Changes in Hong Kong s1

Jimmy’s Solution

Module

Teenage Life

Unit

Travelling and Visiting

Key Stage Targets (KS3)

To develop an ever-improving capability to use English

- to converse and exchange points of view about feelings, interests, preferences, ideas, experiences and plans (I.D.b)

- to obtain and provide objects, services and information in real and simulated situations (I.D.e)

- to identify and define problems from given information, consider related factors, solve the problems and explain the solutions (K.D.d)

Programme Outline

Jimmy is a nice boy about 14 years old. He’s nice but he’s bored. He “blades” around the estate he lives. Jimmy’s father is proud of his son’s ability on the rollerblades but disapproves of him practising his blades on the busy sidewalk. He talks to Jimmy about doing something more positive like joining a club. But there is no facility for serious bladers. Jimmy feels trapped. He knows his father is right but he can’t find an outlet for his blading. What is Jimmy’s solution? The programme takes the students through Jimmy’s process of finding a solution to his problems – from building his own ramp in school to asking the local community to sign petitions to ask the government to build him a centre. Surprise and surprise! A reporter interviews Jimmy about his hobby. The TV show attracts a lot of publicity. Even the local councillors want to help Jimmy now! Will Jimmy find a solution at last? What will Jimmy’s father do to help him?

Communicative Functions

1. Ask for and give advice on simple matters

2. Justify one’s behaviour and point of view in simple situations

3. Seek information and respond to enquiries

4. Invite, make and refuse suggestions and proposals

Suggested Activities

1. Brainstorming – ask the class to give ideas on the following: What do young people do in their spare time? What recreation and sports facilities are there for young people in Hong Kong?

2. Briefly explain Jimmy’s problem and invite solutions to it.

3. Introduce the language focus of the programme COPYMASTER 1

While-viewing Activities

a. Ask the class to watch and think about the questions asked in the programme (COPYMASTER 2) (if the programme is watched on the video, pause the video and let students give their views):

After “That’s the solution! Let’s build a ramp!”

- Do you think he has found a solution to his problems?

After Jimmy’s Mum suggests that she will talk with Dad.

- Will Jimmy’s Dad be angry with him? What would you do if you were Dad? Why?

After Dad knows that Jimmy has practised blading in the park.

- Will Dad punish Jimmy this time? What would you do if you were Dad?

After Dad’s suggestion that Jimmy should get someone to build him a place to blade.

- What is Jimmy’s solution? What do you think Jimmy is going to do next?

Post-viewing Learning Activity COPYMASTER 3

1. Review language expressions on making suggestions

What do you think we need in the new recreation centre?

How about a swimming pool?

I think we need a new skating rink.

That’s a good idea.

What about a stand for spectators?

Maybe we should build a ramp, too.

What do you think?

2. Making suggestions

Ask the students to form pairs to discuss:

What facilities would you like to have in a new recreation centre?

At the end of the discussion, make a list of suggestions and report to the class.

COPYMASTER 1

Language focus Let’s review

Justifying one’s behavior or points of view
- I just wish we had a place to practise without getting into trouble!
- Jimmy, you know it’s dangerous to skate on the sidewalk …and it’s against the rules!
- Where can I go to practise blading without upsetting people?
- Mum we weren’t doing anything …just blading and skateboarding.
- Oh I see. Well that’s not so bad I suppose …. But Jimmy, that’s not the point, it’s against the rules to play there after school hours.
Seeking information and respond to enquiries
A: Good morning. Island Sports Centre. Can I help you?
B: I’d like to know if there’s anywhere in your centre I can practise blading?
A: Sorry, I’m afraid we don’t have any facilities for blading or skating here.
Inviting and making suggestions and proposals
- We really need to listen to you and find out what you really need.
- I’m convinced that it is a good idea for students to take part in all sorts of sports activities including skating.
- What can we do?
- We’d like you all to help give us ideas in building a new recreation centre.

A: Then we have to build a ramp!

B: Yes! That’s the solution! Let’s build a ramp!
~~~~~~~~~~~~~~~~~~~~~~
A: Well, how about trying some clubs or recreation centres?
B: Clubs and recreation centres don’t have places to blade, do they?
A: Have you ever tried to find out?
B: Okay. I’ll find out.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
- What do you think we need in the new recreation centre?
- How about a swimming pool?
- I think we need a new skating rink.
- That’s a good idea.
- What about a stand for spectators?
- Maybe we should build a ramp, too.
- What do you think?

COPYMASTER 2

While-viewing Activities

Responding to questions

Watch and think about the questions asked in the programme:
(If the programme is watched on the video, pause the video, think and present your views.)
A.
After “That’s the solution! Let’s build a ramp!”
- Do you think he has found a solution to his problems?
B.
After Jimmy’s Mum suggests that she will talk with Dad.
- Will Jimmy’s Dad be angry with him? What would you do if you were Dad? Why?
C.
After Dad knows that Jimmy has practised blading in the park.
- Will Dad punish Jimmy this time? What would you do if you were Dad?
D.
After Dad’s suggestion that Jimmy should get someone to build him a place to blade.
- What is Jimmy’s solution? What do you think Jimmy is going to do next?

COPYMASTER 3

Post-viewing Learning Activity

1. Review language expressions on making suggestions