UNIT 1

MOVIE TIME! NIGHT AT THE MUSEUM

What benefits can you

gain from watching
movies?

These are pictures from

a movie. What do you
think the movie is
about?

Have you ever been to

a museum?

What can you find in a

museum?

Would you recommend

this movie to your
friends? Give reasons for
your answer.

TEACHING AND LEARNING STRATEGIES FOR BEGINNER LEVEL

Reading activities for beginners should be simple, purposeful, interactive and flexible. It
should aim to develop the interest of the learners gradually. Most importantly, reading for
beginners should involve identifying meaning at a very basic level.

BY THE END OF
THE LESSON,
STUDENTS CAN:

i. Read and find similarities between two texts.

ii. Complete mind map with important values found in a passage.
iii. Give opinions about the movie.

KWLH
HOTS

- Analysing

STRATEGIES/
APPROACHES

- Evaluating
- Creating
21st Century Learning

VALUES
LEARNING/
TEACHING AIDS
SITUATION
TEXT FORMAT
TEXT TYPE

Courage, Self-Resilience
Computer
Speakers
Pictures from the movie Night at the Museum
Personal
Single (Continuous & Non continuous)
Descriptive

Scan and locate

Integrate and generate inferences
*refer to Reading Strategies in Teachers Guide to PISA Reading Literacy.
COGNITIVE
PROCESS

**all activities in this unit are in-line with 21st Century Learning Strategies.

STRATEGIES/
APPROACHES

SUGGESTED ACTIVITIES
STEP 1
a. Students read the synopsis (Text 1) and watch a trailer
from the movie.
https://www.youtube.com/watch?v=WeBy3_xqYtM
b. Students fill in KWLH* sheet (Worksheet 1).

HOTS:
Analysing &
Evaluating
Reading strategy :
KWLH

STEP 2
a. Students read the movie reviews from a parent and a
teenager (Text 2).
b. In groups, students fill in the Table Cloth** with
opinions about the movie trailer (Worksheet 2).
c. Students share their answers
similarities in their opinions.

and

identify the

HOTS:
Analysing
21st Century
Learning:
Table Cloth

STEP 3
a. Assuming students have watched the movie, teacher
poses questions for students to answer (Worksheet
3).
b. Students write their responses in an Exit Card **
(Diagram 1).

HOTS:
Evaluating
21st Century
Learning:
Exit Card

TEXT 1

Synopsis

WORKSHEET 1

KWLH CHART
Know

Want to know

Have Learned

How are you

going to learn
better/more?

TEXT 2

WORKSHEET 2

WORKSHEET 3

1. What is your favourite scene in the movie? Give

reason/s for your choice.
2. Which line or dialogue from the movie left an
impact on you?
3. Who is your favourite character? Explain why.

4. If you were given the opportunity to edit any parts

of the movie (intro, climax, ending), which event
would you want to change? How would you change
it?
5. What do you predict will happen in the sequel?
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DIAGRAM 1

TEACHING AND LEARNING STRATEGIES FOR INTERMEDIATE LEVEL

Intermediate language learners in general are in a state of transition, having acquired the basics of
the language yet unable to use such elements consistently and accurately. They need practice with
the language already learned, and can benefit tremendously from explicit instruction of
comprehension skills along with other skills. Some comprehension skills that can be taught and
applied to all reading situations are distinguishing between fact and opinion, comparing and
st
contrasting and self-questioning. These real life 21 century skills, multiple type questions are
important for comprehending expository reading.

BY THE END
OF THE
LESSON,
STUDENTS
CAN:

i. Compare and contrast between fact and opinion and write

sentences to demonstrate the differences.
ii. Give short response orally or in writing to questions about facts
and opinions.
SQ3R (Survey, Question, Read, Record, Review)

STRATEGIES/
APPROACHES

VALUES

HOTS

- Analysing
- Applying

21st Century Learning

Respect

LEARNING/
TEACHING
AIDS

i. Movie synopsis
ii. Worksheet

SITUATION

Personal

TEXT FORMAT
TEXT TYPE

Single Continuous
Description

COGNITIVE
Represent literal and gist meaning
PROCESS
*refer to Reading Strategies in Teachers Guide to PISA Reading Literacy.
**all activities in this unit are in-line with 21st Century Learning Strategies.

STRATEGIES/
APPROACHES

ACTIVITIES
STEP 1
a. Discuss:
(i) definitions and examples of facts and opinions
(Diagram 1).
(ii) Find similarities or differences between facts and
opinions using the Double Bubble Map**(Diagram 2).

STEP 2
a. In pairs, students read a synopsis about the movie
(Text 1).
b. Students use SQ3R* (Survey, Question, Read,
Record, Review) method to guide understanding and
answer questions (Worksheet 1).

HOTS:
Analysing
i-THINK:
Double Bubble Map

HOTS: Analysing
Reading strategy:
SQ3R

c. Students present and justify their answers.

STEP 3
a. Prepare two separate columns Facts and Opinions
on the whiteboard.

HOTS: Applying

b. On a piece of paper, students write down a

statement about a movie that they have watched.
eg. The first Transformers movie was produced in
2007
c. In a Gallery walk** session, students paste their
statements in the Facts or Opinions column
accordingly. Students view, discuss and reflect.

21st Century
Learning :
Gallery walk

DIAGRAM 1

10

DIAGRAM 2

SIMILARITIES

DIFFERENCES
DIFFERENCES

11

TEXT 1
Below is a synopsis of the movie Night at the Museum. Study the synopsis and answer the
questions that follow.

WORKSHEET 1

QUESTIONS

Wild: uncontrolled or
unrestrained, especially in
pursuit of pleasure.

(a) (i) Do you think the word wild is a

suitable word to represent the movie?
Give reasons for your answer.

(ii) Is this comment wild a fact or an

opinion from the writer?

(b) (i) Who is the director of the movie?

(ii) Do you think the sentence naming the director is a fact or an

opinion?

12

(c)
(i) Do you think these words
(kind-hearted, heavy heart,
and lowly) affect how the
readers see the night guard?
Give reasons for your answer.

(ii) Do these words turn the

sentences into facts or
opinions?

(e) Can you list down some facts and opinions from the excerpt below?

Facts

Opinions

(d) Can you state one fact present in the last sentence in the above excerpt?

13

TEACHING AND LEARNING STRATEGIES FOR ADVANCED LEVEL

Advanced ESL students often have good reading comprehension skills, especially at the surface
level. However, they still need to practice more on understanding inferences or the underlying
meanings. These underlying meanings are critical to comprehension as a whole.

BY THE END
OF LESSON,
STUDENTS
CAN:

i. Identify meaning of reading text by asking questions.

ii. Infer correctly based on contextual clues in the text.

Question Answer Relationship (QAR)

EDUCATIONAL
EMPHASES

VALUES
LEARNING/
TEACHING
AIDS

HOTS- Evaluating
21st Century Learning

Patriotism
i. Movie reviews
ii. Worksheet

SITUATION

Personal

TEXT FORMAT

Multiple Non Continuous

TEXT TYPE

Argumentation

COGNITIVE
Integrate and generate inferences
PROCESS
*refer to Reading Strategies in Teachers Guide to PISA Reading Literacy.
**all activities in this unit are in-line with 21st Century Learning Strategies.

14

STRATEGIES/
APPROACHES

ACTIVITIES
STEP 1
a. Discuss:
(i) definition, features and characteristics of inferring
using Bubble Map** (Diagram 1).

i-THINK:
Bubble Map

(ii) table on differences between inferring and giving

opinions (Diagram 2).

STEP 2
a. In groups, students read the reviews about the movie
(Worksheet 1).

21st century
learning
QAR

b. Students may use QAR* (Question Answer

Relationship) method to guide understanding.
HOTS: Analysing
c. Each group chooses a question from one of the boxes
to answer.
d. Students present and justify their answers.

STEP 3
a. In groups, students write their short comments of the
movie Night at the Museum.
b. Students present their comments for the class to
guess what they actually mean based on the
comments.

15

HOTS:
Applying

DIAGRAM 1

DIAGRAM 2

Differences between Inferring, Making Predictions and Giving Opinions

INFERRING

GIVING OPINIONS

-Drawing logical conclusions from given data

- Making or giving viewpoints

-Combining clues, evidence, and background -Giving a personal view from clues and
knowledge to form a theory.
evidence
- Implicit analysis based on evidence and clues

- Statement that a person believes to be true

but cannot be measured against an objective
standard

Example:

Example:

Jameela saw cookie crumbs on the floor and

chocolate around her sons mouth.

Jenny is a girl with blue eyes and blonde hair.

Jenny is pretty/Jenny is ugly.

Jameela can infer that her son got into the cookie
jar.

16

WORKSHEET 1

How does this watching guide

help parents?

If you have watched this movie,

would you change any part of
the watching guide?

Based on the review, does the

writer like or dislike the movie?
What justification does the
writer give for his/ her
preference?

What actual reason does the

writer give for not liking the
movie?

After reading his/ her comment

here, what does this writer think
of the movie?

From the context, guess the

meaning of the word iffy.

17

ASSESSMENT /PROJECT
In the movie Night at the Museum, various museum exhibits come to life when the
sun sets because of the Tablet of Akhmenrah. This can be a great opportunity for
students not only to learn about the language and the values, but also the history of
various cultures around the world.
STRATEGIES/
APPROACHES

ACTIVITIES
STEP 1
a. Recall and reflect with the students on the characters
of the movie Night at the Museum.

Action-Oriented
Task

b. Explain to students that they are to come up with a

project Night at the Museum: Asian Edition.
* Teachers can have the whole class to do this project or put
students into two big groups.

STEP 2
a. Have students consider these questions in their
discussions for the project:

Which historical figures would they choose?

What would be the reasons for those figures as their
choice of exhibits?
What could the visitors learn from the figures when
they visit the museum?
Would there be conflict among the exhibits if they
were to come to life like in the movies?
If there are problems, what would be suitable
measures taken to solve/handle those problems?

21st Century
Learning

HOTS:
Creating

* Encourage students to discuss other considerations

about the project besides the questions above.

b. Have students consider how they are going to arrange

the exhibits in the museum.

STEP 3
a. Students present their answers.
* Other groups are welcome to give their comments and
opinions (if there is more than one group).

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HOTS:
Applying

19