طرح درس مبتنی بر clt
Communicative Language Teaching
in High School English: A Lesson Plan
Ji-hye Lee
TESOL 2nd semester
No, I am not suggesting that you throw away your trusty textbooks. I can think of
very few teachers who do not use textbooks. They are valuable resources. Ah,
that is the key--they are “resources.” I recently witnessed a conversation in a
faculty lounge. It went like this: “Can you believe that they’ve adopted this new
textbook? I can’t teach from that. I’m going to continue to use the textbook I’ve
been using. I’m not about to change all of my lesson plans because of a new
textbook. Also, this textbook has more content, and it’s too much material to
cover in one school year. I can cover the textbook I’m using now in exactly one
school year.” A textbook should be used as a teaching tool, one of many
resources. Another good question to ask yourself is this: “If all of the textbooks
were removed from my classroom, would I be able to continue my teaching?” If
your answer is “no,” then you are relying too heavily on the textbook in your
instruction. Remember, textbooks are resources. We teach students, not textbooks
(Breau, 2003).
1. Introduction
Teaching English only with textbooks at high schools in Korea causes some problems
relating to authenticity and practicality. First, using textbooks prevents students from
being exposed to real discourse because materials in textbooks are so modified and
controlled that they might not be authentic. In addition, many topics in textbooks are
not motivating and interesting to students. Some topics in textbooks are involved with
history or hi-tech science, which students are not interested in. The most serious
problem of textbooks is that they don't provide enough context to help students study
English. Specially in high schools in Korea, textbooks are not 'real textbooks' for both
students and teachers. Most of the teachers who teach third graders just skip the
textbook and teach SAT patterns using reference books for reading.
However, it is true that we have been neglecting the importance of textbooks for such a
long time. Textbooks usually have refined and carefully-chosen reading materials and a
lot of activities for four language skills, whereas authentic materials may be too
culturally biased and mixed with too many structures, causing lower level students to
have a hard time decoding the texts (Martinez, 2002). Also, the vocabulary in
textbooks is comparatively relevant and appropriate to the students' immediate needs.
Even though textbooks have these good points, teachers have refrained from using
textbooks in class for various reasons. Teachers indicate that textbooks are not
practical in real classrooms and activities are not related to the main reading material.
Our aims in this lesson plan are to make activities practical and easy to use for
teachers and to connect activities to the main reading materials. In the sample lesson,
pre-reading and post-reading activities share the same topic so that they can provide
additional contexts for students to understand better the reading material, which is
taken from an actual textbook published by Sisa. In addition, activities include
guidelines to make them clear for both teachers and students. Also, worksheets are
immediately copiable and usable in class. Every activity in this lesson plan is
developed based on techniques and principles to improve communicative language
teaching.
2. Text Evaluation: Problems
2.1Major Problems of Activities in High School English Textbook
First, activities for the four skills are neither topic-focused nor well-related to each
Textbook High School English (Sisa Publishing Company)
Student Profile High School 2nd Year
English Proficiency Intermediate Mid for 4 Skills
Class 1 Hour Period, 4 times per week
Experience Have studied English as a required subject, without authentic context
Motivation To get a high score in the College Entrance Exam
other even though each lesson has a topic. Second, one activity targets only one skill.
The four skills are not integrated in each activity, which makes students only develop
each skill separately. Third, activities are mainly lecture-centered and geared for
individual testing. Teachers usually lead classes with few group work or pair work.
Fourth, tasks are too simple and dependent. All students have to do is to fill in blanks
or solve true or false questions. Last, grammar points are de-contextualized. On the
page for structure, there is just a list of sentences including each grammar point. It’s
hard to find any part that provides context for each sentence to help students
understand the real use of the grammar points.
2.2 Teachers’ and Students’ Need Analysis
2.2.1. Teachers’ Needs Analysis
The result of the teacher questionnaire shows that teachers use only some parts of
activities on the textbook because there are too many activities that they can’t handle in
a semester. Also, textbooks don’t include clear guidelines, worksheets, or printable and
copiable materials for each activity.
2.2.2. Students’ Needs Analysis
From the questionnaire, students asked for interactive activities to be related to main
reading text. Some activities in the textbook are based on totally different ideas even
though each lesson has its own topic. Students also put emphasis on the preparation for
exams and the need for convenient materials such as handouts or organizers to help
their comprehension.
To complement the deficiency, the sample lesson is mainly focused on two
aspects. First, all activities are meaningfully based on the main reading text. Every
activity can be the context for students to understand the main reading text. Second,
each activity has one or two worksheets that teachers can immediately copy and use in
class. The sample lesson has three parts that teachers can deal with in three weeks.
Specifically, it has pre-reading activities, while-reading activities and post-reading
activities. Comparatively, the Sisa textbook has separate activities for listening,
speaking, writing, and reading.
3. Theoretical Background and Application: Solutions
This paper explains how theories are applied in the sample lesson to deliver
communicative English classes in a Korean situation. The sample lesson consists of
three parts: Warm Up, Dig Up, and Wrap Up. Technically, Warm Up is for pre-reading
activities, Dig Up for while-reading activities, and Wrap Up for a post-reading activity.
As Finch (1999) suggests, tasks are best if they have preparation (“pre-task”) activities,
“during-task” activities and follow-up (“post-task”) activities. First, pre-task activities
are important because they give a chance to introduce new language, ease the
language-processing load and push learners to interpret tasks in more demanding ways.
Second, during-task activities are concerned with planning, reporting, and decisionmaking.
Lastly, post-task activities help learners hypothesize, consolidate, classify the
language structurally and semantically. Based on Finch’s (1999) ideas, each part in the
sample lesson plan has two activities with tasks that teachers can freely choose from
according to student’s proficiency level or classroom conditions.
3.1 Communicative Language Teaching(CLT)
This revision is fundamentally based on principles of Communicative Language
Teaching. Communicative language teaching focuses on the importance of authentic
materials, interactions in class, and meanings (Author, 19XX). The 7th curriculum is
based on communicative language teaching, placing emphasis on in-depth and
supplementary differentiated curriculum. It shows how teachers can change the form of
activities by considering students’ proficiency level. It specially focuses on task-based
language teaching (T.B.L.T) and cooperative learning for interactions and skills
integration, intercultural language teaching and self-access language teaching for
authentic materials.
3.1.1 Interaction/Skills Integration
3.1.1.1 Task-Based Language Teaching(T.B.L.T)
As English climber George Leigh Mallory once said, “I climb mountains because they
are there,” students don’t know what to learn unless teachers give them tasks. Students
learn language effectively by completing certain tasks individually or in groups. In
addition, tasks help teachers control the students in class. It is easier to make students
concentrate on lessons by having students fill in blanks, complete graphs or tables and
even group projects. Also, tasks are important to facilitate cooperative activities.
Without tasks, students usually lose interest and chat with group members in discussion
classes.
To apply this idea into the real classroom, Fried-Booth (1986) suggests one
example of T.B.L.T called task-based projects with three steps. First, students work in
groups to plan and assign roles. Second, students collect information, do research
through interviewing, taking pictures, writing and printing out. They close their project
by reviewing, monitoring and getting feedback from the teacher or classmates.
The three parts of this lesson plan—Warm Up, Dig Up, and Wrap Up—each
includes a set of tasks with clear guidelines. Activities in Warm Up are tasks that
require students to brainstorm ideas, assign roles, collect authentic information,
research, write a movie review and present it to the rest of the class. Also, each group
receives written feedback from classmates in the form of peer evaluation sheets. Doing
peer evaluation is a task that forces students to concentrate on other groups’
presentations.
Activity 1 in Dig Up is apparently traditional but it has interaction techniques to
make students paraphrase, summarize, and answer questions. Worksheet #6 is helpful
for students to skim each paragraph in the article while Worksheet #7 is for scanning
paragraphs. Worksheet #6 has questions for a main idea and key words for each
paragraph. In contrast, Worksheet #7 includes a cloze activity and questions for words
in blanks, or sentences for specific information
Students are required to do a series of things to write an email about a movie
recommendation in Dig up. They should choose a movie, get specific information
according to the presented list, organize ideas, compose sentences, and write an email.
Although students learn to write a movie review in class, they just close the textbook
and forget everything unless teachers give this kind of task after reading.
3.1.1.2 Cooperative Learning/Interactive Learning
Cooperative learning means that students learn by interacting with each other in groups
to complete a certain task. Johnson & Johnson (1984) present five elements to make
cooperative learning successful: ‘positive interdependence,’ ‘face-to-face interaction’
where students explain, argue and elaborate to learn; ‘individual accountability’, which
requires every member of the group to learn; ‘social skills’ such as leadership, trust
building and conflict resolution; and ‘group processing’, which indicates how well
students are working together. While working together, students interact to share
information and negotiate to complete the task. Moreover, it helps students to get four
major language competencies as well as nonverbal communication skills.
Activity 1 in Warm Up is based on cooperative learning process. Teacher makes
groups of four or five, explains the procedure of the activity with a written handout that
includes instructions and the task to complete. Students in each group assign roles: a
leader, a presenter, source givers, and writers. They collect information from authentic
sources such as books, newspapers or web pages. Lastly, students work together to
write a movie review about facts and imagination and present it with some visual
materials to the rest of the class. While presenting, audiences evaluate the presentation
on peer feedback evaluation handout. To prepare the presentation, students read
materials to get information, listen to other’s opinions, speak their ideas, and also write
a movie review.
Activity 2 in Dig Up is also a presentation class. The presentation is followed by
reading the presented article. Using the handout with clear instructions, students work
in groups. It helps students improve their four language skills as well as check their
reading comprehension. The writing task in Wrap Up is not simple, which requires
students to get, read and understand certain information about a movie and produce
their own ideas through writing.
Activity 2 in Wrap Up is an activity for grammar which is not simple practice but
pair work where two students complete dialogues presented in each handout. Students
have a conversation and learn a grammatical structure based on meaning through pair
work. This is meaningful in that students should interact with each other to complete
the dialogue.
3.1.2 Materials Authenticity
3.1.2.1 Intercultural Language Learning
Sandra (2003) says that the purpose of teaching English is to have students use English
to tell others about their own ideas and culture. English textbooks in Korea do little to
connect the culture of English-speaking countries with Korean culture. Teachers are
reluctant to use culture as a lesson topic even though there are some intercultural
activities in textbooks. Therefore, Korean students lose their chances to improve their
communicative competence through introducing their ideas and cultures in English.
According to Cortazz & Jin (1999), students learn English communicatively using
three different cultural materials: Source culture, target culture, and international
culture. Based on these materials, activities in English textbooks can be communicative,
providing students with opportunities to learn, practice, and understand cultures of
English-speaking countries, Korean culture, and even those of non-English speaking
nations.
The sample lesson is about facts and imagination in movies. Warm Up
presents an activity about a Korean movie ‘Tae Geuk Gi’ (source culture) and target
culture is presented in Read Up where an article analyzes three movies: Gone with the
wind, J.F.K., and Jurassic Park. Wrap Up provides an activity to write an email about
other movies (international culture) that students choose by themselves. Korean culture
is presented first in Warm Up because it helps students feel easy and comfortable to
start a lesson from what they know.
3.1.2.2 Self-Access Language Learning
Gardner & Miller (1999) introduce four different kinds of materials in selfaccess
language learning: published language-learning materials, authentic materials,
specially produced materials, and students’ contributions to materials. The sample
lesson requires students to get authentic materials by themselves for each task.
Activities in Warm Up and Wrap Up allow students to select the movie and collect
information from movie reviews and official homepages on the internet or movie
posters, which are all authentic materials. Students can choose a movie that appeals to
them. Moreover, while surfing the internet to gather information for the task, students
feel motivated because they can not learn anything unless they find something by
themselves. In self-access language learning, students can be active learners.
4. Syllabus: Procedure
Course Description
Targeting students going through the Common Basic Curriculum for 10th grade, this
course is designed for a high school English class and employs reading materials found
in a prescribed textbook.
Course Goals
1. Understand content of general topics.
2. Understand practical and academic information.
3. Understand natural communication in various situations in speech or writing.
4. Understand verbal expressions and cultures of native speakers.
5. Introduce Korean culture to native speakers.
6. Develop appropriate world view through speaking and writing.
Course Objectives
1. Write or say the topic sentence of each paragraph after reading.
2. Orally answer or write the required specific information after reading.
3. Fill in the blanks of the summary of the reading material.
4. Give an oral presentation after a group discussion.
5. Complete peer evaluation sheet while listening to presentation.
Grading / Evaluation
Percentage
Midterm 30%
Final Exam 30%
Group Presentation☺ 30% 5% for each lesson
Participation 10%
Total 100%
☺Group Presentation : Materials, Peer evaluation, Creativity
5. Sample Lesson for a High School English Class
Contents
Lesson 9. Reading Movies
Activity 1 - Movie Review
Teacher Presentation ------- 4
Worksheet #1 Movie Review: Cloze Activity
Student Presentation
Worksheet #2 Guideline for Your Movie Review Presentation
------- 6
Worksheet #3 Peer Evaluation
Activity 2 - Movie Poster
Let’s make a movie poster! ------- 8
Worksheet #4 Guidelines for Making a Movie Poster
Worksheet #5 Peer Evaluation
Reading Material
Reading Movies –Mark C. Carnes (1995). Past Imperfect: History
According to the Movies. Henry Holt Reference Book. New
York. In Shin, J.H. (Ed.) High School English I. Seoul: Sisa
------- 10
Activity 1 – Reading Comprehension
Worksheet #6 Reading Outline
Worksheet #7 Intensive Reading
--------12
Activity 2 - Student Reading Presentation
Worksheet #8 Reading Passage Presentation
Worksheet #9 Let’s make a dialogue out of the movies
------- 15
Writing and Grammar
Writing an introduction for a recommendation/Grammar Points
------- 17
Activity 1 – Email Me!
Guided Email Writing Worksheet #10 Email Me!
Independent Email Writing Worksheet #11 Email Me!
WARM UP
DIG UP
WRAP UP
Grammar Points – Activity 2
Double Dialogue Worksheet #12 You didn’t? Neither did I!
------ 20
Guide for Classroom Application
Lesson 9. Reading Movies
Activity 1 Movie Review
Teacher
Presentation
This is an example of a movie review that Teacher (T)
can present to students (Ss).
Worksheet #1 Movie Review: Cloze Activity
While presenting the movie review, T can use this
worksheet to have Ss fill in the blanks. Students need
some material that they can pay attention to and through
which produce a visible outcome.
Student
Presentation
Worksheet #2 Guideline for Your Movie Review
Presentation
After listening to T and focusing on the main components
of the movie, Ss will prepare their own movie review as a
group. Use this as a guideline to have Ss prepare by
themselves.
Worksheet #3 Peer Evaluation
During Ss movie review presentation, the audience is
required to complete this form. The rationale is the same
as worksheet #1 and this will count towards Ss grade.
Activity 2 Movie Poster
This is an alternative or supplementary reading
activity that T could use as a warm up activity.
Let’s make
a movie poster!
Teacher presents any movie poster available out there,
such as images from the internet, newspaper, or a
theater.
Worksheet #4 Let’s make a movie poster
This worksheet includes guidelines for Ss to make movie
poster. T can copy this and hand out.
Worksheet #5 Peer Evaluation
When other Ss present their movie poster, the audience
completes this peer evaluation, which targets their
listening skill. As with Worksheet #3, this peer evaluation
form can be a good resource for overall grading.
WARM UP
Reading
Material
Reading Movies – Mark C. Carnes (1995). Past Imperfect:
History According to the Movies. Henry Holt Reference Book.
New York. In Shin, J. H. (Ed.) High School English I. Seoul: Sisa
Activity 1
Reading
tasks
Reading Comprehension
Worksheet #6 Reading Outline
Use this worksheet for first reading to have Ss get the gist. By
filling in the blanks, Ss can outline the reading material.
Worksheet #7 Intensive Reading
Use this worksheet for second reading. After getting the main
idea, T and Ss can go into details.
Activity 2 Students Reading Presentation
This one is an alternative or supplementary reading
activity that T could use.
Student
presentation
Worksheet #8 Reading Passage Presentation
When T makes Ss present a part of the reading material, this can
be useful. Corresponding to the three main movies in the main
reading article, this worksheet can be best used for each movie
not for each paragraph.
Worksheet #9 Let’s make a dialogue out of the movies!
This is designed to have Ss make a dialogue based on their
reading. Ss are asked to make a dialogue using the sentences in
the reading. Again, this worksheet can be best used for each
movie not for each paragraph.
Email Me!
Writing an introduction for a recommendation
T can choose one activity depending on the Ss’ proficiency.
Activity 1
Guided Email
Writing
Activity
Worksheet #10 Email Me!
Focusing on the main components of a movie introduced in this
reading material, and also on the main discussion points of facts
and imagination, the writing activity carefully guides Ss to write a
short introductory email about a movie. Use this to hand out to Ss.
Independent
Email Writing
Activity
Worksheet #11 Email Me!
Contrary to the guided activity above, the independent writing
activity suggests to Ss the major points to be included but lets Ss
write as they wish. This can be a good source to check Ss writing
proficiency and for future lessons. Use this to hand out to Ss.
Worksheet #12 Double Dialogue
This is designed for teachers to present ‘neither V S’ form by
making students complete two dialogues as pair work in Activity 1.
Teacher cuts worksheet #12 in half and give each to student A
and student B accordingly.
Grammar
Points
Activity 2
WRAP UP
DIG UP
-4-
Teacher Presentation
Direction
Teacher Student
Introduce two movie reviews of ‘Tae
Guk Gi’ below.
Fill in the blanks in student worksheet #1
while listening to teacher presentation.
First Review http://movieweb.com/movies
Tae Guk Gi: The Brotherhood of War
"Taegukgi" is the story of two brothers who are
unwillingly drafted into the South Korean army following
the outbreak of the Korean War in June 1950. The older
brother (Dong-gun) strives to protect his younger brother
(Bin) on the battlefield while struggling to find a way to
have him discharged so he can return to their village and
care for the family they left behind. However, as the war
progresses, the horror and violence they witness begin to
take its toll on each man and severe their bonds as
brothers and soldiers. "Taegukgi" offers a unique
perspective on "The Forgotten War", which permanently
divided a nation and turned friends --and families-- into sworn enemies. The movie is
released in September third, 2004. Sony pictures and Samuel Goldwyn Films have all the
rights of this movie in America. It’s rated R due to some strong graphic sequences of war
violence. Runtime is 140 minutes.
Second Review http://www.nixflix.com/reviews/taegukgi.htm
Saving Private Jin-Seok
"Taegukgi" is the big-budget South Korean war film everyone has been waiting for,
rumored to be the most expensive production in Korean movie history. No big surprise,
considering writer/director Je-gyu Kang ("Shiri") only knows how to do things two ways:
big and bigger. "Taegukgi" is without a doubt a nationalistic movie. The film's Korean title
translates into something along the lines of "wave the Korean flag."
Destination Films & Samuel Goldwyn Films
WARM UP
-5-
Movie Review: Fill in the blanks!
Fill in the blanks while teacher is introducing reviews of the movie
‘Tae Guk Gi.’ This information is required for the student presentation.
Teacher will give you 10 points for your answers.
No Questions Answers
1 Movie Name
2 Genre
3 Director
4 Writer
5 Actors/Actresses
6 Official Homepage
Address
7 Rating
8 Release Date
9 Historical Background
10 Country
Student Worksheet #1 WARM UP
-6-
Guideline for Your Movie Review Presentation
Students make a group of 5-6 members who have the same interests in
movies.
Group members appoint a presenter, a leader, an evaluator. Other group
members are source givers to collect information.
The group chooses a movie that all members are interested in.
Source givers collect information from all different sources such as internet
sites or books.
Group leaders plan to write a review using collected information with
members.
All members get together to complete the review.
Presenters prepare for the presentation.
Your Movie Review is required to include these 5 elements presented
below.
1. What are the name and the genre of the movie?
2. Where is the movie from?
3. Who is the director of the movie?
4. Who is starring in the movie? (Cast information)
5. What is the story about?
Evaluators give points for each element that they take from
presentations.
Evaluators also give points for readiness, presenters’ speeches, and
attitude, among other things.
Genre and Ratings
Genre Ratings
Drama / Adventure
Action / Horror
Comedy / Thriller
Romantic Comedy
War / Romance
Science Fiction
1. G (General Audience) : All Ages Admitted
2. PG (Parental Guidance Suggested): Some
material may not be suitable for children.
3. PG-13 (Parents Strongly Cautioned): Some
material may not be appropriate for children
under 13.
4. R (Restricted) : No one under 17 is allowed to see
Student Worksheet #2 WARM UP
the movie.
-7-
Peer Evaluation
What to Evaluate?
1. Movie Summary - Is the summary simple and clear?
2. Director Information - Is the director of the movie presented?
3. Cast – Are actors and actresses presented?
4. Genre – Is the genre of the movie presented?
5. Rating - Is the rating of the movie presented?
6. Readiness – How much is the presenter ready?
7. Speech – Is the presentation clear and easy to understand?
8. Attitude – Is the presenter reading or presenting?
9. Word Choice – Are words in the presentation understandable?
10. Teacher’s Point – Teacher can give an additional point.
How to Evaluate?
1. Give 1 point for each element. (0 for Nothing / 0.5 for So-so / 1 for
Perfect)
2. Evaluators give points for every group except their own.
3. Evaluators calculate points for each group after the presentation.
-----------------------------------------------------------------------------------------------cut here!
Peer Evaluation Paper
Presenters
Movie
1 Movie Summary
2 Director info
3 Cast
4 Genre
5 Rating
6 Readiness
7 Speech
8 Attitude
9 Word Choice
10 Teacher’s point
Total
Student Worksheet #3 WARM UP
-10-
Movies have the power to shape our
view of the world and the people who live in it.
From Julius Caesar to Joan of Arc to Gandhi,
many of history's greatest figures have become
familiar to us due to their screen images. The
same is true of historical events. When most
people think of World War II, They tend to
remember scenes from Schindler's List, Saving
Private Ryan, or Pearl Harbor, which influence
how they view the event.
Viewers often think that what they see in movies is real even
though they know that the scenes are created by blending fact and
imagination. This is because the images provided by the film are so clear
and strong that they make a deep impression on their minds. What is
the primary goal of a movie? Is it to provide entertainment or to give
facts and educate viewers, or both? Should filmmakers make sure that
films are factually accurate?
Let's consider the movie Gone with the wind. It
is the most realistic depiction of plantation life in the
American South before the Civil War. The producer
went to great lengths to keep the movie accurate. He
hired a group of advisers like a southern dialog
trainer, an etiquette expert, a historical artist and
architect, and a costume designer. The costume
designer did a lot of research in Atlanta museums,
collecting pieces of cloth for reproduction. The
women's costumes for Gone with the Wind cost nearly one hundred
DIG UP
thousand dollars to make.
In the film's opening scenes, however, there are some black people
picking cotton in the spring, although actual plantations never
harvested cotton in the spring. In this scene and in many others, the
movie sacrificed accuracy to suit its larger goal of
creating the atmosphere of the South.
JFK is a movie that gives an impression
of being a factual record about a historical
event. The movie follows the life of Jim
Garrison, a former New Orleans district
attorney. Garrison tried to make a career of
disproving the accepted version of the
Kennedy assassination. The film's story is based on his understanding of
events, and it accuses various high-level groups of people of secretly
planning Kennedy's murder. The criminals supposedly did this to
prevent Kennedy from removing U.S. troops from Vietnam after his
1964 election. -11-
Many historians and journalist criticized the film for its lack of
evidence and for simplifying complex situations. Was there really a
secret plot to murder Kennedy? Who were the people involved? What
would Kennedy have done if he had lived? Would he have pulled
troops out of Southeast Asia? Nobody will ever know for sure. Even
though the movie portrays just one view of the assassination, some
people consider JFK as the true picture of what really happened.
Jurassic Park tells a story about bringing
dinosaurs to life. The movie makes it appear
scientifically possible. The movie's plot line is
well-known. A businessman sets up a theme
park of living dinosaurs. His scientists take
dinosaurs DNA from the blood of mosquitoes
preserved inside amber. They enlarge the DNA,
put together complete sequences, place the code
into some eggs, and cause them to grow. Dinosaurs of many species are
thus brought back to life.
The realistic recreations of dinosaurs make viewers forget that
they are watching a fictional movie. The scientific explanations given in
the movie also add to the impression that the movie is based on fact. But
recovering dinosaur DNA is scientifically impossible. It would be like
trying to list all the soldiers killed in, for example, the battle of
Hwangsan field. There is no way to put together such a record. An
organism contains thousands of different genes all necessary to recreate
life. DNA is very fragile and can survive for millions of years only under
very favorable conditions. The movie makes false claims, but they
contribute to the dramatic effect of the movie.
Factual errors and impossible claims in these movies do not
reduce the level of success they
have achieved nor decrease the
entertainment they provide. In
the world of the movie, fantastic
things can happen in the two
hours while the movie is running.
From time to time people want to
get away from their boring
everyday lives and want to be lost in the wonderful world of dreams
and imagination. Movies satisfy these needs, and this is one of the
primary functions they have. Moviegoers have a right to relax and enjoy
themselves while they are watching movies, and filmmakers are
allowed to bend the truth to increase dramatic effect. Historical facts
and characters are often changed for one reason or another. Have fun at
the movies, but remember that they do not always faithfully represent
the world, which is often not what they present it to be.
-12-
Reading Outline
Parts P #
Answer the questions!
Introduction 1 What is the topic sentence?
_____________________________________________________
_
2 What are the two main key words?
_____________________________________________________
_
Evidence #1
Movie Title
_________
3 Why is this movie factually accurate?
_____________________________________________________
_
4 Why is this movie imaginative?
_____________________________________________________
_
Evidence #2
Movie Title
__________
5 Who planned the assassination in the movie?
_____________________________________________________
_
What was the assassination for in the movie?
_____________________________________________________
_
6 What were the two reasons that journalists and
historians used to criticized the movie?
_____________________________________________________
_
Evidence #3
Movie Title
__________
7 How did scientists recreate dinosaurs?
_____________________________________________________
_____________________________________________________
__
Student Worksheet #6 DIG UP
8 Is this movie based on scientific fact? Why?
____________________________________________________
_
____________________________________________________
_
Closing 9 What are filmmakers allowed to do?
____________________________________________________
_
What should people need to remember?
____________________________________________________
_
-13-
Intensive Reading
Part P# Content
INTRO 1 Topic Sentence
__________________________________________________________
Supporting Ideas
World’s greatest figures: ______________________________
Movies about the second World War: ______________________
__________________________________________________________
2 Summary
People think the movie ______________ even though facts in
movies are mixed-up with the director’s _________________.
Should movies be factually _____________ or entertaining?
EVIDENCE
#1
3 Cloze Activity Choose the right word for each blank.
(1)This movie is based on ______________ life in the American
_____________ before the __________ __________.
(2) The director tried to make this movie factually
_____________.
(3) This kind of accuracy applied to the ________________ and rules
of etiquette that southern people used, the houses they lived in,
and the _____________, which cost nearly one hundred thousand
dollars to make.
Answer choices
plantation, dialects, costumes, South, Civil War, accurate
Student Worksheet #7 DIG UP
-18-
Email Me!
Dear students,
Hello! Suppose you have a plan to go see a movie with one of your
classmates next Sunday. Your classmate emailed you that he/she had no idea
which movie to choose. He/She asked you to choose a movie where fact and
imagination are well-blended.
Please write an email to introduce a movie and persuade him/her to
see it. You are required to fill in the blanks below using information you
collected from different kinds of sources. Follow three steps below when you
write an email.
(1) Your classmate (2) Movie Title
(3) Genre (4) Director
(5) Actors and Actresses (6) A short description about the movie
(7) Rating (8) Factual evidence
(9) Imaginative evidence (10) Additional information
WRAP UP
Student Worksheet #10 WRAP UP
Dear (1)_____________,
Hi! I searched the internet to find the right movie for the two of us to
see. I think (2)___________ is worth watching because this movie is a
(3)__________________ directed by (4)___________. We can see (5)
_____________________ in this movie. The story is about (6)
_______________________________________. It’s rated (7)________, so we
can see this movie. It is factual because (8) _____________________.
However, it is imaginative because (9)___________________________ In
addition, (10)_____________________________________.
If you don’t mind, I want to see this movie with you next Sunday. Please
email me back as soon as possible.
Take care,
________________(your name)
-19-
Email Me!
Dear students,
Hello! You are supposed to watch a movie next week in class
as a post activity. This is the chance that you have been waiting
for for a long time. However, I am not sure which movie is the
best one for you guys, actually. I want you to recommend me a
movie where fact and imagination are well-blended. Please
write an introduction of a movie and email me. I will choose one
of those movies and show it to everybody next class. Your email
must include the two things below.
Movie Information - Title, Director, Casting, Rating, etc.
Fact and imagination - How well they are blended
How to Write!
Student Worksheet WRAP UP
1. Prewriting!
Gather ideas
Organize ideas
2. Drafting!
3. Revising!
Adding content
Removing content
Moving content
Substituting content
4. Editing!
Examining the piece of English accuracy
5. Emailing!
Email Address
-20-
“You didn’t? Neither did I !”
(Double Dialogues)
Student A and student B take turns talking to complete two dialogues
based on meaning.
Cut here!
Student A Student B
1 + Hello, A, How are you doing?
+ Kate! Does Dennis have a laptop
computer?
2 + Yes, he does.
+ Well, just fine. Did you watch
‘Alexander?’
3 + Not yet. How about you?
+ Do you?
4 +Neither did I! How about ‘The
Incredibles?’
+ I do! But why?
5 + I need two for my presentation in
class tomorrow. Can I use yours?
+You mean the animation?
6 + Yes, I really wanted to see it,
but I didn’t
+ Sorry, I need it tomorrow for my
homework.
7 + Neither did I. Let’s go see the
movie after school.
+ Oh, okay. I can borrow from
others then.
8 + Sorry, I will visit my cousin this
afternoon.
+ Sorry, good luck with the
presentation.;
Student Worksheet #12 WRAP UP
References
Breau, Annette L. (2003). 101 "Answers" for new teachers & Their Mentors: Effective
teaching tips for Daily Classroom Use. Larchmont, NY: Eye on Education
Brown, H.D.(2001). Teaching by Principles. New York: Longman
Cortazzi,M. & Jin,L.(1999). Cultural Mirrors: Materials and methods in the EFL Classroom. In
E.Hinkel (Ed.), Culture in second language teaching. (pp. 196-219) Cambridge:
Cambridge University Press.
Finch, A. (1999). The Task-Based Classroom in Practice. KOTESOL Proceedings of PAC2,
184-185.
Fried-Booth, D.(1986). Project Work. Oxford: Oxford University Press.
Gardner, David & Miller, Lindsay (1999). Establishing Self-Access: From Theory to Practice.
Cambridge: Cambridge University Press.
Johnson, D.W.& Johnson, R.T.(1984). Circles of Learning, Alexandria, VA: Association for
Supervision and Curriculum Development.
Larsen-Freeman, D.(2000). Techniques and Principles in Language Teaching. Oxford: Oxford
University Press.
Martinez, A. (2002). Authentic materials: An overview. Karen's Linguistic Issues. Retrieved
November 20, 2003 from http://www3.telus.net/linguisticsissues/authenticmaterials.html
McKay, S.L.(2003). The Cultural Basis of Teaching English as an International Language.
TESOL Matters Vol. 13 No. 4 (Sept/Oct/Nov 2003).
in High School English: A Lesson Plan
Ji-hye Lee
TESOL 2nd semester
No, I am not suggesting that you throw away your trusty textbooks. I can think of
very few teachers who do not use textbooks. They are valuable resources. Ah,
that is the key--they are “resources.” I recently witnessed a conversation in a
faculty lounge. It went like this: “Can you believe that they’ve adopted this new
textbook? I can’t teach from that. I’m going to continue to use the textbook I’ve
been using. I’m not about to change all of my lesson plans because of a new
textbook. Also, this textbook has more content, and it’s too much material to
cover in one school year. I can cover the textbook I’m using now in exactly one
school year.” A textbook should be used as a teaching tool, one of many
resources. Another good question to ask yourself is this: “If all of the textbooks
were removed from my classroom, would I be able to continue my teaching?” If
your answer is “no,” then you are relying too heavily on the textbook in your
instruction. Remember, textbooks are resources. We teach students, not textbooks
(Breau, 2003).
1. Introduction
Teaching English only with textbooks at high schools in Korea causes some problems
relating to authenticity and practicality. First, using textbooks prevents students from
being exposed to real discourse because materials in textbooks are so modified and
controlled that they might not be authentic. In addition, many topics in textbooks are
not motivating and interesting to students. Some topics in textbooks are involved with
history or hi-tech science, which students are not interested in. The most serious
problem of textbooks is that they don't provide enough context to help students study
English. Specially in high schools in Korea, textbooks are not 'real textbooks' for both
students and teachers. Most of the teachers who teach third graders just skip the
textbook and teach SAT patterns using reference books for reading.
However, it is true that we have been neglecting the importance of textbooks for such a
long time. Textbooks usually have refined and carefully-chosen reading materials and a
lot of activities for four language skills, whereas authentic materials may be too
culturally biased and mixed with too many structures, causing lower level students to
have a hard time decoding the texts (Martinez, 2002). Also, the vocabulary in
textbooks is comparatively relevant and appropriate to the students' immediate needs.
Even though textbooks have these good points, teachers have refrained from using
textbooks in class for various reasons. Teachers indicate that textbooks are not
practical in real classrooms and activities are not related to the main reading material.
Our aims in this lesson plan are to make activities practical and easy to use for
teachers and to connect activities to the main reading materials. In the sample lesson,
pre-reading and post-reading activities share the same topic so that they can provide
additional contexts for students to understand better the reading material, which is
taken from an actual textbook published by Sisa. In addition, activities include
guidelines to make them clear for both teachers and students. Also, worksheets are
immediately copiable and usable in class. Every activity in this lesson plan is
developed based on techniques and principles to improve communicative language
teaching.
2. Text Evaluation: Problems
2.1Major Problems of Activities in High School English Textbook
First, activities for the four skills are neither topic-focused nor well-related to each
Textbook High School English (Sisa Publishing Company)
Student Profile High School 2nd Year
English Proficiency Intermediate Mid for 4 Skills
Class 1 Hour Period, 4 times per week
Experience Have studied English as a required subject, without authentic context
Motivation To get a high score in the College Entrance Exam
other even though each lesson has a topic. Second, one activity targets only one skill.
The four skills are not integrated in each activity, which makes students only develop
each skill separately. Third, activities are mainly lecture-centered and geared for
individual testing. Teachers usually lead classes with few group work or pair work.
Fourth, tasks are too simple and dependent. All students have to do is to fill in blanks
or solve true or false questions. Last, grammar points are de-contextualized. On the
page for structure, there is just a list of sentences including each grammar point. It’s
hard to find any part that provides context for each sentence to help students
understand the real use of the grammar points.
2.2 Teachers’ and Students’ Need Analysis
2.2.1. Teachers’ Needs Analysis
The result of the teacher questionnaire shows that teachers use only some parts of
activities on the textbook because there are too many activities that they can’t handle in
a semester. Also, textbooks don’t include clear guidelines, worksheets, or printable and
copiable materials for each activity.
2.2.2. Students’ Needs Analysis
From the questionnaire, students asked for interactive activities to be related to main
reading text. Some activities in the textbook are based on totally different ideas even
though each lesson has its own topic. Students also put emphasis on the preparation for
exams and the need for convenient materials such as handouts or organizers to help
their comprehension.
To complement the deficiency, the sample lesson is mainly focused on two
aspects. First, all activities are meaningfully based on the main reading text. Every
activity can be the context for students to understand the main reading text. Second,
each activity has one or two worksheets that teachers can immediately copy and use in
class. The sample lesson has three parts that teachers can deal with in three weeks.
Specifically, it has pre-reading activities, while-reading activities and post-reading
activities. Comparatively, the Sisa textbook has separate activities for listening,
speaking, writing, and reading.
3. Theoretical Background and Application: Solutions
This paper explains how theories are applied in the sample lesson to deliver
communicative English classes in a Korean situation. The sample lesson consists of
three parts: Warm Up, Dig Up, and Wrap Up. Technically, Warm Up is for pre-reading
activities, Dig Up for while-reading activities, and Wrap Up for a post-reading activity.
As Finch (1999) suggests, tasks are best if they have preparation (“pre-task”) activities,
“during-task” activities and follow-up (“post-task”) activities. First, pre-task activities
are important because they give a chance to introduce new language, ease the
language-processing load and push learners to interpret tasks in more demanding ways.
Second, during-task activities are concerned with planning, reporting, and decisionmaking.
Lastly, post-task activities help learners hypothesize, consolidate, classify the
language structurally and semantically. Based on Finch’s (1999) ideas, each part in the
sample lesson plan has two activities with tasks that teachers can freely choose from
according to student’s proficiency level or classroom conditions.
3.1 Communicative Language Teaching(CLT)
This revision is fundamentally based on principles of Communicative Language
Teaching. Communicative language teaching focuses on the importance of authentic
materials, interactions in class, and meanings (Author, 19XX). The 7th curriculum is
based on communicative language teaching, placing emphasis on in-depth and
supplementary differentiated curriculum. It shows how teachers can change the form of
activities by considering students’ proficiency level. It specially focuses on task-based
language teaching (T.B.L.T) and cooperative learning for interactions and skills
integration, intercultural language teaching and self-access language teaching for
authentic materials.
3.1.1 Interaction/Skills Integration
3.1.1.1 Task-Based Language Teaching(T.B.L.T)
As English climber George Leigh Mallory once said, “I climb mountains because they
are there,” students don’t know what to learn unless teachers give them tasks. Students
learn language effectively by completing certain tasks individually or in groups. In
addition, tasks help teachers control the students in class. It is easier to make students
concentrate on lessons by having students fill in blanks, complete graphs or tables and
even group projects. Also, tasks are important to facilitate cooperative activities.
Without tasks, students usually lose interest and chat with group members in discussion
classes.
To apply this idea into the real classroom, Fried-Booth (1986) suggests one
example of T.B.L.T called task-based projects with three steps. First, students work in
groups to plan and assign roles. Second, students collect information, do research
through interviewing, taking pictures, writing and printing out. They close their project
by reviewing, monitoring and getting feedback from the teacher or classmates.
The three parts of this lesson plan—Warm Up, Dig Up, and Wrap Up—each
includes a set of tasks with clear guidelines. Activities in Warm Up are tasks that
require students to brainstorm ideas, assign roles, collect authentic information,
research, write a movie review and present it to the rest of the class. Also, each group
receives written feedback from classmates in the form of peer evaluation sheets. Doing
peer evaluation is a task that forces students to concentrate on other groups’
presentations.
Activity 1 in Dig Up is apparently traditional but it has interaction techniques to
make students paraphrase, summarize, and answer questions. Worksheet #6 is helpful
for students to skim each paragraph in the article while Worksheet #7 is for scanning
paragraphs. Worksheet #6 has questions for a main idea and key words for each
paragraph. In contrast, Worksheet #7 includes a cloze activity and questions for words
in blanks, or sentences for specific information
Students are required to do a series of things to write an email about a movie
recommendation in Dig up. They should choose a movie, get specific information
according to the presented list, organize ideas, compose sentences, and write an email.
Although students learn to write a movie review in class, they just close the textbook
and forget everything unless teachers give this kind of task after reading.
3.1.1.2 Cooperative Learning/Interactive Learning
Cooperative learning means that students learn by interacting with each other in groups
to complete a certain task. Johnson & Johnson (1984) present five elements to make
cooperative learning successful: ‘positive interdependence,’ ‘face-to-face interaction’
where students explain, argue and elaborate to learn; ‘individual accountability’, which
requires every member of the group to learn; ‘social skills’ such as leadership, trust
building and conflict resolution; and ‘group processing’, which indicates how well
students are working together. While working together, students interact to share
information and negotiate to complete the task. Moreover, it helps students to get four
major language competencies as well as nonverbal communication skills.
Activity 1 in Warm Up is based on cooperative learning process. Teacher makes
groups of four or five, explains the procedure of the activity with a written handout that
includes instructions and the task to complete. Students in each group assign roles: a
leader, a presenter, source givers, and writers. They collect information from authentic
sources such as books, newspapers or web pages. Lastly, students work together to
write a movie review about facts and imagination and present it with some visual
materials to the rest of the class. While presenting, audiences evaluate the presentation
on peer feedback evaluation handout. To prepare the presentation, students read
materials to get information, listen to other’s opinions, speak their ideas, and also write
a movie review.
Activity 2 in Dig Up is also a presentation class. The presentation is followed by
reading the presented article. Using the handout with clear instructions, students work
in groups. It helps students improve their four language skills as well as check their
reading comprehension. The writing task in Wrap Up is not simple, which requires
students to get, read and understand certain information about a movie and produce
their own ideas through writing.
Activity 2 in Wrap Up is an activity for grammar which is not simple practice but
pair work where two students complete dialogues presented in each handout. Students
have a conversation and learn a grammatical structure based on meaning through pair
work. This is meaningful in that students should interact with each other to complete
the dialogue.
3.1.2 Materials Authenticity
3.1.2.1 Intercultural Language Learning
Sandra (2003) says that the purpose of teaching English is to have students use English
to tell others about their own ideas and culture. English textbooks in Korea do little to
connect the culture of English-speaking countries with Korean culture. Teachers are
reluctant to use culture as a lesson topic even though there are some intercultural
activities in textbooks. Therefore, Korean students lose their chances to improve their
communicative competence through introducing their ideas and cultures in English.
According to Cortazz & Jin (1999), students learn English communicatively using
three different cultural materials: Source culture, target culture, and international
culture. Based on these materials, activities in English textbooks can be communicative,
providing students with opportunities to learn, practice, and understand cultures of
English-speaking countries, Korean culture, and even those of non-English speaking
nations.
The sample lesson is about facts and imagination in movies. Warm Up
presents an activity about a Korean movie ‘Tae Geuk Gi’ (source culture) and target
culture is presented in Read Up where an article analyzes three movies: Gone with the
wind, J.F.K., and Jurassic Park. Wrap Up provides an activity to write an email about
other movies (international culture) that students choose by themselves. Korean culture
is presented first in Warm Up because it helps students feel easy and comfortable to
start a lesson from what they know.
3.1.2.2 Self-Access Language Learning
Gardner & Miller (1999) introduce four different kinds of materials in selfaccess
language learning: published language-learning materials, authentic materials,
specially produced materials, and students’ contributions to materials. The sample
lesson requires students to get authentic materials by themselves for each task.
Activities in Warm Up and Wrap Up allow students to select the movie and collect
information from movie reviews and official homepages on the internet or movie
posters, which are all authentic materials. Students can choose a movie that appeals to
them. Moreover, while surfing the internet to gather information for the task, students
feel motivated because they can not learn anything unless they find something by
themselves. In self-access language learning, students can be active learners.
4. Syllabus: Procedure
Course Description
Targeting students going through the Common Basic Curriculum for 10th grade, this
course is designed for a high school English class and employs reading materials found
in a prescribed textbook.
Course Goals
1. Understand content of general topics.
2. Understand practical and academic information.
3. Understand natural communication in various situations in speech or writing.
4. Understand verbal expressions and cultures of native speakers.
5. Introduce Korean culture to native speakers.
6. Develop appropriate world view through speaking and writing.
Course Objectives
1. Write or say the topic sentence of each paragraph after reading.
2. Orally answer or write the required specific information after reading.
3. Fill in the blanks of the summary of the reading material.
4. Give an oral presentation after a group discussion.
5. Complete peer evaluation sheet while listening to presentation.
Grading / Evaluation
Percentage
Midterm 30%
Final Exam 30%
Group Presentation☺ 30% 5% for each lesson
Participation 10%
Total 100%
☺Group Presentation : Materials, Peer evaluation, Creativity
5. Sample Lesson for a High School English Class
Contents
Lesson 9. Reading Movies
Activity 1 - Movie Review
Teacher Presentation ------- 4
Worksheet #1 Movie Review: Cloze Activity
Student Presentation
Worksheet #2 Guideline for Your Movie Review Presentation
------- 6
Worksheet #3 Peer Evaluation
Activity 2 - Movie Poster
Let’s make a movie poster! ------- 8
Worksheet #4 Guidelines for Making a Movie Poster
Worksheet #5 Peer Evaluation
Reading Material
Reading Movies –Mark C. Carnes (1995). Past Imperfect: History
According to the Movies. Henry Holt Reference Book. New
York. In Shin, J.H. (Ed.) High School English I. Seoul: Sisa
------- 10
Activity 1 – Reading Comprehension
Worksheet #6 Reading Outline
Worksheet #7 Intensive Reading
--------12
Activity 2 - Student Reading Presentation
Worksheet #8 Reading Passage Presentation
Worksheet #9 Let’s make a dialogue out of the movies
------- 15
Writing and Grammar
Writing an introduction for a recommendation/Grammar Points
------- 17
Activity 1 – Email Me!
Guided Email Writing Worksheet #10 Email Me!
Independent Email Writing Worksheet #11 Email Me!
WARM UP
DIG UP
WRAP UP
Grammar Points – Activity 2
Double Dialogue Worksheet #12 You didn’t? Neither did I!
------ 20
Guide for Classroom Application
Lesson 9. Reading Movies
Activity 1 Movie Review
Teacher
Presentation
This is an example of a movie review that Teacher (T)
can present to students (Ss).
Worksheet #1 Movie Review: Cloze Activity
While presenting the movie review, T can use this
worksheet to have Ss fill in the blanks. Students need
some material that they can pay attention to and through
which produce a visible outcome.
Student
Presentation
Worksheet #2 Guideline for Your Movie Review
Presentation
After listening to T and focusing on the main components
of the movie, Ss will prepare their own movie review as a
group. Use this as a guideline to have Ss prepare by
themselves.
Worksheet #3 Peer Evaluation
During Ss movie review presentation, the audience is
required to complete this form. The rationale is the same
as worksheet #1 and this will count towards Ss grade.
Activity 2 Movie Poster
This is an alternative or supplementary reading
activity that T could use as a warm up activity.
Let’s make
a movie poster!
Teacher presents any movie poster available out there,
such as images from the internet, newspaper, or a
theater.
Worksheet #4 Let’s make a movie poster
This worksheet includes guidelines for Ss to make movie
poster. T can copy this and hand out.
Worksheet #5 Peer Evaluation
When other Ss present their movie poster, the audience
completes this peer evaluation, which targets their
listening skill. As with Worksheet #3, this peer evaluation
form can be a good resource for overall grading.
WARM UP
Reading
Material
Reading Movies – Mark C. Carnes (1995). Past Imperfect:
History According to the Movies. Henry Holt Reference Book.
New York. In Shin, J. H. (Ed.) High School English I. Seoul: Sisa
Activity 1
Reading
tasks
Reading Comprehension
Worksheet #6 Reading Outline
Use this worksheet for first reading to have Ss get the gist. By
filling in the blanks, Ss can outline the reading material.
Worksheet #7 Intensive Reading
Use this worksheet for second reading. After getting the main
idea, T and Ss can go into details.
Activity 2 Students Reading Presentation
This one is an alternative or supplementary reading
activity that T could use.
Student
presentation
Worksheet #8 Reading Passage Presentation
When T makes Ss present a part of the reading material, this can
be useful. Corresponding to the three main movies in the main
reading article, this worksheet can be best used for each movie
not for each paragraph.
Worksheet #9 Let’s make a dialogue out of the movies!
This is designed to have Ss make a dialogue based on their
reading. Ss are asked to make a dialogue using the sentences in
the reading. Again, this worksheet can be best used for each
movie not for each paragraph.
Email Me!
Writing an introduction for a recommendation
T can choose one activity depending on the Ss’ proficiency.
Activity 1
Guided Email
Writing
Activity
Worksheet #10 Email Me!
Focusing on the main components of a movie introduced in this
reading material, and also on the main discussion points of facts
and imagination, the writing activity carefully guides Ss to write a
short introductory email about a movie. Use this to hand out to Ss.
Independent
Email Writing
Activity
Worksheet #11 Email Me!
Contrary to the guided activity above, the independent writing
activity suggests to Ss the major points to be included but lets Ss
write as they wish. This can be a good source to check Ss writing
proficiency and for future lessons. Use this to hand out to Ss.
Worksheet #12 Double Dialogue
This is designed for teachers to present ‘neither V S’ form by
making students complete two dialogues as pair work in Activity 1.
Teacher cuts worksheet #12 in half and give each to student A
and student B accordingly.
Grammar
Points
Activity 2
WRAP UP
DIG UP
-4-
Teacher Presentation
Direction
Teacher Student
Introduce two movie reviews of ‘Tae
Guk Gi’ below.
Fill in the blanks in student worksheet #1
while listening to teacher presentation.
First Review http://movieweb.com/movies
Tae Guk Gi: The Brotherhood of War
"Taegukgi" is the story of two brothers who are
unwillingly drafted into the South Korean army following
the outbreak of the Korean War in June 1950. The older
brother (Dong-gun) strives to protect his younger brother
(Bin) on the battlefield while struggling to find a way to
have him discharged so he can return to their village and
care for the family they left behind. However, as the war
progresses, the horror and violence they witness begin to
take its toll on each man and severe their bonds as
brothers and soldiers. "Taegukgi" offers a unique
perspective on "The Forgotten War", which permanently
divided a nation and turned friends --and families-- into sworn enemies. The movie is
released in September third, 2004. Sony pictures and Samuel Goldwyn Films have all the
rights of this movie in America. It’s rated R due to some strong graphic sequences of war
violence. Runtime is 140 minutes.
Second Review http://www.nixflix.com/reviews/taegukgi.htm
Saving Private Jin-Seok
"Taegukgi" is the big-budget South Korean war film everyone has been waiting for,
rumored to be the most expensive production in Korean movie history. No big surprise,
considering writer/director Je-gyu Kang ("Shiri") only knows how to do things two ways:
big and bigger. "Taegukgi" is without a doubt a nationalistic movie. The film's Korean title
translates into something along the lines of "wave the Korean flag."
Destination Films & Samuel Goldwyn Films
WARM UP
-5-
Movie Review: Fill in the blanks!
Fill in the blanks while teacher is introducing reviews of the movie
‘Tae Guk Gi.’ This information is required for the student presentation.
Teacher will give you 10 points for your answers.
No Questions Answers
1 Movie Name
2 Genre
3 Director
4 Writer
5 Actors/Actresses
6 Official Homepage
Address
7 Rating
8 Release Date
9 Historical Background
10 Country
Student Worksheet #1 WARM UP
-6-
Guideline for Your Movie Review Presentation
Students make a group of 5-6 members who have the same interests in
movies.
Group members appoint a presenter, a leader, an evaluator. Other group
members are source givers to collect information.
The group chooses a movie that all members are interested in.
Source givers collect information from all different sources such as internet
sites or books.
Group leaders plan to write a review using collected information with
members.
All members get together to complete the review.
Presenters prepare for the presentation.
Your Movie Review is required to include these 5 elements presented
below.
1. What are the name and the genre of the movie?
2. Where is the movie from?
3. Who is the director of the movie?
4. Who is starring in the movie? (Cast information)
5. What is the story about?
Evaluators give points for each element that they take from
presentations.
Evaluators also give points for readiness, presenters’ speeches, and
attitude, among other things.
Genre and Ratings
Genre Ratings
Drama / Adventure
Action / Horror
Comedy / Thriller
Romantic Comedy
War / Romance
Science Fiction
1. G (General Audience) : All Ages Admitted
2. PG (Parental Guidance Suggested): Some
material may not be suitable for children.
3. PG-13 (Parents Strongly Cautioned): Some
material may not be appropriate for children
under 13.
4. R (Restricted) : No one under 17 is allowed to see
Student Worksheet #2 WARM UP
the movie.
-7-
Peer Evaluation
What to Evaluate?
1. Movie Summary - Is the summary simple and clear?
2. Director Information - Is the director of the movie presented?
3. Cast – Are actors and actresses presented?
4. Genre – Is the genre of the movie presented?
5. Rating - Is the rating of the movie presented?
6. Readiness – How much is the presenter ready?
7. Speech – Is the presentation clear and easy to understand?
8. Attitude – Is the presenter reading or presenting?
9. Word Choice – Are words in the presentation understandable?
10. Teacher’s Point – Teacher can give an additional point.
How to Evaluate?
1. Give 1 point for each element. (0 for Nothing / 0.5 for So-so / 1 for
Perfect)
2. Evaluators give points for every group except their own.
3. Evaluators calculate points for each group after the presentation.
-----------------------------------------------------------------------------------------------cut here!
Peer Evaluation Paper
Presenters
Movie
1 Movie Summary
2 Director info
3 Cast
4 Genre
5 Rating
6 Readiness
7 Speech
8 Attitude
9 Word Choice
10 Teacher’s point
Total
Student Worksheet #3 WARM UP
-10-
Movies have the power to shape our
view of the world and the people who live in it.
From Julius Caesar to Joan of Arc to Gandhi,
many of history's greatest figures have become
familiar to us due to their screen images. The
same is true of historical events. When most
people think of World War II, They tend to
remember scenes from Schindler's List, Saving
Private Ryan, or Pearl Harbor, which influence
how they view the event.
Viewers often think that what they see in movies is real even
though they know that the scenes are created by blending fact and
imagination. This is because the images provided by the film are so clear
and strong that they make a deep impression on their minds. What is
the primary goal of a movie? Is it to provide entertainment or to give
facts and educate viewers, or both? Should filmmakers make sure that
films are factually accurate?
Let's consider the movie Gone with the wind. It
is the most realistic depiction of plantation life in the
American South before the Civil War. The producer
went to great lengths to keep the movie accurate. He
hired a group of advisers like a southern dialog
trainer, an etiquette expert, a historical artist and
architect, and a costume designer. The costume
designer did a lot of research in Atlanta museums,
collecting pieces of cloth for reproduction. The
women's costumes for Gone with the Wind cost nearly one hundred
DIG UP
thousand dollars to make.
In the film's opening scenes, however, there are some black people
picking cotton in the spring, although actual plantations never
harvested cotton in the spring. In this scene and in many others, the
movie sacrificed accuracy to suit its larger goal of
creating the atmosphere of the South.
JFK is a movie that gives an impression
of being a factual record about a historical
event. The movie follows the life of Jim
Garrison, a former New Orleans district
attorney. Garrison tried to make a career of
disproving the accepted version of the
Kennedy assassination. The film's story is based on his understanding of
events, and it accuses various high-level groups of people of secretly
planning Kennedy's murder. The criminals supposedly did this to
prevent Kennedy from removing U.S. troops from Vietnam after his
1964 election. -11-
Many historians and journalist criticized the film for its lack of
evidence and for simplifying complex situations. Was there really a
secret plot to murder Kennedy? Who were the people involved? What
would Kennedy have done if he had lived? Would he have pulled
troops out of Southeast Asia? Nobody will ever know for sure. Even
though the movie portrays just one view of the assassination, some
people consider JFK as the true picture of what really happened.
Jurassic Park tells a story about bringing
dinosaurs to life. The movie makes it appear
scientifically possible. The movie's plot line is
well-known. A businessman sets up a theme
park of living dinosaurs. His scientists take
dinosaurs DNA from the blood of mosquitoes
preserved inside amber. They enlarge the DNA,
put together complete sequences, place the code
into some eggs, and cause them to grow. Dinosaurs of many species are
thus brought back to life.
The realistic recreations of dinosaurs make viewers forget that
they are watching a fictional movie. The scientific explanations given in
the movie also add to the impression that the movie is based on fact. But
recovering dinosaur DNA is scientifically impossible. It would be like
trying to list all the soldiers killed in, for example, the battle of
Hwangsan field. There is no way to put together such a record. An
organism contains thousands of different genes all necessary to recreate
life. DNA is very fragile and can survive for millions of years only under
very favorable conditions. The movie makes false claims, but they
contribute to the dramatic effect of the movie.
Factual errors and impossible claims in these movies do not
reduce the level of success they
have achieved nor decrease the
entertainment they provide. In
the world of the movie, fantastic
things can happen in the two
hours while the movie is running.
From time to time people want to
get away from their boring
everyday lives and want to be lost in the wonderful world of dreams
and imagination. Movies satisfy these needs, and this is one of the
primary functions they have. Moviegoers have a right to relax and enjoy
themselves while they are watching movies, and filmmakers are
allowed to bend the truth to increase dramatic effect. Historical facts
and characters are often changed for one reason or another. Have fun at
the movies, but remember that they do not always faithfully represent
the world, which is often not what they present it to be.
-12-
Reading Outline
Parts P #
Answer the questions!
Introduction 1 What is the topic sentence?
_____________________________________________________
_
2 What are the two main key words?
_____________________________________________________
_
Evidence #1
Movie Title
_________
3 Why is this movie factually accurate?
_____________________________________________________
_
4 Why is this movie imaginative?
_____________________________________________________
_
Evidence #2
Movie Title
__________
5 Who planned the assassination in the movie?
_____________________________________________________
_
What was the assassination for in the movie?
_____________________________________________________
_
6 What were the two reasons that journalists and
historians used to criticized the movie?
_____________________________________________________
_
Evidence #3
Movie Title
__________
7 How did scientists recreate dinosaurs?
_____________________________________________________
_____________________________________________________
__
Student Worksheet #6 DIG UP
8 Is this movie based on scientific fact? Why?
____________________________________________________
_
____________________________________________________
_
Closing 9 What are filmmakers allowed to do?
____________________________________________________
_
What should people need to remember?
____________________________________________________
_
-13-
Intensive Reading
Part P# Content
INTRO 1 Topic Sentence
__________________________________________________________
Supporting Ideas
World’s greatest figures: ______________________________
Movies about the second World War: ______________________
__________________________________________________________
2 Summary
People think the movie ______________ even though facts in
movies are mixed-up with the director’s _________________.
Should movies be factually _____________ or entertaining?
EVIDENCE
#1
3 Cloze Activity Choose the right word for each blank.
(1)This movie is based on ______________ life in the American
_____________ before the __________ __________.
(2) The director tried to make this movie factually
_____________.
(3) This kind of accuracy applied to the ________________ and rules
of etiquette that southern people used, the houses they lived in,
and the _____________, which cost nearly one hundred thousand
dollars to make.
Answer choices
plantation, dialects, costumes, South, Civil War, accurate
Student Worksheet #7 DIG UP
-18-
Email Me!
Dear students,
Hello! Suppose you have a plan to go see a movie with one of your
classmates next Sunday. Your classmate emailed you that he/she had no idea
which movie to choose. He/She asked you to choose a movie where fact and
imagination are well-blended.
Please write an email to introduce a movie and persuade him/her to
see it. You are required to fill in the blanks below using information you
collected from different kinds of sources. Follow three steps below when you
write an email.
(1) Your classmate (2) Movie Title
(3) Genre (4) Director
(5) Actors and Actresses (6) A short description about the movie
(7) Rating (8) Factual evidence
(9) Imaginative evidence (10) Additional information
WRAP UP
Student Worksheet #10 WRAP UP
Dear (1)_____________,
Hi! I searched the internet to find the right movie for the two of us to
see. I think (2)___________ is worth watching because this movie is a
(3)__________________ directed by (4)___________. We can see (5)
_____________________ in this movie. The story is about (6)
_______________________________________. It’s rated (7)________, so we
can see this movie. It is factual because (8) _____________________.
However, it is imaginative because (9)___________________________ In
addition, (10)_____________________________________.
If you don’t mind, I want to see this movie with you next Sunday. Please
email me back as soon as possible.
Take care,
________________(your name)
-19-
Email Me!
Dear students,
Hello! You are supposed to watch a movie next week in class
as a post activity. This is the chance that you have been waiting
for for a long time. However, I am not sure which movie is the
best one for you guys, actually. I want you to recommend me a
movie where fact and imagination are well-blended. Please
write an introduction of a movie and email me. I will choose one
of those movies and show it to everybody next class. Your email
must include the two things below.
Movie Information - Title, Director, Casting, Rating, etc.
Fact and imagination - How well they are blended
How to Write!
Student Worksheet WRAP UP
1. Prewriting!
Gather ideas
Organize ideas
2. Drafting!
3. Revising!
Adding content
Removing content
Moving content
Substituting content
4. Editing!
Examining the piece of English accuracy
5. Emailing!
Email Address
-20-
“You didn’t? Neither did I !”
(Double Dialogues)
Student A and student B take turns talking to complete two dialogues
based on meaning.
Cut here!
Student A Student B
1 + Hello, A, How are you doing?
+ Kate! Does Dennis have a laptop
computer?
2 + Yes, he does.
+ Well, just fine. Did you watch
‘Alexander?’
3 + Not yet. How about you?
+ Do you?
4 +Neither did I! How about ‘The
Incredibles?’
+ I do! But why?
5 + I need two for my presentation in
class tomorrow. Can I use yours?
+You mean the animation?
6 + Yes, I really wanted to see it,
but I didn’t
+ Sorry, I need it tomorrow for my
homework.
7 + Neither did I. Let’s go see the
movie after school.
+ Oh, okay. I can borrow from
others then.
8 + Sorry, I will visit my cousin this
afternoon.
+ Sorry, good luck with the
presentation.;
Student Worksheet #12 WRAP UP
References
Breau, Annette L. (2003). 101 "Answers" for new teachers & Their Mentors: Effective
teaching tips for Daily Classroom Use. Larchmont, NY: Eye on Education
Brown, H.D.(2001). Teaching by Principles. New York: Longman
Cortazzi,M. & Jin,L.(1999). Cultural Mirrors: Materials and methods in the EFL Classroom. In
E.Hinkel (Ed.), Culture in second language teaching. (pp. 196-219) Cambridge:
Cambridge University Press.
Finch, A. (1999). The Task-Based Classroom in Practice. KOTESOL Proceedings of PAC2,
184-185.
Fried-Booth, D.(1986). Project Work. Oxford: Oxford University Press.
Gardner, David & Miller, Lindsay (1999). Establishing Self-Access: From Theory to Practice.
Cambridge: Cambridge University Press.
Johnson, D.W.& Johnson, R.T.(1984). Circles of Learning, Alexandria, VA: Association for
Supervision and Curriculum Development.
Larsen-Freeman, D.(2000). Techniques and Principles in Language Teaching. Oxford: Oxford
University Press.
Martinez, A. (2002). Authentic materials: An overview. Karen's Linguistic Issues. Retrieved
November 20, 2003 from http://www3.telus.net/linguisticsissues/authenticmaterials.html
McKay, S.L.(2003). The Cultural Basis of Teaching English as an International Language.
TESOL Matters Vol. 13 No. 4 (Sept/Oct/Nov 2003).
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