|
| |
Activity Length
|
Preparation
|
Activity Suggestions for Students
|
|
Activity
1
Getting
ready
20’
|
o
(Oral expression)
|
o
In groups of two, the students
ask each other questions so as to learn about holidays in each other’s
countries.
o
After this preparation, each
student exposes his or her partner’s holidays to the rest of the class.
o
Students of the same nationality
intervene to complete the list.
|
|
Activity
2
15’
|
o
Document resuming 3 series of
separated elements:
1.
Dates of holidays in the target
country;
2.
Name of the celebration or of the
famous event;
3.
Brief description of this
celebration.
OR: the teacher writes down the information on pieces
of cardboard that s/he gives at random to the students. They try to find
their 2 matching partners…
(DOCUMENT 1)
o
Grammar: time prepositions
|
o
The teacher asks if they know the
“target” country’s holidays.
o
S/he gives them a document with
celebrations dates, names and descriptions … OR s/he gives them pieces
of cardboard (cf. left column)
o
Students try to match trios (For
instance: December 25 — Christmas — Christian celebration
commemorating Jesus of Nazareth’s birth in the city of Bethlehem)
o
They compare those celebrations
with their own, then say what is common and what is different.
|
|
European Celebrations… (to complete and
modify)
Dates
·
January 1st
·
November 1st
·
November 11
·
December 25
·
…
Names
·
Remembrance Day
·
Ascension Day
·
Labour Day
·
National Holiday
·
Whitsuntide
·
All Saints’ Day
·
Carnival
·
New Year’s Day
·
Christmas
·
Easter
·
…
Descriptions
1.
Usually linked to the Christian
feast of Shrove Tuesday, this type of celebration is relatively well
spread in Europe and South America. It usually consists in a period of
time when the residents of a town dress up to go out together and sing and
dance in the streets, sometimes around a parade.
2.
It is a Catholic celebration,
during which all saints are honoured. It takes place the day before All
Souls’ Day. In several European countries, people usually meditate in
cemeteries and clean the graves on this day.
3.
This celebration (from Greek pentêkostê,
« fiftieth day ») marks
the beginning of the spread of Christianity. It is celebrated on the
seventh Sunday after Easter to commemorate the illumination of the
Apostles by the Holy Ghost.
4.
This is celebrated on this day in
many countries around the world. Important workers unions’ and left-wing
parties demonstrate for the occasion.
5.
This religious feast celebrates
Jesus-Christ’s resurrection, three days after his crucifixion on Good
Friday, marking the end of the Lent fasting. It is the most holy day of
the Christian calendar, followed with Christmas.
Etc.
Answers
- Carnival
- All Saints’ Day
- Whitsuntide
- Labour Day
- Easter
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|
|
|
Activity 3
15’
|
o
The teacher gives images
illustrating those holidays.
(DOCUMENT
2)
|
o
Students determine the holiday
represented on each images.
o
They describe and interpret those
images.
|
|
Here are pictures or images illustrating those holidays. Match the
names to the illustrations.
1
2
 3
4
5
6
 7
 8
9
 10
11
 12
13
|
|
Activity
4
20’
|
o
Discussion
|
o
In your country, do those
celebrations go with several days off? And “here”?
o
Do children have more days off
than adults?
o
Do the people in the country you
are actually in now have right to more days off/holidays than you and your
fellow countrymen?
o
(Do you know the ’expression
“to make a long weekend of it”? Does it exist in your country?)
o
When in the year do you have more
holidays? Why, according to you?
o
What do your fellow countrymen
usually do during a day off? And you?
o
And during longer holidays?
|
|
Activity
5
30’
|
o
Conversation
|
o
Which holidays gave you the
fondest memories? Tell why… (Activity to make in
groups of two: one tells the other, then each student tells his or her
partner’s fondest memory to the whole class
à revising past times)
|
REMARK:
the following activities can be re-adapted and used for theatre or
opera…
Activity Length
|
Preparation
|
Activity Suggestions
for Students
|
|
Activity
1
Getting
ready
15’
|
o
Give out a map of the
“target” city.
Grammar and vocabulary: place prepositions, verbs expressing a direction…
|
o
The teacher gives a starting
point on the city map (university, a place everybody knows…)
o
S/he explains the way from this
starting point to the closest cinema.
o
In case there is more than one
cinema in the city, ask a student to do the same exercise (after telling
him where the cinema is located).
|
|
Activity
2
10’
|
o
Show to the students the schedule
of a cinema (taken from a local newspaper for instance) without telling
them what it is.
|
o
What do you have in front of you?
o
Give a description, as detailed
as possible, of what you see (à I see movie titles, schedules, names of places/of cinemas)
|
|
Activity
3
20’
|
o
Discussion
o
If necessary, grammar:
-
The time
-
Time indicators and time
prepositions
|
Questions:
o
How do you learn about new movie
releases?
o
Do you look for information on
the movie before watching it?
o
Do you trust your friends’
taste?
o
Did you ever go and watch a movie
you didn’t know anything about? Was it a good or a bad surprise? Explain.
o
What other ways do you have to
get an idea of the movie? (Specialised magazines? Radio or
TV shows? etc.)
|
|
Activity
4
40’
|
o
Give students the summary of 5 or
6 movies of different types. Separately, give the film titles or the
posters.
o
Vocabulary: Take note, in the summaries, of the difficult/unknown words. List
them. Show another list, made out of synonyms or definitions of those
difficult words.
(DOCUMENT 1)
|
o
Students read the words from a
table in two columns, two lists of words. They match each word from the
first column to its synonym or its definition.
o
Students read each summary and
try to match a title/poster to a movie.
o
They make a list of different
movie types (à comedies, drama, fantasy, documentaries…)
o
If needed, the teacher helps them
to complete the list.
|
|
Vocabulary—Example table (to fill in
accordingly to the summaries one chose)
|
(Difficult words from the summaries)
|
(Synonyms, definitions)
|
|
1.
|
a)
|
|
2.
|
b)
|
|
3.
|
c)
|
|
4.
|
d)
|
|
5.
|
e)
|
|
6.
|
f)
|
|
7.
|
g)
|
|
8.
|
h)
|
|
9.
|
i)
|
|
10.
|
j)
|
|
|
Activity
5
15´
|
o
Discussion
o
Vocabulary and grammar: argumentation.
|
o
The teacher chooses a student (X)
and asks the rest of the class to guess X’s favourite type of movies.
The students justify their answers. When some students have spoken,
student X can confirm or not what the others said about him.
o
Students explain their taste (àI
prefer…because…)
|
|
Activity
6
15
‘
|
o
Give students a dialogue with
some missing words, related to movies. The words are either taken out or
given separately in alphabetical order (with or with “intruders”, that
is, words that do not belong to the text.)
(DOCUMENT 2)
|
o
|
|
Fill in the following text (with words from
the list)…
¾
_____________ at the cinema
tonight?
¾
They ___________ La Dolce Vita, by Fellini.
¾
Is it the _____________________ (f.v.)?
¾
No, it isn’t ________________, it’s the ____________________ (o.v.),
with ___________________ of course.
¾
Where is it on?
¾
It’s on at the “Churchill’s”. There are three ____________ in
that cinema. Well, that’s the “Red” one, with the biggest
______________.
¾
At what time is the ____________________?
¾
There is a _______________ at 17pm and another one at 20pm
¾
Etc….
Dubbing / dubbed / auditoriums / what’s on / there is / show / seats
/ are showing / shows / sits /
screens / with subtitles / subtitled / French version / …
|
|
Activity
5
40’
|
o
Give a list of imaginary list of
movie titles to students.
o
Take inspiration from famous
movies (famous for their quality or their commercial success) to create
those titles.
(DOCUMENT 3)
|
o
For each title, students write a
catchy summary of the story (from 7 to 10 lines).
|
|
Write, for each of these imaginary movie
names, a catchy summary of the story (from 7 to 10 lines). To help you,
here is a sentence to start the plot.
·
The Plumber Comes Back (psychological
drama): Martha, whose husband is
violent and alcoholic, falls in love with the plumber.
·
Fluffy and Silly, Faithful Dogs (children movie): Fluffy and Silly, two really nice poodles, are
abandoned by their keepers during the holidays.
·
The Three Doomed Cranes’ Island
(fantastic adventure): a group of explorers finds a
mysterious island that doesn’t appear on any map…
·
Rambo VII (war story): Sylvester Stallone’s great comeback, stronger than ever
and armed to the teeth…
·
Back to my Mother’s! (romantic comedy): it isn’t fine anymore between Isabel and Barney
since he flirted with Betty, Isabel’s best friend…
·
Tomorrow’s Better than the Day
After Tomorrow: Goldfish Operation (spy
story): Special Agent 008 is sent in special mission to get back a
top-secret microfilm, hidden in a venomous goldfish.
·
Frying Pan Massacre (horror): after a UFO flies above a small village in California,
housewives are victim of a terrible spell that turns them into hysterical
creatures.
|
|
Activity
6
20’
|
o
Find images illustrating what one
can find in a cinema: a cell phone / popcorn / a young child / candy /
…
(DOCUMENT 4)
|
o
Students name what they see.
o
They classify those words/images
into two groups: those who belong in a cinema and those who do not.
o
They choose the elements or
behaviour that would be the less and the most annoying for them as
moviegoer. They explain why.
o
They explain what is absolutely
normal in their country and, on the contrary, what is shocking.
|
|
Amongst those elements, which one does not
belong in a cinema? What element would be the most annoying to you, as
moviegoer? Which one would be the less annoying?
1
2
 3
4
 5
 6
7
8
 9
10
11
|
|
Activity
7
40’
|
o
The teacher gives to each student
a dozen of pictures: some clearly belong to the world of cinema (seats, a
projector, a ticket office), others clearly less so.
NB:
This activity can be written or oral.
(DOCUMENT 5)
|
o
In groups of two, or alone, the
students make up a story that will include at least 10 of the pictures
they were given.
|
|
In groups of two or alone, make up a story
that will include at least 10 of the following pictures…
|
|
1.
A screen
|
2.
A Palm tree
|
3.
A projector
|
|
4.
Red seats
|
5.
Spaghettis Bolognese
|
6.
An old book
|
|
7.
A cat (in a tree)
|
8.
A ticket office
|
9.
Brad Pitt
|
|
10. A dinosaur
|
11. Roses
|
12. A Formula One car
|
|
Activity
8
35
‘
|
o
The teacher gives the student the
reproduction of a cinema ticket (from the target country, if possible).
(DOCUMENT 6)
o
Discussion
|
o
Students describe as precisely as
possible what they see.
o
They try to define what is
different from a cinema ticket in their own country (size, colour,
information, etc.)
o
How do you occupy space in a
cinema? Do you sometimes sit next to someone you don’t know?
o
Do you think it’s normal to pay
to see a movie? Why?
o
What to think of the violence
depicted in movies?
o
What are the advantages and
disadvantages of cinema compared to television?
o
Do you have a TV at home? Why?
o
Are you in favour or against
having a TV at home?
|
| |
|
|
|
|
|
Describe
those cinema tickets into details. What kind of information can you find
on them?
|
Activity Length
|
Preparation
|
Activity Suggestions for Students
|
|
Activity
1
20’
|
o
Pictures representing different
musical styles (from Bach to Michael Jackson…)
(DOCUMENT 1)
|
o
Students look at the pictures and
say which musical style they refer to.
|
|
Look at the pictures and tell which musical style
they refer to.
1
2.
 3
4
 5
6
 7
8
 9
10
 11
12
 13
Answers:
- World Music
- Reggae — Bob Marley
- Electronic Music
- Hard-rock
- Soul — James Brown
- Classical Music
- Pop — Michael Jackson
- Rap — Nas
- Classical Music — Bach
- Pop
- Adult Contemporary — Céline Dion
- Jazz — Keith Jarret
- World Music – Bossa
|
|
Activity
2
(At
least 15’)
|
o
Extracts of songs by those
artists (or from those musical styles)
o
Pop song from the “target”
language to use in many ways (fill in the blank; listening comprehension…)
|
o
Students listen to songs (or
extracts) and say what types of music they are.
o
Students listen to a song from
the “target” language.
|
|
Activity
3
20’
|
o
Oral Expression
o
Argumentation
|
o
The class will try to guess the
musical taste of a student chosen by the teacher. The students will
explain why they think their classmate likes this or that type of music.
|
|
Activity
4
20’
|
o
Discussion
|
o
What language is the most
used in songs in your country? Why, according to you?
o
What musical style is the
most successful? Why, according to you?
o
What / who is in vogue?
o
What / who isn’t at all?
o
What do teenagers listen
to? Were you listening to the same things when you were teenagers?
|
|
Activity
5
40’
|
o
Dialogue
|
o
In groups of two: each student tells his or her partner the memory of the first concert
s/he ever went to. S/he does the same with the last concert (Who did s/he
see, with whom, where, when, why…)
o
After that, each student tells
their partner’s memory to the rest of the class.
|
|
Activity
6
50’
|
o
Role-playing game: the teacher
gives the reproduction of a concert ticket to the students.
(DOCUMENT 2)
|
o
In groups of two, the students
will play a situation: one received a concert ticket as birthday present.
But two “things” do not suit them (the band, the date, the place…).
So he or she goes back to the store where the ticket was purchased and
speaks to a shop assistant (the other student) to exchange the ticket.
|
|
At the complaints’ department…
|
Cultural Excursions
Evaluation
- Ability
to talk about holidays and celebrations from one’s country.
- Ability
to compare with the “target” country.
- Ability
to describe a celebration typical from one’s country.
- Ability
to recognize a celebration from its description (written or oral),
etc.
- Ability
to describe a painting or a picture illustrating a celebration.
·
Vocabulary
·
Phonetics
·
Syntax
|
|
|
|
- Ability
to talk about one’s holidays (latest ones, best ones, worst ones…)
·
Vocabulary
·
Phonetics
·
Syntax
|
|
|
|
- Ability
to ask or explain the way.
·
Vocabulary
·
Phonetics
·
Syntax
|
|
|
|
- Ability
to describe one’s tastes in music, movies, theatre, etc.
·
Vocabulary
·
Phonetics
·
Syntax
|
|
|
|
|
|
+
|
+/-
|
-
|
- Ability
to summarize a movie, a play. Ability to
·
Vocabulary
·
Phonetics
·
Syntax
|
|
|
|
- Ability
to compare the moviegoers’ behaviour in one’s own country with the
“target” country.
·
Vocabulary
·
Phonetics
·
Syntax
|
|
|
|
- Ability
to use accurately the vocabulary related to the world of entertainment
in a made up story, written and/or told.
·
Vocabulary
·
Phonetics
·
Syntax
|
|
|
|
- Ability
to give one’s opinion on movies and television and what they can be
used to. Ability to understand a text dealing with this subject.
·
Vocabulary
·
Phonetics
·
Syntax
|
|
|
|
- Ability
to ask to exchange tickets (movie, concert…) or an object. Ability
to explain why.
·
Vocabulary
·
Phonetics
·
Syntax
|
|
|
|
|
