ACT ONE                            ACT TWO                          Annotated Text                                  EMILY ...
T1W1L1 with 2C [1period] and 2B [2 periods]“Literature in English” in SecondaryTwo is a new subject to all of usalthough y...
Lesson OneMr. Yeo has supplied you the followingmaterials in T1W1 Lesson One:Cover Page for Literature in EnglishandConten...
COVER                           PAGE FOR                             YOUR                          LITERATURE             ...
Have you                           placed the                          cover page                          in your file?  ...
TEXTBOOK                      WRITE YOUR                     NAME, NUMBER                       and CLASS                 ...
YOU NEED TO HAVE A GOOD ENGLISH DICTIONARY     WITH YOU AT HOME OR IN YOUR SCHOOL BAG.ALTERNATIVELY, LOG ON TOwww.dictiona...
Lesson OneHave you taken down Mr. Yeo’shandphone number? 96751657Have you taken down Mr. Yeo’s web blogaddress:www.nekosan...
Lesson OneWhy do we read?We read to gain knowledge.We read to understand ourselves.We read to understand other people.We r...
Lesson OneIn Literature, we should be interested inasking ourselves questions as we read.              Written by Yeo Yam ...
Lesson OneQuestion 1: Why do we ask ourselves questions?Question 2: Why do we study Literature?Question 3: Do we really ca...
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Lesson OneWhy Literature?    Written by Yeo Yam Hwee   17
Lesson 1-NStudying “Literature” empowers us tolearn about life and understand andappreciate the human condition.          ...
Literature allows me           When I read carefully and investigate        to enter the world             the writer’s cr...
Lesson One                                    Drama and theatre                   Teen Fiction   Fairytales   and folklore...
Emily of                          Emerald                            HillWritten by Yeo Yam Hwee          21
THE LIFE EXPERIENCES OF APERANAKAN WOMAN INSINGAPORE - 1920s to 1980s      Written by Yeo Yam Hwee   22
Scheme of Work             2011 Secondary Two Normal Academic             Literature in English      PLAY: Emily of Emeral...
AREAS OF STUDY                 SPECTRUM OF SKILLS                                   AnnotatingContent Appreciation    CA  ...
TERM 1 WEEK 1.2011Study    Orientation                          Skills                                              Durati...
2011                              As We Read…What Are                                The Things We Are                    ...
LESSON 1 - NTERM 1-3 WEEK 1-N.2011 Emily of Emerald Hill       Written by Yeo Yam Hwee   27
PLAYWRIGHTSTELLA KONIn her own words                    Written by Yeo Yam Hwee   28
Lesson 1-N                                       WHY STUDY                                       LITERATURE?Studying “Lite...
What is the difference between Literature and Philosophy?Literature deals with life as played outby characters as they cop...
In Literature• we should avoid being judgemental.• we ask questions about the characters’  attitude and behaviour.• we exa...
Why is not being judgemental so   important in Literature?If we are judgemental, we will be distracted from our main task ...
Dealing with our feelingsFeelings are so instinctive. We are nottaught to feel. They come without usconsciously willing th...
Dealing with our feelingsWe learn to empathise – to express our empathy -understand why and how the characters act or reac...
Dealing with our feelingsWe also learn to sympathise - to express oursympathy – we learn how we can show concern,feel sorr...
Why do we need to sharpen the   way we feel and think?This is because our feelings are verysubjective. They are based on o...
Why discipline is needed when we do Literature in class?This is because the student’s individualeffort, time and patience ...
Why is READING / Literature  important to you for life?If we read well, we are going to LIVE well.“Living well” means “lea...
Lesson 1-N• “Literature           in English” as an EXTENSION of yourEnglish Lessons• Doing well in Literature will help y...
Lesson 1-N           What are the skills which we are going to learn            together              this year           ...
Lesson 1-N   READING SKILLS       Written by Yeo Yam Hwee   41
Lesson 1-N  ANNOTATING SKILLS                                 Annotating Skills Illustrated       Written by Yeo Yam Hwee ...
Lesson 1-N REMEMBERING SKILLS                                 PLOT/TIME-LINE                                 ACT 1        ...
Lesson 1-NINFO-GATHERING SKILLSTRUE OR FALSE QUIZ                     Written by Yeo Yam Hwee   44
Lesson 1-N   THINKING SKILLS       Written by Yeo Yam Hwee   45
Lesson 1-N   FOCUSING SKILLS       Written by Yeo Yam Hwee   46
Lesson 1-N  ORGANISING SKILLS       Written by Yeo Yam Hwee   47
Lesson 1-N INTEGRATING SKILLS       Written by Yeo Yam Hwee   48
Lesson 1-N  EVALUATING SKILLS       Written by Yeo Yam Hwee   49
Lesson 1-N  ANALYSING SKILLS       Written by Yeo Yam Hwee   50
Lesson 1-N      GENERATING SKILLSMARKING DESCRIPTORS                      Written by Yeo Yam Hwee   51
Lesson 1-N                 WRITING SKILLSHow to unpack questions and write your answers            How to quote           ...
Lesson 1-N      FOCUSING SKILLS              ORGANISING SKILLS THINKING SKILLS            INTEGRATING SKILLSINFO-GATHERING...
Mid Year Examinations 2011     Examination FormatYou have to answer THREE questions intotal, namely:1. Passage-based quest...
Lesson 1-N  What is there to read? TEXTBOOK - PLAY: EMILY OF EMERALD HILLMY WEB BLOG - nekosan-nekosan.blogspot.comHANDOUT...
Lesson 1-N Important                                 Illustrated Edition Background on                             For Cla...
Lesson 1-NMY WEB BLOG –http://nekosan-nekosan.blogspot.com                  Written by Yeo Yam Hwee   57
Lesson 1-NMY WEB BLOG -                Written by Yeo Yam Hwee   58
Lesson 1-NMY WEB BLOG -                Written by Yeo Yam Hwee   59
Lesson 1-NMY FACEBOOK -                Written by Yeo Yam Hwee   60
Lesson 1-N       Written by Yeo Yam Hwee   61
Lesson 1-NCOVER PAGEPLASTIC FILECONTENTSPAGES               Written by Yeo Yam Hwee   62
Lesson 1-N     AREAS OF STUDYSETTING &ATMOSPHERE            CHARACTERISATION    VIEWPOINT            PLOT & STRUCTURE     ...
Lesson 1-N                                 Who is speaking to                                 us in the text?  VIEWPOINT  ...
Lesson 1-N                                    Understanding Tone                           SETTING &                      ...
Lesson 1-N    STYLE       Written by Yeo Yam Hwee   66
Lesson 1-N   PLOT & STRUCTURE       Written by Yeo Yam Hwee   67
Lesson 1-N                       Qualities of Characters CHARACTERISATION       Written by Yeo Yam Hwee                   ...
Lesson 1-NSTRUCTURE OF A PLAYSETTING   ACTION                                             PLAYTROUBLE   RESOLUTION        ...
Lesson 1-NWhat do we do during class time? LITERATURE LESSONS  PLAY                                     PLAY  READING     ...
Lesson 1-N    Up Stage Up Stage Up Stage       Right    Centre    LeftCentre Stage Centre Stage Centre Stage       Right  ...
Lesson 1-N                                The actors on                                the stage must                     ...
Lesson 1-N This is the old mansion "Oberon," at 117 Emerald Hill Road,               which is remembered in the play.     ...
Lesson 1-NEMILY        Written by Yeo Yam Hwee   74
Lesson 1-N       Written by Yeo Yam Hwee   75
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Lesson 1-N                       CHARACTERISATION                                 EMILY                                 CH...
Lesson 1-N                                             CHARACTERISATION                                             GAN EN...
Literature in SingaporeOUR FOCUS IN 2011:Stella Kon gained international fame withher now-famous play Emily of EmeraldHill...
DRAMADrama refers to the written texts ofplays and the performance of thesetexts. It also refers to works in whichpeople p...
What is the purpose of drama?    To     To enable people to provoke identify with the issuesreflection or characters on st...
What is the purpose of drama?    To     To provide a platform provoke for discussion ofdiscussion complicated, political o...
What is the purpose of drama?   To     To provide humourentertain and entertainment to          the audience as a form    ...
What is the purpose of drama?   To    To persuade people topersuade understand or adopt a         certain stance in a     ...
What is the purpose of drama?   To     To provide a differentencourage perspective on life so empathy that people may     ...
THEATRETheatre refers to the workof actors, directors anddesigners which makesthe performance of dramapossible.           ...
Theatre Form:JapaneseKabuki           Written by Yeo Yam Hwee   88
Indonesian Traditional Theatre          Written by Yeo Yam Hwee   89
Theatre Form : Chinese Wayang          Written by Yeo Yam Hwee   90
Korean Traditional Theatre       Written by Yeo Yam Hwee   91
Theatre Form: Peking Opera         Written by Yeo Yam Hwee   92
Theatre Forms: Shakespearean         Written by Yeo Yam Hwee   93
Theatre Form: Modern American Play            Written by Yeo Yam Hwee   94
Theatre Form: School Plays        SYF 2007 Pasir Ris Crest Secondary School        Title: Pressure Point          Written ...
PLAY-                                      PLAY-ACTINGREADING    What a typical playscript looks like                 Writ...
Set – Emily                          of Emerald                              Hill                          Malaysian Produ...
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Set – Emily                          of Emerald                              Hill                          Singapore      ...
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S.T.A.R. GRID to Understand Play-readingSETTING                                            ACTIONEmily, the Gan Family –  ...
The Use of S.T.A.R. GridSetting ActionTrouble              Resolution         Written by Yeo Yam Hwee   103
S.T.A.R. GridSETTINGHOW / WHEN / WHY / WHAT / WHERE / WHOMTYPE of storyTIMING of storyCHARACTERSATMOSPHEREVOICE / NARRATIO...
Setting of Singapore 1920s – 1950sPeople who lived in Singapore includedthe British, other Europeans, Chinese,Malays, Indi...
S.T.A.R. GridTROUBLEWHY DOES THE WRITER BOTHER TO TELL US THIS STORY?ISSUESCONFLICTSSTRUGGLESQUARRELSCONTRADICTIONSIRONIES...
S.T.A.R. GridACTIONWHAT ARE THE THINKING AND ACTIONS OF THECHARACTERS?HOW DO THE CHARACTERS INTERACT?HOW DO THE CHARACTERS...
S.T.A.R. GridRESOLUTIONEVERY STORY HAS AN ENDING.DOES OUR STORY HAVE AN ENDING?If yes, how does it do so?If no, why not?Is...
The 4-LEVEL Appreciation GuideLEVEL 1   COMPREHENSIONLEVEL 2   INTERPRETATIONLEVEL 3   ANALYSISLEVEL 4   INSIGHT AND RESPO...
The 4-LEVEL Appreciation GuideLEVEL 1 COMPREHENSIONABILITY TO REPORT AND PARAPHRASE THE TEXTCOMPLETE AND TOTAL MASTERY OF ...
The 4-LEVEL Appreciation GuideLEVEL 2 INTERPRETATIONABILITY TO READ BETWEEN THE LINESABILITY TO INFER THE THINKING / MOTIV...
The 4-LEVEL Appreciation Guide  LEVEL 3             ANALYSIS WELL-REASONED        REASONABLE AND             SENSIBLE AND ...
The 4-LEVEL Appreciation GuideLEVEL 4           INSIGHT AND RESPONSESENSITIVE AND INTELLIGENT GRASP OF THE STORYFRESHNESS ...
TWO MAIN CATEGORIES OF       QUESTIONSCONTENT                  WRITING TO SHOW YOUR MASTERY                  OF THE CONTEN...
The Two MAIN categories of questions and what they entail                                           Your complete and accu...
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What is a Peranakan?  Wikipedia – Peranakan and Baba-Nyonya (; Hokkien:  Bā-bā Niû-liá) are terms used for the descendants...
Written by Yeo Yam Hwee   118
The Peranakans                 can be found                 chiefly in                 these regions.Written by Yeo Yam Hw...
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FAMILY PHOTOGRAPH OF THEGANs AT EMERALD HILL MANSIONWritten by Yeo Yam Hwee   121
Peranakan                           ladies in                          traditional                           dress on     ...
Nonya kebayas and Peranakan baskets, jade bangles, beautifully embroidered                                    sandals.SETT...
The KebayaWritten by Yeo Yam Hwee     124
Grecian columns   Written by Yeo Yam Hwee   125
Written by Yeo Yam Hwee   126
The                          Kamcheng                          – one of the most                               symbolic   ...
Written by Yeo Yam Hwee   128
Peranakan crockery including the KAMCHENGon a TOK PANJANG.             Written by Yeo Yam Hwee        129
Written by Yeo Yam Hwee   130
ROSEWOOD CHAIRS    Written by Yeo Yam Hwee   131
Emily of Emerald Hill                                 Term 1 Week 6. 2008Act One Page 7. Emerald Hill Mansion      Balustr...
Hinged wooden                                          Louvres                BidetMosquito nets                Written by...
Peranakan characteristics        Written by Yeo Yam Hwee   134
Peranakan women    Written by Yeo Yam Hwee   135
Peranakan Food   Written by Yeo Yam Hwee   136
Buah Keluak – indonesian black             nut          Written by Yeo Yam Hwee   137
BelachanWritten by Yeo Yam Hwee   138
Buah Keras – Candle Nuts        Written by Yeo Yam Hwee   139
Daun kunyit – turmeric leaves          Written by Yeo Yam Hwee   140
Kueh Chang – Chinese Rice       Dumplings        Written by Yeo Yam Hwee   141
Popiah – Spring Rolls      Written by Yeo Yam Hwee   142
OtakWritten by Yeo Yam Hwee   143
SambalWritten by Yeo Yam Hwee   144
TingkatWritten by Yeo Yam Hwee   145
Taugeh – Bean Sprouts      Written by Yeo Yam Hwee   146
Rempah – mixture of spices         Written by Yeo Yam Hwee   147
Blangah – round-belliedearthenware cooking pot       Written by Yeo Yam Hwee   148
KamchengWritten by Yeo Yam Hwee   149
KamchengWritten by Yeo Yam Hwee   150
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The kamcheng in a prominent     position on the serving table or     counterWritten by Yeo Yam Hwee                 164
Singapore in the 50s – 60s        Written by Yeo Yam Hwee   165
Peranakan                      ArchitectureWritten by Yeo Yam Hwee              166
Emerald Hill Singapore      Written by Yeo Yam Hwee   167
Emerald Hill MansionThis is the old   mansion "Oberon," at 117 Emerald   Hill Road,    which is remembered  in the play.  ...
Emily: as played by one actress           Written by Yeo Yam Hwee   169
Emily: as played by another         Written by Yeo Yam Hwee   170
CONFLICT IN DRAMADrama must involve conflict. Thisconflict is often a result of a problem oran issue which a character fac...
Types of Conflict in Drama[1] conflict between one person and another[2] conflict between a person and his or her  family ...
Narration                    and Plot –                       The                     STORY                    Emily of   ...
DON’T BE CONFUSED   THE PLAYWRIGHT or                                     THE MAIN CHARACTER she   THE WRITER OF THE      ...
Regarding Stella KonBorn in 1944Edinburgh-born Kon won first prize in the National PlaywrightingCompetition three times, f...
NARRATIONNarration refers to the act ofrecounting or telling a story. Thetopic of narration is related to whois telling th...
NARRATIONThe narrator is the person who narratesor tells the story. Emily Gan is thenarrator of the play, Emily of Emerald...
Identification of Narration  When trying to pinpoint NARRATION in  texts, we may ask the following questions:[1] Who is te...
POINT OF VIEW                                      A story can be told from the                                      point...
Who is speaking to us when we         read a text?1. The writer is a real-life person.2. The writer invents a narrator / a...
INTERCHANGEABLE TERMSNARRATORSPEAKERPERSONAVOICE           Written by Yeo Yam Hwee   181
How many ways can the writer       tells his story?1. Nobody can say. Unlimited ways.2. But so far, we can say that it is ...
Why should we be interested toknow how the writer tells his story?[1] When the writer uses “I” as the speaker, the speaker...
Why should we be interested toknow how the writer tells his story?[2] When the writer uses “They” as the speaker, the spea...
Why should we be interested toknow how the writer tells his story?[3] When the writer uses “The old woman” as the speaker,...
So, what is POINT OF VIEW?A point of view helps thereaders to place a focus onhow to read, understand andinterpret how and...
Why is Point of View important to           us readers?Correct understanding of the writer’suse of POINT OF VIEW, will hel...
So, every time when we read a   text, what must we first do?FIND OUT CORRECTLY, WHETHER THE  WRITER IS TELLING THE STORY  ...
THE WRITER’S CHOICEWHY DOES HE USE THE FIRST PERSON NARRATOR/SPEAKER?1. To bring the readers close to the speaker. “I”  in...
THE WRITER’S CHOICEWHY DOES HE USE THE FIRST PERSON NARRATOR/SPEAKER?2. The story becomes more personal.  Because we are s...
What we readers have to be careful about           the speaker “I”?1. “I” – the first person point of view is a  narrow on...
What we readers have to be careful about           the speaker “I”?2. The speaker “I” ’s understanding and  interpretation...
What we readers have to be careful about           the speaker “I”?3. The speaker “I”, either purposely or  unintentionall...
What we readers have to be careful about           the speaker “I”?3. Our impressions which are formed  based on the speak...
Two types of viewsSUBJECTIVE VIEW - Narrowly based, seeing things and forming opinions from a personal or restricted point...
Which is better?THERE IS NO SUCH A THING. It is important to formyour own personal opinion and not be tied down by itand a...
QUESTIONS?  Written by Yeo Yam Hwee   197
We do our POST-MORTEM of the  MIDYEAR EXAMINATION SECTION CTHE TEXT IS TAKEN                THE WRITER ISFROMStradbroke Dr...
I was left-handed. This was something that just did notseem to matter one way or the other…until I went toschool. Then I s...
I was left-handed. This was something that just didnot seem to matter one way or the other…until I wentto school. Then I s...
I was left-handed. This was something that just didnot seem to matter one way or the other…until Iwent to school. Then I s...
I was left-handed. This was something that just did not seemto matter one way or the other…until I went to school. Then Is...
I was left-handed. This was something that just did not seemto matter one way or the other…until I went to school. Then Is...
From The First Person Point of               View• There were many                       “I” suffer  painful scenes when  ...
From The First Person Point of               View• There were many                    Do we feel sorry  painful scenes whe...
From The First Person Point of               View• There were many                    Do we feel sorry  painful scenes whe...
How do you provide a simple but      mature response?I feel sorry for her because she has clearly sufferedwhen she recalls...
The basic structures of a   “BALANCED RESPONSE”.I feel that she is right ….., but……I feel sorry for her… On the other hand...
When we write, we have to take           care of:1. CONTENTS – what is it we are     going to say?2.   LANGUAGE     STRUCT...
CONTENTSI feel sorry for her because she has clearly sufferedwhen she recalls “many painful scenes” at school.She particul...
LANGUAGE STRUCTURESI feel sorry for her because she has clearlysuffered when she recalls “many painful scenes” atschool. S...
QUESTIONS?  Written by Yeo Yam Hwee   212
Examination Question 1:What impressions do you formof the speaker based onwhat you learn about hercharacter in this extrac...
Evidence                 Evidence        taken from               Evidence                 taken from      Paragraph      ...
Paragraph 1I was left-handed. This was something that just didnot seem to matter one way or the other…until I wentto schoo...
Paragraph 2When the sewing teacher picked up my piece ofneedlework to start off the sewing, she wouldbegin with the needle...
Paragraph 3I was always very careful to make sure noone saw what I was doing. I used to keepmy head down and hold the piec...
Paragraph 4All went well until one morning when I sat as usual in theneedlework class with my head bent over my sample. Il...
Paragraph 5As my hands guided the needle from left to right,I dreamed about the world outside. I could hearthe screeching ...
Paragraph 6I did not notice that the sewing teacherhad left her table and was standing by me.Suddenly, two huge hands were...
Paragraph 7“Look at me,” the teacher demanded. I raised my eyes, then quickly dropped my gaze. “You know you are forbidden...
Paragraph 8I could feel the eyes of all the otherchildren turned full upon me. The teacherwent on scolding me; she made me...
Paragraph 9“Don’t you dare clench your fists like that,”the teacher said. But I no longer caredwhat she said. I looked at ...
Why do you think Emily of Emerald Hill is being     narrated in the FIRST PERSON NARRATIVE?Emily of Emerald Hill is a very...
PERSPECTIVESWe can determine howBROAD or NARROW a viewof the action is offered to usand whether or not the tellerof the st...
With respect to a first person narrativeRELIABILITY –Is the narrator, Emily Gan, reliable?   She may be full of energy and...
With respect to a first person narrativeCREDIBILITY –Can the narrator, Emily Gan, be trusted?  She claims that she is what...
Emily’s reliability as a NARRATOR  In order to evaluate her reliability as  a narrator, let us analyse some  events within...
STYLEEmily is a highly energetic characterand she swings from one mood toanother because she is after all tellingus about ...
STYLETONE /        What this                  DESCRIPTIONATTITUDE      implies about              the styleIf Emily is   S...
STYLETONE /        What this                  DESCRIPTIONATTITUDE      implies about              the styleIf Emily is   S...
STYLETONE /        What this                  DESCRIPTIONATTITUDE      implies about              the style               ...
STYLETONE /        What this                  DESCRIPTIONATTITUDE      implies about              the style               ...
STYLETONE /        What this                  DESCRIPTIONATTITUDE      implies about              the style               ...
STYLETONE /        What this                  DESCRIPTIONATTITUDE      implies about              the style               ...
PLOT                        I woke up at 7a.m.,                      brushed my teeth,       got                      dres...
PLOT                                        The first thing I sawA plot is an account of a               when I reached th...
A story is                 A plot is anan account                 account of aof a series                series of events ...
What is the purpose of PLOT?There are many ways(plots) in which awriter or a storytellercan use to tell astory. What are t...
[1] to make the story more interestingReaders like to be kept in suspense.They may not like to be told everythingfrom the ...
[2] to make the story more dramatic Sometimes the most exciting event is placed at the beginning so that the reader is imm...
[3] to bring out the message or issue            more stronglyWriters may rearrange eventsor include subplot elements soth...
[4] to create a strong emotional              responseWriters may also reorganize theevents that occurred to buildup a sen...
The PLOT of Emily of Emerald HillThe PLOT (way of storytelling) involves onemain storyline. However, during the courseof E...
The flashback-flashforward plot structure        of “Emily of Emerald Hill”                      THE                     P...
EMILY OF EMERALD HILLSTELLA KONA PLAY IN TWO ACTS               Written by Yeo Yam Hwee   246
Bird’s Eye View of Singapore City Hall Area in                  the 1950s                Written by Yeo Yam Hwee      247
Written by Yeo Yam Hwee   248
Nonya kebayas and Peranakan baskets, jade bangles, beautifully embroidered                              sandals.          ...
Written by Yeo Yam Hwee   250
Grecian columns   Written by Yeo Yam Hwee   251
ROSEWOOD CHAIRS    Written by Yeo Yam Hwee   252
Balustrade   Written by Yeo Yam Hwee   253
Emily of Emerald Hill                                 Term 1 Week 6. 2008Act One Page 7. Emerald Hill Mansion      Balustr...
Hinged wooden                                          Louvres                BidetMosquito nets                Written by...
Peranakan characteristics        Written by Yeo Yam Hwee   256
Peranakan women    Written by Yeo Yam Hwee   257
Written by Yeo Yam Hwee   258
Peranakan Food   Written by Yeo Yam Hwee   259
Buah Keluak – indonesian black             nut          Written by Yeo Yam Hwee   260
BelachanWritten by Yeo Yam Hwee   261
Buah Keras – Candle Nuts        Written by Yeo Yam Hwee   262
Daun kunyit – turmeric leaves          Written by Yeo Yam Hwee   263
Kueh Chang – Chinese Rice       Dumplings        Written by Yeo Yam Hwee   264
Popiah – Spring Rolls      Written by Yeo Yam Hwee   265
OtakWritten by Yeo Yam Hwee   266
SambalWritten by Yeo Yam Hwee   267
TingkatWritten by Yeo Yam Hwee   268
Taugeh – Bean Sprouts      Written by Yeo Yam Hwee   269
Rempah – mixture of spices         Written by Yeo Yam Hwee   270
Blangah – round-belliedearthenware cooking pot       Written by Yeo Yam Hwee   271
KAMCHENG – the Hokkien expression for “love and feelings”. One ofthe marriage rituals involves the couple eating red and w...
Singapore in the 50s – 60s        Written by Yeo Yam Hwee   273
Emerald Hill Singapore                                Emerald Hill - Wiki      Written by Yeo Yam Hwee                    ...
Emerald Hill MansionThis is the old   mansion "Oberon," at 117 Emerald   Hill Road,    which is remembered  in the play.  ...
Emily: as played by one actress           Written by Yeo Yam Hwee   276
Emily: as played by another         Written by Yeo Yam Hwee   277
Written by Yeo Yam Hwee   278
CHARACTERISATION1.   Emily Gan2.   Richard Gan3.   Gan Joo Kheong4.   Gan Eng Swee5.   Gan Boon Swee6.   Emily Gan’s mothe...
Why is the study of characterisation important to us?1. How many of us can safely say that   “Emily is a good mother”?2. H...
Why is the study of characterisation important to us?1. How many of us can safely say that   “Richard is a soft-hearted yo...
Why is it so useful to study        CHARACTERISATION?Emily as a woman living in Singapore      What is she like as a woman...
What do you see?How a          Emily is at                She plays her               various stages             various r...
Why is the study of characterisation important to us?How Emily feels and            How other people feelsthinks of hersel...
ACT 1 EOEH: Page 2 of Textbook There is only one character, Emily. She wears the sarong kebaya of a modern Nonya; jade ban...
ACT 1 EOEH: Page 2 of Textbook The play opens in 1950. One set is used throughout the play. It suggests a Baba mansion bui...
GRECIAN COLUMNS         Written by Yeo Yam Hwee   287
EOEH: Page 2 of TexbookOn the walls towards stage right hang groupphotographs of a large family, and portraits of thepatri...
STAGE DIRECTIONSThis portion of the play is called the STAGEDIRECTIONS. Here the playwright introduces toyou in some detai...
THE THEATRE  Written by Yeo Yam Hwee   290
THE PERFORMING STAGE Written by Yeo Yam Hwee   291
SPOTLIGHTWritten by Yeo Yam Hwee   292
SPOTLIGHTS FOCUS OUR ATTENTION ON THE ACTIONS ON STAGE.                    Written by Yeo Yam Hwee        293
The Theatre Set   Written by Yeo Yam Hwee   294
The Cast of “The Little Nonya” and Their Peranakan Costumes                     Written by Yeo Yam Hwee                  295
REHEARSALSAREIMPORTANT.             Written by Yeo Yam Hwee   296
THE STAGE PROVIDES THE SPACE FOR       THE ACTORS TO COMMUNICATE WITH       THE AUDIENCEPasir Ris Crest Secondary School S...
ACT 1 EOEH: Page 3 of TextbookAct One Main stage dark. Spotlight on phone beside largechair. Emily enters, picks up phone ...
ACT 1 EOEH: Page 4 of Textbook Rings off, dials again – speaks in an upper-class educated voice, in amazing contrast to he...
CHINATOWNNORTH BANK                               SOUTH BANKNorth Bridge                             South BridgeRoad     ...
South Bridge Road                    North Bridge Road                    Written by Yeo Yam Hwee   301
The                      Adelphi                       Hotel                         at                       North       ...
Written by Yeo Yam Hwee   303
ACT 1 EOEH: Page 4 of TextbookShe rings off, dials again. This time her voice iswarm, friendly and relaxed. Hello, Bee Cho...
ACT 1 EOEH: Page 4/5 of           TextbookShe hangs up the phone. She calls: Richard!Richard, come let Mother talk to you ...
ACT 1 EOEH: Page 5 of Textbook She laughs as Richard flatters her. Ya, “strong son, beautiful mother,” indeed… Eh, this af...
Written by Yeo Yam Hwee   307
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
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The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
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The main ppt for teaching in class2011 for emily
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The main ppt for teaching in class2011 for emily
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The main ppt for teaching in class2011 for emily
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The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
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The main ppt for teaching in class2011 for emily
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The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
The main ppt for teaching in class2011 for emily
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Transcript of "The main ppt for teaching in class2011 for emily"

  1. 1. ACT ONE ACT TWO Annotated Text EMILY OF EMERALD HILL SECONDARY TWO DRAMA LITERATURE IN ENGLISH SECONDARY TWO.2011 Lessons and Materials by Yeo Yam HweeWritten by Yeo Yam Hwee 1
  2. 2. T1W1L1 with 2C [1period] and 2B [2 periods]“Literature in English” in SecondaryTwo is a new subject to all of usalthough you have been introduced to it in Secondary One. Written by Yeo Yam Hwee 2
  3. 3. Lesson OneMr. Yeo has supplied you the followingmaterials in T1W1 Lesson One:Cover Page for Literature in EnglishandContents Pages for your Literature FileCan you show me your Literature File? Written by Yeo Yam Hwee 3
  4. 4. COVER PAGE FOR YOUR LITERATURE FILE LET MR. YEO KNOW IF YOU DO NOT HAVE ONE.Written by Yeo Yam Hwee 4
  5. 5. Have you placed the cover page in your file? Have you placed the CONTENTS pages in your file?Written by Yeo Yam Hwee 5
  6. 6. TEXTBOOK WRITE YOUR NAME, NUMBER and CLASS CLEARLY ON THE FIRST PAGE of YOUR TEXTBOOKWritten by Yeo Yam Hwee 6
  7. 7. YOU NEED TO HAVE A GOOD ENGLISH DICTIONARY WITH YOU AT HOME OR IN YOUR SCHOOL BAG.ALTERNATIVELY, LOG ON TOwww.dictionary.com SO THAT YOU WILL ALWAYS HAVE ANON-LINE REFERENCE WHENEVER YOU READ OR WRITE. Written by Yeo Yam Hwee 7
  8. 8. Lesson OneHave you taken down Mr. Yeo’shandphone number? 96751657Have you taken down Mr. Yeo’s web blogaddress:www.nekosan-nekosan.blogspot.com Written by Yeo Yam Hwee 8
  9. 9. Lesson OneWhy do we read?We read to gain knowledge.We read to understand ourselves.We read to understand other people.We read to understand the human condition.We read to improve our lives.We read to improve the world. Written by Yeo Yam Hwee 9
  10. 10. Lesson OneIn Literature, we should be interested inasking ourselves questions as we read. Written by Yeo Yam Hwee 10
  11. 11. Lesson OneQuestion 1: Why do we ask ourselves questions?Question 2: Why do we study Literature?Question 3: Do we really care that much about Emily?Question 4: What can we see about ourselves through Emily?Question 5: How do we celebrate humanity?Question 5: How to do well in Literature? Written by Yeo Yam Hwee 11
  12. 12. Written by Yeo Yam Hwee 12
  13. 13. Written by Yeo Yam Hwee 13
  14. 14. Written by Yeo Yam Hwee 14
  15. 15. Written by Yeo Yam Hwee 15
  16. 16. Written by Yeo Yam Hwee 16
  17. 17. Lesson OneWhy Literature? Written by Yeo Yam Hwee 17
  18. 18. Lesson 1-NStudying “Literature” empowers us tolearn about life and understand andappreciate the human condition. Written by Yeo Yam Hwee 18
  19. 19. Literature allows me When I read carefully and investigate to enter the world the writer’s craft in his/her choice of created by the writer themes, subject matters, use of words and help me feel and so, I become a better reader and I enjoy reading more aware of myself will be able to progress creatively as a and I want to as a human being. result, in the way I form opinions about become a really things and people around me. I will good reader. become a more caring, accepting, and When I read, I open-minded person than I am now. think. As ILiterature concerns think, I growhumanity. I want to and develop.deepen my knowledgeand understanding of Why studymyself and the peoplearound me. It helps me understand and appreciate the workings of the human nature. Why people are Literature? different and yet they are the same. I will be able to develop a real and It will help me Ideas, values, become a better sustained interest concepts, and more in reading the It will help me I will be able to thoughts effective user of written works of do better in my understand and learned through words in the good writers of English appreciate the the texts have English Literature in Language craft of the writer universal Language. English Paper (N) in his/her final applications. presentation of They become his/her work part and parcel of my personal Knowledge in Written by Yeo Yam Hwee making sense of 19 the world.
  20. 20. Lesson One Drama and theatre Teen Fiction Fairytales and folklores Poems – Oral and Written What are the things Children’s which we can Novels Stories consider to be LITERATURE? Anecdotes passed down from generation to generationShort stories –Oral and Written All kinds of writings about the human experiences, hopes and imaginations in all kinds Written by Yeo Yam Hwee 20 of languages
  21. 21. Emily of Emerald HillWritten by Yeo Yam Hwee 21
  22. 22. THE LIFE EXPERIENCES OF APERANAKAN WOMAN INSINGAPORE - 1920s to 1980s Written by Yeo Yam Hwee 22
  23. 23. Scheme of Work 2011 Secondary Two Normal Academic Literature in English PLAY: Emily of Emerald Hill UNSEEN: Prose and PoemPrepared by Yeo Yam Hwee 30 December 2010 Written by Yeo Yam Hwee 23
  24. 24. AREAS OF STUDY SPECTRUM OF SKILLS AnnotatingContent Appreciation CA DiscussingGenre /Art Form ViewingAppreciation AA Info-gathering RememberingViewpoint VP Organising FocusingSetting /Atmosphere SA Integrating AnalysingPlot / Structure PS Evaluating GeneratingCharacterisation CS Self-editing Peer-editingStyle ST Writing Written by Yeo Yam Hwee 24
  25. 25. TERM 1 WEEK 1.2011Study Orientation Skills Duration 1.5hrsArea Housekeeping Spectrum General Introduction Reading meaningfully Teaching and Learning Experience/Expectation/Activities1. Introduction of Focus 20112. Sharing of Teacher Expectation in terms of Attendance / Class 3. Participation / Continual Assessment / Homework3. Appointment of Literature Representative4. Procurement of students’ Literature File5. Checking availability of Literature Text – Emily of Emerald Hill6. Getting to know the students7. Setting context in preparing the students for the Normal Academic Literature programme.8. Introduction to Literature – What it is all about and why bother?9. Introduction to Normal Academic Literature Programme 2011 for NA10. Introduction to Literary Genre – PLAY and why bother?11. Teacher-led approach to lead students in12. Homework – Reading the text once through before T1W2 commences.13. Areas of Study to be covered in 2011 under Literature Syllabus 2014 /202114. Spectrum of Skills to be acquired and mastered in 2011 under Literature Syllabus 2014/2021Reference 1.Emily of Emerald Hill by Stella Kon – PlaytextAnd Resources 2.www.nekosan-nekosan.blogspot.com 3.Students’ Literature File Written by Yeo Yam Hwee 25
  26. 26. 2011 As We Read…What Are The Things We Are Going To Learn…About Emily and Her Life Written by Yeo Yam Hwee 26
  27. 27. LESSON 1 - NTERM 1-3 WEEK 1-N.2011 Emily of Emerald Hill Written by Yeo Yam Hwee 27
  28. 28. PLAYWRIGHTSTELLA KONIn her own words Written by Yeo Yam Hwee 28
  29. 29. Lesson 1-N WHY STUDY LITERATURE?Studying “Literature” empowers us tolearn about life and understand andappreciate the human condition. Written by Yeo Yam Hwee 29
  30. 30. What is the difference between Literature and Philosophy?Literature deals with life as played outby characters as they cope with theirlives in the human world.Philosophy deals with the ways we seelife as we accumulate our experienceand discover wisdom about life in thehuman world. Written by Yeo Yam Hwee 30
  31. 31. In Literature• we should avoid being judgemental.• we ask questions about the characters’ attitude and behaviour.• we examine their intentions, motives and actions and try to provide a reasonable, as well as a reasoned explanation on why the characters think and behave the way they do in a story. Written by Yeo Yam Hwee 31
  32. 32. Why is not being judgemental so important in Literature?If we are judgemental, we will be distracted from our main task of looking into beliefs, intentions and motivations of the characters in the play. In our writing about Emily, we should avoid writing things such as “Emily should have done this… or Emily should have done that” or “It would be better for her to do this or that”. Written by Yeo Yam Hwee 32
  33. 33. Dealing with our feelingsFeelings are so instinctive. We are nottaught to feel. They come without usconsciously willing them intoexistence. Often we cannot help theway we feel about things and people. InLiterature, we write about thecharacters and the events they areinvolved in. Written by Yeo Yam Hwee 33
  34. 34. Dealing with our feelingsWe learn to empathise – to express our empathy -understand why and how the characters act or reactin the ways they do in situations they findthemselves in. We do not judge them because weare all fellow humans after all. We take into accountwhat has happened to them and write about what wethink and feel about them. What we do is, wecritique. We show our thoughts and feelings afterwe have “informed ourselves” through our readingabout the characters in the book we read. Written by Yeo Yam Hwee 34
  35. 35. Dealing with our feelingsWe also learn to sympathise - to express oursympathy – we learn how we can show concern,feel sorry and express our happiness or sadness forany character in a story that we are talking or writingabout. We take into account what has happened tothem and write about what we think and feel aboutthem. Again what we do is, we critique. We showour thoughts and feelings after we have “informedourselves” through our reading about the charactersin the book we read. Written by Yeo Yam Hwee 35
  36. 36. Why do we need to sharpen the way we feel and think?This is because our feelings are verysubjective. They are based on opinionsand impressions rather than actual facts.Our feelings towards someone may beincorrect or misguided. We might havejudged someone based on one incidentand this might not be representative of hisor her character. Written by Yeo Yam Hwee 36
  37. 37. Why discipline is needed when we do Literature in class?This is because the student’s individualeffort, time and patience are needed whenreading a text seriously. We cannot“critique” or “criticise” Emily Gan based onjust what we hear about her or on any orsome of the incidents in her life. We take thewhole play into account and write about ourfeelings and thoughts about her in a fair and“informed” manner. This is what Literaturetries to help you achieve. Written by Yeo Yam Hwee 37
  38. 38. Why is READING / Literature important to you for life?If we read well, we are going to LIVE well.“Living well” means “leading a meaningfullives connected with ourselves and withother people”. The ability to read well willlead you to gain new ways of looking atyour own lives and the lives of otherpeople. Only when we are able to seeourselves clearly in the sea of humanitymay we be able to live a fruitful life. Written by Yeo Yam Hwee 38
  39. 39. Lesson 1-N• “Literature in English” as an EXTENSION of yourEnglish Lessons• Doing well in Literature will help you do even betterfor English•Participate fully in all activities•Attempt and complete class and homework•Study for your Continual Assessments andExaminations Written by Yeo Yam Hwee 39
  40. 40. Lesson 1-N What are the skills which we are going to learn together this year during Literature lessons? Written by Yeo Yam Hwee 40
  41. 41. Lesson 1-N READING SKILLS Written by Yeo Yam Hwee 41
  42. 42. Lesson 1-N ANNOTATING SKILLS Annotating Skills Illustrated Written by Yeo Yam Hwee 42
  43. 43. Lesson 1-N REMEMBERING SKILLS PLOT/TIME-LINE ACT 1 PLOT/TIME-LINE ACT 2 Written by Yeo Yam Hwee 43
  44. 44. Lesson 1-NINFO-GATHERING SKILLSTRUE OR FALSE QUIZ Written by Yeo Yam Hwee 44
  45. 45. Lesson 1-N THINKING SKILLS Written by Yeo Yam Hwee 45
  46. 46. Lesson 1-N FOCUSING SKILLS Written by Yeo Yam Hwee 46
  47. 47. Lesson 1-N ORGANISING SKILLS Written by Yeo Yam Hwee 47
  48. 48. Lesson 1-N INTEGRATING SKILLS Written by Yeo Yam Hwee 48
  49. 49. Lesson 1-N EVALUATING SKILLS Written by Yeo Yam Hwee 49
  50. 50. Lesson 1-N ANALYSING SKILLS Written by Yeo Yam Hwee 50
  51. 51. Lesson 1-N GENERATING SKILLSMARKING DESCRIPTORS Written by Yeo Yam Hwee 51
  52. 52. Lesson 1-N WRITING SKILLSHow to unpack questions and write your answers How to quote Written by Yeo Yam Hwee 52
  53. 53. Lesson 1-N FOCUSING SKILLS ORGANISING SKILLS THINKING SKILLS INTEGRATING SKILLSINFO-GATHERING SKILLS EVALUATING SKILLS ANALYSING SKILLS REMEMBERING SKILLS ANNOTATING SKILLS GENERATING SKILLS READING SKILLS WRITING SKILLS Written by Yeo Yam Hwee 53
  54. 54. Mid Year Examinations 2011 Examination FormatYou have to answer THREE questions intotal, namely:1. Passage-based questions on Emily (25 m)2. Short structured essays on Emily (25 m)3. Unseen prose (not a poem) passage-based questions (25 m) Written by Yeo Yam Hwee 54
  55. 55. Lesson 1-N What is there to read? TEXTBOOK - PLAY: EMILY OF EMERALD HILLMY WEB BLOG - nekosan-nekosan.blogspot.comHANDOUTS &LECTURE NOTES : EMILY OF EMERALD HILL Written by Yeo Yam Hwee 55
  56. 56. Lesson 1-N Important Illustrated Edition Background on For Classroom The Play Teaching and LearningTEXTBOOK -PLAY: Annotated Play PDF VersionEMILY OFEMERALD HILL Written by Yeo Yam Hwee 56
  57. 57. Lesson 1-NMY WEB BLOG –http://nekosan-nekosan.blogspot.com Written by Yeo Yam Hwee 57
  58. 58. Lesson 1-NMY WEB BLOG - Written by Yeo Yam Hwee 58
  59. 59. Lesson 1-NMY WEB BLOG - Written by Yeo Yam Hwee 59
  60. 60. Lesson 1-NMY FACEBOOK - Written by Yeo Yam Hwee 60
  61. 61. Lesson 1-N Written by Yeo Yam Hwee 61
  62. 62. Lesson 1-NCOVER PAGEPLASTIC FILECONTENTSPAGES Written by Yeo Yam Hwee 62
  63. 63. Lesson 1-N AREAS OF STUDYSETTING &ATMOSPHERE CHARACTERISATION VIEWPOINT PLOT & STRUCTURE STYLE Written by Yeo Yam Hwee 63
  64. 64. Lesson 1-N Who is speaking to us in the text? VIEWPOINT Written by Yeo Yam Hwee 64
  65. 65. Lesson 1-N Understanding Tone SETTING & ATMOSPHERE TONE & MOODPeranakan Culture Written by Yeo Yam Hwee 65
  66. 66. Lesson 1-N STYLE Written by Yeo Yam Hwee 66
  67. 67. Lesson 1-N PLOT & STRUCTURE Written by Yeo Yam Hwee 67
  68. 68. Lesson 1-N Qualities of Characters CHARACTERISATION Written by Yeo Yam Hwee 68
  69. 69. Lesson 1-NSTRUCTURE OF A PLAYSETTING ACTION PLAYTROUBLE RESOLUTION READING Written by Yeo Yam Hwee 69
  70. 70. Lesson 1-NWhat do we do during class time? LITERATURE LESSONS PLAY PLAY READING ACTING DRAMA LESSONS Written by Yeo Yam Hwee 70
  71. 71. Lesson 1-N Up Stage Up Stage Up Stage Right Centre LeftCentre Stage Centre Stage Centre Stage Right Centre Left Down Stage Down Stage Down Stage Right Centre LeftCURTAIN CURTAIN AUDIENCE Written by Yeo Yam Hwee 71
  72. 72. Lesson 1-N The actors on the stage must know where to position themselves. Beginning positions and movements from one spot to another spot are important to the development of the storyline of the play.Written by Yeo Yam Hwee 72 A Playscript Example
  73. 73. Lesson 1-N This is the old mansion "Oberon," at 117 Emerald Hill Road, which is remembered in the play. Written by Yeo Yam Hwee 73
  74. 74. Lesson 1-NEMILY Written by Yeo Yam Hwee 74
  75. 75. Lesson 1-N Written by Yeo Yam Hwee 75
  76. 76. Lesson 1-N Written by Yeo Yam Hwee 76
  77. 77. Lesson 1-N Written by Yeo Yam Hwee 77
  78. 78. Lesson 1-N CHARACTERISATION EMILY CHARACTERISATION RICHARD GAN CHARACTERISATION GAN JOO KHEONG Written by Yeo Yam Hwee 78
  79. 79. Lesson 1-N CHARACTERISATION GAN ENG SWEE Father-in-law CHARACTERISATION GAN BOON SWEE Emily’s FatherCHARACTERISATIONMother-in-lawCHARACTERISATIONMother Written by Yeo Yam Hwee 79
  80. 80. Literature in SingaporeOUR FOCUS IN 2011:Stella Kon gained international fame withher now-famous play Emily of EmeraldHill: a monologue. About an ageingPeranakan matriarch, it has beenproduced in Scotland, Malaysia andAustralia. The sole character has beenplayed by men as well as women. Written by Yeo Yam Hwee Literature in Singapore by Leong Liew Geok 80 Dictionary: Literature in Singapore
  81. 81. DRAMADrama refers to the written texts ofplays and the performance of thesetexts. It also refers to works in whichpeople pretend to be the characters in astory and act out events, situations andideas. It usually refers to a seriouswork where there is conflict betweenthe characters. Written by Yeo Yam Hwee 81
  82. 82. What is the purpose of drama? To To enable people to provoke identify with the issuesreflection or characters on stage so that, in turn, they may reflect on their own lives and attitudes towards certain issues. Written by Yeo Yam Hwee 82
  83. 83. What is the purpose of drama? To To provide a platform provoke for discussion ofdiscussion complicated, political or difficult issues which people or governments may often avoid. Examples of such topics are: AIDS, abortion, etc. Written by Yeo Yam Hwee 83
  84. 84. What is the purpose of drama? To To provide humourentertain and entertainment to the audience as a form of escapism from reality. Written by Yeo Yam Hwee 84
  85. 85. What is the purpose of drama? To To persuade people topersuade understand or adopt a certain stance in a complicated issue. Written by Yeo Yam Hwee 85
  86. 86. What is the purpose of drama? To To provide a differentencourage perspective on life so empathy that people may empathize with other cultures or communities. Written by Yeo Yam Hwee 86
  87. 87. THEATRETheatre refers to the workof actors, directors anddesigners which makesthe performance of dramapossible. Revitalising EOEH For Art’s Sake - EOEH Written by Yeo Yam Hwee 87
  88. 88. Theatre Form:JapaneseKabuki Written by Yeo Yam Hwee 88
  89. 89. Indonesian Traditional Theatre Written by Yeo Yam Hwee 89
  90. 90. Theatre Form : Chinese Wayang Written by Yeo Yam Hwee 90
  91. 91. Korean Traditional Theatre Written by Yeo Yam Hwee 91
  92. 92. Theatre Form: Peking Opera Written by Yeo Yam Hwee 92
  93. 93. Theatre Forms: Shakespearean Written by Yeo Yam Hwee 93
  94. 94. Theatre Form: Modern American Play Written by Yeo Yam Hwee 94
  95. 95. Theatre Form: School Plays SYF 2007 Pasir Ris Crest Secondary School Title: Pressure Point Written by Yeo Yam Hwee 95
  96. 96. PLAY- PLAY-ACTINGREADING What a typical playscript looks like Written by Yeo Yam Hwee 96
  97. 97. Set – Emily of Emerald Hill Malaysian ProductionWritten by Yeo Yam Hwee 97
  98. 98. Written by Yeo Yam Hwee 98
  99. 99. Set – Emily of Emerald Hill Singapore ProductionWritten by Yeo Yam Hwee 99
  100. 100. Written by Yeo Yam Hwee 100
  101. 101. Written by Yeo Yam Hwee 101
  102. 102. S.T.A.R. GRID to Understand Play-readingSETTING ACTIONEmily, the Gan Family – Emily deals with a lot ofLife experiences from people and situation so1930s to 1970s in that she can survive in aSingapore man’s world.TROUBLE RESOLUTIONConflicts Emily deals Emily deals with challengeswith from her humble of all sorts and as she becomes old, she faces the changesbeginnings to her rise wrought upon the Singaporeanas a powerful head of a society in the 70s and beyond. Written by Yeo Yam Hwee 102household.
  103. 103. The Use of S.T.A.R. GridSetting ActionTrouble Resolution Written by Yeo Yam Hwee 103
  104. 104. S.T.A.R. GridSETTINGHOW / WHEN / WHY / WHAT / WHERE / WHOMTYPE of storyTIMING of storyCHARACTERSATMOSPHEREVOICE / NARRATION / PERSPECTIVETONEMOODISSUE – THEME and SUBJECT MATTER Written by Yeo Yam Hwee 104
  105. 105. Setting of Singapore 1920s – 1950sPeople who lived in Singapore includedthe British, other Europeans, Chinese,Malays, Indians, Eurasians and a lot ofother people in small numbers in theirrespective ethnic groups andcommunities in different parts of theisland, systematically settled by thecolonial power of the day. Written by Yeo Yam Hwee 105
  106. 106. S.T.A.R. GridTROUBLEWHY DOES THE WRITER BOTHER TO TELL US THIS STORY?ISSUESCONFLICTSSTRUGGLESQUARRELSCONTRADICTIONSIRONIESWHAT THE STORY IS MEANT TO BE ANDWHAT IT IS TURNING OUT TO BE Written by Yeo Yam Hwee 106
  107. 107. S.T.A.R. GridACTIONWHAT ARE THE THINKING AND ACTIONS OF THECHARACTERS?HOW DO THE CHARACTERS INTERACT?HOW DO THE CHARACTERS RESOLVE THE ISSUESCONCERNING THEM?HOW DO THE CHARACTERS COMPLICATE THE ISSUESCONCERNING THEM? Written by Yeo Yam Hwee 107
  108. 108. S.T.A.R. GridRESOLUTIONEVERY STORY HAS AN ENDING.DOES OUR STORY HAVE AN ENDING?If yes, how does it do so?If no, why not?Is this a satisfactory conclusion to the readers?Is this a satisfactory conclusion to the main characters?Has the major issues (trouble-spots) been resolved?Does the conclusion put an end to all the questions in the story?Does the conclusion open up more questions than before? Written by Yeo Yam Hwee 108
  109. 109. The 4-LEVEL Appreciation GuideLEVEL 1 COMPREHENSIONLEVEL 2 INTERPRETATIONLEVEL 3 ANALYSISLEVEL 4 INSIGHT AND RESPONSE Written by Yeo Yam Hwee 109
  110. 110. The 4-LEVEL Appreciation GuideLEVEL 1 COMPREHENSIONABILITY TO REPORT AND PARAPHRASE THE TEXTCOMPLETE AND TOTAL MASTERY OF THE TEXTABILITY TO RETELL THE STORY IN ANYWAYABILITY TO SWITCH PERSPECTIVES IN RETELLING AND REFLECTIONABILITY TO USE SELECTED AREAS OF TEXT TO ONE’S ADVANTAGEWHEN QUOTING FOR EVIDENCE / REFERENCE Written by Yeo Yam Hwee 110
  111. 111. The 4-LEVEL Appreciation GuideLEVEL 2 INTERPRETATIONABILITY TO READ BETWEEN THE LINESABILITY TO INFER THE THINKING / MOTIVATION / BEHAVIOUROFRESPECTIVE CHARACTERSABILITY TO PUT TOGETHER THE ELEMENTS OF THE LITERARYWORK AND APPRECIATE THE SUPEROBJECTIVE OF THEWORK IN TERMS OF SETTING / TROUBLE / ACTION /RESOLUTIONAPPRECIATE THE CRAFTING SKILLS OF THE WRITER Written by Yeo Yam Hwee 111
  112. 112. The 4-LEVEL Appreciation Guide LEVEL 3 ANALYSIS WELL-REASONED REASONABLE AND SENSIBLE AND AND ACCURATE COHERENT WELL-RESEARCHED COMPREHENSION INTERPRETATION ANALYSISREAD THE TEXT CAREFULLY AND DISCOVER FOR YOURSELF WHATTHE CHARACTERS ARE DOING TO MAKE SENSE OF THE WORLD AROUNDTHEM AND AS A READER, PROVIDE YOUR TEXTUAL EVIDENCE AND USEYOUR PERSONAL EXPERIENCE TO EXPLAIN AND JUSTIFY WHAT YOU THINKOF THEIR THINKING, MOTIVATIONS AND ACTIONS. Written by Yeo Yam Hwee 112
  113. 113. The 4-LEVEL Appreciation GuideLEVEL 4 INSIGHT AND RESPONSESENSITIVE AND INTELLIGENT GRASP OF THE STORYFRESHNESS IN YOUR ANSWERCOHERENT FOCUSEFFECTIVE DEVELOPMENT OF IDEAS SCLEARLY EXPRESSED LANGUAGECLARITY OF THOUGHT AND EXPRESSION Written by Yeo Yam Hwee 113
  114. 114. TWO MAIN CATEGORIES OF QUESTIONSCONTENT WRITING TO SHOW YOUR MASTERY OF THE CONTENT OF THE NOVEL. WRITING TO SHOW YOUWRITER’S UNDERSTAND AND APPRECIATE HOW THE WRITER (MARK HADDON) HAS CREATED THE STORY ANDCRAFT HOW HIS WRITING AND WRITING SKILLS HAVE AFFECTED YOU. Written by Yeo Yam Hwee 114
  115. 115. The Two MAIN categories of questions and what they entail Your complete and accurate knowledge of the story and its characters through S.T.A.R. makes up the CONTENT. CONTENT Setting ActionChristopher is a uniquecharacter. How do youfeel about him? Howdoes the writer make you Trouble Resolutionfeel the way you do? How Haddon crafts the PLOT. How he makes Christopher the NARRATOR. WRITER’S How he develops Christopher’s encounters with other people. How he reveals Christopher’s THINKING. How he writes about Christopher’s BEHAVIOUR CRAFT: How How he unfolds Christopher’s DIFFICULTY IN COPING WITH OUR WORLD. How he makes us see the difficulties faced by Christopher’s primary care-givers, skilful is the writer? And Ed Boone and Judy Boone? How he shows us how Christopher is similar to us How does his writing How he shows us how Christopher is different from us affect you and make you How he develops Christopher’s motivation to make a life-defining escapade from feel? Written by Yeo Yam Hwee Swindon to London How he makes us love and loathe Christopher at the same time. 115
  116. 116. Written by Yeo Yam Hwee 116
  117. 117. What is a Peranakan? Wikipedia – Peranakan and Baba-Nyonya (; Hokkien: Bā-bā Niû-liá) are terms used for the descendants of late 15th and 16th century Chinese immigrants to the Nusantara region during the Colonial era. It applies especially to the ethnic Chinese populations of the British Straits Settlements of Malaya and the Dutch- controlled island of Java and other locations, who have adopted partially or in full Nusantara customs to be somewhat assimilated into the local communities. http://en.wikipedia.org/wiki/Peranakan• Wikipedia – Peranakan or Nonya cuisine combines Chinese, Malay and other influences into a unique blend. http://en.wikipedia.org/wiki/Peranakan_cuisine News about Peranakans Written by Yeo Yam Hwee 117
  118. 118. Written by Yeo Yam Hwee 118
  119. 119. The Peranakans can be found chiefly in these regions.Written by Yeo Yam Hwee 119
  120. 120. Written by Yeo Yam Hwee 120
  121. 121. FAMILY PHOTOGRAPH OF THEGANs AT EMERALD HILL MANSIONWritten by Yeo Yam Hwee 121
  122. 122. Peranakan ladies in traditional dress on formal occasionsWritten by Yeo Yam Hwee 122
  123. 123. Nonya kebayas and Peranakan baskets, jade bangles, beautifully embroidered sandals.SETTING: A SINGAPORE PERANAKAN ONE-WOMAN PLAY Written by Yeo Yam Hwee 123
  124. 124. The KebayaWritten by Yeo Yam Hwee 124
  125. 125. Grecian columns Written by Yeo Yam Hwee 125
  126. 126. Written by Yeo Yam Hwee 126
  127. 127. The Kamcheng – one of the most symbolic Peranakan household porcelain wares.Written by Yeo Yam Hwee 127
  128. 128. Written by Yeo Yam Hwee 128
  129. 129. Peranakan crockery including the KAMCHENGon a TOK PANJANG. Written by Yeo Yam Hwee 129
  130. 130. Written by Yeo Yam Hwee 130
  131. 131. ROSEWOOD CHAIRS Written by Yeo Yam Hwee 131
  132. 132. Emily of Emerald Hill Term 1 Week 6. 2008Act One Page 7. Emerald Hill Mansion Balustrades Chandeliers Written by Yeo Yam Hwee 132
  133. 133. Hinged wooden Louvres BidetMosquito nets Written by Yeo Yam Hwee 133
  134. 134. Peranakan characteristics Written by Yeo Yam Hwee 134
  135. 135. Peranakan women Written by Yeo Yam Hwee 135
  136. 136. Peranakan Food Written by Yeo Yam Hwee 136
  137. 137. Buah Keluak – indonesian black nut Written by Yeo Yam Hwee 137
  138. 138. BelachanWritten by Yeo Yam Hwee 138
  139. 139. Buah Keras – Candle Nuts Written by Yeo Yam Hwee 139
  140. 140. Daun kunyit – turmeric leaves Written by Yeo Yam Hwee 140
  141. 141. Kueh Chang – Chinese Rice Dumplings Written by Yeo Yam Hwee 141
  142. 142. Popiah – Spring Rolls Written by Yeo Yam Hwee 142
  143. 143. OtakWritten by Yeo Yam Hwee 143
  144. 144. SambalWritten by Yeo Yam Hwee 144
  145. 145. TingkatWritten by Yeo Yam Hwee 145
  146. 146. Taugeh – Bean Sprouts Written by Yeo Yam Hwee 146
  147. 147. Rempah – mixture of spices Written by Yeo Yam Hwee 147
  148. 148. Blangah – round-belliedearthenware cooking pot Written by Yeo Yam Hwee 148
  149. 149. KamchengWritten by Yeo Yam Hwee 149
  150. 150. KamchengWritten by Yeo Yam Hwee 150
  151. 151. Written by Yeo Yam Hwee 151
  152. 152. Written by Yeo Yam Hwee 152
  153. 153. Written by Yeo Yam Hwee 153
  154. 154. Written by Yeo Yam Hwee 154
  155. 155. Written by Yeo Yam Hwee 155
  156. 156. Written by Yeo Yam Hwee 156
  157. 157. Written by Yeo Yam Hwee 157
  158. 158. Written by Yeo Yam Hwee 158
  159. 159. Written by Yeo Yam Hwee 159
  160. 160. Written by Yeo Yam Hwee 160
  161. 161. Written by Yeo Yam Hwee 161
  162. 162. Written by Yeo Yam Hwee 162
  163. 163. Written by Yeo Yam Hwee 163
  164. 164. The kamcheng in a prominent position on the serving table or counterWritten by Yeo Yam Hwee 164
  165. 165. Singapore in the 50s – 60s Written by Yeo Yam Hwee 165
  166. 166. Peranakan ArchitectureWritten by Yeo Yam Hwee 166
  167. 167. Emerald Hill Singapore Written by Yeo Yam Hwee 167
  168. 168. Emerald Hill MansionThis is the old mansion "Oberon," at 117 Emerald Hill Road, which is remembered in the play. Written by Yeo Yam Hwee 168
  169. 169. Emily: as played by one actress Written by Yeo Yam Hwee 169
  170. 170. Emily: as played by another Written by Yeo Yam Hwee 170
  171. 171. CONFLICT IN DRAMADrama must involve conflict. Thisconflict is often a result of a problem oran issue which a character faces andcannot resolve easily. Furthermore, thedegree of conflict in a text is neverstatic. It always changes. Written by Yeo Yam Hwee 171
  172. 172. Types of Conflict in Drama[1] conflict between one person and another[2] conflict between a person and his or her family / community[3] conflict between a person and his or her society / country[4] conflict between a person and the natural environment[5] conflict between a person and an animal[6] conflict between a person and God[7] conflict within i.e. The person is at odds with himself or herself Written by Yeo Yam Hwee 172
  173. 173. Narration and Plot – The STORY Emily of Emerald HillWritten by Yeo Yam Hwee 173
  174. 174. DON’T BE CONFUSED THE PLAYWRIGHT or THE MAIN CHARACTER she THE WRITER OF THE invented in her play is EMILY GAN. She is also the Narrator. PLAY is STELLA KON. When we discuss about the story the plot, the characters in the play we are dealing with EMILY and her interactions and relationships with the Writer’s Craft other characters. We are dealing with the CONTENT of the play. When we discuss how well the play is written or why it is written in Content a certain style or how does the play make you think or feel, we are referring to Stella’s skills as a playwright.She is a real person. She lives. Emily is fictional. She lives in the play each time we read it in class or on our own. Written by Yeo Yam Hwee 174
  175. 175. Regarding Stella KonBorn in 1944Edinburgh-born Kon won first prize in the National PlaywrightingCompetition three times, for The Bridge (1977), about drama therapy indrug rehabilitation; Trial (1982), where Socrates is tried for sedition inSingapore; and Emily of Emerald Hill (1984), a monodrama on a waif whobecomes a Peranakan matriarch. It was invited to the 1985 CommonwealthArts Festival in Edinburg, and to the 1986 Edinburgh Festival Fringe.Besides plays and short fiction, Kon has published two novels, The Scholarand the Dragon (1986), set during the early twentieth century, and Eston(1995), a fantasy narrative which took the Merit Award in the 1994Singapore Literature Prize. Kon also writes lyrics for musicals. She is 2006-2007 President of the Musical Theatre Society, and currently Chairpersonof Musical Theatre Pte Ltd. Written by Yeo Yam Hwee 175
  176. 176. NARRATIONNarration refers to the act ofrecounting or telling a story. Thetopic of narration is related to whois telling the story and whoseperspective (point of view) on thestory we are given. Written by Yeo Yam Hwee 176
  177. 177. NARRATIONThe narrator is the person who narratesor tells the story. Emily Gan is thenarrator of the play, Emily of EmeraldHill.The eponymous character in a play isthe character whose name is in itstitle: Emily is the play’s eponymousheroine. Written by Yeo Yam Hwee 177
  178. 178. Identification of Narration When trying to pinpoint NARRATION in texts, we may ask the following questions:[1] Who is telling the story?  Point of View[2] How many perspectives are we given?  Perspectives[3] What is the style of narration  Style Written by Yeo Yam Hwee 178
  179. 179. POINT OF VIEW A story can be told from the point of view of a single character who plays a part in the story. In this kind of story the reader can only be told what that character sees or hears or feels. Commonly, the pronoun “I” is used to tell this type of story in which case we call it a “first person narrative”. Emily of EmeraldEmily’s voice is the one and Hill is narrated in the firstonly voice you will hear fromthe beginning to the end. Can person narrative.you trust everything she tells Written by Yeo Yam Hwee 179you?
  180. 180. Who is speaking to us when we read a text?1. The writer is a real-life person.2. The writer invents a narrator / a speaker / a persona / a voice to tell his story so that the readers out there can read about it.3. In Literature, we learn to APPRECIATE and CRITIQUE what we read.4. To APPRECIATE and CRITIQUE is to form well- informed opinions on what we read. Written by Yeo Yam Hwee 180
  181. 181. INTERCHANGEABLE TERMSNARRATORSPEAKERPERSONAVOICE Written by Yeo Yam Hwee 181
  182. 182. How many ways can the writer tells his story?1. Nobody can say. Unlimited ways.2. But so far, we can say that it is common to see stories written using a. The FIRST person – “I” b. The THIRD person – “He”, “She”, “It”, “They”, “The man” etc. c. Rarely, the SECOND person – “You” Written by Yeo Yam Hwee 182
  183. 183. Why should we be interested toknow how the writer tells his story?[1] When the writer uses “I” as the speaker, the speaker will be telling the story to us from his / her point of view. Written by Yeo Yam Hwee 183
  184. 184. Why should we be interested toknow how the writer tells his story?[2] When the writer uses “They” as the speaker, the speaker will be telling the story to us from THEIR point of view. Written by Yeo Yam Hwee 184
  185. 185. Why should we be interested toknow how the writer tells his story?[3] When the writer uses “The old woman” as the speaker, the speaker will be telling the story to us from “that old woman’s” point of view. Written by Yeo Yam Hwee 185
  186. 186. So, what is POINT OF VIEW?A point of view helps thereaders to place a focus onhow to read, understand andinterpret how and why eventshappen to a any character inthe text. Written by Yeo Yam Hwee 186
  187. 187. Why is Point of View important to us readers?Correct understanding of the writer’suse of POINT OF VIEW, will help us tounderstand who the speaker is, how hetells his story, why he tells his story ina certain way or tone or mental state ofmind. Written by Yeo Yam Hwee 187
  188. 188. So, every time when we read a text, what must we first do?FIND OUT CORRECTLY, WHETHER THE WRITER IS TELLING THE STORY USING A[1] FIRST PERSON NARRATOR[2] THIRD PERSON NARRATOR[3] SECOND PERSON NARRATOR. Written by Yeo Yam Hwee 188
  189. 189. THE WRITER’S CHOICEWHY DOES HE USE THE FIRST PERSON NARRATOR/SPEAKER?1. To bring the readers close to the speaker. “I” in the text is a powerful reference to “I” in the reader. In prolonged reading, the “I” in the reader and the “I” in the text may become one and the same. When this happens, the reader is very likely to be SYMPATHETIC (to feel for the speaker) towards the speaker for what he has done or what other characters may have done to him. Written by Yeo Yam Hwee 189
  190. 190. THE WRITER’S CHOICEWHY DOES HE USE THE FIRST PERSON NARRATOR/SPEAKER?2. The story becomes more personal. Because we are sympathetic, we tend to believe in what the speaker “I” is telling us. We become more engaged emotionally. We tend to side with “I”. Written by Yeo Yam Hwee 190
  191. 191. What we readers have to be careful about the speaker “I”?1. “I” – the first person point of view is a narrow one. The speaker here is mainly concerned with his own actions, thinking and feelings. He may or may not be considerate with other characters. He may or may not be reliable in telling us why he does something, how he feels or thinks in the story. We have to rely on him, but we need to stop and think from time to time, whether we should believe everything he says or not. This has nothing to do with the speaker’s intention because not every speaker is out to lie to us. But we have to decide whether to buy into his story or not. Written by Yeo Yam Hwee 191
  192. 192. What we readers have to be careful about the speaker “I”?2. The speaker “I” ’s understanding and interpretation of the events which happen to him may be limited by his own experience as a human person. In this sense, he may sometimes be carried away by his own emotions. It is perfectly all right for us to question his emotions – has he over- reacted? Has he done something wrong? Has he misunderstood other characters’ intentions? Written by Yeo Yam Hwee 192
  193. 193. What we readers have to be careful about the speaker “I”?3. The speaker “I”, either purposely or unintentionally, cuts the readers off, from looking at why and how other characters act, think or feel in a certain way in the text. We are limited to only what the speaker “I” is able to tell us, willing to tell us, or able to tell us. So, we can only see other characters through the speaker alone. Written by Yeo Yam Hwee 193
  194. 194. What we readers have to be careful about the speaker “I”?3. Our impressions which are formed based on the speaker “I” ‘s information alone, are therefore LIMITED – subjective views. We will have to make the best of it by justifying in our response that “According to the speaker, I can say that….” Written by Yeo Yam Hwee 194
  195. 195. Two types of viewsSUBJECTIVE VIEW - Narrowly based, seeing things and forming opinions from a personal or restricted point of view. Emotions play a HUGE role in shaping such a view.OBJECTIVE VIEW - Widely based, seeing things and forming opinions from many angles or points of views. Reasoning is involved. Emotions are not necessarily excluded but we are more careful in dealing with personal feelings here. Written by Yeo Yam Hwee 195
  196. 196. Which is better?THERE IS NO SUCH A THING. It is important to formyour own personal opinion and not be tied down by itand at the same time, seek other readers’ comments onthe same text which you all have been reading. Also,you have to learn to read with an open mind. Do notjudge the characters in the text. Understand why andhow these characters are motivated to do the things theydo in the text. Then use your feelings and the thingsactually mentioned in the text to help you form a matureresponse. BOTH SUBJECTIVE and OBJECTIVEviews are equally important. Written by Yeo Yam Hwee 196
  197. 197. QUESTIONS? Written by Yeo Yam Hwee 197
  198. 198. We do our POST-MORTEM of the MIDYEAR EXAMINATION SECTION CTHE TEXT IS TAKEN THE WRITER ISFROMStradbroke Dreamtime by Oodgeroo of the tribe Noonuccal. Written by Yeo Yam Hwee 198
  199. 199. I was left-handed. This was something that just did notseem to matter one way or the other…until I went toschool. Then I soon realized that the teachers andschools in those days considered it wrong for a child towrite or sew with the left hand. There were manypainful scenes when I refused to pick up a pencil withmy right hand; many times the principal’s ruler camedown in full force on the knuckles of my left hand. Ihad to give in and write as best as I could with my righthand. But for a long time I managed to hide from thesewing teacher the fact that I used my left hand forneedlework Written by Yeo Yam Hwee 199
  200. 200. I was left-handed. This was something that just didnot seem to matter one way or the other…until I wentto school. Then I soon realized that the teachers andschools in those days considered it wrong for a child towrite or sew with the left hand. There were manypainful scenes when I refused to pick up a pencilwith my right hand; many times the principal’s rulercame down in full force on the knuckles of my lefthand. I had to give in and write as best as I couldwith my right hand. But for a long time I managed tohide from the sewing teacher the fact that I used myleft hand for needlework. Written by Yeo Yam Hwee 200
  201. 201. I was left-handed. This was something that just didnot seem to matter one way or the other…until Iwent to school. Then I soon realized that theteachers and schools in those days considered itwrong for a child to write or sew with the left hand.There were many painful scenes when I refused topick up a pencil with my right hand; many times theprincipal’s ruler came down in full force on theknuckles of my left hand. I had to give in and writeas best as I could with my right hand. But for a longtime I managed to hide from the sewing teacher thefact that I used my left hand for needlework. Written by Yeo Yam Hwee 201
  202. 202. I was left-handed. This was something that just did not seemto matter one way or the other…until I went to school. Then Isoon realized that the teachers and schools in those daysconsidered it wrong for a child to write or sew with the left hand.EXPLANATION – Here the conflict arises becauseof the very limited experience of the speaker. Shewas left-handed. Everything about it was fineUNTIL she started attending school. Based on herunderstanding, she tells us that her teachers at herschool then thought that it was “wrong for a childto write or sew with the left hand”. Written by Yeo Yam Hwee 202
  203. 203. I was left-handed. This was something that just did not seemto matter one way or the other…until I went to school. Then Isoon realized that the teachers and schools in those daysconsidered it wrong for a child to write or sew with the left hand.OUR RESPONSE – We feel sorry for the speakerbecause “left-handness” is a natural development.We become attentive, wary and cautiousabout “the teachers and schools in thosedays” which “considered left-handednesswrong for a child to write or sew with theleft hand”. We expect to see tough times aheadfor the speaker. We hope she would be strong. Written by Yeo Yam Hwee 203
  204. 204. From The First Person Point of View• There were many “I” suffer painful scenes when pain. “I” I refused to pick up a suffer the pencil with my right injustice mete hand; many times the principal’s ruler out by the came down in full school, when force on the she refuses to knuckles of my left use her right hand. hand. Written by Yeo Yam Hwee 204
  205. 205. From The First Person Point of View• There were many Do we feel sorry painful scenes when for her? I refused to pick up a pencil with my right Yes. According to hand; many times the speaker, there the principal’s ruler are “many painful came down in full scenes. She has force on the suffered from knuckles of my left unjust treatment hand. “many times”. Written by Yeo Yam Hwee 205
  206. 206. From The First Person Point of View• There were many Do we feel sorry painful scenes when for her? I refused to pick up a pencil with my right Not really. According hand; many times to the speaker, there the principal’s ruler are “many painful came down in full scenes, but this is force on the because she refuses knuckles of my left to co-operate by hand. learning to use her right hand. Written by Yeo Yam Hwee 206
  207. 207. How do you provide a simple but mature response?I feel sorry for her because she has clearly sufferedwhen she recalls “many painful scenes” at school.She particularly remembers her principal using hisruler to hit her left hand knuckles in full force.However, I would like to add that if she had been lessstubborn and had obeyed by at least trying to useher right hand, she may not have suffered that manypunishments by her principal. She does not feel thatthe teachers and the principal may be trying to helpher. The principal may not also have realised thathitting the little girl’s knuckles is not a kind thing todo and may cause her to resist even more. Written by Yeo Yam Hwee 207
  208. 208. The basic structures of a “BALANCED RESPONSE”.I feel that she is right ….., but……I feel sorry for her… On the other hand….While I feel sorry………….., I also haveto consider that… Written by Yeo Yam Hwee 208
  209. 209. When we write, we have to take care of:1. CONTENTS – what is it we are going to say?2. LANGUAGE STRUCTURES- How are we going to say? Written by Yeo Yam Hwee 209
  210. 210. CONTENTSI feel sorry for her because she has clearly sufferedwhen she recalls “many painful scenes” at school.She particularly remembers her principal using hisruler to hit her left hand knuckles in full force.However, I would like to add that if she had been lessstubborn and had obeyed by at least trying to useher right hand, she may not have suffered that manypunishments by her principal. She does not feel thatthe teachers and the principal may be trying to helpher. The principal may not also have realised thathitting the little girl’s knuckles is not a kind thing todo and may cause her to resist even more. Written by Yeo Yam Hwee 210
  211. 211. LANGUAGE STRUCTURESI feel sorry for her because she has clearlysuffered when she recalls “many painful scenes” atschool. She particularly remembers her principalusing his ruler to hit her left hand knuckles in fullforce. However, I would like to add that ifshe had been less stubborn and had obeyed by atleast trying to use her right hand, she may not havesuffered that many punishments by her principal.She does not feel that the teachers and the principalmay be trying to help her. The principal may notalso have realised that hitting the little girl’sknuckles is not a kind thing to do and may cause herto resist even more. Written by Yeo Yam Hwee 211
  212. 212. QUESTIONS? Written by Yeo Yam Hwee 212
  213. 213. Examination Question 1:What impressions do you formof the speaker based onwhat you learn about hercharacter in this extract? Written by Yeo Yam Hwee 213
  214. 214. Evidence Evidence taken from Evidence taken from Paragraph taken from Paragraph Eight Paragraph Nine Evidence Seven taken from Paragraph One My impressions EvidenceEvidence of the speaker’s taken fromtaken from character ParagraphParagraph SixTwo Evidence Evidence Evidence taken from taken from taken from Paragraph Paragraph Paragraph Three Four Five Written by Yeo Yam Hwee 214
  215. 215. Paragraph 1I was left-handed. This was something that just didnot seem to matter one way or the other…until I wentto school. Then I soon realized that the teachers andschools in those days considered it wrong for a childto write or sew with the left hand. There were manypainful scenes when I refused to pick up a pencil withmy right hand; many times the principal’s ruler camedown in full force on the knuckles of my left hand. Ihad to give in and write as best as I could with my righthand. But for a long time I managed to hide from thesewing teacher the fact that I used my left hand forneedlework. Written by Yeo Yam Hwee 215
  216. 216. Paragraph 2When the sewing teacher picked up my piece ofneedlework to start off the sewing, she wouldbegin with the needle and thread held in herright hand, sewing from right to left. Then shewould hand the sample to me to continue thework, believing that I would sew in the sameway. It did not take me long to discover that bysimply turning the work around, I could sew fromleft to right with my left hand. Written by Yeo Yam Hwee 216
  217. 217. Paragraph 3I was always very careful to make sure noone saw what I was doing. I used to keepmy head down and hold the piece of workbelow the desk while I sewed. I was goodat needlework, and the teacher knew Icould always be relied upon to turn in agood sample. She used to praise mywork. Written by Yeo Yam Hwee 217
  218. 218. Paragraph 4All went well until one morning when I sat as usual in theneedlework class with my head bent over my sample. Ilonged to be outside in the hot sunshine. I heard theApril flies buzzing against the window-panes, trappedlike me inside the classroom. They would fly in on thewind, and were never able to get out again. My mindrecalled the time when I once went to the window andtried to open it to free the files, but the teacher orderedme back to my seat and demanded to know why I hadgot up without permission. I could not explain. None ofthe teachers would have understood. I just stared backat her, and she told me I was sullen and stubborn. Written by Yeo Yam Hwee 218
  219. 219. Paragraph 5As my hands guided the needle from left to right,I dreamed about the world outside. I could hearthe screeching of the blue mountain parrotscalling and calling, trying to entice me outthere…I thought of my little dinghy and myfishing-line, and the places where I could dig thefat sand worms that the large whiting could notresist as they came swimming on the incomingtide. I thought, another twenty minutes and Ishould be free to run the mile home. By then,the tide will be just right for catching the bigwhiting. Written by Yeo Yam Hwee 219
  220. 220. Paragraph 6I did not notice that the sewing teacherhad left her table and was standing by me.Suddenly, two huge hands were placedfirmly on my desk. My mind waswrenched from dreams of fishing. I fixedmy startled gaze on the small watch onthe teacher’s wrist. Written by Yeo Yam Hwee 220
  221. 221. Paragraph 7“Look at me,” the teacher demanded. I raised my eyes, then quickly dropped my gaze. “You know you are forbidden to sew with your left hand!” the teacher thundered. “How long have you been cheating me like this? You are a very stubborn, naughty girl!” Written by Yeo Yam Hwee 221
  222. 222. Paragraph 8I could feel the eyes of all the otherchildren turned full upon me. The teacherwent on scolding me; she made me feelashamed, then embarrassed – and at lastvery angry. I set my jaw, dropped myneedlework sample on the floor, andbrought my balled fists onto the desk. Written by Yeo Yam Hwee 222
  223. 223. Paragraph 9“Don’t you dare clench your fists like that,”the teacher said. But I no longer caredwhat she said. I looked at my left hand,tightly clenched. It was always getting meinto trouble. Suddenly I raised my left fistand smashed it down on the shiny face ofthe teacher’s watch. I felt the wetness ofblood. There was blood on the teacher’shand. “Is it my blood?” I wondered. Written by Yeo Yam Hwee 223
  224. 224. Why do you think Emily of Emerald Hill is being narrated in the FIRST PERSON NARRATIVE?Emily of Emerald Hill is a very personal account of a woman’s life toldfrom her very humble beginnings to her rise to the top as the mostpowerful woman in a peranakan household. Who is the best personto tell us that story? Written by Yeo Yam Hwee 224
  225. 225. PERSPECTIVESWe can determine howBROAD or NARROW a viewof the action is offered to usand whether or not the tellerof the story is well-informedor ill-informed, truthful oruntruthful and so on. Written by Yeo Yam Hwee 225
  226. 226. With respect to a first person narrativeRELIABILITY –Is the narrator, Emily Gan, reliable? She may be full of energy and totally in control of her her household and so on, but she has only so much to share with us in terms of her experiences with other characters in the play. She, for example, cannot lay claim on how much she actually understands her husband, Joo Kheong or her son, Richard. What we are relying on is rather, her interpretation of her understanding. Written by Yeo Yam Hwee 226
  227. 227. With respect to a first person narrativeCREDIBILITY –Can the narrator, Emily Gan, be trusted? She claims that she is what she is, and has done what she has done because she is living in a man’s world and so in order to survive, she has to muster all her womanly wits and charms to take advantage of situations to beat off the competition. So can trust her entirely in the ways she has presented Susie, Diana Lee and the other people whom she dislikes or sees as potential competitors? Written by Yeo Yam Hwee 227
  228. 228. Emily’s reliability as a NARRATOR In order to evaluate her reliability as a narrator, let us analyse some events within the text:1.The opening of the play2.When Emily goes to England to look for Richard3.The Diana affair4.After Kheong’s death Written by Yeo Yam Hwee 228
  229. 229. STYLEEmily is a highly energetic characterand she swings from one mood toanother because she is after all tellingus about her life experiences from thebeginning to the end of the play. As weread the play, we need to ask ourselveswhat the tone (attitude) of the narratoris at any particular one moment andwhat this implies about the style ofnarration. Written by Yeo Yam Hwee 229
  230. 230. STYLETONE / What this DESCRIPTIONATTITUDE implies about the styleIf Emily is She is likely to The writing may involve criticism ofangry use a critical people and society or tone of voice issues. The tone is often formal, serious and biting in nature. Written by Yeo Yam Hwee 230
  231. 231. STYLETONE / What this DESCRIPTIONATTITUDE implies about the styleIf Emily is She is likely to The writing style is ironic in that the writersarcastic use a ironic may include an ironic tone of voice twist in the story to indirectly raise a problem or awareness about an issue or event. Written by Yeo Yam Hwee 231
  232. 232. STYLETONE / What this DESCRIPTIONATTITUDE implies about the style The writing style mayIf Emily is She is likely to involve word play. Punshumorous use a light- and other comic devices to entertain the reader. hearted and Sometimes the style entertaining may involve irony in order to poke fun at tone of voice people or situations. Written by Yeo Yam Hwee 232
  233. 233. STYLETONE / What this DESCRIPTIONATTITUDE implies about the style The writing style is oftenIf Emily is She is likely to serious and the tone isreflective use a reflective in contemplating deeper philosophical issues about human tone of voice nature and the world we live in. Written by Yeo Yam Hwee 233
  234. 234. STYLETONE / What this DESCRIPTIONATTITUDE implies about the style The writing style isIf Emily is She is likely to casual and may involvecasual / use a casual use of slang,informal tone of voice colloquialisms and even stream of consciousness, which describes directly the thoughts that occur in a character’s mind. Written by Yeo Yam Hwee 234
  235. 235. STYLETONE / What this DESCRIPTIONATTITUDE implies about the style The writing style isIf Emily is She is likely to formal and serious informal use a tone. The tone is often objective and the issue conventional / discussed often involves formal tone of a weighty issue that concerns many people. voice Written by Yeo Yam Hwee 235
  236. 236. PLOT I woke up at 7a.m., brushed my teeth, got dressed and rushed out of the house to catch A story is an the bus. By the time I account of a reached the bus stop at 8 a.m., there was series of already a crowd of peopleevents that has gathering around. happened, When I drew nearer, Igiven in a step- saw a lifeless body on by-step order. the ground. Written by Yeo Yam Hwee 236
  237. 237. PLOT The first thing I sawA plot is an account of a when I reached the bus stop was theseries of events in which crowd of peoplethe events have been gathering around. I was still panting,REARRANGED to having woken up at 7make the text more a.m. and rushed outexciting, dramatic and of the house. When I drew nearer, I saw aemotional. lifeless body on the ground. Written by Yeo Yam Hwee 237
  238. 238. A story is A plot is anan account account of aof a series series of events inof events which the events have beenthat has REARRANGED tohappened, make the textgiven in a more exciting,step-by- dramatic andstep order. emotional. Written by Yeo Yam Hwee 238
  239. 239. What is the purpose of PLOT?There are many ways(plots) in which awriter or a storytellercan use to tell astory. What are thepossible purposes? Written by Yeo Yam Hwee 239
  240. 240. [1] to make the story more interestingReaders like to be kept in suspense.They may not like to be told everythingfrom the beginning.Therefore, withholding someinformation from the readers may keepthem guessing and therefore keep theminvolved in the story. Written by Yeo Yam Hwee 240
  241. 241. [2] to make the story more dramatic Sometimes the most exciting event is placed at the beginning so that the reader is immediately captivated by the story. On the other hand, writers sometimes keep the most exciting incidents until last so that the story ends dramatically and leaves an impression in the minds of the readers. Written by Yeo Yam Hwee 241
  242. 242. [3] to bring out the message or issue more stronglyWriters may rearrange eventsor include subplot elements sothat at the end of the novel, themajor and minor strandssupport each other andemphasize the message of thetext more strongly. Written by Yeo Yam Hwee 242
  243. 243. [4] to create a strong emotional responseWriters may also reorganize theevents that occurred to buildup a sense of anticipation ordevelop a more compelling andintense mood at the end. Theeffect of this would be to createa deeper emotional responsewithin the reader. Written by Yeo Yam Hwee 243
  244. 244. The PLOT of Emily of Emerald HillThe PLOT (way of storytelling) involves onemain storyline. However, during the courseof Emily’s storytelling, the playwright, StellaKon, uses a FLASHBACK technique, which isa technique used to narrate an incidentwhich happened before the time of the story.Stella Kon also uses FLASHFORWARD,which is used when Emily provides us with aglimpse of a future event. Written by Yeo Yam Hwee 244
  245. 245. The flashback-flashforward plot structure of “Emily of Emerald Hill” THE PLAY OPENS IN 1950 1970s1920s FLASHFORWARD MAIN FLASHBACK PLOT Written by Yeo Yam Hwee 245
  246. 246. EMILY OF EMERALD HILLSTELLA KONA PLAY IN TWO ACTS Written by Yeo Yam Hwee 246
  247. 247. Bird’s Eye View of Singapore City Hall Area in the 1950s Written by Yeo Yam Hwee 247
  248. 248. Written by Yeo Yam Hwee 248
  249. 249. Nonya kebayas and Peranakan baskets, jade bangles, beautifully embroidered sandals. Written by Yeo Yam Hwee 249
  250. 250. Written by Yeo Yam Hwee 250
  251. 251. Grecian columns Written by Yeo Yam Hwee 251
  252. 252. ROSEWOOD CHAIRS Written by Yeo Yam Hwee 252
  253. 253. Balustrade Written by Yeo Yam Hwee 253
  254. 254. Emily of Emerald Hill Term 1 Week 6. 2008Act One Page 7. Emerald Hill Mansion Balustrades Chandeliers Written by Yeo Yam Hwee 254
  255. 255. Hinged wooden Louvres BidetMosquito nets Written by Yeo Yam Hwee 255
  256. 256. Peranakan characteristics Written by Yeo Yam Hwee 256
  257. 257. Peranakan women Written by Yeo Yam Hwee 257
  258. 258. Written by Yeo Yam Hwee 258
  259. 259. Peranakan Food Written by Yeo Yam Hwee 259
  260. 260. Buah Keluak – indonesian black nut Written by Yeo Yam Hwee 260
  261. 261. BelachanWritten by Yeo Yam Hwee 261
  262. 262. Buah Keras – Candle Nuts Written by Yeo Yam Hwee 262
  263. 263. Daun kunyit – turmeric leaves Written by Yeo Yam Hwee 263
  264. 264. Kueh Chang – Chinese Rice Dumplings Written by Yeo Yam Hwee 264
  265. 265. Popiah – Spring Rolls Written by Yeo Yam Hwee 265
  266. 266. OtakWritten by Yeo Yam Hwee 266
  267. 267. SambalWritten by Yeo Yam Hwee 267
  268. 268. TingkatWritten by Yeo Yam Hwee 268
  269. 269. Taugeh – Bean Sprouts Written by Yeo Yam Hwee 269
  270. 270. Rempah – mixture of spices Written by Yeo Yam Hwee 270
  271. 271. Blangah – round-belliedearthenware cooking pot Written by Yeo Yam Hwee 271
  272. 272. KAMCHENG – the Hokkien expression for “love and feelings”. One ofthe marriage rituals involves the couple eating red and white rounddumplings from the kamcheng together. The RED representsHAPPINESS and the WHITE represents PURITY. Written by Yeo Yam Hwee 272
  273. 273. Singapore in the 50s – 60s Written by Yeo Yam Hwee 273
  274. 274. Emerald Hill Singapore Emerald Hill - Wiki Written by Yeo Yam Hwee 274
  275. 275. Emerald Hill MansionThis is the old mansion "Oberon," at 117 Emerald Hill Road, which is remembered in the play. Written by Yeo Yam Hwee 275
  276. 276. Emily: as played by one actress Written by Yeo Yam Hwee 276
  277. 277. Emily: as played by another Written by Yeo Yam Hwee 277
  278. 278. Written by Yeo Yam Hwee 278
  279. 279. CHARACTERISATION1. Emily Gan2. Richard Gan3. Gan Joo Kheong4. Gan Eng Swee5. Gan Boon Swee6. Emily Gan’s mother7. Emily Gan’s mother-in-law Written by Yeo Yam Hwee 279
  280. 280. Why is the study of characterisation important to us?1. How many of us can safely say that “Emily is a good mother”?2. How many of us can claim that “Emily is a loving wife”?3. How many of us can unthinkingly proclaim that “Emily is a fortunate woman”? Written by Yeo Yam Hwee 280
  281. 281. Why is the study of characterisation important to us?1. How many of us can safely say that “Richard is a soft-hearted young man”?2. How many of us can claim that “Richard knows what he wants out of life”?3. How many of us can unthinkingly proclaim that “Richard is a lucky first grandson of the Gan household ”? Written by Yeo Yam Hwee 281
  282. 282. Why is it so useful to study CHARACTERISATION?Emily as a woman living in Singapore What is she like as a womanin the 1920s to 1970s living in that period of time?Emily as a wife to a husband twice her How has she performed her roleage as a wife?Emily as a mother to four children What do you think of her as a mother?Emily as an individual leading her life What do you think of her abilityin the period whereby Singapore to cope as an individual living inprogressed from pre-independence to a surrounding which is largelyself-government and then to being an beyond her control?independent country Written by Yeo Yam Hwee 282
  283. 283. What do you see?How a Emily is at She plays her various stages various rolesperson in her life: a differently.behaves, is child, a young We aretied in with bride, a young interested in whythe roles wife, a mother, she plays her a roles in thethat he or grandmother. different waysshe plays. she does and how successful she is in each of Written by Yeo Yam Hwee those roles. 283
  284. 284. Why is the study of characterisation important to us?How Emily feels and How other people feelsthinks of herself? How and thinks of her? Howshe sees herself? others see her?What Emily does for How do you see Emilyherself? What she does as a child / wife / motherfor other people around and a woman inher? general? Written by Yeo Yam Hwee 284
  285. 285. ACT 1 EOEH: Page 2 of Textbook There is only one character, Emily. She wears the sarong kebaya of a modern Nonya; jade bangle, brooches and ear studs, her hair in a bun. When the play opens she is in her mid-thirties, but during the play she will move back and forward through time and through a range of milieux – “Age cannot wither her, nor custom stale for infinite variety.” Written by Yeo Yam Hwee 285
  286. 286. ACT 1 EOEH: Page 2 of Textbook The play opens in 1950. One set is used throughout the play. It suggests a Baba mansion built at the turn of the century; with plastered walls, covered to a height of one metre with ornamental tiles, interrupted perhaps by Grecian columns or marble statues. Written by Yeo Yam Hwee 286
  287. 287. GRECIAN COLUMNS Written by Yeo Yam Hwee 287
  288. 288. EOEH: Page 2 of TexbookOn the walls towards stage right hang groupphotographs of a large family, and portraits of thepatriarch and matriarch; also a large oil-painting ofEmily as a young bride, in full traditional costume.Near stage centre is a large chair of rosewood, inlaidwith mother-of-pearl. Beside it is a similaroccasional table on which stands a telephone. Twowheeled trolleys stand in the wings until needed.There is an “auxiliary acting area’ – a side stage, ormerely the area in front of the curtains. Written by Yeo Yam Hwee 288
  289. 289. STAGE DIRECTIONSThis portion of the play is called the STAGEDIRECTIONS. Here the playwright introduces toyou in some details what you can expect EMILYis going to be like. At the same time, theplaywright also suggests how we shouldconsider the play is being staged on the theatrestage. The SETTING is a suggested one. Wehave to use our imagination to move along withthe play as it progresses. Written by Yeo Yam Hwee 289
  290. 290. THE THEATRE Written by Yeo Yam Hwee 290
  291. 291. THE PERFORMING STAGE Written by Yeo Yam Hwee 291
  292. 292. SPOTLIGHTWritten by Yeo Yam Hwee 292
  293. 293. SPOTLIGHTS FOCUS OUR ATTENTION ON THE ACTIONS ON STAGE. Written by Yeo Yam Hwee 293
  294. 294. The Theatre Set Written by Yeo Yam Hwee 294
  295. 295. The Cast of “The Little Nonya” and Their Peranakan Costumes Written by Yeo Yam Hwee 295
  296. 296. REHEARSALSAREIMPORTANT. Written by Yeo Yam Hwee 296
  297. 297. THE STAGE PROVIDES THE SPACE FOR THE ACTORS TO COMMUNICATE WITH THE AUDIENCEPasir Ris Crest Secondary School SYF – Pressure Point Written by Yeo Yam Hwee 297
  298. 298. ACT 1 EOEH: Page 3 of TextbookAct One Main stage dark. Spotlight on phone beside largechair. Emily enters, picks up phone and dials. Susie ah! Emily here ah. This afternoon I’m going to town, anything that you’re needing? I’ve got the chicken you wanted from market; and I saw some good jackfruit, your children love it, so I bought one big one for you. What else you need? Ah, school uniforms for your two girls; I’ll buy the material. I will take the sizes when I caome to your house and send them to my little tailor down the road…Ah Susie! Yesterday I went to Whiteaways to buy shirts for Richard to take to England, so I bought half-dozen for Freddy also: even though he’s not going to England he can still wear them around town…Ya-lah, I’ve got a lot to do, interviewing new servant, preparing for Richard’s party. I see you, ya. Written by Yeo Yam Hwee 298
  299. 299. ACT 1 EOEH: Page 4 of Textbook Rings off, dials again – speaks in an upper-class educated voice, in amazing contrast to her previous manner. Hello, Adelphi Hotel? Good morning – may I be connected to the patisserie (a bakery-cum-cake shop) please? Thank you…Good morning, this is Mrs. Gan Joo Kheong speaking. I’ve ordered a birthday cake from you, for tomorrow; may I enquire when it will be ready for collection? Yes, the message on it is “Richard – many happy returns of the day.” And twenty candles. Thank you, then I’ll come in to collect it tomorrow morning. Yes, thank you very much. Written by Yeo Yam Hwee 299
  300. 300. CHINATOWNNORTH BANK SOUTH BANKNorth Bridge South BridgeRoad Road The Times of My Life Blog Singapore River Written by Yeo Yam Hwee 300
  301. 301. South Bridge Road North Bridge Road Written by Yeo Yam Hwee 301
  302. 302. The Adelphi Hotel at North Bridge Road in the 60s.Written by Yeo Yam Hwee 302
  303. 303. Written by Yeo Yam Hwee 303
  304. 304. ACT 1 EOEH: Page 4 of TextbookShe rings off, dials again. This time her voice iswarm, friendly and relaxed. Hello, Bee Choo? Emily here. Just want to remind you, don’t forget dinner tomorrow night, Richard’s birthday. Ya-lah, the boy so big now, grown-up already, going to England next month. I asked him whether he’s happy to go, you know what he said? “Mummy, to go to England happy also – but to leave my home very sad lah!” Yah, rascal-lah dia. All right, give my regards to your mother eh, hope she’ll be better soon… I see you eh Bee Choo? Bye-bye. Written by Yeo Yam Hwee 304
  305. 305. ACT 1 EOEH: Page 4/5 of TextbookShe hangs up the phone. She calls: Richard!Richard, come let Mother talk to you something.Emily’s son, Richard enters; but allcharacters except Emily are unseen, andknown to us only through her mime.Hullo boy-boy, did you sleep well? Ah, bigstrong sonny, tomorrow going to be twenty yearsold, eh? Written by Yeo Yam Hwee 305
  306. 306. ACT 1 EOEH: Page 5 of Textbook She laughs as Richard flatters her. Ya, “strong son, beautiful mother,” indeed… Eh, this afternoon I want you to come out with me in the car. I’m making five woollen suits for you at Chotirmall’s, I’m taking you down for fittings. Written by Yeo Yam Hwee 306
  307. 307. Written by Yeo Yam Hwee 307