If Only-lesson Plan

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If only, I wish and the 3 conditionals to develop the oral skills through ICT • •

• • • • •

Suggested level : intermediate – upper intermediate Materials and tools to be used : a movie extract (the first trial scene in The Reader movie, starring Kate Winslet, David Kross and Ralph Fiennes), work sheets, PowerPoint presentation, word processing, the World Wide Web (of course together with all necessary equipment, that is a computer, a data projector and fast internet connection) Modes of student work : individual contributions, whole class discussion, pair work, group work Skills : the emphasis is on speaking, but all skills are involved in an integrated manner Other skills : online research, note-taking, critical thinking, hypothesizing, reviewing Use of curriculum : history, geography, ICT Language required : basically wish expressions and conditionals, but students are encouraged to use any appropriate language to respond to the tasks Pre-viewing activity 1 (PPT demonstration through picture or simple use of board) “A skeleton in the cupboard” Are you familiar with this expression? Get divided into small groups and discuss its meaning providing examples. Then report to the class. You need to decide who is going to be the spokesman of the group. Previewing activity 2 (PPT demonstration with web-researched picture of Adolf Hitler and skeleton gif images) This figure’s cupboard has plenty of skeletons. Can you mention some? Discuss with your group and make up a short list. Use your history knowledge.

Pre-viewing activity 3 (word processing skills) Use your background knowledge to do the following quiz

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1. Auschwitz was a concentration camp in ... a. Germany b. Poland c. Austria 2. ‘The Final Solution’ was …. a. the Nazi plan to build camps for the handicapped b. the Nazi plan to destroy all European capitals c. the Nazi plan to exterminate all the Jewish people 3. ’ Death marches’ were about a. forcing camp prisoners to march long distances out of the camps b. forcing camp prisoners to march in the camp yards c. forcing prisoners shoot other prisoners while walking in the camp 4. The trial of the Nazi war criminals took place in … a. Berlin b. Munich c. Nuremberg 5. In the concentration camps, usually …..were selected to be killed a. the Jewish prisoners b. those unfit for forced labour c. the women and the children Now you may check your answers by visiting the site of Holocaust Memorial Museum URL: http://www.ushmm.org/outreach/en/ Click only on the following links: 1. The "Final Solution“ 2. At the Killing Centres 3. Auschwitz 4. Death Marches 5. The Nuremberg trials

Viewing activity 1 - Step 1 You are going to watch an extract from the movie “The Reader” (Kate Winslet, David Kross, Ralph Fiennes). Before watching, go through the synopsis of the story so far to get an idea. “Michael is a young German law student. Years ago, at the age of 15 and while still a school boy, he had a love affair with a much older woman, who likes being read books by him. She suddenly disappears and Michael feels devastated, but he goes on with his life. In the film extract, he and other law students are taken to the court by their professor in order to attend a real trial. There, he is going to discover terrible secrets about her…”

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Watch the first part of the clip and with your group work out the answers to the following questions: 1. 2. 3. 4.

Which law school are the young people attending? What do you think of their choice? What is the group’s first assignment? How seriously does Michael take his work? Where do the students and their professor go by train? Why?

Step 2 (interpreting feelings and thoughts) What is in their minds? Guess the hypotheses these people are making about their choices Each student about his choice of the specific law school

“ if I ……

Michael’s decision to study instead of socialising

“ if I ……

“ if I ……

The professor’s taking them to a real courtroom

Viewing activity 2 (information transfer – word processing skills) Watch the second part of the clip and complete the missing information on the table (group work). Hanna Schmitz is Michael’s long lost lover, now a defendant.

The trial The defendants (who are they?) Hanna’s current age Hanna’s charge Hanna’s previous job Hanna’s reasons doing what she is accused of The judge’s reasons for asking

Hanna’s SS duties

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Viewing activity 3 - step 1 Describe Michael’s feelings and thoughts in the stills. Speak like him (1st person)

Listening to Hanna in the courtroom

On the train, later on

Step 2 - These characters’ words hide a wish. Can you work out what each one silently wishes?

“I don’t know. It wasn’t quite what I was expecting” ………………………………………………………………………... “I thought it was exciting, because it’s justice”

………………………………………………………………………...

“Well, what do you think? What were you expecting?” ………………………………………………………………………...

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Post viewing activity 1 (writing – easy) Get divided into groups. You are preparing a poster of the movie on which there will be pictures of several of the movie characters. Your task is to write a few words below each character describing his role in the movie.

Alternatively - activity 2 (writing – easy) Get divided into groups. You are presenting some of the movie characters in the movie advertising leaflet which is distributed to the public in the cinema halls. Write a few lines (4-5) about each one of them. Alternatively – activity 3 (free discussion - medium) In groups, discuss which of all the characters you mostly sympathise with. Your group spokesman will report to the rest of the class. Alternatively – activity 4 (free expression – medium) Suggest a scenario for the rest of the movie. Alternatively – activity 5 (debate – difficult) Suppose the two young men had to express their view concerning Hanna’s guilt during the trial. Their views differ dramatically, so you have to take sides. Help them support their ideas with appropriate arguments.

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Suggested areas a. INVESTIGATION OF ASPECTS OF WORLD WAR II • Concentration camps • Major historic figures • Nazi Germany , and so on

b. Uncommon relationships • Types of differences • Famous couples with a difference and their stories • Social attitudes across centuries

c. Education • Qualities of a good teacher with examples from history • Cross examination of education systems • Theory versus practice, and so on

d. Crimes and Trials • • • • • •

Unresolved crimes Notorious criminals The Nuremberg trial Important trials Unjustly sentenced victims The capital punishment