Bible Study 9/9

How Love Wins (Thief) by Steven Curtis Chapman from the album Music Inspired by The Story
http://www.youtube.com/watch?v=hHOG2Ktqoe0

We began class by learning the vocabulary from the scripture passage and the song. Students first told me the vocabulary they already knew and then I helped them figure out the other words.

Vocabulary

Second we read the scripture text. Each student read only one verse since it was a shorter text.

Luke 23:32-43

New International Version (NIV)

³² Two other men, both criminals, were also led out with him to be executed. ³³ When they came to the place called the Skull, they crucified him there, along with the criminals—one on his right, the other on his left. ³⁴ Jesus said, “Father, forgive them, for they do not know what they are doing.”^[a]And they divided up his clothes by casting lots.

³⁵ The people stood watching, and the rulers even sneered at him. They said, “He saved others; let him save himself if he is God’s Messiah, the Chosen One.”

³⁶ The soldiers also came up and mocked him. They offered him wine vinegar ³⁷ and said, “If you are the king of the Jews, save yourself.”

³⁸ There was a written notice above him, which read: this is the king of the jews.

³⁹ One of the criminals who hung there hurled insults at him: “Aren’t you the Messiah? Save yourself and us!”

⁴⁰ But the other criminal rebuked him. “Don’t you fear God,” he said, “since you are under the same sentence? ⁴¹ We are punished justly, for we are getting what our deeds deserve. But this man has done nothing wrong.”

⁴² Then he said, “Jesus, remember me when you come into your kingdom.^[b]”

⁴³ Jesus answered him, “Truly I tell you, today you will be with me in paradise.”

Then we listened to the song a few times. After listening twice students compared their fill in the blank answers with their neighbors answers. The following was the handout of the song lyrics:

How Love Wins (Thief)

By Steven Curtis Chapman, Music Inspired by The Story

My life began like any other ______ held beneath a mother's loving gaze
Somewhere between ____ and then I ______the man I could have been
Took everything that wasn't mine _______ but Love believes that it is not too late
Only one of us deserves this _________, a suffering that should belong to me
Deep within this man I hang beside is _____    _________ where shame and grace collide
And it's ____________ agony that He believes it's not too late for me

This is how Love________, every single time
Climbing high upon a tree where someone else should _______
This is how Love heals, the deepest part of you
Letting Himself bleed into the middle of your wounds
This is what Love ________, standing at the door
You don't have to be who you've _________ before
Silenced by His ______, death can't speak again
This is how Love ________

Did you see this moment from the start that we would  _________ this cup of suffering?
I wonder, did we ever meet? Childhood games in dusty streets
For all my many sorrows and regrets nothing could ________ to just this one
That in the presence of my King I cannot fall upon my knees
I cannot carry You up to Your   _________; You instead, will carry me back home.

This is how Love ________, every single time
Climbing high upon a tree where someone else should _______
This is how Love heals, the deepest part of ______
Letting Himself bleed into the middle of your wounds
This is what Love ________, standing at the door
You don't have to be who you've ________   before
Silenced by His ________, death can't speak again
This is how Love _________

What can wash away my sin? Nothing but _____  ________, nothing but the blood
What can make me whole again? Nothing but the blood, nothing but _____ ________
Cause this is what Love _______, standing at the door
You don't have to be who you've _________ before
And silenced by His ________, death can't speak again
This is how Love ________.

American Culture Class

Hello all,

Today we learned about idiomatic expressions having to do with color. But first, what's an idiom? An idiom is  an expression that means something other than the literal meanings of its individual words. We use many idiomatic expression in English, so it's important to learn as many as you can. Idiomatic expressions are also reflective of culture. For example, in American culture the color blue is associated with sadness because of the musical genre "Blues," which was created by black American folks to express their deep sadness and frustration at the opression they faced (and still face) in American society. As Rita Mae West puts it, ❝Language is the road map of a culture. It tells you where its people come from and where they are going.❞

Here is a lsist of the idioms we learned today with definitions:

1. paint the town red - celebrate wildly

2. caught (catch) red handed - found in the very act of a crime

3. red-faced - flushed with embarrassment or anger

4. red-eye -commercial airline flight that depart late at night and arrives early in the morning

5. red-carpet treatment - to treat someone like they are important 

6. see red - become very angry

7. in the red - operating at a loss or being in debt

8. white heat - intense temperature, stage of intense activity or emotion

9. green thumb - natural talent for growing plants

10. white lie -minor, polite, or harmless lie

11. wave the white flag - give up, surrender

12. green with envy/green eyed-montster - envious to the point where it is noticable to others

13. tickled pink - delight

14. give the green light - approve

15. blackmail - to extort money by the use of threat

16. black-tie - requiring that guests wear formal attire

17. black market - trade of goods in violation of the law

18. red letter day - an important day 

19. out of the blue - suddenly and unexpectedly

20. silver lining - something good that comes out of something bad

This week, I would like you to listen to "Rolling in the Deep" by Adele. Find THREE idioms in the song and comment below with their definitions. Thanks!

American Film (7/9)

Today in film club we watched "Full Metal Jacket"(1987) by Stanley Kubrick. This film follows a group of soldiers being trained to enter battle during the Vietnam War, and later their experiences in combat. The protagonist of the film is Joker, who tries to help Pyle, but eventually witnesses his downfal in the bathroom scene. The second half of the film follows Joker as a war journalist in Vietnam just before and after the Tet Offensive (1968). Joker is repulsed by the atrocities of war and disillusioned with the American involvement in Vietnam, which culminates in his murder of a female sniper at the endo the film. Kubrick brings up many complicated and important themes in this film, such as: imperialism, masculinity vs. femininity, dehumanization,  and patriotism, the "other" and identity.

Key Terms:
-Cold Wa r (1945-1989): unoffical war between Russia and the United States that dominated the political, economic, military and cultural policies of both countries until 1989.
-Vietnam War (1955-1975):  a Cold War conflict pitting the U.S. and the remnants of the French colonial government in South Vietnam against the indigenous but communist Vietnamese independence movement, the Viet Minh, following the latter's expulsion of the French in 1954.
-proxy war: A war that results when opposing powers use third parties as substitutes for fighting each other directly
-Tete Offensive (1968): A Vietcong attack
-Draft: when men are forced to join thar army at the government's orders.
-Vietcong: Vietnamese communists and guerilla fighers



Discussion question: 
Do you think the United States has the responisiblity (responsabilidade) or right (direito) to invade another country to protect democracy (democracia) or the safety (seguridade) of foreign citizens? 

American Culture Class (4/9)

Last culture class, we learned about phrasal verbs. First we read a love story in phrasal verbs and students had to fill in the blank with the correct phrasal verbs. Read the complete story here, and look up any phrasal verbs you don't recognize.   

Daisy and Eric: A Love Story in Phrasal Verbs

Daisy and Eric met at a mutual friend’s house and got along really well. They talked for hours at the party. At the end of the night, Eric and Daisy agreed to go out for dinner the following Friday. Eric ended up having to reschedule their date for Saturday because on Friday he had to look after his nieces. Daisy was looking forward to her date with Eric. Eric picked her up at 7PM on Saturday night. They drove to a neighborhood that Daisy didn’t know, and Eric pulled over the car in front of a fancy restaurant she had never been to before. After dinner, Daisy and Eric made out on her doorstop before saying goodnight, and decided to become boyfriend and girlfriend.

After dating for some months, Daisy and Eric decided to move in together. Things went well at first, but then little things that Eric did started to annoy Daisy, like how he never cleaned the dishes and always left his socks on the floor. She didn’t want to bring up these little things that annoyed here, but after a while she couldn’t put up with Eric’s habits anymore and broke up with him.

When his relationship fell apart, Eric was very upset. He thought about Daisy all the time – he could not get over her. Daisy felt the same way, as she could barely carry on without Eric’s company. A few days later when Eric was reading on a bench in the park near his house, Daisy turned up walking her dog through the park. Both of them were very happy to see each other, and after talking for hours they decided to get back together. Now Eric and Daisy live happily ever after. 

Next students were given a card with either a verbs or preposition on it and were asked to go around the classroom looking for the student were a corresponding card to complete their phrasal verbs. Students then defined and created an example with correct usage of the phrasal verbs and we made an English-language phrasal verb dictionary. Finally we, played a phrasal verb game where students were asked to translate phrasal verbs into normal verbs and vice versa using pre-detemined sentences. 

We planned our groups for our English-language Tocantins travel guide, and will continue to work on this project in coming classes. 

This week's prompt: 

Write a five sentence story using a phrasal verb from class in every sentence. 

Basic English (For Language Arts Students) 5/9

The two parts of a sentence in the present unreal conditional:
- If + verb in the past tense

- Would + verb

Students did an activity where they matched up the two part of present unreal conditional sentences that were on slips of paper.

New Vocabulary that came out of the activity:

Conversation Hour 3/9

Simple Present vs. Present Continuous

Today I asked the students if they wanted a grammar lesson or to play scrabble. They chose grammar!

I presented these example sentences and student identified what was being described and what verb tense it was in order to review when we use the simple present and when we use the present continuous.

The activity was to speak in pairs about a special person, using the simple present for numbers 1 and 2 and the present continuous for number 3. 

Then students shared about the special people that their pairs chose.

New Vocabulary

Basic English (For Science and Tourism Students) 3/9

Articles

Students began class by asking each other and responding to this question. Listed are some of their answers. After sharing in pairs they shared with the large group.

Next, I presented some examples of when we use the indefinite articles a and an, as well as when we use the definite article the.

Students learned that we use a and an when we are speaking about something for the first time and we use the when we are talking about something specific (talking about it the second time or talking about something that there is only one of - like the sun for example).

Then we did an activity where students chose an object out of a bag and stated what it was using the correct article. To make it easier I had all the names of the objects already written on the board. That way, if they didn't know what the name of the object was, they could look at the list and guess. 

The list looked like this at the beginning of the activity.

The list looked like this at the end of the activity.

To practice, students did this activity in pairs. I handed out one sheet per pair so that they would actually work together.