Individual work• PlaythevideofromLesson1fromChildnetInternational

(Video weblink 2.2).

• StudentsshouldcompletethesecondcolumnofthetableonWorksheet 2.4explainingthewriter’sperspectiveontheactionthatshouldbetakeninthisvideo.

Further work• Studentsshouldfindtwotextswithopposing

perspectivesonthesametopic.Thesecouldcomefromwithinschool,posters,newspapers,magazinesortelevision.Theyshoulddescribethetexttheyareusing,iftheycannotbringittothenextlessonwiththem,andthenexplainthedifferentperspectives.

Peer / self assessment• UsingWorksheet 2.5,ask

studentstoawardeachotheramarkbasedonthecriteriaprovidedfortheircommentsonthevideos.

• Then,askstudentstosetatargetfortheirpartnertoimprovehowtheycommentonthewriter’sperspectivethenexttimetheydothis.

• TakestudentsthroughtheResultsPlus‘Buildbetteranswers’featureonpage13ofthestudentbookandhighlightthedifferencesbetweenthebands(emphasisesome,clearlyandthorough).

Plenary• Notethatperspectiveisthesameaspointofview.Give

thefollowingexample:aManchesterUnitedfanmightthinktheywereunluckytohavelostamatch,whileaChelseafanmightthinktheylostbecausetheylackedtalent.

• Writetheword‘Homework’ontheboard.Askstudentstowritedowntheirperspectiveonhomework.Recordyourownperspectiveatthesametime.

• Pointoutthatyourapproachtothetopicisdifferent,evenifyouagreedwithwhattheysaid.Askstudentstoconsiderwhyyourperspectivewouldbedifferent.

Suggested answers

Student book activity 11. DarrenhitGreg.2. Theboys’feelings;theirmotivation;theirpast

experiences;theyboththinktheotherboywantstogetthemintotrouble.

3. Thisisthefirsttime;thathedoesnotknowGreg;thatpeoplewanttogethimintotrouble.Darren’sperspectiveisimportantbecauseitshowsthatGregmaynotbeaninnocentvictim;thatpeoplemakemisunderstandings.

Student book activity 2• Poster1:bullyingruinslives,itgivestheperspectiveof

someonewhoisbullied,itshowsanimageofsomeonewhoisbulliedwithpiecesmissing.

• Poster2:thebullymighthaveproblemstoo,thisisfromtheperspectiveofthebully,itgivesanumberofreasonswhypeoplemightbully.

Student book activity 31. Theword‘outrage’suggeststhatpeopleareupsetabout

theSchoolBullygame.2. Wordslike:outrage,violent,terrorise,majoroutcry,sick.3. Thewriter’sperspectiveisthatthegameshouldbe

banned.

Worksheet 2.4• Sony:Thisadvertempowerstheteenagertomake

themselvessafefromcyberbullying.• ChildnetInternational:Thisadvertsuggeststhatthe

victimshouldseeksupportfromagenciestohelpthemresolvecyberbullying.

Starter / Activity 1• Talk partners: pairEALlearnerswithsamefirstlanguageorwitha

fluentEnglishspeakertoworktogethertounderstandtheconceptofdifferent‘perspectives’(usemessage abundancytoclarify).

• Activate prior knowledgetofindexamplesfromstudents’ownbackgroundstopresenttothewholeclass.

• Visual presentation:useaVenndiagramtoshowhowcertainfactsaresharedbyGregandDarrenbutotherdetailsarenot.

Activity 2 / Whole class work• Wholeclassjoint constructiontomodelorscaffoldresponses

maybeneededasadditionto‘agree’.Alternatively,creategappedsentencestopractiseortesttheuseof‘both’,‘similarly’,‘however’,‘whereas’.

• Clarify‘negativewords’.

Activity 3• Recapthereadingskillslearnedinpreviouslesson.

• Itmaybenecessarytoclarify:‘summarising’aswellas,forexample,‘outrage’,‘terrorise’,‘condemnation’andmorecolloquial‘stinkbombs’,‘wedgies’,etc.dependingonstudentexperiences.

• EnsuregroupsareamixtureofEALandfluentspeakersofEnglish.

• Active listening:usethevideotopractiselisteningskills.Usepauseandrepeattoemphasisedifficultand/orimportantpoints.

Peer / self assessment• Message abundancytoclarifythelanguageusedintheassessment

criteria,e.g.‘limitedawareness’,‘perceptive’,‘perspectives’.

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6

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Core Unit 1 English Today: Reading

© Pearson Education 2010

Lesson 2: Worksheet 2.5

Peer / self assessment

1 Study the table below, which shows how you can achieve different marks when writing about writers’ perspectives. Using the table, decide which band your comments about the videos would fall in.

Band Knowledge of texts and their meanings

Knowledge of ideas and perspectives

1 Limited awareness Basic awareness of ideas

2 Occasional understanding Some understanding of ideas

3 Clear understanding Ideas are clearly understood, with understanding of perspectives

4 A thorough understanding A thorough understanding of ideas and perspectives

5 A perceptive understanding Perceptively explored ideas and perspectives

2 Based on your own decision about which band your responses fall into and the advice of your partner, set yourself a target to improve your response next time.

Target

To improve next time I will… Worksheet 2.5

Additional supportResources requiredStudentBookpages12–13

Videoweblink2.1:SonyCyberbulling

Videoweblink2.2:ChildnetInternational

Image2.1:Bullying

Image2.2:Whydopeoplebully?

Worksheet2.1:GregandDarren

Worksheet2.2:Comparingperspectivesinposters

Worksheet2.3:‘Schoolbully’computergame

Worksheet2.4:Comparingvideos

Worksheet2.5:Peer/selfassessment

Assessment objectivesEnglishAO2ii/EnglishLanguageAO3ii

Developandsustaininterpretationsofwriters’ideasandperspectives.

Whole class work• Showstudentsthetwoposters

aboutbullyinginActivity 2(youcouldusethezoomtoolontheActiveTeachforthis)anddistributeImage 2.1andImage 2.2.

• Askstudentstodescribetheperspectivespresentedineachoftheposters–encouragethemtoselectdetailsfromthetextstosupporttheirideas.

• Annotate(usingtheActiveTeachannotationtool)ideassuggestedbystudentsaroundeachtextandagreeonanswerstothequestionsinActivity 2.

• Toextendmoreablestudents,askthemtouseWorksheet 2.2tocomparethetwoperspectivesandwriteaseriesofsentencesthatusethefollowingwords:both,similarly,however,whereas.

Group work • Dividetheclassintogroupsoffour.

• UsingWorksheet 2.3,studentsshouldreadthetextaboutthebullyingcomputergame.TheyshouldusethereadingskillslearnedinLesson1tohighlightandannotatethetexttoestablishthemainpointsandtheperspectiveofthewriter.GroupsshouldthencompleteActivity 3onpage13ofthestudentbook.

• Encourageeachgrouptowritedowntheirsharedpointofviewaboutthearticleonthegameandrecordtheseontheboard.

Whole class work(ThisactivitywillsupportstudentsansweringaControlledAssessmenttaskonavideotextbypractisinganalysingthistypeoftext.)

• PlaythevideooncyberbullyingfromSony(Video weblink 2.1).

• Studentsshouldoffersuggestionsaboutthewriter’sperspectiveonwhatactionshouldbetaken.

• DistributeWorksheet 2.4.Modelcompletingthefirstcolumnoftheworksheetwithananswerthatsummarisestheclass’sviewonwhatthewriter’sperspectiveis.

2

3

4

Starter• Inpairs,studentsshould

readthetwoaccountsofthesameincidentandbrainstormtheiranswerstothequestionsinActivity 1onpage12ofthestudentbook.(AcopyoftheaccountsisalsoprovidedinWorksheet 2.1.)

• Askpairstocomeuptotheboardandwritedowntheirideastocreateawholeclassbrainstorm.

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Unit 1 English Today: Reading

12

Activity 2

Activity 1

These two posters explore the issue of bullying from different perspectives. For each poster:

1 Write a sentence summarising

the idea it communicates.

2 Describe from what perspective it explores the issue of bullying.

3 How does the writer show this perspective to the reader?

Darren’s account

This has nothing to do with my friends. They didn’t even realise what had happened until after I hit him. I think they were laughing at a joke Jack had made. I did punch him but he told me I was going to be late with this smirk on his face like he was going to tell the teacher. I have never really seen him before and I thought he was trying to show me up in front of my friends. People seem to do that with me.

Greg’s account

It was awful. He hit me hard in the face and all his friends laughed at me when I started to cry. I was just walking past and was trying to be helpful by pointing out that the bell had gone. They always laugh at me in the corridor and I thought if I tried to help they would like me more. I don’t understand what is going on.

Read Greg's account and Darren's account of the same incident. Neither account is false, but the writer of each one has a different perspective.

1 Describe what happened in the corridor.

2 What might have in� uenced the two boys to view the events in such different ways? Write down your ideas.

3 Greg’s perspective is that he has been bullied by this group for a long time. Write a sentence explaining what Darren’s perspective is on Greg. Why is it important to have heard Darren’s perspective?

Poster 2

Poster 1

2 Understanding the writer’s perspective

You need to be able to work out the writer’s perspective in the texts you are studying for your controlled asessment. The writer’s perspective is their point of view on what they are writing about. The writer’s perspective might be different from your own or other people’s perspectives.

This lesson will help you to...

identify the writer’s >perspective

understand how a >writer communicates their perspective to a reader

Writers can use more than words to suggest their perspective on an event. The way a writer uses presentation (such as font size or style) or still or moving images can also help you to work out their perspective.

Learning objectives> Identifythewriter’sperspective.> Understandhowawritercommunicates

theirperspectivetoareader.

Lesson 2 Understanding the writer’s perspective

Core Unit 1 English Today: Reading

© Pearson Education 2010

Lesson 2: Worksheet 2.2

Comparing perspectives in posters

Write a sentence using each of these words comparing the perspectives in each of these posters.

Both: _____________________________________________________

_____________________________________________________

Similarly: _____________________________________________________

_____________________________________________________

However: _____________________________________________________

_____________________________________________________

Whereas: _____________________________________________________

_____________________________________________________

Worksheet 2.2

Core Unit 1 English Today: Reading

© Pearson Education 2010

Lesson 2: Worksheet 2.4

Comparing videos

Complete this table, summarising the perspectives of the two videos.

Perspective of Sony and the Ad Council Perspective of Childnet International

Worksheet 2.4

Student Book Activity 1

Video weblink 2.1

Unit 1 English Today: Reading

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