Підручник Англійська мова 9 клас (5-й рік навчання) - Т. І. Бондар - Методика Паблішинг 2017 рік
Unit 4 Discover books and theater
Words in action: Let's add depth to language
1. Let's add depth to language
a) Label the pictures with the words: a bee, a bat, a kitten, a clam, a bug, coal, a monkey. What adjectives can you think of to describe each picture?
b) Complete the following similes with the words in a). Listen to the recording and check.
as busy as...
as snug as in a rug
as blind as ....
as happy as....
as agile as...
as black as...
c) Match the similes with their explanations
as agile as a monkey
comparing someone's level of energy to a fast-flying bee
as black as coal
comparing someone who is very cozy to how comfortable a bug can be in a rug
as happy as a clam
implying someone can move as well as a monkey does
as snug as a bug in a rug
comparing the color of something dark to the very-dark coal color
cute as a kitten
indicating that the person cannot see any better than a bat
as blind as a bat
comparing someone's happiness to the contentment of a clam
as busy as a bee
someone looks to the way a kitten looks
Put the words in the correct columns. Some words may go in more than one column.
audition • lyrics • composer • playwright • observant • booking office • act • chapter • cover • book review • orchestra • arrogant • conflict • program • curtain • literary critic • soundtrack • action • plot • album • best-seller • instruments • interval • voice • loyal • passion • horror • fantasy • make-up ‘detective story • paperback • cast • fable • loving •
Words in action: Books you might write once
3. Books you might write once
a) 77iese pictures are on the cover of some books. Create an attractive title for the book. Think what genre that can reflect.
Example: I think that the title for cover I would be “The World Around Us.”
It's a good title, because it captures the overall idea of the author: be more attentive to the environment around us.
b) Think of a plot for your future book. What pictures would you have on the cover? What title would you come up with?
4. Reading journal
a) Reading books in the original always helps to improve your longuage tremendously. Having a reading journal helps you better understand the book in the original. The template for your reading journal has you think more about the book.
The title of the book: Treasure Island The author: Robert Louis Stevenson Time: the 18th century
Main events (on the page)
Characters with some characteristics
Lines from the passage you like
P.6 A beggar came to the house
Jim Hawkins, a boy who lives with his parents in the inn.
b) Start reading a story from your Reading project section in the back of this textbook. Make notes in your reading journal os you read a story.
c) Share your impressions with your friends.
Free section Battle of the books
All over the world, the Battle of the books is an event held at a growing number of schools and universities. At the end of the school year, you can have one, too - maybe even together with other schools in your town or area.
What is the “battle”?
You take part in the competition by reading from the book list given to you by your teacher at the beginning of the school year. In the battle, you answer questions about the books you have read. Because the battle is held during the last two weeks of the school year, you have lots of time to read the books. The reading list may include books you have read before. It is a good idea to summarize each book which you can then reread before the battle.
How does the competition work?
In some countries, the day begins with a meeting in the cafeteria, a morning snack and what the teams must do that day. Then students become team members and are sent to their first round of the “Battle.” They play several rounds, each against a different team.
One teacher (or group of teachers) gives the points. At the end of the morning, points are added up and the two teams with the most points are invited to a “Grand battle" after lunch, with the other teams as their audience.
Other versions of the competition are played in the afternoon only, with teams from one class or from different classes playing each other.
In the version presented here, there are three different sections. Each section features tasks that look at different aspects of the books. Here are some example questions about the novel Silver fin by Charlie Higson, a great book about the childhood days of James Bond.
Section one: Questions
In this section, you will be asked specific questions about the contents of a book.
? How did James's parents die?
? Describe Randolph Hellebore.
? Who is Red Kelly?
Section two: Interpretation
In this section, you have to do more than just repeat facts: You have to show your understanding of the characters, of their motives, and talk about the book itself.
? Name some of James's special talents. What does he learn as a boy that he can use later in the three adult novels?
? Describe parts of the novel that are very exciting.
? At the end of the novel, George decides to help James. Do you find this believable?
Section three: Creative writing
In this final section, you will have to write your own texts. This can be in writing, but sometimes you might also be asked to do a role play with the characters in one of the books you've read. For example:
? Write the plot for another Young James Bond novel, based on a James Bond movie.
? Write the plot for a similar novel based on another fictitious (female?) character.
? Imagine James meets George during the competition. What could happen between them? What could they say to each other? Act out their dialogue.
Here are some of the books you have seen in Joy of English. You have only read parts of these books. Your teacher might like to add or take away some of the titles, depending on what kind of books you (and your teacher) are interested in:
Lockhart, Sally The Ruby in the Smoke (in Year 8)
Colfer, Eoin Benny and Omar (in Year 8)
Stevenson, Robert Louis Treasure Island (in Year 8)
White, Terence Hanbury The Legend of King Arthur (in Year 7)
Wilde, Oscar The Canterville Ghost (in Year 7)
Here are the answers to some frequently asked questions (FAQs):
1. Do I have to read all the books on the list?
No, you don't. Most students read only about half of the books.
The more you read, the easier it is to win the competition. In your team, there will be other students who have read only some of the books, too.
2. Do we need to have prizes for the winning teams?
Absolutely! But keep them to a minimum. The idea is to read a lot, not to win big prizes.
3. Do we need other schools to have a battle or can we have one only at my school? It is best to start small. The first time you fight a battle, it is best to do it alone at your school. It is always good, however, to have other schools in your area "fight" their own battle. In the second year, plan on having an area-wide battle.
Enjoy reading the books, have a good "battle" and good luck!
Try it out: Coraline by Neil Gaiman
Cora line by Neil Gaiman
Caroline discovered the door a little while after they moved into the house. It was a very old house - it had an attic under the roof and a cellar under the ground and an overgrown garden with huge old trees in it. Coraline's family didn't own all of the house, it was too big for that. Instead they owned part of it.
There were other people who lived in the old house. Miss Spink and Miss Forcible lived in the flat below Coraline ’s, on the ground floor. They were both old and round, and they lived in their flat with a number of ageing highland terriers who had names like Hamish and Andrew and Jock. Once upon a time Miss Spink and Miss Forcible had been actresses, as Miss Spink told Coraline the first time she met her.
“You see, Caroline,” Miss Spink said, getting Coraline s name wrong, “Both myself and Miss Forcible were famous actresses, in our time. We trod the boards, luvvy. Oh, don’t let Hamish eat the fruit cake, or he’ll be up all night with his tummy."
“It’s Coraline. Not Caroline. Coraline, ’’ said Coraline.
In the flat above Coraline s, under the roof, was a crazy old man with a big moustache.
He told Coraline that he was training a mouse circus. He wouldn't let anyone see it. “One day, little Caroline, when they are all ready, e everyone in the whole world will see the wonders of my mouse circus. You ask me why you cannot see it now. Is that what you asked me?
“No,” said Coraline quietly, “I asked you not to call me Caroline. It’s Coraline."
“The reason you cannot see the Mouse Circus," said the man upstairs, “is that the mice are not yet ready and rehearsed. Coraline didn’t think there really was a mouse circus. She thought the old man was probably making it up.
The day after they moved in, Coraline went exploring. She explored the garden. It was a big garden: at the very back was an old tennis court, but no-one in the house played tennis and the fence around the court had holes in it and the net had mostly rotted away; there was an old rose garden, filled with stunted, flyblown rose-bushes; there was a rockery that was all rocks; there was a fairy ring, made of squidgy brown toadstools which smelled dreadful if you accidentally trod on them. There was also a well. Miss Spink and Miss Forcible made a point of telling Coraline how dangerous the well was, on the first day Coraline’s family moved in, and warned her to be sure she kept away from it. So Coraline set off to explore for it, so that she knew where it was, to keep away from it properly.
1. Read the sentences and choose the correct answers.
a. Coraline and her family moved into
1) the big house.
2) the old house.
3) the new house.
b. Coraline's parents
1) owned the entire house.
2) owned part of house.
3) rented the flat.
c. Hamish and Andrew and Jock were
d. Miss Spink called the girl
2 Read the questions and choose the correct answers a. When did Coraline start exploring the new place?
1) on the day they moved.
2) after the day they moved.
3) in three days.
b. What could happen if Hamish ate some fruit cake?
1) It could want more.
2) It could sleep.
3). It could get sick.
c. What did Coraline ask the old man?
1) to let her see the mice.
2) to stop calling her Caroline.
3) to show her around
d. Why didn't Coraline want to see the mice?
1) She didn't believe the old man.
2) She was afraid of mice.
3) the mice were not ready.
e. Why did Coraline want to explore the well?
1) to keep away from it.
2) to play around it.
3) to make sure it was dangerous.
1 Make nouns from these verbs
Think of Coraline and choose adjectives to describe her character. Explain why you think so.
curious • adventurous • shy • attentive • naughty • noisy • smart • sociable
D. Mediation and communication
With a partner answer the following questions.
a. Why did Coraline want to explore the place?
b. How old could the girl be?
c. Did she continue exploring the grounds after she found a well? Why? Why not?
d. Why do children like to see new places?
Listen to the continuation of the story about Coraline and complete the sentences.
a. Coraline spent first two weeks
1) ex loring the garden and the grounds.
2) playing with the cat.
3) looking for a hedgehog.
b. One day it was raining, Coraline wanted
1) to read a book.
2) to watch a movie.
3) to explore.
c. Watching TV, she got interested in
1) a school program
2) a natural history program
3) stock market.
d. Her parents worked
1) far from home.
2) from home.
3) at a nearby market.
1. Complete the text about Coraline.
The title of the story is … It was written by … I think that the title for this story is good because. The story takes place in times. The main character is … I believe that the most important theme in this story is. The reason I think so is that.....
2. Your opinion
Do you think Coraline is curious? Why? Why not?