Propuesta didáctica para la película ,Charlie and the Chocolate

CHARLIE AND THE CHOCOLATE FACTORY
Propuesta didáctica para la película, Charlie and the Chocolate Factory
(2005) en cinco sesiones lectivas para 2º de ESO
•
NIVEL EDUCATIVO
2º ESO: 13 años
•
TEMPORALIZACIÓN
5 sesiones de 55 min.
•
MATERIALES Y WEBSITES
Pantalla de televisión, lector de DVD y ordenadores o retroproyector o/y
fotocopias, cuaderno de clase.
DVD Charlie and the Chocolate Factory 2006
Charlie and the Chocolate Factory (2005)
Director: Tim Burton
Cast: Johnny Depp, Freddie Highmore, David Kelly, Helena Bonham Carter,
Noah Taylor, Missi Pyle, James Fox, Deep Roy, Christopher Lee, Adam Godley.
Writing credits: Roald Dahl (book) and John August (screenplay)
Certification: Spain: T
Runtime: 115 min
View trailer:: http://www.imdb.com/title/tt0367594/trailers
Film Summary: Charlie Bucket comes from a poor family, and spends most of
his time dreaming about the chocolate that he loves but usually can't afford.
Things change when Willy Wonka, head of the very popular Wonka Chocolate
empire, announces a contest in which five gold tickets have been hidden in
chocolate bars and sent throughout the country. The kids who find the tickets will
be taken on a tour of Wonka's chocolate factory and get a special glimpse of the
wonders within. Charlie miraculously finds a ticket, along with four other children
much naughtier than him. The tour of the factory will hold more than a few
surprises.
Sobre Roal Dhal:
http://www.roalddahl.com/
Sobre el libro:
http://en.wikipedia.org/wiki/Roald_Dahl#Children.27s_fiction
Actividades entorno al libro Charlie and the Chocolate Factory:
http://www.mce.k12tn.net/chocolate/charlie/charlie_and_the_chocolate_factor.ht
m
Juegos interactivos sobre la película:
http://chocolatefactorymovie.warnerbros.com/games.html
1
Para saber más sobre la película:
•
INTRODUCCIÓN
La película Charlie and the Chocolate Factory puede despertar el interés por
el libro en que está basada así como por otras obras de Roal Dhal. Es
especialmente interesante, Boy: Tales of Childhood, que se podría leer en
castellano como actividad intercurricular entre la clase de Lengua Castellana y de
Inglés. Figuraría en las lecturas sugeridas en la asignatura de Lengua Castellana y
se podrían trabajar alguna selección de frases o pequeños fragmentos en la de
Inglés.
Esta misma propuesta se podría hacer con The Witches (1983) Film: The
Witches (1990) y traducida como Las Brujas en la edición castellana de
Alfaguara.
En cuanto a la selección del idioma, el DVD Charlie and the Chocolate
Factory cuenta con subtítulos en castellano y en inglés, por lo que todo dependerá
de la buena aceptación para leer subtítulos y del nivel de inglés de cada clase
específicamente.
• OBJETIVOS
Fomentar la lectura en castellano de Dhal
Conocer los títulos en inglés de la obra infantil-juvenil de Dhal
Conocer la infancia de Dhal
Saber que la película es una adaptación literaria y que ya hubo otra película
anterior
Repasar aspectos gramaticales: practicar el past simple de verbos regulares e
irregulares, identificar comparativos y superlativos.
Pronunciación de ch/sh
Vocabulario: uso de adjetivos para descripciones.
Educar en valores: Los malos hábitos de los niños maleducados.
•
CONTENIDOS
1. REFLEXIONES SOBRE LA LENGUA
1.1 FUNCIONES DEL LENGUAJE Y LA GRAMÁTICA
Estructuras:
Uso de simple past, afirmativa, negativa e
interrogativa
Verbos regulares e irregulares.
Comparativos y superlativos .
Procedimientos
Reading: “The Boy Roald Dhal”, fragmento de la
película, “Dhal’s books for children”, ”how good is
your memory”, “who is who?.”
2
Speaking: “Did you know any of these tittles, which
ones?” “When did you read the books or see the
fims?”
Writing: “Answer these questions writing complete
sentences”, Copy all the comparatives and
superlatives you find in these texts into your
notebook.
Actitudes
Entender que una clase no es una sala de cine y que
la película es una ocasión para aprender inglés por lo
que hay que esforzarse y leer subtítulos en lugar de
comer palomitas.
Participar en una actividad común venciendo la
timidez de algunos para cantar en público o recitar.
Aprender a no reírse de los compañeros/as cuando
canten.
1.2 VOCABULARIO
Uso de adjetivos para descripciones: ordinary, little,
faster, stronger, more clever, rich, powerful, wellconnected, luckiest, entire, the most amazing, the
most fantastic, the most extraordinary.
Vocabulario sobre la comida: grocery store , sweet
jar, ice cream, Sunday meal, served meat, dessert…
1.3 FONÉTICA
ch: Charlie, chocolate/ sh: she, Sheila
Recitar o cantar versos de la canción "Violet
Beauregarde..." Tomar conciencia de la rima por su
sonido no por la ortografía de las palabras.
2. ASPECTOS SOCIOCULTURALES
Conocer la obra de infantil-juvenil de Dhal
Educar en valores: Los malos hábitos de los niños en
los países ricos en el s.XXI. y el desprecio a los
demás.
•
DESARROLLO DE LAS ACTIVIDADES:
PRIMERA SESIÓN (50’)
Actividad 1: 35 min.
Se proyecta en la pared, pantalla del ordenador o fotocopia el doc CATCF1.
Se resuelven las preguntas si las hay, se traducen las palabras nuevas y se pide que
las copien con su traducción correspondiente en los cuadernos.
The boy Roald Dahl
3
Roald Dahl was born in Wales in 1916, to Norwegian parents He was
named after the polar explorer Roald Amundsen, a national hero in
Norway at the time.
In 1920, when Roald was four, his seven-year-old sister, Astri, died
from appendicitis then about a month later his father died of pneumonia.
But his mother did not come back to Norway.
Roald first attended Llandaff Cathedral School. At the age of eight, he
and four of his friends put a dead mouse in a jar of sweets at the local
sweet shop owned by a “horrible” old woman called Mrs. Pratchett. The
headmaster of Llandaff Cathedral School punished them.
After that his mother sent him to several boarding schools, which was
an unpleasant experience for him and his friends. He was very homesick
and wrote to his mother almost every day.
At Repton School in Derbyshirehe he was captain of the school Squash
team, and played for the football team. He also developed an interest in
photography.
Cadbury, a chocolate company sometimes sent boxes of new chocolates
to Repton School and the students tasted them. Dahl dreamed of
inventing a new chocolate bar and won the praise of Mr. Cadbury
himself, and this was the inspiration for his third book for children,
Charlie and the Chocolate Factory.
During his childhood and adolescent years he spent his summer
holidays in his parents' native Norway.
Hi did not go to university after leaving school, Dahl found a job with
Shell Petroleum Company which sent him to other parts of the world.
His childhood is the subject of his autobiographical work, Boy: Tales of
Childhood
Se proyecta en la pared, pantalla del ordenador o fotocopia el doc CATCF2,
se realizan y se corrigen los ejercicios
Underline all the past tenses you can find in the text, after that divide
them into two groups: regular and irregular verbs and write them into
two columns.
Answer these questions writing complete sentences
Where and when was he born?
Where did his parents come from?
Why was he named Roland?
When did his sister and his father die?
What did he and his friends put in a sweet jar?
Did he like boarding schools?
How did he feel at boarding schools?
What were his hobbies at Repton School?
What did inspire Charlie and the Chocolate Factory.
Where did he spend his summer holidays?
Why do you think that he did not go to university?
4
Actividad 2: 15 min.
Se proyecta en la pared, pantalla del ordenador o fotocopia el doc
CATCF3 dependiendo de la clase se puede hacer en pair-work o en la clase en su
conjunto preguntando el profesor o haciendo que se pregunten y se responan unos
a otros
Speaking
Did you know any of these tittles, which ones?
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
The Gremlins(1943).
James and the Giant Peach(1961) Film: James and the Giant
Peach (live-action/animated) (1996)
Charlie and the Chocolate Factory (1964) Films: Willy Wonka &
the Chocolate Factory (1971) and Charlie and the Chocolate
Factory (2005)
The Magic Finger(1966)
Fantastic Mr Fox (1970) Film: Fantastic Mr. Fox (animated)
(2006)
Charlie and the Great Glass Elevator (1967) A sequel to Charlie
and the Chocolate Factory.
Danny the Champion of the World (1975) Film: Danny the
Champion of the World (TV movie) (1989)
The Wonderful Story of Henry Sugar and Six More (1977)
The Enormous Crocodile (1978)
The Twits (1980)
George's Marvelous Medicine (1981)
The BFG (1982) Film: The BFG (animated) (1989)
The Witches (1983) Film: The Witches (1990)
The Giraffe and the Pelly and Me (1985)
Matilda (1988) Film: Matilda (1996)
Esio Trot (1989)
The Minpins (1991)
The Vicar of Nibbleswicke (1991)
When did you read the books or see the fims?
A continuación se practica la diferente pronunciación entre el sonido
correspondiente a “ch”y el sonido correspondiente a “sh”
How do you pronounce “Charlie”? How do you pronounce “Sheila”?
Find more examples
SEGUNDA SESIÓN (50’)
Actividad 1: 5 min.
Se proyecta en la pared, pantalla del ordenador o fotocopia el doc
CATCF4 para que constaten visualmente que la película es una adaptación
literaria y que no es la primera. También para que vean como el director de una
película es a quien se le atribuye la autoría de la misma.
5
Actividad 2: 45 min.
Se ve hasta el final del capítulo 14, unos 42 min.
TERCERA SESIÓN (50’)
Actividad 1: 50 min.
Se continúa viendo la película hasta el final del capítulo 28.
CUARTA SESIÓN (50’)
Actividad 1: 10 min.
Se termina de ver la película
Actividad 2: 10 min.
Se proyecta en la pared, pantalla del ordenador o fotocopia el doc CATCF5 y
se realiza la actividad:
Copy all the comparatives and superlatives you find in these texts into
your notebook:
This is a story of an ordinary little boy named Charlie Bucket. He was
not faster, or stronger, or more clever than other children. His family
was not rich or powerful or well-connected; in fact, they barely had
enough to eat. Charlie Bucket was the luckiest boy in the entire world.
He just didn't know it yet.
Willy Wonka is the most amazing, the most fantastic, the most
extraordinary chocolate maker in the world
Actividad 3: 10 min.
Se proyecta en la pared, pantalla del ordenador o fotocopia el doc CATCF6 y
se realiza la actividad:
HOW GOOD IS YOUR MEMORY?
1.
What did Charlie love more than anything?
a.
b.
c.
d.
peppermint
pizza
chocolate
ice cream
2.
What was special about the Sunday meal?
a.
b.
c.
d.
Dessert was part of the meal.
Mrs. Bucket served meat.
Everyone got seconds.
The Bucket cousin’s came to eat with Charlie.
6
3.
What happened to Prince Pondicherry’s castle of chocolate?
a.
b.
c.
d.
He let his family eat it.
It melted in the sun.
Prince Pondicherry ate it.
Willy Wonka took it back to the chocolate factory.
4.
How many beds were at the Bucket house?
a.
b.
c.
d.
8
4
2
1
5.
Mr. Bucket worked in _______ .
a.
b.
c.
d.
Willy Wonka’s Chocolate Factory
a lawyer’s office
in a toothpaste factory
in a governor’s office
6.
How many grown up(s) live with Charlie?
a.
b.
c.
d.
3
6
1
8
7.
Who was Prince Pondicherry?
a.
b.
c.
d.
the owner of a chocolate factory
Willy Wonka’s grandson
the prince who asked Willy Wonka to build him a palace of
chocolate
Charlie’s school teacher
8.
Who is Willy Wonka?
a.
b.
c.
d.
Charlie’s best friend
Charlie’s grandpa
the owner of a chocolate factory
the owner of the grocery store
Actividad 4: 10 min.
Se proyecta en la pared, pantalla del ordenador o fotocopia losl doc CATCF8 y 9
y se realiza la actividad
Who is who?
Match the letters with the numbers
A I love to chew gum. The piece I am chewing now is a record breaker: 3 months. Who am I?
1: Violet Beauregarde
7
B I wanted my grandson to win the golden ticket. I bought him a candy bar. Who am I?
2:Grandpa Joe
C I love to play computer games. Who am I?
4: Mike Teavee
D My parents are very rich. I get whatever I want. I just have to say, "Daddy, I want ----!" and he
buys it for me. Who am I?
3: Veruca Salt
E I am a poor boy. I really want to win a golden ticket. I ate 4 candy bars trying to win the ticket.
Who am I?
5: Charlie Bucket
F I am the owner of the chocolate factory. My favourite clothes are a black top hat, tail coat make
of plum-coloured velvet, and bottle green trousers. Who am I?
7: Willy Wonka
G I am a boy who loves to eat. I eat all day long. I knew I would win the golden ticket because I
eat candy bars all the time. Who am I?
8: Augustus Gloop
Actividad 5: 10 min.
Se reparten fotocopias del doc CATCF10. Se les pide al alumnado que para el
próximo día como homework memoricen dos o tres versos (dependiendo del
número de alumnado, si son 30 por ejemplo, los tres primeros estudiantes de la
lista aprenderían 3 versos y los tres últimos otros tres versos. Se ajustan los versos
con el número de alumnos y alumnas ) para cantar la canción al día siguiente. Si
alguien pone resistencia, se les dice que los reciten en lugar de cantarlos.
Se lee la canción y se va traduciendo. Si no ha quedado suficiente tiempo se
les pide que traduzcan los versos en casa y se corrige al día siguiente antes de
cantar la canción toda la clase por turnos.
8
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
"Dear friends, we surely all agree
There's almost nothing worse to see
Than some repulsive little bum
Who's always chewing chewing gum.
(It's very near as bad as those
Who sit around and pick the nose).
So please believe us when we say
That chewing gum will never pay;
This sticky habit's bound to send
The chewer to a sticky end.
Did any of you ever know
A person called Miss Bigelow?
This dreadful woman saw no wrong
In chewing, chewing all day long.
She chewed while bathing in the tub,
She chewed while dancing at her club,
She chewed in church and on the bus;
It really was quite ludicrous!
And when she couldn't find her gum,
She'd chew up the linoleum,
Or anything that happened near–
A pair of boots, the postman's ear,
Or other people's underclothes,
And once she chewed her boy friend's
nose.
She went on chewing till, at last,
Her chewing muscles grew so vast
That from her face her giant chin
Stuck out just like a violin.
For years and years she chewed
Consuming fifty packs a day,
Until one summer's eve, alas,
For years and years she chewed away,
Consuming fifty packs a day,
Until one summer's eve, alas,
A horrid business came to pass.
Miss Bigelow went late to bed,
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
66.
67.
68.
69.
For half an hour she lay and read,
Chewing and chewing all the while
Like some great clockwork crocodile
At last, she put her gum away
Upon a special little tray,
And settled back and went to sleep–
(She managed this by counting sheep).
But now, how strange! Although she
slept,
Those massive jaws of hers still kept
On chewing, chewing through the
night,
Even with nothing there to bite.
They were, you see, in such a groove
They positively had to move.
And very grim it was to hear
In pitchy darkness, loud and clear,
This sleeping woman's great big trap
Opening and shutting, snap–snap–
snap!
Faster and faster, chop–chop–chop,
The noise went on, it wouldn't stop.
Until at last her jaws decide
To pause and open extra wide,
And with the most tremendous chew
They bit the lady's tongue in two.
Thereafter, just from chewing gum,
Miss Bigelow was always dumb,
And spent her life shut up in some
Disgusting sanatorium.
And that is why we'll try so hard
To save Miss Violet Beauregard
From suffering an equal fate.
She's still quite young. It's not too late,
Provided she survives the cure.
We hope she does. We can't be sure."
9