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Telling Love Stories

Learning English. through. Telling Love Stories. Kate Liu , August/2003 Based on a lesson plan made by 英四乙 Jill Kao 高延君, Nico Chan 詹璧瑩, Janet Chiueh 闕傑瑩, Michelle Chang 張連芬 in English Teaching Methodology Spring, 2003, SOCE, Fu Jen; Teacher Yu-chih Doris Shih. Outline.

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Telling Love Stories

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  1. Learning English through Telling Love Stories • Kate Liu, August/2003 Based on a lesson plan made by 英四乙Jill Kao 高延君, Nico Chan 詹璧瑩, Janet Chiueh 闕傑瑩, Michelle Chang 張連芬 in English Teaching Methodology Spring, 2003, SOCE, Fu Jen; Teacher Yu-chih Doris Shih

  2. Outline • Target, Time and Purposes; • Workstation Map • Wk 1: • 1-1. Animation Re-Telling(50 mins) • 1-2. Myth Revision Discussion(50 mins) • Wk 2: • 2-1 Film Clips: Reading & Role Play (100 mins) • Wk 3 • 3-1. Song: Listening & Drawing(50 mins) • 3-2 Final Discussion(50 mins) Wks 1-2-3: Collective Writing (outside classroom)

  3. Target Students, Time & Purposes • High School and College Students • Time: a mini unit of 6 class periods (50 mins x 6) • Purposes: • Uses and combines different multimedia materials to train students’ four English skills; • Uses a topic of common interest—love– to inspire students to talk and write in English. • Stimulates students to think critically about different kinds of love and relationships. * The texts in this lesson plan are arranged in such a way that the students get exposed to a variety of English on different levels. Thematically, these texts can all serve as a contrast to each other.

  4. Wk 1 1-2-3.Collective Writing (mostly outside classroom) Wk 2 Wk 3 Workstation Map 3-1. Song:Listening & Drawing (50 mins) 1-1. Animation Re-Telling (50 mins) 2. Film Clips:Reading & Role Play(100 mins) 1-2. Myth RevisionDiscussion (50 mins) 3-2.Final Discussion (50 mins)

  5. Wk 1: Work Station Design • If equipments allow it (e.g. two screening rooms), the texts in wk 1 can form two mini-stations for students to watch in groups, with the third mini-station for students to work on their own stories. The groups then get back to the whole class for general discussion.

  6. 1-1. Re-Telling Work Station • Text: George and Rosemary

  7. 1-1. Re-Telling Work Station • Purpose -- train students’ listening comprehension and attentiveness to details; • Text: George and Rosemary • Time: 50 mins. • Teacher: asks questions to get the students to fill in details.

  8. Re-Telling Station • Process • Introduces the animation; • Plays the videoonce; • Asks the students to summarize the story and then flesh out the details together; • Plays the video again but turns off the sound so that one or two students can narrate the story on the side. • (alternative) Asks them to write a dialogue for some moments of the story.

  9. 1-2. Myth RevisionDiscussion Work Station • Text: Atlanta

  10. 1-2. Myth RevisionDiscussion Work Station • Purpose -- trains students’listening comprehension; -- starts students to think about different views of love and marriage for people of different ages. • Text: Atlanta • Time: 50 mins. • Teacher: Tells the story of Atlanta in Greek mythology first so that the students can discuss the major points of revision.

  11. Atlanta in Greek mythology Melanion then ran his race with Atlanta carrying the golden apples (given by Aphrodite) with him. When Atlanta caught up to him he tossed the first apple at her feet. The sight of the magic golden apple was irresistible to Atlanta. She stopped to pick it up, confident that she could make up the time. Soon enough she was once again passing Melanion. He threw the second apple, this time further to the side. Again, she lost time retrieving the apple. As she again caught up the finish line was near and chasing the third thrown apple cost her the race. Melanion thus won Atlanta, but he forgot to sacrifice to Aphrodite as he promised. The latter, in anger, turned the two into lions, who, according to the Greeks then, only mated with leopards. Now show the modern version (in EngSite).

  12. 1-2. Myth RevisionDiscussion Questions • Process: After showing the animation, the students can break into smaller groups to discuss the following questions first and then get back to the larger class. • Questions: • How are the stories of “George and Rosemary” and “Atlanta” (original and revised versions) different from one another? • What makes George and Rosemary interested in each other, but not Atlanta and Prince George? How about the Atlanta and Melanion in Greek mythology? • Revision: how does it deal with the figures of authorities and power in traditional myth? • Do you find marriage necessary, at your young age and when you are older? What would be your main reasons for loving a person and wanting to marry him/her?

  13. 1-2-3. Collective Writing: E-mail Station • Purposes • While talking about several ‘love’ stories, students create their own in groups. • To work together, they not only exercise their imagination, but also practice their writing and communicative skills.

  14. E-mail Station • Teacher • Joins students’ first-round discussion and give general feedback to their plotline—in class or via email. • Facilitator – reminds students what they need to accomplish each week and helps solve the problems in communication.

  15. Wk 1 in class & before wk 2 1. plotline, divided into three parts 2. central point.

  16. Introd (setting & character description). Wk 2 -3 before wk 3 Smooth the whole story Part II. Add Dialogue & Description Part III.

  17. Assignments for Wk 2 • Produce a general plotline and central point with a group; • Watch clips of Romeo & Juliet 1968 & 1996; Read the lyrics of “What is a Youth?” • Think of a ‘first encounter’ story to perform in class. (This can be part of the first story the group creates.)

  18. 2. Film Clips:Viewing, Reading & Role Play • Romeo & Juliet 1968 & 1996

  19. 2-1. Film Clips:Viewing,Reading & Role Play • Purpose: -- Uses the first encounter scene of two film versions of Romeo and Julia for students to appreciate and compare both their English languages and performances. -- inspires students to tell a story of first encounter in their own words, at the same time embodying their ideas through role play. • Text: two versions of Romeo and Juliet and the lyrics of the older version’s sound track • Time: 100 mins. • Teacher: Increases students’ understanding by explaining 1) the general plot of these films; 2) the contexts of the first encounter. (synopsis: http://www.bardweb.net/plays/15.html ); 3) the lyrics.

  20. ROMEO AND JULIETReferences for Teachers • ROMEO AND JULIET NAVIGATOR (http://www.clicknotes.com/romeo/welcome.html ) • Romeo and Juliet and Westside Story: Time Stands Still in Literature http://www.yale.edu/ynhti/curriculum/units/1986/1/86.01.06.x.html • Comparison of the two films: • 1. http://www.geocities.com/Hollywood/9251/table.html ; • 2. http://homepage.mac.com/jonathansick/school/englishdocs/jsick-rjmovie.pdf

  21. 2. Film Clips:Viewing,Reading & Role Play (2) Process: • 1st hour: 1. The students watched the clips and read the lyrics at home first. • 2. Briefly introduces the two versions: Zeffirelli’s in 1968 and Luhrmann’s in 1996. (Ref.http://www.filmwritten.org/reviews/1996/romeojuliet3K.htm ) • 3. Plays the clips again and analyze their differences. • 4. Analyses on the lyrics of “What is a Youth” • 2nd hour: 5. Asks students to perform a short play of ‘love at first sight’ or ‘first encounter.’

  22. Wk 2: Work Station Design • If equipments allow it (e.g. two screening rooms & one CD player), the two texts in wk 2 can form two mini-stations for students to watch in groups. • After about thirty mins’ group viewing/discussion time, the teacher then leads general discussion for about 10 mins. • Students then get back to their own group for role play practice, the ideas of which they should have thought about before class. • The last 30 mins—students’ performances.

  23. "What is a Youth" What is a youth? Impetuous fire. What is a maid? Ice and desire. The world wags on, a rose will bloom.... It then will fade: so does a youth, so does the fairest maid. Comes a time when one sweet smile has a season for a while.... Then love's in love with me. (The underlined parts are about youthful passion. For the song and its annotation, please go to EngSite.)

  24. "What is a Youth“ (2) Some they think only to marry, others will tease and tarry. Mine is the very best parry. Cupid he rules us all. Caper the cape, but sing me the song, Death will come soon to hush us along. Sweeter than honey... and bitter as gall, Love is a task and it never will pall.

  25. Assignments for Wk 3 • 1. Listen to “Two Beds and a Coffee Machine” by Savage Garden and “And So It Goes” by Billy Joel, and read their lyrics. • 2. Finalize the story written with a group; • 3. Choose one moment or one emotion from one of the above stories and try to draw a picture of it (or find a picture or an object to represent it).

  26. “Two Beds and a Coffee Machine” by Savage Garden; “And So It Goes” Billy Joel 3-1. Listening & Drawing Station

  27. 3-1. Drawing Station • Purpose -- trains students’ listening comprehension and understanding of English expressions; -- activates students’ visual intelligence by asking them to visualize the stories or emotions in the songs.

  28. Drawing Station • Text: “Two Beds and a Coffee Machine” by Savage Garden; “And So It Goes” by Billy Joel • Time: 50 min • Teacher: moderator (compared with Romeo and Juliet, these two songs are easier, so the teacher can ask students to be totally in charge.)

  29. Drawing Station • Process • Before this unit, students listen to of the songs and read its lyrics at home. • In class, students are the teachers to explain the meanings of the songs, one group at a time. • After they explain the general meanings, they pick up a scene or an emotion from one of the songs, or from their own stories, and then draw it for the other groups. • The other groups, in turn, try to ‘say back’--describe what they see on the picture and what they feel about it.

  30. “Two Beds and a Coffee Machine”For the song and its annotation, please go to EngSite (.) And she takes another step Slowly she opens the door Check that he is sleeping Pick up all the broken glass and furniture on the floor Been up half the night screaming now it’s time to get away Pack up the kids in the car Another bruise to try and hide Another alibi to write Another ditch in the road You keep moving Another stop sign You keep moving on

  31. “Two Beds and a Coffee Machine” (2) And the years go by so fast Wonder how I ever made it through And there are children to think of Baby’s asleep in the backseat Wonder how they’ll ever make it through this living nightmare But the mind is an amazing thing Full of candy dreams and new toys and another cheap hotel Two beds and a coffee machine But there are groceries to buy And she knows she’ll have to go home

  32. “Two Beds and a Coffee Machine” (3) Another bruise to try and hide Another alibi to write Another lonely highway in the black of night But there’s hope in the darkness You know you’re going to make it Another ditch in the road Keep moving Another stop sign You keep moving on And the years go by so fast Silent fortress built to last Wonder how I ever made it

  33. “And So It Goes” (1) Billy Joel In every heart there is a room A sanctuary safe and strong To heal the wounds from lovers past Until a new one comes along I spoke to you in cautious tones You answered me with no pretense And still I feel I said too much My silence is my self defense And every time I’ve held a rose It seems I only felt the thorns And so it goes, and so it goes And so will you soon I suppose

  34. “And So It Goes” (2) But if my silence made you leave Then that would be my worst mistake So I will share this room with you And you can have this heart to break And this is why my eyes are closed It’s just as well for all I’ve seen And so it goes, and so it goes And you’re the only one who knows So I would choose to be with you That’s if the choice were mine to make But you can make decisions too And you can have this heart to break And so it goes, and so it goes And you’re the only one who knows

  35. 3-2. Final Discussion • Thematically, the texts cover: • Young and passionate love, and love between the elderly; • Choice of one’s interest/ideal over marriage, family violence and marital problems; • Stories the students write and/or revise. All of these stories, together with the stories they write, can stimulate the students to talk more about their views of love and human relationship.

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