Azur and Asmar- Activity plan from Portugal 2 (Luisa)

AGRUPAMENTO DE ESCOLAS DE SAMORA CORREIA
Escola EB 2,3 Professor João Fernandes Pratas
Activities around the film “Azur et Asmar”

Activity 1: Presenting a place.
Activity 2: Describing people - Simple present of the verbs to be and to have. Adjectives and clothes, vocabulary.

”AZUR ET ASMAR” - childhood
ACTIVITY 1: THE HOUSE OF “AZUR ET ASMAR”
Where does Azur, Asmar and the baby-sitter live? (in a town, near the sea, in the country, in an apartment...).
And you! Where do you live?

ACTIVITY 2: « AZUR ET ASMAR »
Look at the photo. Describe Azur and Asmar and write down the differences.
Then About you! Describe yourself.

ACTIVITY 3: HOBBIES
Activity 3:
Writing activity: Hobbies and preferences (I like, I prefer, I love).
What are the hobbies of Azur?
What does he prefer?
About you! What are your hobbies? What do you like to do?

TRAVELLING TO SOUTH
Activity 1: Locate continents and countries on a blank card.
ACTIVITY 1: WHERE DOES ASMAR LIVE?
You need an atlas to find the country of Asmar.
On what continent does Asmar live?

The Maghreb consists of three countries: Morocco, Algeria and Tunisia. Report on the map of Africa:
1. Morocco.
2. Algeria.
3. Tunisia.
4. Mediterranean sea and Atlantic Ocean.

Azur and Asmar- Activity plan from Portugal 3 (Luisa)

AGRUPAMENTO DE ESCOLAS DE SAMORA CORREIA

Escola EB 2,3 Professor João Fernandes Pratas

Activities around the film “Azur et Asmar”

Activity 2: Associate a flag to a country
ACTIVITY 2: FLAGS
The Maghreb countries all have a different flag. Connect each country's flag.

ACTIVITY 3: SOME GEOGRAPHY....
Complete the sentences using the words: in the west, between, in the east, in the north.

1. Algeria is ____________________ Morocco and Tunisia.
2. Asmar lives ____________________ of Africa.
3. Tunisia is ____________________ of Algeria.
4. Atlantic Ocean is ____________________ of Morocco.
About you. Where is your country? What are the colours of the flag of your country?

ACTIVITY 4
The first character that encountered Azur arriving in the South is Crapoux. But Crapoux is never happy! He is always critical of his country home. Put the phrases of Crapoux in the affirmative.
1. There’s no rain.
2. They haven’t got songs.
4. They haven’t got custard.

Activity 5:
Name the parts of the body.
ACTIVITY 5: CRAPOUX
Connect the words with the image:

ACTIVITY 6: THE WISDOM OF JENANE.
Fill in the gaps.
“Listen my son. I know two __________, two __________ two _________, so that I know __________ more than others”.
Activity 1: Multiple choice
THE CONQUEST OF THE FAIRY OF DJINN
ACTIVITY 1:
1. To save the fairy of the djinn, Azur and Asmar must first find:􀂉 three magical keys.􀂉 three secret messages.􀂉 three miraculous fruits.
2. What is the name of the bird?
􀂉 Majastra.
􀂉 Saïmouth.
􀂉 Phénix.
3. Who is Chamsous-Sabah ?
􀂉 A beggar
􀂉 A princess.
􀂉 A djinn.

ACTIVITY 2: Writing comprehension. Who am I?
Answer
1. I am red and I’ve got blue nails. I am the king of beasts. I take Azur on my back. Who am I?
2. I am small but very smart. I live in a magnificent palace. Who am I?
3. I am colorful. I do not speak but I have magical powers. Who am I?

Activity 3: Speaking of means of transport.
Activity 4: Work group

ACTIVITY 3:
To deliver the fairy djinn, what means of transport were used by Azur, Asmar and Crapoux?To you! What (s) mean (s) of transport do you use to go to school?

ACTIVITY 4:
Write a story like the one of Azur and Asmar. Imagine a distant and magical place, magical characters and a plot that ends well ...

Slovenian Inter- Cool-Tural toybox

In Slovenian "toybox" there were dolls and teddy bears made by the pupils of the third triad of Druga osnovna Å¡ola Slovenj Gradec. In thebox there was also a button on a string, which can magically turn into an elastic rope if you twist it long enough. Younger children made aboard for a game called "Sheep and Two Wolves", and added a little bagwith beans needed for the game. Children of the first triad also added some bookmarks they made themselves. The wooden thing you can see inthe pictures is the so called "raglja" - it can be used to invite people to attend a mass in the days before Easter, as an instrument for cheerleading and of course as a toy for children. On the DVD there are traditional games played by the pupils of the first triad. We hope everybody will enjoy playing with the toys from Slovenia!

Project meeting in Bambini Montjuic- Girona- Spain- March 2010

In this video one of the traditional dances that the children of the Bambini Montjuic school danced for the European guests on the 8th of march 2010, before the "grand nevada"!!

Scrapbooks inside the Inter- cool- tural boxes- from Vratsa- Bulgaria

The scrapbook, write on a Cd and part of the works inside the box, was made by the pupils of 3b and 4v class and their English teacher Mrs. Kalina Nikolova.

The CD about traditional costumes in Bulgaria are presented by: Ekaterina Ivova and Katerina TihomirovaClass 3 vSt. Sofronii Vrachanski Primary School – Vratsa, Bulgaria

Inter- cool- tural boxes from Gazi school- Istanbul- Turkey

Azur and Asmar: didactic courses- Classes III A, III C Secondary school of San Lorenzo in Campo- Italy

Grade level: III year of a Middle School (13 year aged students)
Subject: Italian
Lesson objectives:
-to write a story following strictly the clues;
-to write a story respecting accuracy and coherence
Activities:
vision of the film;
group work on the possible sequels of the story;
shared choice of the best suggestion;
composition of the story
Subject: Geography
Lesson objectives:
-to describe and understand a territory;
-to be aware that to study different countries can promote the respect of one’s identity and the cooperation and integration;
Activities:
Study of the physical, economic characteristics of Maghreb
Subject: Citizenship
Lesson objectives:
-To form a responsible and liable citizen capable of understating other cultures, of appreciating the value of freedom, respectful of the human dignity and of the differences
Activities:
To reflect upon the spontaneous comments expressed by the students during the vision of the film and recorded by the teacher;
Debate on the messages of the author;
Analysis of the articles of the Italian Constitution and the Universal Declaration of Human Rights related to freedom and equality among people without making any distinction of race, colour, sex, language, religion.


“Brotherhood has no colour”

Grade level: III year of a Middle School (13 year aged students)
Subjects: Italian; Citizenship
Lesson Objectives:
-to reflect upon respect, acceptance and discovery of the others as a personal enrichment
-to promote the awareness of the new ethic and multicultural European background and the acceptance of other nationalities
-to reflect upon the similarities between the contents of the 3rd article of the Italian Constitution, the 1st, the 2nd and the 3rd article of the Universal Declaration of Human Rights and the main topics of the film “Azur and Asmar”.
Activities:
vision of the film “Azur and Asmar”;
guided discussion;
analysis of the articles: 3 (Italian Constitution); 1,2,3 (Universal Declaration of Human Rights);
production of a poster with some pictures from the film and the articles above-mentioned


MARTIN LUTHER KING, JR
This lesson activity is the result of some lessons held with a class of third year middle school students (13 years old). We started by looking at the film “Azur and Asmar”. We discussed the main topics on which the film is based: the idea of tolerance, equality and peace among people from different countries, religions and cultures. After that, the role of Martin Luther King as one of the most important men of the 20th century in the fight against racism was introduced. We did some research into his life and work using books, the internet and videos. Then we revised all the information, added pictures, sounds and a video and produced a multimedia product in order to reflect on the historical context of King's life and work. Moreover, this work is a springboard for further research and reflection.
Lesson objectives:
1) To become familiar with the historical context of King’s work and life;
2) To discuss and reflect upon a quote from his speech ”I have a dream”;
3) To watch a recording of King’s “I have a dream” speech;
4) To reflect on the importance of respect and tolerance towards other cultures
Subject: Cross-curricular, English as a second language, History, Social Studies, Citizenship.
Grade level: III year of a Middle School (13 year aged students)