#UnapasteleríaenNottingHill nominación a #premiosGoya2121 #cineyeducación

 A falta de un nuevo corte, ya hay una nominación a Mejor película europea 

La información en la web de Academia de Cine

 https://www.premiosgoya.com/pelicula/una-pasteleria-en-notting-hill

A Tasty Film

Language level: Elementary (A1) - Advanced (C1)

Learner type: Teens and adults

Time: 110 minutes

Topic: Food and drinks

Skills: Listening, Reading, Speaking, Writing

Materials: Love Sarah (scenes where baking takes place), Around the world in 80 bakes

Steps: 

• Step 1: Watch the film with advanced students. If your students are intermediate or lower, focus on scenes where baking is happening or use Spanish subtitles if you want them to watch the whole film. Ask them to focus on the baking and cakes, the ingredients, where the cakes come from, and to pay special attention to ‘Around the world in 80 bakes’.

• Step 2: Next, each student chooses one of the cakes or pastries that Love Sarah sells, searches for the ingredients and as many details as possible, and writes the version of the recipe. You can use the link above for inspiration.

• Step 3: ask students to swap recipes so that each one ends up with a recipe that has not been created by themselves. Next it is their turn to bake. Give them these instructions:

• Give your classmates a taste of the world by baking the recipe you have received from your partner and which is inspired by the film. In 10 minutes or less, show yourself creating the cake/pastry while talking about the story. Have fun & use your imagination!

• Take into account these tips for successful baking and recording, too!

Before recording:

Think of how you can demonstrate your baking easily & safely.

Plan to record your video in a kitchen.

Check with an adult before cooking.(for under age students)

Remember your time limit is 10 minutes.

Practise with a timer before recording.

Get all the ingredients out & have them handy.

While recording your video:

Introduce yourself & the dish you will be making.

Say the original author of the recipe, that is, your partner.

Talk about the film.

Pause the video when you need to, such as while mixing ingredients or while baking in the oven. Remember, you only have 10 minutes!

End your video by tasting your awesome dessert.

Don’t

Skip the preparation! The more you plan out your video and practice, the better it will be!

Forget to say what you liked about the film and who else might enjoy it.

Forget to cook or bake only with an adult's permission if you are under age.

Ordering coffee and cakes at Love Sarah

 

Language level: Elementary (A1) 

Learner type: Teens and adults

Time: 50 minutes

Topic: Food and drinks

Skills: Speaking

Materials: worksheet below

Steps:

• Step 1: Pair students up and tell them to ask these two questions to their mate: ‘What kind of cakes do you like to eat? What kind of coffee do you drink?’

• Step 2: Then, provide the pairs with this practice conversation and ask them to read it together, changing roles:

Ordering at Love Sarah

Mimi:  Good morning! Can I take your order?

Mum: Yes. Could I have a capuccino?

Mimi: Sure. What size would you like?

Mum: Er...tall please. And I’ll have a strawberry macaron.

Mimi: OK. That’ll be £6.50 altogether.

Mum: Here’s £10.

Mimi: And here’s your change. Have a nice day!

• Step 3: give the following roleplay cards to new pairs. Let them read the cards and solve any doubts regarding vocabulary. They should practise all four conversations, and then change roles.

• Step 4: make new pairs again and provide them with the ‘Love Sarah Menu’ below. Ask them to take turns playing the customer and barista, using the menu to help them order. Make sure they do not look at the previous dialogue when speaking.

Connecting places

 

Language level: Intermediate (B2) - Advanced (C1-C2)

Learner type: Teens and adults

Time: 110 minutes

Topic: Locations and Cultures

Skills: Listening, speaking and writing

Materials: Love Sarah. Official UK trailer, THE LONDON GUIDE | Notting Hill.

Steps:

• Step 1: ask your students to watch the trailer and think of the following questions:

• What kind of film is it?

• Where is the film set?

• Can you imagine the plot?

• Step 2: finding out more about Notting Hill. Let's start knowing the place where this film was set, a little bit better. Ask your students to watch the episode about Notting Hill from the London Guide and write four new things they have learned about this quarter in London.

• Step 3: watch the episode as many times as necessary and ask your students to think and answer these questions:

• Do you know any other places that remind you of Notting Hill? 

• Why do you think they are similar? 

• Can you think of locations near you where films have been set? Why were the locations chosen by the film crew?

• Step 4: next, ask your students to plan a paragraph about a location nearby where a film has been set. Explain the features of the location, what film was set there, when it was made, who played in it, the reasons for the choice of location, and so forth. Talk about the location too and if you'd recommend it to visitors and to other film directors. Back up your answers.

• Step 5: Finally, when their draft is ready, ask them to record a video clip with their outcome. You may have to set up recording devices and/or digital sites for your students to record and share, such as FlipGrid, WeVideo, Loom or any others you usually use.

Film Critics

 

Language level: Advanced (C1-C2)

Learner type: Teens and adults

Time: 120 minutes

Topic: Reviewing a film

Skills: Reading, speaking and writing

Materials: Love Sarah (the film), How to write a film review, Film Review: an example.

Steps:

• Step 1: Watch the film in class.

• Step 2: Ask your students to write a review of the film. They should make sure they include at least the key facts below:

• Location it is set in

• Main characters and who plays them

• What the film is about

• Most memorable scene

• What makes the film so powerful, dramatic, successful ...

• Any other relevant information

You can help them with the assignment by providing them with some inspirational tips:

How to write a film review

A real example of the film review. You may also take advantage of the article to do some reading comprehension with your students.

• Step 3: Next, ask them to turn a bit more creative and present the class with another film review, this time about a film of their choice. This time, instead of writing it, they record it and so you gather a shared podcast with lots of episodes about various films. 

First set up a podcasting group and invite your students to join, e.g. at SoundCloud, Ivoox, Flipgrid (videocast), or any others you know. Disseminate the outcomes.

El IES VEGA DE MIJAS ASISTE AL ESTRENO DE #UnaPasteríaenNottingHill CON LOS ESTUDIANTES DE TURISMO

El pasado 29 de septiembre, el alumnado de los ciclos de agencias de viajes y guías de turismo, asistió al estreno de "Love  Sarah" en versión original como actividad para mejorar el inglés, ya que ambos ciclos formativos son bilingües. Fue interesante el uso de expresiones coloquiales, y el vocabulario utilizado en diálogos, fácilmente comprensible. 

• La película se estrenó en nuestro salón de actos, donde fue fácil respetar las medidas de seguridad, ventilación y distanciamiento. Asistieron unos 40 alumnos, el salón tiene aforo para 120 personas, de cada tres butacas, se ocupaba 1, de manera alternativa. 

La experiencia fue positiva, disfrutamos de la película, la recomendamos tanto por el argumento, como por ser una práctica buena para mejorar el idioma.

Nuestros alumnos hicieron comentarios en las diferentes entradas del blog en inglés, e incluso algunos están preparando unos pequeños vídeos que colgaremos en próximas entradas. 

Profiles

 

Language level: Elementary (A1-A2)

Learner type: Teens and adults

Time: 30 minutes

Topic: Profiles

Skills: Reading, speaking and writing

Materials:

  

 

 

Steps:

• Step 1: Create more cards like the one above and give them out to your students.

• Step 2: Ask your students to choose a character from the film and complete his/her profile.

• Step 3: Pair students up and ask them to exchange profiles, making sure that each person in each pair has different profiles.

• Step 4: Ask students to tell each other about their character.

• Step 5: Finally each student writes a paragraph with the information provided in the profile.