The Brothers Bloom: Modal for Ability - Can

Not many people had the chance to see this under rated movie. I like it a lot and this scene is just perfect to talk about the use of modal verb CAN, for ability.





A. Ask a partner if he/she can do the following activities.


Model:


S1: Can you...?

S2: Yes, I can / No, I can't


1.Play a musical instrument?



2. Practice karate?


3.Turn somersaults?


4. Skate?


5. Play badminton?


6. Play table tennis?


7. Juggle with balls?


8. Juggle with chainsaws?


9. Jet ski?


10. Mix music at parties?


11. Make origami?


12. Speak Chinese?


B. Now watch the movie segment and write sentences about the main characters. Use the activities in the previous exercise and use can or can't. She sees people doing what she likes, so she buys books and learns how to do it. What can and can't she do now?



1. Ex. She can play the piano, the violin, the harmonica, the guitar and the banjo.
2.......................................................................
3.......................................................................
4.......................................................................







WORKSHEET

MOVIE SEGMENT DOWNLOAD - THE BROTHERS BLOOM

Mr. Woodcock: Modals for Obligation - Must, Can't

This movie is funny and this opening scene shows the traumatic experience the main character had with his mother's future husband, Mr Woodcock, the teacher. I used it to practice modals for obligation and prohibition.

A. Work in small groups. Make a list of 5 qualities or characteristics a good teacher must (has to) have and which ones he can't have.

He / She MUST:

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

He / She CAN'T:

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

B. Now watch the movie segment. Which of the characteristics you have listed before apply to Mr. Woodcock?

C. Imagine you are talking to Mr. Woodcock now. Tell him what he must (has to) do and what he can't do to become a better teacher.

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

D. Talk to a partner:

1. Would you like to have a teacher like Mr. Woodcock? Why (not)?

2. Have you ever had a teacher like him? If so, talk about it.

3. What would you do if your teacher treated you like Mr. Woodcock treated some of his students?

4. Are there teachers like Woodcock?

5. Who is your favorite teacher? Why do you like him / her so much?



WORKSHEET

MOVIE SEGMENT DOWNLOAD - MR WOODCOCK

Reservation Road: Past Modal - Should - Expressing Regrets

This is a shocking scene that pictures a common current event in our society. Hit and run. I chose it to practice expressing regrets using past modal verbs. The movie is really interesting and the ending is great. I recommend it.





A. Talk to a partner:



1. Have you ever witnessed a car accident? What happened?

2. Is traffic a problem where you live? Explain it.

3. Are traffic laws too strict, too lenient or just fair? Justify your answer.

4. What can be done to improve the traffic flow and prevent accidents?

5. What is hit and run? What should the punishment be in that kind of accident?

6. What about drinking and driving?





B. Watch the video segment and read the items below. Check the characters' wrong decisions.


( ) 1. The boy didn't fasten his seatbelt.


( ) 2. The family stopped at a gas station.


( ) 3. The driver answered his cell phone while he was driving.


( ) 4. Josh's parents left him by himself too close to the main road.


( ) 5. The driver didn't stop to rescue the victim.


( ) 6. The driver lied to his son about the accident.


C. Rewrite the sentences you checked expressing regrets. Use should + have + past participle in your sentences.


WORKSHEET

MOVIE SEGMENT DOWNLOAD - RESERVATION ROAD



Answer key:

B.

1. The boy should have fastened his seatbelt.
2. The family shouldn't have stopped...
3. The driver shouldn't have answered...
4. Josh's parents shouldn't have left him...
5. The driver should have stopped...
6. The driver shouldn't have lied...



How to prepare your own video activity:
- Select a scene in which the characters perform actions they regret.
- Select a few of their wrong decisions.
- Have students check the ones that the characters might regret
- Ask the students to write down sentences expressing regrets using the past modal should

Bolt: Can - Ability

This is funny scene with a lot of action. Bolt is a movie star who has a lot of different super powers, which is great fo the students to practice the use of the modal for ability CAN.

I. Talk to a partner about the following questions:


1- Do you have a pet? (Why/Why not?) Tell your friend about it. If you don't have one, tell your partner about one of your friend's pet.

2- What can he/she do?

3 - Are pets important for people's lives? Why (not)?



II. Watch the movie segment and write in the boxes the initials of the characters who can perform the folowing activities:


B – Bolt



P - Penny

1. Grab a car with the teeth

2. Run faster than cars

3. Ride a scooter

4. Move faster than the cars in the Los Angeles traffic

5. Break through walls

6. Jump very far

7. Destroy machines with the eyes

8. Destroy anything with a super bark

9. Speak English






Now write sentences with CAN (CAN'T), according to the information in the movie segment:





Answer Key:





A.


1. B 2. B 3. P 4. P 5. B 6.B 7.B 8.B 9. P




WORKSHEET

MOVIE SEGMENT DOWNLOAD - BOLT



OPTION 2 - PRESENTATION MOVIE SEGMENTS TO TEACH CHILDREN GRAMMAR AND VOCABULARY

I.            Students watch the movie segment.

II.    Ask students to stand in a circle. The T reads the activities  in the box below and they have to jump if it refers to Bolt, crouch if it refers to Penny or turn around if it refers to the villains.

	1.ride a motorcycle
	2. grab a car with the teeth
	3. run faster than cars
	4. ride a scooter
	5. fly a helicopter
	6. break through walls
	7. jump very high
	8. speak english
	9. bark very loudly
	10.  destroy everything with the eyes

III.   Give each student a sign with one side green (can) and the other red (can’t). Project on the board the activities in the box above and the picture of a character (Bolt, Penny or the villains). The students have to raise the sign according to what the characters can or can’t do in the segment. Ask volunteers to say each of the sentences.

IV.      Tell students to write sentences with CAN or CAN’T according to the movie segment.    Use the slides from activity III.

How to prepare your own video activity:

• Select a segment in which the characters perform activities that show ability

• Prepare a few questions about the content of the segment for the sake of Communication/listening comprehension

• Students do the assessment exercise after they watch the segment

Nick & Norah's Infinite Playlist: Should (Advice) x Should Have (Past Regrets)

This is an enjoyable movie. This scene shows a beautiful girl doing humiliating things because of the excess of drinking that night. It is great to have students practice giving advice and expressing past regrets, contrasting the use of SHOULD to give advice and in the past to express regrets. Remember that this topic may be sensitive. If you think it is inappropriate for your group of students or your culture, don't use it.


A. Talk to a partner. Discuss the following questions:

1 - Are alcoholic beverages sold freely in your country? What are the regulations on the issue?

2 - What's your opinion about drinking and driving? What should the punishment be?

3 - When is it OK to drink alcoholic beverages?

B. Imagine the following situation.


Imagine that some foreign friends of yours are going out tonight in your city to celebrate a very special occasion. Unfortunately, you have an appointment and you can't go with them. They want do have fun, drink, eat something nice, and meet some interesting girls (guys). Which place would you choose and why?



C. Write down 6 pieces of advice to your friends to enjoy the night in your city safely. Use affirmative and negative statements with SHOULD (NOT).


(AFF)

1 - ............................................


2 - .............................................


3 - .............................................



(NEG)


4 - ..............................................


5 - ..............................................


6 - ..............................................



D. Watch the segment now. Imagine the main character, the drunk girl, was with your group of friends. She drank too much and is extremely inappropriate.





E. Make a list of 5 things she should not have done:

1 - .........................................


2 - .........................................


3 - .........................................


4 - .........................................


5 - .........................................

WORKSHEET

The Hitcher: Modal Verb SHOULD - Advice

This movie is a classic that has changed many people's opinions about giving rides to strangers on roads. I took advantage of the opening scene to have student practice modal verbs for advice - SHOULD - OUGHT TO.




Before watching the segment:


A. Talk to a partner. Make a list of what drivers should and should not do when they travel by car alone during the night.


What drivers should (ought to) do:
1 - ........................................................
2 - ........................................................
3 - ........................................................
4 - ........................................................


What drivers shouldn't (oughtn't to) do:
1 - .........................................................
2 - ........................................................
3 - ........................................................
4 - ........................................................


B. Watch the segment now. Check which of the pieces of advice you came up with in exercise A the main character of the movie did not follow.


C. Talk to a partner. For your information, the driver will manage to escape. Come up with the conclusion of the scene knowing that the hitcher won't achieve his goal, which was to kill the driver. Be creative; use your imagination.


D. Share your stories with the whole class and choose the most creative one.


WORKSHEET




How to develop your own video activity.

- Select a scene in which the characters disobey the law or do things they will regret.
- Ask students to give pieces of advice for one to follow in such situations.
- Play the scene you had selected.
- Have students check which pieces of advice were not followed by the characters.

The Happening: Modals for Speculation Might, Could.

Most reviewers criticized this movie, but I am a fan of Shayamalan, the director. All of his films have provided me with very interesting activities because the stories are very creative. I used this scene to practice modals for speculation - possibility.


A. Read the latest news in today's newspaper:












The Honeybees Disappearance:
Apparently, honeybees are disappearing all over the country. Tens of millions of them. Just disappearing. There are no bodies, no sign of them. They're just mysteriously gone.




B. Talk to a partner and come up with at least two different theories about why this might be happening. Be as creative as possible. Use modals for speculation (might, could, must ) to construct your theory.


C. Share your ideas with the whole class. Make sure you use modals for speculation while reporting your theory.


D. Each student votes for the following theories.



1. The most plausible one


2. The most farfetched one


3. The most creative one



E. Count all the votes and check what the class's opinion is.


F. Now watch the movie segment and check whether your ideas and the characters' theories matched.


G. What are the characters' theories? Write them using modals for speculation.


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






WORKSHEET

MOVIE SEGMENT DOWNLOAD - THE HAPPENING


Answer Key
Ex: G
1. It might be a disease.
2. It could be a virus or infection.
3. It might be pollution.
4. It could be global warming
5. It might be an act of nature we will never fully understand.

Leap of Faith: Modal for Advice - Should

This is Steve Martin's best movie, in my opinion. He plays the role of a hoax preacher who makes money out of people's beliefs. I used it to practice giving advice with should. The matching answers have the same color to facilitate your planning.

A. Watch the movie segment and match the people in the audience and their problems.

The audience:

1. The man in the brown jacket
2. The girl in the glitter jeans
3. The guy in the fishing cap.
4. The lady in the pink dress.
5. The man in the white shirt.6. The man in the yellow shirt
7. The blue-haired lady
8. Emma Schlarp

The problems:

( ) Her mother is suffering deeply because she is pregnant.
( ) He has a back problem.( ) He has a hearing problem.
( ) She lost her job.
( ) He has a problem with his neighbor
( ) He has a gambling problem.
( ) She has bone trouble.
( ) She has arthritis.

B. Write down a piece of advice for each of the people above.

1. The man in the brown jacket

..................................................................................................................

2. The girl in the glitter jeans

..................................................................................................................

3. The guy in the fishing cap.

...................................................................................................................

4. The lady in the pink dress.

...................................................................................................................

5. The man in the white shirt.

....................................................................................................................

6. The man in the yellow shirt

....................................................................................................................

7. The blue-haired lady

....................................................................................................................

8. Emma Schlarp

.....................................................................................................................

C. Is your advice the same as the hoax preacher in the segment? Talk to a partner and decide whose advice is closer to the movie preacher's.

D. Talk to a partner.

1. Is this hoax preacher committing a crime? Explain it.

2. What should happen to people who cheat on people exploiting their religious beliefs?

3. Is he helping or harming these people? Explain it.

WORKSHEET

Answers on the worksheet

Gran Torino: Modal Verb - Should (Advice)

A. Before viewing :


You and your partner will make a list of everything you know about China and its culture. Each piece of information scores 1 point. Your teacher will check which pair of students scored most points.

B. Write P (Polite) or I (Impolite) after the statements below. Make a guess! Which of the actions below are considered polite/impolite during a barbecue lunch according to the Hmong* culture,

*Hmong people are from Laos. The reason there are large Hmong communities in the US is because the US provided visas for Hmong people in the aftermath of the Vietnam War. Optional: Ask students what they know about southeast Asian culture. (Thanks Nat Olson for the cultural feedback).

1- To eat cat meat (I)

2- To eat dog meat (I)

3 - To drink alcoholic beverages (P)

4 - To look at someone in the eyes (I)

5 - To touch the head of a person (I)

6 - To listen to the elderly (P)

7 - To eat very much (P)

C. Now watch the segment and decide whether your guesses were correct.

D. Imagine your partner is going to a barbecue in a Hmong family house. Rewrite the items above using should (NOT).

Ex: 1 – YOU SHOULDN'T EAT CAT MEAT.

WORKSHEET

How to develop your own video activity:

- Select a scene in which the characters talk about social behavior.

- Write down a few of the recommendations given.

- The students decide whether they are appropriate or inappropriate behaviors.

- Students give advice using - should.

The Butterfly Effect: Past Modals for Speculation - Might/ Must/ Could + Have + Past Part.

This is a very popular movie with a creative story. The main character, Evan, has occasional blackouts that prevent him from knowing exactly what happened at certain moments of his life. This is a scene of vandalism. Because Evan had a blackout, he doesn't know what took place during the elapsed 10 minutes of that day. We, spectators, dont know either. This is perfect for the students to practice past modals for speculation in order to guess what really happened.



A. Talk to a partner:


1. Should underaged individuals be legally responsible for their acts? Justify your answer.

2. Should teeangers go to jail like adults do when they are held responsible for a serious crime? Explain it.

3. What should the legal age be for an individual to be criminally responsible for their acts?

4. Does your city suffer with the acts of vandals? What are the most common ones?

5. What should be done about these cases?




B. Watch the segment and check the alternatives that you believe are possible explanations for the 10 minutes Evan blacked out, based on the evidence you have of their reactions and dialogs:

( ) 1. The bomb did not explode.

( ) 2. The owners of the house got seriously hurt.

( ) 3. A few people died because of the explosion.

( ) 4. A police officer saw what thet were trying to do and prevented a serious accident.

( ) 5. The bomb burned the house down.

( ) 6. Evan forgot what had happened to protect himself and his friends.




C. Now rewrite the sentences above using past modals (might/could/must/can't + have + past participle).

1 - ..................................................................

2 - ..................................................................
3 - .................................................................
4 - ................................................................
5 - ................................................................
6 - .................................................................

Answer Key:
All the items can be checked.


1. The bomb might not have exploded.
2. The owners might have got...
3. A few people might have died.
4. A police officer might have seen...
5. The bomb might have burned...
6. Evan might have forgotten...


WORKSHEET

MOVIE SEGMENT DOWNLOAD - THE BUTTERFLY EFFECT

How to prepare your own video segment:

• Select a segment in which the viewer cannot predict what happened before the scene actually takes place.
• Prepare an exercise with several possible (or impossible) explanations for the puzzle.
• Ask students to rewrite the same sentences, using the grammar point – Might/ Could/ Can’t/ Must + have + past participle.

Twilight: Modal Verb for Ability - CAN

Although this movie is apparently attractive just to teenagers, this scene is fun and exciting for everybody. This scene is excellent for teens, though. They like the movie and it suits the grammar goal well. Students can practice the modal verb CAN for ability. They can also learn some new vocabulary about baseball, especially if they are in a country where the sport is not so popular, like here in Brazil.

Talk to a partner about these questions:

1- What do you know about vampires?
2- What can they do?
3- What's good and bad about being a vampire?

A. Vocabulary Collocation:


Match both columns


1 - Pitch

2 - Hit

3 - Run

4 - Handle

5 - Jump

6 - smell


( ) the baseball precisely

( ) the baseball hard

( ) fast

( ) the bat with agility

( ) high

( ) different perfumes easily




- . The Cullens





- . The Nomads


Observe the movie segment below. There you will see The Cullens, the group of vampires playing baseball, and the Nomads, the group of vampires who arrive later. Then write down sentences saying what the Cullens and the Nomads can do that we, humans, can't. Use the matching exercise items and others.

1 ..........................................................................................
2 ........................................................................................
3 .........................................................................................
4 .........................................................................................
5 .........................................................................................
6 ........................................................................................

Talk to a partner and decide:


What super powers would you like to have?
I can .........................., ................................., and ......................................
Answer Key - Matching may vary:
1. Pitch the ball precisely
2. Hit the ball hard
3. Run extremely fast
4. Handle the bat with agility
5. Jump high
6. smell different perfumes easily

How to prepare your own video activity:
- Select a scene in which the characters can perform different activities, like skills or sports.
- Ask students to write about what they see and what activities they can (not) perform.

WORKSHEET

MOVIE SEGMENT DOWNLOAD - TWILIGHT

The Mist: Modal Verbs - Possibility, Speculation - MIGHT, COULD, CAN'T

This is an excellent horror / thriller for those who enjoy this kind of movie, like I do. I would recommend the scene for adults or high teens because it is a tense, but not violent segment. Because none of the characters have an idea of what that mist is or what is in it, it is great for the students to practice modal verbs of speculation and possibility - might, could, can't. Although the movie has very frightening scenes, this one isn't and won't shock anyone. In fact, it is one of the best moments of this amazing movie, based on a Stephen King's story.

A. Watch the movie segment.

B. In column 1, write YES if you believe it is a possible explanation for the mystery, and NO if you believe it is an impossible explanation.

In column 2, check the items that the characters in the movie believe are possible explanations for what is in the mist.

WHAT IS (IN) THE MIST?

MY OPINION / THE CHARACTERS’ OPINIONS


( ) ( ) A military operation

( ) ( ) A pollution cloud

( ) ( ) A terrorist attack

( ) ( ) Some kind of chemical explosion

( ) ( ) Death

( ) ( ) Just their imagination

( ) ( ) An earthquake

( ) ( ) Aliens

( ) ( ) The end of days

( ) ( ) A poisonous gas cloud

( ) ( ) A nuclear explosion

( ) ( ) A war simulation
C. Now write sentences with might, could or can’t to express possibility or impossibility, speculating about what is in the mist.
Might
1 ………………………………………………………………………………..
2 ……………………………………………………………………………….

Could
1 ………………………………………………………………………………..

2 ………………………………………………………………………………..

Can’t
1.…………………………………………………………………………………..

2 ………………………………………………………………………………....

D. What would you do if you were the woman who needed to go into the mist in order to rescue her eight year-old daughter?

E. Talk to a partner and decide what is the most probable explanation to the situation. Justify your choice.

Answer Key:
The characters’ guesses:

A pollution cloud
Some kind of chemical explosion
Death
An earthquake
The end of days
A poisonous gas cloud

How to prepare your own video activity:
-Select a scene in which a mystery can't be explained
- Prepare alternatives for the mystery
- Ask the stsudents to write sentences with their guesses for the explanation of the mystery using the grammar point

WORKSHEET

MOVIE SEGMENT DOWNLOAD - THE MIST

Urban Legend: Past Modal Verbs – Should have + Past Participle

This is an average movie with several sequels that did not meet my expectations. Because this scene is full of wrong choices and regrets, I used it to practice the use of past modals expressing regrets. Check out your audience first. Too sensitive students may not like it.

Urban Legend: (Total 4’28)
Check only the items in which the main character's decisions were wrong.

1) The girl traveled alone by car on a stormy day. ( )

2) She filled up the gas tank at a desolate gas station. ( )

3) She used a credit card to pay for the gas. ( )

4) She left the car to go to the gas station store. ( )

5) She didn’t listen to what the gas station worker had to say. ( )

6) She used pepper spray to get rid of the gas station worker. ( )

7) She left the gas station in a hurry. ( )

8) She didn’t check the backseat. ( )

Now rewrite the sentences expressing regrets.

Ex:

1 -The girl shouldn’t have traveled alone by car on such a rainy day.

2 - She shouldn’t have filled up the gas tank at a desolate gas station.

.

How to prepare your own video activity:

.
• Choose a movie segment in which the characters do not act properly or regret their actions

• Prepare a checklist of the things he/she did or did not do

• Students check the characters' wrong choices or decisions

• Students write sentences expressing regret - should (not) have done

.

Watch the movie segment here:

MOVIE SEGMENT DOWNLOAD
WORKSHEET

Premonition: Past Modals – Speculation/ Impossibility Speculation – Might/Could + Have + Past Participle

I just love this movie, which was not such a great blockbuster. The story is clever and I was intrigued by the plot throughout the movie. Although a bit shocking, the scene is perfect to speculate about what happened to the characters. So I used it to practice the use of past modals for speculation.

Watch the video segment and guess what might have happened
to the characters. Check the options you believe are possible
explanations for the characters’ current situation.

 

( ) Jen took too many tranquilizers in the previous night.

( ) Her daughter had a domestic accident.

( ) Jen hurt her daughter.

( ) Jen’s daughter hurt herself.

( ) Jen’s husband, Jim, didn’t die.

( ) Jim died in a car accident.

( ) Jen hit her head on the floor and can’t remember anything.

( ) One of the children was attacked by a mad dog.

Now rewrite these sentences using past modal verbs to express
probability/ possibility/ impossibility.

Ex:

1 - Jen might have taken too many tranquilizers in the previous night.

2 - Her daughter might have had a domestic accident.

.

How to prepare your own video activity:

Grammar Goal: Past Modals – Speculation/ Impossibility

• Select a segment in which the viewer cannot predict what happened before the scene actually takes place.
• Prepare an exercise with several possible (or impossible) explanations for the puzzle.
• Ask students to rewrite the same sentences, using the grammar point – Might/ Could/ Can’t/ Must + have + past participle.

WORKSHEET

MOVIE SEGMENT DOWNLOAD - PREMONITION

The Island: Can (be allowed to), Can’t (not allowed to), have to (obligation), don’t/doesn’t have to (not necessary).

This is a great movie with an interesting idea about cloning. Because this scene shows what the clones are allowed (or not) to do, I sused it to practice modals.



Watch the movie segment and decide what the characters are (not)
allowed to do and what they have/don’t have to do. Fill in the blanks
with can /can’t /have (has) to or don’t (doesn’t) have to.

















1) Those people _____________ walk around the building.

2) They _________________ leave the building.

3) They __________________ wear identification bracelets.

4) They _______________ wear bright colored suits.

5) They _______________ work out together.

6) They __________________ swim in the pool.

7) They ___________________ wear swimsuits.

8) Monitors _________________ wear black clothes.

9) They _______________ sunbathe in tanning booths.

10) They __________________ wait in lines to have breakfast in the cafeteria.

11) They ___________________ to write their names before entering the cafeteria.

12) Lincoln Six Echo _______________ eat bacon.

13) Lincoln Six Echo ________________ pay for his food.

14) Jordan Two Delta __________________ stay too close to Lincoln Six Echo.

15) They _________________ have classes at the same time.

16) The students _________________ read books out loud together.

Now write sentences saying what you can (not)/ have to / don’t have to in your English class.

Ex:
I don’t have to speak all the time.

I can help my friends

I can’t speak Portuguese in class.

How to prepare your own video activity:
Grammar Goal: Can/ Can’t (permission/prohibition), have to (obligation/ don’t/doesn’t have to (not necessary).
• Select a segment in which the characters are supposed to perform several tasks.
• Ask students to observe what the characters have to do.
• Prepare a worksheet for students to fill in the blanks with the correct modal verb.
• Check whether the sentences make sense.

WORKSHEET

MOVIE SEGMENT DOWNLOAD - THE ISLAND

The Village: Modal Verbs (Possibility: Might/ Must)

I loved this movie although many people didn't. I like the way the director wraps up the movie, explaining how legends come up. I used the scene to practice modals for speculation.




Watch the video segment and come up with 2 possible directions for the story. Write 2 sentences using might/must + verb to say what might happen to the characters in the movie.



Ex:

Part 1: a) He might see a stranger in the village.
b) He might get hurt.

Part 2: a) _____________________________________
b) __________________________________________

Part 3: a) _____________________________________
b) __________________________________________

How to prepare your own video activity:

- Select a scene in which several unexpected events will take place
- Pause the segment on several thrilling spots
- Tell the students to use their imagination to predict what might happen next
- Have them write at least 2 different versions for the continuation of the scene
- Repeat the process a few times
- Check whether the students are good guessers.

WORKSHEET

Saw: Past Modals Speculation – Might/Could/Can't + Have + Past Participle

This is one the scariest movies I have ever seen, but the scene isn't. It is, in fact, great to practice past modals for speculations for the main characters have no idea of how they got to that place.



Watch the video segment and guess what might have happened to the characters.


Check the options you believe are possible explanations for the characters to be in such a place.


( ) They were drugged before taken to that room.

( ) Adam was kidnapped while he was sleeping.

( ) Adam had his kidney removed.

( ) A stranger took Lawrence, the doctor, to that place.

( ) A serial killer planned a horrible death for the characters.

( ) Adam and Lawrence went there because they wanted to.

Now rewrite them, using past modal verbs to express probability/ possibility/ impossibility.

Ex:

They might have been drugged before taken to that room.

Adam can’t have had his kidney removed.

A serial killer must have planned a horrible death for the characters.

How to develop your own video acyivity:


• Select a segment in which the viewer cannot predict what happened before the scene actually takes place

• Prepare an exercise with several possible (or impossible) explanations for the puzzle

• Ask students to rewrite the same sentences, using with the grammar goal





WORKSHEET