Course Report

2009

ENGLISH IN THE SECONDARY CLASSROOM

ROSA MARÍA PEDRERO OLIVA COURSE REPORT 30/03/2009

ENGLISH FOR SECONDARY CLASSROOM

COURSE REPORT

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ENGLISH FOR SECONDARY CLASSROOM

COURSE REPORT

UNITS OF WORK FOR SECONDARY ENGLISH SUMMARY I.

INTRODUCTION

II.

PARTICIPANTS

III.

2.1.

Resource persons

2.2.

Course participants

COURSE PROGRAMME 3.1.

Course objectives:

3.2.

Methodology:

3.3.

Contents:

3.4.

Classroom sessions

1.

IV.

COURSE EVALUATION

V.

PROJECT WORK

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COURSE REPORT

UNITS OF WORK FOR SECONDARY ENGLISH SUMMARY This document is a report and a compilation of some of the teaching activities from the course UNITS OF WORK FOR SECONDARY ENGLISH, which was held at CRIF Las Acacias from 16:30 to 19:30 hours during the following days: January 8, 15, 22 and 29, February: 5, 12, 19 and 26, March 5 and 12 .

The report covers the ten sessions of the course and also describes the major activities undertaken by the participants on the elaboration and improvement of teaching materials for units of work in the EFL classrooms.

The course was attended by 25 participants from different secondary schools in the Community of Madrid. The course aimed at providing teachers with updated teaching tools necessary for designing units of work. The course was completed successfully receiving good appreciation from participants and instructors. Throughout this course, all participants have shown their great interest, enthusiasm, active participation, full energy and effort as well as willingness to work hard in their EFL classrooms.

I.

INTRODUCTION

The course started with a brief though clarifying recipe for a unit of work which combined the five skills (spoken production, spoken interaction, listening, writing and reading), addressed multiple intelligences and included a variety of activities for the five skills and teacher assessment. Self- Assessment was encouraged using the Common European Framework of Reference for Languages, or CEFR as a guideline.

The course combined a variety of activities and resources all designed to promote and encourage students active participation. It also covered different and rather engaging topics (both for teachers and students alike) which exposed participants to practice communicative activities learned in the course as well as to enhance their analytical and presentation skills.

The teacher trainers showed us a wide range of the basic teaching techniques for different sorts of lessons, and offered lots of practical ideas for making us successful classroom teachers. Classes were dynamic, stimulating and very practical so we could see exactly how to apply what we learnt.

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II.

COURSE REPORT

PARTICIPANTS 2.1.

Resource persons

The course was instructed by 2 main instructors, Harriet Thompson and Guy Thistlethwaite and coordinated by María Luisa Ariza 2.2.

Course participants List of course participants

1. ALMARZA MARIA 2. CASTILLO SÁNCHEZ Mª DEL MAR 3. DE LA IGLESIA CASADO CARMEN DOLORES 4. DE LA RIVA DE LA MÓNICA 5. DIEZ PALOMAR MARÍA JESÚS 6. GARCÍA NAVADIJO LUIS ISIDORO 7. GARCÍA PÉREZ BEGOÑA 8. GARCÍA ROMERO ANA MARÍA 9. GARCÍA ROYUELA PILAR 10. GARCÍA VARGAS LUIS MIGUEL 11. GARRIDO PRADA ELISA 12. GARRIDO RODRÍGUEZ JUANA MARÍA 13. GARRIGÓS MAYO JOSÉ FRANCISCO 14. HEREDERO MANZANO BEATRIZ 15. LÁZARO GARCÍA LETICIA 16. MARTÍN GONZÁLEZ YOLANDA 17. MONTERO ALARCÓN JUAN FRANCISCO 18. ÚÑEZ MUÑOZ JESÚS 19. NOGBECHIE EZIASHI ANTONI- UCHE 20. PARDOS TEJERO ANA ISABEL 21. PEDRERO OLIVA ROSA Mª 22. ROS TOGORES JOSÉ MARÍA 23. SÁNCHEZ MUÑOZ SILVIA 24. VICENTE CALVO Mª ÁNGELES 25. YUSTE VICENTE BEATRIZ

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VI.

COURSE REPORT

COURSE PROGRAMME 6.1.

Course objectives: to provide teachers with tools to design and implement units of work that relate to different topics.

6.2.

Methodology: active and participatory with an emphasis on communicating in the target language and group work. Providing opportunities for participants to focus on the teaching/learning process and linking course contents with personal teaching experience.

6.3.

Contents:

1. Hanging out: free time & leisure activities 2.

Life in the Past: analyzing and responding to past events.

3.

Life in the Future: Imagining life in the future and making predictions.

4.

Getaway: exploring places and people. Visiting other cultures and describing them.

5.

Blockbusters: using popular films to stimulate imagination.

6.

7.

Modern Literature at Your Fingertips: Making modern literature accessible through a variety of activities Street Talk : Colloquial language and idiomatic language

8. Modern Technology: using the internet and mobile phones to communicate, chat and sms abbreviations.

9.

Poems and Songs: structure, lyrics, rhymes and Phonetics.

10. My Place in the World: Caring for the environment, global warming and future impact.

11.

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6.4.

COURSE REPORT

Classroom sessions

Jan 8 -

TOPIC: Free Time & Leisure Activities

-

SKILL FOCUS: Spoken Interaction

-

GRAMMAR FOCUS: Present & Question Formation

-

LEVEL: 1ยบ ESO

Jan 15 -

TOPIC: Life in the Past

-

SKILL FOCUS: Writing

-

GRAMMAR FOCUS: Simple Past & Past Continuous

-

LEVEL: 2ยบESO

Jan 22 -

TOPIC: Life in the Future

-

SKILL FOCUS: Spoken Production

-

GRAMMAR FOCUS: Will & Going to

-

LEVEL: 3ยบ ESO

Jan 29 -

TOPIC: People & Places

-

SKILL FOCUS: Writing

-

GRAMMAR FOCUS: Present Simple & Imperative, Nouns & Adjectives (descriptions)

-

LEVEL: 3ยบESO

Feb 5 -

TOPIC: Blockbusters

-

SKILL FOCUS: Listening

-

GRAMMAR FOCUS: Present Tense, Reported Speech & Passive Voice 7

ENGLISH FOR SECONDARY CLASSROOM

-

COURSE REPORT

LEVEL: 4º ESO

Feb 12 -

TOPIC: Modern Literature

-

SKILL FOCUS: Reading

-

GRAMMAR FOCUS: Past Simple & Past continuous

-

LEVEL: 3º-4ºESO

Feb 19 -

TOPIC: Street Talk

-

SKILL FOCUS: Speaking/Listening

-

GRAMMAR FOCUS: Colloquial Expressions & Phrasal Verbs

-

LEVEL: 4º ESO

Feb 26 -

TOPIC: Modern Technology

-

SKILL FOCUS: Spoken Interaction/Reading

-

GRAMMAR FOCUS: Question Formation, Present Simple, Present Continuous & Past Simple, Spelling

-

LEVEL: 1º ESO

March 5 -

TOPIC: Songs & Poems and Pop Culture

-

SKILL FOCUS: Writing

-

GRAMMAR FOCUS: Conditionals & Parts of Speech

-

LEVEL: 2º-3º ESO

March 12 -

TOPIC: Environment

-

SKILL FOCUS: Listening/Spoken Production

-

GRAMMAR FOCUS: Structure of a text (e.g. report) 8

ENGLISH FOR SECONDARY CLASSROOM

-

VII.

COURSE REPORT

LEVEL: 2º Bachillerato

COURSE EVALUATION

Impressions about this training course: • Useful, important, in need • Well organized, interesting teaching methods • Gained knowledge, learned a lot, more understanding and experience • Impressive, friendly, good lecturers • Collected a lot of information from the field, but too short time to prepare reports • Friendship, shared knowledge among trainees • enjoyed, happy

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COURSE REPORT

PROJECT WORK The following activities are based on the valuable teaching experience provided by the training course. It is aimed to possess the following characteristics: o a focus on content learning, real-world subject matter, and topics of interest to learners o student-centeredness o an emphasis on cooperation, which leads to different modes of interaction adopted by students during the work o authentic integration of skills and processing of information from various sources o both a process and a product orientation, which allows learners in the EFL context to develop their language proficiency while cooperating at different project stages o motivation and stimulation that lead to confidence, self-esteem, and autonomy In order to promote independent language learning this unit will: Ø reinforce grammatical structures. Ø embed new vocabulary Ø teach natural pronunciation efficiently. Ø cause learners to apply listening, speaking, reading and writing Ø activate subconscious long term memory in learners. Ø enhance grammar, vocabulary, pronunciation and more. Ø create a relaxed atmosphere. Ø get learners motivated with enthusiasm for learning

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COURSE REPORT

FREAKY FRIDAY Band of Development: Early adolescence Year Level: 2nd/3rd ESO Host Content Area: music and visual arts Proposed Duration: 3 sessions

Unit Description and Rationale: Students who are learning English as a foreign language need practice in identifying key words within a total environment of language. This lesson is designed to develop students’ auditory discrimination of key vocabulary in a number of short sequences through association with visual representations of the vocabulary in a movie. All students also need to build comprehension and critical thinking skills by recognizing a sequence of events and discovering the underlying relationships that determine a logical sequence. These concepts are effectively presented in a fun and humorous way to lower the affective filter of the second language learner.

Attitudes and Values: - Personal development -Respect for other people’s opinions -Critical thinking skills -Identifications, knowledge and a critical view of common features and the most relevant differences between adults and teenagers, their attitudes and values.

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COURSE REPORT

Essential Learning Achievements and Essential Content Language skills area

Teaching ideas

The variety of content and topics that the film offers provide an interesting alternative for both teachers and students. Not only do they provide supplemental speaking, listening, reading and writing practice, but they can also be used to teach grammar, pronunciation and vocabulary.

§ Hand out a synopsis of the film before we watch

The following are some ideas and areas that can be explored to teach them.

§ Divide the film-viewing into manageable chunks. E.g. six classes of 20-minute viewing

§ Write a short description of the characters § Add pertinent historical/background information

§ Make sure points of discussion and activities are prepared while or after watching each sequence

§ Grammar

§ Spoken production

o Expressing habits, likes and preferences

o To be able to talk about characters in a film

o Expressing plans, the use of future as intention and prediction.

o To be able to give reasons and explain intentions and motivations of characters in a film

o Present Continuous with future meaning. Will/ will not. Be going to.

o To relate facts and experiences from the past and biographies. Past Simple and Continuous.

Could. Time expressions:

o To explain the plot of a film § Spoken Interaction o To give personal critique of the characters of a film 12

ENGLISH FOR SECONDARY CLASSROOM ago/ since/ for/ later/ when/ after/ before/ then, etc.

COURSE REPORT

o To give personal opinion and views about a film ยง Listening

ยง Pronunciation o Contracted forms. o The ending of verbal past tenses o Weak forms o Production of certain patterns of rhythm, intonation and stress in words and phrases

o To catch the main points of the dialogue of a film o To complete the missing words in song from a film soundtrack ยง Writing o To be able to write a creative writing about the characters of a film o To describe the characters of a film o To correctly transcribe dialogues heard directly from a film

ยง Vocabulary o

Types of film

o Adjectives describing personality o Adjectives for describing movies

o To write a critique of a film ยง Reading o To read and follow subtitles o To understand the difficult words in the presented texts

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COURSE REPORT

Student Reflection Reflection on my learning What did I like doing? Why?

What didn’t I like doing? Why?

What did I do well?

What didn’t I do so well?

Teacher Reflection What have my students learned?

How have I helped them learn this?

(Assessment/Essential and worthwhile content)

(Pedagogy/approach/learning opportunities)

What else do they need to learn?

How will I help them learn this?

(Assessment/Essential content)

(Pedagogy/approach /learning opportunities)

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COURSE REPORT

Resources v PRINTED.

v

o

Mixed-ability worksheets.

o

Bibliography for the movie

INTERNET RESOURCES Ø http://www.imdb.com/title/tt0322330/ Ø http://www.breakingnewsenglish.com/index.html Ø http://www.script-o-rama.com/movie_scripts/f/freaky-friday-script-lindsaylohan.html Ø http://quizlet.com/

v READING & WRITING EXERCISES: Ø Teaching with songs. Ø Holidays & other cultural topics. Ø Vocabulary worksheets & Reference Sites. Ø Magazines: Speak up, It’s magazine. Ø Encyclopedias: Britannica , Wikipedia.

v AUDIOVISUAL RESOURCES: DVD Films which can be watched in English and which have English subtitles available.

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COURSE REPORT

Useful Adjectives for Describing Movies • • •

Here is a list of vocabulary that reviewers often use when describing movies.

I have divided them into three categories: positive, negative, and neutral.

Note that depending on the combination of words used, they may change from neutral to positive or negative.

Positive first-rate

insightful

clever

charming

comical

charismatic

enjoyable

uproarious original

tender

hilarious

absorbing

sensitive

riveting

intriguing

powerful

fascinating pleasant

surprising

dazzling

thought provoking

imaginative legendary unpretentious Negative second-rate violent

moronic

third-rate

flawed

juvenile

boring

distasteful

ordinary

disgusting

senseless

static

brutal

confused

disappointing

bloody

silly

tired

predictable stupid

uninteresting

weak

incredibly tiresome trite

uneven

cliché ridden

dreadful

bland

outdated

Neutral suspenseful

low-budget dramatic

highly-charged sentimental fantasy slow

romantic

satirical

fast-moving

oddball

picaresque

big-budget

wacky 16

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COURSE REPORT

MOVIES VOCABULARY Reconfigure

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

el cine: cinema/movie theater/movie house emocionante: exciting, moving encantar: to really like, to love entretenido: entertaining, enjoyable formidable: great, wonderful, fantastic, terrific horrorosa, pésima: terrible, very bad impresionante: impressive, incredible la película: movie, film la película cómica: comedy la película de acción: action movie/film la película de guerra: war film la película de misterio/suspense: mystery movie/thriller la película de vaqueros: western la película documental: documentary la película musical: musical la película romántica: romantic movie/romance opinar: to think, to have an opinion, película de dibujos animados: animated movie/film sorprendente: surprising trágico: tragic

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COURSE REPORT

Flashcards: MOVIES VOCABULARY

el cine

cinema/movie theater/movie house

la película de guerra

war film

la película de misterio/suspense

mystery movie/thriller

la película romántica

romantic movie/romance

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COURSE REPORT

la película cómica

comedy

la película de acción

action movie/film

la película musical

musical

la película

movie, film

la película de vaqueros

western

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COURSE REPORT

la película documental

documentary

encantar

to really like, to love

opinar

to think, to have an opinion,

formidable

great, wonderful, fantastic, terrific

horrorosa, pésima

terrible, very bad

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COURSE REPORT

trágico

tragic

impresionante

impressive, incredible

emocionante

exciting, moving

entretenido

entertaining, enjoyable

película de dibujos animados

animated movie/film

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ENGLISH FOR SECONDARY CLASSROOM

sorprendente

COURSE REPORT

surprising

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COURSE REPORT

Movies match Make and appropriate match between the words in A and those in B.

A

B a. funny

1.

Western b. som someone eone in a movie.

2.

Cartoon c. clever

3.

Ghost Ghost movies d. exciting

4.

comedy e. vio violent

5.

inte intellig lligent f. Cowboys

6.

action ction movies

7.

Char haracter

g. place place where where we watch movies.

8.

movie movie the theater

h. animation animation like like Mickey mouse.

9.

Adventure venture movies movies

i. frightening rightening and and full full of horror.

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ENGLISH IN THE SECONDARY CLASSROOM COURSE REPORT 2009

FREAKY FRIDAY Writing a Film Review Plan Below is a general plan of a film review, with questions to help you when planning one.

• Introduction

Give some general information about the film.

* What is the title of the film? * What type of film is it? * Who is the director?

•

Main Body

•

Give a brief summary of the plot Include comments on different points of the film.

* What is the film about? * What details about the characters are important? * What happens to the characters? * Is there anything you would like

state your opinion. FRIDAY FREAKY • Make a recommendation. .

•

TAKE Conclusion ME AWAY

Rosa María Pedrero Oliva

* What is your overall opinion? * What did/ didn’t you like? * Would you recommend it?

ENGLISH IN THE SECONDARY CLASSROOM COURSE REPORT 2009

LISTENING ACTIVITY Yeah,Yeah Get up, Get ……………1 Move on, move………..2, there’s no doubt I’m all wrong, you’re …………..3 It’s all the same with you I’m too fit, too …………….4 You miss why So why, So why, So why, So why On and on, And on and on, On and on, And on and on… ::Chorus:: Don’t want to grow up I want to get out Hey! Take me away I want to shout out Take me away, Away, Away, Away, Away…

‘Round and ‘round, Here we go……………… 5 Same old start, same old ……………….6 Turn my head And turn back ………………….7 Same old stuff, Never …………….8 Do this, do ……………..9 Can’t deal, can’t deal with that I tune in, tune …………..10 I’ve heard it all before Hello, goodbye Never asking me why, Goodbye, Goodbye, Goodbye…

On and on, and on, and o

Rosa María Pedrero Oliva

TAKE ME AWAY

FREAKY FRIDAY

::Chorus:: Don’t want to grow up I want to get out Hey, take me away I want to shout out Take me away, Away, Away, Away, Away… ::Guitar Solo::

::Chorus:: Don’t want to grow up I want to get out Hey, take me away I want to shout out Take me away, Away, Away, Away, Away…

‘Round and ‘round here we go ………….11 Same old story, same old ………… …12 Turn my head And turn back ……………13.

Same old stuff, Never ends Turn my head And turn back ……………..14 Same old stuff, Never …………………15

ENGLISH IN THE SECONDARY CLASSROOM COURSE REPORT 2009

Film activities: FREAKY

At the restaurant

FRIDAY

From 17.52 to 22.45

1.

What’s the situation like when they get to the Chinese restaurant ? ______________________________________________________________ ______________________________________________________________ ______________________ 2.

3.

What big event is in two days time ? ______________________________________ How would you qualify the relationships between Anna and her mother’s boyfriend ?

Cold / impolite / discourteous / cheeky / respectful / insolent / reverential / disrespectful / rude 4.

In the sentence “Anna. Do you really think that your surliness is the best way for you to get what you want?” What is the meaning of “surliness” ?

Unfriendliness / compassion / hostility / kindness / resentment / dislike 5.

What is Anna’s explanation?

She said that ______________________________________________________________ _ 6.

What does she admit and promise? ______________________________________________________________ ______________________________________________________________ ______________________ 7.

Why did Anna suddenly change her behaviour? ______________________________________________________________ ___________ 8.

9.

What is the event she’ll miss then? _______________________________________ What are the two adjectives she uses to define her mother’s patients? _____________________ and_______________________

10.

What does Anna think of her mother’s life? Explain ______________________________________________________________ ______________________________________________________________ Rosa María Pedrero Oliva

ENGLISH IN THE SECONDARY CLASSROOM COURSE REPORT 2009 ______________________________________________________________ _________________________________ 11.

What is the final decision? _____________________________________________ 12.

What does the Chinese lady want? ______________________________________________________________ ___________ 13.

What does the Chinese message say? Fill in the gaps : "A _____________ soon _______________, its prize reflected in another's __________. When what you ______________ is what you _____________, then ___________ love will ______________ you ______________."

14.

What does “Selfless” mean? egoism / altruism / unselfishness / generosity / egocentricity 15.

What does it mean ? ______________________________________________________________ ______________________________________________________________ ______________________ 16.

What happens in the wash-room ? ________________________________________

In the morning

From 24.09 to 28.50

1.

As soon as she wakes up what does the mother think of ?

The dentist / call the mechanic / the restaurant / the dry cleaning / the florist / go to work

2.

What happens in the morning? ______________________________________________________________ ______________________________________________________________ ______________________ 3.

Why is this extract funny? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ _________________________________ Rosa María Pedrero Oliva

ENGLISH IN THE SECONDARY CLASSROOM COURSE REPORT 2009

4. What do both characters think of the situation ?

ANNA

Her Mother

5. What are the propositions made to reverse things ? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ _________________________________ 6. Considering that Anna is a school girl and her mother a psychotherapist who do you think is going to have the hardest day ? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ____________________________________________

Rosa MarĂ­a Pedrero Oliva

ENGLISH IN THE SECONDARY CLASSROOM COURSE REPORT 2009

‘Slumdog’ children in millionaire world http://www.breakingnewsenglish.com/0902/090221-slumdog_millionaire.html

Contents

The Article

2

Warm-ups

3

Before Reading / Listening

4

While Reading / Listening

5

Listening Gap Fill

6

After Reading / Listening

7

Student Survey

8

Discussion

9

Language Work

10

Writing

11

Homework

12

Answers

13

Rosa María Pedrero Oliva

ENGLISH IN THE SECONDARY CLASSROOM COURSE REPORT 2009

THE ARTICLE The two child stars from the hit movie “Slumdog Millionaire” are on their way to Los Angeles to attend the Oscars ceremony. The two children, Rubina Ali and Azharuddin Ismail, actually live in the Mumbai slums where the movie was filmed. Their trip to Hollywood is an example of life imitating art. The movie tells the story of how a teenager from one of the poorest parts of India becomes a millionaire. Little Rubina and Azharuddin will now do the same, for a weekend at least. They will swap the poverty of their daily lives for the riches and glamour of the movie world’s biggest night. It could turn out to be a rags-to-riches tale for the young stars.

They are already getting many enquiries from India’s film studios about acting in Bollywood movies.

“Slumdog Millionaire” director Danny Boyle said he was very excited for the two young stars. He said it was fantastic that the pair would rub shoulders with the stars on the famous red carpet. Boyle has already promised to fund all of the children's education. Nine-year-old Rubina said she couldn’t wait to arrive in L.A. She told the AP news agency: “I'm very happy that I'm going to the Oscars…My friends are saying, 'your fate is so good’.” She said she wasn’t scared and that she would take lots of photos to show her friends in Mumbai. Meanwhile, there are more rumours of life copying art. The on-screen romance between Jamal, played by 18-yearold Dev Patel, and Latika, played by Freida Pinto, 24, may be happening for real.

Rosa María Pedrero Oliva

ENGLISH IN THE SECONDARY CLASSROOM COURSE REPORT 2009

WARM-UPS 1. MILLIONAIRES:

Walk around the class and talk to other students about

millionaires. Change partners often. After you finish, sit with your partner(s) and share your findings.

2. CHAT:

In pairs / groups, decide which of these topics or words from the

article are most interesting and which are most boring. child stars / hit movies / Oscars / slums / poverty / glamour / rags-to-riches / acting / fantastic / the stars / red carpet / fate / being scared / rumours / onscreen romances Have a chat about the topics you liked. Change topics and partners frequently.

3. MILLIONAIRE MOVIES:

With your partner(s), talk about the

storyline of these imaginary movies. Complete the table below. You must put these genres in the table and use each once: Horror, Romance, Action, Comedy, and Mystery. Change partners and share what you wrote. Vote as a class on the best storyline.

Movie name

Genre

Story

Actors

Millionaire Baby Millionaire English Millionaire Billionaire Mars Millionaire Millionaire Rose

4. SLUMDOG:

Students A strongly believe the term “Slumdog” is a terrible

name to use; Students B strongly believe there’s nothing wrong with it. Change partners again and talk about your conversations.

5. RAGS TO RICHES:

In pairs / groups, talk about what 10-year-old

children would think about going to these places. Give each a score from 10 (the children would be totally amazed) to 1 (the children would not be in the slightest bit interested). ____ The Oscars

____ A chocolate factory

____ The United Nations General Assembly

____ The Olympics

Rosa María Pedrero Oliva

ENGLISH IN THE SECONDARY CLASSROOM COURSE REPORT 2009 ____ The International Space Station

6. FATE:

____ Sony PlayStation factory

Spend one minute writing down all of the different words you associate

with the word ‘fate’. Share your words with your partner(s) and talk about them.

Together, put the words into different categories.

BEFORE READING / LISTENING 1. TRUE / FALSE:

Look at the article’s headline and guess whether these

sentences are true (T) or false (F): a.

Many children in Mumbai, India have become millionaires.

T/ F

b.

The two child stars from the movie “Slumdog Millionaire” live in a slum.

T/ F

c.

The two children are moving to Los Angeles.

T/ F

d.

Movie studios are interested in the children acting in Bollywood films.

T/ F

e.

“Slumdog” director said the children would rub the shoulders of stars.

T/ F

f.

The director is looking after the education of his two young stars.

T/ F

g.

One of the children said she was afraid of going to the Oscars.

T/ F

h.

The actors who played Jamal and Latika are dating in real life.

T/ F

2. SYNONYM MATCH: Match the following synonyms from the article: 1.

movie

a.

gossip

2

attend

b.

exchange

3.

imitating

c.

wonderful

4.

swap

d.

go to

5.

tale

e.

pay for

6.

fantastic

f.

story

7.

fund

g.

film

8.

fate

h.

relationship

9.

rumours

i.

copying

Rosa María Pedrero Oliva

ENGLISH IN THE SECONDARY CLASSROOM COURSE REPORT 2009 10. romance

3. PHRASE MATCH:

j.

Match

the following

destiny

phrases from

the article

(sometimes more than one. combination is possible): 1.

The two child

a.

the movie was filmed

2

the Mumbai slums where

b.

to show her friends

3.

an example of life

c.

stars from the hit movie

4.

swap the poverty of their daily lives for

d.

education

5.

It could turn out to be a rags-

e.

shoulders with the stars

6.

the pair would rub

f.

the riches and glamour

7.

fund all of the children's

g.

to-riches tale

8.

your fate is

h.

imitating art

9.

she would take lots of photos

i.

romance

10.

on-screen

j.

so good

WHILE READING / LISTENING GAP FILL: Put the words into the gaps in the text.

The two child stars from the hit movie “Slumdog Millionaire” are on their __________ to Los Angeles to attend the Oscars

poorest

ceremony. The two children, Rubina Ali and Azharuddin Ismail, actually live in the Mumbai __________ where the

slums

movie was filmed. Their trip to Hollywood is an example of

swap

life imitating __________. The movie tells the story of how a

enquiries

teenager from one of the __________ parts of India

way

becomes a millionaire. Little Rubina and Azharuddin will now do the same, for a weekend at __________. They will

least

__________ the poverty of their daily lives for the riches and

art

glamour of the movie world’s biggest night. It could turn out

riches

to be a rags-to-__________ tale for the young stars. They are already getting many __________ from India’s film

Rosa María Pedrero Oliva

ENGLISH IN THE SECONDARY CLASSROOM COURSE REPORT 2009 studios about acting in Bollywood movies.

“Slumdog Millionaire” director Danny Boyle said he was very __________ for the two young stars. He said it was fantastic

scared

that the pair would __________ shoulders with the stars on the famous red __________. Boyle has already promised to

rub

fund all of the children's education. Nine-year-old Rubina said

romance

she couldn’t __________ to arrive in L.A. She told the AP

excited

news agency: “I'm very happy that I'm going to the

carpet

Oscars…My friends are saying, 'your __________ is so good’.” She said she wasn’t __________ and that she would

real

in Mumbai.

fate

Meanwhile, there are more rumours of life copying art. The

wait

take

lots

of photos

to

show her friends

on-screen __________ between Jamal, played by 18-yearold Dev Patel, and Latika, played by Freida Pinto, 24, may be happening for __________.

LISTENING: Listen and fill in the spaces.

The two child stars from the hit movie “Slumdog Millionaire” _____________ to Los Angeles to attend the Oscars ceremony. The two children, Rubina Ali and Azharuddin Ismail, _____________ the Mumbai slums where the movie was filmed. Their trip to Hollywood is an example of life imitating art. The movie tells the story of how a teenager

from

_________________

parts

of

India

becomes

a

millionaire. Little Rubina and Azharuddin will now do the same, for _________________. They will swap the poverty of their daily lives for the riches and glamour of the movie world’s biggest night. It could turn out to be a _________________ for the young stars. They are Rosa María Pedrero Oliva

ENGLISH IN THE SECONDARY CLASSROOM COURSE REPORT 2009 already ___________________ from India’s film studios about acting in Bollywood movies.

“Slumdog

Millionaire”

director

Danny

Boyle

said

he

was

________________ two young stars. He said it was fantastic that the pair would _________________ the stars on the famous red carpet.

Boyle has already promised _________________ children's education.

Nine-year-old Rubina said she couldn’t wait to arrive in L.A. She told the AP news agency: “I'm very happy that I'm going to the Oscars…My friends are saying, ‘_________________’.” She said she wasn’t scared and that she would take lots of photos to show her friends in Mumbai.

Meanwhile,

there

are

more

rumours

of

life

copying

art.

____________________ between Jamal, played by 18-year-old Dev Patel,

and

Latika,

played

by

Freida

Pinto,

24,

may

be

_________________.

AFTER READING / LISTENING 1. WORD SEARCH:

Look in your dictionaries / computer to find collocates, other meanings, information, synonyms … for the words ‘slum’ and ‘dog’.

Slum

• •

Dog

Share your findings with your partners.

Make questions using the words you found.

Rosa María Pedrero Oliva

ENGLISH IN THE SECONDARY CLASSROOM COURSE REPORT 2009 •

Ask your partner / group your questions.

2. ARTICLE QUESTIONS:

Look back at the article and write down some questions you would like to ask the class about the text.

• •

Share your questions with other classmates / groups.

Ask your partner / group your questions.

3. GAP FILL:

In pairs / groups, compare your answers to this exercise.

Check your answers. Talk about the words from the activity. Were they new, interesting, worth learning…?

4. VOCABULARY:

Circle any words you do not understand. In groups, pool unknown words and use dictionaries to find their meanings.

5. TEST EACH OTHER:

Look at the words below. With your partner, try to recall how they were used in the text: • • • • • •

hit actually imitating least swap enquiries

• • • • • •

excited rub fund fate scared romance

STUDENT RAGS-TO-RICHES SURVEY Write five GOOD questions about rags-to-riches in the table. Do this in pairs. Each student must write the questions on his / her own paper.

When you have finished, interview other students. Write down their answers.

Q.1.

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STUDENT 1

STUDENT 2

STUDENT 3

_____________

_____________

_____________

ENGLISH IN THE SECONDARY CLASSROOM COURSE REPORT 2009 Q.2.

Q.3.

Q.4.

Q.5.

•

Now return to your original partner and share and talk about what you found out. Change partners often.

•

Make mini-presentations to other groups on your findings.

“SLUMDOG MILLIONAIRE” DISCUSSION STUDENT A’s QUESTIONS (Do not show these to student B) a)

What did you think when you read the headline?

b)

What springs to mind when you hear the word ‘millionaire’?

c)

Do you think “Slumdog Millionaire” is a good name for a movie?

d)

What would you do if you attended the Oscars?

e)

What do you think of the two children from the Mumbai slums going to the Academy Awards?

f)

Do you know of any rags-to-riches stories?

g)

Are you interested in who wins at the Oscars?

i)

Many Mumbai people are angry at the phrase ‘slumdog’ because they

Rosa María Pedrero Oliva

ENGLISH IN THE SECONDARY CLASSROOM COURSE REPORT 2009 say it is offensive. What do you think? j)

Do you prefer the word ‘movie’ or ‘film’?

‘Slumdog’ children in millionaire world – 21st February, 2009 More free lessons at www.BreakingNewsEnglish.com

----------------------------------------------------------------------------“SLUMDOG MILLIONAIRE” DISCUSSION STUDENT B’s QUESTIONS (Do not show these to student A) a)

Did you like reading this article?

b)

When was the last time you were excited for someone?

c)

Would you like to rub shoulders with the stars?

d)

Have you ever had the red carpet treatment?

e)

What do you think the child stars will think about the Oscars ceremony?

f)

Do you believe in fate?

g)

What were the last rumours you heard?

h)

What’s the best movie you’ve ever seen and why?

i)

Do you know other cases of life imitating art?

j)

What questions would you like to ask Rubina Ali and Azharuddin Ismail?

Rosa María Pedrero Oliva

ENGLISH IN THE SECONDARY CLASSROOM COURSE REPORT 2009

LANGUAGE The two child stars from the (1) ____ movie “Slumdog Millionaire” are on their way to Los Angeles to attend the Oscars ceremony. The two children, Rubina Ali and Azharuddin Ismail, actually live in the Mumbai slums where the movie was

(2) ____. Their trip to Hollywood is an example of life

(3) ____ art. The movie tells the story of how a teenager from one of the poorest (4) ____ of India becomes a millionaire. Little Rubina and Azharuddin will now do the same, for a weekend at least. They will swap the poverty of their daily lives (5) ____ the riches and glamour of the movie world’s biggest night. It could turn out to be a rags-to-riches tale for the young stars. They are already getting many enquiries (6) ____ India’s film studios about acting in Bollywood movies.

“Slumdog Millionaire” director Danny Boyle said he was very excited (7) ____ the two young stars. He said it was fantastic that the pair would rub (8) ____ with the stars on the famous red carpet. Boyle has already promised to fund all of the children's education. Nine-year-old Rubina said she couldn’t (9) ____ to arrive in L.A. She told the AP news agency: “I'm very happy that I'm going to the Oscars…My friends are saying, 'your fate is so good’.” She said she wasn’t

(10) ____ and that she would take lots of photos to show

her friends in Mumbai. Meanwhile, there are more rumours of life copying art. The on-screen (11) ____ between Jamal, played by 18-year-old Dev Patel, and Latika, played by Freida Pinto, 24, may be happening for (12) ____.

Put the correct words from the table below in the above article.

1.

(a)

hits

(b)

hitting

(c)

hitter

(d)

hit

2.

(a)

filmed

(b)

films

(c)

filming

(d)

filmgoer

3.

(a)

imitated

(b)

imitator

(c)

imitating

(d)

imitation

4.

(a)

part

(b)

parts

(c)

party

(d)

parted

5.

(a)

of

(b)

for

(c)

at

(d)

from

6.

(a)

for

(b)

of

(c)

from

(d)

to

7.

(a)

for

(b)

of

(c)

from

(d)

to

8.

(a)

cheeks

(b)

knees

(c)

noses

(d)

shoulders

9.

(a)

waiting

(b)

waited

(c)

waits

(d)

wait

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ENGLISH IN THE SECONDARY CLASSROOM COURSE REPORT 2009 10.

(a)

scary

(b)

scared

(c)

scares

(d)

scaring

11.

(a)

romance

(b)

romancer

(c)

romantic

(d)

romantics

12.

(a)

reality

(b)

really

(c)

real

(d)

realize

WRITING: Write about poverty for 10 minutes. Correct your partner’s paper.

_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Rosa María Pedrero Oliva

ENGLISH IN THE SECONDARY CLASSROOM COURSE REPORT 2009

HOMEWORK 1. VOCABULARY EXTENSION:

Choose several of the words from the text. Use a dictionary or Google’s search field (or another search engine) to build up more associations / collocations of each word.

2. INTERNET:

Search the Internet and find out more about the movie “Slumdog Millionaire”. Share what you discover with your partner(s) in the next lesson.

3. NOMINATIONS:

Make a poster about the different movies that were nominated for an Oscar. Show your work to your classmates in the next lesson. Did you all have similar things?

4. RAGS-TO-RICHES:

Write a magazine article about the rags-toriches story of the child stars in “Slumdog Millionaire”. Include imaginary interviews with the two children.

Read what you wrote to your classmates in the next lesson. Write down any new words and expressions you hear from your partner(s).

5. LETTER:

Write a letter to Rubina Ali and Azharuddin Ismail. Ask them three questions about their evening at the Oscars. Give them your three pieces of advice on what they should do next in life. Read your letter to your partner(s) in your next lesson. Your partner(s) will answer your questions.

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ENGLISH IN THE SECONDARY CLASSROOM COURSE REPORT 2009

Rosa María Pedrero Oliva