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

TEACHING AND LEARNING STRATEGIES FOR BEGINNER LEVEL

1

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.
Activity 1
BY THE END
OF THE
LESSON,
STUDENTS iii.
CAN:

Read and find similarities between two texts.

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

i. KWLH
ii.
STRATEGIES/
APPROACHES

HOTS- Analysing
- Evaluating
- Creating

21st Century Learning

Values- Courage, Self-Resilience
LEARNING/ i. Computer
TEACHING ii. Speakers
AIDS
iii. Pictures from the movie Night at the Museum
SITUATION
TEXT FORMAT
TEXT TYPE
COGNITIVE
PROCESS

Personal
Single (Continuous & Non continuous)
Descriptive
Scan and locate
Integrate and generate inferences

SUGGESTED ACTIVITIES
2

SKILLS/
APPROACHES

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).
*Refer to A Teachers Guide to PISA Reading Literacy
2016

KWLH:
Know, Want to
know, Have
Learned, How
to learn better

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

identify

the

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

21st Century
Learning

HOTS:
Analysing

HOTS:
Evaluating
21st Century
Learning

*Refer to Modul Pelaksanaan Pembelajaran Abad ke-21

(PAK 21)

TEXT 1
3

Synopsis

a ch
y now has
to life. Larr
rt to come
useum sta
ithin the M
erything w
is until ev
arry. That
night for L

WORKSHEET 1

KWLH CHART
Know

Want to know

Have Learned

How are you

going to learn
better/more?

TEXT 2

WORKSHEET 2

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 the3
WORKSHEET
sequel?
5

PICTURE 1

Activity 2
BY THE END
OF THE

i.

Compare and contrast between two texts.

6

LESSON,
STUDENTS
CAN:

STRATEGIES/
APPROACHES

LEARNING/
TEACHING
AIDS
SITUATION
TEXT FORMAT
TEXT TYPE
COGNITIVE
PROCESS

ii. Identify main ideas in reading texts via questioning.

i.

5Ws and an H

ii.

Y Chart

iii.

HOTS Analysing

iv.

21st Century Learning

v.

Values- Cooperation

i. Handouts
ii. Reflection Questions
iii. Traffic Lights Flash Cards
Educational
Multiple Continuous
Argumentative
Scan and Locate
Represent literal and gist meaning

SKILLS/
APPROACHES

ACTIVITIES
STEP 1
7

a. Discuss students
preferences.

movie

watching

habits

and

21st Century
b. Students complete a *Y chart sheet identifying their
What movie genre do you prefer? Learning
movie watching habits and/or preferences (Worksheet
1).
*Refer to Modul Pelaksanaan Pembelajaran Abad ke-21
(PAK 21)

STEP 2
a. Students read Text 1(Watching a Movie at Home vs
Viewing at Theatre) and Text 2 (The Advantages of
Watching Movies at the Cinema).

HOTS:
Analysing

b. Students identify the main ideas in the two texts by

asking 5Ws and H questions.

5Ws and H

c. Students complete Double Bubble Map in Worksheet 1

to identify similarities and differences between both
texts.

i-Think: Double
Bubble Map

d. Discuss answers with students.

Where do you usually watch
If youmovies?
are given a choice, with whom do you want to watch your fav
STEP 3
a. Reflect on the lesson with students (Diagram 1).
b. Students give responses about the lesson using Traffic
Light flashcards (Picture 1).

21st Century
Learning

WORKSHEET 1

TEXT 1

10

TEXT 2

WORKSHEET 2

11

Difference
s

Similaritie
s

Difference
s

Watching

Watching

Movies at

Movies at

Cinema

Home

re the texts in the unit informative and interesting?

plain.
2. Did the activities improve your
understanding of
the texts?

What was the most useful knowledge that you learned from this unit?
DIAGRAM 1
3. Did you enjoy the lesson? Why?

12

Do you have other questions to consider?

PICTURE 1
Traffic Light Flashcards

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
contrasting and self-questioning. These real life 21 st century skills, multiple types questions
are important for comprehending expository reading.

Activity 1

13

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.
i. SQ3R (Survey, Question, Read, Record, Review)

STRATEGIES/
APPROACHES

ii.

HOTS- Analysing
- Applying

21st Century Learning

iv. Values- Respect

LEARNING/
TEACHING
AIDS
SITUATION
TEXT FORMAT
TEXT TYPE
COGNITIVE
PROCESS

i. Movie synopsis
ii. Worksheet
Personal
Single Continuous
Description
Represent literal and gist meaning

SKILLS/
APPROACHES

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

14

Vocabulary

i-Think: Double
Bubble Map

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).
c. Students present and justify their answers.

HOTS:
Analysing
SQ3R: Survey,
Question,
Read, Record,
Review

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.
E.g. The first Transformers movie was produced in
2007

21st Century
Learning

c. In a Gallery walk session, students paste their

statements in the Facts or Opinions column
accordingly. Students view, discuss and reflect.
*Refer to Modul Pelaksanaan Pembelajaran Abad ke21(PAK 21)

Fact: states something that

DIAGRAM 1

happens, and is certain

Wendy is 24 years old
(Certain undisputable fact that she was
born 24 years ago)
Malaysia gained its independence in 1957.
(Numbers and statistics often support solid
facts)
15

Opinion:

states what someone

feels or believes, or something
that cannot be proven
Wendy looks younger than her age.
(A personal observation; others may not
see that Wendy looks younger than her
age)
Mother loves me the most.
(A personal judgement that others may not
agree)

DIAGRAM 2

16

Can you list

down any more
similarities?

similaritie
s
difference
s

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

17

WORKSHEET 1

QUESTIONS

Wild:
uncontrolled
unrestrained,
especially
pursuit of pleasure.

or
in

(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?

(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.

(d) Can you state one fact

(ii) Do these words turn

the sentences into facts
or opinions?

present in the last sentence

in the above excerpt?
18

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

Facts

Opinions

Activity 2
BY THE END
OF LESSON,
STUDENTS
CAN:

STRATEGIES/
APPROACHES

i. Interpret reviews and give short answers to questions about

reviews and opinions.
ii. Write down own opinions in at least 2 short sentences.
i.

ACID (Agree, Confusing, Interesting, Disagree)

ii.

HOTS- Evaluating

iii. 21st Century Learning

iv. Values- Patriotism

LEARNING/
TEACHING
AIDS

i. Movie reviews

SITUATION

Personal

ii. Worksheet

19

TEXT FORMAT
TEXT TYPE
COGNITIVE
PROCESS

Multiple Non Continuous

Argumentation
Reflect on Content and Form

SKILLS/
APPROACHES

ACTIVITIES
STEP 1
a. Discuss:
(i) definitions, features and characteristics of opinions
using Bubble Map (Diagram 1).

i-Think:
Bubble Map

(ii) different situations where opinions are given

(Diagram 2).
STEP 2
a. In groups, students read reviews about the movie
(Worksheet 1).
b. Students use *ACID method to guide understanding.

20

21st century
learning
ACID:
Agree,

c. Each group chooses a question from the one of the

bubbles to answer.
d. Students present and justify their answers.
*Refer to A Teachers Guide to PISA Reading Literacy
2016 (ACID)

STEP 3
a. In pairs, students write their own reviews about the
movie. For example I think this is a great movie that
children will definitely want to see.

Confusing,
Interesting,
Disagree
HOTS:
Evaluating

HOTS:
Applying

b. Students present their reviews for the class to

comment i.e. give their opinions about the comment
e.g. I agree/ disagree with you because...

DIAGRAM 1

21

DIAGRAM 2

* Where Do We Usually Find

Feedbacks
Opinions?
Comments section
PREFERENCES ON EVERYDAY CHOICES
Food
Movie
Blogs reviews
Sports commentaries
reviews
Opinions
Travel
Newspaper
PRODUCT
Testimonials
reviews
among
REVIEWS
columns
friends

Can you add

more?
NIGHT AT THE MUSEUM MOVIE REVIEWS

22

WORKSHEET 1

inions of the movie compared to common users. What are the differences? Why is t
In your opinion, is there an appropriate way to give opinions?
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 practise more on understanding inferences or
the underlying meanings. These underlying meanings are critical to comprehension as a
whole.

23

Activity 1
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.
i.

Question Answer Relationship (QAR)

EDUCATIONAL ii. HOTS- Evaluating

EMPHASES
21st Century Learning
Values- Patriotism
LEARNING/
TEACHING
AIDS
SITUATION
TEXT FORMAT
TEXT TYPE
COGNITIVE
PROCESS

i. Movie reviews
ii. Worksheet
Personal
Multiple Non Continuous
Argumentation
Integrate
and generate inferences
ACTIVITIES

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

STRATEGIES/
APPROACHES

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).
b. Students may use *QAR (Question Answer
Relationship) method to guide understanding.
c. Each group chooses a question from one of the boxes
to answer.

d. Students present and justify their answers.

QAR:
Question
Answer
Relationship
21st century
learning
HOTS: Analysing

*Refer to A Teachers Guide to PISA Reading Literacy

2016 (QAR)
STEP 3
a. In groups, students write their short comments of the
movie Night at the Museum.
b. Students present their comments24for the class to
guess what they actually mean based on the
comments.

HOTS:
Applying

DIAGRAM 1

DIAGRAM 2

Differences Between Inferring, Making Predictions and Giving

Opinions
Inferrring
-Drawing
conclusions
given data

Giving Opinions
logical
from

- Making or giving viewpoints

-Combining
clues,
evidence,
and
background
knowledge to form a
theory.

-Giving a personal view

from clues and 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

Jenny is a girl with blue

eyes and blonde hair.
25

26

l reason does the writer give for not liking the movie?

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

watched this movie, would you change any part of the watching guide?

How does this watching guide help parents?

WORKSHEET 1
Jameela can infer that
her son got into the
cookie jar.

Jenny is pretty/Jenny is
ugly.

chocolate around her

sons mouth.

her comment here, what does this writer think of the movie?

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.

From the context, guess the meaning of the word iffy.

STRATEGIES/
APPROACHES

ACTIVITIES
STEP 1
a. Recall and reflect with the students on the characters
of the movie Night at the Museum.
b. Explain to students that they are to come up
with a project Night at the Museum: Asian
Edition.

Action-Oriented
Task

* Teachers can have the whole class to do this

project or put students into two big groups.

STEP 2
a. Have students consider on 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 conflicts among the exhibits if they
were to come to life like in the movies?
If there are problems, what would be suitable
27

21st Century
Learning

measures taken to solve/handle those problems ?

* Encourage students to also discuss on other
considerations about the museum other than the
questions above should they think of any.

HOTS:
Creating

b. Have students consider on 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 are more than one group).

Night at
the
Museum
: Asian
Edition

28

HOTS:
Applying