1. 以獅子、女巫、魔衣櫥作為提升學生語言能力之閱讀教材
Reading The Lion, the Witch and the Wardrobe as a Teaching Material for Enhancing Students’ Language Proficiency
以獅子、女巫、魔衣櫥作為提升學生語言能力之閱讀教材

2. 以獅子、女巫、魔衣櫥作為提升學生語言能力之閱讀教材
Reading The Lion, the Witch and the Wardrobe as a Teaching Material for Enhancing Students’ Language Proficiency
以獅子、女巫、魔衣櫥作為提升學生語言能力之閱讀教材

3. 以獅子、女巫、魔衣櫥作為提升學生語言能力之閱讀教材
Reading The Lion, the Witch and the Wardrobe as a Teaching Material for Enhancing Students’ Language Proficiency
以獅子、女巫、魔衣櫥作為提升學生語言能力之閱讀教材

4. 以獅子、女巫、魔衣櫥作為提升學生語言能力之閱讀教材
Reading The Lion, the Witch and the Wardrobe as a Teaching Material for Enhancing Students’ Language Proficiency
以獅子、女巫、魔衣櫥作為提升學生語言能力之閱讀教材

5. Adapted Version by Hiawyn Oram

10. Main Points of My Presentation
Brief introduction to The Chronicles of Narnia, The Lion, the Witch and the Wardrobe and its author, C. S. Lewis
Why I recommend it as a teaching material for enhancing students’ language proficiency
Pedagogy for teaching The Lion, the Witch and the Wardrobe

11. C. S. Lewis (1898-1963) Born: Clive Staples Lewis Genres:
29 November 1898
Belfast, Ireland
Died:
22 November 1963
(aged 64)
Oxford, England
Occupation:
novelist, scholar,
broadcaster
Genres:
Christian apologetics,
fantasy, science fiction,
Children’s Literature
Notable Works:
The Chronicles of Narnia,
Mere Christianity,
The Allegory of Love,
The Screwtape Letters,
The Space Trilogy,
Till We Have Faces,
Surprised by Joy:
The Shape of My Early
Life
The Four Loves
C. S. Lewis aged 50

12. The Chronicles of Narnia

13. The Lion, the Witch and the Wardrobe
Summary
four children’s adventure in a wardrobe…
Themes (contents)
relationship among siblings, war, nature, justice, sacrifice…
Literariness (forms)
conventions of romance, refrains, rhymes…
Inspiring concepts (outside the text)
wardrobe as an intermediate locus between reality and imagination, lion as the incarnation of justice…
Expected effects on students
language proficiency in listening, speaking, reading and writing (with focus placed on description of scenery and expression of feeling), the use of imagination, the approaches to some virtues such as magnificence, courage…

14. Chapters Lucy Looks into a Wardrobe What Lucy Found There
Edmund and the Wardrobe
Turkish Delight
Back on This Side of the Door
Into the Forest
A Day with the Beavers
What Happened After Dinner
In the Witch's House
The Spell Begins to Break
Aslan is Nearer
Peter's First Battle
Deep Magic from the Dawn of Time
The Triumph of the Witch
Deeper Magic from Before the Dawn of Time
What Happened about the Statues
The Hunting of the White Stag

15. Lucy Meeting Mr. Tumnus, the Faun

21. The Motivations for Writing the Novel
Lewis described the origin of The Lion, the Witch and the Wardrobe in an essay entitled It All Began with a Picture:
"The Lion all began with a picture of a Faun carrying an umbrella and parcels in a snowy wood. This picture had been in my mind since I was about sixteen. Then one day, when I was about forty, I said to myself: 'Let's try to make a story about it.'"

22. The Motivations for Writing the Novel
Shortly before World War II, many children were evacuated from London to the English countryside to escape attacks on London by Nazi Germany. On 2 September 1939 three school girls: Margaret, Mary and Katherine, came to live at The Kilns in Risinghurst, Lewis's home three miles east of Oxford city centre. Lewis later suggested that the experience gave him a new appreciation of children and in late September he began a children's story…

23. Words from the old Professor (Professor Kirke)
“I wonder what they do teach them at these schools.” (54)

24. Why I recommend Simple, inspiring, literary,
Wide reception (100 million copies in 47 languages)
Length (200 pages or 48 pages in adapted version)
Price ( dollars NT)
Availability in Taiwan
Abundant adaptations in diverse forms and medias, pedagogical applications

25. Pedagogy Listening activity Asking students questions about the story
Building vocabulary
Encouraging students to make sentences of the
given words
Empathy task
Encouraging students to express (either in
speaking or in writing) how they feel when they
found they were distrusted or betrayed as Lucy
was distrusted by her siblings and betrayed by Edmund
How they feel when they found there were another world inside the wardrobe/ the books/ the TV/ the computer monitor/ on the net…
Practices on description
Barrier game

26. Further Suggestions: Adapting the novel to a theatrical play…
Creating a field game called “An Adventure into Narnia”…
Seeing the movie (110 minutes)…

27. Suggested Website:
A teaching unit for Stage 4 English with links to esl pedagogy

28. Suggested Extension:

29. Discussion

30. Thank You for Your Attention