Hammerfest by Bill Bryson. Teaching Notes

Transcription

1 Hammerfest by Bill Bryson This text might be used to expand such topics as travelling, visiting places, nature description and so on. In our particular case it was used to complement the text about the Northern Lights in Unit 9, p.94 (New Inside out advanced). Level: Upper intermediate and advanced Timing:1hour 15 minutes Approach: Before reading 1. Read the first line of the text and answer the questions. On my sixteenth day in Hammerfest, it happened. What happened? Where is Hammerfest?. 2. Read the first passage and answer the following questions. Have you ever seen the Northern Lights? If so, share your experience with your partners. If not, what do you know about them? Would you like to be able to see them and why? This is planned to be a warming-up activity and might be done in groups of four. This activity gives them a reason to read the story. Materials elaborats pel grup de treball de literatura anglesa /BritishCouncil 1

2 While reading: 1. Read the whole text now to see if your predictions were correct and answer the following questions. This activity is meant to check some comprehension questions. 1. How does the author describe the sky on his sixteenth day in Hammerfest? 2. What does he mean by two kinds of Northern Lights? 3. Can Northern Lights be the same twice? Why yes or why not? Find evidence in the text. 4. How can Northern Lights create optical illusions? 5. How long did they last when the author saw them first and how does he describe his first experience? 6. What was the difference between the first and the second Northern Lights? 7. Why does the author compare them with the rising smoke from his father s pipe? 8. Have you ever seen or felt something that really affected you in the same way as the author was impressed by the lights? 2. Read the text again and underline the following words from the glossary. Students might find it difficult to deal with the new vocabulary, but this difficulty may be overcome easily if we provide them with definitions of the new words. Materials elaborats pel grup de treball de literatura anglesa /BritishCouncil 2

3 Glossary: Nouns that are used to describe the Northern Lights gossamer a fine, filmy substance consisting of cobwebs spun by small spiders, seen especially in autumn drape long curtain display a clear demonstration of something swirl a movement of turning round quickly Verbs that are used to describe the Northern Lights glimmer to shine with a soft weak light that is not steady swirl to turn round and round quickly shimmer to shine with a soft tremulous light glitter to shine with a lot of small quick flashes of light flash to shine brightly for a short time, to shine on and off very quickly flicker to go on and off Adjectives that are used to describe the Northern Lights luminous very bright weird odd, strange, unusual eerie strange and mysterious unsettling something that makes you feel worried, confused or upset shimmering reflecting a gentle light frantic done in a very urgent way languorous slow, calm and relaxed Materials elaborats pel grup de treball de literatura anglesa /BritishCouncil 3

4 After reading Speaking Students give their own opinion about the text and with the help of 6 questions speak in groups and compare the text from the unit with this text. This activity might be skipped if you are not dealing with the concrete text from the textbook New Inside out advanced at the moment. 1. How can you compare the description of the Northern Lights by Bill Bryson with the one from your textbook? 2. What are the main similarities and differences between the two texts? 3. Which text do you like best and why? 4. How would you feel if you saw the lights? 5. Do you think you would be patient enough to be able to see the Northern Lights? 6. How would you feel if you went to Hammerfest and didn t see the Northern Lights? Watching the BBC report Watch the report and make your own comments of what you see This BBC report may well be used to practise authentic listening and to give students the visual picture of what they have read before. Students watch the report twice and make comments of what they see. Then, they might also be asked to summarize the BBC report in groups. Watching the video clip of the Northern Lights and listening to Enya s song Caribbean Blue Watch the video clip of the Northern Lights and listen to Enya s song Caribbean Blue Materials elaborats pel grup de treball de literatura anglesa /BritishCouncil 4

5 Lyrics Eurus Afer Ventus So the world goes round and round With all you ever knew They say the sky high above Is Caribbean blue If every man says all he can, If every man is true, Do I believe the sky above Is Caribbean blue Boreas Zephryus If all you told was turned to gold, If all you dreamed were new, Imagine sky high above In Caribbean blue Eurus Afer Ventus Boreas Do you think the clip and the song fit in with the description of the Northern Lights? Could you think of any other suitable songs? This is a relaxing activity that the students have deserved after having worked hard before. They just watch the pictures of the Northern Lights and listen to Enya s song The Caribbean blue. Materials elaborats pel grup de treball de literatura anglesa /BritishCouncil 5

6 Then they have to discuss if they think this song is appropriate or if they can come up with any other ideas. Materials elaborats pel grup de treball de literatura anglesa /BritishCouncil 6