Ratatouille: Determiners A, An, Some

Ratatouille is a great animated movie. This scene is perfect for beginners. The language is very easy and the scene is funny. It is ideal to practice the use of determiners - a, an, some - and the students may write a recipe, if their level allows.

The final worksheet was developed by my reader, Alexandra Duarte from Portugal. She inserted this activity of mine into her own class plan and shared it with us. Thanks, Alexandra, for sharing and developing such great activities.

Alexandra Duarte has been an EFL teacher for about 20 years, most of them at MartinhoÁrias Secondary School in Soure / Portugal. For the last 3 years she has been involved in adult teaching.

http://www.clubeinglesoure.blogspot.com/

A. You can see these items during the movie segment. Match the vocabulary and the words. Add a/ an/ some before the nouns.

Ex: A tomato

1. Tomato

2. Carrots

3. Omelet

4. Eggs

5. Spaghetti

6. Wine

7. Onion

8. Egg

9. Cucumber

10. Soup

B. Now watch the movie segment and write the instructions to make the soup, using some of the words from the previous exercise. First, decide which verbs correspond to the pictures below:

1. Slice

2. Pour

3. Stir

4. Break

Recipe:

First, pick up ________________.

Then stir the _________ in a bowl.

Next, put __________ into a pan.

After that, pour ____________ into a glass.

Next, slice ________________.

Then break ________________.

Don't forget to slice ____________.

Put everything in the pan to make ___________.

Answer Key:

B.
1. a tomato
2. some eggs
3. some spaghetti
4. some wine
5. an onion
6. an egg
7. some cucumbers / a cucumber
8. some soup




WORKSHEET - 1

MOVIE SEGMENT DOWNLOAD - RATATOUILLE



The next worksheet was developed by my reader Alexandra Duarte, a reader from Portugal. She inserted this activity of mine into her own class plan and shared it with us. Thanks, Alexandra, for sharing and developing such great activities.



WORKSHEET - Alexandra Duarte.

Alexandra Duarte has been an EFL teacher for about 20 years, most of them at MartinhoÁrias Secondary School in Soure / Portugal. For the last 3 years she has been involved in adult teaching.

Avatar: (The) Other (s), Another

This is an overwhelming movie. The visual effects are spectacular and it has a great plot. I used this scene to have students practice a grammar point many course books neglect addressing, the use of (the) other (s) and another. It is a great scene and the students love it.

An Ikran is a predator who lives in mountainous territory on Pandora. Na'vi warriors, Pandora's humanoids, attempt to bond with an Ikran, a dangerous and required ritual of their people.

A Na'vi riding an Ikran

A. Watch the movie segment and complete the blanks with OTHER, THE OTHER, OTHERS, THE OTHERS, or ANOTHER.

1. Two Na'Vis walked on the edge of a cliff to reach the sanctuary of Ikrans. The first one was Jake Sully. ____________ one was Neyitiri.



2. In the sanctuary, there were many ikrans. Some of them were resting on the mountain. ________ were flying around, and _________ were hatching eggs.



3. Jake Sully tried to lasso the first ikran, but it flew away. Then he chose ________ ikran to lasso.



4. When he finally chose his ikran, _____ ikrans did not interfere with their fight. Some flew away, ________ just observed their fight.



5. While Jake Sully was trying to control his chosen ikran, Neyitiri supported him. __________ warrior did the same thing, but _______ Na'Vis just observed him.



6. Jake Sully finally managed to fly his ikran. Neyitiri flew ________ one.



7. There were four Na'Vis in the scene. Jake Sully, Neyeriti and two _______ warriors. Neyetiri and two of of the Na'Vis were happy about his success, but ________ one wasn't happy at all, because he was jealous of Jake's accomplishment.


WORKSHEET

MOVIE SEGMENT DOWNLOAD - AVATAR

Answer key:

1. the other

2. others /(the) others

3. another

4. the other /others

5. another / the other

6 another

7. other / the other

Surrogates: Passive Voice with Future Tenses

The original idea of the movie plot is amazing. I liked the movie from the very beginning, which is intriguing and perfect for this activity I planned in order to teach passive voice with future tenses, the grammar point I'm teaching my Thomas Prime 8 students this week.





A. Watch the movie segment. The segment takes place in the year 2024 and talks about what will happen from today until 2024. The movie starts 14 years ago, 2010. Take a look at the timeline of the scientific developments that took place in the next 14 years and rewrite the sentences you saw in the segment in the passive voice.

B. Rewrite the sentences from the movie in the passive voice.


2011



1. In 2011, monkeys will operate mechanical arms with nothing but their thoughts.

In 2011, _______________________ with nothing but their thoughts.


2. Physically disabled people are going to operate fully synthetic bodies.

__________________________________.


2014



3. We are going to see this more and more.

__________________________________ more and more.


4. We will witness an event of evolutionary significance.


___________________________________.


2018



5. Over 98% of the world population will use a surrogate in all facets of their daily lives.


___________________________________ in all facets of their daily lives.


6. We are going to see crime rates record lows.


__________________________________.



2021



7. By 2024, a minority will have opposed surrogates.


By 2024, ____________________________.


8. Many people will have seen this as the invasion of the inhuman.


____________________________ as the invasion of the inhuman.


9. They will have established surrogacy-free zones in major cities around the country.


__________________________________ in major cities around the country.



2024



10. People had predicted that surrogates would solve all their problems.


People had predicted that ______________________.


11. They had believed that one day the future was going to bring nothing but happiness.


They had believed that one day _______________________.


B. Discuss the following questions in pairs.

1. What's your opinion about the segment. Do you think it will actually happen in the future?

2. Do you think that surrogates are a good idea? Explain it.

3. Would you like to have a surrogate for you and your family? Why (not)?

4. If you would, what would you use it for?

5. What are the advantages and disadvantages of having surrogates among us?

WORKSHEET

MOVIE SEGMENT DOWNLOAD - SURROGATES

Anwer key:

1. mechanical arms will be operated by monkeys

2. fully synthetic bodies are going to be operated by physically disabled people.

3. this is going to be seen

4. an event of evolutionary significance will be witnessed

5. a surrogate will be used by 98% of the world population

6. crime rates record lows are going to be seen

7. surrogates will have been opposed by a minority

8. this will have been seen

9. surrogacy-free zones will have been established

10. all their problems would be solved by surrogates

11. nothing but happiness was going to be brought by the future A peer of mine said that he had used a slides presentation with links to my passive voice activities. I was sent the link and came across this really cool and thorough class on passive voice. I'm glad Simon Friend used my blog for his video activities. His slides are effective, fun and constructive. Thanks Simon Friend for these really cool slides. Thanks for linking my site to it.

Monsters Vs Aliens: Superlatives

I love animated films, I have said this dozens of times. This one is not different. I love the characters and the story. Because there are 5 monsters being described in this scene, I used it to practice superlative form of adjectives.





A. Make a list of 6 different adjectives you consider to be interesting for a monster
Ex: Strong, ugly, etc


B. Listen to all of the students' list of adjectives and write them all on the board. In pairs, select 8 adjectives you consider to be the most interesting ones for a monster.


C. Watch the movie segment and match the characters and their characteristics:



1. Ginormica

2. B.O.B. (Bicarbonate Ostylezene Benzoate):

3. Dr. Cockroach

4. The Missing Link

5. Insectosaurus


( ) Due to her exposure with the meteorite's radiation, she is very strong and tall and has a resistance to energy attacks.

( ) He was an insect transformed by nuclear radiation into a monster with the ability to shoot silk out of his nose.

( ) A 20,000-year-old fish-ape animal, who was found frozen.

( ) A brilliant scientist who, in an experiment to have the abilities of a cockroach, became a giant cockroach's head and some personality characteristics of the cockroach, but gained the ability to climb up walls and great resistance to physical damage.

( ) An indestructible gelatinous mass created from a tomato. His greatest strength is his ability to eat any substance and to be indestructible.


Answers: 1,5,4,3,2

D. Now write sentences comparing all the monsters, using the adjectives you have selected in exercise B.


Ex:

Ginormica is the strongest monster.


WORKSHEET

MOVIE SEGMENT DOWNLOAD - MONSTERS VS ALIENS

Eden Lake: Prepositions and Giving Directions

It is difficult to find segments to practice giving instructions or directions. This snippet, though, is appropriate because the opening scene shows a couple driving to a hotel, so I thought of having this visual input to practice this grammar point. The movie, however, is nothing special. The scene is appropriate for all ages, but the movie itself is scary and for adults only.

I. Watch the segment and choose the correct alternative according to the segment.









1. When they left, they turned left / turned right / went ahead.


2. They went straight ahead / turned left/ turned right on the highway.


3. On a small road, they passed on/ under / in front of a bridge.


4. They drove for a long time on/ in/ through another highway and turned left /right on the exit.

5. At/ Behind/ Near the traffic light, they turned left / right.


6. The Beer, Bed and Breakfast is on their left/right.


7. Another car turned left / right before them and parked in / under / for the space.



8. They couldn't park, so they left and turned left / right .



II. Talk to a partner. Think about 3 different places in your city. Tell him/her how to get from where you are to these places.



III. Describe your neighborhood to your friend. Say where the bakery, grocery store, pet shop, bus stop, restaurant and others are.


EX. The bakery is across from my building.



WORKSHEET

MOVIE SEGMENT DOWNLOAD - EDEN LAKE

The Stepford Wives: Participial Adjectives as Noun Modifiers

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



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

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

Ex: The invited guests started dancing in the ballroom.


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

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

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

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

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

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

B. Work in pairs:

1. Describe the scene.

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

3. Why did that happen?

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

WORKSHEET

MOVIE SEGMENT DOWNLOAD - THE STEPFORD WIVES

Answer key:

1. The invited guests

2. The decorated ballroom

3. The excited guests

4. The spun lady

5. The intrigued guests

6. The surprised hostess, players and guests

7. The hurt lady

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

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





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





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

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

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

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

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

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

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



WORKSHEET

MOVIE SEGMENT DOWNLOAD - STAR TREK - THE FUTURE BEGINS

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

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







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






1. The ceremony starts.

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



2. The groom unveils the bride.

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



3. The bride arrives at the wedding place,

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

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

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

The best man and he drink some wine.

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

B. Talk to a partner:



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

2. What went wrong?

3. What do you think will happen next?

Possible answer key:

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

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

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

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

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

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


WORKSHEET

MOVIE SEGMENT DOWNLOAD - THE DEVIL'S ARITHMETIC 

My Big Fat Greek Wedding: Transitions x Subordinating Conjunctions

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




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

MOVIE SEGMENT DOWNLOAD - PART 1

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


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

( ) subordinating conjunction
( ) transition

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

( ) subordinating conjunction
( ) transition


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


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

( ) subordinating conjunction
( ) transition


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

MOVIE SEGMENT DOWNLOAD - PART 2



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


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


( ) subordinating conjunction
( ) transition


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


( ) subordinating conjunction
( ) transition



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


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


( ) subordinating conjunctions
( ) transition


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

( ) subordinating conjunction
( ) transition


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

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


( ) subordinating conjunction
( ) transition



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


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


( ) subordinating conjunction
( ) transition


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


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

( ) subordinating conjunction
( ) transition



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


( ) subordinating conjunctions
( ) transition



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

MOVIE SEGMENT DONWLOAD - PART 3

Ex: (provided that - subordinating conjunction)


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


Ex: (otherwise - transition)


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



1. because (or since) - subordinating conjunction

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


2. even though (or although) - subordinating conjunction

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

3. therefore (or consequently) - transition

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

4. However (or nevertheless) - transition

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



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

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


III. Answers will vary.



WORKSHEET

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

Knowing: Simple Present

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

Ex:

I listen to music with my I-pod.

I eat pizza every Sunday.


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











.

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

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

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

1. _________________________________
2. _________________________________
3. _________________________________

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


WORKSHEET

MOVIE SEGMENT DOWNLOAD - KNOWING

Mr. Woodcock: Modals for Obligation - Must, Can't

This movie is funny and this opening scene shows the traumatic experience the main character had with his mother's future husband, Mr Woodcock, the teacher. I used it to practice modals for obligation and prohibition.

A. Work in small groups. Make a list of 5 qualities or characteristics a good teacher must (has to) have and which ones he can't have.

He / She MUST:

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

He / She CAN'T:

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

B. Now watch the movie segment. Which of the characteristics you have listed before apply to Mr. Woodcock?

C. Imagine you are talking to Mr. Woodcock now. Tell him what he must (has to) do and what he can't do to become a better teacher.

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

D. Talk to a partner:

1. Would you like to have a teacher like Mr. Woodcock? Why (not)?

2. Have you ever had a teacher like him? If so, talk about it.

3. What would you do if your teacher treated you like Mr. Woodcock treated some of his students?

4. Are there teachers like Woodcock?

5. Who is your favorite teacher? Why do you like him / her so much?



WORKSHEET

MOVIE SEGMENT DOWNLOAD - MR WOODCOCK

Reservation Road: Past Modal - Should - Expressing Regrets

This is a shocking scene that pictures a common current event in our society. Hit and run. I chose it to practice expressing regrets using past modal verbs. The movie is really interesting and the ending is great. I recommend it.





A. Talk to a partner:



1. Have you ever witnessed a car accident? What happened?

2. Is traffic a problem where you live? Explain it.

3. Are traffic laws too strict, too lenient or just fair? Justify your answer.

4. What can be done to improve the traffic flow and prevent accidents?

5. What is hit and run? What should the punishment be in that kind of accident?

6. What about drinking and driving?





B. Watch the video segment and read the items below. Check the characters' wrong decisions.


( ) 1. The boy didn't fasten his seatbelt.


( ) 2. The family stopped at a gas station.


( ) 3. The driver answered his cell phone while he was driving.


( ) 4. Josh's parents left him by himself too close to the main road.


( ) 5. The driver didn't stop to rescue the victim.


( ) 6. The driver lied to his son about the accident.


C. Rewrite the sentences you checked expressing regrets. Use should + have + past participle in your sentences.


WORKSHEET

MOVIE SEGMENT DOWNLOAD - RESERVATION ROAD



Answer key:

B.

1. The boy should have fastened his seatbelt.
2. The family shouldn't have stopped...
3. The driver shouldn't have answered...
4. Josh's parents shouldn't have left him...
5. The driver should have stopped...
6. The driver shouldn't have lied...



How to prepare your own video activity:
- Select a scene in which the characters perform actions they regret.
- Select a few of their wrong decisions.
- Have students check the ones that the characters might regret
- Ask the students to write down sentences expressing regrets using the past modal should

Coraline: Past Perfect x Simple Past

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


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




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


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


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


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


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


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

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



WORKSHEET
MOVIE SEGMENT DOWNLOAD - CORALINE




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

Falling Down: Present Continuous

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

A. Talk to a partner:


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

2 - What do you do to kill time?

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

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


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


( ) 1. Throw objects at passers-by.

( ) 2. Talk on the phone

( ) 3. Listen to the radio.

( ) 4. Put on some lipstick.

( ) 5. Honk the horn.

( ) 6. Play games.

( ) 7. Leave the car and walk home.

( ) 8. Sleep in the car.

( ) 9. Read a book.

( ) 10. Do my homework.


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


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

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

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

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

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

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

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

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

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

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






WORKSHEET


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