Speed Racer: Would x Used to

It is often difficult for students to realize when to use "used to" or "would" in order to express past habits. This segment and activity will give students an opportunity to use this target grammar point in a contextualized manner.

Before watching the segment:

Play some relaxing music, dim all the lights, create a cozy atmosphere, and ask your students to take a fantasy trip into the past. Tell them to think about their childhood (or adolescence). Ask them to close their eyes and address them the following questions. Don't let them answer the questions now; all they have to do is travel in time.

What are your best childhood (teenage) memories?

What did your school look like?

What kind of student did you use to be?

.

Who used to be your best friend?

Where did you use to go on weekends?

What sports did you use to practice?

What were your favorite games?

What did you dislike about that period of your life?

Now divide the class into pairs, give each pair a copy of the questions you have just read, and let them share their ideas with their partners.

Now watch the video segment and fill in the blanks of the following sentences with "used to + verb" or "would + verb". If both are possible, use "would (not)". Pay attention whether you will write affirmative or negative statements, based on the information presented in the segment.
.

1) Speed ___________ (be) a restless child.

2) He _____________ (be) easily distracted during the classes.

3) He ____________ (concentrate) during the classes.

4) He _____________ (enjoy) being in the classroom.

5) He _____________ (count) the seconds for the break time.

6) He ____________ (think) about automobile racing all the time.

7) He _____________ (draw) racing cars.

8) His mother __________ (be) called by the school's director to talk about Speed's performance in class.

9) His mother ___________ (agree) with the director.

10) He _____________ (pretend) he was driving a car.

11) He _______________ (be) the first student to leave the classroom when the bell rang.

12) He __________ (leave) the school with his father.

13) His brother _______________ (coach) him how to drive a racing car.

14) He ____________ (drive) racing cars by himself when he was a kid.

.
Answer Key:

1. used to
2. used to
3. wouldn't
4. used to
5. would
6. used to
7. would
8. used to
9. wouldn't
10. would
11. used to
12. would
13. would
14. would

Remember:

Used to: Before both stative and action verbs
Would: Before action verbs
Exception: There + to be: Only would

How to prepare your own grammar activity:

.

- Select a scene in which childhood memories are evident.

- Prepare a few questions for students to remember their childhood's special moments.

- Students share their ideas with a partner.

- Prepare an exercise sheet with the activities presented in the segment.

- Write sentences with both action and stative verbs so that students can select "used" to or "would " to complete the blanks.

- Some of the sentences must be true, others false; this way you will work with listening comprehension too.

- Have students to the exercise.

WORKSHEET

MOVIE SEGMENT DOWNLOAD - SPEED RACER

Hancock: Past Continuous x Simple Past

Check out this activity to practice simple past x past continuous. I recommend it for adults because of the language used. Tell me how you like it by adding a comment, please






Before watching the segment:

Discuss the following questions with a partner:

1) Would you like to be a Super Hero? Why (not)?

2) What super powers would you like to have?

3) Which of the super powers you mentioned would you consider the
most important one?

4) How different would your life be if you had this super power?

5) Would you keep your super powers a secret? Why (not)?

Watch the movie segment and fill in the blanks with the simple past or past continuous form of the verbs in parentheses.


1) Hancock _____________ (sleep) on the bench when a boy _________ (wake) him up.


2) A young lady ____________ (walk) on the street when Hancock ________ (touch) her back.


3) Several birds ________ (hit) him when he ____________ (fly) with a bottle of liquor in his hand.


4) Hancock __________ (fly) and ___________ (drink) when he _______ (hit) a traffic sign.


5) Hancock _________ (try) to persuade the foreigners to surrender when they _____ (shoot) him.


6) Hancock ___________ (throw) their car at the building when he _________ (fly) and _________ (carry) their car around the city.



After watching the segment:

Discuss the following questions about the segment:

1) What’s the matter with Hancock’s super powers?

2) Would you like to be Hancock? Why (not)?

3) What advice would you give him?


How to prepare your own video activity:





• Select a scene in which the characters’ actions are interrupted during the segment.


• Prepare an exercise in which the students have to identify when to use the target structures.

. Prepare pre and post viewing questions to activate schemata.






WORKSHEET

MOVIE SEGMENT DOWNLOAD - HANCOCK

While You Were Sleeping: Reported Speech

This a very funny scene. Your students will enjoy it a lot. Tell me if you like it or give suggestions by leaving a comment, please.

Before you watch the segment:

Talk to a partner about the following situations. Decide what you would do:

1) What would you do if you saw someone falling on the subway tracks? Justify it.

2) If you saved someone's life, would you expect a financial reward? Why/Why not?

3) Would you hide a secret in order not to hurt a stranger's feelings? Why/Why not?

Now watch the movie segment and decide who said each of the following lines:

Lucy (Sandra Bullock)

A Doctor

A Nurse

A Police Officer

1) Will you marry me? ____________________________

2) Are you okay? _______________________________

3) There’s a train coming and it’s fast. ________________

4) Are you family? ______________________________

5) She’s his fiancee. _____________________________

6) I need to ask you a few questions. _________________

7) He is in a coma. ______________________________

8) He was pushed from the platform at the train station. ___

9) She jumped on the tracks. ______________________

10) She saved his life. _____________________________

Now rewrite the sentences, using reported speech:

EX: 1) Lucy asked if he would marry her.

2) Lucy asked if he was okay.


Answer key:

3. Lucy said there was a train coming and it was fast.
4. A doctor asked if she was family.
5. A nurse said she was his fiancee. 
6. A police officer said he needed to ask Lucy a few questions.
7. A doctor said he was in a coma.
8. Lucy said that he had been pushed from the platform at the train station.
9. A police officer said that she had saved his life.
10. A police officer said that she had jumped on the tracks.


Grammar Goal: Reported Speech

• Choose an attractive movie segment with several characters

• Decide which verb tenses you want to assess

• Select a few lines from the segment with the target structures

• Students check which characters said them in the segment

• Students come up with indirect speech statements


WORKSHEET

MOVIE SEGMENT DOWNLOAD - WHILE YOU WERE SLEEPING

Marie Antoinette: Adjectives (ING X ED)

This is a scene to work with participial adjectives. The segment is just great, full of visual input. Your students will enjoy it a lot. I loved the film. If you have suggestions, post a comment, please.

Before you watch:
Talk to a partner about the questions below:

1) How different would your life be if you could live in a palace with lots of maids around to help you?

2) Would you like to live in a historical period in which you would have to wear very uncomfortable, fancy clothes and wigs?

3) What's you opinion of pre-arranged marriages? Can they work out? Why (not)?

Watch the segment and pay attention to the people and the palace. Then choose the correct form of the adjectives.

Ex:

1) Marie Antoinette is a charming/charmed (charm) princess.

2) Her fiancé was embarassing/embarassed by the awkward introduction to his future wife.

3) They rode on carriages through the fascinating/fascinated gardens of the palace.

4) Marie Antoinette was amazing/amazed with the reception provided by the French.

5) The little girls handed her some flowers in a moving/moved attitude.

6) The guests were interesting/interested in observing every move she made.

7) The palace's overwhelming/overwhelmed beauty is magnificent.

8) The chandelier is stunning/stunned.

9) The garden is a relaxing/relaxed view from the palace.

10) She is totally touching/touched by the wealth of the palace.

11) Her wedding is full of monitoring/monitored guests observing every single detail of the ceremony.

12) The straining/strained groom was sweating during the wedding.

How to prepare your own video segment:

- Select a scene in which a lot of objects and situations can be observed

- Prepare descriptive sentences of the scene, adding adjective derived from verbs, for the students to choose the correct form of the adjectives provided.

WORKSHEET


MOVIE SEGMENT DOWNLOAD - MARIE ANTOINETTE

http://www.youtube.com/watch?v=Zr4LAMaLH1o&feature=youtu.be

21 - Present Perfect x Present Perfect Progressive

This is a new activity for students to contrast the use of the present perfect and the present continuous tense uses. I hope you enjoy it. The movie is great!




Before watching the segment:

Discuss with a partner the following questions:
1) What's your opinion about gambling? Should it be legalized?
2) Should casinos be allowed to run in your country?
3) Would you bet your money on a game like 21 or poker? Why (not)?
4) What would you do if you won a lot of money gambling? Would you play a litlle more or quit and spend what you won? Why?
5) Should lotteries be prohibited too? Justify it.

Now watch the video segment and fill in the blanks of the exercise with either the present perfect or the present perfect continuous, according to the information presented in the movie segment. If both are possible, use the continuous form. You may use affirmative or negative forms.
Although the narrator is talking about the past, you are to suppose that what you SEE is the present, it's what is happening NOW.
1) The words "winner winner chicken dinner" _____________ (dance) around his head all night.
2) He ____________ (hear) it at least 14 times tonight.
3) He ___________________ (do) anything ilegal.
4) He ___________________ (count) the cards everytime he plays 21.
5) He ______________ (win) more than $640.000,00.
6) He ________________ (win) and _____________ (lose) for years.
7) He _______________ (use) codes to communicate with his partners when they gamble and cheat.
How to prepare your own video activity:
Assessing: Present Perfect x Present Perfect Continuous

- Select a scene in which the characters haven't finished the activity they were performing in the begining of the scene.
- Prepare a fill in the blanks exercise for students to use the target structures.
- Make sure you select activities that allow you to contrast the verb tenses.

If you like the activity or have suggestions, leave a comment, please. Have fun.





WORKSHEET

MOVIE SEGMENT DOWNLOAD - 21

Sex and the City - 3rd Conditional - Unreal Past Events

This is a great scene full of unfortunate happenings. The students will love the segment and have a great opportunity to practice the 3rd conditional, unreal past events, in a contextualized manner. Tell me if you like it by posting a comment, please.

Carrie and Big

Write True or False next to each of the statements below according to the information presented in the movie segment.

1) The little girl hid Carrie's cell phone. ( )
Carrie didn't receive any calls. ( )

2)Carrie didn't know where her phone was. ( )
Carrie didn’t receive Big’s messages and phone calls. ( )


3) Big wasn’t confident enough to walk into church all by himself. ( )
Big quit getting married. ( )


4) Big took too long to apologize. ( )
Carrie hit him with her wedding bouquet. ( )


5) Carrie’s friend didn’t let Big explain himself. ( )
Carrie went home in a state of shock. ( )

6) Carrie and Big didn't get married. ( )
They both had a horrible afternoon. ( )


Now fill in the blanks of the sentences saying how things would have been different if the characters had acted differently. Use the 3rd conditional.

Ex:
1) If the little girl hadn't hidden (hide) Carrie's cell phone, she would have received (receive) Big's calls.
2) If Carrie ____________(know) where her phone was, she ___________(receive) Big’s messages.

3) If Big ________________ (be) confident enough to walk into church all by himself, He ______________ (quit) getting married.

4) If Big ________________ (take) too long to apologize, Carrie ____________ (hit) him with the wedding bouquet.

5) If Carrie’s friend ______________ (let) Big explain himself, Carrie _______________ (go) home in a state of shock.
6) If Carrie and Big _______________ (get) married, they ___________________ (go) through a horrible afternoon.

Talk to a partner and discuss the following questions:

1) What would you have done if you were in Carrie’s shoes?

2) Who was right? Why?

3) How could the situation been prevented from happening?

How to prepare your own video activity:

- Select a scene in which the characters make wrong decisions with several undesired consequences.

- Prepare a set of sentences for students to write T or F, according to what they see in the segment.

- If all the sentences are true, it will be easier for the students to understand the context and write accurate sentences.

- The first sentence should be the cause and the second one the consequence.

- The students rewrite the sentences using the 3rd conditional.

- Remind the students that the sentences have to make perfect sense.

- Prepare some discussion questions about how they would react to the situations presented in the segment.

WORKSHEET

MOVIE SEGMENT DOWNLOAD - SEX AND THE CITY

Important Information

Teaching Grammar with Movie Segments

Movie segments can be a fun, less threatening alternative to assess students’ learning of various grammar points, such as reported speech, verb tenses, modal verbs, among others. This blog will provide a number of fun, challenging activities and tips to develop your own tasks.

Teaching grammar is often exhausting and not appealing to students. Teachers usually spend several sessions dealing with the same grammar point. The teacher can certainly provide the students with fun activities to foster learning. However, when it comes to assessing the students’ achievement of a certain grammar point, teachers often rely on traditional, mechanical exercises that help them check whether their lesson goals have been met. These exercises can formally state the grammatical features the teacher wants to test or make sure the students have actually learned. For the student, though, this is a threatening moment that demands concentration, introspection, analysis, and tension. Because he/she has been working with the grammar point for such a long time, they tend to be stressed out for the assessment activities, feedback that is crucial for the teacher to know what features of the lesson still need reinforcement. The teacher can find more exciting and less formal tools to assess the achievement of teaching goals

It is evident that movie segments are extremely attractive to most of the students. Watching a short movie segment is a moment when the students can listen to genuine language in context, plug off from the classroom environment, speculate about possibilities, come up with opinions about a certain topic, and have fun in the classroom. Using video segments to assess the students’ performance can be an enjoyable, attractive, and effective manner to provide the teacher with consistent feedback of the students’ learning.

Why Use Movie Segments to Assess Grammar Goals?

• Students like movie segments
• A break from previous grammar sessions
• Less threatening than traditional tests
• Students use the grammar point based on genuine language
• Connection between listening comprehension and grammar practice
• Instant feedback
• Assessment in a relaxed atmosphere

Tips on How to Prepare an Effective Assessment Tool

• Segment length: from 2 to 7 minutes
• Use subtitles in English
• Always prepare a written exercise to assess the grammar point
• Consider both the content of the segment and the grammar goal
• The whole activity should not last longer than 20 to 25 minutes
• Peers may work individually or in pairs
• Do not let the students do the exercises while they are watching the segment
• Make sure the students write down their answers
• Provide the students with feedback as well

Bee Movie: Simple Present

I simply love this animated movie. Bee Movie is really special, funny and carries a great message for everyone. I use one of the scenes to practice the simple present tense.

Adam

Martin Benson (Dad) and Janet Benson (Mom)

Barry

Check the characters who perform the following activities. Write (B) if it is Barry, (A) if it is Adam, (D) if it is Dad, and (M) if it is Mom.

( B ) wear only black and yellow clothes
( ) comb the hair in the morning
( ) spray honey deodorant every day
( ) serve breakfast
( ) use antennas to communicate
( ) sharpen the stinger
( ) read the newspaper during breakfast
( ) read the newspaper in the street
( ) like flying around the house
( ) drive a red car very fast in the city
( ) pick up a friend to go to school
( ) park the car perfectly

I. Write down sentences saying what the Bensons and Adam do everyday.

Ex: 1 - Barry wears only black and yellow clothes.
2 - __________________________________
3 - __________________________________

II . Write down 3 things The Bensons or Adam don’t do in the morning.

Ex: 1 – Adam doesn’t have breakfast with the Bensons.
2 – ______________________________________
3 - ______________________________________

How to prepare your own video activity:
Grammar Goal: Simple Present Tense - Affirmative and Negative Statements
• Select a scene in which the characters’ routines are evident
• Identify the characters in the segment
• List some of the activities the characters perform in the segment
• Students write the name of the characters who perform such activities
• Students write complete sentences, using the simple present tense





WORKSHEET

MOVIE SEGMENT DOWNLOAD - BEE MOVIE





http://www.youtube.com/watch?v=guvfkbnOGoA&feature=youtu.be

Lady in the Water: Included Questions

I must admit that this is the weakest Shyamalan's movie, in my opinion, but this scene is just perfect to practice included / embedded questions.



Read the following questions and decide who asked them
in the segment you will watch. Write ( S ) if Story asked
it, and ( C ) if Cleveland did it.

1) ( ) Did you pull me out?

2) ( ) Where are you from?

3) ( ) Is that an apartment?

4)( ) Do you feel an awakening?

5)( ) Why am I not stuttering?

6)( ) Where did you learn that?

7)( ) Why are you scared?

8)( ) Are you okay?


Now rewrite the sentences above, asking the same questions politely by saying Do you know… ? or Can you tell me… ?

EX: 1) Can you tell me if you pulled me out?

2) Can you tell me where you are from? -->


Answer Key:


A.
1. S 2 C 3 C 4S 5C 6C 7C 8C 9C


B. Answers may vary:


3. do you know if it is an apartment
4. Can you tell me if you feel an awakening?
5. I'd like to know why I'm not stuttering
6. Can you tell me where you learned that?
7. Do you mind telling me why you are scared?
8. Can you tell me if you are okay?



How to prepare your own video activity:



• Select a scene in which several questions are asked

• Choose questions whose verb tenses suit your class

• Ask the students to identify the characters who said them in the segment.

• Ask the students to rewrite the questions politely, using indirect questions.



Watch the movie segment here:

WORKSHEET

MOVIE SEGMENT DOWNLOAD - LADY IN THE WATER

The Pursuit of Happyness: Simple Past x Past Continuous

This movie has a great message and the story is touching. My opinion is that the film is too down in the mouth, but the last 5 minutes are uplifting. Not my cup of tea, but most people really enjoyed it. The scene, though, is perfect for practicing the contrast between the simple past and the past continuous tenses.






Watch the movie segment and fill in the blanks with the simple past or the past continuous form of the verbs in parentheses.

1) Chris _________________ (cook) burgers for breakfast when his landlord ________________ (knock) on his door.

2) The police ______________ (arrest) Chris when he ________________ (paint) the house.

3) Chris _______________ (pay) some parking tickets when the officer __________ (tell) him he was supposed to spend the night in jail.

4) When Chris __________ (call) his ex-wife, she _____________ (work) hard.

5) When he _______________ (enter) the elevator, he _____________ (try) to button up his jacket.

1) He __________________ (wait) in the waiting room when the secretary _________ (call) out his name.

2) When he ___________________ (walk) through the office, businesspeople _______________ (talk) on the phone, _______________ (speak) very loudly, and _______________ (work) a lot.

3) The Board _____________ (wait) for Chris when the secretary ___________ (announce) him.

Answer Key:

1. was cooking / knocked
2. arrested / was painting
3. was paying /told
4. called / was working
5. entered/ was trying
6. was waiting / called
7. walked / were talking - speaking - working
8. was waiting / announced

How to prepare your own video activity:
Grammar Goal: Simple Past x Past Continuous

• Select a scene in which the characters’ actions are interrupted during the segment.
• Prepare an exercise in which the students have to identify when to use the target structures.
• Make sure the students know when to use both verb tenses before they actually do the exercise.

WORKSHEET


MOVIE SEGMENT DOWNLOAD - THE PURSUIT OF HAPPYNESS

Casino Royale: Simple Past x Past Perfect

In my opinion, this is one of the best 007 movie. I used this scene to have students practice the use of the past perfect x simple past tenses.






Watch the video segment and write ( 1 ) in the parentheses of the action that took place first and ( 2 ) in the parentheses of the action that happened later.

Ex:
( 1 ) James Bond took a plane to the Bahamas.
( 2 ) He drove across the island to the hotel.

a)
( ) He crouched to tie his shoe string.
( ) He gave his car keys to the bellboy.

b)
( ) Two guys gave Bond their car keys by mistake.
( ) Bond crashed their car in the parking lot.

c)
( ) He threw the car keys away.
( ) He entered the hotel lobby.

d)
( ) He made a reservation at the hotel
( ) He saw the images of the parking lot in the surveillance room.

Now fill in the blanks of the exercise below with the simple past or the past perfect forms of the verbs in parentheses. You may use "already" if it is applicable.

a) When he _____________ (drive) across the island to the hotel, James Bond ___________ (take) a plane to the Bahamas.

b) When Bond _________________ (crouch) to tie his shoe string, he ______________ (give) his car keys to the hotel bellboy.

c) Two guys _____________ (give) Bond their car keys by mistake when he ____________ (crash) their car in the parking lot.

d) Bond _________________ (throw) the keys away when he ______________ (enter) the hotel lobby.

e) When he ____________ (make) a reservation at the hotel he ________________ (see) the images of the parking lot in the surveillance room.

Answer Key:

A.

I. 1,2
II. 2,1
III. 1,2
IV. 2,1

B.

1. drove / had taken
2. crouched / had given
3. had given / crashed
4. had thrown / entered
5. made / had seen

How to prepare your own video activity:

Grammar Goal: Simple Past x Past Perfect
• 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 in the exercise parentheses, according to the order of the events in the segment
• Students fill in the blanks of the exercise with either the simple past or the past perfect form of the verbs in parentheses.









WORKSHEET
MOVIE SEGMENT DOWNLOAD - CASINO ROYALE





http://www.youtube.com/watch?v=vNNLUPU4JWo&feature=youtu.be

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

Fracture: Simple Past

This is a great movie, but a bit farfetched. If you like police stories, you will love it. I used the crime scene to practice the simple past tense.

Witness – Imagine you are the witness to a crime. Fill in the
blanks of the following exercise with past tense of the verbs in
parentheses. Use affirmative or negative sentences, depending
on the information presented in the movie segment.

1) Ted’s wife, Sally, _______________ home (drive).

2) She _________________ the front door (unlock).

3) She ________________ her jacket (take off).

4) She _______________ her husband was in the house (notice).

5) They _______________ each other (hug).

6) They _______________ each other (kiss).

7) Ted _______________ his wife in the head (shoot).

8) Gardeners _______________ a gunshot (hear).

9) Ted__________________ the bullet cases on the floor. (pick up).

10) One of the gardeners _______________ on the door (knock).

11) Ted _________________ the door for the gardener (open).

12) Ted ________________ the windows a few times (shoot).

13) Ted _______________ his wife (drag).

14) He _________________ his shirt (take off).

15) He ___________________ his shirt (burn).

16) He __________________ his face (wash).

17) He _________________ the police (call).

18) The gardener _________________ Ted clean the house (help).

Now pretend you are a witness. Report all the steps you have seen to an officer, your partner.
Make sure you use the following expressions:

First / Second / Then / After that / Later /Next

MOVIE SEGMENT DOWNLOAD - FRACTURE

WORKSHEET


How to prepare your own video activity:

Grammar Goal: Simple Past
• Choose a segment in which a crime takes place.
• Prepare an exercise sheet with the steps the outlaw took to commit the crime.
• Leave blanks for students to complete with the simple past of the verbs in parentheses
• Ask students to report the crime they saw to a police officer.
• You may show the scene twice, if necessary.

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 Water Horse: Legend of the Deep: "Passive Voice"

This movie is for children and it somehow "explains" the Loch Ness monster's story. It's not a masterpiece, but it is good entertainment.



Watch the movie segment and complete the sentences with the
simple past tense of the verbs in parentheses. Write affirmative
or negative verb forms according to the information in the movie.

EX :

The kids caught (catch) two employees kissing each other in the kitchen.

1) The dog __________________ (chase) the water horse around the house.

2) The dog __________________ (hurt) the water horse.

3) The water horse accidentally _______________ (hit) an expensive vase.

4) The man _______________ (drop) a statue.

5) The carpet ___________________ (scare) the water horse.

6) The animals _________________ (break) several valuable items.

7) The dog ________________ (spill) soup on the guests.

8) The water horse __________________ (grab) a fish with its mouth.

9) The boys ____________________ (find) the water horse in the garden.

Now rewrite the sentences above in the passive voice.

EX:
Two employees were caught kissing each other in the kitchen.


How to prepare your own video activity:

Grammar Goal: Passive Voice
• Select a segment in which a lot of action takes place.
• Prepare an exercise with sentences in the active voice for the students to fill in the blanks with the correct verb form.
• Ask the students to rewrite the same sentences in the passive voice.


MOVIE SEGMENT DOWNLOAD - THE WATER HORSE

WORKSHEET

http://www.youtube.com/watch?v=fv-ws7ON5pI&feature=youtu.be A peer of mine said that he had used a slides presentation with links to my passive voice activities. I was sent the link and came across this really cool and thorough class on passive voice. I'm glad Simon Friend used my blog for his video activities. His slides are effective, fun and constructive. Thanks Simon Friend for these really cool slides. Thanks for linking my site to it.