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Dear reader, It’s a sunny morning here in the Garden of England. I am sitting in my favourite corner by the window and enjoying the beautiful spring scenery which puts a smile on my face. I have always been an early riser and for me there’s nothing more invigorating than the fresh morning air and the birds chirping in the trees. While my senses are still waking up, a question distracts this idyllic morning “What has motivated me to get up and teach every day for the last twenty years?” Twenty? Really? I still remember my first private lessons held at home while I was juggling university lectures and being a young mum.

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A lot of water has run under the bridge since then and my teaching style has evolved tremendously but what hasn’t changed is my inner desire *to watch my students grow as confident English speakers; *to show them how wonderful the world is through all the stories we read and the videos we watch; *to see what’s hurting them and try to help out; *to teach them to acknowledge their uniqueness and embrace it boldly

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In the article “Beat the Yawns With These Motivating Ideas” (page 21) Jeanne Bourne talks about the lasting effect we have on our students. She kindly reminds us Maya Angelou’s words that people will never forget how we made them feel. I echo this because my ex-pupils have never missed a chance to express their sincere gratitude to me. So this is what motivates me to teach. How about you?

e c i r P a Marusy

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INSIDE 07 08 13 14 21 24 27 37

10 Empowering Lesson Plans What's all this about Motivation? Spice up your English Lessons How to Make the World a Better Place TO BE Beat the Yawns with these Motivating Ideas Improve your English F*A*S*T An Adventure in my Tuxedo- Lesson Plan Let's Write- Motivation

38 Let's speak- Motivation 40 Say Goodbye to your FEARS- Lesson Plan 44 WE the Generation- poem 46 Josie's poems 50 Easy English 57 Kids' corner 58 Fun with English

An Adventure in my TuxedoLesson plan by Max Neil Maximchuk

Say Goodbye to your FEARS Lesson plan By Marusya Price

Frank & Russie’s Little Big Magical Adventures Chapter 1

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Tali Brunner I am turning my seventh graders into tourist guides. We live in Midreshet Ben-Gurion, where David Ben-Gurion is buried, so we are somewhat of a tourist attraction, and get Taglit groups etc, once in a while. My students are going to take groups of tourists on a tour following the realization of David Ben-Gurion's dream of a Hebrew Oxford in the Negev (from kindergarten to academic research). The tour starts at the grave, then goes on to the University campus and ends up at our school (where the tourists can interact with other kids - playing soccer / music / etc.)

Suzana Prestes I am using 8 PROJECTS this year 2 per Bimester in 2019 (2 each 2 months) - to get all students involved during the entire year producing videos, audios, letters, notes, reading books and much more. All 700 students I have (technical courses students from 16 to 19 years old) will participate this year - 1- writing a letter to yourself in the future, 2writing a composition about HERE IS MY HOME, I LOVE MY NATIVE LANGUAGE AND I AM PROUD OF MY NATIVE LANGUAGE, 3- PROJETO PENPALS (Exchanging letters with 15 countries via E-mails and also Post offices + activities), 4- PROJECT VIDEO CLIP (Students choose a song and record a performance of it in video), 5- PROJECT GOING TO A RESTAURANT (real Conversation at table and recording it in video), 6-PROJECT READING A BOOK (Recording their voices reading 1 chapter of a book - Making PODCASTS), 7-PROJECT - TOURISTIC VIDEO, Students choose a place they love to visit and describe it, producing a video clip with subtitles in English and native language. 8PROJECT SCHOOL MEMORIES - Students record all events that will happen to them this year (good and bad things, take pictures, write texts, parties etc.) and produce a video using the images they have saved during the year, they present the video to their friends and families in November.All this to maintain the interest of students and motivate them to participate and get themselves involved in their learning.

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Jeanne Bourne I want to make my students more aware of the world and what's happening with kids their age in other countries. So I find articles, usually from The Guardian, and have them read, write a summary and give their opinion about the topic. I think it will help open their eyes to how lucky they are, plus giving them ideas for exams essays later.

If you want to have your views published in Inspirational English, answer our next issue's question:

Describe a moment when you felt proud of your students. Send your answer to: info@englishwithrussie.co.uk

Maayan Golan I have started using mindfulness. Other than that, I started giving 'weekly challenges' which are not mandatory (it's more of a competitive game), the challenges include WhatsApp videos or recordings of them practicing reading aloud, pronunciation and songs which they send me each week. Every week I stamp their notepads I made especially for this and announce the first to complete this week's challenge.

Yael Nachshon Mindfulness. We made personalised mindfulness spinners to meditate on. I also stopped explaining words. I told them to work independently and use the glossaries at the back of the test book. They need to feel independent and capable and not spoon fed. I also started giving them silly topics to write about to encourage humor and creativity in class. Seems to be working.

Image credit: Yael Nachshon 5


I really believe that my role as an educator is to touch my students’ heart and empower them. For the last six years, I have created a lot of teaching materials but what really stirs my soul is designing lesson plans which aim to empower my students. Yes, I am an English teacher but I tend to use the language to inspire my pupils to become a better version of themselves. This book comprises lessons on topics such as Mindfulness, Happiness, Authenticity, Kindness, Inspiration, Gratitude and Positivity. They are appropriate for students whose level is B1 + and are older than 14 years of age. I have used these lesson plans with all my students and have seen many positive changes in their behaviour and mindset.

YOU CAN FIND MORE INFO ABOUT THE BOOK HERE

https://www.inspirationalenglish.co.uk

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BODY AND SOUL ARE BOTH REQUIRED TO UNDERTAKE SUCH A VENTURE, AND THESE TWO VITAL INGREDIENTS ARE NEATLY WRAPPED IN A BUNDLE WE KNOW AS SELF-MOTIVATION.

Peter Taylor


In

its simplest form motivation is

something we need to call upon each morning when we wake after sleeping and need to get ourselves out of bed. For a great number of people it is of course not that simple should they have physical issues or the like, but whatever your personal circumstances may be we need to then call on more motivation as we set about fuelling our bodies in readiness for the day ahead. We need to be good at motivating ourselves, constantly, and what I want to talk about in this article is my personal experience of motivating myself over numerous years as a self-employed musician and writer and in the process share how it has worked for me. I´m sure you know about how we eat with our eyes when a plate of food is placed in front of us as a lot of motivation to eat and stay healthy comes from what we see, not to mention what we read or hear about. So often we are impressed when we find out how people achieved great things and how their journey began in a the snap of a moment when they got to thinking ´I would like to do that´ or more astutely ´I could do that!´ It is important to point out at this juncture that it is not always about achieving great things as motivation taken to an extreme can develop into an obsession, a powerful combination that left to develop unattended can produce all sorts of unsavoury endings. A lot more down to earth, two months ago a friend told me that his wife was getting him a guitar for his Christmas and he asked if I would help him with a style of playing he had struggled with in the past, before adding that this time he was determined to get better at it. I suspect his motivation came from two separate sources, the fact that his wife got him the guitar in the first place which in turn created a strong desire within him 10


to thank her for such a wonderful gift by learning to play the guitar well, or at the very least, better than he had done before. When I first left a salary paying job all those years ago, now that I transport myself back I recall how I was void of any fear. I had an unerring belief that I had made a qualified choice and that in the not too distant future I would write a song that a music publisher would place for me with a famous singer. I was totally, unequivocally and positively motivated. Although several months became a year and I was quite a way into year two I was happy continuing to chug along at a manageable pace and loving all the new people I was meeting, and like an out of work actor I took odd jobs to pay my bills. Bizarrely enough, now that I focus on that last statement, to not such a desperate degree I am still doing the same thing to this day, as in times of financial shortfalls I go out and play my guitar and sing lots of my favourite songs, but never forgetting to always give thanks for such good fortune that I am able to find the motivation to get the job done and do such a wonderful and rewarding thing. Dark clouds will always find a way of settling directly above your head leaving you with the option of allowing the inclement weather to perform its disheartening work, or of course you can choose the option of stepping to one side and go off in search of clearer skies. Body and soul are both required to undertake such a venture, and these two vital ingredients are neatly wrapped in a bundle we know as self-motivation.


p u e c i p r S u o Y h s i l g En ons s s le

From party games to board games, from TV show to card games, Larissa Albano adapts any playful activity to meet learners’ needs. The talented English teacher shares her knowledge and experince with educators all over the world through the workshops that she runs. For further information or to book your workshop, contact Larissa at:

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The A to Z guide of Educational Success

A

is for

Academics

Don’t focus on these as they will come naturally after you’ve read and followed the next 25 letters of the alphabet.

C

B

is for

Bravery

Be brave enough to try new things in the classroom that may go wrong. Be brave enough to tell your students that you don’t know everything. Be brave enough to admit when you’re wrong.

is for

Curriculum

Plan, prepare, organise and create a curriculum that indeed meets the requirements of the state, but make it exciting to YOU. If you are excited to teach it, the children will follow.

D

is for

Dedication

Teaching was never about the money. It was never about getting rich. It was always about dedicating your life to the greater good. Teach with your heart, dedicate yourself to making a difference and never give up on a child that sees you as the bridge between them and the future.

E

is for

Example

Model the behaviour you wish to view in your children. Be the example. If you want your children to try their best, try your best. If you want them to work with enthusiasm, be enthusiastic. You are the guide that will lead the way.

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F

is for

Failure

Encourage it! Make mistakes. From mistakes come great discoveries and revelations. Inform your class that mistakes are ok, they’re great, they’re fantastic. If we never put our hand in a flame, how would we know it was hot?

G

is for

Grades

Avoid them. Can you really represent all your children with a single letter? No!! Each of your class is so finely tuned, so unique, so remarkable. To sum them up with a letter is ridiculous. Observe them, talk to them, understand them and then assess them for who they are and where they are on their individual learning journey.

H I

is for

Intuition

When a child is dropped off at school, you look in their eyes, their posture and their body language and you know how they’re feeling. Listen to your gut. Use your intuition. You’re probably right. Make your children feel safe and secure at school, for you might be the only constant he/she has got.

is for

Help

Provide help to your students very carefully. Help does not mean to give a clue or to tell them the answer. Help should be given as another way of looking at the problem. 5×6 may be difficult for the child who cannot count in sixes, but what happens if I turn the equation upside down? Oh you’ve got it, 6×5 is 30, could we use this technique for other calculations.

“Help the child to do it themselves.” 16


J

is for

Justice

Children have a great sense of justice. Morals and equality are important to children. If there are rules then everyone must follow them, including you. If you set boundaries, keep them clear and keep your children well informed. The faintest sign of unjust behaviour in the child’s life, can be the biggest upset for any learning environment.

L

is for

Learning

Understanding how your children learn is your first job. If you observe the ways in which your students learn best, then you can then plan appropriate lessons that meet the needs of the individuals in your class. Are they, independent, parallel, cooperative or collaborative learners? Observe, observe, observe.

N

is for

K

is for

Knowledge

Allow your children to seek knowledge. Give them options to find this knowledge, but understand that you are not the oracle. Yes you can inspire them, but allow them to find out what matters to them in a way that they enjoy. Yes knowledge is power, but being able to source it yourself is simply superhuman.

M

is for

Mathematics

Yes, we know it’s important but don’t forget it can be basically linked to every subject under the sun. For we are human beings afterall and everything around us can be related to maths. From the rhythm of our heart, the speed of light, the molecular structure of our cells, to our DNA. Everything is linked to maths and if you teach it with holistic approach, you will develop young citizens of the world who can make connections between everything around them.

Nature

Nature is a free resource to aid your teaching. It’s everywhere and it has the answers to so many questions. Collect leaves, draw a stream or go on a nature hunt, but remember that the environment is our friend and as well as saving it, we can also use it to give our students a deeper understanding of its importance in our survival.


O

is for

Opportunity

We know there’s a set curriculum. We understand that the state government expects you to teach this particular item in week 4 of term 2, but don’t miss an opportunity because of your fear to diversify. You’re a professional, you can bend those outcomes to meet your current circumstances. I mean it’s a super moon tomorrow and the whole world is talking about, it but oh no! It’s not in your syllabus. Think creatively, make Cross custticular links and seize the opppotunity to inspire your students while the fire is still hot.

P

is for

Positivity

A single teacher has the power to change the reputation, the feeling and the motivation of an entire school by spreading positivity. Greet the children with a smile, applaud their efforts, and send them home with a positive comment that will allow them to ride the wave of positivity, all the way back to school in the morning.

Q

is for

Questioning

When you’ve finished delivering your inspirational lesson on dinasaurs or volcanoes, ask the children the most important question of all “Now you’ve heard what I know about dinosaurs, what would you like to know?” Write their questions down and this will make the framework for their independent learning objectives that the whole world is talking about.

R

is for

Resilience

It’s not easy to teach resilience and many of us as adults don’t have it, but if you can allow your children to feel confident in being themselves, allow them to comfortably make mistakes, accept others and show compassion for the world and it’s inhabitants, then resilence will follow.

“The world is not always a nice place, but if we can teach our children to stand tall, stick out their chest, dust off their knees and get back up in the face of adversity, then we are over half way there!” 18


S

is for

Sustainability

We are nothing without our beloved planet. We certainly can’t eat, drink or breathe money and it is your job as a teacher to expose your students to the importance of a sustainable lifestyle. Include nature in your lessons, discuss recycling in your classroom and stress more than anything, the need for a healthy planet. For without this big blue ball, we literally have no home.

T

is for

Toilets

Forget going to the toilet. By the time you’ve been teaching 20 years your bladder will be so strong you will only visit the bathroom once per week.

U V

is for

Variety

is for

Underdog

Find him or her in your class. The lonely child on the playground, the child with holes in his shoes, wonky glasses and dirty fingernails and make them a hero. Empower them, make them shine, rise from the ashes and be the greatest version of themselves they can be. For these are the children upon which you will have the most impact. These are the children you’ll will never forget and they certainly won’t forget you.

Your classroom needs to meet everyone’s needs and the only way to do that is by offering a variety of different aspects to the way you teach and the children learn. Here are a few to consider: VOICE – there should be noise in every classroom. Voices of discussion, cooperation, collaboration, debate and problem solving. CHOICE – Can your children make decisions for themselves? Where to sit, who to work with and what to learn? REFLECTION – Is there designated time for reflection in the classroom? How did I do today? What can I do better tomorrow? CRITICAL THINKING – Can the children solve real life problems? Make it real. INNOVATION – Do your children have the opportunity to use their own ideas? “Model what you would do and and ask them to decide how they will paint their picture!” SELF ASSESSMENT – Does your timetable allow children to regulate their own learning journey? “I tried my best today in English but tomorrow I will work harder on mathematics!” CONNECTED LEARNING – Do your lessons span the curriculum? If you’re learning about polygons, how did the Romans use them in their buildings? 19


W

is for

Work

Remember that the use of the word work can be very misleading. What may be work for you might not be work for a child. Cleaning the floor with a broom is work for you or I, but have you ever seen a child with a broom? It certainly isn’t work for them. Be careful of using the terms “Finish your work? Get on with your work, and that’s lovely work.” It’s not always work, in fact it should never actually be work. Use terms like research, follow-up, project or resource. Avoid work at all costs.

X

Y

YES

Xylophone

Simply because it’s a great word. It also stresses the complexity of the English language and the need for phonetic awarenesss compared to the direct teaching of spelling rules.

Z is for

is for

is for

zzzzzzzzzzz

Get enough sleep. We know you have books to mark, reports to write and laminating to do. But if you’re not well rested, how is anyone supposed to have fun at school tomorrow!

Be a teacher that says “Yes” Can I work alone? Can I build a model instead of writing a report? Can I collect some leaves from the garden? Can I start my own running club? Can I help you? Yes, Yes, Yes, Yes you can!

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J

ust like the yawns, motivation is contagious. If our students see us pumped up and enthusiastic, they will surely feel more excited and receptive to our lessons. Conversely, if we drag ourselves into the classroom and follow the same boring routine day after day, how can we expect our students to even stay awake, let alone enjoy the lesson and actually learn anything? What can we do to keep energy levels high and keep our students’ interest?

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Use Technology Show a video to lead into the day’s lesson. YouTube and Ted Ed (https://ed.ted.com/) offer millions. Most students have smart phones, email addresses and access to the internet, so find a way to incorporate that into your lessons. Check out these articles: https://www.prodigygame.com/blog/ways-touse-technology-in-the-classroom/ and

Projects can encourage students to use their English to research hobbies or interests. Wonderopolis.com gives some great ideas to get started. https://www.insightstoenglish.com/projectideas/ is another site that offers lots of ideas for short-term and year-long projects as well as web quests.

http://www.teachhub.com/12-easy-ways-use-

Give students some choice

technology-your-classroom-even-

If our students feel they have some choice,

technophobic-teachers.

perhaps they will feel more motivated and responsible for their learning. Take a vote: Do

Make yourself interesting Tell jokes, stories, read a poem or do something new every day. You can even change the way students enter your classroom. Check out these videos:

students want dictation at the beginning of class or at the end? Will they turn in the weekly essay on Fridays or on Mondays? For things that make no real difference to you, why not give the students a choice?

https://www.youtube.com/watch?v=I0jgcyfC2 r8 and https://www.youtube.com/watch?v=CHEe7fZC4A

Listen to what your students are interested in and cater to those interests. Music completely changes the classroom atmosphere and you can have so many teachable moments with songs. You can find songs that emphasize certain grammar points, topics or vocabulary. You’ll soon have your students dancing out the door. https://www.fluentu.com/blog/educatorenglish/songs-for-teaching-english/ https://busyteacher.org/classroom_activitieslistening/songs_and_lyrics/ https://www.myenglishpages.com/site_php_fil es/lyrics_and_songs.php

Praise Positive reinforcement is a proven way to increase motivation. Praise the good things your students do rather than criticize their mistakes.

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Bring more fun into the

Contests and Rewards

classroom

Offer prizes for high test scores, dictation, or

Whatever the lesson of the day is, a story can always be made to fit. Https://www.storylineonline.net is one of my favorites for younger students. Bring the fun

even good behavior. It can be anything from stickers or pencils, a homemade coupon to ‘get out of a homework assignment’ or even a ‘Student of the Week’ honor.

in with educational games. A simple Google search will bring up countless sites. Here are

Mix things up

a few I’ve used:

Changing the seating arrangement, moving

www.eslgamesplus.com/classroom-games/ ,

tables or desks around, or changing the order

teslj.org/c/games.html and www.teach-

of the lesson, doesn’t take much effort, but

this.com/esl-games.

just might change the perspective a bit and get you and the students out of a rut.

Plan a party or event Having something to look forward to is motivating in itself, but planning a party or special event is even more fun. Carnival and Easter are coming! Why not start planning now.

One last motivation ‘technique’ usually happens by accident. When you run into former students and they tell you how much your lessons meant to them, you leave the encounter with your heart soaring. I’ve run into former students both in person and on Facebook and their comments made me realize how very important our work is and what a lasting effect it can have on students. I keep in mind what the American poet Maya Angelou once wrote: “. . . people will forget what you said, people will forget what you

did, but people will never forget how you made them feel.”

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Available on Amazon now 24


Improve your English F*A*S*T BOOK REVIEW It

is said that the best tips for learning a foreign websites but also informs the reader what each

language come from a learner.

In her book site offers and how it differs from the rest.

“Improve your English fast “, the ESL teacher Additionally,

the

teacher

suggests

various

Jeanne Bourne shares dozens of tips, websites and traditional and non-conventional techniques to apps that every student of English will find improve your English. invaluable. Based on her own experience as a language learner and teacher, Jeanne gives useful guidelines, such as how to: * speak English; * practise Listening skills; * memorise vocabulary efficiently; * improve your reading comprehension skills;

Last but not least, as an ESL teacher myself, I find the book very useful for my practice as well. It has given me plenty of ideas as to how I could use various websites and apps to improve my students’ English. I recommend it to any English teacher who would like to explore the online resources and expand their library of teaching materials.

* learn and practise grammar; * find an easy way to memorise idioms and expressions; * practise writing and also find software and websites where learners can edit their texts or receive feedback I believe the book is a wonderful tool for all students who are learning English solo or want to get some extra practice in their free time. I was pleasantly surprised by the huge collection of free and paid websites, which Jeanne shares in the book. Not only does she provide a link to the

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Written by Max Neil Maximchuk Sometimes it’s hard to find the gumption to follow the straight and true, even when it’s to our benefit. And sometimes when you deviate a touch, you can stray away even further into unknown territory. line When I was going to university I was looking for ways to clean up my act, none the least concerned my study habits. One of the biggest problems revolved around my motivation. Sometimes I started off with good intentions but I easily got distracted and found it difficult to maintain my resolve on a regular basis. I tried all sorts of techniques like dividing the work load up into smaller, more feasible units or scheduling in 5 breaks and rewards to keep the spirit up while still making steady progress. I exercised, ate and slept well, I fought off almost irresistible urges to procrastinate, and I explored some breathing techniques recommended by well-meaning friends. 10 When my will power seemed to begin faltering, I had colourful reminders handwritten and strategically placed to spur me on. I’m not saying I was the model student. Far 15 from it. All these techniques and good intentions were only successful sometimes, at best. There is only so much one can do, and sometimes when those collapses hit, they really hit. All in all, though, over time 20 I acquired the self-discipline required and gradually improved on the study skills I so badly needed. This included sorting out what would be effective before and during exam time. Along the way I discovered 25 something that seemed to help. While it didn’t directly deal with studying, it involved the final stage: the actual doing the exam. One thing was the preparation and the other was to access the information and put it together in a comprehensive way at the critical moment. What I discovered was by dressing up a little for an exam, it somehow placed me in a better position. 30 You wouldn’t think changing the shirt I had worn that afternoon would make any difference to my performance in an evening exam. Yet, there it was. I felt more confident, sat with better posture and inadvertently or not, reacted to the exam questions in a more professional manner. As with many minor revelations, this discovery was serendipitous. I suspected that the success I was experiencing was not so much due to any mystical powers behind them, but rather to the enhancement they added to an already 35 determined set of behaviours and attitudes towards my studying and getting through the courses. Still, I didn’t want to go against the gods of good fortune and if my belief in their effectivity was working to my

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AN ADVENTURE IN MY TUXEDO

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benefit, then so be it. I needed all the help I could get. For my last year of regular classes I left the conveniences of residence living and found an apartment conveniently close to campus. This added cooking and home upkeep to the always changing lists of things to learn and do. A little older than when I had first started university, I felt more able and confident to balance the domestic duties with my studying. Whenever an important exam came up, I prepared not only in my studying but I also set aside a clean fresh set of clothes to be worn on E-day. The level of formality rose over time and according to the importance of the exam. Finals were a serious affair and I treated them with the full respect they deserved. That last full year I completed all my degree requirements but one. It was also the year that I felt I could not go on any more and needed a time-out for twelve or more months, working to re-establish some financial ground and to collect my thoughts. I returned the following year, enrolled in my final course and was doing well. It was in computer science where I not only learned how to program better in different computer languages, but I made a number of friends in class and got along well with the professor. After the final exam many of us were to meet in the university bar to celebrate and I was especially looking forward to it. It was to be my final final. No more studying. No more exams. And I would have finally completed that very difficult degree. So, you guessed it. This affair required a very special form of attire, one that would be appropriate for the occasion. After some thought I came to the only conclusion possible – I would rent a tux. I don’t consider myself an eccentric person but I’m not afraid to try something new at times, particularly if it doesn’t seem destructive in the doing or consequences. This attitude has occasionally led me to some very interesting situations that would not have ordinarily developed and my computer science exam was going to be one such interesting evening. Of course when I was putting on my tux just before leaving my home, I had no idea what was to occur. I closed the door behind me, on the way to the exam, feeling confident, a little amused with myself and yes, a little foolish, too, but I wasn’t going to let that interfere. I didn’t mention this earlier but I also got into the habit of entering the exam room a little late. Not too late to be prejudicial, but it helped me be less nervous than if I had been waiting with the others in the hallway. This slight tardiness was reserved for those exams which required no prior oral explanations – everything was explained on the exam paper. I was very well-prepared for this three-hour exam and came in much later than normal, perhaps 15 or 20 minutes into it. It was a lot, but well within the 30-minute time limit, after which I would be prevented from taking it. It was quite an entrance, with everyone stopping their exam to look up at me pass by. This added attention wasn’t my intention and I felt a little self-conscious but I played the role and didn’t break stride until I found a vacant seat with a test paper waiting on the table. A brief cursory look at the questions washed away those background doubts that are always wishing to make themselves known. I felt very good about this exam, and reminding myself not to be overconfident, proceeded to answer the questions as fully and as concisely as the situation warranted. I gave them my complete attention and dedication until the last problem was solved. I read it all again, and then once more to make sure I had done everything expected of me. Feeling there was nothing else to add or modify, I stood up and walked to the exam invigilator. I was surprised to see no-one else near to finishing, their exam booklets still doubled with a pending page or two to be done. This put a dent into my confidence, thinking I must have missed something, but I had already handed in my papers. I left the exam hall quietly, even though my finishing early and spectacular clothes loudly demanded attention.

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maxenglishcorner.com a selected story from the Harvey Skidoo Tree Collection AN ADVENTURE IN MY TUXEDO by Max Neil Maximchuk ©2019

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I walked to the bar, well over a half hour earlier than the others, thinking I must have messed something up. I was the last to enter and the first to leave the exam hall. I had so many misgivings. Why did everyone else seem to need all the time provided to properly attack the questions? What did I skip over or miss? I probably left out or misinterpreted something very important and this would very clearly affect my final marks. I decided I would be content with any kind of passing mark but also prepared myself for the possibility of having to repeat the course. And so it went, back and forth. Sure that I had done well, but acutely aware that I might have missed or misinterpreted something important. I entered the bar and looked around. It was nearly empty and I chose a place to wait for my friends. A minute or few passed and before the waiter came over to take my order a woman approached me to ask if I had just been at a wedding. I smiled. I had been so caught up about what I might have done wrong in the exam I had completely forgotten how I was dressed. She liked my story of dressing up for my final exam and offered to buy me a drink while I waited for the others to join us. Soon we were chatting away like old friends. She noticed I had brought along my camera for this special occasion and asked if I wanted my picture taken. It seemed like the thing to do at the time and we stood up, me posing and her adjusting the settings. The waiter came hurriedly over to interrupt this new development, saying we could not take pictures in a bar in Manitoba, Canada. We were quite taken aback by this and asked why. He explained it had something to do with past scandals, maybe some politician was having too much fun in a bar and photos would appear in the newspaper. We assured him that neither of us was a politician nor any other kind of upstanding citizen or leader. We merely wanted to take a picture of me in my tux. He took our reluctance to comply as a challenge and immediately banned us from the bar. We still hadn’t taken any pictures and since we were being punished for a crime we hadn’t committed, decided to take the picture anyway. Then we left the bar. I wasn’t sure what to do. I wanted to wait for my classroom colleagues, but I doubted if they would want to go off campus in search of another bar. We got along well, but we weren’t good friends. The woman offered for us to go to another bar, and I decided to take her up on it. I put my camera in the back seat, sat on the passenger’s side and off we went, driving up that long road leading to and from the university campus. Before we had reached the main roads of the city, we discovered there was someone tailing us, honking the horn, flashing the lights, motioning for us to pull over. She noticed the driver in her rear-view mirror, swore and told me just to ignore him. Apparently it was a jealous man she knew, not her partner, nor had ever been her partner, but he had it in his mind that she was his. Because she obviously wasn’t complying, he drove on ahead past us, then cut her off, forcing her to park at the side of the road. She asked me to wait in the car, no, she wouldn’t need any help, she was going to take care of this herself. She walked over to his car and soon the two of them were yelling, both sets of arms waving up in the air. This was definitely turning into a very unusual night. A few minutes later she walked back, apologized and said she had to leave and straighten this out further with that man. She asked if she could drop me off anywhere first but as it turned out, my apartment was very near campus and would only be about a ten-minute walk from where we were currently parked. She apologized again and after I got out, I watched her drive away.

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125

130

135

140

145

150

AFTERWORD: I have always found myself a round peg trying to fit into square exteriors, even though I often come across as linear myself. I have encountered greater success by balancing the two and adapting to the new blends. This means understanding and appreciating better what’s behind the images and paths presented to us, and some of the impulses that tend to motivate the individual. And, of course, the majority of the time I just muddle my way through.

maxenglishcorner.com a selected story from the Harvey Skidoo Tree Collection AN ADVENTURE IN MY TUXEDO by Max Neil Maximchuk ©2019

120

As I was walking home I was playing with the possibility of changing my clothes and joining my comrades at the university bar. They should be just finishing the exam by now. But then I ruled it out. It was too much of a long shot, I figured. True, I would be in different clothes, but the waiter would definitely remember my face. And I wasn’t in the mood for any more emotional roller coasters. This night was turning into some kind of Fellini movie, becoming more surreal with every new turn. It would be best to call it a night and get re-orientated within the safe confines of my familiar home. Just as I neared my apartment building it dawned on me that my camera was still in that woman’s car. Oh, no. I realized I knew only her first name and nothing more. A flash of doubts and paranoia flooded in. Was this all a set-up to steal my Nikon camera? No, it was too elaborate. It was probably all a string of events unusually linking themselves along the way. She did mention where she was staying, in a motel not too far away. I changed into my normal clothes and set off, determined to retrieve my camera. I wasn’t sure what I’d find nor what I’d do once I was there, but I felt compelled to go. I would have to play it by ear. I found the motel easily enough and her car was parked in front of one of the rooms. There was no sign of that other car. I peeked in the window of the backseat and saw my camera was still there. With that in place I calmly went to the door and knocked. She saw me, let me in, and we started talking. She told me she was in Winnipeg for business but was returning to Alaska the following day. That man was somebody who had taken a liking to her while they were working temporarily together and overstepped his bounds. He had taken too much for granted but was not dangerous. She apologized for ruining my special day and I thought about it for a moment. I would have enjoyed sharing some moments together with my classmates but in all likelihood after an hour or so we would have gone our separate ways and that would have been the end of it. Instead, the night of my final exam became even more memorable through the experience of having something of an adventure. So, I thanked her rather than merely accepting her apology. She got me my camera, we hugged and wished each other well, and I returned to my apartment with my camera and my new memories. I’m not sure how many days or weeks later it was, but the time came to go to campus. This was when we students would look for our student number and corresponding course results on a wall plastered with sheets of paper. I approached the wall, looked for my name, ran my finger in a straight line to the right, and paused a second while the information before me registered into my brain. It wasn’t anything highly emotional. It was simply a sigh. A deep sigh. A slightly long sigh. A sigh of relief. And a sigh of something else. I passed. This meant that it was now the end of an era. There would be new and different things coming my way. New adventures. And ones not involving me wearing a tuxedo.

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AN ADVENTURE IN MY TUXEDO Lesson Plan This guide is a set of suggestions of what you can do with your students regarding the story, An Adventure In My Tuxedo. A summary of the steps to this lesson plan is as follows: 1) Set the scene - - A few lead-in questions to orientate the students Choose one of the questions suggested to get the students talking about some ideas that will appear in the story. 2) Introduce the story - - Have the students read various parts of the beginning of the story and answer the questions described below to help orientate them. Tell them that they don’t need to understand all the vocabulary in order to answer the questions or understand the story sufficiently to get something out of it. 3) Read the rest - - Let the students finish the story, then answer the three questions on the student handout. 4) Vocabulary look - - A quick look at some of the vocabulary appearing in the story which could be useful when speaking about it in the discussion. Get the students to do most of the explaining (or guessing) of the meaning. 5) Post story discussion - - Place the students in small groups (3 or 4) and have them participate in discussing one of the suggested themes. There is one placed in the student handout and two others suggested here in the Teacher’s Guide. If you like, there are also some possible role-plays to choose from as well.

NOTE: It is recommended that the language level of the students is at a minimum in the early stages of Advanced (they have already completed level B2 in Europe) or a very strong upper intermediate.

1. Set the scene A: Choose 1 of the following for an opening class discussion •What might ‘E-day’ mean if you were a university student? What would help your motivation in preparing for it? ‘

Try to elicit as many factors as possible such

•What motivates us to smoke? To quit smoking? What motivates us to do things in general? Elicit any possible or reasonable ideas such as quit smoking:

nd to To do things in general:

•Have you heard of ‘the stick and the carrot’? What does it mean? Which is the better motivator for you?

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2. Introduce the story

Part 1

•Give the students a copy of the story. •Have them read the first two paragraphs (until the end of line 13) and look at the motivational notes. They will have 2 minutes to do so. If they finish early, they can read that part again. •Tell the students to turn over their papers and in pairs, take turns remembering what techniques were used to help the man study better. Students take turns in telling their partner what they remember. (Student A says one technique, Student B the next, then Student A with another, etc). •Tell the students to check their stories to see if there were any techniques they missed. •Ask the class if there are any other techniques they know about that weren’t mentioned in the story.

2. Introduce the story

Part 2

•Tell the students to read the next two paragraphs (until the end of line 29). •Ask them if they have ever done something similar (deliberately wear good or special clothes for an exam at school or university). •Ask the class what clothes they think he’ll wear for the last exam for his degree. (

•Ask the class for their opinions about what the other students in the exam hall might think with the man wearing a tuxedo near them.

3. Read the rest •Tell the students to read the rest of the story. While they are reading, you can give each student the handout of questions which accompany the reading. The students don’t read the questions until later. (This activity isn’t for exam practice, so they can get into the story first, then have a look at the questions.) •When they have finished reading, they can answer the questions the best they can. They should do it individually, then check their answers with another student when they are done. Confirm their answers by eliciting from the class what they have.

Q1: How long did it take him to do the exam?

Q2: Why were they kicked out of the bar? (lines 94-95): Because it’s against the law to take photographs in a bar in Manitoba, Canada 32


Q3: Would you say the man following the car was violent? Would you be scared of him? These answers depend on the students and how they see what happened.

4. Vocabulary look •These 5 items are in the story. If the students know what they mean, they think of how they can explain them, especially in terms of how they relate to something in the story. If they aren’t familiar with them, they look at the sentences and the context they are in and try to figure them out. * to clean up one’s act (line 1) * to mess / screw something up (line 79) * to be taken aback (line 95) * to take somebody up on something (line 104) * to play something by ear (line 131)

•After going over the pronunciation, give the students a few minutes to do the task. (They can confer in pairs if they like.) Then ask different individuals to communicate the meaning.

5. Post Story Discussion

• Suggested themes for discussion. – choose one or more: (#1 is on the Student Handout) 1 What motivated the following actions?: a) the placing of the colourful reminders b) renting a tux for the final exam c) the woman buys the protagonist a drink d) the waiter kicks the two people out of the bar e) the man following the woman f) the protagonist looking for the woman after she drove away

What would you have done in each of these situations, assuming you had the same motivational factors? 33


2 What does motivation really mean? Is it possible that there are different kinds, or are all the different forms really the same thing? Can people do things in the absence of motivation?

3 If we could somehow scientifically alter people’s motivation, how might it be done? What limits or guidelines, if any, should be in place?

6. Possible role-plays

Groups of 2 or 3 people

•1 2 people: One is the woman and the other is the man who had been following her. What would you say to each other in these two situations: a) on the road with the other guy (the protagonist) waiting in the car. b) later when the two of you are alone.

3 people: In situation ‘a’ above, but now all three of you are together. You decide (or have the students decide) on the perspectives of the people involved beforehand. For example, the woman is obviously frustrated with the man who was following her but maybe she has feelings for either, neither or both the men.

•2 Situation: One is the student wearing a tuxedo (or evening gown) who wants to enter the exam hall. The other (or others) is the person guarding the entrance and has doubts whether this is permissible or not. The student has to convince the other that s/he can write the final exam wearing those special clothes.

•3 Situation: One person is a student seeking advice from a guidance councellor about how to improve his or her motivation to study.

About Max Neil Maximchuk The author of the story and the accompanying activities which teachers can use in class comes from the small but interesting town of Flin Flon, Manitoba, Canada. Growing up there and later exploring beyond its boundaries has led him to numerous adventures and experiences which have shaped the many perspectives he holds and occasionally writes about. He has found his calling in teaching and deeply exploring this challenging profession has led him to even more rich and fulfilling adventures. You can find other stories with lesson plans at http://maxenglishcorner.com/ 34


Student Handout A few questions Q1: How long did it take him to do the exam? Q2: Why were they kicked out of the bar? Q3: Would you say the man following the car was violent? Would you be scared of him?

Vocabulary look These 5 items are in the story. If you know what they mean, think of how you can explain them, especially in terms of how they relate to something in the story. If you aren’t familiar with them, look at the sentences and the context they are in and try to figure them out. • to clean up one’s act (line 1 • to mess / screw something up (line 79) • to be taken aback (line 95) • to take somebody up on something (line 104) • to play something by ear (line 131)

Discussion What do you think motivated the following actions? a) the placing of the colourful reminders b) renting a tux for the final exam c) the woman buys the protagonist a drink d) the waiter kicks the two people out of the bar e) the man following the woman f) the protagonist looking for the woman after she drove away

What would you have done in each of these situations, assuming you had the same motivational factors?

maxenglishcorner.com AN ADVENTURE IN MY TUXEDO from the Harvey Skidoo Tree Collection © MEC 2019 Student handout

AN ADVENTURE IN MY TUXEDO

The story and the lesson plan have been kindly provided by their author Max Maximchuk. Find more teaching ideas by the author on his website: http://maxenglishcorner.com/ 35


FCE/CAE

1

Write a report ( 140-190 words)

Let’s write

Your PE teacher has asked you to write a report on where teenagers can practise different sports in your area. You should include at least five different venues, the

views of some local people, comment on how young people could be motivated to execise more and make a recommendation.

2

Write an essay with the following title ( 140-190 words)

The hardships that we encounter in life, motivate us to succeed in the future 37


FCE/CAE Motivation

g n i k a Sp e Parts 3&4

I’d like you to imagine that you are one of the best students in your English class. The final exam will be held in a month's time and your English teacher has asked you to help her motivate some of your classmates to prepare for the exam more efficiently. Discuss the ideas below and then choose the two most appropriate ways that you could be involved in.

Prepare Motivational posters

Start an English group On WhatsApp

Help your classmates With their English homework after school

Set up a reading club

Watch an English film every Monday afternoon

How do you intend to motivate yourself to improve your English? What part does motivation play in effective learning? Can motivation influence competitive behavior? If so, how? What do you think of motivation posters in classrooms? Are they helpful? Do you feel motivated when learning something new? 38


Language level: B1 + Learner type: Teens and adults Time: 45 min Activity: Speaking, Listening and writing Topic: Facing your Fears Materials: visualisation and video ( links are provided) Created by: Inspirational English 40


Teacher’s notes I. Ask your students to draw a circle and then write down the things they are afraid of. II.Tell your students to sit up, close their eyes and listen to the visualisation. Here’s a link to the audio file: https://bit.ly/2VWAq08 After the visualisation, ask the students to share their experience with you. How do they feel now?

III.Play the video and ask the students to answer the questions below: 1. What is FEAR preventing the author from doing? 2. How does the woman acknowledge the job of FEAR? 3. How has FEAR affected the author´s life so far? 4. What is the woman´s job from now on? 5. What is FEAR allowed to do? What isn´t it allowed to do? Why? 6. What is the purpose of the letter?

Link to the video: https://vimeo.com/170452644 IV.Let’s write Ask the students to write their own letter to FEAR. I would advise them to focus on a particular fear they have, such as “speaking English to foreigners” or “Speaking in public”.

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&

are looking for

Do you know any inspiring children,

and we will share their story. Just send

who are making a difference in your

us the story of your nominee (letter,

school or community? Nominate

video, artwork, poem, etc.) and why

someone to become a Hope Hero

they are inspiring to you!

Send your entries to: kaitlin@kidsunite4hope.org info@englishwithrussie.co.uk 43


44


Josie’s Poems

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Motivation Matters By Josie Whitehead

It’s motivation, drive, desire

The force behind that inward aim

Which starts that inner burning fire.

Starts as a softly flickering flame.

It’s feeling that you must succeed

You’ll harness it and take control

Which then becomes your utmost need.

As you move swiftly to your goal.

Motivation makes you to act

That little spark can cause a fire

For it excites you, that’s a fact.

That’s fed and nurtured by desire.

With heart set on that special goal

Its flickering flame is the actuation

There’s burning deep within your soul.

Which nurtures inner motivation.

You can listen to Josie reading the poem here : https://bit.ly/2T7FPVe

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When I’m poetically motivated, I Ride the chariots of clouds in the sky to Net elusive nouns,

To entrap those adjectives,

Trip the light fantastic with high winds to find Some rare personification,

Sizzle and frizzle with my sausages searching For some bee-buzzing onomatopoeia;

Move mountains and plough through dictionaries To massage in those metaphors;

Cook curious cakes and even pickle putrid pears to entrap my appetizing alliteration;

Scour the world, beat the bushes, capture and kill Yes, all this for those vanishing verbs;

By Josie Whitehead

Poetically Motivated

Chase brilliantly golden, crisp, yet delicate autumn leaves

Swiftly and lightly ride on those rumbling tumbling waves to arrest an evasive adverb;

Then I’ll tango a mango, and tussle a muscle to access assonance;

But to get my rhythm I’ll dance, hum, sing or simply whistle –

Well, doesn't everyone?

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Chapter 1 I open my eyes slowly and look around. Where am I? Where is my teacher? Then I see her lying on a bench not too far away from me. I run quickly to see if she’s alright. ____1____We are in a coastal park which looks very different from the ones in China. So many questions pop into my head but I notice that Russie’s waking up so I ignore them. “Frank, what happened? Where are we?” she asked in a distressed manner. “I don’t know, teacher! The last thing I remember we were in the Qin Shi Huang’s museum near Xi´an.” “Hold on, I’ve got it. Do you remember you found an ancient ring and when you put it on, you started vanishing? “ I look at my right hand and see that I’m wearing a ring. Russie must be right but I seem to have forgotten about our previous adventures. It’s quite breezy and I wrap my jacket around me tightly. I see an elderly lady approaching us and I can’t help noticing she’s wearing some old-fashioned clothes

as if she’s come from an old film. Then a young short-haired lad, wearing grey trousers, a shirt and a tie, runs towards her shouting: “Mum, Mr Dickens is in town again.” The woman gets excited and tells him off for speaking so loudly in public. Russie and I look at each other quizzically. “What’s going on? “Are we on a film set?” I ask and look around expecting to be surrounded by cameramen, a director and more actors. ___2___ “Frank, I think the ring must have some magic power and it has transported us into another era,” Russie mumbles while scratching her head. “This place looks so familiar to me.” She pauses for a minute. “I have been here before but for some reason it looks so different. I know, we are in Broadstairs. We are back in England.” “In England? That is impossible! I have to call my parents immediately and tell them where we are, “I start to panic. Russie gets out her mobile from her purse but soon she finds out it has no signal. “Frank, I am afraid, it will be impossible. 50


Continued from previous page

Frank and Russie’s Little Big Magical Adventures

We have jumped into the past and we can’t

think the High street is not too far from

use any technology.”

here.”

I frown and wonder how I can contact my

On the way to the town centre, everybody

parents. Then I see a little boy coming

we meet seems to be looking at us in a

towards the bench and looking at Russie’s

strange way.

mobile phone.

“Teacher, people are looking at us

“What is this?” he asks.

strangely. I think it´s the clothes we are

“It’s just a toy, “Russie answers and puts

wearing.”

her phone back in her purse.

“There´s nothing we can do about it, Frank.

“Little boy, what year is it?”

I am afraid we can´t buy new clothes

“It’s 1853, madam,” the boy replies.

because we have only modern money.”

Suddenly my attention is drawn to a couple

“That´s a shame. By the way, have you

slowly walking towards us. The man has a

noticed that almost everyone is wearing a

moustache and short curly hair. He´s

hat here?” I ask.

wearing a nice black waistcoat, gray

“In Victorian times it was quite prestigious

trousers, a black jacket and a nice hat.

to wear a hat. It showed that you had some

____3____

money. Obviously, the poor people could

“I can´t believe my eyes, Frank! I think this

not afford one,“ my teacher explains.

is Charles Dickens, you know, the famous

Luckily, it doesn´t take us long before we

British writer,” my teacher gets excited. “I

spot a poster announcing that Charles

remember reading that he spent a long

Dickens will be reading at the local library

time here in Broadstairs, where he wrote

at 5 pm tonight.

the famous novel “Bleak House”. The couple walks past us and we overhear the writer saying that he will be reading from “David Copperfield” tonight. I feel that it will be a great opportunity for me to ask him some questions and then report on the school TV station what I have learned about his life and work. “Teacher, we need to find out where Dickens will read tonight.” “Let´s have a walk around and see if we´ll be able to find a poster,” Russie suggests. “I

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Continued from previous page

Frank and Russie’s Little Big Magical Adventures

I look at the clock tower across the street

nose catches the lovely smell coming from

and it shows 3pm sharp.

it so I push Russie to go and help ourselves.

____4_____Obviously, our first task seems

We haven´t eaten for hours so everything

to be quite challenging because we don´t

tastes so delicious.

have any money. Maybe there will be some free food served at the talk later. An elderly gentleman approaches us and Russie asks him: “Excuse me, do you know where the library is?” “Oh, it´s not too far away from here. Go straight ahead and you´ll see the High

A few minutes later, we can hear some

Street on the left. Then turn right and walk

commotion and see that Charles Dickens

for about a hundred metres and you´ll see

has just arrived. ____6_____Suddenly the

the library on the left. It´s next to the pub.

whole place becomes very quiet. The writer

I´m sure you won´t miss it.”

opens his famous book “David Copperfield”

“Thank you very much, “ I say. I can´t help

and starts reading the first chapter. Not

noticing that the man is scrutinising us.

only is he a talented author but he also

We must look really suspicious.

seems to read like a professional actor.

Then he adds:

People applaud him each time he changes

“By the way, the great Mr Dickens will be

character. I can hear someone sobbing

reading at the library tonight. I guess it will behind me, obviously touched by the be quite busy so if you want to hear him

unfortunate fate of young David. I

read, you´d better arrive early enough.”

remember reading that Dickens´ books

“Thanks for letting us know, “my teacher

were extremely popular in England

replies kindly.

because he took the common people on an

We decide to have a wander around the

unforgettable journey around London and

seafront and then head off to the library.

different parts of the country. At that time

___5_____We see it as a good thing

life was quite miserable and people were

because we don´t want to draw people´s

not able to travel far. However, his stories

attention.

gave them the opportunity to learn about

Suddenly I spot a lovely display of pork pies hidden delights in some of England´s most and apple tarts on a table in the corner. My beautiful counties. 52


Continued from previous page

Frank and Russie’s Little Big Magical Adventures

Dickens reads for half an hour and then

“I´m afraid I can´t tell you more but

stops to have a rest. A middle-aged

thank you for your keen interest.” The

woman offers a pork pie to him.

writer kindly apologises and stands up.”

____7___I look at Russie and tell her that

I am sorry but it is time for me to

we´ve got the perfect opportunity to go

continue reading.”

and ask him a few questions. I can feel

I can´t believe that I have just spoken

my hands sweat but decide not to let my

with one of the greatest novelists in the

nerves spoil that moment.

world. I know that nobody will believe my

“Good evening, Mr Dickens. I do

story… even my parents. On, no! My

apologise for interrupting your break.

parents! I´ve completely forgotten about

But my friend and I would love to

them. They must be really anxious about

express our sincere admiration to your

my disappearance.

work. It´s such a pleasure to hear you

“Russie, I think we should go back home.

read tonight. We are truly grateful,”

I miss my family and I am sure they are

Russie says smiling.

worried about me.”

The writer looks up and seems happy to

“That´s alright, Frank.

see us.

____8____Hopefully, it will take us back to

“I´m glad you are enjoying the evening.

China.”

Have you read any of my books yet?

We leave the library. Nobody seems to

“We are familiar with David Copperfield,“

have noticed us because they are all

I decide to overcome my shyness.

listening to Mr Dickens. It´s very dark

“However, I was wondering if you were

and quiet, except for a tiny bird chirping

writing anything else at the moment.”

in a nearby tree. I take out the ring from

Charles Dickens hesitates for a moment

my jacket pocket and slowly put it on.

but then he replies:

Russie grabs my right hand and …

“I always have lots of ideas, young boy! Yes, as a matter of fact, I am working on

To be continued

another novel which is about the social and economic conditions in the country.” “Oh, that´s interesting,” I exclaim. “I´d imagine they are very hard times.” Dickens whispers the words “Hard times” under his breath. Then he pulls out a little notebook from his pocket and starts writing.

a H

s e m i t d r

“Is the story also set in London?” Russie asks. 53


Eight sentences have been removed from the story. Can you find the right gap for them? a) His companion is a lot older and she´s wearing a long dress and her hair is put up in a bun. b) The crowd part and let him through. c) Let´s go out and you can put on the ring again. d) He kindly accepts it and withdraws to a quiet corner of the room. e) She seems to be sleeping so this gives me the chance to look around. f) We have a couple of hours to have something to eat and also find the library. g) It doesn´t take us long to get there and there´s already a big crowd inside. h) To my surprise, I see none of them. Where do you think the ring will take Frank and Russie now? Have you read any of Charles Dickens' novels? Which one is your favourite? What questions would you ask Dickens if you met him?

How many adjectives do you see in the sentence below? Then a young short-haired lad, wearing grey trousers, a shirt and a tie, runs towards her shouting. Yes, you are right, there are two adjectives: grey and short-haired. The second one is a compound adjective. It contains two words: "Short" and "Haired". Can you find two more compound adjectives in the story?

Match the words to form 6 compound adjectives: open home four French full blue

made time speaking minded eyed star

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Across 2. disappearing 4. upset and anxious 6. to make a serious, angry or worried expression 8. crying noisily 9. to pay no attention to something

Down 1. (informal) a boy or young man 3. examining somebody/something carefully 4. a person in charge of a film who tells the actors and staff what to do 5. sudden noisy confusion or excitement 7. in a way that shows that you are slightly surprised or amused

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Angela ran to the w indow quickly to se e if Sherry was in th was only an elderly e street but she was woman walking he not around. There r dog. Angela sat on her be d. Dozens of questio ns were popping in does she want to he her head: “Who is lp me?”, “How does Sherry?”, “Why she manage to com “How come she kn e in and go out with ows about my prob out being seen?”, lems with Andy at school?” Thinking of Andy made Angela feel up set. Tears started ro remembered that Sh lling down her chee erry had promised ks but then she to help her and this helped her feel calm . Angela got up, wen t to her wardrobe, pu t her hand under th diary. She was happ e clothes and took y she could jot dow out her secret n her daily musings had read about jo instead of bottling urnaling in her fa vo them up. Angela urite children’s m relaxing. agazine and she fo und this activity Angela soon felt he r eyelids were getti ng heavier and fell the birds were chirp asleep. When she w ing on her window oke in the morning sill and the sunray Surprisingly, Ange , s were caressing he la felt eager to go to r face warmly. school and wondere were not something d why; because as she would cheerful a rule school days ly anticipate. It was dream… yes, how st then that Angela re range everything w membered the as… In her dream she w as walking to her cl assroom when Andy big smile on his face popped around the , he greeted her: corner and with a “Morning, Angie . What a beautifu l day!” Angela could not be lieve her eyes. Why was Andy so nice to Angie? It was only her? Moreover, why her best friend Rebe did he call her cc would say somethi a who used this ni ckname. She waite ng nasty to her, as d us to see if Andy ual, but contrary to his arm around he her expectations, he r left shoulder. grinned and put This is when Ange la woke up. She ru bbed her eyes and something magical strangely enough, had happened. she had a feeling th at

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Across: 3. sparkling, 5. kiosk, 6. ruler, 8. groan, 9. whisper,10. tomb, 11. postponed, 12. portray Down: 1. immortal, 2. vanishing, 4. servants, 7. wholeheartedly

Monday

Image credit back cover, pages 2,7,50, 62, 63 - Mrs Price Page 5 Yael Nachshon page 11 - Peter Taylor page 13-Larissa Albano page 15-20-Gavin Mccormack page 24- Jeanne Bourne Page 27- Max Neil Maximchuk Page 46 -Josie Whitehead page 57- Sissy Ma front cover, p. 4, 6,9-12, 14, 21, 37,40-42, 45, 49, 58 https://spark.adobe.com Designed by Marusya Price

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Inspirational English, Issue 48  

The new issue of the e-zine explores the theme of MOTIVATION. You'll find two lesson plans, some inspiring stories, Speaking and Writing Act...

Inspirational English, Issue 48  

The new issue of the e-zine explores the theme of MOTIVATION. You'll find two lesson plans, some inspiring stories, Speaking and Writing Act...

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