Tag: book

Posted in Literature Lessons, Macbeth, Secondary/IP/IB

Macbeth Lessons 11-12 Act II Scene II-Act III Scene I

Posted on by Jade Teo

Lesson 11 has become a transition into his self studying; though he still depended on my translations he’s begun to read the different parts on his own.

Covering Act II Scenes II-III, you’ll hear less of me this time

https://drive.google.com/file/d/1XsbMcEIq0gfhI4_vTYrUUXImszdg9GLV/view?usp=drivesdk

Lesson 12 is what I’d like to call tough love. We’re hitting the books, and he’s got his Cambridge issue where there’re photos, guiding vocabulary but no translations given. I’m happy to say he’s progressed where he can (mostly) understand Shakespeare’s language. Mostly.

https://drive.google.com/file/d/1q6AdLhmgxeIApfE1y–bbOtrcq5N6TtF/view?usp=drivesdk

(As usual the Macbeth portion of the lessons don’t last for two hours because I still have to cover different aspects of learning English 😔)

Posted in Haroun and the Sea of Stories, Literature Lessons, Secondary/IP/IB

Haroun and the Sea of Stories lesson 1

Posted on by Jade Teo

I mentioned in my previous blog post of how I was suddenly thrust into reading this story to teach

So in a couple of days I’ve had to get the analyses and themes ready for class. It’s even harder because the book can’t be found in local bookstores (Gee, aren’t we a literate state…)

With all lessons, I still feel it’s my duty to explain more about literature than simply talking incessantly about one book, I say this with some prejudices, since my student really doesn’t like it (it’s evident in the recording, just wait a few minutes and her griping starts)

Ergo, I planned on starting the lesson by explaining “storytelling”, which is essentially what the book is about. It’s all one neat cycle. Anyway, that meant looking at what the Hero’s Journey is. I did research on archetypal characters but the look on my student’s face told me I couldn’t go on to that.

As I repeated over and over, which you will hear, it’s hard to teach a book if you don’t like it 😖

Also, I’ll be reviewing the book soon. Watch out for that. Still deciding on what to write 🙂🙃🙂🙃

So we’re going to tackle this book by summarising each section of a chapter, along with analysing that, themes, even inferring the characters’ traits

Let’s listen to chapter 1 and a bit of chapter 2

https://drive.google.com/file/d/1PS_8q9F9l3arF7G3HVl4wOIiFPPn15Am/view?usp=drivesdk

Credits to the original designer of the photo. It’s brilliant.
Posted in Literature Lessons, Macbeth, Secondary/IP/IB

Macbeth: Lesson Act I Scene IV-V

Posted on by Jade Teo

Welcome Lady Macbeth. We’ve been expecting you.

Thanks to the British Council, I had an interesting activity for Scene V.

I was really looking forward to let my student listen to proper acting of certain parts of Macbeth and his wife’s speeches

Then I did the two readings with the same gusto 😆 too

Can’t wait for the next lesson in a few weeks to really get into the unrighteous murder of King Duncan

I may have been too zealous. As homework I left blanks again in the translation but it’s much harder this time. Instead of portions of sentences it’s whole sentences. And the notes too. It’s my student’s turn to research

https://drive.google.com/file/d/1RNzIHUv8tNhGyGWsnN7xD3qP00IxCBvp/view?usp=drivesdk

DUNCAN

Welcome hither:
I have begun to plant thee, and will labour
To make thee full of growing. Noble Banquo,
That hast no less deserved, nor must be known
No less to have done so, let me enfold thee
And hold thee to my heart.

BANQUO

There if I grow,
The harvest is your own.

DUNCAN

My plenteous joys,
Wanton in fulness, seek to hide themselves
In drops of sorrow. Sons, kinsmen, thanes,
And you whose places are the nearest, know
We will establish our estate upon
Our eldest, Malcolm, whom we name hereafter
The Prince of Cumberland; which honour must
Not unaccompanied invest him only,
But signs of nobleness, like stars, shall shine
On all deservers. From hence to Inverness,
And bind us further to you.

MACBETH

The rest is labour, which is not used for you:
I’ll be myself the harbinger and make joyful
The hearing of my wife with your approach;
So humbly take my leave.

DUNCAN

My worthy Cawdor!

MACBETH

[Aside] The Prince of Cumberland! that is a step
On which I must fall down, or else o’erleap,
For in my way it lies. Stars, hide your fires;
Let not light see my black and deep desires:
The eye wink at the hand; yet let that be,
Which the eye fears, when it is done, to see.
Exit

DUNCAN

True, worthy Banquo; he is full so valiant,
And in his commendations I am fed;
It is a banquet to me. Let’s after him,
Whose care is gone before to bid us welcome:
It is a peerless kinsman.
Flourish. Exeunt

SCENE V. Inverness. Macbeth’s castle.

Enter LADY MACBETH, reading a letter

LADY MACBETH

‘They met me in the day of success: and I have
learned by the perfectest report, they have more in
them than mortal knowledge. When I burned in desire
to question them further, they made themselves air,
into which they vanished. Whiles I stood rapt in
the wonder of it, came missives from the king, who
all-hailed me ‘Thane of Cawdor;’ by which title,
before, these weird sisters saluted me, and referred
me to the coming on of time, with ‘Hail, king that
shalt be!’ This have I thought good to deliver
thee, my dearest partner of greatness, that thou
mightst not lose the dues of rejoicing, by being
ignorant of what greatness is promised thee. Lay it
to thy heart, and farewell.’
Glamis thou art, and Cawdor; and shalt be
What thou art promised: yet do I fear thy nature;
It is too full o’ the milk of human kindness
To catch the nearest way: thou wouldst be great;
Art not without ambition, but without
The illness should attend it: what thou wouldst highly,
That wouldst thou holily; wouldst not play false,
And yet wouldst wrongly win: thou’ldst have, great Glamis,
That which cries ‘Thus thou must do, if thou have it;
And that which rather thou dost fear to do
Than wishest should be undone.’ Hie thee hither,
That I may pour my spirits in thine ear;
And chastise with the valour of my tongue
All that impedes thee from the golden round,
Which fate and metaphysical aid doth seem
To have thee crown’d withal.

Credits to the original designer of the photo. It’s brilliant.
Posted in Animal Farm, Literature Lessons, Secondary/IP/IB

Lit Lessons : Animal Farm & literary devices

Posted on by Jade Teo

img_2083Though this would be my second time teaching the spectacular tale that is Animal Farm, it still hasn’t dulled the enormity that it took to come up with such a masterpiece. I can see why adults in their 50s I know who studied this in their teens and still remember it (I speak of a specific person in my life of course aha)

We looked at the characters, those who really impact the story; as well as chapters 1-4

Lesson 1

https://drive.google.com/file/d/1yQN9y7ReMuS4D43pSsVKlY9aWAARDI9k/view?usp=drivesdk

Lesson 2

With an understanding of English literary devices

https://drive.google.com/file/d/1hXF963P8bz7P4PJziJD_z-aJUH4TEWaU/view?usp=drivesdk

Lesson 3

Same for this too

https://drive.google.com/file/d/1h-Q5pu2PYCw84h8nE3458qd5MxV3iSTP/view?usp=drivesdk