EMERALD ISLE THEATRE COMPANY

Transcription

Graphic Design : Anne Treutenaere
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We provide you with various exercises
and activities related to the EITC plays.
Those activities are totally independent
from the plays and you don’t have
to do them with your students in order
for them to understand and enjoy the plays.
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In front of each title,
you will come across
a small cartoon,
which refers to the
various skills used
in the exercises.
Listening
comprehension
Written
skill
Reading
comprehension
Vocabulary
Oral
skill
Cultural
notes
www.eitc.fr • Sisters • Teacher’s note
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BLIND TE
FAME
Fame, Irene Cara
LIVE AND LET DIE
> Use YouTube to show the videos to the
students. As it is a “Blind Test” you should
change the order in which you play the
songs.
> When the original song carries the
same name as the film, the name
doesn’t appear in the reading
comphrehension (e.g; live and let die).
Live and let die, Paul Mc Cartney
TOP GUN
Take my breath away, Berlin
> The students have to discover the
name of the original song and match
them to the correct text.
> All the songs listed have either
won the Oward for Best Original
Song or have been nominated in
this category.
THE WOMAN IN RED
I just call to say I love you,
Stevie Wonder
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BLIND TE
ROCKY III
The eye of the tiger, Survivors
GHOSTBUSTERS
Ghostbusters, Ray Parker Jr.
FLASHDANCE,
What a feeling, Irene Cara
THE BODYGUARD
I have nothing, Whitney Houston
TITANIC
My heart will go on, Céline Dion
8 MILES
Loose yourself, Eminem
FROZEN
Let it go, Idina Menzel
FROZEN
DESPICABLE
ME II
Let it go,
Happy,
Pharell
Idina Menzel
Williams
SKYFALL
Skyfall, Adele
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WHO W ROBERT GRIMMICK
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TEACH
1
> Divide the class into six groups.
> Give each group one of the six texts.
> Make them re-order the texts (to make
it easier, they should cut and
past the different paragraphs), write a
summary and a new story.
> Check the spelling and grammar of
the summaries.
> Then, ask each group to come in
front of the class and explain their
stories to the others.
> The rest of the class has to guess
which story is the real one.
SAM CARTER
In 2008, 60-year-old retired baker Sam Carter had fallen into a coma
from severe anemia, which occurs when a person’s red blood cell
count gets too low or the blood lacks hemoglobin.
In the hospital in Staffordshire, England, Carter had been in a coma for
three days, and he was given a 30 percent chance of recovering.
The doctor suggested to his wife that she should play some music for
him. His wife got a set of headphones and put them on her husband,
playing the Rolling Stones classic “(I Can’t Get No) Satisfaction.”
Amazingly, once the song was played, Sam opened his eyes.
Sam says that the song gave him a new energy, and pulled him out
of the coma. He doesn’t remember much from the coma, but he
remembered hearing that song.
The song also had special meaning to him, as it was the first single he
ever bought when he was 17 years old. He said it gave him the push he
needed to wake up.
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WHO WOKROBERT GRIMMICK
’S NOTE
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SARAH THOMSON
In early 2012, 32-year-old Sarah Thomson got a blood clot on her brain and it
ultimately led to her being in a coma for 10 days.
When she awoke, she thought it was the year 1998.
She thought that her favorite band, the Spice Girls, were still together, and she
didn’t know Michael Jackson was dead.
More importantly, she didn’t recognize her children or husband. In 1998, Thomson
was 19 years old, had just given birth to her first son, and was still with her ex.
So, when her children came in, she was expecting that her eldest would be a baby.
Instead, he was 14 years old. She didn’t even remember the other two children.
As for her husband, she thought he was someone who worked at the hospital.
Outside of the hospital, Sarah acted like a teenager. She threw tantrums and was
rebellious. She listened to loud rock music and dyed her hair wild colors.
She said it took a while, but she is readjusting to her life and has re-fallen in love
with her husband.
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BEN MCMAHON, SANDRA RALIC, AND MICHAEL BOATWRIGHT
Growing up in Australia, Ben McMahon learned French and
Mandarin, but was never fluent in them. In 2012, he was in a car
accident, which left him comatose for a week.
Then, she was in a coma for 24 hours. When she came out of the
coma, she could only speak in German, and couldn’t speak in her
native tongue.
Doctors said he would be lucky if he survived. He beat the odds
and woke up but oddly, he only spoke Mandarin and couldn’t speak
English.
Finally, there is the amazing story of American Michael Boatwright.
He could also write in Mandarin.
Eventually, Ben regained the ability to speak English, but didn’t lose
the ability to speak Mandarin. As of September 2014, Ben is living in
Shanghai where he attends school, but also gives walking tours of
the city.
In fact, his Mandarin is so good it impresses native speakers, and he
is the host of a TV show in Shanghai.
While that almost sounds too wild to believe, it’s actually happened
to other people. Thirteen-year-old Sandra Ralic, from Kinn, Croatia,
was studying German and she had just started reading German books
and watching German television shows, but wasn’t fluent in it.
He woke up in a hospital bed in California speaking Swedish and
claiming his name was actually Johan Ek.
Boatwright had lived in Sweden and had a Swedish girlfriend in the
past.
While many urban legends discuss people waking up from a coma
speaking a brand new language, that is not a medically recognized
phenomenon.
However, people can lose the ability to speak their primary
language while retaining access to a secondary language that they
already know to some degree.
It’s speculated that they seem more fluent in the second language
afterward because they no longer default to the first one.
|8
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FRED HERSCH
Fred Hersch is a well-known, respected, and
prolific contemporary jazz pianist who moved
to New York in 1977 at the age of 21.
Interestingly enough, the piano helped him
get better; he said it gave him something to
strive and work for.
In the early ’90s, Hersch went public about
being diagnosed with AIDS.
By 2010, he was performing again. To
researchers, it was interesting because Hersch
remembered eight dreams from his coma
and wrote the 90-minute concert “My Coma
Dreams” based on what he remembered.
In 2008, the disease wreaked havoc on
Hersch, and he contracted HIV dementia, but
recovered from that.
Then, in June, his blood oxygen levels became
really low, and he went into septic shock. As
each of his organs started failing, Hersch fell
into a coma.
He was under for two months before he finally
woke up. After that, he was on a feeding tube
for eight months.
While people do remember dreams from
comas, Columbia University’s Dr. Rita Charon
said that words don’t exactly explain what a
coma dream is like.
Music may offer even further insight into
the secrets of coma and thinking while
unconscious.
The 10 months in bed completely ravaged
his body and his motor functions.Over the
next year, Hersch worked hard at his physical
therapy, and he kept practicing the piano.
|9
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’S NOTE
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TERRY WALLIS
In July 1984, 19-year-old Terry Wallis and his
friend were in a horrible car crash when their
car plunged into a creek.
In the past 19 years, so much had changed. To
him, Ronald Reagan was president, but when
he woke up a second Bush had been elected.
His friend was killed and Terry, who was found
the next day, was left in a coma.
He missed the whole Clinton administration.
He missed the September 11 attacks and the
ensuing war in Iraq, just to name a few.
His family, including his wife and sixweekold daughter, took care of him as the world
continued on for 19 years.
That was until June 11, 2003, when Terry first
started talking. The first thing he said was
“Mom” when he saw his mother.
It was followed by “Pepsi” and then “milk” and
eventually it got to the point where he was
speaking in full sentences.
Wallis was left paralyzed from the crash, but
talks fairly coherently and in full sentences.
Doctors are unsure why he woke up, but he
has been studied quite a bit because of his
unique story.
Doctors believed that over the 19 years, Terry’s
brain essentially rewired itself. Once there
were enough connections, it made his brain
“wake up.”
His memories were good, but he was
completely unaware of how much time had
passed, and he had a hard time grasping that it
was 2003.
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HALEIGH POUTRE
At the age of four, Haleigh Poutre was taken out of her mother’s
care and given to her aunt Holli. Haleigh lived with her aunt, her
aunt’s boyfriend-thenhusband Jason Strickland, and three other
children for years until Holli officially adopted her niece.
This was allowed even though between September 2001 and
September 2002, Massachusetts social services received over a
dozen calls regarding Haleigh’s well-being.
The eight-year-old was often covered in bruises and looked
unkempt. When they investigated, Holli said that Haleigh just
bruised herself.
On September 11, 2005, when Haleigh was 11, she was brought into
the hospital because she had lost consciousness.
When the doctors examined her, they found that her brain was so
badly damaged that it looked like she had been in a high-speed
crash.
The results of the injury put her into a coma, and the doctors were
sure she would stay in a permanent vegetative state. On September
20, Holli and Jason Strickland were arrested for assault.
Just after being bailed out of jail, Holli went to her grandmother’s
house and there they made a suicide pact; her grandmother shot
Holli, then herself.
Strickland was now the only person facing assault charges, and the
state was looking to remove Haleigh from life support.
However, since Strickland was her stepfather, he made a motion to
become her “de facto” parent. In doing so, he was going to try to
keep her on life support.
One of the reasons he wanted to keep Haleigh alive was that, if she
died, he’d be charged with murder.
The state won, and Haleigh was taken off life support on January 18,
2008. Miraculously, Haleigh started to breathe on her own and was
able to follow commands.
Eventually, she got to the point where she started smiling, waving,
and saying a few words, but was confined to a wheelchair.
She mostly communicates through a letter board on a tray attached
to her wheelchair. Amazingly, after two years, she was able to testify
at Strickland’s trial.
Holli was believed to be the mastermind, but Strickland was
sentenced to 12–15 years in prison in November 2008.
Haleigh’s case brought massive changes in how social services in
Massachusetts look at allegations of abuse.
In September 2010, at the age of 16, Haleigh was adopted by her
foster parents, Keith and Becky Arnett, after being in their care for
two years.
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3.
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TEACH
HOW TO PLAY THE GAME
1) Divide your students in groups
You need to pre-teach
the grammar of the
conditionnals before
doing the exercise
(zero, first, second,
third, mixed)
of four
2) Each group receives a board game
3) Use a dime or a coin to play the
game (with a coin, Head means *1 and
Tail *2)
sentence is grammatically correct;
the group receives one mark (V).
The students must understand that
they play together in the group and
against the other groups.
7) At the end of the allocated time,
object as a piece (e.g. a chalk, a rubber)
everybody must stop writing and the
teacher counts the marks received
by each group.
5) Within the group, one student
8) In the board game: students choose
4) Each student chooses a small
should write the sentences created by
the students from his/her group.
6) The teacher circulates between the
groups to check the sentences, if the
one key word from the middle of the
board (the key words can only be used
once) and create a sentence with the
key word and the character from the
square they have stopped on.
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VOCA
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1) Divide the students into two groups.
2) Decide on one team leader in each
Note that the vocabulary
used in this exercise
is not especially the
vocabulary of the play.
We focus on themes.
group.
3) The team leader job consists of three
responsibilities:
• Study the vocabulary list given by the
teacher (translation and spelling)
goes to the board and is given a word to
translate and write correctly (we usually
start with the team leader).
6) If the word is written corretly, the
student goes back to his seat and
another one from the same team goes
to the board. We continue this until one
student fails.
• Make sure that each student in his
group knows the vocabulary
(translation and spelling)
7) In that case, a student from the
• Call the teacher when he decides to to
take the lead and start the game
8) The winning team is the one that
4) When the first team has taken the
lead, everbody must stop studying and
put the vocabulary list away.
5) One student (from the leading team)
opossite team goes to the board to
write a word.
writes the last word of the list correctly,
the team is then granted one mark.
9) You can make them play the three
lists in a row or choose to play the
game during three different sessions
| 13
5.
N
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It’s recommended to do
this exercise when the
students have seen
the play.
ACTION!
HOW TO CHALLENGE
YOUR STUDENTS
1) Make them work in groups
(and give a role to each
student, e.g; the writer of the
text, the director of the video
clip, the actor...) as not every
student likes to see himself in
a video.
2) Choose a genre between a
trailer and a lyp sync scene.
3) Show the videos to the rest
of the class when ready.
| 14
6.
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TEACH
Encourage your students to
submit their videos to the
EITC, through their
Facebook page.
Each month, one video will
be selected to appear on
their Facebook profile.
G
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CREATE & POST IT ON
1) Show some videos through the
4) Ask your students to choose the
links provided.
rythme, to reorder the sentences in
order to create a rap song.
2) Pre-teach “I wish + could/would/
past” and “I wish + past perfect”
3) Encourage your students to
express what they wish for and
write the sentences on the board.
5) The idea is to create a video clip,
whereas one or several students
rap and the others play as walk-on
actors.
| 15

EMERALD ISLE THEATRE COMPANY

Transcription

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