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ISPI “San Bartolomé”II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA               ENSEÑANZA DEL INGLÉS   Teaching Materials: ...
II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS                Teaching Materials: Adoption, adaptation ...
II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS                           Teaching Materials: Adoption, ...
II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS                        Teaching Materials: Adoption, ada...
II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS             5                           Teaching Materia...
II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS           6                        Teaching Materials: A...
II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS        7               Teaching Materials: Adoption, ada...
II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS              8                            Teaching Mater...
II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS    9              Teaching Materials: Adoption, adaptati...
II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS    10                       Teaching Materials: Adoption...
II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS    11               Teaching Materials: Adoption, adapta...
II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS    12                         Teaching Materials: Adopti...
II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS                        13                               ...
II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS                  14                             Teaching...
II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS                          15                            T...
II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS                  16                             Teaching...
II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS                       17                              Te...
II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS     18                              Teaching Materials: ...
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Teaching Literature, Teaching Language: Same Difference?,

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Invited talk at II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS
Teaching Materials: Adoption, adaptation or creation
Organised by ISPI "San Bartolomé". Rosario, 2004

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Teaching Literature, Teaching Language: Same Difference?,

  1. 1. ISPI “San Bartolomé”II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS Teaching Materials: Adoption, adaptation or creation Rosario, 2004TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE? Mariel R. Amez ISPI “San Bartolomé”; IES “O. Cossettini”
  2. 2. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS Teaching Materials: Adoption, adaptation or creation TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE? Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini” She is ravishingly beautiful She is infinitely changeable She is the finest cook in the world She is always warm and welcoming She keeps the world’s finest cellar She is always young yet full of experience FRANCEShe has countless lovers. And is faithful to the end.
  3. 3. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS Teaching Materials: Adoption, adaptation or creation TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE? Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini”LITERATURE = TEXT READER personal + aesthetic Widdowson, H. G. (1979). Explorations in Applied Linguistics. Oxford: O.U.P. REFERENTIAL INFORMS LANGUAGE REPRESENTATIONAL INVOLVES McRae, J. (1991) Literature with a small “l”. London & Basingstroke: MacmillanCRITERIA FOR SELECTING LITERARY TEXTS interest appeal relevance language difficulty Collie, J. & S. Slater. (1987) Literature in the Language Classroom. Cambridge: C.U.P.
  4. 4. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS Teaching Materials: Adoption, adaptation or creation TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE? Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini”CRITERIA FOR EXPLOITATION♦ RELATING THE TEXT TO ONE’S LIFE♦ DEVELOPING INFERENCE AND INTERPRETATION♦ LEARNING TO APPRECIATE TEXT  Plot  Character  Themes  Language  Imagery  Sounds
  5. 5. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS 5 Teaching Materials: Adoption, adaptation or creation TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE? Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini”TASK 3 1- Sid lived in six houses. (d) 2- He had six different names to remember. (f) 1 2 3- All this work sometimes wore Sid out. (c) 3 4- One cold damp day he caught a nasty cough. (e) 5- Sid didn’t have just one spoonful of medicine. (a) 6- Sids owners were furious. (b) 4 5 6Opening situation(s)/ problem(s)(the main problem(s) that confront(s) thecharacters at the beginning of the story)Key events(the main things that happen: characters’choices/ actions & their motives;consequences of actions & events; eventsoutside the control of the characters)Climax(what happens to bring about the ending?)Ending
  6. 6. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS 6 Teaching Materials: Adoption, adaptation or creation TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE? Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini”TASK 4 Scaramouche Bob Satan Sally Sooty Schwartzbehaviour swanky airs job naughty silly smooched rough and toughfood? chicken fish lamb mince fish beef and kidney stewmaster? sophisticated, working spoilt obedient lonely grumpy romantic lady class boy girl elderly old man family lady TASK 6 D A E D S O I P M I L R A B U E S O N T C F I R E M Z N H Y H S N A P O E O K O U S V E R R J N H T U B T P S A W E M A N L D L P R B N S M E I R S A F A I B T Y O H G V M A I S E B Y U S E E I D T S P O I S
  7. 7. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS 7 Teaching Materials: Adoption, adaptation or creation TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE? Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini”  universal appeal  inductive learning of wide range of lang. skills POETRY  leeway for experimentation  complete context for writing in a compact form  freedom to express ideas  fast writingPATTERN  different patterns of interactionPOETRY  practice of different concepts  challenging  non-competitive TASK 7 Catalogue poem Eating Sleeping Playing Chasing Sniffing Mewing Purring Catching a ball Entangling wool Sid, Sid, Sid.
  8. 8. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS 8 Teaching Materials: Adoption, adaptation or creation TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE? Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini”TASK 9 Narrator D.B. Mother FatherNext time I catch you … XLife’s super, man, super. XCan’t complain, really. I’ll Xsoon be OK again.You should know better Xthan…TASK 10 ADJECTIVE QUOTEsensible his intelligence and his feelings were clearly separatecautious wise judgmentcontented on working days …he was a man of good characterserious a man of misty viewsmiserable??dull?? thinking of what there would be for dinner TASK 10 Eustacia Vye Beautiful, self-centred. Dreaming, scheming, seething. Wishing for more, committed Suicide.TASK 11On a dark (1) desert highway, cool (2) wind in my hairWarm (3) smell of colitas rising (4) up through the airUp ahead in the distance, I saw a shimmering (5) lightMy head grew heavy (6) and my sight grew dim (7)I had to stop (8) for the night.
  9. 9. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS 9 Teaching Materials: Adoption, adaptation or creation TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE? Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini” TASK 14 ”Hotel” is black and red. It tastes like alcohol and chocolate. It sounds like the silence of the desert. And smells like musky smoke. It looks like your worst nightmare. It makes you feel befuddled.
  10. 10. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS 10 Teaching Materials: Adoption, adaptation or creation TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE? Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini” Representational language Reduced number of complementary, balanced activities Varied modes of presentation Main aim: foster enjoyment of reading Adopt Adapt Create
  11. 11. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS 11 Teaching Materials: Adoption, adaptation or creation TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE? Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini”ANIMALS DON’T SMOKEANIMALS DON’T DRIVEANIMALS DON’T WEAR MAKE-UPANIMALS DON’T USE PAINTANIMALS DON’T DRINK ALCOHOLANIMALS DON’T DROP BOMBSBECAUSE YOU DOWHY SHOULD THEY SUFFER? AGAINST ALL ANIMAL EXPERIMENTS Join the Army; travel to exotic, distant lands; meet exciting unusual people
  12. 12. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS 12 Teaching Materials: Adoption, adaptation or creation TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE? Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini”“In Extensive Reading the learner reads huge amounts of verysimple text so that she can read smoothly, confidently andpleasurably.”“Extensive reading usually refers to the kind of reading manystudents already do in their own language, for example, readingnovels, non-fiction texts or reference books.”Reading extensively will help students to: develop reading fluency and confidence in reading improve spelling, knowledge of grammar and vocabulary (a betterunderstanding of how the language is used) improve other language skills including writing, speaking andlistening develop a more positive attitude to the foreign language in general improve general knowledge
  13. 13. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS 13 Teaching Materials: Adoption, adaptation or creation TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE? Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini”TASK 1 TASK 2 ACTIVITIES language? literature? FEATURES lit. text? other text?matching repetition of words or phrasescompleting a chart parallelismcloze multiple meaning of wordspair work alliterationdiscussion assonancelistening and note-taking figurative languagerole-playingcreative writingTASK 3 The beginning 7- Sid didn’t have just one spoonful of medicine. 8- Sids owners were furious. 9- All this work sometimes wore Sid out. 10- Sid lived in six houses. 11- One cold damp day he caught a nasty cough. 12- He had six different names to remember.TASK 4a- What do you think the neighbours were like?Complete this chart to help you The end Scaramouche Bob Satan Sally Sooty Schwartzbehaviourfood?master?b- Choose one of the neighbours and role-play his conversation with the vet.c- Imagine Sid’s life on Pythagoras Street. Fill in a similar chart. Tell your partners about it. TASK 6 TASK 5 What did Sid have six of? TASK 7 Choose the moral which you Find five words in this puzzle. Write a “Catalogue think most appropriate. If none poem” describing seems suitable, write one of your D A E D S O I P M I L R A B U E Sid. own. Be prepared to justify your choice. S O N T C F I R E M Z N H Y H S 1-One present N A P O E O K O 2-participle 1- Variety is the spice of life. 3-per line, 2- Honesty is the best policy. U S V E R R J N 4-with each one 3- Communication is essential to H T U B T P S A 5-describing happiness. W E M A N L D L 6-the nouns 4- Lying never pays. P R B N S M E I 7-in the last 5- Your own: ……….……….…… R S A F A I B T 8-line of Y O H G V M A I 9-the poem. S E B Y U S E E 10-Noun, noun, noun. I D T S P O I S
  14. 14. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS 14 Teaching Materials: Adoption, adaptation or creation TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE? Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini”TASK 8Write the names of the characters on the spiders’ bodies. On their legs write facts aboutthem, such as their age, sex, job, role in the story etc..TASK 9Who could have said the following? Narrator D.B. Mother FatherNext time I catch you …Life’s super, man, super.Can’t complain, really. I’ll soonbe OK again.You should know better than…TASK 10Choose adjectives from the box to describe Gabriel. Then write phrases from the text thathelped you decide.ADJECTIVE QUOTE arrogant – humble – sensible – rash – cautious – serious – clever – passionate – funny – dull –adventurous – contented – miserable –TASK 10Write a poem following this Cinquain PatternLine 1: One word, both title and subject of the poem (noun)Line 2: Two words that describe the subject (adjectives)Line 3: Three words that express an action by the subject (participles ending in -ing)Line 4: Four words that tell a feeling the writer has about the subject (verb phrase)Line 5: One word that is a synonym for the subject or restates or sums it up (noun)TASK 11Fill in the blanks with one of the words suggested. There are no right or wrong answers.On a __________(1) desert highway, __________(2) wind in my hair__________(3) smell of colitas __________(4) up through the airUp ahead in the distance, I saw a __________(5) lightMy head grew __________(6) and my sight grew __________(7)I had to __________(8) for the night. 1- scary – quiet – dark 5- twinkling – shimmering – glowing 2- icy – cool – cold 6- gloomy – weary – heavy 3- lukewarm – warm – hot 7- dim – hazy 4- rising – wafting 8- rest – stop
  15. 15. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS 15 Teaching Materials: Adoption, adaptation or creation TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE? Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini”TASK 12Choose the most suitable meaning according to the text. More than one answer may bepossible.1- Spirit 2- Beast a- a strong alcoholic drink such as whisky a- an animal, especially a dangerous or or brandy strange one b- an imaginary creature with special b- the Antichrist, associated with the powers number 666 c- a dead person who comes back into the c- heroin; LSD worldTASK 13Work in groups. Discuss the different explanations for the phrases below. Decide whichoptions are P (possible), I (impossible), and U (unlikely). More than one answer may bepossible. 1- This could be Heaven or this could be Hell 3- bring your alibisa-This hotel could be either extraordinary or a- You’re going to be charged with a crimeappalling b- You’re going to commit a crimeb-This place could lead me either to salvation or c- Its a crime to have such a good timeto damnationc-Here I can find either happiness or sorrow 4- Last thing I remember a- He fainted on hearing the night man’s words 2- Her mind is Tiffany-twisted, she’s got the b- He woke up on hearing the night man’s Mercedes bends wordsa- She is losing her mind c- He suffered a stroke on hearing the nightb- She has expensive tastes man’s wordsc-She owns a renowned carTASK 14Listen to the song again. Try to “feel” it with your five senses. Can you write a poem toconvey your response? Follow this pattern.Line 1: What colour the song is.Line 2:. What the song sounds likeLine 3: What the song tastes likeLine 4: What the song smells like.Line 5: What the song looks like.Line 6: What the song makes you feel likeTASK 15Write an epilogue for the story. You can do it in verse or in prose. The narrator could be theprotagonist, the woman, the night man, or somebody not mentioned in the song. Texts: 1-“Six Dinner Sid”, in English Panorama 1, C.U.P. 2- Catcher in the Rye (J. D. Salinger) 3- Far from the Madding Crowd. Longman Simplified Series. 4-“Hotel California” (Eagles)
  16. 16. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS 16 Teaching Materials: Adoption, adaptation or creation TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE? Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini” Some useful websites: http://uk.cambridge.org/elt/readers http://www.bbc.co.uk/arts/poetry http://www.macmillaneducation.com/resource.htm http://www.njcu.edu/cill/journal-index.html http://www.oupjapan.co.jp/jr/article.shtml http://www.penguinreaders.com/pr/resources/teachers. TEXT 1Sid lived at number one, Aristotle Street.He also lived at number two, number three, number four, number five and number six.Sid lived in six houses so that he could have six dinners. Each night he would slip out of numberone, where he might have had chicken, into number two for fish, on to number three for lamb,mince at number four, fish again at number five, rounding off at number six with beef and kidneystew.Since the neighbours did not talk to one another on Aristotle Street, they did not know what Sidwas up to. They all believed the cat they fed was theirs and theirs alone.But Sid had to work hard for his dinners. It wasnt easy being six people’s pet. He had six differentnames to remember and six different ways to behave.When he was being Scaramouche, Sid put on swanky airs. As Bob he had a job.He was naughty as Satan and silly as Sally.As Sooty he smooched but as Schwartz he had to act rough and tough.All this work sometimes wore Sid out. But he didn’t care, as long as he had his six dinners. Andbesides he liked being scratched in six different places and sleeping in six different beds.In fact, life in Aristotle Street was just about perfect for Sid until one cold damp day he caught anasty cough.The next thing he knew he was being taken to the vet. Poor Sid, he was taken not once, not twicebut six times. He went with six different people in six different ways.The vet said Sids cough wasnt nearly as nasty as it sounded; but, to be on the safe side, heshould have a spoonful of medicine. Of course, Sid didn’t have just one spoonful of medicine. Hehad six.Now one black cat does look much like another, but nobody, not even a busy vet, could see thesame cat six times without becoming suspicious. Sure enough, when he checked in hisappointment book, the vet found six cats with a cough – all living in Aristotle Street!So he rang the owners at once and, oh dear, Sid was found out! When they discovered what hehad been up to, Sids owners were furious. They said he had no business eating so many dinners.They said, in the future, he would have only one dinner a day. But Sid was a six-dinner-a-day cat.So he went to live at number one, Pythagoras Place. He also went to live at numbers two, three,four, five and six. Unlike Aristotle Street, the people who lived on Pythagoras Place talked to theirneighbours.So, right from the start, everyone knew about Sids six dinners. And, because everyone knew,nobody minded.
  17. 17. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS 17 Teaching Materials: Adoption, adaptation or creation TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE? Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini” TEXT 2 If you really want to hear about it, the first thing youll probably want to know is where I wasborn, and what my lousy childhood was like, and how my parents were occupied and all beforethey had me, and all that David Copperfield kind of crap, but I dont feel like going into it. In the firstplace, that stuff bores me, and in the second place, my parents would have about twohemorrhages apiece if I told anything pretty personal about them. Theyre quite touchy aboutanything like that, especially my father. Theyre nice and all - Im not saying that - but theyre alsotouchy as hell. Besides, Im not going to tell you my whole goddam autobiography or anything. I’lljust tell you about this madman stuff that happened to me around last Christmas before I got prettyrun-down and had to come out here and take it easy. I mean thats all I told D.B. about, and hesmy brother and all. Hes in Hollywood. That isnt too far from this crumby place, and he comes overand visits me practically every weekend. Hes going to drive me home when I go home next monthmaybe. He just got a Jaguar. One of those little English jobs that can do around two hundred milesan hour. It cost him damn near four thousand bucks. Hes got a lot of dough now. He didnt use to.He used to be just a regular writer, when he was home. He wrote this terrific book of short stories,The Secret Goldfish, in case you never heard of him. The best one in it was ”The Secret Goldfish”.It was about this little kid that wouldnt let anybody look at his goldfish because hed bought it withhis own money. It killed me. Now hes out in Hollywood, D.B., being a prostitute. lf theres one thingI hate, its the movies. Dont even mention them to me. TEXT 3 When Farmer Oak smiled, the corners of his mouth spread out towards his ears, his eyesalmost disappeared, and little lines appeared round them like the rays in a childs drawing of therising sun. His first name was Gabriel, and on working days he was a man of wise judgment and goodcharacter. On Sundays he was a man of misty views, and uncomfortable in his best clothes; hewent to church, but often he was thinking of what there would be for dinner when he meant to belistening to the parsons address. He was at the brightest period of a mans growth, for hisintelligence and his feelings were clearly separate, not yet united by the influence of a wife andfamily. In short, he was twenty-eight, and unmarried.
  18. 18. II CONGRESO REGIONAL DE CAPACITACIÓN PARA LA ENSEÑANZA DEL INGLÉS 18 Teaching Materials: Adoption, adaptation or creation TEACHING LITERATURE, TEACHING LANGUAGE: SAME DIFFERENCE? Mariel R. Amez – ISPI “San Bartolomé”; IES “O. Cossettini” TEXT 4On a dark desert highway, cool wind in my hairWarm smell of colitas rising up through the airUp ahead in the distance, I saw a shimmering lightMy head grew heavy and my sight grew dimI had to stop for the nightThere she stood in the doorway;I heard the mission bellAnd I was thinking to myself,This could be Heaven or this could be HellThen she lit up a candle and she showed me the wayThere were voices down the corridor,I thought I heard them say...Welcome to the Hotel CaliforniaSuch a lovely place (such a lovely face)Plenty of room at the Hotel CaliforniaAny time of year, you can find it hereHer mind is Tiffany-twisted, she’s got the Mercedes bendsShe’s got a lot of pretty, pretty boys, that she calls friendsHow they dance in the courtyard, sweet summer sweat.Some dance to remember, some dance to forgetSo I called up the Captain,Please bring me my wineHe said, We havent had that spirit here since nineteen sixty nineAnd still those voices are calling from far away,Wake you up in the middle of the nightJust to hear them say...Welcome to the Hotel CaliforniaSuch a lovely place (such a lovely face)They livin it up at the Hotel CaliforniaWhat a nice surprise, bring your alibisMirrors on the ceiling,The pink champagne on iceAnd she said ‘We are all just prisoners here, of our own deviceAnd in the masters chambers,They gathered for the feastThey stab it with their steely knives,But they just cant kill the beastLast thing I remember, I wasRunning for the doorI had to find the passage backTo the place I was beforeRelax, said the night man,’We are programmed to receive.You can check out any time you like,but you can never leave!’

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