Which words arethe hardest? Focus on thetough ones!

Student:______________________

Date:______________________

Teacher: Marijana Nikolic

THE SAHARA FILM FESTIVALBy: mnSource: http://www.examenglish.com/CAE/cae_reading3.htm

Vocabulary

Directions: Study the following keywords and definintions.1. make a difference -(pv) - cause a change in a situation2. in high spirits -(adj) - Have energy, be cheerful.3. diplomacy -(n) - Skill in negotiations.4. duration -(n) - The period of time during which anything lasts.5. emerge -(v) - To come into view or into existence.6. inhospitable -(adj) - Not welcoming7. insight -(n) - Deep understanding.8. invaluable -(adj) - Costly, priceless, having great value9. outpost -(n) - A small military group positioned away from the main army.

10. taken up -(v) - begin a new activity11. animated -(v) - To make something move or appear to move.12. isolated -(v) - To separate from others.*13. drawn up -(pv) - To write a proposal, contract, or speech.14. foster -(v) - Support the growth of.15. sprawling -(v) - Spread wide, taking up a lot of space.16. vast -(adj) - Very large.17. withdrew -(v) - Take out.18. backing -(v) - Support.19. plight -(n) - A difficult situation.20. dismantled -(v) - To take apart.21. refugee -(n) - A person forced to leave home because of war, disaster, or other forces outside of their control.22. displaced -(v) - To move something out of its position.23. ceasefire -(n) - An agreement to stop fighting.24. attention -(n) - Mental focus; concentration.25. mounted -(v) - To place something in a high place so it can be seen.26. exhibitions -(n) - Show or display.27. raise -(v) - To help a child grow into an adult.28. participants -(n) - People who are involved in something.29. flee -(v) - To run away and try to escape.30. setbacks -(n) - A loss of progress.31. leaving behind -(pv) - go forward without someone or something32. 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 emergefrom the desert's dust. As the sun climbs in the cloudless sky, visitors are rewarded with their first glimpse of Dakhla refugee camp. Itisn't the most obvious setting for a film festival, but for seven years, just before the glitz and glamour of Cannes, the Sahrawi people ofDakhla have hosted actors and film-makers from around the world for this six-day event. This year, for the first time, direct flights werelaid on from London, giving the opportunity for overseas visitors to play a part in this extraordinary occasion. But despite the energy andexcitement, the background to the film festival is a serious one, as the Sahrawi people have been living for thirty years in this isolateddesert 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 theInternational Court of Justice. This was followed by a brutal 16-year war, during which time tens of thousands of Sahrawis fled acrossthe Algerian border to refugee camps. In 1991, a ceasefire agreement was drawn up, in which a referendum on self-determination waspromised 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, inhospitabledesert.

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 outsidesupplies 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 sandystreets. Houses and tents are grouped in neat family compounds. There are hospitals, funded by aid agencies, and a good standard ofeducation. For the duration of the festival, an articulated lorry is parked in the central compound, and a multiplex-sized screen ismounted 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 therefugees to go to the movies and experience some educational opportunities. It is hoped that it might foster a new generation ofSahrawi film-makers, especially as this year, the festival also celebrated the opening of a permanent film, radio and television school ina neighbouring camp.

The program of films for this year included over forty films from around the world. Films range from international blockbusters to variousworks 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 whichproved to be a highlight for many older boys. However, the runaway favourite was 'a Victime', a documentary about Ibrahim Leibeit, a19-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 London-based charity 'Sandblast' put on a joint workshop with a film-maker, giving refugees the opportunity to learn about filmmaking and createtheir own video messages. These were put online so that their extended families in Western Sahara, from whom they have beenseparated for more than 33 years, could watch them. Helen Whitehead, a film-maker from London said, 'Working together really brokedown 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 staywith Sahrawi families, sharing their homes and partaking of their food. Living with these displaced people gives overseas participantsan invaluable insight into the conditions in which the refugees live. Alongside the film buffs there are real celebrities such as actorsVictoria Demayo and Helena Olano. They are mostly B and C listers from the Spanish film industry, although the real stars do take aninterest. Director Javier Cardozo was a visitor last year, and Penelope Cruz is a long-term supporter, but pulled out of attending thefestival this year at the last minute. Will the celebrity backing make a difference to the plight of the refugees? Possibly. Cardozo'ssuggestion that the Spanish, as the ex-colonial masters of Western Sahara, were responsible for the situation received significantcoverage in the Spanish Media and put some pressure on the government to take some action. However, although the campaign inSpain 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 toJordi Ferrer and Paul Vidal for 'El Problema', their 2009 film about Western Sahara. Actors, activists and festival organisers gather onstage in high spirits to show their solidarity with the refugees. But as the stalls are dismantled and the trucks are driven away, thethoughts 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 ofbecoming 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. the enthusiasm that the festival instilsb. the sensational nature of the festivalc. the festival’s increasing media attentiond. the festival’s unlikely location

2. According to the writer, the refugees have been in the desert for so long because:

a. International agencies do not know they are thereb. the Moroccan government disagree with the UNc. a proposed vote is yet to take placed. 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

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

d. It gets food and water from aid agencies.

4. What is said about the films shown at the festival?

a. They mostly show the personal experiences of the Sahwari people.b. All of the films are serious in content.c. The variety of films suited a wide range of tastesd. The international films were more popular than the local films

5. What was the British visitors’ response to the workshops?

a. They were surprised by the refugee’s film knowledgeb. The workshops enabled them to communicate with local people.c. the workshops taught the visitors a lot about local culture.d. They showed the local films to their families via the internet.

6. What point does the writer make about celebrity guests?

a. The writer is disappointed that the more famous celebrities do not attend.b. The celebrities put too much blame on the Spanish Governmentc. The celebrities’ presence has succeeded in raising awareness alreadyd. Their actions are unlikely to put pressure on the decision-makers

7. What point does the writer highlight in the final paragraph?

a. There is a contrast between the visitors’ freedom and the refugees’ confinementb. The film festival only gives the refugees unattainable dreamsc. The visitors only care about the refugees for the duration of the festivald. 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) below1. 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.

2. On the final day of the gathering, there is a dusty red-carpet ceremony in which the White Camel award for best picture ispresented 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 thisextraordinary occasion.

Word Roots & Stems

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 ispresented 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 in high spirits diplomacy duration emerge inhospitableinsight invaluable outpost taken up animated isolateddrawn up foster sprawling vast withdrew backingplight dismantled refugee displaced ceasefire attentionmounted exhibitions raise participants flee setbacksleaving behind glimpse

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.

A. make a differenceB. in high spiritsC. diplomacyD. durationE. emergeF. inhospitableG. insightH. invaluableI. outpost

J. taken upK. animatedL. isolatedM. drawn upN. fosterO. sprawlingP. vastQ. withdrewR. backingS. plightT. dismantledU. refugeeV. displacedW. ceasefireX. attentionY. mountedZ. exhibitions

AA. raiseAB. participantsAC. fleeAD. setbacksAE. leaving behindAF. glimpse

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 alsodraw 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 theircontrol.

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.

64.

65.

66.

67.

68.

69.

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 thevocabulary word in each sentence. Be sure to write a sentence that would help the reader betterunderstand the meaning of the word.

make a difference in high spirits diplomacy duration emerge inhospitableinsight invaluable outpost taken up animated isolateddrawn up foster sprawling vast withdrew backingplight dismantled refugee displaced ceasefire attentionmounted exhibitions raise participants flee setbacksleaving behind glimpse

70.

71.

72.

73.

74.

75.

76.

77.

78.

79.

80.

81.

82.

83.

84.

85.

86.

87.

88.

89.

90.

91.

92.

93.

94.

95.

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 andinterpretation of the content.

Standards addressed:

Vocabulary:1. make a difference 2. in high spirits 3. diplomacy 4. duration 5. emerge 6. inhospitable7. insight 8. invaluable 9. outpost 10. taken up 11. animated 12. isolated13. drawn up 14. foster 15. sprawling 16. vast 17. withdrew 18. backing19. plight 20. dismantled 21. refugee 22. displaced 23. ceasefire 24. attention25. mounted 26. exhibitions 27. raise 28. participants 29. flee 30. setbacks31. leaving behind 32. glimpse

Activity Description Differentiation Guide Assessment

Introduction of vocabulary Introduce the new words fromthe vocabulary list in above(see Objectives) by modelingpronunciation, individual andchoral repitition.Review defintionsSample Questioning:

In your own words, explainthe definition.Who can think of a timewhen this word might beused?Can you use this word in asentence?What’s the antonym(opposite) of this word?

When appropriate, givedifferent types of learners anopportunity to write down thenew words, associate a visualimage to cue to understandingof the word, or develop aphysical action to increase thestudent’s ability to rememberthe new words.

ALL Students will be able toincrease their understandingand awareness of the newwords.SOME Students will beasked to orally demonstrateknowledge of new words.

Reading & ComprehensionQuestions

Students will read the passagesof and demonstratecomprehension of the contentby question.

Depending on the population:Read the entire passage aloud,to model phrasing and fluency.Pause at key moments andmodel good reading strategiesthrough a think aloud. Askstudents to volunteer to readparts of the passage aloud.Instruct students to read thepassage silently and completethe questions independently,while working with students whoneed more literacy help. Askstudents to complete thequestions by doing Think, Pair,Share

ALL Students will read thepassage or follow along as thepassage is read. ALL Studentswill strive to demonstratecomprehension of the passageby answering the questions.SOME students will be given anopportunity to share theiranswer aloud.

Grammar Students will review the usageof and then identifysimple_present in sentencesfrom the reading. Students willwrite 5 original sentences usingsimple_present.

Give students need time towork on completing their ownpractice sentences for thegrammatical structure. Inviteearly finishers to put theirsentences on the board orchallenge them to not only usethe grammar structure, but alsoinclude the vocabulary from thelesson in their sentences.

ALL Students will be able todemonstrate an increasedmastery of the grammarstructure by independentlywriting sentences that correctlyemploy simple_present.

Word Building: Roots andStems

Students will be encouraged totake away a word-attackstrategy from this lesson byreviewing -y, which was used inthe reading.

Students may benefit fromhaving time to complete thisportion of the worksheetindividually or in pairs.

ALL students will be able torecognize the suffix -y andunderstand The suffix ychanges a noun into anadjective, like dirty..

Practicing New Vocabulary Students will be given a chanceto practice applying newvocabulary by completing clozesentences.

Students complete this sectionof worksheet independentlyprior to group review of theanswers. When appropriate,have students work in pairs orsmall groups.

ALL Students will increase theirfamiliarity with the newvocabulary and their ability tosuccessfully use these newwords in context. Students whoget more than two of the clozesentences wrong should beasked do other reinforcement(i.e. flash cards).

Summary Instructor will review theobjectives of the lesson with theclass a whole.

The summary can becompleted as quick discussionor by asking student tosummarize in their notes.

Example quick assess: 3 newpieces of information from text,2 new words, 1 question aboutwhat 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. -22B. -6C. -24D. -26E. -20F. -27G. -29H. -13I. -30J. -31K. -23L. -11M. -8N. -3O. -4P. -14Q. -16R. -17S. -19T. -32U. -1V. -28

W. -7X. -21Y. -25Z. -12

AA. -15AB. -9AC. -18AD. -10AE. -5AF. -2