Teaching Fiction to a
group of F.4 Students
Scarlett Lo
50533064
Louisa Leung 92907880
Outline
• Part I – Lesson plan
• Part II - Pre-reading
• Part III – Micro-teaching
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Task 1 : Guess who is talking to Willy Wonka ?
Task 2 : What do you think about the characters ?
Task 3 : Which character do you like ?
Follow-up activity
• Part IV – Rationale
Lesson Plan
• Name of Fiction
• Target Students
• Students Background
• Objective
• Lesson Duration
• Charlie and the Chocolate
Factory
• F.4 students tackling SBA
(School-based Assessment)
• Low reading motivation and
low English standard
• to provide integrated skills on
reading print-fiction for
characters discussion
• A double period
Pre-reading: identifying characters
Main Characters are :
He / she is :
 Willy Wonka
 A famous chocolate factory owner
 Charlie Bucket
 A lucky boy of a poor family
 Violet Beauregarde
 A gum-chewer
 Veruca Salt
 A girl coming from a rich family
 Augustus Gloop
 A fat boy who loves eating
 Mike Teavee
 A boy who likes to dog nothing but
watch TV
Click to the film website for Identifying main characters
Task 1 :
Who is talking to Willy Wonka ?
• Work in a group of 4
• Each group has part of
a dialogue / lyrics
extracted from the
fiction
• In each dialogue, only
one main character is
mentioned
• The character is talking
to either Wonka or the
parents
• Guess which character
is talking
“The great big greedy nincompoop!
How long could we allow this beast
To gorge and guzzle, feed and feast
On everything he wanted to?
However long this pig might live,
We’re positive he’d never give
Even the smallest bit of fun Appearance
Or happiness to anyone
Remark
So what we do in cases such
As this, we use the gentle touch,
And carefully we take the brat
And turn him into something that
Will give great pleasure to us all –
A doll, for instance, or a ball,
Or marbles or a rocking horse.”
“Just so long as it’s gum, just so
long as it’s piece of gum and I
can chew it, then that’s for me!
Come on, Mr. Wonka, hand
over this magic gum of yours
and we’ll see if the thing works.”
“Now, Violet, don’t let’s do anything
silly.”
“I want the gum! What’s so silly?”
“I would rather you didn’t take it, you
see, I haven’t got it quite right yet.
There are still one or two things …”
“Oh, to heck with that!”
“Don’t!”
hint
Personality
“Hey, Mummy! I’ve decided I want
a squirrel! Get me one of those
squirrels!”
“Don’t be silly, sweetheart, these all
belong to Mr. Wonka.”
“I don’t care about that! I want one.
All I’ve got at home is 2 dogs
and 4 cats and 6 bunny rabbits
and 2 parakeets and 3 canaries
and a green parrot and a turtle
and a bowl of goldfish and a
cage of white mice and a silly
old hamster! I want a squirrel!”
“All right, my pet, Mummy’ll get you
a squirrel just as soon as she
possibly can.”
“But I don’t want any old squirrel! I
want a trained squirrel!”
“But could you send things by
television if you wanted to, as you
do chocolate?”
“Of course I could!”
“And what about people? Could you
send a real live person from one
place to another in the same way?”
“Good heaven, child, I really don’t
know … I suppose it could … yes, I’m
pretty sire it could … of course it
could … I wouldn’t like to risk it,
though … it might have some very
nasty results … ”
“I’m pretty sure it could … of course it
could … Look at me! I’m going to be
the first person in the world to be
sent by television!”
“There goes our friend Augustus Gloop! D’you see him?
He’s getting into the first truck with his mother and
father!”
“You mean he’s really all right? Even after going up
that awful pipe?”
“He’s very much all right. And look! There goes Miss
Violet Beauregarde, the great gum-chewer! It seems as
though they managed to de-juice her after all. And how
healthy she looks! Much better than before!”
“But she’s purple in the face!”
“Good gracious! Look at poor Veruca Salt and Mr. Salt
and Mrs. Salt! They‘re simply covered with garbage!”
“And here comes Mike Teavee! Good heavens! What have
they done to him? He’s about ten feet tall and thin as a
wire!”
“They’ve overstretched him on the gum-stretching
machine, how very careless.”
“But how dreadful for him!”
Task 2: What do you think
about the characters?
Discuss in groups:
• 3 adjectives to
describe the
characters;
• What they are
dreaming to do
(Fill in the table)
Task 2: Fill in the boxes of the table
below
Character
Willy Wonka
Augustus Gloop
Veruca Salt
Violet
Beauregarde
Mike Teavee
Charlie Bucket
Adjective
Dream
Present you will
give
Character
Adjective
Dream
Willy Wonka
Insecure,
cunning,
Lonely
To have a child go
on running the
factory
Augustus
Gloop
Greedy, fat,
impetuous
To eat everyday
Veruca Salt
Spoiled,
headstrong,
To own everything
she wants
Impulsive
Competitive,
haughty, rebellious
To chew gum as
long as she can
Violet
Beauregarde
Mike Teavee
Charlie
Bucket
Imaginative,
impetuous,
TV-addicted
Sympathetic,
Sensible,
caring
To do nothing
but watch TV
To get full in
his stomach
Present you
will give
Task 3 : Which character do
you like most ?
• Suppose you are a
friend of the
character, what
present will you
give to the
character ? Why ?
• Do you like the
character ? Why ?
Character
Adjective
Dream
Willy Wonka
Insecure,
cunning,
Lonely
To have a child go
on running the
factory
Augustus
Gloop
Greedy, fat,
impetuous
To eat everyday
A bottle of weight
losing pill
Veruca Salt
Spoiled,
headstrong,
To own everything
she wants
A cage
Impulsive
Competitive,
haughty, rebellious
To chew gum as
long as she can
A chewing gum
or a prize cup
To do nothing
but watch TV
A PS2 machine
To get full in
his stomach
Money or
chocolate
Violet
Beauregarde
Mike Teavee
Charlie
Bucket
Imaginative,
impetuous,
TV-addicted
Sympathetic,
Sensible,
caring
Present you
will give
A family
Follow-up activity
• Your favourite character would like to
visit Hong Kong for a day. Please plan
an itinerary suitable for him/her.
– Write your plan in no less than 100 words
– Tell us your plan in class
The Rationale of the Lesson Design
• Task based
• Learning content
appropriate
• Meeting students’
needs
• Achieve Communicative
Competence
• Mobilize Learners’ Prior
Communicative Competence
•
•
Print Fiction listed in HKEAA
Film version available
• Form 4 Students need to
practice skills to tackle with
SBA
The Tasks
Tasks used
Benefit of the tasks
• Extracted Dialogue/Lyrics
• Induction - learn from
examples to theories
• Discovery Learning leads to
Deep Levels of thinking
• Personality identification
• Peer learning
• Interactive learning engages
students’ attention
• Itinerary Writing
( Individual work )
• Application of learning in
real Tasks
The End