Lecturer: Ms. Jenny Lim - English Department - Resources - The ...

The Hong Kong Institute of Education
Faculty of Languages, Arts and Science
Teaching English through Language Arts at
Secondary School (BWC 038)
Curriculum Renewal with Language Arts:
Principles & Process (ENG 0229E) Task II (b)
Resource Pack on Popular Culture
Theme: Gender stereotyping
April – June 2009
Lecturer: Ms. Jenny Lim
Level : Form 5 or NSS 2 EMI Band 1
Name: MT

Summery sheet of text types
Part Activities Teaching resources Duration
A Photos and comic
B TV
strips analysis –
photo captions &
essay
commercials –
slogan writing &
oral presentation
C Films analysis –
Objectives:
advice column &
interview
Photos from the web
Source:
http://www.cartoonstock.com/direc
tory/g/gender_role.asp
http://www.tellyads.com/show_mov
ie.php?filename=TA5773
http://www.youtube.com/watch?v=
vHLnC7dZoVY&feature=PlayList&p=
985DDAFBAD271BCD&index=0
Billy Elliot & Bend it like Beckham
Trailer:
http://www.youtube.com/watch?v=
JoiVEyCosEE&feature=fvst
By the end of the lessons, students will be able to:
1
8 lessons
5 lessons
8 lessons
� be aware how culture or mass media shape the gender differences
� be critical about what messages they receive from the media
� think critically and understand themselves
� express themselves freely in English
� understand, interpret ideas, information, opinions and intentions
presented in various text types
� develop the vocabulary, language, format and styles used in different
text types
� apply the knowledge and skills they have learnt in their creative
production and appreciation of popular culture texts

Part A Photo Analysis
Discuss in groups of 4, who is the target group to buy the toys in the photos.
A.
B.
2

What toys did you play when you were small?
What kinds of toys do you think girls / boys play?
Girls’ toys:
Boys’ toys:
Is there a difference? Why?
Work with your partner. Write down a list of adjectives that you will use for boys
and girls.
Adjectives describing boys Adjectives describing girls
3

Vocabulary building
Read the list of words below. Put an “F” next to those that describe females and
an “M” next to those that describe males. “B” for both.
adventurous aggressive charming ambitious bossy blunt
brave muscular competitive cool considerate handsome
clever cute dainty decisive dependent domineering
charismatic emotional giggly gossipy graceful heroic
independent lovely nagging passive practical troublesome
romantic sentimental sexy sensitive soft strong
submissive supportive sweet talkative tender timid
tough tranquil rebellious imaginative athletic unemotional
objective analytical logical rational trustworthy docile
violent hostile introverted extroverted slim sensible
4

Question for Thought:
Why do we use some adjectives for boys and some others for girls?
Have we created a stereotype for different gender? Try to think of some
examples of gender stereotypes and discuss with the class.
Male Female
e.g. Men don’t cry.
5
e.g. A good housewife
needs to cook well.

1.
2.
“No, this is not Mel’s secretary. This is Mel.”
6

Read the two comic strips and discuss with your partner. Is there a gender
stereotype in the two comic strips?
Work in pairs.
Create the dialogue and the thought bubble for the characters.
Source: http://www.cartoonstock.com/directory/g/gender_role.asp
7

Portrayal of gender in print media
Photo A Caption:____________________
Photo B Caption:________________
8

Photo C Caption: ______________________
Photo D
Caption: ________________
Photo E
Caption: _________________
9

Writing Photo captions and essay
Form groups of 4, collect 5-10 magazine advertisements/covers/photos which
are about gender roles and stereotypes.
1. Write a photo caption for each of the photos. (Each student needs to write 4
captions individually)
2. Give feedback on each others’ captions. Revise them if necessary.
3. Write one or two paragraphs on the collection of photos.
4. Present the photos and captions on a poster.
5. Give an oral presentation of the collection of photos in class, explaining how
these photos give us insights into gender roles and stereotypes. Classmates
give oral feedback.
6. Post up the posters in class. Classmates give written feedback if they wish.
Photo Caption – a sentence that answers some of the questions below.
An additional sentence may be added to give more details if needed.
Who is being captured in the photo?
What is he/she doing?
Where was the photo taken?
When was the photo taken?
Why was the photo taken?
Photo Essay – a story told in photos with some statements
Write one or two paragraphs for the collection of photos, addressing these
issues:
- What gender characteristics are portrayed in the photos?
- What is the story or message conveyed in the photos?
(References: South China Morning Post Photo Essay
http://www.time.com/time/photoessays)
10

Language and structures
1. Present tense and active verbs are used
e.g. Pretty and sexy girls appear in one of the most popular women’s
magazines, defining the concept of modern beauty. (Photo A)
e.g. Christy Chung poses for her latest slimming advertisement. (Photo B)
2. Adverbial clauses are used to define or provide details of the subject.
e.g. A young executive, showing a big grin on her cheerful face, is heading
success in career. (Photo D)
e.g. A model, selling beauty products, is asking customers to go green. (Photo
E)
Rubrics for photo captions and essay are adapted from:
http://www.pbs.org/wnet/americanmasters/education/lesson27_organizer3.h
tml
11

Rubrics for photo captions
Requirements Points
Available
Does the presentation have a minimum of 5
photographs?
Do the photographs demonstrate a variety
of images and perspectives?
Can the captions describe accurately the
photographs?
Are all of the photographs mounted on a
poster in a logical and aesthetic manner?
Do the photographs follow a central theme? 10
Essay
12
5
20
20
Requirements Points
Available
Effective narrative in telling the story of the
event, concept, issue represented by the
photographs
Accurate grammar and spelling 10
Does the paragraph fully explain the choice
of the photos in the collection?
Total: _____________
5
20
10
Points
Earned
Points
Earned

I. Ideas & Organization
Feedback form for group presentation
1. Can convey relevant ideas clearly and
fluently
2. Can elaborate in detail
3. Can link main points with support
II. Communication Strategies
1. Can use appropriate body language to
engage interest
2. Can judge timing to cover all essential
points
III. Language & Vocabulary
1. Can use accurate language patterns
2. Can use a wide range of appropriate
vocabulary
IV. Pronunciation & Delivery
1. Can project the voice appropriately
2. Can pronounce words clearly and
accurately
3. Can speak fluently and naturally
Excellent Good Fairly
13
good
Needs
(Adapted from SBA Assessment Criteria for Individual Presentation)
improvement

Part B TV commercials
Watch the two TV commercials and write down what you see.
http://www.tellyads.com/show_movie.php?filename=TA5773
http://www.youtube.com/watch?v=vHLnC7dZoVY&feature=PlayList&p=985D
DAFBAD271BCD&index=0
What kind of gender symbols do the TV commercials try to convey?
14

Can you think of other examples? Discuss that in groups of 4.
Watch these two TV commercials.
Gillette M3 Power
http://www.youtube.com/watch?v=UFYWtGO3Fkw
Lancome Magnifique
http://www.youtube.com/watch?v=qPvqUxlQPaw
15

What advertising techniques have been used?
Work in groups 4, think of a product and create an advertisement for it.
Add a slogan. Your presentation is about three minutes.
Additional information for reference:
Source: http://www.epromos.com/educationCenter/qus11.jsp
34 Ways to Write a Slogan
1. Ask a question
Does she or doesn't she? -Clairol
2. Show your unique commitment
We try harder -Avis
3. Explain product superiority
Takes a licking and keeps on ticking -Timex
4. Evoke a benefit in a fresh way
Let your fingers do the walking -Yellow Pages
5. Use an emotive call to action
Reach out and touch someone -AT&T
6. Use an evocative call to action
Put a tiger in your tank -Esso
7. Use an imperative call to action
Just do it -Nike
8. Use a one-word call to action
Think -IBM
16

9. Use a cheeky call to action
Let us tan your hide -Crisby Frisian Fur Co.
10. Revisit a familiar call to action
Reach out and bust someone -Crime Stoppers
11. Link a product feature with an abstract need
A diamond is forever -DeBeers
12. Link a feature with your address
We corner the market -Irving Rivers Ltd.
13. Combine a feature and a benefit in the same phrase
Make yourself at home -IKEA
14. Declare a superlative feature
The world's #1 selling financial software -Quicken
15. Make a compelling promise
The world on time -Federal Express
16. Be whimsical
It's the real thing -Coca-Cola
17. Say it staccato
Soothes. Cleanses. Refreshes. -Murine eyedrops
18. Use a two-fold delivery with a twist
Common sense. Uncommon results -David Ingram and Associates
19. Address a specific need
For women whose eyes are older than they are -Robert Powers skin cream
20. Be abstract but client-centered
After all, it is your information -Authentex Software
17

21. Describe your product in a novel way
Liquid jewelry -Lorr Laboratories nail polish
22. Link company name to product benefit
Never forgets -Elephant Memory Systems
23. Suggest the cost of not using your product
Because so much is riding on your tires -Michelin
24. Be grotesque to make a point
Wears like a pig's nose -W. M. Finck & Co. men's overalls
25. Turn a current business maxim on its ear
Think small -Volkswagen
26. Link a well-known phrase with your product benefit
Understanding comes with Time -Time magazine
27. Brag about yourself
We take the world's greatest pictures -Nikon
28. Brag about your product and your client
You and Betty Crocker can bake someone happy -Betty Crocker
29. Take a breath and say it all
Finest anti-knock non-premium gasoline ever offered at no extra cost -Union
Oil Co.
30. Describe your service and its #1 benefit in two words
Advertising pays -Industry maxim
31. Personify your product
Laughs at time -Du Pont paint
32. Distill your business into one phrase
The Document Company -Xerox Corp.
18

33. Tie your slogan to your logo
Get a piece of the Rock -Prudential Insurance Co.
34. Dare to be different
Dare to diff -LOEB Cola
Source: http://www.qualitylogoproducts.com/lib/how-to-write-a-slogan.htm#
Another 34 Ways to Write a Slogan
1.) Keep it Short
Average slogan length is five words. Boil down the entire essence of the product or service into this
prevailing statement.
2.) Don’t Use the Brand Name
Given the cost of advertising today, use the words of the slogan to make an impact
3.) Use Simple Language
High-tech industries know that the common individual will not understand all the technical terms.
4.) Set the Tone
Declarative structuring makes a statement: “A diamond is forever.” Interrogatives question the
status quo. “Got milk?”
5.) Command Attention
Use imperative phrasing. This method commands or persuades buyers to patronize your brand.
6.) State the Difference
“Have it your way.” Burger King revolutionized the standard in fast food ordering, and caused
competitors to follow suit.
7.) Rethink Spelling
Many famous companies utilize the particular letters in their corporate/brand name and purposely
use those same letters throughout the phrase.
8.) Improper Grammar
“Don’t just book it, Thomas Cook it,” turned the cruise line name into a verb.
9.) Rhetoric Sells
Slogans use alliteration, metaphor, repetition, or some other type of word play.
10.) Make-Up Your Own Words
Inventing new words from others can set the phrase apart.
19

11.) Verbal Impression
When you only have a few words to make the statement, go out on a limb. Smarties used
“WotalotIgot!”
12.) Find a Unique Facet
Make a list of the advantages of your product. Note the one or two things you have to offer over the
competition and create a slogan that states it.
13.) Think Green
With environmental issues at the forefront, aim for a slogan that assures the consumer a purchase
with low impact on the planet.
14.) Target a Concern
Focus on current concerns relevant to your product and use language that gets consumer attention.
15.) State your Commitment
Look at what the top 10 in your industry are rated for, and prove why your rating should be No. 1.
16.) Identify Emotionally
Whether funny or serious, eliciting an emotional response is important in soliciting customers.
17.) Revisit Past Slogans
Take an outdated, well-remembered phrase and change a word to apply to the specific product or
service.
18.) Paint a Word Picture
Since the prevailing method of media now lies on the Internet, the trend has become “the picture” is
worth a thousand words, and a slogan is the icing on the cake.
19.) Link Your Logo
Take the name(s) of the items/symbols in your logo and use those in the
slogan or other logo products.
20.) Use Anthropomorphism
Apply human or animal characteristics to your product or service.
21.) Tie Company Name to a Famous Saying
Make the name match the goal or product offered.
22.) Be Whimsical
Try coming up with silly or amusing words to describe your company’s theme.
20

23.) Consider the Competition
Look at all your competitor ads and search for the one thing that is missing which you can offer the
consumer.
24.) Use Opposites
If you offer a small product by comparison to competition, try, “Think small.”
25.) Compare and Contrast
Use this method to cite the risks of failing to use your product or service.
26.) Break the Mold
If competitor ads tend to state the same thing, take a fresh approach in finding the right words.
27.) Promise Something
When your product has something the others do not, such as an unconditional money-back
guarantee, express that as the heart of the slogan.
28.) Focus on the Consumer
Coming at consumers with their best interest at heart goes farther than touting the company’s
advantages.
29.) Use Sex-Appeal
Everything from cars to food uses this method of getting consumer attention. Try working it into your
slogan.
30.) Forget the Hype
Hype is overblown claims, unsupported superlatives and is generally no longer believed.
31.) Be Universal
Consider the market in Japan or other countries and ensure you use ideas not only Americans
understand.
32.) Proof It
If current or near-future trends can affect your sales, think about a slogan that will be successful in
a slow economy.
33.) Prove It
Truthfully citing a million satisfied customers offers security in dealing with your company.
34.) Test It
Try your slogan out on co-workers, family, and friends. Going out on the streets to interview
potential customers, gives information as to what consumers really think.
21

Adapted from:
http://www.tenafly.k12.nj.us/~wjaeger/grading_rubrics.htm#Slogan
Slogan Rubric
Category Excellent Average Below Average Total
Content
Visual
Appearance
Creative
/Catchy
Your slogan is an overarching
idea or you choose the most
important feature of your
product to advertise.
The slogan is displayed in a
way that visually hooks the
audience. The presentation is
perfect (neat, clear and uses
color to illuminate the view).
Your slogan is written and
worded in a creative way that
hooks the audience.
Your slogan
captures a feature
of your product.
The slogan is
displayed in a way
that allows the
audience to read the
slogan. The words
are easy to read.
Your slogan is
creative and written
in a catchy way.
22
Your slogan does not
capture a feature of
your product.
Your slogan is not
easy to read on the
poster board, there
are few-no colors
and does not catch
the eye.
Not very clever and
creative when
making your
slogan. Your slogan
is not catchy.
Total Points:
Points
10
5
5

Group Presentation Rubric
Category Excellent Average Below Average Total
Content
Communica
tion Skills
Enthusiasm
/Tone
You included content that
highlights the most important
features and details of your
product. You conducted
research outside of the
textbook and handout
materials.
When doing your sales
presentation you speak clearly,
at a regular pace and you always
have eye contact with your
audience. Excellent speaking
skills and the presentation is
easy to follow.
You are very spirited and
energetic when giving your
sales presentation. You always
have a smile on your face and
you have an upbeat voice. You
generate a great deal of
interest in your presentation.
Persuasion You exemplify a true
salesperson by using catchy
words and sayings and you
phrase the information in a
convincing way. You state all
of the information for your
product positively. You take a
negative trait and make it
positive. Excellent job
convincing others to settle in
your product.
23
You include content that
highlights features of
your product and you
include details.
When doing your sales
presentation the audience
can follow your
presentation and you have
some eye contact with the
audience. Good speaking
skills.
You generate interest
when giving your sales
presentation. Your voice
is lively and you show
expression in your face.
When giving your sales
presentation you use
convincing words and
phrases to help sell your
product. Good job
convincing others to
settle in your product.
You include content
that does not highlight
your product very well
and you do not include
much detail.
The audience cannot
follow what you are
saying and either you
are speaking quickly or
slowly. Little-no eye
contact with the
audience.
You do not show any
interest in your sales
presentation. Your
voice is monotone and
you do not have any
facial expressions.
You do not perform
the sales presentation
as a salesperson. You
do not phrase the
information in a
catchy, convincing
way. You do not
explain to people why
they should settle in
your product.
Total Points:
Points
5
5
5
5

Part C Films
Synopsis
Billy Elliot is a heartwarming story of a young boy from a working-class family
who discovers a passion that will change his life forever. Eleven-year-old
miner’s son Billy Elliot is on his way to a boxing lesson when he stumbles upon a
ballet class. Billy secretly joins the class, knowing that his father and brother
would never understand. Under the guidance of his ballet teacher Mrs.
Wilkinson, Billy’s talent takes flight. But when his father discovers his son’s
ambition, Billy must fight for his dream and his destiny. Could Billy enter the
Royal Ballet School and follow his heart’s desire?
24

In groups of 4, write down what hobbies boys and girls generally do. Discuss
why there are such differences.
Boys’ hobbies Girls’ hobbies
Reason(s) for such differences:
25

Watching a trailer
Watch the trailer and predict what the story is about. Work in groups of 4 and
draft the storyline in the space provided.
http://www.youtube.com/watch?v=JoiVEyCosEE&feature=fvst
Storyline:
26

Watch the movie
Chapter 2-5 I want to dance
Discuss the following questions in pairs.
1. Do you think Billy has a talent in ballet dancing? Give examples from the
movie.
2. What are Mr. Elliot’s arguments against Billy dancing?
3. Do you think his arguments are justified? Explain.
27

Role Play
Have you ever had something that you want to do and when you mention that
to your parents, they just reject that idea at once? E.g. a course you want to
join, a sport that you want to pick up, a camp you want to go…etc.
Work in groups of 4, create a dialogue among you, your parent(s) and your
sibling(s) / grandparent(s). Remember there must be a conflict in the dialogue.
You feel that you are treated unfairly because of your gender.
You will need to add it out with your groupmates later on.
E.g.
You:
Mum:
Mum, there’s something I want to talk to you.
28

After viewing
Both Billy and Michael are different from the other boys of their age in the town.
In what ways are they different from the other boys? How do they think about
themselves being different? Fill in the chart and discuss with your groupmates.
Billy
Both
different
from the
other boys:
29
Michael
Do Billy and Michael stand up for their beliefs and accept their differences?
Discuss in groups of four. How do you deal with your individual
differences among your peers?

Synopsis
Jesminder (known as Jess) is a Sikh teenage girl living in London who loves to
play football more than anything else. But her parents disapprove and want
her to study in university, learn to cook Indian dishes and marry an Indian boy
in future. Meeting up with another girl, Jules, Jess joins a local girls’ football
team in secret. Both girls (Jess and Jules) fall in love with their coach, Joe.
On the wedding day of Jess’s sister, Pinky, Jess has an important match to
play. Will she be able to appear in the final match? Will her parents let her
fulfill her dream to join the professional league in the US?
30

Watching the Movie
Chapter 1-2 (1:00-15:00)
1. In what ways is Jess different from her sister Pinky and other girls of her age?
2. Do you think playing football makes Jess less feminine? Why?
The following contemporary vocabulary (which you probably wouldn’t find in a
dictionary) may be useful to you. Note – some of these words have different
meaning in a different context.
barrel of laughs a lot of fun (but usually said ironically)
dyke lesbian (slang)
gloat take pleasure out of someone else’s misfortune
piss himself be frightened
piss off go away
pissed drunk
shag have sex
strop bad temper/mood
to be up for it to be enthusiastic about something
wicked wonderful
31

Chapter 5 (35:00-45:00) Joe meets Jess’s parents
Joe, the football coach, found that Jess had missed two training sessions which
was unusual. He decided to visit Jess’s parents to see what had happened and
to convince her parents to let her rejoin the team.
What do you think Joe will say to Jess’s parents?
What do you think Jess’s parents will answer?
Joe cleared his throat. 'I'm
sorry to barge in on you,
Mr and Mrs Bhamra,' he
said, 'but I wanted to talk
to you in person. I only
found out today that you
didn't know Jess
was playing for our team.'
32
……..

Try to predict what they will say.
33

Breaking Gender Stereotypes
Work in groups of 4. Describe the following characters. You may want to use the
adjectives in the vocabulary list. Do they have masculine or feminine qualities?
Or do they possess both qualities?
Support your answer with evidence of their actions or behaviour.
Description
Behaviour
Jess Jules Joe
34

Chapter 6 (50:00-59:00)
Jess is really upset. Her sister Pinky’s wedding has been called off. Her parents found
that she had secretly gone to Hamburg, Germany, to play a football match. Most
important of all, Jules hates her for falling in love with their coach, Joe.
Jess is sharing her troubles with her friend, Tony. Imagine you were Tony, listening
to what Jess is telling you:
Jess said, “Oh! Tony, everything’s gone wrong in my life. Mum and Dad don’t like
me playing football, but that’s what I want to do, you know, much more than
being a boring solicitor! They were angry when they knew I had sneaked to
Hamburg. Should I withdraw from the team or should I continue playing?
What’s worse is that Jules has hated me since we returned from Hamburg.
Just now I went to her place and apologized to her, but it seems she won’t
forgive me…. Pinky is still very upset. Her finance’s parents mistook that Jules
was a British boy and we were kissing at the bus stop the other day. They
thought I was an indecent girl! What’s wrong with girls, like Jules, having short
hair? And definitely we were not kissing each other!
The next day, you decided to write a letter to Jess giving her some advice on her
problems.
35

Writing an Advice Column
1. A salutation to the recipient of the letter
Eg. Dear Tom, Dear troubled Susan
2. A statement showing your sympathy for the advice seeker
Eg. I’m sorry to hear about your problem.
3. A restatement of the problem of the advice-seeker
Eg. So your father disapproves you becoming a dancer.
4. Specific solutions
Eg. Tell your father that you are very enthusiastic in dancing and you aim at
becoming a professional dancer.
5. Reasons for those solutions
Eg. A professional dancer is a respectable career just like a sportsman or an
actor.
6. A closing statement that encourages the advice seeker
Eg. Be brave to face the problem….Good luck with…
7. Signature of the advice giver
36

Language and Structure
1. Informal language such as Contractions
Eg. Don’t, I’ll, You’d better
2. Modal verbs are used to give advice: should, would, could, may, can, had
better, need to, ought to, must
Eg. You should tell your father….
You had better find out….
3. Conditionals are used to tell what might happen.
Eg. If you are confused, you could…. If I were you, I would …….
4. Present tense is used to give advice.
Eg I bet you must be very disappointed with….
It is understandable that fathers want their sons to be….
5. Imperatives are used to give emphasis.
Eg. Don’t give up! Try your best to….
37

Ideas &
Content
� main theme
� supporting
details
Organization
� structure
� introduction
� conclusion
Voice
� personality
� sense of
audience
Word Choice
� precision
� effectiveness
Sentence
Fluency
� rhythm, flow
�variety
Conventions
� spelling, caps,
punctuation,
grammar
Advice Column Rubric
6 5 4 3 2 1
Exceptionally clear,
focused, engaging
with relevant, strong
supporting detail
Effectively organized
in logical and
creative manner
Creative and
engaging intro and
conclusion
Expressive,
engaging, sincere
Strong sense of
audience
Shows emotion
A wide range of
vocabulary chosen,
precise, Strong,
High degree of
craftsmanship
Effective variation in
sentence patterns
Exceptionally strong
control of standard
conventions of
writing
Clear, focused,
interesting ideas
with appropriate
detail
Strong order and
structure Inviting
intro and satisfying
closure
Appropriate to
audience and
purpose
Writer behind the
words comes
through
A range of
words chosen
Easy flow and
rhythm. Good
variety in length
and structure
Strong control of
conventions; errors
are few and minor
Evident main idea
with some support
which may be
general or limited
Organization is
appropriate, but
conventional
Attempt at
introduction and
conclusion
Evident
commitment to topic
Inconsistent or dull
personality
Language is
functional and
appropriate
Generally in control
Lack variety in
length and structure
Control of most
writing conventions;
occasional errors
with high risks
38
Main idea may be
cloudy because
supporting detail is
too general or even
off-topic
Attempts at
organization; may
be a “list” of events
Beginning and
ending not
developed
Voice may be
inappropriate or
non-existent
Writing may seem
mechanical
Words may be
correct but
mundane No
attempt at
deliberate choice
Some awkward
constructions. Man
y similar patterns
and beginnings
Limited control of
conventions;
frequent errors do
not interfere with
understanding
Purpose and main
idea may be
unclear and
cluttered by
irrelevant detail
Lack of structure;
disorganized and
hard to follow
Missing or weak
intro and conclusion
Writing tends to be
flat or stiff
Little or no hint of
writer behind words
Monotonous, often
repetitious,
sometimes
inappropriate
Often choppy
Monotonous
sentence
patterns. Frequent
run-on sentences
Frequent significant
errors may impede
readability
Lacks central idea;
development is
minimal or
non-existent
Lack of coherence;
confusing
No identifiable
introduction or
conclusion
Writing is lifeless
No hint of the writer
Limited range of
words
Some vocabulary
misused
Difficult to follow or
read
aloud Disjointed,
confusing, rambling
Numerous errors
distract the reader
and make the text
difficult to read

After viewing
Can you find any similarities between Billy and Jess? For example, what they
like, their best friend’s sex orientation, their personalities, ending of the
story…etc.
E.g.
Billy Elliot Jess Bhamra
Loves dancing but considered to
be a girl’s interest
Loves playing football but considered to be
a boy’s interest
39

Work in groups of 4. Two of you are reporters. One of you is Billy,
the other is Jess. Billy and Jess are on a TV show being interviewed by the two
reporters. The two reporters should prepare a list of questions to ask Billy / Jess,
e.g. about their families, their paths to success, his girlfriend / her boyfriend,
their best friend etc. You will act out the interview afterwards.
Reporters’ questions:
Ask Billy:
1._______________________________________________________
2._______________________________________________________
3._______________________________________________________
4._______________________________________________________
5._______________________________________________________
Ask Jess:
1.________________________________________________________
2.________________________________________________________
3.________________________________________________________
4.________________________________________________________
5.________________________________________________________
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Billy’s answers:
1._______________________________________________________
2._______________________________________________________
3._______________________________________________________
4._______________________________________________________
5._______________________________________________________
Jess’s answers:
1._______________________________________________________
2._______________________________________________________
3._______________________________________________________
4._______________________________________________________
5._______________________________________________________
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Criteria Poor
Pronunciation
and delivery
Communication
strategies
Language and
organisation
Interview Rubric
1
-Speech halting,
soft, nervous
-Inattentive,
unresponsive
-No use of
feedback or
others’ ideas
-Imprecise,
confusing wording
-Fails to clarify
when needed
Content -Limited ideas
expressed
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Fair
3
-Steady, fluent
speech, may not be
assertive
-Fairly attentive, some
eye contact
-Acknowledges
others’ ideas and
feedback occasionally
-Average word choice
-Corrects and clarifies
when needed
-Ideas stated fairly
clearly
Excellent
5
-Fluent, steady
speech, assertive
-Very attentive, good
eye contact
-Responds to others
and feedback
promptly
-Works to establish
rapport
-A range of good
words chosen
-Effectively
rephrases when
needed for clarity
-Ideas expressed
affirmatively

Listening
Generic Skills
Learning English through Popular Culture
1. listening to video clips
2. listening to peer’s
performance
3. listening to films excerpts
4. peer performance
1. Right attitude in ideas
sharing
2. Analytical ability
3. Creative thinking
4. Critical thinking
5. Problem solving ability
6. Skills in studying
7. Evaluating and assessing
abilities
8. Communication skills
Reading / Viewing
1. Reading photos
2. Reading comic strips
3. Watching the video clips of TV
commercials
4. Watching movie clips
Photos, comic
strips, TV
commercials,
films
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Speaking
Writing
1. Making predictions
2. Sharing opinions
3. Reporting
4. Role playing a dialogue
5. Interviewing film characters
1. photo captions
2. photo essays
3. responses
Responding
1. Sharing what they
think
2. Presenting ideas
3. Reporting
discussions
4. Having written
responses to
photos, comic
strips, TV
commercials and
films
5. Giving feedback to
their peers
4. slogans and commercials
5. dialogues
6. interview questions