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What do you know about ‘Titanic’?

What do you know about ‘Titanic’?. Have you ever read books, newspapers, or other things about ‘Titanic’? Or, have you ever seen the movie ‘Titanic’?. Now, close your eyes Then listen to the music, …‘My Heart Will Go On’. Are you ready?. What do you feel about the song?.

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What do you know about ‘Titanic’?

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  1. What do you know about ‘Titanic’? Have you ever read books, newspapers, or other things about ‘Titanic’? Or, have you ever seen the movie ‘Titanic’?

  2. Now, close your eyes Then listen to the music, …‘My Heart Will Go On’. Are you ready?

  3. What do you feel about the song? Write down as many words as you can on your notebook. e.g. disaster Titanic e.g. Motion Picture After you have finished your map, compare it with a partner, do you have similar ideas? Why?

  4. A sample idea map… disaster, tragedy, loss of life, icebergs mystery different classes of people Titanic motion picture actor actress Jack, Rose big ocean liner,shipwreck, treasures and goods love, romantic, sacrifice

  5. Task 1(a) Skim the passage ‘Titanic’ (Passage 1) Time allowed: 2 minutesWhat is the theme of the passage? (b) Read the passage again and answer the following questions Time allowed: 5 minutesWhat is the content of the passage? (Is it a story? A case?) What are the main ideas of the passage? What is/are the opinion(s) of the writer? What is/are your opinion(s) about the passage?

  6. Sample Analysis Title: Theme: Content: Suggestion: Concluding Statement: ? Writer’s Opinion: ?

  7. Sample Analysis Title: Titanic Theme: Brief narration on what happened to Titanic Content: Before Calm During the courage and sacrifice made by the passengers (Mr. and Mrs. Strauss), the band … After thoughts Should we leave these people undisturbed? Should we make the story known to all – the real essence of sacrifice and love? Suggestion: Shocking scene for all of them Concluding Statement: ? Writer’s Opinion: ?

  8. Task 2Oral Presentation - time to practice your presentation skills… Before the presentation: - Revise the structure, the language and the phrases of presentation (Handouts 1, 2 and 3 After the presentation: - Evaluate your own performance and your partner’s one (Handout 4)

  9. Supplementary materials (1) for lesson 1,2 Phrases Start with a question? Have you ever …? Do you know …? What …? Introduce the passage directly? The passage I read is entitled … I’ve just read an article about … / and it’s about … The passage starts by … / the writer first tells us about … / then … / next …/ Make the conclusion? Finally, the writer concluded by saying that …

  10. Supplementary materials (2) for lesson 1,2 Comments It seems to me that … I suppose that … Obviously, this is true because … I think this is surprising / interesting … I feel the same. That’s exactly what I think …

  11. Things to note (Well, evaluate your peers based on these areas) Supplementary materials (3) for lesson 1,2 The individual presentation: Within 2 minutes? Copying (ideas)? Refer to note-card all the time? Memorizing / telling others what the passage is about? Add opinions? Relevant? Eye-contact / gesture? Voice too soft? Too loud?

  12. Task 1(a) Skim the passage ‘Titanic remains a movie a hole with it.’ (Passage 2)Time allowed: 2 minutesWhat is the theme of the passage? (b) Read the passage again and answer the following questions Time allowed: 5 minutesWhat is the content of the passage? (Is it a story? A case?) What are the main ideas of the passage? What is/are the opinion(s) of the writer? What is/are your opinion(s) about the passage?

  13. Some hints for Task 1 Title: Theme: Film Review, good + bad points Content: good points (6) + bad points (5) Suggestions / Concluding statements: Comments on Rose’s + Jack’s characters Writer’s Opinion: …

  14. Sample Analysis Bad points about Titanic: The scripts is severely flawed The characters are paper thin The great number of implausible character details Criticism on rich people Contain sex scene and should be rated differently Titanic is a good movie for these reasons: (1) Three hours feel like one (2) Effect (3) Cast (4) Real (5) Put the viewer in the unforgettable experience of being there (6) Awe-inspiring scenes of beauty and destruction

  15. Task 2Oral Presentation - time to practice your presentation skills… Before the presentation: - Revise the structure, the language and the phrases of presentation again (refer to Handouts) After the presentation: - Evaluate your own performance and your partner’s one (refer to Handouts)

  16. An extended (speaking) task for Lesson 2,3 • Task 1 • Skim the passage ‘TITANIC’ IS THE YEAR’S MOST AMAZING (IF NOT THE BEST) MOVIE’ (Passage 3) • Time allowed: 2 minutes • What is the theme of the passage? • (b) Read the passage again and answer the following questions • Time allowed: 5 minutes • What is the content of the passage? (Is it a story? A case?) • What are the main ideas of the passage? • What is/are the opinion(s) of the writer? • What is/are your opinion(s) about the passage?

  17. Task 1(a) Now, work in pairs … One of you will be Jack and another will be Rose. So close your eyes… For Jack: The water is very cold. You are Jack and want to say something but you can’t do it anymore. You are dead now. Suddenly, there’s a flash of light in the sky and you hear a voice, ‘Jack! You’re really great. You sacrifice yourself for your love of Rose. Now, you have 1 minute to go back and say something to Rose. Remember, just 1 min!’ For Rose: You JUST have to listen to what Jack says

  18. Task 1b Now, change your role… Student A – Rose, Student B - Jack For Jack: The water is very cold. You are Jack and want to say something but you can’t do it anymore. You are dead now. Suddenly, there’s a flash of light in the sky and you hear a voice, ‘Jack! You’re really great. You sacrifice yourself for your love of Rose. Now, you have 1 minute to go back and say something to Rose. Remember, just 1 min!’ For Rose: You have to RESPOND to every sentence Jack says.

  19. Sample notes of Task 1b ‘I love you and please take care of yourself …’ ‘Yes, I’ll and …’ ‘Find a good man and have your family …’ ‘The water is cold, … please help me …’ ‘You’re fat and I don’t like you indeed. …’ ‘What,… what do you mean?’

  20. Now, try to categorise the phrases used under 4 categories: (1) Agree (2) Disagree (3) Clarifying (4) Interrupting

  21. So those are the things we actually do in discussion. But before the discussion starts, What should you do?

  22. TOPIC?(TO PREPARE FOR THE GROUP DISCUSSION) • VOCAB BRAINSTORM • POINTS ON THE TOPICS

  23. PURPOSE OF DISCUSSION • What are we supposed to talk about?

  24. Making recommendations: Comparing Listing priorities (go through choices, List the pros & cons, Reach a consensus) Finding solutions/working out ways: Brainstorm suggestions: Comparing suggestions: (discuss the relevance of each suggestion to the task) MECHANICS HOW CAN WE STRUCTURE THE DISCUSSION?

  25. Who can have some say? • What will they say on such topics? ROLES

  26. Get the ball rolling - interacting • Argue • Bargain • Consensus

  27. Agree: Reasons Support, personal experience, examples Disagree: reasons Clarifying: expressing doubts reasons questions Interaction

  28. Situation A: One of the members is Chris.His best friend Pat has been dating a schoolmate called Sandy for several months. Pat is really happy and has even talked about marrying Sandy when they are old enough. Unfortunately, Chris thinks that he has also fallen in love with Sandy. One day at school he finds a note hidden in his desk. The note is shown below: Dear Chris, There’s a party at the weekend and I really want to go with you. How about it? Let me know. Sandy So( one in the group will be Chris, one be Pat and the others as their friends )now sit down and discuss what to do.

  29. Situation B: You are studying in a co-educational school and you discovered that recently many of your classmates have started dating with each other. Some of them even ran into great trouble and their studies were very much affected. Your class teacher is quite worried about the situation and so he asks you and a group of other students to think about the best way to help these ‘young lovers’ You can discuss the different measures that could help and the ways to achieve the best results. Before your discussion, you are advised to revise the handout of ‘Discussion Skills’

  30. Composition In recent years, it is common to find that many teenagers start dating others at very young age (for example, 13). Some lovers spend much time on their relationship instead of studying. Some people therefore argue that young people should wait falling in love until they are over 18. Write a letter (at least 400 words) to Young Post of SCMP expressing your views on the issue.

  31. Extended Project Design a questionnaire on the above topic, ‘What do you consider as the good qualities of a boyfriend / girlfriend?’. Interview at least 40 students. Analyse your findings and write a report.

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