SNUGGLE WITH PAM TEACHER S GUIDE

Transcription

1 SNUGGLE WITH PAM TEACHER S GUIDE 1

2 Teacher s guide to Snuggle with Pam A. Purpose Snuggle with Pam offers ten funny and crazy programmes in English that will guide teenagers through the complicated world of relationships. Working with Snuggle with Pam, pupils will acquire a vocabulary for talking about emotions and about the body in English. Contents: A. Purpose B. About the programme C. Suggestions on work procedure D. Links and extra material E. Snuggle with Pam and Lgr 11 B. About the programme Being able to talk about emotions is an important part of communication. Textbooks in English offer some vocabulary around the topic, but often not nearly enough to prepare teenagers for the avalanche of words and expressions they meet in their everyday life through media, music and social networks. Snuggle with Pam aims to be the bridge between traditionally taught vocabulary and today s society. Snuggle with Pam is a studio show led by host Pam. In her studio, Pam meets guests of a great variety. Most of her guests are funny and a little bit crazy. Together with Pam, we meet Old Nick, the most disgusting gentleman in the world, Unvirgin Mary, who wants to be a bit sluttier than she actually is, Bondi Borg, an Australian visiting Sweden to try to learn about dating, Dr Tikka Masala, a therapist who always seem to get clients that are a bit well.. odd and many more. Mixed with these characters, we also get to meet a panel consisting of Swedish teenagers talking about their view and opinions about the various topics presented throughout the show. We also listen to sketches around the topic. The idea is to give pupils common points of reference while discussing these sensitive and perhaps difficult topics. One can talk about dating based on how Old Nick dates women and not have to bring up examples from ones own life. Every programme is accompanied by a script and a worksheet. With the script as help, pupils can read the dialogues and the glossary while listening to the programme. In the worksheet, pupils will find funny and different exercises that will help them learn phrases and words in connection to the topic. The worksheets are meant to be formed in a way so that the pupils can feel at ease with the topic and to think it s fun to work with. Our intention is that they will want to work with the themes. In this teacher s guide, you will also find suggestions on how to work with the programme.

3 C. Suggestions on work procedure The programmes in the series vary in length, from about 25 to 30 minutes. The sketches and interviews are broken with contemporary music connected to the topic of the programme. Since 30 minutes of listening to a programme can be a bit long for the classroom, we suggest that the pupils listen to the programme on their own, either during class or as homework. On the programmes will be available both full length and in sections with the interviews or the discussions. That way, pupils can choose which part they want to listen to. One suggestion is, for example, to listen to the panel discussions as a compulsory homework and then listen to the interviews as extra material. If you choose to play the entire programme in class, one way of doing it is to divide the programme in two parts and play one part during one session and the other during the next. Another could be to play the parts with the panel discussions in class and then work with discussion in the classroom and leave the interviews and sketches for homework or own work together with the worksheets. The worksheets are all divided into sections; Did you know fun facts about the topic Discuss suggestions on what to discuss together in class or in smaller groups Attitudes how have attitudes around the topic changed through time? Express yourself with language school with one of the characters from the show who teaches you expressions and phrases in connection to the topic Crossword with glossary connected to the topic Who are you? A fun magazine inspired test to do. Our suggestion is that you work with the dicuss-part in class, since the pupils then will get a chance to hear more opinions around the topic than just their own. Either have the discussions in full class at once or divide the pupils into smaller groups and let the groups discuss the topic on their own before allowing the entire class to listen to each other s opinions. These kinds of discussions will benefit from mixing the pupils into groups with classmates they don t talk to. That way the chances of lifting a greater variety of opinions are higher. Challenge the pupils to try and think from a different point of view, gender-wise, culturally, demographically, age-wise and see if they can find other opinions and views than their own. D. Links and extra material With each programme come a variety of songs and music connected to the topic. In the worksheets, you will find links to the lyrics for the songs. We suggest that you work with at least one of the songs per programme/topic. Go through the lyrics either in class or have the pupils do it in pairs or smaller groups. Translate the lyrics and talk about what they really mean and what it is they say in the song.

4 Suggestions on extra work: Draw the characters from the interviews and sketches in the show. What can you tell about them just from listening to them? Imagine you are one of the characters from the interviews. Write about an evening when he or she is on a date. What do you think happens? Why? In the series, you will meet a lot of different and odd characters, such as Wiggy, the wig from the programme Hair. Can you think of more crazy characters that could be in the programme? Make a theme song for one of the characters. Once you have listened to a few programmes, make your own crossword with words from the series and have your classmates try to solve it. Remember to make copies of the crossword and not let anyone write on your original! Make puzzles out of the words in the programmes and let your classmates guess which word it is. Example: A five-letter word meaning that you are very close physically with someone. It s not a struggle, but a ---- (snuggle). Dig up some odd facts around the topic that are not mentioned in the programme. Find out more about attitudes around the topic in other cultures. Do you know more words that belong to the language school? E. Snuggle with Pam and Lgr 11 Parts of Lgr 11 touched in Snuggle with Pam marked in bold; In years 7 9 Content of communication Current and subject areas familiar to the pupils. Interests, daily situations, activities, sequences of events, relations and ethical questions.

5 Views, experiences, feelings and future plans. Living conditions, traditions, social relations and cultural phenomena in various contexts and areas where English is used. Listening and reading reception Spoken English and texts from various media. Spoken English with some regional and social variants. Oral and written instructions and descriptions. Different types of conversations, dialogues, interviews and oral communications. Literature and other fiction in spoken, dramatised and filmed forms. Songs and poems. Oral and written information, as well as discussions and argumentation for different purposes, such as news, reports and newspaper articles. Strategies to understand details and context in spoken language and texts, such as adapting listening and reading to the type of communication, contents and purpose. Different ways of searching for, choosing and assessing texts and spoken language in English from the Internet and other media. Language phenomena such as pronunciation, intonation, grammatical structures, sentence structure, words with different registers, as well as fixed language expressions pupils will encounter in the language. How texts and spoken language can be varied for different purposes and contexts. How connecting words and other expressions are used to create structure and linguistically coherent entities. Speaking, writing and discussing production and interaction Different ways of working on personal communications to vary, clarify, specify and adapt them for different purposes. Oral and written narratives, descriptions and instructions. Conversations, discussions and argumentation. Language strategies to understand and be understood when language skills are lacking, such as reformulations, questions and explanations. Language strategies to contribute to and actively participate in conversations by taking the initiative in interaction, giving confirmation, putting follow-up questions, taking the initiative to raise new issues and also concluding conversations. Language phenomena to clarify, vary and enrich communication such as pronunciation, intonation and fixed language expressions, grammatical structures and sentence structures.