Esio Trot
[pic][pic]
( Part I (
Teacher’s Guide and Teaching Plan
|Description | |
| |Students read an excerpt of There’s a Boy in the Girls’ Bathroom (Chapters 6 and 7). They do a reading |
| |comprehension and vocabulary exercises. Then they focus on language about giving directions. After that |
| |they do some activities about going to a new school and friendship |
|The Story | |
| |Bradley Chalkers is a troublemaker and a bully in his school. Jeff Fishkin is a newcomer, and he tries |
| |to make friends with Bradley. With Miss Carla Davis, the new counselor’s help, Bradley begins to change |
| |into a good and popular boy. |
|Learning Targets | |
| |Knowledge dimension |
| |Interpret information |
| |Present information |
| | |
| | |
| |Interpersonal dimension |
| |Participate in discussions |
| | |
| | |
| |Experience |
| |Write or speak in different imaginary situations |
| | |
| | |
|Generic Skills and Attitudes | |
| |Collaboration skills |
| |Creativity |
| |Communication skills |
|Objectives | |
| |Student are able |
| |To understand the text and vocabulary of the excerpt. |
| |To practise the language about giving directions. |
| |To practise using the structure: by + present participle. |
| |To practise speaking and writing in imaginary situations. |
|Language Focus | |
| |Vocabulary |
| |Names of people in school |
| |Names of places in school |
| |Verbs describing body movements |
| | |
| | |
| |Grammar |
| |by + present participle |
| | |
| | |
| |Function |
| |Giving directions |
| | |
| | |
| |Text Type |
| |Narrative |
| | |
| | |
|Activities and Skills Focused| |
| |Reading a text – whole-class work |
| |Understanding the text and vocabulary – whole-class work |
| |Language focus – whole-class work |
| |Drawing a poster – pair work, group work |
| |Prediction –group work |
| |Writing an entry in diary – individual work |
| |Role play – pair work |
| |Project – group work |
| |Book mark competition – individual work |
|Materials | |
| |Excerpt from the story There’s a Boy in the Girls’ Bathroom |
| |Reading comprehension exercise |
| |Vocabulary exercise |
| |Worksheet on giving directions |
| |Worksheet on sentence structure: by + present participle |
| |Suggested additional activities |
|Catering for Learner | |
|Diversity |The two units can be done together with more capable students, or separately with weaker students. If |
| |they are done separately, relevant post-reading activities can be done after each unit. |
| |For weaker students, the teacher can provide more examples in the following before students attempt the |
| |tasks given: |
| |reading comprehension |
| |vocabulary |
| |grammar focus |
| |writing |
| |speaking |
| |For pair work and group discussions, more able students can be put together with weaker ones so they can|
| |help the latter complete the tasks more easily. |
| |A few additional activities are included for students of higher abilities in English and greater |
| |creativity. |
| |More capable students can also be encouraged to read the whole story afterwards. |
|Suggested Number of Lessons | |
| |10 |
1. Reading
The two units can be done together or separately, depending on the ability of the students.
▪ The first unit focuses on how a new student looks for a particular place in a school.
▪ The second unit focuses on the school counselor’s advice to the student on how to make friends in a new environment.
Pre-reading activities
▪ Ask students questions about their experiences in a new place, e.g. a new flat, a new school, a tourist spot.
▪ Introduce the story by going over the gist of the story with students.
▪ Ask students to predict what would happen to Jeff in the new school.
Post-reading activities
▪ Do the reading comprehension.
▪ Do the vocabulary exercises.
▪ Do the grammar exercises.
▪ Do the extended activities.
2. Language Focus
Giving directions
▪ Start by telling students to go to certain places in the classroom.
▪ Ask them for the prepositions and other phrases that can be used when giving directions.
▪ Do the speaking exercise.
By + present participle
▪ Ask students to study the form used in the excerpt.
▪ Ask them to work in pairs to come up with more examples for the writing task.
3. Additional Activities
Prediction
▪ Ask students to predict what would happen to Jeff later in the story, and what Carla could do to help Jeff and Bradley.
▪ Encourage them to read the whole story to find out what happens.
Writing
▪ Tell students to brainstorm for ideas before they write on their own.
▪ Tell students to be creative. They can be humorous and imaginative.
Project
▪ Tell students to work in small groups.
▪ Tell them to think of what they expected to know and what problems they had when they first came to this secondary school. This would help them work out a good orientation programme for new students.
▪ The final products can be displayed on the notice boards.
4. Competition
▪ Show students some pictures of the “Love is …” comics. (Visit following website for comics: )
▪ The final products can be displayed on the notice boards.
( Part II (
Student Book with Answer Key
1. What are Jeff’s problems at the new school?
|Places in school |Cannot find the places. |
| |Goes into girls’ bathroom by mistake. |
|Friends |Has no friends because he is new in the school. |
| |The kids in his class call him Fishface. |
| |Tries to make friends with Bradley, who is a troublemaker and nobody likes him. |
| |Bradley tells him to give him a dollar or he will spit on him. |
| | |
|Class teacher |She says nobody likes sitting with Bradley out loud right in front of the whole class, which |
| |must hurt him. He thinks she is wrong to do that. |
| | |
2. What does Carla Davis do to make Jeff feel easy and to make friends with him?
|What she does before she talks to him|She smiles and holds out her hand. |
| | |
|How she says he can help her |She says that it is hard for her to make friends with the teachers, and that they can share |
| |their experiences and learn from each other. |
| | |
|How she wants him to call her |She wants him to call her Carla, not Miss Davis. |
|What she promises to do about what he|She says she will not tell anyone what he tells her. |
|tells her | |
|Character |Adjectives to describe him/her* |Evidence |Your drawing of him/her |
|Jeff Fishkin | | | |
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|Bradley Chalkers | | | |
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|Carla Davis | | | |
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| | | | |
| | | | |
| | | | |
* Adjectives for your consideration:
|friendly |unfriendly |cool |warm |
|kind |unkind |helpful |troublesome |
|careful |careless |caring |cunning |
|lazy |hardworking |shy |sociable |
|clever |foolish |honest |dishonest |
|optimistic |pessimistic |skilful |clumsy |
|interesting |boring |patient |impatient |
|sincere |insincere |active |inactive |
1. People in the school
The excerpt from the story introduces the following people we see in the school:
student, teacher, class teacher, principal, counselor
There are also different people in schools in Hong Kong. Do you know all of the people below?
In the following table, match the people with the descriptions.
|People |Answer | |Description |
|Principal |e | |cleans the blackboard |
|Clerk |c | |teaches students a subject |
|IT technician |f | |works in the General Office |
|Monitor |J | |tells students to behave themselves |
|Laboratory technician |k | |is head of the school |
|Janitor |l | |helps with computer matters |
|Prefect |i | |gives advice to students with problems |
|Day steward |a | |helps to look after the library |
|Librarian |h | |is a student leader in school |
|Counselor |g | |helps teachers look after matters in a class |
|Teacher |b | |prepares apparatus of experiments |
|Discipline Master |d | |cleans the school campus |
2. Places in school
The excerpt introduces many places in the school: hall (corridor), counselor’s office, bathroom, storage room
There are many other places in a school. Look at the following pictures. In what parts of the school do you usually see these things? You may choose the answers from the list under the pictures.
|[pic] |[pic] |[pic] | |[pic] |[pic] |
| | | |[pic] | | |
|General office |Library |Canteen |Corridor |Principal’s office |Hall |
|[pic] |[pic] |[pic] |[pic] |[pic] |[pic] |
|Toilet |Staff room |Computer room |Playground |Laboratory |Music room |
|[pic] |[pic] |[pic] |[pic] |[pic] |[pic] |
|School gate |Classroom |Art room |H. E. room |Medical room |Counselor’s office |
Places in the school:
|Hall |Principal’s office |
|Staff room |General office |
|Laboratory |Playground |
|Counselor’s office |Library |
|School gate |Medical room |
|Corridor |Toilet / bathroom |
|Canteen / tuck shop |Computer room |
|Music room |Art room |
|Home economics room |Classroom |
3. Verbs describing body movements
There are many verbs describing how people move.
Here are some examples used in the excerpt of the story:
▪ A teacher carrying a stack of papers stepped out of a door and Jeff hurried up to her.
▪ Go down this hall to the end, turn right.
▪ Jeff froze. He covered his face with his hands, then dashed out the door.
▪ He raced down the hall. Suddenly his feet slipped out from under him. He waved his arms wildly as he tried to keep his balance, then flopped down on the floor.
▪ He rounded the corner, then spotted what looked like some kind of storage room.
▪ He ducked inside and closed the door behind him.
▪ He spun around.
Exercises
i. Do you know all the following words? Match the words with the pictures.
|sit |walk |stand |fall |nod |jump |
|hurry |slip |lean |tremble |duck |spin |
|kneel |bow |dash |turn |rise |freeze |
|[pic] |[pic] |[pic] |[pic] |[pic] |[pic] |
|fall |lean |sit |tremble |bow |duck |
|[pic] |[pic] |[pic] |[pic] |[pic] |[pic] |
|slip |walk |hurry |stand |dash |freeze |
|[pic] |[pic] |[pic] |[pic] |[pic] |[pic] |
|jump |spin |kneel |turn |rise |nod |
ii. Fill in the blanks in the following passage with suitable words from the list above. Remember to put the verbs in the correct forms.
Tony Chan’s First Public Speaking Experience
It was an important school day for Tony Chan. He had to present a speech on stage in morning assembly. As it was his first experience in public speaking, he had rehearsed his speech many times, and was ready for the performance. When the principal introduced him, he __rose__ from his seat and __hurried__ down the aisle in great confidence. However, as he __walked__ up to the stage, the stairs were a little wet and he almost __slipped__. Some students laughed. He began to feel nervous. As he __stood__ before the microphone, he began to __tremble__, and his mind was blank.
He fished his note card out from his trouser pocket, but the notecard fell down on the stage floor. He __knelt__ down to pick it up. There was more laughter from the audience. But the worst was yet to come. As he got up, he knocked the microphone over, and it fell down to the students in the first row. A boy handed it back to him, but by now the whole audience was laughing loudly.
He tried to keep calm and began his speech, “Ladies and gentlemen, …” But he could not go on. He whole body __froze__, his head __was spinning__, and he felt he was going to __fall__ on the stage. He had to __lean__ against the lectern for support.
But then he remembered his form teacher had told him how to overcome nervousness on stage: take a few deep breaths. So he did that, and started again. This time he was able to continue. And as he spoke on, his confidence returned and he was able to finish the whole speech, without even referring to his note card.
After the speech, there was thunderous applause. He __bowed__ to the audience. His eyes met those of his form teacher among the audience. She was smiling and __nodding__ her head to show he had done a good job. After saying “Thank you” to the audience, Tony __turned__ round and walked down the stairs. He __dashed__ back to his seat and __sat__ down, feeling completely relieved.
1. Positions and directions
Jeff asks a teacher for help in the hall (corridor) when he is looking for the school counselor’s office.
▪ Write “X” in the room to show where it is according to the teacher’s first instruction.
▪ Write “C” in the room to show where it is according to the teacher’s new instruction.
▪ Draw the route Jeff takes to show how he enters the girls’ bathroom. Write “G” in the girls’ bathroom.
▪ Draw the route Jeff takes to show how he finally enters the school counselor’s office.
Giving directions to someone on how to get to a place
Look at the map below. Janet and Susan are at the school gate.
Read the dialogue between the two students.
|Janet: |Excuse me, Tim, can you tell me how to get to the library? |
|Susan: |Yes, of course. Go down the street. Turn right at the corner. Then go straight on to Yellow Road. It’s at the corner, |
| |opposite the park. |
|Janet: |Thank you. |
|Susan: |You’re welcome. |
Useful words and phrases:
▪ Go down, turn right, turn left, go straight on, go in the opposite direction
▪ At the corner, next to, opposite, between, behind, in front of, at the end, on the left, on the right
Student A
You are at an MTR station, and you want to go to some places. Ask your partner how to get there. Use the map below.
1. The VCD shop
2. The car park
3. The bank
Your partner will ask you how to get to some other places. Tell him/her how to get there.
Useful words and phrases:
▪ Go down, turn right, turn left, go straight on, go in the opposite direction
▪ At the corner, next to, opposite, between, behind, in front of, at the end, on the left, on the right
Student B
You are at an MTR station, and you want to go to some places. Ask your partner how to get there. Use the map below.
1. The coffee shop
2. The post office
3. The school
Your partner will ask you how to get to some other places. Tell him/her how to get there.
Useful words and phrases:
▪ Go down, turn right, turn left, go straight on, go in the opposite direction
▪ At the corner, next to, opposite, between, behind, in front of, at the end, on the left, on the right
Words describing positions (e.g. at the end, in the opposite direction, on the left, right)
Advice on making friends
Carla gives this advice to Jeff on how to build a friendship with Bradley: “That’s the real way to build a friendship: by talking, and by being honest and by sharing your feelings.”
Note the pattern that Carla uses in her advice: by + present participle of a verb
i. Think of a few more things we can do to build a friendship using the same pattern. Draw a poster containing the advice.
▪ Writing: Carla asked Jeff to help her make friends with other teachers. Write Jeff’s advice to Carla on a list of do’s and don’ts.
▪ “Friendship is …” bookmark design competition: Design a bookmark with both words and a picture like the one below to show what friendship means to you.
1. What would happen to Jeff?
Oral: Predict what would happen to Jeff and report to the whole class.
▪ Would his entry into the girls’ bathroom be found out? Would he be punished?
▪ What would the girl do when she sees him next time?
▪ What would he do when he sees the girl next time?
▪ Would he continue his friendship with Bradley?
2. What could Carla do to help the students?
Oral: Discuss the following and report to the whole class.
▪ Carla has given a lot of advice to Jeff, what else do you think she could do to help him?
▪ What could Carla do to help Bradley Chalkers, who causes troubles in school and whom nobody likes?
3. Mysterious places
Writing exercises:
1. Write an entry into your diary about a boy/girl going into a girls’/boys’ bathroom. You might include the following points:
▪ What would you do if you saw a boy/girl in the girls’/boys’ bathroom?
▪ What would you feel about him/her?
▪ What would you do next time you saw him/her?
2. Write an imaginary story about yourself entering the boys’/girls’ bathroom by accident.
3. Write a composition about the places in the school you would like to see that you have never entered, and what you think you would see there.
4. My first day at school
Brainstorming on going to a new school:
▪ funny or memorable things you did or saw on the first days of school
▪ things you liked and disliked when you first came to this school
▪ problems you had when you first came to this school
▪ problems you have now
Oral: role play between school counselor and student who has a problem at school.
5. Handbook for new students
You have been asked by your teacher to produce a handbook for new F.1 students to help them get used to the new school. What would you include in the handbook?
You may consider the following:
▪ Background and history of the school
▪ People in the school
▪ Places and facilities in the school
▪ Timetable and subjects in F.1
▪ School uniform
▪ Clubs/school activities
-----------------------
There is a Boy
in the Girls’ Bathroom
- Teacher Book -
Red line = first instruction (Go down this hall to the end, turn right, and it’s the third door on your left.)
X
T = teacher
J = Jeff
Hall
(corridor)
T
J
Rooms
Rooms
Rooms
Rooms
Blue line = route to girls’ bathroom (He walked to the end of the hall, turned right, counted to the second door on his left, and pushed it open.)
Orange line = new instruction (Turn around and go back the way you just came, then turn left at the end of the hall and it’s the second door on your right.)
G
C
Green line = route to Counselor’s Office (He raced down the hall…He heard someone coming and hurried off in the opposite direction. He rounded the corner, then spotted what looked like some kind of storage room…He ducked inside.)
The girls are here
ORANGE STREET
PURPLE ROAD
YELLOW ROAD
Park
Public
Library
School
Kinder-garten
YOU ARE HERE
ORANGE STREET
Coffee shop
PURPLE ROAD
YELLOW ROAD
Park
Library
Shop
-ping Mall
Hospital
Post Office
MTR
station
ORANGE STREET
VCD shop
Clinic
Restaurant
Shoe shop
PURPLE ROAD
YELLOW ROAD
YOU ARE HERE
Book- shop
Park
Car park
Library
Bank
MTR
station
Kinder-garten
How to Build a Friendship
1. by talking
2. by being honest
3. by sharing your feelings
4. by …
5.
6.
7.
8.
9.
10.
[pic]
Friendship is standing under the same umbrella in the rain.
Reading Comprehension
Character
Study
Vocabulary
& Exercises
Grammar Focus & Exercises
Oral
Pair Work I
Pair Work II
Activity
Further Activities
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