May 26, 2012

9:Imperative Forms




I. Half the students leave the classroom and wait outside (or close eyes) - Students A.









II. The students who stay in the classroom - Students B - work individually.





Students B - Watch the movie segment and make a list of all the actions that the main character performs in the order they take place.



Ex:



1. He opens his eyes




III. Invite the other students back into the classroom (or sts open their eyes). Each student chooses one of the Students B, who had stayed in the classroom.





IV.



Students B - Give the commands and Students A role play the action.



Ex: Lie on the floor, open your eyes, etc




V. Students A and B watch the segment to check the similarities in the performance.



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MOVIE SEGMENT DOWNLOAD - 9


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May 19, 2012

Surrogates: To Be Able To

This movie rocks. I love the original idea of the conflict it proposes. You must see it. I used this wonderful scene to talk about the future and what people will be able then.


A. Work in small groups:


1. Are you optimistic or pessimistic about the future? Explain it.

2. In what fields of science will the future present major changes? Why?

3. Imagine life 20 years from now. Make a list of 5 things that you believe people will be able to do that we cannot nowadays.


a. .............................................................

b. .............................................................

c. .............................................................

d. ............................................................


B. Now watch the movie segment from the science fiction Surrogates. The scene shows a couple going shopping. Watch it carefully and say what consumers will be able to do when they go shopping 20 years from now. Write at least 3 sentences.




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1. .............................................................

2. ............................................................

3. ............................................................


C. Discussion.
  1. Do you think this is a possible vision of the future? Why (not)?
  2. Is this vision of the future optimistic or pessimistic? Why?
  3. Would you like to live in this kind of future?
  4. How do you think life will be like in 20 years?


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MOVIE SEGMENT DOWNLOAD - SURROGATES

May 12, 2012

Cloudy with a Chance of Meatballs: Count x Non Count Nouns

This is a fantastic animated movie and its ecological message is subtle, but highly effective. It's also very funny.

A. Watch the movie segment TWICE and check the items that you can see OR that the characters say in the snippet. First, check that you understand all the words.

( ) EGGS
( ) TOAST
( ) ORANGE JUICE
( ) BACON
( ) CHEESEBURGERS
( ) CHICKEN
( ) WAFFLES
( ) FALAFELS
( ) JELLYBEANS
( ) AVOCADO
( ) PIZZA
( ) DOUGHNUTS
( ) BLT
( ) PIE
( ) FISH
( ) CRÈME BRULÉE
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B. Now write down the food items under the correct column - COUNTABLE or NON-COUNTABLE.

ATTENTION:

Some nouns can be both countable or non-countable. Choose the column according to the information in the segment.



COUNTABLE X NON-COUNTABLE

EGGS                -          RANGE JUICE


C. Talk to a partner and say what you usually have for breakfast. Then say which foods in exercise A do you like and dislike.

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MOVIE SEGMENT DOWNLOAD - CLOUDY WITH A CHANCE OF MEATBALLS


Answer Key:
Count:

EGGS, TOAST, CHEESEBURGERS, WAFFLES, FALAFELS, JELLYBEANS, DOUGHNUTS, BLT
Non-Count:
ORANGE JUICE, BACON, CHICKEN, AVOCADO, PIZZA, PIE, FISH, CRÈME BRULÉE

May 5, 2012

The Karate Kid: Cleft Sentences

It is great to have a movie segment to have students practice the use of cleft sentences, because it contextualizes the grammar point, allowing students to meaningfully emphasize the information presented in the segment.






Cleft sentences
are used to help us focus on a particular part of the sentence and to emphasize what we want to say by introducing it or building up to it with a kind of relative clause.
Because there are two parts to the sentence it is called cleft (from the verb cleave) which means divided into two. Cleft structures include the reason why, the thing that, the person/people who, the place where, the day when and what-clauses which are usually linked to the clause that we want to focus on with is or was.

I. Rewrite the sentences below, using the information presented in the movie segment. Make sure you start your sentences with the given cues, using cleft sentences. Pay attention to the cues in bold.




video



1. The story is about a Princess and the boy she loves.

No, it isn't a Princess who loves the boy. It ____________________





2. The Goddess and the boy can stay together a single week.


No, it isn't a single week they can stay together. It ______________________




3. The boy promised to be in her house later that day.


No, what _____________________________




4. The audience was amazed by the fragile puppets.


What _________________________________




5. What did you like (dislike) about the movie segment.

What __________________________________



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MOVIE SEGMENT DOWNLOAD - THE KARATE KID




Answer key:

1. No, it is the Goddess who loves a boy.


2. No, it is a single night that they can stay together.


3. No, what he promised was to be at her audition.


4. What amazed the audience were the fragile puppets.


5. What (answers will vary) I liked about the segment was the romantic love story.