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Pearly Kings and Queens
Find words in the text that mean: Able to harm or kill you (2 line, adjective) Usual, common, not different or special (3 line, adjective) A large house where children, whose parents are both died, live and are taken care of ( 5 line, noun) To receive money for the work that you do ( 6 line, verb)
5. To lift smth ( 8 line, verb) 6. A small round flat object on your shit, coat etc. ( 9 line, noun) Someone who sells fruit and vegetables in the street (10 line, noun) An organization that gives money, goods or help to people who are poor, sick etc. (15 line, noun) 9. To collect money that you can use to help people (18 line, verb)
Read the text and say who this man is.
What comes next? \ \ \ \ \ \ \ \ \ \
True\ false\ not stated Henry was put in an orphanage at the age of three. To start working at the age of thirteen was unusual. At the market he cleaned an swept the floor. Usually he found the coins and sewed them. Costermongers were unhelpful. Together with his friends Henry collected the money to have many pearly costumes.
H\t : read the text, multiple choice.
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Pearly Kings and Queens
When teenagers are asked whom they can call their heroes, they usually name famous actors, sportsmen, cosmonauts and people of some dangerous professions. Here is a story of an ordinary boy, whose example was followed by many people.
The London tradition of Pearly Kings was started by a small boy called Henry Croft. Henry’s parents died when he was a baby and he was put in an orphanage. In those days it was normal for children to earn their own living. So, when Henry was thirteen, he had to find a job.
His first job was as a cleaner at the market. Sometimes he found and picked up pearly buttons that fell off people’s clothes at the market. So, he started sewing them onto his clothes, like Costermongers. Since then, it has been the Pearly Kings’ job to design and make costumes with pearly buttons.
Henry soon made lots of friends among the Costermongers. He liked them because they were kind and ready to help each other. The boy decided to do something for poor people, such as kids at his old orphanage. Together with his friends Costermongers Henry started collecting money for charity. Before his death in 1930, Henry had collected 5 000 pounds. Nowadays, this would be about 200 000 pounds.
Today modern Pearly kings and Queens continue Henry‘s good work. Just like 130 years ago, they raise money for charity and give it to orphanage. They also organize colourful competitions for the best pearly costume.
Henry was put in an orphanage because
He was a baby
He had no relatives
He had to earn money
He had to help his parents
To start working at the age of thirteen was:
At the market Henry
collected different things
The boy became friends with Costermongers because they were
Together with his friends Henry collected the money to:
have many pearly costumes
to support his family
to support poor children
Game What comes next?
Age 9 and up
Time 15–30 minutes, up to 40 minutes the first time you do this
Focus Intensive reading, reading aloud, good oral delivery of a written text,
basic storytelling skills (e.g. involving your audience, use of gesture,
not telling a story too quickly), getting students to pay close attention
to what each other says
Material Class sets of stories
Read the story out to the class, pausing where you have made marks.
• Try to read it out as much as possible as if you were telling it from
• Make it clear (e.g. by look and gesture) that whoever has an idea
should call out what they think is coming next.
• If a contribution is not correct, give a hint such as, Right meaning,
wrong word (e.g. if someone says rock instead of stone), Almost (if
someone says palace instead of castle), No, younger (if someone says
queen instead of princess). However, do not drag things out too much.
If you do not get the right word after about six seconds, supply the
word and continue with the story.
3 Make a class set of the same story with marks (e.g. double slashes)
showing good places to pause. Students will work mostly in A/B pairs so,
typically, the first half of the story should be on one sheet and the second
half on another.
• It is very important that you use gesture as much as possible even for
words you are not expecting students to guess, e.g. if you say grabbed,
• Echoing correct guesses makes this activity work much less well. So, if
a student correctly calls out Princess try not to continue as follows:
Princess who lived . . . Either just continue who lived . . . or say Yes!
. . . who lived . . . This is because one thing you want to demonstrate is
how the listener can participate in telling the story. A teller who
echoes works against this aim. (If a student speaks too quietly, ask
them or another student to repeat the word.)
2 When you have finished telling the story, check that everyone has got the
3 Ask them to show you some of the gestures you made and see if they can
say what each gesture represented.
4 Ask if they can recall other ways in which you helped them to guess what
was going to come next.
5 Say that they, in pairs, are going to take turns doing what you just did.
• Explain the significance of the marks in the story sheets they are about
• Remind them about the six-second time limit after which the
speaker should just say the word their partner was supposed to
6 Hand out the story sheets and give everyone enough time to read their
part. Then start the pairwork. (In general, your least proficient students
should get the first part of the story.)
7 As students finish, give everyone the half of the story they did not get
To p_ck up