Stand
By Me Revisited:
Character
Studies
Douglas
E. Forster
Asia University
Using movies
means
of
most
in
instruction
notably
being
from
the
students
with
realistic,
an
infinite
are
for
teaching
it
of
in
of
to
American
culture.
students
enjoy
therefore
of
come to
and
of
and
of
its
movies
learning
given
In
cultures,
they
particularly
using
a textbook
from
are
addition,
benefit
English
slang,
extensive
greatest
over
the
students
speaking.
foreign
and
conversational
textbook,
and
many,
idioms,
and
English
are
provides
including
as the
perhaps
enjoy
instructor
vocabulary-building
aspects
watching
an established
benefits
the
English,
forms
But
Its
both
writing,
many
become
EFL.
movies
listening,
exposed
has
through
an EFL textbook
live
a variety
Presentations
frees
confines
By using
to
practice
classroom
number
opportunities.
exposed
the
that
students
and
Group
is
that
and
this
popular
medium.
For
the
past
communication
movies,
course
including
Hollywood,
ask
show
and
questions,
idioms,
slang,
each
movie,
essay
and
minutes
the
asking
the
give
long.
years
at
the
Come See
normally
scene
two
Asia
films
the
Big,
based
Stand
and
an advanced
questions,
and
providing
and
vocabulary
students
are
a three-part
students
entirely
By Me,
Miracle
scene-by-scene,
students
is
taught
University
Paradise,
movies
This
I have
required
—4—
on
Street.
34th
after
students
with
explanations
three
but
Doc
I
each
write
After
write
speech--usually
a time-consuming
Girl,
having
to
on
Working
stopping
ae we go along.
English
and
of
completing
a three-part
to
worthwhile
five
process
and
students
one
scene
are
of
the
a speech
most
teaching
the
body
ideas
of
their
level
Freshman
More
to
and
their
immensely
can
be a daunting
However,
basics
of
into
learn
from
importantly,
ideas
opinions
form,
can
for
found
by
that
even
the
speeches
about
what
the
give
they
main
a beginning
give
of
essay--
condense
successfully
on a variety
experience
a three-part
how to
an outline
student
I have
writing
conclusion--and
formulate
six
used
in
song
Japanese
(Akagawa,
1995).
summarizes
about
the
a three-
students
saw in
the
an
movie,
topics
of
asking
to
an individual
perfect
format
to
Karn's
plot
well
as
speech,
studying
Worksheet
school
textbook,
character
for
the
of
However,
film
with
140
during
the
different.
and
that
ago.
the
students
a total
questions
I realized
years
from
do something
140
still
dialog
provide
asks
1993).
to
eleven
high
and
(Karn,
students
for
as
By Me is
release
junior
I decided
the
its
Stand
I normally
the
movie
year,
Instead
According
title
a current
academic
give
after
in
that
above,
Japan
movie's
questions
1996
mentioned
the
Lingua-Land
handout
films
popular
fact,
are
the
they
Lesson
Of the
In
and
English
opportunity
The
the
essay
speech.
can
students.
students
express
how much English
in English
advanced
introduction,
part
at
a movie.
Giving
even
amazed
requiring
Stand
them
By Me offers
development.
Movie
Stand
By Me:
Since
the movie is,
in large
part,
a collection
of
character
studies,
I recommend
placing
emphasis
on the
students'
recognition
of each character's
development.
This way, in addition
to teaching
listening
skills
and
impromptu
speaking
skills
mixed with a fair
amount of
vocabulary
and slang,
each student
can trace,
and develop,
a sketch
of each character
in the story,
thereby
working
with the written
form of English
as well
(Karn,
p. 1).
—5—
a
But
rather
than
movie,
I created
study,
take
and
in the
movie.
There
themselves
and
four
main
well
to
studying
missing
for
boy.
locating
revealed
what
the
that
and
assigning
Gordie
are
LaChance;
very
the
p.
is
to
as
Chris
storyteller
and
butt
of
very
different,
the
factor
is
Vern
everyone's
dead
and
body
the
story
seeking
lend
derelict;
find
the
finally,
character
troubled
yet
to
of
lure
of
unfolds
something
it
other
a
fame
is
than
1).
the
each
as
and
By Me that
abused
close
this
groups
a single
Stand
the,
but
in
development:
quest
boy,
dividing
named
about
motivating
(Karn,
by
answers,
uncoordinated
character
I begin
The teams
are
missing
he thinks"
groups
and
initial
each
and
LaChance,
picaresque
The
work
in
DuChamp,
on
students
character
Teddy
on "a
individually
questions
Gordie
characters
embark
which
characters
overweight
The
they
leader;
work
presentation
are
the
jokes.
in
a group
writer;
Tagglio,
students
formulate
give
the
future
the
a project
notes,
prepare
Chambers,
have
class
group
one
follows:
(at
random)
of
the
four
A TEAM--Chris
C TEAM--Teddy
DuChamp;
into
and
four
main
equal
characters.
Chambers;
B TEAM--
D TEAM--Vern
Tagglio.
First,
the
movie
their
bad
the
carefully
character:
points?
your
and
Describe
For
b)
What
make
a difference
with
the
the
characters?;
to
notes
on the
are
your
character's
physical
part
what
to
instructed
take
the
example,
other
are
a) What
character;
movie?
students
does
actions
other
c)
watch
following
appearance
your
character
does
your
characters?
How does
—6—
each
of
aspects
good
points
and
personality
play
character
How does
your
scene
character
and
in
of
the
take
he
of
that
interact
change
throughout
d)
Do
the
you
Of
admire
For
describe
the
example,
And
opportunities
students
analyze
However,
since
group
asked
or
teach
the
the
to
and
their
these
including
the
because
are
fact
writing
each
group
possible,
of
the
be
included
many
and
their
help
character.
I try
offering
of
that
can
are
of
level
words
activity,
not
to
help
and
encourage
only
as
when
they
grammar,
a-d
above
preparing
word
it
to
To
is
kind
of
advice
I
tell
questions
they
are
spelling,
and
writing
writing
that
I
stress
questions
such
as
students
carefully
to
their
their
monitor
focus
the
interesting
check
Taking
about
on
grammatical
ten
their
"What
are
suggestions.
punctuation.
—7—
encouraged
the
the
I
carefully
questions
are
questions
sure
written
to
and
write
than
movie
audience.
students
rather
required
in
make
the
have
the
questions,
and
the
write
presentation,
to
make
to
students
their
interesting
students
beginning,
instructed
about
The
questions
right
after
questions,
in
offer
are
questions
eyes?"
their
a group,
character.
want
the
the
of
as
interesting
the
Gordie's
correctness;
points
as
pertinent
of
I do
color
their
a group
the
people
there
aspects
a lot
adjectives
vocabulary
is
questions
importance
content
on
and
not?
on
of
difficult
group's
asking
In
depending
question,
students,
challenging
use
why
changes?
require
lesson
different
this
these
needed.
related
to
part
each
to
questions
characteristics
autonomy
Second,
ten
four
a short
within
to
lead
Why or
teacher's
physical
needed.
much
above
the
factors
character?
the
on
students.
What
this
course,
explanation
if
movie?
and
correct
notes
character
on
in
engages
the
students
information
about
Third,
and
students
what
must
about
incorporates
the
they
out
an aspect
development.
They
from
students
the
is
to
make
equally
their
also
movie.
prepare
decide
any
The most
their
the
points
written.
to
presentation
as
their
want.
For
that
personality
important
say
use
they
movie
visual
The
who will
presentation
character's
use
have
students
from
group
addresses
they
and
of
a 15-minute
that
questions
a scene
of
can
to
kind
generating
English.
I encourage
any
act
in
character
work
prepare
can
illustrates
the
character.
and
example,
scenes
team's
divide
and
instructed
their
their
imagination
processing
character
are
about
above
both
their
students
presentation
a-d
in
or
aids,
including
thing
I stress
interesting
to
the
as
possible.
The amount
depends
on the
students.
for
half
of
the
took
as
well
as
The
and
the
audience
for
both
project
to
four
the
time
the
and
time
following
class
questions
of
and
answering
questions.
meetings
the
questions
each
to
—8—
class.
correct
their
person's
role
students
gave
in
for
students
gave
Therefore,
complete.
and
class
the
once
notes
third
afterwards
and
took
of
the
and
group
met
their
I encouraged
ask
that
and
meeting
time
the
movie
half
revise
lesson
of
class
During
practice
fact,
level
second
to
ample
on this
II-A
meetings.
given
In
class
the
on writing
for
allowing
answers.
asking
took
to
and
watched
worked
class
were
presentations,
questions
class
spends
Communication
and
two
presentation.
their
the
presentations
students
questions
instructor
students
class
their
process
meeting,
the
of
90 minutes,
preparing
This
length
the
In my Advanced
a week
for
of time
extra
the
in
points
total
Evaluation
I
the
timed
team
member
to
each
as
of
team's
a whole,
the
and
group
participate
and
members.
help
on
assigned
points
(1-5).
corrected
the
general
a copy
provided
as
time
well
class
as
had
To
as
content
possible
plus
written
the
B;
as
and
the
and
on
about
and
student
and
made
was
A)
their
mistakes
and
and
answers,
(Appendix
answers
common
group
presentation
Each
evaluation
motivated
I made
the
a whole.
students'
of
five
total
times
five
and
I
evaluations
successes
points
the
scale
59
included
on
the
written
students
or
left
off.
of
the
grade
of
and
of
number
50
then
in
the
points)
These
points
can
evaluation
omit
so
—9—
that
the
points
the
using
= D.
to
of
calculated
= A;
are
their
from
80-89%
that
on
group,
= A;
evaluations
of
10
90-100%
below
I chose
the
total
given
points
students
person
quality
depending
students
was
each
the
of
points
(maximum
final
on
each
The
number
the
First,
based
five
points
The
and
of
grade,
employed.
Second,
the
of
grading
copy
was
group
correctness.
number
= C;
final,
a maximum
grammatical
standard
students'
among
in
each
teamwork,
I commented
presentation.
questions.
60-69%
part
evaluation
worth
was
the
of
the
was
and
were
promoted
questions
on
a maximum
of
questions
they
Because
evaluation,
addition,
group's
the
method
part
grade,
group's
group
comments
grade.
evaluating
a whole.
assigned
their
the
notes,
group
English
member's
questions
calculate
following
was
for
each
took
which
in
In
their
made
same
other,
written
to
of
each
each
group's
comments
given
final
the
within
comments
and
a
communication
However,
written
gave
received
and
cooperation,
presentation
to
70-79%
=
be
the
from
focused
the
on
the
content
and
total
his
quality
number
or
of
their
of points
her
grade,
and
the
presentations
final
rather
grades.
instructor
can
If
explain
than
on their
a student
questions
the
point
above
system.
Conclusion
The presentations
worthwhile
and
myself.
than
It
rewarding
gave
the
individually
communicate
whole.
It
explained
students
in English
added
questions
group
100% successful
received
this
a grade
technique
By Me,
it
most
importantly,
with
each
about
lower
for
was quite
both
the
scene
in their
work
and
class
to
the
in
the
rather
to
class
of
a movie.
not
and
students
format
I would
shown
a very
together
forced
of
be
as
every
and
no
recommend
class,
a
asking
Not
presentations,
a B.
movie
to
my students
to
other
to
each
than
every
for
proved
a chance
variety
answering
was
project
and,
also
above
but
and
group
using
for
Stand
effective.
References
Akagawa,
Tokyo:
Kyoiku
Karn,
Institute,
(1995).
Lingua-land
English
course
I.
Shuppan.
Richard.
Unpublished
Stand
Hiroshi.
(1993).
manuscript,
Asia
English
University,
Steinman,
A.
by me.
[Film].
Worksheet
(producer)
Columbia
for
Language
the
movie
Education
stand
by me.
Research
Tokyo.
& Reiner,
Pictures.
—10—
R.
(director).
(1985).
Appendix
B TEAM:
I.
1.
2.
3.
4.
II.
Gordie
A
LaChance
MEMBERS
Student
Student
Student
Student
A
B
C
D
PRESENTATION
(TIME:
14:09)
1.
Student
C:
You did an excellent
job introducing
the members
of your group;
very good eye contact!
You also
gave an
excellent
summary of the movie and why it was interesting,
including
a good introduction
to Gordie's
physical
characteristics
and personality.
2.
Student
B:
You gave very good background
information
about
Gordie
and his family.
Excellent
pronunciation!
However,
be careful
not to read your notes
and be careful
about
hand
movements
when you are speaking;
in other
words,
learn
to
relax.
3.
Student
C and Student
D:
Good job acting
out a scene
from
the movie.
That was a very good idea!
Try to put more
emotion
into
your voice
next time.
4.
Student
D:
You need to be careful
with time when asking
questions.
You asked too many and I had to ask you to stop
so that
Student
A had time to speak.
If the audience
does
not respond
to your questions,
please
call
on individual
students
and ask them for their
answer.
Be very thorough
in
your own explanations.
5.
Student
A:
Unfortunately,
while
you tried
to talk
importance
in the movie,
need to speak
in a loud,
we all can hear you.
III.
1.
you were very rushed
for
about Gordie's
past
and his
you seemed to rush through
clear
voice
when you speak
time
and
it.
You
so that
QUESTIONS/ANSWERS
"Why did he remember
his childhood?"
*Content:
be more specific
when you ask a question
like
to know who and when!
2.
"When he was 12 olds,
what character
*Grammar:
"What characteristics
did
twelve
years
old?"
Good answer,
but
how these
factors
affected
him.
3.
"Why did Gordie
make up story?"
like
to make up stories?"
Very
—11—
this.
You need to
We need
did he have?"
Gordie
have when he was
you should
talk
about
*Grammar:
good answer!
"Why did
Gordie
4.
"Why
did
they
want
to
find
the
question
is very
general
and
Gordie.
Why did
Gordie
want
his
reasons
change
throughout
dead
5.
Why did
Gordie
consult
with
Chris?"
question
is very
general
and vague.
specific.
Why did
Gordie
talk
about
Chris
and not
the
other
boys?
6.
What
kind
"What
did
Good
of consultations
Gordie
and Chris
boy?"
not
specifically
to
find
the
the
movie?
did
talk
*Content:
This
targeted
body?
dead
*Content:
You need
important
at
Didn't
Again,
this
to be more
things
with
they
talk
about?"
about
throughout
*Grammar:
the
movie?"
answer!
7.
"Why did
he keep
going?"
*Content:
This
important
question
so you have
to word
it
that
it
is more
specific:
"Why did
Gordie
going
after
the
incident
with
the
leeches?
to want
to find
the
dead
body?"
8.
"How did
he change
throughout
the
movie?"
*Content:
Be
more
specific
here!
"How did
Gordie's
character
change
throughout
the
movie?
What
factors
caused
these
changes?"
Give
a more
detailed
answer.
9.
"What
kind
*Content:
of nightmare
Question
is
the
boys
were
camping,
he have
this
nightmare?"
answer.
10.
is a very
differently
so
want
to keep
What
drove
him
did
he have
and why did
he have
it?"
too
vague .
Be more
specific:
"When
what
did
Gordie
dream
about?
Why did
Again,
be more
in-depth
with
your
What kind
of story
did
he tell
to three
boys?"
content:
"What
story
did
Gordie
tell
the boys
were
sitting
around
the
campfire?
Why did
he
story?"
Your
answer
is very
basic
and
doesn't
insight
into
Gordie's
character.
IV.
and
COMMENTS
This
presentation
need
to practice
everyone
has
an
to
do it.
Thank
scene!
GRADE:
*Grammar
when they
tell
this
give
any
seemed
well
prepared
but
unrehearsed.
together
and time
your
presentation
equal
amount
of speaking
to do with
you for
taking
a chance
and trying
A
—12—
You
so that
enough
time
to act
out
a