Twilight: Modal Verb for Ability - CAN

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

Talk to a partner about these questions:

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

A. Vocabulary Collocation:


Match both columns


1 - Pitch

2 - Hit

3 - Run

4 - Handle

5 - Jump

6 - smell


( ) the baseball precisely

( ) the baseball hard

( ) fast

( ) the bat with agility

( ) high

( ) different perfumes easily




- . The Cullens





- . The Nomads


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

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

Talk to a partner and decide:


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

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

WORKSHEET

MOVIE SEGMENT DOWNLOAD - TWILIGHT

Jumper: 2nd Conditional

The dream of most human beings would probably be to have David's super power to teleport. Going from one place to the other without transportation means would be fantastic. I took advantage of the first scene of "Jumper" to have students practice the 2nd conditional in a contextualized manner. Besides, both the scene and the movie are sensational. Here is the lesson plan:

A. Watch the movie segment. Decide how different life would be if everyone had David’s power to teleport. Write at least 5 different things.

1.

2.

3.

4.

5.



B. Talk to a partner and make a list of what both of you would (not) do if only you had David’s power to teleport. Remember that you have to be ethical and think about the possible consequences of your acts.


What we would do : 

What we wouldn’t do:

C. Work with a partner and write down a condition for the sentences below.

1. We would donate 1 million dollars to charity if...
2. We would teleport ourselves to the Sahara desert if...
3. We wouldn't call the police if...
4. We would hide our super power from the other people if...

How to prepare your own video activity:
- Select a movie scene in which the characters do things our studens would not normally do.
- Preview the scene with hypothetical questions about the segment.
- Have students come up with sentences using the 2nd conditional.



WORKSHEET

MOVIE SEGMENT DOWNLOAD - JUMPER

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

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

A. Watch the movie segment.

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

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

WHAT IS (IN) THE MIST?

MY OPINION / THE CHARACTERS’ OPINIONS


( ) ( ) A military operation

( ) ( ) A pollution cloud

( ) ( ) A terrorist attack

( ) ( ) Some kind of chemical explosion

( ) ( ) Death

( ) ( ) Just their imagination

( ) ( ) An earthquake

( ) ( ) Aliens

( ) ( ) The end of days

( ) ( ) A poisonous gas cloud

( ) ( ) A nuclear explosion

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

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

2 ………………………………………………………………………………..

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

2 ………………………………………………………………………………....

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

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

Answer Key:
The characters’ guesses:

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

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

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MOVIE SEGMENT DOWNLOAD - THE MIST

I, Robot: Future - Will

This segment provides you with an excellent opportunity to have students practice "will" to talk about the future. Here you can integrate listening, speaking and grammar in a contextualized manner. Besides, the segment is so gripping, full of food for thought and conversation!

Before watching the segment:

Discuss the following questions with a partner:

1) Are you optimistic or pessimistic about the future?

2) How different will your city be in the year 2035?

3) How would you describe your city in 2035?

4) What will be better and what will be worse then?

5) Do you think robots will be common in 2035?

6) What tasks will robots have?

7) Will life be better if humans share their space with robots?

8) Would you like to have a personal robot to help/protect you?

Read the sentences below. Check the ones that you think will be true in Chicago, 2035.

( ) All electronic appliances are modern.

( ) People live in very comfortable homes.

( ) Mail is delivered by robots.

( ) People and robots share the streets.

( ) Robots walk dogs for their owners.

( ) Litter collecting is done by robots.

( ) People wear the same kinds of clothes we do today.

( ) Robots rob people.

( ) Robots protect people.

Now watch the movie segments and write the sentences above using will/won't, according to what you see in the segment.

Ex:1 -Not all electronic appliances will be modern.


2 - People won't live in comfortable homes.

3 - Mail will be delivered by robots.


Talk to a partner:
1 - Do you think the film shows a possible reality of the future? Justify it.
2 - Would you like to live in a world like the one in the movie? Why (not)?
3 - What did you like best about the future presented in the segment?

How to develop your own video activity:

- Select a scene that takes place in the future.

- Have students work in pairs to predict what the future will be like in the future.

- Write some sentences with true and false information about the future, according to the movie segment.

- The students check the ones they believe will be true by then.

- The students write affirmative or negative statements with the target grammar point about the items you have developed for the warm-up exercise.

WORKSHEET

MOVIE SEGMENT DOWNLOAD - I,ROBOT

Definitely, Maybe: Restrictive Relative Clauses

This is the opening titles scene of this really nice romantic comedy. Ask your students to pay attention to what people are doing during the main character's (Will's) walk from his office to his daughter's school. Because there are several characters performing different activities, it is great for the students to practice the use of relative (restrictive) clauses.

Definitely Maybe: 3’28


I. Match the two activities the same character(s) is (are) performing.

(1) A man sells fruit for a living on the street.

(2) A man was wearing very big earphones.

(3) An elegant woman was walking her dog.

(4) Many children and parents were arguing.

(5) A girl was shouting madly at her mother.

(1) He was reading a magazine.

( ) He prevented Will from being run over by a truck.

( ) She was wearing a fur coat.

( ) They were talking about the sexual education class.

( ) She thought her mother had lied to her.

The sentences are in the order of the correct matching. Mind mixing up the sentences before you prepare the students' exercise sheets:

How to prepare your own video activity:

- Select a scene in which a lot of peole are performing different actions at the same time.

- Have students match 2 activities (or the character's physical characteristics or clothing, for example) the same character is performing.

- Have them write restrictive relative clauses combining both sentences.


WORKSHEET

MOVIE SEGMENT DOWNLOAD

The Ultimate Gift: Conjunctions - Because / So / Since

This movie has a touching message and is a dramatic comedy. The main character has to go through several tasks in order to become a better person and receive an ultimate gift as inheritance. This scene is perfect to practice the use of conjunctions, in this case contrasting the use of so x because and since.

I. Discuss the following questions with a partner.

1. Should the man always pay the check when he takes his girlfriend to a restaurant? Why (not)?
2. What would you do if you invited someone for dinner in an expensive restaurant and you found out you didn’t have money to pay the check?

3. Would you ask for expensive dishes in a restaurant to impress your girlfriend (boyfriend) even if you couldn’t spend a lot?

4. What would you do if someone invited you to go to a very expensive restaurant and he asked you to pay the check?

5. What would you do if you found out you didn’t have money to pay for the dinner you have just finished eating?

II.Watch the video segment and combine both sentences with so, because or since.

The waiter was amazed.
The young couple had ordered pricey wine and lobster.
1. (Because) …………………………………………………………………………………..

Jason’s credit card was declined by the charge card company.
The waiter told Jason about it.
2.(So) ………………………………………………………………………………………….

Jason’s credit card was declined twice.
Jason gave the waiter another credit card.
3. (Since) ………………………………………………………………………………………

Jason wanted to move in to his girlfriend’s place.
Jason’s place was being remodeled.
4. (So) …………………………………………………………………………………………..

Jason was switching bank accounts at the moment.
Jason asked his girlfriend to pay the check.
5.(Because) …………………………………………………………………………………….

Jason didn’t have money to pay the check.
Jason’s girlfriend left him alone in the restaurant.
6. (Since) …………………………………………………………………………………….

How to prepare your own video activity:

- Select a scene in which the characters have to make decisions because of unexpected events.

- Write sentences with both the causes and their consequences.

- Ask students to combine both sentences with because/so/since.

MOVIE SEGMENT DOWNLOAD - THE ULTIMATE GIFT

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The Devil Wears Prada: Dangling Modifiers

This is the opening scene of this funny movie with excellent characters. I left the answers to the exercises on the blog post just to help you out, but of course you'll have to delete this information when you prepare the students' exercise sheets. This is the opening scene of the movie, with a great song. I prepared a lesson plan to practice dangling modifiers with visual input to contextualize the topic.





These ladies are the main characters:




















Andrea and Miranda

A. Discuss the following questions with a partner:


1. How should people behave in a job interview?
2. What should they wear?
3. What is the perfect boss like?
4. How would you deal with an extremely impolite boss if the job was very good pay and extremely important for your career? Justify your answer.


Watch the movie segment and decide whether the following sentences have dangling modifiers. Write (C) if the statement is correct and (W) if it is wrong.

1 - After getting dressed, Andrea kissed her boyfriend goodbye. (C)


2 - Going to her job interview, the waitress handed Andrea a bagel for breakfast. (W)


3 - While eating a sandwich, she took the subway to work. (C)


4 - Surprised by the message the taxi driver sent, a lot of things had to be done in a hurry. (W)


5 - After asking if someone had eaten an onion bagel, Andrea checked whether her breath was fine. (W)


6 - Before reaching her office, nobody but her assistant talked to Miranda. (W)


7 - While going to her office, the employees avoided walking or staying where Miranda was. (W)


8 - Sitting in the waiting room, Miranda called Andrea for the interview. (W)



Now revise the dangling modifiers and write a possible correction.



Possible answer key:


Ex:
1 - Correct
2 - Going to her job interview, Andrea bought a bagel for breakfast.
3 - Correct
4 – Surprised by the message the taxi driver sent, Emily had to do a lot of things in a hurry.
5 – After being asked if someone had eaten an onion bagel, Andrea checked…
6 – Before reaching her office, Miranda didn’t talk with anyone but her assistant.
7 – While going to her office, Miranda made her employees avoid walking…
8 – Sitting in the waiting room, Andrea was called for the interview.


How to prepare your own video activity:

- Select a scene with a lot of actions
- Prepare sentences about the sentences with dangling modifiers
- Some of the sentences should be correct
- Students watch the segment and decide how to correct the wrong sentences






WORKSHEET

Hitch: Imperative Forms

This is a great, funny scene for the students to practice imperative forms. The lesson plan below provides them with plenty of opportunities for free communication, controlled oral practice and writing as well. Hitch, the character played by Will Smith, gives lots of advice using the grammar point and the topic is extremely familiar to everyone, especially teens. I hope you like it.

A. Talk to a partner about the following questions:

1. How do you feel when you go on a first date with someone?

2. What are the basic rules you follow on a first date?

3. What are the signs that your date is not interested in you?

4. What do you do when you observe that?


B. Give 3 (three) pieces of advice to someone who is going on a first date to the
following places. Don’t repeat them. Make sure you use imperative forms.


To a photograph exhibition

1. ……………………………………………………………….....

2. ………………………………………………………………….

3. ………………………………………………………………….

To a night club

1. ………………………………………………………………….

2. ………………………………………………………………….

3. …………………………………………………………………


To the movies

1. ………………………………………………………………….

2. ………………………………………………………………….

3. ………………………………………………………………….
C. Read the alternatives below and guess which ones are recommended on a
first date according to Hitch, the counselor.

1. When you go to a photograph exhibition on a first date…

a. Be the real you
b. Give her plenty of space
c. Stay next to your date when she lingers on a picture.
d. Maintain visual contact all the time.
e. Try to be as funny as possible.
2.When you go to a night club…

a. Dance all the time.
b. Walk a little when you leave the club.
c. Ask her/him what she thought about the show.
d. Look at her mouth when you are talking to each other
e. Listen to what she is saying and respond.



Answer Key:

C. Correct items:
1. a,b,d
2. b,c,e

WORKSHEET

MOVIE SEGMENT DOWNLOAD - HITCH

I Am Legend: Future Perfect

This segment is excellent for the students to practice the future perfect tense. The segment is thought-provoking and chilling. The students have to use their imagination to predict the future.

Discuss the following questions with a partner:


1 - Are you optimistic or pessimistic about the future? Justify your answer.

2 - Do you think mankind will ever discover a cure for cancer?

3 - Will human beings be free from diseases in the future? Why (not)?

4 - What would a city like New York look like if all of its inhabitants had to evacuate it in a hurry?

5 - What would you do if you and your best friend could be alone in New York for a week, without any other inhabitants around? Would you enjoy this experience? What would you do there?

Now imagine that NY City had to be completely evacuated because of a very destructive virus. Check what you believe would happen to NY if such situation did happen.

( ) The streets would become extremely filthy.

( ) People would abandon their cars everywhere.

( ) Wild animals would escape from the zoo to look for food around the city.

( ) Animals would take control of the city.

( ) Some people would hide in the buildings to steal stores and banks.

( ) Life in NY would become a complete chaos.

( ) Power would go off.

( ) People wouldn't drive their cars because of the lack of gas.

( ) Buildings would be destroyed by the angry population.


Now watch the movie segment and pretend you are the main character in the movie, the one played by Will Smith. Imagine that you could have warned Dr. Alice Krippin about the consequences of her unfortunate discovery. Tell her what will have happened to NY within three years from now (by the year 2012) if she tests her discovery on human beings.

Ex:

By the year 2011, NY streets will have become completely filthy.

People will have abandoned their cars everywhere.

Wild animals will have escaped from the zoo to look for food around the city.


How to develop your own video activity

- Select a scene that takes place in the future, preferably with a pessimistic view of the future.

- Ask the students to observe the changes that will have taken place on Earth.

- The students write sentences with will + have + past participle.


MOVIE SEGMENT DOWNLOAD - I AM LEGEND


WORKSHEET

Kangaroo Jack: Wish / If Only

This is a funny scene that takes place in Australia. My students had a great time watching it and doing the grammar exercises.

A. Talk to a partner about the following questions:

1 - What would you do if you ran over an animal in the middle of the road? Justify your answer.
2 - What do you know about Australia? Share what you know with your partner.
3 - Are you an adventurous person? Tell your partner about one great adventure of yours.
4 - Have you ever been to a safari? Would you like to go on one? Why (not)?

B. Watch the movie segment and fill in the blanks with the simple past tense of the verbs in parentheses. Use either either affirmative or negative forms, according to the segment.

Charlie, the kangaroo and Louis

1. Charlie _________________ (drive) too fast on such a dangerous road.

2. They __________________ (pay) attention to the wild animals on the road.

3. Charlie _________________(run over) a kangaroo.

4. Louis ________________ (put) on his jacket on the kangaroo.

5. Louis __________________ (check) what was in the pockets.

6. They _________________ (kill) the kangaroo.

7. They _________________ (crash) their car into a rock.

8. Charlie _________________ (be) kicked by the kangaroo.

9. The kangaroo __________________(hop) away with their money.



C. Rewrite the sentences above using wish and if only to express regrets.


Ex: 1. Charlie wishes he hadn't driven too fast on such a dangerous road.
2. If only they had paid attention to the animals on the road.

How to prepare your own video activity.
- Select a scene in which the characters regret their actions.
- Prepare an exercise in which the students have to decide whether they use affirmative or negative sentences about their wrong choices.
- Ask students to rewrite the sentences using the grammar goal.


MOVIE SEGMENT DOWNLOAD - KANGAROO JACK
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100 Feet - 1st Conditional

This segment is about a woman who killed her violent husband and is now in house arrest. The segment shows police officers telling her about how her ankle bracelet works and its misuse consequences. For this blog, I'm writing the matches in the correct order, but you should mix the second column up when you prepare the exercise sheet for your students.

Ask your students to do the matching exercise before they watch the segment:


Before viewing:


Disscuss the following questions with a partner:


1 - What are the advantages and disadvantages of house arrest?
2 - Do you agree with this procedure of the law? Why (not)?
3 - Is it an effective way to rehabilitate prisoners? Why (not)?

Match the condition and the consequence of the following actions.



Conditions:

1 - She passes the 100 perimeter space.
2 - The alarm continues for more than 3 minutes.
3 - She breaks the house arrest rules.
4 - She has any violation.
5 - She attempts to remove the electronic ankle bracelet or tamper with the base unit.
6 - They get a blackout or something.


Consequences:


( 1 ) The alarm activates.
( ) A signal is automatically sent and a car is seen immediately.
( ) She goes back to jail.
( ) It automatically adds 10 years to her sentence.
( ) An alarm automatically alerts the police.
( ) The base unit still works.


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


Now rewrite the couple of sentences, using the 1st conditional:
Ex:
1 - If she passes the 100 feet perimeter, the alarm will activate.



MOVIE SEGMENT DOWNLOAD - 100 FEET

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Flashbacks of a Fool: Paired Conjunctions - Both... And, Neither... Nor, Either... or, Not only... but (also)...

This is a fantastic scene that shows the first date of these two teenagers, Joe and Ruth, who lived the 80's to its extreme and loved David Bowie and Bryan Ferry's Roxy Music.


Watch the movie segment and write YES if the activity or item is true according to the segment and NO if it is not.


1. Ruth and Joe would like to drink? (___________ red wine; ___________white wine)

Ruth and Joe would like to drink either red or white wine.

2. (Ruth ___________ and  Joe ____________ ) are wearing make up.
................................. wearing make up.


3. (Joe ___________; Ruth ________________) laid on the carpet.

.................................... laid on the carpet.


4. (Joe ____________Ruth ____________) liked William Burroughs's books.

................................... liked William Burroughs's books. ( )


5. Ruth likes listening to (David Bowie _____________; Bryan Ferry ____________).

Ruth thinks it is great to listen to ..........................................
 

6. (Ruth _______________; and Joe _____________) imitated Bryan Ferry's (___________ singing _______________ dancing)
 
Not only... imitated Bryan Ferry's .........................

Answer Key:
2. Both Joe and Ruth are / not only Joe but (also) Ruth…
3. Both Joe and Ruth / not only Joe but (also) Ruth …
4. Neither Joe nor Ruth…
5. Either David Bowie or Roxy Music.
6. not only Ruth but Joe... / both singing and dancing.


 
How to prepare your own video activity:
- Select a scene in which two or more people are performing several actrivities.
- Choose activities both or neither one perform.
- Have students write sentences with the target language.



WORKSHEET

MOVIE SEGMENT DOWNLOAD - FLASHBACKS OF A FOOL

The Curious Case of Benjamin Button: 3rd Conditional

This is a great movie with a lot of food for thought. This scene is narrated by Benjamin Button (Brad Pitt) and it makes the understanding of the message easier. I suggest you have the students write the sentences before they view the segment because they can check their answers when they actually see it. The narrator says all the correct answers in the end of the segment. This is best for younsters and adults.

Before viewing:


A. Discuss the following questions with a partner:


1 - Do you believe in fate? Are things pre-determined to happen? Or is it all just coincidence? Explain.

2 - Do you think we have a specific day to die? Justify it.

3 - Have you ever seen/been in an accident? Describe what happened. How could the accident have been prevented from happening?

"Had any of these things happened differently, the end of Daisy’s afternoon would have been another one"
1. Daisy’s shoelace broke

2. The delivery truck moved moments earlier

3. The package wasn’t wrapped

4. The girl broke up with her boyfriend

5. The man forgot to set the alarm

6. The taxi driver stopped for a cup of coffee

7. The woman didn’t remember her coat

B. Write the sentences above with past unreal conditionals.



Ex. 1. If her shoelaces hadn’t broken,
2. If the delivery truck hadn't moved moments earlier,



Daisy and her friend would have crossed (cross) the street
and the taxi would have driven (drive) by.



C. Watch the segment and check your answers.



WORKSHEET


MOVIE SEGMENT DOWNLOAD - THE CURIOUS CASE OF BENJAMIN BUTTON

Legally Blonde: Verb Patterns - Verb + Gerund or Infinitive

This is one of the best scenes from comic movies I have seen. I like how far fetched, but appealing it is. The answers are on the worksheet. Make sure you pre-teach court vocabulary (judge, attorney, lawyer, court, defendant, prosecutor, witness, etc).

Watch the video segment and circle the best verb for each sentence, according to the information presented in the segment. Then decide which form (gerund / infinitive / obj + gerunds or infinitive) of the words in parentheses is best.

1) The attorney refused/ wanted/ planned _____________ (accept) being replaced on the case by a Law student.

2) The defendant decided/ imagined/ claimed __________ (fire) her attorney on trial day.

3) Elle hates/loves/ avoids ___________ (wear) extravagant clothes .

4) The judge finally refused/ denied/ resolved ___________ (proceed) with the trial.

5) Elle's friends couldn't help / pretended / finished __________ (talk) about the court room in front of everyone.

6) The judge told/ asked/ begged ___________ (the ladies - take) a seat.

7) The witness explained/ urged / swore ______________ (tell ) the truth.

8) The witness claimed / showed / intended _________ (be) in the shower during the murder.

9) The witness denied / insisted/ warned __________ (hear) the gunshot.

10) The judge forbid/ prohibited/ let ______________ (Elle - make ) her final point.

11) The witness admitted / proved/ avoided ___________ (kill) her father by mistake.

12) Finally, the judge prohibited / allowed / pretended _________ (the witness - go) free.

How to develop your own video activity:
- Select a scene in which several people have to defend their arguments - like a trial, for example.

- Prepare sentences with the characters' argumentation, offering the choices of different verbs so you can check listening comprehension too.

- The students choose the correct verb and decide if the following verb is in the infinitive or gerund form.

WORKSHEET

MOVIE SEGMENT DOWNLOAD - LEGALLY BLONDE


https://www.youtube.com/watch?v=_I_GYgGjxFM

The Game Plan: Simple Present

This segment is the beginning of the movie and you can assess the simple present tense in a contextualized manner. The movie is great and very easy for beginners.

Think about a typical morning of yours. Check all the activities that are true for you after you wake up in the morning. After that, ask your partner questions about him/her and check the ones which are true for him/her.

( )You ( ) Your friend ( ) Kingman                         wear slippers

( ) You ( ) Your Friend ( ) Kingman                       turn on the TV

( ) You ( ) Your Friend ( ) Kingman                       have vegetables for breakfast

( ) You ( ) Your Friend ( ) Kingman                        make fruit juice

( ) You ( ) Your Friend ( ) Kingman                       read the newspaper

( ) You ( ) Your Friend ( ) Kingman                       work out

( ) You ( ) Your Friend ( ) Kingman                       wear a uniform

( ) You ( ) Your Friend ( ) Kingman                       put on some makeup

( ) You ( ) Your Friend ( ) Kingman                      wear a helmet

( ) You ( ) Your Friend ( ) Kingman                      play with the dog

( ) You ( ) Your Friend ( ) Kingman                     play sports

( ) You ( ) Your Friend ( ) Kingman                      listen to music

Now watch the movie segment and check the ones which are true for Kingman.

Finally, write sentences about Kingman, saying what he does and what he doesn't do in the morning.

Ex: Kingman wears slippers.

Kingman doesn't listen to music.

How to prepare your own video activity:

Select a scene in which the characters’ routines are evident

Choose and prepare a list with a few of the activities the characters perform

Ask the students to check the items whose activities they perform

Students ask a partner questions about the same activities

Students watch the segment and now check what the characters in the movie perform

Students write sentences about the characters in the movie, using the simple present tense

WORKSHEET

MOVIE SEGMENT DOWNLOAD - THE GAME PLAN

Robots: Present Continuous

This segment is great for children. Play it from the beginning up to 3'22. Ask your students to watch the segment with attention and decide what the robots are doing during the scene. Tell the students that the list below contains the activities that robots perform everyday. Ask them to check the ones they can see the robots doing during that specific morning.

( ) They play in the streets.

( ) The ice cream vendor sells ice cream.

( ) They drive cars.

( ) They play soccer.

( ) They work inside the stores.

( ) They swim in the pool.

( ) They feed the chicken.

( ) They listen to classical music.

( ) They take care of the traffic.

( ) They smoke cigarette on the street bench.

( ) They mow the lawn.

( ) They make babies.

( ) Baby robots cry.

( ) They eat in restaurants.

( ) Humans play with the robots

( ) Police robots control the traffic.


Now ask your students to rewrite the sentences above using the present continuous, affirmative or negative statements, according to the information presented. Students have to say what they are (not) doing during that morning.

Ex:
1 - Some robots are playing in the streets.
2 - An ice cream vendor is selling ice cream.

Kinesthetic Game:

Take pictures of your students performing the actions the robots are doing in the segment (or any other action they want). They can’t see each other while you are taking their pictures. Prepare a slideshow with the pictures (you may use an I-Pad to do it). Finally, show the slides and the students have to write sentences saying what their peers are doing:

Ex:

Mariana is driving a car.

Jonas is selling ice cream.

The students who identify most actions and write most correct sentences are the winner.

WORKSHEET

MOVIE SEGMENT DOWNLOAD - ROBOTS