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What to do:
| 4.1.1 |
MUSIC that has stood the test of time – POP = POPular. See how many singers/groups you recognise by supplying one song for each artist.
FOR THE EDUCATOR:
Choose a piece of music for the learners to listen to, e.g. Imagine by John Lennon or Gangsters Paradise or Remember the sunscreen. Draw up some questions for them to answer. Have straightforward facts, e.g. list four things John Lennon wants you to imagine/ When will you dance the Funky Chicken? Also have questions asking for opinions, e.g. do you agree with John Lennon? Say why.
Popularity can be very fleeting. Some songs make it to the Number 1 spot, only to be knocked down the very next week. But some songs continue to be POPULAR for decades. The most POPULAR group of all that have stood the test of time is the FAB FOUR – The Beatles.
BEATLEMANIA
| Learning Outcomes(LOs) |
| LO 2 |
| SPEAKING The learner will be able to communicate effectively in spoken language in a wide range of situations. |
| Assessment Standards(ASs) |
| We know this when the learner: |
| 2.1 communicates experiences, more complex ideas and information in more challenging contexts, for different audiences and purposes: |
| 2.1.2 uses language for creative and imaginative self-expression (e.g. poems, response to music); |
| 2.1.3 shares ideas and offers opinions on challenging topics in a local, coherent and structured way (e.g. poster presentations, reports, debates); |
| 2.1.4 asks and responds to challenging questions; |
| 2.1.5 develops factual and reasonable arguments to justify opinions; |
| 2.2 applies interaction skills in group situations: |
| 2.2.4 uses diplomatic language in potential conflict situations; |
| 2.4 uses appropriate language for different purposes and audiences: |
| 2.4.1 uses appropriate register in unfamiliar and more challenging situations and shows an awareness of different audiences. |
| LO 3 |
| READING AND VIEWING The learner will be able to read and view for information and enjoyment, and to respond critically to the aesthetic, cultural and emotional values in texts. |
| We know this when the learner: |
| 3.2 views and discusses various visual and multimedia texts (e.g. photographs, television advertisements, dramas and documentaries, Internet and CD-ROMs where available): |
| 3.2.1 interprets and discusses message; |
| 3.3 explains interpretation and overall response to text, giving reasons based on the text or own experience; |
| 3.8 understands and uses information texts appropriately: |
| 3.8.1 summarises main and supporting ideas; |
| 3.8.2 selects and records relevant information appropriately; |
| 3.10 selects relevant texts for personal and information needs from a wide variety of sources such as in the local community and via electronic media (where available). |
| LO 4 |
| We know this when the learner: |
| 4.1 writes different kinds of texts for different purposes and audiences: |
| 4.1.1 writes for personal, exploratory, playful, imaginative and creative purposes (e.g. journals, poems, myths, dialogues, argumentative essays); |
| 4.1.2 writes informational texts expressing ideas clearly and logically for different audiences (e.g. research report, letter to the newspaper, technical instructions); |
| 4.1.3 writes and designs visual texts clearly and creatively using language, sound effects, graphics and design for different audiences (e.g. CD and book covers, advertisement for television or radio, newsletter with photographs); |
| 4.3 presents work with attention to neatness and enhanced presentation (e.g. cover, content page, layout, and appropriate illustrations or graphics); |
| 4.4 applies knowledge of language at various levels: |
| 4.4.1 word level;4.4.3 paragraph level. |
| LO 5 |
| THINKING AND REASONING The learner will able to use language to think and reason, and access, process and use information for learning. |
| We know this when the learner: |
| 5.1 uses language to think and reason: |
| 5.1.3 develops a balanced argument on relevant and challenging issues; |
| 5.2 uses language to investigate and explore: |
| 5.2.1 asks critical questions that challenge and seek alternative explanations; |
| 5.3 processes information: |
| 5.3.2 compares and contrasts information and ideas and indicates the basis for the comparison; |
| 5.3.6 changes format of information (e.g. from tables into written form, tables to graphs). |
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