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The story of ‘Hamlet’ – in pictures

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We have been studying Shakespeare with a group of A2-B1 level students for some time and as it is the bard’s 400th anniversary this year there are really loads of materials to study the life and works of Shakespeare – basically at any level.

I wanted to make my students produce something of their own and having finished the discussion of ‘Hamlet’, I came across an excellent website for digital storytelling: StoryboardThat.

So, at the end of the project I put my students into groups of 3 and each group created their own storyboard of ‘Hamlet’. Here are some of the storyboards they created:

Hamlet 1

Hamlet 2

Hamlet 3

Hamlet 4

Hamlet 5

 

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A Most Ambitious Experiment

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A Most Ambitious Experiment is the title of a science-fiction short story. The link is Unit 10C in Solutions Upper-Intermediate, but I think the lesson can be done with any B2 or B2+ group learning about books or short stories, different genres, especially science fiction.

Eastoftheweb.com is an excellent site for teachers or learners of English when they are looking for authentic texts to read. You can browse the site for short stories according to genres, subgenres, the length of the story, or specify if you are looking for something contemporary or a classic story, and many more aspects.

So, this is what I did with my students:

1.Pre-reading activity:

I put the students into mini-groups with the help of slips randomly taken with the names of some genres. They worked in those groups for the rest of the lesson. First they had to guess the genres of some short stories on the basis of the titles. After group discussion we compared the ideas in plenary.

Next, I revealed that we were going to read the last item on their lists: A Most Ambitious Experience by Mike Krath.

2. Reading

I chose to make my students read the short story in parts and discuss it bit by bit as it gets a bit complicated and I also found it a good source of conversation as the short story lends itself tos peculation, guessing and discussion.

So we started with reading just two extracts and discussing the main points of the story, e.g. why Robert wanted to travel to the future. Any comprehension question is appropriate here, the main aim is to make students understand what they are going to read about. The first extract was the following:

“Now,” Robert told his wife, “I am going on a long trip. You won’t see me for years, but I will come back and see you.”
“Where are you going?”
“I am going into the future. I am sure you will be angry when you see me, but it won’t be for long, because once I have seen you, I will then vanish again and you will see me standing in this very spot exactly five minutes from now.”

and having discussed it the second extract followed:

Robert’s wife was puzzled.
“I am curious what our 401k will do if I invest in certain options and leave them,” he said. “I’ve decided to go twenty years into the future and see the outcome.”
“What if you can’t come back?”
A slight pause – then, “I hope I made the right choice.”
“What do you want for dinner?”
“I wouldn’t make anything for me now, but, five minutes later, I will tell you what I want.”

Having understood and discussed everything students read the first part:

Robert left for the basement. His wife, still confused, but knowing that Robert was a puzzling man, went to the kitchen to make dinner, with or without her husband’s request. She was quite unsure what to make of all of it, but, after a few minutes, she quickly forgot the conversation.
Later in the afternoon, Robert’s wife walked over to the basement door and knocked. She waited. She knocked again, and, again, nothing. Finally, she opened the door and walked down to the laboratory. Robert was nowhere to be seen. She hadn’t heard him come up. Where had he gone?
When supper was ready, and the light outside turned a dim color, Robert’s wife called out his name, but no one answered. The house was quite still.
“I don’t like this,” she thought. “He’s never been late for dinner before.”
Robert’s dinner grew cold, and his wife placed it in the oven to keep warm hoping he would notice it when he came back. In the morning, Robert’s plate was still warm in the oven. He had never touched it. His wife looked for him once again and called out his name, but it was to no avail – he wasn’t in the house.

At this point the groups discussed some questions:

  1. Why wasn’t he back in five minutes?
  2. How long did he leave for?

The next, a bit longer part followed:

     After several days, Robert’s wife contacted the authorities and told them what had happened. They searched the house for clues, but all they could find was a slightly discolored spot on the basement floor.

     “Did he say anything before he left?” they asked.

     “I’ll be back in five minutes,” she said.

     After the authorities had left, and after several more days, weeks and months, the case was officially closed. Robert was missing, but since no foul play could be determined, it was decided that he had just deserted his wife. Robert’s wife was not pleased.

     Years passed, and Robert’s wife was able to secure a job that kept her living slightly above poverty level. Day after day, while working, she cursed her husband for leaving her. She would never forgive him. Never! Her face became more wrinkled and the pretty smile she once wore turned into a permanent scowl.

     Finally, twenty years to the day her husband had left, Robert’s wife was sitting at the kitchen table when she heard a noise coming from the basement. She immediately got up in fright. Who was down there? She heard footsteps slowly walking up the stairs and – finally – the door flew open and there, before her eyes, was none other than Robert. He didn’t look any different than when he had left.

     “You!” she managed to say.

     “Okay, what’s the value of our 401K?” Robert asked.

     “Where have you been?”

     “That doesn’t matter. What matters is the value of our 401K. I need to know if I invested wisely or not.”

     “You left me twenty years ago with nothing to live in and expect to find anything left of the 401k?”

     “You spent it all?” Robert asked. “Oh great – that’s just great. I’ll be right back.”

     Robert turned and went down into the basement.

     “Robert? Robert, where are you?” Robert’s wife said but suddenly saw a brilliant blue flash of light and then nothing. Robert had vanished once again.

     Robert’s wife went back to the dining table. She sat down and tried to think of what had happened. Her mind was muddled. She couldn’t think.

Questions for group discussion:

  1. When did they meet again?
  2. Why did Robert ask the questions?
  3. Why did he leave again?

The next part was shorter:

The 401k had been – had been – she thought – left untouched when Robert had first left, but now – she was beginning to remember different things. The 401k had been placed in a trust. A trust where she couldn’t touch the money for twenty years. Then, she remembered that when the authorities had informed her that Robert had deserted her and was never located, that she had him declared legally dead so the trust would be legally hers without waiting for twenty years.
Another flash of light in the basement, more footsteps, and Robert walked into the kitchen.
“The value?”
“I told you I spent it.”
“I put it in a trust.”
“I had you declared legally dead.” Robert’s wife said.
“Oh bother,” Robert said. “I’ll be back again.”

Questions for group discussion here:

  1. What happened to the money?
  2. Why did Robert leave now?

The next part of the short story:

A flash of light and Robert’s wife was again confused.
“Did I say spent it? Spent what?” she thought. She had tried to obtain some money after Robert had left her. When she had gone to inquire how much was in their 401k, she had found out that Robert had withdrawn the money and had hidden it somewhere – but where?
Another light and Robert was there in the kitchen again.
“Do you know how much you put me through? You left me nothing to live on.”
“This will all be a bad dream,” Robert said.
“If it wasn’t for some gold coins that I found buried in the backyard, I would never have survived.”
“You found the gold coins?”
“So that’s where you hid the money!” Robert’s wife said. “Good. I’m glad I found it and spent it all!”

The same questions can be discussed in the groups as the ones after the previous part.

After the following paragraph, the students had to predict what was going to happen. They managed to come up with the most imaginative ideas – this was my favourite part of the lesson! So, the paragraph:

Robert went back into the basement and disappeared. His wife sat still for awhile expecting him to appear, but he never did. She got up and went to cook. She thought of her husband and tried to remain bitter against him. She suddenly couldn’t think of what would make her bitter. Deserted her? He had never deserted. What an imagination she must have. As she opened a cupboard, Robert walked into the kitchen.

After the prediction activity I let them read the end of the story:

“Have you decided what you want for dinner?” she asked. “I haven’t started making anything yet.”
“Leave me alone, I’m not hungry,” Robert said and sat down at the kitchen table.
“What’s wrong?”
“Can’t you keep your grubby hands off our money for twenty years?”
“What?”
“You can’t let me leave you for a measly twenty years without spending everything we have, can you?”
“What are you talking about, honey? You haven’t been gone for five minutes and already something is troubling you.”
Robert looked at the wife of his youth.
What if he killed her? He could strangle her now, go into the future, see what the 401k did, come back a few minutes before, and live happily ever after.
“May I see that dish towel for a sec?”
Robert’s wife handed it to him, and, much to her desperate surprise, he tied it around her neck and choked her, all the while telling her, “Don’t worry, this is just an experiment.”
Robert went back down into the basement, and twenty years later reappeared in a flash of light.
“Who’s down there?” a man asked walking down the basement stairs.
Robert hadn’t thought of this. He looked for somewhere to hide, but it was too late. The new owner of the house had a rifle.
“Say your prayers.”
“Wait! I can explain!”, but it was too late. Robert was immediately shot and fell backwards quite dead – a most miserable end to a most ambitious experiment.

The End.

3. Post reading activity:

The students discussed in groups why Robert killed his wife and what his mistake was. After each group discussion plenary followed, very often the students themselves asked other groups about their opinions, and a very lively conversation followed. The last point would have been to present a group opinion about the whole of the story , but I didn’t have to ask them for their opinions as it was a natural outcome of the surprising ending.

It was a really enjoyable lesson about A Most Ambitious Experiment!

Newspapers – how to teach about them?

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This is a collection of activities that I did in class to teach about newspapers for upper-intermediate students.

1. Headlines into sentences

We looked at headlines, and discussed their peculiar grammar (no articles, infinitives referring to future, abbreviations, etc) and some of the special vocabulary that you can find in them. This is closely connected to unit 5A in Solutions Upper-Intermediate.

Then we had loads of practice of headlines transformed into “normal” English sentences keeping in mind all the grammar rules.

2. Guess the article

We worked on headlines quite a lot. In another activity the students were given real headlines. They had to guess what the headlines might be about and write a short article on the basis of what they thought.

3. Articles into headlines

In this activity I handed out articles (from websites of different newspapers) and the students had to create the headlines. They did it in small groups – it was really great fun to compare the different headlines of the same article!

4. Compare the newspapers

We also looked at the different types of newspapers (broadsheets, tabloids, freesheets), I showed them this chart and we analyed it a bit. Then the students were put into small groups and the groups had different tasks. They had to open the websites of the newspapers, and compare them according to the articles they found there, the topics, the proportion of home news and international news, the types of news, the depth of analysis in an article, pictures, etc.

– one group compared broadsheets of different political orientations

– one group compared broadsheets and tabloids

– one group compared tabloids of different political orientations

– one group compared freesheets and tabloids

– one group compared freesheets of different political orientations

The result of hte comparison was then presented to the class and was the basis of a nice discussion.

5. Present a newspaper

This was done partly as homework on a voluntary basis. One student looked at a broadsheet and presented the news of the front page. The point was mainly what topics he could find, and the main idea of the articles were given, too. The same task was given to another student but with tabloids. They presented their findings to the rest of the class.

This task can be elaborated more, e.g. if studentss teach new words to each other or if they guess the type of paper or the political bias of the paper, or if the students presenting the papers don’t say the headlines, the rest of the group can give titles to the individual articles, thus creating the front page of a paper, etc.

The wonderful Goose Game

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I learned this game a couple of years ago at a trainer training course where I was a participant. There were teachers from lots of different countries learning together and we played the game at the end of a difficult day and it was great fun. So when last week I went to camp with my students I decided to play the game with them.

Preparation

It was an intensive language camp, so to prepare the game I had asked the students to send me some culture related questions. My colleague who accompanied me at the camp and teaches German had asked the same, so we ended up with 31 questions in English and 31 questions in German related to history, literature, films and other culture related topics about English- and German-speaking countries.

The game

The game itself needs a board, dice and counters as it is a board game.

The rules

The rules are very simple: The students are in groups, they roll the dice, land on a square, answer the question according to the number of the square they have landed on. If the answer is good they can roll the dice again and move on. The winner is the group which arrives at finish first.

The trick

What makes the game bigger fun than other board games? Here comes the trick:

The questions (the ones that the students should send in advance) are all on separate cards. The cards are placed all over the place where you play the game. That means on tree branches, bushes, building walls if you have the possibility to play the game outside. If you play it inside (we did that, as being the end of October it was getting dark quite early) you can put the cards on walls, door knobs, hangers in corridors, windowsills, banisters – anywhere you can hang or blue-tack them.

As you place them randomly, when the students roll the dice, the first task is to find their question. So the groups do a hasty search for the question card! When they find them they look at the question, agree on an answer, leave the card where they have found them (as other groups may need the card, too), run to the board, line up in single file (like geese – hence the name of the game!) and give the answer to the game master (now the teacher).

As I have written if the answer is correct they roll the dice again, land on a square with a number and rush to find the corresponding question card. What happens if the answer is incorrect? The game master gives them the correct answer but they get punishment. There was a student who was responsible for the punishment – which is a little thing, like singing a song, learning a tongue twister, bringing a glass of water, doing push-ups, or anything that lasts for 30-60 seconds. When they are ready they can roll the dice again and go on answering questions.

The benefits

Students anwer culture-related questions – they learn while playing

The questions are their own – the whole game becomes their own

Making the game kinaesthetic brings in another dimension – it is not simply a brain-teaser

Great for cooperation, team building

It is adaptable for other language aims

Nothing special, just a hint of history…

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There are great teaching materials on the history of England on-line, so you really don’t have to reinvent the wheel to run a history lesson in English. The big question is how to adapt the materials to my students’ language level.

This was the first one in a series and I’d like to express special thanks to www.engames.eu (Zdenek Rotrekl) and tes.co.uk where I could find most of the materials and what’s even more important inspiring teaching resources!

 

Lead-in: As we had done a lesson on the history of the English language, the students quickly recollected the nations and people that contributed to the formation of English, which was a great introduction to the main topic: The Battle of Hastings and William the Conqueror.

 

1. I presented the vocabulary with a selection of cards. The sutdents were in groups of “Kingship, Fight and Other Words. All the cards were scattered along the desks and the students had to select the ones that belonged to their group. They had to explain the reason for their choices so new vocabulary was immediately explained.

2. To make sure everything is clear the students had to select the synonyms for their vocabulary set.

3. The groups were now given the most important events of the year 1066 on cards. The task was to put them in the correct order. From time to time a little help was provided with a simple animation of the events.

4. The students then listened to a short text on the Battle of Hastings. To make it easier for them the tapescript can also be watched on the video.

5. I asked some comprehension questions and then different games followed, the best being the On Target game.

6. A light-hearted follow-up can be a song about the English kings and queens.

 

A Taste of Culture

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I was wondering how I could bring the topic of ‘Art’ and ‘Culture’ closer to my students. I strongly believe that teenagers know what the best for them is – so having studied the topic and the vocabulary this is what the task was:

 

1. Look around and find out what’s on in Budapest these days.

2. Prepare a poster about the cultural events that you find the most interesting.

 

For this we used a website (glogster.com) where you can prepare on-line posters – one of them being this –  but cardboard posters are just as good.

 

3. Share your poster with your classmates.

 

Since our posters were all on-line we shared them in our digital classroom. However, I think paper posters blu-tacked on the classroom walls can also be a lovely idea.

 

4. Choose one cultural event that you find interesting and visit it.

 

I was strict here. As I have been blogging with my students I have read lots of film reviews. So here the cultural event had to be an exhibition or a festival or perhaps a theatre performance.

 

5. Present your experience to your classmates.

 

These presentations were the highlights of the week! Some of them were in the form of simple photos, some of them were slide shows or short videos and there were some without any visual aid: only the presentation. What the most important thing was: the students could find interesting cultural events, a wide variety, really! They presented them with nice vocabulary and fluency. I was so proud of them!