Topic: Characterization through speech & Rhetorical questioning
Textbook: Secondary 2 Higher Chinese text: “Kite” by Lu Xun 鲁迅《风筝》
- Students can design appropriate dialogues using rhetorical questioning and speech characterization according to context provided by the text.
- Students can enact the dialogue to stipulate an authentic environment.
This lesson focuses on the application of language skills. Students will work in groups to design an appropriate dialogue according to context by using the language skills of rhetorical questioning and characterization through speech. Using differentiated instructions, students will be encouraged to use creative thinking in enacting the dialogue to stipulate an authentic environment, and in doing so test its validity according to the appropriateness of language skills and context. The teacher will summarise the lesson by helping students achieve enduring understanding of character descriptions.
- The lesson started off with a recap of the text “The Kite” by Lu Xun. Pictorial illustrations are used to stipulate learning interest.
- Task-based language learning
- Lu Xun recalled his childhood memories in “The Kite”, which tells his personal story of the negative psychological consequences of forgetting. One day he broke his younger brother’s kite on purpose, and the guilt stayed with him for years.
- Students are tasked to work in groups to design an appropriate dialogue according to the above scenario by using the language skills of rhetorical questioning and characterization through speech. Students are reminded that what each character says will reveal important details about the characters’ background, personality, likes and dislikes.
- Students are given sample dialogue as scaffolding as shown below.
4. Students wrote the dialogue down in Padlet as below.
5.Students then enact the scenario using the dialogue they design.
6. Students’ learning was enhanced with immediate and precise feedback from fellow classmates and from the teachers. Students will reward each other stars on Padlet as a form of peer evaluation according to the given rubrics.
7. Finally, students will reflect on their learning by thinking through what constitute a successful speech characterization, and what we need to look out for when creating speeches for our characters. Students are randomly selected to voice their opinion.
8. To conclude, the teachers will summarise the key concepts of speech characterization to help students achieve enduring understanding of character descriptions.
9. Post-lesson Reflections
- This lesson aims to be learner-centric, and it requires students to apply the language skills learnt. Students are also encouraged to use creativity in enacting the dialogue. The stipulated authentic environment in the form of a play not only test validity and appropriateness of language use, but also add the element of fun and excitement during the learning process. More time could be allocated to give feedback for the students, or a recap during the next lesson to reiterate the concepts if faced with a constraint of time.
Mr Chua Han Hui & Mdm Tan Bee Lain (Assistant Head)
Raffles Girls’ School