- Teaching context:
The class will consist of about 20 students, aged between 18-21 years old. They are at beginner-advanced level of English and are learning English because they plan to travel to an English-speaking country in the near future and some aim to work overseas or use English in their jobs. This level of English is appropriate for this this text because not only is this graded reader aimed at learners with advanced levels of English, but it involves a lot of language that could be difficult for other learners to grasp at lower levels, such as language associated with sarcasm, justice and guilt. Lessons are 1 ½ hours long and occur twice a week for 3 weeks straight. Students are reading the book at the same time as the lessons, so until the next lesson, students have to read up to a certain chapter in order to all be at the same page. I have made lessons like this so that it gives students time to read and catch up, but two lessons a week means they don’t have to wait too long if they want to continue reading ahead (the end of the second lesson per week will require more reading until the next week’s lesson).
This book revolves around a girl who is around the students’ ages, which will make them feel connected to her. She is also a foreigner who has moved to an English-speaking country and is trying to adjust to life there, which will be similar to what the students will experience themselves in the future. This level of English demands a wide range of vocabulary knowledge and students will need to be able to understand the majority of the words they are reading for learning to occur. Their reading skills will be adequate at this stage and they will be able to read silently and out loud with ease, but may struggle with certain intonation or ‘natural’ flow, however this is to be expected and corrected if necessary.
- Aims and rationale:
Collie and Slater (1987) argue that the four main reasons for teaching literature are cultural
enrichment, language gains, authentic material and personal involvement. Other reasons include interest and curiosity, and my unit will focus mostly on these and personal involvement, making it an extensive reading unit. My students will be reading for fun, enjoyment and enlightenment, not accuracy.
My general aims for this course will be to encourage and motivate students to continue learning English. Students will be confident in their reading, be motivated to read, and understand what they are reading for. They will likely find this text interesting, and will have a positive attitude towards reading and learning. They will be able to read without constantly stopping to look up meanings of words, as the focus is not on vocabulary but fluency. General aims are also to increase communication by using themes from the book that students are likely to face or experience during their stay in an English-speaking country. They will learn language that relates to the themes/topics, and respond and evaluate personally to the book. There will be less focus on content as students can just find translations of the book and therefore it can be hard to tell whether they have actually understood what they have read or not. The lessons will focus on the language used in certain sections of the book to portray the themes and why, and also on personal opinions, feelings and responses to the story. Understanding the characters’ behaviour, decisions, actions and feelings and why they act the way they do will also be covered in my lessons. We will look more in-depth at consistency of characters’ behaviour and actions throughout the book, and changes that occur and why. Language used by characters and the narrator in the book will be discussed, identified and analysed.
Because these ESL learners are advanced level, they will know a lot of vocabulary and language, but may be unfamiliar with concepts and themes that are otherwise common to English speakers, such as justice, sarcasm and doubt. This book also contains certain culture- specific themes such as modesty, which these students may not know much about or have learnt differently. Therefore I will make sure to focus on teaching these themes and topics, including the language often associated with them.
Different situations and contexts can affect register, as well as social relationships between characters in the story (Montgomery, Durant, Fabb, Furniss & Mills, 2007, p. 80). That is why I will get students to recognise the different tones and ‘feeling’ that different characters have with each other and get them to understand why. It can be hard to grasp intonation on paper, so we will do some listening examples and role-play type activities so that they can understand different registers in contexts.
Maley (2001) and others believe that literary texts can be used to not only develop comprehension but also improve communicative skills, by providing authentic language examples and opportunities to express opinions, beliefs and feelings. That is why I intend to use this book to enhance the students’ communicative skills through their personal responses to the text, not just focus on the content of the story or just the language. It is important that the students are given themes which will be common but also interesting, and that they are given chances to convey their thoughts and respond to the text.
‘A Dangerous Sky’ will encourage fluency in reading and speaking, as it is simple enough to read and understand easily but some of the themes may need more going over to fully grasp their meanings. However, reading alone will be fine and students can search up meanings of vocabulary if they get really stuck. This book will motivate students to respond personally, with their opinions, feelings, beliefs and thoughts on the story, characters and ending of the book.
Students are not reading for accuracy, vocabulary or grammar, but if there are more than 3 unknown vocabulary per page we will go over them together, especially the aviation-related jargon as that could be potentially confusing.
I noticed a lot of sarcasm was used in the book, so I think it could be useful for my students to practice using it as they will likely face it at some point, and sarcasm can often be difficult to interpret and easy to misunderstand.
Lazar (1993) says most language used in literary texts is common language but with a lot of features such as similes, metaphors and deviant patterns. This book does include a few features, which I will cover, especially if students are curious, but they will not be my main focus as students will not be reading for language features but reading for personal involvement. Responding to the text personally is very important because it connects genuine experiences that they may face in real life and allows them to respond to them, and that is why I have a lot of activities and tasks asking students to reflect or comment on the story. Applying what is in the text to other aspects outside of literature, such as personal impact or meaning, indicates a good reader (Brumfit, 1985, p. 108). This literary competence is my main goal.
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Lesson
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Topic
theme
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Sections of book
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Outcomes/langu
age focus
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Sequence
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1.
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Suspicion
Suspicious behaviour
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Language of suspicion and
suspicious/suspect behaviour:
CH 1:
Pg. 10: ‘Doug glanced across at her…A smile played around on his lips’
Pg. 11: ‘Francesca gave a small frown…’
CH 2:
Pg. 12: ‘These lessons might be more fun than I imagined’. ‘She felt confused.
‘There was something in his eyes that she didn’t like’.
Pg. 13: ‘The way he looked at her and his odd remarks made her feel uncomfortable’. ‘What had he said about the boyfriend? Did it mean what she thought?’.
CH 3: ‘A different kind of fun’ –chapter name itself. Pg. 16: ‘Well there are all kinds of fun’ Doug replied with a strange smile’. ‘Francesca felt confused’. ‘Doug still had this slightly cruel look on his face’.
Pg. 19: ‘…rested a hand on her knee’.
‘She threw him a look of astonishment’.
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Students will read
the chapters and identify the parts that indicate Francesca felt suspicious and also where Doug acted suspicious
They will read the chapters and write down key events in order
Students will identify language associated with suspicion and suspect behaviour
They will respond personally to the chapters covered by imagining being in Francesca’s position and writing what they would do and feel
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Pre-reading (15 mins)
[Discussion] Class discuss the topic of suspicion. Is it a good thing to be
suspicious of someone? How about to ‘act’ suspicious or suspect?
Do you think, from what we have read so far, that Doug has bad motives? Why do you think this?
What would happen if his motives turn out to be good?
What usually happens when someone acts suspicious in real life? How is this different or similar to the story?
While-reading (40 mins)
1. From chapters 1, 2, and 3, write down the things in order that Doug did
to make Francesca feel suspicious of Doug.
2. Discuss this suspicious behaviour in small groups and why it is not considered ‘professional’, then report reasons back to class.
3. In small groups, find language from the chapters that indicate Francesca feels suspicious of Doug. Write these down too.
[Class discussion.] Do you think it is right of Francesca to suspect Doug’s motives? Why/why not? If Doug’s suspect behaviour occurred outside of the workplace, would it still be considered unprofessional, or something else?
Post-reading (30 mins)
In small groups, imagine you are in Francesca’s position. Would you find the
things we discussed (Doug’s behaviour) to be suspicious too? Explain why/why not.
Think about a time you felt suspicious of someone or something. Make a list of 3 or more people from your life and the class will try to guess who was the one acting suspicious based on your descriptions of their actions/words.
What do you think is going to happen next in the story? Do you think Francesca will confront Doug or someone else about her suspicions? HW: Write down would you deal with the situation. Would you say something or hold it in? Give reasons why.
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Lesson
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Topic/theme
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Sections of book
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5
Outcomes/language
focus
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Sequence
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2.
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Dominance
Fear/pressure Sarcasm
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Chapters 4, 5, 6, 7, 9
Dominant/fear language:
Pg. 28: ‘Francesca couldn’t see a way out. It’s Brabazon Road,’.
‘…feeling she should try to be polite.’ Pg. 35: ‘Francesca did as she was told.’
‘She felt afraid of what Doug was going to say…’
Pg. 36: ‘I hope you’re happy with the lessons,’ ‘Of course,’ she lied.
Pg. 48: ‘Well, I’ll have to think about it.’ ‘Well, don’t expect any of your money back.’
‘I think I can do whatever I like and you don’t have a leg to stand on.’
Pg. 49: ‘If you decide to join another flying school here, I will be very, very angry’.
Sarcasm:
Pg. 31: ‘He’s always forgetting things, poor man’.
Pg. 32: ‘Oh, brilliant work, Doug!’ Pg. 37: ‘Doug smiled at her across the cockpit. ‘Whatever you say,’
‘Then, with heavy sarcasm, he said. ‘As you wish. Don’t want an unhappy client, do we?’ Pg. 46: ‘Ah, Francesca Bartolli, for a moment I thought it might be the other Francesca I teach.’
Pg. 47: ‘What a pity,’ Doug replied, with a hint of sarcasm.
Pg. 48; ‘Listen, Ms Bartolli,’ Doug replies with exaggerated politeness.
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To read and identify
language associated with dominance, fear and pressure
To understand the uses of sarcasm in English and when it can be used
To listen to sarcasm read out loud and listen for intonation and attitude
To compare and contrast two characters’ uses of sarcasm
To create sentences and use sarcasm communicatively out loud in pairs
To think of ways to deal with pressure and write some advice to Francesca
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Pre-reading (15 mins)
[Class discussion]
What is dominance? Why does Doug seem to like it when Francesca is scared in the plane (chapter 4)? In this book so far, what has made Francesca most scared? (flying or Doug’s actions?)
Have you heard English speakers use sarcasm? Do you like it? How do you usually feel?
While-reading (40 mins)
Doug pressures and scares Francesca a lot in chapter 5.
1. What language is often used to show that Francesca feels scared and pressured? Write these down in a list. Have you ever felt like this? Write about a time you have.
[Teacher-led explanation/discussion]
Doug uses a lot of sarcasm (pages 37, 46, 47, 48) and also later in the book. English speakers use this often to mean different things. The use of sarcasm confuses Francesca. But Mrs Barker and George also use sarcasm, on pages 31 and at the end of page 59.
2. Listen to the teacher read and act out these pieces of sarcasm and pay attention to any differences between the characters’ sarcasm, especially attitude and intonation. Then listen to the teacher’s own dialogues using sarcasm and work out whether it is being used in a positive or negative way.
3. Read through the pages and compare the characters’ sarcasm, taking note of the relationship between characters and the situation.
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Pg. 59: ‘Bloody awful,’ George answered,
his eyes twinkling once more.
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4. Other than sarcasm, find some things from
chapters 4-9 that indicate that Doug is trying to assert dominance over Francesca. (e.g. makes her feel bad if she joins another flying school, threatens her, knows where she lives, takes control in plane, likes it when she is scared etc.).
Post-reading (30 mins)
1. In pairs, come up with 2 or 3 dialogues using sarcasm. Make some of them good and humorous and some to assert dominance or be rude. Present them to the class. Class will try and work out whether sarcasm was used to be funny or mean.
2. In our lives we face many pressures from peers, family, work and others. Write down solutions or methods to deal with pressure and stress. Imagine you are going to give the advice to Francesca to help her next time she feels pressured or is in a bad situation.
HW:
In chapter 6, Francesca doesn’t tell her parents or her
friend about Doug, and she even deletes the message she was going to send her friend. Why do you think she did this? Why does she act cheerful in front of others when she really is not? Write down what you think and bring to next lesson.
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Lesson
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Topic/theme
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Sections of book
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Outcomes/language
focus
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Sequence
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3.
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Compliments
Modesty
First meetings
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All of chapter 8.
Especially pages: 39
40
41 –unusual to tell someone you’ve just met all that personal info
42 -compliments
43
When she first meets George, chapter 11,
pg. 56 onwards.
Pg. 59: George Compliments her. She smiled.
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To identify language
associated with complimenting someone
To identify language associated with receiving compliments and being modest
Students will be able to use language communicatively to compliment and receive compliments with a partner
Students will share stories about their first meetings and re-enact a first meeting using the language learnt
Students will be able to understand the passages from the book relating to characters’ actions and words and why
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Pre-reading (20 mins)
[Discussion] What does it mean to receive compliments? Is it a good thing?
How do they make you feel? How do you usually respond? Is it ‘rude’ to reject a compliment-what is the ideal way to respond in your culture? (modesty intro) [In groups, discuss]:
How does it feel to compliment someone else? Do you feel good complimenting someone?
When you meet someone for the first time, what usually happens? When Francesca first meets Tom, how do you think she felt?
While-reading (35 mins)
1. Read the following passage from page 42 and answer the questions.
(materials #1)
2. Find some other compliments from the book. Has Doug ever complimented Francesca? Find and discuss with a partner. How does she react?
3. Read the passage on page 43 and answer the questions.
4. Now compare this dialogue with Francesca and Doug’s first meetings in chapter 1. What are the differences? Share answers with class.
Post-reading (30 mins)
Role-play with a partner. One person compliment the other and choose how to
respond (can be modest or not, but use different examples than the story). Then switch roles. Some pairs demonstrate to class and class is free to ask questions.
Talk in pairs about a time you met someone for the first time in groups. Describe how it felt and what happened-did you feel like Francesca afterwards or not? Feel free to share with class. Was your experience more similar to the meeting with Tom or Doug?
Does Francesca and Tom’s meeting make you feel happy? Do you like it?
Give homework sheet. (materials #1)
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Lesson
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Topic/theme
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Sections of book
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Outcomes/langu8age focus
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Sequence
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4.
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Expectations
vs. reality
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Showing Francesca’s expectations
of others, and how they changed
CH 6:
Pg. 30: ‘He looked very correct, certainly not someone who might try to take advantage of her’.
CH 7:
Pg. 33: ‘She wondered if this was Doug’s true nature’ (about scene with his wife and daughter)
‘The more she got to know him, the less she liked him’.
Pg. 35: ‘she was afraid of what Doug was going to say’
Pg. 37:
‘She knew she couldn’t go on. ‘I want to stop the lesson’.
CH 15:
Pg. 79: ‘The more she got to know him, the more she felt that this was the sort of person he was – an artist’ (about Tom)
Pg. 80: ‘If only she’d never begun lessons with Fastwings! If only she’d never met Doug!’ (language about expectations being let down) CH 16:
Pg. 86: ‘She’d imagined the meeting quite differently. She’d imagined…making her speech confidently, without fear. But Doug had caught her by surprise.’
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To describe feelings
when things turn out better or worse than we expect (disappointment or joy)
To reflect on the story and understand what Francesca expected
Students will respond personally to the text by saying what they expect to happen
They will describe what they expected of the characters
Discuss personal stories of expectations being met and not being met
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Pre-reading (10 mins)
In life, things don’t always turn out the way we want or expect them
to. Reality can be different from our expectations, it can either be worse than what we expected or better.
When this happens, how do you feel? Share with a partner.
[Class discussion] In the story so far, do you think things turned out the way that Francesca expected them to? Why/why not?
While-reading (35 mins)
1. Reflect back on the story so far. What do you think
Francesca expected of the people she knew and met? Answer questions on sheet. (materials #2)
2. In small groups, discuss what you expected the characters to be like. Write down on the sheet which characters turned out to be better than you expected, and which were worse.
3. Did the reality of the characters in the story affect Francesca’s dream to be a pilot? In which ways? [this question could potentially be confusing so might need some explaining-the answer I would like is something like: her expectations of Doug were proved wrong, and the reality of him being horrible made her want to quit his flying lessons and leave the country, thus destroying her dream].
Post-reading (40 mins)
Write down how you expect the story to end (a few sentences or a
paragraph). No cheating! Share with the class. After the final lesson, the most similar ending to the original will be given a prize. The most unique/interesting ending (as voted by class) will also receive a prize.
Think of a time you expected something to turn out a certain way, but it didn’t. (It turned out better or worse than you expected). What happened and how did you feel?
Turn this into a short skit with your partner and present to the class. [Discussion] How about something that turned out exactly how you expected it to? Was it satisfying or not?
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Lesson
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Topic/theme
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Sections of book
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Outcomes/l1a0nguage focus
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Sequence
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5.
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Relief/freedom
Confidence
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Language associated with freedom &
relief:
CH 4:
Pg. 23: ‘Francesca began to relax. Up in the sky her fears about Doug seemed quite ridiculous.’
CH 10:
Pg. 51: Tells Mr and Mrs Thompson about Doug, cheque arrives in post. Pg. 53: ‘ I wasn’t getting on with him at all. Francesca answered, strangely relieved to have told him the truth.’ CH 11:
Pg. 55: Metaphors about Tom, feelings of relief and freedom after being with him.
CH 12:
Pg. 62: (to Tom) ‘Three days ago I was more depressed than I can tell you.
…you rescued me, don’t you understand?’
Language associated with confidence: Pg. 23: ‘A smile of success returned to her face. Noticing this, Doug spoke.’ CH 10/11:
Pg. 54: (she says she’s lost her confidence) ‘You’ve come this far-you simply mustn’t give up. Make a fresh start!’
Pg. 59: Has successful plane landing, feels proud, gains confidence.
CH 15:
Pg. 82: ‘Suddenly, she didn’t know
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To discuss personal
moments of relief and also moments from the book where Francesca felt relieved
To identify language associated with confidence and relief
To read and find language that suggests Francesca felt relieved
Students will be able to connect the topic of confidence to real- life situations by thinking of personal situations they have been in similar to Francesca’s
To recount narrative events throughout chapters depicting Francesca’s confidence in flying
To write metaphors to describe relief, confidence and happiness
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Pre-reading (10 mins)
[Discussion]
Call out some situations where you have felt relieved. Can you think of any times where your moment of relief was broken/ruined? How did that make you feel?
[something to think about]:
Do you think she was relieved after Mr Thompson spoke to Doug on the phone and she received the cheque? Why/why not?
While-reading (35 mins)
When Francesca is with Tom her confidence seems to rise and
she feels happier.
1. What language is often used with confidence, or with relief?
2. Find language from the book which suggests Francesca felt relieved in chapter 10.
3. On page 81 Francesca feels free and relieved when she is flying in the plane. Her confidence boosts and suddenly Doug does not seem so scary. Why do you think this is?
4. Fill in the sheet. [It is a chart asking students to fill in how Francesca feels about flying for every few chapters, noting her confidence levels and reasons why her feelings change].
Post-reading (30 mins)
[Discuss in small groups]
What do you think made Francesca react quickly to the engine failure on page 75?
Compare her practices with Doug and George in the past with this one. What changed? Why was she able to take control and save them, but couldn’t with Doug?
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how to fly the plane, or what any of the
controls were for.’
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On page 55, Francesca’s meeting with Tom is described in lots
of metaphorical ways. Write some metaphors of your own to describe how she felt after meeting with Tom.
On page 54, Francesca says she has lost her confidence in flying, and Tom tries to encourage her to continue trying. Think of a time where you have lost confidence in something. Has anyone tried to encourage you to continue? Did you manage on your own?
HW:
Back in chapter 4, Francesca felt her spirits lifted again once
she was flying (pg. 23), and her fears about Doug seemed silly. Is this a good or bad thing do you think?
Do you have a ‘safe place’ like this, where everything feels good and safe?
On the same page, Doug notices her confidence and tries to crush it again. Why?
Why is Francesca ‘determined not to show her fears’?
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Lesson
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Topic
theme
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Sections of book
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Outcomes
language focus
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Seque1n2ce
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6.
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Justice
Bravery
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Chapters 17-20.
Language associated with courage/bravery
CH 18:
Pg. 98: ‘Full of anger, she jumped up, determined to settle matters with the man once and for all.’
CH 19:
Pg. 103: ‘she spoke out loud in English, Come on! Don’t be such a coward!’ Pg. 105: ‘Francesca froze…Then it hit her. This was real. She had to act.’
Pg. 106: ‘There was nothing for it. This was it. One chance to land. One chance to live! Here we go! Come on, Francesca!’ CH 20:
Pg. 110: ‘And then it came to her. If she were ever going to fly again, it had to be as soon as possible.’
Pg. 111: (Tom) ‘I think you should let her go, George.’
Pg. 112: ‘Without delaying a second longer, she steadily pushed in the throttle. This was it.’
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Students will identify
language and characteristics/actions that are associated with bravery
To read over characters’ behaviour and decide whether they have been consistent throughout the book or not
They will compare dialogues in the book and write down differences and similarities
They will debate and argue whether justice was served or not
They will describe what happened to Doug at the end of the book from his POV
They will rewrite the ending of the story how they like
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Pre-reading (15 mins)
[Class discussion] Is bravery a good thing to have or show? When has someone
in your life shown bravery/courage?
[Discuss in small groups] How do you find the ending of the book? Are Doug’s actions at the end consistent with his previous actions throughout the book?
Do you think Francesca will land her last flight at the end of the book?
While-reading (40 mins)
1. Who do you think the most brave/courageous character in the story is?
Find things from the book that makes you think this. Share with class.
2. Find something from the last few chapters that makes you think Francesca has changed as a character.
3. [Class debate]: Do you think Francesca received justice? Why/why not?
Divide class. One half of class: Francesca DID receive true justice, with reasons from the book to support. Other half: she did NOT receive true justice with reasons from the book. Also bring in own personal reasons. Decide on who has the most evidence and convincing argument and reward that group.
Post-reading (30 mins)
[Put class in small groups]. Imagine you are Doug when he sabotages
Francesca’s plane and waits for the police. Describe what you think happened during Doug’s sabotaging of the plane and when he turns himself in from his POV. (e.g. what went through Doug’s mind at the time). Share thoughts with class.
Do you think Doug turning himself into police is an act of guilt or bravery? Why/why not? Share thoughts with class.
Rewrite the ending of the story how you would like it to end. (One short page or so). Ending with most votes will receive a prize.
HW: Think of a time you or someone else in your life has shown great courage or bravery. Describe what happened and how that made you feel. How similar or different is Francesca’s life to your own? Write what you think.
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4. Materials #1: Lesson 3
Read the following passage from page 42 and answer the questions.
As Francesca got to her feet, she noticed the drawing of a bird – an owl – on a notepad on the desk. It was beautiful: detailed and delicate.
Tom saw her looking at it. ‘The head’s not quite right,’ he said. ‘I’ve got to do that bit again.’
‘You drew it?’ Francesca asked. ‘But it’s lovely!’ she went on, genuinely impressed. ‘It must have taken ages.’
‘About half an hour,’ Tom replied. ‘Sometimes there isn’t a lot to do in the office,’ he added with a laugh.
Francesca studied it carefully. ‘It’s fantastic,’ she said at last. ‘Do you draw other things as well as birds?’
‘Well, people sometimes,’ he answered. ‘But mostly birds and planes. Anything that flies, I suppose.’
‘You’ve got a real talent,’ Francesca said.
Tom looked a bit embarrassed. Then, all of a sudden, he tore off the sheet with the bird and handed it to Francesca.
‘Here,’ he said. ‘A small gift.’
Francesca protested only briefly before accepting the drawing.
- Why does Tom say ‘the head’s not quite right’ and ‘I’ve got to do that again’ when he sees her looking at his drawing?
- How do you think Tom feels about his own drawings? Is he confident or does he really think they need some work? Explai
- What does it mean when Francesca ‘protested only briefly’ and why do you think she did this?
- The language used by Tom suggests that he is being modest. Find some examples and explain why.
- Francesca uses language that indicates that she is complimenting Find some examples.
- Why does it say Francesca is ‘genuinely impressed’? What does this mean and why has the author used this?
Read the following passage from page 43 and answer the questions.
‘Well, good luck with your flying lessons,’ he said once they were outside. ‘Doug’s certainly a brilliant pilot, or so I’ve heard.’
Francesca’s heart sank. For the last half-hour, she’d forgotten all about Doug. She didn’t say anything.
‘Drop in again next time you’re here,’ Tom said suddenly. ‘I’m nearly always around if you fancy another coffee.’
Francesca smiled and put out her hand. Their eyes met for a second. She wondered if she would see
Tom again. Then she set off down the path towards the airfield gates.
When she’d gone ten metres or do, she couldn’t help glancing around. Tom was still standing in the doorway. With a little wave, he immediately disappeared back into the office.
- What is significant about this passage in terms of the storyline?
- Why did Francesca’s heart sink when Tom talked about Doug?
- ‘She wondered if she would see Tom aga’ –What does this imply? Do you think this means she
does or doesn’t want to see him again?
- ‘I’m nearly always around if you fancy another coffee.’ – what does Tom mean by this? What does this imply?
- What language shows that Francesca is comfortable with Tom? Give example
- What do you think will happen next between Tom and Francesca?
- How does their first meeting make you feel? Do you like their first meeting?
Homework activity:
Read through chapter 8 again and write down some things that you find interesting, funny, sweet or unusual from Tom and Francesca’s first meeting.
Example: It is unusual to tell someone that you’ve just met a lot of personal information, but Francesca does on page 41.
Share with class in next lesson if you like. Write as many as you can find.
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3.
4.
5.
6.
7.
8.
Materials #2: Lesson 4
Remember: expectations and reality don’t have to be different!
Character: Doug
Relationship to Francesca:
What did she think about him at the start of the book:
What does she think about him now in the story:
What do you think she expected him to be like:
What did you expect the character to be like:
Reality (what they are really like):
Character: Tom
Relationship to Francesca:
What did she think about him at the start of the book:
What does she think about him now in the story:
What do you think she expected him to be like:
What did you expect the character to be like:
Reality (what they are really like):
Character: George
Relationship to Francesca:
What did she think about him at the start of the book:
What does she think about him now in the story:
What do you think she expected him to be like:
What did you expect the character to be like:
Reality (what they are really like):
Out of all the characters, who do you think lived up to Francesca’s expectations the best? Who surprised her?
Reality (what she is really like):
Character: Francesca
What did you expect Francesca to be like:
What did you think about her at the start of the book:
What do you think about her now now in the story:
Moving to England, Francesca probably expected:
She probably did not expect:
Out of all the characters, who surprised you the most? Who lived up to your expectations and who didn’t?
References
Brumfit, C. J. (1985). Language and literature teaching: From practice to principle. Oxford: Pergamon.
Lazar, G. (1993). Literature and language teaching: a guide for teachers and trainers. Cambridge: Cambridge University Press.
Maley, A. (2001). Literature in the language classroom. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages. Cambridge: CUP.
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