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Come up with questions about ‘the weekend’

Come up with questions about ‘the weekend’

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Come up with questions about ‘the weekend’

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  1. Come up with questions about ‘the weekend’ • Speak, then write your responses on a piece of card (submit with names of both participants attached)

  2. REVISION English for specific purposes, Friday of week 2 Kate Elliott New Era Bilingual International Secondary School June 21, 2013

  3. What we’ve been focusing on this week: • SYNONYMS, COMPREHENSION and GRAMMAR • Tuesday – CANCELLED (GRADUATION) • WEDNESDAY – reflective writing (favourite teacher or senior graduation), QUESTIOn-WRITING (1/5 school-related topics), WRITTEN ANALYSIS (PLATYPUS) • THURSDAY – CRITICAL ANALYSIS - written online response • FRIDAY – REVISION and APPLICATION

  4. Present perfect, past imperfect, past perfect HOW DID YOU PREPARE FOR YOUR EXAM? PAST I was writing practise exams in my bedroom once a week I sat in the library and read many books PRESENT (on-going routine) I have set myself the task of completing one a practise exam per week FUTURE Every Tuesday and Thursday evening, I am going to revise what I learn throughout the week. What did you do last night? Past I was watching tv I watched tv present Right now, I am watching tv future I will watch tv after work

  5. Pose some questions about habits, preferences, and events • Past • Present • Future… • Maintaining hobbies during school terms • Study and work plans • New Year staff party • Clothing for school excursions

  6. BREAK

  7. Line debate It is important for teachers to have homework-free days for their own hobbies The world is over-populated. Each couple should only have one child


  9. Feel free to annotate what you submit Think about the thinking processes you follow To learn about the ways that you learn

  10. ‘Making inferences’ (verb: to infer) • 1. To conclude from evidence or premises. • 2. To reason from circumstance; surmise: We can infer that his motive in publishing the diary was less than honorable. • 3. To lead to as a consequence or conclusion: "Socrates argued that a statue inferred the existence of a sculptor" (Academy). • 4. To hint; imply. INFER: • Educated guess • ‘guestimate’ • Hypothesise • Suppose, presume, suggest Inductive reasoning: start with observations and extrapolate (EXTEND) to broader theories and generalisations Deductive reasoning: start with more general information, end more specific Useful!

  11. Google is your friend

  12. Use feedback constructively

  13. Back up what you say with evidenceto transform opinion into argument ‘P-E-E-L’ Point, explanation, evidence, linking sentence ‘T-E-E-L’ Topic sentence, explanation, evidence, linking sentence

  14. Watch ‘COLOURS OF THE WIND’ from Disney’s Pocahontas

  15. Colours of the Wind, sung by Vanessa Williams, and from the Disney feature film, Pocahontas (1995). The movie scene that features the song ‘Colours of the Wind’ is set in a lush, outdoor setting and features the voice of a beautiful young woman. This character’s name is Pocahontas, and she sings a song about the beauty of the wind, animals (e.g. wolf, otter, bobcat, heron), and trees (e.g. sycamore, pine trails) in nature. Pocahontas sings this song, ‘Colours of the Wind’ to a Caucasian man who is a visitor to her native land. She wants to teach him to see the beauty in nature. She warns that ‘if you cut it down, then you’ll never know’ (Stanza 7). The song’s tune is light and happy-sounding, and the video clip is animated. Even though the film ‘Pocahontas’ deals with serious themes relating to environmental protection, the clashing of cultures, and power imbalances between people, the creatures / animals in the scene are lively and the music is up-beat. The film is intended to be watched by children (who love cartoons) and their parents (who can help their children to understand the story). The music is well-written and the story about contact between a native girl and a colonial boy is a good case study to learn about a) different ways of valuing land and b) problems with inter-cultural communication, amongst other things.

  16. In this movie, Pocahontas represents the people who are native to a country where there is harmony between land, animals and people. The man she sings to, John Smith, represents the outsider who comes to her land and does not value the land, animals and people in the same way that Pocahontas does. Pocahontas is a strong, beautiful and open-hearted young woman who personifies the rich and varied colours and voices of nature. She is closer to nature and small-scale community, whilst John Smith represents colonizing and industrial forces. The title of this song is ‘Colours of the Wind’. ‘Colours of the Wind’ is one of the songs featured in the Disney movie, ‘Pocahontas’. This movie was produced by The Disney Corporation, which is an American-based film production company that started with Mickey Mouse and produces many family and children’s films. Disney movies are often circulated internationally, and Pocahontas can be bought on DVD now (it was released in cinemas during the 1990’s). If someone only wants to watch the song, they can view it on ‘YouTube’ (

  17. ‘Stop all the Clocks, Cut off the Telephone’ W. H. Auden Stop all the clocks, cut off the telephone,Prevent the dog from barking with a juicy bone,Silence the pianos and with muffled drumBring out the coffin, let the mourners come. Let aeroplanes circle moaning overheadScribbling on the sky the message He Is Dead,Put crepe bows round the white necks of the public doves,Let the traffic policemen wear black cotton gloves. He was my North, my South, my East and West,My working week and my Sunday rest,My noon, my midnight, my talk, my song;I thought that love would last for ever: I was wrong.The stars are not wanted now: put out every one;Pack up the moon and dismantle the sun;Pour away the ocean and sweep up the wood.For nothing now can ever come to any good.

  18. Written response (BOLTSS) ‘Stop All the Clocks, Cut off the Telephone’, by W. H. Auden (1936) The poem, ‘Stop All the Clocks, Cut off the Telephone’, written by W. H. Auden (1907-1973), presents itself as a eulogy spoken by a woman struggling with the pain of losing her spouse. Following the death of her husband, the first-person voice painfully expresses that she cannot experience enjoyment or find beauty in anything around her. She ‘…thought that love would last forever’ (Stanza Three) and this love had enriched her enjoyment of life. In the absence of the deceased, she finds herself wanting to end her life. Through this poem, Auden may intend to hint to the audience, particularly to those who are in loving and respectful relationships with their ‘soul mates’, that someday their union might be disrupted by death. The reader is prompted to think about how such a death would affect them personally. The reading audience might start thinking about how they can (mentally and psychologically) prepare or protect themselves from such an intense pain.

  19. The second, third and fourth stanzas very descriptively draw upon vivid imagery to paint a picture that suggests that the deceased meant everything to the first-person voice. Aeroplanes circling overhead is a common military ceremonial ritual reserved for heroes and national days of mourning. In Stanza Two, doves are a symbol of peace, and the colour black – for the traffic policemen’s gloves – is the colour usually worn by widows and other people at funerals and as they continue to work through the death of a loved on. In Stanza Three, the reader is told that the deceased was ‘everything’ to the narrator: every point of the compass, each day of the week, each time of day, each word. In Stanza Four, the usually romantic imagery of the ocean, the moon in the night’s sky, and the forest (wood) is reconceptualised as no longer being able to provide enjoyment and happiness to the voice, because they have come to be identified with the lover who is now gone. ‘Stop All the Clocks, Cut off the Telephone’ is the title of this poem. The title conveys a dramatic (“cut off”) and desperate (“stop”) mood; we can infer from this title that the first- person voice is in shock following an abrupt change to his/her everyday life. S/he does not want time to continue, and does not want to communicate with anyone. By reading further, it becomes clear to the reader that the first-person voice is mourning a caring and lovely man (“He was my…”). This poem was written by English-cum-American poet, W. H. Auden. Auden is considered one of the great English-language writers of the 20th Century. This poem is read around the world. Read pragmatically, it might encourage readers to think about struggles that their futures hold around the themes of love, death, and impermanence.

  20. Excerpt from: Four weddings and a funeral YouTube clip: “stop all the clocks, cut off the telephone”


  22. Write some questions to promote thinking (at different bloom’s levels) about a video: YouTube clip: The Miniature Earth

  23. Comprehension and note-taking(and then let’s think of some synonyms)

  24. Working smarter, not harder • Strategies for reading (and for preparing students to study more effectively) YouTube Clip: Note-Taking skills cartoon

  25. YouTube clip: textbook reading tips

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