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Films, a royal wedding, cupcakes, grrrr … grammar

The Other Guys, Saint Andrews, Scotland

[youtube]http://www.youtube.com/watch?v=JAlnM7RUDcA[/youtube]

How to make the perfect Royal Wedding cupcake April, 28, 2011

 

adapted from :  http://www.thetimes.co.uk/tto/news/    and Jean Sabiron’s site


Eric Lanlard’s cupcakes are perfect for street parties, birthdays, weddings or seasonal festivities

Makes 12 cupcakes

Preparation time: 15 minutes, + cooling

Cooking time: 18 minutes

Ingredients

175g (6oz) self-raising flour

150g (5oz) plain flour

125g (41/2oz) unsalted butter, softened

250g (9oz) caster sugar

2 large eggs, at room temperature

125ml (4fl oz) milk

1/2 tsp vanilla extract

 

Choose the right word in context : Beware of explosions !!

 


Preheat the (fridge-oven-microwave) to 180.C (fan 160.C)/350.F/gas mark 4. Line a 12-cup (muffin-coffin-boffin) tin with cupcake papers. In a small (barrel-bowl-bottle), combine the (flowers- flours-floors) and then (sit-set-spit) aside. In a large bowl, using an electric hand whisk-at medium (heat -speed-length), cream the butter until (smooth-rude-black). Add the (tar-sugar-mortar) gradually and continue beating until (grumpy-fluffy-filthy), about 3 minutes. Add the (Nick Clegg- a keg- eggs), one at a time, beating well after each (addition-multiplication-inflation). Add the flour in three (stages-rages-crates), alternating with the milk and (mozilla-vanilla-gorilla). With each addition, beat until the ingredients are (evaporated-incorporated-saturated), but do not over-beat. Using a rubber (spatula-ferula-band), scrape down the batter in the bowl to make sure the ingredients are well (inflated-vanished-blended).

Carefully spoon the (splitter-butter-batter into the cupcake papers, filling them about three-quarters full. (Bathe-Bake-Dive) in the preheated oven for 18 minutes. Cool the cupcakes in the (bins-tins-sins) for 15 minutes. Remove from the tins and cool completely on a (wire-fire-wine) rack before (icing-rinsing-freezing).


The KEY


Preheat the oven to 180.C (fan 160.C)/350.F/gas mark 4. Line a 12-cup muffin tin with cupcake papers. In a small bowl, combine the flours and then set aside. In a large bowl, using an electric hand whisk at medium speed, cream the butter until smooth. Add the sugar gradually and continue beating until fluffy, about 3 minutes. Add the eggs, one at a time, beating well after each addition. Add the flour in three stages, alternating with the milk and vanilla. With each addition, beat until the ingredients are incorporated, but do not over-beat. Using a rubber spatula, scrape down the batter in the bowl to make sure the ingredients are well blended.

Carefully spoon the batter into the cupcake papers, filling them about three-quarters full. Bake in the preheated oven for 18 minutes. Cool the cupcakes in the tins for 15 minutes. Remove from the tins and cool completely on a wire rack before icing.

michael-jackson-this-is-it-movie-poster-

Welcome to the Firm: The Middletons share the public's acclaim on the Buckingham Palace balcony

Welcome to the Firm: The Middletons share the public’s acclaim on the Buckingham Palace balcony. Kate’s parents Mike and Carole are on the left, next to Prince Charles holding the Duchess of Cornwall’s granddaughter Eliza Lopes. The bride’s sister Pippa stands between Princes Philip and Harry


Read more:
http://www.dailymail.co.uk/news/article-1382098/Royal-wedding-speech-Prince-Harry-pays-tribute-Prince-William.html#ixzz1L6xE5TE6

I Dreamed I SThe playlist

Read more: http://www.dailymail.co.uk/news/article-1382098/Royal-wedding-speech-Prince-Harry-pays-tribute-Prince-William.html#ixzz1L6xb70QA

aw St. Augustine by Bob Dylan

I dreamed I saw St. Augustine
Alive as you or me
Tearing through these quarters
In the utmost misery
With a blanket underneath his arm
And a coat of solid gold
Searching for the very souls
Whom already have been sold

“Arise, arise,” he cried so loud
In a voice without restraint
“Come out, ye gifted kings and queens
And hear my sad complaint
No martyr is among ye now
Whom you can call your own
So go on your way accordingly
But know you’re not alone”

I dreamed I saw St. Augustine
Alive with fiery breath
And I dreamed I was amongst the ones
That put him out to death
Oh, I awoke in anger
So alone and terrified
I put my fingers against the glass
And bowed my head and cried

Written comprehension:

Vous êtes rédacteur, rédacteure ou encore rédactrice d’ un site culturel sur l’Australie.On vous demande d’écrire quelque chose sur ce pays qui fasse rêver vos lecteurs. L’importance de la nature doit être présente. Les contes étudiés en cours faisant partie du programme de 4° “Ici et ailleurs” sont une référence qui ne doit PAS être recopiée mais qui peut servir d’exemple ou tout du moins vous donner des idées.

Consignes:

Commencer le conte par “Once upon a time, there was…”

Inclure des références géographiques précises:

Inclure le vocabulaire lié à la nature:

Inclure du vocabulaire lié à l’aventure et la découverte (ce que vous avez travaillé en salle muti-media intitulé “In the wild”):

Inclure First, Then, Afterwards, Eventually, Finally:

Inclure 5 adjectifs contruits avec le comparatif d’égalité ou de supériorité

Prise de risques: idées et vocabulaire personnels

Le respect de consignes est important car il permet de valider la note finale.

Si deux copies présentent des similarités, la note du travail effectué est divisé en deux

Les comparatifs de supériorité: plus…que

James DeInclure dix verbes au passéan was cuter than Marlo Brando and Marlon Brando was  a better actor.

The music  was more provocative than the movie.

The TV serial  Happy Days was more popular than the movie American Graffiti.

Disco clothes were flashier than punk clothes.

Le superlatif

New York City is the biggest and the most populated city in the Untied States.

Washington DC is the most visited city in the United States.

Los Angeles is one of the sunniest city in the United States.

Alaska is the largest and the coldest state in the United States.

The Mississipi river is the longest river in the United States.

Fracture: Simple Past

This is a great movie, but a bit farfetched. If you like police stories, you will love it. I used the crime scene to practice the simple past tense.


Vous devez imaginer les scènes avant le crime. Vous écrirez les verbes à la forme affirmtive et à la forme négative pour CHAQUE phrase.

1) Ted’s wife, Sally, __________________________________ home (drive).

2) She ___________________________________________ the front door (unlock).

3) She ________________ ____________________________her jacket (take off).

4) She _________________________________________ her husband was in the house (notice).

5) They _________________________________________________ each other (hug).

6) They _________________________________________________ each other (kiss).

7) Ted __________________________________________ his wife in the head (shoot).

8) Gardeners ____________________________________________ a gunshot (hear).

9) Ted_______________________________________ the bullet cases on the floor. (pick up).

10) One of the gardeners ____________________________________ on the door (knock).

11) Ted ______________________________________ the door for the gardener (open).

12) Ted ________________________________________ the windows a few times (shoot).

13) Ted ___________________________________________________ his wife (drag).

14) He ____________________________________________________ his shirt (take off).

15) He _____________________________________________________ his shirt (burn).

16) He __________________________________________________________ his face (wash).

17) He ____________________________________________________ the police (call).

18) The gardener ______________________________________ Ted clean the house (help).

Elizabethtown: “Simple Past”

One of the best romantic comedies ever. The soundtrack is fantastic. I love this scene and girls think it is sooooo romantic… In this scene, the main characters spend the whole night talking to each other over the phone and they perform several activities while doing it. It is perfect for the students to practice of the simple past tense.

Make a list of the things you usually do while you are talking over the cell phone:
1. _______________________
2. _______________________
3. _______________________

Watch the movie segment. Pay attention to the activities the main characters performed while they were talking to each other over the phone. Write ( D ) if Drew was the one who performed the following tasks and ( C ) if it was Claire. Write ( B ) if both of them did it.

1 .( ) Open the gate

2. ( ) Make dinner

3. ( ) Change clothes

4. ( ) Go to the bathroom

5. ( ) Polish one’s nails

6. ( ) Do the laundry

7. ( ) Look at pictures

8. ( ) Listen to music

9. ( ) Dance

10.( ) Drink beer

11.( ) Turn off the lights

12.( ) Drive a car

13.( ) Put on some lipstick

14.( ) See the sunrise



I. Work in groups. Read the activities below and guess which activities the character in the movie did
NOT do while smoking cigarettes BEFORE VIEWING THE SEGMENT. You have to choose 4 activities. The winner is the group who guesses most activities.

1. ( ) Vacuum the house
2. ( ) Drink whiskey
3. ( ) Water the plants
4. ( ) Sweep the flo0r
5. ( ) Put a mask on someone’s face
6. ( ) Break some eggs on someone’s hair.
7. ( ) Do the laundry
8. ( ) Sleep
9. ( ) Kick the dog
10. ( ) Read a book
11. ( ) Dance
12. ( ) Talk on the phone
13. ( ) Kiss the children

Up in the Air: Simple Present x Simple Past

This movie is really nice and the scene is perfect to contrast the uses of the simple present and simple past tenses.


I. Work in small groups. Make a list of activities you do every time you travel by plane. Think about what you do during the day until the plane takes off. Make sure you mention the steps you take at home and at the airport too.

Ex:

I make my bags.
I shave.

II. Watch the movie segment and check which of the activities you listed in Exercise I George Clooney’s character did that day.

III. Now write 5 sentences saying what he did in the segment that you did not list in exercise II.

Ex: He took off his shoes at the airport.

IV. Now write sentences saying 5 things from your list that he didn’t do before traveling.

Ex: He didn’t shave.

Hachiko – A Dog’s Story: Passive Voice with Simple Past

A – Talk to a partner.

1. Do you have a pet? Talk about it.

2. Do you prefer dogs or cats? Why?

3. Is it important to have pets? Why?

4. When are pets helpful in a person’s life? Explain it.

5. When are pets harmful to a person?

6. What are the advantages and disadvantages of having pets?

I. Watch the movie segment and check the alternatives with the actions that you managed to see during the scene.
1. ( ) A Japanese monk put the collar around Hachi’s neck.

2. ( ) He put Hachi in a cage.

3. ( ) He took Hachi to a train station.

4. ( ) He fed Hachi.

5. ( ) A couple of guys picked Hachi up at the airport.

6. ( ) The baggage carrier accidentally dropped Hachi’s cage on the station platform.

7. ( ) Someone found the broken cage.

8. ( ) Parker found and carried Hachi home.

The Shawshank Redemption: Simple Past

This is a classic. Perfect for the simple past tense practice.

A. You will see the trial of Mr. Dufresne, accused of murdering his wife and her lover. Read parts of the judge’s and Mr. Dufresne’s speeches and fill in the blanks with the past tense form of the verbs in parentheses.
J: Judge


D: Mr. Dufresne

J: Describe the confrontation you _______ (have) with your wife.

D: It _______ (be) very bitter. She _______ (say) she ___________ (be) glad I _____ (know) that she ________ (hate) all the sneaking around.

J: And she ______ (say) she ________ (want) a divorce in Reno. What _______ (happen) after you ________ (argue) with your wife?

D: She ____ (pack) her bag.

J: ______ you _______ (follow) her?

D: I _______ (go) to a few bars first. Later, I ______ (drive) to his house to confront them. They ________ (be – neg) home. I __________ (park) in the turnout… and _______ (wait).

J: When they _________ (arrive), you ________ (go) up to the house and _____ (murder) them.

D: I ________ (get) back to the car and ________ (drive) home to sleep it off. Along the way, I __________ (throw) my gun into the Royal River.

J: The police _______ (drag) that river for 3 days and a gun was not found.



A. Take a look at the pair of sentences below. Write
1 next to the action that took place first and 2 next to the one that took place later.

___ Coraline went through a purple tunnel.
___ She entered a beautiful, neat living room.

___ She smelled something good.
___ She saw her other mother cooking in the kitchen.

___ Coraline talked to her other mother in the kitchen.
___ Her father sang her a song.

___ Coraline ate some chicken.
___ She drank some mango milk shake.

___ She went to bed in a comfortable bedroom.
___ She saw and talked to her friends in the picture.

What Women Want: Simple Past

This is a great scene. The students usually like it, especially because it is unconventional and unexpected.

Ask a partner if he / she did the following things before going to work or school this morning.

Ex: Did you drink wine?

No, I didn’t.

Talk to a partner and decide if Nick (Mel Gibson) performed the following activities before going to work by checking the items.

1. Drink wine

2. Smoke a cigarette

3. Have breakfast

4. Polish the nails

5. Put on some makeup

6. Shave

7. Wax the leg

8. Wear pantyhose

9. Wear socks

10. Dry the hair

11. Trip on the floor

12. Have an accident

13. Take a shower

14. Watch TV

Little Miss Sunshine: Tag Questions

This is a lovely scene from this wonderful film. I love the acting and the intelligent story. This scene is remarkable. I took advantage of the scene to practice asking tag questions. With this activity, the students can practice the grammar point based on contextualized evidence, which is great. I only used sentences in the past tense, though.

A. Talk to a partner

1. Have you ever participated in a pageant? Talk about it. What is your opinion about beauty pageants?

2. Is it OK for young children to participate in pageants?

3. What’s your opinion about pageants like Miss Brazil, Miss Universe, Model of the Year, etc?

B. Watch the segment, fill in the blanks with affirmative and negative forms of the given verbs, and complete the sentences with a tag question. Make sure the sentences are according to the information presented in the segment.

1 – Olive ……………………………. (be) wearing a suit, a hat and a tie, ……………… ?

2 – She ……….…………. (dedicate) her presentation to her grandfather, ………………..?

3 – Olive …………………. (be) intimidated by the audience, ……………?

4 – The audience …………… (be) shocked with Olive’s sexy dancing, ……………..?

5 – Many spectators …………….. (leave) the hall during her presentation, …………….?

6 – The dance ………………. (be) appropriate for the situation, ……………… ?

7 – Her family ……………………. (support) Olive by dancing with her, ……………….?

8 – The host …………………. (try) to remove her from the stage, …………………. ?

9 – Her father …………………… (dance) with her on the stage, ……………. ?

10 – The DJ …………….. (be) the only person to clap the presentation, ………………. ?

11 – Nobody …………………. (like) the presentation, ………….?

12 – They ………………………… (be) ashamed of Olive, ……….?

Gran Torino: Modal Verb – Should (Advice)


A. Before viewing :

You and your partner will make a list of everything you know about China and its culture. Each piece of information scores 1 point. Your teacher will check which pair of students scored most points.

B. Write P (Polite) or I (Impolite) after the statements below. Make a guess! Which of the actions below are considered polite/impolite during a barbecue lunch according to the Hmong culture, an Asian ethnic group in the mountainous regions of southern China.

1- To eat cat meat (I)

2- To eat dog meat (I)

3 – To drink alcoholic beverages (P)

4 – To look at someone in the eyes (I)

5 – To touch the head of a person(I)

6 – To listen to the elderly (P)

7 – To eat very much (P)

Take a look at Po and Tai Lung. Then write next to the characters the qualities that best describe them, according to your impressions from the pictures. Make sure you write different adjectives for each of the characters.

This is Po:
Ex:

FAT

FUNNY

This is Tai Lung

Ex:

STRONG

INTELLIGENT

FAT STRONG FRIENDLY HEAVY SMART

FUNNY INTELLIGENT TIRED FAST CONFIDENT

LAZY AGGRESSIVE DANGEROUS UGLY QUIET

From the film Australia

Pay attention to Nullah’s words.Because Nullah is an aboriginal who doesn’t have much contact with white people, he doesn’t speak English correctly. Watch the segment, underline the verbs that are incorrect in each of the sentences below and correct them.

1 – My grandfather, King George, he take me to walkabouts.

2 – My grandfather teach me the most important lesson of all.

3 – That day, I see them, the white fellas, pushing bulls across the river.

4 – King George get angry at white fellas.

5 – The coppers come here to take me away.

6 – This story not begin that day.

7 – This story begin a little while ago in a land far, far away.


I. Watch the movie segment, which shows two queens, White and Red. Place the adjectives below under the column that you think is more appropriate for each of the queens.

BEAUTIFUL ARROGANT TALL OLD YOUNG THIN FUNNY POWERFUL FRIENDLY UGLY AGGRESSIVE CALM


The White Queen The Red Queen


1. The White Queen (The Red Queen) is more beautiful than The Red Queen (The White Queen).

  1. _____________________________________
  2. _____________________________________
  3. _____________________________________
  4. _____________________________________
  5. _____________________________________
  6. _____________________________________
  7. _____________________________________
  8. _____________________________________
  9. _____________________________________
  10. _____________________________________
  11. _____________________________________

WORKSHEET

source

claudioazevedo@thomas.org.br


A. Work in small groups. make a list of 5 things a young teen can do to help the elderly. Make sure you use the modal verb for suggestion – could – to express your ideas.

1 ………………………………………..

2………………………………………..

3………………………………………..

4………………………………………..

5………………………………………..

B. Now watch the segment and write down 3 suggestions the boy gives to help the old man in the scene.

1……………………………………

2…………………………………..

3…………………………………..

C. Work in small groups again. Make a list of 3 things people could do in the following situations.

I. To protect the environment.

1……………………………………

2…………………………………..

3…………………………………..

II. To help needy people at Christmas time.

1…………………………………..

2………………………………….

3………………………………….

III. To become more popular at school.

1…………………………………..

2………………………………….

3………………………………….



A. Ask a partner if he/she can do the following activities.

Model:

S1: Can you…?

S2: Yes, I can / No, I can’t

1.Play a musical instrument?

2. Practice karate?

3.Turn somersaults?

4. Skate?

5. Play badminton?

6. Play table tennis?

7. Juggle with balls?

8. Juggle with chainsaws?

9. Jet ski?

10. Mix music at parties?

11. Make origami?

12. Speak Chinese?

A. Work in small groups. Make a list of 5 qualities or characteristics a good teacher must (has to) have and which ones he can’t have.

He / She MUST:

1 …………………………………………
2 …………………………………………
3………………………………………….
4 …………………………………………
5 …………………………………………

He / She CAN’T:

1 …………………………………………
2 ………………………………………..
3 ………………………………………..
4 ………………………………………..
5 ………………………………………..

B. Now watch the movie segment. Which of the characteristics you have listed before apply to Mr. Woodcock?

C. Imagine you are talking to Mr. Woodcock now. Tell him what he must (has to) do and what he can’t do to become a better teacher.

1 ……………………………………………..
2 …………………………………………….
3 …………………………………………….
4 ……………………………………………
5 ……………………………………………

The Hitcher: Modal Verb SHOULD – Advice

This movie is a classic that has changed many people’s opinions about giving rides to strangers on roads. I took advantage of the opening scene to have student practice modal verbs for advice – SHOULD – OUGHT TO.

Make a list of what drivers should and should not do when they travel by car alone during the night.

What drivers should (ought to) do:
1 – ………………………………………………..
2 – ………………………………………………..
3 – ………………………………………………..
4 – ………………………………………………..

What drivers shouldn’t (oughtn’t to) do:
1 – …………………………………………………
2 – ………………………………………………..
3 – ………………………………………………..
4 – ………………………………………………..

Twilight: Modal Verb for Ability – CAN

Although this movie is apparently attractive just to teenagers, this scene is fun and exciting for everybody. This scene is excellent for teens, though. They like the movie and it suits the grammar goal well. Students can practice the modal verb CAN for ability. They can also learn some new vocabulary about baseball, especially if they are in a country where the sport is not so popular, like here in Brazil.

Talk to a partner about these questions:

1- What do you know about vampires?
2- What can they do?
3- What’s good and bad about being a vampire?

A. Vocabulary Collocation:

Match both columns .
1 – Pitch

2 – Hit

3 – Run

4 – Handle

5 – Jump

6 – smell

( ) the baseball precisely

( ) the baseball hard

( ) fast

( ) the bat with agility

( ) high

( ) different perfumes easily
– . The Cullens

– . The Nomads

Observe the movie segment below. There you will see The Cullens, the group of vampires playing baseball, and the Nomads, the group of vampires who arrive later. Then write down sentences saying what the Cullens and the Nomads can do that we, humans, can’t. Use the matching exercise items and others.

1 ………………………………………………………………………………

2 …………………………………………………………………………….

3 ……………………………………………………………………………..

4 ……………………………………………………………………………..

5 ……………………………………………………………………………..

6 …………………………………………………………………………….

Talk to a partner and decide:

What super powers would you like to have?

I can …………………….., ……………………………, and ………………………………..

Answer Key – Matching may vary:

1. Pitch the ball precisely

2. Hit the ball hard

3. Run extremely fast

4. Handle the bat with agility

5. Jump high

6. smell different perfumes easily

How to prepare your own video activity:

– Select a scene in which the characters can perform different activities, like skills or sports.

– Ask students to write about what they see and what activities they can (not) perform.

A. Watch the movie segment.

B. In column 1, write YES if you believe it is a possible explanation for the mystery, and NO if you believe it is an impossible explanation.

In column 2, check the items that the characters in the movie believe are possible explanations for what is in the mist.

WHAT IS (IN) THE MIST?

MY OPINION / THE CHARACTERS’ OPINIONS

( ) ( ) A military operation

( ) ( ) A pollution cloud

( ) ( ) A terrorist attack

( ) ( ) Some kind of chemical explosion

( ) ( ) Death

( ) ( ) Just their imagination

( ) ( ) An earthquake

( ) ( ) Aliens

( ) ( ) The end of days

( ) ( ) A poisonous gas cloud

( ) ( ) A nuclear explosion

( ) ( ) A war simulation

C. Now write sentences with might, could or can’t to express possibility or impossibility, speculating about what is in the mist.

Might

1 ………………………………………………………………………………..
2 ……………………………………………………………………………….

Could

1 ………………………………………………………………………………..
2 ………………………………………………………………………………..

Can’t

1.…………………………………………………………………………………..
2 ………………………………………………………………………………….

A1-A2 Safety on the coach or on the bus

[youtube]http://www.youtube.com/watch?v=OrljWGIHB7c[/youtube]

Well, I’m so tired of crying, but i’m out
on the road again.
– I’m on the road again.
Well, I’m so tired of crying, but I’m out
on the road again.
– I’m on the road again.
I ain’t got no woman
Just to call my special friend.
You know the first time I traveled out
in the rain and snow,
– In the rain and snow.
You know the first time I traveled out
in the rain and snow,
– In the rain and snow.
I didn’t have no payroll,
Not even no place to go.
And my dear mother left me when
I was quite young,
– When I was quite young.
And my dear mother left me when
I was quite young,
– When I was quite young.
She said “Lord, have mercy
On my wicked son.”
Take a hint from me, mama, please
don’t you cry no more,
– Don’t you cry no more.
Take a hint from me, mama, please
don’t you cry no more,
– Don’t you cry no more.
‘Cause it’s soon one morning
Down the road I’m going.
But I aint going down that
long old lonesome road
All by myself.
But I aint going down that
long old lonesome road
All by myself.
I can’t carry you, Baby,
Gonna carry somebody else.

[youtube]http://www.youtube.com/watch?v=w5-sMiJZhfg&feature=related[/youtube]

What you must or  mustn’t do on the bus…on the coach

Je remplis avec must or mustn’t selon l’exemple et le contexte donnés:

1-You ————- run after the bus.

2-You ———————-  say “Good morning” when you get on the bus.

3-You——————— “Thank you” when you walk out of the bus!

4-You ——————– be on time.

5-You —————–  forget    your safety belt.

6-You —————— obey the driver.

7-You——————  be quiet.

8-You ——————- talk  to the driver.

9-You —————-  damage the bus.

10- You ————— clean the mess (papers, chewing-gum etc…)

And some examples given to us by the drivers:

How much  does a bus cost?

How much is a fine for your parents?

How much do you weigh?

How much is the total sum of your weight in case of a crash?

How can you get out of the bus?

BOOK of K E L L S Collège et cinéma Brendan and the Secret of Kells

 

Long ago, when the Vikings crossed the seas to raid Ireland, a boy called Brendan lived in a village not far from

the great monastery of Kells.

One terrible day, the Vikings attacked Brendan’s village

and left no one  alive- except little Brendan!

click http://LearningApps.org/view3131279  and watch!

http://LearningApps.org/view1361649 about King Arthur, a  very famous Celtic King 

 

scriptorium

Aidan of Iona

Pangur Bán

a forest spirit named Aisling.

the Eye of Collum-Cille

Crom Cruach, a Celtic pagan deity

Opening scene:

-“Catch him, Brendan! Don’t let him go!”   The goose is running very fast.

-“We’ve got him!”

The walls of the Abbot’s room  are full of drawings!

-“We are artists, not builders!” said Brother leonardo crossly.

A stranger arrives with a white cat!

From Brother Aidan’ s study room to the forest:

Brendan took down the stachel (bag) and opened it!

-“Oh! Brother Aidan! I… mean no harm. I just wanted to look at the Book.”

The “Chi Ro” page is the most glorious page in the entire book.

The monks use ink, the deepest emerald green ink! They grow an old oak trees in the forest.”

Brendan’s face: ‘I am not allowed in the forest. It is too dangerous.’

-“Oh, Pangur, I really want to help Brother Aidan. Maybe I could go into the forest.

The two friends crept through the passage between the stones.  They hurried into the dark forest.

Finally, they reached a clearing (woods with trees) and stopped to catch their breath.

Wolves! Brendan picked up a stick and swung it around like a sword. The wolves started making noises.

Brendan closed his eyes and begun to pray.

http://LearningApps.org/view3188048

-“Is this your cat?”

A small white-haired girl, about eight years old, stood in front of the stone, holding Pangu Ban.

-“You’re a… a fairy! What are you doing here?”

-“What are you doing here- in my forest? You’ve come to spoil it, haven’t you? Where are the rest of your family?

Cutting down trees or hunting the animals, I suppose?”

-‘I haven’t come to spoil anything! And I don’t have a family.’

-‘No mother?’

-“No?” Brendan said, “no mother, and no father either.”

-‘I’m alone too. My name is Aisling, what’s yours?”

-‘Brendan. And I’m jsut here to find berries to make ink. Do you know where these grow?”

-‘I could help you find them’ Aisling said, ‘but only if you and your cat promise never to come into my forest again!’

-‘We promise.’

-‘Come on, then.’

Aisling led Brendan and Pangur throught the forest, stopping to ask birds and animals for directions to the oak tree.

Finally she stopped under a huge tree and pointed straight up. It was a very long way to the top.

Aisling looked very strong. She managed to climb trees, all of them! Tall trees, thick trees, large trees, all of them!

But Brendan had difficulties climbing, he was trying to breathe.

Aisling was already at the bottom.

-‘Are you alright?’ Aisling asked anxiously.

-‘I’m fine. I just jumped the last bit.’

Pangur looked at him and shook her head.

Brendan left the path and found a cave.

-‘Careful! Be carefu! Evil ahead of you!’

-‘What do you mean?’

Crom Cruach? It is not a story … The Dark One is real. Run!’

It isn’t your world, Brendan? You must trust me! We need to go home!’

Back at the Abbey:

Brendan! Where have you been?’

I … I went into the forest. For brother Aidan, to get berries to make ink… for the BooK.’

I said it to you. You must not and shouldn’t leave the Abbey.’

Yes, Uncle. I’m sorry, I apologize.’

Now, come along. I have work for you in the tower.’

Later that night…

-‘Aidan! Wake up!

The next day refugees arrived at the abbey gates. The Vikings were getting closer! The monks worked even harder on the walls.

And Brendan worked on his drawing. Aidan was very pleased with his progress.

-‘Brendan, I have a confession. I cannot do the Chi Ro page. My old hands are too shaky and my eyes too dim. YOU must do it.’

-‘Me? No. I would ruin it. There must be someone else-‘

-‘You just have to trust in yourself and your imagination.’

For once (for the first time in his life), Brendan was glad to hear Abbot Cellach calling him.

Aidan drew a shape on a piece of paper and placed Brendan’s hand on it. The Eye of Crom Cruach was there!

-‘I cannot give up the Book, Uncle!’

Saved by Aisling:

-‘The only key to the Tower is in the Abbot’s room. ‘

-‘Now, Little Cat.’ said Aisling softly ‘You must go where I cannot.’

Aisling begun to croon softly into Pangur’s ear. Pangur’s shape  slowly dissolved into thin white cloud.

The mist-cat turned and twisted inside the room, then reached out and lifted the key from the hook by the door.

-Where are you going?’

-‘The Eye of Crom!’

-‘No, Aisling. It’s a crystal and I think there’s one in the Dark One’s cave.’

Aisling is very sad and also frightened. She doesn’t want her friend to go to Crom Cruach’s place.

-‘Crom Cruach took my people. It took my mother. You will die!’

-‘The Book is Knowledge and Hope and Inspiration. it will be a treasure far beyond our time, a treasure forever.’

-‘This place is hurting you, Aisling. You must go back.’

The fight with the monster:

Again and again, the monster tried to consume Brendan; each time Brendan ducked out of its way( trying to escape).

The serpent raced towards Brendan. Brendan drew a big circle. The monster screamed in frustration.

Brendan reached for the monster’s eye. The eye came free. Pangur Ban was happy to see her her friend alive and well.

In the scriptorium and the arrival of the Vikings:

Brendan lay asleep on his desk, his hand covering a small piece of vellum. Aidan gently moved his hand and looked at Brendan’ s

creation throught the crystal. Very small creatures seemed alive under the glass, perfect in every detail. He called the other Brothers and they looked

at Brendan’s  creation through the crystal. They were amazed at Brendan’s work.

They told Brendan to go in the tower because it was too dangerous to stay  with the Northmen. They slammed the door and locked it behind

him.

The monks said to Brendan :

-‘ The Northmen killed everyone on Iona; they will leave no one in Kells. Your uncle lived to protect you. Now I must protect you, for Cellach and for the Book.’

The Northmen had destroyed part of the book, the vellum pages started floating gently to the ground.

Brendan started collecting them.  The wolf had big blue eyes and was watching them. He suddenly disappeared.

Time passes by. Brendan is now a young adult and he is paying a visit to his Uncle who is old.

from wikipedia:

Brendan Gleeson as Abbot Cellach: A former illuminator himself, Abbot Cellach now uses his talents for the purposes of designing a wall to protect the Abbey of Kells from invasion. He is very concerned for everyone’s safety, especially that of his nephew Brendan, to the point where he thinks of little else but the completion of his wall. Eventually, this leads to his downfall.

Liam Hourican as Brother Tang and Brother Leonardo: Two illuminators, the former from Asia and the latter from Italy.

Mick Lally as Brother Aidan: As the Vikings attacked the Scottish island of Iona, master illuminator Brother Aidan fled with his cat, Pangur Bán. In Kells, he acquires Brendan as an assistant.

Evan McGuire as Brendan: The main character of the film, twelve-year-old Brendan is bright, imaginative and curious, but leads a sheltered life due to his uncle forbidding him from venturing outside the walls of Kells. Brendan is very interested in the art of illumination, and spends much of his time in the scriptorium with some of the Brothers in the abbey. He is recruited as Aidan’s assistant to help finish his great book. His uncle Abbot Cellach, an approaching Viking horde, a snake god and his own fears stand in the way of bringing the finished book to the people.

Michael McGrath as Adult Brendan

Christen Mooney as Aisling: Aisling is a fairy, related to the Tuatha De Danann, living in the woods outside of Kells. She is a protector of the forest, and doesn’t like unwelcomed guests. At this point her age is uncertain, but she is likely to be hundreds of years old. Despite being terrified of Crom Cruach, the evil god that dwells in a cave deep within her forest, she becomes loyal to Brendan and does whatever she can to help him. She has many magical abilities, and often takes the form of a white wolf.

Paul Tylack as Brother Assoua: An illuminator from Africa.

Paul Young as Brother Square: An illuminator from England.

The name Book of Kells is derived from the Abbey of Kells in Kells, County Meath, which was its home for much of the medieval period. The date and place of production of the manuscript have been the subject of considerable debate. Traditionally, the book was thought to have been created in the time of Columba,[4]paleographic and stylistic grounds: most evidence points to a composition date ca. 800,[5] long after St. Columba’s death in 597. The proposed dating in the 9th century coincides with Viking raids on Iona, which began in 794 and eventually dispersed the monks and their holy relics into Ireland and Scotland.[6] There is another tradition, with some traction among Irish scholars, that suggests the manuscript was created for the 200th anniversary of the saint’s death.[7] possibly even as the work of his own hands.

 


Rescued by his uncle, Cellach,

Brendan has lived ever since among the monks in the monsatery,

under strict instructions not to go beyond the walls!

Have a look at the maps!

http://www.undiscoveredscotland.co.uk/usaccomm/index.html

photos of Iona, July 2007  by Marie André-milesi

 

[youtube]http://www.youtube.com/watch?

 

Key words:

click on the word :  Iona

 

A stranger arrives with a white cat!


 

 

  1. Opening Brendan          
Lecture 2. Brendan and the secret of Kells          
Lecture 3. The Goose and the Abbot          
Lecture 4. Aisling Song          
Lecture 5. The mist doors          
Lecture 6. Vikings          
Lecture 7. The Chi’Rho Page          
Lecture 8. In the Forest          
Lecture 9. Brother Aidan          
Lecture 10. Brendan and Abbot          
Lecture 11. What are you doing in my forest          
Lecture 12. The Eye          
Lecture 13. The Monks          
Lecture 14. Build up to the attack        
Lecture 15. The story of Colmicille          
Lecture 16. During the attack          
Lecture 17. Kells Destroyed          
Lecture 18. The Book of Iona          
Lecture 19. The Book of Kells          
Lecture 20. Epicy          
Lecture 21. Cardinal Knowledge

Songs and cultural facts

http://genkienglish.net/haveyouever.htm

Mother’s Roses Lyrics

We all were called to come back to the old home on the farm
Mother’s passed away what a mournful day
And as my daddy watched his eyes were filled with pain and hurt
When someone stepped upon a rose and crush it in the dirt
Don’t step on mother’s roses daddy cried she planted them the day she was my bride
And everytime I see a rose I see her smilin’ face
She made my darkest days look bright round the old homeplace
Don’t step on mother’s roses let them grow
The way they did since many years ago
They’ll bloom for me each year and I’ll have mother near
Don’t step on mother’s roses let them grow
Years have passed away and how the old homeplace has changed
Daddy had to go we all miss him so
Children pick the roses as they go along the way
But when their petals are abused I hear my daddy say
Don’t step on mother’s roses…

Mother’s Roses by Johnny Cash American singer and composer

1932-2003

We all were called to come __ _______ to the old _____on the farm
Mother’s passed away what a mournful _________
And as my __________watched his __________ were filled with pain and hurt
When ____________stepped upon a rose and crush it in the dirt
Don’t step on mother’s roses _______cried she planted them the day she was my bride
And everytime I see ________I see her smilin’ __________
She _________my darkest ___________ look bright round the ____ homeplace
Don’t step _____mother’s roses _________them grow
The way they ________since many years___________
They’ll bloom for me_________ _____________ and I’ll have mother near
Don’t step ______ mother’s roses let ________ grow
Years have passed __________and how the ________homeplace has changed
Daddy_____ ________ _________ we all miss him so
Children pick the __________ as they go along the way
But when their petals ____abused I hear _________daddy say
Don’t step __________mother’s roses…

Johnny Cash

I got stripes

On a monday I was arrested (Uh Huh)
On a tuesday they locked me in the jail (Poor boy)
On a wednesday my trial was attested
On a thursday they said « Guilty! » and the judge’s gavel fell

I got stripes — stripes around my shoulders
I got chains — chains around my feet
I got stripes — stripes around my shoulders
And then chains — then chains, they’re about to drag me down

On a monday I got my striped breeches
On a tuesday, got my ball and chain
On a wednesday I’m working digging ditches
On a thursday Lord I begged them not to knock me down again

On A Monday my Momma Come To See Me
On A Tuesday They Caught Me With A File
On A Wednesday I’m Down In Solitary
On A Thursday I Start On Bread And Water For A While

I Got Stripes — Stripes Around My Shoulders
I Got Chains — Chains Around My Feet
I Got Stripes — Stripes Around My Shoulders
And Then, Chains — Then, Chains They’re About To Drag Me Down

I Got Stripes — Stripes Around My Shoulders
I Got Chains — Chains Around My Feet
I Got Stripes — Stripes Around My Shoulders
And Then, Chains — Then, Chains They’re About To Drag Me

Johnny Cash (February 26th 1932- September 26th 2003) I got stripes

Le  chanteur parle des vêtements des prisonniers qui ont  des rayures . on peut traduire par “J’ai des rayures” ou en étoffant,

  ‘Je portais des rayures!’Après un passage à vide, il s’engage auprès des prisonniers et chante pour eux.

Il a donné un  concert à la prison de Folsom. Sa réputation a donné lieu à des très nombreuses légendes, à un mélange étonnant d’évènements plus ou moins véridiques et plus ou moins conformes à la réalité …

I – One blank= one missing word!

  • jours de la semaine
  • parties du corps: épaules et pieds (attention  au pluriel!)

On a ___________,I was arrested (Uh Huh)
On a ___________ ,they locked me in the jail (Poor boy)
On a ___________,my trial was attested
On a _____________,they said « Guilty! » and the judge’s gavel fell

I got stripes — stripes around my ______________
I got chains — chains around my __________________
I got stripes — stripes around my ________________
And then chains — then chains, they’re about to drag me down

On a _____________, I got my striped breeches
On a _____________, I got my ball and chain
On a _____________,I’m working digging ditches
On a ____________,Lord I begged them not to knock me down again

On a___________ ,my Momma came to see me
On a____________, they caught me with a file
On a_____________,I’m down in solitary
On a ______________,I start on bread and water for a while

I got stripes — stripes around my _______________
I got chains — chains around my _______________
I got stripes —stripes around my _______________
And then, chains — then, chains they’re about to drag me down

I got stripes — stripes around my ________________
I got chains — chains around my ________________
I got stripes — stripes around my _______________

II- En s’aidant d’un mot connu dans la phrase, il faut retrouver la phrase entière:

Je déprime en cellule d’isolement :

Je porte des rayures ou j’ai un vêtement avec des rayures:

Ils vont me traîner par terre:

Je les ai suppliés de ne pas m’assommer:

J ‘étais au pain et à l’eau pendant un moment:

Je travaille à creuser des fossés:

Maman est venue me voir:

J’ai été arrêté:

On m’a mis en prison:

Ils ont dit « Coupable! » et le maillet (marteau) du juge est tombé:

Je portais ou  j’ai des culottes à rayures:

Mon procès a été attesté:

III- Quel(s) temps sont utilisé(s)?


Brighton in the Rain.mp3

I’ve never been to Athens and I’ve never been to Rome

I’ve only seen the Pyramids in picture books at home

I’ve never sailed across the sea or been inside a plane

I’ve always spent my holidays in Brighton in the rain.

I’ve never eaten foreign food or drunk in a foreign bar

I’ve never kissed a foreign girl or driven a foreign car

I’ve never had to find my way in a country I don’t know

I’ve always known just where I am and where I’ll never go.

I’ve read travel books by writers who have been to Pakistan

I’ve heard people telling stories of adventures in Iran

I’ve watched TV documentaries about China and Brazil

But I’ve never been abroad myself; it’s making me feel ill.

I’ve studied several languages like Hindi and Malay

I’ve learnt lots of useful sentences I’ve never been able to say

The furthest place I’ve ever been was to the Isle of Man

And that was full of tourists from Jamaica and Japan.

I’ve never been to Athens and I’ve never been to Rome

I’ve only seen the Pyramids in picture books at home

I’ve never sailed across the sea or been inside a plane

I’ve always spent my holidays in Brighton in the rain.

Famine

by

Sinead O’Connor

“Famine”


OK, I want to talk about Ireland
Specifically I want to talk about the “famine”
About the fact that there never really was one
There was no “famine”
See Irish people were only ALLOWED to eat potatoes
All of the other food
Meat fish vegetables
Were shipped out of the country under armed guard
To England while the Irish people starved
And then in the middle of all this
They gave us money not to teach our children Irish
And so we lost our history
And this is what I think is still hurting me

See we’re like a child that’s been battered
Has to drive itself out of its head because it’s frightening
Still feels all the painful feelings
But they lose contact with the memory

And this leads to massive self-destruction
ALCOHOLISM DRUG ADICTION
All desperate attempts at running
And in its worst form
Becomes actual killing

And if there ever is gonna be healing
There has to be remembering
And then grieving
So that there  can be forgiving
There has to be knowledge and understanding

An American army regulation
Says you mustn’t kill more than 10% of a nation
‘Cos to do so causes permanent “psychological damage”
It’s not permanent but they didn’t know that
Anyway during the supposed “famine”
We lost a lot more than 10% of a nation
Through deaths on land or on ships of emigration
But what finally broke us was not starvation
BUT ITS  USE IN THE CONTROLLING OF OUR EDUCATION “Schools go on about “Black 47”
On and on about “The terrible “famine””
But what they don’t say is in truth
There really never was one

So let’s take a look shall we
The highest statistics of child abuse in the EEC
And we say we’re a Christian country
But we’ve lost contact with our history
See we used to worship God as a mother
We’re suffering  from POST TRAUMATIC STRESS DISORDER
Look at all our old men in the pubs
Look at all our young people on drugs
We used to worship God as a mother
Now look at what we’re doing to each other
We’ve even made killers of ourselves
The most child-like trusting people in the Universe
And this is what’s wrong with us
Our history books THE PARENT FIGURES lied to us

I see the Irish As a race like a child
That got itself bashed in the face
And if there ever is gonna be healing
There has to be remembering And then grieving
So that there  can be FORGIVING
There has to be KNOWLEDGE and UNDERSTANDING


Copyright material
Internet Sites

Natural Disasters
http://www.click2disasters.com/great_hunger/great_hunger_ch1.htm

Great Famine Commemoration Exhibit
http://www.skibbheritage.com/famine.htm

Slide Show
http://205.213.162.11/project_write/PW_2002/handouts/sampleppt/sld001.htm

Primary sources-newspaper articles
http://vassun.vassar.edu/~sttaylor/FAMINE/

Diary, primary sources
http://www.people.virginia.edu/~eas5e/Irish/Famine.html

Poetry, etc.
http://vassun.vassar.edu/~sttaylor/FAMINE/

Memorial in Boston
http://www.boston.com/partners/famine_memorial/

Memorial
http://www.batteryparkcity.org/ihm.htm

Songs
http://ingeb.org/catei.htm

Clip art, etc.
http://www.eirefirst.com/index.html

Audio on famine
http://www.bbc.co.uk/radio4/history/longview_20020402.shtml

Irish immigration to America
http://www.kinsella.org/history/histira.htm

Immigration
http://memory.loc.gov/learn/features/immig/irish2.html

Animated map of settlement
http://lcweb2.loc.gov/learn/features/immig/irish_map.html

Portals to Other Links

http://www.rootsweb.com/~fianna/irish/irhist.html

http://www.geocities.com/CapitolHill/Congress/2807/

http://www.local.ie/general/history/famine/

http://www.nationalarchives.ie/famine.html

http://www.seark.net/~sabra/potato.html

http://www.seark.net/~sabra/ireland.html

http://www.edc.org/CCT/NDL/1998/institute/stan/immlinks.html#irish


Tools

Click here for a sample scrapbook

Rubric for Grading of the Scrapbook

Teacher Reference page

References

Merriam-Webster Online Dictionary lets you quickly get definitions to words. Bookmark this as a favorite site so you can get to it easily. ( http://www.m-w.com/)

Roget’s Internet Thesaurus allows you to find words that have similar meanings. (http://thesaurus.reference.com/thesaurus/)

The Citation Machine helps with citing your sources for the bibliography page.
(http://www.landmark-project.com/citation_machine/index.php?mode=form&cm=9&list=nonprint)



Created by Judy Annan, CCSD School District
Charleston, South Carolina
February, 2004
Judy_Annan@charleston.k12.sc.us

Kes by Ken Loach – B2i- bullying A2

https://learningapps.org/view5038429

https://learningapps.org/view5111940

 

kes_billy_casper

kes_recit_desordre

kes_barnsley

1)Je décris les différentes scènes en utilisant les verbes be+ BV+ing

par exemple: He is eating…

I describe the characters and the scene:

I describe the school:

the pupils:

the staff :

2)What do pupils wear?

3)Why do they wear uniforms?

4)Toolbox for the film: Make your way between words, adjectives, verbs and nouns.

sad and tragic, sadness and tragedy, comedy, comic, funny, strange or bizarre, strangeness,

poor, poverty, real, reality, economic crisis,

the pits(la mine), to work down the pitsmine), people suffering from alcohol,

people dependant on alcohol,

to train a kestrel ( dresser un faucon)

dead mort/e), death(la mort), to steal, to do odd jobs (vivre de petits boulots), newspaper, to suffer from bullying(souffrir de harcèlement), to bully someone, to be bullied by someone, to be a bully

to bully someone= brutaliser

to be bullied by=être brutalisé/e par

5)Find Yorshire on a map:

-Where is Yorkshire?

-Can you name three towns or cities in Yorkshire?

-What is Yorkshire famous for?

6)Je  cherche des informations sur le lien suivant:

http://www.visitengland.fr/destinations/find/yorkshire/dg.aspx

7)I translate the verbs used in this poster:

to beat-beat-beaten:

to deprive-deprived-deprived:

to ridicule-ed-ed:

to break- broke-broken:

8)The tense used is:

I give my opinion about this poster:

Do you agree with this poster about the film?

 Yes, I……..,

No, I ……..

Why?

9)Translate:

Cette affiche est une bonne illustration du film.

Je note d’autres éléments qui m’ont marqué/e

10)Les superlatifs : le plus…, le moins…

The funniest scene is….

The most tragic scene is…

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