a gateway to slumdog millionairemitcfu.dk/pv/cfufilm1077213.pdf · another name, what is it called?...

Anna Bruun CFU Aalborg Side 1

1 ”Slumdog Millionaire – A Gateway to India” Undervisningsforløb for overbygningen i engelsk

”Slumdog Millionaire” A Gateway to India

Before reading “Slumdog Millionaire” and working with India in general, a good starting

point is to create some cultural awareness. Let the students define how they understand

the word culture, and what they think are typical cultural traits of their own culture.

CL- struktur

Stir the Class

Trin 1 Hvert team stiller sig i en lille kreds med front mod hinanden (eller sidder ved 4

mands borde). Team-medlemmer har numrene 1-4

Trin 2 Læreren stiller et spørgsmål eller opgave (culture spørgsmålene nedenfor)

Trin 3 Teamet diskuterer og belyser spørgsmålet fra forskellige vinkler.

Trin 4 Læreren beder team-medlem 1 rotere til næste team med uret.

Trin 5 Det nye team-medlem fortæller de andre, hvad hans ”gamle” team talte om, og

dette diskuteres.

Trin 6 Læreren stiller et nyt spørgsmål eller en ny opgave, som diskuteres i de nye

teams.

Trin 7 Team-medlem 2 roterer to teams med uret. Han fortæller, hvad hans ”gamle”

team talte om, og dette diskuteres.

Trin 8 Tredje gang roterer team-medlem 3 tre teams med uret. Nu er der dannet helt

nye teams.



Stir the Class - Questions:

Culture

How would you define culture?

What does culture mean to you?

How would you describe Danes to other people?

How do you think other cultures look upon us?

End this session by summing up the things that have been discussed in the teams.

Afterwards let the teams work in the following structure and come up with all the aspects

of culture they can think of e.g. Geography, language, music, food, history, literature,

landscape, festivals, cities, inventions, proverbs, products etc.

Hang up the posters in the classroom and let the teams present their work.

CL- Struktur

Team Word Webbing

Forberedelse: Hvert team har et A3 ark eller en tom planche, og team-medlemmerne

har penne i hver sin farve

Trin 1 Emnet for ordspindet afgrænses.

Trin 2 Et team-medlem skriver det centrale begreb i midten – i dette tilfælde

CULTURE.

Trin 3 De fire team-medlemmer når til enighed om mindst 4 hovedområder, der

skal med i ordspindet.

Trin 4 Team- medlemmerne indtegner/skriver hvert sit område på planchen.

Trin 5 Team-medlemmerne tilføjer underbegreber, symboler, forbindelser osv.

Med deres egen pen. Dette kan ske overalt i ordspindet.



Task for students:

Where is India? Find it on a map.

Before continuing to work with India, let the students listen to the accents and try to figure

out where they are from. “Learner’s Companion – Alinea”

For more online listening exercises go to:

http://www.elllo.org/june/nanju/nmango.htm

What do you know about India?

Internationalization

At this point, it would be an excellent idea to establish contact to a person from India. A

good website for this purpose is: www.epals.com

You will get the opportunity to receive first hand information about the country and

take part in exciting cultural projects with your classes:

Exchange photos with text about everyday life, exchange videos, exchange power point

presentations on cultural issues, write letters, Skype etc.

Have a look at these two websites for ideas:

http://www.europeanschoolsproject.org/image/

http://www.etwinning.net/da/pub/inspiration/modules.htm

http://www.elllo.org/june/nanju/nmango.htm

http://www.epals.com/

http://www.europeanschoolsproject.org/image/

http://www.etwinning.net/da/pub/inspiration/modules.htm



Let the students watch the following video twice:

http://travel.nationalgeographic.com/travel/countries/india-guide/

Tasks:

Watch the video and write down everything you notice.

Work in teams in the structure RoundRobin

Watch the video again, and ask the students to tick off the words when they hear them in

the video.

Words from the video Translation into Danish

Tick off when you have heard the word

ancient ældgammel

democracies demokratier

dazzling blændende

diversity mangfoldighed

customs skikke

rugged vild/forreven

boundaries grænser

plains sletter

monsoon regntid

bay bugt

Commercial hub handelscentrum

colonizers kolonister

CL-Struktur

RoundRobin

Trin 1: Læreren giver opgaven:

What did you notice in the video about India?

Trin 2: Efter tur giver team-medlemmerne deres svar.

Hvert medlem af gruppen har 1 minut.




succession række

mosque moske

faiths trosretninger

devotees tilhængere

salvation frelse

divine guddommelig

manifestation manifestation

obstacles hindringer

mourning sorg

poem digt

preserve sikre

The last task helps repeat the information the students got from working with the

previous two tasks. Work in the following structure:

CL-Struktur

Quiz-Quiz-Trade

Alle får udleveret et kort med et spørgsmål – se nedenfor.

1. Eleverne går rundt i klassen med deres spørgsmål. De finder en partner ved at

række hånden i vejret og klappe en anden i hånden.

2. Elev a stiller sit spørgsmål, elev b svarer. Derefter stiller b sit spørgsmål, og a

svarer.

3. Når både a og b har svaret, byttes kort.

4. De siger farvel til hinanden og finder en ny partner.

Guess My Word - Vocabulary Training

The students work in teams of 4.

Cut out the vocabulary above and put the words in a pile, face down on the table.

Take it in turns to take a word and try to describe it without mentioning the word itself.

The other persons in the team try to guess the word.

The person who guesses the words gets a point.

The winner is the person with most points.



Quiz Quiz Trade - Did you listen?

How many people live in India? More than a billion.

Which countries share boundaries with India in the north? Pakistan, China and Nepal share boundaries with India in the north.

Which waters surround India in the south? The Arabian Sea, The Indian Ocean and The Bay of Bengal surround the southern part of India.

What is the capital city of India? The capital is called New Delhi



In Delhi you can find temples and Mosques dating back to which century? They date back to the 11th century.

What kind of landscape can you find in India? You can find: rugged mountains, deserts, plains, rainforests, jungles, monsoon forests, tea plantations and beautiful beaches.

When did India gain independence? India gained independence in 1947.

Which country once colonized India? Britain once colonized India.

What is the name of the holy river in India? The name of the river is The Ganges.

In which religion is it important to make pilgrimages to The Ganges River? It is important to the Hindu religion.

Name three animals that are believed to be divine manifestation of the gods in the Hindu Religion. The elephant, the monkey, and the rat are manifestations of the gods in the Hindu Religion.

What is the name of the elephant god? The name of the elephant god is Ganesh.

When was the Taj Mahal built? The Taj Mahal was built in the 17th century.

Who built the Taj Mahal? The Mughal emperor Shah Jahan built Taj Mahal.



Why was the Taj Mahal built? It was built as a mausoleum for the emperor’s wife who died giving birth to their 14th child.

How long was the mourning period for the Shah Jahan’s wife? The mourning period was 2 years.

Which is the best period for watching wildlife? The best period for watching wildlife is March to June.

The city of Udaipur also has another name, what is it called? The city is also called Venice of the East

Name three big animals that are part of India’s wildlife. Three animals we see in the video are: elephant, tiger and crocodile.

At the end of the video, we hear some wise words. Please continue this sentence: The journey can….. be just as interesting as the destination.



Slumdog Millionaire

The following information is solely meant for teachers.

Slumdog Millionaire is written by Vikas Swarup.

A former tiffinboy from Mumbai, Ram Mohammed Thomas, has just got twelve questions

correct on a TV quiz show to win a cool one billion rupees. But he is brutally slung in a

prison cell on suspicion of cheating. Because how can a kid from the slums know who

Shakespeare was, unless he has been pulling a fast one?

In the order of the questions on the show, Ram tells us which amazing adventures in his

street-kid life taught him the answers. From orphanages to brothels, gangsters to beggar-

masters, and into the homes of Bollywood’s rich and famous, Slumdog Millionaire is

brimming with the chaotic comedy, heart-stopping tragedy, and tear-inducing joyfulness

of modern India.

Source: Blurb from the original version of Slumdog Millionaire.

Before working with the book, decide if all the students should read the same version of

the book. We have two versions: The original and an abridged version from Macmillam

Readers – Intermediate Level.



Before Reading Task

Describe in detail what you see in the picture. Try using new vocabulary – use a

dictionary.

What do we learn about the book from the picture?

You get 10 minutes for this task. Afterwards tell your team what you found out in the CL-

structure RoundRobin. Make a common list of words you have used that are unusual and

special.



While Reading Task

You are now going to read ”Slumdog Millionaire” by Vikas Swarup

1. For every 20 pages you must pick a quote from the book and write down your

thoughts about the quote e.g.

Quote:

My thoughts:

It must be really terrible to hear such stories and quite a change for Ram Mohammad

Thomas from what he has been used to. It is obviously a normal thing for children to

experience and there seems to be no law to protect them. Why would any grown up do a

thing like that? It must be a country where people are very poor since they have to steal

from their own children and family.

2. You also have to find 5 difficult words in the text. Write them down, translate them,

and practice them.

Slumdog Millionaire

Reading Journal

Page 16:

“I heard their stories of cruel parents, of aunts and uncles who

hit them and took their money”



Decide if you think the students should work with the book chapter by chapter in school,

read parts of it in school, or read it at home while solving this task.

After Reading Tasks

Working with the quotes:

Ask the students to bring their work, when they have finished reading the book. Let

them present their quotes and thoughts to each other in teams of 4.

Hang up 5 posters in the classroom. This roughly corresponds with the number of

pages in the book divided by 20. Tell them to cut out the quotes they have chosen

and their thoughts in connection with these and glue them on the posters. First

quote on poster 1, second quote on poster 2 etc.

In that way, you will have an interesting summary of the book that you can use as

inspiration and repetition and thoughts about the story as well.

P.S. If some pupils have read the original version, they would of course need to

solve this task differently. The original version has 360 pages. They could write

quotes for every 70 pages and put their quotes on separate posters.

Working with the difficult/interesting words:

Let each team come up with a game where they practice all the words they have found

while reading. Let the groups switch word games. Alternatively, let them work in the CL-

structure Flashcard Game.



“Who Will Win A Billion?”

CL-Struktur

FlashCard Game

Forberedelse: Hvert par har et antal kort med spørgsmål på den ene side og svar

på den anden. Denne ene partner er tutor, den anden ”Elev”

Trin 1 Tutoren har alle kortene. Han tager det første kort, læser

spørgsmålet og viser det til eleven.

Trin 2 Hvis ”eleven” kan svare, vinder ”eleven” kortet, og tutoren roser

ham. Der bruges overdreven ros, og rosen varieres hver gang. Hvis

eleven ikke kan svare, giver tutoren svaret, og kortet lægges bag i

bunken.

Trin 3 Der fortsættes til ”eleven” har vundet alle kort.

Trin 4 Der byttes roller.



Who Will Win A Billion

Game

Game Group of four

One person is the game show host Prem Kumar. “Prem Kumar” has all the

questions in a pile in front of him (in the right order – enclosure 1) and is

responsible for asking the questions and giving comments to the competitors –

in short being a real game show host.

2 persons are competing to win the competition and the billion rupees.

The last person checks (in the book) if the answers are correct and asks the last

question: Why did Ram know the answer?

The two competitors take it in turns to answer. If nr. 1 gives a wrong answer

the other person can answer – if nr. 2 also gives a wrong answer, they take it in

turns until the correct answer is found. The person with the correct answer

gets the card.

The person with the correct answer now gets the possibility of winning

additional rupees. The rupees (enclosure 2) are placed head down in a pile on

the table. The last question, “Why did Ram know the answer?” is asked. If the

person can answer this question correctly, he/she can pick a rupee note from

the pile. If not, the other competitor has the possibility of answering. If neither

of them can answer correctly, the “check person” gives the answer (correct

answers – enclosure 3).

http://www.aceshowbiz.com/still/00005070/slumdog_millionaire01.html



Characterizing Ram Mohammed Thomas

Work in teams of four:

Look at the list of adjectives. First find adjectives that describe Ram Mohammed

Thomas (appearance, qualities, characteristics etc.) Next think of situations in the

book where he shows some of these qualities or characteristics.

Freeze Frames

You are now going to make a freeze frame of 4 of these situations. A freeze frame is

a drama activity. 3 of you create the sitation as a “still” – you cannot move or talk,

but it should be obvious what you are showing – you are allowed to use props.

The last person in the team prepares to tell the class what the team has found out

about Ram Mohammed Thomas, while the other are showing the situation in the

freeze frame. You can begin like this:

“ We have described Ram Mohammed Thomas as being__________. The situation here is

where…….

When you have finshed telling about this situation, the audience are told to close

their eyes while the team builds up the next freeze frame. Change roles within the

group, so everyone gets to be the speaker.

Take it in turns in class to show your freeze frames.

http://www.google.dk/imgres?imgurl=http://www.videodetective.com/photos/3400/14281315_.jpg&imgrefurl=http://www.rottentomatoes.com/m/slumdog_millionaire/trailers/&usg=__eyz1YXpcjAn4f_WCvGX6ZJ9IGiQ=&h=240&w=320&sz=8&hl=da&start=16&zoom=1&tbnid=1L2w8XplkuSNzM:&tbnh=89&tbnw=118&ei=PSx9Te6dM4KDhQeJ0viJCA&prev=/images?q=slumdog+millionaire&hl=da&biw=1276&bih=571&gbv=2&tbs=isch:1&itbs=1

http://www.google.dk/imgres?imgurl=http://snarkerati.com/movie-news/files/2009/02/slumdog-millionaire1.jpg&imgrefurl=http://snarkerati.com/movie-news/slumdog-millionaire-kids-on-way-to-hollywood-for-the-oscars/&usg=__QPTaxIITkcPoi0O0GpbqgG3ok4s=&h=276&w=460&sz=23&hl=da&start=1&zoom=1&tbnid=7bR4EPQpOslaRM:&tbnh=77&tbnw=128&ei=aCx9TeHoIoqahQfB-OHtBg&prev=/images?q=slumdog+millionaire&hl=da&biw=1276&bih=571&gbv=2&tbs=isch:1&itbs=1



Appearance

adorable

adventurous

aggressive

alert

attractive

average

beautiful

blue-eyed

bloody

blushing

bright

clean

clear

cloudy

colorful

crowded

cute

dark

drab

distinct

dull

elegant

excited

fancy

filthy

Appearance

Contd.

glamorous

gleaming

gorgeous

graceful

grotesque

handsome

homely

light

long

magnificent

misty

motionless

muddy

old-fashioned

plain

poised

precious

quaint

shiny

smoggy

sparkling

spotless

stormy

strange

ugly

ugliest

unsightly

unusual

wide-eyed

Condition

alive

annoying

bad

better

beautiful

brainy

breakable

busy

careful

cautious

clever

clumsy

concerned

crazy

curious

dead

different

difficult

doubtful

easy

expensive

famous

fragile

frail

gifted

helpful

helpless

horrible

important

Condition

Contd.

impossible

inexpensive

innocent

inquisitive

modern

mushy

odd

open

outstanding

poor

powerful

prickly

puzzled

real

rich

shy

sleepy

stupid

super

talented

tame

tender

tough

uninterested

vast

wandering

wild

wrong

Feelings (Bad)

angry

annoyed

anxious

arrogant

ashamed

awful

bad

bewildered

black

blue

bored

clumsy

combative

condemned

confused

crazy, flipped-

out

creepy

cruel

dangerous

defeated

defiant

depressed

disgusted

disturbed

dizzy

dull

embarrassed

envious

evil

fierce

foolish

frantic

frightened

grieving

Feelings (Bad)

Contd.

grumpy

helpless

homeless

hungry

hurt

ill

itchy

jealous

jittery

lazy

lonely

mysterious

nasty

naughty

nervous

nutty

obnoxious

outrageous

panicky

repulsive

scary

selfish

sore

tense

terrible

testy

thoughtless

tired

troubled

upset

uptight

weary

wicked

worried

Feelings

(Good)

agreeable

amused

Feelings

(Good)

Contd.

happy

healthy

Shape

broad

chubby

crooked

Size

big

colossal

fat

Sound

cooing

deafening

faint

Time

ancient

brief

Early



brave

calm

charming

cheerful

comfortable

cooperative

courageous

delightful

determined

eager

elated

enchanting

encouraging

energetic

enthusiastic

excited

exuberant

fair

faithful

fantastic

fine

friendly

funny

gentle

glorious

good

helpful

hilarious

jolly

joyous

kind

lively

lovely

lucky

nice

obedient

perfect

pleasant

proud

relieved

silly

smiling

splendid

successful

thankful

thoughtful

victorious

vivacious

witty

wonderful

zealous

zany

curved

deep

flat

high

hollow

low

narrow

round

shallow

skinny

square

steep

straight

wide

gigantic

great

huge

immense

large

little

mammoth

massive

miniature

petite

puny

scrawny

short

small

tall

teeny

teeny-tiny

tiny

harsh

high-pitched

hissing

hushed

husky

loud

melodic

moaning

mute

noisy

purring

quiet

raspy

resonant

screeching

shrill

silent

soft

squealing

thundering

voiceless

whispering

fast

late

long

modern

old

old-fashioned

quick

rapid

short

slow

swift

young

Taste/Touch

bitter

delicious

fresh

juicy

ripe

rotten

salty

sour

spicy

stale

sticky

strong

sweet

tart

tasteless

tasty

thirsty

fluttering

Taste/Touch

Contd.

melted

nutritious

plastic

prickly

rainy

rough

scattered

shaggy

shaky

sharp

shivering

silky

slimy

slippery

smooth

soft

solid

steady

Touch

boiling

breezy

broken

bumpy

chilly

cold

cool

creepy

crooked

cuddly

curly

damaged

damp

dirty

dry

dusty

filthy

flaky

Quantity

abundant

empty

few

heavy

light

many

numerous

substantial



fuzzy

greasy

grubby

hard

hot

icy

loose

sticky

tender

tight

uneven

weak

wet

wooden

yummy

fluffy

freezing

hot

warm

wet

Source: http://www.keepandshare.com/doc/12894/adjective-list

Describing a place and a situation

Work alone/in groups of 4

Think of the situation and place that made the strongest impression on you while

reading the book.

Imagine you are in that place and in that situation. Have a look at the adjective list

and describe that situation and place using all your senses: How does it smell,taste,

look, feel, sound?

Read your description to each other in groups of four.

Point out the best phrases and sentences in each text and read them in class.

http://www.keepandshare.com/doc/12894/adjective-list



Themes of the story

In pairs

Find all the opposites you can think of in the story.

Which are more important.

State your opinion in class.

Children’s Rights

In groups of 4

The Convention on the Rights of the Child is an international treaty that recognizes the

human rigths of children.

Take it in turns to read the articles below and discuss where the treaty is violated in the

book. Use the CL-Structure “Stir the Class”

Non-discrimination (Article 2): The Convention applies to all children, whatever their race, religion or abilities; whatever they think or say, whatever type of family they come from. It doesn’t matter where children live, what language they speak, what their parents do, whether they are boys or girls, what their culture is, whether they have a disability or whether they are rich or poor. No child should be treated unfairly on any basis.

Article 27 (Adequate standard of living): Children have the right to a standard of living

that is good enough to meet their physical and mental needs. Governments should help

families and guardians who cannot afford to provide this, particularly with regard to

food, clothing and housing.

Adequate: passende

Right to life, survival and development (Article 6): Children have the right to live.

Governments should ensure that children survive and develop healthily.

Article 20 (Children deprived of family environment): Children who cannot be looked

after by their own family have a right to special care and must be looked after properly,

by people who respect their ethnic group, religion, culture and language



http://www.unicef.org/crc/index_30177.html

Source: http://www.unicef.org/crc/index_30177.html

Article 8 (Preservation of identity): Children have the right to an identity – an official record of who they are. Governments should respect children’s right to a name, a nationality and family ties.

Article 19 (Protection from all forms of violence): Children have the right to be protected from being hurt and mistreated, physically or mentally. Governments should ensure that children are properly cared for and protect them from violence, abuse and neglect by their parents, or anyone else who looks after them. In terms of discipline, the Convention does not specify what forms of punishment parents should use. However any form of discipline involving violence is unacceptable. There are ways to discipline children that are effective in helping children learn about family and social expectations for their behaviour – ones that are non-violent, are appropriate to the child's level of development and take the best interests of the child into consideration. In most countries, laws already define what sorts of punishments are considered excessive or abusive. It is up to each government to review these laws in light of the Convention.

Abuse: misbrug

Neglect: vanrøgt

Article 23 (Children with disabilities): Children who have any kind of disability have the right to special care and support, as well as all the rights in the Convention, so that they can live full and independent lives.

Disability: handicap

Article 32 (Child labour): The government should protect children from work that is

dangerous or might harm their health or their education. While the Convention

protects children from harmful and exploitative work, there is nothing in it that

prohibits parents from expecting their children to help out at home in ways that are

safe and appropriate to their age. If children help out in a family farm or business, the

tasks they do be safe and suited to their level of development and comply with national

labour laws. Children's work should not jeopardize any of their other rights, including

the right to education, or the right to relaxation and play.

Exploitative: udbyttende

Prohibits: forbyder

Jeopardize: bringe i fare

Comply with: rette sig efter





Real life’s Slumdog Millionaire

Groups of 4

Read the article in the following structure

India’s marathon boy, aged three

By Sandeep Sahu BBC News, Bhubaneswar

He runs seven hours at a

stretch, sometimes as much

as 48km (30 miles). On a

daily basis.

And Budhia Singh is just three and a half years old.

When Budhia’s father died a year ago, his mother, who

washes dishes in Bhubaneswar, capital of the eastern Indian state of Orissa, was unable to provide for her four children.

She sold Budhia to a man for 800 rupees ($20).

But the young boy came to the attention of Biranchi Das, a judo coach and the secretary of the local judo association.

Mr Das said he noticed Budhia’s talent when scolding him for being a bully.

Coach Das says Budhia could be a

Guinness World Record holder

CL-Struktur

Rotating Role Reading

Der er fire roller: Oplæser, Referent, Overskriftsmester og Sammenhængsmester

Trin1 Oplæseren læser første afsnit ( del teksten i 4 afsnit)

Trin 2 Referenten giver et referat af det vigtigste indhold

Trin 3 Overskriftsmester finder en dækkende overskrift til afsnittet, som han, eller alle

teamets medlemmer skriver ned

Trin 4 Sammenhængsmesteren forklarer sammenhængen med det forudgående eller

prøver at forudsige, hvad der følger

OBS. En god ide er at erstatte 4 trin med at skulle finde svære/interessante ord

Trin 5 Rollerne roterer med uret – næste afsnit læses



“Once, after he had done some mischief, I asked him to keep running till I came back,” Mr Das told the BBC.

“I got busy in some work. When I came back after five hours, I was stunned to find him still running.”

Siesta

Mr Das, also the president of the residents’ association of the

run-down area where Budhia used to live, summoned the

man who had bought Budhia and paid him his 800 rupees back.

Then started a strict diet and exercise regimen that saw

Budhia adding a few kilometers to his daily marathon every few days.

In place of a few lumps of rice

that he used to get at his

mother’s place, he now has a

diet of eggs, milk, soybean

and meat.

He starts running at 0500

each day and does not stop till noon.

After a few stretching

exercises, he has lunch and

goes for a siesta.

At 1600 it is time to run again.

Budhia is enjoying his stay at the judo hostel. “I can run and

eat to my heart’s content here,” he says.

His speech is not yet easy to understand. Though he has yet

to go to school, he has completed learning the alphabet of Oriya, the local language.

Budhia’s coach has now set his eyes on a place in the Guinness Book of World Records.

That, he says, will be possible when he can run for 90km at a

stretch.

“I have no doubt whatsoever that he will achieve it soon”, Mr

Das says.

A few stretching exercises for the

marathon boy

Source: http://news.bbc.co.uk

http://news.bbc.co.uk/



Discuss:

How do you feel about this article?

Are the adults acting in the right way?

Do you see any similarities to “Slumdog Millionaire”?

Are any Children’s Rights violated in this case, in your opinion?

Find out more about this boy on the Internet.

Singhania School in Thane, Mumbai

“ Slumdog Millionaire” paints a somewhat gloomy picture of childhood in India. To get

another perspective on things, let’s visit “Singhania School in Thane, Mumbai” whom

Hoejene School in Hjoerring is cooperating with.

Year 9 students from Singhania School, Thane, Mumbai, India.

http://www.singhaniaschool.org/

http://www.singhaniaschool.org/



The students from Singhania School have written some letters to describe a little

about themselves (enclosure 4 – 7).

Work in teams of 4 in the CL-structure “JigSaw”. Apart from telling about the

content of the letters, the expert teams should also focus on what is similar to and

different from Danish Culture.

In pairs

The students from Singhania School have made Power Point Presentations about

the Indian Culture .

Find them here: www.cfunord.dk fagenes idesider/engelsk/undervisningsforløb/

Slumdog Millionaire.

Choose one of the Power Point presentations. Watch it, read through the text, and

present the most important facts to your classmates.

CL-Struktur

JigSaw

1. Læreren deler de 4 forskellige breve fra year 9 på Sighania School ud, så alle

medlemmer i et team har forskellige.

2. Team-medlemmerne mødes i ”ekspert-teams” med medlemmer fra andre teams,

der har samme materiale.

3. I ekspert teams arbejder medlemmerne sammen om at læse teksten og

genfortælle den.

4. Medlemmerne hjælper hinanden med at forberede præsentationer af stoffet.

5. Alle vender tilbage til deres oprindelige team og præsenterer deres viden i

strukturen RoundRobin (tidligere beskrevet)

6. Eleverne arbejder videre på basis af deres nye viden

http://www.cfunord.dk/



The film “Slumdog Millionaire”

After working with the book, an obvious choice is to see and work with the award

winning film “Slumdog Millionaire” that is based on the book.

Book to Film

Work in groups of 4

1. Did the setting look the way you had imagined it?

2. Did the characters look the way you thought they would?

3. Was the storyline the same as in the book?

4. If anything was different, why do you think the producer changed it?

5. Which did you like better, the book or the film? Why?

6. Do you think you would have thought differently if you had seen the film first and

then read the book? Why or why not?

Writing a review

Year 9 at Singhania School have written the following review of the film.

Let the students write a review of the film 350 – 450 words.

Afterwards let them compare their own review with the one written by the

Indian students. Let them point our differences and similarities.

CL-Struktur

Fan-N-Pick

1. Elev 1 holder kortene (se nedenfor) i en vifte og siger ”Pick a Card”.

2. Elev 2 trækker et kort, stiller opgaven til elev 3 og giver 5 sekunders

tænketid.

3. Elev 3 svarer på spørgsmålet.

4. Elev 4 giver feedback i form af hjælp eller tilføjelser.

5. Herefter byttes der roller, så elev 4 fra sidste runde nu bliver elev 1.



SLUMDOG MILLIONAIRE-A REVIEW

Slumdog Millionaire-the title of this 2008 British film gives us only vague ideas of what the movie might be

about, but once we have watched the movie we feel refreshed, truly entertained and at the same time it

provides us with food for thought.

The movie is an adaptation of the book Q & A by Indian author Vikas Swaroop. The movie revolves around

Jamal Malik, portrayed by Dev Patel, an eighteen year old from the Juhu slums of Mumbai who gets to

participate on the show Kaun Banega Crorepati , the Indian version of Who Wants To Be A Millionaire?

Jamal Malik answers the questions put forth to him correctly, arousing suspicion, considering his poor and

uneducated background. Prem Kumar, portrayed by Anil Kapoor, is the host of the show and has an

antagonistic attitude towards Jamal. For the penultimate question, Prem directs Jamal towards the wrong

answer, in spite of which, he gets it right. Prem then, gets Jamal arrested on suspicion of cheating which

actually is the introductory part of the movie.

Jamal is interrogated by a police inspector, portrayed by Irrfan Khan, and the movie then follows as

glimpses from Jamal’s life revealing to us the secret to his spot-on answers. It is made known to us that the

reason Jamal decides to come on the show is to find his lost love Latika, portrayed by Freida Pinto. Jamal

undoubtedly bears the brunt of his actions as he is mercilessly hit by the police while they try to extort

information from him.

Jamal’s life, right from when he was a kid, had been miserable. He had to tolerate the actions of his

dominating elder brother, Salim and live in impoverished conditions. His mother was killed in the Bombay

Riots, leaving him to the care of his brother. Later, Jamal and his brother are found by Maman, who tricks

and trains children to become beggars and also blinds them for profits. Jamal, Salim and Latika escape from

there unplanned. Latika is again caught by Maman and his men. Thus, Jamal is in quest of Latika which

brings him on the TV show, KBC, as he is aware she watches it. In the end, Jamal wins the grand prize in

addition to being reunited with Latika.

The movie invokes the viewers to think that nothing is impossible no matter how opposing life’s

circumstances may seem. Danny Boyle, who is the director of this movie, has skillfully and tactfully

displayed the poverty, crime, and survival instinct of the people living in the slums of Mumbai. It also shows

that the slum-dwellers, though poor have immense love for Bollywood and Bollywood stars.

The movie has given new Indian actors, Dev Patel and Freida Pinto, a platform to showcase their blooming

talent. The song ‘Jai Ho’ from this movie, written by Gulzar and composed by A.R Rehman, won the

Academy Award for the Best Original Song as well as great fame worldwide. The movie has eight Academy

Awards to its credit, including the Best Picture and Best Director.

Slumdog Millionaire, being an intense movie, might not have suited the taste of the Indian audience, that

looks for lots of happy scenes with music and dance all the way, but it definitely is a must watch for all,

being a magnum opus in global cinema.



Rounding off

In groups

Brainstorm on all the different issues that are touched upon in the book and in the

film.

Choose one of the issues and do some research on the subject.

Prepare an outline.

Perhaps you can find some information in this book:

And/or use some of these websites:

http://www.idsn.org/wearenotuntouchable/

http://www.azadindia.org/social-issues/index.html

http://www.bbc.co.uk/history/british/modern/independence1947_01.shtml


http://www.infoplease.com/ipa/A0107629.html

http://www.idsn.org/wearenotuntouchable/

http://www.azadindia.org/social-issues/index.html

http://www.bbc.co.uk/history/british/modern/independence1947_01.shtml


http://www.infoplease.com/ipa/A0107629.html

http://www.englishcenter.dk/Files/Billeder/images/Heinemenn/Destination Detectives/Destination Detectives Express India.jpg



Enclosure 1

Question for ten thousand rupees

In which year did Neelima Kumari, the

Tragedy Queen, win the National Award for

Best Actress? Was it?

a) 1984

b) 1988

c) 1986

d) 1987

e) 1985

Question for two thousand rupees

Which God did Surdas, the blind singer,

pray to?

a) Ram

b) Krishna

c) Shiva

d) Bhrama

Question for one thousand rupees

What are the letters on a crucifix?

a) IRNI

b) INRI

c) RINI

d) NIRI



Question for one hundred thousand rupees

Which is the smallest planet? Is it:

A) Pluto

B) Mars

C) Neptune

D) Mercury

Question for fifty thousand rupees

What is the highest award given to

Indian armed forces? Is it?

a) Maha Vir Chakra

b) Param Vir Chakra

c) Shaurya Chakra

d) Ashok Chakra

Question for two hundred thousand rupees

When a government says that a person is “Persona

non grata”, what does it mean? Is it:

a) That the diplomat will get an award

b) That the diplomat is going to stay in the

country for a longer time

c) That the diplomat is grateful

d) That the diplomat is not acceptable and must

leave



Question for one million rupees

In which Shakespeare play do we find

the character Costard? Is it:

a) King Lear

b) The Merchant of Venice

c) Love’s Labour Lost

d) Othello

Question for five hundred thousand rupees

Who invented the revolver? Was it:

a) Samuel Colt

b) Bruce Browning

c) Dan Wesson

d) James Revolver

Question for ten million rupees

How many test centuries has India’s greatest

batsman Sachin Malvankar scored? Is it:

a) 34

b) 35

c) 36

d) 37



Question for one hundred million rupees

What is the capital of Papua New

Guinea? Is it:

a) Port Louis

b) Port-au-Prince

c) Port Moresby

d) Port Adelaide

Question for one billion rupees

Mumtaz Mahal was the wife of Emperor Shajahan.

He built the world- famous Taj Mahal, but what was

the name of Mumtaz Mahal’s father? Was it:

a) Mirza Ali Kuli Beg

b) Sirajuddaulah

c) Asar Jaf

d) Abdur Rahim Khan Khanan



Enclosure 2

2000

10 000



50 000

100 000

200 000



500 000

10 000 000

1000 000



100 000 000

1000 000 000



Enclosure 3

How did Ram know the answers?



”Slumdog Millionaire” A Gateway to India

Fælles Mål 2

Kommunikative Færdigheder

forstå talt engelsk inden for forskellige genrer, herunder lyd- og billedmedier om en række udvalgte emner af personlig, kulturel og samfundsmæssig relevans

forstå skrevne tekster inden for forskellige genrer om en række udvalgte emner af personlig, kulturel og samfundsmæssig relevans

udtrykke sig mundtligt med rimelig præcision, spontanitet og lethed i et sammenhængende sprog afpasset udvalgte genrer og situationer, herunder udtrykke personlige erfaringer, redegøre for informationer og hovedindholdet af udvalgte teksttyper og fremlægge et forberedt stofområde

deltage i samtaler og diskussioner om udvalgte personlige, kulturelle og samfundsmæssige emner i et sprog afpasset situationen

kommunikere mundtligt og skriftligt gennem digitale medier anvende engelsk som et internationalt kommunikationsmiddel.

Sprog og sprogbrug

anvende centrale regler for opbygning af tekster med struktur og sammenhæng inden for almindeligt forekommende genrer

anvende centrale samtalemønstre afpasse udtryksformen i rimelig grad efter hensigt, modtager, situation og genre.

Sprogtilegnelse

vælge lytte- og læsestrategier ift. teksttype, situation og formål udnytte de mange muligheder, der er for at anvende engelsk uden for skolen anvende fagets hjælpemidler, herunder ordbøger, it-baserede

ordforrådsprogrammer, grammatiske oversigter og computerens stave- og grammatikkontrol hensigtsmæssigt

udnytte medierne, herunder de elektroniske medier, i forbindelse med informationssøgning, kommunikation, videndeling og netværksdannelse

anvende forskellige kilder på selvstændig og kritisk vis



Kultur og Samfundsforhold

anvende viden om dagligliv, levevilkår, værdier og normer hos forskellige befolkningsgrupper, primært i lande, hvor engelsk anvendes som modersmål og sekundært i lande, hvor engelsk anvendes som andetsprog

anvende viden om kultur- og samfundsforhold i arbejdet med engelsk sprog, litteratur, sagprosa, lyd- og billedmedier samt it

kunne drage sammenligninger mellem egen kultur og andre kulturer anvende viden om kultur- og samfundsforhold i kontakten med mennesker, der

bruger engelsk som modersmål eller som internationalt kommunikationsmiddel.

a gateway to slumdog millionairemitcfu.dk/pv/cfufilm1077213.pdf · another name, what is it called?...

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