Meeting a Boy
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Transcript of Meeting a Boy
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Okso this will be about
the study of Literature?
or knowledge of Literature?
(Carter & Long, 1991)
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Reasons for Literature
in our practices Memorable
Authentic/authenticated material
A good model for good writing
Mental training
Non-trivial Open to multiple interpretations
Personal involvement
Language enrichment
Cultural enrichment Model for rhythm
Psycholinguistic aspects of language learning(Collie & Slater, 1987; Hall, 2005; Lazar, 1993)
Choose
your top 3!
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Models for the use of L
Cultural model
Personal growth model
reader response
Language model
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An exampleYou know what he told his wives by way of
defence? That I forcedmyself on him. That itwas my fault. Didi? You see? This is what itmeans to be a woman in this world.
Nana put down the bowl of chicken feed. She liftedMariams chin with a finger.
Look at me, Mariam.
Reluctantly, Mariam did.
Nana said, Learn this now and learn it well, mydaughter: Like a compass needle that pointsnorth, a mans accusing finger always finds awoman. Always. You remember that, Mariam.
Hosseini, Khaled (2007)A Thousand Splendid Suns. New York: RiverheadBooks. pp 6-7.
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Butusing a novel?
Whats positive?
Whats negative?
Whats interesting?
Criteria
for
selecting
a novel
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Teaching a novel. Phases.(after Parkinson & Reid Thomas, 2000).
Phase Feature
1. Transformation How to introduce the text
2. Reduction How information is mademanageable focusing on
content
3. Categorisation and4. Storage
Categories of analysis for
appropriation
5. Retrieval Through essay or project
writing
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Getting started
Did you use to wear pyjamas?
Do you still wear them?
What stage of your life are they connected
with?
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____ _____(n)
____ ____ ______ (adj)_________ (n)
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While reading
Language-based approaches
Stylistics Pedagogical Stylistics
> description
> interpretation
> evaluation
deviation and foregrounding in grammarand lexis
(Carter & Stockwell, 2008; Clark & Zyngier, 2009;
Cook, 1994; Short, 1996)
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Character Physical
characteristics
Personality? Type of
character?
ONE adjective
which willhelp you
remember
him/her.
Bruno
Mother
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In the first chapter, the narrator mentions
the Fury and his beaut i fu l woman.
According to the historical background of
the novel, who do you think these twocharacters are? Work with your partner
and discuss.
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Less is more
In a cave set back from the ocean, on the coast ofNew Zealand, Louise and Schmidt hide alongwith two local boys frightened of being called upto fight in the Great War. But the sensual rhythm
of the tango lessons that Schmidt gives on asandy cave floor will have devastatingconsequences for all of them. Two generationslater, Schmidts fiery granddaughter Rosa,running an Argentinian restaurant, captivates a
young man with the same sultry music thatinspired seduction and deception so many yearsearlier.
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Foregrounding
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Foregrounding
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Now continue this extract by
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Now, continue this extract by
breaking the pattern in such a way
that what you write stands out.Twenty five boys were sent that year to Camp
Bradford. Twenty five brothers, and friends, and sons,
and grandsons. And all of them were so happy to spenda summer by the beach, by the deep blue sea, by the
coast which timidly faced another continent, another
way of doing things, other dreams. And twenty five boys
left early that morning,
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Cliff-hangers
http://localhost/var/www/apps/conversion/tmp/Mis%20v%C3%ADdeos/RealPlayer%20Downloads/CLIFFHANGER%20(Trailer).flvhttp://localhost/var/www/apps/conversion/tmp/Mis%20v%C3%ADdeos/RealPlayer%20Downloads/CLIFFHANGER%20(Trailer).flvhttp://localhost/var/www/apps/conversion/tmp/Mis%20v%C3%ADdeos/RealPlayer%20Downloads/CLIFFHANGER%20(Trailer).flvhttp://localhost/var/www/apps/conversion/tmp/Mis%20v%C3%ADdeos/RealPlayer%20Downloads/CLIFFHANGER%20(Trailer).flv -
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Cliffhangers
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The point of no return
As the story unfolds, we reach a point of no return, thatis, a point at which events cannot be undone and howthe end will be is clear or inevitable. In pairs or smallgroups, read the following possibilities and choose one.
You will explain your choice to the rest of the class. Brunos constant explorations to the fence. Mothers argument with Father in chapter 17.
The disappearance of Shmuels father.
When Bruno crosses the fence into the camp.
Brunos keeping his promise to look for Papa. Bruno and Shmuel joining on the march.
(your own)
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Describing
TITLE AND AUTHOR
YEAR OF PUBLICATION
IT IS DIVIDED IN...THEME(S)SETTING
PLOT (between 50 and 70 words)
PROTAGONIST(S)
ANTAGONIST(S)
OTHER IMPORTANT CHARACTERS
LITERARY TECHNIQUES
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On blurbs and reviews
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On blurbs and reviews
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Praising
Again in groups, they are given these questions:
Whats the common feature these newspapers see in the novel?
Imagine that you work for these newspapers and you have beenasked to support your praise. Find examples in the text whichillustrate what you say.
Whats the effect of such simple language? Is that part of the writersstyle?
What differences and similarities in the use of language can you find
between the way Bruno talks and the way the narrator tells thestory? Think of phrases, sentence patterns, vocabulary
Now, compare your answers with another group and report to thewhole class.
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Before you stand up and run awaywell, you may be asleep already
The trailer!!
http://localhost/var/www/apps/conversion/tmp/Mis%20v%C3%ADdeos/RealPlayer%20Downloads/The%20boy%20in%20the%20striped%20pyjamas%20-%20Trailer.flvhttp://localhost/var/www/apps/conversion/tmp/Mis%20v%C3%ADdeos/RealPlayer%20Downloads/The%20boy%20in%20the%20striped%20pyjamas%20-%20Trailer.flv -
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Thank you