme, type of programme, actors / actresses (and
director)
(b) describing the type and / or content of the programme
(c) evaluating the story / plot and how entertaining it is.

TV show
review

Reviews: TV Shows

Reviews: Music
S 99
Reviews: Music

Learning Activity 1
Expressing opinions about music

A Vocabulary A - Z dictionary race
Use a dictionary to find the correct word related to music for each letter of
the alphabet (not every letter is used). Some have been done for you.

A (n.) a collection of songs / music, usually on a CD A
B (n.) a simple, romantic song B
C (adj.) pleasant and easy to remember Catchy
D (adj.) a synonym of boring D
F (adj.) simple with a strong rhythm that is easy to dance to
Funky
G (n.) a musical instrument with six strings G
I (adj.) music produced by a small independent company Indie
L (n. pl.) the words of a song L
M (n.) a song or tune Melody
N (n.) a piece of music that forms part of a longer performance Number
P (n.) a large musical instrument with 88 black and white keys P
R (n.) a regular repeated pattern of sounds or movements R
S (n.) the recorded music from a film S
T (n.) one of the pieces of music on a CD Track
U (adj.) the only one of its kind; very special and unusual U

B Speaking Your opinions of songs
Write these words on two big pieces of paper:
Listen to some song clips and hold up the
paper to show your opinion about each song.
Tell your partner why you like / dislike each song.

C Vocabulary Describing music
Here are some more words to use when referring to music. Put them in
the correct column. Can you add any more words?

rubbish not bad great terrible a flop fantastic
so-so brilliant just OK awful a winner
Hit

Miss

How do you choose what music to listen to?

Do you ever read reviews? If yes, do they affect what music you buy?
What other factors influence your decision?

miss
hit


Reviews: Music
S 100

Learning Activity 2
Reading
Vocabulary in context

A Reading A music review

Read this extract from a music review and answer the questions.

This 19-year-old Taiwanese newcomer has a distinctive voice and the combination of
her songwriting skills and singing ability will help her to make it to the top. She was
discovered just six months ago in a karaoke bar but her debut album Remember is a
brilliant collection of funky tracks which will make you move your feet.
The first number Fly away is a catchy song with a strong rhythm. It is followed by
Red Leaves, a great tune about her childhood. The piano ballad Blue has a soft
melody and beautiful lyrics. As the first CD of her career, this is an impressive
beginning.

1. Does the reviewer like the album?
2. What are the special talents of this singer?
3. Has this singer produced any other albums?
4. What genre of music do you think it belongs in?
(a) rock / indie (b) film soundtrack (c) dance / pop
5. What does the reviewer predict about this singers future?

B Vocabulary Collocations

Underline the adjective + noun phrases in the music review above. Cover
them up. Can you remember the phrases? Match the adjectives and nouns.

1. beautiful (a) melody
2. strong (b) voice
3. catchy (c) tracks
4. soft (d) rhythm
5. funky (e) song
6. distinctive (f) lyrics

Reviews: Music
S 101
Learning Activity 3
Analysing music reviews

A Listening Useful phrases from music reviews

Listen to the three music reviews and complete the phrases with a verb or
preposition.

1. The first song We Get On ________ a happy piano melody.
2. Play___ a dull song.
3. I ts not an easy album to listen ___.
4. I ts ___ a J apanese singer-songwriter.
5. Her voice sounds ______ an angel.
6. An instrumental version ____ the song.
7. This is the newlyreleased sequel ____ High School Musical.
8. I t kicks off ______ the funky song What Time I s I t?.
9. Good ______ dancing ____.
10. Fabulous ______ an infectious melody.
11. Will _______ you move your feet.
12. I ts _____ a good selection of different tunes.

B Listening Positive or negative?

Listen to three reviews being discussed and write notes in the correct
column below.

+Positive comments - Negative comments
Number ___?
Piano? ___________________

Album 1
Song 1

Song 2

Song lyrics?_________________
How is it to listen to?__________
Talent? __________________
Voice? ___________________
Lyrics? ___________________

Album 2
Song 1

Song 2

Version? __________________

Tunes? ___________________
_________________________

Album 3
Song 1

Song 2
What will it make you do?
_________________________

Music reviews often use a rating system to give their opinion, e.g. stars
(usually from one to five) or thumbs up / thumbs down.
Fabulous! Quite good Average Just OK Awful


Reviews: Music

S 102
C Speaking Ranking

How many points on the ratings board do you think these reviews were
given? You can give from one to five.

=very bad = the best
Review CD Rating
1. To my mind, this is easily the best album of the month. I t is
fantastic.

2. There are a few good tracks on here but to be honest the rest
of it is just OK.

3. This is not a CD I d recommend. The songs are dull and the
melodies are awful.

4. She has a unique voice and her beautiful lyrics and catchy
tunes make you want to listen again and again.

5. The first time I listened to this I m afraid I was bored. The
tunes all sound the same and the vocals are rubbish. Overall,
this album is a waste of money. Dont buy it.

Learning Activity 4
Reading
I dentifying music reviews

A Reading Unscrambling the sentences

A trainee journalist has mixed up some different reviews by mistake. Can
you identify the parts which belong to the music review? Highlight them.

The latest blockbuster from Disney is a visual feast full of colourful animation. The
guitar and bass will make you tap your feet. The characters in this new edition
have more super-powers and longer lives than in the first edition of the game.
Unfortunately, her second album is fairly dull and predictable. The lyrics are
rather repetitive and start to be annoying after a few minutes. You will find the
plot extremely exciting and the climax is a big surprise. There are a couple of
interesting tracks, but overall this will be a flop. This fantasy-drama is not to be
missed.

B Reading Sequencing information in a review

Read the review on the next page and label the paragraphs with the
correct description. Write the letters in the boxes next to the text. The
first one has been done for you.

Descriptions:
a) An overview of the whole album / genre information
b) Name of singer / CD
c) Evaluation positive or negative overall / recommendation
d) Context-setting e.g. reference to previous hits / CDs
e) Descriptions of individual songs usually the best / worst


Reviews: Music
S 103

1.

2.

3.

4.

5.

6.

Learning Activity 5
Writing
A music review

A Homework Assignment Preparing to write a music review
Select a CD to review. It may be by your favourite artist or one that you
have never listened to before. Listen to it a few times and make notes in
the boxes below.

Name of singer /
group:
Name of album: First impressions (Your opinion after
the first listening):

Do some background research is this the singers first album? Can you add any
interesting facts about the singer / the albums production?

Which musical genre is it? (circle one)
pop | rock | ballad | classical | folk | traditional | rap | hip-hop | soul | other
(what?)

7.
a +
b

for the review used in this activity.

Music review

Reviews: Music
S 104
Write some notes about the style /
sound:

What instruments are used?
Choose two or three songs that are especially good / bad. Write their names and a
few words to describe them:
1.

2.

3.

What is your final feeling about the album?

Write a recommendation or conclusion:

B Writing A music review

Now write a music review using the skeleton structure:

Write a second review of another album. Use a similar structure.

The (e.g. first)_______album (album name) ___________ from (artists
name)_________________ is (first opinion)___________________. This
(adjective)_____________ example of (genre)_____________ will make
you want to (verb)_____________.

Her / his / their (voices / musical instrument(s))_____________ sound(s)
like (noun)__________. The first number (song name) __________ is a
(adjective)_____________ song with a ____________ rhythm. The (e.g.
fourth)_____________ track (song name) __________________ has a
(adjective)_____________ melody and (adjective)_____________ lyrics.

Overall, this album is (adjective)_____________________________and
(adjective)________________. (Dont) (verb)_______________ it.

Reviews: Video Games
S 105

Learning Activity 1
Introduction to video games

A Speaking Online games
Work in pairs. Write the names of three online games in the table below
and fill in the answers to the questions.

Name of game:

1. 2. 3.
Type of game:

Who would play
this game?

Why would this
game appeal to
those people?

B Vocabulary Video games
Match the gaming words or phrases to the definitions. Some have been
done for you.

1. R.P.G. a. Fighting
2. simulation e b. Categories that games are in, e.g. role-playing games, strategy
games, driving games.
3. combat c. A role-playing game: A type of game where the player controls
a character, on a quest. During the game, the character earns
experience points for completing tasks or beating enemies, and
becomes increasingly powerful.
4. addictive d. Massive Multiplayer Online Role-Playing Game: This online game
allows hundreds or even thousands of users to play a game
together.
5. violent e. "Sims" recreate a particular situation in detail. Flight sims, for
example, give the player full control of the plane. Other types of
Sims replicate driving a race car, coaching a sports team,
running a city, or even dating.
6. fantasy f. Using actions that are intended to hurt or kill people.
7. portray h g. A machine that you play video games on, e.g. X-box,
Playstation, Wii.
8. console h. To show or describe someone / something in a particular way.
9. first-person
shooter game
l i. An exciting or unusual situation or experience which is unlikely
to happen in real-life.
10. strategy j. Using decision-making skills to make a plan so you can reach a
goal.
11. genre k. This word describes something that you want to keep doing
because you like it so much.
12. MMORPG l. This is a computer and video game genre where the player sees
the action through the eyes of the main character, virtual
reality-style.


S 106
Learning Activity 2
Listening, Grammar and Speaking
Are video games bad for you?

A Listening I dentifying peoples points of view
Listen to the conversation about video games and decide who says each
phrase. Write speaker A (woman) or speaker B (man) next to each phrase.

B Grammar Organising your points
The speakers used various ways of indicating what they might say next
and to put their points in order whilst speaking. Some of these signposts
are listed below. Put them in the appropriate category.

(a) Good idea!
(b) An argumentative essay, is
that right?
(c) Lets begin by introducing
(d) So firstly we can say

(e) Theres one final point I
want to make about
(f) Really! I think thats taking
it a bit far.
(g) But what about?
(h) So, to summarise
I ntroducing your topic
Responding to someones comment

Clarifying / checking understanding

Adding more comments

Rounding up / ending the discussion

C Speaking What do you think?
Here are some statements related to the conversation you listened to.
Colour in the bars below each statement to show how much you agree or
disagree. Compare with your partner and explain your answers.

ME MY PARTNER
Agree Disagree Agree Disagree
1. Video games can help people to learn new skills.

2. Playing on a computer in all your spare time makes you a boring person.

3. There are no benefits to playing computer games.

4. Online games are dangerous.

5. Parents should have more control over what their children play.

1. I dont think
video games are
good for you.
2. I think theyre good
because
3. Another positive
point is
4. Surely there
are some
benefits.
5. I really dont see
that as a good thing.
6. I still think there
are many plus
points.


S 107
Learning Activity 3
Reading and Writing
A first draft of an argumentative essay

A Preparation Mindmap
Work in groups to brainstorm ideas for and against computer games.
Make a mindmap to organise your points.

B Reading An example essay
Look at the following extract from a students essay about computer
games. Which sentence:

(a) makes a positive claim?
(b) makes a negative claim?
(c) gives an example?
(d) makes a conclusion?
(e) justifies the writers claim?
(f) evaluates all the evidence?
(g) makes a comparison?

Write the letters in the brackets after each part of the essay. You may
need to use the sentences more than once.

Should computer games be banned for under-18s?

Computer games are bad for your health ( ). Doctors have found that playing
computer games for more than five hours a day can make some people violent ( ).
Computer games targeting boys are usually violent first shooter games, whereas
games for girls promote stereotypical interests such as fashion and make-up ( )+
( ). However, it is not all bad news. Computer games may have some benefits too
( ). Researchers have discovered that using computer games to help children who
are in hospital can reduce their pain ( ). The children who played computer games
needed less pain relief and were more relaxed than the ones who just rested after
their treatments ( ). However, they only played for an hour a day.
Considering these different views, it is hard to decide who is right as there are both
advantages and disadvantages ( ). In my opinion, computer games should be
controlled so that children do not become addicted, but they can also be useful for
us so we should not ban them altogether ( ).


S 108
C Writing Organising your ideas

(a) Look at the extract from the example essay in Learning Activity 3B on
S107. I n what order are the different parts? Fill in the recipe for an
argumentative essay with words from the first box.

evaluatepositive or negative claim (x2)comparisonjustify (x2)conclusion

1. Make a __________.
2. _____________ your claim.
3. Give an example.
4. Make a ___________.
5. Make another __________.
6. _____________ your second claim.
7. _____________ all the evidence.
8. Give a ___________.

The order of the steps above might change and you can repeat the steps
if you need to. For example, you might make three or four positive and
negative claims followed up by a justification and examples.

(b) Practise stages 1-8 from the box above (stages 5 and 6 are repeated)
by matching the heads and tails of the following sentences.

1. Simulation games have some
benefits because
a. such as online strategy games and
fashion-based Sims.
2. Most teenagers have a
console at home, for
example
b. computer games are dangerously
addictive.
3. Research by doctors in the
USA has found that
c. we can summarise that computer
games are safe when used in
moderation.
4. Looking at both sides of the
argument
d. becoming addicted to computer
games according to research.
5. Games that appeal to girls are
becoming more popular
e. they allow players to act out real-life
situations in a safe way.
6. Boys are more at risk of f. Playstation 3 or Nintendo.

D Writing A first draft

Write a first draft of an argumentative essay. Follow the steps suggested
above to help organise your ideas.

Computer games should be banned for children under 16. Do
you agree or disagree with this statement? Write about 200
words presenting your arguments.

S 109
Learning Learning Activity 4
Grammar
Error correction

A Grammar Finding the mistakes

A student has written an essay answering the question in Learning Activity
3D on S108. The teacher has used a correction code to help the student
find and correct the mistakes. Look at the code and then correct the
mistakes. There is one mistake in every line. The first one has been done
for you.

^ a missing word
sp spelling mistake
wo word order
vf verb form / tense
ww wrong word
pl plural

B Self and peer feedback Checking your work

Go back to your first draft and check thoroughly for mistakes, then swap
with a partner and check each others work. Use a correction code like the
one used above to indicate the mistakes, then complete the checklist and
feedback sheets for your partner on S110 and S111.
Line
no.

1 ^
2 pl
3 vf
4 ww
5 vf
6 ww
7 sp

8 ^
9 wo
10 ^
11 sp
12 vf
13 ^
14 wo

15 pl
16 ww
17 ^
18 vf
19 sp
20 ww
as
(1) I dont think computer games cause as much harm ^ people say
(2) they do. There are many benefit to playing computer games, for
(3) example, improved motor skills. Studies have show that young
(4) children can actually improve their able to use their hands by
(5) play hand-held computer games regularly. Some games can help
(6) with their reading comprehensive, mathematical skills and
(7) problem-sloving abilities.

(8) Doctors in USA have done research in hospitals and found that
(9) certain medical conditions could be helped by patients providing
(10) with computer games play. One example is the case of a ten-
(11) year-old boy whose ilness caused him to pick his lip, causing
(12) scarring. Previous treatments had failed so the boy was gave
(13) video game console to keep his hands occupied. Two
(14) later weeks the affected area had healed.

(15) I t is wrong to say that computer games can isolate child
(16) because we usually play games with your friends over the
(17) I nternet and it is a way of together just like in real life. I play
(18) shoot-em-up games with a lot of killing, but that is not
(19) make me behave more aggressively becuase I know they are
(20) not real and it is not part of my reality life.

Reviews: Video Games S 110

A checklist for editing your partners work

Yes, always
Most of the time
No

Are plurals and singulars used
correctly?

Is there an interesting range of
vocabulary?

Are the correct word forms used
(e.g. adjectives / nouns)?

Are the spellings correct? Yes, always
Most of the time
No

Is the essay clearly organised in Yes, always
paragraphs? Most of the time
No

Does it use the typical steps for an
argumentative essay?

Is it quite easy to read and understand? Yes, always
Most of the time
No
G
r
a
m
m
a
r

Has s/he used the correct tense?

Do the subjects and verbs agree?
V
o
c
a
b
u
l
a
r
y

Yes, always
Most of the time
No
Yes, always
Most of the time
No
Yes, definitely
Its not bad
No, not really
Yes, always
Most of the time
No
O
r
g
a
n
i
s
a
t
i
o
n

Yes, always
Most of the time
No

Reviews: Video Games S 111

Use the feedback you have received to write a second improved draft of
your essay.

Give your partner some tips on how to improve her /
his essay:

Next time you should try to

You could use more / less

And finally, give some positive feedback:

You are good at


S 112

This is a blank page.

Photo Captions
T 1

Photo Captions
Teachers Notes

Objectives
By the end of the lessons, students will be better able to:
identify the content, language structures and features of photo captions
compile a list of tips about writing photo captions
crop photos in order to alter the intended meaning and be able to justify
their decisions
produce a collection of photos based on a theme, using various types of
shots
write accompanying captions that adhere to the typical characteristics of
this text-type

Time Needed
Up to 6 forty-minute periods

Learning / Teaching / Assessment Tasks / Activities
I n pairs or small groups, students talk about their favourite magazines /
newspapers and the content / pictures
Students discuss a selection of photos focussing on events and people
Students match captions to photos
Students analyse photo captions focussing on tenses and noun phrases
I n pairs, students complete a true / false quiz about the features of photo
captions and compile a list of caption-writing tips
Using a website, students discuss their opinions on different versions of
photos
Students practise cropping / altering photos to change the meaning
Students write two different captions for their cropped photos
I n pairs, students check each others captions against their dos and donts
list and give feedback
(Optional) Students use a website to practise telling a story, sequencing
photos and adding captions
I n small groups, students plan and produce a photo story and write
captions

Materials Required
Students handouts S1-S14
A selection of English language newspapers / magazines containing photos
and captions (e.g. South China Morning Post, The Standard, gossip
magazines from the UK, the USA and Australia such as Heat, Closer,
People)
I nternet access (check website links before class)
Photos for cropping
Scissors
Cameras
CD Tracks 1, 2 and 3

Photo Captions
T 2
S
1

S
1

Teachers Notes

I ntroduction:
These activities are designed to introduce students to photo captions through
discussion and noticing of key features. An important point introduced in this
focus is that photo captions are used to contextualise and summarise the key
points the newspaper is making in the story.

The key features of language and structure used in photo captions are also
introduced to support students in producing their own captions later on.

Time Needed: 1-2 forty-minute periods

Learning Activity 1 Speaking
Talking about magazines and newspapers ( 5 minutes)
This activity is a lead-in task to raise students awareness of the features of
newspapers and magazines (different stories / images) through personalised
discussion.

This can be done as a whole class discussion with the teacher leading and asking
individual students to contribute, or with a more participative class, completed by
asking students to discuss the questions in pairs or small groups, then feed back
as a whole class.
Draw students attention to the information box to clarify what a caption is.
Answers: What do we normally see below the photographs? Captions

Learning Activity 2 Speaking, Listening and Reading
Discussing topics in newspaper photos
A Speaking and Listening What are the photos about? (10 minutes)
This activity focusses students on the topics / themes of newspaper / magazine
photos.
Note: You might like to make use of the Hong Kong Copyright Licensing
Association (HKCLA) Monthly Reporting Form (accessible at
http: / / hkcla.org.hkserviceinstruction purposephotocopying for instruction,
or in the CD-ROM of this package) to inform HKCLA of the number of photocopies
made of the photos on S1 and S2 for students.

Do one example first with the students. Elicit ideas about it, e.g. Whats
happening in the photo? Where do you think it is? Describe the people / objects /
event shown. Can you guess the storys topic (e.g. politics, entertainment, sports,
local news)? Students work in small groups / pairs to discuss the rest of the
examples and write notes if they wish. Stress that there are no correct answers,
you just want them to be imaginative.

Listening What are the photos about?
CD Tracks 1, 2, 3
I f you wish to provide your students with extra listening practice and models of
how they may discuss the photos, three sample conversations are provided on
the CD (Tracks 1-3). Play the conversations and ask students to decide which of
the six photos on pages S1 and S2 the people are discussing. Students could also
highlight useful phrases and language for discussion in the tapescript.

Tapescript CD Tracks 1, 2 and 3
Learning Activity 2 Listening What are the photos about?
Photo Captions
T 3
CD Track 1 (1:08 minutes) Conversation 1
A Can you describe what you see in the photo?

B Well, I m not sure what theyre doing really. I think its some kind of sports event.
The men are all wearing brightly-coloured clothes the same ones, so they must
be a team. There are 6 or 7 people and they all have their arms up in the air.
They are kind of stretching, maybe doing yoga or something.

A Are there any people in the background?

B No, I cant see any other people watching them.

A And where was the photo taken?

B I think its in a football stadium or other sports stadium.

A I s there anything special or unusual about the photo?

B Well, its a normal topic for a newspaper photo sports, but one of the men is
falling over, so I guess they chose the picture because its quite funny and
unusual. Also, it shows footballers doing something they dont usually do yoga.

A What about the next photo?

B This is quite interesting because there are people in some water

A What are they doing?

B I think theyre being rescued

A Who is in the photo?

B The people being rescued of course, and some other guys who are rescuing them
I think theyre firemen because they are wearing special yellow hats

A Like a helmet?

B Yes, yes, a helmet.

A Why is it in the news do you think?

B Probably because its quite an exciting story. We dont often have floods in Hong
Kong, or not ones as big as this one anyway, so its quite unusual.

A Whats the third photo about?

B I t seems to be a photo of a special event

A What kind of event? Sports?

B No, some kind of show or demonstration of skills. Maybe theyre actresses

A Why do you think they are actresses?

B Because of the clothes they are wearing. They are wearing some special costumes,
like traditional Chinese costumes.

A And what are the girls in the photo doing?

B Theyre showing their fighting skills and special movements.

A Where do you think this photo was taken?

B Hmm difficult to say. Somewhere in China I guess
Photo Captions
T 4
S
3

S
3

S
3

B Reading Matching captions to photos ( 5 minutes)
This activity asks students to match the captions to photos using vocabulary clues.

Point out the captions and pre-teach vocabulary if necessary, although this may
pre-empt the matching, so you may prefer to check new vocabulary after
students have tried to match the captions using the pictures as clues. Encourage
students to look for and underline key words in the captions that will help them to
choose the correct picture: these will tend to be noun and prepositional phrases.

Answers:

C Reading and Speaking What do the captions tell us?
( 10 minutes)
This activity raises students awareness of the key informational elements of
photo captions.

Tell students that photo captions usually include the following information: Who?
Where? What? (and sometimes When?). This activity is designed for students to
check if the real newspaper examples follow this rule.

Answers:
Who? Where? What?
Caption 1
FSD officers / villagers On Leung Village, near
Lok Ma Chau in the NT
Rescue / flooding / people
trapped in homes
Caption 2
One of the six Chinese
gods of wealth / taxi
drivers
Hunghom Delivers red packets
(better known as LAI SEE)
Caption 3
NBA star Yao Ming /
youngsters
Queen Elizabeth Stadium,
Wan Chai
Meet at a seminar
Caption 4
Rangers defender Chan
Wai-ho / Hong Kong
football team
Siu Sai Wan He loses balance (tips
over) during training
exercises
Caption 5
Firemen (from the New
Territories East)
Shing Mun River, Shatin Win the final of the
dragon boat race
Caption 6
Students (from Shanghai)
Kang Meng, Sun Pingping
and Wang J ie
The University of Hong
Kong
Show off their martial arts
skills

Do the photo captions tell us the writers opinion? Perhaps not explicitly;
however, it is argued that an ideological standpoint is always implicit in
texts. Only introduce these concepts if students are ready to start
handling them.

Learning Activity 3 Grammar
Tenses used in photo captions( 5 minutes)
This activity provides opportunities for students to be exposed to and practise the
grammatical tenses typically used in photo captions describing recent events.

Focus students attention on the first two example photo captions (FSD and Lai
See) to highlight the grammatical tense used: present simple. Ask students to
underline examples of the main verb (the first verb) used in the caption. I n the
first two examples, rescue and delivers are used: both present simple even
though the event has clearly taken place in the past. I n (b) on page S4, present
Picture 1 2 3 4 5 6
Caption FSD
officers
One of
the six
NBA star
Yao
Ming
Rangers
defender
Firemen
from the
New
Territories
Students
from
Shanghai
Photo Captions
T 5
S
4

simple wait is used to refer to a past activity. I tem (c) is different: present
simple flock is used in the main clause, and past simple opened is used in the
subordinate clause (which gives additional time-related information).

Guide students through this language feature to sensitise them to how tense is
used within news photo captions to create relevance to the moment of reading.
You may wish to do some remedial work on tense construction at this point.

Answers: (a) present simple rescue; delivers; (b) the main verb in the caption
is wait (present simple) but (i) Katy Wu visited HK last week; (ii) the
photographers waited last week; (c) The verbs used are flock and opened and
(iii) the MegaMall opened yesterday; (iv) shoppers flocked to the Mall
yesterday.

Learning Activity 4 Writing Caption writing tips ( 15 minutes)
This activity provides an opportunity for students to clarify features of photo
captions by writing tips for a journalist.

I nstructions for this activity are given in the students handout. I t may be more
productive if students work together in pairs so they can discuss their ideas
before writing.

Suggested Answers:

DO DONT
use present simple in the first line write in headline style (abbreviated,
omitting words such as the, an, and)
be concise (keep it short) write too much (one line is usually
enough)
identify the main people in the photo describe the picture as beautiful,
horrible, dramatic, etc. if we can see
this in the photo
use articles (a, an, the) and
conjunctions (and, but)
make judgements / give opinions if you
dont know the truth (e.g. an unhappy
boy)
include information about where it is
(and maybe when)

use the caption to give extra
information that we cannot know just
by looking at the photo

Catering for Learner Diversity

For students who need more support
You could provide the caption writing dos and donts list as a sorting activity
by cutting the strips up, distributing to pairs and students decide if each
statement is a do or a dont tip.

For students who need more challenge
I t could be done as a dictogloss

GLOSSARY
with you reading out each tip for
students to jot notes and categorise into do or dont.

Photo Captions
T 6
S
5

Learning Activity 5 Grammar and Vocabulary
Noun phrases in photo captions ( 10 minutes)
This activity exposes students to the use of noun phrases for giving information in
photo captions and helps students to practise word order.

Go through the information first to highlight the use of noun phrases and typical
word order. Students create noun phrases using the words given. I nstructions are
on the students handout. Monitor carefully to ensure correct word order
and collocations as some of the words cannot be combined, e.g. old
young students or big driver bus. Set a time limit. To add a competitive
element, you could see who can make the most acceptable noun phrases in the
time given.

Some Suggested Answers:
Happy Mongkok shoppers... Worried bus worker Traditional Hong Kong street
market


To vary the interaction:
This activity could be done as a type of Pelmanism
GLOSSARY
(matching card game)
where students turn over cards and see if they make a correct noun phrase.
Teachers would need to provide index cards and marker pens for students to
write the words out before they play the card game.

Photo Captions
T 7
S
6

S
6

Teachers Notes

I ntroduction:
These activities help students to focus on features of photo captions through a
true / false quiz and by discrimination tasks to highlight what constitutes a good
photo caption, compared to a poor example. They round up with a self-directed
task where they select and analyse examples of photo captions according to a set
of given criteria.

Time Needed: 1 forty-minute period

Learning Activity 1 Reading and Speaking
Photo captions true or false quiz ( 10 minutes)
This activity provides an opportunity for students to consolidate their knowledge
of photo captions from previous lessons.

Students work in pairs / small groups to complete a true / false quiz. You may
like to introduce a competitive element by awarding points for correct answers.

Answers:
1. F (about 10)
2. F (they usually answer some Wh questions)
3. F (not always explicitly but its understood to have happened recently with
relevance to now)
4. F (this is more typical of (scientific) text-book language where a picture needs
to be labelled)
5. T (present simple appears to be the most commonly-used tense, used to
show relevance to now)
6. T (not usually explicitly)
7. T
8. F (they tend to leave out extra description due to their summarising and
objective nature)
9. T (the position of this descriptive noun phrase changes depending on which
paper is using it: it can come before or after the name)
10. T

Good and bad captions ( 5 minutes)
This activity provides an opportunity to discriminate between more and less
successful features of photo captions.

This activity is designed to encourage students to think about the features of
photo captions by discriminating between good and poor examples. Some
examples are provided but you may wish to add some more of your own to give
students further practice. Do an example with them first so you can discuss the
types of things they should be looking for, e.g. number of words, correct use of
present simple / past simple, noun phrases, viewpoint (*see S4 caption-writing
dos and donts and S6 true / false quiz for more features to highlight). During
feedback, it is also helpful to highlight that the longer texts are typical of the
language we use in news stories (not captions) and that is why they work less
successfully as captions. I f you would like to vary the interaction in the class, you
could put the photos and captions around the room and students walk around to
Photo Captions
T 8
discuss and analyse them. Alternatively, you could turn it into a team competition
where each team votes on which caption they think matches each photo (display
them on an overhead projector (OHP)) and explain why, then award points.

Suggested Answers:
Example on S6, Learning Activity 2 The better caption is (ii) Shoppers flock to
the new MegaMall in Lok Fu which opened yesterday, because it tells us who
(shoppers), where (Mega Mall, Lok Fu), what (grand opening) and when
(yesterday). The first caption simply makes a general statement about
preferences which is more appropriate to a text on trends in Hong Kong so is not
a good example for this specific event-focussed caption.

Picture Caption a comments Caption b comments
1 Not good as a caption because it starts with the
labelling information (I n the picture on the left
you can see); it includes numerous adjectives
(black; cloudy; ) and gives evaluation / opinion
(handsome).
This is better as a caption because it is
shorter, it uses the correct tense
(present simple); it tells us who, where
and when; J et Li is described with a
pre-modification (film star J et Li)
rather than a relative clause.
2 Far too long as a caption; it starts with
explanatory context-setting aimed at the reader
(You can see...); uses evaluation / opinion
(gorgeous); there is background narrative
(from her home) and direct quotes that are
not combinations of features we often find in
concise photo captions, and more appropriate
for continuous text, such as a news story.
Good as a caption because it
summarises the necessary information
in as few words as possible; it gives us
extra information not evident from the
photo; it uses the tense patterns we
typically find in captions (present
simple followed by past simple).
Photo Possible captions

1.
for the photographs used in this activity.

Photo 1

a. I n the picture on the left you can see a
black helicopter landing. I t was a very
cloudy day. I nside the helicopter is the
handsome J et Li who is an actor and he is
coming to make his new movie.

b. Film star J et Lis helicopter lands in
Kowloon yesterday as filming of his new
movie begins this week in Hong Kong.

2.

Photo 2
a. You can see two photographers waiting
for the gorgeous singer Katy Wu to leave
the hotel she stayed in last week while she
was here for her concert. Over 20,000 fans
went to watch her performance at the
HKCEC on Thursday night. This was Katys
second visit to Hong Kong from her home in
Singapore and she said I love Hong Kong.
I t is so exciting to be here.

b. Photographers patiently wait to catch a
glimpse of Singaporean singer Katy Wu
during her second visit to Hong Kong last
week.

3.

Photo 3

a. The grand prize in the annual Driver of
the Year competition is displayed in Shatin
on Saturday.

b. This picture is of the car which was the
grand prize in a great competition. The
competition is held every year to find the
best driver in Hong Kong.

Photo Captions
T 9
S
7

3
Good less than 20 words; tells us what,
where and when; uses a noun phrase (annual
driver of the year competition); it uses the
typical caption tense (present simple).
Contains an introduction (this picture
is of); does not say where / when;
and gives personal opinion (a great
competition) more typical of longer
text.

Learning Activity 3* Reading
I nvestigating photo captions ( 20 minutes)
This activity consolidates students knowledge of photo captions so far by
providing an opportunity to do independent research.

I nstructions are given on the students handout. This activity asks students to
find their own examples of captions and find out if the rules apply. I f you want to
do it as a classroom activity, ensure you have a large selection of newspapers /
magazines containing accessible and suitable photos and captions for students to
analyse. Alternatively it could be set as a homework task.
Photo Captions
T 10
S
8

S
8

Teachers Notes

I ntroduction:
These activities focus on the ways in which images and information may be
altered to affect meaning. Key learning points to convey to students are:
(1) I mages and information may represent a particular point of view or
standpoint, therefore are not neutral.
(2) One technique used to create meaning in images is omission (i.e. what is left
out of a news photo is just as important as what is shown).
(3) I n order to develop critical thinking / awareness in the students, it may be
helpful to determine who is giving us the message and why.
These points are intended to raise students media awareness and improve their
critical thinking skills.

Time Needed: 1 forty-minute period

Learning Activity 1 Speaking and Writing
Changing the meaning of photos
A Speaking What is this photo about? ( 10 minutes)
This activity introduces students to the technique of cropping and editing photos
to change their meaning.

This website has a huge number of resources aimed at raising students media
awareness. This particular activity is most effective if students look at the first
photo, then discuss their interpretations with a partner (or jot notes) before
revealing the full photo. They can then discuss any differences between the two.
You may also like to draw students attention to the captions and do some
language analysis on the structures / vocabulary used.


You may prefer to provide guiding questions for students to use when
discussing the photos, e.g. Where is this? How old is the person? I s s/ he rich
or poor? To provide even more support, they could have multiple-choice
answers.

B Speaking Changing the meaning of a photo ( 5 minutes)
This activity provides students with hands-on practice of cropping a photo.

Provide a pair of identical photos for each pair / small group of students. Go
through the suggested ways in which a photo may be altered and pre-teach
vocabulary. Make sure students understand the terms alter, crop, and edit.

Photo Captions
T 11
S
8

S
8

C Writing Two photos two captions ( 10 minutes)
This activity provides students with practice of using tenses and noun phrases by
producing first drafts of two photo captions.

I nstructions are given on the students handout. Remind students to follow the
dos and donts of caption writing. They should write their captions individually to
facilitate the next stage (peer feedback).

D Writing Giving constructive peer feedback ( 5 minutes)
This activity provides guidance for students on how to structure constructive
criticism on a classmates work.

I n pairs, students assess their partners two captions from Learning Activity 1C
and fill in the applicable box with a sentence or two.


I t may be helpful to give students more options to select from regarding their
feedback, e.g. focussing on specific areas they think their partner has been
successful in, such as vocabulary, spelling, tenses, and to what extent.

Photo Captions
T 12
S
9

S
1
0

S
1
1

Teachers Notes

I ntroduction:
This section includes various activities designed to support students in planning
and producing their own photo stories. Learning Activities 1 and 2 are additional
follow-up activities intended to provide further practice and extend students
knowledge in preparation for the production stage. Learning Activity 3 is a step-
by-step guide to creating a photo story and the final stage is scaffolded to assist
in the production of photo captions for the photo story.


Learning Activity 1* Reading
Camera shots and angles ( 10 minutes +)
This activity exposes students to more advanced camera techniques.

This activity is more challenging as it looks at camera techniques which your
students may like to try and incorporate in their photo stories to add interest and
creativity. You will also need a selection of photos from newspapers / magazines
containing a variety of camera angles / shots (you could ask students to collect
these examples for homework).

Learning Activity 2* Reading and Speaking
Telling a story in photos and choosing captions ( 10 minutes)
This activity provides additional practice and support for telling a photo story.

I f you feel your students would benefit from more practice on sequencing and
telling stories, this activity focusses on this area using an interactive website.

Learning Activity 3 Speaking, Listening and Writing
Planning and producing a photo story ( 25 minutes + time outside
class)
This activity prepares students for the production of a photo story to consolidate
their knowledge of photo captions.

The stages needed for students to plan and prepare their photo story and the
actual photo shoot are explained on the students handouts. Students should be
divided into groups of about 3-5 (obviously the fewer in a group, the more each
student will have to do). Specify a minimum number of photos they must produce
(between 16-20 will allow for selection of the best ones and rejections later).


You may choose to assign topics / themes to each group. You may also wish
to suggest a specific sequence for their photos / story and give them more
prompting about the storyline they are working on, e.g. by providing 8 items
of vocabulary to help structure the story. You may also provide examples of
photo stories for them to refer to (see the website mentioned in Learning
Activity 2 on page S10 for a simple example).
Photo Captions
T 13
S
1
3

S
1
3

S
1
3

S
1
4

As a follow-up, ask students to write a short reflective piece on their choice of
shots / angles and the effects they may have on the reader. You could also
ask them to justify their decisions on locations, characters and events
included in their photos.

Alternative procedure if students do not have access to cameras:
Students can collect photos from magazines / newspapers / websites which
correspond to their selected theme. I t may be easier in this case for them to
select the photos first, then build up their storyline around them.

Learning Activity 4 Speaking, Reading and Writing
Producing captions for your photo story

A Speaking Putting your photos into a sequence ( 5 minutes)
This provides students with an opportunity to consider the sequence in which they
tell a story and to practise using sequencers.

They should work in their photo story group to select and order their own photos
then break in pairs to order the sequencers and practise telling the story to each
other. Monitor and encourage use of sequencers when they are speaking.

Answers:
finally (5) after that (4) next (3) to begin with (1) secondly (2)
Note: (3) and (4) can be changed around with no effect on meaning.

B Speaking and Reading Revision of caption writing tips
( 10 minutes)
This activity supports students in revising the key features of photo captions in
preparation for writing.

This is a straightforward revision quiz requiring students to select the correct
option to make sentences about photo captions. Ask them to circle the answers /
cross out the incorrect options. You could turn it into a team quiz, set a time limit
and award points if you want to make it more competitive.

Answers: 1. 15; 2. present simple; 3. are; 4. do; 5. just the facts;
6. when / where / who / what; 7. do; 8. unnecessary

C Writing Photo captions for your story ( 20 minutes)
This activity provides an opportunity for students to produce their own captions
adhering to the conventions of this text-type.

I nstructions are given on the students handout.

D Peer feedback A photo story ( 15 minutes)
This activity provides students with practice in giving and receiving constructive
criticism and praise about their work.

Students should work in groups to look at the other groups photo story and
captions and use the peer feedback sheet to make comments. Set a time limit for
their preparation, then each group should go through their feedback sheet with
the other group (who could be encouraged to ask questions to clarify what they
should do in order to improve their work).
Photo Captions
T 14
Resources for Photo Captions

Websites for Photo Captions:

Captionmachine
A blog where you can upload your photos and add captions or read other peoples
captions and add your caption ideas. Easy to use. Warning: this is a public access
site so some captions may contain inappropriate material / language: select
carefully.
http: / / www.captionmachine.com

Captionbubble
An option for students to upload their digital photos and add captions / dialogue
in speech bubbles.
http: / / www.captionbubble.com

Desktop publishing caption tips
A general reference and list of tips / features regarding writing photo captions.
Not designed for English language learners so some challenging technical terms
used but with a little selective editing from the teacher, it has some useful
information.
http: / / desktoppub.about.com/ cs/ pagelayout/ ht/ captions.htm

Hot tips for writing photo captions
Another informational site with a comprehensive list of tips. Aimed at journalism
students.
http: / / www.poynter.org/ content/ content_view.asp?id=4355

Photo captions and cutlines
Primarily an informational reference about the nature of photo captions and
reader behaviour. Aimed at university students, so some more challenging
vocabulary.
http: / / web.ku.edu/ ~edit/ captions.html

Writing photo captions for the web
An academic article for teachers own background reading about the purposes and
features of photo captions.
http: / / www.firstmonday.org/ issues/ issue8_9/ garner/ index.html#g3

BBC Presspack Skills Room
A student-friendly interactive site telling the story of a day in the life of a BBC
journalist. Students drag and drop captions onto photos to produce the story and
see tips and information about telling stories with pictures.
http: / / www.bbc.co.uk/ cbbc/ presspack/ skillsroom/ tellingastory_photos.shtml

Media Awareness /
A huge variety of activities related to the media aimed at encouraging critical
thinking skills. Categorised by themes and student age / grade.
http: / / www.media-awareness.ca/ english/ teachers/ index.cfm

http: / / www.media-awareness.ca/ english/ resources/ educational/ handouts
/ consumerism/ choosing_editing_photos.cfm (pages related to cropping photos)

Photo Captions
T 15
Sources of photos online:
(NB: Check copyright before downloading photos)

South China Morning Post (SCMP)
Bank of photos from SCMP publications. Registration needed (free).
http: / / photo.scmp.com/ index.php

Royalty / copyright-free images sites:
http: / / www.burningwell.org
http: / / www.freefoto.com

Comic Strips T 16

Comic Strips
Teachers Notes

Objectives
order a simple narrative
use language to describe types of speaking
describe the names and uses of comic strip conventions

Time Needed
6-7 forty-minute periods

Comic Strip Storylines
Students play a speaking game about comic strips
Students are introduced to two characters in a strip and work with the
structure of a comic strip narrative
Students learn / review expressions connected with speaking before role-
playing the comic strip narrative
Students complete a written summary of the comic strip narrative
Students label key features of a comic strip and read definitions
Students listen to a description of the use of conventions and take notes
Students match dialogue to speech balloons
Students write dialogue for characters in a comic strip
Students complete a factual error correction activity on comic strip writing

Materials Required
CD Track 4


Comic Strips T 17

I ntroducing Comic Strips
Teachers Notes

I ntroduction:
These activities introduce students to the comic strip text-type, and give them an
opportunity to work with a basic storyline and character motivations. Students
work with a simple narrative and consider a possible story ending. The language
work focusses on volume and pace in speaking, both reflected through key comic
strip orthographic conventions.

What do you know about comic strips? ( 10 minutes)
This activity provides students with an opportunity to practise speaking in small
groups in order to share ideas and guess simple facts about the history of comics.

Bring in some comic magazines to class and ask students if they read them. Ask
students how comics are different from novels, textbooks, manuals, and
newspapers (e.g. use of image, no. of pages, covers, storylines, audience,
pricing). This game is designed to cover (a) some student-centred opinions
questions 1 and 8, and (b) some basic facts about comics and characters, which
touch on comic development in different periods in China, J apan and America /
the UK. As with all games, demonstrate it with a group of four and deal with
questions before students start to ensure maximum take-up and persistence.
Note for the game:

What if a students counter lands on the same square? S/ He answers the same question
but from her / his point of view / or skips the question.
What if a person gets to question 8 really quickly? S/ He can answer 2 or 3 more
questions s/ he hasnt answered before.
What if there were some questions students couldnt answer? The teacher can go through
the questions students ask her / him to cover.

Answers:
1. Opinion question
2. True the first recorded instance of a comic character is in Britain in the
early 1800s.
3. True I t was called Lianhuanhua. I mages of this can be seen at
http: / / kaladarshan.arts.ohio-state.edu/ exhib/ ccomic/ comindx.html
4. (b) a mouse - Mickey Mouse born on 18 November 1928.
5. Manga is the name of the J apanese comic strip; Manhua is from Manga, and
refers to the Chinese equivalent. Anime is the name of animated cartoons
based on Manga characters. I n summary: Manga: J apanese; Manhua:
Chinese (and Manhwa: Korean); Anime: Asian animated cartoons
6. McMug and McDull are well-known Hong Kong pig comic characters created
in the late 1980s. McDull is typically known as the sillier of the two pigs
although McMug is fairly silly too.
7. (c) Astro Boy is the superhero. He has special powers. Astro Boy was
created in J apan in the 1950s and is one of the earliest Asian superheroes.
The others are (a) a child character; (b) a cat character and (d) a small boy
(and his toy tiger). Calvin and Hobbes is introduced here as one of the
Calvin and Hobbes comic strips is worked on at a later point.
8. The four options in this story reflect the main content of comics available
today. Option (d) is generally political and aimed at an older audience.

S
1
5


Comic Strips T 18


Give less confident / less able students the role of prompter with strips for
questions 1, 5, and 7, so that they can read to help the others (see below).

Learning Activity 1 Speaking Prompt strips for students who need more support

1 What comics do you regularly read? Do you read them because of the story,
the action, the characters, or the look of the comic?
5 Manga could mean one of the following:
(a) a J apanese comic (b) a Taiwanese magazine (c) a Korean book
Manhua could mean one of the following:
(a) a Chinese magazine (b) a Chinese book (c) a Chinese comic
7 Clues: A boy who can fly and has special powers

Character and Story ( 15 minutes)
Through reading and vocabulary work, students are introduced to two characters,
and their relationship and motivations, in preparation for working with the
structure of a simple narrative. This strip can be found on S18 and T22.

Summary of the story:
Panel 1: Calvin (a very young boy) is supposed to be in bed. He doesnt feel like
going to bed, so he puts a broomstick in his bed instead and plays in a different
part of the apartment.
Panels 1 & 2: His mother comes to say goodnight, and finds the broomstick.
Panel 3: She starts to shout for Calvin.
Panels 4-10: I n a different part of the apartment, Calvin is moving in slow motion.
He pretends he cannot move any quicker to avoid going to bed.
Panels 11-12: When Calvins mum raises her voice, Calvin quickly changes pace
and runs to bed, saying that he has had a time snap (and therefore can move
quicker).

(Pre-reading)
A Reading Characters (5 minutes)
These boxes introduce the characters role and main motivations. By the end of
this short speaking activity, which could be set up in pairs or led by the teacher,
students should establish that: (1) little children dont like going to bed early and
will invent a number of ways to avoid it; (2) Calvins mother will assert her
authority to make him go to bed.

B Vocabulary Preparing for the story
Vocabulary check ( 10 minutes)
This is a short vocabulary check of key items in the story which are important to
the narrative. Once students match the items, they are asked how they might
shape the story. Give students a few minutes to brainstorm ideas.

Answers (italics and bolding show word stress):
(2) (c) a broomstick (a compound noun)
(3) (a) slow motion (a compound noun: we usually say to move in slow motion)
(4) (b) get ready for bed (a verb + noun collocation)

S
1
5

S
1
5

S
1
6


Comic Strips T 19

Learning Activity 3 Reading, Speaking and Grammar
Working with the story
A Reading What happens in the story? (10 minutes)
This activity provides an opportunity for students to use visual cues to order a
simple narrative.

Preparation See T22 for comic strip. Cut up the narrative story strips below,
one set for each group of four to five students and give them out. Students order
the sentences. Then using the classroom visualiser, reveal the comic strip row by
row and have students check the order of their sentences.

The aim of this brief, fun activity is to get students ordering sentences to show
simple narrative structure: (a) characters / time / location setting Calvins
bedroom / their apartment; (b) complication / problem Calvin should be in
bed and isnt, hes elsewhere; complication / problem Calvin uses a
technique to avoid going to bed (slow motion walking); and (c) solution
Calvins mum raises her voice to assert her authority: Calvin speeds up and runs
to bed.

For vocabulary, teachers may want to highlight the phrase to move in slow
motion. Help students to think about why Calvin changes speed because of the
nature of the parent and child roles the characters have. This is why the mother
uses the structure youd better get in normal speed: a strong language device to
indicate there may be bad consequences if the action isnt followed.

Learning Activity 3A Reading Story strips to cut up for students to order

(a) Calvins mum finds him walking in slow
motion.
(d) Calvin changes to high-speed and runs
to bed.
(b) She calls for Calvin.

(e) I ts night time, and Calvins mum comes
to say goodnight, but he isnt in bed.
(c) She tells him to speed up / change
speed.
(f) I n another part of the house, Calvin is
moving in slow motion.

Answers: e, b, f, a, c, d

B Reading Preparation for role- play ( 5 minutes)
This activity provides an opportunity for students to think about (a) the way the
mothers volume increases and (b) the way Calvins pacing slows down and the
means we have of describing this in English. Both volume and pacing are key to
the progression of the story.

I f students need the support, have them read out the short phrases (mostly a
present participle + adverb of manner). Ask students how the mothers voice
changes from the first to the last panel (it progressively gets louder and possibly
more clipped). Ask how Calvins voice changes (he slows and probably lowers his
voice for the slow motion panels, and raises and speeds up his voice for the final
panel).

Answers:
(1) Mother probably whispering softly Good night, Calvin
(2) Mother probably starting to get louder All right, where are you?!
(3) Calvin probably speaking slowly I (Note: one word per panel)
(4) Mother probably raising her voice / shouting
(5) Calvin probably speeding up (Note: movement and speed lines)

S
1
6

S
1
6


Comic Strips T 20

C Speaking Role- play ( pair work) ( 15 minutes)
This activity provides speaking practice in using volume, pacing and stress to
bring the comic strip to life.

I f you have a lively class, agree classroom behaviour at this point. Run through a
group reading of the strip again. Ask them how the characters are speaking in
each panel. As this is an accuracy stage, elicit, correct and provide models (using
good contributions) of appropriate ways to deliver the lines. Once you think
enough support has been given, set up pair work, monitor and support and have
students perform for one another. You may want them to stand up while doing
this and act out the lines.


Either have students work in mixed ability groups (one more able + less able)
so modelling can take place,
Or, ask students to focus on one part of the dialogue, for example, just
Calvins slow-motion scenes. This will reduce processing load.

Give the students the panels without the phrases to describe the way the
characters are speaking and have them write their own phrases. To do this,
you would need to white out a copy of the page with the phrases.

D Grammar and Vocabulary Summarising the story (10
minutes)
This activity provides a written consolidation activity for the narrative while
providing accuracy practice in (a) cohesive devices (b) present simple third
person for storytelling and (c) adverbial expressions. This activity can also be
used as a settler after the role-play.

Note: This is a two-option multiple-choice activity.

Answers:
(1) (example: in bed)
(2) so (Note: so here means because of this)
(3) instead (Note: instead is a short form for instead of being in bed himself)
(4) to say (Note: collocation: say + goodnight)
(5) starts (Note: verb + infinitive: starts + to shout)
(6) moving in (Note: collocation: to move in slow motion)
(7) pretends
(8) going (Note: verb + gerund: avoid + - ing verb)
(9) raises (Note: collocation: to raise your voice)
(10) and


Give students a gap-fill which they supply the words for (see T21). Have
them compare their answers with the students who do the two-option MC
version.

S
1
7

S
1
7


Comic Strips T 21

D Grammar and Vocabulary Summarising the story

Option for students who need more challenge

Calvin is supposed to be (1) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ .
He doesnt feel like going to bed, (2) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ he puts a
broomstick in his bed (3) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . His mother comes
(4) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ goodnight, and finds the broomstick.
She (5) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ to shout for Calvin. I n a different part of the
apartment, Calvin is (6) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ slow motion. He
(7) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ he cannot move any quicker to avoid
(8) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ to bed.
When Calvins mum (9) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ her voice, Calvin quickly changes
pace (10) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ runs to bed saying that he has had a time
snap.

>
>

Comic Strips T 22

Learning Activity 3 Reading Working with the story
A Reading What happens in the story?

Please refer to the print version for the comic strip used in this activity.

Calvin and Hobbes comic strip


Comic Strips T 23

Teachers Notes

I ntroduction:
These activities expose students to the conventions of panels (the boxes that
organise the story), gutters (the spaces between the panels), speech and thought
bubbles and speed lines (for movement). Students listen to a description of the
use of these features in a comic strip. Further activities allow students to work
with reporting verbs and dialogue writing, descriptive language about
superheroes, and finally a factual error correction on guidelines for comic strip
writing.

Learning Activity 1 Speaking and Vocabulary
How do comic strips work?

A Vocabulary Parts of a comic strip (5 minutes)
This activity exposes students to four key comic conventions with definitions.

This is a matching activity where students read the words and definitions and
match them to the parts of the comic strip. I t may help for the teacher to read
out the words and mark the word stress. Note that we can also use panelling
and guttering as nouns.

Answers and Additional Notes:
Panels the boxes which divide and organise the story. There are 12 panels in
this strip. Note the alternation and absence of panelled boxes in the second line.
Gutters mark off boundaries between scenes and show changes in time and
place between panels. Depending on the story, the time can be long or short.
This feature can be picked up upon when comparing the Calvin and Hobbes strip
with the Peanuts strip, where the space used between gutters is slightly larger to
indicate a longer time lapse.
Speech bubbles speech bubbles are used to good effect in this strip, with the
mother being given a different colour background in her speech bubbles and with
one bubble in panel 12 showing a larger, bolder NOW! to indicate that shes
shouting. Calvins speech bubbles are also used purposefully. He is in slow
motion for the most part of the story and this is shown by giving him one word
speech bubbles per panel up until the last panel, when he speeds up and so does
his speech. NB: There are no thought bubbles in this strip. They will be
introduced later in the Peanuts strip.
Speed lines speed lines are used in panels 2 & 12: once to show Calvins
mother shaking the bedclothes, and again to show Calvin running at high speed
to bed. Both sets of lines create two features: motion and speed.

B Speaking One- minute challenge ( 10 minutes)
This activity provides students with reading and speaking opportunities to review
the meaning of the four conventions and consider their use in the Calvin and
Hobbes strip.

Set students up in groups of four. Students write their names down the left-hand
column and then have one minute to try to answer the questions about panels,
gutters, bubbles and speed lines in the row next to their name.
Some questions are more general and some are specific to the Calvin and Hobbes
comic strip.

S
1
8

S
1
8


Comic Strips T 24

Answers:
Panels Gutters Bubbles Speed lines
No. In the second
line in the strip,
panels 4, 6 & 8 have
no borders. They are
still panels as they
have images.
A gutter is the space
between the panels.
The mother has the
most speech and she
speaks in whole
phrases. Calvin
doesnt.
The lines in panel 2
show that the mother
is shaking the
bedspread. They
show rapid
movement.
Setting is shown in
panels 1 & 2 only
and then disappears.
Gutters show
changes in time and
place.
Calvin is given one
word per speech
bubble. It slows
everything down.
Panels 4-10 have no
lines as Calvin isnt
moving quickly.
Panels 1-3 just show
mother; panels 4-9
just show Calvin and
panels 10-12 show
both.
Guttering is used to
slow down time.
Calvin only has one
movement and word
in each panel.
The mother has the
coloured bubbles.
This may be to
differentiate her
speech from Calvins.
They show Calvin
running to bed
rapid movement.
Slow motion is
shown in panels
4-10.

The panel shows the
action & speech, the
gutter breaks indicate
changes in time and
place.
NOW is in capitals
to show volume and
force in the mothers
voice shes
shouting.
No. The speed lines
in the last panel are
round and straight.

Divide speaking load: Ask less confident students to answer only two out of
four of the questions going across their name. Or, have students work in
pairs with two names down the left-hand column, each person answers two
questions.

Learning Activity 2 Listening and Note-taking
Use of comic strip features

Listening and Note- taking Describing a comic strip ( 15 minutes)
CD Track 4
This activity provides contextualised practice of the four conventions by listening
to a speaker describe the use and effect of the features in a comic strip.
Set this activity up by having students consider the Peanuts comic strip, which
appears in black & white on the students handout and in colour on T27 of the
teachers notes. Teachers may like to enlarge the colour copy so students can
keep track of what happens to the boxing gloves. The characters are: Snoopy
(the dog), Lucy (the girl), Linus (pronounced like minus the boy). You may
need to pre-teach: boxing glove(s), boxing, to have a fight, to throw a punch.

Note to the teacher Summary of the Peanuts strip
NOT to be given to students but can be used for discussion after the listening task

I n this strip, we see the theme of social status in the group explored through the vehicle
of a competitive fight. The story starts with Lucy first questioning and then making fun of
Snoopys ability to fight and the way he wears his boxing glove (a single boxing glove on
his nose).
A key moment takes place in the story when Linus, the voice of moderation, warns Lucy
not to enter into a fight with Snoopy without a strategy. Typically, Lucy rides roughshod
over this warning and challenges Snoopy to a fight. Lucy at this point is wearing red
boxing gloves, and Snoopy is wearing his purple boxing glove on his nose.
After several cleverly ordered and different visual scenes of the moment-by-moment
fight and Linus reactions to it, the final panel shows us both Snoopy and Lucy having
fallen out of the vortex of their fight and on the ground, but this time with Lucy sporting
Snoopys nose-boxing glove and Snoopy apparently wearing Lucys red boxing glove.
S
1
9


Comic Strips T 25

Possible starter questions for the story: Whats the theme of the story?
What kind of person do you think Lucy is? Does she already know Snoopy? Why
does Lucy want to fight Snoopy? What role does Linus take? What happens in
the last panel?

Possible starter questions for the features: Can students see how any of the
conventions are used? What kinds of bubbles do we have in this strip and who
uses them? Note Snoopys thought bubble in panel 5.

You may like to point out the use of words for sounds in panels 7 & 8, two fight
scenes: the words, such as POW! and WHAM!! sound like the actual fight sounds,
and so are called onomatopoeic (adj.) (onomatopoeia noun). This word is
used in the recording.

Prepare the students for the listening by explaining they need to take brief notes
of the way the features, such as panels and speed lines, are used. I f its needed,
as a model, use a sentence from the beginning of the tapescript and reduce it
with students to the minimum information to demonstrate the difference between
dictation and note-taking.

Play the recording (CD Track 4) twice with pauses for writing see pausing
references below in the tapescript. Note that the speaker uses some phrases
from the actual speech bubbles in the original comic strip, which is priming for
Learning Activity 3: Writing. Also note that this recording is at authentic speed.

Suggested Answers:
Panels 3-4: warns; strategy
Panels 5-8: middle; stages
Panels 7-8: WHAM!
Panel 9: Lucy

Students should finish the activity with a clear idea that this strip uses all four
features (panels, gutters, bubbles and speed lines) effectively. I t is an excellent
example of one approach to comic strip writing. Note that Manga
1
has a distinct
and different set of conventions for speech and thought balloons and speed lines.


Change task: I nstead of the note-taking activity, give students a reduced
tapescript matching activity (see T27).

Tapescript CD Track 4
Learning Activity 2 Listening and Note-taking Describing a comic strip
CD Track 4 (4:00 minutes) with suggested pauses for the teacher to check
students note-taking and for the students to re-focus

Oh, Peanuts! Well, this strip is a classic. And this episode has a clever use of storyline,
panelling and guttering as well as speed lines and onomatopoeia for the fight scenes.
In panel 1, we see the story and setting up well. Were clearly outside we can see the grass
and houses in the early panels 1, 2 and 3. In panel 1, everyone has a boxing glove, but
Snoopys wearing his on his nose. This makes us laugh and at the same time is a key part of
the story, which is picked up again in the last panel: panel 9.

1
Manga was introduced in Learning Activity 1 on S15 / T17

Comic Strips T 26

(Pause at 0:42)

In panels 2 and 3, Lucy makes fun of Snoopy for his nose-glove. Now, this is important for
the story when we come to the last panel, as something happens to Snoopys boxing glove.
Panels 3 & 4 are interesting for the story because even though Lucy is making fun of
Snoopy, Linus warns her that Snoopy is a champ and she probably wont beat him in a fight
unless she has a strategy. Lucy ignores this and makes the situation worse in panel 4 by
shouting that shes going to knock Snoopy out.
So the writer uses panels 1 and 2 to set up the story and introduce Snoopys nose-glove.
Then he uses panels 3 and 4 to increase the tension.

(Pause at 1:34)

Panels 5, 6, 7 and 8 are grouped together as they show the beginning and the middle of the
fight. Panel 5 moves the story along as we see that Snoopy is too quick for Lucy and this is
shown by the clever use of speed lines Lucy swinging and Snoopy ducking back.
Panel 5 is the only box that has a thought bubble instead of a speech bubble, and its used
to show what Snoopy is thinking.

(Pause at 2:07)

The gutters between panels 5, 6, 7 and 8 are really important here as they divide the fight
into stages: there are three parts to the fight, and each are different and there are only
seconds between each part.

(Pause at 2:26)

Now, theres a good variety here in the use of speed lines. Panel 6 shows Lucy going
around in circles as she repeatedly misses Snoopy.
Panel 7 shows the two of them finally in a fight we have one multi-line circle here that
looks like one moving ball of energy.
Notice the use of onomatopoeia written in capital letters here: POW! WHAM!! for sound, and
the visual effect of Linus hair standing on end.
Panel 8 shows speed lines as an explosion surrounded with stars and onomatopoeia words
inside to show us the most extreme part of the fight.

(Pause at 3:04)

Notice, there are no captions here to describe time or place, and this is because the time
between the panels is very short. If the time between the panels were longer, we might see a
caption like, later that day or later on.

(Pause at 3:22)

Finally, panel 9 relates back to panel 1 as we see both boxers on the floor, but this time, its
Lucy whos wearing the boxing glove on her nose not Snoopy. This is Snoopys way of
showing his skill and also making fun of her for the comments Lucy made in panels 2 and 3.
Really clever storyline, its a clever use of visual images, a clever use of panelling, guttering
and a variety of speed lines. Its all really very entertaining.

Complete Peanuts strip
Note to teacher: Panel 9 (final panel) uses only images and no words to show the solution
to the story and equalise the power between Lucy and Snoopy. As Snoopy also seems to
be wearing Lucys boxing glove (see red glove), the comic suggestion here is that no one
won the fight and there was an equal exchange which still resolves the insult that Lucy
started the story with.


Comic Strips T 27

Learning Activity 2 Listening and Note-taking Use of comic strip features
Listening and Note-taking Describing a comic strip for students who need more
support
Tapescript matching activity

Whats in the panel? Write panel
numbers
I ntroduction: This episode has a clever use of storyline, panels, gutters
and speed lines.
Whole strip
a. Lucy makes fun of Snoopy. 2-3
b. These panels divide the fight scenes.
c. This panel has a thought bubble.
d. This panel shows the end of the fight with Lucy wearing Snoopys glove.
e. These panels show the outside setting and Snoopys boxing glove.
f. These panels show a good variety of speed lines.
g. These panels show Linus warning Lucy, then Lucy shouting at Snoopy.
h. These panels show the use of words for sounds like POW! and WHAM!!

Learning Activity 2 Listening and Note-taking Use of comic strip features
Answers for tapescript matching activity

Answers: a. 2-3; b. 5, 6, 7 & 8; c. 5; d. 9; e. 1-3; f. 6-8; g. 3-4; h. 7-8
>
>
>

Please refer to the print version for the comic strip used in this activity.

Peanuts comic strip


Comic Strips T 28

Learning Activity 3 Writing Working with dialogue
A Reading Balloons and captions ( 5 minutes)
This activity (a) provides practice in identifying balloon types and caption boxes
and their appropriate language content; (b) provides practice in using reported
and direct speech with a range of reporting verbs; (c) provides short controlled
practice
GLOSSARY
of writing dialogue / temporal items appropriate to the format
(balloon / box).

This activity exposes students to the names and uses of four comic icons: (1) the
speech balloon (2) the shouting balloon (3) the thought balloon / bubble (4) the
caption box used for time and place setting. The students are asked to match the
reporting verbs thought, shouted and said to the icon which represents these
speech / thought acts in comics. The caption box matches with the adverbial
time phrase, one minute later.

B Vocabulary Words to describe speech ( 10 minutes)
This is a controlled vocabulary practice activity to help students to develop their
range of reporting verbs. Students will not use these reporting verbs when
writing comic strips, but they will use them when describing or interpreting
comic strip dialogue.

Answers:
Said: remarked, mentioned, told (me / you)
Shouted: yelled, shrieked (means shout in a high pitch), screamed (higher pitch)
Thought: wondered, imagined, guessed
Time / place: later that day (time), the following day (time), in the kitchen (place)

Note: Although the convention = has been used to explain the meaning of the
three balloon types, there is, of course, no one-to-one correspondence between
these words: all the reporting verbs (both verbal and mental) have additional
meaning, which is where the dictionary work will come in useful.

C Writing Dialogue ( 20 minutes)
This activity provides an opportunity to draft thoughts and dialogue for the
character of Linus for panels 7-9.

This activity provides students with a creative opportunity to think about how the
character of Linus responds to seeing the fight take place between his friends.
The comic iconography shows very clearly his dramatic response to the event.
Note carefully the drawing of the hair (panel 7), bodily movement (panel 8) and
blank expression Linus has looking out of the strip, fully facing the reader (panel
9). Draw these details out from the students, supporting them with needed
vocabulary, and then have them draft Linuss reactions (i.e. thoughts) for panel 7
and 8 in the thought bubbles.

Panel 9 is different: here what Linus thinks and what he actually says may be
very different. He may be thinking I told you so, Lucy or I warned you, Lucy,
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Add the following four reporting verbs for vocabulary extension:
Replied means to respond to another comment or question
Whispered means to speak in a low voice (possibly so others cant hear)
Snapped means to speak defensively in a sharp, quick and unpleasant way
Groaned means to speak in a low, slow, unenthusiastic way

Comic Strips T 29

but for the sake of keeping the newfound peace, may either say nothing or
something supportive. Again, draw the distinction out from the students and have
them suggest wording for both the speech balloon and thought bubble.

As this is a creative activity, there are no suggested answers. Teachers should
accept suggestions that are appropriate to the context and mood.

Learning Activity 4* Writing Superhero profiles ( 30 minutes)
This activity (a) exposes students to female superheroes and typical comic-strip
iconography (styles); (b) provides reading practice of descriptions using items of
clothing, equipment and defining and non-defining relative clauses to provide
details; (c) provides short descriptive writing practice.

Note: As this is a supplementary activity there are no language awareness,
extensive discrimination or controlled practice
GLOSSARY
tasks. I t comprises a
vocabulary / grammar-based comprehension matching task followed by an info
box and writing stimuli. Online controlled practice activities for relative clauses
are suggested in the web resources section.

This activity takes a change of focus from the family-oriented storylines of the
two comic strips we have used so far, and deals with Superheroes. The students
match the descriptions of the clothing and equipment of the heroes and are asked
to write a further description of the heroes helmets or masks. Guidance should
be given in (a) describing the material its made of... its a (magnetic /
laser)...,(b) what its powers are, e.g. which can project..., which can defend.

After an info box describing villains and superhero weaknesses, a longer
unsupported writing activity appears at the foot of the page, which requires
students to write a description of one of the heroes arch enemies, her / his
clothes, equipment and to include a description of the heroes one weakness.
This may only be appropriate for more able students. For students who need
support with heroes weaknesses, provide stem sentences, e.g. Shes afraid of,
She becomes weak when shes near, She loses her power when she sleeps
next to, X makes her feel.

I f teachers would like to extend this activity, an excellent online resource for
creating superhero characters is suggested in the web resources section. This
could allow for practice of descriptive writing incorporating relative clauses.

Notes on vocabulary used in the superhero profiles
A distinctive feature of superhero comic strips is the use of inventive and original
gadgets, tools and weapons, for example, Batmans batmobile (his car), or
Astroboys megabuster (a weapon) or his titanium skin. These new words are
often formed from adjective + (adjective) + noun, as a compound noun from a
grading word, such as mega, hyper, super + noun, or a completely new term.
The superhero profiles have some such terms and it may be helpful to get the
students to think what the names refer to.

Vocabulary used in the superhero profiles

An insignia a symbol or sign / picture worn on the clothing to represent a type of
energy, value or power.
A two-colour top a piece of clothing for the upper body that has two colours. Two-
colour is hyphenated here and used as an adjective.
Zoom wands an invented tool. The word wand is associated with magical powers, and
the word zoom is connected with acceleration and direction.
Hand-held magnetic tools note that there are two levels of modifying adjective in this
example: (1) hand-held (past participle) and (2) magnetic.
Cape a cloak-like covering.
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Comic Strips T 30

Magnetic ballet flats ballet flats are flat ballet shoes which were in fashion at the time
of the production of this material, and so many girls will recognise them. To make them fit
for a superhero, they have a magnetic function.
A transfixer disc a disc is a hoop which can be thrown, and the notion of to transfix
means to immobilise. I n this way, the hoop, when thrown at someone, will stop them in
their tracks; freeze them still.

Answers: (1) C (2) H (3) C (4) H (5) C

Learning Activity 5 Writing Tips for comic strip writing
( 15 minutes)
This activity provides students with a good practice list when writing comic strips
by means of a factual error correction activity.
Ask students if theyre any good at spotting mistakes. Tell them that you have a
job for them: a student has written a list of guidelines for other students new to
comic strip writing, but its not as good as it should be. You need them to
improve it before it can be used. Go through the first example with them and
elicit improvements.

Suggested Answers:
Comic strip stories make sure there are lots and lots of problems.
Comic strips generally take one problem and solve it at the end of the story, often making
a joke about it. The story can use an object or a struggle between the characters.

Family characters have around ten characters and make sure they are all different, e.g.
different clothes and hair. The story should involve all of them.
Have two to three characters maximum. Make sure they are distinctive and different from
each other (height, weight, hair, skin colour, accessories). Consider having animals as
characters. The characters should be friends, school mates, family members or have some
other role towards each other.

Panels use panels to show the action. Every panel should have an action scene in it: conflict,
drama, conflict, drama!
Have around eight to ten panels. Panels 1-3 should show the setting (time / place) and
set up the character tension (e.g. brother-sister disagreement); Panels 4-8 should show
the main action or problem and complication; Panels 9-10 should show the outcome of the
main action and resolution / reflection / joke.

Gutters dont worry about gutters. Theyre not important.
Gutters are important. They mark the pace of the story and indicate when the reader should
expect some change in time and place. (Note for the teacher: The Calvin and Hobbes strip
makes excellent use of panelling and guttering to slow down time, and the Peanuts strip
makes excellent use of the same to show three fight scenes. Both these strips use
guttering to show time, not place.)

Speed lines use as many speed lines as you can to create action and adventure. Use as many
stars as possible.
Like everything in comic strips, there is very little space to create an effective story, so
speed lines and stars need to be used at key moments only and should reflect the action
appropriately. I f theres a great deal of action, the number of lines and stars will increase.

Speech balloons or thought balloons every panel should have a speech or thought bubble to
keep the readers interested. Put in a lot of dialogue.
Speech and thought should be used at key moments, very often to set up the problem and
show the relationship at the start of the strip. (Note for the teacher: Calvins speech is
slowed down for the main action of this strip, and there is no speech at all in panels 5-9 of
the Peanuts strip.)

Sounds if you have action, make sure you include at least ten sorts of sounds
(onomatopoeia), like smash!, thwack! and pow!.
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Comic Strips T 31

Choose a small number of onomatopoeic words and write them in one or two panels only.

By the end of the activity, students should have created a good list of guidelines
which they can refer to for their own comic strip creation.


I ncrease challenge and load: Have students write their own guidelines with
just the headings. Do the first example together and give them a key word or
two for the other headings.

The box below is a multiple-choice activity where one answer is correct and
two incorrect.

Learning Activity 5 Writing Tips for comic strip writing
Sheet for students who need more support

Comic strip writing
A friend has written some points for new family and relationship comic strip writers at
your school. Unfortunately, she made some factual mistakes. Read her list and circle the
correct idea.

1 Comic strip stories
(a) There should be lots and lots of problems.
(b) There should be no problems.
(c) There should be one main problem.

2 Family characters
(a) Only use around three characters in a strip.
(b) Use around ten characters in a strip.
(c) Only use one character in a strip.

3 Panels for action / drama / conflict ( e.g. fighting, running)
(a) Dont have any dramatic action panels.
(b) Make the dramatic action take place in two to three panels.
(c) Have dramatic action in every panel.

4 Gutters
(a) Guttering is important. Think carefully about how to separate the action in the story panels.
(b) Dont worry about gutters. Theyre not important.
(c) Separate dialogue by using guttering. Use a panel after each person speaks.

5 Speed lines
(a) Use as many speed lines as you can to create action and adventure. Use as many stars
as possible.
(b) Use speed lines to show people speaking to each other.
(c) Use speed lines to show movement and action, e.g. running.

6 Speech balloons or thought balloons
(a) Use speech balloons or thought balloons to show dialogue and what people are thinking.
Dont use them in every panel.
(b) Every panel should have a speech or thought bubble to keep the readers interested. Put in a
lot of dialogue.
(c) You dont need speech or thought balloons in a comic strip.

7 Sounds for action
(a) Choose the sounds you use carefully to help the reader to experience the action. Only use
two to three sounds.
(b) You dont need sounds to show the action.
(c) I f you have action, make sure you include at least ten sorts of sounds (onomatopoeia) like,
smash!, thwack! and pow!.

Answers
1 (c) 2 (a) 3 (b) 4 (a) 5 (c) 6 (a) 7 (a)

Comic Strips T 32

Extension I deas
This section provides teachers with further ideas they may like to develop into
projects with their students.

Project 1 Create your own comic strip Creativity narratives
Use the first three website addresses listed in Resources to set up comic-strip
making activities. The online resources have templates, characters, and ideas for
storylines. Students will probably need teacher support with limiting storylines to
one event, and with dialogue writing.

Project 2 Superheroes Creativity descriptions
Using the Hero Machine web address, set an activity to create and describe
superheroes. Check the website to prepare for the sort of language support
students will need for clothes and patterns. Ask students to decide on the moral
qualities, special powers and one weakness of their heroes. Once complete, have
the class vote for their favourite superhero.

Project 3 Cross-cultural comparisons Analytical skills comics as culture
Ask students to compare the Calvin and Hobbes and Peanuts strip (both American)
with a current strip from a Manga (J apanese) or Manhua (Chinese) strip. Set 4
categories of comparison: (1) story themes / storylines; (2) characters number,
type, style; (3) panelling and guttering; and (4) speech, thought balloons, stars
and speed lines. Organise a panel discussion to go through the findings with
supporting images that students have produced on PowerPoint.

Project 4 Onomatopoeia & Culture Analytical skills comics as culture
Once youve drawn students attention to the use and form of onomatopoeic
words such as POW!, set up a small-scale project to compare such items in
J apanese Manga, Chinese Manhua and American, British or Australian comics.

Comic Strips T 33

Resources for Comic Strips

Websites for Comic Strips:

Read Write Think Comic Creator
Allows students to create 1, 2, 3 or 6-panel comics, using a range of characters,
speech and thought balloons, props and room for titles and captions. Has a
helpful ? button to navigate the simple screen.
http: / / www.readwritethink.org/ materials/ comic

Garfields Comic Creator
Creates 3-panel stories with speech and thought balloons, backgrounds, Garfield
characters (mostly household animals) and props.
http: / / www.nhlbi.nih.gov/ health/ public/ sleep/ starslp/ missionz/ comic.htm

Make Beliefs Comix
This site has 15 characters to choose from, some human, some a mix of animals
and humans. Allows students to create a 2, 3 or 4-panel comic with captions,
speech and thought balloons and background colours. One of the main features
of this site is its storyline ideas (see More story ideas). Two story ideas for
secondary students are A Day At School and Dealing with Bullies.
http: / / www.makebeliefscomix.com

Comic Life Mac Software
I f teachers have access to Apple Mac software, they will find a substantial range
of options for comic creation using this piece of software, which includes
templates for creating Manga comics.
http: / / www.macinstruct.com/ node/ 69

Websites for Superheroes:

Hero Machine Create your own Hero
Allows students to design their own superhero with options for skin design, wings,
and clothes: masks, capes, footwear shields, logos and helmets. Male and female
versions available. Warning: one of the options to choose from is weapons
which include different types of guns. However, the site is an excellent tool
to generate characters for speaking / writing activities for character description.
http: / / www.ugo.com/ channels/ comics/ heromachine/ classic.asp

Top Ten Comic Book Superheroes
This is a list of a selected top 10 American superheroes including Superman,
Batman, The Hulk and Wonder Woman. This could be used as reading material
for an activity that compares American with Chinese or Asian characters. The
second link shows a list of American comic book villains.
http: / / comicbooks.about.com/ od/ characters/ tp/ topsuperhero.htm
http: / / comicbooks.about.com/ od/ characters/ The_Characters_of_Comics_Bios_
Fansites_etc.htm

Stereotyping in Comic Book Characters
This site contains a lesson plan and some materials for teachers. I t is not
designed for language learning, but raises awareness about stereotyping in male
and female comic book characters and may be useful background reading for
teachers.
http: / / www.media-awareness.ca/ english/ resources/ educational/ lessons/
elementary/ gender_portrayal/ comic_book_characters.cfm

Comic Strips T 34

Websites for the language practised in comic strip text-types:

Rules for reported speech and relative clauses can be found here:
http: / / www.britishcouncil.org/ learnenglish-central-grammar-definitions-reported-
speech.htm

Written controlled pattern practice activities for reported speech and relative
clauses can be found here:
http: / / perso.wanadoo.es/ autoenglish/ freeexercises.htm

Articles for teachers on the use of comics and cartoons for language
teaching:

British Council Language Assistant
I ncludes ideas for working with comic strip characters. Contains further links to
Marvel and Calvin and Hobbes sites.
http: / / www.britishcouncil.org/ languageassistant-teaching-tips-cartoons-comics.
htm

Books for teachers on comics:

The Language of Comics by Mario Saraceni
Not written for language teachers, but full of fascinating analysis and description
of comic strip conventions and their uses.

Vocabulary Comic Strips by Dan Greenberg
Aimed at a reading age of 9-12 for English first-language speakers. Covers a
range of topics.

Comic-Strip Grammar: 40 Reproducible Cartoons with Engaging Practice
Exercises That Make Learning Grammar Fun by Dan Greenberg
Designed for English first-language speakers. Has well-structured and exemplified
activities.


Advice Columns
T 35
Advice Columns
Teachers Notes

Objectives
use slang and colloquial language typical of advice columns and their
headings in teenage magazines
read and understand advice columns
describe and discuss problems and feelings
write their own advice-seeking letters and replies following the typical
generic structure of an advice column letter
write an alliterative heading for an advice-seeking letter
recognise organisational features of advice columns, such as the order in
which the advice-giving reply is usually structured
use language for giving advice, suggestions and ideas

Time Needed

Students identify and analyse an example advice column text through a
multiple-choice quiz
Students categorise problem headings into thematic groups
Students learn about abbreviations, slang and colloquial language in
advice-seeking letters by guessing meanings from context and completing
a matching activity
Working in pairs, students read 5 advice-seeking letters and answer
comprehension questions about them
Students complete sentence starters to give their opinions and personal
experience of problems
Students learn about the typical structure of an advice-seeking letter
Students write notes about a problem based on pictures
Students write a first draft of an advice-seeking letter
Working in pairs, students prepare then act out a role-play based on an
example advice-seeking letter
Students write a heading for their advice column using alliteration
Students analyse and label an agony aunts reply letter to identify the
generic structure of this type of text
Students complete a language activity to practise common ways of giving
advice in magazine advice columns
Working in a group of six to eight, students do a collaborative activity,
involving reading and commenting on a number of letters in order to
gather ideas in preparation for writing an advice-giving reply letter
Students write a first draft of an advice-giving reply letter

Materials Required
CD Track 5


Advice Columns
T 36
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I ntroducing Advice Columns
Teachers Notes

I ntroduction:
These activities are designed to introduce students to magazine advice columns
and to get them thinking about the themes that might be covered in them. They
will also have practice of language commonly used in teenage magazines, such as
slang and colloquialisms. This is a challenging area but important in order to help
students to better understand this type of text.


Learning Activity 1 Speaking and Reading Talking about problems
A Speaking Whats the matter? ( 10 minutes)
This activity gets students thinking about common problems that teenagers might
face and allows students to articulate their ideas.

This is a pair / small group discussion task. Encourage students to think about
reasons for the problem by asking them why each problem may have arisen as
well. Follow up by eliciting some suggestions about who they could talk to if they
had a problem (e.g. best friend, parent, teacher, doctor)

Suggested Answers:
a = misbehaviour at school b = bullying / disagreement with friend
c = computer problems / tiredness from too much work
d = argument between boy / girlfriend e = bad exam result f = no money
g = feels fat h = too much studying / homework late into the night
(The pictures are intended to be fairly unambiguous but you can accept
alternative suggestions from students who are being imaginative.)


I f you feel your students will not have the vocabulary to talk about the
problems, you could provide options for them to match up with the pictures
instead, thus guiding them towards the correct topics.

B Reading and Speaking Text quiz ( 10 minutes)
This activity focusses students attention on the genre of magazine columns,
specifically, advice columns, and helps them to think about the writer, purpose
and style of the text.

Working in their pairs / groups, students should answer the questions based on
the example text and make deductions accordingly. Highlight the fact that they
need to read the info box before they answer question 6. You may like to pre-
teach some vocabulary items from the info box, e.g. columnist, agony,
comforting and wisdom. Also, in the letter, the words guy, heartache, mates
and hanging out might need pre-teaching, although they are not key for
completion of the task. Another item you may need to clarify with students is
informality (question 3 answer b).

Answers: 1. d; 2. a; 3. a, b & c; 4. d; 5. d (or possibly a); 6. a

Advice Columns
T 37
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Learning Activity 2 Reading and Vocabulary Typical problems
A Reading What type of problem is it? ( 15 minutes)
This activity focusses students on the topics that people might write to an agony
aunt about.

Elicit some of the problem topics students discussed in Learning Activity 1 to re-
cap and go through the categories in the table below to check they understand
(morals will probably need to be checked carefully). You will probably also need
to check / pre-teach some of the vocabulary items in the example letter headings,
e.g. disaster, bro (brother bro rhymes with know), thief, mates, stress.

Answers: (I tems in brackets may go in more than one category)
Type of problem Heading number
Family 2, 6
Body / Health 3, 7, 8, 11
Relationships / Love 1, (4), 5
School 4, 12
Morals (right or wrong behaviour) (8), 9
Money 10

B Vocabulary Alliteration ( 5 minutes)
This activity exposes students to a typical feature of advice columns: the literary
device of alliteration.
The first part of this activity is probably best done as a whole class so you can
guide them to notice the alliteration by asking them questions or give a hint such
as look at the beginning of each word. Drill the pronunciation and syllable stress
of alliteration. Then ask students to look back at the headings from the previous
activity and circle / highlight the ones which use alliteration.

Definition of alliteration for teachers: the repetition of (usually) initial
consonant sounds in two or more neighbouring words or syllables (e.g. wild and
woolly, threatening throngs) also called head rhyme, initial rhyme.
For further information and examples please see:
http: / / www.tnellen.com/ cybereng/ lit_terms/ alliteration.html

Answers: Headings 2, 3, 5, 6, 8 and 10 use alliteration.

C Vocabulary Slang and informal language in magazines
( 10 minutes)
This activity exposes students to the types of vocabulary items commonly found
in teenage magazines and provides practice in guessing meaning from context.
(a) I nstructions are given on the students handout.
Answers:
Shortened word: Full word:
1. bro brother
2. fave favourite
3. cause / cos* because
4. glam glamorous
5. ex ex-girlfriend (can also refer to ex-boyfriend / husband / wife)
6. sis sister
*Alternative spelling
Note: I t is interesting to note that the contracted forms are all reduced to one
syllable only.

Advice Columns
T 39

Cut-ups for Learning Activity 3 Reading Problem page letters

(2)
Im worried that Im too chubby. All my mates are really skinny and I feel embarrassed to go shopping with them
cause I look awful in trendy clothes. Please help me.
Cuddly Bear, Causeway Bay
(1)
My bro and his mates have started smoking. I saw them in the playground last week but they
didnt know I saw them. Im worried about his health and I know my parents will go mad if
they find out. Should I say something?
Sensible Sis, Sheung Wan
(4)
I really fancy this girl in my class but she already has a boyfriend. I wish I
could find a way to make her like me instead. Im so depressed. What can I
do?
Lovesick, Lok Fu
(5)
My best mate has recently started hanging out with some girls from another school and they all wear
really cool clothes with designer labels. I cant afford to buy those kind of clothes and whenever I am
nearby they laugh at me and make fun of what Im wearing. Ive tried to speak to my mate on her own
but she just says Im imagining it. I really want my best mate back. I miss her. I dont know why she
wants to be friends with them.
Forgotten Friend, Fanling
(3)
Im in Secondary 5 and my exams are coming soon. Im really stressed about it all. I
cant sleep and I feel sick every day before I go to school. My father really wants me to
get good results but I know Im going to fail. I just feel so useless. Can you help me?
>
>
>
>

Advice Columns
T 41
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Advice-seeking Letters
Teachers Notes

I ntroduction:
These activities are designed to personalise the theme of teenage problems
facilitating discussion and analysis, but in a detached way so that students do not
feel embarrassed or uncomfortable. Students are introduced to the typical
structure of an advice-seeking letter raising their awareness of this text-type so
that they will then be able to produce their own.

Time Needed: 1-2 forty-minute periods (depending on how much writing
time your students need)

Learning Activity 1 Speaking What do you think? ( 10 minutes)
This activity has been adapted from Using Newspapers in the Classroom by Paul
Sanderson (Cambridge University Press, 1999).
This activity gives students the opportunity to relate the problems they read
about to their own experience.

Use the five problem letters from the previous lesson (Learning Activity 3 Reading
Problem page letters cut-ups on T39) as a basis for the discussion task. This
could be done again as a walk-about activity with pairs of students reading the
cut-ups on the classroom walls, or simply distribute copies of the problems to
each group / pair.

Learning Activity 2 Reading, Writing and Speaking
A Reading A typical problem letter structure ( 5 minutes)
This activity exposes students to the structure and organisation of an advice-
seeking letter.

This can be done as (a) a discovery activity, where students work in groups to
identify parts of the letter, or (b) a teacher-guided and led activity. I f choosing
option (b), go through the problem letter with the whole class. You may like to
read the letter first, then highlight each part and explain its purpose / content. I f
you have access to an OHP, it may be helpful to copy and enlarge the letter, then
go through the text line by line, eliciting and clarifying what each part is.

B Speaking Brainstorming ideas ( 10 minutes)
This activity gives students the opportunity to brainstorm ideas about a problem.

I nstructions are given on the students handout.
Note: You can use pictures a-h from Learning Activity 1A Speaking Whats the
matter? on S24 as a basis for the students ideas, but if you prefer to collect your
own bank of pictures depicting a variety of problems you could use them instead.

C Writing First draft of a problem letter ( 10 minutes+)
This activity provides an opportunity for students to write a first draft of a
problem letter using the organisational structure they have learnt.

I nstructions are given on the students handout. Encourage students to include
informal / slang vocabulary where appropriate. Make sure students save their
work (or you could collect it) in order to be able to complete the
activities suggested in the next section.

Advice Columns
T 42
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You could provide sentence starters for your students to complete in order to
construct their letter, e.g. I am a ____________ from _____________. My
problem is about ...

D Speaking Problems role- play ( 15 minutes)
This activity gives students oral practice in discussing problems and feelings. I t
changes the focus from writing to speaking as students have already been
working with grammar, vocabulary and text structure and they can now work on
fluency.

Ask students to work with a new partner so that they can have additional practice
rather than repeating what they have already discussed with the same partner.
I nstructions are given on the students handout. Point out that the aim is not for
one of them to advise, but for them to role-play the problem between them
(which for some may involve argument).


To help students to prepare their ideas and focus on the sorts of things they
could include in the role-play, go through the prompt questions in the bubbles
together using one of the pictures as an example. You may also like to
provide students with a short script (either in its full form or as prompts /
gap-fills as in the suggestion above for Learning Activity 2C).

You may like to encourage students to consider ways in which they can use
their voices (by varying intonation, pitch, volume, etc.) to convey their
emotions whilst performing the role-play. I n the preparation stage they could
also decide to assign particular characteristics to the characters (e.g. shyness,
easily angered, hates arguing), which may or may not be told to their partner
before they begin their role-play.


Advice Columns
T 43
S
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S
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Advice-giving Letters
Teachers Notes

I ntroduction:
These activities are designed to support students in the production of an advice-
giving letter by helping them to identify the structure of such a text, giving them
practice in typical grammatical structures used and by providing them with a
controlled group writing activity prior to writing their own letters. The grammar
normally associated with giving advice, such as you should / ought to, etc. is
actually not that common in authentic magazine advice columns, so the
structures practised in Learning Activity 3 are intended to give students practice
of the forms that typically occur in authentic samples of this text-type.

Time Needed: 1-2 forty-minute periods (depending on how much writing
time your students need)

Learning Activity 1 Writing and Peer Assessment Alliteration
( 5 minutes)
This activity gives students practice in recognising and using the device of
alliteration in a magazine column heading.

This activity enables students to put into practice the language learnt previously
(alliteration and slang / informal / abbreviations) by asking them to write a short
heading for their first draft problem letter. Remind them that a heading is usually
fairly short. This part also incorporates a brief peer assessment task. Ask
students to swap their headings, then fill in their opinions and tell their partners.

Learning Activity 2 Reading and Text Analysis
An advice- giving letter ( 10 minutes)
This activity exposes students to the structure of an advice-giving letter.

The problem letter is the same one used in previous activities so students should
be familiar with its contents. Go through the reply with them and check
comprehension. I tems that may need pre-teaching include: anxious, have a
chat, in control, take time off, refreshed. Also, go through the comments
bubbles to check comprehension of items including: reassuring, an imperative,
suggestion, modal verbs, signing off, encouragement, conclusion.

Answers: (in the order they appear on S31) a; d; b; e; c

Learning Activity 3 Grammar and Speaking
A Grammar and Vocabulary Language for giving advice
( 10 minutes)
This activity exposes students to and gives practice in using typical forms used to
give written advice in teenage magazines.
Use an example to show to students that there is a range of language options
available to use when giving advice in speaking and writing. You might want to
highlight the use of the following three patterns in simple and accessible language
for students: (i) imperatives (which can be forceful) (e.g. eat healthily); (ii) a
range of modal verbs for expressing likelihood (e.g. you may find it helpful to...),
possibility (e.g. you could try..., it might be...), and low-level obligation /
advice (e.g. perhaps you should); and (iii) phrases appearing in question forms
(e.g. have you tried +ing...?, why dont you + bare infinitive).

Advice Columns
T 44
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S
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Answers: Note that all the phrases are used to give suggestions / advice, and
although this advice is created by using the three different patterns mentioned, it
may be of most use to students to have them practise some phrases as short,
learned vocabulary chunks (highlighted in grey below) that they can put to use in
different contexts.

a. You could try talking to her. (2)
b. How about discussing it with your parents? (3)
c. Do some sport. (1)
d. Have you tried going to after-school tutorials? (3)
e. You may find it helpful to ask your friend what she thinks. (2)
f. I t might be a good idea to meet some new friends. (2)
g. Perhaps you should speak to your teacher. (2)
h. Eat more healthily. (1)
i. Why dont you join a sports team? (3)
j. Talk to your doctor about it. (1)

B Speaking Sentence stress in advice- giving phrases
( 10 minutes)
Pronunciation model CD Track 5
This activity focusses students attention on sentence stress used in advice-giving
phrases.

I t may be helpful to students to do some accuracy-focussed pronunciation work
and demonstrate how the stress and intonation sound. There is a model on the
CD (Track 5 1: 44 minutes) which you could play and ask students to repeat.
Then students work with their partner to practise the phrases, focussing on the
underlined words.


A possible extension activity for those who finish quickly could be to think of
the problem that prompted that response and practise the problem and advice
response orally.

Learning Activity 4 Writing An advice- giving reply letter
( 20 minutes+)
This activity gives students practice in writing an advice-giving letter and
consolidates the language work done previously.

Make sure you have collected enough problem letters from previous
lessons (you could use students first drafts or your own made-up
examples) so students can have one each. You will also need to copy the
writing worksheet on T45 so that each student has a copy.

To lead into the main task and refresh students memories about the order in
which the letter should be structured, ask them to fill in the missing information
about the advice-giving reply letters structure.

Answers:
1. Description of problem / reassuring comment
2. Suggestion / advice using modal verbs
3. an imperative
4. explanation of advice
5. in a friendly and encouraging way

Advice Columns
T 45
This activity will work best in groups of eight students but if you have groups of
four to six, you may wish to ask them to send the letters round the group twice.
(This will also mean that the activity is a bit quicker as students will not need to
spend so much time reading the letters and thinking as they will have already
seen each one once before.)
(1) They should sit in a circle or round their desks in a group.
(2) Hand out one problem letter to each student. Tell them to read it carefully.
Go round and check that they all understand their problem.
(3) Each student passes it to the person on their left.
(4) When each student receives their new letter, they read that one and write a
comment / suggestion / piece of advice on the back of the paper, then pass it to
the left again.
(5) This continues until the letters return to their original place.
(6) When each student has their original letter back, they use the ideas and
suggestions to construct an advice-giving reply letter.
(The idea for the activity was adapted from Using Newspapers in the Classroom by Paul Sanderson
(Cambridge University Press, 1999))

Suggestion: Use these first drafts as the basis for a formative assessment
activity, providing students with the chance to improve and produce
further drafts.


You could provide sentence starters on the back of each problem letter for
students to complete for each one they read (e.g. Have you tried ing?; You
probably feel; Why dont you?; I t might be a good idea to)

Photocopiable worksheet for Learning Activity 4 Writing an advice-giving
reply letter

>

Dear
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Advice Columns
T 46
Resources for Advice Columns

Websites for Advice Columns:

Hilary.com
An online US womens magazine with fairly inoffensive subject matter in the
problem letters, but take care because there are a few references to sexual
orientation / sleeping together. Generally seems to include problems from
people in their 20s rather than teens. Vocabulary is informal.
http: / / www.hilary.com/ dilemma

Teen today
A problem page aimed at UK teenagers. Warning: Subject matter may concern
sensitive subjects, e.g. sex.
http: / / www.teentoday.co.uk/ guides/ problems/ index.shtml

Problem Forum
These forum pages contain a vast number of posts from people in the UK
concerning all areas of problems such as friends, relationships, self and family.
There is a 16 and under section. NB: As these are forum postings, some of the
texts are lengthy and dense regarding the language used.
http: / / www.problempages.co.uk

Advice by girls
A site aimed at teenage girls who can post their problems and receive replies
from other girls around the world. Topics include boys, friends and family.
http: / / www.agirlsworld.com/ info/ advice.html

Teaching ideas for teachers:
A site with lots of practical ideas based on magazines for teachers to try out in
the classroom.
http: / / www.teachingenglish.org.uk/ try/ resourcetry/ magazines.shtml

Magazines and newspapers with advice columns:

Some teenage magazines from the UK which usually include problem pages that
you could use as they are a rich source of natural language:
Mizz
Bliss
Sugar
Note: These are all aimed at teenage girls. The few magazines aimed at teenage
boys are generally topic specific (e.g. sports, video games) and do not tend to
include problem pages. You could use the South China Morning Posts Young
Post supplement as a resource for problem page letters. These ones tend to
concentrate more on fashion, health and appearance.


Fashion Columns
T 47
Fashion Columns
Teachers Notes

Objectives
use vocabulary items to describe basic clothing
use a range of compound, adjectival descriptions of clothing
match column titles to perspectives
use written language to write one of three types of fashion columns

Time Needed

Students complete a speaking activity about their favourite outfits
Students play a bingo game to practise basic clothes vocabulary items
Students complete a listening activity for exposure to adjectival word
order
Students complete a vocabulary activity to practise adjectival word order
Students read sample fashion column titles and analyse the language
Students read sample fashion column excerpts and categorise the
language
Students draft a fashion column, which they can (optionally) audio record

Materials Required
Your own collection of fashion magazine cuttings gathered in a plastic
folder
CD Track 6
(Optional) Clothes bingo flashcards / PowerPoint file on CD-ROM


Fashion Columns
T 48
Fashion Columns
Teachers Notes

I ntroduction:
These activities expose students to basic vocabulary items to describe clothes,
patterns and fabrics as well as casual clothing and accessories. Students have
contextualised listening practice for adjectival order while listening to a lost
property report, followed by clarification and more controlled practice. Students
match fashion column titles to column types and writer stance. Students analyse
and practise key language to write three types of fashion columns. Finally,
students use the language practised to create their own photo fashion column.

How important are clothes to you? ( 10 minutes)
This activity provides students with a fluency-focussed speaking activity allowing
them to use all the clothes-related language they have at their disposal. The
language (and errors) generated at this stage can be used as content to
supplement later stages.

Students use a barrier activity
GLOSSARY
. Students work in pairs and draw their
favourite outfit on Washing Line A (both students draw in the top box of their
handout). Student A describes to B what s/ he has on her / his line, and Student B
draws it in on Washing Line B. The students reverse roles.
The follow-up speaking activity, Why are these clothes your favourites? What
would you do if you ever lost them? is a preparation stage for the listening in
Learning Activity 3.

Additional Notes:
Use this activity to check the (a) range and (b) accuracy of the students existing
clothing vocabulary, and use this as data to decide how much further practice you
need to provide. Errors can be noted to provide feedback at a later stage of the
Fashion Columns focus.

Learning Activity 2 Listening and Vocabulary
Clothes bingo ( 20 minutes)
This activity provides students with exposure to vocabulary for patterns and
fabrics, basic clothing, and casual clothing and accessories through a listening
activity: bingo.

Materials Needed: Teacher needs to show students flashcards of the items they
have words for in order to complete this activity. (Flashcards appear as a Word
document and a PowerPoint show on the CD-ROM in this package.)

Do not pre-teach any vocabulary for this game. One of the aims of the game is to
have students deduce the names of the items they see. You can do a clarification
activity after the bingo is over. I f you pre-teach the vocabulary, it tends to take
the fun out of the game itself.

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Fashion Columns
T 49
Procedure for bingo:

(1) Ask students to read all three cards and then choose one card to play. Try to have
roughly equal numbers of students playing each card.
(2) Explain to students that the aim is to be the first to get a row, a column or a diagonal
line, when they should shout Line at which point you check what they have by asking
them to read the items aloud. The winner is the one who crosses off all items on their
card, and can shout House. Again, have the students read aloud all their items to check
for accuracy and pronunciation.
(3) Copy and cut up the flashcards and show them to the students without speaking.
SHOW THEM I N THE CORRECT NUMBERED ORDER I N ORDER FOR THE BI NGO
GAME TO WORK (see Order of bingo flashcards below)
(4) Ensure you do a checking activity, where you can drill and model pronunciation and
word stress once the bingo game is over.
(5) A follow-up activity would be to have three students playing A, B and C cards to sit
together, swap their cards and test to see if the other person can remember the items and
pronounce them correctly.

Teaching points after the bingo game: I t may be helpful to elicit or teach:
Spelling: striped (single p) vs spotted (double t); woollen (double o,
double l); leggings (double g); loose (double o)

Pronunciation: suit (rhymes with root); British vs American pronunciation of
blouse: US = s at the end, rhyming with house; UK = z at the end rhyming
with cows; loose (rhymes with Bruce finishing in an s sound, vs lose, which
rhymes with choose and finishes in a z sound); loose-fit jeans the main stress
is on jeans.

Order of bingo flashcard images and Card A, B or C reference with line or house
indicators

1: checks / checked (Card A)
2: skinny jeans (Card C)
3: a T-shirt (Card C)
4: leather (Card A)
5: a shirt (Card B)
6: a jumper or a sweater (Card B)
7: spots / spotty / spotted (Card A)
8: a hoodie (Card C) vertical LINE Card C
9: a tie (Card B)
10: stripes / stripy / striped (Card A) horizontal LINE Card A
11: woollen (Card A)
12: trousers (Card B)
13: cargo pants (Card C)
14: linen (picture of a linen apron) (Card A) vertical LINE Card A
15: bling (bling bling) (Card C) horizontal LINE Card C
16: trainers (Card C)
17: loose-fit jeans (Card C) vertical LINE Card C
18: a blouse (Card B)
19: a dress (Card B) vertical AND horizontal LINES Card B
20: denim (Card A) horizontal and diagonal LINES Card A
21: leggings (Card C) horizontal LINE Card C
Note: Card C now has one item left before getting full house; B has 3, A has 2
22: a suit (Card B) horizontal LINE Card B
Note: Card B now has two items left before getting full house
23: cotton (a cotton shirt) (Card A) horizontal and diagonal LINE Card A; A has 1 item left
24: plain T-shirt(s) (Card A) FULL HOUSE FOR CARD A

(Remaining items: Card B: a skirt, a jacket; Card C: a trucker cap)


Fashion Columns
T 50
Learning Activity 3 Listening and Speaking Lost property
A Speaking Lost and found ( 5 minutes)
Have you ever lost any clothes? This activity provides an opportunity for students
to prepare for the thematic content of the next listening activity, review
vocabulary and provide brief fluency practice through a speaking activity.

Give students a few minutes to tell any stories they have about losing clothes or
finding them somewhere unexpected. I f there is time, ask a couple of students
who told humorous stories to share their experiences. Ask students if anyone has
ever been to a lost property office, at the bus station, for example. What happens
there? How do people report their missing possessions?

B Listening and Form-filling Lost property office ( 15 minutes)
CD Track 6
This activity provides students with contextualised exposure to adjectival order
when speaking in contrast to adjectival order when form-filling through an
intensive listening activity.

Tell students they are going to listen to a short recording of a person reporting
that she has left some clothes in the back of a taxi. Shes in a country that uses
English as a lingua franca. The person in the taxi office is completing a form. The
students task is to complete part of the form. Have the students study the form
and ask any clarification questions before playing the recording (CD Track 6)
twice. You may feel that you need to stop after each adjectival description,
although these are mostly repeated twice for clarity in the recording.

Answers: Time of pick-up: 11.45am, Place of pick-up: Albion Street (not
Albion Road). I tems lost: (1) a tight-fitting, fur-lined, blue denim jacket;
(2) some baggy, leopard-print, orange linen cargo pants; (3) A loose, stripy, light
blue silk shirt.

Follow-up for meaning: Ask students if they feel that the mother has chosen the
right clothes for her son. Encourage them to wonder whether a tight-fitting, fur-
lined, blue denim jacket might be the ideal present for a teenage son. Ask
students whether they hope the clothes will be returned to the mother or not.

CD Track 6 (3:50 minutes)
Situation: A telephone call set in the UK between a taxi driving company and a customer who has just
lost a bag of new clothes in the back of a taxi. The taxi company is not very efficient, and the customer
is a bit anxious about the prospect of having lost all her sons clothes. LP = lost property CS =
customer
LP (Yawning, unenthusiastic) Yep, Diamond Cars, lost property. How can I help?
CS Oh, yes, can you help me? Ive just lost a big bag of clothes in the back of a cab and I really
need to get them back because its my sons birthday and theyre all presents.
LP Er, yeah, OK. Need some details though.
CS Well, there were loads of things
LP Sorry, can you slow down a little bit? I just need to get a pen
CS OK, well, I do hope you have them and that another customer didnt pick them up. Do you
think youll have them?
LP Er, hope so. Depends if youre lucky really. Right, details. What time did you take the cab and
where did he pick you up?
CS It was about 11.45 this morning and he picked me up on Albion Street, near the McDonalds.
LP Right, right. Albion Road.
CS Oh, no, sorry, Albion Street.
LP Street, right, OK (writing) And what about the driver? Can you tell me anything
about him?
CS I cant really remember. I was on my mobile phone and I was looking for my purse in my bag
at the time. I had loads of bags and I couldnt find anything. I think he was an older guy.
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Fashion Columns
T 51
Continued on next page >>
LP Right, OK. Did he have blond hair?
CS Er, look I cant remember. Arent you going to ask me about the clothes? Someone
could be taking them right now from the taxi.
LP Yeah, OK. What did you lose?
CS It was a bag of young mens clothes my son, you know, my son, hes 16 tomorrow and they
were all for him. Theres a blue er, a blue denim jacket. Its tight-fitting and fur-lined.
LP (Writing) OK, I just need to write this on my form: a tight-fitting, fur-lined, blue denim jacket.
CS Yes, thats right.
LP Right, what else was there?
CS Umm, then there were some cargo pants. Theyre baggy with an orange leopard-
print. Theyre linen.
LP An orange, leopard-print?
CS Yes, he likes bright colours.
LP Really? Can you tell me again my pens run out. Wait a minute.
CS (Writing) OK, some baggy, orange, leopard-print, linen, cargo pants.
LP OK, done that. Anything else?
CS Yes, the best present a silk shirt. Its loose, erm, stripy. Its light blue.
LP Sorry, could you repeat that so I can fill in the form?
CS (Writing) A loose, stripy, light blue silk shirt. Cost a fortune.
LP Right then, so Ive got the jacket, the cargo pants and the shirt. Is that it?
CS Well, I left a packet of biscuits at the bottom of the bag too. Do you think you can get it back for
me?
LP Ill do my best. Can I have your name and phone number?
CS Yes, its (trailing off)

I mportant note: Language awareness raising
I f your students have found this activity manageable, and you feel they have the
ability, show them the section of the tapescript above dealing with descriptions
and ask them the following questions or give the questions out for them to
discuss.

Questions to discuss

1 What is the customer doing during this phonecall: only speaking, only writing, or
both?
2 What is the lost property person doing: only speaking or only writing, or both?
3 The customer uses adjectives to describe the clothes, but she breaks the descriptions
into parts or chunks. Can you see the chunks?
4 The lost property person is filling in a form. He uses the same descriptions, but he
writes one long, ordered list. Compare his list to the customers chunks. What do you
notice about the difference between using descriptions when we speak, and what
happens when we need to write these descriptions down on a form, for example?

Questions to discuss Suggested Answers

1 The customer is only speaking on the phone.
2 The lost property person is speaking on the phone and filling in a form:
writing.
3 She uses a short description and says the name of the clothing shes lost, and
then starts a new sentence to describe it in more detail afterwards. So, she
starts with the general thing and then gives details, e.g.:

Theres a blue denim jacket, (short description + thing)
Its tight-fitting and fur-lined (description)

Fashion Columns
T 52

4 The lost property person puts all the descriptions first, and ends with the item
of clothing: a tight-fitting, (description) fur-lined, (description) blue denim (description)
jacket.

The difference between them is formality and efficiency. Form-filling is more
formal, so we might use a longer sequence of adjectives before the noun.
Speaking spontaneously is informal so we break the same sequence of description
into smaller, easier-to-manage pieces, often giving more specific detail after we
name the thing were talking about. Notice that the overall sequence of adjectives
follows the same order in both speaking and writing; however, in speaking, the
sequence is broken down into smaller sentences. Notice that the sentences start
with I ts ( tight- fitting) or Theyre ( linen) and we add details using words like with
a print.


Give students half the words they need for this adjectival ordering listening
activity see Version B below. This reduces processing load.

Partially completed sheet for students who need more support

Date: 29 February (Version B)
Time of pick-up: 11.45am
Place of pick-up: Albion _____________
Items lost:
(1)
A

tight-
fitting

denim

(2)
Some

leopard-
print
orange cargo
pants
(3)
A

loose light blue

>
>

Fashion Columns
T 53
Learning Activity 4 Vocabulary and Speaking
Ordering adj ectives to describe clothes ( up to 5 minutes)
This activity provides consolidation practice for adjectival order: quality, colour,
fabric / style / pattern, and features.

Help to set up the context for students here. (Students have just listened to a
phone conversation by someone whos reporting lost property to a taxi office.)
This situation is different: here, one person is phoning her / his friend to ask if
s/ he will bring him a jacket. When someone is looking for clothes in our wardrobe,
we might have to be very specific about which item we need. Once the context is
established, have students read out the conversation in pairs. The words in bold
show the main areas of sentence stress. Teachers may need to pre-teach /
exemplify a piece of clothing with a hood.

Learning Activity 5 Vocabulary Describing clothes ( 10 minutes)
This activity provides simple controlled practice of word ordering in adjectives
when writing descriptions of clothes if teachers feel this is needed. Teachers
might also want to extend this activity to personalise and authenticise it by
having students discuss their favourite mens clothes.

I n this activity, the context is simply a situation where students might have to
describe clothes. Have students study the box to the left. All the words should
be familiar by this point with the possible exception of fleece. Here students
work with inserting adjectives for colour, pattern and style before the noun, as
well as using a prepositional phrase after the noun. By the time the activity has
finished students should have had some practice in ordering the types of
adjectives we use to describe clothes. Teachers may want to pre-teach / show an
example of a fleece top / jacket in addition to using photo 4.

Suggested Answers (NB: they are all noun phrases):
(1) a blue T-shirt
(2) a grey and white stripy shirt
(3) black baggy jeans
(4) a fleece jacket with a hood
The word that is not needed from the box on the left is front.

Fashion column titles

A Reading Fashion column titles ( 10 minutes)
This activity exposes students to a range of column titles two of the three types
of column covered: current styles, fashion no- nos and allows students to
discuss the purpose and use of language (adapting looks is introduced at a later
point).

This activity is a discrimination game for students to decide the meaning and
connotation of the 8 titles presented. Follow the instructions and have students
keep track of their judgements by using circles to identify items of advice for
what to wear, and rectangles to identify items of warnings about what to avoid
wearing.

Answers:
What to wear: Lovely Lush Looks, Glam and Gorgeous, Style Council, Heavenly Hot Heels
What to avoid wearing: Ten Fashion No-Nos, What on earth was s/ he thinking?, Poppys
Big Mistake, How not to
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Fashion Columns
T 54
B Language Study Fashion column titles ( 10 minutes)
This activity provides opportunities for students to establish the key concepts
connected with each title.

Put students into two groups. Have one group work with questions 1, 3 and 5,
and the other group work with questions 2, 4 and 6. Monitor and support
development of key concepts (see answers below). Once students have made
short notes about meaning, have them feed back answers to their partner from
another group. I n this way, Student A talks about 1, 3 and 5 and Student B talks
about 2, 4 and 6.

Annotated Answers for the teacher:
1. A no-no is a warning. Notice the use of repetition here. The person who uses
it probably feels they know about fashion and is speaking to someone who wants
some advice. They could be talking about what not to wear at the moment
because its out of fashion.
2. Poppy is probably a famous personality and made some kind of fashion
mistake in public, possibly on a night with a lot of media coverage.
3. How not to columns are warnings and tell you to avoid wearing certain
combinations of clothes, for example. Note: These columns generally take the route
of promoting this through unfortunate shots of well-known personalities, and this can
come across in the magazine as a form of social humiliation. I f your students are up to
the challenge, you might decide to use this type of article as a debate on the moral
acceptability of this type of media approach in fashion magazines. What effect does it
have on the way young (women) readers learn to speak about each others clothes and
looks? I s this a good thing in their opinion?
4. All the titles use nouns and adjectives that start with the same letter.
Note: This is a literary sound device called alliteration, (previously introduced in
Advice Columns) and is prevalent in all forms of advertising and newspaper copy
in current day English.
5. A council is a body of people who are brought together in their advising
capacity doing so through drawing upon their experience and expertise. This
means that they are an authority: like a city council. A style council then is a
made-up name for a group that advises what to wear and how to look.
6. The notes here help the students to understand how the phrase is used and
the sentence stress. The answer is (c) s/ he looked ridiculous. The phrase
connotes complete social disapproval of the clothes someone has chosen for the
occasion and would probably be said about the person wearing the clothes and
almost certainly not to the person who was wearing the clothes, which is why
s/ he thinking? is used in the title.
There are opportunities here for fun with intonation and sentence stress as well
as facial and bodily gestures to add meaning in terms of disapproval and social
judgement. Make it light and fun. Option: Finish this stage off by having students
suggest two clever replies (come-backs) that someone could use if someone criticised their
appearance.

Students play the role of advisors and give them suggested and simplified
answers. Their role can be to go round, monitor and support the groups who
are discussing the topic. See answer sheet below.
Learning Activity 6 Reading and Speaking Fashion column titles
A supplementary activity can be given here for students to bring into class a
range of fashion column titles and see if there are more than three categories
of column. See the extended fashion titles below for a challenging task.
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Fashion Columns
T 55
>
Advisors answer sheet for students who need more support

Advisors Answer Sheet

1 A no-no is something you shouldnt do in fashion. I ts a warning.

2 Poppy is someone famous. She has worn an outfit that nobody likes to a
public event. Other famous people, the public and photographers and
journalists probably saw her.

3 How not to are warning columns. They tell you what to avoid wearing or
matching.

4 All the titles use words that begin with the same letter: Heavenly Hot Heels.
We use this technique in poetry.

5 A council is a group of people who give advice on areas they know a lot about.

6 The answer is (c) S/ he looks ridiculous.

Extended fashion column titles for students who need more challenge

>
>

Fashion Columns
T 56
Learning Activity 7 Reading and Vocabulary
Preparing to write fashion columns

A Language Study Fashion columns ( 10 minutes)
This activity provides an introduction to three types of fashion column writing:
current styles, fashion mistakes and adapting looks, through using a
discrimination activity (i.e. students spot the key differences between the
language and purposes of the texts).
I t may help to review the two types of column youve just worked with (current
styles and fashion mistakes) and ask if there are any other kinds of fashion
columns. I ntroduce and pre-teach adapting and ask for a few examples of how
a look can be changed. Examples: to add a tie, a hat, or shiny shoes to make a
look smarter; wear flip-flops to make it less formal.

Students are asked to read the sentences and categorise them according to
purpose using a star for current styles, an unhappy face for fashion mistakes, and
an arrow for adapting looks. The first three are examples, which show the
students language clues to help them to categorise.

By the end of this activity, students should (a) have noticed, and with the
teachers help, become sensitised to the language resources that typify each type
of column (current styles, fashion mistakes, adapting looks) (b) have had practice
in discriminating column types from each other.

Answers and key phrases that students should highlight:

(d) fashion mistake her big toe was on the catwalk five minutes before the rest of her
(e) current styles * polka dots are still in style are totally awesome
(f) current styles * sixties style ties are massive on the male catwalk
(g) adapting looks q works well if you dress it down with
(h) fashion mistakes How NOT to Betty doesnt seem to know
(i) adapting looks q accessorise with a for a more look

B Vocabulary Review Preparing to write ( 20 minutes)
This is a recycling activity that works with the first and last components of key
phrases that will be used in the drafting process.

This is language support work in preparation for writing, so students should also
have enriched their vocabulary a little by the end of the activity. Note: some of
the vocabulary items are slightly different from those in the preceding activity in
order to provide variety.
Answers:
(1) Works well (e) if you dress it up with flashy earrings
Note: More generally, we can also say, Works well with a hat
(2) Stripes are (c) still in style
(3) Dont draw attention (a) to large feet by wearing open-toe sandals*
*Note: I t might be appropriate for the teacher to make a positive comment about large
feet at this point to balance out the intended negative evaluation given in this sentence
from a magazine column.
(4) The secret to (b) mix-and-match is not to (wear the same colour)
(5) This spring (f) is all about smart suits.
(6) Dress this down (d) by wearing it with flip-flops.
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Fashion Columns
T 57
Speaking The final speaking activity here is a round-up to help students to
review which language is typical of the three fashion column types.

Learning Activity 8 Writing Your fashion columns
( 30 minutes to 2 lessons depending on need and depth)
This activity provides a staged procedure to support groups of students in their
planning, development and production of a photo fashion column.

The students should be organised into groups with a maximum of three or four.
This is to ensure effective division of labour and avoid the possibility that anyone
could be part of the group without having to contribute creatively. I n order to
divide up work, the roles of photographer, wardrobe and stylist / model(s)
are given, each having different responsibilities to the following activities:
(1) deciding the type of column they are going to write (current styles, fashion no-nos,
adapting looks);
(2) on the basis of the column type, selecting the clothes collection for 4 separate photos,
and deciding where and how to do the photo shoot;
(3) generating key language for the photos.

I ts important to remember the following practical points as well as to support
and feed in ideas. The following box can be copied and given out as a photo shoot
cheat sheet. A Photo Template is available for use if needed (S42). Finally,
support the students language range by having them use the Fashion Glossary
(S43), which appears after the Photo Template (Learning Activity 8).

Types of Column and Shots for Photo Shoot

(a) A current styles column should show variety so four completely different
outfits should be used. Full or half-body shots might be useful here, so the
column can include head-to-toe descriptions. Remember to use persuasive
language to support the pictures as this column is setting the trend that
thousands will follow.

(b) A fashion no-nos column should show a look that went wrong. Close-ups
are probably more appropriate here, as the point of the article is to focus on one
mistake. For example, the shot might include a blouse and a handbag, lipstick
and nail varnish, or a tie and a jacket that dont match. (These tiny details form a
substantial part of many fashion mistakes columns these days.) The pictures
often blur out or dont show the persons face in order to keep it anonymous.
Keep the approach fun, light and healthy and dont get too critical or nasty
because fashion is about fun, sharing and enjoyment.

(c) An adapting looks column will probably only use 1-2 outfits maximum and
show ways of either (a) making it more or less formal, (b) making it
appropriate for different times of day daytime vs evening wear, and / or (c)
making it more appropriate to the season and temperature. Adapting looks
columns are all about making the best economic use of a single outfit so
considering the budget of your readers is important. The shots that might work
here are full body shots to compare the looks, or half-body shots that focus on
the changes that you have made. Remember to be positive about these changes
and assure the readers that you can make something out of nothing with very
little money.

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Fashion Columns
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Further note to the teacher in preparation for the project
I t will help the students to manage their project through considering the following
and agreeing on some of it in class:

(a) how much time is available for the project, which you will probably want to divide
following the three stages given in the students handout (Learning Activity 8);
(b) what you are expecting and how you are going to mark it as the teacher, e.g. will there
be a mark for team work, for visual impact, variety and creativity, or is the mark simply
for the textual production? Will there be a bias towards good use of vocabulary or phrases
they have learnt? Will you mark up for balance, and down for being overly-critical or nasty?
(c) what will happen to the final product? Will it be displayed, uploaded or kept in a
project folder? Will it become part of the time capsule mentioned in the scheme of work?
(d) record the names of the teams and have them agree their first meeting date;
(e) discuss where the resources are going to come from does the school have digital
cameras students can use? Can students complete the whole project using mobile phone
cameras?
(f) discuss the division of work and responsibilities. Discuss what students are going to do
when they encounter a problem connected with motivation, fulfilling responsibilities, or
disagreeing on content or language. How can they resolve this constructively?
(g) how can students provide for the fact that each person in their team will come with a
different skill set and different capabilities? Some people will be better at English, some
will be good at design, some will have excellent fashion sense. How will they acknowledge
and negotiate this? Will you give marks for this level of sensitivity and maturity in the
project? I f so, how can it be assessed?

Extension I deas
Project 1 Catwalk Creativity
The activities given in this focus section could be used as a base to create a class
catwalk event, which would involve speaking skills where students describe the
collection and how it is being worn. There are many catwalk shows available on
the I nternet that students can watch to learn about commentary and procedure.
See, for instance, Hilary Alexanders Fashion section on the online Telegraph.

Project 2 School Uniform Style Guide Consultative skills
A panel of students consult other students to find out opinions and attitudes
about school uniforms. These are summarised for teachers and parents, who give
feedback. As a result of consulting adults and teens, a photo style-guide is
developed to help students to (a) appear smart and tidy, and at the same time (b)
express their individuality, tastes and creativity in a way that is acceptable within
the social and educational contexts of school.

Project 3 Hairstyles of the World Analytical skills
Students do a survey to compare traditional and pop culture hairstyles either
regionally (in Asia) or globally. They decide on a cline of extremity going from
very simple and natural to extremely treated and dressed hair and explain their
reasons for categorising. I nvolves use of descriptive terms and analytical skills.

Project 4 Footwear Now and Then Analytical Skills
Students do a historical survey of how shoes and shoe-styles developed in a
particular region of the world. They can focus on soles, heels, uppers, colours,
fabrics / materials and overall looks. They might want to do this around a Top 10
Shoe Styles ranking chart. I nvolves the use of researching skills, illustration,
organisation, descriptive terms and analytical skills.

Fashion Columns
T 59
Resources for Fashion Columns

Websites for fashion aimed at teens:

I mportant note: The websites listed on this page are all American as these (a) have a
good range of fashion items and (b) exemplify some of the language used in this module.
I n order to provide a balance in terms of cultural input, teachers may want to undertake a
web search for Chinese, regional or non-American websites that students can browse as
stimuli in addition or to replace the ones listed below.

ELLE Girl
Has short sections on fashion items for young women. Can be used as a good
resource for showing how to mix image and words. (American)
http: / / www.ellegirl.com/ fashion.html

Teenmag.com
The following link has one fashion question followed by a suggestion with links to
other websites. A good place to start for fashion advice. (American)
http: / / www.teenmag.com/ advice/ fashion

ALLOY.com
This site has a short section called Fashion Seen and is a community page where
a person describes their look and other people rate it. Can be used to show the
language of brief clothes descriptions and combinations. (American)
http: / / www.alloy.com

Gurl.com
Aimed at teenage girls, this has guides to such things as fashion and style,
beauty, piercing and even tattooing. Take a look at it for appropriacy and context
for your own students needs. (American)
http: / / www.gurl.com/ topics/ fashionand style

Girlsense.com
Another site which has a fashion slideshow feature, where girls design their own
looks and superimpose images of their faces. Will possibly appeal more to
younger teens: its fairly pink and pretty. Could possibly be used with older,
more analytical teens as a site for discussion and debate. (American)
http: / / www.girlsense.com/ premium/ template_activities.pl?activity=slideshow_
gallery

Websites for the language practised in Fashion Columns:

A website which has recordings of the pronunciation of key basic vocabulary on
clothing and basic verbs. (American English)
http: / / www.esl-lab.com/ vocab/ v-fashion.htm

A short practice activity can be found at this site for general adjectival order.
http: / / www.better-english.com/ grammar/ adjord2.htm

Horoscope Columns
T 60
Horoscope Columns
Teachers Notes

Objectives
use vocabulary to describe personality
read and understand horoscope predictions
write predictions using appropriate language
produce horoscopes that adhere to the typical structural features of this
text-type

Time Needed

Students practise vocabulary to describe Western and Chinese horoscope
signs
I n pairs, students exchange information to complete a table about
horoscopes
I n pairs / small groups, students complete a multiple-choice vocabulary
definition quiz on adjectives of personality
Students add to descriptions of star signs using the adjectives of
personality
Students read 3 Chinese horoscopes and answer noticing questions
focussing on comprehension, language and structure
Students complete sentences to make predictions, then use these
sentence starters to compile horoscopes for classmates / teacher

Materials Required
CD Track 7


Horoscope Columns
T 61
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Horoscope Columns
Teachers Notes

Introduction:
These activities are designed to support students in producing a magazine column:
horoscopes. They begin by focussing on vocabulary typically used to describe the
characteristics of each star sign, using both Chinese and Western horoscopes for
cultural balance (plus students may be more familiar with the Chinese ones).
They work on defining adjectives by guessing from a given context, an important
skill for students to learn in order to develop their reading and vocabulary skills.
To check and consolidate their understanding of these items, they read
descriptions of the Western star signs which use synonyms and then students add
the appropriate adjective from the previous activity. They follow this with a
reading activity focussing on comprehension, language features and structure and
content designed to raise their awareness of this text-type. The final activity is for
students to write their own horoscopes. They practise the necessary grammatical
structures by completing sentences to make predictions. These are then
incorporated into horoscopes for classmates or their teacher.

A Vocabulary Horoscope signs (5 minutes)
This activity provides students with practice of animal vocabulary related to
Chinese horoscopes and introduces the theme of horoscopes.

Students identify the animals and discuss what they represent. Ask them what
the year is now and which animal their birth year is. Introduce the words
horoscope (a description or prediction of things that will happen to you and of
your personality according to the position of the stars / planets at your time of
birth) and star signs (one of the 12 signs of the zodiac the system that uses
birth dates to say what will happen to you in the future).

Answers: The animals (clockwise from top left) are rat, ox, tiger, rabbit, dragon,
snake, horse, sheep, monkey, rooster, dog and pig. There are many versions of
the origin of the 12 Chinese zodiac animals. According to legend, one day the
gods tried to develop a calendar system to keep track of time and decided to hold
a race for the animals on the earth. The first 12 animals to cross the river would
be the signs of the zodiac calendar, and would appear according to their order in
finishing the race. They represent what others think of you or how you present
yourself. For interest, students may visit http://12zodiac.com/learnsigns/
learnsign.shtml for what personality each of them represents. Check current year
and students years of birth at http://chinese.astrology.com/sign.aspx or in an
issue of the South China Morning Post.


You may decide to supply the animal names for students to match to the
pictures. Here is a list to enlarge and cut up:
rat ox tiger rabbit
dragon snake horse sheep
monkey rooster dog pig


Horoscope Columns
T 62
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B Vocabulary Personality adj ectives quiz ( 10 minutes)
This activity is designed to introduce / revise adjectives of personality associated
with character descriptions of star signs.

This can be done in pairs or groups (this might make it more competitive you
could also set a time limit). Discuss whether the adjectives are positive or
negative. Follow up with pronunciation practice of the adjectives, perhaps
focussing on syllable stress (in bold below).

Answers: 1. laid-back (c) +; 2. stubborn (c) -; 3. frank (c) - / + (depending on
context); 4. generous (a) +; 5. bossy (b) -; 6. shy (c) - / neutral (depending
on context); 7. optimistic (b) +; 8. romantic (a) +; 9. intelligent (c) +;
10. sensible (a) +; 11. patient (b) +; 12. adventurous (c) +


You could challenge students more by supplying the sentences with the words
missing (perhaps providing just the first letter) for them to guess and fill in as
well as choose the correct definition.

C Speaking, Listening and Pronunciation Horoscope dictation
and information exchange ( 25 minutes+)
CD Track 7
These activities (a) allow students to listen to and practise pronunciation of
horoscope vocabulary and (b) give students practice in listening and speaking in
pairs in order to share information.

a) Before class, copy the column dictation sheet on T63 so that there is
one for each student. Using the CD (Track 7 - 3: 03 minutes) as a model, allow
students to listen to the horoscope names being pronounced correctly. As they
listen, they should distinguish between the names for Chinese horoscopes and
those for Western star signs and fill in the correct columns (Chinese / Western).
The words are supplied below the table to assist with spelling. You may like to
drill the words as a class afterwards to reinforce the listening practice and
prepare students for the next speaking activity.


Horoscope Columns
T 63

Answers:
The students should have filled in the words in the following order as heard on
the CD (Track 7):


You may decide not to supply the words with the dictation table so that
students have to rely on existing knowledge and deduction from sounds to
spell the words correctly.

Chinese

Western

1.
2.
3.
4. Horse
5.
6.
7.
8. Tiger
9.
10
11.
12. Monkey

1.
2. Virgo
3.
4.
5.
6. Aquarius
7.
8.
9.
10.
11. Taurus
12.

Here are all the words you will need. Some have been filled in for you.

Rat Monkey Pisces Leo Pig Aries Tiger Rabbit Cancer Capricorn Horse
Scorpio Snake Virgo Gemini Rooster Taurus Libra Sagittarius Dog Ox
Dragon Sheep Aquarius

Chinese

Western

1. Rat
2. Dragon
3. Sheep
4. Horse
5. Dog
6. Pig
7. Ox
8. Tiger
9. Snake
10. Rabbit
11. Rooster
12. Monkey

1. Libra
2. Virgo
3. Capricorn
4. Pisces
5. Scorpio
6. Aquarius
7. Sagittarius
8. Aries
9. Cancer
10. Leo
11. Taurus
12. Gemini

>
>

Horoscope Columns
T 64

b) Before class, copy the charts below so that there are enough to give
one to each student (half the class=A, the other half=B). Students work in
pairs. Tell them they must not show their information to each other but that they
should ask questions in order to fill in the missing information on their sheet.
Elicit the types of questions they need to ask, e.g. Which is the animal or symbol
for (Aries)? Which star sign is the (bull)? What are the dates for (Leo)?

STUDENT A

Example question: Which is the animal or symbol for (Aries)?
Star sign Animal / Symbol Dates
Aries March 21 - April 19
Bull
Twins May 21 - J une 21
Cancer
Leo lion J uly 23 - August 22
August 23 - September 22
scales September 23 - October 22
Scorpio scorpion
November 22 - December 21
Capricorn December 22 - J anuary 19
water carrier J anuary 20 - February 18
fish

STUDENT B

Example question: Which star sign is the (ram)?

Star sign Animal / Symbol Dates
ram (a male sheep)
Taurus April 20 - May 20
Gemini
crab J une 22 - J uly 22
Leo lion J uly 23 - August 22
Virgo woman
Libra
October 23 - November 21
Sagittarius archer
goat
Aquarius
Pisces February 19 - March 20
>
>
>

Horoscope Columns
T 65
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D Vocabulary and Speaking Personality adj ectives
( 10 minutes)
I n this activity, students consolidate vocabulary from the previous tasks
(adjectives of personality and western star signs).

Students read the descriptions of the 12 star signs and choose one of the
adjectives from Learning Activity 1B that is most similar in meaning to add to the
description. Ask students to discuss if they are typical of their star signs
description. Note: these are not meant to be scientifically correct descriptions of
the 12 signs theyre just for fun!

Answers: Aries bossy; Taurus patient; Gemini intelligent; Cancer romantic;
Leo optimistic; Virgo sensible; Libra laid-back; Scorpio frank; Sagittarius
adventurous; Capricorn stubborn; Aquarius generous; Pisces shy

Learning Activity 2 Reading Magazine horoscopes (15 minutes)
This activity exposes students to the topical areas typically appearing in
horoscope columns.

There are three example horoscope texts provided which students should read,
then they can discuss the questions in pairs / groups (circling the correct animal),
or if you prefer, you could lead it as a whole class discussion so that you can
ensure they are focussing on the correct language, etc. I n question (h) ensure
that you draw students attention to the structures that follow these forms so that
they are aware of the correct usage for their own production later.

Answers: a) dog; b) rooster; c) dog; d) pig; e) pig; f) will; g) modal verbs
e.g. may, might; h) imperative e.g. be (+adjective), try (+to infinitive), avoid
(+verb+ing); i) about 40 words; j) you; k) topics not included in texts are
crossed through in boxes below; l) see boxes below

emotions (feelings)
pig, rooster, dog
relationships
rooster, dog
school / work

finance (money)
dog, pig
decisions
rooster
health
rooster, pig
entertainment the past


You could supply pictures of the respective star sign symbols so that students
have an idea of the meaning of the word before they tell their partner, then
they may be able to define it for their partner more clearly.

This could be prefaced with dictionary work to identify and define the star sign
symbols.

Horoscope Columns
T 66
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The questions could be turned into simple yes / no questions concentrating on
one text at a time, e.g. Rooster Will s/ he make good decisions today? Y / N.
This reduces the load on students having to read and understand all three
texts and questions together and simplifies the task.

Learning Activity 3 Writing
Horoscopes for your classmates ( 25+ minutes)
This activity consolidates the language features of horoscopes by providing an
opportunity for students to write predictions.

Students can work individually to complete the sentences. Monitor carefully to
check they are using the correct forms after each verb. They then choose
classmates or someone else (e.g. teacher, favourite pop star) to write a
horoscope for. Agree with students on the number of horoscopes they should
write. They should write the star sign (they can select Western signs or Chinese
animals) at the top and add a symbol / picture if they want to. Remind them to
write about 40 words for each horoscope and to decide if it is a generally good or
bad day for that person so that their horoscope is appropriate. They should also
try to include some of the vocabulary learnt in the lessons to describe the
persons personality or behaviour for that day.


This activity could be extended by asking students to produce more
horoscopes and setting criteria for them to conform to, e.g. one horoscope
should be negative about money; another must have good news about
relationships.
Alternatively, they could try to produce horoscopes which illustrate that star
signs personality according to the previous work done on adjectives, then
other students have to guess which star sign it is for. More able students
could also be encouraged to produce longer texts incorporating all aspects of
a persons life (e.g. money, love, health, work, travel) for prediction.


Horoscope Columns
T 67
Resources for Horoscopes

Websites for Horoscopes:

General astrology
This site covers all aspects of astrology, including Chinese horoscopes. The
language is quite challenging. I t has a section aimed specifically at teens.
http: / / horoscopes.astrology.com/ index/ dailyteenindex.html
http: / / www.astrology.com

Teenage horoscopes
This site has descriptions of each star sign in very colloquial language so it is
quite challenging.
http: / / www.atomicteen.com/ horoscopes

Teenage horoscopes
This is a slightly more mature / serious teen horoscope site which although
containing colloquial language and abbreviations, has fairly short manageable
texts of about 40 words.
http: / / www.alloy.com/ astro

Teaching ideas for teachers:

A site with lots of practical ideas based on magazines for teachers to try out in
the classroom.
http: / / www.teachingenglish.org.uk/ try

Gadget Columns

T 68
Gadget Columns
Teachers Notes

Objectives
express their opinions about the usefulness of gadgets
use lexical phrases to explain the features of gadgets
write a simple gadget column

Time Needed

Students rank a number of gadgets on a scale of usefulness
Students match four gadget columns with four peoples needs
Students listen to four people choosing their gadgets and explaining their
choice
Students complete language analysis noticing tasks
Students write a simple gadget column

Materials Required
Your own collection of gadget columns as supplementary materials
CD Tracks 8, 9, 10 and 11
(Optional) Game cards (for display) on CD-ROM

Gadget Columns

T 69
Gadget Columns
Teachers Notes

I mportant Note: This unit of work, Gadget Columns, is pitched at a slightly
more challenging level of complexity with regard to vocabulary and grammar than
the other materials in the resource package. As such, teachers should consider
the materials carefully to ensure they meet students needs and adapt where
necessary.

I ntroduction:
These activities expose students to a different type of column handy gadgets: a
mobile phone, a tin opener, a toenail cutter and a wind-up computer. Students
consider and discuss their usefulness to their own needs, and then read columns
which describe and positively evaluate the gadgets. They take part in a card
game where they decide which of these gadgets most meets their characters
needs. There is also a listening activity which allows students to see which
gadgets each person would choose and the reasons why.

I ncluded are two types of language analysis work: one on the language of
evaluation and one on the parts and stages that comprise the genre of gadget
columns. The final activity provides some opportunities for students to talk about
the types of gadgets that might be made in the future to help teachers. This
finishes with ideas to base a gadget column for teachers on.

Gadgets? Who needs them? ( 10 minutes)
This activity provides students with a fluency-focussed speaking activity to allow
them to discuss the usefulness of a gadget for their current lifestyles and needs.
This stage sets the groundwork for the following three stages.

This is a group discussion activity preceded by a definition box. You may like to
start the class by showing students your own favourite gadget, pre-teaching the
word and thinking about the use. The first box on the students handout Choose
the correct definition of the word gadget has three options. This can be used as
a checking activity after you introduce your own gadget.

Answers: The correct answer here is (c) a small useful, cleverly-designed
machine (or tool). (a) is a toy; (b) is a grapefruit.

Put students in groups of four for the speaking activity. The students are asked
to rank the gadgets (a mobile phone, an electronic tin opener, a long-reach
toenail cutter and a wind-up computer) in terms of their usefulness to their own
lives. You may like to pre-teach or review the following language in order to
support students in the task:

I d (I would) put the mobile phone as my first choice because...
I d rank the wind-up computer very high / very low because I (dont) need...
I cant imagine ever needing a / an... because...
I would never need...

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Gadget Columns

T 70
Note: The items in this section represent a deliberate starting point as many
students may feel the gadgets are decidedly un-useful to them. The card game
and listening activity which follow introduce the students to people with
circumstances where these gadgets would come in very useful. I t may be that the
activities present an opportunity for students to consider perspectives and needs
other than their own: a capability of increasing importance at senior secondary.

Learning Activity 2 Reading and Vocabulary
Meeting a persons gadget needs ( 20 minutes)
This activity provides students with an opportunity (1) to be exposed to the
language of description and evaluation by reading four gadget columns; (2) to
select which gadget is most appropriate for the character on the card they have
chosen; and (3) to justify their choice to their group.

Materials needed: Copy and cut up the four character cards for each group of four
students: one card per student. (The cards are available on the CD-ROM.)

Keep the students in groups of four. Ask them to read the Gadget Corner
columns and do any dictionary work needed at this point. Tell students they are
going to choose one of the gadgets, this time not for themselves, but for a
different person who may have different needs from them. Pre-teach the names
of the four characters: Murat Bradley, Nina Christensen, Martha Abdou, and J ulia
Chen. Tell them that these people are from different places around the world.

I nfo for the teacher about the character cards (do not give this information to the
students).
1 Murat Bradley is a busy chef in Libya, who can make good use of the electronic tin
opener;
2 Nina Christensen is a retired swimming coach in Denmark, who is organising a
swimming gala involving many people and therefore could benefit from the mobile
phone;
3 Martha Abdou is an African child, who may benefit from the wind-up computer;
4 J ulia Chen is a young Hong Konger with a back problem and therefore needs the long-
reach toenail cutters.

Before giving out the cards, tell the students when they receive the cards, they
will become the characters and will meet each other, exchanging information
about what they do, where they come from, what their interests are and finally
talk about any needs. The characters discuss these products together and
negotiate who should have which product and why.

Give out the cards face-down, four per table. The students should each pick a
card and read it carefully, attending to lifestyle and comments made about the
character before speaking.

Monitor the language used by students and collect examples of good language
use and key errors for feedback after the game. Examples of good language in
use may be: Well, I feel I need the XXX because I have a XXX and it will help
me to XXX.

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Gadget Columns

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Learning Activity 3 Grammar, Vocabulary and Listening
Describing and selecting gadgets

NB: Sections A, B and C in Learning Activity 3 are ordered from relatively easy to
more complex. Select according to accessibility and challenge.

A Language Study Evaluating gadgets ( 10 minutes)
This activity provides an opportunity for students to study a number of
grammatical structures and vocabulary phrases used in the language of
description and positive evaluation. This is achieved by means of noticing
questions, which some of the students may need support with.

The way you run this activity will depend on the abilities and needs of your
students. I f you have students who need a lot of support, put them in four
groups and give them one question per group (question 5 asks which phrase is
their favourite and can be done after the students notice the language using
questions 1-4). I f you have students who need more challenge, set questions 1-5
and give them a time limit. Support with input, dictionaries, and extend students
ideas while they are working through the concept questions.

Answers:
1 (b) Not only ... but (also) ...
2 (f) I ts the fastest model , also (i) Coming top of our list
3 (m) is known for
4 positive nouns / adjectives / adverbs: savvy (means knows how to, its
clever the root of this word is from the French savoir meaning to know);
powerful yet simple; works effortlessly; is the brain-child of; easy-to-
use positive ed and ing non-finite phrases: coming top of the list is ... ;
improved
5 This is an open question which allows students to choose according to the
phrase that has the most impact on them.


Focus the students on items (e), (f), (h) and (j) only. You could use this
opportunity to give further controlled practice of superlatives using the
following website:
http: / / web2.uvcs.uvic.ca/ elc/ studyzone/ 330/ grammar/ regcom.htm

B Reading Parts of a gadget column ( 15 minutes)
This activity provides students with guidance about the generic staging of a
simple gadget column. Students are exposed to a series of moves that describe
and positively evaluate the item.

Have students cover up the left-hand column and read the example text. Can
they identify any of the moves, e.g. say what the tin opener is made of? Have
them read the left-hand column and write the numbers in the brackets provided.
By the end of the activity, and with the teachers help, the students should be
more aware of the fact that a column such as this is a series of statements which
include:

(1) adjectives / superlatives to positively describe the item;
(2) language saying what the item is capable of doing (e.g. allows you to);
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Gadget Columns

T 72
(3) present and past participles (e.g. opening up to, made of) to describe what
the item can do or its materials; and
(4) language to describe accessories and what you can do with it (e.g. it includes;
it will fit well into a...).

Answers:
Parts of column:
(b) mention size / where it can go (8)
(c) describe the material it is made
from (5)
(d) describe the main benefit (2)
means practically (speed / quantity) (4)
(f) describe extra features /
equipment it has (7)
(g) say how excellently it runs /
works evaluation (6)
(h) say how fast it can do
something evaluation (3)
Example phrases:
opener
(3) Opening up to five tins a minute,
(4) its the fastest model on the
market.
ergonomic design


See partially completed sheet on T73 which simplifies the task for students.

Gadget Columns

T 73
B Reading Parts of a gadget column

Parts of column:

(b) mention size / where it can go ( )
(c) describe the material it is made
from (5)
(d) describe the main benefit ( )
means practically (speed / quantity)(4)
(f) describe extra features / equipment
it has ( )
(g) say how excellently it runs / works
evaluation (6)
(h) say how fast it can do something
evaluation ( )
Example phrases:

opener
(3) Opening up to 5 tins a minute,
(4) its the fastest model on the market.
ergonomic design

C Language Study* Information packaging (10 minutes)
This activity is designed to raise students awareness of the layering effect of
non-finite and finite clauses which work to describe and evaluate a gadget. It is
provided for students who need more challenge.

Language note for the teacher (grammar reference only)

A finite clause has a verb that shows tense and person, e.g. the machine (third
person Subject) works (finite, third person present simple verb) effortlessly.

A non-finite clause uses verbs that do not show tense and person but which add
to meaning. In the texts in Gadget Columns, they are typically present or past
participles, e.g. Made of stainless steel (past participle), and Opening up to
five tins a minute (present participle). Here, the participles act as adjectives and
serve to positively evaluate the item.

(Note that non-finite forms also include different types of infinitives: to go
infinitive with to; go bare infinitive, etc).

Most sentences in Gadget Columns use a combination of finite and non-finite
clauses.

The use of layers of non-finite (also known as dependent) clauses is one of the
main means by which evaluation is achieved in gadget columns and other texts.

The language items finite and non-finite are not introduced to the students.
Teachers may consider using terms which students are more familiar with. For
example, they may use past participle and present participle to explain the
functions of non-finite clauses.

Finite clauses appear in black shapes with white writing in C Language Study.
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Ask students what the main way of evaluating a product is. They are likely to say
use adjectives. Then ask students what types of adjectives there are in English,
and accept vocabulary items that give size, origin, shape, material, quality. Ask
them to think about whether there are any other words that act like adjectives in
English, then lead them through the first box: Made of stainless steel. Have
students pick out the words that act as adjectives, and then focus their attention
on the use of layers of descriptive and evaluative phrases, with a conjunction
and joining the phrases. As a follow-up activity, you could ask students to see if
they can find any more phrases that work like this in the descriptions on S50.
See below for some examples:

Mobile phone: Featuring (non-finite, present participle) it is (finite) a model
Tin opener: Opening up to (non-finite, present participle) its (finite) the fastest
Toenail cutters: Coming top of the list (non-finite, present participle) are (finite)
these ...
Wind-up computer: Announced as (non-finite, past participle) this is (finite) the

Students could be asked to write their own layered descriptions using something
they can find in their pencil-case as a stimulus.

D Listening Choosing gadgets ( 10 minutes)
CD Tracks 8, 9, 10, 11
This activity provides students with short, intensive listening texts to practise
retrieving information connected with choice and justification (why people chose
the gadget).
Have students review their choices from the speaking card game Learning Activity
2, and tell them they will hear these people speaking about their choices. Play CD
Tracks 8-11 and (a) have the students simply match during the first activity. I n
the second, (b) have them take notes on why the people would like these items.

Tapescript CD Tracks 8, 9, 10 and 11
Learning Activity 3D Listening
Gadgets people chose (with key reasons in bold)

CD Track 8 (0:34 minutes) Speaker 1 (Murat Bradley)
What me? Id definitely go for the electronic tin opener oh yes! That would cut my kitchen
preparation time down by hours and allow me to work on other things. So busy in the kitchen. Im
not sure where I would put it but it seems fairly compact. There are loads of things available in the large
stores here in Libya, so Im sure I could pick one up easily.

CD Track 9 (0:37 minutes) Speaker 2 (Nina Christensen)
Well, with so many people in the swimming gala I can barely organise them. What would be useful for
me is the mobile phone that I can keep photos of people on. Im not very good with technology but I do
like gadgets so this would be ideal. I would be able to email people straight from the phone with
details of the next practice. It would be great. Im not sure if theyre out in the shops yet in Denmark
though.

CD Track 10 (0:40 minutes) Speaker 3 (Martha Abdous mother)
Umm, were not working at the moment so havent got much income. If we could have the wind-up
computer for our Martha, she would love it. Shes mad about taking photographs and loves to learn so
if she could have a computer like that she would be able to learn more. I heard they can run for half
an hour if you crank them up for just ten minutes. Theyre incredible machines. Can we get them in
Cameroon?

CD Track 11 (0:34 minutes) Speaker 4 (J ulia Chen)
You know, I dont want to sound like an old woman or anything, but Ive been having really bad trouble
with my back recently I can barely lean over, and I havent been able to touch the floor for ages so if I
could have those long-reach toenail cutters, that would be fantastic. Are they available in Hong Kong?

Answers: (a) Murat = 4 electronic tin opener; (b) Nina = 1 mobile phone; (c)
Marthas mother = 2 wind-up computer; (d) J ulia = 3 long-reach toenail cutters
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Learning Activity 4 Speaking and Writing
Teacher needs a gadget

A Speaking Teachers gadgets ( 5 minutes)
This activity provides opportunities for students to generate ideas about the types
of work teachers do in preparation for the following productive writing stage.

This is a short speaking activity, which aims to get everyone in a group of four
involved. There are four questions and a description of who should answer each
question. The aim of the activity is to have students generate ideas about what
types of work a teacher does and what gadgets s/ he already uses to help her /
him, and what gadgets could be invented to help her / him with her / his work.

Support all ideas, and round-up by feeding in points such as board-work,
classroom management and homework marking as these are the inventions
that are mentioned in B Writing.

B Writing A gadget column ( 15 minutes depending on group)
This stage provides supported writing production practice for gadget columns.

Students are introduced to the idea that in the year 2023, there will be some
excellent gadgets to help teachers to do their work: an intelligent classroom
board, classroom management glasses and a homework filter. They read
the short descriptions of the functions of the gadgets.

Did students guess any of these gadgets? Ask students which one they like the
best. Take one as an example and writing the phrases on the board, ask students
if they are descriptions or evaluations? (They are descriptions only.) What must
columns have? (Frequent positive evaluation.) Have students brainstorm what
language they could use to give a positive message about these products for an
online magazine column for teachers. Have students draft the piece in groups and
support them with phrases such as those below (note the use of present and past
participles as well as other adjectives):

highly intelligent
easy-to-clean
effortless to programme
voice-activated
sensitive and sleek
sensitive and accurate
made from chrome / silver / glass
checking homework at a rate of five scripts per minute


Support students by using the partially completed sheet for an intelligent
classroom board (see T76).

This unit of work, Gadget Columns, is already pitched at a challenging level of
complexity with regard to vocabulary and grammar.
Teachers can ask students who need more challenge to use the three
inventions given in this section as starting ideas, and to create an invention
of their own (see sheet on T76).
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T 76
Learning Activity 4 Speaking and Writing Teacher needs a gadget

Topping the favourites this month with teachers around China and the rest
of the world is the intelligent classroom board: Alistair.
Not only can the board ________________________________________
it can also _________________________________________________.
With several major new features, the board is receiving rave reviews in all
educational sectors, and even children seem to like them.
Featuring a microphone which lets you ______________________
__________________________________________________________.
Once the board understands what you want, it _____________________
___________________________________________________________
Designed to have three settings, teachers and students can choose from:
___________________________________________________________
___________________________________________________________
___________________________________________________________
Perhaps one of the best features of Alistair, the intelligent board, is its
personality, which means ______________________________________
__________________________________________________________.
Last but definitely not least is the boards beverage & sweet function,
allowing teachers to _________________________________________
and letting students _________________________________________.

Learning Activity 4 Speaking and Writing Teacher needs a gadget
Partially completed sheet for students who need more challenge

I nfo Sheet

Write a column about an invention to help teachers to do their work more
easily, with less stress and more creativity. Here are some facts about
teachers:
(1) teachers stay on their feet and use their voice all day long
(2) teachers like their students to enjoy learning
(3) teachers like their students to make great progress
(4) teachers dont like marking homework very much
(5) teachers like speaking to their students and hearing their opinions
(6) teachers often have to carry heavy books around with them
(7) teachers have to attend meetings before and after school finishes as
well as in the holidays
(8) teachers love it when their students do well in the exams

>
>
>
Gadget Columns

T 77

Extension I deas

Project 1 Techy Gadgets Creativity
Use the SCMP Sunday magazine, which regularly has features on the latest
electronic gadgets or similar sources, to have students create a wall display of
their top ten gadgets. Alongside the display, have students create a list of
common evaluative terms.

Project 2 School Uniform Gadgets Creativity
Have students re-design their school uniforms to make them intelligent, for
example a cuff that is also a voice recorder, or a button that is also a pencil
sharpener. What gadgets would be of most use to students? What are they made
from and how do they work?

Resources for Gadget Reviews

I mportant note of caution to teachers

The I nternet has numerous sites which advertise and sell gadgets, all of them
tending to sell to an adult market, which means that although gadgets that may
be interesting and entertaining for students are available, they may appear
alongside gadgets that are violent, intimate or suggestive. I nstead of relying on
websites whose content you cannot control, it may be wise to make a collection of
photos of gadgets that you find useful, and compile a bank for class use.

For the above-mentioned reason, the following websites are suggested with
caution: please carefully preview and select the areas and items that you would
like your students to review before setting up any activity.

Websites for Gadget Reviews:

Gadget Reviews
A website containing reviews of a variety of gadgets, such as cameras, gaming
gadgets, mobile phones or kids gadgets. The site is written in language aimed at
an advanced-level student. Caution: this website may contain adult intimate or
violent items.
http: / / gadget-reviews.org

Coolest Gadgets
The reviews in this website cover gadgets ranging from the practical (e.g. home
gadgets) to the innovative (e.g. conceptual gadgets). Teens may find wacky
gadgets or pet gadgets appealing. Caution: this website may contain adult
intimate or violent items.
http: / / www.coolest-gadgets.com

Gadget Reviews /
The content and length of the most popular reviews on this website vary.
Teachers might like to select ones that are appropriate for use with their students.
Caution: this website may contain adult intimate or violent items.
http: / / www.gadgets-reviews.com/ popular


T 78
Teachers Notes

Objectives
identify and understand advertising slogans and logos
recognise a variety of advertising strategies and terminology to describe
advertising
understand and use some devices commonly used in advertising, e.g.
imperatives, rhetorical questions, rhyme, alliteration, and puns
analyse an advertisement in terms of its structure, language and
underlying strategy, using a simple framework
think critically about an advertisers intentions and message
present and justify their point of view to others
produce their own ideas for advertising slogans and an advert or
commercial

Time Needed

Students brainstorm ideas about placement of advertising and use an
interactive website to locate adverts
Students complete a series of activities focussing on advertising logos and
slogans and the techniques they use, such as grammatical features and
the top 20 words
Students read tips for writing slogans, analyse examples and practise the
imperative as used in slogans
Students discuss advertising stereotypes and target markets
Students read about lines of appeal used in advertising and decide which
lines of appeal example advertisements are using
Students listen to radio commercials and answer questions about
advertising strategies and discourse features such as rhythm and pitch
I n small groups, students revise the main features of an advert with a
categorising activity and then plan and produce their own adverts (a
poster or a radio commercial)

Materials Required
A selection of advertisements from magazines, leaflets, etc. demonstrating
examples of slogans and logos
CD Tracks 12, 13, 14, 15 and 16
(Optional) Flashcards from CD-ROM


T 79
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Advertisements
Teachers notes

I ntroduction:
These activities focus on advertisements and commercials and the techniques
they use to persuade and influence consumers. Main language features include
imperatives and questions as well as subject-specific vocabulary relating to
advertising. Students will consider concepts such as lines of appeal and target
audience. Core tasks include analysing advertising slogans and other key features
of advertisements and commercials, listening to three radio commercials for
analysis and creating an advertisement or commercial incorporating the key
concepts and techniques.

Note: This unit is divided into two main areas: (1) advertisements, which here
refer to print advertisements, such as those which may be found in magazines,
newspapers, on billboards and leaflets; and (2) commercials, which here refer to
advertising which may be found on TV, radio and the I nternet.

Learning Activity 1 Speaking Logos and slogans
A Speaking I ntroduction ( 10 minutes)
This activity introduces students to the topic of advertising and where textual
advertising items might be seen.

You will need to bring in some items which have advertising / logos on them (e.g.
a Nike cap, a McDonalds cup) and show them to students. Elicit what they are
and accept their answers even if they dont immediately say adverts. Then display
http: / / pbskids.org/ dontbuyit/ advertisingtricks/ bethead
detective_1.html on the projector and ask for volunteers to come and click on the
picture where they think the ads are. I f you prefer, students could do the activity
in small groups on computers.

Now go back to your items and ask students what they think they are now
(adverts?).
Drill and practise the pronunciation / word stress on advertisement, advert, ad
and to advertise. Point out to students that the terms advert and ad are
interchangeable and both are acceptable abbreviations with no change in
meaning.

Ask students to brainstorm as many places as they can where we see adverts.
You could make it competitive by seeing who can come up with the most ideas.
You could make your own list on the board and see if there are any they hadnt
thought of and ask them to add to their lists. You may need to check some of the
vocabulary (e.g. airship, helicopter banner, sky-writing, exterior, billboards).

Suggested Answers:
Magazines, newspapers, mobile phones, MTR, TV, bus stops, trams, radio, the
I nternet, bags, clothes, shoes, TV on buses / trains / taxis, side of buildings,
ferries, shop windows, food packaging, airships, street billboards, computer
games, football pitches, helicopter banners, sky-writing, free gifts, train exterior,
leaflets / flyers, sportspeoples uniforms


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To assist students who may not have the necessary vocabulary you could
provide a list with some of the correct answers mixed in with some that are
unlikely and ask them to circle / tick the places they think theyd see adverts.
You may choose to omit some of the more challenging items (e.g. airship,
helicopter banner, sky-writing, exterior, billboards), or you could teach them
as additional items after the selecting activity.

B Speaking Logos ( 5 minutes)
This activity raises students awareness of advertising logos and their prevalence
in our everyday lives. I t introduces students to the nature of the communication
of ideas through images.

Before class, copy the cards below so that there are enough to give each
student one (A or B). Give one Student A card to half the class and one Student
B card to the others. Students work in pairs (A+B) and take turns drawing the
logo of 2 companies for their partner to guess. Emphasise that they should do
this without speaking. (Be prepared with an example in case students dont know
what that logo looks like.) Fast finishers can try to draw some more logos. Go
through the info box with the class to clarify exactly what a logo is.

STUDENT A
You cannot speak to your partner.
On the back of your card draw a
picture to make Student B say these
words:

1. McDONALDS
2. X-BOX (or X-BOX 360)

These pictures are called LOGOS.
Can you draw any more logos?
Does your school have a logo?

STUDENT B
You cannot speak to your partner.
On the back of your card draw a
picture to make Student A say these
words:

1. NI KE
2. MTR

These pictures are called LOGOS.
Can you draw any more logos?
Does your school have a logo?

C Speaking and Listening* Products and brands ( 10 minutes)
This activity allows students to clarify the difference between a product and a
brand.

To do this activity you will need to collect some pictures of products
(without any obvious logos) and pictures of items with brand names on
them, e.g. a generic sports shoe and a picture of a Nike shoe.
Show the generic item picture and elicit what it is (e.g. trainer / sports shoes)
and then show pictures of different brands (e.g. Converse, Nike, Adidas) eliciting
brand names from students if possible. Show second product (e.g. sweets) and
ask students to give examples of brands (e.g. Skittles, M&Ms, Fruitips) then show
example pictures of different brands. Follow this up with students going to
http: / / pbskids.org/ dontbuyit/ buyingsmart/ costofcool.html. Students work in pairs
to complete the online quiz.
Students could research using the I nternet to find out how much the price of a
simple white shirt can vary according to whether it is a well-known brand /
designer name or not. I f you dont have computer access, use the following
information to read out to students so they can fill in the table on their handout
(key information, to be read more slowly and clearly if necessary, is underlined):
>

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For the teacher to read out to students if a webquest is not possible:
The first shirt I liked was from Armani, and that cost two thousand dollars I
couldnt believe it! So I looked at an English brand called Thomas Pink because I
know they sell nice shirts. The best price I could find was seven hundred and
seventy-five dollars. I decided I d better look for something cheaper so I went to
Giordano and thankfully I got a shirt there for a hundred and twenty dollars.

Elicit why the Armani shirt is the most expensive (designer brand / advertising
cost / reputation means people will pay more). Do students think the quality is
any better?

D Speaking Slogans ( 5 minutes)
This activity is designed to raise students awareness of advertising slogans and
their features.

This activity is designed to elicit some well-known slogans from students. You
may prefer to select some slogans that are currently popular in Hong Kong if you
feel your students might not know the examples given. Once the students have
provided the slogans, you may want to stretch the students to discuss how the
slogans work. The four true / false questions are designed to draw attention to
the key features of slogans in preparation for students own production.
Answers: (Slogans with some commentary) I m lovin it (informality in tense
continuous form and contraction); Hello Moto (direct address); I mpossible is
nothing (inversion of a well-known saying nothing is impossible; J ust do it (an
imperative); Asias world city (the use of world here may work to increase the
importance associated with Hong Kong by centralising it).


I f students are struggling to fill the gaps, you could provide the missing words
on the board (jumble the order up and maybe add a couple of extra
unnecessary words to make it a bit more challenging).

Answers: (True / False questions) (1) True; (2) False: Slogans should be short
and simple; (3) False: They often include the brand name but not always,
particularly when it is a very well-known brand and slogan (e.g. Nike); (4) True

Learning Activity 2 Grammar and Vocabulary Features of advertising slogans
A Grammar What language do advertising slogans use?
( 15 minutes)
This activity is designed to raise students awareness of typical language features
used in slogans.

I n pairs, students should discuss the three example slogans and choose which
one they like best. Encourage them to articulate why if possible. Go through the
information box with them and clarify each language feature, then ask them to
identify which feature(s) each slogan contains.

Answers: (1) triplet (2) alliteration (b sound) (3) made-up word (Chinese+easy)
/ single word (4) pun / opposites (5) pun (6) single word (imperative) (7)
triplet / rhyme (ace sound) (8) pun (9) rhyme (ook sound) / pun (10) rhyme /
triplet (repetition of ot sound) / also an example of assonance (to have bottle
means to have courage, and milk here is sold in bottles)
(11) rhyme / made-up word (snoozepaper) (12) alliteration (dr sound)

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B Vocabulary The top 20 advertising words ( 15 minutes)
This activity introduces students to the most frequently used vocabulary items in
advertising and provides students with practice in using these words in a slogan.
Ask students to select the 5 words they think are used most in adverts. Omitting
words such as "the" and "and", these are the 20 most frequently used words in
slogans:
(1) you (2) your (3) we (4) world (5) best (6) more (7) good (8) better
(9) new (10) taste (11) people (12) our (13) first (14) like (15) dont
(16) most (17) only (18) quality (19) great (20) choice
Source: ADSlogans Unlimited Database (http://www.adslogans.co.uk/ans/creslo26.html)
Students should then try to write their own slogans using at least 3 of the top 20
words in each one. The products have been provided to help with their ideas.

C Reading and Vocabulary Tips for slogan writers ( 10 minutes)
This activity provides guidelines for writing slogans in preparation for students
own production and consolidates this with a discrimination activity on good / bad
slogans. I nstructions are given on the students handouts.
Answers: A good slogan SHOULD: a) be memorable b) usually use the product /
brand name e) be simple g) include a key benefit / advantage i) be believable k)
give positive feelings about the brand l) differentiate the brand; A good slogan
SHOULDNT c) be negative d) copy other peoples slogans f) make the reader say
oh yeah? or so what? h) be too difficult to understand j) use difficult
technical or formal words.
Here are some suggestions for points about the six examples of slogans:
1. Good example uses brand name, repetition and pun (Tictac / tactic); short
and simple
2. Good example uses brand name, rhyme (vest / west) and key benefits /
services (save / invest)
3. Poor example no brand name (could be any company); doesnt use any
wordplay / effects
4. Poor example negative message
5. Poor example too complicated / difficult to understand; uses technical
terms; no brand identified
6. Very good example short and memorable; uses brand name, rhyme /
wordplay; strong brand identity

D Grammar I mperatives in slogans ( 5 minutes)
This activity exposes students to a key language feature of slogans: imperatives.
Go through the information box first to clarify the language points then students
should identify the examples of imperatives in the sentences. Point out that not
every sentence uses an imperative.
Answers:
a) Dont buy anything else.
b) Come to our shop today!
c) We think we are the best.
d) Try our sandwiches first.
e) I f you need shoes, we have the biggest choice.

Language note for the teacher
Sentence (c) uses two verbs in present simple to give an opinion: the first verb is
think and the second verb is a form of be (are). I mperatives are not used to
give opinions; they are the form we use when we give instructions.
Sentence (e) uses a first conditional for possibility.
NB: I mperatives can be modified by adverbs such as j ust, only or now.


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Commercials
Teachers Notes

Learning Activity 1 Listening, Speaking and Reading
Analysing advertisements
A Listening and Watching An American TV commercial
This activity allows students to develop their critical thinking skills by analysing a
TV commercial.

This activity should be set for homework as it requires students to watch a
commercial online. Assign half of the class to watch the Levis advert and the
other half to watch the Pepsi advert. You could cut up the slips below to indicate
which advert each student should watch.

Homework:
Go to http: / / pbskids.org/ dontbuyit/ advertisingtricks/ whatsinanad.html and click
on the Levis commercial. Write notes to answer the questions on S60.

Homework:
Go to http: / / pbskids.org/ dontbuyit/ advertisingtricks/ whatsinanad.html and click
on the Pepsi commercial. Write notes to answer the questions on S60.

Answers: (P= Pepsi advert; L= Levis advert)
1 Are there any signs for the product? Yes (in both but Levis one only
appears at the end as part of the slogan); Pepsi shows logo and product
(bottles)
What do we call these? Logos
2 Is music used? Yes How? To add atmosphere (both); to represent different
eras ( P )
3 Write some of the language used. Have a Pepsi; Pepsi generation; Hit / Miss
(on the board in 1960s); Simply irresistible; say Pepsi please ( P ); None
music is in Spanish ( L )
Is there a phrase connected with the product? The J oy of Pepsi; For those
who think young ( P ); Levis Flyweight J eans ( L )
4 Is dance or movement used? How? Yes group dance sequences to
represent different eras / styles ( P ); J eans moving to music out of
control ( L )
5 Are any of the key advertising words used? You, taste, new, people ( P ); No,
there are no words spoken in the advert ( L )

B Speaking I nformation exchange ( 10 minutes)
This activity allows students practice in speaking and listening by taking part in
an information exchange activity about their adverts.

This activity could be done in class as a follow-up to the homework. Do a couple
of examples first with students, eliciting suggestions about which category the
items could go in. Ensure students work with someone who watched the other
advert from them. They tell each other what they found out about the advert,
then together decide which category each piece of information belongs in.

>

T 84
S
6
1

S
6
2

Suggested Answers:

C Speaking Target markets (10 minutes)
This activity is designed to raise students awareness of images used in
advertising.

Read the info box together, then check whether students understand the term
target market (the group who the company wants to sell their product to).
Individually students find four target groups in the word box, then check in pairs.
Next, students discuss which picture they would choose for each type of
advertisement. Point out there are no real correct answers here. Accept their
ideas as long as they can explain their choices.

Answers:
appleorangepearhousewivesbananapeach
bookmagazineteenagerswebmagpamphlet
chairstooltablemirrorbenchworkingwomen
rabbitchickenmonkeyretiredpeoplemouse

D Reading* Lines of appeal (15 minutes+)
This activity introduces students to lines of appeal used in advertising.

Language note for teachers

A line of appeal is a technique used by advertisers which works on an emotional
basis to persuade consumers to buy items. This section works with the following
lines of appeal: novelty, celebrity appeal, peer pressure, brand appeal,
credibility, emotions, amazing effects of products, sex appeal, reinvent yourself,
social ladder (hopes / dreams).

a) To facilitate this activity, it is suggested that teachers provide a set of links to
the advertisements on websites and students can either look at them for
homework or you could do a computer lab lesson. The links / advertisement
details are provided on the following page:

Image
Dance / movement;
celebrity; costumes;
different eras fashions;
colours (black / white)
Sound Words
Music; lyrics;
slogan (sung)
Top 20 words
(you, taste, new,
people); slogans

T 85
I nstructions:
(1) Go to the websites below and find the adverts
(2) On http:/ / www.adflip.com, you need to search for the advert by
year, then click e-card to see a larger view

Set 1
http:/ / www.adflip.com
Advert A #10671 Gant clothes (1995)
Advert B #10890 Maxi eyeshadow (1982)
Advert C #13856 Tommy Bahama (2001)
Advert D #13621 Got milk? (2000)

Set 2
Advert A #12749 Renault Espace (1999)
Advert B #2070 Landlubber clothes (1972)
Advert C #12232 Hubba Bubba (1980)
Advert D #10215 Altoids mints (1998)
Advert E #12184 Twizzlers (1995)

Set 3
Advert A #1157 J ello cake (1982)
http:/ / www.adsoftheworld.com
Advert B for Kelloggs Fruit & Fibre Snow White

Set 4 http:/ / www.adsoftheworld.com
Advert A Samsung phones
Advert B Pessek Zman chocolate bar (Time Out)
Advert C Vileda fry-pan sad

Set 5 http:/ / www.adflip.com
Advert A #2132 Bruce Crenshaw camera (1980)
Advert B #13396 GMC Trucks athletes (1984)

Set 6 http:/ / www.adflip.com
Advert A #1868 Corum watch (1977)
Advert B #12195 Revell snap-together models (1976)

Suggested Answers / Prompts:
Set 1 - uses glamour as an attribute of the product (and affiliation: connections
with wealth and glamour if you buy the product)
Set 2 - uses the unusual / unexpected to get our attention
Set 3 - uses comparisons and superlatives
Set 4 - uses the product in an unusual way (through anthropomorphism:
giving human / animal characteristics / behaviour to inanimate objects)
Set 5 - uses the support of someone else (also called endorsement:
particularly uses people who are qualified, famous or glamorous to
advertise the product)
Set 6 - uses reference to small or large budget, wealth and special interests

b) To consolidate the activity, ask students to read the lines of appeal on their
handout (S62) and match them to their definitions. You will need to clarify or pre-
teach some of the language used in the lines of appeal table, including novelty,
celebrity, peer, bandwagon, brand, credibility, evidence, misleading, vividness,
reinvent, social ladder. You could finally refer back to the ads from the previous
activity and discuss which line of appeal they are using.

T 86
S
6
4

Answers:

a 5 b 8 c 4 d 1 e 2 f 9 g 6 h 3 i 7 j 10

c) Students read the descriptions of adverts and choose which line of appeal is
being used. I f you wish, you could collect actual examples of print adverts from
magazines or online which exemplify the lines of appeal and use them for
students to identify instead.

Suggested Answers:
(1) c (2) i / g (3) b (4) g (5) j (6) f (7) h / i (8) e (9) a (10) d

E Listening Lines of appeal ( 20 minutes+)
CD Tracks 12, 13, 14
This activity provides students with the opportunity to hear lines of appeal being
used in (invented) radio advertisements. I nstructions are given on Students
handouts S64-S65.
Note: These radio adverts are invented and use a range of techniques common
in current advertising today.

Answers:

Listening 1 Commercial 1 (Track 12) Commercial 2 (Track 13) Commercial 3 (Track 14)
(a) What is the
commercial selling?
chocolate / candy bar mobile phone (recycled) spot cream
(b) Circle the line
of appeal the
commercial uses.
Novelty
Celebrity appeal
Emotions
Credibility
Novelty
Celebrity appeal
Emotions
Credibility
Novelty
Celebrity appeal
Emotions
Credibility
(c) Why did you
choose that line of
appeal? Did you
hear any words or
phrases that
helped?
want; a moment to
yourself; luxury; dream;
lush; velvet; melt
be the first; newest statistics: 98.2%; 50%,
75%; 8 out of 10; 7 out
of 10; doctor
(d) Whats the
product name?
How many times
do they say it?
Write down the
slogan you hear.
Lush Lemon (x 2)

Lush Lemon luxury
(once)

Greentone Phones (x 3)

Greentone phones the
eco-friendly phone
people (twice)
Zit-Out (x 4)

Zit-out, so you dont
have to sit-out (once)
(e) Write down an
example of words
with the same or
similar sounds
(alliteration or
rhymes) that you
hear.

let; lush; lemon; luxury

melt for a moment =
alliteration

taste encased =
rhyme
Greentone Phones =
rhyme
zit sit = rhyme (this is
a minimal pair
meaning they have just
one sound different, in
this case the initial
consonant)
(f) How quick is the
speakers voice?
(circle one)

How does this
make you feel?
(e.g. excited /
bored)
Very slow
Average
Fast

(suggested answer):
relaxed
Very slow
Average
Fast

(suggested answer):
excited / enthusiastic
Very slow
Average
Fast

(suggested answer):
convinced (believing the
ad)

T 87
You may like to provide students with the tapescript to read before or during
the listening activity. Alternatively, use the partially completed answer key
below so that the load is reduced and they have fewer items to listen for.

Listening 1 Commercial 1 (Track 12) Commercial 2 (Track 13) Commercial 3 (Track 14)
(a) What is the
commercial selling?
spot cream
(b) Circle the line
of appeal the
commercial uses.
Novelty
Celebrity appeal
Emotions
Credibility
Novelty
Celebrity appeal
Emotions
Credibility
Novelty
Celebrity appeal
Emotions
Credibility
(c) Why did you
choose that line of
appeal? Did you
hear any words or
phrases that
helped?
w___; a moment to
yourself; luxury;
d_____; lush; velvet;
melt
be the f_____;
n________
statistics: 98.2%;
____%, 75%; 8 out of
__; 7 out of 10;
d_______
(d) Whats the
product name?
How many times
do they say it?
Write down the
slogan you hear.
Lush _______ (x 2)

Lush _____ luxury
(once)

Greentone P_____ (x 3)

Greentone P_____ the
eco-friendly ______
people (twice)
Zit-Out (x 4)

Zit-out so you dont
have to s__ out (once)
(e) Write down an
example of words
with the same or
similar sounds
(alliteration or
rhymes) that you
hear.
l___; l___; l____;
luxury

melt for a m______

taste encased
Greentone Ph_ _ _ s zit ___
(f) How quick is the
speakers voice?
(circle one)

How does this
make you feel?
Very slow
Average
Fast
relaxed / excited / sad
Very slow
Average
Fast
happy / excited / angry
Very slow
Average
Fast
the ad is truthful / I
dont believe it

Tapescript CD Tracks 12, 13 and 14
Learning Activity 2E Listening 3 Radio Commercials

CD Track 12 (0:40 minutes) Commercial 1

Do you want a moment to yourself?
Do you need more luxury in your life?
Do you dream of tasting something new?
The taste of Lush Lemon bar will refresh your senses. The citrus taste encased in chocolate velvet.
Let yourself melt for a moment with Lush Lemon luxury.


Stop! What are you doing? Dont throw that mobile phone away.
Are you a planet pooper? Dont you know we have an emergency on Planet Earth?
Recycle your phone at
Greentone Phones the eco-friendly phone people
Be the first to own one of the best recycled phones in Hong Kong from Greentone Phones.
Get yourself down to the only place with the biggest range and the most choice for a greener Hong Kong.

Greentone Phones the eco-friendly phone people. Greentone


T 88
S
6
6

S
6
6


98.2% of teenagers experience skin problems.
50% of peoples pocket money is spent on ineffective skin solutions.
75 % of teens would rather stay at home than go out when they have spots.

Doctor Lau Long is in the studio with us today. So doctor, what do you recommend?

(Doctor):
The best new product on the market is Zit-out spot cream. We tested it on Secondary 3 and Secondary 5
students. 8 out of 10 students had no more spots after a week of using Zit-out.
70% said they had more pocket money to spend on chocolate.
7 out of 10 students reported an improved social life after using Zit-out.
These results are quite amazing!

Zit-outSo you dont have to sit out!

Learning Activity 2 Speaking, Reading and Writing
Making advertisements and commercials
A Speaking What can you remember? ( 5 minutes)
This activity allows students to review features of adverts and commercials learnt
up until this point.

Students decide which category the main features of adverts should go in and
write them on the diagram.

Answers:
I mage= logo, photos, colour
Sound= voice effect, music
Words= slogan, vocabulary, grammar, brand name

B Writing Brainstorming ideas for an advert ( 30 minutes+)
This activity allows students to gather and prepare ideas for the step-by-step
production of an advertising poster.

You will need to photocopy the product / target market cards on T89 before class
so there are enough to give one to each group of three or four students. Hand
one out per group and also provide paper and pens if necessary. Students can
follow the procedures on students handout S67 in their groups (or if you prefer
to guide them through it, you can ensure they have finished each stage before
going on to the next one). They should produce a rough first draft of their
advertising poster which can then be improved and finalised for inclusion in their
end-of-module presentation if desired.
Note: Some of the target groups / product combinations on the cards are
deliberately unstereotypical in order to present students with more challenge and
to encourage creative thinking.

T 89
Cards for Learning Activity 2B Writing Brainstorming ideas for an advert

Product:

fruit juice

Target group:

young children (5-year-olds)
Product:

sports bag

Target group:

teenage girls (14- to 16-year-olds)
Product:

face cream

Target group:

businessmen (in their 40s)
Product:

digital TV

Target group:

elderly people (60+)
Product:

jeans

Target group:

housewives (30+)
Product:

shopping mall

Target group:

10- to 12-year-old boys
Product:

computer

Target group:

8-year-old girls
Product:

cat food

Target group:

pet owners
Product:

mobile phone

Target group:

22-year-old girls
Product:

shampoo

Target group:

18-year-old boys

>

>


T 90
S
6
8

C Reading, Speaking and Pronunciation Making a radio
commercial ( 20 minutes+)
This activity raises students awareness of advertising features and pronunciation
used in commercials.

This activity could be done as a follow-up to the listening in Learning Activity 1E
on T86 / S64-S65 as it uses commercial 3 from that activity. Students should
read the script which has had coffee spilt on it and fill in the missing words. They
may need to listen to the recording once more before completing the activity.

Answers: (a) teenagers; (b) 50%; (c) ineffective; (d) 75%; (e) at home;
(f) recommend; (g) best; (h) product; (i) 8; (j) spots; (k) chocolate; (l) social life;
(m) amazing; (n) sit

I nstructions are given on the students handout S69 for the production and
recording of a radio commercial script. You may like to assist students with some
prompts to remind them of key elements to consider when planning their script.
Some examples are provided below.

Prompts for writing a radio commercial
What product are you selling?
Decide upon your line of appeal and what sort of voice would suit it best,
e.g. a cleaning product might be best with an energetic womans voice,
whereas a face cream may be better with a softer and more caring
sounding voice.
Will it be a dialogue, a monologue or with more characters?
Do you want to include any factual information about the product / its
benefits / price / where it can be bought?
Which words are the most important to stress?
Do you need to use any special effects / background music?


You could do some additional work on pronunciation features before students
write their own scripts, asking students to highlight stressed words and
intonation patterns in the example radio script, perhaps by using the audio
recording or by asking them to predict, then listen. Alternatively, you could
ask them to fill in phrases rather than single words for the blanks.

Language note for teachers: The answer to the final question in Learning
Activity 2C above provides practice of minimal pairs (zit-sit) by requiring students
to discriminate between the two similar initial consonant sounds. I f you wish to
give students further practice in this area, you could do the following board
activity:
Choose a number of minimal pairs (e.g. ship-sheep; choose-shoes; cap-cup)
and write them in two vertical columns on the board labelled 1 and 2. Read a
word out and students have to call out if it is the one from column 1 or column 2
that they hear. Do this as many times as necessary, then students can do it in
pairs to provide pronunciation practice as well as listening discrimination.

T 91
S
7
0

S
7
1

S
7
1

Learning Activity 3* Speaking, Vocabulary and Listening
Selling products`
A Speaking Whats your favourite shop?
( 5 minutes)
This activity is designed to stimulate discussion about appealing aspects of
students favourite shops.

Students interview their partners using the questions provided, plus any others
they can add. You will need to pre-teach retro (a style or fashion of clothes or
design from the recent past). Conduct whole class feedback eliciting ideas from
various pairs. The students discuss the pictures and why they prefer that shop.
You may like to use the flashcards from the CD-ROM for a whole class discussion.
You may need to monitor and provide key vocabulary for them at this point, e.g.
light / dark; crowded / spacious; well-designed; luxurious. You should be
careful not to supply too much vocabulary that will pre-empt the next activity.


You could provide sentence starters for them to use in their discussion (some
examples are provided below)

I d like to go to shop X because

I wouldnt like to go to shop X because

I dont like the look of shop X because

I think this shop is very (+ positive adjective)

I think this shop is too (+ negative adjective)

This shop would make me feel

B Vocabulary Elements of a shopping mall ( 10 minutes)
This activity introduces students to discrete vocabulary items related to shopping
malls.

Pre-teach any of the items necessary (you could use images or set it as a
dictionary activity), then students select their top three and compare with a
partner. They try to justify their choices and argue between them to select a final
top three. You could continue this into a whole class pyramid discussion
GLOSSARY
,
narrowing it down until you reach a class consensus about the most important
elements.

C Listening A Hong Kong shopping mall ( 20 minutes)
This activity provides students with practice in listening for specific information.

CD Tracks 15 and 16
The questions refer to two different speakers, so you could play the two parts
separately and allow time for answering the questions and feedback in between.
The information following the questions highlights key points mentioned in the
listening script. Make sure students are aware of the relevant parts (replay them
if necessary) and then go through the three example questions about shopping
malls. Explain that students are going to do a shopping mall survey as their

T 92
homework so they should write three more questions about the key points
previously mentioned. Follow up in the next lesson with their answers and
observations, either orally or by asking them to write a short report on shopping
malls.

Tapescript CD Tracks 15 and 16
Learning Activity 3C Listening A Hong Kong shopping mall

A Excuse me madam, do you mind answering a few questions about shops and shopping
please?

B Of course not. What do you want to know?

A Is this your first visit to this shopping mall?

B Yes it is actually

A And why did you choose to come here?

B Well its the newest mall in Hong Kong and I saw the ads on the MTR and everywhere so I had
to come and see it for myself

A How long have you been here today?

B Ooh goodness, well I came about 10 oclock as thats when the shops open, and then I had
lunch and tea and now its whats the time dear?

A Oh, its about 6 oclock.

B Gosh, is it really?! I had no idea. Ive been here for 8 hours!

A What do you think about the design of the mall?

B I think its wonderful! Theres plenty of space to walk between the shops without feeling too
crowded.

A Do you think the food and drink is good here?

B Yes, there are lots of places to stop and have a cup of tea when youre tired, an old lady like
me.

A And what else do you like about this mall?

B Let me seeTheyve also used lots of plants to make it feel more relaxing. It looks very stylish
and expensive too because of all the glass and the modern art on the walls.

A And do you think the temperature in here is comfortable?

B Hmm yes I suppose the air-conditioning is quite powerful, but I dont like to feel too hot so its
OK for me.

A And have you been to every shop in the mall?

B No! Its such a big mall, I think Ive only been to a small part of it. In fact, Ive only seen the hat
shops today, but thats fine because thats what I like buying dear!

A Oh good, thats lucky! Thanks for answering my questions.


C Excuse me, can I ask you some questions please?

D Yes OK.

C Is this your first visit to this shopping mall?

T 93

D (wearily) No, I come here every weekend

C Oh really?

D Yes, my girlfriend loves shopping so I have to come with her she needs me to carry all the
bags.

C Why do you and your girlfriend like this mall?

D She likes it because it has all her favourite shops, for example, clothes, make-up, jewellery and
homeware such as furniture. I like it because there are some seats in the middle of the mall
where I can wait while she is in the shops.

C What do you do while you wait for her?

D I just look at the window displays usually. There are lots of electronics stores so I can watch the
televisions in the windows!

C Do you ever buy anything here?

D No, not really, I think its over-priced and after my girlfriend has finished we havent got any
money left anyway! I prefer to buy things at the street markets in Mongkok as its much
cheaper and has a friendlier feeling.

C What do you think about the atmosphere in this mall?

D I dont really like it. The lighting is too bright and there are no windows so I dont know what the
weather is like outside. The temperature is freezing so I have to wear a jacket and that
background music makes me crazy!

C How many hours have you been at the mall today?

D Ive no idea I dont have a watch and I cant see any clocks. It feels like days though!

C Do you think the mall is a good size?

D Well if you mean Is it big? the answer is yes, its huge! I keep getting lost, I feel as if Ive
walked for miles by the end of the day and I can never find the exit

C Oh dear I hope you can find your way home! Thanks for answering my questions.

D Thank you.


T 94
Extension I deas

Project 1 Watch or Listen? Creativity
Students watch commercials (a) without sound focus on visuals only and (b)
without visuals focus on music, sound effects and voices. This could be done as
an information gap activity with half the group doing (a) and half doing (b), then
pooling their ideas to reconstruct the commercial before watching again to check.
While / after watching, students can complete a worksheet on: type of product;
probable target audience (boys / girls / ages / ?); lines of appeal and techniques
used.

Project 2 Make a mini-ad Creativity
Use the following websites
http: / / pbskids.org/ dontbuyit/ advertisingtricks/ cerealbox_flash.html
http: / / pbskids.org/ dontbuyit/ advertisingtricks/ createyourownad_flash.html
for creative interactive ways to focus students on elements of advertising. Divide
the group in half and assign a different advert creation task to each half. You
could ask them to print off their final advert and label it with key words and
features and explain their decisions to someone from the other group, or they
could produce a written explanation / justification.

Project 3 Whens it on? Reading / Critical thinking skills
Scheduling / Placement of advertisements: Provide a page from a TV guide and
ask students to choose a number of programmes a certain target group would be
likely to watch (e.g. which programmes would appeal to a nine-year-old girl?).
Allocate specific product types to each group / pair and they decide when the
adverts would be scheduled to reach the appropriate target group. For homework,
students conduct a survey by watching at least 6 commercial breaks at different
times of day and write down the product and probable target market. Can they
see any patterns? For example, are the adverts after school time (4.00pm-
5.30pm) aimed at children (toys / sweets)? Follow-up in class by asking them to
report to a partner on product / target market and guess what time of day each
commercial break was.

Project 4 Argumentative essay Writing / Critical thinking skills
To provide practice in expository writing (in preparation for students exams), you
could ask students to compose argumentative essays regarding (a) the effects of
advertising on our everyday lives and (b) the advantages / disadvantages of
shopping malls vs street markets. This would also encourage and stimulate
critical thinking, which may have a cross-curricular reference.


T 95
Resources for Advertisements and Commercials

Websites for Advertisements and Commercials:

PBS Kids
Student-friendly website with interactive activities to develop critical thinking
skills and an informed understanding of marketing, e.g. Create your own ad, Be
the ad detective and Whats in an ad?.
http: / / pbskids.org/ dontbuyit/ advertisingtricks

Cool Hunters
A culture blog with a good selection of the most creative and interesting adverts
from around the world. At the time of writing, all seemed suitable for use with
students but it is worth checking as content is likely to be regularly updated.
http: / / www.thecoolhunter.net/ ads

Adbusters
Based in Vancouver, British Columbia, Canada, Adbusters is a not-for-profit,
reader-supported, 120,000-circulation magazine concerned about the erosion of
our physical and cultural environments by commercial forces. Click on spoof ads
for some interesting examples or ABTV for videos. Their Media Empowerment Kit
contains some good lesson ideas (you have to purchase the kit to access them all
but there are a few examples available to view for free).
http: / / www.adbusters.org

Absolutely Andy
UK TV adverts to download and watch. Most are suitable for use with students (as
of the time of writing) but there are a lot of alcohol adverts so check first.
http: / / www.absolutelyandy.com/ tvadverts/ index.htm

Visit4info
TV and cinema adverts organised into categories such as funny, cool, classic and
weird. Many are available free but you have to sign up as a member (fee payable)
to access all. Check before using in class as some have adult content /
themes.
http: / / www.visit4info.com

Adslogans
Articles, tips and tools for writing slogans, plus a database of historical slogans.
http: / / www.adslogans.co.uk/ general/ students.html

Media Awareness /
Excellent website with topic-based lessons aimed at raising students media
awareness and critical thinking skills. Search the Lesson Library by topic there
are many ideas under Advertising.
http: / / www.media-awareness.ca/ english/ teachers/ index.cfm

How Stuff Works
Useful articles from a marketing point of view (by Foster, Timothy RV. "How Ad
Slogans Work." 01 April 2000. HowStuffWorks.com) explaining the basics of
advertising, e.g. writing a good slogan (tagline) and a list of the most commonly
used words in advertising slogans.
http: / / money.howstuffworks.com/ ad-slogan.htm


T 96
Ads of the world
A large database of advertising including Media, Print, TV & Cinema, Outdoor,
Online, Ambient and Direct Marketing. Some ads are in languages other than
English so check the text first.
http: / / adsoftheworld.com

AdFlip
Database of advertising from the 1940s to current day. Search by date as you
need to sign up as a member for full search options. Subscriptions are available
for 7 days, a month or a year, plus they offer special subscription rates for
schools. To obtain larger versions of the ads, click on send as E-card.
http: / / www.adflip.com

Teachit
A number of activities including an interesting but challenging activity involving
various adverts crunched to re-organise their content and their words put in
alphabetical order for students to make sense of. Also tools for analysing TV
adverts.
http: / / www.teachit.co.uk/ index.asp?CurrMenu=searchresults&keyword=adverts

Media Family
This site is aimed at parents and is geared towards raising childrens media
awareness. Register as a member (free) to access parents guides to advertising
(amongst other topics).
http: / / www.mediafamily.org/ network_guides_1.shtml


T 97

Teachers Notes

Objectives
discuss the use of image, language and soundtrack when making a movie
trailer
use pacing, pausing, volume and intonation to create impact in their own
voice-over trailer

Time Needed

Students complete a speaking activity about favourite films
Students consider brief descriptions of different types of films
Students analyse the use of image and language in a movie poster
Students work with key vocabulary to describe promotional texts and
language that arise in taglines
Students analyse the language and staging of a movie trailer voice-over
Students devise and record their own movie trailer voice-over

Materials Required
CD Tracks 17, 18 and 19


T 98
Teachers Notes

I ntroduction:
These activities introduce students to the structure and staging of a one- to two-
minute movie trailer, focussing particularly on the use of voice-over. The main
procedures structure the analysis of an invented movie trailer, Sandbox Sailors,
and then support students own writing and production of a voice-over. The main
language skills focus is on speaking for meaning and impact through the use of
pacing, pausing, volume and intonation; the vocabulary worked on is connected
with film genres, and language to describe how the trailer is written.

Movies and preferences ( 15 minutes)
This activity provides a vocabulary review opportunity, and speaking for fluency
GLOSSARY
practice while talking about students own preferences in movies.

A Vocabulary Types of movies (5 minutes)
Bring in a piece of movie memorabilia, such as a Star Wars T-shirt or mug, and
introduce the topic of movies by asking the students to guess your favourite
type(s) of movies and say why.

Film vs Movie
Film (n) (origin: British English) as a noun, this word covers fiction and non-
fiction works such as documentaries and short films (which are typically under 90
minutes).
Movie (n) (origin: American English) this word, short for moving pictures, tends
to describe fictional films created for entertainment. I t is a word strongly
associated with Hollywood.
The word movie has been used throughout the module for its connotations of
fiction, dramatic escapism and entertainment, all of which affect the literary
patterns used within the focus text of this module: movie trailer voice-overs.

As an accuracy-focussed continuation of this, have students identify the 8 types
of movies in the box. Some letters are missing, therefore the activity provides (a)
spelling practice and (b) an opportunity to identify 8 film / dramatic genres.
There are opportunities for students to (1) define, (2) give examples of and (3)
work on accuracy in pronunciation for these forms at this stage. Other main
genres you might like to elicit are science fiction and horror.

Answers:
Top row
action adventure romance comedy
Bottom row
drama historical martial arts animated

Follow-up teaching point:
Teachers might like to draw students attention to the fact that many films these
days are of blend genres, such as the romantic comedy (e.g. Never Been Kissed,
1999), or the horror / science fiction (e.g. I am Legend, 2007), instead of one
particular genre.

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Have students work out the genres and write brief definitions for them on
slips of paper. They can test their partner by using the definition slips and
asking them for the film genre.

B Speaking Talking about your favourite movie (10 minutes)
Through a personalised speaking for fluency activity

GLOSSARY
, students are exposed
to and given an opportunity to learn the following vocabulary and phrases:

(a) time / place setting (b) kind of movie (c) starring actors
(d) the characters (e) the soundtrack (f) the scenery
(g) the ending

Ask the student to take a moment to think about their favourite movies and why
they like them. I f they want, they can have a minute or so to make some notes.
Explain to students that they are going to discuss their favourite films and decide
which features of the movie appeal to them most and why. They will do this by
taking part in a board game activity. As this is a fluency-based task, there is no
need to pre-teach vocabulary phrases at this point. Note down errors in accuracy
for use later in the lesson.

Demonstrate the spinner speaking activity. Students sit in groups of four so that
everyone gets a chance to speak and to hear others and the conversation is with
few enough people to feel personal and not too public. Avoid trying to play this
game with more than four students if possible, as they tend to switch off while
waiting for their turn: four is the ideal number to keep the students engaged in
the structure and procedure.

All students first answer question 1: Whats your favourite movie?.
Then, take a paperclip and stand the tip of a pencil in one end exactly on the
centre point of the shape in the middle of the questions. One student flicks the
paperclip so it spins round on the pencil end and eventually stops at a discussion
point, for example, it may stop at point 4. Who stars in it? Each student then has
a minute to share their views on the point and the pencil passes onto the next
person.

I f you want to follow up the activity with a fluency activity
GLOSSARY
, ask one or two
students to share their preferences. I f you want to extend the activity with an
accuracy activity
GLOSSARY
, before clarifying the following phrases with students, write
up three or four accuracy-based errors that students produced during their
speaking activity and ask students to correct the phrases, and consider
underlying patterns.

After going through the language in the box below, pair students up with
someone they havent worked with, and have them spend a minute talking about
their favourite movie, this time focussing on accuracy in grammar / pronunciation:
plural s, subject-verb agreement, and pronunciation of word endings.

My favourite films / My favourite movies called (title)
The film is set (place: in Taiwan) (time: in 2042)
I ts an action-adventure movie with a romantic element in it
I t stars (J et Li, for example)
The characters are realistic and human. They have to release a friend who is
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trapped inside a bank.
There are two soundtracks: one is connected with the action and uses techno
music; the second is connected with the romance and has violins and a piano.
The scenery is a mix of indoor and outdoor city scenes showing modern stylish
buildings. The lighting is bold and bright.
The ending is pretty dramatic and romantic.

Learning Activity 2 Reading Describing movies
A Reading Descriptions of movies ( 10 minutes)
This activity exposes students to descriptions of movies and brief plot summaries.

Refer back to one or two of the movie titles that students mentioned in the
previous stage. Ask a student if s/ he can describe what happens in the movie in
less than ten words (it will be a challenge). At this point, pre-teach the word
plot. (Definition for teachers: the plan / details of the introduction, main action,
complication, climax and resolution of a fictional story)

Tell students they are going to consider more movie titles and try and match
them to brief descriptions of the plot. You may feel you would like to pre-teach
the following noun phrases / collocations, or encourage students to check
dictionaries. You may like to replace the movie titles below with more recent ones
or ones that you feel your students will be familiar with.

An undercover journalist Mythical martial arts
Futuristic fantasy A coming-of-age film*
To realise an ambition A rags-to-riches comedy drama
An epic poem
* Note: I tem 7 Sandbox Sailors is the invented movie which will be used in this
module. Therefore ensure that time is given to discuss the idea of coming of age.

Answers:
(1) Chicken Run c a. A romantic comedy about an undercover journalist who
returns to her high school.
(2) Never Been Kissed a b. A mythical martial arts film set in China: an example of wu
xia.
(3) Billy Elliot f c. An animated comedy about chickens trying to improve their
lives on a farm.
(4) Crouching Tiger,
Hidden Dragon
b d. A futuristic fantasy drama about what happens to the last
person on earth.
(5) Beowulf h e. A coming-of-age film about three teenagers realising their
ambitions.
(6) I Am Legend d f. A rags-to-riches comedy drama about a boy who wants to
dance.
(7) Sandbox Sailors e g. An action comedy buddy cop film starring a famous Hong
Kong actor.
(8) Rush Hour 2 g h. A digitally animated action drama based on an epic poem
about a warrior fighting a monster.

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B Vocabulary Useful phrases ( 10 minutes)

Students choose three words or phrases from the table (in bold), and write them
in circles 1-3. Students then think of other films they have seen, or they know
which are examples of these types of films. The purpose of this activity is to
personalise the vocabulary students have just been exposed to so that they can
link it to what they are familiar with. This short task also serves the purpose of
rounding up the vocabulary focus appearing on S74.

Working with images and text (20 minutes)
This activity provides an opportunity to consider the combined use of image and
language in a movie poster by means of a jigsaw reading and speaking activity.

(1) Elicit from students any examples of coming-of-age films / realising ones
dreams films that they have seen. Do they like this kind of film? Why do they
think they continue to be popular at the cinema? (Possible discussion points may
be that they are aspirational / inspirational, and focus on youth.)

(2) Bring this stage to an end by explaining to students that whether they like or
loathe these types of films, they continue to appear and have a great impact on
young people who watch them in terms of providing hope and role models.

(3) Movie poster: Tell students they are going to work with an invented movie
and movie trailer, which uses the same techniques that many film companies use
these days. They will start with considering the use of (a) image and (b) words.

Put students into two equal groups: A and B. Group A will consider the images
using guiding questions. Group B will consider the words used. Explain that
students need clear notes on their ideas as after analysing, they will feed back to
a person in the other group. Note: You may like to pre-teach tagline to Group
B as this word appears in question 3.

(4) J igsaw: Once the students have worked through and provided answers to the
five-question sets, re-group them into pairs so that one person A is working with
one person B. The students should use their notes to explain what they have
discovered using the guiding questions. Have students summarise their findings.

Suggested Answers:
Note: Some of these points are a matter of subjective interpretation, but the following
answers may provide a discursive point of view.

I mages
(1) (Background) Tropical island palm trees (I ts set in Cuba in the Caribbean.)
(2) Three characters, therefore, there are probably three personal stories.
(3) There are many possible answers here. The question is set to help students
to think about location.
(4) I ts a modern, current-day story as can be seen from the actors.
(5) One is singing (the singer), one is dancing (the dancer) and one is writing
(the poet).

Words
(1) There are two words: Sandbox Sailors. Sandbox (a noun) works as a
describing word in this phrase; the entire phrase is a compound noun.
Note for the teacher: The contemporary phrase Sandbox Sailors refers to sailors who never sail
they stay ashore. The connotation refers to people who may not realise their dreams.
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T 102
(2) The phrase uses S and S. This uses the poetic devices of (a) repetition of
sounds, (b) a type of alliteration, and (c) a sound device called sibilance. The
students should be able to recognise the repetition of the same sound as a means
of drawing attention to the title.
(3) This suggests that everyone needs a dream to motivate them in life.
(4) The use of such a phrase, which is quite wide-spread in film publicity, is to
demonstrate that the film-makers are already successful and this new film is as
good as their previous ones. Film production companies often build their
reputation by associating new creations with previous successes.


Provide the students with sentence stems to help them to give feedback on
their findings, e.g. (for Group A I mages): (1) I t looks like (a beach) (2)
There are (three characters / stories). (3) They look (e.g. Chinese, Spanish)
(4) I t looks like its set in (time period) (5) They are (e.g. singing,
dancing, writing).

For students who work through the material quickly, you could provide the
following more abstract questions about aspirational films:
(a) What message does the movie poster give about young peoples hopes and
dreams? How important is the beach location?
(b) Does this romanticise the types of struggles that young people face?

Learning Activity 4 Writing and Vocabulary Three- minute paper
A Writing Writing about a movie poster
( 10 minutes for set- up & feedback)
This activity provides (a) an opportunity to consolidate ideas about movie posters
through writing and (b) an opportunity to recycle vocabulary and phrases used in
an oral activity through writing.

The concept underlying the three-minute paper comes from a fluency-based
approach to writing. The procedure used is as follows:
(1) students brainstorm content with each other; (2) students write their ideas in
three minutes only; (3) students swap their papers with a partner and then work
on accuracy together through structuring and refining vocabulary.

The three-minute writing task can be used as a way to set up and prepare
students for longer essay-writing homework. The words in the box can be used as
topic sentences for the essay.

Extension activity: A possible additional essay title for homework appears on
T103. Be careful to agree on the task (e.g. content requirements, word limit) and
a framework for feedback and marks before you set the work. This is an
expository writing task.

Notes: An expository essay is one where a view is expressed, exemplified and
supported by justifications. Because of this, the generic stages are generally:
( hedged) claim + ( real- world) example + j ustification + j ustification for
including this point, for example (the following would be written as one
paragraph):

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T 103
-
-
(i) Effective action movie trailers tend to be fast-paced. (hedged claim)
(ii) A good example of this is Crouching Tiger, Hidden Dragon which has an image
change every 2 to 3 seconds. (real example)
(iii) Changing the visual image at such a speed serves to engage the viewer and heighten
her / his level of attention and sense of excitement. (justification for the claim youve made)
(iv) Pacing, therefore, is a key element to be decided and adjusted when creating effective
movie trailers. (justification within the context of the essay)

Popular Culture Essay Homework Effective Movie Posters
250-300 words

One popular culture text we see around us every day is the promotional movie
poster. How do movie posters tell us about the film they are promoting? What
images and words do they use to create an impact? How do they tell us about
the place, time, characters and story we are going to see?

Write an essay describing an effective movie poster. Consider a number of the
following areas: place setting, characters, balance of male / female, dress (time
setting), objects / tools / weapons, colour, posture, gaze and title. Use a movie
poster you have seen and enjoyed to give examples of your points.

Get good marks by organising your essay with section
headings. The following writing ideas can help you to write
more clearly:
(1) make a point
(2) give one or two examples to explain what you mean
(3) justify why your point is relevant and then connect it to the next idea
(4) use sequencing words and phrases to introduce and summarise each
paragraph

B Vocabulary Film publicity ( 5 minutes)
This activity pre-teaches a key term: voice-over in preparation for Learning
Activity 6 on S81 and to distinguish this term from other promotional items: a
tagline, a review and a preview.

All the items being distinguished are connected with the promotional literature
that is involved in selling a film to mass audiences. I f you feel that students are
able to work with this concept, you may like to hold a short discussion on the
business of selling movies and the way students feel about the effect promotion
has on them as a lead-in. Marketing is a key concept connected with popular
culture texts. By the end of the matching definitions activity, students should
have a clear notion of the differences between each item.

Answers:
(italics and bolding show word stress)
A tagline (b)
A voice-over (d)
A review (c)
A preview (a)
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Key concepts to draw out:
(1) a tagline, also known as strapline, encapsulates the main action, mood or
feeling of the film and is usually under ten words.

(2) a preview and review both tend to be promotional. However, a preview
tends to be created by the production company in order to promote the film,
whereas a review is written by a critic who evaluates the impact, meaning and
style of the film.

C Discussion Choosing your favourite tagline ( 10 minutes)
This activity exposes students to a range of techniques that have been used from
the 1940s to the 2000s in movie tagline promotional materials.

Note for the teacher:
The following taglines are all taken from American movies as these are the most
widely available. To provide a balanced task which recognises the Hong Kong
movie industry, include some Hong Kong / Chinese movie taglines or taglines
from movies made in the region into the task.

Set students in pairs or groups of three for this as it is a discussion activity so the
fewer students you have, the more likely it is that speaking time will increase.
Start by introducing Be afraid. Be very afraid on the board. Either elicit or tell
students the film (genre) this comes from (horror).

Ask students what is distinctive about taglines in terms of (a) length and (b) use
of language, e.g. what structure does Be afraid. Be very afraid use? (I mperative)
Have students choose their favourite tagline(s). What do they like about them
and is it connected with the technique, or the fact theyve seen the movie? Ask
students to identify the techniques that are used.

Answers:
(1) For anyone who has ever wished upon a star.
(e) A phrase about an intended audience, i.e. this is for you.
(2) They had a date with fate in Casablanca.
(d) I nternal rhyme
(3) Come to laugh, Come to cry, Come to care, Come to terms.
(c) and (a) I mperatives, repetition and parallelism in structure. The last item refers to the
phrase to come to terms with something to accept it.
(4) Theyre not just getting rich theyre getting even.
(a) Repetition of structure / parallelism. The use of a negative also appears here.
(5) Be afraid. Be very afraid.
(a) and (c) I mperative and the adverb, very to add intensity as well as repetition.
(6) Same make. Same model. New mission.
(a) and (b) Repetition and use of opposite ideas (same, same, new)
(7) There are 3.7 trillion fish in the ocean. They're looking for one.
(f) Use of exaggeration for effect and emphasis.
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D Vocabulary Review Film vocabulary ( 10 minutes)
This activity provides an opportunity to personalise the film-related vocabulary
students have been exposed to through a short sentence-completion activity.

This activity allows students (a) to review and (b) personalise the vocabulary they
have seen so far. Two new items (plot and climax) are included. The items are
as follows:

setting soundtrack character scenery
plot climax tagline reviews
preview voice-overs

I tems (i) movie trailer preview and (j) voice-overs are included at the end as a
way to bridge the students into the following activities.

This session could be started with a brief vote on the best and worst movies
students have seen, where you can follow up by asking questions with the words
that they will work with in the activity.

There are no suggested answers for this activity as it encourages personal
responses but teachers may like to check for accuracy.

Learning Activity 5 Listening How do movie trailers work?
( 20 minutes)
This activity provides students with an opportunity to analyse content and
techniques used in an invented movie trailer.

For homework, direct students to three online movie trailers that they should
watch (a) without and then (b) with the sound. Possible movie trailers to watch
are (1) Crouching Tiger, Hidden Dragon (2002) wu xia / Chinese martial arts
action genre, (2) Billy Eliot (2000) rags-to-riches genre, (3) Bend it Like
Beckham (2002) coming-of-age genre.

Note: Agree with students which trailers they are going to watch so that when feedback is
run, there is a balance of genres and students have a reason to listen to one another.

The students watch the trailer twice; the first time focussing on the images by not
having the sound on; the second time watching the images and listening to the
(a) voice-over and (b) soundtracks used. Elicit from students the value of and
reasons why you would want to watch a trailer without sound. What will it make
more prominent to them (e.g. action, pacing, colour, characters, background)?

Optional reflection task:
This may be a good point at which to have students reflect on how well the movie
trailer action / meaning is reflected in the images and words used in a movie
poster. Are they consistent? I f students had to decide on five nouns / adjectives
to describe the meaning and action in the film based on the poster, what would
they be? How would these be reflected in the movie trailer?

Summarise by reminding students that the viewing public decide within seconds
whether they want to see a movie or not, so the key genre / type, main action
and tone need to be created and set with the maximum clarity for (business)
impact.
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Learning Activity 6 Listening and Speaking
How do movie trailers work? ( 30 minutes)

Note for the teacher:
For the following section, students will work on an invented movie trailer voice-
over script which draws on techniques used widely in promotional movie trailers.
The trailer accompanies the poster for Sandbox Sailors which students analysed
in Learning Activity 3.

A Listening Movie trailer voice- overs
CD Tracks 17 ( audition 1) , 18 ( audition 2) and 19 ( complete trailer)
This activity exposes students to the effective use of volume, pausing, pitch and
intonation appropriate for a dramatic trailer by providing students with a listening
discrimination activity where one trailer is badly done and the second is well done.

I n this section, students listen to a trailer for an invented movie set in Cuba for
which they have already analysed the film poster.

To contextualise this, you may like to
ask students where Cuba is (in the Caribbean
in the North Atlantic Ocean) and see if they know
anything about the culture of music and dance
there (salsa).

Students listen to two recordings of people doing
auditions for the voice-over part for a movie trailer.

The first person (a woman CD Track 17) does a bad job, and the second person
(a man CD Track 18) is much better because of his ability to use intonation,
stress, pitch, volume, pausing and energy in a more appropriate way.

The (full) tapescript appears below. The man and woman auditioning only read
the narrators lines. Once students have listened to CD Tracks 17 and 18 and
completed the task (answers provided below), then play CD Track 19, which is
the complete trailer with additional dialogue, music / sound effects and incidental
dialogue. The dialogue soundbites are in Spanish and are, of course, not included
in the task they, like the incidental soundtrack, are used to provide atmosphere
in the trailer.

Learning Activity 6A Listening Movie trailer voice-overs

Narrator On a Caribbean island
I n the heat of the city
Three teenagers find their futures

Dialogue (3 characters)
(1) But my dad doesnt believe girls should write.
(2) Then dont tell him. Do it in secret!
(3) When I dance I feel alive.
(1) Street boys dont dance, Amigo.
(2) The sky opens when I sing.
(3) Hey, I will always listen to you.

Narrator A poet picks up her pen
A boy begins to dance
And a singer finds his voice
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Map Teachers might like to
display a map of the
Caribbean to students so
they can locate the island of
Cuba in relation to the rest
of the world.

T 107
Words will be written
Salsa will be danced
And Cuban rap will begin

The new and rising Cuban director, Maria Marino
Creates a myth to save us all: art against struggle.
And creativity will find a way.
Ruby Gonzalez
Fernando Herero
And Minnie Del Monte

Dialogue Unless you have a dream, you cant live it

Narrator Sandbox Sailors (title of film)

Suggested Answers:
Delivery Actor 1 (woman) Actor 2 (man)

I ntonation and stress
does this help with
emphasis?
Puts the sentence and
word stress in the wrong
place constantly

Stresses placed on
content words (nouns,
verbs)
Pitch and volume
is it too high, too low, too
fast, too slow, or just
right?

Pitch a little too high
Volume too loud in
places, too quiet in others
Speed slow and fast in
the wrong places

Pitch is low enough to
hear
Volume isnt too loud
Speed is just right to
follow and for a sense of
excitement
Pausing are there
enough pauses in the
right places for the
audience to follow?
All seems rushed and
squeezed together
Dramatic pauses included
for listener to digest
information
Drive and energy
does the voice-over make
you want to see the film?

Seems to be a little
hysterical and panicked.
Shes trying to be
dramatic but gets it all
wrong!

Enthusiastic and vibrant

B Writing Summarising your ideas
This activity provides an opportunity for students to summarise what they have
learnt about voice-overs (volume, pitch, pacing, etc.) and highlight the use of the
bare infinitive after should when referring to good practice.

There are three sentence stems for students to complete here that allow them to
summarise good practice, demonstrated by the second actor. Support students
awareness of the pattern should + bare infinitive when recommending good
practice ideas.

Suggested Answers:
I t should be clearly spoken / loud enough to excite the listener.
I t should have enough pauses to let the listener take in the information /
pauses to create drama / just the right speed to understand.
There should be a sense of excitement and drama about the voice-over by the
use of pausing, volume, pitch and good, clear intonation.
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C Speaking Practising a good delivery
This activity provides controlled practice for line delivery in a dramatic movie
trailer voice-over.

Set the students up in groups of four (more than this and the activity may get
unfocussed). Tell students youre going to give them an opportunity to work on
dramatising their voices for the purposes of movie trailer voice-over practice.
Give the students the materials on T109 from the voice-over tapescript they have
just listened to, and have them read to each other and give feedback based on (a)
intonation and stress, (b) pitch and volume and (c) pausing. They will need (1)
the narrator and (2) three characters.

Notes for the teacher:
(a) intonation is the change in tone in the voice to separate chunks of speech,
or indicate a question or negative. To exemplify this for the students, practise
sentence stress using a more deliberate tone on the words in bold.

A man who had no choice.
This time its war.
There are 3.7 trillion fish in the ocean. They're looking for one.
Are you ready? (rising intonation)

(b) word stress is where the volume and length of a syllable is longer, e.g. non-
stop comedy, a laugh-a-minute movie.

(c) pitch is connected with the tone of voice high or low. Contrast this with
intonation, which is the movement and change of pitch over stretches of speech,
e.g. listen to the difference between a man and woman delivering the same line,
or the differences when they are scared, excited, depressed or uninterested. The
pitch (as well as volume) will change for each.

(d) volume is the loudness of the voice. Notice that the volume and intensity of
the voice will change with different parts of the voice-over.

(e) pausing is when there is silence. Silence is used deliberately in voice-overs
for the following reasons: (a) to set the pace of the trailer faster can indicate
action; slower can indicate drama; (b) to create tension, excitement or
anticipation; (c) to allow a dramatic image or exchange of dialogue to take place.

Star rating
Students have 5 stars, some or all of which they can shade in to indicate how well
their partner has done. Encourage fair judgement and encouragement with
supportive feedback rather than what may be described as mean marking. This
is a means of providing peer support and guidance so it needs to be checked and
commented on with care.

D Reading and Speaking Giving support and advice
This heads-and-tails activity provides support to students who may need help
structuring their ideas.

Answers:
(1) Next time, try lowering (b) your voice a bit when (e.g. you say this line).
(2) Why dont you speak more (d) loudly and quickly when (e.g. youre saying
this line).
(3) You could take (a) a pause before you (e.g. mention the actors names).
(4) Raise your (c) voice when you (e.g. talk about the action).
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T 109

Movie trailer voice-over lines to give out to students

Learning Activity 7 Reading, Vocabulary and Speaking
Organising ideas for impact ( 10 minutes)

A Reading Organising the voice- over of a movie trailer
This activity provides students with an opportunity to consider sequencing and
structuring for dramatic impact.

Students have just been working with an invented movie trailer, which uses a
structure very similar to those used in current trailers.

(1) Order the lines from the trailer
As a warmer, have students order the Sandbox Sailors trailer they were working
with in the previous activity.

Cut up the table on T110 horizontally with enough copies for small groups of four
students working together, shuffle the strips and have the students order the
strips and write in the numbers in the triangular spaces next to the letters.

Note for teachers: The downward-spelt letters make the word, Cubans, which
is intended to be used as a quick check for teachers so that you do not have to
read every box to check whether the students have got the text in the right order.
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Movie Trailer Voice-overs

Voice- over lines for Sandbox Sailors

Narrator: On a Caribbean island
Three teenagers find their futures

Dialogue: - (3 characters)

(1) But my dad doesnt believe girls should write.
(2) Then dont tell him. Do it in secret!

(3) When I dance I feel alive.
(1) Street boys dont dance, Amigo.

(2) The sky opens when I sing
(3) Hey, I will always listen to you.

Narrator: A poet picks up her pen
A boy begins to dance
And a singer finds his voice

Words will be written
Salsa will be danced
And Cuban rap will begin

Narrator: The new and rising Cuban director, Maria Marino
Creates a myth to save us all: art against struggle.

And creativity will find a way.

Ruby Gonzalez
Fernando Herrero
And Mini Del Monte

Dialogue: - (1) Unless you have a dream, you cant live it

Narrator: Sandbox Sailors (title of film)

T 110
Movie trailer voice-over lines from Sandbox Sailors for students to order.
( To cut up)

(2) Preparation for analysis
As a follow-up, ask students if they think that the wording in movie trailers is
accidental or deliberate (deliberate every word is thought about).
Ask them how many words are used in a typical one-minute trailer (around 80
words).
Ask students if they think there are any recognisable patterns in the trailer that
they can identify.
Once students have had a chance to discuss these points, direct them to the table
where they match voice-over lines to sections of the movie trailer.

Answers:
(1) On a Caribbean island
(2) I n the heat of the city
(3) Three teenagers find their futures

(C) Time and place setting
and summary of story
(4) A poet picks up her pen
(5) A boy begins to dance
(6) And a singer finds his voice

(E) The main decisions or
actions that start the story
(using present simple
tense)
(7) Words will be written
(8) Salsa will be danced
(9) And Cuban rap will begin
(F) The main events in the
story (using future forms)
(10) The new and rising Cuban director, Maria
Marino
(11) Creates a myth to save us all:
(12) Art against struggle
(13) And creativity will find a way

(B) I nformation about the
director and the film
(14) Ruby Gonzalez
(15) Fernando Herrero
(16) And Mini Del Monte
(D) Names of the famous
actors starring in the film
(17) Unless you have a dream, you cant live it
(18) Sandbox Sailors
(A) The title of the film and
the tagline / strapline
>
>
>
>
>

T 111
B Language Study Techniques for voice- overs with impact
( 10 minutes)
This activity provides students with an opportunity to highlight the literary feature
of repetition for impact.
Note: Repetition appears in the form of grammatical parallelism in this text.

Have students read items (a)-(c) together and decide if the items in bold are
repeated twice or three times.

Answers:
Language from the trailer

Are any
structures
repeated?
2
times
3
times
(a) On a Caribbean island;
[prepositional phrases to express location]
Yes / No
-

(b) picks up; begins; finds
[present simple third person]
Yes / No
-
(c) will be written; will be danced;
will begin
[future passive / active structures]
Yes / No
-

C Language Study Matching words and techniques (5 minutes)
This activity allows students to learn the metalanguage to describe items that are
repeated (use of repetition), when they are repeated twice (a couplet) or three
times (a triplet).

Answers:

Note that couplets and triplets are literary terms which normally refer to lines
that rhyme in poetry. We are using them here to refer to the effect and impact of
rhetorical repetition.

D Vocabulary Working with action vocabulary* ( 10 minutes)
This activity provides controlled practice
GLOSSARY
of collocations students have seen
in the movie trailer.

This activity is to review collocations that students have already seen in the
movie trailer Sandbox Sailors. I t can be used as an additional, awareness-
raising language-focussed activity if students need it. The heads and tails are
mostly based on verb and noun combinations.
Note that there is more than one possible combination that students can make
from the heads and tails. Accept all workable combinations.

Answers:
(1) They find (c) their future
(2) To pick up (e) a pen
(3) To begin (d) to dance
(4) He finds (f) his voice
(5) A new and (a) rising director
(6) To create (b) a myth
a 3 b 1 c 2
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E Speaking Discussing language techniques and your
strengths ( 5 minutes)
This activity provides students with an opportunity to (a) consider the patterns
they have been exposed to and (b) reflect on areas where they feel they will work
skilfully or areas where they will need more help / focus.

Put students in small groups to consider the diagram of language in a movie
trailer. This is a consolidation stage, where they will have an opportunity to
consider the areas they will be working with in the following productive task.
Students who need more support may require you to form yes / no questions to
help them to think through the areas.

Learning Activity 8 Listening, Writing and Speaking
Making your own movie trailer voice- over ( 15 minutes)
This activity provides productive (speaking / writing) practice in order for
students to create their own voice-overs.

The students are supported to organise themselves and their research and
planning through three structured sections. I f you can, organise mixed-ability
groups where each member brings in skills and focuses that complement one
another.

A Speaking Organising yourselves refers to students getting into groups to
decide who will work with whom and what trailers they will each watch for their
research.

B Viewing, Listening and Writing Researching movie trailers This is a
grid that students can copy to provide feedback on the movie trailers they watch
and listen to. I f you feel your students can organise themselves at this point, let
them do it. However, you may feel you need to help by saying that each student
should watch 3 trailers (in addition to the ones they watched at the beginning of
the material on movie trailers). They can either watch the same type or three
different types and use the grids to feed back to each other. The final section of
the grid refers to sections of the voice-over. Draw students attention to the
changes in (a) scenes, (b) narration vs dialogue, (c) use of key words flashed on
screen, and (d) references to actors / directors; typically each section of an action
movie trailer is 2-3 seconds long.

Note: Ensure that students are watching trailers appropriate to their age: visit
http: / / www.commonsensemedia.org, which reviews (mostly American films) for
content and language of films for children and teens.
Suggestions for possible movies (compiled from the American website
http: / / www.commonsensemedia.org): Not all movies in the table below may have
online trailer. Teachers should therefore check before setting up the task.

Superheroes
(1) Spykids
(2) The I ncredibles
(3) X-Men
Fantasy stories
(1) Finding Nemo
(2) Willow
(3) The NeverEnding Story
Computer generated
(1) Toy Story
(2) A Bugs Life
(3) Monsters I nc.
Human stories
(1) Mrs Doubtfire
(2) Parenthood
(3) Sleepless in Seattle
Friendship
(1) A Cinderella Story
(2) The Sisterhood of the
Travelling Pants
Sport
(1) Bend I t Like Beckham
(2) AirBud: World Pup
(3) Miracle
Documentaries
(1) Spellbound about the
American spelling bee
(2) March of the Penguins
(3) Lost Boys of Sudan
Others
(1) Wendy Wu: Homecoming
Warrior
(2) Bee Season
(3) Akeelah and the Bee
Others
(1) Bridge to Terabithia
(2) Pride and Prejudice
(3) Enchanted
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Before you send the students off to do their project, take some time to
brainstorm likely problems they may encounter in their teams and to suggest
some solutions. Examples may be: (1) one person in the group doesnt do her /
his homework; (2) the trailer may have been deleted from the I nternet; and
(3) the trailers may be too fast to follow.

C Writing and Speaking Producing a movie- trailer voice- over
This section is to be used after the trailers have been watched (probably for
homework). Have students decide whether they want to create (a) a new trailer
for an invented film (keeping to an 80-word 1- or 2-minute format), or (b) to
do a new voice-over for an existing film.
I n (b), the students should submit a weblink for viewing the original trailer in
order to demonstrate their own is different from the original.

Note: Remember that longer is not better in the context of movie trailers: 1-to-
2-minute trailers are ideal. Good trailers are about rhetorical impact (e.g.
techniques, language, image, pacing, soundtrack) and not length.

For students own trailers, decide and agree with students on the rhetorical
devices to use, e.g. repetition, exaggeration, parallelism in grammar and
structures, use of negative and positive.

Finally, agree what format the trailers will be recorded in and if / where they will
be uploaded to listen to. Remember to give a time limit of 2 minutes and have
students submit their tapescript. Also make it clear how marks will be awarded.

Extension I deas

Project 1 Tagline competition Creativity
Have a tagline competition, where you divide the class in two and they write (a)
titles (b) movie descriptions and then swap these and (c) write taglines for them
using techniques seen in Learning Activity 4C (S78).

Project 2 Movie review watcher Analytical skills
Have students read the movie reviews in English-language newspapers /
magazines / websites and keep a log of the types of descriptive and evaluative
phrases that are used over an agreed time period. Are they mostly positive or
negative? How do they account for this?

Note: Again, provide guidance and cautions about which movie trailers
students watch and review. I t may also be wise to send a letter home to
parents advising them of the students project and that the trailers they will be
watching should be age / content / language appropriate.
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Resources for Movie Trailers

Websites for Movie Trailers:

I mportant note for teachers:

Make sure you agree and check on the types of movie trailers students are
watching by checking the rating. I t should be discussed and agreed in class that
trailers with overt acts of verbal or physical violence, racism, hate messages or
sexual content should be avoided, and students should look for trailers with
content aimed at their age range indicated by the ratings.

Common Sense Movies
A website containing reviews of movies with themes and content appropriate for
teenagers. By clicking on a film title, the film is rated and cautions given for the
type of action that appears in the film, language, taboo issues encountered, and
dress. Very useful.
http: / / www.commonsensemedia.org/ reviews

Kids-in-mind.com
A website describing, but not reviewing movies. This website doesnt review or
rate movies, but assigns each film three distinct, category-specific ratings: one
for SEX & NUDI TY, one for VI OLENCE & GORE and one for PROFANI TY.
http: / / www.kids-in-mind.com

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Reviews: TV Shows
Teachers Notes

Objectives
discuss the trends of TV viewing in their class and express reasons for
these trends
describe and evaluate TV shows

Time Needed

Students complete a speaking activity describing different types of TV
programmes
Students schedule viewing for different people with different needs /
interests
Students consider the differences in viewing habits between adults / teens
and consider the reasons for this
Students prepare and complete a TV-viewing class survey, describe trends
in the data and try to interpret and explain their findings
Students analyse the descriptive and evaluative language used in TV show
reviews and write their own TV show review

Materials Required
CD Track 20


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Reviews: TV Shows
Teachers Notes

I ntroduction:
These activities encourage students to think about their own viewing habits and
the reasons for them, highlighting this by comparing their habits with those of
adults around them. The two core tasks in this section are speaking and listening
through a class survey on viewing habits and, for writing, a TV review drafting
activity. The main language worked with is vocabulary phrases used to describe
and evaluate TV shows.

Learning Activity 1 Speaking Types of shows
A Speaking Types of shows ( 10 minutes)
This activity provides an opportunity to recycle vocabulary for types of TV shows
and suggest titles for them.

TV show types included:
cartoons / anime news / documentaries educational programmes
reality shows / celebrity news soap operas game / quiz shows

Further down the page the following are referred to:
sports programmes thrillers / dramas
arts chat shows sitcoms (situation comedies)

(1) Run a short warmer to introduce students to the new text-type of TV show
reviews. You may want to ask students what they watched the day before or ask
them what the most popular HK TV shows are.

(2) Set students up in groups of four. They should work round the circle of TV
show types and taking turns, each write 1-2 titles for each type that they know
using any language but speaking in English. There is an option here to set this
up as a timed competition between groups and see who can complete first. The
aim of this is to generate / familiarise students with the names of TV programmes.
Tell students they can use the blank spaces around the boxes to write their ideas.

B Speaking Scheduling viewing ( 10 minutes)
This activity provides contextualised familiarisation and practice with TV shows
through an activity that requires students to create lists and leads to speaking.

Preparation note

You may feel that your students can complete this activity more successfully with
the support of real TV schedules, in which case clip a few from a newspaper /
magazine before the class.

Here students take the language they have been working with and decide on the
types of programmes that two different people with different needs and interests
might need. The context is that the people are at home sick and the students
should schedule a full day of viewing for them. Encourage listing, and then set up
the discussion activity. You may feel the following stem sentences will help
students:

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Phrases to justify your scheduling

I think s/ he should watch first because

After s/ he watches that, s/ he should see because it says s/ hes interested in

I f s/ he watches first, then s/ hell be in the mood to watch

How about her / him watching before because

Couldnt s/ he watch before ?

I dont see why s/ he should watch first because

How do you explain having her / him watching ?

C Discussion How are adults different from you? ( 10 minutes)
This activity raises students awareness of the different viewing habits between
teenagers and adults and reasons for them through a speaking activity.

This discussion activity is designed to extend the students awareness of the TV-
viewing habits of teenagers and adults and how these contrast. At senior
secondary level, there will be a growing awareness of the demands and stresses
of work and the ways in which adults relax and unwind as well as their maturing
tastes. The discussion task is an opportunity to consider these issues although
students may not be able to generate these ideas themselves.

The boxes below (a) provide some phrases to structure the discussion; and
(b) provide some input disguised as stimuli questions.

Phrases to structure the discussion
(1) Expressing ideas
(a) The adults I know dont spend a lot / seem to spend a lot of time watching ...

(b) I think theres a big difference between (my mum) and (dad) and me
because ...

(c) I ve always thought that adults watch ... because ...

(d) Teenagers spend loads of time watching ...

(2) I nviting others to speak
(e) Have you got any / any other ideas?

(f) Do you want to say anything about this?

(3) Organising ideas or preparing others for your ideas
(g) Well, I think there are three reasons for this ... Firstly / secondly / and
finally ...

(h) I think the most important point is ... After this, I would say ...

(i) I ve got a few ideas, in no particular order ...

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Questions to consider for the discussion shared viewing

(2) How many of the programmes you watch do the adults around you
also watch? Do you think you watch them for the same reasons?

Questions to consider for the discussion adults and the news

(3) Why do adults watch so many news programmes and discussion
shows? Do you think they are boring?

Questions to consider for the discussion talking at the TV

(4) Many adults talk at the TV when they are watching a programme
especially news programmes. How do you explain this? Do you ever talk
at the TV? Which shows make you do this and why? Whats the
difference between talk at and talk to?

Questions to consider for the discussion watching oldies

(5) Many adults have favourite old movies, some of which are in black
and white and have bad sound quality and no special effects. What
reasons do you think they have for watching oldies? When you are
around 40 years old (around the year 2050), will you still watch films / TV
shows that you watch now? What will the future teenagers think about
this?


Replace the above question strips with the following three simplified questions
(see T119) and have them write their responses before they have a discussion
with others.

Simply give the list of topics to students, e.g. tiredness / stress, adults and the
news, watching oldies, and have them generate the discussion points themselves.

Questions to consider for the discussion tiredness and stress

(1) Have you noticed how tired adults get after a full day at work? Do
they get quite stressed? Do you think this affects how much TV they
watch or what type of TV they watch?

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Questions for students who need more support

(1) Do you and your parents or the adults you know watch TV together?
Yes / No

I f yes, what do you watch and do you both enjoy it?

I f no, why? (Time / I nterest?)

(2) Many adults watch news programmes all the time. Do your parents /
adults you know watch the news? Yes / No

Why is this? (To know whats happening in the world / To be serious?)

(3) Adults sometimes watch TV because they are tired after work. I s this
true in your home? Yes / No

What sorts of TV programmes do adults watch to relax?

TV Trivia This is a supplementary entertainment box for students to (a) be
exposed to some trivia facts about the TV and (b) be exposed to typical
structures that are used to describe TV viewing habits, which they may find useful
when they are presenting their survey results.

Answers: (1) 9 years according to some websites; (2) most common;
(3) comedy (a TV series called Only Fools and Horses); (4) TV commercials
remain the single most effective way of selling products despite the growing use
of web-based promotion.

Extension idea: it may provide an enjoyable learning opportunity to ask
students to research and list their top 5 TV trivia facts for the group, which they
could turn into questions for students to guess before revealing the answer.

Learning Activity 2 Speaking and Listening Class viewing survey
A Speaking Preparing the survey ( 10 minutes)
This activity provides an opportunity (a) to predict classmates TV viewing tastes
and habits before students ask each other about them by means of a speaking
and list-creating activity; and (b) to ask wh-questions of peers and encourage
explanations in answers.

Explain that students are going to conduct a survey of viewing tastes and habits
in the class. You may need to define tastes for students by explaining that we
can have a taste not only for / in food, but also in clothes, music, and books for
example, as well as TV.

(a) As a warmer, have students discuss how much they know about their
classmates viewing habits, and then circle an option: almost everything, quite a
bit, not much actually, or er... nothing.

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(b) Provide students with an opportunity to think about the questions they might
ask in a survey. Start with an example, and generate other wh- question words,
and then have students complete sentences (1), (2) and (3), and practise saying
them aloud.

Answers:
(1) What time of day do you watch these shows?
(2) Who decides what you watch on TV?
(3) Why do you watch these programmes?

I f it is appropriate for your class, you may want to do a little bit of work on
providing answers to these questions. Materials for students who need more
support on this aspect appear on T121.

B Speaking and Listening Doing the survey ( 10 minutes)
This activity requires good organisation in order to work well. The class survey
table provides an opportunity for a student to guess about the tastes and habits
of three other students. This means a group of four students speaking to three
students each can give feedback on 12 peoples tastes.

Obviously, the students will debate about who is asking and avoiding which
student based on existing friendship circles and cliques. I f the debate is likely to
last longer than the actual survey, then take the less exciting option: divide up
the register and give the names of the three students that each person will speak
to in each group.

The following table expresses the organisational tactic for this activity:
Each group contains four or five students. There will be several groups.
Student 1 Chooses three students
Student 2 Chooses three other students
Optional
Student 5
Chooses three other students
Using this technique, as a
group, students should
be able to survey a good
number of students in the
class.

Survey grids (x3), which need to be copied, appear on T122: Which types of TV
shows do you watch most?. Start the activity by having students mingle around
the classroom with their survey grids and set rules about speaking in English if
this is appropriate for your class.

By the end of the activity, each student should have three completed grids which
show (a) the name of the person they spoke to; (b) the shows they watch; (c)
the time they watch certain shows; (d) an indication of who decides what they
watch; and (e) a reason why they watch each type of show. This is the data that
students in groups will later use to create a bar chart and give feedback on class
preferences.

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Questions and answers for students who need more support

Questions and answers for the TV viewing survey

(1) Question: What types of TV shows do you watch most?
- My favourite programmes are ...
- I tend to watch a lot of ...
- I often watch ...
- I like watching ...

(2) Question: What time of day do you watch (chat shows)?
- I tend to watch () at ...
- I do most of my watching in the evening ...
- I often watch () early evening ...

(3) At home, who decides when and what you can watch? I s it your parents /
adults around you, or other younger people?
- My parents let me watch educational shows and documentaries.
- I tend to argue a lot with my (brother / sister / dad) over what I watch.
- They dont let me watch anything on TV after 9pm.
- We only talk about how much TV I watch, not what type of programme I watch.

(4) Why do you watch (e.g. cartoons)?
- Because they help me (to) relax / refocus / get new ideas / feel good.


Reviews: TV Shows
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Cartoons /
Anime
News /
Documentaries
Educational
programmes
Reality
shows
Soap operas Game shows Sport /
Dance
History /
Science
Person 1

What do you
watch?

Time of day?

Who
decides?

Why do you
watch?

Cartoons /
Anime
News /
Documentaries
Educational
programmes
Reality
shows
Dance
History /
Science
Person 2

What do you
watch?

Time of day?

Who
decides?

Why do you
watch?

Cartoons /
Anime
News /
Documentaries
Educational
programmes
Reality
shows
Dance
History /
Science
Person 3

What do you
watch?

Time of day?

Who
decides?

Why do you
watch?

Name
Name
Name
Learning English Through Popular Culture

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C Listening Preparing for the survey feedback ( 10 minutes)
This activity provides discrete listening practice for the language used to describe
results and trends on a bar chart in preparation for the students presentation of
the findings of their class survey.

Key language used in the listening task (see tapescript for full details):
trends figure much lower
a significant number respondents results
a high proportion least- viewed programmes
in the minority a low proportion the shortest bar

( a) Listening
CD Track 20
This activity may be of use and interest for those teachers who are preparing
their students for the I ELTS (academic writing) paper that many students have to
do. The scope, trends and topics appearing here are generally simpler than the
task involved on the I ELTS paper, but still comparable and provide good listening
practice.

This activity is designed to expose students to the language used to describe,
compare and contrast data appearing in the form of a (bar) chart. The task
involves the students labelling each of the bars (1-4) while they are listening to a
conversation (CD Track 20).

To prepare the students for the listening, you could have them try to guess which
TV shows they think each of the bars represents. Explain first to students that
this bar chart is based on adults preferences.

Answers: (see tapescript for details)
Bar 1 news programmes
Bar 2 documentaries
Bar 3 cartoons / animated films
Bar 4 chat shows

( b) What do the following words and phrases mean?
This activity provides controlled practice in recognising a small number of phrases
to describe data and trends.

Students consider the 5 phrases listed, and match 4 of them to the phrases in the
box.

Answers:
(1) majority: most
(2) in the minority: only a small number of people
(3) a high proportion: a large number
(4) a low proportion: only a small number of people
(5) a trend: a pattern of preference

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Learning Activity 2 Speaking and Listening Preparing for the survey feedback

Activity C Listening (Bar chart labelling activity)

A: And we surveyed a large number of people around the New Territories for the
questionnaire. So, weve created a bar chart to show the results and the trends more
clearly.

B: What does it show then?

A: Well, as you can see on the left-hand side, the majority of adults we asked, at 80%
said that they watched The World This Week a news programme, and the
reasons they gave for this were that it gave a more in-depth analysis of the stories of
the week. They also found it relaxing to watch the news.
(Label 1: news programmes)

B: Relaxing...? That surprises me... What about the other results?

A: Well, the next figure is much lower than the first, but still a significant number of
people. Again, were talking about adults answers. They said that after the news,
they preferred watching documentaries. About 35% of all respondents said this.
(Label 2: documentaries)

B: What sort of documentaries?

A: Well, there were political ones, historical, and ones about the animal kingdom, you
know, like a programme on the elephants of India, for example.

B: Umm... Any results that surprised you?

A: Yes, 20% of adults watch cartoons or animated films as you can see from the last
column. A high proportion of people said that they watched them because they were
light and made them laugh. (Label 3: cartoons)

B: And what about the least-viewed programmes?

A: This was interesting too. The people who liked chat shows were in the minority in
our survey which was a surprise for me. (Label 4: chat shows)

B: Maybe you only spoke to serious people!

A: Yeah, could be. Well only a low proportion of the entire group said that they would
watch a chat show in their free time.

B: Thats the shortest bar, is it?

A: Yep.

B: I think they were too embarrassed to tell you the truth!

A: Umm...

Phrases in bold indicate types of programmes / shows. Underlined phrases in italics indicate
key information or the location on the bar chart.


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D Speaking Preparing the results of your survey ( 15 minutes)
This activity provides an opportunity for students to consider, describe and
interpret the data coming from the class survey in preparation for an oral
presentation.

This will be the first time that the students are given a task that requires them to
make claims about numerical data, identify and name trends and provide
suggested explanations / interpretations of the results using key phrases, so
prepare to support and guide the students through this as it requires a different
level of critical analysis than they may be used to giving in language classes.
However, there may be a clear cross-curricular link between Maths and English
that facilitates the work.

The questions in the box, Questions to consider when preparing the results of
your survey take the students through a series of focuses that allow them to go
from data-naming to data-interpreting.

Again, you will have to vary the amount of support you offer depending on the
level of English the students have, the amount they are able to digest through
reading and the extent they are able to deal with the transition from description
to critical analysis, which is a different skill.

The box at the foot of the page helps students to talk through and decide who is
going to take on which duty in preparation for the presentation. I t may be more
successful if you organise students in mixed ability groups.
This is a learner training task, where students are encouraged to organise
themselves and prioritise duties. Depending on your students, you will either be
able to set this up and let it run, or have students run it themselves. Note that
Learning Activity 5 in the table (i.e. the presentation) has all members taking a
part.

Provide students with the following reading text, which interprets the data
given in the listening activity students completed on TV shows C Listening
Preparing for the survey feedback.
I f students have enough English to follow this, it should provide them with
enough language to use in their own preparation task.

For students who need more support (version 1: very simplified)

I nterpreting trends in data

A: So there are some trends in the responses.

B: Yes, it seems that most people are interested in factual programmes.
And the factual programmes are about what is happening in the world.

A: Fiction and entertainment programmes are much less popular. Maybe
people see them as a bit of a waste of time because they dont learn anything
important from them.

B: So, in summary, factual programmes were generally popular and fictional
and / or entertainment shows were much less popular.

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For students who need more support (version 2: simplified)

I nterpreting trends in data

A: So there are some definite trends here in what the respondents said,
right?

B: Yes, it seems that most people in the group we asked are interested in
factual programmes. And the factual programmes need to be about what is
happening in the world at the moment and also perhaps why they happen.

A: Programmes connected with the lighter side of life or fiction and fantasy were
much less popular with our group. I t seems that the group may feel that
watching cartoons and chat shows is a bit of a waste of time because they
dont learn anything important from them.

B: So, in summary, factual up-to-date programmes were generally popular
because the group felt they needed to keep informed about the world, and
fictional or leisure programmes were much less popular because the group
didnt feel they learnt anything from them.

Learning Activity 3 Listening and Writing
Watching a popular TV show ( 10 minutes set up)

A Speaking Preparing to watch
This activity provides an opportunity for students to consider the parts and
content of a TV show considered popular and worthwhile in their class group.

This activity takes the results of the class survey one step further, and
encourages students to analyse and critically evaluate why the programme is so
popular. I t may be that everyone liked a cartoon or a chat show or some leisure
programme, and this activity offers a chance for students to decide why.

The first activity is a brainstorm, which allows students to predict the answers to
the questions they will use in front of the TV. Questions cover (a) the division /
sections of the programme; (b) the purpose of the show; (c) the characters or
hosts; (d) the main content; (e) why the programme may be so popular in the
group. Encourage lively debate and critical thinking. Depending on your class,
you will be able either to set this up in small groups or lead it as a whole-class
discussion. You may feel that it is necessary to pre-teach or check the following
items: host; revolt; thrill; remains popular.

B Homework Assignment Watching a TV show
This activity is a follow-up on the discussion and prediction on the factors that
contribute to a TV shows success.

As homework assignment, have students watch the TV show that is the most
popular in their class. Encourage them to evaluate their answers to the questions
on the secret to the shows success and add any other reasons they can think of
while watching. You may invite students to share their views in the following
period.
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Learning Activity 4 Reading and Vocabulary TV reviews
A Reading Whos writing? ( 15 minutes)
This activity provides an opportunity for students to identify the intended
audience for different reviews and the attitudes expressed by means of a reading
activity.

Notes to consider before setting up the task: This task provides six reviews of
different (untitled) TV shows which either evaluate the shows very positively or
very negatively.

This task has students reading reviews which contain (a) descriptive (b) narrative
and (c) evaluative language. (a) Descriptive passages detail the content of the
programme, e.g. theme, actors, director, setting; (b) narrative passages deal
with the storyline / plot; (c) evaluative language typically positively evaluates the
programmes. Good TV reviews use a range of expressions that allow the writer
to achieve (a), (b) and (c) at the same time, for example:

This exciting (evaluative) fantasy-drama series (descriptive) from the writer, Bowles
Chan (descriptive), cleverly (evaluative) uses the same plot as the Matrix movies
(descriptive). Split between two worlds: a 3-D planet-based world, and a space-
age, hyper-technical 4-D one, it has non-stop action ... (narrative / descriptive)

I tems (1), (2), (4) and (5) on S93-S94 are written by TV schedulers, who are
promoting and therefore positively evaluating the programmes to viewers.

I tems (3) and (6) are written by members of the public, who have added their
views (one negative, one positive) of the two remaining programmes to a website.

Note that the vocabulary in this section is derived from authentic sources, and
therefore, you may need to pre-teach or provide dictionaries for students to
check meaning. The box below should provide some support.

Vocabulary for TV reviews
(2) blub is short for blubber an emotional, indulgent word for cry
(4) banter means quick, back-and-forth entertaining conversation on light
subjects; witty quips are clever and entertaining remarks; to send something
up is to make fun of it for the purposes of entertainment
(5) high-brow critique means intellectual analysis and commentary
(6) sentimental and indulgent mean overly emotional
One way to run this activity as a task-based cycle
GLOSSARY
is to:

(a) Have students take 3 minutes to write down two or three sentences about the
best or worst programmes they have recently seen. Once they have done this,
have them work in pairs to underline the descriptive and evaluative language
they have used.

(b) Then have students read the reviews and identify which ones are positive,
which are negative, and who wrote which texts and for what purposes.

(c) Finally, have students compare the language used in their own short
descriptions and the descriptive and evaluative language used in the actual
reviews. Highlight and clarify the forms that you think are most useful for your
students. The following tasks B Vocabulary Positive & negative language
and C Vocabulary Word class help with this.
S
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Reviews: TV Shows
T 128
(b) Can you match the titles to the shows above?
This is a summary activity, where students use the language they have seen in
the reviews to deduce the best titles for the programmes described. There is one
distractor: (c) Heartbreakers, and some answers have already been provided.

Answers: (provided answers appear in italics)
(a) Factory Challenge shoe factory for a day (3)
(b) Smart Arts China arts, movie, comedy, drama scene (5)
(c) Heartbreakers (extra)
(d) Family Feats a profile of father and son ... winning triathlon (2)
(e) Lumaria 9 an exciting fantasy-drama (1)
(f) Cue the Lights chat show (4)
(g) Finding your Feet people facing their problems and overcoming them (6)

Note: There are two terms here, feet and feat, which have the same
pronunciation but different meanings. Feat means accomplishment and is
therefore key to matching it to the triathlon family described in (2).

(c) Tell your partners which shows...
This activity provides an opportunity for students to personalise the task and
express which shows they would want to and wouldnt want to watch by means of
a speaking for fluency activity.

I ncrease the element of tension for this short pair speaking activity by having
students write secretly one show they would want to see and one they wouldnt.
Have their partner guess what they chose and justify their comment. Finally,
have students reveal their answers and say why.

As this is a fluency stage, avoid interrupting, but monitor and make one or two
notes of common errors in accuracy. Feed back on these at the end of the stage
and elicit from students the correct form / pronunciation.

B Vocabulary Positive and negative language ( 10 minutes)
C Vocabulary Word class ( 5 minutes)
Learning Activities 4B and 4C provide language noticing practice to sensitise
students to the use of language for evaluative purposes by means of (a) a
highlighting and (b) word class identification activity.

I n the box on students handout S95, you will see an example where adjectives,
adverbs and phrases have been underlined to show that evaluation can take place
using a number of items and structures.
After students have attempted this using the original reading tasks to write on,
you may want to make a note on some of the following language depending on
the level and needs of your students.

You may want to highlight some of the following descriptive language:

drama series uses the same plot as
split between two worlds (it) stars (name) as a
a profile of this series follows
an account of this new programme hosted by
it takes a critical look at commentary
up-to-date

S
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Reviews: TV Shows
T 129
And evaluative language:
exciting, fantasy-drama cleverly uses
the unstoppably handsome it sets its own standard
not to be missed this intriguing series
a deep and cuttingly honest account this utter nonsense
mind-numbing and tedious conversation get it off the box
lively banter (talk), witty quips (jokes) ridiculous
a must-see relaxant high-brow, fascinating, illuminating
indulgent sentimental

The word class task is a discrimination activity
GLOSSARY
that allows students to
identify the word class, or grammatical voice of the words / phrases employed in
evaluative phrases.

Answers:
(a) exciting adjective
(b) cleverly adverb
(c) unstoppably handsome adverb + adjective
(d) sets its own standard verb phrase
(e) not to be missed passive voice

D Vocabulary Formal or informal* (10 minutes)
This activity provides an opportunity for students to discriminate and categorise
more or less formal phrases and those which are more positive or negative.

This is an optional activity that provides more practice for students who may need
extra work with the phrases they have seen so far. You may like to run this as a
dictation activity. In which case, either read out, or have students in pairs read
out / dictate the following list. There is a note above the grid that warns students
that there may not be phrases for every category.

You may want to check / drill pronunciation before starting the activity:

(i) intriguing (strongly appealing, arousing curiosity)
(ii) honest silent h
(iii) nonsense
(iv) fascinating (very interesting)

Evaluative phrases to dictate to your partner

(1) this intriguing series
(2) a deep and honest account
(3) this utter nonsense
(4) get it off the box
(5) a must-see relaxant
(6) fascinating and illuminating
(7) its a pretty good show

Answers:
Formal phrases Informal phrases

Positive

(1) this intriguing series
(2) a deep and honest account
(6) fascinating and illuminating
(5) a must-see relaxant
(7) its a pretty good show
S
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Reviews: TV Shows
T 130
Negative

None (3) this utter nonsense
(4) get it off the box

Learning Activity 5 Writing
Writing a TV review
A Preparing to write Brainstorming and organising (10 minutes)
This activity provides structured written practice for students to write their own
TV review text.

Sections (a)-(d) in this activity provide guidance in (a) organising the writing
activity, including the research the students will have to do and preparation ideas
for it, and (b) further practice activities regarding the evaluative language used in
reviews and the structure of them.

You may find that your students do not need so much support and extension
practice, in which case, simply set up groups, and agree on the TV programmes
that will be reviewed, trying to get a balance in each group.

It is important to remember that the average review is about 80 words and no
longer. If you are hoping for a longer text from your students, you may want to
ask them to write three reviews for three different types of programmes, e.g. a
comedy series, a documentary and a drama: these reviews would require
differing descriptive / narrative and evaluative language.

Answers for (d) Practice:

Words to use to complete Review A
1 funniest hilarious laugh-a-minute
original typical

Review A
Apple Pies is the (1 funniest) comedy series youll see on TV. The plot is
realistic and (2 original) and makes the best use of the variety of
(3 typical) characters that you might meet in any high school yard. Not only is
it a (4 laugh-a-minute) show, but it will get you thinking about your own
interpersonal problems and possible solutions to them. Starring the (5
hilarious) Kat Yau and Jade To, it offers the best laugh on TV.

Words to use to complete Review B
thought-provoking deals with
quick-paced but deep skilful made-for-TV

Review B
If you like dramas, then youll love Crack of Dawn, a new (6 made-for-TV)
series from the gifted director Bluey Au-Yeung. Set in the New Territories, the
drama (7 deals with) two generations of the So family and the ways they have
learnt to cope with a changing Hong Kong.
(8 Quick-paced but deep) at the same time, the series stars the
(9 skilful) Ho brothers (graduates of the prestigious APA in Wan Chai). Never a
dull moment in this heated and (10 thought-provoking) series.

S
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Reviews: TV Shows
T 131
Answers for Analysis:
Review A:
(1) T
(2) F a brief reference to characters only. Nothing on plot.
(3) F no time reference. I t describes the programme.
(4) T

Review B:
(5) T it starts with an if you sentence
(6) F it tells us about the director
(7) T
(8) F gifted, deep, skilful, thought-provoking are all evaluative and positive

B Writing Drafting your review ( 20 minutes student
dependent)
This activity provides an opportunity for students to bring together all the ideas
and language they have worked with to this point to draft their own TV review.

Notes: This is a simple grid for students to write their first-draft reviews in.
Above it appears a simplified order for students to follow while writing:
(a) naming, (b) describing and (c) evaluating. As we have seen, review texts do
all three of these moves together, but this procedure may be simpler and more
achievable for your students.
The work done in A (a)-(d) should provide (i) ideas and (ii) scaffolding for the
students own writing. I f students need more support, provide the following
descriptions of types of shows and sentence starter ideas. Teachers with
students who need a great deal of support may want to use the basic writing
frame below.


Provide the following ideas and stem sentences for students to structure their
own writing.

Sentence starter ideas:
This show is set... / This show is about...
The plot is... / The show design is...
I t is not only (evaluation) but is also (evaluation)
The story covers...
The comedy series involves...
The chat show stars...
The drama focusses on...
The (show) stars the skilful / hilarious / outrageous / original (actors)

Provide the writing frame on T132 to help students to write a simple TV
review.

S
9
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Reviews: TV Shows
T 132
-

For students who need more support =evaluative phrase needed

Writing Frame for a simple TV Review
(Title) _____________________ is the __________________
___________________________ (type) _________________________
series you will see on TV.
The plot is _________________________________ and
________________________________________ and brings together
____________________________ group of characters.
Not only is the show ______________________________, but it
is also ________________________________________ .
Starring ________________________________ (actors /
actors name(s)) ___________________ and _____________________,
it is (a) well worth / (b) not worth watching.

Extension I deas

Project 1 Write an episode of a teen soap opera Creativity
Set up a soap opera writing competition in class using Falcon Beach as a model
(see information on BBC Switch on T133). Have students either (a) complete a
short storyboard of the episode or (b) write the dialogue of the first two scenes.
J udges should be drawn from soap opera fans in the school.

Project 2 TV Monitor Analytical skills
Run a monitor project for students to discover (a) the types of programmes that
are being aimed at teenagers in Hong Kong and (b) the scheduling of the shows.
A good starting activity would be to use BBC Switch (see T133) to get an idea of
the range of shows currently showing. What do they tell us about interests,
tastes, and values of the viewing public?


Reviews: TV Shows
T 133

Resources for TV Shows

Websites for TV Shows:

Teen I nk
A wide-ranging resource which gives a forum to teenagers to write about fiction,
poetry, non-fiction, reviews and art / photos. The TV shows reviewed, like the
website itself, are American.
http: / / teenink.com/ TV

BBC Switch
A BBC website containing previews of upcoming TV programmes aimed at older
teenagers. Shows such as Falcon Beach and Them may be of particular
interest to teens.
http: / / www.bbc.co.uk/ switch/ shows


Reviews: Music

T 134
Reviews: Music
Teachers Notes

Objectives
use language to describe music and express their opinions
understand music vocabulary used in the context of music reviews
evaluate music reviews as positive or negative
produce a music review conforming to the characteristics of that genre,
i.e. typical structure of the text and commonly used language included

Time Needed

Students use dictionaries to find vocabulary associated with music
Students express their opinions of songs using adjectives / nouns
Students analyse music reviews, complete comprehension questions and
identify examples of collocations used
Students listen to three music reviews and judge whether they are positive
or negative, plus write notes about the phrases used to make comments
Students write music reviews using an outline for support

Materials Required
Your own selection of song clips (on CD / cassette / MP3 player / streamed
or legally downloaded from the I nternet)
CD Track 21


Reviews: Music

T 135
S
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S
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Reviews: Music
Teachers notes

I ntroduction:
These activities encourage students to express their opinions about music. The
main language areas include vocabulary for describing and evaluating music and
common collocations used in music reviews. Core tasks include reading and
listening to music reviews and writing a review of a favourite album.

A Vocabulary A - Z dictionary race ( 15 minutes)
This activity exposes students to common lexical items used when describing
music.

Put students in pairs and ensure they have dictionaries. Point out that the words
are in alphabetical order but not every letter is used. The word class is indicated
after the letter. Set a strict time limit. They can try to guess some of the words or
go straight to looking them up in the dictionary. Encourage them to skim
GLOSSARY
the
entries rather than spending a long time searching.

Answers: A= album; B= ballad; C= catchy; D= dull; F= funky; G= guitar;
L= lyrics; M= melody; N= number; P= piano; R= rhythm; S= soundtrack;
T= track; U= unique


You may feel it is necessary to do some revision of dictionary work with your
students beforehand, reminding them of how a dictionary is structured. You
may choose to provide the first two or three letters of the words to speed up
the process, or you could put them on the board as anagrams.
Alternatively, provide all the words in a jumbled order and students match
them to the definitions then use their dictionaries to check.
You could remove all the examples so that students need to guess all of the
words; add more words to define; or ask them to brainstorm more words for
each letter.
You could also do an A-Z race, asking each group / pair to write the letters of
the alphabet down the side of a page, set a time limit, e.g. 5 minutes, then
students brainstorm a word associated with music for each letter. The group /
pair with the most correct words at the end wins.

B Speaking Your opinions of songs ( 10 minutes)
This activity allows students to express their opinions using key phrases
connected with the popular evaluation of music.

Select some song clips (from a variety of genres) before class. Write hit and
miss on the board and ask students to write them on a piece of paper (they
should write big so its easy for everyone to see). You may need to clarify the
meanings, perhaps by drawing a target and arrows hitting and missing or by just
explaining it in terms of popular / successful or unpopular. Play the song clips and
students should hold up their opinion card. You may like to ask them to sit in
groups according to their opinion of a certain song (i.e. so all the people who
liked it are in groups) or they could be groups with mixed opinions, which may

Reviews: Music

T 136
S
1
0
0

S
1
0
0

S
9
9

allow for more lively discussion. Encourage them to explain why they liked /
disliked the songs, then follow up with the discussion questions in the box.

C Vocabulary Describing music ( 5 minutes)
This activity expands students repertoire of vocabulary for expressing evaluative
opinions.

Remind students of the terms hit and miss when referring to music. They
categorise the words and phrases into the correct box, using dictionaries if
necessary. Drill the pronunciation with the whole class (word stress in bold below).

Answers:
Hit ` great, fantastic, brilliant, a winner, not bad*
Miss rubbish, terrible, a flop, so-so, just OK, awful
* Not bad is not very strong, but it still implies that the person liked it to some extent

Learning Activity 2 Reading Vocabulary in context
A Reading A music review ( 10 minutes)
This activity gives practice in reading a music review and inferring meaning.

This task exposes students to an example of a music review (maybe for the first
time) and the typical structures and language used in them. Encouraging
students to look for clues within the text about the writers point of view is an
important skill to help improve their overall reading comprehension skills.
Encourage them to underline / highlight the clues and to skim over the less
relevant parts for the moment. The text is fairly simplified although it contains
authentic examples from a music review (from SCMPs Young Post) and being
able to successfully read and understand an authentic text will boost students
confidence.

Answers: (1) Yes (clues: a brilliant collection, a great tune, beautiful lyrics, an
impressive beginning) (2) songwriting and singing (3) No, this is the first
(clues: newcomer, debut album, first CD of her career) (4) (c) dance / pop
(clues: funky, will make you move your feet, strong rhythm) (5) Shell be
successful (clue: will help her to make it to the top)


You may like to guide them by providing multiple-choice options.

B Vocabulary Collocations ( 10 minutes)
This activity raises students awareness of common collocations used in music
reviews.

Learning and using collocations (words that are commonly used together) is an
effective way for students to expand their vocabulary and increase their fluency.
The collocations presented here are not the strongest (fixed) collocations as
some of the adjectives can collocate with a number of the nouns, but they are
useful combinations for students to add to their repertoire nonetheless.

Answers: 1.(f) beautiful lyrics 2.(d) strong rhythm 3.(e) catchy song
4.(a) soft melody 5.(c) funky tracks 6.(b) distinctive voice
NB: Most of the above combinations are interchangeable. You may or may not
like to point this out to your students.

Reviews: Music

T 137
S
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1

S
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1

Learning Activity 3 Listening and Speaking
Analysing music reviews
A Listening Useful phrases from music reviews
( 10 minutes) CD Track 21
This activity raises students awareness of vocabulary phrases commonly used in
music reviews.

I nstructions are given on students handout S101. For the task, you need to play
CD Track 21 (3: 44 minutes). The activity provides an opportunity for students to
work with subject-verb agreement; collocation; and verb + preposition patterns
(see Answers). To make it more challenging, you could ask students to predict
the answers before listening to check.

Answers: (1) has (2) is (3) to (4) by (5) like (6) of (7) to (8) with
(9) for; to (10) has (11) make (12) got

B Listening Positive or negative? ( 20 minutes) CD Track 21
This activity provides contextualised practice of commonly used language in
music reviews by means of a listening activity.

Focus students attention on the blank chart. Explain that they will hear 2 people
discussing 3 reviews and they should try to jot down notes about each album /
song in the appropriate column (positive / negative). This task uses the same
recording as in the previous activity (CD Track 21). You may like to stop the CD
after each review to allow time for writing (suitable places to pause are indicated
on the tapescript on T138). They will probably need more than one listening.

Suggested Answers:
+Positive comments - Negative comments
reached no.1; popular
happy piano melody
Album 1
Song 1
Song 2
dull song; repeats lyrics; not easy
to listen to; childish vocals; not to
everyones taste
talent and skills to make it to
the top; angelic voice

simple lyrics; truly memorable
Album 2

Song 1
Song 2
fantastic instrumental version
newly released sequel; uplifting
songs; good selection of
different tunes

funky; heavy beats; rhythmic
bass; catchy; guaranteed to
make this an instant hit; good
for dancing to

Album 3

Song 1

Song 2
I nfectious melody; will make
you move your feet


You may prefer to play just one or two of the three reviews to reduce the load.
Some vocabulary may be pre-taught to assist students in the listening, e.g. angelic,
memorable, uplifting, sequel, infectious, vocals. Most of the items in the listening are
recycled from previous activities.
Some answers could be provided for them on the activity sheet.


Reviews: Music

T 138

Learning Activity 3A Useful phrases from music reviews and 3B Positive or negative?

A What are you doing?
B Im trying to decide which new CDs to download. There are so many that I cant
decide.
A Maybe I can help you. Lets read some of the reviews together.
B OK. The first one is a singer from Ireland called Kate Nash. The review says the
album Made of Bricks reached no. 1 on the UK album charts shortly after its release
so its obviously very popular.
A Does it describe the musical style at all?
B Yes it calls it an indie rock album full of piano and guitar. It says the first song We
Get On has a happy piano melody so that sounds quite good.
A Its a positive review then?
B Not really. It says song 2: Play is a dull song that repeats the lyrics I like to play / I
play all day in my room. The writer tells us its not an easy album to listen to and
the singers childish vocals are not to everyones taste.
A What do you think then?
B Hmm, Im not sure. I dont think Ill get that one.

(Pause)

A What about this? Its a single, not a whole album, called Good-bye Days and its by
a Japanese singer-songwriter, Yui.
B Oh, she was in a movie called Midnight Sun about a girl who cannot go out in the
sun and sings in the streets at night
A Yes, thats her.
B What does the reviewer say about the single?
A He thinks she has the talent and skills to make it to the top because she studied
songwriting and guitar at a private music school.
B I dont know what her voice sounds like or what the songs are about.
A The reviewer describes her angelic voice she sounds like an angel! The first
song has simple lyrics and he says it makes this a truly memorable piece of
music.
B But this is only a single so its just one song, right?
A No, apparently there are three numbers on the single, plus the final track is a
fantastic instrumental version of the song.
B Wow, that sounds great. Ill get it.

(Pause)

A Are there any more reviews you want to read?
B Ooh look - High School Musical 2 - I love that movie dont you?
A Yes, its my favourite! What does the review say?
B This is the newly released sequel to High School Musical and its full of the same
sort of tunes as the first soundtrack album. She tells us it kicks off with the funky
What Time Is It, so thats the first song. Its heavy beats and rhythmic bass are
catchy and guarantee to make this an instant hit.
A Sounds good for dancing to
B She says the next track Fabulous has an infectious melody and will make you
move your feet. There are uplifting songs and some ballads too.
A I like the sound of that its got a good selection of different tunes. Lets download it.

Note: I t is essential to remind students of the importance to download music from
the I nternet legally.


Reviews: Music

T 139
S
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0
2

S
1
0
2

S
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2

C Speaking Ranking ( 10 minutes)
This activity consolidates students understanding of previously taught items.

Focus students attention on the reviews ratings systems and explain that 1 CD
means it is a very bad review and 5 CDs mean it is a very good review. Elicit
suggestions for other symbols that could be used (e.g. smiley faces, musical
notes, guitars). Ask students to work in pairs to read the 5 extracts from music
reviews and add how many CDs they think it would be given on their handouts.
You may like to go through the key phrases in the review extracts and use it as
an opportunity to practise word stress in the phrases.

Suggested Answers:
(1) 5 CDs (2) 2-3 CDs (3) 1-2 CDs (4) 4-5 CDs (5) 1 CD

Learning Activity 4 Reading I dentifying music reviews
A Reading Unscrambling the sentences ( 10 minutes)
This activity raises students awareness of the generic features and language of a
music review through a discrimination activity.

Explain that the text contains parts of some different reviews. Students should try
to identify the sentences from a music review and highlight or underline the
appropriate parts. You could follow up by asking students to tell you what kinds of
reviews the other sentences come from (a film review and a video game review).

Answers:
The latest blockbuster from Disney is a visual feast full of colourful animation. The guitar
and bass will make you tap your feet. The characters in this new edition have more super-
powers and longer lives than in the first edition of the game. Unfortunately, her second
album is fairly dull and predictable. The lyrics are rather repetitive and start to be
annoying after a few minutes. You will find the plot extremely exciting and the climax is a
big surprise. There are a couple of interesting tracks, but overall this will be a flop. This
fantasy-drama is not to be missed.

B Reading Sequencing information in a review ( 10 minutes)
This activity raises students awareness of the typical sequence of information in
a music review through a reading and labelling activity.

Note: This is an authentic text taken from SCMP Young Post so you may like to
reassure students that they do not have to understand the entire text. You might
also like to make use of the HKCLA Monthly Reporting Form (accessible at
http: / / hkcla.org.hkserviceinstruction purposephotocopying for instruction,
or in the CD-ROM of this package) to inform HKCLA of the number of photocopies
made of the music review on S103 for students.

Go through the five labels with the whole class to check they understand the
categories. Ask students to skim-read
GLOSSARY
the review and in pairs decide which
category each paragraph belongs in by writing the letters in the boxes.

Answers: 1 = a + b; 2 = d; 3 = a (+ d); 4 = e; 5 = e; 6 = e; 7 = c


Reviews: Music

T 140
S
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S
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You could provide a simplified version of a review text to exemplify the
different sections more obviously. An example is provided below.

People who liked High School Musical will love the newly-released sequel.
This second album has all the same sort of tunes as the first album lots of
catchy pop songs to dance to.
The second album, High School Musical 2, is the soundtrack from the film
and there are 11 tunes on it about popular topics such as summer holidays,
love and friends.
The CD begins with a funky song called What Time I s I t. I t has heavy
beats and a good rhythm and it is very catchy. I think this will be a hit.
The second track, Fabulous has a great melody and will make you move
your feet to dance.
There are also songs which will make teenagers feel happy and two
romantic ballads that high school girls will love.
High School Musical 2 is about being young and it is a great CD that
teenagers will love.

Learning Activity 5 Writing A music review
A Homework Assignment Preparing to write a music review
( 30 minutes dependent on students)
This activity allows students to prepare ideas and information for writing a music
review.

Tell students they must choose a CD (or a download) that they will listen to and
review at home. I t can be in Cantonese or another language but the review has
to be in English. Go through the sections in the boxes where they should write
notes and check that they understand what to write in each box (give them
examples). I n the following lesson, ask students to tell each other about their
findings and check that they have all got some ideas ready for a review.

B Writing A music review ( 15 minutes)
This activity supports students in writing a music review with the help of a writing
frame.

Ask students to complete the music review outline using the suggested types of
words. Monitor and assist with language where necessary. Encourage them to use
phrases and words learnt from the previous activities. For more information about
the different genres of music, you could advise them to search music genres on
Wikipedia.


Ask them to write a review without using the writing frame but following the
typical structure of a review as in Learning Activity 4B.

Have students compare an earlier and a current album from the same artist,
which will require them to use comparative and contrastive phrases, e.g.
Whereas A was X, B is Y; A is less (more) X than B; There are more


Reviews: Music

T 141
Extension I deas

Project 1 Debate / Vote Analytical skills
Students select and present their favourite song lyrics and justify their opinions.
Class vote for the top 10 clever lyrics / lyricists.

Project 2 Mimics Creativity
Who can mimic (e.g. J ustin Los) lyrical style the closest? Have students analyse a
number of very different styles of songwriter. They then try to re-write a verse in
a song by their favourite artist. Students who need more challenge could also try
to re-write a verse in the style of that artist, e.g. Write another verse in the style
of I vana Wong.

Project 3 Name that tune Analytical skills
Divide students into two groups. They select 5 current tunes. Play each for 30
seconds and the other team has to guess the song and (a) quote, (b) describe,
and (c) evaluate the lyrics. Teacher acts as host / scorekeeper.

Project 4 I nterview the singer Analytical skills
Students prepare interview questions for their favourite singers (e.g. Why did you
choose these lyrics? Whats the story behind the song?) and one student takes
the role of that singer to be interviewed (could be done as a hotseat activity
where questions are fired at the person and s/ he answers spontaneously if you
feel your students are more capable).


Reviews: Music

T 142
Resources for Music Reviews

Websites for Music Reviews:

Writing reviews
Very challenging as it is aimed at university level students, but contains some
useful tips, also some sample papers which could be modified to provide an
example for students.
http: / / www.dartmouth.edu/ ~writing/ materials/ student/ humanities/ music.shtml

Young Post
The young peoples supplement website from the South China Morning Post has
CD reviews (including those from the past few editions). You need to sign up as a
member (free). Click on the Fun section after signing in. You could also use the
Forum section.
http: / / www.yp.scmp.com

Metacritic
Reviews from different sources collected together, labelled by genre and ranked
in descending order of popularity, plus given an overall score. Reviews written by
proficient English speaking critics so some very challenging language is used at
times.
http: / / www.metacritic.com/ music

Top ten reviews
Reviews organised by scores, or searchable by genre. Reviews written by
proficient English speaking critics so some very challenging language is used at
times.
http: / / www.toptenreviews.com

The Guardian
Some reviews are fairly short but the language is often quite complex.
http: / / music.guardian.co.uk/ reviews

Teen I nk
Reviews written by teenagers. Some language is quite challenging as its written
by proficient English speakers. I t is possible for students to submit their own work.
http: / / www.teenink.com/ Music

Common Sense Media /
This reviews site is aimed at parents and therefore contains guidance on song
content in specific categories including sexual content, violence, language,
message, social behaviour, commercialism and drug / alcohol / tobacco. The
references are shown in an at-aglance table so you can decide on appropriacy.
http: / / www.commonsensemedia.org/ music-reviews



T 143
Teachers Notes

Objectives
use language to describe video games and express their opinions
understand genre-specific vocabulary used in the context of game reviews
identify target audiences and motivation to play video games
discuss advantages / disadvantages of video games
produce an argumentative essay

Time Needed

Students read descriptions of online games and identify target audience
and motivation to play
Students complete a vocabulary matching / categorising activity
Students listen to people discussing a news article on video games and
identify issues and attitudes
Students categorise discourse markers according to function
Students write an argumentative piece presenting the issues raised

Materials Required
CD Track 22



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Teachers notes

I mportant Note: This unit of work, Reviews: Video Games is pitched at a
slightly more challenging level of complexity with regard to vocabulary, grammar
and the length / complexity of the listening task than the other materials in the
resource package. As such, teachers should consider the materials carefully to
ensure they meet students needs.

I ntroduction:
These activities use the topic of video games as a basis for practising expository
writing and for students to express their opinions about a potentially relevant and
motivating subject. The core tasks are listening, reading and writing using
examples of structured arguments and sample essay extracts. The final task is
the production of a first (and possibly second) draft of a written argumentative
piece presenting the case for and against the use of computer games. Language
practised includes discourse markers for organising arguments and justifying
claims.

I ntroduction to video games
A Speaking Online games ( 5 minutes)
This activity introduces the topic of games and allows students to consider target
audiences.

Supply the names of three current online games. Try the following sites for ideas:
http: / / www.onlinegames.net/ and http: / / www.miniclip.com/ games/ en/ (or you
could ask students to provide ideas). Students fill in the table with their ideas.
There are no right answers so they should use the opportunity to speculate and
make sensible guesses.


You may prefer to do the activity as a whole class, eliciting suggestions from
students to fill in the table on the board altogether.

B Vocabulary Video games ( 10 minutes)
This activity exposes students to some common vocabulary related to computer
games.

Read through the vocabulary items in the left-hand column with students and drill
the pronunciation (syllable stress is marked in bold below in the answers section),
then ask them to work in pairs to match the definitions. To extend this activity
further, you could ask students to produce example sentences exemplifying the
word in use.

Answers: 1. R.P.G. c; 2. simulation e; 3. combat a; 4. addictive k;
5. violent f; 6. fantasy i; 7. portray h; 8. console* g;
9. first-person shooter l; 10. strategy j; 11. genre* b; 12. MMORPG d



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* Language note for teacher: Care should be taken with the noun console in
this context compared to the verb to console (syllable stress changes).

Learning Activity 2 Listening, Grammar and Speaking
Are video games bad for you?
A Listening I dentifying peoples points of view ( 15 minutes)
CD Track 22
This activity allows students to practise listening for specific information and
identifying opinions expressed by different speakers.

Read the six comments with students and point out that there is a mixture of
positive and negative viewpoints expressed (but probably better not to spend too
long on identifying which are which as this would pre-empt the listening task too
much). Tell students they will hear two speakers (A=woman; B=man). You may
like to write this on the board to remind students. Play CD Track 22. Students
should listen specifically for the six phrases and write A or B in the small boxes as
they hear them.

Answers: (1) B (2) A (3) A (4) A (5) B (6) A


This recording is quite challenging as it is spoken at a natural speed and
uses a lot of natural word linking and weak forms so some students may
need a lot more support to comprehend it. You may choose to stop the
recording after each section when the phrase is mentioned to allow
students more time to assimilate the information and think about who was
speaking. You may also like to point out to them that in one section they
need to listen for the same person saying two of the points (numbers 2
and 3) in the same stream of speech consecutively.

Learning Activity 2 Listening Identifying peoples points of view
CD Track 22 (4:31 minutes) (A= woman B= man)

A So weve got to write this article on the benefits and problems of video games for next
Tuesday.

B Yeah, not much time. Did you read those articles I gave you?

A Yes, so we just need to organise our ideas ready for writing.

B Shall we do it as an argumentative essay, discussing the pros and cons? Lots of teenagers are
asked to write those types of essays at school.

A OK, good idea, an argumentative essay, is that right? Lets start with an opening paragraph
explaining the topic, for example, what gaming is and which games are popular with boys or
girls and the increase of gaming as a pastime or hobby.

B Yeah thats a good general opening. Then we need to explain that well look at the positive and
negative sides of the trend. Lets begin by introducing the benefits.

A OK, so firstly we can say games are fun and entertaining. When you play and win a game you
feel rewarded or get a sense of satisfaction. In my opinion, theyre relaxing too.

B Well, yes, thats OK, but what about the negatives? I think some people play too much and
become addicted to the computer games because they want to keep practising to get better
and better. I dont think video games are good for you.


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A But I think theyre good because repeating all the moves and actions could help to improve
your concentration and goal-setting skills. I also heard that another positive point is playing
games helps your hand-eye co-ordination.

B Yes, but what happens when you lose control of how often you play and have to play all the
time? That could be a real problem, couldnt it?

A Dont you think that only happens to a small proportion of people? I dont agree with you that
its a really big problem. I think youre focussing too much on the negatives. Surely there are
some benefits to playing computer games

B I suppose so

A And people who find it hard to express themselves can do so online. Online forums have the
benefit of actually helping people to express their views and engage with others more
meaningfully.

B I really dont see thats a good thing we need face-to-face contact with other human beings.
We should discuss our opinions with our friends, not some anonymous person on a computer.

A No, I still think there are many plus points to computer games. I read an article about students
in hospital with serious illnesses who were given video consoles to play and they not only had
an extended concentration span but also needed less pain relief after playing.

B Yeah thats interesting. I cant really argue with that point. However, theres one final point I
want to make about the subject I read that because so many boys play combat and first-
person shooter games that this develops a taste for violence in them. They become more
aggressive.

A Really! I think thats taking it a bit far!

B Well, lots of people say it teaches teenagers the wrong values.

A But what about the games that have strong female and male characters and require
collaboration and creativity to win? There are plenty of strategy games around. Dont they
teach good values?

B I suppose theyre closer to reality, yes, but I dont think teenagers usually go for those genres:
they prefer shooting games or Sims.

A I still think there are two sides to this argument though. Your points arguing against
computer games are valid, but there are still many positives.

B Yes youre right, we need to present a balanced argument showing both the advantages and
disadvantages. So to summarise, well do a general introduction, then discuss the benefits,
followed by the negative points and try to show the pros and cons of the subject. Have I missed
anything?

A No I dont think so. Shall we start writing some notes?

B Grammar Organising your points ( 10 minutes)
This activity exposes students to ways of sequencing parts of an argument or
thesis statement and helps them to categorise discourse markers according to
function.

Point out that the phrases all come from the listening tapescript (CD Track 22).
Students may like to refer to a printout of the tapescript to see the context in
which each phrase is used. Each of the phrases serves as a marker in the text to
indicate whether the speaker is introducing a topic, responding to the other
speaker, clarifying and checking understanding, adding further comments or
bringing the discussion to a close. You may like to do the first couple of examples
with the whole class.



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Answers:
I ntroducing your topic
c, d
Responding to someones comment
a, f
Clarifying / checking understanding
b
Adding more comments
(e), g
Rounding up / ending the discussion
e, h


You may like to focus on register and formality, using the phrases from
the tapescript to discuss with students. Most of them are spoken phrases,
but some may be appropriate in writing as well. Ask students to identify
(from the tapescript) which ones could transfer into a written text. The
most likely ones are: in my opinion; I (dont) think; firstly, secondly.

C Speaking What do you think? ( 10 minutes)
This activity provides students with the opportunity to express their opinions on
the topic of video games.

Ask students to colour in the bars on the left-hand side of the chart below each
statement to show how much they agree or disagree with each one (the point
closest to the middle is neutral). They then compare answers with their partner.
You may like to use this as an opportunity to practise question formation with
your students asking them to formulate the questions for each statement before
the pairwork stage (e.g. Do you think video games can help people to learn new
skills?).

Learning Activity 3 Reading and Writing
A first draft of an argumentative essay
A Preparation Mindmap ( 10 minutes)
This activity raises students awareness of the importance of planning before
beginning writing by getting them to complete a mindmap.

Students should work together to brainstorm ideas for and against computer
games. They can use the previous activities for ideas. Encourage them to
categorise their ideas whilst speaking and use mindmaps to help them to organise.
I f they (or you) are unfamiliar with the procedure of mindmapping, good sources
of information are: http: / / www.mindtools.com/ pages/ article/
newI SS_01.htm and http: / / www.mind-map.com/

B Reading An example essay ( 15 minutes)
This activity helps students to analyse an extract from an argumentative essay
and identify the discourse moves (parts of the essay) used.

Check that students understand the 7 discourse moves listed on their worksheets
including the words a claim, evidence and a conclusion (note: the word justify
appears on S108).

The text Should computer games be banned for under-18s uses a generic
structure which can serve as a model for students own production later on. When
students have discussed the text and identified the various stages, explain that
although this is a good model of a structure, the stages are not fixed they can
be used in an interchangeable order.


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Answers:
Should computer games be banned for under-18s?
Computer games are bad for your health ( b ). Doctors have found that playing computer
games for more than 5 hours a day can make some people violent ( e ). Computer games
targeting boys are usually violent first shooter games, whereas games for girls promote
stereotypical interests such as fashion and make-up ( c )+( g ). However, it is not all bad news.
Computer games may have some benefits too ( a ). Researchers have discovered that using
computer games to help children who are in hospital can reduce their pain ( e ). The children
who played computer games needed less pain relief and were more relaxed than the ones who
just rested after their treatments ( e ). However, they only played for an hour a day.
Considering these different views, it is hard to decide who is right as there are both
advantages and disadvantages ( f ). In my opinion, computer games should be controlled so
that children do not become addicted, but they can also be useful for us so we should not
ban them altogether ( d ).

C Writing Organising your ideas ( 15 minutes)
This activity exposes students to typical generic structures used in an
argumentative essay.
(a) Students should use the essay extract from Learning Activity 3B again and try
to identify the function of each part according to the list provided. The missing
words are provided in a box to help them. I t may be a good idea to go through
the text with them and elicit each time a new discourse move is made (i.e.
pointing out when a new claim is made or when the writer presents an example),
asking students to underline or highlight the key parts. After checking answers,
explain to students that although this is a typical structure, the order of the steps
might change or be repeated a number of times whilst writing (information is
given on the students handout about this).
(b) This activity provides some practice and examples of the types of sentences
used for the previous functions, e.g. making a claim or justifying the claim.
Students match the beginnings and ends of the sentences. I n order to help them,
you could point out that they should pay attention to the linking words and think
about how the words go together, e.g. what verb form follows a preposition? (as
in sentence 6).

Answers: (a) 1. positive or negative claim 2. justify 4. comparison 5. positive or
negative claim 6. justify 7. evaluate 8. conclusion
(b) 1.e 2.f 3.b 4.c 5.a 6.d

Language note for teacher: The structure of sentence 3(b) is actually the
opposite way round to the suggested structure of make a claim, then justify your
claim. This is because the grammatical structure (present perfect passive)
sounds more natural when used in this way. You do not need to point this out to
students unless they ask.

D Writing A first draft ( 30 minutes+)
This activity provides practice for students in using a process writing approach to
write a first draft of an argumentative essay.
Students should use their mindmaps from Learning Activity 3A and follow the
generic stages for structuring their ideas. Give them plenty of thinking time and
time to write. You may like to monitor and help with language while they are
writing if you choose to do this activity in class. Remind students that this is a
first draft, so while they should be careful with language (spelling, grammar and
so on), they will have the opportunity to check, revise and improve their work
afterwards so at this point they should be concentrating more on the content and
organisation of their essay.


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Learning Activity 4 Grammar Error correction
A Grammar Finding the mistakes ( 20 minutes+)
This activity raises students awareness of the importance of checking work for
mistakes and gives them practice in proofreading / editing.

Explain the error correction code to students and ensure they understand which
type of errors would fit into each category, then show them that the lines of the
text are numbered on the left-hand side and the type of error for each line is in
the column to the right. They should work in pairs to first find the error, then to
decide how to correct it.

Answers:
1 ^ as people
2 pl benefits
3 vf shown
4 ww ability
5 vf playing
6 ww comprehension
7 sp solving
8 ^ the USA
9 wo providing patients
10 ^ to play
11 sp illness
12 vf given
13 ^ a video
14 wo weeks later
15 pl children
16 ww our friends
17 ^ playing together
18 vf does not
19 sp because
20 ww real life

B Self and peer feedback Checking your work ( 15 minutes+)
This activity helps students to apply the correction code and editing procedures to
their own and a partners work and give constructive feedback.

To follow up the previous grammar checking activity and provide them with
meaningful practice, students should apply the error checking procedure to their
own first drafts. They can then check their partners work and use the correction
code and / or the checklist, before producing a second draft.


T 150
Resources for Video Game Reviews

Websites for Video Game Reviews:

PBS /
Tie-in from a PBS TV show about video games. I ncludes sections on How a game
is made, quizzes, the history of gaming and essays on the impact of games
(some quite long texts in this part).
http: / / www.pbs.org/ kcts/ videogamerevolution/ impact/ index.html

I nside the games: Personal gaming stories has short video clips of teens talking
about video games which could be used in class.
http: / / www.pbs.org/ kcts/ videogamerevolution/ inside/ stories.html#top

Media Awareness
A lesson plan for raising students awareness of violence in games.
http: / / www.media-awareness.ca/ english/ resources/ educational/ lessons/
elementary/ video_games/ killer_games.cfm

I ssues for parents to consider includes good essay examples and topics for
debate.
http: / / www.media-awareness.ca/ english/ parents/ video_games/ index.cfm

BBC article
An article about the benefits of gaming.
http: / / news.bbc.co.uk/ 2/ hi/ health/ 4682801.stm

Media Family
USA based media site aimed at raising media awareness in children and parents.
Contains comprehensive parental guides on topics including video game addiction
and social networking. Needs (free) registration to access these resources.
http: / / www.mediafamily.org

Parent Previews
Fairly in-depth reviews aimed at parents and families.
http: / / www.parentpreviews.com/ video_games.shtml

Games for Girls
Focusses on genres other than war games and shooters. Also includes reviews of
games categorised by genre.
http: / / www.games4girls.com

The Age
An article about the benefits of gaming.
http: / / www.theage.com.au/ articles/ 2004/ 01/ 22/ 1074732535783.html

Common Sense Media
A good selection of reviews categorised by age / platform. This reviews site is
aimed at parents and it contains guidance on song content in specific categories
including sexual content, violence, language, message, social behaviour,
commercialism and drug / alcohol / tobacco. The references are shown in an at-a-
glance table so you can decide on appropriacy.
http: / / www.commonsensemedia.org/ game-reviews/ ?showthis=VideoGame



T 151
X-Box
A glossary of common language used when talking about video games. Aimed at
parents.
http: / / www.xbox.com/ en-US/ support/ familysettings/ isyourfamilyset/
languageofvideogames.htm

I nventor Spot /
A glossary of game genres and a slightly more advanced glossary of gaming
terms.
http: / / inventorspot.com/ video_game_terminology_basics
http: / / inventorspot.com/ video_game_terminology_advanced

J im J agger
A glossary of gaming terms quite advanced.
http: / / www.jimjagger.com/ J Pages/ J Tutorials/ Tut_Glossary.htm

Associated Content
A selection of articles related to video games such as What makes a good video
game? How to review a video game and Video game addiction.
http: / / www.associatedcontent.com/ article/ 123930/ how_to_review_a_video_gam
e.html

Wikipedia
An introduction to and review of the video game culture.
http: / / en.wikipedia.org/ wiki/ Video_game_culture


T 152
GLOSSARY
Activity Glossary for Teachers
GLOSSARY

Accuracy activity
This type of activity focusses on helping students to recognise and use the
appropriate form. Form here may refer to spelling, pronunciation,
grammar or vocabulary.

Controlled practice
Controlled practice provides students with an activity where they repeat a
specific form or structure in order to become familiar with it. Controlled
practice activities typically focus on a limited range of structures and help
students to improve in terms of accuracy. (See task-based learning below.)

Dictogloss
This is a type of dictation which requires the students to take notes of the
key words used in a text as they listen and then later reconstruct the text
so that it has the same meaning as the original text although perhaps not
exactly the same form. As students only have the key vocabulary, they
are put in a position where they need to reconstruct the text by providing
whatever grammatical resources they have available. Teachers can have
students compare their versions with the dictated version and from this
point, do further work on accuracy and range.

Discrimination
A discrimination activity allows students to consider the contrasting
features of two or more items for the purposes of identifying them. The
activity might contrast the pronunciation of two similar-sounding words,
for example, hop / hope, or two similar sounding words which are spelt
differently, e.g. their / there, or two different forms of grammar, e.g.
present simple vs past simple tenses. Discrimination activities allow
students to work on accuracy and range.

Fluency activity
A fluency activity provides an opportunity for students to work on
expressing themselves and stringing the language they have together to
create meaning. (Often a teacher will focus on either fluency or accuracy
depending on what her / his overall aims are at that point in the lesson:
students need both types of activity to develop confidence and ability.)
For more information, see:
http: / / www.englishonline.org.cn/ en/ teachers/ development/ teaching-
articles/ accuracy-fluency

A gap-filling activity (a gap-fill)
A gap-fill is a practice exercise in which students have to replace words
missing from a text. These words are chosen and removed in order to
practise a specific language point. Gap-fill exercises contrast with cloze
texts, where words are removed at regular intervals, e.g. every five words.
Gap-fills are often used to practise specific language points, for example
items of grammar and vocabulary, and features of written texts such as
conjunctions. They are common in testing.

T 153
Pelmanism
This activity allows students to match pictures and items of vocabulary
and / or grammar to provide controlled practice. I t is typically done by
using cards. By turning the cards over so students cant see any items,
we can create a guessing game that increases the use of the items and
level of engagement with the language.
For procedures, see:
http: / / www.ehow.com/ how_2085071_play-pelmanism.html

Pyramid discussion
A pyramid discussion is a speaking activity where students form
progressively larger groups as they carry out a speaking task, which
normally requires each grouping to reach agreement before joining
another group. For example, in small groups, the students have to agree
on the most important of the five senses. They then join with another
group and have to agree again, and so on, until the whole class is
involved in one discussion.

Skimming
This reading technique means reading fairly quickly to gather the general
meaning (gist) of a text, rather than trying to understand and define
every word or extract specific information. I t can be contrasted with
scanning, which is reading in order to find specific information, e.g.
figures or names.

Task-based learning
This is an approach where students carry out tasks such as solving a
problem or planning an activity. I n a task-based lesson the teacher
doesn't have to pre-determine what language will be studied; the lesson is
based around the completion of a central task and the language studied is
determined by what happens as the students complete it. Very often,
language points (and possibly controlled practice of them) are considered
after draft 1 of the task in order to increase accuracy and range in draft 2.

For a fuller discussion of this approach, go to:
http: / / www.teachingenglish.org.uk/ think/ articles/ a-task-based-approach

For further information on various teaching approaches and methodology,
look at the section called Teaching Articles on the following website:
http: / / www.englishonline.org.cn/ teachers


T 154

Track
number

Text-type Focus Recording Page reference and
description of text-type
Track 1 Photo captions

Conversation 1 T2 Description of a photo
S1

S1

S1
Track 4 Comic strips

- T24 Description of a comic strip
S19
Track 5 Advice columns

- T44 Pronunciation model
S32
Track 6 Fashion columns

- T50 Lost property report
S36
Track 7 Horoscope columns

- T62 Dictation
S46
Track 8 Gadget columns

Speaker 1 T74 Expression of preferences
S53

S53

S53

S53
Track 12 Advertisements &
Commercials
Commercial 1 T86 Radio advert
S64
Commercials
S64
Commercials
S64
Commercials
Conversation 1 T91 Shopping mall interview
S71
Commercials
Conversation 2 T91 Shopping mall interview
S71
Track 17 Previews & Reviews Movie trailers
(Audition 1)
T106 Audition
S81
(Audition 2)
T106 Audition
S81
(Complete trailer)
T106 Movie trailer
S81
Track 20 Previews & Reviews

TV shows T123 Description of a bar chart
S89

Music Reviews T137 Conversation
S101

Video games T145 Discussion about
S106 essay writing

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