This document provides teaching instructions for lessons on Sir Arthur Conan Doyle's short story "The Red-Headed League". It summarizes the key events in Chapter 1 of the story:
1) Mr. Jabez Wilson visits Sherlock Holmes to ask him to solve a mystery. Holmes deduces details about Wilson's background that surprise him.
2) Wilson explains that he owns a small shop and was shown an advertisement for a job with the mysterious Red-Headed League by his assistant Vincent Spaulding.
3) Wilson and Spaulding visit the League and Wilson is unexpectedly offered the job of copying an encyclopedia for several hours a week, which would provide much-needed income.
A spy is generally described as someone who works in secrecy to gather intelligence or sensitive information. Spies are often depicted as having an average appearance to blend in anonymously, but being highly intelligent and responsible with tasks like surveillance, communication, and investigation. Some take on the high-risk work for reasons like patriotism or adventure.
The document provides background information and context for Arthur Miller's play "A View From the Bridge". It discusses the setting in the Red Hook area of New York in the late 1940s and Italian values and traditions. It also outlines some of the key events and characters in Act 1, including the arrival of Marco and Rodolfo and Eddie's growing jealousy towards Rodolfo. Students are given various discussion questions and tasks to analyze different aspects of the play.
Este documento proporciona información sobre el escritor Sir Arthur Conan Doyle, creador del famoso detective Sherlock Holmes. Describe la vida y obra de Conan Doyle, incluyendo detalles sobre sus libros más destacados que presentan las aventuras de Sherlock Holmes y su asistente, el Dr. Watson. También resume algunas de las principales adaptaciones de Holmes a la televisión y el cine.
Beatrix Potter was a British author and illustrator best known for her children's books about animals. She spent many summers in the Lake District of England where she studied and drew animals as pets. Her love of drawing animals led her to create the book series that began with The Tale of Peter Rabbit in 1902. Later in life, Potter bought large tracts of land in the Lake District and left it to the National Trust upon her death.
The United Kingdom is made up of four countries: England, Scotland, Wales, and Northern Ireland. Each country has its own national symbols including patron saints and floral emblems. England's symbol is the Tudor rose, Scotland's is the thistle, Wales' is the daffodil, and Northern Ireland's is the shamrock. The UK flag, called the Union Jack, combines the flags of the three countries and was officially adopted in 1801.
Holmes jumps into action after Sir Henry and Dr. Mortimer leave. He follows them and spots a man following them in a cab. The man has a bushy black beard and piercing eyes. Holmes tries to get another cab to follow the man but is unsuccessful. Holmes immediately recognizes that the man is clever, making the mystery more interesting as the opponent is a match for Holmes' skills.
Eric Carle was born in 1929 in New York and moved to Germany as a child where he studied art. After working as a designer, he became a freelance artist and illustrated children's books. Carle later began writing his own books, which are known for their bright colors, original techniques, and clever details. Some of his most famous books include The Very Hungry Caterpillar, The Very Quiet Cricket, and Polar Bear, Polar Bear, What Do You See?. Carle has written over 70 books for children and continues to write today.
The document provides biographical information about O. Henry and summarizes his short story "The Ransom of Red Chief". It describes the plot which involves two desperate kidnappers who abduct the son of a wealthy man, but struggle to handle the energetic 10-year-old boy. It outlines the key story elements of exposition, rising action, climax, falling action, and resolution. Additionally, it discusses the main characters of Sam, Bill, Red Chief, and Ebenezer Dorset. The document analyzes the short story's structure and relationship between literary criticism and history.
1. Griffin, an eccentric scientist, discovered a rare drug that could make people invisible. Seeking revenge on his landlord, he set the landlord's house on fire, drank the drug, and removed his clothes to become invisible.
2. As a homeless wanderer in London, Griffin broke into a store for food and clothes. He then robbed a theatrical company and fled to the village of Iping.
3. When villagers began to suspect Griffin due to strange events in his room, the invisible scientist lost his temper and removed his disguise, revealing an invisible head. He knocked out the constable but ultimately escaped.
This document provides background information on Harper Lee's novel "To Kill a Mockingbird". It summarizes the key details of the novel's setting in 1930s Maycomb, Alabama during the Great Depression. It outlines the social hierarchy and racial segregation of the time period. It also introduces the major characters of the story and provides a family tree and brief descriptions. The chapters are summarized with plot details and discussion questions.
John Steinbeck Jr. was born in 1902 in Salinas, California. He graduated from Salinas High School and attended Stanford University. He went to New York to get one of his books published but was unsuccessful, so he returned to California. The Pearl is set in a Mexican coastal village in the late 19th or early 20th century and tells the story of Kino, a pearl diver, his wife Juana, and their son Coyotito. When Coyotito is stung by a scorpion, Kino finds a giant pearl that brings trouble as the village leaders try to take it from him.
The story is about a scientist named Griffin who discovers a way to make himself invisible by consuming rare chemicals. He first gets noticed by two boys who see his footsteps in a house. Griffin then enters stores and restaurants, stealing food and clothes since he is now invisible. As his money runs out, he starts stealing from people in a village called Iping. The villagers notice strange events and try to find the invisible man. Griffin becomes furious when questioned by the landlord's wife. He decides to reveal himself, terrifying the villagers who see a headless man. However, Griffin cannot be caught as he removes his clothes and disappears.
- P.G. Wodehouse was a renowned British-American novelist, playwright, and lyricist best known for his fictional characters Bertie Wooster and Jeeves.
- His story "Keeping It From Harold" is about a 10-year-old boy named Harold whose parents try to keep it a secret that his father is a boxer, fearing it may hurt Harold's sensitive mind.
- However, Harold discovers the secret and is upset not because his parents lied, but because he couldn't take pride in his father's profession as a well-known boxer.
The document provides background information on the setting and time period of the book The Adventures of Tom Sawyer by Mark Twain. It describes how the story takes place along the Mississippi River in the late 1800s in the fictional town of St. Petersburg, which draws from the real town of Hannibal. Life in this era was still old-fashioned and impoverished in some ways, as slavery still existed. The document also provides details about the main character Tom Sawyer, describing him as a mischievous boy who enjoys adventures and tricks but dislikes schoolwork, and introduces other main characters like Huck Finn and Joe Harper.
This summary describes a story about a thief named Horace Danby who meticulously plans burglaries, stealing only once a year and spending the money on books. During one attempted burglary at a large house, Horace is deceived by a lady thief who claims to be the owner of the house. Horace is ultimately imprisoned after being tricked by someone in his own profession.
O. Henry was an American writer known for his short stories featuring witty plots and surprise endings. He was born in 1862 in North Carolina but later moved to New York City where he wrote hundreds of short stories. While in prison for embezzlement from 1898 to 1901, he began writing short stories to support his family, using the pen name O. Henry. After his release, he continued writing successful short story collections, becoming one of the most popular short story writers in America before his death in 1910.
Robert Arthur Jr. was an American author known for his mystery and speculative fiction works, especially his radio series "The Mysterious Traveller" and book series "Three Investigators". He wrote stories throughout the 1930s-1940s that were published in magazines. He received two honors from the Mystery Writers of America for his writing career. He died in 1969 in Philadelphia.
This document contains an English exam for the second term of the eighth grade. It includes sections on language functions, reading comprehension, writing and usage, and punctuation. The language functions section contains incomplete dialogs and mini-dialogues to be filled in. The reading comprehension section includes matching exercises and questions about short passages. The writing and usage section contains multiple choice questions testing grammar and vocabulary. The final section involves punctuating sentences correctly. The document provides a practice exam assessing various elements of the English language.
Tour guides in Colorado use pigeons to carry photographs from cameras downriver to their office. In the past, people used pigeons for communication hundreds of years ago. The pigeons take the cards from the cameras to the office in just 20 minutes, which is less time than using cars. When the tourists return to the office, they can see their printed photos.
Wilson joined the Red-Headed League, an organization in the 22nd century that hired people with red hair. After his work with the League ended, Wilson started a small coin business out of his home. Members of the League were asked to post answers to questions about Wilson's work and new business on a website.
This document contains a list of common English phrases used in the classroom. It is divided into several sections that include greetings and introductions, phrases for starting and ending class, taking attendance, being late, and providing feedback and corrections to students. Some examples provided are "Good morning everyone", "How are you today?", "My name is Mr/Mrs Kim, I'm your English teacher", "Let's begin our lesson now", and "Very good, that's correct". The document aims to provide teachers with useful phrases to use for classroom management and instruction in English.
The passage discusses two towns in India that receive extreme amounts of rainfall:
1) Mawsynram receives nearly 12 meters of rain per year and is considered the rainiest place on earth.
2) In 1861, Cherrapunji received over 26 meters of rain, making it even rainier than Mawsynram for that year. It is located about 13 kilometers east of Mawsynram.
3) Neither town receives enough sun or has sufficiently drained soil to grow crops due to the excessive water. Residents typically carry umbrellas.
This document provides a summary of short stories by Sir Arthur Conan Doyle featuring the character Sherlock Holmes. It lists the names of six short stories - The Man with the Twisted Lip, The Engineer's Thumb, The Patient, The Disappearance of Lady Frances Carfax, The Three Garridebs, and Wisteria House. The document also mentions that the material is copyrighted but intended for private educational use on the site.
The document contains an English practice test with multiple choice questions and exercises covering listening, language functions, reading comprehension, vocabulary, and writing. It provides context for students to practice and improve their English language skills. The reading comprehension section discusses the history of the Colossus of Rhodes and plans to build a new larger statue.
This document outlines the curriculum for the Integrated Science course for 2010 secondary education. It covers the topic of the scientific method and matter for the first quarter. The general standard is for learners to demonstrate understanding of fundamental concepts and processes in science to analyze problems, think creatively, and make informed decisions to protect the environment. For the scientific method topic, learners will perform a teacher-guided community investigation using scientific methods. They will go through the steps of the scientific process, including formulating problems and hypotheses, experimentation, analyzing data, and drawing conclusions. The goal is for learners to understand the value and application of scientific inquiry.
This document provides the objectives, outcomes and lesson plan for a lesson about doctors' jobs. The lesson includes reading about two doctors, Dr. Aziz who works in a mobile health clinic and Dr. Gamila who works in a hospital. Students will listen to interviews with three people about their jobs - a chemist, dentist and archaeologist. They will also practice asking and answering questions using the present perfect continuous tense and do an internet search about a job of their choice.
The document outlines the objectives, outcomes, and lesson plan for a unit on places around the city of Cairo, including famous landmarks like the Citadel and Qasr al-Nil Bridge. The lesson introduces vocabulary related to landmarks, has students read a tourist leaflet about places in Cairo, and practices using the past simple tense to talk about when places were built.
This document provides information about intelligence tests, mental retardation, and special education assessments. It discusses the Stanford-Binet Intelligence Scales, which was the first intelligence test developed in 1905. It also discusses standard deviations and IQ scores in relation to defining mental retardation. Several questions are asked about assessment purposes, procedures, and interpreting results.
اختبارات اللغة الانجليزية للصف الاول الاعدادى الفصل الدراسى الأولأمنية وجدى
This document contains a vision series test on unit 1. It includes:
1. Exercises to complete dialogs, match words, answer questions, choose correct answers, write questions, punctuate sentences, and look at pictures and write sentences.
2. The content focuses on topics like language, school, time, family, and subjects.
3. The test has 10 sections to assess understanding of grammar, vocabulary, and comprehension from the first unit.
This is the first part of the Training course for TEFL teachers given in Buenos Aires in February 2009. It includes the links to useful websites. The second part is Especially devoted to WEB 2.0 but it is not available here as it is being used for online training. Find out about Online teacher training sending a mail to pl@helpingnorth.com.ar
The document provides an overview of various aspects of ancient Egyptian civilization, including their religious beliefs, belief in the afterlife, roles of farmers and women, writing system of hieroglyphics, medical knowledge, calendar, geometry, art, literature, and more. Some key points are that Egyptians believed in many gods and in an afterlife that required mummification, women had significant rights, hieroglyphics was deciphered through the Rosetta Stone, Egyptians had knowledge of medicine, surgery, and geometry, and they created calendars and engineered pyramids using these skills.
A REFLECTIVE TEACHING IN THE USE OF CONTEXT IN READING TEXTSBintang Emas
The document discusses using context to improve reading comprehension for students learning English as a foreign language. It proposes using pictures, diagrams, and short stories to provide context that helps students understand words and texts. The key strategies discussed are using pictures to illustrate meanings, grouping vocabulary through semantic mapping, and encouraging guessing of meanings from context clues. The goal is to make reading more engaging and help students comprehend texts despite limited vocabulary knowledge in English.
1) The document discusses modal verbs and their meanings and rules of use in English.
2) Modal verbs such as can, may, must, should are used to express ideas like ability, obligation, permission, prohibition, advice, necessity, possibility and probability.
3) Modal verbs are special in that they don't take an 's' in the third person singular and are followed by an infinitive without 'to'. They also don't require an auxiliary verb in negative or interrogative sentences.
Wilson hires Holmes to investigate why his well-paying job with the Red-Headed League suddenly disappeared. Holmes discovers that Wilson's assistant, Spaulding, was actually a criminal named Clay who created the League to keep Wilson away from his shop while Clay dug a tunnel to rob the nearby bank. That night, Holmes, Watson, and the police lay in wait and catch Clay emerging from the new tunnel under Wilson's shop.
Giáo án Tiếng Anh lớp 5 học Kì 2 Chương trình mớitieuhocvn .info
Để tải nhanh giáo án Giáo án Tiếng Anh lớp 5 học Kì 2 Chương trình mới, bản đầy đủ không bị lỗi font thầy cô gõ trên google | tutenglish.com | sau đó thầy cô sẽ vào trang Giáo án, đề thi Tiếng Anh dành cho
Giáo viên. Thầy cô vào mục Tiếng Anh 5. Thầy cô nhấn vào biểu tượng tải xuống là thầy cô có ngay giáo án chuẩn. Chúc thầy cô vui vẻ!
Sir Arthur Conan Doyle & The Hound of the Baskervillesdiana.koscik
This document provides biographical information about Sir Arthur Conan Doyle and summarizes his famous work The Hound of the Baskervilles. It discusses that Conan Doyle was born in Scotland and originally practiced medicine, but found success as an author writing Sherlock Holmes stories. It describes how readers were outraged when he killed off Holmes but later brought the character back in The Hound of the Baskervilles, inspired by a local legend. It briefly summarizes the plot and settings that inspired locations in the novel, and notes that Conan Doyle ultimately wrote more Holmes stories before retiring the character.
The document discusses different types of resources including natural resources like renewable and non-renewable resources. It also discusses human resources referring to a country's working population and their skills. Physical capital is defined as manufactured assets like machinery and buildings used for production. Finally, it discusses how human resources can impact economic growth by increasing productivity, specialization, physical capital formation, and demand.
This document provides guidance on writing introductions for research papers. It explains that introductions should attract the reader, indicate the topic, and include the thesis statement. Introductions should not be comical, repeat the title, state the purpose outright, be personal, or summarize the paper. The document then categorizes different types of introductions, including informing, inquiring, contrasting, and quoting introductions, and provides examples of each.
Robinson Crusoe was born in 1632 in York, England. As a young man, he went against his parents' wishes and became a sailor, sailing on trading voyages to West Africa and South America. During one voyage, his ship was attacked by pirates and Crusoe was enslaved. He later escaped and ended up in Brazil, where he worked as a farmer. After a few years, Crusoe decided to go back to sea and became a trader. However, during one voyage his ship was caught in a storm and sank, leaving Crusoe as the only survivor, stranded alone on a deserted island.
This document summarizes a general quiz with 4 rounds and various trivia questions about topics like etymology, art, history, science, and pop culture. It includes 18 questions in the first and third rounds of "Infinite Pounce" and 20 points for the "Short Connect" round. Participants are asked to connect topics like TV shows, characters, and companies. Multiple choice and fill in the blank questions test knowledge in diverse areas from fear of Friday the 13th to car company origins to magazine histories.
Reading is described as a solitary and contemplative activity that provides lasting aesthetic pleasure. It allows for language acquisition, sharing of ideas, and magnification of one's experiences and life. Regular reading improves analytical thinking, memory, writing skills, and overall knowledge. While engineers are often not avid readers outside their field, making time to read widely on various topics can help develop a more well-rounded understanding.
Tom and Frank were worried about their friend Mark who had not shown up to happy hour, which was unusual for him. Suddenly, the door burst open and Mark excitedly announced he was having a baby boy. Relieved, Tom and Frank bought Mark drinks to celebrate his good news.
This document appears to be the transcript of a quiz competition with multiple rounds and questions on a variety of topics. It begins by welcoming participants and thanking teams for coming on short notice. The questions cover people, books, movies, music, history and more. The rounds include written questions, audio and visual rounds. Scores are tracked throughout.
Essay On Indian Festival. Festivals of India Essay for Students - YouTubeRocio Garcia
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The poem "The Charge of the Light Brigade" by Alfred, Lord Tennyson describes the Battle of Balaclava during the Crimean War in 1854. It tells of the Light Brigade, a unit of British cavalry, who misinterpreted orders and made a fatal charge into heavy Russian artillery fire, being attacked from three sides. Though most were killed or wounded, Tennyson ends the poem honoring the brigade for their bravery and sacrifice, saying "Honor the charge they made, honor the Light Brigade, noble six hundred."
ESSAY ON DEMOCRACY Muhammad Zia Ul Haq Pakistan. Democracy Essay Governance Democracy. Democracy essay in english for ba result. In The Name of Democracy - Free Essay Example PapersOwl.com. Essay on democracy - UK Essay Writing Help.. Introduction of Democracy Research Paper Example Topics and Well .... Democracy Essay.doc Democracy Forms Of Government Free 30-day .... Essay on Election and Democracy Election and Democracy Essay for .... Comprehensive Essay on Direct and Indirect Representative Democracy. Why is democracy important essay. Democracy institutions essay. Essay on Democracy in English. Democracy essay Democracy Liberty. The History of Democracy - Free Essay Example PapersOwl.com. Essay on Democracy for Students 100, 250 amp; 500 words Leverage Edu. American Democracy - Free Essay Example PapersOwl.com. The Strategy of Democracy Essay Example Topics and Well Written .... Essay On Democracy in India PDF. The Worlds Largest Democracy Essay Example Topics and Well Written .... Essay on democracy a way of life. Essay on Democracy. 2019-02-21. Democracy conclusion essay. An Essay On Democracy.. 2019-01-09. Democracy Essay or What is Democracy - English Essay. Magnificent Democracy Essay For 2nd Year Thatsnotus. Democracy Essay Democracy Initiative. United States: Democracy - Free Essay Example PapersOwl.com. Democracy and Education - Free Essay Example PapersOwl.com. Easy on democracy. An Essay On Democracy.. 2019-02-13. Analysis of the Article about Democracy Essay Example Topics and Well .... Democracy Definition and Meaning - Free Essay Example PapersOwl.com. History Essay Grade 12 Road To Democracy - WEHIST Essays On Democracy Essays On Democracy
This document discusses academic research and avoiding plagiarism. It defines academic research and successful research strategies. It emphasizes the importance of citation, including giving credit to original authors, allowing readers to find sources, and avoiding penalties for plagiarism. The document outlines strategies for utilizing information, including summarizing, quoting, and paraphrasing, and provides examples of proper paraphrasing with citations. It also provides resources for MLA citation style and formatting papers.
This document provides biographical information about author Jon Krakauer and summarizes his non-fiction book Into the Wild. It notes that Krakauer was born in 1954 and is an American writer and mountaineer best known for writing about outdoor adventures and mountain climbing. Into the Wild recounts the story of Chris McCandless, who hiked into the Alaskan wilderness in 1992 and died of starvation. The document provides some key details about McCandless and his journey, which Krakauer explores in his book.
Essay On School Shootings. Online assignment writing service.Daphne Ballenger
Dred Scott was an enslaved man who sued for his freedom after living with his owner in free states and territories that prohibited slavery. His case went all the way to the Supreme Court, which ruled against him in an infamous 1857 decision. The summary decision affirmed that blacks were not citizens and that Congress could not prohibit slavery in federal territories, exacerbating tensions preceding the Civil War.
Stuart Hall was a pioneering scholar in the field of cultural studies. He directed the influential Centre for Contemporary Cultural Studies at the University of Birmingham and coined the term "Thatcherism" to describe the policies and ideology of British Prime Minister Margaret Thatcher. Hall made major contributions to understanding culture as both a theoretical concept and political practice. The book provides an introduction to Hall's key ideas and influences across topics such as popular culture, media, racism, identity, and politics. It places his work in historical and intellectual context.
This document provides an agenda and lecture materials for an English writing class. The agenda includes a discussion on labels, a lecture on eliminating passive voice, the seven basic genres of stories, and the seven basic plot structures. It then provides guidance for an in-class writing exercise applying the active voice to the seven genres and seven plots. The lecture materials define and provide examples of the passive voice and strategies for eliminating it. It also defines and provides examples of the seven common genres of stories and the seven basic plot structures according to Christopher Booker.
This document outlines the weekly schedule, in-class activities, and homework assignments for an American Literature course covering works from 1914-1945. Over the 12-week quarter, students will read and discuss major modernist texts like The Great Gatsby and My Antonia, as well as poems by Pound, Williams, Hughes and others. In-class activities include lectures, discussions of the texts, and introductions to relevant historical contexts and literary theories like New Criticism, Feminism, and African American Criticism. Homework includes weekly reading assignments, posting discussion questions on the texts, and two response essays analyzing selected works through the lens of different critical theories. The schedule culminates in a final exam on the last day of
1984 George Orwell Essay | English (Standard) - Year 12 HSC | Thinkswap. George Orwell'S 1984 Vision Of The Future Analysis Essay Example .... George orwell 1984. Read «1984 by George Orwell» Essay Sample for Free at SupremeEssays.com. orwell, 1984 - essay | Communication | Linguistics. 1984, by George Orwell | George orwell, Guided writing, Essay format. Higher English sample critical essay George Orwell's 1984 and 'A .... George Orwell 1984. - GCSE English - Marked by Teachers.com. George orwell 1984 - 1686 Words - NerdySeal. 1984 by George Orwell Essay Example | Topics and Well Written Essays .... Essay 1984 orwell. George ORWELL - 1984 by N D - Issuu. George Orwell's "1984": Free Summary Essay Samples and Examples. George Orwell 1984 Essay Help, Symbolism essay 1984. 1984 (George Orwell) Essay Writing Practice by Mr Marks Secondary Shop. 1984 By George Orwell Essay Example. George orwell 1984 essays - Academic Writing Help – Advantageous Help .... 1984 Final Essay | George Orwell | Mind. Essay on George Orwell's '1984' | English (Advanced) - Year 12 HSC .... 1984 George Orwell Essay | English (Advanced) - Year 12 HSC | Thinkswap. George Orwell 1984 Essay Help - George Orwell 1984.. 1984 george orwell essay help: George Orwells 1984 Essay Examples. 15 Insightful George Orwell Quotes From '1984' and Beyond. 1984 george orwell - 747 Words - NerdySeal. Orwell’s "1984" and Soc
The Tollund Man was a body found preserved in a peat bog in Denmark in 1950. He was found wearing only a skin cap and belt, with a rope noose and iron neck ring drawn tight around his neck. Forensic evidence suggests he was a man in his 20s who had eaten soup 12 hours before death. Sources suggest the Germans who once lived in the area sacrificed people in the spring. One source indicates traitors were hanged from trees as punishment. Putting the sources together, the detective concludes the Tollund Man was likely sacrificed in a religious ritual in the springtime due to the noose and foods in his stomach.
How To Write A Theological Paper Theology EvaluatiLuz Martinez
The document provides instructions for writing a theological paper in 5 steps: 1) create an account, 2) complete an order form with instructions and sources, 3) review writer bids and choose one, 4) review the paper and authorize payment, 5) request revisions until satisfied. Writers are expected to provide original, high-quality content and refunds are offered for plagiarized work to ensure customer satisfaction.
3rd year prep prepration- new hello 2018 - by mr. adel- 1st termRehab Al-Sadany
This document contains lesson plans for 6 English lessons. Each lesson plan follows the same basic structure: objectives, vocabulary, structures, procedures, strategies, teaching aids. The plans provide guidance for teachers on warming up, presenting new content, classroom activities and exercises, and assessment. The lessons address topics like reading preferences, book reviews, recommendations for tourists, and reviewing content from the unit. Procedures are outlined for classroom discussion, pair/group work, role plays, and other interactive activities.
The document is a teacher's guide for an English language textbook for Year Three students in Egyptian preparatory schools. It contains the table of contents which lists the modules, units, grammar, functions, features and activities covered in the textbook. The modules cover topics such as our world, achievements, reaching goals, life and work, the past present and future, and the natural world. Each unit focuses on specific grammar points, functions, vocabulary and includes features such as tools for life, projects, eye on Egypt and critical thinking sections.
The document provides an English exam practice for third year students, covering language functions like role plays, reading comprehension questions, matching activities about a story, fill in the blanks with grammar and structures, and a writing prompt. It tests various skills like dialogues, expressing feelings, answering questions about a passage, choosing the right grammar, and writing a paragraph on a given topic.
The document discusses the history of basketball and tennis. It notes that basketball was invented as an indoor winter sport and that early basketballs were made of leather stuffed with horsehair or wool. Tennis is also discussed, mentioning that early tennis balls were made differently and players had to hit them with their hands rather than rackets. The document provides various statements using modal verbs like "must", "have to", and "don't have to".
تدريب للمعلمين على كيفية تسجيل الدخول لبنك المعرفة
من اعداد أ : ريحاب السعنى منسق التعلم النشط
بمدرسة الشهيد محمد جمال صابر الاعدادية بدمياط ( السلام سابقا )
This document discusses desalination and why it is important. It notes that desalination can be useful in places without clean drinking water by removing salt from water. Desalination is important because it provides more access to information and opportunities to practice skills, which helps people in areas with limited technology.
The document discusses abilities at different ages, providing examples of things a person could or couldn't do when they were younger, such as being able to swim at age 5, play tennis at age 15, or drive a car and speak at unspecified younger ages. Suggested answers are provided testing ability to swim at age 5, play tennis, and not being able to play at another age.
The document discusses the pros and cons of using working animals versus machines. It notes that while animals require more care, feeding, and rest, they are better for tasks that need to be done slowly and carefully. It also mentions that working animals are better for the environment than machines. The document provides a suggested answer that if a horse is acting bothered, one should try to find the source of the problem and resolve it.
Presentation1عرض لكيفية التعامل مع اسطوانة stemRehab Al-Sadany
The document is a list of 20 lines that all contain the same text: "Mrs. Rehab Alsadany Senior Teacher". The high level information provided is the same name and job title repeated over 20 lines without any other context or variation in content.
Presentation1عرض لكيفية التعامل مع اسطوانة stemRehab Al-Sadany
The document is comprised of 20 lines that all state the same thing - "Mrs. Rehab Alsadany Senior Teacher". No other information is provided about the contents of the document beyond repeating the same phrase across multiple lines.
How to Show Sample Data in Tree and Kanban View in Odoo 17Celine George
In Odoo 17, sample data serves as a valuable resource for users seeking to familiarize themselves with the functionalities and capabilities of the software prior to integrating their own information. In this slide we are going to discuss about how to show sample data to a tree view and a kanban view.
How to Add Colour Kanban Records in Odoo 17 NotebookCeline George
In Odoo 17, you can enhance the visual appearance of your Kanban view by adding color-coded records using the Notebook feature. This allows you to categorize and distinguish between different types of records based on specific criteria. By adding colors, you can quickly identify and prioritize tasks or items, improving organization and efficiency within your workflow.
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...Neny Isharyanti
Presented as a plenary session in iTELL 2024 in Salatiga on 4 July 2024.
The plenary focuses on understanding and intepreting relevant TPACK competence for teachers to be adept in teaching multimodality in the digital age. It juxtaposes the results of research on multimodality with its contextual implementation in the teaching of English subject in the Indonesian Emancipated Curriculum.
Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
Credit limit improvement system in odoo 17Celine George
In Odoo 17, confirmed and uninvoiced sales orders are now factored into a partner's total receivables. As a result, the credit limit warning system now considers this updated calculation, leading to more accurate and effective credit management.
The membership Module in the Odoo 17 ERPCeline George
Some business organizations give membership to their customers to ensure the long term relationship with those customers. If the customer is a member of the business then they get special offers and other benefits. The membership module in odoo 17 is helpful to manage everything related to the membership of multiple customers.
How to Configure Time Off Types in Odoo 17Celine George
Now we can take look into how to configure time off types in odoo 17 through this slide. Time-off types are used to grant or request different types of leave. Only then the authorities will have a clear view or a clear understanding of what kind of leave the employee is taking.
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Slide Presentation from a Doctoral Virtual Open House presented on June 30, 2024 by staff and faculty of Capitol Technology University
Covers degrees offered, program details, tuition, financial aid and the application process.
Beyond the Advance Presentation for By the Book 9John Rodzvilla
In June 2020, L.L. McKinney, a Black author of young adult novels, began the #publishingpaidme hashtag to create a discussion on how the publishing industry treats Black authors: “what they’re paid. What the marketing is. How the books are treated. How one Black book not reaching its parameters casts a shadow on all Black books and all Black authors, and that’s not the same for our white counterparts.” (Grady 2020) McKinney’s call resulted in an online discussion across 65,000 tweets between authors of all races and the creation of a Google spreadsheet that collected information on over 2,000 titles.
While the conversation was originally meant to discuss the ethical value of book publishing, it became an economic assessment by authors of how publishers treated authors of color and women authors without a full analysis of the data collected. This paper would present the data collected from relevant tweets and the Google database to show not only the range of advances among participating authors split out by their race, gender, sexual orientation and the genre of their work, but also the publishers’ treatment of their titles in terms of deal announcements and pre-pub attention in industry publications. The paper is based on a multi-year project of cleaning and evaluating the collected data to assess what it reveals about the habits and strategies of American publishers in acquiring and promoting titles from a diverse group of authors across the literary, non-fiction, children’s, mystery, romance, and SFF genres.
1. 246
Chapter 1 SB pages 55–57
LESSON 1 SB page 55
Outcomes
• To learn about Sir Arthur Conan Doyle
• To understand the background to the story
Before using the book:
1 Write the title of the reader The Red-Headed
League on the board and ask the students to tell
you what they think the story might be about.
Ask them what kind of story they think it will
be, e.g., funny, serious, happy, sad; an adventure
story, a detective story, a sci-fi story.
2 Ask the students What do you think a red-headed
person is? Then teach them the word league.
Ask a volunteer to explain what the Red-Headed
League means (a group of people with red hair),
and invite suggestions about what it might be.
3 Explain that they are going to read the story but
first they are going to find out something about
the writer.
& SB Page 55
London in the
nineteenth century
“The Red-Headed League” is one of 12
short stories in a book called The Adventures
of Sherlock Holmes. They are about London
at the end of the nineteenth century. At that
time, England was becoming a rich country.
More people were living in cities, but many
people were poor so there was a lot of crime.
DrJosephBell,Doyle’sprofessoratuniversity,
gave Doyle the idea for Sherlock Holmes.
Dr Bell could work out information about
his patients by observing them. Sherlock
Holmes deduces information about crimes
in the same way.
CRITICAL
THINKING
1 Why do you think more people
were living in cities in the
nineteenth century?
2 Why do you think that detective
stories were popular at that time?
5
The Red-Headed League
Read about the writer Sir Arthur
Conan Doyle and answer the question
What is the name of the famous man in many
of Conan Doyle’s stories?
Which of the words in red in the text
mean the following?
1 found an answer to a problem …..…..….
2 true, not false …...............…….
3 things that people do that are bad or wrong
…...............…….
4 a person who finds the answers to problems or
mysteries …...............…….
5 things that are difficult to explain …...............…….
6 A person in a story …...............…….
2
1
55
Are these sentences true (T) or false (F)?
1 Sir Arthur Conan Doyle was born in London.
2 He didn’t become a doctor because he
wanted to be a writer.
3 Sherlock Holmes was a real detective
who lived in London in the 1880s.
4 Conan Doyle wrote books about art.
3
F
Sir Arthur
Conan Doyle
(1859–1930)
Sir Arthur Conan Doyle
was born in Edinburgh,
UK. He studied to be a doctor, but
he also liked writing stories. After
university, he became a doctor and
a writer. He wrote stories and books
about history.
Conan Doyle is famous for the
character he invented called Sherlock
Holmes. He wrote A Study in Scarlet in
1887. It was the first of 60 stories about
Sherlock Holmes, a detective who
lived at 221b Baker Street in London
in the 1880s. He solved lots of crimes
and mysteries with his friend Watson.
These stories were very popular and
many people believed that Sherlock
Holmes was a real person.
solved
Which of the words in red in the
text mean the following?
1 to find out something from facts or
information ….....…....….
2 watching or studying a person or thing
carefully …..…….
3 having a lot of money …..…….
4 group of people …..…….
4
work out
Internet search
Find out what is at
221b Baker Street in
London today.
1 Read about the writer Sir Arthur Conan Doyle
and answer the question
1 Ask the students to read the question. Ask the
students to look at the biography and find out
what other job Conan Doyle did apart from
writing (He was a doctor).
2 Draw a map of Great Britain on the board. Then:
• Ask the students to label England, Scotland
and Wales on the map.
• Draw dots for London, Edinburgh and Cardiff
on the map. Point to each of the dots and ask
the students whether they know the names of
the cities.
• Ask the students what they know about
London.
Reader:The Red-Headed League
by Sir Arthur Conan Doyle
2. 247
3 The students then read the text to answer
the question. Check the answer as a class.
4 Ask the students whether they have read any
Sherlock Holmes stories and whether they
enjoyed them.
Answers:
Sherlock Holmes
2 Which of the words in red in the text mean
the following?
1 Ask the students to look at the words in red and
discuss their meanings in pairs. Encourage them
to read the whole context to help them decide the
meaning of words they don’t know. Ask different
pairs to offer their suggestions.
2 Then ask them to complete the exercise, using
the text to help them.
3 Check the answers as a whole class.
4 Then ask the students whether there were any
other words they weren’t sure about in the text
and discuss their meanings.
Answers:
2 real 3 crimes 4 detective 5 mysteries
3 Are these sentences true (T) or false (F)?
1 Ask the students to discuss the sentences with a
partner, before checking the answers in the text.
2 Check the answers as a class. Invite the students
to read out the part of the text where they found
the answers and to correct the false sentences.
Answers:
1 F He was born in Edinburgh.
2 F He became a doctor and a writer.
3 F 4 F He wrote stories and factual books about
history.
4 Which of the words in red in the text mean
the following?
1 Ask Do you think “The Red-Headed League” is
a factual book or a story? (a story).
2 Ask them to read the title of the text about
London, and ask them to discuss in small groups
what they think 19th century London was like.
3 Tell the students they are going to find out about
London and the story, but they should first look
at the definitions and guess which words they
describe.
4 Then ask them to read the text and complete the
exercise before checking the answers as a class.
5 Ask the students to summarise the information
in the text. Then ask What kind of crime do you
think there was in London at this time? and
accept any reasonable answers.
Answers:
2 observing 3 rich
: Internet search
1 Ask the students if they remember Sherlock
Holmes’s address. Then ask them to refer back
to the text about London to find out. They then
research the answer to the question.
2 Students share their findings with the rest of
the class (The Sherlock Holmes Museum). Ask
them what they can see at the museum (rooms
furnished in the style of the nineteenth century,
as well as memorabilia and wax figures) and
whether they would like to visit it and why.
5 Critical thinking
1 Ask the students what they have learned about
Sherlock Holmes and “The Red-Headed
League”. Then ask them to read the questions
and discuss them in small groups.
2 Invite different groups to share their ideas and
have a short class discussion.
Suggested answers:
1 London was growing bigger and there were
more and better jobs there.
2 Possibly because crime rates were high and
people wanted to read about them being solved.
LESSON 2 SB page 56–57
Outcomes
• To read Chapter 1
• To make predictions
3. 248
& SB Page 56
56
The Red-Headed League Chapter 1
One day, Dr Watson visited his friend Sherlock
Holmes at his home in London. When he
arrived, Sherlock Holmes was talking to a man
in his living room. The man’s name was Mr
Jabez Wilson. Mr Wilson knew that Holmes
was a famous detective who could solve crimes
and he wanted him to solve a mystery.
While Mr Wilson was talking, Holmes looked
at him carefully. He looked at Mr Wilson’s
face, his hands and his clothes. He worked out
that Mr Wilson used to be a labourer, that he
visited China in the past and that he did a lot
of writing. When Sherlock Holmes told Mr
Wilson this information, he was very surprised
because everything Sherlock Holmes said was
true! Mr Wilson decided that Holmes must be
a wonderful detective.
Mr Wilson started telling Holmes his story. He
had a small shop in London where he worked
with his assistant Vincent Spaulding. Not many
people visited Mr Wilson’s shop and he wasn’t a
rich man. One day, Mr Spaulding showed him
an advert in the newspaper for a job with the
Red-Headed League.
The Red-Headed League found jobs for men
with red hair. Mr Spaulding wanted Mr Wilson
to ask about the job because Mr Wilson had red
hair and the job was only a few hours a week.
The money could really help Mr Wilson and his
small shop.
That afternoon, Mr Spaulding took Mr Wilson
to the Red-Headed League. There were a lot
of men waiting outside the office and they all
had red hair. But Mr Spaulding pushed past all
the men until they were outside the door. They
went inside and met the manager, Mr Duncan
Ross, who told them about the job.
The person who got the job would have to come
to the office every day between ten and two
o’clock. He wouldn’t be able to leave the office
during this time. While he was in the office, he
would have to copy all the information from a
large encyclopaedia into a book. The pay was
£4 a week. This was a lot of money! Mr Ross
told Mr Wilson that if he could start work the
next day, he could have the job! Mr Wilson was
very surprised but quickly said yes.
Prereading activity
1 Ask the students to look at the picture and
ask What can you see? What do you think the
Red-Headed League do? Who is the man near
the door? Who do you think the other men are?
What do you think they are doing?
2 Tell the students that they are going to read the
first chapter of “The Red-Headed League”. Ask
them to work in small groups to think about
what they already know about the story. Ask
them to discuss whether they think the Red-
Headed League is a group of good people or bad
people.
3 Ask them to share their ideas and tell them that
they are going to find out.
Reading the story
1 Ask the students to read Chapter 1 carefully to
themselves and to check their ideas about the
Red-Headed League. Invite them to share their
ideas (they may not be able to decide whether it
is good or bad at this point).
2 Invite different students to read out the
paragraphs of the story, paying careful attention
to pronunciation. Make a note of any difficult
words and model the pronunciation for the
students to repeat after you.
3 Ask Why do you think the Red-Headed League
need someone to copy out the encyclopaedia?
Why do you think the person who does the job
can’t leave the office?
& SB Page 57
57
1
Put the following events into the correct order
a Mr Wilson visited Sherlock Holmes at his house.
b Sherlock Holmes knew that Mr Wilson used to be a labourer.
c Mr Spaulding showed Mr Wilson an advert for a job with the Red-Headed League.
d Mr Spaulding and Mr Wilson went to the Red-Headed League and waited outside
the office.
e Mr Ross told Mr Wilson that he could start work in two weeks.
Answer the following questions
1 What was Mr Holmes clever at?
2 Why was Mr Wilson surprised when he was listening to Mr Holmes?
3 What is unusual about the Red-Headed League?
4 Why did Mr Wilson accept the job?
5 Find an example in the story that shows us that Sherlock Holmes is a good detective.
4
3
1 advert
2 assistant
3 copy
4 encyclopaedia
5 labourer
6 pay
7 surprised
a someone who works hard outside, e.g. building a road or a
house
b a book with information about many different subjects
c the money that you receive for doing a job
d information in a newspaper or magazine that is selling
something
e the feeling that you have when something unusual happens
f someone who helps someone else do their job
g to make something that looks like something else
d
Match the words and the definitions
2
1 …..…..........…. is a friend of Sherlock Holmes.
2 …..……. has a small shop in London.
3 …..……. is the manager of the Red-Headed League.
4 …..……. works for Mr Wilson.
Complete the sentences with the correct names
Dr Watson
Mr Ross
Mr Spaulding
Mr Wilson
Dr Watson
CRITICAL
THINKING
1 Why do you think Mr Spaulding wanted Mr Wilson to
get a job with the Red-Headed League?
2 Do you think it was unusual that Mr Ross gave
Mr Wilson the job? Why / Why not?
3 Do you think that Mr Wilson will find it difficult to do
both this job and his job in the shop? Why / Why not?
6
1 Match the words and the definitions
1 Ask the students to cover the words on the left
and read the definitions on the right.
2 Ask them to read the chapter again and to work
in pairs to decide which of the words in the text
match the definitions.
3 Read out each of the definitions and invite
suggestions from the class. Do not confirm their
ideas at this point.
4 The students then uncover the words and
match them with the definitions. Check the
answers with the class, and ask them how many
words they guessed correctly. Then model
pronunciation for the class to repeat after you.
5 Ask the students to identify any other words in
the text they didn’t know the meaning of and
discuss their definitions as a class.
4. 249
Answers:
2 f 3 g 4 b 5 a 6 c 7 e
2 Complete the sentences with the correct
names
1 Ask the students to name all the people they read
about in Chapter 1.
2 Then ask them to match the names and
descriptions before checking their answers by
referring back to the text.
3 Check the answers as a class.
Answers:
2 Mr Wilson 3 Mr Ross 4 Mr Spaulding
LESSON 3 SB page 56–57
Outcomes
• To answer true/false questions about the story
• To discuss Sherlock Holmes and the Red-Headed
League
3 Are these sentences true (T) or false (F)?
1 Ask the students to read the sentences and
decide with a partner whether they are true or
false, without referring back to the text.
2 Ask the pairs to share their ideas. Then ask them
to read the text again carefully to confirm their
answers.
3 Check answers as a whole class. Invite different
students to correct the false sentences.
Answers:
2 F Sherlock Holmes worked this out.
3 T
4 T
5 F They pushed past all the people who were
waiting.
6 F He said he could start the next day.
4 What is unusual about the Red-Headed
League?
1 Ask the students to work in small groups to
discuss the question.
2 Invite each group to share their ideas. Ask Why
do you think they only employ men with red
hair?
Suggested answers:
They only employ men with red hair. The work
was unusual.
5 Find an example in the story that shows us
that Sherlock Holmes is a good detective
1 Ask the students what they have learned about
Sherlock Holmes so far. Ask What makes
someone a good detective? What skills does a
detective need? Ask Was Sherlock Holmes a
good detective? (Yes, he was). Then ask them to
find the answer to the question in the text.
2 Check the answer as a class.
Answers:
He worked out that Mr Wilson used to be a labourer,
that he had visited China in the past, and that he did
a lot of writing.
6 Critical thinking
1 Ask the students to read the questions and think
about them individually, referring back to the
text if necessary.
2 Then ask the students to discuss the questions
in small groups. Monitor as they are working,
and encourage them to give reasons for their
answers.
3 Ask a student in each group to tell the rest of
the class about the different ideas their group
discussed. Then ask the rest of the class to say
whether they agree or not and why.
4 Ask Would you like to do the job for the Red-
Headed League? Why/Why not?
Suggested answers:
Students’ own answers
Chapter 2 SB pages 58–59
LESSON 1 SB page 58
Outcomes
• To read the next part of the story
• To talk about what has happened to the Red-
Headed League
5. 250
Before using the book:
1 Ask the students some questions to remind
them about Chapter 1, for example, Who is Mr
Wilson? (the main character in the story) What
does he do? (He has a small shop) Who is Mr
Spaulding? (Mr Wilson’s assistant) What does
Sherlock Holmes do? (He’s a detective) Who
does the Red-Headed League employ? (men
with red hair) Why did Mr Wilson ask for a job
with them? (because he isn’t a rich man) What
was the job they asked him to do? (to copy an
encyclopaedia into a book).
2 Ask the students to work in small groups to
discuss what they think might happen next in the
story. Then invite different groups to share their
ideas with the rest of the class.
& SB Page 58
58
The next day, Mr Wilson bought a pen, some
ink and some paper and went to the Red-
Headed League. He thought about the job.
Could it be real? It seemed foolish to copy
an encyclopaedia. But to his surprise, when
he arrived at the office Mr Ross was waiting
for him. So Mr Wilson sat at the table and
started work. He copied information from the
encyclopaedia into a book until two o’clock.
Then he went home.
Mr Wilson went to the office every day and at
the end of the week he received his pay of £4.
The work was easy and he was very content.
This continued for eight weeks. One day, he
went to the office, but it was locked. There was
a letter on the door that said “The Red-Headed
League has closed”.
Mr Wilson didn’t know what to do. He asked
the landlord why the office was closed, but the
landlord said that he didn’t know. He said that
he didn’t know Mr Ross or the Red-Headed
League. It was a mystery and Mr Wilson wanted
Sherlock Holmes to solve it.
Holmes asked Mr Wilson some questions about
his assistant Mr Spaulding. After Mr Wilson
left, Holmes asked Dr Watson to go to a violin
concert with him that evening. On the way,
they could go past Mr Wilson’s shop.
When they arrived, Holmes walked up to the
shop and hit the ground with his walking stick
three or four times. Dr Watson thought this was
very unusual! Then Holmes knocked on the
shop door. A young man answered and Holmes
asked him how to get to the concert.
“Did you knock on the door so that you could
see the young man who works for Mr Wilson?”
asked Dr Watson.
“No, I didn’t want to see the man. I wanted to
see the knees of his trousers,” replied Holmes.
Dr Watson thought that that was a very unusual
answer. He didn’t understand. But Holmes
didn’t explain. He was looking carefully at the
different houses and shops behind Mr Wilson’s
shop. There was a newspaper shop, a bank
and a restaurant. Then it was time to go to the
concert, so the two men left.
The Red-Headed League Chapter 2
Prereading activity
1 Ask volunteers to describe the events of the story
so far. Ask them whether they are enjoying the
story.
2 Ask students to look at the picture and ask What
can you see? Who do you think the people are?
(Dr Watson and Mr Holmes) Where are they?
What are they doing? Why do you think Sherlock
Holmes is tapping his cane on the ground?
Whose shop do you think it is?
Reading the story
1 Ask the students whether they think Mr Wilson
took the job at the Red-Headed League. Ask
them to read Chapter 2 quickly to find the
answer (Yes, he did).
2 Students then read the text again more carefully.
Ask them to find out how Mr Wilson felt about
his job at the Red-Headed League. Ask them to
think about how he felt before he started, while
he was doing the job, and how he felt when the
Red-Headed League closed.
3 Invite volunteers to give their answers, reading
out the relevant part of the text (He thought the
job seemed foolish. He found the work easy and
he was content. He didn’t know what to do and
thought it was a mystery.)
4 Then ask Why did Mr Wilson go to see Sherlock
Holmes? (to ask him to solve the mystery). Then
ask them to work in small groups to discuss
the mystery and make suggestions about what
happened to the Red-Headed League. Invite
them to share their ideas and tell them that they
will find out later.
LESSON 2 SB page 58–59
Outcomes
• To answer reading comprehension questions
• To put the events of the story into the correct
order
Before using the book:
1 Ask the students to tell you what they remember
about Chapter 2, without referring back to the
text.
2 Ask them to read the text again carefully and
identify any words they don’t know. Ask them
to discuss the meanings of the words in small
groups.
3 Make a list of the new words on the board, and
invite them to share their ideas about meanings
but do not confirm them at this point.
6. 251
& SB Page 59
Answer the questions
1 How long did Mr Wilson work at the Red-Headed League?
2 What was Sherlock Holmes looking at when he spoke to the man in Mr Wilson’s shop?
3 What shops were behind Mr Wilson’s shop?
Put the events into the correct order
a Sherlock Holmes knocked on the door of Mr Wilson’s shop.
b Mr Wilson met Mr Ross at the office of the Red-Headed League.
c Sherlock Holmes hit the ground with his walking stick.
d Sherlock Holmes and Dr Watson went to the violin concert.
e Sherlock Holmes and Dr Watson went to Mr Wilson’s shop.
f Mr Wilson spoke to the landlord of the office.
Read the quotation and answer the question
“I didn’t want to see the man. I wanted to see the
knees of his trousers,” replied Holmes.
Dr Watson thought that that was a very unusual answer.
What does this tell us about Dr Watson and Sherlock Holmes?
59
3
4
2
1
CRITICAL
THINKING
1 Why do you think Sherlock Holmes asked Mr Wilson about Mr Spaulding?
2 Why do you think Sherlock Holmes hit the ground with his walking stick?
3 Do you think it was unusual that Sherlock Holmes looked at the man’s
trousers when he opened the door? Why / Why not?
4 Why do you think Sherlock Holmes wanted to see Mr Spaulding and the
shops behind where he worked?
5
1
1 concert
2 content
3 foolish
4 hit
5 landlord
6 lock
7 knock
8 walking stick
a to make a sound when you bring your hand onto something
hard
b to close a door or window so that people can’t open it
c a man who has a house or office where people live or work
d to bring your hand (or an object) onto something quickly and
hard, e.g. a tennis racket on a ball
e happy
f something people use to help them walk
g not a good idea
h when people play music, sing, etc.
h
Match the words and the definitions
1 Match the words and the definitions
1 Ask the students to look at the words on the left
and check whether they are already on the board.
Then ask them to find the words in the text, read
and definitions on the left, and match the two
columns.
2 Check the answers with the class, and then go
through the other words on the board, confirming
their meanings.
3 Ask Why do you think Sherlock Holmes has a
walking stick?
Answers:
2 e 3 g 4 d 5 c 6 b 7 a 8 f
2 Answer the questions
1 Put the students into groups of three where
possible. Give each student in the group one of
the questions to think about.
2 The students then read out their question for the
rest of the group and offer their own opinion
about it. The group then discusses the question
together. Monitor as they are working, helping
where necessary.
3 Discuss the questions as a whole class.
4 Then ask the students to look at the picture on
page 58 again. Ask what kind of shop they think
Mr Wilson had. Ask what other shops they think
might be on the street, and revise the names for
different types of shops.
5 Ask Would you like to do the job at the Red-
Headed League? Would you like to work in a
shop? Why/Why not? If you could have a shop,
what kind of shop would it be?
Answers:
1 for eight weeks 2 the knees of his trousers
3 a newspaper shop, a bank and a restaurant
3 Put the events into the correct order
1 Ask volunteers to summarise the events of
Chapter 2 in the correct order.
2 Then ask the students to read the events and
discuss their order with a partner, without
referring back to the text. Then ask them to share
their ideas with the rest of the class.
3 The students then read the text again carefully
and order the information. Check the answers
with the whole class.
Answers:
2 f 3 e 4 c 5 a 6 d
LESSON 3 SB page 58–59
Outcomes
• To discuss Sherlock Holmes and Dr Watson
• To review reported speech
Before using the book:
1 Ask the students to look again at the picture
on page 58 and describe Sherlock Holmes and
Dr Watson. Then ask them to offer suggestions
about what each man’s personality is like.
2 Read the story aloud as a class, by inviting
different students to read a sentence each.
Encourage them to pay careful attention to
pronunciation, modelling words where necessary
for the students to repeat.
4 Read the quotation and answer the question
1 Invite a volunteer to read out the quotation.
2 Then ask the class to work in small groups to
discuss the question.
7. 252
3 Invite different groups to share their ideas and
discuss them as a class.
4 Ask the students to find examples of reported
and direct speech in the text (reported speech:
he asked the landlord why the office was closed;
the landlord said that he didn’t know; he said
that he didn’t know Mr Ross or the Red-Headed
League; Holmes asked Dr Watson to go to a
violin concert with him; Holmes asked him how
to get to the concert. direct speech: “Did you
knock on the door so that you could see the
young man who works for Mr Wilson?” asked
Dr Watson; “No, I didn’t want to see the man. I
wanted to see the knees of his trousers,” replied
Holmes.).
5 Ask the students to point out the differences
between direct and reported speech (direct
speech reports the exact words someone said in
inverted commas. The verbs in reported speech
go back one tense to report what someone said
in the past. No inverted commas are used).
6 Ask the students to work in pairs. Assign each of
the pairs one of the sentences, either in direct or
reported speech. Ask them to write direct speech
as reported speech, or reported speech as direct
speech. Monitor as they are working, helping
where necessary.
7 Invite each pair to write their converted sentence
on the board for the rest of the class to check and
make changes if necessary. (“Why is the office
closed?” Mr Wilson asked the landlord. “I don’t
know,” said the landlord. “I don’t know Mr Ross
or the Red-Headed League,” said the landlord.
“Why don’t you come to a violin concert with
me?” Holmes asked Dr Watson (allow suitable
alternatives). “How do you get to the concert?”
Holmes asked the young man. Dr Watson asked
Holmes if he (had) knocked on the door so that
he could see the young man who worked for Mr
Wilson. Holmes said that he didn’t want/hadn’t
wanted to see the man. He wanted/had wanted to
see the knees of his trousers.)
Suggested answers:
It suggests that Sherlock Holmes is a very clever
detective, and Dr Watson does not think in the
same way as him.
5 Critical thinking
1 Read through the questions with the class,
making sure they understand them. Explain that
the answers to the questions are not in the text,
but they can refer to the text for clues if they
wish.
2 Put the students into groups of three of four
to discuss the questions. Remind them to
give reasons for their answers. Monitor as the
students are working. Make sure that all students
are taking part.
3 Invite the groups to share their answers with the
rest of the class. Encourage them to say whether
they agree or disagree with each other’s ideas
and to explain why.
Answers:
Students’ own answers
End the lesson
Act out the story so far. Assign roles to different
volunteers, and invite other students to call out the
different events for the ‘actors’ to mime. Then swap
roles and repeat the activity.
Chapter 3 SB pages 60–61
LESSON 1 SB page 60
Outcomes
• To read the next chapter of the story
• To answer questions about what happened next
Before using the book:
1 Play a guessing game. Ask the students to work
in small groups and ask each student to think of
one of the characters in the story. They should
then describe the character to the rest of their
group for them to guess.
2 Play the game as a whole class.
3 Alternatively, you could give some information
from the first two chapters and ask the students
who the information is about, for example, He
felt content with his new job (Mr Wilson), He
didn’t understand what Holmes was doing (Dr
Watson), and so on.
8. 253
& SB Page 60
60
After the violin concert, Sherlock Holmes told
Dr Watson that he had to see someone before
he went home.
“There is going to be a crime tonight, Watson,”
explained Holmes, “and it might be dangerous.
Meet me at 221b Baker Street at ten o’clock.”
Dr Watson arrived at Baker Street that evening.
Holmes was talking to Peter Jones, the most
important policeman in London, and a man
called Mr Merryweather. Holmes explained to
Watson that they hoped to catch a famous thief
called John Clay that night.
The four men got into two taxis. While they
were travelling, Holmes told Dr Watson that
Mr Merryweather was the manager of the bank
behind Mr Wilson’s shop. The taxis were taking
them to Mr Merryweather’s bank. When they
arrived, Mr Merryweather took them into the
bank and down into the cellar. It was dark
inside the cellar and there were a lot of large
boxes.
Holmes looked carefully at the floor of the
cellar. Then he asked Mr Merryweather to tell
Dr Watson why the thieves might be interested
in this bank.
“They are interested in the gold in the boxes in
this cellar,” explained Mr Merryweather. “It is
unusual to have so much gold in one bank and
we have been worried. We wanted to move it.”
Holmes explained that the thieves were going to
come into the cellar under the ground from Mr
Wilson’s shop. Now, there were three policemen
waiting outside Mr Wilson’s shop. Holmes and
the three men were waiting inside the cellar.
The thieves wouldn’t be able to escape! Holmes
turned out the light and the four men waited
for the thieves to arrive.
After about an hour, the men saw something.
One of the large square stones in the floor
started to move. Suddenly, they saw a hand!
The hand slowly moved the stone up and to the
right. Then a young man climbed out of the
hole and into the cellar. When the young man
stood up, Holmes quickly grabbed his arm. It
was John Clay!
“John Clay! Your red-headed idea was a good
one, but we’ve caught you!” said Holmes.
The Red-Headed League Chapter 3
Prereading activity
1 Ask the students to look at the picture. Write
the following questions on the board: Who are
the four people? Where are they? What do
you think is in the boxes? Who is entering the
room through the floor? Why?
2 Ask them to work in small groups to discuss the
questions. Then ask each group to share their
ideas with the rest of the class.
3 Finally, ask the students to predict what they
think might happen next in the story. Tell them
that they are going to read the next chapter to
find out.
Reading the story
1 Ask the students to read Chapter 3 of the story
and to check their ideas to the prereading
activity.
2 Ask the students to work in pairs to describe
the cellar and how the men felt when they were
waiting for the thieves. Invite them to share their
ideas.
3 Ask the students what they think the men in
the cellar talked about while they were waiting
for the thieves. Then ask them to work in small
groups to write a dialogue between the four men,
including, for example, what the men planned to
do when the thieves arrived. Ask them to write at
least one sentence for each man. Monitor as they
are working, helping where necessary.
4 Invite different groups to read out their
dialogues. Ask the rest of the class to say which
dialogue they liked best and why. Ask Do you
think the men in the cellar really talked while
they were waiting for the thieves? (Probably not,
because they had to be very quiet.)
5 Ask Do you think the thief was clever? How do
you think he felt when he was caught?
6 Finally, ask different students to summarise the
events of Chapter 3.
LESSON 2 SB page 60–61
Outcomes
• To answer questions on Chapter 3
Before using the book:
1 Before the class, write each paragraph from
Chapter 3 on a separate piece of paper. Hand
these out to different students.
2 Each student then reads out their paragraph in
turn (make sure the paragraphs are read out in
a random order). Ask any students who are just
listening to make a note of any unknown words.
They then put the students in the same order as
the paragraphs in the story.
3 Ask the students who read to repeat any words
they found difficult to pronounce, and write
these on the board. Ask the students who listened
to call out any new words and add them to the
board.
4 Model the pronunciation for each of the words
on the board in turn, asking the class to repeat
them after you. Tell them that they will discuss
the meanings of the new words later in the class.
9. 254
& SB Page 61
Choose the correct definitions
1 cellar a a room under a building b a room on top of a building
2 escape a live somewhere b run away from somewhere
dangerous or difficult
3 grabbed a lost something b took something quickly in your hand
4 hope a think that something that you want will happen
b are sure that something will happen
5 move a go to a different place b make a sound
6 policeman a a man who tries to stop crimes b a man who works in a bank
7 wait a stay in one place b go to sleep
Choose the correct words
1 Sherlock Holmes and Dr Watson wanted to catch / watch the thieves.
2 The four men travelled to Mr Merryweather’s office / bank.
3 There were a lot of boxes / desks in the bank’s cellar.
4 The men waited in the cellar for about an hour / a day.
5 A man moved a box / stone in the floor.
Are these sentences true (T) or false (F)?
1 Dr Watson met Holmes at 221b Baker Street at ten o’clock.
2 Peter Jones was the most important bank manager in London.
3 The four men went down into the bank’s cellar.
4 The three thieves were waiting outside Mr Wilson’s shop.
5 John Clay came down the stairs into the cellar.
1
2
3
Read the quotation and answer the questions4
“John Clay! Your red-headed idea was a good one, but
we’ve caught you!” said Holmes.
1 What do you think Sherlock Holmes thinks of John Clay?
2 Do you think John Clay was a bad man? Why / Why not?
CRITICAL
THINKING
1 Who do you think Sherlock Holmes wanted
to see after the violin concert?
2 Why do you think the bank manager worried
about having a lot of gold in the cellar?
3 How do you think the thieves planned to
take the gold out of the cellar?
4 Who do you think was helping John Clay?
5
T
61
1 Choose the correct definitions
1 Ask the students to work in pairs to complete the
exercise.
2 Check answers as a whole class.
3 Ask the students to work with a new partner to
write sentences for two of the words (assign two
words to each pair to avoid too much repetition).
Monitor as they are working, helping where
necessary.
4 Invite them to read out the sentences, and ask the
rest of the class to say whether the word is used
in the correct way.
5 Finally, discuss the meanings of any remaining
new words on the board as a class.
Answers:
2 b 3 b 4 a 5 a 6 a 7 a
2 Choose the correct words
1 Ask the students to read the words in italics and
discuss their meanings with a partner. Invite
different students to explain the meaning of
each word in any way they wish, for example,
by pointing, miming, or using the word in a
sentence.
2 The students then complete the exercise in pairs.
3 Check the answers with the class.
Answers:
2 bank 3 boxes 4 an hour 5 stone
3 Are these sentences true (T) or false (F)?
1 Ask the students to read the sentences and
discuss whether they are true or false in pairs.
2 The students then refer back to the text to check
their answers. Check the answers with the whole
class and encourage the students to correct the
false information.
3 Ask Did Mr Wilson know that Mr Spaulding was
a thief? How do you think he felt when he found
out?
Answers:
2 F He was the most important policeman.
3 T
4 F Three policemen were waiting outside the shop.
5 F He climbed out of a hole in the floor.
LESSON 3 SB page 60–61
Outcomes
• To intensively study one part of the story
• To discuss how Sherlock Holmes might have
solved the mystery
Before using the book:
1 Ask the class to work in small groups to discuss
Mr Spaulding. Ask How does he behave when he
is working with Mr Wilson? How do you think he
behaves when he is John Clay?
2 Invite the class to share their ideas and discuss
them as a whole class.
4 Read the quotation and answer the questions
1 Ask the class to read the quotation and questions
and check they understand them.
2 Ask the class to work in small groups to discuss
the questions. Encourage them to give reasons
for their answers. Monitor as they are working,
helping if necessary.
3 Ask the groups to join together with another
10. 255
group and share their ideas. Then hold a short
class discussion.
4 Ask What punishment do thieves receive in
your country? Do you think this is the right
punishment? Why/Why not?
Answers:
Students’ own answers
5 Critical thinking
1 Ask the class to work in different groups to
discuss the questions. Encourage them to give
reasons for their answers.
2 Invite a confident student to give their answers
to one of the questions for the rest of the class
to decide which question they are answering
(model the activity first if necessary). Then ask
the rest of the class to offer their own opinions.
Repeat the activity for the remaining questions.
3 Ask the class to form new groups and ask
How do you think Holmes solved the mystery?
Encourage them to read the text again carefully
to look for clues.
4 Invite each group to offer their explanations and
make notes on the board of their ideas. Tell them
that they are going to read the end of the story to
find out.
Answers:
Students’ own answers
Chapter 4 SB pages 62
LESSON 1 SB page 62
Outcomes
• To read the final instalment of the story
• To discuss how detectives work
Before using the book:
1 Ask How do you think the story ends? and ask
the students to work in small groups to discuss
their ideas.
2 Invite the groups to share their ideas.
3 Then ask What do you think makes someone a
good detective? Do you think you would be a
good detective? Why? and discuss the ideas as a
whole class.
& SB Page 62
Are these sentences true (T) or false (F)?
1 Holmes thought that the job at the Red-
Headed League was a good job.
2 When Holmes saw that Mr Spaulding’s trousers
were dirty, he knew he was digging a tunnel.
3 Holmes didn’t know that they wanted
to take the gold.
4 Watson solved the crime.
62
Sherlock Holmes and Dr Watson returned to
Baker Street and Holmes explained the crime
to Watson. John Clay had the idea for the Red-
Headed League because his friend Mr Ross had
red hair. Holmes knew that the job of copying
out the encyclopaedia was too foolish to be a real
job. Clay and Mr Ross invented the job because
they wanted Mr Wilson out of his shop. Why?
MrWilson told Holmes that Mr Spaulding often
used to work in the cellar. Holmes thought that
this was unusual. Holmes asked some questions
about Mr Spaulding and found out that he was
John Clay the thief! When Holmes knocked on
the door of the shop, he saw that the knees of Mr
Spaulding’s trousers were dirty and had holes in
them. Holmes deduced that he was digging a
tunnel with Mr Ross when Mr Wilson was not
in the shop.
“When I saw that the bank was behind Mr
Wilson’s shop, I knew why they were digging a
tunnel,” said Holmes. “They wanted to take the
gold from the bank!”
“How did you know that they wanted to take
the gold on Saturday night?” asked Watson.
“When they closed the Red-Headed League, I
knew the tunnel was finished. If they took the
gold from the bank on Saturday, they would
have a day and a half to escape before the bank
opened on Monday,” replied Holmes.
“Well done, Holmes!” said Watson.
The Red-Headed League Chapter 4
1
2
3
F
Choose the correct definition
1 digging a making a hole b taking a photo
2 tunnel a a small room under the ground
b a long path under the ground
Answer the questions
1 What was Mr Spaulding doing in the cellar?
2 What was Mr Spaulding’s real name?
3 What day did the thieves want to take the gold?
Read the quotation and answer the question4
“When they closed the Red-Headed League, I knew the tunnel was finished.
If they took the gold from the bank on Saturday, they would have a day
and a half to escape before the bank opened on Monday,” replied Holmes.
Why did Holmes know that the tunnel was finished when they closed the office?
1 Ask students to look at the picture and ask Who
are the people? Where are they? What do you
think Holmes is saying to Dr Watson?
2 Ask the students to refer back to the first three
chapters of the story and find clues which might
have helped Holmes to solve the crime. Ask
them how they think each clue helped Holmes to
solve the mystery.
3 Discuss the answers as a whole class, and then
ask them to read the final chapter of the story to
check their ideas.
4 Ask the students how they think Dr Watson feels
when Holmes explains to him how he solves
crimes.
5 Then ask them to work in pairs to practise
reading out the dialogue between Holmes and Dr
Watson. Monitor as they are working, helping
with pronunciation and intonation.
6 Invite different pairs to read out the dialogue and
ask the rest of the class to say who they think
performed the dialogue best and why.
11. 256
LESSON 2 SB page 62
Outcomes
• To answer comprehension questions about
Chapter 4
• To discuss mystery stories
1 Choose the correct definition
1 Ask the students how they think John Clay
managed to get into the bank.
2 Then ask them to complete the exercise
individually before checking their answers with
a partner.
3 Check the answers as a class, and then ask Do
you think digging a tunnel was a good way to try
to steal the gold? Why/Why not?
4 Finally, ask the class to identify any other new
words in the text and go through their meanings
as a class, inviting students who know the words
to provide definitions.
Answers:
1 a 2 b
2 Answer the questions
1 Ask the students to read the questions. Ask Are
the answers in the text? (yes). Then ask them to
find the relevant information in the final chapter.
2 Check the answers as a class.
3 Ask What do you think John Clay wanted to do
with all the gold?
Answers:
1 He was trying to steal the gold in the boxes.
2 John Clay 3 Saturday
3 Are these sentences true (T) or false (F)?
1 Ask the students to talk about other mysteries
or crime stories they have read. Ask Did you
solve the mystery/crime before the end of the
book? How? Do you think authors want you to
guess the ending of the book? (no because they
want you to keep reading) How do they prevent
readers from being able to guess the ending?
(they don’t explain all the details of the mystery/
crime during the story).
2 Ask the students to read the sentences and discus
them with a partner without referring back to the
text.
3 Invite them to share their ideas and then ask
them to read Chapter 4 again to confirm their
answers.
4 Check the answers as a class, and encourage the
students to correct the false sentences by reading
out the appropriate part of the text.
Answers:
1 F Holmes knew that the job of copying out the
encyclopaedia was too foolish to be a real job.
2 T
3 F He did know it (because he saw that the bank
was behind the shop).
4 F Holmes solved the crime.
LESSON 3 SB page 62
Outcomes
• To discuss the story in more detail
• To write a review of the story
Before using the book:
1 Ask the students to think up a reason why John
Clay became a thief. Ask them to describe his
life before he became a thief. Ask them to think
about his personality, or the things that might
have happened to him in his life.
2 The students write their stories in small groups.
Ask one student to be the writer, and the other
students to dictate what to write. Make sure each
student in the group is contributing, and monitor
as they are working. Offer help and suggestions
where necessary.
3 Set a strict time limit for the activity so that they
don’t write too much. Tell them when they have
two minutes left so that they can finish their
stories.
4 Invite a volunteer from each group to read out
their story. When all the groups have read their
stories, ask them to vote for the best one and
give reasons for their choice.
4 Read the quotation and answer the question
1 Ask the students to read the quotation and
discuss the question in small groups.
2 Invite the groups to share their ideas with the
rest of the class.
3 Then have a short class discussion about how
it might be possible to stop people becoming
thieves and criminals.
12. 257
Answers:
Students’ own answers
Writing activity
Give the students the following questions and ask
them to write a report about the whole story:
What is the story about? [Students should write four
or five sentences.]
What is your favourite part? [Students should write
two or three sentences.]
Are you going to tell your friends to read it?
[Students should write one or two sentences]
How many stars do you want to give it? [1, 2, 3, 4
or 5]