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Photocopy authorised for class use only - © Nathan NEW STANDPOINTS ■ SEPTEMBER-OCTOBER 2008 35 ACTIVITY 1 READING THE BEGINNING FOR CONTEXT Display the first two paragraphs of the story up to “…a rabbit or a pheasant to eat” on the OHP . Start with the prompts: Who? When? Where? Pupils should be able to say something along the lines of: This story is about a man who lived in a village in America in 1760. His name was Rip Van Winkle. Circle an English province in America plus the date. Mime per- plexity and let pupils react. You can rely on pupils’ knowledge. In the past, the United States was an English colony. Then reveal the timeline at the top of the worksheet, or put it on a transparency. Point at 1619 and the ship, again use pupils’ knowledge, otherwise give very basic facts. Then show the 13 colonies on the map, and point to 1776. Ask them to tell you what happened. Complete in very simple words again. In 1619, The Pilgrims arrived in America. They stayed or “set- tled” there. They were English. Later there were more people and there were 13 colonies. Then the “settlers” wanted to be independent. There was a war, and the American settlers and their leader, General George Washington, won the war. Washington became the new country’s first President. Show where the Catskill Mountains are: in New York State. If need be, explain the difference between New York State and New York City. TASK 1 ACTIVITY 2 READING AND UNDERSTANDING THE TEXT Hand out the text up to It was fine yesterday… and have them do TASK 2. (Reading activities). ACTIVITY 3 LISTENING TO A PART OF THE STORY Read the two lines of introduction to the dialogue in the tav- ern: “Rip walks slowly […] Finally he gets to the tavern” and ask pupils to anticipate what might (have) happen(ed). Listen to the dialogue (Track 2) and complete TASK 3. Display the pictures of the old and new taverns and villages on the OHP and ask pupils to focus on the differences. Elicit com- parisons between the new village and the old one. TASK 4 Have them imagine the rest of the story. Perhaps he will be killed or sent to prison. / He will find his family. / He probably goes crazy and dies alone, etc. ACTIVITY 4 SPEAKING: INDEPENDENCE AND GENERAL WASHINGTON Classwork King George III and General Washington’s respective roles in American independence need to be clarified beforehand. Give two pupils the cards with basic information about the two men (dates of birth and death, nationalities, rank and impor- tance in history). Meanwhile, the other pupils prepare ques- tions to find out who they are. (Two minutes). Project the portraits of the two men (Google image) on the OHP . Don’t identify them. Start the Q & A session. Pairwork In pairs, pupils prepare the dialogue between Rip and the villager who tells him what has happened over the past 20 years. Go from pair to pair. Pupils may write down their questions in order to learn them, but won’t be allowed to have WORKSHEET Drama Drama Lower Intermediate WORKSHEET Working with “Rip Van Winkle” OBJECTIVES ■ Culture America’s colonial period, two historical figures, King George III and General (later President) George Washington ■ Language and Grammar in Context The past: ago, dates; ques- tions and answers; direct speech, predicting; modal verbs; adjec- tives; comparing and contrasting SKILL DEVELOPMENT AND CEFR Reading A2: reading and understanding a tale, vocabulary and syntax are fairly easy to understand Listening A2: understanding a short dialogue, getting the main point in clear messages Writing A2: creative writing; writing a short drama scene connected to the short story, with precise instructions and guidelines Speaking A2: interacting, asking and answering questions; performing the scene before an audience MATERIAL ■ One copy of the worksheet with the adapted form of the story per pupil ■ An OHP and a copy of the first two paragraphs of the text on a transparency. ■ An enlarged copy of the two illustrations of the tavern on a transparency and the timeline. ■ A map of the United States during the early stages of colonization ■ Portraits of George Washington and King George III ■ New Standpoints Live, Track 2 ■ Props: a broom, a toy rifle, a pipe, a mug FINAL PROJECT After reading the story and listening to a short sketch based on two dialogues, pupils will write their own dia- logues and perform them in front of the class. INTRODUCTION The charm of Washington Irving’s classic American tale, Rip Van Winkle, is sure to appeal to youngsters, while giving them a glimpse of life in the American colonies around the time of the War of Independence. PROCEDURE Document prepare pour
Transcript of NS37_RipVanWinkle.pdf
Photocopy authorised for class use only - © Nathan NEW STANDPOINTS ■ SEPTEMBER-OCTOBER 2008
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ACTIVITY 1 READING THE BEGINNING FOR CONTEXT
Display the first two paragraphs of the story up to “…a rabbitor a pheasant to eat” on the OHP. Start with the prompts: Who?When? Where? Pupils should be able to say something alongthe lines of: This story is about a man who lived in a village inAmerica in 1760. His name was Rip Van Winkle.
Circle an English province in America plus the date. Mime per-plexity and let pupils react. You can rely on pupils’ knowledge.In the past, the United States was an English colony.
Then reveal the timeline at the top of the worksheet, or put iton a transparency. Point at 1619 and the ship, again usepupils’ knowledge, otherwise give very basic facts. Then showthe 13 colonies on the map, and point to 1776. Ask them totell you what happened. Complete in very simple words again.In 1619, The Pilgrims arrived in America. They stayed or “set-tled” there. They were English. Later there were more peopleand there were 13 colonies. Then the “settlers” wanted to beindependent. There was a war, and the American settlers andtheir leader, General George Washington, won the war.Washington became the new country’s first President.
Show where the Catskill Mountains are: in New York State. Ifneed be, explain the difference between New York State andNew York City. TASK 1ACTIVITY 2 READING AND UNDERSTANDING THE TEXT
Hand out the text up to It was fine yesterday… and have themdo TASK 2. (Reading activities).
ACTIVITY 3 LISTENING TO A PART OF THE STORY
Read the two lines of introduction to the dialogue in the tav-ern: “Rip walks slowly […] Finally he gets to the tavern” andask pupils to anticipate what might (have) happen(ed).
Listen to the dialogue (Track 2) and complete TASK 3.
Display the pictures of the old and new taverns and villages onthe OHP and ask pupils to focus on the differences. Elicit com-parisons between the new village and the old one. TASK 4Have them imagine the rest of the story. Perhaps he will bekilled or sent to prison. / He will find his family. / He probablygoes crazy and dies alone, etc.
ACTIVITY 4 SPEAKING: INDEPENDENCE AND GENERAL WASHINGTON
Classwork
King George III and General Washington’s respective roles inAmerican independence need to be clarified beforehand.
Give two pupils the cards with basic information about the twomen (dates of birth and death, nationalities, rank and impor-tance in history). Meanwhile, the other pupils prepare ques-tions to find out who they are. (Two minutes).
Project the portraits of the two men (Google image) on theOHP. Don’t identify them. Start the Q & A session. Pairwork In pairs, pupils prepare the dialogue between Ripand the villager who tells him what has happened over thepast 20 years. Go from pair to pair. Pupils may write down theirquestions in order to learn them, but won’t be allowed to have
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Drama Lower Intermediate WORKSHEETWorking with “Rip Van Winkle”
OBJECTIVES
■ Culture America’s colonial period, two historical figures, KingGeorge III and General (later President) George Washington■ Language and Grammar in Context The past: ago, dates; ques-tions and answers; direct speech, predicting; modal verbs; adjec-tives; comparing and contrasting
SKILL DEVELOPMENT AND CEFR
Reading A2: reading and understanding a tale, vocabulary and syntaxare fairly easy to understand
Listening A2: understanding a short dialogue, getting the main pointin clear messages
Writing A2: creative writing; writing a short drama scene connected tothe short story, with precise instructions and guidelines
Speaking A2: interacting, asking and answering questions; performingthe scene before an audience
MATERIAL
■ One copy of the worksheet with the adapted formof the story per pupil■ An OHP and a copy of the first two paragraphs ofthe text on a transparency.■ An enlarged copy of the two illustrations of the tavern on a transparency and the timeline.■ A map of the United States during the earlystages of colonization■ Portraits of George Washington and King George III■ New Standpoints Live, Track 2■ Props: a broom, a toy rifle, a pipe, a mug
FINAL PROJECT
After reading the story and listening to a short sketchbased on two dialogues, pupils will write their own dia-logues and perform them in front of the class.
INTRODUCTIONThe charm of Washington Irving’s classic American tale, Rip Van Winkle, is sure to appeal to youngsters, while giving them aglimpse of life in the American colonies around the time of the War of Independence.
PROCEDURE
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DramaWORKSHEETthese “scripts” when performing. They should be able to say:What has happened? / Is King George dead? Who is the King?Then who rules the country? Who is General Washington?/ Youhave been asleep for 20 years. 20 years ago, King George IIIwas our ruler, but now it is General Washington. This is not anEnglish colony any longer but an independent country! This isthe United States of America! See prompt cards TASK 5.
ACTIVITY 5 HOMEWORK: READING THE END OF THE TALE
Pupils read the end of the story and do TASK 6, in order tobe able to explain Rip’s problem.
ACTIVITY 6 WRITING A DIALOGUE
Explain to the pupils that they are going to enter a script-writ-ing and acting contest: writing the dialogue for a scene fromthe tale (the row between husband and wife at the very begin-ning) and then acting it out in front of the class.
Divide the class into pairs, and give them role cards. TASK 7
Go from pair to pair helping them with their writing task.Ask a group to test their scene in front of the class. (Explainthat it’s just a try.) Ask the class to say first what’s good, andthen what needs improvement. Then play the recorded scene. Ask pupils to listen, and pickout words or details they hadn’t thought of (or can’t under-stand). Discuss the details that bring life to the dialogue (repetitions,exclamations) and encourage them to do the same with theirown dialogues. Help them with intonation and pronunciation.
FINAL TASK: ROLE PLAY
Pupils act out their scenes with props and costumes.Other pupils assess the performances and vote for the best.
THE STORY OF RIP VAN WINKLE by Washington Irving
It is the year 1760. A man called Rip Van Winkle lives in a vil-lage in the Catskill Mountains, in an English province inAmerica. Rip Van Winkle is not a hardworking man, but allthe children in the village love him, because he is alwayshappy to play with them. He is also always happy to help hisneighbours… but for his own wife and family he neverworks, so his family is very poor.
Day after day, Rip goes to Nicholas Vedder’s tavern, drinkingbeer with the old men, who sit under the portrait of KingGeorges III. Sometimes his wife comes looking for him there.“Rip, come home and work! The cows are hungry, and thecorn is high in the fields, and I can’t do everything myself!”So what does Rip do then? He goes hunting. He takes hisdog, Wolf, and his rifle, and he goes into the mountains.Often he comes home with a rabbit or a pheasant to eat.
But one day, when Rip is hunting, he sees a bizarre little manin funny old clothes carrying a barrel on his back. “Can youhelp me?” the man asks. And of course, Rip helps him. Thetwo walk in silence for a long time, and finally arrive at apark, where lots of little people dressed in old clothes areplaying games. They all have a drink from the barrel. Rip
likes the taste, and drinks more and more. Finally, he fallsasleep.
When he wakes up, it’s morning. “Oh no! Did I sleep allnight? My wife will be so angry with me!” He tries to get up.“Oh! My back hurts, my knees hurt… sleeping outside isuncomfortable!” He whistles for his dog, and picks up hisrifle. “That’s strange,” Rip thinks. “Where is Wolf? And why ismy rifle rusty? It was fine yesterday…”
Rip walks slowly back to the village, but when he gets there,everything is changed. His house is in ruins. He doesn’tknow any of the people in the village. “How strange! Andwhy are they all wearing such bizarre clothes?”
Finally he gets to the tavern. The portrait of George III ischanged. Now it says “General Washington.” And Rip doesn’tknow any of the men there. “Where is Nicholas Vedder,” Ripasks. “Mr Vedder?” one of the men replies. “He died 18 yearsago! Who are you old man?”
Rip can’t understand why his village is full of strangers, buthe takes off his cap and declares, “My name is Rip VanWinkle, and I am a loyal subject of King George III!”
“The King?!? That man’s a spy, a traitor. Arrest him!” Justthen, a young woman with a baby comes to see what’s hap-pening. The woman looks just like his wife. “What is yourname, good woman?” Rip asks. “Judith Gardenier,” shereplies. “And what is your father’s name?” “My father was RipVan Winkle, but he disappeared 20 years ago, when I was alittle girl. He went hunting with his dog one day. The dogcame home, but we never saw my poor father again. Mypoor mother died a few years later.”
“I am your father, my dear girl. I have come home!” “Oh,Father, Father, is it really you?” And Rip lived happily with hisdaughter for the rest of his life.
Adapted by Regan Kramer
The USA13 English colonies1619 1776
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TASK 1
Read paragraphs 1 and 2 and complete this information cardfor the main character.
First Name: ___________________________________________Family Name: _________________________________________Nationality: ___________________________________________Job: _________________________________________________
Family: _______________________________________________
Pet: __________________________________________________
Personality: ___________________________________________
Things he likes to do:___________________________________
______________________________________________________
Wife’s personality: _____________________________________
TASK 2
A. True or False? Read paragraph 2, then justify
your answer.
1. Rip goes to the pub to drink beer with his young friends.
■■ T ■■ F
__________________________________________________
2. His wife is angry at him because he doesn’t work.
■■ T ■■ F
__________________________________________________
3. Rip goes to feed his cows on his farm.
■■ T ■■ F
__________________________________________________
4. His dog’s name is Rifle.
■■ T ■■ F
__________________________________________________
B. Read paragraphs 3 and 4 then put these sentences
in order.
a. ___ He goes to sleep.
b. ___ He wakes up.
c. ___ He meets a strange man who asks him for help.
d. ___ He can’t find his dog, and his rifle is rusty.
e. ___ He goes hunting in the mountains.
f. ___ He drinks from the barrel.
g. ___ Lots of little people are playing a game.
C. Now find the pictures corresponding to the story.
Match each picture in the next column with a paragraph
of the text. And give a title to each picture.
A
B
C
D
E
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TASK 3: LISTENING COMPREHENSION
A. Circle the names of the people who speak in the story.
Rip Van Winkle ● General Washington King George ● Mrs Van Winkle
man at the tavern ● second man at the tavern
B. Circle the words you hear.
1. Who are you old man / young man?
2. I am a loyal subject / object of King George III
3. He’s a guy / spy, a traitor!
4. Do you know / and now what year it is, sir?
5. Umm, let me see…1760 / 1716?
6. And do you know where / who you are?
C. Listen again and complete the sentences.
1. Of course I _____________! We’re in a little _____________in the __________________ of New York, in the British______________ of America.
2. Do you know about the ______________________________________?
3. And do you know who _______________________________________ is?
4. Dear old man, let me ________________.
TASK 4 Spot the differences! Look at pictures D and E in Task 2.
A. Compare the two pictures using these adjectives:
young ● old ● long ● short ● dirty ● frightened confused ● happy ● friendly
B. Use but or although to contrast the two pictures.
In Picture E, Rip is young, but…
______________________________________________________________
TASK 5
1. Pupil A. Be prepared to answer questions about George Washington:
Date of birth: 1732 Date of death: 1799
Nationality: American Rank: General
Importance in history: Won the War of Independence
● Was the first American president after the independence ofthe United States.
Pupil B. Be prepared to answer questions about George III:
Date of Birth: 1738 Date of Death: 1820
Nationality: British Rank: King
Importance in History: Lost the War of Independence
● Was the British king when the United States became independent.
2. Imagine the dialogue between Rip and the man in the tavern.
TASK 6
Copy this table onto a separate piece of paper (leave morespace for the lines), and complete it. Then, be prepared totalk about Rip’s problem.
1760 (20 years ago) 1780
Rip Van Winkle _________________ ________________
Dame Van Winkle _________________ ________________
The country _________________ ________________
TASK 7: Role Cards
Write a dialogue and perform it in front of the class:
Pupil B: You are the man in thetavern and answer Rip’s ques-tions: 1. King George not dead 2. but not king here any more 3. new leader: GeorgeWashington 4. a victorious gen-eral 5. defeated the English inthe war of Independence,President of the United States.
Pupil A: You are Ripand express yoursurprise: 1. the por-trait of King Georgehas disappeared 2. King Georgedead? 3. New Kingof the country? 4. Who? 5. Why?
Pupil B: Dame Van Winkle:
● Energetic, bossy, angry
● You are furious becauseyour husband is not working.
● You want him to look afterthe cows and the farm.
● You are tired because youdo everything/all the work.
Pupil A: Rip Van Winkle
● Lazy and friendly, butthen angry
● You want to drink withyour friends. But yourwife wants you to work.So you have a bigargument with her.
●You go to the moun-tains.
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TranscriptRip Van Winkle: An American StoryRip Van Winkle is an old story by American writer Washington Irving.Can you act it out?
Rip Van Winkle is having a beer in a tavern. When his wife finds him,they have an argument.
Mrs Van Winkle: Rip, come home and work! The cows are hungry,and the corn is high in the fields, and I can’t do everything myself!Rip: Cows, cows, cows… that’s women’s work, Dame Van Winkle! Don’tbother me with your cows!Mrs Van Winkle: Rip Van Winkle! I milk the cows every morning andevery night! I make butter from their milk. And I cook your break-fast, lunch and dinner every day. But I can’t feed the cows, too!Rip: Stop complaining, woman! Can’t you see I’m talking with myfriends here?Mrs VW: Talk, talk, talk! That’s all you do all day! Can’t you see thatall your friends are old men? They have earned their rest… andtheir beer! Not like you! You have young children to support. Youmust work!Rip: Work, work, work! That’s the only word I ever hear from yourmouth. Mrs VW: If you don’t come home and cut the corn today, your chil-dren won’t have anything to eat this winter!Rip: And if you don’t stop shouting at me, you’ll never see me again!Mrs VW: Good! Later, Rip goes to the same tavern… but he doesn’t know anyone andhe is very confused.
Man at tavern: Who are you old man?Rip: My name is Rip Van Winkle, and I am a loyal subject of KingGeorge III!Man: The King? He’s a spy, and a traitor! Another Man: Arrest him!Rip: What… what’s wrong? What’s going on? What did I say? Aren’tyou all subjects of the King?First Man: Do you know what year it is, Sir?Rip: Umm, let me see… 1760, I think.First Man: And do you know where you are? Rip: Of course I do! We’re in a little village in the province of NewYork, in the British colony of America!Man: Do you know about the War of Independence?Rip: No, I don’t. What is that?Man: And do you know who General George Washington is?Rip: George Washington? No, who is he?Man: Dear old man, let me explain…
Solutions Task 1
1. Rip
2. Van Winkle
3. English subject
4. farmer
5. a wife and children
6. a dog, Wolf
7. lazy, friendly, jovial…
8. drinking beers with his friends and playing with children,hunting
9. hardworking, ill-humoured, bossy…
Task 2
A.1. False, he goes with old men.
2. True, “Rip come home and work!”
3. False, “So what does he do then? He goes hunting.”
4. False, “He takes his dog, Wolf.”
B. a. 5 b. 6 c. 2 d. 7 e. 1 f. 4 g. 3
C. a. 2 b. 3 c. 5 d. 4 e. 1
Task 3
A. Rip Van Winkle ● Mrs Van Winkle ● man at the tavern ● secondman at the tavern
B. 1. old man 2. subject 3. spy 4. Do you know 5. 1760 6. where
C. 1. do, village, province, colony 2. War of Independence 3. GeneralGeorge Washington 4. explain
Task 4
Differences: the portraits, Rip is older, the men are younger. Rip isyounger in one picture and older in the other. His hair is longerthan it was 20 years ago. His hair and beard were shorter 20 yearsago. He is dirty, frightened, confused in the second picture whereasin the first picture, he looks happy and friendly.
Task 6
1760: Rip was young, he knew everyone in the village and peopleloved him, he lived with his wife and children, they were all subjectsof King George III.
1780: Rip is old; he doesn’t recognize anyone in the village. Theportrait in the pub has been changed. He learns that his wife isdead, meets his grown up daughter and discovers he is now anAmerican citizen.
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