May 25, 2015

Jack and the Cuckoo-Clock Heart: Imperative - Negative Forms

This is a beautiful, magical and dramatic story of a mother who has to make a very difficult decision in life - giving her baby to be raised by someone wealthier, because she does not have the means to nurture him. It is a French animated movie spoken in English I loved it.


I. Work in groups. Read the summary of the beginning of the story of Jack and the cuckoo-clock heart.

 Little Jack is born on a day so cold that his heart remains frozen. Madeleine, the midwife, saves his life by inserting a cuckoo-clock in place of his defective heart. It will work, she warns him, as long as Jack observes three golden rules. 

II. Come up with the three rules you believe would keep Jack alive. Be creative and use your imagination.


1 He must never _________________________________________
2 ____________________________________________________ 
3 ____________________________________________________

III. Share your ideas with the class.

IV. Watch the segment and check your answers.

video



V. Discuss:

1. What's your opinion about the mother's decision to give up on her child? 

2. Why did she do that?

3. What will happen to Jack?

4. Which one of the rules is the most difficult one in your opinion? Why?

5. What would you do if you were in Jack's biological mother shoes?





Answer key:
He will only live as long as he observes three golden rules: 
1 - He must never touch the hands of the clock. 
2 - He must master his anger. 

May 15, 2015

Mr. Peabody & Sherman: Modal for Ability CAN

This is a lovely movie. Mr. Peabody's kind heart is amazing and the plot is just fantastic. It is great to teach children a bit about history as well. I truly recommend it.



I. Work in small groups. Watch the movie segment. You can't write anything. After the segment is over, make a list of everything Mr. Peabody can do. 

video


II. GAME

Each group takes turns and says one sentence about what Mr. Peabody can do (Ex: GROUP 1 - He can speak English). Then the next group has to say a different sentence. The group that says more sentences is the winner.

Answer key:

Students may come up with more sentences than the ones in the answer key. Here are the activities I managed to see.

He can do yoga.
He can turn somersaults.
He can speak English.
He can read.
He can use the computer.
He can make sculptures.
He can play basketball.
He can write.
He can make creative inventions.
He can solve political problems around the world.
He can sing.
He can skate.
He can dance.

ALTERNATIVE FOR THE GAME:

The students write all the activities they manage to see Mr. Peabody doing on separate slips of paper, using CAN.
Mix up the sentences and the students mime the sentences to their groups.

WORKSHEET


May 5, 2015

Maleficent & The Monkey's Paw: Wish for

The Monkey's Paw is a classic story that has been told from generation to generation for years. I suggest you use it with ADULTS only. Maleficent, on the other hand, is a new blockbuster and can be used with students of all ages. I love Maleficent. It is just great.


the-monkeys-paw-poster


MALEFICENT:





THE MONKEY'S PAW


"The Monkey's Paw" is a supernatural short story by author W. W. Jacobs first - published in England in 1902.
In the story, three wishes are granted to the owner of the monkey's paw, but the wishes come with an enormous price for interfering with fate.

Be careful what you wish for 
(it might just happen) used for telling someone to think carefully about the changes that they would like in their life, as they might not make them any happier. If you get things that you desire, there may be unforeseen and unpleasant consequences.

Remember:


WISH FOR + NOUN
WISH TO + NOUN CLAUSE
WISH SOMEONE SOMETHING




I. How would you explain these other idioms?

One Wish, a Thousand Regrets.

With Every Wish, There Comes a Curse.

II. Watch the movie segment from the movie The Monkey's Paw and answer the questions with a partner.

video
1. What did the characters wish for?

2. What were the consequences?

3. What would you wish for if you found the monkey's paw. Write down three wishes.

II. Now watch the segment from the movie Maleficent and answer the questions:


video

1. What did the fairies wish for the princess?

2. What did Maleficent wish for?

III. Work with a partner:

What would you wish for the following people? Work with a friend and write at least one sentence for each of the items below. Follow the grammar instructions to create your sentences.


  • The president of your country
  • Your parents
  • Your best friend
  • The world population
  • Africans with Ebola
  • Animals in danger of extinction





Apr 25, 2015

Jack and the Cuckoo-Clock Heart: 2nd Conditional




This is a beautiful, magical and dramatic story of a mother who has to make a very difficult decision in life - giving her baby away to be raised by someone wealthier, because she does not have the means to nurture him. It is a French animated movie spoken in English I loved it.


I. Work in pairs:

1. Have you ever had to make a difficult decision in your life? What made you decide what to do? Can you talk about it?

2. Have you ever made a wrong choice? Talk about it?

3. What would you do in the situations below? Explain your choices.
  • You are offered a fantastic professional opportunity, but you would have to be two years and a half away from your husband/wife/boyfriend/girlfriend? There will not be any chances to see each other, just by using mobile devices (skype, facebook, etc). What would you do?

  • You  have two children. A four year-old boy and a three-year old girl. A criminal tells you to sacrifice one of your children or both of them die. He won't choose; you have to do it. If you don't choose one of them, both of them die. You cannot sacrifice yourself to save both of them. If you do it, both of them die. What would you do? Who would you choose to survive?

  • You saw your best friend's lover kissing another person. Your best friend loves her partner and is nine-month pregnant. You don't know how involved your friend's lover is with that stranger. Would you tell him/her what you saw?

  • You receive the news that the person you love most will die in two months. This situation can't be changed. He/she has a lot of plans for the future and is very happy with her life, her accomplishments and expectations for the future. However, he/she is not in a hurry and is planning things slowly. What would you do? Warn him and make him enjoy life immediately, risking fostering depression and desperation? Would you let him/her waste his time and opportunities to enjoy the time that is left for him/her without worries?

II. Here are six questions one should ask himself before making a difficult choice. Answer the questions, connecting them with each of the four situations above:


1. If I don’t do this now, will I regret it?
2. What am I afraid of?
3. What does my heart say?
4. Who am I really doing this for?
5. Will I like myself after this decision?
6. Can I cope with the consequences of my decision?

III. Watch the movie segment and answer the questions in exercise II. How would she probably answer those questions?

video

IV. What would you do if you were in her shoes? How would you answer those questions in exercise II if you were in her position?


WORKSHEET

MOVIE SEGMENT DOWNLOAD - JACK AND THE CUCKOO-CLOCK HEART

POWERPOINT SLIDES

Apr 15, 2015

The Leftovers: Past Modals for Speculation

This is the second post based on a TV series. The Leftovers is an intriguing HBO dramatic series and its first scene is perfect for modals for speculation.




I. Watch the movie segment and work in small groups of three students. Number the students (1, 2 and 3).



video
II. Imagine you are  police officers talking about the happening to a reporter. Describe what happened and present two different possibilities for what happened during the scene. What happened to the baby? What happened to the kid's father? And what about the car accident? Then prepare a speech about your conclusions and imagine you are going to give an interview to explain the community what went on that day. Make sure you include the modal verbs you have been studying.
III. Have the students who have the same numbers sit together and share their theories to their new group.

IV. The students choose the most plausible (or creative) explanation to share with the class.


Apr 5, 2015

The Amazing Spider Man: Indefinite Articles, Vocabulary Practice


This is a fun, creative activity provided by a reader, Pedro Urbano, based on a blockbuster I simply love. Thanks, Pedro, for sharing your great activity with us. I hope you share even more!





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. 






THE AMAZING SPIDER MAN

MOVIE ACTIVITY

Before you watch:

What’s in the girl’s bag?  



________________________________ 
________________________________ 
________________________________ 

What’s in the man’s briefcase














________________________________ 
________________________________ 
________________________________ 

Write down three possible  objects. Then, compare with your partner.


While you watch:





video
















Watch the video segment. Check the correct answers.


A. Where’s Peter?
(   ) at school
(   ) at home
(   ) at the gym

B. Who’s Peter talking to?
(   ) Gwen and Dr. Curt
(   ) Ben and May Parker
(   ) Dr. Stacy and Dr. Rattha

C. Who are Ben and May?
(   ) Peter’s parents
(   ) Peter’s uncle and aunt
(   ) Peter’s grandparents

After you watch:
Watch the video segment. Check T (true) or F (false) in the statements.

A. After talking to Ben  and May, Peter goes to the kitchen. (    )
B. Peter wears contact lenses (   )
C. The briefcase belongs to Peter (    )


 Peter finds some objects in the briefcase. Make a list of four objects you observed in the scene. Then, compare with your partner. Don't forget to use a / an / X (no article) before the objects.


______________________________________
______________________________________
______________________________________
______________________________________


WORKSHEET

MOVIE SEGMENT DOWNLOAD - THE AMAZING SPIDER MAN

Mar 25, 2015

The Boxtrolls: Present and Past Modals for Advice and Regrets

This is a lovely movie with a moving story. It is a must. You can't miss this British animation.

I. Work in pairs:

1 - What would you recommend someone if you knew he/she were going to a formal party, but he/she didn't know anywhere there?

2 - What about an informal party? Would your recommendation change?

3 - Have you ever done something in a party that you regretted having done? Talk about it.

4 - What is something someone should NEVER do in  a party?



II. Watch the movie segment and complete the chart. Write 5 pieces of advice that were given to Egg.


video
ADVICE GIVEN:
1 -
2 -
3 -
4 -
5 -

III. Work in groups. Talk about the mistakes Egg made during the party. 
1 - What shouldn't Egg have done, but he did? Mention as many things you can remember.
2 - What should he have done, but he didn't? Mention as many things as you can remember.
IV. Imagine Egg is going to the following places. Make a list of social etiquette recommendations he should follow, according to your own culture.
1. A wedding
2. A funeral
3. Church
4. Christmas Dinner
5. Theater
6. Plane trip

ANSWERS WILL VARY

Mar 15, 2015

The Truman Show: Present Perfect x Present Perfect Progressive





This is another awesome activity provided by Nina Hudd, an amazing teacher who also likes sharing. Thanks, Nina, for such enriching activities. I will be using this one next week!

Nina Hudd has been teaching English for over 14 years in England, Hong Kong and France. She currently runs her own English tuition company for all ages and ability from 2 years old to adult, absolute beginners to advanced.

Video Link at youtube


Present Perfect and Present Perfect Continuous

https://www.youtube.com/watch?v=xlK5lpB-HZ4 


The Truman Show


A. Read and discuss the questions below.

1. Have you ever watched a reality TV show? If yes, which one or ones.

2. What do you think of reality TV? Please explain.

3. Why do you think reality TV is so popular these days?

4. Would you ever go on a reality TV show? Why?



B. Watch the clip and complete the blanks using either present perfect or present perfect 

continuous. If either is possible, make a choice and explain your reasoning.




video



1. They _________ (get) about 5,000 camera in the town.

2. Truman __________ (live) in a fake world since he was a baby.

3. He wonders whether his whole life ________ (building) towards something.

4. Truman ____________ (want) to be an explorer since he was a child.

5. Recently, strange things ______________ (happen).

6. His best friend __________ (know) him since he was seven years old.

7. The producer of the show believes he _______ (give) Truman the chance to live a normal 

life.



C. The Truman Show is an extreme example of reality TV, especially since he had no awareness or 

choice in the matter. Usually during a reality TV show, the contestants are interviewed as to what 

has been happening and what they have been doing.


In pairs, talk about what you have been doing recently. Do not use specific time phrases such as 

‘yesterday’ or ‘on Tuesday’ for which you must use the simple past. Instead use general time phrases 

such as ‘recently, lately, this week, already, just etc.’


Consider whether you are talking about a result or permanent state (present perfect), or a duration 

or temporary state (present perfect continuous). Remember, non-continuous verbs cannot be used in 

present perfect continuous. You must use the simple present perfect.


WORKSHEET

MOVIE SEGMENT DOWNLOAD - THE TRUMAN SHOW

Mar 5, 2015

Rio: Sentence Fragments

Rio is a lovely movie. It is fascinating. I used this scene to practice correcting sentence fragments. 





Fragments result if you punctuate certain word groups as if they are complete sentences. 
You have a number of different options when fixing a fragment. Frequently, you can attach the fragment either to the front or to the end of a nearby main clause.
Another option is to add whatever words will give the fragment its own mandatory main clause.


 I. Watch the movie segment. Then read the sentences below about the segment. Revise the fragments in order  and make the necessary changes to make them complete sentences. There is more than one single possibility. If the sentence is correct, write CORRECT.

video
1. Trying to fly, the blue macaws landed on a passing hang glider. While it was gliding near the Corcovado.


2. Blu was fascinated by the view. Admiring the beaches and the landscape of the marvelous city.


3. Very confident, Blu spread his wings. To feel the breeze on his face and enjoy the flight.


4. Trying to survive, they ended up landing on a beach and crashing on some people.


5. The macaws were by hit some tourists on the beach. Such as a boy playing soccer and a beautiful girl wearing a bikini.


6. Even though the macaws are birds and are supposed to fly.



WORKSHEET

MOVIE SEGMENT DOWNLOAD - RIO



Answer key - Possible Answers:

1.
Trying to fly, the blue macaws landed on a hang glider while it was gliding near the Corcovado.

 2.
Admiring the beaches and the landscape of the marvelous city, Blu was fascinated by the view.

3.
Very confident, Blue spread his wings to feel the breeze on his face and enjoy the flight.

4.
CORRECT

5. 
The macaws were hit by some tourists, such as a boy playing soccer and a beautiful girl wearing a bikini.

6.

Even though the macaws are birds and are supposed to fly, they ended up having an accident.

Feb 25, 2015

The Day after Tomorrow: Past Perfect x Past Perfect Continuous




This awesome activity was provided by Nina Hudd, an amazing teacher who also likes sharing,

Nina Hudd has been teaching English for over 14 years in England, Hong Kong and France. She currently runs her own English tuition company for all ages and ability from 2 years old to adult, absolute beginners to advanced.



A.      Preparation/discussion

Do you like disaster movies? Why/why not?
Why do you think disaster movies are so popular?
Do disaster movies serve any practical purpose?





B.      Watch the segment and identify the order of the actions below.




video



People have umbrellas up.

The man walks away from the café.

A police car is driving around giving information.

The policeman is hit on the head by a hailstone.

The man puts his case on his head for protection.

A man stops at a street side cafe and drinks some tea.

The man is talking on his phone.

The café owner closes his café up.

The man’s telephone rings.

Everyone starts running around screaming.

A hailstone hits the man and he falls down.

The policeman is arguing with an old man.

A motorbike drives into a shop window.

Consider which of these actions had finished when the hailstorm hit and which of these actions were taking place during the hailstorm. Some of the actions may have been continuing throughout the clip.


C.      Fill in the blanks with the past perfect or the past perfect continuous form of the verbs in parentheses. Consider carefully whether the first action was completed or taking place when the second action happened.

A man _____________ (drink) tea at a street side café when his telephone rang.
The man __________ (already, walk) away from the café when the first hailstone hit.
The café owner ___________(close) up his café before the hailstorm.
The policeman ___________(argue) with a man when the hailstone hit him on the head.
People ______________(walk) around with umbrellas before the hailstorm hit.
A man ________________(ride) a motorbike during the hailstorm but then crashed into a shop window.
The man _____________(put) his case on his head for protection but still got hit.

D.     Extension activity – read the article and reflect, referring back to the questions in section A.



 DISASTER 



If you were to look on the bright side, you could argue that we simply enjoy seeing things being blown to smithereens. "There's a kind of pleasure in destruction," says Sheldon Hall, co-author of Epics, Spectacles and Blockbusters: A Hollywood History. "It's the kind you get from building a sandcastle and then jumping on it as a child. When we watch those elaborate sets blow up in a James Bond film, we know that they're fake, so we appreciate the skill that goes into building them, and the same sort of skill that goes into their destruction. It's all part of the magic of the movies."
But it can't be a coincidence that the images in our multiplexes are so similar to those on the news, whether we're watching footage of Hurricane Katrina, the Indian Ocean tsunami or the latest terrorist bombing. In these chaotic times, is it any wonder that we're drawn to films that reframe that chaos as an awfully big adventure?
"All around the world, people are aware of climate change," says Kramer, "That could underpin our sensitivity to stories that respond to such concerns. Let's not forget that Avatar came out on the very weekend that the UN's climate change conference in Copenhagen ended in failure. Avatar was probably consumed by more people in a short space of time than any other story in human history – and it was all about a military-industrial complex intent on ruining a planet."
That's all very well, but apart from making James Cameron even richer, do these mega-disaster movies have any practical purpose? Will Hollywood's doom-mongering prompt impressionable film-goers to change their ways? Well, possibly.
"One thing that a lot of these films have in common is the sense that the threat is not just to me and my family, but to everybody," says Kramer. "They tend to tell stories about isolated groups overcoming their differences to come together and solve their problems. And because these films reach different communities around the planet, they might just foster a sense of solidarity and prepare the ground for some sort of collective action in the future. They reach into us and respond to a need that we have – a hope that if we get together, we can make a difference.

Answer Key:




A man had been drinking at a street side café when his telephone rang.
The man had already walked away from the café when the first hailstone hit.
The café owner had closed up his café before the hailstorm.
The policeman had been arguing with a man when the hailstone hit him on the head.
People had been walking around with umbrellas before the hailstorm hit.
A man had been riding a motorbike during the hailstorm but then crashed into a shop window.
The man had put his case on his head for protection but still got hit.