Vw5 17

Lesson 11


Watch the clip above and answer the questions below. Write answers down and bring to next lesson.

  1. Why do the children skip down the hill?
  2. Why does Sid scowl (='dreigend kijken')?
  3. What does the teacher attempt at 1m40?
  4. What 4 things do the children claim to have seen?
  5. 1m55: …e-mails and calls full of _______, _______, and all…
  6. 2m15: …feel regret had there been a real _______ and I _______ it…
  7. 2m34: …accuse a child of being _______, just _______
  8. 2m46: …bitter mom slanders your rep with child _______
  9. 2m50: …single file line. Little _______ _______

Lesson 10

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1. Watching.


Watch the clip above and do the exercise below. Write answers down and bring to next lesson.

  1. Why do you die in cold environments?
  2. What do you need to do to survive longer than two or three minutes on the summit of Mount Everest?
  3. What would be the cause of death if you were transported to the bottom of the Mariana Trench?
  4. What causes the explosion when thrown into lava?
  5. What are the death counts of the two bacteria mentioned (influenza and the Bubonic Plague)?
  6. What does the word 'oxymoronic' mean? What is oxymoronic about Chernobyl?
2. Reading.
bear-claws.jpg

Answer the questions below using this article. Write answers down and bring to next lesson.

  1. Hoe werd de grot ontdekt?
  2. Waren de opgravers Matt en Lisa meteen enthousiast toen ze hoorden dat er een grot ontdekt was?
  3. Hoe oud is de grot?
  4. Is de vondst wel of niet belangrijk? Noem een voorbeeld uit de tekst om je antwoord te onderbouwen.
  5. Van welke dieren zijn in de grot sporen gevonden?
  6. Deze grot is de eerste met een internetverbinding. Waarvoor wordt die gebruikt?
  7. Welke wetenschappelijke methodes zijn gebruikt om de leeftijd van de grot te bepalen?
  8. Er worden plannen uitgevoerd om de grot te verbouwen. Wat zal er worden gebouwd?
  9. Kun je de grot op dit moment bezoeken?
3. Writing.
  1. Consult the table of gerunds and infinitive verbs. These are verbs that are followed by either a gerund or an infinitive. Make pairs, or a group of three, and write a story featuring five verbs followed by gerunds, and five verbs followed by infinitives. First, your group will need to think of a protagonist (='hoofdpersoon'); then, describe a somewhat logical series of events that includes the ten verbs. Write your story down.
4. Grammar.

  1. View the presentation above in order to recap the material. The Links section on the right includes a list with verbs that take gerunds and to-infinitives. Use these to do the following exercises.
  2. Do exercise 1 from the website.
  3. Try this exercise on for size.
5. Grammar.

Combine two sentences. Write answers down and bring to next lesson.

  1. He introduced his new girlfriend. He had met her at a music festival.
  2. Her music teacher is going away for six months. She likes him very much.
  3. My computer was stolen. It was in my room.
  4. Grizzly bears are large animals. They only live in North-America.
  5. Mark works for an Irish company. The company produces computers.
  6. The girl has won an important prize. Tom went to a concert with her.
  7. The car was very expensive. Catrina bought it.
  8. This is the book. I recommended it to you.
  9. That is the town. Jack was born there.
  10. He arrived in time. It surprised us greatly.

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Week 11

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1. Watching.


Watch the clip above and answer the questions below. Write answers down and bring to next lesson. You will probably have to look up a word or two from the video. Use a dictionary.

  1. What is a trophic cascade? Use your own words.
  2. Why were deer causing a problem in Yellowstone?
  3. What two direct effects did the introduction of wolves have?
  4. De titel van de film is How Wolves Change Rivers. Wolven zijn dus oorzaak van het gevolg dat rivieren veranderen. Schrijf alle indirecte gevolgen van de aanwezigheid van wolven op, zodat de tussenstappen tussen oorzaak (wolf) en gevolg (rivier) duidelijk worden. Doe dit op een schematische manier (bv. mindmap). Hulp nodig? Gebruik deze flowchart.

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Lesson 10

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1. Grammar.
  1. Let's start.
  2. Type 1, 2 or 3.
2. Grammar.
  1. Where does the apostrophe go?
  2. Confusing nouns 1.
  3. Confusing nouns 2.
  4. Confusing nouns 3.
  5. Too, two, or too?
  6. There, their, they're?
  7. It's or its?
  8. Whose or who's?
3. Grammar.

Correct these sentences, if necessary. Write answers down and bring to next lesson.
If necessary, correct these sentences.

  1. If Jack had been honest, he would return the money.
  2. The video pauses if you press this button.
  3. If she would have really wanted to see me, she would have come earlier.
  4. If he doesn't break the window then who is responsible?
  5. If Claire will continue to work hard, she should pass the exams easily.
  6. Steve would have been attacked if I hadn't come along.
  7. I'd be able to visit Jim first thing in the morning if I stay in Manchester overnight.
  8. Speak to Jane if you want to book a room.
  9. If you know what it was going to be like, why did you come?
4. Grammar.

Complete the sentences below with an appropriate tense. Refer to lesson 9. Write answers down and bring to next lesson.

JnObJ47.png
5. Done?
  1. Battle irregular verbs against each other digitally! Type your names at the start and see who wins. Start the game.
  2. Study the vocab for K1Th2.

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Lesson 9

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1. Webquest.
  1. Use Google to answer the question:

The first U.S. president that was American learned English as a second language. What was his first language?

Tips: Think about how you will find out if a president was born in America.

2. Watching.


Watch the clip above and answer the questions below. Write answers down and bring to next lesson. You will probably have to look up a word or two from the video. Use a dictionary.

  1. What measures have the ducks adopted to combat the opposite sex? Name two male and two female measures.
3. Grammar.

Naam Bijzin Hoofdzin Wanneer? Kans
Type-0 simple present simple present algemeen feit in alle situaties 100%
If you study hard, you get good grades.
Type-1 simple present will + inf. waarschijnlijke mogelijkheid, beloftes, waarschuwingen ~75%
If I find the time, I will write you another letter.
Type-2 past simple would + inf. onwaarschijnlijke, denkbeeldige situatie ~5%
If I had unlimited money, I would buy a Lamborghini.
Type-3 past perfect would have + volt.dw. denkbeeldige situatie in het verleden 0%
If I had known you were ill, I would have visited!
Tips
Geen if en will/would in hetzelfde zinsdeel.
If betekent misschien; when gebruik je voor situaties waarvan je zeker bent dat ze zullen gaan gebeuren.
In het if-zinsdeel, gebruik je vaak 'were' in plaats van 'was'. If I were you, I wouldn't do that.
  1. Finish with zero mistakes.
  2. This shouldn't cause you any problems.
4. Reading.

Answer the question below using the text here.

it's disconcerting at first to find that boys of a certain age know more about Reynauld de Chatillon's vicious Crusade-era attacks against Mecca and Medina from the computer game "Age of Empires II" than from their history classes

  1. In welke zin staat waarom sommige mensen dit in eerste instantie verontrustend zouden kunnen vinden?

Write answers down and bring to next lesson.

5. Done?

Choose one of the options below.

  1. Study the vocabulary.
  2. Study the irregular verbs.
  3. Study your grammar notes or watch instructional videos on Meester Gijs.

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Lesson 8: Speech

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  1. Consult the instructions for the speech.
1. Content.
  1. You might want to consult this document to brainstorm subjects for your mondeling. You could also go to sites like Debate.org. Look for interesting texts in (the Op-Ed section of) TrueReddit, Slate, The Daily Beast, Wired Magazine, or Spiked Online. You could peruse Youtube channels such as PragerU, The School of Life, or Vox. Alternatively, you could ask Mr Vermeulen for issues of Time Magazine or Alquin.
  2. Once you have found a topic, think of a gripping opener. Perhaps a recent topical event, a shocking statistic, or a relatable personal anecdote. Capture your audience. They're going to hear dozens of speeches. Make sure yours stands out somehow. Once you have your opener, connect it to your speech's main point.
2. Form.

If you've settled on a topic and have figured out what to say, work on how to--convincingly--get your point across.

  1. Work on structuring your thoughts on your topic. Structure your speech according to these guidelines (resource one, resource two). Watch this clip for an example of a good speech. Notice the use of vocabulary and its structure.
  2. Formulate a thesis statement at the end of your opener. If you don't know what this is, make sure you google it.
  3. Brainstorm of arguments for and against. Remember, people will be convinced by the quality rather than quantity of your arguments. Support them with expert opinion, data, research, and telling examples.
  4. In your conclusion, circle back to the introduction. What should stick in the minds of your listeners?
  5. Use a thesaurus to enhance the vocabulary in your speech.
3. The final touch.
  1. Finally, practice your speech. Record yourself and be critical. Make changes where necessary.

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Lesson 7

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1. Watching.


Watch the clip above and answer the questions below. Write answers down and bring to next lesson. You will probably have to look up a word or two from the video. Use a dictionary.

  1. Why does Michael use the Pacman anecdote?
  2. Name 2 benefits and 1 disadvantage of kiss-feeding.
  3. Why do we kiss?
  4. True or false: eyes are predominantly white, so we see where someone is looking.
  5. What example does Michael use to establish that we pay attention to people that look at us?
  6. Why is Scopophobia probably not a real thing?
  7. What did Harlow and Eckhard Hess's experiments show?
  8. Why, do you think, does the Polarity Principle exist?
2. Transcription.


Watch the clip above. Transcribe (='write down word for word') what is said and bring to tomorrow's lesson.
Choose one:

  1. Transcribe the voice-over and the maths teacher's words.
  2. Transcribe all the girls' words.
3. Grammar.

Naam Bijzin Hoofdzin Wanneer? Kans
Type-0 simple present simple present algemeen feit in alle situaties 100%
If you study hard, you get good grades.
Type-1 simple present will + inf. waarschijnlijke mogelijkheid, beloftes, waarschuwingen ~75%
If I find the time, I will write you another letter.
Type-2 past simple would + inf. onwaarschijnlijke, denkbeeldige situatie ~5%
If I had unlimited money, I would buy a Lamborghini.
Type-3 past perfect would have + volt.dw. denkbeeldige situatie in het verleden 0%
If I had known you were ill, I would have visited!
Tips
Geen if en will/would in hetzelfde zinsdeel.
If betekent misschien; when gebruik je voor situaties waarvan je zeker bent dat ze zullen gaan gebeuren.
In het if-zinsdeel, gebruik je vaak 'were' in plaats van 'was'. If I were you, I wouldn't do that.
  1. Practice conditionals (=if-zinnen).
  2. Identify the situation and choose Type-1, Type-2, or Type-3 conditionals in this exercise.
  3. This exercise is the most difficult of the lot.
4. Reading.

Answer the questions below. Write answers down and bring to next lesson.

vhOLHEn.png
ewjKdMD.png
5. Done?

Work on your speech. Consult lesson 5.
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Lesson 6

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1. Watching.


Watch the clip above and fill in the missing words below. Write answers down and bring to next lesson.

  1. 0m34: …a _______ predator of small fish…
  2. 0m42: …even the slightest _______ of a darter's tail…
  3. 0m55: …a perfect _______ that will lure…
  4. 1m10: …its lure faster to _______ them…
  5. 1m22: …just right, the _______ likeness should do…
  6. 1m44: …these snap shut on the _______
2. Literature.

Answers the questions on page 7 of your literature katern.

3. Listening.


Listen to the recording above and answer the questions below. Write answers down and bring to next lesson.

  1. What are the (4) ineffective 'fences' mentioned?
  2. What are the (3) effective 'fences' mentioned?
  3. What are the (2) reasons given for the fence described from 1m14 to 1m35?
4. Literature: Henry VIII.

Watch the clips below and answer the questions below. Write answers down and bring to next lesson.

  1. What are the names of both characters in the clip?
  2. Summarise the clip in two sentences.

  1. Find out more about the woman in the clip. Who was Anne of Cleves?
  2. How long did the marriage last?
  3. How did the marriage come to an end?
  4. What does this say about Henry VIII?
5. Done?

Work on your speech. Consult lesson 5.
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Lesson 5: Speech

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  1. Consult the instructions for the speech.
1. Content.
  1. You might want to consult this document to brainstorm subjects for your mondeling. You could also go to sites like Debate.org. Look for interesting texts in (the Op-Ed section of) TrueReddit, Slate, The Daily Beast, Wired Magazine, or Spiked Online. You could peruse Youtube channels such as PragerU, The School of Life, or Vox. Alternatively, you could ask Mr Vermeulen for issues of Time Magazine or Alquin.
  2. Once you have found a topic, think of a gripping opener. Perhaps a recent topical event, a shocking statistic, or a relatable personal anecdote. Capture your audience. They're going to hear dozens of speeches. Make sure yours stands out somehow. Once you have your opener, connect it to your speech's main point.
2. Form.

If you've settled on a topic and have figured out what to say, work on how to--convincingly--get your point across.

  1. Work on structuring your thoughts on your topic. Structure your speech according to these guidelines (resource one, resource two). Watch this clip for an example of a good speech. Notice the use of vocabulary and its structure.
  2. Formulate a thesis statement at the end of your opener. If you don't know what this is, make sure you google it.
  3. Brainstorm of arguments for and against. Remember, people will be convinced by the quality rather than quantity of your arguments. Support them with expert opinion, data, research, and telling examples.
  4. In your conclusion, circle back to the introduction. What should stick in the minds of your listeners?
  5. Use a thesaurus to enhance the vocabulary in your speech.
3. The final touch.
  1. Finally, practice your speech. Record yourself and be critical. Make changes where necessary.

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Lesson 4: Proefwerk Preparation

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1. Grammar.
  1. Go to Magister, go to the Digitaal Materiaal, and do the 'Test Yourself'.
2. Done?

Choose one of the options below.

  1. Study the vocabulary.
  2. Study the irregular verbs.
  3. Study your grammar notes or watch instructional videos about indirect speech and the tenses.
  4. Practice the grammar by doing the Meester Gijs quiz on indirect speech and the tenses. Try to get on the leaderboard.

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Lesson 3

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1. Watching.


Watch the clip above and answer the questions below. Write answers down and bring to next lesson.

  1. Describe Owen's condition.
  2. What is the negative consequence of Owen's condition?
  3. How did Haatchi lose his leg?
  4. Where did Owen's family 'meet' Haatchi?
  5. Name 3 signs that show Haatchi and Owen's family belong together (2m13-4m06).
  6. What 2 positive consequences has Haatchi's presence brought (4m55)?
  7. What activity does Owen's mum describe at 6m05?
2. Grammar.

  1. Choose past or present.
  2. Another exercise.
  3. Past simple or present perfect. Fill in your name.
3. Grammar.

Via Magister, go to the Stepping Stones Digitaal Materiaal, and do Test Yourself.

4. Transcription.


Watch the clip above from 0m00 to 1m04. Transcribe (='write down word for word') what is said and bring to tomorrow's lesson.

5. Done?

Choose.

  1. Battle irregular verbs against each other digitally! Type your names at the start and see who wins. Start the game.
  2. Practice with conditionals here or here.
  3. Study the vocab from K1Th1 (English-Dutch and Dutch-English).

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Lesson 2

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1. Watching.


Watch the clip above and answer the questions below. Write answers down and bring to next lesson. You will probably have to look up a word or two from the video. Use a dictionary.

  1. What two changes in behaviour can be seen in the affected animals?
  2. What is the upside of the fungus mentioned in the second part of the clip?
2. Grammar.

  1. Exercise.
  2. Questions in reported speech.
3. Pronunciation.
phonemic-chart-1.jpg

Use the chart above to transcribe the words below. You could also use this chart for help.

  1. heritage
  2. adjust
  3. justify
  4. meander
4. Grammar: Reported speech.
tense in gegeven zin tense in nieuwe zin
present (simple/continuous) > past (simple/continuous)
past continuous > had been ww-ing
all other tenses > had + pp (='vd')

Have a look at the table above. Below are 3 sentences. Je moet de persoonsvormen in de drie zinnen omzetten. Kijk in de tabel naar welke nieuwe tijd je de persoonsvorm moet omzetten. Write answers down and bring to next lesson.

  1. Never had I seen such a commanding performance.
  2. The killer was obviously carrying a weapon under his clothes.
  3. The English will never surrender!
4b. Translation.

Translate the sentences below. Write answers down and bring to next lesson.

  1. Gerrit zei dat hij tijdens de wedstrijd een doelpunt gemaakt had.
  2. Een echte moordenaar zou nooit gepakt zijn.
  3. Op school zie ik altijd mijn vrienden.
  4. Finn claimde dat hij vrijdag aan het studeren was.
5. Done?
  1. Battle irregular verbs against each other digitally! Type your names at the start and see who wins. Start the game.
  2. Practice with conditionals here or here.
  3. Study the vocab from K1Th1 (English-Dutch and Dutch-English).

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Lesson 1

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1. Watching.


Watch the clip above and do the exercise below. Write answers down and bring to next lesson.

  1. Where does Michael live? Why does he think it's luxurious?
  2. What does Michael say about his girlfriend?
  3. If Michael wins, what are the rewards? Name two.
2. Reading.
IY6FXfR.png
  1. Read the text above and answer the questions here.
3. Grammar.

Are you forgetful? Let's find out. Write answers down and bring to next lesson.

hemK4id.png
4. Escape room.
  1. Escape from this room.
5. Done?
  1. Study the vocab for your next test.

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