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Complete the subject-verb agreement worksheet.

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Critical Media Literacy Framework Explained

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Critical Media Literacy Framework Explained

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Use this rhetorical pentagram in your analysis.

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Guide to Film Analysis

Use this guide to interpret the film

1. Determine the type of film.

2. Analyse setting, characters, narrator and theme.

3. Use a shot by shot analysis of a scene to supplement your analysis, e.g. your character analysis. This is where you use cinematic techniques such as framing, angle, composition.

4. Determine the type of sound used in the film. When does the filmmaker make use of diegetic, non-diegetic or contrapuntal sound and which effect does it have?

5. Determine the type of lighting and colour used. When does the filmmaker make use of the different types of lighting and colours and why?

6. Analyse the film by looking at the narrative structure and the three-act structure model.

7. TIP: When doing a shot by shot analysis, you can download a VLC media player. This can be used to make still images in the film which you can then analyse in detail.

You can use the attached template for film analysis to write down your own analysis when watching a film as part of your English curriculum.

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Fill in this exercise with the correct word of adverbs of place.

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Adjective - Adverb

Fill in the correct form of the words in brackets.

1. He looked at me __________________ when I interrupted him. (ANGRY)

2. Marty and Judith are __________________ married. (HAPPY)

3. I lost the game because I had been playing __________________. It was even ____________ than last season’s game. (BAD, BAD)

4. The boss is always __________________ -informed. There’s not much you can hide from him. (GOOD)

5. My French isn’t very __________________, but I can understand him __________________ if he speaks __________________. (GOOD, PERFECT, SLOW)

6. The film was __________________. I haven’t seen one as __________________ as that before. (TERRIBLE, BAD)

7. Sue was __________________ upset about losing her job. (TERRIBLE)

8. Expensive hotels are often __________________ than __________________ ones. (COMFORTABLE, CHEAP).

9. They discussed __________________ technical matters in the meeting. (HIGH)

10. Do you want to pay __________________? (SEPARATE)

11. They have to work __________________ for a living, but if you look at other people, they __________________ work at all. (HARD, HARD)

12. The children behaved ______________, so they were allowed to go to the party. (GOOD)

13. It’s the _____________________ painting in the whole exhibition (VALUABLE)

14. I __________________ drove my car into the river. It was pretty __________________. (NEAR, CLOSE)

15. The cook prepared an __________________ lunch for the guests. (EXCELLENT)

16. She had __________________ money to spend than last year (LITTLE).

17. __________________, Paris is quite a __________________ city. (OBVIOUS, LOVE)

18. Jerry is the __________________ student in my whole class. (BAD)

19. The man became __________________ when the guard asked him to leave. (VIOLENT)

20. The exam was __________________ easy. (SURPRISING).

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Practice these verb tenses.

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Complete this exercise

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Complete the worksheet

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Adverbs of Time Relationships in Time Interactive Worksheet

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Pre-Reading Questions

1. What are your initial perceptions of Canada as a nation?
Consider its history, culture, and global significance. What factors do you think have shaped Canada into the country it is today?

2. How do you think Canada’s relationship with its Indigenous peoples, France, and Britain has influenced its historical development?
Reflect on how these interactions might be depicted in historical accounts.

3. What role do you think geography has played in the shaping of Canada’s history and identity?
Consider how the vast and varied landscape might have affected settlement patterns, economic activities, and political relationships.

Questions on the Most Important Events

1. What were the key motivations behind the establishment of New France in the early 17th century?

2. How did the Treaty of Paris (1763) reshape the territorial and political landscape of Canada?

3. What was the significance of the Royal Proclamation of 1763 for Indigenous peoples and colonial settlers?

4. How did the War of 1812 influence Canadian national identity?

5. In what ways did the Confederation of 1867 mark a turning point in Canadian history?

6. What were the primary challenges and achievements of John A. Macdonald’s leadership during the early years of Confederation?

7. How did the construction of the Canadian Pacific Railway impact Canada’s economic development and territorial expansion?

8. What were the causes and consequences of the Northwest Rebellion of 1885?

9. How did Canada’s participation in World War I affect its status on the global stage?

10. In what ways did the Statute of Westminster (1931) contribute to Canada’s autonomy from Britain?

11. How did Canada’s role in World War II differ from its involvement in World War I?

12. What was the significance of the Quiet Revolution in Quebec during the 1960s?

13. How did the introduction of the Official Languages Act in 1969 change the linguistic landscape of Canada?

14. What were the key issues and outcomes of the 1980 Quebec Referendum?

15. In what ways did the Constitution Act of 1982 strengthen Canada’s sovereignty?

16. What was the impact of the 1995 Quebec Referendum on national unity?

17. How have Canada’s policies toward Indigenous peoples evolved since the 1990s?

18. What were the causes and implications of the 2008 apology for the Indian Residential Schools?

19. How has Canada’s immigration policy shaped its multicultural identity in the 21st century?

20. What recent events have continued to influence Canada’s national identity and its place in the world?

Post-Reading Questions

1. How has reading about Canada’s foundational history altered or reinforced your understanding of the country?
Reflect on any new insights or perspectives you have gained.

2. In what ways do the historical events outlined in the pamphlet continue to influence contemporary Canadian society?
Consider the legacies of key events and how they are reflected in modern Canada.

3. What challenges and opportunities do you think Canada will face in the future as a result of its historical foundations?
Predict how the past might shape the country’s future direction, both domestically and internationally.

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Foundations - A History of Canada & Its Parliament

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Aim: To read an interpret fiction.

1. Make a short summary of the chapter 4 & 5 in about 100 words

2. Make a characterization of the protagonist.

- Use the table above to make your characterisation:

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1. Grammar

Aim: to learn about adjectives, their function.

1.A. Find out what an adjective is - and its function - make notes (5 min.).

1.B. Find all the adjectives in the text below (10 min.)

- What is the effect of these adjectives on the text?:

It was broad daylight when Anne awoke and sat up in bed, staring confusedly at the window through which a flood of cheery sunshine was pouring and outside of which something white and feathery waved across glimpses of blue sky.

For a moment she could not remember where she was. First came a delightful thrill, as something very pleasant; then a horrible remembrance. This was Green Gables and they didn’t want her because she wasn’t a boy!

But it was morning and, yes, it was a cherry-tree in full bloom outside of her window. With a bound she was out of bed and across the floor. She pushed up the sash—it went up stiffly and creakily, as if it hadn’t been opened for a long time, which was the case; and it stuck so tight that nothing was needed to hold it up.

Anne dropped on her knees and gazed out into the June morning, her eyes glistening with delight. Oh, wasn’t it beautiful? Wasn’t it a lovely place? Suppose she wasn’t really going to stay here! She would imagine she was. There was scope for imagination here.

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Are you looking for words that add style to your sentences? Memorizing and studying the meaning of new words on an adverb list can help improve your English skills. Adverbs, which modify verbs and adjectives, help you describe to your audience how actions are taken.

You'll notice that the words on the adverbs lists and the conjunctive adverbs list add more detail to simple sentences. As a result, the reader or listener has a clearer understanding of the situation you're discussing.

The words on a list of conjunctive adverbs connect two ideas. You'll find a conjunctive adverb list toward the end of this article.

Let's go over the types of verb modifying words and look at examples from each different adverb list. Before you begin, if you want more background information on verb modifying words, click site.

Remember that adverbs and adjectives are different but often confused. Adverbs describe how, when, where, how much, and how often. They modify verbs, adjectives, and sentences. Adjectives, on the other hand, describe nouns.

This list of adverbs page is organized so you can easily use words that spice up your writing.

Manner Adverbs List: Words Describing Action

A manner adverbs list provides words that explain how an action is done. These words modify or change the meaning of a verb in a sentence. Most come after the main verb in a sentence, although sometimes they appear before the verb.

Here's a standard sentence without a word of manner:

To add more details explaining the manner in which Tom creates websites, we'll add a new word to the end of the sentence in this short adverb examples list:

As you can see, different words of manner dramatically change the action ( creating websites) in each sentence. Check out the words of manner in this adverb examples list:

Place Adverbs List: Words Describing Place

A place adverbs list includes words that tell your audience where an action happens, will happen, or did happen. Use place words to answer the question, "Where?" Words of place are also called "spatial words."

If a word expresses location, direction, distance, position, or movement, then it's probably spatial. Let's look at a brief adverb examples list for descriptive words:

Here's a list of adverbs you can use to refer to distance and space:

Time Adverbs List: Words Describing When

When did an action happen? How often does it happen? For how long does it happen? Words in a time adverbs list can answer one of these three questions for your audience.

Here's a short adverb examples list for words describing time:

In the above list, you get a little extra information. However, a sentence can include multiple time-describing adverbs and answer all three questions.

Note that the sentence should always follow a certain order when there is more than one time-describing word. The first word will describe how long an action happens. The second word explains how often it happens. The third word details when an action happens. For example:

She babysat the Smiths' children for three days (how long) every week (how often) last year (when).

There are many words that describe time. Here is a list of adverbs describing time that are easy to remember:

Focusing List of Adverbs

In speech, you can emphasize words to give your sentences different meanings. In writing, you're unable to emphasize words this way. Instead, you use words from a focusing list of adverbs to give your sentences more meaning. These words give your audience the information that is most important to know by telling them how much or to what extent. Look at the following sentences for a few examples of this in action:

Want to know more words you can use to focus a sentence? This list should help:

Do you have an English paper due soon? See how helpful this essay check is at correcting mistakes. Then try Citation Machine's citing services to create citations in MLA format!

Words included in a degree list of adverbs let you share specific details with your audience. Each one explains the degree to which an action is taken or the degree of a state of being. In most sentences, you'll find these words before the verb or adjective it is modifying.

Here is a list of adverbs that show degree::

Evaluation List of Adverbs

An evaluation list of adverbs contains words which express the speaker's thoughts and feelings about an action or statement. You'll often find these words at the beginning of a sentence, usually preceding a comma.

Amazingly, Jake did a backflip and kicked the ball mid-air to score a goal.

Want to learn more evaluation words? This adverb list has some great words to learn:

Before moving on to the next category, why not impress your English teacher by learning about APA format and more styles of citing work?

Words that you find on a linking adverb list are often known as transition words. They are similar to the words you'll find below on the list of conjunctive adverbs. Like the words on the conjunctive adverb list, these words connect clauses and sentences and create a smooth transition in your writing and speaking. You use these words at the beginning or in the middle of a sentence.

Here's a linking adverb examples list:

Therefore, understanding nutrition is the foundation of health.

Jim studied hard and, as a result, was able to pass his exams.

Rather than play video games, Ted decided to work on his English assignment.

Try using some of the linking words on this adverb list in your writing:

Hopefully, you'll see the parallels between these words and the ones on the following list of conjunctive adverbs. Without further ado, here is the conjunctive adverb list.

A Conjunctive Adverbs List

The types of verb modifying words covered previously have names that explain their function or purpose. At this point you may wonder, "What is a conjunctive adverb list?" Similar to linking words, the words you'll find on a list of conjunctive adverbs connect two parts of a sentence together. In fact, a conjunctive adverbs list contains words that describe a relationship between things. For example:

Shelly forgot to set her alarm. Incidentally, her mom happened to wake Shelly up early.

Tammy couldn't watch the live tennis match. Nonetheless, she recorded it to watch on DVR.

A conjunctive adverb list also contains words such as:

This is not an exhaustive conjunctive adverbs list, but it's a great start. In fact, you'd be hard-pressed to find a complete list of conjunctive adverbs. However, using a conjunctive adverbs list like the one above will certainly improve your writing skills.

Positives, Comparatives & Superlatives

These words express the state of the situation. You won't find them on a conjunctive adverbs list because they compare rather than connect. They're great, for example, to compare situations that go from bad to worse. They describe the degree of the situation.

You can use these words to compare two subjects. For example:

Your car may be fast. My car is even faster. However, race cars are the fastest.

In that example, fast is called the positive word, faster is the comparative, and fastest is the superlative. You've used different variations of the same word to show different degrees.

Let's take a look at these modifying words in order: positive, comparative, superlative.

Badly, worse, worst

Carefully, more carefully, most carefully

Little, less, least

Much, more, most

Soon, sooner, soonest

Well, better, best

Quickly, more quickly, most quickly

Now you know all about the different types of adverbs. Want to expand your vocabulary even more? Check out this informative site.

Published March 9th, 2019. Updated May 29th, 2020.

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Looking for a list of adverbs? Here's a list, organized by type, with descriptions of each different type. It also includes a conjunctive adverbs list.

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An adverb usually modifies by telling how, when, where, why, under what conditions, or to what degree. An adverb is often formed by adding -ly to an adjective.

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Find all the adverbs in this excerpt:

Memories. Some memories are elusive, fleeting, like a butterfly that touches down and is free until it is caught.

Others are haunting: you’d rather forget them, but they won’t be forgotten. And some are always there. No matter where you are, they are there too. I always felt most of my memories were better avoided, but now I think it’s best to go back in my life before I go forward. Last month, April 18th, I celebrated my twenty-fourth birthday. That’s still young, but I feel so old.

My father, Henry Raintree, was of mixed blood, a little of this, a little of that, and a whole lot of Indian. My sister, Cheryl, who was eighteen months younger than me, had inherited his looks: black hair, dark brown eyes that turned black when angry, and brown skin. There was no doubt they

were both of Indian ancestry. My mother, Alice, on the other hand, was part Irish and part Ojibway. Like her, I had pale skin, not that it made any difference when we were living together as a family.

We lived in Norway House, a small northern Manitoba town, before my father contracted tuberculosis. Then we moved to Winnipeg. I used to hear him talk about TB and how it had caused him to lose everything he had worked for. Both

my Mom and Dad took medicine, and I always thought it was because of TB. Although we moved from one rundown house to another, I remember only one, on Jarvis Avenue. And of course, we were always on welfare. I knew that from the way my Dad used to talk. Sometimes he would put himself down, and sometimes he counted the days till he could walk down to the place where they gave out cheques and food stamps.

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'In Search of April Raintree' by Beatrice Mosonier

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'In Search of April Raintree' by Beatrice Mosonier

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Read pages 8-15, of this excerpt.

Characterization

1. Make a characterization of the protagonist - as you did with Anne of Green Gables: https://padlet.com/marsilie/3r-canada-pwj0667r1ty8zl7b/wish/YBl3Z2JymYJJZv16

2. Compare the two protagonists.

1. How are they similar?

2. How are they different?

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Use this compendium for your analyses.

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Justin Trudeau's Apology for N.L Residential Schools

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Justin Trudeau's Apology for N.L Residential Schools

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Read and analyse Justin Trudeau's apology speech.

1. Take 5 minutes to investigate as to why Trudeau is apologising about residential schools.

2. Use the Rhetorical Pentagram and Tools for Analysis for this.

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Prime Minister Justin Trudeau formally apologized to former students of five Newfoundland and Labrador residential schools on Friday, calling the statement long overdue.

Read the prime minister's full speech.:

Kuei (Kw-ay),

Atelehai (Ah-teel-Lee-hi).

Hello everyone.

Thank you all for being here.

Before we begin, I'd like recognize that we are in the homeland of the Inuit and Innu.

We are here today to acknowledge a historic wrong.

At the turn of the 20th century, the Moravian Mission and the International Grenfell Association, with the support of the provincial government, established schools with dormitory residences for Indigenous children in Newfoundland and Labrador.

Five residential schools were built and operated with the stated purpose of providing education.

To Innu, Innuit, and NunatuKavut children, those who ran the schools promised better jobs, better opportunities and a better life.

And to their parents, they promised that their children would be cared for and provided for.

They promised that their children would be safe at the Lockwood School in Cartwright, Makkovik Boarding School, the Nain Boarding School, the St. Anthony Orphanage and Boarding School, and the Yale School.

However, we know today that this colonial way of thinking led to practices that caused deep harm.

Punished for speaking their language, prohibited from practising their culture, the children were isolated from their families, uprooted from their communities and stripped of their identity.

They were made to feel irrelevant and inferior.

They were taught to be ashamed of who they were, of where they were from.

We know this because of the exceptional courage and strength of survivors, and other former students, who came forward and shared their stories.

Because of them, we now know the truth about the abuse students suffered and the trauma they endured.

Many were sorely neglected, and not properly fed, clothed or housed.

Others suffered physical, psychological and sexual abuse.

All were deprived of the love and care of their parents, families and communities.

These are the hard truths that are part of Canada's history.

These are the hard truths we must confront as a society.

Today, I humbly stand before you to offer a long overdue apology to the former students of the Lockwood School in Cartwright, the Makkovik Boarding School, the Nain Boarding School, the St. Anthony Orphanage and Boarding School and the Yale School in Newfoundland and Labrador on behalf of the government of Canada and all Canadians.

Pijâgingilagut (pe-yah-gin-gi-lah-goot)

Apu ushtutatat (a-poo oos-too-ta-dat)

Sadly, not all former students are here with us today, having passed away without being able to hear this apology.

We are sorry for not apologizing sooner. For not righting this wrong before now.

We honour their spirits and cherish their memories.

To the families, loved ones and communities impacted by the tragic legacy of these schools:

Pijâgingilagut (pe-yah-gin-gi-lah-goot)

Apu ushtutatat (a-poo oos-too-ta-dat)

To all of you, we are sorry.

For far too many students, profound cultural loss led to poverty, family violence, substance abuse and community breakdown. It led to mental and physical health issues that have impeded their happiness and that of their family.

Far too many continue to face adversity today as a result of time spent in residential schools and for that we are sorry.

We are sorry for the misguided belief that Indigenous children could only be properly provided for, cared for or educated if they were separated from the influence of their families, traditions and cultures.

We are sorry for a time when Indigenous cultures were undervalued, when Indigenous languages, spiritual beliefs and ways of life were falsely deemed to be inferior.

This kind of thinking - the kind of thinking that led to the establishment of the residential school system and left deep scars for so many - has no place in our society.

It was unacceptable then, and it is unacceptable now.

For too long, Canada has let you carry this burden alone.

In 2008, the government of Canada issued an official apology to the former students of Indian residential schools, but they failed to tell your story.

We know that the delay has caused you greater pain and suffering. The absence of an apology recognizing your experiences has been an impediment to healing and reconciliation.

Saying that we are sorry today is not enough.

It will not erase the loneliness you have felt; it will not undo the harm you have suffered.

It will not bring back the languages and traditions you have lost.

It will not take away the isolation and vulnerability you felt when separated from your families, communities and cultures.

It will not repair the hardships you endured in the years that followed as you struggled to recover from what you experienced in the schools and move forward with your lives.

But today I'm here to tell you, on behalf of the government of Canada and of all Canadians, that this burden is one you no longer have to carry alone.

It is my sincere hope that you can finally get some closure - that you can put your inner child to rest.

That you can finally begin to heal.

The treatment of Indigenous children in residential schools is a painful chapter of Canada's history that we must confront.

For too long, it's a chapter we chose to skip; a chapter we chose to leave out of our textbooks.

Out of shame, out of denial, Canadians and their governments have turned a blind eye on this story because it runs counter to the promise of this country and the ambition of its people.

It's time for Canada to acknowledge its history for what it is: flawed, imperfect and unfinished.

It's time for us to recognize our failings in tandem with our successes, and live up to our principles we cherish and ideals we hold.

Reconciliation between the government of Canada and Indigenous peoples and between Indigenous and non-Indigenous peoples is an ongoing process.

We know that it won't happen overnight.

But it is my hope that in apologizing today, in acknowledging the past and asking for forgiveness, that as a country, we will continue to advance on the path of reconciliation together.

The Newfoundland and Labrador residential schools settlement is an example of reconciliation in action, a settlement with healing and commemoration at its core.

All Canadians have much to learn not only from the hardship former students have endured, but from the incredible strength they have displayed in the face of adversity.

The bravery shown by former students, who made this settlement possible, and the resilience displayed by entire communities cannot be overstated.

I hope that you will continue to tell your stories in your own way and in your own words as this healing and commemoration process unfolds.

Let this day mark the beginning of a new chapter in our history - one in which we vow to never forget the harm we have caused you and vow to renew our relationship.

Let this new chapter be one in which Indigenous and non-Indigenous people build the future they want together.

Tshinashkumitin (Ta-Na-qwo-mit-in),

Nakummek (Nuck-kum-meek).

Thank you.

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'A painful chapter of Canada's history': Read the PM's apology for N.L. residential schools | CBC News

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Calling it a "hard truth" Canada must confront, Prime Minister Justin Trudeau formally apologized to former students of Newfoundland and Labrador residential schools on Friday. Read his full speech.

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Complete this exercise

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Pre-reading:

1.    What are your initial perceptions of Canada as a nation?

Canada as a nation has been ever changing throughout the years, by the colonization of the indigenous people, the shaping of Canada by France, Britain and America.

2.    How do you think Canada’s relationship with its indigenous people, France and Britain has influenced its historical development?

Those historical influences have contributed to the ongoing challenges phased by indigenous communities in Canada, including issues related to the land rights, cultural preservation, and social inequalities.

3.    What role do you think geography has played in the shaping of Canada’s history and identity?

Geography has had a big part of the shaping since the other countries will have wanted a part of the land that, since it was rich and bountiful, and because of how close it was to the other places, such as America and Russia.

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Article analysis: 'Canada's Residential Schools Were a Horror'

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Article analysis: 'Canada's Residential Schools Were a Horror'

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Use the Tools for Analysis to analyze this article (non-fiction).

Remember to include the Rhetorical Triangle.

You must answer these questions:

WHAT TYPE OF TEXT IS IT?

WHO IS SPEAKING?

TO WHOM IS THE PERSON SPEAKING?

WHAT ARE THE CIRCUMSTANCES OF THE TEXT?

WHAT IS THE CHARACTERISTICS OF THE TEXT?

WHAT IS ACTUALLY SAID?

WHAT IS THE MEDIUM?

HOW RELIABLE IS THE TEXT?

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Canada's Residential Schools Were a Horror _ Scientific American

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1. He looked at me __________angrily________ when I interrupted him. (ANGRY)

2. Marty and Judith are _______happily___________ married. (HAPPY)

3. I lost the game because I had been playing ______badly____________. It was even ______worse______ than last season’s game. (BAD, BAD)

4. The boss is always _______well___________ -informed. There’s not much you can hide from him. (GOOD)

5. Our French isn’t very _________good_________, but I can understand him ________perfectly__________ if he speaks ______slowly____________. (GOOD, PERFECT, SLOW)

6. The film was ______terrible____________. I haven’t seen one as _________bad_________ as that before. (TERRIBLE, BAD)

7. Sue was _________terribly_________ upset about losing her job. (TERRIBLE)

8. Expensive hotels are often _______comfortable___________ than ________cheaper__________ ones. (COMFORTABLE, CHEAP).

9. They discussed _______highly___________ technical matters in the meeting. (HIGH)

10. Do you want to pay _______speraptely___________? (SEPARATE)

11. They have to work _______hard___________ for a living, but if you look at other people, they ________hardly__________ work at all. (HARD, HARD)

12. The children behaved _______well_______, so they were allowed to go to the party. (GOOD)

13. It’s the _________valued____________ painting in the whole exhibition (VALUABLE)

14. I _______nearly___________ drove our car into the river. It was pretty ________close__________. (NEAR, CLOSE)

15. The cook prepared an ________excellent__________ lunch for the guests. (EXCELLENT)

16. She had ______little____________ money to spend than last year (LITTLE).

17. ________Obviously__________, Paris is quite a _________lovely_________ city. (OBVIOUS, LOVE)

18. Jerry is the ________worst__________ student in our whole class. (BAD)

19. The man became _______violent___________ when the guard asked him to leave. (VIOLENT)

20. The exam was ________suprisingly__________ easy. (SURPRISING).

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Grandma (grammar) extra fries (excercise) - Carlo

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Grandma (grammar) extra fries (excercise) - Carlo

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1.    He looked at me Angrily when I interrupted him. (ANGRY)

2.    Marty and Judith are Happily_ married. (HAPPY)

3.    I lost the game because I had been playing Badly. It was even ___Worse__ than last season’s game. (BAD, BAD)

4.    The boss is always ___well___ -informed. There’s not much you can hide from him. (GOOD)

5.    My French isn’t very ____Good___, but I can understand him ____perfectly_____ if he speaks ___slowly___. (GOOD, PERFECT, SLOW)

6.    The film was Terrible___. I haven’t seen one as ________bad_____ as that before. (TERRIBLE, BAD)

7.    Sue was ___terribly_____ upset about losing her job. (TERRIBLE)

8.    Expensive hotels are often ____more comfortable_____ than ____cheaper____ ones. (COMFORTABLE, CHEAP).

9. They discussed _____highly_____ technical matters in the meeting. (HIGH)

10. Do you want to pay ____seperately___? (SEPARATE)

11. They have to work ___hard___ for a living, but if you look at other people, they _____hardly___ work at all. (HARD, HARD)

12. The children behaved ___well____, so they were allowed to go to the party. (GOOD)

13. It’s the ______most valued______ painting in the whole exhibition (VALUABLE)

14. I ______nearly_____ drove my car into the river. It was pretty ______close_______. (NEAR, CLOSE)

15. The cook prepared an ____excellent___ lunch for the guests. (EXCELLENT)

16. She had ____less______ money to spend than last year (LITTLE).

17. ____obviously_____, Paris is quite a ___lovely___ city. (OBVIOUS, LOVE)

18. Jerry is the ____worst______ student in my whole class. (BAD)

19. The man became ___violent_____ when the guard asked him to leave. (VIOLENT)

20. The exam was _____surprisingly______ easy. (SURPRISING).

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1. He looked at me _____angrily_____________ when I interrupted him. (ANGRY)

2. Marty and Judith are ______Happily____________ married. (HAPPY)

3. I lost the game because I had been playing _____badly_____________. It was even ____worse________ than last season’s game. (BAD, BAD)

4. The boss is always _____well_____________ -informed. There’s not much you can hide from him. (GOOD)

5. My French isn’t very ____good______________, but I can understand him ____perfectly______________ if he speaks ______slowly____________. (GOOD, PERFECT, SLOW)

6. The film was _______terrible___________. I haven’t seen one as ____bad______________ as that before. (TERRIBLE, BAD)

7. Sue was ______terribly____________ upset about losing her job. (TERRIBLE)

8. Expensive hotels are often ________comfortable__________ than ____cheaper______________ ones. (COMFORTABLE, CHEAP).

9. They discussed ________highly__________ technical matters in the meeting. (HIGH)

10. Do you want to pay ______separately____________? (SEPARATE)

11. They have to work _______hard___________ for a living, but if you look at other people, they ______hardly____________ work at all. (HARD, HARD)

12. The children behaved _____well_________, so they were allowed to go to the party. (GOOD)

13. It’s the ____most__valued_______________ painting in the whole exhibition (VALUABLE)

14. I ___nearly_______________ drove my car into the river. It was pretty ______Close____________. (NEAR, CLOSE)

15. The cook prepared an ______excellent____________ lunch for the guests. (EXCELLENT)

16. She had _____less_____________ money to spend than last year (LITTLE).

17. ___obviously_______________, Paris is quite a _____lovely_____________ city. (OBVIOUS, LOVE)

18. Jerry is the ____worst______________ student in my whole class. (BAD)

19. The man became _______violent___________ when the guard asked him to leave. (VIOLENT)

20. The exam was ____surprisingly______________ easy. (SURPRISING).

# data[].attributes.body
1.      He looked at me Angrily when I interrupted him.

2.      Marty and Judith are Happily married.

3.      I lost the game because I had been playing badly. It was even worse than last season’s game.

4.      The boss is always well informed. There’s not much you can hide from him.

5.      My French isn’t very Good, but I can understand Perfectly if he speaks Slowly.

6.      The film was Terrible. I haven’t seen one as Bad as that before.

7.      Sue was Terribly upset about losing her job.

8.      Expensive hotels are often More Comfortable than cheaper ones.

-------

10.      Do you want to pay Separately

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Fill in the correct form of the words in brackets.

1. He looked at me angrily when I interrupted him. (ANGRY)

2. Marty and Judith are happily married. (HAPPY)

3. I lost the game because I had been playing badly. It was even worse than last season’s game. (BAD, BAD)

4. The boss is always well-informed. There’s not much you can hide from him. (GOOD)

5. My French isn’t very Good, but I can understand him perfectly if he speaks slowly. (GOOD, PERFECT, SLOW)

6. The film was Terrible. I haven’t seen one as bad as that before. (TERRIBLE, BAD)

7. Sue was terribly upset about losing her job. (TERRIBLE)

8. Expensive hotels are often more comfortable  than cheaper ones. (COMFORTABLE, CHEAP).

9. They discussed highly technical matters in the meeting. (HIGH)

10. Do you want to pay Separately? (SEPARATE)

11. They have to work Hard for a living, but if you look at other people, they Hardly work at all. (HARD, HARD)

12. The children behaved well, so they were allowed to go to the party. (GOOD)

13. It’s the Most valuable painting in the whole exhibition (VALUABLE)

14. I nearly drove my car into the river. It was pretty close. (NEAR, CLOSE)

15. The cook prepared an excellent lunch for the guests. (EXCELLENT)

16. She had less money to spend than last year (LITTLE).

17.Obviously, Paris is quite a lovely city. (OBVIOUS, LOVE)

18. Jerry is the worst student in my whole class. (BAD)

19. The man became violent when the guard asked him to leave. (VIOLENT)

20. The exam was surprisingly easy. (SURPRISING).Fill in the correct form of the words in brackets.

1. He looked at me angrily when I interrupted him. (ANGRY)

2. Marty and Judith are happily married. (HAPPY)

3. I lost the game because I had been playing badly. It was even worse than last season’s game. (BAD, BAD)

4. The boss is always well-informed. There’s not much you can hide from him. (GOOD)

5. My French isn’t very Good, but I can understand him perfectly if he speaks slowly. (GOOD, PERFECT, SLOW)

6. The film was Terrible. I haven’t seen one as bad as that before. (TERRIBLE, BAD)

7. Sue was terribly upset about losing her job. (TERRIBLE)

8. Expensive hotels are often more comfortable  than cheaper ones. (COMFORTABLE, CHEAP).

9. They discussed highly technical matters in the meeting. (HIGH)

10. Do you want to pay Separately? (SEPARATE)

11. They have to work Hard for a living, but if you look at other people, they Hardly work at all. (HARD, HARD)

12. The children behaved well, so they were allowed to go to the party. (GOOD)

13. It’s the Most valuable painting in the whole exhibition (VALUABLE)

14. I nearly drove my car into the river. It was pretty close. (NEAR, CLOSE)

15. The cook prepared an excellent lunch for the guests. (EXCELLENT)

16. She had less money to spend than last year (LITTLE).

17.Obviously, Paris is quite a lovely city. (OBVIOUS, LOVE)

18. Jerry is the worst student in my whole class. (BAD)

19. The man became violent when the guard asked him to leave. (VIOLENT)

20. The exam was surprisingly easy. (SURPRISING).

# data[].attributes.body
1. He looked at me angerly when I interrupted him.

2. Marty and Judith are happily married.

3. I lost the game because I had been playing badly. It was even wrose than last season’s game.

4. The boss is always well-informed. There’s not much you can hide from him.

5. My French isn’t very good, but I can understand him perfectly if he speaks slowly.

6. The film was terrible. I haven’t seen one as bad as that before.

7. Sue was terribly upset about losing her job.

8. Expensive hotels are often more comfortable than cheaper ones.

9. They discussed highly technical matters in the meeting.

10. Do you want to pay separately?

11. They have to work hard for a living, but if you look at other people, they hardly work at all.

12. The children behaved well, so they were allowed to go to the party.

13. It’s the most valuable painting in the whole exhibition

14. I nearly drove my car into the river. It was close.

15. The cook prepared an excellent lunch for the guests.

16. She had less money to spend than last year.

17. obviously , Paris is quite a lovely city.

18. Jerry is the worst student in my whole class.

19. The man became violent when the guard asked him to leave.

20. The exam was surprisingly easy.

# data[].attributes.body
Fill in the correct form of the words in brackets.

1. He looked at me ______angrily______ when I interrupted him. (ANGRY)

2. Marty and Judith are _______happily___________ married. (HAPPY)

3. I lost the game because I had been playing _______badly__________. It was even ____worse________ than last season’s game. (BAD, BAD)

4. The boss is always ____well______________ -informed. There’s not much you can hide from him. (GOOD)

5. My French isn’t very ____good______________, but I can understand him _____perfectly_____________ if he speaks _______slowly__________. (GOOD, PERFECT, SLOW)

6. The film was _____terrible_____________. I haven’t seen one as _____bad_____________ as that before. (TERRIBLE, BAD)

7. Sue was ______terribly__________ upset about losing her job. (TERRIBLE)

8. Expensive hotels are often _____more comfortable_____________ than _____cheap_____________ ones. (COMFORTABLE, CHEAP).

9. They discussed ______high____________ technical matters in the meeting. (HIGH)

10. Do you want to pay ______separately____________? (SEPARATE)

11. They have to work ______hard____________ for a living, but if you look at other people, they ____hardly______________ work at all. (HARD, HARD)

12. The children behaved _____well_________, so they were allowed to go to the party. (GOOD)

13. It’s the ______most valuable_______________ painting in the whole exhibition (VALUABLE)

14. I ____nearly______________ drove my car into the river. It was pretty ____close______________. (NEAR, CLOSE)

15. The cook prepared an _______excellent___________ lunch for the guests. (EXCELLENT)

16. She had _______little__________ money to spend than last year (LITTLE).

17. ____Obviously______________, Paris is quite a _____lovely_____________ city. (OBVIOUS, LOVE)

18. Jerry is the _______worst___________ student in my whole class. (BAD)

19. The man became ________violent__________ when the guard asked him to leave. (VIOLENT)

20. The exam was ____surprisingly______________ easy. (SURPRISING).

# data[].attributes.body
angrily

happily

badly, worse?

well

good,perfectly, slowly

terrible, bad

terribly

more comfortable, cheaper

highly

separately

hard, hardly

well

most valuable

nearly, close

excellent

less

obviously, lovely

worst

violent

surprisingly

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Extended guide for interpreting fiction.

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Extended guide for interpreting fiction.

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Read the text, and make notes of the most important points for you.

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Powerful speech delivered by NDP MP Mumilaaq Qaqqaq | APTN News

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We will continue to watch Anne of Green Gables.

You will continue to characterize Anne Shirley.

Write an essay in 400-500 words in which you characterize Anne. You may choose other characters and examples if you want:

Hand in the essay in Opgaver in Lectio - do as much as you can.

I want you to focus on Anne's relationships and her feelings. Choose 2 of these examples and elaborate:

For example Anne has temper - when and how does she have a temper?

Anne is very romantic and has a great imagination - Where do you see this in this "film".

Anne is very close to Diana - how is that visible?

Anne is opposed to Gilbert - where do you see this, and why do you think that is?

Anne grows closer to Marilla - When and how do you see this?

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Complete this exercise with the correct adverb.

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Anne of Avonlea:

We will continue to watch Anne of Avonlea

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Make a PowerPoint presentation during class today.

Make sure to include:

One or two points from Characterization section below

One or two points from either historical context, critical perspectives and/or discussion questions below.

Elaborating on Characterization - Tools for Analysis:

Who are the characters, and what do we learn about them? (Age, appearance, family situation, background, education, job, language, thoughts, opinions)

Are all characters introduced at once, or do they appear gradually?

Who is the main character? Why do you consider him/her the main character?

Do the characters’ personalities remain the same throughout the story or do they develop?

What causes this development or change?

Are the characters flat or round, simple or complex characters?

Do the characters’ names tell us something about their personalities?

Do the characters’ appearances and language tell us something about their personalities or status?

Historical Context

1. Social Norms and Gender Roles: Investigate how the films portray gender roles in the late 19th and early 20th centuries (1890s - 1900s). Discuss how Anne challenges these norms.

2. Cultural Significance: Discuss the significance of the Canadian setting and how it shapes the story’s themes.

Critical Perspectives

1. Feminist Critique: Analyze the films through a feminist lens, focusing on Anne as a strong, independent female character.

2. Post-Colonial Reading: Explore how the portrayal of rural Canadian life reflects broader themes of colonialism and identity.

Discussion Questions

1. What are the most significant turning points in Anne’s life, and how do they contribute to her character development?

2. How do the films portray the concept of "home"? What does it mean for Anne and how does it evolve?

3. In what ways do the films highlight the importance of community and belonging?

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Mumilaaq Qaqqaq's speech: 'It's time to face the scale of justice'

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Mumilaaq Qaqqaq's speech: 'It's time to face the scale of justice'

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Use 'Tools for Analysis' to analyze Mumilaaq's speech:

How to read a non-fiction text

What type of speech/text is it?

Who is speaking?

To whom is the person speaking?

What are the circumstances of the speech/text?

What is characteristic of the speech/text?

What is actually said?

What is the writer's or speaker's intention?

What is the medium (where does it take place)?

How reliable is the speech/text?

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Mumilaaq Qaqqaq - 'It’s time to face the scale of justice'

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THE RHETORICAL APPEALS (RHETORICAL TRIANGLE) - The Visual Communication Guy

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Stolen Children | Residential School survivors speak out

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A documentary belongs to the non-fiction genre. Therefore, you do not analyse a documentary the same way as a feature film. Documentaries document reality and often have a message. In order to do that, cinematic techniques and rhetorical devices are used when constructing the film.

Remember to include the Rhetorical Triangle in your analysis.

Guide to Documentary Analysis

1. Write a short summary of the documentary.

2. Determine the type of documentary - remember to write down arguments for how you can see that it is a particular type of documentary.

3. Identify the main message of the documentary.

4. Analyse the documentary:

What is the filmmaker's purpose with the documentary?

What is the argument of the documentary and which claims are made?

Is the backing for the claims reliable?

Is the attitude/viewpoint of the filmmaker visible in the documentary?

What cinematic techniques are used to support the claims/viewpoint and how are they used?

Do the type and structure of documentary help achieve its purpose?

Is there a use of appeal forms to support the main message and how are they used?

5. Do a shot by shot analysis of a few scenes which supports your analysis.

6. TIP: Remember to take screenshots as quotes to back up your analysis. When doing a shot by shot analysis, you can download a VLC media player. This can be used to make still images in the documentary which you can then analyse in detail.

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Analyze the documentary according to this chart:

https://padlet.com/marsilie/3r-canada-pwj0667r1ty8zl7b/wish/XGyBQbE7mp39aL6K

Overview of the Different Modes of Documentary

The expository mode

Classic type of documentary.

Narrative voice/voice-over.

Addresses the viewer directly.

Logical argumentation.

Aims at educating/informing.

The poetic mode

Creating a certain mood.

Uses cinematic techniques.

Editing supercedes storyline.

Experimental/avantgarde.

Personal expression.

Aesthetic.

The participatory mode

Recorded interaction including filmmaker.

Filmmaker takes the role as investigator.

Filmmaker is part of the documentary.

Subjective.

Use of archival footage.

The reflexive mode

Questions the authenticity of the documentary.

Makes the audience aware of the process.

The least used of the six.

The performative mode

Filmmaker directly involved with the subject.

Subjective.

Filmmaker becomes the audience's guide.

Shaped as a narrative.

Use of characteristics of fiction.

Gives the audience an emotional experience.

The observational mode

Fly on the wall.

Objective.

Filmmaker observes the truth.

No staging.

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The Last Ice tells the story of the Inuit communities fighting to protect the disappearing Arctic.

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Extract: 'The Handmaid's Tale by Margaret Atwood

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Extract: 'The Handmaid's Tale by Margaret Atwood

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Read and interpret this excerpt of 'The Handmaid's Tale' based on your notes from "Interpreting fiction"

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Extract_The Handmaid's Tale by Margaret Atwood

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Grammar: Modal verbs - The Deductions Game

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Grammar: Modal verbs - The Deductions Game

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I have printed and prepared the game that you are going to play.

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Download and complete the exercise.

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Fill out this chart in relation to the documentary "The Last Ice"