Hotel for Dogs: Unrestrictive Relative Clauses

This movie is great, especially for those who like dogs. This scene is excellent for the students to practice unrestrictive relative clauses. The alternatives are in the correct order for the sake of preparation, but they are mixed up on the worksheet.


A. Talk about the following questions:

1. Do you have a pet? (Does anyone in you family have a pet?) Talk about it.

2. What are the advantages and disadvantages of having a pet at home?

3. What’s your opinion about hotels for pets?

4. Is it fair for people to spend so much money on their dogs with so many homeless people around the world?

B. Write the initials of the dog’s name in the parentheses next to the characteristics that describe that (those) dog (s).


M - Madison

C - Chelsea

VS - Viola and Sebastian

CRH - Coco, Rocky and Harley

GL- Georgia and Lenny

B - Bernie Wilkins

(B)
( ) He’s responsible for the kids.
He’s from social service.


( M)
( ) She was found hiding in the backyard
The family moved away.

(C)
( ) She lost her leg in an accident.
The owner didn’t pay the bill and abandoned her.

(CRH)
( ) They were found living together in the woods near a dump.
They were stray dogs

(G)
( ) They were the first two residents of the hotel
They were the last ones to be announced.

(VS)
( ) They are twins
They were together since they were puppies

Now combine both columns by wiriting relative clauses. Mind punctuation.

1. ……………………………

2. ……………………………

3. ……………………………

4. ……………………………

5. ……………………………

6. ……………………………




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Answer Key:

B.

B, M, C, CRH, GL, VS

C.

1. Madison, whose family..., was found...
2. Chelsea, whose owners..., was found...
3. Viola and Sebastian, who have been together..., are twins.
4. Coco, Rocky and Harley, who were found..., are stray dogs.
5. Georgia and Lenny, who were the first..., were the last...
6. Bernie, who is responsible..., is from social service.



How to prepare your own video activity:

- Select a scene in which the characters are described.
- Write at least two descriptions so that students can identify who they are describing.
- Students match the descritiond with the characters.
- Students connect both descriptions with a relative clause.

What Women Want: Simple Past

This is a great scene. The students usually like it, especially because it is not conventional and unexpected.
Ask a partner if he / she did the following things before going to work or school this morning.



Ex: Did you drink wine?
No, I didn't.
Talk to a partner and decide if Nick (Mel Gibson) performed the following activities before going to work by checking the items.


1. Drink wine



2. Smoke a cigarette


3. Have breakfast


4. Polish the nails


5. Put on some makeup


6. Shave


7. Wax the leg


8. Wear pantyhose


9. Wear socks


10. Dry the hair


11. Trip on the floor


12. Have an accident


13. Take a shower


14. Watch TV





Now write affirmative and negative statements using the information in exercise A.

EX: 1. Nick drank wine.


Now write down which of the activities above you performed today.

Ex. I didn't drink wine.



I smoked a cigarette.


WORKSHEET

MOVIE SEGMENT DOWNLOAD - WHAT WOMEN WANT


How to prepare your own video activity:




- Select a scene in which the students can identify a series of activities performed by the actors




- Prepare a checklist with activities that were (not) performed.




- Students write sentences (affirmative and negative) using the past simple tense.

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




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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

Imagine That: Non-Count Nouns Made Countables

A. Watch the movie segment. Then underline the non-count nouns in the sentences below. Next, use one of the the phrases below to make the non-count nouns you underlined countable.


a piece of

a grain of

a game of

a type (kind) of

a symbol of

an act of

an article of

a bolt (flash) of

a clap of

a drop of

a bowl of

a spoon of


1. They used flour to to make pancakes.

2. They melted butter to fry the pancake.



3. The dad showed that kindness can bring the family together.



4. He showed behavior that most parents don’t usually have with their children.



5. they prayed before the meal, which showed faith.



6. He threw the food away before eating it.

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MOVIE SEGMENT DOWNLOAD - IMAGINE THAT 


 

Possible Answers:

1. a bowl of flour
2. a spoon of butter
3. an act of kindness
4. a kind of behavior
5. a symbol (act) of faith
6. a piece of the food

Night at the Museum - Battle of the Smithsonian: Past Continuous

This is a great scene. I like the movie because the idea of bringing historical characters back to life is sensational. This segment is perfect to practice the past continuous tense (or present continuous tense, if you prefer, with adaptations).



A. Talk to a partner:

1. Do you like museums? When did you last go to a museum? Which one was it?

2. What's your favorite kind of museum?

3. Why are museums important?

4. What's your opinion about museums? Are they boring or exciting? Explain it.



B. Watch the movie segment and write down what the people in New York City were doing to celebrate the Japanese surrender during World War II and in Central Park in the pictures below. Make sure you write different actions for each of the pictures.

An unnamed U.S. sailor boldly celebrates Japan's surrender with an unnamed, passing nurse, in Times Square, New York, August 15, 1945 - Alfred Eisenstadt, Life Magazine

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

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

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

4..................................................

5..................................................















Skating in Central Park
Agnes Tait




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

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

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


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MOVIE SEGMENT DOWNLOAD - NIGHT AT THE MUSEUM  BATTLE OF THE SMITHSONIAN

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 - .........................................

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Shallow Hal: 2nd Conditional

This scene is great because it's unique. Jack Black's character sees his beloved extremely fit and gorgeous, but he doesn't know she is actually a very fat girl. Despite the prejudice, he eventually falls in love with her because of her inner beauty. This scene is perfect for the students to practice the 2nd conditional, imagining the characters seeing the true picture of the events. Here's the lesson plan:

Gwenyth Paltrow plays the love interest of Hal (Jack Black) in this comedy about a shallow man who falls in love with a very fat (but inwardly beautiful woman), because he is hypnotized into believing she is outwardly beautiful.

. Hal's imaginary Rosie and Real Rosie.

A. Watch the segment and check the items of what happened in the video but would definitely be different if rosie were actually as thin as Hal’s imaginary Rosie.


1. Hal told her a bad taste joke about the underwear she was buying.

2. Rosie didn’t understand Hal’s jokes.

3. He had to apologize for his jokes.

4. She ordered a huge meal.

5. The waiter wasn’t surprised by the order

6. The chair broke.

7. Two guys made fun of Rosie’s takeout meal.

8. They didn’t envy Hal’s bragging about his girlfriend.


B. Now rewrite the sentences above using the second conditional. You may use WOULD – if you’re sure - MIGHT, COULD – if you are not 100 % sure.

If Rosie _________________ (be) as thin as Hal’s imaginary Rosie,

1.
2.
3.
4.
5.
6.
7.
8.

Teacher’s Key

B. If Rosie were as thin as Hals imaginary Rosie,

1. Hal wouldn’t tell…
2. She would understand…
3. He wouldn’t have to…
4. She wouldn’t (might not) order…
5. The waiter wouldn’t (mightn’t) be ….
6. The chair wouldn’t break
7. The guys wouldn’t (mightn’t) make…
8. They would envy…

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Falling Down: Past Perfect - By the Time...

This movie is about an ordinary man who reacts very aggressively to everyday stressing situations we all face in our routines. Because many things happen before the end of the scene. I prepared an activity in which the students will write down sentences in the past perfect tense after or before expression with BY THE TIME...


A. Talk to a partner:


1 - What kind of customer are you? Do you complain when the service is poor or do you prefer to remain quiet and forget it?


2 - Tell your partner about a situation in which you had to be firm to grant your rights as a consumer.


3 - What's your opinion about the service provided to the citizens in your country (town)?


4 - Is it worth complaining? Justify it.



B. Watch the movie segment and check the items of what had happened by the time he asked the hostages in the restaurant a question about the sandwich quality (the end of the scene).


( ) 1. The restaurant stopped serving breakfast.

( ) 2. Sheila called the manager to solve the situation.

( ) 3. The main character told everyone to sit down.

( ) 4. He accidentally shot the roof.

( ) 5. The manager decided to serve breakfast.

( ) 6. He changed his mind and ordered lunch.

( ) 7. One of the customers vomited her sandwich.

( ) 8. He complained about the sandwich he ordered.

( ) 9. He apologized to the manager.

( ) 10. The police arrived.




C. Rewrite the sentences above with the correct verb tense. Complete the first sentence and rewrite the other ones, according to the segment.


By the time he ___________ the hostages a question about the quality of the sandwich,

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

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

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

4........................................................

5........................................................

6........................................................

7........................................................

8........................................................

9........................................................

10......................................................



Answer Key:

B. All the items should be checked, except #10.


C.
1. The restaurant had stopped...
2. Sheila had called...
3. He had told...
4. He had accidentally shot...
5. The manager had decided...
6. He had managed...
7. One of the customers had vomited...
8. He had complained...
9. He had apologized...
10. The police hadn't arrived...


How to prepare your own video activity:
- Select a scene in which several a/completed actions take place by the time something happens.

- List the actions that took place before the final moment.
- Have students write sentences about the actions using the past perfect and by the time... the final action takes place.

WORKSHEET

MOVIE SEGMENT DOWNLOAD - FALLING DOWN

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.

Love Actually: Reported x Direct Speech

This is a very romantic scene. For this segment, I decided to work on reported speech differently from the previous exercises. Here the students have to rewrite the indirect sentences in direct speech.

Talk to a partner:

1. Are you a romantic person? Do you like romantic lovers? Why?

2. What kind of things does a romantic person do? Make a list of at least five different things.

3. What was the most romantic scene someone has ever done for you? Describe it.


B. Read the sentences below. They are indirect speech. Rewrite them using direct speech, supposing the guy in the movie segment is talking directly to the girl he loves.





1. He told her to say it was Carols Singers.

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


2. He said he would be going out with one of those girls.

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


3. He said that she was perfect to him.

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

4. He said that his wasted heart would love her until she looked like that.

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



5. He wished her Merry Christmas.

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







C. Talk to a partner:


1. What is your opinion about this scene? Is it romantic or tacky?

2. Would you like your sweetheart to be more or less romantic? Why?

3. What do you consider important in a relationship? Rank the five most important things for a romance to work out.

4. Share your list with he rest of the class. Which one was the most voted?


Answer Key:
B.
1. Say it’s Carol Singers.
2. I will be going out with one of these girls.
3. You are perfect to me.
4. My wasted heart will love you until you look like this.
5. Merry Christmas!




MOVIE SEGMENT DOWNLOAD - LOVE ACTUALLY

WORKSHEET

Yes Man: Short Answers

This is a great scene because it shows how motivational seminars can be ridiculous. I chose this scene to practice a very simple grammar point - providing short answers. In this case, with the simple present and simple past tenses, can and there to be. Basic learners might not understand everything said in the segment, but I'm sure they will manage to answer all the proposed questions.





Watch the movie segment and ask a friend the following questions. Take turns asking the questions. Answer them with short answers:


1) Do all participants have a red bag?

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

2) Is Carl excited about the seminar?

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

3) Is Terrence the presenter?

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

4) Does the word YES control the external side of people, according to Terrence?

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

5) Did Terrence invite YES into the participants' lives?

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

6) Did Carl believe the YES story in the beginning of the scene?

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

7) Is there anyone new to the seminar?

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

8) Can people say the word NO in the seminar?

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


9) Can people say YES in the seminar?

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

10) Does Carl say NO to life?

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



11) Is Carl comfortable during the scene?

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

12) Does Carl have a girlfriend?

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

13) Did Carl lose the love of his life?

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

14) Did Carl accept the challenge?

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

15) Are the participants happy about Carl's final decision?

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

16) Do you believe in Terrence's ideas?

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


B. Write down 3 questions about the segment and ask them to a partner. Make sure you write yes/no questions.

1 ................................................... ?
2 ................................................... ?
3 ................................................... ?

Answer Key:


-->



A.

1. Yes, they do.
2. No, he isn't.
3. Yes, he is.
4. Yes, it does.
5. Yes, he did.
6. No he didn't.
7. Yes, there is.
8. No, they can't.
9. Yes, they can.
10. Yes, he does.
11. No, he isn't.
12. No, he doesn't.
13. Yes, he did.
14. Yes, he did.
15. Yes, they are.
16. Answers will vary.



How to develop your own video segment.

- Choose an attractive scene in which several things can be observed.
- Prepare some yes/no questions about the segment.
- Have students take turns asking each other the questions.
- Ask students to write down 4 different yes/no questions about the segment.
- Students ask and answer each other questions.

WORKSHEET

Interview

I have given an interview that has been published on a peer's (Vanessa Prata's) very intereresting blog, about using movie segments in the classroom. You may check it out here. Thanks Vanessa. Your blog, English for All, is great for teachers. Congratulations.

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.

Unbreakable: Present Perfect (with Just)

This movie is not one I would strongly recommend, but it has good moments. This scene is one of them. David's, Bruce Willis's character, touching passers-by make him see what they have just done minutes before that, which is perfect for the students to practice the present perfect tense, using - just - in their sentences. In this exercise they are to write down whole sentences, which makes it more challenging than the other ones I have published on this grammar goal. I hope you like it.





A. Talk to a partner: Decide what the best punishment for the following crimes is. You and your partner have to reach an agreement of what the sentence is, how much time in jail (if it is the case) should the outlaw spend, or how much the fine fine should cost:


1. Stealing jewelry from a store.

2. Showing racial prejudice in the public eye by calling someone names.

3. Hitting someone with a glass bottle.

4. Stealing candy from a child.

5. Kidnapping without killing the victim.

6. Kidnapping and killing the victim.

7. Taking advantage of a drunk person.

8. Breaking into a house and stealing goods.

9. Breaking into a house and murdering someone there.

10. Drinking and driving.



B. Class discussion: Compare your punishments. Who are the toughest and the most lenient students?






C. Watch the following segment. Bruce Willis's character has the power to see what some people have done minutes before just by touching them. Decide which of the crimes above the characters below have just committed. Write the number of the crime next to the character.






( ) The lady in red

( ) The man in yellow

( ) The man in green

( ) The man in orange




D. Now write sentences saying what these people have just done before arriving at the subway station. Make sure you use "just" in your sentences and the present perfect tense.


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

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

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

4. ......................................................



E. Talk to a partner about the following questions.
1. What do you think will happen next?
2. Would you like to have this super power? Is this gift really possible?
3. Are there people with this ability?
4. Rank the crimes the people in exercise C have committed - 1 as the most serious and 4 as the least serious one.




WORKSHEET

MOVIE SEGMENT DOWNLOAD - UNBREAKABLE


Answer key:

C.
1
3
7
9




D.
The woman in red has just stolen jewelry from a store.

The man in yellow has just broken a bottle on a passer-by.

The man in green has taken advantage of a drunk woman.

The man in orange has just broken into a house and murdered someone there.

Sleuth: Imperative Forms

This is a great movie with excellent actors. The scene shows one character giving his partner instructions on how to break into his house in order to simulate a robbery. It is perfect for the students to practice imperative forms, giving instructions. The correct matching is in the order presented in the exercise, so you should mix sentences up when you prepare your own exercise sheet.

A. Talk to a partner and match the verb and the complement. There are many possible combinations.

1 obey
2 go and get
3 place
4 extend
5 climb up
6 keep
7 keep
8 watch
9 keep
10 don’t look
11 smash


( ) the rules
( ) the ladder
( ) the ladder against the wall
( ) the ladder
( ) the ladder
( ) calm
( ) coming
( ) your step
( ) going
( ) down
( ) the window


B. Watch the movie segment and check the matching according to what you see.


C. Now imagine you have to give instructions to your partner. You have to tell him or her how to get your bedroom and get your favorite CD or DVD. Remember: your partner does not know your house and you have to be very clear about them. Give him your house keys and start giving the instructions. Use IMPERATIVE FORMS.


D. Switch roles.


WORKSHEET


MOVIE SEGMENT DOWNLOAD - SLEUTH

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

Little Miss Sunshine: Tag Questions

This is a lovely scene from this wonderful film. I love the acting and the intelligent story. This scene is remarkable. I took advantage of the scene to practice asking tag questions. With this activity, the students can practice the grammar point based on contextualized evidence, which is great. I only used sentences in the past tense, though.



A. Talk to a partner

1. Have you ever participated in a pageant? Talk about it. What is your opinion about beauty pageants?

2. Is it OK for young children to participate in pageants?

3. What's your opinion about pageants like Miss Brazil, Miss Universe, Model of the Year, etc?


B. Watch the segment, fill in the blanks with affirmative and negative forms of the given verbs, and complete the sentences with a tag question. Make sure the sentences are according to the information presented in the segment.

1 - Olive .................................. (be) wearing a suit, a hat and a tie, .................. ?

2 – She ……….…………. (dedicate) her presentation to her grandfather, ....................?

3 – Olive …………………. (be) intimidated by the audience, ...............?

4 – The audience …………… (be) shocked with Olive’s sexy dancing, .................?

5 – Many spectators …………….. (leave) the hall during her presentation, ................?

6 – The dance ………………. (be) appropriate for the situation, .................. ?

7 – Her family ……………………. (support) Olive by dancing with her, ...................?

8 – The host …………………. (try) to remove her from the stage, ...................... ?

9 – Her father …………………… (dance) with her on the stage, ................ ?

10 – The DJ …………….. (be) the only person to clap the presentation, ................... ?

11 – Nobody …………………. (like) the presentation, .............?

12 – They ………………………… (be) ashamed of Olive, ..........?



B. Now ask a partner the questions above. Mind intonation.


MOVIE SEGMENT DOWNLOAD - LITTLE MISS SUNSHINE

WORKSHEET

Answer Key:

1. was - wasn't she?
2. dedicated - didn't she?
3. wasn't - was she?
4. was - wasn't it?
5. left - didn't they?
6. wasn't - was it?
7. supported - didn't they?
8. tried - didn't he?
9. danced - didn't he?
10. was - wasn't he?
11. liked - did they?
12. weren't - were they?

How to prepare your own video activity.

- Select a scene and write sentences for the students to complete with the main verb form of the provided verbs (choose the tenses you wish to assess)

- Students fill in the blanks with affirmative or negative forms of the verbs, according to the information in the segment.

- The students write the correct tag questions for the sentences.

- The students read their sentences to a partner, asking the tag questions.

- Make sure students use rising and falling intonation patterns.