Skip to main content

Lionel Messi resource

Having just watched the best footballer in the world Lionel Messi score two goals against Nigeria, I thought I'd update a resource I made. It's a text with exercise aimed at intermediate level (GCSE or very good Year 9 in England and Wales). Here it is:




Lionel Messi, ou Leo Messi, est un footballeur international argentin qui joue comme attaquant au FC Barcelone. C’est le capitaine de l’équipe internationale argentine. Lionel Andrés Messi est né le 24 juin 1987 à Rosario en Argentine. En 2007, il a obtenu la 3e place au Ballon d'or et la 2e au joueur FIFA de l'année. Depuis il a gagné le ballon d’or quatre années de suite.


Son jeu de rapidité s'inspire de son grand modèle de toujours, l’Argentin Diego Maradona. Messi a commencé sa carrière chez les jeunes de Newell's Old Boys. Il avait 13 ans lorsque sa famille a émigré en Espagne pour fuir la crise économique en Argentine à cette époque-là. 


Les Messi se sont installés à Barcelone, où Leo a été vite invité à faire un essai au Barça. C'est là qu'il a été remarqué par Carles Rexach, responsable du centre de formation. 


Au début, Messi était tellement petit qu'il a été surnommé la Pulga (la puce*).  Il a gardé ce surnom depuis. Pour compenser sa petite taille, Barcelone lui a fait suivre un traitement médical destiné à stimuler ses hormones de croissance**.


Messi a fait ses débuts en Liga fin 2004, mais c'est en 2005 qu'il a été connu par le grand public. Grâce à son premier but, marqué  le 1er mai face à Albacete, il est devenu le plus jeune buteur du club, titre qu'il a cédé*** en 2008 à son coéquipier espagnol Bojan Krkić sur une de ses passes décisives.


A l’âge de 25 and il est devenu le plus jeune joueur à marquer 200 buts dans la ligue espagnole. Pendant la saison 2011-12 il a battu le record du nombre de buts marqués dans une saison (73). En mars 2013 avait marqué des buts dans 19 matchs consécutifs et il est devenu le premier footballeur qui a marqué contre toutes les équipes de la ligue.


En 2012 Barcelone a signé un contrat qui gardera Messi jusqu’en 2018 avec un salaire de base de €16 million. En juin 2014 pendant la Coupe du Monde au Brésil sa page Facebook avait presque 60 millions de likes.



* puce = flea                 ** croissance = growth              *** cédé = handed over




A.  Corrigez ces phrases fausses

1.         Lionel Messi joue pour l’Espagne.
2.         Il joue en défense.
3.         Il est né en Espagne.
4.         En 2007 il a gagné son premier ballon d’Or.
5.         Il a quitté l’Argentine à l’âge de 12 ans.
6.         Sa famille a émigré et s’est installée à Madrid.
7.         Physiquement il est assez grand.
8.         Il a fait son début dans la ligue espagnole en 2005.
9.         Il teint le record pour le plus jeune buteur (goalscorer) du club.
10.       En 2011-12 il a marqué 200 buts.
11.       Il est très pauvre.
12.       Il n’utilise pas les réseaux (networks) sociaux.

B.  Traduisez en anglais les deux premiers paragraphes de l’article

C.  Complétez les phrases suivantes

1.         Messi est _______ en Argentine.
2.         Il est le _________ footballeur à marquer contre toutes les équipes de la ligue.
3.         Il a le surnom « la Pulga » à cause de sa _________.
4.         Il a __________ son premier but en 2005.
5.         Il est le ___________ de son équipe internationale.
6.         Sa famille a quitté l’Argentine à cause de la __________ économique.
7.         Il a ___________ sa carrière à Newell’s Old Boys.


D.  Underline or highlight any words you still do not understand. Find out what they
      mean with a dictionary or ask the teacher.

Comments

Popular posts from this blog

The latest research on teaching vocabulary

I've been dipping into The Routledge Handbook of Instructed Second Language Acquisition (2017) edited by Loewen and Sato. This blog is a succinct summary of Chapter 16 by Beatriz González-Fernández and Norbert Schmitt on the topic of teaching vocabulary. I hope you find it useful.

1.  Background

The authors begin by outlining the clear importance of vocabulary knowledge in language acquisition, stating that it's a key predictor of overall language proficiency (e.g. Alderson, 2007). Students often say that their lack of vocabulary is the main reason for their difficulty understanding and using the language (e.g. Nation, 2012). Historically vocabulary has been neglected when compared to grammar, notably in the grammar-translation and audio-lingual traditions as well as  communicative language teaching.

(My note: this is also true, to an extent, of the oral-situational approach which I was trained in where most vocabulary is learned incidentally as part of question-answer sequence…

Google Translate beaters

Google Translate is a really useful tool, but some teachers say that they have stopped setting written work to be done at home because students are cheating by using it. On a number of occasions I have seen teachers asking what tasks can be set which make the use of Google Translate hard or impossible. Having given this some thought I have come up with one possible Google Translate-beating task type. It's a two way gapped translation exercise where students have to complete gaps in two parallel texts, one in French, one in English. There are no complete sentences which can be copied and pasted into Google.

This is what one looks like. Remember to hand out both texts at the same time.


English 

_____. My name is David. _ __ 15 years old and I live in Ripon, a _____ ____ in the north of _______, near York. I have two _______ and one brother. My brother __ ______ David and my _______ are called Erika and Claire. We live in a _____ house in the centre of ____. In ___ house _____ …

A zero preparation fluency game

I am grateful to Kayleigh Meyrick, a teacher in Sheffield, for this game which she described in the Languages Today magazine (January, 2018). She called it “Swap It/Add It” and it’s dead simple! I’ve added my own little twist as well as a justification for the activity.

You could use this at almost any level, even advanced level where the language could get a good deal more sophisticated.

Put students into small groups or pairs. If in groups you can have them stand in circles to add a sense of occasion. One student utters a sentence, e.g. “J’aime jouer au foot avec mes copains parce que c’est amusant.” (You could provide the starter sentence or let groups make up their own.) The next student (or partner) has to change one element in the sentence, and so on, until you restart with a different sentence. You could give a time limit of, say, 2 minutes. The sentence could easily relate to the topic you are working on. At advanced level a suitable sentence starter might be:

“Selon un article q…

Dissecting a lesson: using a set of PowerPoint slides

I was prompted to write this just having produced for frenchteacher.net three separate PowerPoint presentations using the same set of 20 pictures (sports). A very good way for you to save time is to reuse the same resource in a number of different ways.

I chose 20 clear, simple, clear and copyright-free images from pixabay.com to produce three presentations on present tense (beginners), near future (post beginner) and perfect tense (post-beginner/low intermediate). Here is one of them:





Below is how I would have taught using this presentation - it won't be everyone's cup of tea, especially of you are not big on choral repetition and PPP (Presentation-Practice-Production), but I'll justify my choice in the plan at each stage. For some readers this will be standard practice.

1. Explain in English that you are going to teach the class how to talk about and understand people talking about sport. By the end of the lesson they will be able to say and understand 20 different sport…

Designing a plan to improve listening skills

Read many books and articles about listening and you’ll see it described as the forgotten skill. It certainly seems to be the one which causes anxiety for both teachers and students. The reasons are clear: you only get a very few chances to hear the material, exercises feel like tests and listening is, well, hard. Just think of the complex processes involved: segmenting the sound stream, knowing lots of words and phrases, using grammatical knowledge to make meaning, coping with a new sound system and more. Add to this the fact that in England they have recently decided to make listening tests harder (too hard) and many teachers are wondering what else they can do to help their classes.

For students to become good listeners takes lots of time and practice, so there are no quick fixes. However, I’m going to suggest, very concisely, what principles could be the basis of an overall plan of action. These could be the basis of a useful departmental discussion or day-to-day chats about meth…