Apr 30, 2016

The 33: Wish


In 2010, the eyes of the world turned to Chile, where 33 miners had been buried alive by the catastrophic explosion and collapse of a 100-year-old gold and copper mine. Over the next 69 days, an international team worked night and day in a desperate attempt to rescue the trapped men as their families and friends, as well as millions of people globally, waited and watched anxiously for any sign of hope. But 200 stories beneath the surface, in the suffocating heat and with tensions rising, provisions—and time—were quickly running out.


Work in groups:
Imagine you were locked inside a cave for 69 days, eating very poorly. Make a list of the first things you would like to do.

Watch the movie segment. The 33 miners are having their last meal and provision - one can of tuna fish  for 33 people. Write down 5 things they wish they could do, but they can't.


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1. _____________________________________________
2. _____________________________________________
3 _____________________________________________
4 _____________________________________________
5 _____________________________________________

Apr 15, 2016

Death Becomes Her: WILL x Simple Present to Talk about Future Events

This film is a classic that talks about beauty, being young forever, and what people can do to look perfect. I used this interesting scene to show students that we may use WILL or the SIMPLE PRESENT to talk about the future.








The  simple present can be used to talk about talk about scheduled future events (things that happen according to a scheduled sequence of events). We also use the simple present tense to talk about events happening in the near future. 

"Will" often suggests that a speaker will do something voluntarily.  We also use "will" when we request that someone helps us or volunteers to do something for us. Similarly, we use "will not" or "won't" when we refuse to voluntarily do something.

   I. Complete the following sentences with either the simple present tense or future (will). Sometimes you can use both to express an idea about the future. Then watch the segment and check your answers.





video


1. Tonight, while she is asleep, you _____________  (sneak) downstairs quietly and take one of each kind of wine glass from the shelter.

2. Then you __________________ (take)  this Narconol and lightly coat each glass.

3. Tomorrow I ___________________ (call) Madeline to say goodbye.

4. I_________________ (get) her to invite me for dinner.

5. You and I _______________ (work) together quickly. First, we _________________ (finish) dinner.

6. Then we _______________ (load)  her into the car and take her to the top of Mulholland Drive, call the police and report we have seen a drunk woman swerving close to the edge.

7. We ________________ (sit) her up in the driver's seat.

8. We ________________ (drop) the car into the gear, wedge her foot down on the accelerator, clamp her hand on the steering wheel, and send her on her way.


II. Talk to a partner:

1. What is your opinion about their plan? What are the chances of its working out?

2. What do you think might go wrong?

3. What would change to make their plan more effective.

4. What should happen to the couple if the police find out about their plan before it is put into practice?

5. What about if the police find out about their plan after the crime has been committed?


WORKSHEET

MOVIE SEGMENT DOWNLOAD - DEATH BECOMES HER



Key:


1. Tonight, while she is asleep, you'll sneak downstairs quietly and take one of each kind of wine glass from the shelter.

2. Then you'll take this Narconol and lightly coat each glass.

3. Tomorrow I'll call Madeline to say goodbye.

4. I'll get her to invite me for dinner.

5. You and I work together quickly. First, we finish dinner.

6. Then we load her into the car and take her to the top of Mulholland Drive, call the police and report we have seen a drunk woman swerving close to the edge.

7. We'll sit her up in the driver's seat.

8. We drop the car into the gear, wedge her foot down on the accelerator, clamp her hand on the steering wheel, and send her on her way.

Mar 30, 2016

Tomorrowland: Future with WILL

I read great reviews of this movie, but I thought it was boring. However, there are great scenes that you can use in the classroom. This is one of them.







I. Work in groups. Watch the segment and make a list of all the things that you managed to see that the director believes are going to be common place in the future.

Ex; There will be flying cars.

II. Work with different students. Show each other your lists. Then decide which features you believe will come true in the future, why (not), and if they  will be better or worse for the population.

video

III. Work with a different partner. Design the ideal world for the future. Imagine that there are no limits to what you can do, Then share your "new world" with the class. Be creative!


MOVIE SEGMENT DOWNLOAD - TOMORROWLAND

WORKSHEET 

Mar 15, 2016

Minions: Used to

Minions is simply wonderful. I loved the movie. The story is great and the characters are awesome. I used this scene to practice "used to".




I. Work in pairs:


1 - How different was Brasilia (or your home town) 30 (or any other number of years) years ago? Do you think life used to be better or worse than today? Justify it.

2 - Would you like to visit New York? What about living there?

3. How do you compare Brasilia (or  your hometown) to New York?

4 - How do you think life will be like in Brasilia (or your hometown) in the future? What about in New York.

5 - Watch the movie segment. How did life use to be in New York in 1968. Pay attention to clothes, music, electronic devices, life style, etc.


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Feb 29, 2016

Jurassic World: Acronyms



ACRONYM: Technically, a word that is formed by combining some parts (usually the first letters) of some other terms. Newsgroups, chat rooms and e-mails have spawned a rich set of acronyms and initialisms for common phrases. Here is a list of common acronyms used nowadays.


ASAP: As Soon As Possible
ASL: Age/ Sex/ Location
AAMOF: As a matter of fact.
ATM: At This Moment.
BBL: Be Back Later.
BC: Be Cool.
BRB: Be Right Back
BTW: By the Way.
B4: Before
CU: See You!
CUL: See you Later.
Cuz: Because
DIY: Do it yourself.
DND: Do not Disturb.
F2F: Face to Face.
FAQ: Frequently asked questions.
FB: Facebook (Most used)
FYI: For your information.
GAL: Get a Life.
GM: Good Morning.
GN: Good Night.
GNASD: Good Night and Sweet Dreams
G2B: Going to Bed.
GR8: Great.
G2G: Got to Go.
HBU: How about you.
HAND: Have a Nice Day. (nice one)
IDC: I don’t care.
IDK: I don’t Know
IC: I See. (As same as it sounds)
IDC: I don’t care.
IMY: I miss u
IS: I’m sorry.
JAM: Just a minute.
JK: Just Kidding
K: Okay
LAM: Leave a message.
LOL: Laugh out Loud
LMK: Let Me Know
L8R: Later.
MP: My pleasure.
Msg: Message.
NP: No problem.
OMG: Oh my God!
Pls: Please
Ppl: People
ROFL: Rolling On Floor Laughing
Q4U: Question for you.
SD: Sweet Dreams
sup: wassup
TBH: To Be Honest
Tnx: Thanks
TY: Thank You
Txt: Text
TMI: Too much information.
TTLY: Talk to you later
WBU: What about you.
W8AM: Wait a minute.



Watch the movie segment. Observe that many people are texting during the scene.Work in pairs. Write a dialog with acronyms for you to describe what you saw and to express your feelings about what happened. You may use other words, not only acronyms.



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Feb 20, 2016

Pay the Ghost - Modals for Speculation

This is a scary movie and this scene is perfect to speculate about what happened to the little boy. Use it with adults only, please,




Review - Modals for Speculation:
Use CAN'T - for something that is practically impossible. 
Ex: It can't have rained. The streets are dry!
MIGHT - for something that is possible, but you are not absolutely sure. 
Ex: He might have slept over. He is not in class today.


MUST - for something that you believe is the most plausible explanation for a situation. 

Ex: She must have moved from that house. It is all dirty, the plants are huge, and it looks abandoned. 



IWork in small groups and think about three possibilities that would explain what happened to the boy: 


video


* CAN'T ________________________________________________________ 

* MIGHT _______________________________________________________ 

* MUST ________________________________________________________ 

II. Share your sentences with the class. Who came up with the most plausible explanations?


MOVIE SEGMENT DOWNLOAD - PAY THE GHOST

WORKSHEET 

Jan 30, 2016

Despicable Me 2: Intonation Practice


Inspired by The British Council definitions of intonation. This activity is for the teachers to boost and foster the teaching of intonation in their lessons. 
What is intonation?

https://www.teachingenglish.org.uk/article/intonation


Intonation is about how we say things, rather than what we say. Without intonation, it's impossible to understand the expressions and thoughts that go with words. 

Listen to somebody speaking without paying attention to the words: the 'melody' you hear is the intonation.
Why teach intonation? 


Intonation exists in every language, so the concept we're introducing isn't new. However, learners are often so busy finding their words that intonation suffers. Yet intonation can be as important as word choice - we don't always realise how much difference intonation makes:
  • Awareness of intonation aids communication.
  • Incorrect intonation can result in misunderstandings, speakers losing interest or even taking offence!
  • How I help my students 
    Awareness-raising 
    Some techniques I find useful for raising learners' awareness of intonation:

    • Provide learners with models - don't be afraid to exaggerate your intonation.
    • Let students compare two examples of the same phrase, eg: varied/flat intonation, English / L1.
    • Ask students to have a 2-minute conversation in pairs as 'robots' (elicit the word using a picture if necessary), i.e. with no intonation. When they then go back to speaking 'normally', point out that the difference is made by intonation - this is what gives movement to our voices.
    • Get students to imitate my intonation, but without words, just humming.


Ask the students to watch the segment and talk about the little girl's  speech rehearsal. How can she improve it? Ask them to say what they would do if they were her teacher.

video



MOVIE SEGMENT DOWNLOAD - DESPICABLE ME 2

Jan 15, 2016

Into the Woods: Rhymes

This is a great movie. Meryl Streep is simply magnificent in this role. I used this scene to talk about rhymes and poetry.



A rhyme is when two words sound the same when spoken. Rhyming words don't have to be spelt the same to be classed as a rhyme. Rhyme is used in poetry to help the poem become interesting. Rhyme is used to help create a pattern within a poem.

I. Work in pairs:
 
Read the script of the scene and choose the best word to match the rhymes. Check the rhyme and the meaning too.


[WOLF]

Good day, young lady.

[LITTLE RED RIDING HOOD].. good day Mr.Wolf.

[WOLF]
Look at that flesh
Pink and plump.
Hello, little girl...
Tender and (fresh/ flash / trash),
Not one lump.
Hello, little girl...
This one's especially lush,
Delicious...
Hello, little girl,
What's your (crush / rush/ blush)?
You're missing all the flowers.
The sun won't set for (ours/ hours/ towers),
Take your time.

[LITTLE RED RIDING HOOD]

Mother said,
"Straight ahead,"
Not to delay or be (misled/ glad/ sad).

[WOLF]

But slow, little girl,
Hark and hush-
The birds are singing sweetly.
You'll miss the birds (immediately/ completely/ quickly),
You're traveling so fleetly.
Grandmother first,
Then Miss Plump...
What a delectable couple:
Utter perfection-
One brittle, one supple-
One moment, my dear-!

[LITTLE RED RIDING HOOD]

Mother said,
"Come what (pay/ pray/ may),
Follow the path
And never stray."

[WOLF]

Just so, little girl-
Any path.
So many worth exploring.
Just one would be so (boring/ storing/ sorry).
And look what you're ignoring...
Think of those crisp,
Aging bones,
Then something fresh on the palate,
Think of that scrumptious carnality
Twice in one day-!
There's no possible way
To describe what you (steal/ peel/ feel)
When you're talking to your meal. (GROWL) for granny

[LITTLE RED RIDING HOOD]

Mother said
Not to stray.
Still I suppose,
A small delay...
Granny might like
A fresh (play/ bouquet/ gourmet)
Goodbye, Mr. Wolf.

[WOLF]

Goodbye, little girl.
And hello...
(howls)


II, Watch the scene and check your answers,


video
Key:


[WOLF]
Good day, young lady.

[LITTLE RED RIDING HOOD].. 

good day Mr.Wolf.

[WOLF]

Look at that flesh
Pink and plump.
Hello, little girl...
Tender and fresh,
Not one lump.
Hello, little girl...
This one's especially lush,
Delicious...
Hello, little girl,
What's your rush?
You're missing all the flowers.
The sun won't set for hours,
Take your time.

[LITTLE RED RIDING HOOD]

Mother said,
"Straight ahead,"
Not to delay or be misled.

[WOLF]

But slow, little girl,
Hark and hush-
The birds are singing sweetly.
You'll miss the birds completely,
You're traveling so fleetly.
Grandmother first,
Then Miss Plump...
What a delectable couple:
Utter perfection-
One brittle, one supple-
One moment, my dear-!

[LITTLE RED RIDING HOOD]

Mother said,
"Come what may,
Follow the path
And never stray."

[WOLF]

Just so, little girl-
Any path.
So many worth exploring.
Just one would be so boring.
And look what you're ignoring...
Think of those crisp,
Aging bones,
Then something fresh on the palate,
Think of that scrumptious carnality
Twice in one day-!
There's no possible way
To describe what you feel
When you're talking to your meal. (GROWL) for granny

[LITTLE RED RIDING HOOD]

Mother said
Not to stray.
Still I suppose,
A small delay...
Granny might like
A fresh bouquet...
Goodbye, Mr. Wolf.

[WOLF]

Goodbye, little girl.
And hello...
(howls)





Dec 22, 2015


Thank you for another year of exciting activities. More to come in 2016. Merry Christmas!

Dec 15, 2015

Life of Pi: Vocabulary Practice - Animals

One of my all times favorite movies. Life of Pi is an unforgettable experience. The opening scene is perfect for all beginners levels working with vocabulary related to zoo animals. Kids love it!


Small groups - GAME:

I. Make a list of all the zoo animals  you can remember.
II. Watch the segment. Check how many animals you guessed correctly.
The winner is the group who guesses most correct animals.



video

III. Guessing game:

Have students mime the animals for the other peers to guess what animal they are imitating. They cannot make any sounds.


KEY:

Here are the animals I managed to see. You may decide how specific they have to be (ex: Monkey or proboscis monkey/ boa constrictor or snake)

giraffe 
hummingbird.  
sloth 
flamingo 
Red-Cheeked Gibbon  
zebra
parakeets
boars
bear
elephant
hippo
pig
boa constrictor
cheetah
tapirs
deer
birds
proboscis monkey
rhino
tiger
iguana

Nov 30, 2015

Moonrise Kingdom: Present Continuous


I. Watch the movie segment. Pay attention to what the characters are doing.


video


II. Ask and answer the questions:

Ex: 
What are the children (they) doing?
They are playing.


1. What ___________________ ?
     She ____________________.



2. What ___________________?
They ______________________



3. ____________________________?
    ____________________________.



4. ______________________________?
________________________________.



5. ____________________________?
______________________________



7. ____________________________?
The  boy _______________________.






Talk to a friend:

1. What are you doing now?
2. What is the teacher doing now?
3. What is your family doing now?
4. Why is the girls always using binoculars?
5. Is this a happy family? Why (not)?


WORKSHEET

MOVIE SEGMENT DOWNLOAD - MOONRISE KINGDOM

Nov 15, 2015

Despicable Me 2: Simple Past - Was / Were


Here is another great activity provided by Pedro Urbano, one of this blog's readers. His activities are wonderful and this one is no exception. Thanks, Pedro, once again.


I've been teaching English for nine years working with teens, adults, and seniors. Creating songs activities and especially movie worksheets are my features. Today, I'm part of ICBEU teacher team - Manaus (a dream of 13 years that came true), working with teens and adults.




Before you watch:

Look at these questions. Choose the best answer:

How do people feel when…

1.    They meet someone special in their lives?
a.  Terrific and exhausted;
b.  Hurt and energized;
c.  Marvelous and terrific;
d.  Terrible and hurt.
2. 
   Someone special leaves their lives?
a.    Empty and admired;
b.    Crushed and abandoned;
c.    Amused and optimistic;
d.    Amused and admired.

While you watch

Watch the movie segment. Check the correct responses according to the movie segment.



video


1.    Who was Gru in front of the house with?

a.    He was with the Minions;
b.    He was with a woman;
c.    He was with the kids;
d.    He was alone.

2.    How was the date according to the woman?
a.    It was quiet;
b.    It was crazy;
c.    It was fun;
d.    It was ok.

3.    How was Gru after the kiss?
a.    He was happy;
b.    He was sad;
c.    He was nervous;
d.    He was angry.

After you watch

Look at the sentences. Check T (true) or F (false)

1.    Gru was on a date with a woman in the morning.    T (     )     F (     )
2.    In the following day, he was very disappointed.      T (     )     F (     )
3.    The woman said good bye to Gru.                          T (     )     F (     )

4.    He was terrific after she said good bye.                  T (     )     F (     )