All Hallows Eve or Halloween has long been considered a holiday of evil spirits. Do you believe in the existence of monstrous creatures described in centuries-old legends? Or do you consider them a stupid invention of your ancestors? On the eve of Halloween, we decided to tell you about 8 legendary monsters of the English-speaking world and where they came from.
Vampire (from Hungarian vampire) - a dead man who has risen from the grave and feeds on human blood. He can't stand sunlight he is intolerant of daylight), can turn into a bat and has great physical strength. At least, this is how Bram Stoker introduced the vampire to the world in his legendary novel Dracula. Who knows whose personality inspired the writer to create the image of the eminent count? There are two versions. According to the first, Stoker took as a basis the story of the Romanian prince Vlad III Dracula, who was nicknamed Tepes (“impaler” in Romanian) for his incredible cruelty in battle. According to another version, the Irish writer used a local legend about the evil vampire dwarf Avertach, who tortured his subjects. Whoever served as the prototype for the famous bloodsucker ( famous bloodsucker), one thing is certain: Dracula remains the main vampire of all times ( the greatest vampire of all time).
Werewolf (from Anglo-Saxon wer- man, husband and wolf– wolf) – a supernatural creature, otherwise known as a werewolf; something between a man and a wolf. The image of the wolf man appeared in legends long before other mythical creatures. It was believed that werewolves turn on the full moon ( transform during full moon), eat the hearts of their victims to become stronger, and also have the ability to regenerate. A werewolf bite turned a person into a werewolf. Only silver weapons could stop the monster. With the discovery of such a mental illness as lycanthropy (Greek lycoi– wolf and anthropos- man), legends about werewolves have become widespread. With lycanthropy, the patient imagined himself to be a wolf and had all the habits of this beast ( beast manners).
The goblin is a magical humanoid creature that cannot tolerate sunlight and lives in underground caves. There are two versions of the origin of the word goblin. The Oxford English Dictionary states that goblin– derived from the Latin word Gobelinus, in the 12th century, denoting the ancient Celtic spirit that lived in the lands of the Norman city of Evreux. According to another source, the goblin genus descended from the gnome tribe ( came from dwarf tribe), whose leader's name was Gob(Gob), and his subordinates were called Gob-lings. Goblins are considered to be a type of fairy, but in appearance they are not at all similar to their relatives: wrinkled, hunchbacked, with pointed claws and teeth. In English mythology, goblins are extremely negative characters ( extremely negative characters). They love to harm people in a variety of ways: giving them nightmares, making noise, spoiling food and breaking dishes.
Stories about the boogeyman circulate in the USA, Canada and the UK. The word itself boogeyman (boogieman) originates from Scottish words boggart(goblin) and bogle(malicious ghost). Thanks to the works of the poet Robert Burns and the writer Walter Scott, these words entered everyday use, and already in 1836, British parents began to scare their naughty children with the boogeyman ( mischievous children). According to legend, it loves the dark, lives under the bed (or in the closet) and feeds on children's fears. No one knows exactly what the boogeyman looks like, because he can take the form of any monster ( take the form of any monster). However, it is speculated that the true boogeyman is a tall, black shadow. The Russian analogue of the boogeyman - babay (or beech) - just like its English “brother”, is used as a tool to pacify capricious children.
Zombie (English) zombie) or living dead - a corpse brought to life with the help of magic, feeding on human flesh. The belief in zombies originates in Haiti in the 17th century. Slaves brought to the island from Africa practiced voodoo and black magic, and local residents more than once witnessed frightening witchcraft ( frightening witchcraft). The term “zombie” itself, according to linguists, comes from the West African “jambi” - “ghost”. According to another theory, the modern word zombie is a derivative of “nzambi,” translated from the African Bantu language as “soul of the dead.” The introduction of the image of the walking dead into the popular culture of English-speaking countries began with George Romero's film Night of the Living Dead in 1968. Since then, many films, TV series and video games have shown zombies exactly as the famous director made them - a raging crowd of super-monsters, ready to do anything just to feast on your brains ( eat your brains).
6. Banshee or Banshee
Banshee or banshee (from Irish bean sídhe- a woman from the other world Shi) - the ghost of a woman whose cry (crying) foreshadows death for everyone ( sounds the death knell for anyone), who will hear or meet her. The banshee occupies a large place in Irish folklore, so it is called differently in different parts of the island. For example, in County Tipperary the common name boshenta(bochenta) – derived from badhbh chaointe(weeper), in Wexford the name is banshee bow(bow), and in Waterford - bibe(bybe). Researchers of Celtic mythology have put forward various assumptions about the origin of the banshee. Some classify her as a kind of fairy, others believe that she is the ghost of a mourning woman, and others consider the banshee as the patron spirit of the family to which she comes. The banshee invariably appears in female form ( an image of a woman), whether it be a young girl or a hunched old woman. Flowing hair and a long cloak are the same calling card of the banshee as her cry (crying). In classic Irish legends, the image of the banshee was romanticized as a beautiful fairy, but in our time it has rather a negative connotation.
Bigfoot (English) bigfoot- big foot) or yeti (bigfoot) - a huge creature similar to an ape ( anthropoid ape). According to stories, the yeti has a dense build, long arms and a massive jaw. The entire body of the creature is covered with thick fur, and the bigfoot moves on two legs. In the legends of the Canadian Indians the yeti is called sasquatch(hairy man). A few encounters with Bigfoot have occurred in the forests of North America and Canada since the late 50s. Then a group of American workers discovered giant footprints at their construction site going into the forest. And although it later turned out that it was just a prank, Bigfoot became a real sensation ( real sensation). Some eyewitnesses even managed to film this creature on camera. There are still debates about the reliability of such “evidence”, and some scientists classify yetis as cryptids - animals whose existence is theoretically possible, but not scientifically confirmed ( theoretically possible, but not scientifically confirmed).
8. Wendigo or windigo
Wendigo or windigo - from Algonquian wendigo(cannibal spirit), windigo(cannibal). In North American Indian legends, it is a mythical monster that feeds on human flesh. Despite its extreme thinness, the Wendigo is a creature of incredible strength and speed. Its height reaches 4 meters, its skin is hard as stone, and its teeth and claws are sharp as a blade. The Wendigo was originally a symbol of hunger and winter cold ( a symbol of famine and winter cold) among the indigenous tribes of North America. Interestingly, in these same tribes, cases of “Wendigo psychosis” were repeatedly encountered. With this mental disorder, a person believed that he was turning into a monster and experienced an irresistible craving for cannibalism ( irresistible thirst for cannibalism). There are several versions of the origin of the wendigo, but only one is considered the most plausible. In the North of the United States, where the largest settlements were located, the winters were extremely harsh and it was very difficult to find food for the entire tribe. Then the first victims of “Wendigo psychosis” appeared, and after this, the mysterious disappearances of people. Wendigos were regularly seen in the 19th and 20th centuries in Northern Minnesota, and some locals even dedicated their entire lives to ( devoted to their lives) hunting this monster.
Stories about legendary monsters still circulate around the world. And many of them are passed down from generation to generation as part of cultural traditions. Believing in monsters or not is everyone’s personal choice. But just in case, check to see if the boogeyman is hiding under your bed. Happy Halloween! :-)
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Let's come up with a Beast Unknown to Science? Or even Alien? Or (what horror) a Terrible, Terrible Monster? Second year children can easily do this in English.
1) First you need to come up with and draw what an animal unknown to science looks like. Well, for example, like this:
We need to clarify who this is. Otherwise, suddenly no one will understand that this is an animal unknown to science (or a Monster. Or an Alien from outer space).
In order to make a caption for the picture, we use the phrase:
This is a...- This (this is exactly what is drawn here) - ...
For example:
This is a monster. - This is a monster.
This is an alien. - This is an alien
(note: AN alien because the word alien begins with a vowel).
This is a dragon. - This is a dragon.
Let’s write about our beast unknown to science like this:
This is my animal. - This is my animal
(Please note: we use OR a (an), OR my. A - some kind in general, but MY is no longer some kind, but MINE. Therefore, they cannot be used at the same time: either an animal, or my animal)
2) Our beast needs to come up with a name or name. Let his name be... well, for example, Bumpsy.
Let us remember that we talked about people’s names like this:
His name is... - His name - ...
Her name is... - Her name - ...
About animals they usually do not say he and she, but use the word it:
Its name is... - His (not human) name is ...
So it turns out:
Its name is Bumpsy. - His name is Bumpsy.
3) We need to describe what our animal looks like. You can tell what size and color it is, whether it is funny or scary, cheerful or sad. All descriptive phrases in English begin like this:
I am... - I am ...
He(she, it, my monster, this animal, the alien) is... He (she, it, my monster, this animal, an alien) There is ...
They(you, we, the children, the animals, the monsters) are... They (you, us, children, animals, monsters) There is ...
Since we are describing an animal, it turns out like this:
It is... - It (not a person) There is ...
But we have already given our beast a name, so now we can call it that:
Bumpsy is little. It is green and yellow. It is very funny.- Bumpsy is small. It's green and yellow. He is very funny.
4) Now let's figure out what our animal can do. We remember that for this we need the verb can (I can, I can):
It can... - It can (can) ...
It can't... - It cannot (cannot) ...
It turns out:
Bumpsy can jump. It can swim and dance. It can play football.
Bumpsy can jump. He can jump and dance. He knows how to play football.
Bumpsy can't sing or play the piano.
Bumpsy can't sing or play the piano.
5) Maybe our animal likes (or doesn’t like) something. Let us remember how we spoke about ourselves in such cases:
I like... - I love...
I don't like... - I don't like...
And now we are not talking about ourselves, but about someone else (about her, about him, about this). This means that the verb like must change (I love, and he loves). In English, the verb ends with S:
It like S
... - He (not a person) loves IT
It does S n"t like... - He (not a person) doesn’t like...
It likes jam and ice cream. It doesn't like to sing.
He loves jam and ice cream. He doesn't like to sing.
(Please note: It doesn't like to sing. - He doesn’t like (what’s wrong) t?) ne t.)
6) We can come up with who (or what) our animal has. Don't forget about the S ending on the verb:
It has got...- He has...
It hasn't got...- He doesn't have...
Bumpsy has got a mother and a father.
Bumpsy has a mom and dad.
It has got many toys.
He has a lot of toys.
Bumpsy hasn't got a bike.
Bumpsy doesn't have a bike.
7) And finally, we can figure out where our animal lives. Don't forget about the S ending of the verb live:
It lives...- He (not a person) lives...
For example:
It lives in the forest.
He lives in the forest.
________________________________________ ______________________________________
Here's what we ended up with:
This is my animal. Its name is Bumpsy. Bumpsy is little. It is green and yellow. It is very funny.
Bumpsy can jump. It can swim and dance. It can play football. Bumpsy can"t sing or play the piano. It likes jam and ice cream. It doesn"t like to sing.
Bumpsy has got a mother and a father. It has got many toys. Bumpsy hasn't got a bike.
School No. 8
Lesson development
in English language
« I've got a Monster »
on the topicTeacher:
Kucherenko O.A.
Class:
2 – B
2013
Development of a lesson on the topic “ I ’ ve got a Monster »
Goals and objectives of the lesson:
educational
Reinforce with students the names of body parts, their number, color;
Practice reading skills
Teach children to perceive descriptions by ear.
2) developing
Develop memory, thinking, independence when performing tasks;
Develop the ability to perceive foreign language speech by ear;
3) educational
Promote active interaction between children and each other;
Introduce to the culture of the language being studied;
To cultivate such personality qualities as respect for each other, responsibility, a sense of duty and the ability to interact for a common task.
Lesson objectives: practicing previously studied LE on the topic “Parts of the Body”; development of reading skills; developing the ability to answer questions; pronunciation skills training.
Lesson time: 40 minutes.
Equipment: alphabet, poem for phonets. exercises, visualization of body parts, video and audio material, visualization of monsters, flying ship, cards with words, textbook.
During the classes .
Beginning of the lesson
1.1 Greeting and Aim
T.: Good morning boys and girls!
Ps: Good morning, good morning
Good morning to you
Good morning, good morning
We are glad to see you!
T.: I am glad to see you too! Sit down girls, boys! How are you today? As for me I’m fine and what about you?
Ps: I’m fine, thanks (I’m very good. Etc.)
T: What day of the week is it today? (song – video « Days of the week»).
What month is it now? (video"Months of the year")
What season is it now?(poem "Winteriswhite»)
(Students answer the teacher’s questions).
T: Thank you very much.
1.2 Phonetic Drill
Alphabat
Song "ABC»
Working with the alphabet + repetition of previously studied LE
T: What's this?
P 1 : It is nose.
T: Spell the word nose.
P 1 : N O S E
(arm, eye, ear, mouth, leg, head, face, body)
Colors
T: What color is it?
(red, purple, pink, green, blue, yellow, white, orange)
Working with a poem"Colors"
Blue sea –
green tree
Brown hand –
Yellow sand.
Rose red
Gray head.
Snow white –
Black night.
Communicating the topic and purpose of the lesson
Guys, today we have an unusual lesson -unusuallesson. Unknown guests came to our lesson -unknownguests. To find out what they look like, the words that we learned in previous lessons will help us.
Look, an envelope is peeking out of the ship, let's read what's in it.
Hello dear children! I'm a monster. If you see me, you must draw me, Are you ready?
I'm purple. Draw a head pleas (body, 4 yellow eyes, 2 mouths, long nose, 8 ears, 5 legs, 3 arms).Children each draw at their desks with colored pencils, and the teacher hangs the finished monster on the board.
II Main Part
2.1Our guest has prepared tasks for you.Are you ready?
Reading (working with the textbook)
Ex. 1 p.m. 58
Look and read. Say Yes or No.
Fizminutka"Head and shoulders"
Head and shoulders
Head and shoulders
Knees and toes, knees and toes
Eyes, and ears, and mouth, and nose,
Head and shoulders
Knees and toes, knees and toes.
2.2Second task
- Our guest asksyouOhelp. Help him find his friends and return them to the ship.
(There are pictures of a monster on the boardoV)
- Listenandchoose. Listen and choose.
1. I'm green. I've got big mouth and big eyes. I can wink.
What can this monster do?
It can wink.
Is the word spelled correctly?wink?
Rearrange the letters so that the word is spelled correctly.
ni k w – wink
2. I'm yellow. I've got a big nose. I've not got legs. I can smell.
e s l m l – smell
3. I'm pink. I've got a head and big eyes. I've not got a body. I can see.
e s e – see
4. I'm pink. I've got big ears. I can hear.
a h r e – hear
5. I'm blue. I’ve got big mouth, long tongue, yellow eyes and tail. I can sing.
g n i s – sing
6. I'm blue. I've got round face, black eyes. I can think.
h i k n t – think
III Summarizing
T.: Well, children. We have done a lot today!We worked hard today. We returned our guest's friends to the ship, for which he is very grateful to us, and gives you gifts in memory of him.
Do you like our lesson today?
What do you like?
What don’t you like?
(Students’ statements about what new, interesting, useful things they learned in the lesson.)
IV Homework
Now open your diaries and put down the home task, please:R. 58 Ex. 3 write the words in your notebook. (It is necessary to check that everyone’s homework is written correctly and say the date of the next lesson several times.)
Stand up, please. The lesson is over. Good bye, children!
Sing the song "By"e,bye, good byee»
PS.: Good- bye!
Tasks:
educational: organize familiarization of students with new vocabulary on the topic “Appearance” and initial training in its use; repeat and consolidate vocabulary on the topics: “Acquaintance”, “Colors”, “Numerals”; improve the use of verbs to be And to have in Present Simple; developing : develop reading, listening, speaking skills; logical thinking, memory, attention, imagination; educational : to cultivate love and interest in the subject, kindness and empathy, the desire to provide help to those who need it. Equipment:DURING THE CLASSES
I. Start of the lesson. 1. Greeting.Good morning, my dear friends. I'm very glad to see you. 2. Report the topic of the lesson.This morning when I came to school, I found a letter on my desk. It turned out that it was written by our alien friend Max. Max writes that he was attacked by two terrible monsters from a distant planet and hid him on a lost island. Max asks us for help. Let's help him. So we set out on a journey to save our friend. 3. Phonetic exercise.To complete all the tasks, we need to prepare for the journey. We cannot do without the sounds of the English language. Do you know English sounds? What sound is this? Say after me.[t] – two, ten, teen, fourteen, nineteen, tulip, it, it is; [r] – red, green, brown, gray, room; [æ] – cat, bad, black, fat, sad; [θ] – three, thirty, thirteen, thank, thin, think; [ŋ] – king, wing, song, strong, pink, angry, hungry.II. The main part of the lesson. III. Activation of vocabulary on the topic “Colors”. T: Very well, children. You are all well prepared for the journey. So here we go. Let's start. While kidnapping Max, the monsters were in a hurry and dropped the card. She will help us find our friend. Our departure point is the port of Raduzhny. We will sail across the blue sea, through yellow reefs and green islands. a) In order not to go astray, let's repeat the names of flowers using the magic flower “Tsvetika - seven-colored”. Answer my questions. What color is it? – It’s blue. (Etc.) b) First task for you guys: complete the lines of the poem that I will read to you.
ALL THE COLORS OF THE RAINBOW
I started learning colors
Color in English...(colour)
I have no doubts
Red color - of course... (red)
Having been deceived, the cat ate
The yolk is yellow.
Yellow-… (yellow)
I am drowninig! I'm going down!
Blue color - of course... (blue)
Very black Negro Jack,
Black in English... (black)
Brown dress
One Frau drank
We know very precisely
Brown – ... (brown)
Oh, not ripe tangerine
It's just green... (green)
Little gray mouse, run away quickly
Gray in English – ... (grey)Pink roses fall into the ring
The color is beautiful pink in English –… (pink)
IV. Activation of speech samples on the topic “Getting to know each other.”
Our path passes through the Bay of Acquaintance.
Ask questions to these answers.
I'm from Mars.
It's 8 o'clock.
I'm in Priozyorsk.
V. Improving GN in the use of verbs to be And to have in Present Simple.
Bay of Nakhodok.
What's happened? A storm is coming. A strong storm has begun! Our ship is tossing from side to side! That's the problem, words fell from our ship. How are we without them? Look guys! Our words are saved. They are located in the Bay of Finds. Let's quickly sail there. This is a letter from Max to his English friends. We need to insert the lost words into it: are, have, horse, is, pets, am, you, old
| Dear friend, My name...Max. I...six. I .. not a pupil. ... are you a pupil? How... are you? I... two cats and a horse. My... is grey. My cats...white. I like my…. Have...a pet? |
VI. Physical education minute.
On our way is the Strait of Vigor.
Now, let's do our exercises.
Stand up
Hands to the sides,
Bend left
Bend right.
Hands up
Hands down
Jump up
Sit down.
VII. Introduction of new vocabulary on the topic “Appearance”.
Residents of Nakhodok Bay told me that they saw two monsters who kidnapped Max. They decided to help us and gave us a description of these monsters. Only the description is encrypted. Some words are written in numbers, indicating the serial number of the letter in the English alphabet.
(Two students guess the words at the board.) On the board:
|
The red monster is 25,15,21,14,7 ( young). He is 19,20,18,15,14,7 ( strong). He is 19,8,15,18,20 ( short) and 6,1,20 ( fat). |
The blue monster is 15,12,4 ( old). He is 23,5,1,11 ( weak). He is 20,1,12,12 ( tall) and 20,8,9,14 ( thin). |
VIII. Improving LN in the use of numerals.
While U1 and U2 decipher the words, we continue our journey. On our way is the Island of Mathematicians. We are met by the most important scientist of this island. He asks us to help him remember English numerals.
a) Let's count. (Count from 10 to 20)
b) Now let’s do the sums. (Solution of examples)
IX. Familiarization with new vocabulary and initial training in its use.
a) U1 and U2 guessed the words. Let's see what they came up with. One word is already familiar to you (old). Residents reported that the monsters were completely different in appearance. So the second monster is young...
b) Let's remember these words, they will be useful to us on our journey. They are also in our textbook on page 171. Open your books. Say after me: old, young, weak, strong, short, tall, fat, thin.
c) Look at the pictures. What monsters does the description fit? Describe them again.
d) There are dangerous reefs on our way. To pass between them without damaging the ship, our captain needs a code with which he will find out the correct course. We need to complete the following task. Choose the corresponding English version for each phrase. (On the board exercise 7, p. 172)
e) Guys, our ship passed dangerous reefs without damage. Now we have three islands in front of us. How to find out which one of them has Max hidden on it? You have one last task ahead of you. It is necessary to solve the crossword puzzle, then we will find out the name of the island.
- Full, thick.
- Low, short.
- Strong.
- High.
- Young.
- Thin, thin.
- Weak.
Well done boys! You guessed the name of the island. It is called Fortune, translated from English this word means ‘ luck'. She and your knowledge helped us cope with all the tasks today.
Our journey has come to an end. We got to the island where the monsters hid Max and saved him.
X. End of lesson.
1. Summing up. Did you enjoy our trip? Today you learned new words. Name them.
2. Explanation of the house. tasks. You will need them to complete your homework. Ex. 9, 10, p.173.
3. Grading.
Thank you for your work. The lesson is over. See you at the next lesson.
2. What do you call a witch who lives at the beach?
A sand-witch.
What would you call a witch who lives on the beach?
Sand witch.
Everything is so, but a little wrong, because sand-witch(sand witch) is pronounced exactly the same as sandwich(sandwich).
3. Why is Dracula so unpopular?
Because he’s a pain in the neck!
Why doesn't anyone like Dracula?
Because it gives me neck pain.
Well, of course, you say, he’s a vampire - he bites your neck. Good explanation, but in order to understand the joke you need to consider that “ pain in the neck” is a well-established English expression (idiom) that means a pest, a nuisance, a person or a circumstance that you do not like. Probably the expression corresponds to Russian "headache".
4. What does Mrs Ghost serve for dessert?
Ice scream.
What does Mrs. Ghost serve for dessert?
A chilling (soul) scream.
Also a very famous play on words ice cream(ice cream) is pronounced the same as ice scream.
I remembered a rhyme from Kyle’s childhood memories:
I scream, you scream,
We all scream for ice cream!I scream, you scream
we all want ice cream.
5. Where do mummies go for a swim?
To the Dead Sea.
Where do mummies go to swim?
To the Dead Sea.
Where else can dead mummies bathe if not in the Dead Sea? It's good that it really exists!
Do you know where it is located and why it is called that?
6. Why don’t skeletons like parties?
They have no body to dance with.
Why don't skeletons like parties?
They don't have a body to dance with.
The joke plays on the similarity of words nobody(no one is there to dance) and no body(no body).
7. What happened when a boy vampire met a girl vampire?
It was love at first bite!
What happened when a boy vampire met a girl vampire?
Love at first bite.
It happens to people Love at first sight(love at first sight), well, with vampires, it’s logical when from the first bite... and the words rhyme.
8. What do they teach at witches school?
Spelling.
What do they teach at witch school?
Spelling.
The joke is that spell, this is not only the pronunciation of words by letter, but also a spell, so perhaps witches are taught not spelling, but spells, which, however, also need to be pronounced very accurately, otherwise it may turn out... something wrong.
9. Who was the most famous French skeleton?
Napoleon bone-apart.
Who was the most famous skeleton in France?
Napoleon bones - apart.
And again a play on words. Probably the most famous person in France was Napoleon Bonaparte= Napoleon bone-apart(sounds the same).
10. Why are ghosts so bad at lying?
Because you can see right through them!
Why are ghosts so bad at lying?
Because you can see right through them.
Very witty answer!
Here, it seems, there is no need to even explain anything.
Download jokes about monsters
Video, plug-in subtitles and text are included in the archive: 10-halloween-monster-jokes.zip.
Bookmarks with jokes can be downloaded from this link:
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