Teaching Fiction to a group of F.4 Students

Scarlett Lo 50533064 Louisa Leung 92907880

Outline

• Part I – Lesson plan • Part II - Pre-reading • Part III – Micro-teaching – Task 1 : Guess who is talking to Willy Wonka ?

– Task 2 : What do you think about the characters ?

– Task 3 : Which character do you like ? – Follow-up activity • Part IV – Rationale

• Name of Fiction • Target Students • Students Background • Objective • Lesson Duration

Lesson Plan

• Charlie and the Chocolate Factory • F.4 students tackling SBA (School-based Assessment) • Low reading motivation and low English standard • to provide integrated skills on reading print-fiction for characters discussion • A double period

Pre-reading: identifying characters

Main Characters are :  Willy Wonka  Charlie Bucket He / she is :  A famous chocolate factory owner  A lucky boy of a poor family  Violet Beauregarde  Veruca Salt  Augustus Gloop  A gum-chewer  A girl coming from a rich family  A fat boy who loves eating  Mike Teavee  A boy who likes to dog nothing but watch TV Click to the film website for Identifying main characters

Task 1 : Who is talking to Willy Wonka ?

• Work in a group of 4 • Each group has part of a dialogue / lyrics extracted from the fiction • In each dialogue, only one main character is mentioned • The character is talking to either Wonka or the parents • Guess which character is talking

“The great big greedy nincompoop!

How long could we allow this beast To gorge and guzzle, feed and feast On everything he wanted to?

However long this pig might live, We’re positive he’d never give Even the smallest bit of fun Appearance Or happiness to anyone Remark So what we do in cases such As this, we use the gentle touch, And carefully we take the brat And turn him into something that Will give great pleasure to us all – A doll, for instance, or a ball, Or marbles or a rocking horse.”

“Just so long as it’s gum, just so long as it’s piece of gum and I can chew it, then that’s for me!

Come on, Mr. Wonka, hand over this magic gum of yours and we’ll see if the thing works.” “Now, Violet, don’t let’s do anything silly.” “I want the gum! What’s so silly?” “I would rather you didn’t take it, you see, I haven’t got it quite right yet.

There are still one or two things …” “Oh, to heck with that!” hint Personality “Don’t!”

“Hey, Mummy! I’ve decided I want a squirrel! Get me one of those squirrels!” “Don’t be silly, sweetheart, these all belong to Mr. Wonka.” “I don’t care about that! I want one.

All I’ve got at home is 2 dogs and 4 cats and 6 bunny rabbits and 2 parakeets and 3 canaries and a green parrot and a turtle and a bowl of goldfish and a cage of white mice and a silly old hamster! I want a squirrel!” “All right, my pet, Mummy’ll get you a squirrel just as soon as she possibly can.” “But I don’t want any old squirrel! I want a trained squirrel!”

“But do could you chocolate?” send things by television if you wanted to, as you “Of course I could!” “And what about people? Could you send a real live person from one place to another in the same way?” “Good heaven, child, I really don’t know … I suppose it could … yes, I’m pretty sire it could … of course it could … I wouldn’t like to risk it, though … it might have some very nasty results … ” “I’m pretty sure it could … of course it could … Look at me! I’m going to be the first person in the world to be sent by television!”

“There goes our friend Augustus Gloop! D’you see him?

He’s getting into the first truck with his mother and father!” “ You mean that awful he’s really all right? Even after going up pipe?” “He’s very much all right. And look! There goes Miss Violet Beauregarde, the great gum-chewer! It seems as though they managed to de-juice her after all. And how healthy she looks! Much better than before!” “But she’s purple in the face!” “Good gracious! Look at poor Veruca Salt and Mr. Salt and Mrs. Salt! They‘re simply covered with garbage!” “And here comes Mike Teavee! Good heavens! What have they done to him? He’s about ten feet tall and thin as a wire!” “They’ve overstretched him on the gum-stretching machine, how very careless.” “But how dreadful for him!”

Task 2: What do you think about the characters?

Discuss in groups: • 3 adjectives to describe the characters; • What they are dreaming to do (Fill in the table)

Task 2: Fill in the boxes of the table below

Character Adjective Dream Present you will give Willy Wonka Augustus Gloop Veruca Salt Violet Beauregarde Mike Teavee Charlie Bucket

Character Adjective Dream Willy Wonka Augustus Gloop Veruca Salt Violet Beauregarde Mike Teavee Charlie Bucket

Insecure, cunning, Lonely Greedy, fat, impetuous To have a child go on running the factory To eat everyday Spoiled, headstrong , Impulsive Competitive, haughty, rebellious To own everything she wants To chew gum as long as she can Imaginative, impetuous, TV-addicted Sympathetic, Sensible, caring To do nothing but watch TV To get full in his stomach

Present you will give

Task 3 : Which character do you like most ?

•

Suppose you are a friend of the character, what present will you give to the character ? Why ?

•

Do you like the character ? Why ?

Character Willy Wonka Augustus Gloop Veruca Salt Violet Beauregarde Mike Teavee Charlie Bucket Adjective

Insecure, cunning, Lonely Greedy, fat, impetuous Spoiled, headstrong , Impulsive Competitive, haughty, rebellious

Dream Present you will give

To have a child go on running the factory To eat everyday A family A bottle of weight losing pill To own everything she wants A cage To chew gum as long as she can A chewing gum or a prize cup Imaginative, impetuous, TV-addicted Sympathetic, Sensible, caring To do nothing but watch TV To get full in his stomach A PS2 machine Money or chocolate

Follow-up activity

•

Your favourite character would like to visit Hong Kong for a day. Please plan an itinerary suitable for him/her.

–

Write your plan in no less than 100 words

–

Tell us your plan in class

The Rationale of the Lesson Design

• Task based • Learning content appropriate • Meeting students’ needs • Achieve Communicative Competence • Mobilize Learners’ Prior Communicative Competence • • Print Fiction listed in HKEAA Film version available • Form 4 Students need to practice skills to tackle with SBA

Tasks used • Extracted Dialogue/Lyrics • Personality identification • Itinerary Writing ( Individual work )

The Tasks

Benefit of the tasks • Induction - learn from examples to theories • Discovery Learning leads to Deep Levels of thinking • Peer learning • Interactive learning engages students’ attention • Application of learning in real Tasks

The End