Tuesday, November 30, 2010

French: Tunisia Video & Worksheet (Advanced)

Hi everyone, Aurore here! Here is a 3-part video on Tunisia which introduces to the variety of Tunisian and Muslim culture. Your students will learn the names of several cities, traditional food, traditional handcraft, way of life, music, economy... and many other interesting cultural things/events. I would advise you to first present a map of Tunisia to make the picture more vivid. A couple of people interviewed have a slight accent, which really adds to the charm of the video! Enjoy the beauty of Maghreb!


Tunisie Partie 1.

1. Quand la ville de Carthage fut-elle détruite?
2. Décrivez des spécialités culinaires tunisiennes.
3. Quelles activités peut-on faire avenue Bourguiba ?
4. Avec quoi les briks sont-elles fourrées ?
5. Quel est le but d’Ezzedin Abedkef en ce qui concerne son restaurant ?
6. Citez quelques noms de poissons que l’on peut trouver sur le marché.



Tunisie. Partie 2.

1.Depuis quand la vieille ville est-elle inscrite au patrimoine de l’UNESCO?

2.Quand la Grande Mosquée fut-elle construite ?

3.Que pouvez-vous trouver au souk ? (4 éléments de réponse)

4.Que fait-on dans les cafés ?

5.Combien de visiteurs par an viennent au musée du Bardo ?

6.Quelle est la pièce maîtresse de ce musée ?

7.Quelles sont les différentes sections de ce musée ? (6 éléments de réponse)

8.Que peut-on trouver au marché de Kairouan ?

9.Que trouve-t-on à Douga ? Que comprend le site ? (5 éléments de réponse)

10.Ou se situe la ville de Kairouan ?

11.Quelles villes saintes de l’islam sont citées ?

12.Quels sont les 3 noms donnes à Kairouan ?

13.Qu’est-ce qui caractérise les tapis de Kairouan ?


Tunisie. Partie 3.

1.Expliquez le processus de fabrication des tapis.

2.Décrivez les différents types de makrouds que vous pouvez trouver à Kairouan.

3.Quels ingrédients rentrent dans la fabrication du pain que l’on peut trouver lors des jours de fête ?

4.Que peut-on faire à Port El Kantaoui ? Dan quelle branche de l’hôtellerie cette ville se spécialise-t-elle ?

5.Décrivez le processus de confection de l’agneau à la gargoulette.

6.Quel est « l’or jaune » du pays ?

7.Quelle production est en plein essor ?

8.Comment et à qui le vin est-il vendu ?

9.Quelle est la spécificité de Sidi Bou Saïd ?

10.Quels écrivains français font référence à la ville de Sidi Bou Saïd dans leurs ouvrages ?

Monday, November 29, 2010

German: Bicycle Film Festival in Munich

Hello all, Chris here. Today we have some exciting München-related news for fellow German teachers. The Bicycle Film Festival is coming to München! What is the BFF and why is it important? For more information check the following link:

http://www.muenchen.de/verticals/Veranstaltungen/Freizeit/448837/bicyclefilmfestival.html

You can also check out these preview video:



  • How could you incorporate this into a lesson?
  • Which themes and grammatical units would work well with this subject?

Sunday, November 28, 2010

German Video: Gespräche 5

Hello all, Chris here. Today we're happy to present the next video in our Gespräche series! This video features Anna and Marek talking about what they did as
children and stereotypes about American family life. A worksheet will soon follow!




1) Was hat Anna als Kind mit ihrer Familie gemacht?
2) Was hat Anna als Kind mit seiner Familie gemacht?
3) Wohin sind Marek und seine Familie auf Urlaub gegangen?
4) Wohin sind Anna und ihre Familie auf Urlaub gegangen?
5) Wohin bist du schon mit deiner Familie auf Urlaub gegangen?
6) Gehst du lieber im Winter oder im Sommer auf Urlaub?

German: Funny Commercial!

Hello all, Chris here. Today I have a really funny commercial to share. This works well if played at the beginning of class (especially an early class) to give everyone a good laugh and get them ready for German!

German: Harald Schmidt - Öko Laptop

Hello all, Chris here. Today I have a funny segment from the Harald Schmidt show to share. This one is about a Öko Laptop! You could use this as part of a lesson on recycling and energy conservation (which most introductory-intermediate textbooks feature).

Thursday, November 25, 2010

News: Happy Thanksgiving!

Happy Thanksgiving to all! Enjoy the holiday!

Look for several posts this weekend as we wrap up November!

Wednesday, November 24, 2010

Spanish: El Día de Acción de Gracias

Hello everyone, Claudia here,

Do you need help explaining the Thanksgiving celebration in Spanish? These are links to some useful sites that talk about the whole tradition. One activity that you could do is have your students get in groups and try to explain what Thanksgiving is all about. After that, you could present the information from the sites to your students and have them talk about how much of the story they were familiar with. This will get students engaged since Thanksgiving is a topic they are very familiar with.

http://www.fireworks.com/spanish/holidays/thanksgiving.asp

http://www.usembassy-mexico.gov/bbf/bfholidays_AccGracias.htm

http://www.christiananswers.net/spanish/q-eden/ednkc002s.html

Tuesday, November 23, 2010

News: New Team Member!

Hello all, Chris here. The Language Teacher's Toolbox is always expanding! We are happy to announce the addition of a new team member! Please welcome Annalisa to the team! Annalisa will be providing us with French as well as Italian teaching material as well as general tips and strategies for effective teaching! 

Monday, November 22, 2010

German: Relative Pronouns Activity

Hello all, Chris here. Today I would like to share an activity I recently created to practice relative pronouns with my students. As usual, I will leave the grammar explanation up to the individual teacher. While this activity is for intermediate level German, it can easily be adapted for other languages and levels.

To begin the activity, ask the students to come up to the board and sketch a few city blocks or even a whole city with various streets, buildings, etc. These should all be labeled. At least 2-3 buildings should be labeled as apartments. Add details such as floors and apartment numbers for each apartment building. To make the activity easy you only need to add as many apartments as there are groups. Although, you could add a few extra empty apartments. Students will then have to state that no one is living there.

After this is completed, have students get into groups of 2-3 although having them do the activity individually is a viable option. Each group needs to pick a specific apartment they will live in. The groups also need to come up with an interesting fact about their apartment, such as they have parties every weekend, they have a dozen cats, they always play loud music, etc.

Once the above steps have been completed, have one student in each group go around to the various other groups and interview them asking where they live or Wo wohnt ihr? The group should also talk about their apartment and their interesting fact. Once all of the groups have been interviewed, have the students return to their groups. Now the students write about the various groups using relative clauses to add more information about the other groups. For example,

In der Obergasse wohnen Tim und Jurgen, die jeden Tag laute Musik spielen.

An alternative way to do the activity would be to have someone from each group stand in front of class and show on the map where their group lives and why their apartment is interesting. The other groups could then immediately start working on their sentences using relative clauses.

A good followup to this activity would be to have the students ask and provide directions to the various other groups and their apartments. I like to do activities which require the students to build upon previous knowledge rather than just singling out a single area of grammar. In this case you would be combining relative clauses with the puzzle solving aspects of giving directions (imperative).

I hope this activity works well for you! Comments welcome!

French: Le Toi du Moi - Video

Hi all, Claudia here,

Today I would like to share with you a song that my French teacher used in our class. I not only love the song but it also helped review pronouns and also learn vocabulary. I hope you like it!
Are there any other activities you think you could use this video with?

Thursday, November 18, 2010

Spanish: Refranes 3

Hi evrybody, Claudia here,

These are some more Spanish sayings for you to add to your collection. Don't forget to check back on my post on Refranes for ideas on how to incorporate them in your classroom!
  • Al mal tiempo, buena cara.
  • Más vale pájaro en mano, que cien volando.
  • No hay mal que por bien no venga.
  • A palabras necias, oídos sordos.
  • Dios aprieta pero no ahorca.
  • Más sabe el diablo por viejo que por diablo.
  • A lo hecho, pecho.

Wednesday, November 17, 2010

Japanese: The Tooth Fairy Project

Hi all, Claudia here,

I recently read about a very interesting site for Japanese teachers and I would like to share the information with you. The Tooth Fairy Project site presents the story of the tooth fairy in Japanese and also a clay animation of the tooth fairy. Even more interesting, in my opinion, is that the project collects and recycles metal used in dental treatments in order to benefit children.

You should definitely check out the site and let me know what you think! I would also love to hear about any sites similar to this one for other languages!

http://tooth-fairy.jp/about/story.html

German Video: Grammar Explanation - Conjugating Sein

Hello all, Chris here! Today we're proud to present the first video in our Grammar Explanation series! Our first video features the conjugation of 'sein' in the present tense. Enjoy!

Tuesday, November 16, 2010

News: New Team Member for French

Hello all, Chris here. Today we're happy to add another team member, this time for French! Please welcome Jessica to the team. You can check out her first post a few posts below this one!

Monday, November 15, 2010

News: 1 Year Anniversary!

Hello all, Chris here. The Language Teacher's Toolbox is celebrating one year of providing fellow language teachers with quality activities, tips, and teaching strategies! It's been a very successful first year, from a few initial members to a team of nearly 20 contributors, both full and part time! In one year we have nearly reached 400 posts. We have grown from a few followers to well over 50 and nearly 200 fans on Facebook! The Language Teacher's Toolbox has also expanded into video production with approximately 20 videos available for free within two months of starting this service. Help us continue to grow the site by telling your friends and colleagues about it! Let's make the next year an even greater success!

Stay tuned for some very exciting news and developments for the Language Teacher's Toolbox in the near future!

French: Imparfait & Passé Composé Activity

Hello, Jessica here! I have found this activity to be particularly useful and fun in my French classes when teaching the difference between the passé composé (simple past) and the imparfait (imperfect). It is also useful to use with more advanced levels as a way to demonstrate the correct usage of the plus-que-parfait (pluperfect), and as a way to practice the use of irregular verbs in all three tenses.

First, copies of these pictures (below) should be made on transparency sheets and cut down so that there is only one picture on each sheet.

To begin the activity, divide your students into groups of 3-4 (any more and the project becomes too confusing). Give each group a picture on transparency and a marker (the order in which sheets are handed out is not important at this point), and ask them to write at least 2-3 sentences describing what is happening in the picture. You can specify how many of each verb type they are to use, and even give them specific verbs from which to choose if you wish.


.


I usually allow about 10 minutes for students to complete this part of the exercise, but of course it is up to you to decide how much time students will need. Once they have all completed their "little story" sheets should be collected and put into order. One by one, you can mount them on the projector and read the "round-robin" story out loud, correcting for grammar and verb usage as you go.



WARNING: You are going to get some hilarious results, so be prepared for lots of laughing!

NB: Images courtesy of U of Minnesota College of Liberal Arts Language Center. Original pictures and text can be found at http://languagecenter.cla.umn.edu/lc/frenchsite1022/VERBXpcvsimpTEMP.html

Sunday, November 14, 2010

Useful Websites: Good Websites for Lesson Plans

Hello all, Julie here! Today I would like to share a good website for those who are looking for simplified grammar explanations or are new teachers and need some ideas on how to teach to grammar. It's good also for students who need a more simplified explanation of a topic or for those students that need an explanation in English.

http://www.brighthub.com/education/languages/articles/9063.aspx

And here is another one for grammar activities and worksheets:

http://conjuguemos.com/home/docs/php/list.php?type=fillin&division=grammar&language=spanish

Saturday, November 13, 2010

Sociolinguistics: African-American English

Hello everyone, Elizabeth here.

There are tons of topics you could cover in a sociolinguistics unit, but I find that African-American English can really give you a lot of bang for your buck: it helps you tackle the fact that socioeconomic status and language use don't necessarily break down on the exact same lines as race, it ties into political activism and the opportunity to use what you learn in linguistics class to impact how you think about social policy (especially important for future teachers), and it really gets students engaged in critical thinking. Plus, there are lots of great video resources for teaching about AAE (and sociolinguistics in general).

The PBS special American Tongues is somewhat dated, but that seems to make it all the more amusing to students. Some of the reactions of speakers in the video about different varieties of English (not just AAE) are pretty extreme, so I always caution students that my showing the video is not an endorsement of any speaker's beliefs. However, there is a nice contrast in the video between African-Americans who speak more vernacular varieties and those who don't, and the attitudes that each group holds about the other. This is a nice jumping-off point for discussions of overt and covert prestige.

Another PBS special, Do You Speak American?, offers an even more in-depth study of American regional speech, and also has a companion book and website available. The third installment of the series shows a particularly powerful video of students in a classroom where they are taught about code-switching and the differences between AAE, other local dialects of English, and Standard English. I have found it to be a very productive activity to poll the students on whether they think AAE should be incorporated into school classrooms, discuss the reasons why, and then show this video and discuss whether opinions have changed. Usually students develop more positive attitudes towards the teaching strategy shown in the video once they see how it plays out, but I have also had African-American students who insisted that they learned Standard English without such an approach and believe it is bad for their community to cater too much to AAE, so this can lead to some really eye-opening class discussions if you have a diverse group of students.

Finally, a Hollywood film that I like to show my students is Akeelah and the Bee. The film portrays a brilliant African-American girl from a poor area who overcomes her grief at losing her father by spelling words. As she is encouraged by her school to compete in spelling bees, she is coached by an African-American professor whose attitudes toward her vernacular language are condescending at best, and in a very moving scene she challenges his perceptions of how she talks. The use of standard and vernacular Englishes by different characters throughout the film is a great discussion point, though you may need to go through and create a note-taking guide to help direct students' attention to how characters speak in different situations. The film is not only educational, but inspiring and enjoyable, and if you start showing it two classes before Thanksgiving, you might just hook a few more students into not skipping that last session.

NEH Summer Seminar for School Teachers MADRID SPAIN 19 June-23 July 2011

Hello everyone, Becky here!

Dean John Rosenberg of Brigham Young University has received a NEH grant to do a five-week seminar in Madrid on Spanish art and literature June 19–July 23, 2010. NEH will provide a $3900 stipend for each teacher, which, while not covering all costs, will go a long way. He is generously opening it up to K-12 Spanish teachers across the country.

For more information, go to neh.byu.edu.

Enjoy!

Global Education Conference

Hello everyone, Becky here!

See below for information regarding a free, online global education conference being held during International Education Week (Nov. 15-19). If you are seeking innovative, new ways of connecting your students to communities around the globe, click on the link below to gather more information.

See http://www.globaleducationconference.com/

This is a wonderful opportunity to connect with teachers in schools all over the world and discuss internationalizing.

Global Education Conference

Description: Description: http://www.nesacenter.org/uploaded/projects_resources/resources/GEC_Europe.jpgNESA is a partner at the 2010 Global Education Conference, which will be held November 15-19, 2010; it is online and free. Sessions will be held in multiple time zones and multiple languages over the five days. Proposals for presentations are now being accepted:www.globaleducationconference.com (Go to the tab: "Call for Presentations").

The conference is a collaborative and world-wide community effort to significantly increase opportunities for globally-connecting education activities and initiatives. (This is a worldwide conference on globally-connected education, not a "global conference on general education"). There is no formal registration required for the conference, as all the sessions will be open and public.

Hello everyone, Becky here!


This is a T/F activity about Spanish culture that I like to incorporate either when talking about greetings (101) or about body parts (102). I got this from my Spanish culture class when I studied in Spain. I have the questions in both English and Spanish below and the answer key in English. Enjoy!


True or False?

1. To greet each other, men shake hands, they hug, and sometimes, they give a strong pat on the back.

2. Women tend to give 2 kisses when greeting friends.

3. In formal situations, men and women only shake hands. IT’s is seen badly if they kiss or hug.

4. Standing up with the hands on the hips indicates being angry.

5. It’s rude to move the index finger towards you to tell a person to come towards you. You must move the hand up and down with your palm towards your body.

6. If you yawn in public, you should cover your mouth with your hand.

7. It’s normal to always make eye contact when you talk to someone.

8. When two people talk they get close and they may even touch each other.

9. It’s normal to talk really loudly or even shout whether inside or outside.

10. In business meetings it’s important to exchange business cards.

11. People wait for you to say “hi” and “bye” when you enter and leave public places like a store or an elevator.

12. If you smoke, you always have to offer tobacco to everyone else so you don’t seem rude.

13. It is acceptable to tell someone that you don’t know well something positive about their physical appearance or their clothes.

14. At dinner time, you can start as soon as you are served without waiting for the others.

15. Putting your index finger on your temple means that you are calling somebody crazy.

16. Putting one fist on your forearm of the other arm while raising that fist is considered a scornful gesture and insult by the other person.

Verdadero o Falso:

En España…

  1. Para saludarse, los hombres se dan la mano, se abrazan y, a veces, incluso, se dan una palmada (pat) fuerte en la espalda.
  2. Las mujeres suelen dar dos besos a los amigos que saludan.
  3. En situaciones formales, los hombres y las mujeres sólo se dan la mano. Está mal visto si se besan o abrazan.
  4. Estar de pie (Standing) con las manos sobre las caderas (hips) indica enfado (angry).
  5. Es de mala educación mover el dedo índice hacia uno mismo para llamar a una persona. Hay que mover la mano arriba y abajo con la palma hacia (towards) el cuerpo.
  6. Bostezar (to yawn) en público se consiste si te tapas (cover) la boca con una mano.
  7. Es normal mirar siempre a los ojos de las personas con las que hablas.
  8. Cuando dos personas hablan se acercan (get close) mucho e incluso se tocan (touch each other).
  9. Es normal hablar de forma fuerte o gritando tanto en lugares abiertos como cerrados.
  10. En reuniones de negocios es muy importante intercambiar tarjetas con cada persona con la que se habla.
  11. Se espera que digas ‘hola’ y ‘adiós’ al entrar y salir de sitios públicos, como, por ejemplo, una tienda, un ascensor (elevator), etc.
  12. Si se fuma, siempre hay que ofrecer tabaco a todo el mundo para no parecer maleducado (rude).
  13. Está bien visto decirle a alguien que no conoces mucho algo positivo sobre su aspecto físico o su ropa.
  14. A la hora de la comida se puede empezar tan pronto como (as soon as) le sirvan a uno sin esperar (waiting for) a los demás (others).
  15. Apoyar el dedo índice en la cabeza significa que estás llamando a alguien loco.
  16. Poner un puño (fist) en el antebrazo (forearm) contrario alzando (raising) el otro puño es considerado un gesto de insulto por otra persona.

True or False? (Answers)

1. To greet each other, men shake hands, they hug, and sometimes, they give a strong pat on the back. T

2. Women tend to give 2 kisses when greeting friends. T

3. In formal situations, men and women only shake hands. It’s is seen badly if they kiss or hug. F

4. Standing up with the hands on the hips indicates being angry. T

5. It’s rude to move the index finger towards you to tell a person to come towards you. You must move the hand up and down with your palm towards your body. T

6. If you yawn in public, you should cover your mouth with your hand. T

7. It’s normal to always make eye contact when you talk to someone. T

8. When two people talk they get close and they may even touch each other. T

9. It’s normal to talk really loudly or even shout whether inside or outside. T

10. In business meetings it’s important to exchange business cards. T

11. People wait for you to say “hi” and “bye” when you enter and leave public places like a store or an elevator. T

12. If you smoke, you always have to offer tobacco to everyone else so you don’t seem rude. T

13. It is acceptable to tell someone that you don’t know well something positive about their physical appearance or their clothes. T

14. At dinner time, you can start as soon as you are served without waiting for the others. F

15. Putting your index finger on your temple means that you are calling somebody crazy. T

16. Putting one fist on your forearm of the other arm while raising that fist is considered a scornful gesture and insult by the other person. T

Quien de la clase reflexive verbs in the preterite

Hey there, Becky here! I have included a "quien de la clase" activity below that I created for 101 students to review the preterite and reflexive verbs.

Enjoy!

MODELO: ¿Esta mañana te cepillaste los dientes?

Sí, me cepillé los dientes.

No, no me cepillé los dientes.

Escribe el nombre de la persona que responde con ‘sí’. Es necesario responder usando oraciones completas.

¿Esta mañana quién de la clase...

Se enojó con su compañero/a de cuarto? __________

Se despertó tarde (late)? ______________

Se lavó la cara? ______________

Se maquilló? ______________

Preparó café? ______________

Se secó el pelo con secador (hairdryer)? __________

Se bañó (y no se duchó)? ______________

Se afeitó? ______________

Japanese: Kurabu Katsudou (club activity)

クラブ活動(kurabu katsudou; an extra-curricular activity) is a popular after school activity mainly in middle and high schools in Japan. There are basically 2 types, sports or culture. Take a look at the introduction video of クラブ活動!



After showing the video, students talked about if they have something similar to クラブ活動 in their own country, and if there is, what are the differences. Then they talked about which one they would want to join if they were high school students in Japan!

In the end we did a small activity. They had to come up with their own クラブ活動, describe the activity and think about how much it would cost. The they had to invite classmates to his/her クラブ!

Friday, November 12, 2010

German: Reflexive Verbs Hot Potato

Hello all, Chris here. Today I would like to share a fast and fun activity you can use to help your students practice reflexive! As usual, I will leave the grammar explanation up to the individual teacher.

This activity is a group activity involving the entire class. Have the students form a large circle with no desks or chairs in the middle.

For the 'hot potato' you can use anything suitable such as a tennis ball or foam ball.

To start, a student will toss the ball to another student and name both a reflexive pronoun and a reflexive verb. The student who received the ball must then make a sentence from this. Upon successfully making a sentence the student is then free to choose the next student to toss the ball to and repeat the above process. Each round a new verb should be used. You can add some competition into the activity by eliminating anyone who is unable to make a correct sentence. After a few rounds you can add another layer to the activity by adding in the category of tenses for students to choose when picking the next student. Generally you just need to practice the present and the perfect tenses. After several more round of this you can add in the final category of sentence types, e.g. declarative and questions. As a final challenge I added negation as well.

The activity worked really well and the students managed to get a good amount of practice with the reflexive. 

Comments welcome!

Wednesday, November 10, 2010

German Video: Bodo Bach Clips - Prank Calls

Hello all, Chris here. Today I have a fun clip from German comedian Bodo Bach whose routine includes making prank phone calls. Very funny and worth sharing with your students. You will want to preview the clips to make sure that they are appropriate for the level of your students and content-wise as well. Comments welcome!

German Video: Gespräche 4

Hello all, Chris here. Today we have the fourth video in our Gespräche series! We will be adding a worksheet soon. This video features Anna and Marek discussing what they like about America with some comparisons to Germany. Comments welcome!

Monday, November 8, 2010

Spanish: ¿Quién de la clase...?

Hello all, Becky here!

I would like to share an activity to get students up and practicing participles used as adjectives that also reviews the preterite and the "house/chores" vocabulary.

Enjoy!

MODELO:

¿Esta mañana arreglaste tu cuarto?
Sí, el cuarto está arreglado.
No, el cuarto no está arreglado.

Escribe el nombre de la persona que responde con ‘sí’. Hay que responder usando oraciones completas.

¿Esta mañana quién de la clase...

arregló su cuarto? ______________

lavó los platos? ______________

planchó la ropa? ______________

hizo la cama? ______________

preparó café? ______________

apagó todas las luces? ______________

cerró bien la puerta de su casa? ______________

Spanish: El secreto de sus ojos discussion questions

Hello all, Becky here!

Below I have included some discussion questions to use in class to get students talking and thinking about the movie El secreto de sus ojos.

Enjoy!

El secreto de sus ojos discussion questions

1.What is Espósito going to do at the end when he goes to see Irene? Is he going to tell her that he loves her? Is he going to denounce what he just saw in Jujuy?

2.If he does not denounce what he saw, does the movie praise the idea of man taking justice into his own hands?

3.Since the killer killed Morales’s wife and Espósito’s friend while trying to kill him, does that make Morales’s solution acceptable?

4.Does the effectiveness or lackthereof of the law have anything to do with the “acceptability” of Morales’s culpability?

5.Does Morales’s punishment of the killer affect him? If so, how?


General questions for discussion after watching foreign films in class:

1.¿Cuál fue tu parte favorita de la película?

2.¿Cuál fue tu parte MENOS favorita?

3.¿Cómo se compara con las películas típicas norteamericanas?

4.¿Son similares o diferentes?

5.Explica específicamente lo que tienen en común y lo que es diferente.

El secreto de sus ojos movie worksheet

Hello all, Becky here!


I would like to share a worksheet that I created for students regarding the Oscar winning movie "El secreto de sus ojos". I had them do the first section (reading comprehension) prior to watching the movie and the rest of the worksheet as they watched the movie. At my university we put the movie on the server with English subtitles so that beginning students could watch it on their own time for homework and come to class to discuss it. It went really well and students really enjoyed it! Sorry the pictures didn't come out on the blog. :(

Enjoy!


El secreto de sus ojos Nota: ____ / 30 Nombre: _______________

Ricardo Darín y Soledad Villamil, en la película original. Foto Archivo

Hollywood prepara una adaptación del film argentino ganador del Oscar.

Hollywood prepara una versión propia de El secreto de sus ojos. Los estudios Warner están muy cerca de adquirir los derechos del film de Juan José Campanella, último ganador del Oscar al mejor film extranjero, para convertirlo en una remake hablada en inglés.

Adapted from: http://www.lanacion.com.ar/nota.asp?nota_id=1312671

Benjamín Espósito, interpretado por Ricardo Darín, trabajó toda la vida como empleado en un Juzgado Penal (penal court). Ahora acaba de jubilarse, y decide escribir una novela para pasar su tiempo libre. No tiene que imaginar una historia inventada. No la necesita. En su propio pasado hay una historia real y trágica. Ocurrió en el año 1974, cuando hubo una investigación sobre la violación (rape) y el asesinato (murder) de una mujer hermosa y joven.

Espósito asiste a la escena del crimen (crime scene). Conoce a Ricardo Morales, quien se casó con la víctima poco tiempo antes y la ama (he loves her) profundamente. Espósito intenta ayudar a Morales a encontrar a la persona que mató a la víctima, aunque tenga que ir en contra (even if he has to go against) de los Tribunales (courts) y de la Policía. Tiene la ayuda de su amigo, Sandoval, que toma mucha cerveza. También está Irene, su superior, la secretaria del Juzgado, con quien está enamorado.

En la película, cuando Espósito escribe su historia, revive el pasado y piensa en sus decisiones, sus confusiones y sus errores. Narrar el pasado no es un simple pasatiempo para llenar sus días. Escribe para entender su propia vida y para mejorar su futuro, para enfrentarse (confront) a esa mujer de quien sigue enamorado después de treinta años.

Adapted from: http://www.quedepeliculas.com/peliculacine--el-secreto-de-sus-ojos-2764.html

*If you need to look up more words, try www.wordreference.com*

Argentina. Año: 2009. Dirección: Juan José Campanella. Protagonizada por Ricardo Darín, Soledad Villamil, Pablo Rago y Javier Godino, y cuenta con la participación especial de Guillermo Francella.

Preguntas de comprensión sobre el artículo: **Contesta en inglés* ______ / 5 puntos

1. ¿Qué premio (award) ganó la película?

2. ¿Cuál era el trabajo de Espósito antes?

3. ¿Qué hace Espósito con su tiempo ahora?

4. ¿Cómo intenta Espósito ayudar a Morales?

5. ¿Qué hace Espósito como resultado (as a result) de escribir su historia?



***WARNING*** MINUTE 13DEAD WOMAN’S NUDE BODY. 1 HOUR AND 14 MINUTESMALE GENITALIA. PLEASE FAST FORWARD THESE PARTS IF YOU DON’T WANT TO SEE THEM. THIS MOVIE IS RATED R AND THE LANGUAGE AND IMAGES AT TIMES REFLECT THAT RATING.

I. Personajes – ¿Quién lo dijo? Escribe la letra del personaje (character) que dijo la frase.

(If you have trouble viewing the photos and/or remembering who was who, refer to the reading comprehension section on page 1 for names underlined and descriptions of characters in italics.) _____ / 5

1. _____ “Va a ser complicado…cerrá la puerta.”

A. Ricardo Morales

2. _____ “No fue otra vida, fue ésta. Es ésta.”

B. Irene Hastings

3. _____ “Es mi vida, no la suya.”

C. Pablo Sandoval

4. _____ “El tipo puede cambiar de todo…pero hay una cosa que no puede cambiar, Benjamín, no puede cambiar su pasión.”

D. Benjamín Espósito

5. _____ “Dígale que aunque sea, me hable.”

E. Isodoro Gómez

Matching – Escribe la letra de la respuesta de la columna en la derecha que corresponde a la(s) palabra(s) en la columna de la izquierda. _______ / 5

1. _____ Buen día

A. Guy(s)

2. _____ Tal cual

B. Schmuck, jerk, stupid (in Argentine Spanish)

3. _____ Cadena perpetua

C. Sooner or later

4. _____ Pena de muerte

D. Good morning, good day (said this way in Argentina)

5. _____ Tarde o temprano

E. Hey (common word used in Argentina), to get somebody’s attention without using their name or to emphasize something, was used by Ernesto Guevara

6. _____ Porteño/a(s)

F. Life sentence, life imprisonment

7. _____ El tipo(s)

G. Pretty, lovely, sweet, cute

8. _____ Linda

H. Exactly like this, as it is, just like that

9. _____ Che

I. Una persona de Buenos Aires or someone who lives in or was born in a port city

10. _____ Boludo

J. Death penalty, death sentence, capital punishment

*If you did not hear these words while watching the movie, use www.wordreference.com to find them. When looking for words on wordreference.com, scroll down and choose links in blue for words or phrases when necessary to find native speakers’ explanations.*

Preguntas sobre la película: **answer in English **answer in English** _____ / 10 (2 points each)

1. En la película, ¿Qué le pasó a Cáceres?

2. ¿Por qué iba Morales a la estación de tren (Retiro)?

3. ¿Por qué Morales no encontró a Gómez en la estación de tren?

4. Según Pablo Sandoval, ¿cuál es la pasión de Gómez?

5. ¿Quién mató a Pablo Sandoval y por qué?

Pregunta sobre la película ** answer in English ** contesta en inglés** ______ / 5

¿Por qué hace Morales lo que hace y estás de acuerdo (do you agree)? ¿Por qué sí o no?






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