Learning Language Through Literature in Secondary Schools: A Resource Book for Teachers of English

Chapter 2 - Their Heads Are Green and Their Hands Are Blue: S3 Sail Off with the Jumblies

? CI----IAPTER '-J Their Heads Are Green and Their Hands Are Blue: S3 Sail Off with the Jumblies Amanda Tann INTRODUCTION The following lesson plan demonstrates how literature can be used in the English language classroom as a starting point for giving students opportunities to practise their language skills in a meaningful and interesting context. At the same time it fulfils some of the aims as stated in the Experience Dimension of the Target Oriented Curriculum as it relates to Key Stages 3 and 4. Specifically it helps students to develop their own response to imaginative literature, in this case, a nonsense rhyme and to appreciate the importance of intonation in conveying meaning and different emotions. They have the opportunity to respond to characters and events in the text, and to discover how these can be related to their own experiences, although, initially, the ideas contained in the rhyme may seem to be far removed from reality. In addition, students are encouraged to give expression to imaginative ideas by creating short dramatic episodes (in this case, conversations) in which they first put themselves into imaginary roles and then incorporate ideas suggested by their own experiences. This lesson is aimed at students in Form 2 or 3, but could easily be adapted to suit older students. The overall objective of the lesson is to use a poem as a basis for encouraging the students to be creative in their use of English. It is hoped that students will find the poem surprising and amusing, and that it will stimulate them to produce some original ideas of their own. The activities are more than activities of a more guided nature which would have been used in earlier lessons when practising specific language forms. This lesson provides 14 Amanda Tann students with the opportunity to use their imaginations and utilize the structures and vocabulary with which they are familiar. The poem is used as a starting point for other language activities. This 'nonsense' rhyme offers students plenty of opportunities to make links with their own experiences, both real and imagined, and provides a context for both written and oral communication. Students should think about their own experiences and incorporate these in the work they produce. The conversation task gives groups an opportunity to think about how people communicate messages in different ways, and to act this out in a role play. Students have the chance to use their own words rather than use those given by somebody else. The characters in the poem make their own 'boat'. Later, students are asked to design their own rafts, and are then expected to explain to others how they work. In order to develop written skills, the homework task is a postcard to be sent home. The guidelines offer support to weaker students. It is important that assessment evaluate content as well as language, so that students can receive credit for ideas, and not only for accuracy oflanguage. Finally, I hope that students will appreciate the poem and enjoy doing something a bit different where they have the chance to learn without realizing that they are doing so. LESSON PLAN Double lesson (eighty minutes). Objectives By the end of the lesson (including homework) students should be able to: Time 5 minutes Teacher Activity • T: We are all so busy in Hong Kong. You work so hard at school. • Question Have you ever thought about going off and having an adventure? If you did, where would you like to go? How would you like to travel? • If Ss respond, take it from there, or if quiet, T talks about adventurers in the past, e.g. Christopher Columbus, and T's own wish to go off on a sea voyage to explore distant lands. • Question Have you all been on a boat before? What kind? • Question If you were going on a long sea journey with your friends, what kind of boat would you choose? Why? Their H eads Are Green and Their H ands Are Blue 15 1. Follow the rhythm of the poem, by clapping, and use appropriate stress if asked to read. 2. Understand the meaning ofthe poem, be aware that it is a 'nonsense' rhyme, but pick out connections to real life. 3. Answer simple comprehension questions orally to demonstrate understanding. 4. Demonstrate awareness of different intonation patterns for different emotions by creating and performing dialogues based on the poem. S. Create...