De onderstaande antwoorden moet je zelf nakijken; vergelijk jouw antwoorden met de goede
antwoorden, en geef aan in welke mate jouw antwoorden correct zijn.
You are going to read a text about Julie the Tongue-Invader.
Read the text and do assignment 1.
Read the text again and do assignment 2.
Assignment 1
On your own: combine the headings with the paragraph numbers.
In your group: discuss your answers.
(The paragraphs of the text are numbered and the headings, underneath, are in alphabetical order).
Being proud about a kiss
Facing bad kissers
First aid to frenching
Focus on the lips
Frenching, the most common made mistake
Introduction
Kissing as a conversation
My decision
My first frencher
My inspiration
By Ben van Heuvelen A guy who loves kissing explains why making out is special and how to deal with a bad kisser.
1
I am an aficionado of the kiss. No other act is so simple and so intimate. The light suction,the flick of the lip, the playful nibble, the deep advance and retreat of the tongue — a good kiss is like jazz, an improvisation of melodies, flirtatious staccatos, and passionate brassy crescendos. A good kiss is a rapport enacted physically, like sex, but more erotic.
2
Many women don't realize this. I've been surprised at how many treat kissing like it really is "first base," just a step towards something better. And when I meet such women, I face a dilemma, like being a music lover who discovers that a new friend has bad taste. Do you break it off, or do you educate? And if you educate, how do you give lessons without giving offense ?
3
My first encounter with such a kisser ended badly. Julie and I were 14, at the conclusion of our second date. She tilted her head, put her open lips to mine, and, using a combination of wetness and suction, established airlock.Then her tongue invaded. I imagined an eel or a water-dwelling snake, or perhaps atapeworm , darting towards my throat,slithering around, and then withdrawing, only to strike again immediately. I tried to block her with my tongue, but she swirled and pushed me back. I could not breathe. Then I began to gag reflexively.
4
Being fourteen has its disadvantages; Julie had not learned the cardinal rule of kissing: it's a conversation. There's nothing inherently wrong with an all-out tongue invasion, but if your interlocutor hasn't asked for it, then you're more scary than sexy. I didn't even call Julie to break up with her, figuring that if a girl had literally made me gag, she would probably get the message.
5
I soon realized, however, that my modest adolescent social status didn't leave me much room to be choosy. Plus, it turned out that even some awesome girls were terrible at kissing. I would have to teach them.
6
I took my instructional inspiration from my first girlfriend, Christine — my gold standard when it comes to kissing. Our first kiss had been, to a boy on a first date, a small miracle. I had been terribly nervous as we approached her front door. My hands had begun to sweat. (How could I touch her with sweaty hands?) I becameaware of my gangly height. (Could I reach her without bending awkwardly?) I began to doubt that I should kiss her at all.
7
But she made it very simple. She took my wrists andclasped my hands behind her back, rose onto her toes, and pressed her bottom lip between mine, drawing my top lip between hers, just until I returned the gesture. Then it was over, punctuated with a little smack of suction as we parted. For several days after, the kiss ran through my mind. Whatstood out in my replay, even more than her malleable lips and that hint of her tongue, was my own feeling of pride. Despite my adolescent fumblings, I somehow felt that I had acted — there was no other word — smooth.
A great kisser makes you feel like a great kisser.
8
The lesson here, for any would-be kissing instructor, is that you have to teach without suggesting something is wrong. In fact, your unsuspecting students should feel as if they are teaching you.
To make this happen, you first have to understand what makes people kiss poorly. The most common mistake of bad kissers is excessive frenching, that is, the over-use of the tongue. They're not sure what else to do; they confuse passion with penetration.
9
In response, at first, you have to french back. If you make bad kissers feel self-conscious , they'll never improve. So you indulge them, switching the direction of the tongue-swirl periodically to keep the semblance of spontaneity.
10
Then, right before the monotony becomes a turn-off, go for a lip. Choose top or bottom; the more thickly fleshed is probably the best one. Once you've focused on just one lip, you create so many options: simple suction; the lip switch from top to bottom, or bottom to top; the sly addition of the tongue; escalation to a full-on frencher, then a teasing retreat; the nibble. The wonderful thing about a lip lock is that once it's established, any kissing partner with a modicum of creativity will discover the possibilities and try the combinations. All you have to do is reward them by returning the favors.
Source: http://www.yourtango.com/20087725/how-to-kiss-well#.VIV3yWeOpi4 and
http://www.yourtango.com/20087725/how-to-kiss-well/page/2#.VIV6V2eOpi4
De onderstaande antwoorden moet je zelf nakijken; vergelijk jouw antwoorden met de goede
antwoorden, en geef aan in welke mate jouw antwoorden correct zijn.
Tip!
Er zijn verschillende manieren om woordjes te leren.
Je kunt de woorden hardop voorlezen of overschrijven.
Het belangrijkste is dat je dit niet te lang achter elkaar doet, want dan leer je niets meer.
In twee keer 10 minuten leer je meer dan in een half uur.
Irregular Verbs
Bekijk de onderstaande kennisbank en bestudeer de volgende irregular verbs (onregelmatige werkwoorden):
De onderstaande antwoorden moet je zelf nakijken; vergelijk jouw antwoorden met de goede
antwoorden, en geef aan in welke mate jouw antwoorden correct zijn.
De onderstaande antwoorden moet je zelf nakijken; vergelijk jouw antwoorden met de goede
antwoorden, en geef aan in welke mate jouw antwoorden correct zijn.
In pairs or groups, you are going to read and discuss a list of love-related items.
First read the questions.
Are these things important when you are in love?
Why do you think so?
What experience(s) have you had with them?
Did you like them?
Why did or didn't you?
Which items do you agree upon?
Are there items all of you agree or disagree upon?
Do the assignment.
As a group you make a top 3 of things you think are the most agreeables,
as well as of the most disagreeables things.
Present those items to the other groups, and explain your motivation.
If you cannot agree upon your top 3's, explain why.
You are going to write an informal letter, for example to a penfriend in Britain.
You have not seen or written him/her for the last two months, his/her mother was ill when you had contact for the last time.
He or she is to do his or her exams in two months.
You are fine, extremely fine even, because you have fallen in love.
Describe your crush and propose that the two of you (you and your crush) visit your penpal when (s)he wil have finished his/her exam.
Send your regards to your penpal's parents.
Open het werkbestand in google docs: 2.1 Infatuation-Informal letter. Maak een kopie van het werkblad in je eigen omgeving (Bestand - Een kopie maken...)
of download het werkblad (Bestand - Downloaden als).
Step 7 - Evaluation
Fill in the schedule and answer the questions below.
Activiteit
leuk
niet leuk
makkelijk
moeilijk
weet ik al
nieuw
Listening
Reading
Vocabulary
Grammar
Speaking
Writing
What have you learnt in this double period?
Answer the following questions:
Dit lesmateriaal is gepubliceerd onder de Creative Commons Naamsvermelding-GelijkDelen 4.0 Internationale licentie. Dit houdt in dat je onder de voorwaarde van naamsvermelding en publicatie onder dezelfde licentie vrij bent om:
het werk te delen - te kopiëren, te verspreiden en door te geven via elk medium of bestandsformaat
het werk te bewerken - te remixen, te veranderen en afgeleide werken te maken
voor alle doeleinden, inclusief commerciële doeleinden.
Van dit lesmateriaal is de volgende aanvullende informatie beschikbaar:
Toelichting
Deze les valt onder de arrangeerbare leerlijn van de Stercollecties voor Engels voor havo en vwo, leerjaar 3. Dit is thema 2 'Being in love'. Het onderwerp van deze les is: Infatuation. In deze les staat verliefdheid en zoenen centraal. De onregelmatige werkwoorden in deze les zijn: to choose, to come, to cost en to creep. In de grammaticaopdracht wordt 'Future' behandeld.
Deze les valt onder de arrangeerbare leerlijn van de Stercollecties voor Engels voor havo en vwo, leerjaar 3. Dit is thema 2 'Being in love'. Het onderwerp van deze les is: Infatuation. In deze les staat verliefdheid en zoenen centraal. De onregelmatige werkwoorden in deze les zijn: to choose, to come, to cost en to creep. In de grammaticaopdracht wordt 'Future' behandeld.
The subject of this double period is being in love.
