Sherlock Holmes and the Sword of King Arthur: Part 1

Sherlock Holmes and the Sword of King Arthur: Part 1

Sherlock Holmes Doctor Watson Inspector Lestrade Mrs Hudson Museum guard Professor Moriarty

Scene 1 221 Baker Street, London, England. Sherlock Holmes is sleeping on the sofa.

Mrs Hudson: Wake up, Mr Holmes, wake up.

Sherlock : What! What is it!

Mrs Hudson: I have your morning newspaper. It says there was a robbery at the Egyptian Museum last night.

Sherlock : Thank you, Mrs Hudson.

Mrs Hudson: Oh, and Doctor Watson rang. He said he will call you back.

Telephone: Ring, ring, ring, ring

Sherlock : Hello, this is Sherlock Holmes.

Watson: This is ……(mumble mumble mumble)

Sherlock : Pardon? Can you speak up? I can´t hear you.

Watson: I´m at the museum, there is a problem. Listen, here´s the address.

Sherlock : Let me it write it down. Ok, I´m coming.

Scene 2 At the British Museum

Sherlock : Sorry I´m late. My car broke down. I ran out of petrol. So, what’s going on?

Inspector: Someone has stolen the Sword of King Arthur. Here is the Museum guard.

Sherlock : Hello, can you describe your typical day? Watson, write down what he says.

Guard: Everyday I wake up at seven o´clock. I get up and I get dressed. I have breakfast and I wash up. Then I go to work.

Inspector: Do you drive to work?

Guard: No, my car always breaks down so I go by bus. I open the Museum at eight o´clock. Today when I opened the Museum, the Sword of King Arthur was gone!

Watson: Was the museum locked?

Guard: Yes.

Sherlock : I think the robber is still in the museum. Hurry up, we have to look for the robber.

Moriarty: Give up Sherlock Holmes!

Guard: What! Who are you?

Moriarty: I am Professor Moriarty. You cannot stop me!

Sherlock: I have a gun, Professor!

Moriarty: Yes, but I have the Sword of King Arthur.

Sherlock : It´s only a sword, Professor. sword

Moriarty: No, Sherlock Holmes. This is a magic sword.

Inspector: A magic sword! Don´t be silly, you´re making it up!

Moriarty: I am not making it up, Sherlock Holmes! This sword is very powerful. Give up or die! Sword of King Arthur! Stop them!

Sherlock, Watson, guard: Ahhhhhhh!

Moriarty escapes, running.

Inspector: Hurry up, we have to stop him.

Watson: Look, he dropped a piece of paper. There is an address on it.

Sherlock: This is a clue. Come on, there’s no time to lose.

What’s going on?: What’s happening? There’s no time too lose: We must do something immediately

1. Match the phrasal verb to the definition

1. Call someone back

2. Speak up

3. Write something down

4. Break down

5. Wake up

6. Get up

7. Wash up

8. Hurry up

9. Look for something

10. Give up

11. Make up something

12. Run out of something

13. Come on

a. Wash the plates after eating

b. Let’s go

c. Search for, seek

d. To do something faster because there is little time

e. Speak more loudly

f. Stop sleeping

g. Return a telephone call

h. When a car or machine stops working

i. Get out of bed

j. Surrender, stop doing something or quit

k. Invent a story

l. Write something on a piece of paper

m. Have no more left of something

2. Find the correct phrasal verbs for each sentence (Top tip! Don’t write the answers in the spaces, then you can do the exercise again and again for revision).

1. We’re going to be late. ______. (2 possible answers)

2. If I ______too early I find it difficult to go back to sleep.

3. After dinner I always ______.

4. Oh, we have ______milk. Can you buy some?

5. Have you got a pencil? ______this telephone number.

6. I can’t find my phone. Can you help me ______it.

7. If your car ______, you can call this telephone number.

8. I can’t hear you, can you ______.

9. This is too difficult. I’m going to ______.

10. You met the Queen! I don’t believe you, you’re ______it __-____ .

11. I usually ______at 7 o’clock and have a shower.

12. (On the telephone) Sorry, I have to go, I’ll ______you ______.

13. ______! It’s time to go. (2 possible answers)

3. Cover up the phrasal verbs and look at the definitions. Can you remember the phrasal verbs?

4. Work with a partner. Ask each other the questions. Make sure you use the phrasal verbs in your answer!

1. How often do you wash up?

2. If you wake up really early, do you find it difficult to get back to sleep?

3. What time do you usually get up?

4. If an exercise is too difficult, do you give up?

5. How good are you at making up an excuse for being late for work?

6. If you run out of something when you are cooking, what do you do?

7. In your house, where do you look for your keys when you can’t find them.

Teachers Notes

Suggested way to use the material:

1. Read through the dialogue with the class, explaining the vocabulary as you go.

2. Students read through in pairs. Then change roles and read again. The secret here is lots of repetition to help the vocabulary get into their short-term memory. Get them to repeat a lot, but make it seem different by changing partner, then getting them acting etc.

3. Students find a new partner and repeat, this time really trying to act. (Really emphasize the acting. The acting is not in reality important. The point is It makes the activity appear different, and thus allows the students to do it again. Repetition is the secret to beginning learning process). The teacher can demonstrate here. I do it by first reading in a boring monotone voice, and then with a little expression. They usually get the idea.

4. Swap roles and repeat, again, emphasize the acting.

5. Students match the phrasal verbs to the definitions.

6. Students do exercise 2, but don’t let them write anything down. This way you can use this as a revision exercise in the future.

7. Memory test. Students cover the phrasal verbs and look at the definitions. How many can they remember? (Top tip: Ask them to see how many they can remember, i.e. make it clear you don’t expect them to remember all of them, maybe only a few, but a few is good!)

8. In pairs, ask each other the questions, trying to use the phrasal verb in their answers.

Future activities:

1. Ten minute revision: Students read through the dialogue with their partner for five minutes as a review activity and then together, redo exercise 1 or 2.

2. Record the dialogue as a radio play, adding any sound effects (footsteps as people enter, exit, doors open, cars driving etc)

Answers:

Part 1: Exercise 1: 1g, 2e, 3l, 4h, 5f, 6i, 7a, 8d, 9c, 10j, 11k, 12m, 13b

Exercise 2: 1 hurry up/come on, 2 wake up, 3 wash up, 4 run out of, 5 write down,

6 look for, 7 breaks down, 8 speak up, 9 give up, 10 making (it) up, 11 get up,

12 call (you) back, 13 come on/hurry up

Part 2. Exercise 1: 1e, 2a, 3g, 4d, 5c, 6h, 7i, 8j, 9k, 10f, 11b

Exercise 2: 1 take up, 2 queue up, 3 save up, 4 get into, 5 sold out, 6 read out, 7 slow down

8 find out, 9 fell out, 10 pick (it) up, 11 look after

Part 3: Exercise 1: 1j, 2f, 3g, 4h, 5c, 6d, 7a, 8b, 9i, 10k, 11e, 12l

Exercise 2: 1 look up, 2 sort out, 3 come in, 4 turn off, 5 turn on, 6 go back,

7 meet up, 8 go in, 9 believe in, 10 check in, 11 eat out, 12 phone up

Part 4. Exercise 1: 1k, 2a, 3j, 4b, 5h, 6c, 7d, 8e, 9l, 10f, 11g, 12i

Exercise 2: 1 turn up, 2 move in, 3 get on, 4 blow up, 5 put on, 6 try (it) on

7 rely on, 8 cheer (him) up, 9 pull over, 10 look into, 11 moved out, 12 getting away

Part 5. Exercise 1: 1c, 2f, 3g, 4h, 5d, 6a, 7b, 8j, 9e, 10i

Exercise 2: 1 going on, 2 come down, 3 show off, 4 go out, 5 join in, 6 throw (that) away

7 gone up, 8 grow up, 9 call off, 10 stay in