English Year 3 H/V

English Year 3

Welcome in year 3!

In the third form, we are going to work in a similar way as you are used to. This means that we have two classes per week. This Wikiwijs is the only website you will need all year.

Same as in year 1 and 2, we are going to work on learning goals by focussing on the four language skills: reading, writing, listening and speaking. Grammar is supportive to these skills, which is why we will also spend class time to practice with grammatical structures.

We will work on different projects, which will not necessarily be matched with a theme you're focussing on with different subjects. Every project will be concluded with a Masterpiece in which you demonstrate your capability in a specific language skill. Aside from those Masterpiece assignments, we will have two tests in which we check your grammatical knowledge and your ability to produce language 'on the spot'. We will also have two 'JIJ-toetsen': one for listening and one for reading.

In year 3, you are even more responsible for your own language learning than in year 1 and 2. Think of writing things down in your planner and deciding if you need help (in class or during a helpdesk). You also need to keep track of your own wordlist. Studying weekly, doing your homework and your part of the project are things you will need to plan and execute on your own. Your teacher is there to support you.

Have a look around on this website to discover what you will be doing this year.

Course outline

Click on this link to see this year's course outline. The document is subject to changes.

 

 

Leerdoelen Engels A2 -- B1

Tijdens de lessen Engels van dit jaar gaan we, net zoals vorig jaar, werken aan de verschillende taalvaardigheden: lezen, luisteren, spreken en schrijven. In je verdere schoolcarrière blijf je aan deze taalvaardigheden werken, dit zijn namelijk de cornerstones van elke taal! Een taal is opgedeeld in verschillende niveaus. Zie hiervoor de onderstaande afbeelding:

Op het eind van leerjaar 2 heb je er voor gezorgd dat je Engels minstens op A2 niveau was voor alle vaardigheden. In leerjaar 3 HV gaan we werken richting B1 niveau. De stap tussen deze verschillende niveau's is groot. Om er voor te zorgen dat al je taalvaardigheden goed richting B1 ontwikkeld zijn, zodat je op het eind van het jaar zelfverzekerd naar de bovenbouw door kunt, nemen we dit leerjaar de tijd om de overstap te maken van het niveau van basisgebruiker naar dat van onafhankelijke gebruiker.

Bekijk onderstaande documenten voor een overzicht van de leerdoelen op A2 en B1 niveau. In het derde document staan meer concrete beschrijvingen van wat je per taalniveau voor de verschillende vaardigheden moet kunnen laten zien.

 

 

Project: The Bourne Identity

In this first project we are going to read 'The Bourne Identity'. After reading the book and answering accompanying questions we're going to watch the film and see how this film is different from the book. We will also pay attention to some elements of a story, which are of course important in this story and will also be important later this year.

Aside from The Bourne Identity we are going to practice with some grammar in the Basics section.

 

Good luck and have fun!

 

Basics

In year 1 and 2 you've learned quite some grammatical structures which you will need in the rest of your school career and, even more important, after you finish your secondary school career. Now that we're going to start year 3, it's best to revise some grammatical features so we're all on the same page.

The grammar to focus on first is the following:

- Present simple

- Present continuous

- Past simple

- Past continuous

- Irregular verbs

- Quantifiers (much / many / (a) little / (a) few)

- Have to / had to (+negative)

- Possessive pronouns

- Articles

 

To practice these grammatical structures you can log into Slimleren (click the bird to go to the website). Here you will find exercises to check your comprehension of these structures and an explanation if necessary. Be sure to get your weekly practice time, your teacher will check your progress on Slimleren.

Present Simple vs Present Continuous

Bekijk bovenstaande video voor een uitleg over het gebruik van, en verschil tussen, de Present Simple en Present Continuous.

Voor een geschreven uitleg, en veel oefenmateriaal, kun je terecht op:

https://www.ego4u.com/en/cram-up/grammar/simpre-prepro

Past Simple

Bekijk bovenstaande video voor een uitleg over het gebruik van de Past Simple.

Voor een geschreven uitleg, en veel oefenmateriaal, kun je terecht op:

https://www.ego4u.com/en/cram-up/grammar/simple-past

Past Continuous

Bekijk bovenstaande video voor een uitleg over het gebruik van de Past Continuous .

Voor een geschreven uitleg, en veel oefenmateriaal, kun je terecht op:

https://www.ego4u.com/en/cram-up/grammar/past-progressive

Much, many, little, few

Bekijk bovenstaande video voor een uitleg over het gebruik van much, many, little, few.

Possessive pronouns

Bekijk bovenstaande video voor een uitleg over het gebruik van de Possessive pronouns (bezittelijke voornaamwoorden) .

Voor een geschreven uitleg, en veel oefenmateriaal, kun je terecht op:

https://www.ego4u.com/en/cram-up/grammar/pronouns

Part 1 - Elements of a story

Every story, whether it's a book, comic, short story, series, film, game or whatever other type of story you can imagine, has certain elements that make it a real story.

Whenever you dive into a story it's important to be aware of these elements. They are crucial in setting the mood of the story and play an important role in whether you enjoy the story or not.

The most important elements, which you will find in every type of story, are character, setting, plot, conflict and theme.

Character: The characters are the individuals that the story is about. The author should introduce the characters in the story with enough information that the reader can visualize each person. This is achieved by providing detailed descriptions of a character’s physical attributes and personality traits. Every story should have a main character. The main character determines the way the plot will develop and is usually who will solve the problem the story centers upon. However, the other characters are also very important because they supply additional details, explanations, or actions. All characters should stay true to the author’s descriptions throughout the story so that the reader can understand and believe the action that is taking place—and perhaps even predict which character may do what next.

Setting: Setting always consists of two things: time and place (also called where and when). The place is the location where the story is set. One story can have multiple locations that all influence the story as a whole. Some locations can make the story very cheerful and open, whereas another location can give the story a very scary, gloomy and closed atmosphere. When a story takes place also influences the story a lot. Just think about Peaky Blinders or Stranger Things. Both series are set in the past but just looking at the time when they take place and the atmosphere this brings to the story make them completely different.

Plot: Plot is also called the storyline. This means the way in which the story is structured and how the different events in a story are organised. A film has a different plot organisation compared to a series, in which a story is drawn out across several episodes. Same goes for a novel, a comic or a short story. They specific story types all have their own basic plot structures but of course there is plenty of room for improvisation across the various genres.

Conflict: If there is no conflict in a story, there isn't really much to write a story about. There can be different types of conflicts but we will learn more about them later. Conflict basically means the struggle between characters, between a character and an organisation, or maybe the conflict takes place inside the main character.

Theme: A theme is the way the story looks at the central topic or message of a story. Think love for example: love may be the topic, but learning to love yourself may be the theme. Themes are used to communicate important ideas and messages about issues that face the characters and the setting of a narrative.

This was a very short and basic explanation of the elements of a story. If you would like to know a bit more or if you want to watch a video to get to know the elements better, take a look at this video:

https://www.youtube.com/watch?v=3TG1eUQVfVk

Part 2 - Reading The Bourne Identity

 

We’re going to read ‘The Bourne Identity’, by Robert Ludlum. This novel was turned into an action / thriller, starring Matt Damon, in 2002. You might have seen the film already, let’s take a look at the book that inspired this acclaimed trilogy! Same as in the books we read in year 2, there will be some activities to do before reading, while reading and after reading. Aside from that, we will take a look at some elements of a story, which will be important later this year.

Good luck, and have a lot of fun reading this book!

Pay attention!

The book you are going to read belongs to school. You are borrowing the book for the time being but we expect you to return it in the same state in which you received it. Once you're done reading and answering the questions, return it and make sure that they scan it. If the system doesn't know that you've returned it you might be send a bill for the costs.

 

If you prefer to listen to the story while reading, you can use this YouTube file.

Chapters 1 – 2               

Before reading

1. Discuss what you know about Robert Ludlum and the story of The Bourne Identity. Then read the Introduction to this book. What have you learned from it that you did not already know?

2. Look at the Word List at the back of the book. Then explain how a person might feel – and why – if he or she:

  • Suffers from amnesia
  • Has nothing on his or her bank account
  • Sees a corpse
  • Has to confess a crime to the police
  • Is a police informant
  • Is trapped underground

While reading

3. Is this information about the patient true (T) or false (F)?

  • Someone has tried to kill him.T / F
  • He speaks at least three languages.T / F
  • He is probably a fisherman.T / F
  • He has a bank account in Marseilles.T / F
  • He is suffering from amnesia.T / F
  • He has broken into buildings before.T / F
  • He is used to driving expensive cars. T / F
  • He has dangerous enemies. T / F

4. Who:

  • Recognizes the patient in Zurich?
  • Learns that his name is Jason Bourne?
  • Does Bourne send a gift of money to?
  • Decides that he must go to Paris?
  • Does Broune use to help him leave the hotel?
  • Passed money to the fat man for Bourne?

After reading

5. Write down possible endings to these sentences.

  • The bank information was placed under Bourne’s skin because…
  • Bourne is being tortured by …
  • He shouldn’t trust the bank officials because…
  • If Bourne doesn’t learn more about his past, he…
  • If Marie tries to run away again, he…
  • Next, he needs to go to…

 

Chapters 3 – 4

Before reading

6. Work together with another student and have this conversation.

Student A: Imagine that you are Marie. What has happened today? How are you feeling? What are you thinking? Tell Bourne.

Student B: Imagine that you are Bourne. You are in a hurry to get to Löwenstrasse. Reply to Marie, but tell her as little as possible.

 

While reading

7. Write one word in each space.

  • What does Bourne learn in Löwenstrasse? Chernak was given the envelope of money for Bourne by a (1) ………… . Bourne took the money, so he (2) ………… the job. (3) ………… will pay anyone who kills Bourne.
  • What happens in Stepdeckstrasse? Bourne rents a (1) ………… and is visited by a (2) ………… . While he is resting, (3) ………… men come to kill him. As he leaves, two more men arrive with (4) ………… .
  • What happens in the gunmen’s car? The men take Bourne’s money and (1) ………… . He kills them and then goes to help Marie by the (2) ………… River.
  • What happens beside the river? Bourne (1) ………… Marie and (2) ………… her assassin. The assassin kills an (3) ………… man and escapes. Marie helps Bourne into the (4) ………… .
  • What happens in Lenzberg? Marie finds a doctor for Bourne, but throws away his (1) ………… . Bourne tells her his story and tries, unsuccessfully, to make her (2) ………… him. She can help him in Paris because she knows about (3) ………… organizations, and she works for the Canadian (4) ………… . She phones (5) ………… , a friend, to ask him about Treadstone Seventy-one. She tells Bourne that Carlos is a very dangerous paid (6) ………… .
  • What does Bourne learn in Paris? At first, he believes that he assassinated the American (1) ………… , but then he realizes that he was not in (2) ………… on that date. He learns that special (3) ………… must be followed when he tries to take money from his account. The bank official has to call a number in (4) ………… . the phone number will probably help Bourne to find (5) ………… .

After reading

8. Discuss with another student what Marie asked Peter to do, whether he succeeded, what happened to him, and why. Write a short summary of your discussion and answers here:

 

Chapter 5 – 6

Before reading

9. What kind of man is Bourne? Imagine that you are Marie, and make two lists.

  • Reasons why Bourne must be a professional assassin:
  • Reasons why Bourne can’t be a professional assassin:

While reading

10. Circle the correct words in these sentences.

  • Carlos and his men often shoot people in the heart / throat as a punishment.
  • Bourne believes that he is / used to work for Carlos.
  • When Bourne’s account is active, a bank / store is called.
  • Bourne finally gets his money with a lot of / little difficulty.
  • In Madame Lavier’s office, Bourne finds and memorizes telephone numbers in Zurich and New York / Paris.
  • The man at the switchboard has known Bourne by the name of Briggs / Cain.
  • A CIA officer tells others in Washington that Cain is a CIA informant / professional killer.
  • During the Vietnam war, Cain worked for the Americans / Vietnamese.
  • David Abbott says that Carlos / Cain and Carlos must be killed.

11. Write the names:

  • The designer at Les Classiques …………
  • The documents identifying Bourne as Cain…………
  • The American saved in Tam Quan…………
  • The name that Bourne was known by then…………
  • The assassin who takes Carlos’s contracts…………
  • The assassin who killed Ambassador Leland…………
  • The person wanted by the Zurich police …………
  • The Zurich banker named in the report…………

After reading

12. Have this imaginary conversation.
Student A: You are Bourne. You have learned where Dr. Washburn is now. Telephone him and tell him how you are feeling and why.
Student B: You are Dr. Washburn. Ask Bourne questions and help him understand what is happening to him. Thank him for the money and tell him what you are doing now.

 

Chapters 7 – 8

Before reading

13. Chapter 7 is called “Treadstone Seventy-one”. What are you going to learn about Treadstone, do you think? Are the following statements true or false? Explain why you think so.

  • It is a secret organization. T/F because:
  • It is part of the United States government. T/F because:
  • It employs Carlos. T/F because:
  • It used to employ Bourne. T/F because:
  • It knows about Bourne’s time with Dr. Washburn. T/F because:
  • It does not trust Bourne now. T/F because:

While reading

14. Who or what is described by the words in italics?

  • found the special instructions and changed them.”               …………
  • “There are only three copies...”…………
  • “We’re trying to save her life.”…………
  •  
  • held the glass up to the light.                                                       …………
  • even killed his own brother.”                                                     …………

15. Complete these sentences:

  • Marie thinks she is being contacted by …
  • Bourne thinks the message is from …
  • But he allows Marie to call …
  • Gunmen attack the room that is in the name of …
  • At about the same time, Corbelier is shot in the …
  • Marie realizes that Bourne’s memories could be …
  • The Paris number from Les Classiques belongs to a …
  • Villiers hates Carlos, who killed his …
  • Outside Villiers’s house Bourne sees, again, …
  • Carlos’s contact inside Villiers’s house is …

After reading

16. Discuss these statements about Bourne with a classmate. What have you learned about his past?

  • “On March 25, 1968, Jason Bourne was killed by another American in Tam Quan.”
  • “He hated that war, hated everyone in it.”
  • “Three years ago we invented a man and gave him a life.”
  • “He even killed his own brother.”

Chapters 9 – 10

Before reading

17. Answer these questions.

  • Can Bourne trust Villiers, do you think? Why (not)? Is there anyone else that he can really trust?
  • What is Bourne going to do next? What will the effect be?

While reading

18. Who:

  • Frightens Janine Dolbert and Claude Oréale?…………
  • Becomes suspicious of General Villiers?…………
  • Reminds the general to stay strong?…………
  • Is told that Les Classiques pays an assassin?…………
  • Visist Parc Monceau?…………
  • Leaves a church in the clothes of a priest?…………
  • Is found dead in the church?…………
  • Does Bourne save outside the Louvre?…………
  • Is Carlos’s cousin?…………
  • Contacts the American embassy?…………
  • Tries to have Bourne killed at a graveyard?…………
  • Kills General Villiers’s wife?…………
  • Pretends that he killed her?                                   …………

After reading

19. Work with another student. Imagine and practice one of these conversations. Then act out the conversation to the rest of the class.

  • Pierre Trignon and Madame Lavier after Bourne’s conversation with Trignon.
  • Jacqueline Lavier and Angélique Villiers at Parc Monceau.
  • Philippe d’Anjou and his contact, on the telephone, after Bourne’s first call to him.
  • Bourne and an official at the American embassy, when Bourne calls for the first time to identify himself.
  • General Villiers’s conversation with his wife before her death.

Chapter 11

Before reading

20. Answer these questions about Bourne’s plan now.

  • What do you think his plan is? What is his aim? What could go wrong? Will he succeed? Make notes.
  • Use your notes to give a two-minute talk to another student about Bourne’s plan. Listen to the other student’s talk. What do you disagree about?

While reading

21. Write short answers to these questions.

  • Who has Bourne sent all his memories to? …………
  • Who and what does he expect to find inside Treadstone? …………
  • What is happening to the Treadstone building? …………
  • Why isn’t Bourne killed in the taxi? …………
  • How has the U.S. Secretary of State heard Bourne’s story? …………
  • Why will Marie be useful at Treadstone today? …………
  • What does Bourne pretend to be doing as he enters the building? …………
  • Who is waiting for Bourne on the second floor? …………

22. Correct these sentences. Cross out the wrong word and write the correct one.

  • First, Carlos attacks Bourne with a gun. …………
  • Bourne breaks Carlos’s leg. …………
  • Then Carlos is shot in the chest.…………
  • Some of the men in the house work for a moving company; others work for Conklin …………
  • Delta died on this day, years before. …………
  • Bourne is shot again, in the head.…………
  • When men enter the building, Carlos dies.…………
  • Conklin takes Bourne’s hand as he becomes unconscious. …………

After reading

23. Answer these questions about Bourne’s true identity.

  • What is his real name? …………
  • What happened to his wife and children? …………
  • What was his job before their deaths? …………
  • What was his job after their deaths? …………
  • Where did he work after that? …………
  • When did he start using the name of Bourne? …………

24. What do these sentences mean? How is this recognition important to Bourne’s future?
The face. He knew it. He had seen it before. It was known to many, he was sure.

25. Is there anything about the story that you haven’t understood? Write down any questions. Then ask other students to explain it to you.

 

Writing

Now that we’ve finished reading the story and have answered all of the question, choose one of these writing tasks to complete. When you’re done, ask two classmates for peerfeedback using the model below. After that, send it to your teacher.

  1. Choose one of the pictures in this book. Explain why this is an important time in the story.
  2. Write a page in Carlos’s secret diary about the events in New York on March 25.
  3. A year after the story ends, what is Marie doing and how does she feel now about the events of a year ago? Write a letter from her to a close friend in Canada.
  4. Imagine and write about the life of a character in this book who is less important or who does not appear at all.
  5. Describe two important events in your own past – one that you would be happy to forget and one that you would like to remember forever.

Part 3 - Watching The Bourne Identity

After having read the book 'The Bourne Identity', we're going to watch the film in class. While watching there are going to be some questions for you to answer. Pay attention to the subtitles and write down the missing words.

Missing words:

1.

13.

25.

2.

14.

26.

3.

15.

27.

4.

16.

28.

5.

17.

29.

6.

18.

30.

7.

19.

31.

8.

20.

32.

9.

21.

33.

10.

22.

34.

11.

23.

35.

12.

24.

 

 

Questions to answer after watching the film:

  1. What are some of the different locations that are portrayed in the film?
  2. Marie decides to drive Jason to Paris in exchange for a large amount of money. Would you do the same? Why (not)?
  3. Who is your favourite character in the book? Why?

 

Book versus film:

  1. The book has a very different beginning than the film. Which one do you prefer and why?
  2. What else are some differences between the book and the film?
  3. Which version do you prefer overall?
  4. We read the book before we watched the film. When reading a book, you are able to create the characters and the setting in your own mind. Did the film match the characters and the setting you created while reading the story?

 

Elements of a story:

  1. In your own words, describe two of the main characters from the story. When describing a character, think about looks as well as personality. Try to be as detailed as possible in your description.
  2. Describe the setting of the story. Setting always consists of place and time. Describe both of these as detailed as possible.
  3. What do you think the theme of this story is? How is this theme portrayed?

Presentation: Your own identity

You are going to give a presentation in class in which you share something that has to do with your own identity. The presentation has to be in English, last 3 minutes and has to be about something personal that shapes your identity. You could, for instance, talk about one of your hobbies (music, sports, your favourite series/film etc.), something that interests you a lot (culture, science, geography etc.), or even just about yourself: who are you? What have you done in the last couple of years and what are your plans for the next couple of years?

When you're still not sure about what to include in your presentation, think about some of the things that Jason Bourne experiences when he has lost his memory. For example, he visits many different places and seems to know his way around wherever he goes. What is the nicest place you have ever been to? What made it memorably? Or, what place would you really like to visit some day and why?

Jason also spontaneously remembers certain very specific skills, like speaking various foreign languages, being a martial arts expert, being a professional climber etc. What special skill would you very much like to possess and why?

To support your presentation, you need to include a creative element. This could be a PowerPoint/Canva/Poster/??? with photos. If you’re even more creative you can decide to present yourself in a different way, but discuss this with me before you continue. Remember that a good presentation always starts with an introduction and ends with a summary or conclusion.

In class you get the opportunity to prepare for your presentation. During one of the classes we’re going to provide each other with feedback using a peer-feedback form. Since you've given each other peer feedback in year one and two you are familiar with how to do this. Be sure to use the feedback you receive to improve your video.

You will not receive feedback on your presentation from your teacher, but you will select two classmates who will give you tips and tops. It's their task to send you their tips and tops, and it's your task to save these for later reference.

Good luck and have fun!

 

 

 

Project: Horen, Zien & Tilburg

We are going to do this project together with Humanics. With English, you will gather a lot of information about sustainability, why this is an important topic, what we can do to become more sustainable en how we can make cities more sustainable. All the information you gather will be very helpful for your Masterpiece for English but this is eaqually usable for your research in Humanics!

In the next couple of classes we are going to practice with all of the English language skills: listening, speaking, reading and writing. Aside from that there are some grammatical elements with which you should practice using Slimleren. We are going to watch a documentary made by Sir David Attenborough, we are going to read various texts about how cities could be more sustainable and, eventually, you are going to find more examples of how cities can become more sustainable. All of this information can be used in your MAsterpiece, in which you will make a video about how Tilburg could become more sustainable.

Good luck and have fun!

 

Basics

Aside from vocabulary, grammar is a building stone for the English language. You need grammar whenever you use English! Therefor, it's very important to keep on practicing with the grammatical structures you already possess and to keep on learning new grammatical structures.

During this project, you will use Slimleren to practice with the following grammatical structures:

- present simple

- present perfect

- past simple

- present simple vs present perfect

- past simple vs present perfect

- modal verbs

- relative pronouns

- present simple / continuous / perfect, past simple / continuous

You will use Slimleren to practice with these structures and they will be important when you start working on your final assignment.

 

 

To practice these grammatical structures you can log into Slimleren (click the bird to go to the website). Here you will find exercises to check your comprehension of these structures and an explanation if necessary. Be sure to get your weekly practice time, your teacher will check your progress on Slimleren.

 

 

Wordlist

Download this empty wordlist and fill it with the words that you don't (yet) know. Be sure to write down the English word and the Dutch translation!

Grammar videos

Whenever you're not sure on how to use a certain grammatical structure, watch the explanatory video beneath.

Present Perfect

Bekijk bovenstaande video voor een uitleg over het gebruik van de Present Perfect .

Voor een geschreven uitleg, en veel oefenmateriaal, kun je terecht op:

https://www.ego4u.com/en/cram-up/grammar/present-perfect-simple

Modal verbs

Bekijk bovenstaande video voor een uitleg over het gebruik van de veelgebruikte Modal Verbs Can, May & Could .

Voor een geschreven uitleg, en veel oefenmateriaal met deze en andere modal verbs, kun je terecht op:

https://www.ego4u.com/en/cram-up/grammar/modal-verbs

Relative Pronouns

Bekijk bovenstaande video voor een uitleg over het gebruik van de Relative Pronouns (betrekkelijke voornaamwoorden) .

Voor een geschreven uitleg, en veel oefenmateriaal, kun je terecht op:

https://www.ego4u.com/en/cram-up/grammar/relative-clauses

Adjectives and Adverbs

Bekijk bovenstaande video voor een uitleg over het gebruik van de Adjectives (bijvoeglijke naamwoorden) en Adverbs (bijwoorden) .

Voor een geschreven uitleg, en veel oefenmateriaal, kun je terecht op:

https://www.ego4u.com/en/cram-up/grammar/adjectives-adverbs

Part 1 - Watching A Life on Our Planet

Luisteren B1 leerdoelen

Ik kijk en luister naar TV, video- en geluidsopnames: Ik begrijp films over vertrouwde onderwerpen/ uitgebreide weersvoorspelling/ documentaires/hoofdpunten van het nieuws.

Ik luister naar een gesprekje tussen mensen die Engels praten: ik begrijp de hoofdpunten van een discussie, begrijp gesprek over muziek, activiteit, onveiligheid op straat, milieu, etc.

 

To start off our project, we are going to watch A Life on Our Planet (2020) by Sir David Attenborough. He has dedicated his long life to traveling around the world to make nature documentaries. Since he traveled so much and over such a long period of time, he is an eye witness to the human impact on our planet. While watching the documentary, for which we will need two classes, there are some questions for you to answer. After we finish watching there are some discussion questions to talk about with a classmate and help you gain a deeper understanding, as well as develop a personal opinion, on the sustainability issue.

 

Answer these questions while watching:

  1. What human disaster happened in the city of Chernobyl in 1986?
  2. How old is Sir David Attenborough in the documentary?
  3. What was the world population in 1937?
  4. What percentage of species were wiped out when a meteor crashed into the Earth, killing all of the dinosaurs?
  5. By 1954, what percentage of wildlife was remaining?
  6. What does the word ‘Serengeti’ mean?
  7. In what year was the Apollo 8 mission launched?
  8. Which ocean animals were being hunt in the 1970s?
  9. By how much had Borneo’s rainforest decreased by the end of the 20th century?
  10. Up to how many species of tree are there in a small patch of rainforest?
  11. What colour did all of the coral turn?
  12. What change happened in the ocean to cause coral to turn this colour?
  13. In the last 40 years, what percentage of the summer sea ice is reduced in the Arctic?
  14. How many trees do we cut down each year?
  15. What is the Earth’s population in 2020?
  16. How many people are estimated to be on Earth by 2100?
  17. How much energy does Morocco generate from solar power plants?
  18. Why is diversity in the ocean so important?
  19. What did Palawan do to protect their coral and fish?
  20. Why should we change our diet?
  21. What is special about the Dutch farmers?
  22. What makes forests more effective?
  23. What is nature to mankind, according to Sir David Attenborough?
  24. Sir David Attenborough is certain about one thing. What is this?
  25. Which example is given to demonstrate how good nature is at reclaiming space?

 

After we finish watching and have checked your answers to the questions you will receive some discussion questions to talk about with a classmate. The questions are open, so there should be plenty for you to talk about! If you have said all there is to say about your questions, ask your teacher for other questions and carry on.

English, of course!

Part 2 - Reading about sustainable cities

Leerdoelen B1

Ik lees om informatie op te doen: ik begrijp specieke informatie in brochures, …/begrijp hoofdgedachte artikel in tijdschrift, krant of op website/begrijp ondertiteling van korte filmpjes/ begrijp jeugdroman, songtekst, …

Read the following (very short) articles and do the activities. Whenever you encouter a word you don't know yet, be sure to add it to your own list of words. You can find the document to use for that under 'Basics'.

(1) City of Trees

Manchester has a plan to plant three million trees over the next 25 years. The project is called the "City of Trees". Its director said we would bring "existing woodland into management". He said: "There is no point in planting new woodland if you can't manage what you've got already. The project will, "engage people a lot more in their natural environment - in planting trees [and] understanding more about the benefits that trees…bring to our society."

The director said: "Manchester wants to be a world-class city region. We have a lot of fantastic development…but the natural environment needs to keep up with that." He said it would reconnect people with the natural world, provide health benefits and reduce stress. He said the trees would reduce air and noise pollution. He also said: "They can also help…climate change both in terms of…reducing the urban heat island effect and…flooding."

________________________________________________________________________________________

Complete the following sentences by combining part A with part B.

Paragraph 1

  1. Manchester has a
  2. over the
  3. The project is
  4. There is no
  5. engage people
  6. natural
  7. planting
  8. benefits that trees

 
  • called the "City of Trees"
  • trees
  • environment
  • bring to our society
  • point
  • plan
  • a lot more
  • next 25 years

 

Paragraph 2

  1. Manchester wants to
  2. We have a lot of fantastic
  3. natural
  4. reconnect people
  5. provide health benefits
  6. reduce air
  7. They can also help
  8. the urban heat

 
  • climate change
  • environment
  • and noise pollution
  • development
  • island effect
  • with the natural world
  • be a world-class city
  • and reduce stress

 

________________________________________________________________________________________

(2) Flying taxis

A new form of transport will be with us in the next few years – flying taxis. Many of us grew up watching sci-fi movies with airborne taxis. Science fiction is now becoming science fact. The Japanese airline ANA has teamed up with a U.S. tech start-up called Joby Aviation. The two companies aim to start operating air taxis at the 2025 World Expo in Osaka. They are currently working together on building the flying vehicle. They also need to work out what traffic rules the taxis will need to follow, and what kind of training flying taxi pilots will need. The five-seat, all-electric taxi will be able to take off and land vertically. It will have a flight range of 241 kilometers and a top speed of 321kph.


Joby's CEO said the taxis would be good for the environment. He told reporters: "Joby exists to help people save time while reducing their carbon footprint. Japan offers us a spectacular opportunity to do just that with 92 per cent of the population living in urban areas, and Tokyo being one of the top 20 most congested cities in the world." The president of ANA, Koji Shibata, was also excited about the project. He said: "ANA has 70 years of experience delivering safe and reliable flights to customers across the world.…Being able to provide them with the option to travel rapidly, and sustainably, from an international airport to a downtown location is very appealing."

________________________________________________________________________________________

Synonym match

Match the words on the left with the correct synonym on the right.

  1. form
  2. teamed up
  3. operating
  4. training
  5. range
  6. reducing
  7. opportunity
  8. urban
  9. reliable
  10. appealing

 

 
  • chance
  • span
  • attractive
  • running
  • lowering
  • kind
  • built-up
  • dependable
  • collaborated
  • instruction

 

 

(3) Nuclear Fusion

Complete the text by filling in the gaps with the correct words below.

fraction of a  -  ever running the  -  long search into  -  endless, safe, clean  -  just 100 trillionths  -  net-positive amount  -  any given time  -  source scientists want  -  an infinite supply  -  a "huge advance"  -  could solve our  -  decades on this

 

There has been a (1) ___________________ sustainable energy sources. One (2) ___________________ to create is nuclear fusion. Scientists have worked for (3) ___________________. Researchers in the USA say they created it for a (4) ___________________ second. Powerful lasers blasted a target to create a reaction that lasted (5) ___________________ of a second. It created 10 quadrillion watts of power. This is the same as 6 per cent of the Sun's energy hitting Earth at (6) ___________________.

Nuclear fusion powers the Sun. This energy source (7) ___________________ environmental challenges. It could provide (8) ___________________ and green power. A physicist spoke about the breakthrough. She said it is (9) ___________________ and a big step toward generating "a (10) ___________________ of energy". Futurism.com said it was "(11) ___________________ of carbon-neutral energy without (12) ___________________ risk of a nuclear meltdown".

________________________________________________________________________________________

 

Now that you've practiced with some short texts about cities and sustainability, it's time for a bit more of a challenge! Read the following two texts and answer the questions below. While reading, don't forget to still write down the words you don't know in your wordlist.

________________________________________________________________________________________

(4) Nifty ways cities around the world are preparing for the future

Over half of the seven billion global population lives in cities.

In the developing world, city populations are forecast to grow by a further 2.5 billion over the next 30 years.

Urban centres already often suffer from the so-called heat island effect, meaning they can be up to 2.5 degrees hotter than surrounding areas due to human activity. As global weather changes, cities are looking at ways to adapt to different temperatures and extreme weather events.

Richard Bellingham, Director of the Institute for Future Cities at the University of Strathclyde, has told us about some interesting examples around the world.

Trees, lighter-coloured rooftops and thicker walls

Where temperatures rise significantly, the design of buildings will need to change to reduce heat and to help them cool down more quickly. This could mean walls, roofs and windows that reflect heat, as well as buildings that have green walls and roofs covered in trees and climbing plants.

Over the last nine years in New York, 9.2 million square feet of rooftops have been painted white and over a million new trees were planted. Lighter-coloured rooftops can significantly reduce the need for and costs of air conditioning. Asphalt on roads also absorbs heat but now, in some cities, streets and alleyways are being made from materials that reflect more light.

Higher temperatures could also mean smaller windows where these face the Sun – and thicker walls, so the building heats up more slowly. Buildings will need to be much better insulated to keep the cool in and reduce the energy consumption associated with air conditioning.

Capturing rainwater

Many urban drainage systems were not designed for intense rainfalls. Now, we're seeing cities putting in soft verges, permeable pavements, and trees to absorb and slow the flow of water that could otherwise overwhelm the drains.

Some buildings are installing systems that allow them to be far more efficient in their use of water, capturing rainwater and reusing grey water - the waste water from baths, sinks and kitchen appliances - for other purposes. This reduces the need to invest in better drainage systems, and that less energy is needed to treat and pump clean drinking water.

'Preferential' flooding

Many cities around the world are on the coast, and therefore at risk from rising sea levels.

Some cities are tackling this by preparing for potentially serious floods in the future, for example by designing buildings where the ground floor can be abandoned to flooding, if necessary.

Other strategies include protecting critical infrastructure, like electricity sub-stations, from flood water; and designing areas of the city that flood first to preserve other areas. In Rotterdam, there are car parks and city squares designed to flood preferentially and safely, so that the city can continue its activities without disruption.

________________________________________________________________________________________

Questions:

  1. In your own words, explain what a heat island is. Can you name an example of a heat island?
  2. What are possible solutions to tackle the problems related to heat islands?
  3. How are cities trying to deal with intense rainfall?
  4. Explain what 'preferential' flooding is in your own words.

________________________________________________________________________________________

(5) How do you make a city sustainable?

Cities are essential to the world economy, as they generate over 80% of the world’s GDP. But they also consume most of the world’s energy, and most of our cities were not built with sustainability in mind.

On top of that, cities are growing hugely, mainly in the developing world, both in number and size, and most scientists expect the world to get hotter on average.

The need for sustainable cities emerges from this complex picture. But sustainability goes beyond environmental targets, and involves other things that people need and see as important, such as jobs, health, education, safety, and a vibrant quality of life.

But what does this all mean? We've asked Richard Bellingham, Director of the Institute for Future Cities at the University of Strathclyde, to explain what a sustainable city looks like in practice.

Greener cities

There is no single environmental solution that can be applied to all cities across the world - their issues, needs and opportunities are different. But a big issue that needs to be tackled everywhere is where cities obtain their energy, and how they use it. This means the main ways cities can become greener are to:

  • Reduce the amount of energy and resources used through improving the efficiency of systems, for example transport, and changing citizens' behaviours
  • Reuse and recycle waste energy and materials
  • Obtain energy from cleaner sources

While there is no single technological magical bullet, cities can make significant reductions in the carbon emissions by using many different measures together. Here are some of them.

Clean energy

Many cities can create cleaner energy within their boundaries but, as they consume tons of energy, it's very unlikely that most cities could be “self-sufficient” in that respect. The good news is that they don’t need to be, as they can draw in clean energy from other sources, for example offshore wind farms.

Clean ways to generate energy in a city include: converting the Sun’s energy into electricity; using building design and solar thermal panels to heat buildings and water; using timber from local woodlands to generate low-carbon energy for heating, electricity generation, and transport fuels; and what is known as geothermal energy, which means generating heat from hot layers beneath the Earth’s surface.

Affordability is a key issue here as the costs of clean energy can vary massively from one place to another.

Buildings and streets

Buildings often use the most energy and emit the biggest quantities of carbon in cities. There are some very interesting examples of how cities around the world have approached this issue.

For example, we know creating efficient buildings (insulating walls, windows, and roofs, and using energy-efficient lighting and heating systems) is often more cost effective and productive than generating green energy. The German Passive House design is an example of a building so highly insulated it has almost no need to be heated.

New York and Singapore have shown how tiny steps such as painting roofs white and planting trees can reduce city temperatures by up to 2C, thus reducing city energy consumption significantly.

In Scandinavian and Eastern European countries, hot water for heating is delivered to buildings through insulated pipes beneath the streets. The heat can be generated from highly efficient power stations that generate both electricity and heat, or use heat recovered from businesses such as breweries, bakeries, and distilleries.

In the UK, Glasgow is fitting smart street lights in some areas. Older yellow sodium street lights can be replaced with LED lights that can reduce emissions while making streets safer.

Transport systems

Transport systems are vital to the smooth running of a city, but they can also produce traffic jams, poor air quality, and gas emissions. Ideally we need to reduce the number of private cars on the streets, but some cities around the world have come up with some interesting ideas.

Edinburgh has one of the largest car sharing clubs in the UK, meaning households who subscribe don't necessarily own their own cars, but pay to join a club and use a car only when they need it.

Copenhagen encourages cycle commuting through cycles being given priority at traffic lights, creating a 'green wave'.

Cities like London and Singapore have created high-quality bus and underground rail systems, as well as low-emission zones where only electric vehicles are allowed.

Products and services

It's easy to forget about it – but the food we eat, the cars we drive, the concrete in our buildings, and everything we buy in shops comes with a carbon footprint. That carbon footprint is often higher when things travel thousands of miles to reach us, like the fresh food in the supermarket. Locally sourced products can have a lower carbon footprint and be more sustainable.

________________________________________________________________________________________

Questions:

  1. In the introduction they talk about the world’s GDP. What is GDP and why is this important in relation to the article?
  2. Why is it impossible to find an environmental solution that can be used on all the world’s cities?
  3. What are some examples of how cities around the world have made an effort to become greener?
  4. How can cities reduce the number of cars on the streets?
  5. In the article they mention three ways in which cities can become greener. How can these methods be applied to Tilburg?

Part 3 - Research local sustainable projects

Leerdoelen B1

Ik kijk en luister naar TV, video- en geluidsopnames: ik begrijp films over vertrouwde onderwerpen/ uitgebreide weersvoorspelling/ documentaires/hoofdpunten van het nieuws.

Ik schrijf een notitie: ik maak aantekeningen van presentatie/ schrijf instructies voor een schoolproject/ noteer belangrijkste punten van een artikel.

 

Now that we’ve seen why it’s important to help the climate recover and we’ve read articles with different examples from how cities across the world are trying to become greener, it’s time to find out what is happening locally in order to achieve the same. The information you gather here will be very helpful once you are going to create your masterpiece for this theme. At the same time, it will give you information which you can use for your project for Humanics.

Since we are going to take a look at how Tilburg is trying to become more sustainable, the website you are going to visit will be in Dutch. Of course, it’s important to correctly translate the information from the website to English. The vocabulary related to sustainability is quite specific. Therefore, you will sometimes need to look up the translation of a word. Don’t hesitate to do so!

Task 1

Go to this website: https://www.duurzamertilburg.nl/ and take a look around. There is plenty of information to find here, so make sure that you really look at everything there is to find! After you’ve taken a good look, answer the following questions:

  1. Making your home greener and more sustainable can cost a lot of money. What can the municipality do to help you fund these modifications?
  2. The municipality of Tilburg happily helps their residents to make their homes more sustainable. Write down three ways in which the municipality can help.
  3. Not only individual residents can make their house more sustainable, companies in and around Tilburg are making an effort as well! Take a look at the news messages and read the articles there. Choose three of your favourite articles and write down:
    • What company is it about?
    • What has the company done in order to become more sustainable? (full sentences!)
    • What is the impact on the environment? (full sentences!)

These are examples of sustainability activities that are done in and around Tilburg. Below you can find some videos to give you even more inspiration for your final project. Watch the videos and answer the questions with every of them.

Task 2

Creating sustainable cities

https://www.youtube.com/watch?v=ViJIJh-BNq8

  1. How many people are expected to be living in cities by 2050?
  2. Why is it important to create eco-conscious cities around the world?
  3. What has Gothenburg done to improve their transportation system?
  4. Why is it vital for cities to create green spaces?
  5. How is Copenhagen leading the way when it comes to energy consumption?
  6. Cities need to produce more food whilst at the same time lower their carbon footprint. How can cities do this?
  7. Which city is leading the way when it comes to recycling? How does this city do this?

Task 3

The Netherlands in 2120

https://www.youtube.com/watch?v=UzZF9qVZZhQ

  1. What are some of the threats that are facing the Netherlands?
  2. How should we use the North Sea? Name at least two examples.
  3. What is the advantage of clay soils?
  4. How can we protect the country against rising sea levels?
  5. What is the advantage of peat soils?
  6. Why should the amount of forests be doubled?
  7. What is the advantage of using more wood in buildings?

Task 4

The most sustainable city

https://www.youtube.com/watch?v=fsWr0LfM_uQ

  1. How does Copenhagen aim to become carbon neutral? Give at least 3 examples.
  2. What is used to convert into energy in the powerplant in Copenhagen?
  3. Name some examples of how nature is integrated in Singapore.
  4. How much green coverage is there in Singapore? How is it possible for a densely populated city to have so much green in the city?
  5. What are the other cities that are very sustainable? For every city, write down one reason why they are so sustainable.

City

Reason it is sustainable

 

 

 

 

 

 

 

6. What makes Singapore and Copenhagen stand out from the other cities?

Masterpiece: Sustainability

Leerdoelen B1

Ik schrijf vrij: ik schrijf een script, een blog over een reis, ervaring …/ persoonlijke reactie op een film, boek …/ zelfverzonnen verhaal/gedichtje …

Ik vertel iets: ik doe verslag van een bezoek, leerervaring, excursie, …/ beschrijf dromen, verwachtingen en ambities/ vertel een verhaal dat je hebt bedacht

In this project we have seen how the Earth has changed in just one lifetime through the story of David Attenborough. We have read several articles with examples from cities that are making an effort to cut down on their carbon footprint. You have also discovered how Tilburg can help its citizens to become greener and how various companies in and around Tilburg are contributing to sustainability.

Now it’s up to you! In groups of 4 you are going to think of a completely new project that could take place in a public area or a company in or around Tilburg. The information you gather in this project will be very useful in your Humanics project as well. Also, the groups that you make now will be the same as the groups you will be put in for your Humanics project. This way, you have already worked together on a sustainability project, which will help you do to even better in Humanics.

Your assignment:

  • You work together in groups of 4 students. The groups you make for English will be the same as your groups for Humanics.
  • You think of you own, unique, new sustainability project in/or around tilburg.

Include the following points:

  • Explain what the project would entail.
  • Why you think this is a good project to have in the city.
  • Where it should be done.
  • Who should help realise the project.
  • What technological challenges the project would pose.
  • What (environmental) problems the project would solve.

Guidelines:

  • You film your video on the location where you think this project should happen.
  • Your video is between 8 and 12 minutes long.
  • Every group member speaks for at least 2 minutes.
  • Every group member is visible in the video. You speak on location. No voice overs!
  • Before you start filming, you write a script. Your teacher needs to see the script and give you a GO before you can start filming.

Need inspiration?

In previous lessons you did some research on https://www.duurzamertilburg.nl/ . Visit this page again if you want to find more inspiration on sustainable projects. In the same lesson you also watched some videos with inspiring projects from different cities. Need even more inspiration? Check out https://www.brabantsedelta.nl/ on which they give information on how ‘waterschappen’ are taking their responsibility. Around Tilburg there are plenty of projects taking place that concern themselves with water management, which will become more and more important in the coming years.  

_____________________________________________________________________________________________

Succescriteria:

Neem onderstaande succescriteria goed door zodat je weet waar je feedback op gaat krijgen.

  1. Voordat we beginnen met filmen maken we een script waarin we opschrijven wat iedereen zegt. Dit script hebben we laten controleren en hier hebben we feedback op gevraagd.
  2. Samen met mijn groepje controleer ik ons werk tijdens het maken en zodra we het willen inleveren op volledigheid; we bekijken of alle onderdelen uit de opdracht aan bod komen en vragen hier feedback op. Iedereen is duidelijk zichtbaar in beeld en niemand leest voor van een script. Hierdoor zorgen we er voor dat ik op een natuurlijke manier spreek.
  3. Mijn gebruik van grammatica past bij het niveau wat van mij verwacht wordt. Ik maak langere zinnen die ik aanvul met het gebruik van bijvoeglijke naamwoorden (adjectives) en bijwoorden (adverbs). Wanneer ik het heb over dingen die in het verleden gebeurd zijn gebruik ik de Past Simple en de Past Continuous op de juiste manier. Wanneer ik het heb over de invloed van het verleden op het heden gebruik ik de Present Perfect op de goede manier. Wanneer ik het heb over dingen die in de toekomst anders zullen zijn door de verduurzaming gebruik ik de Future tenses op de juiste manier. Ik wissel mijn grammatica gebruik af, zo gebruik ik de Present Simple, Present Continuous, Past Simple, Past Continuous, Present Perfect en de Future Tenses op de juiste manier. Hiermee zorg ik ervoor dat ik niet monotoon ben in mijn taalgebruik.
  4. In de video is ons groepje op locatie. We zorgen ervoor dat we verschillende hoeken van dezelfde locatie in beeld brengen zodat de video afwisselend is. De locaties waar we filmen hebben direct te maken met het verhaal wat we vertellen.
  5. Onze video heeft een duidelijke opbouw met een heldere introductie, een kern en een slot waarin we de hoofdpunten samenvatten. Elk groepslid deelt originele informatie, we herhalen elkaar niet maar vullen elkaar wat betreft informatie aan. De volgorde waarin de informatie gebracht wordt is logisch waardoor de kijker ons verhaal goed kan volgen.
  6. Onze video ziet er aantrekkelijk uit. We zijn allemaal goed te verstaan. Wanneer er teveel achtergrond geluid op locatie was hebben we opnieuw gefilmd en er zo voor gezorgd dat het goed te verstaan is.
  7. Voordat we de video hebben ingeleverd hebben we hier feedback op gevraagd om zo te controleren of de video ook voor buitenstaanders duidelijk en helder is.

 

Project: Alice in Wonderland

Alice in Wonderland is one of the most famous stories ever written. It is originally called 'Alice's Adventures in Wonderland' and Lewis Carroll wrote it in 1865.

It tells the story about Alice. Alice is a young, adventurous girl and one day she falls down a rabbit hole into a strange fantasy world. In this world she meets the most peculiar creatures and gets involved in adventures we can't even imagine happening in our world above the rabbit hole.

I'm sure that everyone is familiar with, at least, the film 'Alice in Wonderland'. It's about time that we read some parts of the original, written story.

On this website you can find some of the chapters of the book. We will read these chapters together before you can continue with some exercises about it. We are going to compare the original story to two modern interpretations, these are the 1951 Disney film and the 2010 Tim Burton film.

Have fun!

 

Basics

Aside from vocabulary, grammar is a building stone for the English language. You need grammar whenever you use English! Therefor, it's very important to keep on practicing with the grammatical structures you already possess and to keep on learning new grammatical structures.

During this project, you will use Slimleren to practice with the following grammatical structures:

- can / could

- comparatives

- be able to

- present passive

- be able to / be allowed to

- used to

 

To practice these grammatical structures you can log into Slimleren (click the bird to go to the website). Here you will find exercises to check your comprehension of these structures and an explanation if necessary. Be sure to get your weekly practice time, your teacher will check your progress on Slimleren.

Passive / lijdende vorm

Bekijk bovenstaande video voor een uitleg over de Passive Voice. Na het bekijken van de video kun je online oefenen met deze grammaticale structuur op:

https://www.ego4u.com/en/cram-up/grammar/passive

https://www.perfect-english-grammar.com/passive-exercises.html 

Comparatives / trappen van vergelijking

To be able to / can / could

Bekijk bovenstaande uitleg over het gebruik van Can / Could / To be able to. Na het bekijken van de video kun je online oefenen met deze grammaticale structuur op:

https://www.englisch-hilfen.de/en/exercises/modals/can.htm 

https://www.esl-lounge.com/student/grammar/3g1-can-be-able.php

Used to

Bekijk bovenstaande uitleg over het gebruik van Used to. Na het bekijken van de video kun je online oefenen met deze grammaticale structuur op:

https://www.perfect-english-grammar.com/used-to.html

Bekijk de pagina voor een uitleg over het gebruik van deze grammaticale constructie. Op de pagina staan verschillende oefeningen waar je mee vooruit kunt.

Test Preparation

Om je goed voor te bereiden op de aankomende toets is het verstandig om extra te oefenen met de grammatica die we in deze hoofdstukken behandeld hebben. Als je terugkijkt bij de verschillende Basics pagina's, kun je uitlegvideo's vinden van alle grammatica die we besproken hebben. Onder deze filmpjes staan ook links naar websites waarop je extra kunt oefenen.

Open bovenstaand document en werk dit door. Ga ook aan de slag met die onderdelen waarvan je denkt dat je ze al helemaal begrijpt! Kom je ergens niet uit, bekijk dan het uitlegfilmpje op de Wikiwijs. Je kunt je expert ook altijd benaderen voor extra uitleg.

Ben je klaar? Kijk je werk dan zelfstandig en grondig na!

De grammatica die je moet kennen voor de aankomende toets is alle grammatica die we in deze projecten hebben gezien:

- Present simple
- Present continuous
- Past simple
- Past continuous
- Present perfect
- Passive 
- Adjectives
- Adverbs
- Comparatives
- Much / many / little / few
- have to / had to (+negative)
- Can / could / should / would
- to be able to / to be allowed to

 

Om je voor te bereiden op de toets is het verstandig om extra met deze onderdelen te oefenen op Slimleren. Daarnaast is het belangrijk dat je alle onregelmatige werkwoorden leert en oefent. Het document met onregelmatige werkwoorden kun je vinden op de Basics pagina.

Part 1 - Alice in Wonderland; Chapter 1

Today we start exploring Wonderland by reading the first chapter of 'Alice in Wonderland'.

- We are going to familiarize ourselves with the main character.
- We are going to think about the main events in this chapter.
- We are going to compare the story to a modern interpretation of the story.

Read the text which you can find on the left-hand side of this page and answer the questions down below.

Good luck and have fun!

 

But remember: We're all mad here!

 

Chapter 1. Down the Rabbit Hole

ALICE was beginning to get very tired of sitting by her sister on the bank and of having nothing to do: once or twice she had peeped into the book her sister was reading, but it had no pictures or conversations in it, "and what is the use of a book," thought Alice, "without pictures or conversations?'

So she was considering, in her own mind (as well as she could, for the hot day made her feel very sleepy and stupid), whether the pleasure of making a daisy-chain would be worth the trouble of getting up and picking the daisies, when suddenly a White Rabbit with pink eyes ran close by her.

There was nothing so very remarkable in that; nor did Alice think it so very much out of the way to hear the Rabbit say to itself "Oh dear! Oh dear! I shall be too late!" (when she thought it over afterwards it occurred to her that she ought to have wondered at this, but at the time it all seemed quite natural); but, when the Rabbit actually took a watch out of its waistcoat-pocket, and looked at it, and then hurried on, Alice started to her feet, for it flashed across her mind that she had never before seen a rabbit with either a waistcoat-pocket, or a watch to take out of it, and burning with curiosity, she ran across the field after it, and was just in time to see it pop down a large rabbit-hole under the hedge.

In another moment down went Alice after it, never once considering how in the world she was to get out again.

The rabbit-hole went straight on like a tunnel for some way, and then dipped suddenly down, so suddenly that Alice had not a moment to think about stopping herself before she found herself falling down what seemed to be a very deep well.

Either the well was very deep, or she fell very slowly, for she had plenty of time as she went down to look about her, and to wonder what was going to happen next. First, she tried to look down and make out what she was coming to, but it was too dark to see anything: then she looked at the sides of the well, and noticed that they were filled with cupboards and book-shelves: here and there she saw maps and pictures hung upon pegs. She took down a jar from one of the shelves as she passed: it was labelled "ORANGE MARMALADE" but to her great disappointment it was empty: she did not like to drop the jar, for fear of killing somebody underneath, so managed to put it into one of the cupboards as she fell past it.

"Well!" thought Alice to herself "After such a fall as this, I shall think nothing of tumbling down-stairs! How brave they'll all think me at home! Why, I wouldn't say anything about it, even if I fell off the top of the house!" (which was very likely true.)

Down, down, down. Would the fall never come to an end? "I wonder how many miles I've fallen by this time?" she said aloud. "I must be getting somewhere near the centre of the earth. Let me see: that would be four thousand miles down, I think-" (for, you see, Alice had learnt several things of this sort in her lessons in the school-room, and though this was not a very good opportunity for showing off her knowledge, as there was no one to listen to her, still it was good practice to say it over) "-- yes that's about the right distance -- but then I wonder what Latitude or Longitude I've got to?" (Alice had not the slightest idea what Latitude was, or Longitude either, but she thought they were nice grand words to say.)

Presently she began again. "I wonder if I shall fall right through the earth! How funny it'll seem to come out among the people that walk with their heads downwards! The antipathies, I think-" (she was rather glad there was no one listening, this time, as it didn't sound at all the right word) "-but I shall have to ask them what the name of the country is, you know. Please, Ma'am, is this New Zealand? Or Australia?" (and she tried to curtsey as she spoke- fancy, curtseying as you're falling through the air! Do you think you could manage it?) "And what an ignorant little girl she'll think me for asking! No, it'll never do to ask: perhaps I shall see it written up somewhere."

Down, down, down. There was nothing else to do, so Alice soon began talking again. "Dinah'll miss me very much to-night, I should think!" (Dinah was the cat.) "I hope they'll remember her saucer of milk at tea-time. Dinah, my dear! I wish you were down here with me! There are no mice in the air, I'm afraid, but you might catch a bat, and that's very like a mouse, you know. But do cats eat bats, I wonder?" And here Alice began to get rather sleepy, and went on saying to herself, in a dreamy son of way, "Do cats eat bats? Do cats eat bats?" and sometimes "Do bats eat cats?" for, you see, as she couldn't answer either question, it didn't much matter which way she put it. She felt that she was dozing off, and had just begun to dream that she was walking hand in hand with Dinah, and was saying to her, very earnestly, "Now, Dinah, tell me the truth: did you ever eat a bat?" when suddenly, thump! thump! down she came upon a heap of sticks and dry leaves, and the fall was over.

Alice was not a bit hurt, and she jumped up on to her feet in a moment: she looked up, but it was all dark overhead: before her was another long passage, and the White Rabbit was still in sight, hurrying down it. There was not a moment to be lost: away went Alice like the wind, and was just in time to hear it say, as it turned a comer, "Oh my ears and whiskers, how late it's getting!" She was close behind it when she turned the comer, but the Rabbit was no longer to be seen: she found herself in a long, low hall, which was lit up by a row of lamps hanging from the roof.

There were doors all-round the hall, but they were all locked; and when Alice had been all the way down one side and up the other, trying every door, she walked sadly down the middle, wondering how she was ever to get out again.

Suddenly she came upon a little three-legged table, all made of solid glass: there was nothing on it but a tiny golden key, and Alice's first idea was that this might belong to one of the doors of the hall; but, alas! either the locks were too large, or the key was too small, but at any rate it would not open any of them. However, on the second time round, she came upon a low curtain she had not noticed before, and behind it was a little door about fifteen inches high: she tried the little golden key in the lock, and to her great delight it fitted!

Alice opened the door and found that it led into a small passage, not much larger than a rat-hole: she knelt down and looked along the passage into the loveliest garden you ever saw. How she longed to get out of that dark hall, and wander about among those beds of bright flowers and those cool fountains, but she could not even get her head through the doorway; "and even if my head would go through," thought poor Alice, "it would be of very little use without my shoulders. Oh, how I wish I could shut up like a telescope! I think I could, if I only knew how to begin." For, you see, so many out-of-the- way things had happened lately, that Alice had begun to think that very few things indeed were really impossible.

There seemed to be no use in waiting by the little door, so she went back to the table, half hoping she might find another key on it, or at any rate a book of rules for shutting people up like telescopes: this time she found a little bottle on it, ("which certainly was not here before," said Alice), and tied round the neck of the bottle was a paper label, with the words "DRINK ME" beautifully printed on it in large letters. It was all very well to say "Drink me," but the wise little Alice was not going to do that in a hurry. "No, I'll look first," she said, "and see whether it's marked 'poison' or not"; for she had read several nice little stories about children who had got burnt, and eaten up by wild beasts, and other unpleasant things, all because they would not remember the simple rules their friends had taught them: such as, that a red-hot poker will burn you if you hold it too long; and that, if you cut your finger very deeply with a knife, it usually bleeds; and she had never forgotten that, if you drink much from a bottle marked "poison," it is almost certain to disagree with you, sooner or later. However, this bottle was not marked "poison," so Alice ventured to taste it, and, finding it very nice (it had, in fact, a sort of mixed flavour of cherry-tart, custard, pine-apple, roast turkey, toffee, and hot buttered toast), she very soon finished it off.

"What a curious feeling!" said Alice. "I must be shutting up like a telescope!"

And so it was indeed: she was now only ten inches high, and her face brightened up at the thought that she was now the right size for going through the little door into that lovely garden. First, however, she waited for a few minutes to see if she was going to shrink any further: she felt a little nervous about this; "for it might end, you know," said Alice to herself; "in my going out altogether, like a candle. I wonder what I should be like then?" And she tried to fancy what the flame of a candle looks like after the candle is blown out, for she could not remember ever having seen such a thing.

After a while, finding that nothing more happened, she decided on going into the garden at once; but, alas for poor Alice! when she got to the door, she found she had forgotten the little golden key, and when she went back to the table for it, she found she could not possibly reach it: she could see it quite plainly through the glass, and she tried her best to climb up one of the legs of the table, but it was too slippery; and when she had tired herself out with trying, the poor little thing sat down and cried.

"Come, there's no use in crying like that!" said Alice to herself rather sharply. "I advise you to leave off this minute!" She generally gave herself very good advice (though she very seldom followed it), and sometimes she scolded herself so severely as to bring tears into her eyes; and once she remembered trying to box her own ears for having cheated herself in a game of croquet she was playing against herself, for this curious child was very fond of pretending to be two people. "But it's no use now," thought poor Alice, "to pretend to be two people! Why, there's hardly enough of me left to make one respectable person!"

Soon her eye fell on a little glass box that was lying under the table: she opened it, and found in it a very small cake, on which the words "EAT ME" were beautifully marked in currants. "Well, I'll eat it," said Alice, "and if it makes me grow larger, I can reach the key; and if it makes me grow smaller, I can creep under the door: so either way I'll get into the garden, and I don't care which happens!"

She ate a little bit, and said anxiously to herself "Which way? Which way?", holding her hand on the top of her head to feel which way it was growing; and she was quite surprised to find that she remained the same size. To be sure, this is what generally happens when one eats cake; but Alice had got so much into the way of expecting nothing but out-of-the-way things to happen, that it seemed quite dull and stupid for life to go on in the common way.

So she set to work, and very soon finished off the cake.

Alice in Wonderland, Chapter 1 ‘Enter Wonderland’                 

  1. Read the text ‘Alice in Wonderland, Chapter 1’ and write down 20 difficult words with their translation.

English

Dutch

English

Dutch

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2. Watch the video of Alice falling and if necessary, read the chapter again.

https://www.youtube.com/watch?v=8xLpaQFjSio

 

a. Name 3 things Alice sees on her way down the rabbit- hole.
 

b. Name 4 differences between Alice’s fall in the film and in the book.
 

c. Give a description of the Drink Me-drink or the Eat Me-cake. What does it look like and how exactly does it work? Is it dangerous and, if yes, what happens if you take too much?
Drink Me-drink:
Eat Me-cake:

d. What kind of girl do you think Alice is? Is she smart, dumb, curious, rude, friendly or…? And why? Give a thorough explanation of your answer.
- I think Alice is

Part 2 - History behind the story

To get to know a bit more about how the story of Alice in Wonderland came to be, we are going to watch a video that tells us all about it! The story was written by Charles Dodgson, who wrote under the pseudonym Lewis Carroll. We will learn about the little girl that inspired him to write the story and some theories about his state of mind will be discussed.

While watching, there are some questions for you to answer. If you can't answer them all while watching the first time, watch the video again to make sure you have all the answers.

https://www.youtube.com/watch?v=-HcdV-ebFng

Copy these questions into your own document in order to answer them.

  1. How many siblings did Charles Dodgson (aka Lewis Carol) have?
  2. What surprising disability did Charles have for a writer?
  3. Why did Charles get along better with children than adults?
  4. How did Charles get such a good relationship with the Liddell family?
  5. How long did it take Charles to write the story Alice in Wonderland?
  6. Why weren’t his original drawings used for the book?
  7. What characters were added to the story later?
  8. What are some of the other titles the story went by before it was called Alice in Wonderland?
  9. Why did the Liddell family break contact with Charles?
  10. What do you think Charles meant with the word ‘sin’ in his diary?
  11. What is the other theory that explains why Charles didn’t have contact with the Liddell family?
  12. Who was the character of the White Rabbit based on and why?
  13. What does the phrase ‘to grin like a Cheshire cat’ mean?
  14. Who was the Queen of Hearts based on?
  15. How did the phrase ‘as mad as a hatter’ come to existence?
  16. Why do people think Charles was ‘on something’ when he wrote Alice in Wonderland?
  17. What kind of effect did Charles’ migraines have?
  18. What happened to the real Alice?
  19. What did Alice do in 1928?
  20. How was Charles Dodgson described by people who knew him in real life?

 

 

Part 3 - Alice in Wonderland; Chapter 6

In this lesson we are going to read another chapter from 'Alice in Wonderland'.

- We are going to learn something about the background of the story and how it came to be.
- We are going to learn what a lullaby is.
- We are going to compare the original story to its modern versions.


Good luck and have fun!

 

'You're as mad as a March hare!'

 

Chapter 6. Pig and Pepper

The door led right into a large kitchen, which was full of smoke from one end to the other: the Duchess was sitting on a three-legged stool in the middle, nursing a baby; the cook was leaning over the fire, stirring a large cauldron which seemed to be full of soup.

'There's certainly too much pepper in that soup!' Alice said to herself, as well as she could for sneezing.

There was certainly too much of it in the air. Even the Duchess sneezed occasionally; and as for the baby, it was sneezing and howling alternately without a moment's pause. The only things in the kitchen that did not sneeze, were the cook, and a large cat which was sitting on the hearth and grinning from ear to ear.

'Please would you tell me,' said Alice, a little timidly, for she was not quite sure whether it was good manners for her to speak first, 'why your cat grins like that?'

'It's a Cheshire cat,' said the Duchess, 'and that's why. Pig!'

She said the last word with such sudden violence that Alice quite jumped; but she saw in another moment that it was addressed to the baby, and not to her, so she took courage, and went on again: —

I didn't know that Cheshire cats always grinned; in fact, I didn't know that cats could grin.'

'They all can,' said the Duchess; 'and most of 'em do.'

'I don't know of any that do,' Alice said very politely, feeling quite pleased to have got into a conversation.

'You don't know much,' said the Duchess; 'and that's a fact.'

Alice did not at all like the tone of this remark, and thought it would be as well to introduce some other subject of conversation. While she was trying to fix on one, the cook took the cauldron of soup off the fire, and at once set to work throwing everything within her reach at the Duchess and the baby- -the fire-irons came first; then followed a shower of saucepans, plates, and dishes. The Duchess took no notice of them even when they hit her; and the baby was howling so much already, that it was quite impossible to say whether the blows hurt it or not.

'Oh, please mind what you're doing!' cried Alice, jumping up and down in an agony of terror. 'Oh, there goes his precious nose'; as an unusually large saucepan flew close by it, and very nearly carried it off.

'If everybody minded their own business,' the Duchess said in a hoarse growl, 'the world would go round a deal faster than it does.'

'Which would not be an advantage,' said Alice, who felt very glad to get an opportunity of showing off a little of her knowledge. 'Just think of what work it would make with the day and night! You see the earth takes twenty-four hours to turn round on its axis — '

'Talking of axes,' said the Duchess, 'chop off her head!'

Alice glanced rather anxiously at the cook, to see if she meant to take the hint; but the cook was busily stirring the soup, and seemed not to be listening, so she went on again: 'Twenty-four hours, I think; or is it twelve? I — '

'Oh, don't bother me,' said the Duchess; 'I never could abide figures!' And with that she began nursing her child again, singing a sort of lullaby to it as she did so, and giving it a violent shake at the end of every line:

 

                 'Speak roughly to your little boy,

                   And beat him when he sneezes:

                 He only does it to annoy,

                   Because he knows it teases.'

 

             (In which the cook and the baby joined):—

                                              

                         'Wow! wow! wow!'

 

While the Duchess sang the second verse of the song, she kept tossing the baby violently up and down, and the poor little thing howled so, that Alice could hardly hear the words:—

 

                 'I speak severely to my boy,

                   I beat him when he sneezes;

                 For he can thoroughly enjoy

                   The pepper when he pleases!'

                                                                                                           

                         'Wow! wow! wow!'

 

'Here! you may nurse it a bit, if you like!' the Duchess said to Alice, flinging the baby at her as she spoke. 'I must go and get ready to play croquet with the Queen,' and she hurried out of the room. The cook threw a frying-pan after her as she went out, but it just missed her.

“…….”

So she set the little creature down, and felt quite relieved to see it trot away quietly into the wood. 'If it had grown up,' she said to herself, 'it would have made a dreadfully ugly child: but it makes rather a handsome pig, I think.' And she began thinking over other children she knew, who might do very well as pigs, and was just saying to herself, 'if one only knew the right way to change them — ' when she was a little startled by seeing the Cheshire Cat sitting on a bough of a tree a few yards off.

The Cat only grinned when it saw Alice. It looked good- natured, she thought: still it had very long claws and a great many teeth, so she felt that it ought to be treated with respect.

'Cheshire Puss,' she began, rather timidly, as she did not at all know whether it would like the name: however, it only grinned a little wider. 'Come, it's pleased so far,' thought Alice, and she went on. 'Would you tell me, please, which way I ought to go from here?'

'That depends a good deal on where you want to get to,' said the Cat.

'I don't much care where — ' said Alice.

'Then it doesn't matter which way you go,' said the Cat.

'— so long as I get somewhere,' Alice added as an explanation.

'Oh, you're sure to do that,' said the Cat, 'if you only walk long enough.'

Alice felt that this could not be denied, so she tried another question. 'What sort of people live about here?'

'In that direction,' the Cat said, waving its right paw round, 'lives a Hatter: and in that direction,' waving the other paw, 'lives a March Hare. Visit either you like: they're both mad.'

'But I don't want to go among mad people,' Alice remarked.

'Oh, you can't help that,' said the Cat: 'we're all mad here. I'm mad. You're mad.'

'How do you know I'm mad?' said Alice.

'You must be,' said the Cat, 'or you wouldn't have come here.'

Alice didn't think that proved it at all; however, she went on 'And how do you know that you're mad?'

'To begin with,' said the Cat, 'a dog's not mad. You grant that?'

'I suppose so,' said Alice.

'Well, then,' the Cat went on, 'you see, a dog growls when it's angry, and wags its tail when it's pleased. Now I growl when I'm pleased, and wag my tail when I'm angry. Therefore I'm mad.'

'I call it purring, not growling,' said Alice.

'Call it what you like,' said the Cat. 'Do you play croquet with the Queen to-day?'

'I should like it very much,' said Alice, 'but I haven't been invited yet.'

'You'll see me there,' said the Cat, and vanished.

Alice was not much surprised at this, she was getting so used to queer things happening. While she was looking at the place where it had been, it suddenly appeared again.

'By-the-bye, what became of the baby?' said the Cat. 'I'd nearly forgotten to ask.'

'It turned into a pig,' Alice quietly said, just as if it had come back in a natural way.

'I thought it would,' said the Cat, and vanished again.

Alice waited a little, half expecting to see it again, but it did not appear, and after a minute or two she walked on in the direction in which the March Hare was said to live. 'I've seen hatters before,' she said to herself; 'the March Hare will be much the most interesting, and perhaps as this is May it won't be raving mad — at least not so mad as it was in March.' As she said this, she looked up, and there was the Cat again, sitting on a branch of a tree.

'Did you say pig, or fig?' said the Cat.

'I said pig,' replied Alice; 'and I wish you wouldn't keep appearing and vanishing so suddenly: you make on quite giddy.'

'All right,' said the Cat; and this time it vanished quite slowly, beginning with the end of the tail, and ending with the grin, which remained sometime after the rest of it had gone.

'Well! I've often seen a cat without a grin,' thought Alice; 'but a grin without a cat! It's the most curious thing I have ever seen in my life!'

She had not gone much further before she came in sight of the house of the March Hare: she thought it must be the right house, because the chimneys were shaped like ears and the roof was thatched with fur. It was so large a house, that she did not like to go nearer till she had nibbled some more of the left hand bit of mushroom, and raised herself to about two feet high: even then she walked up towards it rather timidly, saying to herself 'Suppose it should be raving mad after all! I almost wish I'd gone to see the Hatter instead!'

Alice in Wonderland, Chapter 6  ‘Alice’                                       

  1. Read the text ‘Alice in Wonderland, Chapter 2’ and write down 20 difficult words with their translation.

English

Dutch

English

Dutch

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Answer these questions about the text.

1. At one point, the duchess starts to sing a lullaby to her ‘pig’. What is a lullaby?

2. Alice asks the Cheshire Cat which way she has to go. They start to have a conversation and the Cat says 'Oh, you're sure to do that,' said the Cat, 'if you only walk long enough.' Explain, in your own words, what he means.

3. Alice says: 'the March Hare will be much the most interesting, and perhaps as this is May it won't be raving mad — at least not so mad as it was in March.' Why does she expect the Hare to be less mad in May? You may use the internet to answer this question.

4. To be ‘as mad as a March hare’ is an English expression. Find out what this expression means.

5. At the end of the story, Alice wishes she had gone to the hatter. Why?
-

Have a look at the video about the Cheshire Cat and answer the questions.

 

https://www.youtube.com/watch?v=G4fHre-yRPY

1. Write down 2 similarities between the story and the video.

2. Write down 2 differences between the story and the video.

Old and modern                                                                                    

Have a look at this short video of Tim Burton’s Cheshire cat.

https://www.youtube.com/watch?v=W1St7sRFEEE

  1. What are similarities between Disney’s cat and Tim Burton’s cat?
  2. What is the biggest difference between the two cats? Pay attention to the atmosphere in the two clips.

Part 4 - Songs inspired by Alice

The list of films, comics, series, songs, poems, theatre plays, artworks and even videogames that were inspired by the story of Alice in Wonderland is nearly endless. Just take a look at https://en.wikipedia.org/wiki/Works_based_on_Alice_in_Wonderland if you’re curious!

 

Listen to some songs that are inspired by the story and answer the questions.

Avril Lavigne – Alice

This song was made for the 2010 Tim Burton film version of Alice in Wonderland. The music video shows a lot of scenery from that film. Listen to the song and write down the missing words from the lyrics.  

https://www.youtube.com/watch?v=YI4m-l2yRZA

Trippin' out
Spinnin' around
I'm underground, I ______ (1) down
Yeah, I fell down

I'm ______ (2)
So where am I now?
______ (3)
And I can't stop it now
It can't stop me now,
Oh

I, I'll get by
I, I'll ______ (4)
When the world's crashin' down
When I fall and hit the ground
I will turn myself around
Don't you try to stop it!
I, I won't cry

I found myself (myself) in ______ (5)
Get back ______ (6) again
Is this real? (Is this real?)
Is it pretend? (Is it pretend?)
I'll take (I'll take) a stand (A stand) until (Until) the end

I, I'll ______ (7)
I, I'll survive
When the world's crashin' down
When I fall and hit the ground
I will turn myself around
Don't you try to ______ (8)!
I, I won't cry

I, I'll get by
I, I'll survive
When the world's crashin' down
When I fall and hit the ground
I will turn myself around
Don't you try to stop me!
I, and ______ (9)

 

 

Jefferson Airplane – White Rabbit

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

Try to answer the questions by only listening to the song. If this is too hard, take a look at the lyric video on YouTube and read along with the text.

  1. What elements of the story are directly represented in the song?
  2. Which characters from the story are mentioned in the song?
  3. At one point, this sentence is sung ‘When logic and proportion have fallen sloppy dead’. Explain, in your own words, what is meant with this sentence and how it relates to the story.

__________________________________________________________________________________

The songs above have entirely been inspired by Alice in Wonderland. The lyrics and the video of the first song are obviously related to the story. For the songs below the music videos are inspired by the story, but the actual lyrics not so much. Watch these music videos and answer the questions.

Kerli – Tea Party

https://www.youtube.com/watch?v=uY58uPtAM68

Tom Petty And The Heartbreakers - Don't Come Around Here No More

https://www.youtube.com/watch?v=h0JvF9vpqx8

Todrick Hall - Taylor In Wonderland

https://www.youtube.com/watch?v=gdxdtW1I38Y

For every video, answer these questions:

  1. What elements from the story do you recognise in the video?
  2. Do you think these elements are correctly represented? Explain why (not).
  3. Regardless of what you think of the music, which music video do you think has represented the story the best?
  4. Find other examples of videos that were inspired by the Alice in Wonderland story.

The Hunting of the Snark                                               Uitbreiding

https://www.poetryfoundation.org/poems/43909/the-hunting-of-the-snark  

Can’t get enough of Alice and are you up for a challenge? Read the nonsense poem ‘The Hunting of the Snark’ by Lewis Carroll. It’s a long poem that consists of several chapters. Many other stories and plays were inspired by this poem.

Enjoy!

Part 5 - Alice in Wonderland; Chapter 7

In this lesson we are going to visit a tea party, unfortunately it isn't going to be a regular tea party...

- Before reading we are going to think about what a 'Mad' tea party could be.
- We are going to analyse the text.
- We are going to learn where the saying 'mad as a hatter' comes from.
- We are going to learn what 'riddles' are and we will try to solve a couple.
- We are going to compare the original story to Disney's interpretation of it.

Open the document 'AiW Lesson 3 assignment' and follow the instructions. Pay attention to the different questions for HAVO and VWO.

Good luck and have fun!

'You're as mad as a hatter!'

 

Chapter 7. A Mad Tea-Party

There was a table set out under a tree in front of the house, and the March Hare and the Hatter were having tea at it: a Dormouse was sitting between them, fast asleep, and the other two were using it as a cushion, resting their elbows on it, and they were talking over its head. 'Very uncomfortable for the Dormouse,' thought Alice; 'only, as it's asleep, I suppose it doesn't mind.'

The table was a large one, but the three were all crowded together at one corner of it: 'No room! No room!' they cried out when they saw Alice coming. 'There's plenty of room!' said Alice indignantly, and she sat down in a large arm-chair at one end of the table.

'Have some wine,' the March Hare said in an encouraging tone.

Alice looked all-round the table, but there was nothing on it but tea. 'I don't see any wine,' she remarked.

'There isn't any,' said the March Hare.

'Then it wasn't very civil of you to offer it,' said Alice angrily.

'It wasn't very civil of you to sit down without being invited,' said the March Hare.

'I didn't know it was your table,' said Alice; 'it's laid for a great many more than three.'

'Your hair wants cutting,' said the Hatter. He had been looking at Alice for some time with great curiosity, and this was his first speech.

'You should learn not to make personal remarks,' Alice said with some severity; 'it's very rude.'

The Hatter opened his eyes very wide on hearing this; but all he said was, 'Why is a raven like a writing-desk?'

'Come, we shall have some fun now!' thought Alice. 'I'm glad they've begun asking riddles. — I believe I can guess that,' she added aloud.

'Do you mean that you think you can find out the answer to it?' said the March Hare.

'Exactly so,' said Alice.

'Then you should say what you mean,' the March Hare went on.

'I do,' Alice hastily replied; 'at least — at least I mean what I say — that's the same thing, you know.'

'Not the same thing a bit!' said the Hatter. 'You might just as well say that "I see what I eat" is the same thing as "I eat what I see"!'

'You might just as well say,' added the March Hare, 'that "I like what I get" is the same thing as "I get what I like"!'

'You might just as well say,' added the Dormouse, who seemed to be talking in his sleep, 'that "I breathe when I sleep" is the same thing as "I sleep when I breathe"!'

'It is the same thing with you,' said the Hatter, and here the conversation dropped, and the party sat silent for a minute, while Alice thought over all she could remember about ravens and writing-desks, which wasn't much.

The Hatter was the first to break the silence. 'What day of the month is it?' he said, turning to Alice: he had taken his watch out of his pocket, and was looking at it uneasily, shaking it every now and then, and holding it to his ear.

Alice considered a little, and then said 'The fourth.'

'Two days wrong!' sighed the Hatter. 'I told you butter wouldn't suit the works!' he added looking angrily at the March Hare.

'It was the best butter,' the March Hare meekly replied.

'Yes, but some crumbs must have got in as well,' the Hatter grumbled: 'you shouldn't have put it in with the bread-knife.'

The March Hare took the watch and looked at it gloomily: then he dipped it into his cup of tea, and looked at it again: but he could think of nothing better to say than his first remark, 'It was the best butter, you know.'

Alice had been looking over his shoulder with some curiosity. 'What a funny watch!' she remarked. 'It tells the day of the month, and doesn't tell what o'clock it is!'

'Why should it?' muttered the Hatter. 'Does your watch tell you what year it is?'

'Of course not,' Alice replied very readily: 'but that's because it stays the same year for such a long time together.'

'Which is just the case with mine,' said the Hatter.

Alice felt dreadfully puzzled. The Hatter's remark seemed to have no sort of meaning in it, and yet it was certainly English. 'I don't quite understand you,' she said, as politely as she could.

'The Dormouse is asleep again,' said the Hatter, and he poured a little hot tea upon its nose.

The Dormouse shook its head impatiently, and said, without opening its eyes, 'Of course, of course; just what I was going to remark myself.'

'Have you guessed the riddle yet?' the Hatter said, turning to Alice again.

'No, I give it up,' Alice replied: 'that's the answer?'

'I haven't the slightest idea,' said the Hatter.

'Nor I,' said the March Hare.

Alice sighed wearily. 'I think you might do something better with the time,' she said, 'than waste it in asking riddles that have no answers.'

'If you knew Time as well as I do,' said the Hatter, 'you wouldn't talk about wasting it. It's him.'

'I don't know what you mean,' said Alice.

'Of course you don't!' the Hatter said, tossing his head contemptuously. 'I dare say you never even spoke to Time!'

'Perhaps not,' Alice cautiously replied: 'but I know I have to beat time when I learn music.'

'Ah! that accounts for it,' said the Hatter. 'He won't stand beating. Now, if you only kept on good terms with him, he'd do almost anything you liked with the clock. For instance, suppose it were nine o'clock in the morning, just time to begin lessons: you'd only have to whisper a hint to Time, and round goes the clock in a twinkling! Half-past one, time for dinner!'

('I only wish it was,' the March Hare said to itself in a whisper.)

'That would be grand, certainly,' said Alice thoughtfully: 'but then — I shouldn't be hungry for it, you know.'

'Not at first, perhaps,' said the Hatter: 'but you could keep it to half-past one as long as you liked.'

'Is that the way you manage?' Alice asked.

The Hatter shook his head mournfully. 'Not I!' he replied. 'We quarrelled last March — just before he went mad, you know — ' (pointing with his tea spoon at the March Hare,) ' — it was at the great concert given by the Queen of Hearts, and I had to singAfbeeldingsresultaat voor alice in wonderland tea party tim burton

  "Twinkle, twinkle, little bat!

  How I wonder what you're at!"

You know the song, perhaps?'

'I've heard something like it,' said Alice.

'It goes on, you know,' the Hatter continued, 'in

this way: —  

  "Up above the world you fly,

  Like a tea-tray in the sky.

              Twinkle, twinkle — "'

Here the Dormouse shook itself, and began singing in its sleep 'Twinkle, twinkle, twinkle, twinkle — ' and went on so long that they had to pinch it to make it stop.

'Well, I'd hardly finished the first verse,' said the Hatter, 'when the Queen jumped up and bawled out, "He's murdering the time! Off with his head!"'

'How dreadfully savage!' exclaimed Alice.

'And ever since that,' the Hatter went on in a mournful tone, 'he won't do a thing I ask! It's always six o'clock now.'

A bright idea came into Alice's head. 'Is that the reason so many tea-things are put out here?' she asked.

'Yes, that's it,' said the Hatter with a sigh: 'it's always tea-time, and we've no time to wash the things between whiles.'

 

  1. Read the text ‘Alice in Wonderland, Chapter 3’ and write down 20 difficult words with their translation.

English

Dutch

English

Dutch

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Answer these questions about the text.

1. Why does de March Hare offer Alice some wine?
-

2. Explain the differences between these sayings (give your answer in Dutch):
- ‘I see what I eat’ vs ‘I eat what I see’:
- ‘I like what I get’ vs  ‘I get what I like’:
- ‘I breathe when I sleep’ vs ‘I sleep when I breathe’:

3. Why is the watch wrong? What has happened to it?
-

4. Explain why it’s always tea-time for the Mad Hatter and the March Hare.
-

 

Riddles                                                                                        

1. The Mad Hatter tells a riddle in this story. What is a ‘riddle’?

-

 

2. Go to https://www.riddles.com/ and try to solve a couple of riddles.
Scroll down on the website to find a wide variety of riddles and try to solve some! Copy the riddles you’ve chosen onto your document. Don’t press the ‘Answer’ button too quickly but really try to solve it yourselves!  

 

Mad teaparty part 1:

https://www.youtube.com/watch?v=msvOUUgv6m8

Mad teaparty part 2:

https://www.youtube.com/watch?v=3a6abE7ai08

Have a look at Walt Disney’s interpretation of the Mad Tea Party and answer the questions.

 

1. Write down 3 similarities between the story and the clip.

2. Write down 3 differences between the story and the clip.

3. Explain in your own words what an ‘unbirthday’ is.

4. Explain what Alice means when she says ‘I haven’t had any yet, so I can’t very well take more’.

5. Write down 5 things that prove that this is indeed a ‘mad’ tea party.

6. The White Rabbit’s watch seems to be broken. How does the Mad Hatter try to fix it?

7. What is wrong with the mustard?

8. Why is the White Rabbit extra sad about his watch?

Masterpiece: Alice in Wonderland

Now that we have read a few chapters from Alice in Wonderland and seen a few pieces of the films, we would like you to show us a little bit of what you have learnt in this final task.

 

Afbeeldingsresultaat voor alice in wonderland book

Now that you’re all experts on Alice in Wonderland, the history behind the story and the ways in which Alice in Wonderland has inspired popular fiction, it’s time for the final assignment!

Without any written preparation you are going to write a text in class. For this text, you have to choose from one of the following assignments. It’s very important that you know which assignment you’re going to do before you come to class. As mentioned, you are not allowed to bring written preparation but you are of course free to think about your work before you start writing it.

Task 1:

You have read and seen what Wonderland is like when you fall down the rabbit hole, as was the case with Alice Liddell, but what would happen if you yourself woke up one day and found the entrance to your very own Wonderland?

In this final assignment, you are going to describe what your Wonderland would look like. How do you get there? What does it look like? Is it big? Is it small? What activities can you undertake? Who or what can you meet when you’re there?

In our first project we talked about the elements of a story (characters, setting, plot, theme, conflict). Every story needs all of these elements to turn it into a real story.

  • Write a text of 350-500 words (feel free to write a longer story if possible!)
  • Describe: 1) how you get there, 2) what it looks like, 3) what you can do there, 4) who or what you can meet there
  • You don’t have to use specific grammatical elements, you have to be sure that your text is correct and the grammar you use (for example the tenses) matches your text

 

Task 2:

Write an article in which you explain how Alice in Wonderland has inspired popular fiction. In your article, include something about the history of the story and explain how and why this has inspired other stories. Give examples of modern stories inspired by Alice in Wonderland and explain what the relation with the original story is.

  • Write a text of 350-500 words (feel free to write a longer article if possible!)
  • Use an introduction – body – conclusion structure
  • You don’t have to use specific grammatical elements, you have to be sure that your article is correct and the grammar you use (for example the tenses) matches your text

_____________________________________________________________________________________

Hier kun je zien waar je feedback op gaat krijgen:

Succescriteria (Masterpiece):

  1. Voordat ik naar de les kom om aan de eindopdracht te werken heb ik nagedacht over welke van de twee opdrachten ik kies. Ook heb ik bedacht hoe ik deze opdracht wil gaan invullen. Op deze manier kan ik tijdens de les direct en gericht aan de slag.
  2. Als ik kies voor taak 1 weet ik hoe ik de verschillende elementen van een verhaal ga invullen. Als ik kies voor taak 2 weet ik hoe ik een artikel het best kan opbouwen.
  3. De opbouw van mijn tekst, of het nu een verhaal is of een artikel, is logisch. Door de opbouw van mijn tekst wordt de lezer meegenomen en is het gemakkelijk voor de lezer om de begrijpen.
  4. Mijn tekst is afwisselend om te lezen door het gebruik van bijvoeglijke naamwoorden (adjectives) en bijwoorden (adverbs). De grammaticale structuren die ik in mijn tekst gebruik passen bij de soort tekst die ik heb gekozen. Ik gebruik de tegenwoordige tijden (present simple, present continuous) op de juiste manier. Ik gebruik de verleden tijden (past simple, past continuous, present perfect) op de juiste manier. Ik gebruik de toekomende tijden (future tenses) op de juiste manier.

Project: Book report

You are going to read an English book of your level. This means that it has to be a suitable book for your age and your knowledge of English. It has to be a proper novel of 200 pages minimum.

During the weeks in which you are reading your novel, we are going to talk about the different elements of a story. Eventually, you will write a book report in which you demonstrate your knowledge about the different elements of a story and how they are presented in your novel.

How to choose a book:

Choose an English novel that is of your appropriate level (Minimum level is level C or level 3 at the library / Young Blackbirds from Lijsters). It would be advisable to pick a novel that you like, or at least think you will like, because that will make reading it much more enjoyable. If you haven’t got any inspiration, have a look at http://www.npr.org/2012/08/07/157795366/your-favorites-100-best-ever-teen-novels for a list of 100 popular teen novels.

Or, if you want a slightly more up to date list, take a look at https://www.goodhousekeeping.com/life/entertainment/g22749180/best-books-for-teens/

 

What to do:

In class, the different elements of a story will be explained. When you read your book, you have to keep a list with difficult words. Whenever you come across a word which you don't know, write it down. You don't always have to look for its meaning right away but when you have finished your page you can look for the meaning of the couple of words which you wrote down.

Write down the English word, the Dutch translation and the page on which you found the word. This could come in handy when you want to look for the word in context again.

Example:

English

Dutch

Page

1.

 

 

2.

 

 

3.

 

 

4.

 

 

5.

 

  


When you are reading it's also a very good idea to take notes of the different elements of the story. When you do this, you already prepare yourself for the test.

Example notes:

Different themes
Also explain why you think these are the themes, try to look for quotes:

Setting (time and place)
Also explain how you know this is the setting.

Characters (protagonist and antagonist
Describe the most important characters in your novel. Try to describe both looks and personality.

The different elements of a story are explained in this PowerPoint. You will discuss it in class.

 

 

Use this website to learn how the elements of a story work and to practise with the various elements:

https://www.learner.org/wp-content/interactive/story/cinderella/

Use this list with vocabulary items to describe your character's appearance and personality:

____________________________________________________________________________________________

Hieronder alles wat er in je book report moet zitten:

Book report:

  1. Author and title
  2. Give two themes from your book. Explain why these themes are important and how they influence the story. Give clear examples and quotes to prove they are important.
    Use 120-150 words per theme, quotes excluded.
  3. Describe the setting of your book as detailed as possible. Give clear examples and quotes from your book to prove this.
    Use 200-250 words to describe your setting, quotes excluded.
  4. Choose one of the following two tasks:
    A. Describe your protagonist as detailed as possible. Include both looks and personality. Give clear examples and quotes from your book to prove this.
    Use 180-200 words to describe your protagonist, quotes excluded.
    B. Describe your antagonist as detailed as possible. Clearly explain why this is the antagonist and how the antagonist opposes the protagonist. Give clear examples and quotes from your book to prove this. Use 180-200 words to describe your antagonist, quotes excluded.
  5. Give your opinion about your novel and answer the following questions:
    • What did you like about your book?
    • What didn’t you like about your book?
    • What have you taken away from reading your book?
    • Would you advise your classmates and friends to read this book? Explain.
      Use 200-300 words to give your own opinion.
  6. Choose one of the tasks below:

A. Write an alternative ending to your story.
Maybe you feel slightly disappointed when finishing your novel... Perhaps you expected your protagonist to finally admit to his or her feelings? Or if you might, you thought the bank robbers wouldn't be caught by the police officers and were able to flee to a deserted island with the heaps of gold they had stolen? Now you have the opportunity to change the ending of the story!

- Write a 350-word alternative ending including a serious plot-twist.
- Make sure you use the correct grammar and spelling and try to write in the same style as your novel's writer.

B. Write a letter to your protagonist.
Perhaps you would like to tell your protagonist how you feel about his or her actions throughout the story. Would you like to give him or her advice? Would you like to warn them from something or someone? Or maybe you just don't agree with their life choices and you want to provide your honest feedback. You now have the opportunity to do so!

- Write a 350-word letter or email to you protagonist.
- Explain who you are and why you want to write them this letter.
- Make sure you use the correct grammar and spelling.

C. Write a review.
Did you enjoy reading your novel? Were you able to identify with the protagonist? Were you so caught up in the story that you just couldn't put the book down at 23:00h while it was really time to go to sleep? Or did you think the story could have been written differently? Do you think your novel's writer made some crucial mistakes in creating the perfect setting? Write a review telling the next generation of 3rd year havo/vwo students why they should or shouldn't read your novel.

- Write a 350-word review.
- Provide at least two arguments why you did or didn't like the novel.
- Write a strong conclusion in which you sum up your arguments.
- Make sure you use the correct grammar and spelling.

D. Interview your protagonist or antagonist.
Say you had the opportunity to interview the protagonist or antagonist of your novel. What would you ask them? Which specific event from the novel (or which chapter) would you like to ask questions about? What would your protagonist's or antagonist’s answers be? Conduct a (fictional) interview with your protagonist or antagonist asking at least 4 open (!) questions. Also provide fictional answers by trying to empathise with your character as much as possible.

- Write a 350-word interview by asking at least 4 open questions.
- Make sure the answers your protagonist or antagonist gives you are elaborate ('uitgebreid').
- Make sure you use the correct grammar and spelling.
  • Tijdens het bekijken van je werk letten we op correct gebruik van spelling en grammatica. Daarnaast wordt er gecontroleerd of je plagiaat gebruikt. Het gebruik van plagiaat wordt streng bestraft.

D.E.A.R. time

What is D.E.A.R.-time?

D.E.A.R.-time means 'Drop Everything And Read'. On many different schools around the world (e.g. Ireland, North America, Middle East) students enjoy D.E.A.R. time. D.E.A.R. time increases your knowledge, vocabluary, and your reading and writing skills. As an extra benefit, you will also enjoy some stress reduction.

We would like to read every week for at least twenty minutes. Besides, we ask you to read on paper and alone. So always bring an English book, magazine or an e-reader to make sure that you are able to enjoy some D.E.A.R. time.

 

DEAR Time Expectations

Project: Diversity

Our next project is about ‘diversity’. A topic that has played a big role in the last couple of years and those to come. Our aim is to acknowledge the differences in our society and in the classroom as well as to embrace those differences. In the next couple of classes, we are going to practise with all the English language skills: reading, writing, listening, and speaking. Aside from the skills there are some grammatical elements with which you should practise using Slimleren.

 

Good luck and enjoy!

Basics

Aside from vocabulary, grammar is a building stone for the English language. You need grammar whenever you use English! Therefor, it's very important to keep on practicing with the grammatical structures you already possess and to keep on learning new grammatical structures.

 

During this project, you will use Slimleren to practice with the following grammatical structures:

- past passive

- present simple vs present perfect

- could have / would have / should have

- past simple vs present perfect

- adjectives / adverbs

- present simple / continuous / perfect, past simple / continuous

 

To practice these grammatical structures you can log into Slimleren (click the bird to go to the website). Here you will find exercises to check your comprehension of these structures and an explanation if necessary. Be sure to get your weekly practice time, your teacher will check your progress on Slimleren.

Passive / lijdende vorm

Bekijk bovenstaande video voor een uitleg over de Passive Voice. Na het bekijken van de video kun je online oefenen met deze grammaticale structuur op:

https://www.ego4u.com/en/cram-up/grammar/passive

https://www.perfect-english-grammar.com/passive-exercises.html 

Could have / would have / should have

Bekijk bovenstaande video voor een uitleg over het gebruik van could have / would have / should have. Na het bekijken van de video kun je online oefenen met deze grammaticale structuur op:

https://www.perfect-english-grammar.com/could-have-should-have-would-have.html

Adjectives and adverbs / bijvoeglijke naamwoorden en bijwoorden

Bekijk bovenstaande video voor een uitleg over het gebruik van adjectives and adverbs. Na het bekijken van de video kun je online oefenen met deze grammaticale structuur op:

https://www.ego4u.com/en/cram-up/grammar/adjectives-adverbs

https://www.englisch-hilfen.de/en/exercises_list/adjektiv_adverb.htm

https://www.perfect-english-grammar.com/adverbs-or-adjectives-exercise-1.html

Alle tijden / all tenses

Bekijk bovenstaande video voor een uitleg over alle verschillende tijden. Let op, de Past Perfect hebben we nog niet gehad en deze hoef je ook niet te kennen! Na het bekijken van de video kun je online oefenen met deze grammaticale structuur op:

https://www.ego4u.com/en/cram-up/tests/london-dungeon

https://www.ego4u.com/en/cram-up/tests/language-course

https://www.ego4u.com/en/cram-up/tests/hadrians-wall

Part 1: An introduction to diversity

In this project we are looking at diversity. Diversity can mean different things to people based on their morals, values, and life experiences. To dive into this subject, it is important to know what it means. In this introduction lesson we are going to find out what you already know.

  1. Give your explanation of the following words:

Diversity =

Equality =

Inclusion =

2. Now, think of an example situation for all the words above and write it down.

(For example: Diversity; There are pupils with different sexual orientations in the classroom.)

 

​​3. Group discussion:

As ‘diversity’ can be a sensitive subject to some people, we are going to talk about it as a group. Discuss the following questions together with the group and your teacher:

 
   
  • What does having respect for each other’s opinions and beliefs really mean?
  • What would it look like during this project? Which rules are you setting to make sure everyone feels comfortable?
  • Which explanations did you give for the words diversity/equality/inclusion? Are there different answers? If so, why do you think the answers differ?

Next: Now that we have established our ground rules about respect during this project, let’s get started!

Each of us has a unique identity with many different sides to it. Think about all the different aspects of your identity that make up who you are as a person. How many of these aspects are visible to someone when you first meet them? How many are invisible?

Your identity is a lot like an iceberg. Fun fact: Only about 13 % of an iceberg is visible at the surface. Look at the image below and see how you could also say this about someone’s identity.

 

4. Watch the following video ‘The iceberg model’ to get a better understanding of this:

Questions while watching:

  1. What makes this iceberg so useful/applicable?
  2. Why did they use a sketchbook as an example?

Questions after watching:

1. Now, it’s your turn. Write down at least 5 aspects that belong to your surface culture and 5 that belong to your deep culture. (Of course, you only have to share information you are comfortable with)

2. How does deep culture affect surface culture? Explain and give an example.

As you can see from the characteristics you wrote down in the iceberg there are many aspects that make us different. Another way to look at it is that these characteristics help us to identify with someone else, and make us feel equal.

5. Watch the following video below and answer the questions.

1. What does the following phrase mean?

“Putting people in boxes”

2. From watching the video, how do you think these ‘boxes’ could make people feel?

3. Write a story of 100 – 200 words describing a time in your life you felt put in a box or an example you can think of that is not your own. How did/would you feel? How did/would you respond? Did/would it make you think about your identity differently? What might you do differently if the same situation happened again?

Part 2: Black Lives Matter

In 2017 a seventeen-year-old unarmed child was shot by a neighbourhood watch volunteer, which resulted in growing attention for police violence. Sadly, several other police killings happened in the years after. You might have heard of George Floyd, Eric Garner or Michael Brown. A movement started fighting for equality for black people and a stop to police violence ‘The Black Lives Matter Movement’.

Question 1:

a. Which picture best represents the Black Lives Matter movement?

        

b. What does the phrase ‘Black Lives Matter’ mean to you?

Question 2:

Listen to the following song ‘I can’t breathe’ by H.E.R. and read the lyrics below: https://youtu.be/E-1Bf_XWaPE.

 

  1. Listen to the song again and fill in the missing words.
  2. Keeping in mind the questions about the Black Lives Matter Movement. Underline the phrases/words that stand out most to you. Explain why they stand out.

Phrases/words

Explanation

 

 

 

 

 

 

 

 

 

 

c. How do you think the woman that wrote the song feels?

d. In orange you can read the phrase ‘We breathe the same’, what message is the writer H.E.R trying to bring across with this phrase?

e. How does the song relate to the Black Lives Matter movement?

Give a brief explanation and 3 phrases from the song that say something about black rights.

Question 3:

The protestors of the Black Lives Matter Movement use statements to tell us how they feel. Just like the song expresses how the black writer feels.

  1. Read the following statements and discuss the questions with your neighbour.

b. Now it’s time to write your own statement which promotes equality, human rights, and justice. Write the statement down in the purple circle.

c. Explain the meaning of your statement in at least 3 sentences:

 

Uitbreiding

Read the following text and answer the questions.

BLACK LIVES MATTER (BLM)

Black Lives Matter (BLM) is a civil rights movement and activist network that originated from a hashtag campaign on social media in 2013. The #BlackLivesMatter campaign gained momentum online in the wake of a Florida jury finding George Zimmerman not guilty of the second-degree murder of Trayvon Martin, an unarmed Black high school student whom Zimmerman shot and killed. Zimmerman claimed self-defense, but many people saw his acquittal by a jury as racially biased. As a social movement, BLM has focused largely on the lack of accountability for state violence committed against Black Americans, particularly police violence.

The movement has launched an activist network connected through social media that comprises individuals, local and regional groups, and international coalitions. While BLM has focused on police violence and disparities in the criminal justice system, many chapters champion specific issues that are local or personal to their members, including environmental justice and education. Within the movement's first few years, it spread to several countries, including Australia, Brazil, Canada, Ghana, South Africa, and the United Kingdom. BLM has attracted the support of many celebrities and professional athletes, while also drawing criticism from conservative politicians, law enforcement organizations, and others. Though much of the movement's strength stems from its grassroots origins and decentralized structure, its growth in size and influence has raised questions within the movement about how to move forward.

Origins of the Movement

The phrase "Black Lives Matter" first appeared on social media when activist Alicia Garza posted her response to the Zimmerman verdict on Facebook. Garza's friend and fellow activist Patrisse Cullors saw the post and repurposed the phrase as a hashtag, sharing it on Twitter and launching the online campaign. Garza, Cullors, and Opal Tometi, another activist friend, began promoting the hashtag to mobilize protests against the Zimmerman decision. However, the phrase resonated with Black Americans who felt that the criminal justice system valued the lives of Black people less than the lives of others.

In July 2014 mobile phone footage was released of white New York City police officer Daniel Pantaleo using excessive force on Eric Garner, an unarmed African American man. Garner died during the encounter. He could be heard repeatedly saying "I can't breathe" in the footage, and the phrase became a rallying cry for BLM supporters.

Less than one month after Garner's death, a white police officer in Ferguson, Missouri, shot Michael Brown, an unarmed Black eighteen-year-old. Marches, protests, and rallies in response to the incident were promoted through the BLM social media campaign. Protests took place around the country shortly after Brown's death and in November following a grand jury's refusal to indict the officer for Brown's murder. Protesters in Ferguson were met by a police force armed with military assault rifles, shotguns, pistols, body armor, armored fighting vehicles, and chemical agents banned in warfare, such as tear gas.

The demonstrations in Ferguson brought national attention to BLM, establishing the movement as something more substantial than a social media campaign. Amid national awareness of the protests, the US Department of Justice (DOJ) opened investigations into the Garner case and on racial bias and the use of force within the Ferguson Police Department. In 2015 the DOJ published its findings about policing in Ferguson, concluding that the city prioritized revenue over public safety needs, and the city's police force and courts held racial biases that adversely affect Black people.

Despite the efforts of BLM, many police officers accused of using excessive force have avoided punishment, even those for whom damaging evidence has been captured on video. Some officers have had charges against them dropped or reduced, while others were not charged at all. For example, the 2017 acquittal of Minnesota police officer Jeronimo Yanez for the 2016 shooting of Philando Castile received significant attention because Castile's girlfriend streamed the aftermath of the incident live on Facebook. A few convictions of officers have occurred, including the 2019 sentencing of Chicago officer Jason Van Dyke for second-degree murder in the 2014 death of seventeen-year-old Laquan McDonald.

1. What was the key focus of the Black Lives Matter Movement according to the article? Write down in your own words.

 

2. From whom does BLM get criticism?

 

3. What happened to a lot of police officers that played a role in the violence against people of colour?

 

Critical thinking questions:

  • What factors do you think have contributed to the BLM movement gaining broader acceptance and public support since it began in 2013?
  • In what ways do you think that BLM movement has brought awareness to issues of racial injustices? Explain your answer.

 

 

 

Part 3/4: Watching

VIDEO: WHY WOMEN ARE PAID LESS

Watch the following video: “Why women are paid less” – Explained (18.30 min) and answer the questions 'while watching' and 'after watching'.

Questions to answer while watching the video:

  1. What is a phrase often associated with the ‘pay gap’?
  2. If women worked in the 1950’s. Which jobs would they mostly have?
  3. What was the pay gap at that time? ______ cents on the dollar
  4. What was the wage gap caused by?
  5. What is the heart of the pay gap?
  6. According to the video, why should women not put-up pictures of their family?
  7. Which countries have almost closed their wage gaps?
  8. What made that women in Rwanda had to step into the workforce, which would have been unthinkable before?
  9. What caused women to be treated equal to men in Iceland?
  10. Which law was passed in Iceland?
  11. Which cultural shift needs to be made to close the gap?
  12. What surprised you about this video?

Questions to answer after watching the video:

Look at the following women’s rights in the UK. Put them in the correct order. Which right was introduced first, second and so on.

Women’s rights UK

1. The London Society for Women’s Suffrage is formed to campaign for women’s right to vote.

2. It becomes illegal for bars/pubs not to serve women.

3. The Sex Discrimination Act is promoted by women’s rights groups and becomes law, making it illegal to discriminate against women.

4. Women are allowed to buy property in the same way as men.

5. Same sex couples can get married.

6. The National Health Service (NHS) is created and gives everyone free access to healthcare for the first time.

7. Women are allowed to keep their property and earning when they marry.

8. Marjorie Scardino becomes the first woman CEO of a major company, Pearson.

9. Women gain the right to vote.

10. The University of London becomes the first University to award degrees to women.

11. Men and women can share time off after having a child.

 

Discuss the following questions with your neighbour and write down your answer.

  1. What do you think or imagine is difficult about being male in today’s society? What do you think or imagine is difficult about being female in today’s society? Why?
  2. What needs to change to make sure that men and women enjoy equal rights?
  3. Emma Watson, (actor and UN Goodwill ambassador) has said “the more I have spoken about feminism, the more I have realised that fighting for women's rights has too often become synonymous with man-hating”. What does she mean by this, and do you agree?

Write down 5 sentences that have to do with gender equality using the past passive. Don’t remember what the ‘past passive’ is? Have a look at the grammar videos in basics.

Example: New laws were passed to make sure women get equal rights.

 

VIDEO: POLITICAL CORRECTNESS (You can find the video on Netflix: Explained - political correctness)

Questions to answer before watching the video:

Answer the following questions before watching the video.

  1. What is ‘political correctness’? (If you don’t know search the internet and write down the explanation in your own words)
  2. Look at the statements below. Write down for each statement, why it is now politically correct.
  • A UK-council has banned the term 'brainstorming' — and replaced it with 'thought showers'.
  • Some US schools now have a 'holiday tree' every Christmas, rather than a Christmas tree.
  • A UK recruiter was stunned when her job advert for 'reliable' and 'hard-working' applicants was rejected by the job center.  

Watch the following video: ‘Political correctness’ – Explained (18:22 min) and answer the questions 'while watching' and 'after watching'.

Questions to answer while watching the video:

  1. Which Dutch example do they give for political correctness at the beginning of the video?
  2. Fill in the gap. In the US political correctness often comes up into connection with _______________.
  3. When did people start talking about political correctness?
  4. What has become the default prefix for women married or not?
  5. What is said about ‘where the line is of what you can say and what you cannot?
  6. What are the stages of acceptance?
  7. How did the comedian feel about changing ‘That little bitch is racist’ to ‘That little doctor is racist’?
  8. Societies are pushed to rethink 3 things. What are those 3 things?

Questions to answer after watching the video:

  1. Now, think of 3 examples of political correctness in The Netherlands. Write them down.
  2. Do you think political correctness is good or bad? Explain your answer.

 

Time left? Work on Slimleren or skills via 'extra practise'

Part 5/6: Debate research

At the end of this project, you will have to debate with your classmates (masterpiece). In these lessons we are going to prepare for this debate by looking into articles on your debate topic. In Humanics class you’ve already learned how to look for relevant resources, you are going to need these skills to find the information for your debate.

Step 1:

In teams of 4 you are going to pick a statement that you are interested in. Your topic has something to do with diversity/equality/inclusion. You can choose from the following statements:

Gender equality:

All public bathrooms should be gender neutral.

Society should accept that there are ‘jobs for men’ and ‘jobs for women’.

Abortion should be legalised in all countries.

Discrimination:

Employees should get fired if they discriminate.

LGBTQ:

All countries should allow gay marriage.

All schools should have a LGBTQ centre.

Stereotypes:

Gender stereotyping in advertising should be banned.

Schools should have uniforms so that everyone feels equal.

Refugees:

Refugees should be more integrated in the country they flee to.

The Dutch border should be closed to refugees.

Diversity in the workplace:

Companies should hire more people of colour to make the workplace more diverse.

Women should be paid an equal amount of money for the same job as men.

Disabilities:

Secondary education should be accessible for all children with disabilities.

Sign language should be mandatory for all television programs.

 

! The same statements aren’t allowed! So, first group to come to the teacher may debate on that statement!

 

Step 2:

Now that you have chosen a topic with a statement, you are going to search for articles that contain information with which you can make strong arguments. You should search for/think of arguments in favour (voor) and against (tegen) the debate topic. You will hear which side you have to defend when we work on the masterpiece.

Arguments can be found everywhere. Whenever somebody is trying to show that something is true, present a point of view or persuade someone else to agree with them, you can identify an argument. News outlets, social media and academic sources are full of arguments that compete for attention and influence.

Make sure that you:

  • Search for arguments in favour and against the debate topic. You should have an equal number of arguments for both sides.

The debate will last 15 min so make sure you have enough arguments to fill that time!

  • Use reliable resources > Think of your Humanics research skills.

Think of: BBC/Guardian/CNN

  • All have an equal input in finding useful articles.
  • Share all the information you find with each other. (Tip: Use an online document in which everyone posts their articles and corresponding arguments)

Use the following site to see how you identify arguments in an article:

https://www.monash.edu/learnhq/enhance-your-thinking/critical-thinking/identify-arguments

 

Use the following grid to document the information you find:

Resource

Article name

Argument

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Part 7: How to debate?!

This lesson will teach you the ins and outs of a debate. We will look at how you write a debate speech, the debate structure, and examples to inspire you for your own debate.

Debate Structure

Let’s get started with the debate structure. Have a look at the content words below and the debate overview.

Content words

Affirmative

The people that are in favour of the debate topic.

Negative

The people that are against the debate topic.

Rebuttal

In a rebuttal you undermine each other’s arguments. Each party can bring in arguments and the other party responds to them/undermines them in order to make a stronger case for their own side.

 

Debate Overview

 

Content

Explanation

Time

Step 1

Opening statement: Affirmative team

The group in favour of the debate topic presents their case to the audience.

 

 

1 min

Step 2

Opening statement: Negative team

The group opposing the debate topic presents their case to the audience.

 

 

1 min

Step 3

Rebuttal

Both teams may give arguments and undermine each other’s arguments to win the debate.

 

8 min

Step 4

Closing argument: Affirmative team

Summarize your arguments and make your case one more time before the end of the debate.

 

1 min

Step 5

Closing argument: Negative team

Summarize your arguments and make your case one more time before the end of the debate.

 

1 min

 

Write down in detail what the following terms entail (in your own words). You can use the internet to do more research. Each of the terms need to be provided with a +/- 80-word explanation.

Opening statement =

 

Rebuttal =

 

Closing argument =

Compare your answers with that of your neighbours to see if you are correct.

 

CATS VS. DOGS

Now that we know what a debate looks like, let’s have a look at the following video: Cats VS. Dogs (Good Mythical morning) Play from 0:53 to 10:00

https://youtu.be/IqTYI2F2pgA

Answer the following questions:

  1. Name 3 arguments that they use to defend dogs.
  2. Name 3 arguments that they use to defend cats.
  3. What did they do well? (Keep this in mind for your own debate)
  4. What could improve? (Keep this in mind for your own debate)

 

CLASSROOM ACTIVITY

Let’s practise a small debate to get into it.

Balloon debate:

  1. Pick five or six people each of whom chooses a historical or famous person to impersonate.
  2. Image: You are in a hot air balloon that is rapidly falling. One person must be thrown overboard in order to save the others, but who will it be?
  3. Each participant must come up with arguments and make a speech saying why they should be allowed to stay in the balloon. The rest of the class votes, and the loser is disqualified from the rest of the debate. This continues, until only one pupil is left in the balloon. (5 minute: discussion time  The teacher can start as many rounds as there is time)

Rest of the class: The other pupils will need to listen carefully to the arguments so that they can vote on who gets thrown out of the balloon! You need to be able to give arguments.

 

Time left? Practise with Slimleren

 

The following links can help you to optimize your debate:

Articles:

Videos:

Part 8: Debate Masterpiece

In this project we have talked about pressing topics regarding diversity and equality.

In this masterpiece we are going to discuss some of these topics in the form of a debate. It’s up to you now to do defend and undermine arguments in a debate about diversity.

Learning goals:

  • You will be able to come up with your own statements and defend your statements.
  • Your knowledge about pressing topics regarding diversity will have expanded.
  • You will be able to take part in a debate.

In lesson 5/6 you’ve already done research on your debate topic. In these lessons you are going to prepare your debate. The teacher will randomly assign you the ‘negative’ or ‘affirmative’ side of the debate. Make sure you know which side you are on.

Step 1:

Gather all the information you found on your topic in lesson 5/6. You are going to use this information to defend your side of the statement.

Step 2: Prepare to debate!

In the last lesson you have seen how a debate can be build up. Below you can see an overview:

  • 1 min = The group in favour of the debate topic presents their case to the audience.
  • 1 min = The group opposing the debate topic presents their case to the audience.
  • 8 min = Rebuttal: Both teams may give arguments and undermine each other’s arguments to win the debate.
  • 1 min = Closing argument/summary team against
  • 1 min = Closing argument/summary team in favour

Go back to part 7 for a more extensive explanation and prepare each part of the debate thoroughly in your team of 2.

  • Opening statement
  • Rebuttal
  • Closing statement

Your teacher should be able to see a document in which you write down the information you need for each part of the debate.

 

What is expected of you?

  • Together with your teammate look for/think of plenty of arguments to be able to defend your side of the statement. Tip: The rebuttal is 8 minutes so make sure you can fill this time.
  • Think of a convincing opening statement which includes an argument (don’t give all your arguments away in the opening statement)
  • Think of a closing argument/summary to end the debate. You can convince the audience of your side of the statement one more time.
  • Everybody should speak an equal amount of time during the debate. So, divide the content equally!

 

All the gathered information should be written down in a word document so that the teacher can check your work!

 

The debate!

In the last lessons of this project, you will debate with your group of 4. We will divide the groups into slots of 15 min in which you will debate in front of the teacher. The teacher will give you feedback on the debate.

 

The other pupils will work on Slimleren or 'extra practise' during this time :)

 

Succescriteria:

Neem onderstaande succescriteria goed door zodat je weet waar je feedback op gaat krijgen.

1.      Voordat ik het debat in ga, zorg ik ervoor dat ik de volgende onderdelen van het debat uitgebreid heb uitgewerkt: Opening statement, rebuttal, closing statement, arguments. Ik heb deze informatie laten controleren en heb hier feedback op gevraagd.

2.      Samen met mijn groepje controleer ik ons werk tijdens het maken op volledigheid; we bekijken of alle onderdelen uit de opdracht aan bod komen en vragen hier feedback op. Iedereen heeft een even groot aandeel tijdens het debat en niemand leest voor. We spreken op een natuurlijke manier.

3.      Mijn gebruik van grammatica past bij het niveau wat van mij verwacht wordt. Ik maak langere zinnen die ik aanvul met het gebruik van bijvoeglijke naamwoorden (adjectives) en bijwoorden (adverbs). Wanneer ik het heb over dingen die in het verleden gebeurd zijn gebruik ik de Past Simple en de Past Continuous op de juiste manier. Wanneer ik het heb over de invloed van het verleden op het heden gebruik ik de Present Perfect op de goede manier. Wanneer ik het heb over de toekomst gebruik ik de Future tenses op de juiste manier. Ik wissel mijn grammatica gebruik af, zo gebruik ik de Present Simple, Present Continuous, Past Simple, Past Continuous, Present Perfect en de Future Tenses op de juiste manier. Hiermee zorg ik ervoor dat ik niet monotoon ben in mijn taalgebruik.

4. Voordat we het debat ingaan hebben we feedback gevraagd om zo te controleren of de inhoud van ons debat voor buitenstaanders duidelijk en helder is.

Project: Good Mythical Morning

Basics

Aside from vocabulary, grammar is a building stone for the English language. You need grammar whenever you use English! Therefor, it's very important to keep on practicing with the grammatical structures you already possess and to keep on learning new grammatical structures.

During this project, you will use Slimleren to practice with the following grammatical structures:

- first conditional

- shall / will

- some / any

- past simple vs present perfect

- possessive (‘s, ‘, of)

- linking words

To practice these grammatical structures you can log into Slimleren (click the bird to go to the website). Here you will find exercises to check your comprehension of these structures and an explanation if necessary. Be sure to get your weekly practice time, your teacher will check your progress on Slimleren.

 

First Conditional - 'If' zinnen

Bekijk bovenstaande video voor een uitleg over het gebruik van de first conditional. Na het bekijken van de video kun je online oefenen met deze grammaticale structuur op:

https://www.ego4u.com/en/cram-up/grammar/conditional-sentences/type-1/exercises?02

https://www.perfect-english-grammar.com/first-conditional-exercise-1.html

https://www.englisch-hilfen.de/en/exercises/if_clauses/type_1_statements.htm

Future Simple - will / shall

Bekijk bovenstaande video voor een uitleg over het gebruik van de future tenses. Na het bekijken van de video kun je online oefenen met deze grammaticale structuur op:

https://www.ego4u.com/en/cram-up/grammar/future-mix/exercises

https://www.englisch-hilfen.de/en/exercises/tenses/future.htm

https://www.perfect-english-grammar.com/future-tenses-form-mixed-exercise-1.html

Some vs any

Bekijk bovenstaande video voor een uitleg over het gebruik van some and any (en somewhere/anywhere, someone/anyone etc.). Na het bekijken van de video kun je online oefenen met deze grammaticale structuur op:

https://www.ego4u.com/en/cram-up/vocabulary/some-any

https://www.perfect-english-grammar.com/some-and-any-exercise-2.html

https://www.englisch-hilfen.de/en/exercises/confusing_words/some_any.htm

Bezit / possessive

Bekijk bovenstaande video voor een uitleg over het gebruik van de bezittelijke vorm. Na het bekijken van de video kun je online oefenen met deze grammaticale structuur op:

https://www.englisch-hilfen.de/en/exercises/nouns_articles/apostrophe_s.htm

https://engelsklaslokaal.nl/oefenen-met-grammatica/overig/possessives-s-of/

 

Linking words / verbindingswoorden

Bekijk bovenstaande video voor een uitleg over het gebruik van linking words. Na het bekijken van de video kun je online oefenen met deze grammaticale structuur op:

https://engelsklaslokaal.nl/oefenen-met-grammatica/overig/conjunctions-and-transition-words/

Alle tijden / all tenses

Bekijk bovenstaande video voor een uitleg over alle verschillende tijden. Let op, de Past Perfect hebben we nog niet gehad en deze hoef je ook niet te kennen! Na het bekijken van de video kun je online oefenen met deze grammaticale structuur op:

https://www.ego4u.com/en/cram-up/tests/london-dungeon

https://www.ego4u.com/en/cram-up/tests/language-course

https://www.ego4u.com/en/cram-up/tests/hadrians-wall

Test Preparation

Om je goed voor te bereiden op de aankomende toets, is het verstandig om extra te oefenen met de grammatica die we in deze hoofdstukken behandeld hebben. Als je terugkijkt bij Basics van de thema's Diversity en Good Mythical Morning, kun je uitlegvideo's vinden van alle grammatica die we besproken hebben. Onder deze filmpjes staan ook links naar websites waarop je extra kunt oefenen. Vergeet ook niet om de onregelmatige werkwoorden nog eens goed door te nemen.

In thema Diversity en Good Mythical Morning zijn onderstaande grammaticale onderwerpen aan bod gekomen:

Diversity

- past passive

- present simple vs present perfect

- could have / would have / should have

- past simple vs present perfect

- adjectives / adverbs

- present simple / continuous / perfect, past simple / continuous

GMM

- first conditional

- shall / will

- some / any

- past simple vs present perfect

- possessive (‘s, ‘, of)

- linking words

Introduction to the project

Good Mythical Morning is an internet show hosted by self proclaimed “internetainers” and long-time best friends Rhett and Link. They started years ago by doing sketches on a different YouTube channel and used GMM to talk about all other things internet.  

 

They search the internet for the weirdest/strangest/craziest topics and talk about them, but they also have regular series and do challenges for fun.

We are going to watch some of their videos and answer questions about them and discuss the different topics. This will lead up to you making your own GMM episode in the first part of this theme. You will also have your Final Test during this project. There will also be an opportunity to choose to do a writing test in which you are going to discuss your own Mythical topic as a resit for one of your other masterpieces this year.

 

https://external-content.duckduckgo.com/iu/?u=http%3A%2F%2F4.bp.blogspot.com%2F-rW7IQlPgQU8%2FURBDOi6qHMI%2FAAAAAAAAAek%2FItzlS6vqZWE%2Fs1600%2FGMM%2B2.jpg&f=1&nofb=1

Part 1 - The Slammer

The Slammer

When you do something illegal or commit a crime, chances are that you have to go to jail/prison. But the conditions in prisons can be very different in different countries and not all prisoners intend to stay in prison. You are going to watch some videos about this topic and answer questions.

Watch the video below and answer the questions.

Most luxurious prisons
10:47 min https://www.youtube.com/watch?v=NxoU2HrXzpU

While watching:

1. Listen to the video and write down any difficult words. When you’re done watching, try and explain what the word means in your own words or look them up.

 

English

Dutch

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2. What does the duo describe usual prisons to be like?

3. What is the maximum sentence in Norway?

4. Explain what it means when a prison is “not punitive, but restorative”.

5. What makes the Norwegian prison so luxurious? Give at least 5 examples.

6. What is special about the cell keys on the Island Prison?

7. Why don’t the guards carry weapons? Do you think this is logical? Explain why/why not.

After watching:

8. What is the maximum prison sentence in the Netherlands?

9. What do you think prisons should have to be effective and reasonable to live in? What bare necessities should it have? You can look up information to answer this question.

10. Do you think it’s a good thing to have prisons this luxurious? Would it be an effective punishment? Explain why/why not in ±30 words.

Let’s get out of this joint

Because prison is most likely a place you don’t want to be, lots of people try to escape from it. Some are more successful than others, and some exceed your wildest dreams and imagination.

Watch the video below and answer the questions.

Prison Escapes

11:49 min https://www.youtube.com/watch?v=-3ToSrzNmRM

While watching:

1. What were the steps the man (Choi Gap-Bok) followed to escape through the food-slot?

2. Was Choi Gap-Bok’s escape successful in the end? Explain why/why not.

3. What did the group make the raft of?

4. What happened to the group who tried to escape? Have they been caught?

5. In the Great Escape, what did they use to make the tunnel? List as many things as you can.

6. Was the Great Escape a success? Explain why/why not.

7. At some point, Rhett says “I don’t know why I want to see this guy succeed”. Can you explain why he would say that?

After watching:

9. Do you think it’s an achievement to be proud of to escape from prison? Explain why/why not.

10. Which of the prison escapes is the craziest to you? Explain why.

Now that you have had a taste of what GMM episodes can be like, we will start working towards making your own episode! 

Part 2 - Guessing Game

Sometimes checking tests can be the bane of a teacher’s existence, but there are a few times when a student’s answer is so unexpectedly wrong, it’s hilarious. Let’s talk about that.

Watch the video below and answer the questions.

Hilarous Kids’ Test Answers (GAME) (14:40 min).

https://www.youtube.com/watch?v=aQteyPE8Log&ab_channel=GoodMythicalMorning

Before watching:

The questions in the video will have funny answers that are thought of by children. Try to make guesses as to what the children wrote down as answers to these questions.

  1. Cause: Tony practices the piano 20 minutes every day. Effect: ________________
  2. I think my mom should do less of this ______________
  3. Imagine that you lived at the same time as Abraham Lincoln. What would you say to him or ask him? ____________________
  4. What are three things you want to do in the future? ­__________________
  5. What do we call the science of classifying living things? _________________
  6. In a word, describe school. ______________

While watching:

  1. Listen to the video and play along with the game. Write down the answers the players guess and what the real answer was. Copy the table and fill in.

Question

Rhett’s guess

Shep’s guess

Lando’s guess

Link’s guess

Real answer

Piano

 

 

 

 

 

Mom

 

 

 

 

 

A. Lincoln

 

 

 

 

 

Future

 

 

 

 

Living things

 

 

 

 

 

School

 

 

 

 

 

 

After watching:

  1. Why was the answer about A. Lincoln mostly about plays?

Watch the next video where the group guesses what kids have written down on their holiday wishlists.

Hilarious Kids’ Holiday Lists (GAME) (14:01 min).

https://www.youtube.com/watch?v=zzOsd-1AkaM&ab_channel=GoodMythicalMorning

Before watching:

  1. For Christmas I want (please) a dog that ____, some ice cream, and some flip flops.
  2. I want a flat screen HD tv and 1,000,000 pieces of ______ and I want an iPad, and a computer.
  3. Santa, if you bringing presents with ______, bring ______
  4. iPod, Minion too, Xbox, Minecraft, ______ for mom
  5. You better bring my ______ this year, or there will be consequences
  6. There is only one thing I want for (Christmas) summer vacation. That one thing is to bring ________ to my house because I think _________. If you can do that, I would be SO GRATEFUL!

While watching:

  1. Listen to the video and play along with the game. Write down the answers the players guess and what the real answer was. Copy the table and fill in.

Question

Rhett’s guess

Shep’s guess

Lando’s guess

Link’s guess

Real answer

Dog

 

 

 

 

 

Pieces

 

 

 

 

 

Presents with

 

 

 

 

 

For mom

 

 

 

 

 

Better bring

 

 

 

 

 

Please

 

 

 

 

 

 

Part 3 & 4 - Sections

Section 1: Not everything is what it seems.

A good ‘meme’ or illusion can intrigue you enough to make you want to share it with others and appreciate it’s weirdness, and if you spend any time on the internet, chances are that you have come across something that isn’t what it seems. There are also a lot of facts floating around the internet that aren’t true. Let’s talk about that.

Watch the videos below and answer the questions.

Science fact or Science Fiction

12:17 min https://www.youtube.com/watch?v=NbjlwEHxUZE

While watching:

1. Play along with the game in the video and tally your score.

 

Science fact

Science ficiton

1

 

 

2

 

 

3

 

 

4

 

 

5

 

 

6

 

 

7

 

 

8

 

 

9

 

 

10

 

 
 

After watching

2. Look up some science fact or science fiction of your own and explain why people think it is true but it really isn’t. My science fact or fiction:

Optical illusions

10:18 min Best of 2014 https://www.youtube.com/watch?v=VxTFGVp2R-8
11:21 min Best of 2015 https://www.youtube.com/watch?v=f-JSp5x3jCM

Watch the videos. Take quick notes on the optical illusions. Write down your opinion on which you think is the most interesting and which illusion is not so impressive and why.

After watching:

1. Which of the optical illusions from the video struck you the most? Explain why.

2. Find an optical illusion and describe what is it that is special about the illusion. How does the artist trick you? What happens in the brain process? Include a picture/link in your answer.

3. Look up “optical illusions photography”. (Re)create an optical illusions and give a step by step tutorial. We will have some short presentations with your pictures in class on how you made the illusion and why it is an illusion/what’s not real about it.

 

 

Section 2: Other sides to the truth

Almost anything can be twisted in some way to start a discussion. A regular topic of discussion for instance is extra-terrestrial life (buitenaards leven) and other mysteries like the existence of Bigfoot. We will discuss some of these topics and you will have a debate in class.

Unsolved Mysteries

10:59 min https://www.youtube.com/watch?v=7AI4OfREUCI

While watching:

1. Listen to the video and write down any difficult words. When you’re done watching, try and explain what the word means in your own words or look them up.

English

Dutch

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2.  What do the cases of the dogs have in common?

3. Is the Overtoun Bridge story an actual mystery? Why/why not?

4. What have they tried to help Benjamin Kyle remember who he is?

5. What is special about the plane hijacking case?

After watching:

Look up a mystery that has or hasn’t been solved yet.

- If it has been solved: write about the mystery and how they have solved it.

- If it hasn’t been solved: write about the mystery and explain what they could do to solve it.

Section 3: Dilemmas and debates

Watch the video below and answer the questions.

14:58 min https://www.youtube.com/watch?v=wS9O6RbLhxc&ab_channel=GoodMythicalMorning

While watching:

  1. Guess what answer the audience picked for the different dilemmas.

Dilemma 1

Yourself / Your loved one

Dilemma 2

Press the button / Don’t press the button

Dilemma 3

Save your friend / save cure for cancer

Dilemma 4

Yes / no

 

After watching:

Discuss the different dilemmas in class. As a reminder, the dilemmas are:

  1. You’re forced to choose between learning exactly when and how you die, or when and how your loved ones will die. You must choose one, but cannot share the information
  2. With the press of a button, you have the ability to end all illness and disease in the world forever, however, by pushing this button, you will also in turn prevent the human race from any further technological advancements beyond the day the button is pressed.
  3. Your friend falls into quicksand, seven feet away is the cure for cancer, and you only have time to either save your friend or the cure.
  4. If you had the chance to go back in time and kill Hitler as a baby, would you do it?

Debate

The class will be divided into 3 different groups. You will debate a topic that is assigned to your group. You will prepare one side of the argument and your teacher will make sure that there is an affirmative and negative side. Make sure to have 4 arguments for the side you were assigned. Also think of counterarguments and how you will undermine them.

Watch the How to Debate video at home: https://www.youtube.com/watch?v=LesGw274Kjo.

 

Choose your topic

The topics you can choose from are:

  • Extra-terrestrial life is real and we should explore it the best we can (so more money, more resources, and more jobs towards research, instead of something else).
  • Time travelling will be possible and should be used to change history.
  • Hovercrafts are in the near future and should replace all other means of transport.

Part 5 - Money

Money makes the world go round

We can’t deny that money is quite an important part of society. But it is not always spent in the most logical way, as you will see in today’s videos.

Expensive Celebrity Purchases

11:57 min https://www.youtube.com/watch?v=L1lnYyJ_d6w

While watching:

1. Play along with the guessing game in the video.

 

Lower amount

Higher amount

1

 

 

2

 

 

3

 

 

4

 

 

5

 

 

6

 

 

7

 

 

 

After watching:

Answer the following questions elaborately. Give complete thoughts.

2. Are there any items from the video you would buy? Which item is it and why would you buy it?

3. Which of the items is ridiculous to you? Why?

4. If you had all the money in the world, explain what things you would do.

5. Do you have any experiences with someone buying something ridiculously expensive? Talk about it.

6. Look up some idioms that are about money and if possible, add the Dutch equivalent.

Reading British Council

Read the text on money and answer the questions.

 

Masterpiece: GMM Video

Making your own Good Mythical Morning video

This is the final assignment for English, which marks the end of your first three years at De Nieuwste School. This is a special moment, which asks for some celebration! Use your creativity, demonstrate your level of English and, most importantly, don't hold back! The class will be divided into groups, every group will make their own video. At the end, we will watch these videos in class to celebrate the end of this phase of your school-life. Every group will also bring some snacks to share with the rest of the class while watching your video. Maybe you will choose to make a food-themed video and you can provide matching snacks?

 

The class will be divided into groups of 4. You will research a topic (you can choose whatever topic you find interesting), but the format will have to be one of the three mentioned below. You will film your own Good Mythical Morning episode or sketch. This last Masterpiece will play a big part in how you will continue working on English in year 4.

Filming Format

The formats you can choose from are:

  • Quiz/game video
  • Challenge video
  • Themed Q&A video

We're going to watch some videos to show examples of the three formats:

Please note that these are just examples of the format. The content is yours to research and fill in. You have a lot to choose from, so make sure the topic is appropriate. You can use GMM as a source of inspiration.

Don't attempt any challenges that can harm you in any way or are in conflict with the School Code.

Task

Your video will need to include these elements:

  • The GMM introduction (catchphrase and theme song) at the beginning of the video.
  • A 'viewer video' to include fans.
  • A scripted conversation with room for improvisation.

 

  • Include different phases in your video and script. Describe who is doing what, what happens, scene transitions etc.
  • You shoot the video including all members of the group.
  • You are speaking clearly and NOT reading out loud from a piece of paper.
  • Every student will speak for at least 1,5 minutes and have a script of at least 150 words
  • The script has been handed in on time and checked by the expert. After that, you make adjustments according the feedback.
  • The video is no longer than 10 minutes.
  • The video is not a copy of a GMM episode. Information is researched by the students and formed into a complete script.

 

Note!
This is an English assignment, not a video editing assignment. If shooting/editing is something you are good at, you can put in extra effort to make it look nice. If you’re not good at it, don’t spend hours and cover the basics.

Zie hieronder de leerdoelen Spreken voor A2 (links) en B1 (rechts).

 

Resit: GMM Writing

Good Mythical Morning - Writing Task

Now that you’ve seen and discussed all types of topics, it is time to find some on your own. Throughout the assignments you have looked for parts of information (i.e. an illusion, a mystery). Now you will choose something similar and write about it.

You are going to research a subject (you can choose which subject) and write a competition entry or an article about it. The subjects can be chosen at random (just like the random subjects on GMM) or you can use one of their videos for inspiration. This can be a video we haven’t watched in class.

You will gather information about your subject and use that information on the writing test. You can bring one piece of paper (A4) containing some specific information you have found and want to use in your writing (i.e. numbers/dates/facts). This information will be checked before the test.

HAVO can choose between writing the ‘competition entry’ or the ‘article’.
VWO will write an ‘article’.

For more information about writing in general, writing a competition entry or article, the assignment and some tips, we will discuss the PowerPoint presentation below.

Extra practice

Would you like to practice more with English? Maybe because English is challenging for you or simple because you can't get enough of it! Check out these exercises and explore the varied content below.

 

BBC Learning English

Instead of practicing with Slimleren and the other materials we are offering you, we would like to offer you the possibility to work with BBC Learning English. You can practice on different levels so be sure to try these websites and discover which matches your level.

 

Afbeeldingsresultaat voor bbc learning english

BBC Learning English - Intermediate

BBC Learning English - Upper Intermediate

BBC Learning English - Towards Advanced

WaspReporter

Week 26, Les 1

We'll start working with WaspReporter as preparation for year 4. You'll notice that these texts and assignments are more challenging than you are used to. Choose a one * text. Choose either 'The Watcher', 'I used to be a bully, or 'The hiker and the wolf'. Read the text and do the accompanying assignments (you may skip the writing and speaking exercises). You'll have two lessons to finish one text.

Texts are to be found in the WR Magazine and questions in WR Student File.

Les 2

Continue with the WaspReporter exercises, and check your work.

Week 27, Les 1

Choose a two ** text. Choose either 'Holland's Spider-man', 'In the city's shadow', or 'Spinfluencers'. You may again skip the writing and speaking exercises. If you think that these texts are too challenging for you at the moment then you could also read a different one * text.

Les 2 (last lesson of this school year!)

Continue with the WaspReporter exercises, and check your work.

Reading

For the language skill Reading, we are going to read a couple of texts and answer questions with the texts. Next year, you are going to use the magazine WASP to improve your comprehensive reading skills and to expand your vocabulary. Therefor, you are going to read two articles from WASP.

Besides the articles in WASP, you are also going to read Short Stories and analyse them. To get to know these short stories you are going to read the story 'Death By Scrabble' and answer some reading comprehension questions.

While you are reading, make sure that you underline every word which you don't know and look for its meaning. When you have read the text and understand the general meaning, have a look at the questions and answer them.

You can find your different assignments below. Download them and save them on your computer to enable you to work on them.

Short Story: 'Death By Scrabble'

Learning through literature

With this self-study guide you can work individually to improve your overall reading comprehension and, hopefully, improve your appreciation of reading different texts. In the document you can find (parts of) 5 different stories with questions aiming at specific elements of those texts. Read the instructions before you start working with the material.

 

Writing

Writing is an important aspect of your language usage. When you know some of the groundrules for a language (e.g. different grammatical aspects) you can start writing letters, email, stories and other things!

In this secties you can find different writing assignments to train yourself in this specific language skill.

You can find your different assignments below. Download them and save them on your computer to enable you to work on them.

Watching & Listening

A fun and easy way to improve your English is to watch English series and films. How bad could that be!

Here you can find a couple of film assignments which you could do together in class.

 

To improve your watching and listening skills you can practise on this website:

http://www.learnenglishfeelgood.com/eslvideo/

 

Extra listening practice

To improve your listening skills, you are going to do a couple of assignments individually. These assignments are designed in such a way that you get your feedback immediately. Keep track of how you've done the assignments and practise more of this if it is still difficult for you.

Remember that you can also improve your Listening skills by watching English series and films. Try to watch your favourite series without subtitles or with English subtitles instead of Dutch. Don't watch these series at school; this is excellent practice for at home!

You can find your different assignments below. Go to the different websites and work on the assignments. On every website you can find the audio or video fragment with the questions. When you are finished, you can immediately check your work and find out how you've done.

 

  1. Go to: http://www.esl-lab.com/cut/cutrd1.htm , listen to the audio and answer the questions. Only listen to the recording once.
     
  2. Go to: http://www.esl-lab.com/texting/textingrd1.htm , listen to the audio and answer the questions. Only listen to the recording once.
     
  3. Go to: http://www.esl-lab.com/night/nightrd1.htm , listen to the audio and answer the questions. Only listen to the recording once.
     
  4. Go to: http://www.esl-lab.com/jobinterview/jobinterviewrd1.htm , listen to the audio and answer the questions. Only listen to the recording once.
     
  5. Go to: http://www.esl-lab.com/dear/dearrd1.htm , listen to the audio and answer the questions. Only listen to the recording once.
     
  6. Watch an English / American series or film without subtitles.
     
  7. Go to: https://learnenglish.britishcouncil.org/en/word-street/history-scene-1 , watch the video and answer the questions.
     
  8. Go to: https://learnenglish.britishcouncil.org/en/word-street/history-scene-1-language-focus , watch the video and answer the questions.
     
  9. Go to: https://learnenglish.britishcouncil.org/en/word-street/history-scene-2 , watch the video and answer the questions.

Extra reading practice

When you have some time left you can further improve your reading skills with one of these short articles. Reading is always a good way to expand your vocabulary and your grammatical knowledge.

These articles come with a couple of multiple choice questions as well as some open questions. The answers to the questions are included in the document to enable you to check your own work. When you read one of these articles, keep a list with difficult words to actively enlarge your vocabulary.

Choose a topic you like and have fun!

Speaking

During this year, we are going to do a couple of speaking assignments in the form of presentations. Next year, you are expected to speak English in class and you are going to do a speaking PTA test. During this test, you are presented with a couple of pictures and you have to be able to talk about these pictures fluently.

To prepare yourself for this test, you can have a look at different picture sheets that have been used in previous PTA tests. Open these document and practise speaking with your neighbour.

On this page you can find a couple of picturesheets that have been used in previous PTA tests. Have a look at these pictures and talk about them with your neighbour.

Help me!

Een taal leren kan overweldigend lijken, maar gelukkig is het in kleinere stappen op te breken.

Kijk naar de afbeelding hieronder voor verschillende tips, manieren en werkvormen om de verschillende vaardigheden beter te beheersen.

De meeste leerlingen hebben al wat te maken gehad met de Engelse taal voordat ze aan de middelbare school beginnen, maar dat betekent niet dat het iedereen makkelijk af hoeft te gaan. Om je op weg te helpen met het maken van zinnen, het stellen van vragen en het leren van een vreemde taal, kun je op deze pagina verschillende ondersteuningstips vinden. Good luck!

 

Afbeeldingsresultaat voor learning english

Talen leren

Een taal leren kan overweldigend lijken, maar gelukkig is het in kleinere stappen op te breken.

Kijk naar de afbeelding hieronder voor verschillende tips, manieren en werkvormen om de verschillende vaardigheden beter te beheersen.

De meeste leerlingen hebben al wat te maken gehad met de Engelse taal voordat ze aan de middelbare school beginnen, maar dat betekent niet dat het iedereen makkelijk af hoeft te gaan. Om je op weg te helpen met het maken van zinnen, het stellen van vragen en het leren van een vreemde taal, kun je op deze pagina verschillende ondersteuningstips vinden. Good luck!

Zelf zinnen maken

In het Engels is de woordvolgorde anders dan in het Nederlands. Het kan dus voorkomen dat je alle losse onderdelen en woorden om een zin mee te maken wel weet of hebt opgezocht, maar niet weet hoe je deze onderdelen met elkaar moet combineren. Hieronder wordt uitgelegd wat de basis zinsstructuur in het Engels is. Gebruik deze pagina steeds opnieuw als je zinnen moet leren formeren of om je Masterpiece te maken. Gebruik vervolgens de grammatica en woorden die je in de Basics lessen leert om steeds meer zinnen te maken en te experimenteren!

Om een simpele zin te maken heb je bouwblokken nodig. Ook in het Nederlands leren we zinnen ontleden om deze bouwblokken te herkennen. Tijdens de lessen leer je Engelse woorden die je hierbij kan gebruiken. Hieronder eerst een overzicht van de bouwblokken die we hebben en in het Engels op deze volgorde gebruiken:

- Onderwerp: wie of wat voert de actie uit/over wie of wat gaat het. In het Engels wordt het onderwerp in bevestigende en ontkennende zinnen altijd als eerst genoemd. Bij vragen komt het onderwerp altijd als tweede.

- Persoonsvorm/Werkwoorden/Gezegde: deze drukken de actie uit die plaatsvindt. Deze worden uitgevoerd door het onderwerp of hebben te maken met het onderwerp. In het Engels komen alle werkwoorden direct achter elkaar en noem je eerst de hulpwerkwoorden en dan het hoofdwerkwoord. Het hoofdwerkwoord is het belangrijkste werkwoord in de zin en het woord dat de actie het meest duidelijk uitdrukt, bijv. write (hoofdww). Het hulpwerkwoord kan verschillende vormen hebben, bijv. can/could/will/would/shall/should/may/might/must. Deze kunnen allemaal voor het hoofdwerkwoord komen en passen de betekenis van wat je zegt aan.

- Lijdend voorwerp: hangt samen met het onderwerp en de persoonsvorm/werkwoorden/gezegde. Het onderwerp van de zin kan de actie van het werkwoord uitvoeren met het lijdend voorwerp of het lijdend voorwerp is hetgeen waar de actie om draait. Dit heb je vaak nodig om een zin compleet te maken, bijv. I (onderwerp) need (ww) help (lijdend voorwerp). Je kan er ook achter komen wat het lijdend voorwerp is als je een vraag stelt met het werkwoord en het onderwerp. Bijv. What do I need? -> help.

- Meewerkend voorwerp: aan wie of wat, of voor wie of wat is het allemaal bedoelt. Hier komt in het Engels vaak 'to' of 'for' voor te staan. Bijv. I (onderwerp) need (ww) water (lijdend voorwerp) for my plant (meewerkend voorwerp).

- Plaats: waar speelt het zich allemaal af. Let hierbij goed op of je het juiste voorzetsel gebruikt hebt! Bijv. at my school = bij mij op school, on my school = bovenop het schoolgebouw.

- Tijd: wanneer speelt het zich allemaal af. Als je extra wil benadrukken wanneer het zich afspeelt, kun je de tijd ook helemaal vooraan in de zin noemen. Bijv. Next week, I'm going to walk home. This week, I'm going to bike.

Voorbeeld van een simpele zin:

Onderwerp – alle werkwoorden achter elkaar (belangrijkste achteraan) – wat - voor wie/wat – plaats – tijd

I              am painting      a picture             for my mom       in the garden     right now.

Om een uitgebreide zin te maken, kun je meer bouwblokken toevoegen en de bestaande bouwblokken vervangen met moeilijkere varianten. Hiermee kun je ook meer van je taalvaardigheid en taalbeheersing laten zien. Dit kan o.a. door synoniemen gebruiken om meer van je vocabulaire te laten zien.

Bouwblokken die je toe kan voegen om je zinnen complexer te maken hebben ieder een eigen functie en regels. Deze regels leer je gedurende leerjaar 1 en 2, maar zijn soms al eerder nodig. Hier zijn er een aantal die je kunt gebruiken.

Hieronder een overzicht van de bouwblokken die we hebben en in het Engels een uitgebreide zin maken:

- Zelfstandige naamwoorden: woorden waar je in het Engels de lidwoorden 'a' of 'an' voor kan zetten.

- Bijvoeglijk naamwoorden: zeggen iets over een zelfstandig naamwoord. Deze komen altijd direct voor het woord waar ze iets over zeggen en worden door een komma gesplitst als het er meerdere zijn, bijv. 'the great, big, beautiful book'.

- Bijwoorden zijn er in verschillende soorten en kunnen op verschillende plekken in de zin komen. De vuistregels hierbij zijn:

- Bijwoorden van frequentie: zeggen iets over hoe vaak iets gebeurt, bijv. always, usually, sometimes, often, never. Deze komen altijd áchter am/is/are/was/were en vóór alle andere werkwoorden.

- Bijwoorden van manier: zeggen iets over de manier waarop iets gebeurt, bijv. slowly, fast, hard.

- Bijwoorden van kwaliteit/intensiteit: zeggen iets over de kwaliteit of hoe erg waarmee iets gebeurt, bijv. well, badly, very, really.

Voorbeeld van een uitgebreide zin:

Onderwerp – alle werkwoorden achter elkaar (belangrijkste achteraan) en bijwoord op de juiste plek – wat beschreven met bijvoeglijk naamwoorden en synoniem - voor wie/wat met synoniem – plaats met bijvoeglijk naamwoord – tijd synoniem

I              am actually painting      a huge, realistic portrait             for my mother       in the beautiful garden     at the moment.

 

Afbeeldingsresultaat voor learning english sentences

Grammar

In year 3 you still learn new grammatical structures. This can all become a bit overwhelming!  You can find a pdf that explains the most used tenses here and a quick infographic here.

 

At the end of year 3, we expect you to be able to use the tenses below correctly. You can click each of them for explanation and exercises. Afbeeldingsresultaat voor grammar meme"

- Present Simple
- Present Continuous
- Past Simple
- Past Continuous
- Present Perfect
- Past Perfect
- Passive
- Modal verbs
- Adjectives and Adverbs
- Future

 

If you want to elevate your English, you might also want to practise these tenses:

- Present Perfect Continuous
- Conditionals
- Reported Speech
- Passive (yes, again)
- Gerund and infinitive

Tenses - Cheat sheet

Basics

Same as your two previous years, we will use New Interface to practise grammar and vocabulary. On this page you can find the workbooks of the different Units and the PowerPoints in which the various grammatical topics are explained.

When you do your homework for New Interface, it is highly advisable to use a paper notebook next to your digital workbook. This way, you practise your writing skills while you write down the answers.

If you want to, you can also print your workbook and put it in a ringbinder. This way, you have an actual paper workbook which you can also easily correct.

 

 

Unit 1

Download the workbook and different PowerPoints for this Unit here.

Save them on your computer so that you can also use them offline, when the internet doesn't work.

 

Lesson 1 - Bad News:

Lesson 2 - Road Hog:

Lesson 3 - Early Days:

Unit 2

Download the workbook and different PowerPoints for this Unit here.

Save them on your computer so that you can also use them offline, when the internet doesn't work.

 

 

Lesson 6 - Worried Sick:

Lesson 7 - Money Talks:

Lesson 8 - A Problem Shared:

Unit 3

Download the workbook and different PowerPoints for this Unit here.

Save them on your computer so that you can also use them offline, when the internet doesn't work.

 

Lesson 11 - The Big Picture:

Lesson 12 - Costing The Earth:

Lesson 13 - No Sweat:

Unit 4

Download the workbook and different PowerPoints for this Unit here.

Save them on your computer so that you can also use them offline, when the internet doesn't work.

 

 

Lesson 16 - Playing With Fire:

Lesson 18 - Muddying the Waters:

Unit 5

Download the workbook and different PowerPoints for this Unit here.

Save them on your computer so that you can also use them offline, when the internet doesn't work.

 

Lesson 21 - A Sore Point:

Lesson 22 - At Cross Purposes:

Lesson 23 - Heart to Heart:

Unit 4 and 5 Test Preparation

Extra practise

If you want to practise some more with the grammatical topics we've discussed (for example when they are difficult for you or to practise for a test), you have several options.

On this page there are a couple of website that you can use. With every website you can find a brief explanation of how they work.

Good luck!

 

Duolingo is an interactive learning format in which you train your listening and writing skills. You can practise a couple of minutes every day to quickly improve your English skills.

You can achieve goals and go to different levels to further improve your personal language skills.

Next to the desktop version, Duolingo also comes in an app for Android, iOS and Windows Phone.

A great way to improve your English and have fun at the same time!

 

 

Go to this website and click the button ´Grammar´ in the top left corner.

On the grammar page you can find many different grammatical topics. Click on the one you would like to practise. You can first read a short explanation about the topic and then you can do various exercises. When you are finished you can immediately check your work and see if you have done them correctly or not.

Same as with the previous website, go to this website and click the button ´Grammar Explanation´. On this page, you can also find and explanation of all the different grammatical topics.

If you click on ´Grammar Exercises´ you can practise with all the different grammatical topics. Here you can also check your own work and see how you´ve done.

There is also a button ´Tests´ and ´Complex Test´.

Quizlet is a fun way to train new vocabulary. You can use the website on your laptop or you can download the app for your Android, Windows or Apple device.

Same as with WRTS, you can upload your words to Quizlet and save them so you can use them later. Them difference with WRTS is that with Quizlet, you can do various (interactive) games to study your new words.

A great way to get to know your new vocabulary!

Reading

Please read the text and answer the questions. Texts and questions are available on two levels A2 and B1.

Level Text Questions Key
A2 The West Coast Burns - A2 - Text The West Coast Burns - A2 - Questions Key - A2
B1 The West Coast Burns - B1 - Text The West Coast Burns - B1 - Questions Key - B1