Materials that include both 2 word and 3 word phrasal verbs:
Tuesday, November 12, 2024
Nehemiah (The Jerusalem Bible): Book Discussion
Part of my project to read through the Bible.
(This is a reread. I originally read this book in 7th grade. But since this is my first time reviewing this book on this blog, according to my new rules, I'm doing this as a video only review.)
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
Here are links to some of the stuff mentioned in this video:
* My review of The Unauthorized Version: Truth and Fiction in the Bible by Robin Lane Fox: https://youtu.be/6PvZGsvXveo
* My review of The Bible Tells Me So by Peter Enns: https://joelswagman.blogspot.com/2014/12/the-bible-tells-me-so-by-peter-enns.html
* Books of Ezra-Nehemiah Summary: A Complete Animated Overview by The Bible Project: https://youtu.be/MkETkRv9tG8?si=3waevOsjwx0aTGi9
* Nehemiah: Chapter-by-Chapter Commentary: https://youtu.be/-RUBc_erJpw?si=U-3z_9sCnS7lnf6z
The Youtube video from History Civilis that I mentioned is here: https://youtu.be/PDvriMq6r6I?si=GJuQG-hpSknjbeKr
The key quote is "Debt abolition was a thing in the ancient world. It's complicated, but sometimes ancient societies would fall into a death financial spiral where an ever-growing number poor people would find themselves saddled with multi-generational debts. This was a growing problem in Rome at the time, and debt abolition was a crude but effective method of freeing these people so that they could be productive citizens again."
Although interestingly, the next sentence is: "The aristocracy, as the holders of the debts, came out against the bill and blocked it in the Senate." This is very different than Nehemiah's experience.
Kahoot: Reported Speech Wh questions by equidna71
This is a Kahoot I found on reported speech questions. I used this in my class, and it worked well.
Monday, November 11, 2024
Lesson Plan for Adverbs of Intensity
Notes: This lesson plan is adapted from a lesson plan I used for p.122 of Impact 4 (that document is here--docs, pub). In order to make this lesson plan usable for teachers in any context, I made a generic copy in which I deleted any references to reviewing material that was unique to Impact 4.
The template I used for this is adapted from something I've previously posted HERE.
This lesson plan contains material that I've previously posted on this blog:
Adverbs of Intensity: Video and Transcript
(TESOL Materials--Adverbs of Intensity)
[Notes: This video comes from Tran Nguyen Youtube Channel. I used this video and transcript when teaching adverbs of intensity. Because I was hurrying to get stuff ready before class, I didn't devise a worksheet with tasks on it, although when using this in class, I did give the class some comprehension questions orally before playing the video (e.g. "Why is learning Japanese difficult?"). Then I handed out the transcript, and we looked at the adverbs of intensity together.
I intended to revise and improve the tasks for this text for the next time I taught the lesson, but in the end I decided to just create another text entirely. That text you can find over here--Model Text for Adverbs of Intensity.
The reason I decided to create another text is that the range of adverbs of intensity in this video were limited (so, very, really) and the use of them was repetitive. The model text was a bit too long for such little language.
All that being said, this dialogue worked reasonably well. Not great, but reasonably. The language was suitably graded for the students. So I'm posting it here in case it's of any use to anyone, and also to remind myself for future use.]
https://youtu.be/M47kds1swEY?si=pN7ZPPmu_4WwIQo_
Natalie: Hey, Todd. Let's talk about countries.
Todd: All right. Let's do it.
Natalie: You live in Japan right now.
Todd: Yes. That's right. I live in Japan. I teach English in Japan.
Natalie: Oh, cool. Tell me, what's expensive in Japan?
Todd: Well, Japan is a very, very expensive country. Transportation is very expensive in Japan. Train tickets are expensive. Also, sometimes, taxis are expensive. Even buses are expensive.
Natalie: Wait. You don't have a car in Japan?
Todd: Actually, I do have a car. That's funny because in Japan, cars are very cheap. Cars are cheap but taxis are expensive. It's crazy.
Natalie: That's so weird. In the U.K., where I'm from, taxis are really cheap, but to have your own car, it's so expensive.
Todd: Wow. That's strange.
Natalie: I'm really interested in Japan. Tell me, what's beautiful in Japan?
Todd: Oh, Japan has lots of beautiful things. The temples are very, very beautiful. The nature and the scenery are beautiful as well. There are beautiful forests, beautiful lakes, beautiful beaches, and even beautiful buildings.
Natalie: Cool. What is difficult about living in Japan?
Todd: Well, Japanese is difficult. Reading Japanese is very difficult. Writing Japanese is difficult because Kanji is difficult. Kanji is the Japanese character.
Natalie: How many characters are there in Kanji?
Todd: There are about 2,000 characters. It's difficult to learn all the characters, all the Kanji. It's very hard.
Natalie: Wow. I bet that's really tough. Tell me, what's fun about living in Japan?
Todd: Well, there's many things that are fun about Japan. The people are fun. They're very nice. Teaching English in Japan is fun. The students are very nice. Day-to-day life in Japan is fun and exciting. I live in Japan, but you live in Thailand. What about Thailand? What is expensive in Thailand?
Natalie: Well, Thailand is a really cheap place to live, but some restaurants are really expensive. For example, if you go to a American restaurant, that's very expensive, but if you go to street food carts, they're really cheap.
Todd: Yeah. The street food is very delicious.
Natalie: It's amazing.
Todd: Speaking of food, what Thai foods are really delicious?
Natalie: My favorites are Pad Ka Prao. This is pork. It's spicy with rice and chili. I also like Tom Yum Goong. This is like a soup, but it's very spicy. It usually comes with shrimp and mushrooms, ginger. I usually get some rice.
Todd: Yeah. I love Tom Yum Goong. It's really, really good. What is difficult about living in Thailand?
Natalie: I think that transport is a very difficult part of living in Thailand. If you have a car, the roads are very busy. It takes a long time to get anywhere in the city. I usually use the subway or the skytrain system, but these get really busy in the morning. When I'm taking the train to work, there's usually so many people on the train at the same time. Sometimes, it actually makes me late for work.
Todd: Yeah. The trains in Japan are really busy too. What is fun about life in Thailand?
Natalie: Good question. I really like the people here. Thai people are so friendly. They're very fun. They always like to hang out.
Todd: Yeah. Thailand sounds like a nice place to live.
Natalie: Yeah. It's a great place to live, actually.
Sunday, November 10, 2024
Tran Nguyen--Using Youtube Videos as Model Texts for Grammar Lesson
Index
I was searching for a good youtube video to to present adverbs of intensity, and I found this youtube channel: https://www.youtube.com/@TranNguyen-hu9bn
As with most of the Youtube channels I stumble cross, I don't know anything about this channel other than what is publicly visible. The name, Tran Nguyen, seems to indicate that there's a Vietnamese connection. I'm not sure if the videos are the property of the channel, or are borrowed from other sources. But either way, there seem to be a lot of good material on here for various grammar points. I'll list some of them below:
...et cetera. Check out the channel to see the full video list.
Ezra (The Jerusalem Bible): Book Discussion
Part of my project to read through the Bible.
(This is a reread. I originally read this book in 7th grade. But since this is my first time reviewing this book on this blog, according to my new rules, I'm doing this as a video only review.)
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
Here are links to some of the stuff mentioned in this video:
* My review of The Unauthorized Version: Truth and Fiction in the Bible by Robin Lane Fox: https://youtu.be/6PvZGsvXveo
* Ezra in 7 minutes (this is the video where it's interpreted that the old exiles are weeping for joy, not sorry): https://youtu.be/P2mHeaHjWlI?si=lrdWdLm_siFvzuij
* Books of Ezra-Nehemiah Summary: A Complete Animated Overview by The Bible Project: https://youtu.be/MkETkRv9tG8?si=3waevOsjwx0aTGi9
Make Sentences Game: Adverbs of Intensity
(TESOL Materials--Adverbs of Intensity)
[Notes: The students see the prompts on the slides, and make a sentence using those words. One point is awarded to each team that can make a correct sentence (see Writing Sentences Using the Target Vocabulary, Silly Sentences). The prompts for this game are all taken from p.74 of the Impact 4 workbook.]
2nd Chronicles (The Jerusalem Bible): Book Discussion
Part of my project to read through the Bible.
Started: July 14, 2024
(This is a reread. I originally read this book in 7th grade. But since this is my first time reviewing this book on this blog, according to my new rules, I'm doing this as a video only review.)
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
Here are links to some of the stuff mentioned in this video:
The part of that lecture series I discuss in this video is from Lecture 19. The exact quote is as follows: "The Book of Chronicles, which is a rewrite of the historical material, the historical narrative in the Book of Kings, rewrites that material in a manner that never explains a catastrophe on the basis of guilt incurred by someone other than the one experiencing the catastrophe. In other words, it rejects the Deuteronomistic historian’s device of delayed punishment which you’ll remember we discussed. It changes the narrative account so that no one suffers for a crime committed by someone else. It isn’t the sin of an earlier generation that’s finally visited upon a grandson or a king of a later generation."
Link to that lecture here: https://oyc.yale.edu/religious-studies/rlst-145/lecture-19
Saturday, November 09, 2024
Kahoot: Adverbs of Intensity: Gap-Fill Sentences
This is a Kahoot for adverbs of intensity using gap-fill sentences. I made it up myself. (Although the actual sentences themselves are mostly borrowed from other sources.)
I had already found one Kahoot on adverbs of intensity, that I posted previously, but as I wrote in that post, I was dissatisfied with some of the questions. I also wanted to make a Kahoot that focused more on the meaning of the adverbs of intensity.
The specific adverbs of intensity used in this Kahoot are all based on the words used in Impact 4, Unit 7, Grammar: Adverbs: Expressing Different Levels of Intensity p.122, because that's the lesson I was teaching when I designed this Kahoot. But hopefully it can also be used generally by any teacher doing a lesson on adverbs of intensity.
Kahoot: B2U3 2 Weather - Adverbs of intensity - Quantifiers by DariaKolpakova
This is a Kahoot quiz that I used in my classes when studying adverbs of intensity. In the quiz, the students have to put the words in order to make correct sentences (i.e. scrambled sentences).
I used this Kahoot in my class, and it worked okay. Although be forewarned that there are some problems with it. There are some sentences, particularly from number 16 onward, in which multiple correct answers are possible, but the Kahoot game will only accept one.
For example, number 16 is "It snows a lot in Moscow in the winter"....
...but it would also be correct to say "In Moscow it snows a lot in the winter", etc.
In my class I dealt with this problem by just briefly stopping the game to explain that other questions were correct, which cleared up the confusion, but didn't do much to help the students who had already lost points on the question.
Circe by Madeline Miller: Book Review
On My Shelves: May 12, 2024
Started: October 29, 2024
(This is my first time reading this book, so according to my new rules, I'm doing this as a video only review.)
Links to stuff I mentioned:
* My review of The Routledge Handbook of Greek Mythology by Robin Hard: https://youtu.be/8yuLBgQbJ8A
* For a counterpoint opinion, see this review. This is the guy I mentioned who thinks that because the plot was overstuffed, the characters weren't developed at all: https://youtu.be/YywbNNZcCRs?si=TK91NtrW3CzD0xYy
* And here is the review I mentioned that advised not to look up the myths before reading this book: "One important thing I’d stress is that if you aren’t already familiar with the many Greek myths Miller touches on throughout the novel, don’t look them up before you finish it. Otherwise, it will spoil the plot." https://lonesomereader.com/blog/2018/8/3/circe-by-madeline-miller
Model Text for Adverbs of Intensity
(TESOL Worksheets--Adverbs of Intensity)
This is a lesson on adverbs of intensity using a model text created by AI. I made this model text when I was teaching Impact 4, Unit 7, Grammar: Adverbs: Expressing Different Levels of Intensity p.122, and this text reflects the vocabulary that is used in that textbook lesson. But I believe this can also be used independently for a general lesson on adverbs of intensity. The lesson staging is below. In the staging, I use a quizlet for Adverbs of Intensity that I've previously posted on this blog.
1. What jobs had the old man done in the past?
2. Where did the old man spend countless hours?
3. What was rather like the ocean?
4. Was the old man bitter about growing old?
5. What did the sun cast across the porch?
The old man was _________ frail he could _________ lift his teacup. His hands, once strong and capable, were now _________ wrinkled and spotted. He’d _________ lived a full life, though. He’d been a sailor, a soldier, a husband, a father. Now, he was _________ just a watcher.
He’d spent countless hours on the porch, watching the world go by. Children laughed; dogs barked; cars zoomed past. It was a _________ peaceful chaos. He was _________ content with this simple rhythm. He could _________ feel the daily rhythm in his bones.
Life, he often thought, was _________ like the ocean. It could be calm and inviting one moment, and then, suddenly, _________ rough. You could be _________ on top of the world, or _________ lost at sea.
He was _________ old now, and his memories were _________ foggy. But he could still recall the sharp tang of salt air, the feel of a deck beneath his bare feet, the terrifying beauty of a storm. Those days were _________ like a dream now.
Still, he was _________ bitter about growing old. In fact, he was _________ grateful for the time he had. Each day was a gift, a precious, fragile thing. He was lucky to have lived _________ long, to have loved _________ deeply, to have experienced _________ much.
As the sun began its descent, casting _________ long shadows across the porch, the old man smiled. He was tired, _________ achy, but profoundly at peace. Tomorrow was another day, and he was ready for it, whatever it might bring.
The old man was so frail he could barely lift his teacup. His hands, once strong and capable, were now rather wrinkled and spotted. He’d certainly lived a full life, though. He’d been a sailor, a soldier, a husband, a father. Now, he was kind of just a watcher.
He’d spent countless hours on the porch, watching the world go by. Children laughed; dogs barked; cars zoomed past. It was a sort of peaceful chaos. He was absolutely content with this simple rhythm. He could practically feel the daily rhythm in his bones.
Life, he often thought, was rather like the ocean. It could be calm and inviting one moment, and then, suddenly, extremely rough. You could be totally on top of the world, or completely lost at sea.
He was quite old now, and his memories were somewhat foggy. But he could still recall the sharp tang of salt air, the feel of a deck beneath his bare feet, the terrifying beauty of a storm. Those days were almost like a dream now.
Still, he was hardly bitter about growing old. In fact, he was very grateful for the time he had. Each day was a gift, a precious, fragile thing. He was lucky to have lived so long, to have loved so deeply, to have experienced so much.
As the sun began its descent, casting really long shadows across the porch, the old man smiled. He was tired, slightly achy, but profoundly at peace. Tomorrow was another day, and he was ready for it, whatever it might bring.
The old man was so frail he could barely lift his teacup. His hands, once strong and capable, were now rather wrinkled and spotted. He’d certainly lived a full life, though. He’d been a sailor, a soldier, a husband, a father. Now, he was kind of just a watcher.
He’d spent countless hours on the porch, watching the world go by. Children laughed; dogs barked; cars zoomed past. It was a sort of peaceful chaos. He was absolutely content with this simple rhythm. He could practically feel the daily rhythm in his bones.
Life, he often thought, was rather like the ocean. It could be calm and inviting one moment, and then, suddenly, extremely rough. You could be totally on top of the world, or completely lost at sea.
He was quite old now, and his memories were somewhat foggy. But he could still recall the sharp tang of salt air, the feel of a deck beneath his bare feet, the terrifying beauty of a storm. Those days were almost like a dream now.
Still, he was hardly bitter about growing old. In fact, he was very grateful for the time he had. Each day was a gift, a precious, fragile thing. He was lucky to have lived so long, to have loved so deeply, to have experienced so much.
As the sun began its descent, casting really long shadows across the porch, the old man smiled. He was tired, slightly achy, but profoundly at peace. Tomorrow was another day, and he was ready for it, whatever it might bring.
Write a description of a person. (This could be a real person or a fictional person). Use adverbs of intensity.
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