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Инфоурок / Иностранные языки / Презентации / Материалы к уроку "Работа с текстом "Pearly Kings and Queens"
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Материалы к уроку "Работа с текстом "Pearly Kings and Queens"

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Pearly Kings and Queens
Find words in the text that mean: Able to harm or kill you (2 line, adjective...
5. To lift smth ( 8 line, verb) 6. A small round flat object on your shit, c...
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...
 H\t : read the text, multiple choice.
8 1

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Описание презентации по отдельным слайдам:

№ слайда 1 Pearly Kings and Queens
Описание слайда:

Pearly Kings and Queens

№ слайда 2
Описание слайда:

№ слайда 3 Find words in the text that mean: Able to harm or kill you (2 line, adjective
Описание слайда:

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)

№ слайда 4 5. To lift smth ( 8 line, verb) 6. A small round flat object on your shit, c
Описание слайда:

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)

№ слайда 5 Read the text and say who this man is.
Описание слайда:

Read the text and say who this man is.

№ слайда 6 What comes next? \ \ \ \ \ \ \ \ \ \
Описание слайда:

What comes next? \ \ \ \ \ \ \ \ \ \

№ слайда 7 True\ false\ not stated Henry was put in an orphanage at the age of three. To
Описание слайда:

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.

№ слайда 8  H\t : read the text, multiple choice.
Описание слайда:

H\t : read the text, multiple choice.

Выбранный для просмотра документ work with text Pearly Kings and Queens.docx

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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.


  1. Henry was put in an orphanage because

  1. He was a baby

  2. He had no relatives

  3. He had to earn money

  4. He had to help his parents

  1. To start working at the age of thirteen was:

  1. common

  2. surprising

  3. unusual

  4. unnecessary

  1. At the market Henry

  1. collected different things

  2. made clothes

  3. designed costumes

  4. swept

  1. The boy became friends with Costermongers because they were

  1. cheerful

  2. useful

  3. helpful

  4. wonderful

  1. Together with his friends Henry collected the money to:

  1. become rich

  2. have many pearly costumes

  3. to support his family

  4. to support poor children








Game What comes next?

Age 9 and up

Level Pre-intermediate–Advanced

Time 1530 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

memory.

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.

Mainly reading

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,

mime grabbing.

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

gist.

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

to get.

Remind them about the six-second time limit after which the

speaker should just say the word their partner was supposed to

guess.

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

initially.














D_ngerous

Ordin_ry

To ear_

To p_ck up

But_on

Coster_onger

Orpha_age

C_arity

Rai_e

Приют

Уличный торговец

Копить

Пуговица

Поднимать, взять

Обычный

Благотворительность

Зарабатывать

Опасный



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Автор
Дата добавления 16.06.2016
Раздел Иностранные языки
Подраздел Презентации
Просмотров236
Номер материала ДБ-123867
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