Reread the paragraphs again and summarize each paragraph in ONE sentence. (individually)
Slide 5 - Tekstslide
Get a grip
Read the text and make annotations (individually)
Reread the paragraphs again and summarize each paragraph in ONE sentence. (individually)
Compare these sentences with a partner (in pairs)
Slide 6 - Tekstslide
Get a grip
Read the text and make annotations (individually)
Reread the paragraphs again and summarize each paragraph in ONE sentence. (individually)
Compare these sentences with a partner (in pairs)
Discuss similarities/differences (in pairs)
Slide 7 - Tekstslide
Get a grip
Read the part of the text before the gap.
Slide 8 - Tekstslide
Get a grip
Read the part of the text before the gap.
Read the part of the text after the gap.
Slide 9 - Tekstslide
Get a grip
Read the part of the text before the gap.
Read the part of the text after the gap.
What kind of word is missing (noun, verb, adjective, adverb, preposition).
Slide 10 - Tekstslide
Get a grip
Read the part of the text before the gap.
Read the part of the text after the gap.
What kind of word is missing (noun, verb, adjective, adverb, preposition).
Write down the word (or words) which you believe fits the gap best.
Slide 11 - Tekstslide
Get a grip
Read the part of the text before the gap.
Read the part of the text after the gap.
What kind of word is missing (noun, verb, adjective, adverb, preposition).
Write down the word (or words) which you believe fits the gap best.
Compare your own option with the answers given (a,b,c,d?).
Slide 12 - Tekstslide
Get a grip
Read the part of the text before the gap.
Read the part of the text after the gap.
What kind of word is missing (noun, verb, adjective, adverb, preposition).
Write down the word (or words) which you believe fits the gap best.
Compare your own option with the answers given (a,b,c,d?).
Select the answer which resembles your own answer the most.
Slide 13 - Tekstslide
Get a grip
Read the part of the text before the gap.
Read the part of the text after the gap.
What kind of word is missing (noun, verb, adjective, adverb, preposition).
Write down the word (or words) which you believe fits the gap best.
Compare your own option with the answers given (a,b,c,d?).
Select the answer which resembles your own answer the most.
If you can’t find find a matching answer, start the process again.
Slide 14 - Tekstslide
7. Which of the following fits the gap in paragraph 1?
A
Against all odds
B
Alternatively
C
Among other things
D
Paradoxically
Slide 15 - Quizvraag
8. Which of the following fits the gap in paragraph 2?
A
brought legitimacy to
B
illustrated the irrationality of
C
undermined
Slide 16 - Quizvraag
9. Which of the following fits the gap in paragraph 3?
A
acceptance
B
indulgence
C
restraint
Slide 17 - Quizvraag
"The italics are his."(paragraph 6) 10. Why did Lewis put the word "developed" in italics?
A
to emphasise that addicts are actually blameless in this matter
B
to highlight that addiction is a genetic predisposition
C
to stress the idea that the power to control oneself can be acquired
Slide 18 - Quizvraag
Poor Shakespeare must be turning in his grave
https://wordwall.net/play/26033/116/162
https://wordwall.net/play/26033/736/671
Slide 19 - Tekstslide
Poor Shakespeare must be turning in his grave
pp 186 ->
Read the text and make annotations (individually)
Slide 20 - Tekstslide
Poor Shakespeare must be turning in his grave
Read the text and make annotations (individually)
Reread the paragraphs again and summarize each paragraph in ONE sentence. (individually)
Slide 21 - Tekstslide
Poor Shakespeare must be turning in his grave
Read the text and make annotations (individually)
Reread the paragraphs again and summarize each paragraph in ONE sentence. (individually)
Compare these sentences with a partner (in pairs)
Slide 22 - Tekstslide
Poor Shakespeare must be turning in his grave
Read the text and make annotations (individually)
Reread the paragraphs again and summarize each paragraph in ONE sentence. (individually)
Compare these sentences with a partner (in pairs)
Discuss similarities/differences (in pairs)
Slide 23 - Tekstslide
“As a qualification for the job, that’s certainly imaginative.” (paragraph 1) 17 What does the writer want to make clear with this remark? She thinks Emma Rice should have
A
a thorough comprehension of Shakespeare’s work.
B
a very clear vision on what artistic path to follow.
C
no qualms about going against Shakespearean tradition.
D
the ambition to immerse herself in theatrical conventions.
Slide 24 - Quizvraag
18 How does paragraph 2 relate to paragraph 1?
A
It answers the question posed in paragraph 1.
B
It challenges the idea considered in paragraph 1.
C
It elaborates on the opinion offered in paragraph 1. .
Slide 25 - Quizvraag
19 Which of the following is in line with paragraph 3?
A
It defines leadership qualities the writer values.
B
It enumerates probable reasons for appointing Emma Rice.
C
It rephrases the point made previously.
D
It reveals the writer’s knowledge of how to run a theatre.
Slide 26 - Quizvraag
20 Geef van elke van de volgende beweringen aan of deze overeenkomt
met alinea 3-4.
Noteer “wel” of “niet” achter elk nummer op het antwoordblad.
Slide 27 - Tekstslide
20.1: According to the new artistic director, Emma Rice, leaving Shakespeare’s plays intact is of secondary importance.
A
wel
B
niet
Slide 28 - Quizvraag
20.2: According to the writer, Melanie Phillips, some minor textual adaptations will suffice to evoke a positive response from today’s spectators.
A
wel
B
niet
Slide 29 - Quizvraag
“Properly taught or produced, the plays can connect to and inspire even the most unpromising audiences.” (alinea 5) 21 In welke andere alinea wordt deze opvatting voor het eerst herhaald?
A
9
B
10
C
11
D
12
Slide 30 - Quizvraag
22 Which of the following is true of Professor Asher Cashdan, according to paragraph 7?
A
He insists that the common programme of study in secondary schools should include Shakespeare.
B
He is exasperated with politics incorporating Shakespeare in the
educational programme.
C
He is surprised that secondary school teachers can find it quite a
challenge to teach Shakespeare.
D
He thinks reading Shakespeare at too early an age may undermine
creative development.
Slide 31 - Quizvraag
23 Geef van elke van de volgende omschrijvingen aan of daarvan een voorbeeld wordt gegeven in de tekst.
Noteer “wel” of “niet” achter elk nummer op het antwoordblad.
Slide 32 - Tekstslide
23.1 “sublime poetry” (alinea 8)
A
wel
B
niet
Slide 33 - Quizvraag
23.2 “obscene terms” (alinea 9)
A
wel
B
niet
Slide 34 - Quizvraag
23.3 “cracking codes” (alinea 11)
A
wel
B
niet
Slide 35 - Quizvraag
23.4 “relevant’ gimmicks” (alinea 12
A
wel
B
niet
Slide 36 - Quizvraag
24 Which of the following fits the gap in paragraph 12?
A
B In retrospect,
B
C Instead,
C
D Nevertheless,
D
E That’s why
Slide 37 - Quizvraag
28 2 High-ranking clubs that incur debts are not necessarily in trouble.
A
wel
B
niet
Slide 38 - Quizvraag
28 3 Unlike investors in football clubs, investors in horseracing are not restricted by any financial rules.
A
wel
B
niet
Slide 39 - Quizvraag
“One solution is obvious but improbable: for European football to copy the oval-ball game in the US.” (alinea 8) 29 Aan welke voorwaarde genoemd in alinea 8-11 moet worden voldaan om deze aanpak daadwerkelijk te doen slagen? Citeer deze voorwaarde of antwoord in het Nederlands.
Slide 40 - Open vraag
“An attempt to make football more beautiful” (title) 30 Based on the author’s views as expressed in the article, which of the following adjectives would best modify the noun “attempt” in the title?