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?
Write down as many words as you can on your
notebook.
Titanic
e.g.
disaster
e.g. Motion Picture
After you have finished your map, compare it with
a partner, do you have similar ideas? Why?
A sample idea map…
disaster,
tragedy, loss
mystery
of life,
icebergs differe
nt
Titanic
classes
motio
of
n
big
ocean
people
pictur
liner,
e
love,
shipwreck,
actor
romantic,
treasures
actre
sacrifice
and goods
ss
Jack,
Rose
Task 1
(a) Skim the passage ‘Titanic’ (Passage 1)
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?
Sample Analysis
Title:
Theme:
Content:
Suggestion:
Concluding Statement: ?
Writer’s Opinion: ?
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: ?
Task 2
Oral 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)
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 …
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 …
Supplementary materials (3) for lesson
1,2
Things to note (Well, evaluate your
peers based on these areas)
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?
Task 1
(a) Skim the passage ‘Titanic remains a movie a
hole with it.’ (Passage 2)
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?
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: …
Sample Analysis
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
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
Task 2
Oral 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)
An extended (speaking) task for Lesson
2,3
Task 1
(a) 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?
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
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.
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?’
Now, try to categorise the phrases used
under 4 categories:
(1) Agree
(2) Disagree
(3) Clarifying
(4) Interrupting
So those are the things we actually do in
discussion. But before the discussion starts,
What should you do?
TOPIC?
(TO PREPARE FOR THE
GROUP DISCUSSION)
 VOCAB BRAINSTORM
 POINTS ON THE TOPICS
PURPOSE OF DISCUSSION
What are we supposed
to talk about?
MECHANICS
HOW CAN WE STRUCTURE THE
DISCUSSION?
 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)
Who can have some say?
What will they say on such
topics?
Get the ball rolling - interacting
Argue
Bargain
Consensus
Interaction
Agree:
Reasons
Support,
personal
experience,
examples
Disagree:
reasons
Clarifying:
expressing
doubts
reasons
questions
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.
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’
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.
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.