Hi, David et al. --
I've already sent you most of the pages I created myself. If you remember
any you want me to re-send, let me know. Except for the .jpg Chess cartoon,
all of the files below are Word files made by me and can be used in any way
you think appropriate.
It seems I never sent you any anthropomorphic map files. These Phoenician
"maps" are too risque for younger kids but an excellent way to teach the
cartography of North Africa and the Middle East to older students and
adults.
*Anthropomorphic Maps.docx*
https://dl.dropboxusercontent.com/u/2033458/Body_Part_Maps/Anthropomorphic_Maps.docx
*Aphrodite_Map_pics.doc*
https://dl.dropboxusercontent.com/u/2033458/Body_Part_Maps/Aphrodite_Map_pics.doc
*BodyPartList_3.doc*
https://dl.dropboxusercontent.com/u/2033458/Body_Part_Maps/BodyPartList_3.doc
The next file is a "test" item. The toponyms, the Hebrew-sounding
Phoenician body part terms, and English body part terms have been scrambled
by printing all 3 columns in alphabetical order. The student needs to
"connect" the entries in each column. For example, Chad = SHaD = breast.
*BodyPartList_abc *
https://dl.dropboxusercontent.com/u/2033458/Body_Part_Maps/BodyPartList_abc.doc
The American indian name for North America is Turtle Island. It seems
ancient Hindu map-makers knew this.
*Turtle_Island.doc*
https://dl.dropboxusercontent.com/u/2033458/Body_Part_Maps/Turtle_Island.doc
You can print cartoons from any source without their captions. Ask the
students to produce suitable captions.
For example, my own caption for this Chess cartoon is: White to mate in 4.
*Chess Cartoon *
https://dl.dropboxusercontent.com/u/2033458/Misc/ChessCartoon.jpg
If you have any students whose native language is Spanish, they may enjoy
this item.
*Spanish_n-tilde_enye.docx*
https://dl.dropboxusercontent.com/u/2033458/Misc/Ntilde_1page.docx
Groundhog Day (when the marmota does or doesn't see his shadow) in the USA
was Feb 2nd. The next file is a "shady" stream-of-consciousness multi-log.
You can ask native English speaking students to explain the
(psycholinguistic) connection between each sequential statement or
expression.
*GroundhogDay_pics.docx*
*https://www.dropbox.com/home/Public/Misc?preview=Groundhog_pics.docx
<https://www.dropbox.com/home/Public/Misc?preview=Groundhog_pics.docx>*
For example:
[image: Inline image 1]
You can explain that "Horsefeathers!" means "nonsense" because the Pegasus
doesn't really exist.
"Sus" is Persian for "horse", borrowed into Hebrew. "Pega" is the reverse
of Hebrew "@aGaF" = wing, branch.
So Afganistan is the left wing on that map of Asia as Pegasus.
Calvary is where Jesus was crucified. Cavalry are soldiers on horseback.
Beelzebub means "Lord of the Flies" from Hebrew Ba'aL + Z'VooV.
"Lord of the Flies" is a novel by William Golding.
https://en.wikipedia.org/wiki/Lord_of_the_Flies
The sound of the fly is BuZZ, a reversal of Z'VooV.
The student needs to understand that Beelzebub would be "Lord of the Pigs"
"If pigs could fly,...", a common introductory English phrase for a
statement intended to be understood as nonsense.
= = = = = =
Best regards,
Izzy
Subject: [etni] Looking for free / relatively cheap printable pages for all
gra
From: David Gower <gowerenglish4u@xxxxxxxxx>
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