Smoke Screen Stage 3

Tailored activities (high needs) – Stage 3

The following activities provide examples of tailored tasks From Smoke screen Stage 3 for students with high language needs.

Activity 7

From tailored activities Smoke screen Stage 3, (Attitudes to smoking) Activity 7: Tobacco on the `screen’, Task 1

Activity 8

From tailored activities Smoke screen Stage 3, (Advocating against smoking) Activity 8: Passive smoking, Tasks 1-2, Worksheet 8.1

Activity 9 Option 1

From tailored activities Smoke screen Stage 3 (Advocating against smoking) Activity 9: Creating an anti-smoking comic, Tasks 1-3, Worksheet 9.1

Activity 9 Option 2

From tailored activities Smoke screen Stage 3 (Advocating against smoking) Activity 9: Creating an anti-smoking comic, Tasks 1-3, Worksheet 9.1

(Attitudes to smoking) Activity 7: Tobacco on the ‘screen’, Task 1

Teaching and learning point focus:
· using interactive oral communication strategies (discussion activity)
· providing visual presentations
· being inclusive
Language focus:
Mode/s: viewing, writing
Language processes: extracting, inferring, describing
Grammar: adjectives
Vocabulary: based on prior learning

Preparation:

· TV program and video

· Student Worksheet: Smoking on the big screen (2 copies per student)

Procedure / Teachers’ Notes
1. Obtain videos of both a TV program and a movie that show the main character smoking.
2. Identify and show a segment from either the TV program or the movie / There is a list of movies in OHT 7.1: Movies and smoking (Smoke screen Stage 3)
Showing students relevant segments provides the visual support needed to answer subsequent questions.

Activity 7: Tobacco on the ‘screen’

Procedure / Teachers’ Notes
3. Ask the class for responses to the following questions and model written responses on the board.
Ask students to write down the responses onto their Student Worksheet: Smoking on the big screen.
· Name the TV show or movie.
· What else was the character doing while smoking?
· What type of image is the character portraying?
· Would the character be like this in real life?
· Who may this type of image appeal to?
· What was shown about the effects of smoking?
4. Place students in pairs or in groups.
5. Show the second segment chosen for viewing.
6. Ask them to discuss the responses in their pairs/groups and then write down their final answers.
7. Bring the groups together to discuss final responses. / Language items that may arise in this activity include a range of adjectives. e.g. when describing the image an actor portrays (tough, cool, masculine)
e.g. talking on the telephone, driving, walking in a street, in a bar?
e.g. rough, rugged, tough, sexy, glamorous, stressed, adventurous
(i.e. would the character be glamorous, sensationalised?)
Few TV programs or movies show the negative effects of smoking.

Activity 7: Tobacco on the ‘screen’

Procedure / Teachers’ Notes
8. Hand out another table for homework to be done independently over a few days and discussed in a subsequent lesson. / The handout asks students to view two TV programs and/or movies and complete the table independently.
N.B. Students from backgrounds other than English may be able to watch a movie in their own or their parents’ first language.
Upon discussing their responses the following question can be asked:
How similar or dissimilar are the messages about smoking between the English-speaking movies and that of movies in languages other than English?

Activity 7: Tobacco on the ‘screen’

Student Worksheet

Smoking on the big screen

Instructions

View the relevant segments from the TV program or movie and answer the following questions.

Questions / TV program or video 1 / TV program or video 2
1. Name a TV show or movie where you have seen a main character smoking.
2. What else was the character doing?
3. Would the character be like this in real life?
4. What type of image is the character portraying?
5. Who may this type of image appeal to?
6. What was not shown about the effects of smoking?

(Advocating against smoking) Activity 8: Passive smoking, Tasks 1-2,

Worksheet 8.1

Teaching and learning point focus:
· using a range of non-verbal strategies
· teaching essential new vocabulary
· providing visual presentations (mind map, consequences web)
Language focus:
Mode/s: writing
Language processes: describing, defining
Grammar: modality (could, might, may)
conditional tense – describing a hypothetical or imaginary event (If………, then I will / could / might…)
Vocabulary: mainstream smoking, sidestream smoke, passive smoking, exhaled mainstream smoke

Preparation:

· Student Worksheet: Describing the freeze frames

· Worksheet 8.1: Passive smoking (Smoke screen Stage 3)

· chart paper (or cardboard) 6-8 sheets

· OHT Modelling a consequences web

Procedure / Teachers’ Notes
1. Hand out Student Worksheet: Describing the freeze frames.
2. Ask students to imagine a room filled with people, some of whom are smoking.

Activity 8: Passive smoking

Procedure / Teachers’ Notes
3. Ask students, in groups, to mime being in the room with the smokers.
Each group will create a freeze frame capturing how the non- smokers might be feeling.
4. Ask one group to model a freeze frame.
5. Ask the rest of the class to watch the freeze frame and describe the actions and possible feelings.
6. Elicit responses and put some on the board.
7. Highlight specific language in the sample responses that students will need to complete their worksheets.
Modify the students’ responses together with the class to provide a more accurate model, should this be necessary.
8. Ask each group in turn to show their freeze frame.
Ask each group to jointly fill in the rest of their tables accordingly.
9. Ask whether any student knows what breathing in smoke in a room is called. / Miming will assist students to explore how people possibly feel when surrounded by smokers.
The specific language includes:
- the present tense continuous when describing the freeze frame, and
- modality (might, could, may) when describing how someone might be feeling.
N.B. Sample responses are provided in the Student Worksheet: Describing the freeze frame.

Activity 8: Passive smoking

Procedure / Teachers’ Notes
10. Ask students to define mainstream, sidestream, passive smoking and exhaled mainstream smoke in their own words where possible.
11. Guide students into defining the terms correctly, highlighting the use of the present tense and the verb to be (is).
12. Ask students to complete the cloze activity in Worksheet 8: Passive smoking
13. Construct a mind map with the class highlighting possible effects of passive smoking. / · Mainstream smoking is the smoke sucked in by the smoker.
· Exhaled mainstream smoke is the smoke the smoker blows into the air.
· Sidestream smoke is the smoke that drifts from the end of a burning cigarette.
· Passive smoking is the exhaled and sidestream smoke inhaled by a person near a smoker.
(the verb to be can be replaced by refers to/can be defined as…)
Definitions can be placed on strips of cardboard around the room and in students’ word banks.
The cloze activity reinforces the meanings of the four terms.
The effects of passive smoking will be used in the construction of consequences webs.

Activity 8: Passive smoking

Procedure / Teachers’ Notes
14. Model a consequences web using the OHT: Modelling a consequences web.
Note to the class that the two different effects lead to more effects.
Highlight the use of modals for describing the effects (will,
would, might etc.)
15. Construct a second consequences web with the class using one or two of the effects from the mind map.
16. Give each group of students one effect of passive smoking from the mind map (or they can create new ones).
Ask them to create their own consequences web on chart paper to be displayed around the room.
17. Ask students to walk around the room and read each consequences web. / A consequences web is a visual representation of highlighting cause and effect.

Activity 8: Passive smoking

Student Worksheet

Describing the freeze frames

Actions / Feelings
Non-smokers / · An older woman is standing in the corner with a friend. The older woman is coughing and her friend is blinking a lot.
·
·
·
·
· / · The older woman looks uncomfortable and her friend may be getting annoyed.
·
·
·
·
·

Activity 8: Passive smoking

OHT

Modelling a consequences web

(Advocating against smoking) Activity 9A: Creating an anti-smoking comic,

Tasks 1-3, Worksheet 9.1

Teaching and learning point focus:
· teaching writing
· providing visual presentations
Language focus:
Mode/s: writing
Language processes: narrating
Grammar: direct speech, use of second person (you), use of first person (thought bubbles), conversational phrases/conventions
Vocabulary: based on prior learning

Preparation:

· photocopies of jumbled frames from Worksheet 9.1: Anti-smoking comic (Smoke screen Stage 3) (1 set per pair)

· scissors, glue

· sheets of cardboard (optional) or chart paper

Procedure / Teachers’ Notes
1. Tell the class that the purpose of creating an anti-smoking comic is to advocate against smoking.
2. Revise reasons as to why smoking is harmful.
3. Choose a sequence for the frames of the comic. / Write reasons on a mind map to help students learn the information.

Activity 9: Creating an anti-smoking comic

Procedure / Teachers’ Notes
4. Model how to write the anti-smoking comic by:
- writing a series of phrases or sentences as direct speech on an OHT with the class
- highlighting the language features
- asking students to tell you the social purpose of the text.
5. Give a copy of Worksheet 9.1: Anti-smoking comic to pairs of students.
6. Ask students to cut out each of the frames of the comic.
7. Ask them to:
- sequence the frames
- write the captions
- arrange the sequence onto a sheet of cardboard or chart paper, and
- add a title.
8. Check their comic strips for accuracy in the area of content and language.
9. Ask students to paste their sequence onto the sheet of cardboard or butcher’s paper.
10. Display students’ work and ask students to walk around the room reading each pair’s comic. / Conventions of direct speech when writing the comic strip include short conversational phrases / sentences, use of the second person, thought bubbles in the first person, conversational conventions such as ..umm…ahh etc…and contractions (I’m).
The social purpose in this text is to inform by way of advocating against smoking.
Remind students that there is no determined sequence for the cartoon.
Students may wish to use pencil first for their first draft (before pasting).

(Advocating against smoking) Activity 9B: Creating an anti-smoking comic,

Tasks 1-3, Worksheet 9.1 Option 2

Teaching and learning point focus:
· teaching interactive oral communication strategies (listen, sequence, retell)
· teaching writing
Language focus:
Mode/s: listening, speaking, writing
Language processes: recounting, narrating
Grammar: past tenses, direct speech, use of second person (you), use of first person (thought bubbles), conversational phrases/conventions
Vocabulary: based on prior learning

Preparation:

· photocopies of jumbled frames from Worksheet 9.1: Anti-smoking comic (Smoke screen Stage 3) (1 set per pair)

· scissors, glue

· sheets of cardboard (optional) or butcher’s paper

· Teacher reference sheet: Teresa Zappia’s diary

Procedure / Teachers’ Notes
1. Give a copy of Worksheet 9.1: Anti-smoking comic to pairs of students.
2. Ask students to cut out each of the frames.
3. Read out a segment from Teresa Zappia’s diary, a recount from a fictitious character’s diary, two or three times. / A listening/sequencing activity improves the listening comprehension skills of students, especially ESL learners.

Activity 9: Creating an anti-smoking comic

Procedure / Teachers’ Notes
4. Ask students to look at their various frames and sequence them in an order that matches the story.
5. Ask students to then take turns in retelling the story verbally to each other in pairs.
6. Ask them to convert the recount to a dialogue in the form of a comic strip.
7. Choose a comic strip whose content and language is accurate.
Use this example to :
- highlight the language
features
- ask students to tell you what the social purpose is of the text.
8. Ask students to return to their texts and rewrite any sections that might need to be redrafted.
9. Check their comic strips for accuracy in the area of content and language.
10. Ask students to paste their sequence onto the sheet of cardboard or chart paper.
11. Display students’ work and ask students to walk around the room reading each pair’s comic. / Retelling enables students to practise their recall and comprehension skills. It also helps students to focus on content (in this case the advocacy against smoking) and how language is used.
Ask them to use pencil in the first instance.
Conventions of direct speech when writing the comic strip include short conversational phrases/sentences, use of the second person, thought bubbles in the first person, conversational conventions such as ..umm…ahh etc…, and contractions (I’m).
The social purpose in this text is to inform by way of advocating against smoking.

Activity 9: Creating an anti-smoking comic

Teacher Reference Sheet

Theresa Zappia’s diary

(to be read to students)

Hey …what a night…my brother Joe and I got invited to this party where there were some high school kids.

Joe was feeling upset about losing his bike and really needed something to cheer him up. Some guy, Sam I think, offered him a smoke. Can’t believe he took it! What was he thinking? I bet he thought he could look older and fit in with everyone else.

Well….was it bad or was it bad….he coughed and coughed and his eyes were bulging…I couldn’t believe people do this to themselves….How embarrassing! I bet he didn’t want to look like a fool so he continued smoking. The smoke filled the room…no doors or windows in the room I can tell you….

I walked outside to get some air and there he was…still smoking…..he’s had it. Wait till mum and dad find out!

I went up to him and nearly died from the smell. I didn’t hang around long I can tell you…

Then Lisa, our neighbour, came past and asked whether he had eaten an ashtray. Yep, his breath was that bad. He’s in trouble. Wait till Lisa comes over tomorrow. Boy…. No one wanted to be near him…..he was getting depressed…I could tell…he even walked home early..and alone…..bet he was still thinking about his bike.

I hope if anyone asks him to smoke, especially at this other party we’re invited to next week, he’ll say ‘No…..’.