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Location: The Shire, Middle Earth, Canada

An Old Boy, in the Shire, who desires to share his faith in Christ and teaching ideas; conservative in nature and philosophy

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Saturday, March 11, 2006

Writing Using Art and Music

Writing Using Art and Music

Below are paintings and works of art that can be used to teach writing.
This is an especially powerful tool when combined with music. The more
the senses are involved, the greater the brain stimulation. This will
result in more creativity and imgination which will segue into
quality creative writing. This writing will be unpolished, but by
applying the Ten Commandments of Writing, the compositions will
improve in sharpness and in quality. Soon the Old Boy Academy will recommend musical pieces to accompanythe art works. Later specific lesson plans / ideas will be added.

from an Old Boy Professor

Ten Commandments of Writing

Hear Ye, Hear Ye! Be it resolved that the following be obeyed when
putting quill to parchment.

1. Avoid the verb “To Be” whenever possible.
Use strong, vivid verbs.
ex: He is a big eater.
Better: He stuffs down three meals a day with snacks between
them.

2. Avoid “there is, are, were, was”
Not: There will be a club meeting tomorrow.
Better: The club will meet tomorrow.

3. Avoid the passive tense; use the active.
Not: The car was driven by Sebastian.
Better: Sebastian drove the car.

4. Avoid intensifying adverbs such as “very, extremely.”
Never use ”real, really.” Avoid “like.”

5. Avoid the impersonal “you” and the personal “I”.
Do not use the “royal we”--leave that to kings and queens.

6. Avoid verbosity and excessive words.Be concise and specific. Use the triad.

7. Do not use “nice, good, bad, -thing, always, never, etc.”
Use precise, vivid words. Be concrete.

Not: She is a nice person. Better: She possesses compassion.

Not: The food was good. Better: The steak was juicy.

Not: The movie was bad. Better: The movie had banal dialogue.

8. Never use cozy hesitators such as “Well”, “I think”, “In my opinion”.

Everyone thinks and whatever you write is your opinion.

Never blueprint yourwriting.

9. Do not use jargon or cliches.

10. Be concise, concrete, clear. PROOFREAD your work.

The Old Boy Academy is grateful to Prof. Tom Noel for his idea
on the Ten Commandments of writing. As they are commandments, they should be obeyed. Doing so will result in lucid, sharp, and well-written compositions.

Friday, March 10, 2006

African Sunset

The Red Lane

South Africa Valley

Constructivism

Romantic Walk

Beach

South Africa Picture 4

The Kiss

The Suitcase

South Africa Picture 3

South Africa picture

Student Work

South Africa picture

Mount Kilimanjaro

Thursday, March 09, 2006

Africa Picture 4

Africa Picture 3

Africa Picture 2

Africa Picture 1


Sunday, March 05, 2006

Film Study: Bedtime Story


Bedtime Story

Name: _______________________________

Instructions: All answers in COMPLETE SENTENCES. Typed, Times New
Roman 14, MLA Format, UTS when required,
be specific and thorough, Ten Commandments,

Part A. The Characters (2-3 sentences per character)

1. Briefly identify the following characters and state the role they play in the
movie: (Include some physical description and personality or character traits).

a. Lawrence Jamerson b. Freddy Benson c. Andre

d. Janet Walker

Part B. The Script

Briefly explain the importance of the following lines, including the speakers, the tones, and the situation: (3-4 sentences per scene)

a. “36-24-35, perfect measurements”

b. “Your Highness, don’t be alarmed. I can be trusted.”

c. “Who am I to fight such powerful forces?”

d. “This uniform is like a wall between us; all of a sudden I hate it.”

e. “…Yes, Freddy, we all love you.”

f. “I’m considered the town playboy.”

g. “I’d walk to the ends of the earth to see my Swedish grandmother.”

h. “Doctor, if I didn’t know this was helping Freddy, I’d feel guilty.”

i. “Who is happier, Mr. Benson, married and settled down with one woman, or
you, footloose with many women?”

j. “But a man must learn to live with his misery.”

Part C. The Analysis

1. In a paragraph of eight to ten sentences, summarize the plot of the movie.

2. Compare both Lawrence Jamerson and Freddy Benson. How they both alike
and different. (1 pgph. 8-10 sentences)

3. How does Freddy woo the first German girls he meets?

4. When the Burgermeister returns home, what problem does Freddy have? How
does he try to escape his awkward situation? (1 pgph. 6-10 sentences)

5. How does Andre help Jamerson trick the naïve women and steal their money?
How is Fanny Eubanks deceived? (1 pgph. 6-10 sentences)

6. Thoroughly discuss the irony (verbal, situational) that occurs between
Jamerson and Freddy while on the train. (1 pgph. 8-12 sentences)

7. Thoroughly discuss the conflict between Jamerson and Freddy. Why do they
begin to squabble? What bet to they make? Discuss how the “battle” seems to
favour Freddy and then Jamerson as they go back and forth. How does
Jamerson escape being captured by the soldiers? How is Dr. Schaffhausen
involved? How can he help Freddy? Why is Freddy’s “paralysis”
painful?

8. What is Jamerson’s view towards art and artisians? What is his view on
money? How does this differ from Freddy’s views? (1 pgph. 6-10 sentences)

9. Discuss the different methods that Jamerson uses in his attempt to get rod of
Freddy. (1 pgph. 8-12 sentences)

10. What does Jamerson give Freddy at the end of the film? Discuss the gift’s
significance as it relates to their initial conversation on the train.
Why is it the gift ironic? (1 pgph. 8-12 sentences)

11. Although the movie is 4 decades old it still has relevance and humour.
Discuss the humour and the themes in the movie. State why the themes
(at least) two are relevant today.
(2 pgph. 6-10 sentences, per paragraph UTS)

Welcome to the Old Boy Academy

The Old Boy Academy is a site under construction. Eventually,

it will be a warehouse of material for ESL,English literature,

writing, and grammar. Later, materials for science, math,

and social studieswill be added, vis-a-vis curriculum

and teaching strategies. Look for educational links


and photos soon.

Regards,

The Old Boy Academy Staff

Old Boy Academy News Websites / Links

Canada News

http://cbc.ca/

British Broadcasting Corporation

http://www.bbc.co.uk/

Online newspapers from around the world

http://onlinenewspapers.com

from the Old Boy Academy Staff

Friday, March 03, 2006

Introduction to Film Studies

Film Studies is an excellent way to utilize critical thinking skills. It is quite

obvious that students are not reading as much as they should. Many children

read Harry Potter, but as for the works by Laura Ingalls Wilder,

H. Rider Haggard, Robert Louis Stevenson, Sir Arthur Conan Doyle,

Mark Twain, and others, well most of those books are collecting dust

on shelves. Still it is possible to teach students to think critically

and to use the upper levels of Bloom's Taxonomy

(application, analysis, synthesis, and evaluation, synthesis,

through the study and analysis of film. The films that are listed are

classics and today's youthful generation probably walk

right by them on the video shelves. They are excellent films, however,

and will continue to be viewed and appreciated

years from now. The questions cover Bloom's taxonomy from

Knowledge through to Evaluation. The film study questions also correlate

to different historical times and places in the American literature.

The British films capture some of the essence

of the culture of English society. So, even though your students may

not like reading, you can still provide them challenging work and teach

them to critically analyze a film.

from The Old Boy Academy staff

The Treasure of the Sierra Madre


Movie: The Treasure of the Sierra Madre

Part A. The Characters

Instructions: Answer THOROUGHLY as possible and in complete sentences.

1. Briefly identify the following characters and state the
role they play in the movie:

a. Fred C. Dobbs c. Howard

b. Curtin d. Cody

2. Part B: The Script

Instructions: Answer THOROUGHLY as possible and in
complete sentences.

Describe the scene when the following lines are said:
(speaker, to who, occasion, tone, reason, place, time)

Discuss the significance and meaning of each line as
well.

a. "Gold is a...sort of a thing anyway...If you was to
make a real strike you couldn't be dragged away."

b. "I know what gold does to men's souls."

c. "But when the piles of gold begin to grow, that's
when the trouble starts."

d. "Gold can be as much of a blessing as a curse."

e. "...polishing the bench with the seat of my pants...
put her there, pard."

f. "...ordinary human being, not part goat...look
at him climb will ya...maybe he's part camel
too..."


g. "...and each of us will have to hide his share of
the treasure from the other two...only I know what
kind of ideas even supposedly decent people get
when gold is at stake..."

h. "...You're old, I'm young...I need dough and plenty
of it."

i. "Let's lay all our cards on the table...kill me, run
me off, or take me in as a partner with you..."

j. "Federales. Look at 'em. I could kiss every one of
'em!"

k. "Well, I guess we better dig a hole for him."

l. "March! Today I had to march to your music, now
you'll march to mine."

m. "Laugh Curtin old boy! It's a great joke played on
us...Fate, or Nature...certainly had a sense of
humour!..."

Part C: The Analysis

3. Briefly summarize the plot of the movie. (1 page)

4. Write a two page character sketch (each) of Fred C.
Dobbs, Curtin, and Howard.

5. Briefly relate each man's plans at the night campsite
scene.

6. How do Dobbs's plans regarding the $75 000 differ from
the his earlier statements made in the Oso Negro
bunk scene?

7. Where and when does Dobbs begin to change into a
conniving figure who suspects Curtin and Howard of
tricking him?

8. Discuss why the film is better in black and white
than in colour.

9. What is the eventual fate of:

a. Fred C. Dobbs c. Howard

b. Curtin d. Cody


10. In a one page composition, state how this movie has application and relevance
to the lifestyle and culture of the year 2006.

The Remains of the Day


Movie: The Remains Of The Day

Part A: The Characters

Instructions: Answer THOROUGHLY as possible and in complete sentences.

1. Briefly identify the following characters and state the
role they play in the movie:

a. Mr. Stevens d. Godfrey Cardinal

b. Miss Kenton e. Congressman Lewis

c. Lord Darlington

Part B: The Script

Instructions: Answer THOROUGHLY as possible and in
complete sentences.

Describe the scene when the following lines are
said: (speaker, to who, occasion, tone, reason,
place, time)

Discuss the significance and meaning of each line as
well.

a. "...you have been in my thoughts ever since I
heard that Lord Darlington had died...."

b. "...a former housekeeper, at present living in
Cleavden, has indicated...return to service."

c. "Very good man here, your son. He does the
house great service....I don't know what we
would do without him."

d. "May I ask you in the future, Miss Kenton, to
address my father as Mr. Stevens..."

e. "A great butler must be possessed of dignity in
keeping with his position."

f. "...there appears to be a tiger in the dining room..."

g. "Look at it. Is it or is it not the bronze Chinaman?"

h. "I've waited table, every day, for the last fifty-four years."

i. "Perhaps you...noticed...the ducks and the geese by the pond this
morning..."

j. "In that case, may you permit me to close his eyes?"

k. "Miss Kenton, you mean a great deal to this house..."

l. "Mr. Bend...he asked me to marry him..."

m. "I saw Katherine yesterday...she's expecting..."

n. "They do say... that the evening is the best part of a day."

Part C: The Analysis

3. Briefly summarize the plot of the movie.

4. Briefly relate the two threads of the story: the events
of the past, and Stevens' impending meeting with Miss
Kenton. (1/2 page)

5. What was the purpose of Lord Darlington's conferences
and secret meetings? Was he being realistic or not?
Explain. (2 pages)

6. Write a two page character sketch of both Mr. Stevens
and Miss Kenton. (2 pages per character)

7. Relate the incident concerning the two Jewish
housegirls. (1/2 page)

8. Discuss the relationship between Mr. Stevens and Miss
Kenton. Where and when does he express his love to her?
(1 page)

9. What prevents Mr. Stevens and Miss Kenton from marrying
one another? (1/2 page)

Part C: The Analysis

10. Discuss how the movie portrays the rigidity and the snobbish nature of the
British class system. Use examples from the movie to support your views.
(1 page)

11. Explain the symbolism (and irony) at the end of the movie, involving the bird
trapped in the room.(1/2 page)

12. Imagine that you are a movie critic for a local newspaper. Write a two page
review endorsing the The Remains Of The Day. (1 page)

Barefoot in the Park


Film Studies: Barefoot in the Park
Name:____________________________

Instructions: All answers in COMPLETE SENTENCES. Typed, Times New
Roman 14, MLA Format, UTS when required, be specific and
thorough, Ten Commandments

Part A. The Characters (
2-3 sentences per character)

1. Briefly identify the following characters and state the role they play in the
movie:

(Include some physical description and personality or character trait).

a. Paul Bratter b.. Corey Bratter c. Harry Pepper d. Ethel Banks

Part B: The Script Briefly explain the importance of the following lines, including
the speakers, the tones, and the situation: (3-4 sentences per scene)

a. "If the honeymoon doesn't work out, let's not get a divorce.
Let's kill each other."
"Let's have one of the maids do it. I hear the service here is wonderful."

b. "Corey it's a good marriage. It will last until 5:30...
I can't kiss you any more, my lips are numb."

c. "Just put them down anywhere."
"I know, I know."

d. "You really don't like it."
"...just waiting for my eyes to clear first...wow."

e. "I called the weather bureau..."
"I see, I'm going to be shoveling snow in my own living room."

f. "I can't breathe. I can't catch my breath...more stairs."

g. "Do you know how the Eskimos keep warm?"
"Yes, they check into a motel."

h. "Did you miss me today?"
"No...You called me eight times. I don't even talk to you
that much when I'm home."

i. "You can try. You have to try everything."
"We had a fire on our stove"
"...we just turned it on."

j. "Yes, yes, I'd admire any person who had three portions of felenshki...black
salad."
"Where are you going"
"Home. I'd like die in my own bed."

k. "Sheep dip."
"It was Greek bean soup."

l. "Before last night, I thought you slept with a tie."
"No, just for very formal sleeps."

m. "My laundry come back today?"
"Yes. They stuffed your shirts beautifully."

n. "...When do I get my divorce?"
"How should I know? They haven't even sent the marriage certificate yet."

o. "A dog. That's a laugh. Wait until she tries to take him out for a walk.
He'll take one look at those stairs at go right for her throat."

p. "It's really very simple. Just give up a little bit of you for him."

q. "This is crazy. There's only one thing to do...You get out...Why should I get
out? The lease is in my name."

Part C The Analysis

1. What is the name of the hotel where the Bratters spend their honymoon?

2. What problems does the apartment initially have? (1 pgph, 4-6, UTS)

3. Provide three humourous scenes and three examples of humourous dialogue.

4. Describe the restaurant dinner. What is unusual about the restaurant?
What is the song that Corey sings? Quote a few lines from it.

5. Compare AND contrast Paul and Corey Bratter. (2 pgphs, 6-8 UTS)

6. What starts the Bratter's argument? What is Cory's complaint?

7. What are the humourous parts of their argumnent? Use dialogue to support your
views.

8. Why doesn't Paul have a good sleep after his fight?

9. What advice does Corey's mother give that is worthwhile for all couples to use?

10. Why does Paul walk barefoot in the park?

11. Explain the significance of the movie's title.

12. What does the movie saying about love and relationships?
How is this applicable to married couple / young adults today?
(2 pgphs, 6-8,UTS)

Awakenings


Film Studies: Awakenings

Name:

Instructions: All answers in COMPLETE SENTENCES. Typed, Times New
Roman 14, MLA Format, UTS when required, be specific and
thorough

Part A. The Characters
(2-3 sentences per character)

1. Briefly identify the following characters and state the role they play in the
movie:

(Include some physical description and personality or character trait).

a. Dr. Malcolm Sayer b. Nurse Eleanor Costello c. Leonard Lowe d. Anthony
e. Dr. Kauffman f. Lucy

Part B. The Script

Briefly explain the importance of the following lines, including the speakers, the tones,
and the situation: (3-4 sentences per scene)

a. "Excuse me...but you're looking for someone with a more clinical background..."

b. "Mr. Keene?"...
"I was born in 1911 in Kingsbridge, New York...prior to that I was a person."

c. "I'm sorry. If you were right I'd agree with you... "
“Borrows the will of the ball...that's great."

d. "Excuse me....Does he ever speak to you?"
"Of course not. Not in words."
"He speaks to you in other ways?..."
"You don't have children..."

e. "I found it. They all survived encephalitis, all in the 1920's."

f. "Just as you described them then, insubstantial as ghosts."

g. "What are they thinking?"
"They' re not."
"The virus didn't spare their higher faculties...”
“The alternative is unthinkable."

h. "One day I came home from work...His arm like this, reaching...he never spoke again."

i. "You're wrong...This is me saying his name to him. Excuse me."

j. "Have you heard of the drug L-dopa"...Oh, yes I did, it's for Parkinson patients."

k. "How many did you think I'd let you put on it?..."
"One...with the family's consent, signed."

l. "What's there here for him after all these years" ...
"You, you' re here."

m. "I think you underestimate the effect Mr. Lowe has on people. We're talking
about money."

Note: Why is this quote ironic?

n. "...I have been away for quite some time. I'm back."

o. "I want a steak rare, mashed potatoes, string beans."

p. "How is it goin'?"..."I feel old and I feel swindled. That's how I feel."

q. "They know! They know! We remind them that there is a problem."

r. "We wake him up and put him in a cage."
“...Dr. Sayer, Mr. Lowe is not the messiah of ward 5. He is a man in
trouble. He is a man who has been administered a drug."

s. "How are you?"..
"Never better." "What is the purpose of these gentlemen?"...
"Well they' re mistaken...they' re crazy."

t. "...just a collection of tics...not that I mind them necessarily. Sometimes
they make life kind of interesting..."

u. "Get the camera, get the camera...Learn, learn, learn."

v. "You told him I was a kind man. How kind is it to give life, only take it away
again?
"It's given and taken away from all of us."
"Why doesn't that comfort me?"
"Because you are a kind man. Because he's your friend."

Part C. The Analysis

1. In four to six sentences, summarize the plot of the movie.

2. When Lucy begins to walk, why does she stop before reaching the water fountain?

2. Why is Dr. Peter Ingham wrong in his assessment of the patients' higher level
thinking faculties?

3. How old was Leonard when he left school?

4. Why does Doctor Sayer put on opera music? Why does he have a nurse read from
the novel Moby Dick?

5. How is the music successfully used?

6. Explain the significance of the passage Dr. Sayer reads while observing the
jaguar. How does it describe Leonard and his perception of the world? What
particular excerpts from the passage powerfully describe Leonard's condition?
(1 pgph, 4-6, UTS)

7. Based on his visit to the university presentation, what is Dr. Sawyer’s medical
diagnosis of the patients' medical condition?

8. Explain the significance of Dr. Sayer's "No, you're awake" comment to
Leonard that first night. (2 meanings)

9. At the beginning why does Leonard have trouble walking?

10. Describe Leonard's facial expressions when he awakes and begins to meet the
hospital staff. What image does Robert de Niro project through his actions?
Why is this appropriate?

11. When does Leonard first realize his age?

12. How does Leonard help Dr. Sayer become better doctor AND person?

13. What problems does Dr. Sayer have with relating with people?

14. How much money does it cost to put the patients on the drug?

15. Leonard's speech ("Things") to Dr. Sayer late at night is crucial to the movie's
theme. What does Leonard say and why is it so true? (1 pgph, 4-6, UTS)

16. When does Leonard begin show symptoms of deterioration?

17. Why is taking a walk so important to Leonard?

18. Explain the significance of Dr. Sayer's conversation with Leonard in the cage.
What is Leonard's main point? (1 pgph, 4-6, UTS)

19. What symptoms does Leonard exhibit as he breaks down physically and
psychologically?

20. What makes Leonard a courageous patient? (1 pgph, 4-6, UTS)

21. What does Dr. Sayer say in his final speech? What is the second awakening
that he speaks about? What things matter, according to Dr. Sayer? How does
this fit with Leonard's speech to the doctor while in the cage?
(3 pgphs, 4-6, UTS)

Gallipoli


Movie: Gallipoli

Part A: The Characters

Instructions: Answer THOROUGHLY as possible and in complete
sentences.

1. Briefly identify the following characters and state the
role they play in the movie:

a. Archie Hamilton c. Archie's uncle Jack

b. Frank Dunn d. Dunn's four friends

Part B: The Script

Instructions: Describe the scene when the following lines
are said: (speaker, to who, occasion, tone,
reason, place, time)

Discuss the significance and meaning of each
line as well.

a. "I'll see you when I see you."

b. "You've equalled the great Harry Lasalles."

c. "Start your breathing..."

d. "Steel springs..."

e. "I said push on!"

f. "Marker flags have been seen..."

g. "I've asked for confirmation from General Gardener."

h. "I can't ask the men to do something I wouldn't do
myself."

i. "Remember who you are...from Western Australia!"

j. "The Germans?...They can bloody have it!"

k. "Urgent message!"

l. "I'm not coming back!...They won't ask any questions
when they see me ride."

m. "We've been through a lot of scrapes together. Take
care of it."

Part C: The Analysis

3. Briefly summarize the plot of the movie.

4. Identify the climax of the movie.

5. Imagine that you were in the trench next to Arch, just
before the push over the top. Write a one page letter
that would realistically capture your emotions at that
moment.

6. "Gallipoli is an anti-war movie."

Discuss this statement in a five hundred (500) word essay.

7. Write a one page composition comparing AND contrasting
Arch and Dunn.

8. Write a letter to a newspaper recommending this movie
to those who are considering joining the army.

The Sting


Film Study: The Sting

Name: _______________________________

Instructions: All answers in COMPLETE SENTENCES. Typed, Times New
Roman 14, MLA Format, UTS when required, be specific and
thorough, Ten Commandments

Part A. The Characters (2-3 sentences per character)

1. Briefly identify the following characters and state the role they play in the movie:
Include some physical description and personality or character traits.

Instructions: Answer THOROUGHLY as possible and in complete sentences.

a. Henry Gondorff f. J. J.

b. Johnny Hooker g. Doyle Lonnegan

c. Luther Coleman h. Loretta Salino

d. Kid Erie i. Snider

e. Kid Twist j. Special Agent Polk

Part B. The Script

Briefly explain the importance of the following lines, including the speakers, the tones, and the situation: (3-4 sentences per scene)

a. "Everything's jake"

b. "You can't play your friends like a mark."

c. "Gondorff asked me to look out for you."

d. "I want to learn to play the big con!"

e. "Four jacks!"

f. "I guess we'll have to play it on the fly."

The Sting 2

g. "I don't know. It depends what train I get on."

k. "He's been plannin' this for months...a chance to clip you."

l. "He's gone..."

m. "I gave him the breakdown just like you said."

n. "You were right...it's not enough...but it's awful close!

o. "I already know how to drink."

Part C: The Analysis

3. Briefly summarize the opening con and who was involved in the it. ( 6-8 sentences)

4. Why was Luther killed and why were they hunting for Hooker?

5. Briefly summarize the movie. (6-8 sentences)

6. Explain the twists at the end of the movie. Remember, there is more than one
twist! (8-10 sentences)

7. Discuss the steps used to con Doyle Lonnegan out of $500 000.

8. Johnny Hooker is a likeable character. In a pgph (UTS) of 8-10 sentences,
state his qualities.

9. What is the gesture used by Gondorff to summon the players?

10. Why was The Sting worthy of the Academy Award for Best Picture in
1973? Answer in a pgph. of 8-10 sentences, UTS.

The Bridge on the River Kwai


Name: _____________________________ Date: ___________

Movie: The Bridge on the River Kwai

Part A: The Characters

Instructions: Answer THOROUGHLY as possible and in complete
sentences.

Briefly identify the following characters and state the
role they play in the movie:

a. Colonel Saito e. Major Warden

b. Colonel Nicholson f. Joyce

c. Shears

d. Major Clipton

Part B: The Script

Instructions: Describe the scene when the following lines
are said: (speaker, to who, occasion, tone,
reason, place, time)

Discuss the significance and meaning of each
line as well.

a. "Madness!"

b. "There's always one more detail..."

c. "Be happy in your work!'

d. "He's going to do it! He's really going to do it!"

e. "We here at Force 317..."

f. "I have a hear a copy of the...Geneva
Convention...if it's a matter of a translation..."

g. "Kill him! Kill him!'

h. "I could have done it sir!"

i. "...to live like a man, not die like a hero!"

j. "You have a lot to learn about the army..."

k. "What have I done?"

l. "He's done it! The old man's done it!'

m. "For he's a jolly good fellow, for he's a jolly
good fellow!"

Part C: The Analysis

3. Briefly summarize the plot of the movie.

4. Identify the climax of the movie.

5. What were the fates of:

a. Colonel Nicholson, Shears, Colonel Saito, Major Warden, and Joyce?

6. Write a one page composition comparing AND contrasting
Colonel Nicholson and Colonel Saito.

7. Discuss the importance of the bridge in the movie.

8. Why did Colonel Nicholson want a proper bridge built?
Where did he give his reasons and to whom was he
speaking with?

9. Provide three examples of heroism in the movie.

10. The opening scene (the British soldiers marching and
whistling the Colonel Bogey March is quite stirring. Why?

11. With who do you most identify with in the movie:
Colonel Nicholson, Major Warden, Joyce, or Shears? Why?

12. Write a two paragraph composition in which you recommend
or not recommend this movie to a friend.

Chariots of Fire


Chariots of Fire

Part A: The Characters

Instructions: Answer THOROUGHLY as possible and in complete
sentences.

1. Briefly identify the following characters and state the
role they play in the movie:

a. Harold Abrahams e. Jenny Liddle

b. Aubrey Montague f. Lord Lindsay

c. Eric Liddle g. Sam Mussabini

d. Sandy McGrath

Part B: The Script

Instructions: Describe the scene when the following lines
are said: (speaker, to who, occasion, tone,
reason, place, time)

Discuss the significance and meaning of each
line as well.

a. "I don't know. I've never lost."

b. "...in all almost five hundred years no one's done
it."

c. "...this shindig over breakfast...come out and push
you along a bit."

d. "Perhaps they really are God's chosen people."

e. "...whilst I live and breathe, a Scot!"

f. "...Scotland's finest wing to show us his paces!"

g. "I don't run to take beatings!"

h. "Mr. Abrahams, I think I can find you another two
yards."

i. "When I run, I feel His pleasure."

j. "...to be the fastest. That's immortality. Think
what that means to a man like Harold."

k. "I won't run on the Sabbath. And that's final."

l. "That's your secret, Aubrey, contentment."

m. "It says in the good book:

"He that honours me, I will honour."

Part C: The Analysis

3. Identify the two climaxes of the movie.

4. Although the movie is about running, it also contains
some issues that transcend running. One of these is
Eric Liddle's faith. How is Liddle's faith an extension
of his running, and ultimately, of himself? (one page)

5. Discuss the forces that motivate Harold Abrahams to win.
(one page).

6. What aspects of a Cambridge education are appealing to
you as you are about to enter college? (two page)

7. In a one page composition, discuss the Christian values
found in Chariots of Fire.

The Natural


The Natural

Part A: The Characters

Instructions: Answer THOROUGHLY as possible and in complete sentences.

1. Briefly identify the following characters and state the
role they play in the movie:

a. Roy Hobbs b. Pop Fisher c. Iris d. The Judge

e. Harriet Bird f. Max Mercy g. Gus h. Memo Paris

i. Sam Simpson

Part B. The Script

Instructions: Answer THOROUGHLY as possible and in complete
sentences.

Describe the scene when the following lines are said:
(speaker, to who, occasion, tone, reason, place, time)

Discuss the significance and meaning of each line as
well.

a. "You have a gift Roy, but it's not enough...you'll
fail."

b. "Are you Pop Fisher?...I'm Roy Hobbs, your new right
fielder."

c. "That ball's as dry as your grandaddy's scalp!"

d. "There goes Roy Hobbs, the best there ever was..."

e. Hobbs, I'm sending you down. Tomorrow you report to
the Great Lakes Association...I won't do it..."

f. "He shot it to pieces!...Hey that's not a ball! We
want to see a real ball!"

g. "She's bad luck..."

h. "The ball was defective...Aww, he made a meal out of
it...What's the name of his bat?...Wonderboy..."

i. "Am I different?...I used to look for you in
crowds...I gotta go..."

j. "And I love you too...Ooh, that was cute...You are
in control...Sure Gus..."

k. "Maybe you'll do me a favour sometime...Don't bet on
it...What do we know about this guy Max?...Not very
much..."

l. "Now it's a surprisingly simple procedure...a
contingency plan...a key man..."

m. "I thought I could rely on your honour...You're
about to."

n. "His father is in New York...He's at that age...I'd like to meet him...
He's a great kid..."

o. "Can we walk a bit?..."

p. "It's way, way back!...Hobb's did it!"

Part C. The Analysis

3. Briefly summarize the plot of the movie.

4. Discuss, in t1 page, the features of this film that
make it uniquely American; that is, what cultural
elements of America are found in the 1930's and the
year 2006?

5. Write a 2 paragraph character sketch on Roy Hobbs.

6. Write a three page interview with Roy Hobbs.

7. In 2-3 paragraphs, discuss how Roy Hobbs triumphs over
obstacles and over evil.

8. Imagine that you are a movie critic for a local
newspaper. Write a 2 pargraph review endorsing the
The Natural.

Hoosiers


Film Studies: Hoosiers

Name:

Instructions: All answers in COMPLETE SENTENCES. Typed, Times New
Roman 14, MLA Format, UTS when required,
be specific and thorough, use Ten Commandments o writing,
(Underline the Topic Sentence

Part A. The Characters (2-3 sentences per character)

1. Briefly identify the following characters and state the role they play in the movie:
Include some physical description and personality or character trait.

a. Norman Dale b. Myra Fleener c. Shooter d. Jimmy Chitwood
e. Cletus Summers f. Strap g. Everett

2. Briefly identify of the following members of the Hickory Huskers basketball
team.

a. Rade Butcher b. Strap c. Buddy Walker d. Merle West e. Ollie
f. Everett (Shooter’s son)

Part B. The Script

Briefly explain the importance of the following lines, including the speakers, the tones, and the situation: (3-4 sentences per scene)

a. “Have you any experience teaching?...”
“Tell me, am I being interviewed here? I thought I already had the job.”

b. “I’m glad you’re here Norm. I think it’s going to work out...”
“Well, it’s got to work out this time, or that’s it for good.”

c. “My name is Norm, and secondly, your coaching days are over.”

d. “...ain’t no fun.”
“My practices are not designed for your enjoyment.”

e. “I don’t want him coaching in Hickory when he’s fifty.”

f. “Coach you need one more.”
“ My team is on the floor.”

g. “...and that you are sober...You’re embarrassing your son.”
“I’d like you to leave right now.”

h. “I slow it down...Sometimes I really think I can stop my fist from hitting that
boy’s jaw.”

i. “I apologize for nothing....”
“ ...give him a chance.”

j. “...and remember what got you here. Focus on the fundamentals.”

k. “It was Dentene.”

l. “...yeah...let’s win this one for all the small schools that never had a chance
to get here.”

m. “Maybe they were right about us. Maybe we don’t belong here.”

n. “I’ll make it.”

Part C. The Analysis

1. In four to six sentences, summarize the plot of the movie.

2. Discuss the four conflicts that Coach Dale has to overcome.
Which is the most difficult conflict? Defend your choice.
(4 short pgphs which describe the conflict and its resolution,
UTS)

3. Critique the movie in one paragraph, six to eight sentences. Why or why did
you not like the movie? (UTS)

4. Which of the Hickory Husker players do you identify with? Discuss in a short
4-6 sentence paragraph. (UTS)

5. In a three paragraph compostion, identify three Christian values that Hoosiers
presents. Discuss the values and how they are applicable to students today.
(UTS)

6. What elements of the setting (i.e. small town America, Norman Rockwell
setting, and so on) illustrate a the concept that a wholesome part of American
culture has faded away? Identify three elements and contrast them with values
in the year 2005. (3 pgphs, 4-6, UTS)

7. In the final locker room scene, Coach Dale asks the players if they have
anything to say. Behind him is a chalkboard. What is unusual about the names
written on the board? Hint: look at the credits at the end of the movie.

Dead Poets Society


Film Study: Dead Poets Society

Name:

Discussion Questions. Instructions: Answer thoroughly in complete sentences.

1. Who is responsible for Neil Perry’s death? Defend your answer.

2. Who was / were the victims?

3. Briefly describe the following characters:

a. Neil Perry e. Richard Cameron
b. Todd Anderson f. Mr. Keating
c. Knox Overstreet g. Mr. Nolan
d. Charlie Dalton

Of the characters, who is your favourite? Least favourite? Defend your choices.

4. What are the positive attributes of Welton Academy?

5. What qualities made Mr. Keating a remarkable teacher?

6. What qualities made Mr. Keating a destructive force?

7. Interview the following characters in a roundtable format. One question that
MUST be asked is: What is a good education?

a. Mr. Nolan b. Mr. Keating c. Neil Perry d. Todd Anderson
d. Richard Cameron

8. Assume you are either Steven Meeks or Gerald Pitts.
How would you assess the year at Welton Academy?
Express your views in a letter to your parents. (Note: you will read the letter
in class)

9. Critique the movie. How would you evaluate the movie? Did you like
it? What did you like? Explain your views (orally).

10. “Dead Poets Society is a movie that show what is wrong with education.”
ESL English

__________________________________________________________________

Film Study: The Gods Must Be Crazy

Name: ____________________________ Date: _________________

Instructions: Answer in complete sentences.

1. What are the two locations of the film?

2. Why are the Bushmen the most contented people in the world?

3. Why is their life, in some ways, better than those who live in the city?

4. What unexpected “gift” does Xi receive?

5. What problems does the gift cause?

6. What plan does Xi make in order to get rid of the bottle?

7. What is the name of the scientist who lives in the game park?

8. What does he study?

9. What is the name of the reporter?

10. Why does she want to be a teacher?

11. Why does Steyn pick her up at the roadside?

What are some problems that the jeep has?

12. What unusual habit do rhinoceroses have?

13. Who is Sam Boga?

14. Why is the political revolution comical?

15. How is the terrorist “tortured?”

16. Why is the bushman arrested?

17. Why does the bushman think Kate is ugly?

18. Who is Steyn’s rival for Kate? What job does he have?

19. How and why does Steyn rescue Xi from prison?

20. How do Steyn and Xi rescue the children?

21. Who takes credit for the rescue?

22. What is Steyn’s favorite expression?
What is Kate’s favorite expression?

23. What themes or messages does the movie contain for its viewers?
Mention at least two. How can you apply these two themes
to your life?

“Dead Poets Society shows the positive influences a teacher can have on the
lives of students.”

Choose ONE statement and discuss in 2 paragraphs of 6-8 sentences each.

Rocky


Film Study: Rocky

Name: _______________________________

Instructions: All answers in COMPLETE SENTENCES. Typed, Times New
Roman 14, MLA Format, UTS when required, be specific and
thorough, (Underline Topic Sentence)

Part A. The Characters (2-3 sentences per character)

1. Briefly identify the following characters and state the role they play in the

movie:

(Include some physical description and personality or character trait).

a. Rocky Balboa b. Adrian c. Paulie d. Mickey
e. Apollo Creed

Part B. The Script

Briefly explain the importance of the following lines, including the speakers, the

tones, and the situation: (3-4 sentences per scene)

a. “How come you didn’t break the guy’s thumb like I told you?”

b. “You know what you are?...you’re a tomato...”

c. “I want you out of the house...You hungry Rock?”

d. “You know, I’ve been comin’ in for six years and for six years you’ve been
stickin’ it to me. I wanna know how come...”

e. “I fight in clubs...and I’m really a ham and egger...he’s the best...”

f. “Yeah I got heart, but I got no locker Mick...”

g. “Is this a common training method? I mean do other fighters pound raw
meat?”

h. “...the poster’s wrong...I mean I’m wearing red pants with a white stripe.”
“...it doesn’t really matter, does it?”

i. “I don’t believe it! The champ is down!”

j. “I can’t see nothin’...cut me Mick.”

k. “We have a split decision...”

l. “Adrian! I love you!”

Part C. The Analysis

1. In a paragraph of six to eight sentences, summarize the plot of the movie.

2. Write a.character sketch of Rocky Balboa. Include not only his
physical appearance but also his personality traits: motivations, strengths,
weaknesses, mannerisms, and so on.(2 pgphhs, 6-8 sentences,
UTS)

3. One of the film’s strongest elements is its setting.
Choose five scenes from the
movie and discuss how the setting contributes to the movie’s verisimilitude
(look it up, mes enfants). Mention what elements of the setting (time of day,
colours, sounds, soundtrack, characters, background scenery--whatever is
applicable) contribute to the movie’s gritty realism. (5 pgphs, 4-6 sentences
per paragraph, UTS)

4. Although the movie is ostensibly about boxing, other themes exist: courage,
overcoming obstacles, friendship, perseverance, love and romance, forgiveness,
and redemption. Choose three of these themes and discuss how they are
developed in Rocky AND how they can apply to your life.
(3 pgphs, 6-8 sentences, UTS)

5. “Rocky is a film that is American. It contains icons and values that are
uniquely American.”

Choose three cultural elements that are found in the movie and discuss their
relevance and their importance in American society.
(3 pgphs, 6-8 sentences per paragraph, UTS)

6. “Although Rocky is a film that depicts the brutal nature of boxing, it
paradoxically exhibits scenes of tenderness and love.”

Choose three scenes and discuss this statement. (3 pgphs, 6-8 sentences, UTS)

Cool Hand Luke


Film Study: Cool Hand Luke

Name: _______________________________

Instructions: All answers in COMPLETE SENTENCES. Typed, Times New
Roman 14, MLA Format, UTS when required, be specific and
thorough, Ten Commandments, (Underline the Topic Sentence

Part A. The Characters (2-3 sentences per character)

1. Briefly identify the following characters and state the role they play in the

movie:

(Include some physical description and personality or character trait).

a. Luke b. Dragline c. Coco d. Gambler e.. Carl

f. Boss Godfrey (Walking Boss)

Part B. The Script

Briefly explain the importance of the following lines, including the speakers, the

tones, and the situation: (3-4 sentences per scene)

a. "I'm Carl the floorwalker...I hope you ain't gonna be a hard case."

b. "You don't listen much, do ya boy?...I ain't heard that much worth listening

to..."

c. "Stay down Luke...”
“Somebody ought to stop this thing."

d. "Sometimes nothin' can be a real cool hand."

e. "I can eat fifty eggs..."
"...fifty eggs must weigh about six pounds..."

f. "Love me, hate me, kill me, anything! Just let me know it!"

g. "His mother' dead..."
"I don't care if it rains or freezes..."
"We're takin' you off the road..."

h. "What we got here is a failure to communicate..."

i. "I'm still shakin' it, boss...”
“...he's gone, get the dogs..."

j. "Stop feedin' off me..."

k. "You're an original, that's what you are! Them...didn't know you was
foolin'..."

l. "Then we gon' get Coco outta there. Then the terrible trio gon' be complete
again..."

m. "It's about time we had a little talk...you ain't dealt me no cards in a

long time...You got things fixed so I can never win out...Where am I

supposed to fit in?...

n. "He was smilin'...that Luke smile of his...he had it on his face right to

the very end."

Part C: The Analysis

3. In a paragraph of eight to ten sentences, summarize the plot of the movie.

4. Write a character sketch of Luke and Dragline.
(1 pgph 6-8 sentences, per character, UTS )

5. Why was Luke first arrested?

6. How does Luke inspire the men during the tarring of the road?
(1 pgph, 4-6 sentences, UTS)

7. Describe the scene where Luke mourns his mother's death.
What makes the news of Luke's mother's death especially poignant?
What are some of the more poignant lines of the song that he sings?

8. Discuss the steps Luke uses to escape his pursuers during his first escape.
(1 pgph., UTS)

9. How did Luke get captured after his first escape?

10. Discuss Luke's second escape. (1 pgph., UTS)

11. How does Luke alter his character in preparation for his second escape? List
some specific examples. (1 pgph., UTS)

12. Briefly discuss Luke's third escape. (1 pgph, 4-6, UTS.)

13. List examples of foreshadowing found throughout the movie.
(1 pgph, 4-6 sentences)

14. Discuss how Luke is an inspiration to the men of the chain gang.
(1 pgph 6-8 sentences, UTS)

15. Critique the movie and recommend it.(1 pgph, 6-8 sentences, UTS)

Casablanca


Film Studies: Casablanca

Name: _______________________________

Instructions: All answers in COMPLETE SENTENCES. Typed, Times New
Roman 14, MLA Format, UTS when required, be specific and
thorough, Ten Commandments, (Underline the Topic Sentence)

Part A. The Characters (2-3 sentences per character)

1. Briefly identify the following characters and state the role they play in the

movie:

(Include some physical description and personality or character trait).

a. Rick Blaine b. Sam c. Victor Laszlo d. Ilsa Laslo
e. Louie f. Ugarti

Part B. The Script

Briefly explain the importance of the following lines, including the speakers, the tones, and the situation: (3-4 sentences per scene)

a. "I stick my neck out for nobody."

b. "Have you tried number 22 tonight?"

c. "Of all the gin joints, in all the world..."

d. "Here are your winnings, sir..."

e. "If she can stand it, so can I..."

f. "Round up the usual suspects..."

g. "You're getting on that plane..."

h. "We'll always have Paris..."

i. "It doesn't take much to see that the problems of three people don't amount

to a hill of beans..."

j. "Louie, this could be the start of a beautiful friendship..."

Part C: The Analysis

3. In a paragraph of eight to ten sentences, summarize the plot of the movie..

4. Identify the climax of the movie.

5. Where and when did Ilsa leave Rick? Why did Ilsa leave Rick?

6. Write a character sketch of Rick Blaine. (1 pgph 6-8 sentences, physical,

personality, and character, UTS)

7. Which of the lyrics of "As Time Goes By" means the most to you? (Explain in
one well-written paragraph, UTS, 4-6 sentences)

8. What makes Rick Blaine a heroic character? (1 pgph, 6-8, UTS)

9. Why is Casablanca considered a motion picture classic? (1 pgph, 6-8 sentences, UTS)

North By Northwest


Film Study: North by Northwest

Name: _______________________________

Instructions: All answers in COMPLETE SENTENCES. Typed, Times New Roman 14, MLA Format, UTS when required, be specific and thorough, Ten Commandments (Underline the Topic Sentence)

Part A. The Characters (2-3 sentences per character)

a. Roger Thornhill b. Eve Kendall c. Phillip van Dam d. Leonard

Part B. The Script

Briefly explain the importance of the following lines, including the speakers, the

tones, and the situation: (3-4 sentences per scene)

a. “Perhaps if I sent her a telegram...”
“Mr. George Kaplan...”
“Boy!”
“Kaplan.”

b. “Yes a joke. We will laugh in the car.”

c. “A simple ‘No!’ for the simple reason that I don’t know what you’re talking
about.”

d. “...scotch, gin...”
“...bourbon.”
“I remember when it came in bottles.”

e. “Look!”
“Lookout, he’s got a knife!”
“Listen to me, I had nothing to do with this!”

f. “...obviously it happened. van Dam’s men must have grabbed him and tried
to put him away.”

g. “Beats flying, doesn’t it?”
“I’m beginning to think I’m underpaid.”

h. “Prairieview, Highway 41...”
“You seem tense...”
“Where will I find you?”

i. “That’s funny...that plane’s dustin’ crops where there ain’t no crops.”

j. “...how does a girl like you get to be a girl like you...wicked, naughty,

up to no good...”

k. “...this female to kiss me again and poison me to death...”

l. “Come along, Mrs. Thornhill.”

Part C. The Analysis

1. In a paragraph of eight to ten sentences, summarize the plot of the movie.

2. Write a character sketch of Roger Thornhill. Include not only his physical

appearance but also his personality traits: motivations, strengths,

weaknesses, mannerisms, and so on. (2 pgphs, 6-8, UTS)

3. List seven lighthearted comments Roger Thornhill makes when in unusual

or difficult circumstances. Include the scenes and problems he faces when he

makes these comments.

4. Why doesn’t Thornhill embrace Eve when he returns to her hotel room?

What was her hotel room number?

5. Discuss the many near death escapes that Thornhill makes.

(4 pgphs, 4-6, UTS)

6. How does Thornhill use his brain, as opposed to brawn, to solve problems?

Provide examples when uses quick-thinking to escape problems. What is

the application to your life? How do Thornhill’s strategies contrast with

modern Hollywood heroes? (4 pgphs, 4-6, UTS)

7. Discuss why North by Northwest remains a classic suspense thriller.

(1 pgph 6-8, UTS)

The Man Who Would Be King


Film Study: The Man Who Would Be King
Name: _______________________________

Instructions: All answers in COMPLETE SENTENCES. Typed, Times New
Roman 14, MLA Format, UTS when required, be specific and
thorough, Ten Commandments (Underline the Topic Sentence)

Part A. The Characters (2-3 sentences per character)

1. Briefly identify the following characters and state the role they play in the
movie:
(Include some physical description and personality or character trait).

a. Brother Kipling b. Peachey Carnahan c. Daniel Dravot
d. Billy Fish e. Roxanne

Part B. The Script

Briefly explain the importance of the following lines, including the speakers, the

tones, and the situation: (3-4 sentences per scene)

a. "Keep looking at me. It helps to keep my soul from flying off...”

b. "The same...and not the same."

c. "I caught him stealing your watch."

d. "You've knocked about India a bit..."

e. "...as a stranger going to the west, to seek for that which was lost...

f. "...from the east and I am hoping that you will give my message on the square

for the sake of the widow's son..."

g. "The less things said about our profession, the better..."

h. "Do you want to vanquish your foes..."

i. "I ain't goin' back...

j. "Danny! We've had a rare streak of luck. Let's quit winners for once! Cut
and run while the runnin's good!"

k. "Danny's bleeding...They know!"

l. "We've got to brass it out, Danny..."

Part C: The Analysis

3. In a paragraph of eight to ten sentences, summarize the plot of the movie.

4. What were the obstacles in getting to Kafiristan? ( 2pgphs, 4-6, UTS)

5. Identify the climax of the movie.

6. What was Daniel Dravot's fate?

7. Why did Peachy escape a similar fate?

8. Why were Dravot and Carnahan unable to fulfill their dream?
(1 pgph., 4-6, UTS)

9. Discuss (1 pgph., 6-8, UTS) whether the men deserved their fate.

10. What has Peachey been carrying around in his bag for many months?

11. Although Peachey and danny are conniving rascals, they do have admirable
qualities. Discuss several of these qualities.
(2 pgphs, 4-6, UTS)

12. Discuss the role of masonry in the movie. (1 pgph. 4-6, UTS)

13. Write a movie critique in which you recommend the movie.
(1 pgph. 6-8, UTS)

The Mission


Film Study: The Mission

Name: _______________________________

Instructions: All answers in COMPLETE SENTENCES. Typed, Times New
Roman 14, MLA Format, UTS when required, be specific and
thorough, Ten Commandments (Underline the Topic Sentence)

Part A. The Characters (2-3 sentences per character)

1. Briefly identify the following characters and state the role they play in the

movie:

(Include some physical description and personality or character traits.)

a. Gabriel d. Cabeza g. Indian chief

b. Mendoza e. Hontar h. Mendoza’s adopted son

c. His Eminence f. Fielding

Part B. The Script

Briefly explain the importance of the following lines, including the speakers, the tones, and the situation: (3-4 sentences per scene)

a. “These missions have provided a refuge for the Indians against the worst
degradations of the settlers and have earned much resentment because
of it...”

b. “I sent him Father. I have to go up there myself.” (Who was sent?)

c. “So you have killed your brother...is this remorse?”

d. “I was trained as a mercenary, not as a cook.”
“Why don’t you thank the Guarni?”
“How?”
“Read this...”

e. “Don Cabeza, how can you possible refer to this child as an animal?”
“A parrot can be taught to sing, your Eminence.”

f. “That is a lie.”
“No, my clothing protects you!”

g. “You will apologize...or are you no longer a Jesuit?”

h. “And I suggest that you and I together...until we get guarantees from the
Portuguese for their survival...”

i. “He says that he too is a king, and that he will not listen...They are
going to fight...”

j. “They said that they didn’t want to go back to the forest...I told them I
would stay.”

k. “Get out.”
“The Guarni say that God has deserted them. Has He?”
“God is love!”

l. “If you’re right you’ll have God’s blessing...”

m. “If might is right, then love has no place in the world.”

n. After the final credits of the movie, who appears at the end?
What does his expression communicate?

Part C. The Analysis

1. In a paragraph of eight to ten sentences, summarize the plot of the movie.

2. Discuss the conflicts between the Spanish, the Portuguese, and the Church.
(1 pgph. 8-10 sentences)

3. Where and when did Mendoza’s “son” meet him?

4. Briefly discuss three scenes that show the Church’s good work among the
Guarni. (1 pgph. 6-10 sentences)

5. Briefly discuss three scenes that show the brutal nature of
Spanish / Portuguese rule. (1 pgph. 6-10 sentences)

6. The score by Ennio Morricone is haunting and powerful. Identify three
scenes where the music enhances the mood or setting of the movie.

7. Did the Jesuits do more good than harm? Argue both sides, one pgph. per
point of view. (1 pgph 8-10, per point of view, UTS)

8. Which character is more compelling, Father Gabriel or Mendoza?
Explain in a paragraph of eight to ten sentences, UTS.

9. Choose one of the following to answer:

a. Does this movie show man’s best or worst qualities?

or

b. Had you been one of the missionaries, what would you have done?

Answer either a or b in two pgphs of six to eight sentences, UTS

Tuesday, February 21, 2006

Assignment / Quiz: Asking Questions with Do, Does, Did

Assignment / Quiz: Asking Complex Questions

Name: ____________ Class Day / Time: ________

Date: ___________ Points: _______ / 20

Instructions: Ask questions using Do, Does, and Did.

ex. Sherlock Holmes solved cases years ago.
Did Sherlock Holmes solve cases years ago?

1. Holmes lived at 221B Baker Street in London, England.

2. His friend, Dr. John Watson, helped him in many cases.

3. Holmes uses keen observation and his intelligence to

solve problems.

4. In one case, Holmes repeatedly stabbed a pig carcass to

test a theory.

5. The Silver Blaze involves a horse who apparently

kills someone.

6. Holmes and Watson catch a two robbers who invented

the Red-Headed League.

7. The recovery of the Bruce-Partington plans requires

tact and discretion.

8. Prof. Moriarity gave Sherlock Holmes his greatest challenge.

9. The Sussex Vampire presents Holmes with a suspect

who appears to be a vampire!

10. A ferocious hound caused great fear on the moors in England.

Assignment / Quiz: Asking Simple Questions

Assignment / Quiz: Asking Simple Questions

Name: __________ Class Day / Time: __________

Date: __________ Points: __________ / 10

Instructions: Change the following statements into questions

ex. Sebastian will play in the soccer game. Will Sebastian play in the soccer game?

1. There are many heroic men and women in the Bible.

2. Samson was a strong man who killed many Philistines but disobeyed God.

3. Nehemiah had the desire to rebuild the walls around Jerusalem.

4. Jacob was the man who wrestled with an angel.

5. Joseph and Abraham were two men who showed great

faith in God.

6. Abigail would stop David from killing Nabal.

7. Paul’s work in the early church is of great importance.

8. Mary can accept the divine message from God regarding

the birth of Jesus.

9. Stephen and Peter would not stop preaching the gospel

of Jesus Christ.

10. Luke and Barnabas were two men who traveled widely

and shared the Gospel.

Assignment / Quiz: Asking Simple Questions

Assignment / Quiz: Asking Simple Questions

Name: _________ Class Day / Time: ___________

Date: _________ Points: _________ / 10

Instructions: Change the following statements into questions

ex. Sebastian will play in the soccer game. Will Sebastian play in the soccer game?

1. Long John Silver is a dangerous pirate in the novel Treasure Island.

2. He would have killed young Jim Hawkins, Dr. Livesey,

and Squire Trelawney.

3. Israel Hands and his shipmates were violent and ruthless men.

4. Jim Hawkins can help the crew by his obedience and courage.

5. Ben Gunn was abandoned on the island many years ago.

6. Squire Trelawney should be more careful in choosing

sailors for the ship.

7. Silver is able to use his influence to save Jim Hawkins’s life.

8. There was a tremendous battle between the loyal crew

and the cutthroat pirates.

9. The pirates would surrender and Captain Smollet would gain

control of the ship.

10. Many readers have enjoyed reading Treasure Island over the years.

Assignment / Quiz: Asking and Answering Simple Questions

Assignment / Quiz: Simple Questions and Answers
Instructions: Write simple questions using the verb forms of
To Be, Have, Do, Can, Did, Should, Would, and Could.

ex Tom is studying English. Is Tom studying English?
Stephanie could give you a ride to the school.
Could Stephanie give you a ride to the school?

1. Sebastian can run a marathon.

2. We should begin the science project tomorrow.

3. I have completed the math questions.

4. Tom would be able to provide a book for the event.

5. We can start the music at nine o’clock.

6. There is a new house for sale on Bowser Drive.

7. There are two police cars at Mr. Batistuta’s house.

8. It is raining heavily now.

9. Stephanie did complete her homework assignment yesterday.

10. The rugby teams have completed the first half.

Assignment / Quiz: Asking and Answering Yes / No Questions

Assignment / Quiz: Simple Questions and Answers

Instructions: Answer the following questions using the forms of
To Be, To Have, To Do, Can, Should, Would, Could, Will, and Did.

ex. Has Tom finished studying? Yes, he has.
Does the movie start at night? No, it doesn’t.

1. Are the students studying for the exam?

2. Has the airplane arrived?

3. Will you give me directions to the art museum? (N)

4. Should I call the hotel and make reservations? (N)

5. Did we finish the engineering project last week?

6. Am I in charge of the recruiting process?

7. Would Stephanie like another piece of cake? (N)

8. Is swimming fun?

9. Do you like rap music? (N)

10. Should students listen to reggaeton? (N)

11. Will the Tren Urbano run in December? (N)

12. Does Sonia realize that the party begins at eight o’clock?

13. Would you like to listen to some rap music? (N)

14. Could you pick up Uncle Harry at the airport on Saturday?

15. Did the package from Canada arrive yesterday?

16. Does your parrot make a lot of noise? (N)

17. Should we read and study the Bible every day?

18. Can Tom afford to buy a new Ferrari?

19. Will the hurricane arrive by tomorrow? (N)

20. Has the professor corrected the exams?

Asking and Answering Yes / No Questions

Questions (To Be / To Have / To Do )

Name: _______________________________ ID #

Course and Time _________________________ Date: ____________ Points: __________

Instructions: Answer the following questions using the forms of To Be, To Have, and To Do.

ex. Has Tom finished studying? Yes, he has.
Does the movie start at night? No, it doesn’t.

1. Has Maria visited Paris? _____________________________________________________.

2. Have Maria and Gloria visited Switzerland? _____________________________________.

3. Is it snowing in Sunderland, England? __________________________________________.

4. Do I play tennis on weekends? (N) _____________________________________________.

5. Have we scored a goal yet? ___________________________________________________.

6. Does Mr. Ovett speak Greek? (N) ______________________________________________.

7. Are we going to read The Great Gatsby? _________________________________________.

8. Do you like eating vegetables?

(N) ______________________________________________.

9. Do Raul and Morientes play for Real Madrid?

_____________________________________.

10. Are the Figo brothers going to the university?

_____________________________________.

11. Does your Ferrari need repairs?

(N) _____________________________________________.

12. Has Sebastian returned from his trip in Pretoria, South Africa?

_______________________.

13. Is Stephanie reading the book? ___________________________________.

14. Are the boys taking guitar lessons?

(N) __________________________________________.

15. Has the book arrived in the mail yet? (N)

_________________________________________.
Questions (To Be / To Have / To Do )

Name: _______________________________ ID #

Course and Time _________________________ Date: ____________ Points: __________

Instructions: Answer the following questions using the forms of To Be, To Have, and To Do.

ex. Has Tom finished studying? Yes, he has.
Does the movie start at night? No, it doesn’t.

1. Has Maria visited Paris? _____________________________________________________.

2. Have Maria and Gloria visited Switzerland? _____________________________________.

3. Is it snowing in Sunderland, England? __________________________________________.

4. Do I play tennis on weekends? (N) _____________________________________________.

5. Have we scored a goal yet? ___________________________________________________.

6. Does Mr. Ovett speak Greek? (N) ______________________________________________.

7. Are we going to read The Great Gatsby? _________________________________________.

8. Do you like eating vegetables?

(N) ______________________________________________.

9. Do Raul and Morientes play for Real Madrid?

_____________________________________.

10. Are the Figo brothers going to the university?

_____________________________________.

11. Does your Ferrari need repairs?

(N) _____________________________________________.

12. Has Sebastian returned from his trip in Pretoria, South Africa?

_______________________.

13. Is Stephanie reading the book? ___________________________________.

14. Are the boys taking guitar lessons?

(N) __________________________________________.

15. Has the book arrived in the mail yet? (N)

_________________________________________.
ESL Verb Worksheet

Instructions: Answer the following questions using the verbs “To Be,” “To Have,” or “To Do.”
ex. Is Stephanie swimming tomorrow? Yes, she is.
Are the boys playing soccer? (N) No, they are not.

1. Does Steve Ovett like eating vegetables?

2. Has Stephanie returned from her vacation?

3. Do you play tennis on the weekend?

4. Am I teaching Spanish in Barranquitas? (N)

5. Have Maria and Michael Owen finished the project?

6. Has Fulgencio eaten all the lechon asado? (N)

7. Are the boys finished playing soccer?

8. Is Mr. Smith speaking Greek? (N)

9. Does Stephanie have an aggressive dog?

10. Do the Figo brothers live in Calgary?

11. Are the teams preparing for the championship match? (N)

12. Are you studying Spanish with Prof. Bratt?

13. Do hurricanes damage Puerto Rico every year? (N)

14. Does the restaurant serve steak and lobster?

15. Is the soccer game between Blackburn and Arsenal on television?

16. Have the computers been repaired? (N)

17. Has the chef visited the restaurant in Dunedin, New Zealand? (N)

18. Are you studying at the University of Waikato in New Zealand?

19. Have I given the students an exam?

20. Do you like steak, two veg, and a baked potato?

Exercise: Asking and Answering Yes/No questions

ESL Verb Worksheet

Instructions: Answer the following questions using the verbs “To Be,” “To Have,” or “To Do.”
ex. Is Stephanie swimming tomorrow? Yes, she is.
Are the boys playing soccer? (N) No, they are not.

1. Does Steve Ovett like eating vegetables? ______________________________________.

2. Has Stephanie returned from her vacation? ____________________________________.

3. Do you play tennis on the weekend? _________________________________________.

4. Am I teaching Spanish in Barranquitas? (N) __________________________________.

5. Have Maria and Michael Owen finished the project? ____________________________.

6. Has Fulgencio eaten all the lechon asado?

(N) ________________________________.

7. Are the boys finished playing soccer? _______________________________________.

8. Is Mr. Smith speaking Greek? (N) __________________________________________.

9. Does Stephanie have an aggressive dog? _____________________________________.

10. Do the Figo brothers live in Calgary? _______________________________________.

11. Are the teams preparing for the championship match? (N) ______________________.

12. Are you studying Spanish with Prof. Bratt? __________________________________.

13. Do hurricanes damage Puerto Rico every year? (N) ____________________________.

14. Does the restaurant serve steak and lobster? __________________________________.

15. Is the soccer game between Blackburn and Arsenal on television? ________________.

16. Have the computers been repaired? (N)______________________________________.

17. Has the chef visited the restaurant in Dunedin, New Zealand?

(N) ______________.

18. Are you studying at the University of Waikato in New Zealand?

(N) _______________.

19. Have I given the students an exam? _________________________________________.

20. Do you like steak, two veg, and a baked potato? _______________________________.

Verb Practice: Mixed Bag: To Be, To Have, To Go

ESL Verb Worksheet
Instructions: Write the sentence with the correct form of the verb
“To Be,” “To Have,” or “To Go”

Ex. Sebastian _________ to Canada every summer.
Sebastian goes Canada every summer.

1. Sebastian ________ a member of the Arsenal football club.

2. I _________ several books that I should read.

3. The hurricane ________ winds that are blowing up to 100 mile per hour.

4. Stephanie and Sonia _______ studying for their Spanish exam.

5. Uncle Jack __________ running every morning at the track in Zimbabwe.

6. We ________ planning a trip to Adelaide, Australia next year.

7. The wildebeest __________ to different watering holes during its migration

in Kenya.

8. Luis Figo __________ playing for Real Madrid this year.

9. You ________ to finish studying for your exam tomorrow.

10. Stephanie _________ the opportunity to travel to Featherstone, England.

11. I _________ preparing a business proposal for a meeting in Wellington, New Zealand.

12. Several birds ________ begun to sing in a maple tree near my house.

13. The boys _________ fishing in Lincoln, Nebraska during spring break.

14. We _________ and do our shopping at Riverbend Mall on Saturdays.

15. The new English teacher _________ started her job at Oldham High School.

16. I __________ and deliver sandwiches to the homeless in Buckley, Wales.

17. Sebastian __________ and deliver sandwiches to the homeless in Wrexham, Wales.

18. Morientes _________ to improve his passing skills with Real Madrid.

19. Sebastian and his friends _________ working on a dramatic presentation for

English class.

20. This summer, you will _______ to Waipori Falls to train for the marathon?

The Verb "To Go" Exercise

ESL Verb Worksheet

Instructions: Write the sentence with the correct form of the verb “To Go”
Ex. Sebastian _________ to Canada every summer.
Sebastian goes Canada every summer.

1. I ________ and play soccer for Newells’ Old Boys.

2. Hurricanes often _________ past Puerto Rico.

3. Stephanie __________ to guitar class on Saturdays in Saskatoon, Saskatchewan.

4. I ________ to the library in Reykjavik, Iceland.

5. You must _________ and deliver the presentation in Salmon Arm, British Columbia.

6. Sebastian and Jack _________ running in Moncton, New Brunswick on weekends.

7. We _________ travelling every summer.

8. You must _________ and tell Sonia that the package was delivered to

Dirrinbandi, Australia.

9. The boys ________ and eat breakfast at Hungry Joe’s in Winnipeg, Manitoba.

10. My parrot _________ to sleep in his cage at night.

11. Sonia _________ shopping at the mall in Parry Sound, Ontario.

12. Sebastian _________ to lift weights at the Arsenal gym in London, England.

13. Stephanie and Sebastian ________ to school in Coventry, England.

14. The hurricane _________ from west Africa to the Caribbean.

15. Uncle Jack ________ and visits his friends in Hammersmith, England.

16. We ________ to study at the library in Londonderry, Ireland.

17. The soccer team _________ to a training camp in Halifax, Nova Scotia

during the summer.

18. You _______ and practice soccer in Armagh, Ireland every summer?

19. The train ________ to Newcastle-on-Tyne on Fridays.

20. I _________ and spend time with Granddad Ted in London, Ontario in the summers.

The Verb "To Have" Exercise

ESL Verb Worksheet
Instructions: Write the sentence with the correct form of the verb “To Have” Ex. Sebastian _________ scored five goals this season.
Sebastian has scored five goals this season.

1. Uncle Steve _________ bought a new car.

2. Stephanie _________ to swim on Friday.

3. I __________ to finish my English homework.

4. Jack and Sebastian __________ been engineers for three years now.

5. Stephanie and Sonia _________ eaten already.

6. My car __________ engine problems.

7. You ________ to be careful when driving on the freeway near Ottumwa, Iowa.

8. We _________ to be more responsible for our actions.

9. The soccer team _________ advanced to the championship game.

10. Jack _________ never really understood calculus.

11. My parrot _________ a habit of making noise when he’s afraid.

12. The storm ________ affected the weather in Charlottetown, Prince Edward Island.

13. I __________ taken the exam for admission to law school.

14. Uncle Jack _________ never visited Saskatchewan before.

15. Stephanie and Sebastian _________ no relatives in New Zealand.

16. You _________ one week to prepare the report for the company presentation.

17. The novel Treasure Island _________ a memorable character, Long John Silver.

18. We will _________ to visit our cousins in Johannesburg and Bloemfontein,

South Africa.

19. The boys _________ been training for a month in Yellowknife, in northern Canada.

20. Sebastian _________ been training for a month in Flin Flon, Manitoba.