Spotlight 10 Module 6d

Дополнительные упражнения к тексту “OliverTwist”byCharlesDickens.

1. Let's Answer the Following Questions!

Questions:

1. What was the mealtime routine like for the boys at the workhouse?

2. How did the boys keep their bowls clean after eating?

3. Why were Oliver and his companions suffering from slow starvation?

4. What did one boy threaten to do if he didn't get more gruel, and how did the other boys react?

5. Who was chosen to ask the master for more gruel, and why?

6. How did the master and his assistants react when Oliver asked for more gruel?

7. What was the master's response to Oliver's request?

8. What happened to Oliver after he asked for more gruel?

Correct answers:

1. The boys ate in a large stone hall with a copper at one end, out of which the master ladled gruel at mealtimes.

2. The boys polished their bowls with their spoons until they shone, so they never needed washing.

3. Oliver and his companions suffered from slow starvation because they were only given one ladleful of gruel per meal, except on public holidays when they received two ounces and a quarter of bread.

4. One boy threatened to eat the boy who slept next to him unless he got another spoon of gruel daily, and the others believed him. They held a meeting and drew lots to see who should ask the master for more gruel.

5. Oliver Twist was chosen to ask the master for more gruel because he was the smallest and least threatening-looking of the boys.

6. The master turned pale and gazed in astonishment at Oliver when he asked for more gruel, while his assistants were paralysed with wonder and the boys with fear.

7. The master hit Oliver's head with the ladle, held him tightly in his arms, and called for the policeman.

8. It is not clear what happened to Oliver after he asked for more gruel, as the text ends with the master's response.

Can You Tell which Sentences are True and which are False? 

Statements:

1. The boys at the workhouse ate in a small stone hall.

2. The master ladled gruel out of a copper at mealtimes.

3. Each boy had as much gruel as he wanted.

4. The boys polished their bowls with their spoons until they shone.

5. The boys were not hungry and had good appetites.

6. One boy threatened to eat the boy who slept next to him.

7. The boys drew lots to see who should ask for more gruel.

8. Oliver Twist was the only boy who was hungry.

9. The master was happy to give Oliver more gruel.

10. The master hit Oliver's head with a spoon.

True/False:

1. False (The boys ate in a large stone hall.)

2. True

3. False (Each boy had only one ladleful and no more, except on public holidays.)

4. True

5. False (The boys suffered from slow starvation for three months.)

6. True

7. True

8. False (All the boys were hungry.)

9. False (The master was angry and hit Oliver's head with a ladle.)

10. True

Lead-in activities:

1. Divide the students into pairs or small groups. Give each group a few minutes to discuss and share their own experiences of feeling hungry or having a strong craving for food. Encourage them to describe their feelings and the actions they took to satisfy their hunger or craving. After the discussion, ask the students to relate their experiences to the text and discuss how Oliver Twist's hunger is portrayed in the story.

2. Ask the students to imagine that they are in Oliver Twist's situation and have to ask for more food. In pairs or small groups, have them role-play the scene where Oliver asks the master for more food. Encourage the students to use gestures, facial expressions, and appropriate language to convey Oliver's desperation and the master's astonishment. After the role-play, ask the students to reflect on how they felt playing the different roles and if they think Oliver was right to ask for more food.

3. Give your students this quote: "Hunger is the best sauce." Ask them to discuss what they think this quote means and whether they agree or disagree with it. Encourage them to provide reasons and examples to support their opinions. After the discussion, relate the quote to the text and ask the students to consider how hunger is portrayed as a driving force in Oliver Twist's story.

Адрес публикации: https://www.prodlenka.org/metodicheskie-razrabotki/554870-spotlight-10-module-6d