the selfish giant

https://en.islcollective.com/english-esl-video-lessons/vocabulary-practice/general-vocabulary-practice/adjectives-to-describe-feelings-mood-tone/the-selfish-giant-discovers-love/396961

 

verbs of perception

verbs of perception grid 

https://www.liveworksheets.com/id1030653dn

https://www.liveworksheets.com/qj2634157br

https://www.liveworksheets.com/kn1096359da

KENNINGS CREATED BY STUDENTS- EXAMPLES

 Some of the kennings created by the students in a third class

WHAT's a kenning?

 A kenning is a figure of speech, a roundabout, two-word phrase used in the place of a one-word noun,  especially in Icelandic and Anglo-Saxon poetry, such as “a wave traveler” for “a boat.”

Kennings were first used in Anglo-Saxon and Norse poetry. The famous Anglo-Saxon poem Beowulf uses many kennings, for example:
 

• Body – bone-house
• Sword – battle-light
• Ship – wave-floater
• Sea – whale-road
  

music- hear- art

television -image -machine

television -eye- chewing gum

fireman -people -savior

fireman -fire- water

firemen -flames- warriors

love -heart -sickness

police peace-holder

a teacher -culture -sponge

five senses poem examples

five senses poem example 

five senses 2 examples

AN EASY and SIMPLE SUMMARY of OLIVER TWIST

 

FIRST PART

Sequence of events: 

• Oliver is born, his mother dies 

• Oliver in the orphanage

 • Oliver taken to workhouse 

• The workhouse boys draw lots to see who will ask for more grue

•Oliver asks for more, and is punished 

• Oliver becomes apprenticed to an undertaker 

• Oliver fights with Noah, and is again punished 

• Oliver runs away to London

SECOND PART

Sequence of events: 

• Oliver meets Dodger 

• Dodger takes Oliver to Fagin’s lair

 • Oliver observes Fagin looking at his treasure 

• Oliver is unwittingly taught how to pick pockets

 • Oliver is caught following the robbery of an old man

THIRD PART

Sequence of events:

 • Oliver before the magistrate, Brownlow pleads for leniency

 • Oliver faints in a fever 

• Bookseller’s evidence leads to Oliver’s release 

• Oliver nursed back to health at Mr Brownlow’s house 

• Bill Sikes and Nancy find out where Oliver has been taken 

• Bill and Nancy kidnap Oliver

FOURTH PART

Sequence of events: 

• Mr Bumble reads of the reward for information about Oliver Twist 

• Mr Bumble visits Mr Brownlow 

• Fagin and Sikes agree to take Oliver to burgle a house

 • Sikes and Oliver travel to the house 

• The break-in wakes up the house occupants

 • Oliver is shot, badly injured, and abandoned in a ditch by Sikes

 • At the workhouse, Old Sally tells Mrs Corney about the gold she stole from Oliver’s mother many years ago

FIFTH PART

Sequence of events: 

• Fagin visits Nancy, looking for Bill Sikes 

• Fagin, followed by Nancy, meets with Monks 

• Monks and Fagin discuss their plan to turn Oliver into a criminal – Nancy eavesdrops 

• Oliver regains consciousness and staggers to the house 

• Rose and Mrs Maylie take pity on Oliver, and take him in 

• At their bidding, the Doctor convinces the local policeman to leave Oliver where he is

SIXTH PART

Sequence of events: 

• Oliver recovers at the Maylies 

• Rose falls ill, Mrs Maylie sends for her son Harry 

• Oliver encounters Monks at the inn 

• Rose recovers, Harry arrives 

• Fagin and Monks observe Oliver in the cottage

 • Rose entreats Harry to forget her

 • Mr Bumble, now married to Mrs Corney, encounters Mr Monks in the pub 

• Mr Monks learns that Mrs Corney may have information about Oliver

SEVENTH PART

Sequence of events: 

• Bumble and Mrs Corney meet with Monks 

•Monks hurls the ring and locket into the river 

• Nancy nursing Bill, Bill demands money from Fagin 

• Monks meets Fagin and tells the story of the ring and locket – Nancy eavesdrops 

• Nancy drugs Bill, and goes to find Rose Maylie

• Nancy tells Rose about Monks and his connection to Oliver

 EIGHTH PART

Sequence of events: 

• Oliver sees Brownlow; he and Rose go to meet him 

• Oliver’s friends resolve to catch Monks – to do so they need to meet with Nancy 

• Fagin learns that Dodger has been transported to Australia 

• Fagin tasks Noah to follow Nancy 

• The following week, Nancy meets Rose and Brownlow at the bridge. Noah has followed her and will overhear their conversation.

NINTH PART

Sequence of events: 

• Noah eavesdrops on conversation between Nancy, Rose and Brownlow 

• Nancy gives information on how to fi nd Monks, but refuses to betray Fagin 

• Noah informs Fagin about the conversation 

• Sikes arrives at Fagin’s and is told about Nancy’s supposed betrayal

 • Sikes returns home and murders Nancy 

• Sikes, on the run, is haunted by visions of Nancy

 • Monks is apprehended and brought to Brownlow 

• Brownlow tells Monks that he knows about his true identity, inheritance, and brother

TENTH PART

Sequence of events: 

• Brownlow informs Monks how he knows the truth of his relationship to Oliver 

• Monks agrees to tell the truth 

• Sikes, pursued by a mob, accidentally hangs himself 

• Oliver learns the truth about his brother and inheritance and that Rose is his aunt 

• Oliver visits Fagin in prison

 • Oliver is adopted as Brownlow’s son

The best ways to study Jane Eyre and Oliver twist

 

Hot seating

Imagine you’re Jane Eyre or Oliver Twist or another character in this story.

You’ll be questioned about by the group about his or her background, behaviour and motivation.

Freeze-frame

Working in small groups or a whole class, the students create a moment that shows the action in a narrative frozen in time, as if the pause button has been pressed.

Retelling the story

Retell the story from the point of view of a different character, ex Mr Rochester, Mrs Bertha Mason, Fagin, Monks

‘Who Am I?’

Take turns to provide clues about one of the characters in the story; the others have to guess who it is

Retelling in a circle

Retell the story around a circle, each member of the group adding the next part

Play ‘Author’s Chair’.

Take on the role of Charles Dickens or Charlotte Bronte and answer questions in role.

zero-first, second and third conditional -explanation and exercises

 

The Zero Conditional

We use the zero conditional to talk about permanent truths, such as scientific facts, and general habits. The structure is simple:

If you heat water to 100°, it boils.

If I’m tired, I go to bed early.

The First Conditional

We use the first conditional to talk about a realistic situation in the present or future. The structure of the first conditional is as follows

If it's sunny, I'll go out

If he studies hard, he’ll pass his exam.

He’ll call you if he needs help.

The Second Conditional

We use the second conditional to talk about improbable or impossible situations in the present or future. Here is the structure:

If I were rich, I’d spend all my time travelling.

If he didn’t have to study, he would go out with his girlfriend.

The Third Conditional

We use the third conditional to talk about impossible situations, as in the second conditional, in the past. We often use the third conditional to describe regrets. The structure is:

If we had left earlier, we would have arrived on time.

If you hadn’t forgotten her birthday, she wouldn’t have been upset.

FOCUS

PRESENT CONDITIONAL would go- would+ Infinitive without to

PAST CONDITIONAL would have gone- would+ have + Past Participle

  exercises

1. First conditional:

If I have enough money, I will go to the USA

2. Second conditional:	If I had enough money, I would go to the USA
3. Third conditional:	If I had had enough money, I would have gone to the USA

THE VIKINGS mind map+ Video

 https://www.canva.com/design/DAFTEflOrio/B8S2sRAcdN7rN8jf7Z98uw/edit?utm_content=DAFTEflOrio&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Essay Does gender equality exist today and how far? (scheme to be followed)

 Schema da seguire

Essay 

Does gender equality exist today and how far?

1)What is gender equality?

Goal 5: Achieve gender equality and empower all women and girls (The 2030 Agenda for Sustainable Development) https://www.un.org/sustainabledevelopment/wp-content/uploads/2016/08/5_Why-It-Matters-2020.pdf

Article 23 - Equality between women and men EU Charter of Fundamental Rights

https://fra.europa.eu/en/eu-charter/article/23-equality-between-women-and-men

2) SOURCE???? Social norms- socially-constructed roles (traditionally…..what’s considered to be proper for men and women?....stereotypes……)

2) Education- one quarter of girls in the developing countries don’t go to school (Malala Yousafzai, a life spent fighting for the right to education)

https://www.unesco.org/en/gender-equality/education

Emma Watson’s speech for gender equality in 2014 

https://www.youtube.com/watch?v=gkjW9PZBRfk

Positive effects……raise a smaller family, have healthier children, earn an income, participate in the political process                                                                                                                               3) Workplace- job discrimination (me too movement)

 

                          Low income……..even being fired ……                                                                             

4)Politics- underrepresented as decision makers

5) Norway, Finland, Sweden---leaders in gender equality

6) Middle East  (Iran and Afghanistan) and South Africa countries ----Gender based violence/Gender gap----in some countries women can’t be the owners of  land

7) The right to vote----1838 New Zealand, 1894 Australia, 1906 Finland, 1907 Norway, 1920 USA (when did women start becoming equal to men?)

8) In the UK Emmeline Pankhurst (1858-1928) became involved in women's suffrage in 1880. She was the founder  of the WSPU (Women's Social and Political Union) in 1903…. 

https://www.parliament.uk/about/living-heritage/transformingsociety/electionsvoting/womenvote/overview/startsuffragette-/

In the UK 1918 married women, female householders and female university graduates being 30 got the right to vote

1928 full suffrage in the UK

CONCLUSION

 What does gender equality mean???? What should be done to end gender inequality? SHOULD we do something else…..or do we have gender equality nowadays?

Protect women both  from gender based violence and sexual exploitation, grant basic human rights, gender balance in the workplace, empowerment of women and girls (encourage women into non traditional vocations)

 

Gender equality -key words

Discrimination

Empowerment

Gender balance

Gender-based constraints

Gender-based violence

Gender gap

Gender roles

Patriarchy

 

Gender equality

 

The Petrarchan sonnet vs The Shakespearean sonnet

 

Why did Shakespeare love the iambic pentameter?

 

A fun way to explain the verb can in the past form

How to learn the use of the verb could in a fun way

 Students are shown the following sentence

I couldn't do my homework because the aliens landed in my garden and stole my English book....

They are asked to work in pairs to create two weird  and fun sentences to answer the question

Why couldn't do your homework yesterday?

In a second class students also have decided " the winner", that is the funniest and unusual sentence.....

I couldn't do my homework because an ice cream licked all the ink in my English test and the words just vanished!!!!

A clear explanation of the themes in Jane Eyre

 

THEMES

LOVE VS AUTONOMY As an orphan at Gateshead, Jane is oppressed and dependent. In order to discover herself, she must break out of these restrictive conditions and find love and independence. Jane must have the freedom to think and feel, and she seeks out other independent-minded people as the loving family she craves.

RELIGION Religion plays an important role in the life of a person and in society. It is an important part of the society in which Jane Eyre grows up. First, she comes across evangelicalism of Mr. Brocklehurst, but she finds him hypocritical and abusive. On the other side, Helen Burns, also a Christian, stands apart from that of Mr. Brocklehurst. She is a firm believer and patient, who believes in turning the other cheek. St. Johns is also a strong Christian who wants to go on a  mission to the third world. Jane agrees to go with him as a sister instead of a wife. However, St. John disagrees. Eventually, Jane looks toward God for help. She marries Mr. Rochester and restores his health. Finally, she finds her own version of Christianity to follow, one that is a balance between Helen’s and St. John’s, one that aligns with her ideas of morality and integrity. 

SOCIAL CLASS Life in 19th-century Britain was governed by social class, and people typically stayed in the class into which they were born. Social class determined marriage, as people tended to marry partners within their own social class. Women were in a particularly vulnerable position, as men and their families tended to choose a suitable wife on the basis of the woman's dowry, a sum of money that the male received from the bride's family through marriage. Both as an orphan at Gateshead and as a governess at Thornfield, Jane holds a position that is between classes, and interacts with people of every level, from working-class servants to aristocrats.

Social and historical context In the Victorian era, women's wealth and dowry determined who they should marry. Through marriage, the husband would receive the dowry, making the woman dependent on the husband.

GENDER RELATIONS Jane struggles continually to achieve equality and to overcome oppression. In addition to class hierarchy, she must fight against patriarchal domination—against those who believe women to be inferior to men and try to treat them as such. Three central male figures threaten her desire for equality and dignity: Mr. Brocklehurst, Edward Rochester, and St. John Rivers. All three are misogynistic on some level. Each tries to keep Jane in a submissive position, where she is unable to express her own thoughts and feelings

Women are supposed to be very calm generally: but women feel just as men feel; they need exercise for their faculties, and a field for their efforts as much as their brothers do; they suffer from too rigid a restraint, too absolute a stagnation, precisely as men would suffer; and it is narrow-minded in their more privileged fellow-creatures to say that they ought to confine themselves to making puddings and knitting stockings, to playing on the piano and embroidering bags. It is thoughtless to condemn them, or laugh at them, if they seek to do more or learn more than custom has pronounced necessary for their sex.

PASSION-she tries to control her passions,  St John Rivers is passionless, Jane and Rochester’s love is full of passion, Bertha Mason is the extreme of uncontrolled passion

SELF-DISCOVERY Self-discovery or bildungsroman means that the main protagonist goes through various experiences to grow as an adult. The novel revolves around this change or transformation of Jane, who has to go through various experiences. During the journey self-discovery, Jane forms strong views about marriage without love. She tells it to St. John, a pragmatist, that if she marries him without love, he would perhaps kill her. Secondly, Jane discovers that she must love a person whom she understands. Finally, through her ordeals, she learns that she must be independent and happy.

ANXIETY AND UNCERTAINTY Brontë draws on frightening Gothic imagery to highlight anxiety and uncertainty surrounding Jane’s place in the world, especially by describing the supernatural. Further, many scholars have identified Bertha as a Gothic double of Jane, or a physical manifestation of the violent passions and anger that Jane possessed in her younger years. This connection between Bertha and Jane highlights anxieties around Jane becoming Rochester’s bride. Even without knowledge of Bertha, Jane worries Rochester will tire of her, and their marriage would upend rigid Victorian social class structure by having a governess marry her master.

 

Character map Jane Eyre

 

character map

Is Bertha the double of Jane?The madwoman in the attic

 

Jane Eyre= AIR

Helen Burns = FIRE

Grace Poole= WATER

St John Rivers= WATER

Bertha Mason- association with the French word maison= House

Is Bertha the double of Jane?

Bertha is like Jane

SIMILARITIES

There are parallels between the two of them.

Jane hides behind a curtain at the beginning of the story

Jane is then imprisoned in the red room. Red is the colour of rage and of blood. It may be associated to women’s fertility.

She’s confined into a room in order not to make her poison the world

Bertha is imprisoned in Rochester’s house.

Both of them have a passionate love for Rochester

Both of them are outsiders. They’re marginalized.

Jane is always marginalized in any house in which she takes up residence.

Both of them are aggressive against conventional structures.

DIFFERENCES

Bertha  is also the opposite. Possibly she’s colored. She’s associated with blood and fire. West Indies is described as a hell with a blood-red sun and a fiery landscape.

She’s uncivilized. If you have too much life and fire in England you’re put into margins, you’re kept out.

She’s everything Jane fears.

She’s monstrous, grotesque, obscene.

Bertha comes from Jamaica.

That suggests a whole history of slavery, exploitation, colonialism.

Britain in the 1840s is still a major imperial power and has been until recently a major slaving power too.

The madwoman in the attic, somewhere is hidden in the secure domestic home.

She’s always been concealed or denied.

The fire that she sets is a way to indicate that she’s present, that she’s there and they must listen to her and recognize her and hear her.

She’s described as growling and snatching away like a dog- she’s been removed from language.She can’t speak English, but she can use signs. Her actions are her language

Bertha rips the veil two nights before and leaves it on the floor. It’s a proof of Bertha’s existence and her violence. She does what Jane would like to do.

Ripping the veil is showing the truth.

Rochester describes Bertha as unchaste. She lacks sexual control.

Rochester says that the house is poisoned, it’s a plague house.

Finally the fire is used by Bertha to clean the house, but also to reveal herself.

Women’s work causes anger on the part of women who were rebelling against that role

Sewing, weaving is a sign of their enslavement just like their white wedding dresses.

Bertha must die finally in order for Jane to be with Rochester not because she represents Rochester’s  marriage but because Jane has to kill that side of her and has to become submissive to be with Rochester.

At the end Jane returns to Thornfield Hall in a position of power as she’s inherited some money.

Now Rochester is physically weak and he lives in the middle of the woods(like old women in fairytales). Their gender roles are switched, but at the end we’re told that Mr Rochester is getting his sight back, he’s getting his strength back again.

So the question is… What will happen now? Will Jane be locked into a cage like Bertha?

How long by Charlie Puth to study PRESENT PERFECT CONTINUOUS

 Alright

Ooh, yeah

I'll admit, I was wrong, what else can I say, girl?
Can't you blame my head and not my heart?
I was drunk, I was gone, that don't make it right, but
I promise there were no feelings involved, mmh

She said, "Boy, tell me honestly
Was it real or just for show?", yeah
She said, "Save your apologies
Baby, I just gotta know"

How long has this been goin' on?
You been creepin' 'round on me
While you're callin' me "baby"
How long has this been goin' on?
You've been actin' so shady (shady)
I've been feelin' it lately, baby

Ooo-oh (yeah)
Ooo-oh (encore)
Oooh-ooh-oh

I'll admit (I'll admit), it's my fault (my fault), but you gotta believe me
When I say it only happened once, mmh
I try (I try), and I try (I try), but you'll never see that
You're the only I wanna love, oh, yeah

She said "Boy, tell me honestly" (honestly)
"Was it real or just for show?", yeah (real or just for show?)
She said, "Save your apologies" (apologies, yeah)
"Baby, I just gotta know"

How long has this been goin' on?
You been creepin' 'round on me (on me)
While you're callin' me "baby" (baby)
How long has this been goin' on?
You've been actin' so shady (shady)
I've been feelin' it lately (lately), baby

Ooo-oh (yeah)
Ooo-oh (encore)
Oooh-ooh-oh
How long has it been goin' on, baby?
Ooo-oh (yeah)
Ooo-oh, you gotta go tell me now
Oooh-ooh-oh

She said, "Boy, tell me honestly
Was it real or just for show?", yeah
She said, "Save your apologies
Baby, I just gotta know"

How long has this been goin' on? (on, on)
You been creepin' 'round on me (on me)
While you're callin' me "baby" (baby)
How long has this been goin' on?
You've been actin' so shady (shady)
I've been feelin' it lately (lately), baby

How long has this been goin' on? (ooh-ooh, yeah)
You've been creepin' 'round on me
How long has it been goin' on, baby? Oh (ooo-oh)
How long has this been goin' on? (You gotta go tell me now)
You've been actin' so shady (shady)
I've been feelin' it lately, baby

All about Jane Eyre

jane eyre 

11 things to learn from Jane Eyre

ten things to learn from Jane Eyre

summary jane eyre

jane eyre at a glance

https://www.bl.uk/people/charlotte-bronte1

jane eyre slides

children at work in the Victorian Age

the woman question

bitesize revision

Halloween-questions

1. What was the name of the people who started Halloween?
2. What did they celebrate on the 31^st of October?
3. What happened on that night, according to them?
4. What did they use to lit?
5. What did Halloween and All Saints’ Day have in common, according to the speaker?
6. Who brought the celebration into America?
7. What time did Halloween become a dangerous festival?

jane eyre

 

first vs second conditional

 

What makes a hero?

 Questions about a hero

What makes a hero?

What about his qualities?

Who are heroes in real life?

Interview your hero

What are your accomplishments? 

Do you have a good moral reputation? 

What have you done to contribute back to society? 

Is your role model directed toward helping others? 

What’s the best advice you ever received? 

Who inspires you and why? 

What’s the hardest lesson you ever learned? 

Describe a defining moment in your life. 

What’s your personal motto? 

Let’s Talk About It! Think about your favourite app.

 Let’s Talk About It! Think about your favourite app. 

What is it called? 

What do you use it for? 

How does it work? 

Why do you like it? 

Does it cost anything to use or download? 

Prepare a short description of the app including brief instructions for using it. Use the language in the Phrase Bank.

INDEFINITE PRONOUNS EXERCISES

 

halloween group work 

Pronunciation and stress

 pronunciation activities

How to study foreign languages

https://www.grammarcheck.net/language-learning/

Metacognition and Bloom taxonomy

 

WRITING PROMPTS suggestions for high school students

What you will find below are links to websites with lots of possibilities to choose from. In some cases, they are not only inspiration for writing but also for speaking activities/assignments. Lets’ jump right in!

Writing Prompts is an excellent website full of creative writing resources to use in class.  It's important to set attainable goals for this – agree that by the end of five minutes everyone will have written 50 words.

By writing together it's possible to get a whole class writing happily, and at some stage they'll be content and confident enough with their stories to want to be let free to write without being asked for regular progress reports.

plot-generator.org.uk/The aim of plot generator is to inspire students to write their own stories, using common genres and themes. It helps  set the scene then build characters, describe them, name them, and work out how they fit together in an interesting story. 

writing-prompt-generator/This writing prompt generator may be used to spark ideas for new blog articles, journal entries, or other creative writing outlets. 

writing prompts essays

https://ieltsliz.com/100-ielts-essay-questions/

https://www.nytimes.com/2019/09/04/learning/550-prompts-for-narrative-and-personal-writing.html

https://busyteacher.org/creative_writing_prompts_part_one.html

https://education.yourdictionary.com/for-teachers/activities-lesson-plans/100-creative-writing-prompts-for-middle-school.html