Thursday, October 18, 2018

Avengers Age of Ultron--Movie Worksheets

(Movie Worksheets)

Worksheets:
Part 1 (docs, pub), Part 2 (docs, pub), Part 3 (docs, pub), Part 4 (docs, pub), Part 5 (docs, pub), Part 6 (docs, pub), Part 7 (docs, pub), Part 8 (docs, pub), Part 9 (docs, pub), Part 10 (docs, pub), Part 11 (docs, pub), Part 12 (docs, pub), Part 13 (docs, pub), Part 14 (docs, pub), Part 15 (docs, pub), Part 16 (docs, pub), Part 17 (docs, pub), Part 18 (docs, pub)

Edited versions (bad words and sexual innuendos removed):
Edited part 16 (docs, pub), Edited Part 17 (docs, pub)

Quizlet Folder: HERE:
Avengers Age of Ultron 1, Avengers Age of Ultron 2, Avengers Age of Ultron 3, Avengers Age of Ultron 4, Avengers Age of Ultron 5, Avengers Age of Ultron 6, Avengers Age of Ultron 7,

Procedure
Each worksheet is actually several worksheets.  They are doublesided (so that pages 1&2 are actually front and back of the same sheet, etc).

Pre-listening Task
Hand out the first worksheet, which is the dialogue of the movie in scrambled sentences.  Students are placed into teams (one worksheet per team) and a timer is put up on the board.  Students have 5 minutes to unscramble all of the sentences.
Afterwards, the teacher checks the answers (but without letting students see the answers).  Teacher gives students points for each correct sentence, but does not tell the students which sentences are correct and which ones aren't.  All the points are put on the scoreboard, and the team that has the most sentences correct is the winner for that round.

Roud 2: Listening
The teacher plays the movie.  The movie is played twice.  The first time, with the lights off.  (The students just listen and watch.)  The second time, the movie is played with the lights on.  The students fix their worksheets as they listen.
The teacher checks the answers.  This time the students can see the correct answers, and the teacher leaves a copy of the answer sheet with each time, so that they can study the answers.
Correct answers for each team are tallied, and put on the scoreboard, and one team is the winner.

Round 3: Post-listening
Students are given 2 minutes to memorize as much of the dialogue as they can.  Then all the sheets are collect back to the teacher.  The teacher gives out a new sheet, with the movie dialogue written in the students' L1 (in this case, Vietnamese).  The students have 5 minutes to translate the dialogue back to the original English in their teams.
At the end of 5 minutes, the teacher plays the movie one last time.  The students have one last opportunity to listen and check their answers.  Then the teacher goes around and checks the answers.  The team with the most correct answers is the winner.

Homework:
The final pages of the worksheet (9&10) are homework.  There is a link to the quizlet, which (for the first 7 worksheets at least) reviews all the dialogue studied so far.  There is also the transcript for tomorrow's part of the movie, which the students can begin memorizing at home.

Methodology/Justification
So, I'm a huge fan of using movies in the classroom.  (See: Showing Movies in the ClassroomComprehensible Input in Young Learner Classes, and Input Workshop: Upgrading Your Input)

The last movie worksheet I did, Atlantis, I was worried that student engagement was beginning to drop off.  So I wanted to think of a way to force more student engagement.
I had just got done reading A Framework for Task-Based Learning by Jane Willis, and I was thinking about how I could turn these movie worksheets into more of a task.
I also have a highly competitive class (this is a group of children ages around 9-11), so I tried to utilize that by making every stage of this a competitive game.
For my class, this worked beautifully.  It gave the students a huge incentive to work hard in class, and also many of them actually started studying at home--just so they could beat the other teams.  (I also started giving out prizes to winning teams.)
I had mixed feelings about using the students' L1 (Vietnamese) because it would limit the generalizability of these worksheets, and I've been using this blog to share my worksheets with English teachers around the world.  But the idea of having a final stage where the students had to look at the L1 translation seemed to me so useful for my own students that I couldn't resist.
For people outside of Vietnam who want to use these worksheets, you could either omit the last step.  Or you could create worksheets in your own students' L1.  Or you could create an alternative final task--maybe one where every other line of dialogue is omitted, and the students have to re-create it from memory.

Because these tasks involve going over the dialogue in such detail, we only averaged about 1-2 minutes of movie time each lesson.  I knew from the beginning we were never going to finish the movie.  I just kept doing it until the students got sick of it.  (Movie worksheets are optional in my class.  The students always have an option of voting to stop them.)  After 18 parts, they decided to vote to stop it.

The quizlet quizzes only got to part 7.  There were a neat idea, but I wasn't sure any students were actually doing them, and they were time consuming to make, and when I started getting crazy busy with other stuff, this was the easiest thing to cut out.  (If I ever re-use these movie worksheets, I might give the quizlet quizzes another go.)

Other Links
I reviewed Age of Ultron on this blog last year.  I gave it a lukewarm review.
This movie wouldn't have been my first choice, but at this point, I'm running out of movies to do with this class.  (I've had this class for 3.5 years now, and have worked through all of my favorite old movies).
The class really wanted to do this movie.  (Despite my own opinions, they think this is the best Avengers movie.)  This admittedly violates my Why the Students Should Never Pick the Movie rule, but I decided you have to make compromises every once and a while.

* With the previous movie, Atlantis, I put any vocabulary questions up on slideshows, and we reviewed them the next class.  We experimented a little with doing that with this movie, but the general consensus of the students was that, because I was giving them the Vietnamese translation of everything, they had very few vocabulary questions.  So we stopped doing it after just one.
But for what it is worth, here is our vocabulary slideshows for part 2.
Part 2: slides, pub.  (I created a blank template for part 3 with the intention of filling it out in class, but we never used it: slides, pub

An A-Z of ELT by Scott Thornbury (First Edition)

Subtitle: A Dictionary of Terms and Concepts Used in English Language Teaching

(Book Review)

Started: September 13, 2018
Finished: October 18, 2018

Scott Thornbury is probably the most prolific writer in ELT (English Language Teaching.) I've previously read (and reviewed on this blog) Teaching Unplugged, About Language, Uncovering Grammar, and Beyond the Sentence. (I've reviewed Beyond the Sentence twice actually).

Background
First of all, some disambiguation.
Scott Thornbury has multiple versions of "An A-Z of ELT" across several platforms.  It was first published as a book in 2006.  It then became Scott Thornbury's blog.  The purpose of the blog was, in Thornbury's words:
In 2006 Macmillan published my dictionary-encyclopedia of English language teaching called An A-Z of ELT. On the off-chance that there might be a second edition of that book, I am using this blog to revisit some of the key entries, and discuss, critique and update them where necessary, while at the same time inviting comments from interested practitioners. I will be choosing items in no particular order, and in line with the issues that happen to interest me at the moment. Your comments and suggestions are very welcome. 
Despite Thornbury's modesty, the blog was much more than just a placeholder waiting for the second edition. The entries that Thornbury blogged about were like full essays in themselves, and the blog was very popular among language teachers, (I've mentioned it on this blog myself in the past--see here and here), and perhaps the blog is even more popular than the book. The long-awaited second edition of this book came out last year: The New A-Z of ELT.
The book I read, and am reviewing, is the 2006 first edition. Because that's the version that was in my school library.

My History with this Book/ Why I Read this Book
 This book has sat on my shelves ever since 2014, when I did the DELTA Module 1 by distance.  It was recommended that we use a copy of either Longman Dictionary of Language Teaching and Applied Linguistics by Jack C. Richards and Richard Schmidt or An A-Z of ELT by Scott Thornbury.  Our school had both, so I had copies made of both books.
Both of them are reference books.  Neither of them are intended to be read straight through. 

Of the two, Longman Dictionary of Language Teaching and Applied Linguistics is written more like a dictionary with a formal style and short brief entries on 2,800 topics.  An A-Z of ELT is more conversational in tone and has longer more discursive entries on only 376 topics.    
When I attempted to use Quizlet to memorize these terms a couple years ago, it was obvious that the short dictionary definitions of Longman Dictionary of Language Teaching and Applied Linguistics  would be suitable, whereas An A-Z of ELT would not be.  But if you wanted a more interesting informal read, you would go to An A-Z of ELT.

The past couple years I've been leading a book club for professional development at work based off of the DELTA reading list (HERE).  And this book frequently gets suggested by the other members.  And I've always shot it down.  "An A-Z of ELT? No, that's a reference book.  We wouldn't want to read it for book club.  There'd be nothing to discuss."
But then about a month ago, I found myself flipping through the book.  Initially I think I picked it up to look up something, but then I got so engaged by Scott Thornbury's conversational style that I started looking up stuff randomly.  
And then, I thought, "Well why not just read the thing?"

The Review
This will be a short review, since there's not much to talk about with a reference book.
A book like this isn't meant to be read cover to cover.  (If it was, a much more logical way to organize it would have been thematically instead of alphabetically.)  And yet, I suspect I'm not the first person out there who has read it cover to cover. 
In all my reviews of Scott Thornbury's books, I've always praised his readable style.  And, despite being a reference book, this book is readable.
You wouldn't want to read too much of it in one sitting, of course.  A few entries a day are probably good.  But if you just nip away at this book slowly during your lunch breaks, there are all sorts of interesting little tidbits here and there.

I'm at the point in my career now where a lot of this is review instead of new information.  (If that sounds like I'm bragging--it shouldn't.  After teaching English for 16 years, doing a Masters, a CELTA, and the DELTA Module 1.... I should at least be at the point right now where I'm familiar with the basic terminology of the field.)  But I did also pick up a lot of new information.
We'll see how much of this I'll remember in 5 years.  I'm slightly worried that reading straight through a reference book isn't the best way to retain information, but we'll see I guess.  At any rate, regularly revisiting all of this stuff is the best way to learn it in the long term.  So it's good to keep hitting these basic ELT primers.  I think the information gets a little bit more into my long term memory with each book.

There's no point going too much into the content of this book. It is, after all, a reference book.  The content is anything and everything.
There were a few spots were I wish Scott Thornbury would have expanded more on some point, but there's no point in going into those nitpicks.  For most of the entries, I was satisfied that Thornbury had covered the key points.

The exception is the entries on some of the more "new-age" or pseudo-science aspects of ELT: multiple intelligences, learning styles, and neuro-linguistic programming.  I've been reading a lot of stuff critical of this recently (Russ Mayne, for example), and I was hoping Scott Thornbury would get into the controversy more.  He didn't.
This may be, however, because the edition I read was in 2006.  And I think 2006 was back before the backlash and against multiple intelligences and learning styles fully took hold.
In fact, in his blog in 2010, Scott Thornbury talks about recent articles on learning styles he's read, admits that he was wrong not to be more critical or learning styles in An A-Z of ELT.

Video Review
Video Review HERE and embedded below:



Link of the Day
Noam Chomsky 2018 – What Principles And Values Rule The World
Finished: An A-Z of ELT by Scott Thornbury


Sunday, October 14, 2018

General Knowledge Quiz for Relative Clauses

(TESOL Worksheets--Relative Clauses)
Google: docs, pub
Game play: Students are divided into teams.  I write the categories and the question numbers on the board, but not the actual questions themselves. (e.g. History: 1, 2, 3, 4, 5, 6, 7).  Each team is given ten points to bet with.  They select a category and number and place their bet before hearing the question.  If they get the question right, they get the points.  If they get it wrong, they lose their points.  If they get it wrong, another team has a chance to steal.
After the game finishes, I do another round in which the students make their own questions to quiz the other teams on.
Disclaimers:
* Like so many of my stuff these days, this was really thrown together at the last minute.  Some of these questions probably could be improved.
* This was designed for my students, so it had questions I thought they had a good chance of guessing.  These could be changed for a different class of students.
* This was designed to supplement English World 6 Unit 11, and so reflects the relative pronouns that they were emphasizing in that unit: that, which,  where, who, when.  So I tried to vary between those pronouns when making this quiz.

History
1. This is the place where Vietnam defeated the French in 1954. (Dien Ben Phu)
2. This is the man who became the first Emperor of Rome in 47 B.C. (Julius Caesar)
3. This is the man who was Emperor of France from 1804 to 1812 (Napoleon)
4. This is the day when Ho Chi Minh declared independence for Vietnam (September 2, 1945)
5. This is the year when World War II ended (1945)
6. This is the man who was ruler of Germany during World War II (Adolf Hitler)
7. This is the country where Lenin took power in 1917. (Russia/Soviet Union)

Science and Technology
1. This is the only mammal which lays eggs instead of giving birth to its young. (Platypus).
2. This is the planet which is closest to the sun. (Mercury)
3. This is the liquid which is has the chemical formula of H20. (Water)
4. This is the decade when the Internet was first invented (1960)
5. This is the animal which is the biggest animal in the world. (Blue Whale).
6. This is the time when the dinosaurs went extinct. (65 million years ago.)
7. This is the planet which is the largest in our solar system. (Jupiter)

Geography
1. This is the country where the Nile River is located. (Egypt)
2. This is the country where the tallest Mountain is located. (Nepal/China--Mount Everest)
3. This is the structure which is the largest manmade structure. (The Great Wall of China).
4. This the city where the United Nations headquarters is located. (New York).
5. This is the country where Loch Ness is located. (Scotland)
6. This is the country which gave the Statue of Liberty to the United States. (France)
7. This is the country which is the largest country in the world. (Russia.)

Comic Books
1. This is the year when the first Spiderman comic was published. (1962)
2. This is the man who first created Spiderman, Thor, Iron Man, X-Men, Fantastic Four, Antman, the Hulk, and many more. (Stan Lee)
3. This is the country where the Black Panther lives. (Wakanda).
4. This is the monster who killed Superman in 1992. (Doomsday)
5. This is the person who is the fastest man in the world. In the DC universe (The Flash)
6. This is the man who is the best friend of Captain America. (Bucky Barnes).
7. This is the name of the team that includes Captain America, the Hulk, Iron Man, and Thor. (The Avengers)

Friday, October 12, 2018

The Eagle, the Crow and the Shepherd: Aesop's Fables ESL Story Time Listening

(TESOL Worksheets--Aesop FablesStory Time ESL Listening)
Worksheet: drive, docs, pub
Video 1: HERE, Video 2: HERE, Quizlet: HERE







The Eagle, The Crow, and The Shepherd Aesop’s Fables #2
Video slow speed: https://youtu.be/L2iLXFNUnR8
Video normal speed: https://youtu.be/KmiUGiKdlK0
Quizlet: https://quizlet.com/_5bfww6

Suggested Use:
Step 1: Look at the vocabulary. Check any words that you don’t know in your dictionary.
Step 2: Listen to the video. (Listen only.  Don’t look at the reading yet).
Step  3: Practice the vocabulary on Quizlet
Step 4: Watch the video again.  This time look at the reading. Read and listen at the same time.
Step 5: Practice the vocabulary on Quizlet again.
Step 6: Listen one last time.  The last time, don’t look at the reading.

Vocabulary
claw, clip, clip the wings, crow, curved, eagle, feather, fly, foot, funny, get away, grab, hair, huge, hungry, immediately, land, lift, look after, moral, nearby, once, once upon a time, pet, pick, pick up, pride, upon, sharp, sheep, shepherd, soft, stupid, tangled, thick, tree, twisted, what’s more, whole, wing, wool


The Eagle, The Crow, and The Shepherd Aesop’s Fables #2
Once upon a time, a shepherd was watching over his sheep.  (A “shepherd” is someone whose job is to look after sheep.)  While the shepherd was watching, a huge eagle flew down and grabbed one of his sheep.  Before the shepherd could do anything, the eagle picked up the sheep and carried it away.
A crow saw the whole thing from a nearby tree.  (A “crow” is a small black bird.)  The crow was hungry, and the crow wanted to eat a sheep also, just like the eagle had done.  The crow thought that it was just as big and strong as the eagle.
So the crow flew over and landed on the back of a large sheep.  The crow grabbed the wool of the sheep with its claws.  (“Wool” is the soft, thick hair on a sheep.  “Claws” are the sharp, curved feet of birds.)  Then the crow tried to fly away, but it could not.  It was too small to lift the sheep.  And what’s more, the crow’s claws became tangled in the wool, so the crow could not get away.  (“Tangled” means twisted together.)
The shepherd saw the crow and the sheep, and immediately he guessed what had happened.  The shepherd ran over and grabbed the crow, and clipped its wings.  (“Clipping the wings” of a bird is when you cut the bird’s wing feathers so that it cannot fly.  It is usually done to birds that you want to keep as a pet.)
Later that evening, the shepherd gave the crow to his children as a pet.
“What a funny bird this is!” the children said.  “What do you call it father?”
“This?” said the shepherd. “This is just a stupid crow.  But he thinks he’s an eagle.”

The moral of the story is:
Don’t let your pride make you think you are stronger than you really are.

Thursday, October 11, 2018

The Eagle and the Fox: Aesop's Fables ESL Story Time Listening

(TESOL Worksheets--Aesop FablesStory Time ESL Listening)
Worksheet: drive, docs, pub
Video 1: HERE, Video 2: HERE, Quizlet: HERE







The Eagle and the Fox Aesop’s Fables #1
Video slow speed: https://youtu.be/b4RZ38dVgtU
Video normal speed: https://youtu.be/1n46tTZGhSU
Quizlet: https://quizlet.com/_59sx1x

Suggested Use:
Step 1: Look at the vocabulary. Check any words that you don’t know in your dictionary.
Step 2: Listen to the video. (Listen only.  Don’t look at the reading yet).
Step  3: Practice the vocabulary on Quizlet
Step 4: Watch the video again.  This time look at the reading. Read and listen at the same time.
Step 5: Practice the vocabulary on Quizlet again.
Step 6: Listen one last time.  The last time, don’t look at the reading.

Vocabulary
area, baby, branch, burn, burn up, bush, catch fire, cook, cub, death, decide, discover, drought, during, eagle, eaglet, egg, enough, fall, flaming, fly, fox, grab, ground, grow, however, human, kill, loss, meat, moral, nest, once, once upon a time, protect, quickly, upon, upset, rain, rest, revenge, short, spread, summer, still, tall, thicket, to death, tree, underneath, whole, worried


The Eagle and the Fox Aesop’s Fables #1
Once upon a time, there was an eagle and a fox who became very good friends. 
Because they were such good friends, they decided to live next to each other, and to help protect each other.  The eagle built her nest high up in the branches of a tall tree, while the fox made her home in a thicket underneath the branches of the tree.  (A “nest” is a home built by birds for their eggs, and a “thicket” is an area where bushes grow close together.)  Both the eagle and the fox had 3 children. The eagle had 3 eaglets, and fox had 3 cubs.  (“Eaglets” are baby eagles, and “cubs” are baby foxes.)
Everything was fine at first.  But then, one summer there was a drought.  (A “drought” is a long time without rain.)  During the drought, it was very hard to find food.  Both the eagle and the fox became worried about finding enough food for their children.
One day, the fox went out to look for food.  While the fox was gone, the eagle flew down and grabbed one of the fox’s cubs.  The eagle took the fox cub up to her nest where she killed it.  The eagle ate some of it, and fed the rest to her eaglets.
When the fox came back, and discovered what had happened, the fox was very upset.  The fox was upset about the loss of her cub, but the fox was even more upset that there was nothing she could do about it.  There was no chance for revenge.  The eagle lived high up in the tree, so the fox couldn’t get to the eagle or her eaglets.
However, it happened that just a short time later, the fox got her revenge after all.  A group of humans were cooking some meat over a fire.  The eagle flew down and grabbed the meat, and took it up to her nest.  But some of the meat was on fire, and when the eagle brought the flaming meat up to her nest, the whole nest caught fire.  The fire spread very quickly, and before the eagle could do anything, her whole nest burned up.
The eaglets were still too young to fly.  And so they burned to death in the fire.  And then, their dead bodies fell to the ground.  And while the eagle watched, the fox ate all her children.

The moral of the story is:
If you do bad things to others, then bad things will happen to you.

Aesop Fables Introduction: Aesop's Fables ESL Story Time Listening

(TESOL Worksheets--Aesop FablesStory Time ESL Listening)
Worksheet: drive, docs, pub
Video 1: HERE, Video 2: HERE, Quizlet: HERE







I started out The Brothers Grimm project with an introduction to the Brothers Grimm, so I figured I would do the same for Aesop.
I discovered during my research that there was a lot of confusion about Aesop's biography, or even whether he existed or not.  (I never knew that before--I had just taken it for granted he was a historical figure.)
Because the goal of ESL materials is to simply, and not to complicate, I smoothed out his conflicting biographies into one simple narrative. 
Also, as I was looking over some of Aesop's fables, I discovered that many of them have some pretty whacked out morals. 
I don't want to skip over any, since I'm a completist, but I did decide to add a caveat in this introduction:
When you read the moral of a fable, it’s important to remember that you don’t have to agree with it.  Many people have different opinions. And also, modern people think differently than ancient people.  So you must think about the moral carefully before you decide whether you agree or disagree with it. Sometimes you will agree with the moral, and sometimes you will disagree with it.

Aesop’s Fables
Video slow speed: https://youtu.be/YIfwv7qHDO4
Video normal speed: https://youtu.be/dRb4y7NcBjc
Quizlet: https://quizlet.com/_57qlns

Suggested Use:
Step 1: Look at the vocabulary. Check any words that you don’t know in your dictionary.
Step 2: Listen to the video. (Listen only.  Don’t look at the reading yet).
Step  3: Practice the vocabulary on Quizlet
Step 4: Watch the video again.  This time look at the reading. Read and listen at the same time.
Step 5: Practice the vocabulary on Quizlet again.
Step 6: Listen one last time.  The last time, don’t look at the reading.

Vocabulary
according to, activity, advice, although, already, ancient, animal, ant, author, BC, believe, born, calendar, carefully, characteristic, Christian, clever, collect, collection, common, country, create, decide, differently, directly, disagree, egg, else, example, eventually, fable, famous, firstly, for example, fox, freedom, general, golden, goose, grape, grasshopper, Greek, handsome, however, human, instead, involved, kill, king, law, legend, lesson, lion, look up, master, modern, moral, mouse, nowadays, nursery, nursery rhyme, opinion, paragraph, particular, politics, popular, probably, rabbit, race, refer, rhyme, ruler, secondly, short, slave, slavery, special, still, storyteller, the Christian calendar, themselves, turtle, type, ugly, whether, wolf

Proper names:
Names of people: Aesop, Christ, Jesus Christ, Mother Goose, Scheherazade,
Names of Countries: Greece  Names of Cities: Delphi

Aesop’s Fables
“Aesop’s Fables” refers to a collection of stories from ancient Greece.
So, who is Aesop and what is a fable?
Well, let’s talk about fables first.  A fable is a special type of story.  There are three general characteristics of a fable.
Firstly, fables usually are stories about animals.  In fables, the animals can talk, and can think, just like humans.
Secondly, fables are usually very short stories.  Most fables are only 2 or 3 paragraphs long.
And thirdly, fables usually teach us something about how to live our lives.  Most fables have a moral at the end. The moral tells us what the story means, and what we can learn from it.
When you read the moral of a fable, it’s important to remember that you don’t have to agree with it.  Many people have different opinions. And also, modern people think differently than ancient people.  So you must think about the moral carefully before you decide whether you agree or disagree with it. Sometimes you will agree with the moral, and sometimes you will disagree with it.
Next, who was Aesop?
According to legend, Aesop was the person who created all of these fables.
Why do I say “according to legend” ? Because no one is sure whether Aesop was a real person or not.  Some people think that the fables were created by many different authors, and were collected together over time into one book.  And they think that Aesop was just a name given to this collection of stories--like Mother Goose is to English nursery rhymes, or Scheherazade is to Arabian Nights.  (If you don’t know Mother Goose or Scheherazade, you can look them up.  They were both believed to be famous storytellers, but they were not real people.)
However, other people believe that Aesop was a real person.  And maybe he was.  We can never know for sure.
According to the legend, Aesop was born in ancient Greece in 620 BC. (“BC” stands for “Before Christ”.  According to the Christian calendar, Jesus Christ was born in the year 1.  So 620 BC is 620 years before the year 1.)
Aesop was born as a slave.  (A “slave” is someone who is owned by someone else and has to work for them.  Nowadays we think that slavery is bad, but it was very common in the ancient world.)    According to legend, Aesop was very ugly.  But although he was not handsome, he was clever.  He could create very interesting stories, and people used to travel very far to listen to his stories.
Because Aesop’s stories were so popular, many people wanted him as their slave.  He was sold to different masters.  But eventually, he was given his freedom.
As a free man, Aesop became involved in politics.  (“Politics” means the activity of deciding the government.  For example, deciding who the leaders of the country will be, or deciding what the laws of the country will be.)  Many great rulers and kings came to Aesop to ask for his advice.  But Aesop would never give them his advice directly.  Instead, Aesop would tell them a short story--a fable--and the kings and rulers would have to decide for themselves what the lesson of the fable was.
However, one day, in the Greek town of Delphi, Aesop was asked for his advice, and he told a fable that made the people very angry.  We do not know which particular fable Aesop told on that day, but whatever it was, the people of the town got so angry that they killed Aesop.
And so, the life of Aesop came to an end.  But the people of Greece still remembered his fables, and many years later, we still remember these fables.
You probably know many of Aesop’s Fables already.  Do you know the story of the race between the turtle and the rabbit?  Or the story of the boy who said he saw a wolf?  Or the story of the ant and the grasshopper? The lion and the mouse? The town mouse and the country mouse? The fox and the grapes? The goose and the golden eggs? These stories, and many more, are Aesop’s Fables.