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…

Delayed dictation

What is “delayed dictation”?

Instead of getting students to transcribe immediately what you say, or what a partner says, you can enforce a 10 second delay so that students have to keep running over in their heads what they have heard. Some teachers have even used the delay time to try to distract students with music.

It’s an added challenge for students but has significant value, I think. It reminds me of a phenomenon in music called audiation. I use it frequently as a singer and I bet you do too.

Audiation is thought to be the foundation of musicianship. It takes place when we hear and comprehend music for which the sound is no longer or may never have been present. You can audiate when listening to music, performing from notation, playing “by ear,” improvising, composing, or notating music. When we have a song going round in our mind we are audiating. When we are deliberately learning a song we are audiating.

In our language teaching case, though, the earworm is a word, chunk of l…

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…

Five great advanced level French listening sites

If your A-level students would like opportunities to practise listening there are plenty of sources you can recommend for accessible, largely comprehensible and interesting material. Here are some I have come across while searching for resources over recent years.

Daily Geek Show

I love this site. It's fresh, youthful and full of really interesting material. They have an archive of videos, both short and long, from various sources, grouped under a range of themes: insolite (weird news items), science, discovery, technology, ecology and lifestyle. There should be something there to interest all your students while adding to their broader education. Here is one I enjoyed (I shall seriously think about buying tomatoes in winter now):




France Bienvenue

This site has been around for years and is the work of a university team in Marseilles. You get a mixture of audio and video material complete with transcripts and explanations.This is much more about the personal lives of the students …

Responsive teaching

Dylan Wiliam, the academic most associated with Assessment for Learning (AfL), aka formative assessment, has stated that these labels have not been the most helpful to teachers. He believes that they have been partly responsible for poor implementation of AfL and the fact that AfL has not led to the improved outcomes originally intended.

Wiliam wrote on Twitter in 2013:

“Example of really big mistake: calling formative assessment formative assessment rather than something like "responsive teaching".”

For the record he subsequently added:

“The point I was making—years ago now—is that it would have been much easier if we had called formative assessment "responsive teaching". However, I now realize that this wouldn't have helped since it would have given many people the idea that it was all about the teacher's role.”

I suspect he’s right about the appellation and its consequences. As a teacher I found it hard to get my head around the terms AfL and formative assess…