Saturday, October 24, 2015
Sunday, October 18, 2015
ONE THOUSAND DOLLARS AND THE PENDULUM
One Thousand Dollars ______by O Henry
A. Plot
It is about a young man who is given one thousand dollars by his uncle and doesn't know how to use it wisely.
It is about a young Gillian that must be providing the report how to use money one thousand dollars. Gillian has a rich uncle but her uncle died. From this will, he's uncle want a report of how Gillian can use this one thousand dollars if Gillian have this money. Gillian meets some people, he want to know and ask of them if they have one thousand dollars. He went to Old Bryson at his club to ask how to use one thousand dollars. After that, he also met Miss Lauriere in theater stage. She also gave an answer as to how to spend a thousand dollars. Mr. Gillian asked the taxi driver to answer the same questions but the answers he is also not the way he wanted to spend the money.
However, no one can help him. Then, he saw the blind man had more than one thousand dollars in the account. Gillian made a sudden decision to give all the inheritance money to Miss Hayden. Finally, he visited Miss Hayden at the library. He also told her that he loved and gave one thousand dollars. Miss Hayden refused to love the Giilian but received the money. Then, he wrote the account shows how he spent one thousand dollars and are ready to provide a report on the accounts to the lawyer Tolman. Then he discovered that there are conditions of his uncle who said that if he used the money prudently, fifty thousand clear would be given to him. However, he was not concerned with conditions set forth. Giilian tore the reports before read by the lawyer Tolman and left happily.
STORY STRUCTURE
ELEMENT 1 - THEME:
In "One Thousand Dollars" by O.Henry related to the money. Theme appropriate of One Thousand Dollars is how to manage money and to manage the money we need to have experience of how to manage. However, the main character does not know how to manage this money. Gillian asked to manage his money that his uncle had died. He is required to provide the reports how he uses this one thousand dollars as soon as possible. Therefore, Gillian immediately asked some people without thinking wisely. Besides that, love cannot buy with money. This is because Miss Hayden rejects his love even received money from him.
"Gillian half turned and looked out the window. In a low voice he said, "I suppose, of course, that you know I love you."
"I am sorry," said Miss Hayden, as she picked up her money."(pg 3, line 24)
One Thousand Dollars Mr. Gillian can open our minds how to make this decision because of the decisions we make have to think about the good and bad for us and the people who are around us. We also need to trust in managing the money that has been entrusted to us. Moral of the story we need to manage finances wisely and must be carefully in action.
ELEMENT 2 - SETTING (Characters) :
The main character of the story "One Thousand Dollars" is Gillian. He is a young teenager who through experience on how to manage the money that had been left by a deceased uncle. If he could spend the money prudently, he will still get fifty thousand. According to his lawyer uncle, named Tolman during their first meeting.
"Young Gillian touched the thin package of fifty-dollar bills and laughed.
"It's such an unusual amount," he explained, kindly, to the lawyer. "If it had been ten thousand a man might celebrate with a lot of fireworks.  Even fifty dollars would have been less trouble."(pg 1,line 3)
In "One Thousand Dollars" Gillian is an ignorant and rude. He does not have the spirit and endurance. He relied on other people, or the people around him to help him on the way to use a thousand dollars prudently.
"Now, what can a man possibly do with a thousand dollars?"(pg 1, line 22)
"What would you do with a thousand dollars if you had it?" (pg 2, line 28)
He also calm and ego because when can know about if he used the money prudently, fifty thousand clear will be given to him, he tore the account and go to whistling happy. Gillian portrayed as an immature, volatile and not responsible for his actions.
"He calmly tore the report and its cover into pieces and dropped them into his pocket."(pg 4, line 24)
"Tolman and Sharp shook their heads mournfully at each other when Gillian left. They heard him whistling happily in the hallway as he waited for the elevator."(pg 4, line 29)
ELEMENT 3 - ATTEMPT:
Attempt is a character takes action to achieve his goals. In the story of One Thousand Dollars, the main character in the short story is Mr. Gillian. He has been taking action to prepare a report on how to make use of one thousand dollars. He tried to ask some of friends are known like Old Bryson at the club, the taxi driver when he boarded a taxi, a blind man on the sidewalk and Miss Lauriere in Stage Theater about what to do with the money of one thousand dollars.
"Eight blocks down Broadway, Gillian got out of the cab. A blind man sat on the sidewalk selling pencils. Gillian went out and stood in front of him."(pg 2, line 33)
"Excuse me, but would you mind telling me what you would do if you had a thousand dollars?" (pg 3, line 1)
He also went to meet a lawyer to find out what his uncle that he wanted to know. However, in the end for the sake of love Gillian was gived the money to Miss Hayden and willing to reject the conditions to get the sum of fifty thousand dollars. Gillian found the solution by asking questions. Finally, he made sure giving his lover the money was the best way.
"I beg your pardon," said Gillian, cheerfully. "But was Miss Hayden left anything by my uncle's will in addition to the ring and the ten dollars?"(pg 3, line 9)
"Paid by Robert Gillian, one thousand dollars on account of the eternal happiness, owed by Heaven to the best and dearest woman on earth."(pg 4, line 1)
ELEMENT 4 - STYLE:
The language is a figurative language. As evidence, there are few words such as "Even fifty dollars would have been loss trouble". (pg 1, line 5) The writer would like to make the text draw readers' attention to read this story further. Besides, "When he saw Gillian coming near he took a noisy, deep breath, laid down his book and took off his glasses." (pg 1, line 14).
There is also having simile language such as "You can go and buy Miss Lotta Lauriere a diamond necklace with the money and then take yourself off to Idaho and inflict your presence upon a ranch."(pg 2, line 11).
Then, in One Thousand Dollars is interesting language such as "I have funny story to tell you, said Gillian"(pg 1, line 16) and " I thought the late Septimus Gillian was worth something like half a million, said Old Bryson showed very little interest.(pg 1,line 23).
ELEMENT 1- THE CRITICAL RESPONSE :
In "One Thousand Dollars" is about how to manage the money of one thousand dollars. It is about a young Gillian. Maybe because his uncle knew he was having less moral, rich uncle died and informed his lawyer Tolman for testing Gillian. If Gillian can use the money wisely, he would receive a larger amount of fifty thousand dollars. At the beginning of the story, the authors draw the attention of the reader to want to know whether this story ends well or not. There, Gillian asked to manage money wisely and promptly. Gillian challenge given to him. This situation makes the reader more eager.
The authors use several different places in the story so that the reader does not get bored to read the next section. First place Gillian was visited at his club and meet Old Bryson, then with Miss Lauriere in Stage Theater, in cab, at street, at library and at office Tolman and Sharp. Overall, the places that used to play an important role so that the reader is easy to imagine the real situation that happened and would consider yourself to be in situations that story. This means that the reader can appreciate this story very well.
At the middle of this story, the authors tried portraying Gillian there he trying to get answers about how to manage the money of one thousand dollars. In addition, the authors use tone that reflects one's feelings at the time as, "Gillian half Turned and looked out the window. In a low voice he said," I Suppose, of course, That you know I love you. "(pg 3, line 24). Climax of this story is that when Gillian Tolman went to a lawyer's office to submit the report the way he uses the money. At the end, Gillian tore reports once knew he was not receive the money of fifty thousand dollars for not meeting the specified requirements.
ELEMENT 2 - THE EMOTIONAL RESPONSE:
In the literary criticism, we have to identify the main character Gillian. He's maybe not good person and him do not know how him manage this one thousand dollars in him life. He meet with various partners who have different backgrounds so they give different opinion but him not accept they opinion because their ideas do not same with the requirements. Gillian began to feel confused as to what he would do. Gillian feels he can to manage the money properly. But Mr. Gillian not affords to bear the responsibilities given by his uncle.
Morale:
Thus, the lesson from this story is that we should be well on our way towards financial planning matters that are beneficial. Let the money be properly planned so that the money available to spend on worthwhile things. Finally, we must be wise and clever in managing our own lives.
2. Are the main events of the story arranged chronologically, or are they arranged in another way?
Chronologically
3. How is the story narrated? Are flashbacks, summaries, stories within the story used?
Summary
5. How do the thoughts, behaviors, and actions of characters move the plot forward?
By going from persons to person.
6. What are the conflicts in the plot? Are they physical, intellectual, moral or emotional? Are they resolved? How are they resolved? Is the main conflict between good and evil sharply differentiated, or is it more subtle and complex?
Physical and Moral.
7. What is the climax of the story and at what point in the story does the climax occur? Is the ending of the story happy, unhappy, or indeterminded? Is it fairly achieved?
The climax of the story is when the young man knows that he was given one thousand dollars to see if he is able to use the money wisely. If he is able to disposes the money wisely, he will be given $50,000.
8. Does the plot have unity? Are all the episodes relevant to the total meaning or effect of the story? Does each incident grow logically out of the preceding incident and lead naturally to the next?
The plot is united. Yes. Naturally to the next.
9. What use does the story make of chance and coincidence? Are these occurrences used to initiate, to complicate, or to resolve the story? How improbable are they?
Resolve. The improbable of the story is when the young man must disposes the money wisely with the good account on what he should spends on.
C. Characters
1. Who is/are the main character in the story? What does the main character look like?
The main character is Gillian. Gillian is the man who receives the money from his uncle and doesn't know what to do with it.
2. Describe the main character's situation. Where does he/she live? Does he/she live alone or with others? What does the main character do for a living, or is he/she dependent on others for support?
Gillian lives at Broadway road. The story does not tell exactly where he lives or whom he's living with but I assume that he is living alone. He use to play grumbling as a way of living. He is supported by his uncle.
3. What are some chief characteristics (personally traits) of the character? How are these characteristics revealed in the story? How does the main character interact with other character? Note the degree of complexity of his/her behavior, thought, and feeling; their appearances, their habits, mannerisms, speech, attitudes and values. What is the main character's attitude towards his/her life? Is he/she happy or sad, content or discontented? Why?
Gillian has less confidence, he relies on his friend's advices more than from himself. By that, he lost to have 50,000 more dollars. He interacted with others in the spite of advices from them. He has quite low degree of thought. Gillian is happy and contented with his life even before he got one thousand dollars to handle and accounted. Accounting that amount of money made his life became discontented.
4. What sort of conflict is the character facing? How is this conflict revealed? Is it resolved? If so, how?
Gillian is facing the difficulties on how to handle one thousand dollars properly and how to manage the money well enough to accounted it. It wasn't resolved, instead lost him the 50,000 dollars.
5. Is any character a developing character? If so, is his change a large or a small one? Is it a plausible change for him? Is he sufficiently motivated? Is the change given sufficient time?
There were no developing character in this story.
D. Point of View
1. What point of view does the story use? Is the story told from a first-person perspective, in which the narrator is one of the character in the story, and refers to himself or herself as "I"? Or is the story told from a third-person perspective, in which the narrator is not one of the characters in the story or may not participate in the events of the story?
Third-person.
2.What are the advantages of the chosen point of view? Does it furnish any clues as to the purpose of the story?
Third person narrative can be more objective, less emotional and personal.
The author can cover all characters equally with no bias towards any one. No, it does not.
3. Is the narrator reliable or unreliable? Does he/she have a limited knowledge or understanding of characters and events in the story? Does the narrator know almost everything about one character or every character, including inner thoughts?
The narrator is reliable because as a third person narrating, the narrator can cover the characters equally without being bias, thus, the narrator is reliable. No, there were no limitations. The narrator knew everything about the characters because the narrator told us how they thinks or feels.
4. Does the author use point of view primarily to reveal or conceal? Does he ever unfairly withhold important information known to the focal character?
The author uses the point of view to primarily reveals the story. Never.
E. Imagery
1. What scenes, moments, descriptive passages, phrases, or words stands out in your reading of the story?
When Gillian realizes he lost 50,00 dollars.
2. Did a particular image make you feel happy,or frightened, or disturbed, or angry? Why?
None, because this story isn't that much into the emotions of the readers.
3. Which of your five senses did this image appeal to? What do you associate with this image, and why? What do you think the author wants you to feel about a certain image?
Sense of feelings. I associated the image with the loss of mine. The loss of something due to our actions is the worst of all lost. Author wants us to see feel about how a small thing can leads to something big.
4. How do you think your reactions to the imagery in the story contribute to the overall meaning of the story?
By having us feels the feelings of the character.
2. Is the story humorous or tragic of frightening? Does the author want you to laugh or cry, to feel happy or sad, to experience anger or fear?
It is none of those because this story is based on a moral lessons. This is more of teaching than to let us feel the emotions of the story.
3. What is the author's attitude toward characters or the narrator? Does the author like or dislike, trust or mistrust the characters or the narrator?
The author wanted to show how the character would chose to make the useful of the one thousand dollars. The authors probably likes but mistrust the character because the author wants to see first if the character is able to handle and make a good use of the one thousand dollars.
The Pendulum-------By O. Henry
1. About the Author
William Sydney Porter (1862-1910) more popularly known by his pen name O. Henry was one of the most celebrated masters of the short story in the 19th Century America. He had a chequered career as a book keeper, a draftsman in the land office and a teller in the Bank of Austin. He also tried his hand a cartooning, writing and editing before he made a mark as a writer. O. Henry’s stories have a deep human interest. He spins brief and strikingly dramatic tales involving his characters in such a manner that the element of surprise and a twist ending startle the reader.
Perspective: We take things for granted, esp. the love and care of dear ones and it’s only when they depart or leave us that we really appreciate their true value. But what happens, if after this awareness they come back in our life and give us another chance, do we really care more towards them, do we really give them time and love they deserve. This story explains it all in a very beautiful way.
2. Main Characters
John & Katy
John seems to be a man discontented with the drudgery of his routine life. He is always skeptical, desolate and angry.
Katy is harder to characterize because we only get John's perspective of her. She seems feminine, caring, possibly a bit of a nag since she is "wrathful" about his evenings out, and expressed "ire" when he returned.
The two seem to be going through the motions but missing the mark, and don't seem destined for much successs together as a happy couple.
Plot:
“The Pendulum” is the story of a married man who is terribly bored with the monotony of life. In his dull and unexciting life, it is the same routine everyday same office, same job, same public places and life, same friends, same events, movements, words and even food. Trapped in this circle of life, he lives on a repetitive life until one evening, when he retuned home his wife was missing. She leaves behind a note that she is going away to see her ailing mother. Used to be greeted by his wife in her name, predictable manner, Perkins is shocked by the emptiness of his apartment in the absence of his wife. This emptiness, heightened by disorderly things, scattered clothes and leftover packets of only reflect the emptiness of his wife infact all life around him. Unable to bear a break in his usual routine, and a life without Katy, the bored and lonely Perkins realizes his folly of neglecting his wife. Eating his cold dinner, he becomes painfully aware how Katy toils hard to keep his life in order and he has not acknowledged this. Full of remorse about leaving Katy home to go to play pool with his friends each day, he decides to be more caring. He decides to make amends by doing what he had never done. He resolves to cut down his outings with friends and his visits to McCloskey’s for a game of pool. He promised to take his wife out for amusement, to look after her, to love her and to pleas her as any husband ought to do for his soul mate. He would make up for all his neglect, he thinks. What was life without her, he wonders.
Even as he lost in these thoughts there comes Katy as suddenly as she had disappeared, her stupidly and soon all his resolves melt into nothingness and he finds himself a solace of habit again. He reaches for his hat and slips out of the door giving his usual mechanical reply to Katy a question asked in a complaining voice, “Now, where are you going, I’d like to know, John Perkins”, “Thoughtful I’d drop into McCloskey’s and play a game or two of pool with the fellows”, say she.
Analysis:
On one hand, the story shows that the thoughtless and inconsiderate people soon lose interest in their spouses and their mean and selfish approach robs their marriages of all romance. On the other hand the implied massage of the story is that weak minded people fail to reform themselves even when they realize their faults and are filled with remorse. Such people from one extreme to another and cannot stick to their solution. So I recommend others also to read this book and enjoy it.
How is the title of the story "The Pendulum" by O. Henry appropriate?
The pendulum is not associated in any way with the story....only the routine of John and pendulum are "alike".
A pendulum is a component on a clock that swings back and forth with every second in time. It is often used to refer things in life swinging from one extreme to the other. If you have a scale where on one side is John's distaste for his monotonous life, and on the other side is his regret, longing, and craving for that life back, then John swings from one side to the other quite quickly. So, John himself is like the pendulum, swinging back and forth between two opposite extremes, very quickly. You would not expect, that just seconds after his wife returns back home, that he would switch from feeling resolutely determined to be a better man, from fiercely longing for his wife, to wanting to immediately leave, returning back to his old ways. So, yes, John and the pendulum are very much alike, and that is the reason for the title itself.
A. Plot
It is about a young man who is given one thousand dollars by his uncle and doesn't know how to use it wisely.
It is about a young Gillian that must be providing the report how to use money one thousand dollars. Gillian has a rich uncle but her uncle died. From this will, he's uncle want a report of how Gillian can use this one thousand dollars if Gillian have this money. Gillian meets some people, he want to know and ask of them if they have one thousand dollars. He went to Old Bryson at his club to ask how to use one thousand dollars. After that, he also met Miss Lauriere in theater stage. She also gave an answer as to how to spend a thousand dollars. Mr. Gillian asked the taxi driver to answer the same questions but the answers he is also not the way he wanted to spend the money.
However, no one can help him. Then, he saw the blind man had more than one thousand dollars in the account. Gillian made a sudden decision to give all the inheritance money to Miss Hayden. Finally, he visited Miss Hayden at the library. He also told her that he loved and gave one thousand dollars. Miss Hayden refused to love the Giilian but received the money. Then, he wrote the account shows how he spent one thousand dollars and are ready to provide a report on the accounts to the lawyer Tolman. Then he discovered that there are conditions of his uncle who said that if he used the money prudently, fifty thousand clear would be given to him. However, he was not concerned with conditions set forth. Giilian tore the reports before read by the lawyer Tolman and left happily.
STORY STRUCTURE
ELEMENT 1 - THEME:
In "One Thousand Dollars" by O.Henry related to the money. Theme appropriate of One Thousand Dollars is how to manage money and to manage the money we need to have experience of how to manage. However, the main character does not know how to manage this money. Gillian asked to manage his money that his uncle had died. He is required to provide the reports how he uses this one thousand dollars as soon as possible. Therefore, Gillian immediately asked some people without thinking wisely. Besides that, love cannot buy with money. This is because Miss Hayden rejects his love even received money from him.
"Gillian half turned and looked out the window. In a low voice he said, "I suppose, of course, that you know I love you."
"I am sorry," said Miss Hayden, as she picked up her money."(pg 3, line 24)
One Thousand Dollars Mr. Gillian can open our minds how to make this decision because of the decisions we make have to think about the good and bad for us and the people who are around us. We also need to trust in managing the money that has been entrusted to us. Moral of the story we need to manage finances wisely and must be carefully in action.
ELEMENT 2 - SETTING (Characters) :
The main character of the story "One Thousand Dollars" is Gillian. He is a young teenager who through experience on how to manage the money that had been left by a deceased uncle. If he could spend the money prudently, he will still get fifty thousand. According to his lawyer uncle, named Tolman during their first meeting.
"Young Gillian touched the thin package of fifty-dollar bills and laughed.
"It's such an unusual amount," he explained, kindly, to the lawyer. "If it had been ten thousand a man might celebrate with a lot of fireworks.  Even fifty dollars would have been less trouble."(pg 1,line 3)
In "One Thousand Dollars" Gillian is an ignorant and rude. He does not have the spirit and endurance. He relied on other people, or the people around him to help him on the way to use a thousand dollars prudently.
"Now, what can a man possibly do with a thousand dollars?"(pg 1, line 22)
"What would you do with a thousand dollars if you had it?" (pg 2, line 28)
He also calm and ego because when can know about if he used the money prudently, fifty thousand clear will be given to him, he tore the account and go to whistling happy. Gillian portrayed as an immature, volatile and not responsible for his actions.
"He calmly tore the report and its cover into pieces and dropped them into his pocket."(pg 4, line 24)
"Tolman and Sharp shook their heads mournfully at each other when Gillian left. They heard him whistling happily in the hallway as he waited for the elevator."(pg 4, line 29)
ELEMENT 3 - ATTEMPT:
Attempt is a character takes action to achieve his goals. In the story of One Thousand Dollars, the main character in the short story is Mr. Gillian. He has been taking action to prepare a report on how to make use of one thousand dollars. He tried to ask some of friends are known like Old Bryson at the club, the taxi driver when he boarded a taxi, a blind man on the sidewalk and Miss Lauriere in Stage Theater about what to do with the money of one thousand dollars.
"Eight blocks down Broadway, Gillian got out of the cab. A blind man sat on the sidewalk selling pencils. Gillian went out and stood in front of him."(pg 2, line 33)
"Excuse me, but would you mind telling me what you would do if you had a thousand dollars?" (pg 3, line 1)
He also went to meet a lawyer to find out what his uncle that he wanted to know. However, in the end for the sake of love Gillian was gived the money to Miss Hayden and willing to reject the conditions to get the sum of fifty thousand dollars. Gillian found the solution by asking questions. Finally, he made sure giving his lover the money was the best way.
"I beg your pardon," said Gillian, cheerfully. "But was Miss Hayden left anything by my uncle's will in addition to the ring and the ten dollars?"(pg 3, line 9)
"Paid by Robert Gillian, one thousand dollars on account of the eternal happiness, owed by Heaven to the best and dearest woman on earth."(pg 4, line 1)
ELEMENT 4 - STYLE:
The language is a figurative language. As evidence, there are few words such as "Even fifty dollars would have been loss trouble". (pg 1, line 5) The writer would like to make the text draw readers' attention to read this story further. Besides, "When he saw Gillian coming near he took a noisy, deep breath, laid down his book and took off his glasses." (pg 1, line 14).
There is also having simile language such as "You can go and buy Miss Lotta Lauriere a diamond necklace with the money and then take yourself off to Idaho and inflict your presence upon a ranch."(pg 2, line 11).
Then, in One Thousand Dollars is interesting language such as "I have funny story to tell you, said Gillian"(pg 1, line 16) and " I thought the late Septimus Gillian was worth something like half a million, said Old Bryson showed very little interest.(pg 1,line 23).
ELEMENT 1- THE CRITICAL RESPONSE :
In "One Thousand Dollars" is about how to manage the money of one thousand dollars. It is about a young Gillian. Maybe because his uncle knew he was having less moral, rich uncle died and informed his lawyer Tolman for testing Gillian. If Gillian can use the money wisely, he would receive a larger amount of fifty thousand dollars. At the beginning of the story, the authors draw the attention of the reader to want to know whether this story ends well or not. There, Gillian asked to manage money wisely and promptly. Gillian challenge given to him. This situation makes the reader more eager.
The authors use several different places in the story so that the reader does not get bored to read the next section. First place Gillian was visited at his club and meet Old Bryson, then with Miss Lauriere in Stage Theater, in cab, at street, at library and at office Tolman and Sharp. Overall, the places that used to play an important role so that the reader is easy to imagine the real situation that happened and would consider yourself to be in situations that story. This means that the reader can appreciate this story very well.
At the middle of this story, the authors tried portraying Gillian there he trying to get answers about how to manage the money of one thousand dollars. In addition, the authors use tone that reflects one's feelings at the time as, "Gillian half Turned and looked out the window. In a low voice he said," I Suppose, of course, That you know I love you. "(pg 3, line 24). Climax of this story is that when Gillian Tolman went to a lawyer's office to submit the report the way he uses the money. At the end, Gillian tore reports once knew he was not receive the money of fifty thousand dollars for not meeting the specified requirements.
ELEMENT 2 - THE EMOTIONAL RESPONSE:
In the literary criticism, we have to identify the main character Gillian. He's maybe not good person and him do not know how him manage this one thousand dollars in him life. He meet with various partners who have different backgrounds so they give different opinion but him not accept they opinion because their ideas do not same with the requirements. Gillian began to feel confused as to what he would do. Gillian feels he can to manage the money properly. But Mr. Gillian not affords to bear the responsibilities given by his uncle.
Morale:
Thus, the lesson from this story is that we should be well on our way towards financial planning matters that are beneficial. Let the money be properly planned so that the money available to spend on worthwhile things. Finally, we must be wise and clever in managing our own lives.
2. Are the main events of the story arranged chronologically, or are they arranged in another way?
Chronologically
3. How is the story narrated? Are flashbacks, summaries, stories within the story used?
Summary
5. How do the thoughts, behaviors, and actions of characters move the plot forward?
By going from persons to person.
6. What are the conflicts in the plot? Are they physical, intellectual, moral or emotional? Are they resolved? How are they resolved? Is the main conflict between good and evil sharply differentiated, or is it more subtle and complex?
Physical and Moral.
7. What is the climax of the story and at what point in the story does the climax occur? Is the ending of the story happy, unhappy, or indeterminded? Is it fairly achieved?
The climax of the story is when the young man knows that he was given one thousand dollars to see if he is able to use the money wisely. If he is able to disposes the money wisely, he will be given $50,000.
8. Does the plot have unity? Are all the episodes relevant to the total meaning or effect of the story? Does each incident grow logically out of the preceding incident and lead naturally to the next?
The plot is united. Yes. Naturally to the next.
9. What use does the story make of chance and coincidence? Are these occurrences used to initiate, to complicate, or to resolve the story? How improbable are they?
Resolve. The improbable of the story is when the young man must disposes the money wisely with the good account on what he should spends on.
C. Characters
1. Who is/are the main character in the story? What does the main character look like?
The main character is Gillian. Gillian is the man who receives the money from his uncle and doesn't know what to do with it.
2. Describe the main character's situation. Where does he/she live? Does he/she live alone or with others? What does the main character do for a living, or is he/she dependent on others for support?
Gillian lives at Broadway road. The story does not tell exactly where he lives or whom he's living with but I assume that he is living alone. He use to play grumbling as a way of living. He is supported by his uncle.
3. What are some chief characteristics (personally traits) of the character? How are these characteristics revealed in the story? How does the main character interact with other character? Note the degree of complexity of his/her behavior, thought, and feeling; their appearances, their habits, mannerisms, speech, attitudes and values. What is the main character's attitude towards his/her life? Is he/she happy or sad, content or discontented? Why?
Gillian has less confidence, he relies on his friend's advices more than from himself. By that, he lost to have 50,000 more dollars. He interacted with others in the spite of advices from them. He has quite low degree of thought. Gillian is happy and contented with his life even before he got one thousand dollars to handle and accounted. Accounting that amount of money made his life became discontented.
4. What sort of conflict is the character facing? How is this conflict revealed? Is it resolved? If so, how?
Gillian is facing the difficulties on how to handle one thousand dollars properly and how to manage the money well enough to accounted it. It wasn't resolved, instead lost him the 50,000 dollars.
5. Is any character a developing character? If so, is his change a large or a small one? Is it a plausible change for him? Is he sufficiently motivated? Is the change given sufficient time?
There were no developing character in this story.
D. Point of View
1. What point of view does the story use? Is the story told from a first-person perspective, in which the narrator is one of the character in the story, and refers to himself or herself as "I"? Or is the story told from a third-person perspective, in which the narrator is not one of the characters in the story or may not participate in the events of the story?
Third-person.
2.What are the advantages of the chosen point of view? Does it furnish any clues as to the purpose of the story?
Third person narrative can be more objective, less emotional and personal.
The author can cover all characters equally with no bias towards any one. No, it does not.
3. Is the narrator reliable or unreliable? Does he/she have a limited knowledge or understanding of characters and events in the story? Does the narrator know almost everything about one character or every character, including inner thoughts?
The narrator is reliable because as a third person narrating, the narrator can cover the characters equally without being bias, thus, the narrator is reliable. No, there were no limitations. The narrator knew everything about the characters because the narrator told us how they thinks or feels.
4. Does the author use point of view primarily to reveal or conceal? Does he ever unfairly withhold important information known to the focal character?
The author uses the point of view to primarily reveals the story. Never.
E. Imagery
1. What scenes, moments, descriptive passages, phrases, or words stands out in your reading of the story?
When Gillian realizes he lost 50,00 dollars.
2. Did a particular image make you feel happy,or frightened, or disturbed, or angry? Why?
None, because this story isn't that much into the emotions of the readers.
3. Which of your five senses did this image appeal to? What do you associate with this image, and why? What do you think the author wants you to feel about a certain image?
Sense of feelings. I associated the image with the loss of mine. The loss of something due to our actions is the worst of all lost. Author wants us to see feel about how a small thing can leads to something big.
4. How do you think your reactions to the imagery in the story contribute to the overall meaning of the story?
By having us feels the feelings of the character.
2. Is the story humorous or tragic of frightening? Does the author want you to laugh or cry, to feel happy or sad, to experience anger or fear?
It is none of those because this story is based on a moral lessons. This is more of teaching than to let us feel the emotions of the story.
3. What is the author's attitude toward characters or the narrator? Does the author like or dislike, trust or mistrust the characters or the narrator?
The author wanted to show how the character would chose to make the useful of the one thousand dollars. The authors probably likes but mistrust the character because the author wants to see first if the character is able to handle and make a good use of the one thousand dollars.
The Pendulum-------By O. Henry
1. About the Author
William Sydney Porter (1862-1910) more popularly known by his pen name O. Henry was one of the most celebrated masters of the short story in the 19th Century America. He had a chequered career as a book keeper, a draftsman in the land office and a teller in the Bank of Austin. He also tried his hand a cartooning, writing and editing before he made a mark as a writer. O. Henry’s stories have a deep human interest. He spins brief and strikingly dramatic tales involving his characters in such a manner that the element of surprise and a twist ending startle the reader.
Perspective: We take things for granted, esp. the love and care of dear ones and it’s only when they depart or leave us that we really appreciate their true value. But what happens, if after this awareness they come back in our life and give us another chance, do we really care more towards them, do we really give them time and love they deserve. This story explains it all in a very beautiful way.
2. Main Characters
John & Katy
John seems to be a man discontented with the drudgery of his routine life. He is always skeptical, desolate and angry.
Katy is harder to characterize because we only get John's perspective of her. She seems feminine, caring, possibly a bit of a nag since she is "wrathful" about his evenings out, and expressed "ire" when he returned.
The two seem to be going through the motions but missing the mark, and don't seem destined for much successs together as a happy couple.
Plot:
“The Pendulum” is the story of a married man who is terribly bored with the monotony of life. In his dull and unexciting life, it is the same routine everyday same office, same job, same public places and life, same friends, same events, movements, words and even food. Trapped in this circle of life, he lives on a repetitive life until one evening, when he retuned home his wife was missing. She leaves behind a note that she is going away to see her ailing mother. Used to be greeted by his wife in her name, predictable manner, Perkins is shocked by the emptiness of his apartment in the absence of his wife. This emptiness, heightened by disorderly things, scattered clothes and leftover packets of only reflect the emptiness of his wife infact all life around him. Unable to bear a break in his usual routine, and a life without Katy, the bored and lonely Perkins realizes his folly of neglecting his wife. Eating his cold dinner, he becomes painfully aware how Katy toils hard to keep his life in order and he has not acknowledged this. Full of remorse about leaving Katy home to go to play pool with his friends each day, he decides to be more caring. He decides to make amends by doing what he had never done. He resolves to cut down his outings with friends and his visits to McCloskey’s for a game of pool. He promised to take his wife out for amusement, to look after her, to love her and to pleas her as any husband ought to do for his soul mate. He would make up for all his neglect, he thinks. What was life without her, he wonders.
Even as he lost in these thoughts there comes Katy as suddenly as she had disappeared, her stupidly and soon all his resolves melt into nothingness and he finds himself a solace of habit again. He reaches for his hat and slips out of the door giving his usual mechanical reply to Katy a question asked in a complaining voice, “Now, where are you going, I’d like to know, John Perkins”, “Thoughtful I’d drop into McCloskey’s and play a game or two of pool with the fellows”, say she.
Analysis:
On one hand, the story shows that the thoughtless and inconsiderate people soon lose interest in their spouses and their mean and selfish approach robs their marriages of all romance. On the other hand the implied massage of the story is that weak minded people fail to reform themselves even when they realize their faults and are filled with remorse. Such people from one extreme to another and cannot stick to their solution. So I recommend others also to read this book and enjoy it.
How is the title of the story "The Pendulum" by O. Henry appropriate?
The pendulum is not associated in any way with the story....only the routine of John and pendulum are "alike".
A pendulum is a component on a clock that swings back and forth with every second in time. It is often used to refer things in life swinging from one extreme to the other. If you have a scale where on one side is John's distaste for his monotonous life, and on the other side is his regret, longing, and craving for that life back, then John swings from one side to the other quite quickly. So, John himself is like the pendulum, swinging back and forth between two opposite extremes, very quickly. You would not expect, that just seconds after his wife returns back home, that he would switch from feeling resolutely determined to be a better man, from fiercely longing for his wife, to wanting to immediately leave, returning back to his old ways. So, yes, John and the pendulum are very much alike, and that is the reason for the title itself.
The Pedulum
By O. Henry
1. About the Author
William Sydney Porter (1862-1910) more popularly known by his pen name O. Henry was one of the most celebrated masters of the short story in the 19th Century America. He had a chequered career as a book keeper, a draftsman in the land office and a teller in the Bank of Austin. He also tried his hand a cartooning, writing and editing before he made a mark as a writer. O. Henry’s stories have a deep human interest. He spins brief and strikingly dramatic tales involving his characters in such a manner that the element of surprise and a twist ending startle the reader.
2. Main Characters
3. Book Review
“The Pendulum” is the story of a married man who is terribly bored with the monotony of life. In his dull and unexciting life, it is the same routine everyday same office, same job, same public places and life, same friends, same events, movements, words and even food. Trapped in this circle of life, he lives on a repetitive life until one evening, when he retuned home his wife was missing. She leaves behind a note that she is going away to see her ailing mother. Used to be greeted by his wife in her name, predictable manner, Perkins is shocked by the emptiness of his apartment in the absence of his wife. This emptiness, heightened by disorderly things, scattered clothes and leftover packets of only reflect the emptiness of his wife infact all life around him. Unable to bear a break in his usual routine, and a life without Katy, the bored and lonely Perkins realizes his folly of neglecting his wife. Eating his cold dinner, he becomes painfully aware how Katy toils hard to keep his life in order and he has not acknowledged this. Full of remorse about leaving Katy home to go to play pool with his friends each day, he decides to be more caring. He decides to make amends by doing what he had never done. He resolves to cut down his outings with friends and his visits to McCloskey’s for a game of pool. He promised to take his wife out for amusement, to look after her, to love her and to pleas her as any husband ought to do for his soul mate. He would make up for all his neglect, he thinks. What was life without her, he wonders.
Even as he lost in these thoughts there comes Katy as suddenly as she had disappeared, her stupidly and soon all his resolves melt into nothingness and he finds himself a solace of habit again. He reaches for his hat and slips out of the door giving his usual mechanical reply to Katy a question asked in a complaining voice, “Now, where are you going, I’d like to know, John Perkins”, “Thoughtful I’d drop into McCloskey’s and play a game or two of pool with the fellows”, say she.
My Opinion:
On one hand, the story shows that the thoughtless and inconsiderate people soon lose interest in their spouses and their mean and selfish approach robs their marriages of all romance. On the other hand the implied massage of the story is that weak minded people fail to reform themselves even when they realize their faults and are filled with remorse. Such people from one extreme to another and cannot stick to their solution. So I recommend others also to read this book and enjoy it.
How is the title of the story "The Pendulum" by O. Henry appropriate?
The pendulum is not associated in any way with the story....only the routine of John and pendulum are "alike".
ELT METHODS
COMMUNITY LANGUAGE LEARNING METHOD:
Community language learning (CLL) was primarily designed for monolingual conversation classes where the teacher-counsellor would be able to speak the learners' L1.
The intention was that it would integrate translation so that the students would disassociate language learning with risk taking. It's a method that is based on English for communication and is extremely learner-focused. Although each course is unique and student-dictated, there are certain criteria that should be applied to all CLL classrooms, namely a focus on fluency in the early stages, an undercurrent of accuracy throughout the course and learner empowerment as the main focus.
How it works in the classroom
Stage 1- Reflection
Stage 2 - Recorded conversation
Stage 3 - Discussion
Stage 4 - Transcription
Stage 5 - Language analysis
Length of stages
For and against CLL
Working with monolingual or multilingual classes
Working with large classes
Conclusion
How it works in the classroom
In a typical CLL lesson I have five stages:
Stage 1- Reflection
I start with students sitting in a circle around a tape recorder to create a community atmosphere.
The students think in silence about what they'd like to talk about, while I remain outside the circle.
To avoid a lack of ideas students can brainstorm their ideas on the board before recording.
Stage 2 - Recorded conversation
Once they have chosen a subject the students tell me in their L1 what they'd like to say and I discreetly come up behind them and translate the language chunks into English.
With higher levels if the students feel comfortable enough they can say some of it directly in English and I give the full English sentence. When they feel ready to speak the students take the microphone and record their sentence.
It's best if you can use a microphone as the sound quality is better and it's easier to pick up and put down.
Here they're working on pace and fluency. They immediately stop recording and then wait until another student wants to respond. This continues until a whole conversation has been recorded.
Stage 3 - Discussion
Next the students discuss how they think the conversation went. They can discuss how they felt about talking to a microphone and whether they felt more comfortable speaking aloud than they might do normally.
This part is not recorded.
Stage 4 - Transcription
Next they listen to the tape and transcribe their conversation. I only intervene when they ask for help.
The first few times you try this with a class they might try and rely on you a lot but aim to distance yourself from the whole process in terms of leading and push them to do it themselves.
Stage 5 - Language analysis
I sometimes get students to analyse the language the same lesson or sometimes in the next lesson. This involves looking at the form of tenses and vocabulary used and why certain ones were chosen, but it will depend on the language produced by the students.
In this way they are totally involved in the analysis process. The language is completely personalised and with higher levels they can themselves decide what parts of their conversation they would like to analyse, whether it be tenses, lexis or discourse.
With lower levels you can guide the analysis by choosing the most common problems you noted in the recording stages or by using the final transcription.
Length of stages
The timing will depend entirely on the class, how quickly they respond to CLL, how long you or they decide to spend on the language analysis stage and how long their recorded conversation is. Be careful however that the conversation isn't too long as this will in turn make the transcription very long
ADVANTAGES AND DISADVANTAGES OF CLL
ADVANTAGES:
Learners appreciate the autonomy CLL offers them and thrive on analysing their own conversations.
CLL works especially well with lower levels who are struggling to produce spoken English.
The class often becomes a real community, not just when using CLL but all of the time. Students become much more aware of their peers, their strengths and weaknesses and want to work as a team.
DISADVANTAGES:
In the beginning some learners find it difficult to speak on tape while others might find that the conversation lacks spontaneity.
We as teachers can find it strange to give our students so much freedom and tend to intervene too much.
In your efforts to let your students become independent learners you can neglect their need for guidance.
Working with monolingual or multilingual classes
I have used CLL with both monolingual and multilingual classes and found that it works well with both. With the multilingual low-level classes I, as the teacher-counsellor, reformulated their English in the same way you might do with higher levels. However, the first few attempts at CLL work better with a monolingual class as the instructions can be given in L1. It's important that the learners understand their and your new roles in the language learning process.
Working with large classes
For the first lesson it's important to record the conversation as a whole class even though this can limit student-speaking time. It's more practical in terms of giving instructions before you start and for moving from one student to another when they need you to translate or reformulate what they want to say. The next time you use CLL however, you could split the class into two groups. This gives them more speaking time.
Make sure the groups are far enough away from each other for the recording stage but not so far that you can't move freely from one group to another.
A further alternative is that they swap tapes for the transcription stage. The language is obviously less personalised but their listening skills are being challenged in a different way and they still feel part of a whole class community.
Conclusion
Although CLL is primarily meant as a 'whole' approach to teaching I have found it equally useful for an occasional lesson, especially with teenagers. It enables me to refocus on the learner while my students immediately react positively to working in a community. They take exceptionally well to peer-correction and by working together they overcome their fear of speaking. I have also found quieter students able to offer corrections to their peers and gladly contribute to the recording stage of the lesson. It's a teaching method which encompasses all four skills while simultaneously revealing learners' styles which are more or less analytical in their approach to language learning. All of which raises our awareness as a teacher and that of our students.
The Silent Way is a language teaching methodology which was devised by Caleb Gattegno in the 1960s. Gattegno states that a foreign language can only be learnt in schools by artificial methods, employing materials constructed for the purpose
Theory and characteristics
As the name already suggests, the method is built upon the hypothesis that inside the classroom the teacher should be as silent as possible, whereas the students/learners should be encouraged to produce as much language as possible.
2.Participation actively in class and in this way become autonomous learners. 3.Silence is regarded as the best instrument for learning in the classroom, because “in silence students concentrate on the task to be accomplished and the potential means for its accomplishment
4. The techniques of the Silent Way “made it possible for the teacher to say less and less as the lessons advanced, while the pupils were saying more and more and using their own inner criteria developed in this approach. In general, there are three basic theories on which Gattegno’s work is founded:
1. Learning is regarded as a “problem-solving, creative, discovering activity, in which the learner rather acts and participates actively than just being passive and doing nothing but listening to the teacher. If the learner is involved directly, he automatically benefits from the so called “discovery learning”.
2. The use of special physical objects such as coloured wooden rods or colour-coded wall charts facilitates learning. These physical objects “provide physical foci for student learning and also create memorable images to facilitate student recall” (Richards & Rodgers 2001: 81).
3. Learning is facilitated by involving the learners and letting them solve problems on their own with the help of the provided materials.
Learner and teacher roles
Though the Silent Way is not considered to be a teacher-centred approach, the teacher is very much in control of what happens in the class. While the teacher uses mainly gestures and facial expressions to address the learners, his/her main task is the teaching of the language by letting the students express themselves on a variety of subjects and by making their own hypotheses about grammar, pronunciation, style, etc. The teacher's guidance, though silent, is very active.
The learners are expected to participate in class actively. They should be willing to make mistakes, to test out the basic language elements via the usage of the materials provided and their motivation is solicited by the constant presentation of problems to be solved.
The materials make meaning visible and tangible so Silent Way lessons are usually easily understandable by students. It does require of students that they be willing to take risks and be comfortable about making mistakes which is encouraged by the supportive attitude of the teacher.
Materials and how they can be used
The Silent Way uses a whole set of materials, which can be used in class. It includes:
coloured wooden rods (Cuisenaire rods)
a set of wall charts, containing words of a 'functional‘ vocabulary and some additional ones
a rectangle chart
a Fidel
a pointer for use with the charts
tapes or discs
drawings or pictures
Cuisenaire Rods:
The coloured wooden rods can be used to represent whole situations in an abstract way. The teacher for example could use the green rods to represent a certain number of people, the red ones to represent cars and a single white rod representing a special character, for instance the teacher himself. The teacher then would probably first point at the white rod and thereafter at himself to show the students the meaning of the rods. The next step would be the presentation of the meanings of the other rods (the green and red ones), and after the students get their meaning, the teacher might present a certain everyday situation with the rods. During this presentation, the teacher may feature certain grammatical aspects of the language and let the students find out about these. Another way to use the rods could simply be the usage of them as representing certain parts of the word order of the language. The students might then test out in which order the rods have to be put, so that the correct form is created.
The rectangle chart, the Fidel and the word charts:
The different charts can be used to teach different aspects of the language. The rectangle chart for instance can be used to show the pronunciation of the phonemes of a language. It contains several different coloured rectangles which represent the various sounds of a language. The same colour code which is used in the rectangle chart is also used in the Fidel and the word charts. The Fidel contains several different charts. They present all possible spellings of every single sound of the language. The word charts present the functional words of the language.
Advantage and disadvantage
Advantage
The use of the Silent Way enables a very high degree of interaction as well between the teacher and the students as between the students themselves and additionally raises the participation of the students in class. The students/learners cooperate and help each other in class and in this way the social aspect of learning is supported. For the students it is beneficial that they are expected to develop a certain degree of self-awareness and that they can discover the language on their own via testing things and making use of the materials provided by the teacher.
Disadvantage
Just from reading descriptions some people feel the Silent Way is a very abstract way of learning a language and it is true that it is extremely different from more commonly used methods of language learning. Some learners may have may be put off by this. However most of those who have practical experience of the approach appreciate the way they are given the opportunity to function as autonomous learners.
Some have assumed that the Silent Way can only be used in small classes but this is not in fact the case: particularly with beginners, classes of 40 or more have been successful.
There is also a certain amount of scepticism on the part of some teachers who doubt the utility of a teaching method in which the teacher apparently says nothing.
Community language learning (CLL) was primarily designed for monolingual conversation classes where the teacher-counsellor would be able to speak the learners' L1.
The intention was that it would integrate translation so that the students would disassociate language learning with risk taking. It's a method that is based on English for communication and is extremely learner-focused. Although each course is unique and student-dictated, there are certain criteria that should be applied to all CLL classrooms, namely a focus on fluency in the early stages, an undercurrent of accuracy throughout the course and learner empowerment as the main focus.
How it works in the classroom
Stage 1- Reflection
Stage 2 - Recorded conversation
Stage 3 - Discussion
Stage 4 - Transcription
Stage 5 - Language analysis
Length of stages
For and against CLL
Working with monolingual or multilingual classes
Working with large classes
Conclusion
How it works in the classroom
In a typical CLL lesson I have five stages:
Stage 1- Reflection
I start with students sitting in a circle around a tape recorder to create a community atmosphere.
The students think in silence about what they'd like to talk about, while I remain outside the circle.
To avoid a lack of ideas students can brainstorm their ideas on the board before recording.
Stage 2 - Recorded conversation
Once they have chosen a subject the students tell me in their L1 what they'd like to say and I discreetly come up behind them and translate the language chunks into English.
With higher levels if the students feel comfortable enough they can say some of it directly in English and I give the full English sentence. When they feel ready to speak the students take the microphone and record their sentence.
It's best if you can use a microphone as the sound quality is better and it's easier to pick up and put down.
Here they're working on pace and fluency. They immediately stop recording and then wait until another student wants to respond. This continues until a whole conversation has been recorded.
Stage 3 - Discussion
Next the students discuss how they think the conversation went. They can discuss how they felt about talking to a microphone and whether they felt more comfortable speaking aloud than they might do normally.
This part is not recorded.
Stage 4 - Transcription
Next they listen to the tape and transcribe their conversation. I only intervene when they ask for help.
The first few times you try this with a class they might try and rely on you a lot but aim to distance yourself from the whole process in terms of leading and push them to do it themselves.
Stage 5 - Language analysis
I sometimes get students to analyse the language the same lesson or sometimes in the next lesson. This involves looking at the form of tenses and vocabulary used and why certain ones were chosen, but it will depend on the language produced by the students.
In this way they are totally involved in the analysis process. The language is completely personalised and with higher levels they can themselves decide what parts of their conversation they would like to analyse, whether it be tenses, lexis or discourse.
With lower levels you can guide the analysis by choosing the most common problems you noted in the recording stages or by using the final transcription.
Length of stages
The timing will depend entirely on the class, how quickly they respond to CLL, how long you or they decide to spend on the language analysis stage and how long their recorded conversation is. Be careful however that the conversation isn't too long as this will in turn make the transcription very long
ADVANTAGES AND DISADVANTAGES OF CLL
ADVANTAGES:
Learners appreciate the autonomy CLL offers them and thrive on analysing their own conversations.
CLL works especially well with lower levels who are struggling to produce spoken English.
The class often becomes a real community, not just when using CLL but all of the time. Students become much more aware of their peers, their strengths and weaknesses and want to work as a team.
DISADVANTAGES:
In the beginning some learners find it difficult to speak on tape while others might find that the conversation lacks spontaneity.
We as teachers can find it strange to give our students so much freedom and tend to intervene too much.
In your efforts to let your students become independent learners you can neglect their need for guidance.
Working with monolingual or multilingual classes
I have used CLL with both monolingual and multilingual classes and found that it works well with both. With the multilingual low-level classes I, as the teacher-counsellor, reformulated their English in the same way you might do with higher levels. However, the first few attempts at CLL work better with a monolingual class as the instructions can be given in L1. It's important that the learners understand their and your new roles in the language learning process.
Working with large classes
For the first lesson it's important to record the conversation as a whole class even though this can limit student-speaking time. It's more practical in terms of giving instructions before you start and for moving from one student to another when they need you to translate or reformulate what they want to say. The next time you use CLL however, you could split the class into two groups. This gives them more speaking time.
Make sure the groups are far enough away from each other for the recording stage but not so far that you can't move freely from one group to another.
A further alternative is that they swap tapes for the transcription stage. The language is obviously less personalised but their listening skills are being challenged in a different way and they still feel part of a whole class community.
Conclusion
Although CLL is primarily meant as a 'whole' approach to teaching I have found it equally useful for an occasional lesson, especially with teenagers. It enables me to refocus on the learner while my students immediately react positively to working in a community. They take exceptionally well to peer-correction and by working together they overcome their fear of speaking. I have also found quieter students able to offer corrections to their peers and gladly contribute to the recording stage of the lesson. It's a teaching method which encompasses all four skills while simultaneously revealing learners' styles which are more or less analytical in their approach to language learning. All of which raises our awareness as a teacher and that of our students.
The Silent Way is a language teaching methodology which was devised by Caleb Gattegno in the 1960s. Gattegno states that a foreign language can only be learnt in schools by artificial methods, employing materials constructed for the purpose
Theory and characteristics
As the name already suggests, the method is built upon the hypothesis that inside the classroom the teacher should be as silent as possible, whereas the students/learners should be encouraged to produce as much language as possible.
2.Participation actively in class and in this way become autonomous learners. 3.Silence is regarded as the best instrument for learning in the classroom, because “in silence students concentrate on the task to be accomplished and the potential means for its accomplishment
4. The techniques of the Silent Way “made it possible for the teacher to say less and less as the lessons advanced, while the pupils were saying more and more and using their own inner criteria developed in this approach. In general, there are three basic theories on which Gattegno’s work is founded:
1. Learning is regarded as a “problem-solving, creative, discovering activity, in which the learner rather acts and participates actively than just being passive and doing nothing but listening to the teacher. If the learner is involved directly, he automatically benefits from the so called “discovery learning”.
2. The use of special physical objects such as coloured wooden rods or colour-coded wall charts facilitates learning. These physical objects “provide physical foci for student learning and also create memorable images to facilitate student recall” (Richards & Rodgers 2001: 81).
3. Learning is facilitated by involving the learners and letting them solve problems on their own with the help of the provided materials.
Learner and teacher roles
Though the Silent Way is not considered to be a teacher-centred approach, the teacher is very much in control of what happens in the class. While the teacher uses mainly gestures and facial expressions to address the learners, his/her main task is the teaching of the language by letting the students express themselves on a variety of subjects and by making their own hypotheses about grammar, pronunciation, style, etc. The teacher's guidance, though silent, is very active.
The learners are expected to participate in class actively. They should be willing to make mistakes, to test out the basic language elements via the usage of the materials provided and their motivation is solicited by the constant presentation of problems to be solved.
The materials make meaning visible and tangible so Silent Way lessons are usually easily understandable by students. It does require of students that they be willing to take risks and be comfortable about making mistakes which is encouraged by the supportive attitude of the teacher.
Materials and how they can be used
The Silent Way uses a whole set of materials, which can be used in class. It includes:
coloured wooden rods (Cuisenaire rods)
a set of wall charts, containing words of a 'functional‘ vocabulary and some additional ones
a rectangle chart
a Fidel
a pointer for use with the charts
tapes or discs
drawings or pictures
Cuisenaire Rods:
The coloured wooden rods can be used to represent whole situations in an abstract way. The teacher for example could use the green rods to represent a certain number of people, the red ones to represent cars and a single white rod representing a special character, for instance the teacher himself. The teacher then would probably first point at the white rod and thereafter at himself to show the students the meaning of the rods. The next step would be the presentation of the meanings of the other rods (the green and red ones), and after the students get their meaning, the teacher might present a certain everyday situation with the rods. During this presentation, the teacher may feature certain grammatical aspects of the language and let the students find out about these. Another way to use the rods could simply be the usage of them as representing certain parts of the word order of the language. The students might then test out in which order the rods have to be put, so that the correct form is created.
The rectangle chart, the Fidel and the word charts:
The different charts can be used to teach different aspects of the language. The rectangle chart for instance can be used to show the pronunciation of the phonemes of a language. It contains several different coloured rectangles which represent the various sounds of a language. The same colour code which is used in the rectangle chart is also used in the Fidel and the word charts. The Fidel contains several different charts. They present all possible spellings of every single sound of the language. The word charts present the functional words of the language.
Advantage and disadvantage
Advantage
The use of the Silent Way enables a very high degree of interaction as well between the teacher and the students as between the students themselves and additionally raises the participation of the students in class. The students/learners cooperate and help each other in class and in this way the social aspect of learning is supported. For the students it is beneficial that they are expected to develop a certain degree of self-awareness and that they can discover the language on their own via testing things and making use of the materials provided by the teacher.
Disadvantage
Just from reading descriptions some people feel the Silent Way is a very abstract way of learning a language and it is true that it is extremely different from more commonly used methods of language learning. Some learners may have may be put off by this. However most of those who have practical experience of the approach appreciate the way they are given the opportunity to function as autonomous learners.
Some have assumed that the Silent Way can only be used in small classes but this is not in fact the case: particularly with beginners, classes of 40 or more have been successful.
There is also a certain amount of scepticism on the part of some teachers who doubt the utility of a teaching method in which the teacher apparently says nothing.
COURSE OUTLINE
Course Code: ENG516
Subject: English Language Teaching A
Core Texts: 1. Practical English Language by David Nunan
2. A Course in Language Teaching by Penny Ur
Techniques and Principles in Language Teaching by Diane Larsen-Freeman
Week One
1. Chapter One: Methodology (Practical English Language Teaching by David Nunan)
2. Module 8: Teaching Listening (A Course in Language Teaching by Penny Ur)
3. Chapter Two: Listening (Practical English Language Teaching by David Nunan)
Week Two
1. Module 9: Teaching Speaking (A Course in Language Teaching by Penny Ur)
2. Chapter Three: Speaking (Practical English Language Teaching by David Nunan)
3. Chapter Four: The Audio Lingual Method (Techniques and Principles in Language Teaching by Diane Larsen-Freeman)
Week Three
1. Chapter Nine: The Communicative Approach (Techniques and Principles in Language Teaching by Diane Larsen-Freeman)
2. Module 10: Teaching Reading (A Course in Language Teaching by Penny Ur)
3. Chapter Four: Reading (Practical English Language Teaching by David Nunan)
Week Four
Module 11: Teaching Writing (A Course in Language Teaching by Penny Ur)
Chapter Five: Writing (Practical English Language Teaching by David Nunan)
Week Five
Module 4: Teaching Pronunciation (A Course in Language Teaching by Penny Ur)
Chapter Six: Pronunciation (Practical English Language Teaching by David Nunan)
Week Six
1. Module 5: Teaching Vocabulary (A Course in Language Teaching by Penny Ur)
2. Chapter Seven: Vocabulary (Practical English Language Teaching by David Nunan)
Week Seven
Module 6: Teaching Grammar (A Course in Language Teaching by Penny Ur)
Chapter Eight: Grammar (Practical English Language Teaching by David Nunan)
Week Eight
1. Module 7: Topics, Situations, Notions, Functions (A Course in Language Teaching by Penny Ur)
2. Chapter Nine: Discourse (Practical English Language Teaching by David Nunan)
Week Nine
Module 12: The Syllabus (A Course in Language Teaching by Penny Ur)
Module 13: Materials (A Course in Language Teaching by Penny Ur)
Module 14: Topic, Content (A Course in Language Teaching by Penny Ur)
Week Ten
Chapter Ten: Content-based Instructions (Practical English Language Teaching by David Nunan)
Chapter Eleven: Course Books (Practical English Language Teaching by David Nunan)
Module 2: Practice Activities (A Course in Language Teaching by Penny Ur)
Week Eleven
Module 15: Lesson Planning (A Course in Language Teaching by Penny Ur)
Module 1: Presentation and Explanation (A Course in Language Teaching by Penny Ur)
Module 16: Classroom Interaction (A Course in Language Teaching by Penny Ur)
Week Twelve
Chapter Thirteen: Learning Styles and Strategies (Practical English Language Teaching by David Nunan)
Chapter Fourteen: Learner Autonomy in Classroom (Practical English Language Teaching by David Nunan)
Week Thirteen
1. Module 17: Giving Feedback (A Course in Language Teaching by Penny Ur)
2. Module 18: Classroom Discipline (A Course in Language Teaching by Penny Ur)
3. Module 19: Learner Motivation and Interest (A Course in Language Teaching by Penny Ur)
Week Fourteen
Module 3: Test (A Course in Language Teaching by Penny Ur)
Chapter Fifteen: Classroom-based Assessment (Practical English Language
Teaching by David Nunan)
Week Fifteen
Chapter Two: Grammar Translation Method (Techniques and Principles in Language Teaching by Diane Larsen-Freeman)
Chapter Three: The Direct Method (Techniques and Principles in Language Teaching by Diane Larsen-Freeman)
Week Sixteen
Chapter Five: The Silent Way (Techniques and Principles in Language Teaching by Diane Larsen-Freeman)
Chapter Six: Suggestopedia (Techniques and Principles in Language Teaching by Diane Larsen-Freeman)
Week Seventeen
Chapter Seven: Community Language Learning (Techniques and Principles in Language Teaching by Diane Larsen-Freeman)
Chapter Eight: Total Physical Response Method (Techniques and Principles in Language Teaching by Diane Larsen-Freeman)
Subject: English Language Teaching A
Core Texts: 1. Practical English Language by David Nunan
2. A Course in Language Teaching by Penny Ur
Techniques and Principles in Language Teaching by Diane Larsen-Freeman
Week One
1. Chapter One: Methodology (Practical English Language Teaching by David Nunan)
2. Module 8: Teaching Listening (A Course in Language Teaching by Penny Ur)
3. Chapter Two: Listening (Practical English Language Teaching by David Nunan)
Week Two
1. Module 9: Teaching Speaking (A Course in Language Teaching by Penny Ur)
2. Chapter Three: Speaking (Practical English Language Teaching by David Nunan)
3. Chapter Four: The Audio Lingual Method (Techniques and Principles in Language Teaching by Diane Larsen-Freeman)
Week Three
1. Chapter Nine: The Communicative Approach (Techniques and Principles in Language Teaching by Diane Larsen-Freeman)
2. Module 10: Teaching Reading (A Course in Language Teaching by Penny Ur)
3. Chapter Four: Reading (Practical English Language Teaching by David Nunan)
Week Four
Module 11: Teaching Writing (A Course in Language Teaching by Penny Ur)
Chapter Five: Writing (Practical English Language Teaching by David Nunan)
Week Five
Module 4: Teaching Pronunciation (A Course in Language Teaching by Penny Ur)
Chapter Six: Pronunciation (Practical English Language Teaching by David Nunan)
Week Six
1. Module 5: Teaching Vocabulary (A Course in Language Teaching by Penny Ur)
2. Chapter Seven: Vocabulary (Practical English Language Teaching by David Nunan)
Week Seven
Module 6: Teaching Grammar (A Course in Language Teaching by Penny Ur)
Chapter Eight: Grammar (Practical English Language Teaching by David Nunan)
Week Eight
1. Module 7: Topics, Situations, Notions, Functions (A Course in Language Teaching by Penny Ur)
2. Chapter Nine: Discourse (Practical English Language Teaching by David Nunan)
Week Nine
Module 12: The Syllabus (A Course in Language Teaching by Penny Ur)
Module 13: Materials (A Course in Language Teaching by Penny Ur)
Module 14: Topic, Content (A Course in Language Teaching by Penny Ur)
Week Ten
Chapter Ten: Content-based Instructions (Practical English Language Teaching by David Nunan)
Chapter Eleven: Course Books (Practical English Language Teaching by David Nunan)
Module 2: Practice Activities (A Course in Language Teaching by Penny Ur)
Week Eleven
Module 15: Lesson Planning (A Course in Language Teaching by Penny Ur)
Module 1: Presentation and Explanation (A Course in Language Teaching by Penny Ur)
Module 16: Classroom Interaction (A Course in Language Teaching by Penny Ur)
Week Twelve
Chapter Thirteen: Learning Styles and Strategies (Practical English Language Teaching by David Nunan)
Chapter Fourteen: Learner Autonomy in Classroom (Practical English Language Teaching by David Nunan)
Week Thirteen
1. Module 17: Giving Feedback (A Course in Language Teaching by Penny Ur)
2. Module 18: Classroom Discipline (A Course in Language Teaching by Penny Ur)
3. Module 19: Learner Motivation and Interest (A Course in Language Teaching by Penny Ur)
Week Fourteen
Module 3: Test (A Course in Language Teaching by Penny Ur)
Chapter Fifteen: Classroom-based Assessment (Practical English Language
Teaching by David Nunan)
Week Fifteen
Chapter Two: Grammar Translation Method (Techniques and Principles in Language Teaching by Diane Larsen-Freeman)
Chapter Three: The Direct Method (Techniques and Principles in Language Teaching by Diane Larsen-Freeman)
Week Sixteen
Chapter Five: The Silent Way (Techniques and Principles in Language Teaching by Diane Larsen-Freeman)
Chapter Six: Suggestopedia (Techniques and Principles in Language Teaching by Diane Larsen-Freeman)
Week Seventeen
Chapter Seven: Community Language Learning (Techniques and Principles in Language Teaching by Diane Larsen-Freeman)
Chapter Eight: Total Physical Response Method (Techniques and Principles in Language Teaching by Diane Larsen-Freeman)
Course Code: ENG501
Subject: Essay Writing
Core Texts: 1. College Writing Skills with Readings by John Langan
2. Patterns for College Writing by Laurie G. Kirszner and Stephen R. Mandell
Week One
The Writing Process (Patterns for College Writing by Laurie G. Kirszner and Stephen R. Mandell)
Stage One: Invention
Stage Two: Arrangement
Stage Three: Drafting and Revision
Week Two
An Introduction to Writing (College Writing Skills with Readings by John Langan)
Structure of the Traditional Essay
Parts of an Essay
Diagram of an Essay
The Writing Process (College Writing Skills with Readings by John Langan)
Prewriting
Technique One
Technique Two
Technique Three
Technique Four
Technique Five
Writing a First Draft
Revising
Editing
Week Three
The First and Second Steps in Essay Writing (College Writing Skills with
Readings by John Langan)
Begin with a Point or Thesis
Support the Thesis with Specific Evidence
The Third Step in Essay Writing (College Writing Skills with Readings by John Langan)
Organize and Connect the specific Evidence
Introductions, Conclusions and Titles
Week Four
The Fourth Step in Essay Writing (College Writing Skills with Readings by John Langan)
Revising Sentences
Editing Sentences
Four Basis for Revising Essays (College Writing Skills with Readings by John Langan)
Introduction to Essay Development (College Writing Skills with Readings by John Langan)
Week Five
Description (College Writing Skills with Readings by John Langan)
2. Description (Patterns for College Writing by Laurie G. Kirszner and Stephen R. Mandell)
Week Six
Narration (College Writing Skills with Readings by John Langan)
2. Narration (Patterns for College Writing by Laurie G. Kirszner and Stephen R. Mandell)
Week Seven
Process (College Writing Skills with Readings by John Langan)
Process (Patterns for College Writing by Laurie G. Kirszner and Stephen R. Mandell)
Week Eight
Cause and Effect (College Writing Skills with Readings by John Langan)
Cause and Effect (Patterns for College Writing by Laurie G. Kirszner and Stephen R. Mandell)
Week Nine
Comparison and Contrast (College Writing Skills with Readings by John Langan)
Comparison and Contrast (Patterns for College Writing by Laurie G. Kirszner and Stephen R. Mandell)
Week Ten
Division and Classification (College Writing Skills with Readings by John Langan)
Classification and Division (Patterns for College Writing by Laurie G. Kirszner and Stephen R. Mandell)
Week Eleven
Definition (Patterns for College Writing by Laurie G. Kirszner and Stephen R. Mandell)
Week Twelve
Argumentation (College Writing Skills with Readings by John Langan)
Week Thirteen
2. Argumentation (Patterns for College Writing by Laurie G. Kirszner and Stephen R. Mandell)
Week Fourteen
1. Writing a Summary (College Writing Skills with Readings by John
Langan)
Week Fifteen
Writing a Report (College Writing Skills with Readings by John Langan)
Week Sixteen
Writing a Resume and Job Application (College Writing Skills with Readings by John Langan)
Week Seventeen
Writing a Research Paper (College Writing Skills with Readings by John Langan)
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