May 30, 2016

The Sponge Bob Squarepants: Verb to Be


Here is another great activity provided by Pedro Urbano, one of this blog's readers and major contributor.  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.







SpongeBob SquarePants – Movie activity
Vocabulary: Sea Creatures / Grammar: Be Statements / Function: We’re not____. We’re____

A.   Who are they? Match the names with the pictures.








SpongeBob
Mr. Krabs
Patrick Star
Squidward
Sandy Cheeks

B.   Watch the video segment. Complete the dialog with the words from the box.
you’re   /   water   /   that’s   /   challenge   / I’m    /  we’re not   /  this is it   /  

isn’t  /   we’re   /   land creatures   /    sea creatures   / is   /   isn’t   / Up here

Sandy
Look, unless you can stay above _________ for one measly minute, you forfeit the contest and prove that ____________ are better than _______________!
SpongeBob
No, way, San-day. We can take on your ________________! 
All
Yeah!
SpongeBob
_______________ afraid of your dumb old land!
All
Yeah!
SpongeBob
________________ sea creatures!
All
Yeah!
SpongeBob
Okay! Well, _____________________.
Mr. Krabs
Wait, boy! Make it last.
SpongeBob
Thanks, Mr. Krabs. Okay! Here I go! Hey, this ______ so bad. We can do this! Hey, Patrick, come on up! The air _____ fine!
Patrick
________ gonna do it quick and get it over with. Cannonball! Hey, I lost my trunks! Hi, SpongeBob!
SpongeBob
All right, Pat, you made it! Come on, Mr. Krabs! ____________!
Mr. Krabs
 All ashore _________ going ashore, Mr. Squidward! Land ho! 
SpongeBob
Looking good, Mr. Krabs!
Patrick
Yeah! Yeah! Whoo-hoo!
SpongeBob
Come on, Squidward, __________ missing all the dry. Come on, Squidward!
All
Squidward! Squidward! Squidward! Squidward!

C.   Complete the sentences with IS, ISN’T, ARE, or AREN’T.
a.    Sandy ________a sea creature. She _____ a land creature.
b.    Mr. Krabs __________ a sea star. He _______ a crab.
c.    Squidwards _______an octopus. He ______a squid.
d.    SpongeBod, Patrick, Squidward, and Mr. Krabs _________land creatures. They ____ sea creatures.

D.   In trios or groups of four, play the dialog in class.
Teacher Resources
A.   ___
B.   Dialog answers

Sandy: Look, unless you can stay above water for one measly minute, you forfeit the contest and prove that land creatures are better than sea creatures!
SpongeBob: No, way, San-day. We can take on your challenge! 
Patrick, Squidward and Mr. Krabs: Yeah!
SpongeBob: We're not afraid of your dumb old land!
Patrick, Squidward and Mr. Krabs: Yeah!
SpongeBob: We're sea creatures!
SpongeBob, Patrick, Squidward and Mr. Krabs: Yeah!
SpongeBob: Okay! Well, this is it.
Mr. Krabs: Wait, boy! (gives him a glass) Make it last.
SpongeBob: Thanks, Mr. Krabs. (drinks from it) Okay! Here I go! (gasps out of water) Hey, this isn't so bad. We can do this! Hey, Patrick, come on up! The air is fine!
Patrick: I'm gonna do it quick and get it over with. Cannonball! (goes up to shore) Hey, I lost my trunks! Hi, SpongeBob!
SpongeBob: All right, Pat, you made it! Come on, Mr. Krabs! Up here!
Mr. Krabs: All ashore that's going ashore, Mr. Squidward! Land ho! (goes up)
SpongeBob: Looking good, Mr. Krabs!
Patrick: Yeah! Yeah! Whoo-hoo!
SpongeBob: Come on, Squidward, you're missing all the dry. Come on, Squidward!
SpongeBob, Patrick and Mr. Krabs: (chanting) Squidward! Squidward! Squidward! Squidward!

C.   _
a.    Isn’t  /  is
b.    Isn’t   / is
c.    Isn’t  / is
d.    Aren’t   / are

D.   Next page, here are some masks templates. So you can print and play in class. Or you can go to:
https://br.pinterest.com/pin/251920172880829310/



video





May 15, 2016

The Shining, The Miniseries: Quantifiers and Articles with Count x Non-Count Nouns




I. Work in small groups. Describe your house kitchen. Think of appliances, food, decoration, everything you can remember:


II. Make a guess of all the kitchen utensils and food the Overview Hotel has for the housekeepers. It is a very isolated hotel, which is unreachable during the winter time. Use the quantifiers below. You may also leave  the spaces blank as well. YOU MAY REPEAT YOUR ANSWERS

A - AN - (NOTHING) - THREE - TWO - SIXTEEN - ONE HUNDRED TWENTY - 


1. There are ________________ smaller freezers, _____________________ stoves, _______________ pantry back there and ________________ vegetable bin.

2. There is _____________ cellar behind the trap door  full of potatoes,  __________ meal slicer, and _____________ food processor. 

3. You got _____________ sinks over there. There are also _____________ dishwashers.

Food:

___________________ of hamburger
___________________ of red eye chili.
___________________ legs of lamb
___________________ Bacon
___________________ Pork
___________________ Halibut
___________________ Peas
___________________ Corn

III. Watch the segment and check your answers:


video

IV. Discussion:

1. Would you like to spend five months locked in that wonderful hotel for a good sum  of money? Why (not)?

2. What are the greatest difficulties they will face?

3. In your opinion, who is the right person to do such a job?

Answer key:

There are three smaller freezers
You got three stoves
There is a pantry back there
A vegetable bin
A cellar behind the trap door full of potatoes
A meal slicer
A food processor
You got sinks over there
There are two dishwashers
Edibles:
120 pounds of hamburger
Sixteen gallons of red eye chili
Three legs of lamb
Bacon, pork, halibut, peas, corn



Apr 30, 2016

The 33: Wish x Would Like


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. It was a struggle for survival.
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.


video

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


WORKSHEET

MOVIE SEGMENT DOWNLOAD - THE 33



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.


video






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.



video












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