Viewing entries from category: Speaking & Listening
This teaching guide for higher ability students is designed as a self-contained unit which can be used to produce the AQA A GCSE Shakespeare coursework.
- The unit uses one of the lesser-known and less critically-acclaimed Shakespeare plays in order to encourage a high-quality and truly original response.
- The AQA A Shakespeare coursework is what is termed as a ‘cross-over’ piece; therefore, if you are using it for assessment for both English and English Literature GCSEs (the most common approach), you need to be able to...
A Pre C20th GCSE Assignment on Jane Eyre by Charlotte Bronte
Speaking & Listening and/or Written Response
I often get asked how to make Pre-Twentieth Century texts more accessible. This assignment has been used with a number of classes with children with statements of SEN and the students have enjoyed it. I hope you can make use of it too.
It can be used in conjunction with the full novel, the full chapters and/or the film version of the novel. The full chapters are available as a separate download and can be used on a whiteboard or...[ read full article ] »
Getting your teeth into a text!
Look closely at the newspaper article on Heather Mills.
Heather’s rants wrecking case
Got the wind up ... Mucca with papers at GMTV yesterday
By VICTORIA NEWTON Showbiz Editor
Published: 09 Nov 2007, The Sun
HEATHER Mills was last night looking for new divorce lawyers – after the top firm she hired “fired” her over her bizarre TV war against Sir Paul McCartney.
Lady Mucca, 39 – who went on GMTV AGAIN yesterday – was phoned by legal eagles Mishcon de Reya and told they could no longer represent...[ read full article ] »
A balanced argument?
Please watch the video below.
Two students in South Yorkshire watched a television programme about their local area that starred the chef Jamie Oliver. The topic was healthy eating.
The TV programme made such an impact on the two boys that they felt obliged to film their own video response to Jamie Oliver. They claim they wanted to make a “balanced argument.”
Please watch the film and discuss it with your classmates.
- Why do you think Michael (wearing glasses) and Pat made the film?
- What message(s) were they...
Howard Webb popped into school to give us his thoughts on the World Cup in South Africa.
Please watch the film.
This is a speaking and listening assignment, or rather a listening and speaking assignment.
You might want to watch the film again!
Answer the following questions orally:
- What did Howard think of the World Cup?
- How many yellow cards did he give out?
- Which country objected the most to his decisions? Why did Howard think they were annoyed with him?
- What exactly IS a pundit? What is their job? Which pundits do you know? What...
Professional musician Lewis Nitikman dropped by to lend Pat a hand.
Pat wants to become a musician himself when he leaves school so after a chat, the two of them popped into our studio at school to compose this number:
They hope you like it.
Now Lewis has left Pat some homework. He wants Pat to come up with some lyrics to turn their tune into a song.
Listen to their music again and with a classmate, bounce some ideas around.
- What subject matter springs to mind?
- What music does it remind you of?
- What topics do you like talking...
Our school is just down the road from where the rock band Pulp used to rehearse so we zoomed down to interview their drummer Nick Banks.
Nick has taken over the family business where the band played.
Watch the film.
- What did Jarvis Cocker say the group “made rattle” in their time?
- What did Nick’s parents think of Nick being in a band in the early days and how did their opinions change over time? Why do you think they changed their minds about their son and his choice of career?
- What according to Nick is the weirdest place he ever...
This is an interactive assignment on Shakespeare and you have been asked by a production company to help them complete a short film on the famous playwright.
Watch the video.
Discuss it with your classmates.
- What messages are coming across in this short film?
- What does the title suggest “The Bard and The Barred”? Who is The Bard and who might be The Barred?
- What do you think about the comments of the girls?
- How do you respond to the man’s comment at the end?
- The film was shot in two locations. Where are they? Why are they important...
The life of rock star Jim Glennie.
Lots of students quite like the idea of being a rock star…the fame, the fortune the glitz.
Students from school in South Yorkshire interviewed rock star Jim Glennie from the band “James”.
If at first you do not recognise the name of Jim or his band, check out the video and we are sure you might know their material.
- What instrument does Jim play?
- How does he cope with fame?
- What role did Jim’s school play in helping him become a rock star?
- How would Jim like to teach music in school if he was a...
Please watch the film below.
The above film was shot in a special school. The students have used glove puppets to talk about life and its ups and downs. The film won a prestigious competition.
Watch the video and discuss it with your classmates.
- Why do you think the judges of the film competition liked this film?
- What does it have to say about disabled youngsters?
- Did any of the comments surprise or upset you? Make you laugh? Disturb you? Inform you?
The producer of this video has been approached by a local university. The...[ read full article ] »
Question to be answered in your presentation:
Explore how and why the character of Titus changes between Act 1 scene 1 and Act 5 scene 3 of Titus Andronicus. Consider:
- The language Shakespeare gives to certain characters in these scenes, the techniques he uses and the effects they have on the audience
- The structure of these scenes
- How Shakespeare’s writing may have been influenced by his social, cultural and historical context
How to prepare your paired presentation
1. Re-read your two sets of typed notes on Titus’s character in Act 1...[ read full article ] »
Categories: Drama, Titus Andronicus, Media & Non-Fiction, Media & Non-Fiction Activities, Shakespeare, Shakespeare's Plays, Speaking & Listening, Individual, Group, Writing, Drama Analysis, Media Analysis, AQA GCSE, AQA GCSE English A
Read the following extract from the review of the film ‘Titus’ from the Independent newspaper (http://www.independent.co.uk/arts-entertainment/films/features/dont-put-your-slaughter-on-the-stage-697339.html).
Consider the views expressed here and makes notes on the critical opinions explored, in preparation for a class discussion on whether the aspects mentioned make Titus Andronicus worthy of academic study. In addition, having read this review, try to develop your own viewpoint on the play and be prepared to defend it.
In 1995, Antony...[ read full article ] »
In your group of 4 or 5, you will be performing and improvised scene based on Titus Andronicus. Imagine you are a modern version of one of the characters from the play. Choose from the following two groups:
1. Titus Andronicus
Lavinia (before she has her tongue cut out!)
Marcus Andronicus (Titus’s brother)
Lucius (Titus’s son)
Young Lucius (Lucius’s son)
If you choose Group 1, improvise a scene lasting 3-4 minutes where you discuss the problems caused by the election of the new emperor and...[ read full article ] »
Talk explaining your reasons for choosing your Top 3/5 Films
You are preparing a talk which will be presented to the class – so you have to make sure that your language and tone are suitable for a Year 10 audience. Your talk will explain to the audience the reasons why you chose your Top 3 or 5 films, give a range of interesting information about each one and describe the film using a range of details.
You should prepare A set of Notes/Cue Cards rather than a script, as your talk needs to be as natural as possible and having a script will...[ read full article ] »
One student plays a parent. Another plays a child.
The parent asks (orders?) the child to sit down as they have “Something important to tell them”.
The child dithers… perhaps they are watching the end of their favourite TV programme and the parent has to be more insistent.
The child suddenly realises that it is something serious.
Lovely task for pairs and groups to discuss or brainstorm with felt
Good to inspire songs, poems and first person narratives.
Do you have other ideas which might generate interesting scenarios? Let...[ read full article ] »
The following article from a newspaper is a fantastic resource for oral and/or written responses. Read it through first then go on to the assignments that are highlighted below it. You can use this as stimulus for improvised drama. Similarly, you can ask students to write down their responses to the tasks. These conversations can then be joined together to create a complete script.
Suspect whiff from flower border brings police and gang raids
Saturday December 6 2008
An elderly couple who bought a pink-flowering...[ read full article ] »
Watch the video and analyse the lyrics. What does this song say about our culture in Britain today?
Why is the songwriter angry?
Roots by Show of Hands
Now it’s been 25 years or more
I’ve roamed this land from shore to shore
From Tyne to Teign, or Severn to Thames
From moor to vale, from peak to fen
Played in cafes, pubs and bars
I’ve stood in the street with my own guitar
But I’d be richer than all the rest
If I had a pound for each request
For ‘Duelling Banjos’, ‘American Pie’
It’s enough to make you cry
‘Rule Britannia’, or ‘Swing...
If you have read the last page of the novel Lord of the Flies, you will realise that William Golding had the novel Coral Island in mind when he wrote his tale.
The following playlet explores some of the issues involved. Once you’ve read the script, improvise a response then write it up.
- What exactly DOES he think?
- Does he sympathise with Golding or attack his views?
The following scene takes place in the common room of a public school. One teacher is sipping coffee and marking some school exercise books. The other, William...[ read full article ] »
The boys on the island busy themselves looking for a beast or demon. We are painfully aware of the irony here. There is indeed a devil on the island… or rather several and they are openly on view.
Looking closely at the action in Golding’s novel, who do you consider could be described as a demon?
Beelzebub (Hebrew בעל זבוב, with several variants) appears as the name of a god worshipped by the Philistines. In ancient contexts, there appears to have been little, if any, meaningful distinction between Beelzebub and Baal....[ read full article ] »
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