Learning English through Popular Culture

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EDB Language Arts Electives

British Council Hong Kong

This handbook provides all the materials used in the training workshops as well as many suggestions and additional resources to use with your students.

Learning English through Popular

Culture

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kathrynchamberlain Page 2 23/05/2008

All rights are reserved. The copyright of the materials for this workshop belongs to the Education Bureau (EDB) of the Hong Kong Special Administrative Region. Schools are allowed to use them for non-profit making educational purposes, including English

Part 2 Practical Demonstrations ... 3

Practical Demonstration 1 ‘Wiki Wiki’ ... 3

Practical Demonstration 2 Angles and Mangles ... 3

Part 3a Learning and Teaching Activities ... 3

Activity 1 Photo Captions ... 3

Activity 2 Film Trailers ... 3

Activity 4 Adverts and Commercials ... 3

Activity 5 Reviews (Version A) ... 3

Activity 5 Reviews (Version B - Simplified) ... 3

Activity 6 Comic Strips (Version A) ... 3

Activity 6 Comic Strips (Version B – Simplified)... 3

Part 3b Teacher reflection tasks ... 3

Principles of selection... 3

Photo Captions & Film Trailers... 3

Principles of Design ... 3

Columns & Adverts ... 3

Principles of Adaptation... 3

Reviews & Cartoons... 3

Part 4 Assessment Activities... 3

(a) Self assessment for formative learning ... 3

Film Trailers ... 3

Photo Captions ... 3

(b) Peer assessment for formative learning... 3

Columns ... 3

(c) Teacher assessment for formative learning ... 3

Cartoon Captions ... 3

Reviews ... 3

Part 5 Resourcing the Module ... 3

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Part 2 Practical Demonstrations

Practical Demonstration 1 ‘Wiki Wiki’

Module Popular Culture

Part 2 Practical Demonstration 1: Wiki Wiki

Timing 10.00am- 10.55am

Aim To introduce learners to the concept of popular culture and to discuss typical features of popular culture texts.

By the end of Practical

Demonstration 1, you will have:-

• Considered the differences between ‘high’ and

‘popular’ culture

• Analysed Wikipedia, an important popular culture resource, looking at its advantages and disadvantages

• Discussed and clarified the features and differences between popular culture texts and other types of text

• Collected some ideas on what type of texts to include in the Learning English through Popular Culture module

Handout numbers Handout 1: Pop v. High Culture

Focus Powerpoint/groups/pairs Materials

Preparation Prior to Workshop

• Copy 4 images (culture) onto PowerPoint

• Get encyclopedia and find page refs.

• Prepare 30 x copies of Handout 1

• Prompt Q’s on PowerPoint

• Large flipchart paper pads stuck on wall & pens

You will experience the following activities as students.

If you would like to run these activities with your own students, you will need to prepare the following before the session(s):-

Handout 1: Popular vs High Culture Handout 2a: Create a Wikipedia entry

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Timing Interaction Procedure Materials

5 mins Teacher leads from front

1 Discrimination Activity (1) Pop vs High Culture

Teacher shows 4 pictures IWB. Elicit (1) Which one is an aspect of popular culture? And (2) which ones aren’t.

How do you know? Nominate students to answer.

Powerpoint with 4 images (Mozart;

ballet, Hamlet;

Hello Kitty).

2 Discrimination Activity (continued)

“Where could I look for information about these things?” Get

encyclopaedia out. Concept check (1)“Will I find sth. about Mozart in here? (Yes). Show page ref. (2) Will I find sth. about ballet in here? (Yes).

Show page ref. (3) Will I find sth. about Chinese opera in here? (Yes). Show page ref. (4) Will I find sth. about Hello Kitty in here? (No). Why not?

(modern/new/commercial/product/not an aspect of high study & learning)

Encyclopaedia with Post-its on correct pages.

5 mins Teacher leads from front;

Small grps.

3 Discrimination Activity (continued)

“Where can we go for info about Kitty?”

Elicit answers (Google/online?)

Show Wikipedia on IWB. “What’s this?”

Show Hello Kitty pages. “There’s a great deal of info here about Kitty. Why couldn’t we find her in the

encyclopaedia? Why is she in

Wikipedia with so much detail?” Sts.

discuss in grps. F/B and stress

differences and what a vast and useful P.C. resource this is. Refer back to P.C. definition on paper flipchart from earlier.

Questions on Pp.

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5 mins Students in pairs

4 Discrimination Activity (2) Refer sts. to handout 1 and tell them there are examples of pop culture and examples of what we’d call more ‘high’

culture. Define ‘high culture’ and

‘highbrow’ (intellectual and serious). Ask them to circle eg’s of pop culture and compare in pairs.

H/O 1:

different examples of culture to circle

5 Introducing Wikipedia on-line encyclopedia

Present info about Wikipedia on Pp.

Read through and stress with voice the most important points (free, online; by any user; any subject; discussion pages where users can discuss what should or should not be included)

Introduce the word, ‘entry’ – encyclopedia entry.

Pp. slide 5 with

Wikipedia info. bullet points

10 mins + further class session

Small grps (tables)

6 Brainstorming an entry for Wikipedia & language work

“So, it’s a very democratic system. What does this mean for us?” Sts. brainstorm ideas for an entry to upload to

Wikipedia. Ask each table to choose a strip with a topic on to kickstart their brainstorm. Grps. stand up and use large flipchart paper on wall and felt-tips to brainstorm their topic.

At this point, you will need to start working with language. This is an ideal time for students to hand in their first drafts and for you to write comments about their style, organisation, headings, use of language (eg, formal/informal language, vocabulary choice, use of declarative sentences vs questions etc).

A further session should focus on students working with the language and restructuring it for (a) purpose; (b)

Large flipchart paper Pens

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Handout 1

1 Introduction: What is popular culture?

You were shown photos of the following:-

• A musician in a traditional Chinese opera

• A scene from a classical ballet

• A portrait painting of Mozart, an 18^th century classical music composer

• An image of Hello Kitty

Group these images into two different groups and decide what name you would give the group.

Group 1 _____________ Group 2 _______________________

What was the basis of your grouping? Did other groups have the same?

Which ones were you able to find in the traditional encyclopædia?

Where did you find the other(s)?

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‘Pop’ or ‘high’ culture?

Below you can see examples of ‘culture’.

Circle the ones that you think are representative of popular culture

Newspaper articles Jazz music

Fashion Literature

Going clubbing Magazines

Billboard advertising Philosophy

Slang Online gaming

McDonalds Cartoons

Pop music Writing an online diary (blog)

Shakespeare Downloading music

TV commercials Classical music

Art galleries Theatre

Radio A poetry recital

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2a Create an Entry for Wikipedia

Think of an aspect of popular culture in Hong Kong. Use the wheel below to help with your ideas.

What entry would you create? Have you considered the following categories for Wikipedia? (These categories appear in the Hello Kitty Wikipedia entry)

• History

• Rising prominence (means getting more well known by the public- How?

When?)

• Merchandise (is this necessary for your entry?)

• Cultural references (why is it important to Hong Kong culture? Are there any links with famous people?)

• Official profile (is this necessary for your entry?)

• External links and references (other websites, books etc.)

Hong Kong Pop Culture

Egg tarts Private kitchens

Xanga

‘Cosplay’

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2b Write an outline of your article in the boxes. Remember to show where you would put (a) hyperlinks, (b) images. These are just preparatory notes, so you may need to write down where you will get more information if it is an area that needs further research, for example, ‘internet research’, ‘interview grandparents’.

Introduction- what is the entry about? History

Rising Prominence Cultural References / Importance

Images / Links Any other points

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Additional Activities:

1 Advantages & Disadvantages of Wikipedia

We looked at Wikipedia, the on-line encyclopedia, which can be accessed and edited by anyone. Along with Chinese opera, ballet, and Mozart, we also found an entry for

Hello Kitty.

Using the table on the next page, what do you think are the advantages and disadvantages of having an on-line encyclopedia that includes entries such as Hello Kitty?

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Bearing in mind what you now know about Wikipedia, in small groups brainstorm the advantages and disadvantages of using a resource such as this which is written by the ‘layman’ (members of the general public, probably non-experts).

Advantages Disadvantages

Accessibility & ease of use

Accuracy

Perspective & Bias

Other

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2 Wikipedia Text Analysis

In pairs, analyse the Wikipedia Hello Kitty text and compare it to the traditional encyclopædia using the handout to help you identify features that are

particular to this text.

1. What do you notice about the layout, appearance and length of the article?

2. What features does it have that the traditional encyclopædia cannot possibly include?

3. Can you find any language that indicates the writer is not 100% certain about the information written?

4. Look at the paragraphs entitled “Hello Kitty’s rising prominence” and

“Cultural References”. How many other exponents of popular culture are referred to?

5. In the paragraph “Merchandise” can you find any examples of informal language that could indicate this was written by a fan of Hello Kitty?

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Practical Demonstration 2 Angles and Mangles

Teacher’s Notes for EDB Electives Popular Culture

Part 2 Practical Demonstration 2: Angles & Mangles

Timing 50 mins

Aim For Students to practise analysing an advert and to raise their awareness of the ways in which the media creates the message it wants to give, through use of image and language.

They will also be shown how the interpersonal strands of knowledge and experience can be incorporated into a Learning English through Popular Culture lesson.

Outcomes/products A better understanding of how media and messages can be used and analysed in a popular culture lesson.

A more critical eye when using media texts.

Handout numbers Handout 1: Body Image & Beauty Handout 1b: Webpage comments Handout 2: Additional resources

+ Alternative version for students needing more help Focus Powerpoint/IWB/groups/pairs/discussion Materials

Preparation prior to workshop

30 x Copies of Handout 1 30 x Copies of Handout 1b

Check video (download FVL player) 6 x Copies of each old ad

Laminate old ads

Dictionaries for word bank activity

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By the end of Practical Demonstration 2, you will have:-

• considered the differences in approaches to advertising between the 1940’s/1950’s and now

• analysed the approach, language, associations and images a current advertising campaign uses

• considered and discussed people’s responses and reactions to the advertising campaign posted to an internet message board

• decided and refined your own responses and beliefs about approaches to advertising.

You will experience the following activities as students.

If you would like to run these activities with your own students, you will need to prepare the following before the session(s):

Handout 1: Body Image & Beauty Handouts 1b / c: Webpage comments Handout 2: Additional resources

+ Alternative version for students needing more help Copies of old adverts (available from www.adflip.com / www.advertisingarchives.co.uk among others)

An invented advert exemplifying how not to advertise a product

Check video from www.campaignforrealbeauty.co.uk (‘Film Gallery section:

Evolution’) (you may need to download FVL player) Dictionaries for word bank activity

Activities start on the next page.

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Handout 1 Body Image & Beauty

1. a) Look at the way that this subject is dealt with in adverts from the 1940’s/1950’s. In pairs, complete the table below

What is it selling? How direct is its message? (On a scale of 1-4, 1=most direct)

Advert 1 Advert 2 Advert 3 Advert 4 Advert 5 Advert 6

b) Look at another advertisement . In today’s society, do you think this advertisement would successfully persuade people to buy the product?

Why/why not?

Adverts come through many media: newspapers, magazines, posters on the street, MTR, bus, tram, billboards, TV, cinema, and now, the Internet. The next activity considers the way the Internet is used for advertising.

2. a) We are going to watch a video from the internet about perceptions of beauty. While you’re watching it, think about what its message is. Circle one option in each box.

advert / charity campaign targeting confident women / people with low self-esteem

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b) Look at the web page: www.campaignforrealbeauty.com and discuss the following questions with your group.

• Who designed the campaign?

• What is a dove?

• What colour is it?

• What associations might we normally make with doves?

• What does the company Dove sell?

3. Look at the two pictures together. Using the word bank choose 5 words you think are appropriate for each image and write them below.

I think the 1950’s advert is

_____________________________________________________________

I think the Dove video is

_____________________________________________________________

Word bank

beautiful glamorous honest persuasive

professional light fake

natural clever basic powerful

funny modern serious

impressive old-fashioned dark deceitful

subtle dull shocking

amateur patronising surprising thought-provoking

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4. a) The Dove video caused a lot of discussion and publicity. Read the comments on handout 1b and answer the questions below.

b) Decide if each comment is for or against Dove’s campaign and write For/Against next to each one.

Which one(s) do you most agree or disagree with?

Discuss your answers with your group.

c) Working in pairs, make your own list of points about the film, both for and against. You can paraphrase¹ the ideas from the previous comments if you agree strongly with them, but please do not copy directly from them.

You may use these ideas as a basis for discussion later.

Points in favour of the film Points against the film

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Handout 1b

1. < previous > 1 2 3 next >

Posted by: clumsyaffection 2 months ago Dove is making a great point; everyone sees themselves as

imperfect and this commercial emphasizes how the media is distorting beauty. Like Dove says, beauty is all natural! And the model was not ugly before; everyone here is saying that because she did not look like her end result; which is what the commercial is pointing out! That proves that we all (or the vast majority) have distorted views on beauty.

Posted by: lolagolightly 2 months ago Whatever! Dove is owned by the company, Unilever. It's just a marketing ploy. They don't actually care if you feel good about yourself, they just want you to feel good enough to buy their products. DON"T BELIEVE THEM!

Posted by: christianbaier 2 months ago Companies lie to get your money. This is the goal of every

company, and they obviously don't care how to achieve it. Money rules the world...

Posted by: TheveryspecialThommy 2 months ago This is a beautiful and insightful ad which may help many young women, that’s solely what counts……..

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5. < Previous 1 2 3 Next >

Posted by: MysticChick12 2 months ago

The TRUTH is that women's perception of "beauty" is often distorted because we use fashion magazines and billboards as templates for how we should look. This commercial clearly shows that what we see is not always the truth. I'm glad they showed the process and all the work that goes into that stuff; it's not all real, and we

shouldn't starve or beat ourselves down for false, attainable beauty.

Posted by: bambination 1 months ago This video is an eye opener! The world today is so fixated on

appearances. We can get so blind about how we should look or how somebody should look. How sad and true is that. Sometimes you don't realise what good u have!

6. < Previous 1 2 3 Next >

Posted by: tinkerbelle1984 2 months ago

I'm glad Dove made this commercial. It doesn't really reveal anything because we're all aware of this beauty manipulation by magazine covers and so on but I'm happy that a cosmetic and beauty products company are actually taking a position and admitting what is going on in this business.

Go Dove!

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Handout 1c More challenging texts for students needing less help 1. < previous > 1 2 3 next >

Posted by: ^Smithy21 2 weeks ago As a hybrid commercial/public service announcement, how much is this ad "doing the right thing," and how much is it leveraging the

"attraction" of social responsibility in the name of selling beauty and beauty products? And then, in a practical world, is this what you call a "win-win?"

Posted by: ummabdulla 2 weeks ago Not only the model's final appearance is totally artificial, the video itself depicting the model's creation -- its speed and editing and so on -- is a further comment on how all the millions of images

surrounding us are artefacts -- some made with more care than others. And as with any ad, this too, at base, is driven by the desire to make money -- although it can still be entertaining and show something that rings true.

Posted by: Darryl Pearce 2 weeks ago A "self-esteem" fund from a company that sells beauty products?

Something is not quite clicking here.

Posted by: ummabdulla 2 weeks ago Here's a little secret: the sole purpose of a corporation - any

corporation - is to make as much profit as possible. NOTHING ELSE MATTERS. Full stop.

This whole notion that corporations could possibly have a real social consciousness is so beyond the pale that I find it hard to believe so many intellectuals even play with the idea. Just please stop passing around the misguided notion that corporations have any real

interest in saving our souls. We live in the most hypocritical time we have evidence of.

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Posted by: yamamama 2 weeks ago Beauty-product marketing has almost always been aspirational: I wish I could look like her … perhaps if I buy this lip gloss, I will! But Dove takes a wildly different approach: That chick in the ad sort of looks like me, and yet she seems really happy and confident … perhaps if I buy this Dove Firming Cream, I'll stop hating myself!

But in the end, you simply can't sell a beauty product without somehow playing on women's insecurities. If women thought they looked perfect—just the way they are—why would they buy

anything?

Posted by: ^Shelene 1 week ago This film asks us to question our idea of beauty. What makes a woman beautiful? I think it has a lot less to do with the outside of her than people think. True beauty is not just being attractive, as I've seen many women who are physically attractive and yet so insecure and paranoid that you couldn't stand talking to them for more than a few minutes! Being self-confident and secure in who you are as a person, to me, is a mark of beauty.

Posted by: ^noddylane 1 week ago The conglomerate that owns Dove is, of course, not particularly interested in helping uplift the self-esteem of women and girls, but in selling their products. At the same time, by appearing to be concerned about these issues -- because their research tells that that a whole lot of consumers are concerned about these issues -- the conglomerate might end up doing some good as a side effect.

Maybe.

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Handout 2 Additional resources: Further questions for your students Vocabulary work

1. Connotations² Explore the website (www.campaignforrealbeauty.com) and write down any words you find that you think have positive meanings or connotations and those that you think have negative meanings or connotations.

Positive Negative e.g. natural beauty e.g. distorted

2. The following phrase is used to introduce the video:

‘All this talk of fashion models and extreme dieting. How did our idea of beauty become so distorted?’

a) ‘All this talk’: who is it that’s talking?

b) Why do the advertisers use a question?

c) What does the word ‘distorted’ mean? (Use a dictionary if you need to)

3. a) Did you notice the name of this video?

b) What is evolution? What does it mean? (Use a dictionary if you need to)

c) What kind of evolution is being portrayed in this video?

2A connotation is the term we use when talking about the associations we make with a word. For example, the words slim and skinny both mean thin, but slim also carries the association of

attractiveness, while skinny may mean too thin. Connotation often also depends on context and who is speaking to whom.

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Practical Demonstration 2 Angles and Mangles (Advertising)

Timing Interaction Procedure Materials

10 mins

Small groups

1 Introduction

Introduce the idea of adverts and ask students about their favourite ads. (Handout 1: Q 1a) Hand out laminated copies of old ads for students to look at and they discuss in groups what each is selling and how direct the messages are, then fill in table.

Laminated adverts from the

1940’s/1950’s

5 mins

Teacher leading from the front

2 Awareness raising 1 (obvious ad)

(Handout 1: Q 1b) Show students very obvious and un-subtle

made-up ad on IWB and elicit why this would probably be unsuccessful in today’s society.

“What does this tell us about consumers/the general public nowadays?”

Two mock-up adverts which are very obvious, eg,

‘buy this product – it’s good’.

5 mins

Teacher leads from front

3 Dove/Evolution Internet Film Ad (1^st viewing)

(Handout 1: Q 2a) Introduce internet as a powerful source of information and explain we are going to watch a short video from

Make sure Dove advert Evolution is ready to run/stream from the internet with sound

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10 mins

Small grps.

4 Noticing Activity (1)

(Handout 1: Q 2b) Draw attention to the website address and ask students to discuss questions about what associations they make with the word campaign (see dictionary if necessary to establish the different meanings) and the word dove (animal, bird, purity, peace). Then ask

students about Dove the

company and its products. Ask them to find the Dove product logo on the webpage.

Dove advert Evolution

10-15 mins

Pairs 5 Dove/Evolution Internet Film Ad (2nd viewing) + Word bank (Handout 1: Q 3) Show the video again. Afterwards, ask them to look back at their words from q.2 and then in pairs discuss what they now think, knowing that it is an advert. Have their ideas changed?

Pg 3 handout 1

10 mins

Teacher at front;

individuals;

pairs

6 Comparing 1950’s ads and modern ads

(Handout 1: Q 4a) Show the 1950’s ad & Dove ad juxtaposed.

Ask Students to select 5 words for each image from the word bank. Pairs f/b.

Pg 3 handout 1

10-15 mins

Individual;

small grps.

7 Reading and understanding different responses

(Handout 1: Q 5a & b) Tell

Message board handouts

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Students that the Dove ad caused a lot of discussion &

publicity. They read the

comments from message boards on handout 1b, then decide if each one is for or against the campaign, and select one they most agree or disagree with. F/b in small grps. This stage is important in providing students with a chance to think critically.

10 mins

Pairs 8 Forming one’s own opinion (Handout 1: Q 5c) Ask Students to work in pairs to make their own list of points in favour of and against the campaign.

EXTENSION ACTIVITIES:

1. Using the list of points for and against, set up a class discussion/debate.

2. Using the ‘additional

resources’ questions, focus more on the language used on the website and the themes raised.

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Practical Demo 2 Body Image & Beauty Version B for students who may need more support Handout 1 Body Image & Beauty

1. a) Look at some adverts from the 1940’s/1950’s.

In pairs, complete the table below

What is it selling?

Advert 1 Advert 2 Advert 3 Advert 4

How easy was it to understand the advertisement’s message? (Circle one) Advert 1 a) Very easy b)Quite easy c)A bit difficult d)Very difficult Advert 2 a) Very easy b)Quite easy c)A bit difficult d)Very difficult Advert 3 a) Very easy b)Quite easy c)A bit difficult d)Very difficult Advert 4 a) Very easy b)Quite easy c)A bit difficult d)Very difficult

b) Look at another advertisement. Why would this probably be

unsuccessful in persuading people to buy the product in today’s society?

i. it’s not a good advertisement ii. it’s too difficult to understand

iii. it’s too direct so people don’t trust it iv. people don’t like this product

2. Now we are going to watch a video about ideas of beauty. Did you like this video? Why/why not?

3. The video is from a website called www.campaignforrealbeauty.com.

i. What is a campaign?

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a) a fizzy drink;

b) a place in the countryside where you put up your tent;

c) an organised plan of action to achieve a goal?

ii. We can have a number of campaigns:

a) a military campaign (in the army)

b) an advertising campaign (to sell a product)

c) a moral/human campaign (to raise awareness of a problem in society and its possible solutions)

Which campaign do you think this website is referring to? More than one?

iii. Who designed the campaign?

a) a university b) a make-up artist c) a photographer d) a beauty company

4. What is a dove?

What colour is it?

What does it make you think of?

What do the company Dove sell?

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I think the 1950’s advert is

______________________________________________________________

I think the Dove video is

______________________________________________________________

Thinking about the audience

7. Who is the Dove video aimed at, and why?

a) everyone;

b) teenage boys;

c) teenage girls;

d) older women or men?

8. What message does it give to the audience? You can choose more than one.

a) Women look better with make-up on;

b) Women don’t need make-up to look beautiful;

c) Products with lots of chemicals and additives are bad.

d) Products that are close to nature are good.

Word bank

beautiful honest surprising

funny serious clever

false powerful natural

old-fashioned boring persuasive

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Part 3a Learning and Teaching Activities

Part 3a Activity 1

Photo Captions

Timing 40 mins

Aim To raise awareness of techniques used in the media regarding selection and editing of images and their accompanying captions.

For students to critically evaluate language used in photo captions and consider how it can be biased.

To enable students to produce a photo caption expressing a particular point of view.

Outcomes/products A better understanding of media techniques which will help in evaluating different types of texts.

A collection of photos and accompanying captions expressing opposing points of view, which can be added to students’ portfolio.

Handout numbers 1 Students task sheet

2 Photos without captions in envelopes 1 & 2 3 Full photos with captions in envelope 3 4 Selection of photos in envelope 4

Focus Groups/Pairwork/task

Materials

preparation prior to workshop

• Copy students task sheet x 6

• Examples of cropped photos may be found at www.media-awareness.ca under ‘Choosing and editing photos’

• Laminate photos and place into 3 envelopes

• Collect a selection of newspaper/magazine photos and captions for discussion activity

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Activity 1 Photo Captions

1. Split into 2 groups: Group 1 has a pair; Group 2 is a group of three people.

Group 1 should take Envelope 2, and Group 2 should take Envelope 3.

Move onto separate tables for the following stage.

2. You have about 5 minutes for this activity.

Look at the photo in your envelope. Discuss with a partner what you think is happening in each photo. Can you think of a context for the picture (e.g.

is it a photo of a crime, a war situation, political event)?

Task: Write a caption for your photo on the paper provided. It should be large enough to show the other group so use the pen provided.

3. Return to the first table.

a) SPEAKING Swap the photo ONLY with the other group. Take a moment to discuss what you see in the photo.

b) READING Now show the other group your caption. Let them read it and think about it.

c) SPEAKING Discuss as a whole group why you chose to write that caption.

4. As a whole group, open Envelope 4. Look at the two photos next to the originals you have just worked with. SPEAKING:

• What differences can you find?

• Were you surprised about the real content and meaning of the photo?

• Why do you think your first description of the photo might have been different from the real meaning?

• Why might editors crop³ and change the photos they use with news stories?

3 To crop a photograph: to cut or remove part of the image

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5. LANGUAGE ANALYSIS

a) Look at the first 3 words of each photo caption and write them here:

Photo 1: _____________ _____________ ______________ ……..

Photo 2: _____________ _____________ ______________ ……..

What information do they give us?

b) What are the first two verbs in each caption?

Photo 1: Photo 2:

c) What tense do they use?

i. Past simple ii. Present continuous iii. Present simple

In newspaper stories, the present simple tense is generally used. This gives a sense of immediacy.

Because space is limited, newspaper editors usually choose the most important words and facts to summarise the story in headlines or photo captions.

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5. DISCUSSION & ANALYSIS GAME – Talk for 1 Minute Take the selection of photographs from newspaper articles out of Envelope 5 and put them in a pile in the middle of the table.

Find the questions in the box below lettered a-f.

Take the spinner & paperclip; spin the paperclip until it stops at a letter.

One person should pick up the photo at the top of the pile, and discuss the question indicated for one minute. Everyone else listens.

Talk for 1 Minute Questions

a) When you first look at the photo what do you think is going on? How do you feel about the photo?

b) What would you think was going on if you

only looked at the photo, but did not read the caption?

c) What impression does the photo give of the country and its people? Is it realistic? Is it positive or negative?

d) What might be happening outside the frame of the photo, in the surrounding area? What important information might be missing?

e) Is the photo of men or women? Is it a political photo and caption or is it neutral?

f) How does this photo typify⁴ or stereotype the national characteristics of the people of the country? Does it make you think of the people in a sympathetic/supportive way, or a different way?

5. FINAL THOUGHTS How far do you think the use of the following newspaper techniques affects the reader?

cropping

^{- -} ^{1 2 3 4 5}⁺⁺

captions

^{- -} ^{1 2 3 4 5}⁺⁺

4Typify in this sentence means to show associations, characteristics of features that present a standard, identifiable image of a group. This technique is sometimes used in the news to show differences between groups of people, especially from different areas of the world.

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Activity 2 Film Trailers

Part 3a Activity 2

Film Trailers

Timing 40 mins

Aim To raise students’ awareness of techniques used in the production of film trailers and to assess their effects on the audience.

For students to analyse language used in film trailer voice-overs.

To enable students to use this knowledge in the production of a film voice-over script.

Outcomes/products A better understanding of film techniques which will help in students’ own production of a short film trailer voice-over.

A film voice-over script and recording which can be added to students’ portfolio.

Handout numbers Students task sheet 1 Focus Group / pairwork / task

Materials

• Find film trailer links for : (1) Mission Impossible 2, (2) Zoom and (3) Spiderman 3. You should be able to find them at www.youtube.com / www.apple.com

• Set up IWB with links

• Copy students task sheet x 6

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1. Introduction

Discuss the following questions with your group:

• What methods do film companies use to promote their films?

• What are the main purposes of film trailers?

2. Analysing a Trailer

Watch film trailer 1 (your teacher will help you if necessary) and answer the questions with your group:

a) What genre of film is this? i. Horror ii. Romance iii. Comedy iv. Action

v. Science Fiction b) What sort of character is the main guy?

c) What colours/images are used in this trailer? Why?

d) How does the trailer make links between Mission Impossible 1 and Mission Impossible 2?

e) Listen to the man’s voice on the trailer. What does it sound like?

i. angry ii. romantic iii. mysterious

f) Who is the target audience? (you may pick more than one) i. young adults

ii. older people iii. teenage girls iv. small children v. men

activities continue on next page>>

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Script for voice-over to ‘Zoom’

They may look like ordinary kids Just trying to live ordinary lives But what makes them different Will make them heroes From Revolution studios They may be undercover They may be underage But never underestimate them This summer

They’re going to save our world

As long as they’re home in time for dinner Tim Allen

Zoom

3. The Voice-over

(Voice-over: A technique in film where a person who is not on-screen narrates, summarizes or presents their feelings.)

Read the trailer voice-over script for a film called ‘Zoom’.

Re-read it aloud to someone next to you in the way that you think it would be read on the film trailer.

In a group of two or three, discuss the following questions and make notes:

a) Look at the words that are repeated.

Why would the film-makers repeat certain words? What effect does it have on the audience?

b) Pick the 6 most important words that you think give you a good idea of what the film is about. Write them below. Do these words come at the start, the middle or the end of a line? Why might this be important?

c) Now watch the trailer for ‘Zoom’ and discuss the questions with your group.

How quick was the voice-over?

Try to notice how the important words you picked out in q.2 are said on the voice-over. Were the words stressed or pronounced in a special way? Were there any pauses (if so, when, and what effect did this have?)

What other sounds could be heard apart from the voice-over?

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Activity 3 Columns

Part 3a Activity 3

Columns

Timing 40 mins

Aim To raise students’ awareness of features of magazine columns through teaching of lexical items and analysis of example texts, and to highlight the functions of linguistic structures in specific column types.

To enable students to produce a magazine advice column, writing both advice-seeking and advice- giving letters.

Outcomes/products A better understanding of media techniques and features of magazine columns which will help in evaluating different types of texts.

A magazine column which can be added to students’ portfolio.

Handouts Students task sheet

Magazine contents page (envelope 2) Answer key (envelope 3)

Advice-seeking letters (envelope 4) Advice-giving replies (envelope 5) Topic cards (envelope 6)

Focus Pairs/groups/individual task

Materials

• Photocopy student handouts

• Print out magazine contents page example

• Cut-up advice-seeking letters and replies and place in envelopes 4 & 5

• Cut-up letter topic cards and place in envelope 6

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Check out this cute printed dress

My sister is really popular and I wish I was more like her....

This is an amazing album of opera favourites

David & Victoria Beckham recently moved to a

$10million dollar mansion in L.A.

An old friend will be important this

week Look for a Photos from the 2

How can I make my face look slim?

a b

c

d

e

f g

h

1. Look at the contents page from a magazine (envelope 2) and discuss the following questions with your group:

a) Who is this magazine aimed at (target audience) - girls or boys?

b) What age group is it aimed at- under 5s/ 6-11 year olds/ teenagers/ adults?

Why do you think this?

c) Which items in the contents list seem inappropriate for this type of

magazine? Cross them out on the worksheet. Use the remaining headings to help you complete the following sentence:

2. Now read the sentences below and decide which type of magazine column they belong in (write the letter next to the type of column on the next page).

Check with your group and then the answer sheet (envelope 3).

Teenage magazines usually contain some or all of the following topics: A _ _ _ _ _;

F_ _ _ _ _ _; S_ _ _ _ _ _ _; H_ _ _ _ _ _ _ _ _; R_ _ _ _ _ _ _; E_ _ _ _ _ _ _ _ _ _ _ _ (M_ _ _ _ / F_ _ _ _/ B_ _ _ _ _ /G_ _ _ _); C_ _ _ _ _ _ _ _ _ _; F_ _ _;

C_ _ _ _ _ _ _ _ _ _ _ / P_ _ _ _ _ _.

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Fashion:

Advice:

Horoscope:

Celebrities:

Gadgets:

Entertainment:

Real Life Stories:

Shopping:

3. Now look at the extracts from different columns below and decide which function each one has:

(a) advising or (b) describing?

Compare with your partner then check the answer sheet.

Paint your fingernails! Try a bright colour like hot pink or orange.

Lily’s red Miu Miu shoes are fabulous.

Tuesday: Things at school are a bit stressful. Find some time to relax.

This is a bright and colourful platform game with 3D backgrounds and graphics, giving depth and perspective and making it more interesting than many other platform games.

If you have a sweet tooth, try frozen yoghurt or dried fruit instead of ice-cream and chocolate to satisfy your sugar craving without the calories.

This facial wash has a strong but refreshing aroma. It leaves your face feeling soft and clean, removing dirt and oil without making your skin feel tight.

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The following activity (4) is designed for more able students who (a) have more language at their disposal and (b) will probably work through the material more quickly.

4. (a) Columns in teenage magazines often use informal language, phrasal verbs, slang and shortened forms of words. Look at the examples and match them to their meanings. Compare answers with your neighbour before

checking the answer sheet.

a. lad (n.) 1. picture

b. to dump somebody 2. to be attracted to c. to fancy somebody 3. favourite

d. chubby (adj.) 4. to be angry

e. bro (n.) 5. boy/young man

f. mates (n.pl.) 6. sunglasses

g. sunnies (n.pl.) 7. friends

h. glam (adj.) 8. moody/bad-tempered

i. fave (adj.) 9. slightly overweight

j. stroppy (adj.) 10. brother

k. piccie (n.) 11. glamorous

l. to go mad 12. to end a relationship

a b c d e f g h i j k l

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(b) The previous exercise required you to think about the denotation of words and phrases, that is their basic meaning. However, it is also important to consider the connotations of words and phrases, that is thinking about whether they carry a positive or negative association. Put the above words/phrases into the correct category:

5. Take an advice-seeking letter each (from envelope 4) and read it out to the group. Match them to the correct replies (envelope 5)

Positive connotation

Denotation (basic meaning)

Negative connotation

Neutral

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Advice-seeking letters for envelope 4 (to be cut up) (1)

I’m worried that I’m too chubby. All my mates are really skinny and I’m embarrassed to go shopping with them ‘cause I look awful in trendy clothes. Please help me.

Cuddly Bear, Causeway Bay

(2)

My bro and his mates have started smoking. I saw them in the playground last week but they didn’t know I saw them. I’m worried about his health and I know my parents will go mad if they find out. Should I say something?

Sensible Sis, Sheung Wan

(3)

I’m in Form 5 and my exams are coming soon. I’m really stressed about it.. I can’t sleep and I feel sick every day before I go to school. I know I’m going to fail.

I just feel so useless. Can you help me?

Worried Winnie, Yuen Long

(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. 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 can’t afford to buy those kind of clothes and

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Advice-giving replies for envelope 5 (to be cut-up)

6. A typical structure for an advice-seeking letter is shown below.

(a)

You are right to be worried about him and it’s great that you want to help, but be careful because talking to him about it in front of his mates may cause more trouble for him. He’s probably just trying to fit in with them and thinks it makes him look cool. Why not try to speak to him alone and explain why you are concerned.

Perhaps you could give him some information about the health risks. Tell him that you won’t let your parents know for the moment, but they are sure to find out eventually, so it’s better for him to try and stop now before they discover his secret. Good luck!

(b)

Maybe your friend has her reasons for liking these new girls. It could be that she doesn’t feel confident about herself and hanging out with them makes her feel popular. You could try to boost her confidence by telling her how much her friendship means to you and why you like her. Don’t feel intimidated by these other girls and remember it’s not your clothes or appearance that make you popular, it’s about being happy and

confident. Comparing yourself to them will just make you feel bad, so focus on your good points, not on what you don’t have. Perhaps you can get involved in some after-school activities where you can meet new friends who will like you for who you are, not what clothes you wear.

(c)

You don’t say why you think you’re overweight. If other people have been teasing you, then don’t listen to them- people who say those kinds of things are usually feeling insecure about their own bodies and cover it up by bullying others- they aren’t your real friends if they make comments like that. Maybe you think you’re overweight because you are comparing yourself to your friends but remember humans come in all shapes and sizes and I’m sure your friends like you for many reasons, not for how much you weigh. Don’t be afraid to ask for help though. Ask your school nurse or local doctor to check if your weight is within healthy limits for your height and age and they can advise you on good eating habits and exercise. Try not to worry.

(d)

I understand that you have strong feelings about this, but you can’t force somebody to like you. How about trying to be mates with her for now and just enjoy her company without any pressure, then there is a chance that in the future, she may start to feel differently about you. Even if she doesn’t dump her boyfriend to be with you, at least you will have gained a friend and who knows, maybe she has some cute mates who will fancy you!

(e)

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 who’s worried. You could have a chat with your favourite teacher about it and maybe he/she can help you to make a study plan so that you feel in control. Of course, it is an important time, but you must also 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!

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Now label the reply in the same way. The comments are given below to help you. Underline the appropriate sentence and write a/b/c/d/e next to it.

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 who’s worried.

You could have a chat with your favourite teacher about it and maybe he/she can help you to make a study plan so that you feel in control.

Of course, it is an important time, but you must also 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!

a. Description of problem/reassuring comment/information

b. Instruction using an imperative

c. Signing off in a friendly way

I’m in Form 5 and my exams are coming soon. I’m really stressed about it. I can’t sleep and I always feel sick before going to school. I

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

Worried Winnie, Yuen Long

1.Introduction to letter writer &background of

problem 2.Writer’s feelings

3. Further details of problem

6. Signature: usually a false name summarising the writer’s feelings/problem

5. Request forhelp/advice 4. Further feelings & conclusion

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7. Now take one card each from envelope 6. This will give you the topic for a problem page letter. Individually, write a short letter in the space below, remembering to use the general structure:

• Introduction to writer and problem

• Explain feelings

• Give further details of the problem and its effects

• Final summary of feelings and conclusion

• Request for help/advice

• False name signature (try to use the same first letter for each word, e.g.

Worried Winnie; Anxious in Aberdeen) Dear Agony Aunt,

______________________________________________________________

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8. When everyone has finished writing, pass your letter to the person on your left. You will receive a letter from the person on your right. Read their letter carefully and write them a reply, giving them advice and suggestions.

Remember the structure for the reply:

• Re-cap of problem/Reassuring comment (e.g. It’s quite a common problem…)/Information (teenagers often have skin problems because…)

• Suggestions: use how about…ing?/why not…? or modal verbs (you could…/maybe…)

• Instructions using imperatives (try…/ask…/talk to…/don’t…)

• Conclusion and explanation for the advice (this will help you…)

• Sign off with a friendly message (good luck!)

______________________________________________________________

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Check out this cute printed dress

My sister is really popular and I wish I was more like her....

This is an amazing album of opera favourites

David & Victoria Beckham recently moved to a

$10million dollar mansion in L.A.

An old friend will be important this

week Photos from the 2

megapixel camera are bright and sharp.

Look for a cropped jacket, cape or

pashmina to match.

How can I make my face look slim?

Terrified, I called 999 and gave the operator our address…

Horizon Plaza in Aberdeen is full of discount shops.

b a

c

d e

f g h

i

j

Activity 3: Columns ANSWER KEY

1. Look at the contents page from a magazine (envelope 2) and discuss the following questions with your group:

a) Who is this magazine aimed at (target audience) - girls or boys?

b) What age group is it aimed at- under 5s/ 6-11 year olds/ teenagers/ adults?

Why do you think this?

c) Which items in the contents list seem inappropriate for this type of

magazine? Cross them out on the worksheet. Use the remaining headings to help you complete the following sentence:

2. Now read the sentences below and decide which type of magazine column they belong in (write the letter next to the type of column on the next page).

Check with your group and then the answer sheet (envelope 3).

Teenage magazines usually contain some or all of the following topics: Advice; Fashion;

Shopping ; Horoscopes; Real Life; Entertainment (Music / Films /Books /Games);

Celebrities; Food; Competitions/Puzzles.

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Fashion: a, g Advice: b, e, (g) Horoscope: f Celebrities: d Gadgets: h Entertainment: c Real Life Stories: i Shopping: j

3. Now look at the extracts from different columns below and decide which function each one has:

(a) advising or (b) describing?

Paint your fingernails! Try a bright colour like hot pink or orange. (a)

Lily’s red Miu Miu shoes are fabulous. (b)

Tuesday: Things at school are a bit stressful. Find some time to relax. (a)

This is a bright and colourful platform game with 3D backgrounds and graphics, giving depth and perspective and making it more interesting than many other platform games.

(b)

If you have a sweet tooth, try frozen yoghurt or dried fruit instead of ice-cream and chocolate to satisfy your sugar craving without the calories. (a)

This facial wash has a strong but refreshing aroma. It leaves your face feeling soft and clean, removing dirt and oil without making your skin feel tight. (b)

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The following activity (4) is designed for more able students who (a) have more language at their disposal and (b) will probably work through the material more quickly.

4. (a) Columns in teenage magazines often use informal language, phrasal verbs, slang and shortened forms of words. Look at the examples and match them to their meanings. Compare answers with your neighbour before

checking the answer sheet.

a. lad (n.) 1. picture

b. to dump somebody (v.) 2. to be attracted to c. to fancy somebody (v.) 3. favourite

d. chubby (adj.) 4. to be angry

e. bro (n.) 5. boy/young man

f. mates (n.pl.) 6. sunglasses

g. sunnies (n.pl.) 7. friends

h. glam (adj.) 8. moody/bad-tempered

i. fave (adj.) 9. slightly overweight

j. stroppy (adj.) 10. brother

k. piccie (n.) 11. glamorous

l. to go mad (v.) 12. to tell somebody you are ending the relationship

a 5 b 12 c 2 d 9 e 10 f 7 g 6 h 11 i 3 j 8 k 1 l 4

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(b) The previous exercise required you to think about the denotation of words and phrases, that is their basic meaning. However, it is also important to consider the connotations of words and phrases, that is thinking about whether they carry a positive or negative association. Put the above words/phrases into the correct category:

Positive connotation

Denotation (basic meaning)

Negative connotation

Neutral

B D*

J L

*May be culturally dependent

E F*

H

*in most situations

A C G

I K

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Activity 4 Adverts and Commercials

Part 3a Activity 4

Adverts & Commercials

Timing 40 mins

Aim To raise students’ awareness of simplified components parts of marketing: product + target market.

To raise students’ awareness of language used in advertising slogans and texts through analysis of a selection of advertisements.

To enable students to use this knowledge in producing an advertisement or short filmed commercial.

Outcomes/products A better understanding of advertising techniques which will help in evaluating different types of texts.

An advertisement or commercial which can be added to students’ portfolio.

Materials

preparation before workshop

• Photocopy students’ task sheet

• Collect a number of adverts from magazines and separate them from their slogans (or cover them up with sticky labels). Laminate the advertising images. Type up the slogans onto strips to cut- up and laminate for matching.

Focus Groups / task

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Activity 4: Adverts & Commercials

1. Read the following definition of a slogan

A slogan is a distinctive, and usually short phrase used by groups or companies to advertise their products or

activities, eg:

‘Think small’ (Volkswagen cars)

‘Go to work on an egg’ (Egg marketing board)

‘Let your fingers do the walking’ (Yellow Pages telephone directory).

What’s the difference between a slogan and a logo?

Sketch a brief example of a logo in this box.

What’s the plural form of slogan? What’s the plural form of a logo and how do you spell it?

2. SPEAKING In Envelope 2, you will find some advertisements and slogans. Working with your group, match each advertising image with a slogan.

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Place each advert on the scale below and compare answers.

e.g. advert c

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Example slogans for matching activity (a)

[Note to trainer: blow these up on A3, laminate, then cut up as sets.]

a. Hello Brains. Meet Beauty.

b. Please, please, please, let today be the day I bump into my ex.

c. Rock out with style!

d. Help replace the moisture your day takes away.

e. A little bit of what you fancy.

f. 100% TASTE 1% FAT

g. a breath of fresh air for your scalp and hair.

[Note to trainer: Provide answer key with matched ads]

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4. You are going to create your own advert or commercial in groups of 2 or 3. The product you need to sell is a new type of fruit drink. Your target market is teenage boys. Think about the language and images you are going to use and

create a paper-based advertisement which could be published in magazines or on billboards.

Discuss ideas with your group and write notes to help you remember the key points to consider in your advert/commercial:

Product (name?) Target market

Habits

Likes/dislikes

Images they identify with

Slogan Logo