FAMOUS WALLS
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FAMOUS WALLS 2
A
The beautiful Berlin Wall in Germany is a modern construction, built at the peak of the Cold War in
1961. East Germany had it built in the middle of Berlin in a desperate effort to stop the East Berliners
from escaping to the west of the city, and it proved to be an effective step. About 5000 people tried to
escape the circumventing it, leading to several deaths. In 1989, it was finally taken down with the fall of
Soviet Russia. Remnants of the wall today are covered with colourful eye-catching graffiti art.
B
The Mexico–United States barrier – also known in the United States as the Border Fence or Border
Wall – is a collection of several barriers, designed to prevent illegal movement across the Mexico–
United States border. The barriers were built as part of three larger "Operations" to taper transportation
of illegal drugs manufactured in Latin America and illegal immigration: Operation Gatekeeper in
California, Operation Hold-the-Line [1] in Texas, and Operation Safeguard[2] in Arizona. The barriers are
strategically placed to mitigate the flow of illegal border crossings along the Mexico–United States
international border into the Southwestern United States. Construction supporters cite the ongoing
escalation of national security risks, relating to Cartel border violence, and their possible co-operation
with overseas terrorists.[citation needed] Opponents claim the barriers are a taxpayer boondoggle, an
ineffective deterrent and that the barriers inappropriately jeopardize the health and safety of those
seeking illegal entry into the United States, as well as destroy animal habitat, prevent animals from
reaching water, disturb animal migration patterns, and otherwise damage the environment.
C
The Western Wall, also called the Wailing Wall, is located in the Old City of Jerusalem, Israel. With
about half the wall, i.e. 17 courses below the street level, built in around 19 BC at the end of the Second
Temple period, and the remaining layers added from 7th century onward, it is a holy Jewish religious
site. It was the western wall of the temple, regarded in Judaism as the remnant of the Holy Temple. It is
the closest permitted accessible site to the Foundation Stone, the holiest spot for Jews.
D
The Great Wall of China, though claimed to be visible from the moon, amongst the most famous walls
and top 10 wonders of the world. Though it has been constructed, reconstructed and maintained
between the 5th and the 16th century BC to protect the borders of the Chinese Empire from the tribes of
the north, the majority of what exists today was built in the Ming Dynasty as a series of fortifications,
which with all its branches, stretches for a staggering length of 5500.3 m, and is the world’s largest
man-made barrier.
E
The Hadrian’s Wall of England is between Scotland and England. The Romans constructed the wall to
prevent the tribes of Scotland from entering their colony, Britannia. Built in the early 2nd century AD, It
stretches from the Irish Sea to the North Sea, for 73 miles across north of England, and is the longest
wall of Europe. Even though only stretches of it are visible now, it still attracts hordes of tourists, and
has a national path following its entire length, from Wallsend to Bowness-on-Solway.
F
The Walls of Babylon, dating back to 575 BC, are in modern Iraq. Babylon which was the city-state of
ancient Mesopotamia, about 85 km south of Baghdad, was surrounded by the Walls of Babylon. The
walls, which once included the ancient Ishtar Gate, were one of the original Wonders of the World. The
walls and the gate were made of blue glazed tiles, and had alternating rows of bas-relief aurochs and
dragons. Saddam Hussein later started the wall’s restoration and new construction on the ruins.
G
Honoring the men and women who served in the controversial Vietnam War, the Vietnam Veterans
Memorial chronologically lists the names of more than 58,000 Americans who gave their lives in
service to their country.
FAMOUS WALLS 3
H
The sound barrier or sonic barrier is a popular term for the sudden increase in aerodynamic drag and
other effects experienced by an aircraft or other object when it approaches supersonic speed. When
aircraft first began to be able to reach close to supersonic speed, these effects were seen as constituting a
barrier making supersonic speed very difficult or impossible.[3][4
INSTRUCTIONS
1. MATCH THE PICTURES WITH THE INFORMATION
2. PREPARE AN ORAL PRESENTATION OF ONE PICTURE MENTIONING THE
NAME, PLACE AND ROLE OF THE WALL
3. ARE THERE COMMON POINTS BETWEEN THE WALLS? WHICH ONES?
4. “GOOD FENCES MAKE GOOD NEIGHBOURS” EXPLAIN THE PROVERB AND
COMMENT ON IT.
HOMEWORK
GO TO THE FOLLOWING ADDRESS:
http://www.debate.org/opinions/is-a-border-fence-between-mexico-and-the-u-s-necessary
1. WHAT IS THE QUESTION ASKED?
2. WHAT ARE THE RESULTS?
3. LIST THREE ARGUMENTS FOR AND THREE ARGUMENTS AGAINST.
FAMOUS WALLS 4
CORRECTION HOMEWORK
1 GO TO THE FOLLOWING ADDRESS:
http://www.debate.org/opinions/is-a-border-fence-between-mexico-and-the-u-s-necessary
WHAT IS THE QUESTION ASKED?
WHAT ARE THE RESULTS?
LIST THREE ARGUMENTS FOR AND THREE ARGUMENTS AGAINST.
2 WATCH THE ARGUMENTS AGAIN AND MAKE 4 SENTENCES WITH
WHEREAS
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4 DESCRIBE AND COMMENT ON THEPICTURE USING WHEREAS + ONE THE ONE
HAND, ON THE OTHER HAND, UNLIKE
5 HOEMWORK READ THE PLAY (TEST NEXT TIME)
FAMOUS WALLS 5
1. WHAT IS THE TITLE OF THE PLAY?
2. WHO IS THE PLAYWRIGHT?
3. HOW MANY CHARACTERS OR GROUP OF CHARACTERS ARE THERE? 1,2
OR 3?
4. WHO ARE US AND WHO ARE THEM?
5. WOULD YOU SAY THE GROUPS OF CHARACTERS ARE OPPOSED OR
SIMILAR?
6. JUSTIFY YOUR ANSWER IN 5)
7. WHY DO THEY DISAGREE?
8. HOW DO THE CHARACTERS COMMUNICATE BETWEEN THEM?
9. WHAT IS THE ROLE OF THE SINGLE CHARACTER IN THE PLAY
10. WHAT DOES THE WALL SYMBOLIZE IN YOUR OPINION?
WHO SAYS THAT?
1.
2.
3.
4.
“I MUST MAKE A NOTE”
“SO THEY’RE NOT LIKE US”
“SO THEY’RE NOT A BIT LIKE US”
“PULL IT DOWN, PULL IT DOWN”
WATCH THESE VIDEOS AND DECIDE ON 2 IDEAS THAT PLEASED OR
DIDN’PLEASE YOU IN EACH OF THEM.
A https://www.youtube.com/watch?v=5O12tg78H24
B https://www.youtube.com/watch?v=0u1BYWgzlaI
C https://www.youtube.com/watch?v=k98LukamtRg
FAMOUS WALLS 6
IMAGINE YOU WANT TO MAKE A VIDEO OF US AND THEM….
DISCUSS WHAT YOU WOULD NEED FOR THE PRODUCTION
1. HOW MANY ACTORS FOR EACH GROUP?
2. HOW WILL THEY BE DRESSED?
3. ARE WE SUPPOSED TO DIFFERENTIATE THE GROUPS? IY YES, HOW?
4. WHAT WILL THE RECORDER LOOK LIKE? DO WE SEE HIM/HER?
5. THE BACKGROUND: WHAT WILL WE SEE?
6. ANY MUSIC? IF YES, WHICH ONE?
7. WHAT WILL BE USED FOR THE WALL?
8. HOW WILL IT BE SHOWN?
9. WILL THE ACTORS SPEAK AS A CHOIR OR SINGLE?
10. WHERE WILL THE RECORDER BE? WILL HE STAY AT THE SAME PLACE
ALL THE TIME?
11. IF NO, AT WHICH MOMENTS WILL HE MOVEß? REFER TO THE PLAY.
BE READY TO PRESENT YOUR FINDINGS . YOUR PITCH SHOULD LAST 5
MINUTES.
HOMEWORK
ADD MISSING QUESTIONS AND ANSWERS
Reread the text from the beginning down to page 4 “a string”.
FAMOUS WALLS 7
https://www.youtube.com/watch?v=k98LukamtRg
The Internet TESL Journal
Videotaping an English Mini-drama in Your
Classroom
David G. Magnusson
http://www2.gol.com/users/davidm/
Using a camcorder in class is an effective teaching tool because it
captures the students' attention. For the past two years I've used my
camcorder to record an English drama performed by each of my
freshmen and sophomore oral English classes. I'm convinced it works
since students often take the trouble to tell me how much they enjoyed
the play later on in the course or after the course is finished.
Here are some guidelines I usually follow:
Choose a short, action-packed play, a one-page play is best. Since I try
to get the play done in one class period (90 minutes) anything longer
than that will be too much. (My favorite play is "The Three Goats" in
FIRSTHAND ACCESS (Lingual House)). Any action (walking, jumping,
flying, fighting) is what makes the play really fun.
Warn students ahead of time you're planning to use your camcorder This
allows students to dress up if they want.
Classroom Presentation
Step 1: Read the play aloud, from start to finish. Call on students to
read one paragraph at a time. Ask some comprehension questions
to make sure every one knows what the story is about.
Step 2: Divide the class into small groups. Each group should have
enough members to perform the play entirely.
Step 3: Ask students to decide on their roles. Make a list of the
characters on the board including the narrator. Assign any "extras"
(odd number of students left over, or latecomers as assistant
narrators to other groups.) Tell students they have to memorize their
lines, except the narrator who can read the lines. If there is more
than one narrator to a group, the narrators should divide up their
work.
Step 4: Ask students to read through the play from start to finish with
each student reading their respective parts. Tell them to practice
three times. On the third round, ask them not to look at their scripts.
If time allows, let them practice a fourth or fifth time. Usually three
times is enough.
Step 5: Let each group rehearse in front of the classroom. Help
students with where they should stand. The narrator should use a
microphone/amplifier for best effects. Let each group perform the
play from start to finish. Guide students on their movements and
give them ideas regarding gestures. (Such as putting hands on hips
to show anger.) Help them withpronunciation and intonation. Masks,
costumes, or special props should be used if available.
Step 6: Show time. Call on groups to perform the play. Stand in the
middle of the classroom and record the play. Use the zoom lens
occasionally. Record each group. You'll find the plays can be
performed quickly, in about 5 minutes.
Since most camcorders can be attached directly to TVs for playback, it's
usually no trouble to show the class their performances. I usually do so
the next time the class meets.
Pointers
1. Time management is critical. A rough guide is as follows: Getting
organized and practicing: 30-40 minutes, rehearsal: 30 minutes, show
time: 20-30 minutes. This time allotment is for a class of 40 students.
Smaller classes would take less time. In this case, you can spend more
time on practice and rehearsal. In any case, remember to keep things
moving!
2. Make sure the climax of the play is emphasized. Encourage students
to be dramatic at this scene. Tell students that "This is the highlight."
3. Some classes may initally balk at the idea of being recorded. Assure
them that it will be fun, and that you will show them their performances. I
wouldn't record any one who really objected, though.
Evaluation
I don't evaluate students on their acting skills, but I usually ask a few
comprehension questions about the play on a quiz or test.