CLIL

UNIDAD DIDÁCTICA:

DISNEY MOVIES

JESÚS DAVID PASTOR COLLADO

UNIDAD DIDÁCTICA CLIL: DISNEY MOVIES

Disney Movies es una unidad didáctica CLIL dirigida a los alumnos/as de cuarto de la ESO que pretende introducir en inglés los estereotipos más importantes de las películas de Disney en el que el alumnado necesitará una instrucción lingüística, es decir tendrán que poner en práctica la lengua que están aprendiendo con un tema que a todos los adolescentes les gusta. Esta unidad está ideada para ser impartida en la clase de inglés, por lo que su utilización tiene lugar en el Departamento de Lengua Inglesa para que todos los alumnos/as puedan desarrollar el idioma de una manera agradable y en harmonía.

Los objetivos de esta unidad son los siguientes:

Explicar los diferentes estereotipos, géneros y roles que hay en las películas Disney.

Explicar e incidir en la comparación de los diferentes tipos de películas, haciendo comparación entre ellas.

Hacer ver a los estudiantes las culturas que aparecen en las películas y el avance en las mismas.

Debatir por qué las películas han cambiado en un periodo de tiempo de 50 años. Debatir sobre los diferentes prototipos de princesas, príncipes y héroes de los

últimos 30 años.

La Unidad Didáctica está dividida en seis sesiones que son las siguientes:En la primera sesión presentamos a nuestros estudiantes el tema sobre el que vamos a hablar. Después, harán una pequeña lista sobre el tema que vamos a dar y finalmente se hará un debate sobre el tema que vamos a tratar.

En la segunda sesión los estudiantes se agruparán en grupos de cuatro o cinco para que posteriormente escriban un breve dialogo divertido entre dos personajes de Disney.

En la tercera sesión nuestros estudiantes aprenderán a usar el pasado simple, el pasado perfecto más los adverbios de uso como yet, still y already. Posteriormente, harán ejercicios relacionados con la gramática enseñada.

La cuarta sesión será divertida, ya que haremos un juego en el que los estudiantes tendrán que adivinar qué película están escuchando. Más tarde, escucharán un texto y completarán las respuestas y empezarán a preparar el vocabulario de la siguiente sesión.

En la quinta sesión nuestros estudiantes verán un video sobre los prototipos en las películas de Disney y ellos/as debatirán sobre las diferentes ideologías que emplea la misma.

Y en la sexta sesión, habrá una obra de teatro en el que los estudiantes representarán a un personaje de Disney y finalmente repasarán las ideas más importante de la unidad.

Esta unidad está recogida en https://www.dropbox.com/s/582qhn8mtv57exm/TASK%2014.docx?dl=0

La plantilla CLIL de esta Unidad Didáctica está en https://www.dropbox.com/s/582qhn8mtv57exm/TASK%2014.docx?dl=0

1. FIRST SESSIONTEXT- THORThor is a 2011 American superhero film based on the Marvel Comics character of the

same name, produced by Marvel Studios and distributed by Paramount Pictures. It is the

fourth installment in the Marvel Cinematic Universe. The film was directed by Kenneth

Branagh, written by Ashley Edward Miller, Zack Stentz and Don Payne, and stars Chris

Hemsworth, Natalie Portman, Tom Hiddleston, Stellan Skarsgård, Colm Feore, Ray

Stevenson, Idris Elba, Kat Dennings, Rene Russo and Anthony Hopkins. The film tells

the story of Thor, the crown prince of Asgard, who is exiled from his homeland to

Earth. While there, he forms a relationship with Jane, a scientist. However, Thor must

stop his adopted brother Loki, who intends to become the new king of Asgard.

Sam Raimi first developed the concept of a film adaptation of Thor in 1991, but soon abandoned the project, leaving it in "development hell" for several years. During this time, the rights were picked up by various film studios until Marvel Studios signed Mark Protosevich to develop the project in 2006, and planned to finance it and release it through Paramount Pictures. Matthew Vaughn was originally assigned to direct the film for a tentative 2010 release. However, after Vaughn was released from his holding deal in 2008, Branagh was approached and the film's release was rescheduled into 2011. The main characters were cast in 2009, and principal photography took place in California and New Mexico from January to May 2010. The film was converted to 3D in post-production.

Thor premiered on April 17, 2011, in Sydney, Australia and was released on May 6, 2011, in the United States. The film was a financial success and received positive reviews from film critics. The DVD and Blu-ray Disc sets were released on September 13, 2011. A sequel, Thor: The Dark World, was released on November 8, 2013. A third film, Thor: Ragnarok is set to be released on July 28, 2017.

We will talk about movies, first about this one (if they like it, if they do not..) and, later, we can ask them which is their favourite one, starting the debate. Afterwards, we can start a chart with words from this topic (cast, production, plot, main role…) that may be useful for the next sessions.

2. SECOND SESSIONDivided by groups, we will provide them cards like these (for example):

So they will have to create a play in which these characters will talk about what they want. This will be prepared to be performed in Session 6.

3. THIRD SESSIONPre-grammar explanation activity.

A) Read the text about Walt Disney and then answer the questions.

Walt Disney was born in 1901 in Chicago, USA. At school he was good at drawing, and he also became interested in making films. So he decided to move to Hollywood in California.

When he arrived in Hollywood he started making cartoon films. In 1927 he created a character Mickey Mouse. Mickey quickly became an international superstar, and Walt Disney became a millionaire.

In the 1930's, he created the Disney Studios. He employed hundreds of people at the studios. They drew the cartoons, but Walt still controlled every detail.

Walt Disney died in 1966, but the Disney Studios still continue to produce amazing cartoons like The Lion King (1994).

- What is the name of his most famous character?

- When did he create Mickey Mouse?

- Why did he move to California?

- What kind of films do the Disney Studios produce?

GRAMMAR

Past Simple Past Perfect We form the Past Perfect with had and the past participle of a verb (e.g. started, taken):

I//you/he/she/it/we/they had started

When we talk about an event or situation in past tense we use the Past Simple (e.g. flew); if we talk about an event before that time, we use the Past Perfect (e.g. had been). We use the Past Simple for single complete events in the past. We often use it with time expressions like at 4 o'clock, yesterday, in 1993 etc. For example:A) When did you win the cup?B) We won the cup in 1993.C) We went to a concert yesterday.

For is used with any tense to indicate the duration of a block of time. For = desde hace.NOTE: Caution: tenses here are tricky. I have been living / have lived here for ... / since 1988 = llevo viviendo (vivo).Since is used with present perfect and past perfect indicating the starting point of the period that we are referring to: I have worked here since 1988. Already = ya, but appears in affirmative sentences and questions, e.g. I have already finished it / I already knew that. Already is normally placed before the lexical verb. Still = todavía usually in affirmative sentences, e.g. I still like this kind of music. But it can also be used with negative verbal form when you want to emphasize that a negative assertion continues to be true, e.g. I still have not found that book. In questions, still denotes surprises. e.g. Are you still (awake) studying?

PositiveI/you/he/she/it/we/they walkedNegativeI/you/he/she/it/we/they didn't walkQuestionsDid I/ you/he/she/it/we/they walk?Short answersYes, I/you/he/she/it/we/they didNo, I/you/he/she/it/we/they didn't

Yet = ya in interrogative constructions, e.g. Have you finished the exercise yet? and yet = todavía when it appears in negative sentence, e.g. I have not found the book yet.

B) Underline the correct answers. In some cases only one is correct, and in others both are correct.1. As Geoff was introduced to Mrs. Snape, he realized that he had met /met her before.2. During the previous week, I had been / went to the gym every evening.3. He denied that he had taken / took the money from the office.4. I didn't know the marking would take so long until I had read / read the first couple of essays. 5. The boy told me that he had lost / lost his train ticket and didn't know how he would get home.6. At the conference, scientists reported that they had found / found a cure for malaria.7. The teacher guessed that some of the children had cheated / cheated in the exam.8. Thomas explained that he had gone / went home early because he felt ill.9. The waiter took my plate away before I had finished / finished eating.10. Jane didn't want any dinner. She had eaten / ate already.

C) Read the text carefully and write the correct verbal tense. Use the Past Simple and Past Perfect.The money pitWhen I first saw the old house I ________ just ________ (move) to the area. It

____________ (be) empty for about a year and was beginning to need some repairs, but

the house was exactly what I wanted. But by the time I ____________ (put) together

enough money I learnt that a property developer _____________ (buy) it and

__________ (plan) to turn it into a hotel. Six months later I ___________ nearly

___________ (give up) hope of finding anywhere to live in the village when I heard that

the house was for sale again. The property developer _____________ (decide) to invest

his money in a new housing development on the edge of the village. I ___________

(buy) the house immediately and I _____________ (live) there happily ever since.

D) Put the verbs in brackets into the gaps in the correct tense - Past Simple or Past Perfect.1) After Fred __________ (to spend) his holiday in Italy he __________ (to want) to

learn Italian.

2) Jill ___________ (to phone) Dad at work before she ___________ (to leave) for her

trip.

3) Susan ___________ (to turn on) the radio after she ___________ (to wash) the

dishes.

4) When she ___________ (to arrive) the match ____________ already _________ (to

start).

5) After the man ___________ (to come) home he __________ (to feed) the cat.

6) Before he ____________ (to sing) a song he _____________ (to play) the guitar.

7) She ___________ (to watch) a video after the children __________ (to go) to bed.

8) After Eric ___________ (to make) breakfast he ___________ (to phone) his friend.

9) I ___________ (to be) very tired because I _____________ (to study) too much.

10) They ____________ (to ride) their bikes before they __________ (to meet) their

friends.

E) Listen to the teacher in the pronunciation of the following words.

- Lip /lɪp/ - Caddie /ˈkædɪ/

- Coup /ku:/ - Banned /'bænd/

- Pub /pʌb/ - Lake /leɪk/

- Hobby /ˈhɒbɪ/ - Monarch /ˈmänərk/

- Cat /kæt/ - Flag /flæg/

- Letter /ˈletəʳ/ - Catalogue /ˈkatəlog/

4. FOURTH SESSION

A) Read this article and answer the questions below.

ARTICLE TO THE “LIVE SCIENCE”

Three time periods: those made before 1960, including "Snow White,"

"Cinderella" and "Sleeping Beauty”; those of the 1990s, including "The Little

Mermaid," "Beauty and the Beast" (focusing on Belle), “Aladdin" (featuring Jasmine),

"Pocahontas" and "Mulan"; and the period since, namely "The Princess and the Frog"

(featuring Tiana).

These films span over 70 years of family entertainment. The lead female

characters in the earlier movies showed very stereotypical feminine traits. The later

female portrayals, including those of Mulan and Pocahontas, included more traditionally

masculine traits.

"They tended to their physical appearance a lot, and they were referred to as

‘pretty’ a lot. That was an important character trait for the princess" England said. "But

little girls typically don't play Mulan or Pocahontas, not in their warrior costumes."

1) Do you really want our kinds to want became like these princesses or have as their role models?

2) Disney movies emphasize violence and strength in male characters. In evil male characters, there is an exaggeration of the "ideal" masculine characteristics. Do you agree? Why?

3) The evil characters like Jafar, look very Arabic and Aladdin, the hero, looks and sounds like an American boy: his skin is much paler and he ask people to call him an American name, not an Arabic name. Racism doing in Aladdin movie:

"I come from a land.... where they cut off your ears if they don't like your face. It's barbaric, but hey, it's home.“

What is your opinion? Is it true?

B) Listen to this movie trailer (2 times). Do you recognize the movie? If you recognized the movie, what about it?

http://youtu.be/uIaI1uHMFjM

C) Talk in groups of 5 about the questions related to the prototypes in Disney movies.

D) Prepare the vocabulary for the debate of the following day related to the prototypes in Disney movies.

5. FIFTH SESSION

http://youtu.be/-57zKcmrT6M

A) Identify the name of the famous character and put it into the box.

______________ _______________ _________________ ________________

_______________ _________________ ______________ _______________

_______________ ________________ ________________ _____________

6. SIXTH SESSION

A) Performing and guessing.

B) Finishing ideas.