L1-2 Functional English Tattoo Regret – reading,
Description: L1-2 Functional English Tattoo Regret reading, writing discussion tasks Reformed Functional English curriculum links: SLC Discussion (many aspects) READING L1.11 Identify meanings in texts distinguish between fact opinion L1.12
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slide1. L1-2 Functional English Tattoo Regret – reading, writing & discussion tasks Reformed Functional English curriculum links:
SL&C
Discussion (many aspects)
READING
L1.11 Identify meanings in texts & distinguish between fact & opinion
L1.12 Recognise that language and other textual features can be varied to suit different audiences and purposes
L2.13 Identify implicit and inferred meaning in texts
L2.14 Understand how textual features/devices can shape meaning for different audiences/purposes
L2.18 Follow an argument, identify different points of view & distinguishing fact from opinion
FE L2.19 Identify different styles of writing & writer’s voice
WRITING
FE L1.24 Use format, structure & language appropriate for audience & purpose
FE L2.25 Organise writing for different purposes using appropriate format & structure e.g. standard templates, paragraphs, bullet points, tables
FE L2.27 Use language & register (e.g. persuasive techniques, supporting evidence, specialist words) to suit audience & purpose
FE L1.23 Write text of appropriate level of detail & length to meet needs of purpose & audience
FE L2.24 Write text of appropriate level of detail & length to meet needs of purpose & audience March 2024. Kindly contributed by Claire O’Hagan, Cornwall College.
Search for Claire at www.skillsworkshop.org
Please refer to the download page for this resource on skillsworkshop for detailed curriculum links and related resources including the require reading text for slide 3. https://www.skillsworkshop.org/resources/tattoo_regret
For full use of hyperlinks and other features, this presentation should be run in full screen mode.<br>
slide2. Tattoos – body art or body fail?<br>
slide3. Read the text on the sheet and answer the questions below: Q1. What is the writer’s view of tattoos?
How do you know? Find a quotation from the text to back up your idea.
Q2. What language device is used in the phrase “inked like a pig carcass”?
Q3. How much did the boy’s tattoo cost?
Q4. How does the Dad feel about the tattoo?
Q5. What does the phrase “It wasn’t just a drunken whim” suggest about the boy’s decision to get a tattoo?
Q6. Which word best describes the style and tone of the writing in the text?
humorous
upset
angry
impartial
Q7. Identify one fact and one opinion in the text.<br>
slide4. How do you think your parents would react to you getting inked? Think about how your parents would react to a tattoo.
Write a paragraph using at least THREE language devices to describe their reaction. E.g. “they would be shocked, horrified and appalled!”<br>
slide5. Discussion task: Watch the videos and discuss the question: Should tattoos stand in the way of your job? CNN: Tattoos taboo in the workplace? – YouTube Can't Get a Job Because of My Tattoos! | This Morning - YouTube Mind map your ideas for and against tattoos at work
What jobs do you think could be affected by tattoos? Why?
Police? Politicians? Doctors?
Is it discrimination to sack or refuse to employ someone based on their tattoos?
What if the ink is offensive or racist?<br>
slide6. ‘Losing my job due to my appearance’ A tattoo-covered kindergarten teacher in France, who has spent nearly 500 hours under the needle, was prohibited from teaching children under the age of six after a parent complained that he gave their child nightmares.
Helaine was later told that he would no longer teach kindergarten. A spokesman noted that students under six years old "could be frightened by his appearance." Helaine was disheartened by the move by officials. “I think the decision they took was quite sad,” “I love my job!” he said.
https://www.youtube.com/watch?v=K1sYJtw4CCk You should consider:
Who do you support?
Why?
Explain what you think and why
Why the child was scared.
Should the school do more to help educate the children about tattoos?
Wider implications
What does this mean for other people with tattoos in schools? Should they be banned?
What about body/face piercings? Hair colour/styles etc?
Should he teach older children who wouldn’t be scared?
Aim to write at least 200 words. Writing Task: Write an email to the principal of the school either in support of Helaine or in support of the parent.<br>
SL&C
Discussion (many aspects)
READING
L1.11 Identify meanings in texts & distinguish between fact & opinion
L1.12 Recognise that language and other textual features can be varied to suit different audiences and purposes
L2.13 Identify implicit and inferred meaning in texts
L2.14 Understand how textual features/devices can shape meaning for different audiences/purposes
L2.18 Follow an argument, identify different points of view & distinguishing fact from opinion
FE L2.19 Identify different styles of writing & writer’s voice
WRITING
FE L1.24 Use format, structure & language appropriate for audience & purpose
FE L2.25 Organise writing for different purposes using appropriate format & structure e.g. standard templates, paragraphs, bullet points, tables
FE L2.27 Use language & register (e.g. persuasive techniques, supporting evidence, specialist words) to suit audience & purpose
FE L1.23 Write text of appropriate level of detail & length to meet needs of purpose & audience
FE L2.24 Write text of appropriate level of detail & length to meet needs of purpose & audience March 2024. Kindly contributed by Claire O’Hagan, Cornwall College.
Search for Claire at www.skillsworkshop.org
Please refer to the download page for this resource on skillsworkshop for detailed curriculum links and related resources including the require reading text for slide 3. https://www.skillsworkshop.org/resources/tattoo_regret
For full use of hyperlinks and other features, this presentation should be run in full screen mode.<br>
slide2. Tattoos – body art or body fail?<br>
slide3. Read the text on the sheet and answer the questions below: Q1. What is the writer’s view of tattoos?
How do you know? Find a quotation from the text to back up your idea.
Q2. What language device is used in the phrase “inked like a pig carcass”?
Q3. How much did the boy’s tattoo cost?
Q4. How does the Dad feel about the tattoo?
Q5. What does the phrase “It wasn’t just a drunken whim” suggest about the boy’s decision to get a tattoo?
Q6. Which word best describes the style and tone of the writing in the text?
humorous
upset
angry
impartial
Q7. Identify one fact and one opinion in the text.<br>
slide4. How do you think your parents would react to you getting inked? Think about how your parents would react to a tattoo.
Write a paragraph using at least THREE language devices to describe their reaction. E.g. “they would be shocked, horrified and appalled!”<br>
slide5. Discussion task: Watch the videos and discuss the question: Should tattoos stand in the way of your job? CNN: Tattoos taboo in the workplace? – YouTube Can't Get a Job Because of My Tattoos! | This Morning - YouTube Mind map your ideas for and against tattoos at work
What jobs do you think could be affected by tattoos? Why?
Police? Politicians? Doctors?
Is it discrimination to sack or refuse to employ someone based on their tattoos?
What if the ink is offensive or racist?<br>
slide6. ‘Losing my job due to my appearance’ A tattoo-covered kindergarten teacher in France, who has spent nearly 500 hours under the needle, was prohibited from teaching children under the age of six after a parent complained that he gave their child nightmares.
Helaine was later told that he would no longer teach kindergarten. A spokesman noted that students under six years old "could be frightened by his appearance." Helaine was disheartened by the move by officials. “I think the decision they took was quite sad,” “I love my job!” he said.
https://www.youtube.com/watch?v=K1sYJtw4CCk You should consider:
Who do you support?
Why?
Explain what you think and why
Why the child was scared.
Should the school do more to help educate the children about tattoos?
Wider implications
What does this mean for other people with tattoos in schools? Should they be banned?
What about body/face piercings? Hair colour/styles etc?
Should he teach older children who wouldn’t be scared?
Aim to write at least 200 words. Writing Task: Write an email to the principal of the school either in support of Helaine or in support of the parent.<br>