Pete Gordon is a fashion designer and is employed in an apparel manufacturing company. He likes collecting vintage items aside from designing clothes. Pete Gordon's Google+
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Train with Kieran in the Use of Film and Video in Language Teaching
I’m delighted to announce that I will be doing new training courses in the use of film and video this year. The Film and Video in Language Teaching course is my most popular course. On this course I train teachers how to use film and video critically and creatively in the language classroom and it is aimed at in‐service teachers. There are a total of twenty contact hours and the course is held Barcelona. The course language will be English but the course is suitable for teachers of any languages. You can download this information leaflet Film and Video in Language Teaching
Dates for 2019 Monday 22nd to Friday 26th April Monday 1st to Friday 5th July Monday 8th to Friday 12th July Monday 15th to Friday 19th July Monday 2nd to Friday 6th September Monday 9th to Friday 13th September Monday 23rd to Friday 27th September
Timetable
Monday to Friday, 9.30 – 11.30 and 12.00 – 14.00.
Price
€400
Course content There will be a focus on how short films and video can be used in the classroom and sessions deals with the following themes:
Using short films and videos Using feature-length films How to write activities for authentic film and video Digital film‐making in language teaching and learning Using film and video to help students learn vocabulary Using film and video to foster: – oral communicative competence – written communicative competence – oral comprehension – creativity – empathy – visual literacy
Contact
If you would like more information about the course and how to pay, please send me an email at [email protected].
Feedback Here are some comments from teachers who have attended the Film and Video in Language Teaching course:
“I loved the way Kieran delivered the course and how much he knows about the field.”
“I loved the tutor’s energy, enthusiasm, the topic’s relevance and the hands-on instructions given.”
“Kieran always exemplified the theory with practical examples, teaching ideas and activities.”
“Kieran delivered the course in a very enthusiastic atmosphere.”
“Kieran shared with enthusiasm his wealth of experience through numerous practical examples and links as to where to find relative resources and information.”
“Kieran justified the need for video literacy, provided a rich selection of video resources, and created a productive learning environment in the classroom.”
“Kieran was very well prepared and the materials he gave were really relevant for the purpose of the course.”
“Kieran fostered challenge in teaching new technologies applied to the language classroom – and made us laugh , showing that the secret of doing things well is to have fun!”
“Kieran interested the audience, got us involved, and made us participate.”
“The course has given me more confidence in developing learning resources, and wider variety of approaches for exploiting video.”
“After doing this training course I will definitely use more videos in class to teach both English and empathy. In other words, film and video will become central to my practice.”
“This course will enable me to incorporate video and film activities into my everyday teaching and to get my students to work autonomously on video productions.”
“The training course helped me to a great extent as many aspects have become clearer now with regards to film use. It also helped me to develop many more points in my research project as recommendations to English language teachers, to me as a teacher as well, and hopefully, to organise some workshops for teachers in Algeria and share with them what I learnt from this training and how to apply films and videos in their classes effectively.”
from Film Lessons – Film English http://film-english.com/2019/03/04/train-with-kieran-in-the-use-of-film-and-video-in-language-teaching/
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The Best Men Can Be
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This ELT lesson plan is designed around a viral short film commissioned by the brand Gillette.
In the lesson students watch a short film, speak about masculinity, read a transcript and Twitter comments and write their own Twitter comment.
Support Film English
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Language level: Intermediate (B1) – Advanced (C1)
Learner type: Teens and adults
Time: 90 minutes
Activity: Watching a short film, speaking about masculinity, reading a transcript and Twitter comments and writing their own Twitter comment.
Topic: Masculinity
Language: Vocabulary related to masculinity and social media
Materials: Short film, transcript and Twitter comments
Downloadable materials: the best men can be lesson instructions the best men can get transcript the best men can get twitter
Step 1
Write the hashtag (#) symbol on the board. Elicit or explain that it is a type of tag used on social media networks such as Twitter and Instagram to allow users to easily find messages with a specific theme or content.
Step 2
Put your students into pairs and ask them to discuss these questions.
What hashtags are popular in your country at the moment?
If you use social media, what hashtags do you use or search for?
Step 3
Write the hashtag “#metoo” on the board. Elicit or explain that #metoo is a movement against sexual harassment and sexual assault which first came to prominence on social media in October 2017. Victims of harassment were encouraged to tweet about it and make people aware of the magnitude of the problem.
Step 4
Write “toxic masculinity” on the board. Elicit or explain that toxic masculinity is a term which refers to attitudes that describe the masculine gender role as violent, unemotional, uncaring, arrogant and sexually aggressive.
Step 5
Put your students into small groups and ask them to come up with examples of toxic masculinity they know of or have seen represented in media. Give them examples such as these:
a boss at work sexually harassing a female worker.
a father telling his son “don’t be a girl” because he’s crying.
an ex-husband threatening his former wife with violence.
a male teacher not allowing girls to play football because “it’s a man’s sport”.
Set a time limit of 10 minutes.
Step 6
Hold a plenary discussion based on examples of toxic masculinity.
Step 7
Tell your students they are going to watch the start of a short film. As they watch they should note any examples of toxic masculinity shown.
Show the film from 0:00 to 0:45. Play twice.
youtube
Step 8
Show the film again and pause at each example of toxic masculinity and discuss what is happening:
boys chasing and bullying another boy.
a mother comforting her bullied son who has been called “a freak”, “a sissy”, and told “you’re such a loser” and “everybody hates you.”
men wolf-whistling a woman
a man touching a woman’s bottom in a TV series.
a rapper dancing with young women dressed in bikinis.
a boss touching and patronising a female worker.
two boys fighting.
a line of men repeating the mantra “boys will be boys.”
Step 9
Pair your students and ask them to discuss these questions:
Which of the examples of toxic masculinity shown in the film are the most serious? Why?
Are these examples of toxic masculinity typical in your country?
What can be done to prevent these examples of toxic masculinity?
Step 10
Hold a plenary discussion based on the questions from the previous stage?
Step 11
Tell your students they are going to watch the second part of the film. As they watch they should note examples of what might be termed “non-toxic masculinity” or “positive masculinity”.
Show from 0:46 to 1:34. Show twice.
Step 12
Get students to compare their answers in pairs.
Step 13
Show the second part of the film again and pause at each example of non-toxic masculinity and discuss what is happening:
a celebrity telling men they should be held accountable for their behaviour.
a man telling other men to stop harassing women.
a man stopping a friend from following a woman in the street.
a man telling two teenagers who were going to fight to shake hands.
a father telling his daughter to repeat “I’m strong”.
a father breaking up a fight between two boys.
a father stopping boys bullying another boy and asking if he’s OK.
Step 14
In small groups ask your students to discuss these questions:
Do you think the examples shown in the film are good ways to fight toxic masculinity? Why / why not?
What does the caption “The best a man can get” mean?
Step 15
Hold a plenary discussion based on the questions from the previous stage?
Step 16
Give your students the transcript. Ask them to read through it and help them with any difficult words and expressions.
Step 17
Ask them what they think the message of the film is and if they agree with it.
Step 18
Now show the caption at 1:40:
“It’s only by challenging ourselves to do more that we can get closer to our best.”
Put your students into small groups and ask them to discuss what they think the caption means.
Step 19
Hold a plenary discussion on the meaning of the caption.
Step 20
Now show the caption at 1:43:
“We are taking action at thebestmencanbe.org.”
Step 21
If you have Internet connection, go to the website and show some of the pages. Explain that Gillette, a brand of men’s and women’s safety razors and other personal care products including shaving supplies, commissioned the short film. In their small groups, ask your students to discuss this question:
Why would a company which makes men’s and women’s safety razors and other personal care products including shaving supplies, be interested in promoting positive masculinity?
Step 22
Tell your students that the short film has received a lot of both positive and negative feedback. Give them the Twitter tweets and ask them to classify them into positive and negative comments.
Step 23
Ask them to read the comments again and say which ones they agree and disagree with most strongly and why.
Step 24
Hold a plenary discussion based on the students’ reactions to the Twitter comments.
Homework
For homework students should write their own Twitter comment on the short film. Their tweets should be no longer than 280 characters.
I hope you enjoy this ESL lesson.
Support Film English
Film English remains free and takes many hours a month to research and write, and hundreds of dollars to sustain. If you find any joy or value in it, please consider supporting Film English with a monthly subscription, or by contributing a one-off payment.
Monthly subscription
€7,00 EUR – monthly €3,00 EUR – monthly €10,00 EUR – monthly €25,00 EUR – monthly
One-off payment
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from Film Lessons – Film English http://film-english.com/2019/01/22/the-best-men-can-be/
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Ian
This ELT lesson plan is designed around a short film titled Ian inspired by the true story of a boy of the same name. The film was commissioned by Fundación ian, a foundation set up by the boy’s mother animated by MundoLoco and directed by Juan José Campanella. In the lesson students watch a short film, and speak, write and read about it and their reactions to it.
Support Film English
Film English remains free and takes many hours a month to research and write, and hundreds of dollars to sustain. If you find any joy or value in it, please consider supporting Film English with a monthly subscription, or by contributing a one-off payment.
Monthly subscription
€7,00 EUR – monthly €3,00 EUR – monthly €10,00 EUR – monthly €25,00 EUR – monthly
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Language level: Intermediate (B1) – Advanced (C1)
Learner type: All ages
Time: 90 minutes
Activity: Watching a short film, speaking, writing and reading
Topic: Disability and inclusion
Language: Vocabulary related to parks and playgrounds, and disability
Materials: Short film and article
Materials materials: ian lesson instructions the story behind the short film ian
Step 1
Put your students into pairs and ask them to come up with as much vocabulary as they can related to parks and playgrounds.
Step 2
Ask each pair to give you vocabulary and write the words on the board. Elicit or explain vocabulary such as grass, swings, seesaw, playing games, playing football, table and benches.
Step 3
Dictate or write on the board these actions:
a boy crying
a girl going up and down on a seesaw
two boys laughing at another boy
a boy and a girl sitting on a bench
boys playing football
a mother pushing her son in a wheelchair
a boy going down a slide
a girl throwing a paper aeroplane
a boy dropping a drink
a boy wearing glasses having a drink
Step 4
Tell your students they are going to watch the start of a short film. As they watch they should put the 10 actions into the order they appear.
Show the first part of the film (00.18–02.10).
https://www.youtube-nocookie.com/embed/6dLEO8mwYWQ
Correct order:
boys playing football
a girl throwing a paper aeroplane
a girl going up and down on a seesaw
a boy and a girl sitting on a bench
a boy going down a slide
a boy wearing glasses having a drink
two boys laughing at another boy
a boy dropping a drink
a boy crying
a mother pushing her son in a wheelchair
Step 5
Tell your students they are going to watch the first part of the film again. As they watch they should try to remember as much of the film as they can. Show the first part of the film again.
Step 6
Write this introduction on the board:
“It was a beautiful sunny day. A group of boys were playing football in the park. A girl threw a paper aeroplane …”
Put your students into small groups and ask them to retell the story the first part of the film tells in as much details as possible.
Step 7
In their groups ask your students to discuss these questions:
What happened to the boy in the blue jumper?
What problem do you think he has?
How does the boy feel?
Step 8
Hold a plenary discussion based on the questions.
Possible answers:
He wants to play with the other children but two boys laugh at him and other children ignore him. He drops his drink and is blown away from the park through a fence; he disintegrates but is then put back together and is sitting in a wheelchair. He cries and his mother pushes him away from the park.
He has cerebral palsy (CP), a group of permanent movement disorders that appear in early childhood. Symptoms include poor coordination, stiff muscles, weak muscles and tremors. In most cases CP is caused by brain damage while the baby is still in the utero or shortly after birth.
He feels very sad because he wants to play with the other children and be accepted, but he is laughed at and rejected.
Step 9
Tell your students that the boy’s name is Ian. Tell them they are going to watch the second part of the film. As they watch they should answer these questions:
What toys are the three girls playing with?
What toy is Ian playing with?
What happens when Ian tries to follow the girls?
What does the boy in the light green T-shirt do?
What happens to Ian?
What does Ian do when his mother pushes him away in his wheelchair?
Show the second part of the film (02.10–04.28).
Answers:
Dolls
A dinosaur
He falls over.
He laughs at Ian.
He is blown thrown the wire fences, he disintegrates and is put back together again.
He stops his wheelchair by putting on the brake and then turns the wheelchair so that he is facing the playground.
Step 10
Put your students into pairs and ask them to write the rest of the story. Walk around the classroom helping them with vocabulary. Set a time limit of ten minutes.
Step 11
Ask each pair to read out their stories.
Step 12
Tell your students they are going to watch the rest of the film. After they watch they should compare their narratives with the story told in the film.
Show the third part of the film (04.28–07.12).
Step 13
Show the film again and after ask your students to discuss these questions in small groups:
Do you like the film? Why / Why not?
How does the film make you feel?
What do you think the film’s message is?
Who do you think made the film?
Step 14
Hold a plenary discussion based on the four questions from the previous stage.
Step 15
Tell your students that the film is inspired by a true story. Show the rest of the film from 07.12 to 07.58 in which images of the real Ian appear. Pause at the caption which reads:
“To Ian,
for sparling with his smile,
strengthening us with his love,
and conquering our hearts.”
Elicit or explain the meaning of the message.
Step 16
Tell your students they are going to read about the story behind the film. Give your students the article The Story behind the Short Film Ian and ask them to answer these questions:
What was the book Ian’s mother wrote about?
Why did Ian’s mother set up a foundation?
How did the animation studio respond when Ian’s mother approached them about making an animation?
What has the response to Ian been since it was released?
Answers:
The book is about the daily life of a family that includes people with disabilities.
When Sheila saw how children who were not used to people with disabilities treated Ian in the playground, she set about changing minds and attitudes about people with disabilities by setting up a foundation.
They were interested and enthusiastic.
The response has been very positive – it has won numerous international awards. It has even been nominated for the Academy Awards 2018.
Homework
Give your students this link to the Cerebral Palsy Guidance website:
https://www.cerebralpalsyguidance.com/cerebral-palsy/living/bullying/
Ask them to read and the page About Cerebral Palsy and Bullying and in the next class discuss what they have found out.
I hope you enjoy this ESL lesson.
Support Film English
Film English remains free and takes many hours a month to research and write, and hundreds of dollars to sustain. If you find any joy or value in it, please consider supporting Film English with a monthly subscription, or by contributing a one-off payment.
Monthly subscription
€7,00 EUR – monthly €3,00 EUR – monthly €10,00 EUR – monthly €25,00 EUR – monthly
One-off payment
€10,00 EUR €20,00 EUR €30,00 EUR €40,00 EUR €50,00 EUR €100,00 EUR
from Film Lessons – Film English http://film-english.com/2019/01/16/ian/
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Read. Pray. Stretch. Breathe. Cook.
About five years ago, my therapist at the time took me outside during one of our sessions and instructed me to sit down on a step and close my eyes.
“What do you hear?” she asked.
“Um, cars on the road?” I said.
“What else?”
I listened. “Birds.”
“What else?”
“The wind.”
This went on for a while then she asked me what I could smell.
“Grass…flowers…”
Then, she told me to open my eyes. She handed me a leaf.
“Look at this leaf,” she told me. “Describe it to me.”
I didn’t know what the purpose of this outdoor activity was. The weather was nice, and I was enjoying a break from the muddy waters of feelings I typically waded through during our sessions, but describing a leaf? I thought we might be erring on the side of kooky.
Later, my therapist would explain the purpose of this exercise: to practice mindfulness.
Mindfulness is a trendy word these days, but five years ago I had never heard of it. I didn’t know how to practice it, and I didn’t understand how it could help me. Mindfulness, as I understand it, is the practice of being present with your mind, body and spirit by noticing and being aware of what is around you in that moment. Sounds easy enough, but for someone like me, practicing presence of mind is incredibly difficult.
Most of my thoughts on any given day take place in the past or the future, rather than the present. When I’m in conversation with someone, I find myself thinking about the thing I need to do next. I stop mid-task, mid-T.V. show, mid-page to get up and do something I forgot to do. While I’m driving, I think about what I should have said, done or how I should have behaved differently.
I am rarely present with what’s right in front of me—the road, a book, my friend—and instead live a life that takes place in the future or in the past. What lives in the future? Anxiety and fear of the unknown. What lives in the past? Regret, worry, could-have-beens.
I often think about that day sitting outside looking at that leaf. I twisted it around in my hand. I still remember exactly what it looked like. Small, light green, smooth. That leaf was my introduction to the idea of being present, and it represents how I want to live my life in 2019, mindful of what’s in my direct line of sight. This year, I want to truly listen in conversation. I want to do the task at hand without doing other tasks in my head. I want to notice the weather and how it feels. I want to look at leaves and see the veins in them, feel their smooth and rough textures, study their deep green color.
I’ve realized one of the reasons practicing mindfulness is so difficult is that it requires quite a bit of surrender. Worrying about the future is a form of control. It allows me to try and imagine it, guess what will happen, make assumptions about events, people and things—all of which is an attempt to control what I can’t. Agonizing over my past is a similar form of control. At least agonizing over it allows me relive decisions and redo them, giving me the false that I can undo and redo what has already been done.
Living fully in the present means I have to loosen my grip on future’s fears and past’s regrets. Living in the present is a letting go and a confession that I am not in control.
This is what makes mindfulness a spiritual practice for me. It’s one of the many surrenders required in the Christian life. It is telling God, I trust you enough with my past and future to be with you here right now. It gives me the ability to see what God is doing, restoring and renewing right in front of me. And it allows me to see, notice and appreciate all that God has made, down to the very last leaf.
This week I posted on Instagram that I didn’t have any huge goals for this year. I just wanted to read, pray, stretch, breathe and cook. I realize now that all of those activities force me to be present. When I read, I am immersed in a story. When I pray, I am in conversation with God. When I do yoga, I am constantly instructed to return to my breath. When I pay attention to my breath, I am aware of my body and my lungs, the way air feels as it passes through me. And cooking, well, because I am not a very good cook, my mind can’t wander while I am chopping, sautéing and simmering. I have to give vegetables, knives, pots and pans my full attention or things will go awry quickly.
Read. Stretch. Breathe. Pray. Cook. They are simple things, but I do at least one of them every day, making the practice of presence a very doable, and daily, goal for me.
I want to be here for my life. I want to see, taste, smell, hear and feel it. This year, if you run across a kooky lady on the side of the road staring intently at a leaf, breathing in the air, and listening for all of the sounds, it is probably me and you can just keep on walking because that means I am doing alright.
The post Read. Pray. Stretch. Breathe. Cook. appeared first on Andrea Lucado.
from Andrea Lucado http://andrealucado.com/2019/01/08/read-pray-stretch-breathe-cook/
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My Top 5 Books of 2018
For a writer, I’ve never felt like I read enough. I always have a book going, but I’m not what people call a “voracious reader.” Without being intentional, I average a book a month, sometimes two. So this year for the first time ever, I set a reading goal: two books a month, 24 books total.
I’m proud to say that as I write this I am at the end of my 24th book for the year (Everything Happens for a Reason: And Other Lies I’ve Loved by Kate Bowling). This is probably the most I’ve read since I was in grad school and basically had to read 24 books a week. If you count a couple of books I read for work, I actually exceeded my goal.
Being intentional about how much I read meant more reading at night and in the morning and less social media scrolling. It reminded me why I love books so much. It helped me concentrate for longer periods of time without having to grab my phone and most importantly, it introduced me to others’ stories.
Of the 24 books I read this year, only seven were by people of color. Of those seven, three are my top three books of the year. I thought I had been more inclusive with my reading choices. Instead, the majority of the titles I grabbed this year were by people who look like me: white women. Lesson? Be intentional about reading books written by people—especially women—of color next year. Those stories are sticking with me most.
Without further ado, here are my top five books from 2018, in countdown form:
A Man Called Ove by Fredrik Backman
This read was delightful. Ove was a character I felt I knew personally by the end, and although at first I thought we had nothing in common, I grew to realize there were certainly parts of Ove in me. I love novels where the characters reflect back a piece of myself. It makes me feel more connected to the world.
Where’d You Go, Bernadette by Maria Semple
I remember seeing this cover years ago when I worked in publishing and everybody was reading it. I bought this book based on cover alone because I couldn’t remember if people said they had liked it. I loved the absurdity of the tale, the complexity of Bernadette and the tenacious spirit of her daughter. Now I know why everybody has already read it.
The Sun Is Also a Star by Nicola Yoon
To me, this is a near perfect story. I’m not always a fan of novels written from multiple points of view but this one really works. I clutched this book to my chest after I read the last page. Then, I couldn’t sleep—the sign of a truly good book.
When Breath Becomes Air by Paul Kalanithi
As a writer of creative nonfiction, I was pretty stunned by this one. It is truly beautiful, and to know it was written between chemo treatments, in rare free moments during his hospital rounds, and at the very end of his life—it is still hard for me to believe. I am just so grateful Dr. Kalanithi wrote this book.
Chemistry by Weiki Wang
I haven’t been able to shake this one since I read it. I keep coming back to it as my favorite of the year. Wang’s style is unlike anything I’ve ever read. Short sentences. Very little description yet somehow I felt completely enveloped in the protagonist’s story, her nervous breakdown in graduate school, her inability to decide to take the next step in a relationship, and all from the perspective of a Chinese American woman grappling with a cross-cultural existence. This book is truly great. I don’t know how else to describe it. Just read it for yourself.
Reading slows us down. It opens our eyes to others’ perspectives. It exercises our minds and calms them at the same time. It is a love I’ve had for a long time and know I always will. Here’s to even more and better reading in 2019.
I leave you now with several honorable mentions, a couple of which just barely missed my top five list but are definitely worth reading.
Americanah by Chimamanda Ngozie Adichie
I’m Still Here by Austin Channing Brown
My Name is Lucy Barton by Elizabeth Strout
Good Christian Sex by Bromleigh McCleneghan
Life After Life by Kate Atkinson
There, There by Tommy Orange
To Build a Trail by Paul Willis
The post My Top 5 Books of 2018 appeared first on Andrea Lucado.
from Andrea Lucado http://andrealucado.com/2018/12/20/my-top-5-books-of-2018/
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A New Normal
I recently returned from a trip to Mexico City. I went by myself. This is something I never thought I would do. Travel alone. But after talking with a friend who travels alone regularly and loves it, I decided to give it a shot.
It was a good trip, but it was strange. I am independent and always have been, but this felt next-level. I didn’t really recognize myself. Who was this person staying in a hotel alone, eating alone, adventuring alone? Do I like this? Is this me?
I went back and forth between loving time alone to explore and wishing I could just share my sandwich with somebody. Or point out an interesting building or laugh with someone about my terrible Spanish.
In the morning I’d be floating along the streets, coffee in hand, in awe of the beautiful moss-covered trees and sidewalks. By afternoon, I would start looking around for strangers to talk to, like the girl in the shoe store or the guy trying to sell me “candy” or the doorman at my hotel, who did not understand my Spanish, nor I his.
During a food tour I booked for the second day, a girl in my group asked me if I traveled alone often. “Never,” I said. “This is kind of an experiment.”
When I moved to Austin a year and a half ago, I was 30. The last time I moved to a new city I was 23. Moving at 30 and moving at 23 are very different experiences.
When I moved to Nashville in 2009, I found dozens of other girls just like me: young, single professionals, finding their newborn way through the real world. By the end of that first year I had a tight-nit group of girlfriends. We traveled together, went to happy hour together, cried over our first jobs together. With only ourselves to care for, we were available to each other most of the time. This group remained my closest friends in Nashville until the day I moved.
I realized recently that with one or two exceptions, I don’t have any single friends in Austin. I hang out with married people, engaged people, or people who are in serious relationships. Whereas in Nashville my age and life stage was consistent with the similar-aged people around me, in Austin in my thirties, this isn’t the case.
And I’ve had to adjust.
I remember talking to a friend right after she lost her dad. I asked her how she and her family were doing. “It’s a new normal,” she said.
This happens every once in a while doesn’t it? We reach an unexpected place in our lives and have to learn a new way of living around it, a new normal.
My new normal is not nearly as difficult as a new normal after you’ve lost someone you love, but it is a new way of living. I used to watch The Bachelor with a big group of my Nashville girlfriends. Now, I watch it with a good friend and her husband. I used to go to happy hour with a handful of other girls and complain about dating. Now, I third-wheel with my roommate and her fiancé (and I still complain about dating). Parties were once full of other singles. Now, they are full of young families, or couples who are headed that way.
It isn’t bad. It’s just different, and that has made the social adjustment in Austin a bit clunky. There was no category for me really. No door for me to walk through with a sign above that read, New-to-Austin, single, female, thirties. I sort of had to make my own way, carve out a door where there wasn’t one. I think I have, but it has taken time.
Here is something I am learning about life: It does not adjust to us. We must adjust to it. We must accept our realities, change our expectations and be OK with life looking different than it used to or different than we thought it would.
Before we adjust to the new normal, we try our darndest not to. We twist, fold and squeeze life into our own expectations of what we thought it would look like. We kick, scream and fight the new normal, as if that will make it go away. This is the messy part, the pre-surrender period when things feel off but we don’t know why.
I was in that season my first year here. It is only in recent months that I’ve begun to accept life will not look like it did in Nashville in 2009, and it can’t. It wouldn’t no matter where I had moved to. This change was always going to come, and an adjustment was always going to be necessary.
So while I do think my trip to Mexico City was an experiment to see if I like traveling alone, I wonder if more than that I made this trip to help me embrace this change. Like taking a long, surrendered step into my new normal.
New normals suck. They just do. I like my life to either go the direction I want it to go or stay the exact, comfortable same. But life has told me it does not adjust to me, and I am starting to believe it because the only thing that sucks more than a new normal is denying the new normal. This makes life really difficult, strange and nearly impossible to navigate.
I’m not sure where you are. Perhaps there is a long, surrendered step awaiting you, but you are hesitant to take it. It may not require a solo trip to Mexico City, but it may require something equally as challenging or scary. As someone who is actively yet cautiously beginning to step over to the other side, I don’t have much wisdom to give, but I have noticed that in transitions like this I tend to think the good is only behind or only over there, but if I’ve learned anything from long, surrendered steps I’ve taken in the past, it’s that the good is always ahead. We just have to have the courage–and humility–to walk that way.
The post A New Normal appeared first on Andrea Lucado.
from Andrea Lucado http://andrealucado.com/2018/08/21/a-new-normal/
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Can I help you with anything?
This ELT lesson plan is designed around a short film which was created for Kindness.org, a charity that encourages people to take part in acts of kindness and share them online. In the lesson students predict the content of a short film, watch a short film, speak about the short film and kindness, and perform a roleplay.
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Language level: Intermediate (B1) – Upper Intermediate (B2)
Learner type: All ages
Time: 90 minutes
Activity: Watching a short film, speaking and writing
Topic: Kindness
Language: Vocabulary related to kindness, expressions to offer, accept and refuse help
Materials: Short film
Downloadable materials: can I help you with anything lesson instructions
Step 1
Put your students in pairs. Tel them they are going to watch the first part of a short film tiled ‘Is there anything I can do for you?’ Ask them to discuss the questions.
What do you think the film will be about?
What images do you think you will see?
Step 2
Hold a plenary discussion based on the questions in Step 1.
Step 3
Watch the film until 00:38. Ask students if their predictions were correct.
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Step 4
Elicit that the film is about a young man, Joe, who wants to be kind to as many people as he can.
Step 5
Put your students into small groups. Ask them to discuss these questions.
Why do you think Joe wants to be kind to people?
How do you think people will react when Joe offers to help them?
What things do you think Joe will do to help people?
Step 6
Hold a plenary discussion based on the questions from Step 5.
Step 7
Tell your students they are going to watch the rest of the short film. As they watch they should answer this question.
How do people react to Joe’s offer to help them?
Show the rest of the film.
Step 8
Elicit that many people are suspicious and refuse his offer, but many others accept his offer and are very grateful to him.
Step 9
Tell your students they are going to watch the whole film again. As they watch they should answer this question.
What things does Joe do to help people?
Show the whole film.
Step 10
Elicit that Joe gives a flower, pays a bus fare, carries shopping, sweeps up rubbish, holds up an umbrella, is a tennis ball boy, paints a structure, is a goalkeeper, paints walls, gives out free newspapers, buys a coffee, buys a pint of beer, makes a birthday cake, gives a hug and folds up a plastic sheet.
Step 11
Put your students into groups. Ask them to discuss these questions.
What do you think of Joe’s project?
What adjectives would you use to describe Joe’s personality?
Would you consider doing something similar to what Joe did? Why / Why not?
Step 12
Write the following quote from Joe on the board.
‘We can’t say what is meaningful or not, because a small thing can have that butterfly effect.’
Ask students to discuss what Joe means.
Step 13
Elicit or explain that Joe means small actions may lead to larger unforeseen consequences over time.
Step 14
Write these sentences from the film on the board.
I wondered if there’s anything I could do for either of you?
I wonder if I could help you with your bags?
Elicit or explain that both sentences are used to offer help to another person.
Step 15
Elicit or explain other expressions to offer help such as:
Do you need any help?
May I help you?
Can I do anything for you?
Do you need a hand?
Step 16
Elicit or explain expressions to politely refuse help such as:
That very kind of you, but I’m okay.
That’s very nice of you, but no thank you.
That’s really sweet of you, but I’m all right.
I’m fine, thank you.
Step 17
Elicit or explain expressions to accept help such as:
That’s really kind of you. Thank you so much.
That’s so nice of you. Thank you.
Yes, please. Thank you.
Step 18
Pair your students. Tell them you want them to write a roleplay in which one person offers someone help, and the other person either rejects the offer politely or accepts the offer and is grateful.
Step 19
Students perform their roleplays in pairs.
Step 20
Students perform their roleplays in front of the whole class.
Homework
Ask students to do something kind for another person. In the next class they should explain what they did and how they felt.
I hope you enjoy this ESL lesson.
Support Film English
Film English remains free and takes many hours a month to research and write, and hundreds of dollars to sustain. If you find any joy or value in it, please consider supporting Film English with a monthly subscription, or by contributing a one-off payment.
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from Film Lessons – Film English http://film-english.com/2018/05/30/can-i-help-you-with-anything/
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What Releasing a Book Has Taught Me, One Year Later
One year ago today English Lessons was born. To commemorate this book’s first birthday, I would like to write it a thank you note/birthday card. If you think this is strange, don’t worry, it is. But when you write a book, it kind of becomes its own entity. A person in itself. You birthed it, yes, but then you quickly learn it’s just going to do what it’s going to do. No matter how much you will it to be a certain way, to be read by certain people, to be understood as a certain thing. A book is magical in this way. In its ability to transcend its writer.
So English Lessons, on the occasion of your first birthday, I would to thank you for the many lessons you’ve taught me this past year. Here are a few.
Thank you for teaching me that I want to be a writer when I grow up.
Ok, I already knew this about myself, but the writing journey is ridden with fear and second-guessing. One day I think I am good at it and writing is definitely my path. The next I spiral into self-doubt and consider changing careers. I loved writing you, English Lessons. You are by far my most favorite project, my most worthwhile hours. (And I spent many hours on you, so I’m glad they were not a waste.) Even in the midst of having a full time job and writing for clients and other publications, you were what I wanted to work on most. You were what I cared about most. I want to make more things like you. I had always felt this deep down. Thank you for confirming that this is true.
Thank you for giving me tougher skin.
Not everybody has liked you, English Lessons. I’m sorry to tell you this. I was equally as sorry to hear it, but you know what? In the end, this was good for me. I like people to like me. In fact, I need people to like me. Releasing you into the world taught me that this will not always be the case and guess what. Even if people don’t like you or me, I will survive. We will survive. Their dislike will not kill us.
You are a very good representation of myself, my thoughts, my feelings and my beliefs. It was good for me to practice putting these deep-down truths in front of people. Even if they didn’t like them or agree with them, they were still true. They were still honest. They were still me. Being me is more important than being liked. You are what taught me this.
Thank you for teaching me that I need other people.
English Lessons, you did not come into this world alone. First, there were friends and family who encouraged me to write you. Then there were more friends and family who gathered around at the time of your birth. Throwing a book launch party, hosting signings, sending me emails and texts of encouragement, posting photos of you on social media. I needed people so desperately when you were being released because I felt more vulnerable than I’ve maybe ever felt. I needed my mom, my sisters, my dad, my friends more than they even know. In fact, without them, I don’t know that I would have ever let you be born, and that would have been so sad.
Thank you, perhaps most of all, for teaching me that God’s purpose for my life is not fame.
I have to confess to you, English Lessons, that once you were born, I started comparing you to a lot of other books. I started wondering if you were selling more copies than this book. If this book was better than yours and if so, why. I’m sorry I did this to you. (I’m sorry I do this to you still.) That is unfair, and it immediately steals the joy and pride I have in you when I do this.
I’ve always struggled with how to measure my writing. How to know if it’s good and worth pursuing. Is it when my work is flying off the shelves? When I have a certain amount of Instagram followers? When a blog post gets a certain amount of Facebook shares?
What you’ve taught me is that no, it’s not any of those things, and it can’t be. Because if that’s how I measure success, I will quit. What is enough sales? What is enough followers? What is enough recognition? Once I have it, I always always want more. What you’ve showed me is that God’s purpose for my life isn’t to be big and famous with my writing. It’s simply to use the gift I’ve been given in the best way I can. Some days I hold this truth well. Some days, I want to chuck it over the fence and write what will make me lots of money. And I sit down and I try that and then I realize, I honestly don’t know how to do that and the people who have figured this out are marketing geniuses and good for them. But I am not them. Thank you, English Lessons, for reminding me of that.
You’ve taught me a lot more, but I’m sure you’re embarrassed by all of my gushing by now, so I will stop and simply say, happy birthday, English Lessons. You’ve been a struggle, a joy, a source of pain, a source of hope. Overall though, I am so glad you were born.
**And to all of you—readers, friends, family—thank you for being with me this last year. So many of you have cheered for English Lessons, read English Lessons, supported English Lessons, told me how English Lessons resonated with you and your doubts and your story. We’ve raised this little guy together. I’m so grateful for that. You really actually have no idea how grateful I am for that.
The post What Releasing a Book Has Taught Me, One Year Later appeared first on Andrea Lucado.
from Andrea Lucado http://andrealucado.com/2018/05/02/what-releasing-a-book-has-taught-me-one-year-later/
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Two Years of a Capsule Wardrobe: Why I Do It, What I’ve Learned
On February 1, 2016, I turned in the first draft of English Lessons to my publisher. A couple of days later, I found myself frantically cleaning out my closet. I mean, cleaning it out. Everything.
I had been reading about the concept of a capsule wardrobe—the idea of applying the principles of minimalism to your clothes, wearing only a few pieces each season and shopping sparingly and intentionally.
This was an incredibly novel idea for me since I had always shopped spontaneously, picking up a t-shirt while shopping for candles at Target, hitting up whatever store I had a gift card to not because I was in need of a certain item but just because I could, shopping with my mom and sisters when we were together just for fun.
I was wary of the idea of a capsule, and I was even more wary of my ability to follow through with it, but something about turning in my first book and the way it made me feel terrified, out of control and at the mercy of my editor, but relieved and celebratory all at once—like if I could turn in a book, I could do anything—made this whole capsule wardrobe thing suddenly feel feasible, and needed.
Hence, my big closet clean out. That is, after all, the first step of building a capsule, according to Caroline Joy Rector’s method, which is the method I followed and still loosely do.
I divided all of my clothes into three piles, as she instructed:
Love it and would wear it right now
Maybe (haven’t worn it in a while, but still like it)
Nope (need to give away/sell asap)
I had a lot of clothes.
This is just my “nope” pile.
I had a lot of shoes.
I mean, a lot of shoes.
And I’ve never even considered myself a “shoe person.”
What you see in these photos are years and years of clothing purchases and my neglect to be honest about what I actually wore. I gave clothes away pretty regularly, but I clearly still held on to way more than I needed.
The second step was picking out my items for that season, which was spring (March, April, May). Caroline recommended choosing around 37 items per season. This does not include lounge wear, athletic wear, underwear or accessories like scarves and bags.
My first season went ok. Picking out my items was fun and entering my closet, so suddenly strikingly clean, was no longer anxiety inducing. It was an enjoyable place to be. A place where I could actually think about what I wanted to wear instead of a place that I was trying to escape as quickly as possible. (P.S. My closet in my house in Austin is a fraction of this size, and my seasonal wardrobe still easily fits.)
Not far into the season, I realized I had chosen some pieces I didn’t love and so I did a lot of going back and forth to the mall, returning things I’d bought and ordered online, like that polka dot t-shirt. I was paring down my style, figuring out what I liked and didn’t and really thinking about this for the first time. This was also a season in which I was investing in getting my eyebrowns waxed and tinted. I should start doing that again.
This has been the best part about doing a capsule wardrobe over these last couple of years, discovering my personal style. Caroline said this would happen, and it did. I owned so many clothes I didn’t actually like, but I didn’t know I didn’t like them. Now that I was only shopping for specific seasons and wearing my clothes so often, I was discovering very quickly what I actually wanted to wear on a daily basis.
I’m now in my ninth season of a capsule wardrobe. This is kind of amazing because I tend to start things strong and then completely abandon them. (Which is why it’s also kind of amazing that I finished a book.) And I should clarify, I don’t buy all new items for each season. I roll over 80% of what I wear and shop for four or five (ok sometimes six or seven) new things per season. I do get sick of my clothes more quickly because I wear them so often and I’m tempted to give something away and replace it with something new, but I’m learning if I can retire a piece for a season or two, I’m usually ready to wear it again later in the year.
I realize this type of blog post is a bit of a departure from my normal repertoire of spirituality, faith and writing topics, but I like to write about lessons I’ve learned and where I’ve learned them. The capsule wardrobe is yet another life teacher for me.
Here are some of the reasons I’ve stuck with doing the capsule for as long as I have and what it’s taught me:
I have a style, and I am very picky about it.
I already touched on this above, but I am so picky about clothes now. If I don’t love it and want to wear it all the time, it goes back to the store. Sometimes it takes me a few wears to figure this out and by then, returning isn’t an option, but this is happening less and less, which makes me think my style is becoming more and more clear.
Some things I’ve learned about my style that I didn’t know:
I don’t love color. I like grey, black, blue, and white best and that is what makes up 90% of my wardrobe now.
I like interesting structures. Boxy tops, wide legged pants. Classics with a modern twist, if you will.
I don’t like J.Crew. For years I thought I loved J.Crew. I shopped there all the time. Now, it doesn’t fit my style. (Except their denim. I like their denim.)
I also don’t really like Gap or Anthropologie.
I love Madewell, Top Shop and Aritzia, some things from Amour Vert, and Dolce Vita and Nisolo for shoes. (Though I think for the price, Nisolo’s shoes should be way more comfortable than they are.)
You’ll notice a lot of repetition and overlap in my latest capsules. You may even spy a couple of items from that very first capsule that I’m still wearing! You also might notice that I’m blonder now and I tried bangs (RIP).
Summer 2017
Fall 2017
Winter 2017/18
I use shopping as a coping mechanism.
This is something Caroline wrote about that I thought didn’t apply to me. Then, when I suddenly couldn’t shop whenever I wanted, I realized I do it too. When I’m sad, lonely, bored, anxious, I want to spend money, and I usually want to spend it on clothes I don’t need. Now I occasionally catch myself online shopping at West Elm or buying too many candles at Target. I’m still trying to cope through shopping, but the capsule has at least made me aware of it.
I am drawn toward minimalism in other areas of my life.
I think the capsule wardrobe philosophy has started to bleed into other areas of my life. Before I moved to Austin in early 2017, I had a big living room sale. I sold as much as I could wanting to take as little with me as possible. I would not have considered doing this before. I would have just packed everything up. But now that I knew I could live with a fraction of my wardrobe, I thought I could probably do that with my other stuff too.
I sold, or gave away, furniture, artwork, home décor, dishes, clothes, shoes, rugs. And I haven’t missed any of it.
Fashion is art.
I already believed this, but intentionally shopping and thinking more carefully about my outfits each day has confirmed my thoughts on art and clothes and the amazing creative expression they can be. See Instagram rant below:
Playing with layering denim. (Jacket is @topshop shirt is @amourvert.) This Capsule has been more fun than most. Transition seasons are so tricky but I’m trying to embrace layering rather than resist it and it’s actually been fun. This reminds me about a recent experience I had listening to one of my favorite podcasts. The hosts (three men, one woman) were talking about body image and they got on the topic of clothing and fashion. The general consensus was that thinking about what you wear every day is a waste of time and only something you do because society and fashion magazines have told you to. There is no value in fashion aside from making all of us feel like we’re not good enough and need to buy more stuff. I wanted to jump through my phone and shake each one of them. Fashion is art. It is creative expression. Choosing what kind of shoes look good with wide legged pants? That’s composition! I’ve liked clothes and fashion ever since I can remember and it’s not because I feel pressure to or feel shamed into it. In fact, as someone who has experienced her fair share of body image issues, clothes have almost been a reprieve for me. Something on my body that I can be proud of because I picked it out, I like the cut and the color and the feel. Fashion is a way for me—someone who can’t paint or craft or even write legibly—to partake in visual art. It’s an expression, a challenge, a creative outlet. No, it is not everybody’s creative outlet, and that’s ok. But that’s what it is for me, and always has been. And if you don’t agree that fashion is art, go watch Meryl Streep’s cerulean monologue from Devil Wears Prada. It’s
. Ok, rant over. #capsulewardrobe #springcapsule
A post shared by Andrea Lucado (@andrealucado) on Mar 29, 2018 at 9:42am PDT
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Now that I’m more in the rhythm of things, I’m starting to think about not only what clothes I’m buying, but where I’m buying them from. Caroline inspired this shift in me too. I’ve discovered a couple of ethical clothing brands that I really like and hope to discover even more.
As you can tell, I am a proponent for the capsule wardrobe lifestyle. I am a proponent for anything that teaches us more about ourselves, helps us find freedom in areas we didn’t even know we needed it, and is an avenue for creative expression. It’s not for everyone, but it certainly is for me. If you haven’t gotten around to spring-cleaning yet, this summer could be a great time to try out the capsule. Do a little closet clean out. Pick out a wardrobe you could enjoy all summer. See how you feel. See what you learn about your style. See what you learn about yourself. It might surprise you.
The post Two Years of a Capsule Wardrobe: Why I Do It, What I’ve Learned appeared first on Andrea Lucado.
from Andrea Lucado http://andrealucado.com/2018/04/24/two-years-of-a-capsule-wardrobe-why-i-do-it-what-ive-learned/
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When I Am Certain of Nothing Else
The first part of 2018 has looked very different from my past few years as a full-time writer. As a writer, I spend most of my days alone typing at my computer, with the occasional phone call thrown in. But this year, I’ve had several speaking engagements that have required preparation and travel. I’ve been writing, but I’ve been writing talks and sermons, and I’ve spent a good deal of time in my living room reading over them and timing myself. My vocal chords are adjusting to what are typically quiet days.
While I’ve enjoyed these opportunities to craft and deliver a message in a new way, I have always felt a bit uncomfortable with the posture speakers must take. Standing on a stage, behind a podium, in front of an audience, with a microphone to amplify her voice. As if she is so confident. As if she is so certain. When really, I feel little of either. I paint my nails. I wear eyeliner. I think carefully about my hair and outfit. But I am probably doing these things to compensate for my lack of confidence and certainty. I want my outsides to match the environment—the stage, the mic, the podium—even if my insides rarely do.
The majority of these speaking engagements have been in church settings and, therefore, the majority of my talks have been on biblical topics. This makes assuming the speaker’s posture even more difficult for me. My faith is ever evolving and with it, so am I. How I understood God two years ago is very different from how I understand him today. And the older I get, the less certain I feel about how I’ve always believed things to be. I am so consistently proven wrong. I can no longer hold truths as tightly as I once did. And I become acutely aware of this uncertainty in the place I feel I am expected to be most certain: the podium.
Another setting in which I often become so acutely aware of my uncertainty is in conversations with people of other faiths. I had one of these recently with a friend who had good and thoughtful questions about Christianity. Many of my responses were along the lines of, “That’s a good question. I’m not sure.” Historically, my lack of answers would have been unsettling for me, but this time felt different. I sat more comfortably in the tension. I tried to hold both of our faiths’ in my hands, rather than clinching my fists around mine.
To me, the humility of uncertainty is the mark of growth. The grasping for certainty is the mark of a fear of growth, a resistance to what is uncomfortable in the moment but could teach you so much in the future. The older I get, the more wary I am of others who claim to be certain and the more drawn I am to those who can admit they are not.
That being said, let me now (hypocritically) say this. In the midst of all of my uncertainty, there is one experience I continue to feel great certainty in: Through the life and teachings of Jesus, I have felt loved by God, and this love has changed me.
This is what I felt beneath my uncertainty when having that conversation with my friend. I felt uncertain, but I also recalled this feeling of being deeply loved—something so difficult to articulate but probably the only thing that has kept me here in this faith for so very long.
You cannot fabricate the feeling of being loved. Trust me, I’ve tried. You probably have too. Remember that boy you loved who didn’t love you back, but each time he looked at you or said “hello” in passing you read into his tone and his body language and convinced yourself he was in love with you too? You made up thoughts he had about you. You told yourself he was just holding back from expressing his love until the proper time.
And remember how hard the crash back to reality was when what you knew all along deep down was finally proven true: He did not love you. He was not just holding back for fear of exposing his true feelings. When he waved in passing and said hello, that’s really all he was doing—waving in passing and saying hello.
No, you cannot fabricate the feeling of being loved in a way that is meaningful and life-changing. It is a hollow dream. An illusion that turns to vapor and leaves your open hands empty.
This has not been my experience with the love of God. I have not yet crashed to the reality of my fabrication of being loved by him. In fact, I seem to be falling deeper into the awareness of being loved by him. The longer I live, the more I mess up, the more loved I feel. How is this possible? Perhaps a psychologist could explain, but I think I’ve experienced enough unrequited love to know the difference by now. I’m at a point where I cannot help but succumb to the reality of being loved by this being I cannot see but can so deeply feel.
This is what I come back to when I know nothing else. I feel loved in the moments that I should not feel loved. I feel loved as someone who has done very little in life to deserve such a love. In spite of it all, I feel loved. This love has changed me, and it is through this lens that I now see the world, and it is so much more beautiful than it was before.
This knowledge of love allows me to say things like, “That’s a good question. I’m not sure.” When I am unfeeling of, or unaware of this love, I feel the need to clinch my fist and prove my point. The more I feel loved, the more I can open my hands and let myself sink into uncertainty. It sounds backwards to feel more loved by God even as I confess I know less and less about him. But I am beginning to think a lot of this Christian faith is very backwards, and I should just get used to that.
So if you see me speak somewhere this year, know that I will say a lot of things, and I will feel varying amounts of certainty at various times about those things. I will be wearing eyeliner and I will have painted my nails to make myself look put together and like I know things, but really, all I know is this: I am loved in a way that I cannot help. I am loved in a way that has changed me and continues to change me. It is the great mystery of my life. It is the great truth of my life. And even though I will keep talking for around 45 minutes, when it’s all said and done, that is really all I have to say.
The post When I Am Certain of Nothing Else appeared first on Andrea Lucado.
from Andrea Lucado http://andrealucado.com/2018/03/06/certain-nothing-else/
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A Single Life
This ELT lesson plan is designed around a short film by Job, Joris & Marieke and the theme of stages of life. In the lesson students practise vocabulary related to the stages of life, discuss stages of life, watch a short film, and speak and write about it.
Support Film English
Film English remains ad-free and takes many hours a month to research and write, and hundreds of dollars to sustain. If you find any joy or value in it, please consider supporting Film English with a monthly subscription, or by contributing a one-off payment.
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Language level: Intermediate (B1) – Upper Intermediate (B2)
Learner type: Teens and adults
Time: 60 minutes
Activity: Watching a short film, speaking and writing
Topic: Stages of life
Language: Vocabulary related to childhood, adolescence, adulthood and old age.
Materials: Short film
Downloadable materials: a single life lesson instructions
Step 1
Ask your students the following question:
“What are the different stages of life?”
Put your students into pairs and give them 1 minute to come up with as many stages of life as they can.
Step 2
Elicit or explain the following stages of life:
birth; childhood; adolescence; adulthood; parenthood; middle age; old age; death
Step 3
In small groups ask them to discuss the following questions:
What emotions do you associate with each stage of life?
What are the advantages and disadvantages of the following stages of life: childhood; adolescence; adulthood; parenthood; and old age?
Step 4
Hold a plenary session designed around the questions from the previous stage.
Step 5
Tell your students they are going to watch a short film about the different stages of life. As they watch they should try to identify the different stages and also identify the objects which represent each stage.
Show the film twice and then get students to compare their responses.
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vimeo
A Single Life from Job, Joris & Marieke on Vimeo.
Step 6
Show the film a third time. This time pause at each stage of life and ask students to identify it and the objects which represent it.
Step 7
In pairs ask your students do discuss the following questions:
Why do you think the film is called “A Single Life”?
What’s the film’s message?
How does the film make you feel?
Step 8
Hold a plenary discussion based on the questions form the previous stage.
Homework
Give your students a link to the film. Ask them to watch it at home and write the story the film telling starting with the words:
“Once upon a time, there was a woman called Pia …”
I hope you enjoy this ESL lesson.
Support Film English
Film English remains ad-free and takes many hours a month to research and write, and hundreds of dollars to sustain. If you find any joy or value in it, please consider supporting Film English with a monthly subscription, or by contributing a one-off payment.
Monthly subscription
€7,00 EUR – monthly €3,00 EUR – monthly €10,00 EUR – monthly €25,00 EUR – monthly
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from Film Lessons – Film English http://film-english.com/2018/01/03/a-single-life/
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When You Study the Bible for a Living
A few weeks ago my community group at church discussed this question: What is your relationship with scripture right now? I thought about it for a while and said, “It’s complicated. Scripture can feel like my job sometimes.”
I study the Bible for a living. A lot of my freelance work over the years has been in the religious publishing sector. Right now, I contribute monthly to a women’s devotional site. I am working on a study guide for a Christian book releasing next year, and I blog weekly for a Bible study company. All of this work entails reading scripture, studying it, interpreting it and applying it in a way that will connect with readers. And for all of it, I am paid.
That’s normal, to get paid for the work you do. But it gets weird when the paid work centers around a faith I already have. A book I already read and already try to apply to my life. It is strange to monetize my faith in this way. To incorporate it into my business.
I am writing for clients who have specific audiences and content needs. A writer’s job is to connect with her readers, so I try and write in such a way that will do this. I package the Word. And this can make it feel like I am a marketing rep for scripture. It feels strange. Not wrong. Just, strange. And I wonder if it can take from the mystery and beauty that is figuring out faith.
Whenever I begin studying a passage of scripture, I start with questions. I actually write question marks in my Bible by words or verses I don’t understand. Sometimes these questions are easily answered by looking up a cross reference or another version of the Bible or reading a commentary, and I write down that answer after the question mark in the margin. But sometimes, those question marks remain there, alone. I don’t find an answer. Or, I find 15 different ones because nobody seems to agree on what this particular thing means.
I have a lot of questions about the Bible.
But when I am writing about the Bible for my job, I am usually not hired to raise questions about the Bible. I am hired to actually do the opposite, answer them. Help explain this complex and at times difficult to understand text. I am supposed to write as if I know exactly what it means, not only for me, but for you too. And to be honest, sometimes I just don’t. For this reason, I feel incredibly ill-equipped to be writing about scripture and wish I could stick to scrawling numerous question marks across my old NKJV.
This week my church wrapped up a series called Catechesis: What the Church Has Always Believed. It was a great opportunity for us to ask questions about Christianity and to be honest with ourselves about what we actually believe as far as the pillars of our religion. At the end of this week’s message, our pastor talked about how communal our faith is, and always has been. The church is not a place where we go and listen to the one person who has it all figured out and will tell us what this all means. The church is a place where we work out our faith together. Sometimes our friend is very certain about an aspect of the faith while we are not. That’s OK. Sometime we are very certain about one thing while our friend is not. That’s OK. The point is not to make sure we have it all figured out all of the time. The point is to work together to understand, listening to one another, to scripture, to the Holy Spirit.
Perhaps this is why studying the Bible for a living can make me feel uncomfortable. I know, deep down, that I am still figuring this stuff out and that when I write about it, it can appear as if I already have it figured out, as if I am not still in process and that my Bible is not still full of question marks. And to be honest, I can sometimes fool myself into thinking I do have it figured out. People are paying me to do this. Other people are reading my stuff. Clearly, I can consider myself some sort of authority. But the truth is, I can write with certainty while feeling very uncertain. And I can write with clarity, while feeling very unclear about a topic. This is because I am a professional writer. I am not a professional Christian. Nor do I want to be.
I want to start looking at my Christian writing not as an attempt to help explain the Bible to people, but as an attempt to do what my pastor talked about on Sunday: a way to work with the church body toward an understanding, together. Rather than feeling the pressure to find the answers, I want to give myself permission to hold onto the questions, confess when I am uncertain, and write from a more honest place. I think this will help open my faith back up to me, taking what I like to stifle with study and knowledge and turning it over so that I can again see its mystery and beauty.
The post When You Study the Bible for a Living appeared first on Andrea Lucado.
from Andrea Lucado http://andrealucado.com/2017/11/30/study-bible-living/
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Jesus the Idea, Jesus in the Flesh
I feel like I can go long stretches of time where my faith is based on this idea of Jesus, but not really the person of Jesus. As if who he was was this wonderful collection of love and peace and wisdom. A formless mass of goodness. And then, someone will say something or I’ll read something or I’ll get a really vivid picture of a story in scripture and suddenly, Jesus is real. He is still love and wisdom and peace, but he is also flesh and bones and particles and molecules. He is human.
Today our pastor talked about Matthew 16. In Matthew 16:21, Jesus begins telling the disciples what would happen to him, that he would have to go to Jerusalem. That he would be crucified. Our pastor explained that the disciples would understand the implications of crucifixion much more than we are able to. They had seen it done. They had seen what happened to bodies subjected to the cross.
This is why, he explained, Peter was so upset when Jesus began describing his fate. “This shall not happen to you!” Peter cried (Matt. 16:21). Something about Peter’s response, the desperation, the determination, humanized this passage for me for the first time.
Imagine meeting someone who quickly became your best friend, and not only that, but someone you greatly admired. A mentor, but on steroids. Someone whom you so completely trusted that you believed every word he said. Your gut, heart, mind and soul—they all told you this person was goodness through and through. You could trust him with your most precious pain, with your most secret secret. If he told you he was moving cities, you would move too because you could not imagine your life apart from him. He changed you.
This is how I imagine the disciples felt about Jesus. I am sometimes frustrated that scripture doesn’t explain how everybody was feeling about everything. It can feel very emotionless to me, but I suppose scripture does what all good writers are supposed to do—show and not tell. This is what Peter’s exclamation does. This shall not happen to you!
If a friend told you, “I know how I’m going to die and this is how,” would you not say the same? Especially if it was the type of person who had had such an impact on you that you could not imagine your life without him?
It is moments like today—when Jesus moves from idea to flesh—that I am so astounded by the story of this faith I believe in. Jesus was a person, with friends. This group of people with whom he spent the better part of three years. And he had to tell them, “I’m going to die, and this is how.” How impossibly difficult. How very heartbreaking.
I haven’t been able to stop thinking about it. Flesh Jesus versus idea Jesus. Concepts of love, wisdom and peace versus a man who shared his love, wisdom and peace with actual people.
This Thursday night I’m going to be teaching on the topic of Immanuel. God with us. I get to use my favorite verse in all of scripture, Matthew 28:20: “And lo, I am with you always, even to the end of the age.”
These are the last recorded words Jesus said to his disciples. In light of this human Jesus I’ve been thinking about, I realized it is in this moment that the disciples had to say goodbye to their friend.
Have you ever said goodbye to someone who you knew, deep down, you would probably never see again? Those are the hardest goodbyes. Really, nothing is harder than when you can’t say when you’ll see somebody next. When you both know it will be a good long time, if ever.
I think it may have felt this way for the eleven that day, on the mountain in Galilee. We’ve been through a lot together, Jesus tells them. You are my dearest friends. And it will be a long time before you see me again, but I am with you always, until the very end.
Only he could promise such a thing. Only he could say it and mean it. He couldn’t say, “See you next week…month…or year.” But he could say, “I’ll be with you always.” A moment of such sadness and such hope for the disciples. Saying goodbye forever, but also being promised their friend was forever with them.
I’ve felt so grateful today for this Christian story I’ve been invited to be a part of, a story that’s about an actual human flesh person named Jesus, who had friends, who had hard conversations, who had to say goodbye. When Jesus is all ethereal, he’s a good idea I like to think about. But when Jesus is an actual person, that’s when I can feel him with me. That’s when I can really believe what he said, that surely he is with me always, even to the end of the age.
The post Jesus the Idea, Jesus in the Flesh appeared first on Andrea Lucado.
from Andrea Lucado http://andrealucado.com/2017/11/13/idea-jesus-versus-flesh-jesus/
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My Latest Book: The Image in English language Teaching
I am delighted to announce the publication of my latest book ‘The Image in English Language Teaching’. The book is available by open access thanks to the support of the ELT Council. You can download a free copy from the Visual Arts Circle website.
“The Image in English Language Teaching” is a groundbreaking book that encourages teachers to approach images as a significant component of communicating in a foreign language, and as a means of fostering students’ communicative competence and creativity. The book urges teachers to use images critically and creatively, as well as encourages students to resist the passivity they might feel towards images by becoming more active viewers and more visually literate.
The book is edited by Daniel Xerri and I, and features contributions by leading experts in the use of images in language education such as Ben Goldstein, Anna Whitcher, Antonia Clare, Paul Driver, Sylvia Karasthati, Paul Dummett, Magdalena Wasilewska, Andreia Zakime,Elena Domínguez Romero, Jelena Bobkina, Candy Fresacher, Tyson Seburn, Chrysa Papalazarou, Magdalena Brzezinska, Emma Louise Pratt, Samantha Lewis, Jean Theuma, and Valéria Benévolo França who are all also members of the Visual Arts Circle. The book includes a preface by Gunther Kress, Professor of Semiotics and Education in the Department of Culture, Communication and Media Within the Institute of Education of University College London.
from Film Lessons – Film English http://film-english.com/2017/11/04/my-latest-book-the-image-in-english-language-teaching/
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Announcing A New Project: Breathing Room
This is how my ideas come to fruition:
I have an idea. I think about that idea for a long time. I say the idea out loud, but only to myself. One day, I say the idea out loud to a trusted friend. Then, I say it to more friends. I practice speaking the idea. Maybe it’s to gauge others’ responses. Maybe it’s to gauge my own. Am I really serious about this? Do I really want to do it? Or, do I just like thinking about it? I go one of two ways:
1. I decide it’s just something I like saying out loud but will never actually do. I let the idea die. 2. I decide this is something I actually want to try. I take practical steps toward birthing the idea.
For example, before I moved back to Texas, I told a bunch of people at a friend’s wedding that I was thinking about moving back to Texas. I really wasn’t planning on doing it. I was just practicing saying it out loud. And voile! About a year and a half later, I was packing boxes and heading south.
Another example. Once, I told a bunch of people I was going to run a full marathon. The more I said it, the more I realized this was a great idea in theory, but not in practice. I didn’t have time to devote my life to that type of training. So, I settled for a half marathon and let the full marathon idea die.
The project I’m announcing today is something I’ve thought about for a long time. Then, in the form of a blog post, I said it out loud to a few of you. Then, I started taking practical steps. I wrote a piece. I talked to a graphic designer. I talked to my website designer about process. And today, I’m pleased to say the idea has come to fruition.
It’s exactly what it says. It’s a newsletter I’m going to send out on occasional Fridays, and my hope is that it will encourage you to stay unplugged over the weekend and rest. A few words to give you room to breathe.
The first issue is going out tomorrow morning to anyone who is currently subscribed to my blog or anyone who subscribes to the newsletter in the box below. If you subscribe to Breathing Room, you will also get a free chapter of my book English Lessons. (Current subscribers of my blog, check your inbox. I sent you something in regards to this yesterday.)
Why am I starting a newsletter about rest?
When I wrote that blog post a while back about why I get off social media on the weekends, I noticed it resonated with many of you. Your souls feel weary. You are craving balance in the real world and in your social media world. You are asking the same questions I am about the value of watching others’ lives unfold online versus watching yours, in real life.
What I’ve found in my social-media free weekends is that I rest better. My mind and heart slow down when I can’t scroll myself to sleep. I am able to focus better, pay attention to nature, sounds, smells, tastes. I feel more alive and I feel more at rest.
But the topic of rest runs much deeper than a 48-hour social-media fast. Rest has been a theme for me this past year, as I’ve mentioned before. What I’ve found in my explorations of rest—and I explain this more in the first issue of the newsletter—is that rest and identity are inextricably tethered. I can only rest when I am confident in my identity. And I cannot be confident in my identity apart from my knowledge of Christ. Christ’s sacrifice, who I am because of it, how this gives me confidence to rest. It is all braided together in this beautiful, and sometimes very difficult, way.
There is so much more to say here, hence, the newsletter.
Per usual, I’m not quite sure what I’m doing. I don’t know how often I will write these. I would like to feature others’ writing. Particularly those who are not like me and come at rest from a different perspective. (Please, send people like that my way!)
The newsletter will be slightly longer than my blog posts. But they won’t always be long form content. I may include links, poems, ideas—anything that I think will encourage you in your pursuit of rest and, in that, your pursuit of Christ. And if you come across anything you think I should include in the letters, send those my way as well. I only have two eyes and only so much time, but together, I bet we can dig up some pretty great stuff.
Again, if you’re subscribed to my blog, you will get the newsletter automatically (you can always unsubscribe!). If you’re not subscribed to my blog, sign up for the newsletter below. You will only receive the newsletter. (You can sign up for my blog in the column on the right. Also, let’s see how many parenthesis I can use in one post.)
Thank you, friends. Here’s to yet another journey, one that I hope will lead to deeper rest for us all.
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The post Announcing A New Project: Breathing Room appeared first on Andrea Lucado.
from Andrea Lucado http://andrealucado.com/2017/10/19/announcing-new-project-breathing-room/
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I Am Not Good at Being Me, Except When I Write
I am not very good at being myself. But I am very good at being who people want me to be. I can walk into a room, read the situation and take on a persona. (I would probably be a great spy.)
A room of academics? I’ll try and act smart.
A room of Christians? I’ll talk about the Bible study I’m doing.
A room of not Christians? I’ll show all of my cynical-about-church cards.
A friend once told me that one of the reasons I do this might be because I am an INFJ (introvert-intuitive-feeling-judging) on Myers Briggs. INFJs are intuitive feelers and can’t help but sense what people need from us. Does this person need me to laugh at his jokes? Does this person need me to listen? Do I need to smile, nod, be quiet, be loud, have an opinion, not have one…?
If I don’t check myself first, I can find myself bowing to a slew of expectations and sacrificing my true self at the altar of pleasing others and also, blending in.
I cringe when someone isn’t reading a situation like I am and are just being themselves, however contrary to the environment her true self is. But I am also jealous of those of you who can do this, who can just be you no matter where you are and who you are with. How do you do it?
My chameleon tendency is probably the thing I like least about myself. I only became aware of it a few years ago, after doing some counseling. Until then, I just thought I was one of those people who got along with everybody.
Once I get to know people, I settle in. I reveal more of my true self and feel more at ease. Having moved to a new city this year, however, I have felt chameleon Andrea trying to come out in full force. In any new social situation, I ask myself the same old questions: What do these people want from me? What do they expect? How can I give them that person?
It’s where I go when I am insecure and unsure. And it truly slows down the friend-making process. After all, how can you get to know people when you are not letting them get to know you, the real you?
Now that I’ve grown a little more self-aware, I’m better than I once was, but it is still my greatest temptation. To not be me in hopes of filling the insatiable desire of others’ approval.
There is one place in this world where I have always been able to be myself: in my writing. Maybe this is why I’ve always loved it so much. Writing is my safe place. It is where who I am is free to roam. When I’m writing, like really writing, I do not ask, what does someone need to hear? What do they expect from? Who do they need me to be right now? I write what is in me. I write what I need to say, how I need to say it.
I am most me when I write.
The reactions to English Lessons from people I know have been interesting. A couple of friends have said things like, “Oh, this was so you. I could just hear you saying all of this.” And some people have been surprised, saying things like, “This wasn’t what I was expecting.” Some have even said it was better than what they were expecting. (Thank you?)
The former category of commenters knows me. The latter knows the me I’ve presented to them, the person I thought they wanted me to be. So when reading my true self in a book, they were surprised, and for the ones who said it was better than they expected, that’s probably because it was honest and real—something they perhaps haven’t seen in me.
This is why releasing English Lessons has been the best and most difficult experience of my life to date. The best because I was so totally me while writing it, and that’s freeing for someone who is not always herself. The most difficult because releasing it as a book, for the public, to read and review—publicly—on the internet was like releasing the real me to be read and reviewed, publicly.
I wonder if there is a place in your life where you have found yourself default to the chameleon. Your work or your art. Your friends or even your family. And I wonder if there is a place where you never have to switch on that mode. Where are you your best you? Your most full and true you? Where the real you is free. If so, I hope you go there often.
Some writers write for an audience. I do that in my freelance work all the time. It’s important if I’m going to reach my client’s market. But for my own work, work like English Lessons, I do not write for an audience. Perhaps I should. Perhaps this is what real, list-making authors do. But honestly, I don’t think I would know how to do that if I tried. Writing, my writing, is the one place I am completely myself. I will not take that away from me.
The post I Am Not Good at Being Me, Except When I Write appeared first on Andrea Lucado.
from Andrea Lucado http://andrealucado.com/2017/09/12/not-good-except-write/
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Gold Cost More than Money
This ELT lesson plan is designed around a short video produced by Hothouse Productions in collaboration with The NO Project, an award-winning global educational campaign that specifically targets youth awareness of human trafficking through music, art, dance, film, animation, sport, creative writing and social media. In the lesson students practice vocabulary related to gold, discuss the symbolism of gold, watch and analyse a short video and research ethical gold.
I would ask all teachers who use Film English to consider buying my book Film in Action as the royalties which I receive from sales help to keep the website completely free.
Language level: Upper Intermediate (B2) –Advanced (C1)
Learner type: Teens and adults
Time: 90 minutes
Activity: Translating expressions from their language into English, practising vocabulary, speaking, writing, watching and analysing a short video, and researching
Topic: Gold
Language: Vocabulary and expressions related to gold,
Materials: Short video
Downloadable materials: gold lesson instructions
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Step 1
Ask your students to write down any expressions or idioms in their own language which contain the words “gold” or “golden”.
Step 2
If you have a monolingual class, in pairs ask them to compare the expressions and idioms they have written, and try to translate them into English.
If you have a multilingual class, they should translate the expressions and idioms into English, and then in pairs explain them to their partner. They should also discuss if a similar expression or idiom exists in their language.
Step 3
Ask your students to read out some of the expressions and idioms they have translated into English from their language/languages. Tell them if the expression or idiom is the same in English. If it is not correct in English, try to give them the equivalent expression or idiom in English.
Step 4
Write up the following words and expressions:
to have a heart of gold
to be golden hearted
to be as good as gold
to be worth its weight in gold
to go for gold
a golden rule
a golden opportunity
a golden girl
a golden boy
a golden handshake
a gold digger
fool’s gold
all that glistens is not gold
Put your students into pairs and ask them to try and work out the meaning of each expression or idiom.
Step 5
Elicit or explain the meaning of each expression and idiom.
Step 6
Ask your students to choose 6 expressions or idioms they like, and write 6 true sentences which illustrate the meaning of them. Give them a couple of true sentences for you, such as:
“My sister Sheila has a heart of gold – she’d do anything for anybody.”
“Going to the conference in Uruguay to do a plenary session was a golden opportunity I couldn’t turn down.”
Step 7
Get your students to compare and comment on their sentences in small groups.
Step 8
Ask your students what the figurative meaning of gold or golden is in the expressions and idioms. They will probably say that gold represents somebody or something good, positive or valuable.
Step 9
Ask your students to come up with as many pieces of jewellery which are made of gold.
Step 10
Elicit or explain: a gold ring, a gold necklace, a gold bracelet, a gold watch, a gold chain, a gold brooch, gold earrings, gold cuff links.
Step 11
Ask students what symbolism gold has in their culture. Typical responses may include luxury, wealth, prestige, and glamour.
Step 12
Tell your students they are going to watch a short video titled “Gold costs more than money”. Ask them what they think the video will be about.
Step 13
As they watch they should answer the following questions:
What’s the message of the video?
Who made the video?
Show the film twice until 01:27 when you see the caption “Gold costs more than lives”.
youtube
Step 14
Get students to discuss the two questions in small groups.
Step 15
Hold a plenary discussion based on the two questions.
Step 16
Show the next caption:
“Thousands of people are enslaved and exploited in gold mining in conflict zones.
International Labour Organization (ILO)”
Get your students to discuss the caption in their groups and then get feedback from the whole class.
Step 17
Show the next caption:
“Approximately 25 million people dig gold by hand, mostly in poor remote areas.
International Labour Organization (ILO)”
Get your students to discuss the caption in their groups and then get feedback from the whole class.
Step 18
Show the next caption:
“An estimated one million children work in mines throughout the world including gold mines. International Labour Organization (ILO)”
Get your students to discuss the caption in their groups and then get feedback from the whole class.
Step 19
Show the next caption:
“The backstory to gold and electronics and jewellery can include:
extreme environmental destruction
mercury poisoning
cyanide poisoning
violence, sexual abuse, rape
life-long injury
fatal illness
death by drowning
death by suffocation
exploitation of workers
slavery”
Go through each line and help students with vocabulary.
Get your students to discuss the caption in their groups and then get feedback from the whole class.
Step 20
Show the next caption:
“DEMAND
ETHICAL GOLD
ETHICAL JEWELLERY
ETHICAL ELECTRONICS”
For homework ask your students to find out as much as they can about ethical gold, jewellery and electronics, and to report back on it in the following class.
Step 21
Now your students have watched and discussed the whole film, hold a plenary discussion on the two questions:
What’s the video’s message? Your students’ interpretations.
Who made the film? Show your students the website of The No Project, an award-winning global educational campaign that specifically targets youth awareness of human trafficking through music, art, dance, film, animation, sport, creative writing and social media. Discuss the objectives and actions of the project.
I hope you enjoy this ESL lesson.
Support Film English
Film English remains ad-free and takes many hours a month to research and write, and hundreds of dollars to sustain. If you find any joy or value in it, please consider supporting Film English with a monthly subscription, or by contributing a one-off payment.
Monthly subscription
€7,00 EUR – monthly €3,00 EUR – monthly €10,00 EUR – monthly €25,00 EUR – monthly
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from Film Lessons – Film English http://film-english.com/2017/09/10/gold-cost-more-than-money/
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