The Stepford Wives: Participial Adjectives as Noun Modifiers

This remake of The Stepford Wives is not as good as the original movie, but it has great moments like the one I used to have students practice participial adjectives that are used as noun modifiers. My students had a blast watching it and this dry grammar point became attractive to them.



A. Rewrite each sentence containing an underlined object pronoun, using a participial adjective as a noun modifier.

1. The guests were invited to join the square dance. They started dancing in the ballroom.

Ex: The invited guests started dancing in the ballroom.


2. The ballroom was decorated. It had 4th of July thematic ornaments.

3. Some guests were extremely excited. They were dancing happily.

4. A man spun the blonde lady very enthusiastically. She couldn't stop turning around in circles.

5. The guests were intrigued. They couldn't stop looking at that odd scene.

6. The hostess, the players and the guests were surprised by her behavior. They stopped what they were doing to watch the scene.

7. The lady got hurt when she fell on the floor. She seemed to have a serious health problem.

B. Work in pairs:

1. Describe the scene.

2. What do you think happened to the beautiful blonde lady?

3. Why did that happen?

4. What would you do if you were one of the guests?

WORKSHEET

MOVIE SEGMENT DOWNLOAD - THE STEPFORD WIVES

Answer key:

1. The invited guests

2. The decorated ballroom

3. The excited guests

4. The spun lady

5. The intrigued guests

6. The surprised hostess, players and guests

7. The hurt lady

Star Trek - The Future Begins: Possessive ('s)

This is the best Star Trek movie ever. I'm not a fan of the saga, but this segment is the beginning of the whole story, so I got to understand who the characters are and I really enjoyed the movie. I think it is excellent, indeed. This scene is full of visual input with few dialogs, so beginners will enjoy it. I used it to practice writing possessives - 's. It is a very simple task and they managed it well. It was really motivating. I hope you like it.





A. Watch the movie segment and complete the blanks with the words in parentheses. Don't forget to use possessives ('s) too. Make the necessary changes.





1. The boy, James, is driving his .................................. (mother / boyfriend /car).

2. He is .................. (Johnny / friend).

3. Johnny is ........................... ( friend / James)

4. The ......................... (vehicle /police officer) can fly.

5. The ............................ (mask / officer) is unusual.

6. The ................. ( full name / boy) is James Tiberius Kirk.

Answer Key:
1. mother's boyfriend's car
2. Johnny's vfriend
3. James's friend
4. police officer's car
5. officer's mask
6. boy's full name



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MOVIE SEGMENT DOWNLOAD - STAR TREK - THE FUTURE BEGINS

The Devil's Arithmetic: Time Clauses with Before, After, When

This movie is very interesting and the Holocaust is dealt with in a different way, mixing reality and fiction. I used the Jewish wedding scene to practice time clauses in a contextualized manner. My students loved it and wanted to see the rest of the movie at home.







A. Watch the movie segment and combine both sentences with before, after, or when.






1. The ceremony starts.

The groom unveils the bride to make sure he is marrying the right woman.



2. The groom unveils the bride.

The bride rides a carriage to the go to the wedding ceremony.



3. The bride arrives at the wedding place,

Her mother escorts her to the chupah (or huppah).

4. The ceremony starts.
The bride circles the groom seven times.

5. The groom places the ring on the bride's finger,

The best man and he drink some wine.

6. The groom kisses the bride.
He breaks the wine glass.

B. Talk to a partner:



1. What's your opinion about this kind of wedding? What adjectives would you use to describe it?

2. What went wrong?

3. What do you think will happen next?

Possible answer key:

1. Before the ceremony starts, the groom unveils the bride to make sure he is marrying the right woman.

2. After the groom unveils the bride, the bride rides a carriage to the go to the wedding ceremony.

3. When the bride arrives at the wedding place,
her mother escorts her to the chupah (or huppah).

4. When the ceremony starts, the bride circles the groom seven times.

5. After the groom places the ring on the bride's finger,
the best man and he drink some wine.

6. Before the groom kisses the bride, he breaks the wine glass.


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MOVIE SEGMENT DOWNLOAD - THE DEVIL'S ARITHMETIC 

My Big Fat Greek Wedding: Transitions x Subordinating Conjunctions

This is one of the best romantic comedies of all times. The cultural conflicts, good humor, and clever plot make it stand out the others. It is full of scenes you can use in your classroom. Here are a few of them, which I used to practice the use of subordinating conjunctions and transitions, the grammar point my Thomas Prime 7 students are learning right now.




I. Watch the first movie segment from the movie My Big Fat Greek Wedding. Then choose the best conjunction or transition. Next, decide if the sentences contain a subordinating conjunction or a transition word. The 1st scene shows Toula, the young Greek woman, meeting her American fiance's family for the first time.

MOVIE SEGMENT DOWNLOAD - PART 1

1. The American family is quite polite, but they don't like talking very much.


The American family is quite polite. Nevertheless / Otherwise, they don't like talking very much.

( ) subordinating conjunction
( ) transition

The American family is quite polite, although/ since they don't like talking very much.

( ) subordinating conjunction
( ) transition


2. Toula showed her future parents-in-law her creative, unusual wedding plans, but they didn't seem very excited about them.


Toula's future parents-in-law didn't seem very excited, even though/however her wedding plans were creative and unusual.

( ) subordinating conjunction
( ) transition


II. Now watch the second segment from the same movie. Now, Ian, the American guy, meets his fiance's Greek family.

MOVIE SEGMENT DOWNLOAD - PART 2



1. Ian got very surprised with his fiance's Greek family during the dinner party. The reason is that they are noisy and agitated.


Since / Provided that the Greek family is very loud and agitated, Ian got really surprised during the dinner party.


( ) subordinating conjunction
( ) transition


The Greek family is very loud and agitated. Therefore / However, Ian got very surprised during the dinner party.


( ) subordinating conjunction
( ) transition



2. The only way for Ian to be happy after getting married is to get some ear plugs.


Unless / If Ian gets some ear plugs, he won't be happy after getting married.


( ) subordinating conjunctions
( ) transition


Ian must get some ear plugs. Consequently / Otherwise, he won't be happy after marrying Toula.

( ) subordinating conjunction
( ) transition


3. Being accepted by the Greek family depends on Ian's positive reaction to their different behavior.

As long as / Even though Ian has a positive reaction to their different behavior, He will be accepted.


( ) subordinating conjunction
( ) transition



4. Toula believes that her Greek family will treat Ian well. They don't care if he doesn't know anything about the Greek culture.


Toula believes that her Greek family will treat Ian well unless / even if he doesn't know anything about the Greek culture.


( ) subordinating conjunction
( ) transition


5. Toula and Ian have very different families. For this reason, their integration will not be very easy.


Toula and Ian have very different families. Nonetheless / Consequently, their integration will not be very easy.

( ) subordinating conjunction
( ) transition



The integration of Toula's and Ian's families will be difficult since / unless they have very different families.


( ) subordinating conjunctions
( ) transition



III. Now watch the 3rd segment from the movie My Big Fat Greek Wedding. Then connect your ideas, using subordinating conjunctions to connect ideas within a sentence and transitions to connect ideas between sentences.

MOVIE SEGMENT DONWLOAD - PART 3

Ex: (provided that - subordinating conjunction)


Toula's mother will understand spoken English well provided that (as long as, only if or if) someone occasionally translates or paraphrases difficult words.


Ex: (otherwise - transition)


Ian's parents had a few drinks. Otherwise, they would not relax during the dinner party.



1. because (or since) - subordinating conjunction

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


2. even though (or although) - subordinating conjunction

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

3. therefore (or consequently) - transition

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

4. However (or nevertheless) - transition

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



Answer key:
I.
1. Nevertheless (transition) and although (subordinating conjunction)
2. Even though (subordinating conjunction)

II.
1. Since (subordinating conjunction) and therefore (transition)
2. Unless (subordinating conjunction) and otherwise (transition)
3. As long as (subordinating conjunction)
4. even if (subordinating conjunction)
5. Consequently (transition) and since (subordinating conjunction)


III. Answers will vary.



WORKSHEET

MOVIE SEGMENT DOWNLOAD - MY BIG FAT GREEK WEDDING - FULL VIDEO 

Knowing: Simple Present

A. Watch the segment. It takes place in 1960. Then imagine the same situation in the movie, but nowadays. Make a list of 1o things that you usually do in your free time or about the world, talking about your routine. Your sentences will be placed in a capsule and people will open it in 2060.

Ex:

I listen to music with my I-pod.

I eat pizza every Sunday.


1. __________________________
2. __________________________
3. __________________________
4. __________________________
5. __________________________
6. __________________________
7.__________________________
8. __________________________
9. __________________________
10. _________________________











.

B. Exchange your list with another friend. Check which activities are similar to yours.
.

C. Now imagine you received a capsule from the future, Year 2060. Write three sentences about people's routine in 2060. Use your imagination and be creative:

Ex: We spend our vacation in a house on the moon.

1. _________________________________
2. _________________________________
3. _________________________________

D. Read your sentences to the class. Do you all have the same idea of the future? Which was your favorite one?


WORKSHEET

MOVIE SEGMENT DOWNLOAD - KNOWING

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

Coraline: Past Perfect x Simple Past

I loved this movie, but I believe many children might have been afraid at certain scenes of this highly creative film. I used it to have students combine sentences with the past perfect and simple past tenses.


A. Take a look at the pair of sentences below. Write 1 next to the action that took place first and 2 next to the one that took place later.




___ Coraline went through a purple tunnel.
___ She entered a beautiful, neat living room.


___ She smelled something good.
___ She saw her other mother cooking in the kitchen.


___ Coraline talked to her other mother in the kitchen.
___ Her father sang her a song.


___ Coraline ate some chicken.
___ She drank some mango milk shake.


___ She went to bed in a comfortable bedroom.
___ She saw and talked to her friends in the picture.


B. Now connect the sentences above using the past perfect tense for the action that took place first and the simple past tense for the action that took place later.

Ex: Coraline had gone through a purple tunnel when she entered a beautiful, neat living room.



WORKSHEET
MOVIE SEGMENT DOWNLOAD - CORALINE




How to prepare your own video activity:
- Select a scene in which there is a sequence of events.
• Prepare an exercise in which the students have to decide which action took place first.
• Students write 1 or 2 next to the actions, according to the order of the events in the segment
• Students combine both sentences using the simple past or the past perfect tenses.

Falling Down: Present Continuous

This is a classic movie with a very current issue. Living in big cities seems to be getting harder and harder. I took advantage of this scene to practice the present continuous tense.

A. Talk to a partner:


1 - Do you face traffic jams to go to school or work?

2 - What do you do to kill time?

3 - Is it dangerous to be locked inside your car during a traffic jam? Explain.

4 - Do you prefer to live in a big city or in a small town? Why?


B. Before watching the scene, check the items you do when you are stuck in a traffic jam.


( ) 1. Throw objects at passers-by.

( ) 2. Talk on the phone

( ) 3. Listen to the radio.

( ) 4. Put on some lipstick.

( ) 5. Honk the horn.

( ) 6. Play games.

( ) 7. Leave the car and walk home.

( ) 8. Sleep in the car.

( ) 9. Read a book.

( ) 10. Do my homework.


C. Now write sentences saying who is performing the activities above during the traffic jam.


Ex: 1. Some children are throwing objects at the passers-by.

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

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

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

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

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

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

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

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

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






WORKSHEET


How to make your own video activity:
- Select a scene in which several characters are performing different activities at the same time
- Make sure the activities are still in process.
- List activities the characters are performing and other ones that other people would probably be doing as well if they were there.
- Ask sts to tell each other what they usually do when they are in such situation.
- Have students watch the segment and write sentences saying what the characters are actually doing in the segment.

17 Again: Present Perfect

This is one of those movies with a creative, original idea. Going back in time and being young again is always great for food for thought because this film is witty and fun. I used the whole idea of the film and segment to have students practice the use of the present perfect and present perfect continous tense, using already, still and yet in a meaningful manner. I. Watch the movie segment and put yourself in the main characters shoes. Imagine you have gone 20 years back in time. You meet your best friend, who is now 20 years younger than you, and tell him what you have accomplished in your life since then (if you are not old enough to go back 20 years in time, make it 10 years).


You must use the present perfect tense.

Ex: I have become a lawyer.

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


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


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


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


II. Now tell your friend a few things that you still haven't done or haven't done yet in these 20 years but you intend to do soon.


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

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

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

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


IV. Switch roles with your partner.



WORKSHEET

MOVIE SEGMENT DOWNLOAD - 17 AGAIN

American Beauty: Restrictive x Unrestrictive Relative Clauses

This is probably the best scene of this controversial movie. It is perfect to practice relative clauses, both defining and non-defining clauses.

1.	A man was shot.
2.	A couple was hugging each other on their bed.
3.	A beautiful blonde girl was putting on makeup in the bathroom.
4.	Carolyn was carrying a gun  in the rain.
5.	A man had blood stains on his white shirt.
6.	Jenny was his beloved daughter.

She heard a gunshot.

They were surprised by the loud sound of a  gunshot.

She hid the gun inside her closet.

He took off his wet shirt as soon as he got home.

His whole life flashed in front of  his eyes.

She used to wear fairy clothes when she was a child.

B. Combine both sentences by writing either restrictive or unrestrictive relative clauses. Mind punctuation.


C. Check which sentences you can leave the relative pronoun out.



Ex: 1 . The man whose life flashed in front of his eyes was shot.



Answer Key:

Correct matching:
3
2
4
5
1
6
Ex: 1 . The man whose life flashed in front of his eyes was shot.

2. The couple who was surprised by the loud gunshot was hugging each other on their bed.
3. The beautiful blonde who heard the gun shot was putting on some makeup in the bathroom.
4. Carolyn, who hid he gun in the closet, was carrying it in the rain.
5. The man who had blood stains on his shirt took it off as soon as he got home.
6. Jenny, who used to wear fairy clothes when she was a child, was his beloved daughter.




WORKSHEET

MOVIE SEGMENT DOWNLOAD - AMERICAN BEAUTY

Blade Runner: 2nd Conditional

I like showing classic movies to my students too. They learn about good film making and they get interested in them. This is my all time favorite and this scene is great for the students to practice using the 2nd (unreal) conditionals.

A. Talk to a partner about the following questions:

 

1. Do you believe that in the future androids or clones will be living among us? Justify it.

2. Will there ever be artificial pets? Why (not)?

3. Will life in the future be more or less violent? Explain.

4. Would you like to have a clone of yourself living with you or somewhere else? Why (not)?

B. Imagine you are being tested to see if you are a replicant (android). Before you watch the segment, write what would answer when a Blade Runner asked you the following series of questions. Answer them as simply as you can, but use the 2nd conditional

Situations:

1. It’s your birthday. Someone gives you a calfskin wallet.

2. You’ve got a little son. He shows you his butterfly collection plus the killing jar.

3. You’re watching television. Suddenly you realize there’s a wasp crawling on your arm.

4. You show the picture of a nude girl (man) to your husband (wife) and he likes it so much he (she) hangs it on the bedroom wall.

5. You’re watching a play. The guests are enjoying raw oysters and boiled dog.

C. Now watch the segment and write Rachael’s answers to the same questions.

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

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

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

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

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

D. Compare both Rachael and your answers. Were there any matches? Why do you think the answers revealed she was a replicant?

Answer key:

Rachael’s answers:

1. She wouldn’t accept it and report the person who gave it to her to the police.

2. She’d take him to the doctor.

3. She’d kill it.

4. She wouldn’t let him .

5. She couldn’t answer the question.

WORKSHEET

MOVIE SEGMENT DOWNLOAD - BLADE RUNNER

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. ……………………………




WORKSHEET



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




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