Task Sheet - CCEA · • To meet Assessment Criteria 2.1, 2.2 and 2.3, learners can view three...

Task SheetEntry Level English: Unit 4 English through the Media: Moving Image Genres

1

Name:

Level 1/2/3

Learning Outcomes:

The learner will

1: Know how television programmes or films are grouped into genres2: Understand some key features of different genres

Assessment Criteria: 1.1/1.2/2.1/2.2/2.3

Title: ComedyWhat do comedies have in common?

The Goofball

Typical characters

Comedies

The Bully

The Hero

(Level 1/2/3)


2

Watch several clips of comedic TV programmes.

What do you notice? Make notes about what you see.

Name of TV programme:

Events (what happens?)

Catchphrases(what do they say?)

Characters(who are the characters/

what are they like?)

(Level 1/2/3)


3


Events(what happens?)

(Level 1/2/3)


4


Catchphrases(what do they say?)

(Level 1/2/3)


5


Characters(who are the characters/

what are they like?)

(Level 1/2/3)


6

Catchphrases:

Match up the catchphrase to the comedic sitcom:

“I don’t believe it”

“Yeah but no but yeah but”

“Lovely jubbly”

“D’oh!”

“Am I bovvered?”

“Here’s another fine mess you’ve gotten me into”

“How you doin’?”

“Here’s one I made earlier”

“Suits you sir”

“Deal or no deal?”

Laurel and Hardy

Deal or No Deal

Little Britain

The Fast Show

The Catherine Tate Show

Only Fools and Horses

The Simpsons

Blue Peter

One Foot in The Grave

Friends

(Level 1/2/3)


7

Catchphrase Cloze Exercise:

Fill in the popular catchphrase using the word bank to help you.

1. I don’t b it

2. Y but no but yeah but

3. Lovely j

4. D’ !

5. Am I b ?

6. Here’s another fine m you’ve gotten me into

7. you doin’?

8. Here’s one I made

9. you sir

10. Deal or no ?

yeah how suits bovvered earliermess jubbly believe deal oh

(Level 1/2/3)


8

Characters:

In many comedies, there are typical characters. Work out which character is being described?

1. This character is very funny. They are always making jokes and saying funny things. Sometimes they say the catchphrase and sometimes they do silly things. You cannot have a comedy without the…)

2. This character is sometimes mean to others and tries to not be funny at all. Sometimes this character does not like the other characters. This character is the…

3. This character is central to the comedy and most of the events will take place around this character. The other characters like them (except the bully). This character is sometimes funny and is the…

The Hero The Bully The Goofball

(Level 1/2/3)


9

Teacher Notes:

Preparation Activities:

What do learners already know about the genre of comedy? Learners might be able to come up with typical and common features of comedy before the activities.

• Teach learners the fundamentals of comedies by showing clips from popular sitcoms available through BBC iPlayer, 4OD or YouTube.

Some suggestions could be:

– The Simpsons; – Scrubs, – Cheers; – The Big Bang Theory; – Friends: – The IT Crowd; – Da Ali G Show; – The Fresh Prince of Bel-Air; – Modern Family; – Little Britain; – Seinfeld.

• Learners can discuss or take notes whilst watching several clips to work out what they all have in common. Learners will be coming up with their own ideas for comedic sitcoms so these are important elements:

– simple name (straightforward, name of a character or name of a thing or group) – minimum locations for filming (2–3 familiar places) – catchphrases (something the characters say in every episode that are catchy).

A quiz on catch phrases has been included at the end of this activity sheet to help learners practise. – two-dimensional characters (simple, straightforward and characters that are easy to identify with and

understand) – an on going storyline (each episode leads on to another episode) – lots of jokes/humor.

Page 6 Catchphrase Quiz

• Teachers can adapt the activities to suit your classes, using appropriate and relevant TV clips that will benefit learners’ learning. To help meet Assessment Criteria 2.1, learners can match up catchphrases to the correct comedic sitcom as typical features. A cloze exercise has also been provided as an alternative.


10

Teacher Notes:

Page1 Mindmap Activity:

• To meet Assessment Criteria 1.1 and 1.2, learners should communicate or write about what they know about the comedic genre for TV. The mindmap could initially be partially filled in just using the learners’ own knowledge through discussions, then added to once they have been able to view several clips. Learners should be supported and prompted to think about a range of typical features from the characters to the setting to the language used.

• For level 3 learners, this activity partially meets the Assessment Criteria and learners will require extended questions on similarities from other genres and give examples of programmes across four genres to fully meet this Assessment Criteria.

Page 2 Table Activity:

• To meet Assessment Criteria 2.1, 2.2 and 2.3, learners can view three different clips making specific notes on events, characters and catchphrases. Learners will benefit from having word banks to select notes from (and could cut and paste into the table). Teachers will need to preselect clips and create word banks in advance of the lesson. Learners may also prefer to have each of the three items broken down into one feature per page which has been provided for you.

– Level 1 learners need to identify at least 1 event, 1 character and 1 catchphrase; – Level 2 learners need to identify at least 2 characters; – Level 3 learners will need to make detailed notes on at least 3 examples of events, 3 catch phrases

and 2 characters.

Page 6 Catchphrase Quiz:

• Teachers can adapt the activities to suit the classes and abilities, using appropriate and relevant TV clips that will benefit learners’ learning. To help meet Assessment Criteria 2.1, learners can match up catchphrases to the correct comedic sitcom as typical features. A cloze procedure exercise has also been provided as an alternative.

Page 9 Characters:

• There are many examples of archetypal characters from comedies available here: tvtropes.org/pmwiki/pmwiki.php/Main/SitcomCharacterArchetypes

For this activity, learners can complete the sentences to identify the characters and then illustrate or find pictures to help describe what this character would look like in their own comedies to meet Assessment Criteria 2.2 and 3.2. Please note that on the website the ‘hero’ is referred to as the ‘square’.

– Level 1 learners should complete 1 character. – Level 2 and 3 learners should complete 2 characters (Level 3 learners should do this for two genres to fully

meet the Assessment Criteria).

http://tvtropes.org/pmwiki/pmwiki.php/Main/SitcomCharacterArchetypes


1

Name:

Level 1/2/3

Learning Outcomes:

The learner will



Title: Murder MysteryThere has been a murder! It is your job to work out who did it!

(Level 1/2/3)


2

Use the table here to make a note of your ideas as you learn about each new clue.

Clues Who did it? Reasons for your idea

Clue 1

Clue 2

Clue 3

Clue 4

Clue 5

Clue 6

(Level 1/2/3)


3

Assessment Outcome 2.1:

What genre is this activity?

I think the genre is

How do you know what the genre is?

I think this because


What types of characters tell you what the genre is?(write your ideas or draw a picture)

Character 1: Character 2:


What events have happened that tell you what the genre is?

The events were

(Level 1/2/3)


4

Teacher Notes:

• This is an interactive and fun lesson that can be adapted to suit many different abilities. It can work well with learners in groups so they can discuss and come up with ideas about the events as you go through each clue.

• Arrange your class into groups with the worksheets. Learners can record their ideas as they go or make notes from their discussions which can be recorded for them to track their progress.

• The clues should be given out one by one with time in-between for learners to formulate their ideas. For the first clue, hand out the murder suspects list on the following page. Here are the clues in order:

– Clue 1: One of these people committed a murder. Who do you think did it and why? – Clue 2: It happened at 11 o’clock at night. – Clue 3: The suspect left an empty drinking glass at the scene. – Clue 4: The murder took place in a library. – Clue 5: The murder weapon was a gun. – Clue 6: A war medal was stolen from the victim’s pocket.

• There is no right or wrong answer and you can change it each time you play. To make the game really exciting, write the name of the murdered victim on a piece of paper and tape it under the seat of a student before class. Announce at the end that one particular learner has the correct answer under their chair!


5

• For level 1 learners: – To meet Assessment Criterion 1.1: learners will be able to demonstrate using appropriate vocabulary for

the murder mystery genre in this task; – To meet Assessment Criterion 2.1: learners should be able to use the visual (and auditory) clues to identify

this activity as murder mystery; – To meet Assessment Criterion 2.2: learners should be able to use the visual (and auditory clues) to identify

a suspected murderer from the murder mystery genre using the task sheet; – To meet Assessment Criterion 2.3: learners will be able to use the visual clues to identify murder mystery’s

typical events as part of the genre.

• For level 2 learners: – To meet Assessment Criterion 2.1: learners should be able to recognise some of the features of this

activity as murder mystery; – To meet Assessment Criterion 2.2: learners should be able to identify two typical characters from the

murder mystery genre using the task sheet; – To meet Assessment Criterion 2.3: learners will be able to identify some typical content from the

murder mystery genre.

• For level 3 learners: – To meet Assessment Criterion 2.1: learners should be able to suggest at least three typical features of the

murder mystery genre; – To meet Assessment Criterion 2.2: learners should be able to describe two typical characters from the

murder mystery genre using the task sheet. This task partially meets the Assessment Criterion (learners must describe two typical characters from three different genres to fully meet the Assessment Outcome);

– To meet Assessment Criterion 2.3: learners will be able to identify at least three typical events from the murder mystery genre (the murder, suspicion/probing of characters, resolution at the end).


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Keith ToomstoneA young writer who reads poetry at the park every

Saturday morning (even when no one shows up to listen).

Makes his own paper by hand.

Orson GrayA professor of English who makes

money on the side as a clown for children’s birthday parties. Spends evenings at the library.

Dwayne WaysideAn art dealer who specialises in portraits. A kleptomaniac who is going to therapy to

help with his problem of stealing.

Scarlet RedrumA rich widow who loves to

play card games. Scarlet is running out of money due to

her gambling debts.

Margery van DeethA cook, who shoots and skins

her own meat, is a keen reader of detective fiction.

Rides a motorcycle and collects old coins.

Veronica Expiree A medical student studying

forensics. Is a collector of large jewelled rings but has had to

sell several diamonds recently.

(Level 1/2/3)


1

Name:

Level 1/2/3

Learning Outcomes:

The learner will



Title: Reality TVCreate a mindmap by giving examples or listing ideas about reality TV programmes.

What do you know about Reality TV?

(Level 1/2/3)


2

Reality TV programmes are entertaining because they often have a challenge, game or competition. Reality TV programmes

Re-watch the first minute of a reality TV programme. There are four important people introduced: 1. Team 1 (one person or a group of people)2. Team 2 (one person or a group of people)3. The host who introduced the game4. Sometimes there is also a judge!

In the clip you have watched, who is team 1 and what do they do?

Who is team 2?

Who is the host and what do they do?

Who is the judge and what do they do?

(Level 1/2/3)


3

Events:

What order do you think these events happen in reality TV programmes?

Number 1 to 5. The first thing to happen is number 1 and so on to number 5.

Watch or think about a reality TV programmes you know about.

What sorts of challenges, games or competitions are there?

Reality TV Games

Survivor Team members get voted off an island until one person remains..........

Teams are introduced.

The judge makes the final decision.

The teams compete.

The winner is announced.

The host introduced the teams and rules.

(Level 1/2/3)


4

Events:

There are many different types of competitions in reality TV programmes. But what is it all for? People want to win!

Watch or think about a reality TV programmes you know about.

What sorts of rewards are there for the winning team?

TV programme Rewards

Deal or No Deal Cash Prize....

(Level 1/2/3)


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Teacher Notes:

PRELEARNING GAME:

– To introduce your class to the topic, begin by announcing that you are the host of a competitive game called ‘Genres’. For the game, you will need to have printed, cut up and mixed up the sort cards on the last page of this activity.

– Divide the class into at least 2 even groups. Choose one member from the first team. They will randomly select one of the cards and then must communicate, act out or describe the genre they have chosen. Their team will have 30–60 seconds to guess the genre. If they do not succeed, the opposing team will have one chance to guess correctly.

– Tally points to see who wins. Repeat with each team until everyone has had a go. You can reuse the cards. – When the game is over ask the students what type of TV programme this would be if it were being filmed.

Then announce that this is their introduction to the reality TV genre.

• Show your class several clips of reality TV shows. For the purposes of this activity, ones that centre on a competition will work best. Clips are available on BBC iPlayer, 4oD or YouTube. Some great suggested programmes could include: Big Brother, Castaway, The Voice, The X Factor, Strictly Come Dancing, Deal or No Deal and others.

• For level 1 learners: – Learners should communicate about the genre of reality TV. For page 1 sentences (Assessment Criteria 1.1

and 1.2) teachers can create custom word banks based on the clips pre-selected by the teacher. – Learners must use visual clues to identify two features of the genre (i.e. competition, teams,

host, winner, prize), identify one typical character (host, team, judge) and identify typical events (introduction, game, judgement). As learners will rely on the visual clips, teachers can document any communication from the learner that indicates their responses (Assessment Criteria 2,1, 2.2 and 2.3).

• For level 2 learners: – Learners should identify four TV programmes or genres by name and some actual examples of TV

programmes from three genres (Assessment Criteria 1.1 and 1.2). This activity partially meets Criterion 1.2. – Learners should be able to recognise some features of two genres (i.e. competition, teams, host, winner,

prize), identify two typical characters (host, team, judge) and identify some typical content (introduction, game, points, prize, judgement) (Assessment Criteria 2,1, 2.2 and 2.3). This activity partially meets Assessment Criterion 2.1.


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• For level 3 learners: – Learners should be able to give two examples of TV programmes from four different genres (Assessment

Criteria 1.1). This activity partially meets Criterion 1.1. – Learners should be able to recognise at least three features (i.e. competition, teams, host, winner, prize),

describe two typical characters (host, team, judge) from three different genres and suggest three typical events (introduction, game, points, prize, judgement) (Assessment Criteria 2,1, 2.2 and 2.3). This activity partially meets Assessment Criterion 2.2.

fairy tales

drama

action adventure

comedy

horror

detective mystery

science-fiction reality TVromance western


1

Science-Fiction

Strange settings

Name:

Level 1/2/3

Learning Outcomes:

The learner will



Title: Science Fiction Film TrailersWhat typical features, characters and events are in science-fiction films? After watching several film trailers, add anything new that you notice.

Earth in the distant

(Level 1/2/3)


2

Discuss the film trailers you have watched…

Do you think it meets the genre of science fiction?

I watched the science fiction film trailer for

Or you can make a bullet pointed list of ideas:

I think it fits in the genre because

(Level 1/2/3)


3

Here are some lines from the film trailer for The Fifth Element.

Underline words you see that tell you it is science fiction.

Every 5,000 years…

When the three planets are eclipsed and the black hole like a door is opened,

evil comes spreading terror and chaos. There is nothing that can stop this…

Here are some lines from the film trailer for Monsters vs Aliens.

Underline words you see that tell you it is science fiction.

Mr President, we need a Hail Mary pass. We need raw power.

We need… monsters! Over the last 50 years I have captured monsters and

locked them up in a secret facility.

What do these two descriptions have in common?

Tip: consider time, the element of danger and strange events.

(Level 1/2/3)


4

Here is a typical scene from science fiction.

Point out any feature you see that tells you it is science fiction:

(Level 1/2/3)


5

Here is a typical scene from science fiction.

Point out any feature you see that tells you it is science fiction:

(Level 1/2/3)


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Teacher Notes:

• Film trailers: for this task, learners will need to view several Science Fiction film trailers. These can be changed and adapted to suit your class and are only suggestions:

– Minority Report: www.imdb.com/title/tt0181689/?ref_=tt_rec_tti

– The Fifth Element: www.imdb.com/title/tt0119116/?ref_=nv_sr_1

– Monsters vs Aliens: www.imdb.com/title/tt0892782/?ref_=nv_sr_4

– The Hitchhiker’s Guide to the Galaxy: www.imdb.com/title/tt0371724/?ref_=nv_sr_1

• For Level 1 learners: – learners could benefit from the word bank on the task sheet ‘Science fiction versus horror’ where there is a

range of phrases and characters appropriate to the genre. The mindmap will meet Assessment Criteria 1.1 and 1.2. The questions that follow help address Assessment Criteria 2.1, 2.2 and 2.3 provided learners communicate covering two features, one character and some events from the genre.

• For Level 2 learners: – learners partially meet Assessment Criteria 1.1 and 1.2 in this task. The questions following help address

Assessment Criteria 2.1 (50% fulfilled), 2.2 and 2.3 provided learners communicate covering some features, two characters and some events from the genre.

• For Level 3 learners: – learners partially meet Assessment Criteria 1.1 and 1.2 in this task. The questions that follow help address

Assessment Criteria 2.1, 2.2 (partially met) and 2.3, provided learners communicate covering three features, two characters and three events from the genre.

• The lead-on task following this activity is ‘Your Science Fiction Film’.

www.imdb.com/title/tt0181689/?ref_=tt_rec_tti

www.imdb.com/title/tt0119116/?ref_=nv_sr_1




1

Name:

Level 1/2/3

Learning Outcomes:

The learner will

1: Know how television programmes or films are grouped into genres

Assessment Criteria: 1.2

Title: TV GenresAs you watch a clip from several TV programmes, work out which ones are Comedies, which ones are Crime Dramas and which ones are Reality TV entertainment.

Comedy Crime Drama Reality TV

1

2

3

4

5

6

Insert TV programme names for the word bank below.

(Level 1/2/3)


2

Level 2/3:

I chose (name one example of a Comedy)

as a Comedy because

I chose (name one example of a Crime Drama)

as a Crime Drama because

I chose (name one example of a Reality TV programme)

as a Reality TV programme because

Level 3:

Circle one genre: comedy / crime drama / reality TV

Identify two things that are similar in the clips of the TV programmes:

2.

1.

(Level 1/2/3)


3

Teacher Notes:

Choose any appropriate or relevant clips available on BBC iPlayer, 4oD, YouTube or BBC BiteSize:

www.bbc.co.uk/education/subjects/ztnygk7

You will need to access two clips for each of the genres (six in total).

• For level 1 learners: to meet Assessment Criterion 1.2 – Learners should be able to view or listen to the short TV programme clips and work out which ones belong

to each category of genre. They can cut and paste the titles as they go along or point to the appropriate genre, which should be noted by the teacher as documentation. The student must identify programmes for three genres. Learners do not need to complete the second activity page with sentence starters.

• For level 2 learners: to meet Assessment Criterion 1.2 – Learners should be able to view/listen to the short TV programme clips and work out which ones belong

to each category of genre. They can cut and paste the titles as they go or write them in. The student must identify programmes for three genres. The additional page provided with sentence starters may help learners demonstrate and explain their ideas.

• For level 3 learners: to meet Assessment Criterion 1.2

– Learners should complete the table and all sentence starter activities to fully demonstrate their understanding of the links between genres.

http://www.bbc.co.uk/education/subjects/ztnygk7


1

Name:

Level 1/2/3

Learning Outcomes:

The learner will

2: Understand some key features of different genres


Title: Features (Fairy tales)Many fairy tales have typical features that are similar.

What types of features can you identify in fairy tale stories?

Fairy Tales

Magic

Animals

(Level 1/2/3)


2

Watch three film trailers for fairy tale stories. Pick out all the typical features that you see in each one that makes it a fairy tale.

Film trailer 1:

Cinderella

Film trailer 2:

Snow White

Film trailer 3:

Frozen

(Level 1/2/3)


3

Teacher Notes:

• The following film trailers are available at the following links:

• Cinderella: – 2015 version: www.imdb.com/title/tt1661199/?ref_=nv_sr_1 – 1950 version: www.imdb.com/title/tt0042332/?ref_=fn_al_tt_2

• Snow White: – 2012 version: www.imdb.com/title/tt1661199/?ref_=nv_sr_1 – 1937 version: http://www.imdb.com/title/tt0042332/?ref_=fn_al_tt_2

• Frozen: – 2013: www.imdb.com/title/tt1661199/?ref_=nv_sr_1

• For level 1 learners: to meet Assessment Criterion 2.1 – Learners should use visual clues to identify two features of a genre. To demonstrate the Assessment

Criterion, learners should come up with two similarities from the film trailers (or other appropriate film trailers in the genre). If learners need additional support, a word bank of these examples could be used to help them pick out which ones they notice in the film trailers. A word bank has been provided on the following page. Learners could even cut and paste the words and phrases that they see!

• For level 2 learners: to meet Assessment Criterion 2.1 – Learners should be able to recognise some features of at least two genres. This activity will meet 50 per

cent of the Assessment Criterion. The word bank on the following page may be helpful for learners who need additional support.

• For level 3 learners: to meet Assessment Criterion 2.1 – Learners should suggest three typical features of a specified genre. The word bank on the following page

should not be provided as the suggestions should be generated from the learners who may benefit from group discussions or pair work. The mindmap from the first page will be a helpful resource for students.

http://www.imdb.com/title/tt1661199/?ref_=nv_sr_1

http://www.imdb.com/title/tt0042332/?ref_=fn_al_tt_2


http://www.imdb.com/title/tt0042332/?ref_=fn_al_tt_2



4

a prince animals

someone who helps the princess

a princess who gets into trouble

a happy ending a wedding

a villain

magic

once upon a time

people or animals who help the princess

in a faraway land

potions

a fairy godmother

a castle

a forest

animals that can talk

beautiful clothing

Word Bank


5

Name:

Level 1/2/3

Learning Outcomes:

The learner will


Assessment Criteria: 2.1/2.2/2.3

Title: Auditory Clip PredictionsListen very carefully to one minute of a Horror film. What noises are there?

fire crackling grumbling owl hooting silence

door creaking electrical buzz

something being hit

laughter

eerie music whispering rattling clinging

gasping breathing screaming echoes

From the list below circle all the noises that you hear:

(Level 1/2/3)


6

What is happening in the scene?

Draw or explain what you think is happening based on what you have heard. Consider typical horror features, characters and events.

(Level 1/2/3)


7

Teacher Notes:

• Listen to the clip from Gremlins (1984) where a woman is carefully walking through a living room armed with a knife before she is attacked by a gremlin in her Christmas tree. Learners will enjoy listening very carefully to all the noises, and trying to work out what they are.

• Gemlins: A Tree with Teeth (watch 0-50 seconds only): www.youtube.com/watch?v=sz8itUBsCTk

• For level 1 learners: while learning outcome 2 is based on visual clues, the learner may be able to demonstrate two features of the genre (eerie, creeping, sneaking, weapons, hero versus villain, suspense), one character (hero, villain) and events (meeting of the hero and villain, a dilemma or confrontation, an attack, shock) by working out and imagining what is happening. Learners can point out noises to meet Assessment Criterion 2.1 or draw or communicate what is happening to meet Assessment Criteria 2.1, 2.2 and 2.3. There are no right or wrong answers for the task where learners base ideas on the typical horror genre.

• For level 2 learners: learners will use auditory skills to work out typical horror genre features, characters and events present in the clip. Learners meet 50% of Assessment Criterion 2.1 by identifying some features. Learners meet 2.2 and 2.3 by identifying at least one character and some content.

• For level 3 learners: learners will use auditory skills to work out typical horror genre features, characters and events present in the clip. Learners need to identify three features to meet Assessment Criterion 2.1 by identifying at least three features. Learners partially meet 2.2 by identifying the hero and villain (but need to complete another task for two additional genres). Learners partially meet Assessment Criterion 2.3 by identifying at least three events (this task offers one; however, learners could extend the task by predicting what happens before/after to fully meet the Assessment Criterion).

fire crackling grumbling electrical buzz silence

something being hit eerie music rattling clinging

gasping breathing screaming

The correct answers are:


1

Name:

Level 1/2/3

Learning Outcomes:

The learner will

2: Understand some key features of different genres3: Produce ideas for a new television programme or film from a specific genre


Title: Comedy – Make your own!You are in charge of creating a new comedy to air on the BCB network next March. Make sure that you are using all the features that make comedies so great.

First you need a title. Titles should be simple and catchy, describing a character, group of people or a thing.

What will your new TV programme be called?

Why have you chosen this title?

Here are some ideas for a catchy, simple title:

The Connor Murphy Show/Buddies/Giggle Gob/Family Dude

(Level 1/2/3)


2

Location

Where will your comedy be set?

Many comedies are set in a familiar place like the main character’s house or place of work. Draw or find pictures to show where your comedy will be set.

(Level 1/2/3)


3

Characters

Great comedies must have at least three main characters:

– The hero: central to the comedy, funny and very likeable by all or most of the characters. – The goofball: very funny; always making jokes and doing silly things. – The bully: sometimes mean to others and tries to not be funny at all… but this is funny too!

Task: Choose 1, 2 or 3 to draw, describe or find pictures to show what some of your characters are like.

(Level 1/2/3)


4

1. The Hero

(Level 1/2/3)


5

2. The Goofball

(Level 1/2/3)


6

3. The Bully

(Level 1/2/3)


7

Storyboard

To convince Lord Laff Uhlot that your comedy should win BCB funding for your show, you must communicate what will happen in your first pilot programme. Draw your storyboard or explain your ideas for the plot.

First, the setting is…

Then I will introduce the characters...

One funny part is…

Finally, to end the show...

(Level 1/2/3)


8

(Level 1/2/3)


9

Teacher Notes:

Read the following letter to your class to introduce the tasks:Enter class name in space.

Dear ,

My name is Lord Laff Uhlot and I am prepared to award funding for a pilot

programme for a new series to be aired next March on the BCB. In order to

convince me that your comedy deserves funding, please complete the following

tasks telling me about your comedy and why it should secure the funding.

Remember, your comedy must contain all the features your teachers have

taught you about to make it a really great comedy.

Good luck and best wishes,

Lord Laff Uhlot

BCB, Comedy Department


10

Teacher Notes:

• Learners will benefit from enlarging the storyboard to A3 or making a booklet with one scene per page.

• For level 1 learners: – To meet Assessment Criterion 3.1, learners should communicate a new title from the list or a new idea.

To meet Assessment Criterion 3.2, learners should complete any one part of the activities (location, characters and/or storyboard). Symbols, pictures or words are appropriate ways to communicate ideas and meet the Assessment Criteria.

– Completing all three activities will also meet Assessment Criteria 2,1, 2,2 and 2,3. Learners only need to communicate ideas for one character, some events and two features (i.e. location, catchphrases, events, jokes) to fully meet Assessment Criteria.

• For level 2 learners: – To meet Assessment Criterion 3.1, learners should communicate a new title from the list or a new idea

and explain their reasoning. To meet Assessment Criterion 3.2, learners should complete any one part of the activities (location, characters and/or storyboard).

– Completing all three activities will also meet Assessment Criteria 2,1, 2,2 and 2,3. Learners only need to communicate ideas for two characters, some events and some features to fully meet Assessment Criteria. However, for Assessment Criterion 2,1, learners will need one additional genre.

• For level 3 learners: – To meet Assessment Criterion 3.1, learners should communicate a new title (not from the word bank).

To meet Assessment Criterion 3.2, learners should complete all three parts of the activities (location, characters and storyboard).

– Completing all three activities will also meet Assessment Criteria 2,1, 2,2 and 2,3. Learners only need to communicate ideas for two characters, three events and three features to fully meet Assessment Criteria. However, for Assessment Criterion 2.2, learners need to identify two characters from three different genres to fully meet this requirement.


1

Name:

Level 1/2/3

Learning Outcomes:

The learner will



Title: EXEMPLARHere are some ideas for a spin-off of a new Science Fiction film.

Use these sheets to help learners work out what type of ideas and writing will help them do well on this task.

• What is good about it?• What is not so good?• Are these some creative ideas?• Are there ideas that you could improve?

(Level 1/2/3)


2

1. What do you learn about the setting? Is it another planet or earth in the future or somewhere else?

Based on the film clip, it looks like Earth but it might be another planet. There is a naval army and they can throw fiery bombs quite high so it might be another planet because it looks quite strange.

2. What do you learn about the characters? Are there humans? Aliens? Who is the good guy? Who is the enemy?

I think the hero is the little boy but he has special powers to control the air so he might not be fully human. There is a war coming from many ships so they might be humans or aliens. I think the little boy is the main hero because it looks like he is being attacked. He is very young and has an arrow on his forehead; that might mean something important!

3. What do you notice about the plot? What has happened in the story so far?

So far, the little boy is practising martial arts and can control the wind. Will he do something with the wind to defend against the war coming? There is a big war about to start and it looks like it is just him there (the last of his kind) against a whole army who want to kill him. Will he fight them or run and hide?

(Level 1/2/3)


3

The Hero

An arrow on his forehead… is it a

scar or a tattoo or a birth mark?

Special robes

He might have other powers like super

strength, the ability to look into the future or

super speed.

Ability to control

the wind

He might create a hurricane or he might

even have other special powers!

(Level 1/2/3)


4

Level 2/3: The Villain

Green, bald alien with warts and a big belt

His clothing protects him (belt) and shows that he is a warrior

(arm bands)

He has to come into close combat with the hero to

destroy him in a fight

He has a powerful punch that can

break through any substance that can break through any

substance

He carries an axe.

He can withstand a lot of pain

(Level 2/3)


5

Level 2/3: The Sidekick

This is a boy who travels through time

to help defend heroesHe wears Roman style armour for

protection

He will help the hero by travelling through space and time to get there to help him get away from the villain. He will use his sword and shield

to defend against attacks

His special power is the ability to travel through

space and time

A sword and

shield

He is really good at working out

ways to defeat evil

(Level 2/3)


6

Level 2/3:

What happens next? You have identified the characters, setting, and plot…

Now, use your imagination to decide what happens next!

So far we know that the boy is about to fight in a war against many armed ships who will throw fiery bombs and try to destroy him. We also know that he has special powers to control wind.

What happens next is that…

Thomas appears! Thomas has the special power to travel through time and he sensed that his friend was in danger. The boy who controls wind (whose name is never revealed!) is happy that his friend has come to help him. He creates a giant cloud that carries them to safety for a while.

After that…

The boy and Thomas know that the evil Villain (a green alien called Allen) will find them soon. They make a plan to launch an attack. Thomas is a good sword fighter but he has to be careful to avoid Allen’s deadly punches. They plot and plan until they have a secret strategy!

Finally to end it...

It is time for the final battle. The boy uses his special power of controlling the wind to destroy all the ships. Allen survives but the boy throws him about with hurricane winds. Finally, after Allen is now tired and battered, Thomas draws his sword and kills Allen. Thomas returns to his home (but he knows he will be needed again in the future!) The end!

(Level 2/3)


7

Level 2/3: Email:

You have created a fantastic science fiction film! Well done!

All you have left to do is to write a short email to the manager at a popular cinema. Here’s what you need to include:

1. Address the email. 2. Introduce yourself. 3. Tell him or her why you have chosen the title.4. Tell him or her a bit about your film.5. Thank him or her for screening your film. 6. Sign the email.

Here is a form to help you:

Dear Sir or Madam,

My name is and I have created a new

twist on a film. Its name is Planet EX-02 Air Adventures.

I chose this exciting title because ‘Planet EX-02’ sounds far away and mysterious.

‘Air Adventures’ tells you a bit about it because it has adventures and air plays an

important part.

My film’s genre is science fiction but there is action too.

The plot is so exciting! Here is a little bit about it: A nameless boy is the last of his

kind and is under attack by a fleet of fire-bomb throwing ships ruled by a bald,

mean, green alien. A time-travelling sidekick comes to the rescue… It’s great.

Thank you for taking the time to read my email.

I look forward to seeing my film soon at your cinema!

(Level 2/3)


1

Name:

Level 1/2/3

Learning Outcomes:

The learner will



Title: Your Science Fiction Film!Watch a film trailer for a science fiction film that you are not already familiar with. Answer the questions that follow. Work out what happens next. Discuss, make notes or use the word bank.

(Level 1/2/3)


2

1. What do you learn about the setting? Is it another planet, earth in the future or somewhere else?

2. What do you learn about the characters? Are there humans? Aliens? Who is the good guy? Who is the enemy?

3. What do you notice about the plot? What has happened in the story so far?

(Level 1/2/3)


3

The Hero

What does his facial marking mean?

What is special about his clothing?

Does he have any other

special powers?

What are his special

powers?

How will he defeat the enemy?

(Level 1/2/3)


4

Level 2/3: The Villain

What do they look like? Are they human or

alien? Are they scary?

What is special about their clothing?

How will they try to defeat the hero?

What are their special powers?

Do they have any weapons?

Do they have any other

special powers?

(Level 2/3)


5

Level 2/3: The Sidekick

Are they human or alien or animal?

Boy or girl?What is special about their clothing?

How will they help the hero?

Do they have any weapons?

What are their special powers? Sidekicks

might be super smart, super strong or have

other powers.

Do they have any other special

powers?

(Level 2/3)


6

humanoid

special ability

alien

special weapon

facial markings

danger

martial arts skill

last person alive

earth robes

war naval ships bombs foreign planet

control of wind

staff

young

army banishment moonbeamstechnology

Level 1/2




The boy stirs up a hurricane using his special powers. The ships’ bombs burst through and hurt the boy. The boy runs away to hide and plot his attack.

After that…

The ships and the boy battle; both are hurt in the war. The boy is losing but suddenly, his sidekick comes to the rescue. The boy launches a secret attack using his special power to gain entry to the ship where the main villain is!

Finally to end it...

The villain runs away to a distant planet to hide away and the boy wins! The boy and his sidekick battle the ships using their special powers and manage to kill all the enemies, protecting their land. The boy comes face-to-face with the main villain and uses his special power of wind to banish him to a faraway planet.

Word bank (The Last Airbender)

What happens next is that…

(Level 1/2/3)


7

Level 2/3




What happens next is that

After that

Finally to end it

(Level 2/3)


8

Re-name it!

Now that you have created a new twist to the story, it needs a new name. Choose one from the list or make your own!

1. The Tale of the Wind Wisher. 2. Hurricane Henry. 3. Battle at Galactic Sea.4. 2052: Year of Air.5. Air Tales. 6. War of the Winds.

The title I chose for my film is:

Market your film!

Design a DVD cover or create a film poster to advertise it!

Here is what you should think about:

• The title – What catchy title did you choose? – What colour and font will look great?

• Illustrations or pictures of the main character – Are you drawing the hero, villain or both? – Are your characters in an action scene? – Are your characters looking at the viewer?

• Illustrations or pictures of the setting – Is the scene on a distant planet? – If your setting is on earth, how will you make earth look different? – Are there new stars in the sky? A different looking sun? – Are there hover cars? UFOs? Space suits? – What colours will you use?

(Level 2/3)


9

Level 2/3: Email:

You have created a fantastic science fiction film! Well done!

All you have left to do is to write a short email to the manager at a popular cinema. Here’s what you need to include:

Dear Sir or Madam,

My name is and I have created a new twist on a film.

Its name is

I chose this exciting title because

My film’s genre is

The plot is so exciting! Here is a little bit about it:

Thank you for taking the time to read my email.

I look forward to seeing my film soon at your cinema!

Yours faithfully,

1. Address the email. 4. Tell him or her a bit about your film.

2. Introduce yourself. 5. Thank him or her for screening your film.

3. Tell him or her why you have chosen the title. 6. Sign the email.

Here is a form to help you.

(Level 2/3)


10

Teacher Notes:

• PRE-LEARNING TASK: This task builds upon learning from the ‘Science Fiction Film Trailers’ task

• For the prediction task, if learners are not familiar with The Last Airbender, the film trailer is a good option that could work well for the task. Learners should be given a film trailer that they do not already know the ending to.

The trailer is available here: www.youtube.com/watch?v=j_qM4EG9VZw

• For level 1 learners: learners could benefit from the word bank on the task sheet ‘Science Fiction versus Horror’ where there is range of phrases and characters appropriate to the genre.

– Assessment Criteria 2.1 and 2.3: learners will communicate about the next part of the plot in their Science Fiction film. The teacher can note down any communication from the learner to meet this Assessment Criteria. Learners can benefit from word banks and multiple choice options.

– Assessment Criterion 2.2: using the picture of the main character, communicate, draw, discuss or write about anything you notice about the character using the prompt questions.

– Assessment Criteria 3.1 and 3.2: now that learners are familiar with the character, setting and plot, they should rename the film to personalise it and either design a DVD cover on A5 or create an A3 film poster to fully meet the Assessment Criteria.

• For level 2 learners:

– Assessment Criteria 2.1 and 2.3: learners will communicate about the next part of the plot in their Science Fiction film. The teacher can note down any communication from the learner to meet this Assessment Criteria.

– Assessment Criterion 2.2: using the picture of the main character, communicate, draw, discuss or write about anything you notice about the character using the prompt questions. Find or draw a picture of either the villain or the sidekick to fully meet this Assessment Criterion.

– Assessment Criteria 3.1 and 3.2: now that learners are familiar with the character, setting and plot, they should rename the film to personalise it and either design a DVD cover on A5 or create an A3 film poster to fully meet the Assessment Criteria. To fully meet the Assessment Criteria, learners must explain their choices for the title. Learner can do this by discussing with the teacher (which will be documented) or by writing a short email to a popular cinema telling the manager why their film should be screened there.

https://www.youtube.com/watch?v=j_qM4EG9VZw


11

• For level 3 learners: – Assessment Criteria 2.1 and 2.3: learners will communicate about the next part of the plot in their

Science Fiction film. Learners must communicate about at least three features and three events for the genre.

– Assessment Criterion 2.2: using the picture of the main character, communicate, draw, discuss or write about anything you notice about the character using the prompt questions. Find or draw a picture of the villain and the sidekick to partially meet this Assessment Criterion.

– Assessment Criteria 3.1 and 3.2: now that learners are familiar with the character, setting and plot, they should rename the film to personalise it and either design a DVD cover on A5 or create an A3 film poster to fully meet the Assessment Criteria. To fully meet the Assessment Criteria, learners must explain their choices for the title. Learners can do this by writing a short email to a popular cinema telling the manager why their film should be screened there. Level 3 learners may need less sentence structuring so please adapt the form to meet their needs.


1

Title: Characters (Fairy tales)Many fairy tales have typical characters that are similar. What types of characters do you see in fairy tale stories?

Fairy Tales

Character Actions and Description

Princess

falls in love / in some kind of trouble / wears a crown / needs to be rescued / beautiful

The Prince

The Villian

Name:

Level 1/2/3

Learning Outcomes:

The learner will



(Level 1/2/3)


2

The Princess

The Prince

The Villain

rides a horse

lives alone in a forest

in some kind of trouble

beautiful

a happy ending

rescues the princess

wears ragged clothesfunny

kind

charming

wears a crown falls under a magic spell

falls in love

needs to be rescued

ugly

uses magiccan talk to animals

tries to hurt the princess lives in a faraway land

parents are royal

rides a horse



beautiful

a happy ending



kind

charming


falls in love

needs to be rescued

ugly



parents are royal

rides a horse



beautiful

a happy ending



kind

charming


falls in love

needs to be rescued

ugly



parents are royal

(Level 1/2/3)


3

Draw a picture or choose pictures from a magazine or the internet to show what you think a typical fairy tale princess looks like.

The Princess

(Level 1/2/3)


4

Draw a picture or choose pictures from a magazine or the internet to show what you think a typical fairy tale prince looks like.

The Prince

(Level 1/2/3)


5

Draw a picture or choose pictures from a magazine or the internet to show what you think a typical fairy tale villain looks like.

The Villain

(Level 1/2/3)


6

Teacher Notes:

• For level 1 learners: to meet Assessment Criterion 2.2 – Learners need to use visual clues to identify a typical character from a genre. To demonstrate the

Assessment Criterion, learners should choose one character and complete the activities to show their understanding. The word banks can help provide some ideas for their character. Level 1 learners will not need to complete the first page.

• For level 2 learners: to meet Assessment Criterion 2.2 – Learners should identify four TV programmes or genres by name and some actual examples of TV

programmes from three genres (Assessment Criteria 1.1 and 1.2). This activity partially meets Criterion 1.2. Learners should be able to recognise some features of two genres (i.e. competition, teams, host, winner, prize), identify two typical characters (host, team, judge) and identify some typical content (introduction, game, points, prize, judgement) (Assessment Criteria 2,1, 2.2 and 2.3). This activity partially meets Assessment Criterion 2.1.

• For level 3 learners: to meet Assessment Criterion 2.2 – Learners will need to describe two typical characters from three different genres. Learners should choose

two activities to complete one-third of this Assessment Criterion.


1

Title: Characters (Horror)Many films in the horror genre have typical characters that are similar. What types of characters do you see in horror stories?

Name:

Level 1/2/3

Learning Outcomes:

The learner will



Horror

Character Actions and Description

The Victim

Lives at the end / Gets into some sort of trouble / Likeable / Needs help to survive

The Friend

The Villian

(Level 1/2/3)


2

The Victim

carries weapons

helps the victim live

gets into some sort of trouble

tries to hurt others

wears black

usually works alone

nice

needs help to live

cunning

needs to be rescued kind

always seems to know where the victim is

this character might not survive!

usually gets killed

is a good person

can scream really loud mean

likeable

The Friend

carries weapons




wears black

usually works alone

nice

needs help to live

cunning




usually gets killed

is a good person


likeable

The Villain

carries weapons




wears black

usually works alone

nice

needs help to live

cunning




usually gets killed

is a good person


likeable

(Level 1/2/3)


3

Draw a picture or choose pictures from a magazine or the internet to show what you think a typical horror story victim looks like.

The Victim

(Level 1/2/3)


4

Draw a picture or choose pictures from a magazine or the internet to show what you think a typical horror story friend looks like.

The Friend

(Level 1/2/3)


5

Draw a picture or choose pictures from a magazine or the internet to show what you think a typical horror story villain looks like.

The Villain

(Level 1/2/3)


6

Teacher Notes:

• For level 1 learners: to meet Assessment Criterion 2.2 – Learners need to use visual clues to identify a typical character from a genre. To demonstrate the

Assessment Criterion, learners should choose one character and complete the activities to show their understanding. The word banks can help provide some ideas for their character. Level 1 learners will not need to complete the first page.

• For level 2 learners: to meet Assessment Criterion 2.2 – Learners need to identify at least two typical characters from a specified genre. To demonstrate the

Assessment Criterion, learners should select two of the characters and complete the activities. Page 1 may help learners mindmap initial ideas before being given the word banks.

• For level 3 learners: to meet Assessment Criterion 2.2 – Learners will need to describe two typical characters from three different genres. Learners should choose

two activities to complete one – third of this Assessment Criterion.


1

Title: Typical characters from genresLooking at the pictures on the next page, work out which character belongs to each genre.

Draw a line, communicate or cut and paste to match the pictures to the correct genre.

Name:

Level 1/2/3

Learning Outcomes:

The learner will



(Level 1/2/3)


2

Science-Fiction

Romance

Fairy Tale

Detective

Western

Horror

Draw a line, communicate or cut and paste to match the pictures to the correct genre.

(Level 1/2/3)


3

1. I chose to match the character of

Level 3:

to the genre .

The clues I see are:

.


to the genre .


.


to the genre .


.

(Level 3)


4


Level 3:

to the genre .


.


to the genre .


.


to the genre .


.

(Level 3)


5

Teacher Notes:

Preparation Activities:

To prepare students for using visual clues, bring a selection of items associated with typical characters for learners to guess which genre they match.

– For example: hay, holster, dirt or feather for Western gene; – an apple, crown or wand for Fairy Tale gene; – any assortment of Hallowe’en decorations for Horror gene; – deer hunter hat, pen, notebook, magnifying glass for Detective gene.

• For level 1 learners: – learners will need to identify at least one appropriate character to genre match.

• For level 2 learners: – learners will need to identify at least two appropriate characters to genre matches.

• For level 3 learners: – learners will need to describe two characters from three different genres (six paragraphs in total to fully

meet the Assessment Criterion).


1

Name:

Level 1/2/3

Learning Outcomes:

The learner will

2: Understand some key features of different genresAssessment Criteria: 2.3

Title: Events (Fairy tales)Many fairy tales have typical events similar.

What events or actions seem to happen in fairy tales?

Fairy Tales

Once upon a time…

(Level 1/2/3)


2

What do you already know about the story of Cinderella?

Finish the sentences below to show what you know about the story of Cinderella.

Use words or pictures to show what happens.

First (opening)

Then something magical happens! In the middle of the story

Finally (at the end)

The end!

(Level 1/2/3)


3

On a new page:

In the fairy tale story for Cinderella, draw a picture of the events or find pictures from magazines or the internet to show each event on the following page.

Use the events in the table or use the events as worded by the student on the previous page.

Cinderella is raised by her wicked stepmother and evil stepsisters. A Ball will be held where all eligible girls are invited to meet the prince.

Cinderella is not allowed to go to the Ball so her fairy godmother helps her attend wearing a beautiful dress. At midnight Cinderella must leave the Ball but she accidentally leaves behind her shoe. The prince cannot find Cinderella.

The stepmother tries to convince the prince that the stepsister’s foot fit into the glass slipper! But, the prince finds Cinderella and they live happily ever after.

(Level 1/2/3)


4

Can you match up the jumbled Cinderella story to the plot points below?

Beginning Plot points

The stepmother tries to convince the prince that the stepsisters foot fit into the glass slipper! But, the prince finds Cinderella and they live happily ever after.

Cinderella is raised by her wicked stepmother and evil stepsisters. A Ball will be held where all eligible girls are invited to meet the prince.

Cinderella is not allowed to go to the ball so her fairy godmother helps her attend wearing a beautiful dress. At midnight Cinderella must leave the Ball but she accidentally leaves behind her shoe. The prince cannot find Cinderella.

Beginning

Middle

End

(Level 1/2/3)


5

Teacher Notes:

• For level 1 learners: to meet Assessment Criterion 2.3 – Learners need to use visual clues to identify typical events in one genre. Alternatively, learners could

illustrate or find pictures to provide their own visual clues.

• For level 2 learners: to meet Assessment Criterion 2.3 – Learners need to identify some typical content from one specified genre.

• For level 3 learners: to meet Assessment Criterion 2.2 – Learners should suggest three typical events for a particular genre and could attempt a five-part story:

beginning (setting), build up of tension, middle (main conflict), consequences of the main conflict or dilemma, and resolution.


1

Title: Super Heroes and Super VillainsScience fiction TV programmes and films are not just about outer space! They are about super heroes (and super villains too)!

For this task, you will communicate about a new super hero by creating a comic strip.

The title for my story is:

I have chosen this title because

You will need a title for the story! Here are some titles to get you thinking:

Visions of Fantasmica Daz-Red and Her Deadliest War

The Melted Skulls of Mars

Two Lords of New York

The Fire Guardian

Lunar Shadows and the Evil Gloom

Name:

Level 1/2/3

Learning Outcomes:

The learner will

3: Produce ideas for a new television programme or film from a specific genre

Assessment Criteria: 3.1/3.2

(Level 1/2/3)


2

My Super Hero

Write, draw or list ideas about your new super hero.

Here are some questions to think about:

• What is their super power(s)?

– Super strength, super speed, super smart…

• What is their weakness?

– Being without their weapon, certain metals, fire…

• What do they look like?

– Boy/girl, muscles, glasses, pink hair…

• What do they wear?

– Do they wear a cape? Bright colours? A mask?

(Level 1/2/3)


3

My Super Villain

Write, draw or list ideas about your new super villain.

Here are some questions to think about:

• What is their super power(s)?

– Mind control, ability to freeze, time travel…

• What is their weakness?

– Sunshine, the colour green, a certain sound…

• What do they look like?

– Creepy? Tall? Small? Human? Alien? Always frowning?

• What do they wear?

– Black? Rags? Do they show off their weapons?

(Level 1/2/3)


4

Comic Strip

Now that you have a title, characters and some ideas about what your comic strip is about, it is time to create it.

To do well on this task, here are some things to consider:

Show your super hero and villain clearly in the comic strip.

Show a setting in the background (planets in space, skyscrapers in a city, clouds in the sky…)

Use thought or speech bubbles to show content.

Keep your comic strip simple. You are not telling a whole story start to finish but showing a little bit about the main characters. Choose your thought or speech bubbles carefully.

☑☑☑☑

(Level 1/2/3)


5

(Level 1/2/3)


6

(Level 1/2/3)


7

(Level 1/2/3)


8

Teacher Notes:

• Learners will have fun trying out new technologies in the classroom. In this task, learners will create comic strips for their super heroes. There are several free, easy sites that can make this learning activity accessible. Teachers will need to, briefly familiarise themselves with the websites beforehand to support learners. The websites are free and learners can screenshot, print or email their creations. If sites are too tricky for learners, creating comic strips on the computer or with drawings are great ways to complete this task too.

www.makebeliefscomix.com/Comix/

stripgenerator.com/strip/create/

• For level 1 learners: – Choose a title (from the list or can make one up). Learners do not need to justify their ideas to meet

Assessment Criterion 3.1. – For Assessment Criterion 3.2, learners need to use symbols, pictures, words, phrases or simple sentences

to communicate about their superhero in the comic strip. The pages for My Super Hero and My Super Villain can also help in meeting this Assessment Criterion.

• For level 2 learners: – Choose a title (from the list or make one up). Learners must justify their ideas to meet Assessment

Criterion 3.1. – For Assessment Criterion 3.2, learners need to be able to use a given format to communicate their ideas.

The pages for My Super Hero and My Super Villain can also help in meeting this Assessment Criterion.

• For level 3 learners: – Choose a title (level 3 learners should be able to create a new title from their own ideas). Learners must

justify their ideas to meet Assessment Criterion 3.1. – For Assessment Criterion 3.2, learners should clearly communicate detailed ideas about their characters,

setting and content by carefully arranging their comic strip to show all three of these elements. The sheets on My Super Hero and My Super Villain will help learners demonstrate the detail required for this Assessment Criterion.

http://www.makebeliefscomix.com/Comix/

http://stripgenerator.com/strip/create/


9

Title: Science fiction versus HorrorThe genre of science fiction and the genre of horror each have different aspects, typical phrases and vocabulary.

On the following page, use two different colours to highlight which words and phrases represent the genre of science fiction and which words and phrases represent the genre of horror.

Name:

Level 1/2

Learning Outcomes:

The learner will

1: Know how television programmes or films are grouped into genres2: Understand some key features of different genres3: Produce ideas for a new television programme or film from a specific genre

Assessment Criteria: 1.1/2.1/2.3/3.2

(Level 1/2)


10

robot creaking stairs space cadet grotesque guise

flying saucer echoing walls dark and gloomy room candle flames dwindled

cosmos wavelengths alien life icy terror

suffocating night air galaxy launch screeching

and wailing

spaceship first contact blue, swirling potions a damp mist rose

countdown lift off wolves howling under moonlight air crew

elevator cosmonauts cracked clouded panes of glass

scientist laboratory blotched and weather stained door machine wires

hovercraft bleached bones midnight electronic bugs

twitching eyes dim and eerie light malfunction lurking in the darkness

soft and menacing voice cemetery in fog guidance systems silver device

faint cries in the dark shaking in terror electronic components advanced intelligence

Science Fiction colour Horror colour

(Level 1/2)


11

Teacher Notes:

• For level 1 learners: – To meet Assessment Criterion 1.1: learners must communicate about television programmes or films

using appropriate vocabulary. In this example, the distinction is between science fiction and horror genres. – To meet Assessment Outcome 3.2: learners must be able to identify phrases to communicate ideas about

television programmes or film.

• For level 2 learners: – To meet Assessment Criterion 2.1: learners must be able to identify features of at least two different

genres. This task meets the minimum requirement for this Assessment Outcome. – To meet Assessment Criterion 2.3: learners should identify typical content from a specified genre.

In this task, learners can demonstrate understanding of typical features or phrases from two genres.


1

Title: Western versus RomanceThe genre of westerns and the genre of romance each have different aspects, typical phrases and vocabulary.

On the following page, use two different colours to highlight which words and phrases represent the genre of westerns and which words and phrases represent the genre of romance.

Name:

Level 1/2

Learning Outcomes:

The learner will

1: Know how television programmes or films are grouped into genres2: Understand some key features of different genres3: Produce ideas for a new television programme or film from a specific genre

Assessment Criteria: 1.1/2.1/2.3/3.2

(Level 1/2)


2

shoot him down like a dog love in your eyes desire candle flames

cowboy hat blonde hair in the wind dollars true, pure beauty

horse and saddle Did my heart love till now?

gunfight at the ’ole saloon the stars shone

sheriff high noon turn and draw stagecoach

smouldering eyes danced for hours you must be an angel

the fastest draw in the West

moonlight and roses wild horses enchanted evening hotel veranda

my heart beats only for you ‘howdy partner’ tumbleweed rolling through

the desert

tall cowboy enters through saloon doors

holster spurs my love will never never die

tombstone cactus gambling a red, red rose

poker game scorching sun ranch hand apache

darling ’ole timer native American Indian

footprints on a sandy beach

Westerns colour Romance colour

(Level 1/2)


3

Teacher Notes:

• For level 1 learners: – To meet Assessment Criterion 1.1: learners must communicate about television programmes or films

using appropriate vocabulary. In this example, the distinction is between science fiction and horror genres. – To meet Assessment Outcome 3.2: learners must be able to identify phrases to communicate ideas about

television programmes or film.

• For level 2 learners: – To meet Assessment Criterion 2.1: learners must be able to identify features of at least two different

genres. This task meets the minimum requirement for this Assessment Outcome. – To meet Assessment Criterion 2.3: learners should identify typical content from a specified genre.

In this task, learners can demonstrate understanding of typical features or phrases from two genres.


1

Title: Film to GenreUsing a list of top 2014 film titles or titles of other films you know, match them to the correct genre:

Name:

Level 1/2

Learning Outcomes:

The learner will

1 Know how television programmes or films are grouped into genres


Science Fiction

1: 2:

Comedy

1: 2:

Adventure

1: 2:

Fairy Tale

1: 2:

Dumb and Dumber Into the Woods

Cinderella The Lego Movie

Guardians of the Galaxy Night at the Museum: Secret of the Tomb

Maleficent Captain America: The Winter Soldier

(Level 1/2)


2

Suggest film titles and correct answers:

Science Fiction

1: Captain America: The Winter Soldier 2: Guardians of the Galaxy

Comedy

1: Dumb and Dumber 2: Night at the Museum: Secret of the Tomb (could also be placed in science fiction)

Adventure

1: Into the Woods 2: The Lego Movie

Fairy Tale

1: Maleficent 2: Cinderella

(Level 1/2)


3

Teacher Notes:

• Learners can use the film lists provided if they are familiar with the titles, or can suggest film titles they are already familiar with.

• GAME: If this task would work best with learners by coming up with a class or individual list of familiar film titles, then see how many titles learners can generate in a given time (1, 2 or 5 minutes). From this list, proceed by sorting them into genres.


– To meet Assessment Criterion 1.1, learners should identify four films genres. This task also meets the Assessment Criterion for 1.2.


– Learners should give two examples of films from four different genres (eight total matches) This task does NOT meet the Assessment Criterion for 1.2 for level 3.


1

Title: Genre ComparisonsSort card task:

1. Choose two genres you know really well. 2. Cut up the sort cards on the following page.3. Pick out which features, characters or events your genres have.4. Organise the cards so that different features, characters or events are separate and shared features, characters or events are in the middle.

Choose two genres:

– Horror; – Science fiction; – Western; – Detective; – Romance; – Comedy; – Fairy Tale; – Reality TV; – Mystery; – Action.

Name:

Level 3

Learning Outcomes:

The learner will

1: Know how television programmes or films are grouped into genres


(Level 3)


2

Nam

e of

gen

re:

Nam

e of

gen

re:

(Level 3)


3

someone is suspected of murder native American Indian a character

helps another story is based on made-up events

black clothing super powers a victim competition

the hero poker game robot a forest

a villain a character is banished a castle unusual clothing

gunfight a host crime another planet

story is based on real events once upon a time cowboy a prince

weapon beautiful clothing suspense the desert

Team 2 sad ending the bully Team 1

someone who helps the hero monsters magic martial arts skill

a happy ending the goofball animals a wedding

earth mystery army potions

loser rewards notepad and pencil two people fall in love

set in the future one person is left alive character gets into trouble

a problem needs to be sorted out

aliens a sandy beach a judge a full moon

a person earns points set in the past a friend a fairy godmother

danger galaxy winner eerie music

animals that can talk a faraway land jokes/ humour a dinner date

Sort Cards

(Level 3)


4

Teacher Notes:

• For level 3 learners: – To meet Assessment Criterion 1.2: learners only need to pick out two similarities between two genres of

their choice. As a way to structure and extend learning, they could use the Venn diagram provided to pick out all the relevant features, characters and events for two genres of their choice; then sort the similar features, characters and events in the overlapping section in the middle.

– To meet Assessment Outcome 3.2: learners must be able to identify phrases to communicate ideas about television programmes or film.

• For example: – Western: gun fights, native American Indian, cowboy, set in the past, danger, desert, etc; – Romance: two people fall in love, story is based on made up events, a dinner date, a sandy beach, etc; – Similarity 1: a problem needs to be sorted out; – Similarity 2: a hero in both genres.


1

Title: Science fiction versus HorrorThe genre of science fiction and the genre of horror each have different aspects, typical phrases and vocabulary.

On the following page, use two different colours to highlight which words and phrases represent the genre of science fiction and which words and phrases represent the genre of horror.

– Suggest some of your own in the blank spaces.

Name:

Level 3

Learning Outcomes:

The learner will



(Level 3)


2

robot flying saucer creaking stairs cosmos

echoing walls wavelengths dark and gloomy room candle flames dwindled

alien life galaxy launch screeching and wailing

spaceship first contact countdown lift off

wolves howling under moonlight air crew elevator

cosmonauts scientist laboratory blotched and weather stained door

hovercraft midnight electronic bugs twitching eyes

lurking in the darkness soft and menacing voice cemetery in fog guidance systems

faint cries in the dark shaking in terror electronic components

Science Fiction colour Horror colour

(Level 3)


3

Teacher Notes:

• For level 3 learners: – To meet Assessment Criterion 2.1: learners must be able to suggest at least three of their own features of

one of the genres. – To meet Assessment Outcome 2.3: learners should suggest at least three typical events from one

specified genre.


1

Title: Western versus RomanceThe genre of science fiction and the genre of horror each have different aspects, typical phrases and vocabulary.

On the following page, use two different colours to highlight which words and phrases represent the genre of westerns and which words and phrases represent the genre of romance.

– Suggest some of your own in the blank spaces.

Name:

Level 3

Learning Outcomes:

The learner will



(Level 3)


2

shoot him down like a dog Stetson hat blonde hair

brushed in the wind dollars

horse and saddle Did my heart love till now?

gunfight at the ’ole saloon

the stars shone as they danced

sheriff high noon turn and draw smouldering eyes

danced for hours the fastest draw in the West moonlight and roses wild horses

enchanted evening My heart beats only for you ‘howdy partner’ tumbleweed

rolling through the desert

tall cowboy enters through saloon doors

my love will never never die tombstone

a red, red rose poker game ranch hand ’ole timer

native American Indian footprints on a sandy beach

Western colour Romance colour

(Level 3)


3

Teacher Notes:

• For level 3 learners: – To meet Assessment Criterion 2.1: learners must be able to suggest at least three of their own features of

one of the genres. – To meet Assessment Outcome 2.3: learners should suggest at least three typical events from one

specified genre.

Task Sheet - CCEA · • To meet Assessment Criteria 2.1, 2.2 and 2.3, learners can view three...

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Transcript of Task Sheet - CCEA · • To meet Assessment Criteria 2.1, 2.2 and 2.3, learners can view three...