Esther--with additions (The Jerusalem Bible): Book Discussion

(Book Review--The Bible, Religion, Reread, The Classics, Blogging the Canon) 

Part of my project to read through the Bible.  

As noted in the video, this is partially a reread.  I've read the Protestant version of the book of Esther in my youth, but this is my first time reading the Catholic version of Esther (which has additional material).  But either way, this is my first time reviewing this book on my blog, so, according to my new rules, I'm doing this as a video only review.

Esther--with additions (The Jerusalem Bible): Book Discussion

I explain about my background with the Bible and my reasons for doing this read-through in this blog post here: https://joelswagman.blogspot.com/2022/01/the-book-of-genesis-from-jerusalem-bible.html

Links to stuff mentioned:

Links to things mentioned: 

* Ironies in Esther: https://craigkeener.com/ironies-in-esther/

* Additions to Esther (in Wikipedia): https://en.wikipedia.org/wiki/Book_of_Esther#Additions_to_Esther

An additional six chapters appear interspersed in Esther in the Septuagint, an early Greek translation of the Bible. This was noted by Jerome in compiling the Latin Vulgate. Additionally, the Greek text contains many small changes in the meaning of the main text. Jerome recognized the former as additions not present in the Hebrew Text and placed them at the end of his Latin translation. This placement is used in Catholic Bible translations based primarily on the Vulgate, such as the Douay–Rheims Bible and the Knox Bible, with chapters numbered up to 16.^[67] In contrast, the Nova Vulgata incorporates the additions to Esther directly into the narrative itself, as do most modern Catholic English translations based on the original Hebrew and Greek (e.g., Revised Standard Version Catholic Edition, New American Bible, New Revised Standard Version Catholic Edition). The numbering system for the additions therefore differs with each translation. The Nova Vulgata accounts for the additional verses by numbering them as extensions of the verses immediately following or preceding them (e.g., Esther 11:2–12 in the old Vulgate becomes Esther 1:1a–1k in the Nova Vulgata), while the NAB and its successor, the NABRE, assign letters of the alphabet as chapter headings for the additions (e.g., Esther 11:2–12:6 in the Vulgate becomes Esther A:1–17). The RSVCE and the NRSVCE place the additional material into the narrative, but retain the chapter and verse numbering of the old Vulgate.

Lesson for Verbs / Nouns + prepositions (Collocations with Prepositions)

(TESOL Materials--Prepositions, Collocations)

Google Drive Folder HERE

* Model Text (Created by AI): docs, pub

* Picture for Model Text

* Quizlet: Expert IELTS 6 p.74 1a Verbs / Nouns + prepositions

* Kahoot: gap-fill sentences: p.74 verbs/nouns + prepositions

* Make Sentences to Practice Vocabulary Words Using Quizziz: Write sentences using verbs/nouns + prepositions

Notes: These are materials for verb or noun + preposition collocations.  This was originally created to supplement p.74 exercise 1a of Expert IELTS 6, and the specific words in these materials reflect the words from that textbook exercise (source of, phase of, link to, expert on, designed by, symbol of, version of and available to).  However, I think these materials can also stand independently of the textbook, for any teacher who wants to do a lesson on collocations with verbs and nouns plus prepositions.  So I am posting the materials here.

Staging is as follows:

* Lead-in: Students talk about a time they used a map

* Prediction: Display photo on projector.  Get students to predict what the boy is using the map for

* Specific Information Questions: Give students a copy of the model text (page four) and the specific information questions (page 1)

* Noticing Activity: Match the Words to the Text: Remove the model text from students.  Give students a copy of the model text with the key vocabulary blanked out (page 2).  Students must then reconstruct the text using a running dictation.  

* Clarification of Meaning: Display the model text on the projector with the target vocabulary underlined (page 3).  Check that students understand the meaning use concept checking questions.  Next, match the words to the definitions with quizlet

* Clarify form and pronunciation

* Controlled Practice: Gap-Fill sentences: Kahoot game

* Semi-Controlled Practice: Make Sentences: quizziz game

What was Alex holding in his hands?

What did Alex love exploring?

What was Alex’s grandfather an expert on?

Where did the new version of the map appear?

What was Alex determined to do?

What was Alex holding in his hands?

What did Alex love exploring?

What was Alex’s grandfather an expert on?

Where did the new version of the map appear?

What was Alex determined to do?

Alex held the old map in his hands.  The old map was a _______________ endless fascination for Alex. For one thing, he was currently in a _______________  his life where he loved exploring old things. For another thing, in his mind this map was _______________  his memory of his grandfather.  His grandfather was an _______________  ancient history.   The map had belonged to his grandfather, but it had been _______________  someone unknown. The map was filled with strange symbols.  These were _______________  an ancient treasure. Alex dreamed of finding the treasure it promised. But, Alex was not the only one who had access to this map.   A new _______________  the map had recently appeared online, where it was _______________  everyone. Soon, more people would find the map, and try to solve its riddle.  But Alex was determined to solve the riddle before anyone else.

Alex held the old map in his hands.  The old map was a source of endless fascination for Alex. For one thing, he was currently in a phase of his life where he loved exploring old things. For another thing, in his mind this map was linked to his memory of his grandfather.  His grandfather was an expert on ancient history.  The map had belonged to his grandfather, but it had been designed by someone unknown. The map was filled with strange symbols.  These were symbols of an ancient treasure. Alex dreamed of finding the treasure it promised. But, Alex was not the only one who had access to this map.   A new version of the map had recently appeared online, where it was available to everyone. Soon, more people would find the map, and try to solve its riddle.  But Alex was determined to solve the riddle before anyone else.

Alex held the old map in his hands.  The old map was a source of endless fascination for Alex. For one thing, he was currently in a phase of his life where he loved exploring old things. For another thing, in his mind this map was linked to his memory of his grandfather.  His grandfather was an expert on ancient history.  The map had belonged to his grandfather, but it had been designed by someone unknown. The map was filled with strange symbols.  These were symbols of an ancient treasure. Alex dreamed of finding the treasure it promised. But, Alex was not the only one who had access to this map.   A new version of the map had recently appeared online, where it was available to everyone. Soon, more people would find the map, and try to solve its riddle.  But Alex was determined to solve the riddle before anyone else.

Kahoot Game for Future Forms by jchurtado8

This is a Kahoot game I found for future forms.  It is not my own creation, but I used it in my classroom, and it worked well.  So I'm posting it here.

Model Text for future forms (using video from English Panda)

(TESOL Materials--Future Forms)

Video Link: Future Plans in English Conversation | Will, Going to, Present Continuous, Present Simple

Worksheet: docs, pub

Notes: This model text uses a video from English Panda Youtube Channel.  The staging is as follows:

Lead-in: Students talk about what they are doing this Saturday

Gist Task: Students watch video, and answer the question "Why is John happy at the end of the video?"

Specific Information Questions: Students watch the video again, and answer the questions on the first page of the worksheet.

Noticing Activity: Students are given pages 4 and 5 of the worksheet.  Students are instructed to underline the parts of the transcript which refer to future time.  Students are then given the answer sheet (pages 2 and 3 of the transcript).

Clarification of Meaning: With the sound turned off, display some of the key sentences on the video.  Ask Concept Checking Questions to clarify the meaning.  

https://youtu.be/79Yxp84s0KI?si=8XzEgFdDHCb40GOp

What time are most people going to show up to Gus’s party on Saturday?

What does John have to study for?

How many people will be going to Gus’s party?

Where is Marcus going next week?

What job did Marcus just quit?

Who is playing at the live show at the pub?

What time does the show start?

What time are most people going to show up to Gus’s party on Saturday?

What does John have to study for?

How many people will be going to Gus’s party?

Where is Marcus going next week?

What job did Marcus just quit?

Who is playing at the live show at the pub?

What time does the show start?

https://youtu.be/79Yxp84s0KI?si=8XzEgFdDHCb40GOp

So, are you guys going to Gus’s party on Saturday?

Yes, Steve and I will be there. But I think we’ll be late. Do you think that’ll be ok?

I think so. He told me that most people are going to show up around 7.

Ok, great. We’re going out for dinner with Steve’s parents at 6, so we will probably arrive just after 9.

John, are you going to Gus’s party?

No, I’m going to be studying for my midterm test on Saturday. The test is on Monday. Who will be going?

Well, I would guess that around 10 people will be there.

Cool. Will Sally be there?

Yes, she’s coming. But she’s going to bring her new boyfriend.

Boyfriend? Oh well.

Anyway… Marcus, are you still going to Australia next week?

Yes! I'm flying next Thursday, and I'm going to spend the first few days in Sydney and then I'm going to rent a caravan and tour around the country.

Cool! How long are you going to be gone?

I just quit my job at the bank, so I will have plenty of time to enjoy a long vacation. I think it's going to be an incredible trip so I will stay as long as I can. What about you, John? What are you going to do after you graduate?

Maybe I'll take a vacation too. I don't know. I'll decide then.

Hey, What are you guys doing tonight?

Since Marcus is leaving next week, he and I are going to a live show at the pub downtown for a little going away party. Want to come?

Cool! Who is playing?

Japanda Banda. I think it will be an awesome show.

Sounds fun, but I can't. I'm going to work on my project tonight because I'm giving a presentation at noon tomorrow and I need to be ready. But I'll call you if I finish early.

Sure! We will be there at 7 and the show starts at 8. John, will you come?

Maybe, will Sally be there?

I'll invite her… and her boyfriend.

Oh yeah, boyfriend. I forgot!

Ok, I will come. I will be a little late because I'm going to be in class until 7. Will you get me an extra ticket and I'll pay you back when I get there?

No problem.

Ok, If everyone is going, I will go too. I will try to finish my project as quickly as I can.

Great. It's going to be a fun night.  I’ll miss you, guys when I'm in Australia.

We'll miss you too! I'm sure it's going to be the trip of a lifetime.

Oh, hi guys!

Sally! We were just making plans for tonight. We are going to a concert. Want to join us?

Sure, I would love to. I just broke up with my boyfriend and it will be good to get out with friends. John, are you going?

Cool!

So, are you guys going to Gus’s party on Saturday?

Yes, Steve and I will be there. But I think we’ll be late. Do you think that’ll be ok?

I think so. He told me that most people are going to show up around 7.

Ok, great. We’re going out for dinner with Steve’s parents at 6, so we will probably arrive just after 9.

John, are you going to Gus’s party?

No, I’m going to be studying for my midterm test on Saturday. The test is on Monday. Who will be going?

Well, I would guess that around 10 people will be there.

Cool. Will Sally be there?

Yes, she’s coming. But she’s going to bring her new boyfriend.

Boyfriend? Oh well.

Anyway… Marcus, are you still going to Australia next week?

Yes! I'm flying next Thursday, and I'm going to spend the first few days in Sydney and then I'm going to rent a caravan and tour around the country.

Cool! How long are you going to be gone?

I just quit my job at the bank, so I will have plenty of time to enjoy a long vacation. I think it's going to be an incredible trip so I will stay as long as I can. What about you, John? What are you going to do after you graduate?

Maybe I'll take a vacation too. I don't know. I'll decide then.

Hey, What are you guys doing tonight?

Since Marcus is leaving next week, he and I are going to a live show at the pub downtown for a little going away party. Want to come?

Cool! Who is playing?

Japanda Banda. I think it will be an awesome show.

Sounds fun, but I can't. I'm going to work on my project tonight because I'm giving a presentation at noon tomorrow and I need to be ready. But I'll call you if I finish early.

Sure! We will be there at 7 and the show starts at 8. John, will you come?

Maybe, will Sally be there?

I'll invite her… and her boyfriend.

Oh yeah, boyfriend. I forgot!

Ok, I will come. I will be a little late because I'm going to be in class until 7. Will you get me an extra ticket and I'll pay you back when I get there?

No problem.

Ok, If everyone is going, I will go too. I will try to finish my project as quickly as I can.

Great. It's going to be a fun night.  I’ll miss you, guys when I'm in Australia.

We'll miss you too! I'm sure it's going to be the trip of a lifetime.

Oh, hi guys!

Sally! We were just making plans for tonight. We are going to a concert. Want to join us?

Sure, I would love to. I just broke up with my boyfriend and it will be good to get out with friends. John, are you going?

Cool!