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Cinderella 19975/1/2023 ![]() As she enters the kitchen, she reflects on her meekness and obedience. As if to underscore the point, Calliope and Minerva command her to bring them warm milk and hot water. She reminds her of her poor status and warns her against dreaming of splendor. ![]() Cinderella asks her if she, too, can go to the ball, but she finds the idea laughable. Determined to see that Calliope or Minerva will be chosen, their mother begins planning their big night. On another trip to the market, a day or so later, Cinderella and her stepfamily hear that Prince Christopher is giving a ball in order to find a bride, much to their excitement. Prince Christopher reluctantly leaves but tells her that he hopes to see her again. Their conversation is cut off when her stepmother scolds her for talking to a stranger and for not keeping up with them. She is charmed by his sincere, direct nature while he is drawn to her honesty and integrity. As they talk, they realize they are both dissatisfied with their confining lives. They meet when he rushes over to help Cinderella after she is nearly crushed by a royal carriage. Meanwhile, Prince Christopher is also strolling through the market disguised as a peasant. As they step out of a shop, her stepfamily snaps her out of her absorption by handing over their packages for her to carry. ![]() As she waits for them to finish shopping, she is distracted by a children's puppet show involving a prince searching for his love. They ask Cinderella to decide who it looks best on, but she tells them that although she doesn't know much about hats, she doesn't think it suits either of them, much to their affront. Spying an unusual purple hat with long pink feathers, they start fighting over it. She wishes to live a life different from the one she currently leads.ĭuring a shopping trip in the market, Cinderella struggles under the weight of the purchases of her ill-tempered stepmother and quarrelsome stepsisters, Calliope and Minerva. A variety of original materials designed on a base of a discourse-oriented teaching are included.Cinderella lives with her stepmother and stepsisters, Calliope and Minerva. ![]() By introducing vocabulary work on a discourse level, we pretend to provide the language students with meaningful, controlled practice of vocabulary, as well as to give them a chance to improve their text-creating and decoding abilities in a wide variety of contexts. We propose that lexical cohesion as a significant feature of textuality could be successfully exploited by language teachers. Our research is based mainly on the latest developments of Text Linguistics and Discourse Analysis in the field of lexical cohesion: studying vocabulary above sentence level. On the contrary, our challenge is to combine already existing approaches in teaching lexis with a discourse-oriented one. By bringing a discourse dimension into vocabulary teaching, we do not pretend to substitute neither traditional nor more recent, communicative approaches. By context we understand not only the immediate semantic environment of any given lexical item, but the whole text surrounding (co-text) as well as the situation in which the discourse is produced (context). Few English teachers nowadays would reject the necessity of teaching vocabulary, wherever it possible, in context. ![]()
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