Tobit (The Jerusalem Bible): Book Discussion

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

Part of my project to read through the Bible.  

(As noted in the video, because this book is not part of the Protestant Bible, this is my first time reading through this book.  So, according to my new rules, I'm doing this as a video only review.) 

Tobit (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

Model Text for Three Word Phrasal Verbs (Created by AI)

(TESOL Worksheets--Three Word Phrasal Verbs)

Google Documents: docs, pub

This is a model text for three word phrasal verbs - created by AI (Google Gemini).

Staging is as follows: 

Lead-in: Ask students if one of their friends had ever been in a break-up?  What did they do to help their friend?

Specific Information Questions: Students read text and answer questions

Noticing the target language: Put students in pairs.  Remove their copy of the model text, and give them a copy of the model text with the target language blanked out.  Place the completed model text outside of the room.  Students have to reconstruct the text using a running dictation.

Clarification Meaning: Display completed model text on the projector with the phrasal verbs underlined.  Use concept checking questions to check the meaning of the phrasal verbs.

For additional practice on meaning, you can use this quizlet.  For a controlled practice, use this Kahoot.

1. How did Leo feel about his older brother, Alex?

2. What was Alex struggling to get back into?

3. What was Alex running out of?

4.  When they went hiking, what did they come up against?

5. What was Alex grateful for?

6. What was Leo proud of?

Leo had always looked up to his older brother, Alex. They got along well, but Leo often felt like Alex looked down on him. One day, Alex broke up with his girlfriend and came down with a terrible cold. Leo decided to look out for his brother, helping him with his chores and bringing him soup.

As they spent more time together, Leo realized that Alex was struggling to get back into his routine. He was running out of motivation and seemed to be giving up on his goals. Leo knew he had to do something. He suggested they play around with some new hobbies, like painting or hiking. Alex was hesitant at first, but he eventually agreed.

As they spent more time outdoors, Alex started to feel better. He began to grow out of his funk and get back into his old self. Leo was proud of his brother and happy to see him smiling again.

One day, as they were hiking, they came up against a steep cliff. Alex hesitated, but Leo encouraged him to keep going. "We can do this," Leo said. "Don't give up."

Alex took a deep breath and started climbing. He was struggling, but Leo was there to support him. Finally, they reached the top, and Alex felt a sense of accomplishment.

From that day on, Alex started to look forward to their adventures. He was grateful for Leo's support and realized that he shouldn't let setbacks get him down. They continued to explore new hobbies and spend time together, strengthening their bond.

Leo was proud of the progress his brother had made. He knew that sometimes, all it takes is a little encouragement and support to help someone get back on their feet.

Leo had always _____________his older brother, Alex. They _____________, but Leo often felt like Alex_____________ him. One day, Alex _____________ his girlfriend and _____________ a terrible cold. Leo decided to _____________ his brother, helping him with his chores and bringing him soup.

As they spent more time together, Leo realized that Alex was struggling to_____________ his routine. He was _____________motivation and seemed to be _____________ his goals. Leo knew he had to do something. He suggested they _____________ some new hobbies, like painting or hiking. Alex was hesitant at first, but he eventually agreed.

As they spent more time outdoors, Alex started to feel better. He began to _____________ his funk and _____________his old self. Leo was proud of his brother and happy to see him smiling again.

One day, as they were hiking, they _____________ a steep cliff. Alex hesitated, but Leo encouraged him to keep going. "We can do this," Leo said. "Don't give up."

Alex took a deep breath and started climbing. He was struggling, but Leo was there to support him. Finally, they reached the top, and Alex felt a sense of accomplishment.

From that day on, Alex started to _____________ their adventures. He was grateful for Leo's support and realized that he shouldn't let setbacks _____________. They continued to explore new hobbies and spend time together, strengthening their bond.

Leo was proud of the progress his brother had made. He knew that sometimes, all it takes is a little encouragement and support to help someone _________ their feet.

Leo had always looked up to his older brother, Alex. They got along well, but Leo often felt like Alex looked down on him. One day, Alex broke up with his girlfriend and came down with a terrible cold. Leo decided to look out for his brother, helping him with his chores and bringing him soup.

As they spent more time together, Leo realized that Alex was struggling to get back into his routine. He was running out of motivation and seemed to be giving up on his goals. Leo knew he had to do something. He suggested they play around with some new hobbies, like painting or hiking. Alex was hesitant at first, but he eventually agreed.

As they spent more time outdoors, Alex started to feel better. He began to grow out of his funk and get back into his old self. Leo was proud of his brother and happy to see him smiling again.

One day, as they were hiking, they came up against a steep cliff. Alex hesitated, but Leo encouraged him to keep going. "We can do this," Leo said. "Don't give up."

Alex took a deep breath and started climbing. He was struggling, but Leo was there to support him. Finally, they reached the top, and Alex felt a sense of accomplishment.

From that day on, Alex started to look forward to their adventures. He was grateful for Leo's support and realized that he shouldn't let setbacks get him down. They continued to explore new hobbies and spend time together, strengthening their bond.

Leo was proud of the progress his brother had made. He knew that sometimes, all it takes is a little encouragement and support to help someone get back on their feet.

Kahoot: Three-word Verbs-Inseparable

This is a Kahoot game that I made using gap-fill sentences for three word phrasal verbs.  All the sentences come from p.151 and 152 of Impact 4.  However, I think this can be used independently for any teacher who is doing a lesson on phrasal verbs.

Quizlet: Three-word Verbs-Inseparable

This is a quizlet I made for three word phrasal verbs.  All the words and the definitions come from p.151 and 152 of Impact 4.  However, I think this can be used independently for any teacher who is doing a lesson on phrasal verbs.

Three Word Phrasal Verbs

 (TESOL Ideas and Worksheets Subdivisions)

* Quizlet: Three-word Verbs-Inseparable

* Kahoot: Three-word Verbs-Inseparable

* Model Text for Three Word Phrasal Verbs

* Phrasal Verbs: Grammar ESL Listening: slide 52 through slide 54; slide 155 through slide 177

Materials that include both 2 word and 3 word phrasal verbs:

* LINK: Making it up: Phrasal Verb Stories

* Phrasal Verbs Sorting Exercise

See also: Phrasal Verbs

Nehemiah (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.  

(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.) 

Nehemiah (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

Here are links to some of the stuff mentioned in this video:

* My review of Introduction to the Old Testament by Christine Hayes: https://youtu.be/UFeqGtb3zAE

* 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.

Lesson Plan for Adverbs of Intensity

(TESOL Materials--Adverbs of Intensity, Lesson Plans) 

Google Drive: docs, pub

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 Quizlet

* Model Text for Adverbs of Intensity

* Kahoot: B2U3 2 Weather - Adverbs of intensity - Quantifiers by DariaKolpakova

* Kahoot: Adverbs of Intensity: Gap-Fill Sentences

* Make Sentences Game: Adverbs of Intensity

Stage Name	Description of stage	Procedure
Lead-in	The lead-in is to the context of the model text (not the grammar point).  Students are asked to discuss a question with their partner.  The lead-in attempts to connect their knowledge/experience with some aspect of the model text.	Think of an old person that you know.  Do they talk a lot about their memories?  What kind of memories do they talk about?
Model Text	Done as either a reading or listening.  Students process the model text for understanding.  Possibly the students might encounter model text twice (once for gist question, once for specific information questions)	Prediction: show picture.  Elicit from students what it is (old man on porch).  Ask students what they think the old man is thinking about? Gist task: Listen to the story.  Is the old man happy?  Read out the model text (students listen).   Specific information questions:  Students listen again and answer questions 1-5
Notice the Target Language	This can either be done as an activity (e.g. running dictation to reconstruct target language, fill in the gaps).  Or it can be simply done by the teacher highlight the target language	Put students in pairs.  Give them a copy of the model text with the target language blanked out.  Place the completed model text outside of the room.  Students have to reconstruct the text using a running dictation.
Clarify Meaning	Take some sentences from the model text, show them to students, and check their meaning using Concept Checking Questions	Students do a sorting activity with the adverbs of intensity.  Confirm by displaying the answer sheet on the projector. Additional Clarification Activity: quizlet live
Clarify Form	Take a sentence from the model text, display it on the board, and elicit the form from students.	Using the model text, elicit from students that the adverb comes either before the verb or the adjective.
Clarify pronunciation	Remove the written form from the view of the students.  Do choral drilling followed by individual drilling.  Elicit the stress pattern from the students.	Remove screen from view of students, and drill pronunciation.
Controlled practice	Students have to complete a sentence using the target language.  Teacher monitors, does on the spot correction, and microteaching as needed.	Kahoot Game
Semi-Controlled practice	Students have to make full sentences using the target language.  Teacher monitors, does on the spot correction, and microteaching as needed.	Make Sentences
Freer-Practice	Students have to produce some sort of extended discourse (writing, conversation) using the target language.  Teacher monitors, but does not do immediate correction.  Errors are noted down for delayed correction after the activity finishes.	Write a description of someone
In Subsequent Lessons  (The vocabulary will need to be reviewed in subsequent lessons, or it will be quickly forgotten).
Review activities	Kahoot

Adverbs of Intensity: Video and Transcript

(TESOL Materials--Adverbs of Intensity)

Video: Level 1 Lesson 12 Adverbs of Intensity

Transcript: docs, pub

[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.

Tran Nguyen--Using Youtube Videos as Model Texts for Grammar Lesson

Index

--Adverbs of Intensity: Video and Transcript

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:

* 1 02 Present Simple Be YesNoQs

* 1 06 Demonstratives

* 1 10 Possessive Adjectives Pronouns

* Beginner Listening A1 01 Be Verbs Jobs and Family

* L1 03 Verbs Routines mp4

* A1 06 Third Person Singular mp4

* A1 19 Can Abilities

* A1 21 Was Were

* A1 25 Any Some

* L1 05 Adjectives mp4

...et cetera.  Check out the channel to see the full video list.  

Ezra (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.  

(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.) 

Ezra (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

Here are links to some of the stuff mentioned in this video:

* My review of Introduction to the Old Testament by Christine Hayes: https://youtu.be/UFeqGtb3zAE

* 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)

Google Drive: slides, pub

[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

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

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.) 

2nd Chronicles (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

Here are links to some of the stuff mentioned in this video:

* My review of Introduction to the Old Testament by Christine Hayes: https://youtu.be/UFeqGtb3zAE

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