O APÓSTOLO
LEARNING RESOURCE
3rd and 4th Level suitable for S1– S4
Curriculum for Excellence subjects:
Spanish / Literacy / Religious and Moral Education / Expressive Arts
Written by Ashleigh Evans, Teacher
This resource is produced by the Glasgow Youth Film Festival by support from our partners:
Thanks to: Artefacto Producctiones
BEFORE THE FILM
SPANISH
1
Look at the poster for the film O Apóstolo.
What do you think the title of the film means?
Look closely at the images. What type of film
do you think this is? Discuss this in groups
and create a mind-map or spider diagram
of what comes to mind when you look at
these posters. This can be done solely in
Spanish, or in English first, with each group
member then finding the Spanish for each
word/phrase.
I can use a bilingual dictionary independently to help me understand
new language. MLAN 3-11a
I can recognise features in the language I am learning and use them
to make sense of vocabulary and of the connection between words.
MLAN 3-11b
2
Read the Spanish synopsis of the film:
O Apóstolo narra una oscura historia de misterio ambientada en el Camino de
Santiago en la que se mezcla el suspense, el humor y la fantasía a partes iguales.
El protagonista, un preso recién fugado de la cárcel, se verá envuelto en extraños e
inquietantes sucesos al intentar recuperar un botín que había sido escondido años atrás en
una apartada aldea de esta ruta. Siniestros ancianos, extrañas desapariciones, un peculiar
sacerdote, y hasta el arcipreste de Santiago confluyen en una trama aderezada de misterio
e intriga que llevará al protagonista a enfrentarse a una condena mayor de la que había
conseguido escapar.
Try to pick out the nouns, adjectives and verbs you can identify, using a dictionary if necessary.
After identifying these, try to answer to the following questions:
a
Where does the film take place?
b
What three elements does the film mix in equal parts?
c
Describe the main character.
d
What is he trying to find?
This synopsis makes particularly good use of adjectives to set the scene for viewers of the film. Check
if any of these are similar to those you may have used in your mind-map in the previous exercise.
I work on my own and with others to understand text using appropriate resources. I can read and demonstrate understanding
of more complex texts which contain familiar and unfamiliar language. MLAN 3-08a
Page 2
AFTER THE FILM
SPANISH / RELIGIOUS AND MORAL EDUCATION
The film is set in a remote village, Xanaz, which is situated on the famous “Camino de Santiago”
in the north-west of Spain, in the region of Galicia.
a
Use the internet to research “El Camino de Santiago”. In small groups, find answers
to the questions that follow and prepare a short presentation (5 minutes) in Spanish
on the information you find. Try to find out the following:
• What is “El Camino de Santiago” and where is it?
• Why is it so important to Roman Catholics?
• What is meant by “pilgrimage”?
• What would pilgrims usually take with them on their journey?
• What are the traditional symbols of “El Camino de Santiago” and do any of them
appear in the film?
I have contributed successfully to a group to plan and prepare short talks in the language I am learning on topics
of personal interest or linked to an aspect of a country where the language I am studying is spoken. MLAN 3-06a
Through investigation of and reflection on Christian traditions, practices and customs, I can explain the significance
of these for Christians. RME 3-03a
b
Create full sentences using the verbs “ser” or “estar”. Think carefully before deciding
which verb to use. Recuerda: sujeto + verbo + complementos.
→
1 Astorga, León y Ponferrada
2 Tumba del Apóstol Santiago
3 Vieira
→
→
Provincia de León.
Catedral de Santiago de Compostela.
símbolo del Camino de Santiago.
4 El Camino de Santiago
→
peregrinaje a Santiago de Compostela.
I can create, amend and present information…about a topic of my choice for different purposes. MLAN 3-13a
Page 3
AFTER THE FILM
SPANISH / EXPRESSIVE ARTS
When Ramón arrives at Xanaz, he pretends to be a pilgrim on “El Camino de Santiago”.
The villagers are quick to welcome him, and he is offered a room for the night by Snra. Dorinda.
At first she seems very hospitable, but Ramón gets suspicious when she is so eager for him to
drink some warm milk before bed….
a
As they chat, Dorinda says to Ramón, “Hay condenas de las que no se puede escapar.”
What does this mean? What relevance does it have for Ramón in particular?
b
Imagine you are Ramón, and you are suspicious as to why Dorinda is so keen for you to
have a drink before bed. Invent a conversation between you and Dorinda. You can use
some of the vocabulary below, or use your own ideas. With a partner, pretend one of you
is Ramón and the other is Dorinda, and act out your conversations.
Ramón
Lo siento, pero no tengo sed
I’m sorry, but I’m not thirsty
No me apetece nada de beber
I don’t want anything to drink
¿Por qué insiste?
Why do you insist?
Es que ya estoy cansado
I’m already tired
Tengo mucho sueño/Estoy muerto
I’m very sleepy/exhausted
Soy intolerante a la lactosa
I’m lactose intolerant
Dorinda
¡Beba! Es un vasito de leche...
Drink up! It’s just a little glass of milk…
La leche te ayudará a dormir
The milk will help you sleep
¡Toma! Te ayudará a reponer fuerzas
Take it! It will help keep your strength up
Es tarde y mañana querrás partir pronto
It’s late and you will want to leave early tomorrow
No me insultes, por favor
Don’t insult me, please
¿Por qué tienes miedo?
Why are you afraid?
I can take part effectively in prepared conversations by using a variety of language structures to share information,
experiences and opinions and by offering straightforward reasons for having these opinions. MLAN 3-03a
I can create, adapt and sustain different roles, experimenting with movement, expression and voice and using theatre
arts technology. EXA 2-12a
Page 4
AFTER THE FILM
SPANISH
The lure of treasure brings Ramón to Xanaz, but when he realises that something dark and sinister
is happening in the village, he tries to escape. However, he finds that he is trapped and cannot
leave. He meets Salustiano, who tells him that he is now a prisoner of “la Santa Compaña”.
Imagine you are Ramón. Write a letter to Xavier, your friend who is still in prison, telling him what
has happened and how you feel now. You can use the vocabulary below or invent your own
with the help of a dictionary:
Estoy en Xanaz, en busca del botín
I am in Xanaz, looking for treasure
Los aldeanos son muy raros
The villagers are very strange
Estoy atrapado aquí
I’m trapped here
La aldea está maldita
The village is cursed
Siento muy débilz
I feel very weak
Soy un preso otra vez
I am a prisoner again
¡Ayúdame por favor!
Help me please!
I can write about experiences, feelings or opinions and can offer reasons for having those opinions. MLAN 4-13B
SPANISH / LITERACY
Think about the themes (los temas) of the film. Which do you think are most relevant to O
Apóstolo? Give reasons for your choices. Give examples of particular scenes when these
themes were apparent.
•
La religión
•
La moralidad
•
La amistad
•
La superstición
•
La confianza
•
La libertad
•
La codicia
•
El amor
I can use a bilingual dictionary independently to help me understand new language. MLAN 3-11a
I can write about experiences, feelings or opinions and can offer reasons for having those opinions. MLAN 4-13B
I can persuade, argue, evaluate and explore issues or express an opinion using a clear line of thought, relevant supporting
detail and/or evidence. LIT 3-29a/LIT 4-29a
Page 5
AFTER THE FILM
CURRICULUM FOR EXCELLENCE LEARNING OUTCOMES COVERED
• I can use a bilingual dictionary independently to help me understand new language. MLAN 3-11a
• I can recognise features in the language I am learning and use them to make sense of vocabulary
and of the connection between words. MLAN 3-11b
• I work on my own and with others to understand text using appropriate resources. I can read and
demonstrate understanding of more complex texts which contain familiar and unfamiliar language.
MLAN 3-08a
• I have contributed successfully to a group to plan and prepare short talks in the language I am learning
on topics of personal interest or linked to an aspect of a country where the language I am studying
is spoken. MLAN 3-06a
• Through investigation of and reflection on Christian traditions, practices and customs, I can explain the
significance of these for Christians. RME 3-03a
• I can create, amend and present information…about a topic of my choice for different purposes.
MLAN 3-13a
• I can take part effectively in prepared conversations by using a variety of language structures to share
information, experiences and opinions and by offering straightforward reasons for having these opinions.
MLAN 3-03a
• I can create, adapt and sustain different roles, experimenting with movement, expression and voice
and using theatre arts technology. EXA 2-12a
• I can write about experiences, feelings or opinions and can offer reasons for having those opinions.
MLAN 4-13B
• I can use a bilingual dictionary independently to help me understand new language. MLAN 3-11a
• I can write about experiences, feelings or opinions and can offer reasons for having those opinions.
MLAN 4-13B
• I can persuade, argue, evaluate and explore issues or express an opinion using a clear line of thought,
relevant supporting detail and/or evidence. LIT 3-29a/LIT 4-29a
Page 6