A Taste of Honey Shelagh Delaney Essay Example for Free

A Taste of Honey Shelagh Delaney Essay In A Taste of Honey Shelagh Delaney presents Jo as a young woman looking for security and love. Compare the relationships she has with Helen, her boyfriend and Geoff. To what extent does she find security and love with each? Shelagh Delaney the writer of the play A Taste of Honey was born on November 25th 1939 in Salford, England. It was in school when she saw her first play, an amateur performance of Shakespeares Othello. She was only twelve at the time, and the play made a great impression on her. When she was seventeen, she began writing A Taste of Honey as a novel but later realised that it would be better as a play so it was first performed in 1958, accepted by Joan Littlewood, a famous director of the Political Theatre who strongly believed that plays should be about ordinary people. A Taste of Honey is mainly about a young working class girl who refuses to conform to her dreary surroundings and way of life. When the play was introduced, it was rare to find any of the situations portrayed in any other plays as the circumstances of each of the characters in the play were polemic and unaccepted by a neglectful society. Keeping up the appearances was an important factor in life, and at the time public disgrace was a horrendous situation to be involved in., so it almost became a day to day struggle to keep others satisfied with a suitable personal image that no one had the right to question. People were often very prejudiced about things like origin and race, sexual inclination, promiscuity and sex before marriage. To be involved in any of those things was a serious act for concern from the family and members of the community. At the time people were very religious and strict with regards to homosexuality, promiscuity and sex before marriage, in households from the 20th century, there was rarely a laid back mentality when these situations happened in the conventional life of an ordinary person. It was very common for a youngster to be involved in any of the above, as the senior members relied on their traditional customs and philosophies and took a lot of care in their every move. Ironically this play doesnt seem very concerned with all the issues that emerge from that society, and makes it a much more rebellious and interesting play to watch. However interesting it was, not everyone agreed with the content of the play, as some reviewers confessed that this was the first play they had seen with a coloured person and a homosexual man. Jo is a 15-year old girl who seems to have been unfortunate in life due to the circumstances that we see her in at the start of the play. By the way of life she leads, we learn that she is not happy or satisfied with herself or with her only relative, her mother. She displays inappropriate behaviour for a teenager of her time, I dont owe you a thing. By saying this we learn that she has little respect for Helen and is very distant from her, she also sounds angry and frustrated because she knows she deserves much more and also because Helen has not been a proper mother to her in any way. Something else, which we are able to see from Jos lifestyle, is that she is frequently exposed by her mother, to different men coming in and out of Helens life. The best example is Peter, a close friend of Helens. This is evidently an unsuitable environment for a teenage girl, and clearly shows that Helen is not very concerned about the image she is creating in Jos mind. We can conclude that Helen is not only being a terrible example for daughter Jo, but also is offering no security in the sense of stable relationships that can benefit Jo in a good way. Helen doesnt stand firm in front of Jo and by inviting men into her house, she is loosing all sense of respect for herself and most importantly, for her daughter. Its almost like Helen and Jo are friends who take boyfriends in for intimate relationships. At the start of the play we learn that Helen has a strong drinking problem, drink, drink, drink, thats all youre fit for. You make me sick. Jo is directly affected by it, as she has to co-exist with this habit in Helens life. We know that she clearly dislikes it and mentions how her mother isnt good for anything else apart from drinking. This can represent the way Jo feels, since the time she started to realise her mothers neglectful treat you make me sick, Jos frustration has become so great that she has started to hate her mother for being such a bad parent. By mentioning thats all youre fit for Jo tells us that Helen has been a total failure in every aspect of motherhood and wasnt able to demonstrate even the smallest sign of care and affection for daughter Jo. Perhaps Helen thought that alcohol could help ease the pain of not being able to be a good parent and offer love and security to Jo. But once again we see that Helen makes the wrong choice and maybe unconsciously might not realise how much this is also affecting Jo. This drinking problem is once again an appalling example that Helen is transmitting to Jo, as she might think its acceptable to drink in order to ease the pain and attempt to sort out problems under a more relaxed but less rational approach. Some readers may think that at the point of Helens response to Jos comments about drinking, she is completely under the dominion of alcohol, and responds in a cynical way, Dont just stand there shivering; have some of this if youre so cold. My reaction to this answer was of utter amazement as I am unable to believe the extent of Helens brutality and stupidity. She has just been told by Jo how much she dislikes the habit and still persists on acting irresponsibly and offering an intoxicating drink to her underage daughter. She should have been a little more considerate and thought of a more reasonable solution to Jos request. This once again leads us to believe that Helen is offering Jo no security, or protection in any way. Unexpectedly Jo enquires about her father just as her mother is getting ready to marry peter. As she is not pleased with what her mother responds, she declares her as a liar You liar look at me. This response was obviously generated from the way Helen answered Jos question, which evidently wasnt tactful or sensitive. Until this point we learn that Jo is unaware of who her father is, and this sort of conversation appears to be a serious issue between mother and daughter. Jo seems to feel resentment towards her mother, by the way she says you liar. By hiding this important piece of information to Jo, I believe that Helen has disrespected her daughter in various aspects. Jo as being the product of an intimate relationship between Helen and the man in question is in her full right to demand respect and to know who her progenitor was. This reveals quite a lot about Helens personality, as she demonstrates cowardice at the single thought of facing her daughter and telling her the truth about her origin. When Jo says look at me, it becomes clear to us, that she has to prove or disprove her mothers honesty with a single glance at her eyes. Jo is not entirely sure of this answer and proves to us that she does not trust her mother in her honesty and actions. Helen and Jo keep an uncharacteristic relationship; because its not one of mother and daughter love neither a friendly one. They just dont seem to be able to understand each other as such and therefore have lost all mutual respect and affection, simply because Helen is far too selfish to give up her way of life to ultimately benefit her daughter and herself. Its like theyve swapped roles, Helen being the daughter and Jo being the mother, one more responsible and conscious than the other. Jo acts like an adult in many ways, as she shows a clear disapproval upon her surroundings and her mothers drinking habits, she certainly feels uncomfortable at the men coming in and out of Helens life. Youve emptied more bottles down your throat in the last few weeks than I would have thought possible. If you dont watch it, youll end up an old down-out boozer knocking back the meths Jo is warning Helen that if she isnt careful with her habits, she will be alcoholic and drinking illicit beverages meths. Jo sounds like shes disturbed by her mothers future and has a precautious tone in her voice that makes her sound like a worried mother or wife. At the start of the play, when we meet Helen and Jo, their relationship seems very weak, and doesnt seem to get any better as the play proceeds; because of this I can predict that as they dont dedicate sufficient time and effort to form stronger bonds they will not be able to progress and comprehend their individual needs and circumstances. Anyway, its your life, ruin it your own way Helen makes this very strong remark that suggests a very careless thought with regards to Jos future. She uses a common tactic that allows her to show a dignified attitude, by offering Jo sufficient freedom to ruin her future and hold her responsible for her actions, consequently saving herself from her daughters blame and pain of failing. This shows how careless she is at offering support in Jos plans ambitions and dreams. In a way this is a very sad thing to do, because not only does Jo lack financial stability, but also love and emotional security. On the other hand Jo is conscious of her mothers intentions with regards to a good life for her. Ruining my life. After all, youve had plenty of practice this blame on Helens performance as mother is quite serious and is good at describing their relationship in general. This allegation is also good to prove the fact that Helen has offered no security or love to Jo. However making matters worse Helen accepts this accusation and unconsciously hurts Jo to a deeper extent saying yes, give praise where praise is due, I always say pessimistically she responds with no hint of shame at what she has created in Jo, because of her neglectful behaviour. I dont think that during the play their relationship gets to evolve in a positive or a negative way; however Helen may start to look at Jo as a woman rather than a girl due to the consequence of her relationship with boy and her pregnancy. In act 1 scene 2 Helen leaves her daughter Jo to go and get married to Peter, which in some way helps Jos emotional state, as it is supposedly the end of a most hated cohabitation, and the start of a new independent life. I believe that this action taken by Helen was by far the best thing she has done to benefit Jo, perhaps unconsciously but for the benefit of both sides. Helen has been a bad mother because she has never been able to offer Jo pure and unconditional love, instead she has made Jos existence imperfect and complicated without a reasonable purpose. I am not trying to justify un-motherly conduct, but she probably was never prepared to facet he responsibilities of a parent. It was completely inappropriate form Helen to allow men and alcohol form a barrier between herself and daughter Jo. Nearer to the conclusion of the play Helen returns to Jo, not to rectify her mistakes but only to make matters worse for poor Jo and her baby, I feel that she came back in a mood of pity and not love for a future single mother. However she may see herself reflected on Jo, and may feel is her duty to come to aid her. I feel great sympathy for Jo at the end of the play, because it seems to me that her life is a cycle that repeats itself over and over again. She is lonely even though she is due to have a baby and has her mother with her. Sadly Helen is still an alcoholic, and is penniless just as Jo is, which will unmistakeably make the baby suffer because of the circumstances. I also feel that since Jo and Helen have avoided resolving their differences and issues, their relationship will carry on deteriorating to a greater extent, until they will not be able to interact any longer as a team or family. Boy holds a fairly important role in the play, as Shelagh Delaney may have used him in order to represent a race and a whole group of people at the time. He is a twenty year old sailor that manages to infiltrate Jos heart and lighten up her life to a certain extent, for a short period of time. The reason why Shelagh Delaney doe not provide boy with a name, is because he ends up leaving her and breaking all his made promises, of returning and marrying her. His role in the play is of a young adult who meets Jo and eventually becomes her boyfriend. He also becomes the father of her baby, even though he is not aware of this. The relationship boy has with Jo is completely different to the ones she experiences with all the other characters, this one is of love and mutual understanding. I love youbecause you are daft. I believe that the most important factor with regards to Jos feelings and other characters is that perhaps it is the first time she falls in love with someone, and is answered back in the same way. Even though buy offers love to Jo, he certainly doesnt offer much security. This is because he enjoys having fun wherever he goes and is not able to make a promise and keep it. youre the first girl who Ive met who really doesnt care this quote shows that he is someone whos had many relationships in the past, analyses different behaviours, and therefore has gained experience in the subject. I reckon that Shelagh Delaney wants to make the audience judgemental towards boy because of the way his relationship ends with Jo, and leaving to never come back. In my opinion boy only used Jo to sleep with and never really felt anything special for her, this truly shows the type f person he is. The audience may find that he is genuine and honest about his feelings but then turns out to be insincere and false, however what really damages his image to a higher extent is how he took advantage of Jos naivety and innocence. Geoff is another important character in the play, as Shelagh Delaney may have chosen him to represent the fears, hopes and dreams of a secluded group of people, who were judged by their sexual inclination. He is false a person who provides Jo with a strong friendship and some security that perhaps she took for granted. Geoff is someone who lacks self-confidence and is in desperate search for acceptance security and companionship, he wants Jo to look at him as a man with defects and expects from her as much as she receives from him. They have a peculiar relationship as Jo refers to him as a big sister or a womanly figure in the house, you are just like an old woman really. You just unfold your bed, kiss me goodnight and sing me to sleep. This kind of remark may have resulted embarrassing for him as he is a male and much older than Jo. Shelagh Delaney is very effective at revealing Geoff qualities, by telling us the large amounts of efforts he puts into Jos house and the way that he takes care of her, someones got to look after you. You cant look after yourself. You would not expect this type of behaviour from a stranger and man in a male dominating society. Another good way the reader can see the qualities in Geoff is by comparing him to Helen, who is the total opposite of her and has taken better care of Jo in a short period of time than she has. From analysing Jos and Geoff relationship we can learn that during the time they spend living together they have both been happy and able to co-exist with each other, which is something Helen and Jo were never able to achieve. However there was always this barrier between Jo and Geoff, generated by their different attitudes towards life and other issues that revolved around their respective characters. While Geoff was optimistic, Jo was fairly negative and resembled Helens personality to some extent. This factor never really allowed them to enjoy their relationship and their time together to the maximum. I think it would be best if you left this place Geoff I dont think its doing you any good being here with me all the time this tells us that Jo is being honest with him and knows about his need to experience a womans desire to prove whether his inclination towards a men is real. To some degree Jo is a little bit arrogant as she declares that she can be self-sufficient and doesnt need from Geoff to carry on living a normal life. Nobody asked you to stay here. You moved in on me, remember? If you dont like it you can get out, cant get Geoff is a maternal figure to Jo as he is making a great effort to help her out with the preparation for the coming of the baby; something Helen would be more appropriate at doing. I thought you changed. Motherhood is supposed to come natural to women he explain this which such patience and care that almost sounds like he has passed through motherhood himself. This maternal figure is very rare and distinctive in the play as he is the only in the play who offers this sort of care and guidance, despite him being a man. Geoff is nothing like Helen simply because they do not share any qualities or even defects. The only way in which he may resemble Helens behaviour is at the end of his role, when he decides to leave Jo and not rebel against Helens prejudices and power to throw him out of Jos and the babys life. just as Helen did, he ends up deserting Jo, and not thinking of the possible emotional crisis she may start to go through. At the end of the play Jo is left standing by herself lonely without anyones help and support to hep undergo the conceiving of her baby, and the rest of her life she may still have to live. The mood is quite bleak, grim and dull at this point most of the relationships between the characters have broken up. Helen has been thrown out of Peters house and longer is she able to enjoy financial stability or Peters company as a husband. I believe none of the relationships in the play were really meant to work just as much as Geoff and Jo would have never been able to coexist considering their different circumstances. Shelagh Delaney may have chosen the title A Taste of Honey because in a way all of the characters in the play find a hint of happiness for a short while, and then just as it came it quickly diminishes and becomes difficult once again. I believe that Shelagh Delaney was correct in choosing this title for the play because it is indeed a sequence of events that resemble the ups and downs in life and the way one can taste something good but then its taken away. Its never really a constant patch of happiness throughout, but a constant struggle to keep going as much as possible.

Contemporary Rural America Captured in Rip Van Winkle and The Legend of

Contemporary Rural America Captured in Rip Van Winkle and The Legend of Sleepy Hollow Most Americans probably believe our times are different from Washington Irving’s era. After all, almost 200 years have passed, and the differences in technology and civil liberties alone are huge. However, these dissimilarities seem merely surface ones. When reading â€Å"Rip Van Winkle† and â€Å"The Legend of Sleepy Hollow,† I find that the world Irving creates in each story is very familiar to the one in which I grew up. The players may have changed, and institutions have mostly replaced roles traditionally taken on by people, but the overall pieces still fit the rural lifestyle of contemporary America. Perhaps the biggest variation from life in these stories and life today in the small town concerns the role of the Van Tassels. As the prominent family in Sleepy Hollow, they serve as the social center. Baltus Van Tassel has more the air of an English country squire during harvest time than he does an American farmer. He is hearty, down to earth, and full of largesse (â€Å"Sleepy Hollow† 549, 556-557). The â€Å"’quilting frolic’† (553) is really a potluck dance. This type of community gathering continued throughout American history in rural areas. We have barn-raisings, fall festivals, holiday celebrations. However, the nature of the gatherings has changed in that the role of the prominent family now goes to the city or civic groups (such as a church). Rural America still has wealthy families and farmers, but rarely do they open their homes to the community for dancing and potlucks. The closest we still see of this is the ranch barbeque , but the outside nature makes it far less intimate. In my experience, these events are... ...ture of King George in â€Å"Rip Van Winkle.† Rip returns to his village twenty years after he left and realizes that someone has transformed the King into George Washington (541). Irving, realizing that much of life is merely a refashioning of the same ideas and structures into something that looks new, has taken an old German folk tale and turned it into a story of American life. We may live in a time with vastly different resources, technologies, and opportunities, but the urges that drive us are still the same. Works Cited Irving, Washington. â€Å"The Legend of Sleepy Hollow.† The American Tradition in Literature. Vol 1. Eds. George Perkins, et al. 7th ed. New York: McGraw-Hill, 1990: 544-563. 2 vols. ---. â€Å"Rip Van Winkle.† The American Tradition in Literature. Vol 1. Eds. George Perkins, et al. 7th ed. New York: McGraw-Hill, 1990: 533-544. 2 vols.

Maximizing the Benefits of Project Work in Foreign Language

Maximizing the Benefits of Project Work in Foreign Language Classrooms Bulent Alan and Fredricka L. Stoller The implentation of project work differs greatly from on instructional setting to another. In some settings, fairly non-elaborated tasks, confined to a single class session, are labeled as projects.In other settings, elaborate sets of tasks establish the process for completing the project and span an entire instructional unit; in settings like these, the benefits of project work are maximized because students are actively engaged in information gathering, processing, and reporting over a period of time, and the outcome is increased content knowledge and language mastery. In addition, students experience increased motivation, autonomy, engagement, and a more positive attitude toward English.Although project-based learning presents challenges for teachers and students (Beckett 2002; Eyring 1997), most project-work proponents assert that the advantages outweigh the disadvantages. In this article, we focus on how English language teachers can capitalize on the content and language learning benefits of project work. To explore the topic, we examine the characteristics of under-exploited project work, outline the features that maximize the potential benefits of project work, and present a case study of project-based learning.We conclude with recommendations for English as a Foreign Language (EFL) teachers and materials writers who want to integrate project-based learning into their own curricula. Under-exploited project work Numerous language educators incorporate what they call â€Å"project work† into their classrooms, even though the lessons do not maximize the full potential of project work. For example, in some settings, basic communicative activities used to help students get to know one another better and to promote conversation have been labeled as projects.What often occurs in such settings is that students, when given the chance, join groups wi th their friends. They complete their non-elaborated tasks in a superficial way without much collaboration. Studentssocialize, but rarely assist each other with the language and information-gathering demands of the task (if there are any demands). In some settings, project work is merely a source of entertainment and a break from routine classroom activities.Though projects often focus on challenging, real-world subject matter, students are often solely concerned with the visual attractiveness of their projects, paying little attention to content and language learning. In these settings, teachers often reinforce this misdirected attention by assessing student projects according to their visual appeal, ignoring students’ gains in language and content learning. In other settings, students are constrained in their ability to grow from their projects, either because of excessive teacher control or because of the absence of teacher feedback and guidance during the process.In setti ngs characterized by too much teacher control, we find instructors who dictate each step of the process without giving students any voice in defining the project. Generally, such excessive control inhibits students from taking responsibility for their own learning and developing a sense of ownership toward the project. In these settings, students are rarely asked to provide feedback on the project experience; thus, often the same project is incorporated into future instruction, with no modification, which usually results in the same lack of student engagement.Another problem occurs when repeating students influence new students with their negative attitudes toward the project, further undermining the potential of the project. Project work can be more effective when teachers relax their control, when students regard the teacher as a guide (Sheppard and Stoller 1995), and when students provide feedback on the experience so that projects can be improved each year. A total relaxation of teacher control, however, is not the solution to a teacher-centered project. In some cases, students are left alone and receive no guidance on the language, content, or process demands of the project.Here, it seems, teachers have ignored both the process-based nature of project work and students’ need for support at different stages in the project. Finding the proper balance between teacher guidance and student autonomy enhances the advantages of project work in the language classroom. Project work that maximizes benefits Projects that are structured to maximize language, content, and real-life skill learning require a combination of teacher guidance, teacher feedback, student engagement, and elaborated tasks with some degree of challenge. Generally, such projects are multidimensional.A review of numerous case-study reports (Allen 2004; Gardner 1995; Gu 2004; Ho 2003; Lee 2002; Levine 2004; Papandreou 1994; Tomei, Glick, and Holst 1999) reveals that successful project-based learning: †¢ focuses on real-world subject matter that can sustain the interest of students †¢ requires student collaboration and, at the same time, some degree of student autonomy and independence †¢ can accommodate a purposeful and explicit focus on form and other aspects of language †¢ is process and product oriented, with an emphasis on integrated skills and end-ofproject reflection.The end result is often authenticity of experience, improved language and content knowledge, increased metacognitive awareness, enhanced critical thinking and decision-making abilities, intensity of motivation and engagement, improved social skills, and a familiarity with target language resources. One way to maximize the potential benefits of project work is to follow the ten-step process advocated by Stoller (1997) and Sheppard and Stoller (1995). The ten steps are summarized below. Step 1: Students and instructor agree on a theme for the project The students and instructor come to an agreement on a project theme.Because projects range from structured, semi-structured, to unstructured in terms of the degree to which the teacher defines the project (Stoller 1997), instructors should identify ways (large or small) in which students can develop some sense of ownership toward the project. Step 2: Students and instructor determinethe final outcome of the project With the nature and objectives of the project in mind, the students and instructor determine the final outcome of the project (e. g. , bulletin board display, written report, debate, brochure, letter, handbook, oral presentation, video, multimedia presentation, theatrical performance).At this point, the students and instructor negotiate the most appropriate audience for their projects (e. g. , classmates, other students, parents, program director, city mayor, a local business). Step3: Students and instructor structure the project After the theme and final outcome of the project are determined, the stude nts and instructor work out project details that guide students from the opening activity to the completion of the project. In this step, students consider their roles, responsibilities, and collaborative work groups.After negotiating a deadline for project completion, students reach a consensus on the timing for gathering, sharing, and compiling information, and then presenting their final project. Step 4: Instructor prepares students for the demands of information gathering At this stage, the instructor prepares students for the language, skill, and strategy demands associated with information gathering. With student ability levels in mind, the instructor prepares instructional activities for each of the information-gathering tasks.For instance, if students will be conducting interviews to gather information, the instructor may plan activities in which students have to form questions, ask follow-up questions, request clarification, and take notes. If students are expected to write letters, the instructor might review the format and language of formal letters. If they intend to conduct an Internet search, the instructor may review search procedures and introduce useful note-taking strategies. Step 5: Students gather informationAfter practicing the skills, strategies, and language needed for gathering information, students are ready to collect information using methods such as interviewing, letter writing, and library searches. Whenever possible, the instructor brings in relevant content resources to get students started on their information quests. Step 6: Instructor prepares students to compile and analyze data At this stage, students need to master the language, skills, and strategies needed to compile, analyze, and synthesize the information that they have collected from different sources.The instructor prepares students to do much of this on their own through tasks that involve, for example, categorizing, making comparisons, and using graphic organizers s uch as charts and time lines. Numerous training sessions might need to be planned, depending on the types of information collected and the ways in which it was collected (e. g. , taped interviews, brochures received in response to solicitation letters, library research, and note-taking). Step 7: Students compile and analyze informationAfter engaging in teacher-guided preparatory activities, students are ready to tackle the demands of compiling and analyzing the gathered information. Working in groups, students organize information and then discuss the value of the data that they have collected, keeping some and discarding others. The goal is to identify information that is critical for the completion of their projects. Step 8: Instructor prepares students for the language demands of the final activity As in Steps 4 and 6, the instructor designs language-improvement activities to help students successfully present the final outcome of the project.Those activities may focus on skills for successful oral presentations, effective written revisions and editing, persuasive debates, and so forth. Some focus on form might be greatly appreciated by students at this point. Step 9: Students present the final product Students present the final outcome of their projects, as planned in Step 2. Step 10: Students evaluate the project In this last, often neglected stage of project work, students reflect on the language mastered and the subject matter acquired during the project.In addition, students are asked to make recommendations that can be used to enhance similar projects in the future. It is during this stage that teachers provide students with feedback on their language and content learning. Project work options The details of project work are largely dependent on contextual factors, language program objectives, and available resources. For instance, in Turkey, at higher education levels, students of agriculture can engage in project work about soil erosion, which is a serious contemporary issue, with the goal of generating possible solutions for deforestation in Turkey.Engineering students can prepare written reports after investigating the advantages and disadvantages of a third bridge over the Bosphorus in Istanbul; they might even send their reports to interested officials. Students enrolled in a vocational school on the southern coast of Turkey might design a website that introduces their town, with an eye toward attracting and building tourism in the area (Huseyin Yucel, personal communication, May 2004). Academic English-preparation students in their first year of university studies can explore a self-selected topic related o their majors (reported orally to classmates and in writing for their teacher) to prepare them for future studies (Semra Sadik, personal communication, June 2004). Students majoring in physical education may investigate reasons for the limited numbers of Turkish athletes in recent Olympic games. EFL students in the east ern part of Turkey might conduct a survey aimed at determining the causes for low female-student school enrollments, concluding with suggestions, submitted to local officials, for turning around the trend.Students studying EFL in other countries are known to focus their projects on issues specific to their own countries, regions, and studies. Italian vocational high schools, for example, have structured their curricula around topics of relevance to students in various vocational areas, resulting in brochures for tourists, travel itineraries submitted to travel agencies, school banquet manuals, and many other real-world items. EFL students in Tunisian high schools have explored topics as diverse as mining and traditional marriage practices as part of their project work, culminating in video presentations of their findings.EFL students in Japan are surveying visitors at major tourist destinations—with note pad, tape recorder, and camera in hand—about topics of contempora ry interest. In line with such practices, Brazilian, Costa Rican, or Malaysian students could conduct projects with an environmental slant that are aimed at convincing local or national governments to take necessary precautions to protect local rain forests. (See Lee 2002, for a description of a project involving the creation of a booklet that describes an environmentally sound home, with suggestions for environmentally sensitive lifestyles. These examples, like those in Appendices 1 and 2, represent just a sampling of possible projects and outcomes that can be integrated into EFL classrooms. Project work: A case study Here we showcase a real-world project designed for intermediate and high-intermediate EFL students enrolled in the English Preparatory Program, in the School of Foreign Languages at Anadolu University, Eskis? ehir, Turkey. As part of this semi-structured project, defined and organized by both the teacher and students, students evaluate the effectiveness of the local t ramcar system. As part of their data collection, they interview xperts from the university, authorities from the city government, and residents of Eskis? ehir. They also write formal letters to the city to request information and conduct library and Web research. At the conclusion of the project, students present results to students in the School of Foreign Languages as well as to guests from the university and city government by means of a public forum, reinforced by a bulletin board display with findings and recommendations. The principal goal of the month-long project is to give students a voice in reshaping their town and its tramcar system.By the conclusion of the project, students are able to do the following: †¢ Gather pertinent information through various data-collection techniques, such as interviews, surveys, and library and Web research †¢ Engage in critical thinking activities, partially through synthesis activities †¢ See improvement in their language ski lls †¢ Use English with more self-confidence The project, structured following Stoller’s (1997) ten steps, is described below. Step 1: Students and instructor agree on a project The instructor conducts a lesson designed to raise students’ awareness of a local tramcar issue.This opening lesson, meant to encourage students to participate in shaping public opinion, elicits students’ attitudes toward public transportation, specifically tramcars, and provides them with the vocabulary and language needed to participate in the project. The instructor asks students where they live and how they travel to school. To facilitate this interaction, the instructor creates an overhead transparency with a grid that lists different forms of transportation, including tramcars. The instructor fills in the grid with students’ initials or tally marks to indicate who uses which forms of transportation.After filling in the grid, the instructor asks students to work in small groups, ideally with at least one student whose hometown has tramcar transportation. Students are asked to discuss the effectiveness of their hometown public transportation. A handout providing relevant vocabulary and a list of possible questions guides students in group discussions (see  Figure 1). Follow-up activities are useful to guide students in comparing the advantages and disadvantages of the Eskis? ehir tramcar system with the systems of other cities.At the conclusion of group discussions, each group reports its most important finding, most worrisome discovery, and any similarities discovered about tramcar systems in other cities. The instructor then asks students to take a few minutes to fill in a semantic feature analysis grid that juxtaposes different features of the local tramcar and bus systems (see  Figure 2). Then students are asked to brainstorm the advantages and disadvantages of the Eskis? ehir tramcar, considering factors such as the locations of their homes , routes, and tramcar stations (see  Figure 3).After students complete these activities, the instructor elicits suggestions for improving the quality of Eskis? ehir public transport. The instructor asks students to judge whether it is possible to implement the solutions that they have put forward. Next, the instructor tells students about a project that will help them improve their English and might also improve the local tramcar system. Finally, the instructor introduces the essentials of the project, giving students the opportunity to finetune the project so that they develop a sense of ownership.Step 2: Students and instructor determine the final outcome of the project The teacher proposes that students report the results of their investigation, with suggestions for improved public transportation: (1) in a letter to the local government, (2) at an open public forum with invited guests, and (3) on a bulletin board in Anadolu University’s School of Foreign Languages. Stude nts are encouraged to include the following in their bulletin board display: a copy of a letter sent to the Eskis? hir municipality requesting a modified tramcar system that caters to the needs of university students, written reports, photographs, and transcripts of interviews with students, community members, and university experts. Feedback on this preliminary plan is solicited from students. At this stage, students are also given the opportunity to define their varied audiences for the letter, public forum, and bulletin board display. For instance, besides the Foreign Languages School director, teachers, and students, they decide who else to invite from the university governing council and the Eskis? hir municipality. Step 3: Students and instructor structure the project At this stage, students help to structure the project. To do so, they consider questions such as: 1. What information is needed to conduct an examination of the local tramcar system? 2. Where and how might pertin ent information be found? a. Who will be interviewed to determine public opinion? To identify the views of experts on public transportation? To ascertain the views of the local government? b. What information might be found at the library? On the Web? At the City Hall? At public transportation stations? . How will information be gathered, compiled, and analyzed? During these deliberations, students decide on their primary roles and responsibilities. For instance, students determine who will conduct interviews; take photos; do library and Web searches; draw graphs, pictures, and charts; finalize the bulletin board display; and make opening remarks, present data, and entertain questions at the open forum. While determining roles, the students’ majors are taken into account so they can be assigned roles most closely aligned with their interests and abilities.For instance, students from the fine arts department might be responsible for the layout of the bulletin board display, jo urnalism students can conduct oral interviews, aspiring English majors can write letters soliciting information, and math majors can compile statistics. To balance the workload, students can pair up with others to offer assistance at different points in the project. With the deadline for the final outcome in mind, students reach a consensus about the sequencing of project tasks.Step 4: Instructor prepares students for information gathering At this stage, the instructor prepares students for the upcoming language and skill demands of the information-gathering stage of the project. These lessons train students to conduct interviews (e. g. , forming a question, posing follow-up questions, requesting clarification and/or elaboration) and introduce them to the standard parts of an interview: polite opening, body, and thank you (see Lee, Li, and Lee 1999, for more details on the various stages of an interview).The instructor might help students determine the level of language formality an d content of the questions to be asked of different interviewees. Mock interviews can be conducted with classmates, family members, teachers, or other language students on campus. Audiotaped mock interviews can be reviewed in class for appropriateness, politeness, pronunciation, stress, and grammar. For students who are responsible for writing formal letters, the instructor introduces writing conventions associated with formal letter writing by means of model letters.Students write several drafts of their letters, followed by editing and revision activities that examine levels of formality, formatting, and linguistic accuracy. Guided peer-feedback sessions represent effective ways to encourage student collaboration and writing practice. For students who are going to use the Web and library to gather relevant information, the instructor initiates brainstorming sessions in which students consider the best ways to search for information in these venues.As part of this preparation, the instructor may introduce students to relevant search engines or websites on mass transit. Step 5: Students gather information After practicing the skills, strategies, and language they need for gathering information, students are ready to conduct informal interviews with students and local residents of Eskis? ehir. Students who are to conduct formal interviews make appointments and conduct interviews with experts. (The instructor may need to help students find equipment neededfor interviews, such as tape recorders. Students gathering information by means of letters of inquiry draft their letters, solicit feedback from classmates and the instructor, and then send out their letters. Students who are to conduct library and Web searches move ahead. Throughout this stage, the instructor monitors students’ progress, making sure that they are on the right track, giving them feedback on their language use throughout. Step 6: Instructor prepares students for compiling and analyzing da ta After data have been gathered, students need to compile, evaluate, and synthesize the relevant information.The instructor prepares students for this vital stage of the project by using model transcripts, letters, lists, and gridsto illustrate different categorization, evaluation, and interpretation techniques. This is a good time to introduce students to conversational gambits that they can use with each other to negotiate the meaning and relevance of gathered data, such as â€Å"I see your point, but†¦Ã¢â‚¬  and â€Å"Don’t you think that†¦? † Step 7: Students compile and analyze information After students have been introduced to techniques for compiling and analyzing data, they are ready to organize and synthesize their own data. Groups of tudents discuss the value of their data, discarding that which seems inappropriate and organizing and then evaluating that which seems particularly valuable. Students discuss the best ways to present relevant data to their varied audiences. Step 8: Instructor prepares students for the final activity At this stage, the instructor prepares students for the language, skill, and content demands presented by the final written display and oral presentation. A simulation of the open forum provides opportunities to work on fluency, pronunciation, intonation, and conversational gambits that will contribute to the flow of the event. See Mach, Stoller, and Tardy 1997 for a related discussion. ) Students who are not actually involved in the public forum might be assigned different roles for the simulation, such as a representative from the municipality of Eskis? ehir, representatives of the university governing council, or the director and teachers of the School of Foreign Languages. These students could be directed to anticipate what kinds of questions the actual audience might ask about the bulletin board display.At the conclusion of the simulation, the class can brainstorm about challenges that might be encountered during the actual open forum, such as irrelevant questions, hard-tounderstand questions, and public resistance to findings and suggestions. In addition, possible solutions to these challenges can be discussed, including a list of possible questions and responses, back-up visual displays, and conversational gambits to ask for clarification. A discussion of open-forum logistics (e. g. , room set-up, invitations to audience members, videotaping) would be appropriate as well.Discussions of the bulletin board, with an emphasis on presentation of information, layout, visual appeal, clarity, and peer editing (that focuses on mechanics, grammar, level of formality, cohesion) are appropriate at this point. Step 9: Students present final product Students are now ready to mount the bulletin board display and participate in the open forum, representing the final outcomes of the class project. (Videotaping the open forum facilitates meaningful feedback in the final stage of the proj ect. ) Step 10: Students evaluate the project This last stage of the project serves multiple purposes.On the more traditional side, teachers provide students with feedback on their language, content, strategy, and skill use, using the videotape of the open forum as one means of interactive evaluation. Less traditional, but equally valuable, are the opportunities students will have to: (1) reflect on the language, skills, and strategies that they have mastered to conduct the project; (2) consider the content that they have learned to complete the project; (3) contemplate the impact of the project; and (4) offer suggestions for improved projectwork assignments for future classes.Conclusion We have showcased the details of one project designed for an EFL setting. Although the tramcar theme itself may not be transferable to other settings, because of its very local relevance, basic features of the project could easily be transferred to other EFL classrooms. These transferable features, in the form of recommendations for EFL teachers and materials writers who attempt to integrate project-based learning into their own curricula, appear below. Devise projects with students’ immediate and future language needs and content interests in mind, while at the same time remaining vigilant of institutional expectations and available resources. †¢ Specify language, content, task, skill, and strategy learning objectives in line with students’ needs and institutional expectations to maximize the benefits of the project. †¢ Strive to engage students in all stages of the project.Begin by giving students the chance to structure parts of the project, even if those contributions are small, with the aim of building a sense of student ownership and pride in project engagement. †¢ Design and sequence tasks with great care. Make sure that (1) skills are integrated to achieve real communicative purposes, (2) students are obliged to use various strategies for m eaningful aims, (3) critical thinking is required for successful task completion, and (4) students are held accountable for content learning. Integrate tasks that require both independent and collaborative work. Help students reach agreement about different team member responsibilities. Students should view each other as single links in a chain that unite, through exchanges of information and negotiation of meaning, to produce a successful project outcome. †¢ Be sure to plan an opening activity that promotes students’ interests, taps background knowledge, introduces important vocabulary, and builds up expectations for the final activity. Take advantage of Steps 4, 6, and 8 to provide explicit instruction so that students not only improve their language abilities but also excel in the information gathering, processing, and reporting stages of the project. †¢ Allow time for feedback at the conclusion of the project and at other critical junctures as well. We close by directing readers to Appendix 3 for a list of questions for teachers to consider as they assess the viability of projects for their classrooms and develop actual projects for and with their students.

Good Morning, Vietnam By Mitch Markowitz - 3343 Words

Directed by Barry Levinson and written by Mitch Markowitz, â€Å"Good Morning, Vietnam†, a comical film released in 1987, made an effort to portray the society of Vietnam and the life of American soldiers there during the Vietnamese conflict (1955-1975). The movie is set in 1965 Saigon, South Vietnam and begins with Adrian Cronauer, played by Robin Williams who transferred from Greece to Saigon to work as an army DJ. Cronauer is not a serious type of guy: he is easy going and has a strong sense of humor. In his first day of work, he completely changed the boring routine of radio station called Armed Force Radio Service into a station where he makes fun of his authorities, weather and even the former president of that time, Richard Nixon. His personality makes some of his superior like Lieutenant Steven Hawk and Sergeant Major Dickerson hate him but among the thousands of soldiers, he is a legend. For soldiers who left their family behind and are in an unknown country with a co nstant fear of death, Adrian Cronauer entertains them and gets their mind off the potential, escalating war. In his spare time, he tries to pursue a Vietnamese girl named Trinh. Due to the cultural barrier, Trinh rejects him but Cronauer doesn’t give up. He starts teaching an English class for the Vietnamese people which Trinh attends and the people there starts to like him and accept him because of his fun personality. He befriends Trinh’s brother Tuan to get closer to Trinh. Little did Cronauer know that