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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 cant hear you.
Watson: Im at the museum, there is a problem. Listen, heres the address.
Sherlock : Let me it write it down. Ok, Im coming.

Scene 2 At the British Museum


Sherlock : Sorry Im late. My car broke down. I ran out of petrol. So, whats
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 oclock. 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 oclock. 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 : Its only a sword, Professor. sword
Moriarty: No, Sherlock Holmes. This is a magic sword.
Inspector: A magic sword! Dont be silly, youre 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, theres no time to lose.

Whats going on?: Whats happening? Theres no time too lose: We must do
something immediately
1. Match the phrasal verb to the definition

1. Call someone back b. Lets go


2. Speak up c. Search for, seek
3. Write something down d. To do something faster because
4. Break down there is little time
5. Wake up e. Speak more loudly
6. Get up f. Stop sleeping
7. Wash up g. Return a telephone call
8. Hurry up h. When a car or machine stops
9. Look for something working
10. Give up i. Get out of bed
11. Make up something j. Surrender, stop doing something or
12. Run out of something quit
13. Come on k. Invent a story
l. Write something on a piece of
paper
a. Wash the plates after eating m. Have no more left of something
2. Find the correct phrasal verbs for each sentence (Top tip! Dont write
the answers in the spaces, then you can do the exercise again and
again for revision).

1. Were 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 cant find my phone. Can you help me __________________ it.
7. If your car __________________ , you can call this telephone number.
8. I cant hear you, can you ___________________ .
9. This is too difficult. Im going to __________________ .
10. You met the Queen! I dont believe you, youre __________ it
__-____ .
11. I usually ____________ at 7 oclock and have a shower.
12. (On the telephone) Sorry, I have to go, Ill ___________ you
_______ .
13. _________________ ! Its 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 cant
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 dont 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 dont 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