Big Fish: Past Continuous x Simple Past

This is my favorite Tim Burton's movie. I love him as a director and most of his movies are full of resources for movie activities. Big Fish is full of them. This scene is perfect for the students to practice the past continuous and simple past tenses.



I. Watch the movie segment and write down 3 activities people were doing when time stopped.

Ex: A little boy was drinking soda.

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

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

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



II. Now write down 3 things that happened when time moved too fast to catch up while he was in the circus.

Ex:
The girl he fell in love with left without talking to him.
1 ...................................................................
2 ..................................................................
3 ..................................................................

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MOVIE SEGMENT DOWNLOAD - BIG FISH

The Other Man: Past Perfect x Simple Past

This is an intriguing scene because it is about a men who finds out his wife has a lover because he decided to investigate her private messages, such as the ones in her cell phone and laptop. I like using it to practice the contrast between the simple past and past perfect tenses.

A. Talk to a partner:


1 - Do you think it is correct to check your husband's (wife's) messages? Justify it.
2 - Is it important to have privacy in a relationship? Explain it.
3 - Do you have documents in your computer that only you have access to? Why (not)?
4 - If you were suspicious about how faithful your partner is to you, would you fuss around his stuff? Why (not)?
5 - If you found out you were being cheated on, what would you do?


B. Watch the segment and check which activity took place first. Write 1 next to the activity that took place first and 2 next to the activity that took place later.


I . ( ) He listened to her voice mail.
( ) He turned on his wife's laptop.


II. ( ) He looked at some pictures of his family.
( ) He tried to open a folder called love.


III. ( ) He tried opening the love folder using some passwords with his family names.
( ) He opened a folder called London.


IV. ( ) He saw the picture of a black man trying to kiss his wife at a party.
( ) He read an email sent by Ralph.


V. ( ) He remembered being introduced to Ralph.
( ) He finished reading the email.




C. Now combine both sentences using the simple past and the past perfect tenses. Make sure you know what action took place first so you can choose the correct verb tense.



I. ..........................................................................................................................................
II. .......................................................................................................................................

III. .....................................................................................................................................

IV. ......................................................................................................................................
V. .......................................................................................................................................



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MOVIE SEGMENT DOWNLOAD - THE OTHER MAN

Correct answers:
B.
I. 1, 2
II. 1,2
III. 1,2
IV. 1,2
V. 2,1


C. Possible answers:
I. He had listened to his wife's voice mail when he turned on her laptop.
II. He had looked at some pictures of his family when he tried opening a folder called Love.
III. He had tried opening that folder with passwords of his family names when he opened a folder called London.
IV. He had seen a picture of a black man trying to kiss his wife when he read an email sent by Ralph.
V. He remembered being introduced to Ralph, when he had finished reading the email.


How to prepare your own video activity.
- Select a scene with a sequence of events
- Write down two sentences that took place at different times
- Have students decide which action took place first
- The students combine both sentences, using the past perfect and simple past tenses

NEW BLOG!

I have just started a new blog. It is called Movie Segments for Warm-ups and Follow-ups. There you will find movie segments to brainstorm, warm-up or follow-up several topics. There are lesson plans to practice vocabulary, conversation and listening comprehension based on movie segments. New activities are posted regularly. This blog is a test for I will see your reaction to the activities, and depending on the feedback I receive, I will go on with it. Check it out. I hope you like it.

Bedtime Stories: So x Such

This is one of the best scenes of this lovely movie. The translation scene is great and very funny. The acting is hilarious. The students will love it. I selected this scene to practice using so x such in a contextualized manner.

Watch the segment below. Then rewrite the sentences with both so... that... and such..... that....

Make all the necessary changes to make the sentences correct.




Skeeter








Kendall










1) The night was cold. The girl in the party needed a towel.
Ex: The night was so cold that the girl in the party needed a towel.
It was such a cold night that he girl needed a towel.


2) There was an unexpected accident with a bee. Skeeter screamed very loudly.

3) Kendall's presentation was corny. The audience was speechless.

4) Skeeter's tongue was swollen. He couldn't speak.

5) Skeeter's friend's translation was perfect. He was invited to go to the stage and help with the presentation.

6) Skeeter's presentation was moving. He won the competition.


Answer Key:
2. Such an unexpected accident / the accident was so unexpected.
3. such a corny presentation / the presentation was so corny

4. such a swollen tongue / tongue was so swollen
5. such a perfect translation / the translation was so perfect

6. such a moving presentation / presentation was so moving

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MOVIE SEGMENT DOWNLOAD - BEDTIME STORIES

How to prepare your own video activity:

- Select a scene in which the characters perform certain activities that you can atribute adjectives (great, awkward, funny, intelligent, weird)

- Write two sentences with information that can be interconnected, including the adjectives above)

- Have students combine both sentences with so + adj and such + adj + noun.

The Money Pit: Causative Verbs

This is a classic comedy that was forgotten by the media and public. This couple of newly weds buy this beautiful house, which is a lemon. Nothing works; it's falling apart. It is excellent for practicing causative verbs - make, let, get, have. Pre-teach some occupation vocabulary (carpenter, plumber, etc) and the students will be able to practice this grammar point in a contextualized manner.

Watch the movie segment and choose the best verb to complete the sentence, according to the segment. Then decide how to complete the blanks, using the given words.

1. The garage is dusty.
They will have / make / get / let ………………… (someone/clean) it.

2. The mattress isn’t firm enough .
Anna will have / make / get / let ………………… (Walter / replace) it.

3. Old wires burned the doorbell.
They will have / make / get / let ………………… (an electrician / fix) it.

4. The front door fell off the house.
They will have / make / get / let ………………… (a carpenter / repair) it.

5. The plaster ceiling came down in the bedroom .
Anna had / made / got / let ………………… (Walter/ fix) it.

6. The plumbing system is not perfect
they will have / make / get / let ………………… (a plumber / unblock) it.

7. She was extremely upset about the house.
Walter had / made / got / let ………………… (Anna/ try) to enjoy it.

8. She was attacked by a wild animal.
The animal had / made / got / let ………………… (Anna/ run) madly around the house.

9. The roof was leaking.
They will have / make / get / let ………………… (someone/ replace) the tiles.

10. They couldn’t make the rain stop.
They had / made / got / let ………………… (the rain/ fall) on their heads.

The correct verb choices are in bold.
Correct patterns:

get + someone + to verb
make, have, let + someone + verb

help + someone + verb or to verb

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MOVIE SEGMENT DOWNLOAD - THE MONEY PIT

Monsters, Inc.: Present Continuous x Present Simple

This is a great movie and activity. This activity was published on Sabrina de Vita's blog, a very inspiring and resourceful site. Sabrina kindly sent me this activity to share with my readers and I'm proud to publish it here. The activity is great and so is the movie segment. This great activity will certainly foster your visiting her site. Sabrina is a consciencious educator and she also likes sharing, just like I do. All the activities and text below were developed by her. Here is what she says about herself on her blog.

I’m from Buenos Aires, Argentina. I’m an English teacher. I have studied at the teacher training college Joaquin V Gonzalez-At the moment, I’m working in the primary and secondary school: Saint Exupery. With BE the Real Thing we specialised in teaching ESP (Legal and Medical English) and Business English. We also give online classes.

Thanks a lot, Sabrina. Can't wait for more!

I will share with you one lesson plan I have prepared to revise the use of Present Simple and Present Continuous. It is based on this scene from the movie Monsters Inc.

And here go the activities:

1) Complete the sentences with the appropriate tense ( Present Simple and Present Continuous)

a) Every day, Sulley _______________ (drive) to work. However, today they ____________ (walk)

b) Right now, Mike _______________ (talk) to Sulley’s mum on the phone.
c) Afterwards, they often ______________ (watch) tv, but today they __________ (also / star) on a tv commercial.
d) Sulley and Mike _____________ (not exercise) together. Sulley ______ (do) his routine and Mike __________ (guide) him.
e) Then, Sulley always ______________ (brush) his teeth.
f) Sulley usually ____________ (get up) at 6:00 but today he ____________ (still/ sleep) at 6:05.

2) Watch the film and put the sentences in the correct order.

3) Write 5 sentences about what the monsters Sulley and Mike encounter on their way to work are doing at the moment.

4) Did you like the scene? Why (not)?

Hope you like it and find it useful. If you have used it, please share your experience with us. If you have more ideas to work with this particular film or with movies in general, don’t hesitate to share your views.


Sabrina

MOVIE SEGMENT DOWNLOAD - MONSTERS INC

Gran Torino: Modal Verb - Should (Advice)

A. Before viewing :


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

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

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

1- To eat cat meat (I)

2- To eat dog meat (I)

3 - To drink alcoholic beverages (P)

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

5 - To touch the head of a person (I)

6 - To listen to the elderly (P)

7 - To eat very much (P)

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

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

Ex: 1 – YOU SHOULDN'T EAT CAT MEAT.

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How to develop your own video activity:

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

- Write down a few of the recommendations given.

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

- Students give advice using - should.

Be Kind, Rewind: Simple Past x Present Perfect

A. Watch the movie segment. It is about a group of friends who decide to shoot a film about Fats Waller, a famous musician who had lived in their neighborhood, to raise money and stop the demolition of the building they work at.

Chech the tasks they did during the whole week. Then write the day of the week they performed them.

Ex 1. They interviewed the people around the neighborhood. (YES) (Monday)

2.They recorded the interviews about Fats Waller .

3.They chose the sequence of events of the movie .

4.They left the country to shoot the film .

5.Famous actors were invited to act on the film .

6.They designed the costumes and makeup.

7.They worked with art direction, imagining what the scene should look like .

8.They shot the film .

9.They finished shooting the film .

10. They had the film premiere .

11.They demolished the building.

B. Today is SUNDAY. Tell what the characters of the movie have (not) done during this very busy week. Decide which verb tense you should use.




EX: 1. They have interviewed the people around the neighborhood.
2……………………………………………………………………………………………………
3…………………………………………………………………………………………………….
4…………………………………………………………………………………………………….
5…………………………………………………………………………………………………….
6…………………………………………………………………………………………………….
7………………………………………………………………………………………………….....
8…………………………………………………………………………………………………….
9…………………………………………………………………………………………………….
10……………………………………………………………………………………………………
11……………………………………………………………………………………………………

C. Now write sentences saying when they performed the actions you have checked in exercise A. Decide which verb tense you should use.

EX 1: They interviewed the people around the neighborhood on Monday.
2…………………………………………………………………………………………………..
3………………………………………………………………………………………………….
4………………………………………………………………………………………………….
5………………………………………………………………………………………………….
6………………………………………………………………………………………………….
7………………………………………………………………………………………………….
8………………………………………………………………………………………………….

D. You and your partner have US$1.000.000.00 to shoot a film. Use your imagination and come up with a story with a beginning, a development and an unexpected ending. Your teacher and the class will choose the most original story.

E. Role play the best story.

Teacher’s Key

B.
1. They have interviewed…
2. They have recorded…
3. They have decided…
4. They haven’t left…
5. Famous actors haven’t been invited…
6. They have designed…
7. They have worked…
8. They have shot…
9. They have finished…
10. They have had…
11. They haven’t demolished…

C.
1. They interviewed… on Monday
2. They recorded… on Monday.
3. They decided… on Tuesday.
4. They designed… on Wednesday
5. They worked… on Thursday.
6. They shot … on Friday.
7. They finished… on Saturday.
8. They had… on Sunday.






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MOVIE SEGMENT DOWNLOAD - BE KIND REWIND

The Bucket List: Possessive Pronouns with Gerunds

This is a great movie with touching messages. Although the story seems to be sad, the film itself is uplifting. This scene in particular is funny and exciting. I took advantage of such a thrilling scene to have students practice the construction of possessive pronouns before gerunds.

A. Talk to a partner:



1. Have you ever gone skydiving? Would you like to do it? Why (not)?

2. What was the most exciting adventure you have ever had? Tell your friend about it?

3. Do you prefer to have vacation time in a place to practice extreme sports and/or enjoy nature, or would you rather travel to the city in order to enjoy its night life? Explain it.

4. Are you braver than you used to be when you were younger or are you less courageous nowadays? Why do you think so?


B. Watch the movie segment and choose the best way to complete the sentences below.












Carter and Edward

1. Their/ They/ Them getting ready to jump was extremely awkward.
2. One of Carter's concern was his/ he/ him/ missing the chance to see his wife again.

3. Edward disliked Kyle's / Kyle making comments about Edward's second wife.

4. Edward supported Carter's / Carter jumping off the plane.

5. Carter was really concerned about the parachute's/ parachute not opening.

6. Their/ Them/ They having a few months of life made them experiment new adventures before dying.
7. Edward's instructor was desperate with his/ he/ him singing while they were skydiving.

8. Edward and Carter seemed to have enjoyed their/ their/ they diving.

C. Complete these sentences. Use pronouns / possessive ('s) before gerunds in your answers.

1. One interesting thing in the scene was ………………………………………………………….
2. The funniest moment of the segment was ………………………………………………………..
3 . ………………………………………………………………………………………….….. was amazing.


D. Individually, make a list of 10 things you would like to do before you die. Don't show it to anyone.


E. Work in groups of three students now. Share your list with a friend and come up with a final one with 10 things the three of you would like to do before you die. You have to negotiate and convince your partners because only 10 activities are possible.



F. Share your list with your classmates.

Answer Key:
Their / His / Kyle's / Carter's / Parachute's / Their / His / Their




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MOVIE SEGMENT DOWNLOAD - THE BUCKET LIST

Meet the Robinsons: 3rd Conditional

This movie is wonderful. It is appealing to both children and adults. I love animated movies and this one is really special. I selected two scenes of the movie. The first one, when Lewis is abandoned by his Mom, and another one very close to the ending, when he travels back in time and has the chance to talk to his mom and change his past. The activity is also divided into two parts. It is perfect to practice the 3rd conditional in a creative and contextualized manner.



A. Watch the first part of the video segment. Because Lewis's mother left him at he door of a foster home, here are a few consequences of this act in his life. Check the ones YOU believe are possible:

1. He never met his biological mom.
2. He was raised in a foster home.
3. He was never adopted.
4. His life was lonely.
5. He did not have many friends.
6. He always wanted to meet his real mother.
7. He became a clever child anyway.
8. Many foster parents interviewed and refused to adopt him.





Part 1

B. Now watch the second part of the video segment. It took place 12 years later. Lewis traveled back in time and had the chance to change his past.

C. Now rewrite the statements in exercise A, saying how different Lewis’s life might/could/would have been if he had changed his past. Make sure you use the 3rd conditional.

If Lewis
…………………………………………………………………………………………………………....
......................................................................................................................................
......................................................................................................................................
,

1. He would have met his biological mother.

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

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

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

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

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

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

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


Answer Key:

2 - He wouldn't have been raised in a foster home.
3 - He wouldn't have been adopted.
4 - His life might not have been lonely.
5 - He might have made friends.
6 - He wouldn't have wanted to meet his mother.
7 - He would have become a clever child anyway.
8 - He wouldn't have been interviewed by foster parents.





Part 2



D. Ask a partner the following questions:

1. If you could change something about your past, what would you change? Justify it.
2. If you could grant only one wish for the future, what would it be?
3) If you could change something that happened in the history of humanity, what would you change?


E. Switch roles.


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MOVIE SEGMENT DOWNLOAD - MEET THE ROBINSONS PART 1

MOVIE SEGMENT DOWNLOAD - MEET THE ROBINSONS PART 2

The Heartbreak Kid: Adversative Conjuctions - Opposition

This segment is excellent because the main characters want to do completely different things, which is great to practice adversative conjunctions.

A. Talk to a partner:

1. Do you believe everyone has a soul mate? Have you found yours? Explain it.

2. Is it important for lovers to like the same things? Why (not)?

B. Watch the movie segment about a newly weds who do not know each other very well. Write HE in the square next to the sentence if it is about Eddie, SHE if it is about Miranda, or THEY if it is about both of them.

1 (He) loves to go fishing.

(She) gets seasick.

2 ( ) would like to go on an adventure and go up the mountains.

( ) thinks it would be nice to just relax on the beach.

3 ( ) kept on singing very excitedly.

( ) got tired of singing.

4 ( ) was sick and tired of her singing.

( ) wasn’t courageous enough to reveal it.

5 ( ) were going on their honeymoon.

( ) knew very little about each other.

C. Now combine the sentences above using the conjunctions below:

But / still / yet / whereas / while / although / despite the fact / though / however/ nevertheless

1 …………………………………………………….…………….

2 ………….....…………………………………………………....

3 …………………………………………………………………..

4 ............…………………………………………………………

5 ……………………………………………………………………

Answer Key:

B.

1. He/she
2. He/she
3. He/she
4. He/he
5. They/they

C. Answers will vary.

How to prepare your own video activity.

- Select a scene in which the characters enjoy or perform different activities.

- Prepare sentences for the students to identify who enjoys/performs the activities
- The students rewrite the sentences using the given conjunctions

WORKSHEET

MOVIE SEGMENT DOWNLOAD - THE HEARTBREAK KID

How to prepare your own video activity:

- Select a scene in which two characters enjoy/ perform different activities
- Write down two sentences with the same or opposite ideas about the characters likes and dislikes
- Provide the students with the conjunctions you want them to use
- Ask them to combine both sentences with the conjunctions

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

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



A. Talk to a partner:


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

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

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

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

5. What should be done about these cases?




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

( ) 1. The bomb did not explode.

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

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

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

( ) 5. The bomb burned the house down.

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




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

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

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

Answer Key:
All the items can be checked.


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


WORKSHEET

MOVIE SEGMENT DOWNLOAD - THE BUTTERFLY EFFECT

How to prepare your own video segment:

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

Into the Blue: Have You Ever...? - Present Perfect x Simple Past

This movie is full of action and adventure. Teens love it. The setting is the gorgeous Bahamas sea. The scene is exciting and full of activities that most people have never performed. It is great for the students to practice questions with Have you ever...? and contrast the use of the simple past and present perfect tenses. It is perfect for practicing Yet/Already, too.

A. Watch the video segment and check all the activities you can see .

( ) jet ski
( ) travel to the Bahamas
( ) swim in the sea
( ) dive among the sharks
( ) be inside a cave
( ) ride a speedboat
( ) kiss someone in the ocean
( ) go snorkeling
( ) see a live shark
( ) be inside a grotto
( ) lose something in the sea
( ) find something valuable on the beach

B. Ask a few partners the following questions. Use the activities on the left. Follow the pattern:

Ex:

S1 - Have you ever … (jet skied)?

S2 - No I haven’t. / Yes, I have.

S1 - Would you like to jet ski? / When did you jet ski?

S2 - Yes, I would. / I jet skied last summer.

B. Write 8 sentences about the information presented in exercise A , using the words in parentheses. You may use different sentences as well.

(never) …………………………………………………………………………………….
(never) …………………………………………………………………………………….
(already) ………………………………………………………………………………….
(already) ………………………………………………………………………………….
(yet) ……………………………………………………………………………………….
(yet) ……………………………………………………………………………………….
(last year)………………………………………………………………………………..
(when I was a child) ……………………………………………………………………..

C. Talk to a partner. Come up with a list of 5 things that both of you have never done but intend to do before you die.

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


D. Choose a different partner and ask him/her if he/she has ever done what you and your previous partner intend to do in the future. Use the patterns in exercise A.




WORKSHEET


MOVIE SEGMENT DOWNLOAD - INTO THE BLUE





How to prepare your own video activity:
- Select a scene in which the characters perform unusual activities or tasks
- Prepare a list with these tasks
- Have students ask each other questions with Have you ever....?
- Have them rewrite the sentences with yet, never, already and with a definite time in the past so they can use either the present perfect tense or the simple past.
- Students prepare a list of things they have never done in their lives, but intend to do in the future.
- They interview a different partner, using the target language.

Rachel Getting Married: Adverb Clauses - Conjunctions

This scene shows the wedding of a Caucasian American woman and a black man in an extremely relaxed atmosphere, perfect harmony, and joy. The wedding is very unusual, compared to the ones in Brazil. This activity helps students practice writing adverb clauses expressing opposition in a contextualized manner. The lesson plan fosters a cultural approach to the topic as well.




A. Talk to a partner about the following questions:

 

1. Tell your partner about the last wedding you have been to. Who was getting married? Where was it? Describe the party after the ceremony.

2. What was the most unusual wedding you have ever been to? Why was it unusual?

3. What would you like your wedding ceremony to be like? (or) Describe your own wedding ceremony?

4 – Is it important to get married nowadays? Justify your answer.

B. Read the descriptions below and check the ones you consider traditional in a wedding ceremony in your country. Then watch the segment and check the ones you saw in the movie.


Example:



1. The Wedding march is played by a guitarist and a drummer.
In my country (NO)
In the Movie(YES)

2. The bride carries a white flower bouquet.


3. The bride wears a sari.

4. The bridesmaids wear lilac saris.

5. The groom wears a flower necklace around the neck.

6. Both the groom and the bride tell each other and the guests about how their loving feels.

7. The groom sings a song for the bride.

8. They exchange rings.

9. They kiss each other.

10. They say “I Do”.

11. The guests scream and applaud the couple.



C. Combine 4 pieces of information above and write adverb clauses showing opposition, contrasting the information presented in the movie segment and in your country, which you checked in the exercise above.



Use WHEREAS or WHILE

Ex. In Brazil, the wedding march is played by a pianist and a violinist whereas in the movie it is played by a drummer and a guitarist.






Answer key:


B. All the sentences are true for the movie segment wedding, but the answers about the students' own country will vary.
How to prepare your own video activity:


- Select a scene in which a traditional ceremony takes place.
- Write down steps that are part of the rite or ceremony.

- Ask students to decide whether the ceremony steps are the same as in their own countries.
- Students write down sentences with adverb clauses expressing opposition with whereas and while.


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City of Ember: Future Continuous

This movie is for children and teens but it has a great message for the whole family. I enjoyed watching it. The opening scenes are great for the students to practice the future continuous tense in a contextualized manner.



A. Imagine the following situation:



On the day the world ended, the fate of mankind was carried in a metal box. Scientists and engineers met and decided to build an underground city to protect people for the next generations. they will keep the people in the city for 200 years hoping the world will be inhabitable then. In the box, there are instructions about how to leave the underground city. The people in this city, Ember, do not know there is an outside world.



B. Check the alternatives with the information you think will be taking place in Ember when the box opens in 200 years.


( ) 1. People still live underground
( ) 2. Citizens experience several power blackouts during the day.
( ) 3. The world is falling apart
( ) 4. Children live for playing.
( ) 5. Teens work hard
( ) 6. The city mayor will determine the population’s occupations.
( ) 7. People live in comfortable houses
( ) 8. People face serious difficulties
( ) 9. People own modern cars.
( ) 10. People work as engineers, doctors and scientists.
( ) 11. People work as electricians, potato peelers and messengers.
( ) 12. Citizens work on computers.


C. Now watch the segment and check if you were right.


D. Now rewrite 8 of the sentences in exercise B using the future continuous tense.


Ex: People will still be living underground.

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

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

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

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

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

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

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

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


Answer Key:

The true sentences are:
1, 2, 3, 6, 7, 9, 10.


How to prepare your own video activity:

- Select a scene in that takes place in the future.

- The scene must contain a time marker so that the students can use the future continuous tense meaningfully.

- Write a few sentences with possible alternatives for what will be taking plave when something else happens (the time marker). Use the simple present tense.

- The students watch the scene and decide which ones are true.

- The students rewrite the sentences using the grammar goal.






MOVIE SEGMENT DOWNLOAD - CITY OF AMBER



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New in Town: Quantifiers - Enough x Too

This is a delicious romantic comedy that shows a lot of contrasts between a big city like Miami and a cold little town in Minnesota. This scene is funny and excellent for the students to students to practice the position and meaning of enough and too.







Talk to a partner about the following questions:


1. Have you ever seen/been in a car accident? Describe it.
2. Have you ever felt that your life was at risk? Talk about it.
3. What would you do if you were alone and stuck inside your car in the middle of a snow storm?

B. Watch the movie segment and rewrite them using either enough
or too, according to the information presented in the segment. Be
careful where you will place them.

1. The weather was snowy.

Ex: The weather was too snowy.

2. The car tracks weren’t visible.

3. She packed clothes for the trip.

4. There weren’t any flights because of the storm.

5. She was driving fast .

6. She was not concentrating on her driving.

7. She was clever to hang her red pantyhose on the antenna.

8. She drank liquor to keep her warm and resist the cold.

9. She got drunk to walk by herself.
10. She was lucky to be located.

C. Talk to a partner.


1. What’s your opinion about the main character’s decisions?

2. What were the wrong things she did?

3. What were the right things she did?

Teacher’s Key
B.
Ex:
1. The weather was TOO snowy.
2. The car tracks weren’t visible ENOUGH.
3. She packed ENOUGH clothes for the trip.
4. There weren’t ENOUGH flights scheduled because of the storm.
5. She was driving TOO fast .
6. She was not concentrated ENOUGH in her driving.
7. She was clever ENOUGH to hang her red pantyhose to the antenna.
8. She drank ENOUGH liquor to keep her warm.
9. She got TOO drunk to walk by herself.
10. She was lucky ENOUGH to be located.





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MOVIE SEGMENT DOWNLOAD - NEW IN TOWN

How to prepare your own video activity:

- Select a scene with extreme weather, commotion, problems or complications.
- Write sentences about these situations without the target language (TOO/ENOUGH).
- Make sure you write sentences in which TOO and ENOUGH would suit perfectly.
- Ask the students to add the quantifiers to sentences you have selected.

Outlander: Transitional Words or Phrases - Connectors

I don't usually enjoy science fiction movies, but I decided to try this one out. This is a great scene for students to practice the use of connectors, transitional words, and writing a paragraph as well. I integrated grammar, writing, listening and speaking in the lesson plan. The main goal for this activity is to enable students to write a paragraph, using the movie context and the transitional words you are teaching

A. Watch the movie segment, talk to a partner, and put the events of the story in the correct order.

( ) They killed the Moorwens, the beasts that lived on the island, with fire.

( ) As part of his pay, he received a place for his family to live.

( ) He left on a journey.

( ) They hunted down those Moorwens they missed.

( ) They removed and buried all the dead Moorwens.

(1) They took the island they wanted.

( ) This surviving Moorwen killed everyone.

( ) He knew one of the Moorwens had survived
B. The Outlander was a man in conflict because of his memories. Write a paragraph telling his story, using the given transitional words below. In the end, write a concluding sentence justifying why the Outlander is such a sad man.

First

Second

Then

Next

After that

Three weeks later

Subsequently

Afterward

Finally

C. Paragraph writing:

His people was no different from hers, hungry for lands. First, they took the island they wanted

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For your information:

Answer Key:

The correct sequence is:
2, 6, 3, 4, 5, 1, 7, 8.

The transitions words may vary.

How to prepare your own video activity:

- Select a scene in which a character or a narrtaor is telling a story.

- Write the sequence of the narration out of order.

- Students put the story in the correct order

- Students write a paragraph using the grammar point to connect their sentences in the paragraph.

- Ask them to come up with a topic sentence and/or a concluding sentence for their paragraph.

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MOVIE SEGMENT DOWNLOAD - OUTLANDER