Photocopiable Resource Pack - ESLMovies · Erin Brockovich: Photocopiable Resource Pack (Advanced) Bend it like Beckham: Photocopiable Resource Pack (Intermediate) ... Character Cards

Photocopiable Resource Pack

Looking for

Alibrandi

Advanced

Eleanor Kettle

ESL Movie Resource Series

Tree Wise Books www.eslmovies.com ISBN 978-0-9804559-3-9 First published 2006 This edition published in 2008 Published in Australia by Tree Wise Books Cover design by Katrina Gunders www.eslmovies.com © Eleanor Kettle 2006 Looking for Alibrandi © 1999 Australian Film Finance Corporation Ltd, The Premium Movie Partnership, New South Wales Film and Television Office, Australian Asset Securities Ltd and Belle Ragazze Pty Ltd. All rights reserved. No part of this publication may be stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the Publishers. Copying of the blackline master pages

The purchasing educational institution and its staff are permitted to make copies of the pages marked as blackline master pages (“photocopiable”), beyond their rights under the Copyright Act, provided that: 1. the number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes;

2. copies are made only by reprographic means (photocopying), not by electronic/digital means, and are not stored or transmitted;

3. copies are not sold or lent; 4. every copy made clearly shows the footnote (“© Eleanor Kettle 2006 Photocopiable for classroom use only”) and no alteration is made to the page.

This permission does not extend to branches or additional schools of an institution. All other copying is subject to copyright laws. Disclaimer

This publication Looking for Alibrandi: Photocopiable Resource Pack – Advanced © Eleanor Kettle 2006 has been designed as an educational teaching resource for use in English as a Second Language classrooms. This publication has not been endorsed by the makers of the movie Looking for Alibrandi nor is it an official merchandise product of the movie. Questions? Feedback? Suggestions? Contact us at [email protected] Titles in the ESL Movie Resource Series include:

� Rabbit Proof Fence: Photocopiable Resource Pack (Advanced) � Looking for Alibrandi: Photocopiable Resource Pack (Advanced) � Erin Brockovich: Photocopiable Resource Pack (Advanced) � Bend it like Beckham: Photocopiable Resource Pack (Intermediate) � The Castle: Photocopiable Resource Pack (Intermediate) � About a Boy: Photocopiable Resource Pack (Intermediate) � Whale Rider: Photocopiable Resource Pack (Elementary) � Finding Nemo: Photocopiable Resource Pack (Elementary)

For more information about the ESL Movie Resource Series, please visit:

Acknowledgements

Many thanks to Dina, Nella and colleagues at Co.As.It. in Newmarket for information about Italo-

Australian culture.

Thank you also to Kelly Lindsay for providing invaluable advice for this book.

C o n t e n t s

Teacher’s Guide ................................................................................................................................. 1

Part One Map of Resource Pack – Part One ................................................................................................. 7 Lesson Plan – Part One ................................................................................................................... 8 Activities

Pre-Viewing Activities – Part One ............................................................................ 16 Worksheets – Part One ............................................................................................... 22 Optional Viewing Activities – Part One ................................................................... 26

Answer Key Pre-Viewing Activities – Part One ............................................................................ 33 Worksheets – Part One ............................................................................................... 34 Optional Viewing Activities – Part One ................................................................... 38

Part Two Map of Resource Pack – Part Two .............................................................................................. 43 Lesson Plan – Part Two ................................................................................................................. 44 Activities

Pre-Viewing Activities – Part Two ............................................................................ 52 Worksheets – Part Two ............................................................................................... 56 Optional Viewing Activities – Part Two................................................................... 60

Answer Key Pre-Viewing Activities – Part Two ............................................................................ 66 Worksheets – Part Two ............................................................................................... 67 Optional Viewing Activities – Part Two................................................................... 71

Part Three Map of Resource Pack – Part Three ............................................................................................ 75 Lesson Plan – Part Three ............................................................................................................... 76 Activities

Pre-Viewing Activities – Part Three .......................................................................... 85 Worksheets – Part Three ............................................................................................. 88 Optional Viewing Activities – Part Three ................................................................ 92

Answer Key Pre-Viewing Activities – Part Three .......................................................................... 99 Worksheets – Part Three ........................................................................................... 100 Optional Viewing Activities – Part Three .............................................................. 104

Part Four Map of Resource Pack – Part Four ............................................................................................ 109 Lesson Plan – Part Four ............................................................................................................... 110 Activities

Pre-Viewing Activities – Part Four .......................................................................... 119 Worksheets – Part Four ............................................................................................ 124 Optional Viewing Activities – Part Four ................................................................ 128

Answer Key Pre-Viewing Activities – Part Four .......................................................................... 134 Worksheets – Part Four ............................................................................................ 135 Optional Viewing Activities – Part Four ................................................................ 139

Appendix Feelings and Emotions .............................................................................................. 141 Writing Task Correction Guide ............................................................................... 142

Looking for Alibrandi Teacher’s Guide

© Eleanor Kettle 2006 Page 1 e s l m o v i e s . c o m

T e a c h e r ’ s G u i d e

The Movie Parts

The total length of the film Looking for Alibrandi is 1 hour 35 minutes (95 minutes). It has been

divided into four parts of similar lengths for each lesson in this Resource Pack.

Part DVD Times DVD Chapters Viewing Time

One 00:00:00–00:21:06 1-5 21 mins

Two 00:21:07–00:44:43 6-10 23 mins

Three 00:44:44–01:07:14 10-14 23 mins

Four 01:07:15–01:35:27 15-20 28 mins

Synopsis of ‘Looking for Alibrandi’

Based on the popular novel, Looking for Alibrandi is the coming-of-age story of Josie Alibrandi in her

final year of high school. During this year, Josie learns to embrace her family and her Italian heritage.

She also deals with meeting her father for the first time, changing relationships and coping with grief

as well as teen angst.

The winner of 7 awards, including ‘Best Film’, ‘Best Leading Actress’, ‘Best Supporting Actress’ and

‘Best Adapted Screenplay’ (AFI Awards), Looking for Alibrandi is a film that will appeal to students

from different cultural backgrounds, with its themes of family, culture and belonging.

What are additional resources for this movie?

Looking for Alibrandi (Melina Marchetta, 1992)

The award-winning novel on which the film is based.

Looking for Alibrandi: Screenplay (Melina Marchetta, 2000)

The screenplay for the film, adapted by Melina Marchetta from her novel.

Looking for Alibrandi: Study Guide (Libby Tudball, Pauline White and David White, 1999)

An overview of Looking for Alibrandi that compares the novel and the film, and also contains

discussion questions relating to subjects and themes from the film.

Resources about Ita l ian migrat i on to Austra l ia :

Per l’Australia: the story of Italian migration (Julia Church, 2005) The story of Italian migration from 1788 to World War II and later, with personal stories and an overview of Australia’s immigration and settlement history.

The Italians in Australia (Gianfranco Cresciani, 2003) An account of Italian immigration to Australia and contributions made by the Italo-Australian community.

Teacher’s Guide Looking for Alibrandi

Page 2 © Eleanor Kettle 2006 e s l m o v i e s . c o m

The passeggiata of exile: the Italian story in Australia (Robert Pascoe and Jarlath Ronayne – Eds, 1998)

An overview of Italian immigration and settlement in Australia.

There goes the neighbourhood! Australia’s migrant experience. (Michael Dugan and Josef Szwarc, 1984) An overview of Australian development and immigration over the past two centuries.

What does the Resource Pack include?

Map of Resource Pack Lesson Plans Activities

Overview of each lesson, including:

- name of each activity

- page numbers of:

- lesson plan

- activity pages

- answer key pages

- preparation required at a glance

- activity types at a glance

- estimated time needed for activity

- cueing information, including chapter and scene

times for DVD users

Detailed lesson plans for each activity,

including:

- name of each activity

- cueing information, including chapter and scene

times for DVD users

- page numbers of:

- activity pages

- answer pages

- preparation required at a glance

- activity types at a glance

- detailed instructions for preparation required for

activities

- step-by-step guide to each activity

- hints to using the activities

- trivia related to the movie section

- language warnings

Pre-viewing:

- Writing Task Sharing discussion activities

- Vocabulary Review Activities to review vocabulary

from the previous lesson

- Review Activities to discuss the events from the

previous lesson

- Vocabulary Activities specifically designed for each

lesson

Viewing:

- DVD Review Activities to review and discuss the

final scenes from the previous lesson

- Worksheets with a range of activities for each

scene with DVD scene times and chapter

number for easy cueing

- Optional Viewing Activities to be used in addition

to the Worksheets

Post-viewing:

- Writing Tasks with topics related to each part of

the movie

Answer Key:

- Answer Key for all relevant activities from the Pre-

Viewing, Viewing and Optional Viewing

Activities



What is an overview of the lessons?

This is an overview of the general structure of the lessons in this Resource Pack:

Pre-Viewing Viewing Post-Viewing

- Warmer>

- Writing Task Sharing*

- Vocabulary Review

Activity*

- Review Activity*

- Vocabulary Activity

- DVD Review Activity*

- Worksheets

- Optional Viewing Activity#

- Writing Task Activity

> First lesson only

* These review activities are not in the first lesson. # There may be more than one optional activity.

How can I use this Resource Pack?

1. Look at the Map of Resource Pack to get an overview of the activities, preparation and

estimated time for each lesson.

2. Look at the Lesson Plan for information on materials, DVD times, preparation and detailed

instructions for each activity.

3. Watch the relevant scenes of Looking for Alibrandi to become familiarised with the scenes and

activities (or read through the Answer Key if you do not have time to preview the scenes).

4. Decide which Optional Viewing Activities to use (depending on time available for lesson).

5. Prepare activities according to the Lesson Plan.

6. Follow the Lesson Plan to use the activities in class.

Although the worksheets have been designed to be as user-friendly as possible, it may be necessary to

pre-teach some additional language or adapt the activities to suit your class.

How many activit ies should I use?

It is completely your choice. If you use all of the activities provided, you may find that you need up to

3.5 hours for each lesson. Alternatively, select the activities that you wish to use, to suit the time

available. The Maps of the Resource Pack provide a lesson overview for each lesson (four lessons in

total) with estimated times given for each activity.

What is the best way to prepare the activit ies?

To save paper and time, we suggest that you copy the activities which do not require writing (such as

Vocabulary Activities and some of the Optional Viewing Activities) onto coloured paper and laminate (for

easy re-use) before cutting up. It may also be helpful to make multiple copies of activities (if required)

into different coloured sets – so that each set is a different colour. This makes it easier to sort the

cards into sets.

To find activities quickly, keep the resources for each activity in separate plastic sleeves or ziplock

bags, with a label that clearly identifies the activity.

Looking for Alibrandi Teacher’s Guide


Example:

Looking for Alibrandi: Photocopiable Resource Pack (Advanced)Looking for Alibrandi: Photocopiable Resource Pack (Advanced)Looking for Alibrandi: Photocopiable Resource Pack (Advanced)Looking for Alibrandi: Photocopiable Resource Pack (Advanced) Part One: Vocabulary Activity – Cards, page 20 8 sets of vocabulary and definition cards (20 cards in each set)

e s l m o v i e s . c o m

By doing this, you will be able to re-use these cards each time you use these activities, saving both

time and resources.

Lesson Plan Key

The Lesson Plans and Maps of the Resource Pack have been designed to be as user-friendly as possible,

with a clear and easy-to-follow layout. In the Maps of the Resource Pack and the Lesson Plans, symbols

have been used to highlight at a glance the preparation required and the activity types involved.

Preparat i on

� Make copies of one page � Cutting required

� Make copies of multiple pages � Reminder for students

Activ i ty Types

� Individual work � Speaking

� Pairwork � Listening

� Groupwork � Reading

� Viewing � Writing

Viewing without sound � Review

V Vocabulary

Addit i ona l Symbols

Additional information ! Warning

Film trivia Hint

� Save time

Activ i t i e s

Cut along dotted lines



Example:

�

�

�

�

�

�

Materials: Character Cards, pages 16-18

Character Cards – Student’s Worksheet, page 19

Preparation: Make one copy of page 16, laminate and cut along lines.

Make one copy of page 16 on an OHT.

Make one copy of page 19 for each student.

Time: 20 minutes

Vocabulary Act i v i t i e s

The definitions given in the Vocabulary Activities in this Resource Pack have been adapted from: - Collins Cobuild Advanced Learner’s English Dictionary - Cambridge Advanced Learner’s Dictionary - Oxford Advanced Learner’s Dictionary - Longman Dictionary of Contemporary English - The Australian Oxford English Dictionary.

Vocabulary Key:

n noun or noun phrase a adjective or adjective phrase v verb or verb phrase p preposition or preposition phrase

Opt i ona l Viewing Act i v i t i e s

The Optional Viewing Activities are supplementary activities that have been designed for use in

conjunction with the Worksheets. To assist the Teacher with the correct place to use the Optional

Viewing Activity, it is highlighted in the relevant scene of the Worksheets.

Example from Tomato Day, page 22:

Optional Viewing Activity A – Tomato Day, pages 26-28, fits in here.

Preparation: This activity requires multiple pages to be copied and cut.

Activity types: This activity involves groupwork, speaking, listening and writing.

Map o f R e s o u r c e P a c k – P a r t O n e

Activity Lesson Plan

Page Activity Pages

Answer Key Pages

Estimated Time

DVD Times DVD

Chapters Preparation Activity Types

Pre-Viewing Activities

Warmer – Character Cards 8 16-18,19 20 mins � � � � � �

Vocabulary Activity – Part One 9 20,21 33 15 mins � � � V � �

Viewing Activities

Worksheets – Part One 10 22-25 34-37 1 hour 00:00:00–00:21:06 1-5 � � � � �

Optional Viewing Activity A – Tomato Day

11 26,27-28 38,39-40 20 mins 00:01:59–00:04:16 1 � � � � V �

Optional Viewing Activity B – Sister Louise’s Office

12 29 41 10 mins 00:11:53–00:12:53 3 � � � � �

Optional Viewing Activity C – The Journey to Nonna’s House

12 30 42 10 mins 00:16:31–00:17:29 5 � � � � � �

Post-Viewing Activity

Writing Activity 13 31-32 1 hour � � � � �

Lesson Plan – Part One Looking for Alibrandi


L e s s o n P l a n – P a r t O n e


Warmer – Character Cards

�

�

�

�

�

�

Materials: Character Cards, pages 16-18

Character Cards – Student’s Worksheet, page 19

Preparation: Make one copy of pages 16-18, laminate and cut along lines.

Make one copy of pages 16-18 on OHTs.


Time: 20 minutes

A fun discussion activity to introduce students to key characters in the film.

1. Give each student one of the Character Cards (from pages 16-18) to read through and memorise

important information about the character. If you have a large class, students can share a

Character Card with a partner (and discuss the details together).

2. After students have read and memorised information about their character, collect the Character

Cards from your students.

3. Students walk around, finding a partner and discussing their characters, asking questions for

more information, then changing to a new partner.

4. Divide your class into small groups, and give each group one copy of the Character Cards –

Student’s Worksheet from page 19. Allow a few minutes for the groups to discuss the characters

and fill in as many details as possible. Give each student a copy of Character Cards – Student’s

Worksheet from page 19.

5. Using the OHTs of page 16-18, discuss the characters and fill in the boxes with as many details

about the characters as possible. If necessary, give students the Character Cards to refer to for

missing information.

6. Students can then discuss what they would like to know about the characters – what information

is missing? What will happen with these characters?

Step 1:

- More than nine students? Make copies of Character Cards from pages 16-18 on different coloured paper for each group of nine students.

- Fewer than nine students? Students can take more than one Character Card.

Further ideas To give your students some background to this film, you may wish to discuss Italian immigration (and immigration in general) to Australia. For resources, refer to What are additional resources for this movie? on page 1.

Looking for Alibrandi Lesson Plan – Part One


Vocabulary Act i v i ty – Part One

�

�

�

�

V

�

Materials: Vocabulary Activity – Cards, page 20

Vocabulary Activity – Student’s Worksheet, page 21

Answers: Vocabulary Activity – Student’s Worksheet, page 33

Preparation: Make one copy of page 20, laminate and cut into strips.


Time: 15 minutes

A fast-paced vocabulary and definition matching activity to raise energy levels.

1. Divide your class into pairs, and give each pair one set of the Vocabulary Activity – Cards from

page 20 (vocabulary cards only – no definition cards) to discuss any vocabulary items they may

already know.

2. Put each set of the definition cards on a desk at the front of the classroom. One student from

each pair goes up and takes one definition card from their set back to their partner.

3. In pairs, students choose the correct match for the definition card, and check with the teacher. If

their guess is correct, they collect another definition card and continue. If their guess is not

correct, then they have to choose another match (and check with the teacher again).

4. After all pairs have finished, check answers together as a class, assisting with pronunciation and

clarifying any further questions about the definitions of the vocabulary items.

5. Give students a copy of the Vocabulary Activity – Student’s Worksheet on page 21 so they can match

together the vocabulary items and definitions.

Preparation tip

To ensure this activity runs smoothly, copy the Vocabulary Activity – Cards from page 20 onto different coloured paper for each pair. In this way, each pair can easily identify their set when they collect their next definition card.

Step 1:

If this is too challenging, divide the vocabulary and definition cards from page 20 into two groups (four phrases and matching definitions), and give each pair four vocabulary items to start with, and then the other four when they have finished.

Step 4:

To provide an extra review of the vocabulary items and definitions before handing out the Vocabulary Activity – Student’s Worksheet, give each student one matching pair (vocabulary item and definition). Students walk around the classroom, reading their definition to a partner, who guesses the correct vocabulary item.

The definitions for vocabulary items in the Vocabulary Activities are given according to their usage in the film (e.g. blitz – ‘perform very well; complete without difficulty’). You may wish to discuss other uses of vocabulary items with your class.



!

Vocabulary – wog - The vocabulary item wog is considered offensive and usage should be avoided. This vocabulary item is included as understanding of it is necessary.

- In Australia, wog generally refers to Greeks and Italians, but may sometimes also refer to Arabs and Turks (and is offensive in all of these usages). In British English, wog generally refers to anyone who does not have white skin (and is very offensive in this usage).

- You may wish to discuss the reclaiming of wog by Italians and Greeks that started in the 1990s with the Australian stage show Wogs out of Work and continued with the film The Wog Boy. However, for people who are not part of this group (‘wogs’), it is impolite and offensive to use the term wog (see wikipedia.org for a discussion about the uses and definitions of wog).

- In the novel Looking for Alibrandi (Chapter 8), Josie discusses the word wog, with her father Michael, as follows:

‘I’m an Italian. I’m of European descent. When an Italian or another person of European descent calls me a wog it’s done in good warm humour. When the word “wog” comes out of the mouth of an Australian it’s not done in good humour unless they’re a good friend. It makes me feel pathetic and it makes me remember that I live in a small-minded world and that makes me so furious.’ (Marchetta, 2000:88)

Viewing Activities

Worksheets – Part One

�

�

�

�

�

Scenes: ‘Tomato Day’ to ‘Josie’s House’

DVD: 00:00:00–00:21:06 (Chapters 1-5)

Materials: Worksheets – Part One, pages 22-25

Answers: Worksheets – Part One, pages 34-37

Preparation: Make one double-sided copy of pages 22-25 for each student.

Time: 1 hour

Watch the scenes and complete the activities, review scenes and check answers as you go.

If this is the first time you have used a movie in class as a learning tool, you may wish to discuss the benefits of doing so with your class. Elicit ideas from your students as to the potential rewards – such as listening practice with ‘real’ conversations, learning new vocabulary in context, learning idioms, listening to grammar in context, listening to native-speaker pronunciation.

The shaded speech bubbles in the Worksheets signify a discussion point. This discussion may be done in pairs, small groups or as a class.

Example (from page 22):

To assist your class with the discussion activities, give your students a copy of Feelings and Emotions on page 141. You may need to discuss some of the words with your class (or students can refer to a dictionary).

Where are the people? What are they doing?



If your class finds some of the gap-fill activities too challenging, write the answers on the whiteboard (randomly arranged), so students only need to listen for those words.

Example: For the activity for The Car (00:04:28), question 2, on page 22:

An alternative would be to give some of the letters (e.g. consonants) for each of the answers in a gap-fill activity, to give students a helping hand.

Example: For the activity for Josie’s House (00:05:15), question 5, on page 23:

- Josie refers to her grandmother as Nonna and her mother as Mama (the spelling Mama, and not Mamma, reflects its usage in the book Looking for Alibrandi).

- The term ‘immaculate conception’ is used several times during Looking for Alibrandi (Josie’s House (00:05:15) and Sister Louise’s Office (00:59:28)). You may wish to discuss the meaning of this term to assist students’ comprehension of the film.

- In The Journey to Nonna’s House (00:16:31), Josie mentions a ‘Bessemer’ party, which is similar to a Tupperware party (Bessemer is a type of cookware).

Opt i ona l Viewing Act i v i ty A – Tomato Day

�

�

V

�

�

�

Scene: ‘Tomato Day’

DVD: 00:01:59–00:04:16 (Chapter 1)

Materials: Vocabulary Cards, page 26

Dialogue Strips, pages 27-28

Answers: Vocabulary Cards, page 38

Dialogue Strips, pages 39-40

Preparation: Make one copy of page 26 for every second pair, laminate and cut

along lines.

Make one copy of pages 27-28 per pair, laminate and cut along lines.

Time: 20 minutes

A listening activity for students to order vocabulary items and match them to their context.

1. Give each pair one set of Vocabulary Cards from page 26. While watching Tomato Day (00:01:59–

00:04:16), students put the words in order as they hear them.

2. Check answers in groups, then as a class.

3. Hand one copy of the Dialogue Strips from pages 27-28 to each pair.

4. In pairs, students reconstruct the order of the dialogue using the strips and the vocabulary cards

as clues (which match the gaps in the dialogue strips).

5. Watch Tomato Day again, pausing to give students the opportunity to check their guesses.

6. Check answers as a class, and watch Tomato Day again.

1. c _ r s _ 2. s _ n s 3. g _ _ l t y 4. b _ y 5. s _ c r _ t

university man back love Nonna law blitz



Preparation tip

To identify each set of the vocabulary and dialogue strips from Optional Viewing Activity A – Tomato Day, make copies of pages 26 and 27-28 on different coloured paper for each pair. In this way, the vocabulary and dialogue strips are easily sorted into complete sets.

Step 6 option:

To give students more speaking practice, students can read the dialogue in pairs, taking turns after each dialogue strip.

�

Short on time? Before listening to Tomato Day (00:01:59), students can match the Vocabulary Cards from page 26 with the gaps in the Dialogue Strips on pages 27-28. Students then watch Tomato Day to check their predictions for the Vocabulary Cards and the correct order of the Dialogue Strips.

Opt i ona l Viewing Act i v i ty B – Si s te r Lou i se ’ s Off i ce

�

�

�

�

�

Scene: ‘Sister Louise’s Office’

DVD: 00:11:53–00:12:53 (Chapter 3)

Materials: Optional Viewing Activity B – Sister Louise’s Office, page 29

Answers: Optional Viewing Activity B – Sister Louise’s Office, page 41

Preparation: Make one copy of page 29 for each student.

Time: 10 minutes

A listening and gapfill activity to match words in Sister Louise’s dialogue.

1. Give students a copy of page 29. Students read through the conversation and predict the correct

place for the words in the box.

2. While watching the scene, students check their predictions, making changes as necessary.

3. Students check answers in pairs, then check as a class, and watch Sister Louise’s Office again.

Step 3 option:

To give your students more speaking practice, students can read through the conversation in pairs (one student is Josie, the other Sister Louise).

Opt i ona l Viewing Act i v i ty C – The Journey to Nonna ’ s House

�

�

�

�

�

�

Scene: ‘The Journey to Nonna’s House’

DVD: 00:16:31–00:17:29 (Chapter 5)

Materials: Optional Viewing Activity C – The Journey to Nonna’s House,

page 30

Answers: Optional Viewing Activity C – The Journey to Nonna’s House,

page 42

Preparation: Make one copy of page 30 for each pair and cut along line.

Time: 10 minutes



An error-correction listening activity for Josie’s description of going to Nonna’s house.

1. Give each student a copy of page 30 to skim through.

2. Watch The Journey to Nonna’s House (00:16:31–00:17:29), pausing at appropriate moments to give

students the opportunity to correct the six mistakes in Josie’s description of going to Nonna’s

house.

3. In pairs or groups, students check their answers together. Check answers together as a class.

4. Watch the scene again to give students the opportunity to listen for the corrections.

In The Journey to Nonna’s House (00:16:31), Josie mentions a ‘Bessemer’ party, which is similar to a Tupperware party (Bessemer is a type of cookware).


Writ ing Act iv i ty

�

�

�

�

�

Materials: Writing Task One, pages 31-32


Time: 1 hour

Two discussion activities to prepare students for Writing Task One.

The two options for Writing Task One are to write either:

- a description from Josie’s perspective about meeting her father; or

- a comparison between your family and Josie’s family.

For the first Writing Task option:

1. In small groups, students discuss Josie and her reaction to meeting her father. Write some focus

questions on the whiteboard:

- What does Josie think about fathers – e.g. Anna’s and Sera’s fathers? - How do you think Josie has felt growing up without a father? - How did Josie feel when she saw Michael at the door? - What did she do? Why?

2. When students have finished discussing the questions, they change into new groups to discuss

their ideas together.

For the second Writing Task option:

3. In pairs, students discuss Josie’s family and background. Write some focus questions on the

whiteboard:

- Where does Josie’s family come from? - What are some important traditions in Josie’s family? - How would you describe Josie’s relationships with her family? - What are some differences between Josie’s culture and Australian culture?



4. Students discuss their own family with their partner. Change Josie’s/her to your in the focus


- Where does your family come from? - What are some important traditions in your family? - How would you describe your relationships with your family? - What are some differences between your culture and Australian culture?

5. After discussing the questions with their partners, students find a new partner to talk to about

their families.

Writing Task:

6. Hand out a copy of Writing Task One, pages 31-32, to students, discussing the two options. Give

students about 45 minutes to complete their Writing Task in class, or to complete in their own

time (and to bring in for the next lesson).

Step 6:

During the final writing phase of Writing Task One, you may wish to allow use of dictionaries (when needed), but try to discourage heavy reliance.

Looking for Alibrandi


This page is intentionally blank.

Pre-Viewing Activities – Part One Looking for Alibrandi

Page 16 Photocopiable for classroom use only © Eleanor Kettle 2006 e s l m o v i e s . c o m

P r e - V i e w i n g A c t i v i t i e s – P a r t O n e

Character Cards

Josephine Alibrandi � Also known as Josie. � A second generation Italian-Australian.

� Vice-captain and scholarship student in final year of high school at exclusive St Martha’s.

� Lives with her mother, Christina, and visits her Nonna every afternoon.

� Has never met her father. � Struggles between her Italian heritage and Australian culture.

� Works part-time with Anna at a fast-food restaurant.

Christina Alibrandi � Also known as Mama. � A first generation Italian-Australian.

� Mother of Josephine (Josie). � Became a single mother when she was 17, and did not tell anyone who the father of her baby was.

� Encourages Josie to have a good relationship with Nonna (Katia).

� Works at a doctor’s surgery.

Katia Alibrandi � Also known as Nonna. � An Italian immigrant to Australia.

� Mother of Christina and grandmother of Josie.

� Is a widow; her husband Francesco died many years ago.

� Has strong connections with her family and Italian heritage.

� Believes that she, her daughter and granddaughter are cursed.

Looking for Alibrandi Pre-Viewing Activities – Part One

© Eleanor Kettle 2006 Photocopiable for classroom use only Page 17 e s l m o v i e s . c o m

Anna Selicic

� One of Josie’s best friends. � In final year of high school at St Martha’s.

� A quiet, hard-working student. � Her family is originally from Eastern Europe.

� Works part-time with Josie at a fast-food restaurant.

Sera Conti � Full name is Seraphina. � One of Josie’s best friends. � In final year of high school at St Martha’s.

� An outgoing girl who is not afraid to say what she thinks.

� Does not care what other people think about her.

� Her family is originally from Italy.

� Has a boyfriend.

John Barton � One of Josie’s friends. � School captain; in final year at St Anthony’s, an exclusive boys’ school.

� A friendly, hard-working and polite student.

� Comes from a wealthy well-known family.

� His father is a politician.



Jacob Coote

� School captain; in final year at Cook State High School.

� A confident and popular student.

� Is laid-back and does not worry about exams.

� Lives with his father.

Michael Andretti � A successful barrister. � A first-generation Italian-Australian.

� Drives an expensive red sports car.

� Used to live next door to the Alibrandi family.

� His family moved to Adelaide when he was 17.

Carly Bishop

� School captain; in final year of high school at St Martha’s.

� An aspiring model who has appeared on the front cover of teen magazines.

� Does not like Josie, Anna or Sera.

� Comes from a wealthy well-known family.

� Her father hosts a popular talk-back radio program.



Character Cards – Student’s Worksheet

Josephine Alibrandi Christina Alibrandi Katia Alibrandi

Anna Selicic Sera Conti John Barton

Jacob Coote Michael Andretti Carly Bishop



Vocabulary Activity – Cards

blitz Perform very well; complete without difficulty.

v

cursed Suffer continuously and be affected by unpleasant things.

a

dawdle Take a long time to go somewhere or do something.

v

get someone off your back

Make someone stop annoying you or asking you to do things.

v

handouts Money, clothing or food given for free to poor people.

n

outcast A person who is not accepted by other people.

n

quirky Strange and unusual, in an unpredictable way.

a

sin An act of breaking a religious or moral law.

n

truancy The act of staying away from school without permission.

n

wog An offensive word, used mainly to describe people from Italy and Greece.

n



Vocabulary Activity – Student’s Worksheet

Match the vocabulary items in the box to the definitions below.

a) dawdle

b) handouts

c) truancy

d) quirky

e) blitz

f) outcast

g) cursed

h) sin

i) wog

j) get someone off your back

Perform very well; complete without difficulty. v

Suffer continuously and be affected by unpleasant things. a

Take a long time to go somewhere or do something. v

Make someone stop annoying you or asking you to do things.

v

Money, clothing or food given for free to poor people. n

A person who is not accepted by other people. n

Strange and unusual, in an unpredictable way. a

An act of breaking a religious or moral law. n

The act of staying away from school without permission. n

An offensive word, used mainly to describe people from Italy and Greece.

n

L o o k i n g f o r A l i b r a n d i


Wo r k s h e e t s – P a r t O n e

Tomato Day 00 :00 :43 Chap te r 1


The Car 00 :04 :28

1. When did Josie become friends with Sera and Anna?

2. What are Josie’s plans for her last year of high school?

a) Get off her .

b) her final exams so she can go to

to do .

c) Make the of her dreams fall in with her.

3. If Josie achieves these plans, she says she will be the first Alibrandi woman to:

a) Have a say in what she will study at university.

b) Have a say in how her life will turn out.

c) Have a say in who she will marry.

Josie’s House 00 :05 : 15 Chap te r 2

4. Why does Josie say her mother is in a bad mood?


How does Josie feel about Tomato Day? Why? How does Josie feel about her family? Why?

Why did Christina’s father, Francesco, kick her out of the house? How old was Christina when this happened?

Looking for Alibrandi Viewing Activities – Part One


5. Listen to Josie’s description about her family, and fill in the gaps.

Nonna says it’s my birth that brought the on us. I found that out at

the same time I found out Jesus died on the cross for my , so I

felt pretty that year. Mama used to tell me I was an immaculate

conception, until I found out it was just the next door. No-one else

knows, so Mama and I share the biggest in the world.

6. Listen to Josie and Christina and decide if these sentences are true (T) or false (F).

a) Sera and Anna understand Josie’s relationship with her mother.

b) Michael Andretti is in Melbourne.

c) He’s going to be living there for at least one year.

d) He’ll be working in a law chamber.

e) Nonna doesn’t want to see Michael.

f) Michael Andretti is 17 years old.

The School 00 :07 :56 Chap te r 3

7. According to Josie, what are the three important qualities for students at St Martha’s?

8. Listen to Josie’s thoughts about the girls at St Martha’s and fill in the gaps below.

How do I this? Because I’m surrounded by girls whose fathers treat

them like . They think they have .

And you know what? They do.

How does Christina think Nonna will react when she finds out about Michael?

Who do you think Michael is?

Viewing Activities – Part One Looking for Alibrandi


9. Listen to Carly talking with her friend about her father’s next topic on his talkback radio

show. What does she say it will be?

a) Jobs that stand out. b) Fogs on roundabouts. c) Wogs on handouts.

The Classroom 00 : 10 :20

10. What is Josie’s plan for this year? Listen and fill in the gaps.

I’m going to be a this year – in on time,

no slacking, no afternoon . And you know what? For once in

my life, I’m going to stick to it. But maybe not on my day back…

Sister Louise’s Office 00 : 1 1 :53

Optional Viewing Activity B – Sister Louise’s Office, page 29, fits in here.

The Bus 00 : 12 :54 Chap te r 4

11. Watch these scenes and decide if the following sentences are true (T) or false (F):

a) Josie is disappointed when the bus arrives.

b) John Barton is leaving debating to join Young Libs.

c) John made this decision because of his mother.

Why do you think Carly mentions this in front of Josie?

What reason does Josie give to Sister Louise for bringing in the magazine?

How does Sister Louise describe Josie’s behaviour in the previous year?



The Journey to Nonna’s House 00 : 16 :3 1 Chap te r 5

Optional Viewing Activity C – The Journey to Nonna’s House, page 30, fits in here.

Nonna’s House 00 : 1 7 :30

Josie’s House 00 :20 :02

12. Listen to Josie’s thoughts and fill in the gaps.

My father has a . It’s a combination of ,

and that smell that all men have. I can’t pretend he doesn’t

anymore.

How does Josie feel? Why? How does Josie’s mother, Christina, feel? Why?

Why does Nonna tell Josie to go home?

Does Nonna really have a ‘spy ring’?

Who is at the door when Josie is leaving?

What does Josie do on her way to Nonna’s house? Who is watching her?



O p t i o n a l V i e w i n g A c t i v i t i e s – P a r t O n e


Tomato Day 00 :0 1 :59 Chap te r 1

Vocabulary Cards

Wog quirky belong

past cursed outcasts

gossip finally trapped

Vocabulary Cards

Wog quirky belong

past cursed outcasts

gossip finally trapped



Dialogue Strips

In case you’re wondering, this is Tomato Day, or as I like to refer to it – National Day.

You might think this is all and cute, but I actually find this really embarrassing.

I mean, you’d think they’d never left Sicily except that it was like 50 years ago.

This might be where I come from, but do I really here?

That’s the , and you can’t let the past run your life. I have got to get out of here.

You probably can’t tell by looking at me, but actually, I’m .

So’s my Mama and my Nonna. Well, that’s Nonna’s theory, anyway.

It kind of sets us apart from the rest of the family: the three Alibrandi women – .

My cousin Robert – the treasured grandson.



Nonna says we’re lucky to be included, because being cursed means we have no right to belong.

Nonna goes on and on about a lot of things. Mama always lets her – just for peace.

Uh oh, wonder what the is this time?

Yes, ! This is the last year I’m going to have to do this.

I’m moving out of little Sicily, and it’s not a moment too soon.

Give me a few years, and I’ll be running things. And it won’t be a small Italian family, either.

I’m not going to be like them. I’m going places – starting with the beach.




Sister Louise’s Office 00 : 1 1 :53 Chap te r 3

Before watching the scene, use the words in the box to fill in the gaps in the conversation below.

scholarship office captain

year job decides

truancy vice-captain priorities

- What are you in, Josephine?

- Why do teachers always ask questions they already know the answer to? Year 12, Sister.

- Are we going to have a repeat of last year – , constant disrespect?

You’ve already had the chance of being taken away. If you’re

going to spend the rest of this year in this , you can forget about

being . Look at me! Don’t give people a reason to say

you don’t deserve a here.

- As if they don’t say it anyway.

- But just remember, it’s me that these things. Make sure your

are right, Josie, and that goes for your new

as well.

- Is there anything you don’t know?

- Not much.

Now listen to Josie and Sister Louise and check if your guesses are correct.




The Journey to Nonna’s house 00 : 16 :3 1 Chap te r 5

Listen to Josie’s description of going to Nonna’s house and correct the six mistakes below:

The ritual of having to go to my Nonna’s every weekend drives me insane. So I try to

walk. But there’s always Nonna’s spy ring. It’s the biggest and most thorough in the

northern hemisphere. It usually takes them anywhere between 80 minutes and two days

to get back to her. You know, once it only took them 12 minutes, because three of

Nonna’s CIA operatives were in the same shop having a Bessemer party. Phone

companies would go broke if it wasn’t for the Australians.



The ritual of having to go to my Nonna’s every weekend drives me insane. So I try to

walk. But there’s always Nonna’s spy ring. It’s the biggest and most thorough in the

northern hemisphere. It usually takes them anywhere between 80 minutes and two days

to get back to her. You know, once it only took them 12 minutes, because three of

Nonna’s CIA operatives were in the same shop having a Bessemer party. Phone

companies would go broke if it wasn’t for the Australians.

Looking for Alibrandi Post-Viewing Activity – Part One


Name:

Writing Task One

Choose one of the following topics to write about:

1. You are Josie – you have just met your father for the first time. How do you feel? What

do you want to do? What do you think will happen? Do you think this will change your

life? If so, how?

2. Josie comes from a large family that migrated from Italy to Australia and still has close

links with Italian culture. Compare your family with Josie’s – where does your family

come from? Are your relationships similar? Is your culture similar to Josie’s?

Topic:

Post-Viewing Activity – Part One Looking for Alibrandi




Answers

P r e - V i e w i n g A c t i v i t i e s – P a r t O n e


Match the vocabulary items in the box to the definitions below.

a) dawdle

b) handouts

c) truancy

d) quirky

e) blitz

f) outcast

g) cursed

h) sin

i) wog

j) get someone off your back

e Perform very well; complete without difficulty. v

g Suffer continuously and be affected by unpleasant things. a

a Take a long time to go somewhere or do something. v

j Make someone stop annoying you or asking you to do things.

v

b Money, clothing or food given for free to poor people. n

f A person who is not accepted by other people. n

d Strange and unusual, in an unpredictable way. a

h An act of breaking a religious or moral law. n

c The act of staying away from school without permission. n

i An offensive word, used mainly to describe people from Italy and Greece.

n



Answers Wo r k s h e e t s – P a r t O n e



The Car 00 :04 :28

1. When did Josie become friends with Sera and Anna?

In year 7.

2. What are Josie’s plans for her last year of high school?

a) Get Nonna off her back .

b) Blitz her final exams so she can go to university

to do law .

c) Make the man of her dreams fall in love with her.

3. If Josie achieves these plans, she says she will be the first Alibrandi woman to:

a) Have a say in what she will study at university.

b) Have a say in how her life will turn out.

c) Have a say in who she will marry.

Josie’s House 00 :05 : 15 Chap te r 2

4. Why does Josie say her mother is in a bad mood? Because of Nonna.


How does Josie feel about Tomato Day? Why? How does Josie feel about her family? Why?

Why did Christina’s father, Francesco, kick her out of the house? How old was Christina when this happened?



Answers

5. Listen to Josie’s description about her family, and fill in the gaps.

Nonna says it’s my birth that brought the curse on us. I found that out at

the same time I found out Jesus died on the cross for my sins , so I

felt pretty guilty that year. Mama used to tell me I was an immaculate

conception, until I found out it was just the boy next door. No-one else

knows, so Mama and I share the biggest secret in the world.

6. Listen to Josie and Christina and decide if these sentences are true (T) or false (F).

a) Sera and Anna understand Josie’s relationship with her mother. F: they don’t really

b) Michael Andretti is in Melbourne. F: in Sydney

c) He’s going to be living there for at least one year. T (in Sydney)

d) He’ll be working in a law chamber. T

e) Nonna doesn’t want to see Michael. F: wants to ‘adopt’ him.

f) Michael Andretti is 17 years old. F: in Christina’s head

The School 00 :07 :56 Chap te r 3

7. According to Josie, what are the three important qualities for students at St Martha’s?

Money, prestige, what your father does for a living.

8. Listen to Josie’s thoughts about the girls at St Martha’s and fill in the gaps below.

How do I know this? Because I’m surrounded by girls whose fathers treat

them like princesses . They think they have everything .

And you know what? They do.

How does Christina think Nonna will react when she finds out about Michael?

Who do you think Michael is?



Answers

9. Listen to Carly talking with her friend about her father’s next topic on his talkback radio

show. What does she say it will be?

a) Jobs that stand out. b) Fogs on roundabouts. c) Wogs on handouts.

The Classroom 00 : 10 :20

10. What is Josie’s plan for this year? Listen and fill in the gaps.

I’m going to be a saint this year – assessments in on time,

no slacking, no afternoon detentions . And you know what? For once in

my life, I’m going to stick to it. But maybe not on my first day back…

Sister Louise’s Office 00 : 1 1 :53

Optional Viewing Activity B – Sister Louise’s Office, page 29, fits in here.

The Bus 00 : 12 :54 Chap te r 4

11. Watch these scenes and decide if the following sentences are true (T) or false (F):

a) Josie is disappointed when the bus arrives. F: ‘sliver of hope’

b) John Barton is leaving debating to join Young Libs. T

c) John made this decision because of his mother. F: his father

Why do you think Carly mentions this in front of Josie?

What reason does Josie give to Sister Louise for bringing in the magazine?

How does Sister Louise describe Josie’s behaviour in the previous year?



Answers

The Journey to Nonna’s House 00 : 16 :3 1 Chap te r 5

Optional Viewing Activity C – The Journey to Nonna’s House, page 30, fits in here.

Nonna’s House 00 : 1 7 :30


12. Listen to Josie’s thoughts and fill in the gaps.

My father has a scent . It’s a combination of cigarettes ,

aftershave and that smell that all men have. I can’t pretend he doesn’t

exist anymore.

How does Josie feel? Why? How does Josie’s mother, Christina, feel? Why?

Why does Nonna tell Josie to go home?

Does Nonna really have a ‘spy ring’?

Who is at the door when Josie is leaving?

What does Josie do on her way to Nonna’s house? Who is watching her?



Answers

O p t i o n a l V i e w i n g A c t i v i t i e s – P a r t O n e


Tomato Day 00 :0 1 :59 Chap te r 1

Vocabulary Cards

1. Wog 2. quirky 3. belong

4. past 5. cursed 6. outcasts

7. gossip 8. finally 9. trapped



Answers

Dialogue Strips

In case you’re wondering, this is Tomato Day, or as I like to refer to it – National Wog Day.

You might think this is all quirky and cute, but I actually find this really embarrassing.

I mean, you’d think they’d never left Sicily except that it was like 50 years ago.

This might be where I come from, but do I really belong here?

That’s the past , and you can’t let the past run your life. I have got to get out of here.

You probably can’t tell by looking at me, but actually, I’m cursed .

So’s my Mama and my Nonna. Well, that’s Nonna’s theory, anyway.

It kind of sets us apart from the rest of the family: the three Alibrandi women – outcasts .

My cousin Robert – the treasured grandson.



Answers

Nonna says we’re lucky to be included, because being cursed means we have no right to belong.

Nonna goes on and on about a lot of things. Mama always lets her – just for peace.

Uh oh, wonder what the gossip is this time?

Yes, finally ! This is the last year I’m going to have to do this.

I’m moving out of little Sicily, and it’s not a moment too soon.

Give me a few years, and I’ll be running things. And it won’t be a small Italian family, either.

I’m not going to be trapped like them. I’m going places – starting with the beach.



Answers


Sister Louise’s Office 00 : 1 1 :53 Chap te r 3

Before watching the scene, use the words in the box to fill in the gaps in the conversation below.

scholarship office captain

year job decides

truancy vice-captain priorities

- What year are you in, Josephine?

- Why do teachers always ask questions they already know the answer to? Year 12, Sister.

- Are we going to have a repeat of last year – truancy , constant disrespect?

You’ve already had the chance of being captain taken away. If you’re

going to spend the rest of this year in this office , you can forget about

being vice-captain . Look at me! Don’t give people a reason to say

you don’t deserve a scholarship here.

- As if they don’t say it anyway.

- But just remember, it’s me that decides these things. Make sure your

priorities are right, Josie, and that goes for your new job

as well.

- Is there anything you don’t know?

- Not much.

Now listen to Josie and Sister Louise and check if your guesses are correct.



Answers




The ritual of having to go to my Nonna’s every weekend (afternoon) drives me insane.

So I try to walk (dawdle). But there’s always Nonna’s spy ring. It’s the biggest and most

thorough in the northern (southern) hemisphere. It usually takes them anywhere

between 80 (18) minutes and two days to get back to her. You know, once it only took

them 12 minutes, because three of Nonna’s CIA operatives were in the same shop

(house) having a Bessemer party. Phone companies would go broke if it wasn’t for the

Australians (Italians).

Map o f R e s o u r c e P a c k – P a r t T w o


Page Activity Pages

Answer Key Pages

Estimated Time

DVD Times DVD



Writing Task One Sharing 44 20 mins � � � � �

Vocabulary Review Activity – Part One 44 20 33 10 mins � � � � V �

Review Activity – Part One 45 52 10 mins � � � � � �

Vocabulary Activity – Part Two 45 53,54,55 66 15 mins � � � V � �

Viewing Activities

DVD Review Activity – Part One 46 5 mins 00:19:23–00:20:01 00:20:02–00:21:06

5 � � �

Worksheets – Part Two 47 56-59 67-70 1 hour 00:21:07–00:44:43 6-10 � � � � �

Optional Viewing Activity A – The Opera House

48 60-61 71-72 10 mins 00:22:50–00:24:23 6 � � � � � �

Optional Viewing Activity B – Nonna’s House

49 62 73 10 mins 00:31:15–00:32:04 7 � � � � � �

Optional Viewing Activity C – The Rugby Game

49 63 74 10 mins 00:33:10–00:34:12 8 � � � � � �


Writing Activity 50 64-65 1 hour 00:27:39–00:28:30 7 � � � � �

Lesson Plan – Part Two Looking for Alibrandi


L e s s o n P l a n – P a r t T w o


Writ ing Task One Shar ing

�

�

�

�

�

Materials: Students bring in their completed Writing Task One, pages 31-32

Preparation: No preparation required.

Time: 20 minutes

A discussion activity that provides students with the opportunity to share their Writing Task.

1. To encourage positive feedback for this activity, write these prompts on the whiteboard:

“Thank you for telling us about …” “What do you think about … ?” “I think … is really interesting.”

2. Explain to your class that they will be sharing their Writing Task One with a small group to

practise their reading, speaking and listening skills. Emphasise that the focus is to support their

group and give positive feedback – model the sentences on the whiteboard with a student as an

example.

3. Divide your class into small groups. Students take turns reading their Writing Task One aloud to

their group, who listen and then ask questions about their writing, using the prompts on the

whiteboard.

4. Collect students’ Writing Task One for error correction or feedback. Use the Writing Task Correction

Guide on page 142 to highlight errors which students can then self-correct (with subsequent

checking by the teacher).

Step 3:

To ensure that students can understand their partner’s Writing Task, students can place their Writing Task on the table so the other students can see it while they read it aloud.

Why do this activity?

The purpose of the Writing Task Sharing Activity is not only for students to practise their reading and listening skills, but also to give students the opportunity to gain more ideas about writing, to practise giving positive feedback and to have a clear audience in mind for their Writing Tasks.

Vocabulary Rev iew Act iv i ty – Part One

�

�

V

�

�

�


Answers: Refer to page 33.


Time: 10 minutes

Looking for Alibrandi Lesson Plan – Part Two


A class mingle activity to review vocabulary from Part One.

1. Divide your class into small groups to brainstorm the vocabulary items and definitions from Part

One (there are ten words/phrases altogether).

2. Divide the vocabulary cards from page 20 among the groups (the definition cards are not handed

out). The groups review the vocabulary item given on each card, discuss a possible definition and

the pronunciation of the item. The teacher provides assistance to groups, if required.

3. Each student takes one card and finds a partner from another group. Student A gives a definition

for their vocabulary item to Student B, who guesses the vocabulary item. If Student B has

difficulty, Student A can give some prompts – such as the first letter.

4. Students continue mingling until they have checked all other vocabulary cards.

Step 2:

- More than ten students? Make copies of page 20 on different coloured paper for each group of ten students.

- Fewer than ten students? Students can take more than one vocabulary card.

� Save time (and paper) for this activity by re-using the laminated Vocabulary Activity – Cards on page 20 from Vocabulary Activity – Part One.

Review Act iv i ty – Part One

�

�

�

�

�

�

Materials: Review Questions, page 52

Preparation: Make enough copies of page 52 for each student to have one

question bubble, laminate and cut along lines.

Time: 10 minutes

A group discussion activity to review the events from Part One.

1. Give each student one of the question bubbles from page 52.

2. Students form groups by finding other students with the same questions – all As together, Bs

together, Cs together and Ds together.

3. In groups, students discuss their answers to the questions.

4. Students change to new groups (with one student A, B, C and D), and discuss all four sets of the

questions together.

Vocabulary Act i v i ty – Part Two

�

�

�

�

V

�

Materials: Vocabulary Activity – Student A, page 53

Vocabulary Activity – Student B, page 54



Preparation: Make one copy of pages 53 and 54 per pair, fold and glue along

centre line, laminate and cut along lines.


Time: 15 minutes



A pair vocabulary activity that encourages participation and support.

1. Divide your class into small groups – and give half of the groups one set of the Student A cards

(page 53) and the other groups one set of the Student B cards (page 54). In their groups, students

read through the cards, to ensure they understand the definition and the meanings of the

vocabulary items.

2. Give each student one set of the Student A or Student B cards (according to their group). Students

find a partner – one A and one B together.

3. Student A shows the three words/phrases (shown in the right column below) to Student B, and

reads aloud the definition, and the three possible words/phrases (shown in the left column

below). Student B guesses the correct word/phrase for the definition. The correct answer is the

one in italics, followed by a tick � (‘B’ in the example below).

Example:

Student A reads aloud: while Student B looks at:

What phrase means:

““““A collection of special items made A collection of special items made A collection of special items made A collection of special items made by a woman in preparation for by a woman in preparation for by a woman in preparation for by a woman in preparation for marriage.”marriage.”marriage.”marriage.”

Is it:

A. Dream box B. Glory box � C. Love box

A. Dream box

B. Glory box

C. Love box

4. Students then take turns with their partner to read aloud their cards and guess the correct

vocabulary items.

5. After students have finished this activity, collect the Student A and Student B cards, and give

students a copy of the Vocabulary Activity – Student’s Worksheet from page 55.

6. Students complete the Vocabulary Activity – Student’s Worksheet by choosing the correct vocabulary

item for each of the definitions and then check answers together in pairs. Check as a class,

focusing on pronunciation and clarifying any questions about definitions or usage.

The definitions for vocabulary items are given according to their usage in the film (e.g. have a stroke – ‘be completely shocked and upset by something’). You may wish to discuss other uses of vocabulary items with your class.

Step 6 option:

Add some fun by testing your students’ memories of the vocabulary items before handing out the Vocabulary Activity – Student’s Worksheet. Read out the definitions and have students (in groups) write down the correct vocabulary item. Write the first letter of each word on the whiteboard as a clue, if necessary.

Viewing Activities

DVD Review Act i v i ty – Part One

�

�

�

Scene: ‘Nonna’s House’ and ‘Josie’s House’

DVD: 00:19:23–00:20:01 and 00:20:02–00:21:06 (Chapter 5)

Time: 5 minutes

A review (without sound) of Part One to discuss the events and the characters’ feelings.



The two scenes for the review of Part One are:

- Nonna’s House 00:19:23–00:20:01

- Josie’s House 00:20:02–00:21:06

1. Divide your class into pairs, with all students facing the TV. Write these questions on the

whiteboard:

1. What has happened? 2. How do the characters feel? Why? 3. What are they thinking?

2. Mute the sound on the TV. While watching Nonna’s House (00:19:23–00:20:01), students discuss

what is happening with their partners.

3. Repeat the previous step with Josie’s House (00:20:02–00:21:06).

Step 2 option:

In pairs, students could write the thoughts of Michael or Josie when they see each other at Nonna’s door.

Worksheets – Part Two

�

�

�

�

�

Scenes: ‘The Bus Stop’ to ‘Josie’s House’

DVD: 00:21:07–00:44:43 (Chapters 6-10)

Materials: Worksheets – Part Two, pages 56-59

Answers: Worksheets – Part Two, pages 67-70


Time: 1 hour


There are no activities for the first two scenes in this section, The Bus Stop (00:21:07) and The Car (00:21:26).

Additional vocabulary

- In The Opera House (00:22:50) and The Rugby Game (00:32:08), the word politician is mentioned. You may wish to discuss the meaning of politician with your class (‘a person who works in politics, especially as a member of parliament’).

- In Nonna’s House (00:27:39), Josie says to Michael, ‘Stop being polite. You’re making me puke.’ You may wish to discuss the meaning of this phrase with your class (‘you’re making me sick’).

! In The Opera House (00:22:50) on page 56 and The Rugby Game (00:32:08) on page 58, there is some coarse language. It is not found in the worksheets for these activities.




In The Opera House (00:21:47), Josie remarks: ‘Yeah, I can just imagine them letting a wog be prime minister’, and Jacob says to Josie: ‘It’s a pity about you being vice-captain, though, you know, it could have been great between us’. You may wish to discuss the use of sarcasm and the meanings of these statements with your students. Sarcasm is ‘speech… which actually means the opposite it what it seems to say… usually to mock or insult someone’ (Collins Cobuild Advanced Learner’s English Dictionary).

Part Two finishes promptly at 00:44:43 (Josie’s House), after Josie says ‘What am I going to do – say ‘no’ to this guy? I don’t think so.’

Opt i ona l Viewing Act i v i ty A – The Opera House

�

�

�

�

�

�

Scene: ‘The Opera House’

DVD: 00:22:50–00:24:23 (Chapter 6)

Materials: Optional Viewing Activity A – The Opera House, pages 60-61

Answers: Optional Viewing Activity A – The Opera House, pages 71-72

Preparation: Make one copy of page 60 per pair, laminate and cut along lines.

Time: 10 minutes

A listening and ordering activity for Jacob’s speech at the Opera House.

1. Divide your class into pairs, and give each pair a copy of the dialogue strips from pages 60-61.

2. As students watch The Opera House (00:22:50–00:24:23), they put the strips in the correct order.

3. Students check answers in groups, then check as a class.

4. After checking answers as a class, students discuss the meaning of Jacob’s speech – what is it

about? Do students agree with Jacob?

5. Watch the scene again for students to listen for the correct order of the conversation.

Preparation tip

To identify each set of the sentence strips from Optional Viewing Activity A – The Opera House, make copies of pages 60-61 on different coloured paper for each pair. In this way, the sentence strips are easily sorted into complete sets.

Step 4 option:

To give students more speaking practice, students can read the speech in pairs, taking turns after each dialogue strip.

! In The Opera House (00:22:50), Jacob uses some coarse language in his speech. These words have been changed to stuff, idiots, mating and idiot in the activity on pages 60-61.



Opt i ona l Viewing Act i v i ty B – Nonna ’ s House

�

�

�

�

�

�

Scene: ‘Nonna’s House’

DVD: 00:31:15–00:32:04 (Chapter 7)

Materials: Optional Viewing Activity B – Nonna’s House, page 62

Answers: Optional Viewing Activity B – Nonna’s House, page 73

Preparation: Make one copy of page 62 for each pair and cut along line.

Time: 10 minutes

A ‘choose the correct word’ activity for Nonna’s conversation with Josie.

1. Give each student a copy of page 62 to skim through.

2. Watch Nonna’s House (00:31:15–00:32:04), pausing at appropriate moments to give students the

opportunity to circle the correct words in Nonna’s speech.


4. Watch the scene again to give students the opportunity to listen for the correct word.

Discussion question

For the discussion question for Nonna’s House, the two corrections to be made in Nonna’s speech are ‘the way they looked at me’ and ‘I was the most beautiful’ (or ‘I was more beautiful than everyone’).

Opt i ona l Viewing Act i v i ty C – The Rugby Game

�

�

�

�

�

�

Scene: ‘The Rugby Game’

DVD: 00:33:10–00:34:12 (Chapter 8)

Materials: Optional Viewing Activity C – The Rugby Game, page 63

Answers: Optional Viewing Activity C – The Rugby Game, page 74


Time: 10 minutes

A prediction and listening activity for Josie and John’s conversation.

1. Give each student a copy of the sentence strips from page 63 to skim through quickly. Students

predict whether Josie or John say each of the sentences, putting the sentence strips into two

groups.

2. Watch The Rugby Game (00:33:10–00:34:12), pausing at appropriate moments to give students the

opportunity to check who says which of the sentence strips.


4. Watch the scene again to give students the opportunity to listen for the sentence strips.

Preparation tip

To identify each set of the sentence strips from Optional Viewing Activity C – The Rugby Game, make copies of page 63 on different coloured paper for each pair. In this way, the sentence strips are easily sorted into complete sets.

! In The Rugby Game (00:33:10), John uses some coarse language, which is not found in the Optional Viewing Activity C – The Rugby Game on page 63.





�

�

�

�

�


DVD: 00:27:39–00:28:30

Materials: Writing Task Two, pages 64-65


Time: 1 hour

Two discussion activities to prepare students for Writing Task Two.

The topic for Writing Task Two is to write a letter from one character to another character about the

events at Nonna’s House (00:27:39–00:28:30, Chapter 7) about the scene.

For the Writing Task:

1. Write these questions on the whiteboard for students to discuss while watching Nonna’s House:

- How do each of the characters feel? Why do they feel like this? - What are each of the characters thinking? - What do they really want to say to each other?

2. While watching Nonna’s House (00:27:39–00:28:30) without sound, students discuss the questions.

3. In pairs, students choose one character from this scene and make notes about this character’s

feelings about another character (e.g. Josie’s feelings about Christina). Students mingle with other

pairs, sharing their notes with each other.

Step 3:

To give your students a helping hand, you may wish to hand out cards with the characters’ names on (Josie, Christina, Nonna and Michael). In pairs, students then write notes about this character’s feelings.

Writing Task:

4. Hand out a copy of Writing Task Two to students and discuss the two options. Give students

about 45 minutes to complete their Writing Task in class, or to complete in their own time (and to

bring in for the next lesson).

Step 4:

During the final writing phase of Writing Task Two, you may wish to allow use of dictionaries (when needed), but try to discourage heavy reliance.




Pre-Viewing Activities – Part Two Looking for Alibrandi


P r e - V i e w i n g A c t i v i t i e s – P a r t T w o

Review Questions

Student A

Student B

Student C

Student D

- What are Josie’s plans for this year?

- Why are these plans important for Josie?

- Who are Josie’s friends? What are they like?

- What does Josie think about her school?

- What happens when Josie is at Nonna’s place?

- Who arrives? How does Josie react? Why?

- How does Josie feel about her family?

- How would you describe their relationships?

Looking for Alibrandi Pre-Viewing Activities – Part Two


Vocabulary Activity – Student A

Which phrase means:

““““A collection of special items made A collection of special items made A collection of special items made A collection of special items made by a woman in preparation for by a woman in preparation for by a woman in preparation for by a woman in preparation for marriage.”marriage.”marriage.”marriage.”

Is it:

A. Dream box B. Glory box � C. Love box

A. Dream box

B. Glory box

C. Love box

Which word means:

““““Not knowing facts or information Not knowing facts or information Not knowing facts or information Not knowing facts or information that you should knowthat you should knowthat you should knowthat you should know.”.”.”.”

Is it:

A. Idle B. Illiterate C. Ignorant �

A. Idle

B. Illiterate

C. Ignorant

Which phrase means:

““““Watch someone closely and Watch someone closely and Watch someone closely and Watch someone closely and make them feel anxious or make them feel anxious or make them feel anxious or make them feel anxious or annoyed.”annoyed.”annoyed.”annoyed.”

Is it:

A. Breathe down someone’s neck � B. Look up to someone C. Breathe on someone

A. Breathe down someone’s neck

B. Look up to someone

C. Breathe on someone

Which phrase means:

““““Be completely shocked and upset Be completely shocked and upset Be completely shocked and upset Be completely shocked and upset by something.”by something.”by something.”by something.”

Is it:

A. Have a stroke � B. Have an accident C. Have a fall

A. Have a stroke.

B. Have an accident

C. Have a fall

Fold here



Vocabulary Activity – Student B

Which word means:

““““A person who thinks they are A person who thinks they are A person who thinks they are A person who thinks they are better than lowerbetter than lowerbetter than lowerbetter than lower----class people.”class people.”class people.”class people.”

Is it:

A. Snoop B. Slob C. Snob �

A. Snoop

B. Slob

C. Snob

Which word means:

““““A set of prayers said by Catholics A set of prayers said by Catholics A set of prayers said by Catholics A set of prayers said by Catholics while counting religious bewhile counting religious bewhile counting religious bewhile counting religious beads.”ads.”ads.”ads.”

Is it:

A. Rosemary B. Rosary � C. Rotary

A. Rosemary

B. Rosary

C. Rotary

Which phrase means:

““““Share your opinions loudly and Share your opinions loudly and Share your opinions loudly and Share your opinions loudly and forcefully about a particular forcefully about a particular forcefully about a particular forcefully about a particular subject.”subject.”subject.”subject.”

Is it:

A. Get up on a soapbox � B. Get up on a pillbox C. Get up on a lunchbox

A. Get up on a soapbox

B. Get up on a pillbox

C. Get up on a lunchbox

Which phrase means:

““““Deal with a difficult situation or Deal with a difficult situation or Deal with a difficult situation or Deal with a difficult situation or problem.”problem.”problem.”problem.”

Is it:

A. Hand something B. Handle something � C. Hand over something

A. Hand something

B. Handle something

C. Hand over something

Fold here

Looking for Alibrandi Pre-Viewing Activities – Part Two



Choose the correct vocabulary item for each of the definitions.

Defin i t ion Meaning Vocabulary i tems

1. A collection of special items made by a woman in preparation for marriage.

A. Dream box B. Glory box C. Love box

2. Not knowing facts or information that you should know.

A. Idle B. Illiterate C. Ignorant

3. Watch someone closely and make them feel anxious or annoyed.

A. Breathe down someone’s neck B. Look up to someone C. Breathe on someone

4. Be completely shocked and upset by something.

A. Have a stroke B. Have an accident C. Have a fall

5. A person who thinks they are better than lower-class people.

A. Snoop B. Slob C. Snob

6. A set of prayers said by Catholics while counting religious beads.

A. Rosemary B. Rosary C. Rotary

7. Share your opinions loudly and forcefully about a particular subject.

A. Get up on a soapbox B. Get up on a pillbox C. Get up on a lunchbox

8. Deal with a difficult situation or problem.

A. Hand something B. Handle something C. Hand over something



Wo r k s h e e t s – P a r t T w o

The Opera House 00 :2 1 :47 Chap te r 6

While listening to Josie’s and Jacob’s speeches, watch their body language and discuss the questions below.

Optional Viewing Activity A – The Opera House, pages 60-61, fits in here.

1. How does Josie respond when Sera says she could run the country?

Yeah, I can just imagine them letting a

be .

2. Listen to Jacob’s comment to Josie and fill in the gaps:

It’s a pity about you being , though, you know,

it could have been between us.

Nonna’s House 00 :25 :04 Chap te r 7

3. According to Nonna, how did Marcus Sandford help them?

What are some differences between John Barton and Jacob Coote?

What does Josie think about Jacob?

What does Jacob mean by this? Why does he say it?

How do Josie and Christina react when Michael arrives? How does Nonna feel when Michael arrives?

Looking for Alibrandi Viewing Activities – Part Two


Nonna’s House 00 :27 :39

4. Who will say the following sentences – Michael, Christina or Josie? Write M, C or J in the

right-hand column.

Sentence Person

a) We had it all arranged.

b) I changed my mind.

c) What about your mother – what does Katia know about this?

d) Don’t worry – Mama and I are good at keeping secrets.

e) I thought you’d be settled with a family.

f) She is settled with a family.

g) Look, maybe we can discuss this some other time.

h) Stop being polite – you’re making me puke.

i) Be angry, or be rude, but don’t you pretend I’m not here.

j) What do you want me to say?

Now watch the scene and check whether your guesses are correct.

Nonna’s House 00 :28 :3 1

5. According to Nonna, why was Michael unsuitable for Christina?

a) He was on .

b) The were always there.

c) His poor was on nerve tablets.

What does Nonna realise when she sees Christina, Josie and Michael in the room together?

Why is Josie unhappy about sharing a bed with Nonna?

Viewing Activities – Part Two Looking for Alibrandi


6. What does Josie think about Michael? Listen and fill in the gaps:

I wish my Francesco had found out that Michael Andretti

was Mum’s because then he’d be .

7. How did Nonna feel when she came to Australia? Why?

Optional Viewing Activity B – Nonna’s House, page 62, fits in here.

The Rugby Game 00 :32 :08 Chap te r 8

Optional Viewing Activity C – The Rugby Game, page 63, fits in here.


8. Where did the material for the dress come from?

9. Who did it belong to before?

How does Josie feel when Nonna tells her this? Why?

Why does Nonna think Josie should have the material?

What do you think John will study at university?

How would you describe John’s father, Senator Barton?



The Dance 00 :35 :05 Chap te r 9

10. What does Josie think when she enters the dance hall? Listen and fill in the gaps:

Okay, God, here’s the deal. I’ll say the five times a night with

, if you just get him to ask me for the first .

The Street 00 :39 :48 Chap te r 10

11. What does Jacob ask Josie?

12. How does Josie feel about this? Listen and fill in the gaps:

I can’t believe it – he’s with me for seven and a half songs,

rubbed his up against mine and he hasn’t even asked anyone

my . I’m going home with the wrong !


13. Jacob tells Josie that his mother is dead, and Josie replies, “I’d die if my Mum died”. How

does Jacob respond? Listen and fill in the gaps below.

No, you don’t . You just get really , and

then after you get , you hurt a lot. And then, one day,

you remember something she did or something she said, and all of a sudden

you instead of .

Who does Josie want to dance with?

What does Jacob ask Josie? What does Jacob agree to do?



O p t i o n a l V i e w i n g A c t i v i t i e s – P a r t T w o


The Opera House 00 :22 :50 Chap te r 6

How are you going? I’m Jacob Coote from Cook High. Two things happened to me yesterday.

The first was I received all this stuff about voting for the first time, so I tore it up and chucked it in the bin,

because I reckon politicians are a bunch of idiots and they bore me stupid. But then the second thing was,

my old man wanted to watch this documentary on SBS about insects mating on fig leaves.

So I caught the end of the world news, and I saw these three guys dragging a friend of theirs, who’d been shot.

And he’d been shot by their own army because they were protesting about something.

And the only thing I understood about it was that the guy was wearing a Nick Cave t-shirt.

But then I wondered how some guy my age, with my taste in music, gets himself into a situation



where his own government is trying to kill him just because he has something to say.

And I figured that in this country, we vote, not to get the best party in,

because there’s no such thing, but we vote to keep the worst party out.

So I kind of like the idea of standing up here and calling our prime minister an idiot,

without someone trying to shoot me and stop you all from listening.

And because I don’t want to end up on the news one day being watched by some ignorant idiot

on the other side of the world, who believes that this can’t happen to him. Cheers.




Nonna’s House 00 :3 1 : 15 Chap te r 7

Nonna shows photos to Josie and talks about her youth. Listen and circle the words that Nonna uses.

This was taken on the boat. I was singing / dancing – and the men! The way they look at

me. I was most wonderful / beautiful than all. Some of the men even said, “Forget

Francesco, run away with me.” I was very, very lonely / friendly in Australia. I was in a

place, Josie, where I did not belong / know . And every day, there were people who said

to me with that look, “Katia Alibrandi, you do not know / belong.”








What two corrections can you make to change Nonna’s speech to standard English?





The Rugby Game 00 :33 : 10 Chap te r 8

Josie’s sentences

What’s he got to be emotional about?

Law at Sydney Uni so you can be my best friend? Or teaching – don’t laugh, you’re very patient with the little debaters, and when you talk, people listen.

You’re a snob.

At least your father has expectations. Mine can’t even handle being in the same room.

John’s sentences

He’s breathing down my neck about my university preferences.

My father would have a stroke.

No, I’m a realist – my father’s a politician, my grandfather was a politician, my great-grandfather was the backer for the first Liberal prime minister. It’s called tradition.

My favourite is when he gets up on his soapbox on my birthday and says, “One of my sons will lead this country back on to the road to glory. And I feel that could very well be John.”

Post-Viewing Activity – Part Two Looking for Alibrandi


Name:

Writing Task Two

Choose one of the characters from the scene at Nonna’s House – Nonna, Christina, Josie or

Michael. Write a letter from this character’s perspective to another character explaining how

you feel about what has happened. How has it affected you and your family? What do you

want to tell this person? What do you want this person to understand?

Dear ,

Looking for Alibrandi Post-Viewing Activity – Part Two




Answers

P r e - V i e w i n g A c t i v i t i e s – P a r t T w o


Choose the correct vocabulary item for each of the definitions.

Defin i t ion Meaning Vocabulary i tems

1. A collection of special items made by a woman in preparation for marriage.

B A. Dream box B. Glory box C. Love box

2. Not knowing facts or information that you should know.

C A. Idle B. Illiterate C. Ignorant

3. Watch someone closely and make them feel anxious or annoyed.

A A. Breathe down someone’s neck B. Look up to someone C. Breathe on someone

4. Be completely shocked and upset by something.

A A. Have a stroke B. Have an accident C. Have a fall

5. A person who thinks they are better than lower-class people.

C A. Snoop B. Slob C. Snob

6. A set of prayers said by Catholics while counting religious beads.

B A. Rosemary B. Rosary C. Rotary

7. Share your opinions loudly and forcefully about a particular subject.

A A. Get up on a soapbox B. Get up on a pillbox C. Get up on a lunchbox

8. Deal with a difficult situation or problem.

B A. Hand something B. Handle something C. Hand over something



Answers

Wo r k s h e e t s – P a r t T w o

The Opera House 00 :2 1 :47 Chap te r 6

While listening to Josie’s and Jacob’s speeches, watch their body language and discuss the questions below.

Optional Viewing Activity A – The Opera House, pages 60-61, fits in here.

1. How does Josie respond when Sera says she could run the country?

Yeah, I can just imagine them letting a wog

be prime minister .

2. Listen to Jacob’s comment to Josie and fill in the gaps:

It’s a pity about you being vice-captain , though, you know,

it could have been great between us.

Nonna’s House 00 :25 :04 Chap te r 7

3. According to Nonna, how did Marcus Sandford help them?

He was good to them during the war and he taught them English.

What are some differences between John Barton and Jacob Coote?

What does Josie think about Jacob?

What does Jacob mean by this? Why does he say it?

How do Josie and Christina react when Michael arrives? How does Nonna feel when Michael arrives?



Answers


4. Who will say the following sentences – Michael, Christina or Josie? Write M, C or J in the

right-hand column.

Sentence Person

a) We had it all arranged. M

b) I changed my mind. C

c) What about your mother – what does Katia know about this? M

d) Don’t worry – Mama and I are good at keeping secrets. J

e) I thought you’d be settled with a family. M

f) She is settled with a family. J

g) Look, maybe we can discuss this some other time. M

h) Stop being polite – you’re making me puke. J

i) Be angry, or be rude, but don’t you pretend I’m not here. J

j) What do you want me to say? M

Now watch the scene and check whether your guesses are correct.


5. According to Nonna, why was Michael unsuitable for Christina?

a) He was on drugs .

b) The police were always there.

c) His poor mother was on nerve tablets.

What does Nonna realise when she sees Christina, Josie and Michael in the room together?

Why is Josie unhappy about sharing a bed with Nonna?



Answers

6. What does Josie think about Michael? Listen and fill in the gaps:

I wish my grandfather Francesco had found out that Michael Andretti

was Mum’s boyfriend because then he’d be dead .

7. How did Nonna feel when she came to Australia? Why?

She was lonely because she didn’t belong.


The Rugby Game 00 :32 :08 Chap te r 8

Optional Viewing Activity C – The Rugby Game, page 63, fits in here.


8. Where did the material for the dress come from? Josie’s glory box.

9. Who did it belong to before? Christina

How does Josie feel when Nonna tells her this? Why?

Why does Nonna think Josie should have the material?

What do you think John will study at university?

How would you describe John’s father, Senator Barton?



Answers

The Dance 00 :35 :05 Chap te r 9

10. What does Josie think when she enters the dance hall? Listen and fill in the gaps:

Okay, God, here’s the deal. I’ll say the rosary five times a night with

Nonna , if you just get him to ask me for the first dance .

The Street 00 :39 :48 Chap te r 10

11. What does Jacob ask Josie? “So, what’s your name?”

12. How does Josie feel about this? Listen and fill in the gaps:

I can’t believe it – he’s danced with me for seven and a half songs,

rubbed his body up against mine and he hasn’t even asked anyone

my name . I’m going home with the wrong guy !


13. Jacob tells Josie that his mother is dead, and Josie replies, “I’d die if my Mum died”. How

does Jacob respond? Listen and fill in the gaps below.

No, you don’t die . You just get really angry , and

then after you get angry , you hurt a lot. And then, one day,

you remember something she did or something she said, and all of a sudden

you laugh instead of cry .

Who does Josie want to dance with?

What does Jacob ask Josie? What does Jacob agree to do?



Answers

O p t i o n a l V i e w i n g A c t i v i t i e s – P a r t T w o


The Opera House 00 :22 :50 Chap te r 6

How are you going? I’m Jacob Coote from Cook High. Two things happened to me yesterday.

The first was I received all this stuff about voting for the first time, so I tore it up and chucked it in the bin,

because I reckon politicians are a bunch of idiots and they bore me stupid. But then the second thing was,

my old man wanted to watch this documentary on SBS about insects mating on fig leaves.

So I caught the end of the world news, and I saw these three guys dragging a friend of theirs, who’d been shot.

And he’d been shot by their own army because they were protesting about something.

And the only thing I understood about it was that the guy was wearing a Nick Cave t-shirt.

But then I wondered how some guy my age, with my taste in music, gets himself into a situation



Answers

where his own government is trying to kill him just because he has something to say.

And I figured that in this country, we vote, not to get the best party in,

because there’s no such thing, but we vote to keep the worst party out.

So I kind of like the idea of standing up here and calling our prime minister an idiot,

without someone trying to shoot me and stop you all from listening.

And because I don’t want to end up on the news one day being watched by some ignorant idiot

on the other side of the world, who believes that this can’t happen to him. Cheers.



Answers












Answers


The Rugby Game 00 :33 : 10 Chap te r 8

Josie’s sentences

What’s he got to be emotional about?

Law at Sydney Uni so you can be my best friend? Or teaching – don’t laugh, you’re very patient with the little debaters, and when you talk, people listen.

You’re a snob.

At least your father has expectations. Mine can’t even handle being in the same room.

John’s sentences

He’s breathing down my neck about my university preferences.

My father would have a stroke.

No, I’m a realist – my father’s a politician, my grandfather was a politician, my great-grandfather was the backer for the first Liberal prime minister. It’s called tradition.

My favourite is when he gets up on his soapbox on my birthday and says, “One of my sons will lead this country back on to the road to glory. And I feel that could very well be John.”

Map o f R e s o u r c e P a c k – P a r t T h r e e


Page Activity Pages

Answer Key Pages

Estimated Time

DVD Times DVD



Writing Task Two Sharing 76 20 mins � � � � �

Vocabulary Review Activity – Part Two 76 66 10 mins � � V �

Review Activity – Part Two 77 85 20 mins � � � � �

Vocabulary Activity – Part Three 77 86,87 99 15 mins � � � V � �

Viewing Activities

DVD Review Activity – Part Two 78 10 mins 00:39:03–00:39:40 00:43:24–00:44:43

9-10 � � �

Worksheets – Part Three 79 88-91 100-103 1 hour 00:44:44–01:07:14 10-14 � � � � �

Optional Viewing Activity A – The Cinema

80 92 104 10 mins 00:47:00–00:47:41 11 � � � � � �

Optional Viewing Activity B – The Car 81 93,94 105,106 15 mins 00:47:47–00:48:46 11 � � � � �

Optional Viewing Activity C – Sister Louise’s Office

81 95 107 10 mins 00:58:26–00:59:23 13 � � � � �

Optional Viewing Activity D – The Classroom

82 96 108 10 mins 01:00:46–01:02:09 13 � � � � �



Lesson Plan – Part Three Looking for Alibrandi


L e s s o n P l a n – P a r t T h r e e


Writ ing Task Two Shar ing

�

�

�

�

�

Materials: Students bring in their completed Writing Task Two, pages 64-65


Time: 20 minutes

A discussion activity for students to share their Writing Task Two.


“Why do you think …?” “Why did you choose this character?” “I liked … about your writing.”

2. Explain to your class that they will be sharing their Writing Task Two with a small group to



example.

3. Divide your class into small groups. Students take turns reading their Writing Task Two aloud to


whiteboard.

4. Collect students’ Writing Task Two for error correction or feedback. Use the Writing Task Correction

Guide on page 142 to highlight errors which students can then self-correct (with subsequent

checking by the teacher).

Step 3:


Vocabulary Rev iew Act iv i ty – Part Two

�

V

�

�

Materials: Vocabulary Activity – Student’s Worksheet, page 66

Answers: Refer to page 66

Time: 10 minutes

A vocabulary review activity using definitions to review the vocabulary items.

1. Divide your class into small groups to recall the vocabulary items from Part Two (there are eight

words/phrases).

2. Elicit the vocabulary items from your class, and write them on the whiteboard.

3. Using page 66, read the definition for one of the vocabulary items aloud to the class, who listen

and write down the correct vocabulary item in their groups.

4. Repeat the previous step for each of the definitions from page 66.

Looking for Alibrandi Lesson Plan – Part Three


5. Check the answers together as a class.

Step 3:

Make this activity competitive by having the groups either call out the correct answer, or exchange their answer sheet, and mark another group’s answers, giving 1 point for each correct answer.

Review Act iv i ty – Part Two

�

�

�

�

�

Materials: Review Activity – An Important Scene, page 85

Preparation: Make one copy of page 85 for each pair.


Time: 20 minutes

A discussion activity about important scenes in the movie.

1. With your class, elicit some of the important scenes from the movie so far (e.g. the discussion

between Christina, Michael and Josie at Nonna’s House (Nonna’s House 00:25:04)). Choose one of

the scenes to do as an example with your class, using the OHT of Review Activity – An Important

Scene, page 85.

2. Give each pair a copy of page 85. In pairs, students choose a scene that they think is important

(and remember well) and discuss the questions on Review Activity – An Important Scene, taking notes

in each of the bubbles.

3. After students have made notes about each of the questions, they form small groups and discuss

their ideas together, asking questions for more information. The pairs can then form new groups

to discuss their important scene with other pairs.

Step 2 option:

After completing this activity, students could put their Review Activity – An Important Scene sheet on the wall. Students then walk around and read other groups’ activity sheets.

Vocabulary Act i v i ty – Part Three

�

�

�

�

V

�

Materials: Vocabulary Activity – Running Dictation, page 86





Make one copy of page 87 per student.

Time: 15 minutes

A running dictation to introduce new vocabulary, improve students’ memory and spelling

skills and increase energy levels.

1. Put the Vocabulary Activity – Running Dictation cards from page 86 on the wall outside the

classroom at eye-level.

2. Divide your class into small groups and give students a copy of Vocabulary Activity – Student’s

Worksheet from page 87.



3. One student from each group leaves the room to look at the Vocabulary Activity – Running Dictation

cards on the wall, memorises one answer, and returns to tell the vocabulary item (and spell it if

necessary) to their group.

4. The group listens and writes the word down in the correct space on their Vocabulary Activity –

Student’s Worksheet.

5. Groups repeat Steps 3 and 4 with students taking turns to go outside and memorise the

vocabulary items.

6. At the end, students check their spelling from the OHT of page 86, listening to the teacher for

pronunciation of the terms and for clarification about definitions or usage.

Viewing Activities

DVD Review Act i v i ty – Part Two

�

�

�

Scenes: ‘The Dance’ to ‘Josie’s House’

DVD: 00:39:03–00:39:40 and 00:43:24–00:44:43 (Chapters 9-10)

Time: 10 minutes

Two review activities for the final two scenes of Part Two.

The two scenes for the review of Part Two are:

- The Dance 00:39:03–00:39:40 (Chapter 9) (with sound, no picture)

- Josie’s House 00:43:24–00:44:43 (Chapters 9-10) (with picture, no sound)

The Dance (00:39:03–00:39:40)

1. Change the position of the TV or place something over the TV screen so that students are not

able to see the screen.

2. Divide your class into pairs.

3. Write these questions on the whiteboard for students to discuss after they listen to the scene

section:

- Who are they? - Where are they? - How do they feel? - What happens?

4. Play the section of The Dance with sound, stopping after the section to give students the

opportunity to discuss the questions.

5. If your students are keen to check their answers, play the scene again, making the TV screen

visible so that students can watch and listen to the scene.

Josie’s House (00:43:24–00:44:43)

6. While watching the section of Josie’s House (with picture, no sound), students discuss Josie and

Jacob’s conversation.

- What do they talk about? - How do they feel? - What do they decide to do?



7. After watching Josie’s House, students discuss Josie and Jacob’s upcoming date. Write these focus


- How will Josie prepare for the date? - How will Jacob prepare for the date? - How will Jacob greet Josie?

- How will Jacob greet Josie’s mother? - What will Christina think of Jacob? - Where will Jacob and Josie go?

8. After discussing the previous questions, write these two questions on the whiteboard for students

to discuss:

- How do you think the date will go? - What will happen with Josie and John?

Worksheets – Part Three

�

�

�

�

�

Scenes: ‘The University’ to ‘Nonna’s House’

DVD: 00:44:44–01:07:14 (Chapters 10-14)

Materials: Worksheets – Part Three, pages 88-91

Answers: Worksheets – Part Three, pages 100-103


Time: 1 hour


In The School (00:51:31), when Sera and Anna tell Josie that John is dead, Anna mentions that he ‘slit his wrists’. You may wish to discuss the meaning of this phrase with your class (‘cut his wrists’). It is important for students to understand that John’s death was a suicide.

There are no activities for The Funeral (00:53:10). During this scene (00:53:10–00:56:44) there is a version of the U2 song With or without you by Hamish Cowan. You may wish to discuss the lyrics of this song with your class.

In Sister Louise’s Office (00:58:26), Ron Bishop advises Josie to get a solicitor and Josie says that her father is a barrister. You may wish to discuss the differences between these types of lawyers:

- barrister: a lawyer who represents clients in the higher courts of law - solicitor: a lawyer who gives legal advice, prepares legal documents and cases and represents clients in the lower courts of law

These definitions are similar in both Australian and British English.

In Nonna’s House (01:02:53) on page 91, Nonna tells Josie ‘nothing would stop me from seeing my bambola. Bambola is an Italian term of endearment meaning ‘baby girl’ or ‘doll’; Nonna is referring to Josie.



! In The University (00:44:44) on page 88, The Car (00:47:47) on page 88, The Church (00:58:01) on page 90, Sister Louise’s Office (00:58:26) on page 90 and The Classroom (01:00:46) on page 91, there is some coarse language. It is not found in the worksheets for these activities.

! In The Church (00:58:01) on page 90, Carly says to Josie, ‘At least I’m not a bastard’. You may wish to discuss the meaning of bastard with your class – ‘a person whose parents were not married when they were born’ (this usage is old-fashioned, and usually disapproving).


Opt i ona l Viewing Act i v i ty A – The C inema

�

�

�

�

�

�

Scene: ‘The Cinema’

DVD: 00:47:00–00:47:41 (Chapter 11)

Materials: Optional Viewing Activity A – The Cinema, page 92

Answers: Optional Viewing Activity A – The Cinema, page 104


Time: 10 minutes

A listening and ordering activity for Josie and Jacob’s discussion at the cinema.

1. Divide your class into pairs, and give each pair a copy of the dialogue strips from page 92.

2. As students watch the scene, they put the strips in the correct order.


4. After checking answers as a class, students discuss Jacob and Josie’s feelings. How does

Josie/Jacob feel? Why?


Preparation tip

To identify each set of the dialogue strips from Optional Viewing Activity A – The Cinema, make copies of page 92 on different coloured paper for each pair. In this way, the dialogue strips are easily sorted into complete sets.

Step 4 option:

To give students more speaking practice, students can read the dialogue in pairs, taking turns after each dialogue strip. Students can focus on stressing key words (e.g. ‘Had to?’).

In The Cinema (00:47:00), when Jacob tells Josie he doesn’t want to see a film with subtitles, Josie asks, ‘So, what do you want to see, Mr Bill Collins?’ Bill Collins is a well-known Australian film critic. Josie’s remark is an example of sarcasm.



! In The Cinema (00:47:00) on page 92, when Jacob tells Josie that he’s never ‘had to go out with an ethnic girl before’, Josie replies, ‘I’ve never had to go out with an Anglo before’. Anglo refers to a white English-speaking person of British heritage (which Josie uses as an insult, although Jacob doesn’t understand what she means).

Opt i ona l Viewing Act i v i ty B – The Car

�

�

�

�

�

Scene: ‘The Car’

DVD: 00:47:47–00:48:46 (Chapter 11)

Materials: Student A – Josie, page 93

Student B – Michael, page 94

Answers: Student A – Josie, page 105

Student B – Michael, page 106

Preparation: Make copies of pages 93 and 94 for half the class.

Time: 15 minutes

A pair role-play activity for students to practise their listening and speaking skills.

1. Divide your class into two halves, and give students from one half a copy of page 93 (Josie) and

students from the other half a copy of page 94 (Michael).

2. Watch The Car (00:47:47–00:48:46), pausing frequently so that students can fill in the gaps.

3. Students check their answers in their group, then find a partner from the other group to practise

their dialogue with. Student A (with page 93) reads Josie’s lines, while Student B (with page 94)

reads Michael’s. In this way, students can confirm their partners’ answers.

4. Watch the scene again to give students the opportunity to review the answers.

! In The Car (00:47:47), Josie uses some strong coarse language. This has been changed to ‘and she told you to get lost’ on pages 93 and 94.

Step 3 option:

Discuss Josie’s and Michael’s feelings during this scene, and encourage students to read their parts with these emotions.

Opt i ona l Viewing Act i v i ty C – S i s te r Lou i se ’ s Off i ce

�

�

�

�

�

Scene: ‘Sister Louise’s Office’

DVD: 00:58:26–00:59:23 (Chapter 13)

Materials: Optional Viewing Activity C – Sister Louise’s Office, page 95

Answers: Optional Viewing Activity C – Sister Louise’s Office, page 107


Time: 10 minutes

A prediction and listening activity for the conversation in Sister Louise’s Office.

1. Give each student a copy of Optional Viewing Activity C – Sister Louise’s Office from page 95 to skim

through quickly. Students predict who will say each of the sentences (Carly, Ron (Carly’s father),

Josie or Sister Louise), writing the letter in the right-hand column.



2. Watch Sister Louise’s Office (00:58:26–00:59:23), pausing at appropriate moments to give students

the opportunity to check who says which of the sentences.


4. Watch the scene again to give students the opportunity to listen for the sentences.

Step 1 option:

Give your students a helping hand for this activity by having a quick discussion about the situation (what has happened?) and the characters (what are their personalities?). What is known about Carly’s father, Ron? (Carly has mentioned his thoughts about ‘wogs on handouts’).

Extension activity

After students have completed Optional Viewing Activity C – Sister Louise’s Office, students can then underline the pronouns (and possessive adjectives) in the sentences from the characters. Who do these words refer to? For example: ‘Either she leaves this school or my daughter does.’

She = Josie, my = Ron’s

Opt i ona l Viewing Act i v i ty D – The Classroom

�

�

�

�

�

Scene: ‘The Classroom’

DVD: 01:00:46–01:02:09 (Chapter 13)

Materials: Optional Viewing Activity D – The Classroom, page 96

Answers: Optional Viewing Activity D – The Classroom, page 108


Time: 10 minutes

A close-listening gap-fill activity for The Classroom with Josie and Michael.

1. Give students a copy of page 96 to skim through before watching the scene.

2. As students watch The Classroom (01:00:46–01:02:09), they complete the activities. Pause

frequently to give students the opportunity to write their answers.

3. Students check their answers with a partner, then as a class.

4. Watch the scene again for students to listen for the correct answers.

! In The Classroom (01:00:46) there is some coarse language. This is not found in the activities for Optional Viewing Activity D – The Classroom on page 96.

In The Classroom (01:00:46), Josie gives some reasons for hitting Carly with a book, including: ‘Her hair’s all over my books when she sits in front of me’. Michael responds sarcastically, ‘Yeah? Well for that, I would’ve knifed her’. You may wish to discuss this response with your class: what does Michael really mean by this? You may also wish to discuss the use of sarcasm with your class. Sarcasm is ‘speech… which actually means the opposite of what it seems to say… usually to mock or insult someone’ (Collins Cobuild Advanced Learner’s English Dictionary).





�

�

�

�

�

Materials: Writing Task Three, pages 97-98


Time: 1 hour

A discussion activity to prepare students for Writing Task Three.

The two options for Writing Task Three are to write either:

- Josie’s letter to John; or

- Your hopes for the future.


1. In small groups, students discuss Josie’s hopes and feelings about the future. Write some focus


What are Josie’s hopes and feelings about:

- education? - career? - family?

- friends? - money? - community?

2. Give students a few minutes to discuss these questions and to take notes.

3. After discussing the questions, students change into new groups to discuss their ideas.


4. In small groups, students now discuss their own hopes and feelings about the future. Emphasise

that students should only discuss topics they feel comfortable with. Change Josie’s to your in the

focus questions on the whiteboard:

What are your hopes and feelings about:

- education? - career? - family?

- friends? - money? - community?

5. Give students a few minutes to discuss these questions and to take notes.

6. After discussing the questions, students change into new groups to discuss their ideas.

Writing Task:

7. Hand out a copy of Writing Task Three to students, discussing the task. Give students about 45

minutes to complete their Writing Task in class, or to complete in their own time (and to bring in

for the next lesson).

Step 7:

During the final writing phase of Writing Task Three, you may wish to allow use of dictionaries (when needed), but try to discourage heavy reliance.




Looking for Alibrandi Pre-Viewing Activities – Part Three


P r e - V i e w i n g A c t i v i t i e s – P a r t T h r e e

Review Activity – An Important Scene

Scene:

How did the events in this scene affect the characters?

What events happened before this scene?

Where was this scene?

What events happened during this scene?

What emotions did the characters have?

What are your predictions based on this scene?

Who was in this scene?

Pre-Viewing Activities – Part Three Looking for Alibrandi


Vocabulary Activity – Running Dictation

deadline eloquent

ethnic leniency

loser moron

public servant token gesture

4 3

2 1

5 6

8 7




Fill in the gaps with the words from the running dictation cards.

1. Date or time before which you must complete or do something.

n

2. Expressing yourself clearly, easily and effectively.

a

3. Describing a minority cultural group whose original language is not English.

a

4. Treatment that is not strict or severe enough.

n

5. A person who is always unsuccessful in life, work and relationships.

n

6. A very stupid person. n

7. A person who works for the government. n

8. An insincere act involving little effort. n



Wo r k s h e e t s – P a r t T h r e e

The University 00 :44 :44 Chap te r 10

1. How does John respond when Josie tells him that she thinks Jacob is not her ‘type’?

It’s if you always stick to your own .

Josie’s House 00 :45 :49 Chap te r 1 1

2. Christina wants to know whether Jacob has:

a) A job b) A car c) A phone

3. What reasons does Josie give to Christina for Jacob’s appearance?

The Cinema 00 :47 :00

Optional Viewing Activity A – The Cinema, page 92, fits in here.

The Car 00 :47 :47

Optional Viewing Activity B – The Car, pages 93-94, fits in here.

How would you describe Jacob’s appearance when he arrives? How does Josie react? What is Christina’s impression of Jacob?

What has Josie always wanted?

What does John mean by this?

What type of movie does Jacob want to see?

How does Josie prepare for the date?

Looking for Alibrandi Viewing Activities – Part Three


The Train 00 :48 :50

4. What is Josie thinking about when she’s on the train? Listen and fill in the gaps.

Why can’t something go for a change? I know it sounds like I’m

always , but please God, don’t let me be a .

The Train Station 00 :49 : 10

5. What idea does Josie tell John about? Listen and fill in the gaps.

They’ve come up with this idea that we should down the way

we at the moment, then hand it over to someone who we

, who’ll then read it back to us after the .

The Café 00 :49 :48


6. What does Josie think about having John’s letter? Listen and fill in the gaps.

I can’t believe I’ve got John Barton’s and he’s got mine.

And I wonder if he’s as as I am about what we wrote.

I don’t think I can wait until the end of the .

The School 00 :5 1 :3 1 Chap te r 12

How do Josie and John feel when they exchange their letters?

How do Sera and Anna tell Josie the news about John? How does Josie react? What does Sister Louise suggest?

What do Josie and John decide to do?

Viewing Activities – Part Three Looking for Alibrandi



7. When Josie reads John’s letter, what did he write? Listen and fill in the gaps.

If I could be anything other than what I am, I’d want it .

If I could be what my wants me to be, then maybe I could

stay for that too. If I could be what want me to be, I’d want to

stay. But I am what I am, and all I want is .

The Ferry 00 :56 :45 Chap te r 13

8. When Jacob tells Josie it’s going to be alright, what does Josie think? Listen and fill in the

gaps below.

Why can’t anyone see – if John Barton couldn’t be , no-one’s going

to be . I always wanted to be part of his . But I

don’t belong there. He didn’t even belong there. I don’t belong

and I it.

The Church 00 :58 :0 1

Sister Louise’s Office 00 :58 :26

What does Carly say to Josie as she walks past? How does Josie react to Carly? Why?

Why does Jacob take Josie on the ferry?

How did John feel? Why?

What does Carly’s father, Ron, advise Josie to do? Who does Josie decide to contact?



Optional Viewing Activity C – Sister Louise’s Office, page 95, fits in here.

The Classroom 0 1 :00 :46

Optional Viewing Activity D – The Classroom, page 96, fits in here.

Sister Louise’s Office 0 1 :02 : 1 1

Nonna’s House 0 1 :02 :53 Chap te r 14

9. Listen to Nonna talking to Josie and fill in the gaps.

When you were born, Francesco said that I was never to you or

Christina, but nothing would stop me from seeing my bambola. And I could see then, this

baby would be the one to stop the .

What occasion is Christina preparing for? How does Nonna feel? How does Josie feel?

What reasons does Josie give Michael for hitting Carly? Do you think these are the real reasons?

At what time of year did Francesco always leave Nonna? Where did Nonna meet Marcus Sandford?

What did he do?

Are Ron and Carly going to sue Josie? How does Carly feel about this decision?

How does Josie feel?



O p t i o n a l V i e w i n g A c t i v i t i e s – P a r t T h r e e


The Cinema 00 :47 :00 Chap te r 1 1

- There’s “La Dolce Vita” at the Dendy.

- Le what? I don’t want to see a film with subtitles.

- So what do you want to see, Mr Bill Collins?

- I want to see a normal movie, with cops and robbers, and good guys and bad guys and with people I can relate to.

- Sorry, “Morons from Outer Space” is no longer showing.

- Look, this is the way I dress when I go to the movies, alright? And pardon my ignorance about the whole

‘mother’ thing, but I’ve never had to go out with an ethnic girl before.

- Had to? Well, if we’re slumming it, I’ve never had to go out with an Anglo before.

- What the hell’s an Anglo?

- You people should go back to your own country if you’re so confused.



Optional Viewing Activity B – The Car

The Car 00 :47 :47 Chap te r 1 1

Student A – Josie

Watch the scene and fill in the gaps in the conversation between Josie and Michael.

J: My father’s a and he’ll kill you.

M: No, he’s a barrister. I think you should get in the car.

J: What are you doing? Are you me?

M: What are you doing – storming down the street, accusing me of being a public

servant? I was at Christina’s. I was under the misapprehension that we could

come to some kind of arrangement.

J: You offered her , didn’t you, and she told you to get

lost?

M: She was a bit more eloquent than that.

J: You know, I never thought meeting you would be so .

I thought we’d be really Sicilian and scream the place down.

M: Josephine, wait. Until recently, I had no idea that you even existed. So you’ll

have to pardon me if I’m not very good at this.

J: So the best you can do is offer us a gesture.

M: Look, I need a little time to take all of this in.

J: Please, Mr Andretti, don’t do us any .



Student B – Michael


J: My father’s a cop and he’ll kill you.

M: No, he’s a . I think you should get in the car.

J: What are you doing? Are you stalking me?



come to some kind of .

J: You offered her money, didn’t you, and she told you to get lost?

M: She was a bit more than that.

J: You know, I never thought meeting you would be so boring. I thought we’d

be really Sicilian and scream the place down.

M: Josephine, wait. Until recently, I had no idea that you even

. So you’ll have to pardon me if I’m not very

good at this.

J: So the best you can do is offer us a token gesture.

M: Look, I need a little to take all of this in.

J: Please, Mr Andretti, don’t do us any favours.




Sister Louise’s Office 00 :58 :26 Chap te r 13

Who will say the following quotes – Carly, Ron (Carly’s father), Josie or Sister Louise? Write C, R, J or L.

Sentence Person

a) Either she leaves this school, or my daughter does.

b) No, I am not leaving. She’s the one who hit me.

c) I won’t put up with this leniency for students on handouts.

d) You’ve suffered a shock in the last few weeks.

e) Don’t bring my mother into this. I can handle it myself.

f) I’d advise you to contact your family solicitor.

g) I’ll ring my father, he’s a barrister.

h) Oh, you liar. She’s lying – she doesn’t even have a father.

i) Yes, I’m the immaculate conception and my mother’s the Virgin Mary.

j) Why don’t you phone him then?

k) I think you should go to the sick bay.

l) See – she doesn’t even know her own father’s phone number.

Watch the scene and check if your guesses were correct.




The Classroom 0 1 :00 :46 Chap te r 13

Listen to the conversation between Michael and Josie and answer the following questions.

1. What reasons does Josie give for hitting Carly with a book?

a) Carly gets on her .

b) Carly’s gets all over Josie’s .

c) She’s a and she called Josie a .

2. Josie tells Michael she’s sick of being called names. How does Michael respond to this?

Josephine, get used to it. There’s a lot of name calling in this , and

if you’re going to run around every single one of them,

you’re going to spend the rest of your life paying fees.

3. According to Michael:

a) What does Ron Bishop want Josie to do?

b) What would this mean for Carly?

c) What would Josie end up doing?

4. When Michael asks again what Carly said, what does Josie say? Listen and fill in the gaps.

Do you think I didn’t get and feel like

myself? How dare he? Because everyone knew who his was.

No-one ever told their kids they weren’t allowed to at his place.

Why do you think Josie doesn’t tell Michael what Carly said? How do you think Josie felt growing up without a father?

Looking for Alibrandi Post-Viewing Activity – Part Three


Name:

Writing Task Three


1. You are Josie. Write your letter to John. How do you feel? What are your hopes and

dreams? What do you need to do to achieve your dreams?

2. Josie and John write down their feelings and hopes for their futures. Write about your

feelings – what are some of your hopes for the future? What would you like to do?

Where would you like to go? What would you like to achieve?

Topic:

Post-Viewing Activity – Part Three Looking for Alibrandi




Answers

P r e - V i e w i n g A c t i v i t i e s – P a r t T h r e e


Fill in the gaps with the words from the running dictation cards.

1. deadline Date or time before which you must complete or do something.

n

2. eloquent Expressing yourself clearly, easily and effectively.

a

3. ethnic Describing a minority cultural group whose original language is not English.

a

4. leniency Treatment that is not strict or severe enough.

n

5. loser A person who is always unsuccessful in life, work and relationships.

n

6. moron A very stupid person. n

7. public servant A person who works for the government. n

8. token gesture An insincere act involving little effort. n



Answers

Wo r k s h e e t s – P a r t T h r e e

The University 00 :44 :44 Chap te r 10

1. How does John respond when Josie tells him that she thinks Jacob is not her ‘type’?

It’s boring if you always stick to your own type .

Josie’s House 00 :45 :49 Chap te r 1 1

2. Christina wants to know whether Jacob has:


3. What reasons does Josie give to Christina for Jacob’s appearance?

His mother’s dead and he’s got no-one to sew for him.

The Cinema 00 :47 :00

Optional Viewing Activity A – The Cinema, page 92, fits in here.

The Car 00 :47 :47

Optional Viewing Activity B – The Car, pages 93-94, fits in here.

How would you describe Jacob’s appearance when he arrives? How does Josie react? What is Christina’s impression of Jacob?

What has Josie always wanted?

What does John mean by this?

What type of movie does Jacob want to see?

How does Josie prepare for the date?



Answers

The Train 00 :48 :50

4. What is Josie thinking about when she’s on the train? Listen and fill in the gaps.

Why can’t something go right for a change? I know it sounds like I’m

always complaining , but please God, don’t let me be a loser .

The Train Station 00 :49 : 10

5. What idea does Josie tell John about? Listen and fill in the gaps.

They’ve come up with this idea that we should write down the way

we feel at the moment, then hand it over to someone who we

trust , who’ll then read it back to us after the exams .

The Café 00 :49 :48


6. What does Josie think about having John’s letter? Listen and fill in the gaps.

I can’t believe I’ve got John Barton’s soul and he’s got mine.

And I wonder if he’s as scared as I am about what we wrote.

I don’t think I can wait until the end of the year .

The School 00 :5 1 :3 1 Chap te r 12

How do Josie and John feel when they exchange their letters?

How do Sera and Anna tell Josie the news about John? How does Josie react? What does Sister Louise suggest?

What do Josie and John decide to do?



Answers


7. When Josie reads John’s letter, what did he write? Listen and fill in the gaps.

If I could be anything other than what I am, I’d want it tomorrow .

If I could be what my father wants me to be, then maybe I could

stay for that too. If I could be what you want me to be, I’d want to

stay. But I am what I am, and all I want is freedom .

The Ferry 00 :56 :45 Chap te r 13

8. When Jacob tells Josie it’s going to be alright, what does Josie think? Listen and fill in the

gaps below.

Why can’t anyone see – if John Barton couldn’t be alright , no-one’s going

to be alright . I always wanted to be part of his world . But I

don’t belong there. He didn’t even belong there. I don’t belong anywhere

and I hate it.

The Church 00 :58 :0 1

Sister Louise’s Office 00 :58 :26

What does Carly say to Josie as she walks past? How does Josie react to Carly? Why?

Why does Jacob take Josie on the ferry?

How did John feel? Why?

What does Carly’s father, Ron, advise Josie to do? Who does Josie decide to contact?



Answers

Optional Viewing Activity C – Sister Louise’s Office, page 95, fits in here.

The Classroom 0 1 :00 :46

Optional Viewing Activity D – The Classroom, page 96, fits in here.

Sister Louise’s Office 0 1 :02 : 1 1

Nonna’s House 0 1 :02 :53 Chap te r 14

9. Listen to Nonna talking to Josie and fill in the gaps.

When you were born, Francesco said that I was never to see you or

Christina, but nothing would stop me from seeing my bambola. And I could see then, this

baby would be the one to stop the curse .

What occasion is Christina preparing for? How does Nonna feel? How does Josie feel?

What reasons does Josie give Michael for hitting Carly? Do you think these are the real reasons?

At what time of year did Francesco always leave Nonna? Where did Nonna meet Marcus Sandford?

What did he do?

Are Ron and Carly going to sue Josie? How does Carly feel about this decision?

How does Josie feel?



Answers

O p t i o n a l V i e w i n g A c t i v i t i e s – P a r t T h r e e


The Cinema 00 :47 :00 Chap te r 1 1

- There’s “La Dolce Vita” at the Dendy.

- Le what? I don’t want to see a film with subtitles.

- So what do you want to see, Mr Bill Collins?

- I want to see a normal movie, with cops and robbers, and good guys and bad guys and with people I can relate to.

- Sorry, “Morons from Outer Space” is no longer showing.

- Look, this is the way I dress when I go to the movies, alright? And pardon my ignorance about the whole

‘mother’ thing, but I’ve never had to go out with an ethnic girl before.

- Had to? Well, if we’re slumming it, I’ve never had to go out with an Anglo before.

- What the hell’s an Anglo?

- You people should go back to your own country if you’re so confused.



Answers

Optional Viewing Activity B – The Car

The Car 00 :47 :47 Chap te r 1 1

Student A – Josie



M: No, he’s a barrister. I think you should get in the car.




come to some kind of arrangement.

J: You offered her money , didn’t you, and she told you to get

lost?


J: You know, I never thought meeting you would be so boring .

I thought we’d be really Sicilian and scream the place down.

M: Josephine, wait. Until recently, I had no idea that you even existed. So you’ll

have to pardon me if I’m not very good at this.



J: Please, Mr Andretti, don’t do us any favours .



Answers

Student B – Michael



M: No, he’s a barrister . I think you should get in the car.




come to some kind of arrangement .

J: You offered her money, didn’t you, and she told you to get lost?


J: You know, I never thought meeting you would be so boring. I thought we’d

be really Sicilian and scream the place down.

M: Josephine, wait. Until recently, I had no idea that you even

existed . So you’ll have to pardon me if I’m not very

good at this.



J: Please, Mr Andretti, don’t do us any favours.



Answers


Sister Louise’s Office 00 :58 :26 Chap te r 13

Who will say the following quotes – Carly, Ron (Carly’s father), Josie or Sister Louise? Write C, R, J or L.

Sentence Person

a) Either she leaves this school, or my daughter does. R

b) No, I am not leaving. She’s the one who hit me. C

c) I won’t put up with this leniency for students on handouts. R

d) You’ve suffered a shock in the last few weeks. L

e) Don’t bring my mother into this. I can handle it myself. J

f) I’d advise you to contact your family solicitor. R

g) I’ll ring my father, he’s a barrister. J

h) Oh, you liar. She’s lying – she doesn’t even have a father. C

i) Yes, I’m the immaculate conception and my mother’s the Virgin Mary. J

j) Why don’t you phone him then? C

k) I think you should go to the sick bay. L

l) See – she doesn’t even know her own father’s phone number. C

Watch the scene and check if your guesses were correct.



Answers


The Classroom 0 1 :00 :46 Chap te r 13

Listen to the conversation between Michael and Josie and answer the following questions.

1. What reasons does Josie give for hitting Carly with a book?

a) Carly gets on her nerves .

b) Carly’s hair gets all over Josie’s books .

c) She’s a racist and she called Josie a wog .

2. Josie tells Michael she’s sick of being called names. How does Michael respond to this?

Josephine, get used to it. There’s a lot of name calling in this world , and

if you’re going to run around thumping every single one of them,

you’re going to spend the rest of your life paying legal fees.

3. According to Michael:

a) What does Ron Bishop want Josie to do? Pay for his daughter’s nose job.

b) What would this mean for Carly? She would become a model.

c) What would Josie end up doing? Working in a fast-food chain.

4. When Michael asks again what Carly said, what does Josie say? Listen and fill in the gaps.

Do you think I didn’t get depressed and feel like killing

myself? How dare he? Because everyone knew who his father was.

No-one ever told their kids they weren’t allowed to play at his place.

Why do you think Josie doesn’t tell Michael what Carly said? How do you think Josie felt growing up without a father?

Map o f R e s o u r c e P a c k – P a r t F o u r


Page Activity Pages

Answer Key Pages

Estimated Time

DVD Times DVD



Writing Task Three Sharing 110 20 mins � � � � �

Vocabulary Review Activity – Part Three 110 86 10 mins � � V �

Review Activity – Part Three 111 119,120 30 mins � � � � �

Vocabulary Activity – Part Four 112 121,122, 123

134 15 mins � � � V � �

Viewing Activities

DVD Review Activity – Part Three 112 10 mins 01:04:50–01:07:14 14 � � �

Worksheets – Part Four 113 124-127 135-138 1 hour 01:07:15–01:35:27 15-20 � � � � �

Optional Viewing Activity A – The Exams

114 128,129 139 15 mins 01:21:46–01:23:08 17 � � � � � �


115 130 10 mins 01:26:01–01:30:14 18 � � � � �

Optional Viewing Activity C – Tomato Day

115 131 140 10 mins 01:32:25–01:34:43 19 � � � � � �



Lesson Plan – Part Four Looking for Alibrandi


L e s s o n P l a n – P a r t F o u r


Writ ing Task Three Shar ing

�

�

�

�

�

Materials: Students bring in their completed Writing Task Three, pages 97-98


Time: 20 minutes

A discussion activity for students to share their Writing Task Three.


“Could you tell us more about … .” “Why do you think … ?” “Thank you for sharing … .”

2. Explain to your class that they will be sharing their Writing Task Three with a small group to



example.

3. Divide your class into small groups. Students take turns reading their Writing Task Three aloud to


whiteboard.

4. Collect students’ Writing Task Three for error correction or feedback. Use the Writing Task

Correction Guide on page 142 to highlight errors which students can then self-correct (with

subsequent checking by the teacher).

Step 3:


Vocabulary Rev iew Act iv i ty – Part Three

�

V

�

�

Materials: Vocabulary Activity – Running Dictation, page 86


Time: 10 minutes

A back-to-board memory activity for the vocabulary items from Part Three.

1. In small groups, students recall and write down the vocabulary items from Part Three (there are

eight words/phrases).

2. The groups sit around the whiteboard, with one student from each group sitting with their back

to the whiteboard.

3. Write one vocabulary item from page 86 on the whiteboard (e.g. ‘eloquent’). The students facing

the whiteboard explain the meaning of the item to the student with their back to the board.

Students must not say the word, or any derivative of it.

Looking for Alibrandi Lesson Plan – Part Four


4. The first student (with their back to the board) to call out the vocabulary item wins a point for

their team.

5. The groups rotate so different students sit with their back to the board.

6. Repeat the previous three steps with the seven other vocabulary items (in any order).

Review Act iv i ty – Part Three

�

�

�

�

�

Materials: Who am I? – Example, page 119

Who am I? – Student’s Worksheet, page 120

Preparation: Make one copy of page 119 on an OHT.

Make one copy of page 120 for each pair.

Time: 30 minutes

This writing activity provides students with the opportunity to showcase their writing skills

and creativity.

1. As a class, brainstorm all the characters in the movie. Encourage students to think of all

possibilities – e.g. Josie, Christina, Nonna, Michael Andretti, Roberto (Josie’s cousin), Nonno

(Francesco), Anna, Sera, Sera’s boyfriend, John Barton, Jacob Coote, Jacob’s parents, Sister

Louise, Carly Bishop, Ron Bishop, Marcus Sandford, Nonna’s spy-ring members and Michael

Andretti’s parents.

2. Show the Who am I? – Example from page 119 on an OHT. Ask students to take turns reading

one sentence aloud to the class. Ask focus questions such as – is this person male or female?

Where is this person? In small groups, students guess who the character is (the answer is Carly

Bishop).

3. In pairs, students choose one of the characters to write about – from the character’s own

perspective using ‘I’. While students are writing a draft, check and correct errors. After the drafts

are completed (and corrected), give pairs a copy of Who am I? – Student’s Worksheet on page 120 to

rewrite their draft onto as a final copy.

4. Give each pair a number to write in the small box in the top right-hand corner on their Who am

I?. Put the Who am I? copies on the wall around the room. With their partner, students walk

around the room writing down the number of each Who am I? and the name of the character it is

about.

5. In groups, students compare their answers for each of the Who am I? worksheets.

6. As a class, check the answers to the Who am I? worksheets.

Step 6:

Ask the class to vote on the best Who am I? (most challenging and imaginative) and congratulate (or give a prize to) the winning pair.



Vocabulary Act i v i ty – Part Four

�

�

�

�

V

�


Vocabulary Activity – Definitions for Wall, page 122



Preparation: Make one copy of pages 121 and 122, laminate and cut along lines.


Time: 15 minutes

A class-mingle vocabulary and definition matching activity.

1. Put the Vocabulary Activity – Definitions for Wall cards from page 122 around the classroom at eye-

level. In pairs, students walk around and read the definitions.

2. Each pair takes one of the Vocabulary Activity – Cards from page 121, and walks around the

classroom to find the correct definition for their vocabulary item (checking with the teacher for

confirmation) and sticks their card next to the definition.

3. With their partners, students walk around and read the vocabulary items with their matching

definitions.

4. Give students a copy of the Vocabulary Activity – Student’s Worksheet from page 123 so they can

match together the vocabulary items and definitions.

5. Check answers together as a class, assisting with pronunciation and clarifying any further

questions about the definitions or usage of the vocabulary items.

Step 2:

- More than 16 students? Make copies of page 121 and 122 on different coloured paper for each group of 16 students.

- Fewer than 16 students? Use half of the vocabulary item and definition cards, and repeat Steps 2-4 with the other half of the cards.

Step 4 option:

Add some fun by testing your students’ memory of the vocabulary items before handing out the Vocabulary Activity – Student’s Worksheet. Read out the vocabulary definitions and have students (in groups) write down the vocabulary item. Write the first letter of each word on the whiteboard as a clue, if necessary.

Viewing Activities

DVD Review Act i v i ty – Part Three

�

�

�


DVD: 01:04:50–01:07:14 (Chapter 14)

Time: 10 minutes

A prediction and review activity for the final scene of Part Three.

The final scene for the review of Part Three is:

- Nonna’s House 01:04:50–01:07:14



1. Write the following sentences (from Nonna’s story about meeting Marcus) on the whiteboard:

a) I began to cry, screaming, pulling my hair … b) I never stopped being sad that I lost this Australian friend. c) I was in danger – snakes on the floor, Josie. d) Every Christmas, Francesco would go away to work… e) When you were born, Francesco said that I was never to see you… f) Then someone picked me up off the floor… g) And I could see then this baby would be the one to stop this curse. h) I met him in the post office.

2. In small groups, students discuss their ideas about the order of the sentences on the whiteboard.

Nonna says f in Sicilian (with subtitles given in English).

3. Mute the sound on the TV. While watching Nonna’s House, students guess the order of the

sentences.

4. Watch Nonna’s House again, this time with sound, for students to check their answers (the correct

order is d, c, h, a, f, b, e, g).

Step 2:

Do your students need a helping hand? Let them know that d is the first sentence from Nonna’s story.

Worksheets – Part Four

�

�

�

�

�

Scenes: ‘The Carpark’ to ‘Tomato Day’

DVD: 01:07:15–01:35:27 (Chapters 15-20)

Materials: Worksheets – Part Four, pages 124-127

Answers: Worksheets – Part Four, pages 135-138


Time: 1 hour


In The Library (01:15:34):

- When Josie, Sera and Anna discuss possible careers, Josie says that flight attendants are ‘waitresses who clean dunnies on planes’. You may wish to mention that dunnies means toilets.

- Sera describes marriages in Sydney – ‘the poor marry the poor, the wogs marry the wogs’. She also mentions people from areas of Sydney – Westies (poorer multicultural suburbs), North Shore (rich ‘white’ suburbs) and the Eastern suburbs (middle class mainly ‘white’ suburbs).

- Sera uses the word cross-breed to describe marriage between people from different cultural or socio-economic backgrounds. You may wish to discuss a definition of cross-breed (‘when two species of animal or plant reproduce together’) and to mention that it is impolite to use this word for humans.



! In The Café (01:08:34) on page 124, Michael’s Flat (01:13:33) on page 125, Jacob’s House (01:19:59) on page 125, The Driving Lesson (01:23:35) on page 126, Nonna’s House (01:26:01) on page 126 and Tomato Day (01:32:25) on page 127, there is some coarse language. It is not found in the activities on these pages.


Opt i ona l Viewing Act i v i ty A – The Exams

�

�

�

�

�

�

Scene: ‘The Exams’

DVD: 01:21:46–01:23:08 (Chapter 17)

Materials: Memory Quiz – Questions, page 128

Memory Quiz – Worksheet, page 129

Answers: Memory Quiz – Worksheet, page 139

Preparation: Make one copy of page 128 on an OHT.

Make one copy of page 129 for every second group, and cut in half.

Time: 15 minutes

A memory quiz to provide a fun activity for The Exams.

1. Before watching The Exams (01:21:46), explain to your class that the next activity is a memory

quiz about that scene.

2. Divide your class into small groups and watch the scenes so students can watch for details (no

writing allowed). Students will need to be close to the TV to ensure they can see details.

3. After watching The Exams, give each group a copy of the Memory Quiz – Worksheet on page 129,

and a group number to write on the line provided.

4. Choose how you would like to give the questions from Memory Quiz – Questions, page 128, to your

students from these three options:

a) Show the questions on an OHT (revealing one question at a time) and read them aloud.

b) Read the questions to your class (to give more listening practice).

c) Give each group a laminated copy of the questions (if you are running short of time).

5. Allow a pause between each question for groups to discuss and write down their answers.

6. After all six questions, groups exchange their answer sheets.

7. Read out the questions, asking groups for their answers. Give the correct answer for groups to

mark the answer sheet in front of them.

8. Groups tally answers – giving 1 point for each correct answer.

9. Collect answer sheets and hand back to groups – congratulating the group with the highest score.

Step 1 option:

First Memory Quiz with your class? Give your students some hints as to what to look out for – such as objects, words and actions (based on viewing, not listening). Look at the Memory Quiz – Questions on page 128 if you want to give more clues.



Opt i ona l Viewing Act i v i ty B – Nonna ’ s House

�

�

�

�

�


DVD: 01:26:01–01:30:14 (Chapter 18)

Materials: Optional Viewing Activity B – Nonna’s House, page 130


Time: 10 minutes

A listening activity for Josie and Nonna’s conversation at Nonna’s house.

1. After completing the activity for Nonna’s House (01:26:01) in Worksheets – Part Four on page 126,

give each student a copy of Optional Viewing Activity B – Nonna’s House on page 130 to read

through and check their answers.


3. While watching Nonna’s House (01:26:01), students listen to Nonna and Josie talking and read

through the dialogue in Optional Viewing Activity B – Nonna’s House on page 130.

In Nonna’s House (01:26:01) on page 130, the sentences written in italics are English translations (from the subtitles) of sentences spoken by Nonna in Sicilian.

Opt i ona l Viewing Act i v i ty C – Tomato Day

�

�

�

�

�

�

Scene: ‘Tomato Day’

DVD: 01:32:25–01:34:43 (Chapter 19)

Materials: Optional Viewing Activity C – Tomato Day, page 131

Answers: Optional Viewing Activity C – Tomato Day, page 140


Time: 10 minutes

A listening and ordering activity for Josie’s reflection about Tomato Day.

1. Divide your class into pairs, and give each pair a copy of the dialogue strips from page 131.

2. As students watch the scene, they put the strips in the correct order.



Preparation tip

To identify each set of the dialogue strips from Optional Viewing Activity C – Tomato Day, make copies of page 131 on different coloured paper for each pair. In this way, the dialogue strips are easily sorted into complete sets.

Step 4 option:

To give students more speaking practice, students can read the dialogue strips in pairs, taking turns after each strip.

! In Tomato Day (01:32:25), Josie uses the word ‘God’. This has been omitted from Optional Viewing Activity C – Tomato Day on page 131.





�

�

�

�

�

Materials: Writing Task Four, pages 132-133


Time: 1 hour

A discussion activity to prepare students for Writing Task Four.

The two options for Writing Task Four are to write either:

- About how Josie has changed this year; or

- A letter from Marcus Sandford to Nonna.


1. In small groups, students discuss the events from Josie’s final year of high school. Write some

focus questions on the whiteboard:

What events have happened with Josie’s:

- family? - friends?

- school? - relationships?

2. In the same groups, students discuss how these events have changed/affected/influenced Josie.

Write some focus questions on the whiteboard:

How have Josie’s feelings and attitudes changed about her:

- family? - friends?

- school? - relationships?


3. In small groups, students discuss Nonna’s feelings about Marcus Sandford. Write these

discussion questions on the whiteboard:

- How does Nonna feel about Marcus Sandford? Why? - How did Nonna’s relationship with Marcus affect her marriage with Francesco?

4. Students now imagine that they are Marcus Sandford, and discuss these questions:

You are Marcus Sandford.

- How did you feel about Katia? - How did your relationship with Katia affect you?

- Why did you want Katia to stay?

- How did you feel when Katia left? - What did you do after Katia left? - How do you feel about Katia now? - What are your dreams for the future?

5. Give students a few minutes to discuss these questions and to take notes. Encourage students to

be imaginative with their answers.



6. When students have finished discussing the questions, they change into new groups to discuss

their ideas together.

Writing Task:

7. Hand out a copy of Writing Task Four to students, discussing the task. Give students about 45

minutes to complete their Writing Task in class, or to complete in their own time (and to bring in

for the next lesson).

Step 7:

During the final writing phase of Writing Task Four, you may wish to allow use of dictionaries (when needed), but try to discourage heavy reliance.




Looking for Alibrandi Pre-Viewing Activities – Part Four


P r e - V i e w i n g A c t i v i t i e s – P a r t F o u r

Who am I? – Example

Who am I?

I’m in my final year of school at an exclusive

college. I’m very pretty and very popular with other

students. Lots of girls want to be my friend.

I usually get what I want but I’ve missed my

chance with the boy I was going to marry. I can’t

believe he’s gone.

I’m not sure what I want to do after I finish school,

but I’m not too worried – I’ll have enough money to

be happy.

I am disgusted that some people would accept

handouts, and not even be grateful for them. I

think the authorities are too lenient with these

people.

I know I will be famous and that I will always have

the support of my family to achieve my dreams.

Pre-Viewing Activities – Part Four Looking for Alibrandi


Who am I? – Student’s Worksheet

Who am I?



Vocabulary Activity – Cards

abide by courier

be in awe of someone

karma

beg penance

blessed sleeve



Vocabulary Activity – Definitions for Wall

Accept and obey a rule or law. (v)

Admire someone and be a little frightened of them. (v)

Ask someone very anxiously or urgently for something because you really want or need it. (v)

Fortunate; lucky. (a)

A person whose job it is to pick up and deliver letters and parcels. (n)

Belief that your past actions will affect your future. (n)

An action that someone performs to show that they are sorry for something they did. (n)

The part of a piece of clothing that covers your arm. (n)




Match the vocabulary item to the definition by writing the correct letter in the table.

Vocabulary i tem Answer Def in i t ion

1. blessed a) Accept and obey a rule or law. v

2. penance b) Admire someone and be a little

frightened of them. v

3. sleeve c) Ask someone very anxiously or

urgently for something because you really want or need it.

v

4. be in awe of someone

d) Fortunate; lucky. a

5. abide by e) A person whose job it is to pick up

and deliver letters and parcels. n

6. beg f) Belief that your past actions will

affect your future. n

7. courier g) An action that someone performs to

show that they are sorry for something they did.

n

8. karma h) The part of a piece of clothing that

covers your arm. n



Wo r k s h e e t s – P a r t F o u r

The Carpark 0 1 :07 : 15 Chap te r 15

1. What offer does Michael make to Josie?

2. What would Josie need to do?

The Café 0 1 :08 :34

3. Michael asks Josie whether Jacob has:


4. Listen to Michael talking to Josie, and decide whether the following sentences are true

(T) or false (F).

a) Michael was in awe of Christina.

b) Christina was just like the other girls.

c) Michael was smarter than Christina.

d) Christina wanted to study poetry at university.

5. How does Josie feel about Nonna? Listen and fill in the gaps below.

I can’t believe I’m saying this, but I actually feel for Nonna. I mean,

look at the way her life turned out. Francesco dragged her off the

floor and dumped her in the .

The Surgery 0 1 : 10 :50

6. How does Christina describe the man she wanted to marry? Listen and take notes.

Why does Michael want to know this?

What does Christina think about when she looks at Michael?

Looking for Alibrandi Viewing Activities – Part Four


Michael ’s Flat 0 1 : 13 :33

The Library 01 : 15 :34 Chap te r 16

7. Listen to Josie, Sera and Anna discussing potential jobs and the problems with these

jobs. Fill in the gaps on the left with the job titles.

Job Problem

Law a) Marks won’t be high enough.

b) End up as a sales assistant.

c) Karma.

d) Bad haircuts.

e) Waitresses who clean dunnies on planes.

8. What does Sera think about marriage? Listen and fill in the gaps below.

Listen – the marry the . The

marry the . The marry the .

And the marry the , sometimes

they cross-breed though, and marry into the suburbs.

Jacob’s House 01 : 1 9 :59

9. What does Josie think about Jacob’s life? Listen and fill in the gaps below.

You’re so – I don’t know, you’re so . You live without

or , you just have to abide by the .

What is Sera’s opinion of Josie and Jacob’s relationship?

How does Josie feel about staying at Michael’s place? When Josie is at Michael’s place, what does she look at?

Viewing Activities – Part Four Looking for Alibrandi


10. What does Jacob say to Josie when she is leaving? Listen and fill in the gaps.

This should be . You get into punch-ups with aspiring

, and you wipe your nose with your . You’re

my type of . Why are we such a together?

The Exams 01 :2 1 :46 Chap te r 1 7

Optional Viewing Activity A – The Exams, pages 128-129, fits in here.

The Driving Lesson 01 :23 :35

The Park 01 :24 :57 Chap te r 18


11. Listen to Josie and Nonna and decide if the following sentences are true (T) or false (F).

a) Francesco is Christina’s father.

b) Marcus Sandford wanted Nonna to stay with him.

c) Nonna stayed with Francesco because she loved him.

d) Nonna does not want to tell Christina about this.

When is Michael returning to Adelaide?

Why does Josie leave so suddenly? Where is she going?

When was Josie’s mother born? According to Sera, when was Christina conceived?

How does Jacob react when Josie says this?




12. What does Josie realise while she is sitting on the steps? Listen and fill in the gaps.

I’m loved by two of the women I’ll ever know and they’ve

been kept apart by a who couldn’t either of them.

Josie’s House 01 :3 1 :20 Chap te r 19

13. Listen to Josie and Michael talking, and correct the five mistakes in the box below.

- It’s like I started reading a book in the beginning but I don’t know what

happened at the end. If I go back to Adelaide, you could come and visit every

weekend.

- If you leave, I’ll come and visit you every holiday.

Tomato Day 01 :32 :25

Optional Viewing Activity C – Tomato Day, page 131, fits in here.

How does Josie feel about this Tomato Day? What are some differences between the first

Tomato Day and this one?

What do you think Michael will do?

According to Nonna, who started the curse?



O p t i o n a l V i e w i n g A c t i v i t i e s – P a r t F o u r



Memory Quiz – Questions

Memory Quiz

1. Name two items Josie has on her desk during exams.

2. What law firm does Josie work at? What number is on the door?

3. Name three exams Josie takes.

4. When Josie takes a break from studying, what does she do?

5. What does Nonna do to Josie while she is studying?

Bonus Question:

6. What time does the last exam finish?





Memory Quiz – Worksheet

Group:

Memory Quiz

1.

2.

3.

4.

5.

6.


Group:

Memory Quiz

1.

2.

3.

4.

5.

6.




Nonna’s House 01 :26 :0 1 Chap te r 18

Read the dialogue below to check your answers from the activity for ‘Nonna’s House’ on page 126.

N: You don’t understand what it was like to live with a man who treats you like farm animals. I did

my duty. I stayed with him. That was my penance. Do you think he didn’t know? Of

course he knew. He couldn’t give me children. He tells me this seventeen years after

I married him and I put up with his disgusting ways. Thinking it was me all the time:

me, failing. So you know what I did? I hit him. I despised him. I had lost so much. It was not

like being with Francesco, who used me for two minutes. This man, he undressed me

carefully, carefully, as if I was special. In my marriage bed, Josie. And he loved me.

J: Why didn’t you stay with him forever?

N: He begged me, but I couldn’t disgrace my family. What would happen to my daughter? Do you

think the Italians would let her play with their children or the Australians would accept her? You

must believe me, Josie, everything, every single thing I did, was for Christina. I did

everything to protect her, to keep her safe from the devil. But the devil, he lived next

door and got in through a hole in the fence.

J: He’s my father, and if you love me, you’ll accept that.

N: I see Marcus every time I look at Christina. In my heart, I’ve had only one husband

who I left behind in Queensland, when I was pregnant. If I didn’t, my daughter’s life

would be worth nothing. Oh God. Let my daughter understand that my sin was her curse.

J: You have to tell her. You have to tell her.

N: No, never. Never tell Christina.

J: No more lies. No more curses. You have to tell Mama.

Now watch the scene again and read through the dialogue as you listen to Nonna and Josie.





I can’t tell you whether Mama will ever really forgive Nonna,

or whether Michael’s going to stay, or if Jacob and I are destined to be together.

We both know you don’t always get what you want, but I love your faith.

I’d always dreamt of being someone really impressive and famous,

you know, someone people could sit back and envy.

I wonder what it would have been like growing up an Andretti, who never was an Alibrandi,

and who should have been a Sandford, and maybe never be a Coote.

But I know now that what’s important is who I feel I am.

I’m Christina and Michael’s daughter, and I’m Katia’s granddaughter.

And we’re not cursed, we’re blessed.

Post-Viewing Activity – Part Four Looking for Alibrandi


Name:

Writing Task Four


1. Many things have happened in Josie’s final year of high school – meeting her father,

losing her friend, John, getting a boyfriend and accepting her family. Do you think these

events have changed Josie? If so, how?

2. You are Marcus Sandford. Write a letter to Katia Alibrandi (Nonna), telling her about

your life since Katia left. How did you feel when Katia left? What did you do after she

left? How do you feel now? What are your dreams? What do you want to tell Katia?

Topic:

Looking for Alibrandi Post-Viewing Activity – Part Four




Answers

P r e - V i e w i n g A c t i v i t i e s – P a r t F o u r


Match the vocabulary item to the definition by writing the correct letter in the table.

Vocabulary i tem Answer Def in i t ion

1. blessed d a) Accept and obey a rule or law. v

2. penance g b) Admire someone and be a little

frightened of them. v

3. sleeve h c) Ask someone very anxiously or

urgently for something because you really want or need it.

v

4. be in awe of someone

b d) Fortunate; lucky. a

5. abide by a e) A person whose job it is to pick up

and deliver letters and parcels. n

6. beg c f) Belief that your past actions will affect

your future. n

7. courier e g) An action that someone performs to

show that they are sorry for something they did.

n

8. karma f h) The part of a piece of clothing that

covers your arm. n



Answers Wo r k s h e e t s – P a r t F o u r

The Carpark 0 1 :07 : 15 Chap te r 15

1. What offer does Michael make to Josie? A job.

2. What would Josie need to do? Photocopying, being a courier, making coffee.

The Café 0 1 :08 :34

3. Michael asks Josie whether Jacob has:


4. Listen to Michael talking to Josie, and decide whether the following sentences are true

(T) or false (F).

a) Michael was in awe of Christina. T

b) Christina was just like the other girls. F: Christina wasn’t like any other

c) Michael was smarter than Christina. F: Christina was smarter

d) Christina wanted to study poetry at university. T

5. How does Josie feel about Nonna? Listen and fill in the gaps below.

I can’t believe I’m saying this, but I actually feel sorry for Nonna. I mean,

look at the way her life turned out. Francesco dragged her off the dance

floor and dumped her in the bush .

The Surgery 0 1 : 10 :50

6. How does Christina describe the man she wanted to marry? Listen and take notes.

A man who would take care of her; talk a lot with her; they would have four children; he would like her.

Why does Michael want to know this?

What does Christina think about when she looks at Michael?



Answers Michael ’s Flat 0 1 : 13 :33

The Library 01 : 15 :34 Chap te r 16

7. Listen to Josie, Sera and Anna discussing potential jobs and the problems with these

jobs. Fill in the gaps on the left with the job titles.

Job Problem

Law a) Marks won’t be high enough.

Fashion designer b) End up as a sales assistant.

Teaching c) Karma.

Journalism d) Bad haircuts.

Flight attendant e) Waitresses who clean dunnies on planes.

8. What does Sera think about marriage? Listen and fill in the gaps below.

Listen – the poor marry the poor . The wogs

marry the wogs . The Westies marry the Westies .

And the North Shore marry the North Shore , sometimes

they cross-breed though, and marry into the Eastern suburbs.

Jacob’s House 01 : 1 9 :59

9. What does Josie think about Jacob’s life? Listen and fill in the gaps below.

You’re so – I don’t know, you’re so lucky . You live without culture

or religion , you just have to abide by the law .

What is Sera’s opinion of Josie and Jacob’s relationship?

How does Josie feel about staying at Michael’s place? When Josie is at Michael’s place, what does she look at?



Answers

10. What does Jacob say to Josie when she is leaving? Listen and fill in the gaps.

This should be perfect . You get into punch-ups with aspiring

models , and you wipe your nose with your sleeve . You’re

my type of chick . Why are we such a disaster together?


Optional Viewing Activity A – The Exams, pages 128-129, fits in here.

The Driving Lesson 01 :23 :35

The Park 01 :24 :57 Chap te r 18


11. Listen to Josie and Nonna and decide if the following sentences are true (T) or false (F).

a) Francesco is Christina’s father. F: Marcus Sandford

b) Marcus Sandford wanted Nonna to stay with him. T

c) Nonna stayed with Francesco because she loved him. F: for Christina

d) Nonna does not want to tell Christina about this. T

When is Michael returning to Adelaide?

Why does Josie leave so suddenly? Where is she going?

When was Josie’s mother born? According to Sera, when was Christina conceived?

How does Jacob react when Josie says this?



Answers


12. What does Josie realise while she is sitting on the steps? Listen and fill in the gaps.

I’m loved by two of the strongest women I’ll ever know and they’ve

been kept apart by a man who couldn’t love either of them.

Josie’s House 01 :3 1 :20 Chap te r 19

13. Listen to Josie and Michael talking, and correct the five mistakes in the box below.

- It’s like I started reading a book in the beginning middle but I don’t know what

happened at the end beginning. If I go back to Adelaide, you could come and

visit every weekend holiday.

- If you leave stay, I’ll come and visit you every holiday day.

Tomato Day 01 :32 :25

Optional Viewing Activity C – Tomato Day, page 131, fits in here.

How does Josie feel about this Tomato Day? What are some differences between the first

Tomato Day and this one?

What do you think Michael will do?

According to Nonna, who started the curse?



Answers

O p t i o n a l V i e w i n g A c t i v i t i e s – P a r t F o u r




Group:

Memory Quiz

1. A rosary, a calculator, pens; a watch; correction fluid; St Barbara card

2. Clayton Utz, 34

3. English, Ancient History, Maths, Chemistry, Italian.

4. She vacuums her bedroom.

5. Nonna sprinkles water in a bowl over Josie’s head.

6. 16.00 (4.00pm)



Answers



I can’t tell you whether Mama will ever really forgive Nonna,

or whether Michael’s going to stay, or if Jacob and I are destined to be together.

We both know you don’t always get what you want, but I love your faith.

I’d always dreamt of being someone really impressive and famous,

you know, someone people could sit back and envy.

I wonder what it would have been like growing up an Andretti, who never was an Alibrandi,

and who should have been a Sandford, and maybe never be a Coote.

But I know now that what’s important is who I feel I am.

I’m Christina and Michael’s daughter, and I’m Katia’s granddaughter.

And we’re not cursed, we’re blessed.

Looking for Alibrandi Appendix


F e e l i n g s a n d Em o t i o n s

agitated determined guilty regretful

amazed devastated happy relaxed

angry disgusted hopeful relieved

annoyed eager horrified sad

appalled easy-going humiliated scared

apprehensive ecstatic impatient selfish

ashamed elated indifferent shaken

bewildered embarrassed indignant shocked

bitter envious jealous shy

bored excited lonely sullen

calm exhilarated mad surprised

carefree friendly miserable thoughtful

cautious frightened nervous thoughtless

cheerful frustrated overwhelmed timid

concerned generous passionate troubled

confused gentle patient upset

contented grateful proud uptight

courageous grumpy puzzled worried

Appendix Looking for Alibrandi


Wr i t i n g T a s k C o r r e c t i o n G u i d e

Writ ing Task Correct ion Guide

ART Article SP Spelling WW Wrong word

P Preposition SV Subject-verb agreement ∨∨∨∨ Add word

PL Plural VF Verb form ? Meaning unclear

PT Punctuation WC Word class ( ) Not necessary

SG Singular WO Word order



















Documents

Photocopiable Resource Pack - ESLMovies · Erin Brockovich: Photocopiable Resource Pack (Advanced) Bend it like Beckham: Photocopiable Resource Pack (Intermediate) ... Character Cards