Kam Man, Carmen
Teaching materials of Charlie and the Chocolate Factory
Copyrights owned by the author
Designing a set of teaching materials on Charlie and the Chocolate Factory
Target level of students: F.3
Basic information of the film:
Title: Charlie and the Chocolate Factory
Year of production: 2005
Director: Tim Burton
Language: English
Synopsis of the film:
Charlie Bucket lived in a small and dilapidated house with his family. His father was the
only source of income. Charlie was fascinated by Wonka - a famous chocolate maker and his
chocolates. One day, Charlie heard that five golden tickets had been placed in five random
Wonka bars. The ticket holders would be rewarded a full tour of the factory and a lifetime supply
of chocolate. As one of the ticket holders, Charlie and other four children met Willy Wonka and
visited the factory. All the children learnt a lesson during the trip. Wonka also learnt from Charlie
the values of family.
Rationale of choosing the film
Charlie and the Chocolate Factory is an interesting film which can easily capture all the
students’ attention. It is a simple film which is appropriate for junior level of students. A lot of
materials can be made as there are quite a lot of elements such as drama and singing. It is useful
especially in teaching students to write a description of a character.
Basic teaching steps of the tasks
Task 1 – Listening and quick reading task
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Kam Man, Carmen
Teaching materials of Charlie and the Chocolate Factory
Copyrights owned by the author
1. Teacher distributes the viewing sheet (Appendix 1) to students.
2. Teacher plays the trailer of the film for the first time. Before playing the trailer, explain the
questions to students.
3. Teacher plays the trailer of the film for the second time. Before playing the trailer, explain the
questions to students.
4. Teacher plays the trailer of the film for the third time. Before playing the trailer, explain the
questions to students.
5. Teacher checks the answers with students and plays the trailer again and again if necessary.
Task 2 – Reading task
1. Teacher distributes the excerpt of Chapter 14 of the book Charlie and the Chocolate Factory
(Appendix 2) and a task sheet (Appendix 3) to students.
2. Teacher explains each language aspect of the task sheet by giving examples of the excerpt.
3. Teacher asks students to read the excerpt. While reading, students have to identify the
language that the writer uses to describe Mr. Willy Wonka.
4. Teacher distributes another task sheet (Appendix 4) to students.
Ask students to pay
attention to the clip (6:04 – 8:52), especially the way Wonka comes out and the way to
introduce the five golden ticket holders.
5. Teacher plays the clip.
6. Teacher asks the students to compare the differences between the film and the book in terms
of the way Wonka comes out, the way to introduce the five golden ticket holders or other
differences that students may find.
7. Ask students why there are such differences.
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Kam Man, Carmen
Teaching materials of Charlie and the Chocolate Factory
Copyrights owned by the author
Task 3 – Writing and speaking task
1. Before playing the movie, teacher briefly introduces the golden ticket holders by showing
their pictures in powerpoint.
Then, ask student to choose one that they like.
2. Teacher asks students to jot down the information of that character they have chosen.
3. Teacher distributes the writing task sheet (Appendix 5a-e) to students according to the
character they have chosen.
4. Teacher reminds students of what they can write to describe the characters.
5. After writing, in pairs, students have to share their work with their peers.
Ask students to
focus on language and presentation skills.
6. Teacher gives each student a peer assessment form (Appendix 6).
Students have to
comment on their peers’ language and presentation skills.
7. Teacher randomly picks students to do a presentation on the characters that they have chosen.
Ask students to comment on their peers’ presentation by pointing out one good thing and one
way of improvement.
Assessment method
In task 3, students need to write a description of one of the golden ticket holders and give a
presentation afterwards.
performance.
A peer assessment form (Appendix 6) will be used to assess students’
Students will assess their peers’ presentation in terms of language use,
pronunciation and delivery, communication strategies and ideas and organization.
Students’
writing will be assessed in terms of ideas and development, language, organization and accuracy
(See appendix 7 – descriptive writing rubric).
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Kam Man, Carmen
Teaching materials of Charlie and the Chocolate Factory
Copyrights owned by the author
Appendix 1
Watching a trailer
1st viewing
1
What is the title of the film?
Charlie and the Chocolate Factory
2
What type of film is it?
Action/ adventure/ comedy/ horror/
drama/ mystery/ romance/ science
fiction/ tragedy
3
What is the film about?
A boy’s trip to the factory with other
four children.
4
What is the setting of the film? (When and
where does the film take place?)
A winter (when), the factory (where)
5
What are the most frequent words mentioned
in the movie?
golden tickets, candy
2nd viewing
6
What does the first line spoken by the
grandma tell you about the factory?
The factory is mysterious.
7
What is the middle part of the trailer about?
It tells us about how the factory looks
like.
8
What is the last part of music like?
Strong and loud music
9
What is the last line of the trailer?
Wow
3rd viewing (on the texts)
10
What is the first piece of text?
The following Preview is….
11
What is the second piece of text?
Wonka
12
What is the third piece of text?
Warner Bros Pictures
13
What other text is shown in the trailer?
Dear people of the world, golden
tickets, names of the production crew…
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Kam Man, Carmen
Teaching materials of Charlie and the Chocolate Factory
Copyrights owned by the author
Appendix 2
14
Mr Willy Wonka
Mr Wonka was standing all alone just inside the open gates of the factory.
And what an extraordinary little man he was!
He had a black top hat on his head.
He wore a tail coat made of a beautiful plum-coloured velvet.
His trousers were bottle green.
His gloves were pearly grey.
And in one hand he carried a fine gold-topped walking cane.
Covering his chin, there was a small, neat, pointed black beard — a goatee. And his
eyes — his eyes were most marvellously bright. They seemed to be sparkling and
twinkling at you all the time. The whole face, in fact, was alight with fun and laughter.
And oh, how clever he looked! How quick and sharp and full of life! He kept
making quick jerky little movements with his head, cocking it this way and that, and
taking everything in with those bright twinkling eyes. He was like a squirrel in the
quickness of his movements, like a quick clever old squirrel from the park.
Suddenly, he did a funny little skipping dance in the snow, and he spread his arms
wide, and he smiled at the five children who were clustered near the gates, and he
called out, 'Welcome, my little friends! Welcome to the factory!'
His voice was high and flutey. 'Will you come forward one at a time, please,' he
called out, 'and bring your parents. Then show me your Golden Ticket and give me your
name. Who's first?'
The big fat boy stepped up. 'I'm Augustus Gloop,' he said.
'Augustus!' cried Mr Wonka, seizing his hand and pumping it up and down with
terrific force. 'My dear boy, how good to see you! Delighted! Charmed! Overjoyed to
have you with us! And these are your parents? How nice! Come in! Come in! That's
right! Step through the gates!'
Mr Wonka was clearly just as excited as everybody else.
'My name,' said the next child to go forward, 'is Veruca Salt.'
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Kam Man, Carmen
Teaching materials of Charlie and the Chocolate Factory
Copyrights owned by the author
'My dear Veruca! How do you do? What a pleasure this is! You do have an
interesting name, don't you? I always thought that a veruca was a sort of wart that you
got on the sole of your foot! But I must be wrong, mustn't I? How pretty you look in
that lovely mink coat! I'm so glad you could come! Dear me, this is going to be such an
exciting day! I do hope you enjoy it! I'm sure you will! I know you will! Your father?
How are you, Mr Salt? And Mrs Salt? Overjoyed to see you! Yes, the ticket is quite in
order! Please go in!'
The next two children, Violet Beauregarde and Mike Teavee, came forward to have
their tickets examined and then to have their arms practically pumped off their
shoulders by the energetic Mr Wonka.
And last of all, a small nervous voice whispered, 'Charlie Bucket.'
'Charlie!' cried Mr Wonka. 'Well, well, well! So there you are! You're the one who
found your ticket only yesterday, aren't you? Yes, yes. I read all about it in this
morning's papers! Just in time, my dear boy! I'm so glad! So happy for you! And this?
Your grandfather? Delighted to meet you, sir! Overjoyed! Enraptured! Enchanted! All
right! Excellent! Is everybody in now? Five children? Yes! Good! Now will you please
follow me! Our tour is about to begin! But do keep together! Please don't wander off by
yourselves! I shouldn't like to lose any of you at this stage of the proceedings! Oh, dear
me, no!'
extracted from http://www.cccmyc.edu.hk/library/main/hkedcity_lib2/dahl/dahl_chocolate.html
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Kam Man, Carmen
Teaching materials of Charlie and the Chocolate Factory
Copyrights owned by the author
Appendix 3
After reading the excerpt of Charlie and the Chocolate Factory, write down the features of each
language aspect.
Language describing his
physical appearance
-
extraordinary little
small, neat, pointed (black beard – a goatee)
marvelous bright (eyes)
sparkling and twinkling (eyes)
alight with fun and laughter (whole face)
bright twinkling (eyes)
Language describing how he
dressed
-
black top
tail coat
beautiful plum-coloured velvet
bottle green trousers
-
pearly grey gloves
fine gold-topped walking cane
-
quick and sharp and full of life
quick jerky little movements with his head
cocking it (head)
did a funny little skipping dance
-
spread his arms awide
seizing his hand and pumping it up and down with
terrific force
Language describing his
feelings
-
good
delighted
charmed
overjoyed
excited
Language describing his facial
expressions
-
smiled
Language describing his
personality
-
clever
quick
Language describing his action
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Kam Man, Carmen
Teaching materials of Charlie and the Chocolate Factory
Copyrights owned by the author
Appendix 4
What differences can you figure out between the movie and the book?
The movie
The book
The way Mr. Wonka
appears
suddenly appears
standing all alone just inside
the open gates of the factory
The way to introduce the
five ticket holders
The children take the initiation asked the five ticket holders to
to come to Mr Wonka and
come forward one by one and
introduce themselves
give him their names
Other differences
More dialogues
Fewer diglogues
Why are there such differences? (Commercial consideration, Genre differences i.e. Books are
descriptive)
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Kam Man, Carmen
Teaching materials of Charlie and the Chocolate Factory
Copyrights owned by the author
Appendix 5a
In this task, you have to choose ONE of the five golden ticket holders and write a
description about 150-200 words on him/her with reference to this picture and and the
film. You can describe his/her i) his/her physical appearance (Is he/she tall or short,
tiny or big?) ii) how he/she dresses iii) his/her facial expressions iv) his personality v)
his feeling(s) and vi) his/her action.
______________________________________________________________________________
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Kam Man, Carmen
Teaching materials of Charlie and the Chocolate Factory
Copyrights owned by the author
Appendix 5b
In this task, you have to choose ONE of the five golden ticket holders and write a
description about 150-200 words on him/her with reference to this picture and and the
film. You can describe his/her i) his/her physical appearance (Is he/she tall or short,
tiny or big?) ii) how he/she dresses iii) his/her facial expressions iv) his personality v)
his feeling(s) and vi) his/her action.
______________________________________________________________________________
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Kam Man, Carmen
Teaching materials of Charlie and the Chocolate Factory
Copyrights owned by the author
Appendix 5c
In this task, you have to choose ONE of the five golden ticket holders and write a
description about 150-200 words on him/her with reference to this picture and and the
film. You can describe his/her i) his/her physical appearance (Is he/she tall or short,
tiny or big?) ii) how he/she dresses iii) his/her facial expressions iv) his personality v)
his feeling(s) and vi) his/her action.
______________________________________________________________________________
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Kam Man, Carmen
Teaching materials of Charlie and the Chocolate Factory
Copyrights owned by the author
Appendix 5d
In this task, you have to choose ONE of the five golden ticket holders and write a
description about 150-200 words on him/her with reference to this picture and and the
film. You can describe his/her i) his/her physical appearance (Is he/she tall or short,
tiny or big?) ii) how he/she dresses iii) his/her facial expressions iv) his personality v)
his feeling(s) and vi) his/her action.
______________________________________________________________________________
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12
Kam Man, Carmen
Teaching materials of Charlie and the Chocolate Factory
Copyrights owned by the author
Appendix 5e
In this task, you have to choose ONE of the five golden ticket holders and write a
description about 150-200 words on him/her with reference to this picture and and the
film. You can describe his/her i) his/her physical appearance (Is he/she tall or short,
tiny or big?) ii) how he/she dresses iii) his/her facial expressions iv) his personality v)
his feeling(s) and vi) his/her action.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Kam Man, Carmen
Teaching materials of Charlie and the Chocolate Factory
Copyrights owned by the author
Appendix 6
Peer assessment form
Name of the speaker: _________________
Date: _________________
Name of the observer: _________________
Disagree
1.
2.
3.
4.
Language
i)
He/she uses different aspects of
descriptive language
Agree
1
2
3
4
5
- language describing the character’s physical
appearance,
- language describing how he/she dresses
- language describing his/her facial expressions
1
2
3
4
5
1
1
2
2
3
3
4
4
5
5
- language describing his/her action,
- language describing his/her personality
- language describing his/her feelings
1
1
1
2
2
2
3
3
3
4
4
4
5
5
5
1
1
2
2
3
3
4
4
5
5
1
2
3
4
5
1
2
3
4
5
1
1
2
2
3
3
4
4
5
5
Pronunciation and delivery
i)
The voice is loud and clear.
ii)
He/she can speak fluently and naturally.
Communication strategies
i)
He/she has eye contact/good facial expressions/body
language.
ii)
He/she can judge timing.
Ideas and organization
i)
He/she has interesting ideas.
ii)
His/her supporting reasons are clear and well
explained.
Overall comments
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Kam Man, Carmen
Teaching materials of Charlie and the Chocolate Factory
Copyrights owned by the author
Appendix 7
Descriptive writing rubric
Idea development
and content
Excellent
Satisfactory
Fair
Need
improvement
Very clear ideas,
reasons and
details
Clear ideas,
reasons and
details
Needs more
details
Need to work
on:
-clear concepts
-interesting
ideas
-details
Language
You have used
different aspects
You have used
different aspects
You have used
some aspects of
Need to work
on:
of descriptive
language apart
from the aspects
that has been
taught / vivid
description of
of descriptive
language.
descriptive
language.
more than one
aspect of
descriptive
language
the character.
Organization
All ideas fit
together.
Evident
organization.
Ideas fit
together; it is
clear and
understandable
Some ideas fit
together, but it
needs work on
following a
logical sequence
Ideas are loose.
They don’t
always fit
together.
Accuracy
Very few errors
or no errors.
You have used
different
Some errors are
found. You
have tried to use
different
You need to
spend more time
on:
-spelling
You need to
spend much
more time on:
-spelling
sentence
patterns
correctly.
sentence
patterns.
-grammar
-sentence
structure
-grammar
-sentence
structure
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