ATESOL NSW PROFESSIONAL DEVELOPMENT PROGRAM 2005
English (ESL) Stage 5 Year 9
Unit: Media- The Interview
TEACHING SEQUENCE
ATESOL NSW AGQTP PROJECT 2005 STAGE 5 MEDIA THE INTERVIEW/Fac/Eng/LC
ATESOL NSW PROFESSIONAL DEVELOPMENT PROGRAM 2005
English (ESL) Stage 5 Year 9
Unit: Media - The Interview
This unit of work was developed by Lyn Nguyen and Annie Alex of Cabramatta High School as part of the 2004-5 ATESOL NSW
Quality Teacher Programme Project: Programming ESL in English 7-12 within a Quality Teaching framework.
 Commonwealth of Australia 2004
This work is copyright. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an
acknowledgment of the source and no commercial usage or sale. Reproduction for the purposes other than those indicated above requires the
written permission of the Department of Education, Science and Training. Requests and enquiries concerning reproduction and copyright
should be addressed to the Director, Quality Teaching Section, Schools Group, Department of Education, Science and Training, GPO Box
9880, Canberra, ACT 2601.
Disclaimer
The views expressed herein do not necessarily represent the views of the Australian Government Department of Education, Science and
Training.
Acknowledgement
This project was funded by the Australian Government Department of Education, Science and Training as a quality teacher initiative under the
Australian Government Quality Teacher Programme.
ATESOL NSW AGQTP PROJECT 2005 STAGE 5 MEDIA THE INTERVIEW/Fac/Eng/LC
Stage 5 English - Media: The Interview
Syllabus
Outcomes
Syllabus Content
Language to
be Taught
Outcome 4:
A student
selects and
uses language
forms and
features and
structures of
texts according
to different
purposes,
audiences and
contexts, and
describes and
explains their
affects on
meaning
Students learn about
4.10 the metalanguage
for describing,
explaining and
justifying the
composers choices of
language forms and
features and structures
of texts in terms of
purpose, audience and
context
Metalanguage
eg.
interview
interviewer
interviewee
purpose
audience
inform
entertain
Teaching and Learning Sequence
plus Assessment
1. Building Students Knowledge of
the Subject Matter
A. Brainstorm
As a class brainstorm what an
interview is on the blackboard.
Draw on students prior
knowledge to build a mind map.
Leading questions may be used
to direct discussion eg.
 What is an interview?
 Where are interviews
found?
 What is the purpose?
 Who is the intended
audience?
 How are interviews
structured?
Resources
ESL
Scales
4.1
Contribute
information and
ideas in group
tasks and
classroom
discussions
Quality
Teaching and
Learning
Intellectual
quality
 Metalanguage
Significance
 Background
knowledge
Assessment
Class discussion reveals students'
understanding of this text type and
key terms.
ATESOL NSW AGQTP PROJECT 2005 STAGE 5 MEDIA THE INTERVIEW/Fac/Eng/LC
Syllabus
Outcomes
Outcome 4
Syllabus Content
4.9
Students learn about
appropriate language
forms and features and
structures of texts to
use in an increasingly
wide range of contexts
Language
to be
Taught
The structure
and layout of
a written
interview
 headline
 introducti
on
 questions
 answers
 columns
 font size
 type
faces
 1st, 2nd
or 3rd
person
Teaching and Learning Sequence
plus Assessment
Resources
2. Reading a written interview and
deconstructing the text
A. The teacher asks the class briefly
what they know about Jim Carrey,
the actor. Students respond orally.
B. Students are given a copy of the
interview, "Jim's Masked Madness".
The teacher selects two strong
readers to take on the role of the
interviewer and Jim Carey.
Comprehension is checked orally
C. Issue Handout 1 to students.
Explain that they will deconstruct
the text as a class. The teacher will
guide the class in deconstruction by
using an OHP of the grid, while
eliciting answers. Students fill in
the grid as the discussion
progresses. The teacher explains
metalanguage as (eg font size, type
faces) on the grid.
D. Information gained from the above
exercise is used to complete the
cloze passage on the structure and
layout of written interviews.
E. Notations are made on the Jim
Carey interview, while completing
exercise 1 and 2.
"Jim's Masked
Madness"
pg 152-154
from
On Track
By Jane Schill,
Heinemann
1998
Handout 1
Deconstructing
a written
interview
 OHP of the
grid
ESL
Scales
5.5
Reads with
understanding a
range of texts,
including those
remote from
personal
experience,
interpreting mainly
at a literal level
and using the
information for
other purposes
5.7
interprets texts,
cueing into key
organisational and
language features
Quality
Teaching and
Learning
Significance
 Background
knowledge
Intellectual
quality
 Deep
knowledge
Handout 2
Key Words (1)
5.8
Incorporate new
vocabulary from
Handout 3
texts into personal
Cloze exercise
vocabulary
(specialised
On Track p. 155 terminology)
Activity 10:2
Q.1 and 2
Assessment: The cloze passage and
answers to Activity 10:2 are handed in
for marking
ATESOL NSW AGQTP PROJECT 2005 STAGE 5 MEDIA THE INTERVIEW/Fac/Eng/LC
Syllabus
Outcomes
Syllabus Content
Outcome 11
A student uses,
reflects on,
assesses and
adapts their
individual and
collaborative
skills for
learning with
increasing
independence
and
effectiveness
11.5 Students learn
to use individual and
group processes to
generate, investigate,
document, clarify,
refine, critically
evaluate and present
ideas and information
drawn from books,
the internet and other
sources of
information.
Language to
be Taught
Teaching and Learning Sequence
plus Assessment
Resources
ESL
Scales
F. Group deconstruction
Students are divided into groups of
4 to deconstruct two more
examples of written interviews.
Handout 1 is used to fill in answers.
Handout 1
Deconstructing
a written
interview
5.5
Reads with
understanding a
range of texts,
including those
remote from
personal
experience,
interpreting mainly
at a literal level
and using the
information for
other purposes.
Once groups are finished students
rotate to other groups to share
and
compare answers.
The teacher asks for group feedback
and discussion.
Quality
Teaching and
Learning
Intellectual
quality

Substantive
communicaton
Quality learning
environment

Engagement
Assessment: Group work is assessed
Oral feedback is given.
Types of
questions
 open
 closed
 tags
How?
What?
When?
Where?
Why?
Who?
3. Constructing a written interview
A. The teacher sets up a scenario and
models questioning techniques. A
confident student is selected to be
interviewed by the teacher at the
front of the class.
Scenario 1: The teacher uses only
closed questions and allows the
student to answer.
Students give feedback on what
they heard. The teacher introduces
the term "closed questions".
Scenario 2: The teacher again
interviews the student using 'open'
questions.
B. The teacher leads a discussion on
the differences in questioning.
Notes are written
C. Students write 8 to 10 questions in
preparation for interviewing a
classmate.
Handout 4
Sample Closed
questions
Handout 5
Sample - Open
questions
4.3
Responds to
spoken English
appropriately in
predictable
situations and
adapts available
English repertoire
to make expanded
utterances
Intellectual
quality
 Deep
knowledge
ATESOL NSW AGQTP PROJECT 2005 STAGE 5 MEDIA THE INTERVIEW/Fac/Eng/LC
Deconstructing a Written Interview
Handout 1
OHP 1
Who is being interviewed?
Who is the interviewer?
When was it published?
Who is the intended audience?
What is the purpose of this interview?
What is the headline?
How does it attract the readers attention?
What do you notice about the structure and
layout of this interview?
What language features are used in this
interview?
Give an example for each feature.










heading/subheading
introduction
questions/answers
conclusion
quotes
font size
font style (type faces)
columns
visuals
other features






first person
second person
third person
tense
level of language
tone
ATESOL NSW AGQTP PROJECT 2005 STAGE 5 MEDIA THE INTERVIEW/Fac/Eng/LC
Stage 5 English - Media: The Interview
Syllabus
Outcomes
Syllabus Content
Outcome 4:
A student selects
and uses
language forms
and features and
structures of
texts according to
different
purposes,
audiences and
contexts, and
describes and
explains their
affects on
meaning
4.3 Students learn to use
appropriate language forms
and features and structures
of texts in their own
compositions and describe,
explain and justify their
choices in terms of purpose,
audience and context
Outcome 3
A student
selects, uses,
describes and
explains how
different
technologies
affect and shape
meaning
Outcome 11
A student uses,
reflects on,
assesses and
adapts their
individual and
collaborative
skills for learning
with increasing
independence
and effectiveness
3.1 Students learn to
respond to and compose
increasingly complex texts
in different technologies
considering the effects of
the technology including
layout and design on
meaning.
11.1 Students learn to
understand the learning
purposes, specific
requirements and targeted
outcomes of tasks.
11.3 Students learn to
identify, plan and monitor
stages of tasks and topics
with guidance
11.8 Students learn to
articulate and discuss the
pleasures and difficulties,
successes and challenges
experienced in investigation,
problem solving,
independent and
collaborative work, and
establish improved
practices.
Language
to be
Taught
audience
purpose
register
Teaching and Learning
Sequence plus Assessment
C. The teacher sets up the
following task by handing out
'Interviewing a Friend'. The
task is explained by reading
through the steps that need
to be followed.
Resources
Handout 6
Interviewing
a friend
D. Students follow Handout as a
guide. While the class works,
the teacher moves around
monitoring progress and
helping individuals.
E. The teacher publishes a class
booklet from all collected
interviews. One creative
student, or fast finishing
student can design the front
page. All students receive a
copy of the booklet.
F. Students individually reflect
on the task they have just
completed, through a journal
entry.
ESL
Scales
Quality
Teaching and
Learning
5.1
Quality learning
Communicates environment
in familiar
 Student self social and
regulation
classroom
situations,
 Explicit
extracting
quality
relevant
criteria
information
from spoken
Intellectual
English and
quality
elaborating on  Substantive
some ideas in
communicacoherent
tion
speech.
Quality learning
environment
 Engagement
Handout 7
Feedback to
students
Assessment:
1. Students are assessed on
their ability to work
systematically on this task.
Teacher monitors progress.
2. The published interview is
marked.
ATESOL NSW AGQTP PROJECT 2005 STAGE 5 MEDIA THE INTERVIEW/Fac/Eng/LC
Stage 5 English - Media: The Interview
Syllabus
Outcomes
Syllabus Content
Outcome 4
A student selects
and uses
language forms
and features,
and structures of
texts according
to different
purposes,
audiences and
contexts, and
describes and
explains their
effects on
meaning
4.12 Students learn about
the significance of the
relationship between
purpose, audience and
context.
4.10 Students learn about
the metalanguage for
describing, explaining and
justifying the composer's
choices of language forms
and features and
structures of texts in terms
of purpose, audience and
context.
Language
to be
Taught
audience
purpose
context
affects
register
used
Tone
4.11 Students learn
about: the influence of
purpose, audience and
context on the use of
particular language forms
and features and
structures of texts
Modality
Register
Teaching and Learning
Sequence plus Assessment
Resources
4. Analysing the impact of
context, audience and
purpose on the written
interview
a) Students read through the
published booklet as a class.
The teacher questions them
on the purpose, audience and
context of the task they
completed. What language is
used? Is it formal or
colloquial? Discuss.
The teacher poses the
question "If you were
interviewing teachers for the
school magazine, would the
interview be the same?"
Discuss concepts of register,
modality and tone.
b) Students are presented with
the Handout 'Why are
interviews sometimes
different?'
The teacher models a
response for the first interview
on Poppy King, after the
interview has been read in
class. The different features
are highlighted, as the teacher
models a response.
c) Students work in pairs to
analyse a variety of other
interviews. The teacher will
need to source interviews that
are appropriate (2-3 others).
Assessment: Student work is
handed in for marking
ESL
Scales
Quality
Teaching and
Learning
5.2 A student
considers how
interpersonal
and cultural
contexts affect
communication
in English
Handout 8/9
"Why are
interviews
sometimes
different?"
On Target
pg 149-151
O.H.P. of the
grid "Why
are
interviews
sometimes
different?"
5.5 A student
reads with
understanding
a range of
texts, including
those remote
from personal
experience,
interpreting
mainly at a
literal level and
using the
information for
other purposes
Intellectual
quality
 Higher order
thinking
ATESOL NSW AGQTP PROJECT 2005 STAGE 5 MEDIA THE INTERVIEW/Fac/Eng/LC
Handout 8
Why Are Interviews Sometimes Different?
The context, audience, purpose and relationship between the interviewer and interviewee affect the overall presentation in interviews.
Task: Look at the following interviews and complete the grid.
Source
Context
Australian
Women's
Weekly
November 1996
Interview with
Poppy King, a
successful
business
woman, who
became famous
for her lipsticks
Purpose
To inform the
reader about
Poppy King's
personal and
professional life
Audience
Australian
Women's
Weekly
 a major
women's
magazine

readers middle
aged women
Language Features and Examples
Register - colloquial language
 incomplete sentences e.g. 'Narrow-minded and unintelligent.'
 contractions e.g. 'Yes, it's wild stuff'
 vocabulary 'wild stuff'
Tone
chatty, friendly  goes with the colloquial language.
ATESOL NSW AGQTP PROJECT 2005 STAGE 5 MEDIA THE INTERVIEW/Fac/Eng/LC
Handout 9
Why Are Interviews Sometimes Different?
The context, audience, purpose and relationship between the interviewer and interviewee affect the overall presentation in interviews.
Task: Look at the following interviews and complete the grid.
Source
Context
Purpose
Audience
Language Features and Examples
ATESOL NSW AGQTP PROJECT 2005 STAGE 5 MEDIA THE INTERVIEW/Fac/Eng/LC
Task: Interviewing a Friend
Handout 6
You are required to write a written interview for a class publication.
Checklist:
You will need to follow these steps:
Date and period completed
1.
Select the person (interviewee) you wish to interview.
2.
Carefully write 8 - 10 questions that you will ask your
interviewee.
3.
Edit the questions, making sure that the majority are openended questions.
4.
Interview your partner and carefully write down his/her
answers. Edit your work.
5.
Publish the interview using Microsoft Word. Follow the
structural and layout features of a
written interview.
(Refer to Handout 1).
6.
Insert a digital picture of your interviewee.
7.
Hand in a disc copy, as well as a hard copy for publishing for
the class booklet.
The deadline is
Syllabus Outcomes you will be assessed on:
Outcome 4
A student selects and uses language forms and features, and structures of texts
according to different purposes, audiences and contexts, and describes and explains
their effects on meaning.
Outcome 3
A student selects, uses, describes and explains how different technologies affect and
shape meaning.
Outcome 11 A student uses, reflects on, assesses and adapts their individual and collaborative
skills for learning with increasing independence and effectiveness.
ATESOL NSW AGQTP PROJECT 2005 STAGE 5 MEDIA THE INTERVIEW/Fac/Eng/LC
Handout 7
STUDENT FEEDBACK
Syllabus Outcomes
Outcomes:
Outcome 3
Outcome 4
A student selects, uses, describes and explains how different technologies affect and
shape meaning.
A student selects and uses language forms and features, and structures of texts
according to different purposes, audiences and contexts, and describes and explains
their effects on meaning.
Outcome 11 A student uses, reflects on, assesses and adapts their individual and collaborative
skills
for learning with increasing independence and effectiveness.
Part 1 (Outcome 11) Working independently and with a partner
You were able to organise
yourself and work
independently and effectively
Comment
You were able to meet
deadlines
Comment
Mark
/5
Mark
/5
Part 2 (Outcome 3 and 4) Producing a written interview that is published on Microsoft Word.
You were able to write a written
interview using the language
forms and features, and
structures
Comment
You were able to use the
correct technology to publish
the interview
Comment
Mark
Mark
/
/
ATESOL NSW AGQTP PROJECT 2005 STAGE 5 MEDIA THE INTERVIEW/Fac/Eng/LC
Handout 14
Video Cover - Andrew Denton, Enough Rope
(Available at ABC Shops)
Look at the front cover, and then answer the following questions
A - Written Component:
1.
What is the title of this video?
What does the phrase, "Enough Rope" mean?
2.
Do you recognise any of the interviewee's names? what are they well known for?
3.
What is the rating?
4.
Who has produced this video?
Why?
B - Visual Component:
1.
Who is represented in the text? What is the focal point?
2.
What is this person doing?
3.
Describe his facial expression.
4.
What do you think this reveals about his character?
5.
What is the setting? Why is this used?
6.
What is shown to the left of the image?
ATESOL NSW AGQTP PROJECT 2005 STAGE 5 MEDIA THE INTERVIEW/Fac/Eng/LC
Handout 15
Video Cover - Andrew Denton
Look at the back cover, and then answer the following questions
A - Written Component: (blurb)
1.
What do these sentences mean?
'Too much Reality TV, not enough reality.
Too many 'specials', not enough that are.
Too many talk shows, not enough to listen to"
2.
What do these colloquial expressions mean?
- 'dog-eared'
- 'a boot up the clacker'
3.
How is language used to persuade people to view this video? List the adjectives.
4.
When was this video produced?
B - Visual Component
1.
What do you notice about the photograph of Andrew Denton?
(consider facial expression, stance, clothing, background, lighting)
2.
Comment on the facial expressions of the eight people in the images. What do you think it
reveals about the style of interviewing Andrew Denton uses?
ATESOL NSW AGQTP PROJECT 2005 STAGE 5 MEDIA THE INTERVIEW/Fac/Eng/LC
Handout 16a
Interviews on Video/DVD - The Visual Component
Who is presented in this interview?
interviewer
interviewee
How are they presented?
Describe each feature. (Give examples if appropriate)
What does this reveal about the person?
A. Interviewer

gender


age (approximate)


cultural background


style of clothing


hand/facial gestures


stance/body language

B. Interviewee

gender


age (approximate)


cultural background


style of clothing


hand/facial gestures


stance/body language

ATESOL NSW AGQTP PROJECT 2005 STAGE 5 MEDIA THE INTERVIEW/Fac/Eng/LC
Handout 17a
Interviews on Video/DVD - The Visual Component
What is the setting/location/ for
this interview?

studio with an immediate audience

studio without an immediate audience

private - indoors

outdoors

other

props
How is the visual component of
this interview shown?

Describe the setting/location/set
design.
How does it affect the tone/mood?
Describe each feature. Give
examples from the interview. What
is the impact on the responder?
camera shots
- close-up shot
- medium (mid) shot
- long shot
-

camera angle
- high angle shot
- low angle shot

lighting
- full
- spot light

colour
- muted
- strong
ATESOL NSW AGQTP PROJECT 2005 STAGE 5 MEDIA THE INTERVIEW/Fac/Eng/LC
Stage 5 English - Media: The Interview
Syllabus
Outcomes
Syllabus Content
Language to
be Taught
Teaching and Learning Sequence plus
Assessment
Outcome 4:
A student
selects and uses
language forms
and features and
structures of
texts according
to different
purposes,
audiences and
contexts, and
describes and
explains their
affects on
meaning
4.8 Students learn about
the ways in which
spoken, written and
visual texts are shaped
according to personal,
historical, cultural, social,
technological and
workplace contexts. '
Components
of spoken
language
eg
 tone
 modality
 volume
 register
 emotion
 language
5. Radio Interviews
A. Class discussion on what radio
stations students listen to. Reasons
are given for listening to these. Do
students hear any interviews? What
would be the difference between
interviews on SBS or ABC radio, and
2DayFM or Nova? Notes can be
made on the blackboard.
B. Introduce Margaret Throsby. Has
anyone ever listened to her on ABC
radio?
Predict her style of interviewing and
the type of people she has on the
program.
C. Briefly explain that they will hear an
interview of Margaret Throsby
interviewing Dorothy Hoddinott,
Principal of Holroyd High School.
Play the CD to the students. While
playing students can follow the
structure by looking at "A Radio
Interview - Margaret Throsby"
handout. Students can attempt to
answer the questions on a second
listening.
Depending on the ability of the class,
this exercise can be shortened, or
broken into segments. The teacher
leads a discussion.
D. Students look at the features of a
spoken interview. The teacher can
refer back to the features of a written
interview  are they similar/different?
Students analyse the language
features of the Dorothy Hoddinott
interview. Discuss these.
4.11 Students learn
about the influence of
purpose, audience and
context on the use of
particular language
forms and features and
structures of texts.
4.2 Students learn to
describe, explain and
evaluate the composer's
choices of language
forms and features and
structures of texts in
terms of purpose,
audience and context.
Structure of a
spoken
interview


components
breaks
etc
Resources
Handout 10
"A Radio
InterviewMargaret
Throsby"
CD recording
of Margaret
Throsby's
interview with
Dorothy
Hoddinott.
Available
through ABC
sales
Handout 11
Interview
Analysis
ESL
Scales
5.1
A student
communicates
in familiar
social and
classroom
situations,
extracting
relevant
information
from spoken
English and
elaborating on
some ideas in
coherent
speech.
Quality
Teaching and
Learning
Significance
 background
knowledge
Quality learning
environment
 Engagement
5.2
A student
considers how
interpersonal
and cultural
contexts affect
communication in English
ATESOL NSW AGQTP PROJECT 2005 STAGE 5 MEDIA THE INTERVIEW/Fac/Eng/LC
Stage 5 English - Media: The Interview
Syllabus
Outcomes
Syllabus Content
Outcome 4:
A student
selects and uses
language forms
and features and
structures of
texts according
to different
purposes,
audiences and
contexts, and
describes and
explains their
affects on
meaning
4.5
Students learn to identify
purpose, audience and
context of texts through
consideration or the
language forms and
features and structures
used - the texts.
Language to
be Taught
Skill:
Note taking
from oral
texts
Teaching and Learning Sequence plus
Assessment
E. The teacher provides a variety of other
taped interviews for students to
analyse. If possible groups of students
can be allocated an interview to
deconstruct, providing there are
tape/CD players available and rooms.
Groups listen, then discuss and write
down a response. Students present
their findings to the class, by playing
segments of the tape/CD interview,
pausing the tape at relevant parts and
talking to the class about the features
of the interview.
Resources
Handout 12
‘Why Are
Interviews
Sometimes
Different?
(Radio)
ESL
Scales
5.2
A student
considers how
interpersonal
and cultural
contexts affect
communication.
Quality
Teaching and
Learning
Intellectual
quality
 substantive
communication
Quality learning
environment
 Students self
regulation
If multiple tape/CD players are not
available, this activity can be done as
a class.
Outcome 11
A student uses,
reflects on,
assesses and
adapts their
individual and
collaborative
skills for learning
with increasing
independence
and
effectiveness
11.1
Students learn to
understand the learning
purposes, specific
requirements and
targeted outcomes of
tasks.
Assessment - Teacher observes group
work, and responses.
ATESOL NSW AGQTP PROJECT 2005 STAGE 5 MEDIA THE INTERVIEW/Fac/Eng/LC
Stage 5 English - Media: The Interview
Syllabus
Outcomes
Outcome 3
A student
selects, uses,
describes and
explains how
different
technologies
affect and shape
meaning
Outcome 4
A student
selects and uses
language forms
and features,
and structures of
texts according
to different
purposes,
audiences and
contexts, and
describes and
explains their
effects on
meaning.
Syllabus Content
3.3
Students learn about
different techniques used
to compose multimedia
texts.
Language to
be Taught
Visual
elements VS
spoken
elements
Teaching and Learning Sequence plus
Assessment
The teacher hands out the grid and leads
a discussion while deconstructing the
visual. On an OHP the teacher fills in the
features. The video/DVD can be played
and paused as needed.
Metalanguag
e:
components
of visual texts
eg camera
shots,
camera
angles,
lighting,
colour
D. The teacher plays the interview again
and allows students to watch it
completely.
As students watch they can take notes
on the topics discussed in the interview.
The teacher checks comprehension by
discussing the key topics and
addresses any questions. Sample
answers are provided on H/O 16b/17b
4.2
Students learn to
describe, explain and
evaluate the composer's
choices of language
forms and features and
structures of texts in
terms of purpose,
audience and context
E. Students complete the visual
component if it is incomplete. The
spoken component is then addressed.
Brainstorm as a class the differences in
register, tone, modality and language
features in the interview.
modality
tone
4.4
Students learn to
experiment with and
explain altered
perceptions of ideas and
information that result
from changes in
language features and
structures.
The impact of
register
Assessment The teacher informally
assesses students' understanding through
discussion. The points made in the
brainstorm are transferred onto the
handout.
Students view the interview again and look
for examples and more features.
 Feedback at the end of the second
viewing. Teacher can refer to sample
answer sheet.
Students also complete the focus on
language handout, as a more in-depth
study of colloquial language.
Resources
ESL
Scales
Quality Teaching
and Learning
Handouts
16a /17a
"Interviews
on Video /
DVD - the
visual
component."
Handout
16b/17b
Sample
answers
OHP of the
above
Handout 18
'Structure of
Andrew
Denton's
Interview with
Steve Irwin'
Handout 19a
Interviews on
Video / DVD
- the spoken
component
Handout 19b
Sample
answers
Handout 20
Focus on
Language
Quality learning
environment
 Engagement
5.1
A student
communicates
in familiar
social and
classroom
situations,
extracting
relevant
information
from spoken
English and
elaborating on
some ideas in
coherent
speech.
Intellectual quality
 Deep
knowledge
Intellectual quality
 Metalanguage
ATESOL NSW AGQTP PROJECT 2005 STAGE 5 MEDIA THE INTERVIEW/Fac/Eng/LC
Syllabus
Outcomes
Outcome 4
A student
selects and uses
language forms
and features and
structures of
texts according
to different
purposes,
audiences and
contexts, and
describes and
explains their
affects on
meaning
Outcome 8
A student
investigates the
relationships
between and
among texts.
Syllabus Content
4.10
Students learn about the
metalanguage for
describing, explaining
and justifying the
composer's choices of
language forms and
features and structures
of texts in terms of
purpose, audience and
context.
8.11
Students learn about the
patterns of texts
composed in different
modes, media and
multimedia.
Language to
be Taught
Describing
body
language
facial
expressions
stance
hand / facial
gestures
mood
style of
clothing
gender
cultural
identity
well known
personality
Skills:
predicting
and
analysing
from visual
stimulus
Teaching and Learning Sequence plus
Assessment
6. Interviews on Video/DVD
A. Students are introduced to interviews
that have a visual component to them.
The teacher asks students how an
interview that has a visual component
is different from an audio or written text.
In the discussion, the teacher can
introduce key terms (metalanguage).
Students write definitions on the
handout and look up bilingual
dictionaries.
B. The teacher uses the interviewer
Andrew Denton, as an example for
'deconstruction'.
Students are given a copy of the video
cover to look at and read. By analysing
the cover, students begin to predict
what style of interview Andrew Denton
has.
Students complete questions in
Handouts 14 &15, Depending on the
level of ability, this can be teacher led,
or student focused. Discuss answers.
C. The teacher plays the beginning of the
interview with Steve Irwin. The
video/DVD is paused shortly after
starting, so that students can focus on
the visual elements briefly.
Resources
Handout 13
Key terms (2)
ESL
Scales
Quality Teaching
and Learning
Significance
 Knowledge
integration
Intellectual quality
 Metalanguage
"Enough
Rope with
Andrew
Denton" DVD / Video
ABC, 2004
Handouts
‘Video cover
Andrew
Denton’ ABC
H/O 14 Front cover
H/O 15 Back cover
5.1
A student
communicates
in familiar
social and
classroom
situations,
extracting
relevant
information
from spoken
English and
elaborating on
some ideas in
coherent
speech
Make simple
Significance
hypothesis
 Cultural
and
knowledge
generalisations
ATESOL NSW AGQTP PROJECT 2005 STAGE 5 MEDIA THE INTERVIEW/Fac/Eng/LC
Syllabus
Outcomes
Syllabus Content
11.7
Students learn to reflect on
and assess their own and
others' learning and learning
strategies against
outcomes, criteria and
guidelines established for
tasks.
Outcome 11
A student
uses, reflects
on, assesses
and adapts
their
individual
and
collaborative
skills for
learning with
increasing
independenc
e and
effectiveness
11.11 Students learn about
outcomes, criteria and
guidelines for tasks and the
value of outcomes-based
learning
11.1 Students learn to
understand the learning
purposes, specific
requirements and targeted
outcomes of tasks.
11.4 Students learn to
choose processes,
resources and technologies
appropriate for particular
tasks and situations.
11.8 Students learn to
articulate and discuss the
pleasures and difficulties,
successes and challenges
experienced in investigation,
problem solving,
independent and
collaborative work, and
establish improved
practices.
Language to
be Taught
Structure of
journal entries:
 register
 first person
narrative
 expressing
ideas
Teaching and Learning Sequence plus
Assessment
F. Students write a reflective journal
entry elaborating on what they have
learnt about interviews conducted on
television. (Video/DVD)
Comparative
words
G. Analysing other Interviews
Students are shown a number of other
recorded interviews. The teacher
needs to select culturally/gender
appropriate sources that will be of
interest to students.
Students analyse each interview in
groups after viewing. Groups
feedback to the class.
Resources
Assessment Students hand in their
journal entries for marking.
7. Creative Task
Students are presented with the final
assessment task.
Teachers carefully explain the task by
going through the handouts. The
initial work may be done in class, so
guidance, if needed, is available.
Assessment
Students hand in work for marking.
Interviews are presented to the class as
a final lesson.
Students complete a feedback sheet on
the whole unit.
Handouts ,
16a,17a
and19a.
Handout 21
Creative
Task
Handout 22
Learning
Journal
Handout 23
Student
Feedback on
Task
Handout 24
Student
Feedback
sheet on Unit
ESL
Scales
5.9
A student
communicates
on a range of
familiar topics
and
incorporates
language and
ideas drawn
from different
sources in
response to
the varying
demands of
the classroom
- use own
writing for
personal
reflection.
Quality Teaching
and Learning
Significance
 narrative
Significance
 Knowledge
integration
Intellectual quality
 Deep
understanding

Quality learning
environment
 Student
direction
 Student selfregulation
 High
expectations
 Explicit criteria
Significance
 Knowledge
integration
ATESOL NSW AGQTP PROJECT 2005 STAGE 5 MEDIA THE INTERVIEW/Fac/Eng/LC
Handout 16 (b)
Interviews on Video/DVD - The Visual Component
Who is presented in this interview?
interviewer Andrew Denton
interviewee Steve Irwin
How are they presented?
Describe each feature. (Give examples if appropriate)
What does this reveal about the person?
A. Interviewer
Andrew Denton




gender
age (approximate)
cultural background
style of clothing





hand/facial gestures



stance/body language
B. Interviewee

Steven Irwin




gender
age (approximate)
cultural background
style of clothing





hand/facial gestures



stance/body language
male
middle-aged
Australian (Anglo-Saxon)
smart - casual - black jacket, trousers, socks and
shoes; a purple open necked shirt
facial - smiles a lot, makes the interviewee feel relaxed.
- direct eye contact  shows the interviewee
Denton is interested and focused.
hand - leans on his arm  shows he is listening
closely and interested.
stance - sits appropriately  legs crossed  reveals he
knows how to present himself




male
middle-aged
Australian (Anglo-Saxon)
outdoor working clothes - khaki shorts and shirt; thick
socks and boots  reveals Irwin is an outdoors man
and comfortable with his casual dress
hand - dramatic gestures to emphasis a point eg snake
biting the nose of his daughter (grabs his nose)
facial - laughs/smiles
- rolls his eyes - killing of snakes
- sorrow - death of mother
- passion/intensity for wildlife
stance - very relaxed
- sits with his legs wide apart the majority of time
- sits with one leg upon the chair  he is not
treating this as a 'formal' interview
body language - uses his body to bring to life situations
he has experienced in the past (uses drama) eg
picking up a snake  re-enacts
ATESOL NSW AGQTP PROJECT 2005 STAGE 5 MEDIA THE INTERVIEW/Fac/Eng/LC
Handout 17 (b)
Interviews on Video/DVD - The Visual Component
What is the setting/location/ for
this interview?
Describe the setting/location/set
design.
How does it affect the tone/mood?

studio with an immediate audience


studio without an immediate audience
Studio with an immediate audience  allows
responses - laughter, clapping, which builds
the mood.

private - indoors


outdoors

other
Set design - the backdrop is in three shades
of green  helps to create the mood.
Matches the khaki colours of Irwin's clothing.
Symbolises nature/environment, which is
Irwin's main concern.

props

Props - 3 pieces - 2 black chairs and a
simple table  puts the focus onto the
speakers and backdrops.
How is the visual component of
this interview shown?
Describe each feature. Give
examples from the interview. What
is the impact on the responder?


camera shots
- close-up shot
- medium (mid) shot
- long shot
-


Close-up shot of Irwin talking about the
death of his mother. The responder sees
the emotions and the eyes beginning to
water.
Medium shots - most of the interview is
conducted using this shot. Focuses on the
person speaking.
Long shots - of Irwin doing re-enactments
(drama) eg - catching the snake
- describing his clothing

camera angle
- high angle shot
- low angle shot

Camera angle - eye level is used  the
responder is on the same level as the
speakers

lighting
- full
- spot light

Lighting - spotlights on Irwin as he enters
the studio stage  gives him a focus
Full light - for the rest of the interview
colour


- muted
- strong

Colours - strong - use of different shades of
green creates a relaxed, natural
environment
ATESOL NSW AGQTP PROJECT 2005 STAGE 5 MEDIA THE INTERVIEW/Fac/Eng/LC