Mar 5, 2014
This movie provides us entertainment and food for thought when it comes to our life choices. Having a remote control to extend my favorite moments of the day sounds like a dream, but we have to deal with its consequences. This scene is really touching.
Work in pairs:
1. Are you an impulsive person or do you mull an idea over for a long time before taking action?
2. How does it affect your life decisions? Have you ever regretted a decision you have taken? Give examples.
3. Think about three things that you regret having done in your life. Share them with your partner.
4. Would you do anything differently if you could go back in time? Explain it.
5. Imagine that you had a remote control that would allow extending your most pleasurable moments and speeding up your boring moments. Which moments would you extend and which ones would you speed up? Think at least about 5 different moments for each situation.
Watch the movie segment and discuss the questions:
- Is the scene about the past, present or future?
- Can he change his past? Why (not)?
- How does he feel about his relationship with his father?
Make a list of 5 things he regrets. Use both should have + past participle and wish.
EX: He wishes he had spent more time with his dad OR He should have spent more time with his dad.
Feb 25, 2014
Hindsight: the ability to understand, after something has happened, what should have been done or what caused the event.
I. Work with a partner:
1. What do you know about the Titanic?
2. Why is it such a famous shipwreck?
3. According to the definition of hindsight, what can we understand about the accident, making use of hindsight? Read the chronology and facts below before you answer this question.
II. Read the chronology of the happenings concerning the sinking of the Titanic:
- April 11th - Titanic departs on her first Atlantic crossing. Calm clear seas.
- April 12th - Calm clear seas, fine weather. Ice warnings are given by other ships.
- April 13th, 22.30 - Heavy ice warning is given by a passing ship Rappahannock which already reported some damage from ice. In total, Titanic receives 6 such warnings.
- April 14th - Captain Smith delays a scheduled change of course by 30 minutes. Scheduled lifeboat drill was cancelled by the Captain. Reasons are unknown but some people think it was to allow passengers to go to church. Lookouts were sent to the crows nest. Apparently the lookouts had no binoculars. At that time, some ships captains approved the use of binoculars whilst others did not.
- April 14th at 23.40 - Titanic is 5 miles south of where she should have been had she been perfectly on course. Titanic and the iceberg collide some 1,500 miles south of the Arctic Circle.
The iceberg photograph below may have been the Titanic sinking iceberg taken on the morning of April 15,1912 by a passenger on the German ocean liner SS Prinz Adalbert, unaware of the disaster on the previous night.
The water temperature on the night of the Titanic sinking was thought to be about 28 degrees Fahrenheit, just below freezing - lethally cold for all those passengers who had been forced to take to the open water to escape the sinking ship. There were insufficient lifeboats to hold all the passengers and crew, they totalled only 20, comprising of 16 wooden, 4 collapsible. Harland And Wolff wanted 64 lifeboats. By the end of 1912, or sometime in 1913. In all likelihood, the iceberg that sank the Titanic was itself doomed to dissolve imperceptibly in the waters of the North Atlantic.
What do you think that could have been done to prevent it from happening?
1- It was Captain Smith's fault:
This was Captain E.J. Smith's retirement trip. All he had to do was get to New York in record time. Captain E.J. Smith said years before the Titanic voyage, "I cannot imagine any condition which would cause a ship to founder. Modern shipbuilding has gone beyond that.” If Captain Smith had believed the Titanic was sinkable, the accident might have been more careful with the iceberg lookouts.
2- It was the Shipbuilder's fault:
When the ship hit the iceberg, the force of the impact caused the heads of the rivets to break and the sections of the Titanic to come apart. If good quality iron rivets had been used the sections may have stayed together and the ship may not have sunk. About three million rivets were used to hold the sections of the Titanic together. Some rivets have been recovered from the wreck and analysed. The findings show that they were made of sub-standard iron. If shipbuilders had used good quality iron, the head of the rivets wouldn't have broken and the Titanic wouldn't have fallen apart.
3- It was Bruce Ismay's fault:
Bruce Ismay was the managing director of the White Star Line and he was aboard the Titanic. Competition for Atlantic passengers was fierce and the White Star Line wanted to show that they could make a six-day crossing. To meet this schedule the Titanic could not afford to slow down. It is believed that Ismay put pressure on Captain Smith to maintain the speed of the ship. If he hadn't wanted to show that they could have made the crossing within six days, he would have slowed the Titanic down.
4- It was Thomas Andrew's fault:
The belief that the ship was unsinkable was, in part, due to the fact that the Titanic had sixteen watertight compartments. However, the compartments did not reach as high as they should have done. The White Star Line did not want them to go all the way up because this would have reduced living space in first class. If Mr Andrews had insisted on making the compartments the correct height then, maybe, the Titanic would not have sunk.
IV. Watch the movie segment and discuss the questions:
1. Describe the scene.
2. What were some of the problems that you saw in the segment that should have been dealt with differently, now that you can use hindsight?
3. Why is the use of hindsight so important in the case of the Titanic sinking?
4. What has changed in traveling security after the accident?
5. Think about a situation (or situations) in your life in which you would have acted differently if you had had the chance to use hindsight?
IV. Rewrite the following conditions in exercise III, omitting "IF".
If Captain Smith had believed the Titanic was sinkable, the accident might have been more careful with the iceberg lookouts.
If shipbuilders had used good quality iron, the head of the rivets wouldn't have broken and the Titanic wouldn't have fallen apart.
If he hadn't wanted to show that they could have made the crossing within six days, he would have slowed the Titanic down.
If Mr Andrews had insisted on making the compartments the correct height then, maybe, the Titanic would not have sunk.
MOVIE SEGMENT DOWNLOAD - TITANIC
1. Had Captain Smith believed that...
2. Had shipbuilders used good...
3. Hadn't he wanted to show...
4. Had Mr. Andrews insisted on...
Feb 15, 2014
The verb of perception (see, watch, notice, hear, listen, smell, feel) are followed by bare infinitive or by -ing form (present participle).
- If we want to say that we heard or saw the whole action from beginning to end, we usually use bare infinitive
- If we want to say that only saw or heard part of the action, we use -ing form
I saw him sign the cheque.
I saw the consultant waiting in reception.
(I saw consultant. He was waiting in reception.)
I. Watch the movie segment. Then write sentences with the verbs of perception provided below to make the sentence logical and meaningful, according to the segment. What did he see someone/something do (ing) the moment he died? Use the following verbs of perception. You MUST use all of the given verbs. Follow the example:
SEE / NOTICE / WATCH / HEAR / LISTEN / SMELL / FEEL
1. PIECES OF WOOD / FALL
Ex: He saw pieces of wood falling.
2. people / shoot at one another
3. the barn / burn
4. a helicopter / fly
5. a bird / fly fast
6. a big airplane / fly close to him
7. something / pull him into the clouds
8. a woman / try to tell him he was dead.
Answers may vary, but here are some possible answers. Make sure the students use different verbs of perception.
1. PIECES OF WOOD / FALL
Ex: He saw pieces of wood falling.
2. He saw pieces of wood falling.
3. He watched some people shooting at one another.
4. He saw the barn burning.
5. He watched a helicopter flying.
6. He noticed a bird flying fast.
7. He watched a big airplane flying next to him.
8. He felt something pulling him into the clouds.
9. He listened to a woman trying to tell him he was dead.
Feb 5, 2014
I. Read the social etiquette that is followed by someone who addresses a Japanese Emperor. In this case, Hirohito, the Post-World War II Japanese Emperor. Complete the sentences with the modal verbs provided. You may try to guess which obligations are firmer in order to choose the best modal verb.
1. His Majesty's image _______________ only be recorded by a court-approved photographer from a distance.
2. You __________________not shake His Majesty' hand or touch him.
3. You ____________________ never look His Majesty directly in the eyes.
4. You _____________________ not step on his shadow.
5. When you sit down with His Majesty, you _______________________ sit on his left.
6. You _________________ never call His Majesty by his name.
II. Watch the segment and check your answers.
III. The Emperor talked with two different American generals. Which of the rules didn't they conform to? What were the consequences of such procedures?
GENERAL FELLERS - GENERAL MacARTHUR
1. His Majesty's image can only be recorded by a court-approved photographer from a distance.
2. You may not shake His Majesty' hand or touch him.
3. You must never look His Majesty directly in the eyes.
4. You may not step on his shadow.
5. When you sit down with His Majesty, you have to sit on his left.
6. You must never call His Majesty by his name.
General Bonner Fellers -
He conformed to all the rules.
General MacArthur -
He took a picture from a short distance
He looked His Majesty directly in his eyes.
He shook hands with the Emperor.
III. The consequences were not negative. In fact, General MacArthur's informality won His Majesty's over and the conversation was profitable for both of them.
Jan 25, 2014
I. Watch the segment from the movie The Great Gatsby.
II. Complete the lines of the opening scene from the movie "The Great Gatsby" with the correct form of the adjectives, nouns or expressions from the box. You may use comparative, superlative, or double comparative forms.
1) In my _________________ and _________________ years my father gave me some advice that I’ve been turning over in my mind ever since. ‘Whenever you feel like criticizing anyone,’ he told me, ‘just remember that all the people in this world haven’t had the advantages that you’ve had.
2) The ________________ with the time we were, the _________________.
3) He was the single _____________________ person I have ever met;
4) The parties were _________________________.
5) The shows were ____________________________.
6) The buildings were ________________________.
7) The morals were _____________________ and the ban on alcohol had backfired, making the liquor __________________.
III. Watch the movie segment again and check your answers.
1. How do you imagine life was like in the 1920's? Does the movie segment surprise you?
2. Would you like to have lived during those years? Why (not)?
3. Alcohol was prohibited, so the prices were very expensive. Do you think alcohol should be prohibited again, the way it used to be in the 20's? Why (not)?
4. What about some drugs, like marijuana? Should they remain banned? Or do you think the legalization will be best?*
* In Brazil, selling and buying marijuana is prohibited by law. Check your country's policy and adapt the question if it is the case.
“In my younger and more vulnerable years my father gave me some advice that I’ve been turning over in my mind ever since. ‘Whenever you feel like criticizing anyone,’ he told me, ‘just remember that all the people in this world haven’t had the advantages that you’ve had.’ The more in tune with the time we were, the more we drank.
Gatsby was the single most hopeful person I have ever met; The parties were bigger. The shows were broader.The buildings were higher.The morals were looser and the ban on alcohol had backfired, making the liquor cheaper.
Jan 15, 2014
This is one of my favorite animated features. I love the characters and the plot. It is incredibly funny. This segment shows a stereotyped librarian and the way she acts when somebody disturbs her. I used this scene to have students use should (ought to) in a contextualized way. I think this scene is hilarious.
I. Talk to a partner:
II. What should a librarian do in these situations:
1. I f someone is walking quietly in the library, trying not to make any loud noise.
2. If someone makes a little noise in the library.
3. If someone is very noisy in the library.
4. If someone steals a book from the library.
5. If someone makes a mess in the library.
6. If someone is talking to a group of people in the library.
III. Watch the segment and write two sentences what the Monsters' University librarian library should do and two other sentences saying what she shouldn't do, according to the segment.
SHOULD/OUGHT TO DO (or BE)
SHOULD (NOT)/OUGHT (NOT) TO
MOVIE SEGMENT DOWNLOAD - MONSTER'S UNIVERSITY