Jenny and Luke go to the police to tell them about Andrew Paige and Henry.
It is important to read the vocabulary and background before you watch the video. This will improve your ability to understand the video. It will also help you understand how the new vocabulary is used naturally.
The first time you watch the video, just try to understand the overall situation.
First, try to answer all the questions from memory. Then rewatch the video and try to answer the questions that you missed.
Watch the video again while you read the script. Reading and listening at the same time will help you hear each individual word and improve your listening accuracy.
There are several different activities that focus on listening accuracy, pronunciation, vocabulary, grammar, and sentence structure.
Es importante leer el vocabulario y los antecedentes antes de ver el video. Esto mejorará su capacidad para comprender el video. También le ayudará a comprender cómo se usa el nuevo vocabulario de forma natural.
La primera vez que vea el video, intente comprender la situación general.
Primero intente responder todas las preguntas de memoria. Luego, vuelva a ver el video e intente responder las preguntas que se perdió.
Mire el video nuevamente mientras lee el guión. Leer y escuchar al mismo tiempo lo ayudará a escuchar cada palabra individual y mejorará su precisión auditiva.
Hay una serie de actividades diferentes que se centran en la precisión auditiva, la pronunciación, el vocabulario, la gramática y la estructura de las oraciones.
비디오를 보기 전에 어휘와 배경을 읽는 것이 중요합니다. 이렇게 하면 비디오를 이해하는 능력이 향상됩니다. 또한 새로운 어휘가 어떻게 자연스럽게 사용되는지 이해하는데 도움이됩니다.
비디오를 처음 볼 때 전체 상황을 이해하려고 노력하세요.
먼저 모든 질문에 답을 해보세요. 그런 다음 비디오를 다시보고 놓친 질문에 답해보세요.
대본을 읽는 동안 비디오를 다시 보세요. 읽기와 듣기를 동시에 하면 각각의 단어를 듣고, 듣기 정확도를 향상시킬 수 있습니다.
듣기 정확도, 발음, 어휘, 문법 및 문장 구조에 초점을 맞춘 다양한 액티비티가 있습니다.
[n] - noun, [v] - verb, [phv] - phrasal verb, [adj] - adjective, [exp] - expression
Directions: Read the question prompt and the answer. Then make a logical question using the verb(s) provided.
Q: When _______________ home? (supposed to be)
When was Henry supposed to be home?
A: Three hours ago
Q: How _______________Henry? (be)
How old is Henry?
Q: What _______________ eyes? (be)
What color are Henry's eyes?
Q: What _______________? (wear)
What was Henry wearing?
A: A brown jacket, a dark green shirt, and jeans
Q: How _______________ university? (teach)
How often does Henry teach at the university?
A: A few days a week
Q: What _______________ floor when Jenny got home? (be)
What was on the floor when Jenny got home?
A: Some books
This activity is designed to improve sentence accuracy and complexity. Most students can produce the key content words in a sentence. However, they have difficulty with accuracy because the functional words are difficult or can seem unimportant. This activity will help learners eliminate problems with these functional words by giving them immediate feedback on the mistakes they are making. It will also help students develop their use of more natural, varied and complex sentence structures.
TIP: Say the sentence out loud. Notice the types of mistake you make often. Focus on those types of errors. (singular/plural, subject-verb agreement, article use, prepositions, gerunds and infinitives, noun clauses, adjective clauses, word order, and word forms.)
Esta actividad está diseñada para mejorar la precisión y complejidad de las oraciones. La mayoría de los estudiantes pueden producir las palabras clave del contenido en una oración. Sin embargo, tienen dificultades con la precisión porque las palabras funcionales son difíciles o pueden parecer poco importantes. Esta actividad ayudará a los alumnos a eliminar problemas con estas palabras funcionales al brindarles retroalimentación inmediata sobre los errores que están cometiendo. También ayudará a los estudiantes a desarrollar su uso de estructuras de oraciones más naturales, variadas y complejas.
CONSEJO: Diga la oración en voz alta. Observe los tipos de errores que comete con frecuencia. Concéntrese en ese tipo de errores. (singular / plural, concordancia entre sujeto y verbo, uso del artículo, preposiciones, gerundios e infinitivos, cláusulas sustantivas, cláusulas adjetivas, orden de las palabras y formas de las palabras).
이 액티비티는 문장의 정확성과 복잡성을 개선하기 위해 고안되었습니다. 대부분의 학생들은 문장에서 핵심 내용 단어를 생성 할 수 있습니다. 그러나 기능적 단어가 어렵거나 중요하지 않은 것처럼 보일 수 있기 때문에 정확성에 어려움이 있습니다. 이 액티비티는 학습자가 실수에 대한 즉각적인 피드백을 제공함으로써 이러한 기능적 단어의 문제를 제거하는 데 도움이 됩니다. 또한 학생들이 보다 자연스럽고 다양하며 복잡한 문장 구조를 사용하는 데 도움이 됩니다.
팁 : 문장을 크게 말하세요. 자주 저지르는 실수 유형과, 이러한 유형의 오류에 집중하세요. (단수 / 복수, 주어-동사 일치, 관사 사용, 전치사, 동명사 및 부정사, 명사절, 형용사절, 어순 및 단어 형태)
Directions: Write sentences about the video clip using the words given. You can change the word form or add words, but you cannot change the word order. Use present tense.
Instrucciones: Escriba oraciones sobre el videoclip usando las palabras dadas. Puede cambiar la forma de la palabra o agregar palabras, pero no puede cambiar el orden de las palabras. Usa el tiempo presente.
지시 : 주어진 단어를 사용하여 비디오 클립에 대한 문장을 씁니다. 어형을 변경하거나 단어를 추가할 수 있지만 어순은 변경할 수 없습니다. 현재 시제를 사용합니다.
Jenny / Luke / be / police / station
Jenny and Luke are at the police station.
police / officer / ask / Jenny / Andrew / Paige
The police officer asks Jenny about Andrew Paige.
Jenny / tell / officer / father / law / not / return / home / yet
Jenny tells the officer (that) her father-in-law hasn't returned home yet.
although / officer / think / it / too / early / report / Henry / missing / she / take / statement / Jenny
Although the officer thinks (that) it is too early to report Henry missing, she takes a statement from Jenny.
officer / take / Jenny / detail
The officer takes (down) Jenny's details.
Jenny / Luke / describe / Henry / and / Luke / show / officer / photo / Henry
Jenny and Luke describe Henry, and Luke shows the officer a photo of Henry.
Jenny / tell / officer / Henry / stay / home / fix / car / because / tire / punture
Jenny tells the officer (that) Henry stayed home to fix his car because his tires were puntured.
Luke / tell / officer / Henry / often / go / long / walk / but / he / never / late
Luke tells the officer (that) Henry often goes on long walks, but he is never late.
when / Jenny / come / back / Henry / home / lock / luggage / broken / and / there / some / book / floor
When Jenny came back to Henry's home, the lock on her luggage was broken and there were some books on the floor.
Luke / think / it / weird / because / Henry / normal / really / tidy
Luke thinks (that) it is weird because Henry is normally really tidy.
officer / advise / Jenny / stay / Luke
The officer advises Jenny to stay with Luke.
Directions: With a partner or in a group, listen to the conversation and then try to act out the situation. Focus on intonation, stress, and rhythm.
Instrucciones: Con un compañero o en grupo, escucha la conversación y trata de representar la situación.
지시 사항 : 파트너와 함께 또는 그룹으로 대화를 듣고 상황을 연기해봅시다. 억양, 강세, 리듬에 집중하세요.
Officer: And that was the last time you saw Mr. Paige?
Jenny: Yes. Is he going to be okay?
Officer: We don't know yet, I'm afraid. You also said that your father-in-law, Henry Walker, hasn't returned home yet. How long has he been missing?
Jenny: He was supposed to be home three hours ago.
Officer: Okay. It's a bit early to report him missing, but I'll take a statement. So your name's Jenny Zielinski?
Jenny: That's right.
Officer: And you're staying at the Grange, Marsh Lane, Long Crandon.
Officer: Okay, can you describe Mr. Walker?
Jenny: He's 62, I think.
Jenny: He's average height and build. He has gray hair and glasses. I don't know what color his eyes are.
Luke: They're brown. Here is a photo of him.
Officer: When did you last see him?
Jenny: This morning, around 10.
Officer: Where were you?
Jenny: At his house in Long Crandon.
Officer: And do you remember what he was wearing?
Jenny: Oh, just a brown jacket, a dark green shirt, and jeans.
Officer: Do you remember anything unusual about the last time you saw him?
Jenny: Yes, actually. We were going to go to Oxford, but Henry's two front tires had been punctured.
Officer: Really? So you left for Oxford and he stayed to fix the car?
Officer: Do you know what his plans were for the rest of the day?
Officer: Can you give me some idea of his normal routine?
Jenny: Not really.
Luke: Well, he's an academic. He teaches at the university a few days a week, but he often works from home. He goes on a lot of long walks, but never this late.
Officer: And Jenny, do you remember seeing anything unusual when you got back to the house this afternoon?
Jenny: Well, there was my suitcase. The airport had returned my lost luggage, and the lock was broken.
Officer: Is there anything else?
Jenny: There were some books on the floor.
Luke: Really? That's weird. Henry's normally really tidy.
Officer: Okay, try not to worry. We'll look into this. In the meantime, perhaps you should stay with Luke. And if you think of anything else or he turns up, give me a call.