A.

Watch the movie to answer the workshop:

A girl named Riley Andersen is born in Minnesota. In her mind, which is commonly
referred to as (1) "Headquarters", five personified emotions are created over time: Joy,
Sadness, Fear, Disgust and Anger, each one being introduced in this specific order. The
emotions are charged with reacting to Riley's circumstances and forming her (2) memories,
which are housed in spheres that produce a certain color depending on the emotion of the
memory. The most important memories, which are known as (3) "Core Memories", power
five (4) "Islands of Personality" that each reflect a different aspect of Riley's personality:
Family Island, Friendship Island, Hockey Island, Honesty Island, and Goofball Island.
Each emotion also has a defined purpose in Riley's life: Joy makes sure she is (5) happy,
Fear keeps her (6) safe, Anger keeps her life (7) fair and Disgust prevents her from being
(8) poisoned, both physically and socially. No-one understands the purpose of Sadness, as
all she seemingly does is make Riley feel bad. As a result, she is constantly ignored and
kept from using the Headquarters (9) controls, mainly by Joy, who prefers to keep Riley
happy as much as possible.
When Riley turns eleven, her family relocates to San Francisco after her father gets a new
job. Joy tries to make the move a pleasant experience for Riley and the other emotions, but
several events leading up to the move make the other emotions think otherwise. And
Sadness messes things up further when she turns a happy memory into a sad one by
touching it and causes a (10) core memory to fall out of the container it is housed in.
Aware that memories can't be changed back once turned sad, Joy keeps Sadness occupied
by having her memorize a stack of "mind manuals" all through the day and into the night.
On Riley's first day at her new school, Joy attempts to keep Sadness from touching
anything by having her stand completely still inside a circle of chalk. But Sadness ventures
outside the circle and creates a new core memory after making Riley (11) cry in front of
her new classmates. Joy attempts to dispose of the new memory, but her struggle with
Sadness leads to all the core memories being knocked out from their container. Before Joy
can put them back, she, Sadness, and the core memories are sent up a memory tube and into
the far reaches of Riley's mind.
As Joy and Sadness make their way through (12) "Long Term Memory", a labyrinth-like
place where all of Riley's past memories are stored, they run into Riley's former (13)
imaginary friend Bing Bong, who is desperate to reconnect with Riley. When Bing Bong
discovers that his song-powered imaginary wagon has been dumped into "the Memory
Dump," a pit where (14) obsolete memories are erased, he breaks down in tears of candy
and is comforted by Sadness as Joy watches on in confusion. Meanwhile, back at
Headquarters, Anger, Disgust, and Fear attempt to take charge in the wake of Joy's absence.
But they are unable to make Riley joyful, and instead instigate a confrontation with Riley's
parents, and cause (15) Goofball Island to fall into the Memory Dump. The three soon
realize that tampering with Riley's personality will cause it to slowly destroy itself with
potentially disastrous results.
Joy, Sadness and Bing Bong hatch a plan to ride the (16) "Train of Thought" back to
Headquarters and trek through the various parts of Riley's mind, unaware that Riley's life is
slowly starting to crumble. She alienates both her parents and her former best friend,
struggles in her new surroundings and quits (17) hockey after failing to do well in the first
tryout. Anger reasons that the only way to restore Riley's personality and keep the
remaining islands from falling into the Memory Dump is to persuade her to run away to
Minnesota.
Later that night, while Riley is sleeping, Joy, Sadness, and Bing Bong arrive at the loading
dock for the Train of Thought, only to realize the train does not run during (18) nighttime.
In an attempt to jump-start the train, the three infiltrate "Dream Productions", where Riley's
(19) dreams and nightmares are created. Onstage, they infiltrate a monstrous birthday
clown named Jangles, who scares Riley and wakes her up. As Joy, Sadness, and Bing Bong
board the Train of Thought and make their way towards Headquarters, Anger enacts his
plan of (20) running away. Riley is led to steal her mother's credit card, which causes (21)
Honesty Island to crumble, destroying the Train of Thought in the process. Joy, Sadness
and Bing Bong take refuge on (22) Family Island only for the island to begin to fall in
pieces when Riley boards a waiting bus to Minnesota. Then, after a failed attempt to hitch a
ride to Headquarters through an exposed memory recall tube, Joy and Bing Bong fall into
the dump, leaving Sadness on her own.
Joy, in despair and on the verge of giving up, bursts into tears and shifts through Riley's
memories, locating a sad one in which Riley missed a shot in a hockey game and cost her
team the win. When she sees Riley's teammates and parents consoling her (which turns the
memory into a happy one), Joy realizes what Sadness' function is - to act as a beacon to
others to let them know when Riley needs help. Joy helps Bing Bong find his rocket wagon
and attempts to jumpstart it only to realize it falls short of reaching the cliff every time.
Bing Bong, in a moment of self-realization, starts the rocket again and jumps off before it
flies away. As Joy looks over her shoulder after barely making it to the cliff, Bing Bong
thanks her for letting him be important one last time and fades away.
Joy emerges from the dump and finds Sadness, who has come to the conclusion that her
doings can only hurt Riley and flees her. Using a huge pile of (23) imaginary boyfriends
from Imagination Land, Joy launches herself towards Sadness with a large trampoline and
grabs her before flying towards Headquarters, where Anger and Disgust work together to
get them inside. Everyone then looks to Joy to save the situation, but she steps back and lets
Sadness take control. Riley, now in control of her (24) emotions, gets off the bus before it
leaves the station and returns home to her parents, where she breaks down in tears after
admitting she misses her old (25) life. As her parents comfort her, Joy and Sadness create a
new core memory together, which glows both blue and yellow, beginning the restoration of
Riley's (26) personality.
With Riley now adapting to life in a new city and Sadness finally having found her place
among her fellow emotions, everyone works together to help lead Riley to a happy life as
she turns 12.
B. Do the glossary (vocabulary meaning):

1. Headquarters: It is the home of Riley's Emotions, Joy, Fear, Anger, Disgust and
Sadness, who guide Riley through her life.
2. Memories: Something remembered from the past.
3. Core memories: Are objects of major importance that represent past events.
4. Islands of personality: Are locations that represent different aspects of Riley´s
personality that define her as a person.
5. Happy: Is a feeling of joy, pleasure or good fortune.
6. Safe: Free from harm or risk / unhurt.
7. Fair: Something or someone that is reasonable, right and just.
8. Poisoned: To be affected by a substance that can make people or animals ill or kill
them if the eat or drink it.
9. Controls: Devices that are used to operate a machine, vehicle or aircraft.
10. Core memory: Each of the memory orbs that represent past events of Riley´s life.
11. Cry: To produce tears as the result of a strong emotion, such as happiness or pain.
12. Long term memory: Is a large maze labyrinth-like area located in Riley´s mind.
13. Imaginary friend: An imaginary person that exists only in your mind and not in
real life.
14. Obsolete memories: Something that you remember form the past, but it is not in
use any more, having been replaced by something newer and better or more
fashionable.
15. Goofball island: Is one of the islands of personality. It consists of a jack in the box,
hammer and a merry go round. Represents Riley's childhood goofiness.
16. Train of thought: It is a fantasy train inside Riley's mind with a locomotive looking
like a cross between a tank engine and an electric locomotive that runs on tracks
which form in front of it and disappear behind it. It goes all around Riley's mind in a
more or less unpredictable way and delivers supplies like daydreams, facts and
opinions, as well as memories.
17. Hockey: A game played on a field by two opposing teams of 11 players each, who
try to hit a ball into their opponents' goal using long sticks curved at the end.
18. Nighttime: The time in every twenty-four-hour period when it is dark.
19. Dreams: Series of events or images that happen in your mind when you are
sleeping.
20. Nightmares: A dream arousing feelings of intense fear, horror, and distress.
21. Running away: The act of leaving (without permission) the place you are expected
to be.
22. Honesty island: Is one of the Islands of Personality. It disappears when Riley is
dishonest and appears when she is honest. It was formed when Riley broke a plate
with a hammer, and then owned up to it, thus being honest.
23. Family island: Is one of the Islands of Personality that represents her love for
family.
 24. Imaginary boyfriends: Are a group of boys that Riley imagines is having
a romantic relationship.
25. Emotions: Strong feeling, such as of love, anger, fear, etc.
26. Life: The period between birth and death, or the state of being alive.
27. Personality: The special combination of qualities in a person that makes that person
different from others, as shown by the way the person behaves, feels, and thinks.

C. Respond “Talk about the movie” handout:

Question: Did you like the movie? Why or why not?
Answer: It is a very successful movie about the history of emotions, puberty, as we
complement a world that perhaps only had remained in our imagination, mixing situations
of laughter, memories, sad, it is impossible not to think about our own world within our
heads. And perhaps also reflect on what emotion is the dominant in each one.
An 11-year old girl named Riley Andersen moves from Minnesota to San Francisco. She
thought everything would be great but started having doubts after seeing her new house and
other aspects of the town. Her emotions, Joy, Sadness, Anger, Disgust, and Fear, try their
best to make Riley happy. When it's Riley's first day of school, Joy and Sadness are ejected
out of the Headquarters through a series of mishaps. Now it's up to Anger, Disgust, and
Fear to make Riley happy until they return, but things quickly go downhill.
As for my opinion I can only say that I love it. It is so perfect the idea of teaching the
emotions to children and how they influence throughout their lives. One of my favorite
things was how we are explaining the whole process of the mind, all seasons from abstract
thinking, the train of thought but ultimately my favorite is the production of dreams, gave
me so much laughter.
It is a movie that leaves us a great message all emotions are necessary and have their
importance.
For me the message of this movie comes out of the classic fight for your dreams or accept
yourself, the message for me is accept the change, either a move, start living alone or even
grow, accept it do not look for refuge in your happy past and do not get depressed, if you
do not like something you can change it.
Culture and Language:
A. Answer the handout:
1) How do you think it would feel to be bullied? How can prevent and deal with
bullying in schools?
Answer: To be bullied makes you feel rejected and isolated. By working
together teachers, parents, support groups, student groups and individual
students can be responsible for developing an anti-bullying school environment.
B. Read Again and complete the sentences:
1) Bullied children can feel rejected and isolated.
2) Everyone can work together to develop an anti-bullying school environment.
3) Proactive strategies are used to prevent bullying from occurring in the first
place.
4) Videos, lectures and written material can be used to engage students in
discussions about bullying.
5) Children can be empowered to control their own behavior and environment.
6) The goal of proactive strategies is to prepare reactions for when bullying
occurs.
7) The situation could be more worse if children be encouraged to fight back
because the situation could be aggravated, or a child could be seriously hurt.
8) Social workers might be useful for address the problems that can lead to
bullying and aggression.
C. Imagine your friend is being bullied. Think of advice to give him/her. In
1) Tell him to act calmly and respectfully even though they are bothering him.
2) Tell him to seek help from his parents or the counselor or a person of
confidence.
3) Tell him to avoid the person who harasses him.
Check these words:
1. Rejected: Rechazado.
2. Isolated: Aislado.
3. Emotional well-being: Bienestar emocional.
4. Bystander: Espectador.
5. Intervene: Intervenir.
6. Approach: Abordar / aproximarse.
7. Proactive: Proactivo.
8. Strategy: Estrategia.
9. Reactive: Reactivo.
10. Defuse: Calmar / Apaciguar.
 11. Aggravate: Agravar.
12. Mentor: Guía / mentor.
13. Aggression: Agresión.

Culture Spot
1. Who does the ACE organization help? How?
a. The ACE (Association of Community Employment) programme gives
homeless people an opportunity to get off the streets by organizing paid
work for them.
2. Are there similar organizations in your country? How do they help people?
a. There are similar organizations as Remar or Hogares Crea that help addicts
by teaching them how to control temperament and gain their own
confidence. They offer therapies such as occupational, educational, urbanity,
sports, sales, confrontation, marathon, family, training, spiritual, meditation
and mobilization.
Research about one of the topics:
a) Preventing and tackling bullying in schools.
b) Proactive strategies in the school to prevent bullying.
c) Support systems to prevent and tackle bullying.

Preventing and tackling bullying in schools

A school’s response to bullying should not start at the point at which a child has been
bullied. The best schools develop a more sophisticated approach in which school staff
proactively gather intelligence about issues between pupils which might provoke conflict
and develop strategies to prevent bullying occurring in the first place. This might involve
talking to pupils about issues of difference, perhaps in lessons, through dedicated events or
projects, or through assemblies. Staff themselves will be able to determine what will work
best for their pupils, depending on the particular issues they need to address. Schools which
excel at tackling bullying have created an ethos of good behavior where pupils treat one
another and the school staff with respect because they know that this is the right way to
behave. Values of respect for staff and other pupils, an understanding of the value of
education, and a clear understanding of how our actions affect others permeate the whole
school environment and are reinforced by staff and older pupils who set a good example to
the rest.
Schools should apply disciplinary measures to pupils who bully in order to show clearly
that their behavior is wrong. Disciplinary measures must be applied fairly, consistently, and
reasonably taking account of any special educational needs or disabilities that the pupils
may have and taking into account the needs of vulnerable pupils. It is also important to
consider the motivations behind bullying behavior and whether it reveals any concerns for
the safety of the perpetrator. Where this is the case the child engaging in bullying may need
support themselves. The organizations listed in the ‘further resources’ section provide a
range of practical resources for schools to help staff develop their own approaches to
different issues which might motivate bullying and conflict.
All bullying, whatever the motivation or method, is unacceptable and should not be
tolerated.
Schools should talk to parents about their anti-bullying policy and make it available to them
and prospective parents as part of their behavior policy. Schools should ensure that parents
know what measures are being taken to prevent bullying, as well as how incidents are
responded to, and may also encourage positive messages about good behavior and respect
for others at home.
A whole school policy should be a carefully considered document which has been
coproduced by everyone in that school’s community. To be truly effective it is part of the
school ethos and is known, understood and modelled by its community. It is part of a
school’s approach to behavior and discipline but is often an individual policy. The policy
needs to be highly visual and displayed around school for instance in school documents
which are shared with children and parents and published on the school’s website. To be
truly effective it needs to be taught and practiced throughout the school day and given a
place in the curriculum. A good policy ensures pupils and staff are clear on expectations
and on how the school tackle bullying as a community.
The Headteacher has the power to respond to bullying behavior involving pupils whilst out
of school; be it on a school trip, school activity or in the community. Conduct that threatens
the health and safety of pupils, staff or members of the community will not be tolerated.
The Head teacher will consider the evidence available and if the claim is proven will
impose sanctions in line with the school’s general behavior policy. In serious cases where
an offence may have been committed the Headteacher will contact the local police.