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IGCSE English as a Second Language 0510Unit 6 In the Public Eye

Recommended Prior Knowledge

This unit can be used at any stage of the course. It does not assume knowledge of previousunits. Students have achieved a lower intermediate level of English to handle the materialseffectively.

Context

The unit is suitable for both core and extended tiers of students and can be used on teenagersin secondary schools. Teachers can use the teaching activities to devise their own lesson plans,picking and choosing from the activities. It is assumed that the teacher will structure open andclosed questions to check vocabulary and comprehension, correct errors, monitor theacquisition of skills and carry out preparatory exercises of their own if students lack experienceor skills for the activity. The teacher is free to extend the unit with further ideas and materials tosuit their particular situation and the needs of their learners. The activities and materials can beadapted to mixed ability classes by giving more or less guidance, shortening or extendingactivities, simplifying or editing material or closing some of the information gaps.

Outline

The content aim of the unit is for students to develop a greater understanding of the mediaincluding media reporting, the pros and cons of television and the power of films. They have achance to discuss the world of films, attraction of films, film seasons, write a film review anddesign a poster.

The language aim of the unit is for students to develop the skills required to discuss the issuesand read and write about them. The skills are broken down into micro-skills under the LearningOutcomes column. It is hoped that the materials and activities will be thoroughly exploited in theclassroom so that students can gain real benefit from doing them and clearly move forward intheir skills as well as grow in confidence. In general, they are not materials or activities thatshould be rushed through, to get on to the next thing, which would cut out a lot of potentiallearning. The activities include opportunities for information sharing, giving supportive peerfeedback, sharing positive criticism and evaluation and providing scope for individualpresentations. In addition, the materials and activities enable the development of underpinning

knowledge and skills including: vocabulary, spelling, punctuation, paragraphing, sentencestructure, tone, style and register. The degree of confidence with which the students achieve thelearning outcomes will depend on their starting points, learning approaches, time for examplesand practice. It is hoped that teachers will be able to expand on the unit as they judge best fortheir situation, with supplementary ideas of their own.The learning resources are internet based. If teachers judge that students need more help toachieve the learning outcomes, they are advised to extend the unit at any stage with

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Assessment Objectives Learning Outcomes Teaching Activities Learning Resources

Writing:

W1 Communicate clearly,accurately and appropriately.

W2 Convey information andexpress opinions effectively.

W3 Employ and control avariety of grammaticalstructures

W4 Demonstrate knowledgeof a range of appropriate

vocabulary.

W5 Observe conventions ofparagraphing, punctuation,spelling.

Writing strategies:Students are able to analyse textand comment on the style andlanguage used. Some studentsare able to draw comparisons

between different writing stylesand their effects.

Writing activity:Making a comparison between two ways of presentingthe same news story.This is a suitable activity for more able students. Lessable students could choose a newspaper article they

have liked and explain what they find interesting aboutit.Students identify a major news story that has reallygrabbed their attention and is reported in two differentnewspapers or magazines. They compare the way thestory is presented in each newspaper. They commenton the use of headlines and by-lines, the use of photosor diagrams, the language used, the attitude of thereporter, the target audience, and say whether they

thing the report is fair, intrusive, biased etc and why.

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Listening:

L1 Understand and respond toinformation presented in avariety of forms.

Speaking

S1 Communicate clearly,accurately and appropriately

Listening strategies:

Students are able to, write downexactly what is being read tothem.

They know that unstressedsyllables can be difficult to hear,they are able to listen fordiscourse markers andgrammatical structures.

Checking back and confirmingunderstanding.Students are able to use

strategies for checking back andconfirming understanding duringthe dictation e.g.Can you say that again, did yousay

Punctuation:Students are able to understandand apply the rules for sentence

boundaries, commas forsubordinate clauses andseparating words in a list.SpellingStudents are able to spellcorrectly common words as wellas the more problematic or mutli-syllable words such as

Television- the pros and cons

Young People and Television The interesting lessonplans and worksheets, Young People and Television,

enable students to discuss TV preferences amongboys and girls and people of different ages.

They carry out a pair work dictation, an information-finding activity, a role play. The activities enablestudents to practise listening skills, spelling andpunctuation as well as discussion skills.

The dictation provides learning opportunities for a

variety of skills: active listening strategies, spelling,punctuation, and handwriting.Before students start, they can revise and practisestrategies for checking back and clarification.Spelling: The example of the word quiz in the text canelicit the rule that q is always followed by u (elicit, forexample, queue, quiz, queen, quaint).Students can practise breaking long into componentsyllables e.g. doc-u-men-ta-ries. Students can

highlight the suffix ally in specifically and otherexamples can be elicited e.g. politically, socially.

Punctuation can be discussed and checked. Studentscan use highlighter pens to explore sentenceboundaries in the text and the use of the comma to

BBC British Council 2005Young people and televisionwww.teachingenglish.org.uk

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documentaries, statistics,specifically. They are able torecognise and apply the qupattern in spelling.

mark subordinate clauses and separate words in a list.

They are able to recognise andapply the suffix ally.

They can talk about other ways of ending a sentencesuch as the question and exclamation mark.

.

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Writing:



W3 Employ and control avariety of grammaticalstructures.

W4 Demonstrate knowledgeof a range of appropriate

vocabulary.


W6 Employ appropriateregister/style.

Writing:Take that TV out of the bedroom.Students integrate their skills andapply their knowledge to producea piece of well connected prose.

Handwriting:Students are able to identify theirown handwriting issues anddevelop strategies for makingimprovements.

Writing activity:Take that TV out of the bedroom!

Students imagine that the head teacher is thinking ofasking families to ban children having televisions in

their bedrooms. She or he wants to know what thestudents think. Students write a letter to their headteacher saying what they think of this idea.After brainstorming ideas, planning and drafting,students can pass their drafts around the group. Theirfriends can make suggestions for improvements andthe authors can decide whether or not they willincorporate these ideas into their final drafts.

Legible handwriting can be focused upon. Showingstudents examples of good and bad handwriting andeliciting discussion of why the writing is good or how itcould be improved will reinforce knowledge andunderstanding of legibility. This activity is especiallybeneficial for less able students who are more likely tobe affected by letter and word direction and formation,word spacing, size of letters, writing on the line.

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Reading strategies:Film Festival Season text.

Students are able to identify the

use of the topic sentence tointroduce an idea which is thendeveloped in the paragraph. Theygain more understanding of theconcept of target audience andcan identify the prior knowledgethe target audience might beexpected to have. They are ableto infer the authors attitude and

intention from the text.

Writing strategies:

Writing a film review.

Students apply their knowledge offilm review genre, register,organisation of text, choice ofvocabulary, sentence length andstructure to write a lively andpersuasive film review.

The World of FilmsFilm Festival Season- BBC British Council 2002The lesson plans and worksheets Festival enablestudents to talk about their favourite films, enjoy an

article about an international film festival, write a filmreview and select films for a film festival.The reading text Film Festival Season can be used toelicit students ideas about the target audience for thistopic, assumed prior knowledge the target audiencepossesses, the intention of the author (to giveinformation and to promote/persuade) and to infer theauthors attitude (very positive, even proud).Highlighter pens can be used to pick out key details.

Writing activity:Writing a film review.Student can work individually to write their film

reviews. It is best to choose a film students rememberwell and have really enjoyed. A teenage magazinecould be selected as a target audience. A range ofvocabulary and suitable expressions for describingfilms and persuading young people to see them couldbe elicited beforehand.Students can be asked to bring in cuttings of filmreviews taken from the newspaper to explore in

BBC British Council 2002 Film FestivalSeason.Lesson plans and worksheets for FilmFestival season: writing a film review,

planning a film festival and making aposter.www.teachingenglish.org.uk

Reading:

R1 Respond to informationpresented in a variety of

forms.

R2 Select and organisematerial relevant to specificpurposes.

R3 recognise, understand anddistinguish between facts,ideas and opinions.

R4 Infer information from texts(Extended only).

Writing:

W1 Communicate clearly,

accurately and appropriately.



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W4 Demonstrate knowledgeof a range of appropriatevocabulary.



groups. This would support their understanding ofgenre, vocabulary, persuasive techniques etc beforeplanning their own reviews.Students can develop skills further by writing reviewsof books and live performances.

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Speaking:

S1 Communicate clearly,accurately and appropriately.

S2 Convey information andexpress opinions effectively.

S3 Employ and control avariety of grammaticalstructures.

S4 Demonstrate knowledge of

a range of appropriatevocabulary.

S5 Engage in and influencethe direction of theconversation.

S6 Employ suitablepronunciation and stress

patterns

Speaking strategies:

Planning a film festival.Students are able to apply logical

thinking skills to produce asensible plan for their film festival.They are able to produce creativeideas and to explore them in alogical sequence and to providethe detail and development whichis necessary.They are able to explorepossibilities, causes and

consequences with each othere.g. The reason we need a..People coming to the festivalmight expect.so we should.What I think is most importantis.Students are able to provideexamples For instance A goodexample of that would be

Planning a film festival.

Students use the worksheet: Writing a film review andplanning a film festival

Planning a film festival. This is a good exercise to do inpairs. Questions on the worksheet help the planningand structure of the Film Festival. Students could beencouraged to take notes of their ideas so they are notforgotten.Students could present their ideas to the whole class.

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Writing:




W4 Demonstrate knowledge

of a range of appropriatevocabulary.



Speaking:

S1 Communicate clearly,accurately and appropriately.

S2 Convey information andexpress opinions effectively.

Writing strategies:Making a film festival poster.

Students are able to apply

knowledge of the mostappropriate format and structurefor the poster. They are able toorganise layout, and show theyunderstand concepts such aseye-catching detail, judge thetone and register for the targetaudience (informal, enthusiastic).They are able to decide on

appropriate pictures or diagramsfor communicating the message.

Writing activity:Making a film festival poster.

Making a festival poster could be carried out

individually. Students ideas of what to include,(persuasive information as well as times, dates, place)suitable vocabulary and expressions, tone and registerfor the target audience layout, pictures etc can beexplored before they begin to draft the poster.If there is access to a word processing package on acomputer there will be more scope for students toexplore layout features e.g. font size, type of script,colours, clipart.

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S3 Employ and control avariety of grammaticalstructures.

S4 Demonstrate knowledge ofa range of appropriate

vocabulary.

S5 Engage in and influencethe direction of theconversation.

S6 Employ suitablepronunciation and stresspatterns.

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