Student:______________________ Date:______________________ Teacher: Marijana Nikolic

THE SAHARA FILM FESTIVAL

By: mn Source: http://www.examenglish.com/CAE/cae_reading3.htm

Vocabulary
Directions: Study the following keywords and definintions.
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. make a difference -(pv) - cause a change in a situation in high spirits -(adj) - Have energy, be cheerful. Which words are diplomacy -(n) - Skill in negotiations. the hardest? duration -(n) - The period of time during which anything lasts. emerge -(v) - To come into view or into existence. Focus on the inhospitable -(adj) - Not welcoming tough ones! insight -(n) - Deep understanding. invaluable -(adj) - Costly, priceless, having great value outpost -(n) - A small military group positioned away from the main army. taken up -(v) - begin a new activity animated -(v) - To make something move or appear to move. isolated -(v) - To separate from others.* drawn up -(pv) - To write a proposal, contract, or speech. foster -(v) - Support the growth of. sprawling -(v) - Spread wide, taking up a lot of space. vast -(adj) - Very large. withdrew -(v) - Take out. backing -(v) - Support. plight -(n) - A difficult situation. dismantled -(v) - To take apart. refugee -(n) - A person forced to leave home because of war, disaster, or other forces outside of their control. displaced -(v) - To move something out of its position. ceasefire -(n) - An agreement to stop fighting. attention -(n) - Mental focus; concentration. mounted -(v) - To place something in a high place so it can be seen. exhibitions -(n) - Show or display. raise -(v) - To help a child grow into an adult. participants -(n) - People who are involved in something. flee -(v) - To run away and try to escape. setbacks -(n) - A loss of progress. leaving behind -(pv) - go forward without someone or something glimpse -(n) - A short look.

Reading
Directions: Read the following passage carefully.
http://www.examenglish.com/CAE/cae_reading3.htm

The Sahara Film Festival

After a bumpy 225km drive from a meagre airstrip in Tindouf, south western Algeria, a sprawling single-story town begins to emerge from the desert's dust. As the sun climbs in the cloudless sky, visitors are rewarded with their first glimpse of Dakhla refugee camp. It isn't the most obvious setting for a film festival, but for seven years, just before the glitz and glamour of Cannes, the Sahrawi people of Dakhla have hosted actors and film-makers from around the world for this six-day event. This year, for the first time, direct flights were laid on from London, giving the opportunity for overseas visitors to play a part in this extraordinary occasion. But despite the energy and excitement, the background to the film festival is a serious one, as the Sahrawi people have been living for thirty years in this isolated desert outpost, having been forced to flee their native Western Sahara. Western Sahara, Africa's last colony, was taken over by Morocco when the Spanish withdrew in 1976, despite a ruling from the International Court of Justice. This was followed by a brutal 16-year war, during which time tens of thousands of Sahrawis fled across the Algerian border to refugee camps. In 1991, a ceasefire agreement was drawn up, in which a referendum on self-determination was promised to decide the fate of the country and its people. However, almost twenty years later, the gears of diplomacy have turned slowly

and nothing has happened. Meanwhile the refugees have been left stranded in five refugee camps dotted around the vast, inhospitable desert. Dakhla, home to nearly 30,000 of these refugees, is the most remote of these camps, being located 175 km from the nearest city. Unlike its namesake, the beautiful coastal city in Western Sahara, this Dakhla has no paved roads and is entirely dependent on outside supplies for food and water. Temperatures regularly top 120 degrees, there is minimal vegetation and there are frequent sandstorms. Locally it is known as the Devil's Garden. Despite these obvious setbacks, the town is clean and well organised, with wide sandy streets. Houses and tents are grouped in neat family compounds. There are hospitals, funded by aid agencies, and a good standard of education. For the duration of the festival, an articulated lorry is parked in the central compound, and a multiplex-sized screen is mounted on its side. Around it are stalls and tents housing workshops and exhibitions. The aim of the festival is to raise international awareness on the plight of the refugees. However, it also offers a rare chance for the refugees to go to the movies and experience some educational opportunities. It is hoped that it might foster a new generation of Sahrawi film-makers, especially as this year, the festival also celebrated the opening of a permanent film, radio and television school in a neighbouring camp. The program of films for this year included over forty films from around the world. Films range from international blockbusters to various works on and by the Sahrawi people. The themes mostly centre on experiences of struggle and hope, but there were lighter moments, such as an animated film for the children and a flash of Rachel Weisz's naked bottom during the ancient Egyptian epic Agora which proved to be a highlight for many older boys. However, the runaway favourite was 'a Victime', a documentary about Ibrahim Leibeit, a 19-year-old Sahrawi who lost his leg to a land mine last year. Films are screened at night, so the daytime is taken up with exhibitions, camel races and football matches. One afternoon the Londonbased charity 'Sandblast' put on a joint workshop with a film-maker, giving refugees the opportunity to learn about filmmaking and create their own video messages. These were put online so that their extended families in Western Sahara, from whom they have been separated for more than 33 years, could watch them. Helen Whitehead, a film-maker from London said, 'Working together really broke down language and cultural barriers. It was very rewarding, and we came across some real talent.' More than 500 visitors flew into Tindouf on charter planes and braved the rough drive to the settlement. All the visitors to the festival stay with Sahrawi families, sharing their homes and partaking of their food. Living with these displaced people gives overseas participants an invaluable insight into the conditions in which the refugees live. Alongside the film buffs there are real celebrities such as actors Victoria Demayo and Helena Olano. They are mostly B and C listers from the Spanish film industry, although the real stars do take an interest. Director Javier Cardozo was a visitor last year, and Penelope Cruz is a long-term supporter, but pulled out of attending the festival this year at the last minute. Will the celebrity backing make a difference to the plight of the refugees? Possibly. Cardozo's suggestion that the Spanish, as the ex-colonial masters of Western Sahara, were responsible for the situation received significant coverage in the Spanish Media and put some pressure on the government to take some action. However, although the campaign in Spain is growing steadily, the focus of attention cannot only be on the Spanish government. On the final day of the gathering, there is a dusty red-carpet ceremony in which the White Camel award for best picture is presented to Jordi Ferrer and Paul Vidal for 'El Problema', their 2009 film about Western Sahara. Actors, activists and festival organisers gather on stage in high spirits to show their solidarity with the refugees. But as the stalls are dismantled and the trucks are driven away, the thoughts of the visitors turn to the people they are leaving behind. They may never get the chance to see the world or fulfil their dreams of becoming actors or film-makers. For them, there is nowhere to go. Dakhla is essentially a desert prison.

Comprehension Questions
Directions: Read the following questions and answer each one to the best of your ability.
1. In the first paragraph, the writer emphasises: a. b. c. d. the enthusiasm that the festival instils the sensational nature of the festival the festivals increasing media attention the festivals unlikely location

2. According to the writer, the refugees have been in the desert for so long because: a. b. c. d. International agencies do not know they are there the Moroccan government disagree with the UN a proposed vote is yet to take place there is a war in their home country

3. What does the writer say about the original city of Dakhla? a. It is by the sea. b. It has good health and educational facilities. c. It does not have proper roads

d. It gets food and water from aid agencies. 4. What is said about the films shown at the festival? a. b. c. d. They mostly show the personal experiences of the Sahwari people. All of the films are serious in content. The variety of films suited a wide range of tastes The international films were more popular than the local films

5. What was the British visitors response to the workshops? a. b. c. d. They were surprised by the refugees film knowledge The workshops enabled them to communicate with local people. the workshops taught the visitors a lot about local culture. They showed the local films to their families via the internet.

6. What point does the writer make about celebrity guests? a. b. c. d. The writer is disappointed that the more famous celebrities do not attend. The celebrities put too much blame on the Spanish Government The celebrities presence has succeeded in raising awareness already Their actions are unlikely to put pressure on the decision-makers

7. What point does the writer highlight in the final paragraph? a. b. c. d. There is a contrast between the visitors freedom and the refugees confinement The film festival only gives the refugees unattainable dreams The visitors only care about the refugees for the duration of the festival The festival is a poor copy of the more famous film festivals

Focus on Grammar

Adjectives tell us about people, "Maria is a smart", places "Paris is beautiful", or things "The food is good" What are the adjectives in the sentence(s) below?

Directions: Identify how the adjectives is used in the sentence(s) below

1. The Sahara Film Festival After a bumpy 225km drive from a meagre airstrip in Tindouf, south western Algeria, a sprawling singlestory town begins to emerge from the desert's dust.

2. On the final day of the gathering, there is a dusty red-carpet ceremony in which the White Camel award for best picture is presented to Jordi Ferrer and Paul Vidal for' El Problema', their 2009 film about Western Sahara.

3. This year, for the first time, direct flights were laid on from London, giving the opportunity for overseas visitors to play a part in this extraordinary occasion.

Word Roots & Stems

Rule: The suffix y changes a noun into an adjective, like dirty .

Directions: Identify the word that ends with -y in each sentence and write it on the line.
1. On the final day of the gathering, there is a dusty red-carpet ceremony in which the White Camel award for best picture is presented to Jordi Ferrer and Paul Vidal for ' El Problema ' , their 2009 film about Western Sahara.

presented to Jordi Ferrer and Paul Vidal for ' El Problema ' , their 2009 film about Western Sahara.

2. On the final day of the gathering, there is a dusty red-carpet ceremony in which the White Camel award for best picture is presented to Jordi Ferrer and Paul Vidal for ' El Problema ' , their 2009 film about Western Sahara.

Directions: Fill in the blanks below, just as in the models.

salty ____________ ________________________________________________ cuddly (cuddle -e) + y She's a cuddly puppy. dirty dirt + y Her room is not clean - it's dirty. sleepy ____________ ________________________________________________ hairy ____________ ________________________________________________ sunny ____________ ________________________________________________

Vocabulary Practice FILL IN THE BLANK

Directions: Use the word bank to identify the word that best completes the sentence.

make a difference insight drawn up plight mounted leaving behind

in high spirits invaluable foster dismantled exhibitions glimpse

diplomacy outpost sprawling refugee raise

duration taken up vast displaced participants

emerge animated withdrew ceasefire flee

inhospitable isolated backing attention setbacks

1. Many _______________s fled the country when the war started. 2. He saw a _______________ of the ball just before it hit him. 3. His parents _______________ed his love of reading. 4. He _______________ on the couch so there was no room for her to sit.

5. They are _______________ since their home team won the tournament. 6. The two countries planned a _______________ to stop the war. 7. The lawyers _______________ the divorce agreement. 8. The _______________ in the game were very excited. 9. Last year business was good but this year we had a _______________ because f the war. 10. Some sick people need to be _______________ so that other people do not get sick. 11. There was a student art _______________ at the university last week. 12. My grandmother's ring is _______________ to me because it can never be replaced. 13. The ocean is _______________. 14. His parents _______________d him. 15. I need to _______________ some money from the bank. 16. Her parents _______________ her decision to travel after college.

17. The family _______________ the fire. 18. His father's money helped him out of his _______________ with the mafia. 19. The kittens began to _______________ from their mother. 20. Pay _______________ to cars when you cross the street. 21. It doesn't _______________ whether he comes to the meeting or not. 22. They _______________ the pictures so the bird appeared to fly. 23. It took a lot of _______________ to calm his boss down and keep his job. 24. They _______________ a picture on the wall. 25. The flight's _______________ was 3 hours. 26. The man was always _______________ when he had guests over; he never paid attention to them or even said hello. 27. Many people were _______________ by the earthquake. 28. His mother understands business and has a lot of _______________ into the economy. 29. The British government had military _______________s all over the world. 30. I want to _______________ tennis. 31. The house was _______________, shipped across the country, and rebuilt in California.

MATCHING
Directions: Write the letter of word that matches the definition on the line. If it helps, feel free to also draw a line between the definition and the matching word.
32. _______ A person forced to leave home because of war, disaster, or other forces outside of their control. 33. _______ A short look. 34. _______ Support the growth of. 35. _______ Spread wide, taking up a lot of space. 36. _______ go forward without someone or something 37. _______ Have energy, be cheerful. 38. _______ An agreement to stop fighting. 39. _______ To write a proposal, contract, or speech. 40. _______ People who are involved in something. 41. _______ A loss of progress. 42. _______ To separate from others.* 43. _______ Show or display. 44. _______ Costly, priceless, having great value 45. _______ Very large. 46. _______ To help a child grow into an adult. 47. _______ Take out. A. B. C. D. E. F. G. H. I. J. K. L. M. N. O. P. Q. R. S. T. U. V. W. X. Y. Z. AA. AB. AC. AD. AE. AF. make a difference in high spirits diplomacy duration emerge inhospitable insight invaluable outpost taken up animated isolated drawn up foster sprawling vast withdrew backing plight dismantled refugee displaced ceasefire attention mounted exhibitions raise participants flee setbacks leaving behind glimpse

48. _______ Support. 49. _______ To run away and try to escape. 50. _______ A difficult situation. 51. _______ To come into view or into existence. 52. _______ Mental focus; concentration. 53. _______ cause a change in a situation 54. _______ To make something move or appear to move. 55. _______ Skill in negotiations. 56. _______ To place something in a high place so it can be seen. 57. _______ The period of time during which anything lasts. 58. _______ Not welcoming 59. _______ To move something out of its position. 60. _______ Deep understanding. 61. _______ A small military group positioned away from the main army. 62. _______ begin a new activity 63. _______ To take apart.

WRITE YOUR OWN SENTENCES

Directions: For each of the words in the box, write an original sentence using the word. Circle the vocabulary word in each sentence. Be sure to write a sentence that would help the reader better understand the meaning of the word.
make a difference insight drawn up plight mounted leaving behind in high spirits invaluable foster dismantled exhibitions glimpse diplomacy outpost sprawling refugee raise duration taken up vast displaced participants emerge animated withdrew ceasefire flee inhospitable isolated backing attention setbacks

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LESSON:
Aim: Grade: Adult Subject: Prepared by: Marijana Nikolic

Objectives:
Students will be able to understand, pronounce, and use the words in the vocabulary list below. Students will be able to demonstrate comprehension of the passage by answering questions which require basic understanding and interpretation of the content.

Standards addressed: Vocabulary:

1. make a difference 7. insight 13. drawn up 19. plight 25. mounted 31. leaving behind 2. in high spirits 8. invaluable 14. foster 20. dismantled 26. exhibitions 32. glimpse 3. diplomacy 9. outpost 15. sprawling 21. refugee 27. raise 4. duration 10. taken up 16. vast 22. displaced 28. participants 5. emerge 11. animated 17. withdrew 23. ceasefire 29. flee 6. inhospitable 12. isolated 18. backing 24. attention 30. setbacks

Activity

Description

Differentiation Guide

Assessment

Introduction of vocabulary

Introduce the new words from the vocabulary list in above (see Objectives) by modeling pronunciation, individual and choral repitition. Review defintions Sample Questioning: In your own words, explain the definition. Who can think of a time when this word might be used? Can you use this word in a sentence? Whats the antonym (opposite) of this word?

When appropriate, give different types of learners an opportunity to write down the new words, associate a visual image to cue to understanding of the word, or develop a physical action to increase the students ability to remember the new words.

ALL Students will be able to increase their understanding and awareness of the new words.SOME Students will be asked to orally demonstrate knowledge of new words.

Reading & Comprehension Questions

Students will read the passages of and demonstrate comprehension of the content by question.

Depending on the population: Read the entire passage aloud, to model phrasing and fluency. Pause at key moments and model good reading strategies through a think aloud. Ask students to volunteer to read parts of the passage aloud. Instruct students to read the passage silently and complete the questions independently, while working with students who need more literacy help. Ask students to complete the questions by doing Think, Pair, Share

ALL Students will read the passage or follow along as the passage is read. ALL Students will strive to demonstrate comprehension of the passage by answering the questions. SOME students will be given an opportunity to share their answer aloud.

Grammar

Students will review the usage of and then identify simple_present in sentences from the reading. Students will write 5 original sentences using simple_present.

Give students need time to work on completing their own practice sentences for the grammatical structure. Invite early finishers to put their sentences on the board or challenge them to not only use the grammar structure, but also include the vocabulary from the lesson in their sentences.

ALL Students will be able to demonstrate an increased mastery of the grammar structure by independently writing sentences that correctly employ simple_present.

Word Building: Roots and Stems

Students will be encouraged to take away a word-attack strategy from this lesson by reviewing -y, which was used in the reading.

Students may benefit from having time to complete this portion of the worksheet individually or in pairs.

ALL students will be able to recognize the suffix -y and understand The suffix y changes a noun into an adjective, like dirty..

Practicing New Vocabulary

Students will be given a chance to practice applying new vocabulary by completing cloze sentences.

Students complete this section of worksheet independently prior to group review of the answers. When appropriate, have students work in pairs or small groups.

ALL Students will increase their familiarity with the new vocabulary and their ability to successfully use these new words in context. Students who get more than two of the cloze sentences wrong should be asked do other reinforcement (i.e. flash cards).

Summary

Instructor will review the objectives of the lesson with the class a whole.

The summary can be completed as quick discussion or by asking student to summarize in their notes.

Example quick assess: 3 new pieces of information from text, 2 new words, 1 question about what they learned.

Fill-in-the-blank Answer Key: 1) refugee 2) glimpse 3) foster 4) sprawled 6) in high spirits 7) ceasefire 8) drawn up 9) participants 10) setback 11) isolated 12) exhibition 13) invaluable 14) vast 15) raise 16) withdraw 17) back 18) fled 19) plight 20) emerge 21) attention 22) make a difference 23) animated 24) diplomacy 25) mounted 26) duration 27) inhospitable 28) displaced 29) insight 30) outpost 31) take up 32) dismantled Matching Answer Key: A. -22 B. -6 C. -24 D. -26 E. -20 F. -27 G. -29 H. -13 I. -30 J. -31 K. -23 L. -11 M. -8 N. -3 O. -4 P. -14 Q. -16 R. -17 S. -19 T. -32 U. -1 V. -28 W. -7 X. -21 Y. -25 Z. -12 AA. -15 AB. -9 AC. -18 AD. -10 AE. -5 AF. -2