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.


Popular posts from this blog

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…

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…

Sentence Stealers with a twist

Sentence Stealers is a reading aloud game invented by Gianfranco Conti. I'll describe the game to you, then suggest an extension of it which goes a bit further than reading aloud. By the way, I shouldn't need to justify the usefulness of reading aloud, but just in case, we are talking here about matching sounds to spellings, practising listening, pronunciation and intonation and repeating/recycling high frequency language patterns.

This is how it works:

Display around 15 sentences on the board, preferably ones which show language patterns you have been working on recently or some time ago.Hand out four cards or slips of paper to each student.On each card students must secretly write a sentence from the displayed list.Students then circulate around the class, approaching their classmates and reading a sentence from the displayed list. If the other person has that sentence on one of their cards, they must hand over the card. The other person then does the same, choosing a sentenc…

The age factor in language learning

This post draws on a section from Chapter 5 of Jack C. Richards' splendid handbook Key Issues in Language Teaching (2015). I'm going to summarise what Richards writes about how age factors affect language learning, then add my own comments about how this might influence classroom teaching.

It's often said that children seem to learn languages so much more quickly and effectively than adults. Yet adults do have some advantages of their own, as we'll see.

In the 1970s it was theorised that children's success was down to the notion that there is a critical period for language learning (pre-puberty). Once learners pass this period changes in the brain make it harder to learn new languages. Many took this critical period hypothesis to mean that we should get children to start learning other languages at an earlier stage. (The claim is still picked up today by decision-makers arguing for the teaching of languages in primary schools.)

Unfortunately, large amounts of rese…

Dissecting a lesson: teaching an intermediate written text

This post is a beginner’s guide about how you might go about working with a written text with low-intermediate or intermediate students (Y10-11 in England). I must emphasise that this is not what you SHOULD do, just one approach based on my own experience and keeping in mind what we know about learning and language learning in particular. Experienced teachers may find it interesting to compare this sequence with what you do yourself.

You can adapt the sequence below to the class, context and your own preferred style. I’m going to assume that the text is chosen for relevance, interest and comprehensibility. The research suggests that the best texts are at the very least 90% understandable, i.e. you would need to gloss no more than 10% of the words or phrases. The text could be authentic, or more likely adapted authentic from a text book, or teacher written. It would likely be fairly short so you have time to exploit it intensively, recycling as much useful language as possible.

So here w…