Directed by David Lean - NSALMERONBILING

OLIVER TWIST
Propuesta didáctica para utilizar la película Oliver Twist (1948) de David Lean
en cinco o seis sesiones lectivas para 2º de ESO bilingüe.

INTRODUCCIÓN
Previamente a esta actividad el alumnado ha trabajado diversos aspectos de la
novela en L1. Está recogido en PROYECTO INTEGRADO DE LAS
LENGUAS 2º de ESO. Cada estudiante ha leído dos capítulos y ha hecho un
resumen que ha leído en voz alta para toda la clase de modo que ya conocen la
historia y así pueden ver la película en versión original con subtítulos en inglés.
Es necesario insistir en que es un éxito que entiendan sólo una pequeña parte y
que no hay que preocuparse por lo que no se entiende. Se les puede dar el ejemplo
de que nos bañamos en la orilla del mar y no en altamar y sin embargo
disfrutamos de nuestro baño. Es un ejercicio de inmersión lingüística.
Antes de realizar esta unidad se practicará en clase la pronunciación de los
nombres de los diferentes personajes para que cuando el alumnado haga la
exposición en L1 pronuncie con corrección los nombres propios
Artful Dodger (Jack Dawkins). Charley Bates. Mr. Brownlow. Fagin. Rose
Maylie. Monks. Nancy. Bill Sikes. Oliver Twist

NIVEL EDUCATIVO
2º ESO: 13 años

TEMPORALIZACIÓN
5 sesiones de 55’.en L2 + 2 sesiones en las clases de L1, L2 o Tutoría para
realizar el Project conjunto del PROYECTO INTEGRADO DE LAS LENGUAS
incluyendo recoger trabajos de L1, L2 y L3 en el Portfolio.
Se realizará en la última semana de noviembre

MATERIALES Y WEBSITES
Pantalla de televisión, lector de DVD y ordenadores o retroproyector o/y
fotocopias, cuaderno de clase.
DVD Oliver Twist 2005
Oliver Twist (1948)
Director David Lean
Cast: Alec Guinness, Robert Newton, Francis L. Sullivan, John Howard Davies,
Kay Walsh, Anthony Newley, Henry Stephenson, Mary Clare, Gibb McLaughlin,
Diana Dors
Writing credits: Charles Dickens (novel), Stanley Haynes (screenplay)
Certification: UK:U
Runtime: 116 min
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View trailer: film.virgin.net
http://film.virgin.net/player/play.asp?url=/film/fid2767/trailers/trid1128/wm/bb.as
x&filmid=2767&partner=virgin&sec=trl
The film:Lean’s version is generally the best-regarded film of this novel and, along with the
musical adaptation Oliver!, probably the best known.
The film was not without controversy, however, particularly over Alec Guinness's portrayal of
Fagin, which was considered anti-semitic by some. The film was not released in the United States
until 1951, with seven minutes of Guinness's performance cut.
John Howard Davies is still perhaps the most memorable and affective Oliver yet seen on screen;
the delicacy of his speech, and his muted, often awkward movements perfectly capture the sense of
confinement that define the character
The depiction of London is also a key factor in this film's success. The stark lighting is somewhat
softened by the sooty feel of London, and this makes for a perilous atmosphere whenever the story
takes us onto the streets.
Oliver Twist may be the very best of Lean's 'big' films
Para saber más sobre la película
http://www.screenonline.org.uk/film/id/459925/index.html
Actividades para estudiantes británicos, tienen un nivel muy elevado para
Secundaria, pero pueden sugerir ideas para realizar otras actividades: “Begin your
year with the classics”:
http://www.sonypictures.com/movies/olivertwist/teacholivertwist/assets/twist_tea
chingguide.pdf
Sobre la novela:
http://www.answers.com/topic/oliver-twist
Sobre Dickens:
http://www.fathom.com/course/21701768/session1.html

OBJETIVOS
Atraer al alumnado hacia la literatura clásica británica en el 1er ciclo de
Secundaria.
Saber quién fue Dickens y cómo era la Inglaterra de su tiempo.
Conocer a los principales protagonistas de la novela.
Repasar aspectos gramaticales: past simple, reforzar irregular verbs,
conectores: first, then, after that, finally.
Educar en valores:
Relacionar los personajes y acontecimientos de la película con
situaciones que se puedan vivir hoy.
La conexión entre delito y pobreza.

CONTENIDOS
1. REFLEXIONES SOBRE LA LENGUA
1.1 FUNCIONES DEL LENGUAJE Y LA GRAMÁTICA
Estructuras:
wh-questions
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Uso de past simple, afirmativa, negativa
interrogativa
Verbos irregulares.
conectores: first, then, after that, finally
e
Procedimientos
Extensive Reading: Dickens’ life. Quién es quién en
la novela.
Speaking: Responder preguntas cuya información
está en los créditos de la película.
Speaking: Is it boring or not Why?
Writing: texto narrativo de la primera parte de la
película: Resumen del texto con conectores.
Rescribir en pasado (para alumnado que necesite
refuerzo)
Comprensión con ejercicio de verdadero o falso.
Actitudes
Mantener silencio para poder disfrutar de película.
Aprender a apreciar películas en blanco y negro.
Aprender a leer los créditos de una película
No despreciar una historia porque no sea actual.
1.2 VOCABULARIO
Vocabulario relativo a fenómenos naturales, la vida
en el Londres de la época y descripción de
personajes.
1.3 FONÉTICA
Pronunciación del genitivo sajón después de
nombres terminados en “s”. Diferencia entre
Dickens’ novels y Dickens’s novels.
Aprender la pronunciación de nombres propios.
Aprender algunas palabras en slang.
2. ASPECTOS SOCIOCULTURALES
Literature knowledge: Dickens y su época
Educar en valores:
Relacionar los personajes y acontecimientos de la
película con situaciones que se puedan vivir hoy.
La conexión entre delito y pobreza.

DESARROLLO DE LAS ACTIVIDADES:
PRIMERA SESIÓN (50’)
 Actividad 1: 10 min.
Se van deteniendo los créditos de la película para que el alumnado pueda
responder las preguntas que aparecen en el doc. OT1.
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Who wrote Oliver Twist?
Do you know other novels by Charles Dickens
Which ones?
Who is the main actor in the film? (John Howard Davis)
How do you know it?
Who directed the film?
 Actividad 2: 25 min.
Se ven los primeros 6 min de la película, se para justo cuando empieza el
primer diálogo, Esta primera parte de la película es una narración visual del origen
del nacimiento de Oliver.
A continuación se proyecta en la pared, pantalla del ordenador o fotocopia los
doc OT2 y 3.
Se les pregunta si es eso exactamente lo que han visto o si falta algo. Después
se les pide que hagan un breve ejercicio de resumen de los hechos utilizando
conectores. El texto de la narración también puede ser entregado al alumnado que
necesita refuerzo para que realicen en casa un ejercicio de pasar el presente a
pasado.
There is a cloudy sky.
It’s stormy.
A leave falls from a brunch.
The water is moving in a river or a lake.
A tree branch is moving too.
The clouds are coming nearer.
There is the silhouette of a woman in the distance.
She is a young woman.
She is pregnant and she is suffering.
She is walking down the hill in the storm.
There is full moon.
She goes on walking down.
There is a thunder.light.
She looks very tired.
There is a black shape of a building.
It starts raining.
She gets wet.
The water is going high.
It’s flooded.
She resists holding a wooden trunk.
We can see a lamp swinging.
She rings a bell.
A man opens the iron gate.
He takes her into.
They enter into a parish workhouse
It goes on raining.
We can see a full moon moving.
The woman is now lying in a bed
There is a baby lying by the bed on the floor.
The baby starts crying.
The woman opens her eyes.
We see two candle flames moving.
The baby cries again.
The woman can’t move.
The woman stretches her arm
We can see an old lady drinking
The old lady is with a man
The man gets up
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The man takes the baby.
The man puts the baby by the woman’s side.
The woman smiles.
The woman kisses the baby.
The woman moves her neck.
The woman closes her eyes.
The woman dies.
The baby starts to cry again.
Summarize the scene. Write five sentences in the past using and, then, after
that and finally.
A possible summary
It was cloudy and stormy and a young pregnant woman was walking down the
hill. Then she went into a parish workhouse. After that her baby was born.
Finally she died.
 Actividad 3: 15 min.
Se ve el capítulo 1: 10 min y se para por si la clase quiere hacer preguntas. Si
no es así se sigue viendo la película.
SEGUNDA SESIÓN (50’)
 Actividad 1: 30 min.
Se ve hasta el final del capítulo 5, unos 28 min. y se dejan unos cinco minutos
antes de la siguiente actividad para contestar preguntas si las hay.
 Actividad 2: 20 min.
Se proyecta en la pared, pantalla del ordenador o fotocopia los doc OT4, 5,
6y7
Dickens was born in Portsmouth, Hampshire to John Dickens a naval pay clerk,
and his wife Elizabeth Dickens.
When he was ten, the family relocated to 16 Bayham Street, Camden Town in
London. His early years were an idyllic time.
He spent his time outdoors, reading voraciously with a particular fondness for
the picaresque novels of Tobias Smollett and Henry Fielding.
He talked later in life of his memories of childhood and his continuing
photographic memory of people and events that helped bring his fiction to life.
His family was moderately well-off, and he received some education at a private
school but all that changed when his father, after spending too much money
entertaining and retaining his social position, was imprisoned for debt
At the age of twelve, Dickens began working for ten hours a day in Warren's
boot-blacking factory, located near the present. He spent his time pasting labels
on the jars of
thick polish and earned six shillings a week. With this money, he had to pay for
his lodging and help to support his family, which was incarcerated in the nearby
Marshalsea debtors' prison.
After a few years his family's financial situation improved, but his mother did
not immediately remove him from the boot-blacking factory. Dickens never
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forgave his mother for this and resentment of his situation and the conditions
under which working-class people lived became major themes of his works.
In May 1827, Dickens began work as a law clerk. He did not like the law as a
profession and after a short time he became a journalist.
In 1836, he married Catherine Thompson Hogarth, they had ten children, and set
up home in Bloomsbury.
Dickens' writings were extremely popular in their day and were read extensively.
In 1856, his popularity allowed him to buy Gad's Hill Place. This large house in
Higham, Kent was very special to the author as he had walked past it as a child
and had dreamed of living in it.
Dickens separated from his wife in 1858. In Victorian times, divorce was almost
unthinkable, particularly for someone as famous as he was. He continued to
maintain her in a house for the next twenty years until she died.
In 1865, while returning from France to see Ellen Ternan, an actress who was
his companion, and likely mistress, until his death, Dickens was involved in a
rail crash in which the first six carriages of the train plunged off of a bridge. The
only carriadge to remain on the track was the one in which Dickens travelled.
Dickens, was unharmed, but never really recovered from the crash,
In 1870 he died after suffering a stroke. Contrary to his wish to be buried in
Rochester Cathedral, he was buried in the Poets’ Corner of Westminster Abbey.
The inscription on his tomb reads: "He was a sympathiser to the poor, the
suffering, and the oppressed; and by his death, one of England's greatest writers
is lost to the world."
Dickens stipulated that he didn’t want any memorial to honor him. The only
life-size bronze statue of Dickens, is located in Clark Park, Philadelphia.
Se explican los términos difíciles y se contesta a las preguntas del
alumnado. A continuación se realiza en un ejercicio de verdadero/falso: OT8 que
si no da tiempo a completarlo se pide que se termine como homework en su
cuaderno de clase.
Dickens was born in London.
He was born in 1812
When he was ten he was very happy.
When he was ten he was always in his room.
He liked romantic novels.
He didn’t have good memory.
He began working at the age of 12.
His family was rich enough.
His family was incarcerated in Marshalsea debtors' prison.
He did not like the law as a profession.
He didn’t become a journalist.
He never married.
He didn’t have children.
He bought the house of his dreams.
In Victorian times, divorce was something easy.
He suffered a rail crash.
He recovered from the crash.
He died because of the crash.
He wanted to be buried in the Poets’ Corner of Westminster Abbey.
In the inscription we can read “…one of the greatest writers is lost to England."
He wanted to have a memorial to honor him.
He died in 1870
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TERCERA SESIÓN (50’)
 Actividad 1: 5 min.
Corregir la tarea del día anterior.
 Actividad 2: 45 min.
Se ve hasta el final del capítulo 7, unos 38 min. y se deja el tiempo restante
para contestar preguntas.
CUARTA SESIÓN (50’)
 Actividad 1: 50 min.
Se ve toda la sesión aproximadamente hasta la mitad del capítulo 10, unos 45
min. y se deja el tiempo restante para contestar preguntas.
QUINTA SESIÓN (50’)
 Actividad 1: 30 min.
Se ve el resto de la película aproximadamente desde la mitad del capítulo 10,
unos 25 min. y se deja el tiempo restante para contestar preguntas.
 Actividad 2: 20 min.
A continuación se proyecta en la pared, pantalla del ordenador o fotocopia
los doc OT9 y 10. Se advierte al alumnado que probablemente
desconozcan muchas palabras, pero que intenten guiarse por las que
conocen y posteriormente comprueben el significado.
”WHO IS WHO?” “HOW GOOD IS YOUR MEMORY?” Match each
character with his/her description
Agnes- Oliver’s mother who died giving birth. The only thing she left
was a locket with her name inscribed.
Nurse- Old woman who delivered Oliver, and later died in the
workhouse revealing the story of the locket and the night Oliver was
born.
Oliver Twist- The main character of the story, Oliver is an affectionstarved little boy who will not commit crimes. He was abused as a
young child, and only wants to be loved. His adventures make him the
best of friends and the worst of enemies.
Mrs. Corney - The woman who raised Oliver for the first nine years.
She treated him and her other orphans very poorly by beating and
starving them.
Mr. Sowerberry- A coffin maker that Oliver was apprenticed to. He
generally treated the boy well, but chose his wife’s lies over Oliver’s
truths
Nancy- A woman who works for Fagin and tries to help Oliver which
eventually leads to her death. She is passionate, caring, and loves Sikes,
who eventually kills her.
Mr. Grimwig- A friend of Mr. Brownlow who is very cynical of the
boy but eventually helps to keep him safe.
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Jack Dawkins- “Artful Dodger” is a young accomplished thief who
finds Oliver on the road to London and introduces him to Fagin.
Fagin- The main antagonist in the story, “The Jew” takes Oliver under
his wing and tries to make a pickpocket out of him. He is a powerful
crime leader who has an affection for only money and will kill anyone
who stands in his way.
Charley Bates- Another one of Fagin’s thieves who tends to laugh at
everything in life.
Betsy- A woman who works for Fagin.
Mr. Brownlow- A man who Oliver’s thief friends rob on the street. He
takes Oliver in, and discovers his true parentage.
Mrs. Bedwin- Mr. Brownlow’s housekeeper who nurses Oliver back to
health
Se explica todo el vocabulario nuevo, se corrige el ejercicio y se les pide que para casa pasen a
limpio el ejercicio de who is who y que busquen imágenes o hagan dibujos de al menos tres de los
personajes.

TAREA FINAL Y EXTENSIÓN
En clase de Tutoría se preparará un panel con las ilustraciones de J. Mahoney y debajo de cada
una de ellas un pie de página resumiendo aún más el capítulo de modo que todo el Instituto
pueda conocer la novela de Oliver Twist como si de un comic se tratara, pero con el valor
añadido de las ilustraciones del XIX
(SESIÓN 6)
Se puede escenificar el primer acto de de la adaptación dramática para estudiantes de Oliver Twist.
EVALUACIÓN
Se evaluarán todas las tareas, el nivel conseguido, el interés y el comportamiento
en el desarrollo de las mismas.
Se comprobará la tarea who is who y se les pedirá que las guarden en el Portfolio.
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