17 Again: Present Perfect

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


You must use the present perfect tense.

Ex: I have become a lawyer.

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


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


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


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


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


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

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

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

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


IV. Switch roles with your partner.



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MOVIE SEGMENT DOWNLOAD - 17 AGAIN

American Beauty: Restrictive x Unrestrictive Relative Clauses

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

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

She heard a gunshot.

They were surprised by the loud sound of a  gunshot.

She hid the gun inside her closet.

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

His whole life flashed in front of  his eyes.

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

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


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



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



Answer Key:

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

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




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MOVIE SEGMENT DOWNLOAD - AMERICAN BEAUTY

Blade Runner: 2nd Conditional

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

A. Talk to a partner about the following questions:

 

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

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

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

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

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

Situations:

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

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

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

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

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

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

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

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

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

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

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

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

Answer key:

Rachael’s answers:

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

2. She’d take him to the doctor.

3. She’d kill it.

4. She wouldn’t let him .

5. She couldn’t answer the question.

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MOVIE SEGMENT DOWNLOAD - BLADE RUNNER

Hotel for Dogs: Unrestrictive Relative Clauses

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


A. Talk about the following questions:

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

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

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

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

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


M - Madison

C - Chelsea

VS - Viola and Sebastian

CRH - Coco, Rocky and Harley

GL- Georgia and Lenny

B - Bernie Wilkins

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


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

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

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

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

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

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

1. ……………………………

2. ……………………………

3. ……………………………

4. ……………………………

5. ……………………………

6. ……………………………




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Answer Key:

B.

B, M, C, CRH, GL, VS

C.

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



How to prepare your own video activity:

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

What Women Want: Simple Past

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



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


1. Drink wine



2. Smoke a cigarette


3. Have breakfast


4. Polish the nails


5. Put on some makeup


6. Shave


7. Wax the leg


8. Wear pantyhose


9. Wear socks


10. Dry the hair


11. Trip on the floor


12. Have an accident


13. Take a shower


14. Watch TV





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

EX: 1. Nick drank wine.


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

Ex. I didn't drink wine.



I smoked a cigarette.


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MOVIE SEGMENT DOWNLOAD - WHAT WOMEN WANT


How to prepare your own video activity:




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




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




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

Bolt: Can - Ability

This is funny scene with a lot of action. Bolt is a movie star who has a lot of different super powers, which is great fo the students to practice the use of the modal for ability CAN.

I. Talk to a partner about the following questions:


1- Do you have a pet? (Why/Why not?) Tell your friend about it. If you don't have one, tell your partner about one of your friend's pet.

2- What can he/she do?

3 - Are pets important for people's lives? Why (not)?



II. Watch the movie segment and write in the boxes the initials of the characters who can perform the folowing activities:


B – Bolt



P - Penny

1. Grab a car with the teeth

2. Run faster than cars

3. Ride a scooter

4. Move faster than the cars in the Los Angeles traffic

5. Break through walls

6. Jump very far

7. Destroy machines with the eyes

8. Destroy anything with a super bark

9. Speak English






Now write sentences with CAN (CAN'T), according to the information in the movie segment:





Answer Key:





A.


1. B 2. B 3. P 4. P 5. B 6.B 7.B 8.B 9. P




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MOVIE SEGMENT DOWNLOAD - BOLT



OPTION 2 - PRESENTATION MOVIE SEGMENTS TO TEACH CHILDREN GRAMMAR AND VOCABULARY

I.            Students watch the movie segment.

II.    Ask students to stand in a circle. The T reads the activities  in the box below and they have to jump if it refers to Bolt, crouch if it refers to Penny or turn around if it refers to the villains.

	1.ride a motorcycle
	2. grab a car with the teeth
	3. run faster than cars
	4. ride a scooter
	5. fly a helicopter
	6. break through walls
	7. jump very high
	8. speak english
	9. bark very loudly
	10.  destroy everything with the eyes

III.   Give each student a sign with one side green (can) and the other red (can’t). Project on the board the activities in the box above and the picture of a character (Bolt, Penny or the villains). The students have to raise the sign according to what the characters can or can’t do in the segment. Ask volunteers to say each of the sentences.

IV.      Tell students to write sentences with CAN or CAN’T according to the movie segment.    Use the slides from activity III.

How to prepare your own video activity:

• Select a segment in which the characters perform activities that show ability

• Prepare a few questions about the content of the segment for the sake of Communication/listening comprehension

• Students do the assessment exercise after they watch the segment

Imagine That: Non-Count Nouns Made Countables

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


a piece of

a grain of

a game of

a type (kind) of

a symbol of

an act of

an article of

a bolt (flash) of

a clap of

a drop of

a bowl of

a spoon of


1. They used flour to to make pancakes.

2. They melted butter to fry the pancake.



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



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



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



6. He threw the food away before eating it.

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MOVIE SEGMENT DOWNLOAD - IMAGINE THAT 


 

Possible Answers:

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

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

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



A. Talk to a partner:

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

2. What's your favorite kind of museum?

3. Why are museums important?

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



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

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

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

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

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

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

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















Skating in Central Park
Agnes Tait




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

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

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


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

Nick & Norah's Infinite Playlist: Should (Advice) x Should Have (Past Regrets)

This is an enjoyable movie. This scene shows a beautiful girl doing humiliating things because of the excess of drinking that night. It is great to have students practice giving advice and expressing past regrets, contrasting the use of SHOULD to give advice and in the past to express regrets. Remember that this topic may be sensitive. If you think it is inappropriate for your group of students or your culture, don't use it.


A. Talk to a partner. Discuss the following questions:

1 - Are alcoholic beverages sold freely in your country? What are the regulations on the issue?

2 - What's your opinion about drinking and driving? What should the punishment be?

3 - When is it OK to drink alcoholic beverages?

B. Imagine the following situation.


Imagine that some foreign friends of yours are going out tonight in your city to celebrate a very special occasion. Unfortunately, you have an appointment and you can't go with them. They want do have fun, drink, eat something nice, and meet some interesting girls (guys). Which place would you choose and why?



C. Write down 6 pieces of advice to your friends to enjoy the night in your city safely. Use affirmative and negative statements with SHOULD (NOT).


(AFF)

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


2 - .............................................


3 - .............................................



(NEG)


4 - ..............................................


5 - ..............................................


6 - ..............................................



D. Watch the segment now. Imagine the main character, the drunk girl, was with your group of friends. She drank too much and is extremely inappropriate.





E. Make a list of 5 things she should not have done:

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


2 - .........................................


3 - .........................................


4 - .........................................


5 - .........................................

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Shallow Hal: 2nd Conditional

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

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

. Hal's imaginary Rosie and Real Rosie.

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


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

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

3. He had to apologize for his jokes.

4. She ordered a huge meal.

5. The waiter wasn’t surprised by the order

6. The chair broke.

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

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


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

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

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

Teacher’s Key

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

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

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

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


A. Talk to a partner:


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


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


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


4 - Is it worth complaining? Justify it.



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


( ) 1. The restaurant stopped serving breakfast.

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

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

( ) 4. He accidentally shot the roof.

( ) 5. The manager decided to serve breakfast.

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

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

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

( ) 9. He apologized to the manager.

( ) 10. The police arrived.




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


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

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

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

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

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

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

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

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

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

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

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



Answer Key:

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


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


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

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

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MOVIE SEGMENT DOWNLOAD - FALLING DOWN

The Hitcher: Modal Verb SHOULD - Advice

This movie is a classic that has changed many people's opinions about giving rides to strangers on roads. I took advantage of the opening scene to have student practice modal verbs for advice - SHOULD - OUGHT TO.




Before watching the segment:


A. Talk to a partner. Make a list of what drivers should and should not do when they travel by car alone during the night.


What drivers should (ought to) do:
1 - ........................................................
2 - ........................................................
3 - ........................................................
4 - ........................................................


What drivers shouldn't (oughtn't to) do:
1 - .........................................................
2 - ........................................................
3 - ........................................................
4 - ........................................................


B. Watch the segment now. Check which of the pieces of advice you came up with in exercise A the main character of the movie did not follow.


C. Talk to a partner. For your information, the driver will manage to escape. Come up with the conclusion of the scene knowing that the hitcher won't achieve his goal, which was to kill the driver. Be creative; use your imagination.


D. Share your stories with the whole class and choose the most creative one.


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How to develop your own video activity.

- Select a scene in which the characters disobey the law or do things they will regret.
- Ask students to give pieces of advice for one to follow in such situations.
- Play the scene you had selected.
- Have students check which pieces of advice were not followed by the characters.

Love Actually: Reported x Direct Speech

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

Talk to a partner:

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

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

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


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





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

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


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

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


3. He said that she was perfect to him.

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

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

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



5. He wished her Merry Christmas.

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







C. Talk to a partner:


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

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

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

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


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




MOVIE SEGMENT DOWNLOAD - LOVE ACTUALLY

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Yes Man: Short Answers

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





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


1) Do all participants have a red bag?

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

2) Is Carl excited about the seminar?

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

3) Is Terrence the presenter?

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

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

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

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

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

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

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

7) Is there anyone new to the seminar?

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

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

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


9) Can people say YES in the seminar?

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

10) Does Carl say NO to life?

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



11) Is Carl comfortable during the scene?

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

12) Does Carl have a girlfriend?

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

13) Did Carl lose the love of his life?

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

14) Did Carl accept the challenge?

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

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

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

16) Do you believe in Terrence's ideas?

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


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

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

Answer Key:


-->



A.

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



How to develop your own video segment.

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

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Interview

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